The following sections document the specific fields used for state reporting purposes. For more specific information about the Team Members tool, Evaluation, and IEP, see the corresponding linked documentation for each section below.
Team Members
Tool Search: Special Ed Team Members
The Team Members tool lists the individuals who are part of a student's special education team, including counselors, case managers, family and service providers.
Members can be added through finding an existing person and linking them or by entering a person without consulting Census.
Special Ed Team Member Detail - IDEA Parent
IDEA Parent
Indicates this parent is an IDEA Parent for the student.
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Evaluations
Classic View: Student Information > Special Ed > General > Documents > Evaluations
Search Terms: Special Ed Documents
The Individual Education Program (IEP) or Evaluation team uses the Evaluation to document the student's educational needs and the student's determination of eligibility for special education prior to an IEP being created for that student.
Initial Evaluation Information Editor
Classic View: Student Information > Special Ed > General > Documents > Evaluations > Evaluation Information
The following fields on the Evaluation Information Editor MUST be populated in order for the student to report special ed assessment information properly.
Evaluation Information EditorEvaluation Type
The Evaluation Type field is used to indicate the intended use for the evaluation, whether the student is being evaluated for the first time (Initial), reevaluated (Reevaluation), or transferred (Exit). Only Initial and Exit types are reported.
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Evaluation Date
Indicates the date the evaluation occurred. This field automatically populates with the current date. This field is not required for state reporting, but is required to save the record.
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Database Location:
Evaluation.date
Ad Hoc Inquiries:
Student > Learner Planning > Evaluations > evaluation.date
Ed-Fi Resources:
Not reported
Outcomes Editor
Classic View: Student Information > Special Ed > General > Documents > Evaluations > Outcomes
The following fields on the Outcomes Editor MUST be populated in order for the student to report special ed assessment information properly.
Outcomes Editor
Assessment Category
Indicates in which areas the student will be assessed for special education services. Options are:
- Positive social-emotional skills (including social relationships)
- Acquisition and use of knowledge and skills (including early language/communication and early literacy)
- User of appropriate behaviors to meet their needs
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Assessment Outcome Summary
The Assessment Outcome Summary field is used to identify the student's age appropriate behavior functionality related to the Assessment Category.
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Options are:
- Overall not age appropriate: Dos not yet show functioning expected in any situation, does not show immediate foundational skills in any situation
- Overall not age appropriate: Occasionally used immediate foundational skills across settings and situations
- Overall not age appropriate: Uses immediate foundational skills most or all of the time across settings and situations
- Overall not age appropriate: Shows occasional age-appropriate functioning across settings and situations
- Overall not age appropriate: Shows functioning expected for his or her age some of the time and/or in some setting and situations
- Age Appropriate: Functioning generally is considered appropriate for his or her age, but there are some significant concerns about the child's functioning in this outcome area
- Age appropriate: Shows functioning expected for his or her age in all or almost all everyday situations that are part of the child's life.
Database Location:
Evaluation.assessmentOutcome
Ad Hoc Inquiries:
Student > Learner Planning > Evaluations > assessmentOutcome
Ed-Fi Resources:
Arizona Ed-Fi Data v3.5 - Student Special Education Program Associations
Exit Evaluation Information Editor
Classic View: Student Information > Special Ed > General > Documents > Evaluations
The Exit Evaluation is used to document those students who have stopped receiving special education services.
Exit Evaluation Editor
There is no requirement to populate an Exit Evaluation for a student when they are leaving special education or leaving a school. Logic exists in the product that uses the student's enrollment and special ed information to report the Exit Reason based on the State's Special Ed Exit Matrix. However, when the special ed Exit Reason that needs to be reported is different than the Special Ed Exit Matrix or is not covered in the Special Ed Exit Matrix, an Exit Evaluation is necessary to identify the proper Exit Reason to report.
Evaluation Date
Indicates the date the evaluation occurred. This field automatically populates with the current date. This field is not required for state reporting, but is required to save the record.
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Database Location:
Evaluation.date
Ad Hoc Inquiries:
Student > Learner Planning > Evaluations > evaluation.date
Ed-Fi Resources:
Not reported
Exit Date
Indicates the date the student exited special education. This field is not required for state reporting, but is required to save the record.
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Database Location:
Evaluation.exitDate
Ad Hoc Inquiries:
Student > Learner Planning > Evaluations > evaluation.exitDate
Ed-Fi Resources:
Not reported
Exit Reason
The reason the student stopped receiving special education services.
This field is required to save the record, along with the Evaluation Date and the Exit Date.
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| Code | Description | Notes |
|---|
| 1 | Transferred to Regular Education | Student was served in special education at the start of the reporting year, but at some point during the reporting year, returned to regular education as a result of having met the objectives in his/her IEP. This student no longer has an IEP and is receiving all of his/her educational services from a regular education program.
NOTE: This student must be re-evaluated and determined no longer eligible for special education.
This category includes parental revocation of consent and students who left school to be homeschooled and are no longer receiving special education services, including related services (34 CFR §300.300(b)(4)).
