1998)Software to Help the At-Risk Child's Chances American Educational Research Association Annual...

DOCUMENT RESUME

ED 419 317 EC 306 402

AUTHOR Gilleland, Kevin R.; Carruthers, William; Wright, Susan;Blackwell, Gordon; Nippert, Mark

TITLE Software To Help the At-Risk Chi3rd's Chances.PUB DATE 1998-04-14NOTE 63p.; Paper presented at the Annual Meeting of the American

Educational Research Association (San Diego, CA, April 14,1998) .

PUB TYPE Reports - Descriptive (141) Speeches/Meeting Papers (150)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Computer Software; *Computer Uses in Education; Data

Analysis; Data Collection; *Databases; *Due Process;Elementary Secondary Education; *High Risk Students;Recordkeeping; Student Rights; *Suspension

IDENTIFIERS Microsoft Access; Wake County Public School System NC

ABSTRACTThis paper describes two uses of the Microsoft Access

relational database software in the Wake County (North Carolina) publicschools: first, to track data on students involved in the Student SupportTeam (SST) Process; and second, to handle the legal and procedural dueprocess steps that occur after a student has been suspended from school. TheSST process is an interdisciplinary planning process for at-risk students andis composed of professionals in regular education, special education, relatedservices, and community resources, including family members. The databasesoftware application allows SST members to access school and central officedata files on students and also to record decisions and events in the courseof working with each at-risk student. Evaluation indicates that the softwareapplications have greatly facilitated the SST and due process efforts. Thesoftware guides users in fast, friendly ways for data entry. Electronicdownloads reduce data collection time by importing already known informationinto the two applications for analysis and manipulation. Paperwork has beenreduced while enhancing the quality of data collection and monitoring ofstudents' progress. A variety of reports can be generated on demand. The bulkof this paper consists of examples of input screens, data analysis screens,reports, flow charts, and other forms used in the two programs. (DB)

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Software to Help the At-Risk Child's Chances

American Educational Research AssociationAnnual Conference

San Diego, CAApril 14th, 1998

Session 15.36

Kevin R. GillelandWilliam Carruthers

Susan WrightWake County Public Schools

Raleigh, NC

Gordon BlackwellMark Nippert

Eagle Vision ConsultingRaleigh, NC

U.S. DEPARTMENT Of EDUCATIONOffice at Educational Researchand ImprovementEDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)

es document has been reproduced asreceived from the person or organizationoriginating it.

O Minor changes have been made to improvereproduction quality.

Points of view or opinions stated in th docu-ment do not necessarily represent officialOERI position or policy.

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

u_eTO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)

OVERVIEW

The Wake County Public School System (WCPSS) in Raleigh, NC has 105 schools with approximately90,000 students in grades pre-K through 12. The student population has increased by 4000-5000 studentseach of the past several years, and this rate of growth is expected to continue well into the 21' century.This growth has meant the absorption of an increasingly diverse population for which the school systemhas many data management needs, especially among at-risk students. One method of keeping track of allthe data concerning large numbers of at-risk students is to develop automated processes that support betterdata-gathering, monitoring, and reporting tools.

In a large system such as WCPSS, federal, state, and local data requirements create the need for electronicstorage and retrieval systems that can handle various kinds of data about thousands of students over manyyears' time. Traditionally, WCPSS' data have been stored and retrieved using an IBM mainframe.However, large, static mainframe storage systems can be cumbersome and fail to meet the needs of arapidly expanding and changing school system. There is a need for intermediate software applications thatare user friendly and immediately available for staff members in the field, which can also can interact withthe mainframe to retrieve or record data.

Business and personal computer users have utilized databases for years to track personnel and inventories,but educators have been slower to catch onto this method. The increasing emphasis on accountability,however, has spurred educators' interest in organizing and using data to make decisions. In the WCPSS,the Department of Evaluation and Research (E&R) was established in 1990 to improve program evaluationand school accountability processes. As part of E&R's effort to promote high quality data resources, it hasrecently worked with two other WCPSS departments to establish user-friendly database softwareapplications.

Early in 1996, the WCPSS E&R and Student Services departments used funding available through anIntervention/Prevention (I/P) grant and developed a software application for tracking data on studentsinvolved in the Student Support Team (SST) process. The SST is a multi-disciplinary team operating at theschool level and composed of individuals in regular education, special education, related services, andcommunity resources including family members. The focus of the SST is to develop a holistic plan toenhance the success of each at-risk student in the student's most natural and enabling environment with thecollaborative support of the team members. The SST emphasizes providing services that strengthen andsupport the student as the primary strategy, rather than placing students into special kinds of programs asthe only strategy (Wright & Covington, 1995). SST members are encouraged to identify numerous andvaried possible avenues for helping at-risk students. The SST software application that has been developedis a database that allows SST members to access school and central office data files on students and alsorecord decisions and events in the course of working with each at-risk student (see Attachment #1.a.-l.).

In the summer of 1997, the WCPSS and Student Services departments used local funds to develop anotherdatabase application project for the WCPSS Office of Student Due Process. The Office of Student DueProcess handles the legal and procedural steps that occur after a student has been suspended from school.In the 1996-97 school year, there were 5,980 students involved in 11,461 short-term and long-termsuspension incidents. Depending upon the type of suspension, the type of student suspended, whether thestudent appealed the suspension, and whether alternatives to suspension were offered to the student, dozensof decisions have to be tracked for each case. Moreover, notifications to parents have to be mailed bycertain deadlines; and options taken, or not taken, by students within a certain period have to be recorded.Reports to central office as well as to the state Department of Public Instruction are required. In addition,greater efforts to apply for grant funding require more ad hoc analyses of suspension data, answering suchquestions as how many suspensions were alcohol-related. The Due Process software application that hasbeen developed allows WCPSS Central Office personnel to record a greater quantity of student data withimproved accuracy, retrieve these data efficiently, and analyze these data in new ways.

What is a Relational Database?The WCPSS SST and Due Process software applications' database tables were designed to work with theAccess relational database software in the Microsoft Office suite. A relational database is a computerizedrecord-keeping system that provides a certain way of viewing data C. J. Date (1983) indicates there arethree aspects of the relational model: data structure, data integrity, and data manipulation.

Data structure refers to how the data should be represented, or allocated on a non-volatile storage media.Tables with rows and columns define the typical database structure with a row of column headings thatspecify the variable values in each column. A table represents a real-world entity or concept such as a setof students. A column of a table refers to a specific attribute, while a row of a table represents an instanceof data. For example, all student last names could be stored in a 'Last Name' column. Each student, withall of his or her attributes, are contained in a row. Finally, for each specified column, there is exactly onedata value in each row. For example, a column labeled Student ID cannot have two IDs in any one row.

Data integrity depends upon unique identifiers. Every table should have a unique identifier key, eitherprimary or foreign. A primary key is a table field (column) or combination of fields that uniquelyidentifies the records in that table. In other words, a column may be defined as a 'Primary Key' to conveythat each row must contain a unique value to refer to that row. 'Student ID' or 'SSN' are typical examples ofprimary keys. A foreign key is a field or fields whose values match those of the primary key in anothertable.

Data manipulation is essentially a "cut-and-paste" process. When retrieving data from one or more tables,the result is another table composed of parts of the original tables, "pasted" together in some organizedway. Data manipulation is essentially the engine that drives the process. It is the act of drawinginformation from a structured storage and placing it into an interface. The primary data manipulation in theSST system pulls the data from a laptop's hard disk and presents it on the screen. Another typical outcomeof data manipulation is reporting, to draw historical information, summarize it, and present the compiledinformation on paper or on screen. The most common form of requesting data is via a structured querylanguage referred to as SQL. Both the SST system and the Due Process system use the SQL language toallow for moving either system to a different type of computer. Since SQL is designed to work on mostplatforms, it allows a system to grow. Allowing for growth is referred to as the system's scalability.

THE STUDENT SUPPORT TEAM PROJECT

IntroductionSST meetings generally take place at school sites once a week for approximately 45 minutes. One goal ofthe SST software development was to support, but not interfere with, the SST meeting. Ideally, thesoftware should contribute to an efficient and effective SST meeting. Consequently, a decision was madeto have the software designed as the structural centerpiece for the SST meeting, mimicking the meetingflow through each domain that the team covers. The SST effort is a holistic approach covering any, or all,of nine "life" areas. Information on a student can come from the educational setting, as well as medical,legal, family, psychological, and social settings, among others. In the days before the SST software, withas many as a dozen SST members attending a meeting, each of whom might be scribbling notes, there wasno cohesive method to capture in a single place the content of the meeting. Also, any educational data thatmight be brought to the meeting would have been collected from a variety of places, including the student'scumulative folder. Additionally, monitoring the student's progress in the days following an SST meetingwas not always done in a timely manner. There was no formal reporting of an individual student's case tothe parent, and no summary report about the SST involvement in the case. Neither was there anysystematic evaluation of the intervention strategies used or of which strategies had proven effective. Now,with the SST software, the data which underlie all of these and other functions are recorded and organizedin real time during the meeting or as new information is learned.

