Preparing our Grads to be College, Career, and Life Ready School Year Pasco County Schools: Early Warning Systems

Advanced Organizer Part 1: EWS within MTSS – EWS Initiative and Data Source – PascoSTAR Navigation and other Features – School Level Data (Health of the Building) – Student Level Data (Who is at-risk?) Trends using filters and export features – Documenting at Student Level Discipline and Detention Logs Part 2: EWS and Disproportionality – Background and EWS Scorecard – Problem-Solving at Student Level Interaction Log and Quarterly Monitoring features

Learning Outcomes Goal: Use PascoSTAR to access school and individual data in effective, efficient ways. Products: Bring back to school team (PS PLC): – Health of school (EWS Scorecard) – Most at-risk kids Like groups of students based on need – Questions to identify the intervention supports

Focus on What: Diagnostic Practices Early Warning Systems plus Standards PK-12 early warning systems (EWS) aligned with standards – using readily available data to: Predict which students are at-risk for dropping Target resources to support off-track students while they are still in school, before they drop out Examine patterns, identify school climate issues Compelling why for a PK-12 System What do we know about EWS? 50% accurate by 3 rd 65% accurate by 7 th 90% accurate by 9 th

What did we Learn from the Pasco EWS study? Consistency between Pasco and national data. On-track/off-track status in 9 th grade and earlier accurate predictor. Attendance is primary and most critical factor explaining drop out. – Suspension is another predictor – Failures/GPA are other predictors – Yet…standardized tests were not predictors Importance of using “multiple data factors”. Internal systems analysis: Inconsistent, non-unified, un-standardized data system of collection and monitoring for all and at-risk students Variation in problem-solving teaming and practices, planning for tiered supports, and decision-making at all levels esp. secondary Brundage, 2013

Challenges and Solutions PK-12 Solution translatable to SIS/LIIS Consensus among staff about transition School-Based teams and leaders (WHO) Dedicated Common, Standardized, Centralized data system with intentional planning of time and processes for analyzing and using data to inform decisions at district, school, and classroom levels (TOOLS) Common approach to problem-solving/data analysis and use that is connected to defined actions for teachers, parents, and students (Inquiry/PS Process)

Centralized Data System v5.0

DATA TOOLS REVIEW Review EWS and Grad Progress Data Sources

Located in PascoSTAR under Menu/Legends and then click EWS At-Risk.

Graduation Progress Bar Encompasses Requirements for Graduation Located in PascoSTAR under Menu/Legends and then click Grad Ready %.

GENERAL ENHANCEMENTS Features to Improve Ease of Use

Custom Save and View Features Once users log in and select school and/or student, menus will stay on selections for session-until user logs out and logs back in. Student List pages have EWS and My Saved Layout features to customize and save views.

Custom Sort and Filter Features Click 2 fingers on mouse-pad to: Sort by selecting ascending or descending from menu Filter/Group by selecting ‘group by this column’. – Further filter by selecting specific values in a column. Hide column by selecting ‘hide column’. Customize view by hiding other features such as the search panel or filter row.

Extract/Export Data from Lists Pre-built feeder pattern and level filters are available in menu. All Grid Button menus are expandable to select/export data to xls.

Has Documents Feature On the Student Interactions page, when students have attachment, a clip with more info… in the Has Documents column. Hover over the clip and the students photo with the downloadable documents will appear for access.

ASSESSING THE HEALTH OF SCHOOL 3 Different Ways to Access the Data in PascoSTAR

Important Data Sources for School Teams Problem-ID: Health of the School and more How do I look at the overall School Health? Beginner: School Data/Profile Page (District, School Users) – View trends in current year – Compare to individual schools/regions – *Access historical data (back to school year) Basic: EWS Scorecard* – View trends across quarters – Identify disproportionate risk groups – Compared individual schools to other schools and district – Monitor progress of schools with graphs How do I identify the most at-risk students? Advanced: Student List View (District, School Users) – View trends by individual students in current year – Group, sort, and filter for any variable (subgroup, program, EWS) – Drill down to class and teacher – Export reports based on problem-solving questions – *Access historial data (back to school year) Note: all data are dummy data.

