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

PD-1/4 – Public School District Report of Number of Students with Disabilities Provided Special Education on December 1, 2004 and Number of Students with Disabilities Provided Special Education in Regular School-Based Programs and in Separate Settings.

Attached is the PD-1/4 form for your use in recording child count and placement information for all students with disabilities (ages 3-21) who are the responsibility of your Committee on Preschool Special Education (CPSE) or Committee on Special Education (CSE) and receive special education programs or services on December 1, 2004. This form also requests data for students with disabilities who are also limited English proficient; data for students with disabilities receiving testing accommodations; and data for students not classified as students with disabilities by the CSE, but receiving accommodations pursuant to Section 504 of the Rehabilitation Act. Pursuant to Section 618 of Public Law 101-476 and Section 300.754 of Federal Regulations, the New York State Education Department (SED) is required to report these data to the U.S. Department of Education.
  
The PD-1/4 data are to be submitted by all school districts by entering the data through the website or by using the File Transfer Protocol (FTP) process. Paper copies of this report are not accepted. The web-based PD data system provides immediate feedback on any data reporting errors and allows school districts to make any necessary corrections. A User ID and password to access the web-based system has been mailed to the latest contact person identified on the PD website. If your school district has a new contact person, or did not get this information, please contact my office. Please note, if your school district has the capability of submitting PD-1/4 data through the FTP process, the User Name and password for that process are different from the User ID and password that has been assigned to the contact person to submit PD data through the web-based system. If your school district needs a User Name and password to submit data through the FTP process, please contact this office. The due date for this report is between December 1, 2004 and January 2, 2005. Only the Certification and Assurance Form (page 1 of the PD-1/4 form), with an original ink signature must be submitted through regular mail. Paper copies of this report will not be accepted. Your timely and accurate completion of this report is required in order to ensure full compliance with federal reporting requirements.
  
The data entered on the PD-1/4 form will provide the December 1, 2004 count of students with disabilities and will indicate the extent to which students with disabilities are removed from regular education and are placed in separate educational settings outside of regular school facilities. This report requests data regarding the settings in which students receive regular and special education services and will not affect your State aid allocations in any way. (In contrast, the SA-100 form collects data for State aid purposes, regarding the cumulative extent to which students receive special education programs and services.) 
  
Data from the PD-1/4 form, child count data from Charter Schools on the PD-1C/4C form and program expansion information from Charter Schools, and information provided on the SEDCAR-1 forms, which will be sent to your school district by approved special education programs (ASEPs), will establish the number of school-age and preschool-age students with disabilities to be included in local level calculations to determine your school district’s 2005-2006 federal fund allocations, under IDEA, Sections 611 and 619. These data will also be useful in determining the amount of Charter Schools’ federal fund-allocations, and suballocations for ASEPs. ASEPs are all SED approved preschool and non-public (or private) school-age programs for students with disabilities, including State-supported (Section 4201 Schools). 
 
To be counted in this report, each student with a disability, must meet all of the following criteria as of December 1, 2004:

• The student must be the responsibility of your school district’s CSE or CPSE. A student with a disability who relocates from your school district and becomes the responsibility of another school district’s CSE or CPSE before December 1, 2004, may not be included in the count for your school district. A student who relocates from another school district and becomes the responsibility of your school district’s CSE or CPSE after December 1, 2004 may not be included in the count for your school district.  

• The student must have an Individualized Education Program (IEP) and be receiving special education programs and/or related services that meet State standards.

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

The State Education Department will confirm the accuracy of information included in this report as part of the program review process, or as is otherwise indicated. To facilitate such review for your school district, please maintain a list (hard copy or other readily retrievable format) of all students included in this report until June 30, 2011. Upon completing local verification procedures, if it is determined that one or more counts are incorrect, a revised report (i.e., PD-1/4 form) must be submitted to SED.

