school data profile/analysis

School Data Profile/Analysis

School Year: 2010School District: Oakland SchoolsSchool Name: Oakland Schools Technical Campus SoutheastPrincipal: Ms. Tamela Brown, PrincipalBuilding Code: 08756

School Data Profile/Analysis

Contents

School Data Profile/Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographic Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Student Enrollment by Grade Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Sub-Group Demographic Enrollment Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Mobility & Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Grade Level Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Michigan AYP Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Grade Level Achievement for all Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Sub Group Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Michigan AYP Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10MEAP/MME Achievement Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Subgroup Achievement Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Students with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Limited English Proficient . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Extended Learning Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Staff Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Perception Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Parent & Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Health & Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21School Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Oakland Schools Technical Campus Southeast

School Data Profile/Analysis September 20, 2011 of 24


School Data Profile/Analysis September 20, 2011 Page 2 of 24

Instructions

Use the following instructions to complete the profile:

Using the navigation area on the left hand side of the screen, click on each section heading of the Profile to1.complete the questions. Provide the most accurate and detailed responses possible; each section includestools to help users formulate these responses.Complete all the questions.2.Submit the report3.

QuestionsIf you experience technical difficulties while completing the report, please contact our tech support line at800.525.9517 or at [email protected].





mailto:[email protected]

Introduction

The School Data Profile/Analysis (SDP/A) is a tool to assist school staff in determining the strengths and needsfor improvement of their school based on an analysis of data and responses to a series of data related questions. Itprovides the model of the kind of school and student data that should be reviewed, along with your local schooldata. The SDP/A is intended to support deeper dialogue about the data and information, and to draw thoughtfulconclusions about the areas of need. Completion of the SDP/A is required.

The process of completing the SDP/A enables a school to utilize student demographic and student achievementdata to more effectively plan its school improvement goals and actions. By engaging in this process, school staffwill become engaged in meaningful and rich dialogue- leading the staff to make thoughtful conclusions about theschool's areas of progress and areas in which to focus. When the SDP/A is completed and submitted, the schoolhas a comprehensive blueprint to proceed to the next phase of school improvement planning.

The School Data Profile/Analysis is an effective tool for schools to....

identify issues of achievement for all students;identify areas of need to be included in the School Improvement Plan;serve as the basis for all other needs assessments that may be required of the school;determine the basis of the school's professional learning plan;satisfy AdvancED and Michigan requirements for a School Profile Report and;comply with federal grant requirements (including NCLB and IDEA 2004) for appropriate resourcealignment with identified needs through a comprehensive needs analysis.

The SDP/A is aligned to the Michigan Department of Education's School Improvement Framework thatestablishes a vision for school improvement. The Process Cycle for School Improvement has five majorcomponents that move in continuous praxis. They are:

Gather Data Where are we now (status) and where do we want to be?

Study/Analyze What did the data/information we collected tell us (gap analysis)?

Plan How do we organize our work so that it aligns to our goals and resources (SIP)?

Do What strategies and action steps do staff members need to implement to meet the goals?

Gather Data II Where are we now (status) and did we reach our goals? How effective were thestrategies and action steps we implemented?

Structure of the SDP/A Report

Each section of the School Data Profile/Analysis presents data and a series of questions that probe deeper into thedata and information. Along with the pre-populated data, schools should look at local data, common assessmentsand any other data that informs instruction regarding student achievement.

The SDP/A consists of twelve components:

Demographic Enrollment1.Mobility & Attendance2.





Grade Level Achievement3.Sub Group Achievement4.Students with Disabilities5.Limited English Proficient6.Extended Learning Opportunities7.Staff Demographics8.Perception Data9.Parent & Community10.Health & Safety11.School Data Analysis12.

Additional resources for completing the SDP/A can be accessed at:

www.mi.gov/meap - click on test results and http://www.data4ss.org





http://www.mi.gov/meap

http://www.data4ss.org

Demographic Enrollment

Student Enrollment by Grade Level

No Data Available

Sub-Group Demographic Enrollment Data

No Data Available

1. What is the enrollment trend for the past 5 years? (no change, increasing, decreasing)Increasing

2. For which sub-groups has the percentage of students changed by more than 5% over the past (5) years?Students with disabilities had over a 5% increase in enrollment over the past five years.

3. What patterns or trends in enrollment need to be addressed?Continue with current strategies in the review of the application process with the assistances of the SpecialPopulations Consultants.

