Special Education Data Managers of Public Schools Districts
Superintendents of Public School Districts

PD-1/4 – Public School District Report of Number of Students with Disabilities Provided Special Education on December 1, 2005 and Number of Students with Disabilities Provided Special Education in Regular School-Based Programs and in Separate Settings.

• The amount of Charter Schools’ federal fund allocations;
• The amount of sub-allocations for ASEPs. ASEPs are all SED approved preschool and private school-age programs for students with disabilities, including State-supported (Section 4201) Schools; and
• The proportionate amount of federal funds available to serve parentally placed students with disabilities in nonpublic elementary and secondary schools located in the school district.

To be counted in this report, each student with a disability, must meet the following criteria as of December 1, 2005:

• The student must be the responsibility of your school district’s CSE or CPSE. A student with a disability who relocates from your school district and becomes the responsibility of another school district’s CSE or CPSE before December 1, 2005, may not be included in the count for your school district. A student who relocates from another school district and becomes the responsibility of your school district’s CSE or CPSE after December 1, 2005 may not be included in the count for your school district.

OR

• The student is parentally placed in a nonpublic school located in this school district and has been determined to be a student with a disability by the CSE of the student’s school district of residence.

AND

• The student must have an individualized education program (IEP) and be receiving special education programs and/or related services that meet State standards as of December 1, 2005.

Federal law and regulations require that State and local education agencies ensure an unduplicated count of students with disabilities. Before submitting the PD-1/4 report, please complete local verification procedures to ensure that each student is counted only once. Such verification procedures may include visual scans, computer scans or other methods; and are especially important for school districts having several school buildings and for students receiving multiple special education programs and/or services.

The State Education Department will confirm the accuracy of information included in this report as part of the program review process, or as is otherwise indicated. To facilitate such review of your school district, please maintain a list (hard copy or other readily retrievable format) of all students included in this report until June 30, 2013. Upon completing local verification procedures, if it is determined that one or more counts are incorrect, a revised report (i.e., PD-1/4 form) must be submitted to SED.

Compared to the PD-1/4 report for December 1, 2004, the December 1, 2005, PD-1/4 report is revised in the following ways:

• Section A, Table 2 is new and requests the numbers of preschool children reported in Section A, Table 1 who receive preschool special education and related services from approved preschool special education programs operated by Suffolk or Westchester counties. These data will be used by the State to determine a minimum per-pupil amount of IDEA sub-allocation, which must be made available by school districts to approved special education programs.

• Last year’s Section A, Table 4 has been removed. It collected the count of preschool students with disabilities, ages 2 to 4, served in school district-operated approved preschool special education program. This is no longer a required reporting element.

• Section B, Table 1 has been revised to collect the counts of school-age students with disabilities who are parentally placed in nonpublic elementary and secondary schools located in the school district and those located outside of the school district and who are provided publicly funded special education services.

• Section B, Table 2, Line 2 has been removed. It collected the number of students with disabilities who were home-schooled at the parent’s choice. These data are collected through the Basic Educational Data System (BEDS).

• Section B, Table 3 has been removed. It collected the number of students with disabilities who attended “home-school” buildings. This is no longer a required reporting element.

• Section B, Table 4 has been removed. It collected the number of students with disabilities provided testing accommodations. These data are collected through the individual student record system and through the System to Track Educational Performance (STEP) reporting system

• Section B, Table 5 has been removed. It collected the number of school-age students with disabilities who are also Limited English Proficient. These data are collected through the individual student record system and through the STEP reporting system.

• Section B, Table 6 has been removed. It collected the number of students who are eligible for services and accommodations under Section 504. These data are collected through the individual student record system and through the STEP reporting system.

• Section B, Table 7 has been removed. It collected the number of students with disabilities by age and grade. These data are collected through the individual student record system and through the STEP reporting system.

During 2005-2006, Strategic Evaluation Data Collection Analysis and Reporting (SEDCAR) Unit personnel may be available to conduct a limited number of regional training programs regarding the various special education data forms (i.e., the PD forms). If you feel that such training would be useful to the data managers in your area, please contact your local Special Education Training and Resource Center (SETRC). The data collected through the PD forms are used in 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.
• Calculation of minimum amount of per-pupil IDEA funds to be sub-allocated or spent on services.
• Pocketbook of Goals and Results for Individuals with Disabilities
• 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
• BOCES Report Cards
• Charter School Report Cards
• Calculations to identify instances of possible race/ethnicity disproportionality
• Required re-direction of 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 the SEDCAR Unit by using the contact information provided in the letterhead. Thank you.

