1. 2013–2014 Student Attendance Accounting Handbook (SAAH) August 20, 2013

2. Understand SAAH's purpose Understand basic attendance accounting rules Goals 2

3. Overview Section 1

4. Section 1: Overview Explains how attendance relates to funding Emphasizes that there is a difference between serving a student and receiving funding Explains how to use the handbook Major reorganization of section last year 4

5. Section 1: Overview 1.2: Original documentation must be created at time of attendance it supports 1.6: Tells how to use handbook. See note on links and cross-references CTRL + click to go to cross-referenced section ALT + left arrow key (  ) to go back 1.7: Table of major changes from last publication 5

6. 1.6 How to Use This Handbook Each section organized using the same headings for each subsection. Eligibility Responsibility Enrollment Withdrawal Detail specific to section Documentation Examples 6

7. Student Attendance Accounting Handbook 1.6 Throughout this handbook, all references to the Texas Education Code (TEC) are to state law as documented in the most recent publication of the Texas School Law Bulletin when the handbook was printed. All references to the Texas Administrative Code (TAC) are to the rules adopted by the State Board of Education or the commissioner of education as documented in the most recent publication of the TAC when the handbook was printed. 7

8. Audit Requirements Section 2

9. General Audit Requirements Attendance records must be provided within 20 working days of written request by TEA o Failure to provide records *will* result in TEA’s keeping 100% of Foundation School Program (FSP) funding for the undocumented attendance o *Undocumented attendance = missing or so inadequate that reasonable person could not conclude from it that attendance occurred Attendance records, including electronic records, must be kept for 5 years 2.1 9

10. Accounting System Requirements Attendance accounting systems: may be paper-based, partially automated/electronic, or “paperless” must use Public Education Information Management System (PEIMS) coding must be able to reproduce required documentation on request for audit purposes District or charter school must: keep procedures manual for the system (2.2.5) ensure new software or system updates allow access to previous years' data 2.2 10

11. “Paperless” Attendance Accounting Systems "Paperless" systems must: produce specified reports use secure passwords for teachers log dates, times, and user identities time out after inactivity allow for confirmation of 100% attendance Paperless system may still require retention of some paper documents 2.2.3 11

12. Audit Requirements: Record Recovery Record recovery in case of disaster Have disaster recovery plan in place Example plan: Keep backup records at several locations within district or at off-site storage facility 2.2.4 12

13. Attendance System Procedures Manual 2.2.5 Your district or charter school must maintain a procedures manual that provides specific, detailed information on the district's school attendance accounting system. This procedure manual must include the following information: how and when teachers are to take official attendance, how attendance is entered into the attendance accounting system, which position(s) is/are responsible for the coding of special programs (such as career and technical, special education, Pregnancy Related Services, etc.), how changes to special programs are to be documented, how student membership is to be reconciled between the teacher rosters and the attendance accounting database, how your district will maintain attendance accounting records (including computerized records, period absence slips, and official calendar) after the completion of the school year, what backup systems are in place to protect the attendance accounting records, and which position is responsible for the maintenance and security of the attendance accounting records. 13

14. Required Documentation Student Detail Reports Campus Summary Reports District Summary Reports Make sure appropriate reports are signed by superintendent, principals, and attendance clerk. 2.3 14

15. 2.3.4 Reconciliation of Teacher's Roster Information and Attendance Accounting Records Student membership from the teacher’s roster is to be reconciled to the attendance accounting records at the end of the 1 st and 4 th six-weeks reporting periods. (doesn’t have to be last day, but no later than the last six weeks) Purpose is to verify that “no show” students were purged from the attendance accounting system. Must be certified with signature by PEIMS Coordinator and their supervisor! Use official attendance period usually second period. 15

16. Other Required Documentation Grade books Period absence reports (if used), *signed and dated within 1 week of the attendance* Documentation for excused absences Student schedules Official school calendar and approved waivers Updated/corrected copies of reports Any special program documentation Meanings of any locally defined attendance codes 2.3.5 16

17. General Attendance Requirements Section 3

18. Superintendent: Accuracy and safekeeping of all attendance records Principal: Accuracy of Campus Summary Reports Teacher: Accuracy of absence data (s)he records Attendance personnel: Accuracy of information submitted (to best of his or her knowledge) Responsibility 3.1 18

19. Attendance personnel should not determine a student's coding information Special program staff, directors, and/or teachers make coding determinations Special program staff are responsible for accuracy of special program data Responsibility 3.1 (Continued) 19

20. 3.2.2 Funding Eligibility Any student provided instruction by your school district is considered ENROLLED in the district. MEMBERSHIP is a slightly different number from enrollment, it does not include those students who are served in the district for fewer than 2 hours per day. Ex: speech only students, jailed student in your district, etc. To be ELIGIBLE for attendance for FSP purposes (eligible to generate ADA and thus funding), 20

21. Funding Eligibility Students must follow the 2-through-4-hour rule Scheduled for and provided instruction for at least 2 hours (120 minutes) for half-day eligibility Scheduled for and provided instruction for at least 4 hours (240 minutes) for full-day eligibility 3.2.2 21

22. Funding Eligibility 3.2.2 OR be eligible for, enrolled in, and scheduled for and provided instruction in an alternative attendance accounting program (such as the Optional Flexible School Day Program (OFSDP) or the High School Equivalency Program (HSEP). See Funding Eligibility Table Section 22

23. Average Daily Attendance (ADA) Eligibility Codes 3.2.1 0 - Enrolled, Not in Membership 1 - Eligible for Full-Day Attendance 2 - Eligible for Half-Day Attendance 3 - Eligible Transfer Student Full-Day 4 - Ineligible Full-Day 5 - Ineligible Half-Day 6 - Eligible Transfer Student Half-Day 7 - Eligible - Alternative Attendance Program 8 - Ineligible - Alternative Attendance Program 23

24. 0 Enrolled, Not in Membership Applies to students who do not meet the requirements for funding eligibility (2-through-4-hour rule or OFSDP) but whom your district provides instruction for fewer than 2 hours per day. Ex: high school student who met all graduation requirements other that passing state assessments. a nonpublic school student who receives some services from your district (e.g., special education, speech) 24

25. 0 Enrolled, Not in Membership Code 0 applies to a student who is provided instruction totally in a federal Head Start program Three or four year old students in home-based migrant program a student who has graduated but returned to school (for fewer than 2 hours of instruction per day) to further his or her education (exception 3.2.2.3 more than 2 hours per day) a student who receives all his or her special education and related services through an approved nonpublic school a parentally placed private school student with a disability, 5 through 21 years of age, who receives special education and related services through a services plan 25

26. 1 Eligible for Full-Day Attendance Code 1 applies to all students entitled to enroll under the Texas Education Code (TEC), §25.001, who are provided instruction for at least 4 hours each school day. 2Eligible for Half-Day Attendance Code 2 applies to all students entitled to enroll under the TEC, §25.001, who are provided instruction for at least 2 hours but fewer than 4 hours each school day. 26

