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Item 4 Attachment 3: Matrix of the U.S. Department of Education’s Resubmission
Elements Cross-Referenced with California’s Consolidated ESSA State Plans
Item
Number

ESSA State Plan
Section

U.S. Department of Education Resubmission
Elements (February 14, 2018)

1

A.4.iii.a.1: Academic
Achievement Longterm Goals

2

A.4.iii.a.2: Academic
Achievement
Measurements of
Interim Progress

CDE included additional tables that showed
baseline data for all students and each student
subgroup and added long-term goals for high
school students. However, both are inclusive of
the change component. ESEA Section 1111(c)(4)
(A)(i)(I)(aa) requires that these goals are solely
measured by grade-level proficiency in the year
for which accountability determinations are made.
CDE noted that the State would ensure that LEAs
report their measurements of interim progress
through the required LEA report card. ESEA
section 1111(c)(4)(A) requires that a State
establish State-designed measurements of interim
progress toward the long-term goals for all
students and for each subgroup of students.
CDE included additional tables that showed
baseline data for all students and each student
subgroup. However, the data are inclusive of the
change component. ESEA Section 1111(c)(4)(A)
(i)(I)(bb) requires that these goals are solely
measured by graduation rate in the year for which
accountability determinations are made.
CDE noted that the State would ensure that LEAs
report their measurements of interim progress
through the required LEA report card. ESEA
section 1111(c)(4)(A) requires that a State
establish State-designed measurements of interim
progress toward the long-term goals for all
students and for each subgroup of students.

3

A.4.iii.b.1: Longterm Goals for Fouryear Adjusted
Cohort Graduation
Rate

4

A.4.iii.b.3:
Measurements of
Interim Progress

Page
Numbers:
Attachment 1
21-30

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21-30

30

30

Appendix A
136-140

Appendix A
137-141

37-40

37-40

41

41

Appendix A
140-143

Appendix A
142-144

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44-49
44-48

Item
Number

ESSA State Plan
Section

U.S. Department of Education Resubmission
Elements (February 14, 2018)

5

A.4.iii.c.1: English
Language
Proficiency Longterm Goals

6

A.4.iii.c.2:
Measurements of
Interim Progress

CDE still identified long-term goals and
measurements of interim progress for English
learners in terms of both status and change. The
ESEA requires a State to identify and describe
ambitious long-term goals and measurements of
interim progress, including baseline data, for
English learners, for increases in the percentage
of such students making progress in achieving
English language proficiency, as defined by the
State and measured by the assessments
described in subsection (b)(2)(G).
CDE noted that the State would ensure that LEAs 49
report their measurements of interim progress
Appendix A
through the required LEA report card. ESEA
143-145
section 1111(c)(4)(A) requires that a State
establish State-designed measurements of interim
progress toward the long-term goals for progress
in achieving English language proficiency.

48
Appendix A
144-146

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49-52
48-51

Item
Number

ESSA State Plan
Section

U.S. Department of Education Resubmission
Elements (February 14, 2018)

7

A.4.iv.a: Academic
Achievement
Indicator

8

A.4.iv.b: Other
Academic Indicator
for Elementary and
Secondary Schools
that are Not High
Schools

CDE still proposed to include measures in
addition to grade-level proficiency on statewide
assessments in its Academic Achievement
indicator, including both change and measures
within the CCI. For the Academic Achievement
indicator required under ESEA section 1111(c)(4)
(B)(i)(I), a State may include only a measure of
proficiency on the annual assessments. The CCI
proposed by CDE may be included as a School
Quality or Student Success indicator. Additionally,
CDE noted that the participation rate will not affect
the calculation and determination of color-coded
performance levels on the Academic Achievement
indicator. ESEA section 1111(c)(4)(E)(ii) requires
that a State calculate the Academic Achievement
indicator by including in the denominator the
greater of 95 percent of all students (or 95 percent
of students in each subgroup, as the case may
be) or the number of students participating in the
assessments.
This item was resolved by the January 2018
Not Applicable
resubmission of the Every Student Succeeds Act
(ESSA) State Plan.

Not Applicable

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53
53

Item
Number

ESSA State Plan
Section

U.S. Department of Education Resubmission
Elements (February 14, 2018)

9

A.4.iv.c: Graduation
Rate Indicator

10

A.4.iv.d: Progress in
Achieving English
Language
Proficiency Indicator

11

A.4.iv.e: School
Quality or Student
Success Indicator(s)

CDE was not measuring graduation rates for all
students and each student subgroup based only
on the graduation rate in the year for which
accountability determinations are being made.
ESEA section 1111(c)(4)(B)(iii) requires that the
Graduation Rate indicator include only measures
based on the four-year and, at a State’s
discretion, extended-year adjusted cohort
graduation rate for the year for which
accountability determinations are being made.
CDE includes in its Progress in Achieving English 54-56
Language Proficiency indicator not only students
who were reclassified in the current year but also
students who were reclassified in the prior year,
meaning that they were not English learners in the
year for which accountability determinations are
being made. Section 1111(c)(4)(B)(iv) of the
ESEA requires a State to include in this indicator
only those students currently classified as English
learners. Note that ESEA section 1111(b)(3)(B)
provides a narrow exception that permits students
previously identified as English learners to be
included in the subgroup of English learners only
for purposes of measuring the performance of
English learners on the statewide
reading/language and mathematics assessments
for purposes of the State-determined
accountability system.
This item was resolved following the January
Not Applicable
2018 resubmission of the ESSA State Plan.

