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2025-26 CSI LEA Planning and Reporting Timeline

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2025-26 CSI LEA Planning and Reporting Timeline

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2025-26 CSI LEA Planning and Reporting Timeline

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Local Control and Accountability Plan (LCAP) - Resources (CA Dept of Education)

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The LCAP is a tool for local educational agencies to set goals, plan actions, and leverage resources to meet those goals to improve student outcomes. This page provides resources to support the planning, implementation and evaluation of an LCAP.

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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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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.

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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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Current list of schools participating in the Dashboard Alternative School Status (DASS) program.

The DASS school list contains schools that are currently participating in DASS.

If your school is not listed and would like an alternative status, please visit the DASS Participation Instructions Web page and apply when the application process re-opens.

Last Reviewed: Wednesday, October 21, 2020

Trending in Accountability

Recently Posted in Accountability

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Current list of schools participating in the Dashboard Alternative School Status (DASS) program. The DASS school list contains schools that are currently participating in DASS. If your school is not listed and would like an alternative status, please visit the DASS Participation Instructions Web page and apply when the application process re-opens.

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DASS Eligibility Criteria - Accountability (CA Dept of Education)

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Information on eligibility requirements for the Dashboard Alternative School Status (DASS) program.

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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

More Recently Posted Items

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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.

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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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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).

Fiscal

Grant Management and Reporting Tool (GMART) Log On
GMART is a web-based platform that allows LEAs to complete and submit applications for funding, modify funding plans, and submit expenditure data.
GMART Instructions
Fiscal Year (FY) 2021-22

FY 2020-21

FY 2019-20

FY 2018-19

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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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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ESSA CSI LEA Capital Outlay Expenditures - Title I, Part A (CA Dept of Education)

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Information pertaining to the Every Student Succeeds Act (ESSA) Comprehensive Support and Improvement (CSI) Local Educational Agency (LEA) subgrant capital outlay expenditures (CapEx).

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Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards

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Resources to assist grantees in the administration of Federal grants awarded by the Department of Education.

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SACs Forum Meeting Minutes - November 8, 2022

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SACs Forum Meeting Minutes - November 8, 2022

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Meeting held via webinar at the California Department of Education (CDE), Sacramento

Meeting Agenda

Announcements and Information

Accounting Update

SACS Financial Reporting

Other Updates

Meeting Minutes

Announcements and Information

2021-22 Unaudited Actuals (UA) Data Submissions - CDE Review.

In November CDE will begin the process of reviewing the 2021-22 unaudited actuals data submissions.

A focus of the review will be LEA indirect cost rate calculations, which will provide the rates to be used in 2023-24. The review is to ensure the rates calculated are in accordance with the CDE's delegation agreement with the U.S. Department of Education (ED). In addition, the CDE wants to ensure the financial data is accurate, consistent and reliable.

CDE staff may contact LEA staff with questions regarding the indirect cost rate calculation or any other financial reporting questions. CDE appreciates LEA staff timely assistance with these questions in order to ensure the statewide financial data will be published in a timely manner.

Staff Updates

CDE announced that a new consultant, Julie Hoang, was recently hired in the Financial Accountability and Information Services Office.

Accounting Updates

Home to School Transportation Expenditure Reporting

The Home to School Reimbursement program was established pursuant to Education Code Section 41850.1, added by AB 181 (Chapter 52, Statutes of 2022), and amended by Assembly Bill (AB) 185 (Chapter 571, Statutes of 2022). This program allows for school districts and County Offices of Education that provide transportation services to be eligible for funding. Charter schools are not eligible to receive these funds and neither is a school district that converted all of its schools to charter schools. Funding is based on 60% of eligible transportation expenses, determined by function 3600, reported in the Unaudited Actuals data of the prior fiscal year less any LCFF Add-On Amount. For example, the distribution of funds for FY 2022-23 is scheduled for June 2023 and will use Unaudited Actuals expenditures from FY 2021-22. A website with additional program information including Frequently Asked Questions is being developed. For program questions please contact the CDE Transportation Office their email address is OST@cde.ca.gov

Once these funds are received it is recommended for LEA's to record the receipt of these funds with Resource 0000 and object revenue code 8590.

