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2026 not available yet

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Based on the 17. definitions.

Easy reference sheet to see the definitions of Service, Service Location, Service Provider and Frequency.

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https://padlet.com/siras/siras-for-ventura-selpa-g9q8bqt8px5ba5ua/wish/R7dXad64DDp1Z6bl

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2025 EOY CDE Roadshow Takeaways for SIRAS Districts

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2025 EOY CDE Roadshow Takeaways for SIRAS Districts

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https://us02web.zoom.us/rec/share/QF2DvySJ_xYimPCgG3x6wfOVGEdABKmYMXvKgm3PpG5905ej-vAzTD1plG0CjE0z.aGAa0UWVU9Zh5QTh

Passcode: 0N4W*xKh

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2025 EOY Overview for SIRAS Districts (video and PPT)

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2025 EOY Overview for SIRAS Districts (video and PPT)

# data[].attributes.body
https://us02web.zoom.us/rec/share/2T_7HXM6CdXV3LZgT0THFprXFLMN4UulAcRze51m4YzffwTbR-frS-N-R5wGYsE_.wL57L99HgFAyvfm0

Pass: a#h6F6=+

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9/17/2024

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Appropriate Exit to SWDS and Non Participation codes

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Appropriate Exit to SWDS and Non Participation codes

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Download slide deck and materials

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SIRAS checklist

https://training.sirassystems.org/support/docs/EOY_Checklist_SIRAS.docx

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UPDATE: In Dec. 2024 Annual Determination Letters went out to Directors, the deadline for reporting updated data to CALPADS was January 24, 2025.

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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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CALPADS Completion Status Code Explanations

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CALPADS Completion Status Code Explanations

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CDE SPED Office Hours / Email List - Sign up Resources

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CDE SPED Office Hours / Email List - Sign up Resources

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To: Siras SPED admins

CC: CALPADS Administrators

CALPADS Special Education Data Office is offering Q and A with Brandi every Monday. Please remember to register for these sessions: Monday CALPADS Office Hours 3-4 Link

Send an email with Subscribe in the subject matter to:

subscribe-calpads-sped-support@mlist.cde.ca.gov

These links were shared during the meeting today:

Special Education File Submission Scenarios: https://www.cde.ca.gov/ds/sp/cl/spededfilesubscenarios.asp

Special Education FAQs: https://www.cde.ca.gov/ds/sp/cl/calpadsfaqs.asp#f1top

CDE Box link: https://cde.app.box.com/s/fxew6ck6lq9uvyna28pzspqwx5n8saa0

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Overview

The 2023 California School Dashboard (Dashboard), which will be released on December 15, 2023, reflects a full return of California's accountability system with the reporting of Status (current year data), Change (the difference from prior year data), and Performance Levels (colors) for most state indicators. To ensure that parents, community members, and educators are well-informed of the information on the 2023 Dashboard, the following resources have been developed to meet this need:

Fall 2023 Dashboard Question and Answer Sessions

All local educational agency (LEA) staff who are new to accountability or have questions about the 2023 Dashboard are invited to a series of Question and Answer (Q & A) sessions that will take place during the months of November and December 2023. Access the Dashboard Q & A Sessions(PDF) flyer today for dates, times, and registration information for each session!

Flyers for Parents (and Those New to the Dashboard)

Start your learning journey with these one-to-two-page flyers that help simplify the use and understanding of the 2023 Dashboard.

Translated flyers are available on the Translations Tab of the Dashboard Resources web page.

Flyers for Educators

User-friendly flyers that help enhance your general knowledge of the Dashboard state indicators.

State Indicator Flyers

What Data Will Be Used for the 2023 Dashboard?(PDF)

Academic Indicators (Coming in November 2023)

English Learner Students in the Academic Indicators (Coming in November 2023)

Information on the Participation Rate (Coming in November 2023)
Translated Versions of Information on the Participation Rate Flyer (Coming in November 2023)

Chronic Absenteeism Indicator(PDF)

College/Career Indicator (Coming in November 2023)

English Learner Progress Indicator (Coming in November 2023)

Alternate English Language Proficiency Assessments for California (ELPAC) Results in the English Learner Progress Indicator (Coming in November 2023)

English Language Proficiency Assessments for California (ELPAC) Participation Rate (Coming in November 2023)

Suspension Rate (Coming in November 2023)

Additional Flyers and Information

Connecting the Dashboard to the California Science Test(PDF) - This flyer contains step-by-step instructions on how to access local education agency (LEA) and school California Science Test (CAST) results from the Dashboard.

Local Control Funding Formula (LCFF) Assistance - Understand the eligibility criteria for differentiated assistance under the Local Control Funding Formula. (Coming in November 2023)

Every Student Succeeds Act (ESSA) School Assistance - Understanding the eligibility and exit criteria for Comprehensive Support and Improvement (CSI) - Low Graduation Rate, CSI - Low Performing, and Additional Targeted Support and Improvement (ATSI) under the ESSA. (Coming in November 2023)

English Learner Students on the California School Dashboard - Understand the different ways that each state indicator measures English Learners. (Coming in November 2023)
Translated Versions of Information on the English Learner Students on the California School Dashboard (Coming in November 2023)

District of Residence Rule(PDF) - The District of Residence rule (also known as the District of Special Education Accountability) is a rule relating to students with disabilities and applied to all state indicators. Download this flyer to learn more.

