Overview

This report demonstrates that the underlying data — 79,284 passes issued across 161 school days (an average of 492 passes per school day) — supports a deeper level of analysis than simple pass counts alone.

Three analytical lenses are presented:

  1. Teacher issuance habits — which classroom teachers are issuing passes (grades 9-12), at what volume, and for how long — surfacing patterns that a raw count report would never reveal
  2. Student wanderers — grades 9–11 students whose median pass time is persistently elevated, identifying students who are routinely slow returning to class all year
  3. Coordinated exits — student pairs whose restroom passes overlap with statistically improbable frequency, consistent with pre-arranged or real-time coordination

Due to student privacy concerns all student data is presented by student number

Section 1 — Teacher Pass Issuance

Chart

Each bubble represents one classroom teacher (minimum 50 passes issued; aides, long-term subs, and non-classroom staff excluded). Position reflects total passes issued for the full year (x-axis) and average pass duration in minutes (y-axis). Bubble size encodes the number of unique students who received passes from that teacher — a larger bubble means the teacher’s passes are spread across more of the student body. The vertical dashed line marks the per-teacher average of 1,071 passes issued across all 65 classroom teachers for the year. The horizontal dashed line marks the school-wide average pass duration of 12.4 minutes. Hover over any bubble for the teacher’s name, exact pass count, average duration, and unique student count.

Key Findings

  • 67 classroom teachers plotted (50+ passes, non-classroom staff removed)
  • School averages: 1,071 passes issued and 12.4 minutes avg duration
  • Teachers in the upper-left quadrant (low volume, long duration) are the least visible in standard pass reports but represent the greatest supervision gap
  • Cole Hoadley is the clearest upper-right outlier — both high volume and above-average duration
  • Craig Davis, Tammie Glass, Jessica Mandeville lead on volume but maintain short durations, suggesting tight classroom procedures
  • Randy Scott (CIT) has the smallest bubble — only 21 unique students across 584 passes, the highest concentration ratio in the building

Section 2 — Student Wanderers

Methodology

A wanderer is a student whose median pass time is persistently elevated — not just occasionally long. The median is used deliberately rather than the average: a student with two 45-minute nurse visits but otherwise efficient movement looks alarming on average but completely normal on median. The median captures routine behavior, trip after trip, all year. A student on this list is consistently slow returning to class — not just on bad days.

Criteria applied:

  • Grades 9–11 only (seniors excluded — their last day was May 22, and late-year behavior patterns are not representative)
  • Student-initiated (STU) and kiosk (KSK) passes only — teacher-initiated passes (TCH) excluded because those reflect teacher decisions, not student movement choices
  • Minimum 50 passes — ensures the median is based on a meaningful sample size across the full year, not a handful of early trips
  • Median pass time ≥ 8.0 minutes — the school-wide median for grades 9–11 is 5.88 minutes, so this threshold flags students who are routinely taking passes that are at least 36% longer than the typical student

Table

The Median Pass Time column shows each student’s median — the midpoint of all their individual pass durations. The grey bar provides a visual length indicator. vs. School Median shows how much longer that student’s typical pass is compared to the school-wide median of 5.88 minutes — values highlighted in red exceed 75% above the school median. Min Out/Day is total time out of class divided by 161 school days. Use the column filters, search box, and sort arrows to explore. CSV and Excel export buttons are available.

Key Findings

  • 55 students identified across grades 9–11
  • School-wide median pass time: 5.88 minutes
  • Median pass time for these 55 students: 9 minutes — 53% above school median
  • Student 6856 (Gr10, F, CIT) has the highest median at 16.2 minutes — nearly 3× the school-wide median — across 62 passes
  • Student 6519 (Gr11, M, MFW) combines high frequency (482 passes, 3.0/day) with a 10.0-minute median — losing an estimated 56 minutes of class time per school day
  • HVAC homeroom has notable representation — 7 of 52 wanderers — worth monitoring in year two with shop/academic rotation context

Section 3 — Coordinated Exits

Methodology

When two students depart for the same restroom within 5 minutes of each other — repeatedly, across the school year — the pattern is unlikely to be coincidental. Over 161 school days, random chance would produce only a handful of such overlaps between any two students.

Method: For every school day, all student-initiated restroom passes (STU and KSK, grades 9–11) were compared pairwise within each restroom destination. A co-occurrence was recorded any time two students’ out-times fell within 5 minutes of each other, headed to the same restroom, on the same calendar day. The 5-minute window was chosen because SST is a one-floor building — a student who leaves within 5 minutes of another and heads to the same destination will arrive at roughly the same time. Only pairs with 30 or more co-occurrences across the school year are shown — a threshold chosen to surface sustained, repeated patterns rather than occasional coincidences.

Two behavioral signatures are distinguished:

  • Same classroom (blue) — both students departed from the same teacher’s classroom within the 5-minute window. Suggests possibly pre-arranged coordination before class, or an in-class signal between students.
  • Cross-classroom (coral) — students departed from different classrooms and still arrived at the same restroom within 5 minutes. This is the stronger signal — it requires students to independently time their departures from separate locations, which is consistent with real-time coordination via phone.

Each bar is labeled with the total co-occurrence count. Hover over a bar for the full breakdown. Pairs are identified as: Student A / Student B GrX–GrY Destination.

Note: These patterns warrant closer attention but do not constitute proof of misconduct. Frequency alone does not confirm intent. Context from teachers, counselors, and staff should inform any follow-up conversation.

Chart

Key Findings

  • 34 student pairs identified with 30+ co-occurrences over 161 school days
  • Pair 6119/6143 (Gr11, Girls, CM) leads with 63 co-occurrences — all from the same classroom across multiple teachers, suggesting a persistent pattern that follows both students through their schedule
  • Student 6754 (Gr10, M, AM) appears in 3 of the top 10 pairs — all cross-classroom — and overlaps with 91 unique male students at the 10+ threshold, representing nearly 20% of the male student body
  • Cross-classroom pairs dominate — the majority of sustained pairs involve students departing from different classrooms, the stronger coordination signal
  • Several pairs span grade levels (e.g., Gr11–Gr9), suggesting older students coordinating with freshmen through the pass system

Summary

Analysis prepared by Michael Mahoney. Data source: Securly Pass export, South Shore Tech, 2025–26 school year. Student names are not included in this report.