DEPARTMENT OF EDUCATION
Colorado State Board of Education
DROPOUT PREVENTION AND STUDENT RE-ENGAGEMENT 
1 CCR 301-84

Authority:  Article IX, Section 1, Colorado Constitution.  § §22-2-106(1) (a) and (c); 22-2-107(1) (c); 22-2-136(1), C.R.S. The statutory basis for these rules is found in §§ 22-2-106(1) (a) and (c), State Board Duties; 22-2-107(1) (c), State Board Powers; and 22-2136(1), C.R.S.

1.0	STATEMENT OF BASIS AND PURPOSE

	The Dropout Prevention and Student Re-engagement Act, Article 14 of Title 22 of the Colorado Revised Statutes, requires the State Board of Education to promulgate rules to establish criteria for identifying high priority and priority local education providers, rules for implementing the Student Re-engagement Grant Program and defining and calculating the following rates:  student dropout rate, graduation rate, completion rate, the student re-engagement rate; truancy rate, student mobility rate, student suspension rate and student expulsion rate.  

2.00	Definitions

	Definitions as defined in § 22-14-103, C.R.S.

2.01	"Completion" means a student graduates from high school or receives a certificate or other designation of high school completion such as a general educational development certificate.

2.02	"Department" means the Department of Education created and existing pursuant to § 24-1-115, C.R.S.

2.03	"Dropout Prevention" means school and community-based initiatives to promote positive social, emotional, familial, and educational factors that maintain and strengthen student engagement and address barriers and conditions that may lead a student to drop out of school.

2.04	"Expanded Learning Opportunity Programs" means programs that provide kindergarten-through twelfth-grade supervised learning activities that may include, but need not be limited to, after-school programs, before-school programs, summer school programs, weekend programs, and extended-day and extended-year programs.

2.05	"Graduation" means a student meets the locally defined requirements for a high school diploma.

2.06	"Grant Program" means the student re-engagement grant program established in § 22-14-109, C.R.S.

2.07	"High Priority Local Education Provider" means a local education provider that the Office identifies pursuant to § 22-14-103 (4), C.R.S. as being most in need of technical assistance and support.

2.08	"Local Education Provider” means a school district, a board of cooperative services created pursuant to article 5 of title 22, or the state Charter School Institute created pursuant to § 22-30.5-503, C.R.S.

2.09	"Office" means the Office of Dropout Prevention and Student Re-Engagement created within the Department of Education pursuant to § 22-14-103, C.R.S.

2.10	"Parent" means a student's biological or adoptive parent or the student's legal guardian or legal custodian.

2.11	"Priority Local Education Provider" means a local education provider that the Office identifies pursuant to § 22-14-103 (4), C.R.S. as being in significant need of technical assistance and support.

2.12	"State Board" means the State Board of Education created and existing pursuant to Section 1 of article IX of the State Constitution.

2.13	"Student Engagement" means a student's sense of belonging, safety, and involvement in school that leads to academic achievement, regular school attendance, and graduation. Elements of promoting student engagement include providing rigorous and relevant instruction, creating positive relationships with teachers and counselors, providing social and emotional support services for students and their families, creating partnerships with community organizations and families that foster learning outside of the classroom, and cultivating regular school attendance.

2.14	"Student Graduation and Completion Plan" means a local education provider's plan, created pursuant to § 22-14-107, C.R.S., for reducing the student dropout rate and increasing the rates of student engagement, re-engagement, graduation, and completion.

2.15	"Student Re-Engagement" means that a student reenrolls in high school after dropping out prior to completion. Student re-engagement usually results from a local education provider's use of evidence- or research-based strategies to reach out to students who have dropped out of school and to assist them in transitioning back into school and obtaining their high school diplomas or otherwise completing high school.

2.16	"Student Support Personnel" means a state-licensed or state-certified school counselor, school psychologist, school social worker, or school nurse, or other state-licensed or state-certified mental health professional qualified under state law to provide support services to children and adolescents.

3.00	High Priority and Priority Local Education Providers

The Office shall collaborate with other divisions within the Department to identify annually through the accreditation process, as defined in CCR 301-1 (Rules for the Administration of Statewide Accountability Measures), those local education providers (LEPs) that do not meet expectations for Graduation and Completion rates. Of those LEPs identified, those most in need of improvement and assistance shall be recognized as High Priority and those in significant need of improvement and assistance shall be recognized as Priority based on the following criteria: 

3.00 (1) Identified LEPs with Graduation and Completion rates that are significantly below 
State averages or those that do not meet expectations for post secondary workforce readiness indicators, as defined pursuant to CCR 301-1 (Rules for the Administration of Statewide Accountability Measures), will be designated Priority.   