DASS Update - Access information from the U.S. Department of Education on the use of the Dashboard Alternative School Status (DASS) for accountability through the August 2022 State Board of Education Information Memorandum(DOCX) and the September 2022 State Board of Education Agenda Item(DOCX) .

Differences Between the 2022 and 2023 Dashboards (Coming in November 2023)

On Demand Dashboard Sessions

This section will be updated with the latest PowerPoint recordings, and associated Notetaking Guides, that cover state and local indicators about the Dashboard. Learn more through our 2023 Dashboard Informational Series flyer(PDF) .

Talking Points

These Talking Points contain helpful pointers that LEAs can use to communicate the 2023 Dashboard results to their communities. (Coming November 2023)

Additional Resources

Individualized web pages focusing on state and local indicators are easily accessible through the following links:

2023 Connecting CALPADS to the Dashboard Handbook(DOCX) - Use this handbook to verify your California Longitudinal Pupil Achievement Data System (CALPADS) data before it is used for the Dashboard.

2023 Five-by-Five Colored Tables - The accountability system combines five Status and five Change levels creating a five-by-five placement grid which is used to identify the performance color for the Dashboard.

Dashboard Technical Guide - Access the latest calculation formulas and business rules used to calculate the Dashboard state indicators.

System of Support - Information and resources on California's system to support districts and schools to help meet the needs of their students.

School Dashboard Additional Reports - These multiple supplementary reports offer additional data and insight to the Dashboard results.

Downloadable State and Local Indicator Data Files - Access LEA, school, and student group data statewide results for all state indicators as well as local indicator data submitted to the Dashboard by LEAs.

Archive
2022 Dashboard Communications Toolkit
Last Reviewed: Wednesday, November 08, 2023

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Informational materials that help explain the data reported on the California School Dashboard.

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Updated 11/3/2023

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Updated 3/2025

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Updated 10/2024

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- How to send only specific records to CALPADS

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- How to send only specific records to CALPADS

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https://sirassystems.happyfox.com/kb/article/416-how-to-send-specific-records-to-calpads/

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coming soon

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Go to CALPADS Certification Status

Pick EOY 4 2024

Scroll down to Aggregate Reports

Find 17.3

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https://sirassystems.happyfox.com/kb/article/514-performance-indicator-reports/

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Performance Indicator reports

Look at the top of the page

Move your mouse over the Reporting menu

Under /Reporting find

/Reporting /Statistical Reports/ Predefined Reports

In the center column, below CALPADS reports

Look for:
CA State Performance Plan Indicators
There are predefined statistical report buttons for: (see below)

To monitor Part C to B transition timeliines:
Why do I see students not enrolled in my district?
These reports are based on DSEA, district of special ed. accountability, not reporting LEA only.

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Finding Un-affirmed IEPs (not Finalized)

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Finding Un-affirmed IEPs (not Finalized)

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Finding unaffirmed open IEP meetings in SIRAS

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One can go to /reporting/meeting reports

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Counts of students referred-evaluated with results

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Counts of students referred-evaluated with results

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Counts of students referred-evaluated with results

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Counts of students referred-evaluated with results

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Count of students who have exited special education [16.22]

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Count of students who have exited special education [16.22]

# data[].attributes.body
Go to CALPADS Certification Status

Pick EOY 4 2024

Scroll down to Aggregate Reports

Find 16.22

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Go to CALPADS Certification Status

Pick EOY 4 2024

Scroll down to Additional Supporting Reports

Find 16.14

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List of Status and Non Participation [16.23]

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List of Status and Non Participation [16.23]

# data[].attributes.body
Go to CALPADS Certification Status

Pick EOY 4 2024

Scroll down to Additional Supporting Reports

Find 16.24

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Counts of plan type and primary disability [16.12]

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Counts of plan type and primary disability [16.12]

# data[].attributes.body
Go to CALPADS Certification Status

Pick EOY 4 2024

Scroll down to Aggregate Reports

Find 16.12

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Annual Determination Letter Help

Help with 16.21 Accountability Monitoring Report

Finding Un-affirmed IEPs

Finding Do Not Report Transactions

Monitoring SPP Indicators

Counts of plan type and primary disability [16.12]

Counts of SPED status and non participation [16.22]

List of SPED status and non participation [16.23]

Counts of students with currently overdue meetings

Counts of students with meetings done late

Counts/ Lists of students referred, evaluated and evaluation results

Help tracking incidents

CDE Dashboard Toolkit

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CALPADS Error Summary (Suggested CALPADS error fixes)

PLAN0619F1 Flowchart

PLAN0619 PPT

SENR0606 Flowchart

SENR0640 Flowchart

NPA SERV0447

SENR0439 - CERT 147

PSTS Errors

IVR0034 (PSTS)

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How to send data from Siras to CALPADS

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Updated 7/2025

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This can be an F1 or E4 CALPADS SENR or CERT Certification Error

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Finding meetings needing to be finalized prior to LEA Approve

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Finding meetings needing to be finalized prior to LEA Approve

