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LCAP 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 January 11, 2018, 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 report sets benchmark data points for the Key Performance Measures (KPMs) as outlined in East Side Union High School District’s Strategic Plan, as well as the metrics used to evaluate the intended outcomes of the Local Control Accountability Plan (LCAP). Metrics used in both the Strategic Plan and the LCAP are aligned to college and career readiness outcomes for students.

The LCAP outcomes center around the eight state priorities: Basic Services, Implementation of State Standards, Parent Involvement, Pupil Achievement, Pupil Engagement, School Climate, Course Access, and Other Pupil Outcomes, with the overarching goal of preparing all students for college and careers.

LCAP Goals

Goal 1: College and Career
- A-G rate, SBAC, 9-11 Grade on Track for A-G, AP/IB scores
Goal 2: Graduation Rate
- % of seniors that graduated by the end of summer
- Foster youth graduation percentage
Goal 3: English Language Learners
- Percentage of English Language Learners increasing proficiency level or maintaining 4 or 5 on CELDT
- % of ELL reclassified
Goal 4: Decrease Suspensions
- Suspension rate and total suspensions
Goal 5: Attendance - Chronic Absenteeism
- % of students chronically absent

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 (5C's): 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

Class of 2017

4-Year Local Cohort: Students who come in as 9th graders and stay with ESUHSD for all 4 years, experience higher graduation and A-G rates.
- Local cohort graduation rate is 95.1%
- Local cohort A-G completion rate is 55.9%

AP/IB Enrollment: 30.5%
- 64.8% of students enrolled in at least one AP/IB exam

Dropout Rate: 9.9%
Suspension Rate: 4.4%

Areas of Growth

Increased State and Local Cohort Graduation Rate
Increased UC/CSU A-G Completion Rates
Increased EAP College Readiness
Decreased Dropout Rates

Areas To Work On

On track at each grade level with a focus on grade 9
Create policies and procedures that support students who transfer into our school mid-year and after grade 9 in high school
Use early warning lists to target students for intervention
Support teaching methodologies that support struggling learners
Recruit underrepresented populations into AP/IB course

Next steps:

Identify the non-cohort students and garner input from them. Once the input is analyzed, develop and implement structural and policy support systems that address how best to support teachers in their responses to these students and provide teachers the appropriate resources needed in the classroom. The ultimate goal is to increase graduation rates for non-cohort students. In addition, it will be important to connect these students with resources and support in our schools and the larger community.

Sincerely,

Chris D. Funk, ESUHSD Superintendent

BoardDocs Agenda Item 5.02 (01/11/2018)

Strategic Plan Key Performance Measures (KPMs) Presentation to Board of Trustees (01/11/2018 )

Strategic Plan Key Performance Measures Report (01/11/2018)

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White 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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