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UPDATE ON CUSD DASHBOARD LOCAL INDICATORS 6.24.25

Mario Marcos

Chief Academic Officer

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California Dashboard Accountability Model

The California Dashboard is an accountability model that is designed to help educators and families identify a district or school’s strengths and areas for improvement. There are state and local measures annually reported on the dashboard.

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Dashboard Indicators

Measures performance on State Priorities in 11 areas
6 state indicators
5 local indicators
2025 Dashboard is scheduled to be released in the fall (November)

The California Dashboard

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Dashboard Indicators

Basic Conditions
Implementation of State Academic Standards
Parent Engagement
School Climate
Access to a Broad Course of Study

The 5 Local Indicators are:

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Dashboard Indicators

❏ Met

❏ Not Met

❏ Not Met for Two or More Years

District performance will be reported based on meeting the standard as:

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LCFF Priority 1

Number/percentage of misassignments of teachers of ELs, total teacher misassignments, and vacant teacher positions

0 (0%) Misassignments of teachers of ELs; 31 (5%) teacher misassignments; and 25 vacant teacher positions (as of census day, but filled by the end of the school year)

Number/percentage of students without access to their own copies of standards-aligned instructional materials for use at school and at home: 0 (0%)
Number of identified instances where facilities do not meet the “good repair” standard (including deficiencies and extreme deficiencies): 0 (0%)

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

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LCFF Priority 2

Implementation of state academic standards

Rating Scale (lowest to highest):

1 – Exploration and Research Phase;

2 – Beginning Development;

3 – Initial Implementation;

4 – Full Implementation;

5 – Full Implementation and Sustainability

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LCFF Priority 2

Implementation of state academic standards

Rate the LEA’s progress in providing professional learning for teaching to the recently adopted academic standards and/or curriculum frameworks identified below.

Academic Standards	1	2	3	4	5
ELA – Common Core State Standards for ELA					5
ELD (Aligned to ELA Standards)					5
Mathematics – Common Core State Standards for Mathematics					5
Next Generation Science Standards				4
History-Social Science				4

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LCFF Priority 2

Implementation of state academic standards

2. Rate the LEA’s progress in making instructional materials that are aligned to the recently adopted academic standards and/or curriculum frameworks identified below available in all classrooms where the subject is taught.

Academic Standards	1	2	3	4	5
ELA – Common Core State Standards for ELA					5
ELD (Aligned to ELA Standards)					5
Mathematics – Common Core State Standards for Mathematics					5
Next Generation Science Standards					5
History-Social Science					5

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LCFF Priority 2

Implementation of state academic standards

3. Rate the LEA’s progress in implementing policies or programs to support staff in identifying areas where they can improve in delivering instruction aligned to the recently adopted academic standards and/or curriculum frameworks identified below (e.g., collaborative time, focused classroom walkthroughs, teacher pairing).

Academic Standards	1	2	3	4	5
ELA – Common Core State Standards for ELA					5
ELD (Aligned to ELA Standards)					5
Mathematics – Common Core State Standards for Mathematics					5
Next Generation Science Standards				4
History-Social Science				4

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LCFF Priority 2

Other Adopted Academic Standards

4. Rate the LEA’s progress implementing each of the following academic standards adopted by the state board for all students.

Academic Standards	1	2	3	4	5
Career Technical Education					5
Health Education Content Standards				4
Physical Education Model Content Standards					5
Visual and Performing Arts				4
World Language					5

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LCFF Priority 2

Support for Teachers and Administrators

5. Rate the LEA’s success at engaging in the following activities with teachers and school administrators during the prior school year (including the summer preceding the prior school year).

