IRS

Information and Reporting Services

Instructions for 2013-14 Verification Reports, PD Forms and Self Review Checklists(1)

Click on one of the links below to be taken to that forms instructions for the 2013-14 school year.

Table of Contents
Verification Reports
(Data Reported Through SIRS)
PD Forms and
Self Review Checklists
VR 1: Preschool Child Count Report by Race/Ethnicity VR 12: Notification to School District of Compliance Rate on SPP #12(3)
VR 2: School Age Child Count by Age and Disability VR 13: Preschool Children Provided Programs and Services during 2013-14 School Year
VR 3: School Age Students by Disability and Race/Ethnicity VR 14: District Report of Parentally Placed Students in Nonpublic School Who Were Evaluated
VR 4: Preschool LRE Setting Report VR 15: Preschool Outcomes Report(3)
VR 5: School Age LRE Setting Report VR 16: Students Receiving Coordinated Early Intervening Services
VR 6: District Report of Preschool Students by Primary Service Provider PD 6:  Personnel Form
VR 7: Provider Report of Preschool Students(2) PD 8:  Suspension Data
VR 8: District Report of School Age Students by Building Where Enrolled SEDCAR 1:  Request for IDEA Sub Allocation
VR 9: Provider Report of School Age Students(2) SEDCAR 2:  Request for IDEA Sub Allocation for Students Receiving Services Pursuant to Article 81 Only
VR 11: Notification to School District of Compliance Rate on SPP #11(3)  

(1) For further information on any of the forms or data in the above table, please visit IRS Special Education’s data collection requirements page located at:  http://www.p12.nysed.gov/sedcar/data.htm.
(2) Verification reports 7 and 9 are provider reports that do not require certification.
(3) See the schedule of submission to find the school year in which your district is required to submit data for these indicators:  http://www.p12.nysed.gov/sedcar/sppschedule2011-2017.html
(4) For further information on SPP Indicators, please visit: http://www.p12.nysed.gov/specialed/spp/


Verification Report 1
Preschool Child Count Report by Race/Ethnicity
October 2013 Snapshot
(Preschool Children Receiving Special Education Services as of October 2, 2013)

Description of Report

This is a report of preschool children with disabilities for whom the school district has Committee on Preschool Special Education (CPSE) responsibility. Students with the following records are included in this report:

  • Enrollment record with reason for beginning enrollment code “0011” or “5905” ;  and
  • Enrollment record with enrollment beginning date on or before snapshot date and no ending date or an ending date after the snapshot date; and
  • Building of Enrollment code is a valid code in SEDREF ; and
  • Student’s age is 3 or 4 on October 2, 2013; and
  • A disability Programs Fact record with code 5786 (preschool student with a disability); and
  • A Special Education Snapshot record with all of the following data elements:

Included with this verification report is a listing of students who are excluded from the report below. These students’ records should be reviewed by school districts for accuracy to verify that they indeed do not meet all the criteria listed above to be included in the report below. The criteria for excluding students from the report are as follows:

  • Students are Age 3 or Age 4 on October 2, 2013; and
    There is an active enrollment record on snapshot date; and
    There is an active disability Programs Fact record with code 5786 (preschool student with a disability) on snapshot date; and
    There is no Special Education Snapshot record.

                          OR
  • Students are Age 3 or Age 4 on October 2, 2013; and
    There is an active enrollment record on snapshot date; and
    There is no active disability Programs Fact record with code 5786 (preschool student with a disability) on snapshot date; and
    There is a Special Education Snapshot record.

The reasonability checks described below will be conducted based on the data in this report and the data included in the 2012-13, VR1 report. School districts with the discrepancy described below will be asked to provide an explanation for the discrepancy.

  • The total reported in Column H in the report below will be compared with the total reported in Column H of the 2012-13 VR1 report.
  • Any increase or decrease of 10 students and 10 percent in the above comparison will require an explanation.

To go to the VR1 template click one of the following links: html | pdf pdf | word word
To view the VR1 please log into the PD Data System and select VR1 under the school year, then October Verification Reports.


Verification Report 2
School Age Child Count by Age and Disability
(Students Receiving Special Education Services on October 2, 2013)

Description of Report

This is a report of school age students with disabilities for whom the school district has Committee on Special Education (CSE) responsibility by disability and discreet age. Students with the following records are included in this report:

  • Enrollment record with reason for beginning enrollment code “0011”, "0022", “5905” , “5544”, “5654”, “7000”, “7011”;  and
  • Enrollment record with enrollment beginning date on or before snapshot date and no ending date or an ending date after the snapshot date; and
  • Building of Enrollment code is a valid code in SEDREF; and
  • Student’s date of birth is between 09/01/1992 and 12/31/2008; and
  • A disability Programs Fact record with a valid code for a school-age student with a disability (see Special Education Codes and Descriptions), (codes 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484, 0495); and
  • A Special Education Snapshot record with  all of the following data elements:
    • Snapshot Date of October 2, 2013
    • Primary Placement Type
    • Least Restrictive Environment Code for school age setting (see LRE codes and descriptions)

Also included with this verification report is a listing of students who are excluded from the report below. These students’ records should be reviewed by school districts for accuracy to verify that they indeed do not meet all the criteria listed above to be included in the report below. The criteria for excluding students from the report below are as follows:

  • Students are school age students between the ages of 4  and 21; and
    There is an active enrollment record on snapshot date; and
    There is an active disability Programs Fact record with a disability code for school age students on snapshot date; and
    There is no Special Education Snapshot record.

                          OR
  • Students are school age students between the ages of 4  and 21; and
    There is an active enrollment record on snapshot date; and
    There is no active disability Programs Fact record with a disability code for school age students on snapshot date; and
    There is a Special Education Snapshot record.

The reasonability checks described below will be conducted based on the data in this report and the data included in the 2012-13, VR2 report. School districts with the discrepancies described below will be required to provide an explanation for the discrepancy.

  • The total reported in Grand Total column in the report below will be compared with the Grand Total column of the 2012-13 VR2 report.
  • Any increase or decrease of 10 students and 10 percent in the above comparison will require an explanation.

To go to the VR2 template click one of the following links: html | pdf pdf | word word
To view the VR2 please log into the PD Data System and select VR2 under the school year, then October Verification Reports.


Verification Report 3
School Age Students by Disability and Race/Ethnicity
(Receiving Special Education Services as of October 2, 2013)

Description of Report

There are two reports of school age students with disabilities for whom the school district has Committee on Special Education (CSE) responsibility by disability and race/ethnicity. The first report is for school age students ages 4-5 and the second report is for school age students ages 6-21.  Students with the following records are included in this report:

  • Enrollment record with reason for beginning enrollment code “0011”, "0022", “5905” , “5544”, “5644”, “7000”, “7011”;  and
  • Enrollment record with enrollment beginning date on or before snapshot date and no ending date or an ending date after the snapshot date; and
  • Building of Enrollment code is a valid code in SEDREF; and
  • Student’s date of birth is between 09/01/1992 and 12/31/2008; and
  • A disability Programs Fact record with a valid code for a school-age student with a disability (see Special Education Codes and Descriptions), (codes 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484, 0495); and
  • A Special Education Snapshot record with  all of the following data elements:
    • Snapshot Date of October 2, 2013
    • Primary Placement Type
    • Least Restrictive Environment Code for school age setting (see LRE codes and descriptions).

Also included with this verification report is a listing of students who are excluded from the report below. These students’ records should be reviewed by school districts for accuracy to verify that they indeed do not meet all the criteria listed above to be included in the reports below. The criteria for excluding students from the reports below are as follows:

  • Students are school age students between the ages of 4  and 21; and
    There is an active enrollment record on snapshot date; and
    There is an active disability Programs Fact record with a disability code for school age students on snapshot date; and
    There is no Special Education Snapshot record.
                        OR
  • Students are school age students between the ages of 4  and 21; and
    There is an active enrollment record on snapshot date; and
    There is no active disability Programs Fact record with a disability code for school age students on snapshot date; and
    There is a Special Education Snapshot record.

The reasonability checks described below will be conducted based on the data in this report and the data included in the 2012-13, VR3 report. School districts with the discrepancy described below will be asked to provide an explanation for the discrepancy.

  • The total reported in Row 14 Total for Ages 4-5 and Ages 6-21 in the reports below will be compared with the Row 14 Total for Ages 4-5 and Ages 6-21 of the 2012-13 VR3 report.
  • Any increase or decrease of 10 students and 10 percent in the above comparison will require an explanation.

To go to the VR3 template click one of the following links: html | pdf pdf | word word
To view the VR3 please log into the PD Data System and select VR3 under the school year, then October Verification Reports.


Verification Report 4
Preschool LRE Setting Report
October 2, 2013 Snapshot

Description of Report

There is a report of preschool children with disabilities for whom the school district has Committee on Preschool Special Education (CPSE) responsibility by least restrictive environment (LRE) setting and age, gender and race/ethnicity. Also included is a subset of all preschool children who were receiving related services only as of the October snapshot date. Students with the following records are included in this report:

  • Enrollment record with reason for beginning enrollment code “0011” or “5905”;  and
  • Enrollment record with enrollment beginning date on or before snapshot date and no ending date or an ending date after the snapshot date; and
  • Building of Enrollment code is a valid code in SEDREF; and
  • Student’s age is 3 or 4 on October 2, 2013; and
  • A disability Programs Fact record with code 5786 (preschool student with a disability); and
  • A Special Education Snapshot record with all of the following data elements:

Also included with this verification report is a listing of students who are excluded from the report below. These students’ records should be reviewed by school districts for accuracy to verify that they indeed do not meet all the criteria listed above to be included in the report below. The criteria for excluding students from the report are as follows:

  • Students are Age 3 or Age 4 on October 2, 2013; and
    There is an active enrollment record on snapshot date; and
    There is an active disability Programs Fact record with code 5786 (preschool student with a disability) on snapshot date; and
    There is no Special Education Snapshot record.
                        OR
  • Students are Age 3 or Age 4 on October 2, 2013; and
    There is an active enrollment record on snapshot date; and
    There is no active disability Programs Fact record with code 5786 (preschool student with a disability) on snapshot date; and
    There is a Special Education Snapshot record.

