Early Warning and Intervention Systems in the Road Map Region

Kendra Hughes, Theresa Jahangir, and Nettie Legters, REL & Linda Filley Bentler, PSESD October 21, 2014

REL Northwest Region

To double the number of students in South King County and South Seattle who are on track to graduate from college or earn a career credential by 2020

Road Map Data

120,890 students – 60 % are low income • 74% of students graduated on time and lower for students of color: Hispanic (46%), American Indian (50%), Multi-Racial (63%) and Black (64%) • 50% of ELLs graduated on time • 46% of SPED students graduated on time

Early Warning Systems

• Research shows that students at risk of dropping out give warning signs years in advance.

• School districts can use an Early Warning Indicator System (EWIS) to identify which students are off track and at risk of leaving school before graduation (ABC’s— attendance, behavior and course performance).

A – Attendance: 90% or lower B – Behavior : Suspension/Expulsion C – Course Performance: Failure of core course in middle school Failure of any course in high school

Project Outcomes

• • • •

We are working toward…

District and building EWIS teams identified, trained and meeting regularly User friendly ABC data (Attendance, Behavior, Course performance) automatically generated in real time and easily available

Interventions tracked and documented to identify most effective methods (district and CBO’s)

Progress evaluated for continuous improvement

Oral Histories Project

Percent who viewed school favorably….

100% 80% 60% 40% 20% 0%

K-2 3-5 6-8 Grade Levels Rated 9-10 11-12

Collective & Tailored Approach

• •

Collective Indicators of Road Map Districts

5 – 10 absences (excused or unexcused) and one course failure in 8th or 9th grade Single suspension/expulsion in 8th or 9th grade

Repository

http://www.psesd.org/road-map-early-warning

Early Warning Indicator #1

Early Warning Indicator #2

Early Warning Indicator Framework for Intervention

Attendance Behavior Course Performance Intensive Intervention Intervention Reengagement Credit Retrieval Intensive Wraparound 1:1 Tutoring Alternatives to Suspension/Expulsion SPED Coordination ELL Coordination Targeted Academic Intervention Mentoring/Structured Meetings Extended Learning Opportunities Coordinated Interventions Change of School Transitions (6th/8th/9th) EWIS De nitions/Thresholds MOU Mobility Prevention Family Communication Discipline Alignment Teacher/Student Relationship TPEP Grading Alignment Universal Supports Attendance Alignment Foundation Integrated Data System Visual Reports & Planning Training & Expectations for Use

ON TRACK TO SUCCESS

Point of Pride

The Workshop Objectives

1) Understand the purpose and general process of aligning indicators and interventions. 2) Explore how other districts map interventions to indicators, and support schools in deploying interventions and monitor progress. 3) Share tools and resources that support EWIS implementation.

Early Warning System Implementation Steps

The National High School Center, Early Warning System Implementation Guide

Step 7

Evaluate and refine the EWIS process; monitor systems issues

Step 1

Establish roles and responsibilities to manage a EWIS

Step 2

Use a EWIS tool analyze and display data on indicators

Step 6

Monitor students and interventions for progress

Step 5

Assign and provide interventions to students

Step 3

Review the EWIS data for accuracy and patterns

Step 4

Interpret the EWIS data to identify students and systems issues 14

A Multi-tiered Approach: Prevention and Intervention

Intensive

– : reserved for the 5-10% of students who need small group or one-on-one support e.g., assign a case worker to the student

Targeted

: aimed at an estimated 10-15% of students – e.g., require students to sign an attendance contract

Universal/School-wide

: impact about 80% of students – e.g., track attendance daily at the classroom level, respond to first absence of each student

Step for Cataloging Interventions 1) Choose a focus indicator.

2) List existing interventions and supports in that area.

3) Identify the tier.

4) Map the interventions by tier.

5) Assess and plan for the future (gap analysis).

INDICATOR

Steps 1 & 2

INTERVENTIONS

Select an indicator. You can focus on one indicator at a time. For each indicator, brainstorm all current supports and interventions (programs, strategies) that help students be successful.

Attendance

Enter a program or strategy that is in place.

