Skip to main content
Construction worker: Want to help us build the site? We are always looking for contributors. Do not be shy.

Fall 1

Review enrollment, exits, dropouts, LCFF unduplicated pupil counts, and students with disabilities reported for Fall 1 certification.

1.1 - Enrollment - Primary and Short-term Enrollment Count by Subgroup

Start here · Enrollment Public sharing · Yes

Why use it? Confirm primary and short-term enrollment counts by school and subgroup, and identify unexpected changes from the prior certified year.

Find discrepancies: Open Report 1.2 and compare its students with census-day SIS enrollment, grade, and exit records. Report 1.1 contains aggregate information that CALPADS identifies as publicly available through DataQuest and Ed-Data.

Why the meal counts can differ

Report 1.1 counts qualifying meal-program membership that overlaps Census Day. On 1.17, qualifying 181 or 182 records may begin July 1 through October 31, subject to the exit and subsequent-record rules. A qualifying record beginning October 8 can therefore contribute to 1.17 after missing the 1.1 Census Day count. Compare the student’s program start, exit and subsequent records. CALPADS Update Flash 331

How Fall 1 identifies migrant students

Beginning in 2025–26, CALPADS uses a weekly statewide match with the Migrant Student Information Network (MSIN). Verify that the matched eligibility period overlaps Census Day. For years before 2025–26, review the locally reported SPRG 135 record. CALPADS migrant subgroup definition

Checking Title III immigrant eligibility

Verify a Yes response for Enrolled in US School Less Than Three Cumulative Years and a country of birth outside the United States and Puerto Rico (SINF 2.22). The report maps cite SINF 2.46 for the indicator and SENR 1.25 for grade. In the file layout, use SINF 2.37 for the indicator and SENR 1.24 for grade. SINF 2.46 is mailing address line 2 and SENR 1.25 is the enrollment exit date. CALPADS report map · CALPADS file layout

1.12 - Dropouts - Count Disaggregated

Reconcile · Count Public sharing · Review

Why use it? Review the students or counts CALPADS treats as dropouts and identify schools or student groups that need investigation.

Find discrepancies: Move from the aggregate to the supporting student list, then compare enrollment, exit, completion, and subsequent-enrollment evidence in the SIS and counseling records. It is aggregate, but review small cells, access restrictions, and local disclosure requirements before sharing.

1.13 - Exits - Count Disaggregated

Reconcile · Count Public sharing · Review

Why use it? Review how student exits are classified and find patterns that may signal missing enrollments, incorrect exit reasons, or incomplete follow-up.

Find discrepancies: Compare student-level results with SIS withdrawal records, transfer documentation, completion status, and any later enrollment known to the LEA. It is aggregate, but review small cells, access restrictions, and local disclosure requirements before sharing.

Tracing changes in exit counts

For 2026–27, T166 and T169 are new, T167 and T168 are retired, and T160 and T165 have revised definitions. Filter to the exit year and school, trace the affected students to their SENR exit records, and compare their documented destinations with the definitions in effect for that year. Fall 1 Reporting Roadmap · CALPADS code sets

1.14 - Dropouts Count - State View

Validate · State view Public sharing · Review

Why use it? Review the students or counts CALPADS treats as dropouts and identify schools or student groups that need investigation.

Find discrepancies: Move from the aggregate to the supporting student list, then compare enrollment, exit, completion, and subsequent-enrollment evidence in the SIS and counseling records. It is aggregate, but review small cells, access restrictions, and local disclosure requirements before sharing.

Tracing changes in exit counts

For 2026–27, T166 and T169 are new, T167 and T168 are retired, and T160 and T165 have revised definitions. Filter to the exit year and school, trace the affected students to their SENR exit records, and compare their documented destinations with the definitions in effect for that year. Fall 1 Reporting Roadmap · CALPADS code sets

1.17 - LCFF Unduplicated Pupil Count

Certify · LCFF Public sharing · Review

Why use it? Validate the students and eligibility factors contributing to LCFF unduplicated pupil counts before certification or fiscal review.

