PEIMS Reporting for the Regional Day School Program for the Deaf (RDSPD)

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1 PEIMS Reporting for the Regional Day School Program for the Deaf (RDSPD) Important Note: RDSPD funding calculations are based on the data reported in PEIMS. Failure to code students properly impacts state and federal funding allocations and could result in local tuition increases. Please check the shared services arrangement document to verify how each RDSPD students in PEIMS. J o h n B o n d j o h n. b o n e s c 2 0. n e t

2 The 011 record links SSA member districts to a fiscal agent. ESC-20 has five RDSPD SSA fiscal agents. If the 011 record does not correctly link a district to its SSA, students reported as being enrolled in a RDSPD (163 record) are not linked to a RDSPD and do not generate revenue. 011 Organization Data Shared Services Arrangement Record Type Code District ID Shared Svcs Arrangement Type Code Fiscal Agent District ID 011 XXXXXX SSA Member Note: If a district is the fiscal agent, it also reports SSA membership. 10 Regional Day School Program for the Deaf (RDSPD) ESC-20 RDSPD North East RDSPD Northside RDSPD South San RDSPD Uvalde RDSPD An 011 record must be completed by all districts which participate in a shared services arrangement, including cooperative fiscal agents. The terms cooperative and shared services arrangement are used interchangeably. An 011 record must be completed by all ESCs which serve as fiscal agents for shared services arrangements. The fiscal agent does not report a record for each shared services arrangement member district. Each district, whether fiscal agent or member, reports its own 011 record(s). When the fiscal agent enters its own 011 records, the fiscal agent reports a record for each shared services arrangement regardless of whether it participates as a member. For a fiscal agent, the DISTRICT-ID and FISCAL-AGENT-DISTRICT-ID will be the same.

3 The 163 record details special education eligibility, instructional setting, and related services. 163 Student Data Special Education Instructional Setting Code: (00) No Instructional Arrangement/Setting (01) Homebound (40) Special Education Mainstream (41) Resource Room/Services <21% (42) Resource Room/Services 21-49% (43) Self-Contained 50-59% (44) Self-Contained >60% (45) SPED Early Childhood (all self-contained) (91) Off Home Campus, Mainstream (92) Off Home Campus, Resource/Services <21% (93) Off Home Campus, Resource/Services 21-49% (94) Off Home Campus, Self-Contained 50-59% (95) Off Home Campus, Self-Contained >60% (98) SPED Early Childhood (all self-contained) NOTE: Codes apply to SSA members of the ESC-20 RDSPD and North East RDSPD as the sending districts report their students in PEIMS. Interpreting Services Type Code: (See page 5 of this document for definitions.) (00) No Interpreting (01) Oral Transliteration (02) Cued Language Translation (03) Sign Language Transliteration (04) Sign Language Interpreting (05) CART Communication Access Real Time (06) C-Print (07) TypeWell (08) Deaf-Blind Interpreting Regional Day School Program Deaf Code: (Also appears in the 405 Sp. Education Attendance record) (0) Not enrolled in the RDSPD - Itinerant services provided less than 45 minutes per week by a RDSPD teacher (3) Enrolled in the RDSPD - Cluster site and itinerant services provided at least 45 minutes per week by a RDSPD teacher. District of RDSPD Service: NEW ELEMENT Enter CDN for the fiscal agent that provides services to the individual student. IMPORTANT: If you are a member of two Shared Service Arrangements, it is critical that each student s 163 record includes the correct service provider. This indicator directly impacts RDSPD funding calculations.

4 Regional Day School Program for the Deaf Reporting Requirements: PEIMS data must be reported for each student served by the Regional Day School Program for the Deaf (RDSPD). The RDSPD is part of an LEA special education program which receives additional state funds, and usually includes students from more than one LEA. Note: The new TEA RDSPD SSA Procedures document requires all SSAs to include two or more LEAs. The fiscal agent for the RDSPD is often the district where students attend classes. There are some Education Service Centers (ESC) that serve as RDSPD fiscal agents. Please note the following guidelines for the reporting of PEIMS data on RDSPD students: Only one district may report PEIMS data on RDSPD student. If there are sending and receiving districts involved, an agreement should be made between the two districts regarding which district will report PEIMS data. It is recommended that this agreement be in writing. It is also recommended that the RDSPD fiscal agent report PEIMS data for students served, except for itinerant students. Transportation Reporting Rules for RDSPD Students: Only one district may report transportation data in PEIMS for a RDSPD student. The TRANSPORTATION-INDICATOR-CODE is reported for all special education students who received, or are scheduled to receive, special transportation services (due to his or her disability) during the current school semester. If a SSA member district provides transportation, and the SSA fiscal agent reports PEIMS data, the fiscal agent should also report transportation PEIMS data for that RDSPD student. This is for PEIMS purposes only and is separate from transportation reimbursement. If a member district provides transportation, and the RDSPD fiscal agent reports PEIMS data, the fiscal agent should report transportation PEIMS data for that RDSPD student. This is for PEIMS purposes only and is separate from transportation reimbursement (see #3). If there are sending and receiving districts involved, an agreement must be made between the two districts regarding which district will report PEIMS data. Note: The new RDSPD SSA Procedures require this to be addressed in the SSA contract. All RDSPD students who are in the RDSPD program may generate average daily attendance (ADA) based on their special education instructional setting code. These general education funds in regular education and in regular special education can be used to supplement the costs of the RDSPD program. Disability Criteria for Regional Day School for the Deaf Students: For students eligible for special education services such as visually impaired, auditorially impaired, and/or deafblind, always include such disabilities as either the primary, secondary, or tertiary disability. When deaf-blind is the primary disability it is not necessary to document visually impaired and auditorially impaired as secondary and tertiary disabilities.