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Go to /Reporting/Meeting Reports and use the screenshot above to find the list of meetings that should be finalized and reported to CALPADS Prior to LEA APPROVE for Fall 1

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How CALPADS data are used and consequences

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How CALPADS data are used and consequences

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Updated 4/2025

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https://documentation.calpads.org/Training/EOYReportingRoadmap/#eoy-order-of-certification

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EOY Reporting Roadmap - CALPADS User Manual

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Login to Siras at SELPA Level

/Reporting/Statistical Reports/Predefined Reports

Navigate to Special Reports, center column bottom

Click 'Local Plan Template - Attachment VI (download)'

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How to run the Annual Service Plan Report in SIRAS

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DSEA District of Special Edcuation Accountability Help

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PPT overview of navigating DSEA extract to finding that data in SIRAS (Padlet Link)

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Updated 11/2/2023

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Updated 10/2024

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Have a meeting to discuss a Census day plan of attack! NOW!

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When field 1.04 Reporting LEA and field 1.05 – School of Attendance both reflect the district’s seven-digit county-district code.

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SIRAS checklist

https://training.sirassystems.org/support/docs/FALL_1_CensusChecklist.docx

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Ongoing SPED Staff Zoominar Q&A Schedule and Link

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Ongoing SPED Staff Zoominar Q&A Schedule and Link

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Brian's weekly office hours: Click link to Happy Fox Page

Tuesdays at 10a-11a

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Office Hour Opportunities for SPED Admin Staff

390

Brian's SIRAS Q & A Office Hours for SELPA and SEDS coordinators on Tuesdays at 10am
Brian's OFFICE HOURS WILL RESUME ON JANUARY 7th at 10a

NOTICE NEW MEETING LINK STARTING 1/7/2025

Link to video of 12/10/2024 Office Hours with Brian

Passcode: SbAVKc6.

- SPED Data Quality Errors
CDE SPED Q & A Office Hours with Dominic from CDE and CALPADS Staff on Mondays at 3pm
Hosted by CDE, if you have questions about attending this recurring webinar, contact [email protected]
CALPADS Q & A Office Hours on Wednesdays at 3pm
[ More Info] Hosted by CDE Use 'more info' link then look for this logo in screenshot below on the actual website.

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Office Hour Opportunities for SPED Admin Staff 390 Brian's SIRAS Q & A Office Hours for SELPA and SEDS coordinators on Tuesdays at 10am Brian's OFFICE HOURS WILL RESUME ON JANUARY 7th at 10a NOTICE NEW MEETING LINK STARTING 1/7/2025 Link to video of 12/10/2024 Office Hours with Brian Passcode: SbAVKc6.

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25-26 worksheet

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How to watch recorded Zoominars

Updated 10/1/2024

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Updated 2/24/2026

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Continued Initial IEP meetings: What date is the 'meeting date'?

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Continued Initial IEP meetings: What date is the 'meeting date'?

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QUESTION:
Staff schedule an initial evaluation meeting on Date A.
Date A is within 60 days of parental consent.
At conclusion of meeting, staff are still unable to completely determine Disability 1 and Disability 2.
Staff have a continuation meeting on Date B for further assessment.
Date B is more than 60 days from the parental consent date.
On Date B, staff finish all necessary assessments and come to conclusion about Disability 1 and Disability 2.

ANSWER:
What date do we report as the Meeting date of the initial evaluation? Date A
What date do we report as the Special Ed. Initial Entry Start date? Date A

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1/27/2026 SIRAS Office Hours PPT

2025 EOY Overview for SIRAS Districts (video and PPT)

2025 EOY CDE Roadshow Takeaways for SIRAS (video and PPT)

2025 Preparing for Rollover (video and PPT - coming soon)

Latest Office Hours Agenda

Presentation PPT slide decks

Fall 1 2025 CDE/CSIS Checklist

Fall 1 Roadshow CDE to SIRAS slides

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Ongoing SPED Staff Q&A Schedule and Link

Zoominar Links (How to watch recorded videos)

SELPA Staff Quarterly Office Hours (open to All SELPA staff)

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Siras Quick Start for CALPADS

Siras CALPADS API Flowchart

CALPADS Reporting in Siras - PPT

How to configure user accounts for Siras and CALPADS

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Suggested SPED Due Dates

Finding meetings needing to be finalized prior to LEA Approve

EOY Certification order

How to find LEA Approve

Identifying DSEA data

Fixing DSEA data in CALPADS

Verify PSTS counts

Meeting Delay Reasons

EOY 4 Tips - CIM on 4/6/2021

Data Tracking Worksheet

Siras EOY Checklist

CDE EOY Checklist

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How to send only specific records to CALPADS

Compliance Monitoring in Siras (16.21)

Creating a baseline (adopting IEP) transaction record

Archiving Pending IEP transaction records

Report Status of transaction definitions

When to Archive a Transaction

Reviewing Archived Transaction Records

Viewing Submission reports in CALPADs

Reportable and Discontinued Exit Reasons

Max Age help

Finding out of district transaction archives

Continued Initial IEP meetings: What date is the 'meeting date'?

