1. 11/24/2018
Special Education Personnel Qualifications and Reporting Guidelines

2. December Count Why Do We Collect This Data?
11/24/2018
December Count Why Do We Collect This Data?
The Special Education December Count collection is an annual count of eligible students under Part B of the Individuals with Disabilities Education Act (IDEA) as of December 1st used to generate federal funding to provide specialized student services. Special Education December staff data is also required to obtain actual data on special education staff employed by administrative units on December 1st of each year so that appropriate licensure and endorsement of staff can be verified; and reports can be made to the State Legislature, Federal government, local administrative units, and the public. 2

3. Fully Qualified Status as per IDEA/ECEA
11/24/2018
Fully Qualified Status as per IDEA/ECEA
All special education personnel (teachers, special service providers and administrators) must be Fully Qualified by holding a valid Colorado Department of Education (CDE) license with the appropriate endorsement for the assignment and student caseload.
Fully Qualified status is authorized by:
Federal law – (IDEA) The Individuals with Disabilities Education Act
and by
State law - (ECEA) Exceptional Children’s Educational Act
Section 3.04 Personnel Qualifications
ECEA dictates staff/student caseload match: 50% or more of the reported student caseload must be appropriate for the endorsement of the provider 3

4. Highly Qualified Status as per NCLB for Special Education Teachers
11/24/2018
Highly Qualified Status as per NCLB for Special Education Teachers
Federal law - No Child Left Behind (NCLB) requires that:
All elementary special education teachers must demonstrate subject matter competency at the elementary level via:
a passing score on an acceptable Colorado or out-of-state elementary assessment, or
passed HOUSSE (High Objective Uniform State Standard of Evaluation) Provision if a veteran teacher
Secondary special education teachers who are sole providers of content must demonstrate subject matter competency in the area of assignment.
Secondary teachers who provide services to students working toward alternative standards must demonstrate subject matter competency at the elementary level. 4

5. 11/24/2018
Special Service Providers Special Education Administrators Qualified Status
All special service providers must hold a valid CDE license with the appropriate endorsement for the assignment. (per IDEA and ECEA)
IDEA Fully Qualified = Yes (with valid license)
NCLB Highly Qualified = Not applicable
All special education administrators (directors/assistant directors) must hold a valid CDE license with Director of Special Education endorsement. (per IDEA and ECEA)
Special service providers/special education administrators employed on TEE (temporary status) are not considered Fully Qualified.
NOTE: Highly Qualified determinations apply only to K-12 content teachers 5

6. Required AU Staff Director of Special Education
Each administrative unit is required to employ an appropriately licensed and endorsed special education director.
ECEA Rules 3.01(1)(c) Employment of a properly licensed and endorsed professional who will function at least half time as director of special education and who has the authority and responsibility to assure that all the duties and responsibilities of the AU as specified in these Rules are carried out.
License type = ADM (administrator)
Proper endorsement = Director of Special Education 6

7. Required AU Staff Child Find Coordinator
Each administrative unit is required to employ an appropriately licensed and endorsed child find coordinator.
ECEA Rules 4.02(2)(b) Each administrative unit and state-operated program shall have one person designated as the child find coordinator who shall be responsible for an ongoing child identification process.
License type = TCH (teacher)
SSP (special service provider)
ADM (administrator)
Proper endorsement = any special education endorsement (instructional, support or administrative) 7

8. Special Education Endorsements and Licensing Online System8

9. Licensing Requirement
11/24/2018
Licensing Requirement
Special Education personnel must be Fully Qualified in the Special Education December Count by holding a valid CDE license on December 1st.
License must be issued with an appropriate special education endorsement for the provider’s assignment/student caseload.
A provider may be employed on temporary status (per AU/district policy) in an endorsement area appropriate for the position/student caseload. 9

