THE STATE EDUCATION DEPARTMENT THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
_____________________________________________________________________________________________________________________________
MANAGER, STRATEGIC EVALUATION DATA COLLECTION, ANALYSIS AND REPORTING
1613 ONE COMMERCE PLAZA
ALBANY, NEW YORK 12234
Tel. (518) 486-4678
Fax: (518) 408-3363
Email: dataquest@mail.nysed.gov

 

To: Special Education Data Managers and Chief School Officers of:

Boards of Cooperative Educational Services
Public School Districts
Special Act School Districts
Charter Schools
Approved In-State Private Schools
Selected State Agencies
State-Operated Schools
State-Supported Schools

Date:  September 2007

From: Inni Barone
 
 
Subject:

PD-6 - Report of Personnel Employed or Contracted to Provide Special Education and Related Services to Students with Disabilities

Important: Due Date is February 1, 2008.

Attached is a PD-6 form, Report of Personnel Employed or Contracted to Provide Special Education and Related Services to Students with Disabilities. It must be completed by all school districts, including Special Act School Districts, Boards of Cooperative Educational Services (BOCES), Charter Schools, selected State agencies, State-operated schools, State-supported schools, and approved private schools for preschool and school-age students with disabilities. This report is designed to collect full-time equivalent (FTE) data on or about December 3, 2007, regarding special education personnel who are employed or contracted to provide special education and related services to preschool and school-age students with disabilities. The New York State Education Department is required to report these data to the United States Department of Education (USDOE) pursuant to the Individuals with Disabilities Education Act (IDEA) [P.L. 108-446, Section 618(a)(3)]. All schools have been issued a User ID and password and must submit this report through our website at http://pd.nysed.gov. Paper copies of this report will not be accepted.

The due date is February 1, 2008. Your timely and accurate completion of this report is required in order to ensure full compliance with federal reporting requirements.

As compared to the PD-6 form for 2006-2007, the PD-6 form for 2007-2008 is identical.

During the 2007-2008 school year, Strategic Evaluation Data Collection, Analysis and Reporting (SEDCAR) 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 and through the Student Information Repository System are used in one or more of the following reports and activities:

If you have any questions or are in need of assistance in completing this report, please contact the SEDCAR Unit.

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
One Commerce Plaza - Room 1613
Albany, NY 12234-0001

PD-6 — Report of Personnel Employed or Contracted to Provide
Special Education and Related Services to Students with Disabilities

Instructions:
  1. This report must be submitted through our web based PD data system website at http://pd.nysed.gov by February 1, 2008. Paper copies of this form will not be accepted.


  2. Retain one copy (and supporting documentation) in your district/ school/ agency for reference and audit purposes. The required retention period ends June 30, 2015.


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


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

 

 
Check this box if you did not employ or directly contract with any special education or related services personnel to provide services to students with disabilities, ages 3 to 21, on or about December 3, 2007. If this box is checked, and you have submitted this information through our website at http://pd.nysed.gov your report is complete.


 District/School/Agency Information

(Enter 12-digit SED Code Below)
 

                       
SCHOOL DISTRICT NAME
ADDRESS (include building name, room number , or mail stop information)

 
CITY STATE ZIP

Contact Person Information*

Director of Special Education
or Comparable Title

NAME
 
NAME
TITLE
 
TITLE
TELEPHONE (include Area Code)
 
TELEPHONE (include Area Code)
FAX NUMBER (include Area Code)
 
FAX NUMBER (include Area Code)
E-MAIL ADDRESS
 
E-MAIL ADDRESS

*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. You must notify SEDCAR of any change in the contact person.


Instructions and Definitions for completing the PD-6 Report

  1. The data entered in this report should reflect special education personnel information on or about December 3, 2007. This report must be submitted to the State Education Department through our website at http://pd.nysed.gov. Paper copies of this report will not be accepted.

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

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

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

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

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

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

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

  9. If you have any questions, please contact the Strategic Evaluation Data Collection, Analysis and Reporting (SEDCAR) unit by telephoning (518) 486-4678. You may also e-mail your questions to dataquest@mail.nysed.gov.

