Instructions for 2022-23 Verification Reports, PD Forms and Self Review Checklists(1)
Click on the links below to be taken to that forms instructions for the 2022-23 school year.
(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: https://www.p12.nysed.gov/sedcar/data.htm.
(2) The VR7 and VR9 are provider reports that do not require certification. The VR10 is informational and does not require certification. Districts should use the VR10 to understand how graduation and dropout rates are calculated for the Special Education Data posted at https://data.nysed.gov/lists.php?type=district
(3) See the schedule of submission to find the school year in which your district is required to submit data for these indicators: https://www.p12.nysed.gov/sedcar/sppschedule2017-2025.html
Verification Report 1
Preschool Child Count Report by Race and Ethnicity October 2022 Snapshot
(Preschool Children Receiving Special Education Services as of October 5, 2022)
Description of Report
This is a report of preschool children with disabilities for whom the school district had Committee on Preschool Special Education (CPSE) responsibility as of the snapshot day, October 5, 2022, grouped by race and ethnicity and age.
Students who meet all the following criteria are included in the report:
- Enrollment record with reason for beginning enrollment code 0011 or 5905
- Enrollment record with enrollment beginning date on or before October 5, 2022 and no ending date, OR an ending date that is after October 5, 2022
- Building of Enrollment code that is valid in SEDREF
- Student’s age is 3 or 4 on October 5, 2022
- A disability Programs Fact record with code 5786 (preschool student with a disability)
- A Special Education Snapshot record with all the following data elements:
- Primary Service Code (click here for more information)
- Primary Service Provider
- Snapshot Date of October 5, 2022
- Least Restrictive Environment Code for preschool setting (click here for more information).
Students whose age is 3 or 4 and who have an active enrollment record on October 5, 2022 are excluded from the report if:
- There is an active disability Programs Fact record with code 5786 (preschool student with a disability) but no Special Education Snapshot record.
OR - There is a Special Education Snapshot record but no active disability Programs Fact record with code 5786 (preschool student with a disability).
To go to the VR1 template click one of the following links: html | pdf 
| word 
Verification Report 2
School-Age Child Count by Age and Disability October 2022 Snapshot
(Students Receiving Special Education Services as of October 5, 2022)
Description of Report
This is a report of school-age students with disabilities for whom the school district had Committee on Special Education (CSE) responsibility as of the snapshot date, October 5, 2022, grouped by specific disability and age.
Students who meet all the following criteria are included in the report:
- Enrollment record with reason for beginning enrollment code 0011, 0022, 5905, 5544, 5654, 7000, or 7011
- Enrollment record with enrollment beginning date on or before October 5, 2022 and no ending date, or an ending date after October 5, 2022
- Building of Enrollment code that is valid in SEDREF
- Student’s date of birth is between 09/01/2001 and 12/31/2017
- A disability Programs Fact record with a valid code for a school-age student with a disability (codes 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484, or 0495)
- A Special Education Snapshot record with all the following data elements:
- Snapshot Date of October 5, 2022
- Primary Placement Type
- Least Restrictive Environment Code for school-age setting (click here for more information).
Students whose age is between 4 and 21 and who have an active enrollment record on October 5, 2022 are excluded from the report if:
- There is an active disability Programs Fact record with a disability code for school-age students but no Special Education Snapshot record
OR - There is a Special Education Snapshot record but no active disability Programs Fact record with a disability code for school-age students.
To go to the VR2 template click one of the following links: html | pdf | word
Verification Report 3
School-Age Students by Disability, Race and Ethnicity October 2022 Snapshot
(Receiving Special Education Services as of October 5, 2022)
Description of Report
This is a report of school-age students with disabilities for whom the school district had Committee on Special Education (CSE) responsibility, grouped by disability and race and ethnicity. The first report is for students who are age 4 as of BEDS Day and eligible to attend kindergarten, and age 5 as of BEDS Day and eligible but NOT attending kindergarten; the second is for students who are age 5 in kindergarten through age 21.
Students who meet all the following criteria are included in the report:
- Enrollment record with reason for beginning enrollment code 0011, 0022, 5905, 5544, 5644, 7000, or 7011
- Enrollment record with enrollment beginning date on or before October 5, 2022 and no ending date, or an ending date after October 5, 2022
- Building of Enrollment code that is valid in SEDREF
- Student’s date of birth is between 09/01/2001 and 12/31/2017
- A disability Programs Fact record with a valid code for a school-age student with a disability (codes 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484, or 0495)
- A Special Education Snapshot record with all the following data elements:
- Snapshot Date of October 5, 2022
- Primary Placement Type
- Least Restrictive Environment Code for school-age setting (click here for more information).
Students whose age is between 4 and 21 and who have an active enrollment record on October 5, 2022 are excluded from the report if:
- There is an active disability Programs Fact record with a disability code for school-age students but no Special Education Snapshot record
OR - There is a Special Education Snapshot record but no active disability Programs Fact record.
To go to the VR3 template click one of the following links: html | pdf | word
Verification Report 4
Preschool LRE Setting Report October 2022 Snapshot
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, grouped by least restrictive environment (LRE), age, gender, race and ethnicity. Also included is a subset of all preschool children who were receiving related services only as of October 5, 2022.
Students who meet all the following criteria are included in the report:
- Enrollment record with reason for beginning enrollment code 0011 or 5905
- Enrollment record with enrollment beginning date on or before October 5, 2022 and no ending date, or an ending date after October 5, 2022
- Building of Enrollment code that is valid in SEDREF
- Student’s age is 3 or 4 on October 5, 2022
- A disability Programs Fact record with code 5786 (preschool student with a disability)
- A Special Education Snapshot record with all the following data elements:
Students whose age is between 4 and 21 and who have an active enrollment record on October 5, 2022 are excluded from the report if:
- There is an active disability Programs Fact record with code 5786 (preschool student with a disability) but no Special Education Snapshot record
OR - There is a Special Education Snapshot record but no active Disability Programs Fact record with code 5786 (preschool student with a disability).
