Appendix C Tracked Changes

Attachment C

Annual Mandatory Collection of Elementary and Secondary
Education Data through EDFacts
March 2022
revised June 2023
revised October 2024

Attachment C

EDFacts Metadata for School
Years 2022-23, 2023-24, and
2024-25
(with 2021-22 continuation)

OMB No. 1850-0925 v.11

Attachment C

INTRODUCTION
The EDFacts Metadata and Process System (EMAPS) is a web-based tool used to provide SEAs with an
easy method of reporting and maintaining information on state policies, plans, and other metadata to aid
in the analysis of data collected. It is also used for data collections that are better suited to a web-based
collection.
Modernization impact: In 2023, EDFacts will begin transitioning metadata collections from EMAPS to
EDPass. EDPass is a submission tool that allows data submitters to use one tool for both metadata and
data file submissions. Content and burden remain stable; the tool change is necessary to meet new
security standards and to improve the efficiency of data processing.
In the tables below, the Reference column lists the section names and question numbers that are used to
organize each question. This column also includes skip logic. These might be altered slightly to ensure
that questions appear proper on web pages.
Changes from prior year are marked with “(Revised60!)”, “(New60!)”, “(Revised30!)”, “(Retire30!)”,
Changes are also summarized in the introduction to each collection.
Changes from the approved June 2022 package are marked with “(Technical Correction)”

Table of Contents 
Introduction .................................................................................................................................................................................................. 1 
IDEA PART B DISPUTE RESOLUTION .......................................................................................................................................... 2 
IDEA PART B MAINTENANCE OF EFFORT (MOE) REDUCTION AND COORDINATED EARLY
INTERVENING SERVICES (CEIS) (REVISED60!) (REVISED30!) .................................................................................... 4 
COMMON CORE OF DATA (CCD) GRADES OFFERED & GRADUATES/COMPLETER SURVEY ................... 8 
GUN FREE SCHOOLS ACT (GFSA) SURVEY ........................................................................................................................... 10 
IDEA STATE SUPPLEMENTAL SURVEY(TECHNICAL CORRECTION)................................................................ 12 
STATE SUBMISSION PLAN (SSP) (REVISED60!) (REVISED30!)(TECHNICAL CORRECTION) .............. 19 
ACCOUNTABILTY METADATA (REVISED30!) .................................................................................................................... 21 
ASSESSMENT METADATA SURVEY (NEW60!) ................................................................................................................... 26 
ENGLISH PROFICIEINCY ASSESSMENT METADATA SURVEY (NEW60!) (TECHNICAL
CORRECTION)....................................................................................................................................................................................... 33 

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Attachment C

DATA COLLECTIONS
This section provides information about data collections using the EMAPS web-based tool or the EDPass web-based tool.
The User Guide for the EDPass tool can be found on the EDFacts Initiative page here: The EDFacts Initiative | U.S. Department of Education

IDEA PART B DISPUTE RESOLUTION
This data collection is authorized by Part B of the Individuals with Disabilities Education Act (IDEA): 20 USC 1418 (a)(1)(F), 1418(a)(1)(H),
1418(a)(1)(G), and 1418(a)(3). This data collection requests information on the following: written, signed complaints; mediation requests; due
process complaints; and expedited due process complaints.
Question

Permitted Values

Section A: Written, Signed Complaints
Total number of written signed complaints filed.
Complaints with reports issued.
Reports with findings of noncompliance.
Reports within timelines.
Reports within extended timelines.
Complaints pending.
Complaints pending a due process hearing.
Complaints withdrawn or dismissed.

Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing

Section B: Mediation Requests
Total number of mediation requests received through all dispute resolution processes.
Mediations held.
Mediations held related to due process complaints.
Mediation agreements related to due process complaints.
Mediations held not related to due process complaints.

Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing

Page C-2

Attachment C
Question
Mediation agreements not related to due process complaints.
Mediations pending.
Mediations withdrawn or not held.

Permitted Values
Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing

Section C: Due Process Complaints
Total number of due process complaints filed.
Resolution meetings.
Written settlement agreements reached through resolution meetings.
Hearings fully adjudicated.
Decisions within timeline (include expedited).
Decisions within extended timeline.
Due process complaints pending.
Due process complaints withdrawn or dismissed (including resolved without a hearing).

Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing

Section D: Expedited Due Process Complaints (Related to Disciplinary Decision)
Total number of expedited due process complaints filed.
Expedited resolution meetings.
Expedited written settlement agreements.
Expedited hearings fully adjudicated.
Change of placement ordered.
Expedited due process complaints pending.
Expedited due process complaints withdrawn or dismissed.

Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing
Integer (Count) or Missing

Comment

text

Page C-3

Attachment C

IDEA PART B MAINTENANCE OF EFFORT (MOE) REDUCTION AND COORDINATED EARLY INTERVENING SERVICES (CEIS)
(REVISED60!) (REVISED30!)
This data collection is authorized by Section 618, Part B of the Individuals with Disabilities Education Act (IDEA): 20 USC 1413(f)(4) and
1418(a)(3). This data collection requests the following information for every local educational agency (LEA) or educational service agency
(ESA) that receives an IDEA Section 611 or 619 sub grant: LEA/ESA allocations; Maintenance of Effort (MOE) Reduction; provision of
Coordinated Early Intervening Services (CEIS) and number of children receiving CEIS.
Question
LEA Name
Update Flag

NCES ID
Year used to make the LEA/ESA/SEA determinations
Total LEA/ESA allocation for Section 611 of IDEA FFY 20XX
Total LEA/ESA allocation for Section 611 of IDEA FFY 20XX
Increase in LEA/ESA allocations for Section 611 from FFY 20XX to FFY 20XX
Total LEA/ESA allocation for Section 619 of IDEA FFY 20XX
Total LEA/ESA allocations for Section 611 and 619 of IDEA for FFY 20XX
15% of the total LEA/ESA allocations for Section 611 and 619 of IDEA for FFY 20XX
Determination under 34 CFR 300.600(a)(2) that controls whether the LEA may be able to
reduce MOE during SY 20XX-XX

