oaklandtech.com · OAKLAND UNIFIED SCHOOL DISTRICT PERSONNEL..................................................................................6 OAKLAND TECHNICAL HIGH SCHOOL STAFF

WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES / CALIFORNIA DEPARTMENT OF EDUCATION

FOCUS ON LEARNING

2008-2009 SELF-STUDY

OAKLAND TECHNICAL HIGH SCHOOL 4351 Broadway

Oakland, California 94611 (510) 879-3050

Sheilagh Andujar

Principal

TABLE OF CONTENTS OAKLAND UNIFIED SCHOOL DISTRICT PERSONNEL..................................................................................6 OAKLAND TECHNICAL HIGH SCHOOL STAFF ..............................................................................................7 CHAPTER I: STUDENT/COMMUNITY PROFILE—DATA AND FINDINGS.................................................8

DEMOGRAPHIC DATA ................................................................................................................................................8 1. Community ...................................................................................................................................................8

a. Brief description of community ................................................................................................................................ 8 b. Family and community trends ................................................................................................................................ 10 c. State/federal program mandates .............................................................................................................................. 10 d. Parent/community organizations............................................................................................................................. 11 e. Community foundation programs ........................................................................................................................... 11 f. School/business relationships .................................................................................................................................. 11

2. WASC accreditation history for Oakland Tech ..........................................................................................12 3. School purpose and schoolwide learning goals .........................................................................................12 4. Status of school in terms of student performance.......................................................................................14 5. Enrollment..................................................................................................................................................15

a. Grade level, Gender, and Ethnicity ......................................................................................................................... 16 b. Predominant primary languages ............................................................................................................................. 19 c. Title I ...................................................................................................................................................................... 20 d. Special needs and other programs........................................................................................................................... 20 1) Programs for Exceptional Children ........................................................................................................................ 20 2) GATE Enrollment .................................................................................................................................................. 21 3) AVID Enrollment ................................................................................................................................................... 22 4) Academies .............................................................................................................................................................. 22 i. Health Academy ...................................................................................................................................................... 23 ii. Computer Academy................................................................................................................................................ 23 iii. Engineering Academy ........................................................................................................................................... 24 5) Integrated Humanities Programs: Paideia and California Studies .......................................................................... 25 6) Summer Algebra Academy .................................................................................................................................... 28

6. Language proficiency—English language learners (EL); Fluent-English proficient (FEP); Redesignated FEP (RFEP).......................................................................................................................................................29 7. Attendance..................................................................................................................................................30

a. Mobility or transient rate......................................................................................................................................... 30 b. Average daily rate of attendance............................................................................................................................. 30

8. Suspension and expulsion rates..................................................................................................................31 9. Socioeconomic status .................................................................................................................................31

a. Free/reduced lunch status........................................................................................................................................ 31 b. Parent education level............................................................................................................................................. 32

10. Description of safety conditions, cleanliness, and school facilities..........................................................32 11. Staff ..........................................................................................................................................................33

a. Staff categories ....................................................................................................................................................... 33 b. Highly qualified teachers; National Board certified teachers.................................................................................. 34

12. Staff development .....................................................................................................................................34 13. Co-curricular and extra-curricular activities ..........................................................................................34 14. District policies & school financial support.............................................................................................37

a. Expenditures per pupil ............................................................................................................................................ 37 b. Other funding sources............................................................................................................................................. 37

STUDENT PERFORMANCE DATA ..............................................................................................................................37 1. Academic Performance Index (API)...........................................................................................................37

a. Past performance..................................................................................................................................................... 37 b. Current API growth report ...................................................................................................................................... 39 c. School ranking and similar school rankings............................................................................................................ 39

2. California Standards Test (CST) ................................................................................................................39 a. Grade level scores ................................................................................................................................................... 39 b. Significant group scores.......................................................................................................................................... 40

3. California High School Exit Exam (CAHSEE)...........................................................................................51 a. Numbers tested and percent passing ....................................................................................................................... 51

Page 2 of 146

b. ELA and Math ........................................................................................................................................................ 52 Adequate Yearly Progress (AYP) ..................................................................................................................53 4. ........................................................................................................................................................................53 5. California English Language Development Test (CELDT)........................................................................56 6. Local assessments ......................................................................................................................................57

a. ELA Midyear Benchmark....................................................................................................................................... 57 b. Math Midyear Benchmark ...................................................................................................................................... 58 c. Science Midyear Benchmark .................................................................................................................................. 60 d. World Languages Midyear Benchmark .................................................................................................................. 60

7. SAT results .................................................................................................................................................62 8. Advanced placement program....................................................................................................................62 9. Algebra enrollment by grade level .............................................................................................................63 10. D and F analysis ......................................................................................................................................65 11. Completion rates ......................................................................................................................................66

a. Graduation rates; dropout rates; a-g completion rates............................................................................................. 66 b. Entering freshmen compared to exiting seniors ...................................................................................................... 67

PROCESS AND PERCEPTION DATA............................................................................................................................68 CHAPTER II: STUDENT/COMMUNITY PROFILE—OVERALL SUMMARY FROM ANALYSIS OF PROFILE DATA .......................................................................................................................................................69

IMPLICATIONS OF DATA WITH RESPECT TO STUDENT PERFORMANCE ....................................................................69 CRITICAL ACADEMIC NEEDS ...................................................................................................................................70 IMPORTANT QUESTIONS RAISED BY DATA ..............................................................................................................70

CHAPTER III: PROGRESS REPORT...................................................................................................................71 SIGNIFICANT DEVELOPMENTS SINCE LAST FULL VISIT ...........................................................................................71 PROCEDURES FOR IMPLEMENTING AND MONITORING PRIOR ACTION PLAN............................................................75 ACCOMPLISHMENT OF ACTION PLAN ......................................................................................................................75

CHAPTER IV: SELF-STUDY FINDINGS.............................................................................................................89 A. ORGANIZATION: VISION AND PURPOSE, GOVERNANCE, LEADERSHIP AND STAFF, AND RESOURCES ..............89 B. STANDARDS-BASED STUDENT LEARNING: CURRICULUM..............................................................................104 C. STANDARDS-BASED STUDENT LEARNING: INSTRUCTION ..............................................................................109 D. STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY .........................................132 E. SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH.................................139

CHAPTER V: SCHOOLWIDE ACTION PLAN.................................................................................................146

Page 3 of 146

TABLE 1. ETHNIC DEMOGRAPHICS OF OAKLAND .....................................................................................................8 TABLE 3. ETHNIC DEMOGRAPHICS OF NORTH OAKLAND NEIGHBORHOODS..........................................................8 TABLE 5. ADEQUATE YEARLY PROGRESS (AYP) – 2006-2008 ENGLISH-LANGUAGE ARTS .................................14 TABLE 6. ADEQUATE YEARLY PROGRESS (AYP) – 2006-2008 MATHEMATICS.....................................................14 TABLE 7. ADEQUATE YEARLY PROGRESS (AYP) – 2006-2008 ADDITIONAL INDICATORS ...................................15 TABLE 8. ENROLLMENT BY GRADE LEVEL .............................................................................................................16 TABLE 9. ENROLLMENT BY GENDER .......................................................................................................................16 TABLE 10. ENROLLMENT BY ETHNICITY .................................................................................................................16 TABLE 11. ENROLLMENT BY GENDER (FEMALE) AND ETHNICITY.........................................................................16 TABLE 12. ENROLLMENT BY GENDER (MALE) AND ETHNICITY ............................................................................17 TABLE 13. ENROLLMENT BY GRADE LEVEL (9TH) AND ETHNICITY ........................................................................17 TABLE 14. ENROLLMENT BY GRADE LEVEL (10TH) AND ETHNICITY ......................................................................17 TABLE 15. ENROLLMENT BY GRADE LEVEL (11TH) AND ETHNICITY ......................................................................17 TABLE 16. ENROLLMENT BY GRADE LEVEL (12TH) AND ETHNICITY ......................................................................18 TABLE 17. OAKLAND UNIFIED SCHOOL DISTRICT: ENROLLMENT BY GRADE LEVEL (9TH-12TH)..........................18 TABLE 18. NUMBER OF ENGLISH LEARNERS1 AND FLUENT-ENGLISH-PROFICIENT2 BY PRIMARY LANGUAGE*.19 TABLE 19. NUMBER OF STUDENTS QUALIFYING FOR FREE/REDUCED MEALS......................................................20 TABLE 20. TOTAL ENROLLMENT FROM CBEDS COMPARED TO TOTAL ENROLLMENT FROM AERIES...............20 TABLE 22. RESOURCE SPECIALIST PROGRAM AND SPECIAL DAY CLASSES BY GRADE ........................................21 TABLE 23. GATE ENROLLMENT BY ETHNICITY.....................................................................................................21 TABLE 24. AVID ENROLLMENT BY GRADE AND ETHNICITY .................................................................................22 TABLE 25. HEALTH ACADEMY ENROLLMENT BY GRADE AND ETHNICITY ...........................................................23 TABLE 26. COMPUTER ACADEMY ENROLLMENT BY GRADE AND ETHNICITY ......................................................23 TABLE 27. ENGINEERING ACADEMY ENROLLMENT BY GRADE AND ETHNICITY ..................................................24 TABLE 28. CALIFORNIA STUDIES ENROLLMENT BY ETHNICITY ............................................................................25 TABLE 29. PAIDEIA PROGRAM ENROLLMENT BY GRADE AND ETHNICITY ...........................................................25 TABLE 30. ETHNIC COMPOSITION OF PAIDEIA ENROLLMENT ...............................................................................26 TABLE 31. COMPARISON OF ATTENDANCE AND GPA FOR STUDENTS IN SMALL LEARNING COMMUNITIES.......27 TABLE 33. COMPARISON OF ATTENDANCE AND GPA FOR SUMMER ALGEBRA ACADEMY STUDENTS ................29 TABLE 35. ENROLLMENT BY LANGUAGE PROFICIENCY .........................................................................................29 TABLE 36. ENROLLMENT IN ELD COURSES BY ETHNICITY FOR TWO YEARS ......................................................30 TABLE 38. AVERAGE DAILY ATTENDANCE .............................................................................................................31 TABLE 40. SUSPENSIONS BY ETHNICITY FOR 2005-2006.........................................................................................31 TABLE 41. SUSPENSIONS BY ETHNICITY FOR 2006-2007.........................................................................................31 TABLE 42. NUMBER OF STUDENTS QUALIFYING FOR FREE/REDUCED MEALS......................................................32 TABLE 43. PARENT EDUCATION LEVEL...................................................................................................................32 TABLE 44. RESULTS OF USE YOUR VOICE SURVEY: CLIMATE AND CULTURE ......................................................33 TABLE 46. NUMBER OF SCHOOL STAFF BY CATEGORY, 2008-2009 .......................................................................33 TABLE 47. COMPOSITION OF CERTIFICATED SCHOOL STAFF BY CATEGORY, GENDER, AND ETHNICITY, 2007-

2008 ...................................................................................................................................................................33 TABLE 48. AFTER SCHOOL PROGRAMS ...................................................................................................................35 TABLE 49. EXPENDITURES PER PUPIL ...............................................................ERROR! BOOKMARK NOT DEFINED. TABLE 50. API SUMMARY, 2006-2008 .....................................................................................................................38 TABLE 51. API PAST PERFORMANCE ......................................................................................................................39 TABLE 52. 2008 API GROWTH REPORT ..................................................................................................................39 TABLE 53. THREE YEAR COMPARISON BY PERCENTAGE IN LANGUAGE ARTS OF STUDENTS IN EACH

PERFORMANCE BAND........................................................................................................................................39 TABLE 54. THREE YEAR COMPARISON BY PERCENTAGE IN MATHEMATICS OF STUDENTS IN EACH

PERFORMANCE BAND........................................................................................................................................39 TABLE 55. 2008 CST SUBJECT SCORES BY ETHNIC GROUP FOR GRADES 9-11 AND END-OF-COURSE ................40 TABLE 56. 2008 CST SUBJECT SCORES BY OTHER SIGNIFICANT GROUPS (ENGLISH LEARNERS,

ECONOMICALLY DISADVANTAGED, STUDENTS WITH DISABILITY) ................................................................42 TABLE 57. 2007 CST SUBJECT SCORES BY ETHNIC GROUP FOR GRADES 9-11 AND END-OF-COURSE ................44 TABLE 58. 2007 CST SUBJECT SCORES BY OTHER SIGNIFICANT GROUPS (ENGLISH LEARNERS,

ECONOMICALLY DISADVANTAGED, STUDENTS WITH DISABILITIES)..............................................................46 TABLE 59. 2006 CST SUBJECT SCORES BY ETHNIC GROUP FOR GRADES 9-11 AND END-OF-COURSE ................48

Page 4 of 146

TABLE 60. 2006 CST SUBJECT SCORES BY OTHER SIGNIFICANT GROUPS (ENGLISH LEARNERS, ECONOMICALLY DISADVANTAGED, DISABLED)...............................................................................................49

TABLE 61. ADEQUATE YEARLY PROGRESS: LANGUAGE ARTS 3-YEAR SUMMARY...............................................53 TABLE 62. ADEQUATE YEARLY PROGRESS: MATHEMATICS 3-YEAR SUMMARY ..................................................53 TABLE 63. 2008 AYP REPORT .................................................................................................................................53 TABLE 64. 2007 AYP REPORT .................................................................................................................................54 TABLE 65. 2006 AYP REPORT .................................................................................................................................55 TABLE 66. 2007-2008 CELDT ANNUAL ASSESSMENT FOR ALL STUDENTS BY GRADE LEVEL ............................56 TABLE 67. 2006-2007 CELDT ANNUAL ASSESSMENT FOR ALL STUDENTS BY GRADE LEVEL ............................56 TABLE 68. ELA MID-YEAR BENCHMARK RESULTS BY GRADE LEVEL - JANUARY 2008 ......................................57 TABLE 69. ELA MID-YEAR BENCHMARK RESULTS BY ETHNIC GROUP* - JANUARY 2008...................................58 TABLE 70. ELA MID-YEAR BENCHMARK RESULTS BY FLUENCY GROUP - JANUARY 2008 ..................................58 TABLE 71. MATH MID-YEAR BENCHMARK RESULTS BY COURSE - JANUARY 2008 ..............................................58 TABLE 72. MATH MID-YEAR BENCHMARK RESULTS BY ETHNIC GROUP* - JANUARY 2008 ................................59 TABLE 73. MATH MID-YEAR BENCHMARK RESULTS BY FLUENCY GROUP - JANUARY 2008 ...............................59 TABLE 74. SCIENCE MID-YEAR BENCHMARK RESULTS BY COURSE - JANUARY 2008 ..........................................60 TABLE 75. SCIENCE MID-YEAR BENCHMARK RESULTS BY ETHNIC GROUP* - JANUARY 2008 ............................60 TABLE 76. SCIENCE MID-YEAR BENCHMARK RESULTS BY FLUENCY GROUP - JANUARY 2008 ...........................60 TABLE 77. WORLD LANGUAGES MID-YEAR BENCHMARK RESULTS BY COURSE - JANUARY 2008 ......................60 TABLE 78. WORLD LANGUAGES MID-YEAR BENCHMARK RESULTS BY ETHNIC GROUP* - JANUARY 2008 ........61 TABLE 79. WORLD LANGUAGES MID-YEAR BENCHMARK RESULTS BY FLUENCY GROUP - JANUARY 2008 .......61 TABLE 80. SAT RESULTS .........................................................................................................................................62 TABLE 81. ADVANCED PLACEMENT COURSES BY DEPARTMENT ...........................................................................62 TABLE 82. ADVANCED PLACEMENT ENROLLMENT BY ETHNICITY........................................................................62 TABLE 83. ADVANCED PLACEMENT RESULTS .........................................................................................................62 TABLE 84. ALGEBRA ENROLLMENT BY GRADE LEVEL ..........................................................................................63 TABLE 85. ALGEBRA ENROLLMENT BY ETHNICITY: 9TH GRADE ............................................................................64 TABLE 86. ALGEBRA ENROLLMENT BY ETHNICITY: 10TH GRADE ..........................................................................64 TABLE 79. DISTRIBUTION OF GPA BY GRADE AND ETHNICITY .............................................................................65 TABLE 87. GRADUATION AND DROPOUT RATES .....................................................................................................66 TABLE 88. GRADUATION RATES AND A-G COMPLETION RATES BY ETHNICITY....................................................67 TABLE 89. COMPARISON OF 9TH GRADE ENROLLMENT AND 12TH GRADE ENROLLMENT 4 YEARS LATER ..............67

Page 5 of 146

OAKLAND UNIFIED SCHOOL DISTRICT PERSONNEL BOARD OF EDUCATION

Christopher Dobbins, Vice President Noel Gallo Jumoke Hodge David Kakishiba Jody London Alice Spearman, President Gary Yee Edgar Rakestraw, Executive Secretary

STATE ADMINISTRATOR/TRUSTEE

Vincent C. Matthews

INTERIM SUPERINTENDENT

Roberta Mayor

CABINET

Vernon E. Hal, Chief Financial Officer Brad Stam, Chief Academic Officer Laura Moran, Chief Services Officer Timothy White, Associate Superintendent of Facilities Deborah Cooksey, General Counsel

HIGH SCHOOL NETWORK 2, EXECUTIVE OFFICER

Alison McDonald

OAKLAND TECHNICAL HIGH SCHOOL

Sheilagh Andujar, Principal Christine Dargahi, Assistant Principal Tobi Page, Assistant Principal Staci Ross-Morrison, Assistant Principal

Richard Fairly, Instructional Program Support Coach; WASC Coordinator and Co-Writer Joshua Fuchs, Student Support Coach Alicia Romero, English-Language Arts Coach; WASC Report Co-Writer John Romweber, Math Coach Oakland Tech Faculty Oakland Tech Classified Staff

Page 6 of 146

OAKLAND TECHNICAL HIGH SCHOOL STAFF ADMINISTRATION COUNSELORS

Andujar, Sheilagh Dargahi, Christine

Ross-Morrison, Staci Page, Tobi

Ho, Stacey Johnson, Jacqueline

Magro, Phil Yokomura, Ross

FACULTY Austin, Tara Bailey, Kathleen Balano, Aaron Barnes, Tascha Beckett, James Beitel, Erin Berkner, Jessica Bhasin, Sonya Bojorquez, Judy Bover-Macho, Carlos Brantley, Pamela Brooks, Wayne Byrd, David Cervantes, DJ Chacana, Max Chai, Doris Chan, Ron Chartschlaa Dawn Coplan, James Davidson, Marylouisa Debro, Keith DeLeeuw David Elmer, Margaret Evans, Lawrence Fairly, Richard Francisco, Evelyn Friedman, Patrick Fuchs, Joshua Gee, Daniel

Goldman, Aaron Gong, Nate Greene, Mary Gupta, Vijai Hall, Stephen Harper, Carolyn Harrington, Samantha Harris, Clarence Haskins, Kelley Haugen, Elizabeth Hayes, Laura Hovanessian, Vaughn Joe, Marietta Jones, Karen Jurisch, Charity Kappner, Tania Keeran, Kathy Kiang, Edmund Kuchera, Cathrine Laub, David Lopez, Isabel Maxwell, Marina McCann, Richard Merrill, Parker Miller, Eldica Minaie, John Nguyen, Hy Nicholas, Brennan Nigro, Franco

Nixon-Holtan, Maureen O’Keith, Sr, K.C. Onyeador, Emmanuel Pasternak, Harry Phan, Tuyet-Linh Price, Martel Provost, O’Neil Quinney, Darlene Raeke, Shawn Romweber, John Ruggiero, Kathryn Sabella, Tamara Sheridan, Alexis Sherman, Ashlee Silkiss, Vicki Sims, Linda Smith, David Snyder, Deirdre StormoGipson, Kenna Templeton, Meriel Travick, Sonja Traylor, Barbara Wagner, Barbara Warner, Rock Williams, Frank Wing, Joel Wolfe, Maryann Zuckerman, Jonas

CLASSIFIED STAFF Ajanaku, Kanika Akins, Tonya Andrades, Anita Bellow, Mildred Chase, Chrea Clachar, Janet Devereaux, Catherine Egi, Clarina Gaines, Edna Garcia, Andrew Gray, Orlando Habte, Abraham Hancock, Lamar

Hartshorne, Geoffrey Hill, Latosha Hopson, Dora Jacobs, Nina McMahon, Mary Naggie, Angela Nathaniel, Shunlonda Patterson, Sharif Porter, Addis Robinson, Laura Sampson, Michelle Sheffield, Ross Stockwell, Lette

Taylor, Gwen Thomas, Gloria Trotter, Fredrick Tucker, Sheila Veliz, Norma Whisenton, Rosemary Williams, Rachel Williams, Regina Williams, Stevie Young, Margaret Zemach, Rachel

Page 7 of 146

Chapter I: Student/Community Profile—Data and Findings Demographic Data

1. Community

a. Brief description of community Oakland, California, is the largest city in Alameda County, with an estimated population of

372,247 (Source: American Community Survey, Association of Bay Area Governments). This represents a decrease of 7.8% from the 2000 Census figure of 399,484, although it is roughly equal to the city’s population in 1990 and the previous three decades. The city shares a border to the north with Berkeley and 13 miles to the south with San Leandro. It is bounded on the west by the San Francisco Bay and on the east by the East Bay Hills. The city of Piedmont (population 11,000) lies within the borders of Oakland, with a median household income of $134,270, compared to $47,179 for Oakland. The northern part of Oakland adjacent to Piedmont includes the neighborhoods of Montclair, Rockridge, and Temescal, which have higher median incomes than the western parts and southern parts of the city.

Oakland is a racially diverse city, as can be seen from TABLE 1. It has a Chinatown neighborhood downtown, and the sections of the city with the highest Asian population are just east of downtown and Lake Merritt out to 35th Avenue (Source: US Census Bureau, 2000). Parts of these neighborhoods overlap with sections with the highest Hispanic populations, from 15th Avenue out to 85th Avenue. The areas of the city with the highest white population are from Lake Merritt out to 15th Avenue, the East Bay Hills, and the neighborhoods of Montclair, Rockridge, and Temescal. TABLE 2 shows the ethnic demographics of these north Oakland neighborhoods. The African American population is distributed throughout the city, although the western and southern areas are more heavily African American than other ethnic groups. Although Oakland as a whole is racially and ethnically diverse, most of the White high school students enroll in private schools rather than public schools

TABLE 1. Ethnic Demographics of Oakland

Year Total Population

White African American

Hispanic/ Latino

Asian Pacific Islander

American Indian

Other Race

2 or More Races

2000 399,484 93,953 140,139 87,467 60,393 1,866 1,471 1,229 12,966 23.5% 35.1% 21.9% 15.1% 0.5% 0.4% 0.3% 3.2%

2007 (est.)

372,247 92,008 112,978 94,283 56,493 2,093 1,278 3,337 9,777

24.7% 30.4% 25.3% 15.2% 0.6% 0.3% 0.9% 2.6% Source: Association of Bay Area Governments, US Census Bureau (2000), American Community Survey (2007). Percent shown is ethnic group population as percentage of total population for each year.

TABLE 2. Ethnic Demographics of North Oakland Neighborhoods

Year Total Population

White African American

Hispanic/ Latino Asian Pacific Islander

American Indian

Other Race

2 or More Races

2000 50,473 18,722 22,469 4,496* 3,974 84 289 2,193 2,742 37.09% 44.52% 8.91%* 7.87% 0.17% 0.57% 4.34% 5.43%

Source: US Census Bureau (2000). Percent shown is ethnic group population as percentage of total population. *Hispanic/Latino population includes any race, and the persons counted in this column also were counted in another ethnic group.

Page 8 of 146

Asian Population Distribution Hispanic Population Distribution

African American Population Distribution White Population Distribution

Oakland Technical High School, located at 4351 Broadway, is one of three comprehensive high schools in the Oakland Unified School District in Oakland, California. The school adjoins the economically and racially diverse Temescal and Rockridge neighborhoods of Oakland and is less than a mile from the Piedmont border. The attendance area also includes north Oakland and downtown Oakland, with additional students coming from the neighborhoods to the west on the Oakland-Emeryville border and Martin Luther King Jr., as well as Lake Merritt, and Montclair. However, with the school’s popular school-to-career academies and the district’s OPTIONS program of open enrollment, Oakland Tech draws students from all parts of the city and from both private and public schools. The strength of the school continues to be its excellent academic reputation and emphasis on maintaining small learning communities while enjoying the spirit and school climate of a comprehensive high school.

Historically, Oakland Tech was the premiere vocational school in Oakland, built in 1914 and designed to resemble the main science building at the Massachusetts Institute of Technology. It offered courses as diverse as automobile and aviation mechanics in addition to wood shop and metal-working. These programs were phased out in the 1970s, and recently the shops were remodeled into new science labs and a life skills classroom during the modernization of the building two years ago. The school’s progressive faculty and administration worked together to

Page 9 of 146

institute one of the state’s first Partnership Academies, the Health & Bioscience Academy, in 1985, and a second academy, the Engineering Academy soon after. During these years, two teachers also developed the Paideia program of integrated humanities studies for the school, and another teacher developed the school’s California Studies program. The school boasts of championship athletic teams and alumni who have reached national prominence in collegiate athletics. The faculty and administration have continued to be on the forefront of major changes in the district, becoming one of the first Digital High Schools and participating in the Bay Area School Reform Collaborative in the 1990s, and helping shape the district’s School Site Empowerment policy as the largest pilot school for the site-based decision-making model of operations earlier this decade. Most recently, Oakland Tech parents responded to the need for a baseball field in north Oakland by organizing a Field of Dreams fundraising and construction effort, the result of which is one of the jewels of the community. This innovative can-do attitude continues to support the school as it faces and overcomes challenges by working closely together. The current Principal, Sheilagh Andujar, has led the school for five years, implementing enrichment, intervention, and student support programs that provide the means for achieving the school’s vision.

b. Family and community trends Oakland has a significant immigrant population (17% non-citizens and 10% naturalized

citizens). The number of individuals living in poverty decreased from 76,489 (19.4%) in 2000 to an estimated 66,741 (17.9%) in 2007. The median household income rose from $40,055 in 2000 to an estimated $47,179 in 2007. There are approximately 140,000 households in Oakland; about half of these households are families, and about half of these families have children under 18. In terms of highest education attained, 21% of the population 25 and over are high school graduates, 19% obtained bachelor’s degrees, and 14% obtained graduate or professional degrees. Of the employed civilian population 16 and over, 39% are in management or professional positions, 18% are in service, and 22% are in sales or office positions (Source: Association of Bay Area Governments, American Community Survey). The unemployment rate for Oakland in November 2008 was 7.2%, compared to 8.3% for California and 6.5% for the USA (Source: California Employment Development Department). Current data are not available regarding the effects of the recent economic difficulties on the families and workers in Oakland, but the school intends to be prepared for social changes that may develop as a result of these troubles.

c. State/federal program mandates As a recipient of federal Title I funds, Oakland Tech is subject to the requirements of the

Elementary and Secondary Education Act (No Child Left Behind, NCLB). This act mandates that the school show annual progress toward legislated academic performance goals, including graduation rates and performance on state standards tests. Although the school has made progress on these goals during the four years they have been in place, it has not been adequate to meet 100% of the requirements of the legislation. Each year, the school has made modifications to its curriculum and added interventions for struggling students in response to these results. The school also receives funds through the state’s High Priority Schools program, which requires that it follow an in-depth plan of collaboration and professional development for teachers and additional interventions for students in order to show adequate progress. There are additional requirements that the school follows in connection with its California Economic Impact Aid grants, both for State Compensatory Education and for Limited English Proficient students.

Page 10 of 146

d. Parent/community organizations The city of Oakland has a number of active community organizations, including California

ACORN, La Clinica de la Raza, and the East Bay Asian Youth Center. One organization in particular has been active in school reform in the city. Oakland Community Organizations is a coalition of parents, congregations, and community leaders who have volunteered their time to address issues in Oakland, such as a drug epidemic in the 1980s and poverty and unemployment in the 1990s. In 2000, the organization launched an initiative to influence the Oakland Board of Education to undertake serious school reform through the creation of new small autonomous schools. In collaboration with the Bay Area Coalition for Equitable Schools, the OCO helped bring $17 million from the Bill and Melinda Gates Foundation to create fifteen small schools. As a large high school, Oakland Tech saw this movement as a way to provide more options for students, although it needed to exert some resistance to avoid being subdivided into small schools itself. With the support of the community, Oakland Tech has strengthened its existing small learning communities and has developed several more, in the context of a comprehensive high school.

Oakland Tech benefits from the direct involvement of parent and community organizations. The Parent-Teacher-Student Association increased its activities in support of the school six years ago, and its current involvement is described in Chapter 3 and Chapter 4, below. Also, the school’s Key Club (community service) is co-sponsored by the Berkeley Kiwanis Club, an adult community service and leadership development organization. Oakland Tech has an active Collaborative School Site Council and English Learner Advisory Committee. It has formed an advocacy organization especially for African American parents, the African American Student Action Planners.

e. Community foundation programs In Oakland, the Marcus Foster Education Fund has provided support for student projects and

clubs over the years and has organized scholarships for Oakland Tech graduates. Through the efforts of this foundation, other foundations in the Bay Area have added their support to Oakland schools: the Oakland Fund for Children and Youth, the Port of Oakland Friends & Employees, the Clorox Company Foundation and Employees, the San Francisco Foundation, the East Bay Community Foundation, and many other local and national foundations. The Marcus Foster Education Fund was established in 1973 by a dynamic Superintendent of the Oakland Unified School District and was later named in his honor.

The Rogers Family Foundation in Oakland has provided consistent support over the past several years and most recently has supported Oakland Tech’s performing arts program. The program also receives significant support through the California Alliance for Arts Education and this year received a $10,000 grant from the Milagro Foundation in San Rafael.

f. School/business relationships Particularly through its school-to-career academies, Oakland Tech has established many

productive relationships with local businesses. The Health & Bioscience Academy works with Kaiser Hospital and Children’s Hospital of Oakland, who conduct field trips and provide paid summer internships. Cisco Corporation provides similar opportunities to students in the Computer Technology & Repair Academy. The Bechtel Corporation provides generous

Page 11 of 146

scholarship and operational support to the school’s Engineering Academy. A local coalition of businesses—Biotech Partners—recently has worked with Oakland Tech to establish and help fund a Biotech career program on campus that provides special lab classes and summer internships.

2. WASC accreditation history for Oakland Tech In 2003, the school was given a two-year accreditation, which led to an interim visit in 2005,

and another in 2006. Following the 2006 visit, Oakland Tech was given a three-year accreditation, which was the maximum term available at that point. The 2009 visit represents the first full self-study since 2003.

The follow-up process began immediately after the visit of the Visiting Committee in April 2003. The recommendations and commendations of the two-year review Visiting Committee in April 2005 were incorporated into the follow-up process as it continued this past year. The Department Chairs and Academy Directors have comprised the Follow-up Committee, under the facilitation of the WASC Coordinator. The Collaborative School Site Council (CSSC) also has expanded its role in the follow-up process by taking a more active part in analyzing achievement data and providing evaluation and feedback regarding school improvement efforts. This effort has increased the voice of parents, students, and classified personnel.

The school has continued to follow its Action Plan, with appropriate modifications. This Action Plan has been incorporated into the school’s Single Plan for Student Achievement (SPSA) that the school prepares as a recipient of state and federal categorical funds. The SPSA is reviewed and approved by the district annually; consequently, the district administration has become a more significant partner in Oakland Tech’s Action Plan. The follow-up committee has taken the role of the Leadership Team for this self-study, and the school staff has continued to work in focus groups. The members of these groups have been modified.

The faculty continued participation in Focus Groups over the past year, with modifications as necessary due to changes in personnel and a review of the critical needs of the school. These Focus Groups have prepared the content of this report.

3. School purpose and schoolwide learning goals Oakland Tech’s Vision is:

All members of the Oakland Tech community will work cooperatively and communicate respectfully in a peaceful, safe, and clean environment.

All Tech students will strive to achieve high expectations, meet solid academic standards, and have equal access to an enriching curriculum that will enable them to reach their highest potential.

All Tech students will graduate with strong academic, vocational, and social skills, prepared to enter college, quality jobs, and career training.

This vision statement was reviewed in preparation for this year’s full self-study, and there was consensus that it should continue without modification.

Page 12 of 146

In 2008, staff reviewed the school’s Expected Schoolwide Learning Results and decided to rework them to become a new set of Schoolwide Learning Goals. Work is being done to ensure that these are measurable and visible in classroom instruction within the standards-based curriculum across subject areas. These schoolwide goals were also selected based on the review of the data in the Student/Community Profile that shows the persistence of achievement gaps in Math and English, particularly when Latino and African American scores are compared with White and Asian scores.

Oakland Tech’s Schoolwide Learning Goals are:

We, the students of Oakland Technical High School, will be:

Effective Communicators who demonstrate proficiency in writing, reading, listening, speaking, and presenting.

Indicators: • Students use writing as a means of understanding and learning new concepts. • Students write expository, persuasive, analytical, and creative pieces. • Students prepare oral, written, visual, and artistic presentations.

Skillful Users of Technology who access, organize, process, and evaluate information in both traditional and digital formats from a variety of sources.

Indicators: • Students conduct research using paper and digital resources with attention to

reliability of sources and integrity of others’ work. • Students communicate with others using a variety of devices. • Students use appropriate technology to exhibit their work.

Problem solvers who use algebra and other mathematical and reasoning strategies to solve both theoretical and real-world problems.

Indicators: • Students complete Algebra 1 with a C or better by the end of 9th grade. • Students complete at least two additional math courses. • Students apply problem-solving strategies in their other courses, especially

science. Active Participants in a Career-Building/College-Going Culture who have built a toolkit of skills and information that lead to college admission and entry into interesting careers.

Indicators: • Students meet or exceed UC a-g requirements. • Students access the College and Career Center on campus. • Students research basic information about a variety of colleges and careers. • Students learn basic information about ways to finance a college education.

Contributors to the Community who live with integrity, show respect for others, and exhibit good citizenship.

Indicators:

Page 13 of 146

• Students participate in extracurricular activities such as sports, clubs, drama, dance, and musical performances.

• Students work together to improve the welfare of others. • Students honor diversity and respect individual differences.

4. Status of school in terms of student performance Oakland Tech is a Title I school with a schoolwide Title I program, with over 40% of

students qualifying for free/reduced lunch (the district’s method for determining eligibility).

The school has not met its Adequate Yearly Progress and has been identified as a Program Improvement School in Year PI-4. This is a cause for concern for the school community, but the school continues to respond with innovations to the needs of students as it identifies them. The school is using this Focus on Learning Self-Study as the foundation of the restructuring plan that is required by NCLB. The advantages and opportunities that the school offers to students seem to outweigh the status as a PI-4 school, and enrollment has remained steady, with increasing parent support and involvement.

TABLE 3. Adequate Yearly Progress (AYP) – 2006-2008 English-Language Arts

2008 2007 2006

Significant group % Prof.

Met Target

Participation Rate

% Prof.

Met Target

Participation Rate

% Prof.

Met Target

Participation Rate

All Students 46.7% Y 93% N 38.2% Y 92% N 49.3% Y 94% N African American (not of Hispanic Origin)

39.1% Y 93% N 24.5% Y 89% N 39.3% Y 93% N

American Indian or Alaska Native 0% - 100% 0% - 0% 0% - 100%

Asian 58.1% Y 93% N 53.5% Y 95% Y 72.2% Y 96% Y Filipino 0% - 100% 0% - 86% 0% - 100% Hispanic 49.2% Y 95% Y 23.7% - 91% 39% Y 93% N Pacific Islander 0% - 100% 0% - 0% 0% - 0% White (not of Hispanic origin) 80.8% - 100% 86.5% - 100% 92.9% - 97%

Socioeconomically Disadvantaged 40.8% Y 97% Y 28.9% Y 94% Y 47.4% Y 95% Y

English Learners 22.5% N 91% N 23.1% - 94% 28.4% - 94% Students with Disabilities 15.2% - 78% 6.1% - 85% 33.3% - 95%

Source: California Department of Education (2008)

TABLE 4. Adequate Yearly Progress (AYP) – 2006-2008 Mathematics

2008 2007 2006


Met Target

Participation Rate

% Prof.

Met Target

Participation Rate

% Prof.

Met Target

Participation Rate

All Students 40.1% Y 95% Y 37.7% Y 92% N 39% Y 94% N African American (not of Hispanic Origin)

24.1% N 95% Y 19.9% Y 89% N 23.8% Y 93% N


Asian 78.9% - 93% 70.8% Y 97% Y 79.2% Y 96% Y Filipino 0% - 100% 0% - 100% 0% - 100% Hispanic 48.3% - 94% Y 24.4% - 94% 31.1% Y 98% Y Pacific Islander 0% - 100% 0% - 0% 0% - 0%

Page 14 of 146

2008 2007 2006


Met Target

Participation Rate

% Prof.

Met Target

Participation Rate

% Prof.

Met Target

Participation Rate

White (not of Hispanic origin) 80.8% - 100% 78.4% - 100% 71.4% - 97%

Socioeconomically Disadvantaged 37.8% Y 96% Y 29.8% Y 96% Y 37.7% Y 94% N

English Learners 41.8% Y 91% N 36.7% - 94% 34.3% - 98% Students with Disabilities 10.3% - 94% 6.1% - 85% 12.5% - 92%


TABLE 5. Adequate Yearly Progress (AYP) – 2006-2008 Additional Indicators

2008 2007 2006 Met API Criteria Y (2008 Growth = 621) N (no API) Y (2005-06 Growth = 27) Met Graduation Rate Y (2-yr Change = 7.0) Y (Change = 6.0) N (2-yr Change = –6.9)


Although the school has met the CAHSEE performance targets for most significant groups for each year that AYP has been measured, it has not met its participation rate for at least one of the significant groups on the 10th grade administration of the CAHSEE. 2008 was the first year that significant groups at the school did not meet the proficiency targets: EL students in English-Language Arts and African American students in Math fell short of the target. Participation rate also was a factor in the ability to show progress on the API. In 2006, the school was not given an API because an insufficient number of 10th grade students completed the NCLB Science portion of the CST; however, that year the school met its participation targets for all of the end-of-course sections on the CST. The ripple effect in subsequent years of not having an API in 2006 meant that there was no Growth Score in 2007, which affected the AYP.

Oakland Tech is working with Gibson & Associates in Oakland as an outside support provider to implement a plan that is addressing the failures to make AYP. They have helped the school plan and implement a grant through California’s High Priority Schools program, and they serve as the external evaluator.

As a school in PI-4, Oakland Tech is required to prepare a restructuring plan for the district. The Action Plan that has been developed through this self-study process is providing the foundation for this restructuring plan. The district has agreed to accept the Action Plan for the purposes of restructuring, provided it is incorporated into the school’s Single Plan for Student Achievement.

5. Enrollment Oakland Tech’s enrollment is between 1,600 and 1,800 from year to year. This parallels the

high school enrollment of the district, which rose slightly over the past five years. The school is the most diverse high school in the district. A comparison of enrollment by grade and ethnicity shows that in recent years African American enrollment has decreased slightly, Hispanic and White enrollment has increased, and enrollment of other ethnic groups has remained stable.

Page 15 of 146

a. Grade level, Gender, and Ethnicity TABLE 6. Enrollment by Grade Level

School Year Total 9th 10th 11th 12th 2003-2004 1676 515 30.73% 495 29.53% 392 23.39% 274 16.35% 2004-2005 1734 587 33.85% 432 24.91% 392 22.61% 323 18.63% 2005-2006 1661 578 34.80% 471 28.36% 346 20.83% 265 15.95% 2006-2007 1671 563 33.69% 479 28.67% 375 22.44% 254 15.20% 2007-2008 1705 597 35.01% 455 26.69% 343 20.12% 310 18.18% 2008-2009 1663 586 35.24% 439 26.40% 351 21.11% 287 17.26%

Source: 2003-2008: California Basic Educational Data System (CBEDS). 2008-2009: OUSD Aeries Student Information Management System (January 13, 2009). Percent shows grade level enrollment as a percentage of total enrollment.

TABLE 7. Enrollment by Gender

School Year Total Female Male 2003-2004 1676 887 52.92% 789 47.08% 2004-2005 1734 871 50.23% 863 49.77% 2005-2006 1661 844 50.81% 817 49.19% 2006-2007 1671 847 50.69% 824 49.31% 2007-2008 1705 861 50.50% 844 49.50% 2008-2009 1663 804 48.35% 859 51.65%

Source: 2003-2008 California Basic Educational Data System (CBEDS). 2008-2009: OUSD Aeries Student Information Management System (January 13, 2009). Percent shows grade level enrollment as a percentage of total enrollment.

