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Local Indicators

This page identifies the approved standards and tools that LEAs can use to rate local indicators.

The standards for the local performance indicators are based on whether LEAs:

  1. Measure their progress on the local performance indicator based on locally available information, and
  2. Report the results to the LEA's local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics.

LEAs determine whether they have (Met, Not Met, or Not Met for Two or More Years) for each applicable local performance indicator. LEAs make this determination by using self-reflection tools included in the evaluation rubrics, which will allow them to measure and report their progress through the California School Dashboard.

Performance Standards

The performance standards for the local performance indicators are:

Appropriately Assigned Teachers, Access to Curriculum-Aligned Instructional Materials, and Safe, Clean and Functional School Facilities (Priority 1)

Standard: LEA annually measures its progress in meeting the Williams settlement requirements at 100% at all of its school sites, as applicable, and promptly addresses any complaints or other deficiencies identified throughout the academic year, as applicable.

Implementation of State Academic Standards (Priority 2)

Standard: LEA annually measures its progress implementing state academic standards.

Parent Engagement (Priority 3)

Standard: LEA annually measures its progress in (1) seeking input from parents in decision making and (2) promoting parental participation in programs.

School Climate (Priority 6)

Standard: LEA administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in at least one grade within the grade span(s) that the LEA serves (e.g., K-5, 6-8, 9-12).

Coordination of Services for Expelled Students – COE Only (Priority 9)

Standard: COE annually measures its progress in coordinating instruction as required by Education Code Section 48926.

Coordination of Services for Foster Youth – COE Only (Priority 10)

Standard: COE annually measures its progress in coordinating services for foster youth.

Self-Reflection Tools

LEAs will use the self-reflection tool included in the evaluation rubrics to support their determination of whether they have Met the performance standard.

The self-reflection tools are designed to support LEAs in measuring their progress on the local performance indicators.  LEAs will report the results on the self-reflection tools to their local governing boards and to the public and stakeholders using the California School Dashboard.

Appropriately Assigned Teachers, Access to Curriculum-Aligned Instructional Materials, and Safe, Clean and Functional School Facilities (Priority 1)
  • Number/percentage of misassignments of teachers of English learners, total teacher misassignments, and vacant teacher positions
  • Number/percentage of students without access to their own copies of standards-aligned instructional materials for use at school and at home
  • Number of identified instances where facilities do not meet the "good repair" standard (including deficiencies and extreme deficiencies)

Note: The requested information are all data elements that are currently required as part of the School Accountability Report Card (SARC).  For LEAs that use the California Department of Education's SARC template, this information will be auto-populated within the web-based evaluation rubrics system.  LEAs that do not use the California Department of Education's SARC template will have to input this information manually in the web-based evaluation rubrics system.

Implementation of State Academic Standards (Priority 2)

LEAs may provide a narrative summary of their progress in the implementation of state academic standards based on locally selected measures or tools (Option 1).  Alternatively, LEAs may complete the optional reflection tool (Option 2).

OPTION 1: Narrative Summary - In the narrative box, identify the locally selected measures or tools that the LEA is using to track its progress in implementing the state academic standards adopted by the state board and briefly describe why the LEA chose the selected measures or tools.

Additionally, summarize the LEA's progress in implementing the academic standards adopted by the State Board of Education, based on the locally selected measures or tools.  The adopted academic standards are:

  • English Language Arts (ELA) – Common Core State Standards for ELA
  • English Language Development (ELD) (Aligned to Common Core State Standards for ELA )
  • Mathematics – Common Core State Standards for Mathematics
  • Next Generation Science Standards
  • History-Social Science
  • Career Technical Education
  • Health Education Content Standards
  • Physical Education Model Content Standards
  • Visual and Performing Arts
  • World Language
OPTION 2: Reflection Tool - Recently Adopted Academic Standards and/or Curriculum Frameworks
  1. Rate the LEA's progress in providing professional learning for teaching to the recently adopted academic standards and/or curriculum frameworks identified below:
  • Common Core State Standards for ELA
  • English Language Development (ELD) Aligned to ELA Standards
  • Common Core Standards for Mathematics
  • Next Generation Science Standards
  • History-Social Science

    Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

    Picture of a rating spreadsheet for providing professional learning organized by the content areas listed above.

