001Okay. 10:01 on the button. Um, do we want to go ahead and start recording, team? >> I've already started the recording, Tanisha. >> Awesome. Excellent. Well, welcome um everyone to um this uh stronger connections uh student support referral state reporting update webinar. Um as we get started here, I just want to go over um a few uh session norm housekeeping items. Um the first of which is that um please uh remain on mute for uh the duration of the presentation and um place your questions in in the Q&A. Any uh questions that are not answered um in the context of this webinar will be answered uh in the form of an of an FAQ. Um, and that FAQ along with the recording for this session will um appear in uh the TCSS LEA locker um
002as soon as possible after this webinar. Um, real quickly, we're going to start with introduction. So, I'll start with myself. My name is Tanisha Jones. I am a data project manager at TEA and I I coordinate the the data collection and reporting for the Stronger Connections grant. And now I will pass it um to our senior director Hank to introduce himself and um other members of the team will join in as well. >> Good morning. My name is Hank Wikard. I'm the uh director of student supports implementation at the Texas Education Agency and I oversee the Stronger Connections Grant Program. And I'm going to pass this on to the next team member. >> Carol Victoria, are you on on the call? Yes. Hi, I'm Carol Sadler. Um, I am a specialist here at TEA and
003I am supporting Hank with this project. >> Yes. Hi, I'm Victoria Rossi. I'm the restorative practices program specialist and I am also supporting Hank on the Stronger Connections project. >> Thank you. And on the TCSS side, Robin Andy Janet. Yes, I'm Andy Cochran, although it says Mary Scobby on my Zoom. That's kind of interesting. Um, I'm Andy Cochran. I'm a learning leader here at the Texas Center of Student Supports, uh, with SST and MTSS. >> Good morning. I am Johnette Strobing. I'm a learning leader and data analyst for TCSS and I'm excited to have you here today. >> Super. Okay. So, now that we have gone through our introductions, um I am going to move us uh move us forward here and discuss our um objectives for this session. Um and give me one moment
004here. Let me just move over to that slide. So our session objectives here um this morning are um centered around um understanding the connection between um the required qualric reporting instrument and um the student support referral data visualizations. And also um our second objective here is to understand the connection between um the student support team or SST process and required state reporting. Um your as you can see on the slide your required activities uh for this grant are implementing the SST process and reporting students uh support referral data to the state. The component in in of tracking in the middle is a recommended scaffold because as Andy will highlight shortly uh when she reviews the SST uh forms, your teams will be collecting large amounts of data that reflect your decisions about student non-academic needs.
005And an ideal best practice would be to scale that data into quantifiable units to aid you in meeting the state reporting requirement. Um, and this is where establishing an approach to tracking comes in. So to move us forward with the the first objective, I'm going to um do a bit more demonstration than than going through slides. And so um that first goal of understanding the connection between the required qualric reporting instrument and uh the student support referral visualizations. I'm going to share some resources related to state reporting. Um, and the way that I want to do that is by um directing your attention to the TCSS website because a lot of these resources um exist in the the SCG leads locker so that they're available um when you need them. And so firstly, once you
006get to the landing page um which is the tax uh css.net net. Um then you will go to this top navigation area and you will go to um SCG leads and then it will open um the password page here and the password is LEA 2026 all capitalized. Once you enter the password, you will then um click on the little arrow there and it will take you to the SCG leads page. And in here you have a a variety of of resources um related to um the grant. The section that we are focused on this morning or at least for this part of the webinar is going to be um the student referrals uh reporting area. you click here. And um the first uh tool that I want to remind everyone about is um the the
007a copy showing you a copy of the Qualric uh reporting survey that your campuses complete on a quarterly basis. Um and that is um this one here um school year 2526 Q1 student support referrals reporting questions. When you hit click here, um, it opens like this and it will take you to the PDF of the the the Qualrix questions and these questions will be consistent um for the entire uh 2526 school year. However, are if there if there are any updates say in Q3 or Q4 um an updated version would appear in the locker. Um but as it stands right now, this is um these are the questions that uh you will continue to answer. These are the questions that um you'll answered um all throughout 2425. And so um I'm going to demonstrate um
