Comprehensive Support and Improvement

CSI

Carrie Blanton & Sharon Brown

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03/01/2023

Launchpad

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SMCOE Support

Carrie Blanton,

Coordinator,

District Improvement and Supports

Sharon Brown

Coordinator,

District Improvement and Supports

Jeff Schmidt

Coordinator,

District Improvement and Supports

Welcome

This meeting will be recorded including comments to “everyone” in chat.

If you have questions, type them in chat or wait until the Q&A session at the end of the recorded portion of our meeting.

Agenda

• About CSI and Knowledge Building
• Background information: Why?
• Eligibility & Requirements
• DASS CoP
• ESSA CSI 2022-2023 Cohort Grant information

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Launchpad

SMCOE CSI Workshops

• Date and Time: March 1, 2023, 10-11 am
• Focus Topic: CSI Technical Assistance
• Recommended Attendees: School Site Leaders, LEA Improvement Coordinators

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• Date and Time: March 15, 2023, 10-11 am
• Focus Topic: CSI Plan Development and Implementation
• Recommended Attendees: School Site Leaders, LEA Improvement Coordinators

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SMCOE Workshop 1

SMCOE Workshop 2

Comprehensive Support and Improvement:

Eligibility and Requirements

Carrie Blanton & Sharon Brown

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03/01/2023

About CSI: Why?

• ESSA Requirement: The Every Student Succeeds Act (ESSA) requires state educational agencies to determine school eligibility for Comprehensive Support and Improvement (CSI). Local educational agencies (LEAs) with schools that meet the criteria for CSI must engage with educational partners to locally develop and implement a plan to improve student outcomes.

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• Title 1, Part A Funds: ESSA CSI Grants
• Strengthen the effectiveness of investments for education

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About CSI: Why?

To Better Support Outcomes for all Students: Public Education

• Gives us an opportunity to analyze systems and process and determine:
• Who does the system serve?
• Who does the system under serve?
• What processes press upon and drain the system?
• What processes nurture the system?

“Every system is perfectly designed to get the results it gets” - W. Edwards Deming (disputed)

CSI Eligibility

Exit Criteria: 2022-23 Cohort

Low Graduation Rate

A school is no longer eligible for “CSI Low Graduation” when the following criteria are met:

• Three-year combined four-and five-year graduation rate at 68 percent or above

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Low Performing

A school is no longer eligible for “CSI Lowest-Performing” when the following criteria are met:

• Does not meet any of the CSI Status level combination eligibility criteria for entry

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Exit Criteria

Exit Criteria

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Evaluated on an annual basis

CSI: Graduation Rate Entry Examples

Example 1: Mendy High School

Mendy High School has the following graduates and cohort students in 2020, 2021, and 2022:

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Dividing 234 (sum of Graduates column) by 383 (sum of Students in Cohort column) then multiplying by 100 equals 61.1%.

In this example, the Mendy High School’s three-year graduation rate was 61.1% and the school has met the CSI–Low Graduation Rate criteria.

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Example 2: Bethel High School

Bethel High School has the following graduates and cohort students in 2020, 2021, and 2022:

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Dividing 1,314 (sum of Graduates column) by 1,887 (sum of Students in Cohort column) then multiplying by 100 equals 69.6%.

In this example, Bethel High School’s three-year graduation rate was 69.6% and the school has not met the CSI–Low Graduation Rate criteria.

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CSI Eligibility: Low Performance

• Title 1 schools with all indicators at the lowest status level
• Title 1 schools with all indicators at the lowest status level but one indicator at another status level

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LCFF Priorities and Indicators

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Priority 4: Pupil Achievement

• “Very Low” on both English Language Arts (ELA) and Math Academic Indicator; or
• “Very Low” on the ELPI. 

Priority 5: Pupil Engagement

• “Very High” on Chronic Absenteeism Indicator

Priority 6: School Climate

• “Very High” on the Suspension Rate Indicator 

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CSI: Low Performance Entry Examples

Example 1: Kotel Elementary School

Kotel Elementary School (receives Title I funding) has the following Status levels on the 2022 Dashboard:

• English Learner Progress Indicator = Very Low
• Academic Indicator – ELA = Very Low
• Academic Indicator – Math = Very Low
• Suspension Rate = Very High

In this example, this school would be eligible under the CSI–Low Performing criteria of “all state indicators are at the lowest status level”.

