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

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

**November 201**  **3** 

# Attachment A - 3 

# Data **Categories for**  **Civil Rights Data Collection f**  **or S chool**  **Y ears**  **201 3**  **– 1**  **4 and** 

**201 5**  **– 1**  **6** Revised after 60- day public comment period.Attachment A3 CRDC Data Set for School Years 2013

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Page A3 - 2 

## INTRODUCTION This attachment contains the information on the CRDC data categories. 1 For each data category , there is a table that provides the definitions, permitted values, and a list of the data groups that use that category . Th e data categories are listed in alphabetical order. Changes made as a result of comments received during the 60 - day public comment period are noted with a “ **†** ”. Additional changes (including technical edits and revisions) that were made for clarity, accuracy , and consistency are noted with a “ **‡** ”. The following is an index of the data categories in this attachment. **Name Page**  Academic Subject (Single - Sex Classes) A3 - 4 Action ( Restraint or Seclusion) A3 - 6 Age (Preschool) **New!** A3 - 7 AP Exam Participation Status **Revised!** A3 - 7 AP Exam Status **Revised! ‡**  A3 - 8 Civil Rights Category (Student Counts) **†** A3 - 9 Civil Rights Category

(Allegations) **New !**  **†** A3 - 1 1 Civil Rights Law (Coordinators) **New! ‡**  A3 - 1 3 Disability Status (Corporal Punishment) **New!** A3 - 1 3 Disability Status (

IDEA ) A3 - 1 4 Disability Status ( Section 504 Only) A3 - 1 5 Disability Status (Specific) **†** A3 - 1 6 Discipline Method **Revised! †**  A3 - 1 7 Discipline Method (Preschool) **Revised! †**  A3 - 20 Grade Level (K - 12) A3 - 2 1 Grade Span (Secondary) **Revised!** A3 - 2 1 Justice Facility

Duration **New!** A3 - 2 2 LEP Status (Onl y) A3 - 2 3 Mathematics ( High School Classes) **† ‡**  A3 - 2 5 Mathematics ( High School Course Enrollment) **† ‡**  A3 - 2 7 Offense Ty

pe **New!** A3 - 2 9 Personnel Ty

pe (School Finance FTE ) **New! †**  A3 - 3 1 Personnel Ty

pe (Salary

Expenditures ) **New! †**  A3 - 3 3 Racial Ethnic A3 - 3 4 1 For information on data categories used exclusively by data groups collected through the EDFacts Submission System , see Attachment B - 4 of the EDFacts school years 2013

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– 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 control number: 1875 - 0240) is available at http://www.reginfo.gov/public/do/PRAViewIC?ref_nbr=201302 - 1875 - 001&icID=45336 .Attachment A3 CRDC Data Set for School Years 2013

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Page A3 - 3 Science (Classes and Course Enrollment) A3 - 3 6 Security Staff Ty pe **New! †**  A3 - 3 7 Sex (Membership) A3 - 3 9 Subject Area (Advanced Placement) **Revised!** A3 - 41 Support Services Staff Type **New! †**  A3 - 4 3 Teaching Experience A3 - 4 4 Teacher (Year Employed) **New! †**  A3 - 4 4Attachment A3 CRDC Data Set for School Years 2013

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Page A3 - 4 

### CATEGORIES	USED FOR THE	CRDC **Category Name: Academic Subject (Single**  **- Sex Classes)**  **Definition** The course or subject area offered in academic classes in a co educational school where only male students or only

female students are permitted to take the class. **Comments** Algebra I

– Algebra I is a course that includes the study of properties and operations of the real number s ys tem; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of poly nomials; and solv ing simple quadratic equations. Algebra I is a foundation course leading to higher- level mathematics courses, including Geometry and Algebra II. Geometry

– Geometry

is a course that ty

pically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic sy stem including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles. Geometry is c onsidered a prerequisite for Algebra II. Algebra II

– Algebra II course topics ty pically include field properties and theorems; set theory ; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear eq

uations and inequalities; quadratic equations; solving sy stems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents. Other mathematics

– This includes all mathematics courses except Algebra I, Geometry , and Algebra II. It includes both basic mathematics courses and college - preparatory courses. English/reading/language arts

– This includes general English/reading/language arts courses as well as college - preparatory English/reading/language arts courses . S cience

– This includes general science courses as well as college preparatory

science courses such as biology , chemistry , and ph ys ics.Attachment A3 CRDC Data Set for School Years 2013

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Page A3 - 5 Other academic subjects

– This includes history , social studies, foreign languages, and computer science. **Permitted Values**  Algebra I, G eometry , and/or Algebra II

 Other m athematics  English/reading/l anguage arts  Science  Other a cademic s ubjects **Data Groups**  976 Single - sex academic classes table **†**Attachment A3 CRDC Data Set for School Years 2013

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Page A3 - 6 **Category Name: Action**  **( Restraint or Seclusion**  **) Definition**  The ty pe of restraint or seclusion action that a student was subjected to. **Comments** Mechanical restraint

– The use of any device or equipment to

restrict a s tudent’s freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by

a student that have been prescribed b y an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:  Adaptive devices or mechanical supports used to achieve proper body

position, balance, or alignment to allow greater freedom of mobility

than would be possibl e without the use of such devices or mechanical supports;  Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;  Restraints for medical immobilization; or  Orthopedicall y prescribed devices that permit a student to participate in activities without risk of harm. Phy sical restraint