Exploring Software OptionsIn January 1996, a committee of central office and school personnel established the criteria necessary forthe kind of software needed for a successful systemwide Intervention/Prevention Program (UP)implementation. In February 1996, initial consideration was given to the purchase of an-existing softwareapplication. However, the three packages reviewed were deemed costly, initially ranging from $12,000 to$24,000. Additional costs would be incurred if any changes were made to the application to fit the I/Pproject. A fmal disadvantage of the commercially available software was that no package was specificallydesigned to enhance school-based SST processes nor its data gathering and reporting activities.Consequently, committee members decided to hire their own applications developer to design a product tofit the needs of Wake County Public Schools.

Contracting Software Development & TrainingA software developer was found after' consultation with Productivity Point International (PPI), a Chicago-based firm with a branch in Raleigh. In April 1996, the developer presented a quote of $8,000 for theproject, which was accepted; and a contract was signed for the development of the software prototype. ByAugust, the individual responsible for the project had left PPI to start his own software.consulting business,Eagle Vision Consulting. This person negotiated with PPI to keep the SST project with him, and EagleVision was contracted in November to provide training and materials for 19 WCPSS schools. In December1996, the software was released during SST training sessions to six elementary, ten middle, and three highschools. Eagle Vision also assisted in the February 1997 training for three of WCPSS' alternative schools.In August 1997, another contract was negotiated with Eagle Vision, designating $11,400 for softwaredevelopment, $4,000 for manual development, $4,000 for 125 manuals and software CDs, and $9000 fortraining. Training and software were provided for all WCPSS schools from December 1997 through April1998. Finally, development of software version number 5.0 with 20 manuals and CDs was contracted inMarch 1998 for $15,460. Funding for WCPSS' I/P program derives from federal and state sources, andthese grant funds have been crucial to the cyclical development of this project.

Software Development & ReviewSoftware development is iterative improvement process, requiring a "completed" project that users thenbeta-test, or field-test. Comments from the field test are then incorporated into the fmal version for thatcontracted phase of the development of the software. The SST software was field-tested in one school inMay 1996. Additionally, two central administrators reviewed the software. User feedback created severalpages of issues ranging from interface and data issues to "bugs and bombs." In April 1997, a user feedbacksession was scheduled with Eagle Vision. Several schools were represented as well as UP and E&R staff.This session was, a screen-by-screen review of the software. Field testing allowed the personnel involved indevelopment to better understand user needs. WCPSS staff members had never before been so involved inthe development of a system wide software application. Therefore, each step was new territory, and eachschool's experience was seen as important to the project's success.

Providing HardwareIn order to provide each school the best experience with the project, grant funds were used to purchaselaptop computers and laser or inkjet printers. Each school received one laptop with Microsoft Office andanti-virus software along with one printer. Schools were required to attend SST training to receive theirhardware. Providing hardware was essential to the use of the software since many schools only had old,donated computers and few, if any, printers. Laptops were selected instead of desktops because of themigratory nature of SST meetings. Meetings are held wherever space is available and usually for less thanan hour, therefore desktop computers would have been too inconvenient to transport to these meetings.Printers were purchased because the software was designed to print reports on demand to provide teammembers with details of the SST cases.

Standardizing and Issuing ReportsPrevious data collection/reporting procedures had each SST member taking their own informal notes,resulting in confusion about what had been decided and who was to take which action. Standardizing datacollection and reporting procedures allows SST members to all "be on the same page" with regard to thediscussions and decisions made during the SST meeting. Additionally, parents, an important presence in

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all SST meetings, could take home a Student Profile report (see Attachment #2) for review. The Profileprovides a comprehensive review of the issues surrounding the at-risk student in several life areas. Thisreport is consistent with a systems theory approach that recognizes that the student should be viewedholistically. SST members could also print out the Action Plan (see Attachment #3), detailing the concerns,objectives, and strategies of a student's case. For an accurate record of the SST meetings, the Case Logreport (see Attachment #4) shows each meeting date, attendees, student being discussed, and topics of thediscussion. Finally, a Team Summary report (see Attachment #5) provides percentage summaries fordemographic.and other case-related data. The usefulness of these four reports, and thus the effectiveness ofthe SST, is dependent upon the integrity of the collected data.

Obtaining Good DataData integrity was one the of the most important design issues. Eagle Vision met with the I/P Coordinatorand the E&R Data Analyst to discuss data issues. These discussions centered on what data would beneeded for an SST to make effective decisions about its at-risk students. It was determined that some datacould be obtained from the school system's mainframe computer. The mainframe is host to data such asstudent demographics, suspensions, grades, registration histories, and testing results. The E&R DataAnalyst worked with the WCPSS Student Information Manager to establish a procedure so that each schoolcould call in a request to Information Systems for data. The individual making the request would specifythe program name (e.g. SIST0180), school number, and level of data (i.e. individual, grade, or school).Because some of the data are considered confidential, it was necessary to establish that the data disk wouldbe picked up in person instead of sent through courier. Future data transmissions will occur electronicallyby remote log-ins to the central office network server. Steps are currently under way to provide schoolswith remote modem transfers. Within two years, all schools will be hooked to the WCPSS wide-areanetwork (WAN), and data transmissions will be available through a drag-and-drop method. Data securitymeasures will play an important role in the design of future data transmission protocols. Retrieving andimporting already available student information into the SST software in a secure fashion is important toprotecting student confidentiality, maintaining data integrity, and saving time for all involved.

Another data design issue included allowing for free-form text boxes for elaboration. These text boxes canbe accessed on each screen or together on the Summary screen. The text is linked from each individualscreen to its corresponding box on the Summary screen. Any changes that occur in one box willalsoappear in the other. The Summary screen allows an SST recorder to type all information on the samescreen without switching among screens. Flexible use of entering information was essential to ensure thatgood information would be captured.

To further save data keying, drop-down boxes were designed for several screens. These boxes providepoint-and-click options to fill in information rather than typing the information. More sophisticated drop-down boxes such as those on the Request and the Action Plan screens provide a drop-down list that isdependent upon a selection made from a previous drop-down list. For example, a selection from theCategories box on the Request screen will determine which list of specific concerns shows in the Concernsbox. Likewise, on the Action Plan screen, the Strategy Code chosen will determine which list of specificactivities will appear in the Activities box (See Attachments #6.a.-d.). In order to determine which SSTstrategies were most often used and which were most useful, the Action Plan screen provides drop-downboxes for the SST to report the effectiveness of a strategy and a box to determine the method of assessmentfor each strategy (See Attachments #7.a.-b.).

The ability to collect data via the SST software and the standardization of certain data fields haveimplications for the evaluation of SST itself. Because of its funding origins, the SSTs must undergo aprogram evaluation to determine if the program is effective in its support ofat-risk students. Thisevaluation is coordinated through the E&R department. The first evaluation occurred in the 1996-97school year. The data for all SST cases in the district were captured using two bubble sheet surveys, one inFebruary, and the other in May 1997. Much of the bubble survey data collection is redundant with the datacollection effort already sustained in the SST software. One of the enhancements to version 5.0 will be toincorporate data collection points that mirror the bubble sheet surveys. The software can then provide anexportable ASCII data set from each school to be sent to the E&R SST evaluator. Just as the paper surveyshad Likert-scale and other standardized answer options, so will the SST software.

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Another strategy to reduce redundant efforts and maintain data consistency is to allow a student's SST datato transfer with the student to another school in the district. An export/import feature allows an SST toreview a newly transferred student's case that was initiated at another school. Staff members at the newschool will be able to quickly learn what strategies have already been used and how effective they were.

Finally, a reminder to back-up the school's SST data pops up every month when the software is opened.The message persists until the backup is performed. In the interest of disk space, the backup saves only theSST data and not the data that is downloaded from the mainframe server.

Database DesignThe UP coordinator, the E&R Data Analyst, and Eagle Vision consultant collaborated to design the SSTdatabase. There are nine tables in the database: Students, Download, System Log, Suspensions, History,Resources, School History, Family Involvement, and Grade History. For a list of the corresponding fields,see Attachment #8. The main table is the Students table. While tables usually take on the characteristic ofbeing narrow, the Students table is wide; the advantage of which is that response time is quicker whenusing the software. Conversely, chopping up the Students table into smaller tables would increase the timeto load and unload each screen request. A software application that changes screens too slowly willintroduce unwanted delays in the SST meeting and disrupt the flow of the meeting.

Eight of the nine tables are "related," and most of the relationships are defined as "one-to-many." One-to-many means that one record entry in one table is related to many record entries in another table. Forexample, an individual student could have many suspension entries in the Suspensions table that all link tothat one student in the Students table. A common field in each of the tables links all the SST tables. Thatfield is Student ID, which is the primary key in the Students table and the foreign key in the other, relatedtables. When striving for data integrity in a relational database system, it is most important that eachprimary key has a unique, non-null value. In this case, that means there must be a unique, non-null valuefor every instance if Student ID in the Students table.

