Instructions for 2025-26 Verification Reports, PD Forms and Self Review Checklists(1)
Click on the links below to be taken to that forms instructions for the 2025-26 school year.
(1) For further information on any of the forms or data in the above table, please visit IRS Special Education’s data collection requirements page.
(2) The VR7 and VR9 are provider reports that do not require certification.
(3) See the schedule of submission to find the school year in which your district is required to submit data for these indicators
Verification Report 1
Preschool Child Count Report by Race and Ethnicity October 2025 Snapshot
(Preschool Children Receiving Special Education Services as of October 1, 2025)
About this Report
This is a report of preschool children with disabilities for whom the school district had Committee on Preschool Special Education (CPSE) responsibility as of the snapshot day, October 1, 2025, grouped by race and ethnicity and age.
Students who meet all the following criteria are included in the report:
- Enrollment record with reason for beginning enrollment code 0011 or 5905
- Enrollment record with enrollment beginning date on or before October 1, 2025 and no ending date, OR an ending date that is after October 1, 2025
- Building of Enrollment code that is valid in SEDREF
- Student’s age is 3 or 4 on October 1, 2025
- A disability Programs Fact record with code 5786 (preschool student with a disability)
- A Special Education Snapshot record with all the following data elements:
- Primary Service Code (click here for more information)
- Primary Service Provider
- Snapshot Date of October 1, 2025
- Least Restrictive Environment Code for preschool setting (click here for more information).
Students whose age is 3 or 4 and who have an active enrollment record on October 1, 2025 are excluded from the report if:
- There is an active disability Programs Fact record with code 5786 (preschool student with a disability) but no Special Education Snapshot record.
OR - There is a Special Education Snapshot record but no active disability Programs Fact record with code 5786 (preschool student with a disability).
Verification Report 2
School-Age Child Count by Age and Disability October 2025 Snapshot
(Students Receiving Special Education Services as of October 1, 2025)
About this Report
This is a report of school-age students with disabilities for whom the school district had Committee on Special Education (CSE) responsibility as of the snapshot date, October 1, 2025, grouped by specific disability and age.
Students who meet all the following criteria are included in the report:
- Enrollment record with reason for beginning enrollment code 0011, 0022, 5905, 5544, 5654, 7000, or 7011
- Enrollment record with enrollment beginning date onor before October 1, 2025 and no ending date, or an ending date after October 1, 2025
- Building of Enrollment code that is valid in SEDREF
- Student’s date of birth is between 10/2/2003 and 12/31/2020
- A disability Programs Fact record with a valid code for a school-age student with a disability (codes 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484, or 0495)
- A Special Education Snapshot record with all the following data elements:
- Snapshot Date of October 1, 2025
- Primary Placement Type
- Least Restrictive Environment Code for school-age setting (click here for more information).
Students whose age is between 4 and 21 and who have an active enrollment record on October 1, 2025 are excluded from the report if:
- There is an active disability Programs Fact record with a disability code for school-age students but no Special Education Snapshot record
OR - There is a Special Education Snapshot record but no active disability Programs Fact record with a disability code for school-age students.
Verification Report 3
School-Age Students by Disability, Race and Ethnicity October 2025 Snapshot
(Receiving Special Education Services as of October 1, 2025)
About this Report
This is a report of school-age students with disabilities for whom the school district had Committee on Special Education (CSE) responsibility, grouped by disability and race and ethnicity. The first report is for students who are age 4 as of BEDS Day and eligible to attend kindergarten, and age 5 as of BEDS Day and eligible but NOT attending kindergarten; the second is for students who are age 5 in kindergarten through age 21.
Students who meet all the following criteria are included in the report:
- Enrollment record with reason for beginning enrollment code 0011, 0022, 5905, 5544, 5644, 7000, or 7011
- Enrollment record with enrollment beginning date on or before October 1, 2025 and no ending date, or an ending date after October 1, 2025
- Building of Enrollment code that is valid in SEDREF
- Student’s date of birth is between 10/2/2003 and 12/31/2020
- A disability Programs Fact record with a valid code for a school-age student with a disability (codes 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484, or 0495)
- A Special Education Snapshot record with all the following data elements:
- Snapshot Date of October 1, 2025
- Primary Placement Type
- Least Restrictive Environment Code for school-age setting (click here for more information).
Students whose age is between 4 and 21 and who have an active enrollment record on October 1, 2025 are excluded from the report if:
- There is an active disability Programs Fact record with a disability code for school-age students but no Special Education Snapshot record
OR - There is a Special Education Snapshot record but no active disability Programs Fact record.
Verification Report 4
Preschool LRE Setting Report October 2025 Snapshot
About this Report
This is a report of preschool children with disabilities for whom the school district has Committee on Preschool Special Education (CPSE) responsibility, grouped by least restrictive environment (LRE), age, gender, race and ethnicity. Also included is a subset of all preschool children who were receiving related services only as of October 1, 2025.
Students who meet all the following criteria are included in the report:
- Enrollment record with reason for beginning enrollment code 0011 or 5905
- Enrollment record with enrollment beginning date on or before October 1, 2025 and no ending date, or an ending date after October 1, 2025
- Building of Enrollment code that is valid in SEDREF
- Student’s age is 3 or 4 on October 1, 2025
- A disability Programs Fact record with code 5786 (preschool student with a disability)
- A Special Education Snapshot record with all the following data elements:
Students whose age is between 4 and 21 and who have an active enrollment record on October 1, 2025 are excluded from the report if:
- There is an active disability Programs Fact record with code 5786 (preschool student with a disability) but no Special Education Snapshot record
OR - There is a Special Education Snapshot record but no active Disability Programs Fact record with code 5786 (preschool student with a disability).
