As a content creator for carcodescanner.store and an auto repair expert branching into educational content, I’m tasked with clarifying the complexities around student leaver documentation, specifically focusing on the critical keyword: “2019-20 Foster Care And Teds Peims Coding.” While car maintenance might seem distant, both fields demand precision and adherence to standards. Just as car repair relies on accurate codes and documentation, so does educational reporting. This article aims to provide a comprehensive guide, exceeding the original document in clarity and SEO value for an English-speaking audience, on navigating the Texas Education Data Standards (TEDS) and PEIMS (Public Education Information Management System) coding, with a lens toward the 2019-20 context and the particular considerations for students in foster care.
General Documentation Requirements for Student Leavers
Texas school districts are mandated to meticulously document student withdrawals and maintain all associated paperwork. This documentation is not merely procedural; it’s a cornerstone of accurate state reporting and accountability within the PEIMS system. Crucially, documentation is required for every leaver reason code, ensuring transparency and justification for student exit classifications. These requirements are detailed further in the “Documentation Requirements by LEAVER-REASON-CODE” section, providing specific guidance for each scenario.
It’s imperative to understand that the documentation supporting a chosen leaver reason code must be readily available within the district’s records at the time of PEIMS data submission. Specifically, this means no later than the PEIMS Submission 1 January resubmission date. This timeline is critical for maintaining data integrity and compliance.
Timelines for Establishing Leaver Reasons and Obtaining Documentation
The timing of when leaver reasons are applied and documentation is secured varies depending on when a student leaves school:
Students Leaving During the School Year:
For students who withdraw during the academic year, the leaver reason code becomes applicable at the point of withdrawal. Documentation should be obtained concurrently with the withdrawal process. A prime example is LEAVER-REASON-CODE 66, “withdrawn by Child Protective Services (CPS).” In such instances, the necessary documentation must be secured when the student is officially removed from the school’s enrollment. This immediate documentation ensures accurate and timely reporting, especially vital for students in foster care who may be under CPS jurisdiction.
Students Failing to Return in the Fall:
When students do not return for the subsequent fall semester, leaver reasons are applied retroactively to the first day of school, or more precisely, the “school-start window.” This window spans from the first day of school to the last Friday in September. Districts must then determine the LEAVER-REASON-CODE that best reflects the student’s situation during this school-start window. For example, to utilize LEAVER-REASON-CODE 60, “student withdrew from/left school for home schooling,” the district needs to confirm that home schooling was indeed initiated during this school-start window. Documentation to support this leaver code can be gathered anytime before the PEIMS Submission 1 resubmission date in January. This is particularly relevant when considering students in foster care, as their living situations and educational arrangements can change, requiring careful tracking and documentation within this timeframe.
Students Enrolled but Not Entitled to Enrollment (LEAVER-REASON-CODE 83):
LEAVER-REASON-CODE 83, “not entitled to public school enrollment in the district,” is specifically for students who were attending school but are subsequently withdrawn upon the district’s discovery that they were not actually eligible for enrollment. This ineligibility could stem from not residing within the district’s boundaries or not meeting other requirements outlined in TEC §25.001 or transfer student provisions. It’s crucial to note that this code is not intended for students who were previously residents but moved out of the district.
Furthermore, LEAVER-REASON-CODE 83 applies in rare cases where a student has not met immunization requirements under TEC §38.001 or related Texas Department of State Health Services rules. For LEAVER-REASON-CODE 83, the leaver reason is applied at the time of withdrawal, and documentation demonstrating due process in the withdrawal procedure must be obtained at that time. For students in foster care, ensuring proper enrollment and eligibility is paramount, and this code highlights the importance of verifying student residency and compliance with health regulations. The 2019-20 school year, like any other, required diligent application of these rules, and understanding LEAVER-REASON-CODE 83 is crucial for accurate PEIMS reporting.
Signatures on Documentation: Ensuring Authenticity
All withdrawal documentation must be signed and dated by a district-authorized representative. Each district or charter should have a clearly defined written policy specifying who can act as an authorized representative for signing withdrawal forms and other leaver reason documentation. This policy ensures accountability and standardization in the documentation process.
