1. California Dashboard Update
Adapted For LD South Title 1 Designees Meeting, December 6, 2017
Produced by the Offices of:
Student Testing, Data and Accountability,
and FSEP

2. Objectives
Strengthen foundational knowledge about the California School Dashboard by:
Providing a brief overview of state indicators
Reviewing Status and Change tables to demonstrate how Performance Levels are determined
Prepare school leaders for planning/monitoring progress toward the Dashboard by:
Sharing an update on the data that will be reflected in the Fall Dashboard Update and what we know/do not know about identification criteria for Fall 2018
Presenter’s Notes:
Here are our objectives for today’s session (review slide contents)
[note: Emphasize that we will be relatively fast-paced in our review of the indicators and status and change since it is a review for most people in the room. May also want to note that the State is actively developing the system, and transitional periods come with challenges. We are sharing the information as it is available, though it is not complete and it may change. While there is a lot that we don’t know yet, we know enough to give you some concrete suggested action steps at the closing of this presentation.]

3. California School Dashboard
School and district level data are publicly available across multiple indicators
The Dashboard will be updated in the end of November 2017 (no stakes)
The Fall 2018 Dashboard update will include accountability (schools will be identified for intervention)
****Go to
As a reminder, the California School Dashboard is the platform where the State makes school and district-level data publicly available across multiple indicators.
If you were to go to caschooldashboard.org, and type in your school name, you will see what was posted last March- it reflects old data, but was the launch of the Dashboard.
In the end of November, the Dashboard will be updated with more recent data (we will share the specific years later). This fall’s update will not be for stakes, but it will be public so we want to be sure you know what to expect.
Next fall in 2018, the updated dashboard will be for accountability, and the State will identify schools based on the performance. The State has not fully articulated all of the identification criteria yet, but we will share with you what has been determined so far, which may support you as you do your work this year. This mainly applies to Title I Schools.
We will now review the dashboard indicators and then we will pause for questions- please write down your questions and save them for that portion.

4. State Indicators (for Schools and LEAs)
Levels
Additional Information
Chronic Absenteeism
K-8
While methodology is not finalized, students will be considered chronically absent if attendance is 90% or below.
Suspension Rate
K-12
Includes in-school and out-of-school suspensions (single student)
EL Progress
Includes annual progress on CELDT, Reclassified ELs prior year, “extra credit” for LTELs who increased 1 level on CELDT (the State will update this indicator based on ELPAC in future years)
Academic- ELA
3-8
Student scores on SBA based on average distance from the minimum proficiency score (“Level” 3”); CAA for info only 2017.
Academic- Math
Student scores on SBA based on average distance from the minimum proficiency score (“Level” 3”). CAA for info only 2017.
Graduation Rate
9-12
Four-year cohort graduation rate (possibility of including 5-yr. rate in future years)
College/Career
For the 4 yr. cohort: 11th grade SBA scores, AP & IB tests, A-G completion with “C” or above, dual enrollment, career pathway completion with “C” or above
The Dashboard and new accountability system is fairly different from previous state accountabilities- one key difference is that it does not result in a single score (e.g. API 800), but rather gives you information across multiple indicators. The good news is that these are generally indicators that we have been working towards here at LAUSD.
This slide shows the indicators that will be tracked consistently across the state for all schools and LEAs- Note the grade levels that each indicator applies to.
These are considered “state indicators”. There are also local indicators that vary by LEA and are reported at the LEA level, but we will not focus on those today.
Each of these indicators will be collected across the state for all schools and districts, and that means that in some cases, the definitions might be a little different from what we are used to. We will try to call those differences out. For those of you who want to know exactly how each of these indicators will be calculated, we have included the formulas in the appendix for your reference.
--Chronic Absenteeism is the first indicator. In November, the State will decide exactly how it will be reported in the Fall Dashboard Update. They may simply share the result (e.g., 10% chronically absent) or they may adopt cut points for status and put each school at a status level of very low to very high. Either way, something to note is that it is likely to have 90% attendance as the cut point for chronically absent, which is a lower standard than we have been tracking here (91%), so your numbers may improve a bit.
--Suspension Rates: this is based on a single student suspension rate and includes in school suspensions.
-EL Progress- this item is calculated quite differently from what we are used to, so we will go into a bit more depth in a moment, but essentially this is to track the progress of Els, and gives extra credit for LTELs that advance on CELDT.
-Academic ELA and Math- we will also go into greater depth on this one as it is no longer about % meeting standard but now looks at how close or far students are on average from meeting proficiency. One thing to note here is that this year the CAA will be reported for information only, but the State is planning to incorporate CAA into these indicators at some point.
--Graduation rate– this is what we are accustomed to with the 4 yr cohort rate.
--College and Career Indicator– this one is a bit new and will be reported this fall. It identifies different ways that graduates can be considered College or Career Ready. We’ll get into a bit more detail in a few minutes.

