2009-2010 END OF YEAR DATA ELEMENTS
Name of Field / # of bytes / Beg.Pos / End Pos / Field Type / Page #
HEADER FILE
NOTE: ZERO-FILL ALL NON-APPLICABLE FIELDS
Background Information
District Code / 4 / 1 / 4 / Numeric / 3
LASID Number / 10 / 5 / 14 / Numeric / 3
SASID Number / 10 / 15 / 24 / Numeric / 3
Last Name / 30 / 25 / 54 / Alpha / 3
First Name / 30 / 55 / 84 / Alpha / 3
Middle Name / 30 / 85 / 114 / Alpha / 3
Racial Category / 2 / 115 / 116 / Numeric / 3
Racial Category (For Future Use) / 2 / 117 / 118 / Numeric / 3
Racial Category (For Future Use) / 2 / 119 / 120 / Numeric / 3
Racial Category (For Future Use) / 2 / 121 / 122 / Numeric / 3
Racial Category (For Future Use) / 2 / 123 / 124 / Numeric / 3
Ethnic Category (For Future Use) / 2 / 125 / 126 / Numeric / 4
Language Background / 4 / 127 / 130 / Numeric / 4
Language Proficiency / 1 / 131 / 131 / Numeric / 5
Gender / 2 / 132 / 133 / Numeric / 5
Date of Birth / 8 / 134 / 141 / Numeric / 5
Free/Reduced Lunch Eligible / 2 / 142 / 143 / Numeric / 5
Instructional Program Service Type
Title 1 (17) / 1 / 144 / 144 / Numeric / 5
Migrant Education (09) / 1 / 145 / 145 / Numeric / 6
Bilingual / 1 / 146 / 146 / Numeric / 6
ESL / 1 / 147 / 147 / Numeric / 6
Homeless (13) / 1 / 148 / 148 / Numeric / 7
Primary Nighttime Residence / 2 / 149 / 150 / Numeric / 7
Gifted and Talented (02) / 1 / 151 / 151 / Numeric / 8
Instructional Program Service Type (Future Use) / 1 / 152 / 152 / Numeric / n/a
Instructional Program Service Type (Future Use) / 1 / 153 / 153 / Numeric / n/a
Instructional Program Service Type (Future Use) / 1 / 154 / 154 / Numeric / n/a
Instructional Program Service Type (Future Use) / 1 / 155 / 155 / Numeric / n/a
Instructional Program Service Type (Future Use) / 1 / 156 / 156 / Numeric / n/a
Advanced Placement (Up to 10 Courses Possible)
Advanced Placement Course / 2 / 157 / 158 / Numeric / 8
Advanced Placement Course / 2 / 159 / 160 / Numeric / 8
Advanced Placement Course / 2 / 161 / 162 / Numeric / 8
Advanced Placement Course / 2 / 163 / 164 / Numeric / 8
Advanced Placement Course / 2 / 165 / 166 / Numeric / 8
Advanced Placement Course / 2 / 167 / 168 / Numeric / 8
Advanced Placement Course / 2 / 169 / 170 / Numeric / 8
Advanced Placement Course / 2 / 171 / 172 / Numeric / 8
Advanced Placement Course / 2 / 173 / 174 / Numeric / 8
Advanced Placement Course / 2 / 175 / 176 / Numeric / 8
Colorado Basic Literacy Act
Student CBLA Status / 1 / 177 / 177 / Numeric / 9
CBLA Test / 2 / 178 / 179 / Numeric / 9
CBLA Score / 3 / 180 / 182 / Numeric / 9
CBLA – Allowable Testing Accommodations / 1 / 183 / 183 / Numeric / 9
Name of Field / # of bytes / Beg.
