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- 2025-2026 CALPADS Fall 1 Checklist

- CALPADS Flash #260

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This flash address the rollover to Fall 1 2023 in the new SWDS format.

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To: Local Educational Agency (LEA) Representatives

From: California Department of Education (CDE) -
California Longitudinal Pupil Achievement Data System (CALPADS) Team

Date: September 18, 2023

Subject: CALPADS Update FLASH #260

2023−24 School Year Rollover

The 2023-24 School Year rollover work will begin on Monday, September 18, 2023 at 7:00 p.m. CALPADS will be taken offline at 7:00 p.m. to begin the data creation activity for the Special Education (SPED) Redesign. On Tuesday, September 19, several school year rollover changes will be released to the CALPADS production environment, and the system is expected to reopen at 9:00 a.m. The recently posted CALPADS File Specifications (CFS) v15.1, CALPADS Code Sets v15.1 and related documents reflect the school year rollover changes. The major 2023-24 rollover changes are summarized below.

Special Education Redesign

The redesign of the submission of data for students with disabilities (SWD) will be included in the school year rollover release. This redesign entails the retirement of the Special Education (SPED) and Special Education Services (SSRV) files and the implementation of the Students with Disabilities Status (SWDS), Special Education Plan (PLAN), Special Education Meetings (MEET) and Special Education Services (SERV) files.

Beginning September 19, 2023, local educational agencies (LEAs) will only be able to submit SWD data through the SWDS, PLAN, MEET, and SERV files. The redesign primarily involves splitting the data elements previously collected in the SPED file across three new files: SWDS, PLAN and MEET. Collecting the data through three separate files will both enhance the ease of reporting data by LEAs and support the utilization of the data by the state. There are also some significant changes to a few data elements and code sets.

In preparation for this change, the Special Education Division began a series of roadshows on the SPED Redesign in August 2023. A recording of one of the presentations, entitled CALPADS Special Education Data Redesign 2023-24, can be found on the California School Information Services (CSIS) YouTube Training Channel. at https://www.youtube.com/watch?v=kNARoriIIAI. The changes related to the SPED Redesign, including those that are in the CFS v15.1 documents, will be described in a separate letter addressed to superintendents and charter school administrators. This letter is expected to be released next week, and a link to the letter will subsequently be posted on the CALPADS communications page. Additionally, all of the Frequently Asked Questions (FAQs) related to special education will be updated to reflect the redesign, and additional resources are being finalized to support LEAs.

New Language Code Set (Flash 256)

As described in CALPADS Flash #256, beginning September 19, 2023, LEAs must use the new three-character language codes in Field 12.14 -Primary Language Codewhen submitting the Student English Language Acquisition (SELA) file. LEAs will also need to use the new codes in Field 9.21 -Language of Instruction Code, on the Course Section Enrollment (CRSE) file in Fall 2, and the Course Section Completion (CRSC) file in End-of-Year (EOY) 1.

LEAs should consult with their student information system (SIS) vendor regarding how the transition to the new language codes will be handled in the SIS. It is our understanding that, regardless of how the codes are maintained in the SIS, the SIS vendors will map existing two-character codes to the new three-character codes when files are sent to CALPADS. After the rollover, if the primary language codes in any file submitted to CALPADS are the old two-character codes, then fatal error GERR0007 -Code submitted outside the effective date rangewill trigger, because those codes have a retirement date of June 30, 2023.

Refer to CALPADS Flash #256 for more detailed information, including guidance on determining, what, if any, new language codes should be used for new students, and whether or not to change the primary languages of existing students.

Missing Guardian Names Will Now Trigger Fatal Error Upon Input

LEAs populate the following fields on the Student Information (SINF) file:

2.39 - Guardian 1 First Name

2.40 - Guardian 1 Last Name

2.41 - Guardian 2 First Name

2.42 - Guardian 2 Last Name

While these are not required fields, it is important to ensure the quality of the data that are submitted. In the past, both the first and last name of a guardian were often populated in one field. This made it difficult to use this data to support student matching. Therefore, beginning September 19, 2023, LEAs will receive fatal errors on input when a reported guardian is missing either the first name or the last name, or if Guardian 2 is populated and not Guardian 1.

These input validation rules (IVRs) were initially implemented in January 2021 as warnings in order to give student information system vendors time to adjust their systems to have separate fields for a guardian's first name and a guardian's last name. Since these validations were warnings, they were not enabled during implementation of the File Submission Project. These validations are now being re-enabled as fatal validations upon input. The specific validations are listed in the table below.