008or just as a reminder, I want to um call your attention to how this is structured. Um so you have um the same nine questions that you have been answering um as I said for um the previous quarters. Um and the first section really focuses on um questions numeric counts around the referral lever and um your the source of your referrals. The next category of questions are related to applied intervention and then the resolution rate for uh that applied those applied interventions. Right? So you have a set of questions related to those um that are touted as outcomes. And then when you get to the very end, question nine, these are all your um resolution rate questions um about the uh support plans that are um completed continued with the same intervention or continued with
009a different intervention. Right? Those are the the completion rate questions. And then the last uh question is centered around your disciplinary um referrals. uh for your campus. And so these are the same nine questions and they directly uh correlate to the visualizations report that I will uh show momentarily. But as you'll remember last year, you know, we had a we had a field test Qualrix uh collection in Q2 and we used this data to from the first iteration of this Qualrix to calibrate the tool, right? and to calibrate the visualizations report that I'm um going to show you momentarily. Um and then in Q3 we had our first formal collection. And what I'm going to show you now is a sample of the visualizations report um that you will now receive each quarter um related
010to this reported data. Um and like excuse the scrolling, I apologize. Um, as um noted with the locker, this report is already in the locker and it says LEA uh report SCG uh student referrals data um SY26 and this is I'm sorry FY25 um last year and this is um our Q our Q3 data report. So this is the visualizations report that you will receive um quarterly. It's a seven-page report. Um it has a cover page that provides summary analytics around referral lever um referral source um total number of referrals directly linked to those Qualrix questions that I just showed. Right? And then also we have on the summary page um a a pie pie chart that um diagrams enrollment enrollment numbers because as you'll see on the second page, we're keeping track of the
011percentage of enrollment um as it relates to reporting because we know that the ideal uh window for um for tier 2 and tier three supports is um anywhere from 10 to 20% of campus enrollment. The other thing I want to um mention about the structure of this report before I I go to the second um the subsequent pages is that we have uh created six uh campus type category buckets and um they are uh the the the grade levels are are listed with the campus bucket for ease of use. So you can um make the comparisons that you may um like to make between your SCG campuses and then um the statewide trends. Um the the first uh elementary, high school, and middle are pretty standard. We did extrapolate out um three additional buckets so
012that those of you that have secondary campuses, for example, that are 5 through 12, which are a com a combination of middle and high school, um your metrics don't get ellipsed in in the high school number. Um and the same thing with the K through uh 12 schools that are basically elementary, middle, and high school. if you if your campuses were in these buckets um how would you you know kind of look at this report? So your your um campuses are also extrapolated out and then we have a series of campuses that are a combination of elementary and middle are prek to eights and they have their own bucket. So just um wanting to make sure that the bucketing is uh something that we talked about here today. The subsequent six pages of the report
013are um a summary by campus bucket. And so you have um a set of pie charts that are focused on um total percentage um of referrals uh or you by um SSF lever and then also by intervention type area that are also categorized by lever and then um in the center you're seeing the the number of disciplinary referrals against your total number of student support referrals and then as I was uh speaking about earlier the referral percentage um based on on the the campus buckets enrollment. Um and then of course you have your your uh bar graph that shows um your numbers or your referral counts by source. And this go this is the same report that is available for all of um the six buckets. So at this time I'm going to pass um
014pass things over to Hank so that he can uh talk a little bit about the the um share some ideas about the programmatic vision um that he had in mind when using this data or looking at this data. Yeah, thank you, Tanisha. What what we look at is this is a this is a data point that will help you kind of analyze the health of your student support referral system. When you're looking at this data, you can look at by your campus type or your campus bucket or you can look at it comparing your campus data against the statewide trends. And what we really want you to look at is are you seeing patterns on your campus. So for example in as I look at this um for mental and behavioral health and well-being, we