Benefits ReviewThere are several data gathering, monitoring, and reporting benefits to using a database application for theSST project:

The software is designed as a structural centerpiece around which the SST meeting can flow,providing enough flexibility to be used as a recording, as well as a decision-making, tool.Data are stored in a central location. No longer is it necessary for the SST members to spendinordinate amounts of time locating a student's educational records, which can be stored in avariety of places across the district.Information is gathered in a systematic way that is consistent with a systems theory model.This holistic approach is designed into the software so that SST members can cover allpertinent areas without inadvertently skipping a topic.Data retrieval is fast and convenient. Previous methods relied upon the translation ofsomeone's meeting notes, and these might, or might not, be distributed at the next meeting.With the SST software, everyone's contribution can be viewed on-screen. The informationneeded to monitor an SST case no longer solely resides with team members, who might beabsent in subsequent meetings.Standardized reports can be generated on the spot to assist in reminding participants aboutwhat was covered in the meeting and what actions are to be taken by whom and by what date.SST data will be exportable for evaluation of the program's effectiveness. No redundant datacollection process will be needed.

THE OFFICE of STUDENT DUE PROCESS PROJECT

IntroductionIn the case of student suspensions and due process procedures, there was a need to improve the accuracyand efficiency of data collection and reporting processes. As many as 100 suspension forms on individualstudents arrive daily by courier at the Central Office. In the past, before the Due Process software, thesehandwritten forms were keypunched into the mainframe. Because of space limitations on the mainframe,data entry onto the mainframe permitted only the last action on a student to be stored, which often requiredoverwriting the previous action and introduced additional error. Overwriting previous actions essentiallyerased the historical due process record of the student. In addition, because of space limitations on themainframe, many pieces of data were maintained manually. For instance, as a student exercised variousdue process options, the tracking of each step was recorded and filed using several notebooks and a largefiling cabinet. Each case had to be manually reviewed to see if any deadlines had passed for activities suchas notification of appeals deadlines. In addition, because data maintenance was so labor intensive, therewas minimal use of codes to differentiate variables such as types of suspensions. For example, all drug-related suspensions were given the same code number. This code would allow for drug-related suspensionsto be counted in general but not suspensions by the type of drug, thus limiting the value of the data forreporting and analysis purposes. All formal reports were generated from the mainframe through requests toInformation Systems, and it sometimes took weeks to get a report because of backlogs in the InformationSystems Department.

With the Dile Process software, the data that track the history of events pertaining to a suspension arerecorded and organized by the software. Demographic data about a student on the mainframe aredownloaded and imported into the software, and in turn, data about suspensions are periodically uploadedto the mainframe for archiving. The Due Process software is currently used only at the Central Office, andpersonnel in the schools continue to access the mainframe for suspension data on specific students. At theCentral Office, reports about all suspensions and a log of suspension cases can be generated directly fromthe software. There is a considerable saving in time and improvement in accuracy.

Contractor ConsiderationsRecognizing the increasing data needs regarding student suspensions, and given the successful experiencewith the SST software development, the E&R department decided to help standardize data collection,monitoring, and reporting for student suspensions. Two members of the E&R staff, the EvaluationSpecialist responsible for collecting school violence data and the Data Analyst were assigned to thisproject. The Evaluation Specialist was able to provide details concerning the disciplinary process in theschool system, often acting as a bridge between the Due Process staff and the E&R staff. The Data Analystalso played a bridging role, working towards an understanding for all parties of hardware requirements anddata management issues. Because of the previous experience with the SST project, a decision was made torehire Eagle Vision. The main advantage of staying with the same company was its familiarity withWCPSS, its data, personnel, and organizational processes.

Software Planning & DevelopmentThe Due Process software development had three phases. In the first phase, WCPSS E&R personnel metwith Due Process personnel, and subsequently with Eagle Vision personnel in the spring of 1997 to discusssoftware needs. After a series of meetings, Eagle Vision submitted a proposal for a contract to"...thoroughly analyze, document, and optimize all business processes related to tracking studentsuspensions." The E&R Department required that the data model be created and delivered as a MicrosoftAccess database. The goal was to have an operational software package in time for the opening of schoolin the fall of 1997. In this initial contract proposal, Eagle Vision also described a second phase, whichwould be to "...develop a user interface to access the suspension tracking database." A third phase wasenvisioned to allow documents to be "...stored on a magnetic medium... transferred to a permanent storagemedium... indexed to allow retrieval by student and document type (and) printed." A contract for the firstphase was signed for $8,100, providing 90 man-hours of consultation at $90/hour.

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The first phase largely consisted of a series of meetings to identify the data that were necessary to collect inorder to track completely the many aspects pertaining to the events of a suspension and appeals process. Itwas also necessary to identify what data would be collected from the mainframe to supplement studentsuspension data. As these meetings unfolded, the Eagle Vision consultant constructed the database model.One of the objectives in developing the database model was to reduce data errors by eliminating thepractice of overwriting previously entered data. In essence, each event--from the initial documentation of asuspension through the various levels of appeals or types of decisions about alternatives--became a point intime when specific pieces of data needed to be captured. In order to build a software system that capturedeach aspect of the student due processes, a process specification was created. The specification consistedof several flow charts, detailing every option at each step in the process (see Attachment #9). Oneconsequence of this approach is that the Due Process database ultimately consisted of 14 tables, about 50%more than does the SST database (see Attachment #10). The main table is the Suspension table. Most ofthe other tables have a one-to-many relationship with the Suspension table. At the conclusion of this initialphase, the E&R Department arranged with the Eagle Vision contractor to showcase the database to otherschool administrators--those who could make decisions about continuing development activities insubsequent phases. At this time, the database had minimal graphical user interface capabilities. Even so,the demonstration of the software was sufficient to impress school administrators with its power andpotential for further development, and a second phase of development was initiated.

Because the 1997-98 school year had already started, there was no opportunity for "field-testing" thesoftware, and the model that was developed in the initial phase was implemented in the fall of 1997. In itsoriginal form, the second phase contract with Eagle Vision was for a total of 75 hours ($6,750 at $90/hour).Activities in the second phase were intended to address two objectives--the interface with the mainframeand enhancements to the graphical user interface. Mainframe complications developed chiefly pertainingto downloading student demographic data from the mainframe and importing it into the Due Processsoftware application, as well as uploading student suspension data back to the mainframe. Unlike the SSTsoftware, the Due Process software requires a two-way interaction with the mainframe. The downloadsserve to insert new student IDs and to change addresses in the Due Process software. The uploads serve toarchive the latest suspension information onto the mainframe. Without the opportunity for field-testing,there were software, hardware, and data issues that were unforeseen. Additionally, there were personnelturnovers in the Information Systems department as well as the Office of Student Due Process that furthercomplicated development. Also at this time, the Due Process office needed to upgrade its computer towork with the WCPSS WAN for faster mainframe transfers. Collectively, the WCPSS E&R Data Analyst,Due Process, and Information Systems persons, along with the Eagle Vision contractor, were able toresolve download and upload complications and make the necessary hardware and software upgrades.However, these activities used up many hours in the second phase, and an amendment was written to thesecond contract which provided for an additional 17.5 hours of consultation ($1,575 at the same hourlyrate). By the end of the second phase, the Due Process software was fully functional with graphicalenhancements (see Attachments #11.a.-h.).

As noted above, one vision that served to guide the software development activities throughout thedifferent phases was that the software would improve data accuracy and efficiency. With the softwareoperational, and download/upload complications resolved, data accuracy was much improved. Presently,there are only a few situations when data on the software might be changed, and these instances can becross-referenced with other fields to maintain consistency with the correction, thereby reducing thelikelihood of error. Additionally, the contractor designed the Access database to track all instances of whendata are changed and to provide a history of these instances by individual student. The software also keepstrack of the date of each download of demographic data and each upload of suspension data. In the thirdphase of development activities, it was possible to turn our attention to making improvements in efficiency.

WCPSS contracted for a total of 55 hours ($4,950) in phase three with 15 of these hours reserved forfollow-up consultation. The contractor required WCPSS to set aside those 15 hours so that he could beavailable to the school system after all development activities were completed. The other 40 hours on thecontract were allotted to training WCPSS users, automating a number of standardized reports, and writing amanual for the software. At the point in time that this paper is being written, the third phase is nearingcompletion, and one of the last activities will be another showcase demonstration. The principle

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participants in development of this software are hopeful that development activities may be continued, ifnot this school year, then next. One improvement would be to allow personnel in the_schools to transmitthe student suspension form (see Attachment #12) data electronically to the Due Process office. The datacan then be verified for accuracy and imported into the database with little, if any, keying required.Additional enhancements to increase the efficiency of the Due Process staff may include date-sensitivepop-up reminders. These reminders would provide a list of which students need what actions taken in theirrespective cases. Essentially, the benefit would be a computer-generated list of actions to be taken to meetcase deadlines instead of a manually generated list. Finally, automated letter generation would create theappropriate form letter with a student's data already inserted but allowing for manual additions orcorrections. Such form letters are currently generated manually for each case, and there could beconsiderable time saving with a push-button method. In all, accuracy of the data will be further improved;efficiency, even more improved.