10. Initial License in Special Education Generalist
11/24/2018
Initial License in Special Education Generalist
Special Education Generalist is Colorado’s cross categorical K-12 special education endorsement.
Initial License requires:
completion of an acceptable university licensing preparation program in Special Education Generalist
applicant has taken and passed the appropriate content exams
SPED Generalist PLACE exam #20
Elementary Education PLACE or PRAXIS
NOTE: Colorado licensing requires completion of both the Elementary Education and SPED Generalist content exams for an Initial License 10

11. Interim License Interim License – issued to an applicant who meets:
11/24/2018
Interim License
Interim License – issued to an applicant who meets:
the licensing degree requirement (BA, MA, MSW, etc.)
has completed an acceptable out-of-state university licensing program but, who has not completed the required content exam(s)
Applicant:
is issued the one year Interim License to allow time to complete the required exam(s)
can renew Interim License for one additional year
An Interim License is a valid license type for both Highly Qualified determinations (NCLB) and Fully Qualified status (IDEA) 11

12. Added Endorsement Special Education Generalist
11/24/2018
Added Endorsement Special Education Generalist
Special Education Generalist endorsement may be added to a valid CDE license by:
completion of an approved university program, or
having a passing score on the SPED Generalist PLACE exam #20, or
(and Elementary Education content exam, if applicable)
documenting 24 semester hours of relevant coursework applicable to the Generalist licensing standard
(maximum of 6 semester hours of documented professional development or work experience allowed) 12

13. Added Endorsement Content Exams Special Education Generalist
SPED Generalist PLACE exam #20 – always required
Elementary Education PLACE or PRAXIS may or may not be required depending on
the endorsement(s) on the existing license, and
the current teaching assignment (elementary vs secondary)
NOTE: contact Educator Licensing with questions 13

14. Added Endorsement Process
11/24/2018
Added Endorsement Process
Teacher holds a valid Colorado teaching license
completes the Online application for “added endorsement” through the Educator Licensing website at:
teacher pays the online application fee of $80
Educator Licensing evaluates the application
Endorsement is added to the teacher’s current license
NOTE: the original expiration date of the license will not change per the added endorsement process 14

15. Added Endorsement Assessment or 24 Semester Hours
11/24/2018
Added Endorsement Assessment or 24 Semester Hours
Special Education Specialist endorsements may only be obtained via completion of a university teacher preparation program in:
Early Childhood Special Education (ECSE)
Deaf/Hard of Hearing
Visually Impaired
NOTE: The only special education endorsement that may be added via “assessment only” is Special Education Generalist

16. Temporary Educator Eligibility Authorization (TEE)
11/24/2018
Temporary Educator Eligibility Authorization (TEE)
Temporary status for special education teachers and/or providers:
name/title = Temporary Educator Eligibility Authorization (TEE)
online license application in the Educator Licensing system
available to special education teachers, special service providers, special education administrators (directors of special education)
maximum approval = three school years
Year 1 requires verified enrollment in an acceptable/accredited university program
Year 2 and 3 requires documented annual progress toward completion of the university program
NOTE: Temporary status may also be granted to providers who:
have completed a university training program, but
lacks the required assessment(s) necessary to obtain either an initial license or an added endorsement in special education 16

17. Emergency Educational Interpreter Authorization (EEIA)
11/24/2018
Emergency Educational Interpreter Authorization (EEIA)
Educational Interpreters (job classification 410) are required to be fully authorized to provide interpreting services in Colorado public schools, by holding the five year Educational Interpreter Authorization (EDIA).
If an interpreter does not qualify for EDIA, temporary status is available.
Temporary status for educational interpreters:
name/title = Emergency Educational Interpreter Authorization (EEIA)
online license application in the Educator Licensing system
maximum approval = three school years
Applicant:
has completed an AA degree program in Educational Interpreting
annual renewal requirements are met by completing the:
EIPA Written Test
EIPA Performance 17