TABLE 8. Enrollment by Ethnicity

School Year Total Amer Ind Asian Pac Island Filipino Hispanic Afr Amer White Multi or No 2003-2004 1676 3 0.18% 316 18.85% 7 0.42% 15 0.89% 188 11.22% 1050 62.65% 94 5.61% 3 0.18% 2004-2005 1734 4 0.23% 302 17.42% 4 0.23% 14 0.81% 187 10.78% 1106 63.78% 114 6.57% 3 0.17% 2005-2006 1661 4 0.24% 304 18.30% 5 0.30% 16 0.96% 213 12.82% 987 59.42% 118 7.10% 14 0.84% 2006-2007 1671 4 0.24% 310 18.55% 4 0.24% 17 1.02% 213 12.75% 966 57.81% 125 7.48% 32 1.92% 2007-2008 1705 3 0.18% 305 17.89% 6 0.35% 14 0.82% 238 13.96% 948 55.60% 145 8.50% 46 2.70% 2008-2009 1663 5 0.30% 305 18.34% 7 0.42% 16 0.96% 258 15.51% 859 51.65% 169 10.16% 44 2.65%

Source: 2003-2008 California Basic Educational Data System (CBEDS). 2008-2009: OUSD Aeries Student Information Management System (January 13, 2009). Percent shows ethnic group enrollment as a percentage of total enrollment.

TABLE 9. Enrollment by Gender (Female) and Ethnicity

School Year Total F Total Amer Ind Asian Pac Island Filipino Hispanic Afr Amer White Multi or No 2003-2004 887 1676 2 0.23% 163 18.38% 2 0.23% 7 0.79% 100 11.27% 571 64.37% 39 4.40% 3 0.34% 2004-2005 871 1734 2 0.23% 139 15.96% 2 0.23% 6 0.69% 89 10.22% 585 67.16% 45 5.17% 3 0.34% 2005-2006 844 1661 1 0.12% 141 16.71% 2 0.24% 8 0.95% 95 11.26% 539 63.86% 53 6.28% 5 0.59% 2006-2007 847 1671 0 0.00% 151 17.83% 2 0.24% 8 0.94% 94 11.10% 522 61.63% 54 6.38% 16 1.89% 2007-2008 861 1705 1 0.12% 152 17.65% 2 0.23% 7 0.81% 114 13.24% 499 57.96% 62 7.20% 24 2.79% 2008-2009 804 1663 1 0.12% 155 19.28% 3 0.37% 9 1.12% 111 13.81% 429 53.36% 81 10.07% 15 1.87%

Source: 2003-2008 California Basic Educational Data System (CBEDS). 2008-2009: OUSD Aeries Student Information Management System (January 13, 2009). Percent shows female ethnic group enrollment as a percentage of total female enrollment.

Page 16 of 146

TABLE 10. Enrollment by Gender (Male) and Ethnicity

School Year Total M Total Amer Ind Asian Pac Island Filipino Hispanic Afr Amer White Multi or No 2003-2004 789 1676 1 0.13% 153 19.39% 5 0.63% 8 1.01% 88 11.15% 479 60.71% 55 6.97% 0 0.00% 2004-2005 863 1734 2 0.23% 163 18.89% 2 0.23% 8 0.93% 98 11.36% 521 60.37% 69 8.00% 0 0.00% 2005-2006 817 1661 3 0.37% 163 19.95% 3 0.37% 8 0.98% 118 14.44% 448 54.83% 65 7.96% 9 1.10% 2006-2007 824 1671 4 0.49% 159 19.30% 2 9.00% 9 1.09% 119 14.44% 444 53.88% 71 8.62% 16 1.94% 2007-2008 844 1705 2 0.24% 153 18.13% 4 0.47% 7 0.83% 124 14.69% 449 53.20% 83 9.83% 22 2.61% 2008-2009 859 1663 4 0.47% 150 17.46% 4 0.47% 7 0.81% 147 17.11% 430 50.06% 88 10.24% 29 3.38%

Source: 2003-2008 California Basic Educational Data System (CBEDS). 2008-2009: OUSD Aeries Student Information Management System (January 13, 2009). Percent shows male ethnic group enrollment as a percentage of total male enrollment.

TABLE 11. Enrollment by Grade Level (9th) and Ethnicity

School Year Total 9th Total Amer Ind Asian Pac Island Filipino Hispanic Afr Amer White Multi or No 2003-2004 515 1676 1 0.19% 81 15.73% 2 0.39% 5 0.97% 61 11.84% 338 65.63% 26 5.05% 1 0.19% 2004-2005 587 1734 2 0.34% 80 13.63% 0 0.00% 6 1.02% 89 15.16% 373 63.54% 35 5.96% 2 0.34% 2005-2006 578 1661 1 0.17% 80 13.84% 2 0.35% 7 1.21% 85 14.71% 351 60.73% 42 7.27% 10 1.73% 2006-2007 563 1671 2 0.36% 70 12.43% 1 0.18% 4 0.71% 82 14.56% 359 63.77% 33 5.86% 12 2.13% 2007-2008 597 1705 2 0.34% 84 14.07% 2 0.34% 4 0.67% 86 14.41% 353 59.13% 47 7.87% 16 2.68% 2008-2009 586 1663 2 0.34% 101 17.24% 3 0.51% 5 0.85% 97 16.55% 307 52.39% 59 10.07% 12 2.05%

Source: 2003-2008 California Basic Educational Data System (CBEDS). 2008-2009: OUSD Aeries Student Information Management System (January 13, 2009). Percent shows 9th grade ethnic group enrollment as a percentage of total 9th grade enrollment.







Page 17 of 146




TABLE 15. Oakland Unified School District: Enrollment by Grade Level (9th-12th)

School Year Total 9th 10th 11th 12th 2003-2004 12340 3,972 32.19% 3,544 28.72% 2,838 23.00% 1,857 15.05% 2004-2005 13056 4,150 31.79% 3,523 26.98% 2,699 20.67% 2,235 17.12% 2005-2006 13128 4,291 32.69% 3,684 28.06% 2,694 20.52% 2,350 17.90% 2006-2007 13186 4,130 31.32% 3,506 26.59% 2,883 21.86% 2,664 20.20% 2007-2008 12712 3,950 31.07% 3,506 27.58% 2,718 21.38% 2,538 19.97%

Source: California Basic Educational Data System (CBEDS). Percent shows grade level enrollment as a percentage of total enrollment.

Enrollment has been fairly consistent over the six-year period covered by the data. The district began its OPTIONS open-enrollment program (any student may apply to enroll in any school, with priority in placement given to students in the attendance area for a given school), but this has not had an appreciable effect on Oakland Tech’s enrollment. In a given year, the Oakland Tech’s 12th grade enrollment is about 18 percentage points lower than its 9th grade enrollment (as a percent of total enrollment). This is comparable to the figures for the district before the implementation of the OPTIONS program, when the difference was 16 percentage points. With the implementation of OPTIONS, the district has experienced a positive effect of keeping more high school students within the district, and now the difference has closed to 11 percentage points. Oakland Tech is beginning to experience a similar effect. In Oakland Tech’s case, the primary reason for the change in enrollment between 9th grade and 12th grade has been transfers, not dropouts. More information about this issue is provided in TABLE 83 on page 67 below.

Another effect of the OPTIONS program has been to increase the publicity that Oakland Tech provides to the community. In the past, information about Oakland Tech was focused on the feeder middle schools. However, in recent years, more families throughout Oakland are learning about the school’s unique programs, and many have begun to choose Oakland Tech over private schools. This development has produced a more noticeable change in the enrollment of White students than of other ethnic groups.

The school has had a balance between the numbers of male and female students, although 2008-2009 is the first year of these six that males slightly outnumber females. Of the four primary ethnic groups, there tend to be slightly more Hispanic males than females and slightly more African American females than males.

Page 18 of 146

b. Predominant primary languages The predominant primary languages at Oakland Tech are Spanish, Cantonese, Vietnamese,

and Khmer (Cambodian). The enrollment of EL students has decreased by about 40 over the past five years, and the enrollment of FEP students has increased by about 70 over the same time period. The opening of an International High School in the neighborhood in 2006, specifically for EL students, is having an effect on Oakland Tech’s enrollment, although it is too early to predict whether the effect will be permanent.

TABLE 16. Number of English Learners1 and Fluent-English-Proficient2 by Primary Language* School Year 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008

EL FEP EL FEP EL FEP EL FEP EL FEP Total EL/FEP 193 290 174 322 186 313 176 322 155 357 Total Enrollment 1676 1734 1661 1671 1705 Number of students redesignated FEP 58 21.3% 28 14.5% 26 14.9% 18 9.7% 1 0.6% Spanish 72 66 71 89 75 93 62 100 64 133 37.3% 22.8% 40.8% 27.6% 40.3% 29.7% 35.2% 31.1% 41.3% 37.3% Cantonese 40 94 50 115 58 121 57 112 49 121 20.7% 32.4% 28.7% 35.7% 31.2% 38.7% 32.4% 34.8% 31.6% 33.9% Vietnamese 17 50 13 45 12 44 11 41 7 36 8.8% 17.2% 7.5% 14.0% 6.5% 14.1% 6.3% 12.7% 4.5% 10.1% Khmer 14 20 6 19 8 14 7 17 4 16 7.3% 6.9% 3.4% 5.9% 4.3% 4.5% 4.0% 5.3% 2.6% 4.5% Arabic 9 6 3 5 5 1 3 0 3 0 4.7% 2.1% 1.7% 1.6% 2.7% 0.3% 1.7% 0.0% 1.9% 0.0% Filipino 1 5 4 6 5 5 2 6 2 3 0.5% 1.7% 2.3% 1.9% 2.7% 1.6% 1.1% 1.9% 1.3% 0.8% Tigrinya 2 6 3 6 0 3 2 1 4 0 1.0% 2.1% 1.7% 1.9% 0.0% 1.0% 1.1% 0.3% 2.6% 0.0% Toishanese 2 2 1 3 1 2 0 1 0 5 1.0% 0.7% 0.6% 0.9% 0.5% 0.6% 0.0% 0.3% 0.0% 1.4% Mandarin 1 8 1 4 3 4 6 3 4 3 0.5% 2.8% 0.6% 1.2% 1.6% 1.3% 3.4% 0.9% 2.6% 0.8% Mien 0 1 0 1 0 1 0 5 0 6 0.0% 0.3% 0.0% 0.3% 0.0% 0.3% 0.0% 1.6% 0.0% 1.7% Other 26 16 17 15 15 13 18 19 10 19 13.5% 9.8% 8.1% 10.2% 6.5% 5.3% *Limited to languages spoken by 5 or more students. Source: California Department of Education, Educational Demographics Unit. Percent shows enrollment of students with each primary language as a percentage of total English Learner or Fluent-English-Proficient students. 1 EL students are those students for whom there is a report of a primary language other than English on the state-approved Home Language Survey and who, on the basis of the state approved oral language (grades K-12) assessment procedures and including literacy (grades 3-12 only), have been determined to lack the clearly defined English language skills of listening comprehension, speaking, reading, and writing necessary to succeed in the school's regular instructional programs. 2Fluent-English-Proficient (FEP) students are those students whose primary language is other than English and who have met the district criteria for determining proficiency in English (i.e., those students who were identified as FEP on initial identification and students redesignated from Limited-English-Proficient (LEP) or English learner (EL) to FEP).

Other primary languages in 2003-2008 not shown in TABLE 16, spoken by fewer than five students:

Burmese Cebuano Farsi French German Hindi Ilocano Indonesian Japanese Korean Lao Pashto Polish Portuguese Punjabi Rumanian Russian Samoan Serbo-Croatian Somali Tongan

Page 19 of 146

c. Title I The district determines Title I eligibility each year based on a student’s qualifying for free

and reduced price meals. The number of Title I students in a given year is dependent in part on the number of families who are willing to submit a Free/Reduced Meal application. Oakland Tech has developed a vigorous effort of publicity and personal contact around the importance of submitting to application so that no legitimate Title I students are overlooked. The data reflects the impact of these efforts in recent years.

TABLE 17. Number of Students Qualifying for Free/Reduced Meals

School Year Total Free & Reduced

Price Meals 2003-2004 1676 698 41.6% 2004-2005 1734 907 52.3% 2005-2006 1661 762 46.4% 2006-2007 1671 751 46.3% 2007-2008 1705 819 48.9%

Source: California Department of Education, Educational Demographics Unit. Percent shows number of free & reduced price meals as a percentage of total enrollment.

d. Special needs and other programs Note regarding data gathered in the district vs. CBEDS data: There will be a variation in

data that is reported from Oakland Unified sources compared to CBEDS data due to the time of the year that the data is archived. CBEDS data is collected at the state level in October each year, but the district’s Aeries Student Information Management System archives historical data at the end of the school year. Since more students tend to leave the school than enroll in the school as the school year progresses, the enrollment numbers will be lower for Aeries data than for CBEDS data. More information about this issue is provided in TABLE 83 on page 67 below. Data for site-based programs for the most part is gathered from Aeries and has not been adjusted to harmonize with CBEDS data that has been provided above. A rough comparison can be made using the percent changes shown in TABLE 18.

TABLE 18. Total Enrollment from CBEDS Compared to Total Enrollment from Aeries

School Year CBEDS

Total Aeries Total

Percent Change

2003-2004 1676 1499 –10.6% 2004-2005 1734 1528 –11.9% 2005-2006 1661 1552 –6.6% 2006-2007 1671 1526 –8.7% 2007-2008 1705 1557 –8.7% 2008-2009 -- 1662

Source: 2003-2008 California Basic Educational Data System (CBEDS). 2008-2009: OUSD Aeries Student Information Management System (January 13, 2009).

1) Programs for Exceptional Children Oakland Tech’s special needs students range from those requiring the Resource Specialist

Program (RSP) to multiple-handicapped. Many of the school’s special needs students are able to take some or all of their classes in the regular program. The Special Education student population is 10.7% of the school population, with about 5% in RSP and 5% in Special Day Classes (SDC).

Page 20 of 146

TABLE 19. Resource Specialist Program and Special Day Classes by Grade

School Year/Grade Total RSP SDC 2005-2006 1552 64 4.1% 74 4.8% 9th 488 22 4.5% 20 4.1% 10th 451 14 3.1% 22 4.9% 11th 315 14 4.4% 21 6.7% 12th 298 14 4.7% 11 3.7%2006-2007 1526 59 3.9% 84 5.5% 9th 528 27 5.1% 36 6.8% 10th 369 14 3.8% 21 5.7% 11th 352 8 2.3% 13 3.7% 12th 277 10 3.6% 14 5.1%2007-2008 1557 76 4.9% 76 4.9% 9th 510 42 8.2% 18 3.5% 10th 421 18 4.3% 30 7.1% 11th 287 9 3.1% 12 4.2% 12th 337 7 2.1% 16 4.7%2008-2009 1662 90 5.4% 87 5.2% 9th 585 35 6.0% 33 5.6% 10th 438 34 7.8% 21 4.8% 11th 352 13 3.7% 21 6.0% 12th 287 8 2.8% 12 4.2%Source: OUSD Aeries Student Information Management System (January 14, 2009). Percent shows grade level enrollment in each program as a percentage of total enrollment.

2) GATE Enrollment Oakland Tech provides opportunities for GATE students to enroll in honors and Advanced

Placement courses and an integrated humanities program, as well as a variety of electives in visual and performing arts (Fine Art, Orchestra, Jazz Band, Drama, and Dance), world languages (French, Spanish, and Italian), and career-based academies (Health & Bioscience, Engineering, and Computer Technology & Repair). These classes are not limited to GATE students but are open to any interested student. Most GATE students are identified in elementary or middle school before they arrive at Oakland Tech. The school typically does not identify new GATE students.

TABLE 20. GATE Enrollment by Ethnicity

School Year Total GATE Asian Hispanic Afr Amer White Other Total GATE Total GATE Total GATE Total GATE Total GATE

2006-2007 1526 255 16.7% 308 77 25.0% 197 26 13.2% 847 82 9.7% 120 65 54.2% 54 5 9.3% 2007-2008 1557 297 19.1% 295 96 32.5% 221 34 15.4% 841 92 10.9% 138 66 47.8% 62 9 14.5% 2008-2009 1662 333 20.0% 305 115 37.7% 258 39 15.1% 858 95 11.1% 169 73 43.2% 72 11 15.3% Source: OUSD Aeries Student Information Management System (January 14, 2009). Percent shows GATE enrollment for each ethnic group as a percentage of total enrollment of that ethnic group.

Page 21 of 146

3) AVID Enrollment Oakland Tech’s AVID program is a college readiness and personal management and study

skills class for strategic students who can be predicted to achieve proficiency with some assistance and personal attention. The students are identified by counselors and by recommendation based on their 8th grade CST scores and other performance indicators. The class includes in-class tutors and guest speakers who can provide individualized assistance and motivation to set high goals. The program has experienced some transience in its faculty, and this turnover has hindered full development. The school is working with a consultant this year to fully establish the program.

TABLE 21. AVID Enrollment by Grade and Ethnicity

School Year Total AVID Asian Hispanic Afr Amer White Other Total AVID Total AVID Total AVID Total AVID Total AVID

2005-2006 1552 25 1.6% 314 5 1.6% 188 5 2.7% 892 13 1.5% 116 0 0.0% 42 2 4.8% 9th 488 21 4.3% 81 4 4.9% 60 4 6.7% 289 12 4.2% 39 0 0.0% 19 1 5.3% 10th 451 4 0.9% 83 1 1.2% 76 1 1.3% 253 1 0.4% 32 0 0.0% 7 1 14.3% 2006-2007 1526 42 2.8% 308 7 2.3% 197 6 3.0% 847 26 3.1% 120 1 0.8% 54 2 3.7% 9th 528 32 6.1% 76 5 6.6% 78 6 7.7% 324 19 5.9% 33 1 3.0% 17 1 5.9% 10th 369 10 2.7% 79 2 2.5% 48 0 0.0% 188 7 3.7% 36 0 0.0% 18 1 5.6% 2007-2008 1557 50 3.2% 295 4 1.4% 221 11 5.0% 841 34 4.0% 138 0 0.0% 62 1 1.6% 9th 510 29 5.7% 82 1 1.2% 85 6 7.1% 281 21 7.5% 42 0 0.0% 20 1 5.0% 10th 421 21 5.0% 68 3 4.4% 61 5 8.2% 246 13 5.3% 30 0 0.0% 16 0 0.0% 2008-2009 1662 51 3.1% 305 8 2.6% 258 10 3.9% 858 29 3.4% 169 3 1.8% 72 1 1.4% 9th 585 51 8.7% 101 8 7.9% 97 10 10.3% 306 29 9.5% 59 3 5.1% 22 1 4.5% Source: OUSD Aeries Student Information Management System (January 14, 2009). Percent shows AVID enrollment for each ethnic group as a percentage of total enrollment of that ethnic group and grade level.

Another special course was included in the curriculum two years ago in cooperation with BUILD, a non-profit organization that works with low-income minority high school students. The class teaches them entrepreneurship using an innovative education model. It helps students develop and hone critical life skills such as financial literacy, leadership, teamwork, and public speaking.

4) Academies Oakland Tech has three well-established and successful career academies in Health &

Bioscience, Engineering, and Computer Technology & Repair, the oldest of which (the Health Academy) has been at the school for 20 years. These academies are available to students in grades 10-12. Two of the academies—Health and Computer—are California Partnership Academies, and they follow the recruitment procedures and curriculum that is provided by the state. The Engineering Academy is funded through ROP and receives some additional private support from corporations and foundations. The goal of the academies is to integrate the school’s standards-based curriculum with career skills in such a way that students will be more likely to stay in school and succeed.

Page 22 of 146

i. Health Academy TABLE 22. Health Academy Enrollment by Grade and Ethnicity

School Year Total Total 10-12

Total HA Asian Hispanic Afr Amer White Other

Total 10-12 HA

Total 10-12 HA

Total 10-12 HA

Total 10-12 HA

Total 10-12 HA

2005-2006 1552 1064 234 22.0% 233 43 18.5% 128 21 16.4% 603 157 26.0% 77 8 10.4% 23 5 21.7% 10th 451 99 22.0% 83 18 21.7% 76 17 22.4% 253 60 23.7% 32 3 9.4% 7 1 14.3% 11th 315 64 20.3% 79 10 12.7% 27 0 0.0% 175 48 27.4% 24 3 12.5% 10 3 30.0% 12th 298 71 23.8% 71 15 21.1% 25 4 16.0% 175 49 28.0% 21 2 9.5% 6 1 16.7% 2006-2007 1526 998 267 26.8% 232 53 22.8% 119 23 19.3% 523 167 31.9% 87 11 12.6% 37 13 35.1% 9th 20 76 1 78 5 324 13 33 1 10th 369 95 25.7% 79 22 27.8% 48 4 8.3% 188 58 30.9% 36 4 11.1% 18 7 38.9% 11th 352 90 25.6% 81 19 23.5% 49 14 28.6% 183 51 27.9% 30 3 10.0% 9 3 33.3% 12th 277 62 22.4% 72 11 15.3% 22 0 0.0% 152 45 29.6% 21 3 14.3% 10 3 30.0% 2007-2008 1557 1045 264 25.3% 213 53 24.9% 136 32 23.5% 558 152 27.2% 96 12 12.5% 42 15 35.7% 10th 421 96 22.8% 68 12 17.6% 61 16 26.2% 246 60 24.4% 30 4 13.3% 16 4 25.0% 11th 287 85 29.6% 62 21 33.9% 30 4 13.3% 139 47 33.8% 38 5 13.2% 18 8 44.4% 12th 337 83 24.6% 83 20 24.1% 45 12 26.7% 173 45 26.0% 28 3 10.7% 8 3 37.5% 2008-2009 1662 1077 261 24.2% 204 46 22.5% 161 38 23.6% 552 152 27.5% 110 13 11.8% 50 12 24.0% 9th 8 101 1 97 1 308 6 59 0 10th 438 93 21.2% 78 14 17.9% 76 20 26.3% 224 53 23.7% 40 5 12.5% 20 1 5.0% 11th 352 84 23.9% 59 12 20.3% 54 14 25.9% 194 49 25.3% 31 5 16.1% 14 4 28.6% 12th 287 76 26.5% 67 20 29.9% 31 3 9.7% 134 44 32.8% 39 3 7.7% 16 6 37.5% Source: OUSD Aeries Student Information Management System (January 14, 2009). Percent shows Health Academy enrollment for each ethnic group as a percentage of total 10-12 enrollment of that ethnic group. Health Academy is limited to grades 10-12. Some students who applied to the Health Academy in 9th grade were admitted, even though they did not earn enough credits in 9th grade to advance to 10th grade.

ii. Computer Academy TABLE 23. Computer Academy Enrollment by Grade and Ethnicity


Total CA Asian Hispanic Afr Amer White Other

Total 10-12 CA

Total 10-12 CA

Total 10-12 CA

Total 10-12 CA

Total 10-12 CA

2005-2006 1552 1064 126 11.8% 233 38 16.3% 128 20 15.6% 603 63 10.4% 77 3 3.9% 23 2 8.7% 10th 451 59 13.1% 83 11 13.3% 76 15 19.7% 253 29 11.5% 32 2 6.3% 7 2 28.6% 11th 315 34 10.8% 79 18 22.8% 27 2 7.4% 175 14 8.0% 24 0 0.0% 10 0 0.0% 12th 298 33 11.1% 71 9 12.7% 25 3 12.0% 175 20 11.4% 21 1 4.8% 6 0 0.0% 2006-2007 1526 998 161 16.1% 232 41 17.7% 119 20 16.8% 523 61 11.7% 87 5 5.7% 37 34 91.9% 9th 30 76 1 78 9 324 18 13 2 16 0 10th 369 53 14.4% 79 16 20.3% 48 9 18.8% 188 23 12.2% 36 3 8.3% 18 2 11.1% 11th 352 47 13.4% 81 10 12.3% 49 10 20.4% 183 23 12.6% 30 2 6.7% 9 2 22.2% 12th 277 31 11.2% 72 15 20.8% 22 1 4.5% 152 15 9.9% 21 0 0.0% 10 0 0.0% 2007-2008 1557 1045 129 12.3% 213 34 16.0% 136 23 16.9% 558 65 11.6% 96 3 3.1% 42 4 9.5% 9th 14 85 7 281 6 54 1 10th 421 43 10.2% 68 8 11.8% 61 9 14.8% 246 26 10.6% 30 0 0.0% 16 0 0.0%

Page 23 of 146


Total CA Asian Hispanic Afr Amer White Other

Total 10-12 CA

Total 10-12 CA

Total 10-12 CA

Total 10-12 CA

Total 10-12 CA

11th 287 47 16.4% 62 15 24.2% 30 8 26.7% 139 18 12.9% 38 3 7.9% 18 3 16.7% 12th 337 39 11.6% 83 11 13.3% 45 6 13.3% 173 21 12.1% 28 0 0.0% 8 1 12.5% 2008-2009 1662 1077 153 14.2% 204 35 17.2% 161 28 17.4% 552 68 12.3% 110 4 3.6% 50 18 36.0% 9th 10 97 4 308 6 10th 438 61 13.9% 78 13 16.7% 76 13 17.1% 224 28 12.5% 40 2 5.0% 20 5 25.0% 11th 352 35 9.9% 59 7 11.9% 54 8 14.8% 194 20 10.3% 31 0 0.0% 14 0 0.0% 12th 287 47 16.4% 67 15 22.4% 31 7 22.6% 134 20 14.9% 39 2 5.1% 16 3 18.8% Source: OUSD Aeries Student Information Management System (January 14, 2009). Percent shows Computer Academy enrollment for each ethnic group as a percentage of total 10-12 enrollment of that ethnic group. Computer Academy is limited to grades 10-12. Some students who applied to the Computer Academy in 9th grade were admitted, even though they did not earn enough credits in 9th grade to advance to 10th grade.

iii. Engineering Academy TABLE 24. Engineering Academy Enrollment by Grade and Ethnicity


Total EA Asian Hispanic Afr Amer White Other

Total 10-12 EA

Total 10-12 EA

Total 10-12 EA

Total 10-12 EA

Total 10-12 EA

2005-2006 1552 1064 118 11.1% 233 47 20.2% 128 19 14.8% 603 15 2.5% 77 37 48.1% 23 0 0.0% 10th 451 43 9.5% 83 19 22.9% 76 5 6.6% 253 3 1.2% 32 16 50.0% 7 0 0.0% 11th 315 45 14.3% 79 19 24.1% 27 9 33.3% 175 5 2.9% 24 12 50.0% 10 0 0.0% 12th 298 30 10.1% 71 9 12.7% 25 5 20.0% 175 7 4.0% 21 9 42.9% 6 0 0.0% 2006-2007 1526 998 127 12.7% 232 50 21.6% 119 13 10.9% 523 9 1.7% 87 53 60.9% 37 2 5.4% 10th 369 40 10.8% 79 11 13.9% 48 3 6.3% 188 2 1.1% 36 22 61.1% 18 2 11.1% 11th 352 44 12.5% 81 20 24.7% 49 3 6.1% 183 2 1.1% 30 19 63.3% 9 0 0.0% 12th 277 43 15.5% 72 19 26.4% 22 7 31.8% 152 5 3.3% 21 12 57.1% 10 0 0.0% 2007-2008 1557 1045 134 12.8% 213 52 24.4% 136 13 9.6% 558 12 2.2% 96 53 55.2% 42 4 9.5% 10th 421 48 11.4% 68 19 27.9% 61 7 11.5% 246 9 3.7% 30 11 36.7% 16 2 12.5% 11th 287 41 14.3% 62 12 19.4% 30 3 10.0% 139 1 0.7% 38 23 60.5% 18 2 11.1% 12th 337 45 13.4% 83 21 25.3% 45 3 6.7% 173 2 1.2% 28 19 67.9% 8 0 0.0% 2008-2009 1662 1077 141 13.1% 204 49 24.0% 161 13 8.1% 552 12 2.2% 110 59 53.6% 50 8 16.0% 10th 438 54 12.3% 78 19 24.4% 76 3 3.9% 224 3 1.3% 40 25 62.5% 20 4 20.0% 11th 352 46 13.1% 59 18 30.5% 54 7 13.0% 194 8 4.1% 31 11 35.5% 14 2 14.3% 12th 287 41 14.3% 67 12 17.9% 31 3 9.7% 134 1 0.7% 39 23 59.0% 16 2 12.5% Source: OUSD Aeries Student Information Management System (January 14, 2009). Percent shows Engineering Academy enrollment for each ethnic group as a percentage of total 10-12 enrollment of that ethnic group.

The Health Academy and the Computer Academy tend to have a more even ethnic balance than the Engineering Academy, which has higher numbers of Asian and White students than Hispanic and African American students. In an effort to address this and assure that all students understand that the academy of their choice is available to them, the school provides a daylong Academy Faire each spring to recruit 9th graders who are making their course selections for the following year. (Academy participation is limited to students in grades 10-12.) Each academy provides information to parents so that they can assist their students in choosing classes. The

Page 24 of 146

school has used the Academy Faire to recruit students for four years. In preparation for the event, current Academy students (from any of the Academies) arrange presentations to 9th grade classrooms just before pre-registration for classes begins in February. Teachers also are provided with information about the Academies and other special programs at the school so that they can encourage their students to take advantage of these unique opportunities. This year, the school has developed a promotional flyer about all of the programs that is being mailed home to the parents of all 9th graders.

5) Integrated Humanities Programs: Paideia and California Studies The Paideia Program was developed specifically by two Oakland Tech teachers over two

decades ago, following the Paideia model of instruction developed by the philosopher Mortimar Adler. In recent years, other teachers have joined in as the school has replicated the program to make it available to more students. Paideia offers yearlong integrated courses in grades 10-12 emphasizing the humanities in the study of literature and social studies. They are taught through seminar dialogues using Socratic questioning techniques to develop the student’s critical and creative thinking. Paideia 10 integrates World History and English through the study of major works of literature from around the world. Paideia 11 is a two-period course that involves a rigorous study of the breadth and depth of American history and literature. Paideia 12 is a three-period course that integrates Comparative Government, English Literature, and American Government. Students are required to take Advanced Placement examinations in English Literature and American Government.

California Studies provides a similar integrated opportunity for 9th grade students. It involves a rigorous study of the breadth and depth of California history and geography, demanding advanced critical thinking, composition, and reading skills. Students also enroll in English I where they read and write about California literature.

TABLE 25. California Studies Enrollment by Ethnicity

School Year Total Total Gr 9

Total CS Asian Hispanic Afr Amer White Other

Total Gr 9 CS

Total Gr 9 CS

Total Gr 9 CS

Total Gr 9 CS

Total Gr 9 CS

2005-2006 1552 488 164 33.6% 81 47 58.0% 60 15 25.0% 289 63 21.8% 39 30 76.9% 19 9 47.4% 2006-2007 1526 528 150 28.4% 76 40 52.6% 78 27 34.6% 324 57 17.6% 33 21 63.6% 17 5 29.4% 2007-2008 1557 510 180 35.3% 82 59 72.0% 85 23 27.1% 281 51 18.1% 42 39 92.9% 20 8 40.0% 2008-2009 1662 587 150 25.6% 101 47 46.5% 97 16 16.5% 308 32 10.4% 59 48 81.4% 22 7 31.8% Source: OUSD Aeries Student Information Management System (January 14, 2009). Percent shows California Studies enrollment for each ethnic group as a percentage of total 9th grade enrollment of that ethnic group.

TABLE 26. Paideia Program Enrollment by Grade and Ethnicity


Total Paideia Asian Hispanic Afr Amer White Other

Total 10-12 P

Total 10-12 P

Total 10-12 P

Total 10-12 P

Total 10-12 P

2005-2006 1552 1064 277 26.0% 233 98 42.1% 128 28 21.9% 603 97 16.1% 77 51 66.2% 23 3 13.0% 10th 451 138 30.6% 83 47 56.6% 76 17 22.4% 253 51 20.2% 32 23 71.9% 7 0 0.0% 11th 315 106 33.7% 79 37 46.8% 27 8 29.6% 175 34 19.4% 24 24 100.0% 10 3 30.0% 12th 298 33 11.1% 71 14 19.7% 25 3 12.0% 175 12 6.9% 21 4 19.0% 6 0 0.0% 2006-2007 1526 998 221 22.1% 232 80 34.5% 119 21 17.6% 523 49 9.4% 87 63 72.4% 37 8 21.6%

Page 25 of 146


Total Paideia Asian Hispanic Afr Amer White Other

Total

P Total 10-12 P

Total 10-12 P

Total 10-12 10-12 P

Total 10-12 P

10th 369 118 32.0% 79 39 49.4% 48 12 25.0% 188 32 17.0% 36 29 80.6% 18 6 33.3% 11th 352 59 16.8% 81 32 39.5% 49 3 6.1% 183 6 3.3% 30 18 60.0% 9 0 0.0% 12th 277 44 15.9% 72 9 12.5% 22 6 27.3% 152 11 7.2% 21 16 76.2% 10 2 20.0% 2007-2008 1557 1045 234 22.4% 213 79 37.1% 136 26 19.1% 558 59 10.6% 96 62 64.6% 42 8 19.0% 10th 421 126 29.9% 68 35 51.5% 61 21 34.4% 246 43 17.5% 30 21 70.0% 16 6 37.5% 11th 287 65 22.6% 62 24 38.7% 30 2 6.7% 139 13 9.4% 38 24 63.2% 18 2 11.1% 12th 337 43 12.8% 83 20 24.1% 45 3 6.7% 173 3 1.7% 28 17 60.7% 8 0 0.0% 2008-2009 1662 1077 314 29.2% 204 102 50.0% 161 44 27.3% 552 77 13.9% 110 74 67.3% 50 17 34.0% 10th 438 140 32.0% 78 52 66.7% 76 19 25.0% 224 27 12.1% 40 33 82.5% 20 9 45.0% 11th 352 121 34.4% 59 33 55.9% 54 23 42.6% 194 39 20.1% 31 20 64.5% 14 6 42.9% 12th 287 53 18.5% 67 17 25.4% 31 2 6.5% 134 11 8.2% 39 21 53.8% 16 2 12.5% Source: OUSD Aeries Student Information Management System (January 14, 2009). Percent shows Paideia enrollment for each ethnic group as a percentage of total 10-12 enrollment of that ethnic group.

TABLE 27. Ethnic Composition of Paideia Enrollment

School Year Total Paideia Asian Hispanic Afr Amer White Other 2005-2006 277 98 35% 28 10% 97 35% 51 18% 3 1% 10th 138 47 34% 17 12% 51 37% 23 17% 0 0% 11th 106 37 35% 8 8% 34 32% 24 23% 3 3% 12th 33 14 42% 3 9% 12 36% 4 12% 0 0% 2006-2007 221 80 36% 21 10% 49 22% 63 29% 8 4% 10th 118 39 33% 12 10% 32 27% 29 25% 6 5% 11th 59 32 54% 3 5% 6 10% 18 31% 0 0% 12th 44 9 20% 6 14% 11 25% 16 36% 2 5% 2007-2008 234 79 34% 26 11% 59 25% 62 26% 8 3% 10th 126 35 28% 21 17% 43 34% 21 17% 6 5% 11th 65 24 37% 2 3% 13 20% 24 37% 2 3% 12th 43 20 47% 3 7% 3 7% 17 40% 0 0% 2008-2009 314 102 32% 44 14% 77 25% 74 24% 17 5% 10th 140 52 37% 19 14% 27 19% 33 24% 9 6% 11th 121 33 27% 23 19% 39 32% 20 17% 6 5% 12th 53 17 32% 2 4% 11 21% 21 40% 2 4% Source: OUSD Aeries Student Information Management System (January 14, 2009). Percent shows Paideia enrollment for each ethnic group as a percentage of total Paideia enrollment.

The dynamics of the enrollment in Paideia receive strategic attention each year as the school and the teachers address the important priorities of maintaining high standards and providing for equity. When the enrollment in Paideia courses is viewed as a program on its own, the representation of students from the significant ethnic groups is rather balanced, especially among the Asian, African American, and White ethnic groups; Hispanic participation is lower by about half, although it has increased over the past two years. However, when the enrollment in Paideia is viewed in comparison to the entire school population, the number of White students as a percent of all White students is much higher—and the number of African American students as a

Page 26 of 146

percent of all African American students is much lower—than what might be considered proportional. This is likely an effect of the recognition that the program receives among some communities and of the students who enroll in the school based on their interest in the specific program. Although there is no “track” or guarantee that a 9th grader who comes to Oakland Tech will automatically enter a Paideia class in 10th grade, it is true that the standards of the program are challenging. This is reflected in its reputation throughout the school, and it may be that students hesitate to attempt such a rigorous program. In response, the school has been developing a multi-dimensional approach to encourage all 9th graders to be willing to take on challenges. There is a more deliberate emphasis on meeting high standards in all 9th grade courses and on stepping up to the challenge of rigorous work, with targeted support provided when necessary. This effort is supplemented by the new College and Career Center that the school opened on campus last year, and an emphasis on information about college in a growing number of 9th grade classes, following the model of the school’s Summer Algebra Academy for incoming 9th graders and the district’s SOAR program for 10th graders. Several of the senior Paideia students participate in the school’s Senior Mentors for Freshmen program, and they help encourage students to enroll in the challenging courses at Oakland Tech. Through the College Board, the school also has launched the African American Student Achievement Initiative to better prepare African American students to succeed in Advanced Placement classes, including Paideia. These strategies are developed and modified as a part of the continuing dialogue that takes place within the school community each year.

Oakland Tech is making efforts to replicate the benefits of small learning communities (SLC) like the Academies and Paideia, through the development of 9th grade houses, a new Global Green academy, a Biotech career program, and expansion of its Performing Arts department. TABLE 28 provides a comparison of two indicators regarding the performance of students in small learning communities compared to other students.

TABLE 28. Comparison of Attendance and GPA for Students in Small Learning Communities

All

Students California Studies

Computer Academy

Engineering Academy

Health Academy Paideia

No SLC

2006-2007 9th Grade

Total 520 149 370 Avg Days Absent 17.83 5.43 22.84 Avg GPA 1.97 2.83 1.62

10th Grade Total 368 54 40 95 115 155 Avg Days Absent 13.62 8.53 2.75 8.57 3.65 20.61 Avg GPA 2.39 2.38 3.43 2.67 3.21 1.93



Page 27 of 146

All

Students California Studies

Computer Academy

Engineering Academy

Health Academy Paideia

No SLC

2007-2008 9th Grade

Total 508 180 327 Avg Days Absent 6.85 3.71 8.57 Avg GPA 2.1 2.78 1.72


11th Grade Total 287 47 41 85 97 99 Avg Days Absent 6.89 5.19 2.9 9.08 4 7.88 Avg GPA 2.74 2.58 3.55 2.85 3.48 2.3


Source: OUSD Aeries Student Information Management System. Average Days Absent shown is calculated by adding the days absent for the students in the grade level and category and dividing by the number of students in that grade level and category. Average GPA is calculated similarly.

The number of days absent for students in small learning communities, on average, is significantly lower than for students who are not enrolled in a small learning community, and the GPA is significantly higher in each small learning community. This warrants further research into whether there might be causes for these advantages. Students self-select to be in a small learning community during pre-registration during the prior school year, and teachers of each small learning community collaborate throughout the year on lesson development and student support. Both of these could account for some of the differences shown in the data.

Another important development shown by the data in TABLE 28 is the stark decrease in the average number of days absent for all groups from 2006-2007 to 2007-2008 (for example, 10th grade students who are not in small learning communities decreased from 20.61 to 10.01). This can be attributed to the work of the Student Attendance Compliance Officer who began in 2007-2008.

6) Summer Algebra Academy Beginning in the summer following the 2006-2007 school year, Oakland Tech participated in

the pilot of a Summer Algebra Academy, co-sponsored by Oakland Unified and the University of California Office of the President. The school has continued to provide this program. During six weeks in the summer, incoming 9th grade students who are identified as strategic students (those who have not scored Proficient in Math, whose performance indicates that they would raise their scores to that level with six weeks of targeted intervention) meet at Oakland Tech for five hours each day to receive special assistance in Algebra. An integral part of the program is instruction about applying to college and receiving financial aid, with visits to local college campuses. The school is in the process of gathering data regarding the effects of this program as

Page 28 of 146

the students progress through Oakland Tech. TABLE 29 shows the initial data that is available for the two cohorts that have completed the Summer Algebra Academy to date. For the 2007-2008 cohort, the data shows the average number of days absent and the average GPA for the cohort for the years 2007-2008 and 2008-2009. For the 2008-2009 cohort, only the average number of days absent for the first semester of 2008-2009 is available.

TABLE 29. Comparison of Attendance and GPA for Summer Algebra Academy Students

2007-2008 Cohort All 9th Grade Number of Students Average GPA Average Days Absent Number of Students Average GPA Average Days Absent2007-2008 44 2.14 5.45 509 2.1 6.842008-2009 40 2.14 5.23 438 2.36 4.93 2008-2009 Cohort All 9th Grade 2008-2009 54 N/A 8.15 584 N/A 7.26 Source: OUSD Aeries Student Information Management System. Average Days Absent shown is calculated by adding the days absent for the students in the cohort and dividing by the number of students in that cohort. Average GPA is calculated similarly.

6. Language proficiency—English language learners (EL); Fluent-English proficient (FEP); Redesignated FEP (RFEP) Oakland Tech provides a full complement of ELD courses and Sheltered English Immersion

instruction using SDAIE methods in the core content areas.