The reasonability checks described below will be conducted based on the data in this report and the data submitted in the 2012-13, VR4. School districts with the discrepancy described below will receive a notification regarding reasonability checks and will be asked to provide an explanation of the discrepancy.

  • Total number of children reported in Columns C and P will be compared with the same totals from the 2012-13 verification report 4. Discrepancies of plus or minus 10 students and 10 percent as asterisked in the non-shaded cells of Column E will require an explanation.
  • Total number of children reported in Column Q for 10/2/13 will be compared with the same total reported in Column Q for 10/3/12. Discrepancies of plus or minus 10 students and 10 percent will require an explanation.

To go to the VR4 template click one of the following links: html | pdf pdf | word word
To view the VR4 please log into the PD Data System and select VR4 under the school year, then October Verification Reports.


Verification Report 5
School Age LRE Setting Report
October 2, 2013 Snapshot

Description of Report

There is a report of school age students with disabilities for whom the school district has Committee on Special Education (CSE) responsibility by disability, least restrictive environment (LRE) setting, age range, race/ethnicity, gender and LEP status. Students with the following records are included in this report:

  • Enrollment record with reason for beginning enrollment code “0011”, "0022", “5905”, '5544", "5654" "7000" or "7011"; and
  • Enrollment record with enrollment beginning date on or before snapshot date and no ending date or an ending date after the snapshot date; and
  • Building of Enrollment code is a valid code in SEDREF; and
  • Student’s date of birth is between 09/01/1992 and 12/31/2008; and
  • A disability Programs Fact record with a valid code for a school-age student with a disability (see Special Education Codes and Descriptions), (codes 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484, 0495); and
  • A Special Education Snapshot record with  all of the following data elements:

Also included with this verification report is a listing of students who are excluded from the report below. These students’ records should be reviewed by school districts for accuracy to verify that they indeed do not meet all the criteria listed above to be included in the report below. The criteria for excluding students from the report below are as follows:

  • Students are school age students between the ages of 4 and 21; and
    There is an active enrollment record on snapshot date; and
    There is an active disability Programs Fact record with a disability code for school age students on snapshot date; and
    There is no Special Education Snapshot record.

                        OR
  • Students are school age students between the ages of 4 and 21; and
    There is an active enrollment record on snapshot date; and
    There is no active disability Programs Fact record with a disability code for school age students on snapshot date; and
    There is a Special Education Snapshot record.

The reasonability checks described below will be conducted based on the data in this report and the data submitted in the 2012-13, verification report 5. School districts with the discrepancies described below will be asked to provide an explanation for the discrepancy.

  • The total displayed in Report 14A, Table 1, Line 4, Column E below will be compared with the same total reported in the 2012-13 school year Verification Report 5, Report 14, Table 1, Line 4, Sum of Columns B-E.
  • The total displayed in Report 14A, Table 2, Line 5, Column E below will be compared with the same total reported in the 2012-13 school year Verification Report 5, Report 14, Table 2, Line 5, Sum of Columns B-E
  • The total displayed in Report 14A, Table 3, Line 4, Column E below will be compared with the same total reported in the 2012-13 school year Verification Report 5, Report 15, Table 3, Line 4, Sum of Columns B-E.
  • Any increase or decrease in the above comparisons of 10 students and 10 percent will require an explanation.

To go to the VR5 template click one of the following links: html | pdf pdf | word word
To view the VR5 please log into the PD Data System and select VR5 under the school year, then October Verification Reports.


Verification Report 6
District Report of Preschool Students by Primary Service Provider
(On October 2, 2013)

Description of Report

There is a report of preschool children with disabilities, by Primary Service Provider, for whom the school district has Committee on Preschool Special Education (CPSE) responsibility and who were receiving preschool special education services on snapshot date. Students with the following records are included in this report:

  • Enrollment record with reason for beginning enrollment code “0011” or “5905”;  and
  • Enrollment record with enrollment beginning date on or before snapshot date and no ending date or an ending date after the snapshot date; and
  • Building of Enrollment code is a valid code in SEDREF; and
  • Student’s age is 3 or 4 on October 2, 2013; and
  • A disability Programs Fact record with code 5786 (preschool student with a disability); and
  • A Special Education Snapshot record with  all of the following data elements:

Also included with this verification report is a listing of students who are excluded from the report below. These students’ records should be reviewed by school districts for accuracy to verify that they indeed do not meet all the criteria listed above to be included in the report below. The criteria for excluding students from the report are as follows:

  • Students are Age 3 or Age 4 on October 2, 2013; and
    There is an active enrollment record on snapshot date; and
    There is an active disability Programs Fact record with code 5786 (preschool student with a disability) on snapshot date; and
    There is no Special Education Snapshot record.

                              OR
  • Students are Age 3 or Age 4 on October 2, 2013; and
    There is an active enrollment record on snapshot date; and
    There is no active disability Programs Fact record with code 5786 (preschool student with a disability) on snapshot date; and
    There is a Special Education Snapshot record.

The reasonability checks described below will be conducted based on the data in this report and the data submitted in the 2012-13, verification report 6. School districts with the discrepancy described below will receive a notification regarding reasonability checks and will be provided directions on how to respond.

  • There is no reasonability check planned for this report, this year.

To go to the VR6 template click one of the following links: html | pdf pdf | word word
To view the VR6 please log into the PD Data System and select VR6 under the school year, then October Verification Reports.


Verification Report 7
Provider Report of Preschool Students
Receiving Special Education Services as of October 2, 2013
As Reported by School Districts of Residence

This is a report of the number of preschool children with disabilities (aged 3-4) who were receiving special education services in your program according to the type of service provided as of October 2, 2013. For children who were receiving special education services from two or more service providers, they will be included for the service provider that is designated as the “coordinating service provider” by the school district’s CPSE. These data were reported by the school districts in which children resided as of October 2, 2013.

To go to the VR7 template click one of the following links: html | pdf pdf | word word
To view the VR7 please log into the PD Data System and select VR7 under the school year, then October Verification Reports.


Verification Report 8
District Report of School Age Students by Building Where Enrolled
(On October 2, 2013)

Description of Report

There is a report of school age students with disabilities for whom the school district has Committee on Special Education (CSE) responsibility by the “Building of Enrollment”. The “Building of Enrollment” is provided by school districts in the Location record. The information provided by Building of Enrollment includes the least restrictive environment setting and age range of students with disabilities. Students with the following records are included in this report:

  • Enrollment record with reason for beginning enrollment code “0011”, “0022”, “5905”, “5544”, “5654”, “7000”, “7011” and
  • Enrollment record with enrollment beginning date on or before snapshot date and no ending date or an ending date after the snapshot date; and
  • Building of Enrollment code is a valid code in SEDREF; and
  • Student’s date of birth is on or between 09/01/1992 and 12/31/2008; and
  • A disability Programs Fact record with a valid code for a school-age student with a disability (see Special Education Codes and Descriptions), (codes 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484, 0495); and
  • A Special Education Snapshot record with all of the following data elements:
    • Snapshot Date of October 2, 2013
    • Primary Placement Type
    • Least Restrictive Environment Code for school age setting. There are codes for school-age students ages 4-5 and school-age students ages 6-21 (see LRE codes and descriptions).

Also included with this verification report is a listing of students who are excluded from the report below. These students’ records should be reviewed by school districts for accuracy to verify that they indeed do not meet all the criteria listed above to be included in the report below. The criteria for excluding students from the report below are as follows:

  • Students are school age students between the ages of 4 and 21; and
    There is an active enrollment record on snapshot date; and
    There is an active disability Programs Fact record with a disability code for school age students on snapshot date; and
    There is no Special Education Snapshot record.
                          OR
  • Students are school age students between the ages of 4  and 21; and
    There is an active enrollment record on snapshot date; and
    There is no active disability Programs Fact record with a disability code for school age students on snapshot date; and
    There is a Special Education Snapshot record.

To go to the VR8 template click one of the following links: html | pdf pdf | word word
To view the VR8 please log into the PD Data System and select VR8 under the school year, then October Verification Reports.


Verification Report 9
Provider Report of School Age Students
Receiving Special Education Services as of October 2, 2013
As Reported by School Districts with CSE Responsibility

This is a report of the number of school age students with disabilities (aged 4-21) who were receiving special education services in your program according to the least restrictive environment setting in which they are provided special education services and their age range as of October 2, 2013. These data were reported by the school districts that have CSE responsibility for these students as of October 2, 2013.

To go to the VR9 template click one of the following links: html | pdf pdf | word word
To view the VR9 please log into the PD Data System and select VR9 under the school year, then October Verification Reports.


District Compliance Report
Indicator #11 - Percent of children with parental consent to evaluate, who were evaluated within State established timelines

(Based on Consent to Evaluate the Child Received Between July 1, 2013 and June 30, 2014, and Status of the Eligibility Determination Process as of August 31, 2014.)

Items that are highlighted are displayed as examples. The VR11 in the PD System will have data in the highlighted fields.

Your district was assigned to report data for the 2013-14 school year on State Performance Plan Indicator 11, which required a report of the percent of children (preschool and school age) with parental consent to evaluate, who were evaluated within State established timelines. You submitted data for this indicator through the Special Education Events template in two chains that begin with Event Type Codes CPSE01 (initial referral to CPSE) and CSE01 (initial referral to CSE). This indicator required that you report on all preschool children , including children referred from Early Intervention included in the CPSE01 chain. Also, all school age students for whom your district has CSE responsibility should have been included regardless of where students were enrolled at the time of referral (e.g., Charter school, parentally placed in a nonpublic school, home-schooled, etc.).

