**PAPERWORK REDUCTION ACT SUBMISSION**  **SUPPORTING STATEMENT** 

### Mandatory **Civil Rights Data Collection**

**May 201**  **5** 

# Attachment A - 2 

# Data Groups **for Civil Rights Data Collection**  **f or S**  **chool Y**  **ear 201**  **5 –**  **1 6** Attachment A2 CRDC Data Set for School Year 2015

– 1 6

Page A2 - 2 

## INTRODUCTION This attachment contains the details of sets of related data entries known as data groups (DG) that are used for the Civil Rights Data Collection (CRDC) collected from state education al agencies (SEA), local e ducation al agencies (L EA) and schools. To full y understand the data groups presented in this attachment, the reader should use Attachments A - 1 and A - 3 as references . Attachment A - 1 explains how to read the table of information o n each data group. Attachment A - 3 contains the definitions and permitted values of the categories in the category sets. In this attachment, data groups are listed in alphabetical order b y data group name. For readabilit y, the tables that describe data groups are n ot divided between pages , if possible . This results in some pages having significant blank space.



### DATA GROUPS THAT ARE PART OF THE CRDC Data groups that will be considered part of the CRDC fall into the following sets.  Set A: Data groups submitted by LEA s through the CRDC, and also collected from SEA s through the EDFacts Submission Sy stem ( ESS ) to ensure internal consistency of the CRDC.  Set B: Data groups submitted by LEAs and schools for the C RDC .  Set C: Data groups submitted by SEAs through ESS and merged into the CRDC dataset to provide more comp lete and robust data for civil rights purposes, with no additional burden on SEAs or L EAs. **Set A Data Groups**

— Collected through both CRDC and ESS The data grou

ps , as collected through the CRDC, are explained in this attachment . The data groups, as collected through the ESS, are explained in Attachment B - 3 of the EDFacts school years 2013

– 14, 2014

– 15, and 2015

– 16 information collection package titled, “Annual Mandatory Collection for Elementary and Secondary

Education for EDFacts . ” The OMB approved EDFacts information collection package (OMB c ontrol number: 1875 - 0240) is available at http://www.reginfo.gov/public/do/PRAViewI C?ref_nbr=201302 - 1875 - 001&icID=45336 .Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 3 **Data Group (DG) Name Level**  **DG ID Page**  Charter status School 915 (CRDC) 27 (ESS) A2 - 7 Grades offered School 932 (CRDC) 18 (ESS) A 2 - 8 Magnet status School 949 (CRDC) 24 (ESS) A2 - 9 Membership

— school School 979 (CRDC) 39 ( ESS ) A 2 - 1 0 School type School 977 (CRDC) 21 (ESS) A2 - 1 1 **Set B Data Groups**

— Collected through CRDC only These data groups are explained in this attachment. **Data Group (DG) Name Level**  **DG ID Page**  Advanced Placement c ourse by subject enrollment t able School 900 A2 - 1 3 Advanced Placement course e nrollment t able School 901 A2 - 1 4 Advanced Placement c ourse s elf - s election School 902 A2 - 1 5 A dvanced P lacement d ifferent c ourses p rovided School 903 A2 - 1 6 Advanced Placement exam participation t able School 904 A2 - 17 Advanced Placement exam participant results t able School 905 A2 - 18 Algebra I classes

—

middle school School 906 A2 - 19 Algebra I classes

—

middle school teacher certification School 100 4 A2 - 2 0 Algebra I course enrollment

—grade 7 School 907 A2 - 2 2 Algebra I course enrollment

—grade 8 School 908 A2 - 2 3 Algebra I course enrollment

— high school School 909 A2 - 2 4 Algebra I course passing

—grade 7 School 910 A2 - 25 Algebra I course passing

—grade 8 School 911 A2 - 26 Algebra I course passing

— high school School 912 A2 - 27 Alternative school focus School 914 A2 - 28 Civil rights coordinators LEA 916 A2 - 29 Corporal punishment instances

— preschool School 1010 A2 - 3 0 Corporal punishment instances table School 917 A2 - 3 1 Credit recovery

student participation School 9 92 A2 - 3 2 Deaths due to homicide School 919 A2 - 3 2 Desegregation o rder or p lan LEA 920 A2 - 3 3 Discipline of preschool children table School 921 A2 - 34 Discipline of s tudents with d isabilities ( IDEA and Section 504) t able **Revised!** School 922 A2 - 35 Discipline of s tudents without d isabilities t able **Revised!** School 923 A2 - 36Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 4 **Data Group (DG) Name Level**  **DG ID Page**  Distance education student enrollment table LEA 993 A2 - 37 Dual enrollment program student enrollment School 994 A2 - 38 Earl y childhood program for non -IDEA children LEA 926 A2 - 39 Firearm use School 927 A2 - 39 Geometry course enrollment

—grade 8 School 930 A2 - 40 Gifted/t alented p rogram enrollment t able School 931 A2 - 41 Harassment or bull yi ng— p olicy t able LEA 988 A2 - 42 Harassment or bull yi ng— r eported a llegations t able School 933 A2 - 43 Harassment or b ull yi ng— s tudents d isciplined t able School 934 A2 - 44 Harassment or b ull yi ng— s tudents reported as harassed or bullied t able School 935 A2 - 45 High school equivalency

exam preparation program c redentials t able **Revised!** LEA 928 A2 - 46 High school equivalency

exam p reparation p rogram p articipation t able **Revised!** LEA 929 A2 - 47 International B accalaureate P rogramme enrollment table School 936 A2 - 48 Interscholastic athletics single - sex s ports School 937 A2 - 49 Interscholastic athletics single - sex t eams School 938 A2 - 5 0 Interscholastic athletics single - sex t eam p articipants School 939 A2 - 5 1 Justice facility

day s in regular school y ear table School 940 A2 - 5 2 Justice facility

educational program participants table School 941 A2 - 5 3 Justice facility educational program hours per week table School 942 A2 - 5 5 Justice facility

t yp e School 943 A2 - 5 6 Kindergarten dail y length and cost LEA 944 A2 - 5 7 Limited English p roficient s tudent s School 946 A2 - 5 8 Limited English p roficient s tudent s in LEP programs School 947 A2 - 5 9 Magnet program detail School 948 A2 - 6 0 Mathematics classes

—

high school School 950 A2 - 6 1 Mathematics classes

—

high school teacher certification School 100 5 A2 - 6 2 Mathematics c ourse e nrollment

— high school School 951 A2 - 64 Membership

—LEA LEA 989 A2 - 6 5 Offenses table School 952 A2 - 6 6 Preschool ages for non -IDEA children LEA, School 953 A2 - 6 7 Preschool daily

length and cost LEA 954 A2 - 6 7 Preschool eligible children LEA 955 A2 - 6 8 Pre school e nrollment t able School 956 A2 - 6 9 Preschool grade School 913 A2 - 6 9 Preschool children served table **Revised!** LEA 957 A2 - 7 0 Public schools total LEA 958 A2 - 7 0Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 5 **Data Group (DG) Name Level**  **DG ID Page**  Restraint or s eclusion for IDEA s tudents table School 959 A2 - 7 1 Restraint or s eclusion for non -IDEA students table School 960 A2 - 7 2 Restraint or s eclusion instances table School 961 A2 - 7 3 Retention table School 963 A2 - 74 SAT or ACT t est p articipation t able School 964 A2 - 75 School counselors (FTE) School 965 A2 - 76 School day s missed due to out - of - school suspensions table School 966 A2 - 77 School finance

—FTE personnel (state and local) School 967 A2 - 78 School finance

—FTE personnel (federal, state, and local) School 998 A2 - 79 School finance

—FTE teachers School 968 A2 - 80 School finance

—instructional aide salaries (state and local) School 996 A2 - 82 School finance

—instructional aide salaries (federal, state, and local) School 997 A2 - 83 School finance

—

non - personnel expenditures (state and local) School 970 A2 - 84 School finance

—

non - personnel expenditures ( federal, state , and local) School 100 0 A2 - 86 School finance

— support personnel salaries (state and local) School 971 A2 - 88 School finance

— support personnel salaries (federal, state, and local) School 999 A2 - 90 School finance

—teacher salaries (state and local) School 972 A2 - 92 School finance

—teacher salaries ( federal, state , and local) School 995 A2 - 95 School finance

—total personnel salaries (state and local) School 100 1 A2 - 98 School finance

—total personnel salaries (federal, state and local) School 100 2 A2 - 1 00 Science classes

—

high school School 973 A2 - 1 02 Science classes

—

high school teacher certification School 100 6 A2 - 1 03 Science course enrollment

— high school School 974 A2 - 1 05 Security staff (FTE) table School 975 A2 - 1 06 Single - sex academic classes table School 976 A2 - 1 07 Student chronic absenteeism table School 978 A2 - 1 08 Students with disabilities served under IDEA **Revised!** School 980 A2 - 1 09 Students with disabilities served under Section 504 only School 981 A2 - 1 09 Support services staff (FTE) School 982 A2 - 1 10 Suspension instances School 100 7 A2 - 1 11Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 6 **Data Group (DG) Name Level**  **DG ID Page**  Suspension instance s —

preschool School 100 8 A2 - 1 12 Teacher absenteeism table School 983 A2 - 1 13 Teacher credentials (FTE) School 990 A2 - 1 15 Teacher credentia ls (FTE)

— not certified School 1009 A2 - 1 18 Teachers (FTE) School 984 A2 - 1 21 Teachers (counts) School 1003 A2 - 1 23 Teacher experience School 985 A2 - 1 25 Ungraded detail School 986 A2 - 1 27 **Set C Data Groups**

— Collected through ESS only , merged into CRDC dataset after collection is complete, with no additional burden on SEAs or LEAs The two data groups in the table below are presented in this attachment.

**Data Group (DG) Name Level**  **DG ID Page**  Graduates/completers table School 306 (ESS) A2 - 1 28 Title Ischool status School 22 (ESS) A2 - 1 29 Additionally , OCR plans to utilize the information in other ESS data groups. These may include Dropouts table (DG326), Teacher quality in elementary classes table (DG381), Teacher qualit y in core secondary classes table (DG383), Academic achievement in reading/language arts table (DG584), Academic achievement in mathematics table (DG583), and Academic achievement in science (DG585). For a detailed explanation of the OMB approved ESS data gr oups (OMB c ontrol number: 1875 - 0240) , the reader should go to http://www.reginfo.gov/public/do/PRAViewI C?ref_nbr=201302 - 1875 - 001&icID=45336 , and review Attachment B - 3 of the EDFacts school y ears 2013

– 14, 2014

– 15, and 2015

– 16 information collection package.Attachment A2 CRDC Data Set for School Year 2015

– 1 6

Page A2 - 7 

### SET A : DATA GROUPS COLLECTE D THROUGH CRDC AND ESS **Group Name :**  **Charter status D**  **G :**  **915 Section**  Education Unit **Definition** An indication of whether the school provides free public elementary and/or secondary

education to eligible students under a specific charter granted b y the state legislature or other appropriate authorit y and designated b y such authority to be a charter sc hool . **Permitted Values**  Yes  No  N ot a pplicable **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** A charter school is a nonsectarian public school under contract

— or charter

— between a public agency

and groups of parents, teachers, community

leaders or others who want to create alternatives and choice within the public school sy stem. A charter school cr eates choice for parents and students within the public school sy stem, while providing a s ys tem of accountability for student achievement. In exchange for increased accountabilit y, a charter school is given expanded flexibility

with respect to select statutory and regulatory requirements.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 8 **Group Name :**  **Grades offered D**  **G :**  **932 Section**  Education Unit **Definition** The grade level(s) offered by the school. **Permitted Values**  Ungraded  Prekindergarten *  Kindergarten  Grade 1  Grade 2  Grade 3  Grade 4  Grade 5  Grade 6  Grade 7  Grade 8  Grade 9  Grade 10  Grade 11  Grade 12  Grade 13 *  Adult Education *  No Grades * **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report grades offered, regardless of whether any students are enrolled. For the CRDC, preschool is also considered a grade. See data group Preschool grade (DG913). Permitted values with an asterisk (*) are not used for the CRDC.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 9 **Group Name :**  **Magnet status D**  **G :**  **949 Section**  Education Unit **Definition** An indication of whether the school is a magnet school or has a magnet program within the school. **Permitted Values**  Yes  No  Not a pplicable * **Reporting Period** October 1 **Reporting Levels**  School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** The permitted value with an asterisk (*) is not used for the CRDC. A m agnet program is a program within a public school that offers a special curriculum capable of attracting substantial numbers of students of different racial/ethnic backgrounds, which may also reduce, prevent, or eliminate minority group isolation. The program may be design ed to provide an academic or social focus on a particular theme (e.g., science/math, performing arts, gifted/talented, or foreign language). A public school is considered a magnet school if it operates a magnet program for all students or some students wi thin the school.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 10 **Group Name :**  **M embership**  **— school**  **D G**  **: 979**  **Section** Student **Definition** The unduplicated student enrollment, including students both present and absent, excluding duplicate counts of students within a specific school or students whose membership is reported by another school. **Permitted Values**  Integer **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Each student is counted individually , no full - time equivalency . Students must be counted in the school where they actuall y, phy sicall y attend for more than 50% of the school day . For distance education schools or virtual schools , students must be counted in the school from which they

receive more than 50% of their coursework. **CATEGORY SET DESCRIPTION**  **Category Set A**  Racial Ethnic  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 11 **Group Name :**  **School t ype**  **D G**  **: 9**  **77 Section**  Education Unit **Definition** The ty pe of education institution as classified by its primary

focus. School ty pe is a classification of schools conducting elementary and/or secondary instruction or programs according to the ordinary or special instructional needs of students. **Permitted Values**  Yes  No **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** School ty pes below with an asterisk (*) are not used for the CRDC. **Code Set:**  1 - Regular School * A public elementary

/secondary

school that does NOT focus primarily on vocational, special, or alternative education, although it may

provide these programs in addition to a regular curriculum.  2 - Special Education School A public elementary

/secondary

school that focuses primarily on serving the needs of students with disabilities.  3 - Vocational Education School * A school that focuses primarily on providing secondary

students with an occupationall y relevant or career - related curriculum, including formal preparation for vocational, technical, or professional occupations.  4 - Alternative Education School A public elementary

/secondary

school that addresses the n eeds of students that ty

picall y cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside the categories of regular, special education, or vocational education.  5 - Reportable Program * Program that does not meet the definition of a school but that enrolls public school students or otherwise provides education services on a regular basis. (This may include magnet programs operated within public schools when these progr ams must be reported separate from the schools and postsecondary institutions that are the school of record for students in an y grade PK - 13 or ungraded classes. Exclude postsecondary institutions that offer programs for students enrolled in elementary or s econdary schools, for example, community colleges that provide a limitedAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 12 number of dual enrollment courses for students enrolled in a public high school.)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 13 

### SET B: DATA GROUPS COLLECTE D THROUGH CRDC ONLY **Group Name: A dvanced Placement**  **course by subject**  **enrollment table**  **DG: 900**  **Section** Student **Definition** The number of students enrolled in at least one Advanced Placement (AP) course in a subject area. **Permitted Values**  Integer **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools that have students who are enrolled in one or more AP courses. For each subject area, the data should be unduplicated. Category

sets B and C do not include all students. Advanced Placement (AP)

– AP refers to a program, sponsored b y the College Board, through which students may earn college credit and advanced college placement b y successfull y completing AP courses and standardized AP exams. Advanced Placement (AP) course

