FY 2006 Data Collection Data Element Detail Cycle 2

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FY 2006 Data Collection Data Element
DetailCycle 2
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New GADOE Website
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Link to Previous DOE
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CPI
FTE
SR
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Reports
Maximum Class Size
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Students Who Should Be Reported in Cycle Two

• a. All students in the public school system who
  are enrolled in Special Education on December 1.
• b. Students attending a parochial, home school,
  or other private school receiving special
  education services, based on the Individualized
  Education Program (IEP), which are funded by the
  local school system.
• c. Students served by the Residential and
  Reintegration Services Grant.
• Data Element Detail Cycle 2
• Page 2

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Students Who Should Not Be Reported

• a. Students who are not enrolled in a school or
  program operated or supported by a public agency.
• b. Students served by the following six
  agencies/schools are reported by the agency and
  not by the public school system
• Atlanta Area School for the Deaf, Georgia
  Academy for the Blind, Georgia School for the
  Deaf, Department of Juvenile Justice, Department
  of Corrections, and Department of Human
  Resources.
• c. Students receiving special education services
  which are funded solely by the federal
  government. The school system may not count
  students on military facilities if the school
  system provides no special education services to
  these students.

Data Element Detail Cycle 2 Page 2
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All IEP

• Y Yes
• N No
• S Service Plan

Data Element Detail Cycle 2 Page 4
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Environment

• ENVIRONMENT is a code that indicates the type of
  educational setting in which the student has been
  placed.
• 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.
• Please note that 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.
• Data Element Detail Cycle 2
• Page 4

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Environment for Students Age 6 and Older

• Environment 1 removed from general education
  setting lt21 of the school day
• Environment 2 - removed from general education
  setting 21 to 60 of the school day
• Environment 3 - removed from general education
  setting gt60 of the school day

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Environment for Students Age 6 and Older

• Environment 4
• Public Separate Facility SE gt50 of the school
  day in public day school facility
• Environment 5
• Private Separate Facility SE gt50 of the school
  day in private day school at public expense

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Environment for Students Age 6 and Older

• Environment 6
• Public Residential Facility SE in public
  residential facility for gt50 of the school day
• Environment 7
• Private Residential Facility SE in private
  residential facility for gt50 of the school day

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Environment for Students Age 6 and Older

• Environment 8 - Correctional Facility
• Environment 9 Hospital/Homebound

Data Element Detail Cycle 2 Pages 4 and 5
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Students Age 5 and Under Environment Codes

• Environment 1- Early Childhood Setting
• Students who receive all of their special
  education and related services in educational
  programs primarily designed for children without
  disabilities.
• Environment 2- Early Childhood Special Education
• Students who receive all of their special
  education and related services in educational
  programs primarily designed for children with
  disabilities.
• Environment 3 - Home
• Students who receive all of their special
  education and related services in the principal
  residence of the childs family or caregiver.

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Students Age 5 and Under Environment Codes

• Environment 4 - Residential Facility
• Students who receive all of their special
  education and related services in publicly or
  privately operated residential medical faculties
  on an inpatient basis.
• Environment 5 - Separate School
• Students who receive all of their special
  education and related services in public or
  private day schools specifically designed for
  children with disabilities.

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Students Age 5 and Under Environment Codes

• Environment 6 -
• Part-Time Early Childhood / Part-Time Early
  Childhood Special Education Setting
• Students who receive all of their special
  education and related services in multiple
  settings, such that a portion of their special
  education and related services is provided at
  home or in a educational programs designed
  primarily for children without disabilities, and
  the remainder of their special education and
  related services is provided in programs
  primarily designed for students with
  disabilities.

Data Element Detail Cycle 2 Page 5
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Hours Per Week

• HOURS PER WEEK is a code that indicates the
  number of hours per week the student receives
  services, based on the IEP, in each area of
  disability in which the student is served. One of
  the following codes must be used with each area
  of disability for each student
• 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
• 6 Six through ten hours per week
• 7 Eleven through fifteen hours per week
• 8 Sixteen through twenty hours per week
• 9 Twenty-one through twenty-five hours per week
• 0 (zero) Over Twenty-five hours per week

Data Element Detail Cycle 2 Page 7
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Primary Area
PRIMARY AREA indicates the student's primary area
of exceptionality.

• Must report only one
• Be careful about Gifted

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Related Hours

• Adapted PE
• Audiology
• Counseling
• Diagnostic Services
• Occupational Therapy
• Physical Therapy

• Recreational Services
• School Health
• School Social Work
• Special Transportation
• Orientation and Mobility
• Psychological Services

To be reported, services must identified in the
students IEP
Data Element Detail Cycle 2 Page 9
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Babies Cant Wait Transition
Special Education Transition indicates that a
student at the age of 3 transitioned from the
Babies Cant Wait Program into a Georgia Public
School between December 1, 2004 and December 1,
2005. The valid values for this data element are
Y or N.
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FT020 Environment for Students Age 6 and Above

• Lists the number of students in each type of
  environment (outside the regular classroom for
  less than 21 of the school day, outside the
  regular classroom for at least 21 of the school
  day, etc.), for each of the PRIMARY AREAS. The
  user may elect to produce this report for the
  entire district, for a specific school, or for
  all schools.
• This report is available for Cycle Two only.