5. Suspension Rate: Calculation Formula
Status: Based on the unduplicated number of students suspended within the 2016–17 school year.
Change: suspension rate minus suspension rate
Number of Students Suspended
divided by
Cumulative Enrollment Multiplied by 100
California Department of Education

6. EL Progress Formula (Fall 2017)
Status:
Annual CELDT Takers Who Increased at least 1 CELDT Level
Plus
Annual CELDT Test Takers Who Maintained English Proficiency in the Early Advanced/Advanced CELDT Levels
ELs Who Were Reclassified in the Prior Year
LTEL CELDT Takers Who Increased at Least 1 Level (new criteria)
Divided by
Total Number of Annual CELDT Test Takers in the Current Year plus ELs Who Were Reclassified in the Prior Year
Change: current year status minus prior year status

7. Academic Indicators Formula
Status:
Sum of All Grades 3 through 8 Students’ Distance from Level 3 on the 2016 Smarter Balanced Summative Assessments
divided by
Total Number of 2016 Grades 3 through 8 Smarter Balanced Summative Assessments Test Takers
Change: current year status minus prior year status

8. Academic Indicator Distance from “Level 3” Example
Subgroup A
Subgroup B
+193
+148
+118
+68
+58
Level 3 (2432)
+18
-28
Presenter’s Notes:
A big change in the indicators is how the academic indicator is reported. We are no longer simply considering the % of students who met or exceeded standards, and instead we are looking at each student’s scale score and how far they are from the minimum scale score for “met standards.”
This is determined based on scale scores for all students and subgroups
It establishes “level 3” based on the minimum score at each grade level that is needed to meet standard, which will vary by grade level and content area. Each student score is then compared to level 3.
Then, it averages the distance from level 3 of all of the students (or students within a subgroup).
On the slide, the green line shows the level 3 minimum scale score i.e., the minimum scale score for “met standard” at grade 3 in ELA (2432).
Each dot on the graph is a student and the number next to the dot is the “distance from level 3” so you’ll notice some are above the line and some are below.
Scores above the line are positive, scores below the line are negative.
Then, you average those numbers to produce an overall score, or an average distance from level 3. This can be calculated for subgroups as well. [click for animated.
The dashboard will not report the information this way- we created this visual to explain the concept.
[NOTE: the State Board of Education is reviewing 2017 SBA results now, and may bring some proposed changes on this indicator to the November mtg. We will not have much notice before the update is posted though will do our best to keep you informed.]
For ELA 3rd Grade, Level 3 equals a scale score of 2432
Each student’s distance from Level 3 is averaged
Overall (+27.75)
Subgroup A (+54.75)

9. College & Career Formula
Status: note that students who take the California Alternate Assessment (CAA) are not included in the CCI and are removed from the calculations.
Class of 2016 Graduates Who Meet the “Prepared” Benchmark
divided by
Class of 2016 Graduation Cohort minus Students Who Take the CAAs
Change will not be reported in Fall 2017 Update

10. College and Career Indicator (CCI)
The last indicator that we are going to review more closely today is the College and Career Indicator, or “CCI”
In the Fall 2017 update this will be reported as status only and therefore schools will not be getting a performance level/color this year. In fall 2018, they will incorporate status and change, and will assign a performance level based on the % of students in the Prepared category. They will continue to report “Approaching Prepared” and “Not Prepared” for informational purposes without assigning a performance level.
The image on the slide is how we anticipate the CCI will be reported in the Fall 2017 update. In the appendix slides, you can see the criteria for “prepared” [DO WE THINK IT WILL BE ON THE EQUITY REPORT?]

