1. California School Dashboard
Full presentation is 90 minutes for K-8 and 100 minutes for High Schools (extra time for discussion about Graduation Rate & College/Career Indicator).
Presentation Options:
Option 1: Presentation can be divided into two presentations to adhere to time frame for standard staff meeting.
Staff Meeting 1 (slides 1-36): Section 1.) What is the California School Dashboard?; 2.) Connecting the CA School Dashboard to California’s Accountability and Continuous Improvement System; 3.) CA School Dashboard Methodology and Indicators; 4.) CA School Dashboard Analysis
Staff Meeting 2 (slides ): Section 5.) Connecting CA School Dashboard Outcomes to School and Classroom Practice 6.) CA School Dashboard Resources
Option 2: Presentation can be “jigsawed” by having each teacher team or department analyze a different indicators during sections 4 & 5 - “CA School Dashboard Analysis” and “Connecting Dashboard Outcomes to Classroom Practice.”
Option 3: If staff already has an awareness of Dashboard and indicators, presentation can begin with section 4 and introduction sections (Sections 1, 2, and 3) can be skimmed or deleted.

2. Today’s Topics What is the California School Dashboard?
Connecting the CA School Dashboard to California’s Accountability and Continuous Improvement System
CA School Dashboard Methodology and Indicators
CA School Dashboard Analysis
Connecting CA School Dashboard Outcomes to School and Classroom Practice
CA School Dashboard Resources
1 minute:
Review agenda topics.
Presenter Information: Agenda topics/timeline = 90 minutes (100 minutes for High Schools)
Agenda & What is the CA Dashboard? (2 minutes)
Connecting Dashboard to Accountability System (5 minutes)
Dashboard Methodology and Indicators (10 minutes)
Dashboard Preview & Analysis (40 minutes)
*Connecting to School/Classroom (30 K-8; 40 High Schools) If time is limited, this portion can divided among teacher teams or be presented at a second meeting to allow time for discussion. It is highly recommended that this section NOT be skipped.
Dashboard Resources (3 – 5 minutes)

3. Section 1: What is the CA School Dashboard?
Section 1: Transition slide

4. What is the CA School Dashboard
The California School Dashboard provides parents and educators with meaningful information on school and district progress on various Indicators so they can participate in decisions to improve student learning.
An online tool that presents:
Status (Very High to Very Low)
Change (improved or declined from prior year)
Student Groups (e.g., race/ethnicity and program participation)
Released annually each fall.
Section 1: 1 minute
This information is provided by the CA Department of Education to explain the CA School Dashboard. The Dashboard provides educators and stakeholders with information about each school and district in CA to inform decision-making and improve student learning.
There are various indicators which we will review momentarily. For each state indicator, the Dashboard provides information about “status” which is related to overall performance in the most recent data year. This year’s Dashboard status is from the school year. The Dashboard also shows “change” or how much improvement occurred from the previous year. The Fall 2018 Dashboard compares data to school year data to determine “change.” Dashboards provide data for various student groups and are published each fall. In 2017 and 2018 the Dashboard has been published during the first week of December.

5. Section 2: How does the CA School Dashboard Connect to California’s Accountability and Continuous Improvement System?
Section 2: 5 minutes (slides 5-9)
Let’s briefly discussion how the Dashboard connects to California’s Accountability and Continuous Improvement System.

6. Where does the Dashboard fit in California’s Accountability and Continuous Improvement System?
8 State Priorities per Local Control Funding Formula (LCFF)
Annual Outcomes Published
Integrated State and Federal Accountability and Support through the CA System of Support
Continuous Improvement
Indicators
LCAP and SPSA developed with Stakeholder Engagement
Section 2: 5 minutes (slides 5-9)
ANIMATED SLIDE - Click at bullet points
The Dashboard is part of a larger system that was developed under the Local Control Funding Formula or LCFF.
LCFF established 8 state priorities (10 priorities for County Offices of Education).
Each Local Educational Agency (LEA)/school district and charter school has to create an LCAP addressing all 8 state priorities. Schools develop school plans or SPSAs (School Plan for Student Achievement) aligned to the district’s LCAP and other comprehensive plans like WASC at high schools.
Performance related to the 8 state priorities is measured then published on the CA School Dashboard and informs LCAP and SPSA development along with Stakeholder Engagement.
For Accountability and Support, indicators on the Dashboard may reveal areas of need and determine schools and districts eligibility for additional assistance in the CA System of Support.