Reporting Highest Education Level for Each Parent

Beginning September 19, 2023, for students enrolled with primary, secondary, or short-term enrollments, LEAs will be required to submit the highest education level for each parent/guardian reported to CALPADS, in the following fields on the Student Information (SINF) file:

Field 2.38 - Parent Guardian 1 Highest Education Level Code

Field 2.50 - Parent Guardian 2 Highest Education Level Code

While LEAs are not required to update historical data, the highest education level for both parents will now be required when LEAs update or add a SINF record for a student. Specifically, on September 19, 2023, Data Discrepancy (DD) SINF0453 - Missing Parent Guardian High Education Level Code, will trigger on Field 2.38 - Parent Guardian 1 Highest Education Level Code. A similar DD will trigger on Field 2.50 - Parent Guardian 2 Highest Education Level Code when it is implemented prior to the opening of Fall 1. During the Fall 1 and End-of-Year submissions, these DDs will become Certification Data Discrepancies (CDDs) which LEAs must resolve in order to certify the submission.

LEAs will continue to use the existing "Highest Education Level" code set, with the following clarification to the definition of Code 15 - Decline to State:

Prior Definition for:
Code 15 - Decline to State

New Definition
Code 15 - Decline to State

An individual declined to state his or her highest educational level. This is not the same as unknown (missing information).

An individual who declined to state their highest educational level or for whom information is unavailable.

Students with two parents/guardians will be included in the Socio-Economically Disadvantaged (SED) accountability student group if both parents/guardians are not high school graduates. Students will not be included in the SED student group if one or more of the parents/guardians declines to state their Highest Education Level. All CALPADS reports reflecting the SED student group will be updated with this change prior to Census Day.

New Graduate Exemption Indicator

Pursuant to Senate Bill 532 (Chapter 918, Statutes of 2022), beginning with students graduating in the 2023−24 school year, LEAs will be required to confirm whether graduating high school students completed all state graduation requirements for a standard high school diploma but were exempt from local graduation requirements.

Specifically, on the Student Enrollment (SENR) file, LEAs must populate the new Field 1.35 - Graduation Exemption Indicator with a "Y" or "N" for all students exiting with Student Exit Category code, E230 - CompleterExit, and School Completion Status 100 - Graduated, Standard HS Diploma. Field 1.35 is defined as:

" An indication of whether a graduating high school student was exempted from local graduation requirements but has completed all state graduation requirements for a standard high school diploma. A "Y" would indicate the student was exempted; an "N" would indicate the student was not exempted from local graduation requirements."

LEAs must properly populate the Graduation Exemption Indicator for all students exiting on or after July 1, 2023 with a E230/100; otherwise one of the validations included in the table below will trigger upon input.

Pursuant to Education Code Section 51225.1(s), the CDE must publicly post this data on students graduating with exemption, on an annual basis aligned with other reporting timelines for the California School Dashboard graduation data.

A New Pathway to a High School Diploma for Students with Disabilities

Under the Elementary and Secondary Act (ESEA), states now have the option to offer a state-defined alternate diploma to eligible students with the most significant cognitive disabilities and to count students receiving that alternate diploma as graduates in the state's four-year Adjusted Cohort Graduation Rate (ACGR).

In California, the new alternate diploma is established in Education Code (EC) Section 51225.31, which requires LEAs to exempt eligible students from graduation requirements that are additional to statewide course requirements, and to award an alternate high school diploma to those students beginning with students who entered ninth grade in the 2022−23 school year.

LEAs will report students receiving the alternate diploma using School Completion Status code 102 - Pathway Diploma for Students with Disabilities, which is defined as:
"An alternate diploma given that is: (1) standards-based, and (2) aligned with the State's requirements for the regular high school diploma. This diploma is given to an eligible student with the most significant cognitive disabilities, and only if the student's individualized education program team has deemed the student eligible to take the State's alternate assessment aligned with alternate academic achievement standards under Section 1111(b)(2)(D) of the Elementary and Secondary Education Act (ESEA) and met any other State-defined requirements."
To account for students who may graduate early, in the 2023−24 school year, the School Completion Status code 102 may only be used for students meeting the alternate diploma high school graduation requirements in the 2023-24 academic year and who were in ninth grade in 2022−23.