27. 3 Eligible Transfer Student Full-Day Code 3 applies to a student who is a nonresident, is legally transferred into your district, and is provided instruction for at least 4 hours each school day. These students used to be reported through the now closed Student Transfer System (STS) at TEA. 27

28. 3 Eligible Transfer Student Full-Day Your district should maintain documentation related to any transfer locally. Districts must report the transfer status in the PEIMS fall data submission. Must report campus id of residence where the student resides. 28

29. 4 Ineligible Full-Day Code 4 applies to students who are NOT eligible for ADA but are provided instruction for at least 4 hours each day. Types of students who are coded ineligible below: 3.2.1.5.1 Underage: children provided instruction in a preschool program for children with disabilities (PPCD) who are under the age of 3, except for children with serious visual or hearing impairments or both 29

30. 4 Ineligible Full-Day children provided instruction in PK who are under the age of 3 on September 1 of the current school year children provided instruction in any grade (K–12) who are under age 5 on September 1 of the current school year are ineligible for full-day funding (see 3.2.3 Age Eligibility for an exception). However, a 4-year-old who is eligible for PK is eligible for half-day funding even if the student is provided instruction in a kindergarten classroom. The student must be coded with a grade level of PK. 30

31. Exception: 3.2.3.1 A 5 year old on or before September 1 is automatically eligible for the first (1 st ) grade if the student has completed public school kindergarten or has been enrolled and receiving instruction in the first grade in a public school in another state before transferring to a Texas public school. A student younger than 5 years of age is entitled to the benefits of the FSP if the student performs satisfactorily on the required state assessments administered to students in the third grade and your district has adopted a policy for admitting students younger than 5 years of age. A child of a military family who moves to your district from another state that is a member state of the Interstate Compact on Educational Opportunity for Military Children is entitled to continue enrollment at the same grade level, regardless of the child's age. 31

32. 4 Ineligible Full-Day 3.2.1.5.2 Overage: students who are 26 years old on September 1 of the current school year 3.2.1.5.3 Other: nonresident students who have not been transferred into your district students served by a juvenile justice alternative education program (JJAEP) on the basis of an expulsion under TEC, §37.007(a), (d), or (e), unless specifically authorized in writing by the TEA students placed in residential facilities in district whose maintenance expenses are paid in whole or in part by another state or the United States 32

33. 5 Ineligible Half-Day Code 5 applies to students who are ineligible for ADA (for any of the reasons listed in the previous subsection on code 4) and attend school on a half-day basis. These students provided instruction for at least 2 hours but fewer than 4 hours per day but does not meet the eligibility criteria for the service he or she receives. Ex: PK Ineligible students 33

34. 6 Eligible Transfer Student Half Day Code 6 applies to a student who is a nonresident, is legally transferred into your district, and is provided instruction for at least 2 hours but fewer than 4 hours each school day. The student must meet all eligibility criteria other than residency. 34

35. Code 7 applies to a student who is eligible for participation in and is enrolled and provided instruction in an alternative attendance program, such as the Optional Flexible School Day Program (OFSDP) (11.6) or the High School Equivalency Program (HSEP)(11.8). Code 8 Ineligible—Alternative Attendance Program Participation 7 Eligible-Alternative Attendance Program Participation 35

36. Must be instructional hours 3.2.2.1 Study hall does not count as instruction Sign-in does not count as instruction 3.2.2.2 Repeated courses not eligible for funding (Example: Student takes Algebra I and gets grade of C, retakes Algebra I to earn higher grade) Funding Eligibility 3.2.2 (Continued) 36

37. 3.2.2.5: Study program to pass required state assessment to graduate if student: met all graduation requirements except passing assessment(s) meets 2-through-4-hour rule requirements Additional Situations Eligible for Funding 37

38. 12.4: On-campus online courses not provided through Texas Virtual School Network if: certified teacher present and Student regularly scheduled (not “drop in”) 12.5 Self-paced courses if: certified teacher present and Student regularly scheduled (not “drop in”) CTE self-paced courses must have a qualified/ certified CTE teacher to generate addition CTE funding Section 12 - Additional Situations Eligible for Funding 38

39. At least 5 years old on September 1 but less than 21 At least 21 years old but less than 26 and admitted to complete diploma requirements At least 3 years old, has a disability, and meets special ed. eligibility requirements Age Eligibility: Eligible 3.2.3 39

40. 21 years old on September 1 and receiving special ed. services (eligible for services through end of school year or graduation) Has a disability, has graduated under 19 TAC §89.1070(b)(3), and still has need for special ed. services (may be served through age 21) Eligible for PK and meets PK age requirements by September 1 of school year (half-day funding) Age Eligibility: Eligible 3.2.3 (Continued) 40

41. Residency verification Examples of documentation Utility bills Lease information These are indicators, but their absence is not conclusive that a student is not a resident Enrollment 3.3 41

42. Examples of identity and age documentation: Birth certificate statement of the child's date of birth issued for school admission purposes by the division of the Texas Department of State Health Services responsible for vital statistics (parent may request for free) Driver’s license passport School ID, records, or report card Military ID Hospital birth record Adoption records Church baptismal records OR Any other legal document that can establish identity You may not ask about citizenship or immigration status Enrollment 3.3 42

43. Student new to district under 11 - Texas Code of Criminal Procedure, Article 63.019 requires person enrolling studentArticle 63.019 provide a certified copy of the child's birth certificate OR other acceptable proof of the child's identity and age (from list) and a signed note explaining why the person was unable to produce a certified copy of the birth certificate. person has up to 30 days from enrollment 90 days if not born in U.S. Enrollment - Additional Documentation 3.3 43

44. Texas Code of Criminal Procedure, Article 63.019 also saysArticle 63.019 the school shall: request from the person enrolling the child the name of each previous school attended by the child and request from each school identified the school records for the child 44

45. Student enrolled under name different from documentation Notify Missing Children and Missing Persons Information Clearinghouse Failure to receive student records in 30 days Notify municipal police or sheriff’s department to determine whether student missing Enrollment 3.3.1 45

46. Entry and Reentry Dates 3.3.2 student's entry date is the first day the student is physically present during the official attendance accounting period A student cannot be absent on either the entry or the reentry date. A student should be enrolled in only one district at a time, thus eliminating duplicate PEIMS reporting for a student. 46

47. A school district or open-enrollment charter school may not permit a student to "audit" classes at the district or school without being enrolled in the district or school 3.3.2.1 Enrollment: “Auditing” Classes 47

48. 3.3.3: A students is entitled to enroll in his or her district of residence. Residency requirements that apply to districts also apply to charter schools for purposes of deciding whether a student resides in a charter school's designated geographic boundaries 3.3.4: Homeless students may enroll in any district; proof of residency not required Homeless Liaison – Janet Lawler (325)675-8624 Enrollment: Residency 3.3.3 and 3.3.4 48

