This document only reports information about early childhood students and does not print. For information on general functionality, navigation, and additional plan and evaluation features, see the core Plan and Evaluation Information article.
The current print format for this document is DE Indicator 7 2025. Delaware is a State Edition, and districts cannot change the plan format.
Indicator 7 Editor Home
Indicator 7 Information
The Indicator 7 Information captures data about this document, including the type, relevant dates, and sources of data.
Indicator 7 Information Editor
Field
Description
Validation
Type
The type of document. Options include:
Entry COS
Monitoring COS
Exit COS
Transfer
N/A
Rating Date
The evaluation date.
A Rating Date within the student's Enrollment dates must be selected to pull data into the Enrollment Information editor.
State Reporting Field Name: Evaluation Date
Database Location: SEPlan.startDate
Is the child exiting the program?
Indicates the student is exiting the program. Options are Yes or No.
State Reporting Field Name: Exit Evaluation Indicator
Database Location: SEPlan.exitReason
Exit Date
The day the student exited the program.
*This field is available when Yes is selected for the "Is the child exiting the program?" question.
Sources of Information
Sources of Information
The sources of information. Click the expand link to view available options.
Adaptive Behavior Assessment System (ABAS)
Assessment of Basic Language and Learning Skills Revised (ABLLS-R)
Assessment, Evaluation, and Programming System for Infants and Children (AEPS-3)
Callier Azusa Scale
Carolina Curriculum Assessment for Infants and Toddlers with Special Needs
Carolina Curriculum Assessment for Preschoolers with Special Needs
Creative Curriculum
Developmental Assessment for Individuals with Severe Disabilities – 3rd Edition (DASH-3)
Early Learning Survey
Early Start Denver Model (ESDM) checklist (in conjunction with TSG)
Evaluation Summary Report (to be used for entry COS only)
Goldman Fristoe Test of Articulation (GFTA-3) For children identified with speech/language impairment, if GFTA-3 is selected as the primary assessment, a secondary assessment must also be used so all 3 Outcomes are addressed.
Record Review for Transfers Only
The Ounce Scale
The Photo Articulation Test – 3rd Edition (PAT-3) – use for outcome #2 ONLY
Teaching Strategies GOLD
Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP)
Vineland Adaptive Behavior Scale- 3rd Edition
Work Sampling
Additional Approved Tool
Up to three checkboxes can be selected.
Specify Additional Approved Tool *Required
A description of the approved tool.
*This field is available and required when "Additional Approved Tool" is marked from the above checkboxes.
Additional Sources of Information
Any additional sources of information. Options include:
Anecdotal Records
Observation
Classroom Data
Interviews
N/A
Family Information on child's functioning (check all that apply)
Any information provided by the student's family. Options include:
The Enrollment Information editor is a read-only editor that pulls in district and school information where the student is enrolled. This editor also documents the student's disability(ies).
Enrollment Information Editor
Field
Description
Validation
Primary Disability
The student's first disability. Options include:
1000 Autism
1100 Deaf-Blind
1400 Developmental Delay
0200 Emotional Disability
0700 Hearing Impairment
0300 Learning Disability
0100 Mild Intellectual Disability
0400 Moderate Intellectual Disability
0603 Orthopedic Impairment
0601 Other Health Impairment
0900 Partially Sighted
1600 Pre-School Speech Delay
0500 Severe Intellectual Disability
1200 Speech and/or Language Impairment
1300 Traumatic Brain Injury
0800 Visually Impaired
This pulls in from the Section D: Eligibility Determination editor from the Evaluation document.
District of Residence
The student's district of residence.
This field pulls in from the student's Enrollment record when available but can be manually edited.
Attending Building
The building where the student attends school.
Upon Refresh, this field is pulled from the Enrollment tool but can be manually edited.
Grade
The student's grade.
Upon Refresh, this field is pulled from the Enrollment tool and cannot be modified.
Database Location: enrollment.grade
District Information
District Number
The district number associated with the Enrolled school.
District Information > State District Number
District Name
The district name associated with the Enrolled school.
District Information > Name
District Address
The district address associated with the Enrolled school.
District Information > Address
District Phone
The district phone number associated with the Enrolled school.
District Information > Phone
District SPED Address
The district special education address associated with the Enrolled school.
District Information > SPED Address
District SPED Phone
The district special ed phone number associated with the Enrolled school.
The Positive Social-Emotional Skills editor documents the student's current level of social-emotional performance.
Positive Social-Emotional Skills Editor
Field
Description
Validation
1a. To what extent does this child show age-appropriate functioning, across a variety of settings and situations, on this outcome? (Choose one number)
Options include:
1- Not Yet
2
3- Nearly
4:
5- Somewhat
6
7- Completely
State Reported Field Name: Social-Emotional Rating
Database Location:
sepGenericForm.vcMax1 WHERE type = deSocialEmotional
Describe to what extent does this child show age-appropriate functioning, across a variety of settings and situations as it relates to positive social-emotional skills
A description of the student's age-appropriate functioning.
This field is limited to 8000 characters.
Supporting evidence for this outcome rating
Age-appropriate functioning: Concerns?
Options are Yes or No.
N/A
If yes, describe *Required
A description of the concerns.
*This field is available and required when Yes is selected from the "Age-appropriate functioning: Concerns?" question.
This field is limited to 8000 characters.
