618 Data Collection Calendar

Suggested Tasks

• Verify that the state submitted Assessment files successfully before the due date.
• Analyze the data the state submitted according to the requirements for SPP/APR indicators 3A, 3B, 3C, and 3D for 4th grade, 8th grade, and high school to compare to the prepopulated data in your state's SPP/APR and prepare for narratives to address slippage.

Suggested Tasks

• Prepare Assessment data the state submitted in January for posting to state website to fulfill public reporting requirements. Refer to the public reporting requirements located in Section 300.160 (f).

No Assessment tasks this month.

No Assessment tasks this month.

No Assessment tasks this month.

No Assessment tasks this month.

No Assessment tasks this month.

No Assessment tasks this month.

Suggested Tasks

• Coordinate with the EDFacts coordinator on the timeline for assessment data submission.
• In collaboration with the EDFacts coordinator, begin reviewing the data for the four EDFacts assessment files for submission in EDPass.

Suggested Tasks

• In collaboration with the EDFacts coordinator, continue reviewing the data for the four EDFacts assessment files for submission in EDPass.

Suggested Tasks

• Continue collaborating with the EDFacts coordinator to ensure the accuracy of the four EDFacts assessment files for submission in EDPass.

Suggested Tasks

• Review Assessment files with the EDFacts coordinator prior to submission to ensure data accuracy and completeness.
• Begin EDPass submission to identify formatting, validation, and data quality errors.
• Coordinate with EDFacts coordinator as necessary to ensure that the state addresses data quality concerns in EDPass prior to data submission.

Suggested Tasks

• For states with a January 1 Child Count date, begin collecting Child Count and Educational Environments data.
• Provide LEAs with TA, as needed, on Child Count and Educational Environments data, including
  • guidance on eligibility category, demographics, and other data specific to individual students;
  • support for LEA's concerns or data issues regarding the enrollment of a child as of the Child Count date; and
  • Educational Environments, ensuring LEAs report students with the educational environment according to the student's IEP.

Suggested Tasks

• Review the data (if available) for students who were receiving special education and related services on the state's Child Count date (i.e., the state-specific date between October 1 and December 1).
• Work with LEAs to
  • answer questions about eligibility categories, demographics, and other data specific to individual students; and
  • address concerns or conflicts about enrollment as of the Child Count date.
• Begin review and validation procedures as documented in the state's processes for collecting, validating, and submitting these data (if data are available).

Suggested Tasks

• Conduct a review and validation of the Child Count and Educational Environments data as documented in the state's processes for collecting and validating these data.
• Continue working with LEAs to correct the Child Count and Educational Environments data at the local level in their student information system(s), as necessary.

Suggested Tasks

• Finalize the review and validation of the data, as documented in the state's processes for collecting, validating, and submitting these data.

Suggested Tasks

• Coordinate with the EDFacts coordinator on the submission timeline for Child Count and Educational Environments data.
• In collaboration with the EDFacts coordinator, begin creating the two EDFacts Child Count and Educational Environments files for submission in EDPass.

Suggested Tasks

• Begin the submission process in EDPass.
• Upload school age files (FS002) files through EDPass and begin working to resolve any data quality concerns. Verify the data at the
  • SEA level;
  • LEA level; and
  • school-level.
• Upload early childhood files (FS089) through EDPass and begin working to resolve any data quality concerns. Verify the data at the
  • SEA level; and
  • LEA level.

Suggested Tasks

• Verify that your state submitted the signed Child Count Certification Form to the Partner Support Center (PSC).
• Verify that your state submitted all School Age Child Count and Educational Environments data files (FS002) through EDPass by the deadline. Verify at the following levels:
  • SEA level
  • LEA level
  • school-level
• Verify that your state submitted the Early Childhood Child Count and Educational Environments data files (FS089) through EDPass by the deadline. Verify at the following levels:
  • SEA level
  • LEA level

Suggested Tasks

• Begin reviewing guidance and other Child Count and Educational Environments training documents for communication to LEAs during the next school year including
  • guidance on eligibility category, demographics, and other data specific to individual students;
  • support for LEA’s concerns or data issues regarding the enrollment of a child as of the Child Count date; and
  • Educational Environments, ensuring LEAs report students with the educational environment according to the student’s individualized education plan (IEP).
  • schedule and develop training (on-site, web-based, or other) for LEAs for the following year on how to collect and validate their Child Count and Educational Environment data.
• For submitted data
  • Post state-level Child Count and Educational Environments data on state website to fulfill public reporting requirements.