3.00 (1) (a)  Identification shall consider size of pupil membership in determining
 designation of Priority. 

3.00 (2) Identified LEPs will be designated High Priority if they meet the criteria for Priority and
there is indication that they are most in need of improvements.  Indicators shall be based on data highly correlated with the likelihood that students will dropout, including but not limited to dropout rates, truancy rates, suspension or expulsion rates that significantly above state averages. These rates are defined in section 5.00 of these rules.

3.00 (3) The designation of High Priority and Priority will be recognized and in effect for 
 three consecutive fiscal years to allow time to complete the “practices assessment,” 
adopt Student Graduation and Completion Plan and review and evaluate plans as  described in sections 3.02 and 3.05 in these rules. Based on the timeline listed in 3.01 (1) in these rules, the first group of High Priority LEPs will begin in fiscal year 2009-2010. The first group of Priority LEPs will begin in fiscal year 2010-2011. In subsequent years, the timeline will follow criteria described in section 3.07 of these rules. 
.  
3.00 (4)	If after completion of the three-year period, a designated LEP meets its Graduation and Completion rate expectation(s), the LEP shall no longer be recognized as High Priority or Priority. If after completion of the three-year period, a designated LEP does not meet its Graduation and Completion rate expectation(s), the Department shall review continuation of the designation of High Priority or Priority in collaboration with other divisions within the Department and may require an update of the LEP’s “practices assessment” and a revision and further evaluation of the LEP’s Student Graduation and Completion Plan. 

3.01	Practices Assessment. Each High Priority and Priority LEP shall conduct a “practices assessment” as described in 22-14-106(2), C.R.S. Each High Priority and Priority LEP’s “practices assessment” shall consider community partnerships with state and local government agencies and community-based organizations and current practices and policies as they relate to different types of dropout students or students at risk of dropping out.

3.01 (1)	For the first group, each High Priority LEP shall complete its initial “practices assessment” no later than June 30, 2010. Each Priority LEP shall complete its initial “practices assessment” no later than June 30, 2011. Following completion of the initial “practices assessment,” each High Priority and Priority LEP shall review and update the “practices assessment” in accordance with timelines as described in section 3.06 and 3.07 of these rules.

3.01 (2)	Each LEP that is not a High Priority or Priority LEP is encouraged to conduct a “practices assessment” and to periodically review and update the “practices assessment.” A LEP that chooses to conduct a “practices assessment” shall comply with provisions pursuant to this paragraph and shall comply with provisions of section 3.04 of these rules.

3.01 (3)	If a High Priority or Priority LEP has authorized one or more existing charter schools pursuant to article 30.5 of title 22 of the Colorado Revised Statutes, each charter school shall conduct its own “practices assessment” in accordance with the deadlines specified in subsection (1) and section 3.07 of these rules. In addition, they shall submit the assessment to the Department as described in section 3.04 of these rules. A “practices assessment” conducted by a charter school shall conform to the requirements specified in section 3.02 of these rules.

3.02	Practices Assessment Implementation. Each practices assessment, at a minimum, shall address the High Priority or Priority LEP's:

	3.02 (1)	Attendance and truancy reporting and enforcement policies and definitions;

3.02 (2)	Risk factors and remedies applicable to students who are failing one or more courses, have experienced traumatic life events, or have lost academic interest or motivation and to students whose presence or actions are perceived to be detrimental to other students;

3.02 (3)	Interaction with the judicial system in enforcing compulsory school attendance;

3.02 (4)	Interaction with the juvenile justice system in:

3.02 (4) (a)  Assisting in administering juvenile diversion programs and coordinating supports for all students transitioning out of the juvenile justice system to aid in the continuation of the students' education, especially for those students involved in the juvenile justice system as a result of school-related violations of the  LEP's code of conduct or crimes committed on school property; and

3.02 (4) (b) Coordinating with juvenile probation officers regarding school-related 
conditions of probation;

3.02 (5)	Coordination with child welfare services, including but not limited to county departments of social services, facility schools, and other youth services providers;