Immediate foundational skills/Functioning that is not yet age-appropriate
A description of the skills or areas in which the student is not functioning to the same degree as their age-level peers.
This field is limited to 8000 characters.
Functioning that is not yet age appropriate or immediate foundational
A description of any immediate foundational behaviors the student is not achieving.
This field is limited to 8000 characters.
1b. (If Question 1a has been answered previously)
Has the child shown ANY new skills or behaviors related to positive social-emotional skills (including positive social relationships) since the last outcomes summary?
*Required
Options are Yes or No.
*This field is available and required when 1a is populated.
If yes, describe progress *Required
A description of any new skills/behaviors noted since the last outcomes summary.
*This field is available and required when Yes is selected for 1b.
The Acquiring and Using Knowledge and Skills editor documents the student's current level of academic performance.
Acquiring and Using Knowledge and Skills Editor
Field
Description
Validation
2a. To what extent does this child show age-appropriate functioning, across a variety of settings and situations, on this outcome? (Choose one number)
Options include:
1- Not Yet
2
3- Nearly
4:
5- Somewhat
6
7- Completely
State Reported Field Name: Knowledge Rating
Database Location: sepGenericForm.vcMax1 WHERE type = deKnowledgeSkills
Describe to what extent does this child show age-appropriate functioning, across a variety of settings and situations as it relates to acquiring and using knowledge and skills
A description of the student's age-appropriate functioning.
This field is limited to 8000 characters.
Supporting evidence for this outcome rating
Age-appropriate functioning: Concerns?
Indicates there are academic concerns. Options are Yes or No.
N/A
If yes, describe *Required
A description of the academic concerns.
*This field is available and required when Yes is selected from the "Age-appropriate functioning: Concerns?" question.
This field is limited to 8000 characters.
Immediate foundational skills/Functioning that is not yet age-appropriate
A description of the skills or areas in which the student is not functioning to the same degree as their age-level peers.
This field is limited to 8000 characters.
Functioning that is not yet age appropriate or immediate foundational
A description of any immediate foundational behaviors the student is not achieving.
This field is limited to 8000 characters.
2b. (If Question 2a has been answered previously)
Has the child shown ANY new skills or behaviors related to acquiring and using knowledge and skills since the last outcomes summary?
*Required
Options are Yes or No.
*This field is available and required when 2a is populated.
If yes, describe progress *Required
A description of the student's progress.
*This field is available and required when Yes is selected for 2b.
The Taking Appropriate Action to Meet Needs editor documents the student's current level of skills regarding self-care and basic needs.
Taking Appropriate Action to Meet Needs Editor
Field
Description
Validation
3a. To what extent does this child show age-appropriate functioning, across a variety of settings and situations, on this outcome? (Choose one number)
Options include:
1- Not Yet
2
3- Nearly
4:
5- Somewhat
6
7- Completely
State Reported Field Name:Behaviors Rating
Database Location: sepGenericForm.vcMax1 WHERE type = deAppropriateAction
Describe to what extent does this child shows age-appropriate functioning, across a variety of settings and situations as it relates to taking appropriate action to meet needs
A description of the student's age-appropriate functioning.
This field is limited to 8000 characters.
Social-Emotional
Indicates the student's social-emotional progress. Options are:
Making Progress
Not Making Progress
State Reporting Field Name: Social-Emotion Progress
Database Location: SEPlan.specialRequest
Describe
A description of the student's social-emotional progress.
This field is limited to 500 characters.
Knowledge
Indicates the student's knowledge progress. Options are:
Making Progress
Not Making Progress
State Reporting Field Name: Knowledge Progress
Database Location: SEPlan.school1
Describe
A description of the student's knowledge progress.
This field is limited to 500 characters.
Actions to Meet Needs
Indicates the student's behavior progress. Options are:
Making Progress
Not Making Progress
State Reporting Field Name:
Behaviors Progress
school2
Database Location: SEPlan.school2
Describe
A description of the student's behavior progress.
This field is limited to 500 characters.
Supporting evidence for this outcome rating
Age-appropriate functioning: Concerns?
Indicates there are basic needs skills concerns. Options are Yes or No.
N/A
If yes, describe *Required
A description of the basic needs skills concerns.
*This field is available and required when Yes is selected from the "Age-appropriate functioning: Concerns?" question.
This field is limited to 8000 characters.
Immediate foundational skills/Functioning that is not yet age-appropriate
A description of the skills or areas in which the student is not functioning to the same degree as their age-level peers.
This field is limited to 8000 characters.
Functioning that is not yet age appropriate or immediate foundational
A description of any immediate foundational behaviors the student is not achieving.
This field is limited to 8000 characters.
3b. (If Question 3a has been answered previously)
Has the child shown ANY new skills or behaviors related to taking appropriate action to meet needs since the last outcomes summary?
*Required
Options are Yes or No.
*This field is available and required when 3a is populated.
If yes, describe progress *Required
A description of the student's progress.
*This field is available and required when Yes is selected for 3b.
Indicator 7 Editor Home
Indicator 7 Information Editor
Enrollment Information Editor
Student Information Editor
Parent/Guardian Information Editor
Participants Editor
Positive Social-Emotional Skills Editor
Acquiring and Using Knowledge and Skills Editor
Taking Appropriate Action to Meet Needs Editor