Expenditures that are excluded for reimbursement are capital outlay and nonagency expenditures. CDE will remove from the calculation expenses coded with Object Codes 6000-6999 and Goal Codes 7100-7199. It is highly recommended for LEA's to record expenditures with the proper coding to prevent audit findings. For additional information of what constitutes these expenditures please review Procedures 320 and 330 within the California School Accounting Manual (CSAM).

For information about allowable expenditures associated with this program please review CSAM Procedure 325 - Function 3600 (pg. 325-21).

Every Student Succeeds Act (ESSA) Per-Pupil Expenditure (PPE) Reporting Update

The Federal ESSA PPE reporting requirement remains in effect for all public schools in California. LEAs will be receiving access codes to enter data for ESSA PPE Reporting by the beginning of December. LEAS will have until March 1, 2023 to enter their 2021-22 data into the portal. The CDE will be holding webinars in January to review ESSA PPE requirements.

For further information, please see the ESSA PPE web page at ESSA Per-Pupil Expenditure (PPE) Reporting.

School-Level Finance Survey (SLFS)

The National Center for Education Statistics (NCES), with support from the US Census Bureau, is proposing a new financial reporting requirement, the School Level Finance Survey (SLFS), mandatory for all 50 states to aid with public concerns regarding equitable distribution of school-level funding within and across school districts.

The proposed data collection will be required beginning this year, using 2021-22 school year data.

For the current year collection, using school year data 2021-22, the CDE will utilize the ESSA per-pupil expenditure data we receive from LEAs to fulfill the requirement. In the past, the CDE has recommended that LEAs use enrollment when calculating their ESSA PPE amounts. However, since some LEAs use average daily attendance (ADA) to calculate the amount, we will instruct LEAs to use the Fall 1 Enrollment figure as the divisor in calculating the ESSA PPE. Therefore, for those LEAs that currently use ADA, this should be the only impact for this year's collection.
CHANGE: Instead of using the Fall 1 enrollment figure, the CDE will instruct LEAs to use the cumulative enrollment figure.
The impact on LEAs comes in next year's reporting period, which will utilize the school year 2022-23 data. The proposed requirement has a few different elements that are needed.

To satisfy the current year requirement, the CDE will collect the total current expenditure amount by school level. Currently, LEAs have this amount when calculating the ESSA PPE amount.

A few additional elements will be needed at a school level for the future year requirements.

Those include total expenditures broken down into four functions: Instruction, Student Support Services, Instructional Staff Support, and School Administration.

Plus, the NCES is proposing to include three exhibits

Teacher salaries (within the Instruction function broken down by Salaries and Benefits)

Instructional aide salaries (within the Instruction function)

Books and periodicals (within the Instruction and Instructional Staff Support Services functions)

The CDE is looking at different options to collect the data, which would begin in Fiscal Year (FY) 2023, using the current 2022-23 school year. The CDE may modify the ESSA PPE reporting application to collect this information.

The CDE had a brief period to comment on the proposed regulations and had a few questions that CDE asked during the SACS Forum:

1. The expanded SLFS reporting requirements are effective for FY 2023 reporting (School Year 2022-23). This information would be collected by CDE between Winter 2023 to Spring 2024. Do you foresee any impediments to LEAs being able to furnish this data?

2. Will LEAs need to make any significant changes to their local financial systems?

3. Will charter schools be able to report this information that does not utilize SACS reporting?

Governmental Accounting Standards Board (GASB) Statement 96 - Subscription-Based Information Technology Arrangements (SBITA) Update

GASB Statement 96 is effective 2022-23. Refer to the last several SACS Forum meeting minutes for previous discussions, including SACS account code changes and accounting guidance regarding GASB 96.
Exclusion from GASB 96
The following are not considered SBITAs for purposes of GASB 96:

Perpetual software licenses - be aware that these arrangements may sometimes be labeled as "subscriptions" because of installment plan; but they do not meet the definition.

