NYSED / P-12 / IRS / SEDCAR / SIRS Table of Contents / 2013-14 to Present SIRS Codes and Documentation

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Preschool Primary Service Code
(Field #31 in Special Education Snapshot Template):

Preschool and School-Age Students with Disabilities
Least Restrictive Environment Codes

PRIMARY SETTING CODES (Field #44 in Special Education Snapshot Template)
(See definition of these settings)

Preschool Settings:

Early School-Age (ESA) Settings for school-age students with disabilities ages 4-5):

School-Age Settings (for students with disabilities ages 6-21):

In addition to selecting an appropriate LRE code, please use the “Primary Placement Type” data element to indicate if the student is a court placement (PLC01), residential placement by the CSE (PLC02) or a day placement by the CSE (PLC03). This data element and codes are described in the Special Education Snapshot Template.

Directions for Reporting PRESCHOOL Students with Disabilities in the Least Restrictive Environment (LRE) Setting (codes PS04 through PS12)

The LRE codes for preschool students with disabilities distinguish between preschool students participating in regular early childhood programs (PS09 through PS12), in special education programs (PS04 through PS06), or in neither a regular early childhood program nor a special education program (PS07-home and PS08-service provider location or some other location that is not in any other category). In addition, the reporting codes describe the environment in which students who are in regular early childhood programs receive the majority of hours of their special education and related services during the week. Only one least restrictive environment code may be selected for each student.

Definitions:

“Majority of hours” means at least 50 percent of the hours a student spends receiving special education and related services during the week.

“Regular early childhood program” means a program that includes at least 50 percent nondisabled preschool children. “Early childhood programs” include, but are not limited to:

• Private preschools or nursery schools;
• Head Start;
• Group child development center or child care (includes day care centers);
• Preschool classrooms open to an eligible prekindergarten population by the public school system (universal pre-k programs); and
• Special class in an integrated setting, designed for children with and without disabilities. (Best practice is that these programs include at least 50 percent nondisabled children.)

Process to select the preschool LRE code for students enrolled in a regular early childhood program:

Step 1: For a student who is participating for any number of hours per week in a regular early childhood program, regardless of how the participation is funded (i.e., with public or private funds) and regardless of where special education and related services are provided, select the LRE code based on the amount of time the student spent in the regular early childhood program. 

These times are grouped into two categories:

• In a regular early childhood program for at least 10 hours per week (PS09 or PS10) (see Step #3 to determine which of these two codes to select).

• In a regular early childhood program for less than 10 hours per week (PS11 or PS12) (see Step #3 to determine which of these two codes to select).

Step 2: For each student who is in a regular early childhood program, select the LRE code for the student that reflects whether the majority of hours of special education and related services during the week are provided to the student in the regular early childhood program or in some other location. The other locations are described in PS04 through PS08.

Step 3: To calculate where the majority of hours of special education and related services are provided to preschool students:

1. A.  Add up all the time (in minutes or hours) that the student spends receiving special education and related services during the week.
2. B.  Add up all the time (in minutes or hours) that the student spends receiving special education and related services during the week in the regular early childhood program.

• If B divided by A is .50 or more, select codes PS09 or PS11 (see Step #1 to determine which of these two codes to select.
• If B divided by A is less than .50, select codes PS10 or PS12 (see Step #1 to determine which of these two codes to select).

Process to select the preschool LRE code for students who are not enrolled in a regular early childhood program:

Step 4: If the student is NOT AT ALL participating in a regular early childhood program, determine if the student is attending a special education program as described below and select the appropriate code (PS04 through PS06):

• Separate Class (special education program in a class with less than 50 percent nondisabled students) (code PS04) in
• Regular school buildings;
• Trailers or portables outside regular school buildings;
• Child care facilities;
• Hospital facilities on an outpatient basis;
• Other community-based settings
• Separate schools- public or private day schools designed specifically for students with disabilities (code PS05); and
• Residential facilities – publicly or privately operated residential schools or residential medical facilities on an inpatient basis (code PS06).

Please note, since only one least restrictive environment code may be selected for each student, the PS04 through PS06 codes should be selected for students who may also receive some special education and related services at home or at a service provider or other location as described in Steps 5 and 6.

Step 5: If the student receives some or all his/her special education and/or related services at home and does not attend a regular early childhood program or a special education program, select code PS07 (home). Select this code for the student even if the student also receives some of his/her special education and related services in a service provider location or some other location that is not described in any other code.

