jill koenitzer, technical assistance coordinator, wi rti center michelle polzin, technical...
TRANSCRIPT
Jill Koenitzer, Technical Assistance Coordinator, WI RTI Center Michelle Polzin, Technical Assistance Coordinator, WI PBIS Network Mandi Spiegelberg, High School teacher, Wittenberg-Birnamwood School District
Screening, Intervening & Progress Monitoring in High School
Early Warning Systems
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material
Agenda
• Introduce Early Warning Systems (EWS)• Establish purpose for implementing Early Warning
Systems (EWS)• The Early Warning System Process• Wittenberg-Birnamwood High School EWS
experiences and lessons learned
Wisconsin’s Vision in detail...Early Warning Systems (EWS)
Early Warning Systems
Early warning systems (EWS) rely on readily available existing data housed at the school to:
• Predict which students are at-risk for dropping out of high school or not moving to next level
• Target resources to support off-track students while they are still in school, before they drop out
• Examine patterns and identify school climate issues
Existing Data Considerations
How do we identify students who are not college and career ready?
How do we identify students who are not likely to graduate?
Attendance• Attendance/tardies• Chronic absenteeism
• Mobility• Engagement• Participation
BehaviorSocial-Emotional
• Office referrals• Suspensions• Behavioral screening• Internalizing behaviors
• Developmental assets• At-risk support• Behavioral plan• Family stressors
Coursework• Academic screening• Common assessments• Standardized testing• Grades
• Retention• Accelerated learning• Interventions, Title I• Head Start, Summer School
Risk Indicators—Use your ABCs
*See handouts : Predictors of Post Secondary Success and Risk Indicators for Not Graduating
Establishing Purpose for Implementing EWS
Show of Hands or
Percent of Americans with a high school diploma
85%
Percent of students who repeat 9th grade that graduate
15%
Percent of crimes in U.S. committed by a high school dropout
75%
Percent of black dropouts that have spent time in prison
60%
Percent of Hispanic dropouts that were due to pregnancy
41%
Percent of U.S. jobs a high school dropout is NOT eligible for
90%
Which group has a higher dropout rate:
Black Hispanic
93%
35%
53%
90%
25%
75%
9.6% 17.6%
Salary & Unemployment Rates
www.statisticbrain.com
Higher Education Means…increased employment opportunities
What if we don’t change?
http://carnegie.org
Agenda 2017: Wisconsin DPI
State level District level School Level Grade Level
What valued knowledge, skills,
and dispositions do our students need for
success?State level District
levelSchool Level Grade Level
Early Warning Systems fit in a Culturally Responsive Multi-Level System of
Support
Universal ScreeningA process in which data from multiple measures are analyzed to determine whether each student is likely to meet, not meet, or exceed academic benchmarks or behavioral expectations.
This screening process is also used to gauge the effectiveness of our universal level of instruction and support.
Source: Wisconsin RtI Center glossary
1-5% Tier 3/Tertiary Interventions• Individual students• Assessment-based• Intense, durable procedures
5-15% Tier 2/Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing
80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive
Let’s Talk PercentagesAcademic & Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm
Do you know how your students are responding to instruction and climate?
What do your percentages look like?
For grades K-4Use existing data and administer standardized screeners multiple times per year
Above 4th grade Use existing data to screen students multiple times per year
Fuchs, D. Smart RtI: A Next Generation Approach to Multi-Level Prevention
Research-based practice
Promising practice
Recommended Practices
Dropout Early Warning System
Wisconsin DPI:
DPI DEWS: Purpose
Considered part of an RtI system
A data-based report done early enough to effectively intervene
Identifies students who may be at risk for dropout or late graduation
Used, along with other data, in local educational decisions for support services and interventions
DPI DEWS: Access your reports
• DEWS Action Guidehttp://wise.dpi.wi.gov/wise_dashdews
• Access student reports, rosters and risk scores pages 6-9 of guide
DPI DEWS: InterpretationDEWS provides a score from 0-100 for current MS and HS students
Score = rate at which students similar to current student in previous cohorts in WISCONSIN graduated
Score of 75 = 75% of prior students with similar characteristics graduated on time
DPI DEWS: How it Works
DPI DEWS: How scores are determinedDEWS score calculated using a combination of demographic and student outcome measures
to improve accuracyAttendance, disciplinary events, assessment scores, and student mobility
Student risk is calculated individually for each student
Students are classified as at risk if their score crosses a threshold set by DPI
• Used, along with other data, in local educational decisions for support services and interventions
• Used, along with other data, in local educational decisions for support services and interventions
DEWS…
NHSC Early Warning Systems
• MS and HS level tools• Screen multiple times per year• Aid in diagnostic process• Monitor student progress• Valid and reliable thresholds established• National High School Center
• www.betterhighschools.org
• Early Warning Systems in Educationwww.earlywarningsystems.org
Getting Started with Early Warning Systems
DownloadTheGuides