Valid for all ages and grade. |
| 2 | Graduated with regular high school diploma | Student exited an educational program through receipt of a high school diploma identical to that for which students without disabilities are eligible. In Arizona, the diploma that qualifies as a regular high school diploma is the standard high school diploma (those that are issued to a preponderance of students in the State), a higher diploma awarded by a governing board, or the Grand Canyon diploma. |
| 3 | Reached maximum age | Student exited special education because of reaching maximum age for receipt of special education services. This includes students with disabilities who reached maximum age and did not receive a diploma. |
| 4 | Died | Student died. |
| 5 | Moved, known to be continuing | Student moved out of the catchment area and is KNOWN to be continuing in another educational program. There need not be evidence that the student is continuing in special education, only that he/she is continuing in a general education program. This includes transfers and students in residential drug/alcohol rehabilitation centers or correctional facilities. Valid for ages and grades. |
| 7 | Dropped out | Student was enrolled at the start of the reporting year, was not enrolled at the end of the reporting period, and did not exit through any other basis described. This includes dropouts, runaways, GED recipients, expelled students, students whose status is unknown, students who moved and are not known to be continuing in another education program, and other exiters. |
| 9 | Exited due to intended change in SAIS | This code is used when the student ends one LRE and starts another. Student is not transferring to regular education. Valid for all ages and grades. |
| 10 | Withdrawn by Parent Request | This code is used when a parent withdraws a student with a special education grade of PS, KG, or UE from the student’s special education service participation and the student is no longer enrolled.
Valid for PS (Preschool), KG (Kindergarten), and UE (Ungraded Elementary) only. |
| 11 | Expelled but still receiving services | Student was expelled from school, but is still receiving special education services (provided by this school).
Notes:- Exit Reason code 5 would apply to a student who transfers to another school.
- Expelled students who continue to receive special education services provided by the school must be entered into a subsequent special education service participation with LRE Code H.
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| 13 | School is out | Special education participation is ending because the school’s calendar year is ending. This special education exit reason code should be used if the student participates through the end of the year.
Valid for all ages and grades. |
| 14 | No longer eligible PS SPED. Not attending any education programs. Valid for PS grade only. | No longer eligible for preschool special education and not attending any education programs.
Valid for PS (preschool) grade only.
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Database Location:
evaluation.spedExitReason
Ad Hoc Inquiries:
Student > Learner Planning > Evaluations > evaluation.exitReason
Ed-Fi Resources:
Arizona Ed-Fi Data v3.5 - Student Special Education Program Associations
Individual Education Plan
Classic View: Student Information > Special Ed > General > Documents > Plans
Search Terms: Documents
The editors available on the Individual Education Plan is used to document all required special education information by the State of Arizona.
Education Plan Editor
Education Plan Editor
IEP Start Date
The date the student began receiving services.
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IEP End Date
The date the student's plan ends. This automatically populates with a date 364 days in the future, or one day prior to the start date in the next year. This date can be changed as needed to another date, as long as it is AFTER the IEP Start Date.
This date is NOT required for state reporting, but is required to save the record.
When a student exits special education, enter an IEP End Date that corresponds to when the student is no longer receiving special ed services or when the special ed services are changing. It does not need to correspond with what should be state reported.
When a student withdraws from school and is continuing their services elsewhere, the special ed exit date does not need to be updated as the enrollment end dates are used.
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Enrollment Status Editor
The following fields MUST be populated for state reporting.
Enrollment Status Editor
Primary Disability
The condition that impacts the student most in their daily life and ability to participate in regular education curriculum.
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Special Ed Status
A description of whether the student is actively receiving special education services. One option is available - 1: Receiving Services - and is selected when the student is participating in Special Education programming.
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The following fields may be populated based on the student's needs.
Disability 2 - 7
Additional disabilities of the student, up to 7.
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Database Location:
Enrollment.disability2
Enrollment.disability2
Enrollment.disability3
Enrollment.disability4
Enrollment.disability5
Enrollment.disability6
Enrollment.disability7 | PlanState.disability2
PlanState.disability3
PlanState.disability4
PlanState.disability5
PlanState.disability6
PlanState.disability7 |
Ad Hoc Inquiries:
Student > Learner Planning > Learning Plans > learningPlan.disability2
Student > Learner Planning > Learning Plans > learningPlan.disability3
Student > Learner Planning > Learning Plans > learningPlan.disability4
Student > Learner Planning > Learning Plans > learningPlan.disability5
Student > Learner Planning > Learning Plans > learningPlan.disability6
Student > Learner Planning > Learning Plans > learningPlan.disability7
Reports:
Distance Learning School Summary
Learning Student Summary
Ed-Fi Resources:
Arizona Ed-Fi Data v3.5 - Student Needs
Ancillary Disability 1-7
These fields are marked when the student receives services for a disability, but it is not included as part of the IEP.
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Funded SPED Setting DOR
The Special Ed District Organization ID number. This field is populated when the the district that should receive funding for the student is different than the resident district assigned on the student's enrollment record.
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Placement and LRE
Placement and LRE Editor
SPED Concurrency Type
This field indicates whether the IEP is reporting from the main Special Education school.