3.02 (6) Grading policies;

3.02 (7) Policies for grade repetition and remediation;

3.02 (8) Course completion requirements and policies; and

3.02 (9) Policies and practices relating to:

3.02 (9) (a)	The use of individual career and academic plans;

3.02 (9) (b)	Addressing ethnicity, language and cultural barriers between students' homes and school;

	3.02 (9) (c)	English-language acquisition;

3.02 (9) (d)	Student acquisition of behavioral, social and emotional skills;

3.02 (9) (e)	Students' health care needs;

3.02 (9) (f)	Alternative and flexible educational strategies;

3.02 (9) (g)	Family involvement and family support services;

3.02 (9) (h)	Expanded Learning Opportunity Programs;

3.02 (9) (i)	Staff development in implementing evidence-based strategies;	

3.02 (9) (j)	Innovations to address barriers to school engagement and success;

	3.02 (9) (k)	Outreach services to re-engage students who drop out of school; and

3.09 (9) (l)	Review and analysis of data regarding dropout rates, Graduation rates, 
school completion rates, truancy rates, the number of students who are    habitually truant, suspension rates, and expulsion rates.

3.03	Technical Assistance. The Office shall provide technical assistance to High Priority LEPs to assist them in completing their “practices assessments” and Student Graduation and Completion Plans. The Office may provide technical assistance to Priority LEPs as allowable within available appropriations. In addition, at the request of a High Priority or Priority LEP and to the extent practicable within available resources, the Office shall provide a template, which includes any student data that is pertinent to the High Priority or Priority LEP and to which the Office has access, to assist the High Priority or Priority LEP in preparing its “practices assessment”.

3.04	Publication of Assessment. Upon completing its practices assessment or any updates to the assessment, each High Priority and Priority LEP shall transmit the assessment to the Department for publication on the internet.

3.05	Student Graduation and Completion Plan.  

3.05 (1) Based on the completed “practices assessment,” for the first group of designated LEPs,
each High Priority LEP shall adopt a Student Graduation and Completion Plan for the schools operated or approved by the High Priority LEP by October 1, 2010. Each Priority LEP shall adopt a Student Graduation and Completion Plan by October 1, 2011. Timelines for subsequent years are described in section 3.07 of these rules.

3.05 (2) For the first group of designated LEPs, following adoption of the initial Student 
Graduation and Completion Plan, each High Priority and Priority LEP shall review and update the Student Graduation and Completion Plan in accordance with timelines described in section 3.06 of these rules. In setting the dates for adoption of the initial Student Graduation and Completion Plan and the timelines for reviewing and updating the Student Graduation and Completion Plan, the State Board shall ensure that the dates coincide with the dates by which each LEP is required to adopt the plan required by its accreditation category or its annual performance review. The timelines for subsequent years are described in section 3.07 of these rules.

3.05 (3)	Each LEP that is not a High Priority or Priority LEP is encouraged to adopt a Student Graduation and Completion Plan and to periodically review and update the plan. A LEP that chooses to adopt a Student Graduation and Completion shall comply with the provisions of subsection (8). 

3.05 (4)	Notwithstanding any provision in subsection (1) to the contrary, if a High Priority or Priority LEP has authorized one or more existing charter high schools pursuant to article 30.5 of this title, each charter high school shall adopt its own Student Graduation and Completion Plan in accordance with the deadlines specified in sections 3.06 and 3.07 of these rules and submit the plan to the Department pursuant to subsection (8). A Student Graduation and Completion Plan adopted by a charter high school shall conform to the requirements specified in subsections (5) and (6).

3.05 (5)	At a minimum, each High Priority and Priority LEP's Student Graduation and Completion 
	Plan shall include:

3.05 (5) (a) 	The percentage by which the High Priority or Priority LEP anticipates reducing the student truancy rate and dropout rate and the timeline for achieving the reductions;

3.05 (5) (b) 	The percentage by which the High Priority or Priority LEP anticipates increasing the student attendance, graduation, and completion rates and the timeline for achieving the increases;

3.05 (5) (c) 	Other objectives that the High Priority or Priority LEP identifies that are designed to result in improved Dropout Prevention, improved student attendance, and improved Student Engagement and Re-engagement within the schools operated or approved by the High Priority or Priority LEP;

3.05 (5) (d) 	The manner in which the High Priority or Priority LEP will measure success in achieving the goals and objectives of the Student Graduation and Completion Plan;

3.05 (5) (e) 	The manner in which school staff and Parents will work together to address the risk factors and remedies for students; and

3.05 (5) (f) 	A description of the supports that the High Priority or Priority LEP will provide to a student who leaves a public school prior to graduation or completion, which supports, at a minimum, shall include an explanation of the educational alternatives available to the student to assist him or her in re-engaging in school and other information to assist with his or her transition into other educational settings, including but not limited to an adult basic education, general educational development, or English-as-a-second-language program, or into the workforce or job training.

