lcap annual progress report · progress report presentation to the board august 15, 2017. 8...

LCAP AnnualProgress ReportPRESENTATION TO THE BOARD

AUGUST 15, 2017

8 Priority LCAP Areas

1-Basic Services

2-Implement State Standards

3-Parental Involvement

4-Pupil Achievement

5-Pupil Engagement

6-School Climate

7-Course Access

8-Other Pupil Outcomes

LCAP Area 4: Pupil AchievementvSBAC English Language Arts (ELA) and Math

vCollege Prep Exams in ELA and Math (PSAT and SAT)

vEL Reclassification

vAP Enrollment and AP Tests

vGraduation Rates (LCAP Area 5)

vA-G Rates

vCollege Readiness

vCollege Attendance

SBAC ELA District-wide

4245

48

2015 2016 2017

Percent Meeting and Exceeding Standards

LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3%

SBAC ELA by Grade Level

47 4649

4549 48

53

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11

Percent Meeting and Exceeding Standards with Change from Prior Year


+7+4

+1

+1

+4+2

+4

SBAC ELA by Ethnicity

35 4166 60 68

4065

44

75

African American

American Indian

Asian Cambodian Filipino Hispanic Multiple Pacific Islander

White


+2+7

+4+5

+1

+3+3

+4+4

LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding of lower subgroups by 5%

SBAC ELA by Subgroup

5443

10

5738 33 40

14

43

Female Male EL RFEP EL & RFEP Homeless & Foster

Low SES SPED RSP SPED Speech



+3

+4

+3

+4

+3+2

+2

+2+3

SBAC ELA Individual FocusAFRICAN-AMERICAN PROGRESS

2015 2016 2017

Gap in % Meeting & Exceeding

37%40%

ENGLISH LEARNER PROGRESS

19 13 116 7 2 5

30 4156 63 65 69

73

Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 11


% of EL Meeting & Exceeding

% of EL that reclassified

SBAC ELA by School63 out of 81 (78%) schools showed improvement in ELA40 schools grew 3%+ overallSpecial recognition:

Schools improving 10%+ overall in ELA* Also improved 10%+ with the same cohort of students

Alvarado Barton Beach Bryant Edison*

Fremont* Holmes* King* Lincoln* McBride

McKinley* Signal Hill* Wilson

Schools decreasing the achievement gap Decreased the gap by 50% or more between the school’s lowest and highest subgroups

Chavez Naples Fremont Los Cerritos Roosevelt

Oropeza Signal Hill


SBAC ELA CORE Districts

4834 32

5540

57

2840

LBUSD CORE Dist #1

CORE Dist #2

CORE Dist #3

CORE Dist #4

CORE Dist #5

CORE Dist #6

CORE Dist #7


N/C

+3

+2 +1

+1

+1

+2

-1

SBAC ELA Comparison Data

0

10

20

30

40

50

60

70


Percent Meeting and Exceeding By Grade Level Lowest and Highest of the CORE Districts compared to LBUSD

Lowest CORE District LBUSD Highest CORE District

College Prep ELA Exams

45 48 49 50 50 52 53

PSAT 8 SBAC 8 PSAT 9 PSAT 10 PSAT 11 SAT 11 SBAC 11

Percent Meeting Benchmark or Standards

N/C+4 +3

+4 +4

+2N/A

88% Correlation Between SAT and SBAC Results

SBAC Math District-wide

30 3439

2015 2016 2017

Percent Meeting and Exceeding Standards


SBAC Math by Grade Level

5242 36 39 38 38

27




+9%

+5%+5% +5% +4% +4%

-1%

SBAC Math by Ethnicity

23 30

58 51 58

32

56

33

64

African American

American Indian

Asian Cambodian Filipino Hispanic Multiple Pacific Islander

White


+3+12

+5+8

+4

+5 +2

+4+6


SBAC Math by Subgroup

40 38

13

4230

2231

11

44

Female Male EL RFEP EL & RFEP Homeless & Foster

Low SES SPED RSP SPED Speech



+5+4

+4

+5

+5

+1

+2

+6

+4

SBAC Math Individual FocusAFRICAN-AMERICAN PROGRESS

2015 2016 2017

Gap in % Meeting & Exceeding

39%41%

ENGLISH LEARNER PROGRESS

30

14 9 8 5 4 2

30

4156

63 65 69 73

Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 11

% of EL Meeting & Exceeding

% of EL that reclassified


SBAC Math by School67 out of 81 (83%) schools showed improvement in Math50 schools grew 3%+ overallSpecial recognition:

