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Local Indicators

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

The State Board of Education (SBE) approved standards for the local indicators that support local educational agencies (LEAs) in measuring and reporting their progress within the appropriate priority area. For each local indicator, the performance standards are as follows:

  1. Measuring LEA progress on the local indicator based on locally available information, and
  2. Reporting the results to the LEA's local governing board at a regularly scheduled meeting of the local governing board and;
  3. Reporting to stakeholders and the public through the Dashboard.

An LEA uses the SBE-adopted self-reflection tools to report its progress through the Dashboard. The collection and reflection on locally available information relevant to progress regarding local priority areas will support LEAs in completing the self-reflection tools, reporting in the Dashboard, and in local planning and improvement efforts.

Provided an LEA satisfies the performance standards for each local indicator, the Dashboard will automatically assign a performance level of Met. If an LEA does not meet the performance standards, the Dashboard will automatically assign a performance level of Not Met or Not Met for Two or More Years, as applicable.

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Self-Reflection Tools

This section provides a brief overview of the self-reflection tools available to LEAs.

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

LEAs will use locally available information, including data reported through the School Accountability Report Card, to provide evidence of progress relevant to this local indicator.

Implementation of State Academic Standards (Priority 2)

LEAs have two options for the self-reflection tool. The first option allows LEAs to provide a narrative summary of their progress in the implementation of state academic standards based on locally selected measures or tools. The second option is to complete the SBE adopted self-reflection tool survey.

The SBE adopted self-reflection tool has the following Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

Parent and Family Engagement (Priority 3)

LEAs use this self-reflection tool to report the measurement of their progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable an LEA to engage in continuous improvement and determine next steps to make improvements in the areas identified.

The results of the process should be used to inform the LCAP and the development process, to assess prior year goals, actions and services as well as to plan or modify future goals, actions and services in the LCAP.

The SBE adopted self-reflection tool has the following Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

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 and additional data collection tools that are particularly relevant to school safety and connectedness.

Access to a Broad Course of Study (Priority 7)

LEAs annually measure their progress in the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study specified in the California Education Code for Grades 1–6 and Grades 7–12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs.

Coordination of Services for Expelled Students – (Priority 9, for COEs only)

Using the SBE adopted self-reflection tool, LEAs assess the degree of implementation of the progress in coordinating services for expelled students in their county.

The SBE adopted self-reflection tool has the following Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

Coordination of Services for Foster Youth (Priority 10, for COEs only)

Using the SBE adopted self-reflection tool, LEAs assess the degree of implementation of the progress in coordinating services for foster youth students in their county.

The SBE adopted self-reflection tool has the following Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

For more information on the Local Indicators please visit the Local Control Funding Formula (LCFF).

Questions: Local Agency Systems Support Office | LCFF@cde.ca.gov | 916-323-5233 
Last Reviewed: Tuesday, November 5, 2019
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