FLORIDA DEPARTMENT OF EDUCATION
S
TATE BOARD OF EDUCATION
F. PHILIP HANDY,
Chairman
T. WILLARD FAIR,
Vice Chairman
Members
DONNA G. CALLAWAY
LINDA J. EADS, ED.D.
CHARLES PATRICK GARCÍA
JULIA L. JOHNSON
LINDA K. TAYLOR
John L. Winn
Commissioner of Education
December 9, 2004
MEMORANDUM
TO:
District Administrators of Exceptional Student Education
District MIS Contacts
FROM:
Lavan Dukes
SUBJECT:
Annual Exceptional Education Personnel Data Report 2004-2005
The Bureau of Education Information and Accountability Services is requesting completion of the Annual
Exceptional Education Personnel Data Report by district administrators of exceptional student education.
Data collected from this survey will be used as part of a comprehensive report to the United States
Department of Education, Office of Special Education Programs (OSEP) for school year 2004-2005. This
report is required in order to receive Individuals with Disabilities Education Act (IDEA) funds and to
assure that Florida is meeting the full educational opportunity goal for students with disabilities.
Additional data needed for federal reporting will be produced from database records transmitted for
Survey 9, December 2004, and Survey 5, August 2005.
Beginning this year, each district will log on to a website designated for the collection of these data.
District contact information and Tables 1-3 should be completed according to the instructions provided.
Upon completion of this survey and clicking the “Final Submit” button, an electronic confirmation will be
automatically sent to the Bureau of Education Information and Accountability Services.
This survey must be completed no later than
January 30, 2005
. Please do not mail a hard copy of the
survey in addition to the web submission. For additional information, please contact Cathy Cross at (850)
245-0400, or e-mail to cathy.cross@fldoe.org.
Attachment
GARNET L. DUKES, JR.
Bureau Chief
Accountability, Research, and Measurement
325 W. GAINES STREET • SUITE 852• TALLAHASSEE, FL 32399-0400 • (850) 245-0400 • www.fldoe.org
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Please follow these instructions for
entering and submitting data at the
following web address:
http://info.doe.state.fl.us/eiasData/
Deadline date for electronic submission
of these data is
January 30, 2005.
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FLORIDA DEPARTMENT OF EDUCATION
BUREAU OF EDUCATION INFORMATION AND
ACCOUNTABILITY SERVICES
ANNUAL EXCEPTIONAL EDUCATION PERSONNEL DATA REPORT INSTRUCTIONS
(2004-2005)
This document includes instructions for reporting data to meet the requirements of Section 618(b) of the Individuals with
Disabilities Education Act (IDEA), Part B.
In order to receive Fiscal Year 2006 federal funds, each state must submit an annual report for the 2004-05 school year. This
report requires information on personnel to assure that each state meets the full educational opportunity goal for children and
youth with disabilities.
Beginning this year, each district should log on to the following website designated for the collection of these data:
http://info.doe.state.fl.us/eiasData/
. Each district should type in their district name and use the corresponding two-digit
district number as the initial password. Upon logging in the first time, each district must change their password and
remember it for future use.
Complete the district contact information table and enter data regarding personnel on Tables 1, 2, and 3. All data should
relate to personnel employed or contracted on or about December 1, 2004. All personnel employed to serve students with
disabilities ages 3 - 21, regardless of funding source (i.e., Part B of IDEA, state or local) should be included. Do not
include teachers and other personnel who are serving children from birth through age two. Detailed instructions for
completing each table are included to assist district staff in reporting these data.
The number of personnel should be reported in full-time equivalency of assignment (e.g., if two half-time personnel are
employed, they would equal one full-time employee). The numerical values should be expressed to one decimal place.
For example, one full-time employee would be recorded as 1.0 and one half-time employee would be recorded as 0.5.
NOTE: Where teachers work with more than one age group, apportion the time of those individuals
across each age group.
To signal the completion of each table, click on the “submit” button at the bottom. A message will automatically appear
indicating successful completion and saving of data correctly entered. If your data was entered correctly, a message will
appear indicating your data successfully saved. When you retu
click on the “Final Submit” button at the bottom of the main
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SPECIFIC TABLE INSTRUCTIONS
Table 1 – NUMBER AND TYPE OF TEACHERS EMPLOYED (IN FULL-TIME EQUIVALENCY) TO PROVIDE
SPECIAL EDUCATION AND RELATED SERVICES FOR CHILDREN WITH DISABILITIES, AGES 3 - 5
Report the number of preschool teachers, itinerant/consulting teachers, and home/hospital teachers employed or contracted for
children with disabilities in this age group. This count should include teachers of children with disabilities in separate schools
and facilities. Do not include preschool teachers who work with children with disabilities in programs such as Title I, Head
Start, or any Readiness Program operated by a local coalition.
