Input Record Type Code	District ID	Student ID	Campus ID of Enroll-ment	Grade Level Code	PK Military Indicator Code	ADA Eligi-bility Code	Filler	Bilin-gual Program Type Code	ESL Program Type Code
E0755	E0212	E0001	E0782	E0017	E1038	E0787		E1042	E1043
C042				C050	C088	C059		C175	C176
Columns 1 - 3	Columns 4 - 9	Columns 10 - 18	Columns 19 - 27	Columns 28 - 29	Column 30	Column 31	Columns 32 - 36	Column 37	Column 38
110
110

110

LEP Indicator Code	Home Lan-guage Code	Parental Permis-sion Code	PK Program Type Code	At-Risk Indicator Code	PK-Foster-Care-Indicator Code	Title I Part A Indicator Code	Special Ed Indicator Code	Primary PK Funding Source Code	Secondary PK Funding Source Code
E0790	E0895	E0896	E1078	E0919	E1041	E0894	E0794	E1079	E1080
C061	C092	C093	C185	C088	C088	C122	C088	C186	C186
Column 39	Columns 40 - 41	Column 42	Columns 43 - 44	Column 45	Column 46	Column 47	Column 48	Column 49	Column 50

Column50

Gifted Talented Indicator Code	Filler	Immigrant Indicator Code	Filler	Local Student ID	SSI Promotion Retention Code	Filler
E0034		E0797		E0923	E1030
C088		C088			C171
Column 51	Columns 52 - 53	Column 54	Columns 55 - 64	Columns 65 - 73	Columns 74 - 75	Columns 76 - 80

110 RECORD GENERAL BUSINESS RULES:

  Each student in a district is considered to be enrolled on only one campus, although services may be received on numerous campuses. If a district's enrollment procedures allow for enrollment in more than one campus, report the campus in which the child receives the majority of his instruction. For Gifted/Talented program or advanced placement students enrolled in more than one campus, choose the campus corresponding to the student's regular grade level. The campus must be a valid number registered with TEA.

  For those children who are not in membership in the district, such as some children served through the Early Childhood Intervention program, CAMPUS-ID-OF-ENROLLMENT may be left blank. However, if CAMPUS-ID-OF-ENROLLMENT is left blank, then the GRADE-LEVEL-CODE for the student must be EE. All other GRADE-LEVEL-CODEs, PK – 12, must be reported with a valid CAMPUS-ID-OF-ENROLLMENT.

  GRADE-LEVEL-CODE corresponds to the grade assigned in the attendance accounting records of the district, as specified in the Student Attendance Accounting Handbook.

  The PK-MILITARY-INDICATOR-CODE indicates whether the student is the child of an active duty member of the armed forces of the United States, including the state military forces or a reserved component of the armed forces, who is ordered to active duty by proper authority, or who was injured or killed while serving on active duty. The indicator reports whether or not a prekindergarten student was determined to be eligible for the prekindergarten program due to the military eligibility requirements.

  Those students who have graduated, but returned to school, are shown as grade 12.

  The ADA-ELIGIBILITY-CODE identifies the level of membership and Average Daily Attendance eligibility for a particular student. Additional requirements and rules concerning this code are available in Section 3 of the Student Attendance Accounting Handbook

  E0923, LOCAL-STUDENT-ID, is an optional data element. Many districts have expressed concerns about the difficulty in clearing student data errors when the district uses a local ID number, rather than a SSN or alternative ID number. If the LOCAL-STUDENT-ID is supplied, any student error messages will be printed with the local number.

  Nonpublic day schools and residential placement facilities must be state-approved.

  TEXAS SCHOOL FOR THE DEAF (TSD) AND THE TEXAS SCHOOL FOR THE BLIND AND VISUALLY IMPAIRED (TSBVI): Students enrolled in either the TSD or the TSBVI on the Snapshot date will be reported by the TSD or the TSBVI as applicable. Sending districts will not report enrollment records on students who are enrolled in either of these schools on Snapshot.

EE AND PK BUSINESS RULES AND REPORTING REQUIREMENTS:

  A student in a three-year-old Prekindergarten program should be shown with a GRADE-LEVEL-CODE of PK. Migrant three-and-four-year-olds served in a campus-based program funded wholly or in part by Title I, Part C (Migrant) funds should also be coded PK.

  The Early Education (EE) grade level includes Early Childhood Intervention (ECI), Preschool Program for Children with Disabilities, Head Start, and other programs for students not actually placed in a state-approved grade level (PK-12). Migrant three-and-four-year-olds served in a home-based early childhood program funded wholly or in part by Title I, Part C (Migrant) funds (e.g., the Building Bridges Program) should also be coded EE.

