In 2013, youth development nonprofit Our Piece of the Pie released its school-=based Dashboard that measured student performance. The system, unique to Connecticut, took multiple inputs from a variety of data sources and combined them into an integrated data warehouse. Now, in 2014, OPP has produced Dashboard 2.0 that integrates the original dashboard with a Holistic Performance Index that measures student academic progress, student attendance, student behavior, career- and workforce-readiness, social emotional growth, and credit accumulation.

1. OUR PIECE OF THE PIE, INC.
Data Dashboards Ver. 2.0
A Holistic Performance Index
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2. 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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3. 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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4. PREVIOUS RESULTS
We 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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5. THEORY OF CHANGE
For 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
Irrespective
of 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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6. 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/busine
ss skills
• SAT/post-secondary
preparation and tours
• Post-secondary
retention
COLLECTS THE FOLLOWING DATA ELEMENTSOPP Academic
Services
Data
• 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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7. THEORY OF CHANGE
COLLECTS THE FOLLOWING DATA ELEMENTS
OPP 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 Data
Short-Term
• Demonstrates social
emotional
competencies
• Increase education
performance
Intermediate
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8. 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 certification
Activities
• 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 Data
Outcomes
• 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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9. DASHBOARD 1.0
(2013)
MONITORING PERFORMANCE
OPPORTUNITY HIGH SCHOOL
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10. Opportunity High School(OHS) Performance Metric
School management will track these key metrics to evaluate school performance and to ensure continuous improvement
Category Metric
Frequency
of Measure
Academic Achievement
Credit 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 Annual
Post Secondary Enrollment - Percent with post secondary enrollment Annual
Post Secondary Retention - Percent with post secondary retention Annual
Dual 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 Monthly
Student 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-Annual
Youth 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 Intake
Student Behavior - Percent with interventions and mediations Monthly
- Percent with discipline referrals and suspensions Monthly
Workforce Development
Work Readiness - Percent demonstrating career competencies Quarterly
Employment Achievement - Percent who obtain employment Quarterly
KEY:
Gold = OPP specific measures
White = HPS specific measures
Grey = Joint (OPP and HPS)
Youth Development and Engagement
Individual Student Plans
10

11. Opportunity High School(OHS) Performance Metric
School management will track these key metrics to evaluate school performance and to ensure continuous improvement
Category Metric
Frequency
of Measure
Academic Achievement
Credit 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 Annual
Post Secondary Enrollment - Percent with post secondary enrollment Annual
Post Secondary Retention - Percent with post secondary retention Annual
Dual 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 Monthly
Student 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
Youth Development and Engagement
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12. High School Completion - Percent who completed all high school graduation requirements Annual
Post Secondary Enrollment - Percent with post secondary enrollment Annual
Post Secondary Retention - Percent with post secondary retention Annual
Dual 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 Monthly
Student 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-Annual
Youth 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 Intake
Student Behavior - Percent with interventions and mediations Monthly
- Percent with discipline referrals and suspensions Monthly
Workforce Development
Work Readiness - Percent demonstrating career competencies Quarterly
Employment Achievement - Percent who obtain employment Quarterly
KEY:
Gold = OPP specific measures
White = HPS specific measures
Grey = Joint (OPP and HPS)
Youth Development and Engagement
Individual Student Plans
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13. PILOT
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14. THE ETL PROCESS FOR
DASHBOARD AUTOMATED PRODUCTION
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15. School-Level Dashboard
Director/Teacher Level Dashboard
Individual Student Level Dashboard
DASHBOARD 1.0
REPORTS
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16. SCHOOL LEVEL VIEW10/2013 11/2013 12/2013
Academic Credit Accumulation
Grade Point Average
Youth
Development
and
Engagement
Extracurrculuar Activities
Parental Contact/Number of Contacts
-­
Not Face to Face
Percent with 2 class absences
Relationship Building
Student Arrival to School Attendance
Student Demonstrating Progress
Student with Plan in Place
Individual Student Dashboards
10/2013 11/2013 12/2013
Academic
Youth Development and
Engagement
Aggregate Scores
Stude
Asses
Start D
End D
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17. 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 2.0
PLANNING FUTURE PERFORMANCE
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18. PERFORMANCE FACTORS FOR
SCHOOL BASED YOUTH (SBY)
Performance Factors
 Academic Index
 Attendance
 Behavior
 Social-Emotional
 Credit Accumulation
 Workforce/Internship
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19. 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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20. 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 HPI
80% ADA = .16 HPI
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21. 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 HPI
5.0 Annual Credits = .06 HPI
3.75 Annual Credits = .04 HPI
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22. 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 HPI
75% THRIVE = .75 HPI
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23. 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 HPI
5 incidents = .075 HPI
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24. YOUTH BUSINESS / WORKFORCE
Rationale:
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
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25. SCHOOL BASED YOUTH (SBY) PERFORMANCE FACTORS
Performance
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 HPI
75% 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 HPI
6.25 Annual Credits = .08 HPI
5.0 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 * .10
100% THRIVE = .1 HPI
75% THRIVE = .75 HPI
Quarterly
Behavior
Acknowledge 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 HPI
5 incidents = .075 HPI
Ongoing
Youth
Business/Workfor
ce 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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26. 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