18. Emergency Speech-Language Pathology Assistant Authorization (ESLPA)
Speech-Language Pathology Assistants (job classification 241) must be fully qualified to provide supervised speech-language services in Colorado public schools, by holding the three year Speech-Language Pathology Assistant Authorization.
If an SLPA does not qualify for the SLPA authorization, temporary status is available.
Temporary status for Speech-Language Pathology Assistants:
name/title = Emergency Speech-Language Pathology Assistant Authorization (ESLPA)
online license application in the Educator Licensing system
maximum approval = three school years
Applicant has:
completed an Bachelor’s degree program in communication sciences, speech/language pathology, or equivalent, and who has:
applied for enrollment to complete the remaining requirements (coursework and/or school-based internship) leading to full SLPA Authorization 18

19. Online Licensing Process TEE or EEIA or ESLPA
11/24/2018
Online Licensing Process TEE or EEIA or ESLPA
TEE (Temporary Education Eligibility, EEIA (Emergency Educational Interpreter Authorization), and ESPLA (Emergency Speech-Language Pathology Assistant) are all temporary status authorizations.
Application and approval process is accessed through Educator Licensing’s online system.
Applicants are required to:
Create an account, or login to an existing account in the licensing online system
Click on “Applications” in left side column
Look for the correct authorization type (TEE, EEIA, ESLPA) 19

20. Licensing Credential Search Helpful Hints
11/24/2018
Licensing Credential Search Helpful Hints
Verification of license and endorsement assists in determining the appropriate job classification for both:
the Special Education December Count , and
the Federal Application (Part B) web-based system
If no license information is found using the Credential Search feature on Educator Licensing’s website:
verify the SSN for accuracy (often one or two numbers have been transposed)
Staff without a valid CDE license on December 1st, if required for the assignment, will result in a personnel compliance citation for the Special Education December Count. 20

21. Educator Licensing Credential Search
Access the CDE Educator Licensing website
Click on “Find an Educator with an Active Credential” 21

22. Public, Current Educator or District HR Search
11/24/2018
Public, Current Educator or District HR Search
Public Educator Lookup
You MUST have the staff First and Last Names
Current Educator or District HR Lookup
You MUST have the staff SSN and Date of Birth 22

23. Licensure Responsibility
11/24/2018
Licensure Responsibility
It is the responsibility of the AU/district to verify personnel licensing status.
Communicate openly with your staff about their individual license status or application process.
Individual applicants may verify their own licensing status by:
logging into their E-Licensing account
checking for messages from Educator Licensing pertinent to their online application 23

24. Proper Job Class Codes
and
Position Assignments 24

25. Staff Coding Helpful Hints
11/24/2018
Staff Coding Helpful Hints
Pay close attention to the actual assignment of the provider.
Verify the assignment with your Human Resources Department.
Make sure you have the correct SSN for all staff.
(necessary to verify licensure status)
Verify the provider’s CDE license type and SPED endorsement.
(very Important in determining proper Job Class Code selection)
December Count staff - Special Education Assignment Flag = 1 25

26. (Job classification details begin on Page 5)
11/24/2018
Coding Concerns
You know the provider’s assignment
You’ve verified the provider’s license and SPED endorsement
Still unsure of the Job Class Code to use?
contact CDE with your questions before coding a provider incorrectly
incorrect coding may impact the provider’s position approval status for personnel compliance
A complete list of Job Class Codes is found in the Staff Interchange – Staff Assignment at:
(Job classification details begin on Page 5) 26

27. Staff Qualifications Resource Document
11/24/2018
Staff Qualifications Resource Document
To determine the appropriate license and endorsement requirements for specific assignments/job classifications, refer to the Special Education Staff Qualifications resource document at:
This document lists:
Job Class Code
Assignment
Disability (student)
Area of Endorsement (provider)
This document is especially helpful in the placement of teachers and to determine if staff (teachers/SLPs) hold the appropriate SPED endorsement for the 50% caseload disability match. 27

