LCAP Goals and Metrics

• Improve student attendance including increase of basic attendance rate and decrease of chronic absenteeism
• Decrease class time missed as a result of discipline including reduction of both suspension and expulsion rates
• Improve completion rate including reduction of middle and high school drop-out rates and increase of high school graduation rate

1. Chronic Absenteeism
2. Suspension Rate
3. Expulsion Rate
4. High School Graduation Rate
5. High School Drop-out Rate
6. Middle School Drop-out Rate 
7. Student Safety Survey

• Improve student achievement on both statewide and local assessments
• Increase College and Career Readiness

1. Academic Indicator: Math and ELA SBAC 
2. A-g completion: % of graduating seniors eligible
3. AP: % exams passed with 3+ and % of 10th-12th grade students enrolled in at least 1 AP course
4. CTE: % athway completion and % of high school students enrolled
5. College/Career Readiness

• Improve English Learner Achievement
• Implement State Standards for English Learners

1. Reclassification % 
2. Annual ELPAC growth/performance 
3. % at risk of becoming LTELs 
4. EL access to CCSS 
5. ELD standards implementation 

• Improve efforts to seek input from parents/guardians to support informed district/school targeted supports
• Improve parent/guardian participation in school, especially in the area of increasing access to college and career readiness resources
• Improve early educational opportunities for parents/guardians in which they develop strategies/skills for supporting their student(s) and serving as leaders in the school/district community.

1. % of parent/guardians reporting that school actively seeks input
2. % of parent/guardians reporting that the feel welcome to participate at school
3. % of parent/guardians reporting participation in defined activities/volunteer

Maintenance of a highly qualified teaching staff

Provision of adequate instructional materials

Maintenance of a safe learning environment

1. % of teachers fully credentialed/highly qualified
2. % of teachers qualified to teach ELs
3. % of teachers appropriately assigned
4. Number of substantiated Williams textbook complaints
5. % of schools receiving ‘Good’ or better FIT rating