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Appropriate Exit to SWDS and Non Participation codes

CALPADS Data for SWD in Private Schools and Proportionate Share PPT Nov. 2025

Recording of 3/5/2024 Understanding CALPADS Report 16.21 webinar.

Recording of Creating and maintaining SSIDs webinar by Brandy from CDE

PPT For Creating and maintaining SSIDs

SPED File submission scenarios link

SPED FAQ link

CDE Plan Effective Start Date Scenarios

Education Plan Type - Program Setting

Special Ed. Status - Non Participation Reason

CDE Monitoring Division - Equitable Services

Student Degree of Support FV 1.2 April 2024

Siras Active Status translated to SWDS

How SPED translates to SWDS, PLAN, MEET

CDE Letter to Superintendents

CDE SPED Data Video Guides

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Appropriate CALPADS Exit to SEDS SWDS and Non Participation codes

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Appropriate CALPADS Exit to SEDS SWDS and Non Participation codes

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Appropriate SWDS Status and NonPart Reason for Student Exit Categories and Completion Statuses_2026-05-05_v2.0

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CALPADS Data for SWD in Private Schools and Proportionate Share

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CALPADS Data for SWD in Private Schools and Proportionate Share

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Back to Siras User Manual

SPED Redesign Summary Update

SPED Acronyms

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Code reference

Plan Adoption, the new baseline for incoming students

Reasons to archive an Active record

Active to Inactive - Reporting required

Active to Inactive - Reporting not require

Plan Effective Date - GERR0005

Prepare Referral

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Updated 10/2024

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Siras4Admins Padlet

Siras4CALPADS Padlet

Siras4Aeries Padlet

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Reasons to archive (new transaction) for an Active record

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Reasons to archive (new transaction) for an Active record

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Plan adoption, Pending as of, Program setting updates

Updated 11/2025

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Active to Inactive - Reporting (new SWDS) transaction required

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Active to Inactive - Reporting (new SWDS) transaction required

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Making records inactive due to SPED Exit, Completer, No longer enrolled

Updated 7/2026

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Recording of 3/5/2024 Understanding CALPADS Report 16.21 webinar.

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Recording of 3/5/2024 Understanding CALPADS Report 16.21 webinar.

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Understanding CALPADS Report 16.21 Late Plan Reviews and Re-evaluations

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Recording of Creating and Maintaining SSIDs by Brandy from CDE

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Recording of Creating and Maintaining SSIDs by Brandy from CDE

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Creating and Maintaining Statewide Student Identifiers for Students with Disabilities in CALPADS

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Updated 8/23/2023

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Pending and Late Meetings

1c

...the Part B Initial is finally held, student is determined to be eligible, the parent has accepted the offer of FAPE but the meeting was held late.

Status = 1 - Eligible and Participating

Status Start Date = Date the parent accepted the offer of FAPE.

Evaluation Type Code =10 - Initial Evaluation

Meeting Date = Initial Evaluation Meeting date (first day)

Eligibility Outcome Code 20- Eligible

Plan Effective Start Date = Date student will begin services

Pending and Late Meetings

2b

...the plan review is finally held, but was held late, and the parent signs the new IEP.

None

Plan Effective Start Date = date the parent approves the plan.

Part C to B Transitions

4

A student was on Part C (IFSP), was evaluated for Part B and determined to be eligible and will start Kindergarten in the Fall.

None - student remains eligible.

Plan Effective Start Date = First day of enrollment in Kindergarten

Part C to B Transitions

6

A student was on Part C and was evaluated for Part B but was determined to be ineligible.

None

None

Part C to B Transitions

7

A student was on Part C and was evaluated for Part B was determined to be eligible and the parent has agreed to the IEP. Student is preschool age but will not enroll in preschool and will receive services only.

Status = 1 - Eligible and Participating

Status Start Date = Date the parent accepted the offer of FAPE.

Plan Effective Start Date = Date services will begin

Initial Part B Evaluations

8

A student is newly evaluated for Part B and was found ineligible.

None

None

Initial Part B Evaluations

9a

A student is initially evaluated for Part B and is found eligible, but the parent hasn't yet approved or signed the IEP.

Status = 2 - Eligible, Not Participating

Non-participation Reason = 12 - Eligible, No Education Plan (Other Reasons)

Status Start Date = date of the Initial Evaluation Meeting

Evaluation Type Code =10 - Initial Evaluation

Plan Review Indicator = N

Meeting Date = Initial Evaluation Meeting date (date the meeting was initiated)

Eligibility Outcome Code 20- Eligible

No PLAN record submitted until the parent agrees to the plan.

