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Slides - Support Options From the CIS Team

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Slides - Support Options From the CIS Team

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Technical Assistance Options from the CIS Team.pdf

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Recording - Technical Assistance Options

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Recording - Technical Assistance Options

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Comprehensive Needs Assessment State and Local Data.pdf

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Aligning Your SPSA With Your LCAP (Slides)

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Aligning Your SPSA With Your LCAP (Slides)

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California School Dashboard (CA Dept of Education)

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The California School Dashboard provides parents and educators with meaningful information on school and district progress so they can participate in decisions to improve student learning.

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Aligning Your SPSA With Your LCAP (Recording)

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Aligning Your SPSA With Your LCAP (Recording)

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The following tabs serve as the point of access to a wide variety of resources specifically developed to support educators and community members better understand the Dashboard.

Dashboard Measures

The California School Dashboard displays the performance of districts, schools, and student groups on a specific set of state and local measures.

State measures are based on student data that are annually collected across the state and apply to all districts, schools, and student groups. To learn more about a state measure, select from the list below:

Local measures are based on data collected at the local level and apply to all districts and charter schools. To learn more about the local measures that are submitted by districts onto the Dashboard, visit the Local Indicators web page.

General Overview of the California School Dashboard

A perfect place to start for parents, educators, and community members who are interested in accessing a broad overview of the California School Dashboard. This page contains:

Flyers

Start your learning journey with these one-to-two-page flyers that help simplify the use and understanding of the Dashboard.

Translated flyers are available on the Translations Tab.

Guide for Parents (and for Those New to the Dashboard)

2022 Parent Guide to the California School Dashboard (DOCX)
An easy-to-understand guide developed for parents and anyone new to the Dashboard. This document contains an overview of the local and state measures and how performance is measured and reported on the Dashboard.

Translations of Parent Guide are available in the Translation tab.

Videos

Build your foundational knowledge of the Dashboard with these brief videos!

Spanish Translation of videos are available on the Translation tab.

Archive
2019 Dashboard General Overview
2018 Dashboard General Overview

Technical Information on the California School Dashboard

This page takes the guess work out of Dashboard state indicators by offering technical documents and user-friendly flyers that help enhance your knowledge on the calculation formulas and business rules used to produce each indicator. This page also contains instructions on how to check your data before it is used for the Dashboard and information on the state's alternative schools. Select from one of the available resources below:

Flyers

Explaining the Dashboard rules in an easy-to-read summarized format.

Dashboard Technical Guide

The 2022 Dashboard Technical Guide is your key to unlocking how the state indicators are calculated. This guide covers an extensive review of each state indicator by covering calculation formulas, business rules, student examples, and general information about California's accountability system. The guide also provides self-reflection tools adopted by the State Board of Education that are used by local educational agencies (LEAs) to report their progress through the Dashboard. Detailed information on the rules used to determine schools and LEAs eligible for support are also covered.

Handbook: Connecting California Longitudinal Pupil Achievement Data System (CALPADS) to the Dashboard

The 2021-22 Handbook (DOCX) is a user-friendly tool filled with print screens to help you pinpoint and navigate through specific CALPADS Reports that relate to Dashboard state indicators. Download the handbook to confirm your CALPADS data before it is used for the Dashboard!

Dashboard Alternative School Status (DASS) Resources

Schools that serve high-risk students are eligible to participate in the DASS program, which applies modified measures to select state indicators. For information and resources on the DASS program for alternative schools, please refer to the  DASS web page.

Crosswalk Between the Dashboard and DataQuest

Data Crosswalk for the California School Dashboard and DataQuest (DOCX)
A short overview of the differences in the way that data are produced for DataQuest and the California School Dashboard.

Archive

Prior year technical resources are available on the Archived Dashboard Technical Information web page.

Data Files

Downloadable data files and associated record layouts pertaining to the data released on the California School Dashboard.

Dashboard State Indicators
Academic Indicators Chronic Absenteeism Rate Indicator College/Career Indicator English Learner Progress Indicator Graduation Rate Indicator Suspension Rate Indicator
Dashboard Local Indicators
Local Indicators
Enrollment
Enrollment
Student Online Accountability Record Status (SOARS) System
SOARS System Frequently Asked Questions
Dashboard Tools for Educators

Communications, customizable templates, and presentations to support local educational agencies and schools walk-through the California School Dashboard with their staff and communities. Select one of the following tools:

Communications

Dashboard Communications Toolkit
User-friendly resources relevant to the 2022 Dashboard.

Presentations

Access the Webinars and PowerPoint Presentations web page to get the latest PowerPoint presentations used in trainings and webinars on the Dashboard and accountability.

Talking Points and Customizable Letters

California's Accountability and Continuous Improvement System: Key Points
California's Accountability and Continuous Improvement System: Key Points (DOCX)

Template Letter for LEAs
Template Letter for LEAs (DOCX)

A Site Administrator's Guide: Talking to Parents About the California School Dashboard (PPTX)
A customizable slide deck for site admins to use when providing information about the Dashboard.

Archived Tools

Presentation materials, flyers, and videos used for prior Dashboard releases can be accessed through the Dashboard Archived Tools for Educators web page.

Translations

To better serve our diverse communities across the state, specific California School Dashboard materials have been translated to help bring the Dashboard closer to home. Select one of the links below to access these materials:

Videos

Build a foundational knowledge of the Dashboard with these brief videos

Bienvenido al Dashboard Escolar de California. Que comience la conversaciónes (Video; 2:12)
El tablero de la escuela de California es el lugar donde puede obtener más información y más. El Tablero nos ayuda a todos (padres, familias, estudiantes, maestros) a ver qué tan bien están nuestras escuelas y estudiantes y dónde se necesita mejorar.

Tablero Escolar de California - Mi Papá (Video; 1:50)
Un anuncio animado narrado por una chica que habla sobre su padre y cómo aprendió sobre su escuela a través del nuevo Dashboard Escolar.

Tablero Escolar de California - Un Vistazo al Dashboard en 90 Segundos (Video; 2:01)
El Dashboard está diseñado para ayudarnos a comprender qué tan bien se están desempeñando en nuestras escuelas y dónde se necesita mejorar.

Tablero Escolar de California - Dirigiendo Nuestras Escuelas Al Éxito (Video; 2:01)
El Dashboard Escolar de California nos ayuda a todos a tener una mejor idea de lo que está sucediendo en nuestras escuelas.
El California School Dashboard Video para los Padres (Video; 3:41)
Guide for Parents (and for Those New to the Dashboard)
Translations Available here
Flyers

Translated in the top seven languages, these one-to-two page documents provide a simple explanation of the Dashboard.

Getting to Know the California School Dashboard (Translated)

Getting to Know the 2022 Dashboard State Measures (Translated)

Reporting Current Year Data Only on the 2022 Dashboard

How to View Performance of a School or District (Translated)

How to Compare Schools (Translated)

The College/Career Indicator Flyer (Translated)

Exploring the Equity Report (Translated)

Information on the Participation Rate (Translated)

Getting to Know the Local Measures (Translated)

Information on Local Measures for Parents (Translated)

District Resources

Una guía para el administrador del predio escolar: Cómo hablar con los padres sobre el Tablero de mando escolar de California (California School Dashboard) (PPTX)
A customizable slidedeck for site admins to use when providing information about the Dashboard.

El Tablero Escolar de California Conocido como "Dashboard" (Spanish) (PDF)
Provide knowledge to parents so that they can understand the Dashboard and assist in the Local Control and Accountability Plan (LCAP).

Frequently Asked Questions

The sections below address the most commonly asked questions about California's accountability system.

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The following tabs serve as the point of access to a wide variety of resources specifically developed to support educators and community members better understand the Dashboard. The California School Dashboard displays the performance of districts, schools, and student groups on a specific set of state and local measures.

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Dashboard Q&A sessions

On demand Dashboard sessions & note-taking guides

Flyers for parents & educators

Talking Points

Additional Resources

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Overview

The 2023 California School Dashboard (Dashboard), which will be released on December 15, 2023, reflects a full return of California's accountability system with the reporting of Status (current year data), Change (the difference from prior year data), and Performance Levels (colors) for most state indicators. To ensure that parents, community members, and educators are well-informed of the information on the 2023 Dashboard, the following resources have been developed to meet this need:

Fall 2023 Dashboard Question and Answer Sessions

All local educational agency (LEA) staff who are new to accountability or have questions about the 2023 Dashboard are invited to a series of Question and Answer (Q & A) sessions that will take place during the months of November and December 2023. Access the Dashboard Q & A Sessions(PDF) flyer today for dates, times, and registration information for each session!

Flyers for Parents (and Those New to the Dashboard)

Start your learning journey with these one-to-two-page flyers that help simplify the use and understanding of the 2023 Dashboard.

Translated flyers are available on the Translations Tab of the Dashboard Resources web page.

Flyers for Educators

User-friendly flyers that help enhance your general knowledge of the Dashboard state indicators.

State Indicator Flyers

What Data Will Be Used for the 2023 Dashboard?(PDF)

Academic Indicators (Coming in November 2023)

English Learner Students in the Academic Indicators (Coming in November 2023)

Information on the Participation Rate (Coming in November 2023)
Translated Versions of Information on the Participation Rate Flyer (Coming in November 2023)

Chronic Absenteeism Indicator(PDF)

College/Career Indicator (Coming in November 2023)

English Learner Progress Indicator (Coming in November 2023)

Alternate English Language Proficiency Assessments for California (ELPAC) Results in the English Learner Progress Indicator (Coming in November 2023)

English Language Proficiency Assessments for California (ELPAC) Participation Rate (Coming in November 2023)

Suspension Rate (Coming in November 2023)

Additional Flyers and Information

Connecting the Dashboard to the California Science Test(PDF) - This flyer contains step-by-step instructions on how to access local education agency (LEA) and school California Science Test (CAST) results from the Dashboard.

Local Control Funding Formula (LCFF) Assistance - Understand the eligibility criteria for differentiated assistance under the Local Control Funding Formula. (Coming in November 2023)

Every Student Succeeds Act (ESSA) School Assistance - Understanding the eligibility and exit criteria for Comprehensive Support and Improvement (CSI) - Low Graduation Rate, CSI - Low Performing, and Additional Targeted Support and Improvement (ATSI) under the ESSA. (Coming in November 2023)

English Learner Students on the California School Dashboard - Understand the different ways that each state indicator measures English Learners. (Coming in November 2023)
Translated Versions of Information on the English Learner Students on the California School Dashboard (Coming in November 2023)

District of Residence Rule(PDF) - The District of Residence rule (also known as the District of Special Education Accountability) is a rule relating to students with disabilities and applied to all state indicators. Download this flyer to learn more.

DASS Update - Access information from the U.S. Department of Education on the use of the Dashboard Alternative School Status (DASS) for accountability through the August 2022 State Board of Education Information Memorandum(DOCX) and the September 2022 State Board of Education Agenda Item(DOCX) .

Differences Between the 2022 and 2023 Dashboards (Coming in November 2023)

On Demand Dashboard Sessions

This section will be updated with the latest PowerPoint recordings, and associated Notetaking Guides, that cover state and local indicators about the Dashboard. Learn more through our 2023 Dashboard Informational Series flyer(PDF) .

Talking Points

These Talking Points contain helpful pointers that LEAs can use to communicate the 2023 Dashboard results to their communities. (Coming November 2023)

Additional Resources

Individualized web pages focusing on state and local indicators are easily accessible through the following links:

2023 Connecting CALPADS to the Dashboard Handbook(DOCX) - Use this handbook to verify your California Longitudinal Pupil Achievement Data System (CALPADS) data before it is used for the Dashboard.

2023 Five-by-Five Colored Tables - The accountability system combines five Status and five Change levels creating a five-by-five placement grid which is used to identify the performance color for the Dashboard.

Dashboard Technical Guide - Access the latest calculation formulas and business rules used to calculate the Dashboard state indicators.

System of Support - Information and resources on California's system to support districts and schools to help meet the needs of their students.

School Dashboard Additional Reports - These multiple supplementary reports offer additional data and insight to the Dashboard results.

Downloadable State and Local Indicator Data Files - Access LEA, school, and student group data statewide results for all state indicators as well as local indicator data submitted to the Dashboard by LEAs.

Archive
2022 Dashboard Communications Toolkit
Last Reviewed: Wednesday, November 08, 2023

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Informational materials that help explain the data reported on the California School Dashboard.