Step 6:  If the student does not attend either a regular early childhood program or a special education program and also does not receive special education and related services at home, select code PS08 (service provider location or some other location that is not in any other category). The PS08 code includes, for example, private clinicians’ offices, clinicians’ offices located in school buildings, and hospital facilities on an outpatient basis.

Examples for preschool students attending a regular early childhood program (see Step #3 for definitions of “A” and “B”):

1. A student attends a private nursery school program for 8 hours a week. She receives 2.5 hours a week of special education itinerant services in the nursery school program and 2.5 hours a week of services at home.
   
   Calculation: A = 5 hours; B = 2.5 hour. B/A = .5 Select code PS11 (Attending a regular early childhood program for less than 10 hours a week and receiving the majority of hours of special education and related services in the regular early childhood program).
   
   
2. A student attends a day care center for 30 hours a week. He receives 3 hours of special education and related services per week at the day care center.
Calculation: A = 3 hours; B = 3 hours. B/A = 1.0
Select code PS09 (Attending a regular early childhood program for 10 or more hours a week and receiving the majority of hours of special education and related services in the regular early childhood program.)


3. A student attends a day care center for 30 hours a week. She receives 3 hours of related services per week from a related service provider from the municipality’s related service provider list provided at the therapist’s office.
   
   Calculation: A = 3 hours; B = 0 hours. B/A = 0.0 Select code PS10 (Attending a regular early childhood program for 10 or more hours a week and receiving the majority of hours of special education and related services in some other location.)
   
   
4. A student goes to a hospital to receive occupational therapy for 5 hours per week on an out-patient basis and this student attends a special class in an integrated setting for 15 hours a week, but receives audiology related service at a hospital audiology clinic from the municipality’s related service provider list.
   
   Calculation: A = 20 hours; B = 15 hours. B/A = .75
   Select code PS09 (Attending a regular early childhood program for 10 or more hours a week and receiving the majority of hours of special education and related services in the regular early childhood program.)
   
   
5. A student attends a UPK program for 20 hours a week and receives SEIT services and related services from a BOCES provider at the UPK program site for 5 hours a week.
   
   Calculation: A = 5 hours; B = 5 hours. B/A = 1.0 Select code PS09 (Attending a regular early childhood program for 10 or more hours a week and receiving the majority of hours of special education and related services in the regular early childhood program.)
   
   Examples for preschool students who DO NOT attend a regular early childhood program:


6. A student attends special education classroom for preschool children with disabilities which is located in a public school building for 20 hours per week.
   
   Select code PS04 (Separate classroom).


7. A student attends the XYZ private preschool for students with disabilities for 17.5 hours per week and receives all special education and related services in that school.
   
   Select code PS05 (Separate school).
   
   
8. A student attends a BOCES-operated preschool program which operates in a building, which is only attended by students with disabilities. The student receives all special education and related services in that building.
   
   Select code PS05 (Separate school).
   
   
9. A student with a disability has been placed in a residential school and receives a full day special class program daily (5.0 hours of special education and related services).  
   
   Select code PS06 (Residential Facility).
   
   
10. A student receives 10 hours a week of preschool special education itinerant services and occupational therapy services at home and also receives speech and language therapy at a hospital clinic from the municipality’s related services provider list.
    
    Select code PS07 (Home).
    
    
11. A student attends the XYZ private preschool program for students with disabilities for 12.5 hours a week and receives 5 hours a week of preschool special education services at home.
    
    Select code PS05 (Separate School).
    
    
12. A student receives 10 hours a week of physical therapy from a physical therapist as a related service from the municipality’s related services provider list provided at the therapist’s office.
    
    Select code PS08 (Service Provider Location).
    

Directions for Reporting Least Restrictive Environment (LRE) Setting Code for Students with Disabilities, Ages 4-5, who Receive SCHOOL-AGE Special Education and Related Services (codes ESA01 through ESA12)

Step 1: When selecting the LRE code for school-age students with disabilities who are age 4 or 5 on child count date, the first step is to identify if these students are parentally placed in a nonpublic elementary school (a school with one or more grades K-6). If yes, select codes ESA01 or ESA02 or ESA03 as described below:

• Select ESA01 if the student receives the majority of hours of special education and related services during the week provided in a non-public school kindergarten or 1st grade classroom; 

• Select ESA02 if the student receives the majority of hours of special education and related services during the week in some other location (other locations are described in ESA04 to ESA08); or

• Select ESA03 if the student receives no publicly funded special education services.