– A personal restriction that immobilizes or reduces the ability

of a student to move his or her torso, arms, legs, or head freel y. The term phy sical restraint does not include a phy sical escort. Phy sical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location. Seclusion

– The involuntary confinement of a student alone in a room or area from which the student is phy sicall y prevented from leaving. Itdoes not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non - lock ed setting, and is implemented for the purpose of calming. **Permitted Values**  Mechanical restraint

 Phy sical restraint  Seclusion **Data Groups**  959 Restraint or seclusion for IDEA students table

 960 Restraint s or seclusion for n on -IDEA students table  961 Restraint or seclusion instances tableAttachment A3 CRDC Data Set for School Years 2013

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Page A3 - 7 **New! Category Name:**  **Age (Preschool** **) Definition**  The age of students served in preschool. **Comments** Preschool refers to p reschool programs and services for children

ages 3 through 5 . **Permitted Values**  3 ye ars - old

 4 ye ars - old  5 ye ars - old **Data Groups**  957 Preschool s tudents served table **† Category Name:**  **AP Exam Participation Status**  **Definition** An indication of whether students who were enrolled in Advanced

Placement (AP ) courses took the AP exams for those courses . **Comments** 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 q ualified to receive college credit and/or placement into advanced college courses. **Permitted Values Revised!**   Students who took one or more AP exams for one or more (which may

include all) AP courses enrolled in  Students who were enrolled in one or more AP courses but who did not take any AP exams **Data Groups**  904 Advanced Placement exam participation t ableAttachment A3 CRDC Data Set for School Years 2013

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Page A3 - 8 **Category Name: AP Exam**  **Status Definition**  **‡** An indication of whether students who were enrolled in Advanced

Placement (AP ) courses received a qualifying score on the AP exams for those courses . **Comments ‡**  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 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 the ir 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 college or university. **Permitted Values Revised!**  **‡**  Students who received a qualifying score on one or more AP exams for one or more ( which may include all) AP courses enrolled in  Students who did not receive a qualifying score on any AP exams for the one or more AP courses enrolled in **Data Groups**  905 Advanced Placement exam participant results table **‡**Attachment A3 CRDC Data Set for School Years 2013

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Page A3 - 9 **Category Name: Civil Rights Category**  **(Student Counts) Definition**  Category of discrimination on a particular basis (including sex, race, and disability) . **Comments †**  Harassment or bull yi ng on the basis of s ex – 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 stereotyp es . Harassing or bull yi ng 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 p hy sicall y threatening, harmful or humiliating. This conduct can be carried out b y s chool employees, other students, and non - employee thi rd parties. Both male and female students can be victims of harassment or bullying on the basis of sex , and the harass er or bully and the victim can be of the same sex. Harassment or bull yi ng on the basis of race, color, or national origin

– Racial harassment or bullying is intimidation or abusive behavior toward a student based on actual or perceived race, color or natio nal origin. 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 carri ed out by school employees, other students, and non - employee third parties. Harassment or bull yi ng on the basis of disability

– Disability harassment or bull yi ng is 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 sically threatening, harmful or humiliating. The conduct can be carried out by s chool emplo ye es, other students, and non - employee third parties. **Permitted Values**  Sex

 Race, c olor or n ational o rigin  DisabilityAttachment A3 CRDC Data Set for School Years 2013

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Page A3 - 10 **D ata Groups**   934 Harassment or bull yi ng— students disciplined table

 935 Harassment or bull yi ng— students reported as harassed or bullied tableAttachment A3 CRDC Data Set for School Years 2013

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Page A3 - 11 **New! Category Name:**  **Civil Rights Category (Allegations) Definition**  Category of discrimination on a particular basis (including sex, race, disability, sexual orientation, and religion) . **Comments †**  Harassment or bull yi ng on the basis of s ex – 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 stereotyp es . Harassing or bull yi ng conduct may

take many

forms, including verbal acts and name cal ling, as well as non - verbal behavior, such as graphic and written statements, or conduct that is phy sicall y threatening, harmful or humiliating. This conduct can be carried out b y s chool employees, other students, an d non - employee third parties. Both mal e and female students can be victims of harassment or bullying on the basis of sex , and the harasser or bully and the victim can be of the same sex. Harassment or bull yi ng on the basis of race, color, or national origin

– Racial harassment or bullying is i ntimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many

forms, including verbal acts and name - calling, as well as non - verbal behavior, such as graphic and written statem ents, or conduct that is phy sicall y threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non - employee third parties. Harassment or bull yi ng on the basis of disability

– Disability harassment or bull yi ng is 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 co nduct that is phy sically threatening, harmful or humiliating. The conduct can be carried out by school emplo ye es, other students, and non - employee third parties. Harassment or bull yi ng on the basis of sexual orientation ( optional for 2013

– 14 CRDC )

– Sexual orientation harassment or bullying isAttachment A3 CRDC Data Set for School Years 2013

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Page A3 - 12 intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. 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 employees, other students, and non - employee third parties. Harassment or bull yi ng on the basis of religion ( optional for 2013

– 14 CRDC )

– Religious harassment or bullying is intimidation or abusive behavior toward a student based on actual or perceived religion. 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 b y school employees, other students, and non - employee third parties. **Permitted Values**  **†**  Sex