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School Eligibility and Exit

CSI Eligibility and Exit Criteria

California will use the California School Dashboard (Dashboard) to determine school eligibility for and exit criteria from CSI. School eligibility and exit are determined for the following categories of schools:

Not less than the lowest-performing five percent of Title I schools

For specific CSI eligibility and exit criteria, please reference the following Frequently Asked Questions (FAQs) and Dashboard Technical Guides:

School Eligibility Data Files
ESSA Assistance Status Data Files
For information on eligibility and exit criteria for Additional Targeted Support and Improvement (ATSI), please visit the CDE TSI/ATSI web page.

Program Requirements

School Plans

School planning and LEA assistance for each school that meets the criteria for CSI will be incorporated into the Local Control and Accountability Plan (LCAP) and school planning processes.

Assembly Bill 716 , signed by the Governor on September 18, 2018, and codified in the California Education Code sections 64001-65001, streamlines and aligns state and federal planning processes. Effective January 1, 2019, this law renames the Single Plan for Student Achievement to the School Plan for Student Achievement (SPSA). Additionally, the law contains the following key provisions:

Allows the SPSA to meet ESSA requirements for comprehensive or targeted support and improvement planning

Allows single school districts and charter schools to utilize the LCAP to serve as the SPSA, provided that the LCAP meets the ESSA school planning requirements and the stakeholder requirements established in subdivision (a) of Section 52062

In addition, LEAs with schools that meet the criteria for CSI will complete the CSI prompts located in the Plan Summary of the LCAP.

Federal planning requirements are established in the California Education Code Section 64001 and the 2019 LCAP Template (DOCX) .

Federal Requirements

Section 1111(d) of the ESSA requires the State to notify each LEA that serves schools that meet the criteria for CSI.

Upon receiving notification from the State, and in partnership with stakeholders and for each school that meets the criteria, the LEA shall:

Locally develop and implement a plan for the school to improve student outcomes

Approve each plan

The Plan must:

Be informed by all State indicators, including student performance against State-determined long-term goals;

Be based on a school-level needs assessment;

Include evidence-based interventions; and

Identify resource inequities, which may include a review of LEA- and school-level budgets, and address those inequities through implementation of the plan.

Additional Information

LCAP and SPSA instructions for CSI are located on the LCAP web page.

Funding

Local Educational Agencies

The ESSA provides resources and assistance to LEAs to improve student achievement and outcomes in schools that meet the criteria for CSI.

Eligibility

LEAs with schools that meet the criteria for CSI are eligible to receive funding.

School Eligibility Data Files

ESSA Assistance Status Data Files

Fiscal Information

CSI LEA Fiscal Information

Applications for Funding

CSI LEA Applications for Funding

Authorized Use of Funds

CSI LEA Authorized Use of Funds

Related Content
ESEA of 1965 as amended by ESSA in 2015 (PDF; 3MB)
County Offices of Education

Consistent with the system of support goal to build the capacity of LEAs to support their schools, the California Budget Act appropriates ESSA funding to COEs for the purpose of supporting the statewide system of technical assistance and support for LEAs within its county that serve schools that meet the criteria for CSI.

Eligibility

A COE with at least one LEA in its county that serves schools that meet the criteria for CSI is eligible to receive funding.

Data Files

ESSA Assistance Status Data Files

Fiscal Information

CSI COE Fiscal Information

Applications for Funding
CSI COE Applications for Funding
Related Content

ESEA of 1965 as amended by ESSA in 2015 (PDF; 3MB)

Technical Assistance

For questions regarding the coronavirus pandemic and its impact on CSI, please visit the CDE COVID-19 CSI and Additional Targeted Support and Improvement (ATSI) Frequently Asked Questions (FAQs) (New 24-Jan-2022) web page or contact the School Improvement and Support Office (SISO) by email at SISO@cde.ca.gov or by phone at 916-319-0833. The coronavirus FAQs will be updated as more information becomes available and decisions are finalized.

For questions regarding CSI eligibility criteria and determinations, please contact the Data Visualization and Reporting Office by email at lcffessadata@cde.ca.gov.

For questions regarding the CSI funding application process, please see the FAQs below or contact the SISO by email at SISO@cde.ca.gov or by phone at 916-319-0833.

For information regarding the Local Control and Accountability Plan (LCAP) and school planning processes please contact the Local Agency Systems Support Office by email at LCFF@cde.ca.gov.

Frequently Asked Questions

CSI Program Questions

1. What is General Assistance?

The term "General Assistance" in the 2018-19 and the 2019-20 ESSA Assistance Status Data Files refers to the support available for all LEAs and schools within Level 1 of California's system of support. For more information on Level 1, please see the Levels of Support on California's System of Support web page.

Beginning with the 2021-22 ESSA Assistance Status Data Files, the term "General Assistance" will no longer be used for schools that were not eligible for an ESSA school support category; instead, "No Status" will be indicated for these schools.

2. Which schools are eligible for CSI?

All schools (traditional, charter, Dashboard Alternative School Status [DASS], Title I, and non-Title I) that meet the relevant criteria for CSI are eligible for support from the LEA. It is important to note that schools must be active in the year that eligibility is determined for CSI.

3. How will the CDE determine school eligibility and exit for CSI?

California will use the California School Dashboard to determine school eligibility for and exit from CSI. School eligibility and exit are determined for the following categories of schools:

Not less than the lowest-performing five percent of Title I schools

For specific CSI eligibility and exit criteria, please reference the following FAQs and Dashboard Technical Guides:

4. Can schools be eligible for more than one ESSA school support category at a time?

Support categories are hierarchical; therefore, schools can only be eligible for one support category at a time.

For example, a school that meets the criteria for CSI would not be eligible for ATSI at the same time.

5. How often is school eligibility for CSI determined?

The CDE first determined school eligibility for CSI in the 2018-19 school year using the 2018 California School Dashboard (Dashboard). School eligibility was again determined in the 2019-20 school year using the 2019 Dashboard to incorporate results of the English Learner Progress Indicator and to align with the LCAP cycle.

As the school eligibility process for CSI evolves, additional information will be provided.

6. Which indicators will the CDE use to determine school eligibility for CSI?

State indicators from the California School Dashboard (Dashboard) are used to make school assistance eligibility and exit determinations. Refer to the following Dashboard Technical Guides and COVID-19 Accountability FAQs to identify the indicators used in a given year.

7. When will the CDE first notify LEAs of school eligibility for CSI?

LEAs with schools eligible for CSI in the 2018-19 school year were notified in January 2019. School eligibility for CSI in the 2018-19 school year was based upon state indicator data from the 2018 California School Dashboard (Dashboard).

School eligibility was again determined in the 2019-20 school year using the 2019 Dashboard to incorporate results of the English Learner Progress Indicator and to align with the LCAP cycle.

Due to the COVID-19 pandemic, California received a federal accountability waiver of all 2020 Dashboard reporting requirements. Therefore, schools designated as CSI or ATSI in 2019-20, remained in place in 2020-21.

California received a federal waiver and was not required to report performance levels (or colors) on the 2021 Dashboard. Because these data are not available, determination of exit from the CSI-Lowest Performing Schools category is not possible. Therefore, schools designated in this category in 2019-20 remained in place through 2021-22.

However, LEAs were required to report graduation rate data which California is using to determine if those schools designated as CSI-Low Graduation Rate in 2019-20 are eligible to exit. Schools with a three-year school-wide (i.e., 2018-19, 2019-20, and 2020-21 school years) average graduation rate at or above 68 percent exited the CSI-Low Graduation Rate Schools category.

For specific CSI eligibility and exit criteria, please reference the following FAQs and Dashboard Technical Guides:

As the school eligibility and exit process for CSI evolves, additional information will be provided.

8. What requirements apply to LEAs with schools that meet the criteria for CSI?

Upon receiving notification from the CDE, the LEA shall, for each school eligible for CSI, and in partnership with its educational partners, locally develop and implement a plan for the school to improve student outcomes. For more information, please see the Program Requirements tab on the CDE CSI web page.

9. How are federal and state planning requirements aligned?

Assembly Bill (AB) 716, signed by the Governor on September 18, 2018, and codified in Education Code (EC) 64001-65001, streamlines and aligns state and federal planning processes. Effective January 1, 2019, this law renamed the Single Plan for Student Achievement to the School Plan. Additionally, the law contains the following key provisions:

It allows the School Plan to be used as the improvement plan for CSI, targeted support and improvement (TSI), and ATSI under the ESSA.

It allows single school districts and charter schools to utilize the LCAP to serve as the School Plan, provided that the LCAP meets the federal school planning requirements and the stakeholder requirements established in subdivision (a) of Section 52062.

In addition, LEAs with schools that meet the criteria for CSI will complete the CSI prompts located in the Plan Summary of the LCAP.

School Plan and LCAP federal planning instructions are located on the CDE LCAP web page.

10. If an LEA chooses to use ESSA, Section 1003 funding for CSI activities to meet its LCAP goals, is it required to report those funds in the LCAP?

If ESSA, Section 1003 funds are used to implement actions and services to meet an articulated goal related to CSI activities in the LCAP, those funds must be included in the LCAP.

LCAP instructions for CSI are located on the LCAP web page.

11. Can charter schools and single school districts use their LCAP instead of the School Plan to meet federal planning requirements?

Effective January 1, 2019, Assembly Bill 716, codified in California Education Code 64001(j), states that "[s]ingle school districts and charter schools may utilize the LCAP to serve as the School Plan, provided that the LCAP meets federal school planning requirements and the stakeholder requirements...." Charter schools and single school districts may use their LCAP planning process and requirements to engage its educational partners or they may utilize the School Plan and establish a Schoolsite Council to meet the federal planning requirements. Note: This law does not change the requirement of a school with 21 or more students to have an English learner advisory committee.

LCAP and School Plan instructions for CSI are located on the LCAP web page.

12. Do single school districts and direct-funded charter schools using the LCAP to meet CSI planning requirements need to complete the CSI prompts in the LCAP Plan Summary?

Single school districts and direct-funded charter schools do not need to complete the first CSI prompt ("Schools Identified") in the LCAP Plan Summary. However, although the second and third CSI prompts ("Support for Identified Schools" and "Monitoring and Evaluating Effectiveness") in the LCAP Plan Summary are not phrased for single-school districts and direct-funded charter schools, completing those prompts is still required.

A single school district submits its LCAP to its COE for approval, as usual. A direct-funded charter school is required to submit its LCAP Plan Summary with the completed CSI prompts to the COE in the county in which the charter school is located for approval of the CSI prompts.

LCAP instructions for CSI are located on the LCAP web page within the LCAP template.

13. How do single school districts and charter schools that use the LCAP in place of the School Plan demonstrate the use of CSI funds in the LCAP Template and Action tables?

Single school districts and charter schools using the LCAP in place of the School Plan shall include evidence-based interventions in the LCAP section titled "Goals and Actions".

And located in the "Data Entry Table" tab within the "LCAP Action Tables", single school districts and charter schools utilizing the LCAP to meet federal school planning requirements shall include CSI funds as part of the total amount of federal funds in the "Federal Funds" column if used to implement a goal, action, or service as applicable.

LCAP and School Plan instructions for CSI are located on the LCAP web page.

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CSI Funding Questions (LEA)

1. What resources and assistance are available to support schools that are eligible for CSI?

The ESSA requires that the State annually reserve seven percent of its Title I, Part A allocation for school improvement. Of the seven percent that the State is required to reserve, not less than 95 percent of those funds will be distributed on the basis of a formula to LEAs with schools that are eligible for CSI.

The LEA must use ESSA, Section 1003 funds to locally develop and implement a plan in each school eligible for CSI to improve student outcomes. The School Plan, formerly the Single Plan for Student Achievement or SPSA, and the LEA LCAP will be used to meet CSI planning requirements. Improvement interventions and strategies must align to the goals, actions, and services identified in the LEA LCAP.

School Plan and LCAP federal planning instructions are located on the CDE LCAP web page.

LEA allocations are based on California's Title I, Part A yearly allocation and are contingent upon California budget authority.

2. If an LEA chooses not to apply for ESSA, Section 1003 funding, must it meet the statutory requirements for CSI?

If the LEA chooses not to apply for ESSA, Section 1003 funding, the LEA and its schools are still required to meet the statutory planning requirements for CSI. Per subsection (1) of Section 1111(d) of the ESSA, LEAs with its educational partners to develop and implement a plan to improve student outcomes in those schools.

