Classic View: Student Information > Special Ed > General > State Reporting
Search Terms: State Reporting
The State Reporting tool allows users to store and manage student Special Education state reporting data. Information recorded on this tool removes the legal burden of having a Special Ed team meeting for an amendment to the setting for age-based changes such as an early childhood student aging out.
Anytime a student enters a new Special Ed Setting, a State Reporting record needs to be created. State Reporting records cannot overlap.
See the core SPED State Reporting article for information on necessary tool rights and guidance on adding SPED State Reporting or Setting records.
Special Education State Reporting Editor
State Reporting Detail Editor
Start Date
The start date of the Special Ed State Reporting record.
Database Location:
SpecialEDState.startDate
Ad hoc Inquiries:
Student > Special Ed State > specialEdState.startDate
The language acquisition rating of a preschool child who is Deaf or Hard of Hearing.
This determination is completed in consultation with all members of the team working with the child, including parents, and based on multiple sources of information - observations, interviews, assessments, etc.
For English Language Learners (ELLs), assessing whether the child is acquiring English commensurate with their ELL peers across all settings should also be considered when reporting on language development.
Code
Description
Explanations
1
Significantly below age-level expectations
Significant concerns have been noted by team member.
The child’s receptive and expressive language, in English (or home language) and/or ASL, is significantly less developed than same-age peers across all settings to include social, functional, and academic communication.
2
Below age-level expectations
Concerns have been noted by team members.
The child’s receptive and expressive language, in English (or home language) and/or ASL, is less developed than same-age peers across all settings to include social, functional, and academic communication.
3
Approaching age-appropriate
Some concerns have been noted by any team member; however, the language gap between the child and peer is closing.
The child’s receptive and expressive language, in English (or home language) and/or ASL, may be unevenly developed but is generally within range of peers across all settings to include social, functional, and academic communication.
4
Age-appropriate or above
No concerns are currently noted by any team members. Careful monitoring should continue.
The child demonstrates age-appropriate receptive and expressive language development in English (or home language) and/or American Sign Language (ASL) across all settings to include social, functional, and academic communication.
Database Location:
SpecialEDState.languageAcquisition
Ad hoc Inquiries:
Student > Special Ed State > specialEdState.languageAcquisition
Special Education State Reporting Editor