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AG Immigration Issues Guidance - Dec 2025

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Supreme Court Reinstitutes Permanent Injunction Enforcing Parental Rights to Not be Excluded from Knowledge or Involvement in Student Gender Identity Issues at School

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This resource is provided by ACSA Partner4Purpose Lozano Smith. As reported in 2025 Client News Brief Number 61, this past December, in what is now referred to as Mirabelli v. Bonta, the U.S. District Court, Southern District of California, granted summary judgment in a class action and issued a permanent injunction barring various actions related to

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Caregiver's Authorization Affidavit - Jan 2026

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Student Records & Transcripts - Department Information (CA Dept of Education)

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Resources for obtaining student records and transcripts.

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Filing the Private School Affidavit - Private Schools and Schooling at Home (CA Dept of Education)

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Direct links to the online form, explanations as to who should file and why, and filing deadline information.

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On July 1, 2021 Governor Gavin Newsom signed Assembly Bill (AB) 104 (Gonzalez) that contained an urgency clause, which take effect immediately.

AB 104 Summary

Section 1: Student Retention

A student is eligible for retention if enrolled in grades K-11, in the 2020-21 school year and received deficient grades for at least one-half of their courses.

The retention provisions of AB 104 do not apply to students who were in 12th grade in the 2020-21 school year.

The family of an eligible student must submit a written request to their local education agency (LEA) to retain their child in the same grade for the 2021-22 school year. Upon receiving the request, the LEA shall offer the family a consultation with the parent, student, administrator and teacher(s).

The consultation must occur within 30 calendar days of receiving the written request and must include:

Discussion of all available learning recovery options, including access to prior semester courses the student received a D or F letter grade, or some other form of credit recovery.

Consideration of the student's academic data and any other information relevant to whether retention is in the student's best interests, academically and socially.

Discussion about research on the effects of student retention and the types of interventions and supports that are beneficial.

The retention decision must be consistent with an eligible student's individualized education program.

The LEA shall notify a parent with the final determination of the decision regarding the student's retention within 10 calendar days of the consultation.

Section 2: Pass/No Pass Grades

Families of students enrolled in high school in the 2020-21 school year may apply to have a letter grade changed to a Pass or No Pass (P/NP) grade.

Grade changes must not negatively affect a student's grade point average.

The California State University shall, and private postsecondary educational institutions and the University of California are encouraged to:
Accept for admission purposes, and without prejudice, a transcript with a P/NP grade instead of a letter grade for any coursework for an applicant who had enrolled in a high school in the state during any school year from the 2020-21 to 2023-24, inclusive.

The California Department of Education (CDE) must post a list of all postsecondary educational institutions within the state that have indicated they will accept P/NP grades.

The CDE, within 15 calendar days of the operative date of AB 104, will post a Grade Change Application (PDF) template for use by LEAs.

Within 15 days of CDE posting the application template, LEAs serving high school students must post on its website and provide written notice to students and families of the grade change option.

The notice must include:

The link to the grade change request application.

A list of postsecondary educational institutions that accept P/NP grades.

A statement informing families of some postsecondary educational institutions, including those from other states, may not accept a P/NP grade.

Families have 15 calendar days from when LEAs provide written notice and post on its website the option to submit a grade change application.

LEAs have 15 days from receipt of the grade change application to update a transcript and notify a student and family of the grade changes.

Section 3: Local Graduation Requirements Exemption

LEAs must exempt students enrolled in their third or fourth year of high school in 2020-21 and who are not on track to graduate in four years from all coursework and other requirements adopted by the governing body that is in addition to the California Minimum High School Graduation Requirements, Education Code Section 51225.3.

LEAs must provide these students the opportunity to complete the California Minimum High School Graduation Requirements to earn a high school diploma. This opportunity may include, but is not limited to, completion of the courses through a fifth year of instruction, credit recovery, or other opportunity to ensure students graduate. This exempts students from completing the additional LEA adopted high school graduation requirements.

Questions: High School Innovation and Initiatives Office | 916-319-0893

Last Reviewed: Tuesday, August 17, 2021

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On July 1, 2021 Governor Gavin Newsom signed Assembly Bill (AB) 104 (Gonzalez) that contained an urgency clause, which take effect immediately. A student is eligible for retention if enrolled in grades K-11, in the 2020-21 school year and received deficient grades for at least one-half of their courses.

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Use of Restraint and Seclusion - California Longitudinal Pupil Achievement Data System (CALPADS) (CA Dept of Education)

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Letters sent to superintendents on April 12, 2024.

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CCGI Flash #3 - California Longitudinal Pupil Achievement Data System (CALPADS) (CA Dept of Education)

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California Department of Education (CDE) Basic Accounts on CaliforniaColleges.edu; Accessing Basic Accounts; Complying with Education Code Section 51225.8 Requirement.

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Independent Study - CDE Webinar Aug 2024

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Independent Study - CDE Webinar Aug 2024

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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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Independent study is an alternative to classroom instruction consistent with a local educational agency's (LEA) course of study and aligned with State content standards. The California Department of Education (CDE) has prepared an Independent Study Directory with contact information for different offices within the CDE who are responsible for specific areas of independent study.

For a summary of 2022-23 changes to independent study, please refer to the 2022-23 Changes to Independent Study.

Independent Study Frequently Asked Questions

The Independent Study Frequently Asked Questions have been update to reflect the changes to independent study.

Frequently asked questions with fiscal implications (i.e. average daily attendance, ratio requirements, instructional time, and other) are available on the Instructional Time and Attendance Accounting web page.

Independent Study Program Summary
Provides information on the purpose, services, outcomes, funding, and pupils served for independent study.

Participating in Independent Study

Independent study is available to pupils from transitional kindergarten through high school, and is designed to respond to the pupil's unique educational needs, interests, aptitudes, and abilities within the confines of legal authority and school board policy. Pupils who participate in independent study have the same course requirements as pupils in regular classes.

Participation in independent study must always be the choice of the pupil, and the parent, guardian, or caregiver, if the pupil is under the age of eighteen. LEAs shall not require or otherwise obligate the pupil's participation in an independent study program. To learn more about independent study options, contact your local school district or county office of education.

Legal Requirements
Provides basic requirements for operating a legally compliant independent study program. Independent study is governed by the California Education Code sections 51744-51749.6 .

Resources

Independent Study Listserv
Join the independent study listserv to receive program information, including legislative updates, technical assistance and guidance opportunities, resources, and other pertinent materials.

Clarification for Student Learning in Quarantine
Guidance on quarantine as it relates to independent study.

Guide to Independent Study
An overview of independent study describing the types of programs, key legal requirements, written or learning agreements, local board policy, funding, and attendance.

Ratio Calculations Instructions
Complete guidelines on how to calculate teacher-to-average daily attendance ratios for independent study, with examples.

Independent Study-CalEdFacts
Provides a more detailed overview of independent study.

Independent Study for 2021-22
Information based on AB 130 and amendments in AB 167 as of September 10, 2021.

AB 130 Letter on Changes to Independent Study
This preliminary information and guidance is provided to support LEAs in the development and implementation of the AB 130 changes to independent study.

Additional Resources
Links to additional independent study information.

Exemplary Independent Study

For many pupils, independent study is the educational option that enables them to most fully realize their potential. This alternative instructional strategy offers the flexibility to meet individual pupil needs, interests, and styles of learning. Independent study is not an alternative curriculum and independent study pupils are expected to meet the same educational objectives as all other pupils. By law, independent study education is to be substantially equivalent to classroom instruction.

Last Reviewed: Monday, September 26, 2022

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Independent study is an alternative to classroom instruction consistent with a local educational agency's (LEA) course of study and aligned with State content standards. The California Department of Education (CDE) has prepared an Independent Study Directory with contact information for different offices within the CDE who are responsible for specific areas of independent study.