It is advantageous for the LEA to apply for ESSA, Section 1003 funding in order to receive additional resources and assistance to meet the ESSA plan development and implementation requirements.

3. Is an application required to receive ESSA, Section 1003 funding for CSI?

Section 1003(e) of the ESSA requires that an LEA shall submit to the State an application for ESSA, Section 1003 funding in order to receive an allocation. The first 2018‒19 ESSA CSI LEA Application for Funding was made available in February 2019 and covered a subgrant period from March 18, 2019, to September 30, 2021. Future applications for ESSA, Section 1003 funding will follow CSI school eligibility timelines that are determined by California's Accountability and Continuous Improvement System.

Please visit the CDE CSI Applications for Funding web page for more information.

4. If an LEA plans to close a school that is eligible for CSI after it has received its ESSA, Section 1003 allocation, does the LEA have to return all or part of its allocation?

If an LEA plans to close a school after it has received its ESSA, Section 1003 allocation, then it must contact the CDE as soon as possible and provide the CDE with the date of the school closure. The CDE will then determine when the subgrant will be closed out, final expenditures submitted, and whether the LEA must return all or part of its allocation.

Funds for CSI shall only be used for allowable expenditures, including expenditures related to School Plan development and implementation activities designed to improve student outcomes and must not be used to support school closure activities.

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CSI Funding Questions (COE)

What support will the COE be required to provide to LEAs with schools eligible for CSI?

COEs that have LEAs within their county that serve schools eligible for CSI are required to:

Support LEAs to meaningfully address the CSI prompts in the Plan Summary of the LCAP related to CSI activities.

Review and approve the CSI prompts in the LEA LCAP Plan Summary.

Information on the fiscal years (FYs) 2018‒19, 2019‒20, and 2020‒21 ESSA CSI COE Subgrants is located at ESSA CSI COE Funding.

Information on the FY 2021‒22 ESSA CSI COE Subgrants is located at CSI COE Program Information.

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Resources
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Other Resources
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California will use the California School Dashboard (Dashboard) to determine school eligibility for and exit criteria from CSI.

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This website provides educational leader simple, straightforward ways to identify programs and practices that meet the ESSA evidence standards.

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Evidence for ESSA - Find Evidence-Based PK-12 Programs

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Your new standard for the most up-to-date and reliable information on programs that meet ESSA evidence standards.
Learn More About ESSA

Listing Your Program

For information and guidance about obtaining evidence or if you have a study you would like us to review, please contact us at EvidenceforESSA@jhu.edu.

Who We Are

This web site was created by the Center for Research and Reform in Education at Johns Hopkins University, in collaboration with a distinguished Technical Work Group.

Partner Organizations

Evidence for ESSA works with membership organizations representing leaders of America's states, districts, schools and classrooms, and professionals involved in education policy.

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This web site was created by the Center for Research and Reform in Education at Johns Hopkins University, in collaboration with a distinguished Technical Work Group.

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Comprehensive Needs Assessment Root Cause Analysis.pdf

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Guide: "Selecting Evidence-Based Practices for Low-Performing Schools"

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Guide: "Selecting Evidence-Based Practices for Low-Performing Schools"

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This document includes the requirements for Federal Planning, CSI, TSI/ATSI, and LCFF.

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Root Cause & System Analysis Tools and Strategies

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Root Cause & System Analysis Tools and Strategies

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This document includes brief descriptions of commonly-used RCA strategies and system analysis tools. There are also hyperlinks to additional information and guidance for the RCA strategies, and direct links to the system tools.

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This document lists resources related to SPSA-development requirements.

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The Every Student Succeeds Act (ESSA) requires state educational agencies to determine school eligibility for targeted support and improvement (TSI) and additional targeted support and improvement (ATSI).

Please note, California has not made school eligibility determinations for TSI. Once more information on TSI eligibility determinations is available, this web page will be updated accordingly.

Schools that meet the criteria for ATSI must collaborate with educational partners to develop and implement a school-level plan to improve student outcomes.

School Eligibility and Exit

The CDE will use the California School Dashboard (Dashboard) to determine school eligibility for and exit from TSI and ATSI. Title I and non-Title I schools are eligible for TSI and ATSI.

ATSI Eligibility and Exit Criteria

Schools that are not eligible for comprehensive support and improvement (CSI) and have one or more student group(s) that meet(s) any of the criteria used to determine CSI Low Performing, will be eligible for ATSI.

The student groups used for ATSI determinations are:

Race/ethnicity (i.e., Black/African American, American Indian/Alaska Native, Asian American, Filipino, Hispanic, Pacific Islander, White, and Two or More Races)

Homeless Students

English Learner Students

Foster Youth Students

Student with Disabilities

Socioeconomically Disadvantaged Students

Additionally, the same exit criteria for CSI Low Performing applies for ATSI, but at the student group level.

The CDE first determined school eligibility for ATSI in the 2018-19 school year using the 2017 and 2018 Dashboards. Additionally, school eligibility was determined in the 2019-20 school year using the 2018 and 2019 Dashboards to incorporate results of the English Learner Progress Indicator and to align with the Local Control and Accountability Plan cycle. School eligibility will again be determined in 2022-23 using only one year of Dashboard data from the 2022 Dashboard.

For specific ATSI eligibility and exit criteria, please reference the following Frequently Asked Questions (FAQs) and Dashboard Technical Guides:

School Eligibility Data Files
ESSA Assistance Status Data Files
For information related to eligibility criteria of the lowest-performing 5 percent of Title I schools for CSI, visit the CSI web page.

Planning Requirements

School Plans

Assembly Bill 716 , signed by the Governor on September 18, 2018, and codified in the California Education Code sections 64001-65001, streamlines and aligns state and federal planning processes. Effective January 1, 2019, this law renames the Single Plan for Student Achievement to the School Plan for Student Achievement (SPSA). Additionally, the law contains the following key provisions:

Allows the SPSA to meet ESSA requirements for comprehensive or ATSI planning

Allows single school districts and charter schools to utilize the Local Control and Accountability Plan (LCAP) to serve as the SPSA, provided that the LCAP meets the ESSA school planning requirements and the stakeholder requirements established in subdivision (a) of Section 52062 .

Federal planning requirements are established in the California Education Code Section 64001 .

Additional Targeted Support and Improvement

California will notify each local educational agency (LEA) in the State of any school served by the LEA, in which any subgroup of students is consistently underperforming.

Upon notification by the State, the LEA is required to:

Provide notification to such school with respect to which student group or student groups in such school are consistently underperforming

Approve and monitor implementation of each school plan

Take additional action following unsuccessful implementation of such school plan after a number of years determined by the LEA

Upon notification by the LEA, the school is required to collaborate with educational partners to:

Develop and implement a school-level plan to improve student outcomes

The school plan must:

be based on indicators in the statewide accountability system and informed by all indicators, including student performance against long-term goals;

include evidence-based interventions; and

identify resource inequities, which may include a review of LEA- and school-level budgeting, to be addressed through implementation of the school improvement plan.

Addressing ATSI Planning Requirements through the LCAP

To support single school districts and charter schools with ATSI planning efforts, the CDE developed an ATSI Planning Summary that explains how to use the LCAP to meet ATSI planning requirements.

Additional Information

LCAP and SPSA instructions for ATSI are located on the LCAP Web page.

ESSA funding is not available for LEAs that serve schools that meet the criteria for ATSI.

Monitoring

The CDE is responsible for conducting compliance monitoring for local educational agencies (LEAs) with schools eligible for improvement under the ESSA through the Federal Program Monitoring (FPM) process. Such compliance monitoring is conducted by the Title I, Part A Monitoring and Support Office using the School Support and Improvement (SSI) Program Instrument. Additionally, the CDE provides focused compliance monitoring technical assistance and support for LEAs selected for FPM reviews.

Title I, Part A Monitoring and Support

Provides compliance monitoring technical assistance and support for LEAs with Title I, Part A programs and offers information to prepare for reviews, with links to training materials and other relevant topics.
Title I, Part A Monitoring and Support
Compliance Monitoring Information and Resources
Compliance Monitoring Information and Resources SSI Program Instrument (DOCX) SSI Program Instrument Checklist (DOCX)
For questions related to compliance monitoring, please contact the Title I Monitoring and Support Office at TIMSO@cde.ca.gov.

Technical Assistance

For questions regarding the coronavirus pandemic and its impact on ATSI, please visit the CDE COVID-19 CSI and ATSI Frequently Asked Questions (FAQs) web page or contact the School Improvement and Support Office (SISO) by email at SISO@cde.ca.gov or by phone at 916-319-0833.

For general questions regarding ATSI, please see the FAQs located below or contact the SISO by email at SISO@cde.ca.gov or by phone at 916-319-0833.

For questions regarding the eligibility criteria and determinations for ATSI, please contact the Accountability Development and Policy Analysis Unit by email at Dashboard@cde.ca.gov.

For information regarding the Local Control and Accountability Plan (LCAP) and school planning processes, please contact the Local Agency Systems Support Office by email at LCFF@cde.ca.gov.

Frequently Asked Questions

ATSI Eligibility Questions

Expand All | Collapse All

1. Which schools are eligible for ATSI?

All schools (traditional, charter, Dashboard Alternative School Status, Title I, and non-Title I) with two years of California School Dashboard (Dashboard) outcomes that meet the ATSI criteria are eligible for support from the local educational agency. It is important to note that schools must be active in the year that eligibility is determined for ATSI. However, per California's approved COVID-19 Addendum, ATSI eligibility determinations in 2022-23 will be based on only one year of Dashboard results (i.e., the 2022 Dashboard).

2. How will the CDE determine school eligibility and exit for ATSI?

The CDE will use the California School Dashboard (Dashboard) state indicators to determine school eligibility and exit for ATSI. Schools with one or more student group/s/ that meet the same criteria used to determine CSI Low Performing will be eligible for ATSI.

Local educational agencies, county offices of education, and charter schools can find information about their ATSI eligibility status on the most recent ESSA Assistance Status Data File.

For more specific ATSI eligibility and exit criteria, please reference the 2022 California School Dashboard Technical Guide: ESSA School Support (DOCX)

Note: The 2019 and 2020 California School Dashboard Technical Guides can be viewed on the CSI LEA Archives.

3. Can schools be eligible for more than one ESSA school support category at a time?

Support categories are hierarchical; therefore, schools can only be eligible for one support category at a time.

For example, a school that meets the criteria for ATSI would not be eligible for CSI Low Graduation Rate or CSI Low Performing at the same time.

4. How often is school eligibility determined for ATSI?

The CDE first determined school eligibility for ATSI in the 2018-19 school year using the 2017 and 2018 California School Dashboards (Dashboard). Additionally, school eligibility was determined in the 2019-20 school year using the 2018 and 2019 Dashboards. School eligibility will again be determined in 2022-23 using only one year of Dashboard data from the 2022 Dashboard.

As the timeline to determine school eligibility for ATSI evolves, additional information will be provided.

5. Which student groups and indicators will the CDE use to determine school eligibility for ATSI?

The following student groups will be used to determine school eligibility for ATSI based on student group performance:

State indicators from the California School Dashboard are used to determine school assistance eligibility and exit determinations. Refer to the 2022 Dashboard Technical Guide: ESSA School Support (DOCX) to identify the current indicators.

Note: The 2019 and 2020 California School Dashboard Technical Guides can be viewed on the CSI LEA Archives.

ATSI Planning Questions

1. How will a school be notified that it is eligible for ATSI?

California will notify each local educational agency (LEA) in the State of any school served by the LEA, in which any student group, on its own, would lead to identification for CSI Low Performing status.

Upon notification by the State, the LEA is required to:

Provide notification to such school, in which any student group, on its own, would lead to identification for CSI.

2. What requirements apply to local educational agencies (LEAs) with schools eligible for ATSI?

Upon receiving notification from the CDE, the LEA shall, for each school eligible for ATSI, provide notification to such school with respect to which student group/s/ in such school are consistently underperforming.

Each school receiving a notification of eligibility for ATSI shall develop and implement a plan to improve student outcomes for each student group that was the subject of notification. For more information, please see the Planning Requirements tab on this web page.

3. What planning options are available to ATSI-eligible Special Education programs/schools that do not use a School Plan for Student Achievement (SPSA) or LCAP?

