 |
THE STATE EDUCATION DEPARTMENT THE UNIVERSITY OF THE STATE OF NEW
YORK / ALBANY, NY 12234
_____________________________________________________________________________________________________________________________
MANAGER, STRATEGIC EVALUATION DATA COLLECTION, ANALYSIS AND REPORTING
1613 ONE COMMERCE PLAZA
ALBANY, NEW YORK 12234
Tel. (518) 474-7965
Fax: (518) 408-3363
Email: dataquest@nysed.gov |
To: |
Special Education Data Managers
and Chief School Officers of:
Boards of Cooperative Educational Services
Public School Districts
Special Act School Districts
Approved In-State Private Schools
Selected State Agencies
State-Operated Schools State-Supported Schools
|
Date: September 2006 |
From: |
Inni Barone
|
|
Subject: |
PD-6 - Report of
Personnel Employed or Contracted to Provide Special Education and Related
Services to Students with Disabilities Important: Due Date is
February 2, 2007.
|
Attached is a PD-6 form, Report of Personnel Employed or Contracted to
Provide Special Education and Related Services to Students with Disabilities. It
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 is designed to collect full-time equivalent (FTE) data
on or about December 1, 2006, regarding special education personnel who are
employed or contracted to provide special education and related services to
preschool and school-age students with disabilities. 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)]. All schools have been
issued a User ID and password and must submit this report through our website at
http://pd.nysed.gov. Paper copies of this report will not be accepted.
The due date is February 2, 2007. Your timely and accurate completion of this
report is required in order to ensure full compliance with federal reporting
requirements.
As compared to the PD-6 form for 2005-2006, the PD-6 form for 2006-2007 is
revised in the following ways:
- Contact person information is requested for the school district’s Director of
Special Education or if that position does not exist, a position with similar
responsibilities (e.g., Director of Pupil Personnel Services, Chairperson of
Committee on Preschool Special Education (CPSE) and/or Committee on Special
Education (CSE).
- The numbers of special education teachers are no longer required to be
reported according to each certification title. Instead, all special education
teacher certification titles will be reported under “special education teachers”
for preschool children with disabilities and school-age students with
disabilities. Public school districts, including Special Act School Districts,
Charter Schools, BOCES and the State-operated schools are not required to report
data for special education teachers who are already reported through the
Department’s Basic Educational Data System (BEDS) personnel data forms for
teachers. The Office of Vocational Educational Services for Individuals with
Disabilities (VESID) will use the certified BEDS data on teachers to fulfill the
federal reporting requirement for the numbers of special education teachers
employed and the numbers who are “highly qualified.” However, these schools must
complete other sections of the PD-6 report regarding the numbers of teaching
assistants and related services personnel employed by the school or contracted
to provide special education services on or about December 1, 2006. All approved
private schools, State-supported schools, and approved out-of-State schools must
complete the entire PD-6 report.
- Public school districts and Charter Schools that receive Title I, Part A funds
are required to report the number of teaching assistants that are “qualified”
under the No Child Left Behind Act (NCLB).
- The list of related services personnel titles has been revised significantly
to reflect the broad categories of titles required to be reported to USDOE.
Definitions of these titles are provided in the directions section of the
report.
- There are many special education personnel for whom data are no longer
required, for example, teacher aides, vocational education teachers, work-study
coordinator, supervisor/administrator, “other professional” and “other
non-professional” personnel.
- Data on the numbers of “vacant but funded positions” is no longer required.
During the 2006-2007 school year, Strategic Evaluation Data Collection, Analysis
and Reporting (SEDCAR) 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 one or more of 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 Plan.
- 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.
- Required re-direction of IDEA funds for comprehensive early intervening
services.
- 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 the SEDCAR Unit.
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-6 — Report of Personnel Employed or Contracted to Provide
Special Education and Related Services to Students with Disabilities
Instructions: |
- This
report must be submitted through our web based PD data system website at
http://pd.nysed.gov by February 2, 2007. Paper copies of this form will
not be accepted.