Table 2 - NUMBER AND TYPE OF TEACHERS EMPLOYED (IN FULL-TIME EQUIVALENCY) TO PROVIDE
SPECIAL EDUCATION AND RELATED SERVICES TO CHILDREN AND YOUTH WITH DISABILITIES, AGES 6
- 21
Report teachers of separate classes, resource room teachers, itinerant/consulting teachers, and hospital/homebound teachers.
This count should also include teachers of children with disabilities in separate schools and facilities. Do not include regular
basic classroom teachers who work with children and youth with disabilities.
Table 3 -NUMBER AND TYPE OF OTHER PERSONNEL EMPLOYED (IN FULL-TIME EQUIVALENCY) TO
PROVIDE SPECIAL EDUCATION AND RELATED SERVICES FOR CHILDREN AND YOUTH WITH
DISABILITIES, AGES 3-21
Report the number of other special education/related services personnel, by type of personnel, employed or contracted to
provide special education and related services for children and youth with disabilities ages 3 - 21. Definitions of other
personnel are provided on page 3.
SPECIFIC COLUMN INSTRUCTIONS
NOTE: All data should be based on personnel employed or contracted and any vacant positions as of December 1, 2004.
Column 1 - TOTAL EMPLOYED/CONTRACTED IN-FIELD
Report the total number of full-time equivalent (FTE) personnel employed or contracted to provide special education and
related services on or about December 1, 2004, who had appropriate state certification or licensure for the position held. Each
teacher should be reported under the exceptional student education program which reflects the exceptionality(ies) of all
students they serve. Teachers of students with differing exceptionalities within a class or teachers who serve more than one
exceptionality during the school week should be identified under
Varying Exceptionalities
. Use this column to report staff in
personnel categories that do not require certification or licensure, if the staff meets existing state standards or requirements for
the position held. Also, use this column if NO state requirements exist for a particular position.
Column 2 - TOTAL EMPLOYED/CONTRACTED OUT-OF-FIELD
Report the total number of FTE personnel employed or contracted to provide special education and related services on or about
December 1, 2004, 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. Each teacher should be reported under the exceptional student education
program which reflects the exceptionality(ies) of all students they serve. Teachers of students with differing exceptionalities
within a class or teachers who serve more than one exceptionality during the school week should be identified under
Varying
Exceptionalities
.
Column 3 - PERSONNEL NEEDED (VACANT POSITIONS)
Report the number of unfilled vacancies in funded positions that existed on December 1, 2004.
Do not count personnel
included as employed/not fully certified.
Do not count vacancies for which funds were not available.
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DEFINITIONS
The following definitions of special program areas for exceptional students are provided to assist in the accurate reporting of
other personnel providing special education and related services to children with disabilities in Table 3.
1.
Work-Study Coordinator
: Plans and conducts special education work-study programs. Confers with school and
community personnel to impart information about programs and to coordinate program functions with related activities.
2.
Psychologist
: administers psychological and educational tests, and other assessment procedures; interprets assessment
results; obtains, integrates, and interprets information about child behavior and conditions relating to learning; consults
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 plans and manages a program of psychological
services, including psychological counseling for children and parents.
3.
School Social Worker
: Prepares a social or developmental history on a child with a disability; counsels with child and
family; works in partnership with parents and others on those problems in a child’s living situation that affect the
child’s adjustment in school; and mobilizes school and community resources to enable the child to learn as effectively
as possible in his or her educational programs.
4.
Interpreter
: Provides translation between spoken and manual (sign language) communication; translates spoken
material into sign language for hearing impaired students; and interprets sign language of hearing impaired students into
oral language for hearing individuals or others not conversant in sign language.
5.
Audiologist
: Identifies children with hearing loss; determines the range, nature, and degree of hearing loss, including
referral for medical or other professional attention for the habilitation of hearing; provides habilitative activities;
provides counseling and guidance of children, parents, and teachers regarding hearing loss; and determines the
children’s needs for group and individual amplification, selecting and fitting an appropriate aid, and evaluating the
effectiveness of amplification.
6.
Teacher Aide
: Assists a teacher with routine activities associated with teaching students. Include aides that are
specifically assigned to a student.
7.
Staffing Specialist
: Provides support to school and district staff in conducting eligibility and placement staffings;
participates in IEP meetings; monitors the implementation of reevaluations; and ensures compliance with IDEA
regulations.
8.
Recreation and Therapeutic Recreation Specialist
: Provides assessment of leisure function; therapeutic recreation
services; recreation programs in schools and community agencies; and leisure education.
9.
Other Diagnostic Personnel
: Includes psychometrists, technology evaluation specialists, and other diagnosticians.
10.
Counselor
: Provides guidance to 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.
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. Supervisor/Administrator
: Special education professional whose activities are concerned with directing and managing
the operation of a particular special education school or program, including professional management, administrative,
research, analytical, supervisory, and/or ancillary services.
12.
Other Professional Personnel
: Involved in the provision of specialized health services (nurses, psychiatrists, etc.),
specialized food service, specialized pupil transportation, and other occupational technicians, etc.
13.
Nonprofessional Personnel
: Includes bus aides, lunchroom aides, office staff, etc.
