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California Department of EducationExecutive Office
SBE-003 (REV.09/2011)
dsib-amard-jul15item02 / ITEM #02
/ CALIFORNIA STATE BOARD OF EDUCATION
JULY 2015 AGENDA
SUBJECT
School Accountability Report Card: Approve the Template for the 2014–15 School Accountability Report Card. / ActionInformation
Public Hearing
SUMMARY OF THE ISSUE(S)
The State Board of Education (SBE) annually approves the School Accountability Report Card (SARC) template in accordance with the requirements of state law (California Education Code [EC] sections 32286, 33126, 33126.1, 35256, 35258, and 41409).
The2014–15 SARC includes36 data tables and narrative descriptions, making it a comprehensive accountability tool.
Beginning in 2013–14, the SARC template wasreformatted, to the extent possible, to group the data according to the eight state priorities required under the Local Control Accountability Plan (LCAP) (Attachment 2). However, legislation is needed to fully align the SARC with the LCAP. Therefore, the California Department of Education (CDE) is only recommending three minor changes to the 2014–15 SARC template:
- Update the state assessment tables;
- Update the state and federal accountability tables;
- Add a new student group, where applicable.
RECOMMENDATION
The CDE recommends that the SBE approve the proposed template for the 2014–15 SARC that will be published during the 2015–16 school year (Attachment 1).
The 2014–15 SARC template has been modified based on the administration of the California Assessment of Student Performance and Progress (CAASPP), the revision of the state and federal accountability reporting requirements, and the addition of a new student group, withthe dates updated accordingly.
The CDE recommends these minor changes to be consistent with accountability reporting requirements, thereby continuing to be responsive to state and federal requirements.The SARC template continues to be a user-friendly and comprehensive accountability tool for parents/guardians and community members to gauge the condition and performance of schools.
BRIEF HISTORY OF KEY ISSUES
Included in Proposition 98, passed in 1988, the SARC is an accountability tool that reports data on various indicators. The purpose of the SARC is to apprise parents/guardians and members of the public about school conditions and performance.
The CDE is responsible for annually preparing a SARC template for SBE approval that includes all legally required data elements. Beginning with the 2012–13 SARC, the CDE provided an online SARC Web application. The application is pre-populated with approximately 75 percent of the data necessary to complete the SARC. The SARC Web application allows SARC Coordinators to complete their SARCs online free of charge. For the 2013–14 SARCs, approximately 86 percent of California’s schools (kindergarten through grade twelve) posted their SARCs using the SARC Web application.
Any material changes to the required data elements in the SARC must be legislated. However, the State Superintendent of Public Instruction (SSPI), the CDE, and the SBE have considerable flexibility in making changes to the formatting of the SARC template, including how the data elements are displayed (e.g., tables or graphics) and the order in which the data elements appear in the SBE-approved SARC template.
The CDE has historically produced a Data Element Definitions document that corresponds to the SBE-approved SARC templateto provide information on data descriptions and data sources.Pending approval of the 2014–15 SARC template, the CDE will modify the Data Element Definitions document to include data descriptions similar to those previously used in the SARC template.
The CDE and the SBE continue to make the SARC responsive to state and federal accountability reporting requirements. The following three broad areas ofmodifications, pending SBE approval, have been made to the proposed 2014–15 SARC template, to be published during the 2015–16 school year.
1. Update to the Academic Assessment Tables
- The Standardized Testing and Reporting (STAR) Program was last administered in 2012–13; therefore, the STAR table has been deleted.
- The 2014–15 CAASPPresults for English language arts/literacy (ELA) and mathematics (grades three through eight and eleven) are displayed in a table for school, district, and state levels (SARC template, page 7 of 14).
2. Update to the State and Federal Accountability Tables
- During the March 2014 meeting, the SBE approved not calculating the 2014 Growth and Base Academic Performance Indexes (APIs), and 2015 Growth and Base APIs.As a result, for the 2014–15 SARC template, the two API accountability tables have been deleted.
- The Adequate Yearly Progress (AYP) table will again include AYP determinations for all schools and local educational agencies(LEAs). Last year’s SARC (2013–14) included AYP determinations exclusivelyof high schools and high school districts serving only students in grades nine through twelve, per a one-year waiver of Title I of the Elementary and Secondary Education Act approved by the U.S. Department of Education on March 7, 2014.
3. New Student Group Added to Accountability Tables
- Foster youth has been added as a student group, where data are available (SARC tables: Student Enrollment by Student Group [page 4 of 14], California Standards Tests Results by Student Group in Science [page 7 of 14], California High School Exit Examination Grade Ten Results by Student Group [page 9 of 14], and Completion of High School Graduation Requirements – Graduating Class of 2014 [page 11 of 14]).