✚

Behavior English

Response 1 Response 2 Response 3 Response 4

Mathematics

TIERED INTERVENTIONS

Steps 3 & 4

Organize existing supports or interventions by tier.

Click and drag a support/intervention to the tier it best fits.

Attendance

Response 1 Response 2 Response 3 Response 4 Response 5 Tier 1: Universal / Whole School / Preventative Response 4 Tier 2: Targeted / Small Group Tier 3: Intensive / 1 to 1

Step 5: Gap Analysis

For each indicator, summarize your strengths and identify areas where you may need to improve upon your ability to keep students on track.

Attendance

•

STRENGTHS:

In what ways are your supports/interventions helping students to succeed? Tier 1: Universal / Whole School / Preventative Response 4 Response 1 Response 5 Tier 2: Targeted / Small Group Tier 3: Intensive / 1 to 1 Response 2 Response 3 •

GAPS IN SUPPORT

What gaps exist in your current supports/interventions? •

VISION FOR THE FUTURE

What changes or additions could occur to better support students in this indicator area?

Data Analysis

Data Analysis Protocol: Identifying Trends

This activity helps you analyze the data from your EWS Student Report to identify trends, areas of strength, and areas that need support among your students.

PRACTICE:

If a real data report is unavailable, a sample report will be used to complete this activity.

Where is your school/district strong

track? English / Math /

Attendance

? In which indicator are the most students on / Behavior What inferences can you make about this?

What is the leading off-track indicator?

In which indicator are the most students off track?

English

/ Math / Attendance / Behavior What inferences can you make about this?

Data Analysis Protocol: Prioritizing Focus for Students at Risk

Because we can’t always provide immediate support for every off the one that best fits your context.

-track student in our school, it is helpful to have a process for prioritizing which students to focus on first. Below are three possible selection protocols to consider. Choose

Most At Risk:

The likelihood for success becomes even less when students are off-track in two or more indicators. To characterize severity of risk, document the number of indicators students that are off track in to calculate those who are most at risk for dropping out.

Most Likely to Get Back on Track:

their school Sometimes it is easiest to work with students who are just beginning to fall off track, and thus would be easiest to get back on track. Sometimes these early successes provide meaningful practice for faculty as they begin to implement the EWS in ✔

Recent Significant Change:

Similar to above, it is often highly effective to intervene when students who have previously been on-track send distress signals. Experience indicates that the quicker the school intervenes, the more successful the intervention will be.

Why Map?

(& Partner and Monitor)

•

Aligns interventions with student needs and school goals and strategies.

•

Address the full range of needs with quality and coordinated services.

•

Improve student outcomes.

Changing what is The work to raise our graduation rate has been so remarkable that representatives from the U.S. Department of Education visited Sunnyside High School staff, students, and district officials earlier this spring. Their visit focused on learning more about the systems and programs that have been developed and implemented in our schools to raise academic achievement.

While we recognize and celebrate our successes, we remain focused on our vision of success for all students. We have more students succeeding at higher levels 64.5% 71.5% 77.2% 49.9% 49.7% 85.1% than ever before, but we are still falling short of our goal of success of each and every student. Until then, we will further refine our programs, practices and curricula to continue making the impossible possible.

41% 2007 2008 2009 2010 2011 2012 2013

Sunnyside School District graduation rates 2007-2013

Sharing Best Practices

Think About Moving from data reports to mapping and rolling out your intervention system Your Question(s)?

District EWS Team

Chose Indicators Set Tentative Thresholds Researched Data Report Options Began Documenting Interventions

CSD Indicators

ATTENDANCE On-track: 90-100% Sliding: 80-89% Off-track: less than 80% COURSE FAILURES and GRADES On-track = no failures Sliding = Failing one course, regardless of subject Off-track = failing two or more courses, regardless of subject BEHAVIOR On-track: 0 Suspension/0-1 Ref.

Sliding: 1 Suspension/1-2 Ref.

