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Document Sample
Submission Instructions
Part B, Special Education Personnel Employed and Needed are due December
17, 2010.
Please read the following basic guidelines before completing the this data collection.
1. To change the size and appearance of the text on the spreadsheet, select the VIEW
Menu from the toolbar, select ZOOM, and then select the percentage increase or
decrease.
2. Enter the appropriate data into each page of the form. Please be sure to read
section heading descriptions so data are entered in the correct section. Also, be sure
to enter the School District name on the first page. It should automatically appear on
every page of the form. The drop menu is available on Personnel_Page_1. Use the
scroll bar or the up or down arrow keys to scroll through the list. Click on the
appropriate school district name to select it.
3. If you choose to cut and paste data from another area, use the PASTE SPECIAL
option and select VALUES. This will protect the current formats and formulas.
4. Any comments regarding the submitted data should be entered on the last page of
the workbook, titled COMMENTS.
5. Save the completed forms. Please be sure that your Resident District name appear
in the file name. (Example of file name: Name School District -
Name_Pers_1011.XLS)
6. It is recommended that district's keep a copy for their records.
7. Please return electronic copies of completed forms to specialeddata@k12.wa.us
If you have any questions or comments, please contact Sandy Grummick or Amber
O'Donnell at 360-725-6075, or email specialeddata@k12.wa.us.
SPECIAL EDUCATION PERSONNEL EMPLOYED AND NEEDED
REPORT PURPOSE AND INSTRUCTIONS
Report the number of special education personnel employed or contracted and needed to provide
special education and related services to eligible special education students aged 3 to 21 years of
age as of November 1 or first business day of November. 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.
Template download instructions:
To download templates go to http://www.k12.wa.us/SpecialEd/Data/FederalForms.aspx and
choose the Special Education Personnel Employed and Needed form link. Click the link once and
save the template to a folder on your computer. Do not start entering data until the template is
saved to your computer and opened with Excel otherwise the data entered will not be saved. After
the data is completely entered and saved then attached that excel template to an email and send to
specialeddata@k12.wa.us. Data cannot be submitted through the OSPI website, only by an email
attachment. An email will be sent to districts confirming receipt of files. Keep a copy of the email for
your files. If a confirmation email is not received within 3 business days of submission please
contact the Sandy Grummick or Amber O'Donnell at 360-725-6075. This data it due on or before
December 13, 2012.
Numbers should be reported in full-time equivalency (FTE) of assignment. That is, a part-time
teacher working four hours per day in a six-hour day would be reported as .67 FTE. The FTE
calculation for each classification vary. Please use the formula your school district uses to
determine FTE.
Do not report teachers and other instructional personnel who work with children with disabilities
aged 0 through 2 years unless they also serve special education students ages 3 through 21.
Vacant positions are the number of personnel required to fill funded positions and should not
reflect the number of additional personnel desired.
Specific Column Instructions, Sections A and B: Column (1) Report the number of FTE teachers
and paraprofessionals employed or contracted to provide special education and related services on
or November 1 or first business day of November, who meet the State standard for highly qualified
for the position.
Teachers reported as highly qualified must meet the State standard for highly qualified based on
the definition of highly qualified in 20 U.S.C. Section 1402(10). Note that the statutes provide for
separate criteria for classifying special education teachers as highly qualified when they do
not have responsibility for teaching core academic subjects.
Column (2) Report the number of FTE teachers employed or contracted to provide special
education and related services on November 1 or first business day of November, who do NOT
meet the State standard for highly qualified for the position in which they are employed.
Column (3) Report the number of FTE teachers and paraprofessionals positions which are
currently vacant or unfilled.
Special education teachers include teachers employed to provide special education, including
preschool teachers, itinerant/consulting teachers, and home/hospital teachers. This count should
include teachers of children with disabilities in separate schools and facilities. (Do NOT include
regular preschool teachers who work with children with disabilities.)