Suggested Tasks

• Finalize guidance documents and training for the Child Count and Educational Environments data collection.
• Notify LEAs of the training schedule regarding the collection of Child Count and Educational Environments data.
• Begin delivering the training (on-site, web-based, or other) according to your state's established schedule.

Suggested Tasks

• Continue delivering the training to LEAs (on-site, web-based, or other), regarding the collection of Child Count and Educational Environments data as needed.
• Provide TA to LEAs regarding children and students in Child Count data and clarifications on the various Educational Environments, as needed.

Suggested Tasks

• For states with November Child Count dates, begin collecting Child Count and Educational Environments data.
• Provide LEAs with TA, as needed, on Child Count and Educational Environments data, including
  • guidance on eligibility category, demographics, and other data specific to individual students;
  • support for LEA's concerns or data issues regarding the enrollment of a child as of the Child Count date; and
  • Educational Environments, ensuring LEAs report students with the educational environment according to the student's IEP.

Suggested Tasks

• For states with December Child Count dates, begin collecting Child Count and Educational Environments data.
• Provide LEAs with TA, as needed, on Child Count and Educational Environments data, including
  • guidance on eligibility category, demographics, and other data specific to individual students;
  • support for LEA's concerns or data issues regarding the enrollment of a child as of the Child Count date; and
  • Educational Environments, ensuring LEAs report students with the educational environment according to the student's IEP.

Suggested Tasks

• Review the prepared Discipline data files with the EDFacts coordinator prior to submission to ensure data accuracy and completeness.
• Begin EDPass submission to identify formatting, validation, and data quality errors.
• Coordinate with EDFacts coordinator as necessary to ensure that the state addresses data quality concerns in EDPass prior to data submission.

Suggested Tasks

• Verify that the the state has successfully submitted Discipline files at the SEA level and LEA level in EDPass prior to the due date.
• Prepare to post Discipline data on the state website to fulfill public reporting requirements.

Suggested Tasks

• Begin reviewing guidance and other training documents regarding the collection of special education Discipline data to share with LEAs during the following year.
• Prepare a schedule and begin developing training (on-site, web-based, or other) for LEAs on how to collect and validate their Discipline data.

Suggested Tasks

• Continue reviewing guidance and other Discipline training documents for communication to LEAs to ensure accurate data are reported the following year.
• Finalize and obtain approval for the schedule for training during the following year (on-site, web-based, or other) for LEAs on how to collect, validate, and report their Discipline data.

Suggested Tasks

• Send notification to LEAs to begin reviewing and cleaning their current year Discipline data prior to the end of the school year.
• Notify LEAs of deadlines for data review and submission of Discipline data.
• Finalize the guidance for reporting Discipline data and other Discipline training documents for the following year.
• Communicate to LEAs the schedule for the delivery of training (on-site, web-based, or other) on how to collect, validate, and report their Discipline data.

Suggested Tasks

• Begin aggregation and analysis of LEA Discipline data as the LEA data become available for review, to determine data quality.
• Work with individual LEAs to correct data at the local level, as necessary.
• Work with LEAs to answer questions about the types of disciplinary removals, lengths of disciplinary removals, student demographics, and other data specific to individual students.
• Respond to any other data quality questions from LEAs.

Suggested Tasks

• Continue working with LEAs to answer questions about the types of disciplinary removals, lengths of disciplinary removals, student demographics, and other data specific to individual students.
• Continue analyzing the removal data for children and students with disabilities between July 1 and June 30 of the previous school year at the LEA and SEA level.
• Begin reviewing the Discipline data and the validation procedures, as documented in the state's processes for collecting, validating, and submitting these data.

Suggested Tasks

• Continue validations and corrections of LEA data from the previous school year if necessary.
• Continue the review of the Discipline data and the validation procedures, as documented in your state's processes for collecting, validating, and submitting these data.

Suggested Tasks

• Continue the review of the SEA and LEA data and the validation procedures, as documented in your state's processes for collecting, validating, and submitting these data.
• Adhere to the training schedule created to provide training and technical assistance to LEAs for collecting, validating, and reporting Discipline data.

