Special Education December Count Webinar Training Colorado Department of Education

Transcription

1 Special Education December Count Webinar Training Colorado Department of Education

2 Today s Presenter s are: Kristi Gleason, Data Services Unit gleason_k@cde.state.co.us Lauren Rossini, Exceptional Student Leadership Unit rossini_l@cde.state.co.us 2

3 Webinar Discussion Points Why do we collect this data Personnel Qualifications and Compliance Highly Qualified Educator Licensing SPED Endorsements Job Class Codes and Position Assignments December Count Collection 3

4 Why Do We Collect This Data? Data from this collection allows CDE to verify that providers: are Fully Qualified with appropriate license and endorsement serve a majority of special education students with the same identified area of need as that provider s special education license and endorsement have an endorsement level appropriate for the age being taught Federally required data reports Data posted on new CDE website; SchoolVIEW.org Pre-populates AYP & Title 1 data reports 4

5 Special Education Personnel Qualifications and Compliance

6 Fully Qualified - IDEA/ECEA Special Education personnel (teachers, special service providers and administrators) must be Fully Qualified as authorized by: Federal law (IDEA)The Individuals with Disabilities Education Act and by State law - (ECEA) Exceptional Children s Educational Act State Special Education Personnel Standards Section 3.04 Personnel Qualifications ECEA requires the caseload match: 51% or more of the reported student caseload must be appropriate for the license and endorsement of the provider. Fully Qualified specifically relates to whether a provider is appropriately licensed and endorsed for special education services. 6

7 Special Education Personnel Qualifications Providers must hold a valid CO license with an appropriate special education endorsement for the assignment and student caseload or must be employed based on one of the following: SEE = Special Educator Eligibility TTE = Temporary Teacher Eligibility TEI = Temporary Educational Interpreter 7

8 SEE - Special Educator Eligibility SPED Teacher Approval process exclusive for a special education TEACHER who: is enrolled in an IHE special education TEACHER preparation program and who holds a CO TEACHER license TEACHER - TEACHER - TEACHER = SEE 8

9 Are Teachers on an SEE Qualified? They may be IDEA Fully Qualified Teachers employed on an SEE may be considered Fully Qualified depending on the IHE program being completed and the student caseload NCLB Highly Qualified Depending on the assignment, the SEE teacher may satisfy Highly Qualified determinations if the teacher: holds a CO teaching license has a degree demonstrates subject matter competence for the content area 9

10 TTE - Temporary Teacher Eligibility SPED Teacher Approval process for a special education teacher who: DOES NOT hold a valid CO teacher license is enrolled in an IHE special education teacher preparation program AU must apply annually for the TEE Authorization through Educator Licensing 10

11 Are Teachers on a TTE Qualified? They are not IDEA Fully Qualified Teachers employed on a TTE are NOT Fully Qualified NCLB Highly Qualified Teachers employed on a TTE are NOT Highly Qualified Why aren t they qualified? The TTE teacher DOES NOT hold a CO teaching license which is a requirement for Fully Qualified (IDEA) and Highly Qualified (NCLB) status. 11

12 TTE - Temporary Teacher Eligibility Special Service Providers Approval process available for a special service provider (Speech Language Pathologists, School Psychologists, School Social Workers, etc) who: DOES NOT hold a valid CO license of any type (teacher, special services, administrator) is enrolled in an IHE special services preparation program AU must apply annually for the TEE Authorization through Educator Licensing 12

13 Are Special Service Providers on a TTE Qualified? They are not IDEA Fully Qualified Special service providers employed on a TTE are NOT Fully Qualified: Providers DO NOT hold a CO license NCLB Highly Qualified Not applicable: Highly Qualified determinations apply to K-12 content teachers only 13

14 General Information SEE - TTE - TEI Forms and Instructions website: CDE will not accept previous year forms for current year application SEE/TTE - Single form used for both SEE/TTE check appropriate box at top of form TEI Forms updated to include year by year Supporting Documentation grid with specific annual requirements clearly displayed New for CHECKLIST implemented to ensure submission accuracy SEE/TTE/TEI Initial - separate CHECKLIST specific for Year One SEE/TTE - separate CHECKLIST specific for Years Two and Three (Continued Progress) TEI - separate Year 2 and Year 3 CHECKLIST (Continued Progress) 14

