|
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:
Public School Districts
Boards of Cooperative Educational Services
Special Act School Districts
Charter Schools
Approved In-State Private Schools
Selected State Agencies
State-Operated Schools
State-Supported Schools
|
Date: September 2009 |
From: |
Ken Wagner, Data Director
Inni Barone, Special Education Data Manager |
|
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 1, 2010.
|
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 October
7, 2009, 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 1, 2010. 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 2008-2009, the PD-6 form for 2009-2010 is revised in the following ways:
- The title “Paraprofessionals ” is revised to refer to “Paraprofessional”. The definition of a paraprofessional is as follows: Paraprofessionals are employees who provide instructional support, including those who: (1) provide one-on-one tutoring if such tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher, (2) assist with classroom management, such as organizing instructional and other materials, (3) provide instructional assistance in a computer laboratory, (4) conduct parental involvement activities, (5) provide support in a library or media center, (6) act as a translator, or (7) provide instructional support services under the direct supervision of a teacher.
- All school districts and other educational programs that provide these
data must also certify these data once they are complete and accurate by
clicking on “Click here to confirm your data” button, which is found at the bottom of the web-based PD-6 form. School districts and other educational programs that did not employ any requested special education personnel on or around October 7, 2009 must certify “0” data
to complete their data reporting responsibilities.
During the 2009-2010 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 and through the Student Information Repository System 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 Report.
- Designations of school districts as “meets requirements”, “needs
assistance”, “needs intervention” or “needs substantial
intervention”.
- Calculation of minimum amount of per-pupil IDEA funds to be sub-allocated
or spent on services.
- 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
- Calculations to identify instances of possible race/ethnicity disproportionality
- Re-direct IDEA funds for 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
cc: Rebecca Cort
James DeLorenzo
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
1, 2009.
Paper copies of this form will not be accepted.
- School districts and other educational programs must certify their data once they are
complete and accurate by clicking on the button, “Click here to confirm your data”, which
is found at the bottom of the PD-6 report on the website. If your school district or other
educational program does not employ any requested special education personnel on or about
October 7, 2009, you may certify “0” data.
- Retain one copy (and supporting documentation) in your
district/ school/ agency for reference and audit purposes. The required
retention period ends June 30, 2017.
- 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.
|
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. You must notify SEDCAR of any change in the contact person.
Instructions and Definitions for completing the PD-6 Report
- The data entered in this report should reflect special education personnel
information on or about October 7, 2009. 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, paraprofessionals and related
services personnel who serve preschool students with disabilities and Sections
B and C for teachers, paraprofessionals 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 Paraprofessionals for Preschool Students with
Disabilities: Report the FTE of the number of paraprofessionals (including
bilingual paraprofessionals) 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) Content Specialist;
Teacher of Students with Disabilities (grades 7-12) Content Specialist-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 Paraprofessionals for School-age
Students with Disabilities: Report the FTE of the number of paraprofessionals
(including bilingual paraprofessionals) 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 paraprofessionals reported in Column C who are “qualified” according to
the NCLB definition of “qualified”. See definition of Column F
and resources for determining if paraprofessionals 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.”
Note: For reporting psychologists whose service time is divided between students with disabilities and students in the general population, base the FTE on only the percentage of time the psychologist works specifically with students receiving (or being evaluated for) special education and related services.
|
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.”
Note: For reporting social workers whose service time is divided between students with disabilities and students in the general population, base the reported FTE on only the percentage of time the social worker works specifically with students receiving special education and related services.
|
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.”
Note: For reporting counselors whose service time is
divided between students with disabilities and students in the general population,
base the FTE on only the percentage of time the counselor works specifically
with students receiving special education and related services.
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 Paraprofessionals 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 paraprofessionals 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 |
Paraprofessionals who are "Qualified"
under NCLB (Subset of Column C) |
Of the number of special education paraprofessionals reported in
Column C, report the FTE of those paraprofessionals 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 paraprofessionals 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 October 7, 2009
Section A: Teachers and Paraprofessionals for Preschool Students with
Disabilities
Directions: Report the full time equivalent (FTE) numbers of special education
teachers and paraprofessionals employed or contracted to provide services
to preschool children with disabilities on or around October
7, 2009 .
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 Paraprofessionals for Preschool
Students with Disabilities |
|
|
|
|
|
*Report “teacher aides” under Column A, report “teaching assistants” under Columns C or D
Section B: Teachers and Paraprofessionals for School-Age Students with
Disabilities
Directions: Report the full time equivalent (FTE) numbers of special education
teachers and paraprofessionals employed or contracted to provide services
to school-age students with disabilities on or around October
7, 2009. 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) |
Paraprofessionals who are "Qualified"
under NCLB (Subset of Column C) |
01 |
Special Education Teachers for School-Age Students with
Disabilities |
|
|
|
|
|
|
02 |
Special Education Paraprofessionals for School-Age
Students with Disabilities |
|
|
|
|
|
|
*Report “teacher aides” under Column A, report “teaching
assistants” under Columns C or D
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 October
7, 2009. 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 |
|
|
|
|
|
06 |
Physical Therapists |
|
|
|
|
|
07 |
Physical Education Teachers and Recreation and
Therapeutic Recreation Specialists |
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08 |
Social Workers |
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09 |
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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