TABLE 30. Enrollment by Language Proficiency

School Year Total English

Only Initially Fluent

(IFEP) English Learner

Redesignated (RFEP)

2005-2006 1552 1036 41 173 274

9th 488 332 7 58 76

10th 451 293 14 52 83

11th 315 211 5 39 58

12th 298 200 15 24 57

2006-2007 1526 1027 42 172 278

9th 528 379 14 64 69

10th 369 235 10 48 73

11th 352 227 11 35 78

12th 277 186 7 25 58

2007-2008 1557 1060 47 136 314

9th 510 360 13 46 91

10th 421 299 15 41 66

11th 287 187 5 24 71

12th 337 212 14 25 86

2008-2009 1664 1131 50 165 315

9th 587 402 19 67 97

10th 438 302 15 30 90

11th 352 245 11 37 59

12th 287 182 5 31 69

Page 29 of 146

Source: OUSD Aeries Student Information Management System (January 14, 2009). Percent shows Paideia enrollment for each ethnic group as a percentage of total Paideia enrollment.

TABLE 31 shows the enrollment in ELD classes this year. The majority of the students are at the Intermediate and Early Intermediate levels. While English Language Learners enter Oakland Tech throughout the year, the numbers at the beginning levels remain similar to the numbers at the Early Advanced and Advanced. Asian students and Hispanic students make up the majority of English Language Learners. Both groups show a decline in numbers in this program.

TABLE 31. Enrollment in ELD Courses by Ethnicity for Two Years ELD Courses African Asian Hispanic White Filipino Pacific Island

2006-07 2007-08 2006-07 2007-08 2006-07 2007-08 2006-07 2007-08 2006-07 2007-08 2006-07 2007-08 ELD BAS 1/11 5 0 10 5 5 4 7 0 0 0 0 0 ELD BAS 2/22 0 2 8 13 3 2 0 0 0 0 0 0 ELD BAS 3/33 0 1 8 6 11 4 0 0 0 0 1 1 ELD HB A/AA 5 3 24 7 17 1 0 0 1 1 0 0 ELD HB B/BB 1 4 7 11 8 14 1 0 0 0 0 0 ELD HB C/CC 2 2 13 6 9 13 0 0 2 2 0 1 ELD 5 1 1 7 6 5 5 0 0 1 2 0 0 Totals 14 13 77 54 58 43 8 0 5 5 1 2 Source: OUSD Aeries Student Information Management System (January 14, 2009).

In 2008, 44% of English Language Learners at Oakland Tech moved up one level or more on the California English Language Development Test (CELDT), compared to 40% of EL students throughout the district. In 2007, 12% of Oakland Tech EL students moved up one level or more, and 48% in 2006. The low redesignation rate in 2007 is directly related to a major change in the test and is consistent with a statewide trend in scores that year.

7. Attendance

a. Mobility or transient rate 95% of Oakland Tech’s students in 9th through 11th grade were continuously enrolled at

Oakland Tech this year for the period between the CBEDS enrollment count in October and the administration date of the California Standards Test in April (Source: CDE). 96% of Oakland Tech’s 9th through 11th grade students were continuously enrolled in Oakland Unified during this period. More information about this issue with additional data from Aeries is provided in TABLE 83 on page 67 below.

b. Average daily rate of attendance Oakland Tech’s administration and Collaborative School Site Council (CSSC) regularly

review the school’s attendance reports. In response to low Average Daily Attendance (ADA), in 2006 the CSSC hired a case worker to focus specifically on the needs of students with problem attendance. This position is now filled by a Student Attendance Compliance Officer from the district who works to identify patterns in student behavior and attendance and identify resources to address underlying causes of poor student attendance. TABLE 32 shows the improvement in the school’s ADA through these efforts.

Page 30 of 146

TABLE 32. Average Daily Attendance School Year ADA 2004-2005 93% 2005-2006 93% 2006-2007 90% 2007-2008 95%

Source: OUSD Office of Research, Assessment & Accountability

8. Suspension and expulsion rates From 2005-2006 to 2006-2007 (the last year for which disaggregated data is available),

Oakland Tech reduced its overall suspensions from 457 to 312. This was accomplished in part through the success of the school’s Conflict Resolution Program. The program trains peer conflict managers who work with students referred to the program. Through conflict resolution sessions, the situation is calmed and students gain more effective skills in resolving future conflicts on their own.

TABLE 33. Suspensions by Ethnicity for 2005-2006

Ethnicity Number of Suspensions Defiance Fighting Other

Number % Number % Number % Afr Amer 375 151 40% 124 33% 100 27% Asian 10 4 40% 3 30% 3 30% Hispanic 64 27 42% 14 22% 23 36% Pac Island 3 1 33% 1 33% 1 33% White 5 3 60% 1 20% 1 20% Overall 457 186 41% 143 31% 128 28% Source: OUSD Office of Research, Assessment & Accountability. Percents show suspensions for each reason as a percentage of total suspensions for that ethnic group.

TABLE 34. Suspensions by Ethnicity for 2006-2007

Ethnicity Number of Suspensions Defiance Fighting Other

Number % Number % Number % Afr Amer 273 84 31% 102 37% 87 32% Asian 6 3 50% 3 50% 0 0% Hispanic 26 9 35% 15 58% 2 8% Other 3 0 0% 3 100% 0 0% White 3 1 33% 0 0% 2 67% Overall 312 97 31% 123 39% 92 29% Source: OUSD Office of Research, Assessment & Accountability. Percents show suspensions for each reason as a percentage of total suspensions for that ethnic group.

9. Socioeconomic status

a. Free/reduced lunch status Oakland Unified limits the data it collects regarding the socioeconomic status of students to

the information on the Free/Reduced Lunch applications submitted by parents. Oakland Tech encourages all parents to submit these applications in order to have as complete information as possible, and the return rate has improved in recent years. The Oakland Tech Parent Teacher Student Association has begun to assist with this effort during registration in September.

Page 31 of 146

TABLE 35. Number of Students Qualifying for Free/Reduced Meals

School Year Total Free & Reduced

Price Meals 2003-2004 1676 698 41.6% 2004-2005 1734 907 52.3% 2005-2006 1661 762 46.4% 2006-2007 1671 751 46.3% 2007-2008 1705 819 48.9%

Source: California Department of Education, Educational Demographics Unit. Percent shows number of free & reduced price meals as a percentage of total enrollment.

b. Parent education level TABLE 36. Parent Education Level

School YearTotal Not HS

Graduate HS Graduate Some College College GraduateGrad School/

Post-Grad Declined to State2005-2006 1552 101 225 146 229 68 7832006-2007 1526 158 284 217 268 92 5072007-2008 1557 174 306 233 235 106 5042008-2009 1662 207 317 288 251 147 454Source: OUSD Aeries Student Information Management System (January 14, 2009).

During the time that parents have been given opportunities for school choice through the district’s OPTIONS program, more parents are feeling free to state their educational level in the district’s survey. This provides more complete information to the school. However, it also makes interpretation of the raw numbers difficult because of the inability to tell whether, for example, the number of parents who are not high school graduates is increasing, or whether this trend merely reflects an increase in the number of parents reporting their status. It is possible that the numbers for parents with graduate school education has been increasing because these parents would be more likely to report this information than decline to state.

10. Description of safety conditions, cleanliness, and school facilities Oakland Tech has a School Safety Plan as a part of its Single Plan for Student Achievement.

Staff is organized into required disaster response groups and receive training about their roles during professional development sessions. Generally, the school and facilities are safe, and some safety and accessibility upgrades were installed during the modernization project that was done from 2004-2007. Two custodians keep the school clean during the day, with routine cleaning done daily by the night custodial staff of six.

The campus consists of four buildings: the main building, a second building that houses the auditorium, science labs, and Special Education classes, a girls’ gym, and a boys’ gym. There are also seven permanent portable classrooms, a health clinic housed in a permanent portable, and a football field/track.

Oakland Tech participates in a survey (“Use Your Voice”) administered by the district that is distributed to parents and students to find out what their perceptions are about safety, cleanliness, school facilities and school climate and culture. TABLE 37 illustrates the responses. The highest positive response was that 83% of students believe that their school is preparing them for college success. The complete summary of the Use Your Voice survey is provided in the Appendix.

Page 32 of 146

TABLE 37. Results of Use Your Voice Survey: Climate and Culture

2007 2008 Answered by students Average Daily Student Attendance 90% 95% Overall, students are satisfied with their school 55% 67% Students feel others are respectful of their cultural background 59% 70% Students believe their school is preparing them for college success 56% 83% Students work with teachers and parents to set goals for learning 57% 56% Buildings and grounds are clean most of the time 42% 46% Students feel safe at school 60% 69% Answered by parents Parents believe there is a culture of high expectations at the school 45% 55% Parents feel encouraged to participate in activities or meetings 70% 54% Source: OUSD Office of Research, Assessment & Accountability. Percents show number of positive responses as a percentage of the total responses received. Over 700 Oakland Tech students participated in the 2008 survey.

11. Staff Oakland Tech has a dynamic mix of veteran and new teachers and counselors that create both

stability and a spirit of innovation at the school. The classified staff, also, includes long-term members with a deep understanding of school operations and newer members.

a. Staff categories TABLE 38. Number of School Staff by Category, 2008-2009

Category Number Teachers 89 Counselors 4 Administrators 4 School Security Officers 6 + 1 Lead Security Officer Clerks 6 School Treasurer 1 Student Attendance Compliance Officer 1 Instructional Assistants 20 Food Services Manager 1 Book Room Clerk 1 Custodians 8 Health Clinic Staff (separately funded) 5 Source: Oakland Tech Administration

TABLE 39. Composition of Certificated School Staff by Category, Gender, and Ethnicity, 2007-2008

2007-2008

Category Gender

American Indian or Alaska Native Asian

Pacific Islander Filipino Hispanic

African American White

Multiple or No

Response Total Teachers Female 0 4 1 1 4 9 25 0 44 (49.4%) Male 1 4 1 0 2 12 25 0 45 (50.6%)

Total: 1 (1.1%) 8 (9.0%) 2 (2.2%) 1 (1.1%) 6 (6.7%) 21 (23.6%) 50 (56.2%) 0 (0.0%) 89 Administrators Female 0 0 0 0 2 2 0 0 4 (100.0%)

Total: 0 (0.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 2 (50.0%) 2 (50.0%) 0 (0.0%) 0 (0.0%) 4 Pupil Services Female 0 0 0 0 0 3 0 0 3 (60.0%) Male 0 1 0 0 0 0 1 0 2 (40.0%)

Total: 0 (0.0%) 1 (20.0%) 0 (0.0%) 0 (0.0%) 0 (0.0%) 3 (60.0%) 1 (20.0%) 0 (0.0%) 5

Page 33 of 146

b. Highly qualified teachers; National Board certified teachers 92% of Oakland Tech’s faculty are fully credentialed (Source: CDE), and 74% meet the

NCLB requirements for Highly Qualified this year (Source: OUSD). In 2007-2008, 83% were Highly Qualified. Four teachers are National Board certified.

TABLE 40. Education and Experience of Faculty. Advanced degrees 23 Masters, 5 Doctorate Years in education Low: 1; High: 44; Average: 15 years Specialized training CLAD; BCLAD; TEFL; Industrial Arts Teachers outside credential area 0 Teacher interns 3 Emergency credentials 2 Source: Faculty Survey (2009) and CBEDS (2008).

12. Staff development To accomplish its academic goals, the school provides increased professional development

and structured content area planning time. Oakland Tech ensures that all 9th/10th ELA and Algebra I teachers attend SB472 by the end of the second year of High Priority School Grant (HPSG) implementation. This includes High Point training for the intervention program. ELA and math teachers participate in follow-up planning and professional development in state academic content and performance standards, including English language development standards, during monthly professional development sessions throughout the school year. Classified staff participates in content area instruction where appropriate. All staff meet for an additional two planning days during Summer 2007, and every other year, the school provides a professional development retreat off-campus for staff. Extended hours are budgeted for departments/teams that request additional time for in-depth planning work (e.g. summer, after-school, and professional development through modeling, observation and feedback). Teachers receive information about the CELDT levels of their students and learn strategies for working with students at each level of English proficiency. The school has purchased appropriate high interest leveled reading materials including those targeted for English Learners. ELA and Math coaches support teachers in ELA, math, social studies, and science. Additional coaching support has been identified; this includes Lesson Study provided by Mills College, which the Social Studies department has participated in during the last four years as part of the American History Grant. Teachers have had opportunities to attend AP training and other off-site conferences. To improve classroom management for new-teachers, the school provides mentorship for new teachers.

13. Co-curricular and extra-curricular activities Oakland Tech has expanded its performing arts programs over the past three years, from 190

students in 2006-2007, to 302 students in 2007-2008, to 395 students this year. For 9th graders, there are two English-Drama blocks that students may enroll in. Each discipline produces one or two performances each semester. TABLE 41 summarizes the enrollment in performing arts this year.

TABLE 41. Performing Arts Enrollment, 2008-2009 COURSE TOTAL STUDENTS

MUSIC 130 Beginning Band 33

Page 34 of 146

Jazz Band 29 Music Tech 20 Orchestra 14 Beginning Piano 34

DANCE 154

Beginning Dance 142 Advanced Dance 12

DRAMA 150

Drama 138 Advanced Drama 12

Enrollment by Grade Level

9th 159 10th 56 11th 83 12th 97

TOTAL 395

The school has a full athletics program, with Varsity and Junior Varsity teams in Football, Girls’ Basketball, Boys’ Basketball, Baseball, and Girls’ Volleyball. There are also teams in these sports: Boys’ and Girls’ Soccer, Boys’ and Girls’ Tennis, Boys’ and Girls’ Golf, Boys’ and Girls’ Track and Field, Boys’ and Girls’ Swimming, Cross Country, Bowling, Wrestling, Boys’ Volleyball, Girls’ Badminton, and Softball.

Leadership Class provides student body and class officers with guidance in planning schoolwide activities, such as Homecoming, sports rallies, fundraisers and Spirit Week, and school dances. The Leadership Class is also instrumental in convening the Student Council each month. Yearbook also is a yearlong class in which students learn publishing skills and produce the yearbook. The Tech Scribe school newspaper was revived this year as an after school program of the Journalism Club.

School clubs and activities meet at lunch time and after school. These include peer tutoring, service clubs, and student interest clubs such as debate, ethnic culture, mathematics, science class, and engineering. The school participates in a number of inter-school competitions and study programs, such as Mock Trial, Oratorical Fest, Close-Up Washington, DC, Study Tour, and World Affairs Council programs.

Oakland Tech was awarded a 21st Century Learning Community grant beginning in 2007-2008. This year there are 21 unique activities in the After School Program, with an average of 1970 student-days, or 4598 student-hours per month. TABLE 42 describes these activities and shows the number of students who participate.

TABLE 42. After School Programs, 2008-2009 Oakland Tech 21st Century After School Programs

Academic Activity Target Group Staffing Material/

Curriculum Room

# Time/Days Participants

Cyber High Students in need of credits for graduation Mr. Onyeador On-Line 102 3:30pm- 58

Page 35 of 146

Oakland Tech 21st Century After School Programs Curriculum 5:30pm

M,W,F

Tech Bridge Encourages girls in Technology, Science and Engineering Linda Kekelis Techbridge Curriculum S-3

3:30pm-5:30pm M 35

Academic Tutoring Center All students who need Tutoring in all subjects STAFF

Classroom Curriculum

Library

3:30pm-5:30pm M,T,W,TH 218

CAHSEE Boot Camp

Targeted review and practice on multiple-choice questions in ELA and math. All interested in grades 10-12

Austin, Williams, Goldman, Hayes

CAHSEE Revolution Prep

Library

8:30am-1:30pm Sat 140

Tutoring for Athletes Athletes in need of Tutoring Mr. Zuckerman

Classroom Curriculum 220

3:30pm-5:30pm M,T,W,TH 19

Build Entrepreneurship Club Students interested in Business / Entrepreneurship Mr. Cervantes

Business Curriculum 140

5:30pm-7:00pm TH 25

Student Tutor Program Students hired to Tutor peers on campus Students All Subjects

Library

3:30pm-5:30pm M,T,W,TH 20

Computer Academy Students interested in SYSCO systems Mr. Onyeador

Cisco Systems 102

3:30pm-5:30pm T,TH 27

Journalism Club Students interested in school newspaper/ journalism Mr. Coplan Journalism 141 3:30pm-5:30pm T,TH 25

Environmental Justice Academy Students interested in science and social justice Mr. Laub 205

3:30pm-5:30pm T,TH 11

Saturday School Provides students with academic support and behavior intervention Mr. Minaie All Subjects

Library

8:30am-12:30pm 55

Cognitive Retraining Technique

Provides assistance for low achieving students in the area of Reading, Writing & Coordination Ms. Elmer

CRT Curriculum 131

3:30pm-5:30pm,T,W,TH 9

Enrichment Activity Purpose / Rationale Provider

Material/ Curriculum

Room # Time/Days

Participants

Conflict Mediation Provide Mediation Services for students in conflict Urana Smith

Library 20

Opera Piccola – Visual Arts Provide services dedicated to Visual Arts Opera Piccola Visual Arts Stage

3:30pm-5:30pm M,W 32

Opera Piccola – Drama Provide services dedicated to Performing Arts, Drama Opera Piccola Drama Stage

3:30pm-5:30pm T, TH 12

Poetic Graffiti Crew Provides programming dedicated to poetry, graffiti and art PGC - Crew

Arts materials 228

3:30pm-5:30pm TH 19

Performing Arts Provides services such as Spoken Word, Acting and Theatre Plays on Campus Ms. Berkner

Performing arts

Auditorium

3:30pm-5:30pm M,W,F -Sat 11

La Raza Club Provides cultural enrichment and support services for Latinos on campus Mr. Carmona

Student development 123G

3:30pm-5:30pm TH 18

Hip Hop Dance Provides students Dance Training & Education Ms. Travick Dance

Dance Room

3:30pm-5:30pm T,W,TH

Tech Techies Provides Technical Theatre support in school productions Scott Marden Stage production

Auditorium

3:30pm-5:30pm M; 10-3, Sat 5

Physical Activity &

Recreation Purpose / Rationale Provider Location Room # Time/Days Participants

Students Run Oakland

Provides Athletic Support and Coaching in mental and physical health

Kelley Haskins M,W-Run T,TH- Library Track

3:30pm-5:30pm M,W 43

Indoor Soccer Provides Athletic Program During Lunch and After School Carlos Bover

Girls Gym

12:45pm-1:30pm M,T,W,TH,F

Page 36 of 146

14. District policies & school financial support

a. Expenditures per pupil In 2006-2007, Oakland Tech spent $4,292.00 per pupil from unrestricted funds.

b. Other funding sources Oakland Tech receives categorical funds through Title I, the California Economic Impact Aid

(both State Compensatory Education and Limited English Proficient portions), the School Library Improvement Block Grant, and the High Priority Schools grant.

On September 12, 2008, a team of HPSG principals and site representatives, district personnel, and the external entities completed the “District Assistance Survey”. This data was distributed and shared across sites and reviewed by Oakland Technical High School. The following is a summary of the key strengths within the district: The district was seen to substantially provide the curricular materials for both core and intervention programs; a focus on achievement for all students; have data assessments and systems for housing curricular data; provide professional development around the use of data; provide professional development to teachers in the core curriculum; offer BTSA support at sites; align resources to categorical expenditures; use the five planning areas to inform funding; and thoroughly review expenditures to ensure implementation of essential program components. The following items were seen as minimal levels of support: implementation and training for strategic and intervention programs and aligned extended day programs. The district was not perceived to provide all schools with training through SB472 for teachers and principals in the core and intervention program in both ELA and Math. The district was not perceived to always provide the best teachers/principals and the resource systems to promote stable staffing at PI schools. While data systems are clearly in place, they were not perceived to be always timely or have facile retrieval. Timely and language appropriate communication to parents about academic programs as well as onsite resources for academic family support did not appear to be more than minimally supported by the district.

Through the implementation of Results-Based Budgeting in 2005, the district has decentralized much of the planning and services so that currently sites have the authority and responsibility to create and manage their own budgets, review data, and plan professional development for improving student achievement. Interventions and master schedule implications must be analyzed and developed by site teams. The district has made efforts to support this work through the development and administration of benchmark assessments in core subjects. Now in their second year, the reliability of these assessments is being studied, as well as their utility at the site level.

Student Performance Data

1. Academic Performance Index (API)

a. Past performance Oakland Tech has experienced growth amid challenges with its API. In Spring 2004, the

school failed to test a significant portion (85%) of students in one of the CST subjects, so the

Page 37 of 146

CDE did not receive an API score that year. The prior year, the school’s API ranking was 1, and the next year that it was possible to receive a ranking was 2006, when it received a 2 and a 2 for similar schools ranking. This growth was encouraging, and produced stronger interest among the student body and the faculty for experiencing even more growth the following year. However, this measure was delayed again because in 2007, due to an error in interpretation by some of the proctors, the school failed to test a significant portion of 10th grade students on the NCLB Science test in the CST. This prevented the school from receiving an API score once again, and therefore there was no ranking available. In 2008, the school received a Growth Score of 621, but without a 2007 Base Score, this provided little information about the school’s progress. As an estimate of what to expect in the 2009 CST administration, it has been observed that the participation on the CAHSEE this spring was high, which bodes well for having adequate participation on the CST.

In order to raise the participation of students on testing days, the school’s Testing Coordinator has developed a process of early publicity about the state exams and their importance, coupled with a testing plan that harmonizes with the regular school day, so that students who are not testing are in class and students who are testing are provided manageable locations in which to work. This balances the competing goals of having as many students in school as possible every day, and the need for as little disruption to the school day as possible for students who are not testing. It is a significant challenge in a school like Oakland Tech with a large student bodies and a premium on available space. This year, the school arranged with a community center next door—the Studio One Arts Center—to use some of its classroom space for the 10th grade CAHSEE testing, and it is a relationship that might help relieve some of the gridlock for the next testing session.

In light of the timing of the gaps in receiving API scores, the past performance tables that follow provide only limited useful information. The school is prepared to analyze the scores it receives in the summer or fall 2009 more closely.

TABLE 43. API Summary, 2006-2008

2008 2007 2006

Significant group 2007 Base

2008 Growth

2007 - 2008 Growth Target

Met Target

2006 Base

2007 Growth


Met Target

2005 Base

2006 Growth


Met Target

All Students 0 621 +0 614 0 +0 584 611 +11 Y African American (not of Hispanic Origin)

0 0 +0 539 0 +0 522 540 +9 Y

American Indian or Alaska Native 0 0 +0 0 0 +0 0 0 +0

Asian 0 0 +0 752 0 +0 701 740 +9 Y

Filipino 0 0 +0 0 0 +0 0 0 +0

Hispanic or Latino 0 0 +0 573 0 +0 560 564 +9 N

Pacific Islander 0 0 +0 0 0 +0 0 0 +0

White (not of Hispanic origin) 0 0 +0 0 0 +0 0 0 +0

Socioeconomically 0 0 +0 595 0 +0 568 589 +9 Y

Page 38 of 146

2008 2007 2006

Significant group 2007 Base

2008 Growth


Met Target

2006 Base

2007 Growth


Met Target

2005 Base

2006 Growth


Met Target

Disadvantaged


TABLE 44. API Past Performance

School Year Base API Growth Target Growth API School Met Target (y/n) All Significant groups Met Targets (y/n) 2007 - 2008 0 No Target Available 621

2006 - 2007 614 + 0

2005 - 2006 584 +11 611 Y N


b. Current API growth report TABLE 45. 2008 API Growth Report

Met Growth Target STAR 2008 Percent Tested

Number of Students Included

in the 2008 API (Growth)

2008 API (Growth)

2007 API (Base)


2007 - 2008 Growth

School-wide

Comparable Improvement (CI)

Both School-wide and CI

Awards Eligible

1103 621 0 +B 0 N


c. School ranking and similar school rankings The last year for which Oakland Tech has an API school ranking and similar schools ranking

is 2006, due to the lack of an API score in 2007. In 2006, Oakland Tech’s statewide rank was 2, and its similar schools rank was 2.

2. California Standards Test (CST)

a. Grade level scores TABLE 46. Three Year Comparison by Percentage in Language Arts of Students in each Performance Band

Grade Far Below Basic Below Basic Basic Proficient Advanced 2006 2007 2008 2006 2007 2008 2006 2007 2008 2006 2007 2008 2006 2007 2008 9 23% 21% 19% 23% 27% 21% 26% 21% 26% 16% 18% 17% 13% 13% 17%

10 30% 29% 34% 20% 23% 21% 24% 20% 20% 14% 14% 12% 13% 14% 13%

11 43% 36% 29% 15% 16% 18% 17% 20% 23% 14% 13% 17% 11% 15% 13%


TABLE 47. Three Year Comparison by Percentage in Mathematics of Students in each Performance Band

GENERAL MATHEMATICS Grade Far Below Basic Below Basic Basic Proficient Advanced 2006 2007 2008 2006 2007 2008 2006 2007 2008 2006 2007 2008 2006 2007 2008 9 24% 29% 44% 41% 24% 26% 7% 4% 1% 0%

Page 39 of 146

ALGEBRA 1 Grade Far Below Basic Below Basic Basic Proficient Advanced 2006 2007 2008 2006 2007 2008 2006 2007 2008 2006 2007 2008 2006 2007 2008 9 30% 28% 30% 43% 42% 51% 16% 22% 12% 11% 8% 6% 1% 0% 0% 10 46% 39% 33% 48% 48% 51% 4% 10% 12% 2% 3% 3% 0% 0% 0% 11 32% 35% 46% 58% 59% 31% 5% 6% 15% 5% 0% 8% 0% 0% 0%

GEOMETRY Grade Far Below Basic Below Basic Basic Proficient Advanced 2006 2007 2008 2006 2007 2008 2006 2007 2008 2006 2007 2008 2006 2007 2008 9 5% 9% 13% 32% 29% 35% 38% 32% 22% 17% 22% 20% 8% 9% 10% 10 45% 28% 34% 46% 51% 48% 6% 20% 15% 3% 1% 3% 0% 0% 0% 11 56% 60% 42% 33% 37% 46% 7% 4% 9% 4% 0% 1% 0% 0% 1%

ALGEBRA 2 Grade Far Below Basic Below Basic Basic Proficient Advanced 2006 2007 2008 2006 2007 2008 2006 2007 2008 2006 2007 2008 2006 2007 2008 9 7% 11% 12% 17% 21% 15% 30% 17% 27% 37% 32% 27% 10% 19% 18% 10 19% 11% 25% 37% 26% 26% 22% 31% 31% 15% 28% 14% 7% 4% 4% 11 50% 44% 42% 28% 33% 31% 16% 16% 26% 5% 6% 1% 1% 1% 0%


b. Significant group scores TABLE 48. 2008 CST Subject Scores by Ethnic Group for Grades 9-11 and End-of-Course

Hispanic Afr

Amer White Asian 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC 9 10 11 EOCReported Enrollment 503 422 287 503 422 287 503 422 287 503 422 287 503CST English-Language Arts Students Tested 77.0 65.0 61.0 72.0 59.0 27.0 265.0 227.0 128.0 38.0 26.0 32.0 38.0 % of Enroll 15% 15% 21% 14% 14% 9% 53% 54% 45% 8% 6% 11% 8% Students w Scores 77.0 65.0 61.0 72.0 57.0 27.0 262.0 222.0 128.0 38.0 26.0 31.0 38.0 Mean Scale Score 367.5 332.1 341.1 322.6 308.5 297.3 300.6 287.4 285.6 422.8 377.9 398.7 422.8 % Prof and Adv 66% 42% 48% 29% 26% 19% 16% 14% 13% 92% 73% 84% 92%CST Algebra I Students Tested 12.0 7.0 19.0 43.0 17.0 3.0 63.0 205.0 93.0 11.0 309.0 5.0 5.0 % of Enrollment 2% 2% 9% 4% 1% 41% 22% 4% 1% Students w Scores 12.0 7.0 19.0 43.0 17.0 3.0 63.0 200.0 92.0 10.0 302.0 5.0 5.0 Mean Scale Score 273.5 * 280.8 280.6 259.2 * 275.0 270.4 265.8 268.5 268.9 * * % Prof and Adv 8% * 11% 9% 0% * 6% 6% 3% 10% 5% * *CST Integrated Math 1 Students Tested 1.0 1.0 1.0 1.0 % of Enrollment 0% 0% Students w Scores 1.0 1.0 1.0 1.0 Mean Scale Score * * * * % Prof and Adv * * * * CST Geometry Students Tested 40.0 16.0 9.0 65.0 26.0 16.0 7.0 49.0 40.0 83.0 53.0 176.0 29.0 1.0 1.0 31.0 % of Enrollment 8% 4% 3% 5% 4% 2% 8% 20% 19% 6% 0% 0% Students w Scores 40.0 16.0 9.0 65.0 26.0 16.0 7.0 49.0 40.0 82.0 53.0 175.0 29.0 1.0 1.0 31.0

Page 40 of 146

Hispanic Afr

Amer White Asian 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC Mean Scale Score 319.1 296.8 * 309.7 300.6 267.6 * 287.1 275.3 255.6 246.7 257.3 396.0 * * 389.2 % Prof and Adv 23% 13% * 18% 27% 0% * 14% 3% 1% 2% 2% 86% * * 84%CST Integrated Math 2 Students Tested 1.0 1.0 % of Enrollment 0% Students w Scores 1.0 1.0 Mean Scale Score * * % Prof and Adv * * CST Algebra II Students Tested 13.0 29.0 16.0 58.0 1.0 18.0 14.0 33.0 10.0 37.0 39.0 86.0 6.0 8.0 5.0 19.0 % of Enrollment 3% 7% 6% 0% 4% 5% 2% 9% 14% 1% 2% 2% Students w Scores 13.0 29.0 16.0 58.0 1.0 18.0 14.0 33.0 10.0 35.0 38.0 83.0 6.0 8.0 5.0 19.0 Mean Scale Score 361.2 324.2 294.9 324.4 * 273.7 257.3 268.2 * 285.0 256.8 275.3 * * * 318.6 % Prof and Adv 62% 28% 6% 29% * 11% 0% 6% * 11% 0% 7% * * * 21%CST Summative High School Mathematics (Grades 9-11) Students Tested 13.0 12.0 36.0 61.0 7.0 3.0 10.0 2.0 8.0 15.0 25.0 4.0 11.0 22.0 37.0 % of Enrollment 3% 3% 13% 2% 1% 0% 2% 5% 1% 3% 8% Students w Scores 13.0 12.0 36.0 61.0 7.0 3.0 10.0 2.0 8.0 15.0 25.0 4.0 11.0 22.0 37.0 Mean Scale Score 365.5 400.8 339.0 356.8 * * * * * 280.4 288.6 * 357.2 353.4 353.6 % Prof and Adv 62% 75% 36% 49% * * * * * 13% 24% * 55% 36% 43%CST World History Students Tested 8.0 50.0 3.0 61.0 15.0 45.0 5.0 65.0 50.0 190.0 16.0 256.0 % of Enrollment 2% 12% 1% 3% 11% 2% 10% 45% 6% 1.0 24.0 1.0 26.0 Students w Scores 7.0 49.0 1.0 57.0 13.0 44.0 5.0 62.0 43.0 185.0 11.0 239.0 0% 6% 0% Mean Scale Score * 332.8 * 323.6 287.9 316.9 * 305.4 263.2 290.1 257.6 283.8 1.0 24.0 25.0 % Prof and Adv * 37% * 32% 8% 30% * 23% 0% 11% 0% 8% * 383.5 * 377.0 CST U.S. History Students Tested 61.0 27.0 126.0 30.0 % of Enrollment 21% 9% 44% 11% Students w Scores 61.0 27.0 122.0 30.0 Mean Scale Score 348.4 313.1 289.5 409.1 % Prof and Adv 57% 26% 16% 87% CST Science (Grade 10 Life Science) Students Tested 65.0 57.0 218.0 26.0 % of Enrollment 15% 14% 52% 6% Students w Scores 65.0 55.0 209.0 25.0 Mean Scale Score 354.6 323.6 285.7 396.9 % Prof and Adv 49% 29% 13% 80% CST Biology/Life Sciences Students Tested 62.0 39.0 9.0 110.0 29.0 39.0 10.0 78.0 79.0 183.0 59.0 321.0 38.0 15.0 3.0 56.0 % of Enrollment 12% 9% 3% 6% 9% 4% 16% 43% 21% 8% 4% 1% Students w Scores 62.0 39.0 9.0 110.0 29.0 39.0 10.0 78.0 78.0 179.0 59.0 316.0 38.0 15.0 3.0 56.0 Mean Scale Score 373.8 342.3 * 358.3 342.4 327.3 * 328.6 314.9 298.5 291.8 301.2 431.7 376.5 * 412.6 % Prof and Adv 71% 36% * 55% 52% 38% * 40% 21% 13% 7% 14% 95% 67% * 84% CST Chemistry Students Tested 22.0 24.0 46.0 16.0 11.0 27.0 1.0 34.0 47.0 82.0 11.0 7.0 18.0 % of Enrollment 5% 8% 4% 4% 0% 8% 16% 3% 2% Students w Scores 22.0 24.0 46.0 16.0 11.0 27.0 1.0 34.0 47.0 82.0 11.0 7.0 18.0

Page 41 of 146

Hispanic Afr

Amer White Asian 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC Mean Scale Score 337.6 331.5 334.4 294.7 296.7 295.5 * 281.4 283.8 283.7 344.2 * 341.2 % Prof and Adv 32% 25% 28% 13% 9% 11% * 6% 2% 5% 36% * 39% CST Physics Students Tested 14.0 17.0 31.0 43.0 3.0 5.0 51.0 179.0 8.0 9.0 196.0 16.0 16.0 % of Enrollment 3% 6% 9% 1% 2% 36% 2% 3% 6% Students w Scores 14.0 17.0 31.0 43.0 3.0 5.0 51.0 178.0 8.0 8.0 194.0 16.0 16.0 Mean Scale Score 290.0 330.6 312.3 280.7 * * 285.2 278.7 * * 279.6 338.5 338.5 % Prof and Adv 7% 29% 19% 0% * * 6% 0% * * 1% 44% 44%


TABLE 49. 2008 CST Subject Scores by Other Significant Groups (English Learners, Economically Disadvantaged, Students with Disability)

English Learners Economically

Disadvantaged Students with Disability 9 10 11 EOC 9 10 11 EOC 9 10 11 EOCReported Enrollment 503 422 287 503 422 287 503 422 287 CST English-Language Arts Students Tested 37.0 43.0 28.0 282.0 194.0 118.0 55.0 32.0 14.0 % of Enroll 7% 10% 10% 56% 46% 41% 11% 8% 5% Students w Scores 37.0 43.0 28.0 280.0 190.0 117.0 55.0 31.0 14.0 Mean Scale Score 275.3 262.7 267.6 316.4 297.6 305.9 269.5 247.4 265.6 % Prof and Adv 8% 0% 0% 26% 22% 26% 5% 0% 0% CST Algebra I Students Tested 27.0 17.0 3.0 47.0 177.0 63.0 8.0 248.0 45.0 18.0 4.0 67.0 % of Enrollment 5% 4% 1% 35% 15% 3% 9% 4% 1% Students w Scores 27.0 17.0 3.0 47.0 176.0 63.0 7.0 246.0 44.0 18.0 3.0 65.0 Mean Scale Score 254.9 279.1 * 265.2 269.6 261.9 * 267.3 256.6 253.2 * 254.6 % Prof and Adv 0% 6% * 2% 5% 3% * 4% 0% 0% * 0% CST Integrated Math 1 Students Tested 1.0 1.0 1.0 1.0 2.0 % of Enrollment 0% 0% 0% Students w Scores 1.0 1.0 1.0 1.0 2.0 Mean Scale Score * * * * * % Prof and Adv * * * * * CST Geometry Students Tested 8.0 13.0 8.0 29.0 72.0 65.0 29.0 166.0 9.0 10.0 8.0 27.0 % of Enrollment 2% 3% 3% 14% 15% 10% 2% 2% 3% Students w Scores 8.0 13.0 8.0 29.0 71.0 64.0 29.0 164.0 8.0 10.0 8.0 26.0 Mean Scale Score * 282.0 * 293.1 298.0 263.2 255.6 277.1 * * * 236.5 % Prof and Adv * 15% * 14% 18% 2% 3% 9% * * * 0% CST Integrated Math 2 Students Tested 1.0 1.0 % of Enrollment 0% Students w Scores 1.0 1.0 Mean Scale Score * * % Prof and Adv * * CST Algebra II Students Tested 2.0 11.0 13.0 26.0 19.0 47.0 37.0 103.0 2.0 2.0

Page 42 of 146

English Learners Economically

Disadvantaged Students with Disability 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC % of Enrollment 0% 3% 5% 4% 11% 13% 1% Students w Scores 2.0 11.0 13.0 26.0 19.0 46.0 37.0 102.0 2.0 2.0 Mean Scale Score * 287.0 281.8 283.0 347.9 299.9 282.9 302.6 * * % Prof and Adv * 18% 8% 12% 47% 20% 3% 19% * * CST Summative High School Mathematics (Grades 9-11) Students Tested 1.0 1.0 3.0 5.0 10.0 15.0 39.0 64.0 % of Enrollment 0% 0% 1% 2% 4% 14% Students w Scores 1.0 1.0 3.0 5.0 10.0 15.0 39.0 64.0 Mean Scale Score * * * * * 362.1 323.2 337.7 % Prof and Adv * * * * * 60% 28% 41% CST World History Students Tested 17.0 22.0 11.0 50.0 53.0 159.0 17.0 229.0 18.0 21.0 3.0 42.0 % of Enrollment 3% 5% 4% 11% 38% 6% 4% 5% 1% Students w Scores 15.0 21.0 8.0 44.0 45.0 155.0 12.0 212.0 16.0 20.0 2.0 38.0 Mean Scale Score 259.1 266.6 256.4 262.2 267.0 297.6 269.3 289.5 256.3 260.8 * 257.5 % Prof and Adv 0% 0% 0% 0% 0% 17% 0% 12% 0% 0% * 0% CST U.S. History Students Tested 28.0 117.0 14.0 % of Enrollment 10% 41% 5% Students w Scores 27.0 115.0 14.0 Mean Scale Score 274.6 320.1 259.2 % Prof and Adv 0% 35% 0% CST Science (Grade 10 Life Science) Students Tested 41.0 188.0 30.0 % of Enrollment 10% 45% 7% Students w Scores 39.0 184.0 29.0 Mean Scale Score 267.8 307.2 243.0 % Prof and Adv 3% 25% 0% CST Biology/Life Sciences Students Tested 11.0 27.0 8.0 46.0 116.0 147.0 35.0 298.0 16.0 25.0 5.0 46.0 % of Enrollment 2% 6% 3% 23% 35% 12% 3% 6% 2% Students w Scores 11.0 27.0 8.0 46.0 116.0 144.0 35.0 295.0 16.0 25.0 5.0 46.0 Mean Scale Score 287.5 277.8 * 277.7 341.4 310.0 291.6 320.2 284.3 265.9 * 273.6 % Prof and Adv 0% 4% * 2% 43% 24% 9% 30% 0% 0% * 0% CST Chemistry Students Tested 10.0 11.0 21.0 35.0 48.0 83.0 1.0 5.0 6.0 % of Enrollment 2% 4% 8% 17% 0% 2% Students w Scores 10.0 11.0 21.0 35.0 48.0 83.0 1.0 5.0 6.0 Mean Scale Score * 277.8 279.6 315.4 312.0 313.4 * * * % Prof and Adv * 0% 5% 20% 13% 16% * * * CST Physics Students Tested 27.0 5.0 2.0 34.0 161.0 7.0 17.0 185.0 35.0 3.0 1.0 39.0 % of Enrollment 5% 1% 1% 32% 2% 6% 7% 1% 0% Students w Scores 27.0 5.0 2.0 34.0 161.0 7.0 16.0 184.0 35.0 3.0 38.0 Mean Scale Score 266.1 * * 271.0 278.5 * 326.3 282.6 264.6 * * 264.7 % Prof and Adv 0% * * 3% 1% * 38% 4% 0% * * 0%


Page 43 of 146

TABLE 50. 2007 CST Subject Scores by Ethnic Group for Grades 9-11 and End-of-Course