Process to select the LRE code for students with disabilities ages 4-5 who are NOT parentally placed in a nonpublic elementary school but who are attending a regular Kindergarten, 1st grade or another regular early childhood program:

Step 2: For a student with a disability (ages 4-5) who is participating for any number of hours per week in a Kindergarten or 1st grade or in a regular early childhood program, regardless of how the participation in a regular early childhood program is funded (with public or private funds) and regardless of where special education and related services are provided, select the LRE code based on the amount of time spent in the Kindergarten, 1st grade and/or in regular early childhood program. Please see definition of a “regular early childhood program” under the preschool section of LRE codes.

These times are grouped into two categories:

• In a Kindergarten, 1st grade or regular early childhood program for at least 10 hours per week (select codes ESA09 or ESA10) (see Step #4 to determine which of these two codes to select).; or
• In a Kindergarten, 1st grade or regular early childhood program for less than 10 hours per week (select codes ESA11 or ESA12) (see Step #4 to determine which of these two codes to select).

Step 3: For each student who is in a regular Kindergarten, 1st grade and/or in a regular early childhood program for any length of time, select the LRE code that reflects the setting where the majority of weekly hours of special education and related services are provided to the student in the regular Kindergarten, 1st grade and/or in a regular early childhood program or in some other location. The other locations are described in ESA04 through ESA08.

Step 4: In order to determine where the majority of weekly hours of special education and related services are provided to school-age students, ages 4-5, use the following calculation:

1. Add up all the time (in minutes or hours) that the student spends receiving special education and related services in one week.
2. Add up all the time (in minutes or hours) that the student spends receiving special education and related services in one week in a regular Kindergarten, 1st grade, and/or in a regular early childhood program.
1. If B divided by A is .50 or more, select codes ESA09 or ESA11 (see Step # 2 to determine which of these two codes to select).
2. If B divided by A is less than .50, select codes ESA10 or ESA12 (see Step # 2 to determine which of these two codes to select).

Process to select the LRE code for students (ages 4-5) who are not enrolled in a regular Kindergarten, 1st grade and/or in a regular early childhood program

Step 5: If the student is NOT AT ALL participating in a regular Kindergarten, 1st grade and/or in a regular early childhood program, determine if the student is attending a special education program as described below and select the appropriate code (ESA04 through ESA08):

• Separate Class  (special education program in a class with less than 50 percent nondisabled students) (code ESA04) in
• Regular school buildings;
• Trailers or portables outside regular school buildings;
• Child care facilities;
• Hospital facilities on an outpatient basis;
• Other community-based settings
• Separate schools – public or private day schools for students with disabilities only (code ESA05); and
• Residential facilities - publicly or privately operated residential schools or residential medical facilities on an inpatient basis (code ESA06)

Please note, since only one least restrictive environment code may be selected for each student, the ESA04 through ESA06 codes should be selected for students who may also receive some special education and related services at home or at a service provider or other location that is not described in any other code.

Step 6: If the student receives some or all of his/her special education and related services at home and does not attend a regular Kindergarten, 1st grade or a regular early childhood program nor a special education program, select code ESA07 (home). Select this code even if the student also receives special education and related services in a service provider location or some other location that is not described in any other code.

Step 7:  If the student does not receive special education and related services at home and does not attend a regular Kindergarten, 1st grade or a regular early childhood program and does not attend an approved special education program, select code ESA08 (service provider location or some other location that is not described in any other code).

Examples for school-age students with disabilities (ages 4-5) attending a Kindergarten, 1st grade and/or a regular early childhood program (see Step #4 for definitions of “A” and “B”):

1. Parents have elected to not enroll their kindergarten age student in a regular Kindergarten classroom. Instead, they pay for their child to attend a private nursery school for 15 hours a week. This child receives 2 hours a week of special education and related services in the nursery school.
   
   Calculation: A = 2 hours; B = 2 hours; B/A = 1.0
   Select ESA09 code (Attending a kindergarten, 1st grade or other regular early childhood program for 10 or more hours a week and receiving the majority of hours of special education and related services in the regular early childhood program.)
   
   
2. A five-year old student with a disability is parentally placed in a K-2 nonpublic elementary school and receives 1 hour a week of special education and related services in the 1st grade classroom.
   
   Calculation: A = 1 hour; B = 1 hour; B/A = 1.0
   Select ESA01 code (Parentally placed in a nonpublic elementary school and receiving majority of hours of special education and related services in the regular classroom).
   