4. What implications do the data present for the school in the following areas: staffing, fiscal resource allocations,facility planning, parent involvement, professional development, public relations, and/or recruitment?The disproportionate placement of students with disabilities was sited in our recent Civil Rights Audit. An actionplan was developed and all discrepancies were resolved.

5. What are the possible action(s) that can be taken to address the implications identified?Using the students IEP and EDP to assure students are appropriately placed in cluster areas. Use the results fromthe recent Civil Rights audit to make adjustments in our enrollment process.





Mobility & Attendance

1. What sub-group(s) have the highest mobility rate? What sub-group(s) have the lowest mobility rate?The only identified sub group is students with disabilities. There is no significant mobility rate in this area.

2. What grade level(s) have the highest mobility rate? What grade level(s) have the lowest mobility rate?The 11th grade population has a higher mobility rate than 12th grade students.

3. Based on a review of the student mobility data, attendance, behavior, dropout, graduation rates, and extendedlearning opportunities, did the staff identify any areas of challenge?Attendance is the largest area of challenge.

4. For the identified challenge(s), what has the staff/school determined to be the leading cause(s) for thechallenge(s)?As a result of funding reductions there have been staff cutbacks that have resulted in fewer staff (counseling andadministration) available to support attendance related interventions.

5. What sub-group(s) have the highest dropout rate in the last 5 years? What sub-group(s) have the lowest dropoutrate?This data is maintained by the sending school districts.

6. What is the attendance rate for the school? What sub-groups have the highest attendance rate? What sub-groupshave the lowest attendance rate?The average daily positive attendance rate for students is 91%.

7. What sub-groups have the highest percentage of students who missed more than 11 days of school?None.





Grade Level Achievement

Michigan AYP Targets

Content 2001-04* 2004-07* 2007-09* 2009-10 2010-11 2011-12 2012-13 2013-14

Elementary

Math 47% 56% 65% 65% 74% 82% 91% 100%

ELA/Reading** 38% 48% 59% 69% 77% 85% 92% 100%

Middle School

Math 31% 43% 54% 54% 66% 77% 89% 100%

ELA/Reading** 31% 43% 54% 66% 74% 82% 91% 100%

High School

Math 33% 44% 55% 55% 67% 78% 89% 100%

ELA/Reading** 42% 52% 61% 71% 79% 86% 93% 100%

* Targets were unchanged during these years** Reading only starting 2009-10

Grade Level Achievement for all Students

No Data Available

1. How has student achievement changed over the last 5 years?Nominal improvement; an average of about 5% increase from 2010 to 2011 in all areas.

2. What examples of outcome indicators have been developed for analysis of writing, reading, science, math, andsocial studies?We receive data from the state MME results. We also use local data from software applications including PLATOand E2020, and the number of academic credits awarded.

3. What examples of demographic indicators have been developed for analysis of writing, reading, science, math,and social studies?Pearson Inform data collection is an example of available indicators to be used for math and ELA analysis.

4. What process indicators have been developed for analysis of writing, reading, science, math, and social studies?We have locally developed assessments and plan to use KeyTrain this year.

5. What are the area(s) of improvement according to Student Achievement Data?Mathematics and Science data has shown an increase from 2010-1011.

6. What are the possible action(s) that can be taken to address the factors identified?The implementation of KeyTrain software in all classrooms.





7. In what content area(s) is the school showing improvement?Math and Science has shown improvement.

8. What are the area(s) of improvement according to Grade Level Achievement Data?The only students we serve for this data are 11th graders.

9. What are the factors identified that contribute to opportunities for improvement? What are the possible action(s)that can be taken to address the factors identified?All students will be using KeyTrain which will increase their ability across all academic areas.

10. When comparing the school with the district and state, which content area would the staff identify as achallenge area for the school?Mathematics is the content area that presents a challenge for our technical campus.





Sub Group Achievement

Michigan AYP Targets

Content 2001-04* 2004-07* 2007-09* 2009-10 2010-11 2011-12 2012-13 2013-14

Elementary

Math 47% 56% 65% 65% 74% 82% 91% 100%

ELA/Reading** 38% 48% 59% 69% 77% 85% 92% 100%

Middle School

Math 31% 43% 54% 54% 66% 77% 89% 100%

ELA/Reading** 31% 43% 54% 66% 74% 82% 91% 100%

High School

Math 33% 44% 55% 55% 67% 78% 89% 100%

ELA/Reading** 42% 52% 61% 71% 79% 86% 93% 100%

* Targets were unchanged during these years** Reading only starting 2009-10





MEAP/MME Achievement Reports

Sample School Summary Report





MEAP Assessment Test Item Analysis





Comparative Item Analysis





Subgroup Achievement Data

1. Which of the core academic subjects are not at the current state AYP content targets?All academic subjects are currently not at AYP targets.