To date, the total cost of Due Process project has been $21,375, entirely in local funds. This project mayappear to be a rather costly endeavor; however, the alternative for improvements in the Due Processprocedures would have been to wait for a network application to be developed. In fact, InformationSystems advised E&R to wait instead of going ahead with an independently developed project. However,there was much work to be accomplished by the I.S. department before the needs of Due Process wouldhave been addressed. E&R and Due Process decided to have better data gathering, monitoring, andreporting tools now instead of at some indefinite time in the future. Of course, as WCPSS' networkingtechnology continues to develop, some of the processes that are now being handled with the Due Processsoftware may someday rest with the network. The experience with the Due Process software project couldgreatly economize the adaptation of parts of this software to the WCPSS network.

Providing Hardware & Software UpgradesIn order to accommodate the Due Process project needs, recommendations were made for the upgrade ofthe Office of Student Due Process' Pentium computer. A 2.5 Gb hard drive, 40 Mb of RAM, an external1 Gb JAZ drive, Windows 95, and Office 97 were installed. In addition, a TCP/IP connection to theWCPSS wide area network and communications software were installed to allow data transfers between theDue Process PC and the WCPSS mainframe. The TCP/IP connection greatly enhanced data transmissionspeed for downloads. The previously installed mainframe coaxial cable connection allowed thedemographic data download of all students in the WCPSS to fmish in about one hour. The TCP/IPconnection reduced download time to less than three minutes. The JAZ drive, a removable cartridge drivewith hard-drive-like speed and capacity, is used for backups. With the suspensions database currentlybetween 100-200 Mb in size, and increasing as the student population grows, the JAZ drive easily satisfiesthe need for a large capacity backup system. Access 97, a component of Office 97, is needed for any adhoc suspension analyses, which can be created in the Access query, form, and report objects. However, theDue Process software can generate two reports of its own.

ReportsTwo reports are currently generated from the Due Process software, the Suspension Log and the StudentHistory. The Suspension Log (see Attachment #13) creates a list of all long-term suspensions betweenuser-defined dates. For example, putting in the dates for the beginning of the school year and the end of theschool year will generate a list of all long-term suspensions in WCPSS for that school year. Long-termsuspensions carry with them options for appeal as well as alternative and temporary placements. Appealscan be made at the school level where the Multi-Disciplinary Team reviews the case, at the centraladministration level with the Disciplinary Review Committee, or at the school board level. Alternativeplacement options such as a student-parent drug rehab program or an alternative school setting provide staffwith other avenues of recourse in some instances rather than issuing a long-term suspension. These andother options have to be tracked on a weekly, if not daily, basis to ensure that students' rights are protectedduring the course of their appeals process. The Suspension Log makes that tracking possible. It alsoallows long-term suspensions to be sorted by any of the columns in the log. For example, the table couldbe sorted by school or by type of suspension. These resorted logs can also be printed.

11

8

The Student History report (see Attachment #14) serves as a historical guide for the Student Due ProcessOfficer. The report outlines all the suspensions that a particular student has received_ When a case is inreview, it is sometimes helpful to know what previous incidents have occurred and what actions have beentaken pertaining to a student. Knowing a student's history helps to guide committee recommendations foractions to be taken in a current case. For some cases, such as those involving theft or vandalism, assault, orweapons possession, a second violation results in an automatic recommendation for long-term suspension.Having a student's due process history is vital during review.

Benefits ReviewThe purpose of developing the Due Process software was to improve the accuracy and efficiency ofmaintaining student suspension data. Those improvements help to ensure a fair recording and/or review ofa student's case. Following are some of the benefits of the Due Process system:

More data can now be tracked than could before when solely using the mainframe. Also, dataare not overwritten; and therefore, a complete historical account of cases is now available.Data entry speed has improved over the previously used mainframe terminal, data entrymethod. A user-friendly data entry screen was designed with shortcuts and other entryfeatures to accommodate speed, while not sacrificing quality. An example is automatictabbing to the next data field once the previous field has been filled. Another importantfeature is the logical navigation of the data screens created from the flow-charted processspecifications.One software tool is all that is needed to manage the office's processes and data, as opposedto several spreadsheets, manuals, and files.Suspension data can now be examined in more meaningful and immediate ways. Previousanalyses had to be tabulated by hand or requested from a backlogged I.S. department.

DOCUMENTATION & HELP

Both projects have a help manual. The SST software has extensive on-line help as well. One reason thatdocumentation is a necessary part of software development is staff turnover. Schools have relatively highteacher turnover rates, and user training needs can never be fully met. New staff members can shorten theirlearning curve by using detailed documentation. WCPSS was particularly sensitive to this issue because ofthe turnover of three central staff positions during the SST and Due Process projects. Existingdocumentation of their roles and contributions proved helpful to project completion.

SOFTWARE INDEPENDENCE & Al) HOC ANALYSES

The SST and Due Process applications are both written and compiled using Visual Basic. They execute ontheir own without needing any other software application except for the Windows 95 operating system.Their underlying database tables are built with Microsoft Access. Creating the data tables in Access allowsanalyses beyond the scope of the applications to be performed, if needed. An understanding of theapplications' database structures and the general principles of relational databases is necessary before doinganalyses in Access.

CONCLUSIONS

The real-time automation of data gathering, monitoring, and reporting through these software applicationshas greatly facilitated the SST and Due Process efforts. The software applications help to guide the users infast, friendly ways for data entry. Electronic downloads from the mainframe reduce data collection time.This reduction is achieved by importing already known information into the two applications where thedata can be quickly analyzed (in the case of the SST software) and/or manipulated (in the case of the DueProcess software). Paperwork has been reduced while enhancing the quality of data collection andmonitoring of students' progress. A variety of reports can be generated on demand.

Diverse student needs can challenge a school or Central Office by requiring information to be gatheredfrom a variety of sources. If relevant information cannot be efficiently collected and/or is unreliable, thendecisions concerning individual students will be of poor quality. The quality of decisions for students isarguably most important for the at-risk student for whom there is little room for error. Creating structured,automated data-gathering, monitoring, and reporting processes provides guidance to schools, students, andparents about the next most important step in the at-risk student's life.

REFERENCES

Date, C. J. (1983). Database: A primer. Addison-Wesley Publishing Company.

Wright, S., & Covington, R. 0. (1995). A guide to strong student support teams. Raleigh, NC: WakeCounty Public School System.

12

10

lb

Attachment # 1.a.

Type your name and password to enter the system.

User Name: Kevin

Eassword: thakidokidek

Cancel

X

111/ Open Student File

Name & SSN I

First Name

Last Name

SocSecNumber liiiiiiiii

NameALTMA, KEVIN RYAN

Soc Sec #111111111

Find Now

Na w Search

Birthdate08/11/1983

Purpose of Meeting AERA

Attendees KG, BC, MP

All attendees must sign a confidentiality statement

Entry Mode C Enter Data & Log Meeting

C Enter Data Only

C View Only

Status of SST involvement JNo involvement

OK Cancel

13

Attachment # 1.b.

A Student Support Teem System [Request (ALTMA, KEVIN RYAN)] MOMFite Edit View loots elp...

,D1'0;1111 1.1) g

ALTMA, KEVIN RYAN-RectueSt

---General Info

--EmotionalPhysical Health

LegalEducation

Action PlanLI-6story

Requested By Bob M.

Relationship Regular Education Teacher

Date of Request 03/03/1998

Liaison Assigned Patricia H.

Concerns

Category Concern Level Notes

v.

Behavioral Patterns v ttention

Mental illness in family

v

v

v

v

Medium

Medium .v

.

Kevin seems to be easilydistracted in Geometry class.

Kevin's aunt is schizophrenic.Family Characteristic ..v

Request his student was in another support program that was terminated by the state.Notes

Previous StrategiesUsed

Counseling, peer mediation, family support services

I Ready i Last Updated : 04/06/1998 April 6, 1 98 4:57 PM 0 hour 1 minute

BEST COPY AVAILABLE

Attachment # 1.c.

Student Support Team System [General (ALTMA , KEVIN RYAN)] MEI ElFile edit View Tools help

cid la I Al

ALTMA , KEVIN RYANRecpiest

.

tnriiFamily

Emotional--Physical Health

Legal

1.--Action Plan

First Name !KEVIN RYAN

eirthdate 108/11/1983

Gender 'Male 1 Rare White

Address 1007 LIN DR

City 1SPRINGS

Last Name JAL ID

Primary Language !English

State NC 127777

Home Contact 1PaulaAltme Phone 1(919) 212-5555

Work Contact 1 1RoyAltme Phone 1(919) 333-5555

Work Contact 2 Phone I( )

Grade

Current School !Apex High_

Cul rai/EthnicNotes

Areas ofStrength

11111111

Family from NC. Small rural farm.