   
3. A Kindergarten age student is parentally placed in a nonpublic elementary school in a Kindergarten classroom for 12.5 hours a week. This student is provided all special education and related services at home.
   
   Select ESA02 code (Parentally placed in a nonpublic elementary school and receiving majority of hours of special education and related services in some other location).
   
   
4. A Kindergarten age student is parentally placed in a K-6 nonpublic elementary school but does not receive any publicly funded special education program or related services.
   
   Select ESA03 code (Parentally placed in a nonpublic elementary school and NOT receiving publicly funded special education and related services).
   
   
5. A student attends a regular Kindergarten classroom for 12.5 hours a week. She receives 1 hour of special education and related services in the Kindergarten classroom and 2 hour of special education and related services at home.
   
   Calculation: A = 3 hours; B = 1 hour. B/A = .33
   Select ESA10 (Attending a kindergarten, 1st grade or other regular early childhood program for 10 or more hours a week and receiving the majority of hours of special education and related services in some other location).
   
   
6. A 4-year old student attends a regular Kindergarten classroom for 15 hours a week and receives 1 hour a week of related services and 3 hours of orientation and mobility services in another setting.
   
   Calculation: A = 4 hours; B = 0 hours; B/A = 0.0
   Select ESA10 (Attending a kindergarten, 1st grade or other regular early childhood program for 10 or more hours a week and receiving the majority of hours of special education and related services in some other location).
   
   
7. A 5-year old student attends a regular Kindergarten classroom for a half-day morning session and receives 3 hours a week of speech and language services in the afternoon at the school.
   
   Calculation: A = 3 hours; B = 0 hours; B/A = 0.0
   Select code ESA10 (Attending a kindergarten, 1st grade, or other regular early childhood program for 10 or more hours a week and receiving the majority of hours of special education and related services in some other location.)

Examples for school-age students (ages 4-5) who DO NOT attend a regular Kindergarten, 1st grade or a regular early childhood program:

8. A 5-year old student attends a special education classroom for Kindergarten and 1st grade children with disabilities, which is located in a public school building for 20 hours per week.
   
   Select code ESA04 (Separate classroom).
   
   
9. A 5-year old student is placed by the school district in an approved private school for students with disabilities for 30 hours per week and receives all special education and related services in that school.
   
   Select code ESA05 (Separate school).
   
   
10. A 5-year old student with a disability has been placed in a residential school and receives a full day special class program daily (5.0 hours of special education and related services).
    
    Select code ESA06 (Residential Facility).

Directions for Reporting SCHOOL-AGE Students with Disabilities (ages 6-21) in the Least Restrictive Environment (LRE) Setting

For students who are in regular school buildings for 50 percent or more of the school day (buildings which are attended by students with and without disabilities), select their LRE code based on the percent of time each student is in a regular class using the following categories: 

• Inside the regular classroom 80 percent or more of the day.  These are students who receive special education and related services outside the regular classrooms for less than 21 percent of the school day;
• Inside the regular classroom between 40 and 79 percent of the day.  These are students who receive special education and related services outside regular classrooms between 21 and 60 percent of the day; or
• Inside the regular classroom less than 40 percent of the day.  These are children who receive special education and related services outside the regular classroom for more than 60 percent of the day.

To calculate the percentage of time inside the regular classroom:

• Subtract the amount of time a student is provided special education and related services in classrooms or settings exclusively for student with disabilities (e.g., special class or resource room) from the entire length of the school day.
• Divide the result by the length of the school day.
• Multiply this result by 100. 
  • Time spent outside the regular classroom receiving services unrelated to the youth’s disability (e.g., time participating in an English as a Second Language class) should be considered time inside the regular classroom.
  • Education time spent in age-appropriate supervised community-based work experience programs that include individuals with and without disabilities, such as at college campuses or vocational sites, should be counted as time spent inside the regular classroom.