Asian Hispanic Afr

Amer White 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC 9 10 11 EOCReported Enrollment 475 362 330 475 362 330 475 362 330 475 362 330 CST English-Language Arts Students Tested 70 73 79 67 39 39 259 162 145 27 35 28 % of Enroll 15% 20% 24% 14% 11% 12% 55% 45% 44% 6% 10% 9% Students w Scores 70 73 79 67 39 39 254 160 143 27 35 28 Mean Scale Score 339.8 329.9 337 325.3 293.1 285.1 300.5 292.3 281.6 371.1 386.1 404.9 % Prof and Adv 49% 38% 48% 39% 15% 15% 20% 16% 13% 74% 80% 79% CST General Math (Gr 6-7 Standards) Students Tested 13 13 17 17 105 105 3 3 % of Enrollment 2.7% 4% 22% 1% Students w Scores 12 12 17 17 101 101 3 3 Mean Scale Score 303.6 303.6 272.1 272.1 283.6 283.6 * * % Prof and Adv 17% 17% 0% 0% 3% 3% * * CST Algebra I Students Tested 14 11 1 26 10 11 3 24 97 85 12 194 3 2 1 6 % of Enrollment 3% 3% 0% 2% 3% 1% 20% 24% 4% 0.6% 0.6% 0.3% Students w Scores 14 11 1 26 10 10 3 23 95 84 11 190 3 1 1 5 Mean Scale Score 305.2 308.5 * 305.2 * 249.6 * 248 280.5 264.3 265.6 272.5 * * * * % Prof and Adv 14% 9% * 12% * 0% * 0% 6% 2% 0% 4% * * * * CST Integrated Math 1 Students Tested 1 1 1 1 % of Enrollment 0.3% 0.3% Students w Scores 1 1 1 1 Mean Scale Score * * * * % Prof and Adv * * * * CST Geometry Students Tested 24 15 3 42 25 11 8 44 35 43 36 114 7 5 2 14 % of Enrollment 5% 4% 1% 5% 3% 2% 7% 12% 11% 2% 1% 1% Students w Scores 24 15 3 42 25 10 8 43 33 43 36 112 7 5 2 14 Mean Scale Score 365.5 298.3 * 334 300.1 259.8 * 281.8 303.3 259.3 243.1 267.1 * * * 320.3 % Prof and Adv 58% 0% * 33% 20% 0% * 12% 9% 2% 0% 4% * * * 29% CST Integrated Math 2 Students Tested 1 1 1 1 % of Enrollment 0.3% 0.3% Students w Scores 1 1 1 1 Mean Scale Score * * * * % Prof and Adv * * * * CST Algebra II

Page 44 of 146

Afr Amer White Asian Hispanic

9 10 11 EOC 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC Students Tested 17 40 29 86 7 4 16 27 10 26 75 111 13 14 7 34 % of Enrollment 4% 11% 9% 2% 1% 5% 2% 7% 23% 3% 4% 2% Students w Scores 17 40 29 86 7 4 16 27 10 26 75 111 13 14 7 34 Mean Scale Score 379.5 345.3 304 338.1 * * 263.6 286.3 * 282.6 254.9 267.2 366.4 311.3 * 323.1 % Prof and Adv 53% 53% 14% 40% * * 0% 11% * 15% 7% 12% 69% 21% * 35% CST Summative High School Mathematics (Grades 9-11) Students Tested 5 42 47 2 9 11 2 17 19 14 18 32 % of Enrollment 1% 13% 1% 3% 1% 5% 4% 6% Students w Scores 5 42 47 2 9 11 2 17 19 14 18 32 Mean Scale Score * 339.5 340.3 * * 252.9 * 263.6 274.6 365.8 373.9 370.4 % Prof and Adv * 40% 43% * * 9% * 6% 11% 43% 67% 56% CST World History Students Tested 10 66 3 79 11 33 6 50 47 135 15 197 2 34 36 % of Enrollment 2% 18% 1% 2% 9% 2% 10% 37% 5% 0.4% 9.4% Students w Scores 10 66 3 79 11 33 5 49 42 134 10 186 2 34 36 Mean Scale Score * 320 * 309.4 271 293.7 * 286.3 264.3 287.2 245.4 279.8 * 352.4 346 % Prof and Adv * 27% * 23% 9% 18% * 14% 5% 9% 0% 8% * 59% 56% CST U.S. History Students Tested 77 34 129 28 % of Enrollment 23% 10% 39% 9% Students w Scores 77 34 127 28 Mean Scale Score 349.3 302.1 299.9 387.1 % Prof and Adv 49% 21% 17% 68% CST Science (Grade 10 Life Science) Students Tested 62 30 101 33 % of Enrollment 17% 8% 28% 9% Students w Scores 62 30 101 33 Mean Scale Score 340.3 286.7 300.6 407.7 % Prof and Adv 40% 17% 19% 79% CST Biology/Life Sciences Students Tested 48 51 14 113 40 23 16 79 95 134 66 295 24 27 5 56 % of Enrollment 10% 14% 4% 8% 6% 5% 20% 37% 20% 5% 8% 2% Students w Scores 48 51 14 113 40 23 16 79 93 133 66 292 24 27 5 56 Mean Scale Score 349.1 335.9 306.3 337.8 335.4 300.1 305.5 319.1 314.6 303.3 299.8 306.1 374.7 401.6 * 386.6 % Prof and Adv 44% 33% 21% 36% 35% 4% 13% 22% 23% 13% 5% 14% 79% 78% * 75% CST Chemistry Students Tested 20 37 57 10 17 27 15 72 87 7 5 12 % of Enrollment 6% 11% 3% 5% 4% 22% 2% 2%

Page 45 of 146

Afr Amer White Asian Hispanic

9 10 11 EOC 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC Students w Scores 20 37 57 10 17 27 15 71 86 7 5 12 Mean Scale Score 326.6 317.3 320.5 * 283.5 291 291.1 287.3 288 * * 331.3 % Prof and Adv 30% 19% 23% * 0% 7% 13% 4% 6% * * 42% CST Physics Students Tested 19 2 24 45 43.0 3.0 5.0 51.0 150 5 6 161 3 17 20 % of Enrollment 4% 1% 7% 9% 1% 2% 32% 1% 2% 1% 5% Students w Scores 19 2 24 45 43.0 3.0 5.0 51.0 147 4 6 157 3 17 20 Mean Scale Score 280.1 * 326.4 304 280.7 * * 285.2 279.7 * * 280.2 * 330.8 326.6 % Prof and Adv 5% * 25% 16% 0% * * 6% 0% * * 0% * 24% 20%


TABLE 51. 2007 CST Subject Scores by Other Significant Groups (English Learners, Economically Disadvantaged, Students with Disabilities) EL ED Diabled 9 10 11 EOC 9 10 11 EOC 9 10 11 EOCReported Enrollment 475 362 330 475 362 330 475 362 330 CST English-Language Arts Students Tested 49 41 32 239 156 158 43 24 8 % of Enroll 10% 11% 10% 50% 43% 48% 9% 7% 2% Students w Scores 49 41 32 236 155 158 42 24 8 Mean Scale Score 270 263.5 250.2 310.8 295.6 294.6 259.3 259.7 * % Prof and Adv 2% 0% 0% 27% 15% 20% 0% 0% * CST General Math (Gr 6-7 Standards) Students Tested 18 18 82 82 30 30 % of Enrollment 4% 17% 6% Students w Scores 18 18 80 80 30 30 Mean Scale Score 282.7 282.7 281.9 281.9 255.8 255.8 % Prof and Adv 11% 11% 3% 3% 0% 0% CST Algebra I Students Tested 16 14 3 33 78 58 11 147 8 13 2 23 % of Enrollment 3% 4% 1% 16% 16% 3% 2% 4% 1% Students w Scores 16 13 3 32 78 57 11 146 8 13 1 22 Mean Scale Score 261 283.8 * 270 284.2 269.5 272.5 277.6 * 244.1 * 240.7 % Prof and Adv 0% 8% * 3% 9% 4% 0% 6% * 0% * 0% CST Integrated Math 1 Students Tested 1 1 2 2 % of Enrollment 0.3% 1% Students w Scores 1 1 2 2 Mean Scale Score * * * * % Prof and Adv * * * * CST Geometry Students Tested 7 14 7 28 48 39 24 111 1 2 2 5 % of Enrollment 2% 4% 2% 10% 11% 7% 0.2% 1% 1% Students w Scores 7 14 7 28 48 38 24 110 1 2 2 5 Mean Scale Score * 278.7 * 281.6 332.6 272.6 250 293.9 * * * * % Prof and Adv * 0% * 4% 31% 0% 0% 14% * * * *

Page 46 of 146

EL ED Diabled 9 10 11 EOC 9 10 11 EOC 9 10 11 EOCCST Integrated Math 2 Students Tested 1 1 1 1 % of Enrollment 0.3% 0.3% Students w Scores 1 1 1 1 Mean Scale Score * * * * % Prof and Adv * * * * CST Algebra II Students Tested 4 7 14 25 19 44 73 136 3 3 6 % of Enrollment 1% 2% 4% 4% 12% 22% 1% 1% Students w Scores 4 7 14 25 19 44 73 136 3 3 6 Mean Scale Score * * 303.1 315 358 326.3 273.3 302.3 * * * % Prof and Adv * * 7% 16% 47% 36% 10% 24% * * * CST Summative High School Mathematics (Grades 9-11) Students Tested 7 7 2 39 41 % of Enrollment 2% 1% 12% Students w Scores 7 7 2 39 41 Mean Scale Score * * * 318.3 317.1 % Prof and Adv * * * 36% 34% CST World History Students Tested 24 24 9 57 44 129 17 190 10 14 24 % of Enrollment 5% 7% 3% 9% 36% 5% 2% 4% Students w Scores 24 24 8 56 42 128 14 184 10 13 23 Mean Scale Score 260.5 259.5 * 258.7 264.9 291.5 250.3 282.3 * 269.2 263.1 % Prof and Adv 0% 0% * 0% 5% 10% 0% 8% * 0% 0% CST U.S. History Students Tested 27 141 7 % of Enrollment 8% 43% 2% Students w Scores 27 140 7 Mean Scale Score 268.5 314.5 * % Prof and Adv 0% 24% * CST Science (Grade 10 Life Science) Students Tested 34 113 11 % of Enrollment 9% 31% 3% Students w Scores 34 113 11 Mean Scale Score 267.4 305.2 266.4 % Prof and Adv 0% 21% 9% CST Biology/Life Sciences Students Tested 21 29 15 65 107 121 59 287 16 19 3 38 % of Enrollment 4% 8% 5% 23% 33% 18% 3% 5% 1% Students w Scores 21 29 15 65 106 120 59 285 16 18 3 37 Mean Scale Score 284.6 287.4 287.8 286.6 325.8 308.1 304.4 313.9 271.1 271.2 * 271.2 % Prof and Adv 0% 0% 0% 0% 28% 16% 7% 19% 0% 0% * 0% CST Chemistry Students Tested 4 13 17 23 72 95 3 3 % of Enrollment 1% 4% 6% 22% 1% Students w Scores 4 13 17 23 71 94 3 3 Mean Scale Score * 281.2 283.1 306 295.9 298.4 * * % Prof and Adv * 0% 0% 26% 11% 15% * *

Page 47 of 146

EL ED Diabled 9 10 11 EOC 9 10 11 EOC 9 10 11 EOCCST Physics Students Tested 23 3 3 29 117 7 21 145 19 3 22 % of Enrollment 5% 1% 1% 25% 2% 6% 4% 1% Students w Scores 23 3 3 29 115 7 21 143 19 2 21 Mean Scale Score 260.9 * * 262.9 278.7 * 316.9 284.5 261.7 * 261.5 % Prof and Adv 0% * * 0% 1% * 14% 3% 0% * 0%


TABLE 52. 2006 CST Subject Scores by Ethnic Group for Grades 9-11 and End-of-Course

Asian Hispanic Afr

Amer White 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC 9 10 11 EOCReported Enrollment 448 424 299 448 424 299 448 424 299 448 424 299 CST English-Language Arts Students Tested 57 44 33 55 67 24 232 202 142 37 29 23 % of Enroll 13% 10% 11% 12% 16% 8% 52% 48% 48% 8% 7% 8% Mean Scale Score 270.6 255 251.6 311.5 294.6 289 298.3 290.5 280.7 394.8 386.3 407.1 % Prof and Adv 2% 0% 0% 27% 17% 26% 16% 13% 13% 73% 79% 87% CST General Math (Gr 6-7 Standards) Students Tested 6 6 15 15 115 115 4 4 % of Enrollment 1% 3% 26% 1% Mean Scale Score * * 310.9 310.9 280.5 280.5 * * % Prof and Adv * * 27% 27% 5% 5% * * CST Algebra I Students Tested 40 10 1 51 29 16 2 47 68 74 13 155 6 3 1 10 % of Enrollment 9% 2% 0% 7% 4% 1% 15% 18% 4% 1% 1% 0.3% Mean Scale Score 282.6 * * 278.5 274.1 260.5 * 271.9 280.2 257.2 257.6 266.8 * * * * % Prof and Adv 13% * * 12% 3% 0% * 4% 10% 1% 0% 5% * * * * CST Integrated Math 1 Students Tested 1 1 1 1 % of Enrollment 0.3% 0.30% Mean Scale Score * * * * % Prof and Adv * * * * CST Geometry Students Tested 8 22 5 35 7 34 3 44 39 79 42 160 12 3 1 16 % of Enrollment 2% 5% 2% 2% 8% 1% 9% 19% 14% 3% 1% 0.3% Mean Scale Score * 253.2 * 265.3 * 249.6 * 258.1 285.6 247 242.2 255.3 364 * * 343.6 % Prof and Adv * 10% * 9% * 0% * 0% 10% 0% 0% 3% 58% * * 47% CST Algebra II Students Tested 11 24 35 3 14 11 28 4 37 55 96 16 12 5 33 % of Enrollment 3% 8% 1% 3% 4% 1% 9% 18% 4% 3% 2% Mean Scale Score 315 278.2 289.8 * 273.5 232.2 268.4 * 274.3 257.7 267.5 349.6 304.9 * 327.2 % Prof and Adv 36% 8% 17% * 0% 0% 7% * 8% 2% 6% 50% 17% * 30% CST Summative High School Mathematics (Grades 9-11) Students Tested 3 3 2 6 8 6 21 27 12 14 26 % of Enrollment 1% 1% 2% 1% 7% 3% 5% Mean Scale Score * * * * * * 270.2 265.1 347.9 354 351.2

Page 48 of 146

Asian Hispanic Afr

Amer White 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC % Prof and Adv * * * * * * 5% 4% 50% 57% 54% CST World History Students Tested 42 66 194 28 % of Enrollment 10% 16% 46% 7% Mean Scale Score 248.8 286 285 356.4 % Prof and Adv 0% 16% 9% 64% CST U.S. History Students Tested 31 25 137 22 % of Enrollment 10% 8% 46% 7% Mean Scale Score 268 305.8 291.5 431.5 % Prof and Adv 3% 24% 15% 91% CST Science (Grade 10 Life Science) Students Tested 41 58 186 26 % of Enrollment 10% 14% 44% 6% Mean Scale Score 263.7 298.6 291.7 396 % Prof and Adv 0% 16% 12% 77% CST Biology/Life Sciences Students Tested 16 22 11 49 21 45 6 72 68 150 60 278 30 19 3 52 % of Enrollment 4% 5% 4% 5% 11% 2% 15% 35% 20% 7% 5% 1% Mean Scale Score 299 278.3 286.2 286.8 331.6 299.9 * 308.8 320.5 296.3 287.5 300.3 386.9 389.5 * 387.9 % Prof and Adv 13% 0% 0% 4% 33% 11% * 17% 27% 10% 3% 13% 83% 74% * 78% CST Chemistry Students Tested 6 11 17 6 7 13 19 55 74 5 7 12 % of Enrollment 1% 4% 1% 2% 5% 18% 1% 2% Mean Scale Score * 269.2 273.8 * * 295.2 293.9 285.4 287.6 * * 314 % Prof and Adv * 0% 0% * * 8% 5% 2% 3% * * 0% CST Physics Students Tested 2 2 5 5 1 1 10 12 10 10 % of Enrollment 1% 2% 0.2% 0.2% 3% 3% Mean Scale Score * * * * * * * 291.3 * * % Prof and Adv * * * * * * * 0% * *


TABLE 53. 2006 CST Subject Scores by Other Significant Groups (English Learners, Economically Disadvantaged, Disabled) EL ED Diabled 9 10 11 EOC 9 10 11 EOC 9 10 11 EOCReported Enrollment 448 424 299 448 424 299 448 424 299 CST English-Language Arts Students Tested 57 44 33 235 181 124 34 20 13 % of Enroll 13% 10% 11% 53% 43% 42% 8% 5% 4% Mean Scale Score 270.6 255 251.6 304.6 305.4 280.5 268.3 272.1 244.7 % Prof and Adv 2% 0% 0% 25% 22% 17% 0% 5% 0% CST General Math (Gr 6-7 Standards) Students Tested 6 6 90 90 22 22 % of Enrollment 1% 20% 5% Mean Scale Score * * 283.7 283.7 256 256

Page 49 of 146

EL ED Diabled 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC % Prof and Adv * * 8% 8% 0% 0% CST Algebra I Students Tested 40 10 1 51 72 48 8 128 9 13 2 24 % of Enrollment 9% 2% 0.3% 16% 11% 3% 2% 3% 1% Mean Scale Score 282.6 * * 278.5 291.1 260.6 * 278.4 * 247.7 * 248.8 % Prof and Adv 13% * * 12% 13% 2% * 9% * 0% * 0% CST Integrated Math 1 Students Tested 1 1 1 1 1 1 % of Enrollment 0.3% 0.3% 0.3% Mean Scale Score * * * * * * % Prof and Adv * * * * * * CST Geometry Students Tested 8 22 5 35 66 65 27 158 1 6 4 11 % of Enrollment 2% 5% 2% 15% 15% 9% 0.2% 1% 1% Mean Scale Score * 253.2 * 265.3 316.4 257.8 257.3 282.5 * * * 221.3 % Prof and Adv * 10% * 9% 20% 3% 8% 11% * * * 0% CST Algebra II Students Tested 11 24 35 3 64 52 119 1 5 6 % of Enrollment 3% 8% 1% 15% 17% 0.2% 2% Mean Scale Score 315 278.2 289.8 * 308.7 267 290.3 * * * % Prof and Adv 36% 8% 17% * 25% 8% 17% * * * CST Summative High School Mathematics (Grades 9-11) Students Tested 3 3 2 30 32 1 1 % of Enrollment 1% 1% 10% 0.3% Mean Scale Score * * * 312.9 310.8 * * % Prof and Adv * * * 23% 25% * * CST World History Students Tested 42 179 17 % of Enrollment 10% 42% 4% Mean Scale Score 248.8 299.6 274.4 % Prof and Adv 0% 20% 13% CST U.S. History Students Tested 31 118 13 % of Enrollment 10% 40% 4% Mean Scale Score 268 303.1 267.8 % Prof and Adv 3% 23% 8% CST Science (Grade 10 Life Science) Students Tested 41 169 16 % of Enrollment 10% 40% 4% Mean Scale Score 263.7 306.9 275.9 % Prof and Adv 0% 19% 6% CST Biology/Life Sciences Students Tested 16 22 11 49 90 119 43 252 9 14 4 27 % of Enrollment 4% 5% 4% 20% 28% 14% 2% 3% 1% Mean Scale Score 299 278.3 286.2 286.8 329.5 315.4 291.8 316.4 * 294.8 * 284.7 % Prof and Adv 13% 0% 0% 4% 30% 20% 5% 21% * 14% * 7% CST Chemistry Students Tested 6 11 17 29 44 73 5 5

Page 50 of 146

EL ED Diabled 9 10 11 EOC 9 10 11 EOC 9 10 11 EOC % of Enrollment 1% 4% 7% 15% 2% Mean Scale Score * 269.2 273.8 302.2 290.8 295.3 * * % Prof and Adv * 0% 0% 10% 2% 5% * * CST Physics Students Tested 2 2 2 18 20 % of Enrollment 1% 1% 6% Mean Scale Score * * * 308.6 306.4 % Prof and Adv * * * 11% 10%


One of the more striking trends shown by the data is the high percentage of Algebra I students who score Far Below Basic and Below Basic. The school and district are supporting the Math Department in addressing this situation with research-based strategies to provide targeted intervention and support. A large part of the dynamics of the problem is the number of students who complete an Algebra course in 7th or 8th grade. These students, who otherwise would be scoring Proficient or Advanced in 9th grade on the Algebra I CST have already moved on to Geometry or Algebra II. This creates a double challenge in analyzing the scores with a view to overall school improvement: (1) the scores are automatically depressed because more adept math students have been removed from the Algebra I classes by virtue of their middle school work, and (2) the students who do enroll in Algebra I in high school have already experienced a lack of success in the subject in 8th grade. The challenge that the school faces in supporting the Math Department is in finding strategies that will help re-engage the students in the Algebra I classes, build their confidence in math work, and accelerate their progress so that the barriers that kept them from success in middle school can be overcome and the amount of material that they learn in 9th grade can include both the remedial and the standard curriculum.

3. California High School Exit Exam (CAHSEE)

a. Numbers tested and percent passing 2008 2007 2006

Number Tested

Number Passed

Percent Passed

Number Tested

Number Passed

Percent Passed

Number Tested

Number Passed

Percent Passed

ENGLISH-LANGUAGE ARTS All Students 591 366 62% 564 298 53% 622 374 60%

Special Ed. Students 56 12 21% 71 7 10% 62 13 21%

EL Students 100 45 45% 118 30 25% 120 35 29%

RFEP Students 72 67 93% 77 67 87% 38 33 87%

Socioeconomically Disadvantaged Students 314 181 58% 286 133 47% 295 166 56%

Not Socioeconomically Disadvantaged Students 178 124 70% 176 106 60% 180 119 66%

MATHEMATICS All Students 614 357 58% 613 306 50% 673 354 53%

Special Ed. Students 53 7 13% 72 6 8% 61 10 16%

EL Students 70 38 54% 84 40 48% 77 35 45%

RFEP Students 73 63 86% 81 66 81% 42 32 76%

Page 51 of 146

2008 2007 2006

Number Tested

Number Passed

Percent Passed

Number Tested

Number Passed

Percent Passed

Number Tested

Number Passed

Percent Passed

Socioeconomically Disadvantaged Students 318 182 57% 303 137 45% 304 152 50%

Not Socioeconomically Disadvantaged Students 193 123 64% 185 106 57% 195 107 55%


b. ELA and Math 2008 2007 2006

Number Tested

Number Passed

Percent Passed

Number Tested

Number Passed

Percent Passed

Number Tested

Number Passed

Percent Passed

ENGLISH-LANGUAGE ARTS All Students 591 366 62% 564 298 53% 622 374 60%

Female 283 186 66% 284 159 56% 314 201 64%

Male 308 180 58% 280 139 50% 308 173 56%

African American (not of Hispanic Origin)

348 188 54% 304 143 47% 339 194 57%

American Indian or Alaska Native 2 0 0% 1 0 0% 1 0 0%

Asian 98 74 76% 131 75 57% 145 92 63%

Filipino 2 0 0% 9 0 0% 7 0 0%

Hispanic or Latino 90 60 67% 65 26 40% 91 49 54%

Pacific Islander 3 0 0% 1 0 0%

White (not of Hispanic Origin) 31 28 90% 38 35 92% 32 31 97%

Other 1 0 0% 1 0 0% MATHEMATICS

All Students 614 357 58% 613 306 50% 673 354 53%

Female 316 188 59% 337 161 48% 371 197 53%

Male 298 169 57% 276 145 53% 302 157 52%

African American (not of Hispanic Origin)

402 195 49% 375 140 37% 430 177 41%

American Indian or Alaska Native 1 0 0% 1 0 0% 0 0 0%

Asian 72 62 86% 92 76 83% 103 93 90%

Filipino 2 0 0% 11 9 82% 10 0 0%

Hispanic or Latino 85 60 71% 75 32 43% 91 48 53%

Pacific Islander 3 0 0% 1 0 0%

White (not of Hispanic Origin) 32 26 81% 41 37 90% 33 28 85%

Other 2 0 0% 1 0 0%


Page 52 of 146

4. Adequate Yearly Progress (AYP) TABLE 54. Adequate Yearly Progress: Language Arts 3-Year Summary

2008 2007 2006


Met Target

Participation Rate

% Prof.

Met Target

Participation Rate %

Prof. Met Target

Participation Rate

All Students 46.7% N 93% 38.2% N 92% 49.3% N 94% African American (not of Hispanic Origin) 39.1% Y 93% 24.5% Y 89% 39.3% Y 93%


Asian 58.1% Y 93% 53.5% Y 95% 72.2% Y 96% Filipino 0% - 100% 0% - 86% 0% - 100% Hispanic 49.2% Y 95% 23.7% - 91% 39% Y 93% Pacific Islander 0% - 100% 0% - 0% 0% - 0% White (not of Hispanic origin) 80.8% - 100% 86.5% - 100% 92.9% - 97%

Socioeconomically Disadvantaged 40.8% Y 97% 28.9% Y 94% 47.4% Y 95%

English Learners 22.5% N 91% 23.1% - 94% 28.4% - 94% Students with Disabilities 15.2% - 78% 6.1% - 85% 33.3% - 95%


TABLE 55. Adequate Yearly Progress: Mathematics 3-Year Summary

2008 2007 2006


Met Target Participation Rate

% Prof.

Met Target

Participation Rate %

Prof. Met Target

Participation Rate

All Students 40.1% Y 95% 37.7% N 92% 39% N 94% African American (not of Hispanic Origin) 24.1% N 95% 19.9% Y 89% 23.8% Y 93%


Asian 78.9% - 93% 70.8% Y 97% 79.2% Y 96% Filipino 0% - 100% 0% - 100% 0% - 100% Hispanic 48.3% - 94% 24.4% - 94% 31.1% Y 98% Pacific Islander 0% - 100% 0% - 0% 0% - 0% White (not of Hispanic origin) 80.8% - 100% 78.4% - 100% 71.4% - 97%

Socioeconomically Disadvantaged 37.8% Y 96% 29.8% Y 96% 37.7% Y 94%

English Learners 41.8% Y 91% 36.7% - 94% 34.3% - 98% Students with Disabilities 10.3% - 94% 6.1% - 85% 12.5% - 92%

Source: California Department of Education (2008) TABLE 56. 2008 AYP Report

2008 AYP Report 1. Annual Measurable Objectives

2. Participation

Rate 3.

API

4. Graduation

Rate Demonstrating Adequate Yearly Progress CAHSEE Language Arts: Met CAHSEE Mathematics: Met Met Met Met

Page 53 of 146

(AYP) Objective Objective Participation Goal

API Goal

Graduation Goal

N N N Y Y


2. Participation

Rate 3.

API

Student Groups

Number of Students Tested

ELA Valid Scores

% meeting objective


Math Valid

Scores % meeting objective Part. Rate API

All Students 399 381 46.7% 406 387 40.1% E 93%; M 95%

0 (+0)

African American (not of Hispanic Origin) 227 220 39.1% 240 232 24.1% E 93%; M 95%

0 (+0)

American Indian or Alaska Native 1 1 0% 1 1 0% E 100%; M 100%

0 (+0)

Asian 64 62 58.1% 59 57 78.9% E 93%; M 93%

0 (+0)

Filipino 2 2 0% 2 2 0% E 100%; M 100%

0 (+0)

Hispanic 63 59 49.2% 62 58 48.3% E 95%; M 94%

0 (+0)

Pacific Islander 3 1 0% 3 1 0% E 100%; M 100%

0 (+0)

White (not of Hispanic origin) 28 26 80.8% 28 26 80.8% E 100%; M 100%

0 (+0)

Socioeconomically Disadvantaged 212 201 40.8% 208 196 37.8% E 97%; M 96%

0 (+0)

English Learners 73 71 22.5% 69 67 41.8% E 91%; M 91%

0 (+0)

Students with Disabilities 34 33 15.2% 41 39 10.3% E 78%; M 94%


TABLE 57. 2007 AYP Report

2007 AYP Report 1. Annual Measurable Objectives 2. Participation

Rate 3. API 4. Graduation

Rate Demonstrating Adequate Yearly Progress (AYP)

CAHSEE Language Arts: Met Objective

CAHSEE Mathematics: Met Objective

Met Participation Goal

Met API Goal

Met Graduation Goal

Y Y N N Y

1. Annual Measurable Objectives

2. Participation

Rate 3.

API

Student Groups


ELA Valid

Scores % meeting objective


Math Valid


All Students 362 346 38.2% 373 358 37.7% E 92%; M 92%

0 (+0)

Page 54 of 146

1. Annual Measurable Objectives

2. Participation

Rate 3.

API

Student Groups


ELA Valid



Math Valid



0 (+0)

American Indian or Alaska Native 0 0 0% 0 0 0% --; -- 0 (+0)

Asian 75 71 53.5% 76 72 70.8% E 95%; M 97%

0 (+0)

Filipino 6 5 0% 7 6 0% E 86%; M 100%

0 (+0)

Hispanic 40 38 23.7% 43 41 24.4% E 91%; M 94%

0 (+0)

Pacific Islander 0 0 0% 0 0 0% --; -- 0 (+0)


0 (+0)


0 (+0)


0 (+0)



TABLE 58. 2006 AYP Report


2. Participation

Rate 3.

API

4. Graduation

Rate

Demonstrating Adequate Yearly Progress (AYP)

CAHSEE Language Arts: Met Objective

CAHSEE Mathematics: Met Objective

Met Participation Goal

Met API Goal

Met Graduation Goal

Y Y N Y N


2. Participation

Rate 3.

API

Student Groups


ELA Valid



Math Valid


Student Groups


ELA Valid



Math Valid


All Students 417 379 49.3% 418 377 39% E 94%; M 94%

611 (+27)


540 (+18)

American Indian or Alaska Native 1 1 0% 0 0 0% E 100%; M 0%

0 (+0)

Page 55 of 146

Student Groups


ELA Valid



Math Valid


Asian 79 72 72.2% 78 72 79.2% E 96%; M 96%

740 (+39)

Filipino 5 5 0% 4 4 0% E 100%; M 100%

0 (+0)

Hispanic 66 59 39% 69 61 31.1% E 93%; M 98%

564 (+4)

Pacific Islander 0 0 0% 0 0 0% --; -- 0 (+0)


0 (+0)


589 (+21)


0 (+0)



5. California English Language Development Test (CELDT) TABLE 59. 2007-2008 CELDT Annual Assessment for All Students by Grade Level

Grades 9 10 11 12 Total Performance Level Number and Percent of Students at Each Overall Performance Level

0 0 4 2 6 Advanced

0.00% 0.00% 14.00% 9.00% 5.00% 6 5 5 6 22 Early Advanced

18.00% 14.00% 17.00% 26.00% 18.00% 10 17 8 14 49 Intermediate

30.00% 46.00% 28.00% 61.00% 40.00% 10 7 8 1 26 Early Intermediate

30.00% 19.00% 28.00% 4.00% 21.00% 7 8 4 0 19 Beginning

21.00% 22.00% 14.00% 0.00% 16.00% 33 37 29 23 122 Number Tested

100.00% 100.00% 100.00% 100.00% 100.00% Skill Area Mean Scale Scores

Listening 505.4 524.2 559.4 601.6 Speaking 512.2 527.5 549 588.3 Reading 520.6 536.3 553.6 570.9 Writing 505.1 525.1 522.8 542.2

Source: California Department of Education (2008). Percents show number of students in the indicated grade level who scored at the indicated performance level as a percentage of the total number of students tested in that grade level.

TABLE 60. 2006-2007 CELDT Annual Assessment for All Students by Grade Level Grades 9 10 11 12 Total

Performance Level Number and Percent of Students at Each Overall Performance Level Advanced 0 1 2 0 3

Page 56 of 146

Grades 9 10 11 12 Total Performance Level Number and Percent of Students at Each Overall Performance Level

0.00% 3.00% 7.00% 0.00% 3.00% 4 6 2 5 17 Early Advanced

12.00% 18.00% 7.00% 24.00% 15.00% 14 16 15 7 52 Intermediate

41.00% 48.00% 56.00% 33.00% 45.00% 10 6 6 8 30 Early Intermediate

29.00% 18.00% 22.00% 38.00% 26.00% 6 4 2 1 13 Beginning

18.00% 12.00% 7.00% 5.00% 11.00% 34 33 27 21 115 Number Tested

100.00% 100.00% 100.00% 100.00% 100.00% Skill Area Mean Scale Scores

Listening 495.9 556.6 554.8 564.2 Speaking 509 533.5 582.6 538.8 Reading 515.3 555.5 553.2 557 Writing 507.2 511.5 512.1 500

Source: California Department of Education (2008). Percents show number of students in the indicated grade level who scored at the indicated performance level as a percentage of the total number of students tested in that grade level.

Note: 2007-08 Edition summary results are reported using the common scale that was first used in 2006-07. Results from the 2007-08 Edition may be compared with the results for 2006-07. However, summary results from either of these two years should not be compared with any CELDT results posted in previous years (Forms A-E).

6. Local assessments Oakland Unified Instructional Services has created subject matter assessments that are

modeled after California State Standards. The subject areas that now have benchmark assessments are the following: ELA, Math, Science, World Languages and Social Studies. Oakland Tech has participated in administering these assessments and conducting cycles of inquiry with the student results. These tests were piloted in 2006-2007, and 2007-2008 is the first year that data was published. The Social Studies benchmarks are composed of document-based questions, and their results have not been tabulated yet.

a. ELA Midyear Benchmark Oakland Tech 9th and 10th grades showed higher percentages for at or above benchmark than

11th and 12th grade students. The chart below also compares cohort CST data, Progress Assessment 1 and Midyear benchmark assessment. The comparison also shows that all ethnic groups are improving. All of the various fluency groups have made gains as well.

TABLE 61. ELA Mid-year Benchmark Results by Grade Level - January 2008

Overall Mid-year Benchmark Results

Grade Level Students Avg % Corr % Below Benchmk

% Appr Benchmk

% At Benchmk

% Above Benchmk

% At + Above

PA I Cohort % at Bmark*

CST ELA Cohort % Prof**

Page 57 of 146

9th 343 64% 25% 25% 30% 20% 50% 43% 35% 10th 331 63% 30% 23% 28% 19% 47% 57% 45% 11th 266 50% 52% 33% 13% 3% 16% 21% 28% 12th 251 58% 28% 51% 19% 2% 21% 25% 20% All Grades 1191 59% 33% 32% 23% 12% 35% 39% 33% Standard Groups - % At or Above Benchmark Grade Level Students Lang Conv 1.0 Reading 1.0 Reading 2.0 Reading 3.0 Writing 1.0 9th 343 64% 25% 25% 30% 20% 10th 331 63% 30% 23% 28% 19% 11th 266 50% 52% 33% 13% 3% 12th 251 58% 28% 51% 19% 2% All Grades 1191 59% 33% 32% 23% 12%

*Cohort is limited to students who took the Mid-year Benchmark and have valid ELA Progress Assessment I scores from Fall 2007.

**Cohort is limited to students who took the Mid-year Benchmark and have valid CST ELA scores from Spring 2007.

Source: OUSD Office of Research, Assessment & Accountability. Percents show students at each grade level who achieved at the indicated level as a percentage of the total students in that grade level who took the benchmark.

TABLE 62. ELA Mid-year Benchmark Results by Ethnic Group* - January 2008


Ethnicity Students Avg % Corr % Below Benchmk

% Appr Benchmk

% At Benchmk

% Above Benchmk

% At + Above



Asian 204 70% 12% 29% 36% 23% 59% 52% 55% Hispanic 156 62% 25% 40% 25% 10% 35% 46% 34% Afr Amer 691 53% 44% 34% 17% 5% 22% 27% 19% White 90 77% 10% 12% 38% 40% 78% 86% 78% Filipino 12 64% 17% 33% 42% 8% 50% 40% 45% Not Spec 30 57% 37% 37% 10% 17% 27% 40% 22%

*Limited to groups of no less than 6 students.

Source: OUSD Office of Research, Assessment & Accountability. Percents show students of each ethnicity who achieved at the indicated level as a percentage of the total students of that ethnicity.

TABLE 63. ELA Mid-year Benchmark Results by Fluency Group - January 2008


Fluency Students Avg % Corr % Below Benchmk

% Appr Benchmk

% At Benchmk

% Above Benchmk

% At + Above



English Learners 47 51% 49% 38% 13% 0% 13% 10% 0% English Only 852 47% 39% 30% 21% 11% 32% 36% 28% IFEP 41 70% 2% 46% 29% 22% 51% 56% 63% RFEP 247 67% 16% 35% 33% 16% 49% 56% 48%

Source: OUSD Office of Research, Assessment & Accountability. Percents show students of each fluency group who achieved at the indicated level as a percentage of the total students of that fluency group.

b. Math Midyear Benchmark TABLE 64. Math Mid-year Benchmark Results by Course - January 2008

Page 58 of 146


Course Students Avg % Corr % Below Benchmk

% Appr Benchmk

% At Benchmk

% Above Benchmk

% At + Above



Algebra A 102 39% 75% 20% 3% 2% 5% 21% 5% Algebra 1 283 39% 75% 17% 6% 2% 8% 19% 6% Geometry 230 49% 51% 37% 9% 4% 13% 41% 15% Adv Alg 211 57% 33% 44% 18% 6% 24% 39% 31% Math Analys 184 44% 58% 31% 10% 1% 11% 39% 34% All Courses 1010 46% 58% 30% 10% 3% 13% 31% 19% Course Students Standard Groups - % At or Above Benchmark Algebra A 102 Alg&Func 1.0 34% Alg&Func 4.0 30% Alg 4.0 20% Alg 5.0 24% NumSense 1.0 3% Algebra 1 283 Alg 1 2.0 29% Alg 1 3.0 13% Alg 1 4.0 41% Alg 1 5.0 19% Alg 1 6.0 20% Geometry 230 Geom 4.0 40% Geom 5.0 71% Geom 6.0 13% Geom 7.0 20% Geom 12.0 30% Adv Alg 211 Alg 1 61% Alg 2 1.0 64% Alg 2 2.0 40% Alg 2 5.0 60% Alg 2 6.0 41% Math Analys 184 Alg 2 13% Math Analys 40% Trig 22%

*Cohort is limited to students who took the Mid-year Benchmark and have valid Math Progress Assessment I scores from Fall 2007.

**Cohort is limited to students who took the Mid-year Benchmark and have valid CST Math scores from Spring 2007.

Source: OUSD Office of Research, Assessment & Accountability. Percents show students at each grade level who achieved at the indicated level as a percentage of the total students in that grade level.

TABLE 65. Math Mid-year Benchmark Results by Ethnic Group* - January 2008



% Appr Benchmk

% At Benchmk

% Above Benchmk

% At + Above



Asian 18 59% 17% 43% 23% 7% 29% 49% 43% Hispanic 151 45% 60% 30% 9% 1% 9% 30% 12% Afr Amer 569 40% 71% 24% 4% 1% 5% 24% 9% White 59 61% 27% 35% 22% 14% 36% 44% 45% Filipino 9 52% 44% 44% 11% 0% 11% 50% 25% Not Spec 31 52% 45% 39% 10% 6% 16% 32% 16%



TABLE 66. Math Mid-year Benchmark Results by Fluency Group - January 2008



% Appr Benchmk

% At Benchmk

% Above Benchmk

% At + Above



English Learners 105 51% 44% 36% 15% 5% 20% 41% 10% English Only 672 43% 65% 26% 6% 3% 9% 27% 14% IFEP 25 59% 28% 40% 28% 4% 32% 60% 48% RFEP 205 52% 44% 38% 15% 3% 18% 37% 33% Source: OUSD Office of Research, Assessment & Accountability. Percents show students of each fluency group who achieved at the indicated level as a percentage of the total students of that fluency group.

Page 59 of 146

c. Science Midyear Benchmark TABLE 67. Science Mid-year Benchmark Results by Course - January 2008


Course Students Avg % Corr % Below Benchmk

% Appr Benchmk

% At Benchmk

% Above Benchmk

% At + Above

Biology 386 49% 49% 42% 8% 1% 8% Chemistry 254 46% 62% 25% 9% 4% 13% Physics 53 82% 0% 13% 40% 47% 87% All Courses 693 51% 50% 34% 10% 5% 16% Course Students Standard Groups* - % At or Above Benchmark Biology 386 CellBiology 27% Genetics 2.a-g 29% Genetics 3.a-b 60% Genetics 4.a-e 24% Genetics 5.a-c 8% Investigation 26%

Chemistry 254 Atom&Molec 26% NuclearProc 19% ChemBonds 13% OrganicChem 35% Acids&Bases 48%

Physics 53 Motion 83% EnergyConserv 87%

*Limited to major Standard Groupings


TABLE 68. Science Mid-year Benchmark Results by Ethnic Group* - January 2008



% Appr Benchmk

% At Benchmk

% Above Benchmk

% At + Above

Asian 152 58% 36% 38% 20% 7% 27% Hispanic 92 50% 51% 36% 9% 4% 13% Afr Amer 352 45% 63% 28% 6% 3% 9% White 68 64% 16% 50% 18% 16% 34% Filipino 9 56% 33% 56% 11% 0% 11% Not Spec 16 46% 63% 31% 0% 6% 6%



TABLE 69. Science Mid-year Benchmark Results by Fluency Group - January 2008



% Appr Benchmk

% At Benchmk

% Above Benchmk

% At + Above

English Learners 41 38% 78% 12% 7% 2% 10% English Only 466 49% 73% 33% 8% 6% 14% IFEP 24 56% 42% 38% 21% 9% 21% RFEP 161 57% 38% 40% 17% 6% 22% Source: OUSD Office of Research, Assessment & Accountability. Percents show students of each fluency group who achieved at the indicated level as a percentage of the total students of that fluency group.

d. World Languages Midyear Benchmark TABLE 70. World Languages Mid-year Benchmark Results by Course - January 2008

Page 60 of 146

Overall Mid-Year Benchmark Results

Course Students Avg % Corr % FBB % BB % Bas % Prof % Adv % Prof + Adv

French 1 48 65% 2% 17% 42% 38% 2% 40% French 2 30 60% 7% 20% 43% 27% 3% 30% Spanish 1 262 74% 5% 6% 18% 50% 21% 71% Spanish 2 216 73% 3% 7% 32% 35% 22% 57% Spanish 3 104 62% 13% 25% 19% 38% 5% 43% All Courses 660 71% 5% 11% 25% 41% 17% 38%

Standard Groups - % Proficient or Advanced

Grammar Listening Comp Listening Comp Reading

Comp Reading Comp Situations Vocab Vocab Writing

Course Students A B C D A B C A B

French 1 48 50% 60% 54% French 2 30 40% 60% 73% 10% 33% 63% 47% Spanish 1 262 71% 26% 73% Spanish 2 216 63% 63% Spanish 3 104 47% 21% 54% 38% 43%

*Limited to major Standard Groupings


TABLE 71. World Languages Mid-year Benchmark Results by Ethnic Group* - January 2008


Ethnicity Students Avg % Corr % FBB % BB % Bas % Prof % Adv % Prof + Adv

Asian 129 72% 5% 13% 21% 43% 19% 61% Hispanic 90 78% 0% 4% 24% 49% 22% 71% Afr Amer 352 68% 7% 12% 29% 38% 14% 51% White 54 77% 6% 7% 15% 46% 26% 72% Filipino 7 72% 0% 29% 14% 29% 28% 57% Not Spec 21 70% 55 10% 24% 52% 10% 62%



TABLE 72. World Languages Mid-year Benchmark Results by Fluency Group - January 2008


Fluency StudentsAvg % Corr % FBB % BB % Bas % Prof % Adv % Prof + Adv

English Learners 39 74% 3% 10% 18% 56% 13% 69% English Only 454 69% 7% 11% 27% 60% 15% 55% IFEP 20 80% 0% 5% 10% 65% 20% 85% RFEP 146 73% 3% 12% 25% 38% 22% 60% Source: OUSD Office of Research, Assessment & Accountability. Percents show students of each fluency group who achieved at the indicated level as a percentage of the total students of that fluency group.