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Example 2: Migdal Junior High

Migdal Junior High (receives Title I funding ) has the following Status levels on the 2022 Dashboard:

• English Learner Progress Indicator = High
• Academic Indicator – ELA = Medium
• Academic Indicator – Math = Low
• Chronic Absenteeism = Very High
• Suspension Rate = Very High

In this example, this school would not be eligible for CSI–Low Performing because the school did not meet any of the eligibility criteria.

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CSI: Low Performance Exit Criteria

A school is no longer eligible for ‘CSI Lowest–Performing’ when the following criteria are met:

• Does not meet any of the CSI Status level combination eligibility criteria for entry; and

• At least one state indicator that had a performance color of Red or Orange on the 2019 Dashboard must have an improvement of Status level percent of at least 0.1 for that indicator from the 2019 Dashboard to the 2022 Dashboard.
• For the ELPI, Graduation Rate, and Academic Indicators, there has to be an increase of at least 0.1. For the Suspension Rate and Chronic Absenteeism Rate Indicators, there has to be a decrease of at least 0.1.

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CSI: Low Performance Exit Example 1

Example 1: Fort Hill Middle School

Dayan Fort Hill Middle School was eligible for CSI–Low Performing in 2019–20 based on the results of the 2019 Dashboard. Dayan Middle School has the following performance colors on the 2019 Dashboard:

• Academic Indicator – Math = Orange
• Academic Indicator – ELA= Orange
• Chronic Absenteeism = Orange
• Suspension Rate = Red

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The following table compares the school’s 2019 Status level percentage to the school’s 2022 Status level percentage only (Change is not available on the 2022 Dashboard):

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Since Fort Hill Middle School has a decrease of 9.5 in the Chronic Absenteeism Indicator Status value from 2019 to 2022, the school will exit CSI–Low Performing.

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Note: CSI Low Performing Eligibility based on 2019 Dashboard

• All red
• All read but one indicator of another color
• Five or more indicators with majority red
• All red and orange indicators

Check for Understanding

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1. True or False: Only Title I schools can qualify for CSI–Low Grad Rate

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• True or False: A school qualifies for CSI–Low Performing if all but ONE of its Dashboard indicators is in the lowest status level

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Dashboard Alternative Status Schools (DASS)

Carrie Blanton & Sharon Brown

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03/01/2023

Brief Word on Required CSI Plans

School planning and LEA assistance for each school that meets the criteria for CSI will be incorporated into the Local Control and Accountability Plan (LCAP) and school planning processes

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Utilizing the SPSA

Utilizing the LCAP

LEAs with CSI eligible schools may utilize the SPSA to meet ESSA requirements for comprehensive or targeted support and improvement planning.

Assembly Bill 716

Single school districts and charter schools may utilize the LCAP to serve as the SPSA, provided that the LCAP meets the ESSA school planning requirements and the engagement with educational partners requirements.

subdivision (a) of Section 52062

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LEAs with DASS CoP schools eligible under the CSI Low Graduation Rate criteria, have the option to utilize the LCAP to meet CSI planning requirements.

We will provide more guidance around the CSI Plan during our March 15 Presentation

Dashboard Alternative Status Schools (DASS)

Dashboard Alternative Status Schools (DASS)

DASS school eligible for CSI under the Low Graduation Rate or Low Performance criteria will be referred to as the DASS CoP schools and have available flexibilities for CSI

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DASS CoP schools eligible for Low Graduation Rate meet the criteria to implement differentiated improvement activities:

• Differentiated Activity 1 - DASS CoP schools regardless of enrollment numbers
• Differentiated Activity 2 - DASS CoP schools with less than 100 students

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DASS CoP: Differentiated Activity 1

Any LEA with a DASS CoP school/s/ identified under the CSI Low Graduation Rate criteria, regardless of the number of students enrolled, has the option to use the LEA’s LCAP to meet its CSI planning requirements.

Overview of CSI Plan Requirements:

• Be developed in partnership with the school and educational partners;
• Be based on a school-level needs assessment;
• Be informed by all state indicators, including student performance against state-determined long-term goals;
• Include evidence-based interventions; and
• Identify resource inequities and address those inequities through implementation of the plan.

We will provide more guidance around the CSI Plan during our March 15 Presentation

DASS CoP: Differentiated Activity 1 Contd.

LEAs have local flexibility in determining how best to address the CSI plan requirements within the LCAP.

