OUR PIECE OF THE PIE, INC.Data Dashboards Ver. 2.0

A Holistic Performance Index

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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.

MISSION STATEMENT

HOW…

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WHY 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.

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PREVIOUS RESULTSWe 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.

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THEORY OF CHANGEFor 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

Irrespectiveof 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

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THEORY OF CHANGE

• 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/business skills

• SAT/post-secondary preparation and tours

• Post-secondary retention

COLLECTS THE FOLLOWING DATA ELEMENTSOPP

Academic

ServicesData

• 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

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THEORY OF CHANGE

COLLECTS THE FOLLOWING DATA ELEMENTSOPP 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 DataShort-Term

• Demonstrates social emotional competencies

• Increase education performance

Intermediate

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THEORY OF CHANGE

• Career Competency Learning Plan

• Career competency training activities

• Personal Development Profile• Pre & Post

•Job placement activities• Wage & Benefits

•Internship activities

•Job retention activities

•Vocational certificationActivities

• Bi- weekly employment skills assessment

• Program/Project based learning attendance

COLLECTS 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 DataOutcomes

• 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

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DASHBOARD 1.0(2013)

MONITORING PERFORMANCE

OPPORTUNITY HIGH SCHOOL

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Opportunity High School(OHS) Performance MetricSchool management will track these key metrics to evaluate school performance and to ensure continuous improvement

Category Metric Frequency of Measure

Academic AchievementCredit Accumulation - Credit accumulation rate by subject area Quarterly

- Credit accumulation rate at OHS vs. previous high schools Intake - Credit accumulation rate by graduation requirements Quarterly

Standardized Test Performance - Percent at/above proficiency on Connecticut Academic Performance Test Annual (CAPT) vs. CAPT taken - Percent at/above proficiency CAPT test scores vs. Intake CT standardized test taken before OHS enrollment - Percent at/above proficiency on Unit test Quarterly

High School Completion - Percent who completed all high school graduation requirements AnnualPost Secondary Enrollment - Percent with post secondary enrollment AnnualPost Secondary Retention - Percent with post secondary retention AnnualDual Enrollment - Percent with college credit Annual

Relationship Building - Percent demonstrating progress in engagement with their Quarterly Youth Development Specialist

Student Arrival to School Attendance - Average daily school attendance rate MonthlyStudent Class Attendance - Average daily class attendance rate Monthly

- Percent of students with 2 class absenses = absent from school Monthly - Percent of students with 7 class absenses = No class credit Monthly

Student Satisfaction - Survey based assessment of student satisfaction Semi-Annual - Percent of student participation in school-wide committees Semi-Annual and leadership structures

Significant Adult Involvement - Percent of parents/or significant adults involved with school activities Monthly and the students academic lives - Number of contacts between YDS and parents/or significant adult Monthly - Number of Face to Face meetings with parents / significant adults Quarterly

Significant Adult Satisfaction - Survey based assessment of parent /significant adult satisfaction Semi-AnnualYouth Development Activities - Percent in extracurricular/ after school activities Quarterly

- Percent of students with plans in place Monthly - Percent demonstrating progress with set goals Monthly vs. number of students with set goals

Drop Out Reenrollment - Percent of previous school drop outs enrolled at OHS IntakeStudent Behavior - Percent with interventions and mediations Monthly

- Percent with discipline referrals and suspensions Monthly

Workforce Development Work Readiness - Percent demonstrating career competencies QuarterlyEmployment Achievement - Percent who obtain employment QuarterlyKEY:Gold = OPP specific measuresWhite = HPS specific measuresGrey = Joint (OPP and HPS)

Youth Development and Engagement

Individual Student Plans

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Opportunity High School(OHS) Performance MetricSchool management will track these key metrics to evaluate school performance and to ensure continuous improvement

Category Metric Frequency of Measure

Academic AchievementCredit Accumulation - Credit accumulation rate by subject area Quarterly

- Credit accumulation rate at OHS vs. previous high schools Intake - Credit accumulation rate by graduation requirements Quarterly

Standardized Test Performance - Percent at/above proficiency on Connecticut Academic Performance Test Annual (CAPT) vs. CAPT taken - Percent at/above proficiency CAPT test scores vs. Intake CT standardized test taken before OHS enrollment - Percent at/above proficiency on Unit test Quarterly

High School Completion - Percent who completed all high school graduation requirements AnnualPost Secondary Enrollment - Percent with post secondary enrollment AnnualPost Secondary Retention - Percent with post secondary retention AnnualDual Enrollment - Percent with college credit Annual

Relationship Building

- Average daily school attendance rate MonthlyStudent Class Attendance - Average daily class attendance rate Monthly

- Percent of students with 2 class absenses = absent from school Monthly - Percent of students with 7 class absenses = No class credit Monthly

Student Satisfaction - Survey based assessment of student satisfaction Semi-Annual - Percent of student participation in school-wide committees Semi-Annual

Significant Adult Involvement

- Number of contacts between YDS and parents/or significant adult Monthly - Number of Face to Face meetings with parents / significant adults Quarterly

Significant Adult Satisfaction - Survey based assessment of parent /significant adult satisfaction Semi-AnnualYouth Development Activities - Percent in extracurricular/ after school activities Quarterly

