# data[].attributes.body
https://forms.gle/x1AF6xSPpgMEXsaz7

# data[].attributes.body
Charter Orientation

# data[].attributes.attachment_link.title
California School Dashboard (CA Dept of Education)

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
Dashboard Q&A sessions

On demand Dashboard sessions & note-taking guides

Flyers for parents & educators

Talking Points

Additional Resources

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.description
Informational materials that help explain the data reported on the California School Dashboard.

# data[].attributes.headline
What data will be used for the 2023 Dashboard?

# data[].attributes.subject
What data will be used for the 2023 Dashboard?

# data[].attributes.attachment_link.readable_text
What are these Indicators?

The Academic Indicators consist of two content areas: English language arts/literacy (ELA) and mathematics. These indicators represent two of several state indicators that the California Department of Education (CDE) reports on the California School Dashboard (Dashboard) and reflect how well students are meeting grade-level standards by reporting the average distance from standard (DFS).

These indicators are reported on the Dashboard for any local educational agency (LEA) and school who test students on the Smarter Balanced Summative Assessments and California Alternative Assessments (CAA) in grades three through eight and grade eleven.

Beginning in 2018, the participation rate was included in the reporting of the Academic Indicators. The federal Every Student Succeeds Act (ESSA) requires states to test at least 95 percent of all students and student groups in ELA and mathematics, and to factor the participation rate into their accountability systems. If a LEA, school, or student group does not meet the 95 percent participation rate, the number of students needed to meet the participation rate must be factored into the results. See the Resources section below for more information.

Additional Reports

Designed for educators, the School Dashboard Additional Reports offer information and data beyond what are reported on the Dashboard, including summarized views across all state indicators. Several reports specific to this indicator are the:

2023 Five-by-Five English Language Arts Placement Report (Coming December 2023)

2023 Five-by-Five Mathematics Placement Report (Coming December 2023)

2023 Participation Rate Report (Coming December 2023)

Resources

General Information about the Indicator

Technical Information about the Indicator

Frequently Asked Questions (FAQs)

The Academic Indicators FAQs web page addresses the common questions received on this state indicator.

Additional Information about the Dashboard

Five-by-Five Colored Tables - Access the Status cut scores, Change cut scores, and Performance Levels (or colors) for each state indicator.

Next Steps

Science Assessments: The Dashboard currently does not include science results. However, over the past several years, the CDE has continued to apprise the State Board of Education (SBE) as when it may be feasible to include science for accountability. For the latest details, please refer to the March 2022 SBE Agenda Item 4 (DOCX) , March 2023 SBE Agenda Item 3 (DOCX) , and CDE flyer Connecting the Dashboard to the Science Test (PDF) .

Growth Model: Since 2015, California has invested significant time and effort in developing a student-level growth model that is valid, reliable, and fair. While the growth model is currently not included as part of the Academic Indicator, the projected timeline to do so is in 2023-24. For further information, please refer to the Growth Model web page.

Archive

Archived materials from prior Dashboard releases.

Last Reviewed: Tuesday, November 21, 2023

# data[].attributes.attachment_link.description
These indicators, reported on the California School Dashboard, applies to districts and schools with students in grades 3-8 and 11.

# data[].attributes.attachment_link.readable_text
What is this Indicator?

The Chronic Absenteeism Rate Indicator is one of several state indicators that the California Department of Education (CDE) reports on the California School Dashboard (Dashboard). It represents the percentage of students who were absent for 10 percent or more of the instructional days they were enrolled to attend.

For most of the other state indicators, the desired outcome is to have a high percentage in the current year and an increase in percentage from the prior year. However, for this indicator, the desired outcome is reversed and the goal is to achieve a low chronic absenteeism rate.

This indicator is reported on the Dashboard for any local educational agency (LEA) and school that enrolls students in kindergarten through grade eight. Students in transitional kindergarten are unable to be reported separately from kindergarten and are therefore included in the enrollment counts for the chronic absenteeism rate. Students enrolled less than 30 days are not eligible to be included in the enrollment counts.

Additional Reports

Designed for educators, the School Dashboard Additional Reports offer information and data beyond what are reported on the Dashboard, including summarized views across all state indicators. One report specific to this indicator is the:

2022 Chronic Absenteeism Status Report

Resources

General Information about the Indicator

Technical Information about the Indicator

Frequently Asked Questions (FAQs)

The Chronic Absenteeism Indicator FAQs web page addresses the common questions received on this state indicator.