015have about 51% of the referrals that came into our SST during quarter 3 for this particular campus bucket and about 50% of our our interventions were for those same types of of needs. So, we're seeing a connection that's telling me that the referrals that are coming in, the staff are identifying the right types of needs. And then as the SST goes through and looks at all of the data and determines the root cause, they are agreeing with that and they are keeping mental and behavioral health as the intervention piece that they're applying to that. If you start to see things like a large number of the supportive discipline referrals and then you see a very small number of interventions in that area, that's showing that there might be a disconnect between what teachers are seeing
016in terms of what that need is when they submit that referral. We still want them to submit the referral, but then that would help that team maybe identify there's some opportunities for some training or some capacity building for staff to be able to better identify what those needs are and then be able to apply some tier one interventions because as we look at these, these are really focused on tier 2 and tier three interventions. As they get to the SST team, that SST team starts to put some interventions and supports in place. So, we want you to use this as a data point and using this along with your school climate data, your diagnostic data, um your smart goal data, your PE's discipline data. We we're also asking for those student referrals, the discipline referrals
017and looking at those connections using all of that information. You can also look at your star reports with your academic um your academic scores. Are you seeing academic growth? Are you seeing the gaps getting closed? Using all of that data together really helps you determine the state of the the supports for readiness for your students. How healthy is that system and where can you find areas to improve? So, we want you to use this data as a team as a place to start conversations. And you might see that your data does not align with what we're getting from the rest of the state. And that's okay. you may have some unique needs within your own school community that drive your data to look a little bit different than other schools and that just gives you
018a point of of discussion for that team to talk about why those things might be happening and then how you could better support your staff and better support your students and better support your families. So, we're we're really looking at ways to use this data to improve the systems that we have. And one of the the goals that we have is we're developing a training on data analytics and decision makingaking that will help you better use all of these data points together to make some decisions about the health of your school. So we didn't want to take a lot of time here discussing that because we'll have that training. But we wanted you to see you're reporting this data to the state. We're putting it together in a way that'll make it easier for you
019to analyze and then give that back to you to be able to compare your results with what we see across the state for your campus type and and as a state at large. Um so we're going to go ahead and move away from kind of program programmatic use of data and and get back to the other pieces of this. I know Tanisha is now going to move into um the next part of this. So Tanisha, I'm going to pass this back to you. >> Thank you Hank. Um and to to just close this section um before I pass it to Andy to discuss um the remind us of the SST process um I think some questions came up in the chat around um when you can expect these reports. Um so um just know that
020your um LEA locker with the student referrals uh in the student referrals reporting section um already has this report for Q3. Um and then as we move through the 25 26 cycle, you can expect um within um two months of or a month of the quarter closing that um the next report will be update will be uploaded. Um and generally speaking um since we when new um items are available in the locker it has been our um it has been a part of our rhythm to basically send out an email to say hey this is now available for you or this link is live. So you can expect um those communications to continue as well. But definitely um if you're looking for this report or other resources related to um student referrals reporting um check
021in in in this area of the LEA locker. Okay. So on that note, I will um I'm going to pass the mic to Andy um to remind us of the SST process and how that is really a driver of the decision making related to student nonacademic needs. >> Great Tanisha, thank you for um setting that up for me. So we are going to spend a little bit of time looking at how we get this data and where this data comes from and it really is driven by the student support team in your MTSS meetings and how do we do that? So this summer many of you have been through a training with me and there's a few more coming up in September if more people need to be trained and excuse me um you have
022access to this flowchart that kind of talks about the decision points that we make in the student support team meetings. And so you can find that like Tanisha is looking for in the forms section. So the flowchart that we have developed for you is really just a decision makingaking point and to help you uh through the process of MTSS in the meetings. And so you'll see this flowchart. It is available in your guide book and it is also available on the website and in the um on in the locker under forms. And so once you have a referral, that's really the first decision point of the SST. Once an initial referral comes in, it's really important to make the decision of whether we're having a meeting or they will remain in tier one if we
