LCAP Annual Progress Report PRESENTATION TO THE BOARD AUGUST I5, 20 7 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 Achievement vSBAC 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 Percent Meeting and Exceeding Standards 42 2015 45 2016 48 2017 LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3% SBAC ELA by Grade Level Percent Meeting and Exceeding Standards with Change from Prior Year +4 +1 +7 47 +4 46 +4 +2 53 +1 49 49 45 48 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3% SBAC ELA by Ethnicity Percent Meeting and Exceeding Standards with Change from Prior Year +4 +2 +3 +3 41 African American American Indian +4 +5 +7 66 35 +1 Asian 60 68 Cambodian Filipino +4 75 65 44 40 Hispanic Multiple Pacific Islander White LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding of lower subgroups by 5% SBAC ELA by Subgroup Percent Meeting and Exceeding Standards with Change from Prior Year +4 +3 +4 54 +3 43 38 +2 EL 33 40 +2 43 14 10 Male +3 57 +3 Female +2 RFEP EL & RFEP Homeless Low SES SPED RSP & Foster SPED Speech LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding of lower subgroups by 5% SBAC ELA Individual Focus AFRICAN-AMERICAN PROGRESS ENGLISH LEARNER PROGRESS Gap in % Meeting & Exceeding 56 40% 37% 30 41 19 13 11 63 65 69 6 7 2 73 5 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 11 2015 2016 2017 % of EL that reclassified % of EL Meeting & Exceeding LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding of lower subgroups by 5% SBAC ELA by School 63 out of 81 (78%) schools showed improvement in ELA 40 schools grew 3%+ overall Special 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 Oropeza Signal Hill Fremont Los Cerritos Roosevelt LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding of lower subgroups by 5% SBAC ELA CORE Districts Percent Meeting and Exceeding Standards with Change from Prior Year +2 +1 +3 N/C +1 +2 +1 55 48 LBUSD 34 32 CORE Dist #1 CORE Dist #2 57 40 CORE Dist #3 CORE Dist #4 -1 28 CORE Dist #5 CORE Dist #6 40 CORE Dist #7 SBAC ELA Comparison Data Percent Meeting and Exceeding By Grade Level Lowest and Highest of the CORE Districts compared to LBUSD 70 60 50 40 30 20 10 0 Grade 3 Grade 4 Grade 5 Lowest CORE District Grade 6 LBUSD Grade 7 Grade 8 Grade 11 Highest CORE District College Prep ELA Exams Percent Meeting Benchmark or Standards N/C 45 PSAT 8 +4 +4 +2 +4 +3 N/A 48 49 50 50 52 53 SBAC 8 PSAT 9 PSAT 10 PSAT 11 SAT 11 SBAC 11 88% Correlation Between SAT and SBAC Results SBAC Math District-wide Percent Meeting and Exceeding Standards 30 34 2015 2016 39 2017 LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3% SBAC Math by Grade Level Percent Meeting and Exceeding Standards with Change from Prior Year +9% +5% +5% 52 Grade 3 +5% +4% +4% -1% 42 Grade 4 36 39 38 Grade 5 Grade 6 Grade 7 38 27 Grade 8 Grade 11 LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3% SBAC Math by Ethnicity Percent Meeting and Exceeding Standards with Change from Prior Year +5 +4 +4 +6 +8 +3 23 +12 58 51 56 58 Asian Cambodian Filipino Hispanic 64 33 32 30 African American American Indian +2 +5 Multiple Pacific Islander White LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding of lower subgroups by 5% SBAC Math by Subgroup Percent Meeting and Exceeding Standards with Change from Prior Year +5 +6 +5 +4 +5 40 38 +4 42 13 Female Male EL RFEP +4 +1 30 22 31 44 +2 11 EL & RFEP Homeless Low SES SPED RSP & Foster SPED Speech LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding of lower subgroups by 5% SBAC Math Individual Focus AFRICAN-AMERICAN PROGRESS ENGLISH LEARNER