Schools improving 10%+ overall in Math* Also improved 10%+ with the same cohort of students

Addams Alvarado Chavez Cleveland Edison*

Henry Holmes Lincoln* Madison* McBride

McKinley Tincher Twain

Schools decreasing the achievement gap Decreased the gap by 50% or more between the school’s lowest and highest subgroups

Addams Alvarado Burbank Naples Holmes


SBAC Math CORE Districts

3923 24

51

3147

2232

LBUSD CORE Dist #1

CORE Dist #2

CORE Dist #3

CORE Dist #4

CORE Dist #5

CORE Dist #6

CORE Dist #7


+5

+2 +1

+1

+2

+2

N/C

N/C

SBAC Math Comparison Data

0

10

20

30

40

50

60


Percent Meeting and Exceeding By Grade Level Lowest and Highest of the CORE Districts compared to LBUSD

Lowest CORE District LBUSD Highest CORE District

College Prep Math Exams

25

3832

26 25 29 27

PSAT 8 SBAC 8 PSAT 9 PSAT 10 PSAT 11 SAT 11 SBAC 11

Percent Meeting Benchmark or Standards

+1

+6

-1+1 -1

+4

N/A

79% Correlation Between SAT and SBAC Results

Addressing the Needs of Our African-American Students

10 Classroom Observations and Interviews31 Interviews with Graduating African-American Students

Root Causes for Elementary School Success

IDENTIFYING SUCCESSES IN 2016-17 TO BE REPLICATED IN ALL SCHOOLS IN 2017-18

Alvarado Elementary SchoolSBAC Growth◦ ELA – 11% increase in students Meeting/Exceeding Standards◦ Math – 23% increase in students Meeting/Exceeding Standards

Instructional Focus in 2016-2017◦ Sideline coaching from principal and teacher colleagues to support PD◦ Increased use of technology to help monitor student progress◦ Interventions provided by TOSA, master teachers

Principal Lucy Salazar

Lincoln Elementary SchoolSBAC Growth◦ ELA – 10% increase in students Meeting/Exceeding Standards◦ Math – 18% increase in students Meeting/Exceeding Standards

Instructional Focus in 2016-2017◦ Site-based PD to reinforce district coaching support◦ Ongoing progress monitoring of student achievement◦ Interventions provided by TOSA’s, student teachers

Principal Carrie Nemec

McKinley Elementary SchoolSBAC Growth◦ ELA – 24% increase in students Meeting/Exceeding Standards◦ Math – 14% increase in students Meeting/Exceeding Standards

Instructional Focus in 2016-2017◦ Site-based PD to reinforce district coaching support; increase in

teacher collaborative planning and collaborative teaching◦ Ongoing progress monitoring with Fountas and Pinnell benchmark

levels◦ Interventions provided by TOSA and through use of ST Math

Principal Scott Tardibuono

2017-18 K-5 Instructional FocusResponse to Intervention (RtI) as defined through Hattie’s research

I. High quality core instructionA. District coach support, site-specific PD for teachersB. Teacher collaborative planning and teaching

II. Ongoing progress monitoringA. Daily and weekly formative assessmentB. Use of district unit exams to monitor student progress and identify

needs

III. Targeted supplemental and intensive interventionsA. Monthly training to share best practices among TOSA’sB. In- and out-of-class interventions focused on African-American,

English Learner and RSP students

Root Causes for Middle School Success


SBAC ELA by Grade Level

47 4649

4549 48

53




+7+4

+1

+1

+4+2

+4

SBAC Math by Grade Level

5242 36 39 38 38

27




+9%

+5%+5% +5% +4% +4%

-1%

SBAC ELA CORE Districts

4834 32

5540

57

2840

LBUSD CORE Dist #1

CORE Dist #2

CORE Dist #3

CORE Dist #4

CORE Dist #5

CORE Dist #6

CORE Dist #7


N/C

+3

+2 +1

+1

+1

+2

-1

SBAC Math CORE Districts

3923 24

51

3147

2232

LBUSD CORE Dist #1

CORE Dist #2

CORE Dist #3

CORE Dist #4

CORE Dist #5

CORE Dist #6

CORE Dist #7


+5

+2 +1

+1

+2

+2

N/C

N/C

Middle & K-8 Instructional Focus* Administrators Training in Math (ATM)