Contracts that solely provide IT support services - similar to maintenance services in a lease.

Governments that act as vendors in SBITAs.

Accounting for Short-term SBITAs

Short-term SBITAs have a maximum possible term of 12 months.

Subscription payments are recognized as outflows of resources, i.e., expense/expenditure.

There are no specific disclosure requirements for a short-term SBITA.

Accounting for SBITAs other than short-term SBITAs (for financial statements prepared using the current financial resources measurement focus)

Initial recognition and measurement

Report an expenditure and other financing source in the period the subscription asset is initially recognized.

The expenditure and other financing source should be measured according to GASB 96 paragraphs 16-18.

Recognize a subscription liability (GASB 96 paragraphs 16-18) and a subscription asset (GASB 96 paragraph 25).

Subsequent recognition and measurement

Subscription payments should be allocated first to the calculated interest liability and then to the subscription liability.

Subscription asset be amortized in a systematic and rational manner over the shorter of the subscription term or the useful life of the underlying IT assets.

Measurement of the Subscription Asset
SBITAs are very similar to lease assets, except that certain capitalizable implementation costs also included with a SBITA.

Following are types of implementation costs and their treatment:

Preliminary project stage - expense as incurred

Initial implementation stage - capitalize these costs

Operational and additional implementation stage - expense as incurred

New SACS object codes
Due to the new SBITA asset and liability reporting requirements, the following object codes will be added to allow LEAs to report SBITAs separately from other capital assets:

Expenditures - Capital Outlay (Objects 6000-6999)

Object 6700, Subscription Assets

Object 6920, Amortization Expense-Subscription Assets (for proprietary and fiduciary funds only)

All Other Financing Sources (Objects 8930-8979)

Object 8974, Proceeds from SBITAs

Capital Assets (Objects 9400-9489)

Object 9470, Subscription Assets*

Object 9475, Accumulated Amortization-Subscription Assets*

Long-Term Liabilities (Objects 9660-9669)

Object 9660, Subscription Liability*

*For proprietary and fiduciary funds only

The new SBITA object codes and associated code combinations will be available in the SACS Web System starting with the 2023-24 budget reporting period for 2022-23 estimated actuals and 2023-24 adopted budget data types.
Implementation considerations
The GASB has not issued an implementation guide for SBITAs. GASB Implementation Guide 2019-3, Leases, may be used as a reference since SBITAs are similar to leases.

GASB 99, Omnibus 2022 (PDF) , has three paragraphs regarding SBITAs:

Paragraph 23 - subscription term

Paragraph 24 - reclassification of short-term SBITAs

Paragraph 25 - subscription liability

California Schools Healthy Air, Plumbing, and Efficiency Program - (CalShape) Grant Coding

The CDE recommends LEAs record the CalShape Grant funds using Resource 9010, Other Restricted Local, with Revenue Object 8699, All Other Local Revenue.

The rationale is typically, when funding is administered by another state agency, CDE assigns Resource 7810. However, since the CalShape Grant is funded by gas and electrical companies, although administered by the California Energy Commission, Resource Code 9010 (Other Restricted Local) seems most appropriate.

SACS Financial Reporting

SACS Web-based Financial Reporting System (SACS Web System)

The 2022-23 first interim financial reporting functionality was released on November 1.

Known issues and workarounds, if available, are posted on the SACS Web System Dashboard as they become known.

SACS Web System training resources, including the presentation materials and a recording from the October 2022 tips and answers to frequently asked questions webinars, are available on the SACS Web Training Materials and Recorded Sessions Links web page.

2022-23 second interim financial reporting functionality is expected to be available in mid-January 2023.

Update to Program by Resource Report (Report PGM)

CDE updated the Indirect Costs as a Percentage of Eligible Expenditures section to include the exclusion of Object 4700 (Food Costs) to reflect similar change made to the Form ICR Indirect Cost Worksheet and Exhibit A, Indirect Cost Rates Charged to Programs, effective fiscal year 2021-22. In the Expenditures and Other Financing Uses section, expenditures for Object 4700 (Food Costs) will be shown on a separate line instead of being included with the Books and Supplies 4000-4999 object code range.

