California School Dashboard Report on Local …...California School Dashboard –Local IndicatorsFor the priority areas where state data is not available, local educational agencies

California School Dashboard

Report on Local Indicators

Fall 2019

Presented by Steven Musto, Director of Assessment and Accountability

October 30, 2019

California School Dashboard – State Indicators

The California School Dashboard is an online tool designed to help communities across the state access important information about K-12 districts and

schools. The Dashboard features easy-to-read reports on multiple measures of school success. The Dashboard consists of ten indicators, six of which are

State Indicators that are based on state data:

● Graduation Rate (grades 9-12) (Priority 5)

● Academic Performance (Priority 4)

○ English Language Arts (grades 3-8 and 11)○ Mathematics (grades 3-8 and 11)○ Science (grades 3-8 and 11) – coming soon

● English Learner Progress (grades K-12) (Priority 4)

● Chronic Absenteeism (grades K-12) (Priority 5)

● Suspension Rate (grades K-12) (Priority 6)

● College and Career Readiness (grades 9-12) (Priority 8)

For the State Indicators, performance is based on two factors – current year results and whether results improved from the prior year. Schools and school

districts are given a performance rating on state measures, using comparable statewide data, represented by one of five colors.

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California School Dashboard – Local Indicators

For the priority areas where state data is not available, local educational agencies (LEAs) must collect information and report

yearly on the five Local Indicators:

● Appropriately Assigned Teachers, Access to Curriculum-Aligned Instructional Materials, and Safe, Clean and Functional

School Facilities (Priority 1)

● Implementation of Academic Standards (Priority 2)

● Parent Engagement (Priority 3)

● School Climate (Priority 6)

● Access to a Broad Course of Study (Priority 7)

For each of these indicators, school districts must assign a Performance Level: Met, Not Met, Not Met for 2 or More Years

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Priority One – Basics (Teachers, Instructional Materials, Facilities)

4

Number/percentage of misassignments of teachers of English

learners, total teacher misassignments, and vacant teacher

positions

Misassignments of teachers of English learners: 0

Teacher Misassignments: 0

Vacancies: 8

Number/percentage of students without access to their own

copies of standards-aligned instructional materials for use at

school and at home

0

Number of identified instances where facilities do not meet the

“good repair” standard (including deficiencies and extreme

deficiencies)

Exemplary: 12

Good: 25

Fair: 6

Poor: 0

Priority Two – Implementation of Academic Standards

5

Subject Area

English Language Arts –Common Core State

Standards for English Language Arts

English Language Development (Aligned to

English Language Arts Standards)

Mathematics –Common Core State

Standards for Mathematics

Next Generation Science Standards

History – Social Science

Rating 4 4 4 3 2

Evidence • Further PD to support the Benchmark adoption

• New teachers receive introductory PD to adopted curriculum

• Targeted PD for students in early grades based on dyslexia screener

• On-site instructional coaches for individuals and groups

• Site-based PD at school staff meetings

• Google Classroom application for instructional use


• Site-based PD at staff meetings• Designated Benchmark ELD PD• Supporting EL students with

Special Needs• Grading EL students with

standards-based grading system • Culturally-responsive lesson

planning• Guided Language Acquisition

Design (GLAD) PD for teachers• Supporting EL students in Core

Content Subject Areas

• Silicon Valley Math Initiative (SVMI) training

• On-site instructional coaches for individual teachers and groups

• Site-based PD at school staff meetings


• PD around the Toolkit for Instructional Materials Evaluation (TIME) model

• PD of Next Generation Science Standards (NGSS) frameworks

• Guest speakers presenting to staff on adopting NGSS standards


• Site-based PD at staff meetings• Google Classroom application for

instructional use• PD for the 6th grade wheel

course

• On-site instructional coaches for individual teachers and groups


• National Council of the Social Studies (NCSS) training available for secondary teachers


6

Subject Area

English Language Arts – Common Core State Standards for English Language

Arts

English Language Development (Aligned

to English Language Arts Standards)

