PEIMS Data Standards 203 SCHOOL LEAVER DATA

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Input Record Type Code	District ID	Student ID	Campus ID	Leaver Reason Code	Filler	Date of Graduation	Graduation Type Code	Filler	Local Student ID	Filler
E0755	E0212	E0001	E0266	E1001		E0791	E0806		E0923
C042				C162			C062
Columns 1 - 3	Columns 4 - 9	Columns 10 - 18	Columns 19 - 27	Columns 28 - 29	Columns 30 - 33	Columns 34 - 39	Columns 40 - 41	Columns 42 - 45	Columns 46 - 54	Columns 55 - 80
203
203

The 203 Student Leaver Data record identifies students who were enrolled at some point during the prior school year and did not graduate, earn a GED by August 31, or return to school enrollment by the last Friday in September.

INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record.

DISTRICT-ID (E0212) indicates the district identification number registered with the Texas Education Agency.

DISTRICT-ID on the 203 Student Leaver records must match the value for DISTRICT-ID on the LEA 010 District record.

STUDENTID (E0001) is the student's Social Security number or a state-approved alternate identification number.

When available, the student's Social Security number should be used. If this number is not available, follow the instructions in Section 2 for the assignment of an alternate identification number.

CAMPUS-ID (E0266) indicates the unique campus identification number registered with the Texas Education Agency. It is the linking of DISTRICT-ID with the campus identification number.

An instructional campus: 1) has an assigned administrator, 2) has enrolled students who are counted for average daily attendance, 3) has assigned instructional staff, 4) receives federal and/or state and/or local funds as its primary support, 5) provides instruction in the Texas Essential Knowledge and Skills (TEKS), 6) has one or more grade groups in the range from early education through grade 12, and 7) is not a program for students enrolled in another public school.

An alternative instructional unit: 1) is an instructional site, center, program, or arrangement that is not governed by an individual campus organization, and 2) does not meet the above standard definition of an instructional campus.

Submit the previous year's CAMPUS-ID even if the campus is closed in the current year.

LEAVER-REASON-CODE (E1001) indicates the reason a prior year grade 7-12 student has not enrolled in the district during the current school year.

LEAVER-REASON-CODE is footnoted to indicate codes that exclude students from being counted as dropouts in the state accountability system.

DATE-OF-GRADUATION (E0791) indicates the month and year that the student graduated from high school.

GRADUATION-TYPE-CODE (E0806) indicates the type of plan under which the student graduated.

The following three GRADUATION-TYPE-CODE charts differentiate the requirements for coding general education and special education students.

GRADUATION-TYPE-CODE Chart 1 applies to all students who completed the curriculum and credit requirements for graduation, including satisfactory performance on the exit-level assessment.

GRADUATION-TYPE-CODE Chart 2 applies only to students who received special education services, completed the curriculum and credit requirements for graduation, and participated in the statewide assessment instrument identified in the IEP.

GRADUATION-TYPE-CODE Chart 3 applies only to students who received special education services who completed credit requirements for graduation, but whose curriculum content was modified or substituted.

PLEASE NOTE: The content of the curriculum determines the graduation type and drives the applicable coding.

Coding of Students Who Meet All Graduation Requirements under TAC Chapter 74

(Includes Students Graduating Under TAC §89.1070 (b)(1))
Year Entering Grade 9 Curriculum Requirements in Effect During School Year	Minimum, Recommended, Distinguished High School Program	Graduation Codes
2001-2002, 2002-2003, 2003-2004
TAC §74.42 TAC §89.1070 (b) (1)	Minimum	General Education and Special Education	21
TAC §74.43 TAC §89.1070 (b) (1)	Recommended	General Education and Special Education	22
TAC §74.44 TAC §89.1070 (b) (1)	Distinguished	General Education and Special Education	23
2004-2005, 2005-2006, 2006-2007
TAC §74.52 TAC §89.1070 (b) (1)	Minimum	General Education and Special Education	24
TAC §74.53 TAC §89.1070 (b) (1)	Recommended	General Education and Special Education	25
TAC §74.54 TAC §89.1070 (b) (1)	Distinguished	General Education and Special Education	26
2007-2008 and thereafter
TAC §74.62 TAC §89.1070 (b) (1)	Minimum	General Education and Special Education	27
TAC §74.63 TAC §89.1070 (b) (1)	Recommended	General Education and Special Education	28
TAC §74.64 TAC §89.1070 (b) (1).0	Distinguished	General Education and Special Education	29

This chart applies to all students in general education and to students receiving special education services graduating under TAC §89.1070 (b)(1) (or earlier similar rules) for whom the required curriculum content was not modified or substituted. If content was modified or substituted, refer to Chart 3. (Instructional accommodations determined by a Section 504 committee or Admission Review and Dismissal (ARD) committee that do not result in curriculum content modifications, are permitted in each scenario above.)

