Compliance & Systems Monitoring

Each year, the California Department of Education (CDE) notifies local education agencies (LEAs) of their Annual Determination in accordance with the Individuals with Disabilities Education Act (IDEA), Section 616(e) and Title 34 of the Code of Federal Regulations (CFR) sections 300.600–604, and 300.646–300.647. This letter is sent to LEAs every year in the beginning of the calendar year.

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Check out the California Department of Education (CDE) official communications on the CALPADS Update Flash. These "flashes" explain changes to data collection, system requirements, reporting deadlines, and the implementation of new or updated programs.

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The CIM Process helps LEAs identify problems and take steps to improve their services for students with disabilities.

By working together through the CIM Process, the SELPA and member LEAs aim to ensure all students with disabilities receive a high-quality education in the least restrictive environment (LRE).

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The Cyclical Monitoring process ensures equitable participation in special education monitoring for small LEAs. It is specifically designed for districts and charter schools and charter schools that have 100 or fewer students with disabilities on census day. Unlike larger LEAs, small LEAs will not be selected for monitoring based on State Performance Plan Indicators (SPPI). Instead, they will be monitored on a cyclical basis every three years. 

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The CDE launched the IEP Implementation Monitoring process to meet its monitoring and enforcement obligations under IDEA. This process aims to identify systemic issues within LEAs and to ensure the delivery of services as outlined in students' IEPs.

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The CDE requires all LEAs to monitor for disproportionality in special education. Disproportionality happens when students from one racial or ethnic group are identified for special education--or placed in certain programs or settings--at a much higher or lower rate than others.

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To ensure all students with disabilities receive the services outlined in their IEPs, some school districts may need to contract with Nonpublic Agencies (NPAs). NPAs are certified providers that deliver specialized services—such as speech therapy, behavioral support, occupational therapy, or counseling—when these services cannot be adequately provided by district staff.

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Nonpublic Schools (NPS) are private schools certified by the California Department of Education to serve students with disabilities who cannot be appropriately educated in a public school setting. Placement in an NPS is made by the IEP team and is based on the student’s individual needs and must be clearly documented in the IEP, including why less restrictive settings were not able to meet the student’s needs—even with added supports.

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When a student’s IEP team determines that the student’s needs cannot be met in the public school setting, the team may consider a referral to a Nonpublic School (NPS), Nonpublic Agency (NPA), or residential treatment program.

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Significant Disproportionality is a term used in special education to describe a situation where there are significant disparities in the identification, placement, or discipline of students with disabilities in comparison to their non-disabled peers, within a particular LEA.

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The IDEA requires that the Office of Special Education Programs (OSEP) monitor each state’s implementation of the IDEA. As such, each state must develop a 6-year long plan that evaluates efforts to meet the requirements of IDEA. This plan is referred to as the State Performance Plan (SPP). The plan includes 17-indicators of compliance and student performance. States must set measurable targets for the State Performance Plan Indicators (SPPI).

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The CAHELP JPA oversees student data management for the Desert Mountain SELPA and Desert Mountain Charter SELPA. To support students effectively, the organization utilizes the Special Education Information System (SEIS), a secure online platform designed to manage and track IEPs. SEIS allows schools and programs to access and update student records in real time while ensuring compliance with state and federal requirements.

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The CDE uses a tiered monitoring system to check how well LEAs are meeting special education laws and supporting students with disabilities. This system helps determine what level of technical assistance and support each LEA may need.

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