Mathematics – Common Core State Standards for Mathematics



Rating 4 4 4 3 2

Evidence • Continued refinement of Benchmark and Collections curriculums

• Implementing instructional materials specific to Special Day Class programs (Unique, Sonday)

• Proficiency scales• Rubrics• Standards-based

report cards• Intervention Flowchart

• Rubrics• Standards-based report

cards• Instructional guides• Provide various

professional developments to support the needs of English learners

• Use of recently adopted ELD curriculum for K-12

• ELD priority standards• Intervention Flowchart

• Professional development and related release days for K-6 focusing on instructional practices related to curriculum

• Expand access to accelerated classes for 7-12 using multiple data sources

• Supplemental materials available to support student access to content and targeted intervention

• Instructional guides for K-6 and 7-11 have been developed

• Silicon Valley Math Initiative (SVMI) partnership

• Math Task Force to review data and identify gap

• Vertical articulation for K-6 and 6-12 focusing on standards overlap and differentiation between levels

• In-depth analysis of curriculums

• Identifying variables for shifts in teacher practices

• Revision of instructional guides for K-11

• Professional development and collaboration on accessing supplemental materials

• Preliminary work on priority standards

• Looking at available curriculums

• Supplementing existing curriculum to meet current framework


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Subject Area

English Language Arts – Common Core State Standards for English Language

Arts

English Language Development (Aligned to English Language Arts

Standards)

Mathematics –Common Core State

Standards for Mathematics



Rating 4 4 4 3 2

Evidence • Curriculum and Instruction Liaisons and Instructional Coaches continue to support teachers at all elementary sites

• Continue Benchmark curriculum trainings provided to all teachers in K-6

• Use of Flex Periods at secondary schools to provide imbedded intervention during the school day

• Elementary and secondary ELD specialists that support teachers

• EL data and reports shared with staff• EL goals in Single Plan for Student

Achievement (SPSA)• Federal Program Monitoring (FPM) Tools• District English Learner Advisory

Committee (DELAC) provides guidance• Professional development for teachers

who work with English Learners• CA Practitioners’ Guide for Educating

English learners with Disabilities used to support English Learners with disabilities

• California Department of Education’s ELD Roadmap

• Collaboration time in PLCs

• Use of Flex Periods in secondary schools to provide imbedded intervention during the school day

• PD to develop understanding of Next Generation Science Standards and the instructional shifts with the new content

• PD specific to engineering standards and use of supplemental resources


• Collaboration time at some sites sponsored by Peer Assistance Review (PAR)



Subject Area

Career Technical Education

Health Education Content Standards

Physical Education Model Content Standards

Visual and Performing Arts World Language

Rating 4 4 4 4 4

Evidence • Articulation with Regional Occupational Program (ROP) on CTE Pathways

• Dual Enrollment and articulation CTE Pathways at all high schools

• Robotics available at all junior high and high schools through Project Lead the Way (PLTW) program

• Implement adopted health curriculum in grades 4-9

• California State Board of Education to adopt Health Education Framework 2019

• Health content standards embedded in middle school wheel

• Continued Professional Development for elementary PE Specialists

• PE content standards fully implemented at all grade levels

• Water safety training for secondary PE teachers

• PD to support inclusions students in elementary PE

• Regular VAPA collaboration meetings to address standards implementation at all grade levels

• Elementary teachers integrate VAPA standards into content areas

• District maintains an Arts Magnet High School at Irvington High School

• All VAPA courses at high schools meet UC/CSU A-G requirements

• Implement 2019 World Language standards

• All World Language courses at high schools meet UC/CSU A-G requirements

• Ohlone Concurrent Enrollment credit offered at several high schools

• District approved outside language schools for high school credit

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Subject Area Identifying the professional learning needs of groups of teachers or staff as a whole

Identifying the professional learning needs of individual

teachers

Providing support for teachers on the standards they have not

yet mastered

Rating 5 5 3

Evidence • Teacher survey of needs for August staff development

• Site administrator monthly professional development• Curriculum and Instruction liaisons at all elementary

schools• Instructional Services offers professional

development trainings throughout the summer and school year

• Professional development for principals and teacher liaisons on standards-based report cards

