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SFSF Phase II Assurance Indicators and Descriptors


Background

Section 14005(d) of Division A of the American Recovery and Reinvestment Act (ARRA) requires a state receiving funds under the SFSF program to provide assurances in four key areas of education reform:

  1. Achieving Equity in Teacher Distribution
  2. Improving the Collection and Use of Data
  3. Standards and Assessments
  4. Supporting Struggling Schools

For each of these areas of reform, the ARRA prescribes specific actions that the State must assure that it will implement. These assurances come in the form of indicators and descriptors, each delineating a specific action to be taken.

Assurance Indicators and Descriptors

There are 35 specified SFSF Assurance Indicators and Descriptors (32 indicators and 3 descriptors). The list below outlines the required SFSF Assurance Indicators and Descriptors within each of the four areas of education reform.

The CDE's responses to these indicators and descriptors can be found on the State's application submitted on January 11, 2010. To view the revised application, visit the State Fiscal Stabilization Fund (SFSF) Phase II Web portal (and see the links under Application for Phase II Funding).

Assurance (a): Achievement of equity in teacher distribution

Indicator or Descriptor Description
Indicator (a)(1)

Confirm, for the State, the number and percentage (including numerator and denominator) of core academic courses taught, in the highest-poverty and lowest-poverty schools, by teachers who are highly qualified consistent with section 9101(23) of the Elementary and Secondary Education Act of 1965, as amended (ESEA).

Indicator (a)(2)

Confirm whether the State’s Teacher Equity Plan (as part of the State’s Highly Qualified Teacher Plan) fully reflects the steps the State is currently taking to ensure that students from low-income families and minority students are not taught at higher rates than other students by inexperienced, unqualified, or out-of-field teachers (as required in section 1111(b)(8)(C) of the ESEA).

Descriptor (a)(1)

Describe, for each local educational agency (LEA) in the State, the systems used to evaluate the performance of teachers and the use of results from those systems in decisions regarding teacher development, compensation, promotion, retention, and removal.

Indicator (a)(3)

Indicate, for each LEA in the State, whether the systems used to evaluate the performance of teachers include student achievement outcomes or student growth data as an evaluation criterion.

Indicator (a)(4)

Provide, for each LEA in the State whose teachers receive performance ratings or levels through an evaluation system, the number and percentage (including numerator and denominator) of teachers rated at each performance rating or level.

Indicator (a)(5)

Indicate, for each LEA in the State whose teachers receive performance ratings or levels through an evaluation system, whether the number and percentage (including numerator and denominator) of teachers rated at each performance rating or level are publicly reported for each school in the LEA.

Descriptor (a)(2)

Describe, for each LEA in the State, the systems used to evaluate the performance of principals and the use of results from those systems in decisions regarding principal development, compensation, promotion, retention, and removal.

Indicator (a)(6)

Indicate, for each LEA in the State, whether the systems used to evaluate the performance of principals include student achievement outcomes or student growth data as an evaluation criterion.

Indicator (a)(7)

Provide, for each LEA in the State whose principals receive performance ratings or levels through an evaluation system, the number and percentage (including numerator and denominator) of principals rated at each performance rating or level.

Assurance (b): The improvement of the collection and use of data

Indicator or Descriptor Description
Indicator (b)(1) Indicate which of the 12 elements described in section 6401(e)(2)(D) of the America COMPETES Act are included in the State’s statewide longitudinal data system.
Indicator (b)(2) Indicate whether the State provides student growth data on their current students and the students they taught in the previous year to, at a minimum, teachers of reading/language arts and mathematics in grades in which the State administers assessments in those subjects in a manner that is timely and informs instructional programs.
Indicator (b)(3) Indicate whether the State provides teachers of reading/language arts and mathematics in grades in which the State administers assessments in those subjects with reports of individual teacher impact on student achievement on those assessments.

Assurance (c): Standards and assessments

Indicator or Descriptor Description
Indicator (c)(1)

Confirm the approval status, as determined by the Department, of the State’s assessment system under section 1111(b)(3) of the ESEA with respect to reading/language arts, mathematics, and science assessments.

Indicator (c)(2)

Confirm whether the State has developed and implemented valid and reliable alternate assessments for students with disabilities that are approved by the Department.

Indicator (c)(3)

Confirm whether the State’s alternate assessments for students with disabilities, if approved by the Department, are based on grade-level, modified, or alternate academic achievement standards.

Indicator (c)(4) Indicate whether the State has completed, within the last two years, an analysis of the appropriateness and effectiveness of the accommodations it provides students with disabilities to ensure their meaningful participation in State assessments.
Indicator (c)(5)

Confirm the number and percentage (including numerator and denominator) of students with disabilities who are included in State reading/language arts and mathematics assessments.