Your district's report indicates that XX.X percent of preschool children and XX.X percent of school-age students received their evaluations within the State's required timelines. Data used to compute these rates are provided below. The State requires that 100 percent of students referred for an initial evaluation for whom parental consent for evaluation has been obtained be evaluated for initial determination of eligibility for special education within the required State timelines.

School districts are required to correct any noncompliance as soon as possible. The reasons reported by your district for delays in completing the evaluations on time may assist you in addressing issues leading to noncompliance.

Your district must take the actions identified in the section indicated by an X:

  X   None. Your school district has a 100 percent compliance rate for both preschool and school-age students for this indicator or 0 preschool and school-age students were referred during the 2013-14 school year for special education eligibility determination. Thank you for your efforts in ensuring timely evaluations of children referred for special education services.

  X   Your school district's compliance rate is below 100 percent for either preschool and/or school-age students.This is notification that your school district is not in compliance with one or both of the following regulatory citations:

For school age students: 8NYCRR § 200.4(b)(7) - The initial evaluation to determine if a student is a student with a disability must be completed within 60 calendar days of receiving parental consent for the evaluation.

For preschool children: 8 NYCRR § 200.16(e)(1) - The committee on preschool special education shall provide a recommendation to the board of education within 60 calendar days of the date of the receipt of consent.

Your district must take the following actions:

  1. Conduct a review of identified students who did not receive their individual evaluations within State required timelines to assure that each of these students have subsequently had their evaluations completed. You must complete the student specific chart found at the end of the VR11 report for each identified student, if any, and maintain this documentation, which must be available for review upon request by the New York State Education Department (NYSED).

AND

  1. Conduct a review of all students suspected of having a disability (preschool and school age) referred for an initial evaluation over a three consecutive month period and document that all of these students received their initial evaluations within the timelines required by the State. You must complete the chart found at the end of the VR11 report and maintain this documentation, which must be available for review upon request by NYSED.

When the required documentation is complete and available for review by NYSED, you are ready to report the correction of noncompliance. You report this correction of noncompliance by submitting up to TWO online assurances.

  1. In the first assurance (Part 1), the district will assure that for each identified student, if any, whose initial evaluation was not completed in compliance with State time lines, and for whom data was not already available in SIRS, has since had his or her initial evaluation completed and if not, there is a reason that is in compliance with State requirements.

  2. In the second assurance (Part 2), the district will assure that it has addressed the reasons why the students did not receive their initial evaluations on time and provide data to verify that students for whom parent consent to evaluate was received during a three-month period determined by the district have received their initial individual evaluations within the State required timelines.

These assurances are provided by logging onto the PD data system at http://pd.nysed.gov. The Statements of Assurances are available for your use under the 2013-14 school year heading, under “End-of-Year Verification Reports,” at the bottom of the VR11 Notification.

To go to the VR11 template click one of the following links: html | pdf pdf | word word
To view the VR11 please log into the PD Data System and select VR11 under the school year, then End of Year Reports.


District Compliance Report
Indicator #12 - Percent of Children Referred by Part C Prior to Age 3, who are Found Eligible for Part B, and who have an IEP Developed and Implemented by Their Third Birthday

(Based on 2013-14 School Year Data)

Items that are highlighted are displayed as examples. The VR12 in the PD System will have data in the highlighted fields.

Your district was assigned to report data for the 2013-14 school year on State Performance Plan (SPP) Indicator 12, which is the percent of children referred by Part C (Early Intervention (EI)) prior to age 3, who are found eligible for Part B (preschool special education services), and who have an IEP developed and implemented by their third birthdays or in compliance with timelines established in State law. You have submitted data for this indicator through the Special Education Events template in the chain that begins with an Event Type Code EI01 (initial referral from Early Intervention to the CPSE).

Your district's report indicates that  XX.X percent of children referred by the Part C, EI Program prior to age 3, who were found to be eligible for Part B, preschool special education programs and services had their IEPs developed and implemented prior to their third birthdays or in compliance with timelines established in State law. Data used to compute your compliance rate are provided below. The State target for this indicator is that 100% of children referred by Part C prior to age 3, who are found eligible for Part B will have their IEPs developed and implemented by their third birthdays or in compliance with timelines established in State law.

School districts are required to correct any noncompliance as soon as possible. The reasons reported by your district for delays in providing special education services to children transition from EI to preschool special education may assist you in addressing issues leading to noncompliance.

Your district must take the actions identified in the section indicated by an X:

  X   None. Your school district has a 100% compliance rate for this indicator or your school district did not have any students referred from EI or your school district did not have any eligible children that required their IEPs to be implemented by their third birthdays or all reasons for delay in implementing the IEP by the student’s third birthday were in compliance with State requirements. Thank you for your efforts in ensuring timely implementation of IEPs of children referred by Part C for preschool special education programs and services.

  X   Your school district's compliance rate is less than 100%. This is notification that your school district is not in compliance with the following regulatory citation:

34 CFR §300.124 – Transition of children from the Part C program to preschool programs. By the third birthday of a child participating in early intervention programs, an IEP has been developed and is being implemented for the child.

Your district must take the following actions:

  • Conduct a review of each identified student who did not receive their preschool special education services by his/her third birthday or within the timeline required by State regulations; and document that the student has since had his or her IEP developed and implemented or if not, there is a reason that is in compliance with State requirements.   You must complete the student specific chart found at the end of the VR12 report for each identified student, if any, and maintain this documentation, and make it available upon request by the New York State Education Department (NYSED).

AND

  • Conduct a review over a three consecutive month period to determine if all children who transition from Part C program to preschool special education have had their eligibility for preschool special education determined and if found eligible, had their IEPs developed and implemented by their third birthdays (except when the parent has agreed to keep their child in the EI program in accordance with State regulations). You must complete the student specific chart found at the end of the VR12 report and maintain this documentation, which must be made available for review upon request by NYSED.  This will assure that the district has addressed the reasons why children transitioning from EI to preschool special education were not receiving timely special education services.

When the required documentation is complete and available for review by NYSED, you are ready to report the correction of noncompliance. You report this correction of noncompliance by submitting up to TWO online assurances.

  1. In the first assurance (Part 1), the district will assure that for each identified student, if any, who did not receive their preschool special education services by their third birthday or within the timeline required by State regulations, and for whom data was not already available in SIRS, the student has since had his or her IEP developed and implemented or if not, there is a reason that is in compliance with State requirements.

  2. In the second assurance (Part 2), the district will assure that it has addressed the reasons why the children did not have their eligibility for preschool special education determined and, if found eligible, have their IEPs developed and implemented by the third birthday or within the timeline required by State regulations.

These assurances are to be provided by logging onto the PD data system at http://pd.nysed.gov.  The Statements of Assurances will be available for your use under the 2013-14 school year heading, under “End-of-Year Verification Reports,” at the bottom of the VR12 Notification.

To go to the VR12 template click one of the following links: html | pdf pdf | word word
To view the VR12 please log into the PD Data System and select VR12 under the school year, then End of Year Reports.


VR-13 Report of Preschool Special Education Programs and Services
Provided any Time During the 2013-14 School Year (July 1, 2013 - June 30, 2014)

Description of Report

This is a report of preschool children with disabilities for whom the school district has Committee on Preschool Special Education (CPSE) responsibility and who were provided preschool special education services for any length of time during the 2013-14 school year. This includes children who received preschool special education services in July and August of 2013 prior to becoming school age students in September 2013. Students with the following records are included in this report:

  • Enrollment record with reason for beginning enrollment code 0011 or 5905; and
  • Building of Enrollment code is a valid code in SEDREF; and
  • Age as of October 2, 2013 is 2 or 3 or 4 or 5; and
  • A disability Programs Fact record with code 5786 (preschool student with a disability) with a beginning and ending date that overlaps with an enrollment date; and
  • A Special Education Snapshot record with all of the following data elements:

This report includes a listing of students who are included in the report, which are those students that meet the above criteria and a listing of students who are excluded from the report, which are those students that meet some of the above criteria but not all (including students with some missing records). School districts should use these lists to verify the accuracy of data submitted for each student. The reports with aggregate numbers provide the results the State will use in all Statewide and district level aggregations for reporting and analysis. 

The following reasonability check is programmed into this VR13 report:
The total reported in Column E, Line 13 is compared with the same total in the VR13 report from the 2012-13 school year. The number from the 2012-13 school year is displayed in Column F, Line 13. After the data are certified, school districts will be required to provide an explanation of any discrepancy of 10 students and 10 percent between 2013-14 and 2012-13 totals. The request for an explanation does not mean a school district cannot have a discrepancy of 10 students and 10 percent; it just means that the Department needs an explanation of possible circumstances or change in policy that may have caused such a discrepancy.

To go to the VR13 template click one of the following links: html | pdf pdf | word word
To view the VR13 please log into the PD Data System and select VR13 under the school year, then End of Year Reports.


VR 14 - Parentally Placed Students with Disabilities in Nonpublic Schools Located in the School District Who Were Evaluated During the 2013-14 School Year for Initial Determination of Special Education Eligibility and Services for those Found to be Eligible

(Based on Referrals Received Between July 1, 2013 and June 30, 2014, and Status of the IEP Implementation as of August 31, 2014)

This report is your school district’s report of the numbers of parentally placed students in nonpublic schools located in your school district who received initial evaluations for special education eligibility determinations and the numbers who were found to be eligible and whose IEPs were implemented. The data elements that are displayed in this report are from the Special Education Events template for one chain that begins with event type code CSENP01 (receipt of initial referral to the CSE of a parentally placed student in a nonpublic school).  The following templates (or tables) are also used: Student_Lite (Student Demographics); and School_Enroll (Enrollment). Students with the following records are included in this report:

Enrollment Records:

  • Enrollment record between July 1, 2013 and June 30, 2014 with reason for beginning enrollment code 5905; and
  • Building of Enrollment code is a valid code in SEDREF; and

Any of the following special education event records are submitted:

CSENP01 - receipt of initial referral of a parentally placed school-age student in a nonpublic school
CSENP02 - receipt of written parent consent to evaluate the student
CSENP03 - CSE meeting to discuss evaluation results
CSENP04 - IEP or IESP or SP implementation

This report includes a listing of students who are included in the report, which are those students that meet the above criteria and a listing of students who are excluded from the report, which are those students that meet some of the above criteria but not all (including students with some missing records). School districts should use these lists to verify the accuracy of data submitted for each student. The reports with aggregate numbers provide the results the State will use in all Statewide and district level aggregations for reporting and analysis.