49. 3.3.3 A district must admit a student who meets age eligibility requirements if the student: and either parent reside in your school district; does not reside in your school district but has a parent who does and that parent is a joint or the sole managing conservator or possessory conservator of the student; and the student's guardian or other person having lawful control of the person under a court order reside within your school district; has established a separate residence under the TEC, §25.001(d); is homeless, regardless of the residence of the student, of either parent, or of the person's guardian or other person having lawful control of the person; 49

50. 3.3.3 A district must admit a student who meets age eligibility requirements if the student: is a foreign exchange student placed with a family that resides in your district by a nationally recognized foreign exchange program; resides at a residential facility that is in your district; resides in your district and either is 18 years old or older or has had the disabilities of minority removed; or does not reside in your school district but has a grandparent who does and who provides a substantial amount of after-school care for the student. 50

51. 3.3.3.2 Students From Outside Your District Who Will Be in Your District for 10 Days or Fewer Your district is not required to enroll a student from outside of the district who is residing in a detention or other facility if: it is known the student will be staying 10 or fewer days your district and sending district both agree student will continue enrollment at sending district enrollment will not be shown in your district But your district cannot deny educational services if parent, guardian, or student requests them even if student will not be in your district 10 days 10.13 Nontraditional Schools: Short-Term Residential Placements 51

52. Department of State Health Services website provides immunization requirements: http://www.dshs.state.tx.us/immunize/school/default.shtm#requi rements http://www.dshs.state.tx.us/immunize/school/default.shtm#requi rements In general, student enrolling must be immunized or have begun required immunizations Admission for 30 days pending documentation or initiation of vaccinations Homeless students Military dependents Enrollment: Immunizations Required upon enrollment 3.3.5 52

53. A student who has a GED certificate or who has been court ordered to obtain one is still eligible to enroll in your district to complete requirements for a high school diploma if the student chooses Your district may not deny enrollment Enrollment: Students With GED Certificates 3.3.7 53

54. 3.4.1 May withdraw 18 years old or older, with 5+ absences (will count as a dropout) 3.4.3 Student’s whereabouts unknown (local policy sets number of days absent) May Not withdraw for temporary absences Withdrawal Section 3.4 54

55. If student previously enrolled in another district, your school district or charter school must request the student's records through TREx Sending district has 10 working days to comply Working days do not include days that the campus or district administrative offices are closed See TREx Data StandardsTREx Data Standards Sending Records Through Texas Records Exchange (TREx) System 3.3 and 3.4.4 55

56. PK and kindergarten, if enrolled Age 6 (or younger, if previously enrolled in first grade) through age 18 Age 18 or older, if voluntarily enrolled Truancy may be filed on the parent or student depending on statute. Compulsory Attendance 3.5 56

57. Students who are on campus and in classroom at attendance time must have attendance taken by the classroom teacher “Signing in” not acceptable Each teacher recording attendance must certify that attendance records are correct *by signing and dating the attendance record within 1 week of the attendance recorded* *Signing/dating hard copy of attendance record is not necessary if automated attendance system can track ID of those entering information and date/time of data entered (i.e., meets reqs. in 2.2.3 Paperless) General Attendance-Taking Rules 3.6 57

58. 2 nd or 5 th period Or alternate time (if board policy allows *or if superintendent procedures allow after board designates authority to superintendent* Selected time may vary from campus to campus Once time selected, cannot be changed during year 3.6.2.1: Alternate time may be selected for delayed start of school day 3.6.2.2: Campus may adopt alt. time for particular group of students (e.g., dual credit students) Official Attendance-Taking Time 3.6.2 58

59. Board policy *or superintendent procedures* may: allow for each campus to choose an alternate attendance-taking time for campus as whole, allow for each campus to choose an alternate attendance-taking time for certain groups of students as described in 3.6.2.2, or allow for both 3.6.2 Alternate Time Policy/Procedures 59

60. With board policy/*superintendent procedures*, campuses may choose alternate time for group of students scheduled to be off campus during regular time (e.g., certain career and tech. ed. students) Alternate time in effect for the period of days or weeks for which the group is scheduled to be off campus during regular time Alternate attendance-taking time for a particular group may not be changed 3.6.2.2 Alternate Attendance Times for Certain Groups 60

61. Dual credit (students not scheduled to be on campus at all) Full-time Texas Virtual School Network (students not scheduled to be on campus at all) Board-approved activity with a professional staff member form district or adjunct staff member adjunct staff member must have a minimum of a bachelor's degree and be eligible for participation in the Teacher Retirement System of Texas. Absences Excused for Funding Purposes – district will receive ADA when using these codes! 3.6.3 61

62. Board-approved short-term class provided by Texas School for the Blind and Visually Impaired or Texas School for the Deaf (travel days do not count) Mentorship for Distinguished Achievement Program Religious holy days (+ 1 day travel to and from site) Taps at military funeral Absences Excused for Funding Purposes 3.6.3 62

63. Required court appearance by law (federal or state) or court mandates (+ 1 day travel to and from site) Absences to meet with probation officers and other absences related to court-ordered activities outside the courtroom do not qualify as required court appearances unless meets requirements for DFPS below. In conservatorship of the Department of Family and Protective Services and misses school (1 day for travel to and from site) to participate in an activity ordered by a court to attend a mental health or therapy appointment or family visitation as ordered by a court Absences Excused for Funding Purposes 3.6.3 63

64. Early voting or election clerk (Max 2 days + travel for election clerk only) with district policy Appearing at government office to complete paperwork for student’s US citizenship application (+ travel) Student’s own naturalization ceremony (+ travel) Health care appointments for student OR *student’s child* (including for autism) Visiting a university or college (juniors and seniors, 2 days/year) procedures must be in place to verify visit Absences Excused for Funding Purposes 3.6.3 64

65. Up to 5 days of visitation time for a student to visit with a parent, stepparent, or legal guardian who is an active duty member of the uniformed services and has been called to duty for, is on leave from, or is immediately returned from continuous deployment of at least four months outside the locality where the parent, stepparent, or guardian regularly resides. no earlier than 60 days before the date of deployment or no later than 30 days after the date of return Absences Excused for Funding Purposes 3.6.3 65

66. District must have board policy or superintendent-established procedures addressing parental consent for a student to leave campus District must distribute policy or procedures to staff and parents Absences Excused for Funding Purposes 3.6.3 66

67. Early graduation: If student has met graduation requirements, no longer eligible to generate ADA Early graduation ceremony: 2-through-4-hour rule or alternative attendance program rules apply for school days after ceremony No "signing in" Early Graduation/Graduation Ceremonies 3.6.3.1 67

68. Superintendent, principal, or teacher may excuse temporary absence for any reason acceptable to him or her However, absence excused for compulsory attendance purposes only Student may not be counted in attendance for funding purposes (unless meets requirements in 3.6.3) Student must make up academic time lost to maintain 90 percent attendance 3.6.4 Absences Excused for Compulsory Attendance (Not Funding) Purposes 68

69. Instruction outside regular school day Saturday school attendance to make up absences for academic credit may not be counted for funding purposes "Tardies" Tardies do not exist for state funding purposes Saturday School/Tardies 3.6.5 and 3.6.8 69