7. CDE State Priority Resources
LCFF Priorities
LCFF Priority
Title
Priority 1
Basic Services
Priority 2
Implementation of State Standards
Priority 3
Parental Involvement
Priority 4
Pupil Achievement
Priority 5
Pupil Engagement
Priority 6
School Climate
Priority 7
Broad Course of Study; Course Access
Priority 8
Other Pupil Outcomes
Priority 9 (COEs)
Coordination of Services for Expelled Students
Section 2: 5 minutes (slides 5-9)
This is the list of CA’s 8 state priorities (10 for COEs). The link connects to resources for each of the state priority areas.
CDE State Priority Resources

8. At least one Dashboard Indicator for each LCFF Priority
LCFF Priorities
State Indicators
Local Indicator
1 Basic Services
Basics: Teachers, Instructional Materials, Facilities
Implementation of
Standards
Implementation of Academic Standards
3 Parent Engagement
Parent Engagement
4 Pupil Achievement
Academic Indicator (Gr. 3-8, 11)
English Learner Progress Indicator
5 Pupil Engagement
Chronic Absence Indicator (K-8)
Graduation Rate Indicator (HS)
6 School Climate
Suspension Rate Indicator
Local Climate Survey
7 Course Access
Access to a Broad Course of Study
8 Other Pupil Outcomes
College/Career Indicator (HS)
Section 2: 5 minutes (slides 5-9)
For each of the state priority areas, there is at least one indicator on the Dashboard. Priorities 4, 5, 6, and 8 are state indicators that will have a performance level color on the Dashboard. Priorities 1, 2, 3, 6, and 7 have local priorities that districts self-assess and report on the dashboard as “met” or “not met”.

9. State and Local Indicators
State Indicators
Local Indicators
Reported for all districts, schools, and student groups with sufficient N-size. *N-size is 30 students unless noted.
Reported by the district at the district level. Schools do not submit or receive local indicator information.
Districts receive one of three ratings for each of the four local measures:
Met
Not Met
Not Met for Two Years
*LEAs, schools, and student groups must have at least 30 or more students in both the current and prior year to receive a performance level or color. Data used to determine the N-size of “30 or more” differs by each state indicator. For Foster Youth and Homeless Youth the N-size for both student groups is 15 students (not 30) at the district level. Site level N-size for Foster Youth and Homeless Youth is 30 students.
Section 2: 5 minutes (slides 5-9)
This slides provides more information about the distinction between the state and local indicators.
State indicators are provided for schools and districts for each student group. The district’s performance level is an aggregate of all sites including alternative schools.
Local indicators are only reported at the district level however implementation occurs at the site level so sites contribute to district performance.
CDE Getting to Know Dashboard

10. Section 3: CA School Dashboard Methodology and Indicators
Section 3: 10 minutes (slides )
In the next segment, we’ll learn a bit more about each state indicator on the CA Dashboard before we analyze our school’s Dashboard data. During this next section, there are links at the bottom of each slide to informational flyers about Dashboard methodology and indicators if you would like additional information.

11. Performance Level (Color) is a Combination of Status and Change
For each indicator there are 5 status levels and 5 change levels:
Five Status Levels
Very High
High
Medium
Low
Very Low
Five Change Levels
Increased Significantly
Increased
Maintained
Declined
Declined Significantly
The combination of status and change results in a performance level (color):
Section 3: 10 minutes (slides )
At the beginning of the presentation, I mentioned that Dashboard performance was based on both status and change. Each indicator has a 5 x 5 grid with 5 “status” levels on the vertical axis and 5 “change” levels on the horizontal axis. Each year, the status is determined for each state indicator based on students’ aggregate results for each student group. The “status” each year is compared to “status” in the prior year to determine the amount of change. “Status” and “change” are plotted on the 5x5 for each indicator to determine the performance level color. The performance level color appears on the Dashboard.
CDE How Colors are Determined in the Dashboard

12. Performance Levels are Calculated for State Indicators
LCFF Priorities
State Indicators
Local Indicator
1 Basic Services
Basics: Teachers, Instructional Materials, Facilities
Implementation of
Standards
Implementation of Academic Standards
3 Parent Engagement
Parent Engagement
4 Pupil Achievement
Academic Indicator (Gr. 3-8, 11)
English Learner Progress Indicator
5 Pupil Engagement
Chronic Absence Indicator (K-8)
Graduation Rate Indicator (HS)
6 School Climate
Suspension Rate Indicator
Local Climate Survey
7 Course Access
Access to a Broad Course of Study
8 Other Pupil Outcomes
College/Career Indicator (HS)
Section 3: 10 minutes (slides )
As a reminder, only the state indicators receive a Performance Level color on the Dashboard. Local indicators are entered at the district level as “met” or “not met.”
CDE What Data Used