Below is a description of the criteria for including student records in each cell of the four rows of data in this report.

Line Number Program/Services A
Number of Students
01 The number of parentally placed students in nonpublic schools located in the district who were referred for eligibility determination for special education services during the 2013-14 school year. The number of CSENP01 records
02 Of the students reported in Line 01, the number of students for whom parents provided consent to evaluate. The number of CSENP02 records
03 Of the students reported in Line 02, the number of students who were determined to be eligible for special education services. The number of CSENP02 records and the Event Outcome Code = Y
04 Of the students reported in Line 03, the number of students whose IEP or IESP or SP was implemented The number of CSENP02 records and the Event Outcome = Y and there is a CSENP04 record.

There are no reasonability checks for this report, this year.

To go to the VR14 template click one of the following links: html | pdf pdf | word word
To view the VR14 please log into the PD Data System and select VR14 under the school year, then End of Year Reports.


VR 15 – Preschool Outcomes Report for 2013-14 School Year

(Children who received preschool special education services for at least six months, and left preschool special education sometime during the 2013-14 school year)

This report displays your school district’s data on the functional level of preschool children on the Early Childhood Outcomes Summary Form (COSF) in the three early childhood outcome areas upon initial evaluation for preschool special education services and upon exit from preschool special education. Children’s functional level is reported for children who received at least six months of preschool special education before leaving preschool special education sometime during the 2013-14 school year (July 1, 2013 to June 30, 2014). The early childhood outcome areas are: positive social emotional skills; acquisition of knowledge and skills; and use of appropriate behaviors to meet their needs. The data elements that are displayed in this report were submitted to the repository using the State Assessment Fact template. The COSF was defined as a test group and the three early childhood outcome areas were defined as subjects. Each child received a rating from Level 1 to 7 on the COSF in each early childhood outcome area at entry into preschool special education and at exit from preschool special education. Also, at exit, the answer to the question, did the child learn at least one new skill since entering preschool special education was answered and a yes or no was recorded for each early childhood outcome area. In Tables 1-3, the numbers of children are displayed in the cells according to their functional level upon entering preschool and their functional level upon exit from preschool. The answer to the question determines in which cell a child is reported if the child’s level remained at Level 1 or declined to a lower level upon exit compared to entry.  In Table 4, preschool children are summarized according to the amount of progress they make between entry in and exit from preschool special education.  Also, below Table 4, two summary statements are provided for your information. These summary statements will be used to set State targets and to determine school districts performance against State targets. In addition to the Assessment Fact template, the following templates (or tables) are also used: Student_Lite (Student Demographics); and School_Enroll (Enrollment). Students with the following records are included in this report:

Enrollment Records:

  • Enrollment record between July 1, 2013 and June 30, 2014 with reason for beginning enrollment code 0011 or 5905; and
  • Building of Enrollment code is a valid code in SEDREF; and

Assessment Scores on the following Assessment Measure Standard Descriptions:

  •  COSF: Entry Level Social Emotional; and
  •  COSF: Exit Level Social Emotional ; and
  •  COSF: Progress Social Emotional*; and
  •  COSF: Entry Level Knowledge and Skills; and
  •  COSF: Exit Level Knowledge and Skills; and
  •  COSF: Progress Knowledge and Skills*; and
  •  COSF: Entry Level Behaviors; and
  •  COSF: Exit Level Behaviors; and
  •  COSF: Progress Behaviors*

*COSF Progress in any subject area is reported only if Assessment Score at entry and exit is 1 or if Assessment Score at Exit is lower than at Entry (for Assessment Scores less than 6 at exit).

This report includes a listing of students who are included in the report, which are those students that meet the above criteria and a listing of students who are excluded from the report, which are those students that meet some of the above criteria but not all (including students with some missing records). School districts should use these lists to verify the accuracy of data submitted for each student. The reports with aggregate numbers provide the results the State will use in all Statewide and district level aggregations for reporting and analysis.

There are no reasonability checks for this report, this year.

To go to the VR15 template click one of the following links: html | pdf pdf | word word
To view the VR15 please log into the PD Data System and select VR15 under the school year, then End of Year Reports.


VR 16 - Students Receiving Coordinated Early Intervening Services in the Preceding Two Years and Were Students with Disabilities in the 2013-14 School Year

This report is your school district’s report of general education students who received Coordinated Early Intervening Services (CEIS) funded with up to 15 percent of IDEA federal funds in the 2011-12 and/or 2012-13 and/or 2013-14 school years. This report also includes students who were identified as students with disabilities during the 2013-14 school year, but who had received CEIS in the preceding two years prior to being classified. All school districts may use up to 15 percent of IDEA federal funds to provide CEIS to general education students to provide them additional academic and behavioral support to succeed in a general education environment. Some school districts are required to use 15 percent of IDEA federal funds for CEIS if they are identified as having disproportionality, based on race/ethnicity, in suspensions, classification of students for special education, identification of students by specific disability, or in placement of students with disabilities in particular settings. See a guidance memo on CEIS at http://www.p12.nysed.gov/specialed/publications/policy/ceis908.htm. These data are required to be provided to the USDOE. CEIS is listed as a type of program service (code 5753). Data from the following templates (or tables) are used to prepare this report: Student_Lite (Student Demographics); and School_Enroll (Enrollment) and Programs_Fact. Students with the following records are included in this report:

Enrollment Records:

Student has an enrollment record for any length of time in one or more of the following school years, with reason for beginning enrollment code 0011, 5544, 5654, 5905, 7000 or 7011):

  • 2011-12
  • 2012-13
  • 2013-14

Program Service Records:

  • Student has a Program Service record with Code 5753 (Early Intervening Services) in any one or more school years 2011-12 , 2012-13 or 2013-14.
  • If the same student also has a Disability Program Service record, the “5753” service record must be before the beginning date of the disability record or after the ending date of the disability record. The Disability Program Service codes are 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484, or 0495.

Building of Enrollment code is a valid code in SEDREF.

This report includes a listing of students who are included in the report, which are those students that meet the above criteria and a listing of students who are excluded from the report, which are those students that meet some of the above criteria but not all. School districts should use these lists to verify the accuracy of data submitted for each student. The table with aggregate numbers provides the results the State will use in all Statewide and district level aggregations for reporting and analysis.

Notes:

  • A student may have a “5753” code assigned by a different district than the district in which the student is currently enrolled. If school districts see one or more students with disabilities in the second row, under the third column, but do not see the same students in the first row in any one of the three columns, it may mean that the students received CEIS as general education students while enrolled in other school districts.
  • A student may have a “5753” code assigned sometime during the year and later have a disability program service code assigned in the same year.
  • A student may have a “5753” code assigned sometime during the year, after a disability service has ended.
  • If a student has a “5753” code assigned with the same beginning and ending dates as a disability program service code, the student will not be “included” in this report. Instead, the student will appear in the “excluded students report”. School districts will need to review the excluded students report and correct any data that are inaccurate.
  • If a student has multiple “5753” records in the same school year, the student will be displayed in the VR16 school year column only once with the beginning and ending dates of the latest “5753” record.

To see the list of districts required to certify VR16 and their CEIS year(s) click here.

To go to the VR16 template click one of the following links: html | pdf pdf | word word
To view the VR16 please log into the PD Data System and select VR16 under the school year, then End of Year Reports.


PD6 – Report of Personnel Employed or Contracted to Provide Special Education and Related Services to Students with Disabilities

The PD6 form, Report of Personnel Employed or Contracted to Provide Special Education and Related Services to Students with Disabilities, must be completed by all school districts, including Special Act School Districts, Boards of Cooperative Educational Services (BOCES), Charter Schools, selected State agencies, State-operated schools, State-supported schools, and approved private schools for preschool and school-age students with disabilities.  This report is designed to collect full-time equivalent (FTE) data on or about October 2, 2013, regarding special education personnel who are employed or contracted to provide special education and related services to preschool and school-age students with disabilities.  The New York State Education Department is required to report these data to the United States Department of Education (USDOE) pursuant to the Individuals with Disabilities Education Act (IDEA) [P.L. 108-446, Section 618(a)(3)]. All schools have been issued a User ID and password and must submit this report through our website at http://pd.nysed.gov. Paper copies of this report will not be accepted.

The due date is February 3, 2014. Your timely and accurate completion of this report is required in order to ensure full compliance with federal reporting requirements.

As compared to the PD6 form for 2012-2013, the PD6 form for 2013-2014 is identical

The data collected through the PD forms and through the Student Information Repository System are used in one or more of the following reports and activities:

State Performance Plan and Annual Performance Report for Special Education
Public reporting of LEA results against State targets established in the State Performance Report.
Designations of school districts as “meets requirements”, “needs assistance”, “needs intervention” or “needs substantial intervention”.
Calculation of minimum amount of per-pupil IDEA funds to be sub-allocated or spent on services.
Chapter 655 Report to the Governor and the Legislature on the Status of the State’s Schools
Special Education Quality Assurance Reviews
School District Report Cards
Calculations to identify instances of possible race/ethnicity disproportionality
Re-direct IDEA funds for Coordinated Early Intervening Services
Other reports required by State or federal statutes
Evaluation of programs and policies

If you have any questions or are in need of assistance in completing this report, please contact the Information & Reporting Services Special Education Unit.


