OKLAHOMA STATE DEPARTMENT OF EDUCATION

SPECIAL EDUCATION SERVICES

GENERAL SUPERVISION SYSTEM
DATA COLLECTION

2024
 SPECIAL EDUCATION
GENERAL SUPERVISION SYSTEM
DATA COLLECTION MANUAL

REVISED APRIL 2024

STATE OF OKLAHOMA
 GSS: Data Collection, Management and Reporting

Contents
Overview ..................................................................................................................................................... 2
Timeline and Deadlines............................................................................................................................. 2
Table 1: State-local Reporting Requirements .................................................................................. 2
Table 2: Federal Reporting Requirements........................................................................................ 3
District Data Quality ................................................................................................................................. 4
District Activities ..................................................................................................................................... 4
OSDE-SES Activities .............................................................................................................................. 4
Public Reporting ......................................................................................................................................... 4
Data Management .................................................................................................................................... 5
Data Collection Details ............................................................................................................................. 5
Table 3: Child Count Data Elements.............................................................................................. 5
Table 4: End of Year Data Elements............................................................................................. 6
Table 5: Other Collected Data Elements ................................................................................... 12

1 | Page
 GSS: Data Collection, Management and Reporting

Overview
States have a responsibility under federal law to have a system of general supervision to monitor
the implementation of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004.
The main purpose of the system is to monitor the implementation of IDEA by local education agencies
(LEAs). Using this system, states are accountable for enforcing requirements and ensuring continuous
improvement. This system is designed to: a) ensure compliance with federal and state regulations
and b) improve services and results for students with disabilities. These correspond to the monitoring
and results-based accountability elements of the General Supervision System in Oklahoma.
The Oklahoma General Supervision System (GSS) consists of several components: district
monitoring and enforcement for compliance to IDEA and fiscal health, data management and
reporting, fiscal governance, and dispute resolution. All components have been developed
according to the high standards set by OSEP. This document outlines the data management and
reporting component of the Oklahoma GSS. Separate manuals have been developed to describe
the monitoring and enforcement, fiscal, and dispute resolution components of the Oklahoma GSS.
Please refer to the Oklahoma State Department of Education Office of Special Education Services
(OSDE-SES) website at http://ok.gov/sde/special-education for these documents and various
support materials.

Timeline and Deadlines

Special education data management is propelled by annual deadlines for the collection and
reporting of data to meet federal requirements issued through IDEA. Table 1 shows the reports that
pass from LEAs to the state education agency (SEA) or from the SEA to LEAs. The End of Year and
Child Count data collections are the primary sources of data for all state and federal reports,
though some elements come from other sources. The data are also used to report back to LEAs on
their current compliance and performance status through the District Data Profile and Determination.

Table 1: State-local Reporting Requirements

Reporting to SEA
Opens Closes* Requirements*
End of Year Continuous June 30 Certification by July 15
Child Count Continuous October 1 Certification by October 15
LEA assurances/agreements 1st Friday/May June 30 Certification on July 1

Reporting to LEA
Distributed LEA Response Finalized
District Data Profile (DDP) Mid October 2 weeks post November 1
Determination Mid November 2 weeks post December 1
Significant Disproportionality Mid November 2 weeks post December 1
*If the deadline falls on a weekend, the report will close on the following business day.

2 | Page
 GSS: Data Collection, Management and Reporting

Table 2 lists the required reports the state submits to OSEP. The reports listed with a “FS” in
front are “EDFacts” files (https://www2.ed.gov/about/inits/ed/edfacts/file-specifications.html)
that are submitted in a specific format. The file specifications change periodically and dictate in
part what we collect and how we report it. Although OSDE-SES provides the data, these files are
processed and submitted by the agency’s EDFacts Coordinator. All other reports are submitted by
SES data personnel directly to OSEP. Assessment files also contain data relevant to Special
Education Services, but these files are managed by the Office of Accountability.