Any student, including students receiving special education services, who has satisfactorily completed the state’s or district’s (whichever is greater) curriculum and credit requirements for graduation under the minimum, recommended, or distinguished program, including satisfactory performance on the exit level assessment, may graduate and be awarded a standard high school diploma.

The codes in this chart apply to students graduating under the minimum, recommended, or distinguished graduation programs, including students receiving special education who graduate according to TAC §89.1070 (b)(1) (and earlier similar rules). See Charts 2 and 3 for students receiving special education services graduating under TAC §89.1070 (b)(2), TAC §89.1070(c) or TAC §89.1070(d).

Students receiving special education services for whom the curriculum content was not modified, and who meet the minimal requirements of the recommended, or distinguished program, may have that achievement recognized on the Academic Achievement Record. Instructional accommodations that do not alter curriculum content are allowed under these plans.

Instructional accommodations for students with disabilities that do not result in curricular content modifications do not impact graduation requirements. Examples of accommodations that do not impact the graduation plan include one-on-one instruction, small group instruction, multi-sensory approaches, extended time on projects, study guides, highlighted texts, programmed materials, preferential seating, immediate feedback, Braille, books on tape, screen readers, interpreter, word processor, oral testing, un-timed testing, extended time to complete assignments, shortened tests, alternative evaluation strategies (draw a diagram, develop a model, perform the answer), etc.

Coding of Students Who Meet the Graduation Requirements under TAC §89.1070(b)(2)

(For Students who meet the Curriculum and Credit Requirements under TEC Chapter 74 and are participated in the statewide assessment instrument identified in the IEP)

(For Students who meet the Curriculum and Credit Requirements under TEC Chapter 74 and are participated in the statewide assessment instrument identified in the IEP)
Year Entering Grade 9 Curriculum Requirements in Effect During School Year	Minimum, Recommended, Distinguished High School Graduation Program	Graduation Codes to Use Only for Students Who Received Special Education Services
1998 – 1999 and thereafter
TAC §74.11, 42, 52 TAC §89.1070 (b) (2)	Minimum High School Program Completion of the minimum curriculum and credit requirements for the Minimum high school graduation program applicable to students in general education and participated in the statewide assessment instrument identified in the IEP.	General Education	Not applicable
TAC §74.11, 42, 52 TAC §89.1070 (b) (2)		Special Education	18
TAC §74.12, 43, 53 TAC §89.1070 (b) (2)	Recommended High School Program Completion of the minimum curriculum and credit requirements for the Recommended high school graduation program applicable to students in general education and participated in the statewide assessment instrument identified in the IEP	General Education	Not applicable
TAC §74.12, 43, 53 TAC §89.1070 (b) (2)		Special Education	19
TAC §74.13, 44, 54 TAC §89.1070 (b) (2)	Distinguished High School Program Completion of the minimum curriculum and credit requirements for the Distinguished Achievement high school graduation program applicable to students in general education and participated in the statewide assessment instrument identified in the IEP	General Education	Not applicable
TAC §74.13, 44, 54 TAC §89.1070 (b) (2)		Special Education	20

This chart applies to students receiving special education services graduating under TAC §89.1070 (b)(2) (or earlier similar rules) for whom the required curriculum content was not modified or substituted AND the student participated in the statewide assessment instrument identified in the IEP. If content was modified or substituted, refer to Chart #3. (Instructional accommodations determined by a Section 504 committee or Admission Review and Dismissal (ARD) committee that do not result in curriculum content modifications, are permitted in each scenario above.)

Any student, including students receiving special education services, who has satisfactorily completed the state’s or district’s (whichever is greater) curriculum and credit requirements for graduation under the minimum, recommended, or distinguished program, and participated in the statewide assessment instrument identified in the IEP, may graduate and be awarded a standard high school diploma.

Students receiving special education services for whom the curriculum content was not modified, and who meet the minimal requirements of the recommended, or distinguished program, may have that achievement recognized on the Academic Achievement Record, even if they were previously exempted from the exit level assessment instrument under TEC §39.027(a)(2)(B). Instructional accommodations that do not alter curriculum content are allowed under these plans.