Page C-4

Permitted Values
text
• 1 – Change to LEA/ESA Name
• 2 – LEA/ESA no longer used
• 3 – New LEA/ESA
• 5 – Change to NCESID #
• Blank – no change to the LEA/ESA
valid NCES ID
number (YYYY-YY)
dollar value, 2 decimals
dollar value, 2 decimals
calculated by system
dollar value, 2 decimals
calculated by system
calculated by system
• ‘1’ – meets the requirements and purposes of Part
B,
• ‘2’ – needs assistance in implementing the
requirements for Part B,
• ‘3’- needs intervention in implementing the
requirements for Part B.
• ‘4’ – needs substantial intervention in
implementing the requirements of Part B
• ‘NA’ – Not applicable or no determination
• ‘M’ – Missing

Attachment C
Question
Reduction of local and/or state funds taken pursuant to Section 613(a)(2)(C) by the
LEA/ESA during SY 20XX-XX
Percent of the available reduction taken by LEA /ESA during SY 20XX-XX
Did the State determine whether the LEA/ESA met the MOE compliance standard in FFY
20XX/SY 20XX-XX?

Did the LEA/ESA meet the MOE compliance standard in FFY 20XX/SY 20XX-XX?

Permitted Values
dollar value, 2 decimals
calculated by system
• 1 – Yes
• 0 – No
• M – Missing
• NA – Not applicable (for Update Flag 3 (new)
only)
• 1 – Yes
• 0 – No
• NA – Not applicable
• M – Missing

By the date of this data submission, did the State return non-Federal funds to the
Department based on the failure of the LEA/ESA to meet the MOE compliance standard
in FFY 20XX/SY 20XX-XX?

• 1 – Yes
• 0 – No
• NA – Not applicable
• M – Missing

What amount of non-Federal funds did the State return to the Department based on the
failure of the LEA/ESA to meet the MOE compliance standard in FFY 20XX/SY 20XXXX?
Required CEIS Was the LEA/ESA required to use 15% of funds for CEIS due to
significant disproportionality in SY 20XX-XX?

• Dollar amount
• NA – Not applicable
• M – Missing
• 1 – Yes
• 0 – No
• NA – Not applicable
• M – Missing

Was the LEA/ESA identified as having significant disproportionality due to 'identification • 1 – Yes
as a child with a disability'?
• 0 – No
• NA – Not applicable
• M – Missing
Was the LEA/ESA identified as having significant disproportionality due to 'identification • 1 – Yes
by disability category'?
• 0 – No
• NA – Not applicable
• M – Missing

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Attachment C
Question
Was the LEA/ESA identified as having significant disproportionality due to 'placement in
a particular educational setting'?

Permitted Values
• 1 – Yes
• 0 – No
• NA – Not applicable
• M – Missing

Was the LEA/ESA identified as having significant disproportionality due to 'disciplinary
action'?

• 1 – Yes
• 0 – No
• NA – Not applicable
• M – Missing

Required CEIS Amount reserved for required CEIS in the LEA /ESA in SY 20XX-XX
Required CEIS Percent taken for required CEIS in the LEA /ESA in SY 20XX-XX
Voluntary CEIS Did the LEA/ESA voluntarily use up to 15% of IDEA 611 and 619 fund
for CEIS in SY 20XX-XX?

dollar value, 2 decimals
calculated by system
• 1 – Yes
• 0 – No
• M – Missing
dollar value, 2 decimals
calculated by system
• Positive whole Number
• Zero
• NA – Not applicable
• M – Missing

Voluntary CEIS Amount reserved for voluntary CEIS in SY 20XX-XX
Voluntary CEIS Percent taken for voluntary CEIS during SY 2016-17
Total number of children receiving CEIS under the IDEA in the LEA/ESA during
SY 20XX-XX

Total number of children who received CEIS under the IDEA anytime in the past two
school years (including SY 2014-15, SY 20XX-XX and SY 20XX-XX) and received
special education and related services in SY 20XX-XX
Number of children receiving CCEIS under IDEA who are between the ages of 3 and 5
(not in kindergarten) (in the reference year). (New60!) (Retire30!)
Number of children receiving CCEIS under IDEA who are between the ages of 5 (in
kindergarten) and 21 (in the reference year). (New60!) (Retire30!)
Number of children with disabilities receiving CCEIS under IDEA in the (reference
year).* (New60!)
Page C-6

• Positive whole Number
• Zero
• NA – Not applicable
• M – Missing
• Positive whole Number
• Zero
• NA – Not applicable
• M – Missing
• Positive whole Number
• Zero
• NA – Not applicable
• M – Missing
• Positive whole Number
• Zero

Attachment C
Question

Number of children without disabilities receiving CCEIS under IDEA in (the reference
year).* (New60!)
*Collection of the two new items will begin in SY 2023-24.