Verification Report 5
School-Age LRE Setting Report October 2025 Snapshot
About this Report
This is a report of school-age students with disabilities for whom the school district has Committee on Special Education (CSE) responsibility, grouped by disability, least restrictive environment (LRE) setting, age range, race and ethnicity, gender, and English Language Learner (ELL) status.
Students who meet all the following criteria are included in the report:
- Enrollment record with reason for beginning enrollment code: 0011, 0022, 5905, 5544, 5654, 7000 or 7011
- Enrollment record with enrollment beginning date on or October 1, 2025 and no ending date, or an ending date after October 1, 2025
- Building of Enrollment code that is valid in SEDREF
- Student’s date of birth is between 10/2/2003 and 12/31/2020
- A disability Programs Fact record with a valid code for a school-age student with a disability (codes 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484, or 0495)
- A Special Education Snapshot record with all the following data elements:
- Snapshot Date of October 1, 2025
- Primary Placement Type
- LRE Code for school-age setting (click here for more information).
Students whose age is between 4 and 21 and who have an active enrollment record on October 1, 2025 are excluded from the report if:
- There is an active disability Programs Fact record with a disability code for school-age students but no Special Education Snapshot record
OR - There is a Special Education Snapshot record but no active disability Programs Fact record with a disability code for school-age students.
Verification Report 6
District Report of Preschool Students by Primary Service Provider
October 2025 Snapshot
About this Report
This is a report of preschool children with disabilities, by Primary Service Provider, for whom the school district had Committee on Preschool Special Education (CPSE) responsibility and who were receiving preschool special education services as of October 1, 2025.
Students who meet all the following criteria are included in the report:
- Enrollment record with reason for beginning enrollment code 0011 or 5905
- Enrollment record with enrollment beginning date on or before October 1, 2025 and no ending date, or an ending date after October 1, 2025
- Building of Enrollment code that is valid in SEDREF
- Student’s age is 3 or 4 on October 1, 2025
- A disability Programs Fact record with code 5786 (preschool student with a disability)
- A Special Education Snapshot record with all the following data elements:
- Primary Service Code (click here for more information)
- Primary Service Provider
- Snapshot Date of October 1, 2025
- Least Restrictive Environment Code for preschool setting (click here for more information).
Students whose age is 3 or 4 and who have an active enrollment record on October 1, 2025 are excluded from the report if:
- There is an active disability Programs Fact record with code 5786 (preschool student with a disability but no Special Education Snapshot record
OR - There is a Special Education Snapshot record but no active disability Programs Fact record with code 5786 (preschool student with a disability).
Verification Report 7
Provider Report of Preschool Students
Receiving Special Education Services as of October 1, 2025
As Reported by School Districts of Residence
This is a report of the number of preschool children with disabilities (aged 3-4) who were receiving special education services in your program according to the type of service provided as of October 1, 2025. Children who received special education services from two or more service providers will be included in the report of the coordinating service provider as designated by the school district’s CPSE. These data were reported by the school districts in which children resided as of October 1, 2025.
Verification Report 8
District Report of School-Age Students by Building of Enrollment
October 2025 Snapshot
About this Report
This is a report of school-age students with disabilities for whom the school district has Committee on Special Education (CSE) responsibility by the Building of Enrollment. The Building of Enrollment is provided by school districts in the Location record. The information provided by Building of Enrollment includes the least restrictive environment setting by age range of students with disabilities.
Students who meet all the following criteria are included in the report:
- Enrollment record with reason for beginning enrollment code 0011, 0022, 5905, 5544, 5654, 7000 or 7011
- Enrollment record with enrollment beginning date on or before October 1, 2025 and no ending date, or an ending date after October 1, 2025
- Building of Enrollment code that is valid in SEDREF
- Student’s date of birth is between 10/2/2003 and 12/31/2020
- A disability Programs Fact record with a valid code for a school-age student with a disability (codes 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484, or 0495) (click here for more information)
- A Special Education Snapshot record with all the following data elements:
- Snapshot Date of October 1, 2025
- Primary Placement Type
- Least Restrictive Environment Code for school-age setting; there are codes for school-age students ages 4-5 and school-age students ages 6-21 (click here for more information).
Students whose age is between 4 and 21 and who have an active enrollment record on October 1, 2025 are excluded from the report if:
- There is an active disability Programs Fact record with a disability code for school-age students but no Special Education Snapshot record
OR - There is a Special Education Snapshot record but no active disability Programs Fact record with a disability code for school-age students.
Verification Report 9
Provider Report of School-Age Students
Receiving Special Education Services as of October 1, 2025
As Reported by School Districts with CSE Responsibility
This is a report of the number of school-age students with disabilities (aged 4-21) who were receiving special education services in your program according to the least restrictive environment setting in which they are provided special education services and their age range as of October 1, 2025. These data were reported by the school districts that have CSE responsibility for these students as of October 1, 2025.
Verification Report 10
Report of School-Age Students with Disabilities Exiting Special Education
2025-26 School Year
This is a report of school-age students with disabilities aged 14-21 who were enrolled in special education at any time during the 2025-26 school year and who exited special education during the same school year. Students are included for whom the district has CSE responsibility even if they are attending a school outside of the district. Data elements displayed in this report are submitted to the Student Information Repository System (SIRS) using the following eScholar templates: Student_Lite (Student Demographics); School_Enroll (Enrollment); and Programs_Fact (Program Services).
