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Comprehensive Support and Improvement


The Every Student Succeeds Act (ESSA) requires state educational agencies to determine school eligibility for comprehensive support and improvement (CSI). Local educational agencies (LEAs) with schools that meet the criteria for CSI must collaborate with educational partners to locally develop and implement a plan to improve student outcomes.

The county office of education (COE) also plays a role in providing technical assistance and support to LEAs within its county that serve schools that meet the criteria for CSI.

Public Release of the Data File for Schools that Meet the Criteria for Support and Improvement in 2023–24
California Department of Education (CDE) correspondence sent to County and District Superintendents and Charter School Administrators regarding the eligibility of schools for support and improvement in 2023–24.

Please visit the ESSA Assistance Status Data Files web page to view school eligibility determinations.

School Eligibility and Exit

CSI School Eligibility and Exit Criteria

California will use the California School Dashboard (Dashboard) to determine school eligibility for and exit criteria from CSI. School eligibility and exit are determined for the following categories:

  1. Low graduation rate

  2. Not less than the lowest-performing five percent of Title I-funded schools

For specific CSI eligibility and exit criteria, please reference the Dashboard Technical Guide:

School Eligibility Data Files

ESSA Assistance Status Data Files

For information on eligibility and exit criteria for Additional Targeted Support and Improvement (ATSI), please visit the CDE Targeted/ATSI web page.

Information pertaining to all closed out CSI LEA subgrants can be found on the CSI LEA Archives web page.

Information pertaining to all closed out CSI COE subgrants can be found on the CSI COE Archives web page.

Planning Requirements

School Plans

School planning and LEA assistance for each school that meets the criteria for CSI will be incorporated into the Local Control and Accountability Plan (LCAP) and school planning processes.

Assembly Bill 716 External link opens in new window or tab., signed by the Governor on September 18, 2018, and codified in the California Education Code sections 64001–65001, streamlines and aligns state and federal planning processes. Effective January 1, 2019, this law renames the Single Plan for Student Achievement to the School Plan for Student Achievement (SPSA). Additionally, the law contains the following key provisions:

  • Allows the SPSA to meet ESSA requirements for comprehensive or targeted support and improvement planning

  • Allows single school districts and charter schools to utilize the LCAP to serve as the SPSA, provided that the LCAP meets the ESSA school planning requirements and the stakeholder requirements established in subdivision (a) of Section 52062 External link opens in new window or tab.

Additional Planning Flexibility

  1. Beginning with the release of the 2022–23 ESSA Assistance Status Data File, Dashboard Alternative School Status (DASS) Community of Practice (CoP) schools eligible under the CSI Low Graduation Rate criteria with less than 100 enrolled students in the prior school year, have the option to forgo all CSI planning and implementation activities. For more information, please review the DASS CoP tab.

  2. Furthermore, LEAs with DASS CoP schools eligible under the CSI Low Graduation Rate criteria, have the option to utilize the LCAP to meet CSI planning requirements. However, DASS CoP schools eligible under the CSI Low Performing criteria, must continue to use the SPSA (or an alternative that meets federal planning requirements) to meet CSI planning requirements, unless they are a single school district or charter school as noted above.

Addressing CSI Planning Requirements through the LCAP

To support LEA school planning efforts for single school districts, charter schools, and LEAs with DASS CoP schools eligible under the CSI Low Graduation Rate criteria, the CDE developed a CSI Planning Summary that explains how to use the LCAP to meet CSI planning requirements.

Additionally, LEAs with schools that meet the criteria for CSI will continue to complete the CSI prompts located in the Plan Summary of the LCAP, as applicable.

More information on how to address the CSI planning requirements through the LCAP can be found on the DASS CoP tab.

Federal planning requirements are established in the California Education Code Section 64001 External link opens in new window or tab. .

Federal Requirements

Section 1111(d) of the ESSA requires the State to notify each LEA that serves schools that meet the criteria for CSI.

Upon receiving notification from the State, and in partnership with educational partners and for each school that meets the criteria, the LEA shall:

  • Locally develop and implement a plan for the school to improve student outcomes

  • Approve each plan

    The Plan must:

    • Be informed by all State indicators, including student performance against State-determined long-term goals;

    • Be based on a school-level needs assessment;

    • Include evidence-based interventions; and

    • Identify resource inequities, which may include a review of LEA- and school-level budgets, and address those inequities through implementation of the plan.