28. Clarification of Job Class Codes 102 and 104
Title – Assistant/Deputy/Associate Superintendent, Senior Executive, Executive Director/Special Education Director
Special Education December Count, Job Class Code 102 = Special Education Director
Job Class Code 104
Title – Instructional Manager, Director, Assistant Director of Special Education, Supervisor
Special Education December Count, Job Class Code 104 = Assistant Director of Special Education
Both 102 and 104 job classifications require the administrator to hold the ADM license with Director of Special Education endorsement.
Area managers/coordinators/supervisors are to be reported in either the 107 (instructional) or 108 (non-instructional) job classifications. 28

29. Coding Scenarios Instructional vs Non-Instructional
11/24/2018
Coding Scenarios Instructional vs Non-Instructional
Key words tied to proper coding
Instructional = staff must hold a teacher license
Non-Instructional = staff must hold a special services or SPED administrator license
It is very common for AUs/districts to miscode positions in instructional vs non-instructional categories.
Miscoding may result in non-approval of staff positions due to inappropriate license/endorsement for the reported Job Classification. 29

30. Instructional Coordinator/Consultant Positions
11/24/2018
Instructional Coordinator/Consultant Positions
Coordinates, manages or directs services within an instructional program or areas of instruction
Consults in the management or direction of instructional programs or areas of instruction
JCC 107
Instructional Program Coordinator/Supervisor
JCC 215
Instructional Program Consultant
Fully Qualified
Holds a CDE teaching license with an appropriate instructional endorsement for the program or service provided. 30

31. Non-Instructional Coordinator/Consultant Positions
11/24/2018
Non-Instructional Coordinator/Consultant Positions
Coordinates, manages or directs services within an non-instructional program or areas of instruction
Consults in the management or direction of services within a non-instructional program (School Psychologist or School Social Worker)
JCC 108
Non-Instructional Program Coordinator/Supervisor
JCC 335
Non-Instructional Program Consultant
Holds a CDE special services/administrator license with an appropriate endorsement for the program or service provided (e.g. School Psychologist, School Social Worker)
Fully Qualified 31

32. Common Miscoding of Special Service Providers
11/24/2018
Common Miscoding of Special Service Providers
Verify the staff license and SPED endorsement prior to coding.
Verify how positions are classified in your HR system.
Miscoding results in non-approval of staff positions.
Counselor – JCC 211
and
School Psychologist – JCC 236
School Social Worker – JCC 237
Occupational Therapist – JCC 234
and
Physical Therapist – JCC 235 32

33. School Counselor JCC 211 School Counselor
11/24/2018
School Counselor
Direct services for Counselors typically differ in scope for general education students versus special education students. As a “related service provider” counselors can offer academic/career guidance and/or individual/group counseling services to students with disabilities.
JCC 211 School Counselor
Counselors very likely work with both general and special education students
Your AU/district must conduct a time study analysis of the position (maintained in AU/district files for auditing purposes)
December Count - report the hours per day attributed to students with disabilities
Regular HR – report the remaining hours per day for services provided to general education students 33

34. Personnel Serving both GenEd and SPED Students
11/24/2018
Personnel Serving both GenEd and SPED Students
Personnel who provide services to both general and special education students are required to conduct and maintain a position Time and Effort study.
In the December Count, the AU/district reports only the hours per day attributed to servicing special education students.
In the Regular HR Collection, the district reports the hours per day attributed to servicing general education students.
Examples of these positions are:
Counselors
Nurses
School Psychologists
Social Workers 34

35. Interns Psychologist/Social Worker Other Related Service Providers
11/24/2018
Interns Psychologist/Social Worker Other Related Service Providers
Interns have very specific licensing and reporting requirements
Report Interns in the job classification appropriate for the position
Example: JCC 236 = School Psychologist
Interns are reported using Employment Status Code 25-Intern
Interns must apply for the Authorization-Special Services Provider Intern through the Educator Licensing online system.
Intern Authorization is available to any special service provider who is completing either an in-state or out-of-state program. 35