Common sense. Friendly. Areas ofConcern

Attention span.

Ready

1J

April 6, 1998 2:22 PM I 0 hour 11 minutes

BEST COPY AVAILABLE

Attachment # 1.d.

it Student Support Teem System [Family (ALTMA. KEVIN RYAN)]

tie Edit view I0Ols falro

I (6. .I

ALTMA KEVIN RYAN

----General InfoFamily

----Physical Health

----Education

----Action Plan

Name (required) e RelationshipRelationship

Type Marital StatusCustody / Visitation

RightsLiving with -Student

Paula Altrna

ay ARme29

30

12

MotherFather 1r,

Brother gr

w

V

Full

Full

Full

V

V

V

MarriedMarriedSingle

V

V

V

NotApplicableNotApplicableNotApplicable

V

V

YesYesYes

V

Altma

V

V

w

4

V`.

Who is most Paula Mynaresponsible for this

student Roy Altma

Family Notes I Brothers are close but have been fighting more lately. Mother is willing to help. Father is too busybut is disciplinarian.

Areas ofStrength

mother

Ready

16

Areas of Uninvolved fatherConcern

April 6.1998 j 4:32 PM 2 hours 21 minutes

Attachment # 1.e.

A Student Support Team System [Social (ALTMA. KEVIN RYAN)] INE2E3File edit view Tools help

'014,1121.±Ji

ALTMA , KEVIN RYAN

1.---General Info

Physical Health

--Surnmary1 ---Actjon Plan

Ready

EssentialSupport

Involved Family8 Friends

Press (Ctii>Enter> to add a blank lineHas one good school friend since the 1st grade]

Social Notes Extroverted but with few friends. Two friends moved away when their farms were sold.

Areas ofStrength

Has lived in the same area since birth. Areas ofConcern

Farming community is shrinking sofewer friends at home.

_:J

TLast Updated : 04/06/1998 April 6,1998 4:35 PM 2 hours 24 minutes

Attachment # 1.f.

A Student Support Team System Emotional (ALTMA, KEVIN RYAN)] S 9 ElEde Edit View 'Tools Help

DicalG1111+_,I1

I

ALTMA , KEVIN RYANest

General InfoFamily

. Social

Physical HealthLegal

EducationSummaryAction Plan

Ready

Events that have effected the studentssychologicalti or emotionally

Father lost his job last year but has found temporary word

Even temperament Areas ofConcern

J

Concern for Safety rPossibility of Crisis f

Can get unreasonably upset withbrother.

fLast Updated 04/06/1998 April 1998

13

4:38 PM 2 hours 27 minutes

BEST COPY AVAILABLE

Attachment # 1.g.

Student Support Team System [Health (ALTMA. KEVIN RYAN)]

Elle Edit view Tools Help

D I al la I bpi 1 Gtb I es 2__/.1

ALTMA , KEVIN RYANRequestGeneral InfoFamilySocialEmotional

P!VO. 06! Health:LegalEducation

Action PlanHistory

Health History I Current Health I Health Provider' Medications

Serious illnesses, injuries, hosoitalizati ns since birth (include dates1

Press <Ctrl >+<Enter> to add *blank line

Current health notes

Areas ofStrength

Active in baseball

Ready

Areas ofConcern

1

Last Updated : 04/06/1998 April 6,1998 416 PM 2 hours 5 minutes

19

Attachment # 1.h.

A Student Support Team System [Legal (ALTMA. KEVIN RYAN)]

File Edit View Dols help

lab

ALTMA , KEVIN RYAN

General IntoFamilySocialEmotional

--Physical Health

- --Education--.Summary

Action Plan Previous or Present. Legal Problems with Student or Famgy Members

None

Areas ofStrength

:LI. Areas ofConcern

Ready [Last Updated : 04106/1998 r April 6.1998

20

4:40 PM 2 hours 29 minutes

Attachment # 1.i.

A Student Support Team System [Education (ALTMA, KEVIN RYAN)]

file Edit View Dols tielp

D14,10111i xlta 1112J

ALTMA , KEVIN RYAN

1.General InfoFamilySocial

-Emotional---Physical Health

.Educatiort

Action Plani.---listory

FReady

General 1 Family I Registration / Attendance Current Grades 1 Grades History 1 Testing ] Learning Variation

Current School !Apex High

Homeroom Teacher 1Huftliam

Title I rEnglish as a 2nd Language rExceptional Student Code 1

Educational Information Note

Current Grade

Team 1

Discipline

Average student Math is weakest subject.

Areas ofStrength

Eland JAreas ofConcern

Math

Nast Updated : 03/22/1998 April 6. 1998 I 4:46 PM 3 hours -25 minute

BEST COPY AVAILABLE

Attachment # 1.j.

" Student Support Team System [Summary (ALTMA, KEVIN RYAN)] Pi 1171111

File edit View Dols Help

ALTMA , KEVIN RYAN

General InfoFamilySocialEmotionalPhysical Health

Legal

EducationSunrnaryAction Plan

Gultu E c I Family 1 So Cie! 'Physical Health I Legal ducational I Psychological / Emotional

Family from NC. Small rural farm.

Ready

22

April 6, 1998 k29 PM ! 2 hours 18 minutes

BEST COPY AVAILABLE

Attachment # 1.k.

A Student Support Team System [Action Plan] MEMFile Edit view Tools Help

ALTMA , KEVIN RYAN,.- Request---General Info

...Family

1.--- ..Emotional

1---Physical HealthLegal

1---EducationSummaryAction PlanHistory

Concern Objective Strategy Code Activit}

Attention


Keep attention on teacher Classroom-Based Match teacher styles/student learning

Watch for symptoms School Support Services Consultation with related services

-7"

'Ready

Status

6. Case Open

r Case Closed

[Last Updated 04/06/1998-

23

April 6,1998 4:27 PM hours 16 minutes

BEST COPY AVAILABLE

444

de Edit yiew Toots

Attachment # 1.1.

:X

ALTMA .KEVIN RYAN

General InfoFamily

EmotionalPhysical Health,

----- Legal

Education-Summary

Action Plan

ady

Date Attendees I Purpose of Meeting

03/21/1998 Ka BC AERA

03/22/1998 KG, BC, MP AERA

Last Updated : 04/06/1998 Arm .)--1;a71W1 4:25 PM 2 hours 14 minutes

24

Student ProfileMarch 22, 1998

ALTMA , KEVIN RYAN

White Male

007 LIN DRSPRINGS, NC

General Strengths : Common sense. Friendly.General Concerns : Attention span.

Request InformationRequest By : Bob M.

Request Date : March 3, 1998Liaison : Patricia H.

Concerns

Attachment # 2

Birthdate :Grade :

Primary Language :

Home Contact :Work Contact :

August , 198309English

Paula Altma _

Roy Altma

( Regular Education Teac

(919) 212-5555(919) 333-5555U

CategoryBehavioral Patterns

Family Characteristics

ConcernAttention


Level Notes

Medium Kevin seems to be easilydistracted in Geometryclass.

Medium Kevin's aunt isschizophrenic.

Request Notes : This student was in another support program that was terminated by the state.

Previous Strategies : Counseling, peer mediation, family support services

Family Information

Name Age Marital Status Custody / Living Education / School

Paula Altma 29 Married Not Applicable 12th GradeMother / Full Living w/ Student

Roy Altma 30 Married Not Applicable 11th GradeFather / Full Living w/ Student

Perry Altma 12 Single Not Applicable 6th GradeBrother / Full Living w/ Student Apex Middle

Responsible :

Family Notes :

Family Strengths :Family Concerns :

Paula AltmaRoy Altma:

Brothers are close but have been fighting more lately. Mother is willing tohelp. Father is too busy but is disciplinarian.Involved motherUninvolved father

25

Attachment # 2


Social Information

Essential Support : Has one good school friend since the 1st grade.Involved Support :

Social Notes : Extroverted but with few friends. Two friends moved away when their farmswere sold.

Social Strengths : Has lived in the same area since birth.Social Concerns : Farming community is shrinking so fewer friends at home.

Emotional Information

Emotional Notes : Father lost his job last year but has found temporary work.Emotional Strengths : Even temperament.Emotional Concerns : Can get unreasonably upset with brother.