None

Initial Part B Evaluations

9b

...but then the parent later agreed to and signed the IEP.

Status = 1 - Eligible and Participating

Status Start Date = the date parent agreed to the plan

None - meeting not required as meeting record was initially submitted in 9a.

Plan Effective Start Date = the date the parent agreed to the plan

Initial Part B Evaluations

10

A student is initially evaluated for Part B and is found eligible, but the parent declines the offer of FAPE and places the student in a private school.

Status = 2 - Eligible, Not Participating

Non-participation Reason = 11 - No Education Plan (Parent Declined FAPE - Private Placement)

Status Start Date = date of the Initial Evaluation Meeting

Evaluation Type Code =10 - Initial Evaluation

Plan Review Indicator = N

Meeting Date = Initial Evaluation Meeting date

Eligibility Outcome Code 20- Eligible

None

None

Plan Reviews

11

The IEP team conducts the student's plan review required at least once annually and the parent approves the proposed IEP.

None

Plan Effective Start Date = the date of the plan review and the parent agreed to the plan

Transfers FROM private schools

16b

...then the LEA holds a subsequent IEP plan review meeting within 30 days of enrollment and parent agrees to the plan.

None

Plan Effective Start Date = date the parent agreed to the IEP plan

Eligibility Reevaluations

17a

A student has an eligibility re-evaluation and is found to be ineligible.

None

None

Eligibility Reevaluations

17b

...however, the parent does not agree to the change in placement (exit) and eligibliity determination and won't sign the IEP. The student is still receiving services because the plan is in stay- put.

None - not needed unless there is a change in status that might have resulted from an Independent Eligibility Evaluation or due process.

None - unless plan review meeting occurred

None

None

Reenrollments

20

A student who initially left school because they transferred out of the state or country, dropped out, died, or completed high school without a standard high school diploma, reenrolls in a California public school.

Status = 1 - Eligible and Participating

Status Start Date = First day of the enrollment after reenrolling.

None - unless plan review and/or eligibility re-evaluation meeting occurred

Plan Effective Start Date = First day of enrollment

Completer Exits

23b

A student completed high school with a certificate of completion, high school equivialency certificate, passed the California High School Proficiency Exam (CHSPE), or earned the Alternate Pathway Diploma but remains enrolled.

None

None

None - unless amendments are made to the plan

None - unless amendments are made to the services

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Special Education File Submission Scenarios

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The Special Education File Submission Scenarios document contains specific special education data.

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An excused absence is when a student misses school with a valid excuse per Education Code Section 48260(c).

48260(c)

For purposes of this article, a valid excuse includes, but is not limited to, the reasons for which a pupil shall be excused from school pursuant to Education Code sections 48205 and 48225.5 and may include other reasons that are within the discretion of school administrators and, based on the facts of the pupil's circumstances, are deemed to constitute a valid excuse.

(a) Notwithstanding Section 48200, a pupil shall be excused from school when the absence is:

(1) Due to the pupil's illness.

(2) Due to quarantine under the direction of a county or city health officer.

(3) For the purpose of having medical, dental, optometrical, or chiropractic services rendered.

(4) For the purpose of attending the funeral services of a member of the pupil's immediate family, so long as the absence is not more than one day if the service is conducted in California and not more than three days if the service is conducted outside California.

(5) For the purpose of jury duty in the manner provided for by law.

(6) Due to the illness or medical appointment during school hours of a child of whom the pupil is the custodial parent.

(7) For justifiable personal reasons, including, but not limited to, an appearance in court, attendance at a funeral service, observance of a holiday or ceremony of the pupil's religion, attendance at religious retreats, attendance at an employment conference, or attendance at an educational conference on the legislative or judicial process offered by a nonprofit organization when the pupil's absence is requested in writing by the parent or guardian and approved by the principal or a designated representative pursuant to uniform standards established by the governing board.

(8) For the purpose of serving as a member of a precinct board for an election pursuant to Section 12302 of the Elections Code.

(9) For the purpose of spending time with a member of the pupil's immediate family, who is an active duty member of the uniformed services, as defined in Section 49701, and has been called to duty for, is on leave from, or has immediately returned from, deployment to a combat zone or combat support position. Absences granted pursuant to this paragraph shall be granted for a period of time to be determined at the discretion of the superintendent of the school district.

(10) For the purpose of attending the pupil's naturalization ceremony to become a United States citizen.

(b) A pupil absent from school under this section shall be allowed to complete all assignments and tests missed during the absence that can be reasonably provided and, upon satisfactory completion within a reasonable period of time, shall be given full credit therefor. The teacher of the class from which a pupil is absent shall determine which tests and assignments shall be reasonably equivalent to, but not necessarily identical to, the tests and assignments that the pupil missed during the absence.

