Why use it? Review students with disabilities by federal setting and identify placements that do not match the current plan or program record.
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
Why use it? Review the selected special education population, plan, service, setting, meeting, or outcome measure and identify records requiring program review.
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 contains record-level or identifying information and should remain restricted to authorized users.
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
Why use it? Review services reported for students with disabilities and identify missing, unexpected, or incorrectly dated service records.
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.
Why use it? This confidential student list identifies individual students with disabilities and the services reported for each student.
Review the student detail. Match each student and service to the operative plan and verify the service dates. Share the student-level output only with authorized staff who need it for their work.
Why use it? Compare current Fall 1 special education counts with the prior year and identify changes that need an enrollment, plan, or program explanation.
Find discrepancies: Compare the student list with the special education system, prior-year certification, current enrollment, plan status, and documented program changes. It is aggregate, but review small cells, access restrictions, and local disclosure requirements before sharing.
Why use it? Review Title III eligible immigrant counts and the underlying demographic and enrollment factors used to identify the reported population.
Find discrepancies: Compare the supporting students with SIS birth-country, birth-date, and cumulative U.S.-school-enrollment history; resolve differences with authorized program staff. It is aggregate, but review small cells, access restrictions, and local disclosure requirements before sharing.
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). Verify age 3 through 21 and exclude students in the adult grade level. 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
Why use it? Check English learner status, services, language, or reclassification results and identify records that do not match local program evidence.
Find discrepancies: Compare student-level results with the English learner system, assessment and reclassification records, service documentation, and effective dates in CALPADS. It contains record-level or identifying information and should remain restricted to authorized users.
Why use it? Count students by school and language instruction program. Use Report 2.15 to reconcile the underlying students.
Find discrepancies: Use the most detailed supporting report available, compare it with the authoritative local source, correct that source, rerun CALPADS, and confirm the difference clears. It is aggregate, but review small cells, access restrictions, and local disclosure requirements before sharing.
Reconciling count and student detail
Select the same school and reporting period in 2.14 (count) and 2.15 (confidential student list). Authorized staff can trace each school total to the individual program records and verify program and effective dates. The 2.14 description includes 307, its totals say 300–306, and column 15 labels 306 while its rule cites 307. The definitive range remains unconfirmed. The directory places these reports in Fall 1, although the 2.14 detail says Fall 2. CALPADS report map · CALPADS report directory
Why use it? Use this confidential student list to trace school and language instruction program counts in Report 2.14.
Find discrepancies: Use the most detailed supporting report available, compare it with the authoritative local source, correct that source, rerun CALPADS, and confirm the difference clears. It contains record-level or identifying information and should remain restricted to authorized users.
Reconciling count and student detail
Select the same school and reporting period in 2.14 (count) and 2.15 (confidential student list). Authorized staff can trace each school total to the individual program records and verify program and effective dates. The 2.14 description includes 307, its totals say 300–306, and column 15 labels 306 while its rule cites 307. The definitive range remains unconfirmed. The directory places these reports in Fall 1, although the 2.14 detail says Fall 2. CALPADS report map · CALPADS report directory
Why use it? Review Title III eligible immigrant counts and the underlying demographic and enrollment factors used to identify the reported population.
Find discrepancies: Compare the supporting students with SIS birth-country, birth-date, and cumulative U.S.-school-enrollment history; resolve differences with authorized program staff. It is aggregate, but review small cells, access restrictions, and local disclosure requirements before sharing.
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). Verify age 3 through 21 and exclude students in the adult grade level. 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
Why use it? Check English learner status, services, language, or reclassification results and identify records that do not match local program evidence.
Find discrepancies: Compare student-level results with the English learner system, assessment and reclassification records, service documentation, and effective dates in CALPADS. It is aggregate, but review small cells, access restrictions, and local disclosure requirements before sharing.
Why use it? Check English learner status, services, language, or reclassification results and identify records that do not match local program evidence.
Find discrepancies: Compare student-level results with the English learner system, assessment and reclassification records, service documentation, and effective dates in CALPADS. It is aggregate, but review small cells, access restrictions, and local disclosure requirements before sharing.
Why use it? Use this report to answer its stated CALPADS reporting question and identify results that warrant local verification.
Find discrepancies: Use the most detailed supporting report available, compare it with the authoritative local source, correct that source, rerun CALPADS, and confirm the difference clears. It contains record-level or identifying information and should remain restricted to authorized users.
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 contains record-level or identifying information and should remain restricted to authorized users.
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
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.
