Input Record Type |
District ID |
Student ID |
Campus |
Instruc-tional |
Reporting Period Indicator Code |
Number Days Taught |
Grade Level Code |
Flexible Attendance Program Type Code |
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500 |
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500 |
Flex |
Flex |
Flex |
Flex |
Flex |
Gifted Talented Indicator Code |
Local Student ID |
Filler |
Primary |
Multiply |
|---|---|---|---|---|---|---|---|---|---|
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Columns |
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Column |
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Column |
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LEP Indicator Code |
Filler |
|---|---|
Column |
Columns |
The PEIMS 500 Flexible Attendance data record is used to report the Flexible Attendance Program data for those LEAs/schools that are approved to participate in the Flexible Attendance programs.
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 500 Flexible Attendance records must match the value for DISTRICT-ID on the LEA 010 District record.
STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternative identification number.
When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number.
The first character of STUDENT-ID must be "S" or "0"-"8".
CAMPUS-ID-OF-ENROLLMENT (E0782) indicates the unique campus identification number of the campus in which the student is enrolled.
The last three characters of CAMPUS-ID-OF-ENROLLMENT must be in the range of 001-698.
CAMPUS-ID-OF-ENROLLMENT must match CAMPUS-ID on a 020 Campus record.
INSTRUCTIONAL-TRACK-INDICATOR-CODE (E0975) indicates the instructional track for the student. (This data element pertains to the instructional calendar for the student. It does not refer to ability groupings.)
Campuses which make use of multiple instructional calendars are considered to have more than one instructional track. A campus can have up to 10 instructional tracks (0-9). Anytime the NUMBER-DAYS-TAUGHT for a particular six-week reporting period at a campus are different, then there must be an additional INSTRUCTIONAL-TRACK-INDICATOR-CODE for that six-week reporting period. It is recommended that the instructional tracks on a campus are numbered beginning with 0, and following in sequence. The INSTRUCTIONAL-TRACK-INDICATOR-CODE is used by TEA to differentiate between multiple instructional calendars when calculating Foundation School Funding.
REPORTING-PERIOD-INDICATOR-CODE (E0934) indicates the period for which the attendance data are being reported.
The instructional calendar(s) for each campus must be divided into six approximately equal reporting periods. Warning: School calendar tracks exceeding 180 days will result in less ADA funding per day for the school district/campus.
For the 500 Flexible Attendance Data record, the REPORTING-PERIOD-INDICATOR-CODE is limited to codes “1” – “6” for Submission 3 and codes “7” – “8” for Submission 4.
NUMBER-DAYS-TAUGHT (E0935) indicates the number of days of instruction offered, as shown on the school calendar, during a particular reporting period.
Instructional days do not include days of teacher in-service or preparation, or holidays. All students assigned to a particular instructional track will have the same NUMBER-DAYS-TAUGHT.
For Submission 3, NUMBER-DAYS-TAUGHT may not exceed 45 days for the first five six-week reporting periods or 90 days for the sixth six-week reporting period.
For submission 4, the NUMBER-DAYS-TAUGHT for the OFSDP Credit Recovery Program must be reported as 30 days.
GRADE-LEVEL-CODE (E0017) indicates the current grade level of the student.
If a student changes grade levels during the course of the school year, then the GRADE-LEVEL-CODE will reflect each grade level that the student was assigned during the course of the year.
FLEXIBLE-ATTENDANCE-PROGRAM-TYPE-CODE (E1045) indicates the unique type of flexible attendance program to which the student’s flexible attendance is related.
There are three (3) unique programs that generate attendance data on the 500 Flexible Attendance data record.
1: Optional Flexible School Day Program (OFSDP) – Submission 3 only
2: High School Equivalency Program (HSEP) – Submission 3 only
3: OFSDP Credit/Promotion Recovery Program – Submission 4 only
The following is a brief description of each of the Flexible Attendance Program Types:
1 - Optional Flexible School Day Program (OFSDP) – This is an attendance program for students who: 1) have dropped out of school or are at risk of dropping out, 2) are participating in an approved early college high school plan, or 3) are attending a campus implementing an innovative redesign under a plan approved by the commissioner of education. For the complete eligibility and program rules, refer to the Student Attendance Accounting Handbook.