Additional Information about the Dashboard

Five-by-Five Colored Tables - Access the Status cut scores, Change cut scores, and Performance Levels (or colors) for each state indicator.

Next Steps

There are no next steps or upcoming changes for this indicator.

Archive

Archived materials from prior Dashboard releases.

Last Reviewed: Monday, October 23, 2023

# data[].attributes.attachment_link.description
This indicator, reported on the California School Dashboard, applies to districts and schools with students in grades K-8.

# data[].attributes.attachment_link.readable_text
What is the Dashboard Technical Guide?

The California School Dashboard (Dashboard) Technical Guide is the key to accessing extensive information on each state and local indicator reported on the Dashboard. The guide includes calculation formulas and business rules used to produce the data for state indicators. It also details the local indicators that are self-reported directly onto the Dashboard by local educational agencies (LEAs).

Guide Topics

Start your learning journey by accessing the links below:

California's Accountability System and the Dashboard (Coming in December 2023)

This initial section covers the following background on California's accountability system and the general rules applied to produce the Dashboard state indicators:

California's Integrated Accountability and Continuous Improvement System

Dashboard Overview

Who Gets a Dashboard

How Dashboard Colors are Determined

How Student Groups are Determined

LEA and School Type Definitions

District of Residence Rule for Students with Disabilities

What Data Are Used for the 2023 Dashboard?

General Business Rules (e.g., New Schools, Closed Schools, Rounding Rules)

Dashboard State Indicators

The following "mini-guides" contain calculation formulas and business rules used to produce each state indicator. Note that each mini-guide is formatted in the same order for ease of use.

Academic (Coming in December 2023)

Chronic Absenteeism Rate (Coming in December 2023)

College/Career (Coming in December 2023)

English Learner Progress (Coming in December 2023)

Graduation Rate (Coming in December 2023)

Suspension Rate (Coming in December 2023)

1. Dashboard Local Indicators (Coming in December 2023) - This Local Indicator mini-guide provides an explanation of local indicators, the performance standards for the local indicators, and links to additional information, such as the self-reflection tools for each local indicator.

2. System of Support

Local Educational Agency Eligibility: Differentiated Assistance (Coming in December 2023)

Every Student Succeeds Act School Support (Coming in January 2024)

3. Helpful Resources

2023 Five-by-Five Colored Tables - This web page contains the Status and Change cut scores along with the five-by-five colored tables for each state indicator that are used to identify the exact performance color an LEA, school, and student group achieved.

Dashboard Alternative School Status (DASS) (Coming in February 2024) - This document includes information on: (1) the U.S. Department of Education's denial of using modified methods for DASS schools for accountability, (2) California's commitment to reporting the DASS graduation rate for informational purposes, and (3) the business rules used to calculate the DASS graduation rate.

Dashboard Communications Toolkit - informative flyers, on-demand videos, and talking points that can be used to communicate the 2023 Dashboard to parents, educators, and communities.

California Dashboard and System of Support - your direct entry to the Dashboard, supplementary reports, and supportive resources to help you navigate through California's accountability system.

Archive

Last Reviewed: Friday, December 01, 2023

# data[].attributes.attachment_link.title
2023 Dashboard Technical Guide - California School Dashboard and System of Support (CA Dept of Education)

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Connecting CALPADS to the Dashboard 22-2023 Handbook

# data[].attributes.subject
Connecting CALPADS to the Dashboard 22-2023 Handbook

# data[].attributes.attachment_link.readable_text
What is this Indicator?

The Graduation Rate Indicator is one of several state indicators that the California Department of Education (CDE) reports on the California School Dashboard (Dashboard). It represents the percentage of students who graduate high school within a specified timeframe with a high school diploma.

All schools - comprehensive (or traditional), charter, and Dashboard Alternative School Status (DASS) - receive a combined four- and five-year graduation rate.

This indicator is reported on the Dashboard for any local educational agency (LEA) and high school that enroll students in grade twelve.

Additional Reports

Designed for educators, the School Dashboard Additional Reports offer information and data beyond what are reported on the Dashboard, including summarized views across all state indicators. Two reports specific to this indicator are the:

2023 Five-by-Five Graduation Rate Placement Report (Coming December 2023)

Graduation Rate Report (Coming December 2023)

Resources

General Information about the Indicator

Technical Information about the Indicator

Frequently Asked Questions (FAQs)

The Graduation Rate Indicator FAQs web page addresses the common questions received on this state indicator.

Additional Information about the Dashboard

Five-by-Five Colored Tables - Access the Status cut scores, Change cut scores, and Performance Levels (or colors) for each state indicator.