SELPA ASP Instructions

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2025 CDE EOY Roadshow Documents

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

CDE SPED Office Hours / Email List - Resources

Appropriate Exit to SWDS and Non Participation codes

Enrollment help for preschool and private school referrals

Preschool, private school and infant enrollment help (new)

CALPADS Exit Reason Code Explanations

CALPADS Completion Status Code Explanations

Contacting other LEA

Student Discipline at NPS reporting

What is ‘District Level Enrollment’

CALPADS FAQ link

CALPADS DSEA Help

CALPADS DSEA Report Help

CALPADS User Role Help

CALPADS Data Discrepancy Report

How CALPADS data are used and consequences

Service/Provider/Location Code Def. from the 17. data set

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16.21 Report: Finding Overdues in CALPADS

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16.21 Report: Finding Overdues in CALPADS

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Report status tells us if Siras meeting archives are going to be sent, already sent or should not be sent to CALPADS...

Pending > about to send this archives SWDS/PLAN/MEET/SERV files to CALPADS

Complete> this archive has already been sent to CALPADS, it won't be sent again unless you change it back to Pending

Do Not Report > Siras will not send this archive to CALPADS (remove any records in CALPADS if they were already sent).

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Who do I contact at another LEA to resolve SPED errors?!

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Who do I contact at another LEA to resolve SPED errors?!

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LEA Contacts

CSIS keeps you connected to a statewide community of California Longitudinal Pupil Achievement Data System (CALPADS) contacts who help each other to resolve statewide student identifier (SSID) anomalies and assessment suspense records.

If you do not find the agency name you are seeking in the list below, or if you need to update the information for your LEA, contact us.

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CSIS keeps you connected to a statewide community of California Longitudinal Pupil Achievement Data System (CALPADS) contacts who help each other to resolve statewide student identifier (SSID) anomalies and assessment suspense records. If you do not find the agency name you are seeking in the list below, or if you need to update the information for your LEA, contact us.

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Reviewing Archived Records in SIRAS (Report Status Help)

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Reviewing Archived Records in SIRAS (Report Status Help)

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NOTE: this article details ‘student data’ archives.

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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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Reporting LEA and District of Accountability Scenario Chart (Excel Chart Download Avail.)

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Reporting Data in CALPADS for Students with Disabilities

The following table provides the common scenarios for determining which local educational agency (LEA) is responsible for reporting students with disabilities (SWD) data, and which LEA will be held accountable on the Dashboard.

Revised March 16, 2023

Note: This page may need to be printed in landscape view.

D

If the District of Geographic Residence is...

E

And the student attends school and receives the majority of educational instruction from...

F

And the student receives all or some related special education services from...

G

Which LEAs in columns E & F provide the majority of educational instruction, or if no educational instruction is provided, which LEAs in columns E & F provide the majority of related special education services...

H

Then the District of Special Education Accountability should be:

I

And the Reporting LEA (previously referred to as the District of Service) should be:

J

And the Reporting LEA should enroll the student using Enrollment Status Code...

K

And the Reporting LEA should enroll the student in school...

K-12

Student is a K-12 student who resides in a juvenile hall and attends a court school, or attends a county community school, or attends a county community school and is referred to a County of Education (COE) program pursuant to California Education Code Section 1981.

District A

COE

COE

COE

COE

COE

Primary (10)

Juvenile court or county community school code.

N/A

K-12

Student is a K-12 student who is attending a private school that is not located within the geographic boundaries of the school district in which they live and is receiving services through an ISP from District B.

District A

Private school in District B

District B

District B

District B

District B

Non-ADA (50)

Private school group code 0000002

In the scenario where the student attends a private school for the majority of their educational instruction, the district providing the special education services is the Reporting LEA.

K-12

Student is a K-12 student whose district of geographic residence is District A, attends a charter school that is not a charter LEA for special education purposes, and receives special education services only from the authorizing district (District A).

District A

Charter school

District A

Charter school

District A

Charter school if charter is an independently reporting charter.

Primary (10)

Charter school code

N/A

K-12

Student is a K-12 student who attends a charter school that is not a charter LEA for special education purposes, and receives special education services from the charter school.

District A

Charter school

Charter school

Charter school

District A

Charter school if charter is an independently reporting charter.

Primary (10)

Charter school code

The District of Special Education Accountability would be the authorizing district, because the charter school is not an LEA for special education purposes.

K-12
(adult age)

Student is 18-21 years of age, did not graduate in their initial cohort year, and is continuing pursuit of a high school diploma from the district in which they live.

District A

District A

District A

District A

District A

District A

Primary (10)

If District A has a specific school code designated for these students (cannot be a school identified in the Public School Directory as an adult school), then use that school code; otherwise this should be the county-district code of District A.

Students of adult age on IEPs are eligible for K-12 apportionment; therefore these students should be identified as 12th graders.

K-12
(adult age)

Student is 18-21 years of age, did not graduate in their initial cohort year, is no longer in pursuit of a high school diploma but remains enrolled for the purposes of receiving special education transition services from the district in which they live.

District A

District A

District A

District A

District A

District A

Primary (10)

If District A has a specific school code designated for these students (cannot be a school identified in the Public School Directory as an adult school), then use that school code; otherwise this should be the county-district code of District A.

Students of adult age on IEPs are eligible for K-12 apportionment; therefore these students should be identified as 12th graders; however because they are in pursuit of a high school diploma, the Postsecondary Transition Status Indicator in the SENR field should be set to "N."

