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Federal Accountability

Transition to Accountability under the Every Student Succeeds Act (ESSA)

California released final Title I, Adequate Yearly Progress (AYP) reports and Title III accountability reports required by the No Child Left Behind (NCLB) for the 2015-16 school year. Schools and districts identified for Program Improvement (PI) under Title I or Title III revised their LEA Plans, as needed, in order to continue implementing corrective actions throughout the 2016-17 school year.

It is anticipated that a separate LEA Plan, as required under NCLB, will be transitioned out at the conclusion of the 2016-17 school year. Under ESSA, the Title III accountability components will be incorporated into the Title I accountability system. It is anticipated that beginning with the 2017-18 school year, LEAs will meet state and federal planning requirements through the LCAP and the Consolidated Application Reporting System (CARS).

ESSA Accountability

California’s accountability efforts are evolving into a single, coherent accountability system that integrates the required elements of the state’s LCFF system and the federal ESSA requirements. Under ESSA, results must be reported for the following areas of performance: academic achievement in English language arts and mathematics, graduation rates (high schools), English language proficiency (English learners), and a Statewide school quality indicator that is valid, reliable, and comparable. States may also report growth in academics for students in kindergarten through grade 8. The accountability system must give more weight to the academic indicators.

California is well-positioned to implement a seamless state and federal accountability system that includes students achievement based on Smarter Balanced results, graduation rates, English language proficiency and school quality information because these elements are consistent with current LCFF Evaluation Rubrics.

California is developing an ESSA State Plan to submit to the U.S. Department of Education (ED) in 2017. This plan will describe the State’s implementation of standards, assessments, accountability, and assistance programs.

Title III Accountability

Local educational agencies (LEAs) that receive Title III funds under NCLB must have a current LEA plan describing how the supplemental funds will improve services for English learners. Additionally, LEAs are held accountable for their English learners attaining English proficiency and meeting the same content and achievement standards that other students are expected to meet. These standards are known as annual measurable achievement objectives (AMAOs) and address:

Each year, a specified percentage of English learners must meet the AMAO targets. The target percentages increase each year until 2013-14. A complete listing of all targets for 2003 through 2014 is contained in the Title III Accountability Report Information Guide.

The accountability requirements apply to California districts, county offices of education, and consortia funded by Title III. Each spring, preliminary Title III performance reports on the two English language proficiency AMAOs are released. The Title III Accountability Report including information on all three AMAOs is released each fall after the AYP data are available.

Although Title III holds districts accountable for meeting the AMAO targets, school level reports are also available as a resource.

Any LEA or consortium that accepts Title III funds and fails to meet AMAOs for two consecutive years is required to develop an improvement plan that will ensure that the AMAOs are met. If AMAOs are missed for four consecutive years, the state requires the LEA or consortia to develop an improvement plan which describes how it will modify the curriculum, program, and method of instruction for English learners.