Accountability
Empowering schools through data-driven support and continuous improvement to ensure every student succeeds.
MCOE plays a vital role in supporting local schools and districts in meeting federal education requirements under the Every Student Succeeds Act (ESSA). We work closely with Local Educational Agencies (LEAs) to implement and monitor various support programs, including Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), and Additional Targeted Support and Improvement (ATSI).
As your county office of education, we provide essential technical assistance and collaborative support to help schools develop and execute effective improvement plans that enhance student outcomes.Our team is dedicated to fostering partnerships with educational stakeholders and ensuring that every school has the resources and guidance needed to create positive, lasting change in student achievement.
School Plan for Student Achievement (SPSA)
In accordance with Education Code 64001, districts shall assure that schools participating in programs funded through the state's consolidated application process and any other school program they choose to include, will develop a School Plan for Student Achievement (SPSA). The school site council is responsible for the development, annual review, and update of this plan. The content of the SPSA shall be aligned with goals for improving student achievement and address how funds will be used to improve academic performance. The evaluation of the effectiveness of the instructional program will be based on an analysis of verifiable student data and annual updates will reflect the appropriate modifications to the program.
MCOE provides technical assistance to local districts to support the schools in developing a compliant and appropriate SPSA based on district, state, and federal guidleines.
School Accountability Report Card (SARC)
State law requires all public schools receiving state funding to prepare and distribute a School Accountability Report Card (SARC.) The purpose of the report card is to provide parents and the community with important information about each public school.
A SARC can be an effective way for a school to report on its progress in achieving goals. The public may also use a SARC to evaluate and compare schools on a variety of indicators, including demographics, school safety plan, school program and learning environment, facilities, test results, teacher and staff information, curriculum and instruction, and fiscal and expenditure data.
Student Programs Comprehensive School Safety Plans
California Education Code Section 32286 requires each school site to review and update its school safety plan, which must be developed and written by a School Site Council (SSC) or its designated Safety Planning Committee in collaboration with teachers, classified staff, parents, and first responders to ensure they are up-to-date and complete. The plans must have policies and procedures addressing critical issues including: disaster preparedness; crisis response; mental and physical health; earthquake emergencies; school learning environment; discipline, suspension, and/or expulsion; hate crime reporting; child abuse reporting; release of a pesticide or toxic substance; and more. Schools are required to review, update, and approve its plan by March 1, every year and seek the approval of their Educational boards annually.
Resources
SPSA
- CDE: SPSA/LCAP Planning Summary (website)
applies to single school districts and charter schools only - CDE: SPSA Template (website)
SARC
- CDE: School Accountability Report Card (website)
- Find a SARC (website)
- CDE: SARC Frequently Asked Questions (website)
Safety Plans
- CDE: Comprehensive School Safety Plans (website)
- CDE: Safe Schools Planning (website)
ATSI and TSI identification is based on student group performance across multiple indicators on the California School Dashboard. For more information, review this summary from CDE: ESSA Assistance - CA School Dashboard (CA Dept of Education).
Once identified as ATSI or TSI, schools must complete the following mandates:
- Write a plan with stakeholders that:
- is informed by all indicators
- is based on the findings of a comprehensive needs assessment
- identifies resource inequities
- includes evidence-based interventions
- Implement the plan
Resources
CSI identification is based on either low graduation rates or schoolwide performance across multiple indicators on the California School Dashboard. For more information, review this summary from CDE: ESSA Assistance - CA School Dashboard (CA Dept of Education).
Once identified as CSI, schools must complete the following mandates:
- Write a plan with stakeholders that:
- is informed by all indicators
- is based on the findings of a comprehensive needs assessment
- identifies resource inequities
- includes evidence-based interventions
- Implement the plan
Resources
The FPM process is a crucial oversight mechanism that helps maintain accountability in California's educational system. Through this program, the California Department of Education (CDE) conducts thorough reviews of selected school districts, direct-funded charter schools, and county offices that receive specific program funding. These reviews, which may be conducted either in person or online, serve to verify that federal funds are being utilized in accordance with legal requirements and program guidelines. The FPM office within the CDE coordinates these evaluations, providing a transparent and standardized monitoring process. Upon completion of each review, institutions receive detailed reports identifying any areas of non-compliance, along with specific guidance for corrective actions. This systematic approach ensures that educational institutions maintain high standards of fiscal responsibility while maximizing the impact of federal funding on student success.
MCOE provides assistance to LEA’s in understanding the overall Federal Program Monitoring process and the requirements of each program instrument used by the state during the review.
How are LEAs selected for online or onsite reviews?
The FPM Office at CDE coordinates these reviews through the FPM Regional Team Leads. Each LEA in the state belongs to one of eleven regions. In addition, LEAs are assigned to one of four cycles (A, B, C, or D). MCOE is in Region 1 and is assigned to Cycle D. Each year, multiple data from LEAs in two of the four cycles are analyzed by CDE. Several factors, including compliance history, academic achievement, program size, and fiscal analysis are considered in identifying LEAs for reviews. Based on these factors, LEAs may be selected for an onsite or online monitoring every two years.
Resources
- CDE Compliance Monitoring (website)
- CDE FPM Frequently Asked Questions (website)
This site provides information using PDF, visit this link to download the Adobe Acrobat Reader DC software.