Postsecondary Student

Flag indicating the student is eligible for Special Ed services.

Indicates this student participated in at least 30 sessions of an after-school or summer program funded through a 21st Century Community Learning Center (CCLC) grant.Program Code retired in 2017/2018

Flag indicating if the student is eligible for reduced lunch based on Direct Certification through DHHS or Supplemental Nutrition Eligibility (SNE). If the student qualifies for Free Lunch, then the Reduced Lunch Eligible flag will be 'N' regardless of reduced lunch-specific eligibility factors.

Flag indicating if the student participated in an Immigrant program.

Flag indicating if the student was eligible for Migrant services.

Flag indicating if the student has an active record in the Direct Certification database provided by DHHS.

Flag indicating if the student is eligible for free lunch based on being Migrant, Homeless, Direct Cert or Supplemental Nutrition Eligibility (SNE).

Flag indicating if the homeless code field has a value greater than 0.

The ACT score for the science portion of the assessment.

Flag denoting whether the student's test was valid for the mathematics portion of the assessment. (Y= Yes; N=No)

The ACT score for the English_writing portion of the assessment.

A flag denoting whether the ACT scores for a student are considered viable to report to colleges.

The student growth percentile (SGP) for the mathematics portion of the assessment.

The student growth percentile (SGP) abbreviation for the English language arts portion of the assessment.

The student growth percentile (SGP) for the English language arts portion of the assessment.

Indicates whether college/career ready benchmark was met on the Mathematics test.

Flag denoting whether the student's test was valid for the English language arts portion of the assessment.

The level score for the locating information portion of the assessment. Level Scores are often used in hiring and advancements decisions. They are based on ACT WorkKeys job profiles which are a snapshot of the skills needed for a particular job.

The official SAT score for the mathematics portion.

The official SAT score for the English language arts portion.

Flag denoting whether the student's test was valid for the mathematics portion of the assessment.

The official overall SAT score.

The student growth percentile (SGP) description for the mathematics portion of the assessment.

The ACT score for the math portion of the assessment.

The student growth percentile (SGP) description for the English language arts portion of the assessment.

Flag denoting whether the student's test was valid for the reading portion of the assessment. (Y= Yes; N=No)

The scaled score for the reading portion of the assessment. Scale Scores are used by educators to track growth in skills over time.

The scaled score for the locating information portion of the assessment. Scale Scores are used by educators to track growth in skills over time.

The level score for the reading portion of the assessment. Level Scores are often used in hiring and advancements decisions. They are based on ACT WorkKeys job profiles which are a snapshot of the skills needed for a particular job.

The ACT score for the reading portion of the assessment.

The student growth percentile (SGP) abbreviation for the mathematics portion of the assessment.

Flag denoting whether the student's test was valid for the English language arts and mathematics portions of the assessment.

The scaled score for the mathematics portion of the assessment. Scale Scores are used by educators to track growth in skills over time.

Indicates whether college/career ready benchmark was met on ELA test

Flag denoting whether the student's test was valid for the locating information portion of the assessment. (Y= Yes; N=No)

The composite score ranges from 1 (low) to 36 (high). The Composite score is the average of your four test scores, rounded to the nearest whole number.

The ACT score for the English portion of the assessment.

The ACT WorkKeys National Career Readiness Certificate (ACT WorkKeys NCRC®) is an assessment-based credential issued at four levels; Platinum, Gold, Silver, and Bronze. Other levels show information about the test, not necessarily credential levels. The NCRC measures and certifies the essential work skills needed for success in jobs across industries and occupations.

The ACT score for the writing portion of the assessment.

The level score for the mathematics portion of the assessment. Level Scores are often used in hiring and advancements decisions. They are based on ACT WorkKeys job profiles which are a snapshot of the skills needed for a particular job.

The code(s) representing any special education support service that provide developmental, corrective and other support as required to assist a child with a disability to benefit from special education (support services include related services)

The name of the Individual Education Plan (IEP)-designated program(s), or Individual Family Service Plan (IFSP) program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment. (E.g., a student does not have to be diagnosed as early childhood developmentally delayed to participate in an early childhood special education program.)