SUMMARYOF PREVIOUS STATE BOARD OF EDUCATION DISCUSSION AND ACTION
In July 2014, the SBE approved the 2013–14 SARC template that was used for SARCs published during the 2014–15 school year. The approved SARC template was formatted to align with the LCAP, whichincluded how the data elements were displayed and the order in which data elements appeared in the template; updates to the state assessment tables; and updates to the state and federal accountability tables. These changes were intended to provide parents/guardians and members of the public with additional information, that would enhance their understanding of the SARC and facilitate comparisons between schooland LEA-level test results.
FISCAL ANALYSIS (AS APPROPRIATE)
If approved by the SBE, the recommended action will result in ongoing costs to the CDE to prepare and publish the SARC. All costs associated with the preparation of the SARCs are included in the CDE’s Analysis, Measurement, and Accountability Reporting Division budget.No additional costs would be imposed on LEAs and schools as a result of approving the SARC template.
The costs of maintaining the SARC Web application are contained in an existing contract with the San Joaquin County Office of Education.
ATTACHMENT(S)
Attachment 1: 2014–15 School Accountability Report Card Template (Word Version) (14 pages)
Attachment 2: The Alignment Between the Eight State Priority Areas and the School Accountability Report Card (2 pages)
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2014–15
School Accountability Report Card Template
(Word Version)
(To be used to meet the state reporting requirement
by February 1, 2016)
Prepared by:
California Department of Education
Analysis, Measurement, and Accountability Reporting Division
Posted to the CDE Web site:
September XX, 2015
Contact:
SARC Team
916-319-0406
Important!Please delete this page
before using the SARC template
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Attachment 1
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California Department of Education
School Accountability Report Card
Reported Using Data from the 2014–15 School Year
Published During 2015–16
For ...School
Address:Phone:
Principal:Grade Span:
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
➢For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at
➢For more information about the LCFF or LCAP, see the CDE LCFF Web page at
➢For additional information about the school, parents/guardians and community members should contact the school principal or the district office.
Throughout this document the letters DPL mean data provided by the LEA,
and the letters DPC mean data provided by the CDE.
About This School
District Contact Information – Most Recent Year
District Name / DPCPhone Number / DPC
Superintendent / DPC
E-mail Address / DPC
Web Site / DPC
School Contact Information – Most Recent Year
School Name / DPCStreet / DPC
City, State, Zip / DPC
Phone Number / DPC
Principal / DPC
E-mail Address / DPC
Web Site / DPC
County-District-School (CDS) Code / DPC
School Description and Mission Statement – Most Recent Year
Narrative provided by the LEAUse this space to provide information about the school, its program, and its goals.
Student Enrollment by Grade Level (School Year 2014–15)
Grade Level / Number of StudentsKindergarten / DPC
Grade 1 / DPC
Grade 2 / DPC
Grade 3 / DPC
Grade 4 / DPC
Grade 5 / DPC
Grade 6 / DPC
Grade 7 / DPC
Grade 8 / DPC
Ungraded Elementary / DPC
Grade 9 / DPC
Grade 10 / DPC
Grade 11 / DPC
Grade 12 / DPC
Ungraded Secondary / DPC
Total Enrollment / DPC
Student Enrollment by Student Group (School Year 2014–15)
Student Group / Percent ofTotal Enrollment
Black or African American / DPC
American Indian or Alaska Native / DPC
Asian / DPC
Filipino / DPC
Hispanic or Latino / DPC
Native Hawaiian or Pacific Islander / DPC
White / DPC
Two or More Races / DPC
Socioeconomically Disadvantaged / DPC
English Learners / DPC
Students with Disabilities / DPC
Foster Youth / DPC
A.Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the State priority: Basic (Priority 1):
- Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
- Pupils have access to standards-aligned instructional materials; and
- School facilities are maintained in good repair
Teacher Credentials
Teachers / School2013–14 / School
2014–15 / School
2015–16 / District
2015–16
With Full Credential / DPL / DPL / DPL / DPL
Without Full Credential / DPL / DPL / DPL / DPL
Teaching Outside Subject Area of Competence (with full credential) / DPL / DPL / DPL / DPL
Teacher Misassignments and Vacant Teacher Positions
Indicator / 2013–14 / 2014–15 / 2015–16Misassignments of Teachers of English Learners / DPL / DPL / DPL
Total Teacher Misassignments / DPL / DPL / DPL
Vacant Teacher Positions / DPL / DPL / DPL
Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.
Core Academic Classes Taught by Highly Qualified Teachers
(School Year 2014–15)
Taught by
Highly Qualified Teachers / Percent of Classes In Core Academic Subjects
Not Taught by
Highly Qualified Teachers
This School / DPC / DPC
All Schools in District / DPC / DPC
High-Poverty Schools in District / DPC / DPC
Low-Poverty Schools in District / DPC / DPC
Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.
Quality, Currency, Availability of Textbooks and Instructional Materials – Most Recent Year
Year and month in which data were collected: DPL .