13. Academic Performance – Priority 4
The Academic Indicator shows how well students are meeting grade level standards in English-language arts/literacy and Mathematics.
It is based on student performance on the Smarter Balanced Summative Assessments taken each spring by students in grades 3–8 and grade 11.
Status and Change for this indicator are based on the “Distance from Standard” (DFS) or the distance each student scores from Level 3 or the “Standard Met” achievement level scale score on the Smarter Balanced Assessment.
Each grade level has unique scale score ranges for ELA and mathematics and therefore the scale score needed to achieve Level 3 (Standard Met) differs for each grade level.
Section 3: 10 minutes (slides )
The Academic Indicator is based Smarter Balanced assessments for students in grades and 11. (It does not yet include California Alternative Assessment results for eligible students in Special Education.) As you know, student results on Smarter Balanced assessments are reported as “scale scores” which are unique to each grade level. Students achieve one of four achievement levels (4 - Standard Exceeded; 3 - Standard Met; 2 - Standard Nearly Met; 1 - Standard Not met). The Academic Indicator on the Dashboard is based on aggregating each student’s “Distance from Standard” on Smarter Balanced assessments. In other words, how far each student’s scale score is from Level 3 or “Standard Met.”
CDE Getting to Know Measures
CDE Academic Indicator

14. English Learner Progress – Priority 4
Proficiency in the English language is a vital step for students to do well in other subject areas such as reading, writing, mathematics, and science. The English Learner Progress Indicator (ELPI) looks at the progress that English learners are making toward English proficiency.
Each spring, English learners take the English Language Proficiency Assessments for California (ELPAC), which measures how well they know and understand English. Results from the ELPAC are used to calculate the English Learner Progress measure.
When the Fall 2017 Dashboard was published, CA used the prior language proficiency assessment (CA English Language Development Test - CELDT) combined with the Reclassification Rate. Additional weight was given to Long Term English Learners (LTELs) that progressed in language proficiency.
At this time, the CA Department of Education and the US Department of Education are determining if CA can include Reclassification rate and LTEL weight in the future ELPI.
Section 3: 10 minutes (slides )
Schools will not receive a performance level for the English Learner Progress Indicator this year. We are transitioning from the previous assessment, the CELDT, to the new assessment, the ELPAC. Since we don’t have two years of data, the state cannot calculate a performance level.
CDE Getting to Know Measures

15. Chronic Absenteeism – Priority 5
The Chronic Absenteeism measure shows how many students were absent for 10 percent or more of the total instructional school days This includes all absences, not just unexcused absences.
For example, most schools have 180 instructional days; if a student is absent 18 or more of those days, the student would be considered chronically absent.
Students who are chronically absent miss out on important classroom instruction. Capturing this information in the Dashboard allows parents and educators to see if chronic absenteeism is a problem at a school or the district.
Chronic absenteeism differs from school truancy. CA Legislature defined a truant as a student missing more than 30 minutes of instruction without an excuse three times during the school year.
Truancy and Chronic absenteeism should both be monitored during the school year to intervene and assist students experience attendance challenges.
Section 3: 10 minutes (slides )
A performance level for Chronic absenteeism appears for the first time on the Dashboard this year. It is only reported for schools serving students in grades K-8 and serves as the K-8 Priority 5 state indicator. (High schools have graduation rate as their Priority 5 indicator.) Chronic absenteeism is based on the percentage of students who were absent for 10 percent or more of school days. This includes all absences, not just unexcused absences.
CDE Getting to Know Measures
CDE Chronic Absenteeism

16. Graduation Rate – Priority 5
Regardless of whether students go on to college, a high school diploma is the minimum requirement for most entry-level jobs in today’s economy. It represents mastery of foundational skills.
On the CA School Dashboard, comprehensive high schools will receive Graduation Rate for students within the 4-year cohort. This means that schools receive graduation rate credit if a student graduates by meeting local graduation requirements within four years of entering high school.
Alternative high schools, or schools with Dashboard Alternative School Status (DASS) will receive a one-year Graduation Rate for grade 12 students.
Section 3: 10 minutes (slides )
High schools receive a performance level for Graduation Rate as their Priority 5 indicator (instead of Chronic absenteeism at K-8). It is based on the 4-year cohort graduation rate for comprehensive high schools and for Alternative Schools is based on a one-year graduation rate.
CDE Getting to Know Measures
CDE Four Year Grad Rate
CDE DASS Grad Rate