Next Steps

There are no next steps or upcoming changes for this indicator.

Archive

Archived materials from prior Dashboard releases.

Last Reviewed: Tuesday, November 21, 2023

# data[].attributes.attachment_link.title
Graduation Rate Indicator - California School Dashboard and System of Support (CA Dept of Education)

# data[].attributes.attachment_link.description
This indicator, reported on the California School Dashboard, applies to districts and schools with students in grades 9–12.

# data[].attributes.body
Updated CCI Flyer 2023 Coming Soon!

# data[].attributes.attachment_link.readable_text
What is this Indicator?

The College/Career Indicator (CCI) is one of several state indicators that the California Department of Education (CDE) reports on the California School Dashboard (Dashboard). It represents the percentage of high school graduates who are prepared for college or a career. This indicator was designed to encourage high schools to provide all students with a rigorous broad course of study that prepares them for postsecondary success. The following measures have been approved by the State Board of Education for inclusion into the indicator:

Advanced Placement Exams

a-g Completion

Career Technical Education Pathway Completion

College Credit Course (formerly called Dual Enrollment)

International Baccalaureate Exams

Leadership/Military Science

Pre-Apprenticeships

Smarter Balanced Summative Assessments in English Language Arts/Literacy and mathematics (Grade 11)

State and Federal Job Programs

State Seal of Biliteracy

Transition Classroom and Work-Based Learning Experiences

This indicator is reported on the Dashboard for any local educational agency (LEA) and high school that enrolls students in grade twelve.

Additional Reports

Designed for educators, the School Dashboard Additional Reports offer information and data beyond what are reported on the Dashboard, including summarized views across all state indicators. One report specific to this indicator is the:

College/Career Measures Report

Resources

General Information about the Indicator

Technical Information about the Indicator

Frequently Asked Questions (FAQs)

The College/Career Indicator FAQs web page addresses the common questions received on this state indicator.

Additional Information about the Dashboard

Status Cut Scores for the 2023 Dashboard - Because the CCI is reported on the 2023 Dashboard as Status only, this web page displays the Status cut scores and levels used to determine performance for this state indicator.

Next Steps

In March 2022, the CDE informed the State Board of Education (SBE) that the development of the civic engagement measure and an industry certification measure was ongoing with specific work groups. The CDE will be using this year to further develop out these measures, including a review of the data collection options. For more information, please refer to the March 2022 SBE Agenda Item 4 (DOCX) .

Archive

Archived materials from prior releases.

Last Reviewed: Monday, November 06, 2023

# data[].attributes.attachment_link.description
This indicator, reported on the California School Dashboard, applies to districts and schools with students in grades 9-12.

# data[].attributes.headline
English Learner Progress Indicator CDE Webpage

# data[].attributes.subject
English Learner Progress Indicator CDE Webpage

# data[].attributes.attachment_link.readable_text
What is this Indicator?

The English Learner Progress Indicator (ELPI) is one of several state indicators that the California Department of Education (CDE) reports on the California School Dashboard (Dashboard). It represents the percentage of English learner students who are progressing towards English language proficiency. The CDE measures progress toward English language proficiency by comparing English Learner students' results from the current Summative English Language Proficiency Assessments for California (ELPAC) and Summative Alternate ELPAC to the prior year Summative ELPAC and Summative Alternate ELPAC results.

The ELPI is the only state indicator that reports on only one student group, the English learner student group.

This indicator is reported on the Dashboard for any district and school that enrolls English learner students.

What's New for the ELPI

The ELPI has many new aspects for the 2023 Dashboard:

Change and overall performance color reported for the first time since the 2017 Dashboard

Inclusion of the Summative Alternate ELPAC Results into the ELPI

Change in the ELPAC Participation Rate methodology in the ELPI

Additional Reports

Designed for educators, the School Dashboard Additional Reports offer information and data beyond what are reported on the Dashboard, including summarized views across all state indicators. Two reports specific to this indicator are the:

2023 English Learner Progress Status Report (Coming December 2023)

2023 ELPAC Participation Rate Report (Coming December 2023)

Resources

General Information about the Indicator

Technical Information about the Indicator

Additional Information about the Dashboard

Five-by-Five Colored Tables - Access the Status cut scores, Change cut scores, and Performance Levels (or colors) for each state indicator.

Frequently Asked Questions (FAQs)

The ELPI FAQs web page addresses the common questions received on this state indicator.