These data will be used for the 2025-26 Special Education Data at data.nysed.gov, Indicator 1: Graduation Rate and Indicator 2: Dropout Rate. The graduation rate is the number of students with disabilities who exited special education by earning a Regents or local diploma as a percentage of the total number of students with disabilities who exited special education by earning a Regents or local diploma, earning a credential, reaching maximum age or dropping out. The dropout rate is the number of students with disabilities who exited special education by dropping out as a percentage of the total number of students with disabilities who exited special education by earning a Regents or local diploma, earning a credential, reaching maximum age or dropping out.
Students who meet the following criteria are included in this report:
- Age 14-21 as of the first Wednesday of October. Students who turn 21 prior to September 1 of the school year are excluded.
- Enrollment record between July 1 and June 30 with Reason for Beginning Enrollment code: 0011, 5544, 5654, 5905, 7000, 7011
- Building of Enrollment code that is valid in SEDREF
- Disability Program Service Code that is equal to one of the following: 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484, or 0495
- Row 1 - Reason for ending enrollment code 799, 0065, or 0071
- Row 2 - Reason for ending enrollment code 085 or 816
- Row 3 - Type of Disability program service code ended with code 901 or Type of Disability program service has an end date prior to the enrollment end date
- Row 4 - Reason for ending enrollment code 136.
- Row 5 - Reason for ending enrollment code 459
- Row 6 - Reason for ending enrollment code equal to one of the following: 170, 204, 221, 272, 289, 323, 442, 1089, 5927, 5938, or 8305 (if no Type of Disability end date or code 901)
- Row 7 - Reason for ending enrollment code equal to one of the following: 306, 340, 391, 400, 408, 425, or 430
Please note:
- A student will be reported according to the last reason for ending enrollment during the school year unless the student was declassified.
- If a student was declassified, the student will be included as a declassified student in Row 3 whether or not there is a reason for ending enrollment.
- The data below is being provided for informational purposes to show how the graduation and dropout rate is calculated for the Special Education Data posted at data.nysed.gov. This data is used for reporting to the U.S. Department of Education (ED) under section 618 of the Individuals with Disabilities Education Act (IDEA). ED prescribes the calculation and mandates its use.
The following are the "Basis of Exit' categories defined by USDOE:
Dropped out
These students were enrolled at the start of the reporting period but were not enrolled at the end of the reporting period and did not exit special education through any of the other means. This includes dropouts, runaways, GED recipients (in cases where students are required to drop out of the secondary educational program in order to pursue the GED certificate), expulsions, status unknown, students who moved but are not known to be continuing in another educational program, and other exiters from special education.
GED - In states where students may receive a GED without dropping out of school, these students may be reported as having received a certificate. These are students who were jointly enrolled in secondary education and a GED program. In all other cases, GED recipients should be reported as dropped out.
Graduated with regular high school diploma
These students exited an educational program through receipt of a high school diploma identical to that for which students without disabilities are eligible. These students met the same standards for graduation as those for students without disabilities. As defined in 34 CFR 300.102(a)(3)(iv), the term regular high school diploma means the standard high school diploma awarded to the preponderance of students in the State that is fully aligned with State standards, or a higher diploma, except that a regular high school diploma shall not be aligned to the alternate academic achievement standards described in section 1111(b)(1)(E) of the ESEA. A regular high school diploma does not include a recognized equivalent of a diploma, such as a general equivalency diploma, certificate of completion, certificate of attendance, or similar lesser credential.
Moved, known to be continuing
These students moved out of the catchment area or otherwise transferred to another district and are KNOWN to be continuing in an educational program. There does not need to be evidence that the students are continuing in special education only that the students are continuing in an educational program. This includes students who are in residential drug/alcohol rehabilitation centers, correctional facilities, or charter schools if those facilities operated as separate districts, excluding normal matriculation.
Reached maximum age
These students exited special education because of reaching the maximum age for receipt of special education services. This includes students who reached the maximum age and did not receive a diploma.
Received a certificate
These students exited an educational program and received a certificate of completion, modified diploma, or some similar document. This includes students who received a high school diploma, but did not meet the same standards for graduation as those for students without disabilities. This also includes students receiving any alternative degree that is not fully aligned with the state’s academic standards, such as a certificate or a GED, so long as the student remained continuously enrolled in the secondary education program.
GED – Received a certificate includes GED recipients when the state allows the students to receive a GED without dropping out of school (the students are jointly enrolled in secondary education and a GED program).
Transferred to regular education
These students were served in special education at the start of the reporting period, but at some point during that 12-month period, returned to general (regular) education. These students no longer have an IEP and are receiving all of their educational services from a general (regular) education program. If the parent of a student with a disability revokes consent for special education and related services, the student would be reported in this category. This also includes students who left school to be homeschooled and are no longer receiving any special education services, including related services. (See 34 CFR §300.300(b)(4))
Verification Report 11
Compliance Rate on State Performance Plan (SPP) Indicator #11
Percent of Children Evaluated Within the State Established Timeline
(Based on Parent Consent to Evaluate the Child Received Between July 1, 2025 and June 30, 2026, and Status of the Eligibility Determination Process as of August 31, 2026)
This report is your school district's compliance report for State Performance Plan Indicator #11, which is the percent of children with parental consent to evaluate, who were evaluated, and eligibility determined within the State established timeline. Once you verify your data as complete and accurate, this becomes your compliance notification, and you must take the actions identified in the report.