3.05 (6)	In designing its Student Graduation and Completion Plan, each High Priority or Priority
LEP is encouraged to:

3.05 (6) (a)	Include a variety of innovative dropout reduction efforts in the plan, including new schools and programs that provide educational environments that are specifically designed to promote Student Re-Engagement, including policies and programs that create alternative pathways to high school Graduation; and

3.05 (6) (b)	Review existing supports and resources that the High Priority or Priority LEP may leverage to support implementation of the plan, including but not limited to grants for expelled and at-risk student services available pursuant to § 22-33-205, C.R.S. grants available through the school counselor corps grant program created in article 91 of this title, assistance available through the closing the achievement gap program pursuant to § 22-7-611,  C.R.S. and federal moneys available pursuant to the "safe and drug-free schools and communities act", 20 U.S.C. Sec. 7101 et seq.

3.05 (7)	Each High Priority or Priority LEP, in adopting its Student Graduation and Completion Plan, shall also adopt a process by which annually to review and evaluate the effectiveness of the plan. Each High Priority or Priority LEP that is a school district shall include its “practices assessment” and its Student Graduation and Completion Plan with the plan the school district is required to adopt pursuant to CCR 301-1 (Rules for the Administration of Statewide Accountability Measures).

3.05 (8) Upon adopting its Student Graduation and Completion Plan or any updates to the plan, each High Priority or Priority LEP shall transmit the plan to the Department for publication on the internet.

3.05 (9) Beginning in the 2011-12 academic year, the Office shall annually evaluate each High Priority LEP's Student Graduation and Completion Plan as part of the accreditation review process. The Office shall evaluate the components of each Student Graduation and Completion Plan, the High Priority LEP's implementation of the plan, and the results achieved. In evaluating the Student Graduation and Completion Plans, the Office shall generally ensure that the High Priority LEP applies best practices and strategies and employs rigorous ongoing program evaluation and oversight in implementing the plan. On completion of the evaluation, the Office may provide recommendations to the High Priority LEP concerning improvements in the plan design and implementation.

3.05 (9) (a) 	The Office may evaluate, as described in subsection (6) (a), the Student Graduation and Completion Plans of Priority LEPs as allowable within available appropriations.

3.06  Timeline for the First High Priority and Priority Local Education Providers That Are Identified 

For the first LEPs designated as High Priority and Priority, the following timeline will be implemented in accordance with § 22-14-106, C.R.S:

3.06 (1) High Priority LEPs shall complete their “practices assessment” by June 30, 2010.

3.06 (2) Priority LEPs shall complete “practices assessment” by June 30, 2011.

3.06 (3) High Priority LEPs shall adopt Student Graduation and Completion Plans by October
1, 2010.

3.06 (4) Priority LEPs shall adopt Student Graduation and Completion Plans by October 1, 
	 2011. 

3.06 (5) By December 31 of the 2011-12 academic year, the Office shall review and evaluate the
Student Graduation and Completion Plans of High Priority LEPs. 

3.06 (6) By the December 31 of 2012-13 of the academic year, the Office shall review and
             Evaluate the Student Graduation and Completion Plans of Priority LEPs.

3.07  Timeline for High Priority and Priority Local Education Providers in Subsequent Years

In subsequent years, beginning in fiscal 2011-2012, LEPs newly designated as High Priority and Priority will be subject to the following timelines:

3.07(1) By December 15 of each year, in cooperation with other units at the Department and 
	accreditation, the Office will identify LEPs that did not meet their Graduation and 
Completion rate expectation(s) pursuant to section 3.00 of these rules. Within 60 days of identification, the Office shall designate High Priority and Priority based on the criteria as described in sections 3.00 (1) and 3.00 (2) of these rules and will be in effect for three consecutive fiscal years in accordance with section 3.00 (3) of these rules.  

