Lodi USD LCAP Data Review 2014-2018 Plan Year 1/2 Curriculum and Instruction Department Assessment, Research & Evaluation Department Randy * Goal Met Goal Not Met *

Section 2.2: All students including targeted students will demonstrate proficiency in literacy, mathematics and technology to prepare students to be college and career ready. We have included the initial Smarter Balanced Assessment English Language Arts and Mathematics scores from the 2014-2015 school year, as well as data from the 2015-16 school year. These scores are available for students in grades 3-8 and 11. Additionally we use CST/CMA/CAPA Science results as they are available for the 2013-2014, 2014-2015, and preliminary data 2015-16 school years. The CST/CMA/CAPA tests are for students at grades 5, 8 and 10. Randy

Section 2.2: All students including targeted students will demonstrate proficiency in literacy, mathematics and technology to prepare students to be college and career ready. All: Increase percentage of students meeting proficiency (+ 0.4%) English Learners: Increase percentage meeting proficiency at a greater rate than all students (- 2.9%) Low Income: Increase percentage meeting proficiency at a greater rate than all students (- 0.8%) * * * PRELIMINARY 2015-16 Data 6400 / 6266 1861 / 4117 3252 / 6946 Randy 1889 / 4772 218 / 647 218 / 860 9 / 44 179 / 1038 246 / 1434 LUSD Data

Section 2.2: All students including targeted students will demonstrate proficiency in literacy, mathematics and technology to prepare students to be college and career ready. All: Increase percentage of students meeting proficiency (+3.6%) English Learners: Increase percentage meeting proficiency at a greater rate than all students (+1.1%) Low Income: Increase percentage meeting proficiency at a greater rate than all students (+4.0%) * * * 5585 / 16634 Randy 3064 / 11731 4224 / 16634 2197 / 11731 14 / 108 338 / 3965 192 / 2194 344 / 3965 166 / 2194 9 / 108 * Proficiency = Score of Standard Met or Standard Exceeded LUSD Data

Section 2.2: All students including targeted students will demonstrate proficiency in literacy, mathematics and technology to prepare students to be college and career ready. All: Increase percentage of students meeting proficiency (+2.6%) English Learners: Increase percentage meeting proficiency at a greater rate than all students (-0.5%) Low Income: Increase percentage meeting proficiency at a greater rate than all students (+2.8%) * * * 5585 / 16634 Randy 3064 / 11731 4224 / 16634 2197 / 11731 14 / 108 338 / 3965 192 / 2194 344 / 3965 166 / 2194 9 / 108 * Proficiency = Score of Standard Met or Standard Exceeded LUSD Data

Section 2.2: All students including targeted students will demonstrate proficiency in literacy, mathematics and technology to prepare students to be college and career ready. English Learners: Increase percentage growing 1 or more levels per year by 2% (+1.5%) * 3850 / 6285 3460 / 5678 8 / 13 3946 / 6594 3564/ 5986 Randy 380 / 1085 LUSD Data

Section 2.2: All students including targeted students will demonstrate proficiency in literacy, mathematics and technology to prepare students to be college and career ready. English Learners: Increase reclassification rate by 1% (6.8%) * * Randy 326/ 7918 291/ 7134 18/ 1334 *Note: Scale maximum at 20% LUSD Data

Section 2.2: All students including targeted students will demonstrate proficiency in literacy, mathematics and technology to prepare students to be college and career ready. Long-Term English Learners: Increase reclassification rate by 2% * Avie 2014-15 Information not available due to change in state testing program *Note: Scale maximum at 20% CDE/CALPADS Data

Number of Scores 3 or Above Section 2.2: All students including targeted students will demonstrate proficiency in literacy, mathematics and technology to prepare students to be college and career ready. All Students: Increase number of students with qualified scores by 3% (+2.6%) * Lodi Unified AP Exam Results DataQuest (CDE) per College Board/LUSD Data* Year Enrollment Grade 10 - 12 Tests Taken Percent Tested Number of Scores 3 or Above 2013-2014 6820 1931 28% 1049 2014-2015 6870 2030 30% 1074 2015-2016* 6688 1988 1113 Debra CollegeBoard Data

