Per the Nevada Revised Statute (NRS)388.5195, on or before July 31 of each year, the Department of Education in collaboration with Aging and Disability Services Division shall publish a report containing aggregate data comparing the development of language and literacy skills in Nevada children who are less than 6 years old and who are deaf, hard of hearing, blind or visually impaired, including, without limitation children who are both deaf and blind with the development of such skills by children who do not have a disability. The report must not include any personally identifiable information.

In Nevada, there are no standardized assessments for determining the development of language and literacy skills in children with or without disabilities who are less than age 6. Programs that serve children with disabilities from birth to age 3 reported using a variety of measures to assess the various domains of the development of language and literacy skills in the infants and toddlers they serve. Children with disabilities ages 3 through 5 in Early Childhood Special Education Programs use four different comprehensive assessments to gage the development of language and literary skills. School age children with or without disabilities under the age of 6 are administered the Measure of Academic Progress (MAP Growth) assessment for the first time in Kindergarten.

Report on the development of language and literacy skills of children age 0 to 3 years who are deaf, hard of hearing, blind or visually impaired, including, without limitation children who are both deaf and blind compared to the development of such skills by children who do not have a disability.

• Nevada Early Intervention Services NRS 388.5195 Annual Reporting for Calendar Year 2020.PDF
• Nevada Early Intervention Services NRS 388.5195 Annual Reporting for Calendar Year 2021.PDF
• Nevada Early Intervention Services NRS 388.5195 Annual Reporting for Calendar Year 2022.PDF

Report on the development of language and literacy skills of children age 3 to 5 years who are deaf, hard of hearing, blind or visually impaired, including, without limitation children who are both deaf and blind compared to the development of such skills by children who do not have a disability.

• OIE NRS 388.5195 Annual Report of Early Childhood Outcomes 2020.PDF
• OIE NRS 388.5195 Annual Report of Early Childhood Outcomes 2021.PDF

Report on the development of language and literacy skills of children age 5 to 6 years who are deaf, hard of hearing, blind or visually impaired, including, without limitation children who are both deaf and blind compared to the development of such skills by children who do not have a disability.

• With the onset of the COVID-19 pandemic in March of 2020, all MAP Growth Reading Assessments for the remainder of the 2019-2020 school year were waived by the U.S. Department of Education. There are no MAP Growth Reading assessment results for 2020.
• Though all assessments were required for the 2020-2021 school year, the 95% participation requirement for assessments was waived by U.S. Department of Education ESEA waiver to suspend accountability requirements for the school year 2020-2021 in response to the COVID 19 pandemic. As such, the MAP Growth Reading assessment data for the 2020-2021 school year are incomplete and, where applicable, are not representative of the make-up of the State, district, or school population.