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.
See the Arizona Special Ed Setup - State Reporting Purposes Only article for information about setting up state reporting fields for users who do not use Campus Special Ed to manage legally compliant special education documents.
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.
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.
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.
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.
The Assessment Outcome Summary field is used to identify the student's age appropriate behavior functionality related to the Assessment Category.
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.
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.
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.
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 thereporting year, returned to regular education as a result of having met the objectives in his/her IEP. Thisstudent no longer has an IEP and is receiving all of his/her educational services from a regular educationprogram.
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 andare 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 forwhich students without disabilities are eligible.In Arizona, the diploma that qualifies as a regular highschool diploma is the standard high school diploma (those that are issued to a preponderance ofstudents 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 educationservices. 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 educationalprogram. There need not be evidence that the student is continuing in special education, only that he/sheis continuing in a general education program. This includes transfers and students in residentialdrug/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 becontinuing 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 toregular 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 fromthe 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 mustbe entered into a subsequent special education service participation with LRE Code H.
13
School is out
Special education participation is ending because the school’s calendar year is ending. This specialeducation 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.
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.
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.
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.
A description of where the student's special education services are administered.
Code
Description
Notes
A
Inside Regular Class 80% or more of school day
These are children who receivedspecial education and related services outside the regular class for less than 21% of theschool 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 specialeducation 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 theregular classroom for at least 21% but no more than 60% of the school day.) This mayinclude children placed in: resource rooms with special education/related servicesprovided within the resource room; or resource rooms with part-time instruction in aregular class.
C
Inside Regular Class less than 40% of the day
These are children who receivedspecial education and related services outside the regular classroom for more than 60%of the school day.) This may include children placed in: self-contained specialclassrooms with part-time instruction in a regular class; or self-contained specialclassrooms 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
Thismay include children placed in: public and private day schools for students withdisabilities; public and private day schools for students with disabilities for a portion of theschool day (greater than 50%) and in regular school buildings for the remainder of theschool day; or public and private residential facilities if the student does NOT LIVE at thefacility.
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 duringthe school week. This may include children placed in: public and private residentialschools for students with disabilities; or public and private residential schools for studentswith disabilities for a portion of the school day (greater than 50%) and in separate dayschools 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 inpublic or private residential facility receiving services inside regular class 80% or more ofthe day. Receives education programs and lives in the public or private residentialfacilities during the school week. This may include children placed in: public and privateresidential schools for students with disabilities; or public and private residential schoolsfor students with disabilities for a portion of the school day (greater than 50%) and inseparate day schools or regular school buildings for the remainder of the school day.
FA
Correctional Facilities with code A
Receives special education inside regular class80% or more of the day in: short-term detention facilities (community-based orresidential); or correctional facilities.
FB
Correctional Facilities with code B
Receives special education inside regular class40-79% 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 classless than 40% of the day in: short-term detention facilities (community based orresidential); or correctional facilities.
H
Hospital or Home Instruction
Receives education programs inhomebased/homebound/hospital environment that includes children with disabilitiesplaced 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 bereported here are MD, A, SMR, and OI.
J
Private School placement, enrolled by parent(s)
Students enrolled by parents orguardians in regular parochial or other private schools who receive special education andrelated services under a service plan. There is no entitlement to special education andrelated services.
However, the PEA must expend proportionate amount of federalfunding on students in this type of private placement. This also includes children that arehomeschooled.
PA1
PS SPED AT LEAST 10 hrs/week; majority of SPED services in REG EC PROGRAM
A program thatincludes at least 50% nondisabled children. This may include, but is not limited to specialeducation and related services provided in: Head Start; kindergarten; reverse mainstream classrooms; private preschools; preschool classes offered to an eligiblepre-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 thatincludes at least 50% nondisabled children. This may include, but are not limited tospecial education and related services provided in: Head Start; kindergarten; reversemainstream classrooms; private preschools; preschool classes offered to an eligiblepre-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% ormore children with disabilities. This may include, but are not limited to, special educationand related services provided in: special education classrooms in regular schoolbuildings; special education classrooms in child care facilities; hospital facilities on anoutpatient 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 educationprograms in private day schools designed specifically for children with disabilities.
Special Ed Team Member Detail - IDEA Parent
Evaluation Information EditorEvaluation Type
Outcomes Editor
Exit Evaluation Editor
Education Plan Editor
Enrollment Status Editor
Placement and LRE Editor