Table 2: Federal Reporting Requirements

Report Opens Deadline Location
SPP/APR Indicators (Annual
Performance Report, with the State January February 1 EMAPS
Systemic Improvement Plan Report)
IDEA State Supplemental Survey February March EMAPS
MOE/CEIS July Aug 21 EMAPS
Dispute Resolution October 2 Nov 15 EMAPS

State agency
Public Data Reporting N/A Early spring
website

"Child Count" EDFacts: June 20 July 31 EDPass

FS002 Children with Disabilities (CWD) IDEA School-age (5 in KG through 21)
FS089 CWD IDEA Early Childhood (3-5, not in KG)

"Exiting" EDFacts: FS009 CWD IDEA

December 11 February 19 EDPass
Exiting SPED

"Discipline" EDFacts: January 8 February 21 EDPass

FS005 CWD IDEA Removal to Interim Alternative Educational Setting
FS006 CWD IDEA Suspensions/Expulsions
FS007 CWD IDEA Reasons for Unilateral Removal
FS088 CWD IDEA Disciplinary Removals
FS143 CWD IDEA Total Disciplinary Removals
FS144 Educational Services during Expulsion

"Personnel" EDFacts: December 11 February 19 EDPass

FS070 SPED Teachers FTE
FS099 SPED Related Services Personnel
FS112 SPED Paraprofessionals

3 | Page
 GSS: Data Collection, Management and Reporting

District Data Quality

The data collection process consists of several activities that are done to ensure the validity and
accuracy of all data submitted by districts. We are required to hold districts accountable for
incorrect, incomplete, and/or untimely data submitted for state and federal reporting purposes.

District Activities
Districts are expected to dedicate effort to ensuring that student records are accurate and
compliant with IDEA laws and regulations. District leaders—usually Superintendents—are expected
to verify that any data submitted on the district’s behalf is complete and accurate. The certification
process is the mechanism through which district leaders verify their data. A certification window is
open for each data collection for two weeks following the submission deadline. Districts that do not
certify their data will be marked as untimely.
Otherwise, districts will receive a negative data quality/timeliness rating on DDPs and
determinations when any of the following occurs:
• data are not submitted at all or only partially submitted by the child count or end of
year deadlines, including supplemental data used for monitoring and compliance
purposes;
• data submitted are not accurate and must be corrected; or
• data are not corrected soon after the district is notified.

OSDE-SES Activities
Desk audits of district data will be conducted for the child count and end of year collections. These
desk audits involve the following steps:
1. Running state-wide reports that identify actual and potential errors in student-level records,
including missing data,
2. Contacting districts to correct identified errors, update omissions, and/or verify the accuracy
of data entered, and
3. Tracking district responsiveness to notifications of incorrect, incomplete, and/or untimely
data.
At minimum, desk audits will result in a data quality rating. Depending on the severity of the data
quality issues, deeper monitoring may be initiated.

Public Reporting
States are required by 34 CFR §300.602(b)(1)(i)(A) to publicly report the performance of each
LEA located in the State on the targets in the SPP/APR within 120 days following the State’s
submission of its annual APR. Oklahoma publicly reports LEA performance by posting DDP and
determination results on its website (http://sde.ok.gov/sde/documents/2012-10-01/special-
education-data-and-reporting-part-b-children-ages-3-through-21) as soon as practicable
following the February submission. All posted data is redacted to protect student privacy. LEAs must
make also their determinations available for public review, if requested by members of the public.

4 | Page
 GSS: Data Collection, Management and Reporting

Data Management
The online IEP system is the primary storage location for all data reported in Oklahoma. Data are
pulled from this system in a variety of methods and stored elsewhere in certain cases, including
servers related to the Wave state student information system. All data cleaning related to student
records should occur in the online IEP system (currently OK EdPlan), although demographic and
enrollment data must be updated in the local student information systems and the Wave.