 Race, c olor or n ational o rigin  Disability  Sexual orientation (optional for 2013

– 14 CRDC)  Religion (optional for 2013

– 14 CRDC) **D ata Groups**   933 Harassment or bull yi ng— reported allegations table **†**Attachment A3 CRDC Data Set for School Years 2013

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Page A3 - 13 **New !**  **Category Name: Civil Rights Law**  **(Coordinators) Definition**  Law that prohibits discrimination on a particular basis. **Comments** Title IX of the Education Amendments of 1972 prohibits

discrimination on the basis of sex. Title VIof the Civil Rights Act of 1964 prohibits discrimination on the bases of race, color, or national origin. Section 504 of the Rehabilitation Act of 1973 prohibits discrimination on the basis of disability in all programs or activities that receiv e F ederal financial assistance. Title II of the Americans with Disabilities Act of 1990 prohibits discrimination on the basis of disability by public entities (including public schools) , whether or not they receive Federal financial assistance . **Permitted Values ‡**   Sex (Title IX)

 Race, c olor or n ational o rigin (Title VI)  Disability

(Section 504 and Title II )  **D ata Groups**   916 Civil rights coordinators **†‡ New!**  **Category Name: Disability Status ( Corporal Punishment)**  **Definition** An indication of whether incidents of corporal punishment are for

students with disabilities or students without disabilities. **Comments** Student with disabilities refers to students with disabilities served

under the Individuals with Disabilities Education Act , Section 504 of the Rehabilitation Act of 1973, as amended, or both. Attachment A - 1 includes the definition of children (students) with disabilities (

IDEA ). **Permitted Values**  Students with disabilities

 Students without disabilities **Data Groups**  917 Corporal punishment instances table **†**Attachment A3 CRDC Data Set for School Years 2013

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Page A3 - 14 **Category Name: Disability Status ( IDEA**  **) Definition**  An indication that children (students) are children with disabilities

served under the Individuals with Disabilities Education Act ( IDEA ) . **Comments** This status is used when only children with disabilities served under IDEA need to be included. Attachment A - 1 includes the definition of children (students) with disabilities ( IDEA ). **Permitted Values**  Students with disabilities ( IDEA ) **Data Groups**  900 Advanced Placement c ourse by subject enrollment t able **† ‡**   901 Advanced Placement course enrollment t able  904 Advanced Placement exam participation t able  905 Advanced Placement exam participant results t able **‡**  907 Algebra I course enrollment

— middle school (2013

– 14) **†**  908 Algebra I course enrollment

—grade 8 (2015

– 16) **†**  909 Algebra I course enrollment

— high school **†**  911 Algebra I course passing

— middle school (2013

– 14) **†**  911 Algebra I course passing

— grade 8 (2015

– 16) **†**  912 Algebra I course passing

— high school  921 Discipline of preschool students table **†**  922 Discipline of s tudents with disabilities ( IDEA and Section 504) t able **†**  993 Distance education student enrollment table **†**  994 D ual enrollment program student enrollment **†‡**  928 GED preparation program c redentials t able  929 GED p reparation p rogram p articipation t able  930 Geometry

course enrollment (2013

– 14) **†**  931 Gifted/t alented p rogram enrollment t able **† ‡**   934 Harassment or b ull yi ng — s tudents disciplined t able  935 H arassment or b ull yi ng — s tudents reported as harassed or bullied t able  936 International B accalaureate P rogramme enrollment table **† ‡**   946 Li mited English p roficient s tudent s **†**  947 Li mited English p roficient s tudent s in LEP programs **†**  951 Mathematics c ourse enrollment

— high school **†**  956 Pre school enrollment t able **†**  963 Retention table  964 SAT or ACT t est p articipation t able **†**  966 School day s missed due to suspensions table **†**  974 S cience c ourse enrollment

— high school **†**  978 Student chronic absenteeism table **†**Attachment A3 CRDC Data Set for School Years 2013

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Page A3 - 15 **Category Name: Disability Status ( Section 504 Only** **) Definition**  An indication that students with disabilities are served solely under Section 504 of the Rehabilitation Act of 1973 [ and not under the Individuals with Disabilities Education Act ( IDEA ) ] . **Comments** This status is used when students with disabilities served under

Section 504 and not under IDEA need to be included. Student with disabilities (Section 504 only) refers to students with disabilities who are being provided with related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and are not being provided with services under IDEA . Attachment A - 1 includes the definition of children (students) with disabilities (

IDEA ). **Permitted Values**  Students with disabilities (Section 504 only) **Data Groups**   922 Discipline of s tudents with disabilities ( IDEA and Section 504) t able **†**  934 Harassment or b ull yi ng — s tudents disciplined t able  935 H arassment or b ull yi ng — s tudents reported as harassed or bullied t able  960 Restraint or s eclusion for non -IDEA students table  963 Retention table  966 School day s missed due to suspensions table **†**  978 Student chronic absenteeism table **†**Attachment A3 CRDC Data Set for School Years 2013

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Page A3 - 16 **Category Name: Disability Status ( Specific**  **) Definition**  An indication of whether students are students with disabilities

served under the Individuals with Disabilities Education Act ( IDEA ) , students with disabilities served solel y under Section 504 of the Rehabilitation Act of 1973 , or students without disabili ties. **Comments** This category includes three types of students. Attachment A - 1 includes the definition of children (students) with disabilities (