General Instructions:


  1. This report must be submitted through the web based PD data system website at http://pd.nysed.gov by February 3, 2014. Paper copies of this form will not be accepted.

  2. To submit the report, the PD Contact Person for the school district or other educational program should log into the PD Data System, select “PD Forms” from the 2012-2013 drop down menu, and then select “Submit PD 6 Data”. The data is entered by selecting the “Data Entry” link that is on the “PD 6 Table of Contents” page and manually entering the data on this page.  The data is saved/submitted by clicking the “Click here to save and submit your data” button that is at the bottom of the “Data Entry” page.

  3. School districts and other educational programs must certify their data once they are complete and accurate. The data is certified by clicking on the “Click here to view and certify your data” button on the PD 6 Table of Contents Page, clicking on the “Click Here to Confirm Your Data” button. After clicking this button, the school district or educational program will be directed to a confirmation page. The final step to certify the PD 6 data is to click on the “YES- Confirm Data” button on this page. If your school district or other educational program does not employ any requested special education personnel on or about October 2, 2013, you must certify “0” data.

  4. Retain one copy (and supporting documentation) in your district/school/agency for reference and audit purposes. The required retention period ends June 30, 2021.

  5. Carefully read the Instructions and Definitions on the following pages.

  6. If you have questions about this report, please call (518) 486-4678, or e-mail your questions to dataquest@mail.nysed.gov.

Instructions and Definitions for completing the PD6 Report


  1. The data entered in this report should reflect special education personnel information on or about October 2, 2013. This report must be submitted to the State Education Department through our website at http://pd.nysed.gov Paper copies of this report will not be accepted.

  2. Complete Sections A and C for teachers, paraprofessionals and related services personnel who serve preschool students with disabilities and Sections B and C for teachers, paraprofessional and related services personnel who serve school-age students with disabilities.

  3. Report information for requested personnel titles who were employed or directly contracted with, to provide special education services to students with disabilities, ages 3-21. (In almost all cases, these are the personnel to whom the district/school/agency issues paychecks.) Please note that all BOCES special education personnel should only be reported by the BOCES, even though school districts contract with BOCES. Also, all staff of approved special education programs should be reported by the approved special education programs and not by schools that contract with the approved special education program for such staff.

  4. Report information for special education personnel, regardless of funding source (i.e., Part B of IDEA (federal), State or local).

  5. Do not report personnel providing special education and related services to children from birth to age two.

  6. Full-Time Equivalency (FTE) is the numeric representation of the extent to which personnel are employed. A full-time teacher should be reported as 1.00 FTE. A part-time teacher working four hours per day (in a six hour day) would be calculated as .67 FTE. For staff who are employed on a per diem or hourly basis as needed during the year, provide the best estimation of their need over a one-year period by adding the total number of hours or days employed and divided by the number of hours or days that would constitute full-time employment for such staff.

  7. For personnel who are certified/licensed in more than one area, and provide services to students in more than one area, pro-rate their FTE for each area in which they provide services, so that the total FTE reflects their actual FTE of employment.

  8. Report the FTE number of personnel in the “Not Fully Certified” column if the position is needed to meet the identified needs of students with disabilities, but because appropriately certified staff are not available to fill the position, it is filled temporarily with not fully or appropriately certified personnel. Include in this column, long-term substitutes who lack the required certification for the specified title.

  9. If you have any questions, please contact the IRS Special Education unit by telephoning (518) 486-4678. You may also e-mail your questions to dataquest@mail.nysed.gov .

Specific Instructions, Section A


Line 1: Special Education Teachers of Preschool Students with Disabilities: Report the FTE of the number of teachers employed or contracted to provide special education services to preschool children with disabilities in Columns A, B or D, based on their certification status. Definitions of Columns A, B and D are provided in the table below. Special Education Teachers of Preschool Students with Disabilities include the following certification titles:

Teacher of Special Education;
Teacher of Special Education-Bilingual;
Teacher of Students with Disabilities, Birth to Grade 2;
Teacher of Students with Disabilities, Birth to Grade 2-Bilingual;
Teacher of the Speech and Hearing Handicapped (Certified Only);
Teacher of the Speech and Hearing Handicapped (Certified Only)-Bilingual;
Teacher of Speech and Language Disabilities (all grades) (Certified Only);
Teacher of Speech and Language Disabilities (all grades) (Certified Only) – Bilingual;
Teacher of the Deaf and Hearing Impaired;
Teacher of the Deaf and Hearing Impaired-Bilingual;
Teacher of Deaf and Hard of Hearing (all grades);
Teacher of Deaf and Hard of Hearing (all grades)-Bilingual;
Teacher of the Blind and Partially Sighted;
Teacher of the Blind and Partially Sighted-Bilingual;
Teacher of the Blind and Visually Impaired (all grades); and
Teacher of the Blind and Visually Impaired (all grades) Bilingual.

Do not include the following titles in Sections A or B; Include them in Section C only:
Teacher of the Speech and Hearing Handicapped (with SLP License);
Teacher of the Speech and Hearing Handicapped (with SLP License)-Bilingual;
Teacher of Speech and Language Disabilities (all grades) (with SLP License); and
Teacher of Speech and Language Disabilities (all grades) (with SLP License)-Bilingual.

Line 2: Special Education Paraprofessional for Preschool Students with Disabilities: Report the FTE of the number of paraprofessional (including bilingual teaching assistants) employed or contracted to provide services to preschool students with disabilities in Columns C or D, based on their certification status. Definitions of Columns C and D are provided in the table below.


Specific Instructions, Section B


Line 1: Special Education Teachers of School-age Students with Disabilities: Report the FTE of the number of teachers employed or contracted to provide special education services to school-age students with disabilities in Columns A, B or D, based on their certification status. Definitions of Columns A, B and D are provided in the table below. Special Education Teachers of School-age Students with Disabilities include the following certification titles:

Teacher of Special Education;
Teacher of Special Education-Bilingual;
Teacher of Students with Disabilities (birth–grade 2);
Teacher of Students with Disabilities (birth–grade 2)-Bilingual;
Teacher of Students with Disabilities (grades 1-6);
Teacher of Students with Disabilities (grades 1-6)-Bilingual;
Teacher of Students with Disabilities (grades 5-9) Content Specialist;
Teacher of Students with Disabilities (grades 5-9) Content Specialist-Bilingual;
Teacher of Students with Disabilities (grades 5-9) Generalist;
Teacher of Students with Disabilities (grades 5-9) Generalist-Bilingual;
Teacher of Students with Disabilities (grades 7-12) Content Specialist;
Teacher of Students with Disabilities (grades 7-12)-Content Specialist-Bilingual;
Teacher of the Speech and Hearing Handicapped (Certified Only);
Teacher of the Speech and Hearing Handicapped (Certified Only)-Bilingual;
Teacher of Speech and Language Disabilities (all grades) (Certified Only);
Teacher of Speech and Language Disabilities (all grades) (Certified Only)-Bilingual;
Teacher of the Deaf and Hearing Impaired;
Teacher of the Deaf and Hearing Impaired-Bilingual;
Teacher of the Deaf and Hard of Hearing (all grades;
Teacher of the Deaf and Hard of Hearing (all grades)-Bilingual;
Teacher of the Blind and Partially Sighted;
Teacher of the Blind and Partially Sighted-Bilingual;
Teacher of the Blind and Visually Impaired (all grades); and
Teacher of the Blind and Visually Impaired (all grades)-Bilingual;

Do not include the following titles in Sections A or B; Include them in Section C only:
Teacher of the Speech and Hearing Handicapped (with SLP License);
Teacher of the Speech and Hearing Handicapped (with SLP License)-Bilingual;
Teacher of Speech and Language Disabilities (all grades) (with SLP License); and
Teacher of Speech and Language Disabilities (all grades) (with SLP License)-Bilingual.

Line 2: Special Education Paraprofessionals for School-age Students with Disabilities: Report the FTE of the number of paraprofessionals (including bilingual paraprofessionals) employed by the school or contracted to provide services to school-age students with disabilities in Columns C or D, based on their certification status. Definitions of Columns C and D are provided in the table below. In Column E, provide the FTE of a subset of paraprofessionals reported in Column C who are “qualified” according to the NCLB definition of “qualified”. See definition of Column F and resources for determining if paraprofessionals are “qualified” in the table below.


Specific Instructions, Section C


All definitions included in section C are based on 34 CFR 300.34, unless otherwise noted.

Line 1: Report an unduplicated count of the number of FTE audiologists who provide the following services to children with disabilities:

(a) “Identification of children with hearing loss;
(b) Determination of the range, nature, and degree of hearing loss, including referral for medical or other professional attention for the habilitation of hearing;
(c) Provision of habilitative activities, such as language habilitation, auditory training, speech reading (lip-reading), hearing evaluation, and speech conservation;
(d) Creation and administration of programs for prevention of hearing loss;
(e) Counseling and guidance of children, parents, and teachers regarding hearing loss; and
(f) Determination of the children’s needs for group and individual amplification, selecting and fitting an appropriate aid, and evaluating the effectiveness of amplification.”

Line 2: Report an unduplicated count of the number of FTE Teachers of Speech and Hearing Handicapped with SLP License and Teachers of Speech and Language Disabilities with SLP License, including these titles with the bilingual extension. These speech and language pathologists provide the following services to students with disabilities:

(i) “Identification of children with speech or language impairments;
(ii) Diagnosis and appraisal of specific speech or language impairments;
(iii) Referral for medical or other professional attention necessary for the habilitation of speech or language impairments;
(iv) Provision of speech and language services for the habilitation or prevention of communicative impairments; and
(v) Counseling and guidance of parents, children, and teachers regarding speech and language impairments.”

