Source: https://www.tsbvi.edu/instructional-resources/1921-texas-student-attendance-special-education
Timestamp: 2019-04-22 10:58:44+00:00

Document:
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(2-2) Upon a student's enrollment in the district, a bona fide effort should be made to secure all records and/or required documentation pertaining to the student from the previous district and/or the parent, if applicable.
(2-5) The documents considered acceptable for proof of identification and age are outlined in (9) Documentation later in this section.
(2-6) Failure to receive the information required for student enrollment must not preclude the district from enrolling and serving the student. However, only the students who meet the age and residency requirements may be reported as eligible for Foundation School Program (FSP) purposes (ADA eligibility codes 1, 2, 3, or 6). 19 TAC §129.1(b) See (2-12) regarding immunization records.
(2-7) Upon determining that a student is homeless, as defined by the McKinney Homeless Assistance Act, the child must be allowed to either remain in the district in which he or she was enrolled prior to becoming homeless or enroll in the district where he or she is now located. A homeless student is entitled to enroll in any district. Proof of residence is not required. Information on school district responsibilities associated with homeless students may be obtained from the Education Service Center Support Division of TEA at (512) 463-9371.
(2-8) The student's entry date is the first day the student is physically present during the official attendance accounting period on a particular campus. A student's re-entry date is the first day the student is physically present during the official attendance accounting period after having been withdrawn from the same campus. A student cannot be absent on either the entry or the re-entry date.
(2-10) A student should be enrolled in only one district at a time; thus, eliminating duplicate PEIMS reporting for a student.
(2-11) For infants and toddlers, birth through 2 years of age, who have auditory and/or visual impairments and an IFSP indicating a need for services by the district, the child must be enrolled in the local district or Regional Day School Program for the Deaf (RDSPD). If district services are to be provided through the RDSPD, the home district must be informed by the RDSPD. See (4-11) and (4-12) in Section IV.
(2-12) Upon a student’s enrollment in the district, the student has 30 days from the date of enrollment to provide immunization records to the district for that scholastic year. The district must admit the student and allow 30 days for the student to provide immunization records or proof that the child has begun immunizations and is receiving them as rapidly as medically feasible as provided in TEC §38.001. If the district does not receive complete immunization records or proof that immunizations have begun within 30 days of enrollment, then the district may withdraw the student.
(3-1) A student should be withdrawn from the attendance accounting system on the date the district becomes aware the student is no longer a member of the district. With proof of enrollment in a different district/campus, retroactive withdrawals will be permitted to the day the student enrolled in the other school. All attendance accounting records affected by this change must be updated.
(3-2) A student who is temporarily absent (i.e., illness, suspension, etc.) but still a member of the district may not be withdrawn.
(3-3) The withdrawal date for a student who never officially withdrew from school, but whose whereabouts can no longer be determined, should be decided according to applicable local policies. Once withdrawn, a student in grades 7-12 must be reported as a school leaver on a 203 Record and will possibly be considered a dropout according to Section 2 of the PEIMS Data Standards.
(3-4) If the student withdraws before attendance is taken, the withdrawal date is that day. If the student withdraws after attendance is taken, the withdrawal date is the next school day.
(3-5) The student is not in membership on the withdrawal date.
(3-6) If a code is used to denote the student's withdrawal date, it should be "W".
(3-7) The minimum set of information that must be transferred with each student moving from one Texas district to another is listed below.
(4-1) Each teacher or other school employee who records student attendance shall certify, in writing, that all such records are true and correct to the best of his or her knowledge and that the records have been prepared in accordance with laws and regulations pertaining to student attendance accounting. Electronic signatures are acceptable. Signature stamps and pencil are not acceptable.
(4-2) Make all entries with ink, and under no circumstances use an eraser or ink eradicator in any attendance records. If errors are made: strike through the error, enter corrections nearby, and initial.
(4-4) If instructional services for special education are provided after school or on Saturday, the contact hours may be counted only if the services cannot be provided or are unavailable at any other time (e.g., speech therapy due to a shortage of speech therapists, orientation and mobility services/vision instruction at night or in periods of darkness, etc.).
(4-5) If selected students are required to attend school on Saturday to make up for absences, the attendance may not be counted for funding purposes [see (7-5) for make-up days when all students are required to attend].
(4-6) If standardized achievement tests or final exams are administered during the period designated for attendance, absences should be recorded just before, during, or immediately after the exam.