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Separate Facility or Private School
A checkbox indicating the student receives services at a separate facility or private school.
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SPED Services School
A description of where the majority of the student's special education services are administered.
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SPED Setting
A description of where the student's special education services are administered.
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| Code | Description | Notes |
|---|
| A | Inside Regular Class 80% or more of school day | These are children who received special education and related services outside the regular class for less than 21% of the school day. This may include children placed in: regular class with special education/related services provided within regular classes; regular class with special education/ related services provided outside the regular classes; or regular class with special education services provided in resource rooms. |
| B | Inside Regular Class for no more than 79% and no less than 40% of day | These are children who received special education and related services outside the regular classroom for at least 21% but no more than 60% of the school day.) This may include children placed in: resource rooms with special education/related services provided within the resource room; or resource rooms with part-time instruction in a regular class. |
| C | Inside Regular Class less than 40% of the day | These are children who received special education and related services outside the regular classroom for more than 60% of the school day.) This may include children placed in: self-contained special classrooms with part-time instruction in a regular class; or self-contained special classrooms with full time special education instruction on a regular school campus. |
| D | Public or Private Separate Day School for greater than 50% of school day | This may include children placed in: public and private day schools for students with disabilities; public and private day schools for students with disabilities for a portion of the school day (greater than 50%) and in regular school buildings for the remainder of the school day; or public and private residential facilities if the student does NOT LIVE at the facility. |
| E | Public/Private Residential Facility for greater than 50% of the day by IEP | Receives education programs and lives in the public or private residential facilities during the school week. This may include children placed in: public and private residential schools for students with disabilities; or public and private residential schools for students with disabilities for a portion of the school day (greater than 50%) and in separate day schools or regular school buildings for the remainder of the school day. |
| ES | Public/Private Residential Facility for greater than 50% of the day by IEP | Placed in public or private residential facility receiving services inside regular class 80% or more of the day. Receives education programs and lives in the public or private residential facilities during the school week. This may include children placed in: public and private residential schools for students with disabilities; or public and private residential schools for students with disabilities for a portion of the school day (greater than 50%) and in separate day schools or regular school buildings for the remainder of the school day. |
| FA | Correctional Facilities with code A | Receives special education inside regular class 80% or more of the day in: short-term detention facilities (community-based or residential); or correctional facilities. |
| FB | Correctional Facilities with code B | Receives special education inside regular class 40-79% of the day in: short-term detention facilities (community-based or residential); or correctional facilities. |
| FC | Correctional Facilities with code C | Receives special education inside regular class less than 40% of the day in: short-term detention facilities (community based or residential); or correctional facilities. |
| H | Hospital or Home Instruction | Receives education programs in homebased/homebound/hospital environment that includes children with disabilities placed in and receiving special education and related services in: hospital programs; homebound or homebased programs. |
| I | Services provided in a regular classroom | The only disability categories that can be reported here are MD, A, SMR, and OI. |
| J | Private School placement, enrolled by parent(s) | Students enrolled by parents or guardians in regular parochial or other private schools who receive special education and related services under a service plan. There is no entitlement to special education and related services.
However, the PEA must expend proportionate amount of federal funding on students in this type of private placement. This also includes children that are homeschooled. |
| PA1 | PS SPED AT LEAST 10 hrs/week; majority of SPED services in REG EC PROGRAM | A program that includes at least 50% nondisabled children. This may include, but is not limited to special education and related services provided in: Head Start; kindergarten; reverse mainstream classrooms; private preschools; preschool classes offered to an eligible pre-kindergarten population by the public school system; or group child care. |
| PA2 | PS SPED AT LEAST 10 hrs/week; majority of SPED services in OTHER LOCATION |
| PB1 | PS SPED LESS THAN 10 hrs/week; majority of SPED in REGULAR EC PROGRAM | A program that includes at least 50% nondisabled children. This may include, but are not limited to special education and related services provided in: Head Start; kindergarten; reverse mainstream classrooms; private preschools; preschool classes offered to an eligible pre-kindergarten population by the public school system; or group child care. |
| PB2 | PS SPED LESS THAN 10 hrs/week; majority of SPED in SOME OTHER LOCATION |
| PD | Separate Class. SPED program in a class primarily for SPED children | Attends a special education program in a class that includes 49% or more children with disabilities. This may include, but are not limited to, special education and related services provided in: special education classrooms in regular school buildings; special education classrooms in child care facilities; hospital facilities on an outpatient basis; or other community-based settings. |
| PE | Separate School. All SPED services in public/private day school for SPED | Receives all special education and related services in education programs in private day schools designed specifically for children with disabilities. |
Database Location:
plan.specialEdSetting
Ad Hoc Inquiries:
Student > Learner Planning > Learning Plans > learningPlan.specialEdSetting
Reports:
Estimated Enrollment Extract
Ed-Fi Resources:
Arizona Ed-Fi Data v3.5 - Student Special Education Program Associations
Special Ed Team Member Detail - IDEA Parent
Outcomes Editor
Exit Evaluation Editor
Education Plan Editor
Enrollment Status Editor
Placement and LRE Editor