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FAQs on Photos and Videos under FERPA | Protecting Student Privacy

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As with any other “education record,” a photo or video of a student is an education record, subject to specific exclusions, when the photo or video is: (1) directly related to a student; and (2) maintained by an educational agency or institution or by a party acting for the agency or institution. (…

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Coronavirus (COVID-19) Main Web Page
This information was prepared to assist local educational agencies during the physical school closures and initial transition to distance learning which took place in Spring 2020. For updated guidance regarding reopening schools for the 2020-21 school year, please see Stronger Together.

Over the course of the last several weeks, local educational agencies (LEAs) have begun to develop and implement distance learning plans for students. While physical school sites are closed, learning is continuing through these alternative platforms. Many parents and students have had questions about how students will be graded for interrupted courses being completed through distance learning, whether courses can be graded as pass or credit instead of assigned letter grades, and the impact of those decisions on college admissions and high school graduation requirements.

The following FAQs provide guidance for grades, grading, and graduation requirements. It is anticipated that this guidance will be updated as further information becomes available.

1. Can LEAs require graded work from distance learning students?

Yes. The decision of whether or not to require graded work from students is a local one. There are a variety of considerations for LEAs to weigh as they review their grading policies during the transition to distance learning. LEAs should weigh their policies with the lens of equity and with the primary goal of first, doing no harm to students. Further, the distance learning grading plan that LEAs adopt in the short term may differ from a plan that is created for the long term.

2. Can LEAs implement alternative grading systems, including a credit/no credit option or an A-C or A-D scale? What key considerations should an LEA weigh when determining grading policies for distance learning?

There is nothing in the California Education Code which governs whether a class can be offered as credit/no credit, pass/fail or a modified A-D. Given the circumstances of COVID-19, some districts are considering a variety of options.

If districts consider modifying their existing grading systems, they should consider the following:

How to deploy new distance learning and grading policies in consultation with the local bargaining unit and as reflected in locally negotiated agreements.

How to clearly communicate changes in coursework or grading policies to staff, students, and families, including the new grading criteria and how changes to the grading system will impact GPA calculations.

How to ensure that grading policies hold students harmless for their spring grades and the transition to distance learning.

How grading policies take the needs of all students into account, including those of English Learners, homeless and foster youth, and those with differing access to digital learning and other tools or materials. As indicated in Appendix 1, there are many different ways students can demonstrate understanding of the standards. Teachers can give students a range of options in how they demonstrate their understanding of essential standards, allowing them to utilize strategies, technologies, or platforms with which they are already familiar and that fit their differing context and needs.

For students with disabilities, any changes to learning strategies or grading policies should, as appropriate, be done in conjunction with the student's Individualized Education Program to ensure that the changes respond to their learning needs. Grading policies will likely differ for alternative schools, such as continuation schools and schools serving incarcerated youth, who may also need differentiated learning and grade strategies.

3. If an LEA switches to a "credit" or "pass" instead of a letter grade, how will that impact a student's admission to UC or CSU?

Leaders of CDE, the State Board of Education, and each of the higher education segments who are part of the Governor's Council for Postsecondary Education--the University of California, California State University, and Community College systems and the Association of Independent Colleges and Universities--have been meeting to discuss the impact of school closures on this year's high school students to make sure that students are held harmless from any impacts of school closures.

The university systems are willing to accept credit/no credit grades in lieu of letter grades for all courses, including A-G courses, completed in winter/spring/summer 2020 for all students. Grades of credit/no credit will not affect the UC or CSU calculations of GPA. In addition, the universities have identified a range of other flexibilities they will offer to support students' access to college during this time. Please see the joint statement between the colleges, universities, State Board of Education and the Department of Education (PDF) . For more specific information from each of the colleges and universities please see below links:

4. How is dual enrollment impacted by credit/no credit grading?

Dual enrollment policies, including grading, will be determined based on the agreement between the educational agencies (usually between a high school and a community college). LEAs should work with their partner colleges to make any necessary modifications.

5. As an LEA transitions to a distance learning platform, when should grades start being assigned?

The transition to distance learning, including when instruction and grading resumes if it has been halted, is a local determination. LEAs should develop a timeline using stakeholder input to clarify how distance learning is being implemented, including when and how grading of student work will begin.

For example, San Diego Unified offered a full list of online learning resources by grade level and subject area in an enrichment capacity when district schools first closed. The district then announced the launch of online learning and grading on April 27 using the coming weeks to prepare teachers, platforms, and curriculum.

The Elk Grove Unified School District utilized the period of school closures to prepare its alternative learning and educational services plan. During this time grading was halted as instruction was not provided. The district utilized the transition time to approve a Memorandum of Understanding with its educator union, plan for providing essential technology needed for students, and modify its instructional calendar for the 2019-20 school year.

Natomas Unified School District has provided an outline of key milestones for distance learning and guidance for grading in its digital learning rollout.

6. Given the continuation of distance learning for the remainder of the school year, how should LEAs assign grades/credits for the spring 2020 semester?

As noted above, the assignment of grades and credits is a local determination made in consultation with teachers. Generally, grades are a calculation used to represent student achievement and learning that is managed differently in different schools and districts. Local educators will need to determine the way grades can or will be determined to illustrate overall performance. Considerations for making this determination should seek to support students in preserving the progress they made prior to school closures and enabling them to demonstrate further learning in ways that are appropriate to their context. Educators may need to consider their overall learning goals; alternative means of administering tests, projects, and other assessments; adaptations to assignments; revised weighting in individual teacher gradebooks; and prioritizing the assessment of student mastery of essential standards.

7. What if a student gets sick and misses assignments?

LEAs and teachers establish policies for how students can make up late or missing work due to illness. Schools and teachers should reevaluate existing policy and make necessary changes based on the unique demands of distance learning, taking into account the need to be flexible given the public health crisis.

8. May a student utilize an existing virtual school program to complete courses?

It is a local governing board decision whether or not to award credit for courses completed outside of the district. A variety of courses are available online, including those that are grounded in the Common Core State Standards adopted by California and that meet A-G requirements.

Resources

Districts should conduct a careful analysis of these courses and consider awarding credit where appropriate.

9. What are the minimum graduation requirements in California?

The California Education Code establishes a minimum set of requirements for graduation from California high schools. Please see the California Department of Education (CDE) Graduation Requirements web page for course information.

It is expected that LEAs will enable students to complete state graduation requirements with needed flexibilities associated with the nature of assignments and mode of grading during any period of school closure.

A school district governing board, county board of education, or authorizer on behalf of a charter school may submit a request for a waiver of the state graduation requirements to the State Board of Education for specific students. Pursuant to the Education Code, the employee association must have an opportunity to participate in the development of the waiver and the waiver must be approved at a public hearing of the board. More information on the SBE waiver process can be found on the CDE Waiver web page.

10. Can LEAs modify local graduation requirements that exceed the state's graduation requirements?

Many local governing boards have adopted a policy setting graduation requirements beyond the state's requirements in the Education Code. The local governing board has the authority to revise that policy and modify those additional requirements.

Appendix: Distance Learning Grading Guidance for Teachers

What constitutes "gradable" work in distance learning? What can I collect from students in order to provide feedback, evaluate learning, and inform next steps?

Assigning a grade in a distance learning context might require teachers to reconsider the kinds of materials they provide to and accept from students. Online resources, mobile applications, and web platforms can help teachers provide flexible means of furthering instruction. When students are working at home from other materials, these can be shown or displayed by photographs attached to text messages where computers are not used or accessible. Some districts are also using school buses to drop off and pick up hard copy work in cases where packets of work are the norm, or having work delivered to and picked up from the school.

Examples of Platforms and Means for Demonstrating Learning

Slide-Based Presentations

Platform options include PowerPoint, Prezi, and other presentation platforms. These can be presented in real time or recorded. Students can include talking points or presentation scripts in the slide notes or in a separate document.

Video Recordings

Platform options include videos uploaded to YouTube or recorded videoconferences. Popular apps like Tik Tok can also be used.

Posters, Tri-Folds, Models, and Dioramas

These can be presented using a video (live or pre-recorded) or digital photographs with an attached verbal or written narrative explanation.

