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EXPERIENCE & QUALIFICATIONS

ABOUT US

Hughes Technology was born out of the concept of “Paying It Forward.” To us, it simply means being a “champion” for At-Risk Students; a concept that educators live every day. We also believe that everyone can be a champion in education just by having the right tools that empower you. The founders of Hughes Technology have been focused on serving teachers and students with innovative technologies for the past 25 years. Hughes Technology is inherently a technology company with a passion for solving complex problems with easy-to-use strategies. We have a passion for developing educators into champions of equity in education. 

THE NEED:

Educators have recognized the need to include academic, disciplinary and social-emotional measures in serving students, but they struggle to manage disparate data sources and are faced with a “fail-first” approach. This promotes an at-risk environment, leaving students more vulnerable and educators hindered in solving for issues that can have dire consequences. As educators come to terms with the impact on student learning, they urgently need assistance. 

THE CONCEPT:

For schools to reverse this paradigm they require a more intuitive way to spot early indicators and trends and be proactive to address issues, and deploy best instructional and administrative best practice to improve student outcomes.

OUR SOLUTION: 

SmartData Dashboard (SDD) will help make schools smarter and safer. It is an unrivaled resource that manages the entire district population and the Results Driven Accountability (RDA) process. With a coalesced view of the “whole child”, it gives educators advanced insights to make informed decisions. The real value of SmartData is distilling synthesized data sets (from Student Information Systems, Learning Management Systems, Intervention Plans and Assessments) into contextual early detection and intervention information, providing guidance for educators on interventions that work for each student individually. Through alerts and reports, and by allowing educators to organize and filter data by student, class, teacher, grade, school or district, educators can glean key insights to help them address issues across five key pillars 1) Discipline Management 2) Intervention Management 3) Student Safety 4)Student Success and 5) Equity in Education (Compliance). This enables early engagement for amelioration ofdetrimental circumstances and facilitates positive student outcomes including higher graduation rates, career and college readiness and overall school performance. Supported by SDD, students, educators and school administratorsare all better supported in achieving important student and school outcomes.

In summary, as the crises continue to unfold and educators look to innovative ways to deliver equitable education, they can count on SDD to provide a comprehensive data story and action plan for districts centered around the “Whole Child”. This improves a district’s ability to make more accurate assessments and ensure compliance. SDD ensures that educators can nimbly interpret and act on the data, and then deliver the appropriate instructional strategies and learning supports to enable every student to thrive in school.  

KEY DIFFERENTIATORS

  1. Only competitive solution already bridging the gap between identification and intervention by deliveringacademic intervention plans, discipline referral management, anti-bullying program, student threat andschool safety program
  2. Data Analysis and Recommendation tool designed specifically for schools - proven effective for educators andstudents
  3. Focus on Whole Child - not just academic but social/emotional and discipline measures
  4. Focus on student outcomes – academic, behavioral and social/emotional success
  5. Dashboards are easy to navigate - distill complex data sets into single view
  6. Reporting at individual and aggregate levels is easy to create, takes seconds to do what used to take manyhours
  7. Data analytics and visualization delivers predictions, early warnings and insights to deliver interventions
  8. Intervention program is key and covers all 5 pillars of education in schools
  9. SDD vs. competition: Disaggregation of the discipline data… others focused on the data visualization and early warning but they do not do a deep dive into the actual intervention process of referral, evaluation, placement and progress monitoring (they don’t get their hands dirty). SDD, within the last 3 years has added Dyslexia Screening, Mental Health screening, Social Emotional Learning within the MTSS model like RTI.
  10. SDD helps measure and report on State Performance Plans and Office of Civil Rights accountability, we mustget schools out of significant disproportionality while most other vendors do not even understand these termsand acronyms.