Pos / End Pos / Field Type / Page #
HEADER FILE (continued)
Postsecondary Enrollment Options
1st Semester A Other Postsecondary Participation / 1 / 184 / 184 / Numeric / 10
1st Semester A Institution Code / 4 / 185 / 188 / Numeric / 11
1st Semester A Number of Courses Taken / 1 / 189 / 189 / Numeric / 12
1st Semester A Credit Hours Taken / 1 / 190 / 190 / Numeric / 12
1st Semester A Attends Institution of Higher Education Only / 1 / 191 / 191 / Numeric / 12
1st Semester B Other Postsecondary Participation / 1 / 192 / 192 / Numeric / 10
1st Semester B Institution Code / 4 / 193 / 196 / Numeric / 11
1st Semester B Number of Courses Taken / 1 / 197 / 197 / Numeric / 12
1st Semester B Credit Hours Taken / 1 / 198 / 198 / Numeric / 12
1st Semester B Attends Institution of Higher Education Only / 1 / 199 / 199 / Numeric / 12
2nd Semester A Other Postsecondary Participation / 1 / 200 / 200 / Numeric / 10
2nd Semester A Institution Code / 4 / 201 / 204 / Numeric / 11
2nd Semester A Number of Courses Taken / 1 / 205 / 205 / Numeric / 12
2nd Semester A Credit Hours Taken / 1 / 206 / 206 / Numeric / 12
2nd Semester A Attends Institution of Higher Education Only / 1 / 207 / 207 / Numeric / 12
2nd Semester B Other Postsecondary Participation / 1 / 208 / 208 / Numeric / 10
2nd Semester B Institution Code / 4 / 209 / 212 / Numeric / 11
2nd Semester B Number of Courses Taken / 1 / 213 / 213 / Numeric / 12
2nd Semester B Credit Hours Taken / 1 / 214 / 214 / Numeric / 12
2nd Semester B Attends Institution of Higher Education Only / 1 / 215 / 215 / Numeric / 12
Adjustments to Graduation Cohort Membership Base or Beginning Counts
AdjustmentSchool Year #1 / 8 / 216 / 223 / Numeric / 12
Adjustment Justification Code #1 / 2 / 224 / 225 / Numeric / 13
AdjustmentSchool Code #1 / 4 / 226 / 229 / Numeric / 14
Adjustment Grade Level #1 / 3 / 230 / 232 / Numeric / 14
Adjustment Ethnic/Racial #1 / 2 / 233 / 234 / Numeric / 14
Adjustment Gender #1 / 2 / 235 / 236 / Numeric / 14
Name of Field / # of bytes / Beg.
Pos / End Pos / Field Type / Page #
DETAIL FILE
NOTE: ZERO-FILL ALL NON-APPLICABLE FIELDS
District Code / 4 / 1 / 4 / Numeric / 15
LASID Number / 10 / 5 / 14 / Numeric / 15
SASID Number / 10 / 15 / 24 / Numeric / 15
School/District/Facility Information
SchoolBuilding Code / 4 / 25 / 28 / Numeric / 15
Entrance Information
Entry Date / 8 / 29 / 36 / Numeric / 15
Entry Type / 2 / 37 / 38 / Numeric / 15
Entry Grade Level / 3 / 39 / 41 / Numeric / 17
Retention Information
Retention Code / 1 / 42 / 42 / Numeric / 17
Exit/Withdrawal Information
Exit/Withdrawal Date / 8 / 43 / 50 / Numeric / 18
Exit/Withdrawal Type / 2 / 51 / 52 / Numeric / 18
BACKGROUND INFORMATION
NOTE: Zero-fill all non-applicable fields. No blanks are allowed.
District/BOCES Code – A unique four-digit number assigned by CDE to each school district or BOCES.
LASID Number – An optional ten-digit number assigned to each student by the reporting district/BOCES. Districts/BOCES may zero fill if they choose not to use a LASID.
SASID Number – A unique ten-digit number will be assigned to each student by CDE. If a student was included in the Student October report, the same SASID number must be used.
Last Name – The 30 character field contains the student’s last name.
First Name– The 30 character field contains the student’s first name.