11. This shows the data that comprises the College and Career Readiness Indicator
It is looking at the graduates in 4-yr. cohort and bases college/career preparedness using: Gr. 11 SBA scores, AP & IB tests, A-G completion with “C” or above, dual enrollment, career pathway completion with “C” or above
Across the state, the most common criterion that is leading students to be considered “Prepared” is Criterion E. The second most common is the criterion of students meeting both ELA and Math standards on SBAC (Criterion B)

12. Options & Special Education Centers
The Fall 2017 Dashboard update will not report data or performance levels for options schools that are on the “Dashboard Alternative School Status” (DASS) list (available here:
The State is developing an alternative accountability system for DASS schools, based on the same set of indicators that will be applied to other schools. The indicators may be calculated differently:
E.g., graduation rate may be a 1 year graduation rate
The State will identify DASS schools beginning in Fall 2018
If you are here from an options school- special education center, or school that has formerly been considered ASAM:
The state is developing a new accountability system for alternative schools, and these schools will also be identified for intervention.
If you are unsure of your status as a DASS school, visit the website on the screen
When it comes to the Dashboard, the State plans to apply the same indicators (e.g. graduation, chronic absence etc.) as other traditional schools, but may calculate them differently e.g. possible a 1 year graduation rate. Suspensions and chronic absence are likely to be the same for traditional and DASS schools.
STAY TUNED! As we learn more and the State further develops this system, we will do our best to get information to DASS schools.

13. Turn and Talk
Turn to an elbow partner- what questions do you have so far about what has been said today?
Q & A
2 minutes for elbow partner talks
5-7 minutes for questions

14. Reviewing the Dashboard: Performance Levels
Now that we have a sense of what the indicators are, let’s look at how the information will be presented and reported.
When you go to the caschooldashboard.org and search for your school, you will land on a page that looks something like this image.
The colored circles are the performance levels and range from Red to Blue (lowest to highest). Schools will get a performance level for each indicator (as available), for the All Students group, and for each subgroup where N is at least 30 students.
Based on all State Board adoptions to date, the performance levels will be the basic unit for accountability purposes, so that is something to pay attention to.
Performance Levels

15. Performance Levels for State Indicators
Performance Levels are calculated using percentiles that combine Status and Change using a five-by- five colored table that produced 25 results represented by five colors.
Blue
Highest
Green
Yellow
Orange
Red
Lowest
What are the performance levels based on? The colors are assigned based on a combination of STATUS (the result for that year) and CHANGE (the result in comparison to previous year(s))
Each indicator has it’s own 5 X 5 table that is the basis for the performance level determination. We have provided a copy of the 5 X 5 tables that are available to date and will go over an example on the next slide.
You’ll notice that each level has wedges and might be wondering why it’s presented that way. This is so that a color blind person could read it, or a black and white copy could still communicate the results.
Let’s look at an example.

16. Performance Levels: Based on Status and Change
2016 EL Indicator: 71.4%
2015 EL Indicator: 73.9%
Difference between 2016 and 2015:
Presenter’s Notes: 1) This 5 by 5 matrix is how the performance level is determined for the EL Progress indicator.
2) For this example, the school’s EL Progress Indicator status is 71.4%, based on 2016 results. If you look at the status column, you will see that the school is considered “Medium” given that 71.4% falls between 67%-75%. (click for animation)
3) The 2015, the ELPI result was 73.9, so the school decreased by 2.5 percentage points when compared to the previous year. That means that the school is considered “Declined” (click for animation)
4) What is this school’s ELPI performance level or color? Orange: medium and declined. (click for animation)
5) This is a big difference from the past accountability systems because it takes more than one year into account.
[EMPHASIZE THE WAY TO MOVE TO YELLOW- all the ways to be orange, and the difference that means for moving up performance levels.]
6) We have provided the 5 X 5 tables that have been adopted by the State thus far. They have not yet adopted one for Chronic Absence, and we might note that the tables for Suspensions vary by school level.

17. Status and Change Report
The 5 x 5 tables are not the way that the dashboard displays results, but you can find out where your school falls on each 5 x 5 table by going to the status and change report and comparing it to the 5 x 5 table for that indicator. This might help you prioritize and/or set targets. The November update will have the 5 x 5 table link on the same page as the status and change report for easy review, but we have provided a handout of the tables that have been adopted so far.
PAUSE FOR QUESTIONS.

