1. Improving Performance of Students with Disabilities Module One: California’s Accountability System
Say:
Welcome to the Improving Performance of Students with Disabilities modules, module one: California’s Accountability System
Modules Aligned with the Handbook for Providing Technical Assistance to
Local Education Agencies

2. with Disabilities Handbook
Handbook Contents
Improving Performance of Students
with Disabilities Handbook
Includes resources and guidance for leadership teams supporting charter school staff to:
Understand the California School Dashboard
Use Dashboard data to make improvements to programs and services for students with disabilities
Developed by El Dorado County Office of Education and Sacramento County Office of Education for publication by California County Superintendents Educational Services Association (CCSESA)
Say:
This training series is aligned with the contents of the Improving Performance of Students with Disabilities handbook. The Improving Performance of Students with Disabilities handbook was created in partnership by El Dorado County Office of Education and Sacramento County Office of Education for publication by the California County Superintendents Educational Services Association, known as CCSESA. CCSESA provides the organizational mechanism for the 58 County Superintendents of Schools to design and implement statewide programs to identify and promote quality cost-effective educational practices and services, and provide support in the areas of student services, curriculum and instructional services, fiscal accountability and business services, personnel services, and technology and telecommunications.
The handbook provides resources and guidance for leadership teams supporting charter school staff to understand the California School Dashboard and use the data presented on the Dashboard to make adjustments to programs and services for students with disabilities within an improvement process.
Materials needed:
May be beneficial to have a copy of the handbook printed to allow participants to pass and preview. Retrieve from:

3. with Disabilities Handbook
Handbook Contents
Improving Performance of Students
with Disabilities Handbook
Four handbook sections:
Section One: California’s Accountability System
Section Two: Support for Students with Disabilities
Section Three: Improvement
Section Four: Toolkit
Say:
The Improving Performance of Students with Disabilities Handbook is divided into four sections: (read sections). The handbook can be accessed at
Materials needed:
May be beneficial to have a copy of the handbook printed to allow participants to pass and preview. Retrieve from:

4. with Disabilities Handbook: Guiding Principles
Handbook Contents
Improving Performance of Students
with Disabilities Handbook: Guiding Principles
Six Guiding Principles derived from:
Effective program elements necessary for students with disabilities, and
Recommendations from the 2015 Statewide Task Force Report on Special Education “One System: Reforming Education to Serve ALL Students.”
Say:
The guidance in the Improving Performance of Students with Disabilities handbook was based on six guiding principles taken from known effective program elements necessary for Students With Disabilities and a recent (2015) Statewide Task Force Report on Special Education “One System: Reforming Education to Serve ALL Students.” The Task Force report can be found on the San Mateo County Office of Education website at
Materials needed:
None

5. with Disabilities Handbook: Guiding Principles
Handbook Contents
Improving Performance of Students
with Disabilities Handbook: Guiding Principles
Six Guiding Principles:
General Education and Special Education work together seamlessly as one coherent system.
Educational programs are organized within the context of a Multi-Tiered System of Supports (MTSS) framework to ensure academic and behavioral supports are provided for all students.
Say:
The six guiding principles are:
General Education and Special Education work together seamlessly as one coherent system
Educational programs are organized within the context of a Multi-Tiered System of Supports (MTSS) framework to ensure academic and behavioral supports are provided for all students
Materials needed:
None

6. with Disabilities Handbook: Guiding Principles
Handbook Contents
Improving Performance of Students
with Disabilities Handbook: Guiding Principles
Six Guiding Principles:
Instructional programs incorporate high quality, standards aligned, evidence-based practices and use of principles of Universal Design for Learning (UDL).
Data systems are integrated to combine relevant information from state and local assessments including: formative and summative data, universal screening measures, and anecdotal observations from parents &
Say:
3. Instructional programs incorporate high quality, standards aligned, evidence-based practices and use of principles of Universal Design for Learning (UDL)
4. Data systems are integrated to combine relevant information from state and local assessments including: formative and summative data, universal screening measures, and anecdotal observations from parents & teachers
Materials needed:
None
teachers.

