|The school where the student physically attends
|The district of the school where the student physically attends
|A student is deemed economically disadvantaged via the following methodologies:
· Student is directly certified by the Maine Department of Health and Human Services (DHHS) as having a family income below a defined threshold and being eligible for benefit programs;
· Student's parent or guardian has completed an Application for Free/Reduced Lunch Meals and the family income falls with the program guidelines;
· The student's parent or guardian has completed a form providing economic status information and the family income falls within the program guidelines;
· The student has been identified as homeless, in foster care, or a migratory student.
|The primary instructional level at which a student receives services in a school or an educational institution during a given academic session.
|The indicator as to how the student’s education is paid for is defined by the option set.
|Full School Year
|The hyphenated digit school year from start to end that the school year ended (i.e. 2018-2019)
|Publicly Funded Student
|A student whose education is paid for by public funds by one of the following: Attending resident district schools, Attending a charter school, Attending another school district with tuition paid by the resident district, Attending a private school with tuition paid by the resident district, Attending a private school with tuition paid by state or federal funds, Attending a non-resident school district as a benefit to a parent who works at the attending unit, Attending a non-resident school district under a superintendent agreement
|The district where the student resides
|The district with financial responsibility for the student
|The 4-digit year that the school year ended (i.e. 2019)
|Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
|Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
|Deafness means a hearing loss that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.
|Developmental delays are defined by the State and as measured by appropriate diagnostic instruments and procedures in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development; and result in the need of special education and related services.
|Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; a general pervasive mood of unhappiness or depression, or tendency to develop physical symptoms or fears associated with personal or school problems.
|Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness.
|Intellectual disability means significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.
|Multiple disabilities mean concomitant impairments (such as intellectual disability-blindness or intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities do not include deaf-blindness.
|Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
|Other health impairment
|Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and diversely affects a child's educational performance.
|Specific learning disability
|Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
|Speech or language impairment
|Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.
|Traumatic brain injury
|Traumatic brain injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
|Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.
|Substantiated bullying instances have been investigated, documented, and reported to the Maine DOE. Bullying includes but is not limited to, a written, oral, or electronic expression (cyberbullying) or a physical act or gesture or any combination thereof directed at a student.
|Physical Restraint is an intervention that restricts a student's freedom of movement or normal access to his or her body and includes physically moving a student who has not moved voluntarily.
|Seclusion is the involuntary confinement of a student alone in a room or clearly defined area from which the student is physically prevented from leaving. Seclusion is not a timeout.
|Serious bodily injury
|Serious bodily injury is any bodily injury that involves: A substantial risk of death; Extreme physical pain; Protracted and obvious disfigurement; or Protracted loss or impairment of the function of a bodily member, organ, or mental faculty.
|A student is truant under the following circumstances:
·Has completed 6th grade but is not yet 17 and has 10 or more cumulative unexcused absences.
·Has completed 6th grade but is not yet 17 and has 7 or more consecutive unexcused absences.
·Is aged 6 or above who hasn’t completed 6th grade and has 7 or more cumulative unexcused absences.
·Is aged 6 or above who hasn’t completed 6th grade and has 5 or more consecutive unexcused absences
·Is at least 5 years of age and not yet 6 years of age and has NOT completed grade 6, has been enrolled in public school and has not been withdrawn, and has 7 cumulative unexcused absences.
·Is at least 5 years of age and not yet 6 years of age and has NOT completed grade 6, has been enrolled in public school and has not been withdrawn, and has 5 consecutive unexcused absences.
|An incident may be any of the following:
·Illicit Drug-Related – Including Marijuana
·Illicit Drug-Related – Not Including Marijuana
·Other – NOT Drug, Alcohol, Weapons, or Violence Related
·Violence with Physical Injury
·Violence without Physical Injury
|Resolutions to Incidents are defined as:
·Out of School Suspensions
·Expulsion modified to less than one year with educational services
·Expulsion modified to less than one year with educational services under IDEA
·Expulsion modified to less than one year without educational services
·Expulsion with services
·Expulsion without services
·In School Suspensions
·One-year expulsion and educational services
·One-year expulsion and no educational services
·One-year expulsion with educational services under IDEA
·Removal to an interim alternative educational setting by a Hearing Officer
·Removal to an interim alternative educational setting by School Personnel
|The weapon types reported are as follows:
·Handgun - Any firearm which has a short stock and is designed to be held and fired by the use of a single hand.
·Multiple - Use of more than one weapon type in an incident.
·Other Firearm - Another type of firearm not described by Handgun, Rifle, or Shotgun
·Other weapon - Another weapon of any kind other than those described above.
·Rifle - A weapon designed or redesigned, made or remade, and intended to be fired from the shoulder and designed or redesigned and made or remade to use the energy of an explosive to fire only a single projectile through a rifled bore for every single pull of the trigger.
·Shotgun - A weapon designed or redesigned, made or remade, and intended to be fired from the shoulder and designed or redesigned and made or remade to use the energy of an explosive to fire through a smooth bore either a number of ball shots or a single projectile for every single pull of the trigger.
|The school year in which the student is assigned to graduate is based on the school year that the student first entered 9th grade. For example, the school year 2021 cohort is made up of students who first entered 9th grade in the 2017-2018 school year.
|A set of students within the data set, for example, military affiliation students.
|The denotation of students that are affiliated with the student groupings of the data set, for example, students marked yes for military affiliation status.
|Adjusted Cohort Count
|Count of students in the cohort, adjusted to remove students who have permanently left (prior to graduating) and add in students who have transferred in.
|Cohort Graduate Count
|The number of students within the cohort that were reported as receiving a regular high school diploma within 4 years
|Adjusted Cohort Graduation Rate
|(Cohort Graduate Count/ Adjusted Cohort Count) * 100
|Extended Adjusted Cohort Count
|Count of students in the adjusted cohort, adjusted to remove students who have permanently left (prior to graduating, but after the initial adjusted cohort was calculated) and adding in students who have transferred in after the initial adjusted cohort was calculated.
|Extended Cohort Graduation Count
|The number of students within the cohort that were reported as receiving a regular high school diploma within a defined number of years beyond 4 years. For example, a 5-year cohort count is made up of students who graduated within 1 year past their calculated cohort year.
|Extended Cohort Graduation Rate
|(Extended Cohort Graduate Count/ Extended Adjusted Cohort Count) * 100