Archive

Archived materials from prior Dashboard releases:

Last Reviewed: Wednesday, November 29, 2023

# data[].attributes.attachment_link.description
This indicator, reported on the California School Dashboard, applies to districts and schools with students in grades 1-12.

# data[].attributes.headline
English Learner Progress Indicator Flyer

# data[].attributes.subject
English Learner Progress Indicator Flyer

# data[].attributes.attachment_link.readable_text
What is this Indicator?

The Suspension Rate Indicator is one of several state indicators that the California Department of Education (CDE) reports on the California School Dashboard (Dashboard). It represents the percentage of students who were suspended for an aggregate total of one full day anytime during the school year.

For most of the other state indicators, the desired outcome is to have a high percentage in the current year and an increase in percentage from the prior year. However, for this indicator, the desired outcome is reversed and the goal is to achieve a low suspension rate.

This indicator is reported on the Dashboard for any local educational agency (LEA) and school that enroll students in kindergarten through grade twelve. Students in transitional kindergarten are unable to be reported separately from kindergarten and are therefore included in the enrollment counts for the suspension rate.

Additional Reports

Designed for educators, the School Dashboard Additional Report offers information and data beyond what are reported on the Dashboard, including summarized views across all state indicators. One report specific to this indicator is the:

2023 Five-by-Five Suspension Rate Placement Report (Coming December 2023)

Resources

General Information about the Indicator

Suspension Rate flyer (Coming December 2023)

Technical Information about the Indicator

Frequently Asked Questions (FAQs)

The Suspension Indicator FAQs web page addresses the common questions received on this state indicator.

Additional Information about the Dashboard

Five-by-Five Colored Tables - Access the Status cut scores, Change cut scores, and Performance Levels (or colors) for each state indicator.

Next Steps

There are no next steps or upcoming changes for this indicator.

Archive

Archived materials from prior Dashboard releases.

Last Reviewed: Tuesday, November 21, 2023

# data[].attributes.attachment_link.title
Suspension Rate Indicator - California School Dashboard and System of Support (CA Dept of Education)

# data[].attributes.attachment_link.description
This indicator, reported on the California School Dashboard, applies to districts and schools with students in grades K–12.

# data[].attributes.attachment_link.readable_text
The State Board of Education (SBE) approved standards for the local indicators that support LEAs in measuring and reporting their progress within the appropriate priority area. For each local indicator, the performance standards are as follows:

1. Annually measure its progress in meeting the requirements of the specific LCFF priority; and

2. Report the results as part of a non-consent item at a regularly scheduled public meeting of the local governing board/body in conjunction with the adoption of the LCAP; and

3. Report results to the public through the Dashboard utilizing the SBE-adopted self-reflection tools for each local indicator.

An LEA uses the SBE-adopted self-reflection tools to report its progress through the Dashboard. The collection and reflection on locally available information relevant to progress regarding local priority areas will support LEAs in completing the self-reflection tools, reporting in the Dashboard, and in local planning and improvement efforts.

Provided an LEA satisfies the performance standards for each local indicator, the Dashboard will automatically assign a performance level of Met. If an LEA does not meet the performance standards, the Dashboard will automatically assign a performance level of Not Met or Not Met for Two or More Years, as applicable.

Tuesdays @ 2 - A Webinar Series

Please visit the Tuesdays @ 2 webpage for more information.

Self-Reflection Tools

This section provides a brief overview of the self-reflection tools available to LEAs.

Basic Services and Conditions (Appropriately Assigned Teachers, Access to Curriculum-Aligned Instructional Materials, and Safe, Clean and Functional School Facilities) (Priority 1)

LEAs will use locally available information, including data reported through the School Accountability Report Card, to provide evidence of progress relevant to this local indicator.
Priority 1 Self-Reflection Tool (DOCX)
Implementation of State Academic Standards (Priority 2)

LEAs have two options for the self-reflection tool. The first option allows LEAs to provide a narrative summary of their progress in the implementation of state academic standards based on locally selected measures or tools. The second option is to complete the SBE adopted self-reflection tool survey.
The SBE adopted self-reflection tool has the following Rating Scale (lowest to highest): 1 - Exploration and Research Phase; 2 - Beginning Development; 3 - Initial Implementation; 4 - Full Implementation; 5 - Full Implementation and Sustainability Priority 2 Self-Reflection Tool (DOCX)
Parent and Family Engagement (Priority 3)

LEAs use this self-reflection tool to report the measurement of their progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable an LEA to engage in continuous improvement and determine next steps to make improvements in the areas identified.