SmartData Dashboard powered by Hughes Technology 

Delivers an automated data dashboard with an early warning and early intervention system for school districts to focused on student achievement, student discipline and student safety. SmartData allows school personnel to easily extract, visualize, analyze data thus to be proactively implement student data-driven strategies necessary for identifying Universal (Tier 1) trends for individual students who may require formal, tiered (MTSS) academic, behavioral supports including a Student Threat Assessment, Bullying Prevention, Social Emotional Learning or Mental Health issues. These automated tools may be used by school administrators, Response to Intervention (RTI) Teams, Positive Behavioral Interventions (PBIS), Student Threat Teams, School Resource Officers, Counselors and Interventionists. 

Districtwide At-Risk Assessment and Gap Analysis

SmartData Dashboard performs a districtwide At-Risk Assessment and Gap Analysis for Special Education and General Education Students with a focus on Achievement and Student Safety by the 4 major categories of Student/Staff, Culture/Climate, Process/Procedures and Site/Facility Assessments. 

Early Warning System for Special Education and General Education Students

A paramount feature of the Academic and Behavioral RtI model is to obtain and utilize meaningful data at the Universal or Tier 1 level so that staff may deploy data-driven problem-solving strategies to effectively address the status and trends in student attendance, behavior and grades. As such, the Universal Academic and Behavioral Dashboard is designed to provide school personnel with the following related data features presented in table formats and related graphic displays. Below are some of the most popular: 

• Office Discipline Referral (ODR) rate per day. These data allow school personnel to evaluate their overallODR rate per day in comparison to national norms

• Cumulative percentage of student enrollment (unduplicated student count) receiving one or more Office Discipline Referral (ODR) during the school term. These data allow administrators and teams to effectivelymonitor and assess their school-wide discipline effort as annual expected prevalence rates for the percentage of students receiving one or more ODRs annually is 20% and 30% for elementary and secondary school buildings, respectively

• Top 5 most frequently reported academic and discipline concerns

• Aggregation of the frequency of administrative actions taken to address ongoing discipline concerns.

• Aggregated time periods (usually in 1 hour blocks of time) across the school day that problem behaviors occur most frequently

• Aggregation of the frequency problem academic and behaviors occur across specific settings in the school building and/or other areas on campus.

• Aggregation of the frequency problems in relation to possible academic and behavioral function & motivations

• Cumulative frequency of individual staff completing Office Discipline and RTI referrals

In addition, the SmartData Dashboard system captures the following data related to composition indices and disproportionality at any point in time during the school term:  

• Cumulative percentage of student enrollment experiencing one or more partial day in-school detention(DET), full day In-School Suspension (ISS), full day Out of School suspension (OSS), ISS/OSS combined, 10+cumulative days of OSS, Alternative School placement, expulsion or arrest event. These datasets are also useful in helping school-based PBIS teams and administrators gauge the effectiveness of their Tier 1 (i.e.,school-wide) discipline programs.

• Percentage of student enrollment experiencing a specific number of cumulative academic and discipline outcomes. For example, two or more ODRs, experienced 3 or more ISS/OSS days/events, and other relevant data outcomes.

• These datasets help teams and school administrators assess the number of students who are not benefiting from Tier 1 academic and discipline strategies and students who potentially require Tier 2 or Tier 3 supports.

• Cumulative rate of disproportionality among racial/ethnic groups and/or among general education/special education students experiencing various discipline outcomes (e.g. ODR, detentions, ISS, OSS, alternative placement, expulsions, etc.). These datasets are very important for schools to capture and understand to maintain equitable discipline across all student groups/categories.

Early Intervention System for Special Education and General Education Students 

Another essential feature of the Academic and Behavioral RtI Model focuses on quickly identifying students who are potentially At-Risk for academic, behavioral or emotional concerns so that an informed decision may be made regarding the implementation of appropriate supplemental (i.e., Tier 2) or intensive, individualized (i.e., Tier 3) intervention. With this in mind, the Early At-Risk Identification System provides school personnel with the following features: 

• Allows for a quick and efficient identification of potentially at-risk students by capturing data on predetermined triggers for School Attendance, Behavioral Misconduct and Academic Course Failure. These markers are each correlated with and are highly predictive of academic/behavioral risk, retention, schooldrop-out and student threat.

