[CA] CALPADS Fall 1 Data Population Guide for 2026–2027

Fall 1 data population starts with accurate and timely student records. Therefore, Local Educational Agencies (LEAs) should prepare their data before the CALPADS submission window opens.

The California School Information Services (CSIS) Fall 1 Data Population training explains the records that LEAs need to maintain. It also explains the best submission order and the errors that can delay certification.

First, new CALPADS coordinators can use this guide to learn the process. Meanwhile, experienced users can use it as a refresher.

Key Fall 1 Dates

The California Department of Education CALPADS calendar lists these key Fall 1 dates:

First, LEAs should aim for zero certification errors by November 20. As a result, program staff and local leaders will have more time to review reports.

Next, LEAs must approve Fall 1 data by December 11. The Special Education Local Plan Area (SELPA) should also approve the data by that date.

Finally, the amendment window closes on January 22, 2027. SELPA approval becomes mandatory by that deadline.

Fall 1 Data Population Files

Fall 1 data population uses eight student profile files. Four files usually come from the student information system (SIS). Meanwhile, the Special Education Data System (SEDS) sends four special education files to CALPADS.

Therefore, CALPADS coordinators should check how local systems map data to each file. They should also confirm which staff members own each data area.

Start With Enrollment and SSID Ownership

The SENR record gives the LEA ownership of a student’s Statewide Student Identifier, or SSID. For this reason, LEAs should submit the SENR record before they submit other student profile records.

For each newly enrolled student, follow this sequence:

1. First, search CALPADS for an existing SSID.
2. Next, select the correct SSID or request a new one.
3. Then, post the student’s SENR enrollment record.
4. Add the verified SSID to the local SIS.
5. After that, submit the student’s SINF, SELA, and SPRG records.
6. Finally, confirm that the SEDS sent all applicable special education records.

Careful SSID matching prevents extra work. For example, an unnecessary new SSID can create duplicate records and enrollment anomalies.

Complete the Student Information Record

Posting an enrollment creates a basic student record. However, that record may not include all Fall 1 demographic details.

The SINF record includes information such as:

• Legal name and birth information
• Gender
• Race and ethnicity
• Birth country
• Time enrolled in United States schools
• Residential or mailing address
• Parent or guardian education information, when applicable

CALPADS coordinators should use the current File Specifications to review each field. In addition, they should confirm which fields need a value.

Some optional fields work together. For example, when an LEA reports a parent’s education level, CALPADS may also expect related parent information. Therefore, teams should review the complete record before submission.

Review English Language Acquisition Status

An accurate SELA record supports Fall 1 reporting and English learner services. It can also affect assessment records.

Before creating a new SELA record, check the student’s CALPADS history. A student who transfers from another California public school may already have a valid status.

If CALPADS already shows a valid status, do not create a duplicate record. Instead, confirm that the local SIS matches CALPADS.

In addition, CALPADS and multilingual program staff should review:

• Home Language Survey information
• Primary language
• Students awaiting an initial assessment
• Initial ELPAC results
• Reclassification records
• Language Instruction Program participation

The Test Operations Management System sends initial ELPAC results to CALPADS. Therefore, local teams should monitor those results and investigate differences between systems.

Validate Student Program Records

SPRG records show student eligibility and participation in several programs.

For example, these records may include:

• Free or reduced-price meal eligibility
• Homeless education
• Migrant education
• Foster youth programs
• Armed Forces family membership
• Language Instruction Programs
• Other state or federal programs

Program dates need careful review. CALPADS generally counts Fall 1 eligibility when a program record remains active on Census Day.

Therefore, incorrect start or end dates can affect student counts and funding-related reports. CALPADS coordinators should confirm eligibility with the staff who manage the source records.

Coordinate Special Education Data Through the SEDS

The SEDS sends special education data to CALPADS through an automated connection. However, CALPADS administrators still need to monitor the results.

When an error occurs, teams should correct the information in the SEDS. Then, they should send the updated record to CALPADS again.

Otherwise, the SEDS may replace a correction made only in CALPADS. Also, the two systems may show different information.

CALPADS and special education teams should review:

• Missing or rejected API records
• Enrollment and special education date conflicts
• Meeting, plan, service, and disability records
• Certification validation errors
• Fall 1 special education reports
• SELPA approval progress

Resolve Validation Issues Early

CALPADS uses several checks to find missing or incorrect information.

First, fatal Input Validation Rules stop records from posting. Teams must correct these errors and submit the records again.

Next, warning Input Validation Rules allow records to post. However, teams should still review each warning for a possible data issue.

Then, Certification Validation Rules identify problems in the Fall 1 snapshot. Teams must resolve these issues before certification.

Finally, Certification Data Discrepancies flag records that may not match expected results. Therefore, LEAs should investigate each discrepancy and correct the source data when needed.

A posted file does not mean the data is ready for certification. Instead, LEAs must also review validation results and certification reports.

Build a Cross-Department Process

Fall 1 data population requires teamwork across the LEA. Therefore, the CALPADS coordinator should not manage the process alone.

For example, the Fall 1 team may include staff responsible for:

• Enrollment and registration
• Student information systems
• English learner programs and assessments
• Nutrition services
• Homeless, foster youth, and migrant programs
• Special education and the SEDS
• School-level data
• Fiscal and LCFF review
• Final leadership approval

First, assign an owner to each data area. Next, set clear internal deadlines. Then, schedule time for program staff to review reports.

As a result, the LEA can find problems earlier and reduce last-minute corrections.

Fall 1 Data Population Checklist

Before starting certification review, confirm that your LEA has completed these steps:

• Posted current SENR records
• Resolved enrollment conflicts and anomalies
• Added verified SSIDs to the local SIS
• Submitted complete SINF demographic records
• Reviewed SELA and Language Instruction Program information
• Confirmed Census Day program eligibility and dates
• Monitored special education API submissions
• Resolved fatal input validation errors
• Reviewed warning validations
• Coordinated corrections with the correct data owners
• Created a plan to reach zero certification errors by November 20

CSIS provides current Fall 1 Data Population training materials. These resources include guidance for online maintenance, batch submissions, SSID enrollment, and error resolution.

By starting early, LEAs create more time for review and approval. More importantly, they can improve the quality of Fall 1 data before certification.

Need help with Fall 1 data population, validation issues, or certification planning? Learn more about MeasureED’s CALPADS consulting services.