To go to the VR4 template click one of the following links: html | pdf | word
Verification Report 5
School-Age LRE Setting Report October 2022 Snapshot
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, grouped by disability, least restrictive environment (LRE) setting, age range, race and ethnicity, gender, and English Language Learner (ELL) status.
Students who meet all the following criteria are included in the report:
- Enrollment record with reason for beginning enrollment code: 0011, 0022, 5905, 5544, 5654, 7000 or 7011
- Enrollment record with enrollment beginning date on or October 5, 2022 and no ending date, or an ending date after October 5, 2022
- Building of Enrollment code that is valid in SEDREF
- Student’s date of birth is between 09/01/2001 and 12/31/2017
- A disability Programs Fact record with a valid code for a school-age student with a disability (codes 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484, or 0495)
- A Special Education Snapshot record with all the following data elements:
- Snapshot Date of October 5, 2022
- Primary Placement Type
- LRE Code for school-age setting (click here for more information).
Students whose age is between 4 and 21 and who have an active enrollment record on October 5, 2022 are excluded from the report if:
- There is an active disability Programs Fact record with a disability code for school-age students but no Special Education Snapshot record
OR - There is a Special Education Snapshot record but no active disability Programs Fact record with a disability code for school-age students.
To go to the VR5 template click one of the following links: html | pdf | word
Verification Report 6
District Report of Preschool Students by Primary Service Provider
October 2022 Snapshot
Description of Report
This is a report of preschool children with disabilities, by Primary Service Provider, for whom the school district had Committee on Preschool Special Education (CPSE) responsibility and who were receiving preschool special education services as of October 5, 2022.
Students who meet all the following criteria are included in the report:
- Enrollment record with reason for beginning enrollment code 0011 or 5905
- Enrollment record with enrollment beginning date on or before October 5, 2022 and no ending date, or an ending date after October 5, 2022
- Building of Enrollment code that is valid in SEDREF
- Student’s age is 3 or 4 on October 5, 2022
- A disability Programs Fact record with code 5786 (preschool student with a disability)
- A Special Education Snapshot record with all the following data elements:
- Primary Service Code (click here for more information)
- Primary Service Provider
- Snapshot Date of October 5, 2022
- Least Restrictive Environment Code for preschool setting (click here for more information).
Students whose age is 3 or 4 and who have an active enrollment record on October 5, 2022 are excluded from the report if:
- There is an active disability Programs Fact record with code 5786 (preschool student with a disability but no Special Education Snapshot record
OR - There is a Special Education Snapshot record but no active disability Programs Fact record with code 5786 (preschool student with a disability).
To go to the VR6 template click one of the following links: html | pdf | word
Verification Report 7
Provider Report of Preschool Students
Receiving Special Education Services as of October 5, 2022
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 5, 2022. Children who received special education services from two or more service providers will be included in the report of the coordinating service provider as designated by the school district’s CPSE. These data were reported by the school districts in which children resided as of October 5, 2022.
To go to the VR7 template click one of the following links: html | pdf | word
Verification Report 8
District Report of School-Age Students by Building of Enrollment
October 5, 2022 Snapshot
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 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 by age range of students with disabilities.
Students who meet all the following criteria are included in the report:
- Enrollment record with reason for beginning enrollment code 0011, 0022, 5905, 5544, 5654, 7000 or 7011
- Enrollment record with enrollment beginning date on or before October 5, 2022 and no ending date, or an ending date after October 5, 2022
- Building of Enrollment code that is valid in SEDREF
- Student’s date of birth is between 09/01/2001 and 12/31/2017
- A disability Programs Fact record with a valid code for a school-age student with a disability (codes 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484, or 0495) (click here for more information)
- A Special Education Snapshot record with all the following data elements:
- Snapshot Date of October 5, 2022
- 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 (click here for more information).
Students whose age is between 4 and 21 and who have an active enrollment record on October 5, 2022 are excluded from the report if:
- There is an active disability Programs Fact record with a disability code for school-age students but no Special Education Snapshot record
OR - There is a Special Education Snapshot record but no active disability Programs Fact record with a disability code for school-age students.
To go to the VR8 template click one of the following links: html | pdf | word
Verification Report 9
Provider Report of School-Age Students
Receiving Special Education Services as of October 5, 2022
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 5, 2022. These data were reported by the school districts that have CSE responsibility for these students as of October 5, 2022.
To go to the VR9 template click one of the following links: html | pdf | word
Verification Report 10
Report of Students With Disabilities Exiting Special Education
Instructions coming soon
Verification Report 11
Compliance Rate on State Performance Plan (SPP) Indicator #11 - Percent of Children Evaluated Within the State Established Timeline
(Based on Parent Consent to Evaluate the Child Received Between July 1, 2022 and June 30, 2023, and Status of the Eligibility Determination Process as of August 31, 2023)
This report is your school district's compliance report for State Performance Plan Indicator #11, which is the percent of children with parental consent to evaluate, who were evaluated and eligibility determined within the State established timeline. Once you verify your data as complete and accurate, this becomes your compliance notification and you must take the actions identified in the report.