The data elements that are displayed in this report are from the Special Education Events template for two chains that begin with Event Type Codes CPSE01 (receipt of referral for an initial evaluation of a preschool child for special education eligibility) and CSE01 (receipt of referral for an initial evaluation for a school-age student for special education eligibility). The following templates (or tables) are also used: Student_Lite (Student Demographics); and School_Enroll (Enrollment).
All districts must submit and review data for this report throughout the year. All districts must certify the data for this report at the end of every year. Only districts on the monitoring sampling schedule will be subject to a review for compliance in the current school year. Districts whose previous year's VR11 report showed noncompliance will be subject to a review for correction of noncompliance identified in the previous year.
Students who meet all the following criteria are included in the report:
- Enrollment record between July 1, 2025, and June 30, 2026
- Enrollment record with beginning enrollment code 0011, 4034, 5905, 5544, 5654, 7000, or 7011
- Building of Enrollment code that is valid in SEDREF
- Any of the following Special Education Event Type Codes are submitted:
- CPSE01 – Receipt of initial referral to CPSE for evaluation for students ages 2-4, including students who turn 2 during the school year
- CPSE02 – Receipt of written parent consent to evaluate the child
- CPSE03 – CPSE meeting to discuss evaluation results
OR
- CSE01 – Receipt of referral for an initial evaluation by the CSE for students ages 5-21 and 4-year-old students who are eligible for school-age services
- CSE02 – Receipt of written parent consent to evaluate the student
- CSE03 – CSE meeting to discuss evaluation results
Directions for Certification of the Report
- Review the data to verify that this report accurately reflects students who had an initial referral to CPSE or CSE and had parental consent to evaluate. Click on the number in each cell in the table to see the list of included students. You can also view and download lists of included students from main menu in PD System by navigating to “EOY Reports,” then VR11, then choosing “Included preschool students for VR11” or “Included school age students for VR11”.
- Review the data to verify that each included student was reported with a Date of Meeting to Discuss Completed Evaluation and if this date is beyond sixty days from the Date of Receipt of Parent Consent to Evaluate, a Delay Reason Code has been reported.
- Review the data to verify that each Delay Reason Code reported is accurate.
- Review the list of potential students to verify that these students do not meet the criteria to be included. You view and download lists of potential students from the PD main landing page by navigating to EOY Forms, then VR11, then choosing “Potential preschool students for VR11” or “Potential school age students for VR11”. NOTE: Enrollment, demographic, assessment (including COSF), Special Education Snapshot (EOY) and type of disability program service records for those students who are potential submission records for the VR11-16 reports must be migrated to the Level 2 Student Information Repository System (SIRS) no later than August 7, 2026. Use the Lists of Potential Student Records to determine that all students eligible to be included in these reports are on the list with accurate information. The L2 data repository will be frozen with regard to new or changes in the enrollment, demographic, assessment, special education snapshot and type of disability program service records after August 15, 2025 in order to perform accountability calculations. This means that if you submit special education events data for a student who does not have enrollment, demographic, assessment, special education snapshot and type of disability program service records in SIRS by August 7, 2026, your special education events data will not flow to SIRS for any students. Special education events data will remain open until September 11, 2026.
- If data in this report is inaccurate and needs to be revised, please submit the revised data to your Regional Information Center (RIC) or, for large cities, to the state data warehouse prior to the certification due date. Check with your RIC on their deadline for submitting data to ensure that the data is refreshed in PD by the certification due date. The RIC deadline will be in the week prior to the certification due date. Revised data must be submitted in time to be refreshed in PD prior to the certification due date. Data will be locked in PD after the certification due date.
- At the end of the reporting period, when the certification button is available, certify the data as accurate after you have reviewed the data and made any necessary corrections. The certification button will be available on or after June 1, 2026.
Below is a description of the criteria for including student records in each cell of the five rows of data in this report.
Data for Indicator #11:
| Preschool Children | School-Age Students | ||
|---|---|---|---|
| 1. Number of students for whom parental consent to evaluate was received July 1, 2025 to June 30, 2026. | CPSE01 and CPSE02 records | CSE01 and CSE02 records | |
| 2. Number of students whose evaluations were completed within the State established 60-day timeline (sum of a and b) | a) CSE meeting held within established timeline | CPSE01, CPSE02, and CPSE03 records and Number of Days =< 60 | CSE01, CSE02, and CSE03 records and Number of Days =< 60 |
| b) CSE meeting not held within established timeline, but evaluations completed within established timeline | CPSE01 and CPSE02 records, Number of Days > 60, and Reason Code = CPSER11 | CSE01 and CSE02 records, Number of Days > 60, and Reason Code = CSER10 | |
| 3. Number of children whose evaluations were not completed within the State established timeline for reasons that are in compliance with State requirements. | CPSE01 and CPSE02 records, Number of Days > 60, and Reason Code = CPSER01, CPSER02, CPSER03, CPSER05, CPSER06, CPSER07, or CPSER09 records | CSE01 and CSE02 records, Number of Days > 60, and Reason Code = CSER01, CSER02, CSER03, CSER05, CSER06, or CSER08 records | |
| 4. Number of children whose evaluations were not completed within the State established timeline for reasons that are NOT in compliance with State requirements. | CPSE01 and CPSE02 records, Number of Days > 60, and Reason Code = CPSER04, CPSER08, or CPSER12 | CSE01 and CSE02 records, Number of Days > 60, and Reason Code = CSER04, CSER07, or CSER11 | |
| 5. Number of children for whom there are missing data or inaccurate data. These students are counted as noncompliant. | One or more of the required data elements are missing or are inaccurate. | One or more of the required data elements are missing or are inaccurate. | |
| 6. Compliance Rate [Line 2 / (Line 2 + Line 4 + Line 5)] * 100 | |||
Reasons for Exceeding the Timeline Provided by the School District*
| Reasons in Compliance with State Requirements (for children included in Row 3 of the above table) | Number of Preschool Children | Number of School-Age Students |
|---|---|---|
| CPSER01 or CPSER02 or CPSER03 or CPSER05 or CPSER06 or CPSER07 or CPSER09 or CSER01 or CSER02 or CSER03 or CSER05 or CSER06 or CSER08 | Number of preschool children with each Reason Code that is in compliance with State requirements. | Number of school-age students with each Reason Code that is in compliance with State requirements. |
| Reasons NOT in Compliance with State Requirements (for children included in Row 4 of the above table) | ||
| CPSER04 or CPSER08 or CSER04 or CSER07 or CPSER12 | Number of preschool children with each Reason Code that is not in compliance with State requirements. | Number of school-age students with each Reason Code that is not in compliance with State requirements. |
*Only the reasons provided by the school district will be included in this table.