15 Authorization: Temporary Educator Eligibility (TEE) Required if : the provider DOES NOT hold a CO teacher, special services or administrator license TEE Authorization is in addition to and is required annually with: Temporary Teacher Eligibility (TTE) Temporary Educational Interpreter (TEI) TEE Authorization is: a licensing application must be completed Online through CDE Educator Licensing at: Online application fee required the applicant is required to upload the TTE/TEI documents into the Online TEE TTE /TEI Applications containing original signatures must then be mailed to : Lauren Rossini at 1560 Broadway, Ste 1175, Denver, CO

16 SEE and TTE Approval Cycle Three School Years verified enrollment in an IHE program with documented progress for Years 2 and 3 or One Year Modified applicant has completed an IHE program but needs to satisfy additional licensing requirements, e.g., PLACE or PRAXIS exam, 24 hours, etc. Maximum allowed approval cycle will never exceed 3 School Years 16

17 TEI Approval Cycle One year annually for a maximum of Three School Years Applicant has completed an AA degree program Requires annual completion of licensing requirements, e.g. EIPA Written Test EIPA Performance Refer to specific annual requirements outlined in the Supporting Documentation grid at: TEE Authorization is: a licensing application must be completed Online through CDE Educator Licensing at: Online application fee required applicant is required to upload the required documentation outlined in the Supporting Documentation grid 17

18 When to Use SEE/TTE/TEI and TEE Authorization? Take a moment to review the Quick Reference Guide at: This easy tutorial will: help to clarify the process for SEE/TTE/TEI clarify how these approvals link with the TEE Authorization help you determine which application is appropriate for your needs provide you with various situational scenarios 18

19 Online SEE TTE TEI Process The SEE/TTE and TEI submission and approval process will be fully merged into the Educator Licensing Online System in the near future. Progress for school year: TTE Verification required as part of the TEE Authorization application TEI Supporting Documentation required as part of the TEE Authorization application school year: Full implementation of all SEE/TTE/TEI forms and online approval process allowing: faster processing turn around time Online access to approval verification and status check 19

20 NCLB Highly Qualified

21 Highly Qualified - NCLB Federal law, No Child Left Behind Act (NCLB), requires that K-12 core content teachers be Highly Qualified. Who? All elementary special education teachers Secondary special education teachers who are sole providers of core content to students 21

22 Highly Qualified - NCLB Federal law, No Child Left Behind Act (NCLB), requires that core content K-12 teachers be Highly Qualified. What is core content? English, Reading, or Language Arts Mathematics Science Foreign Languages Social Studies (Civics, Government, History, Geography, Economics) The Arts (Visual Arts, Drama, and Music) 22

23 NCLB HQ and Special Education Teachers All special education teachers must hold the appropriate endorsement for the assignment and student caseload (ECEA). All elementary level special education teachers must meet NCLB elementary HQ requirements. All secondary level special education teachers who are sole providers of content must meet NCLB HQ requirements for the subject area of assignment. Secondary teachers working with students who are working toward alternative standards (e.g., CSAP-A) must be elementary qualified. 23

24 The Special Education HQ Equation Colorado Teaching License with appropriate SPED endorsement and SPED Endorsed Teacher holds a Degree and Teacher Demonstrates Subject Matter Competence Equals Highly Qualified Teacher!! 24

25 Title I HQ Requirements All Title I teachers must be Highly Qualified CDE does not accept HQ plans in the Highly Qualified Online System (HQOS) for Title I teachers ( Targeted Assistance programs: all teachers salaried out of Title I must be HQ (code 206 in Regular HR Collection) Schoolwide programs: all core content teachers (regardless of salary source) must be HQ (codes 201 and 206 in Regular HR and 202 in December Count) Teachers on TTEs are not HQ and cannot provide services in Title I schoolwide programs If your AU has a TTE teacher providing services in a schoolwide program, you MUST reassign this teacher into a non-schoolwide position prior to the December 1 st collection. A complete list of Title I schoolwide programs may be reviewed at: 25

26 Title I Paraprofessionals HQ Paraprofessional Rules Must have at least a high school diploma or its equivalency AND Basic Skills Competence 2 years of college (e.g., associates degree, 48-semesters hours of coursework) OR Pass a paraprofessional test ( 26