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. (Do NOT include regular preschool paraprofessionals who work with
children with disabilities.) (Definition adapted from 20 USC Section 6319(g)(2))
For reporting paraprofessionals whose service time is divided between special education
students and students not receiving special education services, base the reported FTE on
only the percentage of time the paraprofessional works specifically with students receiving
special education and related services.
For Section A, Row (1) Report the total number of FTE paraprofessionals employed to work with
special education students ages 3-5 according to whether or not they are highly qualified.
At the time of publication, there are no required standards for paraeducators in the state of
Washington, only recommended guidelines. Report all paraeducators as highly qualified.
Row (2) Report the total number of FTE special education teachers employed to work with special
education students ages 3-5 according to whether or not they are highly qualified.
Section C Specific Column Instructions: Column (1) Report the number of FTE of personnel
employed or contracted to provide related services on November 1 or first business day of
November, who are considered fully certified for the position. This category includes (1) personnel
who hold appropriate State certification or licensure for the position held and (2) personnel who
hold positions for which no State requirements exist (i.e., no certification or licensure
requirements).
Column (2) Report the number of NOT fully certified FTE of personnel employed or contracted to
provide related services on November 1 or first business day of November, who were employed on
an emergency, provisional, or other basis, if they did not hold standard State certification or
licensure for the position to which they were assigned, or if they did not meet other existing State
requirements for the position. This includes long-term substitutes.
Column (3) Report the number of FTE of related service provider positions which are currently
vacant or unfilled.
Section C Specific Row Instructions: For each related services personnel category (rows 1-11),
report the total number of FTE personnel employed to provide related services to special education
students 3-21, according to whether or not they are fully certified for the position held. Do not
include teachers already accounted for in Sections A and B.
All definitions included in section C are based on current regulations at CFR 300.24 unless
otherwise noted.
Row (1) 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 special education students.
Include recreation and therapeutic recreation specialists who provide the following:
(i) Assessment of leisure function;
(ii) Therapeutic recreation services;
(iii) Recreation programs in schools and community agencies; and
(iv) Leisure education.
Row (2) Report an unduplicated count of the number of FTE audiologists who provide the following
services to special education students:
(i) Identification of children with hearing loss;
(ii) Determination of the range, nature, and degree of hearing loss, including referral for medical or
other professional attention for the habilitation of hearing;
(iii) Provision of habilitative activities, such as language habilitation, auditory training, speech
reading (lip-reading), hearing evaluation, and speech conservation;
(iv) Creation and administration of programs for prevention of hearing loss;
(v) Counseling and guidance of children, parents, and teachers regarding hearing loss; and
(vi) Determination of the children’s needs for group and individual amplification, selecting and fitting
an appropriate aid, and evaluating the effectiveness of amplification.”
Row (3) Report an unduplicated count of the number of FTE personnel providing medical/nursing
services. 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).
Row (4) Report an unduplicated count of the number of FTE occupational therapists who provide
the following services to special education students:
(i) Improving, developing or restoring functions impaired or lost through illness, injury, or
deprivation;
(ii) Improving ability to perform tasks for independent functioning if functions are impaired or lost;
and
(iii) Preventing, through early intervention, initial or further impairment or loss of function.
Row (5) Report an unduplicated count of the number of FTE personnel providing orientation and
mobility services including:
(i) 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
(ii) Teaching students the following, as appropriate:
(A) 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);
(B) 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;
(C) To understand and use remaining vision and distance low vision aids; and
(D) Other concepts, techniques, and tools.
Row (6) Report an unduplicated count of the number of FTE physical therapists who provide the
following services to special education students:
(i) Screening, evaluation, and assessment of children “. . . to identify movement dysfunction;
(ii) Obtaining, interpreting, and integrating information appropriate to program planning to prevent,
alleviate, or compensate for movement dysfunction and related functional problems; and
(iii) Providing individual and group services or treatment to prevent, alleviate, or compensate for
movement dysfunction and related functional problems.”
Row (7) Report an unduplicated count of the number of FTE counselors and rehabilitation
counselors.
Counselors 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.” Do not include counselors employed to
work with all students, with and without disabilities. Include only counselors who are employed
specifically to work with special education students.