Health Information

Health History :Health Notes :

Physicians : Dr. Johnson

Sight/Hearing Acuity :

Far : Pass

Near : Pass

Hearing : Pass

Lunch Status :

Medical Plan Available

Health Strengths :Health Concerns :

Legal Information

Legal Notes : NoneLegal Strengths :Legal Concerns :

2/2/1995

2/2/1995

2/3/1995

( with glasses)

( with glasses)

No Concern for Health Crisis No Concern for Health Safety

262


Education Information

Current School : Apex HighHomeroom Teacher : Huffham

Exceptionality Code :

Family Involvement

Attachment # 2

Grade : 09Team :

Date Family / School Contact School Role / Type of Contact3/16/1998 Paula Counselor

Patricia Phone Call

Purpose / Commentsreview distractibility

School Registration & Attendance

School

Apex High

Grade Entry / Exit Code & Date

9 El - First enrollment in public school 8/18/1997in NC this year

Current Days Enrolled :Previous Days Enrolled :

63 Current Days Absent :180 Previous Days Absent : 21

5

Current Grades

Grading Period :

Kindergarden (# Ns) 1st & 2nd Grade 3rd - 12th Grade

Semister GPA :Year GPA :

0.00 Classes Taken : 00.00 Classes Passed : 0

Classes Failed : 0

Learning Style Gregoric Categories Multiple Intelligences Student Evaluation

Tactile Learner Unit Test

Behavior Occurances

Date Comments1/12/1997 Fighting on playground

2/18/1998 Skipped class

2 7 3


Family Learning History :-Educational Notes :

Education Strengths :Educational Concerns :

Action Plan

Attachment # 2

Schizophrenic aunt dropped out of high school.Average student. Math is weakest subject.

Objective / Activity Strategy Code / Activity Est Com / Review Status / Outcome / Assess

Keep attention on te Classroom-Based 1/2/1998 DiscontinuedMatch teacher styles/stu 2/2/1998 Moderately Effective

Responsible Mrs. Krauss Regular education te Teacher Feedback

Watch for symptoms School Support Service 3/4/1998 Continued w/ modificationsConsultation with relate 2/5/1998 Very Effective

Responsible Ms. Lasher Outside Agency Other

History

Meeting Date Purpose3/21/1998 AERA

Attendees

KG, BC

Attachment # 3

Student Action PlanMarch 22, 1998

Student : ALTMA , KEVIN RYAN

Student ID :

Parent / Gardian :Address :

Home Contact :Work Contact :

Concerns

Case Open

Paula Altma007 LIN DR

SPRINGS, NCPaula AlturaRoy Altma

Liaison : Patricia H.Homeroom Teacher : Huffham

Team :(919) 212-5555(919) 333-5555

Category

Behavioral Patterns

Family Characteristics

Concern

Attention


Level Notes

Medium Kevin seems to be easily distracted inGeometry class.

Medium Kevin's aunt is schizophrenic.

Strengths

General : Common sense. Friendly.

Family : Involved mother

Social : Has lived in the same area since birth.

Emotional : Even temperament.

Health : Active in baseball

Legal :

ducation : Band

Concerns

Attention span.

Uninvolved father

Farming community is shrinking so fewer friends at home.

Can get unreasonably upset with brother.

Math

Objective :Responsible :

Status :Outcome :

Keep attention on teacherMrs. Krauss

DiscontinuedModerately Effective

Strategy Code : Classroom-BasedActivity : Match teacherCategory :

Status Notes :Assessment : Teacher Feedback

Est. Completion : 1/2/1998Review : 2/2/1998

Objective :Responsible :

Watch for symptomsMs. Lasher

Status : Continued w/ modificationsOutcome : Very Effective

Strategy Code : School Support ServicesActivity : Consultation with relatedCategory :

Est. Completion : 3/4/1998Review : 2/5/1998

Status Notes : Family learning what symptoms to look for.

2 assessment : Other

Attachment # 4

Student Support Team Case LogApril 6, 1998

Student : KEVIN RYAN ALTMA ( 111111111 )Liaison Assigned : Patricia H.

Grade : 9

Meetings

3/21/1998 Classroom Behavior KG, BC

3/22/1998 Concentration KG, BC, MP

Student : KEVIN AIME NADEA ( 222222222 )Liaison Assigned :

Grade : 8

Meetings

3/21/1998 Behavior KG, SW, DM

Student : ELIZABETH NICO CULI ( 3333333 )Liaison Assigned : Nancy B.

Grade : 10

Meetings

4/6/1998 Discussion KG, BC, MP

301

Attachment # 5

. SST Team Summary ReportApril 6, 1998

Gender2 Males (67%)1 Females (33%)

Race3 Whites (100%)

Concerns Request Relationships2 Family Characteristics (67%) 1 SAP Coordinators (33%)1 Behavioral Patterns (33%) 1 Regular Education Teachers

(33%)1 Psychologists (33%)

Exceptionality Codes Lunch Status3 Cases Lunch Status Unknown

Grade Title 1 0%

1 8th Grade (33%)1 9th Grade (33%)1 10th Grade (33%)

Strategies2 School Support Services (67%)1 Classroom-Based (33%)

3 .1

Attachment # 6.a.

A Student Support Team System [Request (ALTMA. KEVIN RYAN)]

File edit View Tools help

I g

ALTMA, KEVIN RYAN i

4Fleckest!---General Info

Emotional----Physical Health

Education--Summary

1.----Action Planlistory

Requested By ]Bob M.

Relationship 'Regular Education Teacher


Liaison Assigned .1Patricia H.

Concerns.

RequestNotes


Category Concern Level NotesA.

Behavioral Patterns Attention Medium"'"


.

Family Characteristic; Attention Medium Kevin's aunt is schizophrenic.V Aggression

Assignment completionFollowing directionsOrganizational skillsSocial skills ,

This student was in another support program that was terminated by the state.


Ready 1 Last Updated 04/06/1998 April 6, 1 98

32

6:40 PM 0 hour 20 minutes

BEST COPY AVAILABLE

Attachment # 6.b.

A, Student Support Team System [Request (ALTMA. KEVIN RYAN)]

File Edit view Tools help

ALTMA, KEVIN RYAN

--....Generat tnfoFamilysocialEmotionalPhysical HealthLegalEducation

1.--- Summary1Action Plan

Ready

Requested By 'Bob M.

Relationship 'Regular Education Teacher


Liaison Assigned

Concerns

RequestNotes


Patricia H.

Category Concern Level Notes

Behavioral Patterns

Family Characteristic

Attention

Mental Illness in farroly

Lack of basic needsDeath in familyTerminal illness in femiMental illness in fa.milvFamily changesUnemployment

Medium

Medium


Kevin's aunt is schizophrenic.

This student was in another support program that was terminated by the state.


1 Last Updated ; 04/06/1998 April 6.1998 6,41 PM 0 hour 2

33

BEST COPY AVAILABLE

minutes

Attachment # 6.c.

A Student Support Team System [Action Plan]

File Edit View Tools help

I ci'd 'est 2_11

ALTMA, KEVIN RYAN

--General InfoFamilySocialEmotional

I..-- Physical HealthLegalEducation

Action Plan

r--

Strategy Code ActivityA

Person/Agency Respon

Classroom-Based

School Support Services

Match teacher styles/student learning styles

Coaching/TutoringFeedbackFlexible rou inMatch teacher stylesfstmient learning stylesParental involvementProvide study skills, notes, organizers

Mrs. Krauss

Ms. Lasher

V

V

V

Status

Case Open

r Case Closed

Ready Last Updated 04/06/1998 f April 6. 1998

34

6A4 PM 0 hour 24 minutes

BEST COPY AVAILABLE

Attachment # 6.d.

AL Student Support Team System [Action Plan]

File Edit View Tools help

DIGgIga1±1 xi1blialL1

ALTMA. KEVIN RYAN

General Info--Family

--Emotional-Physical Health

Legal

Plan

Ready

Strategy Code Activity Person/Agency Respon

Classroom-Based

School Support Services

4

Match teacher styles/student learning styles

Consultation t PITIAPCI SF.itCeS

Family community assessmentParent educationSchool conferenceFamily counselin

Screening for initial referral to special ed

V

V

Mrs. Krauss

Ms. Lasher

.1.11000114

.rStatus

Case Open

Case Closed

Last Updated : 04/06/1998 April 6.1998 6:45 PM 0 hour 25 minutes

35

Attachment # 7.a.

jit Student Support Team System [Action Plan]

File edit Vi

11.511

ools delp

;% OS1

ALTMA, KEVIN RYAN-.Request

----General Info....Family

EmoonaII..........Physical Health

LegalEducatioiSu

StatuS Status Notes Outcome Method of Assessing Outcome

Discontinued

Continued w/ modifications v Family learning whatsymptoms to look for.

Moderately Effective

MEWNot EffectiveMinimally EffectiveModeratel Effective

Insufficient TimeNot Implemented

Teacher Feedback

Other

Status

Case Open

r Case Closed

36

April 6. 1998 6:35 PM 0 hour 15 minutes

Attachment # 7.b.

A Student Support Teem System [Action Plan] MEMFile Edit View Tools Help

olalialLej

ALTMA. KEVIN RYAN

1.----General Info

Social--Emotional--Physical Health

I---Education

1...--Action Plan.

