The unduplicated number of children with disabilities (IDEA) ages 3 through 21, along with their reported Least Restrictive Environment (LRE).
Tables 1 & 3 Certification Form (PDF)
Codes for Disability and LRE (PDF)
Personnel (in full-time equivalency of assignment) employed to provide special education and related services for children with disabilities.
Table 2 Personnel Reporting Form (XLSX)
Indicator 1 - Percent of youth with Individualized Education Programs (IEPs) exiting from high school with a regular high school diploma.
Indicator 2 - Percent of youth with IEPs dropping out of high school.
Students for this report are extracted from Enrich and includes ages 14 and older as of the last child count (not at the time of exit).
* Used in the denominator for dropout and graduation rates
The report of children with disabilities (IDEA) subject to disciplinary removal. This information is derived from the PowerSchool Incident Management report.
CEIS are services provided to students in K-12 who are not currently identified as needing special education or related services.
Table 8 CEIS Reporting Form
Resource Library
A rate ratio exceeding 2.50 in the out-of-school suspension (OSS)/expulsions greater than 10 days of students with IEPs. Rate ratios provide a comparison of LEA's rates of suspensions/expulsions for students with IEPs to the state’s rate of suspensions/expulsions for students with IEPs. There is no minimum n–size or cell–size requirement.
Methodology: The Office of Special Education Services (OSES) identifies LEAs with significant discrepancies in the rates of long-term suspensions and expulsions through the following steps: Using data collected from Table 5 –Discipline and Table 1 – Child Count (both from previous year), the OSES employs a rate ratio comparing the rate of all students with IEPs suspended/expelled greater than ten days in all LEAs.
The rate ratio is calculated by: Rate Ratio (RR) = (a/b)/(c/d)
a = Total students with IEPs in LEA with more than 10 days of OSS /expulsions
b = Total students with IEPs in LEA’s Child Count
c = Total students with IEPs in State with more than 10 days of OSS/expulsions
d = Total students with IEPs in State’s Child Count
Formula Summary:
{(Total students with IEPs in LEA with OSS/expulsions days greater than 10) / (Total students with IEPs in LEA’s Child Count)} /{ (Total students with IEPs in State with OSS/expulsions greater than 10 days) / (Total students with IEPs in State’s Child Count)}
A rate ratio exceeding 2.50 in the out-of-school suspensions (OSS)/expulsions greater than 10 days of students with IEPs, by each race/ethnicity. Rate ratios provide a comparison of LEAs’ rates of suspensions/expulsions for students with IEPs to the state’s rate of suspensions/expulsions for students with IEPs. Rate ratios are only calculated when the number of children with IEPs within a racial/ethnic group is greater than or equal to 10 (i.e., minimum n–size = 10).
Methodology:
The Office of Special Education Services (OSES) identifies LEAs with significant discrepancies in the rates of Out of School Suspensions and expulsions (OSS) through the following steps:
Using data collected from Table 5 –Discipline and Table 1 – Child Count (both from previous year), the OSES employs a rate ratio comparing the rate of students of racial/ethnic group y in LEA x for receiving out-of-school/expulsions totaling more than ten days to the rate of all students with IEPs in all LEAs within the state. This is done for each of the seven required racial/ethnic groups.
The rate ratio is calculated by: RR = (a/b)/(c/d)
a = Total students with IEPs in racial/ethnic group in LEA with more than 10 days of OSS/expulsions
b = Total students with IEPs in racial/ethnic group in LEA’s Child Count
c = Total students with IEPs in State with more than 10 days of OSS/expulsions
d = Total students with IEPs in State’s child count
Formula Summary:
{(Total students with IEPs in racial/ethnic group in LEA with OSS/expulsions days greater than 10) / (Total students with IEPs in racial/ethnic group in LEA’s Child Count)} /{ (Total students with IEPs in State with OSS greater than 10 days) / (Total students with IEPs in State’s child count)}
Report of percent of preschool children aged 3 through 5 with IEPs who demonstrate improved:
Indicator 7 - Reporting Template (XLSX)
COS Process Professional Development
COS Calculators & Graphing Templates
The US Department of Education requires states to collect information from parents every year. This information is used to determine if schools involve parents in their children’s special education programs, which is Indicator 8. In addition, the SC Department of Education has a strong commitment toward meeting the educational, social, and emotional needs of our students and families. Thus, this information helps the state and school districts improve educational services to children with IEPs. Participation in the survey is voluntary, and parents’ responses will be kept confidential.
Reporting Districts by Year
2022-2023: Anderson 1, Berkeley, Dorchester 2, Florence 1, Georgetown, Greenville*, Lexington 4, Union, Wil Lou Gray, York 2
2023-2024: Anderson 3, Beaufort, Charter Erskine, Dillon 3, Dillon 4, Greenville*, Greenwood 52, Limestone Charter, Marlboro, Pickens, Richland 2, SC Governor's School for Science and Mathematics, Spartanburg 1, York 4
2024-2025: Abbeville, Aiken, Anderson 4, Calhoun, Chester, Fairfield, Florence 3, Greenville*, Greenwood 51, Horry, Jasper, McCormick, Newberry, Richland 1, SC Governor's School for Arts and Humanities, Williamsburg
2025-2026: Allendale, Bamberg, Barnwell, Charleston, Florence 2, Greenville*, Laurens 56, Lee, Lexington 1, Palmetto Unified, Saluda, SC School for the Deaf and Blind, Spartanburg 2, York 3
2026-2027: Anderson 2, Anderson 5, Darlington, Greenville*, Greenwood 50, Hampton, Laurens 55, Lexington 3, Marion, Oconee, Orangeburg, SC Department of Juvenile Justice, SC Governor's School for Agriculture at John de la Howe, SC Public Charter, Spartanburg 6, Spartanburg 7, York 1
2027-2028: Cherokee, Chesterfield, Clarendon, Colleton, Dorchester 4, Edgefield, Florence 5, Greenville*, Kershaw, Lancaster, Lexington 2, Lexington 5, Spartanburg 3, Spartanburg 4, Spartanburg 5, Sumter
*One-sixth of Greenville County Schools are surveyed annually due to district population size.
