Strategic Plan
Vision, Mission & Core Values
EAST SIDE UNION HIGH SCHOOL DISTRICT
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).
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LCAP Key Performance Measures (KPMs)
STRATEGIC PLAN
LCAP Key Performance Measures (KPMs)
Dear Friends of East Side Union High School District,
At the Board meeting of November 17, 2016, 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, 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.
Key Performance Measures:
- Graduation Rate
- Dropout Rate
- A-G Completion Rate
- College & Career Readiness
- Closing the Achievement Gaps
ESUHSD Key Highlights:
- Overall, the District defined graduation rate increased by 2.8% (District Defined Cohort 2012-2016)
- Students that come in as 9th graders and stay with our District for all 4 years experience a higher graduation success rate. 4-year Cohort Graduation Rates for Class of 2016:
- Hispanic Grad Rate = 91.4%
- African American Grad Rate = 94.3%
- Asian Grad Rate = 96.8%
- Class of 2015:
- 73% of graduates enrolled in college in the Fall immediately after high school
- 92% of graduates who enrolled in college immediately following graduation returned to college for a second year
- A total of 5,392 students took 10,353 AP exams (2015-2016), reflecting an increase of +422 exams and +249 students compared to the previous school year
- 30.8% of students took at least one AP exam, and of those students, 65.4% scored a
3 or higher on at least one exam - In the past 5 years, there's been an increase of 1,360 students taking AP exams
- 2016 A-G Course Completion Rate District defined = 51.4%
- Hispanic A-G Completion Rate = 31.3%
- African American A-G Completion Rate = 33.3%
- Asian A-G Completion Rate = 73.1%
There are still areas of improvement for Hispanic and African American students in terms of closing the achievement gaps with Asian and White student counterparts.
Areas Of Growth:
- Increased Local Graduation Rate
- Increased UC/CSU A-G Completion Rates
- Increased EAP College Readiness
- Increased Enrollment in AP Courses
Areas To Work On:
- Increase Graduation Rates for All Students
- Increase 9th Grade Success Rates
- Decrease Dropout rates for All Students
- Increase 9th Grade Success Rates
- Increase the Percentage of African American and Hispanic Students Taking AP Courses
- Increase UC/CSU A-G Completion Rates
- Increase Success Rates in Core Courses
The Board of Trustees accepted the report as presented. Next step includes having more concrete details on strategies and implementation of new programs to accomplish goals.
Sincerely,
Chris D. Funk
Superintendent
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Executive Summary
ESUHSD Strategic Plan
Executive Summary
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?
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.
2016 Strategic Plan & Progress Report
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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