How to select the right report, define a reliable scope, interpret totals and percentages, trace results back to source records, and share findings responsibly.
Reporting turns SocialNote’s operational records into summaries that can answer questions about reach, service delivery, workload, intervention intensity, student populations, program participation, safety response, and goal outcomes.
| Reports are useful for | Reports are not a substitute for |
|---|---|
| Monitoring patterns, volume, time, reach, and outcomes. | Reading the underlying record before making a student-level decision. |
| Checking documentation completeness and service-code use. | Entering missing services, attendance, progress, or closure information. |
| Supporting program review and authorized administrative reporting. | Assuming every visible relationship is causal. |
| Comparing a consistent scope across periods, schools, or providers. | Comparing unlike filters, date definitions, or denominators. |
Write down the decision the report should support, then choose the record source, period, school, staff scope, and denominator that answer that question.
Open Reporting from the main navigation. The landing page provides five quick district summaries and the full report catalog.
| Summary card | What it counts |
|---|---|
| Students Served | Distinct students with an individual service log. |
| Total Services | Individual service-log records. |
| Hours Logged | Service-code minutes on individual service logs, converted to hours and rounded. |
| Crisis Interventions | Crisis-log records. |
| Referrals Processed | Inbound plus outbound referral records. |
The landing cards are quick district totals. Their school-year selector refreshes those cards only; it does not carry that year into a report you open afterward. Set the date range again inside each detailed report.
| Report | Question it answers |
|---|---|
| Services by Type | Which service categories and codes were delivered, how often, for how long, and to how many students? |
| Services by Student | Which students received individual services, and what volume and time did each receive? |
| Direct vs. Indirect Services | How is service time divided between direct student contact and indirect support? |
| MTSS Tier Breakdown | How are coded services distributed across Tier 1, Tier 2, and Tier 3? |
| Time Tracking Summary | How is staff time distributed across categories, methods, days, and students? |
| Report family | Use it to review |
|---|---|
| Cases Summary / Case Status / Cases by Category | Case volume, state, priority, duration, category, closure, and associated support. |
| Interventions | Individual services, delivered group sessions, crisis response, and macro-level efforts in one intervention view. |
| Referrals | Inbound and outbound volume, state, source, concern, category, response time, and outcome. |
| Unduplicated Student Count | Unique students served across individual services, group-session attendance, and crisis logs—each student counted once. |
| Caseload Summary / Caseload by Staff | Student assignments, active and removed caseloads, workload distribution, cases, and recent service activity. |
| Family | Available reports |
|---|---|
| Demographics | Students by Grade Level, Students by School, Special Populations, and ELL Students Served. |
| Crisis & Safety | Crisis Interventions Log, Crisis Events by Type, Threat Assessments, and Crisis Response Team Calls. |
| Groups | Group Sessions Summary, Group Attendance, Groups by Type/Topic, and Group Membership. |
| Goal Outcomes | Summary plus breakdowns by provider, school, domain, and MTSS tier. |
A student may have several individual services, attend a group, and receive crisis support. The intervention total should count those activities; the unduplicated count should count that student once.
Most detailed reports default to the current academic year. A custom end date cannot precede its start date, and a school, staff member, or academic year outside your authorized district scope is rejected.
| Filter | Meaning |
|---|---|
| All Schools | All schools available to your account—not necessarily every school in the district. |
| All Staff | All accessible district staff for an administrator; the signed-in user for a non-administrator. |
| School Year | The configured start and end dates for that district academic year. |
| Custom Range | An explicit inclusive start and end date. |
| Report-specific filter | A narrower slice meaningful to that report, such as Direct Only or Group Interventions. |
After Update Report, the page address preserves the selected filter values. An authorized colleague can use that address to open the same report definition, although their own access scope still applies.
Read the label and footer of each table before comparing numbers. A single report can intentionally use different denominators. For example, the Interventions headline includes individual, group, crisis, and macro activity, while a delivery-method table may include only records that have a compatible delivery method.
“Students served” within different categories can include the same student more than once. Use the Unduplicated Student Count when you need a distinct-person denominator.
| Outcome | Interpretation |
|---|---|
| Met | The goal target has been reached. |
| Improving | Progress is moving toward the target but has not reached it. |
| No Progress | Progress entries do not show movement toward the target. |
| Regressing | The outcome has moved away from the target. |
| Not Started | The goal exists but has no progress evidence yet. |
Met or Improving combines those two outcome states. It is not the same as “goals met,” and the percentage is only meaningful when goal progress is kept current.
| Source record | Reporting impact |
|---|---|
| Individual service log and service-code rows | Service counts, categories, direct/indirect classification, MTSS tier, student reach, and coded minutes. |
| Case | Case status, priority, category, duration, closure, caseload, and compliance summaries. |
| Inbound and outbound referral | Direction, status, source, concern/category, response time, follow-up, and outcome summaries. |
| Group, membership, session, and attendance | Group type, roster changes, delivered/cancelled sessions, service time, attendance state, and distinct participants. |
| Goal and progress history | Students with goals and outcome status by district, provider, school, domain, and MTSS tier. |
| Crisis log | Crisis type, risk, intervention, response-team activity, action, and outcome summaries. |
| Macro-level effort | System/community intervention count, duration, category, staff participation, and people reached. |
| Student enrollment and attributes | School, grade, ELL, and special-population breakdowns and enrollment denominators. |
The report cannot infer activity that was never entered. It also cannot correct an inaccurate service code, duration, school, staff assignment, attendance state, goal outcome, or closure record. Correct the source record, then rerun the report.
This connected example uses the records created in the other guides to review Amanda Davis’s attendance-support activity during the 2025–2026 school year.
Filters: Current School Year, All Schools, Amanda Davis, Direct Only.
| Result | Interpretation |
|---|---|
| 1 total/direct service | One matching individual service log was delivered directly. |
| 0.5 hours | The matching code row contains 30 minutes. |
| 1 student served | One distinct student has a matching service. |
| Attendance & Engagement / code 201 | The source service was a one-to-one chronic-absenteeism meeting. |
With all intervention types selected for the same year, the report shows three activities: one individual service, one delivered group session, and one macro-level effort. It also shows the resource-fair effort as 1.5 hours reaching 14 people.
This result demonstrates why an intervention count is not a student count: the macro-level activity has reach but no student roster, while the group session has members and attendance.
The outcome report shows one student with one goal, classified as Improving. “Met or Improving” is therefore 100%, but the Met count remains zero. The correct conclusion is that documented progress is positive—not that the goal has been completed.
Start with service activity, add the relevant group or intervention view, then review goal outcomes. That connects what the team did, who or what it reached, and whether the documented outcome moved.
Reporting requires an authenticated SocialNote account. Every detailed report is scoped to the signed-in user’s district. School choices are limited to accessible schools, and regular users are pinned to their own staff activity. Administrators can review active staff across their district.
Aggregate results may still be sensitive, especially when a small count can identify a student or when a table includes student names. Apply the same district privacy, minimum-necessary, and secure-sharing rules used for source records.
The recipient must sign in and will receive only the data allowed by their own district, school, and staff scope. Do not copy report data into an unauthorized channel simply because the report itself is aggregated.
PDF and Excel controls are visible on detailed reports but are currently disabled and labeled as coming soon. They do not produce a file yet.
The Georgia DOE Student Record report is district-specific and appears only when enabled for an eligible district. It is currently gated while its reporting figures and mappings are validated. A dash or “No mapping available” in a compliance table means the mapping is unavailable; it should not be reported as a confirmed zero.