7. with Disabilities Handbook: Guiding Principles
Handbook Contents
Improving Performance of Students
with Disabilities Handbook: Guiding Principles
Six Guiding Principles:
Site based teams monitor progress, identify interventions, and adapt instructional practices and behavioral supports to promote success for all students using evidence-based systems of inquiry.
Programs are culturally and linguistically responsive.
Say:
5. Site based teams monitor progress, identify interventions, and adapt instructional practices and behavioral supports to promote success for all student using evidence-based systems of inquiry.
6. Programs are culturally and linguistically responsive.
The ideas from these principles formed the foundation of the handbook, which will be further explored in this presentation.
Materials needed:
None

8. with Disabilities: Training Series
Handbook Contents
Improving Performance of Students
with Disabilities: Training Series
Four modules for charter schools:
Module One: California’s Accountability System
Module Two: Support for Students with Disabilities
Module Three:
Improvement Process Part 1: Prepare
Module Four: Improvement Process Part 2: Launch, Reflect and Adjust
Say:
Four separate training modules have been created to assist charter schools in gaining a deeper understanding of the contents within the Improving Performance of Students with disabilities handbook. The four modules are:
module one: California’s accountability system
module two: Support for students with disabilities
module three: Improvement process , part 1 – prepare
module four: Improvement process, part 2- Launch, Reflect, and Adjust
Materials needed:
None

9. with Disabilities: Training Series
Handbook Contents
Improving Performance of Students
with Disabilities: Training Series
Four modules for charter schools:
Module One: California’s Accountability System
Module Two: Support for Students with Disabilities
Module Three: Improvement Process Part 1: Prepare
Module Four: Improvement Process Part 2: Launch, Reflect and Adjust
Say:
Lets take a closer look at Module One, California’s Accountability System. Module One provides an overview of California’s accountability system, specifically the California School Dashboard and participation of students with disabilities in California’s assessment system.
Materials needed:
None

10. California’s Accountability System
This module will include the following topics: ro
An overview of the California School Dashboard
Review of the state and local indicators of school success
Getting to know the reports in the Dashboard
Statewide assessment accessibility supports
Participation of students with disabilities in CA’s assessment system
Disaggregated data: A closer look at students with disabilities
Say:
This module will include the following topics:
An overview of the California School Dashboard
Review of the state and local indicators of school success
Getting to know the reports in the Dashboard
Statewide assessment accessibility supports
Participation of students with disabilities in CA’s assessment system and
Disaggregated data: A closer look at students with disabilities
Please note that the contents of module 1, understanding California’s Accountability System corresponds with Section One of the Improving the Performance of Students with Disabilities Handbook .
Materials needed:
Copy of the handbook, if desired

11. California’s Accountability System
A single, coherent system that includes multiple measures of success
Tied to the Local Control Funding Formula (LCFF)
Focused on:
Transparency
Equity
Continuous improvement
Say:
California uses a single, coherent accountability system that meets requirements of both federal and state law. This system includes multiple measures of success. The accountability system is tied to the 2013 Local Control Funding Formula and is focused on three key factors: Transparency, Equity, and Supporting local continuous improvement efforts.
Materials needed:
None

12. California’s Accountability System
School Districts and County
Offices of Education
Schools, including Charter Schools
Student Groups
Ethnic/racial groups, English learners, low income, students with disabilities, homeless, and foster youth
Say:
As the single, coherent system, California’s Accountability System provides information about school districts, county offices of education, all schools including charter schools and student groups such as Ethnic/racial groups, English learners, low income, students with disabilities, homeless, and foster youth. It is important to note that while the focus of this module is targeted on improving the performance of students with disabilities group, the information and the process of learning more about the performance of students with disabilities group can be applied to any student group.
Materials needed:
None

