California Accountability Model & School Dashboard

What are the LEA requirements relative to the Dashboard?

The Dashboard is now in its third year of full implementation.  The data within the Dashboard will be publicly released in December 2019.  Before this date, LEAs must complete the self-reflection tool to receive a Met rating on the Dashboard.  The self-reflection tools are designed to support LEAs in measuring their progress on the following local indicators:

• Basic Services:  Appropriately Assigned Teachers, Access to Curriculum-Aligned Instructional Materials, and Safe, Clean and Functional School Facilities

•  Implementation of State Academic Standards

•  Parent Engagement

•  School Climate

•  Access to a Broad Course of Study

How is performance measured on the local indicators?

LEAs receive one of three ratings based on whether they have measured and reported their progress through the Dashboard using locally collected data.  The ratings are:  Met, Not Met, or Not Met for Two or More Years.  For example, on the local indicator for Implementing State Academic Standards (Priority 2), the LEA would receive a Met rating if it: 

• Annually measures its progress

• Reports the results at a regularly scheduled meeting of the local governing board

• Reports the results to stakeholders through the Dashboard

What are the performance standards for the local performance indicators?

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

LEA annually measures its progress in meeting the Williams settlement requirements at 100% of all its school sites, as applicable, and promptly addresses any complaints or other deficiencies identified throughout the academic year, as applicable; and provides information on progress meeting this standards to its local governing board and to stakeholders and the public through the California School Dashboard (Dashboard).

Priority 2:  Implementation of State Academic Standards

LEA annually measures its progress implementing state academic standards and reports the results to its local governing board and to stakeholders and the public through the California School Dashboard (Dashboard).

Priority 3:  Parent Engagement

LEA annually measures its progress in:  (1) seeking input from parents in decision making; and

(2) promoting parental participation in programs and reports the results to its local governing board and to stakeholders and the public through the California School Dashboard (Dashboard).

Priority 6:  School Climate

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), and reports the results to its local governing board and to stakeholders and the public through the California School Dashboard (Dashboard).

Priority 7:  Access to a Broad Course of Study

LEA annually measures its 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 California Education Code for Grades 1-6 and Grades 7-12, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs, and reports the results to its local governing board and to stakeholders and the public through the California School Dashboard (Dashboard).

CUSD Priority 1 Local Indicator:  MET

CUSD Priority 2 Local Indicator:  MET

1. Progress in providing professional learning for teaching to the recently adopted academic standards and/or curriculum frameworks identified below:

Rating Scale:  1-Exploration and Research Phase; 2-Beginning Development; 3-Initial Implementation; 4-Full Implementation; 5-Full Implementation and Sustainability

2.  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:

Rating Scale:  1-Exploration and Research Phase; 2-Beginning Development; 3-Initial Implementation; 4-Full Implementation; 5-Full Implementation and Sustainability

3.  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):

Rating Scale:  1-Exploration and Research Phase; 2-Beginning Development; 3-Initial Implementation; 4-Full Implementation; 5-Full Implementation and Sustainability

4.  Progress in implementing each of the following academic standards adopted by the state board for all students:

Rating Scale:  1-Exploration and Research Phase; 2-Beginning Development; 3-Initial Implementation; 4-Full Implementation; 5-Full Implementation and Sustainability

5.  Rate the LEA’s success at engaging in the following activities with teachers and school administrators during the prior school year (including the summer preceding the prior school year):

Rating Scale:  1-Exploration and Research Phase; 2-Beginning Development; 3-Initial Implementation; 4-Full Implementation; 5-Full Implementation and Sustainability

6.  Provide any additional information that the LEA believes is relevant to understanding its progress implementing the academic standards adopted by the State Board:  No additional comments at this time.

CUSD Priority 3 Local Indicator:  MET

Building Relationships

Rating Scale:  1-Exploration and Research Phase; 2-Beginning Development; 3-Initial Implementation; 4-Full Implementation; 5-Full Implementation and Sustainability

1.  Rate the LEA’s progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families: Full Implementation

2. Rate the LEA’s progress in creating welcoming environments for all families in the community: Full Implementation

3. Rate the LEA’s progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children: Initial Implementation

4.  Rate the LEA’s progress in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families: Initial Implementation

Briefly describe the LEA’s current strengths and progress in this area (building relationships) and identify a focus area for improvement, including how the LEA will improve the engagement of underrepresented families.

