FY12 Special Education Data Collections Update

FY12 Special Education Data Collections Update
Data Collection Conference August , 2011 Athens, Georgia

Course Numbers Elimination of 90.XX Course Numbers
Access Course Numbers XX.XXX5 Use of XX.8 and XX.9 Course Numbers Course Numbers on Transcripts Associated Board Rules

Old Board Rule Note: The number 90.XXXXXXX is used for any course determined by a student’s Individualized Education Plan (IEP) and taught by a special education teacher. Carnegie unit credit is not given for those courses and the seven digits to the right of the decimal may be used as the school system wishes, such as, to identify semester, class period, teacher, etc.

Graduation Rule Code: IHF(6)
HIGH SCHOOL GRADUATION REQUIREMENTS FOR STUDENTS ENROLLING IN THE NINTH GRADE FOR THE FIRST TIME IN THE SCHOOL YEAR AND SUBSEQUENT YEARS. Adopted: July 21, 2011 Effective: August 11, 2011 Section 7. STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES. (i) Students with significant cognitive disabilities may graduate and receive a regular high school diploma when the student’s IEP team determines that the student has: (I) completed an integrated curriculum based on the GPS that includes instruction in Mathematics, English/Language Arts, Science and Social Studies as well as career preparation, self determination, independent living and personal care to equal a minimum of 23 units of instruction, and

Access Courses Students Grades 9-12
Code: IDA(3) LIST OF STATE-FUNDED K-8 SUBJECTS AND 9-12 COURSES FOR STUDENTS ENTERING NINTH GRADE IN 2008 AND SUBSEQUENTYEARS. A 5 is used in the fourth numerical digit to designate coursework for students who participate in the Georgia Alternate Assessment. (XX.XXX5) These “Access” courses align to approved state-funded courses but provide access to the standards established for the approved course. In order to meet the IEP or local system requirements for students with significant cognitive disabilities, any approved state-funded course may be designated as an Access course by utilizing a 5 in the fourth numerical digit. Course list in above State Board Rule

Graduation Rule 160-4-2-.48 HIGH SCHOOL GRADUATION REQUIREMENTS
Section 7. STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES. (i) Students with significant cognitive disabilities may graduate and receive a regular high school diploma when the student’s IEP team determines that the student has: (I) completed an integrated curriculum based on the GPS that includes instruction in Mathematics, English/Language Arts, Science and Social Studies as well as career preparation, self determination, independent living and personal care to equal a minimum of 23 units of instruction, AND (II) participated in the GAA during middle school and high school and earned a proficient score on the high school GAA in Mathematics, English/Language Arts, Science, and Social Studies, AND

High School Diploma and Special Education Course Numbers
GAA Middle School (Entering High School for the First Time in the School Year and Subsequent Years) GAA High School Only Non-GAA Student Access Courses (XX.XXX5) General Education Courses (XX.8 or XX.9) Eligible for High School Diploma based on requirements for students with the Significant Cognitive Disabilities Only eligible for High School Diploma based on requirements for students with the Significant Cognitive Disabilities if granted a waiver Eligible for High School Diploma based on requirements for all students All high school students should participate in courses that lead to the acquisition of units of credit for graduation.

“Access” Courses Students Grade K-8
While Access courses were designed to support the acquisition of units of credit for high school students with significant cognitive disabilities participating in the GAA, any K-8 course number maybe modified to include a XX.XXX5 for students in those grades with significant cognitive disabilities who are participating in the GAA.

XX.8 and XX.9 Course Numbers
8 = GENERAL EDUCATION COURSE IN A SPECIAL EDUCATION SETTING An 8 as the first numerical digit to the right of the decimal indicates the students are students whose Individualized Education Program (IEP) has placed them in a general education course but in a special education setting and are being taught by a certified special education teacher. Students in these classes are earning Carnegie unit credit. XX.9 9 = GENERAL EDUCATION COURSE IN A GENERAL EDUCATION SETTING WITH SPECIAL EDUCATION SUPPORT A 9 as the first numerical digit to the right of the decimal indicates the students are students whose Individualized Education Program (IEP) has placed them in a general education course in a general education setting but with a specified amount and model of special education support listed on the IEP.

XX.8 and XX.9 Course Numbers
General Education Course – No direct or supportive special education services General Education Course – Special education support services in the general education classroom Reported as - General education program code + inclusion code 4,5,6,7 or 8 XX.8 General Education Course – Taught by a special education teacher in a special education class Reported with disability specific special education program code No inclusion code XX.9 General Education Course – Taught by a general education teacher and a special education teacher in the general education classroom setting Special education direct services may be co-teaching, collaboration, or consultative Reported as – Special education program code + inclusion code 9

Transcripts OCR Guidance
Note: In accordance with guidance issued by the United States Department of Education, Office for Civil Rights, on October 17, 2008, transcripts may not contain information disclosing students’ disabilities. Therefore, course numbers that identify students as students with disabilities must not be printed on transcripts. Course numbers including .8 and .9 should not appear on student transcripts.