Suggested Tasks

• Coordinate with the EDFacts coordinator on the submission timeline for the Discipline data.
• Finalize data validations and corrections.
• Continue to provide training and technical assistance to LEAs according to the established schedule to ensure the collection, validation, and reporting of high-quality Discipline data for the current year.

Suggested Tasks

• In collaboration with the EDFacts coordinator, begin creating the six EDFacts Discipline files for submission in EDPass.

Suggested Tasks

• Continue collaborating with the EDFacts coordinator to create the six EDFacts Discipline files for submission in EDPass.

No Dispute Resolution tasks this month.

No Dispute Resolution tasks this month.

No Dispute Resolution tasks this month.

No Dispute Resolution tasks this month.

Suggested Tasks

• Review feedback from OSEP regarding the previous submission to identify any concerns and address concerns with updates to the files and/or data notes.

No Dispute Resolution tasks this month.

No Dispute Resolution tasks this month.

No Dispute Resolution tasks this month.

Suggested Tasks

• Review the EMAPS User Guide: IDEA Part B Dispute Resolution Survey.
• Review and validate Dispute Resolution data, as documented in the state's processes for collecting, validating, and submitting these data.

Suggested Tasks

• Enter data into the EMAPS IDEA Part B Dispute Resolution Survey (opens in October and is due the third Wednesday in November).
• Continue to review and validate the data.
• Submit data in the EMAPS IDEA Part B Dispute Resolution Survey.
• Review the Dispute Resolution HTML report and year-to-year comparison report after submission.
• Save a copy of the Dispute Resolution HTML and year-to-year comparison report for your records.

Suggested Tasks

• Confirm that the IDEA Part B Dispute Resolution Survey was submitted by the due date (third Wednesday in November).
• Make note of significant changes from prior years, and prepare data notes, as needed.

No Dispute Resolution tasks this month.

Suggested Tasks

• Review the Exiting submission files for the prior school year with the EDFacts coordinator prior to submission to ensure data accuracy and completeness.
• Begin EDPass submission to identify formatting, validation, and data quality errors.
• Coordinate with the EDFacts coordinator as necessary to ensure that data quality concerns are addressed in EDPass prior to data submission.

Suggested Tasks

• Verify that the state has submitted SEA-level and LEA-level Exiting files in EDPass successfully, prior to the due date.
• Prepare to post the state's Exiting data on the state website to fulfill public reporting requirements.

Suggested Tasks

• Begin reviewing guidance and other training documents regarding the collection of special education exiting data to share with LEAs.
• Prepare a schedule and begin developing training (on-site, web-based, or other) for LEAs on how to collect, validate, and submit their Exiting data.

Suggested Tasks

• Continue reviewing guidance and other Exiting training documents to share with LEAs to ensure accurate data are reported the following year.
• Finalize and obtain approval for the schedule for training (on-site, web-based, or other) for LEAs on how to collect, validate, and report their Exiting data to use during the following school year.

Suggested Tasks

• Continue reviewing guidance and other Exiting training documents to share with LEAs to ensure accurate data are reported the following year.
• Finalize and obtain approval for the schedule for training (on-site, web-based, or other) for LEAs on how to collect, validate, and report their Exiting data to use during the following school year.

Suggested Tasks

• Send notification to LEAs to begin reviewing and cleaning their current year Exiting data prior to the end of the school year.
• Notify LEAs of deadlines for data review and submission of Exiting data.
• Finalize the guidance for reporting Exiting data and other Exiting training documents to share with LEAs for the following school year data collection and reporting.
• Communicate the schedule for the delivery of training (on-site, web-based, or other) to LEAs on how to collect, validate, and report their Exiting data.

Suggested Tasks

• Ensure each LEA has reported Exiting data according to your state's reporting requirements and timeline.
• As LEAs submit their data, begin to determine completeness and accuracy of all Exiting data, verifying that data is for students ages 14 through 21 as of the state's Child Count date, who exited special education between July 1 and June 30 of the previous school year.
• Work with individual LEAs to correct Exiting data at the local level, as necessary.
• Respond to any other data quality questions from LEAs.

Suggested Tasks

• Continue reviewing the status of LEA Exiting data for students ages 14 through 21 as of the state's Child Count date, who exited special education between July 1 and June 30 of the previous school year.
• Work with LEAs to answer questions about the basis of exit, student demographics, and other data specific to individual students.
• Work with LEAs to identify local concerns or conflicts about withdrawals, dropouts, transfers, and other exiting categories for children and students with disabilities exiting special education.
• Begin the review of the SEA's data and validation procedures, as documented in the state's processes for collecting, validating, and submitting these data.

