High School Course High School Course Offerings, English and Offerings, English and

Social StudiesSocial StudiesBoard ReportBoard Report

November 1, 2011November 1, 2011

Cathy WasherCathy Washer Odie DouglasOdie DouglasLisa KotowskiLisa Kotowski Ed EldridgeEd Eldridge

BackgroundBackground December, 2010, the Board gave direction to December, 2010, the Board gave direction to

offer classes in science that meet graduation offer classes in science that meet graduation requirements but not university entrance requirements but not university entrance requirements, and to allow flexibility in math requirements, and to allow flexibility in math course placements.course placements.

The Board also asked for teacher input regarding The Board also asked for teacher input regarding high school English and Social Studies courses.high school English and Social Studies courses.

This report includes:This report includes:– API InformationAPI Information– Student Performance DataStudent Performance Data– Information on the Common Core StandardsInformation on the Common Core Standards– Summary of Meetings with TeachersSummary of Meetings with Teachers– Input from staffInput from staff

Lodi Unified School DistrictLodi Unified School DistrictEnglish & Social Science English & Social Science

High School Course OfferingsHigh School Course Offerings

Core Classes – All Schools English Social Science

English 9 CP World Geography CP English 9 Pre-AP AP Human Geography (not MHS) English 10 CP World History CP English 10 Pre-AP AP European History English 11 CP US History CP AP English Language AP US History English 12 CP U. S. Government CP AP English Literature AP Government & Politics Economics AP Economics Transition Social Science CP Courses offered to support

English Language Learners Intervention – All Schools

Read 180 CAHSEE English ELD A, B, C Student Success Class – MHS only

Electives Rhetoric & Literary Analysis – LHS Psychology CP – LHS, MHS Creative Writing – BCHS AP Psychology – BCHS, MHS, LHS, THS Journalism – BCHS, MHS, THS Sociology CP – LHS, MHS Advanced Journalism – Yearbook – BCHS, LHS, THS

Advanced Journalism Newspaper – BCHS, LHS, THS

Competitive Speech – LHS, BCHS, MHS BCHS – Bear Creek High School LHS – Lodi High School MHS – Ronald E. McNair High School THS – Tokay High School

Student Student PerformancePerformance

Student Performance: 2010-11 Student Performance: 2010-11 CST - AlgebraCST - Algebra

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

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

Student Performance: 2010-11 Student Performance: 2010-11 CST - GeometryCST - Geometry

Student Performance: 2011-12 Grades Student Performance: 2011-12 Grades (High School Algebra and Algebra)(High School Algebra and Algebra)

The 2011-12 marking period 1 grades indicate that students enrolled in High 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 School Algebra are generally passing at a lower rate than students enrolled in Algebra courses.Algebra courses.

Student Performance: 2011-12 Grades Student Performance: 2011-12 Grades (Applied Geometry and Geometry)(Applied Geometry and Geometry)

The 2011-12 marking period 1 grades indicate that students enrolled in The 2011-12 marking period 1 grades indicate that students enrolled in Applied Geometry are generally passing at a lower rate than students enrolled Applied Geometry are generally passing at a lower rate than students enrolled in Geometry courses.in Geometry courses.

Student Performance: 2011-12 Grades Student Performance: 2011-12 Grades (Earth/Physical Science)(Earth/Physical Science)

The 2011-12 marking period 1 grades indicate that students enrolled in 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 are passing at a lower rate than students enrolled in Earth/Physical Science CP courses.Earth/Physical Science CP courses.

Student Performance: 2011-12 Grades Student Performance: 2011-12 Grades (Biology)(Biology)

The 2011-12 marking period 1 grades indicate that students enrolled in 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 Biology are passing at a higher rate than students enrolled in Biology CP courses.courses.