Criteria and Standard: Criterion 7 - Facilities Maintenance - Routine Restricted Maintenance Account (RRMA) Exclusions Update

2022-23 1st and 2nd Interims - applicable to District's Form 01CSI only

The following resource codes will automatically be excluded from the RRMA calculation: 3210, 3212, 3213, 3214, 3215, 3216, 3218, 3219, 5316, 7027, and 7690.

Pursuant to Assembly Bill 130, Section 119 (Statutes of 2021), there were added resource codes that were not included in the RRMA exclusion calculations when developing the SACS Web 2022-23 application. Districts will need to manually exclude resources 3225, 3226, 3227, 3228, 5632, 5633, and 5634 from the RRMA calculation for 1 st and 2 nd interims. If districts already completed their 1 st interim and is in the workflow review/approval process, they do not have to revise it as the corrections can be made at 2 nd interim. Please note the compliance of the RRMA is measured against the total general fund expenditures as of Unaudited Actuals.

Districts can override the "Required Minimum Contribution" field (Line 1) to manually exclude the additional resource codes at 1 st and 2 nd interims.

Proposed SACS Web 2023-24 Budget Period - applicable to District's Form 01CS only

The following resource codes will be automatically excluded from the RRMA calculation: 3212, 3213, 3214, 3216, 3218, 3219, 3225, 3226, 3227, 3228, 5316, 5632, 5633, 5634, 7027, and 7690. Districts won't need to do any workarounds or manual exclusions. Please note resource codes 3210 and 3215 will be removed from the RRMA exclusion beginning in SACS Web 2023-24. The expenditures and liquidation period ends in fiscal year 2022-23.

Other Updates

Next Meeting

The next SACS Forum meeting is tentatively scheduled for February 14, 2023. CDE is again planning on offering the forum via webinar only. Meeting information can be found on the SACS Forum Upcoming Meetings web page.

Questions: Financial Accountability & Information Services | sacsinfo@cde.ca.gov | 916-322-1770

Last Reviewed: Wednesday, April 16, 2025

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SACS Forum Meeting Minutes, November 2022 - Standardized Account Code Structure (SACS) (CA Dept of Education)

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Standardized Account Code Structure (SACS) November 08, 2022 meeting minutes.

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ESSA School Support Webinar Resources - Title I, Part A (CA Dept of Education)

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Webinar resources related to the Every Student Succeeds Act (ESSA) for Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), and Additional Targeted Support and Improvement (ATSI).

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

California Department of Education
1430 N Street
Sacramento, CA 95814

Web Policy

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Logon for Grant Management and Reporting Tool (Department of Education).

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GMART Instructions - Title I, Part A (CA Dept of Education)

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Grant Management and Reporting Tool (GMART) Instructions for local educational agencies (LEAs) and county offices of education (COEs) to complete and submit applications for funding and to modify and submit budget and expenditure data in the GMART.

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Monitoring and Support Overview

The California Department of Education (CDE) is responsible for conducting compliance monitoring for local educational agencies (LEAs) and their school sites participating in the Title I, Part A program, also named as the Compensatory Education (CE) program, as well as for LEAs with schools identified for school improvement under the Every Student Succeeds Act (ESSA) under the School Support and Improvement (SSI) monitoring program. Additionally, the CDE provides focused compliance technical assistance and support for those LEAs selected to be reviewed for Federal Program Monitoring (FPM).

If you would like to receive updates regarding Title I Monitoring and Support via email notification, subscribe to the Title I Monitoring and Support Office (TIMSO) listserv by sending a "blank" message to join-TIMSO@mlist.cde.ca.gov. (To unsubscribe, send a "blank" message to unsubscribe-TIMSO@mlist.cde.ca.gov.)

Compliance Monitoring

Through the FPM process, the CDE annually monitors a select number of LEAs and associated school sites for compliance with federal statutes regarding the CE program. The FPM process also includes monitoring of a select number of LEAs with schools identified for school improvement under ESSA, including those identified for Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), and Additional Targeted Support and Improvement (ATSI). The LEAs and associated school sites to be reviewed are determined annually and released in a listing published on CDE's Compliance Monitoring web page.