Special Education programs/schools have the flexibility to meet the ATSI federal planning requirements using one of three options. Options for addressing the ATSI planning requirements include:

Option 1: Use the CDE's SPSA template and instructions to address ATSI planning requirements. If the SPSA template is completed according to the provided instructions, and the SPSA is implemented with fidelity, ATSI planning requirements would be met, as applicable.

Option 2: Review the Special Education Local Plan Area (SELPA) to see if the plan addresses any of the ATSI planning requirements. If there are areas the SELPA does not address, additional information regarding the ATSI planning requirements can be provided.

Option 3: Develop an ATSI plan using a format of choice to address the ATSI planning requirements. If a school elects to use its own template to document its school improvement efforts, then it must ensure that its template/process addresses all federal school improvement planning requirements for ATSI, as applicable.

4. Are Dashboard Alternative School Status (DASS) schools with less than 100 students enrolled exempted from implementation of ATSI activities?

DASS schools with less than 100 students enrolled are not exempted from implementation of ATSI activities.

5. How do eligible single school districts and charter schools integrate the ATSI plan into the LCAP?

The ATSI Planning Summary may serve as a resource for single school districts and charter schools using the LCAP as their ATSI plan.

6. When must the ATSI plan be approved?

There is no statutory requirement for approval/implementation of the ATSI plan or the School Plan for Student Achievement, however, the U.S. Department of Education has set the expectation for ATSI plans to be developed and approved at the local level (school and local educational agency [LEA]) by the start of the school year. This is to ensure that students and the school receive a full year of intervention and support consistent with the LEA's ATSI plan for that school.

7. Are ESSA, Section 1003 funds available to support schools eligible for ATSI?

ESSA, Section 1003 funds are not available to support ATSI activities.

Return to Top

Webinars

Webinar slides to provide information and resources around the eligibility and planning requirements for ATSI.

Resources
Return to Top
Other Resources
Return to Top

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Targeted/Additional Targeted Support & Improvement - Title I, Part A (CA Dept of Education)

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Targeted Support and Improvement Additional Targeted Support and Improvement Main Page.

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The Every Student Succeeds Act (ESSA) requires state educational agencies to determine school eligibility for targeted support and improvement (TSI) and additional targeted support and improvement (ATSI).

Please note, California has not made school eligibility determinations for TSI. Once more information on TSI eligibility determinations is available, this web page will be updated accordingly.

Schools that meet the criteria for ATSI must collaborate with educational partners to develop and implement a school-level plan to improve student outcomes.

School Eligibility and Exit

The CDE will use the California School Dashboard (Dashboard) to determine school eligibility for and exit from TSI and ATSI. Title I and non-Title I schools are eligible for TSI and ATSI.

ATSI Eligibility and Exit Criteria

Schools that are not eligible for comprehensive support and improvement (CSI) and have one or more student group(s) that meet(s) any of the criteria used to determine CSI Low Performing, will be eligible for ATSI.

The student groups used for ATSI determinations are:

Race/ethnicity (i.e., Black/African American, American Indian/Alaska Native, Asian American, Filipino, Hispanic, Pacific Islander, White, and Two or More Races)

Homeless Students

English Learner Students

Foster Youth Students

Student with Disabilities

Socioeconomically Disadvantaged Students

Additionally, the same exit criteria for CSI Low Performing applies for ATSI, but at the student group level.

The CDE first determined school eligibility for ATSI in the 2018-19 school year using the 2017 and 2018 Dashboards. Additionally, school eligibility was determined in the 2019-20 school year using the 2018 and 2019 Dashboards to incorporate results of the English Learner Progress Indicator and to align with the Local Control and Accountability Plan cycle. School eligibility will again be determined in 2022-23 using only one year of Dashboard data from the 2022 Dashboard.

For specific ATSI eligibility and exit criteria, please reference the following Frequently Asked Questions (FAQs) and Dashboard Technical Guides:

School Eligibility Data Files
ESSA Assistance Status Data Files
For information related to eligibility criteria of the lowest-performing 5 percent of Title I schools for CSI, visit the CSI web page.

Planning Requirements

School Plans

Assembly Bill 716 , signed by the Governor on September 18, 2018, and codified in the California Education Code sections 64001-65001, streamlines and aligns state and federal planning processes. Effective January 1, 2019, this law renames the Single Plan for Student Achievement to the School Plan for Student Achievement (SPSA). Additionally, the law contains the following key provisions:

Allows the SPSA to meet ESSA requirements for comprehensive or ATSI planning

Allows single school districts and charter schools to utilize the Local Control and Accountability Plan (LCAP) to serve as the SPSA, provided that the LCAP meets the ESSA school planning requirements and the stakeholder requirements established in subdivision (a) of Section 52062 .

Federal planning requirements are established in the California Education Code Section 64001 .

Additional Targeted Support and Improvement

California will notify each local educational agency (LEA) in the State of any school served by the LEA, in which any subgroup of students is consistently underperforming.

Upon notification by the State, the LEA is required to:

Provide notification to such school with respect to which student group or student groups in such school are consistently underperforming

Approve and monitor implementation of each school plan

Take additional action following unsuccessful implementation of such school plan after a number of years determined by the LEA

Upon notification by the LEA, the school is required to collaborate with educational partners to:

Develop and implement a school-level plan to improve student outcomes

The school plan must:

be based on indicators in the statewide accountability system and informed by all indicators, including student performance against long-term goals;

include evidence-based interventions; and

identify resource inequities, which may include a review of LEA- and school-level budgeting, to be addressed through implementation of the school improvement plan.

Addressing ATSI Planning Requirements through the LCAP

To support single school districts and charter schools with ATSI planning efforts, the CDE developed an ATSI Planning Summary that explains how to use the LCAP to meet ATSI planning requirements.

Additional Information

LCAP and SPSA instructions for ATSI are located on the LCAP Web page.

ESSA funding is not available for LEAs that serve schools that meet the criteria for ATSI.

Monitoring

The CDE is responsible for conducting compliance monitoring for local educational agencies (LEAs) with schools eligible for improvement under the ESSA through the Federal Program Monitoring (FPM) process. Such compliance monitoring is conducted by the Title I, Part A Monitoring and Support Office using the School Support and Improvement (SSI) Program Instrument. Additionally, the CDE provides focused compliance monitoring technical assistance and support for LEAs selected for FPM reviews.

Title I, Part A Monitoring and Support

Provides compliance monitoring technical assistance and support for LEAs with Title I, Part A programs and offers information to prepare for reviews, with links to training materials and other relevant topics.
Title I, Part A Monitoring and Support
Compliance Monitoring Information and Resources
Compliance Monitoring Information and Resources SSI Program Instrument (DOCX) SSI Program Instrument Checklist (DOCX)
For questions related to compliance monitoring, please contact the Title I Monitoring and Support Office at TIMSO@cde.ca.gov.

Technical Assistance

For questions regarding the coronavirus pandemic and its impact on ATSI, please visit the CDE COVID-19 CSI and ATSI Frequently Asked Questions (FAQs) web page or contact the School Improvement and Support Office (SISO) by email at SISO@cde.ca.gov or by phone at 916-319-0833.

For general questions regarding ATSI, please see the FAQs located below or contact the SISO by email at SISO@cde.ca.gov or by phone at 916-319-0833.

For questions regarding the eligibility criteria and determinations for ATSI, please contact the Accountability Development and Policy Analysis Unit by email at Dashboard@cde.ca.gov.

For information regarding the Local Control and Accountability Plan (LCAP) and school planning processes, please contact the Local Agency Systems Support Office by email at LCFF@cde.ca.gov.

Frequently Asked Questions

ATSI Eligibility Questions

Expand All | Collapse All

1. Which schools are eligible for ATSI?

All schools (traditional, charter, Dashboard Alternative School Status, Title I, and non-Title I) with two years of California School Dashboard (Dashboard) outcomes that meet the ATSI criteria are eligible for support from the local educational agency. It is important to note that schools must be active in the year that eligibility is determined for ATSI. However, per California's approved COVID-19 Addendum, ATSI eligibility determinations in 2022-23 will be based on only one year of Dashboard results (i.e., the 2022 Dashboard).

2. How will the CDE determine school eligibility and exit for ATSI?

The CDE will use the California School Dashboard (Dashboard) state indicators to determine school eligibility and exit for ATSI. Schools with one or more student group/s/ that meet the same criteria used to determine CSI Low Performing will be eligible for ATSI.

Local educational agencies, county offices of education, and charter schools can find information about their ATSI eligibility status on the most recent ESSA Assistance Status Data File.

For more specific ATSI eligibility and exit criteria, please reference the 2022 California School Dashboard Technical Guide: ESSA School Support (DOCX)

Note: The 2019 and 2020 California School Dashboard Technical Guides can be viewed on the CSI LEA Archives.

3. Can schools be eligible for more than one ESSA school support category at a time?

Support categories are hierarchical; therefore, schools can only be eligible for one support category at a time.

For example, a school that meets the criteria for ATSI would not be eligible for CSI Low Graduation Rate or CSI Low Performing at the same time.

4. How often is school eligibility determined for ATSI?

The CDE first determined school eligibility for ATSI in the 2018-19 school year using the 2017 and 2018 California School Dashboards (Dashboard). Additionally, school eligibility was determined in the 2019-20 school year using the 2018 and 2019 Dashboards. School eligibility will again be determined in 2022-23 using only one year of Dashboard data from the 2022 Dashboard.

As the timeline to determine school eligibility for ATSI evolves, additional information will be provided.

5. Which student groups and indicators will the CDE use to determine school eligibility for ATSI?

The following student groups will be used to determine school eligibility for ATSI based on student group performance:

State indicators from the California School Dashboard are used to determine school assistance eligibility and exit determinations. Refer to the 2022 Dashboard Technical Guide: ESSA School Support (DOCX) to identify the current indicators.

Note: The 2019 and 2020 California School Dashboard Technical Guides can be viewed on the CSI LEA Archives.

ATSI Planning Questions

1. How will a school be notified that it is eligible for ATSI?

California will notify each local educational agency (LEA) in the State of any school served by the LEA, in which any student group, on its own, would lead to identification for CSI Low Performing status.

Upon notification by the State, the LEA is required to:

Provide notification to such school, in which any student group, on its own, would lead to identification for CSI.

2. What requirements apply to local educational agencies (LEAs) with schools eligible for ATSI?

Upon receiving notification from the CDE, the LEA shall, for each school eligible for ATSI, provide notification to such school with respect to which student group/s/ in such school are consistently underperforming.

Each school receiving a notification of eligibility for ATSI shall develop and implement a plan to improve student outcomes for each student group that was the subject of notification. For more information, please see the Planning Requirements tab on this web page.

3. What planning options are available to ATSI-eligible Special Education programs/schools that do not use a School Plan for Student Achievement (SPSA) or LCAP?

Special Education programs/schools have the flexibility to meet the ATSI federal planning requirements using one of three options. Options for addressing the ATSI planning requirements include:

Option 1: Use the CDE's SPSA template and instructions to address ATSI planning requirements. If the SPSA template is completed according to the provided instructions, and the SPSA is implemented with fidelity, ATSI planning requirements would be met, as applicable.

Option 2: Review the Special Education Local Plan Area (SELPA) to see if the plan addresses any of the ATSI planning requirements. If there are areas the SELPA does not address, additional information regarding the ATSI planning requirements can be provided.

Option 3: Develop an ATSI plan using a format of choice to address the ATSI planning requirements. If a school elects to use its own template to document its school improvement efforts, then it must ensure that its template/process addresses all federal school improvement planning requirements for ATSI, as applicable.

4. Are Dashboard Alternative School Status (DASS) schools with less than 100 students enrolled exempted from implementation of ATSI activities?

DASS schools with less than 100 students enrolled are not exempted from implementation of ATSI activities.

5. How do eligible single school districts and charter schools integrate the ATSI plan into the LCAP?

The ATSI Planning Summary may serve as a resource for single school districts and charter schools using the LCAP as their ATSI plan.

6. When must the ATSI plan be approved?

There is no statutory requirement for approval/implementation of the ATSI plan or the School Plan for Student Achievement, however, the U.S. Department of Education has set the expectation for ATSI plans to be developed and approved at the local level (school and local educational agency [LEA]) by the start of the school year. This is to ensure that students and the school receive a full year of intervention and support consistent with the LEA's ATSI plan for that school.

7. Are ESSA, Section 1003 funds available to support schools eligible for ATSI?

ESSA, Section 1003 funds are not available to support ATSI activities.