* Unit Study/Lesson Study

* Continue work from Leadership Training in Math (June 2017)

* Focus on 10%

* Each teacher will focus on 4 students per class/period

Math Unit Study

• Unit Guide• California

Math Framework

• SBAC Resources

Study the Standards Assessment

• Review results from prior assessment

• Preview upcoming assessment

Sequence and

Duration

• Calendar the lessons in the unit

Goals and Hinge

Questions

• Develop a learning goal for each lesson

• Develop hinge questions for use in each lesson

Every student a confident and flexible mathematical thinker,

communicator and problem-solver.

Select a Task

Anticipate Approaches

Questions, Prompts,

Cues

Plan a Sequence

Rehearse Roles

Facilitate Lesson

Teacher time-outs, select & sequence

Reflect and Revise

Math Lesson StudyEvery student a confident and flexible mathematical thinker,

communicator and problem-solver.

Root Causes for High School Success


SBAC in the High School Environment

Some items to consider:1. SBAC for High School is only administered one time, in the 11th

grade.2. One time high stakes testing yields limited actionable information for

our teachers and administrators to act upon.3. High schools are also focusing on numerous other data sources,

including AP, PSAT/SAT, as well as common assessments, to drive their improvement plans which can support SBAC testing.

SBAC ELA Results in HS

Percent Meeting and Exceeding in ELA

Small Schools Large Schools Alternative Schools

CAMS 98% +1 Cabrillo 40% +3 Beach 14% +13

McBride 77% +14 Jordan 33% +6 EPHS 17% +6

Renaissance 68% -7 Lakewood 64% -1 Reid 6% -2

Millikan 61% +1

Poly 55% 0

Wilson 60% +15

SBAC Math Results in HS

Percent Meeting and Exceeding in Math

Small Schools Large Schools Alternative Schools

CAMS 96% +2 Cabrillo 14% -5 Beach 0% 0

McBride 47% +12 Jordan 11% -3 EPHS 2% +1

Renaissance 20% -8 Lakewood 29% -4 Reid 0% -1

Millikan 30% +4

Poly 33% 0

Wilson 28% 0

HS Preparation for SBACStudent Incentives to work through the test:

• Lakewood Model from 2016 - 17• Being in attendance all days of testing• Testing Met or Exceeded the standard

• Incentives included:• Free Prom ticket• Free Cap and Gown• Free admission to Grad Night

HS Preparation for SBAC• Communicated to students, teachers and staff the

importance of the SBAC Test• Associated Student Body (ASB) communications and signs• Administrators visiting classrooms• Teachers and staff discussing the importance of the tests for the

school and students

• Strengthened systems to protect instructional time• Tiered Discipline - Safe and Civil strategies• Shared Expectations on what classroom learning should look like• Providing students opportunities to practice in an SBAC setting

HS Preparation for SBAC• Professional Development to support teacher behaviors

to develop a positive learning environment• Guidelines for Success• Greeting Students at the door• Ratios of Interaction

• Focused administrative support for the English Language Arts and Math Departments

• Classroom observations using Google Docs and providing feedback to teachers

HS Preparation for SBAC• Creating a school expectation of Academic Success as a

cultural norm for the school• Working with Principal’s Advisory Students to define a culture

of academic success for students at the school• Working with the Instructional Leadership Teams to create

shared expectations for student academic success.• Leveraging the feedback from WASC visiting committees to

message the imperative of establishing a culture of valuing academic success to all stakeholder groups.

Monitoring the High School Sites•The High School Office administrative team conducted a total of 350 site visits throughout the 2016-2017 school year.

•Average of 9.0 visits per week that school was in session.

Classroom Observations: What we looked for

Teacher Clarity -Is a learning intention posted? Can students articulate what they are learning in the class and why?

Collaborative Conversations -Are students working in groups, and is that group work creating meaning and deepening understanding?

Linked Learning -Is the pathway theme evident in the classroom?

Classroom Observations: What we looked forSafe and Civil:

◦ Teachers greeting students◦ Guidelines for success posted◦ Teachers using effective quieting signals

Mathematical Practices:◦ Establishing goals◦ Mathematical discourse◦ Procedural fluency from conceptual understanding◦ Elicit and use evidence of student thinking

Student Engagement:◦ Collaborative Conversations◦ Student project development◦ Students engaged in challenging one another’s thoughts and theories

Classroom Specific Data106 of 350 visits were focused specifically on classroom visits.

