Lodi Uni­fied test scores stay largely con­sis­tent

Lodi News-Sentinel - - FRONT PAGE - By John Bays NEWS-SEN­TINEL STAFF WRITER

Although Lodi Uni­fied School District’s 2018 Cal­i­for­nia As­sess­ment of Stu­dent Per­for­mance and Progress (CAASPP) scores were largely con­sis­tent with last year, the district is al­ready look­ing at ways to im­prove in the fu­ture.

Re­leased on Wed­nes­day by the Cal­i­for­nia Depart­ment of Ed­u­ca­tion, the re­sults con­sisted of the scores from more than 3 mil­lion Cal­i­for­nia stu­dents from grades three through eight as well as 11th graders.

This is the fourth year the tests were ad­min­is­tered, mea­sur­ing stu­dents’ progress in English lan­guage arts and lit­er­acy as well as math­e­mat­ics.

“CAASPP is re­ally fo­cused on Com­mon Core and a deeper un­der­stand­ing of knowl­edge, in­stead of just re­gur­gi­tat­ing facts,” Randy Ma­lan­dro, co­or­di­na­tor for as­sess­ment, re­search and eval­u­a­tion for LUSD, said on Fri­day.

Ap­prox­i­mately 43 per­cent of Lodi stu­dents met or ex­ceeded ELA stan­dards this year, a 1per­cent in­crease from last year while math scores re­mained con­sis­tent with last year’s, with ap­prox­i­mately 32 per­cent of stu­dents meet­ing or ex­ceed­ing stan­dards.

Ap­prox­i­mately 50 per­cent of Cal­i­for­nia stu­dents met or ex­ceeded ELA stan­dards this year, ap­prox­i­mately 1 per­cent more than last year and roughly 39 per­cent met or ex­ceeded math stan­dards, an in­crease of ap­prox­i­mately 1 per­cent as well.

In San Joaquin County, ap­prox­i­mately 41 per­cent of stu­dents met or ex­ceeded ELA stan­dards, an in­crease of roughly 2 per­cent and nearly 30 per­cent met or ex­ceeded math stan­dards, an in­crease of al­most 2 per­cent.

Nearly 50 per­cent of Lin­coln Uni­fied School District stu­dents met or ex­ceeded ELA stan­dards, and roughly 35 per­cent met or ex­ceeded math stan­dards.

Lisa Ko­towski, as­sis­tant su­per­in­ten­dent of cur­ricu­lum and in­struc­tion, at­trib­uted the district’s con­sis­tent scores to a num­ber of fac­tors such as good first in­struc­tion in the class­room, col­lab­o­ra­tion be­tween teach­ers and de­part­ments and mon­i­tor­ing stu­dent progress.

“We also do a lot of pro­fes­sional de­vel­op­ment with our teach­ers, so that we can as­sist them with find­ing strate­gies and alternative ways to reach stu­dents,” Ko­towski said.

Although the district’s over­all scores did not change much from last year, sev­enth- and 11thgrade stu­dents saw roughly 3-per­cent and 8per­cent de­creases in meet­ing ELA stan­dards, re­spec­tively.

Three grades also saw de­creases in stu­dents meet­ing math stan­dards, with fifth grade de­creas­ing by 3 per­cent, sev­enth grade de­creas­ing by 1 per­cent and 11th grade de­creas­ing by 2 per­cent.

“I think, across the board, there’s al­ways room for im­prove­ment no mat­ter how well you’re do­ing,” Ma­lan­dro said. “There’s a con­sis­tent fo­cus on ex­cel­lence and im­prove­ment, so I think we’ll have high ex­pec­ta­tions mov­ing for­ward.”

To en­cour­age fu­ture im­prove­ment, Ko­towski said the district is look­ing into de­vel­op­ing a multi-tiered sys­tem to sup­port stu­dents fac­ing aca­demic, emo­tional or be­hav­ioral chal­lenges.

“We’re try­ing to for­mal­ize a process so that we can sup­port the whole child, not just one side of the child,” Ko­towski said.

Per­haps the most im­por­tant step to­ward fu­ture im­prove­ment is in­creased stu­dent at­ten­dance, Ko­towski said.

“Stu­dents need to come to school, we can’t ed­u­cate them if they’re not here,” Ko­towski said. “We’ve al­ways pushed for stu­dent at­ten­dance, but we’re re­ally go­ing to be look­ing at stu­dents whose at­ten­dance maybe isn’t as good as it should be.”

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