lcap annual progress report - long beach unified school ... · pdf filesbac ela by grade level...
TRANSCRIPT
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LCAP AnnualProgress ReportPRESENTATION TO THE BOARD
AUGUST 15, 2017
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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
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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
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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%
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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
LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3%
+7+4
+1
+1
+4+2
+4
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SBAC ELA by Ethnicity
35 4166 60 68
4065
44
75
African American
American Indian
Asian Cambodian Filipino Hispanic Multiple Pacific Islander
White
Percent Meeting and Exceeding Standards with Change from Prior Year
+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%
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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
Percent Meeting and Exceeding Standards with Change from Prior Year
LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding of lower subgroups by 5%
+3
+4
+3
+4
+3+2
+2
+2+3
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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
LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding of lower subgroups by 5%
% of EL Meeting & Exceeding
% of EL that reclassified
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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
LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding of lower subgroups by 5%
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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
Percent Meeting and Exceeding Standards with Change from Prior Year
N/C
+3
+2 +1
+1
+1
+2
-1
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SBAC ELA Comparison Data
0
10
20
30
40
50
60
70
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11
Percent Meeting and Exceeding By Grade Level Lowest and Highest of the CORE Districts compared to LBUSD
Lowest CORE District LBUSD Highest CORE District
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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
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SBAC Math District-wide
30 3439
2015 2016 2017
Percent Meeting and Exceeding Standards
LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3%
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SBAC Math by Grade Level
5242 36 39 38 38
27
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11
Percent Meeting and Exceeding Standards with Change from Prior Year
LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3%
+9%
+5%+5% +5% +4% +4%
-1%
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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
Percent Meeting and Exceeding Standards with Change from Prior Year
+3+12
+5+8
+4
+5 +2
+4+6
LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding of lower subgroups by 5%
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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
Percent Meeting and Exceeding Standards with Change from Prior Year
LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding of lower subgroups by 5%
+5+4
+4
+5
+5
+1
+2
+6
+4
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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
LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding of lower subgroups by 5%
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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
LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding of lower subgroups by 5%
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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
Percent Meeting and Exceeding Standards with Change from Prior Year
+5
+2 +1
+1
+2
+2
N/C
N/C
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SBAC Math Comparison Data
0
10
20
30
40
50
60
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11
Percent Meeting and Exceeding By Grade Level Lowest and Highest of the CORE Districts compared to LBUSD
Lowest CORE District LBUSD Highest CORE District
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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
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Addressing the Needs of Our African-American Students
10 Classroom Observations and Interviews31 Interviews with Graduating African-American Students
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Root Causes for Elementary School Success
IDENTIFYING SUCCESSES IN 2016-17 TO BE REPLICATED IN ALL SCHOOLS IN 2017-18
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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
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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
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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
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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
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Root Causes for Middle School Success
IDENTIFYING SUCCESSES IN 2016-17 TO BE REPLICATED IN ALL SCHOOLS IN 2017-18
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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
LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3%
+7+4
+1
+1
+4+2
+4
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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
LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3%
+7+4
+1
+1
+4+2
+4
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SBAC Math by Grade Level
5242 36 39 38 38
27
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11
Percent Meeting and Exceeding Standards with Change from Prior Year
LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3%
+9%
+5%+5% +5% +4% +4%
-1%
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SBAC Math by Grade Level
5242 36 39 38 38
27
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11
Percent Meeting and Exceeding Standards with Change from Prior Year
LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3%
+9%
+5%+5% +5% +4% +4%
-1%
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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
Percent Meeting and Exceeding Standards with Change from Prior Year
N/C
+3
+2 +1
+1
+1
+2
-1
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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
Percent Meeting and Exceeding Standards with Change from Prior Year
+5
+2 +1
+1
+2
+2
N/C
N/C
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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
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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.
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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.
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Root Causes for High School Success
IDENTIFYING SUCCESSES IN 2016-17 TO BE REPLICATED IN ALL SCHOOLS IN 2017-18
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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.
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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
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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
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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
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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
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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
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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.
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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.
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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?
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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
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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.
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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.
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Break
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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
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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.
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HS ReadinessCriteria to be ”HS Ready”
96%+ Attendance
No Suspensions
2.5+ GPA
No D/F in English or Math
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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
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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
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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
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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%)
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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%
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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
LCAP Area 4 Pupil Achievement Goal-Increase the number of 11th & 12th graders enrolled in 1+ AP Course by 2%
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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
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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
LCAP Area 4 Pupil Achievement Goal-Increase the number of 11th & 12th graders enrolled in 1+ AP Course by 2%
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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
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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)
LCAP Area 4 Pupil Achievement Goal—Increase the AP Exam Pass Rate
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# 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
LCAP Area 4 Pupil Achievement Goal—Increase the AP Exam Pass Rate
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# 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
LCAP Area 4 Pupil Achievement Goal—Increase the AP Exam Pass Rate
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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
LCAP Area 4 Pupil Achievement Goal—Increase the AP Exam Pass Rate
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# 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
LCAP Area 4 Pupil Achievement Goal—Increase the AP Exam Pass Rate
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# 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
LCAP Area 4 Pupil Achievement Goal—Increase the AP Exam Pass Rate
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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%
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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
LCAP Area 5 Pupil Engagement Goal—Increase the graduation rate by 2%
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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
LCAP Area 5 Pupil Engagement Goal—Increase the graduation rate by 2%
56% 56% 51% 62% 62%
2012 2013 2014 2015 2016
SPED
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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)
Special Recognition:
Significant Improvement in Grad Rates
Avalon (+6%) Cabrillo (+2%) Jordan (+9%)
LCAP Area 5 Pupil Engagement Goal—Increase the graduation rate by 2%
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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%
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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
Pacific Islander55% 62% 61% 62% 68%
2012 2013 2014 2015 2016
White
LCAP Area 4 Pupil Achievement Goal—Increase the A-G Completion Rate by 5%
30% 32% 35% 37% 36%
2012 2013 2014 2015 2016
African American57% 56% 60% 62% 60%
2012 2013 2014 2015 2016
Asian
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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
LCAP Area 4 Pupil Achievement Goal—Increase the A-G Completion Rate by 5%
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
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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%
Special Recognition:
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%
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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
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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%
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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
LCAP Area 4 Pupil Achievement Goal—Increase the number students attending college by 2%
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Enrollment in College in the Fall Immediately after HS
72% 73% 74% 73% 64%
2012 2013 2014 2015 2016
African American81% 76% 78% 79% 75%
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
Pacific Islander80% 81% 79% 78% 80%
2012 2013 2014 2015 2016
White
College Attendance by Ethnicity
LCAP Area 4 Pupil Achievement Goal—Increase the number students attending college by 2%
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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
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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
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LCAP Areas 3, 5 and 6vAttendance Rates
vChronic Absenteeism
vSuspension Rates
vCORE Survey Results
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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%
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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%
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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
LCAP Area 5 Pupil Engagement Goal—Decrease chronic absenteeism by 2%
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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
LCAP Area 5 Pupil Engagement Goal—Decrease chronic absenteeism by 2%
19% 17% 18% 14% 15%
2013 2014 2015 2016 2017
SPED
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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
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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
LCAP Area 6 School Climate Goal—Decrease the suspension rate below the State average
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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
LCAP Area 6 School Climate Goal—Decrease the suspension rate below the State average
12% 10% 9% 8%
2014 2015 2016 2017
SPED
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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
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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
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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%
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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