27 Paraprofessionals Who Needs to be HQ? Only Pre-K-12 instructional paraprofessionals in Title I Schools Targeted Assistance programs: all paras salaried out of Title I must be HQ (code 419 in Regular HR) School wide programs: all paraprofessionals (regardless of salary source) must be HQ (codes 415 and 419 in Regular HR and 416 in December Count) 100% of Title I instructional paraprofessionals, including special education, must be HQ. HQ! 27

28 HQ Para Error Message 100% of Title I instructional paras must be HQ (416 in December Count) If you report a PK-12 Title I instructional paraprofessional who is not HQ you will receive the following Error Message: As reported, this paraprofessional does not meet the NCLB Highly Qualified requirements for an instructional paraprofessional in a Title I schoolwide program. Please verify the accuracy of the data reported in the Highest Level of Education Completed and Passed Professional Test fields. If the paraprofessional does not currently meet these requirements, contact CDE. Please verify and assure that these paraprofessionals meet HQ requirements prior to December 1 st. 28

29 HQ Errors and HQOS Plans AUs will use the Highly Qualified Online System (HQOS) to enter teacher plans or HOUSSE information. HQ errors will appear when you are in Level 2 edits. Non-HQ teacher records populate into HQOS upon submission of your data files (prior to final approval). CDE strongly suggests you submit your data file as soon as possible, and as often as needed, to populate records into HQOS. CDE is committed to reviewing these submissions as quickly as possible and providing you with relevant feedback. Keep in mind, you may need to supply additional information before a record can be resolved. Please be diligent in checking HQOS and build time into your schedule to work on all HQ related issues first. Once CDE approves a record, you MUST resubmit your data file to clear the error. 29

30 Highly Qualified Implications Keep in mind All HQ errors must be resolved before you can approve your December Count data! 30

31 Contact Information on NCLB HQ Cheryl Miller, NCLB HQ Coordinator Phone: Lisa Medler, NCLB HQ Consultant Phone: Tina Tamayo, Program Assistant Phone NCLB HQ Website: 31

32 Educator Licensing SPED Endorsements and Online System

33 Initial Licensure Special Education Generalist Initial licensure in any endorsement area requires the applicant to: complete an approved IHE licensure program take and pass the appropriate exams Initial licensure or added endorsement based on completion of an approved licensure program for Special Education Generalist endorsement requires the applicant to: complete an approved teacher preparation program in special education take and pass the Special Education Generalist PLACE exam #20 NOTE - Colorado IHE programs also require completion of the Elementary Education exam 33

34 Added Endorsement Special Education Generalist Assessment or 24 Semester Hours Under the Rules for the Implementation of Senate Bill 160, the following applies to those who already hold a license as a teacher in Colorado: A licensed and endorsed teacher (example - Elementary Education, Moderate Needs, SN Affective, Secondary Math, etc.) may add the Special Education Generalist endorsement to their existing license by: Having a passing score on the Generalist PLACE exam #20 OR BY Documenting 24 semester hours of relevant coursework applicable to the Generalist licensing standard with 2.6 overall degree GPA maximum of 6 semester hours of documented professional development or work experience allowed 34

35 Adding the New Endorsement to the Current Teaching License Once the teacher has satisfied the added endorsement requirements, the additional step of adding the endorsement to the current license must be completed. Teacher completes the Online application for added endorsement thru the Educator Licensing website at: Teacher pays the online application fee of $80 Once the Licensing department has evaluated the application, the endorsement may be added to the teacher s current license. NOTE - the original expiration date of the license will not change per the added endorsement process. 35

36 Allowable Endorsement Areas via Assessment or 24 Semester Hours The added endorsement process via completion of assessment or 24 semester hours include such areas, but are not limited to: Early Childhood Language Arts Linguistically Diverse Mathematics Science Social Studies Special Education Generalist ** a complete list may be found on Educator Licensing s website NOTE - Special Education Specialist endorsements may only be obtained via completion of an IHE teacher preparation program in: Early Childhood Special Education (ECSE) Deaf/Hard of Hearing Visually Impaired 36