- Retain one copy (and supporting documentation) in your
district/school/agency for reference and audit purposes. The required
retention period ends June 30, 2014.
- Carefully read the Instructions and Definitions on the following
pages.
- If you have questions about this report, please call (518) 474-7965,
or e-mail your questions to dataquest@nysed.gov.
|
|
Check this box if you did not
employ or directly contract with any special education or related
services personnel to provide services to students with disabilities,
ages 3 to 21, on or about December 1, 2006. If this box is checked, and
you have submitted this information through our website at
http://pd.nysed.gov your report is
complete. |
District/School/Agency Information |
(Enter 12-digit
SED Code Below)
|
SCHOOL
DISTRICT NAME
|
ADDRESS
(include building name, room number , or mail stop information)
|
|
CITY |
STATE |
ZIP |
Contact Person Information* |
Director of
Special Education
or Comparable Title |
NAME |
NAME |
TITLE |
TITLE |
TELEPHONE
(include Area Code) |
TELEPHONE
(include Area Code) |
FAX NUMBER (include Area Code) |
FAX NUMBER (include Area Code) |
E-MAIL
ADDRESS |
E-MAIL
ADDRESS |
*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.
Instructions and Definitions for completing the PD-6 Report
- The data entered in this report should reflect special education personnel
information on or about December 1, 2006. This report must be submitted to the
State Education Department through our website at http://pd.nysed.gov. Paper
copies of this report will not be accepted.
- Complete Sections A and C for teachers, teaching assistants and related
services personnel who serve preschool students with disabilities and Sections B
and C for teachers, teaching assistants and related services personnel who serve
school-age students with disabilities.
- Report information for requested personnel titles who were employed or
directly contracted with, to provide special education services to students with
disabilities, ages 3-21. (In almost all cases, these are the personnel to whom
the district/school/agency issues paychecks.) Please note that all BOCES special
education personnel should only be reported by the BOCES, even though school
districts contract with BOCES. Also, all staff of approved special education
programs should be reported by the approved special education programs and not
by schools that contract with the approved special education program for such
staff.
- Report information for special education personnel, regardless of funding
source (i.e., Part B of IDEA (federal), State or local).
- Do not report personnel providing special education and related services to
children from birth to age two.
- Full-Time Equivalency (FTE) is the numeric representation of the extent to
which personnel are employed. A full-time teacher should be reported as 1.00
FTE. 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, provide the best estimation of their need over a
one-year period by adding the total number of hours or days employed and divided
by the number of hours or days that would constitute full-time employment for
such staff.
- For personnel who are certified/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 because appropriately certified staff are not available to fill the
position, it is filled temporarily with not fully or appropriately certified
personnel. Include in this column, long-term substitutes who lack the required
certification for the specified title.
- If you have any questions, please contact the Strategic Evaluation Data
Collection, Analysis and Reporting (SEDCAR) unit by telephoning (518) 474-7965.
You may also e-mail your questions to dataquest@nysed.gov.
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 Teaching Assistants for Preschool Students with
Disabilities: Report the FTE of the number of teaching assistants (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);
Teacher of Students with Disabilities (grades 7-12)-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 Teaching Assistants for School-age Students with
Disabilities: Report the FTE of the number of teaching assistants (including
bilingual teaching assistants) 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 teaching assistants
reported in Column C who are “qualified” according to the NCLB definition of
“qualified”. See definition of Column F and resources for determining if
teaching assistants 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:
- “Identification of children with hearing loss;
- Determination of the range, nature, and degree of hearing loss, including
referral for medical or other professional attention for the habilitation of
hearing;
- Provision of habilitative activities, such as language habilitation,
auditory training, speech reading (lip-reading), hearing evaluation, and speech
conservation;
- Creation and administration of programs for prevention of hearing loss;
- Counseling and guidance of children, parents, and teachers regarding hearing
loss; and
- 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:
- “Identification of children with speech or language impairments;
- Diagnosis and appraisal of specific speech or language impairments;
- Referral for medical or other professional attention necessary for the
habilitation of speech or language impairments;
- Provision of speech and language services for the habilitation or
prevention of communicative impairments; and
- 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:
- “Administering psychological and educational tests, and other assessment
procedures;
- Interpreting assessment results;
- Obtaining, integrating, and interpreting information about child behavior
and conditions relating to learning;
- 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;
- Planning and managing a program of psychological services, including
psychological counseling for children and parents; and
- Assisting in developing positive behavioral intervention strategies.”