PROGRESS Gap in % Meeting & Exceeding 41 41% 39% 56 63 65 69 73 8 5 4 2 30 30 14 9 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 11 % of EL that reclassified 2015 2016 2017 % of EL Meeting & Exceeding LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding of lower subgroups by 5% SBAC Math by School 67 out of 81 (83%) schools showed improvement in Math 50 schools grew 3%+ overall Special 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% SBAC Math CORE Districts Percent Meeting and Exceeding Standards with Change from Prior Year +1 +2 +5 +2 +1 51 39 LBUSD 23 24 CORE Dist #1 CORE Dist #2 N/C +2 47 31 CORE Dist #3 CORE Dist #4 N/C 22 CORE Dist #5 CORE Dist #6 32 CORE Dist #7 SBAC Math Comparison Data Percent Meeting and Exceeding By Grade Level Lowest and Highest of the CORE Districts compared to LBUSD 60 50 40 30 20 10 0 Grade 3 Grade 4 Grade 5 Lowest CORE District Grade 6 LBUSD Grade 7 Grade 8 Grade 11 Highest CORE District College Prep Math Exams Percent Meeting Benchmark or Standards +4 +6 +1 38 25 PSAT 8 SBAC 8 32 PSAT 9 -1 N/A 26 25 PSAT 10 PSAT 11 +1 -1 29 27 SAT 11 SBAC 11 79% Correlation Between SAT and SBAC Results Addressing the Needs of Our African-American Students 10 Classroom Observations and Interviews 31 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 School SBAC 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 School SBAC 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 School SBAC 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 Focus Response to Intervention (RtI) as defined through Hattie’s research I. High quality core instruction A. District coach support, site-specific PD for teachers B. Teacher collaborative planning and teaching II. Ongoing progress monitoring A. Daily and weekly formative assessment B. Use of district unit exams to monitor student progress and identify needs III. Targeted supplemental and intensive interventions A. Monthly training to share best practices among TOSA’s B. In- and out-of-class interventions focused on African-American, English Learner and RSP students Root Causes for Middle School Success IDENTIFYING SUCCESSES IN 2016-17 TO BE REPLICATED IN ALL SCHOOLS IN 2017-18 SBAC ELA by Grade Level Percent Meeting and Exceeding Standards with Change from Prior Year +4 +1 +7 47 +4 46 +4 +2 53 +1 49 49 45 48 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3% SBAC ELA by Grade Level Percent Meeting and Exceeding Standards with Change from Prior Year +4 +1 +7 47 +4 46 +4 +2 53 +1 49 49 45 48 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3% SBAC Math by Grade Level Percent Meeting and Exceeding Standards with Change from Prior Year +9% +5% +5% 52 Grade 3 +5% +4% +4% -1% 42 Grade 4 36 39 38 Grade 5 Grade 6 Grade 7 38 27 Grade 8 Grade 11 LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3% SBAC Math by Grade Level Percent Meeting and Exceeding Standards with Change from Prior Year +9% +5% +5% 52 Grade 3 +5% +4% +4% -1% 42 Grade 4 36 39 38 Grade 5 Grade 6 Grade 7 38 27 Grade 8 Grade 11 LCAP Area 4 Pupil Achievement Goal—Increase the number meeting and exceeding by 3% SBAC ELA CORE Districts Percent Meeting and Exceeding Standards with Change from Prior Year +2 +1 +3 N/C +1 +2 +1 55 48 LBUSD 34 32 CORE Dist #1 CORE Dist #2 57 40 CORE Dist #3 CORE Dist #4 -1 28 CORE Dist #5 CORE Dist #6 40 CORE Dist #7 SBAC Math CORE Districts Percent Meeting and Exceeding Standards with Change from Prior Year +1 +2 +5 +2 +1 51 39 LBUSD 23 24 CORE Dist #1 CORE Dist #2 N/C +2 47 31 CORE Dist #3 CORE Dist #4 N/C 22 CORE Dist #5 CORE Dist #6 32 CORE Dist #7 