- Percent of students with plans in place Monthly

Drop Out Reenrollment - Percent of previous school drop outs enrolled at OHS IntakeStudent Behavior - Percent with interventions and mediations Monthly

- Percent with discipline referrals and suspensions Monthly

Workforce Development Work Readiness - Percent demonstrating career competencies QuarterlyEmployment Achievement - Percent who obtain employment QuarterlyKEY:Gold = OPP specific measuresWhite = HPS specific measuresGrey = Joint (OPP and HPS)

Youth Development and Engagement

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Opportunity High School(OHS) Performance MetricSchool management will track these key metrics to evaluate school performance and to ensure continuous improvement

Category Metric Academic AchievementCredit Accumulation - Credit accumulation rate by subject area Quarterly

- Credit accumulation rate at OHS vs. previous high schools Intake - Credit accumulation rate by graduation requirements Quarterly

Standardized Test Performance - Percent at/above proficiency on Connecticut Academic Performance Test Annual

High School Completion - Percent who completed all high school graduation requirements AnnualPost Secondary Enrollment - Percent with post secondary enrollment AnnualPost Secondary Retention - Percent with post secondary retention AnnualDual Enrollment - Percent with college credit Annual

Relationship Building - Percent demonstrating progress in engagement with their Quarterly Youth Development Specialist

Student Arrival to School Attendance - Average daily school attendance rate MonthlyStudent Class Attendance - Average daily class attendance rate Monthly

- Percent of students with 2 class absenses = absent from school Monthly - Percent of students with 7 class absenses = No class credit Monthly

Student Satisfaction - Survey based assessment of student satisfaction Semi-Annual - Percent of student participation in school-wide committees Semi-Annual and leadership structures

Significant Adult Involvement - Percent of parents/or significant adults involved with school activities Monthly and the students academic lives - Number of contacts between YDS and parents/or significant adult Monthly - Number of Face to Face meetings with parents / significant adults Quarterly

Significant Adult Satisfaction - Survey based assessment of parent /significant adult satisfaction Semi-AnnualYouth Development Activities - Percent in extracurricular/ after school activities Quarterly

- Percent of students with plans in place Monthly - Percent demonstrating progress with set goals Monthly vs. number of students with set goals

Drop Out Reenrollment - Percent of previous school drop outs enrolled at OHS IntakeStudent Behavior - Percent with interventions and mediations Monthly

- Percent with discipline referrals and suspensions Monthly

Workforce Development Work Readiness - Percent demonstrating career competencies QuarterlyEmployment Achievement - Percent who obtain employment QuarterlyKEY:Gold = OPP specific measuresWhite = HPS specific measuresGrey = Joint (OPP and HPS)

Youth Development and Engagement

Individual Student Plans

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PILOT

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THE ETL PROCESS FOR DASHBOARD AUTOMATED PRODUCTION

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School-Level Dashboard

Director/Teacher Level Dashboard

Individual Student Level Dashboard

DASHBOARD 1.0REPORTS

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SCHOOL LEVEL VIEW

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Youth in OPP® need to be measured in an array of

service/academic/attainment areas in order to inform “Holistic Performance”.

HOLISTIC PERFORMANCE INDEX (HPI)

DASHBOARD 2.0PLANNING FUTURE PERFORMANCE

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PERFORMANCE FACTORS FOR SCHOOL BASED YOUTH (SBY)

Performance Factors Academic Index Attendance Behavior Social-Emotional Credit Accumulation Workforce/Internship

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STUDENT PERFORMANCE

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

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STUDENT ATTENDANCE

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 HPI80% ADA = .16 HPI

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CREDIT ACCUMULATION

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 HPI5.0 Annual Credits = .06 HPI

3.75 Annual Credits = .04 HPI21

SOCIAL EMOTIONAL

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 HPI75% THRIVE = .75 HPI

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BEHAVIOR

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 HPI5 incidents = .075 HPI

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YOUTH BUSINESS / WORKFORCERationale:

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

SCHOOL BASED YOUTH (SBY) PERFORMANCE FACTORSPerformance

Factor Rationale % of

Holistic Index

Calculation Method

Examples Frequency of Measurement

Student Academic Index

Acknowledges that youth must continue to show progress on

standardized assessment.

40% CSDE SPI Model 1.0 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 HPI75% 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 HPI6.25 Annual Credits = .08 HPI5.0 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 * .10100% THRIVE = .1 HPI75% THRIVE = .75 HPI

Quarterly

BehaviorAcknowledge that any behavior incident is a

disruption to learning process 10%

Sliding Performance Scale

Each behavior infraction is a

reduction of .005HPI.

0 incidents = .1 HPI5 incidents = .075 HPI

Ongoing

Youth Business/Workforce 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

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DASHBOARD 2.0 SCHEMATIC

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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

CASE LOAD LEVEL VIEW

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STUDENT LEVEL VIEW

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STUDENT LEVEL VIEW

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STUDENT LEVEL VIEW

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QUESTIONS?

CONTACT INFORMATION

Presenter:Bob Rath

President & CEO860.761-7377

Bob.Rath@OPP.org

Presentation Author:Christopher Leone

Chief Academic Officer860.761.7376

Christopher.Leone@OPP.org

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Our Piece of the Pie20-28 Sargeant Street

Hartford, Connecticut, 06105

www.opp.org