023need to implement more tier one strategies. As a reminder, just remember that the SST should never deny or delay um access to a full and individual evaluation if someone thinks that that is necessary. However, um if we determine that we want to move into looking at uh supports under tier 2 and tier three, the SST comes together and we will look at a lot of other um pieces of data to determine where we need to move. And so, um with our optional forms, which you'll see on the screen now, is the initial meeting notes and agenda optional forms or agenda with notes. And this is a great place for you to take notes during the meeting to make um to make everyone aware of the decisions that were made because this can be printed after
024the meeting and all stakeholders can have access to this information so that we're all aware of what important decisions were made and how we're going to move forward to support students in moving the needle for them to help them be successful. So the first decision point really is are we going to look at tier 2 and tier three and then using all of the data come together to have that conversation. Um and then after we make that decision as we're moving down in the form you're also going to look at strengths and concerns. Really we want to uh prioritize the levers that we find the most concerns in and build off of those strengths that we have and that will be important as we move forward. So kind of find uh the prioritization of the
025levers that we want to uh that we want to focus on to support those students. And that's really going to help you in your in your data later of understanding how many referrals we're having under those levers. Do we have good tier one in place? What tier two and tier three interventions do we need? So the SST is going to drive that data based on the needs of the student. And so once you make that decision, that's another decision point of the priority areas. Then you're going to move forward working on smart goals and what interventions and supports you will put in place to help them understanding um who the responsible person is and the timeline for followup moving forward. So all of those decision points as well are going to support you um giving
026the data back to the state and in our in our student tracker so or in your qual. So again, these are optional forms, but they will support you in making solid decisions and in helping all stakeholders understand and know what decisions were made, but also through the process of the decision making um in the SST or in the MCSS process. So the the information will support you not only in your tracking of data for the state, but also for your for your local decisions that you're making. So that will be important um as you move forward. The team will make meets to make the decisions to provide interventions when necessary and the flowchart and the forms show the process of the student support team and how they make those decisions and where those decision points
027are. Each decision point is a team decision and should be agreed upon to meet the students needs. As a reminder, this process may not delay or deny a student for receiving a full and individual evaluation for additional services if that is suspected. And using this process will guide your team in making the decisions necessary. And then we can move forward using these optional forms to guide those decisions and then to be also used for our state reporting but more importantly for our individual needs as a campus and as a district to support those. The decisions made in the SST meeting uh with the team will be captured further and then used as one set of data to um implement change for our entire district or our entire uh campus as well as for CA classrooms
028and individual students needs. So, I think that that kind of helps us understand that really the driver of all of this data is the supports that we're putting in place through the SST, through the student support team, through the process of MTSS um to support students and then to help us make more global decisions about what's occurring and then moving forward giving this uh information to all stakeholders to support them using these optional forms will be an easier and helpful way to make sure that everyone's on the same page and that we're collecting the right kind of data. So hopefully that helps kind of explain the process of how to use SST uh to support these decisions and to make the decisions as we move forward. >> Excellent. Thank you for that explanation, Andy. Super
029helpful. Um so as we move forward here um I'm going to talk about the the bridge between the SST process and the required reporting um that I summarized earlier that Hank and I summarized earlier. So as mentioned earlier a summary of these like SST decisions um should be tracked to aid campuses in meeting the state reporting requirement. Um and that can be done in oh sorry about that that can be done in three ways. Um the first is a vendor a vendor software. Um the second would be using a um district created system or use of the state's optional tracking tool. And so I'm going to back out of this particular area of the LEA locker to just go back to the state reporting uh section to talk about the resources that are related to