37 Educator Licensing Status Check Website To verify the licensure and endorsement status of certificated personnel: log into the Educator Licensing website you MUST have the provider s SSN to access licensure information through the Status Check website Website link: It is the responsibility of the AU to verify licensure status for personnel and not the responsibility of CDE to monitor the licensure status of your staff. Individual applicants may verify their own licensure status by: Logging into their E-Licensing account Checking for messages from Educator Licensing pertinent to their license application 37

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39 Status Check Website Helpful Hints Verification of licensure and endorsement may help in the determination of appropriate Job Class Codes to report on both your December Count and Federal Application (Part B) submissions. If no licensure information is found using the SSN and birth date of the provider: verify the SSN to ensure you have the correct number often one or two numbers have been transposed Slashes, dashes or spaces are not allowed personnel without a CO license, if required for the position, will be determined out of-compliance on the December Count talk with your personnel about their license application 39

40 Proper Job Class Codes and Position Assignments

41 Not Sure How to Code a Position? Pay close attention to the actual assignment of the provider. Verify the provider s CO license type and SPED endorsement. This is VERY IMPORTANT in determining the Job Class Code selection. Unsure of the Job Class Code to use? Refer to the Detail Job Classification Descriptions for a complete list of Job Class Codes: Contact CDE with your questions before coding a provider incorrectly. Incorrect coding may cause a provider to be determined out-of-compliance due to an inappropriate license and/or endorsement for the reported category. 41

42 Instructional or Non-Instructional? Determine if the position provides services or oversees services in an instructional capacity or is the position providing or overseeing supportive services, e.g. mental health or related services Special Education Coordinators/Supervisors JCC 107 (instructional) or JCC 108 (non-instructional) Special Education Consultants JCC 215 (instructional) or JCC 335 (non-instructional) position is salaried or a purchased service It is very common for an AU to miscode these positions resulting in nonapproval of staff due to inappropriate licensure/endorsement for the reported Job Class Code. 42

43 Use These Codes if the Position is Classified as Instructional Coordinates, manages or directs services within an instructional program or areas of instruction. Consults in the management or direction of instructional programs or areas of instruction. JCC 107 Instructional Program Coordinator/Supervisor JCC 215 Instructional Program Consultant Personnel is required to hold a CO teaching license with an appropriate instructional endorsement for the program or services provided. 43

44 Or These Codes if the Position is Classified as Non-Instructional Coordinates, manages or directs services within an non-instructional program or areas of instruction. Consults in the management or direction of services within a non-instructional program. (e.g. licensed School Psychologist or School Social Worker) JCC 108 Non-Instructional Program Coordinator/Supervisor JCC 335 Non-Instructional Program Consultant Personnel is required to hold a CO special services license with an appropriate special services endorsement for the program or services provided. (e.g., School Psychologist, School Social Worker) 44

45 Common Miscoding of Related Services Personnel Many related services positions are reported using an incorrect Job Class Code. Most common miscoding occurs with: Occupational Therapists JCC 234 and Physical Therapists JCC 235 Counselors JCC 211 and School Psychologists - JCC 236 and School Social Workers JCC 237 Miscoding these positions results in non-approval of staff due to inappropriate licensure/endorsement for the reported Job Class Code. 45

46 Correct Coding of Related Services Personnel Remember to: Determine the specific services of the provider Verify the provider s license type and endorsement by logging into Educator Licensing s Status Check Verify how positions are classified in your HR system and collaboratively work between HR/Data Respondents/IT personnel to ensure correct alignment with ADE Job Class Codes Proper coding will result in approval of the position, provided the staff holds appropriate licensure/endorsement for the reported Job Class Code. 46

47 School Counselor JCC 211 School Counselor Counselors guide individuals and families by assisting them in problem-solving, decision-making, discovering meaning, and articulating goals related to personal, educational, and career development. Counselors differ in the types of services they offer to both general and special education students. As a related service provider counselors can offer academic/career guidance and/or individual/group counseling services to students with disabilities. Remember!! Because counselors are likely to work with both general and special education students, your AU must conduct a time study analysis of the position. Report on the Dec Count the hours per day attributed to students with disabilities. The remaining hours per day should be reported on the regular HR collection for general education students. 47

48 Interns School Psychologist School Social Worker Interns have very specific licensing and reporting requirements. Things to Remember: You must report Interns with Employment Status Code 08-Intern. Individuals completing either an in-state or out-of-state program are eligible for the Intern Authorization through Educator Licensing. 48