18. What data will be reflected?
Anticipated data for Fall 2017 Update
Anticipated data for Fall 2018 Update
Chronic Absence (Status Only)
Based on
Chronic Absence (Performance Level)
Based on compared to
Suspension Rate (Performance Level)
Based on compared to
EL Progress (Performance Level- CELDT)
EL Progress (Status Only- ELPAC)
Based on
ELA & Math 3rd-8th (Performance Levels)
Based on compared to ; may use growth model to determine change
Graduation Rate (Performance Level)
Based on compared to 3-year weighted average of 2013 through 2015
Based on compared to 3-year weighted average of 2014 through 2016; may include 5 yr. rate
College and Career (Status Only)
Based on
College and Career (Performance Level)
High School Readiness (Status Only)
No information yet
As we mentioned, the Dashboard will be updated based on more recent data in the end of November. This slide shows what is planned to be included in the fall update for this fall and next fall, and the applicable year that the data reflect.
[Review contents, emphasizing that 2018 is for accountability and it is based in part on this year’s data. Remind them that it is the performance levels/colors that will be the basis for accountability]

19. What do we know about identification criteria for Fall 2018?
Per ESSA, the State is required to identify the lowest performing 5% of schools (Comprehensive Support and Improvement) and apply the same criteria to each subgroup to identify schools for achievement gaps (Targeted Support and Improvement).
Any school that has all red performance levels across it’s indicators OR all red + 1 orange will be identified
Any school with graduation below 67% for each of the most recent 3 years will be identified
But that doesn’t get the State to the minimum 5% of schools for Comprehensive Support and Improvement, so they will adopt additional criteria in January 2018.
Review slide

20. Example
Here’s a example of how that looks in practice. A good way to check your school against the known identification criteria is to select the Student Group Report Tab. Review each column and see if you have all reds, or all reds + 1 orange. [Give people a minute to make a determination, then click animation to show answer]
Again, note that this year’s Fall update will not apply the identification criteria- no schools will be identified until the fall of 2018.

21. This year counts! Key Idea
We may not have a full set of criteria for school identifications; however, we know the following:
Schools will be identified in Fall 2018
Any high school with fewer than 67% of students graduating each of the last three years will be identified
Any Title I school where all students, or any subgroup, perform across indicators as all red, or all red and one orange will be identified
In January, the State will determine additional identification criteria so as to meet minimum Federal requirements

22. Indicator Differences: CDE vs. LAUSD
What’s Different?
Chronic Absenteeism
CDE 90% or below. LAUSD 91% or below.
Suspension Rate
CDE includes in & out-of-school suspensions. MyData reports all 3 types. LCAP only reports out-of-school.
The CDE’s denominator is cumulative enrollment for the school year. MyData & other reports use a snapshot.
English Learner Progress
Counts students who reclassify during the school year (July – June), whereas the traditional reclassification rate counts students who reclassify from October-October.
Graduation Rate
The CDE’s grad rate includes dropouts, but LAUSD’s grad progress reports only include currently enrolled students.
The CDE’s grad year may not match district’s.
College & Career Indicator
CCI measures achievement of a grad cohort across a variety of metrics, whereas most district college-career reporting is limited to annual time slices.
Academic Indicator
New indicator looks at distance from level 3, but on LCAP & elsewhere District reports % meeting/exceeding stds.

23. Suggested Next Steps
Review your Fall 2017 Dashboard and identify areas in need of improvement:
Is your school red or orange on any of the indicators for all students or any subgroups?
Does your current school plan address those areas, or might you want to modify your plan mid-year?
Use the Certify tool
Ensure your data are accurately reported to the State
Focus on Academic Achievement for all students
Each student’s improvement counts toward the school’s result

24. Resources
LAUSD Accountability Webpage: achieve.lausd.net/accountability
LAUSD Principal’s Toolkit (Access via LAUSD accountability page under “staff resources” available by mid-November )
California Department of Education Resources
LAUSD Accountability Staff Resources lausd.sharepoint.com/sites/oda/accountability
Reference Guide 6885, Certify Policy/Procedures
MiSiS Help Desk (213)
State Reporting Services Branch Phone: (213)
Fax: (213)