For students who are not reported under the above categories (i.e., students who do not attend a regular school building for 50 percent or more of the school day), report the students in one of the following categories where the student attends for more than 50 percent of the school day:

• Separate school — Student receives special education and related services in a public or private day school for students with disabilities;
• Residential facility — Student receives special education and related services in a public or private residential facility for students with disabilities (Note: You must use the “Primary Placement Type” field,  Code PLC02, to designate a student who is in a residential placement); This field and the codes are described in the Special Education Snapshot template of this manual.
• Hospital program — Student is in a hospital as an in-patient and receives special education and related services in the hospital (e.g., rehabilitation hospital, State psychiatric center hospital);
• Home Instruction — Student is placed at home by the CSE and receives special education and related services at home;
• Correctional facility — Student is in a short-term detention facility or in a county/city correctional facility (jail), or in a State correctional facility and is receiving special education and related services in these settings;
• Parentally placed in a nonpublic school — Student is parentally placed in a nonpublic elementary, middle or secondary school and is receiving publicly funded special education and related services;
• Parentally placed in a nonpublic elementary, middle or secondary school — Student is an identified student with a disability but is not receiving any publicly funded special education services; or
• Home Schooled — Student is home schooled at parents’ choice pursuant to section 100.10 of the Regulations of the Commissioner and receives special education and related services from the district.

Event Type Codes for Series of Events in Special Education

See information on SPP Indicators #11 and 12 available at:
https://www.p12.nysed.gov/specialed/spp/home.html  
See the schedule of the years in which school districts must report data on these two indicators at:
https://www.p12.nysed.gov/sedcar/sppschedule2011-2017..html

EVENT TYPE CODES (Field #5 in the Special Education Events Template):

Timely evaluation of preschool students for special education (SPP Indicator 11)
Code	Name	Description for Use in Level 2
CPSE01	Initial referral to CPSE	Initial referral to CPSE
CPSE02*	Parental consent to evaluate	Parental consent to evaluate
CPSE03	CPSE meeting at which evaluation results are discussed (all evaluations are completed)	CPSE meeting

 

Timely evaluation of school age students for special education (SPP Indicator 11)
Code	Name	Description for Use in Level 2
CSE01	Initial referral to CSE	Initial referral to CSE
CSE02*	Parental consent to evaluate	Parental consent to evaluate
CSE03	CSE meeting at which evaluation results are discussed (all evaluations are completed)	CSE meeting

 

Transition from IDEA Part C (Early Intervention) to IDEA Part B (preschool) (SPP Indicator 12)
Code	Name	Description for Use in Level 2
EI01*	Initial referral to CPSE	Initial referral to CPSE
EI02	Parental consent to evaluate	Parental consent to evaluate
EI03	EI03 CPSE meeting to discuss and determine eligibility (all evaluations are completed and IEP developed if determined eligible)	CPSE meeting
EI04	Full IEP implementation	Full IEP implementation

 

Evaluation of parentally placed students in nonpublic schools for determination of eligibility for special education and provision of special education services
Code	Name	Description for Use in Level 2
CSENP01*	Initial referral to CSE	Initial referral to CSE
CSENP02	Parental consent to evaluate	Parental consent to evaluate
CSENP03	CSE meeting to discuss evaluation results (all evaluations are completed)	CSE meeting
CSENP04	Full implementation of IEP or IESP or SP	Full implementation of IEP

*In the Special Education Events template (550), the Event Date for all Event Type Codes is the actual date the event occurred. The School Year is the year in which the asterisked event (CPSE02, CSE02, EI01, and CSENP01) occurred, even if the asterisked event occurred in a different school year than a prior or subsequent event in the sequence. For example, if the date of parent consent CPSE02 is July 2, 2013 and the date of referral CPSE01 is June 28, 2013, report 2014-06-30 as the School Year for all events in this sequence and 2013-06-28 as the Event Date for the parental referral.

Special Education Event Reason Codes

REASON CODES (Field # 20 in Special Education Event Template)

