a leadership view: successes & pitfalls of a large...
TRANSCRIPT
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ALeadershipView:Successes&PitfallsofaLargeDistrict’sApplicationofCheck&Connect
DarnellT.Logan,Ed.D.DeKalbCountySchoolDistrict– Atlanta,GA
MicheleR.Summerlin,Ed.S.DeKalbCountySchoolDistrict– Atlanta,GA
TamikaLaSalle,Ph.D.UniversityofConnecticut
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Objectives
• DistrictBackground• WhyWeChosetoImplementCheck&Connect• ImplementationObjectives• DataMeasures• Outcomes• GrowingPainsandSuccesses• NextSteps
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DEKALBCOUNTYSCHOOLDISTRICT
137SCHOOLS 102,000STUDENTS
15,000EMPLOYESS
(6500TEACHERS)
180NATIONS/140LANGUAGES
THIRDLARGESTSCHOOLDISTRICTINGEORGIA
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Implementation– ProgramDesign- Roles
• 36full-timededicatedmentors(40studentspercaseload)• 1SchoolPsychologist• 2ProgramCoordinators• 1AdministrativeAssistant
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WhoDoWeRepresent?
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WhoDoWeRepresent?
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WhoDoWeRepresent?
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WhoDoWeRepresent?
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SchoolsSupported
• Check&Connectisimplementedin35schools• 1AlternativeSchool(Middle&HighSchool)• 1ElementarySchool• 16MiddleSchools• 17HighSchools
• Morethan1450studentsarereceivingCheck&ConnectSupportforthe2017-18academicschoolyear.
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WhyCheck&Connect?• CoordinatedEarlyInterveningServices(CEIS)
• In2004,Congressauthorizedtheuseofalimitedamountofadistrict'sfederalIndividualizedDisabilitiesEducationAct(IDEA)fundstobeusedforthepurposeofprovidingCEIStoreduceacademicandbehavioralproblemsinthegeneraleducationenvironment,therebyleadingtofewerandmoreappropriatereferralsforspecialeducationservices.
• TheCEISPlan• RequiresschooldistrictsthataredisproportionateinthenumberofsuspensionsAfricanAmericanstudentswithdisabilitiestouse15%oftheirfederalIDEAfundstosupporteffortstoaddressdisproportionality
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DeKalbDisproportionalityData
Weighted RiskRatio RiskRatioCategories<2.99 At-Risk3.0 andhigher Disproportionate
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DeKalbDisproportionalityData
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PreviousEfforts• Collaboration• DepartmentofSpecialEducation• DepartmentofSafeSchools&StudentRelations• ProfessionalLearningDepartment• Curriculum&Instruction
• Training (Principals,Asst.Principals,LeadTeachersforSpecialEducation,Teachers,Dept Chairs,etc.)• SpecialEducationRules&RegulationsregardingDisciplineProcedures• ProceduralSafeguards• AlternativestoSuspension• BehavioralSupportsfromtheDepartmentofSpecialEducation
• BCBA,AutismSpecialists
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ImplementationObjectives
• Increasestudentengagementfortargeted(disengagedstudents)• Increasestudents’progressiontowardsgraduation
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TargetedStudents
-CEISCoordinatorsworkedwithManagementInformationSystems(MIS)
-DisciplineQuery
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DataCollection
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TrackingCheck&ConnectData
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Whatwoulddatalooklikeforastudentat“highrisk”foracademicproblems?
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Behavior Definition Example Non-Examples “HighRisk”
Tardy
Unexcusedabsence
Excusedabsence
Busreferral
Detention
Suspension (out-of-school)
Suspension(in-school)
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sampledata
usethissheetasaguide-
NOTtobemodified
graphsarebasedondata
thatwasenteredtoleft
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SchoolClimateData
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6thGrade 7thGrade 8thGrade 9thGrade 10thGrade 11thGrade 12thGradeNotAtAll 88.00 86.00 85.00 77.00 73.00 69.00 69.00On5orMoreOccasions 2.00 3.00 4.00 7.00 10.00 12.00 13.00
88 86 8577
7369 69
2 3 4 7 10 12 13
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
PercentageofStudentsReportingLeastandMostFrequentThoughtsofDroppingOut
NotAtAll
On5orMoreOccasions
“Duringthepast12months,onhowmanyoccasionshaveyouthoughtaboutdroppingoutofschool?”