Return to Top

Webinars

Webinar slides to provide information and resources around the eligibility and planning requirements for ATSI.

Resources
Return to Top
Other Resources
Return to Top

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Targeted/Additional Targeted Support & Improvement - Title I, Part A (CA Dept of Education)

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Targeted Support and Improvement Additional Targeted Support and Improvement Main Page.

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Allowable Use of Funds and Evidence-based Interventions | Capital Outlay Expenditures

Allowable Use of Funds and Evidence-based Interventions

The California Department of Education (CDE) requires LEAs that receive ESSA, Section 1003 school improvement funds, to prioritize and focus these funds towards the area(s) identified for improvement for each school that was identified for CSI, based on the school-level needs assessment(s) and root cause analysis.

ESSA school improvement funds can only be spent on evidence-based interventions/strategies/activities directly related to the following CSI plan development and implementation efforts:

Building capacity

Partnering with stakeholders

Conducting needs assessments and root cause analysis

Selecting and implementing evidence-based interventions/strategies/activities

Using data and outcomes to monitor and evaluate improvement efforts

Reviewing/identifying and addressing, through implementation of the CSI plan, resource inequities, which may include a review of LEA- and school-level budgeting

Under the ESSA, CSI plans are required to be evidence-based. Section 8101(21)(A) of the Elementary and Secondary Act, as amended by the ESSA, defines an evidence-based intervention as being supported by strong evidence, moderate evidence, promising evidence, or evidence that demonstrates a rationale. ESSA, Section 1003 funds require the use of "evidence-based" interventions that meet higher levels of evidence. The table below lists ESSA's top three levels of evidence.

Demonstrate a statistically significant effect on improving student outcomes:

Evidence Level

Description

Level 1: Strong Evidence

Based on at least one well-designed and well-implemented correlational study with statistical controls for selection bias

The use of federal funds, including ESSA, Section 1003 funds must be consistent with the Office of Management and Budget's (OMB) Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards . In addition, the usage of ESSA, Section 1003 funds must be consistent with the requirements within the Application for Funding from which the fiscal year funds were awarded.

The California legislature also stipulated in the current and previous budget acts that ESSA, Section 1003 funds shall not be expended to hire additional permanent staff.

For Federal guidance on Supplement not Supplant for School Improvement (PDF), see question 29a, pages 21 to 22.

Capital Outlay Expenditures

Federal requirements located in the Office of Management and Budget guidance pursuant to Title 2, Code of Federal Regulations ( CFR), Part 200.439(b)(2) (Cost Principles for Equipment and other capital expenditures) require a subgrantee to obtain prior written approval from the Federal awarding agency or from its awarding agency prior to incurring the cost of a Capital Outlay expenditure. As a result, the LEA must obtain prior written approval from the CDE in order to make a Capital Outlay expenditure with ESSA, Section 1003 funds for CSI of $5,000 or more.

For the purpose and intent of the ESSA CSI LEA subgrant, the LEA shall use this form to request approval from the CDE for the following proposed Capital Outlay expenditures only:

No other Capital Outlay expenditure requests within the object code 6000 series will be approved, as they do not align with the purpose and intent of the ESSA CSI LEA subgrant. More information about Capital Outlay guidelines, (Procedure 330) is located in the California School Accounting Manual (PDF) .

The LEA may request approval for Capital Outlay expenditures by submitting a completed Title I CSI Capital Outlay Expenditures Request Form (PDF) to CSICapEx@cde.ca.gov.

Resources
ESSA CSI LEA Applications for Funding Every Student Succeeds Act Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards Evidence-Based Interventions Under the ESSA (PDF)
For additional information related to CSI, please visit the CDE CSI web page.

Questions: School Improvement and Support Office | SISO@cde.ca.gov | 916-319-0833

Last Reviewed: Wednesday, November 10, 2021

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ESSA CSI LEA Authorized Use of Funds - Title I, Part A (CA Dept of Education)

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Section 1003 of the Every Student Succeeds Act (ESSA) provides resources and assistance to local educational agencies (LEAs) to improve student outcomes in schools that meet the criteria for Comprehensive Support and Improvement (CSI).

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Search the WWC and access our Resources Page to find the information you need to make evidence-based decisions in your classrooms and schools.

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As an initiative of the U.S. Department of Education’s Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.

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Education Combination: Alliance for Resource Equity

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Education Combination: Alliance for Resource Equity

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Administrator's Year at a Glance (draft)

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Administrator's Year at a Glance (draft)

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Google Version - "Make a Copy" into your Drive to edit

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SPSA Monitoring & Evaluation Template.docx

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Data Protocol:   Objective - Reflective - Interpretive - Decisional (ORID) 

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Data Protocol:   Objective - Reflective - Interpretive - Decisional (ORID) 

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Source: National School Reform Faculty

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"Planning for the LCAP and School Plan" (CDE)

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"Planning for the LCAP and School Plan" (CDE)

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In an effort to reduce redundancies at the local level, the templates for the Local Control and Accountability Plan (LCAP) and the School Plan for Student Achievement (School Plan) have been designed to work together. The LCAP is a local educational agency (LEA) level planning document with a three-year timeline, while the School Plan is specific to a schoolsite with a one-year term. Despite these differences, the nature of each plan is similar by design. As a result, an LEA and its schools can benefit from the use of a shared vocabulary and planning process that is embedded in a context of continuous improvement.

The approach to planning described here is a continuous improvement model framed around the sections of the LCAP and School Plan. Figure 1 illustrates a suggested sequence of planning stages, which begins with the identification of resource inequities, as applicable, and a review of past performance as addressed in the Analysis sections of each plan.

Overview

As provided for in California Education Code ( EC) Section 52062(a)(4) for school districts and EC Section 52068(a)(4) for county superintendents of schools, a superintendent must review the LCAP and School Plans to ensure that the two plans are consistent. Using an integrated approach to planning ensures a consistent alignment between the LCAP and School Plans. The required prompts in each plan template are not intended to set an upper limit on what is allowed. Rather, the prompts and instructions indicate a lower limit of what is minimally necessary. The School Plan is used to meet planning requirements for Title I Schoolwide Programs (SWP), Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), and Additional Targeted Support and Improvement (ATSI).

General resources about planning for continuous improvement can be found on the Continuous Improvement page.

The templates for the LCAP, Budget Overview for Parents, and the School Plan are available on the LCAP page.
The following applies equally to the LCAP and School Plan except where noted.
Stakeholder Engagement/Involvement

This section is titled "Stakeholder Engagement" in the LCAP and "Stakeholder Involvement" in the School Plan. In this section, the LEA or school describes the process used to consult with stakeholders in the development of the plan. This is an ongoing, annual process. Specific stakeholder engagement requirements for development of the LCAP are described in EC sections 52062 (school district), 52068 (county), and 47606.5 (charter school). The School Plan is developed by the schoolsite council of the school and must be shared with other schoolsite-level advisory groups in order to seek input about the School Plan. Site-level advisory groups may include the English Learner Advisory committee, student advisory groups, and tribes and tribal organizations present in the community. Stakeholder engagement requirements for development of the School Plan are provided in EC Section 64001(c) and (h) and Section 1114(b)(2) of the federal Every Student Succeeds Act.

Resource Inequities

Schools eligible for CSI or ATSI must identify and describe any resource inequities identified as a result of the required needs assessment, which may include a review of the LEA's budgeting, its LCAP, and school-level budgeting, if applicable. While not explicitly required in an LCAP, LEA or school-level resource inequities may be addressed in the LCAP. Consideration of resource inequities can inform the assessment of the effectiveness of actions in the Annual Update of the LCAP and provide a basis for the establishment of goals and/or expected outcomes for specific student groups.

Analysis

This section prompts LEAs and schools to describe the overall implementation and effectiveness of the actions or strategies to achieve the goal along with any differences between planned and actual expenditures and any changes made to the goal moving forward. When describing implementation, consider addressing the extent to which the actions or strategies were implemented and any differences between what was planned and what was actually implemented. When describing effectiveness, consider addressing the relationship between the actions or strategies and the annual measurable outcomes achieved. What specific outcomes did each action or strategy help achieve? This annual review and analysis should be the basis for making updates to the plan moving forward.

Identified Need

The Identified Need is the basis for establishing the goal. Identified needs may be based on quantitative or qualitative information, including, but not limited to, results of the annual update or review process and performance data reported on the California School Dashboard. Consider using data collected when measuring performance on the local indicators.

Goal

A goal is a broad statement that describes the desired result to which all actions/services are directed. A goal answers the question: What is the LEA or School, as applicable, seeking to achieve?

Action/Service:Strategy/Activity

Actions and Strategies address the findings of the needs assessment and/or the annual review of performance data consistent with state priorities and resource inequities. Resource inequities may be identified through a review of the LEA's budgeting, its LCAP, and school-level budgeting, if applicable.

Annual Measurable Outcomes

Identify the metric(s) and/or state indicator(s) that the LEA or school will use as a means of evaluating progress toward measurable outcomes and accomplishing the goal. The metrics may be quantitative or qualitative. As applicable, identify metrics for specific student groups. Include in the baseline column the most recent data associated with the metric or indicator, which may include data reported in the annual update or annual review section of the plan.

In the LCAP, the baseline must remain the same throughout the three-year LCAP cycle. In the School Plan, the baseline is updated each year, which effectively makes the baseline the same as the actual outcome. At a minimum, an LCAP must use the applicable required metrics for the related state priorities as applicable to the type of LEA.

Engagement

Stakeholder Engagement/Involvement

Involving stakeholders in plan development through meaningful engagement is an annual, ongoing process. Although requirements of the stakeholder engagement and involvement process differ somewhat between the LCAP and School Plan, the purpose of the process is the same: to facilitate an involvement process through meaningful engagement with stakeholder groups and incorporate collected feedback into the relevant plan.

Information that may be included in a description of the stakeholder engagement and involvement process might be dates of stakeholder meetings or surveys, number of participants, and a list of stakeholder groups that participated. Other information might include additional efforts made by the LEA or School to meaningfully involve all parts of its educational community. For example, LEAs will often translate important documents and other communications such as public notices in an effort to increase participation in the process. These are just some examples and are not intended to comprise an exhaustive list of all things that might be included in the description of the stakeholder engagement involvement process. For more information about best practices for stakeholder engagement, see the CDE's Family Engagement Toolkit (PDF) .

When writing a response to the stakeholder engagement or involvement prompts in the plans, consider the set of minimum legal requirements as a helpful framework for describing the process by which stakeholders were engaged and involved in plan development.

School Plan

Consider the stakeholder involvement requirements for the School Plan, which is developed by the schoolsite council. The plan must be developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, and school staff. If the plan relates to a secondary school, the School Plan shall also be developed with the involvement of students. The School Plan must also be developed with the review, certification, and advice of the school's English learner advisory committee, if required.

As applicable, using this list of stakeholder groups as an outline, a description of the stakeholder involvement process for development of a School Plan may include information about meetings or other engagement activities with each stakeholder group, such as date and time or frequency of meetings, specific input provided by stakeholder groups, and how the resultant plan addresses this input.

Helpful Information about School Plan Stakeholder Involvement: As provided for in EC Section 64001, an LEA may utilize the schoolsite council to meet the stakeholder requirements established in Section 1111(d)(1)(B) and Section 1111(d)(2)(B) of the federal Every Student Succeeds Act. These sections of ESSA refer to the stakeholder engagement requirements for Comprehensive Support and Improvement (CSI) and Targeted Support and Improvement (TSI), respectively. For CSI plans, the requirement is that the LEA "shall, for each school identified by the State and in partnership with stakeholders (including principals and other school leaders, teachers, and parents), locally develop and implement a comprehensive support and improvement plan for the school to improve student outcomes" (ESSA Section 1111(d)(1)(B). For TSI plans, the requirement is for the school, "in partnership with stakeholders (including principals and other school leaders, teachers and parents), shall develop and implement a school-level targeted support and improvement plan to improve student outcomes..." (ESSA Section 1111(d)(2)(B).

The School Plan must be available to the local educational agency, parents, and the public. The information contained in a School Plan shall be in an understandable and uniform format.

LCAP

The same strategy for writing a description of the stakeholder engagement process, as described above for the School Plan, can be applied to the description of stakeholder engagement in the LCAP. Specific stakeholder engagement requirements for development of the LCAP are described in EC sections 52062 (school district), 52068 (county), and 47606.5 (charter school).