Reasons for delay in evaluating preschool students (past 60 calendar days from the date of receipt of parental consent to evaluate to date of CPSE meeting at which evaluation results are discussed) for special education eligibility. (SPP Indicator 11)
Code	Name	Description for Use in Level 2	Full Description	Order of Selection (user lower number as reason when more than one reason is applicable)
CPSER11	Evaluations Completed within 60 days	Evaluations completed on time.(C)	The evaluations were completed within 60 days. When applicable, use this reason over any other. This reason indicates that the evaluations are to be counted as timely even if there is a delay in holding the CPSE meeting.	1
CPSER01	Parents withdrew referral or consent	Parents withdrew referral or consent to evaluate (C)	The parents withdrew referral or consent to evaluate. This is a reason that is in compliance with state regulations.	2
CPSER02	Student moved out of the district	Student moved out of the district (C)	The student moved out of the district. This is a reason that is in compliance with state regulations.	3
CPSER03	Student died	Student died (C)	The student died. This is a reason that is in compliance with state regulations.	4
CPSER05	Documented delays contacting parents	Documented delays in making contact with parents to schedule the evaluation (C)	One or more evaluations were delayed solely due delays in making contact with parents to schedule the evaluation and there is documentation indicating attempts to contact the parents that would have resulted in a timely evaluation. This is a reason that is in compliance with state regulations.	5
CPSER06	Parents cancelled scheduled evaluation	Parents cancelled the scheduled evaluation and/or selected another approved evaluator (C)	One or more evaluations were delayed because the parents cancelled the scheduled evaluation and/or selected another approved evaluator. This is a reason that is in compliance with state regulations.	6
CPSER07	Parents refused evaluation	Parents refused or repeatedly did not make the child available for the evaluation (C)	One or more evaluations were not completed within 60 days of parental consent because the parent of a student repeatedly fails or refuses to produce the student for the evaluation. This is a reason that is in compliance with state regulations.	7
CPSER09	Mutually agreed upon extended evaluation timeline met for transfer or suspected LD classification	Parent and district agree in writing to extend evaluation timeline when a student enrolled in a different school after relevant timeframe began (C)	One or more evaluations were not completed within 60 days of parental consent and the student enrolled in a different school after relevant timeframe has begun and the parent and district agree to another timeframe. This is a reason that is in compliance with state regulations.	8
CPSER12	An approved multilingual evaluator was not available	An approved multilingual evaluator was not available to provide a timely evaluation (NC)	There were delays in finding a multilingual evaluator and there was not a need for as multilingual evaluator. When applicable, select this reason over Reason code CPSER04. This is a reason that is not in compliance with state regulations.	9
CPSER04	Delays in finding an approved evaluator	Delays in finding an approved evaluator (NC)	There were delays in finding an approved evaluator and there was not a need for as multilingual evaluator. Reason code CPSER12 would apply if the reason was due to the need for a multilingual evaluator. This is a reason that is not in compliance with state regulations.	10
CPSER08	Evaluator delay in completing evaluation	Evaluator delays in completing the evaluation (NC)	One or more evaluations were not completed within 60 days of parental consent due to evaluator delays and there were no delays in locating an evaluator. Use reason codes CPSER12 or CPSER04 when there was a delay in finding an evaluator. This is a reason that is not in compliance with state regulations.	11

 

Reasons for delay in evaluation of school-age students (past 60 calendar days from the date of receipt of parental consent to evaluate to date of CSE meeting at which evaluation results are discussed) for special education eligibility.  (SPP Indicator 11)
Code	Name	Description for Use in Level 2	Full Description	Order of Selection (user lower number as reason when more than one reason is applicable)
CSER10	Evaluations Completed within 60 days	Evaluations completed on time. (C)	The evaluations were completed within 60 days. When applicable, use this reason over any other. This reason indicates that the evaluations are to be counted as timely even if there is a delay in holding the CSE meeting.	1
CSER01	Parents withdrew referral or consent	Parents withdrew referral or consent to evaluate (C)	The parents withdrew referral or consent to evaluate. This is a reason that is in compliance with state regulations.	2
CSER02	Student moved out of the district	Student moved out of the district (C)	The student moved out of the district. This is a reason that is in compliance with state regulations.	3
CSER03	Student died	Student died (C)	The student died. This is a reason that is in compliance with state regulations.	4
CSER05	Documented delays contacting parents	Documented delays in making contact with parents to schedule the evaluation (C)	One or more evaluations were delayed solely due delays in making contact with parents to schedule the evaluation and there is documentation indicating attempts to contact the parents that would have resulted in a timely evaluation. This is a reason that is in compliance with state regulations.	5
CSER06	Parents refused evaluation	Parents refused or repeatedly did not make the child available for the evaluation (C)	One or more evaluations were not completed within 60 days of parental consent because the parent of a student repeatedly fails or refuses to produce the student for the evaluation. This is a reason that is in compliance with state regulations.	6
CSER08	Mutually agreed upon extended evaluation timeline met for transfer or suspected LD classification	Parent and district agree in writing to extend evaluation timeline when a school-age student is suspected of having a learning disability or student enrolled in a different school after relevant timeframe began (C)	One or more evaluations were not completed within 60 days of parental consent and the student enrolled in a different school after relevant timeframe has begun and the parent and district agree to another timeframe OR when the parent and district agree in writing to extend timeline when a school-age student is suspected of having a learning disability. This is a reason that is in compliance with state regulations.	7
CSER11	Multilingual evaluator was not available	Multilingual evaluator was not available to provide a timely evaluation (NC)	There were delays in finding a multilingual evaluator and there was not a need for as multilingual evaluator. When applicable, select this reason over Reason code CSER04. This is a reason that is not in compliance with state regulations.	8
CSER04	Delays in finding an approved evaluator	Delays in finding an approved evaluator (NC)	There were delays in finding an approved evaluator and there was not a need for as multilingual evaluator. Reason code CSER11 would apply if the reason was due to the need for a multilingual evaluator. This is a reason that is not in compliance with state regulations.	9
CSER07	Evaluator delay in completing evaluation	Evaluator delays in completing the evaluation (NC)	One or more evaluations were not completed within 60 days of parental consent due to evaluator delays and there were no delays in locating an evaluator. Use reason codes CSER11 or CSER04 when there was a delay in finding an evaluator. This is a reason that is not in compliance with state regulations.	10

