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Results Matter Child Record Management

General Instructions for Creating a New Child Record

Please monitor the staff, child, and classroom details in the online system for completion and accuracy. Some demographic fields tend to be left blank or filled out incorrectly. Users at multiple levels want to report information that best answers their questions, so accuracy is very important. Reports using filters that you set, such as funding source or IEP status, are ultimately only as good as what your users have entered.

  • First/Middle/Last Name: (required) Fill out the child’s full name according to the birth certificate to ensure accuracy. No nicknames or abbreviations in this section.
    • UPDATED MIDDLE NAME INSTRUCTIONS: If the child has no middle name, leave this field blank instead of entering “NMN”.
  • Gender: (required) 
  • Birth Date: (required) Fill out the birth date according to the birth certificate.
  • Student ID: (required for children who have and IEP and are in preschool special education) This field is for the State-Assigned Student Identifier (SASID), where applicable. No other ID should be used in this field. SASIDs are always a 10-digit numeric value.
  • Ethnicity: (required) Check enrollment form. If ethnicity is unknown, choose “Unknown”.
  • Race: (required) Check enrollment form. If race is unknown, choose “Unknown”.
  • Funding Sources: (required) check all the funding sources which support the child’s attendance in your program. You should check more than one Funding Source if the child is supported by more than one funding stream.
    • Publicly funded Kindergarteners should not have records in your Results Matter/preschool subscription. Therefore, the Kindergarten funding source should not be selected. More information in the Important Notes about Kindergarten Assessment section.
  • School District: required to be filled out for any children who have an IEP. Do not choose “Not Part of School District Reporting” if a child has an IEP. You may fill out the School District for other children if desired. More detailed instructions can be found in the document, Instructions for Completing the School District Field.
    • For preschoolers who have an IEP, the  School District should reflect the district that is responsible  for implementing the child’s IEP, regardless of where services are provided. For full instructions on filling out this field, including scenarios where services are contracted through BOCES, see the FAQs, Completing the School District Field in Results Matter Records
    • Head Start Programs: remember that any of your children that have an  IEP must also indicate the  school district for the child’s progress to be accurately reported.
  • IEP: Select “Yes” if the child has an Individualized Education Program (IEP)
    • IEP/Special Education Service Start Date: Because OSEP Preschool Outcomes measurement is intended to reflect progress since baseline at the time services begin, the IEP/Services Start Date should reflect the date special education services start, not necessarily the date the IEP was written. For example, if a child’s IEP is created in May but the child does not receive any services until August 15, August 15 is the “Start Date”.
      • If you are creating a new child record: Use the first day the child began receiving services in your district, regardless of where the child may have received services previously.
      • If the child record was transferred to you from another district under the same subscription: Keep the existing IEP/service start date.
        Exception: If it has been 90 or more consecutive calendar days since the child received preschool special education services, not including summer break, treat this as a new OSEP entry and change the IEP/service start date to the child’s first day of services in your district

State-Assigned Student ID (SASID)

SASIDs are unique 10-digit numeric child identifiers for all publicly funded students. They allow children to be uniquely identified across all districts during their time in the public school system and assist in reporting during the fall pupil count to receive state funding. State-funded preschoolers, namely children who have IEPs, are included in this process.

In order to help CDE maintain accurate databases, especially for accountability reporting, it is required for customers to enter the SASID into your Results Matter online system’s “Student ID” field for any child who has an IEP. Note that locally assigned unique IDs, i.e. anything other than a true SASID, should not be entered in this field. Local IDs should be entered in other fields, such as the “Identifier” field in GOLD®. If you are a community partner and you have your own assessment system subscription, please contact your partner school district to obtain the list of SASIDs for children who have an IEP. Use of a secure file sharing service is required to appropriately share  PII as email is typically unencrypted and therefore not secure. Please refer to and follow your own district/program’s data security policies.

Student Imports/Student Information System Integrations

Currently, all tools on the Results Matter menu offer various solutions for importing records or integrating data from student information systems. Contact your assessment system vendor for more information.

Special Instructions: When Funding Source(s) Change

If there is a change in a child’s funding source(s) after enrollment, please update this information in the child’s record by unchecking old funding source(s) and checking the new source(s). You should not keep both the old and the new funding sources checked.

If a child begins special education services mid-year, fill out the IEP information as usual and update the funding sources on the child record page.

If a child is staffed out of special education services, follow the normal OSEP exit procedures, then deselect Preschool Special Education as the funding source. Update any other funding sources.