Diploma One of Those “D” Words

Federal Register § Limitation—exception to FAPE for certain ages. (a) General. The obligation to make FAPE available to all children with disabilities does not apply with respect to the following: (3)(i) Children with disabilities who have graduated from high school with a regular high school diploma. (ii) The exception in paragraph (a)(3)(i) of this section does not apply to children who have graduated from high school but have not been awarded a regular high school diploma. (iii) Graduation from high school with a regular high school diploma constitutes a change in placement, requiring written prior notice in accordance with § (iv) As used in paragraphs (a)(3)(i) through (a)(3)(iii) of this section, the term regular high school diploma does not include an alternative degree that is not fully aligned with the State’s academic standards, such as a certificate or a general educational development credential (GED)

Graduation Rule 160-4-2-.48 HIGH SCHOOL GRADUATION REQUIREMENTS
Section 7. STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES. (i) Students with significant cognitive disabilities may graduate and receive a regular high school diploma when the student’s IEP team determines that the student has: (I) completed an integrated curriculum based on the GPS that includes instruction in Mathematics, English/Language Arts, Science and Social Studies as well as career preparation, self determination, independent living and personal care to equal a minimum of 23 units of instruction, AND (II) participated in the GAA during middle school and high school and earned a proficient score on the high school GAA in Mathematics, English/Language Arts, Science, and Social Studies, AND (III) reached the 22nd birthday OR has transitioned to an employment/education/training setting in which the supports needed are provided by an entity other than the local school system.

Federal and State Reporting for Students with Disabilities
State Reporting - FTE Segments Program Codes Inclusion Codes State Program Based Weight Funding Count Day Federal Reporting - FTE Primary Area of Disability Age Specific Disproportionality State Reporting – FTE Hours per week (FAPE) Special Education Environments

Highlights of Significant Changes FTE
Environment codes for students age 5 or less on September 1 are reported as alpha codes, A-J. (E611) ‘S’ type students with the ALL IEP flag = N, all programs codes must = 0 (E5381) Student reported with PRIMARY AREA and no exit EVENT CODE, All IEP must = 'Y', 'N', or 'S'.(E1081)

Inclusion code = 6 (Job Coach), program must = K (E529) Students reported with a withdrawal code of “G”, graduate, in more than one year will receive an error (E3114) Special Education exit EVENT CODE reported for student, REPORT TYPE must = ‘R’. (E796)

Element ID -FTE110 Event Code Identifies students who have exited Special Education within the last fiscal year and before the current fiscal year FTE Cycle-1 count date EVENT CODE must = ‘09’ (Special Education Exit) or ‘10’ (Parent Revoked Consent). (E595)

Element ID -FTE111 Event Date Identifies the date students have exited Special Education. The date must be within the last fiscal year and before the current fiscal year FTE Cycle-1 count date. EVENT DATE cannot be null and must be in the yyyymmdd format. (E596) The EVENT DATE cannot be greater than the current date nor prior to the student’s date of birth. (E599) WITHDRAWAL DATE must be after the EVENT DATE reported for exit EVENT CODE ‘09’ or ‘10’. (E578) EVENT DATE must be within the last fiscal year OR in the current fiscal year and prior to the current FTE count date. (E788)

‘All IEP’ = S (Service Plan) or N (No service).
FTE Data Elements Report Type Every student with REPORT TYPE = "S" Must be served in a special education program* Must have been through due process procedures Must have an Individualized Education Program (IEP)* Must met the eligibility requirements for the area of disability being reported for special education services Must be scheduled to receive instruction from a teacher certified in the area of disability noted in their IEP* Exceptions include parentally placed in private school students, ‘All IEP’ = S (Service Plan) or N (No service).