Page C-7

Permitted Values
• NA – Not applicable
• M – Missing
• Positive whole Number
• Zero
• NA – Not applicable
• M – Missing

Attachment C

METADATA COLLECTIONS
Metadata are information to explain other data. Like all data collections, the EDFacts collection requires metadata. Metadata collected from
SEAs aid the analysis and appropriate use of data. The metadata to be collected range from information to support data submissions (e.g.,
completeness) to capturing state policies surrounding data collection (e.g., student count dates). EDFacts minimizes the burden on SEAs to
report metadata by rigorously evaluating the need for the information and prioritizing metadata that pertain to critical data items.
It is possible as EDFacts data are collected that the items in the metadata collections will be altered slightly to ensure the proper metadata are
collected to support ED’s understanding of the EDFacts data.
COMMON CORE OF DATA (CCD) GRADES OFFERED & GRADUATES/COMPLETER SURVEY
This metadata collection relates to the following EDFacts Submission System (ESS) file specifications:
 FS039 - Grades Offered, to be used to determine which states are subject to edits on the permitted values Ungraded, Grade 13, or Adult
Education in file FS052 Membership
 FS032 Dropouts, to be used to determine which grade levels are reported
 FS059 - Staff Full-Time Equivalent (FTE), to be used to determine which states are subject to edits on the permitted value Ungraded
Teachers
 FS040 - Graduates/Completers, to be used to determine which states are subject to edits on the permitted value Other High School
Completion Credentials
 FS086 - Students Involved with Firearms, to be used to determine which states are subject to edits on the permitted values Ungraded
and Grade 13.

Page C-8

Question

Permitted Values

GRADES OFFERED (FS039, FS059)
Does your state offer ungraded instruction? (Optional)
Are any teachers identified as teachers for ungraded classes?
Does your state offer Grade 13 instruction, as it is defined in the file specification for FS052
(Membership)?
Does your state report Adult Education within its elementary and secondary structure?
Can you differentiate between grades offered and grades enrolled at the school level?
Can you differentiate between grades offered and grades enrolled at the district level?
Please describe the student counts included in prekindergarten reporting for your state in the box below.
Do the counts include students enrolled in Headstart, children with disabilities, or State-funded preschool
programs?
If there are significant differences between the data reported at the school, LEA, and SEA level, please
explain the reason for these differences.
Grades Offered Comment:
GRADUATES/COMPLETERS (FS040)
For which of the following does your state collect data? (Optional)

Graduates/Completers Comment:

Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No

text

Other high school completion
credentials for meeting criteria
other than the requirements for a
regular diploma (i.e. certificate of
completion, certificate of
attendance).
text

Dropouts (FS032)
Are there exit codes that allow a student to leave the school system without being classified as one of the
following: dropout, diploma recipient, OHC recipient, transfer, death?
If Yes, please explain:
Does your state recognize and report dropouts below grade 7?
If No, please explain
Dropout Comment:
Page C-9

Attachment C

Yes/No
text

text

Attachment C
GUN FREE SCHOOLS ACT (GFSA) SURVEY
This metadata collection relates to the Gun Free Schools Act data collection. This information along with the data collected is used for the
legislative required reporting on gun related incidents.
This metadata collection relates to the following EDFacts Submission System (ESS) file specifications:
 FS086 - Students Involved with Firearms
 FS163 - Discipline Data
Question

Permitted Values

RESPONDENT INFORMATION
Name of Individual Completing this Report:
Title of Individual Completing this Report:
Email Address:

text
text
text

LEA COMPLIANCE WITH GFSA
1. List the name and address of each LEA that has not provided an assurance that it
is in compliance with the State law that requires that a student who brings a firearm
to school, or possesses a firearm at school, be expelled for one year. (If all LEAs
have provided the necessary assurance, please indicate “none” in response to this
item.)
2. List the name and address of each LEA that has not provided an assurance that it
is in compliance with the requirement in Section 4141(h) that an LEA receiving
ESEA funds have in place a policy requiring referral to the criminal justice or
juvenile delinquency system of any student who brings a firearm to a school, or
possesses a firearm at school. (If all LEAs have provided the necessary assurance,
please indicate “none” in response to this item.)
3. If applicable, please provide information that explains any circumstances affecting
the quality of data submitted to us. What information can the State share with us
that will help us to more accurately interpret the data submitted on this GFSA report
form (e.g., fewer than 100% LEAs responded to the State; figures reported included
all weapons, not only firearms)?

Page C-10

None,
One or more LEA Names
and Addresses (text)
None,
One or more LEA Names
and Addresses (text)

text

Skip Logic

Attachment C
Question
Permitted Values
STATE COMPLIANCE WITH GFSA
4. Please indicate whether your State law related to GFSA has changed in the past 12 • Yes, our state law has
months.
changed in the past 12
months
• No, our state law has not
changed in the past 12
months

Skip Logic

Summary of New/Revised Statute
text
5. How does your State law address the need for providing educational services in an • State law encourages
alternative setting to students expelled from their regular school setting? Choose one LEAs to provide
option.
educational services to
expelled students in an
alternative setting.
• State law requires LEAs
to provide educational
services to expelled
students in an alternative
setting.
• State law does not
address the need for
educational services in an
alternative setting.
6. Are any State funds used to support the implementation of educational services in • Yes, State funds are
alternative settings as it relates to students who have been expelled under the GFSA? provided.
Choose one option.
• No, State funds are not
provided

Only required if 4 is Yes

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Attachment C

IDEA STATE SUPPLEMENTAL SURVEY (REVISED30!) (TECHNICAL CORRECTION)
This metadata collection relates to the current school year IDEA data collection.
This metadata collection relates to the following EDFacts Submission System (ESS) file specifications:
 FS002 - Children with Disabilities (IDEA) School Age
 FS005 - Children with Disabilities (IDEA) Removal to Interim Alternative Educational Setting
 FS006 - Children with Disabilities (IDEA) Suspensions/Expulsions
 FS007 - Children with Disabilities (IDEA) Reasons for Unilateral Removal
 FS009 - Children with Disabilities (IDEA) Exiting Special Education
 FS088 - Children with Disabilities (IDEA) Disciplinary Removals
 FS089 - Children with Disabilities (IDEA) Early Childhood
 FS099 - Special Education Related Services Personnel
 FS143 - Children with Disabilities (IDEA) Total Disciplinary Removals
 FS144 - Educational Services During Expulsion
Question

Permitted Values

Skip Logic

EXITING
Reference Period
Does your state use the required reference period of July 1 to June 30 to report
exiting data for IDEA?
What is the reference period used? Start Date, End Date

Maximum Age for Services

Page C-12

Yes/No
Date

Only required if first
response is No

Attachment C
Question
What is the maximum age at which a student with disabilities (IDEA) can receive
special education services?

