Note: If both boxes are checked, please complete this page only and return it to the address at the top of this page.

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

1. This report should be completed in consultation with school district personnel to confirm the exit status of students with disabilities who were provided special education services by BOCES and left the BOCES program during the report period.

2. Report information for all students with disabilities (ages 3 – 21) who were provided special education programs/services through this BOCES. In Section A, report the number who exited special education through the basis listed or returned to school district special education programs. In Section B, report the postsecondary education and employment plans of students with disabilities who have completed their program or dropped out.

3. If this BOCES does not operate an approved preschool program (pursuant to Section 4410 of the Education Law), check the appropriate box on page one of this report, and enter “ NA ” in columns A and B of Table 1 on Page 5.

4. For purposes of this report, students with disabilities provided transportation and evaluation services only are not to be included in this report. Also, students with disabilities provided summer school programs only should not be included in this report.

5. Data should be reported for all students with disabilities regardless of the setting in which they are provided services, including those placed in this BOCES and/or provided special education programs/services less than full-time.

6. Students with disabilities are to be reported in one of two program/service categories: Students provided special class programs (including those students provided other special education services in addition to special class programs), or students provided only special education services other than special class programs. Special class services include any configuration of special classes defined in NYCRR 200.6(g)(4)(i)(ii) and (iii). Other than special class services include services such as transitional support services, related services, consultant teacher services and, resource room services. Report on behalf of all students with disabilities, regardless of where students were provided services (e.g., in BOCES center based settings or in public school buildings).

7. The total number of students with disabilities for each exit category in Section B, Table 1 and Table 2, must equal the total number of such students reported in Section A, Table 3 and Table 4.

8. The total number of students for whom race/ethnicity is provided in Section A, Table 5 and Table 6 must equal the total number of students reported in Section A, Table 3 and Table 4.

9. Wherever data are requested by student age, the age should be reported as of December 1, 2005 (e.g., a student who is 14 years and 10 months of age on December 1, 2005, should be reported as age 14).

10. When reporting race/ethnicity of students, report the number which appear to belong, identify with, or are regarded in the community as belonging to each race/ethnic group. Please report the race/ethnicity of students with disabilities consistently with how it is reported by their districts of residence on all Department data collection instruments. Each student should be counted once, in one of the following categories:
    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.

11. In general, exiting students with disabilities should be reported once, with few exceptions. The following examples are provided for purposes of clarification.

    • A student who is declassified and returned to general education several times, should be reported once each year that he or she is returned to general education, on pages 5 – 6.

    • A student who receives a local diploma with a Regents endorsement should be reported in either Line 1 (Regents Diploma – Honors/Advanced Designation) or Line 2 (Regents Diploma – Regular) on pages 6 - 7.

    • A student, who previously received an IEP Diploma/Local Certificate, has continued in the special education program and does not receive a higher diploma should NOT be counted again.

    • A student who previously received an IEP Diploma or Local Certificate has continued in their special education program and receives a Regents, local, or High School Equivalency diploma, should be included in the count for the given diploma (Lines 1 – 4) on pages 6 - 7.

    • A student who previously dropped out of school, re-enters the BOCES program, and receives a diploma or certificate should be reported in the count for the given diploma or certificate. If, however, the same student drops out again, in a different school year, without receiving a diploma or certificate, the student should not be reported again.

12. If you have any questions or are in need of assistance in completing this report, please contact SEDCAR by telephoning (518) 474-7965, or e-mail your questions to dataquest@nysed.gov.

*Totals reported in this column must be the same as totals reported in Table 3, Column I
**Totals reported in this column must be the same as totals reported in Table 4, Column R

For all students with disabilities reported in Section A, Table 3, indicate their intended postsecondary plans. (BOCES are not required to verify that such plans were actually achieved/implemented by students.) Students should be reported once by their primary plan. (Students intending to enter postsecondary education programs and employment should be reported in the appropriate postsecondary education category.) The total number of students entered in this section should be equal to the total number of students in Section A, Table 3, who exited with a Regents Diploma with Advanced Designation and/or with Honors, Regents Diploma-Regular, Local Diploma, High School Equivalency Diploma, Individualized Education Program Diploma, Reached Maximum Age, or Dropped Out.

* Employment can include regular competitive employment, supported employment, or sheltered employment, as long as the student will receive some compensation for work.

For all students with disabilities reported in Section A, Table 4, indicate their intended postsecondary plans. (BOCES are not required to verify that such plans were actually achieved/implemented by students.) Students should be reported once by their primary plan. (Students intending to enter postsecondary education programs and employment should be reported in the appropriate postsecondary education category.) The total number of students entered in this section should be equal to the total number of students in Section A, Table 4, who exited with a Regents Diploma with Advanced Designation and/or with Honors, Regents Diploma-Regular, Local Diploma, High School Equivalency Diploma, Individualized Education Program Diploma, Reached Maximum Age, or Dropped Out.

*Employment can include regular competitive employment, supported employment, or sheltered employment, as long as the student will receive some compensation for work.