K-12
(adult age)

Student is 18-21 years of age who is housed in an adult county jail and is receiving instruction and services while incarcerated. The student's parents reside in District A.

District A

County Jail

District A

District A (see note)

District A

District A

Primary (10)

If District A has a specific school code designated for these students, then use that school code; otherwise this should be the county-district code of District A.

Students of adult age on IEPs are eligible for K-12 apportionment; therefore these students should be identified as 12th graders; however because they are NO LONGER in pursuit of a high school diploma, the Postsecondary Transition Status Indicator in the SENR field should be set to "Y."

Definitions

Reporting LEA

The district that provides the majority of educational instruction and may be providing some or all related special education services, unless the majority of educational instruction is provided by a private school or county jail or no educational instruction is being provided, in which case the Reporting LEA is the district providing the majority of special education services.

District of Special Education Accountability

The District of Special Education Accountability (DSEA) for a student with an IEP is defined to be either of the following:

The district of GEOGRAPHIC residence, if any of the following conditions apply:

The student's parents or guardians reside in the same district in which the student is receiving special education instruction.

The student is placed outside of his/her district of geographic residence through the IEP process.

A district OTHER THAN the district of geographic residence, if any of the following conditions apply:

The student has a formal inter-district transfer agreement under Education Code 63600. In this case, the DSEA is the county/district code of the district to which the student has transferred.

The student attends a charter school. In this case, the DSEA is the county/district code of the charter authorizer, or the school code of the charter school if the charter is acting as an LEA for special education purposes.

The student is a ward of the court and housed in a juvenile court, or attends a county community school. In this case, the DSEA is the county/district code of the COE serving the student while the student is incarcerated or enrolled in the county community school.

The student is a ward of the court and housed in a licensed children's institution (LCI). In this case, the DSEA is the county/district code of the district where the LCI is located.

The student is housed in an adult county jail. In this case, the DSEA is the county/district code of the district where the student's parents reside.

The student attends a private school that is not geographically located in the boundaries of the school district where the student lives and is on an individualized service plan (ISP). In this case, the DSEA is the county/district code of the district where the private school is located. Note: The student's parents may also request that the student be evaluated for services by the district in which they geographically reside.

For additional reference, here is a Microsoft Excel version of the above-cited information:

Reporting Data for Students with Disabilities - Common Scenarios (XLSX; Dated 16-Mar-2023)
Microsoft Excel version of the information presented on this page.

Last Reviewed: Monday, March 20, 2023

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Reporting Data for Students with Disabilities

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Common scenarios for determining which LEA is responsible for reporting SWD data, and which LEA will be held accountable on the Dashboard.

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How to view Submission Results in CALPADS

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How to view Submission Results in CALPADS

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This should be done each time records are sent from Siras to CALPADS

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How to view CALPADS Logs of Siras Submitted Jobs

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Sometimes data gets blocked from entering into CALPADS but no IVR error makes it back to Siras.

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SPED Coordinator Account Roles

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Authorized administrators can assign one or more roles to an account to grant the users access to specific data and functions in CALPADS. Adding all available roles to a user account for a specific org type may actually limit some access to data or functionality. LEA Administrators are advised to look at each role description before assigning it to the user account.

Note: If a user already has a LEA level account, it is unnecessary and sometimes detrimental to a user's access, to create a separate school level account.

The table below list all the roles available for a LEA or school org type.

Table of User Roles

Provides access to the following functionality except to Certify/Decertify and be identified as the anomaly contact

*ONLY STATE LEVEL USER MAY SEE THIS ROLE AND APPLY IT AT THE LEA LEVEL.

Free and Reduced Price Meal EDIT

Provides functionality to create and manage Free and Reduced Lunch Price Meal data

Provides functionality to only view Student Program records via Online Maintenance. (Some restrictions apply to FRPM data records.)

Provides functionality to
* create and manage Staff Demographics records using the online and batch interface
* request and retrieve Staff Demographics Rejected Records Extracts
* request and retrieve Staff Demographics ODS Extract

Provides functionality to:
* create and manage SPED and SSRV records via API

* request and retrieve ODS SPED Extracts via UI
* request and retrieve ODS SSRV Extracts via UI

**LEA Admins may assign this at LEA Level, but ONLY STATE LEVEL USER MAY APPLY IT AT THE SELPA LEVEL.

STSE for SPED Students Edit

Provides functionality to:
* create and manage STSE via API for students with Student Special Education Meeting or Amendment Identifier populated
* request and retrieve ODS STSE Extracts via UI

**LEA Admins may assign this at LEA Level, but ONLY STATE LEVEL USER MAY APPLY IT AT THE SELPA LEVEL.

STSE for SPED Students View

Provides functionality to only view Student Testing Settings (STSE) via Online Maintenance for students with Student Special Education Meeting or Amendment Identifier populated

PSTS for SPED Students Edit

Provides functionality to:
* create and manage PSTS via API interface for students with Student Special Education Meeting or Amendment Identifier populated
* request and retrieve ODS PSTS Extracts via UI

**LEA Admins may assign this at LEA Level, but ONLY STATE LEVEL USER MAY APPLY IT AT THE SELPA LEVEL.

PSTS for SPED Students View

Provides functionality to only view Postsecondary Status (PSTS) via Online Maintenance for students with Student Special Education Meeting or Amendment Identifier populated

Data Collection Certifier

Provides functionality to view and manage approval for all data submissions.