IDEA ). Student with disabilities (Section 504 only) refers to students with disabilities who are being provided with related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and are not being provided with services under IDEA . **Permitted Values**  Students with disabilities ( IDEA )  Students with disabilities ( Section 504 o nly)  Students without disabilities **Data Groups**  961 Restraint or seclusion instances tableAttachment A3 CRDC Data Set for School Years 2013

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Page A3 - 17 **Category Name: Discipline Method**  **Definition** The method used to discipline students. **Comments †**  Corporal punishment

– P addling, spanking, or other forms of

phy sical punishment imposed on a student. In - school suspension

– An instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary

purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are phy sicall y in the same location as students under their supervision. 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 c hild continues to receive services according to his/her IFSP or IEP. For students without disabilities and students with disabilities served solel y 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 year) for disciplinary purposes to another setting (e.g., home, behavior center). Out - of - school suspensions include removals in which no educational services are provid ed, and removals in which educational services are provided (e.g., school provided at home instruction or tutoring). Expulsion with educational services

– An action taken by the local educational agency

of removing a child from his/her regular school for disciplinary

purposes, and providing educational services to the child (e.g., school - provided at home instruction or tutoring; transfer to an alternative schoo l or regular school ) for the remainder of the school year (or longer) in accordance with local educational agency policy . Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 day s.Attachment A3 CRDC Data Set for School Years 2013

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Page A3 - 18 Expulsion without educational services

– An action taken by the local educational agency

of removing a child from his/her regular school for disciplinary

purposes, and not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy . Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 day s. Expulsion under zero - toleran ce policies

– An action taken by the local educational agency

of removing a child from his/her regular school for the remainder of school year or longer because of zero tolerance policies. A zero tolerance policy is a policy

that results in mandatory

expu lsion of any

student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered “zero tolerance” even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify

the expulsion on a case - by- case basis. Referral to law enforcement

– An action b y which a student is reported to any l aw en forcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school - related events, or while taking school transportation, regardless of whether official action is taken. C itation s , ticket s , and court refer

ral s are considered referrals to law enforcement. School - related arrest

– An arrest of a student for any activity conducted on school grounds, during off - campus school activities (including while taking school transportation), or due to a referral by any s chool official. Optional for 2013

– 14 CRDC : Transfer to an alternative school for disciplinary

reasons and transfer to a regular school for disciplinary reasons are subsets of expulsion with educational services. **Permitted Values Revised!**  **†**  Corporal punishment

 One or more in - school s uspension s  One out - of

- school suspension  More than one out - of - school suspension  Expulsion with educational services  Expulsion without educational services  Expulsion because of zero - tolerance policiesAttachment A3 CRDC Data Set for School Years 2013

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Page A3 - 19  Referred to law enforcement agency or official  Arrested for a school - related activity  Transferred to an alternative school for disciplinary reasons (optional for 2013

– 14 CRDC)  Transferred to a regular school for disciplinary reasons (optional for 2013

– 14 CRDC) **Data Groups**  922 Discipline of students with disabilities ( IDEA and Section 504) table **†**  923 Discipline of students with out disabilities table **†**Attachment A3 CRDC Data Set for School Years 2013

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Page A3 - 20 **Category Name: Discipline Method**  **(Preschool )**  **Definition** The method used to discipline preschool students. **Comments †**  Preschool refers to p reschool programs and services for children

ages 3 through 5 . Corporal punishment (optional for 2013

– 14 CRDC)

– P addling, spanking, or other forms of phy sical punishment imposed on a student. 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 solel y 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 year) for disciplinary purposes to another setting (e.g., home, behavior center). Out - of - school suspensions i nclude 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). Preschool expulsion

– The permanent termination of a preschool child’s participation in a preschool program at a school or facility . A preschool child who is transitioned directl y from the classroom to a different setting deemed to be more appropriate for the child (e.g., special education, transitional classroom, or therapeutic preschool program) is not considered an expelled preschooler. **Permitted Values Revised!**  **†**  Corporal punishment (optional for 2013

– 14 CRDC)

 One out - of

- school suspension  M ore than one out - of - school suspension  Exp ulsion **Data Groups**  921 Discipline of preschool students table **†**Attachment A3 CRDC Data Set for School Years 2013

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Page A3 - 21 **Category Name: Grade Level (K** **- 12)**  **Definition** The grade level that students were retained in. **Comments** 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 program 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. **Permitted Values**  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 **Data Groups**  963 Retention table **Category Name: Grade Span (Secondary)**  **Definition Revised!**  The grade spans for high school level (secondary) students enrolled

in Algebra I (college - preparatory) c ourse. **Comments Permitted Values**  **Revised!**  Grade 9 or 10

 Grade 11 or 12 or ungraded **Data Groups**  909 Algebra I course enrollment

— high school **†**  912 Algebra I course passing

— high schoolAttachment A3 CRDC Data Set for School Years 2013

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Page A3 - 22 **New! Category Name:**  **Justice Facility Duration Definition**  Number of calendar day s that a student participated in the credit granting educational program at the justice facility . **Comments Permitted Values**   Less than 15 day s