– An AP course is an advanced, college - level course designed for students who achieve a specified level of academic performance. Upon successful completion of the course and a standardized AP exam, a student may be qualified to receive college credit and/or placement into advanced college courses. **CATEGORY SET DESCRIPTION**  **Category Set A**  Subject Area ( Advanced Placement)  Racial Ethnic  Sex (Membership) **Category Set B**  Subject Area ( Advanced Placement)  Disability

Status ( IDEA )  Sex (Membership) **Category Set C**  Subject Area ( Advanced Placement)  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 14 **Group Name: A dvanced**  **P lacement**  **course enrollment table**  **DG: 901**  **Section** Student **Definition** The unduplicated number of students enrolled in at least one Advanced Placement (AP) course . **Permitted Values**  Integer **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools that have students who are enrolled in one or more AP courses. Category sets B and C do not include all students. Advanced Placement (AP)

– AP refers to a program, sponsored b y the College Board, through which students may earn college credit and advanced coll ege placement by successfull y completing AP courses and standardized AP exams. Advanced Placement (AP) course

– An AP course is an advanced, college - level course designed for students who achieve a specified level of academic performance. Upon successful completion of the course and a standardized AP exam, a student may be qualified to receive college credit and/or placement into advanced college courses. **CATEGORY SET DESCRIPTION**  **Category Set A**  Racial Ethnic  Sex (Membership) **Category Set B**  Disability Status ( IDEA )  Sex (Membership) **Category Set C**  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 15 **Group Name: A**  **dvanced P**  **lacement course self**  **- selection**  **DG: 902**  **Section** Education Unit **Definition** An indication of whether enrollment via self - selection by

the student is permitted for all Advanced Placement (AP) courses offered. **Permitted Values**  Yes  No  Not a pplicable **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total**  **(Education Unit Total)**  **Comment** Report only for schools that have students who are enrolled in one or more AP courses. Advanced Placement (AP)

– AP refers to a program, sponsored b y the College Board, through which students may earn college credit and advanced college placement by successfull y completing AP courses and standardized AP exams. Advanced Placement (AP) course

– An AP course is an advanced, college - level course designed for students who achieve a specified level of academic perfo rmance. Upon successful completion of the course and a standardized AP exam, a student may be qualified to receive college credit and/or placement into advanced college courses. Advanced Placement (AP) course self - selection

– AP course selfselection ref

ers to a student enrolling in an y AP course offered b y a school without needing a recommendation or without meeting other criteria (except for an y necessary course prerequisites).Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 16 **Group Name: A**  **dvanced P**  **lacement different courses provided**  **DG: 903**  **Section** Education Unit **Definition** The unduplicated number of different Advanced Placement (AP) courses provided b y the school. **Permitted Values**  Integer **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools that have students who are enrolled in one or more AP courses. Count different AP courses and not classes . Examples of different AP courses are Biology , Chemistry , Calculus AB , and Calculus BC . Advanced Placement (AP)

– AP refers to a program, sponsored b y the College Board, through which students may earn college credit and advanced college placement by successfull y completing AP courses and standardized AP exams. Advanced Placement (AP) course

– An AP course is an advanced, college - level course designed for students who achieve a specified level of academic performance. Upon successful completion of the course and a standardized AP exam, a student may be q ualified to receive college credit and/or placement into advanced college courses.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 17 **Group Name: A dvanced**  **P lacement**  **exam participation table**  **DG: 904**  **Section** Student **Definition** The unduplicated number of students enrolled in one or more AP courses who took Advanced Placement (AP) exams. **Permitted Values**  Integer **Reporting Period** Regular School Y ear **Reporting	Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools that have students who are enrolled in one or more AP courses. Category sets B and C do not include all students. Advanced Placement (AP)

– AP refers to a program, sponsored b y the College Board, through which students may earn college credit and advanced college placement b y successfull y completing AP courses and standardized AP exams. Advanced Placement (AP) course

– An AP course is an advanced, college - level course designed for students who achieve a specified level of academ ic performance. Upon successful completion of the course and a standardized AP exam, a student may be qualified to receive college credit and/or placement into advanced college courses. **CATEGORY SET DESCRIPTION**  **Category Set A**  AP Exam Participation Status  Racial Ethnic  Sex (Membership) **Category Set B**  AP Exam Participation Status  Disability

Status ( IDEA )  Sex (Membership) **Category Set C**  AP Exam Participation Status  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 18 **Group Name: A**  **dvanced P**  **lacement exam**  **participant results table**  **DG: 905**  **Section** Student **Definition** The unduplicated number of students enrolled in one or more AP courses who received a qualifying score on Advanced Placement (AP) exams. **Permitted Values**  Integer **Reporting Period** Regular School Y ear **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools that have students who are enrolled in one or more AP courses. Category sets B and C do not include all students. Advanced Placement (AP)

– AP refers to a program, sponsored b y the College Board, through which students may earn college credit and advanced college placement b y successfull y completing AP courses and standardized AP exams. Advanced Placement (AP) course

– An AP course is an advanced, college - level course designed for students who achieve a specified level of academic performance. Upon successful completion of the course and a standardized AP exam, a student may be qualified to receive college credit and /or placement into advanced college courses. Advanced Placement (AP) exam qualifying score

– A score of 3 or higher on an AP examination is considered a qualifying score . Students who earn AP exam scores of 3, 4, or 5 are generally considered to be qualified to receive college credit and/or placement into advanced courses due to the fact that their AP exam scores are equivalent to a college course score of "middle C" or above. However, the awarding of credit and placement is determined b y each colle ge or university . **CATEGORY SET DESCRIPTION**  **Category Set A**  AP Exam Status  Racial Ethnic  Sex (Membership) **Category Set B**  AP Exam Status  Disability

Status ( IDEA )  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 19 **Category Set C**  AP Exam Status  LEP Status (Onl y)  Sex (Membership)
**Group Name: Algebra I**  **classes —**  **middle school DG:**  **906 Section**  Education Unit **Definition** The unduplicated number of classes in Algebra I (college preparatory) course at the middle school level. **Permitted Values**  Integer **Reporting Period**  For schools with regular scheduling - October 1  For schools with block scheduling that allows a full - ye ar course to be taken in one semester - Sum of a count taken on October 1 in the first block, and around March 1 in the second block **Reporting Levels** Scho ol  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with grade 7 or 8 and/or ungraded with middle school age students, and that provide college - preparatory Algebra I course . Algebra I is a course that includes the study of properties and operations of the real number sy stem; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomia ls; and solving simple quadratic equations. Algebra I is a foundation course leading to higher - level mathematics courses, including Geometry and Algebra II.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 20 **Group Name: Algebra I classes —**  **middl e school teacher certification**  **DG: 1004 Section**  Education Unit **Definition** The unduplicated number of classes in Algebra I (college preparatory) course at the middle school level taught by teachers with a mathematics certification . **Permitted Values**  Integer **Reporting Period**  For schools with regular scheduling - October 1  For schools with block scheduling that allows a full - ye ar course to be taken in one semester - Sum of a count taken on October 1 in the first block, and around March 1 in the second block **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with grade 7 or 8 and/or ungraded with middle school age students, and that provide college - preparatory Algebra I course. Algebra I is a course that includes the study of properties and operations of the real number sy stem; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of p oly nomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher - level mathematics courses, including Geometry and Algebra II. Teachers are considered certified in mathematics if they have received a teaching certificate/license/endorsement in mathematics or computer science (general or subject - specific) from the state. T eachers may

be funded with fed eral, state, and/or local funds . Justice facilities should consider only teachers who serve students in the ed ucational program offered at the justice facility during the regular school ye ar. R efer to the following guide to determine which teachers may be included and which teachers should be excluded. Teachers certified in mathematics may include:  Regular Classroom Teachers  Special Education TeachersAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 21 - Teach special education classes to students with disabilities.  General Elementary

Teachers

- Teach self

- contained classes in any

of grades 7

– 8 (i.e., teach the same class of students all or most of the day).

- Team - teach (i.e., two or more teachers collaborate to teach multiple subjects to the same class of students).  Vocational/Technical Education Teachers  Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

- In clude an y staff members who teach at least one regularl y scheduled class per week (e.g., a librarian teaches a regularl y scheduled class in mathematics once a week).  Teachers of Ungraded Students  Itinerant, Co - op, Traveling, and S atellite Teachers

- Teach at more than one school and may or may not be supervised b y someone at your school.  Current Long - Term Substitute Teachers

- Currently

filling the role of regular teachers for four or more continuous weeks.  Other teachers who teach students in any of grades 7

– 8 Teachers to exclude:  Adult Education and Postsecondary Teachers

- Teach onl y adult education or students beyond grade 12.  Short - term Substitute Teachers

- Fill the role of regular or special education teachers for less than four c ontinuous weeks.  Student Teachers  Day Care Aides/Paraprofessionals  Teacher Aides/ParaprofessionalsAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 22 **Group Name: Algebra I course enrollment —**  **grade 7 DG:**  **907 Section**  Student **Definition** The unduplicated number of students in grade 7 enrolled in Algebra I (college - preparatory) course. **Permitted Values**  Integer **Reporting Period**  For s chools with regular scheduling

– S ingle day at the end of the regular school ye ar  For schools with block scheduling that allows a full - ye ar cour se to be taken in one semester

– Sum of a count taken on a single day at the end of the first block, and a single day at the end of the second block **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with grade 7 that provide college preparatory

Algebra I course. Algebra I is a course that includes the study of properties and operations of the real number sy stem; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher - level mathematics courses, including Geometry and Algebra II.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 23 **Group Name: Algebra I**  **course enrollment —**  **grade 8 DG:**  **908 Section**  Student **Definition** The unduplicated number of students in grade 8 enrolled in Algebra I (college - preparatory) course . **Permitted Values**  Integer **Reporting Period**  For schools with regular scheduling

– S ingle day at the end of the regular school ye ar  For schools with block scheduling that allows a full - ye ar cour se to be taken in one semester

– Sum of a count taken on a single day at the end of the first block, and a single day at the end of the second block **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with grade 8 and/or ungraded with middle school age students, and that provide college - preparatory Algebra I course . Category

sets B and C do not include all students. Algebra I is a course that includes the study of properties and operations of the real number sy stem; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher - level mathematics courses, including Geometry and Algebra II. **CATEGORY SET DESCRIPTION**  **Category Set A**  Racial Ethnic  Sex (Membership) **Category Set B**  Disability Status ( IDEA )  Sex (Membership) **Category Set C**  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 24 **Group Name: Algebra I course enrollment —**  **high school DG:**  **909 Section**  Student **Definition** The number of high school level students enrolled in Algebra I (college - preparatory) course. **Permitted Values**  Integer **Reporting Period**  For s chools with regular scheduling

– S ingle day at the end of the regular school ye ar  For schools with block scheduling that allows a full - ye ar cour se to be taken in one semester

– Sum of a count taken on a single day at the end of the first block, and a single day at the end of the second block **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with any

grade 9 through 12 and/or ungraded with high school age students, and that provide college - preparatory Algebra I course. Report only for schools with grade 9 or 10 , and that provide college - preparatory Algebra I course. Repo rt only for schools with grade 11 or 12 and/or ungraded with high school age students, and that provide college - preparatory Algebra I course. For each grade span , the data should be unduplicated. Category sets B and C do not include all students. Algebra I is a course that includes the study of properties and operations of the real number sy stem; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher - level mathematics courses, including Geometry and Algebra II. **CATEGORY SET DESCRIPTION**  **Category Set A**  Grade Span (Secondary)  Racial Ethnic  Sex (Membership) **Category Set B**  Grade Span (Secondary)  Disability

Status ( IDEA )  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 25 **Category Set C**  Grade Span (Secondary)  LEP Status (Onl y)  Sex (Membership) **Group Name: Algebra I course passing** **— grade 7**  **DG: 910**  **Section** Student **Definition** The unduplicated number of students in grade 7 who passed Algebra I (college - preparatory) course . **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with students in grade 7 who are enrolled in Algebra I course . Algebra I is a course that includes the study of properties and operations of the real number sy stem; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher - level mathematics courses, including Geometry and Algebra II.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 26 **Group Name: Algebra**  **I course passing —**  **grade 8 DG:**  **911 Section**  Student **Definition** The unduplicated number of students in grade 8 who passed Algebra I (college - preparatory) course . **Permitted Values**  Integer **Reporting Period** Regular School Y ear **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with students in grade 8 and/or ungraded middle school age students who are enrolled in Algebra I course . Category sets B and C do not include all students. Algebra I is a course that includes the study of properties and operations of the real number sy stem; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading t o higher - level mathematics courses, including Geometry and Algebra II. **CATEGORY SET DESCRIPTION**  **Category Set A**  Racial Ethnic  Sex (Membership) **Category Set B**  Disability Status ( IDEA )  Sex (Membership) **Category Set C**  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 27 **Group Name: Algebra**  **I course passing —**  **high school DG:**  **912 Section**  Student **Definition** The number of high school level students who passed Algebra I (college - preparatory) course . **Permitted Values**  Integer **Reporting Period** Regular School Y ear **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only f or schools with students in grade 9 or 10 who are enrolled in Algebra I course . Report onl y for schools with students in grade 11 or 12 and/or ungraded high school age students who are enrolled in Algebra I course . For each grade span , the data should be unduplicated. Category sets B and C do not include all students. Algebra I is a course that includes the study of properties and operations of the real number sy stem; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher - level mathematics courses, including Geometry and Algebra II. **CATEGORY SET DESCRIPTION**  **Category Set A**  Grade Span (Secondary)  Racial Ethnic  Sex (Membership) **Category Set B**  Grade Span (Secondary)  Disability

Status ( IDEA )  Sex (Membership) **Category Set C**  Grade Span (Secondary)  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 28 **Group Name: Alternative school focus DG:**  **914 Section**  Education Unit **Definition** An indication of the specific group of students whose needs the alternative school is designed to meet. **Permitted Values**  Alternative s chool for s tudents with a cademic d ifficulties  Alternative s chool for s tudents with d iscipline p roblems  Alternative s chool for s tudents with a cademic difficulties and discipline p roblems  Not a pplicable **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools designated as alternative schools. An alternative school is a public elementary or secondary

school that addresses the needs of students that ty picall y cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and fall s outside the categories of regular, special education, or vocational education .Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 29 **Group Name: Civil rights coordinators DG:**  **916 Section**  Education Unit **Definition** An indication of whether the LEA has appointed a responsible employ ee to coordinate efforts to comply with and carry

out its responsibilities under federal law prohibiting discrimination against students and others on the basis of sex, race/color/national origin, and/or disability . **Permitted Values**  Yes  No  Text for comments **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude name , phone number, and email address of civil rights coordinator. **CATEGORY SET DESCRIPTION**  **Category Set A**  Civil Rights Law (Coordinators)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 30 **Group Name: Corporal punishment instances —** **preschool DG: 1010**  **Section** Student **Definition** The number of instances of corporal punishment that preschool children received. **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group was optional. In clude instan ces of corporal punishment for children enrolled in preschool. Preschool refers to preschool programs and services for children ages 3 through 5. Include the number of instances, not the number of children who received corporal punishment. A child may have received corporal punishment more than once if the child was involved in multiple offenses. Corporal punishment refers to paddling, spanking, or other forms of phy sical punishment imposed on a child . **CATEGORY SET DESCRIPTION**  **Category Set A**  Preschool ( Corporal Punishment and Suspension )Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 31 **Group Name: Corporal punishment instances table DG:**  **917 Section**  Student **Definition** The number of instances of corporal punishment that K - 12 students received. **Permitted Values**  Integer **Reporting Period** Regular School Y ear **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. In clude instances of corporal punishment for students enrolled in grades K - 12, and comparable ungraded levels. Include the number of instances, not the number of students who received corporal punishment. A student may have received corporal punishment more than once if the student was involved in multiple offenses. Corpo ral punishment refers to p addling, spanking, or other forms of phy sical punishment imposed on a student. **CATEGORY SET DESCRIPTION**  **Category Set A**  Disability Status ( Corporal Punishment )Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 32 **Group Name: Credit recovery student participation**  **DG: 992**  **Section** Student **Definition** The unduplicated number of students who participate in at least one credit recovery

program that allows them to earn missed credit in order to graduate from high school. **Permitted Values**  Integer **Reporting Period** School y ear up to one day p rior to the beginning of the following school y ear **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. Report only

for schools with any

grade 9 through 12 and/or ungraded with high school age students. Credit recovery

programs (including courses or other instruction), aim to help schools graduate more students b y gi ving students who have fallen behind the chance to “recover” credits through a multitude of different strategies, including online. Different programs allow students to work on their credit recovery classes over the summer, on school breaks, after school, on weekends, at home on their own, at night in school computer labs, or even during the school day . **Group Name: Deaths due to homicide**  **DG: 919**  **Section** Education Unit **Definition** An indication of whether any of the school’s students, faculty , or staff died as a result of a homicide committed at the school. **Permitted Values**  Yes  No **Reporting Period** Regular School Y ear **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 33 **Group Name: Desegregation order or plan DG:**  **920 Section**  Education Unit **Definition** An indication of whether the L EA is covered by a desegregation order or plan. **Permitted Values**  Yes  No **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Desegregation order or plan