As explained in that web page, there are currently 11 FPM monitoring regions with Review Team Leaders (RTLs) and county office of education (COE) monitoring leads assigned to these regions. The RTLs oversee the FPM monitoring teams, and the COE monitoring leads provide compliance guidance to the LEAs over all federal program areas. The CDE also has several Title I program reviewers assigned to these regions that focus strictly on reviewing for compliance with the codes and regulations stipulated by Title I, Part A in addition to providing training and other compliance technical support to LEAs. To learn more about which counties are in each of these regions, please go to the CDE's web page Review Team Leader Assignments.

Training and Other Technical Support

The CDE provides compliance support through a variety of methods, including annual training workshops facilitated by the Federal Program Monitoring Office, localized training workshops and compliance technical assistance.

Training Workshops

The CDE provides annual training to assist LEAs in understanding the overall FPM process and the requirements of the CE and the SSI instruments. In support of these programs, the CDE has made available for online viewing the video presentations from the most recent trainings at Compliance Monitoring Training. These presentations and supporting documents have been produced to help LEA staff understand the CE and SSI monitoring instrument items and know how to prepare for their reviews.

Localized Training Workshops

In addition to the training described above, the CDE coordinates with LEAs as requested on a case-by-case basis to conduct more localized training sessions during the FPM year, where an emphasis can be applied to more localized compliance issues. For the purpose of facilitating these requests please contact the number at the bottom of this page.

Compliance Technical Assistance

If you have a question about an upcoming or ongoing FPM review pertaining to either the CE or SSI programs, please consult the contact information table shown below to find out which Title I program reviewer answers FPM compliance questions for your region. If your region is currently unassigned and shows as To Be Determined, please contact the office listed at the bottom of this web page.

Other Resources

The following list of CDE web pages provide additional resources on the federal Title I Part A and Part D education programs, regulations and guidance.

Title I, Part A
A CDE web page with information and links to topics and documents pertaining to the Title I program, such as Authorized Use of Funds, Carryover and Waivers, Comparability of Services, LEA Plan Provisions, School Allocations, Schoolwide Programs and Targeted Assistance Programs.

School Support
A CDE web page with information and links pertaining to schools identified for school improvement under ESSA, including those identified for CSI, TSI, and ATSI.

Title I, Part D
A CDE web page with information and links pertaining to the Title I, Part D program designed to serve the educational needs of children and youth residing in local correctional facilities, or attending community day programs for delinquent children and youth.

Every Student Succeeds Act
A CDE web page with information regarding California's plan to implement the federal ESSA, as well as links to other CDE and U.S. Department of Education sites and documents pertaining to ESSA.

Audits & Investigations Division
A CDE web page with links to the following: resources for external auditors and contracting agencies for completing annual audits of various education-related programs; guidance to LEA fiscal officials regarding federal administrative requirements on interest earned on advances of federal program funds; and information on the State Leadership Accountability Act.

Parent Notification
A CDE web page with information and resources about the annual Parent Notification forms and letter templates that LEAs may use for informing parents of their child's identification as an English learner. These letter templates provide all the required information to meet Federal Title I or Title III requirements.

Questions: Title I Monitoring and Support Office | TIMSO@cde.ca.gov | 916-319-0854

Last Reviewed: Tuesday, June 7, 2022

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The California Department of Education (CDE) is responsible for conducting compliance monitoring for local educational agencies (LEAs) and their school sites participating in the Title I, Part A program, also named as the Compensatory Education (CE) program, as well as for LEAs with schools identified for school improvement under the Every Student Succeeds Act (ESSA) under the School Support and Improvement (SSI) monitoring program.

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Title II, Part A - Professional Learning (CA Dept of Education)

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Title II, Part A is a U.S. Department of Education (ED) grant program that provides supplemental funding to help support effective instruction. ED awards Title II, Part A funds to state educational agencies, which then sub-grant funds to LEAs.