Off-track: 2 or more Suspensions/ 3 or more Referrals OAKS (R/M): 3 rd -12 th On-track: Meeting or Exceeding Sliding: Close to Meeting Off-track: Does Not Meet DRA/All School Write (Elem.) On-track: Low Risk Sliding: Some Risk Off-track: At Risk

• •

Data Warehouse

Data Options

PROS: All certified staff have passwords & access at all levels Behavior, Attendance, OAKS and for elementary: DRA & All School Write MESD Report

•

PROS: Behavior, Attendance, and OAKS all can be included in one report

•

CONS: Each area needs to be “pulled” individually

• • •

CONS: Limited staff access Big data report Doesn’t include DRA/All School Write

An additional 5% of students will be successful An additional 15% of students will be successful Supplemental Interventions Targeted instruction & interventions within the classroom 80% of students will be successful Common Core Curriculum Power Standards with Curriculum Maps Empirically Validated Instructional Practices for Academics & Behavior Content Based, Balanced Literacy Instruction and Behavioral Instruction Instructional Strategies which make content accessible for all students 33

System Components

Data: Team: Who? What? When? Where? How? Who? What? Meetings: What? When?

Interventions: Who? What? When?

Monitoring: Who? What? When? WHERE/HOW IS ALL OF THE ABOVE DOCUMENTED?

Meeting Structures

Meetings: What? When?

PLCs PBIS Academic Data Team Behavior Data Team Problem Solving Team (PST) Individual Student Teams (IEP or FBA/BIP) Special Education Team (SET)

Meetings

Some districts/buildings: Combined teams: Tier 2/Tier 3: All areas Alternate Team meetings with Individual Student Meetings Have Tier 2/Tier 3 meetings during PLC time

Interventions

REL NW EWS Modules

http://ews.educationnorthwest.org/

System

Early Warning Systems

Data dashboards Report generation Tracking software

Implementation

Team building Aligning Interventions Indicators Formative evaluation

Student Information Systems REL NW EWS Implementation Modules

How to Login

• • • • • • • Go to http://ews.educationnorthwest

.org/ In the upper right corner there is a link to log in/create account Create a new account Enter your Username and email You’ll get an email sent to that address Click the link in the email you receive to verify the account Follow the instructions to log in and make a password

Ask A REL

Prompt, authoritative, and customized information for Northwest educators … at no charge!

Jennifer Klump, our reference librarian, can provide you with the best available research to answer questions facing your school or district. Contact her online at http://educationnorthwest.org/ askarel ext. 454.

or by phone, 503.275.0454 or 800.547.6339,

Resources

Puget Sound ESD - a best practice central repository • www.psesd.org/road-map-early-warning-system REL NW - Training and interactive modules to develop an early warning system • http://ews.educationnorthwest.org

OSPI - Dropout Early Warning and Intervention System (DEWIS) supports • https://eds.ospi.k12.wa.us/iGrants/docs/13 14/FormPackages/CompState/BuildingBridges672/BBs_DPIGrantApplicatio nProcessInfo_SFv4.pdf

• https://k12.wa.us/GATE/BuildingBridges/pubdocs/DEWISGuide-Final.pdf

• http://www.k12.wa.us/legisgov/2013documents/DropoutPreventionInterven tionAndReengagementDec2013.pdf

• https://k12.wa.us/GATE/BuildingBridges/default.aspx

Resources

Everyone Graduates Center – at John Hopkins University • http://www.every1graduates.org/ • http://new.every1graduates.org/nm-ews/ National High School Center - Early Warning System Implementation Guide and Tools • http://www.betterhighschools.org/ews.asp

University of Chicago Consortium on Chicago School Research (CCSR)

• http://ccsr.uchicago.edu/publications/preventable-failure-improvements-long-term-outcomes-when high-schools-focused-ninth

U.S. Department of Education HSGI Webinar Keeping Students On-track: From Programs to Sustainable Systems

• http://www.greatschoolspartnership.org/hsgi_webinar3/

U.S. Department of Education School Turnaround Learning Community (STLC) Implementing Tiered Interventions through School Community Partnerships

• • http://www.schoolturnaroundsupport.org/resources/implementing-tiered-interventions Or http://succeedinpa.org/wp-content/uploads/2013/01/Implementing-Tiered-Interventions-Through School-Community-Partnerships-1.pdf

Team Planning Time

• • Options Start Mapping Review and Discuss Resources • All Develop Next Steps

Thank You!

https://www.surveymonkey.com/r/EDNWOct212014