(4-7) Attendance for students who are not in membership (receiving the minimum two hours of instruction per day) is not required to be recorded. However, the demographic and special program information must be maintained in the attendance accounting system in accordance with the applicable coding instructions in Sections III through IX of this Handbook.
the original entries and will be retained locally for audit purposes. These original attendance documents will support/match your OEYP attendance data that you will report on 407 records.
(5-1) Any student served by the school district is considered enrolled in the district.
Students with disabilities become eligible for either half-day or full-day attendance on their third birthday if other special education eligibility requirements are met (Section IV). Children with serious visual and/or hearing impairments are eligible from date of birth through age two if other special education eligibility requirements are met (Section IV). These students must be served by certified special education personnel for their full school day, and the two-four hour rule applies.
Please note that current TAC rules related to access to free appropriate public education (FAPE) after graduation may change as a result of revised requirements in the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 and corresponding federal regulations.
If a student who is in membership on a full-day basis is not scheduled to attend school during the second or fifth instructional hour, attendance for this student is determined by recording absences for the attendance snapshot in a period during the full day that he or she is scheduled to be present.
(5-8) A student who is five years of age on or before September 1 of the current school year is automatically eligible for the first grade for the full school term (ADA eligibility code 1) if the student has completed public school kindergarten or has been enrolled in the first grade in a public school in another state prior to transferring to a Texas public school. TEC §42.003(c) The term "enrolled" means actually receiving instruction by attendance in a public school rather than being registered prior to receiving instruction.
However, any five-year-old child may be assigned to first grade for the full school term (ADA eligibility code 1). Such assignments are the decision of the local district and require consent from the student's parent or guardian.
students who receive all of their service through a special education non-public contract.
Code 0 also applies to students placed in the Texas School for the Blind and the Visually Impaired or the Texas School for the Deaf by the local district through ARD referral.
Code 1 applies to all eligible resident students, including aliens and bona fide exchange program students, who are in membership for at least four hours each day.
Districts that offer half-day kindergarten programs may not count students who attend both the morning and afternoon half-day sessions for eligible full-day attendance.
Code 1 also applies to students in membership for at least 4 hours each day who attend a Regional Day School Program for the Deaf for less than 50% of their instructional day. The special education instructional setting code for these students would be 03, Resource Room, if the student is pulled out of the regular education class to receive special education services or 40, Mainstream, if the student receives special education services in the regular education class.
Code 2 applies to all eligible resident students, including aliens and bona fide exchange program students, who are in membership for at least two hours but less than four hours each day.
Code 2 also applies to prekindergarten students who meet the requirements for eligibility as defined in Section VII.
This code is used when a student is a non-resident, is legally transferred into the district, and is in membership for at least four hours each day. This status applies only to students wishing to transfer from one Texas district to another, and these students must meet all the criteria of an eligible student other than residency.
The parent or guardian of the student must complete an Application for Transfer, which should be retained at both the sending and receiving districts for audit purposes. The receiving district must submit the form Transfers Approved Prior to May 1 to TEA by May 15 of the current school year. Additional information and copies of these forms may be obtained by calling the Division of Equal Educational Opportunity of TEA at (512) 463-9671.
If a non-resident student is not legally transferred into the district, the receiving district cannot claim the attendance [see exception in Section IV, (5-7)].
(1-2) Special education staff and/or teachers should provide attendance personnel with names and coding information of students who are eligible, whose documentation is in order, and who are being served in accordance with the Individual Education Plan (IEP). In no case should attendance personnel be responsible for determining a student's instructional setting code or speech therapy indicator code. Special education staff are also responsible for ensuring that attendance personnel are aware of any changes in a student's services and the effective dates of such changes. The attendance personnel are then responsible for entering the changes in the detailed student attendance accounting system (manual or automated). At the end of each six-week reporting period, special education staff should verify the Student Detail Report for any coding errors.
(1-3) Principals must ensure that reports from TEA, which reflect actual PEIMS data, are compared to locally-produced reports for reasonableness and accuracy.
1. The Admission, Review and Dismissal (ARD) committee meets and develops the IEP.
2. Appropriate special education staff reviews IEP written by the ARD committee and determines correct instructional setting code and/or speech therapy indicator code [see (4) General Rules later in this section].
3. These codes should be recorded in the attendance accounting system.
4. Effective date of service is recorded in the IEP and the attendance accounting system. The effective date is the date service begins, not the ARD committee meeting date.
(3-1) Student withdraws from school, or the ARD committee meets and dismisses the student from special education.
(3-2) Effective date of dismissal is recorded in the attendance accounting system. The effective date, which is stated in the IEP, is the date the ARD committee dismisses the student from the special education program.
