OHS Early Warning Systems

• Frequently, building data is analyzed to determine the health of our systems and to support data-driven decisions for implementing targeted interventions for students.
• Data Analyzed: Attendance, Behavior, Course Performance, Credits earned.

Attendance Systems

Micro Level Systems

• Attendance and Tardy Expectations are CHAMPed regularly.
• Juniors and Seniors can earn off-campus lunch by meeting attendance and grades expectations.
• Students who are in class, on-time entered into CASH drawing.
• Strive-for-Five campaign - End of year incentive for students who have five or less absences. (Movie Theater rental & Spring Luau)

Macro Level

• Attention 2 Attendance

Big Three: Attendance

Why Attendance?

• Chronic Absenteeism is monitored by the state, Average Daily Resident Membership (ADMr) implications.
• Legal consequences for students and families. (Last resort)
• Data Rich: Readily Measurable through Student Information Systems (SIS)/Third Parties
• Strong relationship between attendance and graduation
• Bottom Line: If students are absent, they are not learning (excused or not)

Attention2Attendance

• District-wide implementation
• Outside Management of all Attendance Data, Reporting, & Frontline Parent Contact with local control as needed
• Automated Letter Generation with Parent Meetings and progressive in-house consequences
• OHS Results: Increased parental contact, decreased absenteeism across the board, increased academic outcomes for all students

Big Three: Behavior

Why behavior?

• Safety, Safety, Safety
• Tremendous impact on school culture.
• Improved Behavior systems lend to improved Academic Systems
• Helps uncover inequalities and social justice gaps within the student discipline system.

Behavioral Expectations: CHAMPs

• CHAMPs - Based on Dr. Randy Sprick's Safe & Civil Schools work
• CHAMPs is our vehicle for building school-wide culture around common language and expectations that promote the desired outcomes.
• All students get the same message, the same way, at the same time.
• Students are then frequently reminded of the expectations.
• New/returning students receive CHAMPs instruction & remediation.
• CHAMPs mitigates the majority of undesirable behavior proactively, instead of reactively.

Behavior: PBIS

• Progressive Discipline Matrix
• Behavior expectations are CHAMPed
• All ODR data is tracked
• Points are assigned based on severity of behavior and prior student history.
• Individual interventions are put in place as needed: Check-in-Check-out sheets, etc.
• Students who do not exceed the point threshold can earn privileges, i.e. off campus privileges at lunch.

Big Three: Course Performance

Why Course Performance?

• Direct relationship between earning credits and graduation
• 9th Graders with lower than a ‘C’ Average are more likely to drop out than graduate* (University of Chicago Consortium on School Research)
• Multiple Supports/interventions/resources for students long-and-short term
• Clear connection to classroom instructional practices, added staff buy-in
• Bottom Line: If students are not passing classes, they will not graduate

EBIS Wednesdays

• Weekly, the OHS EBIS team meets and analyzes student and classroom data
• More specifically, our team examines building trends and aggregate data using grade-related metrics to inform school-wide, classroom, and individual interventions as needed

This year we focused on disproportionately of students failing in certain classrooms and subjects:

• Sometimes the best student intervention is making sure that teachers are receiving adequate support from administration in their classrooms.

Extended Academic Support Opportunities

• Math Labs (Tier II & Tier III)
• Language! for students below grade-level (Tier II & Tier III)
• All teachers available after school until 3:30 three days a week.
• Night School (not punitive, voluntary, tutoring-oriented)

Alt School Programs:

• Tier III - Behavior (Ontario Transitions Academy)
• Tier III - Academic (Bridges)
• Tier III - Other (Quest)