Page 61 of 146

7. SAT results TABLE 73. SAT Results

School Year

Grade 12 Enrollment

Number Tested

Percent Tested

Verbal Average

Math Average

VM Average

VM>=1,000 Number

2004-2005 323 191 59.13 447 467 63 19.5

Grade 12 Enrollment

Number Tested

Percent Tested

Verbal Average

Math Average

Writing Average

VMW>=1,500 Number

VMW>=1,500 Rate

2005-2006 265 183 69.06 440 442 442 53 20.0 2006-2007 254 176 69.29 446 467 450 59 23.2 Source: California Department of Education.

8. Advanced placement program Oakland Tech has a robust Advanced Placement program, offering 19 AP sections in

English, Math, Science, Social Studies, and World Languages: AP Chinese Language (Mandarin), AP English Literature, AP Spanish Language, AP Spanish Literature, AP Calculus AB, AP Calculus BC, AP Statistics, AP Biology, AP Chemistry, AP Physics C, AP American Government, AP US History.

TABLE 74. Advanced Placement Courses by Department

Department Course English AP English Literature Math AP Calculus AB

AP Calculus BC AP Statistics

Science AP Biology AP Chemistry AP Physics C

Social Studies AP US History AP American Government

World Language AP Chinese Language (Mandarin) AP Spanish Language AP Spanish Literature

Source: Oakland Tech High School Master Schedule.

TABLE 75. Advanced Placement Enrollment by Ethnicity

2004-2005 2005-2006 2006-2007 Total enrollment 311 285 267 Asian 39% 36% 51% Hispanic 13% 14% 11% African American 19% 22% 11% Caucasian 28% 16% 26% Other 1% 1% 17% Source: OUSD Aeries Student Information Management System. Percents show the enrollment in AP classes of each ethnicity as a percentage of the total enrollment in AP classes.

TABLE 76. Advanced Placement Results

School Year

Grade 12 Enr.

Grade 11 + 12 Enr.

Number of Test Takers

Exams Score=1

Exams Score=2

Exams Score=3

Exams Score=4

Exams Score=5

2004-2005 323 715 161 72 71 72 60 34

Page 62 of 146

2005-2006 265 611 161 77 71 66 40 22 2006-2007 254 629 173 94 54 72 70 42 Source: California Department of Education.

9. Algebra enrollment by grade level TABLE 77. Algebra Enrollment by Grade Level

9th 10th 11th 12th Total enrollment 509 417 287 337 Total students taking any math class 515 409 277 263 Percentage of total Enrollment 100% 98.1% 96.5% 78.0% 9th 10th 11th 12th

% of Students Taking Algebra

% of Students Taking Any Math Class

% of Students Taking Algebra




Algebra 1 (9th only) 95 30.3% 18.4% 1 0.7% 0.2% 0 0.0% 0 0.0%Algebra 1 (mixed) 53 16.9% 10.3% 108 77.1% 26.4% 10 3.6% 10 3.8%Algebra 1 SEI 27 8.6% 5.2% 13 9.3% 3.2% 2 0.7% 0 0.0%Algebra 1A 89 28.3% 17.3% 0 0.0% 0.0% 0 0.0% 0 0.0%Algebra 1A SEI 11 3.5% 2.1% 0 0.0% 0.0% 0 0.0% 0 0.0%Algebra 1AB 26 8.3% 5.0% 0 0.0% 0.0% 0 0.0% 0 0.0%Algebra SEC 10 3.2% 1.9% 15 10.7% 3.7% 0 0.0% 0 0.0%Algebra 1 SEC 2 0.6% 0.4% 2 1.4% 0.5% 1 0.4% 0 0.0%Int Algebra 1 0.3% 0.2% 1 0.7% 0.2% 3 1.1% 2 0.8%TOTAL ALGEBRA 314 61.0% 140 34.2% 16 5.8% 12 4.6% Geometry (mixed) 17 11.6% 3.3% 112 86.8% 27.4% 76 27.4% 24 9.1%Geometry (9th only) 118 80.8% 22.9% 1 0.8% 0.2% 0 0.0% 0 0.0%Geometry SEI 7 4.8% 1.4% 6 4.7% 1.5% 7 2.5% 0 0.0%Geometry W3521 2 1.4% 0.4% 5 3.9% 1.2% 2 0.7% 0 0.0%Geometry SDC 2 1.4% 0.4% 5 3.9% 1.2% 1 0.4% 1 0.4%TOTAL GEOMETRY 146 28.3% 129 31.5% 86 31.0% 25 9.5% Probability/Statistics 0 0.0% 28 100.0% 6.8% 43 15.5% 87 33.1% Adv Algebra/Trig 50 9.7% 71 17.4% 48 17.3% 36 13.7%Adv Algebra/Trig SEI 2 0.4% 7 1.7% 5 1.8% 7 2.7%TOTAL ADV ALG 52 10.1% 78 19.1% 53 19.1% 43 16.3% Math Analysis 1 0.2% 31 7.6% 53 19.1% 28 10.6% CAHSEE Math 2 0.4% 3 0.7% 3 1.1% 12 4.6% AP Calculus AB 0 0 17 6.1% 27 10.3%AP Calculus BC 0 0 0 0.0% 18 6.8%AP Statistics 0 0 6 2.2% 11 4.2%

Page 63 of 146

Source: OUSD Aeries Student Information Management System. Percents for Algebra show the enrollment in each course and grade level as a percentage of the total number of students enrolled in any type of Algebra course in that grade level. Percents for students taking any math class show the enrollment in each course as a percentage of the total enrollment in all math courses in that grade level. Similar percents are shown for Geometry courses and other math courses.

TABLE 78. Algebra Enrollment by Ethnicity: 9th Grade

Total Asian Hispanic Afr Amer White Other Algebra 1 (9th only) 95 7 7.4% 16 16.8% 67 70.5% 1 1.1% 4 4.2% Algebra 1 (mixed) 53 0 0.0% 6 11.3% 45 84.9% 0 0.0% 2 3.8% Algebra 1 SEI 27 3 11.1% 8 29.6% 1 3.7% 0 0.0% 15 55.6% Algebra 1A 89 0 0.0% 10 11.2% 77 86.5% 0 0.0% 2 2.2% Algebra 1A SEI 11 2 18.2% 9 81.8% 0 0.0% 0 0.0% 0 0.0% Algebra 1AB 26 1 3.8% 4 15.4% 21 80.8% 0 0.0% 0 0.0% Algebra SEC 10 0 0.0% 0 0.0% 10 100.0% 0 0.0% 0 0.0% Algebra 1 SEC 2 0 0.0% 0 0.0% 2 100.0% 0 0.0% 0 0.0% Int Algebra 1 0 0.0% 0 0.0% 1 100.0% 0 0.0% 0 0.0% TOTAL ALGEBRA 314 13 4.1% 53 16.9% 224 71.3% 1 0.3% 23 7.3% Geometry (mixed) 17 0 0.0% 6 35.3% 9 52.9% 1 5.9% 1 5.9% Geometry (9th only) 118 35 29.7% 21 17.8% 30 25.4% 28 23.7% 4 3.4% Geometry SEI 7 7 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% Geometry W3521 2 0 0.0% 0 0.0% 1 50.0% 0 0.0% 1 50.0% Geometry SDC 2 0 0.0% 0 0.0% 1 50.0% 0 0.0% 1 50.0% TOTAL GEOMETRY 146 42 28.8% 27 18.5% 41 28.1% 29 19.9% 7 4.8% Probability/Statistics 0 Adv Algebra/Trig 50 25 50.0% 1 2.0% 9 18.0% 10 20.0% 5 10.0% Adv Algebra/Trig SEI 2 1 50.0% 0 0.0% 1 50.0% 0 0.0% 0 0.0% 52 26 50.0% 1 1.9% 10 19.2% 10 19.2% 5 9.6% Source: OUSD Aeries Student Information Management System. Percents show the enrollment of each ethnicity in each course as a percentage of the total number of students enrolled that course. Similar percents are shown for Geometry courses and other math courses.

TABLE 79. Algebra Enrollment by Ethnicity: 10th Grade

Total Asian Hispanic Afr Amer White Other Algebra 1 (9th only) 1 0 0.0% 0 0.0% 1 100.0% 0 0.0% 0 0.0% Algebra 1 (mixed) 108 5 4.6% 11 10.2% 83 76.9% 4 3.7% 5 4.6% Algebra 1 SEI 13 4 30.8% 5 38.5% 3 23.1% 0 0.0% 1 7.7% Algebra 1A 0 Algebra 1A SEI 0 Algebra 1AB 0 Algebra SEC 5 0 0.0% 1 20.0% 4 80.0% 0 0.0% 0 0.0% Algebra 1 SEC 2 0 0.0% 0 0.0% 2 100.0% 0 0.0% 0 0.0% Int Algebra 1 0 0.0% 0 0.0% 1 100.0% 0 0.0% 0 0.0% TOTAL ALGEBRA 130 9 17 94 4 6 Geometry (mixed) 112 13 11.6% 15 13.4% 77 68.8% 2 1.8% 5 4.5% Geometry (9th only) 1 0 0.0% 0 0.0% 1 100.0% 0 0.0% 0 0.0%

Page 64 of 146

Total Asian Hispanic Afr Amer White Other Geometry SEI 6 4 66.7% 1 16.7% 1 16.7% 0 0.0% 0 0.0% Geometry W3521 5 0 0.0% 0 0.0% 5 100.0% 0 0.0% 0 0.0% Geometry SDC 5 0 0.0% 0 0.0% 5 100.0% 0 0.0% 0 0.0% TOTAL GEOMETRY 129 17 13.2% 16 12.4% 89 69.0% 2 1.6% 5 3.9% Probability/Statistics 28 2 5 19 1 1 Adv Algebra/Trig 71 22 31.0% 17 23.9% 21 29.6% 7 9.9% 4 5.6% Adv Algebra/Trig SEI 7 6 85.7% 0 0.0% 1 14.3% 0 0.0% 0 0.0% 78 28 35.9% 17 21.8% 22 28.2% 7 9.0% 4 5.1% Source: OUSD Aeries Student Information Management System. Percents show the enrollment of each ethnicity in each course as a percentage of the total number of students enrolled that course. Similar percents are shown for Geometry courses and other math courses.

10. D and F analysis TABLE 80 shows the end-of-year GPA by grade level and ethnic group. Last year, a higher

percentage of 9th graders earned less than 2.00 than students in other grade levels, and there are significant differences between the GPA’s of Asians, African Americans, and Whites. Hispanic 9th graders and African Americans were more similar, with over 50% of each group earning less than 2.00. As students progressed through 12th grade, a smaller percentage had GPA’s less than 2.00, with Asians and Whites approaching 10% or less; however, even in 12th grade, 20% of Hispanics and African Americans earned less than 2.00. This trend in last year’s grades is an improvement over the past two years.

TABLE 80. Distribution of GPA by Grade and Ethnicity

Asian % Hispanic % Afr Amer % White % 2005-2006 Grade 9 81 59 289 39

D (1.0 – 1.9) 8 9.9% 25 42.4% 114 39.4% 6 15.4% F (1.0 – 1.9) 9 11.1% 12 20.3% 73 25.3% 2 5.1% D & F 17 21.0% 37 62.7% 187 64.7% 8 20.5%

Grade 10 82 76 252 32 D (1.0 – 1.9) 6 7.3% 31 40.8% 104 41.3% 5 15.6% F (1.0 – 1.9) 1 1.2% 7 9.2% 24 9.5% 1 3.1% D & F 7 8.5% 38 50.0% 128 50.8% 6 18.8%

Grade 11 79 27 174 24 D (1.0 – 1.9) 10 12.7% 8 29.6% 55 31.6% 3 12.5% F (1.0 – 1.9) 0 0.0% 0 0.0% 5 2.9% 0 0.0% D & F 10 12.7% 8 29.6% 60 34.5% 3 12.5%

Grade 12 71 25 175 21 D (1.0 – 1.9) 7 9.9% 4 16.0% 56 32.0% 2 9.5% F (1.0 – 1.9) 0 0.0% 0 0.0% 0 0.0% 0 0.0% D & F 7 9.9% 4 16.0% 56 32.0% 2 9.5%

Total D & F 41 13.1% 87 46.5% 431 48.4% 19 16.4%

2006-2007 Grade 9 75 77 319 33

D (1.0 – 1.9) 8 10.7% 25 32.5% 101 31.7% 3 9.1% F (1.0 – 1.9) 6 8.0% 18 23.4% 88 27.6% 5 15.2% D & F 14 18.7% 43 55.8% 189 59.2% 8 24.2%

Grade 10 79 48 187 36 D (1.0 – 1.9) 9 11.4% 18 37.5% 74 39.6% 5 13.9%

Page 65 of 146

% White % Asian % Hispanic % Afr Amer F (1.0 – 1.9) 2 2.5% 7 14.6% 20 10.7% 0 0.0% D & F 11 13.9% 25 52.1% 94 50.3% 5 13.9%

Grade 11 80 49 181 30 D (1.0 – 1.9) 9 11.3% 16 32.7% 59 32.6% 3 10.0% F (1.0 – 1.9) 0 0.0% 3 6.1% 1 0.6% 0 0.0% D & F 9 11.3% 19 38.8% 60 33.1% 3 10.0%

Grade 12 72 22 152 21 D (1.0 – 1.9) 6 8.3% 6 27.3% 34 22.4% 1 4.8% F (1.0 – 1.9) 0 0.0% 0 0.0% 0 0.0% 0 0.0% D & F 6 8.3% 6 27.3% 34 22.4% 1 4.8%

Total D & F 40 13.1% 93 47.4% 377 44.9% 17 14.2%

2007-2008 Grade 9 82 85 279 42

D (1.0 – 1.9) 10 12.2% 34 40.0% 98 35.1% 3 7.1% F (1.0 – 1.9) 4 4.9% 16 18.8% 70 25.1% 1 2.4% D & F 14 17.1% 50 58.8% 168 60.2% 4 9.5%

Grade 10 68 61 242 30 D (1.0 – 1.9) 8 11.8% 20 32.8% 102 42.1% 2 6.7% F (1.0 – 1.9) 1 1.5% 2 3.3% 20 8.3% 0 0.0% D & F 9 13.2% 22 36.1% 122 50.4% 2 6.7%

Grade 11 62 30 139 38 D (1.0 – 1.9) 4 6.5% 7 23.3% 43 30.9% 4 10.5% F (1.0 – 1.9) 0 0.0% 0 0.0% 1 0.7% 0 0.0% D & F 4 6.5% 7 23.3% 44 31.7% 4 10.5%

Grade 12 83 45 173 28 D (1.0 – 1.9) 4 4.8% 9 20.0% 44 25.4% 0 0.0% F (1.0 – 1.9) 0 0.0% 0 0.0% 0 0.0% 0 0.0% D & F 4 4.8% 9 20.0% 44 25.4% 0 0.0%

Total D & F 31 10.5% 88 39.8% 378 45.4% 10 7.2% Source: OUSD Aeries Student Information Management System. Percents show the number of students whose cumulative GPA is within the D range or the F range in each ethnic group and grade level as a percentage of the total students in that ethnic group and grade level. The final row shows the summary for each ethnic group for all grade levels.

11. Completion rates

a. Graduation rates; dropout rates; a-g completion rates CDE has gathered graduation and dropout rate information for Oakland Tech. For the most

recent three years for which this data is available, there is a 62% decrease in the overall number of dropouts, with most of these occurring in 9th and 12th grades. TABLE 82 shows the a-g completion rate by ethnic group. In 2006-2007, the rate was approaching 50% for the school, which represents a 68% increase over what it was just two years earlier. African American students showed a 154% increase in their completion rate for this period, although as a group, the completion rate is still 33%. The completion rate for Hispanic students does not show such a consistent increase during this period, and the numbers of graduates are small enough that a change of one or two students produces a large percent variation.

TABLE 81. Graduation and Dropout Rates

School Year

Dropouts Gr 9

Dropouts Gr 10

Dropouts Gr 11

Dropouts Gr 12

Dropouts 9-12

Gr 12 Graduates

Graduation Rate

2004-2005 144 51 37 0 232 287 55.3 2005-2006 123 37 0 6 166 263 61.3

Page 66 of 146

2006-2007 36 0 8 44 88 258 74.6


TABLE 82. Graduation Rates and a-g Completion Rates by Ethnicity

School Year Asian Hispanic Afr Amer White Other

Total Grads Total with a-g fulfilled Grads Grads with

a-g fulfilled Grads Grads with a-g fulfilled Grads Grads with

a-g fulfilled Grads Grads with a-g fulfilled Grads Grads with

a-g fulfilled 2004-2005 287 80 28% 68 32 47% 22 8 36% 167 22 13% 2 17 68% 5 1 20% 2005-2006 263 112 43% 64 39 61% 19 11 58% 155 47 30% 21 14 67% 4 1 25% 2006-2007 258 121 47% 70 45 64% 20 8 40% 139 46 33% 21 18 86% 8 4 50%

Source: California Department of Education (2008). Percents show graduates in ethnic group with a-g fulfilled as percentage of total graduates in that ethnic group.

b. Entering freshmen compared to exiting seniors Oakland Tech’s enrollment is reported twice each year: once on the CBEDS date in October,

and later in the spring when the archive is created for the Aeries information system. As shown in TABLE 83, the enrollment during the 9th grade year is quite fluid, with many students transferring out and many students enrolling. For this reason, the Aeries enrollment at the end of 9th grade is probably a more reliable figure for actual enrollment than the CBEDS number for the previous fall. There is a much closer correspondence between the Aeries enrollment at the end of the year and the CBEDS enrollment figure the following fall. For example, there are fewer departures during the 10th grade year than there are during the 9th grade year. The graduation rate at the end of each table is calculated using the Aeries enrollment at the end of the 9th grade, less the number of documented departures. For comparison, a similar calculation is made for the number of students who failed to graduate (i.e., those who left for unknown reasons in grades 9-11, plus those 12th graders who did not graduate).

TABLE 83. Comparison of 9th grade enrollment and 12th grade enrollment 4 years later 2003-2004 Cohort of Entering 9th Graders 9th Grade Asian Hispanic Afr Amer White Other Total CBEDS (October 2003) 81 61 338 26 8 514 Documented departures 9 14 87 13 6 129 Departures, unknown reason 1 5 32 1 1 40 New enrollees 3 6 57 13 8 87 Aeries (Spring 2004) 74 48 276 25 9 432

Cohort members completing 04-05 63 35 183 19 4 304 Documented departures during 04-05 9 11 87 6 2 115 Departures, unknown reason during 04-05 2 2 6 0 0 10

Cohort members completing 05-06 62 24 131 19 3 239

Cohort members completing 06-07 58 19 112 19* 3 211 Cohort members graduating 56 17 102 19 3 201 Cohort members failing to graduate 2 2 10 0 0 14

Documented departures, 04-07 11 24 149 6 3 193 Remaining cohort 63 21 127 19 3 233

Graduates 56 17 102 19 3 197 (Percent of remaining cohort) 88.9% 81.0% 80.3% 100.0% 100.0% 84.5% Departures, unknown reason, 04-07 (including failure to graduate) 7 4 25 0 0 36

Page 67 of 146

(Percent of remaining cohort) 11.1% 19.0% 19.7% 0.0% 0.0% 15.5%

2004-2005 Cohort of Entering 9th Graders 9th Grade Asian Hispanic Afr Amer White Other Total CBEDS (October 2004) 80 89 373 35 10 587Documented departures 19 31 174 16 11 251 Departures, unknown reason 0 5 19 1 1 26 New enrollees 19 27 74 14 9 143 Aeries (Spring 2005) 80 80 254 32 7 453

Cohort members completing 05-06 74 66 175 28 4 347Documented departures during 05-06 5 13 75 3 3 99 Departures, unknown reason during 05-06 1 1 4 1 0 7

Cohort members completing 06-07 70 47 135 27 4 283

Cohort members completing 07-08 69 40 122 24 2 257 Cohort members graduating 66 34 112 24 1 237 Cohort members failing to graduate 3 3 8 0 1 15 Cohort members staying extra year 0 3 2 0 0 5

Documented departures, 05-08 10 27 124 3 4 168 Remaining cohort 72 53 130 29 3 287

Graduates 66 34 112 24 1 237 (Percent of remaining cohort) 91.7% 64.2% 86.2% 82.8% 33.3% 82.6% Departures, unknown reason, 05-08 (including failure to graduate) 6 16 16 5 2 45 (Percent of remaining cohort)* 8.3% 30.2% 12.3% 17.2% 66.7% 15.7% *The two percents will not total 100% for the 2004-2005 cohort because several students neither dropped out nor graduated at the end of their 12th grade year; they have elected to continue for a fifth year of high school at Oakland Tech.

Source: OUSD Aeries Student Information Management System. Percents show the number of students who entered with the cohort in 9th grade and either graduated or made a documented transfer to another school as a percentage of the number of students who completed the cohort’s first year, as reported in Aeries.

Process and Perception Data In January 2006, the district created the Use Your Voice Survey initiative to serve as a

public, formal vehicle for all school stakeholders to share their experiences and shape the future of the schools. District leadership and the Oakland Tech community use the survey results as one of the key sources of process and perception data. The complete survey summary is included in the Appendix.

Page 68 of 146

Chapter II: Student/Community Profile—Overall Summary from Analysis of Profile Data Implications of Data With Respect to Student Performance

The data shown in this report reflects the following resources: OUSD Intranet website, California Department of Education website, and OUSD Edusoft queries, and OUSD Aeries queries. The data suggest that there are still significant gaps between the performance of Asian students and African American students. The differences between Caucasian performance and Asian performance were much less pronounced than between Asian and African American. On most measures, performance by Hispanic students tended to be closer to African American than to either Asian or Caucasian students. Socio-economically Disadvantaged students (API and AYP) had higher performance scores than either African American or Hispanic, and lower than Asian or Caucasian.

In English-Language Arts, the percentage of 9th grade students who scored FBB and BB on the CST has decreased and students who scored Advanced has increased. This indicates positive movement for 9th grade student achievement. However, in 10th grade percentage of FBB CST scores increased and students who have scored proficient has decreased. This indicates the too often shift in teaching staff at 10th grade causing instability in focused instruction. In 11th grade a steady decrease in FBB shows a positive trend, as well as an increase in proficient rates.

In response to the ELA trends, Oakland Tech has implemented the following intervention and support systems to improve student achievement in English.

• Read 180 in 9th grade • ELA coach • Teacher collaboration of 9th grade ELA and drama teacher • 9th grade teacher team meetings for planning • AVID courses for 9th and 10th grade • 21st Century tutoring program • CAHSEE Boot Camp • African American English Advanced Placement Initiative Summer Bridge • Professional development on targeted skills such as Lesson Study and Writing Across the

Curriculum • SOAR Program for current 10th grade students • Development of scope and sequence of curriculum and instruction in ELA

In Math, the Algebra CST percentages at 9th grade remain flat at FBB and an increase in BB.

The 9th grade shows no gain at the proficient or advanced levels. In 10th grade the FBB levels have decreased, but 10th grade shows no students at Advanced levels. In 11th grade there is an increase in FBB levels. There is, however, an increase in proficiency rates but no students in advanced levels.

In Geometry, 9th and 10th grade show an increase in FBB, but a decrease in 11th grade. There is a 1 percentage increase in Advanced at 9th grade, none at 10th grade and 1 percentage gain in

Page 69 of 146

11th grade. In Algebra II, 9th and 10 grade students show an increase in FBB. The advanced levels remain flat over 3 years.

In response to the math trends, Oakland Tech has implemented the following intervention and support systems to improve student achievement in English.

• Algebra 1 9th grade team teaching • Math coach • Algebra 1 PLC for 9th grade teachers • Power point lesson delivery • African American Advanced Placement Calculus Initiative Summer Bridge • 9th grade team meetings for planning • AVID courses for 9th and 10th grade • 21st Century tutoring program • CAHSEE Boot Camp • SOAR Program for current 10th grade students

Critical Academic Needs The following critical academic needs are indicated by the data for 2007-08 and 2008-09:

1. Increase Oakland Tech’s 9th grade Algebra 1, Geometry and Algebra II proficiency rates. 2. Close achievement gap among African, Latino, Asian and Caucasian students 3. Continue to increase proficiency rates in ELA. 4. Ensure that all students are connected socially, emotionally and academically to the

Oakland Tech community. 5. Increase graduation rate for all groups to allow access to all post secondary options that

include college and or career.

Important Questions Raised by Data 6. What is needed to improve math performance for all students? 7. What is needed to improve ELA performance for all students? 8. How can we accelerate closing the achievement gap for African American and Latino

students? 9. What kind of professional development does staff need to modify grade level standards

and connect them to school wide goals? 10. How do we know that our focus on 9th grade programs is improving student

achievement?

Page 70 of 146

Chapter III: Progress Report Significant Developments Since Last Full Visit

There have been a number of significant developments at Oakland Tech and in the Oakland Unified School District since the last full visit in 2003:

• Site Administration. The current Principal, Sheilagh Andujar, began her work with Oakland Tech in September 2003, and the Assistant Principals have come on board since then: Staci Ross-Morrison in August 2004, Tobi Page in August 2005, and Christine Dargahi in January 2007.

• Merger of School Site Council with School Decision-Making Team. In the years following the Focus on Learning self-study in 1997, Oakland Tech faculty and administration agreed to form a School Decision-Making Team (SDMT) that would provide for shared decision-making about professional development opportunities, school climate, and program development. The SDMT was a representative body with members selected from administration, faculty, and classified staff, and its authority was bolstered with the school board’s adoption of a School Site Empowerment Policy in 2002. The school signed on as a pilot school for implementing this policy, with the SDMT as the requisite decision-making body. During these years, participation on the SSC was low, while the SDMT was quite active. Eventually, the SSC and SDMT began to negotiate a way for the two bodies to merge, and this process was completed with the facilitation of Tech’s new Principal, Ms. Andujar, in May 2004. The present body is designated the Collaborative School Site Council and has adopted a set of by-laws that includes the site decision-making aspects of the district’s school site empowerment policy and the state-mandated fiscal and assessment responsibilities of the School Site Council. Members are selected from parents, students, community members, teachers, administrators, and classified staff. Participation has continued to be very active since its creation. The merger has clarified some of the key decision-making processes at the school.

• Parent Involvement. The involvement of parents in supporting the school program has increased substantially over the past six years. In response to identified needs at the school, the Parent-Teacher-Student Association helped form a Communications Committee during the years 2004-2007; a College Mentor Committee, a Career Faire, and a Parent Patrol (hallway supervision) that are ongoing; a Mini-Grant Program for teachers with money raised through an annual Silent Auction; and a Performing Arts Committee to secure additional sources of funding and develop the existing performing arts program. Most recently, the school has organized an African American Student Action Planners committee of parents and is in the process of organizing a similar group for parents of Latino students.

• Student Leadership. The school has formed a Student Council that has monthly meetings of representatives from each home room. It is responsible for making decisions that impact the student body (clubs, approval of fundraisers, planning events, etc.) The Leadership Class and Associated Student Body officers coordinate the work of the Student Council with other Leadership activities.

Page 71 of 146

• State Administration of Oakland Unified School District and New Interim Superintendent. As a result of the fiscal crisis that was uncovered in 2003 and the $100 million from the state to overcome the crisis, the State Superintendent appointed a State Administrator to assume the functions of the district Superintendent and Board of Education. The Board of Education has continued to meet in an advisory capacity, but the Superintendent position was vacant until this year. The State Administrator instituted a “service economy” model for the district’s central offices and moved much of the budgeting authority to the Principals at the school sites (Results-Based Budgeting). Under this model, schools request services from the central office and the district charges the schools for these services. The district has implemented various measures to help schools be accountable for the level of student performance and family engagement that they achieve. This past year, the State Superintendent has returned partial authority to the school board for Community Relations and Governance, Personnel Management and Facilities Management, and the board has hired an Interim Superintendent.

• Site-Based Budgeting and Management. Under Results-Based Budgeting, the site has been given wider discretion over the expenditure of funds to support the school program. General Program funds are allocated to the school on the basis of student Average Daily Attendance, and the Principal has broad authority to budget the funds for staffing, instructional materials, supplies, professional development, student support, and parent engagement to meet the goals of the school’s Single Plan for Student Achievement. This is in addition to the budgeting of categorical funds that is approved by the School Site Council. Under Results-Based Budgeting, the district has scaled back its centralized professional development requirements and offering and has given the Principal greater responsibility for implementing a site-based professional development plan.

• High Priority Schools Grant. In 2006-2007, Oakland Tech applied for and was awarded a grant through the state’s High Priority Schools program. In the first year, the school conducted a broad-based needs assessment and developed a plan to use the funds to improve student achievement and school operation. On the basis of this plan, the school was awarded $664,000.00 to support its program, and this renewable for three years. The goal of the grant is to move the school out of Program Improvement status.

• Program and Student Support Coaching. Through the HPSG and other resources, Oakland Tech has created positions for English/Language Arts Coach, Math Coach, Instructional Program Support Coach, Student Support Coach, and Student Attendance Compliance Officer. These positions support the Principal and the Assistant Principals as instructional leaders of the school, and allow them more time to visit classrooms and work with teachers on instruction. The ELA Coach, Alicia Romero, and the Math Coach, John Romweber, work with those departments to develop instructional methods and common lessons and assessments. The Instructional Program Support Coach, Richard Fairly, also serving as the WASC Self-Study Coordinator, combines the role of Operations Support Coach (assisting the school in meeting financial, compliance, and budgeting requirements) with instructional support in the form of assistance in arranging professional development and curriculum development. The Student Support Coach, Joshua Fuchs, also serving as the school’s Testing Coordinator, assists the administration in resolving student discipline issues and providing appropriate academic and personal intervention for students. The Student Attendance Compliance Officer, Lamar Hancock, works with truants and other students identified as

Page 72 of 146

having problem attendance to help them resolve issues that will help them achieve 100% attendance.

• All-School Planning Retreats. In August 2004 and August 2007, the school provided a three-day retreat for staff and parents to collaborate in planning for success in the coming school year. In 2004, the emphasis was on developing our capacity to use student demographic and achievement data to plan effectively for student success. In 2007, the emphasis was on developing culturally-responsive sensibilities in delivering instruction to a diverse student body like Oakland Tech’s. Both of these retreats were very successful in achieving these outcomes and in building the cohesiveness and camaraderie among the school community. In addition to the all-school retreats, the school held an Administrators’ Retreat in November 2007 to focus on strategies for improving the 9th grade program and increasing parent participation.

• Creation of New Small High Schools and OPTIONS School Choice. For several years, the district has promoted the creation of new small schools, partially funded through the Gates Foundation. During this period, three of the six comprehensive high schools were subdivided into small high schools with separate administrations, faculty, and student bodies. The district also instituted the OPTIONS School Choice program under which any student in the district was able to select any school in the district, with assurance that students would be able to attend their neighborhood school, if they chose. This has had the effect of creating a degree of competition among schools, and some schools have experienced declining enrollment; however, Oakland Tech, through its outreach and advocacy efforts, has maintained its maximum level of enrollment during this period and has increased the funding for its school program. The Interim Superintendent is revisiting the way the district promotes its small schools.

• Retirements and New Hires. A large number of staff retired in 2004. New personnel were hired on the faculty and security staff, with new ideas that have been beneficial to the school program. Many of the new teachers have received training through Teach for America and the University of California MUSE program.

• Assessment Development. In 2003 and 2004, the Social Studies teachers in the school district worked together to develop a Social Studies Assessment. This assessment aligns key parts of the curriculum district-wide, includes document-based questions, and helps identify the strengths and weaknesses in student learning. The assessment was first implemented in 2005. World Language teachers also wrote the benchmark exams for level 1 in Spanish for the district and have helped work on the exams for levels 2 and 3 and Advanced Placement. The department also is working on pacing guides that will assist teachers in planning for the benchmarks and end-of-course exams. Since then, other subjects have developed similar benchmark exams and progress assessments, with significant contributions from Oakland Tech faculty. These assessments are now given in English/Language Arts, Mathematics, Science (Biology, Chemistry, Physics), Social Studies, and World Languages. The assessment results are available through Edusoft for use in the development of instruction that better meets the needs of all students.

• Development of common lessons and assessments. Most departments have developed common lessons and assessments that allow teachers to discuss with each other their students’ progress. This work is ongoing.

Page 73 of 146

• Professional Development Grants. Members of the Social Studies department have been awarded three three-year American History grants through the federal government. One product of this work is the creation of new lessons using the Japanese “Lesson Study” model, where teachers create, execute, and critique the lesson and the student work produced. These lessons have been shared with all members of the Social Studies department, and last year, all teachers at Tech were given training in Lesson Study by members of the Social Studies Department. Several lesson study projects are underway this year as well. These lessons tend to be rich and engaging for students, while maintaining academic rigor.

• Vertical Team Training. The College Board is working with Oakland Tech teachers and others throughout the district to help the school develop vertical teams of teachers from middle school through 12th grade. The goal is to assure that teachers work together to provide instruction that prepares students to be successful in Advanced Placement classes. English, Science, and Social Studies teachers has participated in this training.

• CAHSEE Preparation. In response to the addition of the California High School Exit Exam as a graduation requirement, Oakland Tech has developed a program of student support that includes designated intervention courses, Saturday workshop series, and online resources. During the first year of implementation, this program produced large gains in English scores for all demographic groups and significant gains in Math in the 10th grade administration of the CAHSEE.

• Writing Emphasis. The school has worked with the University of California, Berkeley, Social Studies Project and the Bay Area Writing Project several times since 2005 to develop additional methods for teaching essay writing and other expository writing across the curriculum. The Science Department, in particular, has made writing and literacy common part of the science curriculum.

• Revision of 9th Grade Science Curriculum. In 2005, the state determined that Science California Standards Test scores would be included in the Academic Performance Index. At that time, the science course for most of Oakland Tech’s 9th graders did not have a corresponding CST exam, so the school’s faculty worked with the district to develop a science curriculum for 9th graders that would match their academic needs and be reflected in the CST. Currently, 9th graders enroll in Conceptual Physics and take the Physics CST. Some students choose to enroll in an accelerated Biology 9 course and take the Biology CST.

• Installation of New Technology. As funds have become available, the school has made a top priority of providing every teacher with an up-to-date computer for recordkeeping and email, plus additional computers for student use upon request. Many of the printers have been replaced as well, and teachers who requested LCD projectors for their lessons were provided with them. Each department also has an LCD projector to be shared by the teachers. The school also developed four new computer labs in which students can work on papers or do Internet-based research. Two labs and the Library are large enough to accommodate an entire class.

• New Partnerships for Learning. Oakland Tech has established partnerships with AVID, BUILD, and the Biotech Partners within the past four years and has developed courses within the school day for these programs.

Page 74 of 146

• New Language Courses. Oakland Tech has two world language courses that are not normally offered in the district: Italian and Mandarin (Chinese). Italian began with level 1 this year, and Chinese began with levels 3, 4 and AP in 2006-2007 and added level 1 this year. Parents, local businesses, and the Italian Consulate have been instrumental in making the Italian course possible.

• New Configurations of Algebra Classes and Teacher Collaboration. The Math Department has worked through various strategies to address the need for students who did not complete Algebra in middle school. Based on data about student behavior, engagement, and achievement, these strategies either were continued for several years or discontinued after one year. This year, the school developed four Algebra classes that are team-taught, with two teachers in the classroom at the same time. The school also has brought a Math Coach on staff who facilitates the development of the team-taught sections and a Professional Learning Community for Algebra. The department also has developed a Probability & Statistics course that is available as a math elective for students who have completed Geometry.

• 21st Century Learning Community After-School Programs. In 2006, Oakland Tech applied for and was awarded a 21st Century grant to fund existing after-school programs and develop new ones.

• Single Plan for Student Achievement Process. With support from the district, the Collaborative School Site Council has integrated the HPSG Plan and the WASC Action Plan into the SPSA. The CSSC reviews the plan each month and receives data for assessing the school’s progress throughout the year. The plan guides decisions about expenditures of funds and scheduling of professional development time. The Principal works with the CSSC, the department heads, the Faculty Council, and the Student Council to modify the plan, as required.

Procedures for Implementing and Monitoring Prior Action Plan With the two-year term assigned in 2003, followed by a visit in 2005 and another visit in

2006, much the work of implementing the Action Plan was delegated to the Professional Development Committee. This helped coordinate the gathering of evidence for the visits with the other professional development goals of the school. The Principal, the Collaborative School Site Council, and the Professional Development Committee were the primary monitors of the Action Plan. A summary of the prior Action Plan is included in the Appendix.

Accomplishment of Action Plan A. Develop a Comprehensive School Plan

2003 Visiting Committee Report: Develop a comprehensive school plan that addresses the critical areas of follow up identified from the Focus on Learning report and other school and district goals. The plan should be widely circulated to parents, staff, and other stakeholders and reviewed annually.

2005 VC Commentary: Make sure that the Single Plan for Student Achievement addresses all the critical areas of follow-up included in the “Focus on Learning” action plans. Continue to look at ways to distribute the plan to all stakeholders, including electronic dissemination and

Page 75 of 146

posting on the school’s web site. Make ample copies for distribution at each parent, community, and/or major decision-making meetings.

2006 VC Commentary: The Single Site Plan needs to address all of the Critical Areas for Follow-up. While the school should still work towards its modified goal, the original cannot be considered as accomplished.

Oakland Tech’s Statement of Progress on A. 1. Level of Completion: The Single Plan for Student Achievement has addressed each of the

critical areas for follow-up every year since the Visiting Committee’s report in 2006. The school district has adopted this requirement as a policy in its effort to support schools in integrating all of their site plans. Collaborative School Site Council monitors and approves modifications of the SPSA throughout the year.Level of Completion: The Single Plan for Student Achievement has addressed each of the critical areas for follow-up every year since the Visiting Committee’s report in 2006. The school district has adopted this requirement as a policy in its effort to support schools in integrating all of their site plans. Collaborative School Site Council monitors and approves modifications of the SPSA throughout the year.

2. The Schoolwide Learning Goals and Critical Academic Needs that were adopted in the course of the self-study process in 2008 will be included in the 2009-2010 SPSA when it is developed in Spring 2009.

3. The SPSA is available for review to any parent or other stakeholder who visits the school. However, the Internet is more convenient for many parents, so the school has posted the past three SPSA’s on its school website at http://www.oaklandtech.com.. The district also has a web page for posting Oakland Tech’s School Plan on its website. There is a link to this website on the district’s website.

4. The Single Plan for Student Achievement guides the annual work of the school.

A1. Develop a Communications Strategy

[This critical area was not identified by the 2003 Visiting Committee, but it was identified by the school community in 2004 during the course of the follow-up process.] Develop a strategy for communications that will assure that all members of the Oakland Tech community have information about student achievement, significant developments and needs in school programs, as well as information about how key decisions are made. Provide this information far enough in advance so that interested parents can arrange to participate in the key decisions and reviews of progress.

Oakland Tech’s Statement of Progress on A1. 1. Level of Completion: Oakland Tech now has a five-part strategy for maintaining

communication with students, parents, staff, and other stakeholders:

• Every teacher has an e-mail account on the district’s domain in the form [email protected]. This makes it easy for parents to know the e-mail addresses of their child’s teachers. These e-mail addresses are also listed in the Staff Directory on the school’s website.