(4-1) Instructional Setting Codes: The guiding principle for determining the appropriate instructional setting must be the needs of each individual student together with the appropriate support services. If the support services prescribed for the student are over and above what is provided to all students and the ARD committee has determined that these special support services are necessary for the student to succeed in his or her educational program, these services are special education services and the instructional setting should be classified accordingly. If these support services are provided in the regular education classroom, the instructional setting would be mainstream. However, if these special education support services are provided outside the regular classroom, the instructional setting would be based on the amount of time or the place where these services are provided.
References to the related service of transportation as the only service for a student with a disability (or a special education student) have been removed from the Handbook based on the requirement in federal regulations that related services be required to assist a student with a disability to benefit from special education. 34 CFR 300.22(a) In addition, a note found in current federal regulations at 34 CFR 300.17 and in proposed regulations at 34 CFR 300.24 indicates that a child does not have a disability under IDEA unless he or she needs special education. Therefore, if a child does not need special education, there can be no related services, and the child is not a child with a disability and is therefore not covered under IDEA.
Student Detail Reports must contain an Instructional Setting Code for all students receiving special education services. A student may be funded for only one instructional setting for special education at any given time, except for speech therapy. Speech therapy may be combined with any other instructional setting. The following definitions should be used in determining the appropriate Instructional Setting Code (Code Table C035, PEIMS Data Standards).
1. No Instructional Setting - Code 00 This code indicates that although the student receives some special education service (such as speech therapy), an instructional setting is not appropriate. Students receiving speech therapy services must have the speech therapy indicator code recorded on the Student Detail Report. See (4-3) for the definitions of Speech Therapy Indicator Code.
2. Homebound - Code 01 This instructional setting is for providing special education instruction to eligible students with disabilities who are served at home or hospital bedside. Students served on a homebound or hospital bedside basis are expected to be confined for a minimum of four consecutive weeks as documented by a physician licensed to practice in the United States. Homebound instruction may also be used for infants and toddlers with visual and/or auditory impairments whose developmental levels are such that they are not capable of participating in special education classes or by students ages three through five for whom the ARD committee has determined that homebound is the appropriate instructional placement. 19 TAC §89.63(c)(2) See (4-11), (4-12), and (4-13) later in this section for more information.
Students served in the homebound instructional setting must be served two to four hours each week in order to generate eligible days present. A student who is served for at least two hours but less than four hours a week will earn two and one-half days present (in a five-day week). A student who is served four or more hours a week will earn five days present (in a five-day week). Any certified teachers providing these services must keep a log of the amount of time spent serving the student at home or the hospital bedside.
Chronically ill students who are not homebound for four consecutive weeks will earn eligible days present (for those days the student is absent and served at home) based on the number of hours the student is served at home by a certified teacher each week. Use the following chart to determine whether or not a chronically ill student should be counted present each time the student is absent one or more days.
Chronically ill students should only be coded with the 01 instructional setting code on the days the student is absent from school but counted present because the student received homebound services.
If a student who has previously been served in the homebound instructional setting is transitioning back to a school-based placement, the student may continue to be coded homebound during the transition period subject to the two-four hour per week requirement for homebound services. The length of the transition period must be determined by the ARD committee based on current medical information.
An ARD committee should not place a student who has routinely delivered a baby in the homebound instructional setting. This student should be served through Compensatory Education Home Instruction during the six week postpartum period. See (4-4) in Section IX.
In order for a homebound or hospital bedside student to earn career and technology contact hours, the student must continue to receive the same amount and type of career and technology service that he or she was receiving before being placed in the homebound instructional setting. Career and technology education teachers must maintain a log to verify all contact hours with homebound/hospital bedside students.
3. Hospital Class - Code 02 This instructional setting is for providing special education instruction to students in a classroom in a hospital facility or an approved residential care and treatment facility not operated by the school district. Disabled students served, but not residing, in the facility are considered to be in an off home campus instructional setting. If the students residing in the facility are provided special education services on the school campus, they are not considered to be in a hospital class.
19 TAC §89.63(c)(3) See (4-1) 10. later in this section.
In order for a hospital class student to earn career and technology contact hours, the student must continue to receive the same amount and type of career and technology service that he or she was receiving before being placed in the hospital class instructional setting. Career and technology education teachers must maintain a log to verify all contact hours with hospital class students.
A student receiving related services in the special education class should have an instructional setting code of resource room provided the student is pulled out of the regular education class to receive the related services. Related services include but are not limited to physical therapy, occupational therapy, and counseling by a certified or licensed counselor on a regularly scheduled basis. These related services must be documented in the IEP and they must be required to assist a child with a disability to benefit from special education.