030optional tracking of data or or use of the optional tracking tool for folks that are are using that. Um so oop sorry I went back to to SST state reporting where are you? Ah, there you are. Thank you. Okay. So, student referrals reporting. So, here we have one. We already talked about the the Qualrix questions. We talked about the visualization report. So, in the locker right now, you already have um the the tracker that we used for the 2425 uh uh 2425 school year. And then you have the the tracking tool video that was released at the time that the tracking tool was released. And then you have um a reporting update video that um was done between the time of completing the field test and moving into the the Q3 reporting cycle. Um, so
031moving into uh this school year, you can expect as far as tracking goes that you will have um an updated version of the tracker for the 2526 school year and a tool tip uh recorded video that that walks you through example use cases for the tracker and review of its functionality. you can expect to see that um in the locker no later than the week of August 25th. Um and that will give your campuses a few weeks to get reaclimated to campus life and start conducting the SST meetings that inform the data that goes into this tracker. Um but for the interest of this webinar, I'm going to just do a quick um once over of the tracker to talk about the basic basic layout. But do know that the actual resource that will walk
032through the tracker and give those example use cases and functionality um will come at a later date in um in the LEA locker. All right. So looking at the tracker lay of the land here um not much change from last year. you still have that that first page um that literally is your introduction and your instructions for how to use the tracker. Very consistent with um the way that it was laid out um previously. The second tab of the tracker then gives you uh summary guidance and examples and definitions um about the the various dropdowns that are related to referral source um and your your different intervention types. Again, very consistent with what um was on the tracker previously. going to jump to um tab number four which is um the same has the same
033setup where you have your way to track your SST decisions. It has the same um areas where you have student demographics. You have a way to track um the the referral itself, the conversation that happen as a part of the um student success plan process or the SST process. And then you have a way to track those outcomes. And again, all def related to um the required crawl qualits. When it comes to reporting, you have your pivot tables, right? you have um all of all of the information that you input on tab 4 gives you um the to the required totals that you need to report um in the in the qual reporting instrument on a quarterly basis. um new tab that uh will be available for 2526 is a continued referrals tab and I
034will uh go into more detail about how that specifically works in in the tracker video that's to come. Um, I would also note that same like before, you have your help text at the bottom of each column that lets you know um what the column is essentially asking for and it lets you know whether or not is it is a reportable column to the state. So those resources are still available. Um and the tracker layout um is somewhat similar to what it was for um the 20 the 2425 school year. So, at this time, um, I'm going to to kind of leave leave it there with the the overview of the tracker. Um, but I wanted to also note that in closing this section that once folks that are actually using the tracker have an
035opportunity to get in and practice with it and watch the video, um, I will be conducting a series of office hours um, during the month of September. um so that folks can drop in and ask clarifying questions and and we can work through um any kinks that may arise. I think on that note we may be ready um to move us towards getting ready to close the webinar. Um and in the way the first thing that um I'd like to mention before we do that is just um we have a slide here on the screen that summarizes your reporting dates for the 2526 school year. Um and these also are dates that you can find on the TCSS uh year at a glance. Um but two things that I think are very important to note
036here is that student support referral data reporting via Qualrix and FOI survey data via Smart Sheets will follow the same cadence of reporting that they did last year meaning the windows will be simultaneous. Um and the first window for Q1 um the reporting of Q1 data which is basically for July, August and September um so maybe not not as much um is October 1st through um October the 10th. So, if there are um any any follow-ups or or questions about that um as we move into the question section um we'll be happy to to kind of clarify there. Um but before we officially close, I'd like to to pass the mic back to Hank um to um kind of circle us back to the objectives of this webinar and then we'll move into our Q&A.