• If an LEA is a traditional school district with DASS CoP school/s/ eligible under the CSI Low Graduation Rate criteria,
• All prompts in the CSI section of the LCAP Plan Summary must be completed.
• If an LEA is a single school district or direct-funded charter school with DASS CoP school/s/ eligible under the CSI Low Graduation Rate criteria,
• Prompts two and three of the CSI section of the LCAP Plan Summary must be completed.
• Single school districts and direct-funded charter schools do not need to complete the first CSI prompt (“Schools Identified”).

DASS CoP: Differentiated Activity 2

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An LEA(s) with DASS CoP school/s/ identified under the CSI Low Graduation Rate criteria, with less than 100 enrolled students has the option to forgo implementation of all CSI-related improvement activities pursuant to ESSA Section 1111 (d)(1)(B), for its DASS CoP CSI Low Graduation Rate school/s/ only

This means, the LEA(s):

• Does not have to develop or implement a CSI plan for its DASS CoP school eligible under the CSI Low Graduation Rate criteria
• Will also forgo the CSI funding associated with that specific school/s/

DASS CoP: Differentiated Activity 2 contd.

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Before an LEA exercises this flexibility LEAs are strongly encouraged to make this decision in collaboration with the DASS CoP CSI Low Graduation Rate school/s/ and its educational partners.

Important

LEAs that exercise this flexibility are required to add the following statement to Prompt 1 of the CSI section of the Local Control and Accountability Plan (LCAP) Summary

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[NAME OF SCHOOL/S/], a Dashboard Alternative School Status Community of Practice school eligible for Comprehensive Support and Improvement Low Graduation Rate with less than 100 enrolled students, in collaboration with its local educational agency and educational partners, will forgo all improvement activities and applicable funding pursuant to the flexibility allowed by the Every Student Succeeds Act and approved by the California State Board of Education.

Check for Understanding

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1. True or False: The SPSA can be used to fulfill CSI school-level planning requirements

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• True or False: A DASS school identified for CSI–Low Performing can use the LCAP to fulfill CSI planning requirements

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2022-2023 ESSA CSI LEA Subgrant

Carrie Blanton & Sharon Brown

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03/01/2023

Application for Funding at a Glance

Due Date for Application: March 3, 2023

GMART: The GMART is a web-based system that allows LEAs to complete and submit the 2022–23 ESSA CSI LEA Application for Funding

Usernames & Passwords: Were emailed to county and district superintendents and charter school administrators

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Statutory and Spending Authority of CSI Funds

Authorized under ESSA, Section 1003 School Improvement (https://go.usa.gov/xfAWr ), pages 9-11

ESSA Section 1111(d)(1)-Comprehensive Support and Improvement (https://go.usa.gov/xfAC2 ), pages 33-35

FY 2022 CSI funds are:

• Available to each LEA with at least one school eligible for CSI on the 2022-23 Data File
• Allocated on the basis of a formula
• Based on California’s annual Title I, Part A allocation
• Contingent upon the California Budget Act

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Subgrant Allocations and Apportionments

• $133,228,000 in local assistance funding for CSI was appropriated in the California Budget Act of 2022, AB 179 Item 6100-134-0890 Provision 6 of Schedule 2 (https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB179 )
• FY 2022 Preliminary allocations are pre-populated in the GMART and are also available on the CDE web page at https://bit.ly/3EhXK0f .
• FY 2022 Final allocations will be posted to the CDE CSI web page at approximately the same time as the first apportionment.

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Preliminary apportionment for each CSI eligible school: $165,090

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Purpose of CSI Funds

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Section 1003 of the ESSA provides resources and assistance to LEAs to improve student outcomes in schools that meet the criteria for CSI.

As a condition of funding, the LEA must collaborate with its educational partners, including school principals and other school leaders, teachers, and parents to locally develop and implement a 2023–24 plan for the school to improve student outcomes.

• The 2022 FY Subgrant:
• March 13, 2023 - September 30, 2024 (federal fiscal year)

Purpose of CSI Funds

Federal school planning requirements are established in EC Section 64001(a) located at https://go.usa.gov/xdcE6 .

• FY 2022 CSI funds that are distributed from the LEA to the school must be included in the SPSA.
• Improvement strategies and activities must align to the goals, actions, and services in the LCAP.