• Curriculum-based professional development opportunities for teachers

• Expanded professional collaboration with Solution Tree for select schools

• Peer Assistance Review (PAR) and Induction Programs available to teachers

• Instructional Leadership Teams at each site composed of lead teachers and department chairs

• Monthly Curriculum Council meetings of secondary department chairs in each subject matter



• Site administrator support• Targeted professional

development led by site and district leaders

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Priority Three – LCAP Parent Engagement Meetings

In order to gauge parent input into the 2019-20 LCAP, FUSD took the following steps to ensure community engagement:

● Parent Satisfaction Survey ● Targeted LCAP Parent Engagement Meetings held at schools with 35% or more unduplicated students● FUSD District English Language Advisory Committee (DELAC) ● The African-American Achievement (AAA) Task Force ● The FUSD Migrant Program ● The Native American Studies Program (PAC Meeting)

Each of these committees were given a presentation on the LCAP and provided feedback on ways to support FUSD students. Based on this survey and the community outreach efforts, in addition to other standing FUSD committees, parent input was an important voice in developing goals for the 2019-20 LCAP.

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Priority Three – Parent Engagement

11

Areas of Strength Areas of Growth

• Adults at my child’s school keep students physically

and emotionally safe.

• Parents feel well informed through school

communication.

• My child’s school values the diversity of children’s

backgrounds, religions, races, and beliefs.

• School communication about my child's academic

progress is understandable and timely.

• My child's school makes me feel respected and

welcome when I visit.

• If a child has been bullied, it was easy for me to get

them help at school.

• If a child does not feel challenged, the school provides

effective enrichment experiences.

• If a child struggles to achieve, the school provides

effective learning interventions.

• My child's school provides effective counseling and

social-emotional support for students.

• My child's school partners with families to resolve

attendance issues or improve student attendance.


Building Relationships RatingBriefly describe the LEA’s current strengths and progress in this area and

identify a focus area for improvement, including how the LEA will improve the engagement of underrepresented families.

1. Rate the LEA’s progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families.

4 Fremont Unified is an ethnically and linguistically diverse large district with many cultural backgrounds. Through the input of school site parent groups and district committees, FUSD parent/guardians have the opportunity to provide regular input of school site and district decisions. To assist these efforts, LCAP funds have been earmarked for these efforts in order to fully support the work we are doing to improve school climate, to create inclusive schools for diverse families, and to foster healthy relationships across the district.

FUSD recently completed a resolution agreement with the Office for Civil Rights (OCR). The work embedded in this agreement addressed school climate across the district. Schools conducted surveys along with cultural competence lessons that were created and delivered in classrooms across the district. Although the OCR resolution is now complete, FUSD will continue these efforts going forward. FUSD staff sees the benefit of this work at creating a more inclusive environment for all students.

In surveys and input gathering sessions with the community, one area of improvement for FUSD, particularly with English Learner households, would be an increase of bilingual staff members who can help parents and community members better communicate with school personnel.

2. Rate the LEA’s progress in creating welcoming environments for all families in the community.

4

3. Rate the LEA’s progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.

3

4. Rate the LEA’s progress in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.

4

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Building Partnerships for Student Outcomes

RatingBriefly describe the LEA’s current strengths and progress in this area and


5. Rate the LEA’s progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.

2 LCAP funds are used to provide counseling services for at-promise students across all grade levels. The seven new counselors in 2016-17 were assigned to 14 elementary schools that have 35% or higher unduplicated students. In 2017-18, seven additional elementary school counselors were added so that all elementary sites will receive Tier One and Two Instruction in behavior and social emotional learning, as well as provide crisis support to students in need. Supporting students during times of crises will help ensure all students will leave Fremont Unified ready for success in college or a career because they will have had access to academic achievement throughout their years in school. The decision to use the funds for counselors was based primarily on the input from multiple parent and student input sessions and surveys.