  Refer to the directions on students who are being served in both the Preschool Program for Children with Disabilities and the prekindergarten program found in the Student Attendance Accounting Handbook, Section IV.

  Pregnancy Education and Parenting: The children of PEP Program participants are not reported through PEIMS unless the children are receiving other services from the district that require PEIMS reporting.

  The PK-FOSTER-CARE-INDICATOR-CODE indicates that a prekindergarten eligible student is or ever has been in the conservatorship of the Department of Family and Protective Services following an adversary hearing held as provided by Section 262.201, Family Code.

Prekindergarten Program Type Code

  This code captures the level of participation in the PK program. The PK-PROGRAM-TYPE-CODE is required for all PK students reported in Submission 1. See PEIMS Code Table C185. From this information and other PEIMS data elements, TEA can compute the data needed to meet legislative reporting requirements.

Primary and Secondary PK Funding Source Codes

  The Primary and Secondary PK Funding Source Codes are only reported for PK students who are Enrolled, Not in membership (ADA Eligibility Code 0), PK students who are funded for half-day but attend full-day, and PK students who are ineligible for state funding. These students will at least have a Primary PK Funding Source Code and may have a Secondary PK Funding Source Code reported. See PEIMS Code Table C186.

ADA Eligibility Code	ADA Eligibility Code Description	PK Program Type Code	Primary PK Funding Source Reported?	Secondary PK Funding Source reported?
0	Enrolled Not in Membership	00	Yes	Yes, if student is funded from additional source.
1	Eligible Full Day	03	No	No
2	Eligible Half Day	01	No	No
2	Eligible Half Day	02	Yes	Yes, if student is funded from additional sources
3	Eligible Transfer Full Day	03	No	No
4	Ineligible Full Day	05	Yes	Yes, if student is funded from additional sources
5	Ineligible Half Day	04	Yes	No
6	Eligible Transfer Half Day	01	No	No
6	Eligible Transfer Half Day	02	Yes	Yes, if student is funded from additional sources
7	Eligible for Flexible Attendance	01	No	No
7	Eligible for Flexible Attendance	02	Yes	Yes, if student is funded from additional sources
8	Ineligible for Flexible Attendance	04	Yes	Yes, if student is funded from additional sources

SPECIAL EDUCATION PRIVATE/PUBLIC SCHOOL REPORTING REQUIREMENT:

  Students with disabilities enrolled by their parents in private schools (including a home school) who are receiving special education and/or related services from a public school should be coded “0” for ADA-ELIGIBILITY-CODE. Any student not in membership in any district, but receiving services, should be coded “0” for ADA-ELIGIBILITY-CODE.

AT-RISK AND COMPENSATORY EDUCATION BUSINESS RULES:

  The definition of students in at-risk situations includes students who are parents. In order to be considered a parent, the following conditions must be met:

• • the child of the student must still be alive;
• • the student must continue to have regular contact with the child; and
• • the student must continue to provide regular emotional and physical support (e.g., food, clothing, shelter, health care) for the child.

Given these conditions, a student who has given a child up for adoption and no longer has any contact with the child should not be considered to be in an at-risk situation under this section of the definition. Similarly, if the student (either the mother or the father) no longer has any regular contact with the child, the student should not be considered a parent.

On the other hand, a student who is not a birth mother or father MAY be a parent. A high school student may be considered a parent when the student is assuming responsibility for the regular provision of emotional and physical support for a child (e.g., a sibling). A stepfather or a stepmother can also be considered a parent if they meet the conditions listed above.

This definition does not exclude students who assume only partial responsibility for the emotional and/or physical support of a child. The mother, father, or student acting as parent may be considered a parent if other individuals (e.g., grandparents, other relatives, friends) are providing partial support of the child's needs.

Districts must periodically evaluate the status of each student, and use the appropriate entry and exit procedures. Students do not remain identified as being in an at-risk situation throughout their school career unless they continue to meet one of the at-risk criteria.

State compensatory education funds must be used for providing intensive and accelerated instructional services to at-risk students. However, the state compensatory education allotment for a district is not based on students identified as at-risk, but rather is based on students eligible for free and reduced-price lunch as reported monthly to the Division of Child Nutrition. Thus, some of the students who generate the state compensatory funds may not be the ones actually receiving the services funded by the compensatory allotment.

For further information on at-risk students, access the TEA website at http://www.tea.state.tx.us/school.finance/audit/resguide11/comped/.

Additional information on at-risk students may be obtained by contacting your regional Education Service Center State Compensatory Education contact.