Average of 4 classrooms visited per site visit.

Approximately 424 classrooms visited.

Goal for 2017-2018: 550 classroom visitations by HSO principal supervisors.

Going into the 2017-18 School Year...• We aspire to increase the number of times the High School Office

Team conducts site visits.

• Continue our support for sites creating shared expectations of high quality instruction in all classrooms.

• Support principals and teachers in creating a warm and demanding school site, which is a welcoming, rigorous, and respectful learning environment in every classroom.

• Support sites in integrating available technology to enhance student curriculum acquisition while building student technical skills.

All of which should lead to increased growth in our SBAC scores.

EL Reclassification

12% 10% 11% 7%

19%

12% 12% 11% 11% 13%

2012-13 2013-14 2014-15 2015-16 2016-17

Percent of EL Students who Reclassified to FEP

LBUSD State

LCAP Area 4 Pupil Achievement Goal—Increase the reclassification rate to a level above state average

Algebra Enrollment

57%

50% 50% 46% 48%*

2012-13 2013-14 2014-15 2015-16 2016-17

Percent of 8th Grade Enrollment in Algebra

LCAP Area 4 Pupil Achievement Goal—Increase the number of 8th graders enrolled in Algebra by 3%

* In 2016-17, 58% of 6th

graders were enrolled in Math 6 Accelerated.

HS ReadinessCriteria to be ”HS Ready”

96%+ Attendance

No Suspensions

2.5+ GPA

No D/F in English or Math

HS Readiness Overall

48% 48% 51%

54%

2013-14 2014-15 2015-16 2016-17

Percent of Students in Grades 6-8 Ready for High School

HS Readiness by Ethnicity

36% 36% 38% 40%

2014 2015 2016 2017

African American

71% 72% 74% 75%

2014 2015 2016 2017

Asian 74% 73% 73% 76%

2014 2015 2016 2017

Filipino

43% 44% 47% 50%

2014 2015 2016 2017

Hispanic

40% 35% 39% 47%

2014 2015 2016 2017

Pacific Islander 59% 58% 61% 66%

2014 2015 2016 2017

White

HS Readiness by Subgroup

53% 54% 57% 59%

2014 2015 2016 2017

Female

43% 43% 45% 50%

2014 2015 2016 2017

Male

46% 48% 50% 52%

2014 2015 2016 2017

EL & RFEP

34% 35%

38% 37%

2014 2015 2016 2017

Homeless/Foster

42% 43% 46% 47%

2014 2015 2016 2017

Low SES

34% 31% 36% 40%

2014 2015 2016 2017

SPED

HS Readiness by SchoolHS Readiness is Pre-College Readiness

15 Schools out of 24 exceeded 50%+ HS Readiness

Special Recognition:

60%+ HS Readiness Significant Improvement

Stanford Lindsey (+6%)

Newcomb Washington (+6%)

Nelson Cubberley (+5%)

Tinchers Hamilton (+4%)

Rogers Lindbergh (+3%)

Keller Hoover (+3%)

AP Enrollment

34% 36% 42% 46%

2013-14 2014-15 2015-16 2016-17

Percent of students in Grades 11-12 enrolled in 1+ AP Course

LCAP Area 4 Pupil Achievement Goal-Increase the number of 11th & 12th graders enrolled in 1+ AP Course by 2%

AP Enrollment by Ethnicity

21% 23% 32% 35%

2014 2015 2016 2017

African American

49% 53% 59% 66%

2014 2015 2016 2017

Asian

56% 53% 63% 67%

2014 2015 2016 2017

Filipino

27% 29% 37% 41%

2014 2015 2016 2017

Hispanic

20% 20% 33% 38%

2014 2015 2016 2017

Pacific Islander

50% 54% 59% 59%

2014 2015 2016 2017

White


AP Enrollment by Subgroup

39% 42% 51% 52%

2014 2015 2016 2017

Female

26% 28% 35% 39%

2014 2015 2016 2017

Male

28% 30% 37% 41%

2014 2015 2016 2017

EL & RFEP

13% 12% 26% 31%

2014 2015 2016 2017

Homeless/Foster

26% 29% 35% 39%

2014 2015 2016 2017

Low SES

AP Enrollment By Ethnicity

49%

12% 19%

10% 7% 1%

53%

15% 15% 8% 5% 1%

Hispanic African American

White Asian Filipino Pacific Islander

Percent of AP Enrollment (1or more classes) compared to Overall Enrollment Grades 11 & 12

