Update on California's Every Student Succeeds Act State Plan
Stay informed with the latest information on California's ESSA State Plan, including background on ESSA, amendments status, and the role of CPAG in providing input for accountability systems. Learn about the 2019 ESSA State Plan amendments and the timeline for implementation.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
California Practitioners Advisory Group Item 2: Update on California's Every Student Succeeds Act State Plan December 11, 2020 TONY THURMOND State Superintendent of Public Instruction
Topics Background on the Every Student Succeeds Act (ESSA) and Amendment Status Modified Methods for Dashboard Alternative School Status (DASS) 2020 21 School Year COVID-19 State Plan Addendum 2
Role of CPAG The California Practitioners Advisory Group (CPAG) will provide input to the California State Board of Education (SBE) on ongoing efforts to establish a single coherent local, state, and federal accountability system. The advisory committee will also serve as the state s committee of practitioners under federal Title I requirements. 3
Background on the Every Student Succeeds Act and Amendment Status 4
ESSA Background Signed into law by President Obama December 2015. Reauthorization of the federal Elementary and Secondary Education Act (ESEA). Replaces the No Child Left Behind Act. Ensures educational equity and opportunity for disadvantaged and high-needs students. Supplements state programs. 5
2019 ESSA State Plan Amendments (1) January 2020: The SBE approved the adoption of the following amendments to California s State Plan (State Plan) to reflect the SBE s actions in 2019 and technical edits to the ESSA state plan: Updated the long-term goal and revised Status cut scores for the Graduation Rate Indicator. Approved the methodology for using the English Learner Progress Indicator (ELPI) for school identification. 6
2019 ESSA State Plan Amendments (2) Additionally, the SBE approved the following amendments: Approved status cut scores for the ELPI. Clarified the definitions of ineffective teacher and out of field teacher. Raised the low graduation threshold to below 68 percent. Refined a combined (also known as an extended rate) four- and five-year graduation rate for the Graduation Rate Indicator. Reinserted the Academic Indicator State Level Data by Student Group tables 7
2019 ESSA State Plan Amendments: Timeline On January 31, 2020 the California Department of Education (CDE) submitted to the U.S. Department of Education (ED) the updated ESSA State Plan. As of November 30, 2020, these State Plan amendments continue to be pending approval by the ED. 8
Letter From the U.S. Department of Education The CDE received a letter from ED, dated October 5, 2020, which states that using modified methods to calculate state indicators for DASS schools is not permissible under the ESSA 1111(c)(4)(B) and 1111(c)(4)(C). Specifically the CDE cannot: Establish different cut scores for the Academic Indicator Use a one-year graduation rate These letters are available for review on the SBE December Information Memoranda webpage at http://www.cde.ca.gov/be/pn/im/infomemodec2020.asp 9
Modified Methods for the Dashboard Alternative School Status 10
Academic Indicator: Modified Status Cut Scores for DASS Schools Approved by the SBE in September 2019 Revisions to the Low and Very Low Status cut scores only No revisions to the Medium, High, and Very High Status cut scores No revisions to any Change cut scores 11
DASS Schools: Revised Status Cut Scores for ELA There are two sets of Status Cut Scores for ELA: ELA High Schools and High School Districts Elementary, Middle, and K-12 Schools, and Unified Districts Status Cut Scores High Schools and High School Districts Very Low 110.1 points or lower Low -0.1 to -110.0 points Medium 0 to 29.9 points High 30 points to 74.9 points Very High 75 points or higher Status Cut Scores Elementary, Middle, K-12 and Unified Districts 125.1 points or lower -5.1 to -125.0 points -5 to +9.9 points 10 to 44.9 points 45 points or higher Status Level 12
DASS Schools: Revised Status Cut Scores for Mathematics There are two sets of Status Cut Scores for mathematics: - High Schools and High School Districts Elementary, Middle, and K-12 Schools, and Unified Districts Status Cut Scores High Schools and High School Districts -185.1 points or lower -60.1 to -185.0 points -0.1 to -60 points 0 points to 24.9 points 25 points or higher Status Cut Scores Elementary, Middle, K-12 and Unified Districts -175.1 points or lower -25.1 to -175.0 points -25 to less than zero. 0 to 34.9 points 35 points or higher Status Level Very Low Low Medium High Very High 13
Graduation Rate: Modified Method for DASS Schools 14
Modified Graduation Rate for DASS At the May 2018 SBE meeting, the SBE approved using a grade 12 graduation rate for all DASS schools instead of the four-year cohort rate. 15
Four-Year vs. DASS Graduation Rate Students who are counted as graduates differ: 4-Year Cohort Graduation Rate (Used for Graduation Rate Indicator) DASS Graduation Rate (Modified Method) Standard diploma Standard diploma California High School Proficiency Exam (CHSPE) High School Equivalency certificate (e.g., GED*) Adult education diploma Early graduates (grade eleven students) Certificate of Completion plus eligible for the California Alternate Assessment (CAA) if under the age of 20 *GED: General Educational Development 16
Discussion: DASS Accountability Do CPAG members continue to support modified measures for DASS schools? 17
202021 School Year COVID-19 State Plan Addendum 18
COVID-19 Assessment and Accountability Waiver On March 20, 2020, ED Secretary Betsy DeVos, pursuant to authority under section 8401(b) of the ESEA, invited states to request a streamlined waiver for assessments and accountability. Through these waivers, states would not need to administer statewide assessments to all students, to make annual accountability determinations, to identify schools for support and improvement, or to provide data on its state and local report cards for assessment and accountability information. This waiver submission was approved by the SBE on May 7, 2020. 19
Impact of COVID-19 on Accountability Systems In response to the COVID-19 waivers approved in March, the ED on October 20, 2020, released information to provide responses to questions state education agencies (SEA), local educational agencies (LEAs), and schools may have regarding implementation of the COVID-19 waivers and the impact of COVID-19 on accountability systems for the 2020 2021 school year. 20
COVID-19 State Plan Addendum Specifically, the ED posted the following documents related to the COVID-19 waivers on the ED ESEA Consolidated State Plans webpage at https://oese.ed.gov/offices/office-of-formula-grants/school-support-and- accountability/essa-consolidated-state-plans/: State Plan Addendum Template for 2020 2021 Draft Frequently Asked Questions: Impact of COVID-19 on Accountability System Required under the Elementary and Secondary Education Act of 1965 (ESEA) The deadline for an SEA to submit a COVID-19 State Plan Addendum is February 1, 2021. 21
Discussion: COVID-19 State Plan Addendum Based on your understanding of the waiver, do you have any clarifying questions or comments for CDE to consider? 22