PRIMARY AREA PRIMARY AREA indicates the student’s primary area of exceptionality. Only one PRIMARY AREA may be reported for each student. PRIMARY AREA = '8' must have GRADE LEVEL = 'PK', 'KK', 'UK', 'U1’, ‘01’, ‘02’, ‘03’, ‘04’ or ‘05’. PRIMARY AREA = '8' must have DATE OF BIRTH such that the student is less than or equal to 9 years of age as of September 1. Code Description P Mild Intellectual Disability Y Other Health Impairment Q Moderate Intellectual Disability Z Visual Impairment R Severe Intellectual Disability 1 Blind S Profound Intellectual Disability 2 Deaf and Blind T Emotional and Behavioral Disorder 3 Speech-Language Impairment U Specific Learning Disability 6 Autism V Orthopedic Impairment 7 Traumatic Brain Injury W Hard of Hearing 8 Significant Developmental Delay X Deaf

160-4-7-.05-17 ELIGIBILITY DETERMINATION AND CATEGORIES OF ELIGIBILITY
The SDD eligibility may be used for children from ages three through nine (the end of the school year in which the child turns nine). [See 34 C.F.R. § 300.8(b)]

Students Reported in State FTE Count
All Students with IEPs Enrolled on the day of the count Home-Based Instruction Served 3 hours per week for 10 days preceding count Report as scheduled Hospital/ Homebound State School Reported by state school Department of Behavioral Health and Developmental Disabilities Reported by DBH&DD IEP Placed in Private School Reported using disability specific program codes Students Reported in State FTE Count

Code: IDDF (7) 160-4-7-.07 LEAST RESTRICTIVE ENVIRONMENT (LRE) (Effective March 31, 2010)
4. Home-Based instruction may be used as a short-term placement option on occasions when the parent and LEA agree at an IEP meeting with the following considerations: (i) A free and appropriate public education (FAPE) is provided and includes access to the general curriculum and an opportunity to make progress toward the goals and objectives included in the IEP; (ii) home-based services must be reviewed no less than quarterly by the IEP team; and (iii) all IEPs that require home-based placements will include a reintegration plan for returning to the school setting.

Code: IDDF (7) 160-4-7-.07 LEAST RESTRICTIVE ENVIRONMENT (LRE) (Effective March 31, 2010)
6. Hospital/homebound instruction program (HHB) is used for students with disabilities who are placed in a special education program and have a medically diagnosed condition that will significantly interfere with their education and requires them to be restricted to their home or a hospital for a period of time. The LEA shall provide hospital/homebound instruction to students with disabilities, under the requirements found in Georgia rule Hospital Homebound Services.

Students Reported in the Federal Child Count
All Students with IEPS Enrolled on the day of the count Parentally Placed Private School Eligible for Proportionate Share and have Service Plan All IEP = “S” Earn Federal $ IEP Placed in Private School Funded by district and/or Residential Reintegration Services Grant Parentally Placed Private School Eligible for Proportionate Share and have No Service Plan All IEP = “N” Do not earn Federal $ Students Reported in the Federal Child Count

No FTE Funding Local boards of education not complying with maximum class size requirements shall be subject to a complete loss of funding for the entire class or program that is out of compliance. For additional information refer to Georgia Board of Education Rule CLASS SIZE.

Maximum Class Size Flexibility
General Requirements: Special Education Requirements District must submit a resolution approved by the local board to the Georgia Department of Education. District must adhere to the caseload requirements of rule Special education classroom must contain 38 square feet per student. District must adhere to the rules for paraprofessionals as part of the class requirements of rule Districts must continue to provide a free appropriate public education to all students eligible for special education services under IDEA.

160-5-1-.02 SCHOOL DAY AND SCHOOL YEAR FOR STUDENTS AND EMPLOYEES
(k) The FTE count shall be taken in accordance with provisions in SBOE Rule STUDENT DATA COLLECTION regardless of a school’s daily schedule on FTE count days.

FTE Weight Formulas Unweighted FTE
An unweighted FTE is the sum of all segments reported for a given program, divided by six and rounded to the nearest whole number. It does not represent a particular student. A particular student may have several different FTE unweighted categories assigned during an academic day. Therefore, the services the student receives may show up in the totals of different unweighted FTE categories. Unweighted FTE = Rounded ((Sum All Segments) / 6) Weighted FTE = Unweighted FTE X Program Weight

Projected FTE Funding FY2012
1 Segment 2 Segments 3 Segments 4 Segments 5 Segments 6 Segments Level 1 S/L -SC (3) SLD-SC (U) 2.396 $4,379 $5,474 $6,529 Level 2 MID (P) 2.8189 $1,280 $2,561 $3,841 $5,121 $6,401 $7,682 Level 3 MOID (Q) SID ( R) EDB (T) SLD-R (U) OI-SC (V) HH-SC (W) Deaf -SC (X) OHI-SC (Y) S/L-R (3) 3.5912 $1,631 $3,262 $4,893 $6,524 $8,155 $9,786 Level 4 PID (S) OI-R (V) HH-R (W) Deaf-R (X) OHI-R (Y) VI (Z) Deaf/Blind (2) 5.8253 $2,646 $5,291 $7,937 $10,583 $13,229 $15,874 Level 5 Inclusion Codes 4-8 2.4597 $1,117 $2,234 $3,351 $4,469 $5,586 $6,703 Base Funding (D) Weight =1.0000 $454 $908 $1,363 $1,817 $2,271 $2,725 6 Segments = 1 FTE

Schedule 7 Students X 6 Segments = 42 Level 3 42 Segments 42 Segments/ 7 Level 3 7 FTES 7 FTE X $9,786 = $68,502

Code: IEC 160-5-1-.08 Class Size
Resource Delivery Instruction for students with disabilities outside the regular classroom for 3 or fewer segments of the instructional day. Self-Contained Delivery Instruction for students with disabilities in one area of exceptionality for 4 or more segments of the instructional day.