70. If standardized achievement tests or final exams are administered during attendance-taking period, take attendance just before, during, or just after exam Exemption from taking finals is not an exemption from 2-through-4-hour rule A student must either be provided appropriate number of hours of instruction or be counted absent 3.6.6 Attendance Accounting During Testing Days 70

71. Eligibility criteria Expected to be confined at home or hospital 4 weeks (need not be consecutive) Confined for medical reasons only Medical condition documented by licensed physician District must have board-approved GEH policy General Education Homebound (GEH) 3.7 71

72. Student must be served by certified teacher in all core academic subjects GEH committee Campus administrator Student's teacher Student's parent/guardian 3.7.2.1: GEH documentation 3.7.4: Time on campus taking required state tests cannot count for hours of GEH service for eligible days present* GEH 3.7 72

73. GEH Funding GEH Funding Chart Amount of Time Served per Week Eligible Days Present Earned per Week 1 hour1 day present 2 hours2 days present 3 hours3 days present 4 hours 4 days present (if the week is a 4-day week) 5 days present (if the week is a 5-day week) More than 4 hours 4 days present (if the week is a 4-day week) 5 days present (if the week is a 5-day week) 3.7.3 73

74. Must provide at least 180 days of instruction, minus any days waived by TEA Under no circumstances may it offer fewer than 170 instructional days. Have 2 makeup days built in Include approximately equal-length reporting periods Calendar 3.8 74

75. Missed instructional days beyond 2 bad weather days Low-attendance days 10 percentage points below the overall attendance rate of your district (or campus) for the prior year Early-release days must be at least 4 hours Dual credit and calendar mismatch between school and college (number of days or start date) Remote instruction (covered in Section 12) Check if waiver granted at http://mansfield.tea.state.tx.us/Tea.Waivers.Web/Default.a spx http://mansfield.tea.state.tx.us/Tea.Waivers.Web/Default.a spx Waivers 3.8.2 75

76. Chart Includes examples of situations and agency policies 3.8.3 Bad Weather/Health and Safety Closures 76

77. Not eligible for state funding 180 days/year is limit for funding Except for specific programs authorized by statute Only currently funded program is program for providing extended school year services to eligible special education students Optional Flexible School Day Program students cannot earn more than equivalent of 180 days Summer School 3.8.4 77

78. Data Submissions and Quality Control Data submissions must comply with: PEIMS Data Standards SAAH requirements Quality control Student Detail Reports = totals in Campus Summary Report Campus Summary Reports = totals in District Summary Report New Six weeks reports should be generated if changes occur 3.9 and 3.10 78

79. Examples All Handbook Sections maintain examples 3.11 79

80. Prekindergarten (PK) Section 7

81. Any district may offer PK, but district must offer PK if it identifies 15 or more eligible children who are at least 4 years of age on or before September 1 of current school year Students must be 3 or 4 A class may serve both 3- and 4-year-olds State funding is half-day (special ed. exception) Once student qualifies, student is eligible entire year even if income increases Movers will qualify in new district as long as documentation accurately qualifies the student, otherwise must requalify Section 7 PK: General Requirements 81

82. Student is: unable to speak and comprehend English (LEP) educationally disadvantaged (eligible to participate in National School Lunch Program [NSLP]) homeless child of active duty member of US armed forces or reserves ordered to active duty child of member of US armed forces or reserves injured or killed while on active duty has ever been in the conservatorship of the Texas Department of Family and Protective Services (DFPS) (foster care) following an adversary hearing. 7.2 PK Eligibility 82

83. 7.2.1 PK Eligibility and Age A child who is 3 years old is eligible for PK only if your district operates a 3-year-old PK program A child who is 5 years of age on September 1 of the current school year is not eligible for enrollment in a PK class If your district enrolls a 5-year-old student in the PK program the student shall be coded ineligible for funding and grade level PK A special education student who turns 3 after September 1 is NOT eligible for PK and therefore should not have a grade level of PK even if served in the PK classroom! 7.2 PK Eligibility 83

84. English proficiency: Home language survey and test results Educationally disadvantaged: Evidence student eligible for NSLP Homeless: Documentation that liaison finds student meets NCLB definition of homeless Military parent: Military ID, statement of service, Department of Defense death certificate, Purple Heart orders or citation, or missing in action documentation Foster care: Texas Department of Family and Protective Services verification letter 7.2 Documentation of PK Eligibility 84

85. Documentation showing student eligible because either: student is automatically eligible for the NSLP: member of a household receiving benefits from certain federal programs enrolled as participant in Head Start or Even Start migrant child Homeless Runaway Foster or family income level meets NSLP requirements 7.2.3 PK Eligibility Based on NSLP Eligibility 85

86. Homelessness Eligible on this basis if local homeless education liaison identifies the student as homeless Federal definitions appear in glossary Parent member of armed forces Acceptable documentation listed in 7.2.5.1 For student without own military ID, district can verify military member’s ID and doc. showing student is child of military member Important: Your district should not make a copy of DoD identification. 7.2.4 and 7.2.5 PK Eligibility Based on Homelessness or Parent Being Member of Armed Forces 86

87. PK ADA eligibility code used on PEIMS 100 and 110 records 7.5 PK ADA Eligibility Code ADA Eligibility Coding for PK Students Student AgeADA Eligibility Code Student eligible for PK and served in PK classroom by PK teacher for ½ day 3 or 42 half-day Student eligible for PK and served in PK classroom by PK teacher for full day 3 or 42 half-day Student ineligible for PK and served in PK classroom by PK teacher for ½ day 3 or 45 ineligible half-day Student ineligible for PK and served in PK classroom by PK teacher for full day 3 or 44 ineligible full-day Student eligible for PK and PPCD, served in PK classroom by PK teacher for ½ day and provided PPCD services for ½ day 3 or 41 eligible full-day 87

88. PK program type code used on PEIMS 110 and 400 records PK Program Type Codes CodeMeaning 00Not applicable 01PK-eligible student participates in a PK program that provides instruction to the student at least 2 hours but fewer than 4 hours each day. 02PK-eligible student participates in a PK program that provides instruction to the student at least 4 hours each day. 03PK-eligible student participates in a PK program that provides instruction to the student at least 4 hours each day and receives special education services. 04PK-ineligible student participates in a PK program that provides instruction to the student at least 2 hours but fewer than 4 hours each day. 05PK-ineligible student participates in a PK program that provides instruction to the student at least 4 hours each day. 88

89. Primary and secondary PK funding source codes used on PEIMS 110 and 400 records PK Funding Source Codes CodeMeaning 1Tuition fees 2Local district share funding 3State grant funding 4Federal funding 9Other funding 89