School Profile Page 1. Click on School Profile in the School Data Menu. 2. Select region and/or school from drop down menu. 3. Click on the At-Risk/EWS icon.

School Profile Page 4. Drag and drop icons to sort and filter data Notes: Additional data sources have been added for demographic information. Hover over graphs to view number and percentage by indicators. 5. Click year menu to view and compare prior year data.

Student List View 1. Click on School List in the Student Data Menu. 2. Select school from drop down menu. 3. Select pre-built filter and/or layouts based on need.

Student List View 4. Scroll to desired columns 5. Right click or type desired filter (e.g., off-track). 6. Record # of records for that filter 7. Review and/or export student names.

Student List View 8. Group by dragging and dropping column 9. Scroll to record number 10. Click arrow to expand and view student names

HOW TO USE INTERACTION LOG TO DOCUMENT STRATEGIES/MEETINGS Problem-Solving Identified Students (for SIP and Other)

Student Interaction Log Uses The Student Interaction Log can be used for: – Recording positive behavior occurrences – Recording minor discipline incidents – Submitting online discipline referrals – Documenting intervention plans (such as TBIT/SBIT) Also may upload documents such as 504 and IEPs. – Monitoring outcomes of tiered interventions – Recording and monitoring parent communication Specifically for tracking SB850 requirements – Any other event that incorporates problem-solving and intervention plans at the individual student level – Submitting discipline referrals for online processing Note: all data are dummy data.

Student Interaction Log 1. Click on Student Interactions under Student Data. 2. Type and/or Select school and student. Click NEW.

Interaction Log Feature Student Interaction Log 3. Use Interaction Log Feature to follow step by step log. 4. Enter in Student Interaction Record into required fields*.

Student Interaction Log 5. Provide Problem ID, Reasons, Interventions and Outcomes. - mark all that apply based on purpose of interaction 6. Document parent contact and conference date for SB850. Note: Menus contain multiple check boxes. Check all that apply.

Student Interaction Log 7. Hyperlink online and/or upload relevant documents. - Also could be used to link other docs such as IEPs, 504s 8. Save record and Print interaction form for records.

Student Interaction Log Example Print Out for Records For SB850, acts as a record of parent conference with strategies to target identified areas. For all other uses, acts as documentation for history of areas of need and matched interventions, minor and/or positive behavior incidents, parent communications and associated graphs/forms (such as for 504, SBIT, etc.) Note: all data are dummy data.

Student Interaction Log to Discipline Referral Feature If the interaction will be submitted for discipline referral, complete the Student Record info and all applicable components. Indicate under the Incident Problem designee to process referral* Note: all data are dummy data.

Student Interaction Log to Detention Log Feature If the interaction will be submitted for discipline referral, complete the Student Record info and Dention component only. Note: all data are dummy data.

Student Interaction Log to Process Discipline or Detention Then click the Save and Submit to buttons.

USING THE STUDENT INTERACTION GRID TO TRACK STUDENTS, TRENDS Monitoring Legislative and Other Student Problem-Solving Records

Student Interactions Grid A. Top table lists all interactions for that student only. B. Bottom table lists all interactions for the school by student. Notes: To export either table, click Grid Buttons Arrow. Use arrows and drag/drop to sort and filter School Interactions. A A B B Note: all data are dummy data.

Student Interactions Grid Trends in school interactions can be sorted/filtered many ways. Filter and sort by type of intervention and then by type of response (see right example). Can also filter by any interaction field and then by demographic information in the same list (see below example).

Student Interactions Activity Select one of the most at-risk students Start a student interaction worksheet Complete with your team interventions Use the resources in the Canvas course

QUARTERLY EWS DATA SOURCES Monitor Student Progress on an Ongoing Basis-Pasco EWS

Quarterly Monitoring Uses Note: Pasco EWS data (catches more kids) Located on Student Data Menu and then click either: – Student List View – Student Card View – Student Lanyards Quarterly Monitoring can be used for – Identifying trends in on-track status by quarter – Tracking progress at school, grade, class, student levels – Communicating student statuses with parents – Setting individual and/or group (such as school, grade, class) goals for improved progress by quarter – Rewarding on-track students and/or groups based on identified goals and planned intervention strategies

Quarterly Monitoring in Student List 1. Go to Student Data and Click on Student List View 2. Select School (and Teacher and/r Course if applicable). 3. Scroll across to final columns to access Q1, 2, 3, 4 indicators 4. Click EWS Monitoring to reduce to EWS columns. 5. Click columns to sort and filter by quarterly monitors.