Do not include speech teachers who do not have a SLP license in Section C. These teachers should be reported in Sections A and B only.

Include the following titles in Section C only, not in Sections A and B:
Teacher of the Speech and Hearing Handicapped (with SLP License);
Teacher of the Speech and Hearing Handicapped (with SLP License)-Bilingual;
Teacher of Speech and Language Disabilities (all grades) (with SLP License); and
Teacher of Speech and Language Disabilities (all grades) (with SLP License)-Bilingual.

Line 3: Report an unduplicated count of the number of FTE interpreters who provide services, as used with respect to children who are deaf or hard of hearing, including oral transliteration services, cued language transliteration services, and sign language interpreting services.

Line 4: Report an unduplicated count of the number of FTE psychologists who provide the following services to students with disabilities:

(i) “Administering psychological and educational tests, and other assessment procedures;
(ii) Interpreting assessment results;
(iii) Obtaining, integrating, and interpreting information about child behavior and conditions relating to learning;
(iv) Consulting with other staff members in planning school programs to meet the special needs of children as indicated by psychological tests, interviews, and behavioral evaluations;
(v) Planning and managing a program of psychological services, including psychological counseling for children and parents; and
(vi) Assisting in developing positive behavioral intervention strategies.”

Note: For reporting psychologists whose service time is divided between students with disabilities and students in the general population, base the FTE on only the percentage of time the psychologist works specifically with students receiving (or being evaluated for) special education and related services.

Line 5: Report an unduplicated count of the number of FTE occupational therapists who provide the following services to students with disabilities:

(i) “Improving, developing or restoring functions impaired or lost through illness, injury, or deprivation;
(ii) Improving ability to perform tasks for independent functioning if functions are impaired or lost; and
(iii) Preventing, through early intervention, initial or further impairment or loss of function.”

Line 6: Report an unduplicated count of the number of FTE physical therapists1 who provide the following services to students with disabilities:

(i) Screening, evaluation, and assessment of children “. . . to identify movement dysfunction;
(ii) Obtaining, interpreting, and integrating information appropriate to program planning to prevent, alleviate, or compensate for movement dysfunction and related functional problems; and
(iii) Providing individual and group services or treatment to prevent, alleviate, or compensate for movement dysfunction and related functional problems.”

Line 7: Report an unduplicated count of the number of FTE physical education teachers and recreation and therapeutic recreation specialists.

Include physical education teachers who provide special physical education, adaptive physical education, movement education, or motor development to children and youth with disabilities. Include recreation and therapeutic recreation specialists who provide the following:

(i) “Assessment of leisure function;
(ii) Therapeutic recreation services;
(iii) Recreation programs in schools and community agencies; and
(iv) Leisure education.”

Line 8: Report an unduplicated count of the number of FTE social workers who provide the following services to children with disabilities:

(i) “Preparing a social or developmental history on a child with a disability;
(ii) Group and individual counseling with the child and family;
(iii) Working in partnership with parents and others on those problems in a child’s living situation (home, school, and community) that affect the child’s adjustment in school;
(iv) Mobilizing school and community resources to enable the child to learn as effectively as possible in his or her educational program; and
(v) Assisting in developing positive behavioral intervention strategies.”

Note: For reporting social workers whose service time is divided between students with disabilities and students in the general population, base the reported FTE on only the percentage of time the social worker works specifically with students receiving special education and related services.

Line 9: Report an unduplicated count of the number of FTE personnel providing medical/nursing services2. Include medical services for diagnostic and evaluation purposes provided to determine whether a child has a disability and the nature and extent of the special education and related services that the child needs. Also include personnel who provide nursing services designed to enable a child with a disability to receive FAPE as described in the child’s IEP, with the exception of services related to medical devices that are surgically implanted (e.g., cochlear implants).

Line 10: Report an unduplicated count of the number of FTE guidance counselors and rehabilitation counselors.

Guidance counselors3 are professionals who guide “individuals, families, groups, and communities by assisting them in problem solving, decision making, discovering meaning, and articulating goals related to personal, educational and career development.”
Note: For reporting counselors whose service time is divided between students with disabilities and students in the general population, base the FTE on only the percentage of time the counselor works specifically with students receiving special education and related services.

Include rehabilitation counselors who provide services in individual or group sessions that focus specifically on career development, employment preparation, achieving independence, and integration in the workplace and community of a student with a disability. The term also includes vocational rehabilitation services provided to a student with disabilities by vocational rehabilitation programs funded under the Rehabilitation Act of 1973, as amended.

Line 11: Report an unduplicated count of the number of FTE personnel providing orientation and mobility services including:

(i) “Services provided to blind or visually impaired students to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community;” and
(ii) Teaching students the following, as appropriate:

(A) “Spatial and environmental concepts and use of information received by the senses (such as sound, temperature and vibrations) to establish, maintain, or regain orientation and line of travel (e.g., using sound at a traffic light to cross the street);
(B) To use the long cane to supplement visual travel skills or as a tool for safely negotiating the environment for students with no available travel vision;
(C) To understand and use remaining vision and distance low vision aids; and
(D) Other concepts, techniques, and tools.”

134 Code of Federal Regulations §303.12(d)(9)
2Definition adapted from 20 U.S.C. Section 1401(26)
3Nonregulatory definition adapted from NCES - Staff Data Handbook: Elementary, Secondary, and Early Childhood Education, 1995

Column Item Definition/Instructions
A Permanent
Certification/
Licensure or
Professional Certificate
Report the FTE number of personnel who have Permanent Certification or Professional Certification, pursuant to sections 80-2 and 80-3 of the Regulations of the Commissioner of Education or the required license, in the specified personnel category.

Also report in this column, long-term substitutes who have the required certification. Also report in this column, individuals who are “teacher aides” since they are not required to have a credential to serve in this role.

For questions related to certification requirements, please visit http://www.highered.nysed.gov/tcert/ or call (518) 474-3901 or send an e-mail message to tcert@mail.nysed.gov .
B Provisional
Certification or
Initial Certificate
Report the FTE number of personnel who have Provisional Certification or Initial Certificate, pursuant to sections 80-2 and 80-3 of the Regulations of the Commissioner of Education, in the specified personnel category. The following credentials should also be included in this category: Supplementary Certificates; Transition B Certificates; Internship Certificates; Exchange Permits; and Conditional Initial Certificates.
C Temporary Licenses, Continuing Certificates or
Level I, II, III or Preprofessional Certificate
This column is for reporting the number of Paraprofessionals who are “teaching assistants” only. Report individuals in this column regardless of an individual’s job title, if an individual’s job duties include providing instructional support, the individual is serving as a “teaching assistant” and must be certified (or have met comparable New York City requirements prior to February 2, 2004). Report the number of FTE personnel with a Level I, II, III or Preprofessional Certificate. Also include in this column the FTE number of personnel for whom a temporary license or a continuing certificate has been requested and issued by the Department.

Individuals who are “teacher aides” should be reported in Column A only since they are not required to have a credential for employment.
D Not Fully or Appropriately Certified Report the FTE number of personnel in positions that are needed to meet the identified needs of students with disabilities, but because appropriately certified personnel are not available to fill the position, the position is filled temporarily with not fully or appropriately certified personnel. Include in this column, long-term substitutes who lack the required certification for the specified title. Also report in this column paraprofessionals (i.e., teaching assistants) who are not fully certified.
E Total FTE of Staff Employed This item is calculated by adding the numbers of personnel reported in Columns A-D.
F Paraprofessionals who are “Qualified” under NCLB (Subset of Column C) Of the number of special education paraprofessionals reported in Columns A or C, report the FTE of those paraprofessionals who are “qualified” (as defined in NCLB) and are "working in a program supported by Title I, Part A funds" and are employed by an LEA receiving Title I, Part A funds and:
  • work in a "targeted assistance school" and are paid with Title I, Part A funds; or
  • work in a "school-wide program school"; or
  • provide instructional support to public school teachers who provide equitable services to eligible private school students.
Only public school districts (not including Special Act Schools) and Charter Schools are to report paraprofessionals in this Column.A “qualified” Title I paraprofessional has a high school diploma or a recognized equivalent when hired and meets one of the following (unless covered by an exception):
  • has at least two years of college; or
  • has an associate’s or higher degree; or
  • has passed a formal State or local academic assessment.
    EXCEPTIONS: Title I paraprofessionals need only have a high school diplomas or a recognized equivalent to be “qualified” if their duties consist solely of:
  • translating from languages other than English to enhance the participation of limited English proficient children in Title I programs; or
  • conducting parental involvement activities.
For additional information on “qualified” under NCLB, please see NCLB NYS field memos, which are posted at http://www.highered.nysed.gov/nclbhome.htm.

To go to the PD6 template click one of the following links: html | pdf pdf | word word
To view the PD6 please log into the PD Data System and select PD6 under the school year, then PD Forms, then select Submit PD6 Data.


PD8 — Report of Students with Disabilities Subject of Disciplinary Removal

July 1, 2013 to June 30, 2014

The PD8 form is a report of in-school suspensions, out-of-school suspensions and removals to interim alternative education settings (IAES) of preschool and school-age students with disabilities who are the Committee on Special Education (CSE) or Committee on Preschool Special Education (CPSE) responsibility of your school district/agency/program during the period July 1, 2013 to June 30, 2014. Also requested are the numbers of school-age students with disabilities and the number of nondisabled students who received educational services during expulsion and the number who did not. The instructions and tables contained in this form have been developed in a manner fully consistent with the Individuals with Disabilities Education Act (IDEA) and instructions provided by the United States Department of Education (USDOE).

