California Department of Education
Executive Office
SBE-003 (REV. 09/2011)
exec-essa-nov16item01

ITEM #05

CALIFORNIA STATE BOARD OF EDUCATION
NOVEMBER 2016 AGENDA
SUBJECT
Update on the Development of the California State Plan for the
Every Student Succeeds Act.

Action
Information
Public Hearing

SUMMARY OF THE ISSUE(S)
The Every Student Succeeds Act (ESSA) was signed into law by President Barack
Obama on December 10, 2015, and goes into full effect in the 2017–18 school year.
The ESSA reauthorizes the Elementary and Secondary Education Act (ESEA), the
nation’s federal education law, and replaces the No Child Left Behind Act (NCLB).
As part of California’s transition to ESSA, California must submit an ESSA Consolidated
State Plan (State Plan) to the U.S. Department of Education (ED) in 2017. The State
Plan will describe the State’s implementation of standards, assessments, accountability,
and assistance programs. This agenda item provides the first draft of the ESSA State
Plan and an update to inform the State Board of Education (SBE) and the public
regarding the development of the ESSA State Plan.
The ED has made available proposed regulations for Title I “supplement, not supplant.”
This set of proposed regulations is subject to a 60-day public comment period that will
inform the final regulations. The deadline for submitting feedback regarding the
proposed regulations is November 7, 2016.
RECOMMENDATION
The CDE recommends that the SBE give authority to the State Superintendent of Public
Instruction (SSPI) to submit with the SBE President a joint response to the proposed
regulations for Title I “supplement, not supplant” to the ED on or before November 7,
2016.
The CDE also recommends that the SBE take additional action as deemed necessary
and appropriate.
BRIEF HISTORY OF KEY ISSUES

 exec-essa-nov16item01
Page 2 of 7

The ESSA maintains the original purpose of ESEA: equal opportunity for all students.
Departing from the NCLB reauthorization, ESSA grants much more authority to states,
provides new opportunities to enhance school leadership, provides more support for
early education, and renews a focus on well-rounded educational opportunity and safe
and healthy schools. Under ESSA, states may submit a Consolidated State Plan to
apply for several ESSA programs. Consolidated State Plan requirements are defined in
proposed regulations, and they are designed and organized for states to consider
school improvement and support strategies across ESSA programs, allowing for a more
holistic system of support.
Response to Federal Regulations
On September 6, 2016, ED made available for public comment proposed regulations
regarding “supplement, not supplant” under Title I, Part A. The proposed regulations,
along with a number of related resources, are available on the ED ESSA Resources
Web page at http://www2.ed.gov/policy/elsec/leg/essa/index.html. These proposed
regulations are open for a 60-day public comment period that will inform final
regulations, expected to be available by the end of the year. The deadline for submitting
feedback on the proposed regulations is November 7, 2016.
Staff has analyzed the proposed regulations and believe the regulations go beyond the
requirements detailed in the ESSA statute. Further, staff believes that the elements
contained in the proposed regulations are contrary to California’s shift to greater local
control that is centered on providing LEAs the ability to better meet the needs of their
high needs students. Ensuring equity and resources for high needs students, and that
Title I funds will be supplemental to state and local funds, can be achieved under the
State’s current structure without further Federal intrusion.
Staff is in the process of preparing a response to the proposed regulations, to be signed
jointly by State Superintendent Torlakson and SBE President Kirst, to alert ED and
Congress of California’s position on the proposed regulations.
ESSA Regulations and the Development of the Consolidated State Plan
According to proposed regulations, ESSA state plans may be submitted to the ED on
March 6, 2017, or July 3, 2017. Proposed regulations for accountability, data reporting,
and the submission of consolidated state plans are expected to be finalized by the end
of the year. Final regulations regarding assessment are not yet available, and, as noted
above, the public comment period for the proposed regulations for “supplement, not
supplant” under Title I does not close until November 7.
California will not be able to finalize its State Plan until final regulations are available.
The California Department of Education (CDE) intends to steadily develop, and make
available for public comment, three successive drafts of the plan over the next several
months with new plan sections added to the document as new information becomes
available. The CDE anticipates that the entire State Plan will be available for the 30-day
public comment period required in statute soon after the March 2017 SBE meeting. An
updated draft plan development timeline is provided in Attachment 1.

 exec-essa?noleitemOl
Page 3 of 7

exec-essa-nov16item01
Page 4 of 7

First Draft of California’s ESSA Consolidated State Plan
California intends to align state and federal education policies to the greatest extent
possible to develop an integrated local, state, and federal accountability and continuous
improvement system that will:


Promote coherence across programs to better serve the needs of LEAs, schools,
educators, and students;



Recognize the diverse and multidimensional characteristics of LEAs, schools,
educators, and students, and support LEAs, schools, educators, and students in
diverse and multidimensional ways; and



Systematically and collaboratively identify and resource opportunities to build the
capacity of local, regional, and state educators and leaders to better serve
students and families.

The first draft of California’s ESSA Consolidated State Plan includes the following plan
sections and program information:


The Consultation and Coordination section,



The Challenging State Academic Standards and Academic Assessments section,
and



Program-specific requirements for:
o Title IV, Part B: 21st Century Community Learning Centers
o Title I, Part A: Improving Basic Programs Operated by State and Local
Educational Agencies: Schoolwide Program Waivers
o Title I, Part C: Education of Migratory Children
o Title III, Part A: Language Instruction for English Learners and Immigrant
Students: Entrance and Exit Procedures for English Learners
o Title V, Part B, Subpart 2: Rural and Low-Income School Program
o Title IX, Part A (Title VII, Subpart B of the McKinney Vento-Homeless
Assistance Act): Education for Homeless Children and Youth Program

The first draft of California’s State Plan is organized using the structure and content
provided in the draft consolidated State Plan template released by ED in July 2016.
ED’s draft template is based on ESSA statute and proposed regulations and is likely to
change once regulations are finalized. Similarly, the structure and content of California’s

 exec-essa-nov16item01
Page 5 of 7

State Plan is subject to change pending SBE direction, final regulations and other
federal requirements, and stakeholder feedback. The first draft of California’s ESSA
Consolidated State Plan is provided in Attachment 2.
Information regarding elements in the first draft was shared at the October 13 joint
meeting of the California Practitioners Advisory Group (CPAG) and the SBE. CPAG
members had the opportunity to ask questions and provide feedback on each of the
elements. The CDE addressed members’ suggestions in the draft State Plan sections
included in this item by providing more clarity and detail around proposed program
implementation activities. Some of the other suggestions will be addressed in
subsequent State Plan drafts including more detail about the integration and
coordination of ESSA programs.
This first draft of the ESSA Consolidated State Plan will be made available for public
comment and review November 10–December 2, 2016, launching Phase II of ESSA
stakeholder engagement. CDE staff will provide webinars and a toolkit for local use that
provide information about the contents the first draft of the State Plan. Public comment
for this first draft will be collected via an online survey.
Ongoing Communication and Engagement
States are required to consult with diverse stakeholders at multiple points during the
design, development, and implementation of their ESSA state plans. The SBE and CDE
are committed to ensuring a transparent transition to the new law and developing an
ESSA State Plan that is informed by the voices of diverse Californians. A summary of
outreach and consultation activities conducted by CDE staff in September and October
2016 is provided in Attachment 3.
The most current information regarding California’s transition to the ESSA is available
on the CDE ESSA Web page at http://www.cde.ca.gov/essa. Interested stakeholders
are encouraged to join the CDE ESSA listserv to receive notifications when new
information becomes available by sending a blank e-mail message to joinessa@mlist.cde.ca.gov. Questions regarding ESSA in California may be sent to
ESSA@cde.ca.gov.
SUMMARY OF PREVIOUS STATE BOARD OF EDUCATION DISCUSSION AND
ACTION
September 2016: CDE staff presented to the SBE an update on the development of the
ESSA State Plan including an overview of ESSA programs, an overview of ESSA
Consolidated State Plan requirements and related decision points, a preliminary status
of various decisions, and areas where final regulations will be needed to address plan
requirements. The update included information regarding use of federal funds and a
description of stakeholder outreach and communications activities. Further, CDE staff
reviewed Phase I of stakeholder engagement around ESSA, which was provided to the
SBE as an August Information Memorandum. In addition, CDE and SBE staff presented
to the SBE an update regarding the development of a new accountability and

 exec-essa-nov16item01
Page 6 of 7

continuous improvement system, which led to the SBE approval of key elements of the
system that will be used to evaluate schools and districts in ten areas critical to student
performance, including graduation rates, readiness for college and careers, test scores,
and progress of English learners.
July 2016: CDE staff presented to the SBE an update on the development of the ESSA
State Plan including opportunities in the ESSA to support California’s accountability and
continuous improvement system, an update on proposed ESSA regulations, and a
description of stakeholder outreach and communications activities. SBE members
approved CDE staff recommendations to authorize the SBE President to submit joint
letters with the State Superintendent of Public Instruction in response to ESSA
regulations for accountability, data reporting, submission of state plans, and
assessments. Additionally, CDE and SBE staff presented to the SBE an update
regarding the development of a new accountability and continuous improvement
system, which led to the SBE approval of a measure of college and career readiness, a
methodology for establishing standards for state priorities, inclusion of a standard for
use of local climate surveys, an Equity Report within the top-level summary data
display, and the development of a timeline through the 2017 calendar year addressing
upcoming developmental work.
May 2016: CDE staff presented to the SBE an update on the development of the ESSA
State Plan including Title I State Plan requirements described in the ESSA, outreach
and consultation with stakeholders, and a draft State Plan development timeline. CDE
and SBE staff presented to the SBE an update regarding the development of a new
accountability and continuous improvement system, which led to the SBE approval of
specific design elements of the LCFF evaluation rubrics and direction to staff to prepare
recommendations and updates concerning standards for the LCFF priority areas and
feasibility of incorporating additional indicators. The SBE also approved the ESSA
2016–17 School Year Transition Plan and two federal ESSA waiver requests to address
double testing in science and Speaking and Listening assessment requirements. The
SBE also heard a presentation of the Final Report from the State Superintendent of
Public Instruction’s Advisory Accountability and Continuous Improvement Task Force.
March 2016: CDE and SBE staff presented to the SBE an update regarding
development of a new accountability system including information regarding the Local
Control and Accountability Plan and annual update template, evaluation rubrics, the
ESSA State Plan, and the revised timeline for transitioning to a new accountability and
continuous improvement system. The SBE approved appointments to the California
Practitioners Advisory Group.
January 2016: CDE staff presented to the SBE an update on issues related to
California’s implementation of the ESEA, including information regarding ESSA, and the
implications for state accountability and state plans.
FISCAL ANALYSIS (AS APPROPRIATE)
California’s total K–12 funding as of the 2016–17 California Budget Act is $88.3 billion:

 exec-essa-nov16item01
Page 7 of 7

State
$52.9 billion
Local
27.4 billion
Federal
8.0 billion
Total
$ 88.3 billion
This includes K–12 revenues from all sources. ESSA funds are only a portion of the
total federal funding amount. The ESSA will be implemented in 2017–18. No fiscal
changes are projected for the 2016–17 school year. The new law will become effective
for non-competitive formula grants in the 2017–18 school year.
The following fiscal information relates specifically to the programs included in the ESSA
Consolidated State Plan. State allocations for fiscal years 2016 and 2017 are
preliminary estimates based on currently available data. Allocations based on new data
may result in significant changes from these preliminary estimates. The 2016–17
amounts provided below are based on actual grant awards, but are also subject to
change.
The 2017–18 amounts provided below are based on ED’s State Tables which are based
on the President’s Proposed Budget.
For Title I, minor changes to the amount of Title I funds that flow through each of the
four parts will be made, but the state grant formula overall is unchanged.
Title I, Part A: Improving Basic Programs Operated by State and Local Educational
Agencies: California currently receives approximately $1.767 billion. The CDE
anticipates that California will receive $1.803 billion in Title I, Part A funds in 2017–18.
Title I, Part B: State Assessment Grants: California currently receives approximately $28
million from ESEA Title VI, State Assessments program. The CDE anticipates that
California will receive $26.4 million in ESSA, Title I, Part B funds in 2017–18.
Title I, Part C: Education of Migratory Children: California currently receives
approximately $128.7 million. The CDE anticipates that California will receive $116.2
million in Title I, Part C funds in 2017–18.
Title I, Part D: Prevention and Intervention Programs for Children and Youth Who Are
Neglected, Delinquent, or At-Risk: California currently receives approximately $1.7
million. The CDE anticipates that California will receive $1.2 million in Title I, Part D
funds in 2017–18.
Title II, Part A: Preparing, Training, and Recruiting High Quality Teachers, Principals,
and Other School Leaders: The state grant formula will be adjusted, gradually
eliminating the hold harmless provision by 2023 and increasing the poverty factor and
decreasing the population factor from the current 65/35 ratio to 80/20 in 2020. According
to a report by the Congressional Research Service, California’s Title II, Part A funding is
projected to increase by more than $25 million by 2023 as a result of these changes.

 exec-essa-nov16item01
Page 8 of 7

California currently receives approximately $249.3 million. The CDE anticipates that
California will receive $252 million in Title II, Part A funds in 2017–18.
Title III: Language Instruction for English Learners and Immigrant Students: The state
grant formula for Title III remains unchanged. California currently receives
approximately $150 million. The CDE anticipates that California will receive $167.6
million in Title III funds in 2017–18.
Title IV, Part A: Student Support and Academic Enrichment Grants: California does not
currently receive Title IV, Part A funding. The CDE anticipates that California will receive
$58 million in Title IV, Part A funds based on the President’s Proposed Budget.
Title IV, Part B: 21st Century Community Learning Centers: California currently receives
approximately $132.7 million. The CDE anticipates that California will receive $113.7
million in Title IV, Part B funds in 2017–18.
Title V, Rural Education Initiative: California currently receives approximately $1.5
million from Title VI, Part B, Subpart 1 of ESEA. The CDE anticipates that California will
receive $3.5 million in 2017–18.
Title IX, Part A: Education for Homeless Children and Youths: California currently
receives approximately $8.2 million. The CDE anticipates that California will receive $10
million in 2017–18.
ATTACHMENT(S)
Attachment 1: ESSA Consolidated State Plan Development: Draft Timeline (1 Page)
Attachment 2: First Draft of California’s ESSA Consolidated State Plan (58 Pages)
Attachment 3: ESSA State Plan: Communications, Outreach, and Consultation with
Stakeholders: September–October 2016 (5 Pages)

 exec-essa-nov16item01
Attachment 1
Page 1 of 1

ESSA Consolidated State Plan Development: Draft Timeline
The California Department of Education (CDE) intends to steadily develop, and make
available for public comment, three successive drafts of the Every Student Succeeds
Act (ESSA) Consolidated State Plan over the next several months with new plan
sections added to the document as new information becomes available. The CDE
anticipates that the entire ESSA Consolidated State Plan will be available for the 30-day
public comment period required in statute soon after the March 2017 State Board of
Education (SBE) meeting. This timeline is subject to change pending new information
and SBE direction.
Date
September 8–9
September 29
October 13
November 2–3
November 10
December 2
December 7
January 11–12
January 20
February 9
February 10
March 8–9
March 17