The data elements that are displayed in this report are from the Special Education Events template for two chains that begin with Event Type Codes CPSE01 (receipt of referral for an initial evaluation of a preschool child for special education eligibility) and CSE01 (receipt of referral for an initial evaluation for a school-age student for special education eligibility). The following templates (or tables) are also used: Student_Lite (Student Demographics); and School_Enroll (Enrollment).
Students who meet all the following criteria are included in the report:
- Enrollment record between July 1, 2022, and June 30, 2023
- Enrollment record with beginning enrollment code 0011, 4034, 5905, 5544, 5654, 7000, or 7011
- Building of Enrollment code that is valid in SEDREF
- Any of the following Special Education Event Type Codes are submitted:
- CPSE01 – Receipt of initial referral to CPSE for evaluation for students ages 2-4, including students who turn 2 during the school year
- CPSE02 – Receipt of written parent consent to evaluate the child
- CPSE03 – CPSE meeting to discuss evaluation results
OR - CSE01 – Receipt of referral for an initial evaluation by the CSE for students ages 5-21 and 4-year-old students who are eligible for school-age services
- CSE02 – Receipt of written parent consent to evaluate the student
- CSE03 – CSE meeting to discuss evaluation results
Directions for Certification of Initial Data Submission
- Review the data to verify that this report accurately reflects students who had an initial referral to CPSE or CSE and had parental consent to evaluate. Click on the number in each cell in the table to see the list of included students. You can also view and download lists of included students from main menu in PD System by navigating to “EOY Reports,” then VR11, then choosing “Included preschool students for VR11” or “Included school age students for VR11”.
- Review the data to verify that each included student was reported with a Date of Meeting to Discuss Completed Evaluation and if this date is beyond sixty days from the Date of Receipt of Parent Consent to Evaluate, a Delay Reason Code has been reported.
- Review the data to verify that each Delay Reason Code reported is accurate.
- Review the list of potential students to verify that these students do not meet the criteria to be included. You view and download lists of potential students from the PD main landing page by navigating to EOY Forms, then VR11, then choosing “Potential preschool students for VR11” or “Potential school age students for VR11”. NOTE: Enrollment, demographic, assessment (including COSF), Special Education Snapshot (EOY) and type of disability program service records for those students who are potential submission records for the VR 11-16 reports must be migrated to the Level 2 Student Information Repository System (SIRS) no later than August 18, 2023. Use the Lists of Potential Student Records to ascertain that all students eligible to be included in these reports are on the list with accurate information. The L2 data repository will be frozen with regard to new or changes in the enrollment, demographic, assessment, special education snapshot and type of disability program service records after this date in order to perform accountability calculations. This means that if you submit special education events data for a student who does not have enrollment, demographic, assessment, special education snapshot and type of disability program service records in SIRS by August 18, 2023, your special education events data will not flow to SIRS for any students.
- If data in this report is inaccurate and needs to be revised, please submit the revised data to your Regional Information Center (RIC) or, for large cities, to the state data warehouse prior to the certification due date. Check with your RIC on their deadline for submitting data to ensure that the data is refreshed in PD by the certification due date. The RIC deadline will be in the week prior to the certification due date. Revised data must be submitted in time to be refreshed in PD prior to the certification due date. Data will be locked in PD after the certification due date.
- Certify the data as accurate after you have reviewed the data and made any necessary corrections.
Below is a description of the criteria for including student records in each cell of the five rows of data in this report.
Data for Indicator #11:
| Preschool Children | School-Age Students | ||
|---|---|---|---|
| 1. Number of students for whom parental consent to evaluate was received July 1, 2022 to June 30, 2023. | CPSE01 and CPSE02 records | CSE01 and CSE02 records | |
| a) Number of students whose parents refused an evaluation or student transferred | CPSER07 or CPSER09 records | CSER06 or CSER08 records | |
| 2. Number of students whose evaluations were completed within the State established 60-day timeline (sum of a and b) | a) CSE meeting held within established timeline | CPSE01, CPSE02, and CPSE03 records and Number of Days =< 60 | CSE01, CSE02, and CSE03 records and Number of Days =< 60 |
| b) CSE meeting not held within established timeline, but evaluations completed within established timeline | CPSE01 and CPSE02 records, Number of Days > 60, and Reason Code = CPSER11 | CSE01 and CSE02 records, Number of Days > 60, and Reason Code = CSER10 | |
| 3. Number of children whose evaluations were not completed within the State established timeline for reasons that are in compliance with State requirements. | CPSE01 and CPSE02 records, Number of Days > 60, and Reason Code = CPSER01, CPSER02, CPSER03, CPSER05, or CPSER06 | CSE01 and CSE02 records, Number of Days > 60, and Reason Code = CSER01, CSER02, CSER03, or CSER05 | |
| 4. Number of children whose evaluations were not completed within the State established timeline for reasons that are NOT in compliance with State requirements. | CPSE01 and CPSE02 records, Number of Days > 60, and Reason Code = CPSER04, CPSER08, or CPSER12 | CSE01 and CSE02 records, Number of Days > 60, and Reason Code = CSER04, CSER07, or CSER11 | |
| 5. Compliance Rate [(Line 2 + Line 3) / by (Line 1 – Line 1a] 100 | |||
To go to the VR11 template click one of the following links: html | pdf | word
To view the VR11 please log into the PD Data System and select VR11 under the school year, then End of Year Reports.
Verification Report 12
Notification to School District of Compliance Rate on State Performance Plan (SPP)
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 Referral of Children from Part C Received Between July 1, 2022 and June 30, 2023, and Status of the IEP Implementation as of August 31, 2023
This is a report regarding children transitioning from Part C Early Intervention to Part B Students with Disabilities. It is a report of the percent of children referred by Part C prior to age 3, and of those, who are found eligible for Part B and who have an IEP developed and implemented by their third birthday. Data elements displayed in this report are submitted to the Student Information Repository System (SIRS) in the following eScholar templates: Student Lite (student demographics); School Entry Exit (enrollment); and Special Education Events.