The code representing the IEP-designated program(s), or IFSP program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment.

The code representing the IEP-designated program(s), or IFSP program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment.

The code(s) representing any special education support service that provide developmental, corrective and other support as required to assist a child with a disability to benefit from special education (support services include related services)

The code representing the IEP-designated program(s), or IFSP program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment.

The code(s) representing any special education support service that provide developmental, corrective and other support as required to assist a child with a disability to benefit from special education (support services include related services)

The code(s) representing any special education support service that provide developmental, corrective and other support as required to assist a child with a disability to benefit from special education (support services include related services)

The code(s) representing any special education support service that provide developmental, corrective and other support as required to assist a child with a disability to benefit from special education (support services include related services)

The code(s) representing any special education support service that provide developmental, corrective and other support as required to assist a child with a disability to benefit from special education (support services include related services)

The date on which the entity received the signed Parental Consent to Evaluate form. It is the beginning of the timeline for completion of the initial Individual Education Plan (IEP).

The code(s) representing any special education support service that provide developmental, corrective and other support as required to assist a child with a disability to benefit from special education (support services include related services)

The code(s) representing any special education support service that provide developmental, corrective and other support as required to assist a child with a disability to benefit from special education (support services include related services)

The code(s) representing any special education support service that provide developmental, corrective and other support as required to assist a child with a disability to benefit from special education (support services include related services)

The outcome code of the initial Individual Education Plan (IEP) determining if the student is eligible or ineligible for special education programs and services.

The completion of an Individual Education Program (IEP) is the date on the notice of the offer of a Free Appropriate Public Education (FAPE).

The code(s) representing any special education support service that provide developmental, corrective and other support as required to assist a child with a disability to benefit from special education (support services include related services)

The date of the notice/offer of a Free Appropriate Public Education (FAPE) associated with the student's most recent Individual Education Program (IEP).

The timeliness status code for the evaluation of Individual Education Plan (IEP) eligibility.

Code used to describe additional disability characteristics as identified on the vision or audiological report.

The code representing the IEP-designated program(s), or IFSP program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment.

The name/descriptor of the area of developmental delay or the established condition identified on the child's IFSP by which the child’s eligibility was determined.

The code used to identify the area of developmental delay or the established condition identified on the child's IFSP by which the child’s eligibility was determined.

The name/descriptor of the area of developmental delay or the established condition identified on the child's IFSP by which the child’s eligibility was determined.

The code used to identify the area of developmental delay or the established condition identified on the child's IFSP by which the child’s eligibility was determined.

The name of the Individual Education Plan (IEP)-designated program(s), or Individual Family Service Plan (IFSP) program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment. (E.g., a student does not have to be diagnosed as early childhood developmentally delayed to participate in an early childhood special education program.)

The name of the Part C Indicator 1: Indicate the service start status for the services identified on the child's Individual Family Service Plan (IFSP).

Part C Indicator 8 B: Notification to the SEA must occur at least 90 days prior to the toddler's third birthday for toddlers potentially eligible for Part B preschool services.

The code for the Part C Indicator 1: Indicate the service start status for the services identified on the child's Individual Family Service Plan (IFSP).

The name/descriptor of the area of developmental delay or the established condition identified on the child's IFSP by which the child’s eligibility was determined.

The code for the Individual Education Plan (IEP)-designated program(s), or Individual Family Service Plan (IFSP) program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment. (E.g., a student does not have to be diagnosed as early childhood developmentally delayed to participate in an early childhood special education program.)

The name/descriptor of the area of developmental delay or the established condition identified on the child's IFSP by which the child’s eligibility was determined.

The name/descriptor of the area of developmental delay or the established condition identified on the child's IFSP by which the child’s eligibility was determined.

The code used to identify the area of developmental delay or the established condition identified on the child's IFSP by which the child’s eligibility was determined.