36. 11/24/2018
Contracted Personnel
Contracted personnel are reported in the Special Education December Count
Employment Status Code = 23 Purchased Services
If the “contract for services” is valid for the period covering December 1st, report the position regardless of whether the provider is actually providing services on December 1st
Example:
A School Psychologist is contracted at the beginning of the year to conduct assessments, although is not actually “working” (no assessments done) on December 1st
position is reported with the contracted salary amount
Contractual personnel are staff hired in any capacity, and:
are not exempt from licensing requirements
must hold the appropriate license and endorsement for the position, regardless of the amount of time, days or hours of the contract 36

37. Substitute and Emergency Authorizations
Substitute or Emergency Authorizations are not considered valid license types for full or part time special education providers.
Personnel hired with Substitute Authorizations are limited to working a maximum of 90 days.
Daily Substitutes are not reported in the Special Education December Count. 37

38. Substitute for Returning Teacher
11/24/2018
Substitute for Returning Teacher
What to do if…
AU/district assigns a substitute to fill in for a permanent employee who will be returning to the assignment.
Regular employee is out on paid leave as of December 1st.
Permanent employee is reported
Employment Status Code 26 – On Leave and Not Replaced
student caseload is reported to the permanent employee 38

39. Substitute for Non-Returning Teacher
What to do if…
AU/district assigns a substitute to fill in for a permanent employee who is out on unpaid leave or has resigned as of December 1st and will not be returning to the assignment.
Replacement teacher (new permanent hire or a long term substitute) must hold a valid CDE license with an appropriate special education endorsement for the majority of student disability categories.
The new permanent employee or long term substitute is reported
Employment Status Code 11 – Active Employment
student caseload is reported to this staff member 39

40. Professional Development Consultants
11/24/2018
Professional Development Consultants
Consultants hired on a purchase service contract who:
provide trainings/conduct conferences and workshops to AU staff
contract is valid as of December 1st
position is reported in the Special Education December Count
Consultant is reported as:
Job Class Code = 347 Staff Developer
Employment Status Code = 23 Purchased Services
Do not use Job Class Code 347 if the Consultant:
provides direct services to students
conducts assessments for students
use the proper Job Class Code for the assignment
Example: JCC 236 School Psychologist if providing psychological assessments 40

41. Additional Pay Assignments
11/24/2018
Additional Pay Assignments
Chart of Accounts defines Additional Pay as:
“amounts paid to employees of a school district/administrative unit for work performed in addition to the employee’s regular work assignment”
Report the Additional Pay assignment as:
a separate staff assignment record
Job Class Code = appropriate for the additional assignment
Depending on where the additional assignment is located, use one of these Employment Status Codes:
Emp Status Code 12 – Active employment in a different position at the school, or
Emp Status Code 13 – Active employment within the district (either in a different school or district office) 41

42. Home/Hospital Teachers
11/24/2018
Home/Hospital Teachers
Home/Hospital Teachers:
must hold a CDE teaching license
substitute teacher authorizations (5 year, 3 year or 1 year) are not appropriate for this assignment
holds endorsement in special education or in an area of general education, e.g. Elementary Education
Code a Home/Hospital Teacher:
Job Class Code = 202
Teaching Subject Area = 1700 Special Education
Admin/Instructional Code = 0032 Home/Hospital Instruction 42

43. Specialty Teachers Specialty Teachers provide services in:
11/24/2018
Specialty Teachers
Specialty Teachers provide services in:
Art (also must be HQ in Art)
Music (also must be HQ in Music)
PE (adaptive)
Family and Consumer Education
Industrial Arts
Specialty Teachers:
must hold a valid CDE teaching license
holds the appropriate specialty area endorsement for the assignment
Code a Specialty Teacher:
Job Class Code = 202
Teaching Subject Area = 4 digit specialty area code
Example: Physical Curriculum for an Adaptive PE teacher
Admin/Instructional Code = 0037 Specialty Teacher 43

44. Charter School Teachers
11/24/2018
Charter School Teachers
Special Education teachers who provide services in Charter Schools are required to hold a CDE teaching license with a special education endorsement appropriate for the majority of student disability categories.
Valid license with appropriate SPED endorsement required by:
IDEA (Federal law) and
ECEA (State law)
Licensing requirement may be waived for general education teachers, but is maintained and required for special education teachers. 44