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2009-2010 END OF YEAR DATA ELEMENTS
Middle Name– The 30 character field contains the student’s middle name. Blanks are NOT allowed.Use NMN (no middle name) where appropriate.
Race/Ethnicity:
Race/Ethnicity–The general racial/ethnic heritage category which most clearly reflects the individual’s recognition of his or her community or with which the individual most identifies.01 / American Indian or Alaskan Native–A person having origins in any of the original peoples of North America, and who maintains cultural identification through tribal affiliation or community recognition.
02 / Asian or Pacific Islander–A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent, or the Pacific Islands. This area includes, for example, China, India, Japan, Korea, the Philippine Islands, and Samoa.
03 / Black (not Hispanic)–A person having origins in any of the black racial groups of Africa.
04 / Hispanic–A person of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race.
05 / White (not Hispanic)–A person having origins in any of the original peoples of Europe, North Africa, or the Middle East.
PROPOSED RACE/ETHNICITY CATEGORIES (Zero-fill until implemented in 2010-2011collection)
Schools will need to revise their registration forms to enable students to choose more than one racial code and to indicate whether or not they are Hispanic.Race/Ethnicity – In the October 1997Federal Register, The United States Office of Management and Budget announced the five categories for data collection on race: American Indian or Alaskan Native, Asian, Black or African American, Native Hawaiian or Other Pacific Islander, and White. There are two categories for data on ethnicity: “Hispanic or Latino”, and “Not Hispanic or Latino”.
The minimum categories for data on race and ethnicity for Federal/State general statistics; program administrative reporting, and civil rights compliance reporting are defined as follows:
FUTURE RACIAL CATEGORIES – Not used until the 2010-2011 school year
01 / American Indian or Alaskan Native (Racial Category) – A person having origins in any of the original peoples of North America and South America (including Central America), and who maintains tribal affiliation or community attachment.
02 / Asian (Racial Category) – A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand and Vietnam.
03 / Black or African American (Racial Category) – A person having origins in any of the black racial groups of Africa.
05 / White (Racial Category) – A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
06 / Native Hawaiian or Other Pacific Islander (Racial Category) – A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
FUTURE ETHNIC CATEGORY
04 / Hispanic or Latino (Ethnic Category) – A person of Cuban, Mexican, Puerto Rican, South or Central American or other Spanish culture or origin, regardless of race. The term, “Spanish origin”, can be used in addition to “Hispanic or Latino”. Note: If an individual designates themselves as “Hispanic” they must also indicate a racial category or categories.
Language Background – Specify a language background other than 0002 English, only if the student is currently being served by, monitored by or exited from a Bilingual or an English as a Second Language program (ESL). Students who were never provided language services from your district (i.e., foreign exchange students who are fluent in English, multi-lingual students who during their district education have always been fluent in English) should have a language background of 0002 English. An Excel version of the language codes can be viewed at: ELPALanguageCodes.xls
Language Proficiency – A student’s English language proficiency is described by his or her ability to speak, read, and write English. English Language Learners (ELL) must have an English Proficiency rating entered (1, 2, or 3) and non-ELL students must be coded as 0.
0 / Not Applicable1 / NEP – Non English Proficient: A student who speaks a language other than English and does not comprehend, speak, read, or write English.
2 / LEP – Limited English Proficient: A student who comprehends, speaks, reads, or writes some English, but whose predominant comprehension or speech is in a language other than English.
3 / FEP – Fluent English Proficient: A student who has spoken, or currently speaks, a language other than English, but who is able to comprehend, speak, read, and write English on a level comparable to his or her monolingual English-speaking peers.
Gender
01
/Female
02 / MaleDate of Birth – The month, day, and year on which an individual was born (i.e. 09151989).
Free Lunch or Reduced Lunch Eligible – Student meets the eligibility criteria for free or reduced lunch pursuant to the provisions of the “Federal National School Lunch Act”. For specific guidelines in meeting the criteria for free/reduced lunch, refer to the procedures manual and the Rules for the Administration of the Public School Finance Act.