The results of the process should be used to inform the LCAP and the development process, to assess prior year goals, actions and services as well as to plan or modify future goals, actions and services in the LCAP.
The SBE adopted self-reflection tool has the following Rating Scale (lowest to highest): 1 - Exploration and Research Phase; 2 - Beginning Development; 3 - Initial Implementation; 4 - Full Implementation; 5 - Full Implementation and Sustainability Priority 3 Self-Reflection Tool (DOCX)
School Climate (Priority 6)

LEAs will provide a narrative summary of the local administration and analysis of a local climate survey that captures a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span (e.g., K-5, 6-8, 9-12). Specifically, LEAs will have an opportunity to include differences among student groups, and for surveys that provide an overall score, such as the California Healthy Kids Survey, report the overall score for all students and student groups. This summary may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school safety and connectedness.
Priority 6 Self-Reflection Tool (DOCX)
Access to a Broad Course of Study (Priority 7)

LEAs annually measure their progress in the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs.
Priority 7 Self-Reflection Tool (DOCX)
Coordination of Services for Expelled Students - (Priority 9, for COEs only)

Using the SBE adopted self-reflection tool, LEAs assess the degree of implementation of the progress in coordinating services for expelled students in their county.
The SBE adopted self-reflection tool has the following Rating Scale (lowest to highest): 1 - Exploration and Research Phase; 2 - Beginning Development; 3 - Initial Implementation; 4 - Full Implementation; 5 - Full Implementation and Sustainability Priority 9 Self-Reflection Tool (DOCX)
Coordination of Services for Foster Youth (Priority 10, for COEs only)

Using the SBE adopted self-reflection tool, LEAs assess the degree of implementation of the progress in coordinating services for foster youth students in their county.
The SBE adopted self-reflection tool has the following Rating Scale (lowest to highest): 1 - Exploration and Research Phase; 2 - Beginning Development; 3 - Initial Implementation; 4 - Full Implementation; 5 - Full Implementation and Sustainability Priority 10 Self-Reflection Tool (DOCX)
For more information on the Local Indicators please visit the Local Control Funding Formula (LCFF).

Questions: Local Agency Systems Support Office | LCFF@cde.ca.gov | 916-323-5233

Last Reviewed: Tuesday, February 1, 2022

# data[].attributes.attachment_link.description
The State Board of Education (SBE) approved standards for the local indicators that support LEAs in measuring and reporting their progress within the appropriate priority area.

# data[].attributes.headline
Connecting the Dashboard to the CA Sciece test (CAST)

# data[].attributes.subject
Connecting the Dashboard to the CA Sciece test (CAST)

# data[].attributes.headline
District of Special Education Accountability Rule

# data[].attributes.subject
District of Special Education Accountability Rule

# data[].attributes.body
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).

# data[].attributes.attachment_link.title
Sonoma County Office of Education Continuous Improvement

# data[].attributes.attachment_link.readable_text
System of Support

California's system of support is a key aspect of California's accountability and continuous improvement system. The goal of the system of support is to help local educational agencies (LEAs) and their schools meet the needs of each student they serve.

LEAs Eligible for Assistance

California's accountability and continuous improvement system is based on a three-tiered system:

General assistance - resources and assistance that is made available to all local educational agencies

Differentiated assistance - local educational agencies that meet certain eligibility criteria for additional support

Intensive Intervention - local educational agencies with persistent performance issues over a period of time

LEA eligibility criteria for differentiated assistance:

Please note the College/Career Indicator will only report on Status level on the 2023 Dashboard, and, as a result, a Status level of Very Low will be used as a proxy for Red for differentiated determinations.

Eligibility criteria for charter schools is the same as for districts and county offices of education with the exception that charter schools must meet the criteria in two Dashboard years (2023 and 2022 Dashboards).

LEAs Eligible for Assistance Data File

The data files for LEAs eligible for assistance can be accessed on the Local Control Funding Formula (LCFF) web page.

Schools Eligible for Assistance

Schools are eligible for assistance under the Every Student Succeeds Act (ESSA). The categories for ESSA assistance are:

Comprehensive Support and Improvement (CSI)

Additional Targeted Support and Improvement (ATSI)

Comprehensive Support and Improvement

The California School Dashboard (Dashboard) is used to determine school eligibility and exit for the following categories of schools:

Low Graduation Rate

Low Performing

Schools with a three-year graduation rate average below 68 percent are eligible under the CSI - Low Graduation creteria.