We will provide more guidance around the CSI Plan during our March 15 Presentation

Allowable Uses of CSI Funds

Funds can only be spent on evidence-based interventions/strategies/activities directly related to the following CSI improvement plan development and implementation efforts:

• Building capacity
• Collaborating with educational partners
• Conducting needs assessments and root cause analyses
• Selecting and implementing evidence-based interventions/strategies/activities
• Using data and outcomes to monitor and evaluate improvement efforts
• Reviewing/identifying and addressing, through implementation of the CSI plan, resource inequities, which may include a review of LEA- and school-level budgeting

Additional information on allowable activities including Capital Outlay expenditures, is located on the CDE ESSA CSI LEA Authorized Use of Funds web page at https://bit.ly/3EIMEmA

Disallowable Uses of CSI Funds

• The California legislature stipulated in AB 179 that ESSA, Section 1003 funds shall not be expended to hire additional permanent staff.
• CSI funds may not be expended at or on behalf of non-CSI eligible schools
• The use of federal funds, including ESSA, Section 1003 funds must be consistent with the OMB Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards. OMB information is located at https://go.usa.gov/xenGz .
• For Federal guidance on Supplement not Supplant for school improvement, see question 29a, pages 21 to 22 located at https://go.usa.gov/xdcPV .

Apportionments

• The acceptance and approval of reported expenditures does not preclude the CDE in any way from conducting program monitoring or audits.
• The LEA can expect to receive its apportionments approximately 12 to 16 weeks after a reporting period has ended.

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FPM Monitoring

• LEAs and schools that receive FY 2022 ESSA, Section 1003 funds for CSI may be monitored through the CDE’s FPM process.
• For questions about the FPM monitoring process for CSI, contact the Title I programs reviewers by email at TIMSO@cde.ca.gov or phone at 916-319-0854.
• Sharon Brown, Coordinator, District Improvement and Support
• sbrown@smcoe.org
• Phone # 650-802-5354

FPM Trends:

Findings

• CSI funds used to benefit non-CSI schools
• No plan in place for schools eligible for Additional Targeted Support and Improvement (ATSI)

Reimbursements

• CSI funds used for district-wide activities that benefitted non-CSI schools
• CSI funds used for employee time spent on unallowable activities

FPM Trends:

Other Issues

• Lack of time and effort documentation for CSI-funded employees
• Insufficient time and effort procedures/internal controls
• ATSI schools not notified of their support status

CSI expenditures

• are not aligned with identified root causes
• are not aligned with the Funding Plan reported in GMART

FPM Tips and Recommendations:

Time and Effort

• Keep time and effort records for any CSI-funded positions. These positions require the same documentation as other federally funded positions.
• Time and effort procedures should include processes to track employee extra time that is funded with CSI funds.

CSI Funded Positions

• Ensure any positions funded with CSI funds are temporary.

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FPM Tips and Recommendations:

Changes to Funding Plan:

• If adjustments are made to how funds will be distributed, ensure these adjustments are made to the Funding Plan in the GMART.
• Ensure CSI funds, including those reserved for use at the district-level are only used to benefit CSI-eligible schools.
• Funds may not be expended district-wide at non-CSI eligible schools
• Ensure equipment purchased with CSI funds is inventoried.

CSI Plan

• Ensure the CSI plan demonstrates alignment between the identified root causes, strategies, and expenditures to be funded with CSI funds.

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Next Steps

Next Steps

Next Steps:

Closing - Q&A

SMCOE CSI Workshops

• Date and Time: March 1, 2023, 10-11 am
• Focus Topic: CSI Technical Assistance
• Recommended Attendees: School Site Leaders, LEA Improvement Coordinators

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• Date and Time: March 15, 2023, 10-11 am
• Focus Topic: CSI Plan Development and Implementation
• Recommended Attendees: School Site Leaders, LEA Improvement Coordinators

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SMCOE Workshop 1

SMCOE Workshop 2

Where to find additional support:

Program and ESSA Grant Related Support:

• Carrie Blanton cblanton@smcoe.org
• Sharon Brown sbrown@smcoe.org

Website Link:

• SMCOE CSI: Link

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Program and ESSA Grant Related Support:

• CSI Assistance and Information: Link
• ESSA CSI Grant Reporting Requirements

for LEAs: Link

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• CSI Webinar: Link
• SPSA: Link
• SSC: Link

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SMCOE

CDE Links

Thank You!

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