Attachment

The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Office of Vocational and Educational Services for Individuals with Disabilities (VESID)
Strategic Evaluation Data Collection, Analysis and Reporting (SEDCAR)
One Commerce Plaza – Room 1613
Albany, NY 12234

PD-1/4 – Public School District Report of:
Number of Students with Disabilities Provided Special Education on December 1, 2005 and
Number of Students with Disabilities Provided Special Education in Regular School-Based
Programs and in Separate Settings

1. Please submit these data electronically at http://pd.nysed.gov  between December 1, 2005 and January 2, 2006. 
2. Sign, in original ink, the Certification and Assurances at the bottom of this page and return just this page to the above address.
3. Retain one copy (and supporting documentation) in your school district for reference and audit purposes. The required retention period ends June 30, 2013.
4. Carefully read the Instructions and Definitions on the following pages.
5. If you have any questions about this report, please call (518) 474-7965, or e-mail your questions to dataquest@nysed.gov 

School District Information

(Enter 12-digit SED Code Below)

Contact Person Information*

*All correspondence from SEDCAR will be directed to the contact person identified in the PD web based data entry system at http://pd.nysed.gov. Please keep the contact person information current, including the e-mail address as most communication will occur via e-mail.

Instructions and Definitions for Completing the PD-1/4 Report

1. Report information for all students with disabilities (ages 3 to 21) who are the responsibility of this district’s CPSE or CSE and receive special education programs and/or services on December 1, 2005. This includes:

• Resident students with disabilities in district operated educational programs;

• Resident students with disabilities in the New York State School for the Blind in Batavia and in the New York State School for the Deaf in Rome;

• Resident students with disabilities in Charter Schools;

• Students with disabilities who were residents of the school district at the time they were placed by the courts or State agencies in out-of-State approved residential schools;

• Resident students with disabilities in BOCES programs;

• Resident students with disabilities who are placed by the school district in Special Act School Districts;

• Resident students with disabilities who are placed by the school district in approved private schools for students with disabilities;

• Resident students with disabilities who are placed out-of-State as Emergency Interim Placements;

• Resident students with disabilities who are parentally placed in nonpublic elementary and secondary schools located in the school district and in nonpublic elementary and secondary schools located in other school districts.

2. In Section B, Table 1, Line 3, school districts must report the number of students with disabilities who are residents of other school districts but are parentally placed in nonpublic elementary and secondary schools located in the school district and provided special education programs and/or services.

3. Students with disabilities’ race/ethnicity must be reported consistently on all PD forms and other Department data collection instruments. Each student must be reported in a single category. We recommend the parents be provided an opportunity to designate their children as belonging to one of the five race/ethnicity categories as described below. 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. Please use the following definitions to assist you in determining the most appropriate category for reporting students:
   American Indian/Alaskan 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.
   Asian or Pacific Islander: A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent, or the Pacific Islands, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. The Pacific Islands include Hawaii, Guam, and Samoa.
   Black or African American (not Hispanic): A person having origins in any of the Black racial groups of Africa.
   Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
   White (not Hispanic): A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

4. Wherever students are to be reported by age, please report age as of December 1, 2005.

5. If specific instructions for some tables are not provided below, they are included above each table of the PD-1/4 form.

Directions for Section A

This section contains six Tables. Tables 1 and 4 request placement information by age and by race/ethnicity category for all preschool students with disabilities, ages 3 to 4, who are the responsibility of the school district’s CPSE. These students must be receiving preschool special education programs and/or services, pursuant to Sections 4201 or 4410 of the Education Law, on December 1, 2005. The total number of preschool students, ages 3-4, reported in each of these two tables must be identical. Table 2 requests the counts of preschool students with disabilities who are provided preschool special education services by approved programs operated by Suffolk and Westchester counties. These data will be used by the Department to calculate the minimum per-pupil federal sub-allocation, which school districts must provide to the approved special education programs. Table 3 is to report the count of preschool students with disabilities, age 2, who are receiving preschool special education services, pursuant to Sections 4201 or 4410 of the Education Law, on December 1, 2005. Table 5 is to report, by race/ethnicity, the total number of preschool students with disabilities who are residents of the school district, who are enrolled in regular parochial or other private schools at parents or guardians expense, but who are provided special education programs and/or services at public expense. Students reported in Table 5 are also reported in Tables 1 and 4. Table 6 is to report the number of preschool students with disabilities who are reported in Tables 1 and 4, and who are also limited English proficient (or English language learners).

