Overview of Special Education Data¶
Local Data Systems¶
Submission from Student Information System (SIS)¶
Local educational agencies (LEAs) collect and maintain data for all students, both general education students and students with disabilities (SWD), in local student information systems (SIS). This includes the following data: enrollments/exits, demographic, program participation, English language acquisition status, course enrollment and completion, career technical education participation and completion, disciplinary incidents and outcomes, incidents of restraint and seclusion, chronic absenteeism, and postsecondary outcomes. LEAs upload data from their SIS to CDE’s California Longitudinal Pupil Achievement Data System (CALPADS) using standardized files. Some of these files include data that pertain only to SWD. See section on “Overview of CALPADS Files”.
Submission from Special Education Data System (SEDS)¶
LEAs also collect and maintain data for students with disabilities in local special education data systems (SEDS). SEDS track all required information for purposes of identifying, initially evaluating, and maintaining education plans and services for students with disabilities. These systems began as “electronic IEP systems” developed to assist LEAs in maintaining education and services plans (IEPs, IFSPs, and ISPs) for individual students, and have evolved into systems that support not only the maintenance of individual plans, but which facilitate the reporting of data to the CDE for the purposes of federal reporting and monitoring. Prior to 2019, these data were submitted to the California Special Education Management Information System (CASEMIS), and are now submitted to CALPADS. The SEDS should be considered the LEA’s authoritative source for special education data. LEAs upload data from their SEDS to the CDE’s CALPADS using standardized files. See section on “Overview of CALPADS Files”.
SIS and SEDS Data Integration and Business Process Implications¶
LEAs collect and maintain in their SIS, student enrollment and student demographic information, and LEAs collect and maintain in their SEDS, this same information for students with disabilities as part of the special education plan development process. LEAs must establish the authoritative source for any data that is collected in both systems, and ensure that the system that is identified as the “system of record” for a particular piece of data is always the most current and accurate. The system of record should then propagate that information to all systems that use or consume that piece of information. To ensure data integrity at the local and state levels, it is imperative that LEAs have automated integration tools or business processes that result in the alignment of data that are in both the SIS and SEDS. LEAs upload student demographic data (name, Date of Birth, gender, race/ethnicity) to CALPADS from their SIS. While LEAs may also maintain this data in their SEDS, CALPADS considers the data submitted from the SIS as the authoritative source for these data. Since CALPADS considers the data from the SIS to be the authoritative source for these data:
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LEAs must first enroll students in CALPADS from their SIS before CALPADS will accept any special education data submitted from their SEDS.
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All CALPADS reports display the demographic data for SWD submitted by the SIS to CALPADS, and CDE uses this data when creating state and federal reports.
When LEAs Submit Data from SIS/SEDS to CALPADS¶
LEAs submit data to CALPADS on an ongoing basis throughout the year. In particular, as students enroll and exit schools during the year, LEAs submit student enrollment/exit records, followed by student demographic and program records. Best practices are to update CALPADS at least within two weeks of a student enrolling or exiting a school. LEAs also submit special education data to CALPADS on an ongoing basis throughout the year. Best practices are to update CALPADS with special education data at least on a monthly basis. While LEAs can submit all data at any time, in the fall and at the end of the year, additional data must be submitted and certified. These submissions are described in the section, “Overview of Data Submission and Use”.
Data Submitted from Local Systems¶
LEAs submit data to CALPADS by uploading standard files. The specifications for all CALPADS files can be found in the CALPADS File Specifications (CFS), which is available from the System Documentation link on the CALPADS page.
Note that the submission of special education data to CALPADS from the SEDS differs from how data are submitted to CALPADS from the SIS. Data from the SIS are submitted to CALPADS through batch and/or online through CALPADS user interface screens. LEAs view errors within CALPADS, resolve the errors in their SIS, and then upload new files to CALPADS. To take advantage of newer technologies, special education data are submitted directly from the LEA’s SEDS to CALPADS through an Application Programming Interface (API). Any input validation errors are returned and viewable to the LEA in their SEDS, where the errors can be resolved and the corrected data resubmitted to CALPADS through the API.
Currently, however, discrepant data that already exist in CALPADS are only viewable on screens within CALPADS. Most of these data errors must be resolved by LEAs in order to certify their submissions.
Overview of CALPADS Files for Student and Course Data¶
The following table summarizes the CALPADS files used to upload student data from the SIS and SEDS to CALPADS. (Files used to upload staff data are not included.)