Disability Areas Influenced by Resource/ Self-Contained Status
Level 1 S/L -SC (3) SLD-SC (U) 2.3960 Level 2 MID (P) 2.8189 Level 3 MOID (Q) SID ( R) EDB (T) SLD-R (U) OI-SC (V) HH-SC (W) Deaf -SC (X) OHI-SC (Y) S/L-R (3) 3.5912 Level 4 PID (S) OI-R (V) HH-R (W) Deaf-R (X) OHI-R (Y) VI (Z) Deaf/Blind (2) 5.8253 Disability Areas Influenced by Resource/ Self-Contained Status

Quality Basic Education - Reports
QBE Reports Quality Basic Education - Reports

FTE Data Elements (State Funding Implications)
Students reported with primary areas of Autism, Traumatic Brain Injury, and Significant Developmental Delay should be coded using the program codes in which the student is served. Students reported with the primary area of Other Health Impaired are always reported with a program code of “Y” and may be served in a variety of special education settings.

Code: IDDF (7) 160-4-7-.07 LEAST RESTRICTIVE ENVIRONMENT (LRE)
(d) School age placements: 1. General education classroom with age-appropriate non-disabled peers, if required by the IEP: (i) Additional supportive services. The child remains in regular classroom with supplementary aids and services provided to the teacher and/or child to implement the IEP. (ii) Direct services. The child remains in the regular classroom with direct services from special education personnel on a consultative, collaborative, or co-teaching basis.

SUPPORTIVE INSTRUCTION
Supportive instruction is specifically designed instruction or supplemental aids or services provided from personnel such as a paraprofessionals, interpreters, job coaches, other assistive personnel, and other regular education teachers. Students receiving special education services through supportive instruction are funded at Level 5.

Inclusion Codes INCLUSION indicates that a student with disabilities has an individualized education program (IEP) that identifies the general education classroom as the least restrictive environment for the delivery of special education services for that course. Inclusion includes both supportive instruction and collaborative instruction.

Level 5 Inclusion Codes Supported Instruction
4 - Paraprofessional 5 – Interpreter 6 – Job Coach (Must be used with Program Code K) 7 – Assistive/Other Personnel (OT/PT) 8 – Certified Teacher (Not Special Education) All the above must be used with general education program code

Inclusion Code 9 - Collaborative Instruction
Consultative Services At least 50% of segment on day of count Served at least one hour per month Certified Teacher Special Education Program Code Collaborative Services Generally <100% of a segment Co-Teaching Generally 100% of a segment Inclusion Code 9 - Collaborative Instruction

Community-Based Learning
Service PROGRAM CODE CONDITIONS Community-Based Instruction PROGRAM CODE that correspond to the student's PRIMARY AREA Report segments of special education instruction provided in a community-based setting.

CTAE/CTI Service PROGRAM CODE CONDITIONS
Career Technical Instruction Consultative, Collaborative and Co-taught Students served in CTAE classes and served by CTI whose services meet the requirements for consultative, collaborative and co-taught services should be reported with the PROGRAM CODES that correspond with the student’s PRIMARY AREA and with an INCLUSION CODE = ‘9’ The CTI services must be included in the student’s IEP and the CTI must provide regularly scheduled direct instruction to the student on the day of the count. If a student with disabilities is enrolled in CTAE and CTI does not provide direct instruction to the student on the day of the count, then the student should be reported with CTAE PROGRAM CODES (PROGRAM CODE = ‘K’).

CTAE/CTI/WBL Service PROGRAM CODE CONDITIONS
Career Technical Instruction CTAE Work-Based Learning Students participating in CTAE Work-Based Learning and receiving supportive services from CTI should be reported with a CTAE PROGRAM CODE = ‘K’ and INCLUSION CODE = ‘6’ (Job Coach) The CTI services must be included in the student’s IEP and the CTI must provide direct instruction to the student on the day of the count. If a student with disabilities is enrolled in CTAE and CTI does not provide direct instruction to the student on the day of the count, then the student should be reported with CTAE PROGRAM CODES (PROGRAM CODE = ‘K’). The total segments reported for the work-based program shall not exceed three. Career Technical Instruction - CTI Students participating in CTI Work-Based Learning should be reported with PROGRAM CODES that correspond with the student’s PRIMARY AREA Report the PROGRAM CODES for the student's PRIMARY AREA for segments in an approved CTI work-based learning program . The total segments reported for the work-based program shall not exceed three.