All schools must submit this report electronically through the PD web-based system at http://pd.nysed.gov or through the File Transfer Protocol (FTP) process. Paper copies of this report will not be accepted. A User ID and password to access the PD web-based system has been assigned to the school district contact person identified in the PD web-based system. If your school has a new contact person, or did not have this information, please contact our office. Please note, if your school district has the capability of submitting PD8 data through the FTP process, the User Name and password for that process are different from the User ID and password that has been assigned to the contact person to submit PD data through the web-based system. If your school district needs a User Name and password to submit data through the FTP process, you can either e-mail your question to the STAC, Special Aids and Medicaid Unit or call the office at (518) 474-7116. The best time to call is between 8:30 a.m. and noon.

The due date for this report is August 8, 2014. Your timely and accurate completion of this report is required in order to ensure full compliance with federal reporting requirements.

  • Compared to the PD8 form issued for 2012-13, the PD8 form for 2013-2014 is identical.

As required under IDEA, section 612(a)(22), the New York State Education Department will examine these data, including data disaggregated by seven race and ethnicity categories, to determine if significant discrepancies are occurring in the rates of long-term suspensions and expulsions of students with disabilities among the local education agencies (LEA) in the State. Based on data analysis, the State will review or require the review and, if appropriate, the revision of policies, procedures, and practices related to development and implementation of IEPs, the use of behavior interventions, and procedural safeguards to ensure that these policies, procedures and practices comply with IDEA. Also, in accordance with section 613(f) of IDEA, if suspension data are significantly disproportionate, based on race/ethnicity, the local educational agencies will be required to reserve 15 percent of their IDEA funds to provide comprehensive, coordinated early intervening services to serve children in the LEA, particularly children in those groups where there is significant discrepancy related to disproportionality.

The data collected through the PD forms and through the Student Information Repository System (SIRS) are used in one or more of the following reports and activities:

  • State Performance Plan and Annual Performance Report for Special Education
  • Public reporting of LEA results against State targets established in the State Performance Report. See the Special Education School District Data Profiles at http://eservices.nysed.gov/sepubrep/.
  • Designations of school districts as “meets requirements”, “needs assistance”, “needs intervention” or “needs substantial intervention.”
  • Calculation of minimum amount of per-pupil IDEA funds to be sub-allocated or spent on services.
  • Chapter 655 Report to the Governor and the Legislature on the Status of the State’s Schools
  • Special Education Quality Assurance Reviews
  • School District Report Cards
  • Calculations to identify instances of possible race/ethnicity disproportionality
  • Re-direct IDEA funds for Early Intervening Services
  • Other reports required by State or federal statutes
  • Evaluation of programs and policies

If you have any questions or are in need of assistance in completing this report, please contact Information & Reporting Services Special Education Unit.


General Instructions:


  1. All Public School Districts, Special Act School Districts, Charter Schools, State Agencies and In-State Approved Private Schools that provide educational services pursuant to Article 81 of the Education Law must complete this report.

  2. This report must be submitted through our web-based PD data system at http://pd.nysed.gov by August 8, 2014. Paper copies of this report will not be accepted.

  3. Retain one copy (and supporting documentation) in your district/school/agency for reference and audit purposes. The required retention period ends June 30, 2021.

  4. Carefully review instructions and definitions on the following pages.

  5. If you have questions about this report, please call (518) 486-4678, or e-mail your questions to dataquest@mail.nysed.gov

Additional Instructions for Completing the PD8 Report


  1. Report information for all students with disabilities (ages 3-21) who are the primary responsibility of your Committee of Preschool Special Education (CPSE) or Committee on Special Education (CSE) (or were enrolled in your Charter School), and who received in-school suspensions; or were suspended/expelled on an out-of-school basis; or were removed to an interim alternative education setting (IAES). Special Act School Districts and other approved private schools that provide educational services for students with disabilities pursuant to Article 81 should complete the PD8 report only for students with disabilities provided special education services pursuant to Article 81. Charter Schools should complete the PD8 report for all enrolled students with disabilities.

  2. Data should be reported for the period July 1, 2013 to June 30, 2014. Students whose suspension/expulsion begins within the reporting period but extends beyond the reporting period must be included in this report. Also a student who commits an offense during this reporting period and is assigned a suspension/expulsion but receives the suspension/expulsion during the following reporting period must be included in this report.

  3. Records of the amount of time students with disabilities are suspended should be maintained for all half day suspensions, but reported only if a student is suspended cumulatively for one or more days during the school year.

  4. Please refer to Part 201 of the Commissioner’s Regulations and Procedural Safeguards for Students with Disabilities Subject to Discipline at http://www.p12.nysed.gov/specialed/lawsregs/part200.htm

  5. If you have any questions or are in need of assistance in completing this report, please contact IRS Special Education by telephoning (518) 486-4678, or e-mailing your questions to dataquest@mail.nysed.gov.

Definitions of terms found in Tables 1-3


In-School Suspension (ISS) (Tables 1 and 2, Column 4) – Instances in which the child is temporarily removed from his/her regular classroom(s) for disciplinary purposes but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision. This term does not include behavioral intervention such as “time-out” nor disciplinary detentions that are administered before or after the students’ school day.
Out-of-School Suspension (Tables 1 and 2, Column 2) - Instances in which a child is temporarily removed from his/her regular school for disciplinary purposes to another setting (e.g., home, behavior center). This includes both removals in which no IEP services are provided because the removal is 10 days or less and removals in which the child continues to receive services according to his/her IEP.
Expulsion (Tables 1, 2 and 3) – An action taken by the local educational agency (LEA) removing a student from his/her regular school for disciplinary purposes for the remainder of the school year or longer in accordance with LEA policy. Include removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Unilateral Removal to an Interim Alternative Educational Setting (Tables 1 and 2, Section 1) – Instances in which school personnel (not the CPSE or CSE) order the removal of students with disabilities from their current educational placement to an appropriate IAES determined by the CSE or CPSE for the same amount of time that students without disabilities would be subject to discipline, but for not more than 45 school days, if the students carry a weapon to school or to a school function, knowingly possess or use illegal drugs while at school or a school function, or sells or solicits the sale of a controlled substance while at school or a school function or inflicts serious bodily injury upon another person while at school, on school premises, or at a school function. (See definitions in Part 201 of the Commissioner’s Regulations.)
Removal by an Impartial Hearing Officer (Tables 1 and 2, Section 3) – Those instances in which an impartial hearing officer orders the removal of students with disabilities from their current educational placement to an appropriate IAES for not more than 45 school days based on the impartial hearing officer’s determination that the public agency has demonstrated by substantial evidence that maintaining the current placement is substantially likely to result in injury to the student and/or to others. Impartial hearing officer means an impartial hearing officer as defined in subdivision (x) of section 200.1 of the Commissioner’s Regulations who is appointed to conduct an impartial hearing or expedited due process hearing pursuant to Education Law section 4404(1). Such term shall not include a hearing officer designated by a superintendent of schools to conduct a superintendent's hearing pursuant to Education Law section 3214.3(c).
Disciplinary Removal – Any instance in which a child is removed from his/her educational placement for disciplinary purposes, including in-school suspension, out-of-school suspension, expulsion, removal by school personnel to an IAES for drug or weapon offenses or serious bodily injury, and removal by hearing officer for likely injury to self or others.
Drug offenses (Tables 1 and 2, Section 1, Column B) – The use, possession, sale, or solicitation of drugs as identified in 21 U.S.C. §812; these offenses do not include use, possession, sale, or solicitation of alcohol or tobacco.
Dangerous weapon (Tables 1 and 2, Section 1, Column C) – A weapon, device, instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of causing death or serious bodily injury, except that such a term does not include a pocket knife with a blade of less than 2 ½ inches in length (18 U.S.C. §930).
Serious Bodily Injury (Tables 1 and 2, Section 1, Column D) - A bodily injury that involves a substantial risk of death; extreme physical pain; protracted and obvious disfigurement; or protracted loss of impairment of the function of a bodily member, organ or faculty (18 U.S.C. section 1365(3)(h)).
Limited English Proficient (LEP) (Table 2) - A child who meets the definition of a limited English proficient IEP child under the Elementary and Secondary Education Act, 20 U.S.C Section 7801(A)(25). LEP status should reflect the child’s status at the time of the removal.
Race/ethnicity (Table 2)- Students with disabilities’ race/ethnicity must be reported consistently on all PD forms and other Department data collection instruments such as the Basic Education Data System (BEDS) enrollment report.. Each student must be reported in only one of the race/ethnicity categories described below. We recommend the parents be provided an opportunity to designate their children as belonging to one race/ethnicity category. If they are unable to choose among the categories, school district personnel must use their best judgment and report the student in the category based on the group to which the student appears to belong, identifies with, or is regarded in the community as belonging.

Hispanic/Latino A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. Refers to Hispanic and/or Latino.
American Indian or Alaska Native A person having origins in any of the original peoples of North and South America (including Central America) and who maintains tribal affiliation or community attachment. (Does not include persons of Hispanic/Latino ethnicity.)
Asian A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent. This includes, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. (Does not include persons of Hispanic/Latino ethnicity.)
Black or African American A person having origins in any of the Black racial groups of Africa. (Does not include persons of Hispanic/Latino ethnicity.)
Native Hawaiian or Other Pacific Islander A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or the Pacific Islands. (Does not include persons of Hispanic/Latino ethnicity.)
White A person having origins in any of the original peoples of Europe, the Middle East, or North Africa. (Does not include persons of Hispanic/Latino ethnicity.)
Two or more races A person having origins in two or more of the five race categories listed immediately above. (Does not include persons of Hispanic/Latino ethnicity.)
Total The unduplicated total across the seven (7) race/ethnicity designations.


Instructions for Tables 1 and Table 2


  • Report data in Table 1 (by disability category) and in Table 2 (by race/ethnicity, gender and LEP status) for all preschool and school-age students with disabilities removed to an IAES or suspended or expelled, in school or out-of-school. All disciplinary removals are to be reported for the period July 1, 2013 to June 30, 2014.

  • In Tables 1 and 2, the number reported on each Line of Column 1A should be less than or equal to the sum of numbers reported on each Line of Columns 1B, 1C and ID.