Page 76 of 146

http://www.oaklandtech.com/

mailto:[email protected]

• The school maintains a comprehensive website with a calendar of events and news items as well as more static information like the school-year calendar and course syllabi. This website currently is being maintained by a parent volunteer.

• The school has installed a digital marquee on the front lawn that publicizes special events and dates.

• The school is developing its use of an automatic dialer through which messages can be sent to all parents, or selected groups, at once.

• The school has partnered with the district to house one of the neighborhood Family Resource Centers in a classroom on-site. The Family Resource Center is staffed by a director through the district’s Family & Community Relations Office. The Center provides information to parents about college, effective parenting, and many other topics.

2. The following conduits for communication have been implemented since the last full self-study:

• School website at http://www.oaklandtech.com, administered by an Oakland Tech parent, with pages for every teacher and school program that can be updated as needed by any teacher

• E-mail list for parents, teachers, students at [email protected]; administered by the PTSA Secretary

• Faculty Council, with members from each department and the Principal; addresses scheduling, working conditions, and other matters that affect what happens in the classroom; meeting minutes are distributed to the entire staff through e-mail

• Suggestion Box for students, jointly maintained by the TechniClinic and the administration

• Parent-Teacher-Student Association, monthly evening meetings, and various PTSA sub-committees that meet monthly (Performing Arts Committee, College Mentoring Committee, Beautification Committee)

• Bulldog Bytes PTSA newsletter, print format, published four times per year

• Collaborative School Site Council, chaired by parent, with membership of Principal, parents, teachers, students, classified staff; agenda and minutes posted and distributed both in hard-copy and online

• English Learner Advisory Council, chaired by student

• School newspaper (Tech Scribe: on-line and hard copy), prepared by students in the Journalism Club.

• Staff Weekly Bulletin and Student Weekly Bulletin

• Weekly announcements over public address system (Tuesday and Thursday), administered by students in the Leadership Class

• Progress reports of individual student academic progress (ad hoc by teachers); report cards with comments six times per year

Page 77 of 146


mailto:[email protected]

• WASC self-study, through Focus Groups and meetings with parents and students, posted on the school’s website

• Notices to parents (ad hoc; for example, testing schedule)

• Teacher phone calls home (ad hoc)

• Automatic dialer calling system to relay recorded messages to parents (under development, to be implemented in Spring 2009)

• Attendance “calling logs” prepared by classroom teachers who phone parents of students with attendance concerns

• Special Ed Individualized Education Plan (IEP) meetings with teachers, parents, and students

• Parent Patrol staffed by parents who circulate around the hallways of Oakland Tech to talk with students, encourage them in their work, and keep the hallways clear

• Parent Handbook, prepared by Oakland Tech’s administrative staff and parents for parents and students

• Student Success Guide, prepared by the counseling staff throughout the district

• Attendance automated calling system (dialer, dial-in) provided by the district, for students who are absent from 2 periods in a day

• On-line grades (some teachers)

• Family Resource Center, established on campus in Spring 2008

3. In 2006, as part of its SPSA, Oakland Tech developed a Parent Involvement Policy, supported by a School-Home Compact that is signed by parents, teachers, and students. Key parts of this policy include agreements by both parents and school personnel to work at keeping lines of communication open. The policy acknowledges that in a school like Oakland Tech that draws from such a wide geographic area and diverse population, it is incumbent on parents to make an effort to stay informed, just as it is crucial for the school to use modes of communication that are designed to inform as large a portion of the parents as possible. The Family Resource Center staff provides key assistance in this effort by forming interest/action groups for parents, offering a central location for important parent information, serving as a liaison between the district’s Family and Community Engagement Office and the school, and providing information to parents through multiple media.

B. Create a decision-making matrix and flow chart

2003 Visiting Committee Report: Create a decision-making matrix and flow chart that identifies the types of decisions made at the school and the district and explains who is responsible for making these decisions. Roles of the various school governing committees (e.g. Site Decision Making Team, Faculty Council, the School Site Council, and the Parent Teacher Leadership Team) need to be defined and included as appropriate in the chart matrix.

2005 VC Commentary: A brief narrative describing how each of the groups makes decisions (e.g., consensus, advisory to administration, etc.) should be included. The sites now have increased autonomy in controlling the site budget and allocating site financial resources. As the

Page 78 of 146

district works out the new site-based budgeting process, the process will need to be included in the decision-making matrix. The decision-making matrix needs to be reviewed with appropriate stakeholder groups, modified as appropriate, and distributed annually.

2006 VC Commentary: Within the matrix, further specificity and clarity of the method of decision making by each decision making body by articulating/publicizing how body decides (by vote, consensus, consultation, or etc). Adding an additional column could suffice. Restructuring the "Procedure" column into decision-making constants might also useful. The school community should carefully examine the established OTHS (decision-making) organizational chart. The chart gives the impression that the Leadership Team, the Administration, the Faculty Council, the Collaborative School Site Council, and the Staff Development Committee are the primary decision-making bodies within the school. The relationship and direct interaction/collaboration between these bodies needs further (visual) clarification. The district's role and influence/interaction should be reflected within the schematic of the organizational chart. To help further define the organizational process, consider evaluating the schematic accuracy of the collaboration (arrows) between all decision-making bodies. Consider examining which, if any, decision-making bodies might be combined to further streamline processes and maximize communication efforts. The Leadership Team could benefit by expanded membership. Modify the OTHS Organizational Chart to accurately reflect the combination of hierarchical yet definitely collaborative decision-making processes which are in place.

Oakland Tech’s Statement of Progress on B. 1. Level of Completion: Oakland Tech has streamlined its decision-making process and

organizational chart and provides a Guide to Key Decisions for staff, students, and parents. As part of the self-study process, this guide is being updated. The update will be available on the school website and in the main office.

2. Oakland Tech's decision-making process is carried out through a committee structure organized about curriculum and instruction, professional development, and student activities. Committees operate in a democratic manner, decisions usually being made by majority vote. Committee members may be elected or, where appropriate, appointed by the Principal and they are always open to volunteers. In most instances, these committees help make school policy, with the approval of the Principal, who works collaboratively with them. (The current decision-making matrix is included in the Appendix.)

3. Decision-making at Oakland Tech is a collaborative effort, with significant opportunities for staff and student input.

• The administrators and support coaches meet every Monday with an agenda set by the Principal to review due dates for deliverables and sports events, to make decisions on instructional program and student discipline issues, and to set the calendar for school events.

• Department Heads and Academy Directors meet with the Principal each month to provide input regarding the master schedule, to discuss department needs and budgets, and to review progress on the school’s action plan.

• Staff Meetings (faculty, classified staff, and administration) occur monthly for sharing important information, discussing school issues, providing professional development, and making decisions about the school program.

Page 79 of 146

• The Professional Development Committee meets monthly and implements and modifies the school’s professional development plan based on input from the faculty (via surveys). Professional development sessions are held for 100 minutes, twice each month.

• Departments meet monthly to decide on common lessons and assessments, purchases of materials, and professional development needs.

• The Faculty Council (mandated by union contract) is composed of a representative and alternate from each department and the Principal. The FC addresses staff concerns (from plagiarism to student class changes to bell schedules to standard grading policies and procedures), makes policy, and monitors implementation of policies with the Principal.

• The Student Council is formed from one elected representative from each home room, and it meets once a month. This body approves fundraising activities and events for the student body. Our Activities Director and the Student Leadership Class provide leadership for the Student Council.

4. Beyond the staff committees, groups composed of community people and school staff complement Oakland Tech’s decision-making process.

• Oakland Tech's PTSA regularly meets monthly to advise the Tech staff on issues of school climate, academic improvement, and student activities.

• A subcommittee of the PTSA meets twice each year to award mini-grants (up to $300) and maxi-grants (up to $2,500) of funds to teachers, counselors, and student clubs. These funds are raised throughout the year, with a special emphasis on the annual Silent Auction, which also has its own planning committee.

• In 2007, the school formed a Performing Arts Committee to guide the development and funding of an expanded performing arts program. Members of this committee include the performing arts faculty, the Principal, and parent volunteers. The committee meets monthly.

• The PTSA also maintains the Beautification Committee, which creates ideas and obtains funding for enhancements of the external areas of the school, and the College Mentoring Committee, which secures speakers and exhibitors for the school’s College Faire, and other special events at the school to help prepare students and families for the college selection, application, and funding/financial aid process.

• The Collaborative School Site Council (state-mandated) meets monthly to work on general school program improvement and academic intervention services for students. This committee is an elected body comprised of students, teachers, parents, and community people, along with the Principal, and it decides how state and federal funds will be used to improve student performance.

• The English Learner Advisory Council meets monthly and primarily acts in an advisory capacity to the administration regarding students whose primary language is not English; one of Tech's Assistant Principals serves on this committee.

• Oakland Tech benefits from the Tech Alumni Association, a separate entity that raises funds to improve our facilities and our programs, including an after-school peer tutoring program.

Page 80 of 146

• Oakland Tech’s classified staff (clerical, security, custodial) assist the administration in making the school run efficiently, and some of them participate on the school's many committees.

• Finally, Oakland Tech's Administration provides leadership through its Leadership Team, which meets weekly to work on school needs. This Leadership Team is composed of the Principal, Assistant Principals, and counselors.

5. The primary liaison between the school and the district central administration is the High School Network Executive Officer, who convenes the semimonthly Network meetings for principals. The Network Executive participates in certain selected decisions, but in large part, the Principal has the authority to make decisions according to the policies and procedures of the school.

C. Develop a process for collecting and analyzing data to use in decision-making

2003 Visiting Committee Report: Develop a systematic and ongoing process for collecting and analyzing data to utilize when making decisions about curriculum, assessments, classroom practices, program development, program retention, staff development, and resource allocation.

2005 VC Commentary: Follow through on all the initiatives that have been implemented in this area. Training for all staff, as appropriate, in using the Aeries and the Edusoft systems for accessing and interpreting student achievement and attendance data needs to be included in the school’s staff development plan. It is also imperative that the school receives an official API score by testing the adequate number of students as well as addressing any of the other testing irregularities that have prohibited OTHS from receiving an official API score, school improvement targets, and similar school rankings.

2006 VC Commentary: Even though there has been some progress in the area of technology, not all staff has access to a computer in their classroom. The data coach that had been provided by the district has been assigned elsewhere. It is unclear to what extent specific data for each student is available and utilized to drive instruction. Those teachers who use the Internet to see their student's test results, in both CAHSEE and CST, are able to plan curriculum appropriate to the needs of those students.

Oakland Tech’s Statement of Progress on C. 1. Level of Completion: Oakland Tech has adopted the Results-Based Inquiry methods

mandated by the district’s Instructional Services Office. Every teacher of core classes, other teachers, departments, and administrators use this process two or more times each year to analyze data from state and district assessments and use it strategically to make important decisions about instructional methods, assessments, and curriculum. Teachers and administrators access this data at their computers through Edusoft. GPA and attendance information is available through the Aeries Student Information System.

2. In 2007, through the HPSG planning process, the CSSC and the Principal approved the purchase of sufficient numbers of computers to provide a desktop network computer to every teacher. The school also uses HPSG funds to contract with a half-time Site Technician to provide tech support and maintain the equipment and network. The expectation was adopted that each teacher will use the computer to enter attendance in the Aeries student management system, complete tasks related to the quarterly benchmark exams (printing answer

Page 81 of 146

documents, scoring exams), and review student achievement data using the Edusoft online database. Training is provided during professional development sessions at the beginning of the year and by request throughout the year. Each teacher has access to student records of attendance, grades, and discipline online through Aeries.

3. In 2007, again through the HPSG planning process, the CSSC and the Principal approved hiring coaches for ELA and Math. As part of their services, the coaches help teachers review student achievement data in these subject areas and design instruction that will meet the needs indicated by the data. These data are from the CAHSEE and CST, as well as the quarterly benchmark exams that have been developed by the district. These frequent reviews of formative achievement data allow teachers to diagnose the needs of specific students for intervention and plan accordingly.

4. The school developed a “boot camp” for sophomores (and seniors who still need to pass the CAHSEE) in 2007 that provides students with supplemental instruction on Saturdays to help them prepare to score proficient on the CAHSEE. Students whose CST scores indicate they might be at risk for scoring less than proficient are identified for participation in this program. The curriculum CAHSEE Revolution Prep is used for this program.

5. The district has increased the support it provides to schools and principals in analyzing student achievement data. At High School Network meetings, principals are given reports that disaggregate student achievement data from CAHSEE, CST, and district benchmark exams, and the Principal brings these back to the site to share with department heads and faculty.

D. Increase the number of positive interactions with all members of school community

2003 Visiting Committee Report: Increase the number of positive interactions with all members of the school community to establish a more inclusive community of partners and learners in order to create a school climate that supports the school’s vision.

2005 VC Commentary: More formal opportunities need to be identified for sharing student achievement data with parents and the educational community.

2006 VC Commentary: Continue to reach out to a broader parent population through communication efforts in place as well as new ones to reflect the diversity of the student body. Continue to use the professional development process to communicate and collaborate on efforts to identify students with special needs. Increase use of e-mail between teachers and administration as technology becomes available. Document increases in the number of positive interactions with all members of the school community. Consider having meetings in neighborhoods to include parents/guardians who cannot come to the school.

Oakland Tech’s Statement of Progress on D. 1. Level of Completion: The school has formed interest groups for parents, such as the African

American Student Action Planners, increased the activity of the PTSA, formed parent subcommittees, involved parents significantly in the Performing Arts program, and conducted evening meetings for the purposes of sharing achievement data with parents. This is in addition to the communication strategy described in Critical Area A1, above. These positive interactions are documented in the Weekly Bulletin that is sent to all parents and classrooms and on the school’s website.

Page 82 of 146

2. The school has undertaken a wide expansion of its website at http://www.oaklandtech.com to provide more information to students and parents about the opportunities the school provides.

3. In response to parent interest, the school formed a strategy group for parents of African American students, called the African American Student Action Planners. The group meets regularly to advocate and strategize for the needs and accomplishments of African American students. The initiatives promoted by this group benefit the entire student body. A similar group is in the process of being formed for parents of Latino and Hispanic students.

4. The activities of the PTSA in support of the school program have expanded significantly since the last full self-study. One example is the annual Silent Auction that draws hundreds of community members in support of Oakland Tech. Another example is the Field of Dreams effort during which PTSA members helped raise hundreds of thousands of dollars and negotiated with the school district and City of Oakland to build a combined baseball and softball field in the neighborhood for the use of Oakland Tech’s ball teams.

5. In October 2008, the school held a meeting for parents with three purposes: receive and discuss selected achievement data from 2007-2008, meet the incoming school board representative and engage in a conversation with her, participate in the development of the school’s action plan as part of the Focus on Learning self-study. This was attended by 80 parents. Another similar event is planned for Spring 2009.

6. The completion of the district’s modernization of the school facilities was accompanied by an increased sense of pride and cooperation throughout the school. The administrators make it a point to be present in the hallways between classes, and their attitude shows appreciation for the students’ hard work and cooperation. This has had a very positive effect on the school climate. The Parent Patrol supports this effort by being present in the hallways during class and between classes, encouraging students to take care of business and return to class, when necessary. Oakland Tech began the first Parent Patrol program in Oakland.

7. The school has begun a Student Council to supplement the Leadership Class and Associated Student Body. The Student Council brings student concerns to the administration and proposes student activities. The goal is to develop a council that has the capacity to identify problems and develop solutions to the problems they have identified.

8. The sports program provides a place where student athletes and staff can be together outside the classroom, and there is a sense that the athletes and staff have a lot of fun together. The Oakland Tech Booster Club sponsors Fall and Spring Awards events for the athletes.

9. The school cafeteria has benefited from excellent management for five years and consequently more students are eating together in the cafeteria rather than going off campus for meals. This provides more opportunity for community-building.

10. The Parent-Teacher-Student Association meetings are consistently well-attended and generally contain robust discussions about issues that are important to the education and climate at the school. The parents who are involved in PTSA are a dedicated group who do a lot for the school—both by volunteering and contributing funds. The PTSA has sponsors a Daffodil Day with the City of Oakland to beautify the school grounds each year. They also monitor the school building and neighborhoods for graffiti and call in reports to the city’s graffiti abatement team when it is found.

Page 83 of 146


11. The Collaborative School Site Council has benefited from five years of consistent leadership. This year’s CSSC is fully represented, with parents, students, teachers, and classified staff, and the meetings consistently achieve more than a quorum. Students regularly share their views during discussions. The CSSC reports at every PTSA meetings about key decisions and concerns.

12. The parents and counselors have worked together for five years to have a fully functioning College Mentor program for students. Under this program, parents and counselors work together to identify students who are on the road to four-year college after high school. They assess the services that these students will need, such as help with applications, information about colleges and specializations, and they link alumni with seniors to provide a window on the world after high school and support in getting through the application process. Through these efforts, the school opened a full-time College & Career Center on campus in 2007. The Center provides print and online resources for students, as well as counselors through the University of California Upward Bound, Transfer Scholars, and Early Academic Outreach programs.

13. For several years, the school has provided Information Nights and events for parents of eighth graders beginning in November. These are opportunities for the community to find out about the programs at Oakland Tech as students are making decisions about which high school to attend in the fall.

14. The school has developed a Parent Involvement Policy and a School-Home Compact, using guidelines provided in the federal No Child Left Behind legislation. This was accomplished during a series of three meetings around the middle of the first semester. The policy was handed out at the school’s annual Title I meeting and PTSA meeting in January, and the compact will be mailed home to all parents and distributed to staff. For the remainder of this year, the school is building consensus around adhering to the policy, and the policy will be fully implemented during registration in the fall.

15. The staff works together with a positive spirit of cooperation and common purpose. Staff meetings run smoothly with good questions and input from staff. All staff are fully engaged during professional development sessions, and report-outs during these sessions consistently contain valuable information and creative proposals. New teachers and veteran teachers come together ad hoc to solve problems, and the school has held new teacher lunches with the Principal or Assistant Principal several times this year. Teachers who have the same conference period meet together to chat or work on materials.

16. The Social Committee arranges holiday social events, and the PTSA provides special holiday breakfasts for the staff. These times of sharing together informally, sometimes with a meal, are valued highly by the staff, and they are always well-attended with a warm spirit of camaraderie. The desire is to have more such events, whenever they can be arranged.

17. The Family Resource Center has become an important focal point in building positive relationships with parents. It is supported by the district and housed on Oakland Tech’s campus for the purpose of providing information about opportunities in the district, assistance with problem-solving, and training and education in areas that parents might find useful, such as computer applications

E. Establish a comprehensive staff development plan

Page 84 of 146

2003 Visiting Committee Report: Establish a comprehensive school-wide staff development plan that includes time for collaborative planning and focuses on strategies that will promote literacy and student achievement of the identified ESLRs and state standards.

2005 VC Commentary: OTHS has to identify a specific school site plan that will promote literacy and student achievement of the school’s ESLRs. A specific staff development plan, with a corresponding schedule of activities for the school, needs to be integrated into the greater district-wide plan. The professional development plan should also include inter-disciplinary skills that all staff need to emphasize in order to improve student literacy. The interpretation and use of student achievement data needed to improve instruction needs to continue to be addressed in the professional development plan.

2006 VC Commentary: According to 2005 CST ELA results, 75% of the students perform at the Basic level or below. 84% of African American students, the largest subgroup, perform at the Basic level or below. While Oakland Tech has a strong tradition of writing, staff needs training to ensure that instructional strategies that are going to increase reading comprehension will be used in all subject areas.

Oakland Tech’s Statement of Progress on E. 1. Level of Completion: Oakland Tech develops its professional development plan for the year

in the fall. The Principal, Professional Development Committee Chair, and Professional Development Committee work together to analyze the needs of the students and teachers and to achieve the balance between collaborative planning time and direct instruction for that school year. The new School-Wide Learning Goals easily lend themselves to inclusion in this plan. As the district has scaled back its mandated professional development requirements to minimal levels, the school uses the freedom to plan its own training sessions and follow-up.

2. Oakland Tech provides 100 minutes of professional development time during the regular work day twice a month, on the first and third Wednesdays; students are released at 1:05 on these days. The plan for these sessions is administered by the Professional Development Committee. Over the course of the year, about 60% of the time is devoted to work in Professional Learning Communities or curriculum development in departments, and 40% for direct instruction on particular skills and strategies that will improve student literacy and academic achievement. The district provides three full days for professional development in the regular school calendar. These sessions are planned by the school, as well.

3. On the basis of faculty survey results, the school has provided direct instruction to the entire faculty on a number of key topics:

• Working together with other teachers in Professional Learning Communities to study the effects of selected instructional strategies on student learning, modifying and assessing the lessons in a cycle of inquiry. (2007-2008)

• Planning lessons collaboratively using the Lesson Study model: form team → set goal → plan “research lesson” → teach—and observe other team members teach—the research lesson → analyze student learning results as a team during a debriefing session. (2007-2008)

• Strategies for integrating writing techniques across the curriculum. This was introduced by a school-wide expository writing assignment that the entire faculty assessed using a

Page 85 of 146

• Culturally responsive pedagogy, using the principles developed by Sharroky Hollie of the Center for Culturally Responsive Teaching and Learning. (2007-2008)

• Skills for using the computer and other technology systems of the school and the district (e-mail, Edusoft, Aeries Browser Interface, Microsoft Office, LCD projectors). (2006-2007)

• Strategies for helping students master the essay skills required for CAHSEE in every department. (2006-2007)

• Planning lessons that incorporate differentiated assignments to meet students’ needs. (2006-2007)

• Analyze student achievement data available through Edusoft to plan targeted instruction that will increase student achievement. (2006-2007)

4. On days when professional development is devoted to Professional Learning Communities or department curriculum development, teacher groups are given the opportunity to collaborate on common instructional goals.

F. Align all courses with ESLRs and state standards

2003 Visiting Committee Report: Align all courses and corresponding assessments with the school’s Expected School-wide Learning Results and state content standards.

2005 VC Commentary: Course descriptions need to be reviewed to insure that they are aligned with state standards. Specific skills needed to address each ESLR, and corresponding assessments should be included in the course outlines. Model lesson plans following a staff-adopted common format and addressing state standards and ESLRs should be collected to serve as a resource for staff. The site may want to introduce curriculum mapping or continue to do backward planning as a tool to assist in this process.

2006 VC Commentary: Continue efforts to align all courses and corresponding assessments with the school's ESLRs and State Content Standards. Create rubrics and assessments to document alignment efforts.

Oakland Tech’s Statement of Progress on F. 1. Level of Completion: The school has aligned each of its courses and assessments with state

content standards with the assistance of the district through the development of pacing guides. In order to integrate the School-Wide Learning Goals into every classroom, teachers are beginning to develop lessons and assessments that address them directly.

2. Since the last full self-study, Oakland Tech teachers have worked on district committees to create pacing guides for each core course that align the required curriculum with state standards. These pacing guides have become the basis for benchmark exams that Oakland Tech teachers helped create in cooperation with the district. These pacing guides and benchmark exams are used throughout the district.

3. The school has undertaken professional development (Fall 2008) in the form of collaborative time to review six-week lesson plans in course-alike groups. The goal of this review is to

Page 86 of 146

assure that the six-week lesson plans or unit plans are in line with the pacing guides, state standards, and Schoolwide Learning Goals. Standard expectations for lesson plan format have been adopted, and model lesson plans are on file for review.

4. The Professional Development Committee will develop other activities this year that will lead to rubrics and other forms of assessment for the Schoolwide Learning Goals. These will be incorporated in course outlines this year in preparation for next year.

5. As a result of this alignment of instruction, the school’s API is increasing, CST scores are increasing, and the number of students scoring Proficient or above on the CAHSEE is increasing.

G. Determine strategies to increase participation of all students in rigorous courses

2003 Visiting Committee Report: Conduct a thorough review of student enrollment in all academies and honors programs and determine strategies to increase the participation of all students in rigorous courses.

2005 VC Commentary: The percentage of students who are enrolled in these programs and courses should continue to be tracked annually by both gender and ethnicity, and strategies for increasing enrollment should be developed and refined as necessary.

2006 VC Commentary: In order to make a true comparison and evaluate ethnic/gender enrollment patterns within courses, OTHS should annually track ethnicity and gender enrollment patterns from year to year. This data should be shared with the faculty and staff as a whole. In this way, further awareness of this as an established Focus Area will be heightened. For any course or programs with enrollment excessively below ethnic/gender representation, the school community should identify any potentially perceived barriers to enrollment. Continue to support potential enrollees by building and strengthening the AVID Program.

Oakland Tech’s Statement of Progress on G. 1. Level of Completion: The school has developed a standard report format in which the

gender and ethnicity of the students in the classes is displayed. This report is used for small learning communities, as well, so that stakeholders can know similar information about them. The school has developed annual programs for encouraging students to enroll in rigorous courses that it has implemented for the past four years.

2. Each year, the school analyzes the enrollment in academies and honors programs, by ethnicity and other demographics. This information has been reviewed by administration and counselors. This year, it is being shared with the faculty and school community through the self-study. The district Research, Assessment, and Accountability Office assists in the preparation of this report.

3. The AVID Program continues to provide instruction in study skills, organization for success, and college/career planning and is developing close working connections with the AVID Regional Office.

4. The school holds an academy fair for all students in grade 9 to encourage them to enroll in academies. This fair makes information available about each academy. This year, the school has invited represents from other special programs to participate as well. One week before the fair, academy students visit English classes to describe the opportunities that are available. At the fair, students from each academy (and other special programs) are present to

Page 87 of 146

answer questions about the programs. Every student in grade 9 attends the fair and receives information and applications. Following the fair, students who have indicated their interest by submitting an application participate in an interview so that academy directors can provide more specific information to the students about the academy.

5. For three years, the school has provided opportunities for students and parents to learn about the overall school program, special programs, and academies. Most of these occur in the fall during the time that private schools are recruiting new students. The school provides two or more information nights, four to five school tours during the school day, and student shadow visits. They are especially useful for students coming from middle school who are making decisions about high school. Information about these events is distributed to all Oakland Tech families, to all middle schools, and throughout the community. Since students from all over the city are eligible to enroll at Oakland Tech, the school makes an effort to have publicity as wide as possible.

6. Counselors visit the middle schools to speak with students about the opportunities provided by the honors courses and academies at Oakland Tech.

7. As counselors meet with students during pre-registration, they provide information about the more rigorous courses at the school in their effort to provide every student with an academically challenging class schedule and increase the enrollment in these courses.

8. 9th grade students in some programs prepare a Four-Year Educational Plan so that they can plan ahead to have prerequisites completed by the time they want to take an advanced course. This process is being expanded to include all 9th grade students, although it is not as far along as the school would like.

9. As a result, enrollment in academies, honors, AP, and other special programs is approaching the demographics of the whole school.

Page 88 of 146

Chapter IV: Self-Study Findings

A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources

Focus Group A Members

Andrades, Anita Andujar, Sheilagh Beitel, Erin Brooks, Wayne Chartschlaa, Dawn Chase, Chrea Clachar, Janet Coplan, James Deleeuw, David Devereaux, Catherine Garcia, Andrew Habte, Abraham Jacobs, Nina

Magro, Philip Miller, Eldica Phan, Tuyet-Linh Price, Martel Sheffield, Ross Snyder, Deirdre Traylor, Barbara Trotter, Fredrick Veliz, Norma Wagner, Barbara Zemach, Rachel

A1: Vision and Purpose

To what extent does Oakland Tech have a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve high levels?

Is the school’s purpose supported by the governing board and the central administration and further defined by expected school-wide learning results and the academic standards?

Findings Evidence 1. Oakland Tech’s Vision Statement

emphasizes the student’s personal and development and career goals. It demonstrates the belief that all students can achieve at high levels, while at the same time acknowledging that all students need to be challenged and may choose to pursue all types of post-secondary education.

• Documents relating to review and reaffirmation of current Vision Statement, March 2008

• Oakland Tech’s Vision Statement:

All members of the Tech community will work cooperatively and communicate respectfully in a peaceful, safe and clean environment

Page 89 of 146

All Tech students will strive to achieve high expectations, meet solid academic standards, and have equal access to an enriching curriculum that will enable them to reach their highest potential.

All Tech students will graduate with strong academic, vocational, and social skills, prepared to enter college, quality jobs, and career training.

2. The Vision Statement addresses: high expectations for all students, equal access for all students, achievement of academic standards, graduation requirements, college entrance requirements, students’ academic and career interests, and good citizenship.

• Oakland Tech’s Vision Statement

3. Oakland Tech’s Vision Statement and School-wide Learning Goals have been ratified by the Board of Education.

• 2008-2009 Single Plan for Student Achievement, approved June 11, 2008

4. Central Administration supports the Vision Statement through these components of its Services Organization: Instructional Services, Family & Community Office, Research & Assessment, and Operations Support.

• OUSD Services Organization Handbook, 2007-2008

5. Oakland Tech’s School-wide Learning Goals build upon the Vision Statement. They identify five areas of learning to receive special emphasis: communication skills, mathematical problem-solving skills, technology skills, career development skills, and citizenship skills.

• Documents related to discussion and adoption of revised School-wide Learning Goals, February – April, 2008

• Oakland Tech’s School-wide Learning Goals:

As a result of the education they receive at Oakland Tech, all students will become: Effective Communicators who demonstrate proficiency in writing, reading, listening,

speaking, and presenting. Indicators:

• Students use writing as a means of understanding and learning new concepts. • Students write expository, persuasive, analytical, and creative pieces. • Students prepare oral, written, visual, and artistic presentations.

Skillful Users of Technology who access, organize, process, and evaluate information in both traditional and digital formats from a variety of sources.

Indicators: • Students conduct research using paper and digital resources with attention to reliability of sources and integrity of others’ work. • Students communicate with others using a variety of devices. • Students use appropriate technology to exhibit their work.

Problem-solvers who use algebra and other mathematical and reasoning strategies to

Page 90 of 146

solve both theoretical and real-world problems. Indicators:

• Students complete at least two additional math courses. • Students apply problem-solving strategies in their other courses, especially science.

Active Participants in a Career-Building/College-Going Culture who have a toolkit of skills and information that lead to college admission and entry into interesting careers.

Indicators: • Students meet or exceed UC a-g requirements. • Students access the College and Career Center on campus. * Students are invited to attend an annual PTSA -sponsored Career Fair • Students research basic information about a variety of colleges and careers. • Students learn basic information about ways to finance a college education.

Contributors to the Community who live with integrity, show respect for others, and exhibit good citizenship.

Indicators: • Students participate in extracurricular activities such as sports, clubs, drama, dance, and musical performances. • Students work together to improve the welfare of others. • Students honor diversity and respect individual differences.

6. The Vision Statement specifically identifies academic standards in its description of student work.

• Oakland Tech’s Vision Statement

7. An increasing majority of parents believe the school’s high expectations apply to everyone. 55% of respondents (11) in 2008, compared to 45% in 2007.

• 2007-2008 Use Your Voice Survey

8. A large majority of students believe that they can go to college. 93% of respondents in 2008, compared to 71% of respondents in 2007.

• 2007-2008 Use Your Voice Survey

9. The Vision Statement and the School-wide Learning Goals were reviewed in Spring 2008 by the faculty.

• Documents relating to the reaffirmation of Vision Statement and revision of School-wide Learning Goals, March-April 2008.

10. The Vision Statement and School-wide Learning Goals are used as a focus for planning professional development at the school.

• Minutes of Professional Development Committee for 2007-2008

11. The Vision Statement and School-wide Learning Goals have been a guide for expanding and modifying the curriculum.

• Documents and teacher and parent interviews relating to development of Performing Arts program and formation of Performing Arts Committee by administration, teachers, and parents.

• Documents and interviews with teachers and support providers relating to development of Italian language program

Page 91 of 146

and adding it to the World Languages curriculum.

• Documents and teacher interviews relating to addition of Probability & Statistics course to the curriculum.

• Documents and teacher interviews relating to the modification of the ninth-grade Algebra course so that it will provide in-class intervention for low-performing students through the presence of two teachers in the class every day.

• Documents and teacher interviews relating to the implementation of summer credit recovery programs in Math and English in Summer 2007.

• Documents, video presentation, and teacher interviews relating to the implementation of Summer Algebra Academy for incoming eighth-grade students beginning in 2007.

• Documents and teacher interviews relating to the addition of Conceptual Physics.

• Documents and interviews with teachers and support providers relating to the implementation of the Biotech Academy career-preparation program in 2008.

• Minutes of the Technology Committee from 2006 through the present relating to the needs of expanded and updated computer network, equipment, and online services so that students can acquire technology skills for the 21st century.

• Documents and interviews relating to Oakland Tech’s participation and leadership in the citywide June Jordan Poetry Prize and the citywide Martin Luther King, Jr. Oratorical Fest.

• Documents and interviews relating to Oakland Tech’s student-led recycling program.

12. Oakland Tech’s Vision Statement and School-wide Learning Goals have provided a rationale for developing more reliable on-site budgeting so that more resources can be used for priority programs.

• The annual School Plan For Student Achievement (SPSA) reflects school-wide goals with a budget that is aligned to identified needs.

• Budget and expenditure documents for 2007 to the present (Results Based Budgeting and IFAS)

Page 92 of 146

• On-site accounting system for departments and school administration

• Extended contracts for teachers to collaborate on the development of student intervention programs and improvement of instruction

Strengths:

• The school’s vision statement addresses the needs of students for both college readiness and career readiness upon graduation, so that students have a real choice available to them for post-secondary training.

• The school program supports the vision statement by providing rigorous courses to meet academic standards and equally rigorous courses that incorporate career skills.

• The school’s vision statement is in line with the stated goals of the school board and the Superintendent’s office, and it has been ratified by the school board as a part of the school’s Single Plan for Student Achievement.

• Although not stated explicitly in the vision statement, a clear consensus exists among the staff that Oakland Tech—as a comprehensive high school—will provide the most enriching curriculum for students. This is supported by the number of students who enroll in Oakland Tech each year, even though smaller, more specialized high schools are available in Oakland.

• Oakland Tech’s new set of Schoolwide Learning Goals provides further definition for the school’s vision. Each of them is consistent with and supports the vision. The vision is consistent with the state standards, and they provide further definition for the vision.

Areas of Growth:

• Continue to find more ways to keep the vision visible in the school and community. • Continue to provide opportunities for discussion about what the school community

believes about the achievement level of all students. Use assessment data, or develop more relevant assessments, to aid in discerning the extent to which achievement follows belief.

• Ensure that all students know and utilize the Schoolwide Learning Goals in their 4-year plan.

A2: Governance

To what extent does the governing board have policies and bylaws that are aligned with the Oakland Tech’s purpose and support the achievement of the expected school-wide learning results and academic standards based on data-driven instructional decisions for the school?

To what extent does the governing board delegate implementation of these polices to the professional staff? To what extent does the governing board regularly monitor results and approve the single school-wide action plan and its relationship to the Local Educational Association (LEA) plan?

Page 93 of 146

Findings Evidence 1. The policies and by-laws of the Board of

Education are consistent with Oakland Tech’s Vision Statement and School-wide Learning Goals.

• Board Policies and Administrative Regulations (online at the district’s web site)

2. The Board of Education delegates authority for the operation of the school district to the Superintendent.

• Board Policy 2000

3. The Board of Education has authority over Personnel and Facilities Management of the district. The State Administrator retains authority over all other aspects of district operations.

• Memorandum of Understanding between OUSD Board of Education, OUSD State Administrator, and State Superintendent of Public Instruction, March 2008

4. The district administration is organized into an Educational Leadership component and a Service component. The principals of the High School Network work with central administration through the Network Executive Officer. The Service Organizations include the offices of Human Resources, Finance, Operations Support, and Technology, among others. The goal of the Service Organizations is to support the schools in the achievement of their goals.

• 2007-2008 Services Organization Handbook, Organization Chart

• 2007-2008 Services Organization Handbook, descriptions of services

5. The Board of Education reviews and approves Oakland Tech’s Single Plan for Student Achievement annually.

• Oakland Tech’s 2008-2009 Single Plan for Student Achievement and prior SPSAs

6. School Board members visit Oakland Tech to provide opportunities for more engagement with the parents.

• Agenda and announcements for Board Engagement event

7. Oakland Tech’s Collaborative School Site Council modifies the Single Plan for Student Achievement monthly, as required, and develops the SPSA for the following year beginning in March each year.

• Minutes of the Collaborative School Site Council

8. The CSSC uses the Vision Statement and School-wide Learning Goals to guide discussions about innovative ways to use categorical funds to improve the school program. Even when the Vision Statement and School-wide Learning Goals are not mentioned explicitly the spirit of the statement and goals provides guidance.

• Minutes of CSSC meetings • Interviews with CSSC members

9. The Superintendent, State Administrater, and district staff provide input and guidance on Oakland Tech’s

• Minutes of CSSC • Interviews with CSSC members and school

staff

Page 94 of 146

implementation of its vision and goals to ensure that actions are compliant with state law, grant conditions, and board policy.

Strengths:

• The school board’s policies and bylaws generally are aligned with Oakland Tech’s purpose and Schoolwide Learning Goals.

• The policies, procedures, and data reports that central administration has developed in response to NCLB are also in line with Oakland Tech’s purpose and Schoolwide Learning Goals. They explicitly support the achievement of the state academic standards.

• The school board delegates the majority of the implementation of its policies to the Superintendent and central administration. Through the Results-Base Budgeting set of policies, much of the decision-making authority for achieving the site goals is delegated to the Principal and the School Site Council.

• The Principal encourages collaborative decision-making at Oakland Tech by the staff and stakeholders who are most knowledgeable and will be most affected by a decision. She brings together and supports such groups in getting decisions made and implemented.

• The school board approves the Single Plan for Student Achievement annually and expects that it will incorporate the various other action plans from the site. The central administration provides support each spring as the School Site Council and the Principal develop the SPSA.

Areas of Growth:

• The district’s process for implementing certain policies—especially contracting with outside consultants—is so complex that small errors or omissions can cause lengthy delays. This hinders the full implementation of the policies that the process is designed to support. The school staff needs to continue to learn about the intricacies and potential pitfalls of these policies in order to avoid delays in developing its school program.

A3: Leadership

To what extent based on student achievement data, do Oakland Tech leadership and staff make decisions and initiate activities that focus on all students achieving the expected school-wide learning results and academic standards?

To what extent do Oakland Tech leadership and staff annually monitor and refine the single school-wide action plan based on analysis of data to ensure alignment with student needs?

Findings Evidence 1. In 2005-2006, Oakland Tech staff

participated in planning discussions for the California High Priority Schools Grant that was available. These discussions included surveys of teachers, parents, and students to determine prioritized areas of need based on experience and analysis of student

• Records of HPSG planning process

Page 95 of 146

achievement data. 2. Each month teacher leaders and parents and

students work with the principal and other school staff on the Collaborative School Site Council to evaluate and modify the school site plan. These decisions are made as student achievement and other school data are reviewed.

• Minutes of the CSSC

3. Each month, the department and academy heads meet together with the principal to review student achievement data and discuss policies, budget, and other programming decisions. Their decisions are based on identified student needs.

• Notes of department head meetings

4. Oakland Tech implemented a Summer Algebra Academy and a credit-recovery summer program in the summer of 2007 in response to data-identified needs that (1) certain incoming 8th grade students needed intervention in Algebra before entering Algebra 1 at Oakland Tech, and (2) 10th grade students with failing grades in Math or English needed an opportunity to make up the missed credits on site, because the district did not provide summer school for these students. The school continued the Summer Algebra Academy the following summer. The decision was made not to continue the credit-recovery summer program, based on data from the previous summer and the 2007-2008 school year.

• Notes of department head meeting • Notes of summer programs planning

meeting for 2007 • Notes of summer programs planning

meeting for 2008

5. In August 2007, the school held an all-staff retreat, during which the staff looked at the school program and received professional development with a focus on increasing the achievement of African American and Latino students in Math and English. On the basis of this review and training, the staff formed agreements about new efforts to reach these student populations.

• Documents relating to Summer 2007 All-School Retreat

6. Each summer, the principal and support staff study student achievement data provided by the district’s Research, Assessment, and Accountability Department. On the basis of this study, the principal brings information back to the

• Agenda and materials for Buy-Back days for 2005 to present

Page 96 of 146

staff and convenes a conversation about academic goals for the school year.

7. Each August, the faculty receives data rosters for their classes that show the achievement levels for each student (CST, CAHSEE, CELDT, GPA, attendance). Based on the analysis of this information, teachers make decisions about how to differentiate instruction at the beginning of the year.

• Agenda and materials for inservice days for 2003 to present

8. Oakland Tech’s Collaborative School Site Council modifies the Single Plan for Student Achievement monthly, as required, and develops the SPSA for the following year beginning in March each year.

• Minutes of the Collaborative School Site Council

9. Leadership Retreat for Adminstrators in Novemeber, 2007 to identify critical school improvement areas-addressing the acheivement gap of our African American students, restructuring 9th grade for success and providing new teacher support.

• Notes from the Leadership Retreat

Strengths:

• Oakland Tech’s leadership has made major additions to the curriculum—like Read 180 and the team-taught Algebra classes—within one year of receiving data that shows that some significant groups of students are falling below expectations. Staff have participated in these decisions and have followed through by being trained to implement the new curriculum.