Find discrepancies: Drill to the student list and compare enrollment, English learner, meal eligibility, foster, homeless, migrant, and direct-certification evidence with authorized source systems. It is aggregate, but review small cells, access restrictions, and local disclosure requirements before sharing.

English learner identification and 2026–27 funding

For 2026–27 P1 funding, CDE includes qualifying Census Day enrollees initially identified as English learners by December 11, 2026. This P1 funding method continues in future Fall 1 collections, using each year’s Census Day and initial certification deadline. CDE cautions that Report 1.17 may lag. CDE funding letter

The October 27 maps describe counting EL or ADEL status through the amendment deadline for 2026–27. How that window appears in the live reports and how it relates to P2 funding remain unconfirmed. October 27 report map

The Fall 1 roadmap reports that the real-time day/month picker has been removed. Fall 1 Reporting Roadmap

Why the meal counts can differ

Report 1.1 counts qualifying meal-program membership that overlaps Census Day. On 1.17, qualifying 181 or 182 program records may begin July 1 through October 31, subject to the exit and subsequent-record rules. A qualifying record that starts October 8 can therefore contribute to 1.17 after missing the 1.1 Census Day count. Compare the program start, exit and subsequent records for that student. CALPADS Update Flash 331

How Fall 1 identifies migrant students

Beginning in 2025–26, CALPADS uses a weekly statewide match with the Migrant Student Information Network (MSIN). Check that the matched eligibility period overlaps Census Day. For years before 2025–26, review the locally reported SPRG 135 record. CALPADS migrant subgroup definition

1.18 - LCFF Unduplicated Pupil Student List

Investigate · Student list Public sharing · No

Why use it? Validate the students and eligibility factors contributing to LCFF unduplicated pupil counts before certification or fiscal review.

Find discrepancies: Drill to the student list and compare enrollment, English learner, meal eligibility, foster, homeless, migrant, and direct-certification evidence with authorized source systems. It contains record-level or identifying information and should remain restricted to authorized users.

English learner identification and 2026–27 funding

For 2026–27 P1 funding, CDE includes qualifying Census Day enrollees initially identified as English learners by December 11, 2026. This P1 funding method continues in future Fall 1 collections, using each year’s Census Day and initial certification deadline. CDE cautions that Report 1.17 may lag. CDE funding letter

The October 27 maps describe counting EL or ADEL status through the amendment deadline for 2026–27. How that window appears in the live reports and how it relates to P2 funding remain unconfirmed. October 27 report map

The Fall 1 roadmap reports that the real-time day/month picker has been removed. Fall 1 Reporting Roadmap

How Fall 1 identifies migrant students

Beginning in 2025–26, CALPADS uses a weekly statewide match with the Migrant Student Information Network (MSIN). Check that the matched eligibility period overlaps Census Day. For years before 2025–26, review the locally reported SPRG 135 record. CALPADS migrant subgroup definition

1.19 - COE LCFF - Count

Certify · LCFF Public sharing · Review

Why use it? Validate the students and eligibility factors contributing to LCFF unduplicated pupil counts before certification or fiscal review.

Find discrepancies: Drill to the student list and compare enrollment, English learner, meal eligibility, foster, homeless, migrant, and direct-certification evidence with authorized source systems. It is aggregate, but review small cells, access restrictions, and local disclosure requirements before sharing.

1.2 - Enrollment - Primary and Short-term Enrollment Student List

Investigate · Student list Public sharing · No

Why use it? Identify the students included in each school’s Report 1.1 enrollment count.

Find discrepancies: Compare the list with the census-day SIS roster. Check school, enrollment status, grade, start and exit dates, and missing overlapping student-information records. This report contains student-level identifiers and should remain restricted to authorized users.

