California has updated its approach to CALPADS technical assistance under Assembly Bill 126.
The change puts a stronger focus on data-management practices, timely certification, and accurate reporting. For districts and county offices of education, this means CALPADS data quality is now part of the broader statewide system of support.
The goal is not simply to identify a late submission. Instead, the state wants to help LEAs build stronger processes that prevent recurring data problems.
What AB 126 Changes
AB 126 updates the technical-assistance framework for CALPADS reporting.
For school districts, the county superintendent must provide eligible districts with at least one year of technical assistance. That support must focus on the district’s data-management processes.
For county offices of education, the California Department of Education will provide at least one year of technical assistance. The support will focus on data management and the COE’s ability to respond to student and community needs.
In both cases, the emphasis is clear: complete, accurate, and timely CALPADS data matters.
Who May Be Eligible?
School districts and county offices of education may qualify for CALPADS technical assistance when they do not meet CDE submission requirements.
For example, an LEA becomes eligible when it misses the final certification deadline for a required Fall 1, Fall 2, EOY 1, or EOY 2 submission.
CDE may also identify eligibility through CALPADS data-quality issues. Therefore, LEAs should not focus only on whether they certify by the deadline. They also need to review the accuracy and completeness of the data they submit.
Charter schools are not included in this specific statutory requirement. However, CDE encourages districts and COEs to help charter schools certify accurate CALPADS data on time.
Why This Matters for LEA Leaders
Late certification often points to a larger problem. For instance, a team may lack clear data ownership, internal review deadlines, or a process for resolving errors.
AB 126 gives LEAs a reason to assess those workflows before a deadline creates a larger issue.
Leadership teams should ask:
- Who owns each CALPADS data area?
- When do staff review certification reports?
- How do teams track and resolve data discrepancies?
- Does the LEA have enough time for program staff and leadership to review the data?
- What happens when a submission shows recurring data-quality issues?
These questions help turn CALPADS reporting from a last-minute task into a dependable process.
Data Submission Best Practices
Start with a written reporting calendar. Include internal upload dates, report-review dates, and approval deadlines.
Next, assign a clear owner to each data area. Enrollment, special education, English learner programs, student services, and fiscal staff all contribute to CALPADS data.
Then, review reports early and often. Teams should resolve fatal errors and data discrepancies before the final days of a submission window.
Finally, document recurring issues. A pattern of the same error can signal a training gap, an SIS configuration problem, or an unclear local procedure.
Use CDE’s Resources
CDE will post information about eligible LEAs and technical-assistance resources on its CALPADS Technical Assistance page. LEAs should also continue to monitor the CALPADS Communications page for Flash #332 and future updates.
MeasureED provides CALPADS support services that help schools strengthen data processes, review reporting requirements, and resolve data-quality issues before certification. Learn more about MeasureED’s CALPADS support or contact our team.
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