• The leadership have initiated other types of interventions during the school year on the basis of benchmark data, progress assessments, or other site-based common assessments. For example, the school’s emphasis on writing across the curriculum grew out of a need identified through the CAHSEE, and was an initiative for which school leadership assisted in building the consensus of all staff. Now each department works on it, and it continues to be part of the curriculum.

• Administrative team is cohesive and responsive to improving systems that support student achievement.

• The Single Plan for Student Achievement is reviewed more than once a year. It is refined by the School Site Council almost monthly on the basis of analyzed data.

Areas of Growth:

• Continue to identify targeted types of student performance that will be measured so that the effectiveness of interventions can be monitored more closely.

A4: Staff

Page 97 of 146

To what extent does a qualified staff facilitate achievement of the academic standards and the expected school-wide learning results through a system of preparation, induction, and ongoing professional development?

Findings Evidence 1. The district has identified 74% of the

teachers at Oakland Tech as Highly Qualified.

• Aeries School Information System

2. The school provides professional development in topics that have been identified as areas of need. These include: • Lesson Study model of collaborative

lesson planning and implementation • Literacy methods across the curriculum • Writing strategies across the curriculum • Norms and procedures for working as a

Professional Learning Community • Strategies and communication methods

that will engage all students • Using the Internet, e-mail, and the school

web site to inform parents and students about course requirements and homework.

• Using Edusoft as an assessment tool for collecting data on common benchmark exams.

• Site Safety Plan

• Minutes of Professional Development Committee meetings

• Agenda, materials, and work products of professional development sessions.

3. The school provides for a New Teacher Support Group that meets throughout the year to discuss classroom management, differentiated instruction, and use of assessment results.

• Documents relating to New Teacher Support Group

• Teacher interviews

4. Teachers are provided stipends for time spent meeting together to address common issues related to 9th graders and their learning needs.

• Documents relating to 9th grade houses • Teacher interviews

Strengths:

• Oakland Tech’s staff has a large number of experienced teachers who put in extra time to learn new skills and to share what they know with colleagues. Moreover, the veteran teachers encourage the participation of newer teachers in developing instructional methods.

• The staff at Oakland Tech has sustained and initiated innovative programs through the years.

• Oakland Tech’s professional development plan includes an emphasis on teacher collaboration that has two benefits: (1) teachers work together to strengthen each other’s

Page 98 of 146

practice, and (2) the innovations are likely to be more enduring because several people participated in their development.

Areas of Growth:

• Continue to develop opportunities early in the school year for new teachers to receive support and orientation into the ways that Oakland Tech operates.

A5: Leadership and Staff

To what extent are leadership and staff involved in ongoing research or data-based correlated professional development that is focused on identified student learning needs?

Findings Evidence 1. See A4 above. The school provides

professional development in topics that have been identified as areas of need. These include: • Lesson Study model of collaborative

lesson planning and implementation • Literacy methods across the curriculum • Writing strategies across the curriculum • Norms and procedures for working as a

Professional Learning Community • Strategies and communication methods

that will engage all students • Using the Internet, e-mail, and the school

web site to inform parents and students about course requirements and homework.

• Minutes of Professional Development Committee meetings

• Agenda, materials, and work products of professional development sessions.

2. Each year, the school sponsors staff members to attend seminars and conferences that provide the latest research in student achievement and support. The attendees share what they have learned with the whole staff.

• Reports and materials of seminars and conferences

• Teacher interviews

3. The school lengthened its school day 7 years ago in order to provide 1.75 hours non-student time on Wednesday afternoons twice a month for the purpose of developing site-driven professional development and collaboration. This model was adopted district-wide several years later.

• Records of decision • 2003 WASC report

4. Oakland Tech faculty provide leadership in the on-site professional development program and at the district level (e.g.,

• Minutes of Professional Development Committee

• Notes of district benchmark development

Page 99 of 146

Social Studies, World Languages) • Notes of district curriculum adoption and development

• Teacher interviews Strengths:

• The school has developed a successful collaborative professional development model that responds to needs identified by the staff with outside presenters, in-house sharing of best practices, and provision of collaborative time for professional learning communities.

• Oakland Tech teachers serve in leadership roles on site and at the district level. Areas of Growth:

• Continue to develop techniques for measuring the effectiveness of strategies that have been provided through professional development.

• Begin to include more professional development projects that involve research into student achievement at the site level, and optimal ways to improve it.

A6: Resources

To what extent are the human, material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the programs to support students in accomplishing the academic standards and the expected school-wide learning results?

Findings Evidence 1. In 2004-2007, the district modernized the

school building and some of its systems, including upgraded network cabling, science labs, and security cameras. In the first full year following the completion of the modernization project, the campus is cleaner, the hallways are quieter, and student achievement for some groups is increasing.

• Observations • Interviews

2. Due to budget constraints in 2007-2008, two PE locker room attendants had to be laid off. When funds became available, filling these two positions was a high priority. The attendants are vital to maintaining a safe and secure campus.

• Interview with Principal

3. In conjunction with increased capacity for reliable and transparent budgeting at the district level, the school is developing a more robust system of budgeting at the site level. This has the effect of encouraging departments to plan ahead for high priority expenditures. This development process is ongoing.

• Staff interviews • Financial and budget records

Page 100 of 146

4. The school was given the opportunity in 2006 to apply for the state’s High Priority Schools Grant. After a thorough planning process by the staff to determine priorities, the school was awarded a grant of $630,000.00. These additional resources have made possible several innovative programs in the performing arts, world languages, English/Language Arts, Math, and professional development.

• Documents relating to High Priority Schools Grant

5. The school received a federal grant through the 21st Century Community Learning Center program in 2007 and has used it to develop after-school tutoring, academic intervention, and enrichment programs.

• Records of 21st Century and ACCESS program

6. The school has maintained a long-term (almost 20 years) commitment to its career partnership academies and continues to receive funding through the California Partnership Academies program.

• Records of Health & Bioscience Academy and Computer Technology & Repair Academy

7. The school has combined the services of the Early Academic Opportunity Program and the Educational Guidance Center into an on-site College & Career Center for students and parents.

• Documents and materials from EAOP and EGC.

8. The school has begun hosting one of the Family Resource Centers for the school district and is integrating the Center into the school’s parent involvement activities.

• Interviews with Family Resource Center director and Principal

• Publicity materials for the Center

9. The school has brought the College Summit program on campus, led by one of the teachers.

• Interviews with College Summit students and director

10. Four years ago, the school added the position of the Student Attendance Compliance Officer, who works as a case worker with students who have problem attendance.

• Minutes of the CSSC • Interview with Student Attendance

Compliance Officer

11. The school is in its third year of pairing 12th graders with 9th graders in its Senior Mentor program.

• Interview with Assistant Principal • Materials relating to Senior Mentor

program 12. Students in the Leadership Class provide a

recycling pick-up program for the school. • Student interviews

13. Two years ago, the school added positions for English and Math coaches who work with teachers to improve instruction.

• Minutes of the CSSC • Interviews with English and Math coaches

14. Two Assistant Principals work with a new • Records of AASAP meetings

Page 101 of 146

advocacy group of Tech parents to plan for increased success and pride of African American students: African American Student Action Planners.

• Interviews with Assistant Principal and parents

Strengths:

• The school offers a wide variety of after school programs that are funded through the 21st Century After School program.

• The Academies provide excellent programs that are funded through the California State Partnership Academies grant.

• English and Math coaches work directly with teachers to develop professional learning communities and improve instruction.

• The school focuses attention on strategies for success and improved achievement through the African American Student Action Planners.

• The school participates in the African American Student Achievement Initiative, sponsored and funded by the College Board.

• The school participates in the Summer Algebra Academy, sponsored and funded, in part, by the University of California, Office of the President.

• The school provides resources to allow older students to mentor younger students, which results in better attendance and engagement for all the students involved.

Areas of Growth:

• Continue to develop measures that will allow the school to determine the effectiveness of special programs.

Summary of Key Findings

Oakland Tech’s organizational vision and purpose, governance, leadership and staff, and resources have proven to continue to develop in positive ways. The vision of the school is based on a strong belief that all students can learn and become successful in the career of their choice. There has been a concerted effort to use available resources to expand enrichment and intervention programs. For example, AP and Honors classes have increased at Oakland Tech. In addition, school data has shown that some students need interventions and so Read 180 has been added to the curriculum. Algebra teachers are team teaching in order to better meet the needs of students. The vision has been to remain a comprehensive school that provides a wide variety of options for students who come from diverse economic and cultural backgrounds. The staff is encouraged to align department visions with the school’s vision and to engage students in talking and thinking about school wide goals.

The School Board is in transition and trying to become more knowledgeable and involved with all facets of the education of Oakland Unified School District students and families. The Board supports the vision of Oakland Tech to maintain and succeed as a comprehensive high school. The District has supported the new Biotech Academy and the expansion of the performing arts program. Oakland Tech continues to gain confidence in navigating the bureaucracy by meeting State and Federal mandates.

Page 102 of 146

Oakland Tech’s school plan is data – driven. A good example of this is the school’s emphasis on writing across the curriculum grew out of a need identified through the CAHSEE, and was an initiative for which school leadership assisted in building the consensus of all staff. Now each department works on it, and it continues to be part of the curriculum. Oakland Tech continues to maximize allocated resources in the most effective way by aligning instructional needs and systems

Oakland Tech’s administration and teaching staff work together smoothly. The staff at Oakland Tech has kept the school together and initiated programs throughout the years. Some of the most innovative high school programs in the country have been designed at Oakland Tech. The staff is inspiring to new teachers and they quickly buy into this culture. Staff would like to investigate ways to differentiate their instruction by considering learning modalities. Staff and leadership would like to refine and share decision making for a purposeful master schedule.

The school has developed a successful collaborative professional development model that responds to needs identified by the staff with outside presenters, in-house sharing of best practices, and provision of collaborative time for professional learning communities. This staff is sought by district groups to serve in leadership roles at the district level. Oakland Tech teachers continue to refine ways to support new teachers and are beginning to mentor the new teachers to sustain excellent programs.

The school offers a wide variety of after school programs that are funded through the 21st Center Access program. The academies provide excellent programs that are funded by the California State Partnership Academies program. The HPSG grant has provided an opportunity to hire an English coach and a Math coach. They both work with teachers to develop professional learning communities and improve instruction. Oakland Tech focuses attention on strategies for success and improved achievement through the African American Student Action Planners – a newly formed parent group. Oakland Tech allocates funding for a Student Support Coach and Attendance Compliance Officer and provides resources to allow older students to mentor younger students, which results in better attendance and engagement for all the students involved.

Page 103 of 146

B. Standards-based Student Learning: Curriculum

Focus Group B Members Lopez, Isabel, Co-Chair Nixon-Holtan, Maureen, Co-Chair Ajanaku, Kanika Akins, Tonya Balano, Aaron Bover-Macho, Carlos Chan, Ronald Davidson, Marilouisa Egi, Clarina Goldman, Aaron Harrington, Samantha Joe, Marietta Johnson, Jacqueline Jurisch, Charity Kiang, Edmund

Maxwell, Marina McCann, Richard Morrison, Staci Nicholas, Brennan Provost, O'Neil Romweber, John Sherman, Ashlee Templeton, Meriel Thomas, Louis Warner, Robert Wolfe, Maryann

B1: To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected school-wide learning results? [Through standards-based learning (i.e., what is taught and how it is taught), the expected school-wide learning results are accomplished.]

Findings Evidence 1. Each of the core subjects (English, Math,

Science, and Social Studies) follows pacing guides that were collaboratively developed with the district. The pacing guides are directly tied to the California academic standards.

• Subject pacing guides

2. A large majority of students believe that teachers regularly assign work that challenges them. 80% of respondents in 2008, compared to 50% of respondents in 2007.

• 2008 Use Your Voice Survey

3. A large majority of students believe that their English class has improved their reading and writing skills (School-wide learning goal #1). 82% in 2008, compared


Page 104 of 146

to 57% in 2007. 4. A majority of students believe that their

math class has improved their mathematical problem-solving skills (School-wide learning goal #3). 66% in 2008, compared to 63% in 2007.


5. There are a number of curricular pathways that a student may follow to meet the graduation requirements. The primary pathways emphasize: -Health & Bioscience School-to-Career -Computer Technology & Repair School-to Career -Engineering School-to-Career -Integrated Humanities studies (Paideia) -Performing Arts -Biotech School-to-Career -Advanced Placement and Honors coursework (English, Math, Social Studies, Science, World Languages)

• Course Catalog • Master Schedule • Counselor interviews • Course syllabi, example lessons and units • Statistics of the number of students in these

programs

6. Every department includes an array of learning experiences that will help students achieve the School-wide Learning Goals

• Interviews with department heads • Examples from adopted curriculum and

teacher-developed supplemental materials 7. Every teacher provides a course syllabus

that describes the standards for the content area and the curriculum that is used.

• Course syllabi

Strengths:

• The wide variety of programs offered within Oakland Tech’s curriculum • Increasing perception of rigor and challenge in coursework, documented in the Use Your

Voice Survey (50% of students in English/Language Arts in 2007 to 82% in 2008; 63% of students in Math in 2007 to 66% in 2008).

Areas of Growth:

• The school uses pacing guides in core subjects that are intended to have students ready for the CST each spring; however, the guides still need to be refined. There is some misalignment between the guides and the assessments, and there needs to be more attention given to the coverage that is expected in some courses.

• Use a variety of ways to inform teachers, students, and parents about the Schoolwide Learning Goals, and assure that they are incorporated into the work of each course.

• Closely monitor math courses and interventions to know whether math problem-solving skills are improving with the current curriculum.

B2: To what extent do all students have access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school-to-career goals?

Page 105 of 146

Findings Evidence 1. Entering 9th grade students who participate

in the Summer Algebra Academy receive guidance in developing an individual learning plan. The plan covers each year until graduation. It ensures that a student is aware of pre-requisite requirements for advanced courses in the 11th and 12th grades.

• Four-Year Plan • Counselor interviews • AVID program • Summer Algebra Academy

2. The process for developing the Master Schedule has safeguards built in to minimize the number of schedule conflicts for a student who has particular desires for specialized courses.

• Master Schedule • Interview with Assistant Principal,

department heads, academy directors, Advanced Placement program lead teacher

• Counselor interview 3. Summer school is not always available for

9th and 10th graders, and this delays the opportunity for students to recover credits for passes they did not pass.

• District summer school schedules • Counselor interviews

4. The school holds Intervention Meetings for 9th and 10th grade students and their parents, to which any student who receives a D or F in the marking period is invited to attend. Administrators and teachers provide information about strategies for improving achievement, and teachers meet individually with the parents.

• Agenda, announcements, notes of 9th/10th Grade Intervention Meetings.

5. Class of 2011 cohort is supported by SOAR Mentors and tutors. Students have a success plan mapped out.

• SOAR documents

Strengths:

• For entering 9th graders who participated in the Summer Algebra Academy, there is an individual learning plan that will guide the student through four years of high school.

• Oakland Tech counselors visit middle schools to provide information about the school’s curriculum and help the students with pre-registration.

• The school provides an Academy Faire for all 9th graders at the time of pre-registration to give them information about each of the Academies and some other special programs.

• The school provide Information Nights in the fall so that 8th graders who are considering Oakland Tech will know about the opportunities at the school.

Areas of Growth:

• Every 9th grader and new student needs an individual learning plan (Four-Year Plan) that is reviewed annually and is accessible to all staff. The form needs to be available for all counselors.

Page 106 of 146

• The school needs to continue to develop parent meetings so that parents are aware of their students’ academic status and progress toward grade-level advancement and graduation. Parents and students need to be more aware of the implications of not completing a course and the effect on future opportunities.

B3: To what extent are students able to meet all the requirements of graduation upon completion of the high school program?

Findings Evidence 1. School and district policies require that

every academic program meet the requirements of graduation.

• School policies • District policies • State graduation requirements • Senior Project Guidelines

2. Students who fail to receive credit for a course have options for making up the credit in summer school, CyberHigh, independent study, or Adult School.

• Interview with Principal • Counselor interviews • Transcript evaluation • Letters of parents of seniors in danger of

not graduating 3. The school is placing new emphasis on

ensuring that every student meets the a-g requirements for college entrance in high school and is creating a college-going culture throughout the school.

• Interview with Principal • Counselor interviews • Resources of Oakland Tech’s

College/Career Center, Early Access Opportunity Program (EAOP), Educational Guidance Center (EGC), Upward Bound, Project SOAR, College Mentoring Parent Committee (who plan the College Faire), African American Student Action Planners

4. The counselors and administrators have begun an investigation and training series on analyzing a student’s transcript.

• Documents relating to transcript analysis training

• Counselor interviews 5. The D grade allows a student to pass a

course but does not help the student meet the 2.0 GPA graduation requirement. It may give students a false sense of accomplishment. It makes the transcript more difficult to analyze for progress toward graduation.

• Review of transcripts • Counselor interviews

Strengths:

• The school enforces all of the district’s graduation requirements, which are very clear. • The wide variety of accessible support programs to help students prepare for college and

meet the a-g requirements Areas of Growth:

• Continue to educate students and parents about the meaning and importance of the UC a-g requirements.

Page 107 of 146

Summary of Key Findings

Oakland Tech offers a wide variety of programs to students within the curriculum. There continues to be a student and family perception of rigor and challenge in the coursework as seen in the district Use Your Voice Survey over two years. It shows that in 2007 50% of students believed there was rigor and challenge in the course work and that it increased to 82% in 2008. In Math the survey 63% of math students feel challenged with rigor and in 2008 66% did.

The district pacing guides need to be refined to continue to reflect CST assessments. Staff is creatively thinking about ways to inform teachers, students and parents about Oakland Tech’s school - wide learning goals. Math courses and interventions continue to be monitored to better understand whether math problem solving skills are improving with the current curriculum.

Summer Algebra Academy 9th grade students have an individual learning plan that will guide them through their four years of high school. Staff is discussing four year learning plans for all 9th grade students that can be accessible to all staff and counselors. Staff is discussing the question of D grades in a standards based curriculum. Staff is looking at either working together to discourage students from settling for D grades or removing D grades from the school’s grading policy. Oakland Tech staff would like to hold more parent meetings so that there is more frequent communication about student academic status and progress toward grade level advancement and graduation.

Oakland Tech has very clear requirement for all students. There are many opportunities for a variety of support programs to help students prepare for college and meet a-g requirements.

Page 108 of 146

C. Standards-based Student Learning: Instruction Focus Group C Members

Pasternak, Harry, Chair Austin, Tara Barnes, Tascha Beckett, James Bellow, Mildred Booker, Lillian Brantley, Pamela Byrd, David Cervantes, David Chacana, Max Dargahi, Christine Friedman, Patrick Gaines, Edna Gong, Nathan Gupta, Vijai

Hayes, Laura Hopson, Dora Kappner, Tania Kuchera, Cathrine Onyeador, Emmanuel Sampson, Michelle Sheridan, Alexis Sims, Linda Smith, David Stockwell, Lette Travick, Sonja Williams, Frank Wing, Joel

C1: To what extent are all students involved in challenging learning experiences to achieve the academic standards and the expected school-wide learning results?

Findings Evidence

World Languages

Every student learns language through reading, writing, listening and speaking: For example,

• Italian - Using interviews, projects that include writing and visuals culminating in oral presentations. (weekly)

• Reflective writing on historical or scientific readings

• Reflective writing on films that depict the target culture

• AP Spanish o Semester exams (end of semester) o Research project of audio visual

presentations (end of semester) o News reports and reactions –

(twice a month) o Essays ( once a marking period)

• Survey • Classroom Observations • Teacher Interviews • Student Interviews

Page 109 of 146

o Exam using applied knowledge ( once every 3 weeks)

o Oral debates (1-2 times a semester)

• French • Spanish – communicative based

approach to teaching. Most teachers are product and student centered

• Mandarin o Language skills ( after every

chapter) o Idioms o Characters o Literary works

Use of

o Dialogues – frequently o Skits in front of class (at least 1 per

marking period o Posters – about the subject o Writing in the target language as

appropriate to level - use work processing

o Readings – in Spanish 3 – projects focus on real world: climate change, job interviews and family/social

o Use of realia

English

Every student learns by grade level standards in reading, writing, listening and speaking to further develop communication skills. For example:

• Expository writing (1 per marking period) • Research using at least 5 resources (3

scholarly and 3 substantive) culminating in a written product and presentation accompanied by visual aides. 0nce per (marking period)

• Analytical essays (daily) • Persuasive writing ( 2- 4 times per

marking period) • Responding to Literature essays (2-4

times per marking period) • Continue to improve speaking and writing

skills by improving language usage (grammar, spelling, topic sentences etc.) (daily)

• Draw inferences from reading (daily) • Critical Thinking skills (daily) • Debates (once a year)


Social Studies

• Evaluate Historical Evidence ( every week)

• Answer 3 level questions ( several times a

• Survey • Classroom Observations

Page 110 of 146

week) • Close reading (several times a week) • Argumentative essay (once or twice per

marking period) • Defend position in the face of opposition

(daily) • Project based learning- long term

research/investigative projects (several times per semester

• District DBQ (document based questions) (once per semester

exam practice • Viewing Opposing ideologies ( twice a

month) • Analysis of primary and secondary

sources (once every marking period) • Use course content to create videos –

show understanding, analysis and creativity (every 5 weeks

o Read academic journals to understand complexity of course content – to speak about them and write about them ( weekly)

o Historical simulations – (one or more each grading period)

• Teacher Interviews • Student Interviews

Science

o Clinical questions on tests – requires using facts to synthesize and use deductive reasoning (every 3 weeks)

o MKITS project makes students learn EXCEL and Power Point

o Projects (extend from November – April) o Advanced Bio – students write at least

one research paper o Two Project Based Learning group

projects – (1 per semester) o research for Health fair – poster

board and game o Research for Health of Country

report with 4 components Environmental Health Epidemics in country Folk Medicine/culture

Health Care Beliefs


Page 111 of 146

Geography/Ecosystems

o Writing Lab conclusions (1 or 2 per marking period)

o Field trips (monthly) o Projects reports with presentations ( 1 per

semester) o Big labs (once a week) o Cat heart, sheep’s heart and chicken wing

dissections o Complete Problem sets in Chemistry (4

times a month) o Research and create power point

presentation on a science career (once a year)

o Computer review on Class Zone system ( bimonthly)

Math

o Statistics – surveys, experiments to get categorical and quantitative data and use it to develop fluency –

o Integrate art and math project - (once a

year) o Challenging work problems related to

astronomy, physics/chemistry _ (once a month)

o Multi – concept story problem – (weekly) o Projects and presentations at the end of

the year o Reinforce and guide skilled notetaking

and maintain organized notebook.


ELD

Page 112 of 146

Depending on ELD level

o Short oral presentations ( once a month) o Cumulative projects to demonstrate

language skills (every 3 weeks) o Research projects (once every marking

period) o Collaborative group work (every week) o Small group presentation (monthly) o Incorporate technology (once for each

assignment) o Independent reading ( one for each

assignment) o Ask questions ( 3 times a week) o Compare events in past history with

present day (3 times a week) o Locate countries and events on maps(3

times a week) o Make charts and graphs -3 times a week


Physical Education

o Read a current event and students express opinions( once a week)

o Challenge students to be personally and socially responsible (once a week)

o Oral presentations – fitness, health topics such as steroid use (once every six weeks)

o Ballroom dance (last six week of second semester)


Art

o Art projects – (every 2 weeks) examples o Water color o Computer programs o Illustrator CRV 3 o PainterX o WALCOM Drawing Board o Portfolio art work


Library

Page 113 of 146

o Information Literacy Skills – (used when teachers schedule classes in the library)

o Look beyond Google, Yahoo and other search engines

o Start with on – line database o Books


Culinary Arts

o Recipes in 57 minutes (daily) o Working in groups (daily) o Practice safety, sanitation, cooking

techniques and professional cooking skills (daily)

o Listening skills (daily


Strengths:

• The variety of teaching strategies, with opportunities for ALL to be challenged • Academic supports • Project-based teaching and learning • Incorporating technology into the curriculum • Standards-based focus on reading and writing • Positive student-teacher relationships aid in engagement and access to instruction • Data-driven instruction

Areas of Growth:

• Make technology more accessible for all departments and provide more training for staff members.

• Increase teacher collaboration to share effective best instructional practices. C2: To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom, that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels?

Findings Evidence 1. A majority of students believe that their

teachers use a variety of strategies and resources to help them learn. 75% of respondents in 2008, compared to 65% of respondents in 2007.


Findings of ROP Department Evidence 1. Student Awards Night for Mr. Onyeador’s • Student work, certificates, plaques

Page 114 of 146

Computer Academy students and Ms. Jones Culinary Arts students

2. Student work on display in classroom and school in Computer Academy and Culinary Arts at district events, Parent Night presentations

• Records of various district events and exhibitions

3. Students participate in skills competitions off-campus: CISCO competition and others

• Records of off-campus competitions • Student interviews

4. Project-based instruction: build a computer baked goods, garnishing, cake decorating

• 6-week lesson plans • Student work • Student interviews

5. Students participate in outside work experiences in Computer Academy and Culinary Arts

• Records of student work: build, repair, connect computers catering various events

6. Advisory Boards provide input on curriculum and visit classrooms as guest speakers for both programs

• Documents relating to Advisory Board • Lesson plans

7. Students participate in entrepreneurship opportunities

• Documents relating to student-run computer business

• Documents relating to student-run culinary business

• Student presentations 8. Students participate in summer internship

opportunities • Documents relating to 6-week summer

internship programs • Student interviews

9. Students in the Engineering Academy enter their drawings and CAD generated projects at annual state and county fairs.

• Engineering projects on display

Findings of Counseling Department Evidence 1. Each 9th grade schedule has been

programmed according to data or middle school recommendations to ensure success in high school classes.

• Use of 06-07 and 07-08 data • Use of middle school transcript • Use of SRI lexile data • Use of middle school recommendations

2. Variety of strategies of resources to support instruction/learning to avoid typical 9th grade problems; preventative interventions.

• 9th grade presentions in the first semester to teach students 1) series offered by Techniclinic 2) series offered by EGC/EAOP 3) requirements

3. Variety of Strategies and resources in response to typical 9th grade problems; responsive interventions

• 9th grade presentations during the second semester to teach all 9th grade students how to read their transcript.

4. Achieving success at high levels through master schedule interventions.

• Scheduling 9th grade team-taught Algebra 1classes to support students with different learning styles (who learn better in groups ) and need more one-on-one help.

• Double block Read 180 with Ms Austin.

Page 115 of 146

• English 1 and Drama block for 9th grade students

5. Achieving success at high levels through assessing data and making appropriate schedule changes.

• Target 9th grade students with a 5 or advanced score on ELA CST score and making sure they are in the Pre-Paideia classes.

• Reschedule students with a 1 or Far Below Basic on ELA into Read 180

6. Emphasizing problem solving skills by providing students with an outlet in counseling, therapy, peer mediation.

• Referral of counseling to the Techniclinic, Wright Institute, Conflict Mediation

• Referral of student misunderstandings to peer mediation

7. Variety of strategies and resources to encourage college going culture and college readiness

• EGC/EAOP/ Upward Bound recruitment efforts

• College and Career Center • AB 11802 Counselors and 4 certificated

full time school counselors 8. Variety of strategies of reasons to make

college accessible to those who may not be able to afford the expenses of college research

• College visits scheduled during /after school

• Free SAT preparation courses • Availability of Fee waivers to application

waivers • Free samples of PSAT and opportunities

for 9th graders to practice for a small cost 9. Providing experiences beyond textbook

and classroom to enhance college going culture

• CAHSEE Boot Camp, multiple Saturday sessions

• Oakland Tech College Readiness Network meets 1x1 month to plan various interventions and events for students

• College Crunch Days • College Summit for 12th graders • College visits

10. Specific teaching tied to school – wide goals of helping students become knowledgeable of college requirements/expectations.

• Build with Mr. Cervantes – period 1 • AVID with Mr. Nigro – 3 periods • CAHSEE Math and English classes

available during the day • PSAT given to all 10th grade students to

develop and strengthen attitudes and beliefs about college readiness and academic preparation

• Academies provide additional academic guidance and support

11. Counselor/student meetings tie to school learning goal of meeting/exceeding UC a-g graduation requirements

• All 12th graders have senior meetings with their counselor to see if they are on track ( Magro and Johnson)

Page 116 of 146

• Meet with 11th grade students @ end of year to discuss 11th grade programming

12. Educating students about the benefits and value of rigorous coursework (AP/HP visitation day)

• More students taking HP/AP, A-G coursework

13. Educating students/parents on the fundamentals of study habits and avoiding D and F grades

• Increased GPA across counselor case load.

14. Use a variety of counseling techniques to determine glitches in academic and personal growth.

• Interviews

15. Displaying numerous visuals about college going, testing and visits

• Counseling walls

16. Arrange college visits • Interviews 17. Develop closer ties with universities,

colleges, outside district programs/resources

• Create a smoother transition through high school into post grad studies

18. Coaching students on filling out applications, forms and course selection

• Students demo and class presentations

19. Help or resolve parent/student and student/ teacher conflicts

• Conflict mediation

20. Frequent meetings with students, parents and teachers on student performance

• Conflicts resolved, progress turns positive

Findings of English Language Development Department

Evidence

1. Help design and pilot curriculum and benchmark standards district wide

• Published by the district with participant names

2. District pilot for Visions curriculum (2 year pilot)

• Emails

3. Meeting with curriculum publishers, district representatives as a department to offer assessments and recommendations

• Invitations • flyers

4. Department representatives involved in adopting materials assessment for district use

• Calendar

5. Department members work with publishers to critique upcoming curriculum and alternatives

• District records

6. Attendance at two day professional development session to update OUSD grade level standards- based ELD curriculum

• district records • on-line lesson plans

7. Participation in OUSD monthly professional development activities

• District records

8. Introduced ELD Drama class based on award winning class at San Marcos High

• Master schedule

Page 117 of 146

School – wrote course description –piloted in summer

• Course description

9. Regular ELD class presentations • Lesson plans/grades 10. Annual CELDT testing

• Test data

11. Meet regularly to assess student progress and placement.

• Department minutes

12. Journaling two to three times weekly to help develop ESLR

• Journals

13. Introduced technology into curriculum to develop ESLR skills.

• Lesson plans • Assignments

14. Established computer lab for ELD students (as well as other departments)

• Lab

15. Videotaping of students conducting interviews

• Lesson Plans

16. Use variety of data sources (ABI, Aeries) to assess placement

• Student records

17. Underclass observations of senior projects to develop listening skills, comprehension skills and critical awareness

• Senior projects

18. Field trips to Oakland Zoo and Oakland Museum

• Field trip records

19. Incorporate four language skills activities in project work – fashion, cross cultural research etc.

• Lesson Plans

20. Regular ELAC meetings for parents, teachers and students plus one administrator held monthly

• ELAC Minutes

21. Development of independent reading assignments complementing scripted curriculum.

• Lesson Plans

22. Ongoing communication with parents and guardians and other outside organizations on behalf of ELL.

• Phone records

Findings of English/Language Arts Department

Evidence

1. Several ELA teachers participate in administration of CAHSEE Boot Camp

• School improvement on CAHSEE scores for 10th grade

2. All senior teachers require their students to write personal statements.

• Number of students who applied to UC’s using these statements

3. Cross cultural field trips such as Berkeley Rep, Oakland Museum.

• Field trip forms, response papers and projects.

4. 9th grade teachers administer, cycle of inquiry and submit district Progress Assessment Writing.

• Scores reported on OUSD website

Page 118 of 146

5. English teachers require folders/binders/portfolio from all students

• Portfolios in classrooms

6. Read 180 for reading intervention • Master Schedule • Curriculum assessments

7. Added additional advanced placement and honors programs

• Master schedule

8. Conferences with student and parent to establish support for struggling students

• Meeting and conference logs

9. Each teacher maintains regular office hours • Time logs 10. Advanced research project required from

seniors • Senior projects- oral and written projects

11. Created core drama/English classes for 9th grade

• Master schedule

12. Uniform board configuration incorporating state standards, objectives and agenda

• Classroom checks

13. Every teacher has a comprehensive syllabus with the majority posted online

• Oakland Tech website

14. Co-teaching and co-planning partnership between drama teacher and 9th grade English teacher.

• Master schedule

15. Mock trial spanning 2 days based on reading

• Lesson plans • Persuasive writing papers

16. All 9th and 10th grade teachers participate in yearly June Jordan poetry contest

• Poetry submissions

17. All students are invited to participate in the Martin Luther King Oratorical competition

• Competitions

18. Teachers regularly incorporate after school arts program into classes.

• Sign up sheets • Student work

19. All teachers administer the district benchmark assessments

• Benchmark scores on OUSD website

20. ELA Pacing guides regularly reviewed and implemented by department.

• Department meeting minutes • Lesson Plans

21. Teachers implement specific models and examples for the writing types required by the standards

• Models • Examples • Handouts • Student work

22. Focus on expository writing across department

• Lesson Plans

23. Consistent participation in professional development particularly Bay Area Writing Project.

• Time records • Papers generated by students

24. Literacy circles regularly incorporated • Class presentations • Written responses

25. Independent reading incorporated to increase fluency and interest in reading

• Reading logs

Page 119 of 146

26. “Do Now” strategy to maximize class time and management

• Board checks • Student responses

Findings of Math Department Evidence 1. Field trip to SF Bay Model for instruction

in map-reading • Field trip documents • Pictures

2. “Algebra Walk” with a human x-y axis (number lines using strings; they have to carry out various functions)

• Photos • Video

3. Use of technology and Powerpoint in the classroom

• Slides

4. Students are actively engaged, presenting problems to class at the board

• 6-week lesson plans • Picture

5. Oral quizzes: students answer questions at the board in front of class

• Picture

6. AP Statistics Research Project: students research their own data of interest and do reports on the trend

• Student work • Student interviews

7. Teachers team together to teach Algebra • Master schedule 8. Teachers have created an Algebra

Professional Learning Community: 9th grade Algebra teachers make differentiated assessments and come up with a variety of teaching methods

• Teacher-prepared curriculum • Documents relating to PLC meetings

9. Teachers use district-created assessments and the California Standards Test to assess student progress

• Documents relating to the various assessments

10. Teachers use district-created pacing guides • Course syllabi • Pacing guides

11. Geometry teachers use a photography project: students receive a list of geometry terms and must take photographs of representative objects (circles, triangles, etc.)

• Student work

12. Calculus students solve calculus mysteries: small group work; calculus is used to figure out the murder mysteries

• Student work

13. Map project: students learn about the coordinate plane by comparing a map of the world with x-y coordinates; students need to find the coordinates

• Samples of assignment

14. Students work in groups to present a concept to the class; paired according to ability

• 6-week lesson plans

15. Problem relay: students are paired and check each other’s work; Student 1 does

• Photo • Lesson plans

Page 120 of 146

step 1, Student 2 checks for correct work then does step 2, and so on

16. Take home tests provide opportunity for students to think more deeply about a set of problems

• 6-week lesson plans • Samples of test

17. Geometry project: Build a circular arch; the arch will not stand if the angles are wrong.

• Student work

18. Each student has a small white board on which to answer an oral question; teacher checks quickly for understanding as students hold up their boards

• Lesson plans

19. Standards are indicated beside test questions so students are aware of what they are learning

• Samples of tests • Lesson plans

20. Students participate in CAHSEE Boot Camp to prepare for the exit exam

• Roster of students

21. Use of manipulatives in the Algebra classroom: algebra tiles

• Photos

22. Word problems develop students’ reading and deciphering skills, increase focus, develop symbolic and abstract reasoning

• Lesson plans

23. Teachers use exercises at hotmath.com with the Algebra I text for step-by-step instruction; parents have this information and can support their students’ learning

• See www.hotmath.com

24. Differentiated groupings in Algebra class so that accelerated students can progress at their own pace, while other students receive more detailed instruction

• Different samples of test

25. Use of pattern recognition in Algebra I class

• T-shirts • Student work

Findings of Science Department Evidence 1. Science teachers encourage students to

participate in summer programs and opportunities for experience in different scientific fields; Health Academy arranges internships for students

• Student Conservation Association • BioMars • Stanford Medical Summer Internship (5-

week residency at Stanford, attending classes with med school students and experience in hospitals)

• Highland Hospital Internship Program • Internships at Kaiser Hospital • Internships at UCSF Department of

Pediatrics • National Youth Leadership Forum on

Medicine • OUSD Summer Academy Internships

Page 121 of 146

http://www.hotmath.com/

2. Science encourage students to participate in opportunities for community service

• Healthy Air Walk • Coastal Clean-up • Black History Month • Blood Pressure

3. Science teachers encourage students to participate in after school programs that use science skills in the real world

• Student Conservation Association (ecology & the environment)

• BioMars Academy (use of monitoring equipment)

• FACES: Children’s Hospital Internship Program

• Hospital volunteers at Kaiser and others • TechBridge (UC Berkeley program for

girls in science and technology) • UCSF High School Outreach Conference

(introduce students to medical facilities) • Real Hard • PASS Program • USDA Internship (chemist) • Project SEED (sponsored by American

Chemical Society) • CORO Internship

4. Science teachers train students to provide peer education during the school year at Oakland Tech and other schools

• Asthma program • Tobacco cessation program • Health clinic (STI’s, pregnancy) • TechniClinic • La Clinica de la Raza AIDS/HIV Clinic

5. Science teachers use computer-based labs: Decoding spectra Analyze data for wind, temperature, salinity

• 6-week lesson plans • Student work

6. Science teachers use demonstrations that require students to use observation skills


7. Science teachers use inquiry labs: students learn to find relationships between the factors affecting chemical reactions (e.g., temperature and amount of reaction product)


8. Science teachers help students learn to use practical skills in labs: team lab work; emphasize speed and accuracy in quantification


9. Science teachers help students learn to use conceptual skills in labs: relation of labs to practical situations (ionization energy; identify atomic gases and spectra)


Page 122 of 146

10. Science teachers use application questions: Physiology – clinical case studies; determine the disease Biology – criteria of life determination What If questions and hypotheticals Enzymes – study lactose intolerance Cell movement – study cystic fibrosis Cell structure – study sickle cell DNA – study genetic disease pamphlet


11. Science teachers use project-based learning:

Biology/Social Studies/Engineering integrated project Oakland Tech Health Fair

Effects of neurotransmitter drugs on mental illness

MKITS Health Evaluation Project

Mock Disaster: application of first aid skills Poster-making; graph work Model construction Egg Drop Competition (motion, forces, conceptual understanding; invention)

• Health of a Country (paper, Powerpoint or poster, and oral presentation) Geo-socio issues Environmental issues Epidemiology Nutrition Folk medicine

• Research health topic pertinent to teens; create poster Create a game using health facts

• Research Poster Oral presentation

• Research question re health topic Create-administer-analyze survey Create poster Oral presentation

• First aid station lab: 10th grade students provide it for 9th graders

• Biome projects • Cell models; DNA; molecules

12. Science teachers use technology in classroom instruction:

• Virtual labs • Interactive review • Powerpoint • Simulations • Internet research • Smart Board • Document camera • Microsoft Excel spreadsheets

• Dissection labs Scientific process activities online Statistical Data Experiments

• Concept and vocabulary review of standards (quizzes, concept maps)

• Teacher-created and student-created presentations Advanced Biology (HA) Taxon reports (with taxa photos from Internet) MKITS reports in Physiology Lab

• EcoBeaker (Advanced Biology “Sick Fish” simulation) Evolution HIV Transmission

• Disease paper

Page 123 of 146

Genetic technology paper Country-by-country health issues

• Online presentations Interactive presentations

• Video of microscope demonstrations • Reports of student results in graph form for

gas law labs Physiology (HA) surveys tabulated on spreadsheet

13. Science teachers clearly emphasize the standards-based instruction that occurs in the classroom each day

• Standards posted in each classroom

14. Daily objectives are tied to the standards • Unit plans • 6-week lesson plans

15. Use of standards-based assessments • Quizzes; projects; tests; benchmark exams; CSTs

16. Tracking and documenting student mastery of the standards

• Star charts • Grade tracking sheets • 80% master board

17. Teacher and student investment in the standards is evident

• Lesson plans help students connect long-term goals to standards

• Class discussions on educational equity and use of standards in more affluent schools

18. Scaffolding up to grade-level standards • Long-term plans; unit plans; diagnostics; unit pre-teaching

19. Setting goals around state standard mastery • Student interviews • Teacher interviews

20. Use of pacing guides in science classes • Pacing guides • Lesson plans

21. Use of backwards planning with standards-based assessments in mind

• Lesson plans • Assessments

22. Science teachers use lab experiences for students:

• Tissue labs (draw and identify various tissues)

• Kinetics labs (car kits: motion, acceleration, energy, forces)

• Chemistry labs (synthesis, decomposition, oxidation, measurement, glassware)

• Inquiry-based labs (starch/iodine) • Dissections (frog, worm, cat) • Demonstrations (van de Graff generator) • Qualitative analysis • Quantitative analysis

• Lab notes; worksheets; drawings; quizzes; observations

Page 124 of 146

• Extended/sequential labs (career skills, challenging experiences): microbiology/Koch’s postulates (Advanced Biology HA), vital signs lab (Physiology HA), cat dissection (Physiology HA)

23. Reading exercises and writing assignments: application of news articles to class concepts In-class discussions of current events Reading Races: short reading assignment with a question (10 minutes)

• Lesson plans • Student work

Findings of Social Studies Department Evidence 1. Majority of Social Studies teachers assign

debates and the department sponsors a Debate Club

• Mexican-War Lesson Plan – • Teacher lesson plans • Debate Club Agendas

2. Several Social Studies teachers require students to engage in role-playing, alternatively referred to as “Tea Parties

• Teacher Lesson Plans –

3. Several Social Studies teachers use story boards in teaching as a way teaching as a way of teaching “significance.”

• Teacher plans

4. Social Studies teacher require students to interpret and/or create political cartoons

• Teacher lesson plans

5. The majority of Social Studies Teachers provide field trip experiences for their students: Asian Art Museum, Close- Up Washington D.C., China Town, Mission District, World Affairs Council.