MIGRANT AND IMMIGRANT BUSINESS RULES AND REPORTING REQUIREMENTS:

  Migrant three-and-four-year-olds served in a campus-based program funded wholly or in part by Title I, Part C (Migrant) funds should also be coded PK. Migrant three-and-four-year-olds served in a home-based early childhood program funded wholly or in part by Title I, Part C (Migrant) funds (e.g., the Building Bridges Program) should also be coded EE.

  Migrant three- and four-year-olds who do not have a Social Security number should still be reported through PEIMS using a state-assigned alternative ID number. Children should never be omitted from PEIMS merely because they do not have a Social Security number.

  Migrant students under the age of five participating in off-campus early childhood education programs should be coded "0" for ADA-ELIGIBILITY-CODE. Any student not in membership in any district, but receiving services, should be coded "0" for ADA-ELIGIBILITY-CODE.

  A migrant student who is not receiving Title I, Part A services should have a code of 0 for TITLE-I-PART-A-INDICATOR-CODE. However, if this same migrant student was previously served by Title I, Part A at the current campus, the student should have a code of 8.

  Please contact the NCLB Program Coordination Division for assistance in determining a student’s immigrant status according to the Title III, Part A definition at 512-463-9067.

LEP, BILINGUAL AND ESL BUSINESS RULES AND REPORTING REQUIREMENTS:

  HOME-LANGUAGE-CODE and LEP-INDICATOR-CODE are requested for all students, regardless of whether they have been determined LEP. If a language other than English is referenced in the Home Language Survey, then that language should be indicated in HOME-LANGUAGE-CODE. If LEP-INDICATOR-CODE is "1", then PARENTAL-PERMISSION-CODE must not be blank.

  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.

LEP PRIVATE/PUBLIC SCHOOL REPORTING REQUIREMENT:

  LEP students enrolled by their parents in private schools (including a home school) who are receiving ESL or Bilingual services from a public school should be coded “0” for ADA-ELIGIBILITY-CODE. Any student not in membership in any district, but receiving services, should be coded “0” for ADA-ELIGIBILITY-CODE.

ESL BUSINESS RULES FOR GRADES 9-12:

  If a student is reported with a PARENTAL-PERMISSION-CODE of "F", the student must also be coded as ESL and LEP, and in grades 9-12.

ESL MODIFIED (SHELTERED) COURSE BUSINESS RULES FOR GRADES 9-12:

  Bilingual/ESL funds are earned by eligible students who are taught in "modified courses" also known as “sheltered courses”. (See PARENTAL-PERMISSION-CODE F.)

• • In these modified (sheltered) courses, a teacher who is not certified for Bilingual/ESL has received specific training for educating LEP students.
• • A modified (sheltered) course setting does not change the TEKS requirements of the course being taught to ESL students. Modified (sheltered) courses are to be reported using available SERVICE-IDs in Code Table 022, which match the TEKS for the course being taught.

LEP IMMIGRANT/NON-IMMIGRANT BUSINESS RULES:

  The term immigrant has three definitions approved by the Texas Education Agency. Each definition serves a unique purpose. The NCLB definition serves to identify the recent immigrants for the Title III program. The Student Assessment Division’s definition assists in determining the appropriate evaluation of the LEP students in Texas. The English for Speakers of Other Languages (ESOL) I and II definition determines eligibility of the LEP students who may receive high school credit for these two courses.

• • NCLB DEFINITION:

For PEIMS reporting purposes the federal definition of “immigrant” is used. Please refer to the definition listed under E0797 IMMIGRANT-INDICATOR-CODE.

• • STUDENT ASSESSMENT DEFINITION:

For the sole purpose of the statewide Texas Assessment of Knowledge and Skills (TAKS), any Limited English Proficient (LEP) student who has resided outside the fifty United States for at least two consecutive years can be designated an “immigrant student” and may qualify for exemption from the State Assessment if additional criteria as specified on the LPAC Decision-Making Procedural Manual are met. (LPAC Decision-Making Process for the Texas Assessment Program (Grades 3-12): Procedural Manual and Forms). 19 TAC §101.1005, 101.1007, 101.1009. The current manual may be accessed using the following URL: http://www.tea.state.tx.us/student.assessment.

• • ESOL I AND ESOL II DEFINITION:

For ESOL I and ESOL II, Chapter 74 does not provide a specific definition of “immigrant.” The dictionary defines an “immigrant” as a person who comes to a country to take up permanent residence. An immigrant student is a student who was not born in the United States. For additional information please go to the Curriculum Division webpage and select Bilingual ESL at the following URL: http://www.tea.state.tx.us/curriculum/biling/ .

ESOL I AND ESOL II:

  High school students enrolled in English for Speakers of Other Languages I and English for Speakers of Other Languages II may not receive high school graduation credit unless they are LEP and are immigrants to the United States.

