California School Dashboard

California School Dashboard State and Local Indicators

  • State Indicators

    • Chronic Absenteeism* (K-12)
    • Suspension Rate (K-12)
    • English Learner Progress Indicator (K-12)
    • Graduation Rate (9-12)
    • College/Career Readiness Indicator* (9-12)
    • Academic Indicator (ELA and mathematics assessments) - based on CAASPP test scores for English language arts and math (grades 3-8)

    *Data for indicators shown above with an asterisk * will not be available at launch

     

    Local Indicators

    • Basic Services (Teachers, Instructional Materials, Facilities)
    • Implementation of State Academic Standards
    • Parent Engagement
    • Local School Climate

California School Dashboard Local Indicators

  • Please note: Due to a technical error with submission of the local indicator data, the following information does not appear on the California School Dashboard. The information below fulfills the requirements for a rating of “met” on all local indicators:

     

    Basics (Teachers, Instructional Materials,  Facilities: (LCFF Priority 1).

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

    General Subject Area

    Total Number of Complaints Received

    Total Number of Complaints Resolved

    Number Unresolved

    Textbooks and Instructional Materials

    0

    0

    0

    Teacher Vacancy or Misassignment

    0

    0

    0

    Facilities and Conditions

    0

    0

    0

    Totals

    0

    0

    0

     

    Implementation of State Academic Standards (LCFF Priority 2)

    The SBE adopted self-reflection tool has the following Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

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

     

    ELA-Common Core State Standards for ELA

    4

    ELD (Aligned to ELA Standards)

    4

    Mathematics-Common Core State Standards for Mathematics

    4

    Next Generation Science Standards

    3

    History-Social Science

    2

     

     2.  Rate the LEA's progress in making instructonal 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.
     

    ELA-Common Core State Standards for ELA

    3

    ELD (Aligned to ELA Standards)

    3

    Mathematics-Common Core State Standards for Mathematics

    4

    Next Generation Science Standards

    3

    History-Social Science

    2

     

    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).

    ELA-Common Core State Standards for ELA

    4

    ELD (Aligned to ELA Standards

    3

    Mathematics-Common Core State Standards for Mathematics

    3

    Next Generation Science Standards

    3

    History-Social Science

    2

     

    Other Adopted Academic Standards

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

     

    Career Technical Education

    2

    Health Education Content Standards

    2

    Physical Education Model Content Standards

    3

    Visual and Performing Arts

    3

    World Language

    2

     

    Support for Teachers and Administrators

     5. During the 2016-17 school year (including summer 2016) rate the LEA's success at engaging in the following activities with teachers and school administrators.

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

    4

    Identifying the professional learning needs of individual teachers

    3

    Providing support for teachers on the standards they have not yet mastered

    3

     

    As the various content frameworks have been adopted, we have focused our professional development on one content area at a time to ensure teachers have time to process the information and improve their practice. Prior to this school year, our main focuses have been English language arts, English language development and math. We have also fully implemented NGSS at our middle schools, and are in year 2 of a 3 year rollout of NGSS implementation at the elementary level. This year we will be providing professional development for middle school social studies teachers around the new social studies framework, and undertaking a pilot of the new instructional materials.

     

    LCFF Priority 3: Parent Engagement

    Summarize:

     

    1) The LEA’s progress on at least one measure related to seeking input from parents/guardians in school and district decision making

     

    In the Sunnyvale School District we strive to do all we can to support student learning and well-being.   To gain a better understanding of what our school communities appreciate about our schools, and where they think we can continue to improve, we have enlisted the online tool, Thoughtexchange, to facilitate a 3-step online process in seeking parent input.

    Families, staff, and students were invited to provide feedback via a link sent by email or accessed through our website and social media channels. This process could be completed on any computer or mobile device, and was available in both English and Spanish. Our schools also opened up their computer labs for parents to access our devices. Participants shared their thoughts on three questions about our schools and then read and rated the thoughts of others. A total of 632 adults (staff and parents) and 822 students participated in our first Thought Exchange. These confidential responses were forwarded to the Thoughtexchange system for analysis. We will use the information received from the responses for the analysis and development of our LCAP goals, district priorities and the allocation of district resources.

    Also new for the 2017-18 school year, we launched a mobile app, a mobile-friendly version of our websites for families. Parent can not only access important school and district information, calendar events, student grades, and lunch balances all in one place, but they also have access to an anonymous tip line where they can share important information with us in a confidential manner. Since the app was launched in September, we have had 2,456 downloads of the app, or about 36% of our population.

    Finally, we hold an annual stakeholders “Lyceum”, where parents are invited to come learn about the district initiatives and provide feedback. This year we will be holding the Lyceum at a larger venue to accommodate increased parent attendance.

     

    2) The LEA’s progress on at least one measure related to promoting parental participation in programs

    Among other measures, we utilize the Healthy Kids Survey to evaluate our success in promoting parental participation. We administer the parent survey annually. The following data report the percent of parents who “agree” or “strongly agree” with the statement. According to the survey, 92% of parents agreed that their child’s school allows input and welcomes parent participation. 94% of parents agreed that the school encourages them to be an active partner with the school in educating their child. 76% of parents agreed that the school actively seeks the input of parents before making important decisions, and 95% of parents reported that they feel welcomed to participate at their child’s school. These data show that our efforts to engage parents, through parent/teacher organizations, English Learner Advisory Committees, School Site Councils and a variety of other committees, are successful. Our use of Thoughtexchange will help to further increase the involvement of parents in providing input and district decision making. 

    3) Why the LEA chose the selected measures and whether the findings related to the goals established for other LCFF priorities in the LCAP.

    While the annual  Stakeholders Lyceum, enables teachers, parents, community members and students to have the opportunity to provide input on our LCAP and district initiatives, we were concerned that we were not reaching the majority of our families. For this reason, we have chosen to seek additional input through the use of Thoughtexchange. This enables us to receive input from all stakeholders in an open-ended format. The Healthy Kids Parent Survey was selected to measure parent engagement as it is a well-established survey that gives clear data to help us to gauge parent involvement. Both of these measures relate directly to our LCAP goal to increase and deepen community engagement.

     

    LCFF Priority 6: School Climate

    The Sunnyvale School District has a targeted focus on the attendance, behavior, and social-emotional learning of our students. Since 2010 the district has utilized Positive Behavioral Interventions and Supports to maintain a positive school climate.  In order to measure students’ perceptions of school safety and connectedness, Sunnyvale utilizes the both the California Healthy Kids Survey and Project Cornerstone.

    During the 2016-2017 school year, our middle school students completed the California Healthy Kids Survey. A total of 1,604 students completed the survey.  Overall, an average of 66% of our students scored in the high range for school connectedness, but in looking at the grade level data, we see a steady decline across the three grade levels, with 75% of 6th graders, 65% of 7th graders and 58% of 8th graders in the high range. In addition, 83% of 6th graders, 75% or 7th graders and 72% of 8th graders report feeling safe or very safe at school. In order to gain more data on students’ social emotional well-being in middle school, and to better understand the reason behind the decrease in reported safety and connectedness across the grade levels, the district is piloting Panorama Survey at the middle schools. This will help us better target student needs and address the decline across the grade levels.