  1. Rate the LEA's progress in making instructional materials that are aligned to the recently adopted academic standards and/or curriculum frameworks identified below available in all classrooms where the subject is taught:
  • Common Core State Standards for ELA
  • ELD Aligned to ELA Standards
  • Common Core Standards for Mathematics
  • Next Generation Science Standards
  • History-Social Science

    Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability


    Picture of a rating spreadsheet for making instructional materials organized by the content areas listed above.
  1. Rate the LEA's progress in implementing policies or programs to support staff in identifying areas where they can improve in delivering instruction aligned to the recently adopted academic standards and/or curriculum frameworks identified below (e.g., collaborative time, focused classroom walkthroughs, teacher pairing):
  • Common Core State Standards for ELA
  • ELD Aligned to ELA Standards
  • Common Core Standards for Mathematics
  • Next Generation Science Standards
  • History-Social Science

    Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

    Picture of a rating spreadsheet for implementing policies or programs organized by the content areas listed above.

Other Adopted Academic Standards
  1. Rate the LEA's progress implementing each of the following academic standards adopted by the state board for all students:
  • Career Technical Education
  • Health Education Content Standards
  • Physical Education Model Content Standards
  • Visual and Performing Arts
  • World Language

    Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

    Picture of a rating spreadsheet for implementing academic standards organized by the content areas listed above.

Support for Teachers and Administrators
  1. During the 2015–16 school year (including summer 2015), rate the LEA's success at engaging in the following activities with teachers and school administrators:
  • Identifying the professional learning needs of groups of teachers or staff as a whole
  • Identifying the professional learning needs of individual teachers
  • Providing support for teachers on the standards they have not yet mastered

    Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

    Picture of a rating spreadsheet for LEA success at engaging in specific activities with teachers and school administrators organized by the content areas listed above.

Optional Narrative
  1. Provide any additional information that the LEA believes is relevant to understanding its progress implementing the academic standards adopted by the state board.

Parent Engagement (Priority 3)

LEAs will provide a narrative summary of their progress toward (1) seeking input from parents/guardians in school and district decision making; and (2) promoting parental participation in programs.

The summary of progress must be based either on information collected through surveys of parents/guardians or other local measures.  Under either option, the LEA briefly describes why it chose the selected measures, including whether the LEA expects that progress on the selected measure is related to goals it has established for other LCFF priorities in its Local Control and Accountability Plan (LCAP).

OPTION 1: Survey - If the LEA administers a local survey to parents/guardians in at least one grade within each grade span that the LEA serves (e.g., K–5, 6–8, 9–12), summarize:
  1. the key findings from the survey related to seeking input from parents/guardians in school and district decision making;
  2. the key findings from the survey related to promoting parental participation in programs; and
  3. why the LEA chose the selected survey and whether the findings relate to the goals established for other LCFF priorities in the LCAP.
OPTION 2: Local Measures - Summarize:
  1. the LEA's progress on at least one measure related to seeking input from parents/guardians in school and district decision making;
  2. the LEA's progress on at least one measure related to promoting parental participation in programs; and
  3. why the LEA chose the selected measures and whether the findings relate to the goals established for other LCFF priorities in the LCAP.

Examples of measures that LEAs could select are listed below.

  1. Seeking Input in School/District Decision Making
    1. Measure of teacher and administrator participation in professional development opportunities related to engaging parents/guardians in decision making.
    2. Measure of participation by parents/guardians in trainings that also involve school/district staff to build capacity in working collaboratively.
    3. Measure of parent/guardian participation in meetings of the local governing board and/or advisory committees.