Audio Recordings and Podcasts

Platform options include Audacity, Garageband, and other free audio recording software. These can also be used for performance-based courses like band/music, choir, theater, or speech and debate.

Illustrations (flow charts, diagrams, collages, comic strips, infographics and other visual presentations) completed digitally using illustration software or can be scanned or photographed and uploaded. The Google Drive App can be used to scan and upload a smartphone camera.

Free infographic platforms include Canva, Visme, and Piktochart, among others.

Dialogue, Monologue, or Other Performance can be submitted in writing or recorded and submitted digitally.

Discussion Threads, Journaling, or Interactive Notebooks through a shareable platform like Google Docs or through Google Classroom

LEAs should consider the following key considerations as they work with their staff to develop grading policies:

Does the distance learning plan adequately address access and equity for all students? Does the plan provide access to content and instructional support for all students?

How can teachers use formative assessments (assessments for learning) and summative classroom assessments (assessment of learning)?

Does the plan provide a transition period for students to receive support on the technology aspects of the course?

How will students be provided with meaningful feedback to allow for multiple opportunities for success in demonstrating their learning? How will you connect with each student?

What are the key activities/deliverables that can demonstrate student knowledge and mastery of standards? Which less informative activities/deliverables can be eliminated or modified?

Final (Semester 2) Grading Options

LEAs have the authority to determine how final grades will be assigned, and teachers have final discretion when assigning grades. There are several options for LEAs and teachers to consider and several factors that should be weighed before making a decision. The following is a non-comprehensive list of options that LEAs have considered and considerations associated with each option.

Final Grading Options

Factors to Consider

How will teachers be given time to prepare for the transition to full-time distance learning?

How will professional development be made available for teachers?

Do all students and teachers have access to the necessary technology and materials? Are there non-digital alternatives that can be provided, such as printable packets or workbooks?

How will technical support be provided?

How will tutoring and interventions be provided to students?

How will assignments and due dates be communicated? How will completed work be collected?

How will vulnerable populations, including foster youth, students with disabilities, homeless youth, and English language learners, be supported?

How will students with a D or F in a course be given opportunities to raise their grade (e.g., through distance learning assignments, extra credit or case-by-case independent study option)?

How will content in sequential courses (e.g., math or foreign language) that may not be fully covered this semester be taught to students who advance to the next course level in the fall?

What will the timeline be for completing an incomplete course?

What options will be available to students for completing a course?

At the secondary level, will students be able to opt-in to independent study for individual courses? Will this option be available for some or all courses?

Will teachers determine whether an independent study option is appropriate for their course, or will administrators decide?

If students do not fulfill their responsibilities, will they be graded on the work they have completed or given an incomplete?

What supports will teachers need to provide students?

How will assignments and due dates be communicated? How will completed work be collected?

How will vulnerable populations, including foster youth, students with disabilities, homeless youth, and English language learners, be supported?

How will students be held harmless so that these grading approaches do not negatively affect their GPA or eligibility for program placement (including AP or honors courses)?

What constitutes a "credit" or "no credit" grade? Who determines the criteria, and will those criteria be consistent for all courses or subject to instructor discretion?

Will students who receive a "no credit" grade have the opportunity to submit extra credit or revise assignments to improve their grade?

Will there be offer an option for students to petition the school for a grade?

Which standards are considered essential?

How will standards mastery be assessed?

Will students have multiple opportunities to demonstrate understanding? What platforms and media will students be able to utilize?

Will the standards-based assessment include multiple metrics (like a portfolio composed of a collection of student work) or a single metric (like a multiple-choice final exam)?

Will students have a choice in how they demonstrate their learning?

How will students be provided the necessary instruction and guidance to master the essential standards?

What interventions will be used for students who struggle to meet the essential standards?

How will assignments and due dates be communicated? How will completed work be collected?

How will vulnerable populations, including foster youth, students with disabilities, homeless youth, and English language learners, be supported?

What are the essential skills students should master to demonstrate course completion?

How can those skills be demonstrated by students?

What resources are available to students (e.g., does a theater student have access to audio/video recording tools)?

Will students have the opportunity to complete those tasks remotely (e.g., recording a musical performance)?

Will students have additional opportunities to complete those tasks in the near future (e.g., postponing a performance until the fall)?

Can task expectations can be reasonably modified while achieving the same course objective (e.g., reducing the number of required volunteer hours or expanding volunteer options to include opportunities that allow for social distancing)?

Are there are alternative tasks students could complete (e.g., preparing a presentation or completing a research assignment instead of participating in a debate competition)?

Note: FAQs about the closure of schools in response to COVID-19, Form J-13A, the reporting of attendance for apportionment, and instructional time are available.

Last Reviewed: Monday, May 23, 2022

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FAQs on Grading and Graduation Requirements

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Frequently asked questions providing guidance for grades, grading, and graduation requirements.

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Below are the regulations at 34 CFR Part 99 implementing section 444 of the General Education Provision Act (GEPA), which is commonly referred to as the Family Educational Rights and Privacy Act (FERPA), and Federal Register Notices of amendments to FERPA. They are presented here for your convenien…

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Last Updated:
Download Document

The purpose of this guidance is to answer questions that school officials may have had concerning the disclosure of personally identifiable information from students' education records to outside entities when addressing the Coronavirus Disease 2019 (COVID-19).

The U.S. Department of Education (ED) is working with Census to share updates on the 2020 Census.

A flyer that indicates; "Remember it's up to you to keep student data safe."

A flyer that indicates; types of personally identifiable information.

A flyer that indicates; types of Personally Identifiable Information

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FERPA and the Coronavirus Disease 2019 (COVID-19)

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Last Updated: Download Document The purpose of this guidance is to answer questions that school officials may have had concerning the disclosure of personally identifiable information from students' education records to outside entities when addressing the Coronavirus Disease 2019 (COVID-19). The U.S. Department of Education (ED) is working with Census to share updates on the 2020 Census.

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To assist your agency in complying with FERPA and PPRA the Department has created a number of model forms and notifications.

Notices to LEAs and SEAs Regarding Responsibilities under FERPA and PPRA

Model Forms:

Regulations

The purpose of this guidance is to answer questions that school officials may have had concerning the disclosure of personally identifiable information from students' education records to outside entities when addressing the Coronavirus Disease 2019 (COVID-19).

The U.S. Department of Education (ED) is working with Census to share updates on the 2020 Census.

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To assist your agency in complying with FERPA and PPRA the Department has created a number of model forms and notifications. Notices to LEAs and SEAs Regarding Responsibilities under FERPA and PPRA Model Forms: Regulations The purpose of this guidance is to answer questions that school officials may have had concerning the disclosure of personally identifiable information from students' education records to outside entities when addressing the Coronavirus Disease 2019 (COVID-19).

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The list of documents below includes all "guidance documents," as defined in Executive Order 13891, Promoting the Rule of Law Through Improved Agency Guidance Documents, 84 Fed. Reg. 55235 (Oct. 9, 2019), issued by the Student Privacy Policy Office (SPPO). As a general matter, guidance documents are statements of general applicability, intended to have future effect on the behavior of regulated parties, that sets forth a policy on a statutory, regulatory, or technical issue; or an interpretation of a statute or regulation. The guidance documents issued by SPPO address requirements of the Family Educational Rights and Privacy Act (FERPA), the Protection of Pupil Rights Amendment (PPRA), and the Armed Forces Recruiter Access to Students and Student Recruiting Information provisions under Section 8528 of the Elementary and Secondary Education Act, as amended. This list of documents does not include advisory or legal opinions directed to particular parties about circumstance-specific questions, correspondence with individual persons or entities, or letters pertaining to complaints filed with SPPO, unless those documents constitute statements of general applicability intended to have future effect on the behavior of regulated parties. You will find a full list of Student Privacy Policy Office materials on the Student Privacy Website Resources page at https://studentprivacy.ed.gov/resources.

The below list can also be found here in an Excel spreadsheet.