Provides functionality View and manage the SELPA approvals for submissions containing special education related data files.

Provides funtionality to view County/Authorizing LEA Reports.
* Note this role should only display for County Office of Education entities

Provides funtionality to view County/Authorizing LEA Reports
* Available to all non COE LEAs

Provides funtionality to view SELPA Reports
* Note, this role takes user to landing page. User will also need Fall 1, EOY 3, and EOY 4 report roles to view the SELPA Level reports for the corresponding submission. This role does not include access to EOY 3 reports 7.10 to 7.15. LEAs will need to add a SELPA user to their LEA organization and assign the EOY 3 Reports role.

Sample User Accounts

SELPA Level Account Roles

SELPA accounts will be created by CDE and will be under the SELPA organization type. The following essential roles will enable the user to review data and reports and certify.

Note: The SELPA Reports role does not include access to EOY 3 reports 7.10 to 7.15. LEAs will need to add a SELPA user to their LEA organization and assign the EOY 3 Reports role.

Essential Roles

SELPA Approval

SELPA Reports

Student Search

SENR View

SINF View

SINC View

SPED Edit

SPED View

Student Search

PSTS for SPED Edit

PSTS for SPED View

SPED Coordinator Account Roles

If a SELPA wants accesss to additional Special Ed information specific to an LEA, the LEA Administrator may add the SELPA user to the LEA organization and add the SPED roles. Also if a local SPED coordinator within the LEA is task to report SPED data, the LEA Admin must also cretae an account an dassign the same SPED roles.

The following are the suggested roles:

Essential Roles

Fall 1 Reports

EOY 3 Reports

EOY 4 Reports

SENR View

SINF View

SINC View

SPED Edit

SPED View

PSTS for SPED Edit

PSTS for SPED View

Student Search

LEA Level Accounts Roles

Assign LEA organization type

Assign appropriate roles

School Level Account Roles

Assign School level organization type

Assign appropriate roles

Note: If a user already has a LEA level account, it is unnecessary and sometimes detrimental to a user's access, to create a separate school level account.
Full Read and Write Account Roles

Assign specific or all designated Edit and View roles.

Assign Student Search role

View-Only Account Roles

Assign specific or all roles with the View designation only.

Add Student Search Role

Nutrition Department Access Roles

Direct Certification

Free and Reduced Lunch Meal View

Foster Youth Access Roles

Assign Foster Youth role to view Foster ODS Report 5.6 to 5.9

Assign Maintain Foster role for Local Foster Match functionality

General Certification Roles

Assign Data Collection Certifier role to allow user to certify.

Assign all report roles to view the aggregate and supporting reports.

Sample CALPADS User Account Agreement Form

Here is a a downloadable form LEas can modify to fit the needs for your local policy in assigning user accounts and roles.

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Authorized administrators can assign one or more roles to an account to grant the users access to specific data and functions in CALPADS. Adding all available roles to a user account for a specific org type may actually limit some access to data or functionality.

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Verify PSTS counts between SIRAS and CALPADS

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Verify PSTS counts between SIRAS and CALPADS

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Use this page to align your SIS and SIRAS if not already integrated.

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Data Discrepancies - CALPADS User Manual

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Data Discrepancies (DDs) are errors that trigger on records posted in CALPADS. These are next layer of validations that are different from submission errors (IVRs) that reject batch files or online transactions. DDs are are triggered due to changes in data and are not subject to snapshot or overnight processing. Unresolved fatal data discrepancies become Certifications Data Discrepancies (CDDs) listed on the snapshot detail screen. The Data Discrepancies window will allow users to view potential CCDs for future submissions (i.e. Fall 2 or End of Year) ahead of the start of said submission snapshot revisions.

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How to find CDD in CALPADS.

SELPA will get a notification email from CALPADS to Certify your District/LEA for EOY4 (Suggestion to certify EOY4 prior to EOY3)

One may need to select SELPA Approved Revision Status to find the LEA Disapprove button below, to allow selection of a new Revised Uncertified

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(b) Their impairment, as described by subdivision (a), requires instruction and services which cannot be provided with modification of the regular school program in order to ensure that the individual is provided a free appropriate public education pursuant to Section 1401(9) of Title 20 of the United States Code .

(c) Come within one of the following age categories:

(1) Younger than three years of age and identified by the local educational agency as requiring intensive special education and services, as defined by the board.

(2) Between the ages of three to five years, inclusive, and identified by the local educational agency pursuant to Section 56441.11 .

(3) Between the ages of five and 18 years, inclusive.

(4) Between the ages of 19 and 21 years, inclusive;  enrolled in or eligible for a program under this part or other special education program prior to his or her 19th birthday;  and has not yet completed his or her prescribed course of study or who has not met proficiency standards or has not graduated from high school with a regular high school diploma.

(B) Any person otherwise eligible to participate in a program under this part shall not be allowed to begin a new fiscal year in a program if he or she becomes 22 years of age in July, August, or September of that new fiscal year.  However, if a person is in a year-round school program and is completing his or her individualized education program in a term that extends into the new fiscal year, then the person may complete that term.