• Allows teaching staff to provide input regarding specific characteristics related to at-risk student’s AcademicEngagement, Externalizing (i.e., Conduct-Related) and Internalizing (i.e., Emotionally-Related) concerns using an efficient electronic format. This feature provides RtI or PBIS teams with additional information necessary for making data-driven decisions regarding the required behavioral or academic supports needed for identified at-risk children and youth.

• Provides a compilation of an updated roster of student’s currently receiving tiered academic and behavioral supports and their current progress status.

BENEFITS FOR EDUCATION PERSONNEL

Special Education and General Education - Student At-Risk Dashboard 

• The Universal (Tier 1) Data Dashboard captures data from all the district’s existing data sources such as Student Information System (SIS), Learning Management System (LMS), Assessment Systems and Intervention Systems so that double entry of student data is not required by school or clerical personnel.

• Counselors and Interventionist can quickly and efficiently access meaningful data required for frequent use by RtI and/or PBIS teams for effective Universal (Tier 1) implementation (e.g. attendance, academic failure, discipline infraction trends, trends in exclusionary discipline, mental health and student threat indicators.)

• School administrators and RtI or PBIS Teams can quickly and efficiently evaluate ongoing data trends about overall composition indices (e.g., percentage of students receiving one or greater ODR, OSS, etc.) ascompared to nationally expected prevalence rates.

• School administrators and RtI or PBIS Teams can quickly and efficiently review data trends about overall disproportionality among ethnic groups as well as among general education and students with disabilities. This feature is also useful for both formative (ongoing) and summative (annual) monitoring to ensure thedistrict’s progress towards maintaining an acceptable level of discipline and/or disproportionality outcomes.

National and Local Comparatives/Norms:

All data is captured directly from the district’s existing data sources and reflect known research based academic and behavioral risk variables (i.e. concerns with school attendance, behavioral concerns and course failure). As such, teaching staff are not required to complete time consuming and expensive rating forms throughout the school term to assess potential risk of their students. 

IMPLEMENTATION COMPONENTS

Implementation and Operational Services

• District system set up•Data conversion and technology set up

• Assessment of district workflow and processes

• Process Flow design and customization to match district current workflow

• Overall project plan and timelines

• Post Implementation follow-up sessions

• Key Staff Training

• Ongoing technical and operational support

• Progress monitoring and reporting

• Safe Building and Facility Assessment Platform

Student/Teacher demographic import 

• Initial automated student demographic load based on SmartData specifications

Student Information System Interface 

• Custom Interface and data collection services to all appropriate datasources

Integration Components 

Equity in Education and Results Driven Accountability process

• State and Federal Reporting

• Self-Audit:

• Gather the Data

• Currently have all the data to perform the RDA reporting based on current knowledge of RDA Reportingrequirements

• Validate the Data

• Validating that SmartData is interpreting the Data correctly to complete until more feedback is returned from building level stakeholders. This is a continuous improvement process to ensure quality.

• Self-Audit, Report and Cleanup the Data: Stakeholders engagement

• Showing the stakeholder how to read the Data Dashboard so they can correct the data in SIS before finalReporting.

• Revalidate the Data: Once the Stakeholders clean up the data in SIS, the data is revalidated in SmartData and prepared for district’sstate submission.

• Build a Corrective Action Plan on the accurate Data

• Report Data, Corrective Action Plan and Progress Monitoring to State and Federal agency

• Implementation of the Corrective Action Plan

• Details steps to match the state submittal

        • Progress Monitoring of Corrective Action Plan

        • Monitoring of Key Performance Indicators

        • Monitoring of Progress toward Short Term Goals

        • Monitoring of Progress toward Long Term Goals

FOR MORE INFORMATION PLEASE CONTACT

JEFF GIBSON






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