Table 1: Summary of All CALPADS Files Used to Submit Student and Course Data
| File Name | Full File Name | Data Uploaded from this Local System |
|---|---|---|
| SENR | SSID (Student) Enrollment | SIS |
| SINF | Student Information | SIS |
| SPRG | Student Program | SIS |
| SELA | Student English Language Acquisition | SIS |
| SINC | Student Incident* | SIS |
| SIRS | Student Incident Results* | SIS |
| SOFF | Student Offense | SIS |
| STAS | Student Absence Summary | SIS |
| CRSE/CRSC | Course Section Enrollment/Completion | SIS |
| SCSE/SCSC | Student Course Section Enrollment/Completion | SIS |
| SCTE | Student Career Technical Education | SIS |
| WBLR | Work-Based Learning* | SIS |
| PSTS | Postsecondary Status | SIS and SEDS |
| SWDS | Students with Disabilities Status | SEDS |
| PLAN | Special Education Plan | SEDS |
| MEET | Special Education Meetings | SEDS |
| SERV | Special Education Services | SEDS |
*These files are uploaded from the SIS but contain some data elements specific to students with disabilities (SWD).
LEAs submit the majority of data specific to SWD from their SEDS to CALPADS by uploading the SWDS, PLAN, MEET and SERV files. LEAs, however, also upload data related to incidents and work-based learning that are specific to SWD from their SIS to CALPADS; these SWD data are submitted along with data for general education students. The table below summarizes all the CALPADS files used to submit data specific to SWD, and identifies the local system (SIS or SEDS) where these data are maintained and from which the data are uploaded to CALPADS.
Table 2: Summary of CALPADS Files that Submit Data Specific to SWD
| This CALPADS file… | Is uploaded from the local…. | Providing this type of data specific to SWD…. |
|---|---|---|
| SINC Student Incident | SIS | · Whether student was removed to an interim alternative setting. · Reason for removal (by hearing officer or school personnel). · Whether instructional support was provided during a suspension. |
| SIRS Student Incident Result | SIS | The agency which authorized an incident result. |
| PSTS Postsecondary Transition | SIS or SEDS | Postsecondary status of SWD, 12 months following their exit from secondary education. |
| WBLR Work-Based Learning | SIS | · SWD completion of transition work-based experience. · SWD completion of classroom-based work experience. |
| SWDS Special Education Status | SEDS | Data related to a student’s eligibility for special Education, including, but not limited to: - Special Education Initial Entry Start Date - Special Education Status Effective Start Date - Special Education Status Code - Non-Participation Reason Code |
| PLAN Special Education Plan | SEDS | Data related to a student’s plan, including, but not limited to: - Type of Special Education plan, and its effective start date - Students’ disability(ies) and severity - For preschool students (ages 3-5), program setting and hours in setting - For non-preschool students (ages 6-22), participation in general education - For secondary students (students at least age 13), 8 indicators related to their goals, student involvement in plan, and transition services |
| MEET Special Education Meetings | SEDS | Data related to special education meetings, including, but not limited to: - Date student was referred to assess students’ eligibility for special education services - Date parent consented to initial evaluation - Date of a special education meeting - Type of special education meeting held (to review initial evaluation, to annually review an existing plan, to reevaluate to determine continued eligibility) - Evaluation outcomes |
| SERV Student Services | SEDS | Data related to services students receive, including but not limited to: - Special education services in plan - Service provider information and location - Duration and frequency of services |
Detailed Description of SWD Data Elements Submitted on SWDS, PLAN, MEET and SERV Files¶
The tables in this section provide a detailed description of the SWD data submitted to CALPADS on the SWDS, PLAN, MEET and SSRV files, and are intended to be used as a reference for sections in this guide which often refer to the specific data elements and codes submitted on these files. The tables include the following columns for each data element:
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Field Number: This is the Field Number of the data element in the CALPADS File Specifications (CFS).
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Data Element Public Name: This is the Data Element Public Name in the CFS.
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Definition: This is the definition of the data element in the CFS. The CALPADS codes used to populate the data element field have been added in the definition column of the table to enhance the understanding of the data element.
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Comment: This provides some information on how to populate the field, including whether a field is required and must be populated on the file each time it is submitted.
Note: For all other files, refer to the CALPADS File Specification (CFS), CALPADS Code Set, and CALPADS Data Guide, which can be found from the System Documentation link on the CALPADS page.
Table 3: Common Elements on all Special Education Files
The following table describes the eight data elements that are on each of the four special education files: SWDS, PLAN, MEET, and SERV. Generally, these data elements are in the first fields of the file, and are described here and are not repeated in the SWDS, PLAN, MEET and SERV tables.