Guidance Documents

Letter to AACRAO re: SEVIS and Disclosures to DHS/ICE
8/27/2004

Letter to the American Association of Collegiate Registrars
and Admissions Officers (AACRAO) regarding the applicability of FERPA to disclosure to Immigrations and Nationalization Services (INS) (now Immigration and Customs Enforcement) under the Student and Exchange Visitor Information System (SEVIS) program.

The purpose of this guidance is to answer questions that school officials may have had concerning the disclosure of personally identifiable information from students' education records to outside entities when addressing the Coronavirus Disease 2019 (COVID-19).

The U.S. Department of Education (ED) is working with Census to share updates on the 2020 Census.

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The list of documents below includes all "guidance documents," as defined in Executive Order 13891, Promoting the Rule of Law Through Improved Agency Guidance Documents, 84 Fed. Reg. 55235 (Oct. 9, 2019), issued by the Student Privacy Policy Office (SPPO).

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The purpose of this guidance is to answer questions that school officials may have had concerning the disclosure of personally identifiable information from students' education records to outside entities when addressing the Coronavirus Disease 2019 (COVID-19).

The U.S. Department of Education (ED) is working with Census to share updates on the 2020 Census.

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Data Security: K-12 and Higher Education

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The purpose of this guidance is to answer questions that school officials may have had concerning the disclosure of personally identifiable information from students' education records to outside entities when addressing the Coronavirus Disease 2019 (COVID-19). The U.S. Department of Education (ED) is working with Census to share updates on the 2020 Census.

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Welcome to the California Legislative Information website!
We are pleased to announce new website enhancements to improve the readability of Bill and Code text. Multi-level indentation formatting has been implemented throughout the sections of each bill's "Text" tab. In addition, the new formatting has been added to all of the sections of text under the California Law.
Measures prior to 1999 can still be found at http://leginfo.ca.gov which will remain as an archive for legislative information.

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Welcome to the California Legislative Information website! We are pleased to announce new website enhancements to improve the readability of Bill and Code text. Multi-level indentation formatting has been implemented throughout the sections of each bill's "Text" tab.

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The Code of Federal Regulations (CFR) is the official legal print publication containing the codification of the general and permanent rules published in the Federal Register by the departments and agencies of the Federal Government. The Electronic Code of Federal Regulations (eCFR) is a continuously updated online version of the CFR. It is not an official legal edition of the CFR.

Learn more about the eCFR, its status, and the editorial process.

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The Code of Federal Regulations (CFR) is the official legal print publication containing the codification of the general and permanent rules published in the Federal Register by the departments and agencies of the Federal Government. The Electronic Code of Federal Regulations (eCFR) is a continuously updated online version of the CFR.

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The California Department of Public Health is dedicated to optimizing the health and well-being of Californians

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Statement on Timeline for COVID-19 Vaccine Requirements in Schools

FOR IMMEDIATE RELEASE

April 14, 2022
PH22-073
CONTACT: CDPHpress@cdph.ca.gov

The California Department of Public Health (CDPH) today issued the following statement regarding a new implementation timeline for adding the COVID-19 vaccine to the list of vaccinations required to attend school.

SACRAMENTO - The federal Food and Drug Administration (FDA) has not yet fully approved COVID-19 vaccines for individuals of all ages within the 7-12 grade span. The State of California announced last October that full approval by the FDA was a precondition to initiating the rulemaking process to add the COVID-19 vaccine to other vaccinations required for in-person school attendance-such as measles, mumps, and rubella-pursuant to California's Health and Safety Code. To ensure sufficient time for successful implementation of new vaccine requirements, California will not initiate the regulatory process for a COVID-19 vaccine requirement for the 2022-2023 school year and as such, any vaccine requirements would not take effect until after full FDA approval and no sooner than July 1, 2023.

Vaccines are the most powerful weapon against hospitalization and serious illness due to COVID-19. California's response to conditions in schools has adapted to the dynamic challenges of the pandemic, based on science. As outlined in Governor Newsom's SMARTER Plan, the State has maintained vaccine supply, operational readiness, and access to education and resources about COVID-19 and vaccines with focused engagement to ensure younger Californians are taking opportunities to get vaccinated.

"CDPH strongly encourages all eligible Californians, including children, to be vaccinated against COVID-19," said California Department of Public Health Director and State Public Health Officer Dr. Tomás J. Aragón. "We continue to ensure that our response to the COVID-19 pandemic is driven by the best science and data available. Under the Governor's SMARTER plan, California is making informed decisions on how to further protect students and staff, to keep children safely in classrooms."

Upon full approval by the FDA, CDPH will consider the recommendations of the Advisory Committee on Immunization Practices of the United States Centers for Disease Control and Prevention, the American Academy of Pediatrics, and the American Academy of Family Physicians prior to implementing a school vaccine requirement.

CDPH continues to emphasize and conduct outreach regarding the safety and effectiveness of the COVID-19 vaccine; support youth vaccination campaigns and school-located vaccination programs; and strongly encourage all eligible Californians, including eligible children, to get vaccinated.

Please visit My Turn or call (833) 422-4255 to make your vaccine or booster appointment today.

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FOR IMMEDIATE RELEASE April 14, 2022PH22-073CONTACT: CDPHpress@cdph.ca.gov The California Department of Public Health (CDPH) today issued the following statement regarding a new implementation timeline for adding the COVID-19 vaccine to the list of vaccinations required to attend school.

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Foster Youth Information Sharing - AG Letter

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The California Department of Education (CDE) has made available school-level FRPM eligible data that local educational agencies (LEAs) certified in the California Longitudinal Pupil Achievement Data System (CALPADS) as part of their annual Fall 1 data submission. The certified data in this file reflect the unduplicated counts and percentages of students eligible to receive Free or Reduced-Price Meals (FRPM) under the National School Lunch Program (NSLP). The file includes school-level FRPM eligible data for K-12 students and for students who are ages 5-17 who have a primary or short-term enrollment in the school on Fall Census Day (the first Wednesday in October).

Notes About the Data

As part of the CALPADS Fall 1 submission, LEAs certify an unduplicated count of students who are FRPM eligible. This count includes:

Students who are eligible to receive Free or Reduced-Price Meals (FRPM) based on applying for the National School Lunch Program (NSLP), or who are determined to meet the same income eligibility criteria as the NSLP, through their local schools; and

Students who are automatically eligible for free meals based on their foster, migrant, or homeless status, or because they were "directly certified" as being eligible for free meals based on their participation in California's food stamp program.

Note: This file includes data for K-12 students and for students ages 5-17 who are enrolled in Non-Public, Non-Sectarian (NPS) schools and in some adult schools.

Data Purposes

The free and FRPM counts and percentages are used by a number of programs to determine funding or grant eligibility. Some of the programs are listed below with the specific data in the file that are used:

Title I

Percent (%) Eligible FRPM (Ages 5-17)

Used to determine funding allocation for county offices of education and direct funded charter schools.

Economic Impact Aid (EIA)

Used to determine EIA funding.

After School Education and Safety Program

Percent (%) Eligible FRPM (Ages 5-17)

Used to determine grant eligibility.

21 st Century Community Learning Centers Program

Percent (%) Eligible FRPM (Ages 5-17)

Used to determine grant eligibility.

E-Rate*

Percent (%) Eligible FRPM (K-12)

Charter School Facility Grant Program

Percent (%) Eligible FRPM (K-12)

Used to determine grant eligibility.

Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Section 131 funds)

Used to determine funding allocation for county offices of education and direct funded charter schools.

School Level Data File

Refer to the main FRPM Student Poverty Data Web page for the data file.

Information Regarding Schools on an NSLP Community Eligibility Provision (CEP)

The school-level FRPM data file provided on the FRPM Student Poverty Data page were collected and certified through the California Longitudinal Pupil Achievement Data System (CALPADS). However, per the E-Rate modernization order, local education agencies (LEAs) must use the school's Identified Student Percentage (ISP) for CEP schools when completing the E-Rate application. The E-Rate application form will automatically multiply the ISP by the national multiplier established for determining their current year NSLP reimbursement rate. Information about each school's NSLP provision status is available in the school-level FRPM data file provided on the FRPM Student Poverty Data page under the column labeled "NSLP Provision Status."