Data Collection Details

All data elements reported by the SEA in federal or LEA reports are described in this section (except
for assessment data). The first large data collection is completed by statute on October 1, called
“Child Count.” This collection is used to generate several state and federal reports as mandated by
state and federal law. As of 2021, these elements are collected and verified separately from the
state enrollment child count. The full list of data elements collected through Child Count is provided
in Table 3, along with descriptions of the primary source of the data and the reporting output(s).
The data elements are collected only for students with IEPs and ISPs with valid STNs (state testing
numbers) and enrollment status, and include demographics, disability categories, and LRE category
or early childhood environment category.

Table 3: Child Count Data Elements

Child Count Student Primary
Description Reporting Outputs
Data Source
STN (State Testing Primary key assigned to each student at Aggregated in all
Wave
Number) the state level in Oklahoma reports
County/district/site Unique codes assigned by accreditation
SIS All reports
codes and the state board of education
The year, month and day on which a FS002, FS089,
Date of birth SIS
person was born Indicators 1, 2, 5, 6
Gender Male, female or other SIS FS002, FS089
The grade level or primary instructional
FS002, FS089,
level at which a student enters and
Grade SIS Indicators 5 & 6,
receives services in a school/educational
State Aid
institution during a given academic session
Displays whether or not a student has
LEP/EL/ELL Status SIS FS002, FS089
limited English proficiency (LEP)
FS002, FS089,
Indicator of a person’s race or ethnic Indicators 9, 10,
Race/ethnicity SIS
origins Significant
Disproportionality
FS002, FS089,
The major or overriding disability
Online IEP State Aid,
Primary disability category that best describes a person's
system Significant
impairment
Disproportionality

5 | Page
 GSS: Data Collection, Management and Reporting

The suspected major or overriding

FS002, FS089,
disability category that best describes a
Online IEP State Aid,
Suspected disability person's impairment for students ages 3
system Significant
through 9 when primary is “Developmental
Disproportionality
Delay”
If applicable, an ancillary disability
Online IEP FS002, FS089,
Secondary disability category that best describes a person's
system State Aid
impairment
Services that help children with disabilities
benefit from their special education by Online IEP
Related services State Aid
providing extra help and support in system
needed areas
Simultaneous conditions (other than deaf-
Online IEP FS002, FS089,
Concomitant disability blindness) with which a child has been
system State Aid
found to be impaired
The least restrictive environment (LRE) for a FS002, Indicator 5,
Online IEP
LRE category child with disabilities to receive their Significant
system
education, aged 5 in KG to 21 Disproportionality
The environment on which children aged 3
Online IEP
ECE category to 5 (in PK only) receive their special FS089, Indicator 6
system
education services
Student receives ESY services. Only
Online IEP
ESY students with primary MD receive State Aid
system
additional funding for ESY.

Data elements are also collected on July 1 to reflect student and district experiences throughout
the previous academic year. This collection is used to generate several state and federal reports
as mandated by state and federal law. The full list of data elements collected through the End of
Year Data Collection is provided in Table 4, along with descriptions of the primary source of the
data and the reporting output(s). Some elements are pulled in both the Child Count and End of Year
collections, as reflected in the duplicated elements listed below. For reporting purposes, data from
two collections are not joined. Elements can change during the year and may be reported
differently from one collection to the next if that happens. All “district self-reported data” are
collected as aggregated numbers through EDPlan via the District Summary Data page.