April 4
April 14
Week of April 24
May 10–11

July 3

Activity
SBE meeting – conversation regarding contents of law, plan direction
and contents, and various decision points
California Practitioners Advisory Group (CPAG) meeting – new timeline for
plan development shared
CPAG meeting – feedback on elements in first draft of plan
SBE meeting – feedback on first draft of plan, including CPAG
comments
First draft plan posted for public comment. Stakeholder engagement Phase II
begins, including survey, webinars, and a toolkit for local use.
Stakeholder engagement Phase II completed
CPAG meeting – feedback on elements in second draft of plan
SBE meeting – feedback on second draft of plan, including CPAG
comments
Second draft plan posted for public comment. Stakeholder engagement
Phase III begins, including survey, webinars, and a toolkit for local use.
CPAG meeting – feedback on elements in third draft of plan
Stakeholder engagement Phase III completed
SBE meeting – feedback on third and final draft of plan, including CPAG
comments
Final draft of plan posted for required 30-day public comment. Stakeholder
engagement Phase IV begins, including survey, webinars, statewide regional
meetings, and a toolkit for local use.
CPAG meeting – feedback on draft plan
Stakeholder engagement Phase IV completed
CPAG meeting – CPAG provides feedback regarding public comment
collected during 30-day public comment period
SBE meeting – SBE reviews CPAG feedback, CPAG recommendations
on public comment, and provisionally approves final ESSA State Plan
(pending suggested amendments)
Submit California ESSA Consolidated State Plan to ED

 exec-essa-nov16item01
Attachment 2
Page 1 of 58

California ESSA Consolidated State Plan: First Draft
The first draft of California’s ESSA Consolidated State Plan (State Plan) includes the
following plan sections and program information:


The Consultation and Coordination section (p. 2),



The Challenging State Academic Standards and Academic Assessments section
(p. 20), and



Program-specific requirements for:
o Title IV, Part B: 21st Century Community Learning Centers (p. 32)
o Title I, Part A: Improving Basic Programs Operated by State and Local
Educational Agencies: Schoolwide Program Waivers (p. 39)
o Title I, Part C: Education of Migratory Children (p. 40)
o Title III, Part A: Language Instruction for English Learners and Immigrant
Students: Entrance and Exit Procedures for English Learners (p. 47)
o Title V, Part B, Subpart 2: Rural and Low-Income School Program (p. 48)
o Title IX, Part A (Title VII, Subpart B of the McKinney-Vento Homeless
Assistance Act): Education for Homeless Children and Youth Program
(p. 49)

This first draft of the State Plan will be made available for public comment and review
November 10–December 2, 2016, launching Phase II of ESSA stakeholder
engagement. CDE staff will provide webinars and a toolkit for local use that provides
information about the contents the first draft of the State Plan. Public comment for this
first draft will be collected via an online survey.

 exec-essa-nov16item01
Attachment 2
Page 2 of 58

Section 2: Consultation and
Coordination
State Plan Requirement: 2.1 Timely and Meaningful
Consultation
Each SEA [state educational agency] must engage in timely and
meaningful consultation with stakeholders in developing its
consolidated State plan, consistent with §§ 299.13 (b) and 299.15 (a).
The stakeholders must include the following individuals and entities
and reflect the geographic diversity of the State: the Governor or
appropriate officials from the Governor’s office; members of the State
legislature; members of the State board of education, if applicable;
LEAs, including LEAs in rural areas; representatives of Indian tribes
located in the State; teachers, principals, other school leaders,
paraprofessionals, specialized instructional support personnel, and
organizations representing such individuals; charter school leaders, if
applicable; parents and families; community-based organizations; civil
rights organizations, including those representing students with
disabilities, English learners, and other historically underserved
students; institutions of higher education (IHEs); employers; and the
public.

Prompt: Public Notice
A. Provide evidence of the public notice that the SEA provided in
compliance with the requirements under §200.21(b)(1)-(3), of the
SEA’s processes and procedures for developing and adopting its
consolidated State plan.

California’s Response
Below you will find evidence of the public notice the state educational
agency (SEA) provided of the SEA’s processes and procedures for
developing and adopting its ESSA Consolidated State Plan (State Plan)
aligned to the phases of California’s Stakeholder Engagement Plan.

 exec-essa?noleitemOl
Attachment 2
Page 3 of 58

exec-essa-nov16item01
Attachment 2
Page 4 of 58

STAKEHOLDER ENGAGEMENT PLAN: Providing Public Notice
Throughout the ESSA State Plan Development Process
State Board of Education Meetings
The California State Board of Education (SBE) meets every other month
in publicly noticed, webcasted meetings. Since the passage of the
ESSA in December 2015, the SBE has been presented regular updates
on the Every Student Succeeds Act (ESSA) and asked to take action as
members deem necessary.
The timeline to develop and adopt the State Plan was presented to the
SBE and the public at the following SBE meetings:





March 2016
May 2016
September 2016
November 2016

SBE meeting agendas and public notices are available on the SBE
Current & Past Agendas Web page at
http://www.cde.ca.gov/be/ag/ag/index.asp. As noted in each SBE
meeting agenda, members of the public requiring translation services
or a reasonable accommodation in order to access materials before the
SBE may request assistance by contacting the SBE Office. SBE meeting
agenda items related to the development and adoption of the State
Plan are available on the California Department of Education (CDE)
Web site at http://www.cde.ca.gov/re/es/sbeitems.asp.
California Practitioners Advisory Group Meetings
The California Practitioners Advisory Group (CPAG) is California’s Title I
Committee of Practitioners. During the development of the State Plan,
CPAG members have participated and will participate in at least seven
public meetings:






April 13–14, 2016
June 22, 2016
September 29, 2016
October 13, 2016
December 7, 2016

 exec-essa-nov16item01
Attachment 2
Page 5 of 58

 February 9, 2017
 April 4, 2017
 Week of April 24, 2017 (meeting date to be determined)
In each of these meetings, the CPAG provides input on the practical
implications of decisions before the SBE related to California’s
accountability system and the State Plan.
CPAG public meeting notices, agendas, and minutes are available at
http://www.cde.ca.gov/be/cc/cp/cpag2016agendas.asp. All CPAG
meetings are open to the public and webcasted, and members of the
public may comment on matters under discussion in person or via
written correspondence. As noted in each CPAG meeting agenda,
members of the public requiring translation services or a reasonable
accommodation in order to access materials before the CPAG may
request assistance by contacting the CDE. More information about the
CPAG is available on the CDE CPAG Web page at
http://www.cde.ca.gov/be/cc/cp/.
Phase I: What Californians Want for Their Schools
The first phase of stakeholder engagement addressed three distinct
goals: 1) ensure stakeholders have timely access to important
information about ESSA; 2) gather and respond to questions regarding
ESSA; and 3) gather input from stakeholders about what they would
like to see in the State Plan and the best ways for the State to sustain
their engagement in the plan development process. Results of the
outreach conducted in Phase I are explained in more detail under the
Outreach and Input Section of this draft State Plan. Below you will find
information about all of the activities the State engaged in during
Phase I to provide public notice of the process and procedures for
developing the State Plan, in addition to SBE and CPAG meetings.
California ESSA Webinar for Education Stakeholders and Public
On May 26, 2016, and June 1, 2016, CDE staff, with support from the
California Comprehensive Center, presented a brief overview of the
ESSA and the process and timeline to develop a State Plan. These
webinars were promoted through the CDE ESSA State Plan
Development Opportunities Web page at
http://www.cde.ca.gov/re/es/essaopptopart.asp and the ESSA Update
listserv, an archive of which is available at

 exec-essa-nov16item01
Attachment 2
Page 6 of 58

http://www.cde.ca.gov/re/es/essaupdate.asp. Materials from the
webinar and a recording of one of the webinars is available on the
ESSA State Plan Development Opportunities Web page.
ESSA Regional Stakeholder Meetings
In Phase I of the California ESSA Stakeholder Engagement Plan, the
CDE and several county offices of education (COEs) across the state
partnered to host a series of regional stakeholder meetings to provide
an overview of the ESSA and an update on the development of the
State Plan and to consult with stakeholders regarding what should be
included in the State Plan.
Specific COEs representing the geographic diversity of the state were
invited to host regional stakeholder meetings. The map and table
below display the locations of the six regional stakeholder meetings in
Phase I.
Figure 1: Map of ESSA Regional Stakeholder Meetings - Phase I

 exec-essa-nov16item01
Attachment 2
Page 7 of 58

 

exec-essa-nov16item01
Attachment 2
Page 8 of 58

Table 1: Locations of ESSA Regional Stakeholder Meetings – Phase I
Date/Ti
me
A June 16
1–4 p.m.
B June 20
1–4 p.m.
C June 23
1–4 p.m.

D June 27
1–4 p.m.

E June 28
1–4 p.m.
F July 8
1–4 p.m.

Location
California Department of
Education
1430 N Street, Room 1101
Sacramento, CA 95814
Shasta County Office of
Education
2985 Innsbruck Dr.
Redding, CA 96002
Santa Clara County Office of
Education
San Jose/Eastside Room
1290 Ridder Park Drive
San Jose, CA 95131-2304
Tulare County Office of
Education
6200 S. Mooney Blvd.
Visalia, CA 93278
Redwood Rooms C-F
Los Angeles County Office of
Education
9300 Imperial Hwy - EC 281
Downey, CA 90242
Etiwanda Gardens
7576 Etiwanda Ave
Etiwanda, CA 91739

In addition to the events being locally promoted by the host COEs, the
CDE utilized its ESSA State Plan Development Opportunities Webpage,
ESSA Update listserv (http://www.cde.ca.gov/re/es/essaupdate.asp),
the CDE Facebook (https://www.facebook.com/CAEducation), and the
CDE Twitter (https://twitter.com/cadepted) to promote the events.
Targeted Consultation
In order to ensure California consults with all of the required
stakeholders and any interested stakeholder in a manner that is
adapted to the needs of specific audiences, CDE staff presented

 exec-essa-nov16item01
Attachment 2
Page 9 of 58

information about the State Plan development and adoption processes
and procedures at the following meetings and events:
 March 16, 2016 – Policy Work Group Input Session1
 March 18, 2016 – State and Federal Programs Directors’ Meeting
 March 25, 2016 – Listening Session with Deputy Assistant
Secretary Ary Amerikaner from the U.S. Department of Education
and stakeholder representatives
 April 15, 2016 – State and Federal Programs Directors’ Meeting
 May 5, 2016 – Education Coalition and Equity Coalition 2
 May 18, 2016 – Regional Assessment Network
 May 19, 2016 – Bilingual Coordinators Meeting
 May 20, 2016 – State and Federal Programs Directors’ Meeting
 May 24, 2016 – Alameda County Office of Education ESSA
Workshop
According to sign in sheets, representatives from the following organizations
attended this event: Public Advocates, Association of California School
Administrators, Early Edge California, California School Boards Association,
California Legislative Analyst’s Office, WestEd, California Collaborative for
Educational Excellence, Kids Alliance, COEs, districts, Education Trust-West, Youth
Law, Fight Crime: Invest in Kids, California Forward Action Fund, California Senate,
Families in Schools, California County Superintendents Educational Services
Association, Capitol Advisors, Fiscal Crisis & Management Assistance Team, Charter
Schools Development Center, California Parent Teacher Association, California
Department of Finance, California Endowment, California Budget & Policy Center,
ACLU, California Governor’s Office, California Teachers Association, EdVoice, and
Children Now.
1

The following organizations are represented in the Education Coalition and Equity
Coalition: Children Now, ACLU, Inland Congregations United for Change – PICO,
Public Advocates, Parent Network, Californians for Justice, California Budget & Policy
Center, Families in Schools, EdVoice, Education Trust-West, PICO California, Oakland
Community Organizations – PICO, Advancement Project, Californians Together,
Contra Costa Interfaith Supporting Community Organization, Fight Crime: Invest in
Kids, and Youth Law.
2

 exec-essa-nov16item01
Attachment 2
Page 10 of 58

 June 2, 2016 – Contra Costa County Office of Education ESSA
Workshop
 June 17, 2016 – Policy Work Group Meeting
 June 17, 2016 – State and Federal Programs Directors’ Meeting
 June 23, 2016 – Educator Equity Plan Meeting (included
representatives from diverse equity groups)
 August 10, 2016 – California Advisory Commission on Special
Education Meeting
 August 12, 2016 – American Indian Oversight Committee Meeting
 August 19, 2016 – State and Federal Programs Directors’ Meeting
 August 24, 2016 – California Private School Advisory Committee
 September 1, 2016 – Migrant Education Program Directors
Meeting
 September 16, 2016 – Bilingual Coordinators Network Meeting
 September 16, 2016 – State and Federal Programs Directors’
Meeting
 September 19, 2016 – Early Education and ESSA Meeting
 September 19, 2016 – SBE, CDE, California Commission on
Teacher Credentialing, California Subject Matter Project, California
Collaborative on Education Excellence, and California County
Superintendents Educational Services Association Cross-State
Agency ESSA Meeting
 September 23, 2016 – California Federation of Teachers Early
Childhood/TK–12 Division Council Meeting

 exec-essa-nov16item01
Attachment 2
Page 11 of 58

 September 26, 2016 – Marin County Office of Education ESSA
Workshop
 October 4, 2016 – Small School Districts Association Meeting,
Siskiyou County
 October 5, 2016 – Riverside County Office of Education ESSA
Workshop
 October 12, 2016 – California Credential Analysts and Counselors
Conference
 October 13, 2016 – California Association of Administrators of
State and Federal Education Programs Institute
 October 18, 2016 – Association of California School
Administrators Webinar
 October 20, 2016 – Small School Districts Association Meeting,
Merced County
Phases II, III, and IV: Engagement and Public Comment
on ESSA State Plan Drafts
The goal of Phases II, III, and IV of California’s ESSA Stakeholder
Engagement Plan is to present drafts of the ESSA State Plan to
stakeholders and gather their feedback on those drafts in order to
refine the State Plan and ensure it reflects the voices of diverse
Californians. Each of these phases will begin with the availability of a
new draft of the State Plan, webinars explaining the contents of the
draft, a toolkit for local stakeholder engagement, and a survey to
collect public comment on the draft.
Regional Stakeholder Meetings
Phase IV of stakeholder engagement will include the required 30-day
public comment period on the final draft of the State Plan and will also
include regional stakeholder meetings throughout the state and online
to explain the contents of the final plan and encourage engagement in
the public comment process. Participants in these regional meetings

 exec-essa-nov16item01
Attachment 2
Page 12 of 58

will be able to request translation services and reasonable
accommodations.
Below is a timeline that displays when each draft of the State Plan will
be made available for public comment, including the final draft and the
30-day public comment period.
Table 2: Stakeholder Engagement Phases
Date
November 10–December 2,
2016
January 20–February 10, 2017
March 17–April 17, 2017

Activity
Phase II: First draft made
available for public comment
Phase III: Second draft made
available for public comment
Phase IV: Third and final draft
made available for 30-day public
comment period

 exec-essa-nov16item01
Attachment 2
Page 13 of 58

Phase V and Beyond: Implementation of the ESSA State Plan
Once the State Plan is approved, California will engage in statewide
activities to inform the public about how the plan will impact education
in our state. Public engagement activities and a continuous
improvement process will be built into every ESSA program so that
California can annually reflect on the progress of these programs with
the public and make any necessary refinements to the programs and
our State Plan.