ValuesarePercentages*
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68
11
17
22 22 23
65
5
5
4 44
7 5
3
2
1 11
0.00
5.00
10.00
15.00
20.00
25.00
30.00
6thGrade 7thGrade 8thGrade 9thGrade 10thGrade 11thGrade 12thGrade
PercentageofStudentsReportingReasonsforConsideringDrop-Out
BeingBullied
FamilyReasons
SchoolWork
• Trendsinthebarrierstoschoolcompletion?
ValuesarePercentages*
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9 13 15 15 16 16 15
1419 20 21 23 22 20
33
3738 41
42 4240
4331 27 23 20 20
24
0.00
20.00
40.00
60.00
80.00
100.00
120.00
6thGrade 7thGrade 8thGrade 9thGrade 10thGrade 11thGrade 12thGrade
PercentageofStudentsReportingEachLevelofAgreement
StronglyAgree
SomewhatAgree
SomewhatDisagree
StronglyDisagree
Students’RatingsofPerceivedAdultSocialSupport
ValuesarePercentages*
Majorityofstudentsfeelsupportedbyadults- about23-39%donot
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InfiniteCampus
• Grades• Attendance• ConductLogs• TeacherContactLogs• BehaviorReferrals
Trackinginformation
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Checking&ConnectingWithStaff(StaffSupport)
• AccesstoLocalCheck&ConnectTrainers• MonitoringFidelityofImplementation• CoreComponents&ElementsSelf-Assessment• Check&ConnectMentorFidelityRubric“GoldStandard”• PerceptionSurveys(Parent,Student,Principal,StudentEngagementCoach)
• MandatoryScheduledProfessionalLearning--- Twice/Monthly• IndividualCoaching• MonthlyIndividualMeetings/SchoolVisits(TA)• Supportforsuccessfulimplementation(addressbarriers,timemanagement...)• Individualdatareviews(monitoringworkbook,monthlysummary,communicationlogs..)
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ProfessionalDevelopment• AnnualMentorTrainingrefresher• AnnualSchoolAdministratorOverview(Individualand/orGroup)• RubyPayneseries
• UnderstandingPoverty,dropoutprevention,BoysinCrisis&NarrowingtheAchievementGapforUnder-ResourcedStudents
• YouthMentalHealthFirstAid• MotivationalInterviewingseries• EngagingFamilies• SchoolClimate/CultureandCheck&Connect• Sociallycompetentleadershipandmodelingforengagingyouth• CommunityResourcesandSupports• CulturalCompetencies
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Successes&Stresses
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Region2
Region1
Region5
Region4
Region3Connections
Total Connections
Connections per Student
31,189ConnectionsDistrictwide
28
28
28
3328
4,866
8,667
8,165
1,8387,653
#StudentsServed
Year1:1,771
Year2:2,116
Year3:1,460
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InSchoolSuspensions
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OutofSchoolSuspensions
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District-WideStudentSuspensionPercentageSince2007
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IncreasedVisibility• Check&ConnectontheRadar(DistrictBuyIn)
• Superintendents(Regional,Deputy,District)• SchoolAdministratorsarerequestingCheck&Connect• District’sRTICoordinators
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• Completethisworksheetusinggraphsfrom“Month”tabs
• Usetoanalyzegroupdataandchangesovertime
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AnsweringQuestions1,2&3
Usethisgraphtocomparetotalcheckandconnecteventsbycategory
INTERVENTIONSCOMMUNICATIONS
BEHAVIOR PROBLEMS
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AnsweringQuestions1,2&3
Usethisgraphtoseetheaveragenumberoftimeseachstudentis
tardyorabsent
ONCEONCE
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AnsweringQuestions1,2&3
Usethisgraphtocomparethepercentageoftimespentonbasicand
intensiveintervention
48%52%
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AnsweringQuestion4
Usethisgraphtoseethepercentageoftimethateachproblembehavioris
occurring
TARDYUNEXCUSED/EXCUSED ABSENCESBEHAVIOR REFERRALS/INFRACTIONS
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AnsweringQuestion5
Usethisgraphtoseethepercentageoftimethatyouarecommunicatingwithstudents,families,
schoolstaffandoutsideagencies
STUDENTS / INFORMALSCHOOL STAFF
FAMILIES / PHONEOUTSIDE AGENCIES
Usethe”Communication”cellstoseethespecificwaysyoucommunicatedwith
studentsandfamilies
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AnsweringQuestion6
Provide regular feedback – individual meetings
Share “check” data – review data in excel sheet and individual data worksheetDiscuss staying in school – small group meetings to review attendance
Problem solve about risk – make action plans for student’s top problem behaviors
Makesurethecirclenextto“Top5” isshaded
Lookatthefiveinterventionactivitiesthatyouspendthe
mosttimeon
Teach problem solving skills – small group problem-solving scenarios
**Ifyourgraphshowsabarlabeled“N/A”,youhaveatiebetweentwoormoreinterventionactivities.Lookatthedatacolumntolocatethoseactivities.