Quarterly Monitoring on Student Card 1. Go to Student Data and Click on Student Card View 2. Navigate to School and Student menus to access all Student Data

Student Lanyards Uses and Recommendations On-Track Lanyards reflect on-track status by quarter based on overall EWS definition: – students are not considered at-risk or off-track in any area Lanyards may be used to reward student progress. Lanyards can be sorted by student or teacher and are printable (portrait or landscape) to pdf or paper. – It is recommended if Lanyards will be used to track on- track students, school should print to pdf and/or paper at the start of the school year when every student would be listed as on-track. This way, as the year proceeds, there are blank on-track cards for students that may fall under a different “reward” definition than the standard.

Student Lanyards Access to Quarterly On-Track Cards 1.Go to Student Data and Lanyards in menu 2.Select school 3.Select quarter 4.Select sort by teacher or student and print in portrait or landscape 5.Press Submit button

Quarterly Data Activity (if time) Do you anticipate change from quarter 1 last year to quarter 1 this year? Why or why not? – Check-were you right? Do you expect students to stay on track from Quarter 1 to Quarter 2? – Check-were you right?

HOW ARE WE DOING?

EWS Data – focus on attendance In the school year: – Of the students off-track in Quarter 1 (6,519), 45% were off- track in Quarter 2 and 65% ended the year off-track. Of those same students off-track in Quarter 1, 33% moved to on- track in Quarter 2, but only 3% ended the year on-track. – Of the total # of students off-track for the entire school year (10,016), 41% were also off-track for course performance (at least 1 F) and an additional 31% were also at-risk (at least 1 D). The relationship between attendance and achievement was 72%. For the school year, to date (10/29/2015): – 14,964 students have missed 2-3 days – 11,050 students have missed 4+ days – 310 students have missed 18+ days and will be off-track for year Most in 8 th (62) and 10 th (74) grades Almost half (41%) are students with disabilities

EWS Data – focus on discipline

%Overall EWS Comparison Students with/without Health Conditions Analysis: Students with health conditions tend to be more off-track than students without conditions.

Creating Supportive Learning Environments For All Students

Pasco County Schools Risk of being Off-Track in the Area of Discipline ( ) For Students who are Black and White For all Students with Disabilities For Students with Disabilities who are Black and White Black Yes Black White No White

Pasco County Schools Risk of being Off-Track in the Area of Discipline ( ) For students who are Black and White For all 504 students For 504 students who are Black and White Black White YesNo

Pasco County Schools Drop Out Rates

Important Notes about EWS Scorecard Captures School Health for all students (on-track, at-risk, off-track) and risk ratios for off-track students by quarter. Based on quarterly data in the EWS areas of course performance (achievement), attendance, and discipline – linked to Q1, Q2, Q3, Q4 columns in the Student List View – attendance and discipline data update daily from TERMS – courses data update at progress and grade report times only Includes PK-12 student population Data (# and %) in scorecard are dynamic: – Updates with enrollment: # and % change when students move in and out of the district or between schools within the district – Recommended to either Save As or Print if teams prefer to have static data.

EWS Scorecard School Health and Risk Ratios by Quarter 1.Go to the School Data menu and select EWS Scorecard 2.Select School or District School Board from menu

EWS Scorecard School Health and Risk Ratios by Quarter 3. Click tabs to view overall School Health by Quarter School Health is defined as # of students on-track, at-risk, and off-track based on the quarterly indicator definitions in course performance, attendance, and discipline. (this aligns with the Q1, Q2, Q3, Q4 columns on the Student List View page) For overall School Health cells are highlighted based on: Green when On-Track is 80%+ Yellow when At-Risk is 15%+ Red when Off-track is 5%+

Located in PascoSTAR under Menu/Legends and then click EWS At-Risk.

