By

The DATA unitData, Accountability, and Technical Assessments

OCTE

January 18, 2011

Presenters David MacQuarrie Krishnan Sudharsan

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Benefits of Participating in a Data Analysis Process Consolidated Annual Report (CAR) Secondary Core Performance Indicators

(CPIs) and Regional GIS maps Data Analysis Example (State CPIs) Data Analysis Activity (Region/CEPDs) Wrap Up

Overview

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Benefits of ParticipatingYour CEPD team will:

Make informed decisions that will result in an increase in student achievement

Use a process to analyze data for program improvement

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Consolidated Annual ReportReports to OVAE on Michigan’s CPIs8 secondary and 6 Tech Prep CPIsPerformance of 25 Regions and 25 Tech

Prep ConsortiaSecondary, Post Secondary, and Tech PrepImprovement plans (when 90% target not

met)

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Secondary CPIs1S1: Academic Attainment in Reading1S2: Academic Attainment in Mathematics2S1: Technical Skill Attainment3S1: School Completion4S1: Student Graduation Rate5S1: Placement6S1: Nontraditional Participation6S2: Nontraditional Completion

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New Ethnicity CategoriesPre-1997 Ethnicity

Categories1997 Ethnicity

CategoriesCTEIS Categories

1 American Indian or Alaskan Native

American Indian or Alaskan Native

American Indian or Alaskan Native

2 Asian or Pacific Islander Asian Asian American

3 Black Black or African American

Black or African American

4 Hispanic Hispanic / Latino Hispanic / Latino

5 White White White

6 Native Hawaiian or Other Pacific Islander

Native Hawaiian or Other Pacific Islander

7 Two or More Races Two or More Races

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CTEIS Data

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CTEIS Data

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CTEIS DataStudents with Disabilities:

11% ± .5% over the past four yearsNon-Traditional Participation:

9.03%, increase of 1% in four years

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Secondary CPIs: CARCore

Indicator2009-2010 Target Level

2009-2010

Actual

2010-2011 TargetLevel

2010-2011

Actual1S1: English 47.50%  48.22% 48.00% () 66.33% ()1S2: Math 45.05% 47.18% 46.00% () 51.00% ()2S1: TSA 35.00% 55.22% 35.05% () 54.35% ()3S1: SComp 90.00% 97.48% 83.00% () 94.39% ()4S1: SGrad 80.00% 94.29% 80.00% (=) 94.29% (=)5S1: Placement 94.79% 93.60% 95.04% () 94.36% ()

6S1: NonTrad P 22.50% 22.68% 25.00% () 23.50% ()

6S2: NonTrad C 66.56% 21.08% 21.20% () 28.35% ()

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Secondary CPIs: CAR10 out of the 25 regions met all 8 indicator

targets15 regions failed to make 90% of at least one

indicator The number of regions not meeting 90% of the

Adjusted Level of Performance (ALP) improved for indicators 1S1 (from 5 to 1 regions), 1S2 (from 6 to 1 regions), and 6S2 (from 25 to 4 regions) compared to last year

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Secondary CPIs: CAR

The number of regions not meeting 90% of the ALP worsened for indicators 2S1 (from 0 to 1 regions) and 6S1 (from 8 to 12 regions) compared to last year

All 25 regions exceeded the ALP for Indicators 3S1, 4S1, and 5S1 in 2009-2010 and 2010-2011

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Secondary CPIs 2012 TargetsCore

Indicator2009-2010

TargetLevel

2010-2011 TargetLevel

2011-2012 TargetLevel

1S1: English 47.50%  48.00% () 48.25% ()

1S2: Math 45.05% 46.00% () 47.18% ()

2S1: TSA 35.00% 35.05% () 48.00% ()

3S1: SComp 90.00% 83.00% () 93.00% ()

4S1: SGrad 80.00% 80.00% (=) 85.00% ()

5S1: Placement 94.79% 95.04% () 93.00% ()

6S1: Nontrad P 22.50% 25.00% () 23.00% ()

6S2: Nontrad C 66.56% 21.20% () 22.00% ()

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1S1: Academic Attainment Reading

Numerator = Number of CTE concentrators who have met the proficient or advanced level on the statewide high school reading/language arts assessment

Denominator = Number of CTE concentrators who took the ESEA assessment in reading/language arts and who, in the reporting year, left secondary education

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1S1: Regions that meet, do not meet, and those within 90 percent of the 2010 State Target

(47.50%)

1S2: Academic Attainment in Mathematics

Numerator = Number of CTE concentrators who have met the proficient or advanced level on the statewide high school mathematics assessment

Denominator = Number of CTE concentrators who took the ESEA assessment in mathematics and who, in the reporting year, left secondary education

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1S1: Regions that meet, do not meet, and those within 90 percent of the 2010 State Target

(47.50%)

1S2: Regions that meet, do not meet, and those within 90 percent of the 2010 State Target

(45.00%)

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2S1: Technical Skill AttainmentNumerator = Number of CTE

concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate during the reporting year

Denominator = Number of CTE concentrators who took assessments during the reporting year

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2S1: Regions that meet, do not meet, and those within 90 percent of the 2010 State Target

(35.00%)

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3S1: School CompletionNumerator = Number of CTE concentrators who

earned a regular secondary school diploma, earned a General Education Development (GED) credential or earned a state-recognized equivalent, during the reporting year

