High School Course Offerings, English and Social Studies

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 DistrictEnglish & Social Science High School Course Offerings

4. Student Performance

5. Student Performance: 2010-11 CST - Algebra • The 2010-11 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 2010-11 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 2011-12 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 2011-12 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 2011-12 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 2011-12 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 2014-2015 school year

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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