Definitions for Section A, Tables 1 and 3

Directions and Definitions for Section B, Table 1

Section B, Table 1, requests the count of all school-age students for whom the district has CSE responsibility to provide special education services, and is providing such services on December 1, 2005. To comply with requirements of IDEA section 612(a)(10), this Table is also used to collect the numbers of students with disabilities who are parentally placed in nonpublic elementary and secondary schools, located in the school district, and provided publicly funded special education services. Additional directions to assist school districts to accurately complete this Table are provided above the Table. The school districts of residence maintain CSE responsibility for students except in the following circumstances:

• If students are placed by another agency (e.g., courts, social services, Office of Children and Family Services, etc.), in Child Care Institutions (CCI) located within New York State, the residential schools connected with the CCIs assume the CSE responsibility for such students and provide services pursuant to Article 81 of the Education Law. Therefore, such students are not to be reported by school districts in this report;

• Students who reside in State agency facilities of the Office of Children and Family Services, Office of Mental Health, Office of Mental Retardation and Developmental Disabilities or the Department of Correctional Services and attend State agency educational programs or other educational programs are the responsibility of the State agencies under section 112 of the Education Law and are not to be reported in this report;

• School districts that receive students through contract with less than K-12 school districts pursuant to sections 2040-2045 of the Education Law assume CSE responsibility. For example, once students leave a K-8 school district and attend a school district with grades 9-12, the district with grades 9-12 assumes CSE responsibility for such students (CR section 200.2(f)). The K-8 district is not to report students in grades 9-12;

• Students who reside in group homes, foster homes, community residences and other programs but attend public schools pursuant to section 3202.4 of the Education Law are the CSE responsibility of school districts in which such facilities are located; and

• Students who are incarcerated in county correctional facilities are the CSE responsibility of the school district in which the correctional facility is located (section 3202.7 of the Education Law).

Directions and Definitions for Section C, Reports 1-14

Section C, Reports 1-14: There are two tables for each disability category- Table 1 and Table 2. These tables request placement information for all school-aged students with disabilities, ages 4-21, who are the responsibility of your CSE and are provided school-age special education programs and/or services on December 1, 2005.

  Table 1: Report the number of students with disabilities who are educated in regular school buildings and removed from regular classes for "Less than 20%", "21% to 60%", or "More than 60%" of the school day or school week. "Regular school buildings" are buildings for both disabled and nondisabled school-age students. "Regular classes" are classes for both disabled and nondisabled school-age students. Time outside of regular classroom is a measure of the extent of removal from the regular classroom setting, NOT of the total amount of special education services provided. It is the percent of each school day or week that a student receives special education including related services, apart from nondisabled students while within a regular school building. For purposes of these data collection, students in the following settings should be reported in Table 1 (regular school buildings):

• Students who are home-schooled at their parent or guardian's choice.

• Students who are receiving transitional support services.

• Students who attend regular school buildings for at least 50 percent of the school day or school week, even though they may attend programs in separate settings, which include only students with disabilities for the rest of the day or week.

• All public school buildings, which are attended by both disabled and nondisabled school-age students.

• All BOCES buildings that are attended by both disabled and nondisabled school-age students.

• All nonpublic schools which both disabled and nondisabled school-age students attend. These are schools in which parents/guardians pay tuition for the basic program, and public school districts at public expense provide special education programs and/or services.

• All Special Act School Districts which both disabled and nondisabled school-age students attend.

• All approved private schools that are attended by both disabled and nondisabled school-age students.

• All State agency programs which both disabled and nondisabled school-age students attend.

• All Alternative High School programs which both disabled and nondisabled students attend.

• All age appropriate community-based settings that include individuals with and without disabilities, such as vocational sites, in which students with disabilities interact with nondisabled individuals other than nondisabled individuals who are providing services to the students.

In order to determine the percentage of time students receive services outside regular classrooms (i.e., in rooms/groupings attended by students with disabilities only), it is important to consider where the service is provided rather than the type of service that is provided. To calculate the percentage of time outside the regular classroom, divide the number of hours the student receives special education and related services outside the regular classroom each day or week by the total number of hours in the school day or school week. Use the length of the entire school day, including all periods and lunch. The following examples are provided for purpose of clarification:

• A student who attends a resource room for one period each day in which special education services are provided to a group of students with disabilities would be counted in Table 1, Line 1 since one period outside of regular classroom would constitute 20 percent or less of the school day.

• A student who is assigned a full-time, one-to-one teacher aide, but who attends regular classrooms for 80 percent or more of the school day should be included in Line 1 of Table 1.