90. Eligible student (ADA eligibility code 2 – eligible half day) served in a full-day program (PK program type code 02 – full day) TEA assumes the initial source of funding is state/FSP funding, so that source of funding does not have to be reported Your district has the ability to report up to two additional sources of funding The primary source of funding would be the first source of funding that allows the district to operate a full-day prekindergarten program The secondary source would be any other additional source of funding Coding: ADA eligibility code = 2 Program type code = 2 Funding source code = Yes (usually 2 [district funds]) PK Funding Source Code Example 90

91. Student is eligible special education and eligible for PK being served appropriately to generate a full day of funding ADA eligibility code = 1 Program type code = 3 Funding source code = None reported Additional PK Coding Examples 91

92. Special Education Section 4

93. To be eligible for services, student must be “child with a disability” Admission, review, and dismissal (ARD) committee or individualized family services plan (IFSP) committee makes determination Special Education: Eligibility 4.2 93

94. Services must be made available to eligible students: on their third birthday if they are not 22 on September 1 of current year and have no regular high school diploma who meet all three requirements below: not 22 on September 1 of current year received high school diploma under 19 TAC §89.1070(b)(3) returning to school under 19 TAC §89.1070(f) (needs more services to meet IEP) Services also must be made available to students 0–2 with visual/auditory impairments Special Education: Eligibility 4.2 94

95. 4.3.1 Student Not Previously Receiving Services ARD committee meets to determine student's eligibility and placement, develop IEP, and determine date services will begin Special education staff provide coding info and effective date to attendance personnel ASAP Attendance personnel record codes, effective date in attendance system Effective date is date services begin, NOT date ARD committee developed IEP 4.3 Special Education: Enrollment 95

96. 4.3.2 Student Whose Arrangement/Setting Is Changing ARD committee meets to review IEP, makes any necessary changes in placement, specifies any necessary coding changes, and determines effective date of changes Special education staff provide coding info changes and effective date to attendance personnel ASAP Attendance personnel record codes, effective date in attendance system Effective date is date services in new placement begin, not date ARD committee developed IEP 4.3 Special Education: Enrollment 96

97. 4.3.3 Student Who Is New to Your District Receiving Special Education Services a) the parents verify that the student was receiving special education services in the previous district or b) the previous district verifies in writing or by telephone that the student was receiving special education services A free appropriate public education (FAPE) must be provided to the student same as previous district until the ARD committee meets. 4.3 Special Education: Enrollment 97

98. ARD committee has 30 days to either: adopt the student’s IEP from the previous district OR develop, adopt, and implements a new IEP. Special education staff provide coding info changes and effective date to attendance personnel ASAP Special Education: Enrollment 4.3.3 Student Who Is New to Your District Receiving Special Education Services 98

99. All records including the student's current IEP, should transfer records using the Texas Records Exchange (TREx) system within 10 working days Enrollment: 4.3.3.1 Transfer of Records 99

100. Student withdrawn from Special Education when: student withdraws from school, ARD committee determines student is no longer a child with a disability, or parent revokes consent for services in writing Prior written notice must be provided at least 5 school days before services will be discontinued, unless parent agrees otherwise ARD committee must provide effective date of dismissal to attendance personnel ASAP 4.4 Special Education: Withdrawal 100

101. 4.5.1 For 3- or 4-year-olds eligible for and in need of services, parents may: enroll student only in the public school, “dual enroll” student, or decline to have student enroll in public school 4.5.2 For students 5+ who are eligible for and in need of services, parents may enroll student full-time in the public school If parents do not enroll, district must make services available as provided in 19 TAC §89.1096 (Any services provided will be under a services plan, not an IEP. No ADA, but still report in PEIMS) 4.5 Special Education: Private School Students Eligible for and in Need of Services 101

102. When special education student is sent to alternative placements such as in-school suspension (ISS), disciplinary alternative education program(DAEP), etc. Students IEP must be provided in that alternative placement to generate special education contact hours or you turn off the funding source for that time. If placement is for more than 10 consecutive days a change of placement ARD may be needed See Section 10.10 Disciplinary Removals of Students With Disabilities for more guidance 4.6 Interim Alternative Educational Placements 102

103. Table of contents with hyperlinks added Codes now listed in numeric order More links to outside references More hyperlinked cross-references CTRL + click to go to ALT + left arrow key (  ) to go back 4.7 Instructional Arrangement/Setting Codes 103

104. The instructional arrangement/setting code is the source of funding Student will be coded only one instructional arrangement/setting at a time, exception speech Any setting may be combined with speech The appropriate code is determined by the percentage of the instructional day that the student receives direct, regularly scheduled special education and related services, NOT the disability IEP’s must be reviewed annually 4.7 Instructional Arrangement/Setting Codes 104

105. Code 00 is used when a student is receiving speech therapy services and is not receiving instructional services through any other instructional arrangement/setting Speech therapy may be provided in the general education classroom or in a pull-out setting Student may be coded speech only with any other related service that is NOT instructional, (i.e.. occupational or physical therapy, etc.) PEIMS 163 Special Education record IA code = 00, Speech Therapy code = 1 4.7.1 No Instructional Arrangement/Setting (Speech Therapy) 105

106. If a student receives speech therapy services and another instructional arrangement/setting (e.g., resource room) PEIMS 163 Special Education(Fall) record IA code shall not be 00, Speech Therapy code = 2 When reported for funding on the PEIMS 405 Sp Ed Attendance(Summer) record however, your software will report two lines in order to determine funding for both Code 00 for the speech and The other code through which the student is receiving instructional services. 4.8 Speech-Language Pathology Services (Speech Therapy) and Speech Therapy Indicator Codes 4.7.1 No Instructional Arrangement/Setting (Speech Therapy) 106

107. Eligibility criteria student aged 6 years or older Eligible for special education and related services as determined by an ARD committee. Expected to be confined at home or hospital 4 weeks (need not be consecutive) Confined for medical reasons only Medical condition documented by licensed physician Code 01 - Homebound 4.7.2 107

108. If the homebound teacher is the teacher of record and is providing the student with direct instruction in the core academic subject areas, must be a highly qualified special education teacher If the homebound teacher is NOT the teacher of record and is serving in a support role by providing the student with only direct assistance the homebound teacher does not have to be highly qualified (but must be a certified special education teacher) See 4.17 Teacher Requirements 4.7.2.1 Homebound Notes 108

109. If the homebound teacher is the teacher of record and is providing the student with direct instruction in the core academic subject areas, must be a highly qualified special education teacher If the homebound teacher is NOT the teacher of record and is serving in a support role by providing the student with only direct assistance the homebound teacher does not have to be highly qualified (but must be a certified special education teacher) See 4.17 Teacher Requirements 4.7.2.1 Homebound Notes 109

110. Homebound Funding and Homebound Documentation Requirements Homebound Funding Chart Amount of Time Served per Week Eligible Days Present Earned per Week 1 hour1 day present 2 hours2 days present 3 hours3 days present 4 hours 4 days present (if the week is a 4-day week) 5 days present (if the week is a 5-day week) More than 4 hours 4 days present (if the week is a 4-day week) 5 days present (if the week is a 5-day week) 4.7.2.5 110