Table 4: End of Year Data Elements

Primary
End of Year Data Description Reporting Outputs
Source
Student Testing Primary key assigned to each student at Aggregated in all
Wave
Number (STN) the state level reports
County/district/site Unique codes assigned by accreditation
SIS All reports
codes and the state board of education
The year, month and day on which a FS009, Indicators 1,
Date of birth SIS
person was born 2, 7, 12, 13

6 | Page
 GSS: Data Collection, Management and Reporting

The grade level or primary instructional

level at which a student enters and FS009, Indicators 3,
Grade SIS
receives services in a school/educational 4, 5, 6, 7, 13
institution during a given academic session
FS009, “Discipline”
Gender Male, female or other SIS
reports
Displays whether or not a student has FS009, “Discipline”
LEP/EL/ELL Status SIS
limited English proficiency (LEP) reports
FS009, “Discipline”
reports, Indicator 4,
Race/ethnicity Indicator of a person’s origins SIS
Significant
Disproportionality
The major or overriding disability
Online IEP FS009, “Discipline”
Primary disability condition that best describes a person's
system reports, Indicator 4
impairment
The year, month and day on which the
student officially was removed from a
Online IEP FS009, Indicators 1,
Exit date district for any reason, i.e., the date on
system 2, 13, 14
which the student's enrollment in a
particular district ended
The reason any student in special
education was removed from a Online IEP FS009, Indicators 1,
Exit reason
district/why the student’s enrollment ended system 2, 13, 14
on the associated exit date
The baseline rating assigned to a student
Early childhood aged 3-5 in PK indicating proficiency in
Online IEP
outcome (ECO) entry displaying positive social-emotional skills, Indicator 7
system
ratings acquisition and use of knowledge, or
exhibition of appropriate behaviors
Online IEP
ECO entry rating date Date the baseline ratings were assigned Indicator 7
system
The ratings assigned to a student when the
Online IEP
ECO exit ratings student exited from the early childhood Indicator 7
system
program
Online IEP
ECO exit rating date Date the exit ratings were assigned Indicator 7
system
Indication of whether any new skills were
New skill acquisition Online IEP
obtained between date of entry rating Indicator 7
upon ECO exit system
date and exit rating date
“Discipline” reports,
Number of days of
The length (in school days) of an individual Online IEP Indicator 4,
disciplinary removal
disciplinary action system Significant
by incident
Disproportionality

7 | Page
 GSS: Data Collection, Management and Reporting

“Discipline” reports,
Removal or Discipline The type of removal used for the discipline Online IEP Indicator 4,
Type of children with disabilities system Significant
Disproportionality
“Discipline” reports,
The type of interim removal from current
Online IEP Indicator 4,
Interim Removal educational setting experienced by
system Significant
children with disabilities (IDEA)
Disproportionality
The reasons why children with disabilities
Interim Removal were unilaterally removed from their Online IEP
“Discipline” reports
Reason current educational placement to an system
interim alternative educational setting
An indication of whether a student was
Services provided
provided educational services when Online IEP
during disciplinary “Discipline” reports
removed from the regular school program system
removal
for disciplinary reasons
A student enrolled in public school who
Online IEP
IEP Status receives special education and related Indicator 13
system
services under the IDE) according to an IEP

The date the current IEP is scheduled to Online IEP

IEP End Date Indicator 13
conclude system

Count of students for whom the LEA

received an initial parent consent to District self-
Total Count: Initial
complete an eligibility determination within reported Indicator 11
Consents for Evaluation
the school year (does not include 504s or data
re-evaluations).
Count of initial Count of students who were evaluated District self-
evaluations completed within 45 school days, during the fiscal reported Indicator 11
within 45 school days year. data
Count of children who Count of students who were not evaluated
District self-
changed districts prior within 45 school days due to the student
reported Indicator 11
to eligibility exiting the LEA prior to eligibility
data
determination determination.
Count of children
Count of students who were not evaluated District self-
whose parents failed
within 45 school days due to parents’ reported Indicator 11
or refused to produce
failure to produce the child. data
the child for evaluation
Count of students who were not evaluated District self-
Count of all other late
within 45 school days due to any other reported Indicator 11
evaluations
reason. data