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 Study the Standards • Unit Guide • California Math Framework • SBAC Resources Assessment • Review results from prior assessment • Preview upcoming assessment Every student a confident and flexible mathematical thinker, communicator and problem-solver. Sequence and Duration Goals and Hinge Questions • Calendar the lessons in the unit • Develop a learning goal for each lesson • Develop hinge questions for use in each lesson Math Lesson Study Select a Task Rehearse Roles Every student a confident and flexible mathematical thinker, communicator and problem-solver. Anticipate Approaches Questions, Prompts, Cues Plan a Sequence Facilitate Lesson Teacher time-outs, select & sequence Reflect and Revise Root Causes for High School Success IDENTIFYING SUCCESSES IN 2016-17 TO BE REPLICATED IN ALL SCHOOLS IN 2017-18 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 CAMS 98% McBride Renaissance Large Schools +1 40% +3 Beach 14% +13 77% +14 Jordan 33% +6 EPHS 17% +6 68% Lakewood 64% -1 Reid 6% -2 Millikan 61% +1 Poly 55% 0 Wilson 60% +15 -7 Cabrillo Alternative Schools SBAC Math Results in HS Percent Meeting and Exceeding in Math Small Schools CAMS 96% McBride Renaissance Large Schools +2 14% -5 Beach 0% 0 47% +12 Jordan 11% -3 EPHS 2% +1 20% Lakewood 29% -4 Reid 0% -1 Millikan 30% +4 Poly 33% 0 Wilson 28% 0 -8 Cabrillo Alternative Schools HS Preparation for SBAC Student 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 for Safe 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 Site Visits by Site \l?Site Visits by Type Oti?er Needed Support Facilities/Doeratior?s (Zorr?plair?t Resolutior? Total Coati?ir?g ar?d Progress Classroon? Visits (I M/Oti?er District \i?r'alkti?rouglw 80 120 150 160 180 Classroom Specific Data 106 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 Percent of EL Students who Reclassified to FEP 19% 12% 12% 10% 12% 11% 11% 11% 13% 7% 2012-13 2013-14 2014-15 LBUSD 2015-16 2016-17 State LCAP Area 4 Pupil Achievement Goal—Increase the reclassification rate to a level above state average Algebra Enrollment 57% Percent of 8th Grade Enrollment in Algebra 50% 50% 46% 48%* * In 2016-17, 58% of 6th graders were enrolled in Math 6 Accelerated. 2012-13 2013-14 2014-15 2015-16 2016-17 LCAP Area 4 Pupil Achievement Goal—Increase the number of 8th graders enrolled in Algebra by 3% HS Readiness Criteria to be ”HS Ready” 96%+ Attendance No Suspensions 2.5+ GPA No D/F in English or Math HS Readiness Overall Percent of Students in Grades 6-8 Ready for High School 48% 48% 2013-14 2014-15 51% 2015-16 54% 2016-17 HS Readiness by Ethnicity African American Asian 36% 36% 38% 40% 2014 2015 2016 2017 Hispanic 43% 44% 47% 50% 2014 2015 2016 2017 71% 72% 74% 75% 74% Filipino 73% 73% 76% 2014 2015 2016 2017 2014 2015 2016 2017 Pacific Islander White 40% 35% 39% 47% 2014 2015 2016 2017 59% 58% 61% 66% 2014 2015 2016 2017 HS Readiness by Subgroup Female 53% 54% 57% Male 59% 2014 2015 2016 2017 43% 43% 45% 2014 2015 2016 46% 48% 2017 34% 52% 38% 34% 2014 2015 2016 2017 35% 31% 36% 40% 2014 2015 2016 2017 Homeless/Foster EL & RFEP 50% 50% SPED Low SES 37% 2014 2015 2016 2017 42% 43% 46% 47% 2014 2015 2016 2017 HS Readiness by School HS 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 Percent of students in Grades 11-12 enrolled in 1+ AP Course 34% 36% 2013-14 2014-15 42% 2015-16 46% 2016-17 LCAP Area 4 Pupil Achievement Goal-Increase the number of 11th & 12th graders enrolled in 1+ AP Course by 2% AP Enrollment by Ethnicity African American 21% 23% 2014 2015 Asian 29% 66% 56% 53% 63% 67% 