To obtain ISP information for CEP schools OR for any other questions about NSLP provisions, please contact the CDE Nutrition Services Division.

When e-mailing: Please mention "CEP Data for E-Rate" or "NSLP Provision Questions" or put an appropriate subject in the subject line to ensure that your e-mail gets directed appropriately.

Questions about the E-Rate Program should be directed to the CDE Education Data Office.

Questions about the CALPADS data in the school-level FRPM data file provided on the FRPM Student Poverty Data page should be directed to the CDE Data Reporting Office or the CALPADS/CBEDS/CDS Operations Office.

Last Reviewed: Wednesday, February 9, 2022

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Information about the FRPM (Student Poverty) Data - Accessing Educational Data (CA Dept of Education)

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This page provides historical information about the free or reduced-price meal (FRPM) data and the various uses of these data.

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School Resource Officers & FERPA - PTAC 2019

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State of California - Department of Justice - Office of the Attorney General

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The Missing and Unidentified Persons Section in the California Department of Justice assists law enforcement and criminal justice agencies in locating missing persons and identifying unknown live and deceased persons through the comparison of physical characteristics, fingerprints and dental/body X-rays.

Subscribe to receive Missing Persons Bulletins in your e-mail inbox.

In California, a missing person is someone whose whereabouts is unknown to the reporting party. This includes any child who may have run away, been taken involuntary or may be in need of assistance. It includes a child illegally taken, held or hidden by a parent or non-parent family member (See California Penal Code Sections 277-280).

There is NO waiting period for reporting a person missing. All California police and sheriffs' departments must accept any report, including a report by telephone, of a missing person, including runaways, without delay and will give priority to the handling of the report.

Schools are part of the network to help find missing children, not only through notices required to be given to a public school district or private school within 10 days of a child's disappearance but also through use of our Missing Person Bulletin.

By making photographs of missing persons available, we seek to aid in the identification and recovery of missing persons. According to the National Center for Missing and Exploited Children, one in six missing children are recovered as a direct result of someone recognizing their photo and notifying authorities. We also offer resources on this website for locating missing persons and safeguarding your children.

The Missing and Unidentified Persons Section (MUPS) also works closely with the Department of Justice Division of Law Enforcement's Bureau of Forensic Services Missing Persons DNA Program (MPDP). The Missing Persons DNA Program compares DNA from unidentified persons and unidentified human remains with DNA from personal articles belonging to missing persons and DNA from relatives of missing persons.

The following offers a summary of some of our programs. Further information is available by selecting the program categories on the left menu.

Attention 5th Graders!

We welcome your participation in the U.S. Department of Justice's National Missing Children's Day Poster Contest, pdf

Missing Persons Search

A searchable database of missing persons allows you to look for a missing person by name, description, county and several other categories which is a subset of all persons reported as missing by law enforcement in the State of California.

DATA LIMITATIONS: This database is a subset of all persons reported as missing by law enforcement in the State of California.

Missing Children Clearinghouse

The Clearinghouse provides a nationwide, toll-free hotline to receive tips on the whereabouts of missing persons. Call toll-free: 1-800-222-FIND (1-800-222-3463)

Featured Missing Children and Adult Cases

The number of active missing person cases averages around 20,000 in California. The Featured Missing Children and Featured Missing Adults highlight cases where photographs have been submitted by law enforcement for use in accordance with laws and policies for sharing the image of the missing person. To have a photograph added, family members of a missing person should submit their photographs to the law enforcement agency taking the missing person report.

Featured Unidentified Person

There are currently over 3,000 reports of unidentified persons in our automated database. Periodically, we will be providing photographs or drawings of selected cases.

Missing Persons Bulletin
Subscribe to Missing Persons Bulletins
The Missing Persons Bulletin is of special value to schools, as the missing children are categorized by school level: preschool, primary and secondary. There are also sections for dependent adults and voluntary missing adults. To help locate missing persons, the Department of Justice also produces and distributes a monthly poster of missing children and a quarterly bulletin of missing children and dependent adults. The on-line version of the published quarterly bulletin has additional categories.

Missing Person Statistics

The Department of Justice annually will update the statistics of missing persons from information provided by law enforcement agencies. Law enforcement agencies are required by state law to report missing persons cases to the Missing Persons System, an automated database which can be used by authorized law enforcement and criminal justice agencies via the California Law Enforcement Telecommunications System.

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The Missing and Unidentified Persons Section in the California Department of Justice assists law enforcement and criminal justice agencies in locating missing persons and identifying unknown live and deceased persons through the comparison of physical characteristics, fingerprints and dental/body X-rays. Subscribe to receive Missing Persons Bulletins in your e-mail inbox.

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Charter School Complaint Notice

Charter schools are not allowed to discourage a pupil from enrolling or seeking to enroll in the charter school because the pupil exhibits any characteristics such as students with disabilities, academically low-achieving, English learners, neglected or delinquent, homeless, socially economically disadvantaged, foster youth, or based on nationality, race, ethnicity, or sexual orientation. Charter schools are not allowed to request a pupil's records before enrollment or encourage a child who is enrolled in a charter school to disenroll or transfer to another school. A parent, guardian, or pupil (18 years or older) may file a Charter School Complaint Form to the authorizing entity if they suspect the charter school is in violation of Education Code Section 47605(d)(4).

Charter School Complaint Notice and Form (PDF)
The California Department of Education has provided a template form for use by charter schools. This template form must be modified before distributing to parents and posting on the charter school's website.

Parents

Parents must contact the charter school their pupil attends to obtain the correct form. Contact information for charter schools can be located by searching for the charter school in the California School Directory. Completed forms must be submitted to the charter school authorizer.

If additional assistance is needed, parents may contact the charter school authorizer. The charter school authorizer may be determined by searching for the charter school in the California School Directory. The charter school authorizer is the entity listed under the "District" field. Click on the entity listed in the District field to locate the contact information for the charter school authorizer.

Last Reviewed: Monday, September 19, 2022

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Charter School Complaint Notice and Form

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Charter schools are not allowed to discourage a pupil from enrolling or seeking to enroll in the charter school because the pupil exhibits any characteristics such as students with disabilities, academically low-achieving, English learners, neglected or delinquent, homeless, socially economically disadvantaged, foster youth, or based on nationality, race, ethnicity, or sexual orientation.

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You Can Enroll in School Poster - Translations

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You Can Enroll in School Poster - Translations

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Clearinghouse for Multilingual Documents (CMD)

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The McKinney-Vento Homeless Assistance Act (McKinney-Vento Act) (42 U.S.C. § 11431-11435) is federal legislation that ensures the educational rights and protections of children and youth experiencing homelessness. It requires all local educational agencies (LEAs) to ensure that homeless students have access to the same free, appropriate public education, including public preschools, as provided to other children and youth. The McKinney-Vento Act defines LEAs as public school districts, direct-funded and locally funded charter schools, and county offices of education. The McKinney-Vento Act also authorizes the funding for the federal Education for Homeless Children and Youth Program.

Definition of Homeless
McKinney-Vento Act definition of homeless children and youth.

Resources for Homeless Children and Youth
Resources related to homeless students' rights to enroll and participate fully in school.

Homeless Education Liaison Contact Information (XLSX)
Contact information for Homeless Education liaisons within the State of California.

County Office Homeless Liaison Contact List with 2019 Enrollment information (XLSX)
County contact for Homeless Education in California with county enrollment numbers.

American Rescue Plan - Homeless Children and Youth Fund
The American Rescue Plan Act - Homeless Children and Youth (ARP-HCY) fund identifies homeless children and youth, provides wraparound services in light of the impact of the COVID-19 pandemic, and helps enable homeless children and youth to attend school and participate fully in school activities. This includes in-person instruction this spring, and summer learning and enrichment programs that begin in the coming months.

ARP-HCY Fund Assurances and Quarterly Report Submission Tool
This includes the ARP-HCY II Assurances and Quarterly Reports. In order for an LEA to receive an allocation, it must submit the ARP-HCY II Assurances. All LEAs within a consortium must also complete the assurances. In addition, all LEAs that received ARP-HCY II funds must submit quarterly expenditure and program reports.