3.07 (1) (a) In year one of their designation, High Priority LEPs shall complete their 
“practices assessment” by June 30.

3.07 (1) (b) Priority LEPs shall begin their “practices assessment” in year one of their 
designation and complete them no later than October 31 in year two of their designation.

3.07 (1) (c) High Priority LEPs shall adopt Student Graduation and Completion Plans
no later than January 15 in the second year of their designation, subject to revision based on CCR 301-1 (Rules for the Administration of Statewide Accountability Measures) timelines for district improvement plans and accreditation.  

3.07 (1) (d) Priority LEPs shall adopt their Student Graduation and Completion Plans
no later than June 30 in year two of their designation, subject to revision based on CCR 301-1 (Rules for the Administration of Statewide Accountability Measures) timelines for district improvement plans and accreditation.  

3.07 (1) (e) In year three of designation, the Office will review and evaluate the Student
     Graduation and Completion Plans of High Priority and Priority LEPs in 
     collaboration with other units at the Department and accreditation, on or 
     before June 30 and pursuant to sections 305 (9) and 305 (9) (a), of these
     rules 	                                           

4.00	Implementation of the Student Re-Engagement Grant Program

The Student Re-engagement Grant Program, pursuant to C.R.S. 22-14-109, is created to provide grant moneys to local education providers (LEPs) to use in providing educational services and supports to students to maintain Student Engagement and support Student Re-Engagement in high school. 

4.01	Application Timelines,  The timeline is based on the state fiscal year and is only in effect based on the availability of funds;

4.01 (1) Application deadline:  Applications shall be submitted to the Department by June 30.

4.01 (2) Application review:  Applications will be reviewed within 30 days of the application 
	 deadline.   

4.01 (3) Notification of awards:  Award notification will occur within 30 days after the completion of 
             the application review.

4.02	Application Procedures. The Department will be the responsible agency for implementing the Student Re-Engagement Grant Program. The Department will develop the Request for Proposal (RFP), pursuant to the Department’s RFP process and pursuant to the requirements and timelines found in § 22-14-109, C.R.S. Each grant application will include, at a minimum:

4.02 (1) The number of students to be served 

4.02 (2)	The LEP’s plan for providing educational services, including social-emotional and 
	behavioral support services and appropriate academic challenge; 

	4.02 (3)	A description of the services to be provided based upon previous research or evaluation 
	            of such services and that must include strategies that address social, emotional and 
                         academic needs;

	4.02 (4)	The estimated cost of providing the services;

4.02 (5)	The criteria the LEP will use to measure the effectiveness of the services provided, at 	minimum, shall include improvements of outcomes such as Student Engagement and 
	Student Re-Engagement rates, graduation rates, dropout rates and suspension and 
	expulsion rates; and
 
	4.02 (6)	The description of the LEP’s policies and practices related to:

		4.02 (6) (a)	Course completion and credit recovery;

		4.02 (6) (b)	Attendance and behavior improvements;

		4.02 (6) (c)	Alternative and flexible and tiered learning strategies;

		4.02 (6) (d)	Safe and welcoming school environments;

		4.02 (6) (e)	Student social and emotional supports;

		4.02 (6) (f)	Family engagement and family support strategies;

		4.02 (6) (g)	Staff development in meeting diverse student needs;

		4.02 (6) (h)	Innovations to address barriers to school engagement and student success; and

		4.02 (6) (i)	Transference of student records to and receipt of student records from others. 
	
4.03	Duration and Amount of Grant Awards. The Department shall review the grant applications received and recommend grant recommendations and grant amounts to the State Board. Subject to available appropriations, the State Board shall award grants to applicants pursuant to § 22-14-109 (3), C.R.S. Each grant shall have a term of up to three years subject to availability of funds, compliance with assurances and measurable progress.

4.04	Evaluation of Program.  On or before February 15, 2011, and on or before February 15 each year thereafter, the Department shall evaluate the educational and support services provided by each LEP that received a grant pursuant to § 22-14-109 (5), C.R.S., in the preceding fiscal year; except that the Department need not provide an evaluation for any fiscal year in which grants were not awarded. At a minimum, the Department shall review:
	
4.04 (1)	The outcomes and effectiveness of the services provided as measured by the demonstrated degree of Student Engagement and Student Re-Engagement;

4.04 (2)	The academic growth of students who received services as a result of the grant, to the extent the information is available; 

4.04 (3)	The reduction in the dropout rate; and

4.04 (4)	The increase in the graduation and completion rates for the grant recipients’ schools. 