http://www.betterhighschools.org/documents/EWSHSImplementationguide.pdf
Follow7-StepProcess
Establish Roles and
ResponsibilitiesSTEP 1
• Can be a new or pre-existing team• Team must receive PD to use tool effectively
• Early identification of students at risk• Assign interventions & monitor progress
• Meet at regular intervals• within first 20 days of school • after every grading period (i.e.: 8x/year)
Download and Use the EWS ToolSTEP 2
• http://www.betterhighschools.org/ews.asp• Set up thresholds for flagging students• Download available student data• Ensure data is entered at regularly scheduled
intervals• Reports available and accessible to all EWS
team members
Risk Indicators in the EWS Tool v2.0Indicato
rTime Frame Benchmark (red
flag)Incoming risk*
Prior to the start of school Exhibited locally validated indicators of risk
Attendance First 20 or 30 days, each grading period (e.g., semester), end of year (annual)
Missed 10% or more of instructional time (absences)
Course failures
Each grading period, end of year
Failed one or more semester courses (any subject)
Grade point average
Each grading period, end of year
Earned 2.0 or lower (on a 4-point scale)
CCSR End of Year (On-Track Indicator)
End of year Failed two or more semester core courses, or accumulated fewer credits than the number required for promotion to the next grade
*Indicators must be locally validated
Update with Wittenberg’s tool settings
Localize Risk Indicators in the Tool Settings
Localize Risk Indicators in the Tool Settings
Review the EWS DataSTEP 3
• Understand patterns in student engagement and academic performance
• Identify students at-risk for dropout• Organize and sort students into groups based
on risk factors• Consider allocation of resources for flagged
students (needs vs. available interventions)
Find, Organize and Sort Students
Interpret EWS DataSTEP 4
• Dig deeper into complex causes of student disengagement and academic failure
• Examine additional information not included in EWS tool• Additional teacher input• Additional assessments• Student & parent interviews
Why?
Assign & Provide InterventionsSTEP 5
• Map interventions from school, district and community
• Organize interventions into tiered levels of support and determine entry/exit decision rules
• Match students to interventions based on need
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Check-in/ Check-out (CICO)
Group Intervention w. Individualized Feature (e.g., Check and Connect and Mentoring)
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
Social/Academic Instructional Groups (S/AIG) Academic Seminar
Create a continuum of support (ordered by intensity of intervention & effort needed to implement)
Adapted from Illinois PBIS Network, & T. Scott
Tier 2/Secondary
Tier 3/Tertiary
Academic Seminar
Drop-in Tutoring
Formal Tutoring
Read 180
Small Group Comm. Arts or Math Interventions
Lunch & Learn
Intervention List & Descriptions
Monitor Student ProgressSTEP 6
• Monitor students who are participating in interventions
• Determine effectiveness of intervention overall for groups of students
• Identify student needs that are not being met• Identify new interventions to meet student needs• Communicate with and engage family members
High School Data Room
Example SWIS-CICO report
Evaluate and Refine EWS
ProcessSTEP 7
• Team evaluates EWS process on annual basis • Evaluate risk indicators & thresholds• Evaluate decision rules & interventions• Evaluate impact with student outcome data• Reflect on strengths and challenges• Make recommendations for improving the
process
Example Multi-Year Data
Example Multi-Year Triangle Data
Step 1 Establish Roles
and Responsibilities
Step 3Review the EWS
Data
Step 4 Interpret the
EWS Data
Step 5 Assign & Provide
Interventions
Step 6 Monitor Students
Step 7Evaluate & Refine EWS
Process
Step 2Use the EWS
Tool
Early Warning System• National High School Center
• www.betterhighschools.org
• Early Warning Systems in Education• www.earlywarningsystems.org
• YouTube Channel webinars: NHSCenterMedia
Wittenberg-Birnamwood High School
Early Warning Systems Implementation
WBHS Demographics
• Wittenberg & Birnamwood are rural communities in central Wisconsin.
• WBHS enrollment has been declining over the past five years. Current enrollment = 376
• 88% White, 5% American Indian, 3% Hispanic
• 35% Low SES
• 15% Students with disabilities
WBHS History• We had a lot of data but didn’t use it effectively
• Learned that we had to schedule collaboration and not assume that staff knew how to do this
• Having a decision making model has helped us to focus rather than jumping from initiative to initiative
• Sixth year of PBIS. Has become part of the culture of our school.
District Goals•All students will improve literacy skills in reading and writing across the K-12 curriculum in alignment with the common core standards
•All students will improve math literacy skills through the study of and alignment with the common core standards
•The District will improve student learning with aligned curriculum, assessment, and instruction.
•The District will ensure that students have a safe, welcoming and productive learning environment.
EWS Connection to District Decision Making Model
WBHS Goals & EWS
The use of the EWS High School Tool supports the WBHS goals by providing a resource
framework to identify students who are off track for graduation, so that staff-designed, evidence-based programs and practices, based on data,
can be put into place early and systematically in order to prevent student failure.
TeamsTeams were chosen with the intent to represent all departments.