ARP-HCY State Plans
The U.S. Department of Education (ED) has posted all ARP-HCY State Plans on this page. These plans were due on September 7, 2021. Approved State materials will be posted following the review and approval by the ED.

Frequently Asked ARP-HCY Questions and Answers
This page contains responses from ED to common ARP-HCY questions about the implementation of the ARP-HCY program. The ED updates this page periodically.

American Rescue Plan - Homeless Children and Youth Resource Guide
This guidance is to provide LEAs with strategies, resources, and innovative ideas on how to support children and youth experiencing homelessness with ARP-HCY funds. All strategies and suggestions are contributions by LEAs throughout the state and at the national level and are suggested with the intent to remove a barrier to students' education.

California's American Rescue Plan Act Elementary and Secondary School Emergency Relief III Plan (PPTX)
This presentation elicits stakeholder input on California's ARP Act Elementary and Secondary School Emergency Relief III Plan and includes background information regarding the ARP-HCY fund.

Fiscal Management
Fiscal forms and funding results for the Education for Homeless Children and Youth Program grants.

Federal Program Monitoring for Homeless Education (PPTX)
PowerPoint presentation addressing purpose, process, best practices, and homeless instrument details.

Last Reviewed: Monday, October 18, 2021

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The McKinney-Vento Homeless Assistance Act (McKinney-Vento Act) (42 U.S.C. § 11431-11435) is federal legislation that ensures the educational rights and protections of children and youth experiencing homelessness. It requires all local educational agencies (LEAs) to ensure that homeless students have access to the same free, appropriate public education, including public preschools, as provided to other children and youth.

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Homeless Dispute Resolution Process 2020

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Homeless Dispute Resolution Process 2020

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The California Department of Education (CDE) administers the Foster Youth Services Coordinating Programs (FYSCPs) through county offices of education (COEs) to provide support services to foster children who suffer the traumatic effects of displacement from family and schools and multiple placements in foster care. These FYSCPs have the ability and authority to ensure that health and school records are obtained to establish appropriate placements and coordinate instruction, counseling, tutoring, mentoring, vocational training, emancipation services, training for independent living, and other related services. The FYSCPs increase the stability of placements for foster children and youth. These services are designed to improve the children's educational performance and personal achievement, directly benefiting them as well as providing long-range cost savings to the state.

Grantee Information

2024-27 Program Plan
Documents necessary for the submission of a 2024-27 FYSCP Program Plan.

Technical Assistance
Grant program to provide technical assistance to counties which provide educational support for foster youth.

Funding
Requests for applications and funding results for foster youth services programs.

Fiscal Forms
Documents necessary for submitting Foster Youth Services grant fiscal reports and forms.

Fiscal Resources
Additional resources and information regarding Foster Youth Services grants.

Contacts

Foster Youth Services Coordinating Program Coordinators
Contact information for foster youth services coordinating programs.

Assembly Bill (AB) 490 Educational Liaisons for Foster Youth
Contact information for AB 490 educational liaisons at the county offices of education and school districts.

Listserv
Join the Foster Youth Issues Forum Listserv to share ideas and ask for advice about foster youth.

Reports & Publications

Legislative Reports

2022 Report to the Governor and Legislature
Provides information about the FYSCP for school years 2019-20 and 2020-21. The report includes: (1) recommendations regarding the effectiveness and continuation of the FYSCP; (2) foster student data by county; (3) FYSCP Report; and (4) conclusion.

2020 Report to the Governor and Legislature
Provides information about the FYSCP for school years 2017-18 and 2018-19. The report includes: (1) recommendations regarding the effectiveness and continuation of the FYSCP; (2) foster student data by county; (3) FYSCP Report; and (4) conclusion.

Recommendations to the Legislature on Identified Placement and Service Gaps for Children and Youth in Foster Care Who Have Experienced Severe Trauma (PDF)
Assembly Bill 2083, Chapter 815, Statutes of 2018, added Section 16521.6 to Welfare and Institutions Code, requiring the joint interagency resolution team, of which CDE participates in, in consultation with county agencies, service providers, and advocates for children and resource families developed and submitted recommendations to the Legislature addressing any identified gaps in placement types or availability, needed services to resource families, or other identified issues for children and youth in foster care who have experienced severe trauma.

2018 Report to the Governor and Legislature
Provides information about the FYSCP for school years 2016-17 and 2017-18. The report includes: (1) recommendations regarding the effectiveness and continuation of the FYSCP; (2) foster student data by county; (3) FYSCP Report; and (4) conclusion.

2014 Report to the Governor and Legislature
Information on program effectiveness generated by the Core, Countywide, and Juvenile Detention Foster Youth Services programs during the 2012-13 school year.

2012 Report to the Governor and Legislature
Information on program effectiveness generated by the Core, Countywide, and Juvenile Detention Foster Youth Services programs during the 2010-11 school year.

2010 Report to the Legislature and Governor
Information on program effectiveness generated by the Core, Countywide, and Juvenile Detention Foster Youth Services programs during the 2008-09 school year.

Publications

Foster Youth Outcomes and Recommended Practices (DOCX)
This report outlines the steps and processes performed by four local educational agencies that are proven to increase successful outcomes for California foster youth.

Foster Youth Education Toolkit (PDF)
A guide to improving education outcomes for children in foster care, focused on the most critical areas of need for foster youth. The Toolkit is designed to assist school administrators in meeting the goals of the Local Control Funding Formula.

Study of the Educational Placement of Children Residing in Group Homes (PDF)
This report presents findings and recommendations regarding the education of children residing in group homes or licensed children's institutions in California.

Resources

Best Practices Guide for Developing a District System to Improve Education Outcomes for Youth in Foster Care (PDF)
Developed by the Alliance for Children's Rights, this document provides guidance for districts on creating a system and practices to improve educational outcomes for youth in foster care.

Children and Youth System of Care Technical Assistance
This page holds recordings of Assembly Bill 2083 Children and Youth System of Care technical assistance webinars.

2020 Foster Youth Outcomes Data Overview (PPTX)
This document describes the educational outcomes for foster youth available during the 2019-20 school year. Included in the document are multiple years of foster youth enrollment counts, 2019-20 graduation rates, 2018-19 suspension and chronic absenteeism rates, and 2017-18 college going rates.

Best Interest Determination Joint Letter (Revised Mar-10-2021; PDF)
This joint letter between the CDE and California Department of Social Services details the Best Interest Determination process, including recommendations from the State.

System of Care for Children and Youth (AB 2083)
Webpage hosted by the California Health and Human Services Agency that contains information on the county mandates created by Assembly Bill (AB) 2083, guidance documents, and resources intended to assist counties with the development and implementation of their Children and Youth System of Care Memorandum of Understanding.

Partial Course Credit Letter
Education Code Section 48645 requires each public school district and county office of education to accept full or partial coursework completed by a pupil while attending another school or agency.

Program Resources
Resources related to foster youth services programs.

Foster Youth Services - CalEdFacts
This content is part of California Department of Education's information and media guide about education in the State of California. For similar information on other topics, visit the fullCalEdFacts.

Frequently Asked Question

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Do students in foster care need to be immediately enrolled even if we have no records from their prior school?

Yes, a student in foster care who is not remaining in their school of origin must be immediately enrolled in their new school regardless of documentation regularly required for other students and families at enrollment.

Please refer to California Education Code section 48853.5(f)(8)(B):

The new school shall immediately enroll the foster child even if the foster child has outstanding fees, fines, textbooks, or other items or moneys due to the school last attended or is unable to produce clothing or records normally required for enrollment, such as previous academic records, medical records, including, but not limited to, records or other proof of immunization history pursuant to Chapter 1 (commencing with Section 120325) of Part 2 of Division 105 of the Health and Safety Code, proof of residency, other documentation, or school uniforms.

Are students in foster care required to have the diphtheria, tetanus, and acellular pertussis booster vaccine and other immunizations in order to be immediately enrolled?