4.05	Reporting. The Department shall report the evaluation results to the education committees of the senate and the House of Representatives, or any successor committees by February 15, in conjunction with the report submitted pursuant to § 22-14-111, C.R.S. 

5.00 	Defining and Calculating Rates

In evaluating the following rates, the intent is to ensure incentives for re-engaging students and ensuring that students successfully achieve statewide academic standards upon Graduation, as defined and calculated in CCR-301-1 (Rules for the Administration of Statewide Accountability Measures).

5.01	The Student Dropout Rate:  The annual student dropout rate will be calculated based on the percentage of students in grades seven through twelve who drop out of school in a given year between July 1 and June 30 and have not returned to an educational environment on or before the end of the school year or June 30 as defined and calculated in CCR 301-1 (Rules for the Administration of Statewide Accountability Measures). 

5.02	The Graduation Rate:  The student graduation rate will be based on the calculations defined and calculated pursuant to CCR 301-1 (Rules for the Administration of Statewide Accountability Measures), or as otherwise required by the Elementary and Secondary Education Act of 1965.  

5.03	The Completion Rate: The high school completion rate is the percentage of students from an end of year eighth grade cohort adjusted for verified transfers in and out with adequate documentation, who leave school as graduates or completers as defined by the District as defined and calculated in CCR 301-1 (Rules for the Administration of Statewide Accountability Measures).

5.04	The Student Re-engagement Rate: The Student Re-engagement rate is based on the percent of students who dropped out in the prior year (PY) and re-enrolled in their home school/district in the following year and the percent who dropped out and were retrieved anywhere in the state in the following year. The pairing of these percentages provides information to assist in analyzing the cost-benefit of Student Re-Engagement and recognizes the levels of re-engaging students who have dropped out.

5.04 (1) Calculation of percentages based on retrieved into same school or district:

5.04 (1) (a) School rate based on re-enrolled:  Number of PY dropouts who are retrieved 
	      into same school the following year/Number of PY dropouts

5.04 (1) (b) District rate based on re-enrolled:  Number of PY dropouts who are retrieved
into same district the following year/Number of PY dropouts

5.04 (1) (c) State rate based on re-enrolled:  Sum of PY dropouts who were retrieved
                   into the same district the following year / Sum of PY dropouts from all districts

5.04 (2) Calculation of percentages based on retrieved anywhere in the state:

5.04 (2) (a) School rate based on retrieved:  Number of PY dropouts who are retrieved
     anywhere in the state the following year /Number of PY dropouts

5.04 (2) (b) District rate based on retrieved:  Number of PY dropouts who are retrieved 
	     anywhere in the state the following year /Number of PY dropouts

5.04 (2) (c) State rate based on retrieved:  Sum of all PY dropouts retrieved anywhere in		     the state the following year / Sum of all PY dropouts from all districts

5.05	The Truancy Rate:  Truancy rates measure the number of unexcused absences from Public School and number of habitually truant students. They will include two calculations to determine the rate of unexcused absences and habitually truant student rate as defined in CCR 301.78 (Rules Concerning the Standardized Calculation for Counting Student Attendance and Truancy) pursuant  to § 22-33-104 (4) (c), C.R.S.  

5.06	The Student Mobility Rate:  The student mobility rate measures the unduplicated count of the number of students who have moved into or out of a particular education setting as defined and calculated in CCR 301-1 (Rules for the Administration of Statewide Accountability Measures).

5.07	The Student Suspension Rate:  The rate is defined as the number of students suspended (may include in-school suspensions, out of school suspensions and classroom suspensions) during the year divided by the student enrollment as of October 1.  It is calculated at the school, district and state level as determined by the collection of the Department’s Automated Data Exchange system to obtain behavioral incidents and the actions taken. If a student was suspended multiple times within the school year, each time is included in the count .

5.08	The Student Expulsion Rate:  The rate is defined as the number of students expelled during the year divided by the student enrollment as of October 1. It is calculated at the school, district and state level as determined by the collection of the Department’s Automated Data Exchange system to obtain behavioral incidents and the actions taken.  If a student was expelled multiple times, each time is included in the count.