8 | Page
 GSS: Data Collection, Management and Reporting

Count of school days the furthest any one

Maximum number of
student went past 45 school days between District self-
school days BEYOND
initial parent consent and an eligibility or reported Indicator 11
the 45th school day for
non-eligibility determination within the data
most tardy evaluation
fiscal year (the 46th day begins the count).
The following elements indicate the reason(s) why one or more students did not have an eligibility
determination or non-eligibility determination within 45 school days after initial parent consent was
obtained. The reason indicates that…
Delay was due to the fault of the district District self-
LEA failure to follow
at or prior to the time the eligibility was reported Indicator 11
procedures
due. data
MEEGS team decided Delay was due to needing additional District self-
additional data was MEEGS data at or prior to the time the reported Indicator 11
necessary eligibility was due. data
Delay was due to the lack of LEA District self-
Lack of appropriate
resources at or prior to the time the reported Indicator 11
resources
eligibility was due. data
Breaks in school Delay was due to breaks within the school District self-
calendar and/or staff calendar or not having staff on contract at reported Indicator 11
not on contract or prior to the time the eligibility was due. data
Delay was due to a referral from
SoonerStart that occurred less than 90 District self-
Late referral from
days before the 3rd birthday (when child reported Indicator 11
SoonerStart
had received SoonerStart services for at data
least 3 months).
Parents did not show Cause of delay: the LEA chose to wait for
District self-
for scheduled parent involvement and did not make the
reported Indicator 11
eligibility meeting or eligibility determination separately from
data
delayed meeting the IEP and placement meeting.
Delay was due to unforeseen but
Extreme weather or District self-
unexcused natural or man-made
other atypical events reported Indicator 11
circumstances at or prior to the time the
such as pandemics data
eligibility was due.
Count Early Total number of children receiving CEIS District self-
Intervention Without under the IDEA in the LEA/ESA during reported MOE/CEIS
IEP reported SY. data
Total number of children who received
CEIS under the IDEA anytime in the past District self-
Count Early
two school years and received special reported MOE/CEIS
Intervention With IEP
education and related services in the data
reported SY.
Count of children referred to LEA from District self-
Total referred directly
Part C (SoonerStart) program whose third reported Indicator 12
from SoonerStart
birthday fell during the fiscal year. data

9 | Page
 GSS: Data Collection, Management and Reporting

Count of children
determined not Count of children referred from Part C District self-
eligible for Part B who were determined not eligible for Part reported Indicator 12
services before their B services prior to the third birthday. data
third birthdays
Count of children
found eligible who Count of children referred from Part C
District self-
have an IEP who were determined eligible for Part B
reported Indicator 12
developed and services and whose IEP was completed
data
implemented by their prior to the third birthday.
third birthdays
Count of children
whose parents refused
consent, could not ever
Count of children referred from Part C
be contacted, failed to
who were determined eligible and whose
produce the child for District self-
IEP was completed (or who were
evaluation, changed reported Indicator 12
determined not eligible) after the third
districts or declined data
birthday due to one of several parent
services, causing
reasons.
delays to or halting
the evaluation and IEP
processes
Count of children
found eligible for Part
Count of children referred from Part C
B who were also
who were determined eligible and whose
determined eligible
IEP was completed (or who were District self-
for SoonerStart
determined not eligible) after the third reported Indicator 12
services less than 90
birthday because the child enrolled in data
days before their third
SoonerStart less than 3 months prior to the
birthdays (late
third birthday.
referral to
SoonerStart)
Count of children
Count of children referred from Part C
whose IEPs were not
who were determined eligible and whose District self-
completed by their
IEP was completed (or who were reported Indicator 12
third birthday and not
determined not eligible) after the third data
included in above
birthday for any other reason(s).
groups
Count of school days the furthest any one
Maximum number of student went past the third birthday
District self-
school days BEYOND before an IEP was completed for an
reported Indicator 12
the third birthday for eligible child or the child was determined
data
most tardy IEP not eligible (day after third birthday starts
the count).
The following elements indicate the reason(s) why one or more students did not have an IEP in place prior
to their third birthday or determined not eligible prior to their third birthday. The reason indicates that…