  2. Promoting Participation in Programs
    1. Measure of whether school sites have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child's education.
    2. Measure of whether school sites provide trainings or workshops for parents/guardians that are linked to student learning and/or social-emotional development and growth.
    3. Measure of whether school and district staff (teachers, administrators, support staff) have completed professional development on effective parent/guardian engagement in the last two school years.
School Climate (Priority 6)

LEAs will provide a narrative summary of the local administration and analysis of a local climate survey that captures a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span (e.g., K–5, 6–8, 9–12). Specifically, LEAs will have an opportunity to include differences among student groups, and for surveys that provide an overall score, such as the California Healthy Kids Survey, report the overall score for all students and student groups. This summary may also include an analysis of a subset of specific items on a local survey that is particularly relevant to school safety and connectedness.

Coordination of Services for Expelled Students – COE Only (Priority 9)

Assess the degree of implementation of the progress in coordinating instruction for expelled students in your county?
Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

Priority 9

Exploration and Research Phase

Beginning Development

Initial Implementation

Full Implementation

Full Implementation and Sustainability

  1. Assessing status of triennial plan for providing educational services to all expelled students in the county, including:
    1. Review of required outcome data
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    1. Identifying existing educational alternatives for expelled pupils, gaps in educational services to expelled pupils, and strategies for filling those service gaps. 
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    1. Identifying alternative placements for pupils who are expelled and placed in district community day school programs, but who fail to meet the terms and conditions of their rehabilitation plan or who pose a danger to other district pupils.
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  1. Coordinating on development and implementation of triennial plan with all LEAs within the county.
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  1. Establishing ongoing collaboration and policy development for transparent referral process for LEAs within the county to the county office of education or other program options, including dissemination to all LEAs within the county a menu of available continuum of services for expelled students. 
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  1. Developing memorandum of understanding regarding the coordination of partial credit policies between district of residence and county office of education.  
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Coordination of Services for Foster Youth – COE Only (Priority 10)

Assess the degree of implementation of coordinated service program components for foster youth in your county?
Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

Priority 10

1

2

3

4

5

  1. Establishing ongoing collaboration and supporting policy development, including establishing formalized information sharing agreements with child welfare, probation, Local Education Agency (LEAs), the courts, and other organizations to support determining the proper educational placement of foster youth (e.g., school of origin versus current residence, comprehensive versus alternative school, and regular versus special education).
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  1. Building capacity with LEA, probation, child welfare, and other organizations for purposes of implementing school-based support infrastructure for foster youth intended to improve educational outcomes (e.g., provide regular professional development with the Foster Youth Liaisons to facilitate adequate transportation services for foster youth).
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  1. Providing information and assistance to LEAs regarding the educational needs of   foster youth in order to improve educational outcomes.
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  1. Providing direct educational services for foster youth in LEA or county-operated programs provided the school district has certified that specified services cannot be provided or funded using other sources, including, but not limited to, Local Control Funding Formula, federal, state or local funding.
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  1. Establishing ongoing collaboration and supporting development of policies and procedures that facilitate expeditious transfer of records, transcripts, and other relevant educational information.
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  1. Facilitating the coordination of post-secondary opportunities for youth by engaging with systems partners, including, but not limited to, child welfare transition planning and independent living services, community colleges or universities, career technical education, and workforce development providers.
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  1. Developing strategies to prioritize the needs of foster youth in the community, using community-wide assessments that consider age group, geographical area, and identification of highest needs students based on academic needs and placement type.
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  1. Engaging in the process of reviewing plan deliverables and of collecting and analyzing LEA and COE level outcome data for purposes of evaluating effectiveness of support services for foster youth and whether the investment in services contributes to improved educational outcomes for foster youth.
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Questions: Academic Accountability Team | dashboard@cde.ca.gov | 916-319-0863 
Last Reviewed: Friday, March 10, 2017
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