Speech Services Supplemental Speech Speech Services of count
Scheduled to be seen on day Served the majority of the segment Supplemental Speech Served 4 segments or more in one disability area Receives speech for <50% of one disability segment Report for a maximum of 2 segments

Speech Speech Pathologist Schedule on Tuesday, October 4 Is this speech pathologist meeting state funding class size? If his caseload has 50 students is he seeing all his students on the day of the count? If all of these students have a grade placement of PreK, how much is he earning in state FTE funds? Segment Number of Students 1 5 2A and 2B 3/3 3 4 4A and 4B 4/3 7 6

Other Special Considerations
Data Element Conditions Multi-system Instructors Monday reported on Tuesday count in October Friday reported on Thursday count in March Itinerant Teachers Travel the majority of a segment on the day of the count and at least 90 minutes per week Transported* *(Definition for state FTE funding. Federal definition of transportation is used when reporting related services.) Transported from one instructional location to another instructional location during the instructional day. Each segment reported as TRANSPORTED indicates “round trip” when applicable. For example, if a student is transported from a home school to the SED center during segment 3, then returns to the home school during segment 5, only segment 3 is marked “Y” to indicate TRANSPORTED.

Georgia Board of Education Rule 160-5-1-.08 CLASS SIZE
NOTE : If students from different disability programs are within the same segment , the maximum class size shall be determined by the program with the smallest class size . NOTE: Middle school and high school students served in a departmental model shall have an individual maximum class size of seven without a paraprofessional and ten with a paraprofessional , provided the number of students of any one disability within the class does not exceed the individual maximum class size for that disability . .”

Code: IDDF (14) 160-4-7-.14 Personnel, Facilities, Equipment, Materials and Class Size
Class Sizes and Caseloads Paraprofessionals Three paraprofessionals are the maximum number that can be used to increase the maximum class size for any special education class. Autism, TBI, OHI and SDD The placement of students with these disabilities in program areas will not change class sizes.

FTE Report Menu

Federal IDEA Child Count
Special Education Environments

Special Education Environments
SPECIAL EDUCATION ENVIRONMENT is not used to compute any FTE earnings and should not be confused with the resource and self-contained delivery models associated with FTE funding. There are different definitions for environment for students whose DATE OF BIRTH indicates an age of 6 or above as of September 1, and students whose DATE OF BIRTH indicates an age of 5 or under as of September 1.

State Level Totals Age 3-5 Age 6-21 Age 3-21 Number Difference /01/09- 10/05/10 Total Percentage Difference Autism -17 986 969 -2.19% 10.31% 9.37% Deaf-blindness -1 1 -20.00% 4.00% 0.00% Developmental delay -7 1,364 1,357 -0.08% 15.75% 7.92% Emotional disturbance -26 -1,241 -1,267 -36.11% -7.23% -7.35% Hard of Hearing -11 -10 -21 -6.36% -0.59% -1.13% Intellectual Disabilities -38 -951 -989 -16.45% -5.04% -5.18% Orthopedic impairment -5 -43 -48 -7.81% -4.63% -4.83% Other health impairment 37 189 226 13.96% 0.75% 0.89% Specific learning disorder 1,339 1,318 -38.18% 2.58% 2.54% Speech or language impairment -500 -594 -1,094 -7.92% -2.34% -3.46% Traumatic brain injury 3 19 22 23.08% 4.32% 4.86% Visual impairment 6 10.00% -0.71% 0.13% State Level Difference 12/01/09 to 10/5/10 -580 1,054 474 -3.52% 0.66% 0.27%

Special Education Environments for Students Age 6 and Older
In the regular classroom at least 80% of the school day Environment 2 In the regular classroom at least 40% but no more than 79% of the school day Environment 3 In the regular classroom less than 40% of the school day

APR Indicator 5 LRE Students Age 6 and Older

Public Separate Facility – SE greater than 50% of the school day in public separate day school facility Environment 5 Private Separate Facility – SE greater than 50% of the school day in private separate day school at public expense

Public Residential Facility – SE in public residential facility for greater than 50% of the school day Environment 7 Private Residential Facility – SE in private residential facility at public expense for greater than 50% of the school day