Compared to the PD-1/4 form for December 1, 2003, the December 1, 2004, PD-1/4 form is revised in the following ways:

• Section A, Tables 1, 3, 4, 5 and 6 have been modified to collect information on preschool children with disabilities ages 3-4, not 3-5. All children who are 5 years of age on December 1, 2004 and receive special education services are “school-age” students with disabilities and as such, must be reported in Sections B and C of this report, and not in Section A.

• Column D has been added to Section A, Table 1 to collect a subset of preschool children, ages 3 to 4, provided related services only.

• Some instructions or explanatory notes are added to provide clarifications.

During 2004-2005, Strategic Evaluation Data Collection Analysis and Reporting (SEDCAR) Unit personnel may be available to conduct a limited number of regional training programs regarding the various special education data forms (i.e., the PD forms). If you feel that such training would be useful to the data managers in your area, please contact your local Special Education Training and Resource Center (SETRC). The data collected through the PD forms are used in the following reports and activities: 

• Annual Performance Report for Special Education

• Pocketbook of Goals and Results for Individuals with Disabilities 

• Chapter 655 Report to the Governor and the Legislature on the Status of the State’s Schools

• Special Education Quality Assurance Reviews

• School Report Cards 

• BOCES Report Cards 

• Charter School Report Cards 

• Calculations to identify instances of possible race/ethnicity disproportionality 

• Other reports required by State or federal statutes

• Summary reports for public information, placed on the Department’s website

• Evaluation of programs and policies 

If you have any questions or are in need of assistance in completing this report, please contact the SEDCAR Unit by using the contact information provided in the letterhead. Thank you.

Attachment

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

PD-1/4 – Public School District Report of:
Number of Students with Disabilities Provided Special Education on December 1, 2004 and
Number of Students with Disabilities Provided Special Education in Regular School-Based
Programs and in Separate Settings

1. Please submit these data electronically at http://pd.nysed.gov  between December 1, 2004 and January 2, 2005. 
2. Sign, in original ink, the Certification and Assurances at the bottom of this page and return just this page to the above address.
3. Retain one copy (and supporting documentation) in your school district for reference and audit purposes. The required retention period ends June 30, 2011.
4. Carefully read the Instructions and Definitions on the following pages.
5. If you have any questions about this report, please call (518) 474-7965, or e-mail your questions to dataquest@nysed.gov 

School District Information

(Enter 12-digit SED Code Below)

Contact Person Information

*All correspondence from the address at the top of this page will be directed to the contact person reported in the PD web-based system at http://pd.nysed.gov.  You may update the contact person at any time through the PD web-based system located at http://pd.nysed.gov.

I have reviewed the PD-1/4 data that has been submitted electronically to the State Education Department.  I will also review any modifications that may be made to these data and the final verification report that will be issued to the school district by the State Education Department.  These data provide the number of students with disabilities provided special education programs and services on December 1, 2004 and number of students with disabilities provided special education in regular school-based programs and in separate settings.  I certify that this is a complete and accurate count of students with disabilities served on December 1, 2004.  I further certify that the students reported were the responsibility of this school district’s CSE or CPSE, had a current Individualized Education Program and received special education programs or services that met State standards.

I assure that IDEA funds will be sub-allocated, in a manner consistent with State and federal laws and regulations, to Charter Schools in which resident students with disabilities are enrolled and provided special education services directly or indirectly by Charter Schools and to approved special education programs.

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

1. Report information only for those students with disabilities for whom this school district has CPSE or CSE responsibility on December 1, 2004.

2. Report information for all students with disabilities (ages 3 to 21) who are the responsibility of this district’s CPSE or CSE and receive special education programs or services on December 1, 2004. (School districts of residence must report information for students with disabilities placed in the State-operated schools in Rome and Batavia, for students with disabilities enrolled in Charter Schools and for students with disabilities who were residents of the school district at the time they were placed by the courts or State agencies in out-of-State approved residential schools. School districts of residence must also report students with disabilities who are placed by the school district in BOCES, Special Act School districts, approved private schools and in out-of-State schools as Emergency Interim Placements.)

