Early Warning and Intervention Systems in the Road Map Region

1. 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

2. REL Northwest Region

3. 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

4. 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

5. 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

6. 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

7. Oral Histories Project • Percent who viewed school favorably…. SOURCE: http://www.wsohp.org/project-reports--updates.html

8. 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

9. Early Warning Indicator #1 SOURCE: OSPI student-level database NOTE: Excludes Seattle, for which data were not available.

10. Early Warning Indicator #2 SOURCE: OSPI student-level database NOTE: Excludes Seattle, for which data were not available.

12. ON TRACK TO SUCCESS Point of Pride

13. The Workshop Objectives • Understand the purpose and general process of aligning indicators and interventions. • Explore how other districts map interventions to indicators, and support schools in deploying interventions and monitor progress. • Share tools and resources that support EWIS implementation.

14. Early Warning System Implementation Steps The National High School Center, Early Warning System Implementation Guide Step 1 Establish roles and responsibilities to manage a EWIS Step 7 Evaluate and refine the EWIS process; monitor systems issues Step 2 Use a EWIS tool analyze and display data on indicators Step 6 Monitor students and interventions for progress Step 3 Review the EWIS data for accuracy and patterns Step 5 Assign and provide interventions to students Step 4 Interpret the EWIS data to identify students and systems issues

15. 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

16. Choose a focus indicator. List existing interventions and supports in that area. Identify the tier. Map the interventions by tier. Assess and plan for the future (gap analysis). Step for Cataloging Interventions

17. Steps 1 & 2 INTERVENTIONS INDICATOR For each indicator, brainstorm all current supports and interventions (programs, strategies) that help students be successful. Select an indicator. You can focus on one indicator at a time. Attendance ✚ Enter a program or strategy that is in place. Response 1 Behavior Response 2 Response 3 English Response 4 Mathematics

18. Steps 3 & 4 TIERED INTERVENTIONS Organize existing supports or interventions by tier. Click and drag a support/intervention to the tier it best fits. Tier 1: Universal / Whole School / Preventative Attendance Response 4 Response 1 Response 2 Tier 2: Targeted / Small Group Response 3 Response 4 Response 5 Tier 3: Intensive / 1 to 1

19. 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. • STRENGTHS: • In what ways are your supports/interventions helping students to succeed? Attendance Tier 1: Universal / Whole School / Preventative Response 4 • GAPS IN SUPPORT • What gaps exist in your current supports/interventions? Tier 2: Targeted / Small Group Response 1 Response 5 • VISION FOR THE FUTURE • What changes or additions could occur to better support students in this indicator area? Tier 3: Intensive / 1 to 1 Response 2 Response 3

20. Data Analysis

21. 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? 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?

22. Data Analysis Protocol: Prioritizing Focus for Students at Risk Because 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 ✔ 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.

23. 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.

24. 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. 85.1% 77.2% 71.5% 64.5% 49.9% 49.7% 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 41% 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. 2007 2008 2009 2010 2011 2012 2013 Sunnyside School District graduation rates 2007-2013

26. Sharing Best Practices

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

28. District EWS Team • Chose Indicators • Set Tentative Thresholds • Researched Data Report Options • Began Documenting Interventions

29. CSD Indicators

30. Data Options

31. FOCUS ON LEARNING FOCUS ON RESULTS CULTURE OF COLLABORATION Centennial Pyramidof Learning An additional 5% of students will be successful Supplemental Interventions An additional 15% of students will be successful 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

32. 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?

33. 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)

34. 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

35. Interventions

37. REL NW EWS Modules http://ews.educationnorthwest.org/

38. Early Warning Systems System Implementation Team building Aligning Interventions Indicators Formative evaluation Data dashboards Report generation Tracking software REL NW EWS Implementation Modules Student Information Systems

39. 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

40. 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.

41. 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_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

42. 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

43. Team Planning Time Options • Start Mapping • Review and Discuss Resources All • Develop Next Steps

44. Thank You! https://www.surveymonkey.com/r/EDNWOct212014