– An order or plan: (1) that has been ordered b y, submitted to, or entered into with a federal or state court; the Office for Civil Rights (OCR), U.S. Department of Education, its predecessor the Department of Health, Education, and Welfare, or another feder al agency ; or a state agency or official, and (2) that remedies or addresses a school district’s actual or alleged segregation of students or staff on the basis of race or national origin that was found or alleged to be in violation of the U.S. Constitutio n, Title VI of the Civil Rights Act of 1964, and/or state constitution or other state law. A school district remains subject to such a desegregation order or plan until the court, agency , or other competent official finds that the district has satisfied i ts obligations and has been released from the order or plan.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 34 **Group Name: Discipline of preschool**  **children table**  **DG: 921**  **Section** Student **Definition** The number of preschool children who were disciplined during the school y ear . **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Preschool refers to p reschool programs and services for children ages 3 through 5 . For each discipline method , the data should be unduplicated. Category

sets B and C do not include all children . **CATEGORY SET DESCRIPTION**  **Category Set A**  Discipline Method (Preschool)  Racial Ethnic  Sex (Membership) **Category Set B**  Discipline Method (Preschool)  Disability

Status ( IDEA )  Sex (Membership) **Category Set C**  Discipline Method (Preschool )  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 35 **Group Name: Discipline of students with disabilities ( IDEA**  **and Section 504) table**  **DG: 922**  **Section** Student **Definition** The number of students with disabilities ( IDEA and Section 504) who were disciplined during the school ye ar. **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude students enrolled in grades K - 12 , and comparable ungraded levels . For each discipline method , the data should be unduplicated. Category set A includes students with disabilities served under IDEA only . Category

set B includes students with disabilities served under Section 504 only . Category set C does not include all students. **CATEGORY SET DESCRIPTION**  **Category Set A Revised!**   Discipline Method  Disability

Status ( IDEA )  Racial Ethnic  Sex (Membership) **Category Set B Revised!**   Discipline Method  Disability

Status ( Section 504 Only)  Sex (Membership) **Category Set C Revised!**   Discipline Method  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 36 **Group Name: Discipline of students without disabilities table DG:**  **923 Section**  Student **Definition** The number of students without disabilities who were disciplined during the school y ear. **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude students enrolled in grades K - 12 , and comparable ungraded levels . For each discipline method , the data should be unduplicated. Category set B do es not include all students. **CATEGORY SET DESCRIPTION**  **Category Set A Revised!**   Discipline Method  Racial Ethnic  Sex (Membership) **Category Set B Revised!**   Discipline Method  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 37 **Group Name: Distance education student enrollment**  **table DG:**  **993 Section**  Student **Definition** T he unduplicated number of students enrolled in any distance education courses . **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. Category sets B and C do not include all students. Distance education courses must meet all of the following criteria: (1) be credit - granting; (2) be technology - delivered via audio, video (live or prerecorded), the Internet, or other computer - based technology

(e.g., via district network); and (3) have eith er (a) the instructor in a different location than the students and/or (b) the course content developed in, or delivered from, a different location than that of the students. LEAs should provide response regardless of where the courses originated. Howe ver, distance education courses that students take independentl y or that are provided b y entities outside the control of the district should not be included unless the district has access to enrollment and monitoring information for those courses. **CATE GORY SET**  **DESCRIPTION Category Set A**   Racial Ethnic  Sex (Membership) **Category Set B**  Disability Status ( IDEA )  Sex (Membership) **Category Set C**  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 38 **Group Name: Dual enrollment program student**  **enrollment DG:**  **994 Section**  Student **Definition** The unduplicated number of students enrolled in at least one dual enrollment/dual credit program that allows them to take college - level courses and earn concurrent credit toward a high school diploma and a college degree . **Permitted Values**  Integer **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. For schools with an y grade 9 through 12 or ungraded with high school age students. For schools with students enrolled in at least one dual enrollment/dual credit program . Category sets B and C do not include all students. Dual enrollment/dual credit programs provide opportunities for high school students to take college - level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school. These programs are for high school - enrolled students who are academicall y prepared to enroll in college and are interested in taking on additional coursework. For example, students who want to study subjects not offered at their high school may

seek supplemental educati on at colleges nearby . Dual enrollment/dual credit programs do not include the Advanced Placement (AP) program or the International Baccalaureate Diploma Programme. **CATEGORY SET DESCRIPTION**  **Category Set A**  Racial Ethnic  Sex (Membership) **Category Set B**   Disability Status ( IDEA )  Sex (Membership) **Category Set C**  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 39 **Group Name: Early childhood program for non -**  **IDEA children**  **DG: 926**  **Section** Education Unit **Definition** An indication of whether the LEA’s earl y childhood program serves non -IDEA children birth through age 2. **Permitted Values**  Yes  No  Not applicable **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for LEAs that provide earl y childhood program(s). **Group Name: Firearm use**  **DG: 927**  **Section** Education Unit **Definition** An indication of whether there been at least one incident at the school that involved a shooting (regardl ess of whether anyone was hurt). **Permitted Values**  Yes  No **Reporting Period** Regular School Y ear **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. In clude those incidents that occurred at school, regardless of whether a student or non - student used the firearm .Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 40 **Group Name: Geometry**  **course enrollment —**  **grade 8 DG:**  **930 Section**  Student **Definition** The unduplicated number of students in grade 8 enrolled in Geometry (college - preparatory) course . **Permitted Values**  Integer **Reporting Period**  For s chools with regular scheduling

– October 1  For schools with block scheduling that allows a full - ye ar cour se to be taken in one semester

– Sum of a count taken on October 1 in the first block, and around March 1 in the second block **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with grade 8 and/or ungraded with middle school age students, and that provide college - preparatory Geometry course . Geometry is a course that ty

picall y includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry

as an axiomatic sy ste m including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity , parallelism, perpendicularit y, and proportion; and rules of angle measurement in triangles. Geometry is considered a prerequisite for Algebra II.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 41 **Group Name: Gifted/talented program enrollment**  **table DG:**  **931 Section**  Student **Definition** The unduplicated number of students enrolled in gifted/talented programs during regular school hours because of unusually high academic ability

or aptitude or a specialized talent or aptitude. **Permitted Values**  Integer **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude students enrolled in preschool, grades K - 12 , and comparable ungraded levels . Report only for schools with one or more gifted/talented programs. Category sets B and C do not include all students. Gifted/talented program s – Programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual phy sical coordination, creativity , interest, or talent. **CATEGORY SET DESCRIPTION**  **Category Set A**  Racial Ethnic  Sex (Membership) **Category Set B**  Disability Status ( IDEA )  Sex (Membership) **Category Set C**  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 42 **Group Name: Harassment or bullying —** **policy table DG:**  **988 Section**  Education Unit **Definition** An indication of whether the LE A has a written policy or policies prohibiting discriminatory harassment and bull yi ng of students on the basis of sex , race/color/national origin, and/or disability . **Permitted Values**  Yes  No  Text for comments **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude web link to policy or policies. Harassment or bull yi ng on the basis of sex

– Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender - based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors , and other verbal, nonverbal, or phy sical conduct of a sexual nature. Gender - based h arassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student’s actual or perceived sex, including harassment based on gender identity , gender expression, and nonconformity

with gender stereot yp es . Harassing conduct may take many forms, including verbal acts and name - calling, as well as non verbal behavior, such as graphic and written statements, or conduct that is phy sicall y threatening, harmful or humiliating. The conduct can be carried out by

school employ ees, other students, an d non employ ee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex , and the harasser or bull y and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment. Harassment or bull yi ng on the basis of race, color, or national origin

– Racial harassment or bullying refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take man y forms, including verbal acts and name - calling, as well as non - verbal behavior, such as graphic and written statements, or conduct that is phy sicall y thre atening, harmful or humiliating. The conduct can beAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 43 carried out by

school employ ees, other students, and non - employ ee third parties. Bull yi ng on the basis of race, color, or national origin constitutes racial harassment. Harassment or bull yi ng on the bas is of disability

– Disability harassment or bull yi ng refers to intimidation or abusive behavior toward a student based on actual or perceived disability . Harassing conduct may

take many

forms, including verbal acts and name calling, as well as non - verbal behavior, such as graphic and written statements, or conduct that is phy sicall y threatening, harmful or humiliating. The conduct can be carried out by school employ ees, other students, and non - employ ee third parties. Bullying on the basis of disability constitutes disability harassment. **Group Name: Harassment or bullying —**  **reported allegations**  **table DG:**  **933 Section**  Education Unit **Definition** The number of reported allegations of harassment or bullying on the basis of a civil rights category . **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude allegations for students enrolled in grades K - 12 , and comparable ungraded levels . Inclassifying the allegations, look to the likely motives of the alleged harasser, and not the actual status of the alleged victim. Alleged victims must be students. An allegation that involves multiple civil rights categories should be counted in each applicable civil rights category . For example, an allegation that involves both sex and disability sh ould be reported in both the sex count and the disability count. Within each civil rights category, the count should be unduplicated. **CATEGORY SET DESCRIPTION**  **Category Set A**  Civil Rights Category (Allegations)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 44 **Group Name: Harassment or bullying —**  **students disciplined table DG:**  **934 Section**  Student **Definition** The number of students disciplined for engaging in harassment or bullying on the basis of a civil rights category . **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education**  **Unit Total)**  **Comment** In clude disciplined students enrolled in grades K - 12 , and comparable ungraded levels . In classifying the disciplined students , look to the ir likely motives, and not the actual status of the alleged victim s . Alleged victims are students. A student disciplined for engaging in harassment or bullying on the basis of multiple civil rights categories should be counted in each applicable civil rights category . For example, a student disciplined for engaging in harassment or bullying on the basi s of both s ex and disability sho uld be reported in both the sex count and the disability count. Within each civil rights category , the count should be unduplicated. Category sets B, C, and D do not include all students. **CATEGORY SET DESCRIPTION**  **Category Set A**  Civil Rights Category (Student Counts)  Racial Ethnic  Sex (Membership) **Category Set B**  Civil Rights Category (Student Counts)  Disability

Status ( IDEA )  Sex (Membership) **Category Set C**  Civil Rights Category (Student Counts)  Disability

Status ( Section 504 Only)  Sex (Membership) **Category Set D**  Civil Rights Category (Student Counts)  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 45 **Group Name: Harassment or bullying —**  **students reported as**  **harassed**

**or bullied table**  **DG: 935**  **Section** Student **Definition** The number of students reported as harassed or bullied on the basis of a civil rights category . **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude students enrolled in grades K - 12 , and comparable ungraded levels . In classifying the students reported as harassed or bullied , look to the likely

motives of the alleged harasser/bully , and not the actual status of the alleged victim . A student reported as harassed or bullied on the ba sis of multiple civil rights categories should be counted in each applicable civil rights category . For example, a student reported as harassed or bullied on the basis of both s ex and disability sho uld be reported in both the sex count and the disability count. Within each civil rights category , the count should be unduplicated. Category sets B, C, and D do not include all students. **CATEGORY SET DESCRIPTION**  **Category Set A**  Civil Rights Category (Student Counts)  Racial Ethnic  Sex (Membership) **Category Set B**  Civil Rights Category (Student Counts)  Disability

Status ( IDEA )  Sex (Membership) **Category Set C**  Civil Rights Category (Student Counts)  Disability

Status ( Section 504 Only)  Sex (Membership) **Category Set D**  Civil Rights Category (Student Counts)  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 46 **Group Name: High school equivalency exam**  **preparation program**

**c redentials table**  **DG: 928**  **Section** Student **Definition Revised!**  The undu plicated number of students ages 16 through 19 who received a high school equivalency credential after participating in a h igh school equivalency

exam preparation program provided by the LEA . **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment Revised!**  Report only for LEAs that provide a h igh school equivalency exam preparation program. Category sets B and C do not include all students. High school equivalency

exam preparation programs

– P rograms (e.g., courses) designed to prepare students to be successful on state authorized high school equivalency exams. High school equivalency exams are used to certify the high school - level academic achievement of individuals who have not received a secondary school diploma or its recognized equivalent. Upon review of exam results, an education or government agency may award a high school equivalency

credential. High school equivalency

exams may

inc lude (but are not limited to) the following : the General Educational Development (GED) Test, the High School Equivalency Test (HiSet) and the Test Assessing Secondary

Completion (TASC) . **CATEGORY SET DESCRIPTION**  **Category Set A**  Racial Ethnic  Sex (Membership) **Category Set B**  Disability Status ( IDEA )  Sex (Membership) **Category Set C**  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 47 **Group Name: High school equivalency exam**  **preparation program**

**participation table DG:**  **929 Section**  Student **Definition Revised!**  The undu plicated number of students ages 16 through 19 who participated in a h igh school equivalency exam preparation program provided by the LEA . **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment Revised!**  Report only for LEAs that provide a h igh school equivalency exam preparation program. Category sets B and C do not include all students. High school equivalency

exam preparation programs

– P rograms (e.g., courses) designed to prepare students to be successful on state authorized high school equivalency exams. High school equivalency exams are used to certify the high school - level academic achievement of individuals who have not received a secondary school diploma or its recognized equivalent. Upon review of exam results, an education or government agency may award a high school equivalency

credential. High school equivalency

exams may

include (but ar e not limited to) the following: the General Educational Development (GED) Test, the High School Equivalency Test (HiSet) and the Test Assessing Secondary

Completion (TASC). **CATEGORY SET DESCRIPTION**  **Category Set A**  Racial Ethnic  Sex (Membership) **Category Set B**  Disability Status ( IDEA )  Sex (Membership) **Category Set C**  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 48 **Group Name: International Baccalaureate Programme enrollment**  **table DG:**  **936 Section**  Student **Definition** The unduplicated number of students enrolled in the International Baccalaureate (IB) Diploma Programme. **Permitted Values**  Integer **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools that offer an IB program. Category sets B and C do not include all students. The International Bacca l aureate (IB) Diploma Programme