49 Employees Hired on a Purchase Service Contract Personnel employed on a contractual basis MUST be reported on the December 1 st collection: Employment Status Code = 04 Purchased Services If the contract for services is valid for the period covering December 1 st, report the position regardless of whether the provider is actually providing services on December 1 st Contractual employees are not exempt from licensure requirements and MUST hold the appropriate license and endorsement for the position, regardless of the amount of time, days or hours of the contract. 49

50 Substitute Teachers Daily Substitute teachers are not reported on the December Count. What to do if Your AU has assigned a substitute to fill in for a permanent employee who will be returning to the assignment, but who is out on paid leave as of December 1 st. The permanent employee is reported Employment Status Code 02 On Leave and Not Replaced The student caseload is reported to the permanent employee A permanent employee is out on unpaid leave, or has resigned, as of December 1 st. This position is now classified as vacant and the replacement teacher (new permanent hire or a substitute) must hold a valid CDE license with an appropriate special education endorsement for the assignment. Report the new employee Employment Status Code 01 Active Employment The student caseload is reported to this new employee 50

51 Consultants for Professional Development Consultants hired on a purchase service contract for professional development only, whose contractual agreement is valid as of December 1 st, MUST be reported on the December Count. These are consultants who: provide trainings/conduct conferences and workshops to AU staff Report this Consultant as: Job Class Code = 347 Staff Developer Employment Status Code = 04 Purchased Services Do not use Job Class Code 347 if the Consultant is providing direct services or is conducting assessments for students. Contact CDE with questions regarding the proper Job Class Code to use. 51

52 Additional Pay Additional pay is defined in the Chart of Accounts as: amounts paid to employees of a school district/administrative unit for work performed in addition to the employee s regular work assignment Report the Additional Pay assignment as: a separate staff detail record Job Class Code = appropriate for the particular assignment Employment Status Code = 10 Additional Pay/Additional Duties actual hours per day for the additional assignment are reported 52

53 Home/Hospital Teachers Home/Hospital Teachers are required to hold a CO teaching license with either an endorsement in special education or in an area of general education, e.g., Elementary Education. Code a Home/Hospital Teacher as: Job Class Code = 202 Teaching Subject Area = 1700 Special Education Admin/Instructional Code = 0032 Home/Hospital Instruction 53

54 Specialty Teachers Specialty Teachers are defined as teachers providing services in the areas of: Art (also must be HQ in Art) Music (also must be HQ in Music) PE (adaptive) Family and Consumer Education Industrial Arts Specialty Teachers are required to hold the appropriate specialty area endorsement on a CO teaching license. Code a Specialty Teacher as: Job Class Code = 202 Teaching Subject Area = 4 digit specialty area code Admin/Instructional Code = 0037 Specialty Teacher 54

55 Primary vs. Secondary Provider Fields All students must be reported with a Special Education Teacher (Job Class Code 202) or a Speech/Language Pathologist (Job Class Code 238) in either the primary provider/service coordinator field or in a secondary provider field. Accurately reporting provider SSNs on the student file, and in the correct order (primary vs. secondary), will be of benefit to your AU in the staff approval process. Staff approval is an automated internal CDE process that occurs after the AU has approved their data. The elements for approval: match the endorsement of the provider with the reported student caseload 51% or more of the caseload must be appropriate for the endorsement(s) of the provider The following information will help you to understand the relation of primary vs. secondary provider fields and the impact on staff compliance. 55

56 Low Incidence Teachers Visually Impaired Specialists Deaf/Hard of Hearing Specialists Things to Remember: These teachers should be the direct primary provider/service coordinator for students identified with either a visual impairment or a hearing disability. The SSN of the teacher should be reported on the corresponding student file in either the primary provider field (for students identified with a visual impairment or a hearing disability) or in one of the secondary provider fields (all other disability categories for students who also require secondary vision or hearing services). The 51% allowance for a vision or hearing teacher is reflective of the students reported on the primary caseload only. The secondary caseload is not a factor in determining compliance for a vision or hearing teacher as they may serve a broad range of students as a secondary provider. 56