Do NOT include psychologists employed to work with all students, with and
without disabilities. Include only those psychologists employed specifically to
work with students with disabilities.
|
Line 5: |
Report an unduplicated count of the number of FTE occupational
therapists who provide the following services to students with disabilities:
- “Improving, developing or restoring functions impaired or lost through
illness, injury, or deprivation;
- Improving ability to perform tasks for independent functioning if functions
are impaired or lost; and
- 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:
- Screening, evaluation, and assessment of children “. . . to identify
movement dysfunction;
- Obtaining, interpreting, and integrating information appropriate to program
planning to prevent, alleviate, or compensate for movement dysfunction and
related functional problems; and
- 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:
- “Assessment of leisure function;
- Therapeutic recreation services;
- Recreation programs in schools and community agencies; and
- Leisure education.”
|
Line 8: |
Report an unduplicated count of the number of FTE social workers who
provide the following services to children with disabilities:
- “Preparing a social or developmental history on a child with a disability;
- Group and individual counseling with the child and family;
- 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;
- Mobilizing school and community resources to enable the child to learn as
effectively as possible in his or her educational program; and
- Assisting in developing positive behavioral intervention strategies.”
Do NOT include social workers employed to work with all students, with and
without disabilities. Include only those social workers employed specifically to
work with students with disabilities.
|
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.” Do not include guidance counselors employed to work with
all students, with and without disabilities.Include only counselors who are
employed specifically to work with students with disabilities.
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:
- “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
- Teaching students the following, as appropriate:
- “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);
- 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;
- To understand and use remaining vision and distance low vision aids; and
- 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. 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@mail.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, II or Pre-professional Certificate |
This column is for reporting the number of 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 2, 2004). Report the number of FTE personnel with a Level I,
II, III or Pre-professional 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. |
D |
Not Fully or appropriately Certified |
Report the FTE number of personnel in positions that are needed to
meet the identified needs of students with disabilities, but because
appropriately certified personnel are not available to fill the
position, the position is filled temporarily with not fully or
appropriately certified personnel. Include in this column, long-term
substitutes who lack the required certification for the specified title.
Also report in this column teaching assistants who are not fully
certified. |
E |
Total FTE of Staff Employed |
This item is calculated by adding the numbers of personnel reported
in Columns A-D. |
F |
Teaching Assistants who are "Qualified"
under NCLB (Subset of Column C) |
Of the number of special education teaching assistants reported in
Column C, report the FTE of those teaching assistants who are
“qualified” (as defined in NCLB) and are "working in a program supported
by Title I, Part A funds" and are employed by an LEA receiving Title I,
Part A funds and:
- work in a "targeted assistance school" and are paid with Title I, Part
A funds; or
- work in a "school-wide program school"; or
- provide instructional support to public school teachers who provide
equitable services to eligible private school students.
Only public school districts (not including Special Act Schools) and
Charter Schools are to report teaching assistants in this Column.
A “qualified” Title I paraprofessional has a high school diploma or a
recognized equivalent when hired and meets one of the following (unless
covered by an exception):
- has at least two years of college; or
- has an associate’s or higher degree; or
- has passed a formal State or local academic assessment.
EXCEPTIONS: Title I paraprofessionals need only have a high school
diplomas or a recognized equivalent to be “qualified” if their duties
consist solely of:
- translating from languages other than English to enhance the
participation of limited English proficient children in Title I
programs; or
- conducting parental involvement activities.