17. Suspension Rate – Priority 6
Students who are suspended from school miss out on important classroom instruction. The Suspension Rate measure shows the percent of students who were suspended during the school year.
Capturing this information in the Dashboard allows parents and educators to see if there is a suspension problem at a school or across a district and whether certain student groups are suspended more than others.
Note: A student is counted only once for this measure even if he or she has multiple suspensions throughout the year.
For most state indicators, the desired outcome is a high number or percent in the current year and an increase from the prior year. However, for the Suspension Rate indicator, the desired outcome is a low rate in the current year and a decline from the prior year. The same holds true for the Chronic Absenteeism Rate.
Section 3: 10 minutes (slides )
All schools receive a performance level for Suspension Rate as their Priority 6 state indicator. Suspension rate has been reported on CA’s DataQuest for many years but has not been used as part of prior state accountability systems. It is used as a measure of school climate and allows schools to see if there are disproportionate suspension rates for certain student groups.
CDE Getting to Know Measures
CDE Suspension Rate

18. College/Career Readiness - Priority 8
The College/Career measure shows how many students graduate from high school prepared for college or a career. It uses many different measures of college and career preparedness.
For comprehensive high schools, the last four years of data (e.g., courses, exams, etc.) for each student in four-year cohort are used to to place students in Prepared or Approaching Prepared levels. For Class of 2018 graduates, the –15, 2015–16, 2016–17, and 2017–18 academic years will be used
Section 3: 10 minutes (slides )
Only High Schools receive a College/Career indicator based on how many students are deemed “prepared” for College/Career using an aggregate of various metrics pictured on the slide. Students have various ways to demonstrate preparedness.
CDE Getting to Know Measures
CDE College Career Ready

19. Dashboard Updates in Fall 2018
New visual display, reports, and functions (e.g instead of )
Indicators:
Academic Indicator, Priority 4, includes Grade 11 and Participation Rate.
Removed performance level for Priority 4, English Learner Progress Indicator (ELPI); ELPAC data is posted.
Performance level displayed for Priority 5, Chronic Absenteeism (K-8).
Local indicator for Priority 7, Access to a Broad Course of Study.
Performance level displayed for Priority 8, College/Career (High schools).
Dashboard Alternative School Status (DASS) Schools have Dashboard data published.
Spanish translation available
Section 3: 10 minutes (slides )
This is a summary of indicator changes for the Fall 2018 Dashboard that did not appear on the prior, Fall 2017 Dashboard.

20. Section 4: CA School Dashboard Preview and Analysis
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
Before we review our data, let’s preview what the Dashboard looks like this year.

21. Dashboard Preview and Analysis
Use menu bar to access additional information, resources, and Spanish version of CA Dashboard.
Dashboard Preview and Analysis
Search for any school or district. Prior year available.
Brief Introduction video
Link to additional Accountability Information.
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
1 minute: Review items on slide.

22. Performance Overview
PDF
Entity Name
School districts will also have “Local Indicator” cards/tiles.
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
1 minute: Review items on slide.
This is the “Landing Page” or “Performance Overview” for each school and district in CA. It shows each state indicator with a performance level color.

23. Performance Overview (continued)
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
1 minute: Review items on slide.
This is the “Landing Page” or “Performance Overview” for each school and district in CA. It shows each state indicator with a performance level color.

24. Continue Scrolling to Student Population
Additional details for each population available by clicking “Learn More.”
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
1 minute: Review items on slide.
If we scroll down on the “landing Page” or “Performance Overview” we will see information about the student population at the school. When you’re in the Dashboard you can click “Learn More” for additional details.

25. Continue Scrolling to Academic Performance
Additional details for each indicator are available by clicking “View More Details.”
Local Indicator information is available for “Implementation of Standards” (Priority 2) for school districts.
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
1 minute: Review items on slide.
If we continue to scroll down on the “Performance Overview” we will see indicators for Academic Performance including ELA, Math, ELPAC, and CCI. Each indicator “card” has the overall performance level, the status and change, and an Equity report which shows how many student groups at the school received each performance level color. You can click on “View More Details” to get additional information about each indicator.