Permitted Values
• 18 years
• 19 years
• 20 years
• 21 years
• 22 years
• 23 years
• 24 years
• 25 years
• 26 years
• none

Comment

text

Alternate Diploma
Does your state offer a state-defined alternate diploma, defined in accordance with
Section 8101(23) and (25) of ESEA(A)(ii)(I)(bb), as amended by the ESSA, that is
for students with the most significant cognitive disabilities?
If yes, please provide the statutory/regulatory/policy citation(s) in your state.

text

Comment

text

Yes/No

Certificates
Can a student with disabilities (IDEA) exit an educational program by receiving a
high School completion certificate, modified diploma, or similar document?
If yes, please provide the statutory/regulatory/policy citation(s) in your state.

text

Comment

text

Regular High School Diplomas
Is there a minimum age for graduation with a regular high school diploma in your
state?
If yes, provide the minimum age for graduation with a regular high school diploma.

Yes/No

Page C-13

Skip Logic

Only required if first
response is Yes

Yes/No

text

Only required if first
response is Yes

Only required if first
response is Yes

Attachment C
Question
Moved, Known to be Continuing
When reporting counts under the "Moved, Known to be Continuing" reporting
category in the IDEA Exiting data (i.e., total who moved out of the catchment area or
otherwise transferred to another district and are KNOWN to be continuing in an
educational program), what is your state's catchment area for SEA - Level Counts

Permitted Values

SEA-level Comment

text

When reporting counts under the "Moved, Known to be Continuing" reporting
category in the IDEA Exiting data (i.e., total who moved out of the catchment area or
otherwise transferred to another district and are KNOWN to be continuing in an
educational program), what is your state's catchment area for LEA - Level Counts

• Entire state (students
moving out of state)
• Districtwide(students
moving out of district)
• Other (specify)

LEA-level Comment

text

Comment

text

• Entire state (students
moving out of state)
• Districtwide(students
moving out of district)
• Other (specify)

CHILD COUNT
Child Count Date
What date between October 1 and December 1 is your state's IDEA child count date?

State Operated Programs

Page C-14

Skip Logic

Month dropdown listing
October, November and
December
Day dropdown listing 1-31
for October, 1-30 for
November, and 1 for
December

Only required if first
response is Other
(specify)

Only required if first
response is Other
(specify)

Attachment C
Question
Does your state report data for all state-operated programs (SOPs) related to children
with disabilities (IDEA)?

Permitted Values
• Yes, ALL SOPs are
reported
• Yes, SOME SOPs are
reported
• No, NONE of the SOPs are
reported

Skip Logic

SOPs are reported for which one of the following:

• SEA and LEA levels
• SEA only
• LEA only

Comment

text

Only required if first
response is "Yes,
ALL SOPs are
reported" or "Yes,
SOME SOPs are
reported"
Only required if first
response is "No,
NONE of the SOPs
are reported"

Child Count
Disability Categories Used by your state
Autism
Deaf-Blindness
Developmental Delay
Emotional Disturbance
Hearing Impairment
Intellectual Disabilities
Multiple Disabilities
Orthopedic Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment
Other Health Impairment

Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No

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Attachment C
Question
Comment

Permitted Values
text

Developmental Delay

Skip Logic

Only displayed if
Developmental
Delay selected in
previous question

What ages are included in your state's definition for developmental delay for children
with disabilities (IDEA)
3 years
4 years
5 years in Kindergarten
5 years not in Kindergarten
6 years
7 years
8 years
9 years

Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No

Comment

text

ENVIRONMENTS - SCHOOL AGE
Environments for School-Aged Children with Disabilities (IDEA)
Please indicate whether your state permits placement of children with disabilities
(IDEA), ages 5 (in kindergarten) through 21, in the following educational
environments. For each of the following environments, provide the following
information:

Page C-16

• Regular Class
• Separate School
• Residential Facility
• Homebound/Hospital
• Correctional Facility
• Parentally Placed in Private
Schools

Attachment C
Question
Permitted?

Permitted Values
• permit for all age children
• permit depending on age of
the child
• does not permit

If you responded, "permit depending on age of child", please enter the ages for which • 5 (in kindergarten)-11
the educational environment is permitted for children with disabilities (IDEA), ages 5 • 12-17
(in kindergarten) through 21.
• 18-21
ENVIRONMENTS - EARLY CHILDHOOD
Early Childhood Environments for Children with Disabilities (IDEA)
Please indicate whether your state permits the placement of children with disabilities
(IDEA), ages 3 through 5 (not in Kindergarten), in the following educational
environments. For each of the following environments, provide the following
information:

Permitted?

• Regular Early Childhood
Program
• Separate Special Education
Class
• Separate School
• Residential Facility
• Home
• Service Provider Location

• permit for all age children
• permit depending on age of
the child
• does not permit
If you responded, "permit depending on age of child", please enter the ages for which • 3
the educational environment is permitted for children with disabilities (IDEA), ages 3 • 4
through 5 (not in Kindergarten).
• 5 (not in Kindergarten)
STAFFING
IDEA Staffing
Please indicate all related service personnel categories that are employed or
contracted to provide related services to children with disabilities (IDEA), ages 3
through 21, in your state.
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Skip Logic

Attachment C
Question
Psychologists
Social Workers
Occupational Therapists
Audiologists
Physical Education
Physical Therapists
Speech-Language Pathologists
Interpreters
Counselors
Orientation and Mobility Specialists
Medical/Nursing Service Staff

Permitted Values
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No

Skip Logic

Comment

text

Only required if No
is selected for any
service personnel
category

DISCIPLINE
Discipline
Does your state remove students with disabilities (IDEA) from their educational
placement for disciplinary purposes for the remainder of the school year or longer?
If No, please provide the relevant statutory/regulatory/policy citation(s) that prohibit
this practice.