For additional information on “qualified” under NCLB, please see NCLB
NYS field memos, which are posted at
http://www.highered.nysed.gov/nclbhome.htm. |
Report of Personnel Employed or Needed to Provide Special Education and
Related Services to Students with Disabilities on or About December 1, 2006
Section A: Teachers and Teaching Assistants for Preschool Students with
Disabilities
Directions: Report the full time equivalent (FTE) numbers of special education
teachers and teaching assistants employed or contracted to provide services to
preschool children with disabilities on or around December 1, 2006. Please see
definition of each line and column beginning on page 3.
Note: Public school districts, Special Act school districts, Charter Schools,
BOCES and State-operated schools (Rome and Batavia) will not complete line 01
since they will provide these data through the BEDS personnel forms for
teachers. All schools and programs must complete line 02.
Personnel |
Employed or Contracted |
A |
B |
C |
D |
E |
|
Certification / License / Position |
Permanent Certification / Licensure or Professional
Certificate |
Provisional Certification or Initial Certificate |
Temporary Licenses, Continuing Certificates or Level I,
II, III or Pre-professional Certificate |
Not Fully or Appropriately Certified |
Total (A+B+C+D) |
01 |
Special Education Teachers for Preschool Students with
Disabilities |
|
|
|
|
|
02 |
Special Education Teaching Assistants for Preschool
Students with Disabilities |
|
|
|
|
|
Section B: Teachers and Teaching Assistants for School-Age Students with
Disabilities
Directions: Report the full time equivalent (FTE) numbers of special education
teachers and teaching assistants employed or contracted to provide services to
school-age students with disabilities on or around December 1, 2006. Please see
definition of each line and column beginning on page 3.
Note: Public school districts, Special Act school districts, Charter Schools,
BOCES and State-operated schools (Rome and Batavia) will not complete line 01
since they will provide these data through the BEDS personnel forms for
teachers. All schools and programs must complete line 02.
Personnel |
Employed or Contracted |
A |
B |
C |
D |
E |
F |
|
Certification / License / Position |
Permanent Certification / Licensure or Professional
Certificate |
Provisional Certification or Initial Certificate |
Temporary Licenses, Continuing Certificates or Level I,
II, III or Pre-professional Certificate |
Not Fully or Appropriately Certified |
Total (A+B+C+D) |
Teaching Assistants who are "Qualified"
under NCLB (Subset of Column C) |
01 |
Special Education Teachers for School-Age Students with
Disabilities |
|
|
|
|
|
|
02 |
Special Education Teaching Assistants for School-Age
Students with Disabilities |
|
|
|
|
|
|
Section C: Special Education Related Services Personnel
Directions: Report the full time equivalent (FTE) numbers of special education
related services personnel employed or contracted to provide services to
preschool and/or school-age students with disabilities on or around December 1,
2006. Please see definition of each line and column beginning on page 4.
Personnel |
Employed or Contracted |
A |
B |
C |
D |
E |
|
Certification / License / Position |
Permanent Certification / Licensure or
Professional Certificate |
Provisional Certification or Initial
Certificate |
Temporary Licenses, Continuing
Certificates or Level I, II, III or Pre-professional Certificate |
Not Fully or Appropriately Certified |
Total (A+B+C+D) |
01 |
Audiologists |
|
|
|
|
|
02 |
Speech-Language Pathologists (with SLP License) |
|
|
|
|
|
03 |
Interpreters |
|
|
|
|
|
04 |
Psychologists |
|
|
|
|
|
05 |
Occupational Therapists |
|
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06 |
Physical Therapists |
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07 |
Physical Education Teachers and Recreation and
Therapeutic Recreation Specialists |
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08 |
Social Workers |
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9 |
Medical / Nursing Service Staff |
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10 |
Guidance Counselors and Rehabilitation Counselors |
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11 |
Orientation and Mobility Instructors |
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