  If the student has ever been coded as immigrant they can take and receive graduation credit for ESOL I and ESOL II (time in this instance is not an issue with regard to the 3 year status referred to in the data element definition of immigrant). Please refer to the ESL Business Rules for grades 9-12 on previous page for additional information.

NON-IMMIGRANT LEP

  If the student is not an immigrant but is identified as LEP, then the student may be reported as English as a Second Language (ESL) for funding purposes. However, the district must document in the Language Proficiency Assessment Committee (LPAC) annual review form the services being provided to meet the student’s needs.

LEP STATUS EXIT CRITERIA:

  Exit criteria is applicable to LEP students who are identified and are served in either a required Bilingual or a required ESL program or are being served in a regular classroom due to a LEP (Parental) Denial. Please see the LEP Chart which precedes the 110 record examples for additional information.

  The following exit criteria must be met in order to change an identified LEP student to a non-LEP status.

• • TEA-approved tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in English;
• • satisfactory performance on the reading assessment instrument under the Texas Education Code, §39.023(a), or an English language arts assessment instrument administered in English, or a score at or above the 40th percentile on both the English reading and the English language arts sections of a TEA-approved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and
• • TEA-approved criterion-referenced written tests when available, other TEA approved tests when criterion referenced written test is not available, and the results of a subjective teacher evaluation.

STUDENT SUCCESS INITIATIVE AND GRADE PLACEMENT COMMITTEE:

  E1030, SSI-PROMOTION-RETENTION-CODE, applies only to students participating in the Student Success Initiative (SSI). Refer to TAC Chapter 101, Subchapter BB and TEC §28.0211 for SSI information. The SSI will be phased in over several school years as described below.

• • In 2004-2005, students in grade 3 must perform satisfactorily on the Reading assessment instrument to be promoted to grade 4 and students in grade 5 must perform satisfactorily on the Reading and Mathematics assessment instruments to be promoted to grade 6 or be promoted by decision of their Grade Placement Committees. E1030 applies to students in grades 3-6 in 2005-2006 and beyond.
• • In 2007-2008, students in grade 8 must perform satisfactorily on the Reading and Mathematics assessment instruments to be promoted to grade 9 or be promoted by decision of their Grade Placement Committees. E1030 applies to students in grades 3-6, 8, and 9 in 2008-2009 and beyond.
• • In 2009-2010, the Texas Legislature amended the Texas Education Code 28.0211 such that students in grade 3 who are retained or promoted after the spring of 2009 will no longer be affected by the Student Success Initiative. E1030 applies to students in grades 5, 6, 8, and 9 in 2009-2010 and beyond.

Each school district and charter school shall establish procedures for convening a Grade Placement Committee to prescribe accelerated instruction for each student who fails to demonstrate proficiency on the second administration of the assessment instrument(s) required for promotion. A student who does not pass the third assessment instrument(s) required for promotion may be promoted by unanimous decision of his or her Grade Placement Committee. Refer to TEC §28.0211(c) and TAC §101.2007 for Grade Placement Committee information and roles.

For SSI purposes, “assessment instrument” refers to the Texas Assessment of Knowledge and Skills (TAKS).

In C171, SSI-PROMOTION-RETENTION-CODE, “does not meet SSI requirements” refers to students who do not pass the appropriate assessment instrument(s) required for promotion. This includes students who are tested and do not pass the assessment instrument(s) and students who are absent or do not receive test scores.

When a student who participates in the SSI transfers/relocates to another public school or charter district in Texas, the receiving district should obtain Grade Placement Committee documentation from the student’s previous school district through the records request process. This documentation should include the previous district’s accelerated instruction and promotion/retention decision(s) and/or provide valuable details about the student’s progress and assessment score(s) so that the receiving district may better decide whether the SSI student should be promoted or retained.

GRADE ADVANCEMENT REQUIREMENTS OF THE STUDENT SUCCESS INITIATIVE:

  Additional information on the Student Success Initiative can be accessed by visiting the Student Success Initiative webpage located on the Student Assessment Division webpage on the TEA website. The following URL is for the Student Success Initiative webpage: http://www.tea.state.tx.us/student.assessment/resources/ssi/index.html

• • A FLOWCHART detailing the decision making process for SSI grade advancement can be accessed from the Student Success Initiative webpage. The document name is “Interactive Flow Chart” and can be found under the document grouping entitled “Grade Placement Committee Manual.”
• • A FLOWCHART detailing the decision making process for SSI grade advancement for students receiving special education services can be accessed from the Student Success Initiative webpage. The document name is “Flowchart for Students Receiving Special Education Services” and can be found under the document grouping entitled “Grade Placement Committee Manual.”