Additional Information

LCAP and SPSA instructions for CSI are located on the LCAP web page.

Dashboard Alternative School Status (DASS) Community of Practice (CoP)

Overview

DASS schools serve California’s highest risk students. To reaffirm California’s commitment to the DASS program and to distinguish the uniqueness of these schools and the students they serve, DASS schools that meet eligibility criteria for CSI Low Graduation Rate or CSI Low Performing, are referred to as DASS CoP schools beginning with the 2022 California School Dashboard (Dashboard).

At the September 2022 State Board of Education (SBE) meeting (DOCX), the SBE which serves as the state education agency (SEA) granted approval for DASS CoP schools identified under the CSI Low Graduation Rate criteria to implement differentiated improvement activities. The approvals granted by the SEA at the September 2022 SBE meeting are effective with the release of the 2022 Dashboard and corresponding 2022–23 ESSA Assistance Status Data File.

Additionally, DASS CoP schools that meet the eligibility criteria for CSI Low Graduation Rate, and that predominately serve students returning to education after having exited secondary school without a regular high school diploma or who, based on their grade or age are significantly off track to accumulate sufficient academic credits to meet high school graduation requirements, have the flexibility to participate in differentiated CSI activities per ESSA, Section 1111(d)(1)(C)(i).

Differentiated Improvement Activities

Based on ESSA Section 1111(d)(1)(C)(i-ii) and approvals granted by the SEA, DASS CoP schools identified under the CSI Low Graduation Rate criteria are permitted to implement the following differentiated improvement activities:

Differentiated Improvement Activity 1

Based on ESSA Section 1111(d)(1)(C)(ii),

Any LEA with a DASS CoP school/s/ identified under the CSI Low Graduation Rate criteria, with less than 100 enrolled students in the prior school year, has the option to forgo implementation of all CSI-related improvement activities pursuant to ESSA Section 1111 (d)(1)(B), for its DASS CoP CSI Low Graduation Rate school/s/ only.

What this means:

  1. LEAs that exercise this flexibility do not have to develop or implement a CSI plan for its DASS CoP school eligible under the CSI Low Graduation Rate criteria.

  2. LEAs that choose to forgo the development or implementation of a CSI plan at its DASS CoP school eligible under the CSI Low Graduation Rate criteria as described above, will also forgo the CSI funding associated with that specific school/s/.

  3. Before deciding to forgo school improvement activities at its DASS CoP schools eligible under the CSI Low Graduation Rate criteria, LEAs are strongly encouraged to make this decision in collaboration with the DASS CoP CSI Low Graduation Rate school/s/ and its educational partners.

  4. LEAs that exercise this flexibility are required to add the following statement to Prompt 1 of the CSI section of the Local Control and Accountability Plan (LCAP) Summary:

    [NAME OF SCHOOL/S/], a Dashboard Alternative School Status Community of Practice school eligible for Comprehensive Support and Improvement Low Graduation Rate with less than 100 enrolled students, in collaboration with its local educational agency and educational partners, will forgo all improvement activities and applicable funding pursuant to the flexibility allowed by the Every Student Succeeds Act and approved by the California State Board of Education.

Differentiated Improvement Activity 2

Based on ESSA Section 1111(d)(1)(C)(i),

Any LEA with a DASS CoP school/s/ identified under the CSI Low Graduation Rate criteria, regardless of the number of students enrolled, has the option to use the LEA’s LCAP to meet its CSI planning requirements. CSI planning requirements can be found on the Planning Requirements tab.

Guidance on Using the LCAP to Address CSI Planning Requirements for DASS CoP Schools

LEAs that choose to meet the CSI planning requirements for a DASS CoP school eligible under the CSI Low Graduation Rate criteria must ensure that it addresses each of the CSI planning requirements within the LCAP. As a reminder, the CSI plan must:

  1. Be developed in partnership with the school and educational partners;
  2. Be based on a school-level needs assessment;
  3. Be informed by all state indicators, including student performance against state-determined long-term goals;
  4. Include evidence-based interventions; and
  5. Identify resource inequities and address those inequities through implementation of the plan.

