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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 approved standard includes:

  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 to stakeholders and the public through the Dashboard.

For each applicable local indicator, LEAs assign one of three performance levels:

  • Met
  • Not Met
  • Not Met for Two or More Years

LEAs make the determination for each applicable local indicator by using self-reflection tools to measure and report their progress through the Dashboard. The collection and reflection on locally available information relevant to progress on local priority areas will support LEAs in local planning and improvement efforts.

Self-Reflection Tools

LEAs determine if they meet the adopted performance standards using 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)

Information is already collected through the School Accountability Report Card (SARC). In the future, if LEAs use the SARC template, their data will automatically be loaded into the Dashboard. For the Fall 2017 Dashboard, LEAs will use locally available information, including data reported through the SARC, to provide evidence of progress on 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 Implementaion and Sustainability

Parent Engagement (Priority 3)

LEAs 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 priorities in its Local Control and Accountability Plan (LCAP).

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 – (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 Implementaion 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 Implementaion and Sustainability

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

Questions: Academic Accountability Team | aau@cde.ca.gov | 916-319-0863 
Last Reviewed: Thursday, December 7, 2017
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