10 | Page
 GSS: Data Collection, Management and Reporting

LEA failure to follow Delay was due to the fault of the district District self-
appropriate at or prior to the time the eligibility was reported Indicator 12
procedures due. data
MEEGS team decided Delay was due to needing additional District self-
additional data was MEEGS data at or prior to the time the reported Indicator 12
necessary eligibility was due. data
District self-
Lack of appropriate Delay was due to the lack of resources at
reported Indicator 12
resources or prior to the time the eligibility was due.
data
Breaks in school Delay was due to breaks within the school District self-
calendars and/or staff calendar or not having staff on contract at reported Indicator 12
not on contract or prior to the time the eligibility was due. data
Delay was due to a referral from
SoonerStart that occurred less than 90 District self-
Late referral from
days before the 3rd birthday (but child reported Indicator 12
SoonerStart
had received SoonerStart services for at data
least 3 months).
Parents did not show
for scheduled Delay was due to parents’ inability or District self-
eligibility or IEP unwillingness to meet in the required reported Indicator 12
meeting or delayed timeframe. data
meeting
Delay was due to unforeseen but
Extreme weather or District self-
unexcused natural or man-made
other atypical events reported Indicator 12
circumstances at or prior to the time the
such as pandemics data
eligibility was due.
For the following data elements, please refer to the Personnel guidance for detailed information on
what qualifies any service provider to provide certified services to students. All data are self-reported
by districts in aggregate and are used in the “Personnel” reports.
Audiologist - Cert Report the proportion of "full-time equivalent" positions
your LEA employs or contracts in each related service
Audiologist - Not Cert area, based on time worked (e.g., quarter time is 0.25).
If a position is not full-time, do not report 1.0.
SLP - Cert
SLP - Not Cert Only report the proportion of time worked that is in
service to an IEP or specific to the needs of students with
Interpreter - Cert disabilities.
For PE teachers, social workers, medical personnel and
Interpreter - Not Cert counselors employed or contracted by the LEA, do not
report an FTE unless that portion of their time is
Psychologist/ Psychometrist - Cert
dedicated to providing specific "IEP related services"
Psychologist/ Psychometrist - Not Cert (time spent on IEP teams and evaluations can be
included).
OT - Cert
OT - Not Cert

11 | Page
 GSS: Data Collection, Management and Reporting

PT - Cert Coops/ILCs must calculate service provision across their

member districts and provide those districts the FTE
PT - Not Cert counts for Coop personnel.
PE/Recreational Therapy- Cert
PE/Recreational Therapy- Not Cert
Social Workers - Cert
Social Workers - Not Cert
Nursing/Medical - Cert
Nursing/Medical - Not Cert
Counselors - Cert
Counselors - Not Cert
OM Specialists - Cert
OM Specialists - Not Cert
PK Para-professionals - Qualified
PK Para-professionals – Not Qualified
School-age Para-professionals - Qualified
School-age Para-professionals - Not Qualified

Some data elements required for state and federal reporting are collected from other sources,
including the Office of Accountability, exited students, the Special Education Resolution Center, and
parents. These collections are used to generate several state and federal reports as mandated by
state and federal law. The full list of data elements collected through the Parent Survey and the
Post-School Outcomes Survey are listed in Table 5, along with descriptions of the primary source of
the data and the reporting output(s). The assessment data collection is not included in the list of
elements in Table 5 because of its size and level of detail. OSDE-SES does not manage this
collection.

Table 5: Other Collected Data Elements

Primary Reporting
Other Data Elements Description
Source Outputs
The county of the school district where Parent
County of enrolled school district Indicator 8
the child is enrolled. Survey
The school district where the child is
Parent
Name of enrolled school district enrolled at the time the survey is Indicator 8
Survey
completed.