• 9th Grade Team: Principal, School Counselor, Math Teachers, ELA Teacher, Science Teacher, Health/PE Teacher, Social Studies Teacher, Special Education Teacher, School Psychologist
• 10th Grade Team: Principal, School Counselor, PE Teacher, Math Teacher, Social Studies Teacher, Science Teacher, ELA Teacher, Business Ed Teacher, Special Education Teacher, School Psychologist
STEP 1
Teams
• Norms: Stay on task, Start and end on time, Everyone contributes, Non-judgmental conversations, Comments are solutions-based
• Roles: Principal facilitates meetings, but all participate.
• When: Teams meet monthly during the school day for two class periods each. Substitute teachers cover classes.
• Where: Teams meet in the data room.
STEP 1
STEP 2 Using the EWS Tool• Data is downloaded into the EWS tool prior to
every team meeting by Dean of Students• Data sheets are handed out on confidential data
sheets at each team meeting• Data is also visually represented on data wall in
locked data room
Student Flags
STEP 3
Reviewing the Data
STEP 3 Reviewing the Data
Regularly Review & Update:
MAP scores
WKCE scores
DEWS scores
Attendance
Behavioral referrals
Grades Connection survey
STEP 3 Reviewing the DataInformation on student
data cards:Special EducationELLBooster/Intervention
ClassesAttendance RiskBehavioral RiskGrade/Credit RiskDEWS Risk
STEP 3Who is at risk?Team looks for patterns. First we look at whole group and small group
concernsNext we look at individual student concernsTeam focuses on MAP scores after current
benchmark datesTeam focuses on grades/attendance/behavior in-
between benchmark assessments
Reviewing the Data
STEP 4
• Team discusses individual and/or groups of students who are at risk. Staff share any additional information that may help with decision making.
• Parents are often contacted when discussing risk of individual students.
• School counselor or school psychologist may interview the student to problem solve.
Interpreting the Data
STEP 4Examples:• Team dug deeper into MAP scores of students near
the benchmark. The team found a pattern that almost all of those students struggled most with the strand “Informational Text”.
• Team hypothesized that some students might not be trying their best on the MAP test and therefore scores may be inaccurate of true skills.
• Team hypothesized that individual students are struggling with mental health issues, relationships, connections at school, AODA issues, skill deficits, etc.
Interpreting the Data
STEP 5Tier 1:
Core curriculum District RtI Team WBHS PBIS Team Daily Shout Outs
Tiers 2 & 3:CICO Individual & Small Group CounselingMentoringAcademic Booster/Intervention ClassesRtI/PBIS Tier 2&3 Meetings
Assign & Provide Interventions
STEP 5Entry/Exit Decision Rules:
Booster Classes (?)CICO (SWIS Data and Attendance)Counseling (Parent, Teacher or Self Referral)Mentoring (EWS and Tier 2/3 Teams assign based
on data)Do we have enough available interventions to meet all student needs?
Would like to do more mentoring Would like to do more small group counseling Shortage of mental health resources in the
community
Assign & Provide Interventions
STEP 6
• Data is collected throughout the year.
• We need to work on adding progress monitoring tools for interventions (both for progress of individuals as well as the intervention as a whole)
• Decision rules/rubric for booster classes
• Need decision rules for other interventions
Monitor Student Progress
STEP 7
• Team evaluates EWS process on annual basis • Evaluate risk indicators & thresholds• Evaluate decision rules & interventions• Evaluate impact with student outcome data• Reflect on strengths and challenges
Evaluate & Refine Process
What are our teachers saying?
There is still never enough time
We need to include all staff somehow
Would like to focus more on groups of students rather than individuals
We will have more data as we move forward about effectiveness of EWS
What are our teachers saying?
Staff feel more ownership
Systems approach is more effective
Better awareness of student needs due to data and collaboration
Problem solving is positive
Outcomes
• Systems change: systems such as our MAP testing, have been refined and defined to better meet student learning outcomes
• The collaboration as a staff is “awesome!”• Awareness of each student and their needs (both
academic and behavioral) has increased tremendously• A sense of ownership has developed in staff• A sense of shared responsibility has resulted• Targeted interventions have been used to increase
scores
The culture of our school - what’s changing?
• - Awareness• - Ownership• - Accountability• - Conversations • - Responses• - Action
Next Steps
• Implement an E/I time 8th period • Increase instructional time: move meetings to after school, investigate
alternative scheduling options (block, modified block, etc.)• Continue to work toward core plus more for ALL students below grade
level• Refine the art and science of teaching through deeper investigation of
the GRRM• Learn - attend institutes, conferences, read, collaborate (EE)• Reflect - evaluate ourselves and identify weaknesses so that we can
continue to improve professionally (EE)• Expand EWS so that all grade levels meet and review data (Request
from staff to add 11th grade meetings for 2014-15)
Early Warning Systems Wittenberg-Birnamwood High School
• Jill Koenitzer, [email protected]• Michelle Polzin, [email protected]• Mandi Spiegelberg, [email protected]