The following validation rules will be applied for students who graduate with School Completion Status code 102:

Many LEAs have been inquiring about how to report the courses that these SWDs are taking that are part of this alternate pathway, in CALPADS. These courses must adhere to the California Academic Content Standards, and LEAs should continue to select from the existing State Course Codes in CALPADS. It is crucial, however, that for these courses: It is important that in Field 9.22 - Instructional Strategy on the Course Section Enrollment (CRSE) file, that LEAs populate the code 700 - Special Education. This designation signifies that the course is tailored exclusively for SWD and that all the students in the class should be SWD.

For further guidance on this new alternate diploma, refer to the letter from the Interim State Director of Special Education regarding this new pathway to a high school diploma, located on the CDE Special Education Director's Official Letters web page at: https://www.cde.ca.gov/sp/se/lr/ofclmem.asp. On that web page, look for this letter, which is dated and posted on August 25, 2023. Additionally, here is a direct link to the letter: https://www.cde.ca.gov/sp/se/lr/om082523.asp.

New Transitional Kindergarten Grade Level and Report Updates (Flashes 257, 255)

As announced in previous Flashes, as of July 1, 2023, for students in Transitional Kindergarten (TK), LEAs must submit a Grade Level of TK - Transitional Kindergarten on the Student Enrollment (SENR) file. Students enrolled in Grade Level TK must be at least 4 years old as of September 1 in the current academic year, or SENR0622 - Invalid Transitional Kindergarten (TK) Student Age will trigger upon input.

The Local Control Funding Formula (LCFF) reports have also been updated to include students in grade TK who will turn five by April 2, 2024, as these students are eligible for average daily attendance funding and are included in the Unduplicated Pupil Count.

Specifically, the following reports have been updated:

Report 1.17 - LCFF Unduplicated Pupil - Count

Report 1.18 - LCFF Unduplicated Pupil - Student List

Report 1.19 - COE LCFF Unduplicated Pupil - Count

Report 1.20 - COE LCFF Unduplicated Pupil - Student List

County Authorizing reports, all other CALPADS reports, and supporting report extracts that include a TK column, filter, or business rule change are in the process of being updated and are expected to be in the production environment by Census Day, October 4, 2023, or shortly thereafter. These updates will be described in an upcoming Flash on changes related to Fall 1 and Fall 2.

New Advanced Placement Course Codes

The following two new course codes in the Course Group State code set are available for 2023−24. Refer to the CALPADS Code Set v15.1 for course code definitions.

9361

Advanced Placement (AP) African American Studies

9362

Advanced Placement (AP) Pre-Calculus

Changes to Arts, Media, and Entertainment Course Codes

The CALPADS Code Sets v15.1 reflects a revamping of Career Technical Education (CTE) Course Codes in the Arts Media and Entertainment (AME) sector, which included deleting sub-pathways. The tables below display the new code and retired codes and the sub-pathways.

Sub-pathways have been eliminated in alignment with the CDE's AME Industry Advisory recommendations. Students who complete any concentrator and capstone course within a pathway will be considered pathway completers. Refer to the 2023 Arts, Media, and Entertainment Industry Recommendations and Guidance for Model Programs and Advanced Training for Career Technical Education (CTE) alignment to Registered Pre-Apprenticeship and Youth Apprenticeship on the CDE Arts, Media, and Entertainment Industry Sector web page at: https://www.cde.ca.gov/ci/ct/gi/ameindustrysector.asp

The AME introductory courses have been moved to "Multiple Pathways" (Pathway 999) and some courses have been renamed, as listed in the table below. LEAs may map local courses previously mapped to one of the retired introductory AME codes, to the new Course Code 7263 or one of the other three existing introductory AME course codes. Introductory AME CTE courses are intended to provide students with foundational skills and knowledge by emphasizing Anchor Standards and have been moved to Multiple Pathways to allow flexibility in scheduling and mapping three-year pathways.

Multiple Pathways (Pathway 999) Course Codes

7200

Introduction to Arts, Media, and Entertainment

No change

999

7210

Introduction to Graphic Design

Introduction to Design

999

7219

Introduction to Media Arts

Introduction to Media Arts and Production

999

7263

n/a

Introduction to Performance, Music, and Live Events

999

All changes to CTE course names and descriptions can be found in the Revision History tab of the CALPADS Valid Code Combinations v15.1. LEAs may also refer to the " Career Technical Education (CTE) Course Code Definitions by Sector and Pathways 2023−24 Users Guide" at https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fwww.cde.ca.gov%2Fci%2Fct%2Fig%2Fdocuments%2Fcalpadsuserguide23-24.docx&wdOrigin=BROWSELINK. This guide describes, for each industry sector, the pathways, the CTE state course codes within each pathway, and, where necessary, provides a footnote describing changes.