Archiving Child Records

DO NOT DELETE CHILD RECORDS unless specifically authorized by Results Matter staff. Records for children who have transitioned out of the program, regardless of reason, must be archived in the online system in order to preserve their data. If the child had an IEP and is transitioning out of preschool special education services, complete the OSEP exit first.

Archiving portfolios for children who have dis-enrolled allows programs to use this open slot to start a new portfolio or reactivate another archived portfolio without purchasing additional portfolios. You may only have as many active portfolios at one time as what you have paid for.

Transferring Child Records

Transfers Across Subscriptions within Preschool License

CDE cannot transfer digital child portfolios between subscriptions (although administrators can still transfer portfolios within a subscription).Transferring portfolios across subscriptions is not appropriate as it does not follow data security and privacy requirements.

If you enroll a child with Results Matter assessment records from another program/district, please create a new child record.

  • Exception: Child moves from one district/program to another district/program under the same Results Matter assessment subscription. Some entities have established an umbrella subscription for multiple partners, such as when the district has a single subscription for all district preschools and community partners. In this case, contact your umbrella administrator for help transferring the portfolio. 

Transfers between Preschool and Kindergarten

CDE recognizes the value in sharing data between preschool and kindergarten as a means to foster cross-grade teaming and support children’s transition to kindergarten. To that end, the Department has partnered with assessment vendors to explore options for sharing preschool assessment data with kindergarten staff.


The Child Record Request feature allows GOLD®kindergarten administrators to request a copy of the Individual Child Report from the district’s own preschool subscription. Kindergarten administrators can access the feature under Administration>Children. Kindergarten administrators will need to request a record and preschool administrators will need to approve it. Due to data privacy requirements, the full child portfolio with documentation cannot be transferred from the preschool to kindergarten subscription. For more information, search for “Child Record Request” in the Support Portal. Note: this feature is only available in school districts using GOLD® for both kindergarten and preschool assessment.


Currently, there is no mechanism for transferring digital assessment records between CORAdvantage® and COR for Kindergarten. HighScope has informed CDE that they intend to migrate COR for Kindergarten to the same technology platform as CORAdvantage®. However, CDE expects the preschool and kindergarten licenses will remain separate as the two assessment tools are technically different. CDE will continue to explore other options with HighScope. 

If a digital solution is not feasible in your district/program, it is recommended to print or use a secure digital platform to share children’s individual reports from the last available preschool assessment period.  

Whichever method is chosen, local districts/programs should consider working with partners and families to formalize a process for sharing data with kindergarten staff. For example, Head Start programs have had great success obtaining signed releases at fall preschool registration to share individual child reports with the receiving district kindergarten teacher in the spring. 

Follow these general guidelines when sharing preschool results with kindergarten staff:

  • Parent/guardian permission must be obtained if the child attended a preschool program not operated by the “receiving” school district. This includes community partners and Head Start programs within district boundaries or a district preschool in another district.
  • Consider data sharing agreements and/or parent/guardian release forms among community-based organizations and Head Start to ensure all parties, including families, understand the terms.
  • Families should be kept informed about these arrangements and how their child’s privacy will be protected.
  • Use of a secure file sharing service is expected when digitally sharing personally identifiable information as email is typically unencrypted and therefore not secure.

Preventing Duplicate Child Records

Maintaining two different portfolios for a single child at the same point in time is not allowed as it is problematic for reporting. Because CDE no longer transfers portfolios across program-level subscriptions, the “receiving” district may create a new portfolio once a child moves in from another district. However, two different teachers/programs should not be making assessment ratings in two different portfolios simultaneously. 

Do not ignore warning messages about duplicates when adding new child records. Notify your administrator and/or CDE immediately.

Some assessment vendors have tools to merge duplicate records in order to get rid of the duplicate record while preserving data from both records. Contact Results Matter staff for more information.

Children Dually Enrolled in Different Morning and Afternoon Programs

In some cases, children attend more than one program, such as when a preschooler attends a district-operated program in the morning and moves to a Head Start program in the afternoon. In this situation, only one program should hold the assessment portfolio. Both programs will need to negotiate who is primarily responsible for making assessment ratings and how data will be shared with the other program. Staff from both programs should reach consensus on the assessment ratings for dually-enrolled children and document their process for mutually completing assessments for these children in written agreements such as a memorandum of understanding. In addition, some assessment tools allow staff at the secondary program to be invited to contribute documentation even though they will not be primarily responsible for scoring. Contact CDE for more help with understanding options and developing data sharing agreements.

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