Yes/No
Only required if first
response is No

IDEA - MOE Reduction & CEIS (Retire30!)
MOE Reduction & CEIS
What is your state's definition of significant disproportionality? (Retire30!)

Page C-18

text

Attachment C
STATE SUBMISSION PLAN (SSP) (REVISED60!) (REVISED30!) (TECHNICAL CORRECTION)
SEAs are responsible for maintaining a submission plan that provides details regarding its plans for reporting data via EDFacts. This
information is necessary in order to monitor state progress on file submissions, evaluate timeliness of submissions, and to provide a mechanism
for SEAs to communicate to ED the completeness of the data they submitted. Given the observed discrepancies in some states between
subtotals for Sex and totals for all students, we added two metadata questions to better understand permitted values used within each state. The
responses may be used to generate data notes for added data user context.
For each file specification SEAs provide the information below.
Question

Permitted Values

Skip Logic

For each file specification, provide the following
information:
SEA Comments (Technical Correction)
Timely SEA
Timely LEA
Timely SCH
Expected Late Submission Date SEA

Text
Yes/No
Yes/No
Yes/No
date mm/dd/yyyy

Optional

Expected Late Submission Date LEA

date mm/dd/yyyy

Expected Late Submission Date SCH

date mm/dd/yyyy

Not Timely Comment

text

Data Anomaly SEA
Data Anomaly LEA
Data Anomaly SCH
Data Anomaly Comments

Yes/No
Yes/No
Yes/No
text

Page C-19

Only required when SEA timely
response is No
Only required when LEA timely
response is No
Only required when SCH timely
response is No
Only required when one of
previous timely responses is No

Only required when one of
previous data anomaly responses
is No

Attachment C
Question
New60! For sex, does your state collect more than two
permitted values (male and female)?

Permitted Values
Yes/No

Skip Logic

Revised30! Beyond male and female, what permitted values
does your state collect about students to represent sex,
gender, and/or gender identity? Please provide state
definitions if terms are defined.

text

Only required when previous
responses is Yes

Page C-20

Attachment C
ACCOUNTABILTY METADATA (REVISED30!)
This metadata collection relates to the collection of data on Title I, Part A accountability systems for ESEA, as amended by ESSA as defined in
approved ESEA consolidated State plans for the reporting year. This metadata collection relates to the following EDFacts Submission System
(ESS) file specifications:






FS 199 Graduation Rate Indicator Status
FS 200 Academic Achievement Indicator Status
FS 201 Other Academic Indicator Status
FS 202 School Quality or Student Success Indicator Status
FS 205 Progress Achieving English Language Proficiency Indicator Status



State-Defined Subgroups (FS 199, FS 200, FS 201, FS 202 and 212)

For purposes of this metadata collection, a measure is a component part of an indicator. For example, the Academic Achievement indicator
could be composed of a measure for mathematics and a measure for reading/language arts. For each measure for an indicator, a State reports
school performance using State-defined statuses for the measure. ED proposes collecting this metadata survey manually for at least the first
year to allow states more flexibility in responding to this collection.
Section - FS 199 Graduation Rate Indicator Status
Reference
For each measure,
please answer the
following questions:

Metadata collected / Question
What is the measure name?

Format/Permitted Values
Graduation Rate indicator 1: [Text]

Indicate the type of scale used for the measure.

Select [dropdown menu]:
• Ordinal – Performance levels
• Nominal – Met/not met
• Interval – Percentage scale (i.e., 1% to 100%)
• Interval - Index
• Other
[Text]

If the measure type is Performance levels, an Index, or Other,
describe the measure. For Performance levels, list the labels for
the performance levels, starting with the lowest performance
level. For an index, provide the lowest and highest possible
numerical values. For other types of measures, use text to list
and describe the State-defined statuses used to report the
measure for FS 199. If the measure type is Met/not met or
Page C-21

Attachment C
Reference

Metadata collected / Question
Percentage scale, no further information is needed.

Format/Permitted Values

Section FS 200 Academic Achievement Indicator Status
Reference
For each measure,
please answer the
following questions:

Metadata collected / Question
What is the measure name?

Format/Permitted Values
Academic Achievement indicator: [Text]

What is the lowest grade to which the measure applies? What is
the highest grade to which the measure applies??

•
•

Indicate the type of scale used for the measure.

If the measure type is Performance levels, an Index, or Other,
describe the measure. For Performance levels, list the labels for
the performance levels, starting with the lowest performance
level. For an index, provide the lowest and highest possible
numerical values. For other types of measures, use text to list
and describe the State-defined statuses used to report the
measure for FS 200. If the measure type is Met/not met or
Percentage scale, no further information is needed.

Lowest: [dropdown menu: K, 1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11, 12]
Highest: [dropdown menu: K, 1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11, 12]

Select [dropdown menu]:
• Ordinal – Performance levels
• Nominal – Met/not met
• Interval – Percentage scale (i.e., 1% to 100%)
• Interval – Index
• Other
Text

FS 201 Other Academic Indicator Status
Reference
For each measure,
please answer the
following questions:

Metadata collected / Question
What is the measure name?

Format/Permitted Values
Other Academic indicator: [Text]

What is the lowest grade to which the measure applies? What is
the highest grade to which the measure applies?

•
•

Page C-22

Lowest: [dropdown menu: K, 1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11, 12]
Highest: [dropdown menu: K, 1, 2, 3, 4, 5, 6,

Attachment C
Reference

Metadata collected / Question
Indicate the type of scale used for the measure.

If the measure type is Performance levels, an Index, or Other,
describe the measure. For Performance levels, list the labels for
the performance levels, starting with the lowest performance
level. For an index, provide the lowest and highest possible
numerical values. For other types of measures, use text to list
and describe the State-defined statuses used to report the
measure for FS 201. If the measure type is Met/not met or
Percentage scale, no further information is needed.