2 - High School Equivalency Program (HSEP) - The High School Equivalency Program (HSEP) is also known as the "In-School GED Program." The Texas In-School GED Program provides an alternative for high school students aged 16 and older who are at risk of not graduating from high school and earning a high school diploma. Only those school districts that have applied and been approved by the agency may operate High School Equivalency Programs (HSEP). For the complete eligibility and program rules, refer to the Student Attendance Accounting Handbook.
3 - OFSDP Credit/Promotion Recovery Program – This is an attendance program that occurs in the summer period between school years for students who as a result of not meeting the attendance requirements under TEC, §25.092, will be denied credit (promotion) for one or more classes in which the students have been enrolled. For the complete eligibility and program rules, refer to the Student Attendance Accounting Handbook.
In all cases a student is limited to 1.000 ADA of Foundation School Program funding per school year. If a student attends both the regular school year and the OFSDP Credit/Promotion Recovery Program in the summer, that student cannot generate for than 1.000 ADA of funding for a LEA by combining the regular year and post school year eligible days present.
FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT (E1046) indicates the total number of minutes the student was present and eligible for Foundation School Program funding during a particular reporting period. Eligibility for this program is determined by September 1 age and grade level.
Report FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT in whole numbers only, rounded down to the nearest minute. The minimum value for FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT is 45 minutes per reporting period.
In order for a student’s attendance in the flexible attendance programs to be counted for a particular school day, the student must attend their specific flexible attendance program for at least 45 minutes on that day. If a student does not attend their flexible attendance program for at least 45 minutes on a particular school day, then that amount of time (greater than zero minutes) cannot be counted toward the value reported for FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT for the particular reporting period.
Each increment of 240 minutes reported for FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT will be converted to one day of eligible days present. For a particular six weeks, TEA will divide the FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT by 240 to calculate the equivalent number of days present. This number will be calculated to two (2) decimal places. Funding is limited to the lesser of Equivalent Eligible Days Present or NUMBER-DAYS-TAUGHT. If the calculated Equivalent Eligible Days Present is greater than NUMBER-DAYS-TAUGHT for the reporting period, an Adjusted Equivalent Eligible Days Present is calculated to be NUMBER-DAYS-TAUGHT
The following is an illustration of how TEA will convert FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT to Average Daily Attendance for funding purposes.
Data Conversion Formulas/Rules
FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT/240 minutes (4 hours x 60 minutes)
= Equivalent Eligible Days Present for the six-week reporting period
Adjusted Equivalent Eligible Days Present = the lesser of Equivalent Eligible Days Present or NUMBER-DAYS-TAUGHT
Adjusted Equivalent Eligible Days Present/NUMBER-DAYS-TAUGHT = Average Daily Attendance (ADA) value for six-week reporting period
Example 1:
NUMBER-DAYS-TAUGHT = 30
7000 FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT divided by 240 minutes = 29.17 Equivalent Eligible Days Present
Adjusted Equivalent Eligible Days Present = 29.17 (the lesser of Equivalent Eligible Days Present or NUMBER-DAYS-TAUGHT)
ADA = 29.17 Adjusted Equivalent Eligible Days Present divided by NUMBER-DAYS-TAUGHT of 30 = .9723
Example 2:
NUMBER-DAYS-TAUGHT = 30
9000 FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT divided by 240 minutes = 37.50 Equivalent Eligible Days Present
Adjusted Equivalent Eligible Days Present = 30.00 (the lesser of Equivalent Eligible Days Present or NUMBER-DAYS-TAUGHT)
ADA = 30.00 Adjusted Equivalent Eligible Days Present divided by NUMBER-DAYS-TAUGHT of 30 = 1.0
FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT (E1047) indicates the total number of minutes the student was present and ineligible for Foundation School Program funding during a particular reporting period. Ineligibility for this program is determined by September 1 age and grade level.
Report FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT in whole numbers only, rounded down to the nearest minute. The minimum value for FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT is 45 minutes per reporting period.