111. A week starts Sunday and ends Saturday time cannot be carried forward Log must be kept by teacher each week 4.7.2.6 Time on campus taking required state tests cannot count for hours of service for eligible days present 4.7.2.7 Student transitioning back to classroom must still receive homebound instruction until fully transitioned Other Homebound Requirements 4.7.2.1 111

112. Students moving back and forth between the homebound and a school-based placement must be coded 01, homebound, for those days the student is provided homebound instruction and the code the student is served in while at school (for example, 40, special education mainstream) for those days the student attends school. See chart in this section Students With a Recurring Chronic or Acute Health Condition 4.7.2.9 112

113. Student must continue to receive the same amount and type of CTE service that he or she was receiving before being placed in the homebound instructional by the CTE teacher! Most districts will not be eligible for CTE hours in ANY homebound setting and thus should turn off the funding source for Career and Technical classes during the homebound time Ask your local software vendor for instructions Homebound: Career and Technical Education (CTE) Funding Requirements 4.7.2.10 113

114. student is provided special education instruction in a classroom in a hospital facility or a residential care and treatment facility not operated by your school district. Code 02 - Hospital Class 4.7.3 114

115. participating in a special education work-based learning program and is employed in a paid full- or part-time job with regularly scheduled direct involvement Code 30 - State Supported Living Centers 4.7.5 Abilene State Supported Living Center Code 08 - Vocational Adjustment Class (VAC) 4.7.4 115

116. student who is provided special education and related services in the general education classroom in accordance with the student's IEP. Monitoring student progress in and of itself does not constitute a special education service. If certified special education personnel are only monitoring student progress, mainstream special education funding cannot be generated. Code 40 - Special Education Mainstream 4.7.10 116

117. Services in a setting other than general education for less than 50% of the student’s instructional day. Code 41 for less than 21% of the student's instructional day. Code 42 for at least 21% but less than 50% of the student's instructional day. 4.7.13 Additional Guidelines for Instructional Arrangement/Setting Codes 41–44 Chart! Exception: PK classroom Code 41 or 42 - Resource Room/Services 4.7.11 117

118. Services provided in a self-contained class or classes for 50% or more of the student’s instructional day, on a regular school campus. Code 43 student is in a self-contained class or classes at least 50% but no more than 60% of the student’s instructional day Code 44 student is in a self-contained class or classes more than 60% of the student’s instructional day Code 43 or 44 - Self-Contained, Mild/Moderate/ Severe, Regular Campus 4.7.12 118

119. Children aged 3 through 5 years who receive full-time special education and related services in educational programs designed primarily for children with disabilities located on regular school campuses. A student for whom this code is used does not receive any special education and related services in a mainstream early childhood setting. (i.e. PK, head start) Code 45 - Full-Time Early Childhood (Preschool Program for Children With Disabilities) Special Education Setting 4.7.14 119

120. used for a student who is provided special education and related services, and resides in a care and treatment facility parents do not reside within the boundaries of the school district providing educational services to the student. A residential care and treatment facility includes a licensed or verified foster group home but does NOT include a licensed or verified foster family home "foster group-home" and "foster family-home" are defined in 40 TAC §700.1321 Code 81, 82, 83, 84, 85, 86, 87, 88, or 89 - Residential Care and Treatment Facility (Not School District Resident) 4.7.19 120

121. Services are provided and meets one of the following criteria: The student is one of a group of students from more than one school district served at a single location in another school district The student is provided instruction by school district personnel in a facility (other than a nonpublic day school) not operated by a school district. The student is in a self-contained program at a separate campus operated by your school district that provides only special education and related services. Code 91, 92, 93, 94, 95, 96, 97, or 98 - Off Home Campus 4.7.20 121

122. Any child aged 3 through 5 years who is eligible for and receiving special education and related services through a school district is considered to be receiving PPCD services. A student receiving PPCD services may have a grade level of EE, PK, or K (kindergarten), depending on the student's age, the location where services are provided, and whether the student is eligible for PK. 4.9 Preschool Programs for Children With Disabilities (PPCDs) 122

123. 4.9.1: Eligibility 4.9.2: State funding ADA 2-4 hour rule 4.9.3: PPCD and prekindergarten programs Updated chart: PK-eligible and -ineligible side-by-side 4.9.3 PPCD and PK.docx 4.9 Preschool Programs for Children With Disabilities (PPCDs) 123

124. 4.9.4: PPCD and kindergarten programs, 4.9.4 PPCD and KG.docx 4.9.5–7: PPCD and Head Start, preschool, and child care programs 4.9.8 PPCD and Head Start-Other.docx If Head Start student is served by PK teacher, refer to the PPCD/PK Chart! 4.9.9: PPCD and dual enrollment 4.9 Preschool Programs for Children With Disabilities (PPCDs) 124

125. 4.10: Dedicated section on services for infants, toddlers 4.11: Dedicated section on shared services arrangements (SSAs) Includes info on regional day school program for the deaf SSAs 4.12: In “Exceptions to Norm” coding chart, 4.13: Extended school year (ESY) services info revised for clarity reported in PEIMS Submission 4 Extended Year 4.10–4.13 Other Special Education Topics 125

126. 4.15.1: Chart with contact-hour determination info Spec Ed Contact Hr.docx 4.16: Documentation Homebound log, etc. ARD/IFSP committee documentation, including IEP or IFSP Eligibility statements 4.17 Special Education Teacher Requirements 4.15 and 4.16 Special Education: Eligible Days Present and Contact Hours, Documentation 126

127. Career and Technical Education (CTE) Section 5

128. Each CTE course must have qualified/certified teacher Exceptions: CTE teachers at charter schools that do not have this requirement in charter and dual credit postsecondary faculty Must report teacher of record for each CTE course (except off-campus dual credit course offered by higher ed) Must have documentation showing average minutes per day for each CTE course Must have appropriate resources to teach course TEKS Must offer at least one coherent sequence in at least three different clusters 5.2 CTE: Requirements for Contact-Hour Funding 128

129. Grades 9–12 Grades 7 and 8, if students eligible for and enrolled in CTE for the Disabled courses 5.2.1 CTE: Grade Levels Eligible for Funding 129

130. Must be approved by TEA List of TEA-approved CTE courses in PEIMS Data Standards (code table C022) Innovative courses: Must have documentation of board approval to offer TEA-approved innovative course Allotment must be spent in accordance with maximum allowable indirect costs as defined in rule 5.2.2 CTE: Courses Eligible for Funding 130

131. 6-hour daily limit for funding No contact hours earned for participating for 1 hour in a 2-hour course or for 2 hours in a 3-hour course 12.4 On-Campus Online CTE may earn CTE contact hours if certified person in the room to answer questions 12.5 Self-Paced Computer CTE Course may earn CTE contact hours if certified person in the room to answer questions 5.2.3 CTE: Earning Contact Hours 131