Charter Schools: EC Section 47606.5(e) requires charter schools to "consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing" the LCAP. A charter school can use this list of the statutorily required stakeholder groups to develop a description of the engagement process by using the list as a kind of outline and describing the ways in which each group was involved. A description of the involvement of other locally defined stakeholder groups can be included as well.

School Districts and County Offices of Education: School districts and county offices of education are required to "consult with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing" the LCAP ( EC sections 52060(g) and 52066(g) respectively). Likewise, a school district or county office of education can use this list of the statutorily required stakeholder groups to develop a description of the engagement process by describing the ways in which each group was involved. A description of the involvement of other locally defined stakeholder groups can be included as well.

School districts and county offices of education also include the involvement of a Parent Advisory Committee (PAC) and, if certain English learner enrollment thresholds are met, an English Learner Parent Advisory Committee (ELPAC). The advisory bodies that serve as a PAC or an ELPAC may have different names from one LEA to the next as long as they meet the composition requirements provided in regulations. Describing the involvement of these committees might include, among other things, dates of meetings, comments made by the committee, and a summary of the LEA's responses to the committee's comments. Appendix B of the LCAP Template includes a set of guiding questions that can be helpful for deliberating about what to share in the Stakeholder Engagement section of the LCAP.

LCAP Stakeholder Engagement Impact

While the following information is specific to the LCAP, it is applicable and may be helpful for the development of the School Plan.

The Stakeholder Engagement section of the LCAP has two parts. In the first part, an LEA addresses the process of engaging stakeholders. In the second part, an LEA addresses the impact this process has on the LCAP. It is important to recognize how these two parts are different. Engaging stakeholders in a process of involvement to gather feedback about the development of the LCAP does not necessarily mean that stakeholders have had an impact on the LCAP. Translating stakeholder engagement into meaningful impact on a plan, including the LCAP, is a process all its own. The purpose of this part of the Stakeholder Engagement section is to demonstrate that the LEA has genuinely thought about the feedback received from stakeholders and is acting on this feedback in a manner that best serves all students.

An LEA's stakeholder involvement process, as described in the first part of the Stakeholder Engagement section, might include several different meetings with a variety of stakeholder groups, a survey that is open to the whole community, and targeted focus groups on specific topics of concern. Such a process will generate an abundance of useful information. One way of framing the question about stakeholder impact is to ask about the impact that this information has on the LCAP. What connections, if any, can be made between what an LEA learns through its stakeholder involvement process and what an LEA plans to implement in the LCAP?

For example, the information gathered through the stakeholder involvement process might show that parents are more concerned about school safety than the LEA had previously assumed. When addressing stakeholder impact, an LEA can briefly describe how school safety is being addressed in the LCAP as a result of what the LEA learned through the stakeholder involvement process.

In other cases, an LEA might learn of stakeholder concerns or wishes that raise important issues but may not be directly addressed in the LCAP. For example, what if stakeholders overwhelmingly support an investment that would be too impractical to implement or is not in the best interests of all students? An LEA's leadership will want to address the underlying issues behind this support while also explaining how such an investment is not in the best interest of the district and its students over the long term.

There are many different ways in which the stakeholder involvement process can impact the LCAP. Sometimes it might be as simple as including a service in the LCAP that was requested by stakeholders. At other times, impact might be a matter of addressing the reasons why certain services are not included in the LCAP.

For more information and resources about stakeholder engagement, visit the Continuous Improvement page.

Resource Inequities

Schools eligible for CSI or ATSI must identify and describe any resource inequities identified as a result of the required needs assessment, which may include a review of the LEA's budgeting, its LCAP, and school-level budgeting, if applicable. Consideration of resource inequities can inform the assessment of the effectiveness of actions or strategies and provide a basis for the establishment of goals and/or expected outcomes for specific student groups. While not explicitly required in an LCAP, an LEA may choose to address resource inequities in the LCAP. However, single school LEAs that choose to use the LCAP to meet school planning requirements for CSI and ATSI must identify resource inequities in the LCAP.

Identifying resource inequities may include identifying ways in which a program may be unfair or lack inclusion. Fairness in this context means that one's personal characteristics - for example gender, socio-economic status, or ethnic origins - are not an obstacle to achieving one's potential. Inclusion in this context means that learning expectations and a standard level of education applies to all students. Identifying areas in a school program in which some students are not held to the same standards may result in the identification of a resource inequity. Other examples of resource inequities may include lower-quality books and instructional materials, less access to laboratories, outdated computers, significantly larger class sizes, or less qualified or experienced teachers. Identification of resource inequities may involve the identification of current strategies and practices that are contributing factors to the identified inequities.

Analysis

Because the Analysis section of the plan examines both outcome data and effectiveness of practice, it provides the opportunity to conduct a needs assessment and should be closely related to the identified need for the goal. This section prompts LEAs and schools to describe the overall implementation and effectiveness of the actions or strategies to achieve the goal along with any differences between planned and actual expenditures and any changes made to the goal moving forward.

When describing implementation, consider addressing the extent to which the actions or strategies were implemented and any differences between what was planned and what was actually implemented. For example, if the planned action was to purchase supplemental instructional materials in social science for all 7th and 8th grade classrooms, a discussion of the extent to which such an action was implemented might include information about whether or not all 7th and 8th grade classrooms received new materials. Perhaps one or two of the classrooms already had the materials in question from an earlier pilot program. A discussion of differences in implementation might indicate that it was decided to provide supplemental instructional materials for English language arts rather than social science as planned and that the social science materials will be purchased next year. A discussion of such differences can include an explanation to help stakeholders understand the reasons for the differences and to reassure those affected by the differences that the needs of students are being met.

When describing effectiveness, consider addressing the relationship between the actions or strategies and the annual measurable outcomes achieved. An LEA or school might describe relationships between specific actual outcomes and specific actions or strategies as a basis for determining effectiveness. Refer to the discussion on Annual Measurable Outcomes for a distinction between different kinds of outcomes, which will be helpful in understanding the relationships between actions or strategies and measurable outcomes.

Identified Need

A goal is designed to meet one or more identified needs. Needs are identified through a process of continuous improvement and provide the rationale for why a particular goal is created. It answers the question, "Why are we doing this?" Identifying a need may arise from conversations with stakeholders, considerations of gaps in student performance, consideration of data reported through the California School Dashboard, and/or the development of the annual update section of the LCAP or the Annual Review section of the School Plan.

When completing the annual update or review of either plan, an LEA or school must assess the overall implementation and effectiveness of the actions and strategies to achieve the goal. Based on such an assessment, the identified need may remain the same from one year to the next or it may be modified.

Once a need has been identified, it is helpful to reflect on the best way to describe the need in the plan. Although the term "identified need" sounds deficit based, a description of an identified need does not have to be given in terms of a deficit. An identified need may be framed in a number of ways, including as a promising change, a potential area of growth, a specific problem, or a specific course of action for long term improvement. It need not always be an explicit reference to an unsatisfactory result. Schools have a "need" to excel and to continue working on its strengths as well as to address perceived deficits.

For example, an identified need related to school climate can be described in terms of low levels of engagement or in terms of a promising area of potential growth. The description of an identified need in a goal does not necessarily need to contain the word 'need'. Consider whether a deficit or strength based formulation of an identified need best fits a particular goal in your local context.

As required by EC Section 64001(g)(2)(A), the development of a School Plan must include the administration of a comprehensive needs assessment, which includes an analysis of verifiable state data. Schools may also choose to include a review of local data as part of the needs assessment. The School Plan addresses the needs of student groups identified through the needs assessment. In an LCAP, the development of the Annual Update section serves the same function as the comprehensive needs assessment does for a School Plan.

For more information on identifying needs, such as how to conduct a root cause analysis, see the Continuous Improvement page.

Goal

A goal in both the LCAP and School Plan is composed of several different elements, including the goal statement, identified need, annual measurable outcomes, and planned actions or strategies. In a well written goal, it will be clear how all of these elements are related. The first step to writing a goal is to identify the need to be addressed by the goal. For more information about identifying needs, see the Identified Need section.

A well written goal statement is more than a restatement of the identified need. For example, if an LEA or school identifies a need to improve CAASPP scores in English language arts, the corresponding goal statement is not simply "To improve CAASPP scores in English language arts." The corresponding goal statement to address this identified need should be more than a simple rephrasing of the identified need.

There are many helpful theories and models on how to write goals. One such approach to writing a goal statement is the SMART model.

SMART stands for:

A goal that meets these 5 criteria is a "SMART" goal.

Consider this goal statement that is based on the identified need mentioned earlier and includes additional information:

"Our goal is to raise CAASPP scores in English Language Arts across all grade levels to an average of 10 points above level 3 by 2023."

This goal statement is specific because it states a specific content area - English Language Arts - and clarifies that all grade levels will be addressed. It is measurable because the LEA or school will be able to determine as a matter of fact whether or not they meet the goal by measuring whether or not their scores improve by 7%. It is time bound because it states that the goal will be achieved by 2023. Whether or not it is achievable and relevant is determined at the local level by the LEA or schoolsite. If the goal statement is specific, measurable, and time-bound, whether the goal is achievable and relevant can be more accurately assessed.

For more information about S.M.A.R.T. goals, please see University of California's Smart Goals: A How to Guide (PDF)

Action/Service

Identifying Actions/Strategies

To develop actions and strategies, consider developing a working theory of practice improvement for each goal. First, identify an initial set of key ideas about the improvement needed to achieve the goal. These ideas should be an LEA's or school's initial educated assumptions about what to focus on and will provide an overview of the landscape that will undergo change as a result of the actions and strategies implemented. For example, if the goal in question is focused on raising the high school graduation rate, a key idea, based on the local context, might be to support students' positive sense of a welcoming school community.

Because key ideas will be too general to be actionable, further specify sub-ideas by conducting an analysis of the key ideas until an appropriate level of detail is reached. Such an analysis may consider any possible new processes to add, current processes to change, new programs to design and/or test, and new organizational norms that will be crucial to successfully implementing the key ideas. It is not necessary to be exhaustive or comprehensive in this analysis; the objective is to arrive at a few carefully chosen actionable change ideas that are evidence based and support the relevant key idea and, ultimately, the goal.

The actionable change ideas that result from the analysis of key ideas may serve as actions in an LCAP or strategies in a School Plan. Or, the LEA or school may decide to further test and improve the change ideas (PDSA cycle) before including them in the plan as actions or strategies. When deciding on actions and strategies to include in a plan, consider the current level of organizational capacity and individual capability available for implementing the actions or strategies.

To meet TSI/ATSI planning requirements in the School Plan, include activities or strategies for those student groups that are the subject of notification to the school that the school is eligible for TSI/ATSI.

More information about selecting actions and strategies can be found on the Continuous Improvement page.

Outcomes

Annual Measurable Outcomes

In the Annual Measurable Outcomes part of a goal, an LEA or school indicates the metrics it will use to measure a goal's effectiveness. A baseline, along with expected outcomes, is provided for each metric included. The baseline for a metric is the most recent performance level measured for that metric that is available. The expected future outcomes for each metric should not be trivially achievable nor should they be unrealistic. A good expected outcome is both challenging and achievable.

An LEA or school may choose to use both quantitative and qualitative metrics. An example of a quantitative metric is the high school graduation rate. An example of a qualitative metric would be a measure of how safe students feel at school. Although a sense of safety can be reported in numerical terms using a scale, it is a qualitative metric because it relies on human judgment and descriptions of experience rather than empirically verifiable fact.

An LCAP may also address other locally defined metrics and the state and local indicators of the California School Dashboard and may identify metrics for specific student groups. To meet TSI/ATSI planning requirements in the School Plan, include metrics for those student groups that are the subject of notification to the school that the school is eligible for TSI/ATSI.

Consider the use of both outcome measures and practical measures in the plan. Outcome measures operationalize the goal and serve as a means for tracking overall progress toward the goal. An example of an outcome measure might be the annual attendance rate. In the context of the LCAP or School Plan, a practical measure serves as a means for assessing the effectiveness of specific actions and strategies and is used in a formative manner to guide the implementation of the action or strategy. An example of a practical measure might be student performance on a weekly assessment as a means for assessing the effectiveness of the implementation of a new curriculum.

For more information about data types and possible sources of data, see "Tool D" on the Continuous Improvement page.

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Fiscal information, reporting timelines, and closeout instructions for Comprehensive Support and Improvement (CSI) funds for local educational agencies (LEAs), as authorized under the Every Student Succeeds Act (ESSA).

