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Locate a variety of resources.

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Home

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Charter SELPA Professional Learning Catalog

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Charter SELPA Professional Learning Catalog

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If you change currency now, any items in your Shopping Cart will be removed. You will have to add all items back to the Shopping Cart. If you see this message during event registration, you will need to re-register. Do you wish to proceed?

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El Dorado County SELPAs Data Learning Library

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El Dorado County SELPAs Data Learning Library

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The El Dorado SELPAs Video Training Library

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The El Dorado SELPAS have created these quick video tutorials to address commonly asked questions.

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Accommodation and Modifications for Students with IEPs

Key2Ed - Communicating Effectively with Staff During the IEP Meeting

Key2Ed - Preparing For A Successful

Key2Ed - Understanding The Role of IEP Team Members

Key2Ed - Building Trust and Relationships Among All Team Members

Considerations Regarding Trauma in the

El Dorado SELPAs Video Training Library

Modules for Parents - Dr. Paul Porter: Modules 1 through 4

Understanding Extended School Year (ESY) Web ModuleUnderstanding Extended School Year (ESY) Web Module

Surrogate Parent Roles and Responsibilities Web Module

Fundamentals of Note Taking

Data Collection and Progress Monitoring

Micro-learnings with Attorney Heather Edwards

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Accommodation and Modifications for Students with IEPs Key2Ed - Communicating Effectively with Staff During the IEP Meeting Key2Ed - Preparing For A Successful Key2Ed - Understanding The Role of IEP Team Members Key2Ed - Building Trust and Relationships Among All Team Members Considerations Regarding Trauma in the El Dorado SELPAs Video Training Library Modules for Parents - Dr. Paul Porter: Modules 1 through 4 Understanding Extended School Year (ESY) Web ModuleUnderstanding Extended School Year (ESY) Web Module Surrogate Parent Roles and Responsibilities Web Module Fundamentals of Note Taking Data Collection and Progress Monitoring Micro-learnings with Attorney Heather Edwards

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Welcome to Targeted-Level CIM! This page will be your one-stop shop for CIM. Please click on the CIM step below to view the activities and resources available to support your team. For additional assistance, email us at targetedmonitoring@cde.ca.gov

Welcome to Intensive-Level CIM! This page will be your one-stop shop for CIM. Please click on the CIM step below to view the activities and resources available to support your team. For additional assistance, email us at intensivemonitoring@cde.ca.gov

Welcome to CIM for Significant Disproportionality! This page will be your one-stop shop for CIM. Please click on the CIM step below to view the activities and resources available to support your team. You can access all of the 2024 Materials on the State Performance Plan Technical Assistance website.

For monitoring purposes, small LEAs are defined as school districts and charter schools serving 100 or fewer students with disabilities on census day. Small LEAs will not be selected for monitoring based on State Performance Plan Indicators.

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California Special Education Technical Assistance Network

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This is the California Special Education Technical Assistance Network Site for information and resources.

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Initial Assessment- Pending Student Records for New Students in SEIS

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Initial Assessment- Pending Student Records for New Students in SEIS

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Flow Chart for students pending an initial special education assessment.

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Initial Assessment Pending Records New Students

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Pending Student Records for Existing Students in SEIS- New Initial Assessments

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Pending Student Records for Existing Students in SEIS- New Initial Assessments

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Process for students previously exited or assessed as DNQ who are now being re-assessed for an initial.

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Quick How-To Guide

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Ensuring Ed Benefit page by page of the IEP

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Ensuring Ed Benefit page by page of the IEP

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Ensuring Educational Benefit Through a Compliant IEP (1)

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LRE Decision Tree for ages 3-5 (not in Kinder)

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LRE Decision Tree for ages 3-5 (not in Kinder)

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4 minute introduction video

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SPPI Module: Intro to the CA State Performance Plan

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Resource for understanding the CA state performance plan indicators.

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Notable changes to SPPI guide.

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Downloadable restraint & seclusion files

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Downloadable data files containing student restraint and seclusion data for local educational agencies (LEAs) and non-public/non-sectarian (NPS) schools disaggregated by race/ethnicity, gender, student program group.

Files include state, county, LEA-level data (i.e., county office of education, district, and charter school), and data at the NPS-level. Please refer to the file structure for details on what data are contained in the file. For more information about these data, please visit the Information about the Restraint and Seclusion Data web page.

Note: To protect student privacy, data in this file are suppressed (*) under the following conditions:

When the Reporting Category is NOT equal to TA (Total)

When the Aggregate Level is NOT equal to T (State)

When the corresponding cell size is 10 or less, including zero.

Click on the file name you wish to download and save the file to your computer. To view the file, open the file in a database or spreadsheet program.

Last Reviewed: Friday, December 15, 2023

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Downloadable data files containing student restraint and seclusion data for local educational agencies (LEAs) and non-public/non-sectarian (NPS) schools disaggregated by race/ethnicity, gender, student program group.

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The Drilldown Center allows districts to create both LEA Snapshot Reports and Student List Reports with Local Education Agency (LEA) data to dig deeper into your status on areas connected to the California State Performance Plan indicators.

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Harnessing the power of data to access, monitor collaborate and drive successful results.

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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:

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

2. 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:

1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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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Widget helps schools to identifies compliance or potential compliance issues using up to date SEIS data.

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Calculating the FTE for Excess Cost Calculator

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Calculating the FTE for Excess Cost Calculator

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Attendance Accounting & Instructional Time Requirements

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Attendance Accounting & Instructional Time Requirements

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CDE Presentation 2023-24

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Report 16.21 Students with Disabilities – Overdue Plan Review and Reevaluation Meetings Student List - CALPADS User Manual

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Frequently Asked Questions (FAQS) for Special Education data

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Frequently Asked Questions (FAQS) for 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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Where can LEAs find more information on credentialing requirements and authorizations?

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CALPADS Frequently Asked Questions - California Longitudinal Pupil Achievement Data System (CALPADS) (CA Dept of Education)

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List of frequently asked questions for CALPADS.

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Reporting Data for Students with Disabilities

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Reporting Data for Students with Disabilities

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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:

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

2. 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:

1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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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Section 2 Preparing for the IEP meeting  before the IEP -08_28_24.pdf

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What is the difference between a TLU, case manager, and DLU?

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Options for service tracking

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Service Tracker Attendance Delivery Codes

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Service Tracker Attendance Delivery Codes

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The IEP in a Minute series provides concise, topic-focused modules designed to support Education Specialists in drafting IEPs that are reasonably calculated to provide educational benefit. Each module offers practical guidance on a specific section of the IEP, illustrating how the "thread of educational benefit" connects assessments, present levels, needs, goals, services, and placement.

These resources are intended as accessible learning tools. Examples are illustrative only and do not represent actual students or serve as exemplars of complete IEPs. Under each module, you will find related resources to support deeper exploration and continued professional growth.

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The IEP in a Minute series provides concise, topic-focused modules designed to support Education Specialists in drafting IEPs that are reasonably calculated to provide educational benefit. Each module offers practical guidance on a specific section of the IEP, illustrating how the "thread of educational benefit" connects assessments, present levels, needs, goals, services, and placement.

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Alternate Assessment Decision-Making Tool Optional Worksheet

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Bulk Updating Date Student Enrolled in District-LEA