A student receiving special education service in the regular education class should not be coded as resource room. If the student is pulled out of the regular education class to receive special education services, he or she should be coded as resource room. If the student is pulled out of regular education classes to receive special education services and speech therapy, he or she should be coded as resource room and speech therapy.
This instructional setting applies to students in full-time or part-time employment, as documented in the IEP. This instructional setting should not be confused with regular career and technology education classes that are offered by the district.
Students with disabilities may participate in other occupational preparation programs (which do not generate special education funds) including regular career and technology education and career and technology education for the disabled (CTED) classes. However, the student must be receiving special education services as required in the IEP and coded VAC (08) to claim special education contact hours.
This setting includes sheltered workshops.
Students coded in this setting may also generate special education contact hours in speech therapy.
In order for a state school student to earn career and technology contact hours, the student must continue to receive the same amount and type of career and technology service that he or she was receiving before being placed in the state school instructional setting. Career and technology education teachers must maintain a log to verify all contact hours with state school students.
Placement/Residence of a student at the facility for care/treatment does not automatically qualify the student for special education. Students must meet special education eligibility requirements in order to assign this code.
Students residing in an approved facility who receive only speech therapy services should not be coded with instructional setting code 35.
Students with disabilities who receive special education service in the regular education class should be coded as mainstream.
Mainstream students can receive speech therapy. If a student receives special education services in the regular education class and the student also receives speech therapy, he or she should be coded as mainstream and speech therapy. If a student’s only special education service is speech therapy and the student receives speech therapy services in the regular education classroom, he or she should be coded as speech therapy.
A student receiving related services (not speech therapy) in the regular education class should have an instructional setting code of mainstream. Related services include but are not limited to physical therapy, occupational therapy, and counseling by a certified or licensed counselor on a regularly scheduled basis. These related services must be documented in the IEP and they must be required to assist a child with a disability to benefit from special education.
Special education students who also meet eligibility requirements for prekindergarten (PK) and are receiving special education services in the PK classroom may be coded mainstream. Special education students who are receiving their special education services in a licensed childcare facility working in a collaborative partnership with a school district may also be coded mainstream. Special education students who do not meet eligibility requirements for PK and are receiving special education services in the PK classroom may not be coded mainstream. See (5-12) later in this section when determining special education coding for students 3 through 5 years of age.
(4-2) Additional Guidelines for Instructional Setting Codes: The following additional guidelines may be helpful in determining the appropriate instructional setting for a student receiving special education services.
1. Instructional settings resource room; mild and moderate, regular campus; and severe, regular campus are to be based on the percentage of time or number of periods that the student receives direct, regularly scheduled special education services as required in the IEP, not on the student's disabling condition.
a. less than 50% of the student's instructional day in special education classes in a setting other than regular education, the student's instructional setting code would be 03, resource room.
b. 50% or more of the student's instructional day in special education classes, with more than two regular education classes, the student's instructional setting code would be 04, mild and moderate, regular campus.
5 Ineligible half-day - the student is enrolled in the RDSPD for 50% or more of the day (full-time RDSPD student) and the student is a half-day student.
(4-6) Texas School for the Blind and Visually Impaired: This setting is for those students who are provided special education services at the Texas School for the Blind and Visually Impaired. This setting does not generate ADA or contact hours. If a student is placed in the Texas School for the Blind and Visually Impaired by the local district through ARD committee referral, then the student should be reported with an ADA eligibility code of 0 - Enrolled, Not in Membership and an instructional setting code of 70.
(4-7) Texas School for the Deaf: This setting is for those students who are provided special education services at the Texas School for the Deaf. This setting does not generate ADA or contact hours. If a student is placed in the Texas School for the Deaf by the local district through ARD committee referral, then the student should be reported with an ADA eligibility code of 0 - Enrolled, Not in Membership and an instructional setting code of 71.
(4-8) Nonpublic Day School: This setting is for providing special education instruction to students through a contractual agreement with a nonpublic school approved for special education. 19 TAC §89.63(c)(9) This setting does not generate ADA or contact hours. Nonpublic Day School students should be reported with an ADA eligibility code of 0 - Enrolled, Not in Membership and an instructional setting code of 60. For funding purposes, these students are reported on the SPE-106, Nonpublic Day School Report.