45. Primary Service Provider Field
All students reported in the Special Education IEP Participation File must include the EDID in the primary service provider field of either a:
Special Education Teacher (JCC 202) (instructional not specialty teacher) or
Speech-Language Pathologist (JCC 238) 45

46. Primary Service Provider vs Secondary Provider Fields
11/24/2018
Primary Service Provider vs Secondary Provider Fields
The EDID of additional providers (JCC 202 or JCC 238) may also be reported in one of the secondary provider fields.
Related service providers with JCC’s other than 202 or 238 may ONLY be reported in one of the secondary provider fields – Example: JCC 236, JCC 234, etc.
Positon approval status is determined by:
staff license/special education endorsement
staff assignment /reporting classification (Job Class Code)
accurate placement (primary service provider) of staff EDID’s in the Special Education IEP Participation File
JCC 202 (SPED teachers) and JCC 238 (SLPs) join staff and students via the caseload match. 46

47. 11/24/2018
50% Caseload Match
Position approval for JCC 202 (SPED teacher) or JCC 238 (Speech/Language Pathologist):
verify that the endorsement of the provider is appropriate for the caseload majority of student disabilities
The 50% appropriate caseload match for a SPED teacher (JCC 202):
based on the EDID’s provided in the primary service provider field in the Special Education IEP Participation File
The 50% appropriate caseload match for an SLP (JCC 238):
SLP’s can provide secondary speech services to students with any disability (SLP reported in a secondary provider field)
EDID’s reported in secondary provider fields are not a factor in determining position approval status. 47

48. CDE Automated Approval Process
Staff position approval is an automated internal CDE process that joins staff licensing credentials with the reported job classification.
Passing all edits during the Special Education December Count data submission is not an indicator that all staff positions are in position approval status.
Approval status is based on:
provider holds the appropriate license/endorsement for the reported JCC
provider has the appropriate endorsement for the 50% caseload match 48

49. Special Education Endorsements49

50. Early Childhood Special Education Endorsement
11/24/2018
Early Childhood Special Education Endorsement
ECSE pre-kindergarten teachers are exempt from NCLB Highly Qualified regulations
ECSE endorsement has multiple age level designations, dependent on when the university program was completed:
Ages 3-8 – appropriate for:
Admin/Inst Area Code 0035 Early Childhood/Prekindergarten
Admin/Inst Area Code 0041 Early Childhood/Elementary
Age level 0-5 – appropriate for:
Admin/Inst Area Code 0034 Infant Services (Birth to age 3)
Age level 0-8 – appropriate for: 50

51. Early Childhood Special Education (ECSE) Coding Elements
11/24/2018
Early Childhood Special Education (ECSE) Coding Elements
Age level of endorsement = 3-8 or 0-5 or 0-8
Job Class Code = 202
Teaching Subject Area = 1700 series
Admin/Instructional Code = 0035 Early Childhood/Prekindergarten
The ECSE teacher should be the primary service provider for students identified as a preschooler with a disability
50% caseload match is based on the ECSE’s EDID reported in the primary service provider field in the Special Education IEP Participation File
NOTE: SLP’s (JCC 238) are often reported as a secondary provider for students identified as preschooler with a disability 51

52. Developmental Delay Coding Elements
11/24/2018
Developmental Delay Coding Elements
Age level of ECSE endorsement = 3-8 or 0-8 or SPED Generalist 5-21
Job Class Code = 202
Teaching Subject Area = 1700 Series
Admin/Instructional Code = 0041 Early Childhood/Elementary
The Developmental Delay (DD) teacher should be the primary service provider for students identified with the “developmental delay” disability
50% caseload match is based on the DD teacher’s EDID reported in the primary service provider field in the Special Education IEP Participation File 52