Verification Report 12
Notification to School District of Compliance Rate on State Performance Plan (SPP)
Indicator #12 - Percent of Children Referred by Part C Prior to age 3,
Who Are Found Eligible for Part B, and Who Have an IEP Developed and Implemented
by Their Third Birthday
Based on Referral of Children from Part C Received Between July 1, 2025 and June 30, 2026, and Status of the IEP Implementation as of August 31, 2026
Instructions coming soon
Verification Report 13
Report of Preschool Special Education Programs and Services
Provided any Time During the 2025-26 School Year (July 1, 2025 - June 30, 2026)
Instructions coming soon
Verification Report 14
Parentally Placed Students with Disabilities in Nonpublic Schools Located in the School District
Who Were Evaluated During the 2025-26 School Year for Initial Determination of
Special Education Eligibility and Services for those Found to be Eligible
(Based on Referrals Received Between July 1, 2025 and June 30, 2026, and Status of the IEP Implementation as of August 31, 2026)
Instructions coming soon
Verification Report 15
Preschool Outcomes Report for the 2025-26 School Year
(Children who received preschool special education services for at least six months, and left preschool special education sometime during the 2025-26 school year)
Instructions coming soon
Verification Report 16
Students Receiving Coordinated Early Intervening Services (CEIS) or
Comprehensive Coordinated Early Intervening Services (CCEIS)
Instructions coming soon
PD6 Report of Personnel Employed or Contracted to Provide Special Education and Related Services to Students with Disabilities
The PD6 form must be completed by all school districts including Special Act School Districts, Boards of Cooperative Educational Services (BOCES), Charter Schools, selected State agencies, State-operated schools, State-supported schools, and approved private schools for preschool and school-age students with disabilities. This report collects full-time equivalent (FTE) data for special education personnel who are employed or contracted to provide special education and related services to preschool and school-age students with disabilities on October 1, 2025. The New York State Education Department is required to report these data to the United States Department of Education (USDOE) pursuant to the Individuals with Disabilities Education Act (IDEA) [P.L. 108-446, Section 618(a)(3)].
The due date is March 2, 2026. Your timely and accurate completion of this report is required to ensure full compliance with federal reporting requirements.
General Instructions:
- Personnel data must be submitted to the State Education Department through the web-based PD data system at http://pd.nysed.gov. Paper copies will not be accepted.
- Log into the PD Data System and select the PD6 from the “PD Forms” menu. Manually enter your data and then click on the button to save and submit the report. If there are no FTE personnel to report, save and submit with zeroes in the cells.
- Once the report has been saved and submitted, click on the button to certify the data as complete and accurate and then click on the button that appears on the next screen to confirm. If there are errors or the data is incomplete and the report has been certified, email se-datasupport@nysed.gov to clear the certification from the system.
- Retain one copy of your completed form and its supporting documentation for reference and audit purposes.
- Carefully read the Instructions and Definitions that follow.
- If you have questions or require assistance in completing this report, please contact Information and Reporting Services (IRS) Special Education by emailing se-datasupport@nysed.gov.
Instructions and Definitions for completing the PD6 Report
- This report should reflect special education personnel information on October 1, 2025.
- Report information for requested personnel titles who were employed or directly contracted with to provide special education services to students with disabilities age 3-21. Do not report personnel providing special education and related services to children from birth to age two.
- Report special education personnel regardless of funding source (i.e., Part B of IDEA, State or local). In almost all cases, these are the personnel to whom the district, school, or agency issues paychecks. Do NOT include staff from any entity that will also complete a PD6; BOCES special education personnel should only be reported by the BOCES, and staff of approved special education programs should be reported by the approved special education programs, and not by schools.
- Use Sections A and C to report teachers, paraprofessionals, and related services personnel who serve preschool students with disabilities. Use Sections B and C for teachers, paraprofessionals, and related services personnel who serve school-age students with disabilities.