Other Changes

New Warnings Prior to Combining SSIDs

In order to help prevent users from mistakenly merging two statewide student identifiers (SSIDs), the following new message will pop-up upon hitting the "post" button:
"Combining these SSIDs will result in a concurrent enrollment."
This message will pop up when conducting these activities:

Results>Open>Select Radio 'Combine'>Select Post

Resolve MID Not on Report >Enter two SSIDs> Select Post

When SSIDs for different students are merged, it is extremely difficult to "unmerge" the two students. Therefore, it is critical to carefully review the two students that are being merged to ensure that it is an appropriate action.

Fall 1 and Fall 2 Related Changes

Following the September 19, 2023 release of changes for the school year rollover, other changes related to Fall 1 and Fall 2 will be released to the production environment prior to Census Day, with some report-related changes going into production a few weeks following Census Day. The CDE will provide a Flash regarding these changes.

Last Reviewed: Tuesday, September 19, 2023

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CALPADS Update FLASH #260 - California Longitudinal Pupil Achievement Data System (CALPADS) (CA Dept of Education)

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Topics include: 2023-24 School Year Rollover.

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Preparing for Fall 1

Preparing for EOY 1

Data Monitoring Tasks

How to deal with open meetings

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16 dot reports

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Print to PDF these statistical reports in Siras on 10/1/2025:

Compare these to Fall 1 reports for LEA Approve

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- Verify DSEA Lists
- Excess Cost Report for FTE (Full Time Equivalency)
- Out of Home Care
- Credentialing Audit
- Low Incidence
- Personnel Report (Not from Siras)

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Updated 10/5/2022

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FTE Excess Cost report in SIRAS

CDE Update:
CDE no longer wants district to use FTE estimates run from SEDS systems like SIRAS or SEIS.

The FTE Calculations needed in 2025 need to be pulled from the LEA Approved 2024 Fall 1 16.14 file downloaded from CALPADS.

The FTE Calculations needed in 2026 need to be pulled from the LEA Approved 2025 Fall 1 16.14 file downloaded from CALPADS.

Information below is for estimates only!!!

IMPORTANT - We need to do two FTE Pivot table analysis.

1. FTE Total 1 - No type 55 charter schools

2. FTE Total 2 - Only type 55 charter schools

Then that data file mined with the FTE Calculation.

If you want to see how well your SIRAS data was compared to the final CALPADS numbers, you can use the census day extract file created on 10/2/2024 or 10/4/2023 last year to do reporting estimates.

This is a reminder to make sure the report below is run in SIRAS on 10/2/2024 and saved for local reporting purposes.

Print the file and save it for later a suggestion on the filename might be: F24_FTEresults_yourDistrictname.pdf
Very important that this report be run in SIRAS on or as close to the actual Census day from live current data.
If districts wish to do their own FTE calculations, the studentData file extract also being run on 10/2/2024 can be used for that purpose.

Districts may wish to store both Active status = Active and also Active Status = Pending. When the saved file is opened for reporting later, having the extra records may come in handy.

Infant and preschool will be automatically omitted from the SIRAS report
Report for SELPA will automatically be broken down by Reporting LEA (District Attending)

Infant and preschool will be automatically omitted from the report
Report will automatically be broken down by Reporting LEA (District Attending)

Login to Siras at the SELPA or District level.

Any Districts who sponsor charter schools, if the school is an independently reporting charter school IRC, you will need them to report their data to you, or have your main District SPED clerk login to that school to run the numbers directly. The button below for non-independent charters will not work for IRCs.
If you are from an independently reporting Charter School, your school is at the LEA level in SIRAS please use the 'Full time in SpEd. Equivalents (FTE) button to run your report, not charter button.

If logged in at SELPA Level, each active District will have it's own FTE totals.
If logged in at District or Charter School level, you will have one report for that district or Charter School.
* Click /Reporting Menu
* Select /Reporting/Statistical Reports
* Look for 'Special Reports' in middle bottom area
* Click on Full time in SpEd. Equivalents (FTE) button
* Run the Charter School report if your district sponsors type 55 Charter schools

Prior to printing:

Look for 'No Value' Under % time in Gen. Ed.

Those records have blank % in Gen. Ed. Values.

If the plan type is not 100 or 200 then those records should be made Inactive to drop off the list.

If they are already on IEP/ISP then that value should have been filled in prior to making the record have active status = Active!