Students who meet the following criteria are included in this report:
- Enrollment record between July 1, 2022 and June 30, 2023
- Reason for Beginning Enrollment Code 4034
- Building of Enrollment Code that is valid in SEDREF
- Any of the following Event Type Codes submitted in the Special Education Events template:
- EI01 – receipt of initial referral from Part C to evaluate the child for preschool special education eligibility, with a date of referral that is between July 1, 2022 and June 30, 2023
- EI02 – receipt of written parent consent to evaluate the child (all events after 8/31/2023 are ignored)
- EI03 – CPSE meeting to determine eligibility (all events after 8/31/23 are ignored)
OR - EI04 – full implementation (all events after 8/31/23 are ignored).
Directions for Certification of Initial Data Submission
- Review the data to verify that this report accurately reflects students who were referred and evaluated for eligibility for Part B and had an IEP implemented by their third birthday. Click on the number in each cell in the table to see the list of included students. You can also view and download the list of included students from the main menu in PD System by navigating to “EOY Reports,” then VR12, then choosing “Inclusion EOY Reports VR12.”
- Review the data to verify that each included student with a third birthday on or before August 31st who was found eligible for preschool special education was reported with a Date of Full Implementation of IEP and if not, that a Delay Reason Code has been reported if the Number of Days is greater than zero.
- Review the list of potential students under “Potential EOY Reports VR12” to verify that these students do not meet the criteria to be included.
- Review the data to verify that each Delay Reason Code reported is accurate.
- If data in this report is inaccurate and needs to be revised, please submit the revised data to your Regional Information Center (RIC) or, for large cities, to the state data warehouse prior to the certification due date. Check with your RIC on their deadline for submitting data to ensure that the data is refreshed in PD by the certification due date. The RIC deadline will be in the week prior to the certification due date. Revised data must be submitted in time to be refreshed in PD prior to the certification due date. Data will be locked in PD after the certification due date.
- Certify the data as accurate after you have reviewed the data and made any necessary corrections.
Below is a description of the criteria for including student records in each cell of the seven rows of data in this report.
Data for Indicator #12
| Number of Children | |
|---|---|
| 1. Number of children who were served in Part C and referred to Part B for eligibility determination from July 1, 2022 to June 30, 2023. | EI01 record |
| 2. Number of those referred determined to be NOT eligible and whose eligibilities were determined prior to their third birthday. | Event Outcome Code = N and EI03 is on or before child's third birthday |
| 3. Number of those found eligible who had an IEP developed and implemented by their third birthday. | Event Outcome Code = Y and EI04 date is on or before child's third birthday |
| 4. Number of children for whom delays in determination of eligibility or delays in implementing the IEP were caused by reasons that are in compliance with State requirements. | Event Outcome Code is U and child's third birthday is after August 31, 2023 (reason code is not a factor) OR Event Outcome Code is Y, child's third birthday is after August 31, 2023, and EI04 is missing (reason code is not a factor) OR Reason Code = EIR01, EIR02, EIR03, EIR04, EIR06, EIR07, EIR08, EIR11, EIR13, EIR14, EIR16, EIR17, or EIR19 AND one of the following: [Event Outcome Code is N or U and EI03 is after child's third birthday] OR [Event Outcome Code is U and child's third birthday is on or before August 31, 2023] OR [Event Outcome Code is Y and EI04 is after child's third birthday]* OR [Event Outcome Code is Y, EI04 is missing, and child's third birthday is on or before August 31, 2023]* *These are the only two scenarios applicable to the use of EIR13. |
| 5. Number of children for whom delays in determination of eligibility or delays in implementing the IEP were caused by reasons that are NOT in compliance with State requirements. | Reason Code = EIR05, EIR09, EIR10, EIR12, EIR15, or EIR18 AND one of the following: [Event Outcome Code is N and EI03 is after child's third birthday] OR [Event Outcome Code is U and child's third birthday is on or before August 31, 2023] OR [Event Outcome Code is U and EI03 is after child's third birthday] OR [Event Outcome Code is Y and EI04 is after child's third birthday] OR [Event Outcome Code is Y, EI04 is missing, and child's third birthday is on or before August 31, 2023.] |
| 6. Number of children for whom there are missing data or inaccurate data. These children are counted as noncompliant. | One or more of the required data elements are missing or are inaccurate. |
| 7. Compliance Rate [(Line 3) divided by (Line 3 plus Line 5 plus Line 6)]* 100 |
To go to the VR12 template click one of the following links: html | pdf | word
To view the VR12 please log into the PD Data System and select VR12 under the school year, then End of Year Reports.
Verification Report 13
Report of Preschool Special Education Programs and Services
Provided any Time During the 2022-23 School Year (July 1, 2022 - June 30, 2023)
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 2022-23 school year. This includes children who received preschool special education services in July and August of 2022 prior to becoming school-age students in September 2022.
Students who meet the following criteria are included in the report:
- Enrollment record with reason for beginning enrollment code 0011 or 5905
- Building of Enrollment code that is valid in SEDREF
- Age was 2 through 5 as of October 5, 2022
- Disability Programs Fact record with code 5786 (Preschool student with a disability)
- Beginning and ending dates of the enrollment record have some overlap with the beginning and ending dates of the preschool disability Programs Fact record, and
- A Special Education Snapshot record with the following data elements:
- Snapshot date of July 1, 2022
- Primary Service Code
- Primary Service Provider
Directions
- Review the data to verify that this report represents all preschool children with disabilities aged 2-5 for whom your district CPSE responsibility and who received preschool special education services for any length of time during the school year. Click on the number in each cell in the table to see the list of included students. You can also view and download the list of included students from the main menu in PD System by navigating to “EOY Reports,” then VR13, then choosing “Inclusion EOY Reports VR13.”