12 | Page
 GSS: Data Collection, Management and Reporting

Response requested to this question:

“I am considered an equal
Rarely or never
partner with teachers and other Parent
Some of the time Indicator 8
professionals in planning my Survey
Most of the time
child's education.”
All of the time
Response requested to this question:
“Teachers encourage me to be Rarely or never
Parent
involved in making decisions about Some of the time Indicator 8
Survey
my child's services.” Most of the time
All of the time
Response requested to this question:
“The school communicates with me Rarely or never
Parent
regarding my child's progress on Some of the time Indicator 8
Survey
IEP goals.” Most of the time
All of the time
Response requested to this question:
Rarely or never
“Administrators seek out parent Parent
Some of the time Indicator 8
input.” Survey
Most of the time
All of the time
Response requested to this question:
“Fill in the blank: ________ of my
None or few
concerns and recommendations Parent
Some Indicator 8
were addressed at this year's IEP Survey
Most
meeting.”
All
“I was offered special assistance Response requested to this question:
and support so that I could Yes
Parent
participate in the IEP meeting No Indicator 8
Survey
(e.g., interpreter, mutually Not sure
agreed-upon scheduling, etc.).” N/A
“I have been given information Response requested to this question:
about who to call if I am not Yes Parent
Indicator 8
satisfied with the services my child No Survey
receives.” Not sure
Response requested to this question:
“The school offers parents a
Yes Parent
variety of ways to communicate Indicator 8
No Survey
with teachers and administrators.”
Not sure
Response requested to this question: Parent
Child’s gender Indicator 8
Boy or Girl Survey

13 | Page
 GSS: Data Collection, Management and Reporting

Response requested to this question

(all that apply):
American Indian/Alaskan Native
Asian Parent
Child’s race/ethnicity Indicator 8
Black of African American Survey
Hispanic or Latino
Native Hawaiian or Pacific Islander
White or Caucasian
Response requested to this question:
Parent
Child’s primary disability All thirteen categories listed Indicator 8
Survey
Don’t know
Response requested to this question:
3-5 years
6-10 years Parent
Age group of child Indicator 8
11-13 years Survey
14-18 years
19 years or older
The Post-Secondary Outcomes Survey of Exited High School Students is conducted annually. Respondents
may not answer all questions, depending on their initial answers (some questions are skipped if not
relevant). For most questions, respondents may voluntarily refuse to answer or say they do not know.
Post-School
STN Outcomes Indicator 14
Survey
Post-School
Full Name Outcomes Indicator 14
Survey
Post-School
Name of most recent school
Outcomes Indicator 14
district
Survey
Response requested to this question:
Student Post-School
“Indicate which person is
Parent Outcomes Indicator 14
responding to the questions:”
Guardian Survey
Other relative/family member
“At any time in the past year,
have you attended any school,
education, or job training
program (for example, enrolling Response requested to this question: Post-School
in a college or university and/or Yes Outcomes Indicator 14
participation in an occupational No Survey
training program, a church or
humanitarian mission, or the job
corps)?”

14 | Page
 GSS: Data Collection, Management and Reporting

“Did you attend high school any

time during the 2020-21 school Response requested to this question: Post-School
year, specifically sometime Yes Outcomes Indicator 14
between September 2020 and No Survey
May 2021?”
“Did the State of Oklahoma
COVID-19 Executive Orders and
public health mandates (e.g.,
Response requested to this question:
social distancing, closing of non- Post-School
(1) Yes, it had a positive impact
essential businesses/services) Outcomes Indicator 14
(2) Yes, it had a negative impact
impact your post high school Survey
(3) No, it had no impact
activities surrounding education or
training either positively or
negatively?”

