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Strategic Plan

LCAP_Key_Performance_Measures_(KPMs) Card IconLCAP Key Performance Measures (KPMs)Top of Page


STRATEGIC PLAN

LCAP Key Performance Measures (KPMs)


Dear Friends of East Side Union High School District,

At the Board meeting of December 13, 2019, a presentation on the on the Local Control Accountability Plan (LCAP) and on the progress of the Strategic Plan Key Performance Measures (KPM) was made to the Board of Trustees.

The purpose of this report is to display benchmark data points for the Local Control Accountability Plan (LCAP) and the Key Performance Measures (KPMs) outlined in the East Side Union High School District Strategic Plan and to look at progress made over the last several years towards preparing all students for college and careers.

Student achievement data is used to measure the effectiveness of the educational system in producing equitable high level outcomes for all students and to point out areas where the system is producing disproportionality in these outcomes. Student achievement data indicates that many students struggle to meet college and career readiness upon graduation from high school. Furthermore, the district data show disproportionalities between how well Asian students, Hispanic students, and African American students meet this goal as well as special student populations such as Socioeconomically Disadvantaged students, English Language Learner students, and Students With Disabilities.

In order to measure how well students graduating from the East Side Union High School District are prepared for our 21st century global economy, we have selected key data points which can be measured over time in both the LCAP and Strategic Plan.  

 

LCAP Goals

  • Goal 1:   College and Career Readiness 

  • Goal 2:   Graduation Rate

  • Goal 3:   English Language Learners

  • Goal 4:   Decrease Suspensions

  • Goal 5:   Attendance - Chronic Absenteeism


Key Performance Indicators

  • Improved graduation rate

  • Decreased dropout rate

  • Improved A-G completion rate ( 15 course sequence for UC/CSU qualification)

  • Develop College & Career Readiness Indicators (5Cs) - Critical Thinking, Communication, Collaboration, Creativity, Civic Engagement

  • Decrease achievement gaps as defined in measures 1-3 and other indicators, such as suspension and expulsion rates.


Equitable East Side Communities

As a district we are committed to building capacity amongst all staff members to ensure that equity and inclusion are essential principles of our school system. Specifically, we will build capacity to attain equitable ESUHSD communities where:

  • ALL students are welcomed as they are

  • Strengths and areas of growth for all students are known and supported

  • Adults positively respond to the social-emotional, wellness, and academic needs of every student

  • ALL students are provided tasks that demand production through and beyond DOK 3 so that they can communicate like a scientist, mathematician, historian, artist, literary critic, and more.


Goal 1:  UC/CSU A-G

  • A-G rate = 50.7%

  • Increase of 4.2%

  • Above State

  • Below County

  • Higher than 4 of 5 comparable districts

  • 2015-16 A-G Rate = 45.5%


A-G Rates

  • Hispanic = 31.4% (Increase of 4.1%)

  • African American = 21.7 (Decrease of 8.4%)

  • Asian = 71.3% (Increase of 3.5%)

  • Local Cohort A-G rate = 58.4%

  • Overall increase

  • Does not include charters - district

  • 74% of seniors are in the local cohort


Goal 2:  Graduation Rate

  • Grad Rate = 86.0% (Increase of 2.6%)

  • Above County % State

  • Higher than 4 of 5 comparable districts

  • 2016-17 Grad Rate 83.4% (*adjusted = 84.3%)

  • 2015-16 Grad Rate = 85.0%


Grad Rates

  • Hispanic  = 78.8% (Increase of 3.6%) 

  • African American = 83.6% (Increase of 2.1%) 

  • Asian = 93.2% (Increase of 0.3%)

  • Graduation rates are higher for students who stay in ESUHSD for all 4 year


Goal 3:  English Language Proficiency

  • 48% of ELL have well developed Oral Language

  • 13% of ELL have well developed Written Language

  • 2/3 of ELL are Long Term ELL - attended US school more than 6 years


Goal 4:  Suspension Rates

  • ESUHSD suspension rate of 3.9% is above the county rate of 2.5% and the state rate of 3.5%

  • Has a lower rate of students suspended multiple times

  • The district suspension rate is below all of the similar districts (Kern Union 8.8%, Antelope Valley 8.8%, Anaheim 4.8%, Sweetwater 4.4%)

  • ESUHSD is more likely to suspend African American, Hispanic, and special populations

  • There were decreases in total suspension, # of students suspended, and suspension rate 


Goal 5:  Chronic Absenteeism

  • Chronic Absentee definition = absent 10% or more of enrolled days

    • 14% of students are chronically absent

    • African American and Hispanic students have higher percentages of chronically absent students


What do we see?

  • Increased Graduation Rates

  • Increased A-G Rates

  • Increased local cohorts A-G Rates

  • High local cohort Grad Rates

  • Improved on track A-G status each grade

  • Decrease in suspension rate

  • System outcomes differ by:

    • Cohort vs. Non-Cohort (4 year / 720 day enrollment)

    • Ethnicity, Language proficiency, Years in a US School, & Disability


What does it mean?

  • Non-cohort Success

    • Policies

    • System Supports

  • Access to Depth of Knowledge 3 Level Instruction, Content, Instructional Supports

    • Academic language

    • Culturally Responsive

    • Instructional Responses to Learning Needs


How do we respond?

  • Move beyond surfacing students needing intervention

  • Develop student data that informs the instructional shifts needed

  • Incorporate the required system, instructional & cultural responses required

  • District-wide commitment to engage in Multi-Tiered Systems of Support work

Sincerely,

Chris D. Funk, ESUHSD Superintendent

 


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White_Paper:__A_Driver_for_Change Card IconWhite Paper: A Driver for ChangeTop of Page

 
White Paper
A Driver for Change
Aligning ESUHSD Graduation Requirements to A-G
December 2013

The Challenge We Aim To Address

Even as East Side is steadfast in its commitment to improve learning outcomes for all students; the district recognizes it has a significant achievement gap. Latinos and African American students comprise 49% of East Side’s overall population and are the lowest performing student subgroups within the district. On every critical academic performance indicator, Latino and African American subgroups score significantly below their Asian and White peers. Considering the anticipated majority population of these subgroups, it is imperative that we create policies, structures and learning environments that prepare every student to thrive in a global society. The transition to the Common Core Standards is a great opportunity for educators and school districts to truly transform how teachers teach and how students demonstrate their learning.

This paper focuses on one driver for change; aligning ESUHSD graduation requirements to A-G; changing the current level of credits to 180; adding seminar classes to develop a well-rounded student; and adding community service hours to support the 5Cs.  Keeping the FTE aligned to 220 credits is a strategy tied to the driver; however, the potential changes associated with the strategy will require each site to engage their perspective stakeholders on what school redesign is best for their community.

To read more on the A-G White Paper, select the link(s) below.

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