1. O UR P IECE OF THE P IE, I NC. Data Dashboards Ver. 2.0 A Holistic Performance Index 1

2. Helping urban youth become economically independent adults A youth development agency offering a relationship- centered approach to help young people access and attain a mix of the educational, employment, and personal skills that contribute to their success. M ISSION S TATEMENT H OW … 2

3. W HY WE EXIST … We recognize that many urban youth come from difficult backgrounds. In Hartford alone the median household income is less than half the state average at $28,931 (CT $69,519) with a poverty rate of 33.9% (CT 10%). The on-time high school graduation rate is approximately 60%; only 68.6% of residents have a high school diploma or better. Low income correlates with low levels of academic achievement. In Connecticut we have some of the wealthiest and poorest towns in the country. When compared to low-income students from other states, Connecticut’s low-income students score in the bottom third on some key assessments. We have the largest achievement gap in the nation. Connecticut currently has an estimated 30,000 Over Age / Under Credit (at-risk) youth. With 6,500 found in the greater Hartford region. 3

4. P REVIOUS R ESULTS We have served thousands of OPP youth in our Pathways program, achieving the following results: In the city of Hartford,71% of students graduate high school on-time; at OPP, 81% of eligible youth are graduating high school. On average, 77% of eligible OPP youth enroll in an Associate’s, Bachelor’s or vocational program. While the Connecticut average of community college students graduating with a 2-year degree in three years is 11%, over 61% of OPP youth are obtaining an Associate’s, Bachelor’s or vocational certification within five years. Over 78% of eligible OPP youth retain employment for 12 months or more. 4

5. T HEORY OF C HANGE For this population… …OPP provides the following programming… …To help participants achieve the following short-term and intermediate outcomes Youth Ages 14-24 With an emphasis on 16- 19 Over-aged and under- credited students Irrespective of Barriers In/out-of-school Low literacy / math levels Justice involvement Child welfare involvement Teen parenting Substance abuse Financial barriers Disabilities / health issues Youth Development Programming Needs assessment and identification of academic and/or workforce goals (in collaboration with parent/guardian) using an Individual Success Plan Development of social and emotional competencies Relationship-centered approach involving engagement, follow-up, tracking and retention Academic Programming Individual academic plans based on initial educational assessment Traditional School Work Blended Learning Model Supplemental academic support (i.e. tutoring remediation, and intervention) Academic, Financial, and Social post-secondary preparation Post-secondary retention Workforce Development Programming Individual career research and planning Introduction to career competencies and career exploration through Project-based Learning (Youth Business) Intro to entrepreneurial/business skills Career Competency Development Training Internship Placements Job placement assistance Job retention (1-year) Short-Term Outcomes Increased attendance and performance Annual Credit accumulation Development of career competencies Development of social-emotional competencies Internship completion College enrollment, attendance and performance Intermediate Outcomes Annual grade promotion Demonstrated attainment of Career Competencies Demonstrated social-emotional development Award of high school diploma Employed for 90 days Long-Term Outcomes Award of post-secondary credential (Vocational certification, associate’s or Bachelor degree) Employed for 1 year 5

6. T HEORY OF C HANGE Pre-Post Program evaluation On time to School Attendance School Supports and Advocacy Power School,Edgeunity and Genius MIS(for Academic Achievement) Pre-employment/business skills development activities Individual/group tutoring attendance Post Secondary preparation attendance Eligibility, attendance, and completion of Penn Foster Community project hours College enrollment, retention and completion Individual academic plans based on initial educational assessment Blended Learning Model Supplemental academic support i.e. tutoring remediation, and intervention Introduction to entrepreneurial/busin ess skills SAT/post-secondary preparation and tours Post-secondary retention C OLLECTS THE FOLLOWING DATA ELEMENTS OPP Academic Services Data Award of post-secondary credential(vocational certification, associates, or bachelor degree) Annual grade promotion Award of high school diploma Increase education performance Youth demonstrate knowledge of a business plan Successful completion of Youth Business Increase education attendance, persistence Annual credit accumulation Satisfactory performance in Youth Business Satisfactory College enrollment Short-Term Intermediate Long-Term 6

7. T HEORY OF C HANGE C OLLECTS THE FOLLOWING DATA ELEMENTS OPP Youth Development CASAS Reading & Math Assessment Harrington O’Shea CDM/ Career Inventory Justice Involved Assessment Individual goals /action plans Education (Sec. & Post Sec) Workforce development Youth Development Identifying and exploring sparks assessments Group(Life skills, Financial lit, etc.) and Thrive Participation(Growth mindset, Anger fear and Pain, etc. ) Pre-Post Thrive Assessment Education Retention (HS, Post HS) Post Secondary Needs Assessment Exit assessments Suitability and commitment screening Needs assessment and identification of academic and/or workforce goals (in collaboration with parent/guardian) using an Individual Success Plan Development of social and emotional competencies Relationship-centered approach that involves engagement, follow-up, tracking and retention. Develop social- emotional competencies Increase education attendance and persistence Services Data Short-Term Demonstrates social emotional competencies Increase education performance Intermediate 7

8. T HEORY OF C HANGE Career Competency Learning Plan Career competency training activities Personal Development Profile Pre & Post Job placement activities Wage & Benefits Internship activities Job retention activities Vocational certification Activities Bi- weekly employment skills assessment Program/Project based learning attendance C OLLECTS THESE DATA ELEMENTS Individual career research and planning Career Competency Development Training Nationally recognized vocational certification Internship placement Job placement assistance and retention (1-year) Introduction to career competencies and career exploration Project-based learning OPP Workforce Development Services Data Outcomes Increase attendance and persistence Development of career competencies Satisfactory performance in Youth Business Demonstrated attainment of Career Competencies Increase Performance Successful completion of internship Successful completion of Youth Business Satisfactory performance for 90 days in part-time job Gainfully employed for 1 year (full-time with sustainable wage) Short-Term Intermediate Outcomes Long-Term 8