After schools are determined eligible under the CSI - Low Graduation Rate criteria, school eligibility under the CSI - Low Performing criteria is determined from the pool of remaining Title I-funded schools. California will identify not less than five percent of Title I-funded schools for CSI - Low Performing using the following hierarchical criteria:

Schools with all Red indicators

Schools with all Red indicators but one indicator at another status level

Schools with five or more indicators where the majority are Red

Please note the College/Career Indicator will only report on Status level on the 2023 Dashboard, and, as a result, a Status level of Very Low will be used as a proxy for Red in CSI - Low Performing and ATSI determinations.

Additional Targeted Support and Improvement (ATSI)

The student groups used for ATSI 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

After schools are determined eligible for CSI - Low Graduation Rate and CSI - Low Performing, school eligibility for ATSI is determined from the pool of all remaining schools. The criteria outlined below will only apply for 2022-23 CSI - Low Performing eligibility determinations. California will identify not less than five percent of Title I schools for CSI - Low Performing using the following hierarchical criteria:

For 2023-24 ATSI determinations, California will return to using two consecutive years of Dashboard data. In order to meet the ATSI eligibility requirements, a student group (e.g., the EL student group) would have to meet the criteria in both the 2022 and 2023 Dashboards.

2022 Dashboard criteria:

Schools with all indicators at the lowest status level

Schools with all indicators at the lowest status level but one indicator at another status level

Schools with five or more indicators where the majority are at the status lowest level

2023 Dashboard criteria:

Schools with all Red indicators

Schools with all Red indicators but one indicator at another status level

Schools with five or more indicators where the majority are Red

Please note the College/Career Indicator will only report on Status level on the 2023 Dashboard, and, as a result, a Status level of Very Low will be used as a proxy for Red in CSI - Low Performing and ATSI determinations.

More information about ATSI is located on the ATSI web page.

ESSA Assistance Eligibility Status Data Files

The ESSA Assistance Eligibility Status Data Files can be accessed on the ESSA Assistance Status Data Files web page.

Dashboard Technical Guide

More detailed information on how California makes assistance determinations for LEAs and schools can be accessed here:

2023 Dashboard Technical Guide (Coming December 2023)

Archive
Local Control Fundng Formula (LCFF) Criteria for Differentiated Assistance (PDF) 2022 Dashboard Technical Guide
2019 Dashboard Technical Guide (PDF)

Last Reviewed: Wednesday, November 22, 2023

# data[].attributes.attachment_link.description
Supporting districts and schools to help meet the needs of their students.

# data[].attributes.attachment_link.readable_text
Funding Opportunity | Goal | Characteristics | Levels of Support | Roles and Responsibilities | Lead Agencies | State Agencies | Important Resources | Frequently Asked Questions | Summary of Most Recent State Board Items

Funding Opportunity - Solicitation of Proposals for the Independent Evaluation for Differentiated Assistance

Solicitation of Proposals for the Independent Evaluation of the Technical Assistance and Intervention Provided to Local Educational Agencies (LEAs) for Differentiated Assistance (DA).

Goal

The overarching goal of California's System of Support is to help LEAs and their schools meet the needs of each student they serve, with a focus on building local capacity to sustain improvement and to effectively address disparities in opportunities and outcomes.

At its heart, California's System of Support is focused on improving the outcomes of California's students. The purpose of California's System of Support, articulated in California Education Code ( EC) Section 52095.5(b) , is to build the capacity of LEAs in each of the following areas:

1. Support the continuous improvement of student performance in each of the eight state priority areas described in EC sections 52060(d) and 52066(d) .

2. Address the gaps in achievement between student groups identified in EC Section 52052 .

3. Improve outreach and collaboration with stakeholders to ensure that goals, actions, and services described in school district and county office of education (COE) Local Control and Accountability Plans (LCAPs) reflect the needs of students and the community, especially for historically underrepresented or low-achieving groups.

The characteristics of California's System of Support are:

Reducing redundancy across state and federal programs

Integrating guidance and resources across state and federal programs

Supporting LEAs to meet identified student needs through the LCAP process

Levels of Support

California's System of Support provides three levels of support to LEAs and schools. The first level, general assistance, is made up of resources and assistance that are available to all LEAs and schools. The second level of assistance, known as DA, is targeted support that is available to LEAs that meet the eligibility requirements set by the State Board of Education (SBE). The third level of support, Intensive Intervention, may be provided to LEAs that are identified as having persistent performance issues and a lack of improvement over four consecutive years. A description of the supports available to LEAs at each level are highlighted in the table below.