EWS Scorecard School Health and Risk Ratios by Quarter 4. Click tabs to view Risk Ratios for subgroups by Quarter Risk Ratios are calculated as: # students off-track in a subgroup/# students off-track in the school divided by Total # students in the subgroup/Total # students in the school. For Risk Ratios, cells are highlighted based on: Yellow when Risk Ratio is Red when Risk Ratio 2.50+

EWS Scorecard School Health Graphs by Quarter 5. Click tabs to view % EWS for each Indicator by Quarter Application: Look at each distribution of EWS indicators by quarter. What are trends within and across indicators? What are trends over time across quarters? Note: The bar graphs reflect % of students on-track, at-risk, and off- track based on quarterly indicator definitions in course performance, attendance, and discipline. (this aligns with the Q1, Q2, Q3, Q4 columns on the Student List View.)

EWS Scorecard School Health Graphs by Quarter 6. Click tabs to view % on-track for each Indicator by Quarter and Year Application: Look at % of students on-track by quarter. What are the trends within and across indicators? How do the quarter % compare to the year %? Note: The first 4 bars in the graph reflect % of students on-track based on the quarterly indicator definitions in course performance, attendance, and discipline. The last bar reflects % of students on-track based on the EWS indicator definitions for the year (please see slide 3). The quarter bars show EWS data chunked by quarter timepoints and are intended to track growth. The year bar is a running % intended to project end of year status.

EWS Scorecard School Health Graphs by Quarter 7. Click tabs to view % off-track for each Indicator by Quarter and Year Application: Look at % of students off-track by quarter What are the trends within and across indicators? How do the quarter % compare to the year %? Note: The first 4 bars in the graph reflect % of students off-track based on the quarterly indicator definitions in course performance, attendance, and discipline. The last bar reflects % of students on-track based on the EWS indicator definitions for the year (please see slide 3). The quarter bars show EWS data chunked by quarter timepoints and are intended to track growth. The year bar is a running % intended to project end of year status.

PROBLEM-SOLVING WITH THE DATA 5 Whys Approach to Problem-Analysis

5 Whys Analysis to uncover root causes Ask why 5 times to deeply understand the problem

The wrong item was pulled from inventory The item we pulled from inventory was mislabeled Our supplier mislabeled the item prior to shipping it to our warehouse The individual applying labels to our product at the supplier placed the wrong label on the product Labels for different orders are pre-printed, and it is easy to apply the wrong label SAMPLE: 5-Why Analysis – ABC Distribution Center Problem Statement: Wrong item shipped to customer Why?

The wrong item was pulled from inventory “Retrain our stock pickers” – almost no benefit – this solution has nothing to do with the true cause

The item we pulled from inventory was mislabeled “Inspect our inventory” – minimal benefit – applies to current stock only Why?

Our supplier mislabeled the item prior to shipping it to our warehouse Why? “Have the supplier sort their stock to contain the problem” – very limited long-term benefit

The individual applying labels to our product at the supplier placed the wrong label on the product Why? “Conduct training at the supplier” – limited long-term benefit

Labels for different orders are pre-printed, and it is easy to apply the wrong label Why? “Mistake-proof the label printing and application process” – highly effective

Students were inadvertently denied an opportunity to master writing skills The writing block was eliminated to fully integrate writing across the curriculum, resulting in fewer opportunities for student feedback and revision. Teachers reported not being sure HOW to provide feedback, given the transition to FL standards Teachers reported that PD regarding integrating writing across the curriculum was misaligned Principal, district, DA team, and teachers all had different expectations 5-Why Analysis – Sample Elementary School Problem Statement: Student writing proficiency declined dramatically between 2012 and Why?

5 Whys Activity Pair up with – Beginners pair up with Beginners – Advanced pair up with Advanced 1 person will share data and the other will ask why and record the other person’s response – Pick someone to go first – Person 1: Look at School Health (general or dig deep) – Person 2: Ask first why – Person 1: Respond based on data – Person 2: Record response and ask second why Continue through all 5 whys – Trade roles

THANK YOU!