Each increment of 240 minutes reported for FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT will be converted to one day of ineligible days present. For a particular six weeks, TEA will divide the FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT by 240 to calculate the equivalent number of days present. This number will be calculated to two (2) decimal places. Funding is limited to the lesser of Equivalent Ineligible Days Present or NUMBER-DAYS-TAUGHT. If the calculated Equivalent Ineligible Days Present is greater than NUMBER-DAYS-TAUGHT for the reporting period, an Adjusted Equivalent Ineligible Days Present is calculated to be NUMBER-DAYS-TAUGHT.
The following is an illustration of how TEA will convert FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT to Ineligible Days Present.
Data Conversion Formulas/Rules
FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT/240 minutes (4 hours x 60 minutes)
= “Equivalent Ineligible Days Present” for the six-week reporting period
Adjusted Equivalent Ineligible Days Present = the lesser of Equivalent Ineligible Days Present or NUMBER-DAYS-TAUGHT
Example:
7000 FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT divided by 240 minutes = 29.17 Equivalent Ineligible Days Present.
FLEX-ATTEND-TOTAL-PRS-DAYS-ELIGIBLE (E1048) indicates the total number of school days a female student was eligible for compensatory education home instruction (CEHI) services and/or pregnancy related services (PRS) during a particular reporting period.
If a student was eligible for PRS services for the entire reporting period, then the value reported for flex-attend-total-PRS-Days-ELIGIBLE will be equal to the value for NUMBER-DAYS-TAUGHT for that reporting period. Otherwise, report the number of school calendar days that the student was eligible to receive PRS services during the reporting period.
The eligible days present that a student can generate for the PRS program are limited to the lesser of the Equivalent Days Present calculated from the FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT on the 500 Flexible Attendance record or the FLEX-ATTEND-TOTAL-PRS-Days-ELIGIBLE.
For example, if a student is eligible for PRS services every day of a 30-day six-week reporting period, but attends only a equivalent of 29.17 days present (7000 minutes) during the reporting period, then only 29.17 days of the 30 days of PRS program services eligibility can be used in the calculation of PRS ADA.
The following is an illustration of how TEA will convert FLEX-ATTEND-TOTAL- PRS-DAYS-ELIGIBLE to PRS days present to PRS ADA.
Example of Flexible Attendance PRS ADA Calculation
Student Sue – Reporting Period 5
NUMBER-DAYS-TAUGHT = 30
FLEX-ATTEND-TOTAL-PRS-DAYS-ELIGIBLE = 30
FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT = 7000 minutes
Flexible Attendance Equivalent Days Present = 7500 minutes / 240 minutes = 29.17 days present
Student Sue would be funded for 29.17 days of Flexible Attendance PRS Days Present. (29.17 is the lower of the Flexible Attendance Equivalent Days Present and the 30 days eligible for the PRS program.)
Note: Fractional days will be rounded to the nearest hundredth (2 decimal places). 29.167 days would be rounded to 29.17 Flexible Attendance Equivalent Days Present.
Result: Flexible Attendance PRS ADA = (29.17 PRS days present / 30 Days Taught) = .972 PRS ADA for Reporting Period 5.
FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE (E1049) indicates the total number of school days a student with a special education individualized education program (IEP) that provided for the mainstream instructional arrangement/setting was eligible for that instructional arrangement/setting during a particular reporting period.
If a student was eligible for Mainstream special education services for the entire reporting period, then the value reported for FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE will be equal to the value for NUMBER-DAYS-TAUGHT for that reporting period. Otherwise, report the number of school calendar days that the student was eligible to receive Mainstream special education services during the reporting period.
The eligible days present that a student can generate in the Mainstream special education program are limited to the lesser of the equivalent days present calculated from the FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT on the 500 Flexible Attendance record or the FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE. For example, Student John is eligible for Mainstream special education services every day of a 30-day six-week reporting period, but only attends 20.83 equivalent days present during the reporting period (5000 FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT from the 500 Flexible Attendance Record / 240 minutes), then only 20.83 days of the 30 days of Mainstream special education services eligibility can be used in the calculation of Mainstream special education ADA.
The following is an illustration of how TEA will convert FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE to Mainstream special education days present to Mainstream special education ADA.