Format/Permitted Values
7, 8, 9, 10, 11, 12]
Select [dropdown menu]:
• Ordinal – Performance levels
• Nominal – Met/not met
• Interval – Percentage scale (i.e., 1% to 100%)
• Interval – Index
• Other
[Text]

FS 202 School Quality or Student Success Indicator Status
Reference
For each indicator,
please answer the
following questions

Metadata collected / Question
What is the indicator name?

Format/Permitted Values
SQSS indicator 1: [Text]

What is the lowest grade to which the indicator applies? What is •
the highest grade to which the indicator applies?
•

Lowest: [dropdown menu: K, 1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11, 12]
Highest: [dropdown menu: K, 1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11, 12]
Indicate the type of scale used for the School Quality or Student Select [dropdown menu]:
Success indicator.
• Ordinal – Performance levels
• Nominal – Met/not met
• Interval – Percentage scale (i.e., 1% to 100%)
• Interval – Index
• Other
If the indicator type is Performance levels, an Index, or Other,
[Text]
describe the measure. For Performance levels, list the labels for
the performance levels, starting with the lowest performance
level. For an index, provide the lowest and highest possible
Page C-23

Attachment C
Reference

Metadata collected / Question
numerical values. For other types of indicators, use text to list
and describe the State-defined statuses used to report the
measure for FS 202. If the measure type is Met/not met or
Percentage scale, no further information is needed.

Format/Permitted Values

Section - FS 205 Progress Achieving English Language Proficiency Indicator Status
Reference
For each measure,
please answer the
following questions:

Metadata collected / Question
What is the measure name?

Format/Permitted Values
ELP indicator: [Text]

What is the lowest grade to which the measure applies? What is
the highest grade to which the measure applies?

•

Indicate the type of scale used for the measure.

If the measure type is Performance levels, an Index, or Other,
describe the measure. For Performance levels, list the labels for
the performance levels, starting with the lowest performance
level. For an index, provide the lowest and highest possible
numerical values. For other types of measures, use text to list
and describe the State-defined statuses used to report the
measure for FS 205. If the measure type is Met/not met or
Percentage scale, no further information is needed.

Page C-24

Lowest: [dropdown menu: K, 1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11, 12]
• Highest: [dropdown menu: K, 1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11, 12]
Select [dropdown menu]:
• Ordinal – Performance levels
• Nominal – Met/not met
• Interval – Percentage scale (i.e., 1% to 100%)
• Interval – Index
• Other
[Text]

Attachment C
Section State-Defined Subgroups (FS 199, FS 200, FS 201, FS 202 and FS 212)

Reference
Metadata collected / Question
For each State-defined If the State includes State-defined subgroups other than those for which there is
subgroup:
a permitted value (e.g., subgroups other than most major racial/ethnic subgroups,
economically disadvantaged students, children with disabilities and English
learners) in the statewide system of annual meaningful differentiation in the
State’s approved ESEA consolidated State plan for the reporting year, provide
the name of each State-defined subgroup. Note: In cases where a State has
defined one or more State-defined subgroup, the number for each subgroup
should match the number for the State-defined subgroup in FS 199, 200, 201,
202 and 212.

Page C-25

Format/Permitted Values
 State-defined subgroup 1:
[Text]
 State-defined subgroup 2:
[Text]
 State-defined subgroup 3:
[Text]

Attachment C
ASSESSMENT METADATA SURVEY (NEW60!)
This metadata collection relates to the collection of data on statewide assessments. This information is collected annually and is used to
evaluate assessment data.
This metadata collection relates to the following EDFacts Submission System (ESS) file specifications:
 FS175 - Academic Achievement in Mathematics
 FS178 - Academic Achievement in Reading (Language Arts)
 FS179 - Academic Achievement in Science
 FS185 - Assessment Participation in Mathematics
 FS188 - Assessment Participation in Reading/Language Arts
 FS189 - Assessment Participation in Science

Statewide Academic Assessments Administered for ESEA Title I Purposes
Section A - General Questions
This section pertains to all the academic assessments.
#
Q1
Q2

Metadata Collected/Question
Format/Permitted Values
Does your state permit significant medical emergency as an exemption from the state assessments for all Yes/No
students?
Are English Learners, including children with disabilities (IDEA), who were in the US less than 12
Yes/No
months prior to the reading/language arts state assessment allowed to take the English language
proficient (ELP) assessment in lieu of the regular reading/ language arts assessment in your state?

Section B - Mathematics – Grades 3 through 8


This section pertains to FS175 - Academic Achievement in Mathematics and FS185 - Assessment Participation in Mathematics.

Page C-26

Attachment C
Report as many assessments that were used in the above files. Repeat as many rows as necessary.
Name of assessment
Text

Type of assessment
Grade Levels
Check all that apply:
Select one from the list:
3
 Regular assessment without accommodations
4
 Regular assessment with accommodations
5
 Alternate assessment
6
 Advanced Assessment without accommodations-middle school
7
 Advanced Assessment with accommodations-middle school
8
 Innovative Assessment Demonstration Authority (IADA) pilot
assessment without accommodations
 Innovative Assessment Demonstration Authority (IADA) pilot
assessment with accommodations

Example:
Name of assessment
ALPHA Assessment

Type of assessment
 Regular assessment without accommodations

BETA Assessment



Regular assessment without accommodations

Grade Levels
☐3
☐4
☒5
☒6
☒7
☒8
☒3
☒4
☐5
☐6
☐7
☐8

Section C - Mathematics – High School


This section pertains to FS175 - Academic Achievement in Mathematics and FS185 - Assessment Participation in Mathematics.
Page C-27