The name that indicates the results of the Individual Family Service Plan (IFSP) eligibility determination.

The code used to identify the area of developmental delay or the established condition identified on the child's IFSP by which the child’s eligibility was determined.

Part C Indicator 8 B: Notification to the LEA where the toddler resides must occur at least 90 days prior to the toddler's third birthday for toddlers potentially eligible for Part B preschool services.

The code for the Individual Education Plan (IEP)-designated program(s), or Individual Family Service Plan (IFSP) program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment. (E.g., a student does not have to be diagnosed as early childhood developmentally delayed to participate in an early childhood special education program.)

Part C Indicator 8 C code: Indicate if the transition IFSP conference was held within the required timeframe (at least 90 days but not more than nine months prior to the toddler's third birthday).

The reason given for a child discontinuing services through Part C.

Part C Indicator 8 A code: Indicate if the transition plan in the IFSP was completed within the required timeframe (at least 90 days but not more than nine months prior to the toddler's third birthday).

The name of the type of agency that is providing service coordination for this child through Part C.

The name of the Individual Education Plan (IEP)-designated program(s), or Individual Family Service Plan (IFSP) program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment. (E.g., a student does not have to be diagnosed as early childhood developmentally delayed to participate in an early childhood special education program.)

The code for the Individual Education Plan (IEP)-designated program(s), or Individual Family Service Plan (IFSP) program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment. (E.g., a student does not have to be diagnosed as early childhood developmentally delayed to participate in an early childhood special education program.)

The name of the Individual Education Plan (IEP)-designated program(s), or Individual Family Service Plan (IFSP) program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment. (E.g., a student does not have to be diagnosed as early childhood developmentally delayed to participate in an early childhood special education program.)

The code that indicates the results of the Individual Family Service Plan (IFSP) eligibility determination.

The name of the Individual Education Plan (IEP)-designated program(s), or Individual Family Service Plan (IFSP) program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment. (E.g., a student does not have to be diagnosed as early childhood developmentally delayed to participate in an early childhood special education program.)

The code for the Individual Education Plan (IEP)-designated program(s), or Individual Family Service Plan (IFSP) program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment. (E.g., a student does not have to be diagnosed as early childhood developmentally delayed to participate in an early childhood special education program.)

The code for the Individual Education Plan (IEP)-designated program(s), or Individual Family Service Plan (IFSP) program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment. (E.g., a student does not have to be diagnosed as early childhood developmentally delayed to participate in an early childhood special education program.)

The name of the Individual Education Plan (IEP)-designated program(s), or Individual Family Service Plan (IFSP) program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment. (E.g., a student does not have to be diagnosed as early childhood developmentally delayed to participate in an early childhood special education program.)

The code for the Individual Education Plan (IEP)-designated program(s), or Individual Family Service Plan (IFSP) program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment. (E.g., a student does not have to be diagnosed as early childhood developmentally delayed to participate in an early childhood special education program.)

The name/descriptor of the area of developmental delay or the established condition identified on the child's IFSP by which the child’s eligibility was determined.

Code used to describe additional disability characteristics as identified on the vision or audiological report.

The name/descriptor of the area of developmental delay or the established condition identified on the child's IFSP by which the child’s eligibility was determined.

The code used to identify the area of developmental delay or the established condition identified on the child's IFSP by which the child’s eligibility was determined.

The code used to identify the area of developmental delay or the established condition identified on the child's IFSP by which the child’s eligibility was determined.

The date of the child's initial Individualized Family Service Plan (IFSP).

The code for the Individual Education Plan (IEP)-designated program(s), or Individual Family Service Plan (IFSP) program(s), in which the student is participating. This is not to be confused with the student's type of disability. The student's program assignment is not required to match his/her impairment. (E.g., a student does not have to be diagnosed as early childhood developmentally delayed to participate in an early childhood special education program.)

The name of the environment in which the majority of the services are being provided to the child.

The code used to identify the area of developmental delay or the established condition identified on the child's IFSP by which the child’s eligibility was determined.