32% 35% 49% 2016 2017 2014 2015 2016 2017 2014 2015 2016 2017 Pacific Islander White Hispanic 27% 53% 59% Filipino 37% 41% 2014 2015 2016 2017 20% 20% 33% 38% 2014 2015 2016 2017 50% 54% 59% 59% 2014 2015 2016 2017 LCAP Area 4 Pupil Achievement Goal-Increase the number of 11th & 12th graders enrolled in 1+ AP Course by 2% AP Enrollment by Subgroup Female 39% 42% 2014 2015 51% 2016 52% 2017 28% 30% 26% 28% 2014 2015 Homeless/Foster EL & RFEP 37% Male 41% 2014 2015 2016 2017 13% 12% 26% 35% 39% 2016 2017 Low SES 31% 2014 2015 2016 2017 26% 29% 35% 39% 2014 2015 2016 2017 AP Enrollment By Ethnicity Percent of AP Enrollment (1or more classes) compared to Overall Enrollment Grades 11 & 12 49% 53% 12% Hispanic 15% African American 19% 15% White % of AP Enrollment 10% 8% Asian 7% 5% Filipino 1% 1% Pacific Islander % Overall Enrollment LCAP Area 4 Pupil Achievement Goal-Increase the number of 11th & 12th graders enrolled in 1+ AP Course by 2% AP Tests Taken Number of Exams (All Grades) 7633 2012-13 9183 2013-14 10447 2014-15 LCAP Area 4 Pupil Achievement Goal—Increase the AP Exam Pass Rate 12559 2015-16 13688 2016-17 AP Exams Passed Number of AP Tests Passed (All Grades) 4167 4558 4819 5265 2012-13 2013-14 2014-15 2015-16 LCAP Area 4 Pupil Achievement Goal—Increase the AP Exam Pass Rate 5607 2016-17 # of AP Exams Passed by Ethnicity African American Asian 587 221 306 226 318 673 608 666 805 405 316 303 317 349 305 2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 Hispanic Pacific Islander 1406 1641 1838 1988 2041 2013 2014 2015 2016 2017 White 1730 1762 12 2013 2014 2015 2016 2017 Filipino 16 23 28 33 2013 2014 2015 2016 2017 LCAP Area 4 Pupil Achievement Goal—Increase the AP Exam Pass Rate 1541 1599 1615 2013 2014 2015 2016 2017 # of AP Exams Passed by Subgroup Female Male 2381 2584 2674 2898 2013 2014 2015 2016 3102 2017 1783 1966 2138 2013 2014 2015 Homeless/Foster EL & RFEP 2505 2016 2017 Low SES 1586 1659 1484 1187 1333 2013 2014 2015 2016 2017 2367 2032 2115 1948 1446 1676 28 41 2014 2015 135 171 2016 2017 LCAP Area 4 Pupil Achievement Goal—Increase the AP Exam Pass Rate 2013 2014 2015 2016 2017 AP Student Passing AP Tests Number of Students Passing at least One Exam 2445 2656 2788 3086 2012-13 2013-14 2014-15 2015-16 LCAP Area 4 Pupil Achievement Goal—Increase the AP Exam Pass Rate 3323 2016-17 # Students Passing AP Tests by Ethnicity African American 137 150 177 196 Asian 196 316 345 305 354 443 178 169 178 193 215 2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 Hispanic Pacific Islander 926 1324 1338 1089 1193 2013 2014 2015 2016 2017 White 947 10 2013 2014 2015 2016 2017 Filipino 11 17 21 21 2013 2014 2015 2016 2017 LCAP Area 4 Pupil Achievement Goal—Increase the AP Exam Pass Rate 832 837 846 884 2013 2014 2015 2016 2017 # Students Passing AP Tests by Subgroup Females 1440 2013 1561 2014 1578 2015 Males 1888 1743 2016 2017 895 1095 2013 2014 2015 Homeless/Foster EL & RFEP 780 1005 1210 952 2013 2014 2015 2016 2017 31 94 1435 2016 2017 Low SES 949 1041 1082 21 1343 1340 1402 1128 1259 106 2014 2015 2016 2017 LCAP Area 4 Pupil Achievement Goal—Increase the AP Exam Pass Rate 2013 2014 2015 2016 2017 Cohort Grads District-wide Cohort Grad Rate 80.1% 80.8% 80.9% 2012-13 2013-14 84.0% 84.2% 2014-15 2015-16 78.3% 2010-11 2011-12 LCAP Area 5 Pupil Engagement Goal—Increase the graduation rate by 2% Cohort Grad by Ethnicity African American 80% 79% 74% 83% 82% 2012 2013 2014 2015 2016 Hispanic Filipino Asian 91% 94% 90% 93% 92% 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 87% 88% 88% 88% 90% Pacific Islander White 75% 