 15 day s to 30 days  31 day s to 90 days  91 day s to 18 0 days  More than 180 day s **Data Groups**  941 Justice f acility e ducational p rogram p articipants t able **†**Attachment A3 CRDC Data Set for School Years 2013

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Page A3 - 23 **Category Name: LEP Status (Only)**  **Definition** An indication that students met the definition of limited English

proficient students. **Comments** This status is used when students with limited English proficient

( LEP ) status need to be included. Attachment A - 1 includes the definition of limited English proficient students. **Permitted Values**   Students who are l imited English proficient (LEP) . **Data Groups**  900 Advanced Placement c ourse by subject enrollment t able **† ‡**   901 Advanced Placement course enrollment t able  904 Advanced Placement exam participation t able  905 Advanced Placement exam participant results t able **‡**  907 Algebra I course enrollment

— middle school (2013

– 14) **†**  908 Algebra I course enrollment

—grade 8 (2015

– 16) **†**  909 Algebra I course enrollment

— high school **†**  911 Algebra I course passing

— middle school (2013

– 14) **†**  911 Algebra I course passing

— grade 8 (2015

– 16) **†**  912 Algebra I course passing

— high school  921 Discipline of preschool students table **†**  922 Discipline of s tudents with disabilities ( IDEA and Section 504) t able **†**  923 Discipline of s tudents without disabilities t able **†**  993 Distance education student enrollment table **†**  994 D ual enrollment program student enrollment **†‡**  928 GED preparation program c redentials t able  929 GED p reparation p rogram p articipation t able  930 Geometry

course enrollment (2013

– 14) **†**  931 Gifted/t alented p rogram enrollment t able **† ‡**   934 Harassment or b ull yi ng— s tudents disciplined t able  935 H arassment or b ull yi ng— s tudents reported as harassed or bullied t able  936 International B accalaureate P rogramme enrollment table **† ‡**   951 Mathematics c ourse enrollment

— high school **†**  956 Pre school enrollment t able **†**  959 Restraint or s eclusion for IDEA s tudents table  960 R estraint or s eclusion for non -IDEA students table  963 Retention table  964 SAT or ACT t est p articipation t able **†**  966 School day s missed due to suspensions table **†**  974 S cience c ourse enrollment

— high school **†**  978 Student chronic absenteeism table **†**  980 Students with disabilities served under IDEA **†**Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 24  981 Students with disabilities served under Section 504 only **†**Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 25 **‡ Category Name:**  **Mathematics (** **High School Classes)**  **Definition** The course or subject area offered in college - preparatory classes in mathematics at the high school level . **Comments †**  Algebra I (for 2015

– 16 CRDC only)

– 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 poly nomials; and solv ing simple quadratic equations. Algebra I is a foundation course leading to higher - level mathematics courses, including Geometry

and Algebra II. Geometry (for 2015

– 16 CRDC only )

– Geometry is a course that ty picall y includes topics s uch as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic sy stem including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity , parallelism, perpendicularity , and proportion; and rules of angle measurement in triangles. Geometry

is considered a prerequisite for Algebra II. Algebra II

– Algebra II course topics ty pically include field properties and theorems; set theory ; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving sy stems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents. Advanced mathematics

– Advanced mathematics courses cover the following topics: trigonometry , trigonometry /algebra, trigonometry

/anal ytic geometry , trigonometry /math analy sis, anal ytic geometry , math anal ys is, math anal ys is/analy tic geometry , probability

and statistics, and precalculus.  Trigonometry

courses prepare students for eventual work in calculus, and typicall y include the following topics: trigonometric and circular func tions; their inverses and graphs; relations among the parts of a triangle; trigonometric identities and equations; solutions of right and oblique triangles; and complex numbers.  Analy tic geometry

courses include the study of the nature and intersection of lines and planes in space.Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 26  Math anal ys is courses include the study of pol ynomial, logarithmic, exponential, and rational functions and their graphs; vectors; set theory ; Boolean algebra and sy mbolic logic; mathematical induction; matrix algebra; sequences and series; and limits and continuity .  Probability

and statistics courses introduce the study of likely events and the analy sis, interpretation, and presentation of quantitative data.  Precalculus courses combine the study of trigonometry , elementary

fun ctions, analy

tic geometry , and math anal ys is topics as preparation for calculus. Calculus

– Calculus course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus. Ty pically , students have previously attained knowledge of precalculus topics (some combination of trigonometry , elementary functions, anal ytic geometry , and math anal ys is). **Permitted Values †**  For 2013

– 14 CRDC:

 Algebra II  Advanced mathematics  Calculus For 2015

– 16 CRDC:  Algebra I  Geometry  Algebra II  Advanced mathematics  Calculus **Data Groups**  950 Mathematics classes

— high school **†**Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 27 **‡ Category Name:**  **Mathematics (** **High School Course Enrollment** **) Definition**  The course or subject area (except Algebra I) offered in college preparatory

classes in mathematics at the high school level . **Comments †**  Geometry (for 2015

– 16 CRDC only )

– 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 stem including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity , parallelism, perpendicularity , and proportion; and rules of angle measurement in triangles. Geometry

is considered a prerequisite for Algebra II. Algebra II

– Algebra II course topics ty pically include field properties and theorems; set theory ; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving sy stems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents. Advanced mathematics

– Advanced mathematics courses cover the following topics: trigonometry , trigonometry /algebra, trigonometry