– The IB Diploma Programme, sponsored b y the International Baccalaureate Organization, is designed as an academically ch allenging and balanced program of education with final examinations that prepares students, usually

aged 16 to 19, for success at university and life beyond. The Programme is ty picall y taught over two years. IB Diploma Programme students study six courses at higher level or standard level. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies , the experimental sciences and mathematics. The sixth subject may

be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5. Additionally , IB Diploma Programme students must meet three core requirements: the e xtended essay , the theory of knowledge course, and a creativit y/ action/service experience. **CATEGORY SET DESCRIPTION**  **Category Set A**  Racial Ethnic  Sex (Membership) **Category Set B**  Disability Status ( IDEA )  Sex (Membership) **Category Set C**  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 49 **Group Name: Interscholastic athletics single**  **- sex**  **sports DG:**  **937 Section**  Education Unit **Definition** The unduplicated number of high school - level interscholastic athletics sports in which only male or onl y female students participate . **Permitted Values**  Integer **Reporting Period** School y ear up to one day prior to the beginning of the following school y ear **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with any

grade 9 through 12 and/or ungraded with high school age students. Report only for schools that have students who participate in single - sex interscholastic athletics. Single - sex interscholastic athletics refers to sports activities in which only male or onl y female students participate. Interscholastic athletics

– Team - based organized sports activities that offer competition between schools. Interscholastic athletics sports

– Distinct sports, such as football, basketba ll, soccer, swimming, and tennis. Intramural sports and sideline cheerleading are not considered interscholastic athletics sports. **CATEGORY SET DESCRIPTION**  **Category Set A**  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 50 **Group Name: Interscholastic athletics single**  **- sex**  **teams DG:**  **938 Section**  Education Unit **Definition** The unduplicated number of high school - level interscholastic athletics teams in which only male or onl y female students participate . **Permitted Values**  Integer **Reporting Period** School y ear up to one day prior to the beginning of the following school y ear **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with any

grade 9 through 12 and/or ungraded with high school age students. Report only for schools that have students who participate in single - sex interscholastic athletics. Single - sex interscholastic athletics refers to sports activities in which only male or onl y female students participate. Interscholastic athletics

– Team - based organized sports activities that offer competition between schools. Interscholastic athletics sports

– Distinct sports, such as football, basketba ll, soccer, swimming, and tennis. Intramural sports and sideline cheerleading are not considered interscholastic athletics sports. Interscholastic athletics sports teams
– The competitive - level teams of each interscholastic athletics sport, such as freshman team, junior varsity team, and varsity

team. **CATEGORY SET DESCRIPTION**  **Category Set A**  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 51 **Group Name: Interscholastic athletics single**  **- sex team participants**  **DG: 939**  **Section** Student **Definition** The number of parti cipants on high school - level interscholastic athletics sports teams in which only male or onl y female students participate . **Permitted Values**  Integer **Reporting Period** School y ear up to one day prior to the beginning of the following school y ear **Reporti ng Levels**  School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with any

grade 9 through 12 and/or ungraded with high school age students. Report only for schools that have students who participate in single - sex interscholastic athletics. Single - sex interscholastic athletics refers to sports activities in which only male or onl y female students participate. A student should be counted once for each team he or she is on. Interscholastic athletics

– Team - based organized sports activities that offer competition between schools. Interscholastic athletics sports

– Distinct sports, such as football, basketball, soccer, swimming, and tennis. Intramural sports and sideline cheerleading are not consider ed interscholastic athletics sports. Interscholastic athletics sports teams

– The competitive - level teams of each interscholastic athletics sport, such as freshman team, junior varsity team, and varsity

team. Inters cholastic athletics sports team parti cipant

– A student who participates in an interscholastic athletics sports team (e.g., a student who participates in a freshman soccer team). **CATEGORY SET DESCRIPTION**  **Category Set A**  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 52 **Group Name: Justice facility days in regular school year table**  **DG: 940**  **Section** Education Unit **Definition** T he number of day s that make up the justice facility ’s regular school ye ar . **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for justice facilities . Report the number of day s per y ear that the regular credit - granting educational program operates . A justice facilit y is a public or private facility that confines pre adjudicated/pre - convicted individuals, post - adjudicated/ post convicted individuals, or both. Justice facilities include short - term (90 calendar day s or less) and long - term (more than 90 calendar day s) facilities, such as correct ional facilities, detention centers, jails, and prisons. These facilities may confine juveniles (individuals ty picall y under 18 years of age), adults (individuals ty picall y 18 ye ars of age and older), or both. Some states and jurisdictions include indivi duals younger than age 18 as adults due to statute/legislation and/or justice procedures. For the purposes of the CRDC, only

individuals up to 21 y ears of age who are confined in justice facilities are of interest. Educational program

– An educational program for children and yo uth (not beyond grade 12) served at a justice facility that consists of credit - granting courses and classroom instruction in at minimum, basic school subjects, such as reading, English language arts, and mathematic s. Classroom instruction in vocationally - oriented subjects may

also be considered part of the program. Neither the manufacture of goods within the facility nor activities related to facility maintenance are considered classroom instruction. Credit grant ing refers to an y course that results in a letter grade or a pass/fail designation and is required of a student to move to the next grade level or complete a program of study and receive a high school diploma. A regular educational program usually begin s in the late summer or earl y fall and ends in late spring or earl y summer. On average, a regular educational program operates for 180 day s. A y ear - round educational program usually operates for a 12 - month period.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 53 **Group Name: Justice facility educatio**  **nal program participants table DG:**  **941 Section**  Student **Definition** The unduplicated number of students who participated in the credit granting educational program during the regular school y ear at the justice facility for the length of time specified . **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. Report only

for justice facilities. This is a cumulative count based on the school’s entire regular school y ear. The count is an unduplicated count of elementary , middle, and high school age students who participated in the educational program. Length of time refers to the cumulative number of calendar day s that the student participated in the educational program. A justice facilit y is a public or private facility that confines pre adjudicated/pre - convicted i ndividuals, post - adjudicated/post convicted individuals, or both. Justice facilities i nclude short - term (90 calendar day s or less) and long - term (more than 90 calendar day s) facilities, such as correctional facilities, detention centers, jails, and prisons. These facilities may confine juveniles (individuals ty picall y under 18 years of age ), adults (individuals ty picall y 18 ye ars of age and older), or both. Some states and jurisdictions include individuals younger than age 18 as adults due to statute/legislation and/or justice procedures. For the purposes of the CRDC, only

individuals up to 21 y ears of age who are confined in justice facilities are of interest. Educational program

– An educational program for children and yo uth (not beyond grade 12) served at a justice facility that consists of credit - granting courses and classroom instru ction in at minimum, basic school subjects, such as reading, English language arts, and mathematics. Classroom instruction in vocationally - oriented subjects may

also be considered part of the program. Neither the manufacture of goods within the facility nor activities related toAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 54 facility maintenance are considered classroom instruction. Credit granting refers to an y course that results in a letter grade or a pass/fail designation and is required of a student to move to the next grade level or complete a program of stud y and receive a high school diploma. A regular educational program usually begins in the late summer or earl y fall and ends in late spring or earl y summer. On average, a regular educational program operates for 180 day s. A y ear - round ed ucational program usually operates for a 12 - month period. **CATEGORY SET DESCRIPTION**  **Category Set A**  Justice Facility DurationAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 55 **Group Name: Justice facility**  **educational program hours per week table**  **DG: 942**  **Section** Education Unit **Definition** The number of hours per week that the credit - granting educational program is offered to students during the regular school y ear at the justice facility . **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels**  School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for justice facilities . A justice facilit y is a public or private facility that confines pre adjudicated/pre - convicted individuals, post - adjudicated/ post convicted individuals, or both. Justice facilities include short - term (90 calendar day s or less) and long - term (more than 90 calendar day s) facilities, such as correctional facilities, detention centers, jails, and prisons. These facilities may confine juveniles (individuals ty picall y under 18 years of age), adults (individuals ty picall y 18 ye ars of age and older), or both. Some states and jurisdictions include individuals younger than age 18 as adults due to statute/legislation and/or justice procedure s. For the purposes of the CRDC, only

individuals up to 21 y ears of age who are confined in justice facilities are of interest. Educational program

– An educational program for children and yo uth (not beyond grade 12) served at a justice facility that consists of credit - granting courses and classroom instruction in at minimum, basic school subjects, such as reading, English language arts, and mathematic s. Classroom instruction in vocationally - oriented subjects may

also be considered part of the program. Neither the manufacture of goods within the facility nor activities related to facility maintenance are considered classroom instruction. Credit grant ing refers to an y course that results in a letter grade or a pass/fail designation and is required of a student to move to the next grade level or complete a program of study and receive a high school diploma. A regular educational program usually begin s in the late summer or earl y fall and ends in late spring or earl y summer. On average, a regular educational program operates for 180 day s. A y ear - round educational program usually operates for a 12 - month period.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 56 **Group Name: Justice facility type**  **DG: 943**  **Section** Education Unit **Definition** An indication of the ty pe of justice facilit y . **Permitted Values**  Pre - adjudication/Pre - conviction facility  Post - adjudication/Post - conviction facility  Pre - and post - adjudication/conviction facility **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for justice facilities. A justice facilit y is a public or private facility that confines pre adjudicated/pre - convicted i ndividuals, post - adjudicated/post convicted individuals, or both. Justice facilities include short - term (90 calendar day s or less) and long - term (more than 90 calendar day s) facilities, such as correctional facilities, detention centers, jails, and prisons. These facilities may confine juveniles (individuals ty picall y under 18 years of age), adults (individuals ty picall y 18 ye ars of age and older), or both. Some states and jurisdictions include individuals younger than age 18 as adults due to statute/legislation and/or justice procedures. For the purposes of the CRDC, only

individuals up to 21 y ears of age who are confined in justice facilities are of interest. A pre - adjudication facility confines pre - adjudicated juveniles . A pre - adjudicated juvenile is an individual (ty pically under 18 y ears of age) who has been charged, but who has not participated in the court process that determines whether he/she has committed the crime. Adjudication is the court process that determi nes (judges) if the juvenile committed the act for which he/she is charged. A pre - conviction facilit y confines pre - convicted adults. A pre convicted adult is an individual (ty pically 18 y ears of age or older) who has been charged, but who has not parti cipated in the court process that determines (judges) if he/she committed the act for which he/she is charged. A post - adjudication facility confines post - adjudicated juveniles. A post - adjudicated juvenile is an individual (ty pically under 18 y ears of a ge) who has been charged and determined to have committed the crime. Adjudication is the court process that determines (judges) ifAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 57 the juvenile committed the act for which he/she is charged. A post - conviction facility confines post - convicted adults. A p ost convicted adult is an individual (ty pically 18 y ears of age or older) who has been charged and determined to have committed the crime. **Group Name: K** **indergarten daily length and cost**  **DG: 944**  **Section** Education Unit **Definition** An indication of whether the LEA provides a kindergarten program of a specific length to students and cost to parents/guardians **Permitted Values**  Full - day kindergarten (free; no charge to parent(s)/guardian)  Full - day

kindergarten (partial or full charge to parent(s)/guardian)  Part - day

kindergarten (free; no charge to parent(s)/guardian)  Part - day

kindergarten (partial or full charge to parent(s)/guardian)  **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit**  **Total)**  **Comment** A full - day kindergarten program is a program in which a child attends school each weekday for approximately

six hours or more.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 58 **Group Name: Limited English proficient students DG:**  **946 Section**  Student **Definition** The unduplicated number of students enrolled in school who are limited English proficient (LEP). **Permitted Values**  Integer **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude LEP students enrolled in preschool, grades K - 12, and comparable ungraded levels. In clude all LEP students, regardless of whether they

are enrolled in English language instruction educational programs designed for LEP students. Category set C do es not include all students. **CATEGORY SET DESCRIPTION**  **Category Set A**  Sex (Membership) **Category Set B**  Racial Ethnic  Sex (Membership) **Category Set C**  Disability Status ( IDEA )  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 59 **Group Name :**  **Lim ited English proficient**  **students in LEP programs DG**  **: 947**  **Section** Student **Definition** The unduplicated number of limited English proficient (LEP) students enrolled in English language instruction educational programs designed for LEP students. **Permitted Values**  Integer **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude LEP students enrolled in preschool, grades K - 12, and comparable ungraded levels. In clude onl y LEP students who are enrolled in English language instruction educational programs designed for LEP students. This includes students served through ESEA Title III and students receiving LEP services through other programs designed for LEP students. Categ ory set B does not include all students. **CATEGORY SET DESCRIPTION**  **Category Set A**  Racial Ethnic  Sex (Membership) **Category Set B**  Disability Status ( IDEA )  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 60 **Group Name :**  **Magnet program detail**  **D G**  **: 948**  **Section** Education Unit **Definition** An indication of whether the entire school population participates in the school magnet program. **Permitted Values**  Yes  No  Not applicable **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education**  **Unit Total)**  **Comment** Report only for schools operating a magnet program. Magnet program

– A program within a public school that offers a special curriculum capable of attracting substantial numbers of students of different racial/ethnic backgrounds, which may also reduce, prevent, or eliminate minority group isolation. The program may be designed to provide an academic or social focus on a particular theme (e.g., science/math, performing arts, gifted/talented, or foreign language). A pu blic school is considered a magnet school if it operates a magnet program for all students or some students within the school.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 61 **Group Name: Mathematics classes —**  **high school DG:**  **950 Section**  Education Unit **Definition** The unduplicated number of classes in mathematics (college preparatory) courses at the high school level . **Permitted Values**  Integer **Reporting Period**  For s chools with regular scheduling

– October 1  For schools with block scheduling that allows a full - ye ar cours e to be taken in one semester

– Sum of a count taken on October 1 in the first block, and around March 1 in the second block **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with any

grade 9 through 12 and/or ungraded with high school age students . **CATEGORY SET DESCRIPTION**  **Category Set A**  Mathematics ( High School Classes)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 62 **Group Name: Mathematics classes —**  **high school teacher certification DG:**  **1005 Section**  Education Unit **Definition** The unduplicated number of classes in mathematics (college preparatory) courses at the high school level taught by teachers with a mathematics certification . **Permitted Values**  Integer **Reporting Period**  For schools with regular scheduling

– October 1  For schools with block scheduling that allows a full - ye ar course to be taken in one semester

– Sum of a count taken on October 1 in the first block, and around March 1 in the second block **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with any

grade 9 through 12 and/or ungraded with high school age students. Teachers are considered certified in mathematics if they have received a teaching certificate/license/endorsement in mathematics or computer science (general or subject - specific) from the state. Teachers may

be funded with federal, state, and/or local funds. Justice facilities should consider only teachers who serve students in the educational program offered at the justice facility during the regular school ye ar. Refer to the following guide to determine which teachers may be included and which teachers should be excluded. Teachers certified in mathematics may include:  Regular Classroom Teachers  Special Education Teachers

- Teach special education classes to students with disabilities.  Vocational/Technical Education Teachers  Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

- In clude an y staff members who teach at least one regularl y scheduled class per week (e.g., a librarian teaches a regularl y scheduled class in mathematics once a week).  Teachers of Ungraded StudentsAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 63  Itinerant, Co - op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be supervised b y someone at your school.  Current Long - Term Substitute Teachers

- Currently

filling the role of regular teachers for four or more continuous weeks.  Other teachers who te ach students in any of grades 9

– 12 Teachers to exclude:  General Elementary

Teachers

- Teach self

- contained classes in any

of grades Preschool

– 8 (i.e., teach the same class of students all or most of the day).