132. Enrollment Student enrolls in school, class schedule determined CTE staff review schedule, determine correct CTE coding Attendance personnel record coding in attendance system Withdrawal/schedule change Student withdraws from school or has schedule change If schedule changes, CTE staff re-review schedule and determine changes in coding Attendance personnel make necessary changes in attendance system 5.3 and 5.4 CTE: Enrollment, Withdrawal 132

133. CTE contact hours may not be claimed if student placed in a discipline setting is more than 5 consecutive days and the same amount and type of CTE services are not provided by a CTE teacher. Must turn of the CTE contact hours from the first day of the referral. Student may still earn credit for class. However, your district may place a student in a disciplinary setting for up to and including 5 consecutive days and continue to claim CTE contact hours even though no CTE services are provided to the student. 5.4 CTE: Withdrawal Discipline 133

134. CTE indicator codes 0 not enrolled in CTE course 1 enrolled in one CTE course 2 CTE coherent sequence taker (2+ CTE courses for 3+ credits) 3 Tech-prep program participant (defunding in 2011, few students left) Auditing a course is not considered CTE participation for purposes of CTE indicator code determination 5.5.1 CTE: PEIMS 101 (Student Demographic) Record Coding 134

135. V code: V1–V6, depending on: number of CTE courses average length of each course Each course reviewed separately to determine average minutes and V code; if multiple courses, V codes for all courses added together Student taking 3 separate 45-min. CTE courses = V3 Auditing course not considered CTE participation for purposes of PEIMS reporting CTE: PEIMS 410 (CTE Attendance) Record Coding 5.5.2 135

136. Contact hours = Eligible days present x contact-hour multiplier Eligible days present must be recorded in Student Detail Report Total eligible CTE days and contact hours for each V code must be recorded in Campus Summary Report CTE Code Contact-Hour Multiplier V11.0 V22.0 V33.0 V44.0 V55.0 V66.0 Contact Hours = CTE Days x Contact-Hr Multiplier CTE Contact Hours 5.6 136

137. Career Prep Classroom instruction + time at training site Paid Unemployed for more than 15 consecutive school days no funding Practicum Classroom instruction + time at training site or in lab Specific to a cluster Paid or unpaid 5.7 Career Preparation and Practicum Courses 137

138. Both Career Prep and Practicum Courses District, training sponsor plan/supervise instruction together Course must span entire school year Classroom instruction must average one class period per day for every school week If paid, student must be 16, have valid work documentation Up to 120 minutes at training site counts toward 2-through-4-hour rule Written training plan must be on file Teachers must visit training site (paid or unpaid) at least 6 times each school year, once each grading period 5.7 Career Preparation and Practicum Courses 138

139. Classroom instruction and supervised research Equivalent to average of five periods per week Student and teacher meet at least once per week Cooperatively planned Student may be counted for contact hours on first day of enrollment, if written project plan in place within 15 days A project progress evaluation for each grading period is required for the student to earn contact hours for that reporting period. 5.8 CTE Problems and Solutions Courses (Independent Study) 139

140. Grades 7–12 Require ARD committee approval Classes must be self-contained and serve only special education students 5.9 CTE for the Disabled (CTED) Courses 140

141. Documentation of students' entry, service, withdrawal CTE teachers’ grade books Each student’s official schedule change document, if student changed schedule during semester PEIMS reporting: Quality control Record appropriate coding on 101 and 410 records for student enrolled in state-funded CTE course 415 (course completion) record required for each CTE course student takes unless student drops the course before fall snapshot date 5.11 and 5.12 CTE Documentation, Reporting 141

142. Bilingual/English as a Second Language (ESL) Section 6

143. All three terms used interchangeably: Limited English proficient (LEP) student (SAAH) English language learner (19 TAC Chapter 89 rules) Student of limited English proficiency (TEC) Section 6 Bilingual/ESL 143

144. Home language survey shows other than English Test score showing limited English proficiency Language proficiency assessment committee (LPAC) recommendation Parental approval 6.2 Bilingual/ESL Funding Eligibility 144

145. Following are eligible for services but not funding Student scoring above test cutoff scores Student who has exited/transitioned out and whose: Parents approve continued participation and School wishes to continue services 6.2 Bilingual/ESL Funding Eligibility 145

146. 1. Home language survey 2. English proficiency test 3. LPAC placement 4. LPAC written notice to parents 5. Parental approval 6. Student assigned program type code (PEIMS code tables C175 and C176) 6.3 Bilingual/ESL: Enrollment 146

147. 6.3.1 Bilingual/ESL: Enrollment of Student New to District LEP identification and enrollment in program must occur within 4 weeks (20 school days) Cannot code as bilingual/ESL or receive weighted funding until documentation in place Service must begin immediately while waiting for documentation If documents not received in 4 weeks, begin standard ID and assessment procedures 147

148. Students served full-time by appropriately credentialed staff for bilingual program Students provided instruction in ESL by appropriately credentialed staff Must have waiver or exception in place if program does not meet requirements Ensure appropriate program type code used for each student 6.4 Eligibility of Bilingual/ESL for State Funding 148

149. Bilingual or ESL education program eligible days present may not be claimed when a student is placed in a disciplinary setting for more than 5 consecutive days if the same amount and type of bilingual or ESL education program services are not provided by a bilingual or ESL education program teacher. 6.5.1 Eligible Days Present and Students Placed in a Disciplinary Setting 149

150. Student is withdrawn if: LPAC classifies student as English proficient parent requests removal from program student withdraws from district (not program) 6.8 Bilingual/ESL: Withdrawal/Reclassification/Exit Procedures 150

151. 6.8.2 Bilingual/ESL: Exit Criteria Chart 2013–2014 English Proficiency Exit Criteria Chart At the end of the school year, a district may transfer (exit, reclassify, transition) a LEP student out of a bilingual or ESL education program for the first time or a subsequent time if the student is able to participate equally in a regular all-English instruction program as determined by satisfactory performance in all three assessment areas below and the results of a subjective teacher evaluation. 1 For State of Texas Assessments of Academic Readiness (STAAR) English reading and English writing, the performance level for program exit is Level II (Satisfactory Academic Performance) or above. 1st2nd3rd4th5th6th7th8th9th10th11th Current School Year Oral = Listening & Speaking Scored Fluent on English OLPT 2 English Reading 3 Norm-Referenced Standardized Achievement Test 2 (Rdg./Lang.) 40th percentile or above STAAR STAAR 4 Norm-Referenced Standardized Achievement Test 2 (Rdg./Lang.) 40th percentile or above English Writing 3 Agency-Approved Writing Test 2 STAAR Agency- Approved Writing Test 2 STAAR Agency- Approved Writing Test 2 STAAR 5 Agency-Approved Writing Test 2 Subjective Teacher Evaluation Assessments, anecdotal notes, portfolios, etc. 1 19 TAC §89.1225(h) 2 In the 2013–2014 List of Approved Tests for Assessment of Limited English Proficient Students available on the following web page: http://www.tea.state.tx.us/index2.aspx?id=4098http://www.tea.state.tx.us/index2.aspx?id=4098 3 For STAAR, English reading and English writing refer to the grade-level tests in grades 3–8 and to the applicable end-of-course English I and II reading and writing assessments. 4 Exception: Texas English Language Proficiency Assessment System (TELPAS) Reading Advanced High will be used for all students with the Texas Assessment of Knowledge and Skills (TAKS) as their graduation requirement under state policy. 5 Exception: An agency-approved writing test from the 2013–2014 list of approved tests will be used for all students with the TAKS as their graduation requirement under state policy. Note: LEP students may be exited only after the end of first grade based on 19 TAC §89.1225(i). Note: LEP students for whom the LPAC has recommended linguistic accommodations on the STAAR reading or writing test may not be considered for exit. 151

