Every Student Succeeds Act (ESSA) Consolidated Plan

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.

In consultation with stakeholders, the State Department of Education has amended the Consolidated State Plan and submitted these amendments to the U.S. Department of Education for review and approval.

If approved by USDE, the SDE will implement these changes in the 2019 identification cycle.

Summary of Amendments to the Idaho Consolidated State Plan

  • Added a detailed description of the methodology in which schools not captured in the traditional identification calculations are included in the accountability system. (page 29)
  • Updated English Language proficiency exit criteria. (pages 18 & 90)
  • Established new Expected Progress Toward English Language Proficiency based on the new exit criteria. (page 18)
  • 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)
  • 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)
  • Excluded 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)
  • Made technical corrections throughout the document to align and reflect specific changes above.