- Team - teach (i.e., two or more teachers collabor ate to teach multiple subjects to the same class of students).

- In clude preschool teachers and kindergarten teachers.  Adult Education and Postsecondary Teachers

- Teach onl y adult education or students beyond grade 12.  Short - term Substitute Teachers

- Fill the role of regular or special education teachers for less than four continuous weeks.  Student Teachers  Day Care Aides/Paraprofessionals  Teacher Aides/Paraprofessionals **CATEGORY SET DESCRIPTION**  **Category Set A**  Mathematics (High School Classes)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 64 **Group Name: Mathematics course enrollment —**  **high school DG:**  **951 Section**  Student **Definition** The number of high school level students enrolled in mathematics (college - preparatory) courses , except Algebra I . **Permitted Values**  Integer **Reporting Period**   For schools with re gular scheduling

– October 1  For schools with block scheduling that allows a full - ye ar cour se to be taken in one semester

– Sum of a count taken on October 1 in the first block, and around March 1 in the second block **Reporting Levels**  School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with any

grade 9 through 12 and/or ungraded with high school age students, and that provide college - preparatory mathematics courses. Exclude students enrolled in Algebra I. For each mathematics course, the data should be unduplicated. Category sets B and C do not include all students. **CATEGORY SET DESCRIPTION**  **Category Set A**  Mathematics ( High School Course Enrollment)  Racial Ethnic  Sex (Membership) **Category Set B**  Mathematics ( High School Course Enrollment)  Disability

Status ( IDEA )  Sex (Membership) **Category Set C**  Mathematics ( High School Course Enrollment)  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 65 **Group Name :**  **M embership**  **— LEA**  **D G**  **: 989**  **Section** Student **Definition** The unduplicated number of students enrolled in the LEA, who are served in non - LEA facilities only . **Permitted Values**  Integer **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. Each student is counted individually , no full - time equivalency . In clude students who are the responsibility of the LEA, who are served in non - LEA facilities only (public or private). Do not include students who are served in LEA facilities. Non - LEA facilities are non - district facilities, such as intermediate units, residential facilities outside the LEA, social service agencies, hospitals, and private schools.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 66 **Group Name: Offenses table**  **DG: 952**  **Section** Education Unit **Definition** The unduplicated number of incidents that occurred at the school by ty pe of offense. **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. In cidents may

occur before, during, or after normal school hours. In cidents should be counted regardless of whether any disciplinary action was taken, and regardless of whether students or non - students were involved. An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery

victimizations but only

one robbery without a weapon incident. **CATEGORY SET DESCRIPTION**  **Category Set A**  Offense Ty peAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 67 **Group Name: Preschool ages for non**  **- IDEA**  **children DG:**  **953 Section**  Education Unit **Definition** An indication of whether the LEA’s or school’s preschool program serves non -IDEA children of a specific age range. **Permitted Values**  Children age 3 ye ars  Children age 4 ye ars  Children age 5 ye ars **Reporting Period**  October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Repo rt only for LEAs or schools that provide preschool program (s) . Preschool refers to p reschool programs and services for children ages 3 through 5 . Children who are not served under the Individuals with Disabilities Education Act (

IDEA ) are considered “non -IDEA children .” **Group Name: Preschool**  **daily length and cost**  **DG: 954**  **Section** Education Unit **Definition** An indication of whether the LEA provides a preschool program of a specific length to children and cost to parents/guardians. **Permitted Values**  Full - day preschool (free; no charge to parent(s)/guardian)  Full - day

preschool (partial or full charge to parent(s)/guardian)  Part - day

preschool (free; no charge to parent(s)/guardian)  Part - day

preschool (partial or full charge to parent(s)/guardian)  **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Preschool refers to p reschool programs and services for children ages 3 through 5 . A full - day preschool program is a program that a child attends each weekday for approximately

six hours or more.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 68 **Group Name: Preschool eligible children**  **DG: 955**  **Section** Student **Definition** An indication of whether the LEA’s preschool program is provided to specific groups of children . **Permitted Values**  Children with disabilities ( IDEA )  Children in Title Ischools  Children from low income families  All children **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Repo rt only for LEAs that provide preschool program (s) . Preschool refers to p reschool programs and services for children ages 3 through 5 . “ Children with d isabilities ( IDEA ) ” refers to children with disabilities who are receiving services under the Individuals with D isabilities Education Act . Title Ischools are s chools with large concentrations of low - income students that receive Title I funds (i.e., supplemental funds under Title Iof the Elementary and Secondary Education Act , as amended by the No Child Left Behind Act), to assist in meeting their students’ educ ational goals. For an entire school to qualify for Title I funds, at least 40% of students must enroll in the free and reduced lunch program. For the purposes of preschool eligibility , low - income is defined by the LE A , and may

vary from L EA to LEA.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 69 **Group Name: Preschool**  **enrollment table DG:**  **956 Section**  Student **Definition** The unduplicated number of children enrolled in the school’s preschool program . **Permitted Values**  Integer **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools that provide preschool program (s) . Preschool refers to p reschool programs and services for children ages 3 through 5 . Category sets B and C do not include all children . **CATEGORY SET DESCRIPTION**  **Category Set A**  Racial Ethnic  Sex (Membership) **Category Set B**  Disability Status ( IDEA )  Sex (Membership) **Category Set C**  LEP Status (Onl y)  Sex (Membership) **Group Name :**  **Preschool grade D**  **G :**  **913 Section**  Education Unit **Definition** The preschool grade level offered b y the school. **Permitted Values**  Preschool **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Preschool refers to preschool programs and services for children ages 3 through 5. The p reschool grade level should be reported if offered, regardless of whether an y children ages 3 through 5 are enrolled in preschool.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 70 **Group Name: Preschool**  **children served**  **table DG:**  **957 Section**  Student **Definition** The unduplicated number of children of a specific age served in preschool in LEA and non - LE A facilities. **Permitted Values**  Integer **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. Preschool refers to p reschool programs and services for children ages 3 through 5 . Include all children served in preschool that are under the responsibility

of the LEA. Include preschool children in district facilities and preschool children in non - district facilities such as intermediate units, residential facilities outside the LEA, and social service agencies . **CATEGORY SET DESCRIPTION**  **Category Set A Revised!**   Age (Preschool) **Group Name: Public schools total DG:**  **958 Section**  Education Unit **Definition** The unduplicated number of public schools under the governance of the LEA, including all facilities where students attend. **Permitted Values**  Integer **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude charter schools that are under the governance of the LEA.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 71 **Group Name: Restraint or seclusion**  **for IDEA**  **students table**  **DG: 959**  **Section** Student **Definition** The number of students with disabilities ( served under IDEA ) who were subjected to restraint or seclusion. **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude students enrolled in grades K - 12, and comparable ungraded levels. For each action ty pe, the data should be unduplicated. Category s et B does not include all students. Students with disabilities ( served under IDEA ) are students with disabilities who are receiving services under the Individuals with Disabilities Education Act . **CATEGORY SET DESCRIPTION**  **Category Set A**  Action (Restraint or Seclusion)  Racial Ethnic  Sex (Membership) **Category Set B**  Action (Restraint or Seclusion)  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 72 **Group Name: Restraint**  **or seclusion for**  **n on**  **- IDEA**  **students table**  **DG: 960**  **Section** Student **Definition** The number of students ( who are not served under IDEA ) who were subjected to restraint or seclusion. **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education**  **Unit Total)**  **Comment** In clude students enrolled in grades K - 12, and comparable ungraded levels. For each action ty pe, the data should be unduplicated. Category set s B and C do not include all students. S tudents ( who are not served under IDEA ) include students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act . **CATEGORY SET DESCRIPTION**  **Category Set A**  Action (Restraint or Seclusion)  Racial Ethnic  Sex (Membership) **Category Set B**  Action (Restraint or Seclusion)  Disability

Status ( Section 504 Only)  Sex (Membership) **Category Set C**  Action (Restraint or Seclusion)  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 73 **Group Name: Restraint or seclusion**  **instances table DG:**  **961 Section**  Student **Definition** The number of instances that students were subjected to restraint or seclusion. **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting	Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with one or more students subjected to restraint or seclusion. In clude the number of instances, not the number of students subjected to restraint or seclusion. In clude instances for students enrolled in grades K - 12, and comparable ungraded levels. A student may

have been subjected to each action ty pe more than once. **CATEGORY SET DESCRIPTION**  **Category Set A**  Action (Restraint or Seclusion)  Disability

Status (Specific )Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 74 **Group Name: Retention**  **table DG:**  **963 Section**  Student **Definition** The unduplicated number of students who were not promoted to the subsequent grade prior to the beginning of the following school y ear. **Permitted Values**  Integer **Reporting Period** School y ear up to on e day p rior to the beginning of the following school y ear **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Category sets B, C, and D do not include all students. Retained

– A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they

successfully

completed a summer school progr am or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained. **CATEGORY SET DESCRIPTION**  **Category Set A**  Grade Level (K - 12)  Racial Ethnic  Sex (Membership) **Category Set B**  Grade Level (K - 12)  Disability

Status ( IDEA )  Sex (Membership) **Category Set C**  Grade Level (K - 12)  Disability

Status ( Section 504 Only)  Sex (Membership) **Category Set D**  Grade Level (K - 12)  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 75 **Group Name: SAT or ACT test participation table DG:**  **964 Section**  Student **Definition** The unduplicated number of students who participated in (i.e., took) the SAT Reasoning Test (SAT), the ACT Test (ACT), or both. **Permitted Values**  Integer **Reporting Period** School y ear up to one day p rior to the beginning of the following school y ear **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with any

grade 9 through 12 and/or ungraded with high school age students. In clude students who participated, regardless of whether they received valid scores on the tests. Category sets B and C do not include all students. SAT Reasoning Test (SAT)

– The SAT is a nationally recognized assessment used to indicate college readiness. The SAT (formerl y the Scholastic Aptitude Test) is sponsored b y the College Board. ACT Test (ACT)

– The ACT is a nationally recognized assessment u sed to indicate college readiness. The ACT is sponsored by ACT, In c. **CATEGORY SET DESCRIPTION**  **Category Set A**  Racial Ethnic  Sex (Membership) **Category Set B**  Disability Status ( IDEA )  Sex (Membership) **Category Set C**  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 76 **Group Name: School counselors**  **(FTE) DG:**  **965 Section**  Staff **Definition** The number of full - time equivalent (FTE) school counselors. **Permitted Values**  Decimal ( to two decimal places ) **Reporting Period** R e gular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude school counselors for preschool, grades K - 12, and comparable ungraded levels, regardless of how staff were funded (i.e., federal, state, and/or local funds). Full - time equivalent (FTE)

– FTE is a unit that indicates the workload of an employ ed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of tot al hours the person is expected to work divided by the maximum number of compensable hours in a full - time schedule. An FTE of 1.00 means that the person is equivalent to a full - time worker, while an FTE of 0.50 signals that the worker is only half - time. S chool counselor

– A professional staff member assigned specific duties and school time for an y of the following activities: counseling with students and parents, consulting with other staff members on learning problems, evaluating student abilities, assis ting students in making education and career choices, assisting students in personal and social development, providing referral assistance, and/or working with other staff members in planning and conducting guidance programs for students.Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 77 **Group Name: School days missed due to**  **out -**  **of -**  **school suspensions**  **table DG:**  **966 Section**  Student **Definition** The unduplicated number of school day s missed by students who received one or more out - of - school suspensions. **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. In clude school day s missed by students enrolled in grades K - 12 , and comparable ungraded levels . Day s when school staff were required to be present at school but students were not, should not be counted. Day s when students were dismissed early from school, but school staff were not, should be counted as full day s. Each d ay missed from a part - day program (e.g., part - day

kindergarten) should be counted as one full day . For students with disabilities served under IDEA : Out - of - school suspension is an instance in which a child is temporaril y removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center). Out - ofschool suspensions include both removals in which no individualized family service plan (IFSP) or individualized education plan (IEP) service s are provided because the removal is 10 day s or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP. For students without disabilities and students with disabilities served solely under Section 504: Out - of - school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day

(but less than the remainder of the school y ear) for disciplinary

purposes to another setting (e.g., home, behavior center). Out - of - school suspensions include removals in which no educational services are provided, and removals in which educational services are provided (e.g., school - provided at home instruction or tutoring). **CATEGORY SET DESCRIPTION**  **Category Set A**  Racial Ethnic  Sex (Membership) **Category Set B**  Disability Status ( IDEA )Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 78  Sex (Membership) **Category Set C**  Disability Status ( Section 504 Only)  Sex (Membership) **Category Set D**  LEP Status (Onl y)  Sex (Membership) **Group Name: School finance** **— FTE personnel**  **(state and local) DG:**  **967 Section**  Staff **Definition** The number of unduplicated full - time equivalent (FTE) personnel (K - 12) funded with state and local funds . **Permitted Values**  Decimal (to two decimal places) **Reporting Period** School Year (Fiscal) **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. In clude personnel for grades K - 12, and comparable ungraded levels who were funded with state and local funds. Full - time equivalent (FTE)

– FTE is a unit that indicates the workload of an employ ed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full - time schedule. An FTE of 1.00 means that the person is equiv alent to a full - time worker, while an FTE of 0.50 signals that the worker is only half - time. **CATEGORY SET DESCRIPTION**  **Category Set A**  Personnel Ty pe (School Finance FTE )Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 79 **Group Name: School finance** **— FTE personnel (federal, state, and**  **local) DG:**  **998 Section**  Staff **Definition** The number of unduplicated full - time equivalent (FTE) personnel (pre school - 12) funded with federal, state , and local funds . **Permitted Values**  Decimal (to two decimal places) **Reporting Period** School Year (Fiscal) **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. In clude personnel for grades pre school - 12, and comparable ungraded levels who were funded with federal, state , and local funds. Full - time equivalent (FTE)

– FTE is a unit that indicates the workload of an employ ed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full - time schedule. An FTE of 1.00 means that the person is equivalent to a full - time worker, while an FTE of 0.50 signals that the worker is only half - time. **CATEGORY SET DESCRIPTION**  **Category Set A**  Personnel Ty pe (School Finance FTE)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 80 **Group Name: School finance** **— FTE**  **teachers DG:**  **968 Section**  Staff **Definition** The number of full - time equivalent (FTE) teachers (K - 12) funded with state and local funds . **Permitted Values**   Decimal (to two decimal places) **Reporting Period** School Year (Fiscal) **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude teachers for grades K - 12, and comparable ungraded levels who were funded with state and local funds. Full - time equivalent (FTE)

– FTE is a unit that indicates the workload of an employ ed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full - time schedule. An FTE of 1.00 means that the person is equivalent to a full - time worker, while an FTE of 0.50 signals that the worker is only half - time. For the purposes of reporting school finance data for teachers onl y, refer to the following teachers definition and guide to determine which teachers shou ld be included and excluded: Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given discipline. Teachers are defined as staff whose activities are dealing directl y with the interaction with students. Teaching may be provided for students in a school classroom, in another location such as a home or hospital, and in other learning situations such as those involving co curricular activities. It may also be provided through some other approved medium, such as television, radio, computer, the Internet, multimedia, telephone, and correspondence that is delivered inside or outside the classroom or in other teacher - student settings. Teachers to include:  Regular Classroom Teachers

- Teach Chemistry , English, mathematics, phy sical education, history , etc.  General Elementary

Teachers

- Teach self

- contained classes in any

of grades K

– 8 (i.e.,Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 81 teach the same class of students all or most of the day).

- Team - teach (i.e., two or mor e teachers collaborate to te ach multiple subjects to the same class of students).