Prompt: Outreach and Input
B. For each of the four components of the consolidated State plan
listed below, describe how the SEA:
i. Conducted outreach to and solicited input from the individuals
and entities listed above during the design and
development of the SEA’s plans to implement the programs
that the SEA has indicated it will include in its consolidated
State plan; and following the completion of the
consolidated State plan by making the plan available for public
comment for a period of not less than 30 days prior to
submission to the Department for review and approval.
ii. Took into account the consultation and public comment,
including how the SEA addressed the concerns and issues
raised through consultation and public comment and any
changes the SEA made as a result of consultation and public
comment.

California’s Response
As this is the first draft of California’s ESSA Consolidated State Plan, it
will describe the outreach that has taken place to date and how it has
and will inform the drafts of the ESSA State Plan. This first draft also
describes what the SEA plans to do in the forthcoming phases of
stakeholder engagement around the subsequent drafts of the State
Plan. This section will be updated in the final draft.

 exec-essa-nov16item01
Attachment 2
Page 14 of 58

Challenging Academic Standards and Academic Assessments
Stakeholder Engagement Prior to ESSA State Plan
Development
The challenging academic standards ESSA requires states to adopt
were adopted in California prior to the ESSA being signed into law. The
SEA engaged in extensive and rigorous public processes to review and
amend, as necessary, each set of standards. For detailed information
about the development and adoption of the ESSA-required academic
standards, please visit the links below.
Common Core State
Standards for
Mathematics and English
Language Arts and
Literacy in History-Social
Studies, Science and
Technical Subjects, 2010
Next Generation Science
Standards , 2013

http://www.cde.ca.gov/re/cc/ccssadoptproce
ss.asp

http://www.cde.ca.gov/pd/ca/sc/ngsshistory.
asp

The California Assessment of Student Performance and Progress
(CAASPP) is extensively vetted by education stakeholders. Smarter
Balanced mathematics and English language arts/literacy assessments
undergo public processes to develop and refine items, ensure ease of
use by all users, set achievement levels, and provide technical reports.
These processes include regular stakeholder meetings, surveys, focus
groups, workshops, and pilot and field testing. Using similar public
processes, the CDE is currently developing an assessment based on
the state-adopted Next Generation Science Standards, which is
scheduled to be fully operation by the 2018–19 school year. For
detailed information regarding the development of ESSA-required
assessments, please visit the links below.
Smarter Balanced
Assessments for
Mathematics and English
Language Arts
California Science
Assessments

http://www.cde.ca.gov/ta/tg/sa/index.asp

http://www.cde.ca.gov/ta/tg/ca/caasppscien
ce.asp

 exec-essa-nov16item01
Attachment 2
Page 15 of 58

Stakeholder Engagement During Design and Development of
State Plan
The Challenging Academic Standards and Academic Assessments
section of California’s Consolidated State Plan is being made available
for public comment in the first draft of the State Plan. This first draft
will be presented to the California Practitioners Advisory Group (CPAG)
(described above) at its October 13, 2016 meeting, and to the State
Board of Education (SBE) at its November 2–3, 2016 meeting. After
these publicly noticed meetings, the first draft will be made available
for public comment November 10–December 2, 2016. CDE staff will
review and analyze the public comments for this section for possible
revisions in the final draft of the State Plan.
Accountability and Support for Schools
Stakeholder Engagement Prior to ESSA State Plan
Development
It is important to note that California has been engaged in developing a
State accountability and continuous improvement system since the
2013 transition to California’s new school funding system known as the
Local Control Funding Formula. An important goal for this initiative is to
create a single and coherent local, state, and federal system,
addressing persistent feedback from education stakeholders to
streamline the system and avoid duplicative processes and procedures.
With the passage of ESSA in December 2015, the SBE seized the
opportunity to incorporate elements of ESSA accountability into the
emerging state accountability and continuous improvement system.
Existing stakeholder groups and networks were and continue to be
consulted about ESSA accountability requirements and how they will fit
into the single and coherent system. The California ESSA State Plan is
designed to complement the work well underway in the state that has
years of stakeholder support behind it.
Stakeholder Engagement During Design and Development of
State Plan
Since the passage of ESSA, California has conducted outreach to and
solicited input from a variety of individuals and organizations regarding
ESSA accountability.

 exec-essa-nov16item01
Attachment 2
Page 16 of 58

In May 2016, the State Superintendent of Public Instruction’s Advisory
Task Force on Accountability and Continuous Improvement published
the report entitled Preparing All Students for College, Career, Life, and
Leadership in the 21st Century. The task force included teachers,
parents, students, administrators, school board members, institutions
of higher education representatives, researchers, philanthropic
representatives, and business representatives. The report considers
the state’s emerging accountability system and the provisions of ESSA
to provide recommendations for an accountability and continuous
improvement system that is rooted in performance, equity, and
improvement.
Other important activities have focused on the development of the
LCFF Evaluation Rubrics. The evaluation rubrics assist LEAs, and those
providing technical assistance to LEAs, to evaluate strengths,
weaknesses, and areas that require improvement based on data from
multiple state and local indicators, and, on the basis of this evaluation,
connect the LEA to practices and resources that result in meaningful
improvement of student-level outcomes. The LCFF Evaluation Rubrics
include the ESSA-required indicators.
Stakeholders have been and continue to be integrally involved in the
development of the LCFF evaluation rubrics system, including
reviewing data methodologies and simulations, reviewing indicator cut
scores and distributions, providing input regarding the identification of
schools and districts for technical assistance and support, and
providing feedback regarding the system’s user-interface. California is
currently working with the following groups to gather stakeholder
feedback:
 CPAG: As noted above, the CPAG is an advisory committee to the
SBE and also serves as the State’s Title I committee of
practitioners. The CPAG has and will continue to provide input
regarding accountability to the SBE throughout the State Plan
development process.
 Equity and Policy Stakeholder Input Working Group: This
group, which includes representatives from statewide
professional associations and community based organizations,
provides feedback to the CDE and SBE regarding LCFF
implementation and accountability.

 exec-essa-nov16item01
Attachment 2
Page 17 of 58

 User Acceptance Testing Group: This group consists of
representatives from over 30 LEAs, including county offices of
education, school districts, and charter schools. It provides
feedback to the CDE and SBE regarding the LCFF Evaluation
Rubrics and their relevance, usefulness, and applicability to
support local planning and evaluation of performance relative to
State priorities.
 Technical Design Group: This is a group of experts in
psychometric theory and education research that provides
recommendations to the CDE on matters related to the state and
federal accountability system.
 English Learner Indicator Work Group: This group is
comprised of individuals with English learner (EL) program
expertise and EL data expertise with representatives from the
county and district levels as well as representatives from
stakeholder groups. It is tasked with creating a composite
measure for the English Learner Indicator that includes English
acquisition, reclassification rates, and long-term EL rates.
 School Conditions and Climate Work Group: This group
consists of members with expertise in education measurement
and school conditions/climate. It is tasked with reviewing existing
school climate measurement approaches, tools, resources, and
surveys that measure aspects of school conditions and climate
and present recommendations to CDE regarding the school
climate State priority indicator.
During Phase I of stakeholder engagement, described above, CDE staff
also gathered feedback from stakeholders regarding the accountability
system. These comments have been summarized by the
Comprehensive Center at WestEd in the ESSA Stakeholder Engagement
– Phase I Report available at
http://www.cde.ca.gov/be/pn/im/documents/memo-exec-essaaug16item02.doc. This feedback will be taken into account as
California develops this section of the plan.
The Accountability and Support for Schools section of California’s State
Plan will be made available for public comment in a subsequent draft

 exec-essa-nov16item01
Attachment 2
Page 18 of 58

of the State Plan. CDE staff will review and analyze the public
comments on this section for possible revisions in the final draft of the
State Plan.
Supporting Excellent Educators
Stakeholder Engagement Prior to ESSA State Plan
Development
Stakeholder engagement regarding supporting excellent educators in
California is a continuous process. ESSA-related stakeholder
engagement cannot be discussed without first recognizing the work
the State has engaged in prior to the ESSA and how it impacts the
State’s implementation of the ESSA.
California Commission on Teacher Credentialing (CTC): The
purpose of the CTC is to ensure integrity, relevance, and high quality in
the preparation and discipline of the educators who serve all
California’s diverse students. The CTC is an agency in the Executive
Branch of the California State Government. The Governor-appointed
commissioners consist of six classroom teachers, one school
administrator, one school board member, one school counselor or
services credential holder, one higher education faculty member from
an institution for teacher education, and four public members. The CTC
meets every other month in publicly noticed meetings where members
of the public are welcome to comment on matters before the CTC, and,
as a state standards board, regularly engages the public in its
processes and procedures. The CTC’s work as influenced by
stakeholders is an integral piece of the Supporting Excellent Educators
section of the ESSA State Plan.
Greatness by Design: Since 2012, much of California’s work to
improve educator excellence has been grounded in Greatness by
Design: Supporting Outstanding Teaching to Sustain a Golden State
(GbD), a report from the California Educator Excellence Task Force
(EETF). The EETF was comprised of more than 50 education
stakeholders—including parents, K–12 educators, postsecondary
educators, researchers, and community leaders—and was charged with
drafting recommended actions that could be woven together into a
coherent system that would produce exceptional teachers and
principals. More information regarding the EETF and GbD is available
on the CDE EETF Web page at http://www.cde.ca.gov/eo/in/ee.asp. The

 exec-essa-nov16item01
Attachment 2
Page 19 of 58

GbD recommendations address a wide range of education issues in
California, focusing broadly on recruitment, preparation, induction,
professional learning, evaluation, and leadership. Implementation of
many of the GbD recommendations is well underway and will provide
much of the focus for the Supporting Excellent Educators section of the
ESSA State Plan.
California State Plan to Ensure Equitable Access to Excellent
Educators, July 2015: California submitted to the U.S. Department of
Education its plan of current and future work related to gaps in
equitable access to excellent educators for all students in July 2015.
This document details a theory of action and progress toward achieving
equitable access to excellent teachers and leaders for all students.
CDE, SBE, and CTC staff had the opportunity to engage with
stakeholders regarding equitable access to excellent educators on
three separate occasions prior to the submission of this plan. Parents,
teachers, administrators, community members, policymakers and
representatives from school districts, civil rights groups, and
institutions of higher education participated in these meetings. Since
many of the requirements of the Educator Equity Plan have been
retained under ESSA, the basis of the 2015 Educator Equity Plan will
help to inform the Supporting Excellent Educators section of the ESSA
State Plan to guarantee continuity of strategies to ensure low-income
and minority students in Title I schools have equitable access to
excellent educators.
Stakeholder Engagement During Design and Development of
State Plan
Between December 2015 and June 2016, the CDE conducted six
stakeholder events with facilitation support from the California
Comprehensive Center. These events were held to gather input on the
root causes identified in the 2015 Educator Equity Plan and the
strategies being used by the State to address these root causes.
Combined, there were a total of 169 individual stakeholder
participants. Parents, teachers, administrators, community members,
policymakers and representatives from school districts, civil rights
groups, and institutions of higher education participated in these
meetings. The feedback from stakeholders gathered at these meetings
will greatly inform the Supporting Excellent Educators section of the
ESSA State Plan.

 exec-essa-nov16item01
Attachment 2
Page 20 of 58

During Phase I of stakeholder engagement, described above, CDE staff
also gathered feedback from stakeholders regarding educator
excellence. These comments have been summarized by the
Comprehensive Center at WestEd in the ESSA Stakeholder Engagement
– Phase I Report available at
http://www.cde.ca.gov/be/pn/im/documents/memo-exec-essaaug16item02.doc. This feedback will be taken into account as
California develops this section of the plan.
The Supporting Excellent Educators section of California’s State Plan
will be made available for public comment in a subsequent draft of the
plan. CDE staff will review and analyze the public comments on this
section for possible revisions in the final draft of the State Plan.
Supporting All Students
Stakeholder Engagement Prior to ESSA State Plan
Development
There is an integral document that provides California its Education
North Star, A Blueprint for Great Schools: Version 2.0. State
Superintendent Torlakson convened 29 stakeholders representing
teachers, district and site administrators, business, higher education,
school boards, early education, legislators, philanthropists, and
community organizations to develop an action plan to guide the State
as it continues its momentum to implement California’s academic
standards and new funding system, and address important concerns
such as the achievement gap and teacher shortage.
The Blueprint defined five strategic priority areas on which the State
should focus: California Standards, teaching and leading excellence,
student success, continuous improvement and accountability systems,
and systems change and supports for strategic priorities. The Blueprint
further defined guiding principles that provide a lens for addressing the
strategic priority areas: meaningful learning, whole child, community
engagement, collaboration and coherence, creativity and flexibility,
transparency, multiple measures, trust and responsibility, reciprocity
and subsidiarity, and equity.
As California develops the Supporting All Students section of the State
Plan, the strategic priority areas and guiding principles will continue to
provide California’s Education North Star.