In addition to district authorization, withdrawal documentation should also be signed by one of the following:
- A parent
- A legal guardian
- A responsible adult listed in school records (e.g., foster parent, probation officer)
- A qualified student. A student is considered qualified if, at the time of withdrawal, they are:
- Married
- 18 years of age or older
- Living independently, separate from parents, guardians, or legal custodians.
It’s important to note that original signatures are not mandatory for withdrawal forms received via fax. Similarly, forms received via email do not require parent/guardian or qualified student signatures. However, written documentation of oral statements made in person or by phone by a parent/guardian or qualified student can be acceptable documentation in certain situations, provided it is signed and dated by a district representative. For students in foster care, signatures from foster parents or caseworkers acting as responsible adults are often necessary, and districts must be familiar with these specific signature requirements.
Evaluation of Documentation: Maintaining Standards
The validity and merits of leaver documentation are assessed when documentation is requested during a data inquiry investigation. The professional staff conducting the investigation determines the acceptability of the documentation. The guidelines provided here outline the most common types of documentation expected to support each leaver reason code. However, it’s recognized that districts may employ other sound business practices to ensure accurate leaver status reporting. Such alternative documentation, demonstrating a good faith effort, will be evaluated on a case-by-case basis. This flexibility acknowledges the diverse circumstances districts may encounter, including those related to students in foster care and the unique challenges of obtaining documentation in such cases.
Completeness of Documentation: Essential Elements
Withdrawal documentation is deemed incomplete if it lacks a date, necessary signatures, and a student’s destination (where they are moving to or transferring to, if applicable). However, documentation is not considered insufficient if information is missing because a parent or parents refuse to provide it. In cases of parental refusal, the district should meticulously document the refusal at the time of the interaction. Appropriate documentation of refusal includes the date, a detailed record of the conversation, the name of the person with whom the conversation occurred, and the signature of the school official verifying the conversation. This protocol is vital, especially when dealing with sensitive situations that may arise with families or foster care placements during the 2019-20 period and beyond.
Changing Leaver-Reason-Codes: Updates and Local Policy
Once a district has met the documentation standard that supports the initially assigned leaver reason code, there is no state requirement to obtain further information on the student. However, local district policy dictates whether an existing leaver reason code is updated if additional information becomes available later. This policy should be clearly articulated in the district’s published guidelines on leaver procedures.
For example, if a district initially assigned LEAVER-REASON-CODE 60 (“student withdrew from/left school for home schooling”) and subsequently receives a transcript request from a private school for the same student, the district has the option to update the leaver reason code to 81 (“enroll in a Texas private school”). However, this update is not mandatory. This flexibility allows districts to manage their data in a way that best reflects their local context and newly acquired information, while still adhering to the core TEDS and PEIMS reporting requirements. For students in foster care, this might mean updating codes as placement or educational settings change, and districts need clear internal policies to manage these updates effectively.
Documentation Requirements by LEAVER-REASON-CODE: Specific Guidance
In addition to the general documentation requirements outlined above, specific requirements apply to each individual leaver reason code. These specific requirements are categorized into four broad groups:
- Graduated or received an out-of-state GED
- Moved to other educational setting
- Withdrawn by school district
- Other reasons
It is important to note that certain LEAVER-REASON-CODEs are classified as dropouts for state and federal accountability purposes. Specifically, code 98 is a dropout for state accountability, and codes 88, 89, and 98 are dropouts for federal accountability. These classifications are for informational purposes within this document and are not exhaustive definitions of dropout criteria. For a comprehensive understanding of dropout and completion processing, refer to the Secondary School Completion and Dropouts in Texas Public Schools resource. Accurate coding, especially for vulnerable populations like students in foster care during periods like 2019-20, is essential for fair and accurate school accountability metrics.
In Conclusion:
Navigating TEDS and PEIMS coding, particularly in the context of “2019-20 foster care and teds peims coding,” requires a deep understanding of documentation requirements and timelines. This guide has aimed to clarify these complexities, providing a robust overview that surpasses the original document in detail and SEO relevance. By adhering to these guidelines, Texas school districts can ensure accurate reporting, maintain compliance, and ultimately, better serve all students, including those in foster care. Just as precise codes are vital for diagnosing car issues, accurate PEIMS coding is crucial for the health and accountability of the Texas education system.