- In clude kindergarten teachers.  Vocational/Technical Education Teachers

- Teach t yping, business, agriculture, life skills, home economics as well as an y other vocational or technical classes.  Teaching principals, teaching school counselors, teaching librarians, teaching sc hool nurses, or other teaching administrators

- In clude an y staff members who teach at least one regularl y scheduled class per week (e.g., a librarian teaches a regularl y scheduled class in mathematics once a week).  Itinerant, Co - op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be supervised b y someone at your school.  Current Long - Term Substitute Teachers

- Currently

filling the role of regular teachers for four or more continuous weeks.  Other teachers who teach students in any of grades K

– 12 Teachers to exclude :  Special Education Teachers

- Teach special education classes to students with disabilities.  Adult Education and Postsecondary Teachers

- Teach onl y adult education or students beyond grade 12.  Short - term Substitute Teachers

- Fill the role of regular or special education teachers for less than four continuous weeks.  Student Teachers  Day Care Aides/Paraprofessionals  Teacher Aides/Paraprofessionals  L ibrarians who teach only library skills or how to use the libraryAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 82 **Group Name: Sc hool finance** **— instructional aide**  **salaries (state and local)**  **DG: 996**  **Section** Finance **Definition** The amount of salary expenditures for instructional aides (K - 12) funded with state and local funds. **Permitted Values**  Decimal (to two decimal places) **Reporting Period** School Year (Fiscal) **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. Instructional aides are staff who are involved in regular K - 12 instructional functions. Instructional aid expenditures are associated with activities dealing directly with the interaction between teachers and students. When determining salary expenditures for instructional aides , use the following list of school - level expenditures to determine what should be included and excluded : Expenditures to include :  Expenditures paid from federal Impact Aid funds and St ate Fiscal Stabilization Fun d if used under the Impact Aid a uthority  Base salary , incentive pay , and bonuses  Supplemental pay

for additional roles Expenditures to e xclude :  Expenditures paid from federal funds other than Impact Aid and State Fiscal Stabiliz ation Fund if used under the Impact Aid authority  Expenditures for preschool programs  Expenditures for school nutrition programs  Expenditures for adult education  Expenditures for special education  Expenditures for programs that serve students from more th an one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)  Expenditures made by regional educational agencies on behalf o f schools  Expenditures for employee benefitsAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 83 **Group Name: Sc hool finance** **— instructional aide**  **salaries (federal, state,** 

**and local) DG:**  **997 Section**  Finance **Definition** The amount of salary expenditures for instructional aides (pre school 12) funded with federal, state , and local funds. **Permitted Values**  Decimal (to two decimal places) **Reporting Period** School Year (Fiscal) **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. Instructional aides are staff who are involved in pre school - 12 instructional functions. Instructional aid expenditures are associated with activities dealing directly with the interaction between teachers and students. When determining salary expenditures for instructional aides , use the following list of school - level expenditures to determine what should be included and excluded : Expenditures to inc lude :  Expenditures paid from all federal funds (including Impact Aid funds and State Fiscal Stabilization Fun d)  Expenditures for preschool programs  Expenditures for special education  Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)  Expenditures made by regional educational agencies on behalf of schools  Base salary , incentive pay , and bonuses  Supplemental pay

for additional roles Expenditures to e xclude :  Expenditures for school nutrition programs  Expenditures for adult education  Expenditures for employee benefitsAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 84 **Group Name: School finance** **— non**  **- personnel**  **expenditures (state and local)**  **DG: 970**  **Section** Finance **Definition** The amount of non - personnel expenditures associated with regular K - 12 instruction, pupil support, instructional support, and school administration , funded with state and local funds . **Permitted Values**  Decimal (to two decimal places) **Reporting Period** School Year (Fiscal) **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude non - personnel expenditures from state and local funds. Non personnel expenditures may include (but is not limited to) the following t ypes of expenditures: Professional development for teachers and other staff; instructional materials and supplies; computers, software, and other technolo gy ; contracted services such as distance learning services; and library books and media center learning materials. When determining non - personnel expenditures, use the following list of school - level expenditures to determine what should be included and excluded : Expenditures to include:  Expenditures paid from federal Impact Aid funds and State Fiscal Stabilization Fund if used under the Impact Aid a uthority  Expenditures for professional development for teachers and other staff  Expenditures for instructional materials and supplies  Expenditures for computers, software, and other technology  Expenditures for contracted services such as distance learning services  Expenditures for library books and media center learning materials  Oth er non - personnel expenditures ( associated with regular K 12 instruction, pupil support, instructional support, and school administration ) Expenditures to exclude:  Expenditures paid from federal funds other than Impact Aid and State Fiscal Stabilization Fund if used under the ImpactAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 85 Aid authority  Expenditures for preschool programs  Expenditures for school nutrition programs  Expenditures for adult education  Expenditures for special education  Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)  Expenditures made by regional educational agencies on behalf of schoo lsAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 86 **Group Name: School finance** **— non**  **- personnel expenditures**  **( federal,**  **state ,**  **and local) DG:**  **100 0**  **Section** Finance **Definition** The amount of non - personnel expenditures associated with pre school - 12 instruction, pupil support, instructional support, and school administration , funded with federal, state, and local funds . **Permitted Values**  Decimal (to two decimal places) **Reporting Period** School Year (Fiscal) **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. In clude non - personnel expenditures from federal, state , and local funds. Non - personnel expenditures may include (but is not limited to) the following t ypes of expenditures: Professional development for teachers and other staff; instructional materials and supplies; computers, software, and other technology ; contracted services such as distance learning services; and library books and media center learning materials. When determining non - personnel expenditures, use the following list of school - level expenditures to determine what should be included and excluded : Expenditures to include:  Expenditures pai d from all federal funds (including Impact Aid funds and State Fiscal Stabilization Fund)  Expenditures for preschool programs  Expenditures for special education  Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)  Expenditures made by regional educational agencies on behalf of schools  Expenditures for profess ional development for teachers and other staff  Expenditures for instructional materials and supplies  Expenditures for computers, software, and other technologyAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 87  Expenditures for contracted services such as distance learning services  Expenditures for library books and media center learning materials  Other non - personnel expenditures ( associated with pre school - 12 instruction, pupil support, instructional support, and school administration ) Expenditures to exclude:  Expenditures for school nutrition programs  Expenditures for adult educationAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 88 **Group Name: School finance** **— support**  **p ersonnel salaries**  **(state and local) DG:**  **971 Section**  Finance **Definition** The amount of salary expenditures for support personnel (K - 12) funded with state and local funds . **Permitted Values**  Decimal (to two decimal places) **Reporting Period** School Year (Fiscal) **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. P ersonnel salaries include salaries for K - 12 regular support staff funded with state and local funds that are associated with the following t ypes of activities:  Support services for pupils

– Activities designed to assess and improve the well - being of students to supplement the teaching process.  Support services for instructional staff

– Activities associated with assisting the instructional staff with content and process of providing learning experiences for students.  School administration

– Activities related to overall administration for a sc hool. Exclude salary

expenditures for instructional staff (teachers and aides). When determining salary expenditures for personnel , use the following list of school - level expenditures to determine what should be included and excluded : Expenditures to include :  Expenditures paid from federal Impact Aid funds and State Fiscal Stabilization Fun d if used under the Impact Aid a uthority  Base salary , incentive pay , and bonuses  Supplemental pay

for additional roles Expenditures to e xclude :  Expenditures paid fro m federal funds other than Impact Aid and State Fiscal Stabilization Fund if used under the Impact Aid authorityAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 89  Expenditures for preschool programs  Expenditures for school nutrition programs  Expenditures for adult education  Expenditures for special education  Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)  Expenditures made by regional educational agencies on behalf of schools  Expenditures for employee benefits **CATEGORY SET DESCRIPTION**  **Category Set A**  Personnel Ty pe ( Salary

Expenditures )Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 90 **Group Name: School**  **finance —**  **support personnel salaries (federal, state, and local)**  **DG: 999**  **Section** Finance **Definition** The amount of salary expenditures for support personnel (preschool 12) funded with federal, state , and local funds . **Permitted Values**  Decimal (to two decimal places) **Reporting Period** School Year (Fiscal) **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. P ersonnel salaries include salaries for pre school - 12 support staff funded with federal, state , and local funds that are associated with the following t ypes of activities:  Support services for pupils

– Activities designed to assess and improve the well - being of students to supplement the teaching process.  Support services for instructional staff

– Activities associated with assisting the instructional staff with content and process of providing learning experiences for students.  School administration

– Activities related to overall administration for a s chool. When determining salary expenditures for personnel , use the following list of school - level expenditures to determine what should be included and excluded : Expenditures to include :  Expenditures paid from all federal funds (including Impact Aid funds and State Fiscal Stabilization Fun d)  Expenditures for preschool programs  Expenditures for special education  Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs th at are housed in a subset of the district’s schools but serve students from throughout the school district)  Expenditures made by regional educational agencies on behalf of schoolsAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 91  Base salary , incentive pay , and bonuses  Supplemental pay

for additional roles Expenditures to e xclude :  Expenditures for school nutrition programs  Expenditures for adult education  Expenditures for employee benefits **CATEGORY SET DESCRIPTION**  **Category Set A**  Personnel Ty pe (Salary

Expenditures)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 92 **Group Name: School finance** **— t**  **eacher salaries (state and local)**  **DG: 972**  **Section** Finance **Definition** The amount of salary expenditures for teachers (K - 12) funded with state and local funds . **Permitted Values**  Decimal (to two decimal places) **Reporting Period** School Year (Fiscal) **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude salary expenditures for teachers associated with regular K - 12 instruction. For the purposes of reporting school finance data for teachers onl y, refer to the following teachers definition and guide to determine which teachers should be included and excluded: Teachers provide instruction, learning experiences, and care to student s during a particular time period or in a given discipline. Teachers are defined as staff whose activities are dealing directl y with the interaction with students. Teaching may be provided for students in a school classroom, in another location such as a home or hospital, and in other learning situations such as those involving co curricular activities. It may also be provided through some other approved medium, such as television, radio, computer, the Internet, multimedia, telephone, and correspondence that is delivered inside or outside the classroom or in other teacher - student settings. Teachers to include:  Regular Classroom Teachers

- Teach Chemistry , English, mathematics, phy sical education, history , etc.  General Elementary

Teachers

- Teach self

- contai ned classes in any

of grades K

– 8 (i.e., teach the same class of students all or most of the day).

- Team - teach (i.e., two or mor e teachers collaborate to teach multiple subjects to the same class of students).

- In clude kindergarten teachers.  Vocational/Techni cal Education Teachers

- Teach t yping, business, agriculture, life skills, home economics as well as an y other vocational or technical classes.  Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teachingAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 93 administrators

- In clude an y staff members who teach at least one regularl y scheduled class per week (e.g., a librarian teaches a regularl y scheduled class in mathematics once a week).  Itinerant, Co - op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be supervised b y someone at your school.  Current Long - Term Substitute Teachers

- Currently

filling the role of regular teachers for four or more continuous weeks.  Other teachers who teach students in any of grades K

– 12 Teachers t o exclude :  Special Education Teachers

- Teach special education classes to students with disabilities.  Adult Education and Postsecondary Teachers

- Teach onl y adult education or students beyond grade 12.  Short - term Substitute Teachers

- Fill the role of regular or special education teachers for less than four continuous weeks.  Student Teachers  Day Care Aides/Paraprofessionals  Teacher Aides/Paraprofessionals  Librarians who teach only library skills or how to use the library When determining salary expenditures fo r teachers , use the following list of school - level expenditures to determine what should be included and excluded : Expenditures to include :  Expenditures paid from federal Impact Aid funds and State Fiscal Stabilization Fun d if used under the Impact Aid a uthority  Base salary , incentive pay , and bonuses  Supplemental pay

for additional roles Expenditures to e xclude :  Expenditures paid from federal funds other than Impact Aid and State Fiscal Stabilization Fund if used under the ImpactAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 94 Aid authority  Expenditures for preschool programs  Expenditures for school nutrition programs  Expenditures for adult education  Expenditures for special education  Expenditures for programs that serve students from more than one school attendance area at a single school s ite (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)  Expenditures made by regional educational agencies on behalf of schools  Expenditures for employee benefitsAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 95 **Group Name: School finance** **— teacher salaries (federal, state, and local)**  **DG: 995**  **Section** Finance **Definition** The amount of salary expenditures for teachers (pre school - 12) funded with federal, state , and local funds . **Permitted Values**  Decimal (to two decimal places) **Reporting Period** School Year (Fiscal) **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. In clude salary

expenditures for teachers associated with pre school 12 instruction. For the purposes of reporting school finance data for teachers onl y, refer to the following teachers definition and guide to determine which teachers should be included and excluded: Teachers provide instruction, learning experiences, and care to student s during a particular time period or in a given discipline. Teachers are defined as staff whose activities are dealing directl y with the interaction with students. Teaching may be provided for students in a school classroom, in another location such as a home or hospital, and in other learning situations such as those involving co curricular activities. It may also be provided through some other approved medium, such as television, radio, computer, the Internet, multimedia, telephone, and correspondence that is delivered inside or outside the classroom or in other teacher - student settings. Teachers to include:  Regular Classroom Teachers

- Teach Chemistry , English, mathematics, phy sical education, history , etc.  Special Education Teachers

- Teach special educ ation classes to students with disabilities.  General Elementary

Teachers

- Teach self

- contained classes in any

of grades Preschool

– 8 (i.e., teach the same class of students all or most of the day).