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

4. Wherever students are to be reported by age, please report age as of December 1, 2004.

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

Directions for Section A

This section contains six Tables. Tables 1 and 3 request placement information by age and by race/ethnicity category for all preschool students with disabilities, ages 3 to 4, who are the responsibility of your CPSE. These students must be receiving preschool special education programs or services, pursuant to Sections 4201 or 4410 of the Education Law, on December 1, 2004. The total number of preschool students, ages 3-4, reported in each of these two tables must be identical. Table 2 is to report the count of preschool students with disabilities, age 2, who are receiving preschool special education services, pursuant to Sections 4201 or 4410 of the Education Law, on December 1, 2004. Table 4 is to be completed by public school districts which operate an approved preschool special education program. The count of children to be reported in Table 4 is the total enrollment of preschool students with disabilities in the district’s approved preschool special education program, who are receiving special education services pursuant to Section 4410, disaggregated by students who are residents of the school district and those who are not. Table 5 is to report, by race/ethnicity, the total number of preschool students with disabilities who are residents of the school district, who are enrolled in regular parochial or other private schools at parents or guardians expense, but who are provided special education programs or services at public expense. Students reported in Table 5 are also reported in Tables 1 and 3. Table 6 is to report the number of preschool students with disabilities who are reported in Tables 1 and 3, and who are also limited English proficient (or English language learners).

Definitions for Section A, Tables 1 and 3

Directions and Definitions for Section B, Table 1

Section B, Table 1, requests the count of all school-age students for whom the district has Committee on Special Education (CSE) responsibility to provide special education services, and is providing such services on December 1, 2004. Additional directions to assist school districts to accurately complete this table are provided above the table. The school districts of residence maintain CSE responsibility for students except in the following circumstances:

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

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

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

• Students who reside in group homes or in State agencies, but attend public schools, are the CSE responsibility of school district in which the group home or State agency is located; and

• Students who are incarcerated in county correctional facilities are the CSE responsibility of the school district in which the correctional facility is located.

Directions and Definitions for Section C, Reports 1-14

Section C, Reports 1-14: There are two tables for each disability category- Table 1 and Table 2. These tables request placement information for all school-aged students with disabilities, ages 4-21, who are the responsibility of your CSE and are provided school-age special education programs and services on December 1, 2004.

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

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

• Students who are receiving transition support services.

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

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

• All BOCES buildings which are attended by both disabled and non-disabled school-age students.

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

• All Special Act Schools which are attended by both disabled and non-disabled school-age students.

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

• All State agency programs which are attended by both disabled and non-disabled school-age students.

• All Alternative High School programs which are attended by both disabled and non-disabled students.

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

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

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

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

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

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

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

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

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

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

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

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

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

Enter the total number of preschool students with disabilities for whom this school district has CPSE responsibility to ensure the provision of special education programs or services. Report preschool students who were 3 to 4 years of age and who received preschool special education programs or services on December 1, 2004. In Column D, report the number of students who were provided related services only. Students reported in Column D are a subset of Column C. Column D cannot be greater than Column C. Only count students who were served pursuant to Sections 4410 or 4201 of the Education Law. Please determine age as of December 1, 2004. Counts reported in Tables 1 and 4 of this section and information contained on the SEDCAR-1 forms which school districts will receive from approved preschool special education programs, will assist you in determining the amount of federal IDEA funds, under Sections 611 and 619, which must be suballocated to other programs, and the amount to be retained by your school district, for preschool students with disabilities, ages 3-4. Important information for completing this section is included in the Directions and Definitions for Section A, beginning on page 2.

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

Line Number

Description

 Age 2*

1

1

2

Section B: Students Receiving School-Age Programs or Services

1

Of the school-age students with disabilities reported in Section B-Table 1, report the subset of such students having limited English proficiency (LEP) in Line 1.  Such students should be reported based on LEP designation, regardless of the extent or type(s) of LEP services provided.

Students determined to have a disability pursuant to Section 504 only, and do not have an IEP developed by a Committee on Special Education, should not be reported in this section, regardless of LEP status

Section C: Educational Placement of School-age Students with Disabilities
and Race/Ethnicity Information