53-55

Not Applicable

 Item
Number

ESSA State Plan
Section

12

A.4.v.b: Weighting of CDE contends that much more weight (i.e., 85.7
Indicators
percent of the overall performance determination
within California’s system of meaningful
differentiation) is attributed to academics.
However, this revision does not address the
identified issue that the School Quality or Student
Success indicator(s) could greatly outweigh all of
the other indicators, given that a school could
receive a rating of red on all academic indicators
but not be identified for improvement because of a
non-red rating on a School Quality or Student
Success indicator. ESEA Section 1111(c)(4)(C)(ii)
(II) requires that the academic indicators, in the
aggregate, receive much greater weight than the
School Quality or Student Success indicator(s), in
the aggregate.
A.4.v.c: If
CDE did not address the issue that schools with
62-64
Applicable, Different fewer than 30 students will not receive a
Methodology for
performance color and that the State appears not
Annual Meaningful
to have a methodology that it will use to identify
Differentiation
such schools for comprehensive or targeted
support and improvement.

13

U.S. Department of Education Resubmission
Elements (February 14, 2018)

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61-62
62
(See
(See
addendum
addendum
when available when available
for proposed
for proposed
revisions)
revisions)

62-64

 Item
Number

ESSA State Plan
Section

U.S. Department of Education Resubmission
Elements (February 14, 2018)

14

A.4.vi.a:
Comprehensive
Support and
Improvement
Schools—Lowest
Performing

15

A.4.vi.b:
Comprehensive
Support and
Improvement
Schools—Low
Graduation Rates

16

A.4.vi.e: Targeted
Support and
Improvement
Schools
—“Consistently
Underperforming”
Subgroups

CDE noted that the state would begin its
identification of lowest-performing LEAs based on
the LCFF statute beginning in the fall of 2018
using the 2018 Dashboard results. The state plan
highlighted that the state would look at the Title I
schools in the lowest performing LEAs (according
to the LCFF) rather than looking at the lowest
performing schools overall. CDE explained on the
December 21 call that there was no preferential
treatment with respect to the identification of Title I
schools within the LCFF, but did not insert this
language into the revised plan, thereby still
making it unclear how the lowest 5% of schools
will be selected.
CDE did not update the language within this
section of the plan and still indicates that it will
identify for comprehensive support and
improvement all public high schools with a
graduation rate of less than 67 percent over each
of the three consecutive years prior to
identification (rather than in the most current
school year alone or averaged over multiple
years).
This item was resolved by the January 2018
resubmission of the ESSA State Plan. However,
staff have proposed revisions to this section in
conjunction with the other school identification
sections.

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64-66
64-66
(See
(See
addendum
addendum
when available when available
for proposed
for proposed
revisions)
revisions)

66
(See
addendum
when available
for proposed
revisions)

66-67
(See
addendum
when available
for proposed
revisions)

67
(See
addendum
when available
for proposed
revisions)

67
(See
addendum
when available
for proposed
revisions)

 Item
Number

ESSA State Plan
Section

U.S. Department of Education Resubmission
Elements (February 14, 2018)

17

A.4.viii.a: Exit
Criteria for
Comprehensive
Support and
Improvement
Schools

18

A.4.viii.b: Exit
Criteria for Schools
Receiving Additional
Targeted Support

19

A.5:
Disproportionate
Rates of Access to
Educators

20

B.1: Supporting
Needs of Migratory
Children

CDE updated its exit criteria so that a school
identified for comprehensive support and
improvement would need to improve its
performance across indicators so that it no longer
has a color combination that meets the criteria
which caused it to be initially identified but did not
explicitly identify the color combinations that
would be permissible for exit in order to
demonstrate that the school has made continued
progress to improve student academic
achievement and school success.
CDE updated its exit criteria so that a school
identified for comprehensive support and
improvement would need to improve its
performance across indicators so that it no longer
has a color combination that meets the criteria
which caused it to be initially identified but did not
explicitly identify the color combinations that
would be permissible for exit in order to
demonstrate that the school has made continued
progress to improve student academic
achievement and school success.
CDE noted that the State is currently determining
the process through which teacher misassignment data will be collected and that they
would collect the data no later than spring 2019.
ESEA section 1111(g)(1)(B) requires a State to
describe how low income and minority children
enrolled in schools assisted under Title I, Part A
are not served at disproportionate rates by
ineffective, out-of-field, or inexperienced teachers.
This item was resolved by the January 2018
resubmission of the ESSA State Plan.

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69
69-70

69-70

70

78-83

78-84

Not Applicable

Not Applicable

 Item
Number

ESSA State Plan
Section

U.S. Department of Education Resubmission
Elements (February 14, 2018)

21

C.2: Program
Objectives and
Outcomes
E.1: Entrance and
Exit Procedures

This item was resolved by the January 2018
resubmission of the ESSA State Plan.

22

23
24

H.1: Outcomes and
Objectives
I.7: Assistance from
Counselors

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Not Applicable Not Applicable

The ESEA requires a State to develop
115-117
standardized statewide entrance and exit
procedures for English learners. CDE noted that
the state legislature is considering additional
legislation to define the implementation of the
teacher evaluation and parent consultation
criteria. While a state is not required to have these
consultation criteria, if they are used as part of the
exit procedures, the ESEA requires that they are
standardized and statewide.
This item was resolved by the January 2018
Not Applicable
resubmission of the ESSA State Plan.
This item was resolved by the January 2018
Not Applicable
resubmission of the ESSA State Plan.

116-118

Not Applicable
Not Applicable