- Team - teach (i.e., two or mor e teachers collaborate to teach multiple subjects to the same class of students).Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 96 - In clude preschool teachers and kindergarten teachers.  Vocational/Technical Education Teachers

- Teach t yping, business, agriculture, life skills, home economics as well as an y other vocational or technical cl asses.  Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

- In clude an y staff members who teach at least one regularl y scheduled class per week (e.g., a librarian teaches a regularl y scheduled class in mathematics once a week).  Itinerant, Co - op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be supervised b y someone at your school.  Current Long - Term Substitute Teachers

- Currently

filling the role of regular teachers for four or more continuous weeks.  Other teachers who teach students in any of grades Preschool

– 12 Teachers to exclude :  Adult Education and Postsecondary Teachers

- Teach onl y adult education or students beyo nd grade 12.  Short - term Substitute Teachers

- Fill the role of regular or special education teachers for less than four continuous weeks.  Student Teachers  Day Care Aides/Paraprofessionals  Teacher Aides/Paraprofessionals  Librarians who teach only library skills or how to use the library When determining salary expenditures for teachers , use the following list of school - level expenditures to determine what should be included and excluded : Expenditures to include :  Expenditures paid from all federal funds ( including Impact Aid funds and State Fiscal Stabilization Fun d)  Expenditures for preschool programs  Expenditures for special educationAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 97  Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)  Expenditures made by regional educational agencies on behalf of schools  Base salary , incentive pay , and bonuses  Supplementa l pay

for additional roles Expenditures to e xclude :  Expenditures for school nutrition programs  Expenditures for adult education  Expenditures for employee benefitsAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 98 **Group Name: School finance** **— total personnel salaries**  **(state and local) DG:**  **1001 Section**  Finance **Definition** The total amount of salary expenditures for instructional and support personnel (K - 12) funded with state and local funds . **Permitted Values**  Decimal (to two decimal places) **Reporting Period** School Year (Fiscal) **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** K - 12 regular instructional and support personnel funded with state and local funds are defined as follows:  Instructional staff

– In cludes teachers and instructional aides  Support services staff for pupils

– In cludes guidance counselors, nurses, attendance officers, speech pathologists, and other staff who provide support services for students  Support services staff for instructional staff

– Includes staff involved in curriculum development, staff training, operating the libr ary, media and computer centers  School administration staff

– Includes principals and other staff involved in school administration P ersonnel salaries include salaries fo r K - 12 regular instructional and support staff that are associated with the following ty pes of activities:  Instructional functions

– Activities dealing directly with the interaction between teachers and students.  Support services for pupils

– Activities d esigned to assess and improve the well - being of students to supplement the teaching process.  Support services for instructional staff

– Activities associated with assisting the instructional staff with content and process of providing learning experience s for students.  School administration

– Activities related to overall administration for a school. When determining salary expenditures for personnel , use the following list of school - level expenditures to determine what should be included and exclude d : Expenditures to include :  Expenditures paid from federal Impact Aid funds and StateAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 99 Fiscal Stabilization Fun d if used under the Impact Aid a uthority  Base salary , incentive pay , and bonuses  Supplemental pay

for additional roles Expenditures to e xclude :  Expenditures paid from federal funds other than Impact Aid and State Fiscal Stabilization Fund if used under the Impact Aid authority  Expenditures for preschool programs  Expenditures for school nutrition programs  Expenditures for adult education  Expenditures for special education  Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)  Expenditures made by regional educational agencies on behalf of schools  Expenditures for employee benefitsAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 100 **Group Name: School finance** **— total personnel salaries (**  **federal, state**  **, and**  **local) DG:**  **1002 Section**  Finance **Definition** The total amount of salary expenditures for instructional and support personnel (pre school - 12) funded with federal, state , and local funds . **Permitted Values**  Decimal (to two decimal places) **Reporting Period** School Year (Fiscal) **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data gro up wa s optional. Pre school - 12 instructional and support personnel funded with federal, state , and local funds are defined as follows:  Instructional staff

– In cludes teachers and instructional aides  Support services staff for pupils

– In cludes guidance counselors, nurses, attendance officers, speech pathologists, and other staff who provide support services for students  Support services staff for instructional staff

– Includes staff involved in curriculum development, staff training, operating the libr ary, media and computer centers  School administration staff

– Includes principals and other staff involved in school administration P ersonnel salaries include salaries for pre school - 12 instructional and support staff that are associated with the following ty pes of activities:  Instructional functions

– Activities dealing directly with the interaction between teachers and students.  Support services for pupils

– Activities designed to assess and improve the well - being of students to supplement the teaching process.  Support services for instructional staff

– Activities associated with assist ing the instructional staff with content and process of providing learning experiences for students.  School administration

– Activities related to overall administration for a school. When determining salary expenditures for personnel , use the followi ng list of school - level expenditures to determine what should be included and excluded :Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 101 Expenditures to include :  Expenditures paid from all federal funds (including Impact Aid funds and State Fiscal Stabilization Fun d)  Expenditures for preschool programs  Expenditures for special education  Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)  Expenditures made by regional educational agencies on behalf of schools  Base salary , incentive pay , and bonuses  Supplemental pay

for additional roles Expenditures to e xclude :  Expenditures for school nutrition programs  Expenditures for adult education  Expenditures for employee benefitsAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 102 **Group Name: Science classes —**  **high school DG:**  **973 Section**  Education Unit **Definition** The unduplicated number of classes in science (college - preparatory) courses at the high school level. **Permitted Values**  Integer **Reporting Period**  For s chools with regular scheduling

– October 1  For schools with block scheduling that allows a full - ye ar cour se to be taken in one semester

– Sum of a count taken on October 1 in the first block, and around March 1 in the second block **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with any

grade 9 through 12 and/or ungraded with high school age students. **CATEGORY SET DESCRIPTION**  **Category Set A**  Science (Classes and Course Enrollment)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 103 **Group Name: Science classes —**  **high school teacher certification DG: 1006**  **Section** Education Unit **Definition** The unduplicated number of classes in science (college - preparatory) courses at the high school level taught b y teachers with a science certification . **Permitted Values**  Integer **Reporting Period**  For schools with regular scheduling

– October 1  For schools with block scheduling that allows a full - ye ar course to be taken in one semester

– Sum of a count taken on October 1 in the first block, and around March 1 in the second block **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. Report only

for schools with any

grade 9 through 12 and/or ungraded with high school age students. Teachers are considered certified in science if they have received a teaching certificate/license/endorsement in science (general or subject - specific) from the state. Teachers may

be funded with federal, state, and/or local funds. Justice facilities should consider only teachers who serve students in the educational progr am offered at the justice facility during the regular school ye ar. Refer to the following guide to determine which teachers may be included and which teachers should be excluded. Teachers certified in science may include:  Regular Classroom Teachers  Spe cial Education Teachers

- Teach special education classes to students with disabilities.  Vocational/Technical Education Teachers  Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

- In clude an y staff members who teach at least one regularl y scheduled class per week (e.g., a librarian teaches a regularl y scheduled class in science once aAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 104 week).  Teachers of Ungraded Students  Itinerant, Co - op, Traveling, and Satellite Teachers

- Teach at mor e than one school and may or may not be supervised b y someone at your school.  Current Long - Term Substitute Teachers

- Currently

filling the role of regular teachers for four or more continuous weeks.  Other teachers who teach students in any of grades 9

– 12 Teachers to exclude:  General Elementary

Teachers

- Teach self

- contained classes in any

of grades Preschool

– 8 (i.e., teach the same class of students all or most of the day).

- Team - teach (i.e., two or more teachers collaborate to teach multiple subjects to th e same class of students).

- In clude preschool teachers and kindergarten teachers.  Adult Education and Postsecondary Teachers

- Teach onl y adult education or students beyond grade 12.  Short - term Substitute Teachers

- Fill the role of regular or special education teachers for less than four continuous weeks.  Student Teachers  Day Care Aides/Paraprofessionals  Teacher Aides/Paraprofessionals **CATEGORY SET DESCRIPTION**  **Category Set A**  Science (Classes and Course Enrollment)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 105 **Group Name: Science**  **course enrollment —**  **high school DG:**  **974 Section**  Student **Definition** The number of high school level students enrolled in science (college - preparatory) courses. **Permitted Values**  Integer **Reporting Period**  For s chools with regular scheduling

– October 1  For schools with block scheduling that allows a full - ye ar cour se to be taken in one semester

– Sum of a count taken on October 1 in the first block, and around March 1 in the second block **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for schools with any

grade 9 through 12 and/or ungraded with high school age students, and that provide college - preparatory science courses. For each science course, the data should be unduplicated. Category sets B and C do not include all students. **CATEGORY SET DESCRIPTION**  **Category Set A**  Science (Classes and Course Enrollment)  Racial Ethnic  Sex (Membership) **Category Set B**  Science (Classes and Course Enrollment)  Disability

Status ( IDEA )  Sex (Membership) **Category Set C**  Science (Classes and Course Enrollment)  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 106 **Group Name: Security staff**  **(FTE) table DG:**  **975 Section**  Staff **Definition** The number of full - time equivalent (FTE) school securit y staff. **Permitted Values**  Decimal ( to two decimal places ) **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. In clude staff for preschool, grades K - 12, and comparable ungraded levels, regardless of how staff were funded (i.e., federal, state, and/or local funds). Full - time equivalent (FTE)

– FTE is a unit that indicates the workload of an employ ed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full - time schedule. An FTE of 1.00 means that the person is equivalent to a full - time worker, while an FTE of 0.50 signals that the worker is only half - time. **CATEGORY SET DESCRIPTION**  **Category Set A**  Security Staff Ty peAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 107 **Group Name: Single -**  **sex academic classes table DG:**  **976 Section**  Education Unit **Definition** The unduplicated number of academic classes in a co - educational school where onl y male or female students are permitted to take the class. **Permitted Values**  Integer **Reporting Period**  For s chools with regular scheduling

– October 1  For schools with block scheduling that allows a full - ye ar cour se to be taken in one semester

– Sum of a count taken on October 1 in the first block, and around March 1 in the second block **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For co - educational schools only . Independent study is not considered a single - sex class. In clude academic classes for grades K - 12, and comparable ungraded levels. Single - sex academic class

– A single - sex academic class refers to an academic class in a co - educational school where only male or onl y female students are permitted to take the class. If both male and female students are permitted to take the clas s, then it is not a single sex class. A phy sical education class is not considered an academic class. A class should be counted as a single - sex class only if it excludes students of one sex from enrolling or otherwise participating in that class because of their sex. A class is not considered single - sex so long as it is open to members of both sexes, even if students of only one sex, or a disproportionate number of students of one s ex, enroll. **CATEGORY SET DESCRIPTION**  **Category Set A**  Academic Subject (Single - Sex Classes)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 108 **Group Name: Student chronic absenteeism**  **table DG:**  **978 Section**  Student **Definition** The unduplicated number of students absent 15 or more school day s during the school y ear. **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude students enrolled in grades K - 12 , and comparable ungraded levels . Include students who were absent for an y reason (e.g., illness, suspension, the need to care for a family member), regardless of whether absences were excused or unexcused. Category sets B, C, and D do not include all students . A student was absent if he or she was not phy sically on school grounds and was not participating in instruction or instruction - related activities at an approved off - grounds location for at least half the school day . **CATEGORY SET DESCRIPTION**  **Category Set A**  Racial Ethnic  Sex (Membership) **Category Set B**  Disability Status ( IDEA )  Sex (Membership) **Category Set C**  Disability Status ( Section 504 Only)  Sex (Membership) **Category Set D**  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 109 **Group Name: Students**  **with disabilities served under**  **IDEA DG:**  **980 Section**  Student **Definition** The unduplicated number of students served under the Individuals with Disabilities Education Act ( IDEA ). **Permitted Values**  Integer **Reporting Period Revised!**  October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude students enrolled in preschool, grades K - 12 , and comparable ungraded levels . Category set C do es not include all students. **CATEGORY SET DESCRIPTION**  **Category Set A**  Sex (Membership) **Category Set B**  Racial Ethnic  Sex (Membership) **Category Set C**  LEP Status (Onl y)  Sex (Membership) **Group Name: Students**  **with disabilities served under Section 504**  **only DG:**  **981 Section**  Student **Definition** The unduplicated number of students who have been identified as having a disability

and are receiving related aids and services solel y under Section 504 of the Rehabilitation Act of 1973, and not under the Individuals with Disabilities Education Act ( IDEA ) . **Permitted Values**  Integer **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude students enrolled in preschool, grades K - 12 , and comparable ungraded levels . Category set C do es not include all students. **CATEGORY SET DESCRIPTION**  **Category Set A**  Sex (Membership) **Category Set B**  Racial Ethnic  Sex (Membership) **Category Set C**  LEP Status (Onl y)  Sex (Membership)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 110 **Group Name: Support services staff (FTE)**  **DG: 982**  **Section** Staff **Definition** The number of full - time equivalent (FTE) support services staff. **Permitted Values**  Decimal ( to two decimal places ) **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. In clude staff for preschool, grades K - 12, and comparable ungraded levels, regardless of how staff were funded (i.e., federal, state, and/or local funds). Exclude school counselors. Full - time equivalent (FTE)

– FTE is a unit that indicates the workload of an employ ed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full - time schedule. An FTE of 1.00 means that the person is equivalent to a full - time worker, while an FTE of 0.50 signals that the worker is only half - time. **CATEGORY SET DESCRIPTION**  **Category Set A**  Support Services Staff TypeAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 111 **Group Name: Suspension instances**  **DG: 100 7**  **Section** Student **Definition** The number of instances of out - of - school s uspension that K - 12 students received. **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. In clude instances of out - of school suspension for students enrolled in grades K - 12, and comparable ungraded levels. Include the number of instances, not the number of students who received out - of - school suspensions . Out - of - school suspension

– For students with disabilities served under IDEA : Out - of - school suspension is an instance in which a child is temporaril y removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center). Out - ofschool suspensions include both removals in which no individualized family service plan (IFSP) or individualized education plan (IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP . For students without disabilities and students with disabilities served solely under Section 504: Out - of - school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day

(but less than the rema inder of the school y ear) for disciplinary

purposes to another setting (e.g., home, behavior center). Out - of - school suspensions include removals in which no educational services are provided, and removals in which educational services are provided (e.g., school - provided at home instruction or tutoring). **CATEGORY SET DESCRIPTION**  **Category Set A**  Disability Status ( Specific )Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 112 **Group Name: Suspension instances**  **— preschool**  **DG: 100 8**  **Section** Student **Definition** The number of instan ces of out - of - school suspension that preschool children received. **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. In clude instan ces of out - of school suspension for children enrolled in preschool . Include the number of instances, not the number of children who received out - of - school suspensions. Preschool refers to presch ool programs and services for children ages 3 through 5. Out - of - school suspension

– For students with disabilities served under IDEA : Out - of - school suspension is an instance in which a child is temporaril y removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center). Out - ofschool suspensions include both removals in which no individualized family service plan (IFSP) or individualized education plan (IEP) services are provided because the removal is 10 day s or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP. For students without disabilities and students with disabilities served solely under Section 504: Out - of - school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day

(but less than the remainder of the school y ear) for disciplinary

purposes to another setting (e.g., home, behavior center). Out - of - schoo l suspensions include removals in which no educational services are provided, and removals in which educational services are provided (e.g., school - provided at home instruction or tutoring). **CATEGORY SET DESCRIPTION**  **Category Set A**  Preschool (Corpo ral Punishment and Suspension )Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 113 **Group Name: Teacher a**  **bsenteeism table**  **DG: 983**  **Section** Staff **Definition** The number of full - time equivalent (FTE) teachers who were absent more than 10 school day s during the school y ear. **Permitted Values**  Decimal ( to two decimal places ) **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude teachers for preschool, grades K - 12, and comparable ungraded levels, regardless of how teachers were funded (i.e., federal, state, and/or local funds). A teacher was absent if he or she wa s not in attendance on a day in the regular school y ear w hen the teacher would otherwise be expected to be teaching students in an assigned class. This includes both day s taken for sick leave and day s taken for personal leave. Personal leave includes absences for reasons other than sick leave. Do not include administratively approved leave for professional development, field trips or other off - campus activities with students. Full - time equivalent (FTE)

– FTE is a unit that indicates the workload of an employ ed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full - time schedule. An FTE of 1.00 mean s that the person is equivalent to a full - time worker, while an FTE of 0.50 signals that the worker is only half - time. For the purposes of reporting teacher absenteeism, refer to the following teachers definition and guide to determine which teachers should be included and excluded: Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given discipline. Teachers to include:  Regular Classroom Teachers

- Teach Chemistry , English, mathematics, phy sical education, history , etc.  Special Education TeachersAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 114 - Teach special education classes to students with disabilities.  General Elementary

Teachers

- Teach self

- cont ained classes in any

of grades Preschool

– 8 (i.e., teach the same class of students all or most of the day).

- Team - teach (i.e., two or mor e teachers collaborate to teach multiple subjects to the same class of students).

