District presents California dashboard local indicators and plans math sequence alignment with feeder districts
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Summary
District staff presented the California accountability dashboard local indicators and outlined a coordinated plan with seven feeder districts to align math sequencing and professional development so students are better prepared for a traditional high'school math pathway.
Kirsten King, director of assessment and accountability, and Kyle Kleckner, director of instructional services, presented the district's annual local indicators for the California accountability dashboard and described priorities where the district will continue to focus on implementation and transparency.
Why it matters: The dashboard and corresponding local indicators are posted with the district's LCAP and provide public metrics on topics including credentialed teachers, facilities repair, parent engagement, school climate, access to a broad course of study and supports for students with disabilities and English learners. The presentation underscores the district's use of data to shape goals in the LCAP.
Math sequence and supports: Kleckner and King described the district's transition to a traditional math course sequence (geometry, algebra I, algebra II) at the high school level after a review of prior "integrated" pathways. They said the state content standards have not changed but that organizing the high school program into a traditional sequence may improve accessibility and clarity for students and teachers. Staff said schools will offer "summer bridge" programs for incoming ninth graders who need targeted math or English support and will continue formative assessment practices.
English learner access: King and Kleckner highlighted local indicators tracking access by English learners to a third year of core subjects (English, math and science) and to AP courses. District data show lower percentages of English learners accessing third-year courses (examples cited in the presentation: roughly 42% in ELA and 28% in science for some cohorts), and staff said these metrics are monitored annually and included in LCAP goals focused on English learner achievement.
Eastside Alliance coordination: Superintendent and district leaders described ongoing collaboration with seven feeder K'8 districts through the Eastside Alliance and the Silicon Valley Education Foundation. The alliance has promoted consistent eighth grade course offerings and professional development so students matriculate into ninth grade with clearer preparation and so teachers across grade spans share standards and vocabulary strategies. District leaders said feeder districts have aligned around algebra I as an acceleration point in middle school where appropriate.
Professional development and core data: Staff noted partnerships with the Silicon Valley Education Foundation and the Eastside Alliance for teacher training, classroom visits and a core data warehouse that aggregates feeder district data with high school outcomes to identify early intervention points and to inform cross'district acceleration.
Actions and next steps: The board received the district dashboard report (item 8.06) and accepted the presentation. Staff said they will continue to post indicator narratives publicly, expand professional development, and provide further alignment with feeder districts during the summer and fall implementation work.
Context: Trustees asked about supports for students who enter ninth grade with gaps due to COVID'era disruptions. Staff described vocabulary'focused instruction and summer bridge programs as evidence'based strategies targeted at multilingual learners and students needing content recovery.