2. Are any of the sub-groups scoring more than 10 percentage points lower than the current state AYP targets?Yes, students with disibilities.

3. What has the school staff determined to be the contributing cause(s) for the gaps?Students sent to the technical campus tend to be poorly prepared in the academic areas.

4. What trends have been identified when looking at the 5 years of MEAP/MME of data?There have been nominal increases.

5. What are the area(s) of improvement for Student Achievement Sub Group Analysis Data (i.e. gender, migrant,homeless, neglected, delinquent, and economically disadvantaged)?There have been slight increases for students with disabilities.

6. What are the possible action(s) that can be taken to address the areas for improvement?KeyTrain will be implemented to assist students with improving overall academic skills.





Students with Disabilities

1. How many students with disabilities in the school participate in the MEAP/MME testing (number enrolled vs.number participating)?89 students participated in the MME.

2. What percentage of students took MI-Access or other modified test?NA; our campus does not administer nor receive data on this test.

3. What percentages of students were provided testing accommodations per their Individualized EducationalProgram (IEP)? Was there a difference in performance when accommodations were provided?NA; our campus does not administer the MME.

4. Are there any grade levels, subject areas, or disability groups with significant changes in their MEAP/MI-Access performance over the past 5 years? If there are significant changes in performance, why?NA; only one grade level takes the exam--11th.

5. For students with mild impairments (i.e. learning disabilities, speech and language impairments, emotionalimpairments, other health impairments), is there a difference in performance between students who receivecontent instruction in general education settings versus special education settings? If so, what may be contributingfactors?NA; our campus does not administer the MME.

6. What services are provided that will help the student become successful in the general education setting? Forexample: Co-Teaching, Differentiated instruction, Supplementary aids and services, Peer tutoring, Additionalinterventions.We provide facilitated and differentiated instruction; we also accommodate curriculum when necessary.

7. How do you ensure that students with disabilities have access to the full array of intervention programs (Title 1,Title III, Section 31a, credit recovery programs, after-school programs, etc.)?Services are delivered based on each students' IEP.





Limited English Proficient

1. For each LEP Group Demographics, what is the percent of students who are not at/or above the current statestandard for each content area?NA

2. How is each of the LEP Group Demographics achieving in comparison to the school aggregate?NA

3. Which LEP Group Demographics score more than 10 percentage points lower than the state AYP standards?NA

4. How are students who are most at risk of failing to meet the current state academic achievement standardsidentified for support services?NA

5. What has the school staff determined to be the leading cause(s) for the gap in performance?NA

6. What are the area(s) for improvement for LEP Group Demographics Data?NA





Extended Learning Opportunities

1. What percentages of students participate in Extended Learning Opportunities?As we are a CTE program, 100% of our students participate in extended learning opportunities.

2. What is the school doing to inform students and parents of Extended Learning Opportunities?Open Houses Civil Rights advertisements in three languages Parent Orientation Parent Conferences StudentParent Handbook Course Catalogues Campus/District website





Staff Demographics

1. What is the average number of years teachers in this school have been teaching?12

2. What is the average number of years current teachers have been assigned to this school?10

3. What is the length of time the Principal has been assigned to this school?1

4. What is the length of time the Assistant Principal has been assigned to this school?0

5. What are the area(s) of improvement for Staff Demographic Data?The staff is not representative of the demographic make-up of the student body.

6. What are the factors identified that contribute to the areas of improvement?Over the past decade, there has been an increase in diversity in the surrounding school districts whereas, the staffat the campus has remained constant.

7. What are the possible action(s) that can be taken to address the factors identified?When recruiting for new teacher positions, make a concerted effort to advertise in multiple media mediums.





Perception Data

Students

1. What are the perceptions of students regarding the quality of the instructional program?91% of students rate the quality of instruction as very good or excellent.

2. What are the perceptions of students regarding support for student learning?79% of students report that instructors re always available to provided additional support for students.

3. What are the perceptions of students regarding school climate?Most students feel the school learning environment is safe, secure and conducive for learning.

