Strategic Plan

Vision, Mission & Core Values

Vision, Mission & Core Values

Vision:  Every student graduates prepared for college and career, empowered to thrive in a global society.

Mission:  We align decisions to create safe, dynamic and relevant learning environments that inspire critical thinking, problem solving and innovation.

Core Values:
  • Equity:  We allocate resources, develop practices, and cultivate mindsets to ensure that every student meets or exceeds standards.
  • Inclusiveness:  We model personal and professional integrity through processes that are respectful, transparent, and proactively engage parents, students, staff, and community.
  • Commitment to Excellence:  We believe in continuous improvement through a culture of openness, inquiry and collaboration.  We honor those who take responsibility, demonstrate creativity and take initiative.
  • Diversity:  We see diversity as a valuable asset that enriches our world-view and strengthens our community.
  • Professional Capacity:  We believe in and invest in the development of every employee and volunteer in our system.
Adopted by the Board of Trustees:  September 19, 2013

Click here to download East Side Union High School District's Vision, Mission, Core Values (PDF).
* * * * * * * *

Key Performance Measures (KPMs)

Key Performance Measures (KPMs)

Dear Friends of East Side Union High School District,

At the Board meeting of November 19, 2015, a presentation regarding the Strategic Plan Key Performance Measures (KPMs) data points 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 and as identified below:

  • Improved Graduation Rate
  • Decreased Dropout Rate
  • Improved UC/CSU a-g Completion Rate
  • Develop College & Career Readiness Indicators (5C’s)
  • Decrease Achievement Gaps as Defined in Measures 1-3

It also looks at the progress made over the last several years towards preparing all students for college and careers.  Student achievement data indicates that many students struggle to meet college and career readiness upon graduation from high school.  Furthermore, there are gaps between how well Asian students, Hispanic students, and African American students meet this goal.  In order to measure how well students graduating from the East Side Union High School District are prepared for our 21st century global economy, key data points have been selected, which can be measured over time.

Seven years ago, prior to the Strategic Plan, the District began to look at the achievement gap among students and determine if the District had systems and policies in place that hindered closing this gap, as well as systems that would close the gap.  It was found that some course sequences created a fork in the pathway that led some to college preparedness and others simply to graduation.  It was left for students to choose whether or not to take a third year of math and science, again, either leading to college preparedness or not.  Some students entering the District had access to summer programs that accelerated their math placement upon entering high school, advancing the road to college preparedness and college application distinction by completing calculus in high school.  Placement criteria into higher level course work were not the same at all 11 high schools, which disadvantaged some students. The District had many inequitable systems in place.

The District began changing policies and implementing programs to even the playing field.  All core subject sequences have only one path and it leads to college preparedness.  Many schools began to place students by default into a third year of math or science.  In the 2010/11 school year, the Board of Trustees approved a default pathway for all students that lead to college and career readiness.  The first class to graduate having completed four years of high school under the default pathway is the class of 2015.  The District set consistent placement criteria into core courses for all schools.  Resources were prioritized to implement summer programs for all students that would advance or support higher level math placement in high school.  Grants were procured to implement programs at sites to support struggling students.  The data in the Strategic Plan KPM Report will show that these system changes have shown improvement in preparing all students for college and careers, but that the District still has a long way to go to achieve this goal.  The Strategic Plan sets the course for further improvement.

Key highlights in the Strategic Plan KPM Report include, but are not limited to, three consecutive years of an increase in graduation rates, a decrease in the dropout rates, an increase in students completing the A-G requirements, and an increase in the number of students enrolled and passing Advance Placement Exams with a score of 3 or higher.  East Side students and schools are accomplishing amazing outcomes.

Although we still have much work to do, I want to congratulate our entire staff for hard work and focus on improving the educational outcomes for every student.

* * * * * * * *

Executive Summary

ESUHSD Strategic Plan
Executive Summary
March 2014
The Board of Trustees and administrators of the East Side Union High School District are deeply committed to improving our schools.  We are committed to providing support for each and every child to be successful, in school and in life.  We are committed to giving our students the tools and skills to thrive in the global economy and to be life-long learners who can successfully adapt-and contribute-to society's changes.

We have undertaken a long and thorough strategic planning process to assess:
  • What we are doing right?
  • What we can do better to ensure that every student has equal opportunity to learn and graduate ready for college and a career, and plan?
  • How we can achieve our goals-despite fiscal challenges-and include all stakeholders, especially parents, in the process?

We are excited to begin implementing our 2014 Strategic Plan and to build upon the successes of the past and the vision for the future we all embrace.  Please read this Strategic Plan on our web site, and we encourage all our stakeholders to comment, interact with our administrators and teachers and, most of all, to become involved with our public schools. 

Executive Summary     English     |     Spanish     |     Vietnamese
* * * * * * * *

Budget Priorities Survey Analysis


Budget Priorities Survey Analysis

January 2014     

The Budget Priorities Survey Analysis presents the results of a survey that was administered in English, Spanish, and Vietnamese to key district stakeholders (students, parents, and staff).

The survey focused on the following areas:
  • Overall Budget Priorities
  • Academic Programs and Co-Curricular Activities
  • Other District-Wide Support/Initiatives
  • Staffing Needs

To view the results of the survey, click on the link below to access the webpage.

* * * * * * * *


White Paper: A Driver for Change

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.

English      |        Spanish       |         Vietnamese