While the following provides guidance as to how each requirement may be addressed within the LEA’s LCAP, LEAs have local flexibility in determining how best to address the CSI plan requirements within the LCAP.

If an LEA is a traditional school district with DASS CoP school/s/ eligible under the CSI Low Graduation Rate criteria, all prompts in the CSI section of the LCAP Plan Summary must be completed.

If an LEA is a single school district or direct-funded charter school with DASS CoP school/s/ eligible under the CSI Low Graduation Rate criteria, prompts two and three of the CSI section of the LCAP Plan Summary must be completed. Single school districts and direct-funded charter schools do not need to complete the first CSI prompt (“Schools Identified”).

Addressing Requirement 1: Partner with the school and educational partners in the development of the CSI plan

The LEA must provide an explanation of how it worked with the DASS CoP school and meaningfully engaged its parents, students, and other educational partners in the development of the CSI plan. The LEA may provide this description in the second and third prompts of the CSI Summary or in the Engaging Educational Partners section of the LCAP.

Addressing Requirements 2 and 5: The plan must be based on a school-level needs assessment and must identify resource inequities

The LEA must describe how the school-level needs assessment informed the development of the plan and must identify resource inequities that were identified during the school-level needs assessment. The LEA may provide these descriptions in the Reflections on Identified Needs in the Plan Summary section, in the second CSI prompt within the Plan Summary section, and/or, in the explanation of why the LEA has developed a particular goal.

Addressing Requirements 3 through 5:

The LEA has the following options to address Requirements three through five:

  • Option A: The LEA may develop a specific goal to address the identified needs of the DASS CoP school; or

  • Option B: The LEA may address the identified needs of the DASS CoP school within one or more of the current goals in the LCAP.

Regardless of which option the LEA chooses, the LEA must address each of the following requirements within the applicable goal/s/:

  • At a minimum, the goal/s/ must include measures of progress for each of the state indicators that lead to the school being eligible for CSI, including disaggregated measures of progress for student group/s/ served by the school, if applicable. LEAs are encouraged to include additional measures of progress related to the needs identified in the school-level needs assessment, which will enable the LEA to determine the effectiveness of actions in making progress towards addressing the identified needs.

  • The goal/s/ must include evidenced-based actions designed to address the needs identified during the school-level needs assessment. The goal must also include actions to address resource inequities that were identified during the school-level needs assessment.

  • LEAs are encouraged to note action/s/ funded with CSI funds within the description of the action.

  • In the subsequent year, the LEA must provide an analysis of the implementation and effectiveness of these actions as part of the Goal Analysis.

For more information about how to address CSI planning requirements through the LCAP, please visit the CSI Planning Summary web page.

Information pertaining to all closed out CSI LEA subgrants can be found on the CSI LEA Archives web page.

For Frequently Asked Questions related to DASS CoP, please visit the Technical Assistance tab.

Resources

CDE Continuous Improvement Resources

CDE DASS web page

CDE Active DASS Schools

CDE Planning Summary

CDE ESSA web page

CDE ESSA Assistance Status Data Files web page

CDE Local Control and Accountability Plan web page

CDE September 2022 State Board of Education meeting, Item 3 (DOCX)

Funding

Local Educational Agencies

The ESSA provides resources and assistance to LEAs to improve student achievement and outcomes in schools that meet the criteria for CSI.

Eligibility

LEAs with schools that meet the criteria for CSI are eligible to receive funding.

School Eligibility Data Files

ESSA Assistance Status Data Files

Fiscal Information

CSI LEA Fiscal Information

Applications for Funding

CSI LEA Applications for Funding

Authorized Use of Funds

CSI LEA Authorized Use of Funds

Related Content

Elementary and Secondary Education Act (ESEA) of 1965 as amended by ESSA in 2015 External link opens in new window or tab. (PDF; 3MB)

County Offices of Education

Consistent with the system of support goal to build the capacity of LEAs to support their schools, the California Budget Act appropriates ESSA funding to COEs for the purpose of supporting the statewide system of technical assistance and support for LEAs within its county that serve schools that meet the criteria for CSI.

Eligibility

A COE with at least one LEA in its county that serves schools that meet the criteria for CSI is eligible to receive funding.

