[CA] CALPADS Special Education Reporting

CALPADS Update Flash #270 shared important CALPADS special education reporting guidance for the 2023–24 End-of-Year 4 submission.

The EOY 4 structure and deadlines in this Flash are now historical. CDE later reorganized End-of-Year collections. However, the Flash still offers useful lessons about report review, special education data ownership, and cross-team coordination.

For live reporting requirements, use the current CDE CALPADS calendar, file specifications, and special education guidance.

Historical 2023–24 EOY 4 Dates

For the 2023–24 cycle, EOY 4 followed this timeline:

CDE encouraged LEAs to resolve errors early. That gave special education, CALPADS, and SELPA staff time to review certification reports before approval.

EOY 4 Focused on Special Education Data

The former EOY 4 submission included several special education files:

• Students with Disabilities Status
• Special Education Plan
• Special Education Meetings
• Special Education Services
• Postsecondary Status

CDE updated the reports, data discrepancies, and certification data discrepancies to support the redesigned special education files.

At the start of the 2023–24 window, Reports 16.22 and 16.23 were not yet available. As a result, CALPADS did not display EOY 4 approval buttons until CDE released those reports.

The lesson still applies: a zero-error result does not always mean a submission is ready to certify. Teams must also confirm that all required reports are available, reviewed, and understood.

Review Reports Before Approving Data

Special education reporting has downstream uses. Therefore, LEAs and SELPAs need a deliberate report-review process.

Before certification, teams should:

• Confirm that all required files posted successfully.
• Review both aggregate and student-level reports.
• Investigate unexpected changes in student counts.
• Check data discrepancies and certification data discrepancies.
• Confirm that the SELPA and LEA use the same source information.
• Save final approved reports for local reference.

These steps help teams identify whether a data issue comes from the student information system, special education data system, file transmission, or local data-entry process.

Short-Term COE Transfers

Flash #270 revised guidance for County Offices of Education that receive short-term special education transfers.

For the 2024 guidance, a COE did not need to adopt a student’s special education plan when the transfer lasted 10 days or fewer. However, if the enrollment lasted longer than 10 days, the COE needed to adopt the plan and submit the appropriate PLAN record.

This example shows why reporting teams should not rely on general assumptions about enrollment responsibility. Instead, they should confirm the student’s length of stay, responsible entity, and current CDE guidance before submitting records.

Degree of Support Became a Long-Term Data Requirement

Flash #270 gave LEAs time to phase in Degree of Support reporting on the PLAN file.

During the phase-in period, LEAs populated the field when a triggering event occurred. Examples included an initial evaluation, annual plan review, reevaluation, or amendment.

CDE later made Degree of Support a required PLAN-file element for applicable students beginning with the 2025–26 Fall 1 submission. Therefore, teams should continue to verify the current field requirements and validation rules before each collection.

Use Low-Incidence Reports as a Data Check

Flash #270 also introduced Reports 16.18 and 16.19 for low-incidence disability counts and student lists.

These reports gave LEAs and SELPAs another way to review data by District of Special Education Accountability. Accurate counts matter because they can inform funding and program decisions.

Rather than waiting for certification, teams should review specialized reports throughout the year. Early review gives staff time to correct source data before the reporting window creates time pressure.

Build a Shared Reporting Process

CALPADS special education reporting requires coordination across several teams.

First, special education staff must maintain complete records in the source system. Next, data staff need to monitor file transmissions and validations. Then, LEA and SELPA teams need time to review reports together before certification.

A reliable process reduces last-minute changes and strengthens confidence in the final data.

For the original historical notice, review CALPADS Update Flash #270.

Need help coordinating special education data, resolving CALPADS validations, or preparing certification reports? Explore MeasureED’s CALPADS support services or contact our team.