2021 Letter from John
This message is to the AEA Directors of Special Education and the IMS Data Entry Personnel. This provides introductory information related to the Part B, Part C and Weighted Enrollment Counts. There is also a paragraph . . . read more
2021 Special Education Summary Count Checklist
Two (2) checklists for Count are provided: detailed and summary. This summary checklist includes a list, by date, of events related to each of the Counts. IMS data entry personnel are encouraged to print the Checklist to help manage . . . read more
2021 Special Education Enrollment Count Detailed Checklist
Click here to access the detailed checklist in a PDF format. Click here to access the detailed checklist inf a Word format. read more
2021 Weighted Affidavit
This Weighted Count Affidavit is referenced in the Checklist. One must be submitted by each AEA per the timelines referenced in the 2021 Special Education Count Checklist. Click here to access the Weighted Count Affidavit. read more
2021 IDEA Part B Affidavit
This IDEA Part B Affidavit is referenced in the Checklist. One must be submitted by each AEA per the timelines referenced in the 2021 Special Education Count Checklist. Click here to access the IDEA Part B Affidavit. read more
2021 IDEA Part C Affidavit
This IDEA Part C Affidavit is referenced in the Checklist. One must be submitted by each AEA per the timelines referenced in the 2021 Special Education Count Checklist. Click here to access the IDEA Part C Affidavit. read more
Weighted Enrollment Count Informational Bulletin
This bulletin is written for a variety of audiences who will deal with various aspects of child find/child count related to the Individuals with Disabilities Education Act (IDEA) and State Special Education child count requirements. . . . read more
Federal Count Informational Bulletin
This bulletin is written for a variety of audiences who will deal with various aspects of child find/child count related to the Individuals with Disabilities Education Act (IDEA) child count requirements. Click here to access . . . read more