Specific Instructions, Section A

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

Do not include the following titles in Sections A or B; Include them in Section C only:

Line 2: Special Education Teaching Assistants for Preschool Students with Disabilities: Report the FTE of the number of teaching assistants (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:

Do not include the following titles in Sections A or B; Include them in Section C only:

Line 2: Special Education Teaching Assistants for School-age Students with Disabilities: Report the FTE of the number of teaching assistants (including bilingual teaching assistants) 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 teaching assistants reported in Column C who are “qualified” according to the NCLB definition of “qualified”. See definition of Column F and resources for determining if teaching assistants 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:

  1. “Identification of children with hearing loss;
  2. Determination of the range, nature, and degree of hearing loss, including referral for medical or other professional attention for the habilitation of hearing;
  3. Provision of habilitative activities, such as language habilitation, auditory training, speech reading (lip-reading), hearing evaluation, and speech conservation;
  4. Creation and administration of programs for prevention of hearing loss;
  5. Counseling and guidance of children, parents, and teachers regarding hearing loss; and
  6. 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:

  1. “Identification of children with speech or language impairments;
  2. Diagnosis and appraisal of specific speech or language impairments;
  3. Referral for medical or other professional attention necessary for the habilitation of speech or language impairments;
  4. Provision of speech and language services for the habilitation or prevention of communicative impairments; and
  5. 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:

  1. “Administering psychological and educational tests, and other assessment procedures;
  2. Interpreting assessment results;
  3. Obtaining, integrating, and interpreting information about child behavior and conditions relating to learning;
  4. 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;
  5. Planning and managing a program of psychological services, including psychological counseling for children and parents; and
  6. Assisting in developing positive behavioral intervention strategies.”

Do NOT include psychologists employed to work with all students, with and without disabilities. Include only those psychologists employed specifically to work with students with disabilities.

Line 5:

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

  1. “Improving, developing or restoring functions impaired or lost through illness, injury, or deprivation;
  2. Improving ability to perform tasks for independent functioning if functions are impaired or lost; and
  3. 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:

  1. Screening, evaluation, and assessment of children “. . . to identify movement dysfunction;
  2. Obtaining, interpreting, and integrating information appropriate to program planning to prevent, alleviate, or compensate for movement dysfunction and related functional problems; and
  3. 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:

  1. “Assessment of leisure function;
  2. Therapeutic recreation services;
  3. Recreation programs in schools and community agencies; and
  4. Leisure education.”
Line 8:

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

  1. “Preparing a social or developmental history on a child with a disability;
  2. Group and individual counseling with the child and family;
  3. 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;
  4. Mobilizing school and community resources to enable the child to learn as effectively as possible in his or her educational program; and
  5. Assisting in developing positive behavioral intervention strategies.”

Do NOT include social workers employed to work with all students, with and without disabilities. Include only those social workers employed specifically to work with students with disabilities.

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.” Do not include guidance counselors employed to work with all students, with and without disabilities.   Include only counselors who are employed specifically to work with students with disabilities.

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:

  1. “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
  2. Teaching students the following, as appropriate:
  1. “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);
  2. 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;
  3. To understand and use remaining vision and distance low vision aids; and
  4. 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. For questions related to certification requirements, please visit http://www.highered.nysed.gov/tcert/ or call (518) 474-3901 or send an e-mail message to tcert@mail.nysed.gov.
B Provisional Certification or
Initial Certificate
Report the FTE number of personnel who have Provisional Certification or Initial Certificate, pursuant to sections 80-2 and 80-3 of the Regulations of the Commissioner of Education, in the specified personnel category. The following credentials should also be included in this category: Supplementary Certificates; Transition B Certificates; Internship Certificates; Exchange Permits; and Conditional Initial Certificates.
C Temporary Licenses,  Continuing Certificates or Level I, II, II or Pre-professional Certificate This column is for reporting the number of Teaching Assistants only. Report individuals in this column regardless of an individual’s job title, if an individual’s job duties include providing instructional support, the individual is serving as a “teaching assistant” and must be certified (or have met comparable New York City requirements prior to February 2, 2004). Report the number of FTE personnel with a Level I, II, III or Pre-professional 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.
D Not Fully or appropriately Certified Report the FTE number of personnel in positions that are needed to meet the identified needs of students with disabilities, but because appropriately certified personnel are not available to fill the position, the position is filled temporarily with not fully or appropriately certified personnel. Include in this column, long-term substitutes who lack the required certification for the specified title. Also report in this column teaching assistants who are not fully certified.
E Total FTE of Staff Employed This item is calculated by adding the numbers of personnel reported in Columns A-D.
F Teaching Assistants who are "Qualified" under NCLB (Subset of Column C) Of the number of special education teaching assistants reported in Column C, report the FTE of those teaching assistants who are “qualified” (as defined in NCLB) and are "working in a program supported by Title I, Part A funds" and are employed by an LEA receiving Title I, Part A funds and:
  • work in a "targeted assistance school" and are paid with Title I, Part A funds; or
  • work in a "school-wide program school"; or
  • provide instructional support to public school teachers who provide equitable services to eligible private school students.