152. Must occur if student fails a foundation curriculum subject in any grading period in first 2 years after exit Evaluation should consider: time in bilingual or ESL education program foundation curriculum grades additional interventions provided to student assessment instrument performance high school graduation credits, if applicable disciplinary actions 6.9 Bilingual/ESL: Evaluation of Exited Students 152

153. Grades PK–5: Must be served by bilingual-certified staff (bilingual program) or ESL-certified staff (ESL program) Grades 6–8: Must be served by at least one teacher who is certified in ESL for that grade level and who is responsible for meeting the linguistic needs of the LEP students Grades 9–12: May be served by staff members who are not bilingual/ESL-certified, but only if the staff members have received professional development in sheltered instruction *All grades: All staff serving LEP students must receive training in sheltered instruction 6.10 Bilingual/ESL Teacher Certification Requirements 153

154. Home language survey Test results LPAC recommendations and parent approval (denial, if applicable) Proof of service (grade books, class rosters, etc.) Identification of student as LEP and level of language proficiency Dates of entry into and exit from program Instructional interventions State assessment participation decisions and any linguistic accommodations Results of monitoring academic success Texas English Language Proficiency Assessment System (TELPAS) writing samples (kept 2 years) 6.11 Bilingual/ESL Documentation 154

155. Gifted/Talented Section 8

156. Maximum of 5% of students in ADA eligible for funding Student must be served before March 1 to be eligible for funding (transfer exception) Committee selects students 8.2 Gifted/Talented 156

157. Local policies must include: Provisions for ongoing screening and selection Assessment measures from multiple sources Procedures that ensure access to gifted/talented assessment and, if identified, services for all Provisions for reassessment, exiting program, transfer students, and appeals 8.5 Gifted/Talented: Local Policies 157

158. Pregnancy Related Services (PRS) Section 9

159. PRS are services, including Compensatory Education Home Instruction (CEHI), that a student receives during prenatal and postpartum periods to help her: adjust academically, mentally, and physically and stay in school If district offers PRS: CEHI mandatory support services optional Section 9 PRS 159

160. Eligibility for services: Students in prenatal or postpartum period are eligible for services (includes students who are pregnant and/or deliver a live, aborted, or stillborn baby; suffer a miscarriage or death of a newborn; or place a baby up for adoption) Eligibility for funding: Students who are eligible for ADA and for PRS program services are eligible for PRS funding beginning on date services begin 9.2 PRS Eligibility 160

161. Eligibility for PRS ends: when student returns from postpartum confinement to resume regular classes at school campus or first day of 7th week For student requiring extended confinement, eligibility ends: when student returns from postpartum confinement to resume regular classes or first day of 11th week Exception, break in services confinement due child being hospitalized. Eligibility ends after confined for a total of 10 weeks or the school year ends. 9.2 PRS Eligibility 161

162. No limit to the length of time or number of times student may receive CEHI in prenatal period Documentation for each event of prenatal confinement must be obtained from licensed medical practitioner District may also provide other PRS support services while student receiving CEHI 9.8 CEHI During Prenatal Confinement 162

163. If district offers PRS and student has not refused services, district must provide student with postpartum CEHI either: until the student chooses to return to school or until the end of the 6th week from the beginning date Student is not required to provide medical note indicating a need for confinement to be eligible for or receive postpartum CEHI through 6th week CEHI may be extended 4 additional weeks if medical necessity, either for mother or baby 9.9 CEHI During Postpartum Confinement 163

164. May allow student to divide up to 10 weeks of CEHI into two or more periods Allows for CEHI during recovery after delivery and Student may attend school until baby is released, then finish CEHI days to stay home the additional weeks of the 10 weeks with child 9.9.3 CEHI During Break-in-Service Confinement 164

165. 1 hour = 1 day present Student must have medical release to return to campus to receive temporary, limited support services or take required state assessments Time on campus cannot count as any part of hours served as CEHI for eligible days present (even if district has waiver) 9.10 CEHI Eligible Days Present 165

166. Additional service requirements to earn eligible days present 9.12 CEHI and Special Education 166

167. Affirmation that eligibility verified Intake documentation Medical note for each prenatal and extended postpartum confinement period Documentation of when pregnancy ended Documentation for break-in-service Medical release for return for temporary, limited services Special education documentation, if applicable Log of weekly CEHI time 9.15 PRS Documentation 167

168. Nontraditional Schools Section 10

169. Nontraditional settings include: alternative education programs (AEPs) juvenile justice alternative education programs (JJAEPs) disciplinary alternative education programs (DAEPs) in-school suspension (ISS) out-of-school suspension (OSS) education programs for incarcerated youth Section 10 Nontraditional Schools 169

170. Nontraditional Programs Section 11

171. Nontraditional programs include: College Credit Programs –Dual and Early College Gateway to College Optional Flexible School Day Program Optional Flexible Year Program High School Equivalency Program Interstate Compact on Educational Opportunity for Military Children Section 11 Nontraditional Programs 171

172. With limited exceptions, student: must be at least a junior to enroll in a dual credit course may not enroll in more than two dual credit courses per semester Exceptions Early College High School student student who demonstrates outstanding academic performance and capability If exception is based on outstanding academic performance and capability, must have documentation Local criteria Documentation student meets criteria, approval by high school and college 11.3 Dual Credit 172

173. Interstate Compact on Educational Opportunity for Military Children Agreement among member states to abide by common set of rules related to the education of military children Texas became member in 2009 Child of military family who moves here from another member state is entitled to continue enrollment at same grade level 11.9 173

174. Virtual, Remote, and Electronic Instruction Programs Section 12

175. Includes: Texas Virtual School Network Remote instruction On-Campus On Line Self Paced Computer Courses Section 12 Virtual, Remote, and Electronic Instruction 175

176. Remote Instruction: Distance Learning Only form of remote instruction that does not require waiver Student physically located at his or her home campus participates in a class provided at another campus in same district or another district at which students and a teacher are physically present 12.3.5 176

177. Section 13 - Appendix ADA and funding Definitions Information on weighted funding Section 14 - Glossary Definitions and terms Index (page 293) Resources (page 297) Links to helpful websites Additional Information 177

178. Direct link http://www.tea.state.tx.us/index2.aspx?id=7739 Student Attendance Accounting Handbook Listserv http://miller.tea.state.tx.us/list/ Additional Information 178