26. Continue Scrolling to Academic Engagement and Conditions & Climate
Additional details for each indicator are available by clicking “View More Details.”
Local Indicator information available for Basics (Priority 1), Parent Engagement (Priority 3), Local Climate Survey (Priority 6).
Local Indicator information available for Broad Course of Study (Priority 7) for districts.
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
1 minute: Review items on slide.
If we continue to scroll down on the “Performance Overview” we will see indicators for “Academic Engagement” including Chronic Absenteeism (K-8) and Graduation Rate (HS). And as we scroll to the bottom, we will find “Conditions and Climate” indicators such as Suspension Rate.

27. View Additional Reports
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
1 minute: Review items on slide.
We can all click the button that says “View Additional Reports.” This link gives us a menu of additional reports including the 5x5 “status and change” placement reports per indicator. (Details next slide)

28. View Additional Reports (continued)
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
1 minute: Review items on slide.
If we select any of the indicators on the list, we will see how each student group received their performance level color based on their placement on the “Status” and “change” placement table. In addition, we can view detailed data if we need additional details about the indicator. Later when we analyze our data for different indicators, you can use the “View Additional Reports” tab to get additional information or specifics about the status and change of student groups.

29. Let’s Analyze Our CA School Dashboard
Search for your school.
CA School Dashboard
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
Now let’s review our data.
Go to this website and search for our school name. You will also need the handout with reflection questions for this portion of the presentation.
(Sites can choose to use their own data protocol, a form provided by the district, or the form pictured in the subsequent slides.)
*Slides can be replaced or updated with visuals from the district’s data analysis protocol if a district has already developed an analysis tool for sites.

30. Dashboard Analysis: School Performance
School Performance Overview:
Review your school’s performance for all state indicators.
What do we notice about the overall performance level (color) for each indicator?
Which district or school programs, actions, services, or initiatives might be contributing to these results?
3 minutes
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
*Slides can be updated with visuals from a school or district data analysis protocol. Alternate questions/prompts can be added.
3 minutes
Now that you’re on the landing page or “Performance Overview”, review data and discuss questions/prompts displayed on the slide with your team. Record reflections/responses.

31. Dashboard Analysis: Academic Performance
Scroll down to see performance for ELA, Math, ELPAC, and CCI (high schools).
Discuss the following questions with your table.
5 minutes
Status
Change
What is our school’s “status” for each state indicator? How do we compare to the state (shown on screen)?
How did each indicator “change” from the prior year (increased significantly, increased, maintained, declined, declined significantly)? To what do we attribute the change or lack of change?
Equity Report: How did student groups perform for each indicator? How many are red or orange?
How do performance levels connect to district (or school) priorities, programs, actions, and services?
Is this data a surprise? How did we monitor progress of related metrics for each indicator last year?
What additional data do we need to continue investigating causes for Dashboard outcomes?
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
*Slides can be updated with visuals from a school or district data analysis protocol. Alternate questions/prompts can be added.
5 minutes
Scroll down on the “Performance Overview” page and review data for “Academic Performance.” Discuss questions/prompts with your team and record reflections/responses.

32. Dashboard Analysis: Academic Engagement
Scroll down to see performance for Chronic Absenteeism (K-8) and Graduation Rate (high schools).
Discuss the following questions with your table.
5 minutes
Status
Change
What is our school’s “status” for each state indicator? How do we compare to the state (shown on screen)?
How did each indicator “change” from the prior year? To what do we attribute the change/lack of change?
Equity Report: How did student groups perform for each indicator? How many are red or orange?
How do performance levels connect to district (or school) priorities, programs, actions, and services?
Is this data a surprise? How did we monitor progress of related metrics for each indicator last year?
What additional data do we need to continue investigating causes for Dashboard outcomes?
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
*Slides can be updated with visuals from a school or district data analysis protocol. Alternate questions/prompts can be added.
5 minutes
Scroll down on the “Performance Overview” page and review data for “Academic Engagement.” Discuss questions/prompts with your team and record reflections/responses.