Data Files

ESSA Assistance Status Data Files

Fiscal Information

CSI COE Fiscal Information

Program Information

CSI COE Program Information

Applications for Funding

CSI COE Applications for Funding

Related Content

ESEA of 1965 as amended by ESSA in 2015 External link opens in new window or tab. (PDF; 3MB)

Monitoring

The CDE is responsible for conducting compliance monitoring for LEAs with schools eligible for improvement under the ESSA through the Federal Program Monitoring (FPM) process. Such compliance monitoring is conducted by the Title I, Part A Monitoring and Support Office using the School Support and Improvement (SSI) Program Instrument. Additionally, the CDE provides focused compliance technical assistance and support for LEAs selected for FPM reviews.

Title I, Part A Monitoring and Support

Provides compliance monitoring technical assistance and support for LEAs with Title I, Part A programs and offers information to prepare for reviews, with links to training materials and other relevant topics.

Title I, Part A Monitoring and Support

Compliance Monitoring Information and Resources

Compliance Monitoring Information and Resources

SSI Program Instrument (DOCX)

SSI Program Instrument Checklist (DOCX)

For questions related to compliance monitoring, please contact the Title I Monitoring and Support Office at TIMSO@cde.ca.gov.

Technical Assistance

For questions regarding CSI eligibility criteria and determinations, please contact the Accountability Development and Policy Analysis Unit by email at Dashboard@cde.ca.gov.

For questions regarding the CSI funding application process and programmatic implementation, please see the FAQs below or contact the School Improvement and Support Office (SISO) by email at SISO@cde.ca.gov.

For information regarding the Local Control and Accountability Plan (LCAP) and school planning processes please contact the Local Agency Systems Support Office by email at LCFF@cde.ca.gov.

Frequently Asked Questions

CSI Program Questions

  1. What is General Assistance?

    The term “General Assistance” in the 2018–19 and the 2019–20 ESSA Assistance Status Data Files refers to the support available for all LEAs and schools within Level 1 of California’s system of support. For more information on Level 1, please see the Levels of Support on California’s System of Support web page.

    Beginning with the 2021–22 ESSA Assistance Status Data Files, the term “General Assistance” will no longer be used for schools that were not eligible for an ESSA school support category; instead, “No Status” will be indicated for these schools.

  2. What does “No Status” mean beginning with the 2021–22 ESSA Assistance Status Data Files?

    “No Status” indicates that a given school was not eligible for an ESSA school support category (i.e., CSI or Additional Targeted Support and Improvement).

  3. Which schools are eligible for CSI?
    • All high schools, both Title I and non-Title I-funded, including Dashboard Alternative School Status (DASS) schools that meet the CSI Low Graduation criteria are eligible for support.

    • Not less than the lowest-performing five percent of Title I-funded schools that meet the CSI Low Performing criteria are eligible for support.

  4. How will the CDE determine school eligibility and exit for CSI?

    California will use the California School Dashboard to determine school eligibility for and exit from CSI. School eligibility and exit are determined for the following categories:

    1. Low graduation rate

    2. Not less than the lowest-performing five percent of Title I-funded schools

    For specific CSI eligibility and exit criteria, please reference the Dashboard Technical Guides:

  5. Can schools be eligible for more than one ESSA school support category at a time?

    No. Support categories are hierarchical; therefore, schools can only be eligible for one support category at a time.

    • For example, a school that meets the criteria for CSI would not be eligible for Additional Targeted Support and Improvement at the same time.

  6. How often is school eligibility for CSI determined?

    The CDE first determined school eligibility for CSI in the 2018–19 school year using the 2018 California School Dashboard (Dashboard), then again in the 2019–20 school year using the 2019 Dashboard, and 2022–23 school year using the 2022 Dashboard. School eligibility will again be determined in 2023–24 using the 2023 Dashboard. As the school eligibility process for CSI evolves, additional information will be provided.

  7. Which indicators will the CDE use to determine school eligibility for CSI?

    State indicators from the California School Dashboard (Dashboard) are used to make school assistance eligibility and exit determinations. Refer to the following Dashboard Technical Guides to identify the indicators used in a given year.

  8. When will the CDE first notify LEAs of school eligibility for CSI?
  9. What requirements apply to LEAs with schools that meet the criteria for CSI?

