Special Program Student Coding

Special Program Student Coding

April 12, 2024 | PEIMS & Data Management

Did you know that some of the special programs you offer in your district have a weighted ADA funding for the students enrolled in that program? This means more money for the services you are providing your students! With that weighted funding comes the potential for additional TEA scrutiny. Each special program that your district offers has its own set of unique eligibility criteria, documentation requirements and enrollment and withdrawal procedures. It is incredibly important that you understand what is necessary when it comes to the coding of your special program participants. This will ensure that your district is not in a position in which it needs to give money back to TEA in the future due to a coding mistake! You are submitting this information to TEA through your PEIMS submissions, so it is crucial that you verify your student coding before you finalize each of your submissions.

Emergent Bilingual (EB)

To be eligible for funding, an EB student must meet the following criteria:

  • The students Home Language Survey must have a language other than English indicated for either the language spoken by the student, or the language spoken in the student’s home.
  • The student must be tested by your district to determine that they score below the cutoff scores appropriate for their grade level.
  • The student must be recommended for placement in the EB program by your district’s language proficiency assessment committee (LPAC).
  • The student’s parent must approve the recommendation from the LPAC committee and parental permission must be obtained and retained for audit purposes.

It is important that the EB services that you provide for a student in which you are claiming funding does not start prior to the date the guardian approved the services (unless in certain transfer situations). If your district is audited for an EB student and TEA finds that your district claimed funding prior to this date, they will request that funding back! To be eligible for EB funding the district must have all required documentation on file and be able to provide it in the event of an audit. For more information on what is required in regards to the coding of EB students please review Section 6 of the Student Attendance Accounting Handbook | Texas Education Agency.

Register for the online course – Special Programs PEIMS Coding.

Pregnancy Related Services (PRS)

To be eligible for funding, a PRS student must meet the following criteria:

  • The student is pregnant
  • The student is attending classes in your district (enrolled and in membership) OR
  • The eligible student, due to a valid medical reason, can no longer attend classes either while pregnant or after the baby is born- Compensatory education home instruction (CEHI)

CEHI is a mandatory component of the PRS program if your district chooses to offer this service to your students. Documentation by campus officials, the student’s licensed doctor and certified teachers are required to claim PRS funding and must be retained for audit purposes. The qualified student should be coded PRS in your student information system on the day they begin receiving services and PRS services should end when the student returns to her regular classes or the first day of the seventh week of services (depending on which comes first). There are very specific eligibility timelines and ADA attendance accounting regulations when it comes to PRS and CEHI services. If you are offering this program in your district, please refer to Section 9 of the Student Attendance Accounting Handbook at Student Attendance Accounting Handbook | Texas Education Agency for more information.

Dyslexia Reporting

Under HB 3, Section 1.027, an allotment for services provided to students who have dyslexia, or a related disorder was established. We submit multiple Dyslexia Data Elements throughout the year.

One indicator we submit is the Dyslexia Risk Code which indicates the results of screening for dyslexia and related disorders that is required under TEC §38.003(a) for all students in kindergarten and first grade. First grade student’s screening must be completed no later than January 31 of each year, while kindergarten students must be screened at the end of the school year. The results are submitted in the Summer PEIMS submission each year.

Your coding options for the Dyslexia Risk Code are:

  • 01- Screened and determined to be not at risk for dyslexia or related disorders
  • 02- Screened and determined to be at risk for dyslexia or related disorders
  • 03- Not screened for dyslexia or related disorders * Any student submitted with a 03 will need the appropriate Dyslexia Screening Exemption Reason submitted as well (code table C231)!

You can find additional information regarding deadlines and assessments in the TEA Dyslexia Handbook at Dyslexia Handbook | Texas Education Agency

The Dyslexia Indicator Code is submitted in your Summer PEIMS submission and is a Yes/No indicator.

  • 0- Not Receiving Services, Or Condition Or Situation Not Applicable To This Person Or Campus
  • 1- Participant In Program Or Service, Or Condition Or Situation Applicable To This Person Or Campus

If a student receives services for Dyslexia or a related disorder at any time during the school year, the type of services they received will be reported with the Dyslexia Services Code. This code will be submitted in your Summer PEIMS submission each year. Your district will report each type of dyslexia service a student receives. *This coding drives the funding!

Your coding options for the Dyslexia Services Code are:

  • 00- Does not receive services for dyslexia or a related disorder
  • 01- Receiving services for dyslexia or a related disorder with an individualized education program developed for the student under Section 29.005; or a plan developed for the student under Section 504, Rehabilitation Act of 1973 (29 U.S.C. Section 794).
  • 02- Receiving instruction that meets applicable dyslexia program criteria established by the State Board of Education; and is provided by a person with specific training in providing that instruction.
  • 03- The student is permitted, on the basis of having dyslexia or a related disorder, to use modifications in the classroom or accommodations in the administration of assessment instruments under Section 39.023.

Verification of Special Programs Coding

The director of each special program should be aware of the specific requirements for the students participating in their program and should be verifying that proper documentation is in place. Special Programs Directors should also be determining the coding for these students and should verify that it was correctly entered in the Student Information System. Program directors should also be running the student detail report out of your student information system every six weeks to catch any coding errors while reviewing the data for accuracy and completeness. Special Program Directors should sign off on program specific PEIMS reports out of TSDS to ensure coding accuracy.

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