33. Dashboard Analysis: Conditions and Climate
Scroll down to see performance for Suspension Rate.
Discuss the following questions with your table.
3 minutes
Status
Change
What is our school’s “status” for this indicator? How do we compare to the state (shown on screen)?
How did each indicator “change” from the prior year? To what do we attribute the change/lack of change?
Equity Report: How did student groups perform for each indicator? How many are red or orange?
How do performance levels connect to district (or school) priorities, programs, actions, and services?
Is this data a surprise? How did we monitor progress of related metrics for each indicator last year?
What additional data do we need to continue investigating causes for Dashboard outcomes?
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
*Slides can be updated with visuals from a school or district data analysis protocol. Alternate questions/prompts can be added.
5 minutes
Scroll down on the “Performance Overview” page and review data for “Conditions and Climate.” Discuss questions/prompts with your team and record reflections/responses.

34. Dashboard Dive
Based on review of overall data, select ONE indicator to explore in greater depth. Use the “View Additional Reports” button to view 5x5 placement charts:
Which student groups are demonstrating success or improvement? To what might we attribute success?
Which student groups need support? How might we respond?
Are there actions/ services in the SPSA aligned to needs?
How does this indicator connect to outcomes for other Dashboard indicators?
What local/interim metrics are we using to monitor progress throughout the year?
10 minutes
Additional student group data is available by clicking on each color. Additional student data will appear for each performance level.
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
*Slides can be updated with visuals from a school or district data analysis protocol. Alternate questions/prompts can be added.
10 minutes
Click “View More Details” for any indicator of interest based on initial data overview discussion. Discuss questions/prompts with your team and record reflections. (Advance to next slide to remind staff about “View Additional Reports” tab, then return to this slide to display reflection question prompts.)

35. Additional Reports to Support Analysis the CA School Dashboard
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
Remember to use additional reports includes 5x5 placement reports for each indicator to get more detailed information.

36. Whole Group Dashboard Discussion
What did we learn about the indicator we reviewed?
How did student groups perform?
Which student groups may need additional support?
What actions/services at our site are implemented to support these students?
What metrics are we monitoring and what tools do we use to measure progress in this indicator during the year?
How does this impact our SPSA?
5 minutes
Additional student group data is available by clicking on each color. Additional student data will appear for each performance level.
Section 4: 40 minutes (slides ): Dashboard Preview & Analysis
*Slides can be updated with visuals from a school or district data analysis protocol. Alternate questions/prompts can be added.
5 minutes
Whole group discussion/debrief using questions/prompts.

37. Section 5: Connecting Dashboard Outcomes to School and Classroom Practice
Section 5: 30 minutes Elem/Middle; 40 minutes High (slides )
Connecting Dashboard to School/Classroom Practice
Save this portion for a follow up meeting if time is limited.
*Each table will need chart paper, document, or digital tool to record responses to discussion questions about each indicator. If time does not permit, each team/department can discuss a different indicator (slides ).
The next portion of the presentation will include team discussions about how Dashboard outcomes connect to school and classroom practices and how we can continuously monitor progress throughout the year..

38. Connecting Dashboard Outcomes to School and Classroom Practice
The LCAP is a comprehensive district plan. The School Plan for Student Achievement (SPSA) serves as the school’s comprehensive plan. Plans are aligned to the eight state priorities and district/school priorities.
Dashboard data for state and local indicators informs actions and services included in the LCAP and SPSA.
Districts and schools monitor interim metrics that contribute to Dashboard outcomes.
Monitoring leading indicators and formative measures and adjusting support accordingly will enable schools to provide a targeted focus on student groups and individual student performance and progress.
Section 5: 30 minutes Elem/Middle; 40 minutes High (slides )
Connecting Dashboard to School/Classroom Practice
*Each table will need chart paper, document, or digital tool to record responses to discussion questions about each indicator. If time does not permit, each team/department can discuss a different indicator (slides ).
2 minutes
Here is an overview of how the district LCAP is connected by Dashboard indicators down to each student. Actions and services in the LCAP and SPSA should funnel down to meet individual student needs.
ANIMATED SLIDE - Click and read content.

39. Connecting Outcomes to School & Classroom Practice: Academic Performance
Discuss, chart, and record responses:
What are local metrics that inform annual Dashboard outcomes in English Language Arts (ELA) and Mathematics?
How do other content areas contribute to student success in ELA and Mathematics?
How are metrics monitored regularly?
How do we ensure we focus on student group performance and progress?
What supportive practices are implemented in the school and classroom? How do we know they are occurring and effective?
Section 5: 30 minutes Elem/Middle; 40 minutes High (slides )
Connecting Dashboard to School/Classroom Practice
*Each table will need chart paper, document, or digital tool to record responses to discussion questions about each indicator. If time does not permit, each team/department can discuss a different indicator (slides ).
5 minutes
First, let’s discuss the Academic Indicator which included ELA and Math on the Dashboard. With your table group, discuss these questions and chart responses.