- Full-Time Equivalency (FTE) is the numeric representation of the extent to which personnel are employed. For example, a full-time teacher should be reported as 1.00 FTE, and a part-time teacher working four hours per day in a six-hour day would be calculated as .67 FTE. For staff who are employed on a per diem or hourly basis as needed during the year, calculate the best estimation of their FTE over a one-year period by adding the total number of hours or days employed and dividing the total by the number of hours or days that would constitute full-time employment for such staff. If staff work with both Special Education and general education students, then ONLY count the time they work with Special Education Students (you may have staff who are full-time employees but will be reported as less than 1.0 FTE because you are ONLY reporting the time spent with Special Education students).
- For personnel who are certified or licensed in more than one area and provide services to students in more than one area, pro-rate their FTE for each area in which they provide services so that the total FTE reflects their actual FTE of employment.
- Report the FTE number of personnel in the “Not Fully Certified” column if the position is needed to meet the identified needs of students with disabilities but it is filled temporarily with not fully or appropriately certified personnel because appropriately certified staff are not available to fill the position. Include in this column long-term substitutes who lack the required certification for the specified title.
Specific Instructions, Section A
Line 1: Special Education Teachers of Preschool Students with Disabilities: Report the FTE of the number of teachers employed or contracted to provide special education services to preschool children with disabilities in Columns A, B or D, based on their certification status. Definitions of Columns A, B and D are provided in the table below. Special Education Teachers of Preschool Students with Disabilities include the following certification titles:
Teacher of Special Education;
Teacher of Special Education-Bilingual;
Teacher of Students with Disabilities, Birth to Grade 2;
Teacher of Students with Disabilities, Birth to Grade 2-Bilingual;
Teacher of the Speech and Hearing Handicapped (Certified Only);
Teacher of the Speech and Hearing Handicapped (Certified Only)-Bilingual;
Teacher of Speech and Language Disabilities (all grades) (Certified Only);
Teacher of Speech and Language Disabilities (all grades) (Certified Only) – Bilingual;
Teacher of the Deaf and Hearing Impaired;
Teacher of the Deaf and Hearing Impaired-Bilingual;
Teacher of Deaf and Hard of Hearing (all grades);
Teacher of Deaf and Hard of Hearing (all grades)-Bilingual;
Teacher of the Blind and Partially Sighted;
Teacher of the Blind and Partially Sighted-Bilingual;
Teacher of the Blind and Visually Impaired (all grades); and
Teacher of the Blind and Visually Impaired (all grades) Bilingual.Do not include the following titles in Sections A or B; Include them in Section C only:
Teacher of the Speech and Hearing Handicapped (with SLP License);
Teacher of the Speech and Hearing Handicapped (with SLP License)-Bilingual;
Teacher of Speech and Language Disabilities (all grades) (with SLP License); and
Teacher of Speech and Language Disabilities (all grades) (with SLP License)-Bilingual.
Line 2: Special Education Paraprofessional for Preschool Students with Disabilities: Report the FTE of the number of paraprofessional (including bilingual teaching assistants) employed or contracted to provide services to preschool students with disabilities in Columns C or D, based on their certification status. Definitions of Columns C and D are provided in the table below.
Specific Instructions, Section B
Line 1: Special Education Teachers of School-age Students with Disabilities: Report the FTE of the number of teachers employed or contracted to provide special education services to school-age students with disabilities in Columns A, B or D, based on their certification status. Definitions of Columns A, B and D are provided in the table below. Special Education Teachers of School-age Students with Disabilities include the following certification titles:
Teacher of Special Education;
Teacher of Special Education-Bilingual;
Teacher of Students with Disabilities (birth–grade 2);
Teacher of Students with Disabilities (birth–grade 2)-Bilingual;
Teacher of Students with Disabilities (grades 1-6);
Teacher of Students with Disabilities (grades 1-6)-Bilingual;
Teacher of Students with Disabilities (grades 5-9) Content Specialist;
Teacher of Students with Disabilities (grades 5-9) Content Specialist-Bilingual;
Teacher of Students with Disabilities (grades 5-9) Generalist;
Teacher of Students with Disabilities (grades 5-9) Generalist-Bilingual;
Teacher of Students with Disabilities (grades 7-12) Content Specialist;
Teacher of Students with Disabilities (grades 7-12)-Content Specialist-Bilingual;
Teacher of the Speech and Hearing Handicapped (Certified Only);
Teacher of the Speech and Hearing Handicapped (Certified Only)-Bilingual;
Teacher of Speech and Language Disabilities (all grades) (Certified Only);
Teacher of Speech and Language Disabilities (all grades) (Certified Only)-Bilingual;
Teacher of the Deaf and Hearing Impaired;
Teacher of the Deaf and Hearing Impaired-Bilingual;
Teacher of the Deaf and Hard of Hearing (all grades;
Teacher of the Deaf and Hard of Hearing (all grades)-Bilingual;
Teacher of the Blind and Partially Sighted;
Teacher of the Blind and Partially Sighted-Bilingual;
Teacher of the Blind and Visually Impaired (all grades); and
Teacher of the Blind and Visually Impaired (all grades)-Bilingual;Do not include the following titles in Sections A or B; Include them in Section C only:
Teacher of the Speech and Hearing Handicapped (with SLP License);
Teacher of the Speech and Hearing Handicapped (with SLP License)-Bilingual;
Teacher of Speech and Language Disabilities (all grades) (with SLP License); and
Teacher of Speech and Language Disabilities (all grades) (with SLP License)-Bilingual.Line 2: Special Education Paraprofessionals for School-age Students with Disabilities: Report the FTE of the number of paraprofessionals (including bilingual paraprofessionals) employed by the school or contracted to provide services to school-age students with disabilities in Columns C or D based on their certification status. Definitions of Columns C and D are provided in the table below. In Column E, provide the FTE of a subset of paraprofessionals reported in Column C who are “qualified” according to the NYSED Office of Teaching Initiatives. See definition of Column F and resources for determining if paraprofessionals are “qualified” in the table below.
