Input Record Type Code	District ID	Student ID	Campus ID of Enroll-ment	Grade Level Code	Filler	ADA Eligi-bility Code	Filler	Bilin-gual Program Type Code	ESL Program Type Code
E0755	E0212	E0001	E0782	E0017		E0787		E1042	E1043
C042				C050		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	Filler	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		E0894	E0794	E1079	E1080
C061	C092	C093	C185	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	Dyslexia Indicator Code	Filler	Immigrant Indicator Code	Filler	Local Student ID	SSI Promotion Retention Code	Filler
E0034	E1530		E0797		E0923	E1030
C088	C088		C088			C171
Column 51	Columns 52	Columns 53	Column 54	Columns 55 - 64	Columns 65 - 73	Columns 74 - 75	Columns 76 - 80

Description

The 110 Student - Enrollment record represents the LEA student enrollment and specific other data as of the PEIMS fall snapshot date.

Business Rules

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 110 Student enrollment 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 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.

The first character of STUDENT-ID must be "S" or "0"-"8". (Implemented by edit 10001).

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. 699 is designated for summer school, and is never used in reporting student data. The CAMPUS-ID-OF-ENROLLMENT must be a valid number registered with Texas Education Directory (AskTED).

Each student in a LEA is considered to be enrolled on only one campus at a time, 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. The LEA should choose a campus that serves the student's regular grade level.

For those children who are not in membership, 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 (E0017) indicates the current grade level of the student.

GRADE-LEVEL-CODE corresponds to the grade assigned in the student information system (SIS). Students who have graduated, but returned to school, are enrolled as grade 12.

For additional guidance in determining GRADE-LEVEL-CODE for students that do not otherwise qualify for Kindergarten or above, please see the Student Attendance Accounting Handbook.

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.

ADA-ELIGIBILITY-CODE (E0787) indicates the eligibility status of the student as reflected in the student information system (SIS) of the LEA.

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.

For submission 1 and students enrolled on the “PEIMS fall snapshot date”, the ADA-ELIGIBILITY-CODE must match the ADA-ELIGIBILITY-CODE on a 100 Student Identification record.

The ADA-ELIGIBILITY-CODE must be blank in Submission 3 and Submission 4. (implemented by edit 10024)

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.

BILINGUAL-PROGRAM-TYPE-CODE (E1042) indicates whether the student is participating in a state-approved bilingual education program which is a full-time program of dual-language instruction through the TEKS in the content areas (mathematics, science, health and social studies) in the primary language of limited English proficient (LEP) students and also for carefully structured and sequenced mastery of English cognitive academic language development. (See 19 TAC §89.1210(b).)

ESL-PROGRAM-TYPE-CODE (E1043) indicates whether the student is participating in a state-approved English as a Second Language (ESL) program. An ESL program in grades PK – 8 is a program of intensive instruction in English from teachers either certified or endorsed in ESL who use second language acquisition information to teach LEP students the ESL TEKS. An ESL program in grades 9 – 12 is a program of intensive instruction in English from teachers trained in recognizing and dealing with language differences. [See 19 TAC §89.1210(f).]

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 1, the LEP-INDICATOR-CODE must reflect the student’s LEP status as of the PEIMS fall snapshot date. LEP-INDICATOR-CODE of 1 indicates that the student was identified as LEP. Monitored 1 (LEP Code “F”) or Monitored 2 (LEP Code “S”) 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.

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

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), 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;
• satisfactory performance on the writing assessment instrument under the Texas Education Code, §39.023(a), or satisfactory performance on a TEA approved writing proficiency assessment when criterion referenced written test is not available,
• the results of a subjective teacher evaluation.

HOME-LANGUAGE-CODE (E0895) indicates the language spoken in the student's home, as determined by the student's home language survey. (See 19 TAC §89.1215.)

The Home Language Survey from which the Home Language Code is derived consists of two questions:
(1) "What language is spoken in your home most of the time?"
(2) "What language does your child speak most of the time?"

The HOME-LANGUAGE-CODE is mandatory for all students, regardless of whether they have been determined to be LEP. If a language other than English is spoken in the student’s home “most of the time”, based on the Home Language Survey, then that language should be indicated by the HOME-LANGUAGE-CODE.