40. Connecting Outcomes to School & Classroom Practice: English Learner Progress
Discuss, chart, and record responses:
What are local metrics that inform annual Dashboard outcomes in English Language Proficiency Assessments of CA (ELPAC)?
How do all content areas contribute to English learner progress in English proficiency?
How are metrics monitored regularly?
How do we ensure we focus on student group performance and progress?
What supportive practices are implemented in the school and classroom? How do we know they are occurring and effective?
Section 5: 30 minutes Elem/Middle; 40 minutes High (slides )
Connecting Dashboard to School/Classroom Practice
*Each table will need chart paper, document, or digital tool to record responses to discussion questions about each indicator. If time does not permit, each team/department can discuss a different indicator (slides ).
5 minutes
Next, let’s discuss the EL Progress Indicator which, during this year is displayed as ELPAC results on the Dashboard. With your table group, discuss these questions and chart responses.

41. Connecting Outcomes to School & Classroom Practice: Chronic Absenteeism
Discuss, chart, and record responses:
What are our local metrics that inform annual Dashboard outcomes in Chronic Absenteeism?
How are metrics monitored regularly?
How do we ensure we focus on student group performance and progress?
How might school policy and practices contribute to the Chronic Absenteeism rate?
What supportive practices are implemented in the school and classroom? How do we know they are occurring and effective?
Section 5: 30 minutes Elem/Middle; 40 minutes High (slides )
Connecting Dashboard to School/Classroom Practice
*Each table will need chart paper, document, or digital tool to record responses to discussion questions about each indicator. If time does not permit, each team/department can discuss a different indicator (slides ).
5 minutes
Next, let’s discuss Chronic Absenteeism. With your table group, discuss these questions and chart responses.

42. Connecting Outcomes to School & Classroom Practice: Suspension Rate
Discuss, chart, and record responses:
What are our local metrics that inform annual Dashboard outcomes in Suspension Rate?
How are metrics monitored regularly?
How do we ensure we focus on student group performance and progress?
How might school policy and practices contribute to the Suspension Rate?
What supportive practices are implemented in the school and classroom? How do we know they are occurring and effective?
Section 5: 30 minutes Elem/Middle; 40 minutes High (slides )
Connecting Dashboard to School/Classroom Practice
*Each table will need chart paper, document, or digital tool to record responses to discussion questions about each indicator. If time does not permit, each team/department can discuss a different indicator (slides ).
5 minutes
Next, let’s discuss Suspension Rate. With your table group, discuss these questions and chart responses.

43. Connecting Outcomes to School & Classroom Practice: High School Graduation Rate
Discuss, chart, and record responses:
What are our local metrics that inform annual Dashboard outcomes in Graduation Rate?
How are metrics monitored regularly?
How do we ensure we focus on student group performance and progress?
How might school policies and practices contribute to the Graduation Rate (or the Drop- out rate)?
What supportive practices are implemented in the school and classroom? How do we know they are occurring and effective?
Section 5: 30 minutes Elem/Middle; 40 minutes High (slides )
Connecting Dashboard to School/Classroom Practice
*Each table will need chart paper, document, or digital tool to record responses to discussion questions about each indicator. If time does not permit, each team/department can discuss a different indicator (slides ).
5 minutes - High Schools only
Next, let’s discuss the High School Graduation Rate. With your table group, discuss these questions and chart responses.

44. Connecting Outcomes to School & Classroom Practice: College/Career Readiness
Discuss, chart, and record responses:
What are our local metrics that inform annual Dashboard outcomes in College/Career Readiness?
How are metrics monitored regularly?
How do we ensure we focus on student group performance and progress?
How might school policies and practices contribute to the the number of students prepared for college and career?
What supportive practices are implemented in the school and classroom? How do we know they are occurring and effective?
Section 5: 30 minutes Elem/Middle; 40 minutes High (slides )
Connecting Dashboard to School/Classroom Practice
*Each table will need chart paper, document, or digital tool to record responses to discussion questions about each indicator. If time does not permit, each team/department can discuss a different indicator (slides ).
5 minutes - High Schools only
Next, let’s discuss the College/Career Indicator. With your table group, discuss these questions and chart responses.