    Upon receiving notification from the CDE, the LEA shall, for each school eligible for CSI, and in partnership with its educational partners, locally develop and implement a plan for the school to improve student outcomes. For more information, please see the Planning Requirements tab on this web page.

    Beginning with the release of the 2022 California School Dashboard and associated 2022–23 ESSA Assistance Status Data File, Dashboard Alternative School Status (DASS) Community of Practice (CoP) schools eligible for CSI based on Low Graduation Rate with less than 100 students enrolled, have the option to forgo implementation of all CSI-related improvement activities as stated in ESSA Section 1111 (d)(1)(B), at its DASS CoP CSI Low Graduation Rate school/s/.

    Please note, LEAs that choose to forgo the development or implementation of a CSI plan at its DASS CoP school/s/ eligible under the CSI Low Graduation Rate criteria as described above, will also forgo the CSI funding associated with that specific school/s/. It is also strongly encouraged that LEAs make this decision in collaboration with the DASS CoP CSI Low Graduation Rate school/s/ and its educational partners.

  10. How are federal and state planning requirements aligned?

    Assembly Bill (AB) 716, signed by the Governor on September 18, 2018, and codified in Education Code (EC) 64001–65001, streamlines and aligns state and federal planning processes. Effective January 1, 2019, this law renamed the Single Plan for Student Achievement to the School Plan. Additionally, the law contains the following key provisions:

    • It allows the School Plan to be used as the improvement plan for CSI, Targeted Support and Improvement, and Additional Targeted Support and Improvement under the ESSA.

    • It allows single school districts and charter schools to utilize the LCAP to serve as the School Plan, provided that the LCAP meets the federal school planning requirements and the stakeholder requirements established in subdivision (a) of Section 52062.


    In addition, LEAs with schools that meet the criteria for CSI will complete the CSI prompts located in the Plan Summary section of the LCAP. 

    For more information about how to use the LCAP to meet CSI planning requirements, please review the CSI Planning Summary web page.

    School Plan and LCAP federal planning instructions are located on the CDE LCAP web page.

  11. If an LEA chooses to use ESSA, Section 1003 funding for CSI activities to meet its LCAP goals, is it required to report those funds in the LCAP?

    If ESSA, Section 1003 funds are used to implement actions and services to meet an articulated goal related to CSI activities in the LCAP, those funds must be included in the LCAP.

    LCAP instructions for CSI are located on the LCAP web page.

  12. Can charter schools and single school districts use their LCAP instead of the School Plan to meet federal planning requirements?

    Effective January 1, 2019, Assembly Bill 716, codified in California Education Code 64001(j), states that “[s]ingle school districts and charter schools may utilize the LCAP to serve as the School Plan, provided that the LCAP meets federal school planning requirements and the stakeholder requirements…” Charter schools and single school districts may use their LCAP planning process and requirements to engage its educational partners or they may utilize the School Plan and establish a Schoolsite Council to meet the federal planning requirements. Note: This law does not change the requirement of a school with 21 or more students to have an English learner advisory committee.

    Additionally, beginning with the 2022 California School Dashboard, any LEA with a Dashboard Alternative School Status (DASS) Community of Practice (CoP) school/s/ identified under the CSI Low Graduation Rate criteria, regardless of the number of students enrolled, may also use the LCAP to meet its CSI planning requirements.

    For more information about how to use the LCAP to meet CSI planning requirements, please review the CSI Planning Summary web page.

    LCAP and School Plan instructions for CSI are located on the LCAP web page.

  13. Do single school districts (including those with Dashboard Alternative School Status [DASS] Community of Practice [CoP] school/s/ eligible under the CSI Low Graduation Rate criteria) and direct-funded charter schools using the LCAP to meet CSI planning requirements need to complete the CSI prompts in the LCAP Plan Summary?

    Single school districts (including those with DASS CoP school/s/ eligible under the CSI Low Graduation Rate criteria) and direct-funded charter schools do not need to complete the first CSI prompt (“Schools Identified”) in the LCAP Plan Summary as this prompt is not applicable.

    Single school districts (including those with DASS CoP school/s/ eligible under the CSI Low Graduation Rate criteria) and direct-funded charter schools are still required to complete the second and third CSI prompts (“Support for Identified Schools” and “Monitoring and Evaluating Effectiveness”) in the LCAP Plan Summary, even though those prompts are not phrased for single-school districts and direct-funded charter schools.