% of AP Enrollment % Overall Enrollment


AP Tests Taken

76339183 10447

12559 13688

2012-13 2013-14 2014-15 2015-16 2016-17

Number of Exams (All Grades)

LCAP Area 4 Pupil Achievement Goal—Increase the AP Exam Pass Rate

AP Exams Passed

4167 4558 4819 5265 5607

2012-13 2013-14 2014-15 2015-16 2016-17

Number of AP Tests Passed (All Grades)


# of AP Exams Passed by Ethnicity

221 226 306 318 305

2013 2014 2015 2016 2017

African American

587 673 608 666805

2013 2014 2015 2016 2017

Asian

316 303 317 349 405

2013 2014 2015 2016 2017

Filipino

14061641 1838 1988 2041

2013 2014 2015 2016 2017

Hispanic

12 16 23 28 33

2013 2014 2015 2016 2017

Pacific Islander

15411599 1615

1730 1762

2013 2014 2015 2016 2017

White


# of AP Exams Passed by Subgroup

28 41135 171

2014 2015 2016 2017

Homeless/Foster

2381 2584 2674 2898 3102

2013 2014 2015 2016 2017

Female

1783 1966 2138 2367 2505

2013 2014 2015 2016 2017

Male

1187 1333 1484 1586 1659

2013 2014 2015 2016 2017

EL & RFEP

1446 1676 1948 2032 2115

2013 2014 2015 2016 2017

Low SES


AP Student Passing AP Tests

2445 2656 2788 3086 3323

2012-13 2013-14 2014-15 2015-16 2016-17

Number of Students Passing at least One Exam


# Students Passing AP Tests by Ethnicity

137 150 177 196 196

2013 2014 2015 2016 2017

African American

316 345 305 354443

2013 2014 2015 2016 2017

Asian

178 169 178 193 215

2013 2014 2015 2016 2017

Filipino

926 1089 1193 1324 1338

2013 2014 2015 2016 2017

Hispanic

10 11 17 21 21

2013 2014 2015 2016 2017

Pacific Islander

832 837 846884

947

2013 2014 2015 2016 2017

White


# Students Passing AP Tests by Subgroup

21 31 94 106

2014 2015 2016 2017

Homeless/Foster

1440 1561 1578 1743 1888

2013 2014 2015 2016 2017

Females

1005 1095 1210 1343 1435

2013 2014 2015 2016 2017

Males

952 1128 1259 1340 1402

2013 2014 2015 2016 2017

Low SES

780 895 949 1041 1082

2013 2014 2015 2016 2017

EL & RFEP


Cohort Grads District-wide

78.3% 80.1% 80.8% 80.9%

84.0% 84.2%

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Cohort Grad Rate

LCAP Area 5 Pupil Engagement Goal—Increase the graduation rate by 2%

Cohort Grad by Ethnicity

91% 94% 90% 93% 92%

2012 2013 2014 2015 2016

Filipino

75% 77% 79% 81% 82%

2012 2013 2014 2015 2016

Hispanic

79% 78% 87% 86% 89%

2012 2013 2014 2015 2016

Pacific Islander89% 88% 89% 90% 89%

2012 2013 2014 2015 2016

White

80% 79% 74% 83% 82%

2012 2013 2014 2015 2016

African American87% 88% 88% 88% 90%

2012 2013 2014 2015 2016

Asian


Cohort Grad by Subgroup

84% 84% 85% 88% 88%

2012 2013 2014 2015 2016

Females

77% 78% 77% 80% 81%

2012 2013 2014 2015 2016

Males

76% 77% 78% 81% 82%

2012 2013 2014 2015 2016

EL & RFEP

45% 57% 63% 63%

2013 2014 2015 2016

Homeless/Foster 80% 77% 77% 81% 82%

2012 2013 2014 2015 2016

Low SES


56% 56% 51% 62% 62%

2012 2013 2014 2015 2016

SPED

Cohort Grad by SchoolLBUSD’s cohort grad rate is 1% higher than the State

LBUSD’s cohort grad rate is also higher for at-risk sub-groups: African-American (+9), Hispanic (+2), Pacific Islander (+7), Low-SES (+3)