53. 11/24/2018
Teachers of Low Incidence Disabilities Visually Impaired Specialist Deaf/Hard of Hearing Specialist
Depending on the needs of the student, as determined by the IEP team, low incidence teachers may be either the primary or secondary service provider for students identified with a visual or hearing impairment.
The EDID of the TVI or TOD is reported in the Special Education IEP Participation File in:
the primary service provider field (for students identified with a visual or hearing impairment, and where the licensed TVI or TOD provides the majority of services) or
one of the secondary provider fields (for students identified with either a visual or hearing impairment, or other disability categories, and where the general special education teacher provides the majority of services)
The 50% caseload match for a TVI or TOD is reflective of the students reported in the primary caseload only. 53

54. 11/24/2018
Visually Impaired Specialist or Deaf/Hard of Hearing Specialist Coding Elements
Age level of endorsement = 0-21 (Infant, Pre-K, grades K-12)
Code a Visually Impaired Specialist as:
Job Class Code = 202
Teaching Subject Area
1720 Vision Disability or 1700 Special Education
Admin/Instructional Code
0002 if K-12 or 0035 if Pre-K
Code a Deaf/Hard of Hearing Specialist as:
1730 Hearing Disability or 1700 Special Education 54

55. Special Education Teacher Caseload with Categorical Endorsement
11/24/2018
Special Education Teacher Caseload with Categorical Endorsement
50% or more of the special education teacher’s student caseload (EDID in the primary provider field) must be appropriate for the teacher’s SPED endorsement.
Teacher holds a categorical endorsement (Moderate Needs, Severe Needs Affective, Severe Needs Cognitive) or older endorsement (Educable Mentally Handicapped, Educationally Handicapped)
NOTE: If the range of student disabilities on the caseload is not reflective of the 50% caseload match for the provider’s endorsement - position is not approved
NOT Fully Qualified 55

56. Special Education Teacher Caseload with SPED Generalist Endorsement
11/24/2018
Special Education Teacher Caseload with SPED Generalist Endorsement
50% or more of the special education teacher’s student caseload (EDID in the primary provider field) must be appropriate for the teacher’s SPED endorsement.
Teacher holds a cross-categorical endorsement (Special Education Generalist)
The range of student disabilities on the caseload is broad-based and satisfies the 50% caseload match for appropriate endorsement - position is approved
Fully Qualified 56

57. Speech-Language Pathologist Coding Elements
11/24/2018
Speech-Language Pathologist Coding Elements
Students identified with a speech or language impairment (SLI) will have a CDE licensed Speech-Language Pathologist as the primary provider.
report the EDID of the SLP in the primary service provider field in the Special Education IEP Student Participation File
Students identified with other disability categories, but who would also benefit from speech/language services, will have a CDE licensed SLP as a secondary provider.
report the EDID of the SLP in one of the secondary provider fields in the Special Education IEP Participation File
The 50% caseload match for an SLP is reflective of the students reported in the primary caseload only.
The secondary caseload is not a factor in determining position approval status as an SLP serves a broad range of students as a secondary provider. 57

58. Speech-Language Pathologist Caseload
11/24/2018
Speech-Language Pathologist Caseload
50% or more of the Speech-language Pathologist’s student caseload (EDID in the primary provider field) must be appropriate for the SLP license/endorsement.
Equals
Fully Qualified 58

59. Personnel Non-Compliance
Non-licensed staff reported in the Special Education December Count will result in a personnel compliance citation (per IDEA).
Administrative units/districts are required to respond with a plan to remedy the licensing/reporting issue.
Non-licensed teachers providing services in Title/School wide schools (per NCLB) cannot remain in the position and must be replaced with a fully licensed/Highly Qualified teacher. 59

60. December Count and IDEA Budget System Personnel
11/24/2018
December Count and IDEA Budget System Personnel
Report position classifications (Job Class Codes) consistently in:
Data Pipeline Special Education December Count, and
Web-based IDEA budget system
Example:
Staff is reported in the IDEA Budget System as JCC 202 SPED Teacher (no caseload required)
Same staff is reported in the Special Education December Count, but is reported as JCC 218 Teacher Mentor (bypassing the caseload requirement)
Position must be reported consistently in both collections. If the teacher does not hold appropriate credentials for the student caseload, the AU/district must require the teacher to obtain the proper SPED endorsement via either:
the TEE process or
by obtaining an added SPED endorsement via university program completion, relevant semester hours, or content assessment 60