After running the report
* You can print the results being viewed to PDF
* You can export the results data being viewed

If your district has any charter schools sponsored:
1. At the District level a SPED clerk can print out reports for all type 55 Charters.
2. Click on the FTE for non-independently reporting Charter Schools
3. Print the file and save it for later a suggestion on the filename might be: F25_FTE_yourDistrictname.pdf, F25_FTE_ChartersForYourDistrictName.pdf

Repeat this process of saving the PDF and CSV data download.

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Updated 2/2026

https://sirassystems.happyfox.com/kb/article/593-out-of-home-care-estimates/

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With the transitive nature of these records, our suggestion is to query the students and report on them quarterly or bi-annually.

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Staff by Eligibility reports

Useful for comparing to Staff lists from SIS

Can help explain why a staff person not technically authorized to work with a certain disability was able to effectively.

Updated 10/2024

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Help finding counts of low incidence eligibility

Updated 9/25

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If your SELPA or district wants to get a count of all students that are low incidence:

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Reminder to prepare personnel reports now in Oct. for review by CDE in June.

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Email report requests to support@sirassystems.com

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- Links to recorded Zoominars about Census

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Extracting SIRAS student data on regular basis:

First Wed. of October (Fall 1)

Dec. 01 (Old Fall 1)

April 1

June 30 (End of Year)

These extracts will answer data questions from the year that aren't easily run from CALPADS.

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Preparing for Fall 1 Census Day

Upcoming Census Date for Fall 1 is 10/1/2025

By design, District SPED Clerk is SEDS Coordinator in SIRAS.

District SPED Clerks need CALPADS Access.

They will do these tasks as best they can.

Ask for help when needed, [email protected]
What to do: Review: SIRAS Admin Fall Refresher Agenda
Concepts to understand and tasks to perform before, during and after Census.

Working together toward LEA Approve

PLANNING:

Each LEA team confirm CALPADS Fall 1 tasks who they are assigned to.

Review F1 Timeline Benchmarks Tab

Review Fall 1 Checklist

Review Cert Report Quality Check

ENROLLMENT TASKS:

Develop regular method to compare active in SIRAS with enrolled in CALPADS.

Develop and maintain local method to look for foundlings. (Regular ODS Extract of SWDS data looking for newly enrolled and eligible)

Review SSID enrollment requirements for Preschool Referrals as of parental consent

Review SSID enrollment resolution for closing out DNQ or Not Participating scenarios

REPORTING DATA:

Ensure District SPED Clerk has CALPADS access to send data to SIRAS and review CDD errors and warnings directly in CALPADS.

SPED data sent by SIRAS needs enrollment in place set by SIS coordinator, work together and communicate!

Make sure all WBLR work based learning results tracked in SIRAS are entered into your SIS!

Make sure all discipline incidents for students with disabilities SWDS, are reported.

Reach out to NPS to verify your district gets their incident information.

CERTIFYING DATA

Be aware of CALPADS Snapshot Dates VS SIRAS Send Data Dates

Have all IVR errors in SIRAS cleared in SIRAS by suggested or local agreed date.

Work together on CDD errors and warnings in CALPADS.

Once all CDDs are resolved in CALPADS and all data is sent from SIRAS..

Then we can look for a snapshot to certify and LEA Approve.

[END] SIS and SEDS Coordinators Collaborate

CDE Local SEDS Audit Checklist

1. Affirm/Lock/Save all IEPs and Amendments

2. Review any students or transactions marked 'Do Not Report'

3. Ensure and assist case managers have exited any students who have exited special education

4. Ensure SSID and Local ID fields are populated

5. Ensure Transition Indicators are populated for any student who will be 16 on Census Day (Y or N)

6. Review General Education Participation percentage - ensure numbers are not transposed

7. Ensure any student age 5 or higher who is enrolled in TK or higher is in a SCHOOL-AGE program setting

8. Submit pending Meet records with appropriate Meeting Delay Code for any Initial Evaluation, Annual Plan Review, or Triennial Evaluation that is overdue as of Census Day

9. Review CALPADS District of Special Education Accountability (DSEA) Extracts to verify DSEA is correct

10. Compare data between student information system (SIS) and the special ed. data system (SEDS) to ensure students are identified consistently in both systems (e.g. name, birth date, race/ethnicity)

1> Open Meetings - Affirm/Finalize/Close all IEPs and Amendments

Ensure finalized and reported prior to snapshot for LEA approve.

Or, report pending meeting if meeting date is after census date.

Or, report meeting in progress if meeting happened prior to census but can't be closed before LEA Approve

Verify meeting delay reason if held late.