Specific Instructions, Section C
All definitions included in section C are based on 34 CFR 300.34, unless otherwise noted.
Line 1: Report an unduplicated count of the number of FTE audiologists who provide the following services to children with disabilities:
(a) “Identification of children with hearing loss;
(b) Determination of the range, nature, and degree of hearing loss, including referral for medical or other professional attention for the habilitation of hearing;
(c) Provision of habilitative activities, such as language habilitation, auditory training, speech reading (lip-reading), hearing evaluation, and speech conservation;
(d) Creation and administration of programs for prevention of hearing loss;
(e) Counseling and guidance of children, parents, and teachers regarding hearing loss; and
(f) Determination of the children’s needs for group and individual amplification, selecting and fitting an appropriate aid, and evaluating the effectiveness of amplification.”
Line 2: Report an unduplicated count of the number of FTE Teachers of Speech and Hearing Handicapped with SLP License and Teachers of Speech and Language Disabilities with SLP License, including these titles with the bilingual extension. These speech and language pathologists provide the following services to students with disabilities:
(i) “Identification of children with speech or language impairments;
(ii) Diagnosis and appraisal of specific speech or language impairments;
(iii) Referral for medical or other professional attention necessary for the habilitation of speech or language impairments;
(iv) Provision of speech and language services for the habilitation or prevention of communicative impairments; and
(v) Counseling and guidance of parents, children, and teachers regarding speech and language impairments.”
Do not include speech teachers who do not have a SLP license in Section C. These teachers should be reported in Sections A and B only.
Include the following titles in Section C only, not in Sections A and B:
Teacher of the Speech and Hearing Handicapped (with SLP License);
Teacher of the Speech and Hearing Handicapped (with SLP License)-Bilingual;
Teacher of Speech and Language Disabilities (all grades) (with SLP License); and
Teacher of Speech and Language Disabilities (all grades) (with SLP License)-Bilingual.
Line 3: Report an unduplicated count of the number of FTE interpreters who provide services, as used with respect to children who are deaf or hard of hearing, including oral transliteration services, cued language transliteration services, and sign language interpreting services.
Line 4: Report an unduplicated count of the number of FTE psychologists who provide the following services to students with disabilities:
(i) “Administering psychological and educational tests, and other assessment procedures;
(ii) Interpreting assessment results;
(iii) Obtaining, integrating, and interpreting information about child behavior and conditions relating to learning;
(iv) Consulting with other staff members in planning school programs to meet the special needs of children as indicated by psychological tests, interviews, and behavioral evaluations;
(v) Planning and managing a program of psychological services, including psychological counseling for children and parents; and
(vi) Assisting in developing positive behavioral intervention strategies.”
Note: For reporting psychologists whose service time is divided between students with disabilities and students in the general population, base the FTE on only the percentage of time the psychologist works specifically with students receiving (or being evaluated for) special education and related services.
Line 5: Report an unduplicated count of the number of FTE occupational therapists who provide the following services to students with disabilities:
(i) “Improving, developing or restoring functions impaired or lost through illness, injury, or deprivation;
(ii) Improving ability to perform tasks for independent functioning if functions are impaired or lost; and
(iii) Preventing, through early intervention, initial or further impairment or loss of function.”
Line 6: Report an unduplicated count of the number of FTE physical therapists1 who provide the following services to students with disabilities:
(i) Screening, evaluation, and assessment of children “. . . to identify movement dysfunction;
(ii) Obtaining, interpreting, and integrating information appropriate to program planning to prevent, alleviate, or compensate for movement dysfunction and related functional problems; and
(iii) Providing individual and group services or treatment to prevent, alleviate, or compensate for movement dysfunction and related functional problems.”
Line 7: Report an unduplicated count of the number of FTE physical education teachers and recreation and therapeutic recreation specialists.
Include physical education teachers who provide special physical education, adaptive physical education, movement education, or motor development to children and youth with disabilities. Include recreation and therapeutic recreation specialists who provide the following:
(i) “Assessment of leisure function;
(ii) Therapeutic recreation services;
(iii) Recreation programs in schools and community agencies; and
(iv) Leisure education.”
Line 8: Report an unduplicated count of the number of FTE social workers who provide the following services to children with disabilities:
(i) “Preparing a social or developmental history on a child with a disability;
(ii) Group and individual counseling with the child and family;
(iii) Working in partnership with parents and others on those problems in a child’s living situation (home, school, and community) that affect the child’s adjustment in school;
(iv) Mobilizing school and community resources to enable the child to learn as effectively as possible in his or her educational program; and
(v) Assisting in developing positive behavioral intervention strategies.”
Note: For reporting social workers whose service time is divided between students with disabilities and students in the general population, base the reported FTE on only the percentage of time the social worker works specifically with students receiving special education and related services.
Line 9: Report an unduplicated count of the number of FTE personnel providing medical/nursing services2. Include medical services for diagnostic and evaluation purposes provided to determine whether a child has a disability and the nature and extent of the special education and related services that the child needs. Also include personnel who provide nursing services designed to enable a child with a disability to receive FAPE as described in the child’s IEP, with the exception of services related to medical devices that are surgically implanted (e.g., cochlear implants).