9. DASHBOARD 1.0 (2013) M ONITORING P ERFORMANCE O PPORTUNITY H IGH S CHOOL 9

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13. P ILOT 13

14. T HE ETL P ROCESS FOR D ASHBOARD A UTOMATED P RODUCTION 14

15. School-Level Dashboard Director/Teacher Level Dashboard Individual Student Level Dashboard DASHBOARD 1.0 R EPORTS 15

16. S CHOOL L EVEL V IEW 16

17. Youth in OPP® need to be measured in an array of service/academic/attainment areas in order to inform “Holistic Performance”. H OLISTIC P ERFORMANCE I NDEX (HPI) DASHBOARD 2.0 P LANNING F UTURE P ERFORMANCE 17

18. P ERFORMANCE F ACTORS F OR S CHOOL B ASED Y OUTH (SBY) Performance Factors Academic Index Attendance Behavior Social-Emotional Credit Accumulation Workforce/Internship 18

19. S TUDENT P ERFORMANCE Rationale: Acknowledges that youth must continue to show progress on standardized assessment Calculation: (Math Assessment + Reading Assessment / 2 ) *.4 Example(s): 1.0 SPI =.4 HPI.75 SPI =.3 HPI 19

20. S TUDENT A TTENDANCE Rationale: Acknowledges that youth must be in school and in class to maximize instruction and education Calculation: Average Daily Attendance *.2 Example(s): 100% ADA =.2 HPI 80% ADA =.16 HPI 20

21. C REDIT A CCUMULATION Rationale: Acknowledge that youth must earn credits faster than the four- year average to make up for lost time. Calculation: Sliding Scale Example(s): 7.5 Annual Credits =.1 HPI 6.25 Annual Credits =.08 HPI 5.0 Annual Credits =.06 HPI 3.75 Annual Credits =.04 HPI 21

22. S OCIAL E MOTIONAL Rationale: Acknowledge that social emotional growth is essential for HS students. Students must move forward and not regress Calculation: Thrive Assessment Score *.1 Example(s): 100% THRIVE =.1 HPI 75% THRIVE =.75 HPI 22

23. B EHAVIOR Rationale: Acknowledge that any behavior incident is a disruption to learning process Calculation: Sliding Performance Scale: Each behavior infraction is a reduction of.005HPI. Example(s): 0 incidents =.1 HPI 5 incidents =.075 HPI 23

24. Y OUTH B USINESS / W ORKFORCE Rationale: Acknowledges that HS students must also develop and obtain career competencies Calculation:.033 HPI for the completion of 1) CCDT 2) Youth Business 3) Internship Example: Completion of all (3) benchmarks =.1 HPI 24

25. S CHOOL B ASED Y OUTH (SBY) P ERFORMANCE F ACTORS Performance Factor Rationale% of Holistic Index Calculation Method ExamplesFrequency of Measurement Student Academic Index Acknowledges that youth must continue to show progress on standardized assessment. 40%CSDE SPI Model1.0 SPI =.4 HPI.75 SPI =.3 HPI Quarterly (Benchmark Assessments /Standardized Assessments) School Attendance Acknowledges that youth must be in school and in class to maximize instruction and education. 20%Average Daily Attendance (ADA) Percentage *.2 100% ADA =.2 HPI 75% ADA =.15 HPI Quarterly Credit Accumulation Acknowledge that youth must earn credits faster than the four-year average to make up for lost time. 10%Sliding Performance Scale 7.5 Annual Credits =.1 HPI 6.25 Annual Credits =.08 HPI 5.0 Annual Credits =.06 HPI 3.75 Annual Credits =.04 HPI Quarterly Social Emotional Acknowledge that social emotional growth is essential for HS students. Students must move forward and not regress. 10% THRIVE Assessment Score *.10 100% THRIVE =.1 HPI 75% THRIVE =.75 HPI Quarterly Behavior Acknowledge that any behavior incident is a disruption to learning process10% Sliding Performance Scale Each behavior infraction is a reduction of.005HPI. 0 incidents =.1 HPI 5 incidents =.075 HPI Ongoing Youth Business/Workfor ce Development Acknowledges that HS students must also develop and obtain career competencies. 10%.033 HPI for the completion of 1) CCDT; 2) Youth Business; 3) Paid Internship Completion of all (3) benchmarks =.1 HPI Ongoing 25

26. D ASHBOARD 2.0 S CHEMATIC 26 Student Information System Basic student information (e.g. demographic, contact, etc.) Tracking needs and service plans for students requiring special education Robust online communication portal Parents access student information Collect parent feedback for things such as surveys for Principal/teacher evaluations. Learning Management System Online curriculum and management system Academics / School Culture Customized to the students' unique individual needs Teachers and staff easily track student progress, by the click of a button Information can then be analyzed using the system’s graphical representation and analysis tools Social Support Data Student progress in youth development and postsecondary preparation activities. Use since 2006 Youth Development Specialists enter detailed notes on interactions with students and families

27. C ASE L OAD L EVEL V IEW 27

28. S TUDENT L EVEL V IEW 28

29. S TUDENT L EVEL V IEW 29

30. S TUDENT L EVEL V IEW 30

31. Q UESTIONS ? C ONTACT I NFORMATION Presenter: Bob Rath President & CEO 860.761-7377 Bob.Rath@OPP.org Presentation Author: Christopher Leone Chief Academic Officer 860.761.7376 Christopher.Leone@OPP.org 31 Our Piece of the Pie 20-28 Sargeant Street Hartford, Connecticut, 06105 www.opp.org