Using Data Unique to High Schools Susan Barrett and Hank Bohanon

Powerpoints Enduring Understanding: Know how to you use data to plan for interventions – at the beginning of the year and on-going

Essential Questions How can teams convert data to a plan of action based on fidelity and outcomes? How can team make decisions with data beyond discipline?

Preparing with Data Career Builder

Question If these were your data, how would you respond?

SET Data School 2 (year 1)

Priorities Teaching, Acknowledging, Redirection training for teachers of first year high school students Orientation for first year high school students Circuit training for staff during opening of school School store opens and training provided for staff

Combined Data Using Vlookup in Excel See YouTube examples:

Beyond Discipline Data

“I feel like I belong” 20,619 students 6,804 disagree or strongly disagree with this statement

How will you find kids who feel like they don’t belong? Activity/Club/Sports Fair Personal Invitation Recruit, Recruit, Recruit!!! Organize teams to review data, build structure to determine data decision rules – School level – Student level Relationships with Students, Families and Communities

NameGrade LevelGPA last year Behavior Referrals Core Grades AttendanceCredits Jana92.24 ref1 D 1 F82%On Track Blake F88%-3 Toby ref 1 S2D 1 F84%-2 Carlos S 3 S4 F62%-4 Yvonne92.72 ref2 D 1 F86% Lin F90%-2 Maria ref 2 S4 D 1 F74%-4 Doug93.12 ref1 F81%On Track Tyrone ref2 D89%On Track Sam ref2D 1 F87%-2 Paul93.41 ref1 D86%On Track Tia C60%On Track Activity 4: Student List Who gets access to an intervention that integrates academic/behavioral support ? Choose 6 students.

Recognize and Respond When do we kick it up a notch? Would you notice when something was up? Family and Community Connections 360 View: Multiple Data Points as Natural Screeners- LOW Threshold!! – Attendance – Office Referral – Suspension – Instructional Time – Tardy – HW Completion – GPA – Credit Accrual

BIRD HS - OTGR Data Dashboard

PBIS OTGR Intervention Team: What are this student’s obstacles to making it to graduation? What is the plan to help him succeed? 18 Years Old Failing Algebra at Semester Absent 20% of school days so far Needs English HSA Homeless-living w/friend

Early Warning Indicators Course Performance in Core Subjects GPA CreditsFCATAttendance Office Discipline Referrals Additional Factors On-Track Indicators On-Track Meeting all graduation requirements Cs or better in all areas 2.5 or moreMeeting credit graduation requirement for grad plan year Level 3 or above or concordant scores within the same school year 4% or less absences per quarter or semester 3 or less Level I and/or minor referrals Disengagement No extra curricular involvement Substance Abuse High Mobility Mental health issues Free/Reduced lunch Foster/group home Transient/Homeles s Parent unemployment Student employment Changes in behavior/ appearance More recent traumatic event Missed guidance appointments No show for yearbook picture At-Risk for Off Track Lacking 1 graduation requirement 2.0 to 2.49Behind 1 Credits Level 2 on FCAT 5% or more absences per quarter or semester 4 or less Level I and/or minor referrals Level II ODRs per semester Off-Track Lacking 2 graduation requirements Failing 1-3 classes Less than 2.0Behind 3 creditsNot passed both sections of 10 th grade FCAT or retakes No concordant scores 10% absences per quarter or semester 5 or more Level I and/or Level II ODRs per semester Highly Off- Track Lacking 2 or more graduation requirements Currently failing 3 or more classes Less than or equal to 1.5 Behind 4 or more credits Not passed 10 th grade FCAT or retakes No concordant scores 15% or more absences per quarter or semester 5 or more Level II ODRs for fighting/ profanity/ disruption per semester Extremely Off-Track Meeting no graduation requirements 2-3 Years Behind Less than or equal to 1.0 Not meeting cohort graduation plan Not passed 10 th grade FCAT or retakes No concordant scores 20% or more absences per quarter or semester Established pattern of severe behavior Level II & III ODRs

1st quarter2nd quarter3rd quarter4th quarter Charger Expectations Life Long Learning Honor & Respect Success & Life Skills Math Continue 2nd quarter skills class Pick up 2nd skills class LiteracyLeadershipPeer Ambassador Behavioral Support Social/Emotional Graduate to Leadership

Freshman Success Three times over the following three weeks, ask students (can happen in any class) questions about the graduation requirements – this should happen very quickly and take only 3‐5 minutes. Clarify any incorrect information and remind students to check their progress regularly and where to find the graduation requirements in full (student handbook, school website, etc.) Sample questions may include: 26

Sample Questions 1. How many credits do you have to earn to become a sophomore? 2. How many credits will you earn for [this, Math, History] class if you earn a C or better? 3. What is the minimum grade you can in a class to still earn credit for it? 4. How many credits do you need to graduate? 5. What else do you need to do to graduate besides earn credits for classes? 27

Focus Groups What does a referral mean to you? How do you feel when you get a referral? – Don’t care – they be like you’re getting a referral and I’m like your point is…| – Feel like the teachers write half the truth and half lies – If I get one, I get one – it depends if it’s for something dumb like not sitting in your seat.

Data Review What do you need from District? Do you have vertical team that provides info about 8 th grade performance information? What are some natural ways freshmen can access existing supports? How can you communicate so support can happen in all classes? Can some students get a class ? Syllabus? Check in, Retest Request? 30