    A single school district submits its LCAP to its COE for approval, as usual. A direct-funded charter school is required to submit its LCAP Plan Summary with the completed CSI prompts to the COE in the county in which the charter school is located for approval of the CSI prompts.

    LCAP instructions for CSI are located on the LCAP web page within the LCAP template.

  14. How do single school districts and charter schools that use the LCAP in place of the School Plan demonstrate the use of CSI funds in the LCAP Template and Action tables?

    Single school districts and charter schools using the LCAP in place of the School Plan shall include evidence-based interventions in the LCAP section titled “Goals and Actions”.

    And located in the “Data Entry Table” tab within the “LCAP Action Tables”, single school districts and charter schools utilizing the LCAP to meet federal school planning requirements shall include CSI funds as part of the total amount of federal funds in the “Federal Funds” column if used to implement a goal, action, or service as applicable.

    LCAP and School Plan instructions for CSI are located on the LCAP web page.

  15. What is the COE role with charter schools that meet the criteria for CSI?

    Charter schools eligible for CSI will complete the CSI prompts in the Plan Summary section in the LCAP. The charter school will submit only the Plan Summary section of the LCAP to the County Superintendent of Schools of the county in which the charter school is located for review and approval of only the CSI prompts within the Plan Summary section of the charter school’s LCAP.

  16. What does a review of resource inequities include?

    The ESSA states that resource inequities may include a review of LEA- and school-level budgets. The LCAP process should allow LEAs to review a variety of data to identify, diagnose, and address sources of inequity to inform improvement decisions.

  17. Are schools with an N-size less than 30 eligible for CSI?

    Schools with an N-size less than 30 may be eligible for CSI. N-size refers to the total enrollment of students at the school.

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Dashboard Alternative School Status (DASS) Community of Practice (CoP)

  1. Can LEAs with DASS CoP schools eligible under the CSI Low Graduation Rate criteria with less than 100 enrolled students forgo all CSI planning and implementation activities for these schools?

    Yes. LEAs with DASS CoP schools eligible under the CSI Low Graduation Rate criteria with less than 100 enrolled students, have the option to forgo all required CSI planning and implementation activities. LEAs who exercise this flexibility will forfeit the ESSA, Section 1003 funds for CSI that would have otherwise been allocated to the LEA for its DASS CoP CSI Low Graduation Rate school/s/.

  2. If an LEA with DASS CoP school/s/ eligible under the CSI Low Graduation Rate criteria with less than 100 enrolled students opts to forgo all CSI planning and implementation activities for these schools, how do they reflect this decision in the CSI section of the LCAP Plan Summary?

    Any LEA (single school district, charter school, or traditional school district) with DASS CoP school/s/ eligible under the CSI Low Graduation Rate criteria with less than 100 enrolled students that opts to forgo all CSI planning and implementation activities for these school/s/ must reflect this decision in the LCAP by adding the following statement to Prompt 1 of the CSI section of the LCAP Plan Summary:

    [NAME OF SCHOOL/S/], a Dashboard Alternative School Status Community of Practice school eligible for Comprehensive Support and Improvement Low Graduation Rate with less than 100 enrolled students, in collaboration with its local educational agency and educational partners, will forgo all improvement activities and applicable funding pursuant to the flexibility allowed by the Every Student Succeeds Act and approved by the California State Board of Education.

  3. Can LEAs with DASS CoP schools eligible under the CSI Low Performing criteria regardless of enrollment size, forgo CSI planning and implementation activities for these schools?

    No. LEAs with DASS CoP schools eligible under the CSI Low Performing criteria regardless of enrollment size, must continue to plan and implement CSI activities pursuant to ESSA Section 1111 (d)(1)(B) and do not have the option to forgo school improvement activities. The flexibility to forgo all CSI planning and implementation activities is only applicable to LEAs with DASS CoP schools eligible under the CSI Low Graduation Rate criteria with less than 100 enrolled students.

  4. Can LEAs with DASS CoP schools eligible under the CSI Low Performing criteria use the LCAP to meet its CSI planning requirements?

    No. Only LEAs with DASS CoP schools eligible under the CSI Low Graduation Rate criteria have the option to use the LCAP to meet its CSI planning requirements.

