Student Success Plan Validation Tables

To define the valid reasons for student success plans, define records in Registration's Reasons table.

Goal Levels

Defines the level or stage of a goal. For example, you could define a student goal as Level I to indicate it has higher priority than a Level II goal or to indicate it is the first stage of a two-goal process. Because these records do not affect success plan processing, they can be defined according to your district's needs. Validates the Level field on the Student Goal Detail page.

Goals

Defines the goals for student success plans for your district. Goals can be defined as student goals and parent goals. You can determine the level of detail to include in your goals. For example, your district may define a generic goal (such as improving reading test scores) or more specific goals (such as reading 2nd grade-level text at 90 words correct per minute). When a user assigns a goal to a student, the user can enter comment text to specify more specific goal text for the student.

Your district can determine how you will use parent goals. For example, you may use parent goals to record the goals that a parent wants the student to achieve or to specify the goals that the parent has agreed to address with the student. Validates the Goal field on the Student Goal Detail and Parent Goal Detail pages.

Intervention Levels

Defines the frequency of an intervention. For example, you may define intervention levels for 1 hour 3 times a week, as needed, or 1 time a week. Your district can determine the level of detail to include when defining intervention levels. The intervention level is associated with an intervention for an individual student so it is possible for the same intervention to be offered in different levels based on student needs.

Intervention level is included on the success plan report. Validates the Intervention Level field on the Intervention Detail page.

Intervention Types

Defines the types of interventions for student success plans. Intervention types printed on the success plan report to provide additional information about the interventions that have been assigned to a student. Intervention types may indicate that the intervention is offered in the classroom, before school, after school, or at home.

You must define the intervention types before you can define the intervention codes because you have to associate an intervention type with an intervention code. Validates the AIS Type field on the Intervention Codes List page.

Objectives

Defines the objectives for student and parent goals for student success plans. For example, an objective may be to read additional words as specified correctly per minute each week. Validates the Objective field on the Student Goal Detail and Parent Goal Detail pages.

Plan Status

Defines the status of student success plans. For example, your district may define status codes for in progress, pending approval, and plan completed. Validates the Status field on the Student Success Plan page.

Note: Within the Student Success Plan options, you can select to view completed plans. A plan is considered to be complete when a completion date has been entered into the plan. The Plan Status codes you define are not used to select complete or incomplete plans

Plan Types

Defines the types of student success plans. For example, your district may define Academic, Behavioral, and Gifted as plan types. Validates the Plan Type field on the Student Success Plan Maintenance page.

Progress Role Evaluator

Defines the role of the person responsible for evaluating a student's progress during the intervention. For example, this may be a speech therapist, reading specialist, or tutor. Validates the Role of Progress Evaluator field on the Intervention Detail page.