Pursuant to California Education Code Section 48853.5(f)(8)(B), cited above, schools must immediately enroll foster children transferring to their school even if a foster child is unable to produce immunization records normally required for school entry. Once a foster child is enrolled, school staff should work with the school or foster family where the student was transferred from to obtain the student's immunization records quickly. The school staff person should also work with local health departments to ensure these students receive any vaccinations they may need.
( Immunization & Health Checkup page)

Is it necessary for students in foster care to have proof of immunization in order to be enrolled in school?

California law requires schools to immediately enroll foster children transferring to their school even if a foster child is unable to produce immunization records normally required for school entry. Once a foster child is enrolled, school staff should work with the school or foster family where the student was transferred from to obtain the student's immunization records quickly. The school staff person should also work with local health departments to ensure these students receive any vaccinations they may need.
( Immunization & Health Checkup page)

Please refer to Health and Safety Code Section 120341:

(a) The governing authority shall admit a foster child, as defined in subdivision (a) of Section 48853.5 of the California Education Code ( EC), whose immunization records are not available or are missing.
(b) This section shall not alter the obligation of the governing authority to obtain a foster child's immunization records pursuant to Section 48853.5 of the EC or to ensure the immunization of a foster child pursuant to this chapter.
(Added by Stats. 2011, Ch. 463, Sec. 3. (Assembly Bill 709) Effective January 1, 2012.)

Is there a time limit for when proof of immunization must be presented to the school to prevent a student in foster care from being excluded?

California law requires schools to immediately enroll foster children transferring to their school even if a foster child is unable to produce immunization records normally required for school entry. Once a foster child is enrolled, school staff should work with the school or foster family where the student was transferred from to obtain the student's immunization records quickly. The school staff person should also work with local health departments to ensure these students receive any vaccinations they may need.
( Immunization & Health Checkup page)
The law does not reference a specific time frame for obtaining proof of immunization.

How much time is a local educational agency required to allow a student in foster care to become fully immunized?

California law requires schools to immediately enroll foster children transferring to their school even if a foster child is unable to produce immunization records normally required for school entry. Once a foster child is enrolled, school staff should work with the school or foster family where the student was transferred from to obtain the student's immunization records quickly. The school staff person should also work with local health departments to ensure these students receive any vaccinations they may need.
( Immunization & Health Checkup page)
The law does not reference a specific time frame for obtaining proof of immunization.

How is the school of origin (SOO) determined for implementing Assembly Bill 490 rights? Is the school of origin the school, the district or the special education program?

The SOO is defined in California Education Code ( EC) section 48853.5(g) as:
the school in which the foster child was last enrolled or the school the child attended when permanently housed. If the school the foster child attended when permanently housed is different from the school in which the foster child was last enrolled, or if there is some other school the foster child attended with which the child was connected and attended within the immediately preceding 15 months, the educational liaison, in consultation with and with the agreement of the child and the person holding the educational rights for the child, shall determine, in the best interests of the foster child, the school that shall be deemed to be the SOO. In addition, the EC provides that the SOO is not limited to the actual "school' from which the child last came from. Please refer to the Section 48853.5(f)(4) which provides:
To ensure that the foster child has the benefit of matriculating with his or her peers in accordance with the established feeder patterns of school districts, if the foster child is transitioning between school grade levels, the local educational agency shall allow the foster child to continue in the school district of origin in the same attendance area, or, if the foster child is transitioning to a middle school or high school, and the school designated for matriculation is in another school district, to the school designated for matriculation in that school district.

How long is a student in foster care entitled to school of origin rights?

A student in foster care retains their rights to attend their school of origin as long as they are in foster care, until the end of the school year when their foster care case closes mid-year, or, in the case of high school, until graduation from high school.
Please refer to California Education Code 48853.5(f)(1-4):

(f) (1) At the initial detention or placement, or any subsequent change in placement of a foster child, the local educational agency serving the foster child shall allow the foster child to continue his or her education in the school of origin for the duration of the jurisdiction of the court.
(2) If the jurisdiction of the court is terminated before the end of an academic year, the local educational agency shall allow a former foster child who is in kindergarten or any of grades 1 to 8, inclusive, to continue his or her education in the school of origin through the duration of the academic school year.
(3) (A) If the jurisdiction of the court is terminated while a foster child is in high school, the local educational agency shall allow the former foster child to continue his or her education in the school of origin through graduation.
(B) For purposes of this paragraph, a school district is not required to provide transportation to a former foster child who has an individualized education program that does not require transportation as a related service and who changes residence but remains in his or her school of origin pursuant to this paragraph, unless the individualized education program team determines that transportation is a necessary related service.
(4) To ensure that the foster child has the benefit of matriculating with his or her peers in accordance with the established feeder patterns of school districts, if the foster child is transitioning between school grade levels, the local educational agency shall allow the foster child to continue in the school district of origin in the same attendance area, or, if the foster child is transitioning to a middle school or high school, and the school designated for matriculation is in another school district, to the school designated for matriculation in that school district.

When the school of origin (SOO) for a student in foster care is a Charter school, must the student be given priority on a waiting list for enrollment?

While there is no legislative mandate that a student in foster care be given priority on a Charter School waiting list per se, a student in foster care does have the right to attend their school of origin when determined to be in their best interest to do so. As such, a Charter School must ensure the student is granted this entitlement if the charter school is determined to be the SOO after a best interest determination.

Which address does the local educational agency use to determine the school of residence?

While the general rule is that school of residence of a student is determined by where a parent or guardian lives, for students in foster care residency can be determined by the address where they live, in cases where they are placed in a licensed children's institution or foster home pursuant to California Education Code ( EC) 56155.5, placed by a court in a foster home or reside with a caregiver. In addition, remaining in their school of origin establishes automatic residency.
Please refer to EC 48204(a)(2) which states:
(a) (2) A pupil who is a foster child who remains in his or her school of origin pursuant to subdivisions (f) and (g) of Section 48853.5.

Are Charter Schools required to comply with Assembly Bill (AB) 490?

Yes, pursuant to California Education Code Section 48859(c), the definition of Local Educational Agency for purposes of "AB 490" rights include charter schools.

48859. For purposes of this chapter, the following terms have the following meanings:
(c) "Local educational agency" means a school district, a county office of education, a charter school, or a special education local plan area.
(Amended by Stats. 2015, Ch. 289, Sec. 2. (SB 445) Effective January 1, 2016.)

Are Charter schools obligated to provide transportation to school of origin?

Yes, as set forth above, charter schools are considered a local educational agency under California Education Code ( EC) section 48859(c) and thus are obligated to provide transportation, if appropriate, to the school of origin pursuant to EC section 48853.5(f)(5).
48853.5(f)(5)(A) Paragraphs (2), (3), and (4) do not require a school district to provide transportation services to allow a foster child to attend a school or school district, unless there is an agreement with a local child welfare agency that the school district assumes part or all of the transportation costs in accordance with Section 6312(c)(5) of Title 20 of the United States Code, or unless otherwise required under federal law. This paragraph does not prohibit a school district from, at its discretion, providing transportation services to allow a foster child to attend a school or school district.
(B) In accordance with Section 6312(c)(5) of Title 20 of the United States Code, local educational agencies shall collaborate with local child welfare agencies to develop and implement clear written procedures to address the transportation needs of foster youth to maintain them in their school of origin, when it is in the best interest of the foster youth.

If the local educational agency (LEA) cannot identify or contact the biological parent of the foster youth who would hold the student's educational rights, can the LEA appoint someone else to be the educational rights holder?