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For additional information related to CSI, please visit the California Department of Education CSI web page.

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CSI LEA Fiscal Information - Title I, Part A (CA Dept of Education)

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Fiscal information, reporting timelines, and closeout instructions for Comprehensive Support and Improvement (CSI) funds for local educational agencies (LEAs), as authorized under the Every Student Succeeds Act (ESSA).

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What Works Clearinghouse Practice Guides

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What Works Clearinghouse Practice Guides

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A practice guide is a publication that presents recommendations for educators to address challenges in their classrooms and schools. They are based on reviews of research, the experiences of practitioners, and the expert opinions of a panel of nationally recognized experts.

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A practice guide is a publication that presents recommendations for educators to address challenges in their classrooms and schools. They are based on reviews of research, the experiences of practitioners, and the expert opinions of a panel of nationally recognized experts. To search by Topic or Keyword, use the Practice Guide Search.

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2024 Dashboard Technical Guide - California School Dashboard and System of Support (CA Dept of Education)

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Access the details about each state and local indicator published on the California School Dashboard and learn how LEAs and schools are determined eligible for support.

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Planning for the LCAP and School Plan CDE Website

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Planning for the LCAP and School Plan CDE Website

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An integrated approach to planning for the Local Control and Accountability Plan (LCAP) and School Plan.

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In an effort to reduce redundancies at the local level, the templates for the Local Control and Accountability Plan (LCAP) and the School Plan for Student Achievement (School Plan) have been designed to work together. The LCAP is a local educational agency (LEA) level planning document with a three-year timeline, while the School Plan is specific to a schoolsite with a one-year term. Despite these differences, the nature of each plan is similar by design. As a result, an LEA and its schools can benefit from the use of a shared vocabulary and planning process that is embedded in a context of continuous improvement.

The approach to planning described here is a continuous improvement model framed around the sections of the LCAP and School Plan. Figure 1 illustrates a suggested sequence of planning stages, which begins with the identification of resource inequities, as applicable, and a review of past performance as addressed in the Analysis sections of each plan.

Overview

As provided for in California Education Code ( EC) Section 52062(a)(4) for school districts and EC Section 52068(a)(4) for county superintendents of schools, a superintendent must review the LCAP and School Plans to ensure that the two plans are consistent. Using an integrated approach to planning ensures a consistent alignment between the LCAP and School Plans. The required prompts in each plan template are not intended to set an upper limit on what is allowed. Rather, the prompts and instructions indicate a lower limit of what is minimally necessary. The School Plan is used to meet planning requirements for Title I Schoolwide Programs (SWP), Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), and Additional Targeted Support and Improvement (ATSI).

General resources about planning for continuous improvement can be found on the Continuous Improvement page.

The templates for the LCAP, Budget Overview for Parents, and the School Plan are available on the LCAP page.
The following applies equally to the LCAP and School Plan except where noted.
Stakeholder Engagement/Involvement

This section is titled "Stakeholder Engagement" in the LCAP and "Stakeholder Involvement" in the School Plan. In this section, the LEA or school describes the process used to consult with stakeholders in the development of the plan. This is an ongoing, annual process. Specific stakeholder engagement requirements for development of the LCAP are described in EC sections 52062 (school district), 52068 (county), and 47606.5 (charter school). The School Plan is developed by the schoolsite council of the school and must be shared with other schoolsite-level advisory groups in order to seek input about the School Plan. Site-level advisory groups may include the English Learner Advisory committee, student advisory groups, and tribes and tribal organizations present in the community. Stakeholder engagement requirements for development of the School Plan are provided in EC Section 64001(c) and (h) and Section 1114(b)(2) of the federal Every Student Succeeds Act.

Resource Inequities

Schools eligible for CSI or ATSI must identify and describe any resource inequities identified as a result of the required needs assessment, which may include a review of the LEA's budgeting, its LCAP, and school-level budgeting, if applicable. While not explicitly required in an LCAP, LEA or school-level resource inequities may be addressed in the LCAP. Consideration of resource inequities can inform the assessment of the effectiveness of actions in the Annual Update of the LCAP and provide a basis for the establishment of goals and/or expected outcomes for specific student groups.

Analysis

This section prompts LEAs and schools to describe the overall implementation and effectiveness of the actions or strategies to achieve the goal along with any differences between planned and actual expenditures and any changes made to the goal moving forward. When describing implementation, consider addressing the extent to which the actions or strategies were implemented and any differences between what was planned and what was actually implemented. When describing effectiveness, consider addressing the relationship between the actions or strategies and the annual measurable outcomes achieved. What specific outcomes did each action or strategy help achieve? This annual review and analysis should be the basis for making updates to the plan moving forward.

Identified Need

The Identified Need is the basis for establishing the goal. Identified needs may be based on quantitative or qualitative information, including, but not limited to, results of the annual update or review process and performance data reported on the California School Dashboard. Consider using data collected when measuring performance on the local indicators.

Goal

A goal is a broad statement that describes the desired result to which all actions/services are directed. A goal answers the question: What is the LEA or School, as applicable, seeking to achieve?

Action/Service:Strategy/Activity

Actions and Strategies address the findings of the needs assessment and/or the annual review of performance data consistent with state priorities and resource inequities. Resource inequities may be identified through a review of the LEA's budgeting, its LCAP, and school-level budgeting, if applicable.

Annual Measurable Outcomes

Identify the metric(s) and/or state indicator(s) that the LEA or school will use as a means of evaluating progress toward measurable outcomes and accomplishing the goal. The metrics may be quantitative or qualitative. As applicable, identify metrics for specific student groups. Include in the baseline column the most recent data associated with the metric or indicator, which may include data reported in the annual update or annual review section of the plan.

In the LCAP, the baseline must remain the same throughout the three-year LCAP cycle. In the School Plan, the baseline is updated each year, which effectively makes the baseline the same as the actual outcome. At a minimum, an LCAP must use the applicable required metrics for the related state priorities as applicable to the type of LEA.

Engagement

Stakeholder Engagement/Involvement

Involving stakeholders in plan development through meaningful engagement is an annual, ongoing process. Although requirements of the stakeholder engagement and involvement process differ somewhat between the LCAP and School Plan, the purpose of the process is the same: to facilitate an involvement process through meaningful engagement with stakeholder groups and incorporate collected feedback into the relevant plan.

Information that may be included in a description of the stakeholder engagement and involvement process might be dates of stakeholder meetings or surveys, number of participants, and a list of stakeholder groups that participated. Other information might include additional efforts made by the LEA or School to meaningfully involve all parts of its educational community. For example, LEAs will often translate important documents and other communications such as public notices in an effort to increase participation in the process. These are just some examples and are not intended to comprise an exhaustive list of all things that might be included in the description of the stakeholder engagement involvement process. For more information about best practices for stakeholder engagement, see the CDE's Family Engagement Toolkit (PDF) .

When writing a response to the stakeholder engagement or involvement prompts in the plans, consider the set of minimum legal requirements as a helpful framework for describing the process by which stakeholders were engaged and involved in plan development.

School Plan

Consider the stakeholder involvement requirements for the School Plan, which is developed by the schoolsite council. The plan must be developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, and school staff. If the plan relates to a secondary school, the School Plan shall also be developed with the involvement of students. The School Plan must also be developed with the review, certification, and advice of the school's English learner advisory committee, if required.

As applicable, using this list of stakeholder groups as an outline, a description of the stakeholder involvement process for development of a School Plan may include information about meetings or other engagement activities with each stakeholder group, such as date and time or frequency of meetings, specific input provided by stakeholder groups, and how the resultant plan addresses this input.

Helpful Information about School Plan Stakeholder Involvement: As provided for in EC Section 64001, an LEA may utilize the schoolsite council to meet the stakeholder requirements established in Section 1111(d)(1)(B) and Section 1111(d)(2)(B) of the federal Every Student Succeeds Act. These sections of ESSA refer to the stakeholder engagement requirements for Comprehensive Support and Improvement (CSI) and Targeted Support and Improvement (TSI), respectively. For CSI plans, the requirement is that the LEA "shall, for each school identified by the State and in partnership with stakeholders (including principals and other school leaders, teachers, and parents), locally develop and implement a comprehensive support and improvement plan for the school to improve student outcomes" (ESSA Section 1111(d)(1)(B). For TSI plans, the requirement is for the school, "in partnership with stakeholders (including principals and other school leaders, teachers and parents), shall develop and implement a school-level targeted support and improvement plan to improve student outcomes..." (ESSA Section 1111(d)(2)(B).

The School Plan must be available to the local educational agency, parents, and the public. The information contained in a School Plan shall be in an understandable and uniform format.

LCAP

The same strategy for writing a description of the stakeholder engagement process, as described above for the School Plan, can be applied to the description of stakeholder engagement in the LCAP. Specific stakeholder engagement requirements for development of the LCAP are described in EC sections 52062 (school district), 52068 (county), and 47606.5 (charter school).

Charter Schools: EC Section 47606.5(e) requires charter schools to "consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing" the LCAP. A charter school can use this list of the statutorily required stakeholder groups to develop a description of the engagement process by using the list as a kind of outline and describing the ways in which each group was involved. A description of the involvement of other locally defined stakeholder groups can be included as well.

School Districts and County Offices of Education: School districts and county offices of education are required to "consult with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing" the LCAP ( EC sections 52060(g) and 52066(g) respectively). Likewise, a school district or county office of education can use this list of the statutorily required stakeholder groups to develop a description of the engagement process by describing the ways in which each group was involved. A description of the involvement of other locally defined stakeholder groups can be included as well.

School districts and county offices of education also include the involvement of a Parent Advisory Committee (PAC) and, if certain English learner enrollment thresholds are met, an English Learner Parent Advisory Committee (ELPAC). The advisory bodies that serve as a PAC or an ELPAC may have different names from one LEA to the next as long as they meet the composition requirements provided in regulations. Describing the involvement of these committees might include, among other things, dates of meetings, comments made by the committee, and a summary of the LEA's responses to the committee's comments. Appendix B of the LCAP Template includes a set of guiding questions that can be helpful for deliberating about what to share in the Stakeholder Engagement section of the LCAP.

LCAP Stakeholder Engagement Impact

While the following information is specific to the LCAP, it is applicable and may be helpful for the development of the School Plan.

The Stakeholder Engagement section of the LCAP has two parts. In the first part, an LEA addresses the process of engaging stakeholders. In the second part, an LEA addresses the impact this process has on the LCAP. It is important to recognize how these two parts are different. Engaging stakeholders in a process of involvement to gather feedback about the development of the LCAP does not necessarily mean that stakeholders have had an impact on the LCAP. Translating stakeholder engagement into meaningful impact on a plan, including the LCAP, is a process all its own. The purpose of this part of the Stakeholder Engagement section is to demonstrate that the LEA has genuinely thought about the feedback received from stakeholders and is acting on this feedback in a manner that best serves all students.

An LEA's stakeholder involvement process, as described in the first part of the Stakeholder Engagement section, might include several different meetings with a variety of stakeholder groups, a survey that is open to the whole community, and targeted focus groups on specific topics of concern. Such a process will generate an abundance of useful information. One way of framing the question about stakeholder impact is to ask about the impact that this information has on the LCAP. What connections, if any, can be made between what an LEA learns through its stakeholder involvement process and what an LEA plans to implement in the LCAP?

For example, the information gathered through the stakeholder involvement process might show that parents are more concerned about school safety than the LEA had previously assumed. When addressing stakeholder impact, an LEA can briefly describe how school safety is being addressed in the LCAP as a result of what the LEA learned through the stakeholder involvement process.

In other cases, an LEA might learn of stakeholder concerns or wishes that raise important issues but may not be directly addressed in the LCAP. For example, what if stakeholders overwhelmingly support an investment that would be too impractical to implement or is not in the best interests of all students? An LEA's leadership will want to address the underlying issues behind this support while also explaining how such an investment is not in the best interest of the district and its students over the long term.

There are many different ways in which the stakeholder involvement process can impact the LCAP. Sometimes it might be as simple as including a service in the LCAP that was requested by stakeholders. At other times, impact might be a matter of addressing the reasons why certain services are not included in the LCAP.

For more information and resources about stakeholder engagement, visit the Continuous Improvement page.