PARENTAL-PERMISSION-CODE (E0896) indicates whether the student's parent or legal guardian has approved placement of the student in the required bilingual or English as a Second Language (ESL) program. (See 19 TAC §89.1240.)

PK-PROGRAM-TYPE-CODE (E1078) indicates the length of the Pre-kindergarten instructional day for a particular Pre-kindergarten student.

The PK-PROGRAM-TYPE-CODE captures the level of participation for a student in the PK program; half-day or full-day. The PK-PROGRAM-TYPE-CODE is a mandatory field for all PK students. Reference the Chart for Determining PK Funding Source below for additional information related to this data element.

AT-RISK-INDICATOR-CODE (E0919) indicates whether a student is currently identified as at-risk of dropping out of school using state-defined criteria only (TEC §29.081, Compensatory and Accelerated Instruction). A student at-risk of dropping out of school includes each student who is under 26 years of age and who:

• is in prekindergarten, kindergarten or grade 1, 2, or 3 and did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year;
• is in grade 7, 8, 9, 10, 11, or 12 and did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester;
• was not advanced from one grade level to the next for one or more school years; (Note: From 2010-2011 forward, TEC 29.081 (d-1) excludes from this criteria prekindergarten or kindergarten students who were not advanced to the next grade level as a result of a documented request by the student’s parent.)
• did not perform satisfactorily on an assessment instrument administered to the student under TEC Subchapter B, Chapter 39, and who has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument;
• is pregnant or is a parent;
• has been placed in an alternative education program in accordance with TEC §37.006 during the preceding or current school year;
• has been expelled in accordance with TEC §37.007 during the preceding or current school year;
• is currently on parole, probation, deferred prosecution, or other conditional release;
• was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school;
• is a student of limited English proficiency, as defined by TEC §29.052;
• is in the custody or care of the Department of Protective and Regulatory Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official;
• is homeless, as defined NCLB, Title X, Part C, Section 725(2), the term “homeless children and youths”, and its subsequent amendments; or
• resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.

For those students who are determined to be at-risk under the “parent” criteria, 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.

Please note that a student with a disability may be considered to be at-risk of dropping out of school if the student meets one or more of the statutory criteria for being in an at-risk situation that is not considered to be part of the student’s disability. A student with a disability is not automatically coded as being in an at-risk situation. Districts should use the student's individualized education program (IEP) and other appropriate information to make the determination.

LEAs should at least annually evaluate the status of each student to determine if the student is at-risk or not. 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.

For additional information on determining and managing the at-risk status of students, please see the Compensatory and At-Risk Frequently Asked Questions document on the TEA website at: http://www.tea.state.tx.us/index4.aspx?id=4082 .

For information related to funding for serving at-risk students, access the TEA website at: http://www.tea.state.tx.us/index4.aspx?id=7720 .

TITLE-I-PART-A-INDICATOR-CODE (E0894) indicates whether the student is participating in a program authorized under ESEA, Title I, Part A of the Improving America's Schools Act.

All students attending a Title I, Part A schoolwide campus must have a code of “6” as the TITLE-I-PART-A-INDICATOR-CODE.

SPECIAL-ED-INDICATOR-CODE (E0794) indicates whether the student is participating in a special education instructional and related services program or a general education program using special education support services, supplementary aids, or other special arrangements. (See 34 CFR §300.13 and 19 TAC §§89.1060 and 89.1090.)

For a particular student coded with SPECIAL-ED-INDICATOR-CODE of “1”, there must be a 163 Special Education data record for that student.

PRIMARY-PK-FUNDING-SOURCE-CODE (E1079) indicates the primary source of funding for a Pre-kindergarten student.

The Primary PK Funding Source Code is reported for all PK students who are Enrolled, Not in membership (ADA Eligibility Code 0), PK students who are eligible for half-day state funding but attend the PK program full-day, and PK students who are ineligible for state funding. These students must be reported with a Primary PK Funding Source Code. For example, if a student is eligible for PK, then the TEA will pay for that half day of PK attendance. If the same student attends the PK program full day, then the LEA must at least report a Primary Funding Source Code for that student to describe the source of funding that covers the expense of the PK program for the second half of the day.

SECONDARY-PK-FUNDING-SOURCE-CODE (E1080) indicates the secondary source of funding for a Pre-kindergarten student.