Note: Although a school may not provide a lunch program, eligibility should be marked, if documented. Districts may use Student October or updated information if it is available.
00 / Not Applicable01 / Free Lunch Eligible
02 / Reduced Lunch Eligible
03 / Not Eligible
Instructional Program Service Type– Educational services provided for students who are identified as receiving such services as of the end of the year. The Instructional Program Service Types marked with an “R” below are required under the No Child Left Behind Act.
NOTE: “Homeless” is the only IPST designation which must be current as of the end of the year. For all others, Student October status may be used.
Title 1 -
Targeted Assistance (17) “R” – Children that are identified by the school as failing, or most at risk of failing, to meet the State’s challengingstudent academic achievement standards on the basis of multiple, educationally related, objective criteria established by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures. Children who are economically disadvantaged, children with disabilities, migrant children, limited English proficient (LEP) children, are eligible for services under this part on the same basis as other children selected to receive services under this part.
Title 1(continued)-
Schoolwide – Schoolwide reform provides opportunities for all children to meet the state’sproficient and advanced levels of student academic achievement. All students in school-wide schools should be reported as Title I = 1 (Yes).
0 / No1 / Yes
Migrant Education (09) “R” – Student was served by, at any point while attending the reporting district during the reported school year, aspecially designed program for children who are, or whose parent or spouse is a migratory agricultural worker, including a migratory dairy worker, or a migratory fisher, and who, in the preceding 36 months, in order to obtain, or accompany such parent or spouse in order to obtain, temporary or seasonal employment in agricultural or fishing work:
a. has moved from one school district to another; AND
b. in a State that is comprised of a single school district, has moved from one administrative area to another within such district; OR
c.resides in a school district of more than 15,000 square miles, and migrates a distance of 20 miles or more to a temporary residence to engage in a fishing activity.
0 / No1 / Yes
Bilingual – This one digit field indicates whether the student is currently enrolled in a bilingual program, is in the two year monitoring period, or hasexited the bilingual program.
0 / No or Not Applicable1 / Yes –Student is in a Bilingual Program
2 / Redesignated Bilingual Program (Monitored Year 1)
3 / Redesignated Bilingual Program (Monitored Year 2)
4 / Exited Bilingual Program (Year 3+)
5 / Not in Bilingual Program, Parent Choice
ESL– This one digit field indicates whether the student is currently enrolled in an English as a Second Language Immersion program, is in the two year monitoring period, or hasexited the ESL program.
0 / No or Not Applicable1 / Yes –Student is in an ESL Program
2 / Redesignated ESL Program (Monitored Year 1)
3 / Redesignated ESL Program (Monitored Year 2)
4 / Exited ESL Program (Year 3+)
5 / Not in ESL Program, Parent Choice
To determine “Redesignated” status:
Students in a language acquisition program may be ready to be redesignated into a two-year monitoring period (Monitored Year 1, and Monitored Year 2) as outlined by Office of Civil Rights criteria and Title III, Section 3121(a)4,
Definition of a “Redesignated status” student:
a. Has achieved a “Fluent” category on a reliable and valid language proficiency assessment,
b. Has achieved age and grade level academic achievement standards and proficiencies commensurate to the achievement of mainstream students at a partially proficient level. After one year of monitoring, it is the district’s decision as to whetherto place the student back into a language acquisition program or to monitor for a second year.
To determine if a student is eligible for “Exited” status:
After a two year monitoring period, district personnel must evaluate if a student is ready for formal exit from the bilingual or ESL program. It is the district’s final decision as to whether or not the student is ready for exit based on the following criteria. Exited students are no longer monitored, but must be reported as exited (Bilingual or ESL status =4) for the remainder of their time in the district. Exited status:
a. Has achieved a “Fluent” category on a reliable and valid language proficiency assessment
b. Has achieved age and grade level academic achievement standards and proficiencies commensurate to the achievement of mainstream students at a partially proficient level.
