1. High School Course Offerings, English and Social Studies
Board Report
November 1, 2011
Cathy Washer Odie Douglas
Lisa Kotowski Ed Eldridge

2. Background
December, 2010, the Board gave direction to offer classes in science that meet graduation requirements but not university entrance requirements, and to allow flexibility in math course placements.
The Board also asked for teacher input regarding high school English and Social Studies courses.
This report includes:
API Information
Student Performance Data
Information on the Common Core Standards
Summary of Meetings with Teachers
Input from staff

3. Lodi Unified School District English & Social Science High School Course Offerings

4. Student Performance

5. Student Performance: 2010-11 CST - Algebra
The CST Algebra results indicate that students enrolled in High School Algebra courses reached the Basic, Proficient, and Advanced levels at a significantly lower rate than students in Algebra courses.

6. Student Performance: 2010-11 CST - Geometry
The CST Geometry results indicate that students enrolled in Applied Geometry courses reached the Basic, Proficient, and Advanced levels at a significantly lower rate than students in Geometry courses.

7. Student Performance: 2011-12 Grades (High School Algebra and Algebra)
The marking period 1 grades indicate that students enrolled in High School Algebra are generally passing at a lower rate than students enrolled in Algebra courses.

8. Student Performance: 2011-12 Grades (Applied Geometry and Geometry)
The marking period 1 grades indicate that students enrolled in Applied Geometry are generally passing at a lower rate than students enrolled in Geometry courses.

9. Student Performance: 2011-12 Grades (Earth/Physical Science)
The marking period 1 grades indicate that students enrolled in Earth/Physical Science are passing at a lower rate than students enrolled in Earth/Physical Science CP courses.

10. Student Performance: 2011-12 Grades (Biology)
The marking period 1 grades indicate that students enrolled in Biology are passing at a higher rate than students enrolled in Biology CP courses.

11. Common Core Standards
Prepare students to be college and career ready in literacy no later than the end of high school
Develop skills in reading, writing, speaking and listening that are foundational for creative and purposeful expression in language
Provide a vision of what it means to be a literate person in the twenty-first century

12. The Standards: Are aligned with college and workforce expectations;
Are clear, understandable and consistent;
Include rigorous content and application of knowledge through high-order skills;
Build upon strengths and lesson of current state standards;
Are informed by standards in other top performing countries, so that all students are prepared to succeed in our global economy and society;
Are evidence based.

13. New Components English Language Arts
College and Career Readiness
Shared responsibility for student literacy development
Research and media skills integrated into the standards as a whole

14. Implementation Timeline
The assessment of the Common Core standards will begin with the school year

15. Sample Question

16. Sample Question

17. Sample Question

18. Sample Question

19. Feedback from High School Teachers
Consensus: Many students are not prepared to be successful in college prep course work
There are varying opinions on whether or not to add non-college prep courses to our English and Social Studies programs

20. Summary of Reasons Given to Offer Courses that Meet Graduation Requirements but not A-G University Requirements
Currently, difficult to implement rigor needed for CP
The all CP model does not meet the needs of students:
Those who come ready for CP level
Those who need additional support
Higher class size adds to the challenges
Can have an impact on Advanced Placement Courses
Class periods are too short to address student needs
High interest classes would be beneficial
Business/Consumer skills important
English Learners need support
Adding options reduces remediation

21. Summary of Reasons Given to Stay with Offering all CP Courses
All students need this level of rigor to be successful whether going to college or not
Students need to have all options open after graduation
District needs to keep expectations high
For some students, high expectations at school makes the difference for their future
Effective support systems will help
Effective K-8 interventions will help
Concerns were expressed regarding how varied level courses would impact:
API
Program Improvement requirements
Student placement criteria

22. Other Suggestions
Offer class choices for English or Social Studies credit whether in an all CP environment or not
Speech/debate, creative writing, technical writing, history through film, specific historical periods or topics
Keep CP requirement for 9th and 10th grade and offer other choices for 11th and 12th grade.
Offer non-CP classes as credit recovery
Offer additional higher level classes, honors or pre-AP, rather than add lower level courses
Offer strong vocational programs