Lodi USD LCAP Data Review 2017-2018 Curriculum and Instruction Department Assessment, Research & Evaluation Department * Goal Met * Goal Not Met, but progress made * Goal Not Met, decline

LCAP Organization Chart

Basic Services Parental Involvement Academic Standards Williams Teacher Assignments Instructional Materials Facility Status Parental Involvement Efforts to seek input Promotion of Participation Academic Standards Common Core Implementation PD materials technology Other Curricular Areas Science History/SS Arts Pupil Achievement Performance on State tests API Scores % of College & Career ready % of Proficient ELs EL reclassification rate AP exam results EAP results Pupil Engagement Attendance Rates Chronic Absences Dropout Rates (Middle/High School) HS Grad. Rate School Climate Suspension Expulsion Rates Other local measures: - HKS - Nds Asmnt Course Access Access to AND Enrollment in ALL areas of study Other Pupil Outcomes Alternate indicators certificates of completion certifications in CTE/ROP course work Other local indicators

Conditions of Learning Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards- aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1) Implementation of State Standards: implementation of academic content and performance standards adopted by the state board for all pupils, including English learners. (Priority 2) Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)

Conditions of Learning LUSD Goal #1 LUSD will promote and create learning environments with highly qualified personnel that will maximize access to the academic core for all, including Low Income, English Learners, Reclassified English Learners, Foster Youth and Special Education students, as well as provide enrichment opportunities to prepare our students to be college and career ready.

Pupil Outcomes Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4) Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8)

Pupil Outcomes LUSD Goal #2 All students, including target groups will demonstrate proficiency in literacy, mathematics and technology to prepare them to be college and career ready.

Engagement Parent involvement: efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3) Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5) School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)

Engagement LUSD Goals #3 LUSD schools will be positive and supportive learning environments that provided maximum opportunities for each student to succeed All LUSD sites will provide outstanding customer service and will be maintained in order to enhance safety and remain attractive at all times.

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, 2015-16, 2016-17 and 2017-18 school years. These scores are available for students in grades 3-8 and 11. Science California Science Test (CAST) and California Alternate Assessment (CAA)are administered to students at grades 5, 8 and once in their high school career. These results are not yet available for the 2017-18 school year.

New Test Data Not Yet Available for 2018 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%) * * * New Test Data Not Yet Available for 2018 6400 / 6266 1861 / 4117 3252 / 6946 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 (+0.8%) English Learners: Increase percentage meeting proficiency at a greater rate than all students (+0.8%) Low Income: Increase percentage meeting proficiency at a greater rate than all students (+1.1%) * * * 5585 / 16634 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 (+0.0%) English Learners: Increase percentage meeting proficiency at a greater rate than all students (+1.0%) Low Income: Increase percentage meeting proficiency at a greater rate than all students (+0.7%) * * * 5585 / 16634 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% The goal was based on the discontinued CELDT assessment. Moving forward the English Language Proficiency Assessments for California (ELPAC) will be used to measure English language proficiency. The 2017-18 Summative ELPAC produced the baseline data below. 3850 / 6285 3460 / 5678 8 / 13 3946 / 6594 3564/ 5986 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% (- 4.0%) * * 326/ 7918 291/ 7134 18/ 1334 *Note: Scale maximum at 30% 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% (- 8.0%) * 2014-15 Information not available due to change in state testing program *Note: Scale maximum at 30% 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 students with qualified scores by 3% (+14.5%) * Lodi Unified AP Exam Results CollegeBoard -- *Lodi USD Enrollment 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 2016-2017 6360 1902 1099 2017-2018 6863 2015 29% 1259 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% (+ 0.13%) Low Income Students: Increase AP enrollment by 2% (+ 3.85%) * * 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 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 2016-17 English Learner Students Low Income Students Special Education Students Foster Students TOTAL Student Enrollment Student Enrollment in AP Courses 0.53% 41.76% 0.68% 0.09% 3223 2017-18 English Learner Students Low Income Students Special Education Students Foster Students TOTAL Student Enrollment Student Enrollment in AP Courses 0.66% 45.61% 0.72% 0.18% 3896 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= - 11%) * 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= - 17%) * 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% (- 1.7%) * 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 (+ 2.4%) * LUSD Data

Next 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 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 with reports provided to sites.   2015-16 2016-17 2017-18 +/- Total Enrollment 29,928 32,773 32,696 - 77 Absent 10% or More 3,526 4,157 4,158 + 1 % Chronically Absent 11.78% 12.7% +/- 0.00% Although the total enrollment decreased from 2016-17 to 2017-18, the number and percent of students chronically absent remained static. CDE Data; LUSD Data 2017-18

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 = - 0.52% 2 Year = - 0.65%) *   2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 1 Year Change 2 Year Change District ADA Rate 95.29 94.47  95.09 94.96 94.44 - 0.52 - 0.65 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. 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 (-0.2%) * CDE Data

Section 2.3: LUSD schools will be positive and supportive learning environments that provide maximum opportunities for each student to succeed New criteria applied for 2017. CDE recommends not comparing 2015-16 to 2016-17 rates. All Students: Increase graduation rate (+1.0%) * 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% (-0.50%) * * *Note: Scale maximum at 50% 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: Maintain expulsion rate of 2% or lower (0.13%) * * *Note: Scale maximum at 10% LUSD Data