13. Say:
California’s accountability system is intended to promote equity for all students and highlight disparities among student groups so that schools can plan and implement instructional programs that improve academic performance and address identified gaps in learning for all students. This graphic shows the California System of Support and the network of state-funded support providers.
Materials needed:
None

14. California School Dashboard
A key component of California’s accountability system with a focus on continuous improvement for all student groups.
California School Dashboard
Say:
At the heart of California’s new accountability system is a focus on continuous improvement for all student groups. One of the key components to California’s accountability system is the California School Dashboard. Launched in the spring of 2017, the Dashboard is the mechanism by which performance of school districts, schools, and student groups are measured. The California School Dashboard displays results for schools, districts, and charter schools on a variety of indicators and provides ratings for overall student results, as well as for groups of students, including Students with Disabilities.
Materials needed:
None
The Dashboard assists in identifying strengths and areas of improvement for districts, schools, and student groups.

15. California School Dashboard
Includes a series of reports that display performance on multiple measures of school success, referred to as indicators.
Indicators include:
California School Dashboard
State Indicators:
As measured by the State of California (six)
Local Indicators:
As measured by the school (five)
Say:
The dashboard consists of a series of reports that displays information on multiple measures, called indicators. Within the Dashboard, there are a total of eleven indicators of performance. Six of the 11 indicators of performance are considered state indicators. State indicators are measured by data collected and reported by the California Department of Education (CDE). The remaining five of the 11 indicators of performance are considered local indicators. Local indicators are collected and reported “locally” by the charter school or school district.
Materials needed:
None

16. California School Dashboard
State Indicators
California School Dashboard
Chronic Absenteeism
Suspension Rate
English Learner Progress
High School Graduation Rate
College/Career Readiness
Academic Performance (English-Language Arts and Mathematics)
Say:
Lets take a closer look of state indicators. The six state indicators include a range of reports compiled the CDE detailing different aspects of school performance and are common for all charter school and districts. The six state indicators are:
Chronic Absenteeism
Suspension Rate
English Learner Progress
High School Graduation Rate
College and Career Readiness and
Academic Performance in (English Language Arts and Mathematics) as measured through the statewide assessment of the California Assessment of Student Progress and Performance (CAASPP)
Materials needed:
None

17. California School Dashboard
Local Indicators
California School Dashboard
Basic Conditions (Teacher Qualifications, Safe and Clean Buildings, Textbooks for All Students )
Implementation of Academic Standards
School Climate Survey (Safety, Connection to School)
Parent Engagement
Access to Courses
Say:
There are five local indicators based on information collected by charter schools, school districts, county offices of education (COEs), The five local indicators include: 
Basic Conditions Teacher Qualifications ,Safe and Clean Buildings ,Textbooks for All Students 
Implementation of Academic Standards 
School Climate Surveys 
Parent Involvement and Engagement 
Access to a Broad Course of Study 
Materials needed:
None

18. California School Dashboard
State Indicator
Local Indicator
Say:
State and local indicators are displayed on the dashboard in two different methods. State indicators. are displayed on the dashboard through the use of a five colored coded performance level.
Performance on local indicators do not include the use of the five color rating scale. Instead, performance is displayed as met, not met, and not met for two years. The next three slides will detail state indicator performance levels further.
Materials needed:
None

19. Five Colored-Coded Performance Levels
of State Indicators
Say:
Each LEA, school, or student group receives one of five color-coded performance levels for each state indicator. The performance levels are Blue, Green, Yellow, Orange, and Red. The Green and Blue performance levels indicate the LEA, school, or student group is meeting the state expectations. Yellow, Orange, and Red performance levels show that the LEA, school, or student group needs improvement to meet state expectations. 
Materials required:
None

20. Combines “Status” and ”Change”
Performance on State Indicators
Combines “Status” and ”Change”
Status:
Most recent performance
Change:
Difference from prior year to current year
Say:
The overall performance level is a combination of the school district, school, or student group’s current performance (status) compared to past performance (change).
Materials needed:
None