This table also describes two data elements that are on more than one file. These data elements are repeated in the relevant tables.
| Field Number | Data Element Public Name | Definition | Comment |
|---|---|---|---|
| 22.01 23.01 24.01 25.01 | Record Type Code | A category describing the type of data record being submitted. Codes include: - SWDS - PLAN - MEET · SERV |
This is a required field. |
| 22.02 23.02 24.02 25.02 | Transaction Type Code | A category describing the action the system should take on the data record being submitted. Codes include: - A – Add-Update - D – Delete |
This is not a required field[PM1] [DJ2] [DJ3] . |
| 22.03 23.03 24.03 25.03 | Local Record ID | A local use field to provide the system record identifier for a submitted record in any CALPADS file format. | This is not a required field and is for local use only. It flows through CALPADS and is provided back to the LEA to help facilitate locating the original record in the SIS/SPED. |
| 22.04 23.04 24.04 25.04 | Reporting LEA | A unique identifier for the educational service institution responsible for obtaining and maintaining a student’s Statewide Student Identifier (SSID) by way of an enrollment record in CALPADS. | This is a required field. This 7-digit County District (CD) code must be submitted if the entity is a district or county office. It must equal the institution identifier of the submitter’s User ID. |
| 22.05 23.05 24.05 25.06 | Academic Year ID | A unique identifier assigned to a specific Academic Year. An Academic Year is the period during which school is in regular session and provides a required number of days of instruction (175 days in California). This Academic Year ID is associated with the record Status Effective Start Date. | The Academic Year ID must be a valid academic school year combination and not more than one year in the future. It indicates the school year associated with the Special Education Status Effective Start Date.[PM4] [DJ5] [DJ6] |
| 22.06 23.06 24.06 25.07 | SSID | The unique identifier for the student assigned to or by the first California district in which the student is enrolled in accordance with CDE established standards. This number follows the student from school to school throughout their association within the California education system. | This is a required field. The SSID must be a valid CALPADS SSID. |
| 22.07 23.07 24.07 25.08 | Local Student ID | A unique identifier assigned to the student by a local educational agency. This may not necessarily be the same as the identifier assigned to the student at the school level. This field will flow through CALPADS and be provided back to the LEA to help facilitate locating the original record in their local student information system (SIS) environment. | This is not a required field and is for local use only. It flows through CALPADS and is provided back to the LEA to help facilitate locating the original record in the SIS. |
| 22.08 23.08 24.08 25.16 | Local Special Education Student ID | A unique identifier assigned to a student by a Special Education Local Plan Area (SELPA) or State Operated Program (SOP), the identifier may or may not be the same as the identifier in the local student information system. | This is a required field, but is for local use only[PM7] [DJ8] . It flows through CALPADS and is provided back to the LEA to help facilitate locating the original record in the SPED. |
| 22.09 23.09 24.09 25.09 | Reporting SELPA | A unique identifier assigned by the California Department of Education Special Education Division to each Educational Service Institution serving as a Special Education Local Plan Area. | This is a required field. All LEAs must belong to a SELPA. The SELPA code must be valid and have an active reporting relationship with the Reporting LEA. |
| 23.10 25.10 | District of Special Education Accountability | A unique identifier (county-district code) for the district or charter school that is responsible for ensuring that special education services are provided for a student participating in special education (students with Individualized Education Program (IEP), also known as the District of Residence. For example, if a student is transferred to another district for services because their district of geographical residence does not provide those services, the district of geographical residence would be the District of Special Education Accountability, and NOT the district that was providing the services (District of Service). | This field is required on the PLAN and SERV files. |
| 23.12 25.17 | Special Education Plan Effective Start Date | The date that a student’s special education plan: IFSP, IEP, or ISP became effective. | This field is required on the PLAN and SERV files and is used to associate the services provided in the SERV file to the specific PLAN reported in the PLAN file. |
Table 4: SWDS File Data Elements
The following table describes the data elements unique to the SWDS file. In addition to the 8 data elements included on all files, the SWDS file only includes an additional 4 data elements. These data elements provide information on:
· When students were first identified as eligible for special education;
· Students’ current special education status (e.g. student is eligible and participating, eligible and not participating, or not eligible);
· The start date of the special education status; and
· The reasons why students who are eligible are not participating in special education.