    DASS CoP schools eligible under the CSI Low Performing criteria must continue to use the School Plan for Student Achievement (or an alternative that meets federal planning requirements) to meet CSI planning requirements. However, if the DASS CoP school eligible under the CSI Low Performing criteria is also a single school district or charter school, then it continues to have the option to use its LCAP.

  5. How do I access a current list of DASS schools?

    A current list of schools participating in the DASS program can be found on the CDE Active DASS Schools web page.

  6. How do I confirm the enrollment of a DASS CoP school?

    LEAs can confirm the enrollment of a DASS CoP school using the 2023–24 ESSA Assistance Status Data File.

  7. My LEA has decided to exercise the flexibility to forgo all school improvement activities for its DASS CoP school eligible under the CSI Low Graduation Rate criteria with less than 100 enrolled students. What resources are available to support this school with its continuous improvement efforts?

    The CDE’s Continuous Improvement Resources web page contains various resources, tools, guides, and worksheets dedicated to continuous school improvement.

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CSI LEA Funding Questions

  1. What resources and assistance are available to support schools that are eligible for CSI?

    The ESSA requires that the State annually reserve seven percent of its Title I, Part A allocation for school improvement. Of the seven percent that the State is required to reserve, not less than 95 percent of those funds will be distributed on the basis of a formula to LEAs with schools that are eligible for CSI.

    The LEA must use ESSA, Section 1003 funds to locally develop and implement a plan in each school eligible for CSI to improve student outcomes. The School Plan for Student Achievement or SPSA, and the LEA LCAP will be used to meet CSI planning requirements. Improvement interventions and strategies must align to the goals, actions, and services identified in the LEA LCAP.

    School Plan and LCAP federal planning instructions are located on the CDE LCAP web page.

    LEA allocations are based on California’s Title I, Part A yearly allocation and are contingent upon California budget authority.

  2. Are charter schools eligible for ESSA, Section 1003 funding?

    All LEAs with schools eligible for CSI are eligible to receive ESSA, Section 1003 funding. California’s ESSA State plan defines the LEA as a COE, school district, and direct-funded charter school.

  3. If an LEA chooses not to apply for/declines ESSA, Section 1003 funding, must it meet the statutory requirements for CSI?

    If the LEA chooses not to apply for ESSA, Section 1003 funding, the LEA and its schools are still required to meet the statutory planning requirements for CSI, unless the LEA with a DASS CoP school eligible under the CSI Low Graduation Rate criteria with less than 100 enrolled students chooses to forgo the implementation of school improvement activities pursuant to ESSA, Section 1111(d)(1)(C)(ii). Per subsection (1) of Section 1111(d) of the ESSA, LEAs with its educational partners are required to develop and implement a plan to improve student outcomes in those schools.

    It is advantageous for the LEA to apply for ESSA, Section 1003 funding in order to receive additional resources and assistance to meet the ESSA plan development and implementation requirements.

  4. How does the CDE allocate ESSA, Section 1003 funds to eligible LEAs?

    The CDE awards ESSA, Section 1003 funds on the basis of a formula. LEAs with schools that are eligible for CSI will receive an allocation based on the total number of schools eligible for CSI, statewide.

  5. Which LEAs are eligible to receive ESSA, Section 1003 funding for CSI?

    LEAs with schools that meet the criteria for CSI are eligible to receive ESSA, Section 1003 funding.

  6. Is an application required to receive ESSA, Section 1003 funding for CSI?

    Section 1003(e) of the ESSA requires that an LEA shall submit to the State an application for ESSA, Section 1003 funding in order to receive an allocation. The first 2018‒19 ESSA CSI LEA Application for Funding was made available in February 2019, and annually thereafter. Future applications for ESSA, Section 1003 funding will follow CSI school eligibility timelines that are determined by California’s Accountability and Continuous Improvement System.

    Please visit the CDE CSI Applications for Funding web page for more information.

  7. Will the State hold a competition for LEAs to receive ESSA, Section 1003 funding?

    The State will not hold a competition to determine ESSA, Section 1003 funding to LEAs. The State will allocate ESSA, Section 1003 funding on the basis of a formula to eligible LEAs that submit an approvable application.