21. Combines “Status” and ”Change”
Performance on State Indicators
Combines “Status” and ”Change”
Say:
The intersection of status and change results in the overall performance level. The figure on this slide displays a colored 5x5 table for the state indicator of High School Graduation rate. Both status and change are divided into five categories. Graduation rate status is shown on the vertical axis and graduation rate change is shown on the horizontal axis
Materials needed:
None

22. Who Receives a Dashboard
County Offices
of Education
Say:
Dashboard reports are produced at the Local Education Agency level and the school level. Please note, Charter schools that are affiliated with a larger Charter Management Organization (CMO) will receive dashboard reports at the school level for each charter school. A comprehensive Dashboard report detailing the cross analysis data for the CMO as a whole does not exist within the California Dashboard. Reports also include specific student groups.
Materials needed:
None
School Districts
Charter Schools

23. Accessing the Dashboard
Say:
To access the dashboard log on to The dashboard landing page is the first viewable image. The Dashboard landing page allows users to type in the name of a charter school or school district into the search bar to find the Dashboard report. There is an accompanying introduction video available on the landing page as well. The “About” tab at the top of screen includes links to additional resources such as a dashboard FAQ, info on accountability, and additional resources such as a communications toolkit. The communication toolkit now links to CDE’s accountability page, with many dashboard resources. Under the “translations” tab, the Getting To Know Dashboard flyer is now available in multiple languages.
Materials needed:
None, although it may be beneficial to encourage participants to log on to the dashboard website at this time and follow along, if desired, by visiting

24. Navigating the Dashboard
At-a-glance: State & Local Indicators
Navigating the Dashboard
Say:
When the name of a charter school or school district is typed into the search box field and selected from the search results, a landing page will appear. The landing page has three primary sections, at a glance, student population, and indicator cards. The first section is an At-A-Glance of the performance of each of the state and local measures Indicators. This is an example of a charter school at-a glance landing page. Local indicators of Basic Conditions, Implementation of Academic Standards, Parent Engagement, School Climate Survey and Access to a broad Course of study simply list whether the standard was met.
Materials needed:
None; allow participants to follow along with dashboard navigation if desired

25. Navigating the Dashboard
Student Population
Say:
The second section of the school’s landing page is an overview of the student population. Student population displays information on enrollment, and percentage of students who are identified as Socioeconomically Disadvantaged, English learners, and Foster Youth: Please note that the data on Enrollment is reflective of prior year CALPADS Fall Census data.
Materials needed:
None; allow participants to follow along with dashboard navigation if desired

26. Navigating the Dashboard
Say:
The third section of the school’s landing page indicator cards, provides additional data on each measure, such as charter school or district results for the current year and whether improvement was made from the prior year. Toggling back and forth between “All Students” and “State” displays a comparison of student results for the selected charter school with statewide results. There is also an Equity Report displayed at the bottom each indicator card for each state measure. This shows the number of student groups placed in each performance level (color).
Materials needed:
None; allow participants to follow along with dashboard navigation if desired

27. Student Group Report Student Group Report Say:
The Equity Report is the default report. Selecting the “View More Details” link below the Equity Report will connect the viewer to a page that gives detailed information on how student groups performed on that indicator. The student group report displays Status, Change, and performance level(color) for all student groups across the six state indicators. It’s purpose is to focus on the performance of student groups. This report shows for each state indicator how many student groups received a colored rating and how many of those student groups are in orange/red indicating low performance.
Materials needed:
None; allow participants to follow along with dashboard navigation if desired