Denominator = Number of CTE concentrators who, in the reporting year, were included in the state’s computation of its five-year graduation rate

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3S1: Regions that meet, do not meet, and those within 90 percent of the 2010 State Target

(90.00%)

4S1: Student Graduation RatesNumerator = Number of CTE program

concentrators who, in the reporting year, were included as graduated in the state’s computation of its graduation rate

Denominator = Number of CTE program concentrators who, in the reporting year, were included in the state’s computation of its graduation rate as defined in the state’s Consolidated Accountability Plan pursuant to Section 1111(b)(2)(C)(vi) of the ESEA

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4S1: Regions that meet, do not meet, and those within 90 percent of the 2010 State Target

(80.00%)

5S1: PlacementNumerator = Number of 11th and 12th grade CTE

completers who left secondary education and were placed in postsecondary education or advanced training, in the military service, or employment in the third quarter following the program year in which they left secondary education

Denominator = The number of 11th and 12th grade grade CTE completers who left secondary education during the reporting year

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5S1: Regions that meet, do not meet, and those within 90 percent of the 2010 State Target

(94.79%)

6S1: Nontraditional ParticipationNumerator = Number of CTE participants from

underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year

Denominator = Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year

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6S1: Regions that meet, do not meet, and those within 90 percent of the 2010 State

Target (22.50%)

6S2: Nontraditional CompletionNumerator = Number of CTE participants from

underrepresented gender groups, who completed a program that leads to employment in nontraditional fields prior to leaving secondary education and who left school in the reporting year

Denominator = Number of CTE participants from underrepresented gender groups, who had participated in a program that leads to employment in nontraditional fields and who left school in the reporting year

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6S2: Regions that meet, do not meet, and those within 90 percent of the 2010 State Target

(66.56%)

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Thought Question/ExerciseCut off scores for the MME increased

beginning Fall 2011Question 1: How many think this will lead

to an increase in 1S1 and 1S2?Question 2: What percentage change do

you expect to see in 1S1 and 1S2 (Plot)?

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Why is Data Important?200,000 (Data)“Your bank balance has jumped by 1000%

to $200,000” (Information)“Nobody owes me that much money”

(Knowledge)“I'd better talk to the bank before I spend

it, because of what has happened to other people” is wisdom

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Process to Analyze DataGather the data and input into tableGraph/plot the dataAnalyze and describe patterns in the dataDevelop hypothesesReport out a pattern, hypothesis, &

interventionScience starts with developing hypotheses

and then testing them

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Hands on ActivityExcel sheet with regional and CEPD CPIsMS Word form for regionInstructions for using CTEIS report

generatorInstructions for plotting a trend line in ExcelPDFs of CPIs by Race & Gender for

regions and CEPDs

1S1: Statewide Trends

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1S1: Regional TrendsHow has your region performed on 1S1 in the

last 4 years?What is the linear rate of change over the 4

years? How does your regional performance

compare to the state?Are there performance differences across

gender in your region? Why? What can you do to minimize these differences?

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CPI Trends across CEPDsExamine the graphs for the CEPD/s

within your region.How are the CEPDs doing compared to

each other? How is their performance affecting the regional CPIs?

What strategies do you have for sharing successful strategies across CEPDs?

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6S1: Statewide Trends

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6S1: Regional Trends How has your region performed on 6S1 in the

last 4 years? What is the linear rate of change over the 4 years?

What strategies have you implemented to improve 6S1? What strategies have worked and not worked?

Do you have any other thoughts/ideas for improving nontraditional participation rates?

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Report OutReport on a pattern that you observed in

your data (1S1 or 6S1)?What hypothesis did you develop to

explain this pattern?What intervention would help alleviate

the issue?

6S2: Statewide Trends

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6S2: Regional Trends How has your region performed on 6S2 in the

last 4 years? What is the linear rate of change over the 4 years?

What strategies have you implemented to improve 6S2? What strategies have worked and not worked?

Do you have any other thoughts/ideas for improving nontraditional completion rates?

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1S2: Statewide Trends

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1S2: Regional TrendsHow has your region performed on 1S2 in the

last 4 years?What is the linear rate of change over the 4

years? How does your regional performance

compare to the state?Are there performance differences across

race in your region? Why? What can you do to minimize these differences?

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2S1: Statewide Trends

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2S1: Regional TrendsHow has your region performed on 2S1 in the

last 3 years?What is the linear rate of change over the 3

years? How does your regional performance

compare to the state?Are there performance differences across

disability status in your region? Why? What can you do to minimize these differences?

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3S1: Statewide Trends

3S1: Regional TrendsHow has your region performed on 3S1 in the

last 4 years?What is the linear rate of change over the 4

years? How does your regional performance

compare to the state?Are there differences across programs in

your region? Why? What can you do to minimize these differences?

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4S1: Statewide Trends

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4S1: Regional Trends How has your region performed on 4S1 in the

last 4 years? What is the linear rate of change over the 4 years?

How does your regional performance compare to the state?

What is the graduation rate for general education students in your region? How do CTE students compare with general ed.? Why?

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5S1: Statewide Trends

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5S1: Regional Trends How has your region performed on 5S1 in the

last 4 years? What is the linear rate of change over the 4 years?

How does your regional performance compare to the state?

What is your placement rate for special population students? Are there differences between them and general CTE students? What can you do to minimize them?

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Questions??THANK YOU

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