Only public school districts (not including Special Act Schools) and Charter Schools are to report teaching assistants in this Column.

A “qualified” Title I paraprofessional has a high school diploma or a recognized equivalent when hired and meets one of the following (unless covered by an exception):

  • has at least two years of college; or
  • has an associate’s or higher degree; or
  • has passed a formal State or local academic assessment.

EXCEPTIONS: Title I paraprofessionals need only have a high school diplomas or a recognized equivalent to be “qualified” if their duties consist solely of:

  • translating from languages other than English to enhance the participation of limited English proficient children in Title I programs; or
  • conducting parental involvement activities.
For additional information on “qualified” under NCLB, please see NCLB NYS field memos, which are posted at http://www.highered.nysed.gov/nclbhome.htm.

 


Report of Personnel Employed or Needed to Provide Special Education and Related Services to Students with Disabilities on or About December 3, 2007

Section A: Teachers and Teaching Assistants for Preschool Students with Disabilities

Directions: Report the full time equivalent (FTE) numbers of special education teachers and teaching assistants employed or contracted to provide services to preschool children with disabilities on or around December 3, 2007 . Please see definition of each line and column beginning on page 3.
Note: Public school districts, Special Act school districts, Charter Schools, BOCES and State-operated schools (Rome and Batavia) will not complete line 01 since they will provide these data through the BEDS personnel forms for teachers. All schools and programs must complete line 02.

Personnel Employed or Contracted
A B C D E
  Certification / License / Position Permanent Certification / Licensure or Professional Certificate Provisional Certification or Initial Certificate Temporary Licenses, Continuing Certificates or Level I, II, III or Pre-professional Certificate Not Fully or Appropriately Certified Total (A+B+C+D)
01 Special Education Teachers for Preschool Students with Disabilities          
02 Special Education Teaching Assistants for Preschool Students with Disabilities          

 

Section B: Teachers and Teaching Assistants for School-Age Students with Disabilities

Directions: Report the full time equivalent (FTE) numbers of special education teachers and teaching assistants employed or contracted to provide services to school-age students with disabilities on or around December 3, 2007. Please see definition of each line and column beginning on page 3.
Note: Public school districts, Special Act school districts, Charter Schools, BOCES and State-operated schools (Rome and Batavia) will not complete line 01 since they will provide these data through the BEDS personnel forms for teachers. All schools and programs must complete line 02.

Personnel Employed or Contracted
A B C D E F
  Certification / License / Position Permanent Certification / Licensure or Professional Certificate Provisional Certification or Initial Certificate Temporary Licenses, Continuing Certificates or Level I, II, III or Pre-professional Certificate Not Fully or Appropriately Certified Total (A+B+C+D) Teaching Assistants who are "Qualified" under NCLB (Subset of Column C)
01 Special Education Teachers for School-Age Students with Disabilities            
02 Special Education Teaching Assistants for School-Age Students with Disabilities            

 

Section C: Special Education Related Services Personnel

Directions: Report the full time equivalent (FTE) numbers of special education related services personnel employed or contracted to provide services to preschool and/or school-age students with disabilities on or around December 3, 2007. Please see definition of each line and column beginning on page 4.

Personnel Employed or Contracted
A B C D E
 

Certification / License / Position

Permanent Certification / Licensure or Professional Certificate Provisional Certification or Initial Certificate Temporary Licenses, Continuing Certificates or Level I, II, III or Pre-professional Certificate Not Fully or Appropriately Certified Total

(A+B+C+D)

01 Audiologists          
02 Speech-Language Pathologists (with SLP License)          
03 Interpreters          
04 Psychologists          
05 Occupational Therapists          
06 Physical Therapists          
07 Physical Education Teachers and Recreation and Therapeutic Recreation Specialists          
08 Social Workers          
09 Medical / Nursing Service Staff          
10 Guidance Counselors and Rehabilitation Counselors          
11 Orientation and Mobility Instructors          

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