Example of Flexible Attendance Special Education Mainstream ADA Calculation
Student Joe– Reporting Period 3
NUMBER-DAYS-TAUGHT = 30
FLEX-ATTEND-TOTAL-SP-ED-MAINSTREAM-DAYS-ELIGIBLE = 30
FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT = 5000 minutes
Flexible Attendance Equivalent Days Present = 5000 minutes / 240 minutes = 20.83 days present
Student Joe would be funded for 20.83 days of Flexible Attendance Mainstream Days Present. (20.83 is the lower of the Flexible Attendance Equivalent Days Present and the 30 days eligible for special education mainstream.)
Note: Fractional days will be rounded to the nearest hundredth (2 decimal places). 20.833 days would be rounded to 20.83 equivalent days present.
Result: Flexible Attendance Special Education Mainstream ADA = (20.83 Flexible Attendance Mainstream Days Present / 30 Days Taught) = .694 Special Education Mainstream ADA for Reporting Period 3.
FLEX-ATTEND-TOTAL-BILINGUAL/ESL-DAYS-ELIGIBLE (E1050) indicates the total number of school days the student was eligible as a participant in the state-approved bilingual/ESL program during a particular reporting period.
The eligible days present that a student can generate for the Bilingual/ESL program are limited to the lesser of the Equivalent Days Present calculated from the FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT on the 500 Flexible Attendance record or the FLEX-ATTEND-TOTAL-BILINGUAL/ESL-DAYS-ELIGIBLE. For example, if a student is eligible for Bilingual or ESL services every day of a 30-day six-week reporting period, but attends only a equivalent of 25.00 days (6000 minutes) during the reporting period, then only 25.00 days of the 30 days of Bilingual or ESL services eligibility can be used in the calculation of Bilingual/ESL ADA.
The following is an illustration of how TEA will convert FLEX-ATTEND-TOTAL- BILINGUAL/ESL-DAYS-ELIGIBLE to Bilingual/ESL days present to Bilingual/ESL ADA.
Example of Flexible Attendance Bilingual/ESL ADA Calculation
Student Jane– Reporting Period 1
NUMBER-DAYS-TAUGHT = 30
FLEX-ATTEND-TOTAL-BILINGUAL/ESL-DAYS-ELIGIBLE = 30
FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT = 6000 minutes
Flexible Attendance Equivalent Days Present = 6000 minutes / 240 minutes = 25.00 days
Student Jane would be funded for 25.00 days of Flexible Attendance Bilingual/ESL Days Present. (25.00 is the lower of the Flexible Attendance Equivalent Days Present and the 30 days eligible for the Bilingual/ESL program.)
Note: Fractional days will be rounded to the nearest hundredth (2 decimal places). 25.000 days would be rounded to 25.00 equivalent days present.
Result: Flexible Attendance Bilingual/ESL ADA = (25.00 Bilingual/ESL days present / 30 Days Taught) = .833 Bilingual/ESL ADA for Reporting Period 1.
GIFTED-TALENTED-INDICATOR-CODE (E0034) indicates whether the student is participating in a state-approved gifted and talented program, as defined in 19 TAC §89.1.
The GIFTED-TALENTED-INDICATOR-CODE must reflect the student's participation in the G/T program for each six-week reporting period.
If a student leaves the G/T program during a reporting period, report the student with a GIFTED-TALENTED-INDICATOR-CODE of “1” for the current reporting period and with a GIFTED-TALENTED-INDICATOR-CODE of "0" in the subsequent reporting period.
If a student begins or returns to the G/T program during a reporting period, report the student with a GIFTED-TALENTED-INDICATOR-CODE of “1” for the current reporting period.
For additional rules concerning the reporting of Gifted and Talented Indicator Code for a particular student, please refer to the Student Attendance Accounting Handbook.
LOCAL-STUDENT-ID (E0923) is the student's local identification number as assigned by the district.
The LOCAL-STUDENT-ID is optional.
PRIMARY-DISABILITY-CODE (E0041) indicates the type of primary disability recorded in the student's individualized education program (IEP) that meets criteria specified in 19 TAC §89.1040.
For submission 3, the PRIMARY-DISABILITY-CODE is reported for each reporting period that a student was in attendance. If the PRIMARY-DISABILITY-CODE changes for a student during the course of a school year, then the student’s 500 Flexible Attendance records will reflect the different PRIMARY-DISABILITY-CODEs for each reporting period.
