[an error occurred while processing this directive]	PD-5A FORM CONTENTS:
	Transmittal Letter
	Instructions
	Section A
	Section B

The New York State Education Department collects data regarding the manner in which students with disabilities exit special education, including students who are declassified and returned to general education programs, and postsecondary education and employment plans of students with disabilities. Such data are collected annually from public school districts, Charter Schools, approved private schools for students with disabilities, State agency programs, and State-operated and State-supported schools. The enclosed PD-5A report has been designed to collect such information from BOCES.

Attached is a PD-5A form for your use in reporting the following data for the 2006-07 school year:

• If this BOCES operates an approved preschool special education program, report of number of preschool children (ages 3 – 4) who were declassified while still of preschool-age, or who enrolled in general education without a disability classification after transitioning from preschool special education to school-age programs.
• For school-age students, ages 4 – 13, report of the number of students who were declassified, or returned to the school district special education program.
• For school-age students, ages 14 – 21, report of the number of students with disabilities who exited the BOCES special education program by any of the 11 basis of exiting.
• For school-age students who exited special education, ages 14 – 21, report of their postsecondary education and employment plans.
• For school-age students, report data separately for students with disabilities provided special class programs from students with disabilities who are provided other than special class programs. Special class programs include any configuration of special classes defined in NYCRR 200.6(g)(4)(i)(ii) and (iii). Other than special class programs include services such as transitional support services, related services, consultant teacher services and resource room services. All students with disabilities are to be reported, regardless of where students were provided services (e.g., in BOCES center based settings or in public school buildings).

Please note that public school districts will also be reporting exiting data on behalf of all students with disabilities for whom they have Committee on Special Education or Committee on Preschool Special Education responsibility on their PD-5 report. However, the PD-5 report submitted by school districts does not contain the information needed regarding student participation in BOCES programs.

Compared to the PD-5A report for 2005-2006, the PD-5A for 2006-2007 is modified as follows:

• A new race/ethnicity category, “multi-racial, not of Hispanic origin”, has been added to Tables 5 and 6. This is an optional reporting category, however, if students are reported in this category by school districts and BOCES on the fall 2006 Basic Education Data System (BEDS) enrollment reports and on the child count reports (PD-1/4 and PD-1A/4A), they must also be reported in this category on this PD-5A report.

During 2006-2007 personnel from Strategic Evaluation Data Collection, Analysis and Reporting (SEDCAR) Unit 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:

• State Performance Plan and Annual Performance Report for Special Education
• Public reporting of LEA results against State targets established in the State Performance Report.
• Calculation of minimum amount of per-pupil IDEA funds to be sub-allocated or spent on services.
• 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 District 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
• Evaluation of programs and policies

If you have any questions or are in need of assistance in completing this report, please contact SEDCAR 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
One Commerce Plaza - Room 1613
Albany, NY 12234-0001

PD-5A – BOCES Report of Students with Disabilities:
Section A: Exiting Special Education or Returning to School District Special Education Programs
Section B: Postsecondary Education and Employment Plans
July 1, 2006 to June 30, 2007

*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.

Definitions and Instructions for Completing the PD-5A Report

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 programs 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, 2006 (e.g., a student who is 14 years and 10 months of age on December 1, 2006, 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/Alaska 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 of Hispanic origin): 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 of Hispanic origin): A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
    Multi-Racial (not of Hispanic origin): This is not a required reporting category, however, if school districts and BOCES report students in this category on the fall 2006 BEDS enrollment report and the child count report (PD-1/4 or PD-1A/4A) , they must report students in the same category in this report. The definition of this category is, a person having origins in two or more of the categories of people classified as American Indian or Alaska Native, Black or African American (not of Hispanic Origin), Asian or Pacific Islander, or White (not of Hispanic Origin). Note: Any person of Hispanic of Latino origin, in whole or in part, should be reported as Hispanic or Latino.
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.

Section "A" Definitions

Section A – Table 1
Report of Students with Disabilities Returned to General Education (Declassified) Between Ages 3 – 13
July 1, 2006 to June 30, 2007

*Only BOCES that operate approved preschool special education programs, pursuant to Section 4410 of the Education Law, should enter data in the two cells below. All other BOCES should enter "NA" (Not Applicable).

Section A – Table 2
Report of School-age Students with Disabilities, Ages 4-13, Returned to School District Special Education Programs
July 1, 2006 to June 30, 2007

Section A – Table 3 and 4
Report of Students with Disabilities Exiting Special Education or Returned to School District Special Education Programs (Ages 14-21)
July 1, 2006 to June 30, 2007

Section A – Table 5 and 6
Race/Ethnicity of Students with Disabilities Exiting Special Education or Returned to School District Special Education Programs (Ages 14 – 21)
July 1, 2006 to June 30, 2007

*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

Section B – Report of Students with Disabilities Postsecondary Education and Employment Plans
Table 1 – Students Provided Special Class Programs
2006 - 2007

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 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.

Section B – Report of Students with Disabilities Postsecondary Education and Employment Plans
Table 2 – Students Provided Only Other Than Special Class Programs
2006 - 2007

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 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.

Top of Page