61. Inconsistent Coding Consequences
11/24/2018
Inconsistent Coding Consequences
Example:
Teacher position (JCC 202) is denied approval status in the Special Education December Count due to holding an inappropriate special education endorsement for the student caseload (50% caseload match).
This same teacher, in the same assignment (JCC 202 in the IDEA Budget System) was approved at the beginning of the year, but, due to caseload misalignment in the December Count, is not eligible for federal funds.
The staff record should be deleted in the IDEA Budget System during a revision window or during the end-of-year submission. 61

62. Split Funding or Multiple Assignments
11/24/2018
Split Funding or Multiple Assignments
AU/district is required to report separate assignment records for personnel whose positions are:
funded out of two or more fund sources
have two or more assignments in which services are provided
Example: staff with multiple assignments:
report one assignment record for Job Class Code 202-SPED Teacher
report one assignment record for Job Class Code 330-Child Find Coordinator
Number of contract days remains the same in both assignment records, i.e. 180 days
Do NOT split the number of days between the multiple records
Hours worked per day
Attribute the accurate hours per day for each assignment
Remember: Time and Effort requirements apply 62

63. Notification of Position Non-Approval Status
11/24/2018
Notification of Position Non-Approval Status
Current - Post December Count collection personnel verification process:
AU passes all edits and data submission file is approved
CDE runs the personnel approval process matching provider license and endorsement with reported job classification and student caseload
Personnel position is determined to be either in approved or non-approved status
Under Development – personnel verification process to run “live” at the time the AU creates a snapshot.
The outcome of the personnel verification process:
Special Education Directors are notified that the Personnel Status Report, with those staff who are in non-approved status, is posted in the ESSU Data Management System (DMS)
AU Directors work collaboratively with members of the Results Driven Accountability (RDA) team to resolve identified issues. 63

64. 11/24/2018
Grade Case Load Match
Providers serving multiple grade levels should indicate all grade levels served.
Separate assignment records are required for Infant, Pre-K and K-12 for all staff.
If Job class code is 201 (allowable for state operated programs only) or 202, K-12 must be broken down further:
separate assignment records are required for elementary and secondary grades to capture highly qualified requirements 64

65. Staff Caseloads Staff required to have a student caseload:
11/24/2018
Staff Caseloads
Staff required to have a student caseload:
SPED Teachers (JCC 202) and
Speech-Language Pathologists (JCC 238)
EDID must be reported in either the primary or secondary service provider field(s)
Method A - One to one match
most accurate (preferred method)
grades selected in the staff assignment record must exactly match the grades of the individual students on the caseload
Method B – By school building
should be used for staff who serve a particular school building
grades selected in the staff assignment record must cover the entire grade range of the reported school building 65

66. District Wide Personnel
11/24/2018
District Wide Personnel
District wide personnel who are not assigned to a specific school.
Submit one assignment record with grades K-12 selected if Job Class Code is:
102, 104 (SPED Director/Assistant Director)
320, 322, 344 (Accountant, Admin/Executive Assistant, Personnel Officer)
380, 381, 382 (Computer Technology)
(Office/Administrative Support) 
Report school code as 9980 District Wide 66

67. Warnings General Warnings HQ Warnings Display data anomalies
11/24/2018
Warnings
General Warnings
Display data anomalies
Warnings are for your information to assist with data verification and correction
CDE encourages you to correct data identified as a warning
AUs/districts may approve their data with outstanding warnings
review all warnings to verify that data are reported accurately
HQ Warnings
Displays all teachers who:
do not meet HQ requirements
includes the non-HQ reason 67

68. 11/24/2018
Contact Information
Lauren Rossini - Personnel Reporting/Staff Qualifications Phone: 68