Attachment C

Report as many assessments that were used in the above files. Repeat as many rows as necessary.
Name of
assessment
Text

Type of assessment

Timing

Select one from the list:
 Alternate assessment
 High school regular assessment in mathematics I, without accommodations
 High school regular assessment in mathematics I, with accommodations
 High school regular assessment in mathematics II, without accommodations
 High school regular assessment in mathematics II, with accommodations
 High school regular assessment in mathematics III, without accommodations
 High school regular assessment in mathematics III, with accommodations
 Advanced Assessment without accommodations – high school
 Advanced Assessment with accommodations – high school
 Innovative Assessment Demonstration Authority (IADA) pilot assessment without
accommodations
 Innovative Assessment Demonstration Authority (IADA) pilot assessment with
accommodations
 Locally-selected nationally recognized high school assessment without
accommodations
 Locally-selected nationally recognized high school assessment with accommodations

Select one from list:
End of Grade
End of Course

Section D - Reading/Language Arts – Grades 3 through 8
This section pertains to FS178 - Academic Achievement in Reading (Language Arts) and FS188 - Assessment Participation in
Reading/Language Arts.
Report as many assessments that were used in the above files. Repeat as many rows as necessary.
Name of
assessment
Text

Type of assessment

Grade Levels

Select one from the list:
 Regular assessment without accommodations
 Regular assessment with accommodations

Check all that apply:
3
4

Page C-28

Attachment C
Name of
assessment

Type of assessment







Grade Levels

Alternate assessment
Advanced Assessment without accommodations-middle school
Advanced Assessment with accommodations-middle school
Innovative Assessment Demonstration Authority (IADA) pilot assessment without
accommodations
Innovative Assessment Demonstration Authority (IADA) pilot assessment with
accommodations
English language proficiency assessment

5
6
7
8

Section E - Reading/Language Arts – High School


This section pertains to FS178 - Academic Achievement in Reading (Language Arts) and FS188 - Assessment Participation in
Reading/Language Arts.

Report as many assessments that were used in the above files. Repeat as many rows as necessary.
Name of
assessment
Text

Type of assessment

Timing

Select one from the list:
 Alternate assessment
 High school regular assessment in reading/language arts I, without
accommodations
 High school regular assessment in reading/language arts I, with accommodations
 High school regular assessment in reading/language arts II, without
accommodations
 High school regular assessment in reading/language arts II, with accommodations
 High school regular assessment in reading/language arts III, without
accommodations
 High school regular assessment in reading/language arts III, with accommodations
 English language proficiency assessment
 Advanced Assessment without accommodations – high school
 Advanced Assessment with accommodations – high school

Select one from list:
End of Grade
End of Course

Page C-29

Attachment C
Name of
assessment

Type of assessment





Timing

Innovative Assessment Demonstration Authority (IADA) pilot assessment without
accommodations
Innovative Assessment Demonstration Authority (IADA) pilot assessment with
accommodations
Locally-selected nationally recognized high school assessment without
accommodations
Locally-selected nationally recognized high school assessment with
accommodations

Section F - Science – Grades 3 through 9


This section pertains to FS179 - Academic Achievement in Science and FS189 - Assessment Participation in Science.

Report as many assessments that were used in the above files. Repeat as many rows as necessary.
Name of assessment
Text

Type of assessment
Select one from the list:
 Regular assessment without accommodations
 Regular assessment with accommodations
 Alternate assessment
 Advanced Assessment without accommodations-middle school
 Advanced Assessment with accommodations-middle school
 Innovative Assessment Demonstration Authority (IADA) pilot assessment
without accommodations
 Innovative Assessment Demonstration Authority (IADA) pilot assessment with
accommodations

Grade Levels
Check all that apply:
3
4
5
6
7
8
9

Section G - Science – High School


This section pertains to FS179 - Academic Achievement in Science and FS189 - Assessment Participation in Science.

Report as many assessments that were used in the above files. Repeat as many rows as necessary.

Page C-30

Attachment C
Name of
assessment
Text

Type of assessment

Timing

Select one from the list:
 Alternate assessment
 High school assessment in science I, without accommodations
 High school assessment in science I, with accommodations
 High school assessment in science II, without accommodations
 High school assessment in science II, with accommodations
 High school assessment in science III, without accommodations
 High school assessment in science III, with accommodations
 Advanced Assessment without accommodations – high school
 Advanced Assessment with accommodations – high school
 Innovative Assessment Demonstration Authority (IADA) pilot assessment without accommodations
 Innovative Assessment Demonstration Authority (IADA) pilot assessment with accommodations
 Locally-selected nationally recognized high school assessment without accommodations
 Locally-selected nationally recognized high school assessment with accommodations

Select one from list:
End of Grade
End of Course

Changes to Statewide Academic Assessment System
This section is covers adjustments or significant changes to the state’s Statewide academic assessment system (i.e., content standards,
achievement standards and/or assessments) under ESEA section 1111(b)(3) for assessments to be administered in any of the three school years
following this reporting year.
Adjustments or significant changes to a State’s Statewide assessment system are described in the Department’s A State’s Guide to the U.S.
Department of Education’s Assessment Peer Review Process.
Question 1 – Indicate below which, if any, assessments the SEA is planning to make adjustments or significant changes for assessments to be
administered in the next three years, including the current year. in any of the three school years following this reporting year?
Grades 3-8 mathematics
Grades 3-8 reading/language arts
Grades 3-9 science
High school mathematics
High school reading/language arts
High school science
Page C-31

Attachment C
If any assessments are checked, continue to question 2.
Question 2 – Report as many assessments that were marked as changed in question 1. Repeat as many rows as necessary.
Assessment

Type of change (Select one or more)
Content Standards

Achievement Standards
Each assessment marked in question 1
Assessment

School year planned for change (Select one)
 Current SY
 SY after current SY
 Second SY after current SY
 Third SY after current SY
 Current SY
 SY after current SY
 Second SY after current SY
 Third SY after current SY
 Current SY
 SY after current SY
 Second SY after current SY
 Third SY after current SY