(c) For purposes of this section, attendance at religious retreats shall not exceed four hours per semester.

(d) Absences pursuant to this section are deemed to be absences in computing average daily attendance and shall not generate state apportionment payments.

(e) "Immediate family," as used in this section, has the same meaning as set forth in Section 45194, except that references therein to "employee" shall be deemed to be references to "pupil."

(Amended by Stats. 2016, Ch. 92, Sec. 1. Effective January 1, 2017.)

(Amended by Stats. 2012, Ch. 432, Sec. 1. Effective January 1, 2013.)

48225.5.

(a) (1) Notwithstanding Section 48200, a pupil who holds a work permit to work for a period of not more than five consecutive days in the entertainment or allied industries shall be excused from school during the period that the pupil is working in the entertainment or allied industry for a maximum of up to five absences per school year.

(2) Notwithstanding Section 48200, a pupil shall be excused from school in order to participate with a not-for-profit performing arts organization in a performance for a public school pupil audience for a maximum of up to five days per school year provided the pupil's parent or guardian provides a written note to the school authorities explaining the reason for the pupil's absence.

(b) A pupil absent from school under this section shall be permitted to complete all assignments and tests missed during the absence that can be reasonably provided and, upon satisfactory completion, shall be given full credit therefor. The teacher of any class from which a pupil is absent shall determine, pursuant to the regulations of the governing board of the school district, or the county board of education, what assignments the pupil shall make up and in what period of time the pupil shall complete those assignments. The tests and assignments shall be reasonably equivalent to, but not necessarily identical to, the tests and assignments that the pupil missed during the absence.

(c) A pupil absent pursuant to paragraph (1) of subdivision (a) shall receive instruction during the period of the absence from a studio teacher certified by the Labor Commissioner holding credentials as defined in Section 11755 of Title 8 of the California Code of Regulations. The instruction shall be offered between 7 a.m. and 4 p.m. for pupils in kindergarten and grades 1 to 6, inclusive, and between 7 a.m. and 7 p.m. for pupils in grades 7 to 12, inclusive. The school district or county superintendent of schools shall accept the work done by the pupil and the grades given to the pupil on that work and shall provide the pupil with credit for the instruction the pupil received from that teacher.

(d) At the request of a pupil excused from school pursuant to paragraph (1) of subdivision (a), the pupil may be permitted to enroll in a work experience program of the school district and shall receive appropriate academic credit for that work experience.

(e) This section shall apply to all pupils, whether a pupil is enrolled in regular classes or special education classes, a regional occupational program or center, or a program of independent study, or any other program of the school district or county superintendent of schools.

(Added by Stats. 1997, Ch. 879, Sec. 1. Effective January 1, 1998.)

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List of frequently asked questions for CALPADS.

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Education Plan Type - Program Setting by Plan Type

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Education Plan Type - Program Setting by Plan Type

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Updated 9/2/2024

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Special Education Status - Program Setting by Plan Type

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Special Ed. Status - Non Participation Reason

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Special Ed. Status - Non Participation Reason

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Updated 9/2/2024

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Special Education Status - Non Participation Reason

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CDE Monitoring Division - Equitable Services

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CDE Monitoring Division - Equitable Services

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00_CDE Monitoring Division_Equitable Services - SELPA May 2025

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Each LEA should determine which staff are responsible for identifying the Student Degree of Support. Input should be gathered from special education staff, including members of the IEP team and the special education student data coordinator, and these staff should utilize information from the student’s IEP document to make these determinations. For Additional information, please review CDE’s Student Degree of Support FAQs

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Updated 11/2025

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What all those abbreviations mean.

Updated 8/29/2023

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Active to Inactive - Reporting (new SWDS) not required

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Active to Inactive - Reporting (new SWDS) not required

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Updated 12/2025

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Not Eligible
Active Status = Pending
These students will be having Initial Evaluations

https://padlet.com/siras/siras4admins-ebz7qyp6qk5d/wish/2676090245

Updated 8/29/2023

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Incoming Student - Step 2 Prepare Referred

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Eligible but currently Not Participating
Active Status = Pending
https://padlet.com/siras/siras4admins-ebz7qyp6qk5d/wish/2677828365

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Incoming Eligible, Continue to Not Participate

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Incoming Eligible, Continue to Not Participate

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Eligible
Active Status = Pending

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Sending data files in less than 3 minutes.

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Sending data files in less than 3 minutes.

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Passcode: P5NNdc7$

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Plan Adoption, aka baseline for incoming students

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Plan Adoption, aka baseline for incoming students

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Updated 10/24