/anal ytic geometry , trigonometry /math analy sis, anal ytic geometry , math anal ys is, math anal ys is/analy tic geometry , probability

and statistics, and precalculus.  Trigonometry

courses prepare students for eventual work in calculus, and typicall y include the following topics: trigonometric and circular functions; their inverses and graphs; relations among the parts of a triangle; trigonometric identities and equations; solutions of right and oblique triangles; an d complex numbers.  Analy tic geometry

courses include the study of the nature and intersection of lines and planes in space.  Math anal ys is courses include the study of pol ynomial, logarithmic, exponential, and rational functions and their graphs; vectors; set theory ; Boolean algebra and sy mbolic logic; mathematical induction; matrix algebra; sequences and series; and limits and continuity .  Probability

and statistics courses introduce the study of likely events and the analy sis, interpretation, and presentation of quantitative data.  Precalculus courses combine the study of trigonometry ,Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 28 elementary

functions, analy

tic geometry , and math anal ys is topics as preparation for calculus. Calculus

– Calculus course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus. Ty pically , students have previously attained knowledge of precalculus topics (some combination of trigonometry , elementary functions, anal ytic geometry , and math anal ys is). **Permitted Values †**  For 2013

– 14 CRDC:

 Algebra II  Advanced mathematics  Calculus For 2015

– 16 CRDC:  Geometry  Algebra II  Advanced mathematics  Calculus **Data Groups**  951 Mathematics course enrollment

— high school **†**Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 29 **New! Category Name:**  **Offense Type Definition**  The ty pe of offense. **Comments** Weapon

– A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look - alikes if they are used to threaten others. Firearm or explosive device

– Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile b y the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage. Rape

– Rape refers to forced sexual intercourse (vaginal, anal, or oral penetration). This includes penetration from a foreign object. Both male and female students can be victims of rape. Rape is not defined as a phy sical attack or fight. Sexual battery

– Sexual battery is an incident that includes threatened rape, fondling, indecent liberties, child molestation, or sodomy . Both male and female students can be victim s of sexual battery . Classification of these incidents should take into consideration the age and developmentall y appropriate behavior of the offender(s). Robbery

– Robbery

is taking or attempting to take any thing of value that is owned by

another person or organization, under confrontational circumstances by

force or threat of force or violence and/or by putting the victim in fear. A key

difference between robbery and theft/larceny

is that robbery involves threat or battery . Phy sical attack or fight

– Phy sical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Phy sical attack or fight does not include rape. Threat

– A threat refers to an act where there was no phy sical contact between the offender and victim but the victim felt that phy sical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weap on), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded. Threat of ph ys ical attack with a weapon

– A threat of phy sical attack withAttachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 30 a weapon includes displaying , brandishing, or discharging a weapon, but with no actual phys ical contact of any person. A threat is made in person. Threats made over the telephone or threatening letters are excluded. A threat of ph ys ical attack using words that refer to a weapon would not be cons idered a threat with a weapon. Threat of ph ys ical attack without a weapon

– A threat of ph ys ical attack without a weapon refers to a threat without any display , brandishment, or discharge of a weapon, and with no actual ph ys ical contact of any person. A threat is made in person. Threats made over the telephone or threatening letters are excluded. A threat of phys ical attack using words that refer to a weapon would be considered a threat without a weapon. **Permitted Values**  Rape or attempted rape

 S exual battery

(other than rape)  Robbery

with a weapon  Robbery

with a firearm or explosive device  Robbery

without a weapon  Phy sical attack or fight with a weapon  Phy sical attack or fight with a firearm or explosive device  Phy sical attack or fight without a weapon  Threats of ph ys ical attack with a weapon  Threats of ph ys ical attack with a firearm or explosive device  Threats of ph ys ical attack without a weapon  Possession of a firearm or explosive device **Data Groups**  952 Offenses table **†**Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 31 **New! Category Name:**  **Personnel Type ( School Finance FTE**  **) Definition**  The ty pe of school - level staff

. **Comments †**  The following definitions were adopted from the Census Bureau’s

classification of school - level personnel who are involved in instructional and support functions, based on the F - 33 surv ey of local government finances:  Instructional aides

– In cludes aides or assistants of any typ e who assist in the instructional process.  Support services staff for pupils and support services staff for instructional staff

– Includes guidance counselors, nurses, attendance officers, speech pathologists, other staff who provid e support services for students, staff involved in curriculum development, staff training, operating the library, media and computer centers  School administration staff

– Includes principals and other staff involved in school administration **Permitted Values †**   Instructional aides

 Support services staff for pupils and support services staff for instructional staff  S chool administration staff **Data Groups**  967 S chool finance

—FTE personnel (state and local) **†**

 998 School finance

—FTE personnel (federal, state, and local) **†**Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 32 **New! Category Name:**  **Personnel Type ( Sa**  **lary Expenditures )**  **Definition** The ty pe of school - level support staff . **Comments †**  The following definitions were adopted from the Census Bureau’s

classification of school - level personnel who are involved in support functions, based on the F - 33 surv ey of local government finances:  Support services staff for pupils and support services staff for instructional staff

– Includes guidance counselors, nurses, attendance officers, speech pathologists, other staff who provid e support services f or students, staff involved in curriculum development, staff training, operating the library, media and computer centers  School administration staff

