The US Department of Education (USDOE) approved Idaho’s Consolidated State Plan (Plan) in March 2018. Prior to the 2018/19 school year, the state implemented its new school accountability system for the first time. In accordance with the Plan, schools have been identified for Comprehensive Support and Improvement (August 2018), Targeted Support and Improvement (September 2018), and Additional Targeted Support and Improvement (October 2018).

As we strive for continuous improvement of the system, the State Department of Education conducted an evaluation of the accountability system to ensure the individual metrics and the system as a whole functioned as intended. This analysis and stakeholder feedback after the system was operationalized identified areas of the plan where additional information or updates are necessary to best serve schools and students in Idaho.

The State Department of Education has amended the Consolidated State Plan and is releasing the proposed amendments for a 21-day public comment period, prior to consideration by the Idaho State Board of Education at the February 2019 Board meeting.

Summary of Amendments

• Added a detailed description of the methodology in which schools not captured in the traditional identification calculations are included in the accountability system. (page 28)

• Updated English Language proficiency exit criteria. (page 17 and 90)

• Established new Expected Progress Toward English Language Proficiency based on the new exit criteria. (pages 17 and 90)

• Added exit criteria for English learners with disabilities and those taking the ACCESS alternate assessment. (page 90)

• Updated long-term and interim progress goals for students making progress toward English language proficiency based on the new criteria. (page 19)

• Established a baseline and set long-term and interim progress goals for a five-year cohort graduation rate for high schools. (page 16) *Will be updated on January 17, 2019

• Changed the measure for identifying alternative high schools for Comprehensive Support and Improvement when their graduation rate is less than 67%. The new measure will use a three-year average of the five-year cohort graduation rate. (page 33)

• Exclude schools from identification for targeted support and improvement when the subgroup(s) meets or exceeds interim progress goals for a particular measure. (page 35)

• Updated interim and long-term goals in Appendix A for five-year cohort graduation rate and students making progress toward English language proficiency. (page 110)

• Technical corrections throughout the document to align and reflect specific changes above.

The State Department of Education will host two informational sessions to discuss the amendments and answer questions.

• Tuesday, January 22 at 2:00 pm MT In person briefing at 650 W State Street, Boise in the Barbara Morgan Conference Room on the 2nd Floor

• Wednesday, January 23 at 1:00 pm MT – Online Webinar Register

Stakeholders can submit feedback by sending an email to ESSA@sde.idaho.gov. Feedback will be collected through Friday, February 1, 2019.

Idaho's Consolidated Plan Goals

Under the Every Student Succeeds Act (ESSA) each state is required to submit a State Plan articulating how the law will be implemented. The Idaho State Department of Education (SDE), under the direction of Superintendent Ybarra, is committed to developing a thoughtful consolidated State Plan that reflects both the new ESSA requirements and SDE's strategic plan goals in supporting schools and students to achieve. 

ESSA was signed into law on December 10, 2015. This new law replaces the No Child Left Behind Act (NCLB, 2002) and reauthorizes the Elementary and Secondary Education Act (ESEA, 1965).

Idaho's Consolidated Plan goals are:

Developing the State Plan requires meaningful consultation with stakeholders representing a diverse cross-section of district and school representatives, professional organization representatives, and state leadership members.

Components and Workgroups

The State Plan work is developed within the ESSA Framework Components by multiple SDE workgroups, each with external stakeholder representation. The components are listed below in the order they appear in the Federal Register.