| Field Number | Data Element Public Name | Definition | Comment | |
|---|---|---|---|---|
| 22.10 | Special Education Initial Entry Start Date | The date when the student first entered special education, possibly before entering the California school system. It is also defined as the date when the Individualized Education Program (IEP) Team determined the student eligible for special education services and parental acceptance of the plan. | Once this date is determined, it should never change. If the date is not known, use the best approximate date. Must be less than or equal to the Special Education Status Effective Start Date if the Special Education Status Code is 1 (Eligible and Participating). | |
| 22.11 | Special Education Status Effective Start Date | The date when a student’s special education status became effective in California. | For a student: · Who is being initially evaluated, this would be the date the determination was made. · Whose status is changing, it would be the date the student’s status changed. · Who is identified as eligible outside of CA and then transfers in, this would be the date the student first entered a CA public school. |
|
| 22.12 | Special Education Status Code | A code value representing the status of a student’s eligibility for special education. Codes include: 1. Eligible and Participating 2. Eligible and Not Participating 3. Eligible and Not Enrolled 4. Not Eligible | Students with a code of 1 (Eligible and Participating) must not be over the age of 22. The Special Education Status Code and the Special Education Non-Participation Reason Code must be a valid combination is the CALPADS Valid Code Combinations document. Students with code 3 (Eligible and Not Enrolled), must not be enrolled on the Special Education Status Effective Start Date. | |
| 22.13 | Special Education Non Participation Reason Code | A coded value representing the reason a student who was evaluated and is not participating in special education. Codes include: 11. Eligible – No Education Plan (Parent Declined FAPE – Private Placement) 12. Eligible – No Education Plan (Other Reasons) 21. Not Eligible 22. No Parental Consent Received – Part C to B 23. Max Age 24. Withdrawal 25. Exited SPED Out-of-State 26. IFSP Team Determined No Part B Evaluation Needed 31. Left School and not expected to return | This field is required if Special Education Status Code is 2, 3, or 4. The Special Education Status Code and the Special Education Non Participation Reason Code must be a valid combination is the CALPADS Valid Code Combinations document. Students less than 21 years old cannot have a code 23 (Max age). | |
Table 5: PLAN file Data Elements
The following table describes the data elements unique to the PLAN file. These data elements provide information on the student’s’ disability, the type of Special Education Plan the student is on, and components on the plan. Most of this data are used for federal reporting and monitoring, such as whether students are receiving services in the Least Restrictive Environment, and for secondary students whether their plans include postsecondary goals and the appropriate coursework and services to support the student to meet those goals (data elements 23.25 – 23.32).
| Field Number | Data Element Public Name | Definition | Comment |
|---|---|---|---|
| 23.10 | District of Special Education Accountability | The District of Special Education Accountability (DSEA) is the district responsible for ensuring that special education services are provided for a student with an Individualized Education Program (IEP) whether or not the services are provided within this district. | This is a required field. It must be a valid 7-digit County District (CD) code or 7-digit charter school code (if the charter school has received CDE-approval to be its own LEA for special education services. Generally, the District of Special Education Accountability is the District of Residence. This, however, is not always the case. LEAs should refer to the comprehensive list of scenarios that can be found here:[PM9] [DJ10] https://www.cde.ca.gov/ds/sp/cl/swdreporting.asp |
| 23.11 | Special Education Plan Type Code | A coded value representing the type of special education plan by which the student is receiving special education services. Codes include: · 100 – Individualized Education Program (IEP) · 150 - Individual Family Service Plan (IFSP) · 200 – Individual Service Plan (ISP) | This is a required field. If Plan Type Code is 100 (IEP) or 200 (ISP), then the student should be 3 years old, but less than 23 years old. If Plan Type Code is 150 (IFSP), then the student must be less than 4 years old as of the Special Education Meeting Date. |
| 23.12 | Special Education Plan Effective Start Date | The date a student’s special education plan (IEP, IFSP, ISP) became effective | This is a required field. LEAs submit a new PLAN record with a new Special Education Plan Effective Start Date, anytime a student’s special education plan either changes (including any plan amendments) or is re-affirmed. |
| 23.13 | Reason For Plan Record Code | A coded value representing the reason a special education plan record was created. Special Education Plan Record Reason codes include: · 1 – Meeting Outcome · 2 – Amendment · 3 – Adoption Same Plan Type · 4 – Adoption Different Plan Type | This is a required field. |
| 23.14 | Primary Residence Code | A coded value representing the student's Primary Residence Category. A Primary Residence Category is a category describing the location where an individual lives most often, whether or not the location is considered “permanent.” There are 15 codes. | This is a required field. NOTE: for a student’s homeless status, the CDE does not use this field, but uses the homeless codes submitted to CALPADS from the LEA’s SIS on the SPRG. This field is included on this file primarily to identify students living in a Licensed Children’s Institution, [PM11] [DJ12] as students reported in 220 – Licensed Children’s Institution (LCI) are excluded in the disproportionality calculations. |