– Includes principals and other staff involved in school administration **Permitted Values †**   Support services staff for pupils and support services staff for instructional staff  School administration staff **Data Groups**  971 School finance

— support personnel salaries (state and local) **†‡**  999 School finance

— support personnel salaries (federal, state and local) **†**Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 33 **Category Name: Racial Ethnic**  **Definition** The general racial ethnic categories that most clearly reflect individuals’ recognition of their community or with which the individuals most identify . **Comments Permitted Values**   American Indian or Alaska Native

 Asian  Black or African American  Hispanic/Latino  Native Hawaiian or Other Pacific Islander  Two or more races  White **Data Groups**  900 Advanced Placement c ourse by subject enrollment t able **† ‡**   901 Advanced Placement course enrollment t able  904 Advanced Placement exam participation t able  905 Advanced Placement exam participant results t able **‡**  907 Algebra I course enrollment

— middle school (2013

– 14) **†**  908 Algebra I course enrollment

—grade 8 (2015

– 16 ) **†**  909 Algebra I course enrollment

— high school **†**  911 Algebra I course passing

— middle school (2013

– 14) **†**  911 Algebra I course passing

— grade 8 (2015

– 16 ) **†**  912 Algebra I course passing

— high school  921 Discipline of preschool students table **†**  922 Discipline of s tudents with disabilities ( IDEA and Section 504) t able **†**  923 Discipline of s tudents without disabilities t able **†**  993 Distance education student enrollment table **†**  994 D ual enrollment program student enrollment **†‡**  928 GED preparation program c redentials t able  929 GED p reparation p rogram p articipation t able  930 Geometry

course enrollment (2013

– 14) **†**  931 Gifted/t alented p rogram enrollment t able **† ‡**   934 Harassment or b ull yi ng— s tudents disciplined t able  935 H arassment or b ull yi ng— s tudents reported as harassed or bullied t able  936 International B accalaureate P rogramme enrollment table **† ‡**   946 Li mited English p roficient s tudent s **†**  947 Li mited English p roficient s tudent s in LEP programs **†**  951 Mathematics c ourse enrollment

— high school **†**Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 34  979 Membership (2013

– 14) **†**  979 Membership

— school (2015

– 16) **† ‡**   956 Pre school enrollment t able **†**  959 Restraint or s eclusion for IDEA s tudents table  960 R estraint or s eclusion for non -IDEA students table  963 Retention table  964 SAT or ACT t est p articipation t able **†**  966 School day s missed due to suspensions table **†**  974 S cience c ourse enrollment

— high school **†**  978 Student chronic absenteeism table **†**  980 Students with disabilities served under IDEA **†**  981 Students with disabilities served under Section 504 only **†**Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 35 **Category Name: Science**  **( Classes**  **and Course Enrollment )**  **Definition** The course or subject area offered in college - preparatory classes in science at the high school level . **Comments** Science courses include introductory and advanced courses. Biology

– Biology

courses are designed to provide information regarding the fundamental concepts of life and life processes. These courses include (but are not restricted to) such topics as cell structure and function, general plant and animal physiology , genetics, and taxonomy . Chemistry

– Chemistry

courses involve studying the composition, properties, and reactions of substances. These courses ty pically explore such concepts as the behaviors of solids, liquids, and gases; acid/base and oxidation/reduction reactions; and atomic s tructure. Chemical formulas and equations and nuclear reactions are also studied. Phy sics

– Phy sics courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter an d energy . The study of phy sics includes examination of sound, light, and magnetic and electric phenomena. **Permitted Values**  Biology

 Chemistry  Phy sics **Data Groups**  973 Science classes

— high school **†**  974 Science course enrollment

— high school **†**Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 36 **New! Category Name:**  **Security Staff Type Definition**  The ty pe of school security

staff . **Comments †**  Security guard (optional for 2013

– 14 CRDC)

– A security guard is an individual who guards, patrols, and/or monitors the school premises to prevent theft, violence, and/or infractions of rules. A security guard may

provide protection to individuals, and may operate x - ray

and metal detector equipment. A security guard is not a sworn law enforcement officer. Sworn law enforcement officer (optional for 2013

– 14 CRDC)

– A sworn law enforcement officer is a career law enforcement officer, with arrest authority. A sworn law enforcement officer may be considered a school resource officer (who is assigned to work at a school in collaboration with school and community- based organizations ) . A sworn law enforcement officer may be employed by any entity

(e.g., police department, school district or school). For the purposes of the CRDC, sworn law enforcement officer s include, but are not limited to , school resource officers. **Permitted Values †**   S ecurity guards (optional for 2013

– 14 CRDC)  S worn law enforcement officers (including school resource officers ) (optional for 2013

– 14 CRDC) **Data Groups**  975 S ecurity staff (FTE) table **†**Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 37 **Category Name: Sex (Membership)**  **Definition** The concept describing the biological traits that distinguish the males

and females of a species. **Comments Permitted Values**   Female

 Male **Data Groups**  900 Advanced Placement c ourse by subject enrollment t able **† ‡**   901 Advanced Placement course enrollment t able  904 Advanced Placement exam participation t able  905 Advanced Placement exam participant results t able **‡**  907 Algebra I course enrollment

