1. Dashboard What is it? How can we use it?

2. Objective To become familiar with the Dashboard system. To become familiar with the Dashboard system. To later use Dashboard data to make instructional decisions AND provide intervention supports, which will support students to be “on-track”. To later use Dashboard data to make instructional decisions AND provide intervention supports, which will support students to be “on-track”.

3. IMPACT A school district the size of Chicago generates an extraordinary amount of administrative data for operations, human resources, test scores, student behavior, and district and school finances. A school district the size of Chicago generates an extraordinary amount of administrative data for operations, human resources, test scores, student behavior, and district and school finances. Historically for CPS, accessing data and generating detailed reports from multiple information systems has been cumbersome at best, making accountability for performance issues difficult to administer. Historically for CPS, accessing data and generating detailed reports from multiple information systems has been cumbersome at best, making accountability for performance issues difficult to administer. For example, presently a principal can run a report and know that school attendance was below district standard in a given time period, but without sufficient detail to effectively address the issue with the specific individuals involved. For example, presently a principal can run a report and know that school attendance was below district standard in a given time period, but without sufficient detail to effectively address the issue with the specific individuals involved.

4. Dashboard Dashboard puts detailed, actionable information quickly and directly into the hands of district administrators and principals. As information is collected into the central data warehouse daily, the current status (based on the district’s defined targets) of key metrics will appear on the dashboard tool as “on-track” or “off-track”. Using the dashboard, a principal can see when an indicator, such as school attendance, falls below target. A click on the indictor will allow the principal to drill down to identify underperforming grade levels, specific classrooms and individual students so that teachers, students and parents can take immediate steps to remedy the situation. Dashboard puts detailed, actionable information quickly and directly into the hands of district administrators and principals. As information is collected into the central data warehouse daily, the current status (based on the district’s defined targets) of key metrics will appear on the dashboard tool as “on-track” or “off-track”. Using the dashboard, a principal can see when an indicator, such as school attendance, falls below target. A click on the indictor will allow the principal to drill down to identify underperforming grade levels, specific classrooms and individual students so that teachers, students and parents can take immediate steps to remedy the situation.

5. “On-track Students” Attendance 92.1%< Attendance 92.1%< # of misconducts? # of misconducts? Reading“C” or above Reading“C” or above Math“C” or above Math“C” or above

6. “Plan for Off-track Students” Attendance Attendance Call parents or meet with parents Call parents or meet with parents Remind them of Orozco Attendance Expectations Remind them of Orozco Attendance Expectations Home-visits (high # of unexcused absences, patterns in absences) Home-visits (high # of unexcused absences, patterns in absences)

7. “Plan for Off-track Students” # of misconducts # of misconducts Review current classroom management system Review current classroom management system Implement new “ROAR” behavior system and follow discipline hierarchy Implement new “ROAR” behavior system and follow discipline hierarchy Respectful Organized Accountable Reflective

8. “Plan for Off-track Students” Reading and Math (quick-fix) Reading and Math (quick-fix) Allow students to retake quizzes/tests Allow students to retake quizzes/tests Allow students to receive credit for correcting errors Allow students to receive credit for correcting errors Give credit for work “50% is better than a 0%” Give credit for work “50% is better than a 0%” Allow students to work on projects in-class Allow students to work on projects in-class Write daily homework on homeroom white/chalk board Write daily homework on homeroom white/chalk board

9. “Plan for Off-track Students” Reading and Math (interventions) Reading and Math (interventions) Allow students to have “study hall” during intervention time Allow students to have “study hall” during intervention time Targeted, small groups by subject Targeted, small groups by subject Provide after-school homework support Provide after-school homework support Targeted, small groups by homework assignments Targeted, small groups by homework assignments

10. “Plan for Off-track Students” Social-Emotional (interventions) Social-Emotional (interventions) We are looking into a 3-2 ratio system of support We are looking into a 3-2 ratio system of support 3 days of after-school homework support 3 days of after-school homework support 2 days of after-school social-emotional support 2 days of after-school social-emotional support

11. Dashboard Resources Dashboard Knowledge Center https://sites.google.com/a/cps.edu/1357924465/home?pli=1 Dashboard Webinar http://safarilive2.cps.k12.il.us/sml/play/SML3/153-recording