5 ADA Eligibility Codes [Source: Student Attendance Accounting Handbook, pp ] Students in an RDSPD must be served a minimum of 45 minutes per week by an RDSPD teacher. All students who receive instructional services through the RDSPD for the minimum time indicated should be reported on the PEIMS 163 (Student Data - Special Education) and 405 (Special Education Attendance Data - Student) records using C067 (Reg-Day-Sch-Prog-Deaf) code 3. The following table shows the ADA eligibility codes to use for students in an RDSPD. If a student is enrolled in an RDSPD: then use ADA eligibility code: and the student is a full-day student (served for at least 4 hours [240 minutes]) and the student is a half-day student (served for at least 2 hours [120 minutes]) 1 eligible for full-day attendance 2 eligible for half-day attendance Reporting Infants Ages 0-2 Services for Students With Disabilities Exceptions to the Norm Student Age ADA Elig. Code Instructional Setting Code Grade Level PPCD Ind. ECI Ind. Child Count District or RDSPD Auditory Impairment (Deaf) Services 2 At home or in day care In district or nondistrict centers hr/week rule 01 EE hr/day rule 44 or 97 EE ADA eligibility code rules: General: 0 = enrolled less than 2 hours/day, 2 = enrolled 2+ but fewer than 4 hours /day, 1 = enrolled at least 4 hours/day Homebound: 0 = enrolled less than 2 hours/week, 2 = enrolled 2+ but fewer than 4 hours/week, 1 = enrolled at least 4 hours/week Students whose only special education service is speech therapy and who are served fewer than 2 hours/day are coded ADA eligible = 0. 1 ECI Indicator code 0 is used for children (0 2) who receive jointly district and ECI services under the ECI TEA AI/VI MOU from an ECI program not operated by your district. 2 Districts and RDSPDs should have an agreement related to the reporting of PEIMS data for these students.

6 3 Only districts that operate an ECI program under the auspices of the Texas Department of Assistive and Rehabilitative Services should report children 0 2 using the ECI indicator code 1. Districts without district-operated ECI programs must report children served jointly under the ECI TEA AI/VI MOU using the ECI indicator code 0.

7 Definitions: Interpreting and Transliteration Services 01 Oral Transliteration The Oral Transliterator silently mouths a transliteration or paraphrase of a message spoken in English to a more visible form for the benefit of a person who reads the lips of the oral transliterator. Sign language is not used, but natural gestures may be included. The Oral Transliterator may also voice for the deaf student as needed. 02 Cued Language Transliteration Cued Language is also known as Cued Speech. Cued Speech uses speechreading, various handshapes, and hand positions near the face to allow the student to distinguish the different phonemes of spoken English. 03 Sign Language Transliteration [Spoken English to Signed English] The provider transliterates spoken English into a manual form of English. The Transliterator works in two forms of one language: English and Manually Coded English (i.e., Signing Exact English/SEE, Morphemic Sign System/ MSS). 04 Sign Language Interpreting [Spoken English to ASL] The Interpreter works in two languages: English and American Sign Language (ASL). The provider translates spoken English to ASL. 05 Communication Access Realtime Transcription (CART) Using court reporting technology, the CART transcriber provides an exact word-for-word text display of the spoken message. The provider uses specialized transcription software and hardware to provide a real-time transcript of the spoken English content. 06 C-Print The C-Print transcriber provides a meaning-for-meaning text display of the spoken message. The transcriber produces text of spoken information using a software application called C-Print Pro. The captionist generally provides a meaning-for-meaning (not verbatim) translation of the spoken English content. 07 TypeWell The C-Print transcriber provides a meaning-for-meaning text display of the spoken message. The transcriber uses a laptop computer with the TypeWell abbreviation software provides a meaning-for-meaning (not verbatim) translation of the spoken English content. 08 Deaf-Blind Interpreting The interpreter conveys a message in American Sign Language or Manually Coded English in a way that is accessible to a student whose visual impairment necessitates adaptations of traditional sign language interpreting or transliterating. There are many types of interpreting services for children who are deaf-blind, in addition to tactile and close vision interpreting services.