45. Connecting Outcomes to School & Classroom Practice
Whole Group Debrief
Section 5: 30 minutes Elem/Middle; 40 minutes High (slides )
Connecting Dashboard to School/Classroom Practice
8 minutes
*Each table can share results of discussion (chart).

46. School Example: Determining Metrics to Monitor
Section 5: 30 minutes Elem/Middle; 40 minutes High (slides )
Share school example if time permits

47. Vista Verde Middle School
From Dashboard to Practice
May 12, 2017
Section 5: 30 minutes Elem/Middle; 40 minutes High (slides )
Share school example if time permits
Example shared with RCOE by Esperanza Arce who was principal at Vista Verde Middle School in and is now Secondary Director in Moreno Valley USD in Riverside County.

48. Dashboard Activity Divide the staff into groups.
They analyze their school data by group.
They work on a shared google slide.
They report out.
Section 5: 30 minutes Elem/Middle; 40 minutes High (slides )
Share school example if time permits
The VVMS staff divided into group to review their Dashboard data for each indicator by student group. They discussed what metrics they would monitor during the year related to state indicators that were published on the initial Spring 2017 Dashboard. Each table group recorded results on a Google slide and presented to the staff.

49. Professional Learning Community’s - How
Section 5: 30 minutes Elem/Middle; 40 minutes High (slides )
Share school example if time permits
VVMS determined indicators to monitor during team collaboration meetings while working as a Professional Learning Community. Local indicators were connected to Dashboard outcomes.

50. Next Steps for VVMS PLCs
F-Data
GPA by Teacher, Team and School
Common Formative Assessment Data
CAASPP ELA, Math, & CAST Data
Behavioral Data (LL, ORs, Interventions)
Attendance data by teacher, by team, by school
Section 5: 30 minutes Elem/Middle; 40 minutes High (slides )
Share school example if time permits
Indicators were reviewed on a regular basis by departments. School practices were refined based on data analysis.

51. Section 6: CA School Dashboard Resources
Section 6: 3 minutes (slides )
Several resources are available should you want additional information about the CA School Dashboard.

52. RCOE Tableau https://public.tableau.com/profile/rcoe#!/
Dashboard in Tableau
Section 6: 3 minutes (slides )
RCOE developed a complementary tool to the CA School Dashboard by providing CA School Dashboard data in Tableau with additional dynamic features. This a different way to look at the same data.
RCOE Tableau

53. Resources to Support Understanding the CA School Dashboard
Reports
Dashboard
Additional Reports (5x5)
Tabs
Overview
Parents
Resources
Data Files/Guide
Communications
Translations
Videos
FAQs
Section 6: 3 minutes (slides )
The CA Department of Education has links to resources including additional reports, flyers, videos, and FAQs.
CDE CA School Dashboard

54. Resources to Support Understanding the CA School Dashboard: Parent Resources
Video
Dashboard link
2018 Flyers for Parents
Dashboard New Look
Getting to Know the 2018 Dashboard
Getting to Know the Measures
How Dashboard Colors are Determined
CCI for 2018 Dashboard
Section 6: 3 minutes (slides )
There is a parent tab with flyers in various languages.
CDE CA School Dashboard

55. Resources to Support Understanding the CA School Dashboard: Communications Toolkit
Key Points
Updates/Changes to 2018 Dashboard
Template Letter for LEAs
CA Accountability & Continuous Improvement System Slidedeck
2018 Dashboard Flyers
Section 6: 3 minutes (slides )
There is also a communications toolkit with additional flyers about each indicator, similar to the information presented in the slides.
CDE CA School Dashboard

56. Resources to Support Understanding the CA School Dashboard: Technical Guide
Section 6: 3 minutes (slides )
If you are interested in more technical information about indicators, there is a Dashboard Technical Guide with details.
CDE CA School Dashboard

57. CA Parent Teacher Association (PTA) Resources
CAPTA LCFF LCAP Dashboard
Section 6: 3 minutes (slides )
PTA created Dashboard resources including videos and a webinar.

58. Association of CA School Administrator (ACSA) Resources
Eight changes to the California School Dashboard
ACSA Accountability illustrated video (English)
ACSA Accountability illustrated video (Spanish)
Eight key points for California’s Accountability and Continuous Improvement System
Understanding the new California School Dashboard
The System of Support map
ACSA panel discussion on the Systems of Support
Section 6: 3 minutes (slides )
ACSA also created several Dashboard resources.

59. Questions?