2> Review any students or transactions marked 'Do Not Report'

Review all CALPADS (IVR) errors in SIRAS

CALPADS Errors in SIRAS mean missing data in CALPADS

CALPADS Errors, while posted, make the transactions temporarily DNR (do not report), until the posted error is removed.

Plan to have all IVR errors cleared in SIRAS and all pending data reported by Nov. 7th

Once all IVR errors are cleared and no more missing data needs to be sent, resolve any final SPED related CDDs in CALPADS

3> Active Status as confirmed by Case Managers and enrollment.

Reach out to IEP Teams to see if we have new notice of students who exited SPED prior to 10/2/2025 (SWDS0621F1)

All students enrolled and participating as of 10/1/2025 should be Active in SIRAS on 10/1/2025.

All students who enrolled and participating on or after 10/2/2025 should be Pending in SIRAS on 10/1/2025.

All students that stopped being enrolled and/or participating on or before 10/1/2025 should be Inactive in SIRAS on 10/1/2025.

This ensures the census day search and store will be the best estimate of CALPADS 16.14 report from SIRAS data.

4> Ensure SSID and Local ID fields are populated

Review in SIRAS on the MIS Summary page that local ID is in the student ID field.

If the local ID is not seen as student ID, contact [email protected]

5> Ensure Transition Indicators are populated for any student who will be 16 on Census Day (Y or N)

Review in SIRAS DINC 4 Transition Reg Indicators to identify records that need attention.

Review in SIRAS Look for HS students turning 16 and review transition information. (Prevent PLAN0390F1 - PLAN0397F1)

6 > Review General Education Participation percentage - ensure numbers are not transposed

7> Ensure any student age 5 or higher who is enrolled in TK or higher is in a SCHOOL-AGE program setting

8> Submit pending Meet records with appropriate Meeting Delay Code for any Initial Evaluation, Annual Plan Review, or Triennial Evaluation that is overdue as of Census Day

Review in SIRAS DINC 1 so you can compare when you:

Review in CALPADS 16.21 report as of 10/1/2025 and ensure the following:

Records with different SELPA/District than yours get plan adoption

All meetings held late have documented meeting delay reason

All overdue records have pending record if meeting date will be after 10/1/2025

All overdue records that were done overdue get their MEET reported by finalizing or sending meeting in progress record.

All overdue records that overdue as of census, get meeting delay reason in place and documented.

9> Review CALPADS District of Special Education Accountability (DSEA) Extracts to verify DSEA is correct
10> Compare data between student information system (SIS) and the special ed. data system (SEDS) to ensure students are identified consistently in both systems (e.g. name, birth date, race/ethnicity)
[END] CDE Local SEDS Audit Checklist

SIRAS SEDS Coordinator Checklist

1. Data Tracking Worksheet

2. SIRAS Fall 1 Checklist

3. DRDP Exceptions List

4. Review Active Status as of Census

5. Degree of Support Status

6. Review in SIRAS Initial Eval > 60 days, verify meeting delay reasons.

7. Review in SIRAS DINC 3 (Indicator 12) Init Eval after 3rd Birthday, verify meeting delay reasons.

8. Review in SIRAS Indicator 5/6/8 reports with director and/or SELPA

9. Review SEDS Procedures

10. Review SEDS Error Resolution

11. Set Reminder for Census Day Tasks

12. Review AFTER CENSUS Considerations

13. Work with SIS Coordinator on after LEA APPROVE tasks

[END] SIRAS SEDS Coordinator Checklist

SEDS Procedure Review

SEDS Procedure Review

SEDS Error Resolution

SEDS Error Resolution:

ON CENSUS DAY: Tasks for completion on 10/1/2025
AFTER LEA APPROVE

AFTER CENSUS DAY: What to do after 10/1/2025

When making amendments we will need to back date the report event date from 'today's' date.

Use reporting period block to filter only sending event dates relevant to Fall 1.

Don't Disable reporting period block until after Fall 1 amendment window ends.

Meetings done on or prior to 10/1/2025 don't need to be closed or held to report the MEET record. Send 'meeting in progress'

Records still showing as 'overdue' on 10/1/2025 need a pending as of MEET record with meeting delay reason reported.

Do VLOOKUP analysis between 16.14 and data extract done on 10/1/2025

Records in 16.14 should correspond to 'Active Status = Active' in the SIRAS data file.

Email [email protected] for assistance with this task.

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Finding unaffirmed open IEP meetings in SIRAS

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One can go to /reporting/meeting reports