Suggested Tasks

• Continue the review of the LEA's Exiting data according to the state's processes for collecting, validating, and submitting Exiting data

Suggested Tasks

• As needed, continue the review of the SEA and LEA data and the validation procedures, as documented in your state's processes for collecting, validating, and submitting these data.
• Continue to provide training according to the schedule the state created to provide training and technical assistance to LEAs for collecting, validating, and reporting Exiting data.

Suggested Tasks

• Coordinate with the EDFacts coordinator on the submission timeline for Exiting data.
• Finalize data validations and corrections.
• Continue to provide training and technical assistance to LEAs according to the state's established schedule to ensure the collection, validation, and reporting of high-quality Exiting data.

Suggested Tasks

• Continue collaborating with the EDFacts coordinator to create the EDFacts Exiting file for submission in EDPass.
• Use resources such as the IDC’s SEA EDFacts Edit Check and Data Display Tool – IDEA Exiting.

No MOE Reduction and CEIS tasks this month.

No MOE Reduction and CEIS tasks this month.

Suggested Tasks

• Begin reviewing guidance and other training documents regarding the collection of Comprehensive Coordinated Early Intervening Services (CCEIS) and voluntary Coordinated Early Intervening Services (CEIS) to share with LEAs during the following school year.
• Prepare a schedule and begin developing training (on-site, web-based, or other) for LEAs on how to collect and validate their CCEIS and CEIS data.

Suggested Tasks

• Begin gathering data to include in the MOE Reduction and CEIS data submission, including individual LEA data for every LEA or ESA that receives an IDEA Section 611 or 619 sub grant, which includes
  • LEA/ESA allocations
  • annual LEA determinations
  • MOE reduction
  • significant disproportionality status and category by LEA
  • LEAs with Comprehensive Coordinated Early Intervening Services (CCEIS)
    • funds reserved
    • number of students served
  • LEAs selecting voluntary CEIS
    • funds reserved
    • number of students served
• Continue reviewing guidance and other training documents regarding the collection of CCEIS and CEIS to share with LEAs during the following school year.
• Continue developing training (on-site, web-based, or other) for LEAs on how to collect and validate their CCEIS and CEIS data.
• Share the approved schedule for training on how to collect and validate CCEIS and CEIS data with LEAs.

Suggested Tasks

• Continue gathering data to include in the MOE Reduction and CEIS data submission, including individual LEA data for every LEA or ESA that receives an IDEA Section 611 or 619 sub grant, which includes
  • LEA/ESA allocations
  • annual LEA determinations
  • MOE reduction
  • significant disproportionality status and category by LEA
  • LEAs with Comprehensive Coordinated Early Intervening Services (CCEIS)
    • funds reserved
    • number of students served
  • LEAs selecting voluntary CEIS
    • funds reserved
    • number of students served
• Continue reviewing guidance and other training documents regarding the collection of CCEIS and CEIS to share with LEAs during the following school year.
• Continue developing training (on-site, web-based, or other) for LEAs on how to collect and validate their CCEIS and CEIS data.
• Share the approved schedule for training on how to collect and validate CCEIS and CEIS data with LEAs.

Suggested Tasks

• Continue gathering data to include in the MOE Reduction and CEIS data submission, including individual LEA data for every LEA or ESA that receives an IDEA Section 611 or 619 sub grant, which includes
  • LEA/ESA allocations
  • annual LEA determinations
  • MOE reduction
  • significant disproportionality status and category by LEA
  • LEAs with Comprehensive Coordinated Early Intervening Services (CCEIS)
    • funds reserved
    • number of students served
  • LEAs selecting voluntary CEIS
    • funds reserved
    • number of students served

Suggested Tasks

• Submit MOE Reduction and CEIS data via EMAPS no later than September 4, 2024.
• Check reports in EMAPS to make sure your state corrected all errors and warnings.
• Adhere to the training schedule to provide training and technical assistance for collecting, validating, and reporting Comprehensive Coordinated Early Intervening Services (CCEIS) and CEIS data.