The Secondary PK Funding Source Code may be reported for all PK students who are Enrolled, Not in membership (ADA Eligibility Code 0), PK students who are eligible for half-day state funding but attend the PK program full-day, and PK students who are ineligible for state funding and are funded through a secondary funding source in addition to the primary funding source. For example, if a student is eligible for PK, then the TEA will pay for that half day of PK attendance. If the same student attends the PK program full day, then the LEA may need to report a Secondary Funding Source Code for that student if the second half of the day was funded by a second funding source.

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.

A GIFTED-TALENTED-INDICATOR-CODE “1” can only be reported for grades Kindergarten through Twelve. Grade Levels EE and PK must be reported with a GIFTED-TALENTED-INDICATOR-CODE of “0”.

Please refer to the Student Attendance Accounting Handbook Gifted and Talented section for additional information concerning this data element.

DYSLEXIA-INDICATOR-CODE (E1530) indicates whether a student is identified as having dyslexia or related disorders as defined in TEC §38.003.

"Dyslexia" means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.

"Related disorders" includes disorders similar to or related to dyslexia, such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

The Dyslexia Indicator Code is only collected in Submission 1.

IMMIGRANT-INDICATOR-CODE (E0797) indicates whether the student is an identified immigrant under the definition found under Title III of the No Child Left Behind Act of 2001 (NCLB), where the term ‘immigrant children and youth’ is defined as, “individuals who are aged 3 through 21; were not born in any state; and have not been attending one or more schools in any one or more states for more than 3 full academic years. The term ‘State’ means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico. (See P.L. 107-110 Title III, Part C, § 3301(6).)

Immigrant status under the Title III – Language Instruction for Limited English Proficient and Immigrant Students of the No Child Left Behind Act of 2001, should not be confused with immigrant status as defined for the Department of Homeland Security (DHS). Districts should not assume responsibility for determining the extent to which students are legal or illegal immigrants under DHS regulations. Texas is required to use the federal definition under Title III of NCLB in order to determine immigrant student counts for funding and for coding in PEIMS.

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

LOCAL-STUDENT-ID is an optional data element.

If the LOCAL-STUDENT-ID is supplied, any student error messages will be printed with the local number.

SSI-PROMOTION-RETENTION-CODE (E1030) indicates whether the student was promoted or retained as a result of participation in the Student Success Initiative (SSI) as described in TAC Chapter 101, Subchapter BB and TEC §28.0211.

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.

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/

• 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.”

Reporting Requirements

For each 110 Student Enrollment record, a 101 Student Demographic record is required with a matching STUDENT-ID and GRADE-LEVEL-CODE.

Each student enrolled in an LEA on the “PEIMS fall snapshot date” must be reported with one, and only one, 110 Student Enrollment record.

For each CAMPUS-ID-OF-ENROLLMENT reported on the 110 Student Enrollment records, there must be a 020 Campus record with a matching CAMPUS-ID registered with TEA as an active instructional campus.

If BILINGUAL-PROGRAM-TYPE-CODE is “2”-“5”, then ESL-PROGRAM-TYPE-CODE must be “0”.

If LEP-INDICATOR-CODE is “1”, then PARENTAL-PERMISSION-CODE must not be blank.

If ESL-PROGRAM-TYPE-CODE is “2” or “3”, then BILINGUAL-PROGRAM-TYPE-CODE must be “0”.

If PARENTAL-PERMISSION-CODE is “3”, then LEP-INDICATOR-CODE must not be “1”.

If LEP-INDICATOR-CODE is “1” and September 1 age is less than 21, then AT-RISK-INDICATOR-CODE must be “1”.

If PARENTAL-PERMISSION-CODE is “F”, then GRADE-LEVEL-CODE must be “09”-“12”.

If PARENTAL-PERMISSION-CODE is “D”, then GRADE-LEVEL-CODE must not be “09”-“12”.

If PARENTAL-PERMISSION-CODE is “G”, then LEP-INDICATOR-CODE must be “0”, “F”, or “S”.

If PARENTAL-PERMISSION-CODE is “B”, then GRADE-LEVEL-CODE must be “PK”-“08”.

Chart for Determining PK Funding Source Reporting for Fall Snapshot

Chart for Determining PK Funding Source Reporting for Fall Snapshot

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 Reporting Requirements

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.

Limited English Proficient Decision Chart