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.
Row (8) Report an unduplicated count of the number of FTE psychologists who provide the
following services to special education students:
(i) Administering psychological and educational tests, and other assessment procedures;
(ii) Interpreting assessment results;
(iii) Obtaining, integrating, and interpreting information about child behavior and conditions relating
to learning;
(iv) 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; and
(v) Planning and managing a program of psychological services, including psychological counseling
for children and parents.”
Do NOT include psychologists employed to work with all students, with and without disabilities.
Include only those psychologists employed specifically to work with special education students.
Row (9) Report an unduplicated count of the number of FTE school social workers who provide the
following services to special education students:
(i) Preparing a social or developmental history on a child with a disability;
(ii) Group and individual counseling with the child and family;
(iii) 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;
(iv) Mobilizing school and community resources to enable the child to learn as effectively as
possible in his or her educational program; and
(v) Assisting in developing positive behavioral intervention strategies.
Do NOT include school social workers employed to work with all students, with and without
disabilities. Include only those school social workers employed specifically to work with special
education students.
Row (10) Report an unduplicated count of the number of FTE interpreters who (1) provide
translation between spoken and manual (sign language) communication; (2) translate spoken
material into sign language for hearing impaired students; and (3) interpret sign language of
hearing impaired students into oral language for hearing individuals or others not conversant in sign
language.
Row (11) Report an unduplicated count of the number of FTE speech pathologists providing the
following services to special education students:
(i) Identification of children with speech or language impairments;
(ii) Diagnosis and appraisal of specific speech or language impairments;
(iii) Referral for medical or other professional attention necessary for the habilitation of speech or
language impairments;
(iv) Provision of speech and language services for the habilitation or prevention of communicative
impairments; and
(v) Counseling and guidance of parents, children, and teachers regarding speech and language
impairments.”
Do NOT include speech teachers reported in Section B.
Office of Superintendent of Public Instruction
Special Education
Old Capitol Building, PO BOX 47200
OLYMPIA WA 98504-7200
(360) 725-6075 TTY (360) 586-0126
Special Education Teachers and Related Services Personnel
Employed and Needed as of November 1 or first business day of November
Email address of person submitting this form (in case of questions):
District Name (insert in box below): (1) Highly (2) Not Highly
Qualified (FTE) Qualified (FTE) (3) Vacant
(include (include (FTE)
contracted) contracted)
Section A:
Special Education Paraprofessionals
Serving Students Ages 3 through 5 Years
Special Education Teachers Serving
Students Ages 3 through 5 Years
Section A Totals for 3 through 5: 0 0 0
Section B:
Special Education Paraprofessionals
Serving Students Ages 6 through 21 Years
Special Education Teachers Serving
Students Ages 6 through 21 Years
Section B Totals for 6 through 21: 0 0 0
Section C:
(1) Fully (2) Not Fully
(3)
Special Education and Related Services Certified (FTE) Certified (FTE)
Vacant
Personnel Serving Students Ages 3 to 21 (includes (includes
(FTE)
Years: contracted) contracted)
(1) Adaptive PE Teachers/Therapeutic
Recreation Specialists
(2) Audiologists
(3) Medical/Nursing Staff
(4) Occupational Therapists
(5) Orientation and Mobility Specialists
(6) Physical Therapists
(7) Rehabilitation and School Counselors
(8) School Psychologists
(9) School Social Workers
(10) Interpreters
(11) Speech-Language Pathologists
Total Section C: 0.00 0.00 0.00
FORM SPI 1166
Click here to view instructions
Email to: specialeddata@k12.wa.us, on or before December 13, 2012.
Office of Superintendent of Public Instruction
Special Education
Old Capitol Building, PO BOX 47200
OLYMPIA WA 98504-7200
(360) 725-6075 TTY (360) 586-0126
Special Education Teachers and Related Services Personnel
Employed and Needed as of November 1 or first business day of November
COMMENTS
DISTRICT NAME: 0
PLEASE INCLUDE ANY COMMENTS TO HELP EXPLAIN YOUR DATA:
