SPECIAL EDUCATION CODES



Standard Codes for Maintaining

Student Special Education

Records

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WVEIS REQUIRED DATA ELEMENTS FOR SPECIAL EDUCATION REPORTING

Special education reports on WVEIS require the following files: PSTU.302: Special Education Record, PSTU.301: Basic Student Record, and PATT.270 Attendance Register (enrollment record). Students served by IEPs or Services Plans (private school students) but not enrolled in the public school must be enrolled in an R district.

STU.301 - Basic Student Information

Student ID Number

Social Security Number (parent option)

Student Name

Parent Name

Address

School

County

Birth date

Grade Level

Race/ethnicity

Gender

LEP information

ATT.270 - Registration and Enrollment

Student ID Number

Student Enrollment Code

Enrollment Date

Home School

WVS.302 - Student Special Education Information

Active/Inactive

Referral Source

Date of Referral

Initial Evaluation - Consent/Refusal (C/R) and Date Received

Date Eligibility Determined

Eligibility Status Y/N

Reason for exceeding initial evaluation and/or transition at age 3 timelines

Date IEP Completed (and date next IEP due)

Placement (initial) - Consent/Refusal (C/R) Date signed

Date Reevaluation Due and Date Reevaluation Completed

Testing Conditions including type of test and specific accommodations

Unduplicated Exceptionality

Entry Date

Exit Date

Type of Diploma

LRE

Status Code for students exiting special education (Age 14+)

Teacher ID (short name)

STU.240 - Teacher Information (school, personnel, special education record)

Teacher ID (short name) and Teacher SSN

Scheduling Files - Student Schedule Information

Course Codes

Teacher ID

Student Enrollment Information

Discipline

Offense Date

Offense

Days

Action Date

Action

SPECIAL EDUCATION CODES AND ADDITIONAL GUIDANCE

|Field |Codes |Notes |

|DISTRICT |Unique district identification numbers are available on |A memorandum issued on May 6, 2013 by the Office of Information |

| |the WVEIS Website ( ) by accessing|System clarifies enrollment of PreK children. It states that all |

| |the MASTER LIST OF SCHOOLS. The regular district or zero|children who are enrolled in a WV Universal Pre-K classroom |

| |district codes should be assigned to all students with |(regardless of wheter or not they are identified as having special |

| |disabilities (SWDs) excluding those SWDs parentally |needs) should be enrolled in the regular or “0” District to ensure |

| |placed in private schools with service plans. SWDs |school aid funding is appropriately captured for each child. |

| |parentally placed in private schools are to be enrolled |Children who are not enrolled in a WV Universal Pre-K classroom but |

| |in the R district. |receive special education services at a public school or off-site |

| | |location) are to enrolled in the regular or “0” District as well at |

| | |the home school which they will most likely attend when they enter a |

| | |classroom setting. Previously some children who were not enrolled in|

| | |a WV Universal Pre-K classroom but received special education |

| | |services were enrolled in the county R District in School 100. |

| | |However, the R District should be utilized only for thos children |

| | |enrolled in private schools (where school aid funding is not |

| | |allocated). |

|HOME SCHOOL |Location numbers are available on the WVEIS Website |The school identification code must be entered along with a Yes/ |

| |( ) by accessing the MASTER LIST |Active in order for the student’s information to be pulled into the |

| |OF SCHOOLS. |Online IEP.) |

|ACTIVE |Y=Yes, N=No |Enter Y if the student is an eligible exceptional student receiving |

| | |IEP services. Enter N when the student is no longer eligible and |

| | |include the appropriate exit/status code. |

| | | |

| | |Yes, active must be entered along with the school identification code|

| | |in order for the student’s information to be accessed in the Online |

| | |IEP.) |

|EXCEPTIONALITY (E/R) CODES |Refer to Policy 2419: Regulations for the Education of |Using the results of the multidisciplinary evaluation, the EC must |

| |Students with Exceptionalities, Chapter 4, effective July|determine the student’s primary exceptionality when more than one |

| |2012 for exceptionality definitions and eligibility |exceptionality condition is present. The committee must discuss how |

| |criteria. |each exceptionality affects the student’s educational and functional |

| | |performance and determine and document which has the most adverse |

| |Exceptionality Codes: |impact on the student’s participation and progress in the general |

| |AU - Autism |curriculum. If consensus upon the primary exceptionality cannot be |

| |BD – Emotional/Behavior Disorder |reached, the district administrator or designee must make the |

| |CD - Speech/language Impairment |decision and provide the parent/adult student with PWN of the |

| |DB - Deaf/Blindness |decision. |

| |DF - Deafness | |

| |EG - Exceptional Gifted (grades 9-12) | |

| |GF - Gifted (grades 1-8) | |

| |HI - Hard of Hearing | |

| |LD - Specific Learning Disability | |

| |MD –Intellectual Disability - Moderate | |

| |MM –Intellectual Disability - Mild | |

| |MS - Intellectual Disability – Severe | |

| |OH - Other Health Impairment | |

| |PH - Orthopedic Impairment | |

| |PS – Developmental Delay (ages 3-5) | |

| |VI – Blindness and Low Vision | |

| |TB - Traumatic Brain Injury | |

| | | |

|RELATED SERVICES (E/R) CODES |Related services refer to the supportive services |Related service codes are required in WVEIS and designated as |

| |required to assist an eligible student to benefit from |Duplicate services. Related Service are used in WVDE Medicaid |

| |special education as described in the IEP. |Reports in conjunction with the cost settlement. |

| | | |

| |Related Services Codes: | |

| |RT - Transportation | |

| |RA - Audiology | |

| |RL - Speech and Language Pathology Services | |

| |RP - Psychological Services | |

| |RY - Physical Therapy | |

| |RO - Occupational Therapy | |

| |RC - Clean Intermittent Catheterization (CIC) | |

| |RR - Recreation | |

| |RU - Therapeutic Recreation | |

| |RN - Counseling Services | |

| |RB - Rehabilitation Counseling | |

| |RS - Social Work Services | |

| |RH - School Health Services | |

| |RE - Early Identification and Evaluation | |

| |RM - Medical Services (Diagnostic/Evaluation Only) | |

| |RG - Parent Training | |

| |RZ - Other | |

| |AD - Assistive Technology Device | |

| |AS - Assistive Technology Service | |

| |TS - Transition Services | |

| |RI – Interpreting Services | |

| |RV – Orientation and Mobility Services | |

|DUPLICATED/ UNDUPLICATED – This |D=Duplicated |(U) - Each student may be counted under only one area of |

|field indicates whether the |U=Unduplicated |exceptionality; use this code to indicate a student’s primary special|

|exceptionality or related service| |education service. For example, the student’s unduplicated, unexited|

|code is duplicate or | |ER code in the service record will be used in the special education |

|unduplicated. | |child counts. |

| | | |

| | |(D) Related service codes will always be entered as Duplicate |

| | |services because a student who only needs a related service and not |

| | |special education is not eligible. |

|ENTRY DATE |Enter the date of initiation of services. |The entry date for an initial placement would not be the date the |

| | |student is determined eligible or the date of the actual IEP. Rather|

| | |the entry date would be the date services will be initiated, in |

| | |consideration of PWN requirements. PWN must be provided to the |

| | |parent /adult student five days prior to implementing the proposed |

| | |service. |

| | | |

| | |The entry date for students transferring from another district or |

| | |out-of-state with an IEP in effect would be the date the new district|

| | |initiates services. |

|EXIT DATE |Enter the date a student exits a special education |If the student is exiting all special education services, the |

| |service |appropriate status/exit code should be entered and the student should|

| | |be inactivate (N= Not an Active SWD) |

|DIPLOMA |M= Modified Diploma |See Transition Section of IEP: Diploma information is required for |

| |R= Regular or Standard Diploma |the IEP in effect when the child turns 16. |

|LEVEL |1=Level 1 |Enter a 1, 2 or 3 as directed. Policy 2419 Chapter 6, Section 4 |

| |2=Level 2 |(p.63-66) provides considerations to the special education |

| |3=Level 3 (optional) |administrator or designee in determining the level of student needs. |

| | |This field is required. |

|EXTENDED YEAR SERVICES (ESY) |Y= The IEP team has determined the student is eligible |The IEP Team shall annually determine and document a student’s need |

| |for ESY. |for ESY services. |

| |N=The student is ineligible for ESY as determined by the | |

| |IEP. | |

|TEACHER |Enter the teacher’s identification code or “short name” |Use XXCONT for contracted personnel. |

| |as entered in the STU.240 teacher record. The teacher ID| |

| |is the first four letters of the last name followed by a |Use XXXOOO for SWDs placed by DHHR in out-of-state placements. Be |

| |space and the first letter of the first name. |sure to use alpha Os. |

Educational Environments (LRE Codes), Ages 3-5

|Definition |WVEIS LRE Code |

|Regular Early Childhood Program. A Regular Early Childhood Program is a program that includes a majority (at least 50 percent) of nondisabled children (i.e., |

|children not on IEP’s). This category may include, but is not limited to: |

|Head Start; |

|kindergartens; |

|preschool classes offered to an eligible pre-kindergarten population by the public school system; |

|private kindergartens[1] or preschools; and |

|group child development center or child care. |

|Definition |WVEIS LRE Code |

|The child attends a Regular Early Childhood Program at least 10 hours per week AND is receiving the majority of hours (50% or more) of |W |

|special education and related services in the Regular Early Childhood Program. | |

|The child attends a Regular Early Childhood Program at least 10 hours per week AND the child is receiving the majority of hours (greater|X |

|than 50%) of special education and related services in some other location. | |

|The child attends a Regular Early Childhood Program less than 10 hours per week AND the child is receiving the majority of hours (50% or|Y |

|more) of special education and related services in the Regular Early Childhood Program. | |

|The child attends a Regular Early Childhood Program less than 10 hours per week AND the child is receiving the majority of hours |Z |

|(greater than 50%) of special education and related services in some other location. | |

|Special Education Programs: |

|Separate class. Unduplicated total who attended a special education program in a class with less than 50 percent nondisabled children. |M |

|(Do not include children who also attended a regular early childhood program. These children should be reported as J, K or L.) | |

|Separate school. Unduplicated total who received education programs in public or private day schools designed specifically for children |N |

|with disabilities. (Do not include children who also attended a regular early childhood program. These children should be reported as J,| |

|K or L.) | |

|Residential facility. Unduplicated total who received education programs in publicly or privately operated residential schools or |P |

|residential medical facilities on an inpatient basis. (Do not include children who also attended a regular early childhood program. | |

|These children should be reported as J, K or L.) | |

|Definition |WVEIS LRE Code |

|Home: |

|Home. Unduplicated total who received special education and related services in the principal residence of the child’s family or |R |

|caregivers, and who did not attend an early childhood program or a special education program provided in a separate class, separate | |

|school, or residential facility. Include children who receive special education both at home and in a service provider location. The | |

|term caregiver includes babysitters. | |

|Service Provider Location: |

|Service provider location. Unduplicated total who received all of their special education and related services from a service provider, |S |

|and who did not attend an early childhood program or a special education program provided in a separate class, separate school, or | |

|residential facility. For example, speech instruction provided in: | |

|- private clinicians’ offices, | |

|- clinicians’ offices located in school buildings, | |

|- hospital facilities on an outpatient basis, and | |

|- libraries and other public locations. | |

| | |

|Do not include children who also received special education at home. Children who received special education both in a service provider | |

|location and at home should be reported in the home category. | |

Educational Environments (LRE Codes), Ages 6-21

For students who will be age 6 or older on December 1 during the period covered by the IEP, the following placement options are used. The names of the first two options have been changed to “general education” rather than “regular” education, and the percentage of time is expressed in terms of time in the general education classes (or integrated community settings) rather than the time removed to a special education class. Although the definitions now speak to the percentage inside rather than outside the “regular class”, the effect is the same for the student. Therefore, the WVEIS codes remain the same.

|Definition |WVEIS LRE Code |

|Students ages 6-21: | |

|General Education: Full-Time – The student's specially designed instruction and related services are delivered inside the general |0 |

|education classes or integrated community settings for 80% or more of the school day. | |

|General Education: Part-Time – The student's specially designed instruction and related services are delivered inside the general |1 |

|education classes or integrated community settings for no more than 79% of the school day and no less than 40% of the school day. | |

|Special Education: Separate Class – The student's specially designed instruction and related services are delivered inside the general |2 |

|education classes or integrated community settings for less than 40% of the school day. | |

|Definition |WVEIS LRE Code |

|Special Education: Separate School - The student's specially designed instruction and related services are delivered in public or |3 |

|private separate day school facilities. | |

|Special Education: Out-of-School Environment - The student's specially designed instruction and related services are temporarily |5 |

|delivered in: 1) A non-school environment, such as a public library, group home or mental health center; 2 A medical treatment | |

|facility/hospital; or 3) the home. | |

|Special Education: Residential facility (public or private) - The student's specially designed instruction and related services are |6 |

|delivered in a facility which provides twenty-four hour care and supervision. | |

|Parentally placed in private school – The student is placed in private school by the parent and receives services through a Service |8 |

|Plan. This applies to students ages 6-21 only. | |

| |9 |

|Correctional facility – The student receives IEP services in a correctional facility (services provided by the Office of Institutional | |

|Education Programs). | |

Status Codes

The following codes are entered in the status field in the special education record (Maintain Special Education Services Detail screen) for special education students ages 14 through 22 exiting special education. An exit date also must be entered. All codes are required unless indicated as optional.