(C) Any person who becomes 22 years of age during the months of October, November, or December while participating in a program under this act shall be terminated from the program on December 31 of the current fiscal year, unless the person would otherwise complete his or her individualized education program at the end of the current fiscal year.

(D) No local educational agency may develop an individualized education program that extends these eligibility dates, and in no event may a pupil be required or allowed to attend school under the provisions of this part beyond these eligibility dates solely on the basis that the individual has not met his or her goals or objectives.

(d) Meet eligibility criteria set forth in regulations adopted by the board, including, but not limited to, those adopted pursuant to Article 2.5 (commencing with Section 56333 ) of Chapter 4.

(e) Unless disabled within the meaning of subdivisions (a) to (d), inclusive, pupils whose educational needs are due primarily to limited English proficiency;  a lack of instruction in reading or mathematics;  temporary physical disabilities;  social maladjustment;  or environmental, cultural, or economic factors are not individuals with exceptional needs.

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California Code, Education Code - EDC § 56026 | FindLaw

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(b) Their impairment, as described by subdivision (a), requires instruction and services which cannot be provided with modification of the regular school program in order to ensure that the individual is provided a free appropriate public education pursuant to Section 1401(9) of Title 20 of the United States Code .

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An LEA user may request the Accountability DSEA extract to help determine a student's District of Special Education Accountability.

The DSEA extract contains enrollment and Special Education program data for students who may be:

1) sent to another district or

2) received by the requesting LEA for purposes of Special Education Accountability. Accountability measures are determined using various data points and selection criteria.

This extract is not intended to be an exact match for students who will be included in the requesting LEA's accountability measures. The data in the file may be used locally for analysis understanding which students may or may not be included in the requesting LEA's accountability measure and to identify possible data errors.

Users may select the Accountability DSEA Extract or the Informational DSEA Extract from the User Interface.

The Accountability DSEA extract includes students who are being sent to other LEAs and who are being received by the user's LEA for accountability purposes. The Accountability DSEA extract is limited in grade level and enrollment status.

The Informational DSEA Extract provides the list of students who are not enrolled in the user's LEA but have their LEA populated as the DSEA regardless of grade level or Enrollment Status.

The data in these extracts may be used locally for analysis understanding which students may or may not be included in the requesting LEA's accountability measure and to identify possible data errors.

Accountability DSEA Extract Business Rules

The DSEA extract uses information from the CALPADS ODS student enrollment (SENR) and Special Education (SPED) data. This extract contains only students with disabilities who are either:

1) "Sending" - Enrolled in the LEA requesting the extract and has a different LEA for the student's District of Special Education Accountability, or

2) "Receiving" - Enrolled in a different LEA than the LEA requesting the extract and the student's District of Special Education Accountability is the LEA requesting the extract.

The Accountability Attribution status, a calculated field in the extract, will indicate the which direction the student's accountability information is being attributed (i.e., "sending" or "receiving"). The business rules for generating these the two groups of students in the extract are explained below.
This extract is not available for Charter Schools as students with disabilities do not have accountability attributed to other LEAs.
Sending Students for Special Education Accountability

The Accountability Attribution Status is equal to "Sending" in the DSEA extract for students if all of the following conditions are met:

1) Student is enrolled in the LEA requesting the extract at any time during the selected Academic Year (i.e. SENR overlaps selected Academic Year) and

 a. Enrollment Status is Primary (10), Secondary (20), or Short-term (30) b. Grade Level is KN - Grade 12 c. Student Enrollment Exit Reason <> N470 (No Show) d. School of Attendance is not a Charter School

2) Student is an Active SPED student during the enrollments records selected in the first condition where Education Plan Type = 100 (IEP) and Meeting Type <> 40 (Triennial)

 a. The Reporting LEA from the SPED record is equal to the LEA requesting the extract b. District of Special Education Accountability does not equal the LEA requesting the extract

See CALPADS Glossary for Active Plan definition. A student is an Active SPED student during the time between their first Meeting date where Education Plan = 100 and until the SPED program exit date is populated in the same or subsequent SPED record of the same Education Plan.

The Accountability Attribution Status is equal to "Receiving" in the DSEA extract for students if the following conditions are met:

1) Student is NOT enrolled in the LEA requesting the extract at any time during the selected Academic Year, and

2) Student has enrollments during the selected AY and

 a. Enrollment Status is Primary (10), Secondary (20), or Short-term (30) b. Grade Level is KN - Grade 12 c. Student Enrollment Exit Reason <> N470 (No Show) d. School of Attendance is not a Charter School

3) Student is an Active SPED student during the enrollment record selected in the second condition where Education Plan Type = 100 (IEP) and Meeting <> 40 (Triennial)

 a. The Reporting LEA from the SPED record is NOT equal to the LEA requesting the extract b. District of Special Education Accountability is equal to the LEA requesting the extract

See CALPADS Glossary for Active Plan definition. A student is an Active SPED student during the time between their first Meeting date where Education Plan = 100 and until the SPED program exit date is populated in the same or subsequent SPED record of the same Education Plan.