| 23.15 | Disability 1 Code | A coded value representing the category of a student’s primary disability. A disability means the student has qualified for services under one of the 13 eligibility categories in the IDEA and needs special education or related services. | This is a required field. If Disability 1 Code is 281 (Established Medical Disability) then the students must be between 2 years, 9 months and 5 years (inclusive) as compared to the Special Education Meeting Date. Code 310 – Multiple disabilities is always Disability Code 1 (primary disability) and never a Disability Code 2 (secondary disability) |
| 23.16 | Disability 1 Degree of Support | A coded value representing the degree of support needed to support a student’s primary or secondary disability. Codes include: · MMSN – Mild/Moderate Support Needs · ESN – Extensive Support Needs | This field is used to determine whether certificated staff teaching students with disabilities with specified primary or secondary disabilities hold the appropriate credential. |
| 23.17 | Disability 2 Code | A coded value representing the category of a student’s secondary disability. A disability means the student has qualified for services under one of the 13 eligibility categories in the IDEA and needs special education or related services. | This is a required field. If Disability 2 Code is 281 – Established medical disability (EMD), then the student must be between 2 years, 9 months and 5 years (inclusive) as compared to the Special Education Meeting Date. Disability 2 Code cannot = Disability 1 Code. Code 310 – Multiple disabilities is always a primary disability (Disability 1) and never a secondary disability (Disability 2) |
| 23.19 | Infant Regional Center Services Eligibility Indicator | An indicator of whether or not the student is eligible for regional center services. | This is a required field for children who are less than 36 months old as compared to the Special Education Meeting Date AND has a Disability 1 Code of one of the following: · 220 – Hard of hearing · 230 – Deafness/Hearing impairment · 250 – Visual impairment · 270 – Orthopedic impairment · 300 – Deaf-blindness |
| 23.20 | Special Education Program Setting Code | A coded value representing the special education program setting in which the student is receiving or has received the majority of special education and related services according to the student's IEP, IFSP, or ISP. Codes include:[PM13] [DJ14] · 103 – Community Based Setting · 104 – Other Setting · 200 – Home · 201 – Regular Early Childhood Program · 203 – Separate Class · 204 – Service Provider Location · 300 – Separate School · 301 – Residential Facility · 400 – Regular Classroom/Public Day School · 401 – Homebound/Hospital · 402 – Correctional Facility · 403 – Parentally Placed in Private School · 500 – Regular Independent Study or Virtual Charter Refer to the CALPAD Code Set for the definition of each code. | This is a required field. If Special Education Program Setting Code is: 103, then child must be less than 3 years old 104 or 200, then child cannot be greater than 6 years old 201, 203, 204 then the student must be between 2-6 years old 300, 301, then the student must be between 2-22 years old 400, 401, 402, 403, or 500, then the student Age must be between 5-23 years old. |
| 23.21[PM15] [DJ16] | Preschool Program Setting Service Location Code | A coded value representing the location a preschool student with disabilities is receiving a majority of their special education services. Codes include: · 1 – Same Location · 2 – Different Location | This field is only required for students ages 3-5 (inclusive) who are in a Special Education Program Setting of: 201 – Regular Early Childhood Program Students in a regular early childhood program setting may be in Transitional Kindergarten if the student is less than 5 years old. |
| 23.22 | Ten or More Weekly Hours in Setting Indicator | An indication of whether or not a student with disabilities is enrolled in a regular early childhood program or kindergarten for a minimum of 10 hours per week. "Y" indicates that the student is enrolled a minimum of 10 hours per week; "N” indicates that the student is enrolled less than 10 hours per week; | This field is only required for students ages 3-5 (inclusive) who are in a Special Education Program Setting of: 201 – Regular Early Childhood Program |
| 23.23 | General Education Participation Percentage | A numerical value representing the percentage of time a student with disabilities participates in general education. | This field is only required for students ages 6-22, who are in a Special Education Program Setting of: 400 – Regular Classroom/Public Day School 500 – Regular Independent Study or Virtual Charter |
| 23.24 | Special Education Program Type Code | A coded value representing the environment or location in which the student is receiving or has received the special education instruction and related services according to the student's Individualized Family Service Plan (IFSP). Special Education Program Type codes includes: 100 – Designated Instruction Services 200 – Resource Specialist Program 300 – Special Day Class | This field is only required for infants ages 0-35 months who are on a Special Education Plan Type: 150 – Individualized Family Service Plan (IFSP) |