             CUSD staff has a deep appreciation for the high levels of parent involvement. Staff at every school site and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of the effectiveness in this area. Regular communication from school and district leaders reinforce the importance of parent involvement. Leaders continually model and provide ongoing messaging regarding actions needed to support active parent involvement. This messaging begins intentionally during orientation for new staff regarding parent communication. Additionally, site and district leadership partners with our parent groups to educate staff regarding specific parental needs, preferred modes of communication, critical information that parents want to know, etc. This information is shared with staff in order to improve educational services for all students.  CUSD will continue to improve efforts to ensure all families are connected to published school communications and have internet access and/or a device at home.

Building Partnerships for Student Outcomes

Rating Scale:  1-Exploration and Research Phase; 2-Beginning Development; 3-Initial Implementation; 4-Full Implementation; 5-Full Implementation and Sustainability

5.  Rate the LEA’s progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families: Initial Implementation

6.   Rate the LEA’s progress in providing families with information and resources to support student learning and development in the home: Full Implementation

7.  Rate the LEA’s progress in implementing policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes: Full Implementation

8.  Rate the LEA’s progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students: Full Implementation

Briefly describe the LEA’s current strengths and progress in this area (building partnerships for student outcomes) and identify a focus area for improvement, including how the LEA will improve the engagement of underrepresented families.

          CUSD provides assistance to our families in understanding academic expectations through several strategies. These include regular principal coffees at all school sites, including our targeted assistance school. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences. The LCAP process also provides many opportunities at the site and district level to assist parents with understanding expectations for their children. Additionally, collaboration through the LCAP process and through numerous parent advisory committees provide valuable information regarding how best to support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community at large. Information and questionnaires are posted on the district and school websites. Three annual surveys for stakeholders, including parents, are given throughout the school year. Requests for feedback and participation is sought through email communications. Participation from all parents is solicited, including parents of English learners, students receiving Special Education services, foster children, and families whose children receive free or reduced lunch. Although none of our over 18 language groups met the 15% threshold for translation, event fliers for families are provided in English and Spanish.

Seeking Input for Decision Making

Rating Scale:  1-Exploration and Research Phase; 2-Beginning Development; 3-Initial Implementation; 4-Full Implementation; 5-Full Implementation and Sustainability

9.  Rate the LEA’s progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making: Full Implementation

10.  Rate the LEA’s progress in building the capacity of and supporting members to effectively engage in advisory groups and decision-making: Full Implementation

11.   Rate the LEA’s progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community: Full Implementation

12.   Rate the LEA’s progress in providing opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community: Full Implementation

Briefly describe the LEA’s current strengths and progress in this area (seeking input for decision making) and identify a focus area for improvement, including how the LEA will improve the engagement of underrepresented families.

          Referring to CUSD Board Policy and Administrative Regulation 6020, CUSD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, CUSD ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. CUSD works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. This is achieved through regularly scheduled PAC, DELAC, LCAP, SSC meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. CUSD communicates with families on an annual basis regarding the CUSD Parent Involvement Policy at the beginning of each school year. The policy is included in the CUSD Registration Handbook, as well as the Student Handbook at each school site. CUSD ensures that ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translated, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. CUSD also closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services.

CUSD Priority 6 Local Indicator:  MET

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.

The California Healthy Kids Survey (CHKS) was used because it is widely used across the state of California.  The following are the key findings from the 2014-2015, 2016-2017 and 2018-2019 CHKS administrations.  In addition to the CHKS, CUSD administered a Safe Schools survey to students in grades 6-12 during the 2017-2018 school year.  Overall, results indicated that 79% of students feel safe while on school grounds, 74% agree that they could talk to an administrator or teacher if they had a problem and 71% feel welcome when they are at school.  A growth area relative to these two surveys is increasing the participation rate to really determine the significance of the survey results.

 Response Rate

School is perceived as very safe or safe

School Connectedness

CUSD Priority 7 Local Indicator:  MET

Summary of the extent to which all students have access to and are enrolled in a broad course of study.