- In clude preschool teachers and kindergarten teachers.  Vocational/Technical Education Teachers

- Teach t yping, business, agriculture, life skills, home economics as well as an y other vocational or technical classes.  Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

- In clude an y staff members who teach at least one regularl y scheduled class per week (e.g., a librarian teaches a regularl y scheduled class in mathematics once a week).  Teachers of Ungraded Students  Itinerant, Co - op, Traveling, and Satellite Teachers

- Teach at more th an one school and may or may not be supervised b y someone at your school.  Current Long - Term Substitute Teachers

- Currently

filling the role of regular teachers for four or more continuous weeks.  Other teachers who t each students in any of grades Preschool

– 12 Teachers to exclude :  Adult Education and Postsecondary Teachers

- Teach onl y adult education or students beyond grade 12.  Short - term Substitute Teachers

- Fill the role of regular or special education teachers for less than four continuous weeks.  Student Teachers  Day Care Aides/Paraprofessionals  Teacher Aides/Paraprofessionals  Librarians who teach only library skills or how to use the libraryAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 115 **Group Name: Teacher credentials (FTE) DG**  **: 990**  **Section** Staff **Definition** The number of full - time equivalent (FTE) teachers who met all state licensing/certification requirements . **Permitted Values**  Decimal ( to two decimal places ) **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude teachers for preschool, grades K - 12, and comparable ungraded levels, regardless of how teachers were funded (i.e., federal, state, and/or local funds). A teacher has met all applicable state teacher certification requirements for a standard certificate if the teacher has a regular/standard certificate/license/endorsement issued by the state. A beginning teacher who has met the standard teacher education requirements is considered to have met state requirements even if he or she has not completed a state - required probationary period. A teacher working towards certification by way of alternative routes, or a teacher with an emergency , temporary , or provisional credential is not considered to have met state requirements. State requirements are determined b y the state. Full - time equivalent (FTE)

– FTE is a unit that indicates the workload of an employ ed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full - time schedule. An FTE of 1.00 means that the person is equivalent to a full - time worker, while an FTE of 0.50 signals that the worker is only half - time. For the purposes of reporting teac her certification , refer to the following teachers definition and guide to determine which teachers should be included and excluded: Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given di scipline. Teachers to include:  Regular Classroom TeachersAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 116 - Teach Chemistry , English, mathematics, phy sical education, history , etc.  Special Education Teachers

- Teach special education classes to students with disabilities.  General Elementary

Teachers

- Teach self

- cont ained classes in any

of grades Preschool

– 8 (i.e., teach the same class of students all or most of the day).

- Team - teach (i.e., two or mor e teachers collaborate to teach multiple subjects to the same class of students).

- In clude preschool teach ers and kindergarten teachers.  Vocational/Technical Education Teachers

- Teach t yping, business, agriculture, life skills, home economics as well as an y other vocational or technical classes.  Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

- In clude an y staff members who teach at least one regularl y scheduled class per week (e.g., a librarian teaches a regularl y scheduled class in mathematics once a week).  Teachers of Ungraded Students  Itinerant, Co - op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be supervised b y someone at your school.  Current Long - Term Substitute Teachers

- Currently

filling the role of regular teachers for four or more continuous weeks.  Other teachers who t each students in any of grades Preschool

– 12 Teachers to exclude :  Adult Education and Postsecondary Teachers

- Teach onl y adult education or students beyo nd grade 12.  Short - term Substitute Teachers

- Fill the role of regular or special education teachers for less than four continuous weeks.  Student Teachers  Day Care Aides/Paraprofessionals  Teacher Aides/ParaprofessionalsAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 117  Librarians who teach only library skil ls or how to use the libraryAttachment A2 CRDC Data Set for School Year 2015

– 1 6

Page A2 - 118 **Group Name: Teacher credentials (FTE) —**  **not certified DG: 100**  **9 Section**  Staff **Definition** The number of full - time equivalent (FTE) teachers who have not m e t all state licensing/certification requirements. **Permitted Values**  Decimal (to two decimal places) **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude teachers for preschool, grades K - 12, and comparable ungraded levels, regardless of how teachers were funded (i.e., federal, state, and/or local funds). A teacher has not met all applicable state teacher certification requirements for a standard certificate if the teacher does not have a regular/standard certificate/license/endorsement issued by the state. A beginning teacher who has not met the standard teacher education requirements is not considered to have met state requirements even if he or she has completed a state - required probationary period. A teacher working towards certification by way of alternative routes, or a teacher with an emergency , temporary , or provisional credential is not considered to have met state requirements. State re quirements are determined b y the state. Full - time equivalent (FTE)

– FTE is a unit that indicates the workload of an employ ed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e .g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full - time schedule. An FTE of 1.00 means that the person is equivalent to a full - time worker, while an FTE of 0.50 signa ls that the worker is only half - time. For the purposes of reporting teacher certification, refer to the following teachers definition and guide to determine which teachers should be included and excluded: Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given discipline. Teachers to include:  Regular Classroom TeachersAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 119 - Teach Chemistry , English, mathematics, phy sical education, history , etc.  S pecial Education Teachers

- Teach special education classes to students with disabilities.  General Elementary

Teachers

- Teach self

- contained classes in any

of grades Preschool

– 8 (i.e., teach the same class of students all or most of the day).

- Team - teach (i.e. , two or more teachers collaborate to teach multiple subjects to the same class of students).

- In clude preschool teachers and kindergarten teachers.  Vocational/Technical Education Teachers

- Teach t yping, business, agriculture, life skills, home economics as well as any other vocational or technical classes.  Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

- In clude an y staff members who teach at least one regularl y scheduled class per week (e.g., a librarian teaches a regularl y scheduled class in mathematics once a week).  Teachers of Ungraded Students  Itinerant, Co - op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be supervised b y someone at your sc hool.  Current Long - Term Substitute Teachers

- Currently

filling the role of regular teachers for four or more continuous weeks.  Other teachers who teach students in any of grades Preschool

– 12 Teachers to exclude:  Adult Education and Postsecondary Teachers

- Teach onl y adult education or students beyond grade 12.  Short - term Substitute Teachers

- Fill the role of regular or special education teachers for less than four continuous weeks.  Student Teachers  Day Care Aides/Paraprofessionals  Teacher Aides/Paraprofessi onalsAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 120  Librarians who teach only library skills or how to use the libraryAttachment A2 CRDC Data Set for School Year 2015

– 1 6

Page A2 - 121 **Group Name: Teacher s**  **(FTE) DG:**  **984 Section**  Staff **Definition** The unduplicated number of full - time equivalent (FTE) teachers . **Permitted Values**  Decimal ( to two decimal places ) **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude teachers for preschool, grades K - 12, and comparable ungraded levels, regardless of how teachers were funded (i.e., federal, state, and/or local funds). Justice facilities should include only teachers who serve students in the educational program offered at the justice facilit y during the regular school y ear. Full - time equivalent (FTE)

– FTE is a unit that indicates the workload of an employ ed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full - time schedule. An FTE of 1.00 means that the person is equivalent to a full - time worker, while an FTE of 0.50 signals that the worker is only half - time. For the purposes of reporting teac her count , refer to the following teachers definition and guide to determine which teachers should be included and excluded: Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given discipline . Teachers to include:  Regular Classroom Teachers

- Teach Chemistry , English, mathematics, phy sical education, history , etc.  Special Education Teachers

- Teach special education classes to students with disabilities.  General Elementary

Teachers

- Teach self

- cont ained classes in any

of grades Preschool

– 8 (i.e., teach the same class of students all or most of the day).

- Team - teach (i.e., two or mor e teachers collaborate toAttachment A2 CRDC Data Set for School Year 2015

– 1 6

Page A2 - 122 teach multiple subjects to the same class of students).

- In clude preschool teachers an d kindergarten teachers.  Vocational/Technical Education Teachers

- Teach t yping, business, agriculture, life skills, home economics as well as an y other vocational or technical classes.  Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

- In clude an y staff members who teach at least one regularl y scheduled class per week (e.g., a librarian teaches a regularl y scheduled class in mathematics once a week).  Teachers of Ungraded Students  Itinerant, Co - op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be supervised b y someone at your school.  Current Long - Term Substitute Teachers

- Currently

filling the role of regular teachers for four or more continuous we eks.  Other teachers who t each students in any of grades Preschool

– 12 Teachers to exclude :  Adult Education and Postsecondary Teachers

- Teach onl y adult education or students beyond grade 12.  Short - term Substitute Teachers

- Fill the role of regular or speci al education teachers for less than four continuous weeks.  Student Teachers  Day Care Aides/Paraprofessionals  Teacher Aides/Paraprofessionals  Librarians who teach only library skills or how to use the libraryAttachment A2 CRDC Data Set for School Year 2015

– 1 6

Page A2 - 123 **Group Name: Teacher s**  **( c**  **ounts) DG:**  **100 3**  **Section** Staff **Definition** The unduplicated number of teachers . **Permitted Values**  Integer **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For 2013

– 14 CRDC, this data group wa s optional. In clude teachers for preschool, grades K - 12, and comparable ungraded levels, regardless of how teachers were funded (i.e., federal, state, and/or local funds). Justice facilities should include only teachers who serve students in the educational program offered at the justice facilit y during the regular school year. Report counts, not full - time equivalencies. For the purposes of reporting teacher count , refer to the following teachers definition and guide to determine which teachers should be included and excluded: Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given discipline. Teachers to include:  Regular Classroom Teachers

- Teach Chemistry , English, mathematics, phy sical education, history , etc.  Special Education Teachers

- Teach special education classes to students with disabilities.  General Elementary

Teachers

- Teach self

- cont ained classes in any

of grades Preschool

– 8 (i.e., teach the same class of students all or most of the day).

- Team - teach (i.e., two or mor e teachers collaborate to teach multiple subjects to the same class of students).

- In clude preschool teachers and kindergarten teacher s.  Vocational/Technical Education Teachers

- Teach t yping, business, agriculture, life skills, home economics as well as an y other vocational or technical classes.  Teaching principals, teaching school counselors, teachingAttachment A2 CRDC Data Set for School Year 2015

– 1 6

Page A2 - 124 librarians, teaching school nurses, or other teaching administrators

- In clude an y staff members who teach at least one regularl y scheduled class per week (e.g., a librarian teaches a regularl y scheduled class in mathematics once a week).  Teachers of Ungraded Students  Itinerant, Co - op, Traveli ng, and Satellite Teachers

- Teach at more than one school and may or may not be supervised b y someone at your school.  Current Long - Term Substitute Teachers

- Currently

filling the role of regular teachers for four or more continuous weeks.  Other teachers who t each students in any of grades Preschool

– 12 Teachers to exclude :  Adult Education and Postsecondary Teachers

- Teach onl y adult education or students beyond grade 12.  Short - term Substitute Teachers

- Fill the role of regular or special education teachers fo r less than four continuous weeks.  Student Teachers  Day Care Aides/Paraprofessionals  Teacher Aides/Paraprofessionals  Librarians who teach only library skills or how to use the library **CATEGORY SET DESCRIPTION**  **Category Set A**  Teach er ( Year Employ ed)Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 125 **Group Name: Teacher experience DG:**  **985 Section**  Staff **Definition** The number of full - time equivalent (FTE) teachers with the specified length of experience . **Permitted Values**  Decimal (to two decimal places) **Reporting Period** Regular School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** In clude teachers for preschool, grades K - 12, and comparable ungraded levels, regardless of how teachers were funded (i.e., federal, state, and/or local funds). Experience includes teaching in any school, subject, or grade; it does not have to be in the school, subject, or grade that the teache r is presentl y teaching. Justice facilities should include only teachers who serve students in the educational program offered at the justice facility during the regular school y ear. Full - time equivalent (FTE)

– FTE is a unit that indicates the workload of an employ ed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full - time schedule. An FTE of 1.00 means that the person is equivalent to a full - time worker, while an FTE of 0.50 signals that the worker is only half - time. For the purposes of reporting teac her experience , refer to the following teachers definition and guide to determine which teachers should be included and excluded: Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given discipline. Teachers to include:  Regular Classroom Teachers

- Teach Chemistry , English, mathematics, phy sical education, history , etc.  S pecial Education Teachers

- Teach special education classes to students with disabilities.  General Elementary

TeachersAttachment A2 CRDC Data Set for School Year 2015

– 1 6

Page A2 - 126 - Teach self

- cont ained classes in any

of grades Preschool

– 8 (i.e., teach the same class of students all or most of the day).

- Team - teach (i.e. , two or mor e teachers collaborate to teach multiple subjects to the same class of students).

- In clude preschool teachers and kindergarten teachers.  Vocational/Technical Education Teachers

- Teach t yping, business, agriculture, life skills, home economics as well as any other vocational or technical classes.  Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

- In clude an y staff members who teach at least one regularl y scheduled class per week (e.g., a librarian teaches a regularl y scheduled class in mathematics once a week).  Teachers of Ungraded Students  Itinerant, Co - op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be supervised b y someone at your school.  Current Long - Term Substitute Teachers

- Currently

filling the role of regular teachers for four or more continuous weeks.  Other teachers who t each students in any of grades Preschool

– 12 Teachers to exclude :  Adult Education and Postsecondary Teachers

- Teach onl y adult education or students beyond grade 12.  Short - term Substitute Teachers

- Fill the role of regular or special education teachers for less than four continuous weeks .  Student Teachers  Day Care Aides/Paraprofessionals  Teacher Aides/Paraprofessionals  Librarians who teach only library skills or how to use the library **CATEGORY SET DESCRIPTION**  **Category Set A**  Te aching E xperienceAttachment A2 CRDC Data Set for School Year 2015

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Page A2 - 127 **Group Name: Ungraded detail**  **DG: 986**  **Section** Education Unit **Definition** An indication of whether the ungraded school has mainly elementary , middle, and/ or high school students . **Permitted Values**  S chool has mainly elementary school age students  S chool has ma inly

middle school age students  S chool has mainly

high scho ol age students  S chool has mainly

elementary and middle school age students  S chool has mainly

midd le and high school age students  S chool has elementary , middle, and high school age students **Reporting Period** October 1 **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** For schools that are wholly ungraded (i.e., schools that do not classify students by

grade).Attachment A2 CRDC Data Set for School Year 2015

– 1 6

Page A2 - 128 

### C: DATA GROUPS COLLECTE D THROUGH ESS ONLY **Group Name**  **: Graduates/completers table**  **D G**  **: 306**  **Section** Student **Definition** The unduplicated number of students who graduated from high school or completed some other education program that is approved by the state or local education al agency (SEA or LEA) during the school y ear and the subsequent summer school. **Permitted Values**  Integer **Reporting Period** School Year (including subsequent summer school) **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment** Report only for LEAs and schools with graduate levels. Category sets C, D, E, and F do not include all students. **File Specification #** 040 **CATEGORY SET DESCRIPTION**  **Category Set A**  Diploma/Credential  Racial Ethnic  Sex (Membership) **Category Set B**   Diploma/Credential  Disability

Status ( IDEA )  Sex (Membership) **Category Set C**  Diploma/Credential  LEP Status (Onl y)  Sex (Membership) **Category Set D**  Diploma/Credential  Economically

Disadvantaged Status **Category Set E**  Diploma/Credential  Migrant Status **Category Set F**  Diploma/Credential  Homeless Enrolled Status **SUBTOTALS DESCRIPTION**  **Subtotals 1**  Diploma/Credential **STEWARD: NCES**Attachment A2 CRDC Data Set for School Year 2015

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Page A2 - 129 **Group Name :**  **Title I school status D**  **G :**  **22 Section**  Education Unit **Definition** An indication that a school is designated under state and federal regulations as being eligible for participation in programs authorized by Title I of ESEA as amended and whether it has a Title I program. **Permitted Values**  Title ITargeted Assistance Eligible School - No Program  Title ITargeted Assistance School  Title ISchoolwide Eligible - Title I Targeted Assistance Program  Title ISchoolwide Eligible School - No Program  Title ISchoolwide School  Not a Title I School **Reporting Period** Beginning of School Year **Reporting Levels** School  LEA  State  **Grand Total (Education Unit Total)**   **Comment File Specification #**  129 **STEWARD: OESE/Title I**