Monthly Compliance Report

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This report will give student data, all of the IEP dates and whether or not the student has exited SpEd and the reason.

On the left navigation panel, select Special Education, Lists, and Complete Sped Date.


Setup Box Options To find definitions for standard setup values, follow this link: Standard Setup Options.

Tabs at the Bottom of the Page- can use the same setup box

Evals in/Out of Timeline

  1. Evaluation-Type of evaluation
  2. Month-Completed in Timelines-Month
  3. Year-Completed in Timelines-Year
  4. Month Late-Completed out of Timelines-Month
  5. Year Late-Completed out of Timelines-Year
  6. Month %-Percentage in compliance-month
  7. Year%-Percentage in compliance-year

Late Evals by Month

  1. Student Name-Student`s name
  2. Sch-School of enrollment
  3. Birth Date-Students birth date
  4. Except-Exceptionality

Late Evals by Year

  1. Student Name-Name of student
  2. Sch-School of enrollment of the student Birth Date-DOB of the student
  3. Except-Exceptionality of student
  4. S Date-Services date
  5. E Date-Evaluation date
  6. Ext Days-Extended days for evaluation

Past Due Evals

  1. Evaluation-Evaluation type
  2. Past Due-Evaluations that are past due

Past Due Evals in Process

  1. Student Name-Name of student with the past due evaluation
  2. Sch-School of enrollment
  3. Birth Date-DOB of the student with the past due evaluation
  4. Except-Primary exceptionality
  5. S Date-Service Date
  6. Ext Days-Number of extension days


Buttons at the Bottom of the Page

  1. Setup-Brings up the setup box
  2. Print-Click the Print button at the bottom of the screen.

A popup will appear with a set of document print options--PDF, XLS, CSV, HTML. The default print option will be PDF. Click the print icon at the right end of this rectangle. Another print preview will appear. Click the print button at the top left to print the report. Close the print preview.

Help-Click on the Help button to go to the Wiki site for further instruction if needed for the program.

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