Significant Improvement in Grad Rates

Avalon (+6%) Cabrillo (+2%) Jordan (+9%)


Met A-G District-wide

37% 40% 42% 42% 45%

2011-12 2012-13 2013-14 2014-15 2015-16

Percent of Graduates Meeting A-G

LCAP Area 4 Pupil Achievement Goal—Increase the A-G Completion Rate by 5%

Met A-G by Ethnicity

59% 59% 67% 59% 64%

2012 2013 2014 2015 2016

Filipino

26% 31% 33% 34% 37%

2012 2013 2014 2015 2016

Hispanic

26% 28% 28% 26% 31%

2012 2013 2014 2015 2016


2012 2013 2014 2015 2016

White


30% 32% 35% 37% 36%

2012 2013 2014 2015 2016


2012 2013 2014 2015 2016

Asian

Met A-G by Subgroup

31% 36% 40% 38% 39%

2012 2013 2014 2015 2016

EL & RFEP

21% 34%

19% 18%

2013 2014 2015 2016

Homeless/Foster

29% 31% 34% 36% 37%

2012 2013 2014 2015 2016

Low SES


42% 46% 48% 50% 51%

2012 2013 2014 2015 2016

Female

31% 34% 36% 34% 38%

2012 2013 2014 2015 2016

Male

8% 8% 13% 10% 19%

2012 2013 2014 2015 2016

SPED

Met A-G by SchoolLBUSD’s A-G Rate equals the State’s Rate

LBUSD’s A-G Rate for African-American students exceeds the State by 3%


Significant Improvement in A-G RateAvalon (+18%) Cabrillo (+9%) CAMS (+3%)

Lakewood (+3%) Poly (+5%)

LCAP Area 4 Pupil Achievement Goal—Increase the graduation rate by 2%

CSU Readiness

46% 45% 40%

Met CSU Readiness Met A-G Met Both

Percent of 2015-16 Graduates with Change from Prior Year

+3%+7%

+5%

LCAP Area 4 Pupil Achievement Goal—Increase by 3% the # of 12th graders meeting CSU College Ready Criteria

College Attendance

6869

7273 73

68

76 7677 78

77

72

2011 2012 2013 2014 2015 2016

Percent of Graduates Enrolled in College

Immediately after HS Within the First Year

LCAP Area 4 Pupil Achievement Goal—Increase the number students attending college by 2%

2 and 4-Year College Enrollment

38 38 40 39 40 37

30 31 32 33 34 32

2011 2012 2013 2014 2015 2016

Enrollment in 2-Year and 4-Year Colleges Immediately after HS

2 Year 4 Year


Enrollment in College in the Fall Immediately after HS

72% 73% 74% 73% 64%

2012 2013 2014 2015 2016


2012 2013 2014 2015 2016

Asian

59% 67% 69% 71% 65%

2012 2013 2014 2015 2016

Hispanic

59% 59% 53% 48% 56%

2012 2013 2014 2015 2016


2012 2013 2014 2015 2016

White

College Attendance by Ethnicity


College Attendance by SubgroupEnrollment in College in the Fall Immediately after HS

66% 67% 70% 67% 64%

2012 2013 2014 2015 2016

Male

72% 76% 76% 79% 73%

2012 2013 2014 2015 2016

Female

62% 67% 68% 70% 63%

2012 2013 2014 2015 2016

Low SES

LCAP Area 4 Pupil Engagement Goal—Increase the number students attending college by 2%