Indicator (c)(6) Indicate whether the State has completed, within the last two years, an analysis of the appropriateness and effectiveness of the accommodations it provides limited English proficient students to ensure their meaningful participation in State assessments.
Indicator (c)(7)

Confirm whether the State provides native language versions of State assessments for limited English proficient students that are approved by the Department.

Indicator (c)(8)

Confirm the number and percentage (including numerator and denominator) of limited English proficient students who are included in State reading/language arts and mathematics assessments.

Indicator (c)(9)

Confirm that the State’s annual State Report Card (under section 1111(h)(1) of the ESEA) contains the most recent available State reading and mathematics National Assessment of Educational Progress (NAEP) results as required by 34 CFR 200.11(c).

Indicator (c)(10)

Provide, for the State, for each LEA in the State, for each high school in the State and, at each of these levels, by student subgroup (consistent with section 1111(b)(2)(C)(v)(II) of the ESEA), the number and percentage (including numerator and denominator) of students who graduate from high school using a four-year adjusted cohort graduation rate as required by 34 CFR 200.19(b)(1)(i).

Indicator (c)(11) Provide, for the State, for each LEA in the State, for each high school in the State and, at each of these levels, by student subgroup (consistent with section 1111(b)(2)(C)(v)(II) of the ESEA), of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i), the number and percentage (including numerator and denominator) who enroll in an institution of higher education (IHE) (as defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA)) within 16 months of receiving a regular high school diploma.
Indicator (c)(12) Provide, for the State, for each LEA in the State, for each high school in the State and, at each of these levels, by student subgroup (consistent with section 1111(b)(2)(C)(v)(II) of the ESEA), of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i) who enroll in a public IHE (as defined in section 101(a) of the HEA) in the State within 16 months of receiving a regular high school diploma, the number and percentage (including numerator and denominator) who complete at least one year’s worth of college credit (applicable to a degree) within two years of enrollment in the IHE.

Assurance (d): The support of struggling schools

Indicator or Descriptor Description
Indicator (d)(1)

Provide, for the State, the average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(C)(v) of the ESEA) on the State assessments in reading/language arts and for the State and for each LEA in the State, the number and percentage (including numerator and denominator) of Title I schools in improvement, corrective action, or restructuring that have made progress (as defined in this notice) on State assessments in reading/language arts in the last year.

Indicator (d)(2)

Provide, for the State, the average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(C)(v) of the ESEA) on State assessments in mathematics and for the State and for each LEA in the State, the number and percentage (including numerator and denominator) of Title I schools in improvement, corrective action, or restructuring that have made progress on State assessments in mathematics in the last year.

Descriptor (d)(1)

Provide the definition of “persistently lowest-achieving schools” (consistent with the requirements for defining this term set forth in the Definitions section of the NFR) that the State uses to identify such schools.

Indicator (d)(3) Provide, for the State, the number and identity of the schools that are Title I schools in improvement, corrective action, or restructuring, that are identified as persistently lowest-achieving schools.
Indicator (d)(4) Provide, for the State, of the persistently lowest-achieving schools that are Title I schools in improvement, corrective action, or restructuring, the number and identity of those schools that have been turned around, restarted, closed, or transformed (as defined in the NFR) in the last year.
Indicator (d)(5) Provide, for the State, the number and identity of the schools that are secondary schools that are eligible  for but do not receive, Title I funds, that are identified as persistently lowest-achieving schools.
Indicator (d)(6) Provide, for the State, of the persistently lowest-achieving schools that are secondary schools that  are eligible for, but do not receive, Title I funds, the number and identity of those schools that have  been turned around, restarted, closed, or transformed in the last year.
Indicator (d)(7)

Provide, for the State and, if applicable, for each LEA in the State, the number of charter schools that are currently permitted to operate under State law.

Indicator (d)(8)

Confirm, for the State and for each LEA in the State that operates charter schools, the number of charter schools currently operating.

Indicator (d)(9)

Provide, for the State and for each LEA in the State that operates charter schools, the number and percentage of charter schools that have made progress on State assessments in reading/language arts in the last year.

Indicator (d)(10)

Provide, for the State and for each LEA in the State that operates charter schools, the number and percentage of charter schools that have made progress on State assessments in mathematics in the last year.

Indicator (d)(11)

Provide, for the State and for each LEA in the State that operates charter schools, the number and identity of charter schools that have closed (including schools that were not reauthorized to operate) within each of the last five years.

  • In the Charter Schools Database you will find which Charter Schools are active, closed, or have had their charters revoked. Excel spreadsheets are available upon request.
Indicator (d)(12)

Indicate, for each charter school that has closed (including a school that was not reauthorized to operate) within each of the last five years, whether the closure of the school was for financial, enrollment, academic, or other reasons.

Return to the State Fiscal Stabilization Fund (SFSF) Phase II Web portal

Questions: Government Affairs Branch | ARRA@cde.ca.gov | 916-319-0821