1. 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

2. LCAP Organization Chart

3. 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

4. Conditions of Learning
Basic: degree to which teachers are appropriately assigned pursuant to Education Code section , 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 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)

5. 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.

6. 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 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8)

7. 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.

8. 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)

9. 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.

10. 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 , , and 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 school year.

11. 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

12. 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

13. 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

14. 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 Summative ELPAC produced the baseline data below.
3850 / 6285
3460 / 5678
8 / 13
3946 / 6594
3564/ 5986
380 / 1085
LUSD Data

15. 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

16. 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%) *
Information not available due to change in state testing program
*Note: Scale maximum at 30%
LUSD Data

17. 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
6820
1931
28%
1049
6870
2030
30%
1074
6688
1988
1113
6360
1902
1099
6863
2015
29%
1259
CollegeBoard Data

18. 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%) * *
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
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
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
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

19. 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

20. 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

21. 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

22. 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

23. 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.
+/-
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%
+/ %
Although the total enrollment decreased from to , the number and percent of students chronically absent remained static.
CDE Data; LUSD Data

24. 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 = % Year = %) *
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

25. 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

26. 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

27. 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 CDE recommends not comparing to rates. All Students: Increase graduation rate (+1.0%) *
CDE Data

28. 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

29. 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