 exec-essa-nov16item01
Attachment 2
Page 21 of 58

Stakeholder Engagement During Design and Development of
State Plan
During Phase I of stakeholder engagement, described above, CDE staff
gathered feedback from stakeholders regarding the how the State can
support schools to support the needs of all students and how the State
can ensure that all students have equitable access to a well-rounded
education and rigorous coursework across the curriculum. These
comments have been summarized by the Comprehensive Center at
WestEd in the ESSA Stakeholder Engagement – Phase I Report
available at http://www.cde.ca.gov/be/pn/im/documents/memo-execessa-aug16item02.doc. This feedback will be taken into account as
California develops this section of the plan.
The Supporting All Students section of California’s State Plan will be
made available for public comment in the third draft of the plan. The
third draft will be presented to the CPAG at its February 9, 2017
meeting, and to the SBE at its March 8–9, 2017 meeting.
Stakeholder Engagement Following Completion of State Plan
The final draft of the State Plan will be made available for the 30-day
public comment period March 17–April 17, 2017. Public comments will
then be presented to the California Practitioners Advisory Group for
recommendations about how public comments should be incorporated
into the final State Plan. The final State Plan, scheduled to be
presented to the SBE at its May 2017 meeting, will include a
description about how California took into account the consultation and
public comment, including how the State addressed the concerns and
issues raised through consultation and public comment and any
changes the State made as a result of consultation and public
comment.
Ensuring Engagement with Diverse Californians
California is a large and diverse state and the SEA is committed to
hearing from as many stakeholders as possible in the development of
the State Plan. As noted above, in Phase I of stakeholder engagement,
the State engaged in public state board and advisory group meetings,
webinars, regional stakeholder meetings, a stakeholder survey, and
targeted consultation. Along the way, California has noted which

 exec-essa-nov16item01
Attachment 2
Page 22 of 58

stakeholders have been consulted with that meet the ESSA State Plan
requirements. Below is a chart that displays which stakeholders
contributed input through each Phase I activity.

 exec-essa-nov16item01
Attachment 2
Page 23 of 58

Chart 1: Engagement with Stakeholders Required by ESSA

 exec-essa-nov16item01
Attachment 2
Page 24 of 58

This information has helped the State plan for the next phases of
stakeholder engagement. While a good number and variety of
stakeholders engaged in Phase I activities, California plans employ two
new strategies to engage greater numbers of diverse stakeholders in
Phases II through IV.
First, CDE will develop a toolkit of engagement resources that can be
used at the local level—school sites, community meetings, special
interest groups, etc.—that will provide all of the information
stakeholders need in order to review the ESSA State Plan and provide
feedback to the SEA. The toolkit will include presentations that provide
background information about ESSA, videos that provide overviews of
the State Plan development timeline and each section of each draft of
the State Plan, and information about how stakeholders can provide
feedback during the public comment periods.
Second, CDE will seek out organizations to partner with to provide
webinars to specific audiences such as student, parent, teacher,
administrator, and school board organizations and associations. This
will help the SEA communicate what the ESSA State Plan means for
specific stakeholders so that they may provide feedback on the issues
and concerns that are most important to them.
During future phases of engagement, the SEA will also consult with the
Governor’s Office and members of the State Legislature to gather their
feedback on the drafts of the State Plan.

State Plan Requirement: 2.2 Coordination
Each SEA must coordinate its plans for administering the included
programs and other programs, consistent with §299.15 (b). The
programs must include the following: other programs authorized under
the ESEA, as amended by the ESSA; the Individuals with Disabilities
Education Act; the Rehabilitation Act; the Carl D. Perkins Career and
Technical Education Act of 2006; the Workforce Innovation and
Opportunity Act; the Head Start Act; the Child Care and Development
Block Grant Act of 1990; the Education Sciences Reform Act of 2002;
the Education Technical Assistance Act of 2002; the National
Assessment of Educational Progress Authorization Act; and the Adult
Education and Family Literacy Act.

 exec-essa-nov16item01
Attachment 2
Page 25 of 58

Prompt: Plan Coordination
A. Describe how the SEA is coordinating its plans for administering
the programs under this consolidated application and the
programs listed above.

 exec-essa-nov16item01
Attachment 2
Page 26 of 58

California’s Response
The SEA will identify and convene each of the program directors at the
state level for each of the ESSA programs and the other federal
programs listed above. These directors will review each draft of the
ESSA State Plan and identify any areas where plans conflict or where
plans can be aligned and leveraged to increase coherence in the
education system. These state level directors will also work closely
with their contacts at the county and district levels to consider the
practical implications of plan alignment.

Section 3: Challenging State
Academic Standards and
Academic Assessments
State Plan Requirement: State Academic Standards
Each SEA must provide evidence that it has adopted challenging State
academic standards, including challenging academic content
standards and aligned academic achievement standards; as
applicable, alternate academic achievement standards; and English
language proficiency standards, in compliance with section 1111(b)(1)
of the ESEA. Note: In general, the evidence referenced here will be
provided through the Department’s peer review process; consequently,
a State is required to submit evidence for section 3.1, only if it has
made changes to its standards after the peer review process.
A. Challenging Academic Content Standards and Aligned
Academic Achievement Standards. Provide evidence at such
time and in such manner specified by the Secretary that the State
has adopted challenging academic content standards and aligned
academic achievement standards in the required subjects and
grades consistent with section 1111(b)(1)(A)-(D) of the ESSA.

 exec-essa-nov16item01
Attachment 2
Page 27 of 58

B. Alternate Academic Achievement Standards. If the State has
adopted alternate academic achievement standards for students
with the most significant cognitive disabilities, provide evidence at
such time and in such manner specified by the Secretary that those
standards meet the requirements of section 1111(b)(1)(E) of the
ESSA.
C. English Language Proficiency Standards. Provide evidence at
such time and in such manner specified by the Secretary that the
State has adopted English language proficiency standards that meet
the following requirements:
i. Are derived from the four recognized domains of speaking,
listening, reading, and writing;
ii. Address the different proficiency levels of English learners; and
iii. Align with the State’s challenging academic standards.

Prompt: State Academic Standards
Note: In general, the evidence referenced here will be provided
through the Department’s peer review process; consequently, a State
is required to submit evidence for section 3.1, only if it has made
changes to its standards after the peer review process.

California’s Response
California will provide the required evidence as part of the peer review
process.

State Plan Requirement: 3.2 Academic Assessments
Each SEA must identify its high-quality student academic assessments
consistent with section 1111(b)(2) of the Act. Note: In general, the
evidence referenced here will be provided through the Department’s
peer review process; consequently, a State is required to submit
evidence for section 3.2.B only if it has changed its high-quality
student academic assessments after the peer review process.

Prompt: Student Academic Assessments

 exec-essa-nov16item01
Attachment 2
Page 28 of 58

A. Identify the student academic assessments that the State is
implementing under section 1111(b)(2) of the ESEA, including the
following:
i.

High-quality student academic assessments in mathematics,
reading or language arts, and science consistent with the
requirements under section 1111(b)(2)(B);

 exec-essa-nov16item01
Attachment 2
Page 29 of 58

California’s Response
The California Assessment of Student Performance and Progress
(CAASPP) is designed to annually assess all public elementary school,
middle school, and high school students in grades three through eight
and high school for English language arts (ELA) and mathematics using
the same standards for all students. Additionally, the system is
designed to annually assess all public school students in grades five
and eight and once in high school for science using the same
standards for all students. The CAASPP System includes, but is not
limited to, assessments in English language arts/literacy, mathematics,
and science that assess and are aligned with the academic content
standards adopted by the California State Board of Education (SBE).
The assessments are of high quality, reliable, fair, valid for their
intended purpose, and consistent with professional standards outlined
in the Standards for Educational and Psychological Testing.
The CAASPP System utilizes the Smarter Balanced assessments for ELA
and mathematics. The summative tests measure critical thinking skills
and allow students to demonstrate what they know and are able to do.
Universal test design features provide accessibility for all students,
including English learners and students with disabilities.
The tests are designed to facilitate high quality teaching and learning
through an innovative system of formative and interim resources in
addition to summative assessments. The data from the summative
tests are used for monitoring individual student academic achievement
from year to year. Aggregate data are used to analyze the performance
of educational programs and are also a part of the state’s academic
accountability reporting program. Annual reports are issued in a timely
manner to parents and local educational agencies (LEAs) to convey
individual student academic achievement, as well as disaggregated
data reporting on required student populations. The reports illustrate
student growth over time, providing parents and others greater
opportunity to interpret and address students’ specific academic
needs. The California Department of Education (CDE) pubic reporting
Web site provides parents, educators, stakeholders, and researchers
with access to school, district, county, and state results in a manner
that allows for analyses and comparisons while also protecting
personally identifiable information.

 exec-essa-nov16item01
Attachment 2
Page 30 of 58

In the 2016–17 school year, California will pilot the new California Next
Generation Science Standards (CA NGSS) assessment, known as the
California Science Test (CAST), in grades five and eight and high
school. The pilot test will be followed by a field test in 2017–18 with the
operational assessment scheduled for 2018–19. The CAST design was
developed based on feedback provided by California educators and
other stakeholders (e.g., representatives of Stanford’s NGSS
Assessment Program [SNAP]) and the expertise of the Assessment
Design Team. The Assessment Design Team is made up of some of the
country’s leading experts on NGSS, assessment design, innovative
item types, psychometrics, accessibility, and computer-based
assessment delivery. Among the members of the team are Dr. James
Pellegrino and Dr. Kathleen Scalise, who have played prominent roles in
kindergarten through grade twelve (K–12) science education reform in
the United States.
Once developed, the CAST will measure the full range and depth of the
CA NGSS content standards, known as “performance expectations”
(PEs), by leveraging the state’s very large student population. Each of
the CA NGSS PEs integrates multiple dimensions of the NRC Framework
[A Framework for K–12 Science Education]: disciplinary core ideas
(DCIs); science and engineering practices (SEPs); and crosscutting
concepts (CCCs). In addition to providing student level results, the
design will also utilize a partial matrix sampling that will provide the
robust and broadly-based group-level feedback needed to support
teaching and promote curriculum improvement; while at the same
time, ensuring that each student is measured fairly and comparably.
ii. Any assessments used under the exception for advanced

middle school mathematics under section 1111(b)(2)(C)(iii) of
the Act;

California’s Response
The California statewide assessment system does not include end-ofcourse tests; students in middle school are administered the Smarter
Balanced mathematics assessment consistent with the grade of
enrollment for the student. To satisfy federal requirements, state
summative assessments must test students on grade-level content. To
reflect the range of student knowledge and skills, test content for each

 exec-essa-nov16item01
Attachment 2
Page 31 of 58

grade level reflects a significant range of difficulty. However, the
computer adaptive test may present students with questions from up
to two grade levels below or above the tested grade level if the
student is performing near the bottom or top of the range for the
tested grade. These questions are presented to students in a limited
fashion in order to meet federal requirements for precisely measuring
student knowledge and skills at their current grade level.
iii. Alternate assessments aligned with the challenging State

academic standards and alternate academic achievement
standards for students with the most significant cognitive
disabilities;

 exec-essa-nov16item01
Attachment 2
Page 32 of 58

California’s Response
ELA and Mathematics
The California Alternate Assessments (CAAs) are aligned to the core
content connectors, which are linked to state-adopted California
standards for ELA and mathematics. California has developed a new,
computer-based assessment for students with the most significant
cognitive disabilities in grades three through eight and eleven. Used
operationally for the first time in 2016, the CAA is an innovative, twostage adaptive assessment designed to allow students to demonstrate
their academic achievements while minimizing testing time. The CAA is
administered in a one-to-one setting with test examiners specifically
trained to administer the alternate test. Students are provided with
appropriate accommodations during the test administration as
identified in their individualized education program (IEP). Parents, as
members of the IEP team, participate in the decision to utilize the
alternate assessment and select the accommodations for accessing
the assessment and appropriate instruction. The participation in the
alternate assessment is not limited to any specific disability category.
Additionally, the parents are informed, via the IEP process, that
participation in the alternate assessment based on alternate
achievement standards will result in the student receiving a valid score
and will not impact the student’s ability to graduate.
Science
California is currently developing an alternate assessment for science,
the CAA for science, which will be administered in grades five and
eight, and once in high school beginning in 2016–17. The CAA for
science is based on core content connectors linked to the CA NGSS.
The assessment is being developed using feedback from California
educators and recommendations from the same Assessment Design
Team guiding the development of the CAST. The assessment is using
an embedded performance task assessment model whereby statedeveloped performance tasks that are aligned with the core content
connectors linked to the CA NGSS are sampled at particular intervals.
The embedded performance tasks will be administered and recorded
by the student’s primary teacher and scored according to state-defined
scoring criteria. At a minimum, the scoring criteria will include
measures of completeness and accuracy.

 exec-essa-nov16item01
Attachment 2
Page 33 of 58

The embedded performance assessments will:
 Provide an opportunity for students to demonstrate, in real time,
concrete evidence of knowledge, skills, and abilities through
performance tasks based on state assessment academic
objectives specified by the embedded performance task
assessment blueprint
 Build on the principles of universal design for learning
 Offer the least restrictive environment possible for
teachers/students to select/produce evidence in a variety of
instructional settings, from inclusive general education to selfcontained, special day class
 Generate data that can be used by educators to improve
teaching and student learning outcomes
 Allow for a process that is minimally burdensome
 Support teachers in delivering challenging, yet developmentally
appropriate, academic content to their students
 Provide meaningful results to parents
The CAA for science development schedule is outlined below:





2016–17:
2017–18:
2018–19:
2019–20:

pilot test
pilot test
field test
operational test

iv. The uniform statewide assessment of English language

proficiency, including reading, writing, speaking, and listing
skills consistent with §200.6(f)(3); and

California’s Response
California is administering the California English Language
Development Test (CELDT), which includes reading, writing, listening

 exec-essa-nov16item01
Attachment 2
Page 34 of 58

and speaking, to all English learners statewide in K–12. Because the
CELDT is aligned to the 1999 English Language Development (ELD)
Standards, California is currently developing the new English language
proficiency assessment for California (ELPAC), which will be aligned to
the 2012 California ELD Standards, and the summative assessment will
be operational in spring 2018.

 exec-essa-nov16item01
Attachment 2
Page 35 of 58

v.

Any approved locally selected nationally recognized high
school assessments consistent with §200.3.

California’s Response
Currently, California does not have a process to review the technical
quality, alignment, equivalency, and accommodations of nationally
recognized assessments. California intends to monitor the use of
nationally recognized high school assessments and the approval of that
use by the U.S. Department of Education prior to determining if a
process for such review of nationally recognized assessments is
prudent.

Prompt: State Assessment Requirements
B. Provide evidence at such time and in such manner specified by
the Secretary that the State’s assessments identified above in
section 3.2.A. meet the requirements of section 1111(b)(2) of the
ESEA.

California’s Response
California will provide the required evidence as part of the peer review
process.

Prompt: Advanced Mathematics Coursework
C. Describe the SEA’s strategies to provide all students in the State
the opportunity to be prepared for and to take advanced
mathematics coursework in middle school consistent with section
1111(b)(2)(C) and §200.5.