Section 2.2: All students including targeted students will demonstrate proficiency in literacy, mathematics and technology to prepare students to be college and career ready. English Learner Students: Increase AP enrollment by 2% (- 0.3%) Low Income Students: Increase AP enrollment by 2% (+ 4.2%) * * 2013-14 English Learner Students Low Income Students Special Education Students Foster Students TOTAL Student Enrollment Student Enrollment in AP Courses 1.0% 39.3% 0.6% Data Not Available 3154 2014-15 English Learner Students Low Income Students Special Education Students Foster Students TOTAL Student Enrollment Student Enrollment in AP Courses 1.0% 31.5% 0.2% 0.5% 3036 Debra OVERALL Enrollment %: 2013-14 = 38.0%, 2014-15 = 36.4%, 2015-16 = 39.51% 2015-16 English Learner Students Low Income Students Special Education Students Foster Students TOTAL Student Enrollment Student Enrollment in AP Courses 0.7% 35.7% 0.9% 0.2% 3421 LUSD Data

Section 2.2: All students including targeted students will demonstrate proficiency in literacy, mathematics and technology to prepare students to be college and career ready. All Students: Increase number of “ready” students in ELA or Math by 5% (ELA= + 20%) * Debra LUSD Data

Section 2.2: All students including targeted students will demonstrate proficiency in literacy, mathematics and technology to prepare students to be college and career ready. All Students: Increase number of “ready” students in ELA or Math by 5% (Math= + 9%) * Debra LUSD Data

Section 2.2: All students including targeted students will demonstrate proficiency in literacy, mathematics and technology to prepare students to be college and career ready. All Students: Increase number of completers by 3% (- 18.9%) * Debra CDE Data

Section 2.2: All students including targeted students will demonstrate proficiency in literacy, mathematics and technology to prepare students to be college and career ready. All Students: Increase enrollment of students participating in CTE courses (- 2.7%) * Debra The Middle School (Grade 7-8) Course offered over the last three years is: Lodi Middle School 2014-15 School Year – Grade 7 - “Graphic Design” LUSD Data

Section 2.3: LUSD schools will be positive and supportive learning environments that provide maximum opportunities for each student to succeed *All Students: Investigate and implement electronic monitoring system Aeries is currently being used to generate and monitor attendance letters. 1st letter sent after 3 days 2nd sent after 6 days 3rd letter announcing a SARB session, sent after 10 days Chronic Absenteeism Information Chronic absentee means a student, enrolled for a minimum of 45 days, who is absent for any reason on 10 percent or more of the school days in the school year.  This metric will be monitored quarterly.   2014-15 2015-16 +/- Total Enrollment 28,639 28,973 +334 Absent 10% or More 3,251 3,069 -182 % Chronically Absent 11.3% 10.6% -.7 Randy Although the total enrollment increased from 2014-15 to 2015-16, the number and percent of students chronically absent decreased.

2013-14 2014-15 2015-16 1 Year Change 2 Year Change Section 2.3: LUSD schools will be positive and supportive learning environments that provide maximum opportunities for each student to succeed. All Students: Continue district incentive to increase attendance rates (1 Year = + 0.62% 2 Year = - 0.20%) *   2013-14 2014-15 2015-16 1 Year Change 2 Year Change District ADA Rate 95.29 94.47  95.09 + 0.62 - 0.20 Randy The ADA Increase for 2015-16 resulted in an ESTIMATED $471,807 LUSD Data

Section 2.3: LUSD schools will be positive and supportive learning environments that provide maximum opportunities for each student to succeed All Students: Monitor and track Middle school dropouts * Middle school dropouts monitored using the California Department of Education (CDE) annual dropout reports. Debra CDE Data

Section 2.3: LUSD schools will be positive and supportive learning environments that provide maximum opportunities for each student to succeed All Students: Decrease dropout rate (-4.4%) * Debra CDE Data

Section 2.3: LUSD schools will be positive and supportive learning environments that provide maximum opportunities for each student to succeed All Students: Increase graduation rate (+4.8%) * Debra CDE Data

Section 2.3: LUSD schools will be positive and supportive learning environments that provide maximum opportunities for each student to succeed. All Students: Decrease suspension rate by 1% (-0.40%) * * Randy *Note: Scale maximum at 50% LUSD Data

Section 2.3: LUSD schools will be positive and supportive learning environments that provide maximum opportunities for each student to succeed. All Students: Maintain expulsion rate of 2% or lower (0.05%) * * Randy *Note: Scale maximum at 10% LUSD Data