End of Year Report_ DataSet 1 Lodi Unified School District Year-End Benchmark Assessment Results (Student Achievement Monitoring) Prepared by the Educational Services Division September 1, 2009

End of Year Report_ DataSet 2 Executive Summary  The district’s system of benchmark assessments helps the district meet its obligation to monitor student progress using curriculum-embedded assessments. [Essential Program Component #5]  K-8 English Language Arts Results More than 50% of the students tested during each quarter in 3 of the 9 grades (grades K,1, and 2) exhibited a proficient mastery of English Language Arts as measured by the benchmark assessments. More than 50% of the students tested in 2 of the 7 numerically significant ethnic subgroups (Filipino and White) were proficient on each of the quarter’s benchmark assessment.  K-8 Mathematics Results. K-6 proficiency rates were higher for students using the new adoption (enVision) math curriculum and assessments than those using the old adoption (Harcourt) math curriculum and assessments. There appeared to be a drop off in middle school math proficiency rates throughout the year as the fourth quarter’s results were generally lower than first quarter’s results for each middle school math benchmark assessment. However, for the K-8 grade segment, there was an increase in the percentage of proficient students in each of the numerically significant ethnic subgroups throughout the school year except for Pacific Islander students.

End of Year Report_ DataSet 3 Executive Summary  9-12 English Language Arts Results Proficiency rates were generally higher in grades 9 and 10 and lower in grades 11 and 12 throughout the school year. Additionally, there was a general drop off in proficiency rates from the first quarter’s results to the fourth quarter’s results for each grade level and numerically significant ethnic subgroup.  9-12 Mathematics Results Similar to the English Language Arts’ results, there appeared to be a general drop off in proficiency rates from the first quarter’s results to the fourth quarter’s results for each high school math benchmark assessment.  Algebra Readiness  Algebra

End of Year Report_ DataSet 4 General Purpose of Benchmark Assessments  To align instruction across the district, and ensure that instruction is aligned to the adopted standards-based core curriculum.  To inform teachers and administrators on student progress and effectiveness of instruction in the adopted standards- based core curriculum.  To provide timely data to teachers and administrators to make decisions that will improve instruction and student achievement.  To provide data to identify students who need interventions.  To assist in the monitoring of individual student progress.

End of Year Report_ DataSet 5 Specific Purpose of Benchmark Assessments Related to Program Improvement - Essential Program Component #5  LUSD entered Program Improvement in based on its adequate yearly progress.  As a Program Improvement district, LUSD is required to implement the 9 Essential Program Components (9 EPCs) as determined by the State.  Essential Program Component #5 requires the district to use data as the basis of its K-8 student progress monitoring, including the use of curriculum-embedded assessments (e.g. every six to eight weeks) to inform and modify instruction.

End of Year Report_ DataSet 6 Assessments: What, When, and Who  English Language Arts (Grades K-12) Administered quarterly to all students.  Mathematics (Grades K-12) Administered quarterly to all students in grades K-7 or students enrolled in Algebra Readiness and Algebra.  History (Grades 7-12) Administered quarterly to all middle school students. Administered quarterly to all high school students enrolled in World History and U.S. History.  Science (Grades K-5 and 7-8) Administered to all K-5 students based on individual teacher pacing for Earth Science, Physical Science, and Life Science. Administered quarterly to all students in grades 7 and 8.

End of Year Report_ DataSet 7 Grades K-8 Benchmark Assessment Results

End of Year Report_ DataSet 8 Results: K-8 English Language Arts  More than 50% of the students tested during each quarter in 3 of the 9 grades (grades K,1, and 2) exhibited a proficient mastery of English Language Arts as measured by the benchmark assessments  The percentage of proficient students steadily increased for each quarter in 3 of the 8 grades tested. Grades K, 1, and 7  More than 50% of the students tested in 2 of the 7 numerically significant ethnic subgroups were proficient on each of the quarter’s benchmark assessment. Filipino and White students  There was a steady increase in the percentage of proficient Asian and Hispanic students throughout the school year.

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End of Year Report_ DataSet 11 Results: K-8 Mathematics  K-6 Results Proficiency rates were higher for students using the K-6 new adoption (enVision) math curriculum and assessments than those using the old adoption (Harcourt) math curriculum and assessments.  In 6 of the 7 grades in which students were tested, both the first and fourth guarter results were higher for K-6 students using the new adoption than for students using the old adoption.  Grades K, 1, 2, 4, 5, and 6 Also, students in lower grade levels tended to exhibit higher proficiency rates than students in higher grade levels.  7-8 Results – Pre-Algebra, Algebra Readiness, and Algebra I There appeared to be a drop off in proficiency rates throughout the year as the fourth quarter’s were generally lower than first quarter’s for each middle school math benchmark assessment.  However, for the K-8 grade segment, there was an increase in the percentage of proficient students in each of the numerically significant ethnic subgroups throughout the school year except for Pacific Islander students. Pacific Islander students had the same proficiency rate in both the first and fourth quarters.16

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End of Year Report_ DataSet 15 Results: K-8 Science  K-5 Science – Earth, Physical, and Life Although we could not identify a trend in performance between the topics assessed, we did notice that students in lower grade levels tended to exhibit higher proficiency rates than students in higher grade levels.  Grade 7 Life Science and Grade 8 Physical Science There was a general increase in the percentage of proficient grade 8 students assessed with the Physical Science benchmark assessment.

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End of Year Report_ DataSet 18 Results: 7-8 History  Grade 7 World History and Grade 8 U.S. History There were general increases in the percentage of proficient students in both middle school history courses.

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End of Year Report_ DataSet 20 Grades 9-12 Benchmark Assessment Results

End of Year Report_ DataSet 21 Results: High School English Language Arts  Proficiency rates were generally higher in grades 9 and 10 and lower in grades 11 and 12.  Additionally, there was a general drop off in proficiency rates from the first quarter’s results to the fourth quarter’s results for each grade level and numerically significant ethnic subgroup.

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End of Year Report_ DataSet 24 Results: High School Mathematics – Algebra Readiness & Algebra  Similar to the English Language Arts’ results, there appeared to be a general drop off in proficiency rates from the first quarter’s results to the fourth quarter’s results for each high school math benchmark assessment.  The decrease in proficiency was also evident for each numerically significant ethnic subgroup throughout the school year as well.

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End of Year Report_ DataSet 27 Results: High School History  World History and U.S. History There were general decreases in the percentage of proficient students in both middle school history courses.

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