| 23.25 | IEP Includes Postsecondary Goals Indicator | An indicator of whether or not the student’s IEP includes appropriate measurable postsecondary goal or goals that cover education or training, employment, and, as needed, independent living. | This is only required for students with an IEP and who are16 years old or greater. However, LEAs may begin to populate this field when the student is 13 years and 9 months old. A postsecondary goal refers to those goals that a child hopes to achieve after exiting high school. A postsecondary goal is not the process of pursuing or moving toward a desired outcome, but the identification of what the desired outcome will be. |
| 23.26 | Postsecondary Goals Updated Annually Indicator | An indicator of whether or not the Postsecondary Goals are updated annually. | This is only required for students with an IEP and who are 16 years old or greater. However, LEAs may begin to populate this field when the student is 13 years old. |
| 23.27 | Postsecondary Goals Age Appropriate Transition Assessment Indicator | An indicator of whether or not there is evidence that the measurable postsecondary goal(s) [PM17] [DJ18] were based on an age appropriate transition assessment. | This is only required for students with an IEP and who are 16 years old or greater. However, LEAs may begin to populate this field when the student is 13 years old. The transition assessment is the ongoing process of collecting data on the individual's needs, preferences, and interests as they relate to the demands of current and future work, education, independent living, and social environments. For each postsecondary goal, if there is evidence that at least one age appropriate transition assessment was used, then indicate “Y”; otherwise indicate “N”. |
| 23.28 | Transition Services in IEP Indicator | An indicator of whether or not there are transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s). | This is only required for students with an IEP and who are 16 years old or greater. However, LEAs may begin to populate this field when the student is 13 years old. A “Y” indicates for each postsecondary goal, [PM19] [DJ20] there is a type of instruction, related service, community experience, or development of employment and other post-school adult living objectives, and if appropriate, acquisition of independent living skill(s) or provision of a functional vocational evaluation, listed that will assist the student in meeting the postsecondary goal; an “N” indicates there is not. |
| 23.29 | Supportive Services Indicator | An indicator of whether or not the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s). | This is only required for students with an IEP and are who are 16 years old or greater. However, LEAs may begin to populate this field when the student is 13 years old. A course of study is a multi-year description of coursework needed to achieve the student's desired post-school goals, from the student's current to anticipated exit year. A “Y” indicates that the course of study meets both of the following criteria: (1) Is a multi-year description of coursework from the student’s current year to anticipated exit year, AND (2) Is designed to help the student achieve the identified postsecondary goals. A “N” indicates that one or both criteria are not met. |
| 23.30 | Transition Services Goals in IEP Indicator | An indicator of whether or not there is (are) annual IEP goal(s) related to the student’s transition service’s needs. | This is only required for students with an IEP and who are 16 years old or greater. However, LEAs may begin to populate this field when the student is 13 years old. Annual goals are statements that describe what a child with a disability can reasonably be expected to accomplish (e.g., master some skill or knowledge [not an activity]) within a twelve-month period in the student's special education program. These goals should directly align with the student’s postsecondary goals and transition service’s needs. A “Y” indicates there is an annual goal or short-term objective, related to the student’s transition services needs for each postsecondary goal; an “N” indicates there is not. |
| 23.31 | Student IEP Participation Indicator | An indicator of whether or not there is evidence that the student was invited to the IEP Team meeting where transition services were discussed. | This field is only required for students with an IEP and who are 16 years old or greater. However, LEAs may begin to populate this field when the student is 13 years old. |
| 23.32 | Agency Representative IEP Participation Code | An indicator of whether or not there is evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. | This field is only required for students with an IEP and who are 16 years old or greater. However, LEAs may begin to populate this field when the student is 13 years old. IDEA 2004 requires that, "to the extent appropriate, with the consent of the parent or a child who has reached the age of majority…the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services" (300.321 [b][3]) “Age of Majority” is the age in which the child reaches adulthood. In California, the age of majority is 18. A “Y” indicates a representative of a participating agency was invited to an IEP meeting with the prior consent of the parent or student; an “N” indicates not. |
| 23.33 | Special Transportation Indicator | An indicator of whether or not the student needs special transportation arrangements to participate in special education services. | This is required for students on an IEP. |
| 1. |
Table 6: MEET File Data Elements
The following table describes the data elements unique to the MEET file. These data elements provide information on the meetings (review or evaluation) that must be held as required by the federal Individuals with Disabilities Education Act (IDEA) for students with disabilities, and the outcomes of any evaluation meetings. These data are primarily used for the CDE to monitor whether LEAs are meeting the requirements of IDEA.