Common Core StandardsCommon Core Standards

Prepare students to be college and career Prepare students to be college and career ready in literacy no later than the end of high ready in literacy no later than the end of high schoolschool

Develop skills in reading, writing, speaking Develop skills in reading, writing, speaking and listening that are foundational for and listening that are foundational for creative and purposeful expression in creative and purposeful expression in languagelanguage

Provide a vision of what it means to be a Provide a vision of what it means to be a literate person in the twenty-first centuryliterate person in the twenty-first century

The Standards:The Standards:

Are aligned with college and workforce Are aligned with college and workforce expectations;expectations;

Are clear, understandable and consistent;Are clear, understandable and consistent; Include rigorous content and application of Include rigorous content and application of

knowledge through high-order skills;knowledge through high-order skills; Build upon strengths and lesson of current state Build upon strengths and lesson of current state

standards;standards; Are informed by standards in other top performing Are informed by standards in other top performing

countries, so that all students are prepared to countries, so that all students are prepared to succeed in our global economy and society; succeed in our global economy and society;

Are evidence based.Are evidence based.

New ComponentsNew Components English Language Arts English Language Arts

College and Career ReadinessCollege and Career Readiness

Shared responsibility for student Shared responsibility for student literacy developmentliteracy development

Research and media skills integrated Research and media skills integrated into the standards as a wholeinto the standards as a whole

Implementation TimelineImplementation Timeline

The assessment of the Common Core The assessment of the Common Core standards will begin with the 2014-standards will begin with the 2014-2015 school year2015 school year

Sample QuestionSample Question

Sample QuestionSample Question

Sample QuestionSample Question

Sample QuestionSample Question

Feedback from High School Feedback from High School TeachersTeachers

Consensus: Many students are not Consensus: Many students are not prepared to be successful in college prepared to be successful in college prep course workprep course work

There are varying opinions on There are varying opinions on whether or not to add non-college whether or not to add non-college prep courses to our English and prep courses to our English and Social Studies programsSocial Studies programs

Summary of Reasons Given to Offer Courses Summary of Reasons Given to Offer Courses that Meet Graduation Requirements but not that Meet Graduation Requirements but not

A-G University RequirementsA-G University Requirements

Currently, difficult to implement rigor needed for CP Currently, difficult to implement rigor needed for CP The all CP model does not meet the needs of students: The all CP model does not meet the needs of students:

– Those who come ready for CP levelThose who come ready for CP level– Those who need additional supportThose who need additional support

Higher class size adds to the challengesHigher class size adds to the challenges Can have an impact on Advanced Placement CoursesCan have an impact on Advanced Placement Courses Class periods are too short to address student needsClass periods are too short to address student needs High interest classes would be beneficialHigh interest classes would be beneficial Business/Consumer skills importantBusiness/Consumer skills important English Learners need supportEnglish Learners need support Adding options reduces remediationAdding options reduces remediation

Summary of Reasons Given to Stay Summary of Reasons Given to Stay with Offering all CP Courseswith Offering all CP Courses

All students need this level of rigor to be All students need this level of rigor to be successful whether going to college or notsuccessful whether going to college or not

Students need to have all options open after Students need to have all options open after graduationgraduation

District needs to keep expectations highDistrict needs to keep expectations high– For some students, high expectations at school makes For some students, high expectations at school makes

the difference for their futurethe difference for their future Effective support systems will helpEffective support systems will help Effective K-8 interventions will helpEffective K-8 interventions will help Concerns were expressed regarding how varied Concerns were expressed regarding how varied

level courses would impact:level courses would impact:– APIAPI– Program Improvement requirementsProgram Improvement requirements– Student placement criteriaStudent placement criteria

Other SuggestionsOther Suggestions Offer class choices for English or Social Offer class choices for English or Social

Studies credit whether in an all CP Studies credit whether in an all CP environment or notenvironment or not– Speech/debate, creative writing, technical writing, Speech/debate, creative writing, technical writing,

history through film, specific historical periods or history through film, specific historical periods or topicstopics

Keep CP requirement for 9Keep CP requirement for 9thth and 10 and 10thth grade grade and offer other choices for 11and offer other choices for 11thth and 12 and 12thth grade.grade.

Offer non-CP classes as credit recoveryOffer non-CP classes as credit recovery Offer additional higher level classes, honors or Offer additional higher level classes, honors or

pre-AP, rather than add lower level coursespre-AP, rather than add lower level courses Offer strong vocational programsOffer strong vocational programs