For purposes of the Special Education Exit Report, all students ages 14+ who exited special education from July 1 through June 30 must be reported as one of the following: 35, 40, 50, 70, 75, 80 or 90. The exit report is an unduplicated report.

|Definition |WVEIS Status Code |

|In evaluation (optional) |10 |

|Did not qualify (optional) Active = N |20 |

|In program (optional) |30 |

|No longer receives special education - Received special education but at some time during the twelve month period between July 1 and |35 |

|June 30 were exited from the special education program due to completing IEP objectives and no longer meeting eligibility requirements | |

|for special education. Also includes students whose parents removed them from services (e.g., removed to home schooling or private | |

|school with no special education services) and students transferring to Mountaineer Challenge Academy with no option for special | |

|education services. | |

|Graduated with regular diploma – Met graduation standards and credits and exited with a regular high school diploma. This includes |40 |

|students with disabilities who were placed in Out-of-State facilities by DHHR and received a regular diploma in the residential facility| |

|while enrolled in the West Virginia home county in WVEIS. | |

|Graduated with modified diploma/high school equivalent diploma – Exited with a modified diploma signifying completion of the IEP |50 |

|objectives under Policy 2510 OR, student was enrolled in the district during the reporting year in an approved alternative education | |

|program under Policy 2418, during which time they received GED preparation and received special education services in accordance with an| |

|IEP, and who exited with a high school equivalency diploma in compliance with the requirements outlined in Policy 2444.4: High School | |

|Equivalent Diploma. | |

|Reached maximum age – Exited special education services due to reaching maximum age, that is, a student who is age 21 prior to September|70 |

|1 of the school year has reached maximum age for that subsequent school year, and therefore, the right to free appropriate public | |

|education under WV Code and Policy 2419 terminates. | |

|Died |75 |

|Moved, known to be continuing – Moved out of the catchment area or otherwise transferred to another district and are known to be |80 |

|continuing in an educational program. There need not be evidence that the student is continuing in special education, only that the | |

|student is continuing in an educational program. This includes students in correctional facilities and other programs operated by the | |

|Office of Institutional Education Programs, and students placed by state agencies (i.e., Department of Health and Human Resources) in | |

|out-of–county or out-of–state facilities in which they receive education. | |

|Dropped out – Was enrolled at some point in the reporting year and was not enrolled at the end of the reporting year and did not exit |90 |

|through any of the other options described (35, 40, 50, 70, 75, 80). | |

| | |

TRANSPORTATION CODES

The following are special education transportation codes:

01 – Regular bus

02 – Regular bus with adaptive equipment

03 – Regular bus with lift

04 – Regular bus with aide

05 – Regular bus with nurse

06 – Special bus

07 – Special bus with adaptive equipment

08 – Special bus with lift

09 – Special bus with aide

10 – Special bus with nurse

11 – Public transportation

12 – Private transportation

13 – Walks

REFERRAL SOURCE

1 – Part C – WV Birth to Three

2 – Parent

3 – Teacher/Student Assistance Team (SAT, SBAT)

4 – Other

5 - Health care professional – (e.g., physician, nurse, physical therapist, occupational therapist

6 - Head Start/Early Head Start

7 – Public child care

8 - Private preschool

PARENT CONSENT

C – Consent

R - Refused

ELIGIBILITY STATUS

1 – Eligible

2 – Not eligible

REFERRAL, EVALUATION, ELIGIBILITY AND INDIVIDUALIZED EDUCATION PROGRAM (IEP) DATES

Dates for the following must be entered into the WVEIS Student Special Education Information record:

Referral, initial evaluation, re-evaluation, consent date received (evaluation, re-evaluation, placement), eligibility committee, IEP

REASONS FOR EXCEEDING 80-DAY INITIAL EVALUATION TIMELINE OR C TO B TRANSITION TIMELINE

1. Extenuating circumstances, disaster or inclement weather resulting in school closure

2. Excessive student absences

3. Student medical condition delayed evaluation

4. Parent failed to produce the student for evaluation during vacation or otherwise interrupted the evaluation process

5. Eligibility committee meeting exceeded timelines due to documented parent request for rescheduling

6. Eligibility committee reconvened at parent request to consider additional evaluations

7. Student transferred into district during the evaluation process

8. Student transferred out of the district

Codes 9, 10, 11, & 12 apply just to the three year olds transitioning from WV Birth to Three:

9. WV BTT failed to provide notification 90 days or more before third birthday

10. WV BTT 90 day face-to-face meeting exceeded timeline or did not occur

11. 90 day face-to-face meeting exceeded timeline due to documented parent request to reschedule

12. IEP meeting exceeded timeline due to documented parent request to reschedule

13. District error

REQUEST METHOD (optional)

01 – Regular mail

01 – Phone

03 – Hand delivered

04 – Certified mail

OTHER IMPORTANT LINKS

Instructions for Maintaining Student Special Education Records:



Office of Healthy Schools and the Discipline Management System:



Office of Assessment File Cabinet / Participation Guidelines and Special Education Testing Accommodation Codes.



Instructions for Enrolling and Maintaining Records for Students with Disabilities place by DHHR in Out-of-State Facilities





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[1] Include children with disabilities enrolled by their parents in a private elementary school and receiving special education and related services in accordance with a services plan. The private elementary school must be a nonprofit institutional day or residential school, including a public elementary charter school, that provides elementary education, as determined under State law.

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