Resource Inequities

Schools eligible for CSI or ATSI must identify and describe any resource inequities identified as a result of the required needs assessment, which may include a review of the LEA's budgeting, its LCAP, and school-level budgeting, if applicable. Consideration of resource inequities can inform the assessment of the effectiveness of actions or strategies and provide a basis for the establishment of goals and/or expected outcomes for specific student groups. While not explicitly required in an LCAP, an LEA may choose to address resource inequities in the LCAP. However, single school LEAs that choose to use the LCAP to meet school planning requirements for CSI and ATSI must identify resource inequities in the LCAP.

Identifying resource inequities may include identifying ways in which a program may be unfair or lack inclusion. Fairness in this context means that one's personal characteristics - for example gender, socio-economic status, or ethnic origins - are not an obstacle to achieving one's potential. Inclusion in this context means that learning expectations and a standard level of education applies to all students. Identifying areas in a school program in which some students are not held to the same standards may result in the identification of a resource inequity. Other examples of resource inequities may include lower-quality books and instructional materials, less access to laboratories, outdated computers, significantly larger class sizes, or less qualified or experienced teachers. Identification of resource inequities may involve the identification of current strategies and practices that are contributing factors to the identified inequities.

Analysis

Because the Analysis section of the plan examines both outcome data and effectiveness of practice, it provides the opportunity to conduct a needs assessment and should be closely related to the identified need for the goal. This section prompts LEAs and schools to describe the overall implementation and effectiveness of the actions or strategies to achieve the goal along with any differences between planned and actual expenditures and any changes made to the goal moving forward.

When describing implementation, consider addressing the extent to which the actions or strategies were implemented and any differences between what was planned and what was actually implemented. For example, if the planned action was to purchase supplemental instructional materials in social science for all 7th and 8th grade classrooms, a discussion of the extent to which such an action was implemented might include information about whether or not all 7th and 8th grade classrooms received new materials. Perhaps one or two of the classrooms already had the materials in question from an earlier pilot program. A discussion of differences in implementation might indicate that it was decided to provide supplemental instructional materials for English language arts rather than social science as planned and that the social science materials will be purchased next year. A discussion of such differences can include an explanation to help stakeholders understand the reasons for the differences and to reassure those affected by the differences that the needs of students are being met.

When describing effectiveness, consider addressing the relationship between the actions or strategies and the annual measurable outcomes achieved. An LEA or school might describe relationships between specific actual outcomes and specific actions or strategies as a basis for determining effectiveness. Refer to the discussion on Annual Measurable Outcomes for a distinction between different kinds of outcomes, which will be helpful in understanding the relationships between actions or strategies and measurable outcomes.

Identified Need

A goal is designed to meet one or more identified needs. Needs are identified through a process of continuous improvement and provide the rationale for why a particular goal is created. It answers the question, "Why are we doing this?" Identifying a need may arise from conversations with stakeholders, considerations of gaps in student performance, consideration of data reported through the California School Dashboard, and/or the development of the annual update section of the LCAP or the Annual Review section of the School Plan.

When completing the annual update or review of either plan, an LEA or school must assess the overall implementation and effectiveness of the actions and strategies to achieve the goal. Based on such an assessment, the identified need may remain the same from one year to the next or it may be modified.

Once a need has been identified, it is helpful to reflect on the best way to describe the need in the plan. Although the term "identified need" sounds deficit based, a description of an identified need does not have to be given in terms of a deficit. An identified need may be framed in a number of ways, including as a promising change, a potential area of growth, a specific problem, or a specific course of action for long term improvement. It need not always be an explicit reference to an unsatisfactory result. Schools have a "need" to excel and to continue working on its strengths as well as to address perceived deficits.

For example, an identified need related to school climate can be described in terms of low levels of engagement or in terms of a promising area of potential growth. The description of an identified need in a goal does not necessarily need to contain the word 'need'. Consider whether a deficit or strength based formulation of an identified need best fits a particular goal in your local context.

As required by EC Section 64001(g)(2)(A), the development of a School Plan must include the administration of a comprehensive needs assessment, which includes an analysis of verifiable state data. Schools may also choose to include a review of local data as part of the needs assessment. The School Plan addresses the needs of student groups identified through the needs assessment. In an LCAP, the development of the Annual Update section serves the same function as the comprehensive needs assessment does for a School Plan.

For more information on identifying needs, such as how to conduct a root cause analysis, see the Continuous Improvement page.

Goal

A goal in both the LCAP and School Plan is composed of several different elements, including the goal statement, identified need, annual measurable outcomes, and planned actions or strategies. In a well written goal, it will be clear how all of these elements are related. The first step to writing a goal is to identify the need to be addressed by the goal. For more information about identifying needs, see the Identified Need section.

A well written goal statement is more than a restatement of the identified need. For example, if an LEA or school identifies a need to improve CAASPP scores in English language arts, the corresponding goal statement is not simply "To improve CAASPP scores in English language arts." The corresponding goal statement to address this identified need should be more than a simple rephrasing of the identified need.

There are many helpful theories and models on how to write goals. One such approach to writing a goal statement is the SMART model.

SMART stands for:

A goal that meets these 5 criteria is a "SMART" goal.

Consider this goal statement that is based on the identified need mentioned earlier and includes additional information:

"Our goal is to raise CAASPP scores in English Language Arts across all grade levels to an average of 10 points above level 3 by 2023."

This goal statement is specific because it states a specific content area - English Language Arts - and clarifies that all grade levels will be addressed. It is measurable because the LEA or school will be able to determine as a matter of fact whether or not they meet the goal by measuring whether or not their scores improve by 7%. It is time bound because it states that the goal will be achieved by 2023. Whether or not it is achievable and relevant is determined at the local level by the LEA or schoolsite. If the goal statement is specific, measurable, and time-bound, whether the goal is achievable and relevant can be more accurately assessed.

For more information about S.M.A.R.T. goals, please see University of California's Smart Goals: A How to Guide (PDF)

Action/Service

Identifying Actions/Strategies

To develop actions and strategies, consider developing a working theory of practice improvement for each goal. First, identify an initial set of key ideas about the improvement needed to achieve the goal. These ideas should be an LEA's or school's initial educated assumptions about what to focus on and will provide an overview of the landscape that will undergo change as a result of the actions and strategies implemented. For example, if the goal in question is focused on raising the high school graduation rate, a key idea, based on the local context, might be to support students' positive sense of a welcoming school community.

Because key ideas will be too general to be actionable, further specify sub-ideas by conducting an analysis of the key ideas until an appropriate level of detail is reached. Such an analysis may consider any possible new processes to add, current processes to change, new programs to design and/or test, and new organizational norms that will be crucial to successfully implementing the key ideas. It is not necessary to be exhaustive or comprehensive in this analysis; the objective is to arrive at a few carefully chosen actionable change ideas that are evidence based and support the relevant key idea and, ultimately, the goal.

The actionable change ideas that result from the analysis of key ideas may serve as actions in an LCAP or strategies in a School Plan. Or, the LEA or school may decide to further test and improve the change ideas (PDSA cycle) before including them in the plan as actions or strategies. When deciding on actions and strategies to include in a plan, consider the current level of organizational capacity and individual capability available for implementing the actions or strategies.

To meet TSI/ATSI planning requirements in the School Plan, include activities or strategies for those student groups that are the subject of notification to the school that the school is eligible for TSI/ATSI.

More information about selecting actions and strategies can be found on the Continuous Improvement page.

Outcomes

Annual Measurable Outcomes

In the Annual Measurable Outcomes part of a goal, an LEA or school indicates the metrics it will use to measure a goal's effectiveness. A baseline, along with expected outcomes, is provided for each metric included. The baseline for a metric is the most recent performance level measured for that metric that is available. The expected future outcomes for each metric should not be trivially achievable nor should they be unrealistic. A good expected outcome is both challenging and achievable.

An LEA or school may choose to use both quantitative and qualitative metrics. An example of a quantitative metric is the high school graduation rate. An example of a qualitative metric would be a measure of how safe students feel at school. Although a sense of safety can be reported in numerical terms using a scale, it is a qualitative metric because it relies on human judgment and descriptions of experience rather than empirically verifiable fact.

An LCAP may also address other locally defined metrics and the state and local indicators of the California School Dashboard and may identify metrics for specific student groups. To meet TSI/ATSI planning requirements in the School Plan, include metrics for those student groups that are the subject of notification to the school that the school is eligible for TSI/ATSI.

Consider the use of both outcome measures and practical measures in the plan. Outcome measures operationalize the goal and serve as a means for tracking overall progress toward the goal. An example of an outcome measure might be the annual attendance rate. In the context of the LCAP or School Plan, a practical measure serves as a means for assessing the effectiveness of specific actions and strategies and is used in a formative manner to guide the implementation of the action or strategy. An example of a practical measure might be student performance on a weekly assessment as a means for assessing the effectiveness of the implementation of a new curriculum.

For more information about data types and possible sources of data, see "Tool D" on the Continuous Improvement page.

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An integrated approach to planning for the Local Control and Accountability Plan (LCAP) and School Plan.

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CSI Planning and Reporting Cycle 2023 - 2026

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CSI Planning and Reporting Cycle 2023 - 2026

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With this Tableau dashboard you can set Dashboard target colors and years to plot growth over the course of 1 - 5 years.

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CDE's LCAP as SPSA for CSI purposes website

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CDE's LCAP as SPSA for CSI purposes website

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For single school districts, charter schools, and LEAs with Dashboard Alternative School Status (DASS) Community of Practice (CoP) schools eligible under the CSI Low Graduation Rate criteria.

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Resource to assist local educational agencies (LEAs) in meeting Comprehensive Support and Improvement (CSI) planning requirements.

The CSI Planning summary was developed to support LEA school planning efforts for single school districts, charter schools, and LEAs with Dashboard Alternative School Status (DASS) Community of Practice (CoP) schools eligible under the CSI Low Graduation Rate criteria. The table below explains how to utilize the Local Control and Accountability Plan (LCAP) to meet CSI planning requirements.

CSI Requirements

LCAP Requirement

Where in the LCAP the CSI Requirement May Be Addressed

Partner with the school and educational partners in the development of the CSI plan

LEAs must consult with educational partners in the development of the LCAP and must provide descriptions of the consultation process and the impact that the feedback provided had on the plan.

LEAs may address this requirement in Prompts 2 and 3 of the CSI Summary and/or in the Engaging Educational Partners section.

Based on a school-level needs assessment

LEAs are required to use available state and local data, including input from educational partners to identify successes and areas of need. LEAs must identify the areas of identified need in the Plan Summary of the LCAP. LEAs may also address identified needs within the Engaging Educational Partners section, the explanation of why the LEA developed a goal, and in the Increased or Improved Services sections of the LCAP.

LEAs may address this requirement in the Reflections on Identified Needs in the Plan Summary section, in the second CSI prompt within the Plan Summary section, and/or, in the explanation of why the LEA has developed a particular goal.

Be informed by all State indicators

Within the goals included in the LCAP, LEAs must include measures of progress for each of the State Priority areas, as applicable to the LEA. LEAs may also include additional measures of progress.

LEAs may address this requirement in the Measuring and Reporting Results section of the applicable goal(s).

Include evidence-based interventions

LEAs are required to identify actions that are being used to make progress towards the goal.

LEAs may address this requirement in the Descriptions of Actions within the Goals and Action section. The LEA is encouraged to note action(s) funded with CSI funds in the description. In addition, LEAs must analyze the effectiveness of the actions in the Goal Analysis section of the applicable goal(s).

Identify resource inequities and address those inequities through implementation of the plan

As previously noted, LEAs are required to use available state and local data, including input from educational partners to identify successes and areas of need. LEAs must identify the areas of identified need in the Plan Summary of the LCAP.

LEAs may address the requirement to identify resource inequities in the Reflections on Identified Needs in the Plan Summary section, in the second CSI prompt within the Plan Summary section, and/or, in the explanation of why the LEA has developed a particular goal. LEAs may address the requirement to address those resource inequities in the plan within the actions in the Goals and Action section.

Resources
California Department of Education (CDE) Continuous Improvement Resources web page CDE DASS web page CDE Active DASS Schools CDE Every Student Succeeds Act (ESSA) web page CDE ESSA Assistance Status Data Files web page CDE LCAP web page CDE September 2022 State Board of Education meeting, Item 3 (DOCX)
For additional information on Comprehensive Support and Improvement, please visit the CDE CSI web page.

Questions: School Improvement and Support Office | SISO@cde.ca.gov | 916-319-0833

Last Reviewed: Friday, January 20, 2023

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