Refer to the 163 Student Data - Special Education record for additional information regarding PRIMARY-DISABILITY-CODE.
MULTIPLY-DISABLED-INDICATOR-CODE (E0882) indicates whether the student receiving special education and related services has been designated as multiply disabled by the admission, review, and dismissal committee. [See 19 TAC §89.1040(c)(6).]
A student who is multiply disabled has a combination of disabilities and meets all of the conditions listed in 19 TAC §89.1040(c)(6). Not all students who have more than one disability are determined to be multiply disabled.
Multiply disabled is not a disability in the Disability Code Table C053.
A student should not be coded as multiply disabled unless an ARD committee has determined that the student has a combination of disabilities included in TAC §89.1040 and meets all of the conditions listed below.
Refer to the 163 Student Data - Special Education record for additional information regarding the MULTIPLY-DISABLED-INDICATOR-CODE.
LEP-INDICATOR-CODE (E0790) indicates whether the student has been identified as limited English proficient by the Language Proficiency Assessment Committee (LPAC), or English proficient (19 TAC §89.1220), according to criteria established in 19 TAC §89.1225.
For submission 3, the LEP-INDICATOR-CODE must reflect the student’s LEP status for each six-week reporting period. LEP-INDICATOR-CODE is 1 if the student was identified as LEP for one or more days during the reporting period. The purpose for collecting the LEP-INDICATOR-CODE on the 500 Flexible Attendance record is to meet cumulative reporting requirements to the United States Department of Education (Title l, Part A).
Monitored 1 or Monitored 2 LEP status is reported for those students who have recently been exited from the bilingual/ESL programs and are determined to no longer be Limited English Proficient (LEP). This information is reported for the first two school years on all students who have exited LEP status.
For additional information on LEP requirements, refer to the 110 Student Enrollment data record.
Create 500 Student - Flexible Attendance records for only those students in the LEA who were enrolled in the Optional Flexible School Day Program (OFSDP), High School Equivalency Program (HSEP), or the OFSDP Credit/Promotion Recovery Program at some point during the school year.
Refer to the Student Attendance Accounting Handbook for additional rules concerning flexible attendance school day student attendance accounting rules.
A school district must be pre-approved by TEA School Finance Staff to operate an Optional Flexible School Day Program. For the submission 3, only students who have 1) dropped out of school, 2) are at-risk of dropping out of school, 3) are enrolled in an early-college high school, or 4) are enrolled on a campus that is operating under a Monitoring and Intervention Campus Improvement Plan may participate in the Optional Flexible School Day Program (OFSDP).
A flexible attendance student may not be simultaneously enrolled in the OFSDP and the traditional attendance program (2 hour / 4 hour membership rule) as referenced in the Student Attendance Accounting Handbook. It is acceptable to create and report both 400 Student - Basic Attendance Record and 500 Student - Flexible Attendance records for the student if the student’s enrollment status changes from a traditional program to the Flexible Attendance Program or if the status changes back to a traditional program from the Flexible Attendance Program. Note: If a student is participating in both the traditional attendance program and the OFSDP, all attendance must be reported through the OFSDP 500 series records.
A school district must be pre-approved by TEA High School Equivalency Program staff to operate a High School Equivalency Program. Only students who have been court ordered to participate in a HSEP program, or students who are at least 16 years of age, who are at-risk of dropping out of school, whose parent or guardian has approved participation, and at least two school years have elapsed since the student first enrolled in ninth grade, and the student has accumulated less than one third of the credits required to graduate under the minimum graduation requirements may participate in the High School Equivalency Program (HSEP).
If a student has generated both FLEX-ATTEND-TOTAL-ELIGIBLE-MINUTES-PRESENT and FLEX-ATTEND-TOTAL-INELIGIBLE-MINUTES-PRESENT for a particular Campus, Reporting Period, and Instructional Track, report both values on the same 500 Student - Flexible Attendance record.
Special Reporting Requirements
Texas School for the Deaf (TSD) and Texas School for the Blind and Visually Impaired (TSBVI), and Texas Juvenile Justice Department (TJJD) (formerly TYC) must report the 500 Flexible Attendance record for any students served using the Flexible Attendance Accounting Rules.