2 EDCAL January 14, 2019
DASHBOARD
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levels are indicated by color, with red the
lowest and blue the highest. The Dashboard
also breaks down information by student
group (low-income, English learner, foster
youth, etc.) to help pinpoint and address
achievement gaps.
“The Dashboard shows us which stu-
dents have the greatest needs and which
areas of our educational system need the
most attention, which is exactly what it was
designed to do,” said outgoing State Board
of Education President Michael Kirst.
“Challenges that once may have been hid-
den, such as how poverty, homelessness, and
disability affect student learning, are now
in sharp focus. Conversely, it also shows
us which school districts are succeeding
so they can serve as models for others as
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we build professional sharing networks
throughout the state.”
The 2018 Dashboard includes several
new additions, including:
• Two new metrics. Schools, districts,
and county offices of education that serve
K-8 students are being evaluated for
the first time on school attendance via
the Chronic Absenteeism Indicator. In
addition, schools that serve grades 9-12 are
being evaluated for the first time on the
College/Career Readiness Indicator.
• Grade 11 test scores. Schools, dis-
tricts, and county offices of education that
administer the Smarter Balanced Assess-
ments in math and English language arts
in grade 11 are being evaluated for the first
time with a red-through-blue color on the
Academic Indicator.
• Dashboard Alternative School Status
Schools. For the first time, the performance
of students who attend alternative schools
(such as continuation high schools and
programs for incarcerated youth) are now
factored into Dashboard indicators. Many
of these schools are operated by county
offices of education.
• Graduation rate. The four-year cohort
graduation rate reflects changes in method-
ology in compliance with U.S. Department
of Education requirements.
The Dashboard has two main pur-
poses: At the local level, the Dashboard
helps communities identify strengths and
challenges and align resources to support
students who are struggling academically.
On the state level, the indicators determine
which districts are eligible for tailored
assistance through the State System of
Support, a connected network of agencies
throughout California. Districts with one
or more student group in the “red” on two
metrics are eligible for state help. Last year,
228 districts were eligible for state assis-
tance. This year, with the Dashboard’s add-
ed metrics and other changes, 374 districts
qualify for specialized assistance. The 2018
state budget signed by Gov. Jerry Brown
included an extra $80 million to strengthen
the System of Support, which is made up
of a teams of experts from the California
Collaborative for Educational Excellence
and 58 county offices of education.
“Whether rural or urban, low-income or
affluent, all school districts have strengths
and challenges and all school districts can
do more to improve student learning,”
said El Dorado COE Superintendent Ed
Manansala. “Our goal with the System of
Support is to help districts build the skills
and knowledge needed to understand and
address student needs. County offices of
education are well positioned for this work
because we understand the local needs.”
The Dashboard replaces the state’s for-
mer accountability system, the Academic
Performance Index, which relied exclusive-
ly on standardized tests and gave schools
a single score. That system was suspended
four years ago.
“California continues to provide unprec-
edented resources through the System of
Support to address the complex needs of
students under the context of local control.
Negative labels, sanctions, and top-down
mandates of the past don’t help districts
disaggregate data or diagnose problems,”
said Tom Armelino, executive director
of the California Collaborative for Edu-
cational Excellence. “Collaborating with
county offices of education, school districts,
and charter schools, the CCEE embraces
the opportunity to examine the Dash-
board data to help districts develop goals,
determine gaps, and identify resources to
support the needs of students at the local
level.”
For more information, please visit the
California Accountability Model and
School Dashboard webpage at www.cde.
ca.gov/ta/ac/cm/index.asp.
Bills introduced on computer science
Assembly member Marc Berman has
introduced two bills to guide the state’s ad-
vancement of computer science education.
“Universal and early access to computer
science education is critical to providing
California’s students with the skills they
need to succeed in the 21st century econo-
my,” Berman said. “Too many students don’t
even have the opportunity to take com-
puter science courses in California public
schools.”
In September, the state adopted its
first-ever computer science standards. Now,
California is considering adopting a Com-
puter Science Strategic Implementation
Plan. The plan would address broadening
the pool of computer science teachers,
defining computer science education princi-
ples that meet the needs of K-12 students,
and ensuring that all students have access to
quality computer science courses.
Assembly Bill 20 would create the
California Computer Science Coordinator
within the California Department of Ed-
ucation, a role needed to oversee the state’s
successful implementation of the CSSIP,
and AB 52 would require the CSSIP to be
updated to ensure it remains relevant and
reflects technological advancements.
“In today’s digitally driven world, tech-
nology is woven into the fabric of every
company and every job,” said Kara Bush,
spokesperson for the bill’s co-sponsor, the
Computing Technology Industry Associ-
ation. “Every California student deserves
See COMPUTER, page 6
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