Other adopted Dashboard changes involve the inclusion of reclassified students as an additional level within the English Learner Progress Indicator (ELPI) for long-term English learners (LTEL), as well as updating the teacher assignment data reference from “Clear” on the Dashboard to “Fully Credentialed and Properly Assigned” on the Teacher Assignments card and on the Local Indicators Dashboard page. Those viewing the Dashboard will now also be able to compare Fully Credentialed and Properly Assigned teachers at schools within an LEA.
Several changes to the College/Career Indicator (CCI) were also approved. These include adding the State Seal of Civic Engagement as a measure to be combined with other measures in the CCI; adding the Armed Services Vocational Aptitude Battery as a “plus measure” to the Leadership/Military Science measure; approval of the Cambridge International exams and courses as a measure in the CCI; modifying the International Baccalaureate (IB) measure to include completion of an IB course with a C- or better; and including high-quality work-based learning as a measure combined with other measures in the CCI.
The board also continued discussions around potentially moving the Science Indicator to full indicator status. California Department of Education (CDE) staff noted that doing so would allow the performance categories to be included within the Differentiated Assistance (DA) criteria, and that the SBE would need to modify the Every Student Succeeds Act state plan to include performance on these indicators within Comprehensive Support and Improvement, Additional Targeted Support and Improvement, and Targeted Support and Improvement.
The adopted portrait includes the following competencies:
- Empowered learner — Demonstrates mastery and application of academic competencies; understands how to learn independently and with others; takes initiative and adapts to change with flexibility; embraces challenge and perseveres through difficulty; able to grow through effort and reflection while drawing on personal strengths and goals to navigate school, career and life.
- Critical thinker and problem solver — Builds on a strong academic foundation to ask critical questions, carefully analyze information and develop creative solutions to complex challenges using imagination and problem-solving skills; develops financial, environmental, data and digital literacies, including artificial intelligence literacy, to evaluate information and make informed decisions in a rapidly changing world.
- Dynamic communicator — Listens carefully and communicates clearly and purposefully through speaking, writing, visual media, the arts and technology; engages diverse audiences with intention, adapting communication to context, purpose and audience needs.
- Multilingual/multicultural learner — Develops proficiency in multiple languages while deepening understanding and appreciation of diverse cultures and expanding the ability to connect across communities.
- Person of character — Acts with honesty, kindness, empathy, compassion and care for others; demonstrates strong character by treating others with fairness, dignity and respect, and values varied perspectives through understanding of others’ feelings, needs and experiences.
- Effective collaborator — Collaborates effectively with others to reach shared goals by building positive relationships, actively listening to and understanding diverse perspectives, and contributing to the efforts of the group; demonstrates leadership by both taking initiative and enabling others to do so, drawing on the strengths of each to accomplish larger goals.
- Community contributor — Contributes to the common good through active engagement in civic responsibility, improving the welfare of others by attending to the needs of people and their shared environments; participates in democratic processes and takes positive action to support the health, sustainability and well-being of communities and ecosystems, locally and globally.
The board has made clear that any portrait adopted by the SBE would not create new requirements for LEAs.
CDE staff presented findings from its data analyses, which included examinations of how different criteria design choices for DA eligibility affect the number and types of LEAs identified for assistance, as well as an overview of DTA performance criteria and potential options for updating DTA alongside the California Collaborative for Educational Excellence, given its statutory role with the Statewide System of Support. Final action will likely be taken during the SBE’s July meeting.
Read a full recap of the meeting at blog.csba.org/sbe-recap-may-2026.