| Field Number | Data Element Public Name | Definition | Comment |
|---|---|---|---|
| 24.10 | Special Education Referral Date | The date a child or student was referred to assess and determine eligibility for special education services. | This is a required field if the Meeting Activity – Evaluation Type Code is: · 10 – Initial Part B, or · 15 – Initial Part C This field should be populated even if the child was found not eligible for special education services, or if they exited from the special education program and are returning. Multiple records can be submitted if there are multiple referral dates for the student within an academic year. For example, during the initial evaluation, the child was found not eligible for special education services. The parent requested another evaluation within the same academic year and this time, the child was found eligible. In this case, the child would have two referral dates; thus, requiring two records within the same academic year. If a student exited from the special education program then returns, use the most recent referral date. |
| 24.11 | Referring Party Code | A coded value representing the person initiating a child or student's referral for assessment and to determine eligibility for special education services. Codes include: 10 – Parent 20 – Teacher 30 – Student Study Team/Intervention Team 40 – Other school/district personnel 90 – Other | This is a required field if the Special Education Referral Date is populated. |
| 24.12 | Initial Evaluation Parental Consent Date | The date the district/school received parental consent for initial evaluation to determine eligibility for special education services. | This is a required field if the Meeting Activity - Evaluation Type Code is: · 10 – Initial Part B, or · 15 – Initial Part C The Initial Evaluation Parental Consent Date must be greater or equal to the Special Education Referral Date. If no parental consent is received, then the record should not be sent to CALPADS. |
| 24.13 | Special Education Meeting Date | The date the IFSP, IEP, or ISP team met to review: · the Initial Evaluation · the Annual Education or Service Plan, or · eligibility re-evaluation to determine eligibility for special education service | This is a required field if the Pending As of Date field is null. The date captured in this field is used to determine whether or not statutorily required meetings for a student are being held in a timely manner: · Initial evaluations for Part B must be held within 60 days of a parental consent for evaluation. · Annual Plan reviews must be held at least once every 365 days. · Re-evaluations for continued eligibility must be held at least once every three years. |
| 24.14 | Pending As Of Date | The date the IEP, IFSP, or ISP team made an agreement to hold a special education meeting after parental consent has been obtained. The meeting was pending and had not been held as of the date in his field. The meeting may or may not be delayed. | This is a required field if Special Education Meeting Date is null. |
| 24.15 | Meeting Delay Code | A coded value representing the reason the meeting date exceeds or will exceed the required timeline but should be considered timely. Codes include: 10 – Parent refused to consent 20 – Parent did not make child available 30 – Parent contacted, but did not attend 40 – School break 50 – The student transferred out of the school before the meeting occurred 60 – A circumstance (e.g. natural disaster) occurred that was beyond the staff’s control 70 – A circumstance related to the student or parent occurred that is not reflected in another code 75 – Temporary closure of the school 80 – Legal proceedings involving the student, LEA, or parents 85 – Student did not pass their hearing and/or vision screening 90 – Late Without Cause | This is a required field if: · The student has not had an Initial Eligibility Evaluation meeting within 60 days of the parental consent date for assessment. A student on an IFSP is over 3 years of age and a Part B Initial evaluation has not taken place by the child's 3rd birthday. A student's annual IEP or ISP meeting has not taken place within one year of the prior meeting. · A student's subsequent eligibility re-evaluation meeting has not taken place within 3 years of the last eligibility re-evaluation. · A student's FIRST eligibility re-evaluation meeting has not taken place within 3 years of the student's Initial Part B Evaluation Meeting?[PM21] A meeting is late, but is considered timely, if the field is populated with any code, except for 90 – Late Without Cause. |
| 24.16 | Meeting Activity – Evaluation Type Code | A coded value representing the type of special education evaluation being conducted during a special education meeting – Initial Part B Evaluation, Initial Part C Evaluation, or Re-evaluation of eligibility. Codes include: · 10 – Part B Initial Evaluation Meeting · 15 – Part C Initial Evaluation Meeting · 40 – Reevaluation | If no evaluation occurred during a meeting, this field should be left blank. |