How Fall 1 identifies migrant students

Beginning in 2025–26, CALPADS uses a weekly statewide match with the Migrant Student Information Network (MSIN). Verify that the matched eligibility period overlaps Census Day. For years before 2025–26, review the locally reported SPRG 135 record. CALPADS migrant subgroup definition

Checking Title III immigrant eligibility

Verify a Yes response for Enrolled in US School Less Than Three Cumulative Years and a country of birth outside the United States and Puerto Rico (SINF 2.22). The report maps cite SINF 2.46 for the indicator and SENR 1.25 for grade. In the file layout, use SINF 2.37 for the indicator and SENR 1.24 for grade. SINF 2.46 is mailing address line 2 and SENR 1.25 is the enrollment exit date. CALPADS report map · CALPADS file layout

1.20 - COE LCFF- Student List

Investigate · Student list Public sharing · No

Why use it? Validate the students and eligibility factors contributing to LCFF unduplicated pupil counts before certification or fiscal review.

Find discrepancies: Drill to the student list and compare enrollment, English learner, meal eligibility, foster, homeless, migrant, and direct-certification evidence with authorized source systems. It contains record-level or identifying information and should remain restricted to authorized users.

1.24 - Dropouts by Subgroup

Certify · Dropouts Public sharing · Review

Why use it? Review prior-year dropouts submitted by the LEA and identify student groups requiring investigation.

Find discrepancies: Use Report 1.8 to identify students, then compare enrollment, exit, completion, and subsequent-enrollment records. Report 1.24 does not adjust for re-enrollment in another LEA; compare Report 1.14 or 8.1c when the state result differs. Review small subgroup counts before public sharing.

1.3 - Enrollment - Primary Status Disaggregated

Review · Report Public sharing · Review

Why use it? Confirm which students and schools contribute to the selected enrollment measure and spot unexpected changes in status, grade, or subgroup totals.

Find discrepancies: Compare the report with the census-day SIS roster. Trace school, enrollment status, grade, start date, exit date, and overlapping student-information records. It is aggregate, but review small cells, access restrictions, and local disclosure requirements before sharing.

1.4 - Enrollment Count - State View

Validate · State view Public sharing · Review

Why use it? Review certified enrollment by school, grade, gender, and race or ethnicity—even after the Fall 1 certification window closes.

Find discrepancies: Compare unexpected totals with Reports 1.1 and 1.2, then reconcile individual students with the census-day SIS roster. The report is aggregate, but review small subgroup counts and local disclosure requirements before sharing it publicly.

1.5 - Enrollment - By Status Disaggregated

Review · Report Public sharing · Review

Why use it? Confirm which students and schools contribute to the selected enrollment measure and spot unexpected changes in status, grade, or subgroup totals.

Find discrepancies: Compare the report with the census-day SIS roster. Trace school, enrollment status, grade, start date, exit date, and overlapping student-information records. It is aggregate, but review small cells, access restrictions, and local disclosure requirements before sharing.

1.8 - Dropouts by Subgroup - Student List

Investigate · Student list Public sharing · No

Why use it? Review the students or counts CALPADS treats as dropouts and identify schools or student groups that need investigation.

Find discrepancies: Move from the aggregate to the supporting student list, then compare enrollment, exit, completion, and subsequent-enrollment evidence in the SIS and counseling records. It contains record-level or identifying information and should remain restricted to authorized users.

16.12 - Students with Disabilities - Education Plan by Primary Disability

Review · Report Public sharing · Review

Why use it? Review education plans by primary disability and identify unexpected shifts or missing plan populations before certification.

Find discrepancies: Compare the supporting student list with the special education system. Check plan, meeting, service, disability, setting, status, and effective dates with program staff. It is aggregate, but review small cells, access restrictions, and local disclosure requirements before sharing.

Which reporting year feeds the determination

The 2027 disproportionality determination uses the same Fall 1 2025–26 data as the 2026 cycle. Findings in the same category in all three years, 2024 through 2026, yield a significant disproportionality determination in 2027. The 2028 determination uses Fall 1 2026–27 disability and placement data and EOY 1 2025–26 discipline data. CALPADS Update Flash 334

Access for LEA staff

The Fall 1 roadmap identifies the LEA-level SPED View role for special education and DSEA reports. If the report is unavailable, ask the local CALPADS administrator to check the relevant role and LEA assignment. Fall 1 Reporting Roadmap