28. Inclusion of SWDs in the Dashboard
Inclusion of Students with Disabilities
in the Dashboard
Inclusion of SWDs in the Dashboard
Say:
The state indicators apply to all Charter schools. Student groups including race/ethnicity, socioeconomically disadvantaged, English learners, and students with disabilities (SWDS), Foster Youth, and Homeless) and progress on the indicators is reported through the Dashboard. Please note that color-coded performance on state indicators are displayed for charter schools with 30 or more students in the group. Additionally, when students share one demographic characteristic it does not mean that the group is homogeneous. To fully analyze the data reports, a key step is to learn more about the students who comprise the students with disabilities group by disaggregating the data within the local student information system. 
Materials needed:
None; allow participants to follow along with dashboard navigation if desired

29. Accessing the Detailed Student Report
To access the detailed student report:
From the landing page, scroll down to the academic performance indicator cards
Select the academic performance you would like to view
Select “view more details”
Explore student groups performance levels
To view student groups without a performance color, select “No performance color”
Say:
Charter schools with a population of less than 30 students with disabilities will not have dashboard results for state indicators displayed on a color coded performance speedometer. To view data on the students with disabilities group Charter School can view the detailed student report.
Follow theses steps to access the detailed student report:
From the landing page, scroll down to the academic performance indicator cards
Select the academic performance you would like to view
Select “view more details”
Explore student groups performance levels
To view student groups without a performance color, select “No performance color”
This figure displays the student group students with disabilities. No performance color is identified. SWD as group achieved points below standard. This demonstrates that the 2018 Dashboard performance declined 29.3 points. The total population size of SWD for this charter school is 14 students. Selecting the detailed student report will also allow Charter Schools to view a comparison of an state indicator performance of a charter school against the overall performance of students in California.
Materials needed:
None; allow participants to follow along with dashboard navigation if desired

30. Participation of Students with Disabilities in California's Assessment System
Chronic Absenteeism
Suspension Rate
English Learner Progress
High School Graduation Rate
College/Career Readiness
Academic Performance (English-Language Arts and Mathematics)
Say:
Participation of students with disabilities in California Assessment System, California Assessment of Student Performance and Progress (CAASPP) directly impacts the state indicators of College and Career Readiness and Academic Performance. All students participating in the Smarter Balanced summative assessment, including students with disabilities, have access to a variety of accessibility supports designed to ensure universal access to the assessment and increase the likelihood that students are able to demonstrate what they know and are able to do. 
Materials needed:
None

31. Accessibility Resources
Three types:
Universal Tools
are available to all students and do not require any specific settings to be applied in the testing interface.
Designated Supports are available to any student who could benefit from its use as determined by a team of educators familiar with the student.
Accommodations
are only available for students with an Individualized Education Plan (IEP) or Section 504 Plan.
Say:
A primary component of the Smarter Balanced system of assessment, and other statewide assessments, are the available accessibility resources. Accessibility resources allow students to access the test content and demonstrate what they know and are able to do. There are three types of accessibility supports provided through the CAASPP system: Universal Tools, Designated Supports and Accommodations. (read through each box above)
Materials needed:
None

32. Accessibility Resources
Identifying which students would benefit from using one or more accessibility resources
Evaluating available accessibility resources for appropriateness
Allowing students practice time with the accessibility resources prior to the summative assessment each spring
Say:
While knowing which students are eligible for which support is key to appropriate use, there are many other issues to consider when talking about accessibility supports. Charter schools should be carefully and consistently evaluating all of their students for potential use of accessibility supports. Once students are identifying as benefitting from an accessibility support, provide the student with practice before the springtime summative assessment. Accessibility supports can be practiced on the Smarter Balanced Interim Assessments or on the Practice Tests.
Materials needed:
None

