early warning and intervention systems in the road map region
DESCRIPTION
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. - PowerPoint PPT PresentationTRANSCRIPT
Early Warning and Intervention Systems in the
Road Map RegionKendra 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
• 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
Early Warning Systems
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
Project Outcomes
Oral Histories Project
0%
20%
40%
60%
80%
100%
K-2 3-5 6-8 9-10 11-12Grade Levels Rated
Percent who viewed school favorably….
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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
Repositoryhttp://www.psesd.org/road-map-early-warning
Early Warning Indicator #1
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Early Warning Indicator #2
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ON TRACK TO SUCCESS
Point of Pride
The Workshop Objectives1) 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.
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 7
Evaluate and refine the EWIS process; monitor systems
issues
Step 5
Assign and provide interventions to
students
Step 4
Interpret the EWIS data to identify students and
systems issues
Step 3
Review the EWIS data for accuracy
and patterns
Early Warning System Implementation StepsThe National High School Center, Early Warning System Implementation Guide
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).
Attendance
Behavior
English
Mathematics
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. Enter a program or strategy that is
in place.✚
Response 1
Response 2
Response 3
Response 4
INDICATOR INTERVENTIONS
Steps 1 & 2
Organize existing supports or interventions by tier.
Click and drag a support/intervention to the tier it best fits.
Response 4
Tier 1: Universal / Whole School /
Preventative
Tier 2: Targeted / Small Group
Tier 3: Intensive / 1 to 1
TIERED INTERVENTIONS
Attendance
Response 1
Response 2
Response 3
Response 4
Response 5
Steps 3 & 4
Response 4
Tier 1: Universal / Whole School /
Preventative
Tier 2: Targeted / Small Group
Tier 3: Intensive / 1 to 1
Response 2
Response 1
Response 5
Response 3
Step 5: Gap AnalysisFor each indicator, summarize your strengths and identify areas where you may need to improve upon your ability to keep students on track.
AttendanceSTRENGTHS: • In what ways are your
supports/interventions helping students to succeed?
VISION FOR THE FUTURE• What changes or additions could occur
to better support students in this indicator area?
GAPS IN SUPPORT• What gaps exist in your current
supports/interventions?
Data Analysis
Data Analysis Protocol: Identifying TrendsThis 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? In which indicator are the most students on-track? English / Math / Attendance / 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?
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.
Data Analysis Protocol: Prioritizing Focus for Students at RiskBecause we can’t always provide immediate support for every off-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 the one that best fits your context.
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: 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 their school
✔
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.
2007 2008 2009 2010 2011 2012 2013
Sunnyside School District graduation rates 2007-2013
41%
49.9% 49.7%
64.5%71.5%
77.2%
85.1%
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
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.
Sharing Best Practices
Think AboutMoving from data reports to mapping and rolling out your intervention systemYour Question(s)?
District EWS Team
Chose Indicators
Set Tentative Thresholds
Researched Data Report Options
Began Documenting Interventions
CSD IndicatorsATTENDANCE
On-track: 90-100% Sliding: 80-89% Off-track: less than 80%
COURSE FAILURES and GRADESOn-track = no failuresSliding = Failing one course, regardless of subjectOff-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): 3rd-12th 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 OptionsData Warehouse MESD Report
PROS:• All certified staff have
passwords & access at all levels
• Behavior, Attendance, OAKS and for elementary: DRA & All School Write
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
33
Centennial
Pyramid of
Learning
Targeted instruction& interventions
within the classroom
SupplementalInterventions
80%of students
will besuccessful
An additional
15%of students will
be successful
An additional 5%of students willbe successful
Common Core CurriculumPower Standards with Curriculum Maps
Empirically ValidatedInstructional Practices for
Academics & Behavior Content Based, Balanced Literacy Instruction and Behavioral InstructionInstructional Strategies which make content accessible for all students
System Components
Data: Who? What? When? Where? How?
Team: 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/
Early WarningSystems
Data dashboards
Report generation
Tracking software
System
Implementation Team building
Aligning Interventions Indicators
Formative evaluation
REL NW EWS Implementation ModulesStudent Information
Systems
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 or by phone, 503.275.0454 or 800.547.6339, ext. 454.
ResourcesPuget 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_DPIGrantApplicationProcessInfo_SFv4.pdf
• https://k12.wa.us/GATE/BuildingBridges/pubdocs/DEWISGuide-Final.pdf
• http://www.k12.wa.us/legisgov/2013documents/DropoutPreventionInterventionAndReengagementDec2013.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-wh
en-high-schools-focused-ninth
U.S. Department of Education HSGI WebinarKeeping 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-interventionsOr
• 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