• Teacher Lesson Plans • Excused Lists

6. The Social Studies Department sponsors various clubs beyond the classroom: Mock Trial, Debate Club, Invisible Children – Third world consciousness raising and fund raising, Building with Books

• Weekly Bulletins • Oakland Tech Website

7. All Social Studies teachers teach summarizing skills

• Teacher Lesson Plans • Samples in Social Studies department

Binder 8. All Social Studies Teachers teach

document analysis • District Assessment Results

9. A majority of Social Studies Teachers engage students in the political process: “Project Vote” and Election Issues Magazine

• Teacher lesson plans:

10. Several Social Studies teachers require research papers, video projects and slide presentations

• Teacher Lesson Plans • Social Studies Dept binders

Page 125 of 146

11. Several Social Studies teachers have students create art, music, poetry, photo displays.

• Teacher Lesson Plans

12. All Social Studies teachers check students for understanding


13. Most Social Studies teachers require students to do class presentations: “response to: “The White Man’s Burden”, for example.


14. Most Social Studies teachers use Socratic Method to engage students: Topics: What is Wisdom? Standards of Beauty in China, Is the U.S. engaged in Political Party Realignment?

• Teacher lesson plan

15. Social Studies Teachers stress media literacy: Speeches, textbooks, film critical thinking skills to look at bias


16. Several teachers require students to analyze music : Chopin, Copeland, Folk, Ragtime, Jazz


17. Some Social Studies teachers require students to conduct interviews (oral histories)


18. Social Studies teachers teach students how to write history essays; students must formulate an argument and support with evidence

• Teacher Lesson Plans • Samples in Social Studies Department

Binder

19. Social Studies teachers use primary sources to get students to get students to analyze, deconstruct, evaluate, and construct arguments.

• Teacher Lesson Plans • Social Studies Department Binder

20. Social Studies teachers – grades 10 and 11 require students to take District History Exams (document based)

• Teacher Lesson Plans • Social Studies Binder

21. All Social Studies Teachers ask students to learn how to read graphs and charts and to master map skills.


22. AP Social Studies teachers prepare students for AP exams; results are higher than the national average.

• AP exam scores

23. Social Studies teachers encourage technology skills by requiring power point presentations, word processed papers, internet research, and video presentations.


Findings of Special Education Department

Evidence

Page 126 of 146

1. Direct support for instructional program in classes with RSP students

• RST/RSIA Daily schedule

2. Consultation with teachers re students’ learning challenges

• Interview with teachers, RS staff

3. Study Hall for support in mainstream curriculum

• Lesson Plans

4. Field Trips a. Berkeley Rep – English theater b. Santa Cruz – Social Competence

• Field trip permission forms

5. Work Experience Placements • Lesson Plans 6. Experiences beyond the textbook

Use of Power Point Homework Grammar/Vocabulary CAHSEE Prep (9)

• Study books • Computer

7. Encouragement for tutoring: a. After school tutoring b. Lunch time tutoring c. Before school tutoring

• Teacher interview • Log Reference

8. 6 weeks projects (hooved animals) Diaramas, posters on specific point system Oral presentations 6 yearly math/science Booklet format Homework/class work Self paced

• 6 week lesson plan • Video • Display

9. Use of DVD Math and Science class Notebooks from board work

• 6 weeks lesson plans • Teacher interview

10. Written tests daily and weekly (Quiz form)

• Student folders

11. Organization skills Neatness Order Timeliness 3 checks per marking period

• Binders

12. Student feedback • Weekly progress reports 13. Parental Expectations

Visits (s) + IEP review Importance UF education Face to face Developing parental understanding

• Notes reminders • Accurate contact information

14. Work ability Appropriate work skill

• 6 week lesson plans

15. Modifications for mainstream curriculum • Consultation with mainstream teaching 16. Literacy resources:

Page 127 of 146

Textbook Jr. Scholastic CA Atlas Internet (articles)

17. Resources for effective communication English Plain and Simple Vocabulary Vocabulary enhancement and Basic understanding of grammar

• 6 weeks lesson plan

18. Group work on concepts in English graphic organization

• Notebooks

19. Small group work: Peer tutoring SRA and Science 2 or 3 One student who excels in an area reteaches concepts to other students

• 6 weeks lesson plan • Teacher interview observation

20. Each semester students do oral presentations of personal interest: Develop good audience skills Develop performance consistency

• 6 weeks lesson plan • Teacher interview observations

21. Use of maps U.S. and World Geography studying regions (reasons for selection of ports)

• Class displays

22. TPP Program Preparation for job skills and post secondary education guide Develop client readiness for department Rehab

• Work with department on rehab portfolios • Teacher interview

23. Revolution Prep for CAHSEE Prep • 6 weeks lesson plans 24. Resume writing

Essay writing on computer • 6 weeks lesson plans

25. Advocating for self skills • Teacher interview Findings of World Languages Department

Evidence

1. Writing Each World Language student produces a written piece Level 1 – sentences and journals, postcards, descriptions, simple paragraphs, and books on weather and fashion Level 2 – One to two paragraphs building on a series of paired sentences (Descriptions of days, routines, simple paragraphs, leading to the book on childhood, and then a report on a disaster, a recipe and an advertisement)

• Daily lesson plans • 6-week lesson plans • Student work

Page 128 of 146

Level 3 – Stories based on pictures Business letters (applications for employment, letters of advice about nutrition and exercise, descriptions of personalities, two- three paragraphs of research on global warming and Latino culture) Announcements Advertisements E- mail, journal, message – weekly Free writing Levels 4 and 5 – email journals, weekly free writing, compositions of several paragraphs responding to external prompts

2. Use of Technology: Each marking period from level 2 on, students must use computers to write their composition. They are encouraged to learn to use Mac and PC formats for inserting diacritics. (not critical marks - diacritics are accents) In level 3 and above, students are encouraged to use the internet for research on topics. (At all levels, students are discouraged from using the internet for translations - as these are immediately obvious to the teacher and receive no credit.) The department has used departmental funds to order ELanguageLab for 15 computers (with 25 auxiliaries from each computer) as well as headsets. The department is working on other grants to come up with a complement of 30 (to 33) computers in this network. This system is also usable by other disciplines- it allows students to access specific sites on the web, to listen to material loaded by the teacher either from texts, the web, or other formats (music from CDs, etc.) This lab is crucial to the Mandarin program as the Chinese Language and Culture AP exam requires this.

• Use word processing with appropriate critical marks

• Send Email using Chinese characters

3. Emphasis on high level thinking skills: Most teachers are encouraging students to make generalizations based on the language that they have been taught, so that

• Venn diagrams • Compare/contrast • Put in categories/lists • “the intruder” (what doesn’t belong?)

Page 129 of 146

they formulate an understanding of grammatical structure instead of simply applying the rules.

4. Variety of strategies: Food and Culture

• Identifying spices in target culture

5. Culture : Honoring diversity • Dia de los muertos - alters + artistic • Family trees • Quinceanera

6. Variety of strategies: Kinesthetics

• Yoga – stretch with numbers • Simon says • Games (bocce, colors etc. • Mini white boards • Sentence games: (i.e. "guided practice")

using repetition of the the same phrase in real life situations (Do you have the pen? Do you have it? I don't have it....)

• Lotería or Bingo with verb forms 7. Group work in dialogues, or in interviews. 8. Polls of student opinions and experiences.

•

9. Students present dialogs or skits with almost all classes—at least once a marking period

• Six weeks lesson plans

10. Students make visual posters work (art) each marking period—to show understanding of vocabulary and grammar

• Posters

11. Students write increasingly more complex work

• Student work

Strengths:

• The variety of teaching strategies, with opportunities for ALL to be challenged • Academic supports • Academies • Project-based teaching and learning • After-school programs • Incorporating technology into the curriculum

Areas of Growth:

• Ensure all departments align instruction to school wide goals • Continue to encourage teacher collaboration teams

Summary of Findings

Oakland Tech teachers offer a variety of teaching strategies so that all students have opportunities to be challenged. The academies give students a wide choice of programs for enrichment and focus. Students participate in project based teaching and learning in several

Page 130 of 146

different disciplines. Students can choose from an assortment of after school programs that range from academic support to academic enrichment. Staff is committed to incorporating technology into the curriculum and to stay current on new applications to learning. The emphasis for Special Education students is mainstreaming at Oakland Tech. Students receive standards based instruction in reading and writing. Staff stays actively involved in district initiatives such as development of pacing guides and district benchmarks. There is a positive student-teacher relationship that aids in the engagement and access to instruction. Instruction at Oakland Tech is generally data driven. Staff continues to need on going training and accessibility to technology.

Oakland Tech staff continues to work on aligning instruction to school wide goals. Teachers are encouraged to work in collaboration teams to ensure instruction alignment.

Page 131 of 146

D. Standards-based Student Learning: Assessment and Accountability Focus D Group Members Fuchs, Joshua, Chair Elmer, Margaret Evans, Lawrence Francisco, Evelyn Hall, Stephen Hartshorne, Geoffrey Hill, Latosha Keran, Kathryn Laub, David

McMahon, Mary Merrill, Parker Minaie, John Nathaniel, Shunlonda Quinney, Darlene Ruggiero, Kathryn Silkiss, Vicki Zuckerman, Jonas

D1. To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other stakeholders of the community? Findings Evidence 1. Oakland Tech participates in the state-

mandated California Standards Tests and California High School Exit Exam annually.

• Assessment records

2. The school receives and distributes score reports to faculty for the CST, PSAT, CAHSEE, CELDT. OUSD sends these reports to parents, as well.

• Assessment records • Interviews with Principal and Testing

Coordinator

3. Core subject areas are assessed on the district’s benchmark exam assessment process. ELL, English and Math progress assessments (summative) are administered, disaggregated, analyzed, and reported at mid-semester. ELL, World Language, English, Math, Science benchmarks, and Social Studies (DBQ) are administered, disaggregated, analyzed, and reported at the end of each semester.

• Department benchmark assessment reports (online)

4. Assessment data is reported to parents each month at the CSSC. Assessment results are discussed several times a year at the PTSA meetings.

• Minutes of CSSC meetings • Agenda of PTSA meetings

5. Classroom assessments are developed in • Grading policies

Page 132 of 146

accordance with the state academic standards and district pacing guides in each core subject area. Students assessment results are a component of the grades they receive at a minimum of every 6-weeks

• Pacing guides • Instructional guides • Samples of classroom assessments

6. Information regarding performance of exceptional needs students is reported during IEP conferences.

• Notes of IEP conferences

7. Information regarding performance of English Learner students is reported during parent conferences and English Learner Advisory Council meetings.

• Notes of EL parent conferences • Minutes of ELAC meetings

8. Assessment data is analyzed to identify students who need intervention

• Assessment data • Student placement in intervention classes

9. Assessment data is used to identify students and families to attend intervention nights.

• Parent Interviews

10. Weekly Algebra PLC meetings are focused on common assessment data

• Weekly minutes of meetings

Strengths:

• Oakland Tech is involved in creation of district benchmarks • Teachers have increased access to test scores through Edusoft and AERIES • 6 weeks report cards sent home • State reports for (CST, PSAT and CELDT, CAHSEE) are sent home • IEP conferences for parents • Parent conferences • Student performance reports are made at CSSC meetings. • Student performance reports are made at ELAC meetings. • Student performance reports are made at PTSA meetings. • African American Parent group – AASP • Email communication between parents and teachers • Oakland Tech website

Areas of Growth:

• Devise a way to make the CST scores useful and meaningful to students and parents, even though they are delivered during the summer.

• Analysis of data to inform and develop instructional program that meets all students’ needs.

D2a. To what extent do teachers employ a variety of assessment strategies to evaluate student learning? Findings Evidence 1. Teachers employ a wide variety of • OUSD Benchmarks, exams, essay tests,

Page 133 of 146

assessment strategies in the classroom to evaluate student learning.

norm based tests, 9th grade physical fitness test, school-wide writing assessments, senior projects, teacher developed tests, publishers tests, SRI assessments

2. Teachers use the following methods to do formative assessment as students learn new skills or concepts:

• Quizzes • Discussion • Probing questions • Writing to Learn • Demonstrations • Labs

• Teacher interviews • Lesson plans • Focus on Learning Faculty Survey

3. Teachers use the following methods to assess individual student mastery of key academic standards:

• Expository Writing • End of Unit exams • Application of concepts in projects

and presentations • Progress Assessments • Reflective Writing • Exit slips to check for

understanding at the end of each class

• Lesson Plans • Teacher Interveiws • Student Interviews • Classroom student work displays • Observation notes

Strengths: • Variety of exams – classroom formative and summative - AP exams • Projects – Senior Project, Group Projects , labs • School wide writing assignment assessment • Portfolios • Power Point and AV presentations • Lesson Study process is used and includes a process for developing meaningful

assessments Areas of Growth:

• Improve pre-assessment process to facilitate placement. • Continue to develop common assessments using the Lesson Study model • Devise ways to compile common assessment results so that they can be used from year to

year.

D2b. To what extent do students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student?

Page 134 of 146

Findings Evidence Algebra Team Teaching and PLC: 9th grade Algebra students are indentified as needing interventions are placed in team-taught classes. The Algebra Team meets weekly to discuss strategies for teaching based on common assessment data.

• Teacher Lesson Plans • Notes from Algebra PLC meetings • Common Assessments

CAHSEE Boot Camp: Students needing additional academic support in English and Math are assigned to Saturday tutorials to focus on specific skills needing remediation

• Revolution Prep Saturday courses • Revolution Prep computer tutorials • Teacher Interviews

District Progress Writing Assessment: 9th grade students are administered the Progress Writing Assessment to identify strengths and weaknesses

• Scoring student writing as 9th grade team • Lesson Plans • Teacher Interviews

ELA 1 uses the CAHSEE writing prompt and uses results to address student writing challenges

• Lesson Plans • Teacher Interviews

History Assessment – Students write responses to teacher- developed document based questions (DBQ) and results are shared and used within the department to guide instruction

• Lesson Plans • Teacher Interviews • Assessment results

Read 180/ English 1 courses improves students’ reading skills while they attain standards-based instruction in English 1

• Lesson Plans • Teacher Interview • SRI data

Strengths:

• Teacher collaboration within departments to develop processes for modifying teaching/learning

• Teachers participate in training to address student needs • Teachers constantly looking different methods for students access to learning standards • Teachers and staff analyze assessment results to identify students who will benefit from

interventions to accelerate growth • Expansion of 9th grade intervention programs

Areas of Growth:

• Continue to examine data to modify pacing or scaffolding of curriculum • Continue to investigate ways to differentiate instruction through sharing of best practices • Continue to modify pacing where needed • Continue to address school wide writing strengths and growth areas • Continue to develop instructional practices that address the variety of learning styles of

math students D3. To what extent does the school with the support of the district and community have assessment and monitoring systems to determine student

Page 135 of 146

progress toward achievement of the academic standards and the expected schoolwide learning results? Findings Evidence STAR data is disseminated annually to principals and staff

OUSD and CDE websites, assessment binders

Teachers can view benchmark results on - line Edusoft tools allow teachers to see how each student scored on district benchmarks

Teachers use standards based pacing guides for most subjects

OUSD website, hard copies

CAHSEE results are made available to schools as soon as they are received

OUSD website, hard copies

School score cards contain enrollment numbers, STAR results, CAHSEE data, Use Your Voice data

OUSD website, TASS posters

Aeries Browser Interface (ABI) is available to all staff and is used to view student grades and attendance

ABI teacher records

Strengths:

• Teacher can access STAR results on OUSD website • Teacher can access CAHSEE results on OUSD website • Teacher can access Edusoft for looking at results and developing own standards based

assessments • Pacing and Instructional Guides are on line • Curriculum guides on line • School Score Cards are available on line • ABI online student information

Areas of Growth:

• Make grades available on – line for student and parent monitoring • Encourage development of individual learning plan for students

D4. To what extent does the assessment of student achievement in relation to the academic standards and the expected schoolwide learning results drive the school’s program, its regular evaluation and improvement and usage of resources? Findings Evidence Improve math instruction through common assessments, team teaching, PLC work and math coach

• Lesson Plans • PLC notes and protocals • Student grades

Summer Pre AP class to give students who need confidence and awareness of AP level

• Lesson Plans • Student rosters

Page 136 of 146

work before course begins in fall. • Student grades 9th grade ELA/Drama class • Lesson Plans

• Teacher interviews • Student grades

Established Read 180 course to improve reading

• Lesson Plans • SRI scores for students

Vertical Strand for AP courses • Master schedule • Lesson Plans • Teacher Interviews

2008-09 implementation of Biotech Academy for 11-12th graders

• Teacher interviews • Lesson Plans • Monthly meeting notes •

Academy Programs (Health, Computer, Engineering)

• Master Schedule • Lesson Plans • Academy Reports

Strengths:

• Department meetings focus on results and plan instruction, e.g., the Lesson Study model • Vertical strand leading to AP course work • Summer Algebra Academy • Read 180 training • Summer Pre AP classes • ELA/Drama program • Biotech program

Areas of Growth:

• Continue to use data to inform instructional focus and to adjust educational program offerings

• Improve pre-assessment process so students are placed in the appropriate classes in a timely manner

• Continue to improve benchmarks by consulting and collaborating with colleagues Summary of Findings

Oakland Tech staff is involved in creating and refining the district benchmarks. Teachers now have increased access to test scores through Edusoft and AERIES. Every six weeks report cards are sent home. In addition, CST, PSAT, CELDT, AP results and CAHSEE are mailed home. IEP conferences are held regularly to inform parents about student progress. Teachers hold parent conferences all year to discuss student progress.. Oakland Tech has established an African American parent group – AASAP that meets once a month to discuss solutions to the achievement gap. To stay informed on student progress, parents and teachers can communicate on email and often do. Staff would like to articulate with feeder schools for math course placements. An earlier review of CST results would help with appropriate student placement and to discuss student progress.

Page 137 of 146

Staff uses a variety of formative, summative exams to determine student progress or mastery. Students participate in a variety of projects such as senior project, end of unit or semester group projects and labs. Staff initiated a school wide writing assignment to look at student work and learn about what students need to improve student writing. Some teachers use portfolio method of assessment. Students and teachers use power point and AV presentations in their classrooms. Staff would like to see an improved diagnostic assessment system from the district for course placement.

Teachers collaborate within departments to develop processes for modifying teaching and learning. They participate in training inside and outside of school to address student needs. Many Tech teachers are constantly looking for ways to improve student access to learning standards. Staff continues to examine data to modify pacing or scaffolding of the curriculum. They continue to investigate ways to differentiate, modify pacing where needed and address school wide writing strengths and growth areas.

Teachers have access to STAR results and CAHSEE results on the OUSD website. They can use Edusoft results to develop their own standards based assessments. Pacing guides and curriculum guides can also be viewed on the OUSD website. The school’s Score Card is available on the OUSD website as well.

Many staff would like to see grades made available on line for students and parents to monitor progress. Oakland Tech staff is encouraged to participate in developing master schedule as well as developing individualized learning plans for students.

In department meetings, staff looks at student achievement results and also plan instruction together such as the Lesson Study model. Teachers attend vertical strand professional development that leads to AP course work. Staff participates in teaching for the Summer Algebra Academy which also acts as a professional development model. The Read 180 teacher attends professional development for the course and continues to meet with other teachers in the district for improving the program. Staff designs and teaches the courses in the summer Pre AP classes.

Staff continues to use data to adjust the Oakland Tech educational program. Teachers continue to look for ways that the pre assessment process can be improved to ensure that students are placed in the appropriate classes. Teachers are beginning to look at various system-wide strategies for differentiating instruction. Teachers continue to work with the district to improve the quality of district benchmarks.

Page 138 of 146

E. School Culture and Support for Student Personal and Academic Growth Focus E Group Members Raeke, Shawn, Chair Bailey, Kathleen Berkner, Jessa Bhasin, Sona Bojorquez, Judith Chai, Doris Debro, Keith Gee, Daniel Gray, Orlando Greene, Mary Hancock, Lamar Harper, Carolyn Harris, Clarence Haskins, Kelley Haugen, Elizabeth Ho, Stacey Hovanessian, Vaughn Jones, Karen Mangan, Sandra

Marker, Karen Naggie, Angela Nguyen, Hy Nigro, Franco O'Keith, K.C. Page, Tobi Patterson, Sharif Porter, Rhynes, Sharon Robinson, Laura Sabella, Tamara Stormogipson, Kenna Taylor, Gwen Thomas, Gloria Tucker, Sheila Whisenton, Rosemary Williams, Rachel Williams, Regina Williams, Stevie Yokomura, Ross

E1. To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process? Findings Evidence 1. Oakland Tech has had a Parental

Involvement Policy in place since 2005, and this policy is reviewed and updated annually at the Title I Meeting. The policy is approved by the Collaborative School Site Council.

• Oakland Tech Parental Involvement Policy

2. Oakland Tech has a strong Parent-Teacher-Student Association with an active membership of 150.

• Records of the PTSA

3. The school convened an action/advocacy group for parents of African American students in 2008. The group chose the name African American Student Action Planners (AASAP). Their mission is to

• Records of the AASAP • Minutes • Findings from “Observation Day”

Page 139 of 146

support Tech in finding ways to close the achievement gap

4. The school and district developed a Family Resource Center that is housed on campus. The FRC is a community resource center that provides information about parenting adolescents, supporting students to achieve at high levels, entry into college and careers, computer skills, and health and wellness issues.

• Documents relating to the formation and operation of the FRC

• Interviews with parents and FRC staff

5. Oakland Tech supports a variety of community-based programs on campus: PASS, Real Hard, Kids First, La Clinica de la Raza, Girls Inc., Opera Piccola

• Interviews with Principal • Interviews with Activities Director

6. Oakland Tech has had a website and an email group for parent announcements for 5 years. These are accessed by many parents.

• Oakland Tech website • Oakland Tech PTSA email group

Strengths:

• Active parent support through the PTSA and AASAP • Long-standing school website and parent email group • Family Resource Center • Community programs on campus

Areas of Growth:

• Continue to do outreach to families from all economic and cultural groups • Utilization and accountability of Family Resource Center to maximize its efficacy

E2a. To what extent is the school a safe, clean and orderly place where learning is nurtured? Findings Evidence The school has purchased and installed security cameras to monitor as much of the school campus as p

Cameras installed

Hired an extra security officer to cover more areas with adult supervision

Security officer roster

Conflict Mediation Program for students and teachers to settle differences in a more coherent way

Records of conflict mediation

Green Committee promotes recycling and conservation

• Recycling bins around school • Interviews with students and teachers

The student cafeteria has increased the number of students who eat in the cafeteria because the

• Cafeteria observation

Page 140 of 146

food choices have improved • Interview with cafeteria staff Beautification Committee meets with principal to plan ways to improve campus

• Meeting notes • Plans that have been developed

Developed a School Safety Plan and Disater Preparedness Team

• Safety Plan Document

Strengths:

• Security cameras • Extra School Security Officer • Conflict Mediation Program for students and teachers • Green Committee to promote recycling and conservation • Food Services staff serves nutritious meals daily. • Beautification committee is comprised of principal and community members • Disaster Preparedness Team

Areas of Growth:

• Encourage more student responsibility for keeping school grounds clean especially after lunch

• Continue to encourage peaceful mediations among students • Receive timely response from OUSD Buildings & Grounds for graffiti removal and

maintenance E2b. To what extent is the culture of the school characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement? Findings Evidence Students have several options at Oakland Tech in terms of academic focus that engages students in critical thinking and performance at high expectations.

• Master Schedule • Classroom observations • Teacher interviews • Student interviews

Oakland Tech has focused on updating technology in every aspect of the school to enhance student achievement.

• Computers in library • All teachers have a working computer • Read 180 teacher has computers needed

for the program • ELD department has a computer lab • Computer Academy lab • Science computer lab

The community sees Oakland Tech as top choice for high school for their students.

• Parent Interviews • Student Interviews • Parent Interviews

Page 141 of 146

Students in academies attend and compete in national, state and regional conferences and contests such as Engineering competition Close Up – annual trip to Washington D.C to learn about how government works.

• Classroom observations • Teacher Interviews • Student Interviews

Strengths:

• Academies promote student engagement in learning activities. • Use of technology schoolwide, especially in library and computer labs. • Tech’s positive reputation in the community • Special programs and partnership programs promote critical thinking.

Areas of Growth:

• Continue to publicize awards and recognition that Tech students receive for academic achievement

E3. To what extent do all students receive appropriate support along with an individualized learning plan to help ensure academic success? Findings Evidence Oakland Tech has a certificated librarian who keeps library updated and currently stocked

• Interview with librarian

Ninth grade teachers, along with a counselor and AP, meet regularly to collaborate on instructional ideas.

• Meeting agendas • Teacher interviews • AP interviews

Tenth grade teachers, along with a counselor and AP, meet regularly to collaborate on instructional ideas.

• Meeting agendas • Teacher interviews • AP interviews

Special Education and resource specialists support teachers and students in mainstream classes

• Classroom observations • Teacher Interviews • Student Interviews

Read 180 is a course that addresses the reading needs of students who need added support in reading skills

• Classroom observation • Teacher Interview • Student Interview

Drama/ELA course of 9th grade students gives a drama teacher and an English teacher to collaborate in curriculum and instruction

• Classroom observation • Teacher Interview • Student Interviews

SOAR support for 2011 cohort • SOAR staff and documents Strengths:

• Library with a certificated librarian • 9th grade counselor and 9th grade communities

Page 142 of 146

• 10th grade counselor and 10th grade communities • Special Education program and resource specialists • Transcript assessments • Read 180 • Drama/ELA course for 9th grade

Areas of Growth:

• Continue to support students who have specific academic needs • Expand the use of individualized learning plans for all students

E4. To what extent do students have access to a system of personal support services, activities and opportunities at the school and within the community? Findings Evidence Students receive health and mental health services through the Wright Institute and TehcniClinic

• Visit TechniClinic • Interview TechniClinic staff • Interview Wright Institute interns • Interview students who receive services

Students receive various supports and interventions for high performance on the California High School Exit Exam.

• Interview SOAR Tutors for 10th grade students

• Saturday CAHSEE Boot Camp rosters and plans

• Teacher Interviews with those who teach on those Saturdays

• Student Interviews with those who attend the CAHSEE Boot Camp

Many students are involved in athletic events • Schedules for games • Interviews with coaches • Interviews with students who are in

athletics Many students are involved in performing arts events – drama and dance

• Programs for performances • Interviews with students • Arts Classroom observations • Teacher Interviews

Students receive after school tutoring in the library. Students tutor students.

• 21st Century Learning Community Program director interview

• Tutoring Plan • Interview students

Senior Mentors are assigned to 9th grade students

• Interviews

Seniors have access to College Summit for college readiness and preparation

• Records from College Summit and Mr. Brooks (advisor)

Summer Freshmen Orientation Program • Student Interviews Students receive mentoring and intervention • Academic Contracts logged in AERIES

Page 143 of 146

service through support from the Student Support Coach

• Gang Contracts logged in AERIES • Referral to After School tutoring logged in

AERIES • Referral to Health Services • Parent Meetings at school and in home

visits logged in AERIES Strengths:

• Mental health services through the Wright Institute and TechniClinic • Comprehensive health care services through the TechniClinic • Academic support through interventions (mentors, tutors, CAHSEE Boot Camps) • After-School Programs (athletic events, performing arts events, 21st Century Learning

Community programs) • Student Support Coach • Attendance Support • 9th grade support: senior mentors and orientation

Areas of Growth:

• Continue to provide mental and general health services for students • Continue to provide academic support services for students

Summary of Findings

Oakland Tech parent groups such as PTSA and AASAP remain active and committed to advancing school-wide student achievement. To enhance home-school communication, there is a long standing school website and parent email group that is continually up-dated with important school news and information. There are a variety of on-campus community programs. Staff and school leadership continue to do outreach to families from all economic and cultural groups. The Family Resource Center continues to maximize its efficacy through utilization and accountability.

Academies continue to promote student engagement in a variety of learning activities. There is a growing use of technology schoolwide, especially in the library and computer labs. Oakland Tech has a positive reputation in the community. The various special programs and partnership programs promote critical thinking for all students. Oakland Tech will continue to publicize awards and recognition that students receive for academic achievement.

Oakland Tech has as a member of the staff a certificated librarian. Ninth grade counselor, AP and teachers meet in small learning communities. Tenth grade counselor, AP and teachers also meet as a small learning community. The Special Education program has resource specialists who assist students in mainstream classes and SAC teachers for more restrictive learning environments. Student transcripts are assessed regularly. Students in Read 180 are supported in their learning through the approved program, teacher and resource specialists. A Drama/ELA course for 9th grade was developed to increase student engagement and improve student achievement. A Student Support Coach position was created via the High Priority

Page 144 of 146

Schools Grant, who provides interventions in academics, social issues, and referrals for health services. Oakland Tech staff is committed to continue to support students who have specific academic needs. Staff will continue to expand the use of individualized learning plans for more students.

Oakland Tech students receive mental health services through the Wright Institute and the TechniClinic. The TechniClinic provides comprehensive health care services. Students also receive academic support through interventions using mentors, tutors and programs such as CAHSEE Boot Camp and College Summit. In addition, students have a variety of after school programs such as athletic events, performing arts events and 21 Century Learning Community programs.

Page 145 of 146

Page 146 of 146

Chapter V: Schoolwide Action Plan

OAKLAND TECH HIGH SCHOOL – 2008-2015 FINAL ACTION PLAN Page 1 of 9

OAKLAND TECH HIGH SCHOOL – FINAL ACTION PLAN 2008-2015 GOAL 1: Every course has clear standards that are consistently applied.

Rationale (Critical Need): Self-study findings and faculty consensus indicate a need for more cohesiveness and consistency within the departments. Agreement about the application of course standards for success provides the foundation for achieving this goal. Students who share a common understanding of what proficient work looks like will be more likely to achieve proficiency in all subject areas. State assessment data, student D/F rates, and review of student work support this need.

Schoolwide Learning Goals addressed: 1. Effective Communicators, 2. Skillful Users of Technology for research, 3. Problem-solvers

TASKS RESPONSIBLE PERSON(S) INVOLVED

PROFESSIONAL DEVELOPMENT/RESOURCES

MEANS TO ASSESS IMPROVEMENT TIMELINE REPORTING

• Document from each department that identifies key standards and exemplars of successful student work.

May 2009 and annually thereafter

• Common assessments for subject-alike classes.


• Updated course syllabi from each teacher that incorporate key standards.

Sep 2009 and annually thereafter

• Updated pacing guides from each department.

Dec 2009 and annually thereafter

• Schedule of classroom visits, with records to show level of participation.


• Document from each department that identifies components of student grades that will be used consistently throughout the department.


a. In departments, discuss appropriate high-school level standards for each course. Identify key standards for each course and agree on how a student will demonstrate success in learning the key content and skills.

b. Develop common assessments to measure the success of students in learning the key content and skills in each classroom.

c. Compare key standards to pacing guides, and update pacing guides, as necessary.

d. Compare and update course syllabi to include what the student must do to demonstrate success in learning the key content and skills.

e. Arrange opportunities for teachers to visit others in the department to observe the variety of ways that standards for success are addressed in the classroom.

f. Compare grading policies and practices and agree on several components of the grade that will be used consistently throughout the department.

• All teaching staff

• Department Heads

• Leadership Team

• Administrators • District

curriculum specialists

• Time for teachers in departments to work together to identify key standards and exemplars of successful student work.

• Time for teachers in departments to work together to develop a set of common assessments for subject-alike classes.

• Time for teachers in departments to work together to update pacing guides, as necessary. Input from district personnel regarding pacing guide revisions.

• Time for teachers to modify course syllabi to reflect agreements about standards, student work, and pacing guides.

• Training about effective peer visitation. Time and substitute coverage for teachers to visit other classrooms.

• Professional development conversations about teachers’ perspectives on grading. Training about the variety of techniques that might be used in assigning student grades.

• Time for teachers in departments to develop consensus about common grading components.

• Updated course syllabi from each

Sep 2010 and

• Updated syllabi published on school website

• Common assessments reported to Principal

• Schedule of classroom visits reported to Faculty Council and PTSA.


teacher that incorporate updated grading policies and practices, if necessary.

annually thereafter


OAKLAND TECH HIGH SCHOOL – FINAL ACTION PLAN 2008-2015 GOAL 2: A wide variety of instructional strategies are used to help students meet course standards. Rationale (Critical Need): Students possess a variety of learning styles, and a variety of strategies must be used to allow students to build on their individual strengths as they meet course standards. Low test scores in core subject areas indicate that the school must to more to find strategies that address a wider variety of learning styles.

School-wide Learning Goals addressed: 1. Effective Communicators, 2. Skillful Users of Technology, 3. Problem-solvers, 4. Active Participants in College-going Culture




• Binder of exemplars in each department of lessons that address a variety learning styles


• Binder of peer visit feedback


• CST scores Sep 2010 and annually thereafter

• Professional library Sep 2009 and annually thereafter

a. Arrange for specialists in differentiated lesson design to train teachers and instructional assistants and help teachers develop lessons that include a variety of learning styles. Develop expectations for the frequency of use of these lessons.

b. Provide supplemental materials for each department that include lessons and activities to meet the needs of students with a variety of learning styles. Develop expectations for the use of these materials in lessons.

c. Provide opportunities and release time for teachers to observe colleagues during lessons that include multiple learning styles, with opportunities for feedback. Provide a means for summaries of feedback to be available to other interested teachers.

d. Develop a professional library for the faculty that includes resources for designing lessons.

e. Develop and support a Professional Learning Community of teachers who desire to become experts in differentiated lesson design.

f. Continue English I/Drama block and English I/Art pairing for 9th graders to increase 9th grade engagement and attachment to school.

g. Continue 9th grade groups connecting AVID, English I, Conceptual Physics, and 9th grade Geometry.

• All teaching staff

• Department Heads

• Leadership Team

• Administrators

• Training from outside consultants and school staff about ways to expand the variety of instructional strategies in lessons.

• Time for teachers to observe other teachers’ use of different instructional strategies.

• Print and online resources to create a professional library.

• Supplemental materials to meet the needs of a variety of instructional strategies (videos, dissection specimens, language lab equipment, software, etc.)

• Substitute teacher coverage during teacher observations.

• Peer visit feedback document • Extended contracts for teachers for

PLC work and observer/observed conferences after school.

• Professional Learning Community for lesson design


• Six-week lesson plans

• Staff meetings • CSSC • PTSA


h. Continue 9th grade California Studies block with English I and California History.

i. Continue Read 180 component of English I for targeted 9th graders.

j. Continue team-teaching sections of Algebra I for targeted 9th graders.

k. Continues to provide two-day 9th grade orientation for incoming students to establish expectations for high school performance.

l. Continue to provide student planners for all 9th graders and use them to record assignments and due dates for every class.


OAKLAND TECH HIGH SCHOOL – FINAL ACTION PLAN 2008-2015 GOAL 3: Every student has an individual four-year learning plan.

Rationale (Critical Need): Development of a four-year learning plan as students enter 9th grade promises to keep students engaged in their studies as they meet their own personal learning goals.

School-wide Learning Goals addressed: All




• Surveys from teachers, parents, and students about their knowledge of the learning plan.

Oct 2009 and annually thereafter

• Information about learning plan published on school website


• Course Catalog Jan 2009 and annually thereafter

a. Develop multiple means of support of the individual learning plan so that counselors don’t bear the entire burden.

b. Develop new Course Catalog. Update Course Catalog annually.

c. Inform parents about students’ four-year learning plan.

d. Train 9th grade parents in using the Course Catalog and understanding pre-requisites.

e. Train 9th graders and their parents about the effect of the F grade on graduation. Provide a reminder every year.

f. Provide information about joining academies and special programs in the Course Catalog and sample plans that show a variety of ways to blend academy requirements and electives.

g. Meet with feeder school staff to support 8th/9th grade articulation.

• Counselors • Department

heads • Administrators

• Time to inform teachers about graduation requirements and pathways to graduation

• Time to train teachers about the new Course Catalog.

• Time to train teachers about how counselors use the learning plan

• Level of parent access to attendance, grades, transcript, and progress toward graduation for their students

Jan 2009 and annually thereafter

• 4-year evaluation of the learning plan system


OAKLAND TECH HIGH SCHOOL – FINAL ACTION PLAN 2008-2015 GOAL 4: There is academic support for all Oakland Tech students that is tailored to meet their needs.

Rationale (Critical Need): Students at every level can benefit from academic support in order to achieve at higher levels. Low test scores in core subject areas indicate that there is a critical need for a means of assuring that students receive academic support that meets their needs.

School-wide Learning Goals addressed: 1. Effective Communicators, 2. Skillful Users of Technology, 3. Problem-solvers, 4. Active Participants in College-going Culture




• Grade reports Immediately • CST scores Sep 2009

and annually thereafter

• AP prep curriculum Mar 2009 and annually thereafter

a. Provide a method for teachers to refer students to after-school tutoring and receive information about students’ accomplishments during tutoring.

b. Provide support for counselors to assist in identifying students who may benefit from after-school tutoring or other types of academic support.

c. Train Instructional Assistants to help individual students in specific courses.

d. Develop a protocol for teachers using ABI to give attention to the grades and behavior of their students in other classes and discuss problems with the individual students.

e. Match UC Berkeley tutors with interested teachers. Provide opportunities for the teachers to train the tutors about specific types of support in each classroom.

f. Provide academic tutoring and homework assistance as a part of Saturday School. Provide a method for teachers to refer students to Saturday School for academic assistance, and a method for students to be accountable for attending and being productive.

g. Revitalize the use of Student Success Teams to assist parents and students in getting appropriate support.

h. Expand the Advanced Placement summer preparation program.

i. Continue to convene intervention

• Student Support Coach

• After-School Program Coordinator

• Teachers • Administrators

• Time for teachers to train tutors about the specific support needed in their classrooms.

• Extended contracts for teachers to work with students in Saturday School.

• Time for AP teachers to develop curriculum and lessons for summer preparation courses.

• Instructional methods for IAs who work with particular students

• Referral process for academic support

• Academic referral process

Mar 2009 and annually thereafter

• Staff meetings • CSSC • PTSA


meetings for parents of 9th graders who are below 2.0 at the first marking term, thereby increasing the level of family-school communication early.

j. Continue to provide After- School tutoring and programs.

k. Continue to provide counselor exclusively for 9th graders.


OAKLAND TECH HIGH SCHOOL – FINAL ACTION PLAN 2008-2015 GOAL 5: There are structures within the school for students to receive personal attention and recognition.

Rationale (Critical Need): In order to achieve the school’s vision that all students will strive to achieve high expectations and contribute to their community, it is necessary to assure that students receive recognition for their accomplishments.





• Exhibitions of student work

• May 2009 and annually thereafter

a. Establish a teacher/student Incentive Committee.

b. Provide incentives and recognition for students who raise GPA significantly each marking period. Prepare and analyze GPA reports each marking period to identify students who succeed in this.

c. Provide incentives and recognition for students who have made other types of accomplishments in the community or around the school.

d. Prepare a photo display of “student of the month” for math, science, etc.

e. Post copies of accomplished student work on the school website.

f. Provide opportunities for students to exhibit their work to parents and the community at Math Nights, Science Nights, etc.

g. Continue to provide Senior Mentors for freshmen.

• Administrators • All school staff • Student leadership • Parent leadership

• Effective design for exhibitions of student work

• Best practices in recognizing student accomplishments

• Structures for student recognition

• Sep 2009 and annually thereafter

• Staff meetings

• Student Council

• CSSC • PTSA


OAKLAND TECH HIGH SCHOOL – FINAL ACTION PLAN 2008-2015 GOAL 6: Increase home contact for students who are performing poorly.

Rationale (Critical Need): In order to comply with the school’s parent involvement policy, it is necessary to assist parents in supporting their children’s education.





a. Implement parent access to ABI so that parents can check their students’ performance.

b. Use email list, website, and automatic phone dialer to announce grade-level intervention meetings for parents.

• Administrators • All teachers • Student

Attendance Compliance Officer

• Phone call recordkeeping • Records of home contact

• Feb 2009 and annually thereafter

• CSSC • PTSA • Student

Council