Data Collection
Source: The data is drawn from FS002 and 45th Day Student Enrollment Count.
Population: The analysis covers children with disabilities, ages 5 in kindergarten through 21, who are served under the Individuals with Disabilities Education Act (IDEA).
Collection Timing: The data is collected annually as part of the October Child Count reporting, held on the fourth Tuesday of the month.
Disproportionate Representation Methodology
Initial Step: Calculation of risk ratios/alternate risk ratios for each Local Education Agency (LEA).
Risk Ratio Calculation: Utilizes data from the OSEP 618 data tables and an electronic spreadsheet developed by Westat. The risk ratio compares the risk of a specific racial/ethnic group being identified as having a disability to that of a comparison group.
Criteria for Disproportionate Representation
Threshold: A risk ratio/alternate risk ratios greater than 2.50 indicates overrepresentation.
Data Validity: LEAs with a disability size (cell size) of less than 30 or n-size (total population) of less than 10 were excluded from consideration, to ensure the reliability of the ratios.
Definition of Inappropriate Identification
For South Carolina, disproportionate representation occurs under the following conditions:
Conclusion
This systematic approach allows South Carolina to identify instances of disproportionate representation that may arise from inappropriate identification practices. By adhering to these criteria and methodologies, the OSES aims to ensure fair and appropriate identification and service provision for children with disabilities.
Data Collection
Source: The data is drawn from FS002 and 45th Day Student Enrollment Count.
Population: The analysis covers children with disabilities, ages 5 in kindergarten through 21, who are served under the Individuals with Disabilities Education Act (IDEA).
Collection Timing: The data is collected annually as part of the October Child Count reporting, held on the fourth Tuesday of the month.
Disproportionate Representation Methodology
Initial Step: Calculation of risk ratios/alternate risk ratios for each Local Education Agency (LEA).
Risk Ratio Calculation: Utilizes data from the OSEP 618 data tables and an electronic spreadsheet developed by Westat. The risk ratio compares the risk of a specific racial/ethnic group being identified as having a disability to that of a comparison group.
Criteria for Disproportionate Representation
Threshold: A risk ratio/alternate risk ratios greater than 2.50 indicates overrepresentation.
Data Validity: LEAs with a disability size (cell-size) of less than 30 or a cell size (total population) of less than 10 were excluded from consideration, to ensure the reliability of the ratios.
Definition of Inappropriate Identification
For South Carolina, disproportionate representation occurs under the following conditions:
Conclusion
This systematic approach allows South Carolina to identify instances of disproportionate representation that may arise from inappropriate identification practices. By adhering to these criteria and methodologies, the OSES aims to ensure fair and appropriate identification and service provision for children with disabilities.
The percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation. This percentage is calculated using the following measurement:
a = # of children for whom parental consent to evaluate was received.
b = # of children whose evaluations were completed within 60 days (or State-established timeline).
Percent = ( b / a ) x 100
If the evaluation planning team asks for/needs information, it is the LEA's responsibility to obtain that information at no cost to the parent. This includes vision, hearing, audiological, (etc...) evaluations, and may mean working with parents to schedule the appointment, providing transportation to and from the appointment, and even paying for the appointment.
This indicator measures time signed consent to evaluate is received until the evaluation is completed, NOT until eligibility is determined. The evaluation process is completed only when the team has gathered ALL of the info requested (this includes administering assessments, scoring assessments, obtaining and scoring rating scales, etc...)
The percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an Individualized Education Plan (IEP) developed and implemented by their third birthdays. This percentage is calculated using the following measurement:
a = # of children who have been served in Part C and referred to Part B for Part B eligibility determination.
b = # of those referred determined to be NOT eligible and whose eligibility was determined prior to their third birthdays.
c = # of those found eligible who have an IEP developed and implemented by their third birthdays.
d = # of children for whom parent refusal to provide consent caused delays in evaluation or initial services or to whom exceptions under 34 CFR §300.301(d) applied.
e = # of children determined to be eligible for early intervention services under Part C less than 90 days before their third birthdays.
f = # of children whose parents chose to continue early intervention services beyond the child's third birthday through a State's policy under 34 CFR §303.211 or a similar State option.
Percent = [ c / ( a - b - d - e - f ) ] x 100
Determine the percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:
The Indicator 14 survey opens on April 1st and closes on June 30th of each year.
District Participation Survey (2024-2025)
Indicator 14 Survey (2024-2025)
OSES provides funding from federal funds to help offset the expenses involved in providing ESY services mandated through IDEA for eligible students with disabilities.
The following criteria must be met for the student to receive ESY services:
ESY Certification Form (PDF)