037>> All right. Thank you, Tanisha. Just to go back to th those objectives, what what our our intent today was for you to be able to see the connection between the student support process, that SST process, using those protocols, making decisions about students based on data, how that actually connects to the data that you're reporting to the state. Where does that data come from? And then the second piece of this that we wanted you to see is the data that gets reported to the state is then put together or aggregated in a way that it gives you some visual representations about where the referrals are coming from um what levers are being addressed and where those interventions are being applied. So we wanted you to see that we're we're connecting the process of supporting students
038with the data for decisionmaking. And I also want to reiterate back Tanisha has has done a great job today to to walk you through the location of all of these resources that you saw today that you saw them in the TCSS web website that is available to you if you need anything related to stronger connections. You'll find that on that TCSS web page in the SCG lead locker. So we wanted to to again make sure that you're aware of that that you have access to that. And as always, we ask you as stronger connections teams to lean into your ESC stronger connection leads. They get some additional training from the TCSS to provide technical assistance and support and coaching to help you better understand the data and the processes and implement this because we want
039this process to be effective for your teams and for your students to better support students, to better support families, and to better support your staff. Um, and with that, I am going to hopefully hopefully we have met all of those objectives and we're going to go ahead and close this out. Um, if you have questions regarding anything that you you heard here today, if it's on the FOI or student support referral data, you can contact Tanisha or you can contact me. Our our contact information is here. Um, if it's has to do with the student support team process, Andy shared today, you can contact her or Robin Terry who is the coordinator for the the Texas Center for Student Supports. If you just have general questions about the Stronger Connections program, since Sarah is no
040longer um the specialist for the program, she has moved on to to other um other jobs and and just a different different opportunity for her. We have Carol Sadler who introduced herself at the beginning of this presentation and Victoria Rossi who introduced herself as well. They are also providing support for this. So any questions that you have just regarding the the program could come into to either of them or to me. We really appreciate your time and thank you for for attending this webinar. Tanisha, did you want to open this up for questions or look through the chat to see I don't know if there was anything that could could be addressed that hasn't been addressed already in chat? >> Yeah, I was going to ask Janette, is there anything we can elevate Janette? >>
041Yes, there were um a couple of questions that I thought that you would want to address. One was in regards to clarification on the report. Um the comment is it is it is wonderful but will each campus receive a personalized report or will it um just be the general report? Just wanting to clarify. >> It'll be the general report with the aggregate data and then separated by the six different campus buckets. We will not be producing individual reports for each campus, but each campus should have their data that they can look at and make some comparisons when they can they can determine some percentages and that might be something that that the ESC technical assistance lead would be able to help them if the campus needs that that additional support and assistance. >> Excellent. Um,
042we did have a question about where to find the um flowchart. I'm just going to follow up with um I I put in here and Andy also added the links. Um you can find that in the ESC and SCG lockers in the guide book and form sections. Another question, Tanisha, besides the office hours, you will be offering to help with the tracking tool data. Can we email you if we need one on-one help? >> Absolutely. I happily did a lot of those sessions last year and I'd be happy to continue that. >> Um there was an additional question where is the tracker located and um Andy did put the link in the chat. I don't know if you want to add anything further to that. >> Yep. State reporting. So this is the existing existing
043one. Updated tracker will be um in here uh the week of August 25th I believe is what we talked about. Yep. um a request on where can we get the link to the recorded session from today. >> Excellent. So, as soon as we can possibly uh get it get it in here, it will also be in the student referrals reporting uh section of the locker. Um it will be added here. >> Okay. Um will we get a copy of the slide deck or will this be in the locker from today's training? Um, and when we say that, we mean this this slide deck here. Um, >> Tanisha, they'll just they'll be able to see the information in the recording. >> Okay, perfect. Sounds good. because I I'm not I'm not sure what specifically they would
044want from this deck other than potentially that um slide number four which has all of the the dates are required but all of those dates are contained on the year at a glance document that is in the locker. So again all these resources are available if you have not had an opportunity to go through and just look around at everything that's in there. There's a lot of information, a lot of resources that have been um placed in that locker to make that available for you. We want to we want to provide as much information, as much support, and as much help as we can to you. So, we're putting it all in that one place so that it's easy for you to find and access. >> One last question. Um, you said you said the
045new tracker has a continuation tab. I don't see it. Excuse me. I don't see it was the comment. >> Yeah. So the tracker that exists in the locker right now um is the 25 20 24 sorry 2425 tracker. And so in the with the new release that will be in the locker um the week of August 25th is where you will see um that continuation uh tab. >> That is it for comments. >> Super. All right. Well, um thank you all for attending and um if there are additional questions that were not answered in the context of this webinar, um you can expect to see um an FAQ document in um the state um the student referrals reporting um area of the um LEA locker. Thanks everyone. >> Thank you guys. Have a great weekend.
046>> Thank you.