Status

Discontinued

Status Notes Outcome Method &Assessing Outcome

Continued w/ modifications Family learning whatsymptoms to look for.

Moderately Effective

Very Effective

Teacher Feedback

Student Feedbackw Teacher Feedback

TestsWork Samples0 inion On

- 1104

10.

Status

r: Case Open

r Case Closed

Ready

37

April 6,1998 r 6:30 PM 0 hourt0 minutes

System LogLog_Event

Log DescriptionUser ID

I anestarrip

DownloadStudent_IDFIrst_NarneLast_Name

AddressCity

StateZip

BirthdateGenderRaceGrade

Current_Days_AbsentCurrent_Days_EnrolledPrevious Days_Alosent

Previous Days EnrolledLunch Status

Exceptionality CodeEOG Year 1EOG_Year-2

Reacling_Scate_1Reaceng_Level_lMath ScaleIMath_Level 1 10

Reading Scale 2Reading Level_2

Math Scale 2Math Level_2Semister GPA

Vear_GPANumber Classes Taken

Number Classesi)asseciNumber_Classes Failed

Current Number Days_SuspencicciPrevious_Number Days Suspended

OLSAT VerbalOLSAT_NonVerbal

OLSAT_TotalAlgebraEnglish

EconomicsBiologyHistory

Attachment # 8

SSTS Detail Data ModelStudents

Student_ID Physicians Current ScienceCase Open Visual Far Current_Social_StudiesRequest_By Visual_Far_Date Previous Education

Request Relationship Visual_Near Visual_LearnerRequest_Date Visual Near_Date Audftory_Learner

Liaison Visual Far Glasses Tactile LearnerRequest Notes Visual Far Date_Glasses Verbal Intelligence

Accepted Strategies Visual_Near Glasses Logical IntelligenceFirst Name Visual_Near Date Glasses Visual IntelligenceLast_Name Hearing Body_IntelligenceBlithdefe Hearing_Date Musical IntelligenceGender Medical Plan Interpersonal IntelligenceRace Heath Crisis tritrapersonal_Intelligence

Primary Language Health Safety Global-ConcreteGrade Health Strengths Global-Abstract

Address Health Concerns Sequential-ConcreteCity Legal Notes Sequential-Abstract

State Legal Strengths DemonstrationZip Legal Concerns Long_Answer

Home Contact Cuirent_School PerformanceHome Phone Homeroom Teacher Portfolio

Work Contact_) Team ProductWork Phone 1 Curront_Dara_Enrollcd Rubric

Work_Contact_2 Current_Days_Abserd Unit TestVVork_Phone_2 Previous Days Enrolled Request Last_UpdateCultural Notes Previous_Days Absent General_Last_Update

General Strengths Title l Family Last_UpdateGeneral Concerns English 2ncl_Lenvege Social_LastUpciate

Responsible 1 General Eclucedion_Notes Emotional Last UpdateResponsible2 Education Strengths Health_LastUpdateFamily Notes Education Concerns legal_Lest_Update

Family Strengths Family_Leaming History Education_Last_UpdateFamily Concerns Current Grade_Period Action_Plan Last UpdateEssentlal_Support Current Social Skies History_Last_UPdateinvoNed_Support Current VVork_Habds Lass Update

Social Notes Current_Language DeletedSocial_Strengths Current_ReadingSocial_Concems Current Vvritten_LanguageEmotional Notes Current Computation

Emotional Strengths Current_Problem SolvingEmotional Concerns Current_Completion

Emotional Safety Current_DirectionsEmotional Critis Current Language Arts

Health fistory_Notes Current MathHealth Notes

2 2 9Suspensions History ResourceS School History I-amdy Involvement Grade History

Student D Student ID Agency Student iD Studerd ID Student_IDGrade Meeting_Date Service School Contact Date GradeDate Purpose Contact Grade Family Contact Promoted

Length Attendees Phone Entry_Code School_Contact PlacedCode Entry_Date School Role Prornoted_Surnmer SchoolDetail Exit_Corte Type of Contact Placed_Surrirner_School

Description Exit Date Purpose RetainedComments

BEST COPY AVM BLE 3 3

Attachment # 9

Begin Suspension Process School Level

Short-TermSuspension

ProcessNo Yes

YesNo

No1-Yes

Yes

No Causality

Yes

Causality

Yes Yes

i-* Return to School

SuperintendentLevel

Overturned

4 No

ACE ProgramProcess (S)

Upheld

Principal's Reportmust be received

Student is STSuspended with

Recommendation forLT

Student is STSuspended with

Recommendation forLT

33

Yes

.4____-1

Yes

Attachment # 9

Short-Term Suspension Process

Enter Data from 1716

Back to School

tOverturned

Yes- Send ProcessLetter to School

Suspension Served 4

40

eld

ELT SuspensionApproved by

Superintendent

Attachment # 9

ACE Program Process

Add Student to lists forACE and FIND

Student has ContactConference with

Vendor

ReceivedNotification fromOther Vendor?

Yes

Remove Student fromFIND list. Add to list

for Other Vendor.

Did the Studentmeet the

requirements?

Yes

/No LT Suspension

Attachment # 9

All Appeals Upheld and LT Approved

Yes

Home-Based Services LT Suspension Served

42

I

Came to Supe intedent through Appeal

Attachment # 9

Superintendent Level

No

Board Level

A

3

Yes

Came to Superintendentfor Review of Waiver

Upheld

Richard Milbumoffered to qualified

students

Overturned

1717 a or 1717bis sent

(Return To School

2Came to Superintedent for

Failed to Appeal

1717b sent

LT Suspended -Richard Milburn

Yes

Richard Milbumoffered to qualified

students

NoAll Appeals Upheldand LT Approved

Yes --10.

Richard Milburnoffered to qualified

students

s Suspension For365 or Expulsion?

1717b is sent

Almost all Waivers areapproved by DRC

4

Yes

11,

3

Student is LTsuspended

Board Level

2

Came to Board forApproval of

365 or Expulsion

Upheld

Attachment # 9

Board Level Process

1

Came to Board for Appeal After Appeal, theappropriate 1717 letter

is sent

Upheld and Modified

1

Offered andAccepted Richard

Milbum?

Student is 365Suspended or

Expelled

IApproved

Yes

CLT Suspended -Richard Milburn

No

Overturned

Denied 365 or Expulsion

Overturned

Student is sentappropriate 1717 letter

after resolution( Return to School

44

Back to School

All Appeals Upheldand LT Approved

Attachment # 9

Request for Temporary Placement

Yes

More than 10 dayssince suspension?

Wait until 10 days havepassed sincesuspension

Yes

Start TemporaryPlacement

45

No)No Temporary

Placement

Attachment # 9

Apply for Reconsideration Process

Conditional Readmittance

Conditions AgreedUpon and Complied

with

Have at least 6months passed

since expulsion?

Yes

No

s the date afterJuly 1 of thecurrent year?

)Not Eligible forReconsideration

Yes

Unconditional Readmittance

Student Readmitted

RefusalReadmittance not

Granted

Attachment # 9

Receive Principal's Revision Process

Does Revision VOIDthe suspension?

Save information fromprevious suspension

reports

Yes

vMake changes to"

suspension informat,

4 7

CDelete all recordsassociated with this

suspension

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Attachment # 11.a.

Eile Edit View eports Mainframe setup ytdinciaw Help

Etz e^iria Explorer

Search For:

Pi 0 El

KEY , ALEXANDER WARR i

KEY . CHASTITY GRACE -

KEY

so 6400.1 11/15/94

SIT 6400.0 12/14/94Si tP 6425.1 -1/18/95

STOP 6410.0 - 3/22/95

six 6428.0 -12/20/95

SW 6410.0 - 2/14/96

Sr 6410.0 10/9/96sa, 6400.1 12/5/96Slrc 6410.0 - 2/12/97

STOP 6410.0 - 3/20/97

STOP 6410.1 - 5/6/97

STEP 6430.0 - 5/19/97

STOP 6400.1 -9/4/97

STOP 6400.1 -9/15/97

slip 6400.1 - 9/24/97

Frf. 6400.1 - 10/3/97

sliP 6400.1 -10/8/97

sitr 6400.1 -1/15/98

STIF 6430.0 2/24/98

STOP 6430.0 - 3/18/98

KEY ,WILUAM JAMES

First Name: Last Name: 'KEY

SSN: 044444444 School ID: 1348_ . . ...._

Father, Mother,Date Of Birth: 19/28/82 es:

andILEOLA KEYGueutlian Nam

Grade: 109 Age: fig Race: Black Gender: IF

Resident Addresss: 12121 NORTH DR RALEIGH. NC. 27612

Meiling Address: 12121 NORTH DR RALEIGH NC, 27612

Emergency Phone: "2124444444

Special Program: 17

Exceptionality. 'EMI-I/Separate

Home Phone:

Level Of Service:

Total Days.