- Review the list of potential students under “Potential EOY Reports VR13” to verify that these students do not meet the criteria to be included.
- If data in this report is inaccurate and needs to be revised, please submit the revised data to your Regional Information Center (RIC) or, for large cities, to the state data warehouse prior to the certification due date. Check with your RIC on their deadline for submitting data to ensure that the data is refreshed in PD by the certification due date. The RIC deadline will be in the week prior to the certification due date. Revised data must be submitted in time to be refreshed in PD prior to the certification due date. Data will be locked in PD after the certification due date.
- Certify the data as accurate after you have reviewed the data and made any necessary corrections.
To go to the VR13 template click one of the following links: html | pdf | word
To view the VR13 please log into the PD Data System and select VR13 under the school year, then End of Year Reports.
Verification Report 14
Parentally Placed Students with Disabilities in Nonpublic Schools Located in the School District
Who Were Evaluated During the 2022-23 School Year for Initial Determination of
Special Education Eligibility and Services for those Found to be Eligible
(Based on Referrals Received Between July 1, 2022 and June 30, 2023, and Status of the IEP Implementation as of August 31, 2023)
This report displays data on parentally placed students in nonpublic schools located in your school district who were referred for evaluation of eligibility for special education services, and, of those, the counts of students for whom parental consent to evaluate was received, students found to be eligible, and eligible students whose IEPs were implemented. The data elements that are displayed in this report are from the Special Education Events template for a chain of events 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 who meet the following criteria are included in the report:
- Enrollment record between July 1, 2022 and June 30, 2023
- Enrollment record with reason for beginning enrollment code 5905
- Building of Enrollment code that is valid in SEDREF
- Any of the following Special Education Event records are submitted:
- CSENP01 - receipt of initial referral
- CSENP02 - receipt of written parent consent to evaluate the student
- CSENP03 - CSE meeting to discuss evaluation results
- CSENP04 – IEP, IESP, or SP implementation
Directions
- Review the data to verify that this report represents all students parentally placed in nonpublic schools for whom your district had CPSE responsibility and who were evaluated to determine eligibility for special education programs and services during the school year. Click on the number in the right column of each row to see the list of included students. You can also view and download the list of included students from the main menu in PD System by navigating to “EOY Reports,” then VR14, then choosing “Inclusion EOY Reports VR14.”
- Review the list of potential students under “Potential EOY Reports VR14” to verify that these students do not meet the criteria to be included.
- If data in this report is inaccurate and needs to be revised, please submit the revised data to your Regional Information Center (RIC) or, for large cities, to the state data warehouse prior to the certification due date. Check with your RIC on their deadline for submitting data to ensure that the data is refreshed in PD by the certification due date. The RIC deadline will be in the week prior to the certification due date. Revised data must be submitted in time to be refreshed in PD prior to the certification due date. Data will be locked in PD after the certification due date.
- Certify the data as accurate after you have reviewed the data and made any necessary corrections.
Below is a description of the criteria for including student records in each cell of the four rows of data in this report.
Data for the VR14:
| Line Number | Program/Services | 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 2022-23 school year. | CSENP01 records |
| 02 | Of the students reported in Line 01, the number of students for whom parents provided consent to evaluate. | CSENP02 records |
| 03 | Of the students reported in Line 02, the number of students for whom a meeting was held to discuss evaluation results and who were determined to be eligible for special education services. | CSENP03 records and Event Outcome Code = Y |
| 04 | Of the students reported in Line 03, the number of students whose IEP or IESP or SP was implemented | CSENP04 records |
To go to the VR14 template click one of the following links: html | pdf | word
To view the VR14 please log into the PD Data System and select VR14 under the school year, then End of Year Reports.
Verification Report 15
Preschool Outcomes Report for the 2022-23 School Year
(Children who received preschool special education services for at least six months, and left preschool special education sometime during the 2022-23 school year)
This report displays data regarding the performance ratings of children who received at least six months of preschool special education services at any time when they were between the ages of three and five and exited preschool special education during the school year. The data shows the outcomes of students assessed upon entry and then again upon exit using the Early Childhood Outcomes Summary Form (COSF) in three early childhood outcome areas:
- positive social emotional skills;
- acquisition of knowledge and skills; and
- use of appropriate behaviors to meet their needs upon entry and then upon exit from preschool special education.
The data elements displayed in this report were submitted to the Student Information Repository System (SIRS) using the State Assessment Fact template. The COSF is defined as a test group and the three early childhood outcome areas are defined as subjects. Each child receives 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, a determination is made as to whether the child learned at least one new skill since entering preschool special education for each early childhood outcome area. In Tables 1-3, the numbers of children are displayed in the cells according to their performance level upon entering preschool and their performance level upon exit from preschool. The text of ‘yes’ and ‘no’ corresponds to the answer to the question of whether or not the child learned at least one new skill since entering preschool special education. In Table 4, preschool children are summarized according to how much progress they made between entry in and exit from preschool special education. Table 5 contains summary data that is used to report early childhood outcomes data in the SPP/APR and on data.nysed.gov.