| 24.17 | Meeting Activity – Plan Review Indicator | An indicator of whether or not the meeting included a review of an established plan (typically conducted annually). A “Y” would indicator that the meeting included a review of an established plan; an “N” would indicate that the meeting did not include a review of an established plan. | This field is required if the Meeting Activity – Evaluation Type Code is blank. This field should only be populated with a “Y” if the meeting would satisfy the statutory requirements for the required review of a student’s established special education plan [PM22] [DJ23] at least once annually. |
| 24.18 | Evaluation Outcome Code | A coded value representing the outcome of a student’s education eligibility evaluation. Codes include: · 20 – Eligible · 25 – Not Eligible · 50 – Continued Eligibility · 55 – No Longer Eligible | This field is required if the Meeting Activity – Evaluation Type Code is populated. |
| 24.19 | Parental Involvement Facilitate Code | A coded value representing the parent’s response to the question, “Did the school district facilitate parent involvement as a means of improving services and results for your child?” | This is a required field if the Meeting Activity – Plan Review Indicator = “Y”. This data is collected during the annual Education Plan meeting. The collection method is up to the LEA’s discretion (form or verbal). |
Table 7: Student Services (SERV) File
The following table describes the data elements unique to the SERV file. These data elements provide information on the services included in the student’s special education plan (IEP, IFSP, ISP), including the type of service, the service provider, location of the service, and the frequency and duration of the service.
| Field Number | Data Element Public Name | Definition | Comment |
|---|---|---|---|
| 25.10 | District of Special Education Accountability | The District of Special Education Accountability (DSEA) is the district responsible for ensuring that special education services are provided for a student with an Individualized Education Program (IEP) whether or not the services are provided within this district. | This is a required field. It must be a valid 7-digit County District (CD) code or 7-digit charter school code (if the charter school has received CDE-approval to be its own LEA for special education services. Generally, the District of Special Education Accountability is the District of Residence. This, however, is not always the case. LEAs should refer to the comprehensive list of scenarios that can be found here:[PM24] [DJ25] https://www.cde.ca.gov/ds/sp/cl/swdreporting.asp |
| 25.11 | Special Education Service Code | A coded value representing a special education service or related service prescribed by the student’s plan, regardless of which agency pays for the service. This may be a service provided by SELPA as well as by any other agency such as Mental Health as stated in the IEP or IFSP. See CALPADS Code Set, Special Education Service, for list of codes. There are 47 service codes in this code set. | This is a required field. If a service received by the student is not in the list of codes, use a code that represents the service as close as possible. There is no limit on how many services an infant or student can receive. Two or more records for the same student with the same Special Education Service Code and Service Provider Code must not be submitted with the same Plan Effective Start Date. |
| 25.12 | Special Education Service Provider Code | A coded value representing the provider of the service reported in the Special Education Service Code field. See CALPADS Code Set, Special Education Service Provider for list of codes. There are 19 codes in the code set. | This is a required field. If NPA Identifier is populated, then the Special Education Provider Code must be 400 – NPA |
| 25.13 | Special Education Service Location Code | A coded value representing the location where the student receives the service entered in the Special Education Service Code field, for each service reported. See CALPADS Code Set, Special Education Service Location for list of codes. There are 31 codes in the code set. | This is a required field. Two or more records for the same student with the same Special Education Service Code, Service Provider Code, and Special Education Service Location Code must not be submitted with the same Plan Effective Start Date. |
| 25.14 | Service Frequency Code | A coded value representing the frequency of receiving the service. Codes include: 10 – Daily 20 – Weekly 30 – Monthly 40 – Yearly 90 – Other | This is a required field if the student is less than 36 months old, OR if Field 25.15 – Service Duration is populated. |
| 25.15 | Service Duration | The number of minutes per session (day/week/month/year) as per the Service Frequency Code field. | This is a required field if the student is less than 36 months old, OR if Field 25.14 – Service Frequency Code is populated. Service duration field must be greater than or equal to 10 minutes per service session.[PM26] [DJ27] |
| 25.16 | Local Special Education Student ID | A unique identifier assigned to a student by a SELPA or SOP, the identifier may or may not be the same as the identifier in the local student information system. | This is a required field, but is for local use only. It flows through CALPADS and is provided back to the LEA to help facilitate locating the original record in the SPED. |
| 25.17 | Special Education Plan Effective Start Date | The date a student’s special education plan (IEP, IFSP, ISP) became effective. | This is a required field. |