Homeless-- According to the 2001 McKinney-Vento reauthorization Act, a homeless individual is one who lacks a “fixed, regular, and adequate primary nighttime residence,” including children and youth who are:
- Sharing housing due to loss of housing or economic hardship (not due to cultural preference or a desire to save money)
- Living in motels, hotels, trailer parks, or camping grounds due to lack of alternative adequate housing.
- Living in emergency or transitional housing.
- Abandoned in hospitals.
- Awaiting foster care.
- Living in cars, parks, public spaces, abandoned buildings, substandard housing, or bus or train stations.
- Children and youth who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as regular sleeping accommodations.
- Migratory children who qualify as homeless because they are living in circumstances described above.
Not all persons living in the situations described would be considered homeless. Two major factors to consider when making a determination are the adequacy and permanence of the housing. Information to assist with determining Homelessness by the definition can be accessed at:
0 / No3 / Yes and is in the physical custody of a parent or guardian
4 / Yes and is not in the physical custody of a parent or guardian (unaccompanied youth)
Primary Nighttime Residence –A temporary residence that is being used as a result of economic displacement. The residence may be either public or private.
00 / N/A (must be used if Homeless field = “0”)01 / Shelters
02 / Doubled UpDue to Economic Hardship
03 / Unsheltered (Cars, Parks, Campgrounds)
04 / Hotels/Motels
Gifted and Talented (02) “R” –Students who have been formally identified, using district wide procedures aligned with CDE guidelines, as being endowed with a high degree of exceptionality or potential in mental ability, academics, creativity, or talents (visual, performing, musical arts, or leadership). Students are provided instructional accommodations in the classroom, and other school or district options, on a continuum of services according to identified strengths. The instructional program provides special educational opportunities including acceleration, differentiated instruction, affective and career counseling, and high-level enrichment. A plan for services might include options and resources outside the classroom, such as parent, community, or higher-education interventions and resources.
0 / No / Not Gifted1 / Language Arts Gifted
2 / Mathematics Gifted
3 / Both Language Arts & Mathematics Gifted
4 / Other Gifted (i.e. leadership, creativity, spatial, visual, performing or musical arts)
ADVANCED PLACEMENT COURSE LIST
Advanced Placement Courses should be reported for any student that completedany of these courses during the entire school year. Participationcan occur during first semester, second semester, or both. If a student signs up for but does not complete the course, do not report that course.
00 / Not Applicable / 18 / Government and Politics: United States01 / Art History / 19 / Human Geography
02 / Biology / 20 / Latin Literature
03 / CalculusAB / 21 / Latin: Vergil
04 / CalculusBC / 22 / Music Theory
05 / Chemistry / 23 / Physics B
06 / Computer Science A / 24 / Physics C: Electricity and Magnetism
07 / Computer Science AB / 25 / Physics C: Mechanics
08 / Economics: Macro / 26 / Psychology
09 / Economics: Micro / 27 / Spanish Language
10 / English Language and Composition / 28 / Spanish Literature
11 / English Literature and Composition / 29 / Statistics
12 / Environmental Science / 30 / Studio Art: 2-D Design
13 / European History / 31 / Studio Art: 3-D Design
14 / French Language / 32 / Studio Art: Drawing
15 / French Literature / 33 / U.S. History
16 / German Language / 34 / World History
17 / Government and Politics: Comparative
COLORADO BASIC LITERACY ACT
CBLA Status – Colorado Basic Literacy Act status
0 / Not RequiredCBLA Status is optional for (i.e. can be zero-filled for):
- Pre-Kindergarteners
- 12th graders
- K–3 students entering after May 1
- 4th – 11th grade students not in the 3rd grade ILP cohort
All K-3rd graders entering before May 1 and any4th – 11th graders who