Level of Support

Description of Supports Available

Various state and local agencies provide an array of support resources, tools, and technical assistance that all LEAs may use to improve student performance at the LEA and school level and to narrow disparities among student groups across the Local Control Funding Formula (LCFF) priorities, including recognition for success and the ability to share promising practices.

Differentiated Assistance
(Level 2)

County superintendents, charter authorizers, the California Department of Education (CDE), and the California Collaborative for Educational Excellence (CCEE) provide differentiated assistance for eligible LEAs, in the form of individually designed assistance, to address identified performance issues, including significant disparities in performance among student groups.

The State Superintendent of Public Instruction may require more intensive interventions for LEAs with persistent performance issues and a lack of improvement over a four-year period.

For information about eligibility requirements for DA and Intensive Intervention please see the FAQs below.

Roles and Responsibilities Within the System of Support

The LCFF identifies both Lead Agencies and State Agencies and tasks them with advancing the goal and purposes of the system of support. The Lead Agencies are tasked with building capacity and developing and providing supports to particular entities or groups within California's education system, while the State Agencies are tasked with facilitating and coordinating the work of the Lead Agencies. The support provided by these Agencies ensure that there is: (1) a clear point of contact for a school district or COE to seek support responsive to a locally identified need, (2) a clear process and responsibility for agencies within the system of support to work together to connect the school district or COE with relevant resources or avenues for assistance, and (3) improved visibility of the resources, expertise, and services available across the state through various agencies and state-funded initiatives to support student success.

Lead Agencies

Geographic Lead Agencies

The Geographic Lead Agencies are primarily responsible for building the capacity of COEs to ensure that counties are equipped to build the capacity of their LEAs to support the continuous improvement of student performance within the state priorities.

Multi-Tiered System of Support

The Scaling Up Multi-Tiered System of Support (MTSS) Statewide (SUMS) Initiative provides resources, professional learning opportunities, and funding for LEAs to align academic, behavioral, and social-emotional supports to serve the whole child.

Early Literacy Support Grant

As part of the Early Literacy Support Block (ELSB) Grant Program, the Expert Lead in Literacy supports grantees to build statewide professional learning networks and provide technical assistance to increase statewide capacity in implementing effective literacy instruction.

Special Education Resource Leads

The Special Education Local Plan Area (SELPA) Resource Leads consist of two types of statewide special education leads: SELPA Systems Improvement Leads and SELPA Content Leads. The main goal of the SELPA Leads is to increase the capacity of SELPAs and LEAs to improve outcomes for students with disabilities (SWDs).

Community Engagement Initiative Lead Agencies

The Community Engagement Initiative Lead Agency builds capacity in communities and LEAs and schools in order to expand successful community engagement practices statewide.

Title III COE Regional English Learner Specialists

The Title III Regional COE Leads provide technical assistance to LEAs within each of the 11 County Superintendent regions through a partnership between the CDE and the California County Superintendents' Educational Services Association (CCSESA).

Educator Workforce Investment Grant Program

The Educator Workforce Investment Grant program provides professional learning opportunities for teachers and paraprofessionals across the state for implementation of the English Learner (EL) Roadmap Policy and Special Education.

21st Century California School Leadership Academy

The 21st Century California School Leadership Academy provides high-quality professional learning for administrators and other school leaders. A list of the regional academies may be found on the funding results page.

California Dyslexia Initiative

The goals of the California Dyslexia Initiative (CDI) include building capacity in the Statewide System of Support to provide early intervention services for students with specific learning disabilities such as dyslexia; identifying effective models for identification and treatment of specific learning disabilities and delivering professional development on evidence-based instruction and strategies informed by research.

Statewide System of Support for Expanded Learning

The Statewide System of Support for Expanded Learning is the technical assistance network for supporting After School Education and Safety Program and 21st Century Community Learning Program grantees throughout California.

State Agencies

The LCFF identifies the CDE, the CCEE, and the SBE as the three state agencies tasked with the responsibility of facilitating the work and supports being provided by the Lead Agencies. These agencies work collaboratively to coordinate the supports being provided throughout the system, provide guidance to the Lead Agencies, and solicit input and feedback from educational stakeholders, as well as partnering with the Lead Agencies to provide opportunities for LEAs to build their capacity.

Resources to Support LEAs and Schools
Select Resources Available Through California's System of Support
The County Superintendents of Schools - Summary of Support (DOCX) is a compilation of information provided, as is, to the California Department of Education (CDE) by county superintendents of schools that provides a description as to how the county superintendents of schools will support the continuous improvement of all school districts within the county. (California Education Code Section 52066[i])

Frequently Asked Questions

System of Support Overview

What is the System of Support?