12125555555

Jos

SuspensionsPoll Violation Number School ID Incident Date Be innin Date ..

6430.0 348 '3117198 3/181986430.0 348 2/23/98 2/24/986400.1 348 1/14/98 1/15/986400.1 348 10/7/97 10/8/976400.1 348 10/2/97 10/3/97;411n1 14R WM97 14/24/117

Add Suspension (F6) I yew Suspension I dose (F4) I

'_ 0 X

IZIOStart I la Suspensions

50

4/7/98 11:56AM

:wptgittzpit ofe

BEST COPY AVAILABLE

Attachment # 11.b.

-=1 Suspensions

File Edit yiew aeports Mainframe Setup Window help

Explorer 113

Search For: I

KEY , ALEXANDER WARR Al

KEY , CHASTITY GRACE -'

KEY

6400.1 - 11/15/94

6400.0 12/14/946425.1 - 1/18/95

6410.0 - 3/22/95

6428.0 -12/20/95

6410.0 - 2/14/96

6410.0 -10/9/96

6400.1 -12/5/96

6410.0 - 2/12/97

6410.0 - 3/20/97

6410.1 - 5/6/97

6430.0 5/19/976400.1 - 9/4/97

6400.1 - 9/15/97

6400.1 -9/24/97

6400.1 -10/3/97

6400.1 -10/8/97

6400.1 -1/15/98

6430.0 - 2/24/98

6430.0 - 3/18/98

KEY , WILLIAM JAMES

General MDT ACEAlternativePlacement

TemporaryPlacement Letters

Student 10: 4444444

RecommendedShort-Term

Suspension Type:

School: 1348

Beginning Date: 3/18/98 Suspension Length.j1

End Date: ii Calculated Length: 1

Policy Violation ID: 16430.0 J Incident Date: 3/17/98

Violence Category 1None Appropriate

Substance:

Description.

Suspension Type: I ShortTerm

Submitted Waiver Date:J

Grade: 109

Process Letter Sent Date- I Principal ReportReceived Date:

Applied forReconsideration Date:

View history Bevisions I Save (F1) close (F4) I

fl x;

14/7/98 .12:09 PM

BEST COPY AVAILABLE

Attachment # 11.c.

I

File Edit Viel. Reports Mainframe Setup window Helpx

al-_;Ada 8 WelExplorer ®o El

Search For: r

KEY , CHASTITY GRACE

KEY 11.11I.64001 - 11115194

6400.0 - 12/14/94

6425.1 - 1/18/95

6410.0 - 3/22/95

6428.0 12/20/95

6410.0 2/14/96

6410.0 - 10/9/96

6400.1 12/5/96

6410.0 2/12/97

6410.0 - 3/20/97

6410.1 - 516/97

6430.0 5/19/97

6400.1 - 9/4/97

6400.1 9/15/97

6400.1 - 9/24/97

6400.1 - 1013/97

6400.1 - 10/8/97

Rdnn 1 .1

General MDT ACE

MDT Date:

MDT Outcome ID:

Home Based Provider:

Home Based Extent of IServices:

Alternative TemporaryPlacement Placement

F-71-177

Letters

View History Revisions Save (F1) I close (F4)

52

14/7/98 1 2:49 PM

Attachment # 11.d.

.1.4 Suspensions MEMEila Edit View Reports Mainframe Setup Window Help

rIMLJ ItExplorer lonizi

Search For I


KEY

6400.1 -11/15/94

6400.0 -12/14/94

6425.1 -1/18/95

6410.0 - 3/22/95

6428.0 -12/20/95

6410.0 2/14/96

6410.0 - 10/9/96

6400.1 -12/5/96

6410.0 - 2/12/97

6410.0 - 3/20/97

6410.1 - 5/6/97

6430.0 - 5/19/97

6400.1 -9/4/97

6400.1 - 9/15/97

6400.1 - 9/24/97

6400.1 -10/3/97

6400.1 -10/8/97

Paw . 1/1 /c61

GeneralAlternativePlacement

TemporaryPlacement Letters

ACE Offered:

ACE Accepted:

ACE Vendor.

ACE Contact Conference Date:

ACE Anticipated Beginning Date:

ACE Anticipated Ending Date:

ACE Completion Date:

ACE Failed:

IBe visions

rr

r

View History aave (F1) I Close (F4)

53

4/7/98 :2:51 PM

9FST COPY AVAILABLE

Attachment # 11.e.

1...7!1 Suspensions PI a 13File Edit View Reports Mainframe Setup Window fielp

Explorer II 1E113

Search For:


KEY

6400.1 -11/15/94

6400.0- 12/14/94

6425.1 -1/18/95

6410.0 3/22/95

6428.0 12/20/95

6410.0 - 2/14/96

6410. 0 10/9/96

6400.1 - 12/5/96

6410.0 - 2/12/97

6410.0 - 3/20/97

6410.1 - 5/6/97

6430.0 - 5/19/97

6400.1 - 9/4/97

6400.1 -9/15/97

6400.1 -9124/97

6400.1 -10/3/97

6400.1 -10/8/97

Attnn .1

-

General MDT ACE

Alternative Placement Offered:

Alternative Contact Conference Date:

Alternative Enrollment Date:

Alternative Withdrawal Date:

Alternative Denied Admission:

r

r

AlternativePlacement

TemporaryPlacement RIM

View History I Revisions lave (F1) I Close (F4)

4/7/98

BEST COPY AVAILABLE

54

12:52 PM

Attachment # 11.f.

27:I Suspensions NomElie Edit View Reports Mainframe Setup Win dow Help

.L2J) 1%lelExplorer Finn

Search For: I


KEY

6400.1 - 11/15/94

6400.0 - 12/14/94

6425.1 - 1/18/95

6410.0 - 3/22/95

6428.0 - 12/20/95

6410.0 - 2/14/96

6410.0 - 10/9/96

6400.1 - 12/5/96

6410.0 - 2/12/97

6410.0 - 3/20/97

6410.1 - 5/6/97

6430.0 5/19/97

6400.1 - 9/4/97

6400.1 - 9/15/97

6400.1 - 9/24/97

6400.1 - 10/3/97

6400.1 - 10/8/97

Rano 1 .1 iic/cIR

I

General MDT ACE

Temp Placement Requested Date:

Temp Placement Approved:

Temp Placement Alternative Name:

Temp Placement Enrollment Date:

r

Alternative TemporaryPlacement Placement Letters

View History Revisions Save (F1) Close (F4)

14/7/98

BEST COPY AVAILABLE

55

2:52 PM

Attachment # 11.g.

I

Ei le Edit View Reports Mainframe Setup Window Help0 X:

(AIL]] PJ 16t2dal

Explorer

Search For I

RCM

El KE7Y

6400.1 -11/15/94

6400.0 - 12114/94

6425.1 - 1/18/95

6410.0 - 3/22/95

6428.0 - 12/20/95

6410.0 - 2/14/96

6410.0 - 10/9/96

6400.1 -12/5/96

6410.0 - 2/12/97

6410.0 - 3/20/97

6410.1 - 5/6/97

6430.0 - 5/19/97

6400.1 9/4/97

6400.1 9/15/97

6400.1 - 9/24/97

6400.1 -10/3/97

6400.1 -10/8/97

6400.1 -1/15/98

gdqn n 9/7 /cIR

Letter Type

View History 1 Revisions

Alternative TemporaryPlacement Placement

LettersDate Sent

4/7/98

'Jo

4:07 PM

Attachment # 11.h.

4. Suspensions

File Edit yi

4 ritReports ainframe

Aellk Explorer PltnSearch For

KEY , ALEXANDER WARR A.

KEY , CHASTITY GRACE-

LKEY

6400.1 -11/15/94

6400.0 -12/14/94

6425.1 -1/18/95

6410.0 - 3/22/95

6428.0 -12/20/95

6410.0- 2/14/96

6410.0 -10/9/96

6400.1 12/5/96

6410.0- 2/12/97

6410.0 - 3/20/97

6410.1 - 5/6/97

6430.0 -5/19/97

6400.1 9/4/976400.1 -9/15/97

6400.1 -9/24/97

6400.1 -10/3/97

6400.1 -10/8/97

6400.1 -1/15/98

6430.0 2/24/986430.0 3/18/98

KEY , WILLIAM JAMES - 23 ,d

SDP

STOP

STOP

STOP

STOP

SDP

SDP

STOP

SroF

SDP

STOP

Fir

STEP

SDP

SDP

STOP

STOP

SUP

STOP

etup Window Delp

X'

Reconsideration ofExpulsion(School Superintendent Board 1 Court

Outcome:

Date:

Appealed:

Appeal Received Date: I

Attorney Involved:

Attorney Name:

r.

Save (El ) close (F4)

57

14/7/98 12:21 PM

Atta

chm

ent #

12

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Attachment # 13

Wake County Public SchoolsLong Term Suspension Recommendations

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U.S. Department of EducationOffice of Educational Research and Improvement (0ERO

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