Students with the following records are included in the report:
- Enrollment record between July 1, 2022 and June 30, 2023 with reason for beginning enrollment code 0011 or 5905
- Building of Enrollment code that is valid in SEDREF
- Assessment Scores on the following Assessment Measure Standard Descriptions:
- COSF: Entry Level Social Emotional
- COSF: Exit Level Social Emotional
- COSF: Progress Social Emotional*
- COSF: Entry Level Knowledge and Skills
- COSF: Exit Level Knowledge and Skills
- COSF: Progress Knowledge and Skills*
- COSF: Entry Level Behaviors
- COSF: Exit Level Behaviors
- COSF: Progress Behaviors*
In Tables 1-3 below, the cell that represents the score intersection of each child’s performance level at entry and exit on the Child Outcomes Summary Form contains a letter that indicates the progress categories A-E in which the student is reported in Table 4 below.
These tables were constructed based on a calculator posted at the Center for IDEA Early Childhood Data Center website: http://dasyonline.org/cos-osep-reporting. You can also find additional information and an explanatory video on how the child outcome summary form data is converted to summary categories at this website.
* The ‘no’ and ‘yes’ next to the letters in Tables 1-3 indicate whether the child did or did not learn at least one new skill between Entry and Exit from preschool special education. The ‘yes’ and ‘no’ are only included in score intersections where the Entry and Exit score are both Level 1 or the Performance Levels of 1, 2, 3, 4, or 5 at Exit are lower than the performance level at Entry. For example, if a child has a Performance Level 3 at Entry and a Level 2 at Exit, but did learn at least one new skill, the child is reported in Table 4 in progress category B - Improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers.
Directions
- Review the data to verify that this report represents all children who received at least six months of preschool special education services at any time when they were between the ages of three and five and exited preschool special education during the school year. Click on the number in each cell to see the list of included students. You can also view and download the list of included students from the main menu in PD System by navigating to “EOY Reports,” then VR15, then choosing “Inclusion EOY Reports VR15.”
- Review the list of potential students under “Potential EOY Reports VR15” to verify that these students do not meet the criteria to be included.
- If data in this report is inaccurate and needs to be revised, please submit the revised data to your Regional Information Center (RIC) or, for large cities, to the state data warehouse prior to the certification due date. Check with your RIC on their deadline for submitting data to ensure that the data is refreshed in PD by the certification due date. The RIC deadline will be in the week prior to the certification due date. Revised data must be submitted in time to be refreshed in PD prior to the certification due date. Data will be locked in PD after the certification due date.
- Certify the data as accurate after you have reviewed the data and made any necessary corrections.
To go to the VR15 template click one of the following links: html | pdf | word
To view the VR15 please log into the PD Data System and select VR15 under the school year, then End of Year Reports.
Verification Report 16
Students Receiving Coordinated Early Intervening Services (CEIS) or
Comprehensive Coordinated Early Intervening Services (CCEIS)
This is your school district’s report of students who received Coordinated Early Intervening Services (CEIS) or Comprehensive Coordinated Early Intervening Services (CCEIS) anytime during the current school year or the prior two school years.
CEIS is voluntary and is funded by a district redirecting up to 15 percent of their federal IDEA allocation. CEIS is provided to students without disabilities only.
CCEIS is mandatory for districts identified as having significant disproportionality and is funded by a district redirecting exactly 15% of their federal IDEA allotment. CCEIS is provided to students with and without disabilities.
Additional information on CEIS/CCEIS can be found at: https://www.p12.nysed.gov/sedcar/forms/vr/2223/html/verif16list.htm.
Students who meet the following criteria are included in this report:
- Enrollment record for any length of time during the 2020-2021, 2021-2022, or 2022-2023 school years
- Enrollment record with reason for beginning enrollment code 0011, 5544, 5654, 5905, 7000, or 7011
- Building of Enrollment code that is valid in SEDREF
- Program Service records during the 2020-2021, 2021-2022, or 2022-2023 school years:
- Code 5753 (CEIS)
OR - Code 5754 (CCEIS)
- A student may be reported with both a 5753 (CEIS) program service code and a disability program service code in the same school year, but the two codes cannot have overlapping dates (be reported during the same time period).
- The disability program service codes are 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484, or 0495.
- The 5753 program service code must be reported either before the beginning date of the disability program service code or after the ending date of the disability program service code:
- If reported before the beginning date, the 5753 must be ended prior the start of the disability program service code.
- If reported after the ending date, the 5753 beginning date cannot be before the ending date of the disability program service code.
- The 5754 (CCEIS) program service code is allowed to have overlapping dates.
- A student may be reported with a 5753 or a 5754 program service code by a district other than the district in which the student is currently enrolled if the student received CEIS or CCEIS in the other district. These students will appear in the VR16 of the district in which they are currently enrolled, even if the current district did not report the 5753 or 5754 program service code.
- Review the data to verify that this report represents all students who received Coordinated Early Intervening Services (CEIS) or Comprehensive Coordinated Early Intervening Services (CCEIS) in the current school year or the prior two school years. Click on the number in each cell to see the list of included students. You can also view and download the list of included students from the main menu in PD System by navigating to “EOY Reports,” then VR16, then choosing “Inclusion EOY Reports VR16.”
- If data in this report is inaccurate and needs to be revised, please submit the revised data to your Regional Information Center (RIC) or, for large cities, to the state data warehouse prior to the certification due date. Check with your RIC on their deadline for submitting data to ensure that the data is refreshed in PD by the certification due date. The RIC deadline will be in the week prior to the certification due date. Revised data must be submitted in time to be refreshed in PD prior to the certification due date. Data will be locked in PD after the certification due date.
- Certify the data as accurate after you have reviewed the data and made any necessary corrections.
- Personnel data must be submitted to the State Education Department through the web-based PD data system at http://pd.nysed.gov. Paper copies will not be accepted.