Activities	1	2	3	4	5
Identifying the professional learning needs of groups of teachers or staff as a whole					5
Identifying the professional learning needs of individual teachers				4
Providing support for teachers on the standards they have not yet mastered				4

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LCFF Priority 3

Parental Involvement and Family Engagement

Section 1: Building Relationships Between School Staff and Families

Practices	Rating Scale Number
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
Rate the LEA’s progress in creating welcoming environments for all families in the community.	4
Rate the LEA’s progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.	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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LCFF Priority 3

Parental Involvement and Family Engagement

Section 2: Building Partnerships for Student Outcomes

Practices	Rating Scale Number
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.	4
Rate the LEA’s progress in providing families with information and resources to support student learning and development in the home.	5
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
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

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LCFF Priority 3

Parental Involvement and Family Engagement

Section 3: Seeking Input for Decision-Making

Practices	Rating Scale Number
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.	4
Rate the LEA’s progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making.	4
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
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.	4

The third and last section is “Seeking Input for Decision Making”. Our schools have numerous parent advisory groups that seek input from our families. At the school level, we have the School Site Councils, the English Learner Advisory committee, and the Black Parent Advisory Committee. At the district level, we have our Parent District Advisory Committee, our DELAC, or the District Black Parent Advisory Committee (DBPAC). Overall, we are at the Full Implementation level (4). However, we still need to be more proactive when promoting parent involvement and parent participation in the different committees. In addition, we still would like to see more instances of families, teachers, principals, and district administrators working together to plan, design, implement and evaluate family engagement activities at school and district levels.

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LCFF Priority 6

School Climate

ELAs will provide a narrative summary of the local administration and analysis of a local climate survey

Our district issues the CHKS once a year to grades 5, 7, and 11.

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LCFF Priority 6

School Engagement and Supports

Elementary level (grade 5)

80% of the students believe that adults in school have high expectations for students
76% of them feel academically motivated
68% of them believe that the school has support in place to assist students in the area of social and emotional learning.
Only 65% of 5th grade students feel connected to school and school boredom remains notable at 55%.

At the secondary level (grades 7, 9, 11)

Students who believe that adults in school have high expectations for them: 71% in grade 7 (+6%), 60% in grade 9 (+1%), and 66% in grade 11 (9%)
Less than 50% of the students in these grades believe that they have found a caring adult at the school. In comparison, 56% of 7th grade students and 55% of 11th grade students report having found a caring adult on campus.
Academic motivation averages to about 65%.
41% (-4% decrease from last year) of 7th graders, 42% (-1%) of ninth graders, and 41% (-10%) of 11th graders believe that school is boring.

Local Indicator # 4 is School Climate and it is aligned to LCFF State Priority 6, and this is the place where we home student perceptions of school safety and connectedness. A deep analysis of the Healthy Kids Survey indicates that:

Our analysis highlights several strengths and opportunities for growth in student engagement and support at both the elementary and secondary levels. At the elementary level, the majority of fifth graders recognize that adults have high expectations for them and feel academically motivated. However, there is room for improvement in enhancing students' sense of connectedness to the school and expanding social-emotional support systems to better meet their needs.

In the secondary grades, while many students still perceive high expectations from adults, there is a gradual decline in this perception and in academic motivation as students progress through grades 7, 9, and 11. This points to an opportunity to strengthen relationships between students and staff, ensuring every student has a caring adult to support them. Additionally, increasing student engagement in learning activities will be crucial in maintaining their interest and enthusiasm for school.

These insights underscore the importance of initiatives aimed at fostering a more connected and supportive school environment. By focusing on these areas, we can further enhance student engagement and create a more positive educational experience for all students.

At the elementary level, 78% of fifth graders believe that adults have high expectations for them, and 76% feel academically motivated, reflecting positively on teacher engagement and student motivation. However, only 66% think the school supports their social and emotional learning needs, and a concerning 63% feel connected to the school, with 48% experiencing boredom. At the secondary level, the perception of high expectations drops significantly, with ONLY 65% of seventh graders, 59% of ninth graders, and 57% of eleventh graders feeling that adults expect much from them. Additionally, less than 50% of these students report having found a caring adult at school, highlighting a critical area for improvement in fostering supportive relationships and engagement.