What is the goal of the System of Support?

Is this different from California's past approaches to assistance and intervention?

Support for All (Level 1)

What is Support for All (Level 1)?

What are examples of Support for All?

Differentiated Assistance (Level 2)

Why do certain LEAs receive differentiated assistance?

What are the eligibility criteria for differentiated assistance?

Basics (LCFF Priority 1)

Parent Engagement (LCFF Priority 3)

Pupil Achievement (LCFF Priority 4)

Pupil Engagement (LCFF Priority 5)

School Climate (LCFF Priority 6)

Red on College/Career Indicator

What is the 2022 differentiated assistance criteria?

Does the state post information about school districts identified for differentiated assistance?

Do LEAs have an opportunity to review the Dashboard data before the Dashboard is publicly released?

What will differentiated assistance include?

All COEs have committed to working with their districts to facilitate a collaborative review of their Dashboard and other local data and a discussion of underlying causes of performance challenges. COEs have developed common tools and protocols for the facilitated process grounded in improvement science. Additional information on improvement science is available on the Carnegie Foundation web page.

Local Control and Accountability Plans (LCAPs), Stakeholder Engagement, and Differentiated Assistance

How does differentiated assistance fit into the development of LCAPs?

What is the role of stakeholders in the differentiated assistance process?

COE Funding, Support for All, and Differentiated Assistance

COEs received additional funding through the Budget Act of 2018. What are the requirements around how COEs can use these funds?

Is there a formula that will be used to allocate the additional funding provided for COEs in the Budget Act of 2018?

How will these funds be disbursed to COEs?

Can a Single District County receive these additional funds if they are identified for differentiated assistance?

Federal School Improvement Requirements

How will California use the existing LCAP and school level planning processes to meet these federal requirements?

Small Districts, Single School Districts, and Charter Schools

Communication Resources and Additional Questions

How can LEAs share this information with their local stakeholders?

Who should I contact if I have questions or concerns about the differentiated assistance process or a specific situation related to differentiated assistance being provided to a school district?

Summary of Most Recent State Board Items

As the policy-making body for the CDE, the SBE is an integral part of California's system of support and continually receives updates. For the most recent items and presentations by the CDE on California's system of support, please visit the CDE SBE.

Last Reviewed: Thursday, December 15, 2022

# data[].attributes.attachment_link.title
California’s System of Support - Title I, Part A (CA Dept of Education)

# data[].attributes.attachment_link.description
California’s system of support is one of the central components of California’s accountability and continuous improvement system.

# data[].attributes.headline
LEA Criteria for Differentiated Assistance for 2023

# data[].attributes.subject
LEA Criteria for Differentiated Assistance for 2023

# data[].attributes.attachment_link.title
LEA Criteria for Differentiated Assistance

# data[].attributes.attachment_link.description
A table that lists the LEA eligibility criteria for differentiated assistance in 2019-20.

# data[].attributes.headline
DRAFT Dashboard Overview Note-taking guide: Google Doc

# data[].attributes.subject
DRAFT Dashboard Overview Note-taking guide: Google Doc

# data[].attributes.headline
DRAFT Dashboard Overview Note-taking guide: Word

# data[].attributes.subject
DRAFT Dashboard Overview Note-taking guide: Word

# data[].attributes.attachment_link.readable_text
Access to supplementary information and data reported on the California School Dashboard.

School Dashboard Additional Reports

Each year, the California Department of Education publishes supplemental reports on the School Dashboard Additional Reports and Data web page to provide viewers additional data and insight to their California School Dashboard (Dashboard) results. The reports include the following:

Student Groups Report displays, at-a-glance, the performance for all student groups across all state indicators. This report can be used when reviewing the data for Differentiated Assistance and Additional Targeted Support and Improvement as the eligibility criteria is based on student group performance.

Dashboard Navigator: The California School Dashboard Navigator (Navigator) is an interactive mapping tool for visualizing school performance based on results reported from the Dashboard. The Navigator displays schools by their color-coded performance level for each of the Dashboard state indicators. Users can refine their searches by geographic area, charter status, DASS status and student group. A series of interactive charts provide a visual summary of the mapped results. Detailed Dashboard results for individual schools can be easily accessed by selecting a specific school on the map.

Last Reviewed: Wednesday, October 18, 2023

Trending in Accountability

Recently Posted in Accountability

# data[].attributes.attachment_link.description
Access to supplementary information and data reported on the California School Dashboard.

# data[].attributes.attachment_link.description
What is the Data Use Self-Assessment (DUSA)?