Informational DSEA Extract Business Rules

The Informational DSEA extract uses information from the CALPADS ODS Special Education (SPED) data. This extract contains SPED information for students where:

the Reporting LEA is not the LEA requesting the extract, and

the DSEA field in the SPED record is equal to the LEA requesting the extract

the Academic Year ID matches the Academic Year being requested

The Informational DSEA extract includes all applicable grade levels and enrollment statuses.

Record Layouts

The Accountability District of Special Education Accountability (DSEA) Extract file layout is comprised of select Student Enrollment (SENR) and Special Education (SPED) elements from the CALPADS Operational Data Store and the Calculated Accountability Attribution Indicator. The Informational DSEA Extract file layout is comprised of only the Special Education (SPED) elements from the CALPADS Operational Data Store.

The DSEA Extract Record Layouts is are identified in the tables below.

Accountability DSEA Extract Record Layout

Accountability Attribution Indicator

Calculation -

"Sending" - Student enrolled in LEA requesting extract at some point during AY and has another LEA listed in associated SPED record as District of Special Education Accountability

"Receiving" - Student enrolled in another LEA at some point during the AY and has LEA requesting extract listed in associated SPED record as District of Special Education Accountability

Calculated

Informational DSEA Extract Record Layout

File Format

The Accountability and Informational DSEA extract file created will be in caret delimited format. The structure of the file will conform to the order and data type listed in the previous section. The date formats will follow the same formats required for the CALPADS File Formats (Format: CCYYMMDD, e.g. 20081025). For example:

File Transmission

An LEA user may request a DSEA Extract files through the CALPADS portal. The DSEA Extract function will allow an authorized user to specify selection criteria where applicable and request a file be created by the CALPADS application. The generated file will be available for download through CALPADS. The file will not be transmitted via email.

DSEA Extract Request and Download Process

LEA - Level Accountability/ Informational DSEA Extract

SELPA - Level Accountability/ Informational DSEA Extract

Requesting DSEA extracts will be similar to the LEA Level experience. The only difference is that SELPAs will have the ability to multi-select LEAs in the DSEA extract modal.

Converting DSEA Extract to Excel Format

The DSEA extracts, when downloaded is in a .txt format. Opening the file brings up the Notepad application with some data that users might have difficulty reading. A solution to this is to use the DSEA Extract Templates.

Below are the steps in converting the extract.

Download either DSEA Accountability Extract Template or DSEA Informational Extract Template depending on the DSEA extract selected.

Open the template.

A protected View message will appear at the top, you may click on Enable Editing.

Another security warning will appear at the top concerning a disable Macros. Click on Enable Content.

Click on Import DSEA Extract File button.

Locate the downloaded, DSEA extract you requested from CALPADS.

Once you click on the file, the template will then gather the information from the extract and list the data extracted.

Sample DSEA Extract

Below is an example of a discrepancy extract converted to excel.

User Roles for Access:

LEA Level

SELPA Level

Additional Resources

This document provides the common scenarios for determining which local educational agency (LEA) is responsible for reporting students with disabilities (SWD) data, and which LEA will be held accountable on the Dashboard.

Glossary Definition

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An LEA user may request the Accountability DSEA extract to help determine a student's District of Special Education Accountability. The DSEA extract contains enrollment and Special Education program data for students who may be: 1) sent to another district or 2) received by the requesting LEA for purposes of Special Education Accountability.

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•Download the DSEA Accountability Extract template:  https://documentation.calpads.org/Support/docs/DSEAAccountabilityExtractTemplate.xlsm

•Download the DSEA Informational Extract Template:  https://documentation.calpads.org/Support/docs/DSEAInformationalExtractTemplate.xlsm

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SIS to Siras Overview

Help with API 401/403 error

DSEA Extract Header

SSID Extract Headers

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Help with API 401 403 and Invalid Submitter errors

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Help with API 401 403 and Invalid Submitter errors

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Updated 8/4/2024

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Sending Siras data to CALPADS Quickstart

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How to configure user accounts for SIRAS to send data to CALPADS

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How to configure user accounts for SIRAS to send data to CALPADS

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Advanced Search for Archives from your district

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194

Historical Query Type
Student records in SIRAS will have one current record, associated with any number of historical archived records,
typically one for each meeting event that occurred. These data set specifications, together with any additional criteria,
will enable you to locate the most relevant records for any queries on historical data.

Historical Queries allow you to find:

One specific archive of a student that left your district.

All archives sent to CALPADS for an entire academic year.

Current records that have or don't have associated archives with specific criteria

And more!

Predefined Historical Queries are available for the most common use cases:

Plan Adoption Required

Fall/EOY Census Count Estimates

Example below, finding an older archive with a specific report event date generating a CALPADS IVR error for another district.
So you need to remotely find that archive and make it DNR in SIRAS and remove data sent from it to CALPADS.

search on the SSID, if you get zero results, it just means the 'current' record is no longer with your district

Then click on Historical/Advanced

Change historical query type from current to archived

The default date range should allow you to find all archives your district sent within the last year

CALPADS report status can be all to find all archives

If you are looking only for archives sent to CALPADS

Change CALPADS report status to 'complete'

Click search to list

Pick the archive needing to be updated from the list

If you want to search for all transactions from your district or school you can use this same method, just don't specify a specific SSID first.