Response requested to this question:

(1) I was able to attend classes
virtually
Post-School
(2) I was able to enroll in school or
“If yes: How did it impact you?” Outcomes Indicator 14
some type of training program
Survey
(3) I was NOT able to enroll in school
or some type or training program
(4) Other (explain: ____________)
“Have you attended a high school Response requested to this question:
Post-School
completion program including an Yes
Outcomes Indicator 14
Adult Basic Education or GED No
Survey
program?”
“Have you attended a short-term
Response requested to this question:
education or employment-training Post-School
Yes
program such as the Job Corps, Outcomes Indicator 14
No
WIA, or Department of Survey
Rehabilitation Services?”
“Have you attended a vocational Response requested to this question:
Post-School
or technical school – (a certificate Yes
Outcomes Indicator 14
program or less than a 2-year No
Survey
program)?”
“Have you attended a training Response requested to this question: Post-School
program that lasts at least a year Yes Outcomes Indicator 14
for a particular occupation?” No Survey
Response requested to this question: Post-School
“Have you attended a two-year
Yes Outcomes Indicator 14
community or technical college?”
No Survey
Response requested to this question: Post-School
“Have you attended a four-year
Yes Outcomes Indicator 14
college or university?”
No Survey

15 | Page
 GSS: Data Collection, Management and Reporting

“Have you participated in a

Response requested to this question: Post-School
formal humanitarian program such
Yes Outcomes Indicator 14
as the Peace Corps, Vista,
No Survey
AmeriCorps, or a Church Mission?”
“Have you attended an Response requested to this question: Post-School
educational program while Yes Outcomes Indicator 14
incarcerated?” No Survey
Response requested to this question:
(1) 1
Post-School
“How many terms or semesters (2) 2
Outcomes Indicator 14
have you completed?” (3) Currently finishing my first term
Survey
(4) Currently finishing my second term
(5) More than 2 terms
Response requested to this question:
(1) I am currently working for pay
(2) I am not currently working for pay
“Which of the following best Post-School
but I have worked for pay since
describes your current Outcomes Indicator 14
leaving high school
employment status?” Survey
(3) I am not currently working for pay
and I haven’t worked for pay since
leaving high school
Response requested to this question:
“Have you/did you work at this
Yes
job for at least 90 days?”
No
“Is/was your job:”
(4) in the military?
(5) in a sheltered setting (where most
Response requested to this
workers have disabilities)?
question: Post-School
(6) in a supported employment setting
(1) in an integrated, competitive Outcomes Indicator 14
(paid work in community with support
employment setting where most Survey
services)?
employees are non-disabled?
(7) within jail or prison?
(2) in a home-based business?
(8) an unpaid volunteer or internship?
(3) as a homemaker?
“On this job, are you (were you)
Response requested to this question: Post-School
paid at least minimum hourly
Yes Outcomes Indicator 14
wage ($7.25/hour in
No Survey
Oklahoma)?”
“How many hours do you (did Post-School
you) usually work per week at this Respond with a whole number. Outcomes Indicator 14
job?” Survey
Response requested to this question: Post-School
“Were you laid off from your job
Yes Outcomes Indicator 14
as a result of COVID-19?”
No Survey
Response requested to this question: Post-School
“Were your hours reduced as a
Yes Outcomes Indicator 14
result of COVID-19?”
No Survey

16 | Page
 GSS: Data Collection, Management and Reporting

Post-School
“What is the name of the
Respond with a company name. Outcomes Indicator 14
company for which you work?”
Survey
“When doing your job, did you
interact or talk with co-workers Response requested to this question: Post-School
without a disability to get your Yes Outcomes Indicator 14
job done? If you are unsure, give No Survey
your best guess.”
“In this job, were you or are you
Response requested to this question: Post-School
eligible for a pay raise or
Yes Outcomes Indicator 14
promotion? If you are unsure, give
No Survey
your best guess.”
“Were you paid the same as
other people who work in a Response requested to this question: Post-School
similar job with the same skills, Yes Outcomes Indicator 14
experience and training? If you No Survey
are unsure, give your best guess.”
“In this job, did you receive
benefits (such as group insurance
like health, dental, vision, paid Response requested to this question: Post-School
sick leave or vacation social Yes Outcomes Indicator 14
security, unemployment insurance, No Survey
workers’ compensation)? If you
are unsure, give your best guess.”

17 | Page