4. What are the perceptions of students regarding student/school relationships?87% of students believe teachers care about their own individual success; and 86% of students believe the campusenvironment is accepting of who they are.

5. What are the areas of strength identified from the students perception data?Students report strengths include the ability to earn numerous certifications and certificates.

6. What are the areas of improvement identified from the students perception data?Students expressed a need for increased job shadowing and job placement opportunities.

Parents/Guardians

1. What are the perceptions of parents/guardians regarding the quality of the instructional program?Most parents feel the quality of instructional programs at the campus is excellent.

2. What are the perceptions of parents/guardians regarding support for student learning?Most parents feel instructors are supportive of their student.

3. What are the perceptions of parents/guardians regarding school climate?Most parents feel the campus is a safe, sceure learning environment.

4. What are the perceptions of parents/guardians regarding parent/school relationships?Parents perceive positive relationships between the campus and home.

5. What are the perceptions of parents/guardians regarding resource management?Parents are impressed with the amount of resources available for teaching and instructions provided by thecampus.

6. What are the areas of strength identified from the parents/guardians perception data?Parents appreciate the ability of the campus to provide career and college readiness for their student.

7. What are the areas of improvement identified from the parents/guardians perception data?





Many parents are unaware of the campuses and programs offerings; many would have encouraged their studentto take full advantage of the program had they been previously aware of it.

Teachers/Staff

1. What are the perceptions of teachers/staff regarding the quality of the instructional program?Most staff believe the quality of the program is very good; with enhanced curriculum, facilitated learning and astudent centered approach.

2. What are the perceptions of teachers/staff regarding support for student learning?Efforts are taken to support teachers with necessary supplies, technology and personnel when needed.

3. What are the perceptions of teachers/staff regarding school climate?Staff have described the school climate as welcoming, comfortable and respectful.

4. What are the perceptions of teachers/staff regarding school organization and administration?Staff feel the administration is supportive, fair and professional.

5. What are the areas of strength identified from the teachers/staff perception data?Students are prepared/equipped to be successful in all post-secondary educational endeavors.

6. What are the areas of improvement identified from the teachers/staff perception data?Staff would appreciate more support from the home schools for students with IEPs/504 plans.

Community

1. What are the perceptions of the community regarding the quality of the instructional program?The campuses provide career ready students with the most current skills and techniques.

2. What are the perceptions of the community regarding support for student learning?Community and advisory members provide ongoing support for the campuses.

3. What are the perceptions of the community regarding school climate?The campuses are safe environments with the latest technology in the classrooms.

4. What are the perceptions of the community regarding community/school relationships?The community is very supportive of all the campus' educational and community service efforts.

5. What are the perceptions of the community regarding resource management?The community recognizes the campus has had a major renovation undertaking over the last four years. Allcampuses have been updated in each cluster area.

6. What are the areas of strength identified from the community perception data?The campuses are well organized and dedicated in working with students. The technology is current and the staffis professional. The campus also supports local efforts throughout the community.

7. What are the areas of improvement identified from the community perception data?Students must be trained on the most current skills and technology. The schools need to advertise more about the





educational opportunities offered.





Parent & Community

1. What types of family/community participation/engagement are in place that encourage two waycommunications, actively involve parents/community in the decision making at the building, and actively involveparents/community in student learning?Zangle ParentConnect Parent Teacher Conferences Annual Open Houses Parent Orientation Student/ParentHandbook Campus Website Welcome letters

2. What are the areas of improvement for parent/community participation and engagement?More information and/or training for parents to increase usage of Zangle ParentConnent; and increased parentparticipation in the Spring Parent/Teacher conferences.

3. What are the possible action(s) that can be taken to address the areas identified?Notification and "how-to" letters mailed to parents. Establish multiple invitation methods for parent teacherconferences (i.e., emails, snail mail, text message, and school messenger phone calls).





Health & Safety

1. For grades 7, 9, and 11, using the MiPHY online student survey, how do you use the health risk behavior resultsto improve student learning? Please enter N/A if your institution does not have grades 7, 9 & 11.NA

2. How does your school use the MiPHY results along with other school-reported data to help make data-drivendecisions?NA





School Data Analysis

1. Strengths:Almost all students have elected to attend our campus; thus, the demostration of effort and determination tosucceed is evident.

2. Challenges:Most of our students struggle with meeting the basic academic proficiencies.





school data profile/analysis

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