Correctional Facility - Children who received special education in correctional facilities ‘8’- not valid if student is younger than 10 years of age as of September 1 (E611) LAST YEAR WE HAD 34 STUDENTS AGE 6 REPORTED Environment 9 Hospital/Homebound - Children who received special education and related services in a homebound/hospital environment

Environment “0” Parentally Placed in Private School
Children who have been enrolled by their parents or guardians in regular parochial or other private schools and whose basic education is paid through private resources* and who receive special education and related services at public expense. Include students whose parents choose to home-school them, but who receive special education and related services at public expense. Do not include children who are placed in private schools by the local education agency (school system). *SB10 is a Georgia specific exception

All IEP Flag Y – Yes N – No S – Service Plan
If a student, in accordance with the IEP, is not receiving services during the fall semester due to scheduling, but will receive services in the spring, then code the student as receiving the services in the IEP.

All IEP Flag Environment Code IEP Service Plan All IEP Code Value
Environment Code IEP Service Plan All IEP Code Value Ages 6-21 1 to 9 Yes No Y S N Ages 3-5 1 to 8

Hours Per Week Code Description N
None (use this for any area in which the student does not receive services) X Less than one hour per week 1 One hour per week 2 Two hours per week 3 Three hours per week 4 Four hours per week 5 Five hours per week Use caution when coding the next hours per week: 6 Six through ten (6-10) hours per week 7 Eleven through fifteen (11-15) hours per week 8 Sixteen through twenty (16-20) hours per week 9 Twenty-one through twenty-five (21-25) hours per week Over twenty-five hours per week

Related Services Adapted PE Audiology Counseling Diagnostic Services
Occupational Therapy Physical Therapy Psychological Services Interpreter School Health/Nurse School Social Work IDEA Transportation Orientation/Mobility To be reported, services must identified in the student’s IEP

IDEA Transportation (Defined differently for State FTE Funding)
Transportation that requires one of the following for an individual student: adapted equipment such as power lifts or provision of oxygen. an adapted route which requires transportation beyond the local school system boundaries. additional staffing such as a bus aide assigned specifically to that individual student. must be documented in the student’s IEP. does not include additional routes required by part-day programming within the school system.

Students Age 5 and Under Special Education Environment Codes
The Regular Early Childhood Program educational environments categories are defined as follows: Environment A Children who attend a Regular Early Childhood Program at least 10 hours per week and receive the majority of their special education and related services in the Regular Early Childhood Program. Environment B Children who attend a Regular Early Childhood Program at least 10 hours per week and receive the majority of special education and related services in some other location.

Children who attend a Regular Early Childhood Program less than 10 hours per week and receive the majority of their special education and related services in the Regular Early Childhood Program. Environment D Children who attend a Regular Early Childhood Program less than 10 hours per week and receive the majority of special education and related services in some other location

Children Attending a Special Education Program If the child does not attend a regular early childhood program or kindergarten, report the child according to the location of the special education program. Report the child in one of these environments even if the child also receives special education at home or in a service provider location. Environment E Special Education Classroom Environment F Separate Schools Environment G Residential Facilities Special education program. A program that includes less than 50 percent nondisabled children.

Children NOT Attending a Regular Education Early Childhood Program or Special Education Program If the child does not attend a regular early childhood program or a special education program, but the child receives some or all of his/her special education services in the home, report the child in Environment H Home Include children who receive special education both at home and in a service provider location. If the child does not receive any special education services in an early childhood program; a special education program provided in a separate class, separate school, or residential facility; or in the home, report the child in Environment I Service Provider Location

Environment “J” Parentally Placed in Private School Children who have been enrolled by their parents or guardians in regular parochial or other private schools and whose basic education is paid through private resources and who receive special education and related services at public expense from a local education agency under a service plan. Do not include children who are placed in private schools by the local education agency (school system).

Report Description FT042 Special Education Enrollment by Race/Ethnicity Ages 6-21 Shows each Primary Area of Disability and the number of students in each racial/ethnic category for each student chronological age from 6 through 21.

Report Description FT020 Environment for Students Age 6 and Above Lists the number of students in each type of environment for each of the PRIMARY AREAS. FT027 Environment for Students Age 5 and Under Lists the number of students in each type of environment for each of the PRIMARY AREAS.

Special Education Record

Event Code Event Name Definition ‘01’ Babies Can’t Wait Transition Date of BCW transition conference. ‘02’ Parent Consent to Evaluation Date district receives parent permission for an initial evaluation. ‘03’ Initial Evaluation Date of initial evaluation. ‘04’ Initial Eligibility Determination Date of initial eligibility determination. ‘05’ Initial IEP Meeting Date of initial IEP meeting. ‘06’ Initial IEP Placement Date student first receives special education services.