57 Coding a Visually Impaired Specialist or Deaf/Hard of Hearing Specialist Code a Visually Impaired Specialist as: Job Class Code = 202 Teaching Subject Area 1720 Vision Disability or 1700 Special Education Admin/Instructional Code 0002 if K-12 or 0035 if Pre-K Code a Deaf/Hard of Hearing Specialist as: Job Class Code = 202 Teaching Subject Area 1730 Hearing Disability or 1700 Special Education Admin/Instructional Code 0002 if K-12 or 0035 if Pre-K 57

58 Coding a Special Education Teacher Things to Remember: The SSN of the teacher is reported on the corresponding student file in either the primary provider/service coordinator field or in one of the secondary provider fields. The 51% allowance for a SPED teacher is required based on data provided in BOTH the primary and the secondary caseload. 58

59 Special Education Teachers Appropriate Endorsement in Relation to Student Caseload 51% or more of the entire SPED teacher s student caseload (both primary and secondary) must be appropriate for the SPED endorsement on the teacher s CO license. Teacher holds a categorical endorsement, e.g., Moderate Needs, SN Affective, SN Cognitive, etc. Teacher holds an older SPED endorsement, e.g., Educable Mentally Handicapped, Educationally Handicapped. The range of student disabilities on the caseload is broad-based and is not reflective of the 51% allowance. Position is determined to be out-of-compliance 59

60 Special Education Teachers Appropriate Endorsement in Relation to Student Caseload 51% or more of the entire SPED teacher s student caseload (both primary and secondary) must be appropriate for the SPED endorsement on the teacher s CO license. Teacher holds a cross-categorical endorsement, e.g., Special Education Generalist. The range of student disabilities on the caseload is broad-based and satisfies the 51% allowance. Position is determined to be in compliance 60

61 Coding a Speech-Language Pathologist Things to Remember: The SLP should be the direct primary provider/service coordinator for students identified with a speech disability. The SSN of the SLP should be reported on the corresponding student file in either the primary provider field (for students identified as speech) or in one of the secondary provider fields (all other disability categories). The 51% allowance for an SLP is reflective of the students reported on the primary caseload only. The secondary caseload is not a factor in determining compliance for an SLP as they serve a broad range of students as a secondary provider. 61

62 Speech-Language Pathologist Appropriate Endorsement in Relation to Student Caseload 51% or more of the SLP s primary student caseload must be appropriate for the Speech-Language Pathologist endorsement on the SLP s CO license. Equals 62

63 IDEA Application Personnel and December Count Personnel If a teacher is denied position approval status on the December Count due to holding an inappropriate special education endorsement for the student caseload, this same teacher, in the same assignment, is not eligible for federal funds and should not be reported on your IDEA Applications. Job Class Codes must be consistent between the IDEA Application and December Count collections, for example: A position is reported on the IDEA Application as JCC 202 SPED Teacher (no caseload attached to the IDEA Application) The same individual is also reported on the December Count, but reported as JCC 218 Teacher Mentor (bypassing the caseload requirement) The position is in fact a teaching position and should be reported consistently in both collections. If the teacher does not hold appropriate credentials, the AU must have the teacher obtain the proper SPED endorsement for the caseload via either: the SEE process or by obtaining the additional SPED endorsement through Educator Licensing 63

64 Personnel serving both General and Special Education Students For personnel who provide services to both general and special education student populations, the AU is required to: conduct a position Time and Effort study report only the FTE attributed to special education students Examples of these positions are: Nurses School Psychologists Social Workers Counselors Administrators (who supervise/coordinate services in areas other than special education) 64

65 Link Between December Count and IDEA Federal Applications Please remember to: share this information with the person(s) at your AU who are responsible for the submission of your IDEA Federal and EOY Applications Job Class Codes and Grant Project Codes for all individuals must be consistent between the two collections SPED Teachers and SLP s who are determined to be out-of-compliance due to student caseload implications are not eligible for federal funding and should not be reported on your IDEA Applications unless: your AU has rectified the situation by a reassignment or the provider s licensure has changed 65

66 2011 December Count Collection

67 Available Resources ADE Documentation April 1 Communications Grant Codes ALPHA/NUMERIC Job Classification Codes Personnel Technological Proficiency Collection Notice Staff Data Elements and Definitions Staff File Layouts and Edits Summary of Changes Staff Template Timeline 67

