View this district’s Reading & Literacy profile — separate assessment populations and definitions apply.
Public source data; no CPV grades. District and AU measurements stay separate. Missing, suppressed and unavailable values are not zero.
Definitions and source limitations — read before comparing
Historical PSAT/SAT and ACCESS achievement 2022–2025 added. PSAT9, PSAT10, SAT and published all-grade aggregates remain distinct; year/star-qualified definitions are preserved. ACCESS achievement is aggregate English-proficiency context, not local IEP data. Repeated prior-year ACCESS columns are excluded. No overlapping sums, inferred trends or accountability grades.
Population guide: October membership, AU December membership, Total Served, special-education All Students and federal reported-by-AU counts have different source-defined universes. Total Served is not a universal denominator. Generic All students is resolved by its own source. Assessment, placement, discipline, staffing/FTE and IDEA denominators remain source-specific. Ambiguous source bindings remain descriptive and held from unsupported scoring.
Historical CMAS/CSLA achievement 2022–2025: district source rows only; IEP and non-IEP, grade and all-grade slices overlap. Suppression and bounds retained. Participation limits interpretation. No CoAlt substitution, inferred trend or accountability grades. Select Student outcomes and filter CMAS for detailed source rows.
Historical growth2022–2025: cohort and baseline MGP methods, grade/level slices and source sample counts remain separate. Select Student outcomes and filter Growth for the detailed rows. WIDA aggregate tables are not IEP breakdowns. Source thresholds/dashes preserved; no sums, method comparisons, improvement claims or grades derived.
October enrollment: own-LEA special education, Section504 and PK-12 totals now cover2021–22 through2025–26. These are distinct from AU December special education membership, annual exposure and graduation IPST cohorts. Published percentages are enrollment shares; older source shares were not calculated. Suppression retained; no sum across programs or automatic discipline rate.
New historical outcomes: statewide district graduation/completion cohorts and annual dropout,2021–22 through2024–25. IPST cohort membership may reflect services at any point during high school. Graduation is not completion or IDEA exits. Alternative-school scopes overlap; never sum. Privacy bounds remain text; no hidden counts, continuous cohort trend or2025–26 zero inferred. Prior district-framework records remain separate source evidence.
Historical discipline: missing older district/population rows are not zero. Collection design changed in2023–24; repeated counts, frequency-specific students and unduplicated students remain distinct. The2024–25 District_SPED column explicitly says Special Education but its section title says English learners. Values retain column/sheet attribution with this unresolved discrepancy; they are not admitted for scoring. No cross-year trend, sum or rate is derived.
Historical staffing now covers all178 districts for2021–22 through2024–25. These are published shortage/hiring mechanism positions, not total staffing, caseloads or delivered IEP services.2021–22/2022–23 units remain positions as reported;2023–24/2024–25 headers explicitly say FTE. No staffing rate or cross-year trend is derived.
Historical preschool sources:128 report student-count cells added for2023–24/2024–25. They are not outcome denominators.702 rate cells corroborate existing records;66 alternate-source cells are blank and do not replace existing SPP rates. No duplicate rate observations or source-conflict corrections were added.
2025–26 preschool:64 AU profiles have verified unique rows. AU21085 has conflicting duplicate source rows withheld; five roster AUs are absent from that workbook. These source-specific gaps do not remove prior-year observations or establish zero. No outcome-specific denominator is inferred from the reported student count.
Loading statewide evidence…
What this dashboard measures
Explore public reports about special education enrollment, educational settings, student outcomes, discipline, staffing shortages, restraint and seclusion, IDEA reporting, and published complaint decisions. Available topics and years vary. These descriptive reports do not measure an individual child’s services and do not assign CPV accountability scores or grades.
District and AU reports are separate. An Administrative Unit (AU) manages special education for one or more districts or programs. An AU value is not automatically a value for each member district.
How to read the evidence and assessment results
- Imported public data
- A value traced to a published CDE source. Import validation checks faithful transcription; it does not independently verify local practice or establish compliance.
- Reviewed complaint findings
- A reviewed decision may substantiate some allegations and reject others. A complaint listing alone is not a finding. Unknown corrective-action completion does not mean the action was completed or overdue.
- Suppressed, unavailable or incomplete
- Suppressed values are withheld for privacy. Unavailable values were not reported or could not be established. Incomplete reviews and disputed definitions remain identified. None of these means zero.
- Assessment achievement
- CMAS/CSLA and PSAT/SAT rows describe published test results for the stated year, subject, grade and student group. A percent applies only to the source’s reported population and denominator. Participation and suppression can limit comparisons.
- Growth
- A median growth percentile (MGP) describes typical growth relative to the source’s comparison group. It is not percent correct or percent proficient. Different growth methods are not interchangeable.
- English proficiency
- ACCESS reports English-language proficiency. Aggregate ACCESS/WIDA rows are not an IEP-only breakdown and do not show the quality of special education services.
- Populations and denominators
- October enrollment, December AU membership, annual students served, graduation cohorts and tested students count different groups. Grade, program and student-group rows can overlap. Do not add them together or substitute one denominator for another.
Known limits: some complaint decisions remain unreviewed; corrective-action completion is often unknown; discipline definitions have unresolved conflicts; assessment cells may be suppressed. Open for details.
Data coverage
Coverage means rows were imported. It does not establish compliance or service quality.
Existing CPV research
Saved CPV research links may require Library access. Original public sources are listed with the data.
Enrollment over time
Compare published values
Compare the same measure and period within this reporting level. No rankings or scores.
Source-cell records
Select a row’s source details for its original workbook, cell, denominator, and definition notes. Percentages use a 0–100 scale. FTE may be fractional.
| Indicator / category | Year | Population / basis | Value | Public status | Original source |
|---|
Published complaint decision listings
New in v1.78:231,380 historical PSAT/SAT and aggregate ACCESS achievement source cells integrated; no new complaint decisions reviewed. Statewide totals:285 reviewed,143 pending;409 selected milestones remain completion unknown.
A published case listing is not a finding of noncompliance. 285 statewide listings have reviewed conclusions, including preserved scorecard reviews and a new statewide batch. 143 listings remain unclassified. Denver SC2026-512 and Littleton SC2024-586 record correction in their decisions; selected ordered milestones in other cases remain completion unknown. CDE says there may not be a decision for every complaint it receives. Case label years are not necessarily decision dates.
Respondent aliases support navigation only. They do not create an AU-to-district membership crosswalk. Some anonymous or unmatched listings remain in the full statewide CSV.
| Case | Published respondent | Type | Review status | Source |
|---|
Statewide reviewed cases outside district/AU attribution
Known state-agency respondents and anonymous schools shown here are not attributed to this profile, any district, or any AU.
Published corrective-action requirements
Ordered tasks are not proof of completion or noncompletion. Past deadlines do not establish an overdue violation. Parent and CDE tasks remain separate from district responsibilities.
One consolidated gap register
Public files awaiting import are separate from potential requests for records. No request has been sent. Suppressed cells are privacy limits, not evidence of zero.
Project Handoff Summary
Shared data contract
uses separate district and AU/SOP identifiers. Each observation retains its reporting year, indicator definition, numerator and denominator status, source and source cell, verification status, missing-data status, and extraction date.
The dashboard project owns normalized evidence. The scorecard project should reuse these observations and join scores by entity_id, reporting year, and methodology version. The separate accountability_scores database table is empty.
Do not score inherited pilot data, treat suppression as zero, divide district staffing by AU enrollment without verified membership, or count every complaint as a violation.