79% 76% 79% 78% 76%

2012 2013 2014 2015 2016

Middle/High SES

44% 50% 44% 45%

2013 2014 2015 2016

SPED

8 Priority LCAP Areas1-Basic Services

2-Implement State Standards

3-Parental Involvement

4-Pupil Achievement

5-Pupil Engagement

6-School Climate

7-Course Access

8-Other Pupil Outcomes

LCAP Areas 3, 5 and 6vAttendance Rates

vChronic Absenteeism

vSuspension Rates

vCORE Survey Results

Attendance Rates

95.6% 96.0% 95.9% 95.7% 95.6%

2012-13 2013-14 2014-15 2015-16 2016-17

Percent Attendance—All Grades

LCAP Area 5 Pupil Engagement Goal—Improve the attendance rate to 96.5%

Chronic Absenteeism

12.0% 10.5% 10.7% 11.0% 11.3%

2012-13 2013-14 2014-15 2015-16 2016-17

Chronic Absentee Rate—All Students

LCAP Area 5 Pupil Engagement Goal—Decrease chronic absenteeism by 2%

Chronic Absence by Ethnicity

6% 4% 4% 5% 4%

2013 2014 2015 2016 2017

Filipino

12% 11% 11% 11% 12%

2013 2014 2015 2016 2017

Hispanic

17% 15% 15% 18% 17%

2013 2014 2015 2016 2017

Pacific Islander

9% 8% 8% 8% 8%

2013 2014 2015 2016 2017

White

19% 16% 17% 18% 17%

2013 2014 2015 2016 2017

African American

7% 6% 5% 6% 5%

2013 2014 2015 2016 2017

Asian


Chronic Absence by Subgroup

12% 11% 11% 10% 10%

2013 2014 2015 2016 2017

EL & RFEP

20% 20% 22% 21% 21%

2013 2014 2015 2016 2017

Homeless/Foster

13% 11% 12% 12% 11%

2013 2014 2015 2016 2017

Low SES

12% 11% 11% 11% 12%

2013 2014 2015 2016 2017

Female

12% 10% 11% 11% 11%

2013 2014 2015 2016 2017

Male


19% 17% 18% 14% 15%

2013 2014 2015 2016 2017

SPED

Suspension Rate District-wide

6.3% 4.4% 3.5% 3.6% 3.5%

5.1% 4.4% 3.8%

2012-13 2013-14 2014-15 2015-16 2016-17

Suspension Rate—All Students

LBUSD Suspension Rate State Suspension Rate

LCAP Area 6 School Climate Goal—Decrease the suspension rate below the State average

Suspension Rate by Ethnicity

2% 1% 1% 1%

2014 2015 2016 2017

Filipino

4% 4% 4% 3%

2014 2015 2016 2017

Hispanic

7% 6% 6% 5%

2014 2015 2016 2017

Pacific Islander

2% 2% 2% 2%

2014 2015 2016 2017

White

12% 11% 10% 9%

2014 2015 2016 2017

African American

2% 2% 2% 2%

2014 2015 2016 2017

Asian


Suspension Rate by Subgroup

4% 4% 4% 3%

2014 2015 2016 2017

EL & RFEP

10% 8% 7% 7%

2014 2015 2016 2017

Homeless/Foster

6% 6% 5% 4%

2014 2015 2016 2017

Low SES

3% 2% 3% 2%

2014 2015 2016 2017

Female

7% 6% 5% 5%

2014 2015 2016 2017

Male


12% 10% 9% 8%

2014 2015 2016 2017

SPED

Parent Involvement

85%

93% 94%

2015 2016 2017

CORE Parent Survey: I feel welcome to participate at this school (Agree and Strongly Agree)

LCAP Area 3 Parent Involvement Goal—Increase parents satisfaction of opportunity to participate by 1%

20,100 Parent Responses

69% 82% 93%

Students Staff Parents

Percent of Positive Responses with Change from Prior Year

N/C

N/C-1%

LCAP Area 6 School Climate Goal—Increase positive responses on the culture-climate survey by 1%

Culture-Climate Survey

76% 66% 67% 66% 93% 83% 73% 78%

94% 93% 94% 93%

Climate of Support for Academic Learning

Knowledge of Fairness of Discipline/Rules/Norms

Safety Sense of Belonging

2016-17 CORE Survey Results—Percent Favorable

Students Staff Parents

Culture-Climate Categories

LCAP Area 6 School Climate Goal—Increase positive responses on the culture-climate survey by 1%

In Summary

Celebrations 2017-18 Areas of FocusSBAC ELA Gains in Every Grade & Group Targeted Work at Select Schools in ELA

SBAC Math Gains-Grades 3-8, All Groups Targeted Work at Select Schools in Math

SBAC Gains Above CORE Districts Increase Grad and A-G Rate

Reclassification Rate above the State College Attendance Support

Algebra Enrollment in 8th Increased Decrease Chronic Absenteeism

HS Readiness Improved 3% Targeted Work with African-Americans

AP Enrollment Improved 4% Targeted Work with EL

AP Tests Passed Increased Targeted Work with Homeless/Foster

College Readiness (A-G & CSU) Increased Targeted Work with SPED

lcap annual progress report · progress report presentation to the board august 15, 2017. 8...

Documents