Coding of Students Who Meet the Graduation Requirements under TAC §89.1070(c) and §89.1070(d)

(For Students with Curriculum Modifications According to an IEP)
Year Entering Grade 9 Curriculum Requirements in Effect During Any School Year	Minimum High School Program	Graduation Codes to Use Only for Students Who Received Special Education Services
TAC §89.1070(b)(3)(A)	Completion of minimum credit requirements of students without disabilities, the IEP, and full-time employment with sufficient self-help skills to maintain employment without public school services.	General Education	Not applicable
TAC §89.1070(b)(3)(A)		Special Education	04
TAC §89.1070(b)(3)(B)	Completion of minimum credit requirements of students without disabilities, the IEP, and demonstrated mastery of specific employability and self-help skills.	General Education	Not applicable
TAC §89.1070(b)(3)(B)		Special Education	05
TAC §89.1070(b)(3)(C)	Completion of minimum credit requirements of students without disabilities, the IEP, and access to services, employment, or education outside of public education.	General Education	Not applicable
TAC §89.1070(b)(3)(C)		Special Education	06
TAC §89.1070(b)(4)	Completion of IEP and reached age 22.	General Education	Not applicable
TAC §89.1070(b)(4)	Completion of IEP and reached age 22.	Special Education	07

This chart applies only to students receiving special education services graduating under TAC §89.1070(b)(3)(A-C) or TAC §89.1070(b)(4) for whom the required curriculum content was modified or substituted and documented in the student’s IEP. If content was not modified or substituted, refer to charts 1 or 2. (Instructional accommodations determined by a Section 504 committee or Admission Review and Dismissal (ARD) committee that do not result in curriculum content modifications, are permitted in each scenario above.)

The minimum graduation high school program is the only graduation option for a student graduating under TAC §89.1070(b)(3)(A-C) or TAC §89.1070(b)(4).

Students receiving special education services, who meet the requirements under TAC §89.1070(b)(3)(A-C) or TAC §89.1070(b)(4) may graduate and be awarded a standard high school diploma.

Instructional accommodations for students with disabilities that do not result in curricular content modifications do not impact graduation requirements. Examples of accommodations that do not impact the graduation plan include one-on-one instruction, small group instruction, multi-sensory approaches, extended time on projects, study guides, highlighted texts, programmed materials, preferential seating, immediate feedback, Braille, books on tape, screen readers, interpreter, word processor, oral testing, un-timed testing, extended time to complete assignments, shortened tests, alternative evaluation strategies ( draw a diagram, develop a model, perform the answer), etc.

LOCAL-STUDENT-ID (E0923) is the student's local identification number as assigned by the district. LOCAL-STUDENT-ID is optional.

There must be a 101 Student - Demographic record with a matching STUDENT-ID where GRADE-LEVEL-CODE is “07”-“12”.

The value of STUDENT-ID on this record must match the value of STUDENT-ID on some 100 Student - Identification record.

School districts report data on all students they served in grades 7-12 during the prior school year. A student is reported through a 100 and 101 Student - Demographic record; a 100, 101, and 110 Student - Enrollment record; a 100, 101, 203 Student - School Leaver record; or a 100, 101, 110, and 203 Student - School Leaver record. 203 Student - School Leaver record reporting includes all dropouts, graduates, and other school leavers identified during the previous school year. Students in special education and other special, ungraded, or state-approved alternative programs are included. Students who enroll in private school or leave for home schooling are reported. Also included are students who fail to re-enroll in the fall.

A school leaver who is not enrolled in the district in the school-start window of the current year is reported on a 203 Student - School Leaver record unless the student is identified by TEA as

The school-start window extends from the first day of school through the last Friday in September.

A 203 Student - School Leaver record is not required for grades 7-12 students who were enrolled during the prior year and are enrolled in the school-start window of the current year. Students in grades EE-6 in the prior school year are never reported on 203 Student - School Leaver records.

Students not enrolled on the PEIMS as-of date are reported through a 100 and 101 Student - Demographic record. Students enrolled on the PEIMS as-of date are reported through 100, 101, and 110 Student - Enrollment records. See AS-OF-STATUS-CODE below.

AS-OF-STATUS-CODE, when used for PEIMS Submission 1, indicates a student’s school-start window status and fall as-of date enrollment status for the current year.

AS-OF-STATUS-CODEs A, D, and E indicate that the student was enrolled last year but not in the school-start window this year; therefore, a 203 school leaver record is required if the student was in grades 7-12 during the prior year unless the student has been identified by TEA as (1) having earned a GED certificate at a Texas examination site by August 31st, (2) enrolled in another Texas public school district in the school-start window of the next school year, or (3) accounted for by other state reconciliation processes. This includes all students who:

AS-OF-STATUS-CODEs B, D, and F are used by TEA to determine the fall as-of date enrollment for each district. Students coded with B’s may or may not have been enrolled in the district during the prior year.