Suggested Tasks

• Enter LEA MOE Reduction and CEIS data into the .csv file template provided by PSC
• Review data for errors and inconsistencies, using resources such as the IDC's SEA EDPass and EMAPS Edit Check and Data Display Tools and the U.S. Department of Education's EMAPS User Guide for MOE Reduction and CEIS.
• Adhere to the training schedule to provide training and technical assistance for collecting, validating, and reporting Comprehensive Coordinated Early Intervening Services (CCEIS) and CEIS data.

Suggested Tasks

• Post MOE Reduction and CEIS data on state website to fulfill public reporting requirements.
• Notify LEAs identified with significant disproportionality according to your state's guidelines and procedures.

No MOE Reduction and CEIS tasks this month.

No MOE Reduction and CEIS tasks this month.

No MOE Reduction and CEIS tasks this month.

Suggested Tasks

• Review Personnel files with the EDFacts coordinator prior to submission to ensure data accuracy and completeness.
• Begin EDPass submission to identify formatting, validation, and data quality errors.
• Coordinate with your EDFacts coordinator as necessary to ensure that the state addresses data quality concerns in EDPass prior to data submission.

Suggested Tasks

• Verify that the the state as successfully submitted the three personnel files in EDPass prior to the due date at both the SEA and LEA level.
• Prepare to post Personnel data on state website to fulfill public reporting requirements.

Suggested Tasks

• Begin the process of reviewing guidance and other training documents regarding the collection of special education Personnel data to share with LEAs, including
  • information to ensure LEAs are collecting accurate data for the reporting period, which is the state Child Count date;
  • information for LEAs on how to count special education teachers or paraprofessionals as serving children ages 3–5 or students ages 6–21 to ensure LEAs report data in full-time equivalent (FTE) units, to the nearest one hundredth;
  • responding to LEAs' questions about specific special education staff who were in place as of the state's Child Count date; and
  • information for LEAs on how to count related services personnel to ensure LEAs report FTE data based on services that personnel provided to all children and students ages 3–21.
• Prepare a schedule and begin development of training (on-site, web-based, or other) for LEAs on how to collect and validate their Personnel data.
• Post Personnel data that the state submitted in February on the state website to fulfill public reporting requirements.
• Make the LEA personnel data available for use by the SEA and LEA staff.

Suggested Tasks

• Continue reviewing guidance and other special education Personnel training documents for communication to LEAs to ensure they report accurate data the following year.
• Finalize and obtain approval for the schedule for training (on-site, web-based, or other) for LEAs on how to collect, validate, and report their special education Personnel data to use during the following year.

No Personnel tasks this month.

No Personnel tasks this month.

No Personnel tasks this month.

No Personnel tasks this month.

Suggested Tasks

• For the current year data the state is collecting (i.e., the data collected on the state's Child Count date and that will be reported in February of the next school year), provide LEAs with TA, as needed, on special education Personnel data, including
  • questions related to full-time equivalent (FTE);
  • questions related to qualified versus not qualified; and
  • questions related to fully certified versus not fully certified.

Suggested Tasks

• Collaborate with the EDFacts coordinator on the submission timeline for the three Personnel files.
• Review the Personnel data from LEAs from the previous school year (to be submitted in February) to ensure accuracy.
• For current year data the state is collecting (i.e., the data collected on the state's Child Count date and that will be reported in February of the next school year), provide LEAs with TA, as needed, on special education Personnel data, including
  • questions related to full-time equivalent (FTE);
  • questions related to qualified versus not qualified; and
  • questions related to fully certified versus not fully certified.

Suggested Tasks

• In collaboration with the EDFacts coordinator, create the three Personnel EDFacts files to submit the data collected from LEAs during the previous school year.
• For current year data the state is collecting (i.e., the data collected on or near the state's Child Count date and that will be reported in February of the next school year), provide LEAs with TA, as needed, on special education Personnel data, including
  • questions related to full-time equivalent (FTE);
  • questions related to qualified versus not qualified; and
  • questions related to fully certified versus not fully certified.

Suggested Tasks

• Review the three Personnel EDFacts submission files for any errors and inconsistencies.
• Review data to validate submission files.
• For current year data the state is collecting (i.e., the data collected on or near the state's Child Count date and that will be reported in February of the next school year), provide LEAs with TA, as needed, on special education personnel data including
  • questions related to full-time equivalent (FTE);
  • questions related to qualified versus not qualified; and
  • questions related to fully certified versus not fully certified.
• Begin to review and validate Personnel data, as documented in the state's processes for collecting, validating, and submitting these data.