Motion approved by the State Board directing staff to do the
following work on key metrics for presentation at the July 2016
board meeting:
1.

Approve a design for the LCFF evaluation rubrics that includes:
a. The following key indicators: (i) student test scores on
English Language Arts and Math, including a measure of
individual student growth for grades 3-8, when feasible, and
results on the NGSS assessment, when available; (ii) progress of
English learners toward English language proficiency; (iii) high
school graduation rate; and (iv) measures of student
engagement, including suspension rates by grade span and
chronic absence, when available.
b. A methodology for calculating performance as a
combination of outcome and improvement for the key indicators
in order to differentiate performance at the LEA and school
levels, and for student subgroups, as specified in Attachment 3.
c.

A component that supports analysis of local data.

d. A top-level summary data display for performance on all
LCFF Priority Areas for LEAs and schools that prominently shows
areas where there are significant disparities in performance for
any student subgroups.

2. Direct staff to prepare a recommendation for the July 2016 Board
meeting for establishing standards for the LCFF priority areas that are
not addressed by the key indicators—Priority 1 (Appropriately Assigned
Teachers, Access to Curriculum-Aligned Instructional Materials, and
Safe, Clean and Functional School Facilities), Priority 2 (Implementation
of State Academic Standards), Priority 3 (Parent Engagement), Priority
7 (Access to a Broad Course of Study), and Priority 8 (Outcomes in a
Broad Course of Study)—and how those standards will be used to
assess an LEA’s eligibility for technical assistance and intervention as
required by LCFF.
3. Direct staff to provide an update at the July 2016 SBE meeting on
the options for incorporating the following indicators into the overall
LCFF evaluation rubrics design:
a.

College and career readiness measures; and

 b. Local climate surveys, including identification of any items
from the California Healthy Kids Survey and related surveys that
could be adapted for use as part of the LCFF evaluation rubrics.
c. Composite measure of English learner proficiency, including
English learner proficiency rates, reclassification rates, and longterm English learner rates.