AS-OF-STATUS-CODE C is used to notify TEA that a student has been in the district in the school-start window during the current year, but not on the fall as-of date, so a 203 Student - School Leaver record is not submitted. Students coded with C’s may or may not have been enrolled in the district during the prior year. Districts are required to report students who were not prior year students and were not enrolled on the current year fall as-of date. Students coded with C’s are not counted as enrolled students when TEA publishes enrollment counts by district.

Submission of the 100, 101, and 203 Student - School Leaver records is determined by the student’s enrollment status within the school-start window and on the fall as-of date.

The chart below indicates the coding required for students in grades 7-12 based on prior year and current year student enrollment data. References to the code on the 101 Student - Demographic record are for AS-OF-STATUS-CODE.

Coding Required for Prior Year and Current Year Student Enrollment Statuses for grades 7-12.

Coding Required for Prior Year and Current Year Student Enrollment Statuses for grades 7-12.
Enrolled in the district in grades 7-12 at some point in prior school year	Enrolled in the district in current year	Enrolled in the district in current year within the school-start window	Enrolled in the district in the current year on fall as-of date	AS-OF-STATUS- CODE	Record required				Mover or GED received by Aug. 31 of prior school year
					100	101	110	203
No	Yes	Yes	Yes	B	Yes	Yes	Yes
No	Yes	Yes	No	C	Yes	Yes
No	Yes	No	Yes	F	Yes	Yes	Yes
No	Yes	No	No	G	Yes	Yes
Yes	Yes	Yes	Yes	B	Yes	Yes	Yes
Yes	Yes	Yes	No	C	Yes	Yes
Yes	Yes	No	Yes	D	Yes	Yes	Yes	Yes	No
Yes	Yes	No	Yes	D	Yes	Yes	Yes	Optional	Yes
Yes	Yes	No	No	E	Yes	Yes		Yes	No
Yes	Yes	No	No	E	Yes	Yes		Optional	Yes
Yes	No	No	No	A	Yes	Yes		Yes	No

Appendix D provides an expanded definition and specific guidelines on acceptable documentation for each of the leaver reason codes listed in code table C162.

GRADE-LEVE-CODE of those students in grade 7-12 who do not return to school within the school-start window the following year are reported using the last grade of enrollment which includes students who completed the prior year grade level. GRADE-LEVEL-CODE is reported on the 101 Student - Demographic record.

CAMPUS-ID refers to the identification number of the campus in which the student was last enrolled. If a student completes the eighth grade at a middle school (Grades 6-8), and then fails to return to school at a high school (Grades 9-12) the following fall, he is shown as a school leaver in Grade 8 from the middle school campus.

A 100 and 101 Student - Demographic record must be reported along with each 203 Student - School Leaver record.

If the district was the absorbing district in a consolidation the prior year, then the district must report the school leaver data for the consolidated district.

If there has been a change to the student's basic demographic and identification data elements since the last PEIMS data submission, refer to the instructions about the use of the DEMOGRAPHIC-REVISION-CONFIRMATION-CODE in the Record Type 101 discussion.

203 Student - School Leaver records are reported for all students who graduated during the prior school year, including summer graduates up through August 31st. To graduate, students must satisfy the requirements under 19 TAC, Section 74, Subchapter B. Special education students must satisfy requirements under 19 TAC, Section 89.1070. For GRADUATION-TYPE-CODE, the code represents the program with the most stringent requirements that was completed by the student. Refer to the Texas State Graduation Requirements found on the TEA website at http://www.tea.state.tx.us/curriculum/ugr.html. CAMPUS-ID is the campus where the student was enrolled at the time of graduation.

Students who have previously completed all graduation requirements in one school year, but do not pass the exit-level TAAS or TAKS until the next year, are reported as graduates in the year in which the TAAS or TAKS test was passed.

Students reported with a LEAVER-REASON-CODE of 01 must also have valid entries for DATE-OF-GRADUATION and GRADUATION-TYPE-CODE.

School districts that do not serve all grade levels, such as K-8 districts, will not use the 203 Student - School Leaver record to report students in grade 7 or above who have completed all grades offered in the home district and are transferred to a neighboring K-12 district. These students are considered movers.

Students who are “movers”, moving to or from the Texas School for the Deaf (TSD), Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) should be treated as any other student moving between LEAs and are not automatically reported with a 203 Leaver record. Students who leave Texas School for the Deaf (TSD), Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) and do not graduate or continue enrollment in another school setting either in or out of Texas should be reported with a 203 Leaver record with the appropriate LEAVER-REASON-CODE.

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