- Log into the PD Data System and select the PD6 from the “PD Forms” menu. Manually enter your data and then click on the button to save and submit the report. If there are no FTE personnel to report, save and submit with zeroes in the cells.
- Once the report has been saved and submitted, click on the button to certify the data as complete and accurate and then click on the button that appears on the next screen to confirm. If there are errors or the data is incomplete and the report has been certified, email datasupport@nysed.gov to clear the certification from the system.
- Retain one copy of your completed form and its supporting documentation for reference and audit purposes. The required retention period ends June 30, 2030
- Carefully read the Instructions and Definitions that follow.
- If you have questions or require assistance in completing this report, please contact Information and Reporting Services (IRS) Special Education by emailing datasupport@nysed.gov.
- This report should reflect special education personnel information on October 5, 2022.
- Report information for requested personnel titles who were employed or directly contracted with to provide special education services to students with disabilities age 3-21. Do not report personnel providing special education and related services to children from birth to age two.
- Report special education personnel regardless of funding source (i.e., Part B of IDEA, State or local). In almost all cases, these are the personnel to whom the district, school, or agency issues paychecks. Do NOT include staff from any entity that will also complete a PD6; BOCES special education personnel should only be reported by the BOCES, and staff of approved special education programs should be reported by the approved special education programs, and not by schools.
- Use Sections A and C to report teachers, paraprofessionals, and related services personnel who serve preschool students with disabilities. Use Sections B and C for teachers, paraprofessionals, and related services personnel who serve school-age students with disabilities.
- Full-Time Equivalency (FTE) is the numeric representation of the extent to which personnel are employed. For example, a full-time teacher should be reported as 1.00 FTE, and 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, calculate the best estimation of their FTE over a one-year period by adding the total number of hours or days employed and dividing the total by the number of hours or days that would constitute full-time employment for such staff.
- For personnel who are certified or 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.
- 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 it is filled temporarily with not fully or appropriately certified personnel because appropriately certified staff are not available to fill the position. Include in this column long-term substitutes who lack the required certification for the specified title.
- work in a “targeted assistance school” and are paid with Title I, Part A funds
- work in a “school-wide program school,” or
- provide instructional support to public school teachers who provide equitable services to eligible private school students.
- has at least two years of college
- 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 diploma 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 qualifications for paraprofessionals, visit: https://www.highered.nysed.gov/tcert/certificate/ta.html.
- The PD8 must be submitted to the State Education Department through the PD Data System at http://pd.nysed.gov. Paper copies will not be accepted.
- Log into the PD Data System and select PD8 from the “PD Forms” menu. Enter your data and then save and submit it. If there were no suspensions or removals of students with disabilities during the school year, submit the report with zeroes in the cells. You may also submit data by FTP through your student management system.
- Once your data have been submitted, certify the report as complete and accurate. The report is not complete until it has been certified.
- Retain one copy of your completed form and any supporting documentation for reference and audit purposes. The required retention period ends June 30, 2030.
- If you require assistance in completing this report, or if you have certified it in error, please email Information and Reporting Services (IRS) at datasupport@nysed.gov and include “PD8” in the subject line.
- Report counts of removals and suspensions by type of disability in Table 1, Lines 1 – 14.
- The totals on Table 1, Line 15 will be auto calculated.
- Report the counts of removals and suspensions by race and ethnicity in Table 2, Lines 1 – 7.
- Report the counts of removals and suspensions by male, female and nonbinary in Table 2, Lines 9 – 11.
- Report the counts of removals and suspensions for English Language Learners (ELL) and Non-ELL students in Table 2, Lines 13 and 14.
- The total on Table 2, Lines 8, 12 and 15 will be auto calculated.
- Section 1: Unilateral Removal to an IAES by School Personnel
- For Columns 1B, 1C and 1D: The same student can be counted more than once if a student was removed for separate incidents. However, a student should be only counted in one category (drugs, weapons, or bodily injury) for each incident. For example, a student is involved in an incident in September and is removed for drugs. The same student is involved in a separate incident in December and is removed for weapons. This student should be reported once in Column 1B and once in Column 1C. This student will be counted only one time in Column 1A.
- Column 1B: Report the number of times students removed for drug offenses.
- Column 1C: Report the number of times students were removed for weapon offenses.
- Column 1D: Report the number of times students were removed for bodily injury offenses.
- Column 1A: Report the unduplicated count of students reported in Columns 1B, 1C and 1D. Each student should only be counted once, regardless of the number of times the student was removed. The count reported here cannot exceed the counts reported in Columns 1B, 1C, and 1D
- Section 2: Number of Students Removed to an IAES Based on an Impartial Hearing Officer Determination Regarding Likely Injury
- Report the number of Students Removed to an IAES Based on an Impartial Hearing Officer Determination Regarding Likely Injury
- Section 3: Out-of-School Suspensions or Expulsions
- Column 3A: Report the number of students with disabilities with out-of-school suspensions totaling 10 days or fewer
- Column 3B: Report the number of students with disabilities with out-of-school suspensions totaling more than 10 days
- Section 4: In-School Suspensions
- Column 4A: Report the number of students with in-school suspensions totaling 10 days or fewer
- Column 4B: Report the number of students with in-school suspensions totaling more than 10 days
- Section 5: Disciplinary Removals
- Column 5A: Report the total number of disciplinary removals of any kind during the school year. If a student has more than one disciplinary removal in the school year, include each removal in the total.
- Column 5B: Report the number of students with disabilities whose cumulative length of removal during the school year totaled one half to one day.
- Column 5C: Report the count of students whose cumulative length of removal totaled one and a half days to ten days.