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LCFF Priority 6

School Safety and Disciplinary Environment

Elementary Level (grade 5)

Over 65% of the 5th graders indicated that they feel very safe at school (64% last year)
75% of them feel safe on their way to and from school. (72% last year, +3%)
72% of the students believe the rules are clear and students are treated with respect. (70% last year)

Secondary Level (grades 7, 9 and 11)

About 4% of the students indicated that their schools are “unsafe” or very “unsafe”, representing a 9% decrease from last year’s 13%.
Over 84% (80% last year, +4% increase) of the students indicated that they have not been part of school violence victimization (physical, verbal, spreaded rumors, etc.) in the last twelve months, and they are not afraid of being assaulted on school grounds.
98% of the secondary students indicated that they have not seen anyone carrying a gun, knife, or other weapon during the last twelve months. (8% increase from last year’s 90%)

School Safety and Disciplinary Environment

At the elementary level, over 64% of fifth graders feel very safe at school, up from 60% last year, and 72% feel safe traveling to and from school, an improvement from 70% last year. Additionally, 70% believe that school rules are clear and that students are treated with respect. At the secondary level, about 13% of students still feel that their schools are “unsafe” or very “unsafe.” More than 80% reported NOT being victims of school violence in the past year and are not afraid of being assaulted on school grounds. Furthermore, 90% of secondary students indicated they have NOT seen anyone carrying any kind of weapon in the last twelve months. These findings suggest that while perceptions of safety and rule clarity are improving, there is still room for enhancing the sense of security, particularly at the secondary level.

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LCFF Priority 6

In response to these results, we will:

Share our data with school staff so that they initiate a plan of action
Enforce safety protocols that are appropriately communicated to all stakeholders by different means of communication
Enforce a better implementation of our already established social-emotional learning programs, Second Step for K-8 and Move This World for High School
Embed trauma-informed practices into our instruction
Capitalize on the support provided by our Wellness Centers
Improve the implementation of Positive Behavioral Interventions and Supports (PBIS), restorative practices, bullying-prevention strategies and software (BRIM)

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LCFF Priority 7

LEAs provide a narrative summary of the extent to which all students have access to and are enrolled in a broad course of study

At the elementary level students have access to the core subject areas (ELA, Math, Science, Social Studies, ELD, P.E. and VAPA) and a variety of enrichment opportunities.
At the middle school level, students have access to core courses and electives such as World Language, AVID, Project Lead the Way, or VAPA. Enrichment opportunities and electives vary by school site, grade level, and school focus.
At the high school level, access to a broad course of study has improved over time: AP courses, College Courses, CTE pathways

Graduation 92.9% (projections Class 2025 -> 93%)
A-G completion rate to 60% -> (projection 2025 -> 75%)
CCI 49.5% -> (projection 2025 -> 60%)

Monitoring Access

Barriers

Plan of Action

The last local indicator is Access to a Broad Course of Study and it is aligned to State Priority 7. All K-12 students in CUSD have access to a broad course of study in the state-mandated curriculum areas. This includes unduplicated student groups, as well as individuals with exceptional needs (per IEP). At the secondary level, master schedules help us track student access to the mandated courses. We are also able to track other courses that students enroll in including AVID, Project Lead the Way, or Visual and Performing Arts. We use different tools to track this access: We have a high school graduation tracker, an A-G course completion tracker, and multiple data dashboards that we established to ensure that students take a rigorous set of courses that include AP, college courses, and other courses that exceed the minimum A-G requirements (i.e. 4th year of Math, 3rd year of Science). The College Senior Timeline is also used to monitor, track and support seniors through the college application process. Lastly, our Student Information System (Aeries) allows us to monitor and track the progress of CTE completers, as they progress through each pathway.

A-G: a set of high school courses which the University of California (UC) and California State University (CSU) systems have determined demonstrate basic college readiness.

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