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FT027 Environment for Students Age 5 and Under

• Lists the number of students in each type of
  environment (Early Childhood Setting, Early
  Childhood Special Education Setting, Home, etc.)
  for each of the PRIMARY AREAS. The user may elect
  to produce this report for the entire district,
  for a specific school, or for all schools.
• This report is available for Cycle Two only.

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FT041 Student Detail

• Shows all December 1count information reported
  for a particular student. The user enters the
  student's SSN, or clicks on the SSN on another
  report, to access this report.
• This report is available for all Cycle Two only.

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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 chronological age from 6 through 21.
• This report is available for Cycle Two only.

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FT043 Special Education Enrollment by
Race/Ethnicity Ages 3-5

• Shows each Primary Area of Disability and the
  number of students in each racial/ethnic category
  for each chronological age from 3 through 5.
• This report is available for Cycle Two only.

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FT084 Babies Cant Wait Transition Program

• Indicator for students that transitioned from
  Babies Cant Wait program to Georgia Public
  Schools.

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Assignment Subject Matter Code
ASSIGNMENT SUBJECT MATTER CODE is a code that
identifies each subject matter area in which a
certified employee is working. It may be the
first two digits of every subject matter area in
the State Course Numbering System, or it may
consist of a letter that represents the course
being taught. See the Subject Matter Code Table
for a list of all of the valid subject matter
codes. A Subject Matter code denoting an actual
curriculum area must be used if the employee's
ASSIGNMENT JOB CODE(S) between 080 and
199. A Subject Matter code of 808 is used
for those Special Education Teachers who are not
the teacher of record in a classroom of regular
education instruction.
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Student Level Record (Layout C)
Data in the Student Level Record include
demographic data elements as well as data
elements that describe a students participation
in special programs such as the Gifted program,
Title 1 supported programs, and ESOL program.
These data elements are not time sensitive. If
the student participated in a special program at
any time during the school year, that
participation should be indicated even if the
student is no longer in the program at the end of
the school year.
Student Record Data Collection Data Element
Detail Page 6
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Course Level Record (Layout D)
For ALL students in grades K-5 No course data is
required.
Student Record Data Collection Data Element
Detail Page 7
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Course Numbering System
The first numerical digit to the RIGHT of the
decimal identifies the type of instruction. The
following is a list of the codes for the first
numerical digit to the right of the
decimal. XX.0 0 REGULAR XX.8 8 SPECIAL
EDUCATION (A COURSE TAUGHT BY A SPECIAL EDUCATION
TEACHER AND RECEIVING REGULAR COURSE
CREDIT) XX.9 9 SPECIAL EDUCATION (A COURSE
TAUGHT BY A GENERAL EDUCATION TEACHER TO STUDENTS
WITH AN INDIVIDUALIZED EDUCATION PROGRAM IEP
Student Record Data Collection Data Element
Detail Page 8
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Discipline Level Record (Layout E)
Data elements related to a discipline event for a
student that must be reported according to law.
A student may have multiple Discipline Records,
one, or none.
Student Record Data Collection Data Element
Detail Page 9
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Extended Year Services
EXTENDED YEAR SERVICES indicates Special
Education and related services that are provided
to a student with a disability beyond the normal
school year of the Local School System
(LSS)/State Operated Program (SOP), in accordance
with the students IEP and at no cost to the
parents of the student. Extended year services
may include a range of services offered during
the summer or other days when school is not
officially in session. Such services may include,
but are not limited to, classroom instruction,
home tutoring, transition, provision of related
services, Saturday services, or assistance on
particular skills that address specific goals
targeted for ESY. Extended Year Services Code
Description Y - Special Education Extended Years
Services received. N - Special Education
Extended Year Services not received.
Student Record Data Collection Data Element
Detail Page 24
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Primary Area of Exceptionality Code Description
P Mild Intellectual Disability Q Moderate
Intellectual Disability R Severe Intellectual
Disability S Profound Intellectual Disability T
Emotional / Behavioral Disorder U Specific
Learning Disability V Orthopedic Impairment W
Hearing Impairment X Deaf

• Y Other Health Impairment
• Z Visual Impairment
• 1 Blind
• 2 Deaf and Blind
• 3 Speech / Language Impairment
• 6 Autism
• 7 Traumatic Brain Injury
• 8 Significant Developmental Delay
• Blank Not Applicable