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AnsweringQuestion6
Small group instruction – discuss upcoming IEP meeting with student
Facilitate SST – group social skills training using structured programFacilitate tutoring – after school homework help time
Discuss what it means to be a student – go over the basic steps to success (attendance, participation, work completion)
Makesurethecirclenextto“Bottom5”isshaded
Lookatthefiveinterventionactivitiesthatyouspendthe
leasttimeon
*Ignoreactivitiesyourecorded“0”for*
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AnsweringQuestion1-3:OverallData
Describe trends in your data over time (e.g., across months). There was an increase in time spent talking about the importance of school (e.g., reviewing grades, credits, etc.)
No- or yes for some students Refer to total number
Decrease in intensive interventions because students are maintaining goals
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AnsweringQuestion4-6:OverallDataThe number of absences have decreased by approximately 20%; however, the number of tardies has increased. Essentially, students are coming to school more often but are either skipping parts of class or are late to class
Yes- explain how Stayed the same- explainYes- explain how Yes- explain trend
What are your top 5 activities- next to them, mark whether they have increased decreased or stayed the same
What are your top 5 activities- next to them, mark whether they have increased decreased or stayed the same
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BarrierstoImplementationwithFidelity• SeveralLayersofApproval• Delayedstart• Communication• Gradelevelselections– yearone• Mentormobility– yeartwo• 40studentsvs50students• Differencesacrossbuildingadministrators• Assignmentofadditionalduties• StudentReferrals
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NextSteps
• RefiningAppliedSkillsofMentors• Targetedprofessionalrelatedto:
FamilyEngagement
Mentor/StudentEngagement Sustainability
![Page 50: A Leadership View: Successes & Pitfalls of a Large ...checkandconnect.umn.edu/conf/sessions/DeKalb.pdf · A Leadership View: Successes & Pitfalls of a Large District’s ... CEIS](https://reader031.vdocuments.mx/reader031/viewer/2022022604/5b5f0af47f8b9a057e8d7048/html5/thumbnails/50.jpg)
LinkingDatatoIndicators
Data Indicators
Absences/Tardies
Grades,Homework&AssignmentCompletion
DisciplineReferrals
Attendance
AcademicIndicators
BehavioralPerformance
Data-basedconclusionsshouldbeinformedbymeasuringappropriateindicators ofstudent
behaviors.
![Page 51: A Leadership View: Successes & Pitfalls of a Large ...checkandconnect.umn.edu/conf/sessions/DeKalb.pdf · A Leadership View: Successes & Pitfalls of a Large District’s ... CEIS](https://reader031.vdocuments.mx/reader031/viewer/2022022604/5b5f0af47f8b9a057e8d7048/html5/thumbnails/51.jpg)
NextSteps
• Increaseddatamonitoring• Check&ConnectApp• Increaseddatamonitoring
![Page 52: A Leadership View: Successes & Pitfalls of a Large ...checkandconnect.umn.edu/conf/sessions/DeKalb.pdf · A Leadership View: Successes & Pitfalls of a Large District’s ... CEIS](https://reader031.vdocuments.mx/reader031/viewer/2022022604/5b5f0af47f8b9a057e8d7048/html5/thumbnails/52.jpg)
NextSteps
• SupportforMentors• Increasedindividualmonitoring(tieredsupports)
• Datalogs• Assessinghowtimeisdistributed• LinkingofC&Ctostudentneeds
![Page 53: A Leadership View: Successes & Pitfalls of a Large ...checkandconnect.umn.edu/conf/sessions/DeKalb.pdf · A Leadership View: Successes & Pitfalls of a Large District’s ... CEIS](https://reader031.vdocuments.mx/reader031/viewer/2022022604/5b5f0af47f8b9a057e8d7048/html5/thumbnails/53.jpg)
ThankYou!!!
Questions/Comments?