  8. Will an LEA with schools eligible for Targeted Support and Improvement (TSI) or Additional Targeted Support and Improvement (ATSI) receive ESSA, Section 1003 funding?

    No. Only LEAs with schools that meet the criteria for CSI are eligible to apply for and receive ESSA, Section 1003 funding.

  9. The Legislature determined that ESSA, Section 1003 funds cannot be used to hire additional permanent staff. What makes a staff member permanent versus non-permanent?

    The legislative intent was not to ‘add a full-time equivalent (FTE)’ with ESSA, Section 1003 funding. Because this funding ends with each subgrant period, the LEA and its schools should not add a position that would not be sustainable in the absence of ESSA, Section 1003 funds.

  10. If an LEA plans to close a school that is eligible for CSI after it has received its ESSA, Section 1003 allocation, does the LEA have to return all or part of its allocation?

    If an LEA plans to close a school after it has received its ESSA, Section 1003 allocation, it must log into the GMART and submit a “School Closure” request. The CDE will use the California School Directory to confirm the date of the school’s closure.

    LEAs with two or more CSI-eligible schools will be required to redistribute any amounts allocated to the closed school to the LEA or its remaining CSI-eligible school/s/.

    If the LEA does not have any other open CSI-eligible schools to reallocate to, then the LEA must closeout the subgrant and may not expend any additional CSI funds as of the date of closure. The CDE will then determine whether the LEA must return all, part, or none of its allocation, based on the school closure date and expenditures claimed.

    Funds for CSI shall only be used for allowable expenditures, including expenditures related to School Plan development and implementation activities designed to improve student outcomes and may not be used to support school closure activities.
  11. Are subscription-based information technology arrangements an allowable use of CSI funds?

    Yes. In May 2020, the Government Accounting Standards Board (GASB) issued Statement No. 96, Subscription-Based Information Technology Arrangements. GASB 96 is effective for the fiscal year ending June 30, 2023. For the purposes of CSI funding the following object code will be added to all required reporting:

    Object Code 6700-Subscription Assets

    Please refer to the GASB Statement No. 96 web page External link opens in new window or tab. or the CDE Financial Accountability & Information Services office at sacsinfo@cde.ca.gov for additional guidance.

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CSI COE Funding Questions

  1. What support will the COE be required to provide to LEAs with schools eligible for CSI?

    COEs that are eligible to receive Plan Development and Implementation Support funding are required to support LEAs to meaningfully address their CSI plan development and implementation activities.

    COEs that are eligible to receive Plan Approval funding are required to review and approve the CSI prompts in the LEA LCAP Plan Summary.

    Beginning with FY 2021‒22 and moving forward, information for ESSA CSI COE Subgrants is located at CSI COE Program Information.

  2. Which COEs are eligible to receive funding to support CSI activities within their county?

    Those COEs with one or more LEAs within its county with schools eligible for CSI are eligible to receive funding for the Plan Development and Implementation Support Subgrant.

    Those COEs that review and approve LEA LCAPs with included CSI Prompts are eligible for the Plan Approval subgrant.

  3. How does the CDE allocate ESSA, Section 1003 funds to eligible COEs?

    The CDE awards ESSA, Section 1003 funds on the basis of a formula. COEs that are eligible for CSI funding will receive an allocation based on the total number of schools eligible for CSI, statewide.

  4. Is an application required for COEs to receive funding for CSI activities?

    In order to receive each fiscal year’s funding, eligible COEs must submit to the CDE an application for funding in the Grant Management and Reporting Tool. The application for funding is an annual process. Applications for funding will follow CSI eligibility timelines that are determined by federal grant management requirements and California’s Accountability and Continuous Improvement System.

  5. Will the CDE hold a competition for COEs to receive funding?

    The CDE will not hold a competition to determine allocations for COEs. The State will make awards on the basis of a formula to eligible COEs.

  6. Can funding that the COE receives to support CSI activities be used to support TSI or ATSI activities?

    Funding that the COE receives to support CSI activities can only be used to support CSI activities. Additional funding is not available to support TSI or ATSI activities.

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Resources

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Other Resources

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Questions:   School Improvement and Support Office | SISO@cde.ca.gov | 916-319-0833
Last Reviewed: Friday, February 2, 2024
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