Event Code Event Name Definition ‘07’ IEP Annual Review Date of most recent annual review. ‘08’ Eligibility Redetermination Date of most recent triennial eligibility redetermination. ‘09’ Special Education Exit Reported only when a student is no longer eligible for special education services. ‘10’ Parental Revocation of Consent Reported only when parents revoke consent for special education.

Event Codes Event codes “01” to ‘’06” report initial special education placement in Georgia. Event codes ‘’07” and ‘’08” report annual or triennial status. Event code ‘‘09” is used ONLY when a student is no longer eligible for special education. Event code ‘‘10” is used ONLY when parents revoked consent for special education.

Event Codes If Special Education events are reported for events ‘06’ thru ’09,’ the student must have a primary area of exceptionality. Special Education Records are reported for active students and students who withdrew during the current year. Initial events codes (Codes ‘01’ -’06’) refer to initial placement in Georgia special education and do not change if the student’s primary area exceptionality changes.

Event Codes Event codes ’01’ to ’06’ report “Initial” events. For reporting purposes, “Initial” events meet one of the following conditions: Student with first time special education placement in Georgia. Student previously served in special education in Georgia but not reported in the prior year Student Record as special education student. Student reported in the prior year Student Record as special education student , returned to general education (Event Code 09), and subsequently re-referred. Student for whom parents revoked consent for special education (Event Code 10) and subsequently re-referred.

Existing Special Education Students
Special education records are required for all existing special education students (i.e. Primary Area of Exceptionality reported last fiscal year and in the current fiscal year). Student must have a record for the Initial IEP Meeting ‘05’ or IEP Annual Review ’07.’ Student must have a record for the Initial Eligibility Determination ‘04’ or the Eligibility Redetermination ’08.’

General Education Students
A special education record may be submitted for general education students, but may only contain events for the following: Babies Can’t Wait Notification ’01,’ Parent Consent to Evaluation ’02,’ Initial Evaluation ’03,’ Initial Eligibility Determination ’04,’ and Initial IEP Meeting ’05.’

Parental Consent for Evaluation
If there is an event for Initial Parent Consent to Evaluation ’02,’ then there must be valid events for: Initial Evaluation ‘03’ and Initial Eligibility Determination ’04,’ unless the date for Parent Consent to Evaluation ‘02’ is received less than 30 days before the end of the school year.

Parent Consent for Evaluation
The number of days between events ‘02’ Parent Consent to Evaluation and ‘04’ Initial Eligibility Determination should not be greater than 60 days. Code: IDDF (4) EVALUATIONS AND REEVALUATIONS. E581 is a relievable error for the following valid reasons: Parent failed to produce the student Student enrolled in another district Medical Reason(s) Other – Manual comment

160-4-7-.04 EVALUATIONS AND REEVALUATIONS. Effective March 31, 2010
Code: IDDF (4) EVALUATIONS AND REEVALUATIONS. Effective March 31, 2010 (b) Once a child is referred for an evaluation by a parent or Student Support Team(SST) to determine whether the child is a child with a disability, the initial evaluation: 1. Must be completed within 60 calendar days of receiving parental consent for evaluation. [34 C.F.R. § (c)(1)(i)] Holiday periods and other circumstances when children are not in attendance for five consecutive school days shall not be counted toward the 60 calendar day timeline, including the weekend days before and after such holiday periods, if contiguous to the holidays except:

Code: IDDF (4) EVALUATIONS AND REEVALUATIONS. Effective March 31, 2010 (ii) Any summer vacation period in which the majority of a LEA’s teachers are not under contract shall not be included in the 60 day timeline for evaluation. However an LEA is not prohibited from conducting evaluations over a summer vacation period.

Code: IDDF (4) EVALUATIONS AND REEVALUATIONS. Effective March 31, 2010 I. Consent received 30 days or more prior to the end of the school year must be completed within the 60 calendar day evaluation timeframe. II. Students who turn three during the summer period or other holiday periods must have an eligibility decision and IEP (if appropriate) in place by the third birthday.

The following records are required for new special education students:
Initial Eligibility Determination ’04,’ Initial IEP Meeting ’05,’ and Initial IEP Placement ’06.’

Babies Can’t Wait Transition Conference- A meeting established by Babies Can’t Wait, on behalf of the parent/guardian, with the Local School System prior to the child’s 3rd birthday. REPORT EVENT CODE ’01’.

160-4-7-.06 INDIVIDUALIZED EDUCATION PROGRAM (IEP).
Code: IDDF (6) INDIVIDUALIZED EDUCATION PROGRAM (IEP). (13) INITIAL IEP’S PROVISION OF SERVICES. Each LEA must ensure that – (a) A meeting to develop an IEP for a child is conducted within 30 days of a determination that the child needs special education and related services; and (b) As soon as possible following development of the IEP, special education and related services are made available to the child in accordance with the child’s IEP. [34 C.F.R. § (c)(1) – (2)]

A student’s right to FAPE is not affected by access to prior records.
All students must receive FAPE. Code: IDDF (6) ’06’ INDIVIDUALIZED EDUCATION PROGRAM (IEP).