Example:
If the response to Question #1 was Grades 3-8 mathematics, then the response to question #2 might appear as follows:
Assessment
Grade 3 – 8 mathematics

Type of change
Content Standards
Assessment

School year planned for change
 SY after current SY
 Third SY after current SY

Page C-32

Attachment C
ENGLISH PROFICIENCY ASSESSMENT METADATA SURVEY (NEW60!) (TECHNICAL CORRECTION)
This metadata collection relates to the collection of data the statewide English proficiency assessment. This information is collected annually
and is used to evaluate and use the data.
Statewide English Language Proficiency Assessments
This metadata collection relates to the following files:
 FS050 - Title III English Language Proficiency Results
 FS137 - English Language Proficiency Test
 FS138 - Title III English Language Proficiency Test
 FS139 - English Language Proficiency Results
Question 1 - For the files above, what is the name of the regular English Language Proficiency Assessment for each of the grade levels listed
below:
Grade Level
K

1

2

3

Select from list
Select one:
 WIDA ACCESS
 ELPA 21
 LAS LINKS
 Other – Fill in the next column
Select one:
 WIDA ACCESS
 ELPA 21
 LAS LINKS
Other – Fill in the next column
Select one:
 WIDA ACCESS
 ELPA 21
 LAS LINKS
Other – Fill in the next column
Select one:
 WIDA ACCESS
 ELPA 21

If Other, provide name of assessment
Text

Text

Text

Text

Page C-33

Attachment C
Grade Level
4

5

6

7

8

9

10

Select from list
 LAS LINKS
Other – Fill in the next column
Select one:
 WIDA ACCESS
 ELPA 21
 LAS LINKS
Other – Fill in the next column
Select one:
 WIDA ACCESS
 ELPA 21
 LAS LINKS
Other – Fill in the next column
Select one:
 WIDA ACCESS
 ELPA 21
 LAS LINKS
Other – Fill in the next column
Select one:
 WIDA ACCESS
 ELPA 21
 LAS LINKS
Other – Fill in the next column
Select one:
 WIDA ACCESS
 ELPA 21
 LAS LINKS
Other – Fill in the next column
Select one:
 WIDA ACCESS
 ELPA 21
 LAS LINKS
Other – Fill in the next column
Select one:
 WIDA ACCESS

If Other, provide name of assessment
Text

Text

Text

Text

Text

Text

Text

Page C-34

Attachment C
Grade Level

11

12

Select from list
 ELPA 21
 LAS LINKS
Other – Fill in the next column
Select one:
 WIDA ACCESS
 ELPA 21
 LAS LINKS
Other – Fill in the next column
Select one:
 WIDA ACCESS
 ELPA 21
 LAS LINKS
Other – Fill in the next column

If Other, provide name of assessment

Text

Text

Question 2 - For the files above, what is the name of the Statewide Alternate English Language Proficiency Assessments for Students with the
Most Significant Cognitive Disabilities for each of the grade levels listed below
Grade Level
K

1
2
3
4
5

Select from list
Select one:
 WIDA Alt ACCESS
 Other - Fill in the next column
Select one:
 WIDA Alt ACCESS
Other - Fill in the next column
Select one:
 WIDA Alt ACCESS
Other - Fill in the next column
Select one:
 WIDA Alt ACCESS
Other - Fill in the next column
Select one:
 WIDA Alt ACCESS
Other - Fill in the next column
Select one:
 WIDA Alt ACCESS

If Other, provide name of assessment
Name

Name
Name
Name
Name
Name
Page C-35

Attachment C
Grade Level
6
7
8
9
10
11
12

Select from list
Other - Fill in the next column
Select one:
 WIDA Alt ACCESS
Other - Fill in the next column
Select one:
 WIDA Alt ACCESS
Other - Fill in the next column
Select one:
 WIDA Alt ACCESS
Other - Fill in the next column
Select one:
 WIDA Alt ACCESS
Other - Fill in the next column
Select one:
 WIDA Alt ACCESS
Other - Fill in the next column
Select one:
 WIDA Alt ACCESS
Other - Fill in the next column
Select one:
 WIDA Alt ACCESS
Other - Fill in the next column

If Other, provide name of assessment
Name
Name
Name
Name
Name
Name
Name

Changes to Statewide English language proficiency (ELP) Assessments
This section covers adjustments or significant changes to the state’s Statewide English language proficiency (ELP) assessments (i.e., English
language proficiency standards, achievement standards and/or assessments) under ESEA section 1111(b)(3) for assessments to be administered
in any of the three school years following this reporting year.
Adjustments or significant changes to a State’s Statewide assessment system are described in the Department’s A State’s Guide to the U.S.
Department of Education’s Assessment Peer Review Process.

Page C-36

Attachment C
Question 1 – Is the SEA is planning to make adjustments or significant changes for English language assessments to be administered in the
next three school years, including this year, any of the three school years following this reporting year for regular or alternate assessments?
Regular English Language Proficiency Assessment
Statewide Alternate English Language Proficiency Assessments for Students with the Most Significant Cognitive Disabilities
(Either assessment type checked, continue to question 2)
No, end of metadata survey
Question 2
Report as many assessments that were marked as changed in question 1. Repeat as many rows as necessary.
Assessment

Each assessment marked in question 1

Type of change (Select one or more)
ELP standards

ELP Achievement standards (cut scores
used on ELP assessments)

ELP Assessments

Page C-37

School year planned for change (Select one)
 Current SY
 SY after current SY
 Second SY after current SY
 Third SY after current SY
 Current SY
 SY after current SY
 Second SY after current SY
 Third SY after current SY
 Current SY
 SY after current SY
 Second SY after current SY
 Third SY after current SY