The answer to this question requires us to first understand that in California the only authority for limiting a parent's educational rights and assigning those rights to another individual is through an order of the Juvenile Court judge. There are limited exceptions, however, when a person can hold educational rights on behalf of a foster student without possessing a court order assigning such rights. Those would be in instances when a court has limited the rights of a foster child's parent or guardian to make educational decisions on behalf of the foster child. In such a case, the foster parent or caregiver may exercise educational rights on behalf of the foster child pursuant to California Education Code ( EC) section 56055. In addition, for foster student is eligible for special education and related services, an LEA may have a surrogate parent assigned to be a member of the foster student's individualized education plan team or to otherwise make educational decisions for the foster student according to the requirements of California Government Code 7579.5.
The Juvenile Court is required to provide the LEA of attendance a JV-535 each time a child's education rights holder changes. Furthermore, if the court cannot identify an education rights holder and needs the LEA to assign a parent surrogate a JV-535 will be sent with an attached JV-536 requesting the LEA respond to the court with the assigned education surrogate.
Please see the following Rules of Court from the California Judicial Council
Rule 5.650. Appointed educational rights holder
(a) Order and appointment (§§ 319, 361, 366, 366.27, 366.3, 726, 727.2; Gov. Code, §§ 7579.5-7579.6; 20 United States Code [U.S.C.] § 1415; 34 Code of Federal Regulations [C.F.R.] § 300.519)
Whenever it limits, even temporarily, the rights of a parent or guardian to make educational or developmental-services decisions for a child, the court must use form JV-535 to appoint a responsible adult as educational rights holder or to document that one of the following circumstances exists:
(1) The child is a dependent child or ward of the court and has a court-ordered permanent plan of placement in a planned permanent living arrangement. The caregiver may, without a court order, exercise educational decision making rights under EC section 56055 and developmental-services decision making rights under section 361 or 726, and is not prohibited from exercising those rights by section 361, 726, or 4701.6(b), or by 34 C.F.R. section 300.519 or 303.422; or
(2) The court cannot identify a responsible adult to serve as the child's educational rights holder under section 319, 361, or 726 or under EC section 56055; and
(A) The child is a dependent child or ward of the court and is or may be eligible for special education and related services or already has a valid individualized education program, and the court:
(i) Refers the child to the local educational agency for the appointment of a surrogate parent under section 361 or 726, Government Code section 7579.5, and title 20 U.S.C. section 1415; and
(ii) Will, with the input of any interested person, make developmental-services decisions for the child; or
(B) The appointment of a surrogate parent is not warranted, and the court will, with the input of any interested person, make educational and developmental-services decisions for the child.
(C) If the court must temporarily make educational or developmental-services decisions for a child before disposition, it must order that every effort be made to identify a responsible adult to make future educational or developmental-services decisions for the child.

Can a local educational agency (LEA) appoint an Educational Representative Designee when the parent retains educational rights and can sign an individualized education program?

No. As set forth in Q.12, the only authority for limiting a parent's educational rights and assigning those rights to another individual is the Juvenile Court judge and the only instance when an LEA can appoint a surrogate parent is if the foster student's parents have had their educational rights limited and the student has been identified for special educational and related services. If the foster student has a parent who retains educational rights, the LEA would not be permitted to appoint a surrogate parent or other designee to represent the educational rights of the child.

Can a local educational agency (LEA) release any educational records to the social worker or probation officer of a student in foster care without a signed release from the educational rights holder? Does this include individualized education programs?

A. On January 14, 2013, President Obama signed into law the Uninterrupted Scholars Act (USA), Public Law 112-278, which amended the Family Educational Rights and Privacy Act (FERPA). 20 United States Code (U.S.C.) § 1232g. These amendments permit educational agencies and institutions to disclose personally identifiable information from the education records of students in foster care placement, without parental consent, to an agency caseworker or other representative of a State or local child welfare agency (CWA) or tribal organization authorized to access a student's case plan "when such agency or organization is legally responsible, in accordance with State or tribal law, for the care and protection of the student." See 20 U.S.C. § 1232g(b)(1)(L). The USA also amended FERPA to allow educational agencies and institutions to disclose a student's education records pursuant to a judicial order issued in specified types of judicial proceedings in which the parent is already a party, without requiring additional notice to the parent by the educational agency or institution.
In response, California Education Code section 49076 was amended to reflect this federal change. Please see the link below.
California Legislative Information page

Can the foster parent be the educational rights holder?

Yes. Pursuant to California Rule of Court Section 5.650(c), individuals who are paid to care for the welfare of a child may not be awarded educational rights of that child as it is considered to be a conflict of interest (e.g. group home staff, child welfare staff, probation department staff, or the child's attorney). However, foster parents are deemed not have such a conflict of interest. This is because foster parents are not considered to be "paid" for caring for the child but receive reimbursement for room, board and other needs of the child
W & I 319
(j) (1) At the initial hearing upon the petition filed in accordance with subdivision (c) of Rule 5.520 of the California Rules of Court or anytime thereafter up until the time that the minor is adjudged a dependent child of the court or a finding is made dismissing the petition, the court may temporarily limit the right of the parent or guardian to make educational or developmental services decisions for the child and temporarily appoint a responsible adult to make educational or developmental services decisions for the child if all of the following conditions are found:
(2) If the court limits the parent's educational rights under this subdivision, the court shall determine whether there is a responsible adult who is a relative, nonrelative extended family member, or other adult known to the child and who is available and willing to serve as the child's educational representative before appointing an educational representative or surrogate who is not known to the child.

Can the foster parent have access to the educational records of a student in foster care if they do not hold educational rights?

Yes. A foster parent can have access to records necessary for them to support the education of children in their care regardless of whether or not they hold educational rights.
Please refer to the following California Education Code:
49069.3.

(a) A foster family agency with jurisdiction over a currently enrolled or former pupil, a short-term residential treatment program staff responsible for the education or case management of a pupil, and a caregiver who has direct responsibility for the care of the pupil, including a certified or licensed foster parent, an approved relative or nonrelated extended family member, or a resource family, as defined in Section 1517 of the Health and Safety Code and Section 16519.5 of the Welfare and Institutions Code, may access the current or most recent records of grades, transcripts, attendance, discipline, and online communication on platforms established by schools for pupils and parents, and any individualized education programs (IEP) that may have been developed pursuant to Chapter 4 (commencing with Section 56300) of Part 30 or any plan adopted pursuant to Section 504 of the federal Rehabilitation Act of 1973 (29 United States Code Sec. 794(a)) maintained by school districts, county offices of education, charter schools, nonpublic schools, as defined in Section 60010, or private schools of that pupil. A caregiver, pursuant to this section, may access the information specified in this section regardless of whether the caregiver has been appointed as the pupil's educational rights holder pursuant to Section 319, 361, or 726 of the Welfare and Institutions Code.

(b) A foster family agency, short-term residential treatment program, or caregiver may review and receive pupil records pursuant to subdivision (a) for purposes of monitoring the pupil's educational progress, updating and maintaining the pupil's education records as required by Section 16010 of the Welfare and Institutions Code, and ensuring the pupil has access to educational services, supports, and activities. These purposes include, but are not limited to, enrolling the pupil in school, assisting the pupil with homework, class assignments, and college and scholarship applications, and enrolling the pupil in extracurricular activities, tutoring, and other afterschool and summer enrichment programs.

What records can a local educational agency (LEA) release to the Court Appointed Special Advocate (CASA) who does not hold Educational Rights?

Generally, CASAs are entitled to receive and review all educational records related to their case child because most CASAs have in place a court order which allows access to records concerning their case child, including educational records. An LEA should ask to review this court order when any person claiming to be a child's CASA seeks access to a child's educational records.

Could a local educational agency (LEA) allow a student in foster care to utilize the exemption under Assembly Bill (AB) 167/216 so the student can graduate prior to the end of their senior year of high school?

The code sections that grant the entitlements under AB 167/216 do not address this question of whether the LEA could use the exemptions to allow the student to graduate early. In making a decision as to whether to apply the exemptions, an LEA will want to take other reasonable considerations into account that may impact the answer to this question. The reasonableness determination can include the age of the student and whether the student could be reasonably able to complete the LEA's local requirements in time to graduate high school by the end of their fourth year. See California Education Code 51251.1 for information on AB 167 and 216 requirements.
Please see the link below:
California Legislative Information page

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Grant programs for each county office of education and selected school districts to increase interagency support for foster youth.