California’s Response
California recognizes the need to allow all students access to rigorous
standards and coursework. The State has adopted the California
Common Core State Standards for Mathematics (CA CCSSM) and is a
governing partner in the Smarter Balanced Assessment Consortium.

 exec-essa-nov16item01
Attachment 2
Page 36 of 58

California has published the Mathematics Framework for California
Public Schools Kindergarten through Grade Twelve (Mathematics
Framework). This volume is a stakeholder’s guide to implementation of
the CA CCSSM and adoption of instructional materials. The
Mathematics Framework contains model courses, kindergarten to
grade twelve, which list the standards that are expected to be taught
in each course. It also contains examples of various course-taking
pathways that allow a student to take advanced placement
mathematics.
In addition, per Education Code Section 51224.7. (a), known as the
Mathematics Placement Act of 2015
(http://www.cde.ca.gov/nr/el/le/yr13ltr0113a.asp), all local educational
agencies that serve students in grade nine must adopt a ninth-grade
mathematics placement policy that is transparent and applied equally
to all students.

Prompt: Universal Design for Learning
D. Describe the steps the SEA has taken to incorporate the
principles of universal design for learning, to the extent feasible,
in the development of its assessments, including any alternate
assessments aligned with alternate academic achievement
standards that the State administers consistent with sections
1111(b)(2)(B)(xiii) and 1111(b)(2)(D)(i)(IV) of the Act.

California’s Response
The CAASPP System is designed to include all public elementary,
middle, and secondary school students, including students with
disabilities and English learners. CAASPP item writers, inclusive of
Smarter Balanced, are trained in universal design principles and take
care to address construct-irrelevant barriers at the time of item
development. Appropriate tools, supports, and accommodations are
designed to remove construct-irrelevant barriers and provide a least
restrictive environment for all examinees, allowing them the ability to
demonstrate their knowledge and skills.
ELA and Mathematics
California joined the Smarter Balanced Assessment Consortium in part
because of the extensive set of tools, designated supports, and

 exec-essa-nov16item01
Attachment 2
Page 37 of 58

accommodations that the assessments provide as well as the researchbased approach to accessibility. The Smarter Balanced assessments for
ELA and mathematics build on a framework of accessibility for all
students, including but not limited to English learners and students
with disabilities. The Smarter Balanced assessments include
accessibility resources that address visual, auditory, language, and
physical access barriers—allowing students to demonstrate what they
know and can do. Accessibility resources include, but are not limited to,
Braille, Spanish translations for mathematics, American Sign Language
videos, and translation glossaries provided in 10 languages and several
dialects, as well as translated test directions in 19 languages. A
complete list of the Smarter Balanced universal tools, designated
supports, and accommodations may be viewed on the CDE Web page
at http://www.cde.ca.gov/ta/tg/ai/documents/caasppmatrix1.pdf.
Science
The CAST is a computer-based, next generation assessment that
utilizes universal design principles and technology, where appropriate,
to provide equitable access to the assessment. California is looking to
the innovative and groundbreaking Smarter Balanced assessment as a
model for the universal tools, designated supports, and
accommodations to be provided on the CAST. The accessibility
resources will address visual, auditory, language, and physical access
barriers.
Alternate Assessments
The CAAs are aligned to core content connectors developed specifically
to give equitable access to students with the most significant cognitive
disabilities. In order to allow for the widest possible range of student
participation, item writers follow the principles of universal design in
the development and revision of test items. Elements of universal
design principles that translate into assessments include, but are not
limited to, allowing for multiple and varied methods of demonstrating
knowledge and designing the test questions to be administered with a
broad range of appropriate accommodations or designated supports.
The CAAs are administered to students on a one-on-one basis by a test
examiner in the student’s language of instruction. Instructional
supports that are used for the student in the classroom are allowed for
the assessment as accommodations.

Prompt: Appropriate Accommodations

 exec-essa-nov16item01
Attachment 2
Page 38 of 58

E. Consistent with §200.6, describe how the SEA will ensure that the
use of appropriate accommodations, if applicable, do not deny an
English learner (a) the opportunity to participate in the
assessment and (b) any of the benefits from participation in the
assessment that are afforded to students who are not English
Learners.

 exec-essa-nov16item01
Attachment 2
Page 39 of 58

California’s Response
English learners in California are able to participate meaningfully in its
ELA assessments; however, recently arrived English learners (i.e., in the
United States for less than 12 months) are exempted from taking the
Smarter Balanced assessment for ELA or the CAA for ELA. The Smarter
Balanced ELA assessments provide English learners, as well as other
students with a demonstrated need, access to universal tools and
designated supports that do not interfere with the construct being
measured. Such tools and supports include, as appropriate, English
glossaries, text-to-speech, bilingual dictionary, and spell check.
The CAASPP System also provides for meaningful participation of
English learners in mathematics and science assessments. To provide
access to the Smarter Balanced mathematics assessments, English
learners, as well as other students with a demonstrated need, are
provided with translation supports in the following languages in
addition to English: Arabic, Cantonese, Filipino (Ilokano and Tagalog),
Korean, Mandarin, Punjabi (East and West), Russian, Spanish, Ukrainian,
and Vietnamese. When available, the CAST will also provide translation
supports, as relevant and appropriate to the constructs being measured
in the assessment.
English learners with the most significant disabilities may participate in
the statewide assessment system by taking an alternate assessment
(CAA for ELA, mathematics, or science) if so designated by the
students’ IEP team. California provides guidance to IEP teams regarding
the decision to assess students using alternate achievement standards.
The accommodations deemed appropriate for English learners on
California’s state assessments do not deny any English learner the
opportunity to participate in the assessment, but instead provide for
meaningful access. To ensure that recently arrived English learners,
exempted from participating in the Smarter Balanced ELA assessments,
are not denied a benefit of participating in the statewide assessment
(e.g., Early Assessment Program that qualifies students for entry-level,
credit-bearing courses at participating colleges and universities),
recently arrived English learners are not prohibited from taking the
Smarter Balanced ELA assessments. (Note: Newly arrived English
learners who take the Smarter Balanced ELA or the California Alternate
Assessment for ELA will not be included for accountability for
proficiency.)

 exec-essa-nov16item01
Attachment 2
Page 40 of 58

Prompt: Languages Other Than English
F. Describe how the SEA is complying with the requirements in
§200.6(f)(1)(ii)(B)-(E) related to assessments in languages other
than English:
i.

Provide the SEA’s definition for “languages other than English
that are present to a significant extent in the participating
student population,” consistent with paragraph (f)(1)(iv) of
§200.6, and identify the specific languages that meet that
definition;

California’s Response
Pending final ESSA assessment regulations, California will define
“languages other than English that are present to a significant extent
in the participating student population” by utilizing a process in which
the SBE will take action to approve a definition. The definition will be
determined by considering which languages are the most populous,
which languages are spoken by distinct groups of English learners
(e.g., migratory students, not born in the United States), and any other
criteria that may be present in the final set of ESSA regulations.
ii. Identify any existing assessments in languages other than

English, and specify for which grades and content areas those
assessments are available;

California’s Response
California provides Spanish translations and language glossaries for the
CAASPP Smarter Balanced mathematics assessment in grades three
through eight and grade eleven. For the California Alternate
Assessment in mathematics, eligible pupils shall have any instructional
supports and/or accommodations, including the language of
instruction, used in the pupil’s daily instruction in accordance with the
pupil’s IEP.
iii. Indicate the languages other than English that are present to a

significant extent in the participating student population, as

 exec-essa-nov16item01
Attachment 2
Page 41 of 58

defined by the State, for which yearly student academic
assessments are not available and are needed;

California’s Response
Pending the adoption of final ESSA assessment regulations, California
will define “languages other than English that are present to a
significant extent in the participating student population” by utilizing a
process in which the SBE will take action to approve a definition. Once
defined, the CDE will review its current student academic assessments
to determine if additional assessments are needed.
iv. Describe how the SEA will make every effort to develop

assessments, at a minimum, in languages other than English
that are present to a significant extent in the participating
student population including by providing—
a. The State’s plan and timeline for developing such
assessments, including a description of how it met the
requirements of paragraph (f)(1)(iv) of §200.6;

California’s Response
When consistent with the construct being measured, California has
adopted the practice of providing language glossaries and Spanish
stacked translations for newly developed assessments. The following
table outlines the schedule for the tests being developed to align to
the NGSS. Once operational, these new tests will provide language
glossaries in ten languages as well as Spanish stacked translations.
Strategy
Development of the
California Science
Tests

Timeline
Pilot test: 2016–17
Field test: 2017–18

Funding Sources
State and Federal
funds

Operational: 2018–19
b. A description of the process the State used to gather
meaningful input on assessments in languages other
than English, collect and respond to public comment, and

 exec-essa-nov16item01
Attachment 2
Page 42 of 58

consult with educators, parents and families of English
learners, and other stakeholders; and

California’s Response
In 2015, CAASPP Stakeholder meetings were held to gather meaningful
input on the development of the assessments. The CDE also meets
regularly with parent and family advocacy groups, as well as
representatives of LEAs. Pending the adoption of final ESSA
assessment regulations, further action may be needed.
c. As applicable, an explanation of the reasons the State
has not been able to complete the development of such
assessments despite making every effort.

California’s Response
California has yet to identify languages other than English that are
present to a significant extent in the participating student population.

Prompt: Grants for State Assessments and Related
Activities
G. Describe how the State will use formula grant funds awarded
under section 1201 of the ESEA to pay the costs of development
of the high-quality State assessments and standards adopted
under section 1111(b) of the ESEA or, if a State has developed
those assessments, to administer those assessments or carry out
other assessment activities consistent with section 1201(a) of the
ESEA.

California’s Response
Using funds awarded under Section 1201 of the ESEA, the CDE
contracts for the development, administration, and support of the
following assessments:
 ELA summative assessments
 Mathematics summative assessments
 Science summative assessments

 exec-essa-nov16item01
Attachment 2
Page 43 of 58

 English Language Proficiency assessments
Additionally, the funding supports CDE staff charged with overseeing
the above assessments.

Section 6: Supporting All
Students
Program-Specific Requirements
State Plan Requirement: 6.1 Well-Rounded and Supportive
Education for Students
Prompt: Title IV, Part B: 21st Century Community Learning
Centers
B. Each SEA must describe how it will use title IV, part A and part B,
and other Federal funds to support the State-level strategies
described in section 6.1.A and other State-level strategies, as
applicable, and to ensure that, to the extent permitted under
applicable law and regulations, the processes, procedures, and
priorities used to award subgrants under an included program are
consistent with the requirements of this section.

California’s Response
California’s expanded learning programs (ELPs) support local
educational agencies (LEAs) and local communities by aligning ELPs
with the regular day school for a well-rounded and supportive
education for students. Over 4,500 ELPs funded with state and federal
funds provide a safe and nurturing environment that support the
developmental, social-emotional, and physical needs of all students,
including English learners and children with disabilities.
ELPs offer youth opportunities for youth leadership, engaging youth
leaders, as an example, in the reduction or elimination of incidents of

 exec-essa-nov16item01
Attachment 2
Page 44 of 58

bullying and harassment. ELPs are designed to promote student
wellbeing through balanced nutrition, physical activity, and other
enrichment activities supplementing the student’s regular day school
academic instruction.
LEAs must obtain parent and public input in developing, revising, and
updating Local Control and Accountability Plans (LCAPs).
Comparatively, ELPs also develop collaborative relationships among
internal school and external stakeholders, including students, parents,
families, governmental agencies, such as city and county parks and
recreation departments, local law enforcement, community
organizations, and the private sector to improve programs. LEAs may
include ELPs in the LCAPs to expand student academic support.
ELPs recruit, train, and retain high quality staff and volunteers to
provide academic and enrichment activities and support the high
standards for academic improvement for all students.
The ongoing collaboration between the CDE, program practitioners,
support providers, and K–12 educators has been vital throughout the
state-wide expanded learning strategic planning process, including
developing quality standards for ELPs and its current implementation.
California’s quality standards for expanded learning, adopted by CDE in
fall 2014, are divided into two categories: Point-of-Service Quality
Standards and Programmatic Quality Standards. These quality
standards are a conceptual framework to guide expanded learning
programs in developing program activities and designing academic
support to students.
The Point-of-Service Quality Standards include Safe and Supportive
Environment that supports the development, socio-emotional and
physical needs of all students in a safe and easily accessible facility in
alignment with the requirements of ESSA Section 4204(b)(2)(A)(i);
Active and Engaged Learning that requires the program be carried out
in alignment with the challenging State academic standards to meet
the Section 4204(b)(2)(D)(ii) requirements; Skill Building that requires
the program maintain high expectations for all students, intentionally
links program goals and curricula with 21st century skills, and provides
activities to help students achieve mastery aligning with the ESSA
requirements in Section 4204(b)(2)(D)(ii) and any local academic

 exec-essa-nov16item01
Attachment 2
Page 45 of 58

standards; Diversity, Access and Equity that requires the program
creates an environment in which students experience values that
embrace diversity and equity regardless of race, color, religion, sex,
age, income level, national origin, physical ability, sexual orientation,
and/or gender identity and expression in alignment with the ESSA
requirement in Section 4204(b)(2)(F) to target students who primarily
attended schools eligible for schoolwide programs and the families of
the students.
The Programmatic Quality Standards include Collaborative
Partnerships that require the program intentionally builds and supports
collaborative relationships among internal and external stakeholders,
including families, schools and community, to achieve program goals
to align with the Section 4204(b)(2)(D)(i)(ii). This aligns with the
requirement of a public notice in Section 4204(b)(2)(L), and with the
requirement to increase the level of state, local, and other nonfederal
funds in alignment with Section 4204(b)(2)(G).
California funds five-year 21st Century Community Learning Center (21st
CCLC) programs to establish or expand high quality before-and-after
school programs for students that primarily attend low performing
schools or schools identified by LEAs as in need of intervention. These
programs serve economically disadvantaged students and their
families.
California is currently developing its 21st Century Request for
Applications (RFA) for funds allocated beginning in the 2017–18 fiscal
year to align with the ESSA requirements. Consistent with the federal
requirements, California will award 21st CCLC funds in a competitive
grant application process.
Those entities eligible to apply for 21st CCLC funding will be public or
private entities or a consortium of such entities that propose to serve
students (and their families) who primarily attend:
1. Schools eligible for schoolwide programs under Section 1114:
2. Schools implementing comprehensive or targeted support and
improvement activities under Section 1111(d);
3. Schools determined by the LEA to be in need of intervention and

 exec-essa-nov16item01
Attachment 2
Page 46 of 58

support.
Applicants will be required to provide a local match. The applicant may
not use matching funds from other federal or state funds. The amount
of the match will be based on a sliding scale that takes into account
the relative poverty of the population to be targeted by the eligible
entity, and the ability of the eligible entity to obtain such matching. If
an eligible entity is unable to provide a match, a justification will be
required as to why they are unable to provide a match.
The 21st CCLC RFA will include a program quality evaluation rubric that
is derived from the Quality Standards for Expanded Learning in
California, as well as state and federal application requirements. An
online application reader’s conference will use impartial, qualified, and
calibrated peer evaluators to determine grant application program
quality. Grant applications that have been identified as high quality
programs will then be assigned priority for funding based on state and
federal requirements. The RFA will give priority funding to applications:
1. That propose to target services to students (and their families)
who primarily attend schools that:
a. Are implementing comprehensive support and improvement
activities or targeted support and improvement activities
under Section 1111(d) or other schools determined by the
LEA to be in need of intervention and support to improve
student academic achievement and other outcomes; and
b. Enroll students who may be at risk for academic failure,
dropping out of school, involvement in criminal or
delinquent activities, or who lack strong positive role
models;
2. Are submitted jointly by eligible entities consisting of at least one:
a. LEA receiving funds under Part A of Title I; and
b. Another eligible entity;
The applicant will be given this priority if it demonstrates that it is
unable to partner with a community-based organization in
reasonable geographic proximity and of sufficient quality.