33. Participation of Students with Disabilities in California's Assessment System
All students with disabilities participate in the California Assessment of Student Performance and Progress (CAASPP) System.
Some, with the most significant cognitive disabilities, participate in the California Alternate Assessment (CAA) in English-language arts/literacy (ELA), mathematics, and science.
The Fall 2018 Dashboard includes results from the CAA in participation rates.
Say:
When considering accessibility resources, it important to note the continuum of supports within the students of disabilities student group. All students with disabilities participate in the California Assessment of Student Performance and Progress (CAASPP) System. Some students with the most significant cognitive disabilities, participate in the California Alternate Assessment (CAA) in English-language arts/literacy (ELA), mathematics, and science. The Dashboard includes results from the CAA in participation rates. This is usually 1 percent or fewer of students with disabilities at a school. Currently, results from the California Alternate Assessment in language arts or mathematics are not included in the Dashboard status/change reports, but detailed reports provide a percentage of students scoring at each level on the California Alternate Assessments are included on the Dashboard.
Materials needed:
None

34. Use of Accessibility Resources: Questions to Consider
Who in your charter school is responsible for implementing a systematic process for the effective and equitable use of accessibility resources?
Who is responsible for training teachers and others on the available accessibility resources?
Say:
Charter Schools should employ a standard process for identifying students for accessibility supports, assigning supports that meet their individual needs, and allowing them time to practice with those supports is critically important. With this in mind, charter school staff should be able to answer the two questions:
Who in your charter school is responsible for implementing a systematic process for the effective and equitable use of accessibility resources?
Who is responsible for training teachers and others on the available accessibility resources
NOTE: Accessibility resources are available for all students, not just students with an IEP or Section 504 Plan
Materials needed:
None
NOTE: Accessibility resources are for all students,
not just students with an IEP or Section 504 Plan.

35. Questions to Ask About SWD
Students with Disabilities: Questions to Consider
Questions to Ask About SWD
Step 1: Learn more about the students who are part of the SWD group
What is the racial/ethnic breakdown?
What is the socioeconomic breakdown?
What are the English proficiency levels?
What kind of disabilities exist?
Say:
As charter schools continue the focus on improving the outcomes of students with disabilities, it is important to let data drive continuous improvement. Charter schools should further analyze the following data sets of students of disabilities.:
What is racial/ethnic breakdown?
What is the socioeconomic breakdown ?
What are the English proficiency levels ?
What kind of disabilities exist?
Materials needed:
None

36. Questions to Ask About SWD
Students with Disabilities:
Questions to Consider
Questions to Ask About SWD
Step 2: Examine performance to identify trends/anomalies
Does performance differ by identified disability?
Does performance differ by grade?
Does performance differ for elementary schools compared to middle or high?
Are there performance differences for SWD who are also English learners and/or low income?
Say:
Additionally, Charter schools should consider a deeper analyses of the following:
Does performance differ by identified disability?
Does performance differ by grade?
Does performance differ for elementary schools compared to middle or high?
Are there performance differences for SWD who are also English learners?
Are there performance differences for SWD who are also low income?
Materials needed:
None

37. Fall 2018 Dashboard Results
244 of the LEAs identified for differentiated assistance were eligible based on the performance of students with disabilities.
Fall 2018 Dashboard Results
Say:
The process that charter schools will undertake in examining the factors that contribute to improving the outcomes of students with disabilities is indeed an imperative that must occur in all schools across California. According to the fall 2018 Dashboard, 65% (244 out of 374) of the LEAs that became eligible for differentiated assistance were identified based on the performance of students with disabilities. Differentiated assistance represents level two of California’s Three Tier system of Support.
Materials needed:
None

38. with Disabilities: Training Series
Handbook Contents
Improving Performance of Students
with Disabilities: Training Series
Four web modules:
Module One: California’s Accountability System
Module Two: Support for Students with Disabilities
Module Three: Improvement Process Part 1: Prepare
Module Four: Improvement Process Part 2: Launch, Reflect and Adjust
Say:
This module reviewed how California’s Accountability System provides the reporting system intended to promote equity for all students and highlight disparities among student groups. Module two dives deeper into models and process intended to help Charter Schools plan and implement instructional programs that improve academic performance and address identified gaps in learning for all students. 
Materials needed:
None