68 Timeline Complete Version available - Deadlines are at 5.00 pm on the date due Technical Assistance Available from 8:30 am 5:00 pm If you require additional technical assistance, please let us know ASAP so that time can be arranged to support your work. Include Administrative Unit/State Operated Program Number Provide the Specific Topic of Your (e.g. AU##### FTE Calculation) Include gleason_k@cde.state.co.us, vargas_s@cde.state.co.us, bolger_o@cde.state.co.us, baca_k@cde.state.co.us Submit Early and Submit Often! What is Due Indicator 20 Implications 68

69 Important STAFF Related Deadlines Due Date (AU deadline 5:00 pm) What is Due November 2, 2011 December Count FY2011 Opens None Indicator 20 implications for Determinations November 15, 2011 December 7, 2011 Date by which you must have made your first STAFF file submission. (Refer to timeline posted on ADE for specific requirements) Date by which you must have passed all Level 1 edits. (Refer to timeline posted on ADE for specific requirements) Indicator 20 Timeliness * Indicator 20 Timeliness December 14, 2011 December 29, 2011 January 4, 2012 Date by which you must have all HQ plans submitted in the HQ Online System. All exception requests due to allow CDE time to get them entered and allow you to pass all edits by the deadline Date by which you must have passed all edits (Level 1 and Level 2) in preparation for report review January 5, 2012 Special Education Staff reports available for regular HR review None Indicator 20 Timeliness Indicator 20 Timeliness Indicator 20 Timeliness January 5 - January 11, 2012 January 11, 2012 January 23 January 24, 2012 Report review STAFF and STUDENT. AUs please work with District HR staff to review STAFF records Date by which the AU must have passed all edits (Level 1 and 2) and Approve their data in ADE. Any STAFF changes not related to duplicates required after this date will impact Indicator 20 validity. Final report review and data file approval. ALL Final reports are signed and submitted. None Indicator 20 Timeliness 2 points Indicator 20 Timeliness 69

70 Indicator 20 Impacts of Special Education December Count Collection Unless otherwise stated, timeliness is worth 1 point AU s will lose one point for every calendar day they are late; the day ends at 5.00pm Please note instances in the timeline in which two points are lost for every calendar day an AU is late; the day ends at 5.00pm Any Student or Staff changes (not related to duplicates) required after January 11, 2012 will impact Indicator 20 validity. 70

71 Notification of Non-Compliance Post December Count collection personnel verification process: AU passes all edits and data submission is approved CDE runs the personnel approval process matching provider license and endorsement with reported Job Class Code assignment and student caseload Personnel is determined to either be in compliance or out-of-compliance A report identifying personnel approval status is available to SPED Directors post current year December Count verification process. ADE download report titled The Qualified Staff Report This report is intended to provide the AU with a comprehensive overview of personnel determined to be out-of-compliance. The outcome of the personnel verification process will now serve as official Notification of Non-Compliance AUs will be contacted by members of the General Supervision Team for follow-up. The non-compliance will require a Corrective Action Plan and CDE s verification of correction. 71

72 Changes to STAFF File Layout HEADER See page 1 and 2 of the Special Education December Count Staff Data Elements and Definitions for changes to the Layout DETAIL No Changes 72

73 Changes to Staff Header Fields Technology Proficiency While the data is no longer required, if available please provide Additional information on ADE at Contact DeLilah Collins at or Educator Effectiveness Teacher Probationary Status REQUIRED Formal Performance Evaluation Date FIELD REMOVED Teacher Overall Performance Rating NAME CHANGE Teacher Overall Performance Evaluation Rating from the Prior Year Rating Code Changes Rating 03 Partially Effective Rating 06 Evaluation of teacher was not conducted in prior year for a reason other than that the teacher is new 73

74 Common Points of Confusion FTE Calculation Salary Matrix Grade Caseload Match 74

75 Full Time Equivalent (FTE) Full Time Equivalence (FTE) is calculated individually within their job class category by: (Contract Days) x (Hours/Day) (Mode Contract Days) x (Mode Hours/Day) Each job class category has mode contract days and mode hours/day based on the submitted data at the district level 75

76 FTE Example John is reported with 6 hours/day and 180 contract days. His Job Class is 202 In the Data Summary Report, the mode contract days is 160 and the mode hours/day is 8 for his job class category (Instructional 201 and 202) FTE calculated by: (6*180)=1080 (8*160)=1280 =