 exec-essa-nov16item01
Attachment 2
Page 47 of 58

3. Demonstrate that the activities proposed in the application:
a. Are, as of the date of the submission of the application, not
accessible to students who would be served; or
b. Would expand accessibility to high-quality services that may
be available in the community.
4. Replace an expiring grant. (This is a general state funding priority
requirement.)
5. Will provide year-round expanded learning programming. (This is
a state middle and elementary funding priority requirement.)
6. Have programs that have previously received funding, but are not
currently expiring. (This is a state high school funding priority
requirement.)
7. Propose expansion of existing grants up to the per site maximum.
(This is a state high school funding priority requirement.)
Priority will not be given to eligible entities that propose to use 21 st
CCLC funding to extend the regular school day.
These funding priorities will be additive. The proposed sites with the
highest number of priorities will be funded first. High quality grant
applications with an equal number of state and federal priorities will be
selected for funding based on the highest percentage of school level
poverty. All grantees will be required to sign assurances that they will
comply with all ESSA and state requirements.
Applicants who wish to appeal a grant award decision or
disqualification will be required to submit a letter of appeal to the CDE
within 30 calendar days of the intent to award announcement or
notification of disqualification. Appeals will be limited to the grounds
that the CDE failed to correctly apply the standards for reviewing the
application as specified in the RFA. Disagreement with the professional
judgment of the application readers will not be considered to be
acceptable grounds for appeal. The appellant will be required to file a
full and complete written appeal, including the issue(s) in dispute, the

 exec-essa-nov16item01
Attachment 2
Page 48 of 58

legal authority or other basis for the appeal position, the specific
evidence being submitted on behalf of the applicant, and the remedy
sought.
California’s 21st CCLC program will have a minimum grant award per
program site of $50,000 as required by federal law. In addition, grant
awards are subject to state legislative cap amounts of $112,500 for
programs serving elementary schools and $150,000 for programs
serving middle or junior high schools. High school programs are
similarly capped at $250,000 per school site. Elementary, middle and
junior high school sites may be increased up to double amounts using
a large school adjustment formula.
Currently all expiring 21st CCLC grantees have to re-apply for a new
five-year grant. As allowed by ESSA, California will consider renewing
sub-grants of existing grantees based on grantee performance during
the preceding sub-grant period.
Description of Every Student Succeeds Act Required 21st
Century Community Learning Center Program Evaluation
In 2015, California passed legislation requiring that a biennial report be
provided to the Legislature related to the students attending, and the
program quality of, the ELPs. The CDE intends to combine this state
reporting requirement with federal evaluation requirements such that a
statewide evaluation report on ELPs will be available every two years.
To meet these requirements, the CDE plans on evaluating both a
statewide representative sample of student data from a regularly
administered survey and student administrative data reported to the
CDE for all public school students.
Recently, the CDE has contracted with the originators of the California
Healthy Kids Survey (CHKS) to insert questions into this self-report
student level survey concerning ELP participation. Higher order data
elements in the CHKS may include:
Independent Variables:
 ELP participation
 Time spent in an ELP
Potential Correlates:

 exec-essa-nov16item01
Attachment 2
Page 49 of 58
















Grade level
Gender
Race/ethnicity
Socio-economic status and parent education
Language spoken most in home
How well English is understood, spoken, and written
Foster care
Migrant status
Homeless
Sexual orientation
Living arrangements
Developmental supports provided by the school
Mental health
Military-connected

Outcome Variables:










Regular day school attendance
Grade point average
Offense types at school
Truancy
Individual social-emotional strengths
Learning engagement
Pro-social behavior
Perceived school safety
Hours home alone after school

In addition to the above, the CDE will link student level ELP attendance
reported each year with data elements already reported to the
department to provide a separate longitudinal dataset for analyses.
Since these CDE data are linked by unique student level identifiers, the
proposed analyses will provide for tracking individual students over
time. Relevant CDE data elements for these analyses may include:
Independent Variables:
 ELP participation

 exec-essa-nov16item01
Attachment 2
Page 50 of 58

 Time spent in an ELP
Potential Correlates:











Grade level
Gender
Race and ethnicity
Socio-economic status and parent education
Primary language
English learner acquisition status
Foster youth
Migrant
Homeless
Special education

Outcome Variables:











Regular day school attendance
Grade point average
Suspension/expulsions
Drop outs
High school students completing college preparatory courses
Courses attempted, completed and repeated
California English language development assessment scores
English learner fluency re-designation
State standardized academic assessments
Performance on the Physical Fitness Test

When the biennial reports are completed and submitted to the
Legislature, they will also be made available on the CDE’s Web site, to
the Advisory Committee on Before and After School Programs and at
additional Web sites of partners providing technical assistance
throughout the state.

State Plan Requirement: 6.3 Program-Specific Requirements

 exec-essa-nov16item01
Attachment 2
Page 51 of 58

Prompt: A. Title I, Part A: Improving Basic Programs
Operated by State and Local Educational Agencies:
Schoolwide Program Waivers
i. Each SEA must describe the process and criteria it will use
to waive the 40 percent schoolwide poverty threshold
under section 1114(a)(1)(B) of the Act submitted by an LEA on
behalf of a school, including how the SEA will ensure that the
schoolwide program will best serve the needs of the lowestachieving students in the school.

 exec-essa-nov16item01
Attachment 2
Page 52 of 58

California’s Response
LEAs with schools who want to apply for a schoolwide program (SWP)
waiver will have to complete a Title I, Part A - Notification of
Authorization of Schoolwide Program (SWP) Report through the
Consolidated Application and Reporting System (CARS).
SWP waivers may be approved by the State Educational Agency (SEA)
if the school site council approves such a request and if the school
meets one or more of the following criteria:
 ≥25 percent student low income
 Graduation rate is below state average
 School Site Council recommends that a SWP is the best way to
serve the student population
 ≥30 percent English learner student population
 School resides in high crime or gang-impacted community
 School has been identified for comprehensive or targeted support
 School has been identified as the lowest 5 percent of low
performing schools (The SEA will update the language once we
have a final definition)

Prompt: B. Title I, Part C: Education of Migratory Children
i. Describe how the SEA and its local operating agencies, which
may include LEAs, will establish and implement a system for
the proper identification and recruitment of eligible migratory
children on a Statewide basis, including the identification and
recruitment of preschool migratory children and migratory
children who have dropped out of school, and how the State
will verify and document the number of eligible migratory
children aged 3 through 21 residing in the State on an annual
basis.

 exec-essa-nov16item01
Attachment 2
Page 53 of 58

California’s Response
The CDE has established and implemented a system for the proper
identification and recruitment of eligible migratory children, including
migratory children in preschool and who have dropped out of school
through the use of local data collection software, COEStar, and Migrant
Education funded subgrantee procedures, which are outlined in the
State Identification and Recruitment Manual. An automated procedure
in the COEStar Performance Reporter produces a table that contains a
list of all students who might be eligible to be counted or served by the
program. To verify residence in years two and three of eligibility, the
CDE requires that subgrantees make contact with all families and
youth in their geographic areas at least once each year (typically on
the anniversary of their qualifying arrival date). The subgrantee must:
document the nature of the contact (phone or in person), verify that
children on the Certificate of Eligibility are still at the residence, verify
if additional, age-eligible, children have joined the residence, and
document if a worker has moved to seek or obtain employment. If a
new qualifying move has been made, the recruiter must make a
personal visit to the residence to complete a new Certificate of
Eligibility. Children are not counted unless they have one or more of the
following: valid qualifying move date, new residency date, or
enrollment date (residency enrollment for non-attendees or a school
enrollment for attendees) during the period in question.
To avoid reporting duplicates, the State’s data collection system,
Migrant Student Information Network (MSIN), performs a duplicate
student test. The duplicate student test is an automated process that
examines names, birth dates, sex, and parent names for possible
duplicate records between or within regions. The results are compiled
into lists that are presented to the regions' data stewards on a
management Web site for resolution. The data stewards compare the
records and make a determination if the students listed are the same
or different. Once all involved data stewards have made a final
determination, the records are either kept separately or merged
together depending on the outcome of the determination. The
potential duplicates that are presented to the data stewards for
resolution are monitored by the CDE on the MSIN web site.

 exec-essa-nov16item01
Attachment 2
Page 54 of 58

ii. Describe how the SEA and its local operating agencies, which
may include LEAs, will assess the unique educational needs of
migratory children, including preschool migratory children and
migratory children who have dropped out of school, and other
needs that must be met in order for migratory children to
participate effectively in school.

California’s Response
California assesses the unique educational needs of migratory children,
including preschool migratory children and migratory children who
have dropped out of school, through two different methods. First, the
CDE requires that each subgrantee complete a local Comprehensive
Needs Assessment (CNA). The CNA is conducted by an independent
agency for each of the 20 Migrant Education Program (MEP)
subgrantees and includes data collected from focus groups, including
students and parents, staff surveys, and academic testing data for the
region’s migrant student population. The local CNA will provide both
the MEP subgrantees and the CDE with an independent assessment
and evaluation of regional migrant student and program needs that will
provide specific recommendations and solutions for improving
outcomes for California’s migrant student population. Each local CNA
will serve as the basis for program development and delivery in each
respective service area. Additionally, each subgrantee completes an
Individual Needs Assessment to identify individual student needs,
including medical, social, and mental health needs, and develop a
targeted intervention plan for each student ages 3–21 on an annual
basis.
iii. Describe how the SEA and its local operating agencies, which
may include LEAs, will ensure that the unique educational needs
of migratory children, including preschool migratory children and
migratory children who have dropped out of school, and other
needs that must be met in order for migratory children to
participate effectively in school, are identified and addressed
through the full range of services that are available for migratory
children from appropriate local, State, and Federal educational
programs.

California’s Response

 exec-essa-nov16item01
Attachment 2
Page 55 of 58

To ensure that all educational needs of migratory children, including
preschool migratory children and migratory children who have dropped
out of school, that prohibit the full participation of migratory children in
school are met, the CDE has implemented a three-part process: 1)
identify needs via the local CNAs; 2) develop a State Services Delivery
Plan (SSDP) based on the meta-analysis of the local CNAs, which will
outline the statewide needs, objectives, and measurable outcomes;
and 3) revise the regional application based on the SSDP. Furthermore,
the CDE will require that all Title I, Part C subgrantees provide an
annual update via the regional application. Starting in 2017–18, the
regional application will be on a three-year cycle, and subgrantees will
have to provide an annual update on three sections: needs of
migratory children, expected outcomes, and student performance.
Subgrantees will revise the needs of migratory children in the regional
application based on several data sources to ensure that all student
needs are updated annually. Additionally, subgrantees will revise their
direct services and expected outcomes based on student performance
and needs of migratory students. To monitor direct services and ensure
that the needs of migratory students are met, subgrantees will report
out on student performance for each service provided during the
school year. This information will contribute to continuous
improvement of services based on student needs and provide
information to the CDE to tailor technical assistance plans for individual
subgrantees.
iv. Describe how the State and its local operating agencies, which
may include
LEAs, will use funds received under Title I, Part C to promote
interstate and intrastate coordination of services for migratory
children, including how the State will provide for educational
continuity through the timely transfer of pertinent school records,
including information on health, when children move from one
school to another, whether or not such move occurs during the
regular school year.

California’s Response
Title I, Part C funded subgrantees utilize the Migrant Student
Information Exchange (MSIX) and the MSIN to promote interstate and
intrastate coordination of services for migratory children, including how
the State will provide for educational continuity through the timely

 exec-essa-nov16item01
Attachment 2
Page 56 of 58

transfer of pertinent school records. MSIX is the national data collection
system that ensures greater continuity of educational services for
migratory children by providing a mechanism for all States to exchange
educational related information on migratory children who move from
one state to another. MSIN is the California state equivalent to MSIX
and provides a mechanism for exchanging educational related
information on migratory children who move within the state and
assists the CDE funded subgrantees in locating migrant students
throughout the state via the Migrant Student Locator. Both MSIX and
MSIN help to improve the timeliness of school enrollments, improve the
appropriateness of grade and course placements, and reduce
incidences of unnecessary immunizations of migrant children. Lastly,
the CDE and subgrantees collaborate with other states with whom we
share migratory students to ensure students receive services as they
migrate. The CDE and subgrantees participate in interstate
organizational meetings with the Interstate Migrant Education Council
and the National Association of State Directors of Migrant Education.

 exec-essa-nov16item01
Attachment 2
Page 57 of 58

v. Describe the unique educational needs of the State’s migratory
children, including preschool migratory children and migratory
children who have dropped out of school, and other needs that
must be met in order for migratory children to participate
effectively in school, based on the State’s most recent
comprehensive needs assessment.

California’s Response
California is currently implementing a process to identify statewide
needs of migratory children based on a meta-analysis of the 20
regional local CNAs. The draft meta-analysis will be ready in late
September of 2016. Starting in December 2016, the CDE will convene
a group of stakeholders to discuss and prioritize the needs of migratory
children that must be addressed in order for migratory children to
participate effectively in school. The Statewide CNA report will be
available in May 2017 and California will have the updated State
Services Delivery Plan ready in June of 2017.
vi. Describe the current measurable program objectives and
outcomes for Title I, part C, and the strategies the SEA will
pursue on a statewide basis to achieve such objectives and
outcomes.

California’s Response
California is currently implementing a process to identify statewide
measureable program objectives and outcomes for migratory children
based on a meta-analysis of the 20 regional local CNAs. The draft
meta-analysis will be ready in late September of 2016. Starting in
December 2016, the CDE will convene a group of stakeholders to
discuss and prioritize the measureable program objectives and
outcomes must be addressed in order for migratory children to
participate effectively in school. The Statewide CNA report will be
available in May 2017 and California will have the updated State
Services Delivery Plan, including the statewide measurable outcomes,
ready in June of 2017.

 exec-essa-nov16item01
Attachment 2
Page 58 of 58

vii. Describe how the SEA will ensure there is consultation with
parents of migratory children, including parent advisory councils,
at both the State and local level, in the planning and operation of
Title I, Part C programs that span not less than one school year in
duration, consistent with section 1304(c)(3) of the ESEA, as
amended by ESSA.