 

Reasons for delays in determining eligibility for preschool special education for children transitioning from IDEA Part C (Early Intervention) to IDEA Part B (Preschool) or Reasons for Implementing IEPs of children found eligible for preschool special education past the child’s third birthday.  (SPP Indicator #12)
Code	Name	Description for Use in Level 2	Full Description	Order of Selection (user lower number as reason when more than one reason is applicable)
EIR19	DOB is July/August and ESY not part of IEP and IEP implemented in September	DOB is July/August and ESY not part of IEP and IEP implemented in September (C)	The child’s third birthday was in July or August and ESY was not part of the IEP and the IEP was implemented in September. This is a reason that is in compliance with state regulations.	1
EIR16	The program's starting date and/or days of operation were after the child's 3rd birthday	The program's starting date and/or days of operation were after the child's 3rd birthday (C)	The program's starting date and/or days of operation were after the child's 3rd birthday. This is a reason that is in compliance with state regulations.	2
EIR13	Parents chose to continue child in EI	Parents chose to continue their child in EI and transition to preschool after the age of 3 (C)	The parents chose to continue their child in EI and transition to preschool after the age of 3. This is a reason that is in compliance with state regulations.	3
EIR01	Parents withdrew or did not provide referral or consent to evaluate	Parents withdrew or did not provide referral or consent to evaluate (C)	The parents withdrew referral or consent to evaluate. This is a reason that is in compliance with state regulations.	4
EIR02	Student moved out of the district	Student moved out of the district (C)	The student moved out of the district. This is a reason that is in compliance with state regulations.	5
EIR03	Student died	Student died (C)	The student died. This is a reason that is in compliance with state regulations.	6
EIR04	Parent provided consent less than 30days	Parent provided consent to evaluate less than 30 school days prior to child’s third birthday (C)	Parent provided consent to evaluate less than 30 school days prior to child’s third birthday. This is a reason that is in compliance with state regulations.	7
EIR06	Documented delays contacting parents	Documented delays in making contact with parents to schedule the evaluation (C)	One or more evaluations were delayed due delays in making contact with parents to schedule the evaluation and there is documentation indicating attempts to contact the parents that would have resulted in a timely evaluation. This is a reason that is in compliance with state regulations.	8
EIR07	Parents cancelled scheduled evaluation	Parents cancelled the scheduled evaluation and/or selected another approved evaluator (C)	One or more evaluations were delayed because the parents cancelled the scheduled evaluation and/or selected another approved evaluator. This is a reason that is in compliance with state regulations.	9
EIR08	Parents refused evaluation	Parents refused or repeatedly did not make the child available for the evaluation (C)	One or more evaluations were not completed within 60 days of parental consent because the parent of a child repeatedly fails or refuses to produce the child for the evaluation. This is a reason that is in compliance with state regulations.	10
EIR11	Extended time line criteria met	Extended time line met for student who transferred to this district after the eval period began (C)	One or more evaluations were not completed within 60 days of parental consent and the student enrolled in a different school after relevant timeframe has begun and the parent and district agree to another timeframe. This is a reason that is in compliance with state regulations.	11
EIR14	Consent for services not provided	Parents did not provide consent for services (C)	The parents withdrew or did not consent for services. This is a reason that is in compliance with state regulations.	12
EIR17	Referral to EI less than 90 days from 3rd birthday	Referral to EI less than 90 days from 3rd birthday (C)	The referral to EI was less than 90 school days prior to child’s third birthday. This reason is based on the referral to EI and not the referral from EI to CPSE. This is a reason that is in compliance with state regulations.	13
EIR18	Multilingual evaluator was not available	Multilingual evaluator was not available to provide a timely evaluation (NC)	There were delays in finding a multilingual evaluator and there was not a need for as multilingual evaluator. When applicable, select this reason over Reason code EIR05. This is a reason that is not in compliance with state regulations.	14
EIR05	Evaluator was not available	Evaluator was not available to provide a timely evaluation (NC)	There were delays in finding an approved evaluator and there was not a need for as multilingual evaluator. Reason code EIR18 would apply if the reason was due to the need for a multilingual evaluator. This is a reason that is not in compliance with state regulations.	15
EIR09	Additional evaluations were requested	Additional evaluations were requested (NC)	One or more additional evaluations were requested and those later requests resulted in a delay of the implementation of the IEP. This is a reason that is not in compliance with state regulations.	16
EIR10	Evaluator delay in completing evaluation	Evaluator delays in completing the evaluation (NC)	One or more evaluations were not completed within 60 days of parental consent due to evaluator delays and there were no delays in locating an evaluator. Use reason codes EIR18 or EIR05 when there was a delay in finding an evaluator. This is a reason that is not in compliance with state regulations	17
EIR12	Delays in scheduling CPSE meetings	Delays in scheduling CPSE meetings (NC)	There were delays in finding in scheduling the CPSE meetings that were not the result of delays caused by the parent or evaluator. This is a reason that is not in compliance with state regulations.	18
EIR15	The recommended program is unavailable	The recommended Part B program/services were not available when the child turned 3 years of age (NC)	The recommended Part B program/services were not available when the child turned 3 years of age. This is a reason that is not in compliance with state regulations.	19