27. YDS_Staff clientid Point Of Service
AssessmentPeriod..
2014
Q1
Abigail Perez 69787 Arrival to School Attendance Outreach
Class-period absences
Credit accumulation
Daily School Attendance
Exploration Attendance
Grade point average
Parental interactions
Pathway youth employed
Track Youth Development Relationship Stag..
Ahmad Cantrell 51345 Arrival to School Attendance Outreach
Class-period absences
Credit accumulation
Exploration Attendance
Parental interactions
Track Youth Development Relationship Stag..
YDS Classroom Reponse
Brittney Smith 58399 Arrival to School Attendance Outreach
Daily School Attendance
Exploration Attendance
Parental interactions
Pathway youth employed
Outcome Scores
YDS_Staff clientid Date Point of Service Point of Service Value
Abigail Perez 69787 January 21, 2014 Daily School Attendance True
January 23, 2014 Daily School Attendance True
Outcome Detail
CASE LOAD LEVEL VIEW
AssessmentPeriodName
2/2014 - 6/2014
e Outreach
Relationship Stag..
e Outreach
e Outreach
outcome_score
Green
Red
Yellow
27

28. Organization.. Organization.. Youth ID Point of Service
AssessmentPeriodName
2/2014 - 6/2014
Hartford
Public
Schools
Opportunity
High School
51345 Arrival to School Attendance Outreach
Class-period absences
Credit accumulation
Exploration Attendance
Parental interactions
Track Youth Development Relationship Stag..
YDSClassroom Reponse
58399 Arrival to School Attendance Outreach
Daily School Attendance
Exploration Attendance
Parental interactions
Pathway youth employed
YDSClassroom Reponse
67389 Arrival to School Attendance Outreach
Class-period absences
Credit accumulation
Exploration Attendance
Parental interactions
Track Youth Development Relationship Stag..
67710 Class-period absences
Credit accumulation
Daily School Attendance
Outcome Scores
Youth ID Date Point of Service POS Value
51345 January 4, 2014 Youth has started an internshi.. Start Internship
January 7, 2014 Class-period absences 6203
A
A
Outcome Detail
STUDENT LEVEL VIEW
AssessmentPeriodName
2/2014 - 6/2014
e Outreach
Relationship Stag..
e Outreach
e Outreach
outcome_score
Green
Red
Yellow
28

29. STUDENT LEVEL VIEW
AssessmentPeriodName
2/2014 - 6/2014
e Outreach
Relationship Stag..
e Outreach
e Outreach
outcome_score
Green
Red
Yellow
YDSClassroom Reponse
67389 Arrival to School Attendance Outreach
Class-period absences
Credit accumulation
Exploration Attendance
Parental interactions
Track Youth Development Relationship Stag..
67710 Class-period absences
Credit accumulation
Daily School Attendance
Youth ID Date Point of Service POS Value
51345 January 4, 2014 Youth has started an internshi.. Start Internship
January 7, 2014 Class-period absences 6203
Daily School Attendance True
Track School to Career Devel.. True
January 8, 2014 Daily School Attendance True
Track School to Career Devel.. True
January 9, 2014 Daily School Attendance True
Exploration Attendance False
Track School to Career Devel.. True
January 10, 2014 Daily School Attendance True
January 13, 2014 Daily School Attendance True
Track School to Career Devel True
A
A
A
A
A
A
A
A
A
A
A
A
Outcome Detail
29

30. Youth ID Point of Service
AssessmentPeriodName
2/2014 - 6/2014
51345 Arrival to School Attendance Outreach
Class-period absences
Credit accumulation
Exploration Attendance
Parental interactions
Track Youth Development Relationship Stag..
YDS Classroom Reponse
Outcome Scores
STUDENT LEVEL VIEW
AssessmentPeriodName
2/2014 - 6/2014
e Outreach
Relationship Stag..
e Outreach
e Outreach
outcome_score
Green
Red
Yellow
30

31. QUESTIONS?
CONTACT INFORMATION
Presenter:
Bob Rath
President & CEO
860.761-7377
Bob.Rath@OPP.org
Presentation Author:
Christopher Leone
Chief Academic Officer
860.761.7376
Christopher.Leone@OPP.org
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Our Piece of the Pie
20-28 Sargeant Street
Hartford, Connecticut, 06105
www.opp.org