California’s Response
California Education Code, Section 54444.2 and Section 54444.4(a)
requires that parents of migratory children, including parent advisory
councils, at both the local and State level be consulted in the planning
and operation of the MEP. Per EC Section 54444.2, each subgrantee
must actively “solicit parental involvement in the planning, operation,
and evaluation of its programs through the establishment of, and
consultation with, a parent advisory council at both the local and state
level.” The responsibilities of the parent advisory councils are identified
in EC Section 54444.4(a), and include the following:
1. The establishment of migrant education program goals,
objectives, and priorities.
2. The review of annual needs and year-end assessment, as well as
program activities, for each school, and a review of individualized
educational plans.
3. Advice on the selection, development, and reassignment of
migrant education program staff.
4. Active involvement in the planning and negotiation of program
applications and service agreements required under Section
54444.1.
5. All other responsibilities required under state and federal laws or
regulations.
Additionally, in applying for migrant education funding, subgrantees
must complete the Parent Advisory Council (PAC) section in which
subgrantees identify ways in which parents are recruited and selected
for membership in the PAC. Subgrantees must also describe how the
PAC is involved in the review of the local CNA, planning, development
of the regional application, implementation of services provided to

 exec-essa-nov16item01
Attachment 2
Page 59 of 58

students, and program evaluation. The subgrantees are required to
identify any training that will be provided to the PAC to support quality
implementation of the program. Once the regional application is
completed, it is presented in its entirety to the PAC, and the officers of
the PAC (or Regional Parent Advisory Council) then approve and sign
the cover page of the regional application to confirm that the PAC was
consulted. Additionally, the State Parent Advisory Council (SPAC) is
comprised of one elected representative from each subgrantee. These
parent representatives communicate information from the direct
funded district or region as well as disseminate information from the
SPAC to the local level.
i. Describe the SEA’s processes and procedures for ensuring that
migratory children who meet the statutory definition of “priority
for services” are given priority for Title I, Part C services,
including:
a. The specific measures and sources of data used to
determine whether a migratory child meets each priority for
services criteria;

California’s Response
The current process for identifying Priority for Services (PFS) children is
conducted as an annual identification after the end of the Performance
Period. This is done using the record of a move made during the
regular school year within the Performance Period, in addition to
assessment data for the Performance Period. After the child has been
identified based on move and assessment scores (four months after
the end of the period in which their move occurred), they are marked
as PFS for that Performance Period, and are PFS in the following year if
still present.
In 2016–17, the MSIN 6.0 system will function in real time for
identifying children as PFS. All of the data required to make the PFS
determination (moves and assessment scores) will be present within a
single system. If the move is within the dates of the regular school year
and the child has a Statewide Student Identifier number, then their
most current state assessment scores can be evaluated to immediately
identify them as PFS. This immediate identification would allow regions

 exec-essa-nov16item01
Attachment 2
Page 60 of 58

to target services sooner, allow for faster reporting to MSIX, and allow
for faster EDFacts file creation.
b. The delegation of responsibilities for documenting priority
for services determinations and the provision of services to
migratory children determined to be priority for services;
and

California’s Response
The CDE will have the responsibility for documenting the determination
of PFS. PFS determination will be made on a daily basis through the
MSIN 6.0 system. Subgrantees (Regional offices, LEAs that have MOUs
or District Service Agreements [DSAs]) will be responsible for
provisioning services appropriate to the child's need.
c. The timeline for making priority for services determinations,
and communicating such information to title I, part C
service providers.

 exec-essa-nov16item01
Attachment 2
Page 61 of 58

California’s Response
The determination process will be immediate; children will be
evaluated by the State's criteria as soon as the COE documenting the
move during the Performance Period is verified. Then subgrantees are
notified within 24 hours of the determination. Children identified as PFS
will be monitored to ensure services are delivered.

Prompt: C. Title III, Part A: Language Instruction for English
Learners and Immigrant Students
i. Describe the SEA’s standardized entrance and exit procedures for
English learners consistent with section 3113(b)(2), as amended
by ESSA. These procedures must include valid, reliable, and
objective criteria that are applied consistently across the State.
At a minimum, the standardized exit procedures must:
a. Include a score of proficient on the state’s annual English
language proficiency assessment;
b. Be the same as used for exiting students from the English
learner subgroup for Title I reporting and accountability
purposes;
c. Not include performance on an academic content
assessment; and
d. Be consistent with Federal civil rights obligations.

California’s Response
The statewide California entrance procedures ensure that all students
who may be English learners are assessed for such status using a valid
and reliable instrument within 30 days after enrollment in a school in
the state. California will replace the California English Language
Development Test (CELDT) with the English Language Proficiency
Assessments for California (ELPAC) as the state’s English language
proficiency (ELP) assessment in the 2018–19 school year.

 exec-essa-nov16item01
Attachment 2
Page 62 of 58

Pursuant to Education Code (EC) Section 313, the current standardized
reclassification procedures for English learners are as follows and in
accordance with the California Code of Regulations, Title 5, Section
11303:
1. Assessment of English language proficiency using the state test
of English language development; and
2. Teacher evaluation inclusive of a review of the student’s
curriculum mastery; and
3. Parent opinion and consultation, inclusive of a review of student
data, and at which time the parent is provided opportunity to
opine and question; and
4. Comparison of student performance in basic skills against an
empirically established range of performance in basic skills based
on the performance of English proficient students of the same
age.
The CDE has submitted a proposal to the State Legislature to remove
Item 4 for the 2018–19 school year once the ELPAC is fully operational.
California ensures that standardized procedures are used for exiting
students from the English learner subgroup as are used for Title I
reporting and accountability purposes. The ELPAC summative
assessment will occur as an operational assessment statewide in
spring 2018. To ensure the exit from EL status is valid and reliable, a
cut-score validation study will be conducted based on data received
from the ELPAC summative assessment.

Prompt: D. Title V, Part B, Subpart 2: Rural and Low-Income
School Program
i. Provide the SEA’s specific measurable program objectives and
outcomes related to activities under the Rural and Low-Income
School Program, if applicable.

California’s Response

 exec-essa-nov16item01
Attachment 2
Page 63 of 58

Rural and Low-Income School (RLIS) Program Objectives will include,
but will not be limited to:
 Ensuring that all eligible LEAs are aware of, and have the ability
to apply for and receive RLIS funding;
 Ensuring that RLIS LEAs report annually on allowable uses of
funds through the Consolidated Application Reporting System;
and
 Providing technical assistance on the application and authorized
uses of funds, including Alternative Uses of Funds Authority (Rural
Education Achievement Program [REAP]-Flex) to allow eligible
LEAs to combine REAP funding with other specified Federal
programs to carry out local activities, to those LEAs awarded
funds.

Prompt: E. McKinney-Vento Education for Homeless
Children and Youths Program
i. Describe the procedures the SEA will use to identify homeless
children and youths in the State and assess their needs.

California’s Response
Over 1.4 million children and youths experience homelessness in a
year on a national level. California enrolled almost 240,000 homeless
children and youths last year. Due to the lack of shelter, most of these
students share housing with friends or relatives, stay in motels or other
temporary facilities, or live on the streets, in abandoned cars, and in
woods and campgrounds. School is often the only place they feel safe
and secure. Homeless children, youths, and their families, face so
many barriers to education such as enrollment requirements,
transportation, accessibility, and even school supplies. It is critical and
essential for the CDE as well as LEAs to implement the requirements of
the McKinney-Vento Homeless Education Act under the Every Student
Succeeds Act. The CDE has developed activities and actions that will
assist LEAs with these requirements.

 exec-essa-nov16item01
Attachment 2
Page 64 of 58

The California Longitudinal Pupil Achievement Data System (CALPADS)
is used to maintain individual-level data including student
demographics, course data, discipline, assessment, staff assignments,
and other data for state and federal reporting. CALPADS requires every
LEA to identify and track the number of homeless students, by grade
level. LEAs identify and track these students using a variety of ways
including, but not limited to, self-identification, questions on
registration forms, data queries, in-take questionnaires, etc. LEAs use
the following categories to determine if a student is homeless:





100
110
120
130

–
–
–
–

Temporary Shelters.
Hotels/Motels.
Temporarily Doubled-Up.
Temporarily Unsheltered.

These categories are based on the requirements outlined in the
Consolidated State Performance Report that is submitted to the U.S.
Department of Education annually. In addition to this process, the CDE
will:
 Review and revise the current California homeless educational
rights poster to reflect new ESSA requirements; make the posters
accessible through the CDE’s Resources for Homeless Children
and Youths Web site; and disseminate hard copy posters to LEAs.
(January 2017)
 Continue to collect the number of LEAs that post and disseminate
public notice of the educational rights of homeless children and
youths through the Homeless Education Implementation and
Policy page in the Consolidated Application and Reporting System
(CARS). Offer technical assistance to those LEAs that indicate that
they do not post and disseminate public notice. (Annually)
 Develop, disseminate, and encourage LEAs to use an intake
template/tool to identify and assess the needs of homeless
children and youths. (June 2017)
 Measure the use of such an intake template/tool by the LEAs
through the Homeless Education Implementation and Policy page
in the CARS. (Annually)

 exec-essa-nov16item01
Attachment 2
Page 65 of 58

 Offer technical assistance to those LEAs that report they do not
use such a template or do not post public notice. (Annually and
ongoing)
 Continue to collect the number of homeless children and youths,
by grade level and by nighttime residency, enrolled in each LEA
through the California Longitudinal Pupil Achievement Data
System (CALPADS), and offer technical assistance to those LEAs
that report “zero” enrolled. (Annually)
 Encourage LEAs to implement case management for homeless
children and youths, analyze their homeless data to determine
needs, and collaborate/coordinate with various agencies to meet
their homeless children and youths’ needs. (Ongoing)
 Continue to offer professional development for school attendance
review board (SARB) meetings/trainings due to attendance
issues/concerns. (Ongoing)
 Encourage homeless liaisons to attend and participate in SARB
meetings at the district level. (Ongoing)
 Include the different definitions of homelessness (U.S.
Department of Education and U.S. Department of Housing and
Urban Development) in technical assistance opportunities.
(Ongoing)
 Develop and disseminate a training module for LEA-level
registrars, attendance clerks, and school counselors to assist with
identification. (June 2017)
ii. Describe the SEA’s programs for school personnel (including
liaisons designated under section 722(g)(1)(J)(ii) of the McKinneyVento Act, principals and other school leaders, attendance
officers, teachers, enrollment personnel, and specialized
instructional support personnel) to heighten the awareness of
such school personnel of the specific needs of homeless children
and youths, including such children and youths who are runaway
and homeless youths.

 exec-essa-nov16item01
Attachment 2
Page 66 of 58

California’s Response
The CDE will:
 Continue to collect and post a database of homeless liaisons and
their contact information through the CDE’s Resources for
Homeless Children and Youths Web site. (Annually)
 Continue to collect the number of LEA liaisons participating in
homeless education professional development through the
Homeless Education Implementation and Policy page in the CARS.
(Annually)
 Offer technical assistance to those LEAs and their liaisons that
report that they have not participated in homeless education
professional development. (Annually)
 Add an additional question to the Homeless Education
Implementation and Policy page in the CARS regarding which of
these stakeholders have been trained. (April 2017)
 Review and revise the current California homeless educational
rights poster to reflect new ESSA requirements; make the posters
accessible through the CDE’s Resources for Homeless Children
and Youths Web site; and disseminate hard copy posters to LEAs.
(January 2017)
 Develop, disseminate, and post various training modules on
various homeless education topics for principals, teachers,
liaisons, health care providers, outside agencies, registrars, etc.
These training modules will include all Education for Homeless
Children and Youth (EHCY) provisions under ESSA, such as an
overview of EHCY, definitions, identification, enrollment,
transportation, collaboration, dispute resolution, unaccompanied
youths, preschool-age students, Title I, Part A reservation funds,
etc. (June 2017)
 Continue to provide homeless education training to LEAs
throughout the state. (Ongoing)

 exec-essa-nov16item01
Attachment 2
Page 67 of 58

iii. Describe the SEA’s procedures to ensure that disputes regarding
the educational placement of homeless children and youths are
promptly resolved.

California’s Response
Currently, the CDE has a dispute resolution process that has been in
existence since 2004 and was revised in 2007 under the direction of
the U.S. Department of Education. The process is posted on the CDE’s
Resources for Homeless Children and Youths Web site at
http://www.cde.ca.gov/sp/hs/cy/disputeres.asp. The process indicates
the necessary steps to follow when an LEA and homeless
parent/guardian or youths are in a dispute regarding school selection
and enrollment.
 The disputing school must refer the student, parent, or guardian
to the LEA's homeless liaison to carry out the dispute resolution
process as expeditiously as possible. The homeless liaison must
ensure that the dispute resolution process is also followed for
unaccompanied youths.
 A written explanation of the disputing school's decision regarding
school selection or enrollment must be provided if a parent,
guardian, or unaccompanied youths disputes such a school
selection or enrollment decision, including the right to appeal [PL
107-110, §722(g)(3)(E)(ii)]. The written explanation shall be
complete, as brief as possible, simply stated, and provided in a
language that the parent, guardian, or unaccompanied youths
can understand.
 If the dispute remains unresolved at the district level or is
appealed, then the district homeless liaison shall forward all
written documentation and related paperwork to the homeless
liaison at the COE. The COE's homeless liaison will review these
materials and determine the school selection or enrollment
decision within five (5) working days of receipt of the materials.
The COE homeless liaison will notify the LEA and parent of the
decision. Please see the contact information for COE's homeless
liaisons. All homeless liaisons’ contact information can be

 exec-essa-nov16item01
Attachment 2
Page 68 of 58

accessed on the CDE’s Resources for Homeless Children and
Youths Web site at http://www.cde.ca.gov/sp/hs/.
 If the dispute remains unresolved or is appealed, the COE
homeless liaison shall forward all written documentation and
related paperwork to the State Homeless Coordinator. Upon the
review of the LEA, COE, and parent information, the CDE will
notify the parent of the final school selection or enrollment
decision within ten (10) working days of receipt of materials.
 LEAs must enroll students experiencing homelessness
immediately. If, after enrollment, it is determined that a student is
not homeless, as defined in the law, school districts should follow
the policies that are in place to address other forms of fraud.
Written notice should be given to the parent, guardian, or youths,
including his or her right to appeal the decision.
The CDE will:
 Review and revise the current CDE dispute resolution process to
include more specific language regarding timelines, roles of all
stakeholders, student-centered factors/best interest, and
eligibility. The CDE would like to add a deadline for homeless
parents/guardians/youths to appeal the decision to the next level,
if they are not satisfied with the LEA or COE’s decision. In the
past, there has been some confusion with the role of the COE as
it relates to the appeal process. The CDE would like to make
those roles more transparent. Finally, it is important to add
examples of student-centered factors in the dispute resolution
process. These factors include, but are not limited to, impact of
mobility on achievement, education, health, age, time of year,
and safety of the student. (January 2017)
 Decrease in the number of formal disputes. (Annually)
 Provide professional development and technical assistance to
LEAs regarding dispute resolution process. (Annually)
 Continue to collect the number of LEAs that have an approved
homeless education board policy, which would include the
dispute resolution process and offer technical assistance to those

 exec-essa-nov16item01
Attachment 2
Page 69 of 58

LEAs that do not have an approved homeless education board
policy. (Annually)
 Continue to offer technical assistance to those LEAs that do not
have an approved homeless education board policy or a dispute
resolution process in place. (Ongoing)
 Continue to monitor LEAs for homeless education compliance
through the Federal Program Monitoring (FPM) process. (Annually)
iv. Describe the SEA’s procedures to ensure that that youths
described in section 725(2) of the McKinney-Vento Act and youths
separated from the public school are identified and accorded
equal access to appropriate secondary education and support
services, including by identifying and removing barriers that
prevent youths described in this paragraph from receiving
appropriate credit for full or partial coursework satisfactorily
completed while attending a prior school, in accordance with
State, local, and school polices.