Specific Instructions for Table 1 - by Disability


  1. In Table 1, columns 1 through 5, report the number of students with disabilities in each column by disability category.

  2. In column 1A, report the number of students with disabilities, ages 3-21, who were unilaterally removed for drug or weapons offenses or serious bodily injury by school personnel (NOT the IEP team) from their current educational placement to an IAES (determined by the IEP team). Children with more than one unilateral removal should be counted only once in column 1A.

  3. Columns 1B, 1C, and 1D are counts of removals. Each student reported in column 1A should be reported at least once in columns 1B, 1C, or 1D.

  4. In column 1B, report the total number of times the students reported in column 1A were unilaterally removed for drug offenses.

  5. In column 1C, report the total number of times the students reported in column 1A were unilaterally removed for weapons offenses.

  6. In column 1D, report the total number of times the students reported in column 1A were unilaterally removed for inflicting serious bodily injury on another person while at school, on school premises, or at a school function under the jurisdiction of the LEA.

  7. If a student reported in column 1A was unilaterally removed to an IAES more than once then this student should be counted more than once in columns 1B, 1C, or 1D. If, in the course of a single incident, a student committed more than one type of offense, then report the student in each of the appropriate columns. For example, if the student committed both a drug offense and a weapon offense during the same incident, report the drug offense in column 1B and report the weapon offense in column 1C. Every student reported in columns 1B, 1C, and/or 1D should be counted once, and only once, in column 1A.

  8. Students who were removed from school by school personnel for drugs, weapons, or serious bodily injury for 10 days or less and  were NOT sent to an IAES, should be reported as having been suspended. Do not include these children in column 1A.

  9. Students who were removed from school by school personnel for drugs, weapons, or serious bodily injury and who were sent to an IAES for 45 days or less should be reported in column 1A. This includes students who were sent to an IAES for 10 days or less.

  10. In column 2, report the number of students ages 3-21, who were removed to an IAES based on an impartial hearing officer determination of likely injury to themselves or others. Students removed by an impartial hearing officer more than once should be counted only once in column 2.

  11. Column 3 is a report of students ages 3-21 with out-of-school suspensions or expulsions.

  12. In column 3A, report the number of students ages 3-21 with out-of-school suspensions or expulsions summing to 10 days or less during the school year for any offense or combination of offenses. No student should be reported more than once in column 3A.

  13. In column 3B, report the number of students ages 3-21 with out-of-school suspensions or expulsions summing to more than 10 days during the school year for any offense or combination of offenses. No student should be reported more than once in column 3B.

  14. NOTE: No student should be reported in both column 3A and column 3B. The sum of 3A and 3B is the total number of children with out-of-school suspensions or expulsions during the school year.
  15. Column 4 is a report of students ages 3-21 with in-school suspensions.

  16. In column 4A, report the number of students ages 3-21 with in-school suspensions summing to 10 days or less during the school year for any offense or combination of offenses. No student should be reported more than once in column 4A.

  17. In column 4B, report the number of students ages 3-21 with in-school suspensions summing to more than 10 days during the school year for any offense or combination of offenses. No student should be reported more than once in column 4B.

  18. NOTE: No student should be reported in both column 4A and column 4B. The sum of 4A and 4B is the total number of students with in-school suspensions during the school year.

  19. NOTE: If a student has both in-school and out-of-school suspensions in the same school year, that same student can be reported in both column 3A or 3B and column 4A or 4B.

  20. A student should be counted in only one of the first three columns (1A, 2, or 3) for the same offense. If a student is unilaterally removed for drugs and reported in column 1A, then do NOT report the student again in column 3 for the same incident. Similarly, if a student is removed by an impartial hearing officer for likely injury and is reported in column 2, then do NOT report the student again in column 3 for the same incident.

  21. A student who is subject to both an in-school and an out-of-school suspension for the same offense should be reported in both columns 3 and 4.

  22. A student with more than one offense could be counted in more than one column (1A, 2, or 3). For example, a student who was unilaterally removed to an IAES and, later in the school year, was subject to an out-of-school suspension for more than 10 school days for a separate offense, should be reported in both column 1A and column 3.

  23. Column 5 is a report of disciplinary removals. In column 5A, report the number of times any student with a disability was subject to any kind of disciplinary removal during the school year. When counting disciplinary removals, include in-school suspensions, out-of-school suspensions, expulsions, removals by school personnel to an IAES for drug or weapon offenses or serious bodily injury, and removals by an impartial hearing officer for likely injury to self or others. Note that column 5A is a report of disciplinary events, NOT students. If a student has more than one disciplinary removal in the school year, then each removal should be reported in column 5A. Report each student with a disciplinary removal only once in either column 5B, 5C, or 5D according to the cumulative number of days of removal during the school year.

  24. In column 5B, report any student whose cumulative length of removal during the school year totaled 1 day or less.

  25. In column 5C, report any student whose cumulative length of removal during the school year totaled between 2 and 10 days.

  26. In column 5D, report any student whose cumulative length of removal during the school year totaled more than 10 days.

  27. All students reported in columns 5B through 5D should have one or more disciplinary removals reported in column 5A. For example, a student who was suspended three times for three days each during the school year (a total of 9 days) should be reported 3 times in column 5A and once in column 5C.

  28. NOTE: The sum of 5B, 5C, and 5D is the total number of students with one or more disciplinary removals during the school year. Each student reported in columns 1A, 2, 3, or 4 should be reported only ONCE in column 5B, 5C, or 5D, based on the cumulative number of days the child was removed during the school year.

Specific Instructions for Table 2 – by Race/Ethnicity, Gender and LEP Status


The columns found in Table 1 are repeated in Table 2, and all students reported in Table 1 must also be reported in Table 2 three times: once by race/ethnicity, with the total on Line 7; once by gender, with the total on Line 10 and once by limited English proficiency, with the total on Line 13. Every column total in Table 1 must be equal to the corresponding column totals on Lines 7, 10 and 13 of Table 2.


Specific Instructions for Table 3


  1. In column A, report the number of students with disabilities ages 3-21 and the number of students without disabilities in grades K through 12 who were subject to expulsion during the school year and who received educational services during the expulsion.

  2. In column B, report the number of students with disabilities ages 3-21 and the number of students without disabilities in grades K through 12 who did NOT receive educational services during the expulsion.

NOTE: Students with disabilities must receive educational services during any removal of more than 10 school days. The only students with disabilities who should be reported in column B are those who were removed for less than 10 school days after an expulsion (e.g., students with disabilities expelled under the Gun Free Schools Act whose expulsions were modified to less than 10 school days).

To go to the PD8 template click one of the following links: html | pdf pdf | word word
To view the PD8 please log into the PD Data System and select PD8 under the school year, then PD Forms, then select Submit PD8 Data.


SEDCAR - 1
APPROVED SPECIAL EDUCATION PROGRAM REQUEST FOR IDEA VENDOR FUNDING

FOR 2014-2015 SCHOOL YEAR

The following types of schools must use this form to request vendor funding of IDEA funds from school districts that have Committee on Preschool Special Education (CPSE) or Committee on Special Education (CSE) responsibility for students with disabilities:

  • Approved private schools for students with disabilities (preschool and school-age).
  • BOCES that operate an approved preschool special education program.
  • School districts that operate an approved preschool special education program and enroll students from other school districts.
  • Approved out-of-state schools in which students with disabilities are placed by New York State school districts.
  • Approved out-of-state schools that provide educational services to students with disabilities placed by New York State courts or social service agencies.

Instructions:


  1. A completed SEDCAR-1 form, with original signature, is due by November 25, 2013 to each local education agency from which IDEA vendor funding for the 2013-2014 school year is requested.

  2. There is no need to submit a copy of this form to the State Education Department.

  3. A listing of the names of students comprising the counts reported in Section 3, Tables A and B, must be submitted to the LEA with this form, and marked "confidential".

  4. Retain one copy (and supporting documentation) in your school for reference and audit purposes. The required retention period ends June 30, 2021.

  5. If you have any questions about this report, please contact Information & Reporting Services Special Education Unit.

Form must be signed and dated by Chief School Administrative Officer. Please print out a printer friendly version of this form in word word or pdf pdf.


SEDCAR - 2
APPROVED PRIVATE SCHOOL NOTICE OF DESIGNATED LOCAL EDUCATION AGENCY FOR IDEA FUNDS

(To be used by Approved Private Schools located in New York State)
For IDEA Funds to be Sub-allocated During 2014-2015

This form is to be completed by approved private schools located in New York State that provide special education services to students with disabilities pursuant to Article 81 of the Education Law (not including Special Act School Districts). Please designate a local education agency (LEA) from whom to receive IDEA funds for students with disabilities provided special education services pursuant to Article 81 of the Education Law and send the completed form to the address in the letterhead and to the designated LEA, by November 25, 2013.

In order to receive a sub-allocation of IDEA funds for 2013-2014 for students with disabilities who are placed in your school by public school districts, you must also complete a SEDCAR-1 form and send it to each school district that placed students in your program as of October 2, 2013. The SEDCAR-1 form is due to each school district by November 25, 2013.

Instructions:

  1. The completed SEDCAR-2 form, with original signature, must be received by the State Education Department at the above address by November 25, 2013.

  2. Submit a copy of this form to the LEA designated to receive the IDEA flow-through funds for students with disabilities provided special education services pursuant to Article 81. The amount of funds you will receive will be based upon formulas prescribed in IDEA, Sections 611 and 619.

  3. Retain one copy (and supporting documentation) in your school for reference and audit purposes. The required retention period ends June 30, 2021.

  4. If you have any questions about this report, please contact Information & Reporting Services Special Education Unit.

Form must be signed and dated by Chief School Administrative Officer. Please print out a printer friendly version of this form in word word or pdf pdf.

Last Updated: February 28, 2014