(4-9) Residential Nonpublic School: This setting is for providing special education services to students through a contractual agreement with an approved residential nonpublic school. Students are placed in a residential nonpublic school through the ARD process. This setting does not generate ADA or contact hours. Residential Nonpublic School students should be reported with an ADA eligibility code of 0 - Enrolled, Not in Membership and an instructional setting code of 50. For funding purposes, these students are reported on the SAS-111, Application for Approval of Funding for Residential Placement.
Instructions for EYS are as follows.
1. The student must be reported in the same instructional setting in which he or she was served during the 1999-2000 school year.
3. Each special education EYS teacher and speech therapist is responsible for maintaining a record/register of actual instructional eye-to-eye contact hours that each student receives throughout the summer. This EYS record/register must contain the following data.
a. The name of the district and the campus.
c. Beginning and ending dates of each week in the EYS program.
d. Grade Level of each student as shown in the attendance system for the regular school year.
e. Student's Name as shown in the attendance system for the regular school year.
f. Instructional Setting Code of each student as shown in the attendance system for the regular school year.
g. Total actual contact hours served. Each teacher must record in 30 minute increments the actual number of contact hours each student was served in class each day. Increments of less than 30 minutes are not counted.
h. Total contact hours by instructional setting in order to sum the total EYS contact hours for each instructional setting.
4. At the end of the summer, all original contact hour records/registers will be signed by the teacher making the original entries and forwarded to the superintendent (or the superintendent's designee) for safekeeping. The EYS contact hour records/registers will be retained locally for audit purposes. By September 22, 2000, the district must report EYS data to the agency using the new 408 EYS Student Record according to Section 2 of the PEIMS Data Standards.
3. an ADA eligibility code of 0 - Enrolled, Not in Membership if the infant is served less than 2 hours per week; 2 - Eligible for Half-Day Attendance if served at least 2 hours but less than 4 hours per week; or 1 - Eligible for Full-Day Attendance if served at least 4 hours per week.
3. an ADA eligibility code of 0 - Enrolled, Not in Membership if the infant is served less than 2 hours per day; 2 - Eligible for Half-Day Attendance if served at least 2 hours but less than 4 hours per day; or 1 - Eligible for Full-Day Attendance if served at least 4 hours per day.
3. an ADA eligibility code of 0 - Enrolled, Not in Membership if the child is served less than 2 hours per week; 2 - Eligible for Half-Day Attendance if served at least 2 hours but less than 4 hours per week; or 1 - Eligible for Full-Day Attendance if served at least 4 hours per week.
(5-1) Special education services shall be available to all eligible students beginning on their third birthday and to all eligible students who have not reached their 22nd birthday on September 1 of the current scholastic year.
eligible for ADA on the same basis as other students in special education. Students in the Regional Day School Program for 50% or more of the school day are ineligible for ADA.
1. A student was scheduled for speech therapy only twice a week. The student was present at the time attendance was taken all five days that week. The student earns contact hours for speech therapy all five days.
2. A student has a special education class at 1:00 p.m. each day. The student leaves school for the day after attendance is taken (10:30 a.m.) and does not attend the 1:00 class. The student was present at the time attendance was taken; therefore, he or she earns contact hours for the special education class that day even though he or she did not actually attend.
3. A student has a scheduled special education class at 1:00 p.m. The student arrives at school at 11:00 a.m., after attendance is taken. The student was absent at the time attendance was taken; therefore, he or she earns no contact hours for the special education class that day even though he or she attended the class.
(5-4) If instructional services for special education are provided after school or on Saturday, the contact hours may be counted only if the services cannot be provided or are unavailable at any other time (e.g., speech therapy due to a shortage of speech therapists, orientation and mobility services/vision instruction at night or in periods of darkness, etc.).
(5-5) A student who attends the prekindergarten program for half of the day and the Preschool Program for Children with Disabilities (PPCD) for the other half of the day should have an ADA eligibility code of 1 (Eligible for full-day attendance) if the student is eligible for both programs. This student's grade level should be recorded as prekindergarten. In most cases, this student's special education instructional setting would be recorded as 04, mild and moderate.
(5-6) Students attending PPCD must meet the same eligibility requirements as other special education students. An ARD committee must meet and document in each student's IEP that the student is eligible to attend this program. It may also be decided that the student should receive speech therapy. These students must attend school at least two hours daily to be coded as half-day students (ADA eligibility code 2) or at least four hours daily to be coded as full-day students (ADA eligibility code 1). These students' instructional setting codes and speech therapy indicator codes should be determined according to the same criteria as all other students.

References: §129
 §38
 §42
 §89
 §89
 §89