ASSESSMENT DATA

Stockton Unified School District

Thaihoa Nguyen
Teachers College of San Joaquin
January 20, 2015

ASSESSMENT DATA

Data for Stockton Unified School District Demographics

This is data collected from the 2013-2014 school year for Stockton Unified School
District. The website:
http://www.eddata.k12.ca.us/App_Resx/EdDataClassic/fsTwoPanel.aspx?#!bottom=/_layouts/
EdDataClassic/profile.asp?reportNumber=16&level=06&fyr=1213&county=39&district=68676
has not been updated with 2014-2015 demographics yet; so I am using the data from last year.
The total district enrollment was 39,486 students from Kindergarten through Grade 12. The
breakdown of our district Race and Ethnicity is as follows: American Indian or Alaska Native
1,080; Asian 3,807; Native Hawaiian or Pacific Islander 208; Filipino 1,721; Hispanic or Latino
24,734; Black or African American 4,358; White 2,810; two or more races 746 and none
reported 22. The numbers of English Learners (EL) was 11,233. The number of Fluent-EnglishProficient (FEP) students was 8,301 and Redesignated Fluent-English Proficient (RFEP) was
1,038. Special Programs included English Learners consisting of 11,223 and Free or Reduced
Lunch consisted of 33,814 students.
Data for Washington Elementary Demographics
The information for the school was also found on http://www.eddata.k12.ca.us/App_Resx/EdDataClassic/fsTwoPanel.aspx?#!bottom=/_layouts/EdDataClassic/p
rofile.asp?tab=0&level=07&ReportNumber=16&County=39&fyr=1314&District=68676&School=
6104665. The number is similar to this years data for Washington School. George Washington
Elementary School is a small and unique school. Washington School is very diverse, where
almost half of the population is English Learners and more than 64 percent of the students
speak Spanish. Our school is nearly 90 percent socio-economically disadvantaged. Washington

ASSESSMENT DATA

School is a Program Improvement School as well as a Title 1 School. We have 230 students
enrolled at our site. Breaking down the Race and Ethnicity: American Indian or Alaska Native 5;
Asian 5; Native Hawaiian or Pacific Islander 3; Filipino 2; Hispanic or Latino 192; Black or African
American 18; White 4; and two or more races 1. The numbers of English Learners (ELs) is 109.
The number of Fluent-English Proficient (FEP) students were 47 and Redesignated FluentEnglish Proficient (RFEP) was 14. Special Programs focused on English Learners consisting of
109 students and students on Free/Reduced Lunch consisted of 221. Language spoken by our
English Learners: Spanish with 104, Hmong with three, and Khmer with two.
Data for Seventh and Eighth Grade Demographics
The data I collected here pertained to my classes. I was able to access more information
regarding my students on Illuminate, which is on our district website. My seventh grade class
consisted of 32 students and eighth consisted of 24 students. The ethnicity background as
followed: Hispanic American Indian or Alaska Native 1; Asian 2; Native Hawaiian or Pacific
Islander 1; Hispanic or Latino 48; and Black or African American 4. Out of the 56 students, 20
students are in English Language Development (ELD). I have three students that have an
Individualized Education Plan (IEP).
In gathering data for this assignment, I used the Measures of Academic Progress (MAP).
The MAP tests which is given three times a year in the fall, winter, and spring. The MAP data
helps me to see where my students are in their math and reading levels. It is also an excellent
tool to see the breakdown of math strands and which areas students are having difficulty. In
this case my students struggled on Number Sense. Understanding number sense and building

ASSESSMENT DATA

the fundamental foundation is my main goal. I want students in my seventh grade class to be
exposed to the Algebra like problems. Stockton Unifieds Unit of Study aligned with the
Common Core. I focused on Operations and Algebraic Thinking for Kindergarten to Fifth grade.
For Sixth through Eighth grade, I focused on Expressions and Equations. I selected lessons that
were hands-on and engaging for my students. The reason for that is because I want my
students to take it upon themselves to learn and learn life skills which are so beneficial to them.
Kindergarten: Understand addition, and understand subtraction.
CCSS.Math.Content.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g.,
claps), acting out situations, verbal explanations, expressions, or equations.
http://www.orecity.k12.or.us/files/Kinder_Sorting.pdf
http://www.orecity.k12.or.us/files/Grade%20K%20Assessments%20Math%20Expressions.pdf
First Grade: Represent and solve problems involving addition and subtraction.
CCSS.Math.Content.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the unknown number to represent
the problem.
http://bridges1.mathlearningcenter.org/media/Bridges_Gr1_OnlineSupplement/B1SUPA3_AddSubNumLn_0709.pdf
http://bridges1.mathlearningcenter.org/media/Bridges_Gr1_OnlineSupplement/B1SUPB1_AlgPropRel_0310.pdf
Second Grade: Represent and solve problems involving addition and subtraction.
CCSS.Math.Content.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem.
http://bridges1.mathlearningcenter.org/media/Bridges_Gr1_OnlineSupplement/B1SUPB1_AlgPropRel_0310.pdf