• A student who receives special education services for two hours per day outside of regular classrooms would be reported on Table 1, Line 2. If the services are provided in the regular classroom, the student should be reported in Table 1, Line 1.

• A student whose first period begins at 8:30 a.m. and last period ends at 2:30 p.m. would have a six-hour day or 30-hour week. If the student attends a special class for four 45-minute periods daily and participates in the general education environment for the remainder of the day, that student’s “time outside regular classroom” would be 15.0 hours per week or 50 percent of the week. Such a student would be reported in Table 1, Line 2.

• The special education services provided by a public school district to a student who attends a nonpublic school should be deemed outside regular classrooms if special education services are provided at a neutral site or in a public school outside of regular classrooms. These students should be reported in the appropriate line of Table 1.

• Special education services provided outside the normal school day (e.g., before school or after school) should not be considered time outside the regular classroom, regardless of the type of services or where they are provided. Such students should be counted in Table 1, Line 1.

• Students with disabilities who receive special education programs or services in regular classes that include non-disabled students should be reported in Table 1. This includes regular classrooms in which consultant teachers provide special education programs and services or regular classes in which special class programs are located.

• A student with a disability who is home-schooled at his/her parent’s choice, and who receives one hour of special education service per day at the student’s home, should be counted in Table 1, Line 1.
   

Table 2: Report the number of students with disabilities for whom the school district has CSE responsibility and who are educated in separate educational settings. These are settings which are attended by students with disabilities only. The definition of each separate educational setting follows:

Special Public Day Schools- Include public day schools that are attended by students with disabilities only. These schools include public school district or BOCES buildings, which are attended by students with disabilities only. These schools also include Special Act School Districts if they are attended on a day school basis, and if they include students with disabilities only. Students with disabilities attending the two State-operated schools, on a day basis, would also be reported in this category.
Special Private Day Schools- Include approved private schools for students with disabilities, and State-supported schools (Section 4201 schools), which are attended, by students with disabilities only, on a day basis.
Public Residential Facility- Include public residential facilities in which students with disabilities are placed by the school district and attend an education program affiliated with the facility in buildings that serve only students with disabilities. Public residential facilities include the two State-operated schools, and the Special Act School Districts. Students with disabilities, who are in residential facilities but are provided special education services in buildings that include nondisabled students, should be reported in Table 1.
Private Residential Facility- Include private residential facilities in which students with disabilities are placed by the school district and attend an education program affiliated with the facility in buildings that serve only students with disabilities. Also, include students with disabilities who are placed in private residential facilities by the courts or State agencies, but for whom the district has CSE responsibility (e.g., students with disabilities who were residents of the district at the time they were placed by the courts or State agencies in private out-of-State residential facilities). Private residential facilities include State-supported schools (Section 4201 Schools) with a residential component and approved private schools (in-State and out-of-State). Students with disabilities, who are in residential facilities but are provided special education services in buildings that include nondisabled students, should be reported in Table 1.
Home- Use this setting if the school district Committee on Special Education has determined the home as the student’s placement on December 1. Students who are home-schooled by parent’s choice should not be reported in this category, but rather in Table 1.
Hospital or Other Non-School- These are settings in which students with disabilities are provided special education services based on their unique needs.
 

Table 1:  Educational Placements of Preschool Students with Disabilities (Ages 3-4*)

Enter the total number of preschool students with disabilities for whom this school district has CPSE responsibility to ensure the provision of special education programs or services. Report preschool students who were 3 to 4 years of age and who received preschool special education programs or services on December 1, 2005. In Column D, report the number of students who were provided related services only. Students reported in Column D are a subset of Column C. Column D cannot be greater than Column C. Only count students who were served pursuant to Sections 4410 or 4201 of the Education Law. Please determine age as of December 1, 2005. Counts reported in Tables 1, 2 and 4 of this section and information contained on the SEDCAR-1 forms which school districts will receive from approved preschool special education programs, will assist you in determining the amount of federal IDEA funds, under Sections 611 and 619, which must be sub-allocated to other programs, and the amount to be retained by your school district, for preschool students with disabilities, ages 3-4. Important information for completing this section is included in the Directions and Definitions for Section A, beginning on page 2.

*Children who are 5 years of age on December 1 are "school-age" children, and must be reported in Sections B and C of this report not in Section A.

Specific Preschool Programs

01

02

03

Line Number

Description

 Age 2*

1

Section B: Students Receiving School-Age Programs or Services

Section C: Educational Placement of School-age Students by Disability
and Race/Ethnicity Information