77% 79% 81% 82% 89% 79% 78% 87% 86% 89% 88% 89% 90% 89% 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 LCAP Area 5 Pupil Engagement Goal—Increase the graduation rate by 2% Cohort Grad by Subgroup Females 84% 84% 85% 88% 88% Males 77% 78% 77% SPED 80% 81% 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 Homeless/Foster EL & RFEP 76% 77% 78% 81% 82% 2012 2013 2014 2015 2016 45% 2013 56% 56% 51% 62% 62% 2012 2013 2014 2015 2016 Low SES 57% 63% 63% 2014 2015 2016 LCAP Area 5 Pupil Engagement Goal—Increase the graduation rate by 2% 80% 77% 77% 81% 82% 2012 2013 2014 2015 2016 Cohort Grad by School LBUSD’s cohort grad rate is 1% higher than the State LBUSD’s cohort grad rate is also higher for at-risk sub-groups: AfricanAmerican (+9), Hispanic (+2), Pacific Islander (+7), Low-SES (+3) Special Recognition: Significant Improvement in Grad Rates Avalon (+6%) Cabrillo (+2%) LCAP Area 5 Pupil Engagement Goal—Increase the graduation rate by 2% Jordan (+9%) Met A-G District-wide Percent of Graduates Meeting A-G 37% 2011-12 40% 2012-13 42% 42% 2013-14 2014-15 LCAP Area 4 Pupil Achievement Goal—Increase the A-G Completion Rate by 5% 45% 2015-16 Met A-G by Ethnicity African American 37% 36% 30% 32% 35% 2012 2013 2014 2015 2016 Hispanic Asian Filipino 57% 56% 60% 62% 60% 59% 59% 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 Pacific Islander White 33% 34% 37% 31% 26% 31% 26% 28% 28% 26% 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 55% 67% 59% 64% 62% 61% 62% 68% 2012 2013 2014 2015 2016 LCAP Area 4 Pupil Achievement Goal—Increase the A-G Completion Rate by 5% Met A-G by Subgroup Male Female 51% 42% 46% 48% 50% SPED 31% 34% 36% 34% 38% 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 EL & RFEP Homeless/Foster 31% 36% 40% 38% 39% 2012 2013 2014 2015 2016 21% 2013 34% 2014 19% 18% 2015 2016 8% 13% 10% 8% 19% 2012 2013 2014 2015 2016 Low SES 34% 36% 37% 31% 29% 2012 2013 2014 2015 2016 LCAP Area 4 Pupil Achievement Goal—Increase the A-G Completion Rate by 5% Met A-G by School LBUSD’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 Rate Avalon (+18%) Cabrillo (+9%) Lakewood (+3%) Poly (+5%) LCAP Area 4 Pupil Achievement Goal—Increase the graduation rate by 2% CAMS (+3%) CSU Readiness Percent of 2015-16 Graduates with Change from Prior Year +7% +3% +5% 46% 45% Met CSU Readiness Met A-G 40% Met Both LCAP Area 4 Pupil Achievement Goal—Increase by 3% the # of 12th graders meeting CSU College Ready Criteria College Attendance Percent of Graduates Enrolled in College 76 76 77 78 77 72 72 68 2011 73 73 69 2012 68 2013 Immediately after HS 2014 2015 Within the First Year LCAP Area 4 Pupil Achievement Goal—Increase the number students attending college by 2% 2016 2 and 4-Year College Enrollment Enrollment in 2-Year and 4-Year Colleges Immediately after HS 38 38 40 39 40 37 30 31 32 33 34 32 2011 2012 2013 2014 2015 2016 2 Year 4 Year LCAP Area 4 Pupil Achievement Goal—Increase the number students attending college by 2% College Attendance by Ethnicity Enrollment in College in the Fall Immediately after HS African American 72% 73% 74% 73% 64% 2012 2013 2014 2015 2016 Asian 81% 76% 78% 79% 75% 2012 2013 2014 2015 2016 Pacific Islander 59% 59% 53% 48% 56% 2012 2013 2014 2015 2016 Hispanic 69% 71% 65% 59% 67% 2012 2013 2014 2015 2016 White 80% 81% 79% 78% 80% 2012 2013 2014 2015 2016 LCAP Area 4 Pupil Achievement Goal—Increase the number students attending college by 2% College Attendance by Subgroup Enrollment in College in the Fall Immediately after HS SPED Male Female 66% 67% 70% 67% 64% 72% 76% 76% 79% 73% 