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Metrics

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Metrics Aligned to Local Control Funding Formula (LCFF) State Priorities
 
LCFF requires districts to create annual goals in the LCAP and set expected annual measurable objectives (EAMOs) to monitor progress toward those goals. Progress must be based on identified metrics, which may be quantitative or qualitative. There are specific required elements for measuring progress within the eight priority areas. LEAs may also include a variety of locally determined metrics when creating their LCAP.
Priority 1: Basic Services
  • Percentage of properly credentialed teachers.
  • Student access to standards-aligned instructional materials.
  • Facilities in good repair.
Priority 2: Implementation of State Standard 
  • Implementation of the academic content and performance standards adopted by the State Board.
  • How the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency.
Priority 3: Parent Involvement
  • Efforts the school district makes to seek parent input in making decisions for the school district and each individual school site.
  • How the school district will promote parental participation in programs for unduplicated pupils.
  • How the school district will promote parental participation in programs for individuals with exceptional needs.
Priority 4: Pupil Achievement
Statewide assessments.
  • The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University. (A-G completion rate).
  • The percentage of pupils who have successfully completed courses that satisfy the requirements for career technical education sequences or programs of study that align with state board-approved career technical education standards and frameworks. (CTE completion rate)
  • Percentage of pupils who have successfully completed A-G and CTE course requirements.
  • Percentage of English learners making progress toward English proficiency as measured by state language proficiency assessment (e.g., English Learner Progress Indicator).
  • English learner reclassification rate.
  • Percentage who pass AP exam with score of 3 or higher.
  • Participation and demonstration of college preparedness (e.g., EAP).
Priority 5: Pupil Engagement 
  • School attendance rates.
  • Chronic absenteeism rates.
  • Middle school dropout rates.
  • High school dropout rates.
  • High school graduation rates.
Priority 6: School Climate
  • Pupil suspension rates.
  • Pupil expulsion rates.
  • Other local measures, including survey of pupils, parents, and teachers on the sense of school safety and connectedness.
Priority 7: Course Access
  • Broad course of study that includes all the subject areas described in 51210 and 51220(a)(i) as applicable.
  • Programs and services developed and provided to unduplicated pupils.
  • Programs and services developed and provided to students with exceptional needs.
Priority 8: Other Pupil Outcomes
  • Pupil outcomes if available in the subject areas described in 51210 and 51220(a)(i) as applicable.

District Attendance Data

District Attendance rate K-12: 91.3%

The district will increase attendance rate to: 

District Attendance rate K-12: 94%


Chronic Absenteeism Data

Chronic absenteeism rate in 2022-2023 was  22.6%.

Our three-year goal is to reduce Chronic Absenteeism rate to 10% overall.


School Connectedness/Feelings of Safety

According to the LCAP Parent Survey (156 responses) 80% of elementary parents report their child feels connected to school. 95% of elementary parents report their child has at least one caring adult they can go to at school. 


The district will improve positive outcomes in each subgroup by no less than 1% each year in the areas of school connectedness and feelings of school safety, as measured by the California Healthy Kids Survey and the PASS Universal Screener.


90% of students in grades 6-8 and 95% of students in grades 9-12 report they have at least one caring adult they can go to at school.

Baseline data:

English learners

Foster Youth

Low SES 


80% of students in grades 6-8 and 80% of students in grades 9-12 report feeling safe at school. 

Baseline data:

English learners

Foster Youth

Low SES 


Suspension Rates

The district’s suspension rate is 3% overall. Subgroup suspension data is as follows:

EL: 3%

Low SES: 3%

Foster Youth 8%

African American 3%


Expulsion Rates

The district’s expulsion rate is 0.10% overall with no disparities between subgroups.


Junior High dropout rate

Overall: 0.05%

English Learners: 0%

Low Socioeconomic: 0% 

Foster youth: 0%


Highschool Dropout Rates

The overall graduation rate is 90%. The district’s dropout rate is overall 1%. The district will decrease dropout rates by 2% in each subgroup. Subgroup data is as follows:

Overall: 1%

EL: 4%

Low SES: 1%

Foster Youth: 0%


Quality of Facilities (FIT)- Facilities Maintained

Average FIT score district: 93.1% 

Improve district average by 3% overall