California’s Response
The CDE will:
 Continue to implement California Assembly Bill (AB) 1806 and AB
1166 which allows homeless students, if eligible, to complete
school district’s graduation requirements within a fifth year of
high school or to complete state graduation requirements.
(Ongoing)
 Continue to collect of the number of LEA liaisons participating in
homeless education professional development through the
Homeless Education Implementation and Policy page in the CARS.
(Annually)
 Encourage LEAs to implement case management for homeless
children and youths. (Ongoing)
 Train LEAs how to analyze their homeless data, such as dropout
rates and graduation rates, to determine homeless students’

 exec-essa-nov16item01
Attachment 2
Page 70 of 58

needs, and how to collaborate/coordinate with various agencies
to meet those needs. (Ongoing)
 Offer technical assistance to showcase model LEA programs that
are successful with the implementation of both the federal and
state laws regarding their collaboration with higher education.
(Ongoing)
v. Describe the SEA’s procedures to ensure that homeless children
and youths:
a. Have access to public preschool programs, administered by
the SEA or by LEA, as provided to other children in the State;
b. Who meet the relevant eligibility criteria, do not face barriers
to accessing academic and extracurricular activities under ;
and
c. Who meet the relevant eligibility criteria, are able to
participate in Federal, State, and local nutrition programs.

California’s Response
The CDE will:
 Continue coordination and collaboration with Head Start, Early
Head Start, and the Interagency Coordinated Council. (Ongoing)
 Establish coordination with First 5 California, which funds
programs that educate various stakeholders about the critical
role of a child’s first five years of life. (September 2017)
 Offer professional development/technical assistance to LEAs, as
well as to preschool programs, regarding homeless education and
preschool collaboration. There will be an emphasis on
identification, enrollment, and transportation. (Ongoing)
 Add a question on the Homeless Education Implementation and
Policy page in the CARS regarding how many preschoolers were
enrolled by an LEA- or SEA-ran preschool program. (April 2017)

 exec-essa-nov16item01
Attachment 2
Page 71 of 58

 Encourage LEAs and preschool programs to establish a case
management process to meet the needs of homeless
preschoolers. (Ongoing)
The CDE will:
 Continue the implementation of California’s Senate Bill (SB) 177,
the Homeless Youths Education Success Act, which requires a
homeless child or youth to be immediately deemed to meet all
residency requirements for participation in interscholastic sports
or other extracurricular activities. (Ongoing)
 Train LEAs how to analyze their homeless academic data to
determine homeless students’ needs, and how to
collaborate/coordinate with various agencies to meet those
needs. (Ongoing)
The Direct Certification and Certification of Homeless, Migrant, and
Runaway’s rule amended the regulations affecting the determination of
children’s eligibility for free meals under the National School Lunch
Program and the School Breakfast Program by direct certification and
categorical eligibility. The Child Nutrition and Women, Infants, and
Children (WIC) Reauthorization Act of 2004 (Reauthorization Act)
amended the Richard B. Russell National School Lunch Act to require
LEAs to conduct direct certification in conjunction with the
Supplemental Nutrition Assistance Program (SNAP). Under the direct
certification process, an LEA obtains documentation of a child’s receipt
of SNAP benefits from the State or local SNAP office. This rule also
incorporates provisions from the Reauthorization Act concerning the
certification of certain children who are homeless, runaway, or
migratory. This rule affects State agencies administering SNAP and the
Child Nutrition Programs; local offices administering SNAP; local
program operators that administer the School Nutrition Programs; and
low income households with school age children. The rule is intended
to improve school meal program access for low-income children,
reduce paperwork for households and program administrators, and
improve the integrity of the free and reduced price meal certification
process.
The CDE will:

 exec-essa-nov16item01
Attachment 2
Page 72 of 58

 Continue to coordinate, collaborate, and monitor LEAs to ensure
that homeless children and youths receive the services that they
are eligible for, including school meal programs. (Ongoing)
 Compile free or reduced price meal programs by each LEA and
compare it to the number of homeless children and youths in the
LEA. Share this information with LEAs. (December 2017)
 Develop and disseminate a school nutrition training module for
school nutritional staff, school counselors, and other pertinent
stakeholders to encourage LEAs to add an “automatic eligible
school nutrition” indicator on school nutrition forms, identification
intake forms, and other registration forms (June 2017)
vi. Describe the SEA’s strategies to address problems with respect to the
education of homeless children and youths, including problems
resulting from enrollment delays and retention, consistent with section
722(g)(1)(H) and (I) of the McKinney-Vento Act.

California’s Response
The CDE will:
 Continue to coordinate, collaborate, and monitor LEAs to ensure
that homeless children and youths are immediately enrolled in
school and participate fully. (Ongoing)
 Offer technical assistance to showcase model LEA programs that
are successful with the implementation of the state and federal
laws. (Ongoing)
 Continue to monitor LEAs for homeless education compliance
through the Federal Program Monitoring (FPM) process. (Annually)
 Review the current California homeless educational rights poster,
revise the poster to reflect new ESSA requirements, make the
posters accessible through the Web site, and disseminate to
LEAs. (January 2017)

 exec-essa-nov16item01
Attachment 2
Page 73 of 58

 Develop, disseminate, and post various training modules on
various homeless education topics. (June 2017)
 Continue to provide homeless education training to LEAs
throughout the state. (Ongoing)
 Encourage LEAs to implement case management for homeless
children and youths, analyze their homeless data to determine
needs, and collaborate/coordinate with various agencies to meet
their homeless children and youths’ needs. These agencies can
include, but are not limited to, mental health, counseling,
housing, medical, vision, dental, basic needs, transportation, etc.
(Ongoing)
 The U.S. Department of Education and U.S. Department of
Housing and Urban Development (HUD) have different definitions
for homelessness and under the new provisions, trained liaisons
may affirm that a homeless child, youth, or immediate family is
eligible for such HUD program or service. The CDE will include the
different definitions of homelessness in technical assistance
opportunities. (Ongoing)
 Develop and disseminate a training module for LEA-level
registrars, attendance clerks, and school counselors to assist with
identification. (June 2017)

 exec-essa-nov16item01
Attachment 3
Page 1 of 5

ESSA State Plan Development: Communications, Outreach, and Consultation
with Stakeholders: September–October 2016
States are required to consult with diverse stakeholders at multiple points during the
design, development, and implementation of their ESSA state plans. The California
Department of Education (CDE) is committed to ensuring a transparent transition to the
new law and developing an ESSA Consolidated State Plan (State Plan) that is informed
by the voices of diverse Californians. A summary of communications, outreach, and
consultation activities conducted by CDE staff in September and October 2016 is
provided below.
Date: September 1, 2016
Meeting: Migrant Education Program Directors Meeting
Participants: Migrant Education Program Directors and CDE staff
Details:
CDE staff presented an overview of the ESSA, changes in place for 2016–17, federal
guidance and regulations, State Plan requirements, and the process and timeline to
develop California’s ESSA State Plan. CDE staff also presented detailed information
regarding the requirements for Title I, Part C: Education of Migratory Children.
Participants were asked to provide comments regarding what they believed to be the
most important elements to include in the State Plan.
Date: September 16, 2016
Meeting: State and Federal Program Directors Meeting
Participants: State and Federal Program Directors and CDE staff
Details:
CDE staff provided an update to the program directors regarding the development of the
ESSA State Plan, including information regarding federal regulations, the draft plan
development timeline, and opportunities afforded by ESSA to support state priorities.
The directors were also asked to provide information and feedback around how local
educational agencies are currently spending Title I funds, whether they support the
inclusion of the Title I three percent set-aside for direct students services in California’s
State Plan, and whether they support the inclusion of the Title II three percent set-aside
for principal and school leaders supports in California’s State Plan.
Date: September 16, 2016
Meeting: Bilingual Coordinators Network Meeting
Participants: Bilingual Coordinators and CDE staff
Details:

 exec-essa-nov16item01
Attachment 3
Page 2 of 5

CDE staff presented an update on the transition to ESSA, including an update on ESSA
regulations and guidance, changes for the 2016–17 school year, the draft ESSA State
Plan development timeline, the California Practitioners Advisory Group meetings, Phase
I and II of ESSA stakeholder engagement, and the agenda item regarding ESSA
presented at the September State Board of Education (SBE) meeting.
Date: September 19, 2016
Meeting: Early Education and ESSA meeting
Participants: Early education advocates and CDE staff
Details:
Early education advocates, including First 5 California and Early Edge California,
convened a meeting with CDE staff to discuss ESSA State Plan development and
useful ways for the CDE and the early education community to work together in the
State Plan development process.
Date: September 19, 2016
Meeting: Cross-State Agency Meeting
Participants: Representatives from the SBE, CDE, Commission on Teacher
Credentialing, California Subject Matter Project, California Collaborative on Education
Excellence, and California County Superintendents Educational Services Association
Details:
CDE staff convened a meeting with statewide agencies to discuss important
opportunities afforded by the ESSA and gather input regarding ESSA use of funds to
support state priorities.
Date: September 23, 2016
Meeting: California Federation of Teachers (CFT) Early Childhood/TK–12 Division
Council
Participants: CFT Early Childhood/TK–12 Division Council members and CDE staff
Details:
CDE staff provided an overview of the ESSA, changes for the 2016–17 school year, and
the process and procedures to develop the ESSA State Plan, including information
regarding federal regulations, the draft plan development timeline, State Plan
requirements, opportunities to participate, and communication structures. Participants
were asked to provide input regarding what they felt were the most important elements
to include in the ESSA State Plan.
Date: September 26, 2016

 exec-essa-nov16item01
Attachment 3
Page 3 of 5

Meeting: Marin County of Education
Participants: Marin County Office of Education and district administrators and staff,
CDE staff, and SBE staff
Details:
CDE staff provided an overview of the ESSA, changes for the 2016–17 school year, and
the process and procedures to develop the ESSA State Plan, including information
regarding federal regulations, the draft plan development timeline, State Plan
requirements, opportunities to participate, and communication structures. Participants
were asked to provide input regarding what they felt were the most important elements
to include in the ESSA State Plan.
Date: September 29, 2016
Meeting: California Practitioners Advisory Group (CPAG) Meeting
Participants: CPAG members, SBE members, CDE staff, SBE staff, and the public
Details:
CDE staff presented an update on the ESSA including ESSA regulations and guidance,
ESSA Phase I stakeholder engagement, the September SBE agenda item related to the
ESSA, an update to the State Plan development timeline, and ESSA-related agenda
items for future CPAG meetings.
Date: October 4, 2016
Meeting: Small School Districts Association, Siskiyou County
Participants: Small School Districts Association members and CDE staff
Details:
CDE staff provided an overview of the ESSA, changes for the 2016–17 school year, and
the process and procedures to develop the ESSA State Plan, including information
regarding federal regulations, the draft plan development timeline, State Plan
requirements, opportunities to participate, and communication structures. Participants
were asked to provide input regarding what they felt were the most important elements
to include in the ESSA State Plan.
Date: October 5, 2016
Meeting: Riverside County Office of Education
Participants: Riverside County Office of Education and district administrators and staff,
CDE staff, and SBE staff
Details:
CDE staff provided an overview of the ESSA, changes for the 2016–17 school year, and
the process and procedures to develop the ESSA State Plan, including information

 exec-essa-nov16item01
Attachment 3
Page 4 of 5

regarding federal regulations, the draft plan development timeline, State Plan
requirements, opportunities to participate, and communication structures. Participants
were asked to provide input regarding what they felt were the most important elements
to include in the ESSA State Plan.
Date: October 12, 2016
Meeting: California Credential Analysts and Counselors Conference
Participants: Conference participants and CDE staff
Details:
CDE staff provided an overview of the ESSA, an update on the process and timeline to
develop the ESSA State Plan, and opportunities to participate in the public comment
period.
Date: October 13, 2016
Meeting: California Practitioners Advisory Group Meeting
Participants: CPAG members, SBE members, CDE staff, SBE staff, and the public
Details:
CDE staff presented the first draft of the California ESSA State Plan and gathered
feedback from CPAG members.
Date: October 13, 2016
Meeting: California Association of Administrators of State and Federal Education
Programs Professional Development Institute
Participants: Institute participants and CDE staff
Details:
CDE staff provided an overview of the first draft of the California ESSA State Plan and
opportunities to provide feedback. Additionally, CDE staff provided an update on the
next steps for plan development, public comment, and State adoption of the plan.
Date: October 18, 2016
Meeting: Association of California School Administrators (ACSA) Webinar
Participants: ACSA members, CDE staff
Details:
CDE staff provided an overview of the ESSA, an update on the process and timeline to
develop the ESSA State Plan, and opportunities to participate in the public comment
period.

 exec-essa-nov16item01
Attachment 3
Page 5 of 5

Date: October 20, 2016
Meeting: Small School Districts Association, Merced County
Participants: Small School Districts Association members and CDE staff
Details:
CDE staff provided an overview of the ESSA and the process and procedures to
develop the ESSA State Plan, including information regarding federal regulations, the
plan development timeline, State Plan requirements, opportunities to participate, and
communication structures.
Other Communication Channels
Interest in California’s ESSA communication channels continues to grow. Below is a
table displaying the total number of Web page views for the CDE ESSA Web pages
since their inception in March 2016.
March
2,715

April
5,376

May
7,803

June
July
12,259 8,963

August September
9,888
9,169

Below is a table displaying the number of CDE ESSA listserv messages and the number
of subscribers to the CDE ESSA listserv since its inception in April 2016.
Listserv Messages
Subscribers

April
4
299

May
6
562

June
5
931

July
4
1,061

August September
3
7
1,144
1,253