Line 10: Report an unduplicated count of the number of FTE guidance counselors and rehabilitation counselors.
Guidance counselors3 are professionals who guide “individuals, families, groups, and communities by assisting them in problem solving, decision making, discovering meaning, and articulating goals related to personal, educational and career development.”
Note: For reporting counselors whose service time is divided between students with disabilities and students in the general population, base the FTE on only the percentage of time the counselor works specifically with students receiving special education and related services.
Include rehabilitation counselors who provide services in individual or group sessions that focus specifically on career development, employment preparation, achieving independence, and integration in the workplace and community of a student with a disability. The term also includes vocational rehabilitation services provided to a student with disabilities by vocational rehabilitation programs funded under the Rehabilitation Act of 1973, as amended.
Line 11: Report an unduplicated count of the number of FTE personnel providing orientation and mobility services including:
(i) “Services provided to blind or visually impaired students to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community;” and
(ii) Teaching students the following, as appropriate:(A) “Spatial and environmental concepts and use of information received by the senses (such as sound, temperature and vibrations) to establish, maintain, or regain orientation and line of travel (e.g., using sound at a traffic light to cross the street);
(B) To use the long cane to supplement visual travel skills or as a tool for safely negotiating the environment for students with no available travel vision;
(C) To understand and use remaining vision and distance low vision aids; and
(D) Other concepts, techniques, and tools.”
134 Code of Federal Regulations §303.12(d)(9)
2Definition adapted from 20 U.S.C. Section 1401(26)
3Nonregulatory definition adapted from NCES - Staff Data Handbook: Elementary, Secondary, and Early Childhood Education, 1995
| Column | Item | Definition/Instructions |
|---|---|---|
| A | Permanent Certification/ Licensure or Professional Certificate |
Report the FTE number of personnel who have Permanent Certification or Professional Certification, pursuant to sections 80-2 and 80-3 of the Regulations of the Commissioner of Education or the required license, in the specified personnel category. Also report in this column, long-term substitutes who have the required certification. Also report in this column, individuals who are “teacher aides” since they are not required to have a credential to serve in this role. For questions related to certification requirements, please visit http://www.highered.nysed.gov/tcert/ or call (518) 474-3901 or send an e-mail message to tcert@nysed.gov . |
| B | Provisional Certification or Initial Certificate |
Report the FTE number of personnel who have Provisional Certification or Initial Certificate, pursuant to sections 80-2 and 80-3 of the Regulations of the Commissioner of Education, in the specified personnel category. The following credentials should also be included in this category: Supplementary Certificates; Transition B Certificates; Internship Certificates; Exchange Permits; and Conditional Initial Certificates. |
| C | Temporary Licenses, Continuing Certificates or Level I, II, III or Preprofessional Certificate |
This column is for reporting the number of Paraprofessionals who are “teaching assistants” only. Report individuals in this column regardless of an individual’s job title, if an individual’s job duties include providing instructional support, the individual is serving as a “teaching assistant” and must be certified (or have met comparable New York City requirements prior to February 1, 2006). Report the number of FTE personnel with a Level I, II, III or Preprofessional Certificate. Also include in this column the FTE number of personnel for whom a temporary license or a continuing certificate has been requested and issued by the Department. Individuals who are “teacher aides” should be reported in Column A only since they are not required to have a credential for employment. |
| D | Not Fully or Appropriately Certified | Report the FTE number of personnel in the “Not Fully Certified” column if the position is needed to meet the identified needs of students with disabilities but it is filled temporarily with not fully or appropriately certified personnel because appropriately certified staff are not available to fill the position. Include long-term substitutes who lack the required certification for the specified title. Also report in this column paraprofessionals (i.e., teaching assistants) who are not fully certified. |
| E | Total FTE of Staff Employed | Calculate the total by adding the numbers of personnel reported in Columns A-D. |
PD8 Report of Students with Disabilities Subject of Disciplinary Removal
From July 1, 2025 to June 30, 2026
Instructions coming soon
SEDCAR 1
Approved Special Education Program Request For §4410(b) Vendor Funding
For the 2026-2027 School Year
The following types of schools may use this form to request §4410(b) vendor funding from school districts that have Committee on Preschool Special Education (CPSE) or Committee on Special Education (CSE) responsibility for students with disabilities. The use of this form is not mandatory, and schools may develop and use their own form for requesting §4410(b) vendor funding.
- Approved private schools for students with disabilities (preschool and school-age)
- BOCES that operate an approved preschool special education program
- School districts that operate an approved preschool special education program and enroll students from other school districts
- Approved out-of-state schools in which students with disabilities are placed by New York State school districts
- Approved out-of-state schools that provide educational services to students with disabilities placed by New York State courts or social service agencies.
Instructions:
- Send a completed form, with original signature, to each local education agency (LEA) from which §4410(b) vendor funding for the 2026-2027 school year is requested. NYSED recommends that this form be sent to each LEA by November 24, 2025; however, a subsequent date may be established by each LEA.
- There is no need to submit a copy of this form to the State Education Department.
- Submit a list of the names of students comprising the counts reported in Section 3, Tables A and B, to the LEA with the form. This list must be marked “confidential.”
- Retain one copy and any supporting documentation in your school for reference and audit purposes.
- If you have any questions about §4410(b) funding, please email your questions to se-datasupport@nysed.gov.
Form must be signed and dated by Chief School Administrative Officer. Please print out a printer friendly version of this form in word 
or pdf 
.