Code 8 - Significant Developmental Delay is
valid only for Grade levels PK,KK, 01,
02, 03 Students under the age of eight (as
of September 1, 2005)
Student Record Data Collection Data Element
Detail Page 41
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Special Education Exit Code
SPECIAL EDUCATION EXIT CODE indicates the Special
Education Program exit status for students at
this school during the 2005-2006 school year.
Enter only if the student has actually left the
Special Education program.
Student Record Data Collection Data Element
Detail Page 41
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Special Education Exit Code Description
1 Moved, known to be continuing education 2
Withdrawn (includes deceased and dropped out),
not known to be continuing education 3
Returned to regular education or graduated (e.g.,
IEP was completed) 4 Reached maximum age NOTE
A WITHDRAWAL CODE must also be entered if SPECIAL
ED EXIT CODE is 1 or 2. WITHDRAWAL CODE is
used to identify specific reasons why a student
exited the Special Education program.
Student Record Data Collection Data Element
Detail Page 41
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Special Education Exit Code 1
If SPECIAL ED EXIT CODE is 1, the student must
have withdrawn from your school and you must be
certain that the student is continuing in his or
her education. The students WITHDRAWAL CODE must
be one of the following codes H - Home
school T - Transferred to another school in
another system V - Advanced to another school
within system W - Transferred to another school
within same system X - Transferred out of state
or country or to a private school
Student Record Data Collection Data Element
Detail Page 42
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Special Education Exit Code 2
If SPECIAL ED EXIT CODE is 2, the student has
left the Special Education program at your school
for one of the following general reasons. These
reasons are designated by the students
WITHDRAWAL CODE, which must be one of the
following according to why the student exited the
Special Education program Student is
deceased Student has dropped out (Student has
exited, but continuation of education service is
unknown.)
Student Record Data Collection Data Element
Detail Page 42
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Special Education Exit Code 3
If SPECIAL ED EXIT CODE is 3, the student has
left the Special Education program and returned
to regular education or graduated. A Special
Education Exit Date must be entered. SPECIAL
EDUCATION EXIT DATE indicates the Special
Education Program exit date for students at this
school during the 2005-2006 school year. Enter
only if the student has actually left the Special
Education program. Special Education Exit Date is
required for students with a Primary Area of
Exceptionality and a Special Education Exit Code
of 3 or 4. If student does not have a Primary
Area of Exceptionality, then there should be no
Special Education Exit Date reported. If the
student has a Primary Area of Exceptionality and
a Withdrawal Code of G, then Special Education
Exit Code and Special Education Exit Date are
required.
Student Record Data Collection Data Element
Detail Page 42
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Report Type
1- Scheduling no class change. This report type
indicates that a school has students assigned to
one teacher for the majority of the day. Most
elementary schools will use this report type. For
report type 1, one record per teacher in the
school will be submitted. 2 Scheduling class
change This report type indicates that a school
has students who change classes each period. Most
middle and high schools will use this report
type. For report type 2, one record per class a
teacher teaches will be submitted. The records
submitted for a teacher should reflect the
classes taught by the teacher in a given day.
Class Size Data Collection Data Element
Detail Page 4
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Additional Teachers
OF ADDITIONAL TEACHERS is a number that
indicates the number of additional teachers in
the classroom. OF ADDITIONAL TEACHERS is
reported for report type 1 and 2.
Class Size Data Collection Data Element
Detail Page 5
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Additional Paraprofessionals
OF PARAPROS is a number that indicates the
number of paraprofessionals in the classroom.
OF PARAPROS is reported for report type 1 and
2.
Class Size Data Collection Data Element
Detail Page 5
Should paraprofessionals be reported even if the
addition of the paraprofessional does not affect
class size? Yes
Class Size Data Collection Data Element
Detail Page 7
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Psycho-education
Do non-FTE reporting sites such as alternative
schools or psycho-educational schools report
class size? No
Class Size Data Collection Data Element
Detail Page 6
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Special Education
How should a self-contained special education
class be reported which has students who receive
some core courses but not all core courses? If
using Report Type 1, report the highest count
of students in the day. This could occur at a
time in the day when a core course is not being
instructed. If using Report Type 2, report the
core courses.
FY 2006 Class Size Data Collection Data Element
Detail Page 7
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Special Education
What are the differences between the .8 and .9
courses? A 8 as the first numerical digit to
the right of the decimal indicates that students
taking the course are in a general education
course, but are being taught by a certified
special education teacher. Students in these
classes are earning Carnegie unit credit. A 9
as the first numerical digit to the right of the
decimal indicates that students with disabilities
taking the course are in a general education
course, but are not being taught by a teacher
certified in special education. These students
with disabilities have an individualized
education program (IEP) that identifies the
general education classroom as the least
restrictive environment for the delivery of
special education services for this course.
Class Size Data Collection Data Element
Detail Page 7
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Collaborative Inclusion Model
How should the collaborative inclusion model be
reported? Report Type 1, the regular education
teacher should be reported in the TEACHER ID data
element and the special education teacher should
be reported in the OF ADDITIONAL TEACHERS data
element. Report Type 2, two options exists a.
The regular education course is reported and the
special education students are scheduled in the
regular education course. The class size reported
for the regular education course will include the
regular education and special education
students. b. The regular education course is
reported with the regular education students and
the special education course is reported with the
special education students.
Class Size Data Collection Data Element
Detail Page 7