A strength of the FUSD is the embedded methods for families and students to discuss student progress. Report cards, progress reports, and parent-teacher conferences are all consistently done at all school sites. Counselors at all grade levels routinely inform students and parents about college and career expectations. Additionally, parents are routinely notified of their rights at the beginning of the school year with all information readily available on the FUSD website. Parents of students with disabilities and English Learners are given regular notices of their legal rights. An area of growth is to improve professional development of FUSD staff on the best practices in building relationships with families. This is not consistent across all school sites.

6. Rate the LEA’s progress in providing families with information and resources to support student learning and development in the home.

4

7. Rate the LEA’s progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.

5

8. Rate the LEA’s progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students.

4

Seeking Input for Decision Making RatingBriefly describe the LEA’s current strengths and progress in this area and


9. Rate the LEA’s progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.

3 FUSD used multiple strategies to engage in the development of the 2019-20 LCAP. Our various methods were intentional in order to seek input from our stakeholders based on the eight state priorities, determining priorities on how to use supplemental funds using the California State Dashboard data, and recommending actions and services for the 2019-20 LCAP.

In order to support families, FUSD implemented several parent outreach efforts to engage families. One example is the Parent Institute for Quality Education (PIQE), which operates a nine-week parent engagement program to teach parents how to navigate the school system and promote meaningful interactions and partnerships between parents, schools, and educators as well as inform parents about post-secondary education and ways to help their students reach this goal. Other examples include parent trainings to connect with African American and Special Education families, two of our student groups showing performance gaps on the California School Dashboard.

For the past three years, FUSD management has included an Educational Equity Coordinator (EEC) to work on parent engagement, outreach, and conflict resolution. Though this staff member will continue to work with any family in need, special outreach to student group members with performance gaps as well as our other at-promise students remains a focus.

10. Rate the LEA’s progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making.

4

11. Rate the LEA’s progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.

4

12. Rate the LEA’s progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.

2


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Priority Six – School Climate

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● In accordance with the standard expected for Priority Six, FUSD administered the California Healthy Kids Survey (CHKS) in 2018-19 to students in grades 5, 7, 9, and 11. The purpose of this survey was to capture a valid measure of student perceptions of school safety and school connectedness and summarize the results of those queries onto the California School Dashboard. As directed, this summary will indicate the differences among student groups in the results and report the overall score for all students and student groups.

● In the 2018-19 administration of the CHKS, the total number of surveyed students by grade level were as follows:○5th Grade: 1,623○7th Grade: 2,232○9th Grade: 2,376○11th Grade: 1,980

School Connectedness – 5th Grade

16

12

2 5 2 3

38

1717

9 11

33

4129

32

38

17

4049

5749

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Do you feel close topeople at school?

Are you happy to beat this school?

Do you feel like youare part of this

school?

Do teachers treatstudents fairly at

school?

Do you feel safe atschool?

Yes, all of the time

Yes, most of the time

Yes, some of the time

No, never

Average reporting

"Yes, all of the time"

and "Yes, most of the

time" to these

questions was 77%

School Connectedness – Secondary

17

914

20

24

27

28

6759

52

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 7 Grade 9 Grade 11

Agree

No Opinion

Disagree

Questions:

• I feel close to people at this school.

• I am happy to be at this school.

• I feel like I am part of this school.

• The teachers at this school treat

students fairly.

• I feel safe in my school.

Response Options:

Strongly agree, Agree, Neither disagree

nor agree, Disagree, Strongly disagree

School Connectedness by Student Group – Secondary

18

67

61

69 69

6568

66

6259

40

5861

5452

65

5452 52

43

53

45

5355

46

0

10

20

30

40

50

60

70

80

ALL STUDENTS African-American AmericanIndian/Native

American

Asian Hispanic/Latino Pacific Islander White Two or MoreRaces

Grade 7

Grade 9

Grade 11

Average percent of

respondents

reporting "Agree"

or "Strongly Agree"

to the five School

Connectedness

questions.

Perceptions of School Safety – All Grades

19

87

6664 64

0

10

20

30

40

50

60

70

80

90

100

Grade 5 Grade 7 Grade 9 Grade 11

5th grade responses to

safety questions

included "Most of the

time" and "All of the

time."