77 FTE Report Post Collection, CDE generates an FTE summary report that pulls data from both the December Count and Regular HR collections. AU submits and approves special education data by mid-january District submits and approves regular education data by February Once all special education and regular HR data has been approved, CDE runs a cross collection report verifying duplication of personnel and FTE calculations for same individuals totaling more than 1.0 FTE across both collections. Notification will be sent from CDE to both data respondents asking for corrections to the data. Please work with your counterparts in Regular HR to take proactive steps to ensure unnecessary duplication of personnel records. 77

78 Salary Matrix Report Data on report is NOT distributed Data ranges are provided by Respondents Data Ranges are for full time staff If individual is 0.25 FTE, their salary will be computed at 4 times the provided number Provides better comparison Data can be changed throughout collection Print Salary Matrix Report Write-In the corrected numbers Fax to me at

79 Grade Case Load Match Providers serving multiple grade levels should indicate all applicable grade levels. Separate detail records are required for Infant, Pre-K, K-12 for ALL staff. If Job class code is 201 or 202, K-12 must be broken down further and a separate detail record is required for elementary, middle school and high school grades. 79

80 How is caseload being reported? Teacher reported by grade levels of individual students One to one match Grades of ALL students on a teacher s caseload must be marked as 01 yes. ALL other grades must be marked 02 no. Elementary School Grades K 6th must be marked 01 yes. All other grades MUST be marked 02 - no Teacher reported by school building Middle School Grades 6th 8th must be marked 01 yes. All other grades MUST be marked 02 - no District Wide: school code = 9980 Grades K-12 MUST be marked 01 yes. High School Grades 9th 12th must be marked 01 yes. All other grades MUST be marked 02 - no 80

81 Staff Caseloads ALL staff reported as Teachers (Job Class Code 202) or Speech Language Pathologists (Job Class Code 238) MUST have a student caseload (SSN must be reported in either the primary provider/service coordinator or secondary provider field of at least one student record). Two ways to report: Method A - One to one match Most accurate (preferred method) Grades selected on staff record must exactly match the grades of the individual students on the caseload Method B By school building Should be used for staff who serve a particular school building Grades selected on staff record must cover the entire grade range of the reported school building 81

82 District wide Personnel To assist in streamlining the data submission process and to eliminate the need for multiple detail records, the following is suggested for district wide personnel who are not assigned to a specific elementary or secondary setting. Submit one detail record with grades K-12 selected if Job Class Code is: 102, 104 (SPED Director/Assistant Director) 320, 322, 344 (Accountant, Admin/Executive Assistant, Personnel Officer) 380, 381, 382 (Computer Technology) (Office/Administrative Support) Report school code as 9980 District wide If the provider services Pre-K grade, a separate detail record for this assignment is required with Admin/Inst Area Code

83 WARNINGS General Warnings Display data anomalies Are for your information to assist with data verification. You are allowed to approve your data with existing warnings. Please review all of your warnings to verify that your data are reported accurately Salary Warnings Full time salary is not within the salary range in the Salary Matrix Report 83

84 General Warnings WARNING: Total FTE for the district is either 5% greater or 5% less than the total FTE from last year. EXPLANATION: Your AU has reported either more or less staff as compared to your prior year s submission. If this is actually the case in your administrative unit, no action is necessary to address the warning. If, however, that is not the case, you may need to add or remove staff reported in your file so that your submitted data accuracy reflects the staffing in your AU as of December 1 st. 84

85 Understanding the Salary Warning The Salary is computed via the following two methods: PER RECORD Example: If there are 2 records for 1 person, each record will be treated individually and not combined Using FULL TIME Status Example: If record is 0.5 FTE, Salary will be doubled for a 1.0 FTE comparison The computed salary is compared with the Salary Matrix Report Ranges and Warning is generated if they do not match. 85

86 December Count Contact Information Lauren Rossini - Primary Contact for personnel questions rossini_l@cde.state.co.us Phone: Sonia Vargas - Data Manager vargas_s@cde.state.co.us Phone: Kristi Gleason - Data Collection Custodian gleason_k@cde.state.co.us Phone Orla Bolger - Data Collection Consultant bolger_o@cde.state.co.us Phone Kathy Baca Data Collection Consultant baca_k@cde.state.co.us Phone

87 Thank you for Your Participation! 87