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 Low SES 62% 67% 68% 70% 63% 79% 2012 2013 2014 2015 2016 2012 44% 50% 44% 45% 2013 2014 2015 2016 Middle/High SES 76% 79% 78% 76% 2013 2014 2015 2016 LCAP Area 4 Pupil Engagement Goal—Increase the number students attending college by 2% 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 Areas 3, 5 and 6 vAttendance Rates vChronic Absenteeism vSuspension Rates vCORE Survey Results Attendance Rates Percent Attendance—All Grades 95.6% 96.0% 95.9% 95.7% 95.6% 2012-13 2013-14 2014-15 2015-16 2016-17 LCAP Area 5 Pupil Engagement Goal—Improve the attendance rate to 96.5% Chronic Absenteeism Chronic Absentee Rate—All Students 12.0% 2012-13 10.5% 10.7% 11.0% 2013-14 2014-15 2015-16 LCAP Area 5 Pupil Engagement Goal—Decrease chronic absenteeism by 2% 11.3% 2016-17 Chronic Absence by Ethnicity African American 19% 16% 17% 18% 17% 2013 2014 2015 2016 2017 Hispanic 12% 11% 11% 11% 12% 2013 2014 2015 2016 2017 Asian Filipino 7% 6% 5% 6% 5% 6% 4% 4% 5% 4% 2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 Pacific Islander White 17% 15% 15% 18% 17% 2013 2014 2015 2016 2017 LCAP Area 5 Pupil Engagement Goal—Decrease chronic absenteeism by 2% 9% 8% 8% 8% 8% 2013 2014 2015 2016 2017 Chronic Absence by Subgroup Female Male SPED 12% 11% 11% 11% 12% 12% 10% 11% 11% 11% 19% 17% 18% 14% 15% 2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 Homeless/Foster Low SES 20% 20% 22% 21% 21% 13% 11% 12% 12% 11% 2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 2013 2014 2015 2016 2017 EL & RFEP 12% 11% 11% 10% 10% 2013 2014 2015 2016 2017 LCAP Area 5 Pupil Engagement Goal—Decrease chronic absenteeism by 2% Suspension Rate District-wide Suspension Rate—All Students 6.3% 5.1% 2012-13 4.4% 4.4% 3.5% 3.8% 2013-14 2014-15 LBUSD Suspension Rate 3.6% 3.5% 2015-16 State Suspension Rate LCAP Area 6 School Climate Goal—Decrease the suspension rate below the State average 2016-17 Suspension Rate by Ethnicity Asian African American 12% 11% 10% 9% 2014 2015 2016 2017 2% 2% 2% 1% 1% 1% 2014 2015 2016 2017 2014 2015 2016 2017 Hispanic 2% 2% Filipino Pacific Islander 4% 4% 4% 3% 2014 2015 2016 2017 7% 6% 6% White 5% 2% 2% 2% 2% 2014 2015 2016 2017 2014 2015 2016 2017 LCAP Area 6 School Climate Goal—Decrease the suspension rate below the State average Suspension Rate by Subgroup SPED Male Female 2% 7% 6% 5% 5% 2014 2015 2016 2017 2014 2015 2016 2017 3% 2% 3% 12% 10% 9% 8% 2014 2015 2016 2017 Homeless/Foster EL & RFEP 4% 4% 4% 3% 2014 2015 2016 2017 Low SES 10% 8% 7% 7% 6% 6% 5% 4% 2014 2015 2016 2017 2014 2015 2016 2017 LCAP Area 6 School Climate Goal—Decrease the suspension rate below the State average Parent Involvement CORE Parent Survey: I feel welcome to participate at this school (Agree and Strongly Agree) 93% 94% 2016 2017 85% 2015 20,100 Parent Responses LCAP Area 3 Parent Involvement Goal—Increase parents satisfaction of opportunity to participate by 1% Culture-Climate Survey Percent of Positive Responses with Change from Prior Year N/C -1% N/C 69% Students 82% Staff 93% Parents LCAP Area 6 School Climate Goal—Increase positive responses on the culture-climate survey by 1% Culture-Climate Categories 2016-17 CORE Survey Results—Percent Favorable 76% 93% 94% Climate of Support for Academic Learning 66% 83% 93% 67% 73% Knowledge of Fairness of Discipline/Rules/Norms Students 94% Safety Staff 66% 78% 93% Sense of Belonging Parents LCAP Area 6 School Climate Goal—Increase positive responses on the culture-climate survey by 1% In Summary Celebrations 2017-18 Areas of Focus SBAC 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