Secondary responses to

questions include school

being perceived as

"Very safe" and "Safe."

Perceptions of School Safety by Student Group – Secondary

20

66

59

78

69

6365 66

59

64

46

52

68

56

51

70

54

64

50

7068

5452

66

52

0

10

20

30

40

50

60

70

80

90

ALL STUDENTS African-American AmericanIndian/Native

American

Asian Hispanic/Latino Pacific Islander White Two or MoreRaces

Grade 7

Grade 9

Grade 11

Secondary

responses to

questions include

school being

perceived as "Very

safe" and "Safe."

Priority Six – School Climate

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● What strengths and challenges did the CA Healthy Kids Survey reveal about schools in FUSD?○ In comparison to last year’s data, the CA Healthy Kids Survey results are consistent.○ Strengths:

■ 5th grade – high level of school connectedness and very high measurement of school safety■ 7th grade – high level of school connectedness■ Consistent measure of school safety in all secondary levels

○ Challenges■ School connectedness decreases from 7th to 11th grade■ School safety measurement at secondary level could be higher

● How will this data be used?○ The results of the CA Healthy Kids Survey are an important metric for LCAP Goal 4. This data will be shared at future

LCAP meetings and informational sessions as goals are developed for next year.○ District results will be shared with site principals along with their individual school reports. These will be shared

with School Site Councils as develop they develop their school’s Single Plan for Student Achievement (SPSA) goals.○ Results will be shared with ASB Directors and SURFBoardE to solicit student ideas as to how these metrics can be

improved.

1. Briefly identify the locally selected measures or tools that the LEA is using to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.

1. FUSD’s graduation rates

2. % of students meeting college readiness requirements in English language arts (ELA) and

Mathematics

3. # of students who complete 2 semesters/3 quarters of dual enrollment

4. % of students taking CTE courses

5. # of students enrolled in Dual Immersion programs

6. % of students meeting A-G requirements

7. % of unduplicated students who passes the Advanced Placement exam with a 3 or higher

2. Using the locally selected measures or tools, summarize the extent to which all students have access to, and are enrolled in, a broad course of study. The summary should identify any differences across school sites and student groups in access to, and enrollment in, a broad course of study. LEAs may describe progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study.

Results identified from above metrics

1. 94.3%

2. 61.26% in ELA; 57.43% in mathematics

3. 1,031

4. 38%

5. 851

6. 61%

7. 9%

3. Given the results of the tool or locally selected measures, identify the barriers preventing the LEA from providing access to a broad course of study for all students.

• Scheduling• Credentialing• Facilities

4. In response to the results of the tool or locally selected measures, what revisions, decisions, or new actions will the LEA implement, or has the LEA implemented, to ensure access to a broad course of study for all students?

The Dashboard informs the Development of LCAP.

Priority Seven – Access to a Broad Course of Study

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Priority Seven – Access to a Broad Course of Study

AVID AVID is offered at the listed secondary sites. The enrollment numbers are listed next to each school.• Centerville – 44• Horner – 51• Hopkins – 50• Walters – 49• American – 117• Kennedy – 72• Washington – 63

ELD sheltered courses There are designated ELD courses are offered at every secondary campus as well as four elementary schools. For the 2019-20 school year,

here are the enrollment numbers by course:

• ELD connections – 81

• ELD 1 – 72

• ELD 2 – 83

• ELD 3 – 144

Long-term ELD support Long-term ELD students are provided support at each secondary campus through enrollment in the English 3D class. For the 2019-20 school

year, 131 students are enrolled.

Mentor program FUSD provides a designated mentor at the 17 school sites with at least five students who are designated without permanent housing. There

are a total of 213 designated students as of October 2019.

Extra staffing allocations FUSD provides extra staffing to secondary sites for the following purposes:

• Math support

• Intervention

• ELD support at each site 23

Documents

California School Dashboard Report on Local …...California School Dashboard –Local IndicatorsFor the priority areas where state data is not available, local educational agencies