Child Count and Educational Environment Data
Dispute Resolution Data
Special Education Assessment Data
Special Education Students Behavior And Weapons
Special Education Personnel Employed
Maintenance of Effort Reduction (MOE) and Coordinated Early Intervening Services (CEIS)
Special Education Exiting Data
Federal and state special education regulations require that school districts provide information regarding the numbers and types of special education students by placement option within the district’s continuum of alternative placements, as well as the student’s disability category, ethnicity, gender, and English Language Learner (ELL) status.
There are three dispute resolution options available under the Individuals with Disabilities Education Act. These three options can address concerns about the identification, evaluation, educational placement, and provision of Free Appropriate Public Education to a student (age 3–21). Those options include: Mediation, Citizen Complaints and Due Process Hearings. For information on these options,
State 2013-14 Dispute Resolution Summary
The assessment data are counts, by grade level, of the number of students receiving special education services, participating in state assessments and their performance on those assessments.
Federal and state special education regulations require that school districts provide information regarding the numbers and types of special education students who were suspended/expelled during the school year. These reports cover the entire school year and include special education students aged 3 to 21. All school districts are required to submit these data reports.
This collection covers the entire school year. For reporting purposes, a student's age is determined as of their age on the November federal child count date.
Special education personnel employed or contracted to provide special education and related services to eligible special education students aged 3 to 21 years of age as of the federal special education count date. All personnel employed to work with special education students aged 3 to 21 years regardless of funding source (i.e., Part B of IDEA, state, or local) should be included. Special education teachers in separate schools and facilities should be reported. This report is not intended to be a comprehensive count of all types of personnel providing services to special education students. Report only those personnel specified by the US Office of Special Education Programs (OSEP).
IDEA contains a provision which permits LEAs to use up to 15 percent of their Part B funds for any fiscal year to implement coordinated early intervening services (CEIS).
CEIS funds are intended for students who have not been identified as students with disabilities but who are determined to need additional academic and behavioral supports to succeed in general education.
Although funded with IDEA dollars, coordinated early intervening services are not special education services. Expending IDEA funds for CEIS activities has a direct and substantial impact on an LEA’s ability to reduce MOE through the 50% rule.
The exiting data are counts, of students who began the school year in a special education program and exited the special education program during the school year.