Subject / Textbooks and Instructional Materials/year of Adoption / From Most Recent Adoption? / Percent Students Lacking Own Assigned CopyReading/Language Arts / DPL / DPL / DPL
Mathematics / DPL / DPL / DPL
Science / DPL / DPL / DPL
History-Social Science / DPL / DPL / DPL
Foreign Language / DPL / DPL / DPL
Health / DPL / DPL / DPL
Visual and Performing Arts / DPL / DPL / DPL
Science Laboratory Equipment (grades 9-12) / N/A / N/A / DPL
School Facility Conditions and Planned Improvements – Most Recent Year
Narrative provided by the LEAUsing the most recent Facility Inspection Tool (FIT) data (or equivalent) provide the following:
- Description of the safety, cleanliness, and adequacy of the school facility
- Description of any planned or recently completed facility improvements
- Description of any needed maintenance to ensure good repair
School Facility Good Repair Status – Most Recent Year
Using the most recent FIT data (or equivalent), provide the following:
Determination of repair status for systems listed
Description of any needed maintenance to ensure good repair
The year and month in which the data were collected
The overall rating
Year and month in which data were collected: DPL .
System Inspected / Repair Needed andAction Taken or Planned
Good / Fair / Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer / DPL / DPL / DPL / DPL
Interior: Interior Surfaces / DPL / DPL / DPL / DPL
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation / DPL / DPL / DPL / DPL
Electrical: Electrical / DPL / DPL / DPL / DPL
Restrooms/Fountains: Restrooms, Sinks/ Fountains / DPL / DPL / DPL / DPL
Safety: Fire Safety, Hazardous Materials / DPL / DPL / DPL / DPL
Structural: Structural Damage, Roofs / DPL / DPL / DPL / DPL
External: Playground/School Grounds, Windows/ Doors/Gates/Fences / DPL / DPL / DPL / DPL
Overall Facility Rate – Most Recent Year
Year and month in which data were collected: DPL .
Overall Rating / Exemplary / Good / Fair / PoorDPL / DPL / DPL / DPL
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the State priority:Pupil Achievement (Priority 4):
- Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], ScienceCaliforniaStandards Tests); and
- The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study
California Assessment of Student Performance and Progress Results for All Students (School Year 2014–15)
Subject / Percent of Students Meeting or Exceeding the State StandardsSchool / District / State
English Language Arts/
Literacy (grades 3-8 and 11) / DPC / DPC / DPC
Mathematics
(grades 3-8 and 11) / DPC / DPC / DPC
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
California Standards Tests for All Students in Science – Three-Year Comparison
Subject / Percent of Students Scoring at Proficient or Advanced(meeting or exceeding the state standards)
School / District / State
2012–13 / 2013–14 / 2014–15 / 2012–13 / 2013–14 / 2014–15 / 2012–13 / 2013–14 / 2014–15
Science (grades 5, 8, and 10) / DPC / DPC / DPC / DPC / DPC / DPC / DPC / DPC / DPC
Note:Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
California Standards Tests Results by Student Group in Science (School Year 2014–15)
Student Group / Percent of Students Scoring atProficient or Advanced
All Students in the LEA / DPC
All Students at the School / DPC
Male / DPC
Female / DPC
Black or African American / DPC
American Indian or Alaska Native / DPC
Asian / DPC
Filipino / DPC
Hispanic or Latino / DPC
Native Hawaiian or Pacific Islander / DPC
White / DPC
Two or More Races / DPC
Socioeconomically Disadvantaged / DPC
English Learners / DPC
Students with Disabilities / DPC
Students Receiving Migrant Education Services / DPC
Foster Youth / DPC
Note:Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Career Technical Education Programs (School Year 2014–15)
Narrative provided by the LEAUse this space to provide information about Career Technical Education (CTE) programs including:
- Programs and classes offered that are specifically focused on career preparation and or preparation for work
- How these programs and classes are integrated with academic courses and how they support academic achievement
- How the school addresses the needs of all students in career preparation and/or preparation for work, including needs unique to defined special populations of students
- The measurable outcomes of these programs and classes, and how they are evaluated
- State the primary representative of the district’s CTE advisory committee and the industries represented on the committee
Career Technical Education Participation (School Year 2014–15)
Measure / CTE Program ParticipationNumber of Pupils Participating in CTE / DPL
Percent of Pupils Completing a CTE Program and Earning a High School Diploma / DPL
Percent of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education / DPL
Courses for University of California and/or California State University Admission
UC/CSU Course Measure / Percent2014–15Pupils Enrolled in Courses Required for UC/CSU Admission / DPC
2013–14 Graduates Who Completed All Courses Required for UC/CSU Admission / DPC
State Priority: Other Pupil Outcome
The SARC provides the following information relevant to the State priority: Other Pupil Outcomes
(Priority 8):
- Pupil outcomes in the subject areas of English, mathematics, and physical education
California High School Exit Examination Results for Grade Ten Students – Three-Year Comparison (if applicable)