Note:
The “(C)” next to the reason indicates the reason is in compliance with State requirements; the “(NC)” next to the reason indicates the reason is not in compliance with State requirements.

Preschool Student with a Disability Transitioning To Kindergarten Scenarios

Reporting to show actual student disability status*	For school year ending 6/30 prior to Kindergarten		For July/August prior to Kindergarten		Submit Preschool End of Year Special Education Snapshot for the year student became school age?	Submit July-August Preschool Grade Enrollment Record for the year student became school age?
	End Date	Reason code	End Date	Reason Code
Declassified by CPSE prior to 7/1 (not referred to CSE)	date of declassification	901	n/a: no record submitted	n/a: no record submitted	No	No
Referred to CSE, not classified by CSE, no summer preschool services*	none (will default to 6/30 in L2)	none	8/31	901	No	Yes
Referred to CSE,  classified by CSE, no summer preschool services*	none (will default to 6/30 in L2)	none	8/31	912	No	Yes
Referred to CSE, not classified by CSE, summer preschool services	none (will default to 6/30 in L2)	none	8/31	901	Yes	Yes
Referred to CSE, classified by CSE, summer preschool services**	none (will default to 6/30 in L2)	none	8/31	912	Yes	Yes

*For the year the student becomes school-age,  the special education management system extract or data entry process must prevent the submission of a preschool end of year special education snapshot if no summer preschool special education services were provided (must create disability fact record without creating an end of  year snapshot). We understand that not all Special Education Management Systems are currently designed in this manner. For districts that encounter this situation, the minimum submission requirements are shown below

**The school age disability program fact record cannot start prior to 9/1 of the year the student becomes Kindergarten age. 

Minimum Reporting to Meet Business Rule Requirements	For school year ending 6/30 prior to Kindergarten		For July/August prior to Kindergarten		Submit Preschool End of Year Special Education Snapshot for the year student became school age?	Submit July-August Preschool Grade Enrollment Record for the year student became school age?
	End Date	Reason code	End Date	Reason Code
Declassified by CPSE prior to 7/1 (not referred to CSE)	date of declassification	901	n/a: no record submitted	n/a: no record submitted	No	No
Referred to CSE, not classified by CSE, no summer preschool services	none (will default to 6/30 in L2)	none	n/a: no record submitted	n/a: no record submitted	No	No
Referred to CSE,  classified by CSE, no summer preschool services	none (will default to 6/30 in L2)	none	n/a: no record submitted	n/a: no record submitted	No	No
Referred to CSE, not classified by CSE, summer preschool services	none (will default to 6/30 in L2)	none	8/31	901	Yes	Yes
Referred to CSE, classified by CSE, summer preschool services	none (will default to 6/30 in L2)	none	8/31	912	Yes	Yes

Last Updated: August 20, 2020
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