- Column 5D: Report the count of students whose cumulative length of removal totaled more than ten days.
- The total counts in Table 1 Line 15 must equal the total counts in Table 2 Lines 8, 12, and 15.
- Report the number of students with disabilities ages 3 – 21 who received education services during expulsion in Line 1, Column A
- Report the number of students with disabilities ages 3 – 21 who did not receive education services during expulsion in Line 1, Column B
- Report the number of students without disabilities in Grades K – 12 who received education services during expulsion in Line 2, Column A
- Report the number of students without disabilities in Grades K – 12 who did not receive education services during expulsion in Line 2, Column B
- The totals on Line 3 will be auto calculated.
- 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.
- Send a completed form, with original signature, to each local education agency (LEA) from which §4410(b) vendor funding for the 2023-2024 school year is requested. NYSED recommends that this form be sent to each LEA by November 25, 2022; however, a subsequent date may be established by each LEA.
- There is no need to submit a copy of this form to the State Education Department.
- Submit a list of the names of students comprising the counts reported in Section 3, Tables A and B, to the LEA with the form. This list must be marked “confidential.”
- Retain one copy and any supporting documentation in your school for reference and audit purposes. The required retention period ends on June 30, 2032.
- If you have any questions about §4410(b) funding, please email your questions to datasupport@nysed.gov.
Notes:
Directions
This school district’s federal grant aid application for IDEA funds included CEIS/CCEIS related expenditures for students in the school year(s) listed below. The district must report a 5753 or 5754 program service code for each student who received CEIS or CCEIS under the IDEA in each of the following school years only:
2020-2021
2021-2022
2022-2023
These are conditional based on the list of districts required to certify a VR16.
To go to the VR16 template click one of the following links: html | pdf | 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 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 collects full-time equivalent (FTE) data for special education personnel who are employed or contracted to provide special education and related services to preschool and school-age students with disabilities on October 5, 2022. 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)].
The due date is February 1, 2023. Your timely and accurate completion of this report is required to ensure full compliance with federal reporting requirements.
General Instructions:
Instructions and Definitions for completing the PD6 Report
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 NYSED Office of Teaching Initiatives. 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@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 1, 2006). 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 the “Not Fully Certified” column if the position is needed to meet the identified needs of students with disabilities but it is filled temporarily with not fully or appropriately certified personnel because appropriately certified staff are not available to fill the position. Include 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 | Calculate the total by adding the numbers of personnel reported in Columns A-D. |
| F | Paraprofessionals who are “Qualified” (Subset of Column C) | Only public school districts (not including Special Act Schools) and Charter Schools are to report paraprofessionals in this Column.
Of the number of special education paraprofessionals reported in Columns A or C, report the FTE of those paraprofessionals who are “qualified”, “working in a program supported by Title I, Part A funds,” employed by an LEA receiving Title I, Part A funds and: |
To go to the PD6 template click one of the following links: html | pdf | 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
From July 1, 2022 to June 30, 2023
The PD8 form collects discipline data for the reporting period July 1, 2022 through June 30, 2023. The data collected includes counts of in-school suspensions, out-of-school suspensions, and removals to interim alternative education settings (IAES) for students with disabilities ages 3 through 21 for whom the school district had Committee on Special Education (CSE) or Committee on Preschool Special Education (CPSE) responsibility, or for Charter Schools, all enrolled students with disabilities. The form also collects the count of school-age students with and without disabilities who received educational services during expulsion and the count of those who did not receive educational services during expulsion.
This data collection has 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). For more information, please refer to Part 201 of the Commissioner’s Regulations and Procedural Safeguards for Students with Disabilities Subject to Discipline at http://www.nysed.gov/special-education/new-york-state-laws-and-regulations-related-special-education-and-students.
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 report this data.
The due date for this report is September 8, 2023. Your timely and accurate completion of this report is required to ensure full compliance with federal reporting requirements.
Data Submission Instructions
Data Reporting Instructions
Students whose suspension or expulsion begins within the reporting period but extends beyond the reporting period must be reported. Students who commit an offense during this reporting period but receive the suspension or expulsion during the following reporting period must be reported.
Table 1 and Table 2
Note: A student with more than one offense could be counted in more than one column; for example, if a student has both in-school and out-of-school suspensions in the same school year, the student should be included in Column 3 and Column 4. 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.
Table 3
Counts of students with and without disabilities who did and did not receive educational services during expulsion
Note: Students with disabilities must receive educational services during any removal of more than 10 school days. Students with disabilities who were removed for fewer than ten days after an expulsion (e.g. a suspension removal was modified to fewer than 10 school days) are the only students that should be reported in Line 1, Column B.
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 3) - 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, Column 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, Column 2) – 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, Column 1 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, Column 1 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, Column 1 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)).
English Language Learner (ELL) (Table 2, Lines 13 and 14) - 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). ELL status should reflect the child’s status at the time of the removal.
Race and ethnicity (Table 2) – The race and ethnicity of students with disabilities 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 and ethnicity categories described below. We recommend that parents or guardians be provided an opportunity to designate their children as belonging to one race and 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. |
To go to the PD8 template click one of the following links: html | pdf | 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 §4410(b) Vendor Funding
For the 2023-2024 School Year
The following types of schools may use this form to request §4410(b) vendor funding from school districts that have Committee on Preschool Special Education (CPSE) or Committee on Special Education (CSE) responsibility for students with disabilities. The use of this form is not mandatory, and schools may develop and use their own form for requesting §4410(b) vendor funding.
Instructions:
Form must be signed and dated by Chief School Administrative Officer. Please print out a printer friendly version of this form in word or pdf .