Adopts Out of State Eligibility/IEP
Accepts Out of State Eligibility/IEP Information but Moves Information to Georgia Eligibility/IEP Forms Determination Necessary “In-process” Status* Initial Eligibility ‘04’ – Expires 3 years from date prior state’s eligibility determination. Initial Eligibility ‘04’ – Expires 3 years from date of Georgia eligibility determination. Consent ‘02’ Initial IEP ‘05’ – Expires as indicated on IEP from the prior state. Initial IEP ‘05’ – Expires as indicated on the Georgia developed IEP. Assessment ‘03’ – 60 day timeline applies Assessment ‘03’ * Initial Placement ‘06’ – Date services were initiated in Georgia. Initial Placement ‘06’– Date services were initiated in Georgia. Initial Eligibility ‘04’ - 60 day timeline applies Initial Eligibility ‘04’* Initial IEP ‘05’ – 90 day timeline applies Initial IEP ‘05’* Initial Placement ‘06’ – 90 day timeline applies Initial Placement ‘06’ *

Students Exiting Special Education
The Special Education Exit Event Code ‘09’ is reported only when a student is no longer eligible for special education services and reflects the last date of service. If a Special Education student withdraws and also reports a Special Education Exit event ’09,’ the withdrawal date must be after the event date reported for exit event ’09.’

Parent/Student Present at Conference
For students with a primary area of exceptionality, who are in grade 9-12 or age 16 or older, the Student Present at Conference must be ‘Y’ or ‘N’ for the Initial IEP Meeting ‘05’ and the IEP Annual Review ’07.’ Parent Present at Conference must equal ‘Y’ or ‘N’ for Initial IEP Meeting (‘05’ ) and IEP Annual Review ’07.”

Georgia Network for Educational and Therapeutic Supports
Program Level Record

GNETS The student data reporting requirements for students placed in a GNETS program are the same as the requirements for all other students.

GNETS GNETS students must be enrolled in an LEA (Local Education Agency) and have an assigned GTID (Georgia Test Identifier). All Student Record Files including enrollment and discipline must be reported for all GNETS students in the student’s LEA of residence. LEAs must coordinate with their GNETS program to develop a data exchange system to provide the information required for input in the local student information system. To facilitate the transfer of data, IEPs for GNETS students should be written in the IEP platform of their LEA of residence. Students served at any time during the current school year in a GNETS program should be reported with a Program Level File in Student Record.

CP041 Third-Party Contract Record Summary
CPI Reporting CP041 Third-Party Contract Record Summary This report lists all employees with Employee Type of “P” at the system level. Detail of employee demographics are included. See CPI Glossary for Employee Type definitions.

Postsecondary Survey

Early Childhood Outcomes

Special Education Reports and Data: Due Dates for FY12
Location July 31, 2011 Items due Sunday, July 31 moved to first work day following due date – August 1, 2011 August 2011 1 *Preschool Exit Data (FY11 Data) Stand alone application in GaDOE Portal *Postsecondary Survey (FY09-10 Exiters) Stand alone application in survey portlet of GaDOE Portal *Timelines (FY11 Data) Excel spreadsheet submitted to Kathy Giddens Consolidated Application and CLIP September 2011 30 Final Submission of Budget Completion Reports for FY10: All Grants Consolidated Application – All Special Education Budgets Transmission for FTE Cycle 1 Begins Data Collections October 2011 2 Georgia High Cost Fund (GHFC) grant applications accepted Submitted to Harry Repsher 4 FTE Cycle 1 Count Day Transmission for CPI Cycle 1 Begins 8 Last Date for Initial Transmission FTE Cycle 1 Data 12 Last Date for Initial Transmission CPI Cycle 1 Data 27 *Final Transmission for CPI Cycle 1 – Deadline for Superintendent’s Sign-off *Final Transmission Date for FTE Cycle 1 Data – Deadline for Superintendent’s Sign-off

FTE 1 Tuesday, October 04, 2011 Thursday, October 27, 2011 3
Collection Cycle Start Date/Count Date End Date FTE 1 Tuesday, October 04, 2011 Thursday, October 27, 2011 3 Thursday, March 01, 2012 Friday, March 23, 2012 CPI Student Record Tuesday, February 07, 2012 Friday, June 15, 2012

FY12 Special Education Data Collections Update

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FY12 Special Education Data Collections Update

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