ASSESSMENT DATA

http://bridges1.mathlearningcenter.org/media/Bridges_Gr2_OnlineSupplement/B2SUPA2_NumSolvEq_0709.pdf

Third Grade: Understand properties of multiplication and the relationship between

multiplication and division.
CCSS.Math.Content.3.OA.B.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 4 = 24 is
known, then 4 6 = 24 is also known. (Commutative property of multiplication.) 3 5 2 can
be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative
property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8
(5 + 2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive property.)
http://bridges1.mathlearningcenter.org/files/media/Bridges_Gr3_OnlineSupplement/B3SUPA1_NumEqExp_0311.pdf
http://bridges1.mathlearningcenter.org/media/Bridges_Gr1_OnlineSupplement/B1SUPB1_AlgPropRel_0310.pdf

Fourth Grade: Use the four operations with whole numbers to solve problems.
CCSS.Math.Content.4.OA.A.2
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison.
http://bridges1.mathlearningcenter.org/media/Bridges_Gr4_OnlineSupplement/B4SUPA5_NumOpMDigitMulti_0409.pdf
http://www.learnalberta.ca/content/mesg/html/math6web/index.html?page=lessons&lesson=m6l
essonshell12.swf

Fifth Grade: Write and interpret numerical expressions.

CCSS.Math.Content.5.OA.A.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with
these symbols.
CCSS.Math.Content.5.OA.A.2
Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them. For example, express the calculation "add 8 and 7, then
multiply by 2" as 2 (8 + 7). Recognize that 3 (18932 + 921) is three times as large as 18932
+ 921, without having to calculate the indicated sum or product.

ASSESSMENT DATA

http://bridges1.mathlearningcenter.org/media/Bridges_Gr5_OnlineSupplement/B5SUPA3_NumEstMultDiv_1108.pdf
http://www.orecity.k12.or.us/files/5th_Grade_Assessment_5_5_Division_1.pdf

Sixth Grade: Apply and extend previous understandings of arithmetic to algebraic

expressions.
CCSS.Math.Content.6.EE.A.1
Write and evaluate numerical expressions involving whole-number exponents.
CCSS.Math.Content.6.EE.A.2
Write, read, and evaluate expressions in which letters stand for numbers.
http://illuminations.nctm.org/Search.aspx?view=search&type=ls&gr=6-8
http://www.eduplace.com/kids/mw/swfs/rockhopper_grade6.html

Seventh Grade: Solve real-life and mathematical problems using numerical and algebraic
expressions and equations.
CCSS.Math.Content.7.EE.B.3
Solve multi-step real-life and mathematical problems posed with positive and negative rational
numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert between forms as
appropriate; and assess the reasonableness of answers using mental computation and estimation
strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an
additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place
a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to
place the bar about 9 inches from each edge; this estimate can be used as a check on the exact
computation.
http://www.mathplayground.com/algebraic_reasoning.html
http://funbasedlearning.com/algebra/graphing/lines/default.htm

Eighth Grade Algebra: Analyze and solve linear equations and pairs of simultaneous linear
equations.
CCSS.Math.Content.8.EE.C.7.b
Solve linear equations with rational number coefficients, including equations whose solutions
require expanding expressions using the distributive property and collecting like terms.
CCSS.Math.Content.8.EE.C.8.c
Solve real-world and mathematical problems leading to two linear equations in two variables.
For example, given coordinates for two pairs of points, determine whether the line through the
first pair of points intersects the line through the second pair.

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http://map.mathshell.org.uk/materials/lessons.php
http://www.algebra1teachers.com/unit-6-systems-of-equations/
http://www.phschool.com/webcodes10/index.cfm?wcprefix=baa&wcsuffix=0603&area=view
Results:
I found many excellent websites for this assignment. I hyperlinked many of the lessons
and assessments from the Oregon City District, that correlated with the Common Core
Standards. My chosen Common Core Standards focused on Operations and Algebraic Thinking
for Kindergarten through Fifth grade. For the Sixth grade through Eighth grade I ventured out
and found websites that focused on Expressions and Equations. I found many fun websites that
students can interact with on the computer and solve real-world scenario problems. My school
is very diverse, so I most definitely have to use other methods of teaching to reach all levels of
students. Seeing and doing is learning I always tell my students. I will share this information
with other teachers. I will share the links with my fellow Washington staff member and
encourage them to find other resources that relates to the Common Core standard they are
teaching in their classrooms.