— middle school (2013

– 14) **†**  908 Algebra I course enrollment

—grade 8 (2015

– 16) **†**  909 Algebra I course enrollment

— high school **†**  911 Algebra I course passing

— middle school (2013

– 14) **†**  911 Algebra I course passing

— grade 8 (2015

– 16 ) **†**  912 Algebra I course passing

— high school  921 Discipline of preschool students table **†**  922 Discipline of s tudents with disabilities ( IDEA and Section 504) t able **†**  923 Discipline of s tudents without disabilities t able **†**  993 Distance education student enrollment table **†**  994 D ual enrollment program student enrollment **†‡**  928 GED preparation program c redentials t able  929 GED p reparation p rogram p articipation t able  930 Geometry

course enrollment (2013

– 14) **†**  931 Gifted/t alented p rogram enrollment t able **† ‡**   934 Harassment or b ull yi ng— s tudents disciplined t able  935 H arassment or b ull yi ng— s tudents reported as harassed or bullied t able  936 International B accalaureate P rogramme enrollment table **† ‡**   937 Interscholastic athletics single - sex s ports **†**  938 Interscholastic athletics single - sex t eams **†**  939 Interscholastic athletics single - sex t eam p articipants **†**  946 Li mited English p roficient s tudent s **†**  947 Li mited English p roficient s tudent s in LEP programs **†**  951 Mathematics c ourse enrollment

— high school **†**  979 Membership (2013

– 14) **†**  979 Membership

— school (2015

– 16) **† ‡** Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 38  956 Pre school enrollment t able **†**  959 Restraint or s eclusion for IDEA s tudents table  960 R estraint or s eclusion for non -IDEA students table  963 Retention table  964 SAT or ACT t est p articipation t able **†**  966 School day s missed due to suspensions table **†**  974 S cience c ourse enrollment

— high school **†**  976 Single - s ex a cademic c lasses t able **†**  978 Student chronic absenteeism table **†**  980 Students with disabilities served under IDEA **†**  981 Students with disabilities served under Section 504 only **†**Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 39 **Category Name: Subject**  **Area (Advanced Placement** **) Definition**  The description of the content or subject area offered in Advanced

Placement courses. **Comments** 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)

– subjects and courses

–  AP mathematics cours es include calculus (AB and BC) and statistics.  AP science courses include biology , chemistry , phy sics, and environmental science. “Other subjects” include all AP courses other than those in mathematics and science. For example, AP computer science and AP foreign language are included in “other subjects.” **Permitted Values Revised!**   Mathematics

 Science  Other s ubjects **Data Groups**  900 Advanced Placement c ourse by subject enrollment t able **† ‡** Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 40 **New! Category Name:**  **Support Services Staff Type**  **Definition** The ty pe of school support services staff. **Comments †**  Psychologist (optional for 2013

– 14 CRDC)

– A psychologist

evaluates and anal yz es students' behavior b y measuring and interpreting their intellectual, emotional, and social development, and diagnosing their educational and personal problems. A psychologist may

diagnose and treat mental disorders and learning disabilities. A psychologist may also diagnose and treat cognitive, behavioral, and emotional problems using individual, child, family , and group therapies. A psychologist is a licensed professional. Psychologists include school psycholog ists. Social worker (optional for 2013

– 14 CRDC)

– A social worker provides social services and assistance to improve the social and psychological functioning of children and their families and to maximize the family

well - being and the academic functioning of the children. Ty

pical responsibilities include: 1) preparing a social or developmental history

on a student with disabilities; 2) group and individual counseling with a student and his or her family ; 3) working with those problems in a student's living situation (home, school, and community) that affect adjustment in school; and 4) mobilizing school and community resources in order to enable the student to receive maximum benefit from his or her educational program. The provider of these services is c ertified, licensed, or otherwise a qualified professional. Social workers include school social workers. Nurse (optional for 2013

– 14 CRDC)

– A nurse is a qualified health care professional who addresses the health needs of students. The provider meets the state standard s and requirements for a nurse. Nurses include school nurses. **Permitted Values †**   Psychologists (optional for 2013

– 14 CRDC)

 Social workers (optional for 2013

– 14 CRDC)  Nurses **†** (optional for 2013

– 14 CRDC) **Data Groups**  982 Support services staff (FTE) **†**Attachment A3 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A3 - 41 **Category Name: Teaching Experience**  **Definition** The length of teaching experience. **Comments** Year of teaching

– The number of year(s) of teaching experience

including the current ye ar but not including any student teaching or other similar preparation experiences. Experience includes teaching in any school, subject, or grade; it does not have to be in the school, subject, or grade that the teacher is presentl y teaching. **Permitted Values**  First year of teaching

 Second year of teaching **Data Groups**  985 Teach er experience **† New**  **! Category Name:**  **Teacher (Year Employed)**  **Definition** Teachers emplo yed at the school during a specific period of time . **Comments** Current school year teachers

– Teachers employed at the school in

the current school year. These teachers may include teachers employed at the school in the previous school year. Current school year refers to the present school ye ar. Previous school year teachers

– Teachers employed at the school in the previous school year. These teachers are a subset of teachers employed at the school in the current school year. Previous school year refers to the school year preceding the current school year. Teachers do not have to be teaching the same subject or grade level, each school ye ar . **Permitted Values**  Current school year teachers (including previous school year teachers)  Previous school year teachers **Data Groups**  1003 Teach ers (counts) **†**