December GATE Equity Webinar Early Warning Systems

1. December GATE Equity WebinarEarly Warning Systems Exploring topics related to equity in graduation success Kefi Andersen – OSPI Graduation Equity Program Supervisor Special guests: Everyone Graduates Center

2. Superintendent Reykdal’s K-12 Education Vision “The goal of our education system is to prepare all of our students for post-secondary aspirations, careers, and life.” OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

3. Measures of Success • Increase four- and five-year high school graduation rates • Increase enrollment and completion rates and decrease remediation rates in post-secondary training and education • Performance Indicators • We must help students: • Enter kindergarten with expected skills in all six areas identified by the Washington Kindergarten Inventory of Developing Skills (WaKIDS). • Meet standard on the 3rd-, 8th-, and 11th-grade statewide English language arts (ELA) and math assessments, and the 8th-grade statewide science assessment. • Grow toward proficiency in ELA and math, as determined by Student Growth Percentiles, in 4th and 6th grades. • Enroll in Algebra I/Integrated Math I by the end of 8th or 9th grade and earn high school credit. • Enroll in college-level courses and earn dual credit. • Take the SAT and ACT and earn college-ready scores. • Access financial aid for post-secondary learning. • We must help students avoid: • 9th-grade course failure. • Suspensions and expulsions. • Chronic absenteeism. Measuring Success

4. Today’s Topics • What are Early Warning Indicators? • What does research say works? • What are some things you can do to put this research into action? OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

5. WA State MTSS Framework http://k12.wa.us/MTSS/default.aspx

6. Everyone Graduates Center Robert BalfanzPHD Research professor at the Center for the Social Organization of Schools at Johns Hopkins University School of Education Felicia Walker School and student support facilitators for the National Student Attendance, Engagement, and Success Center and Talent Development Secondary Paul Verstraete School and student support facilitators for the National Student Attendance, Engagement, and Success Center and Talent Development Secondary Natalie Williams School Transformation Facilitator at Aki Kurose Middle School, Seattle, WA OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

7. Why We Need Early Warning Systems • There is little work for young adults without a high school degree. • And almost no work to support a family without some post-secondary schooling or training. • As a result entire communities are being cut off from participation in American society and a shot at the American Dream.

8. This Presents Our Schools and Communities With a Big Challenge Every student – regardless of out-of-school needs, prior levels of school success, and current motivations – needs to graduate from high school prepared to succeed in post-secondary school and training.

9. Grad cap

10. 6th Graders (1996-1997) Matriculation and Graduation

11. Students who exhibit strong academic behaviors and get good grades are much more likely to succeed in high school and college. Predictors of High School Success Academic behaviors important to student success • Self-Regulation • Social Engagement • Motivation Enhancing College and Career Readiness and Success: The Role of Academic Behaviors

12. ABC’s of Secondary School Success

13. Triangle Case Management Project Management

14. Case Management and Project Management Case Management Targeted Supports Project Management

15. People

16. EWS Components

17. Effective Early Warning Systems Combine: • Ready access, at the classroom level, to on- and off-track indicators (the ABCs); • Regular time to analyze the data, pool adult knowledge about students, and leverage existing adult-teacher relationships; and • An organized response system that can act upon early warning data in both a systematic and tailored manner.

18. Context of Early Warning Systems Felicia walker

19. Focus Increasing On-track and recovery rates Increasing promotion rates Increasing Graduation rates

20. Context of Your EWS • Data – What is the data saying? • What’s in place? What are you currently doing? • Interventions/Resources – What’s available? • Organizational Structures

21. Data • How do we organize the data into useful information? • How do we respond to the data? OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

22. EWS Data OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

23. Resources? What resources do you have in place to address Attendance? Behavior? Course Performance? AND For each tier?Tier 1 ? Tier 2? Tier 3?

24. Interventions – Resource map - A Simple Grid for a Powerful Analysis

25. Sample Resource Map

26. How Do We Meet around these Indicators?

27. EWI Meetings:Meet about Students and ABC Data • Goal: To coordinate and create interventions for students who are exhibiting early warning indicators and to closely monitor their progress so that students are successful. • Leadership teams • EWS Team • Teams of teachers

28. Organizational Structure: Schedule and Teams Counselor English Teacher EWI Facilitator Teacher Teams/Cohorts SS Teacher Exceptional Education Math Teacher Science Teacher

29. Connect Students with Adults • Success mentors • Graduation coaches • Check-in approaches • Report card conferences

30. Questions & Polling • Are you using an early warning system? • Yes • Maybe? • Not yet Question | CC 0 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

31. Aki Kurose Middle SchoolEarly Warning System Implementation • 700 students • Demographics: • Black -- 37% • Asian -- 37% • Latino – 17 % • Multi-Racial – 6 % • White – 3% • Over 26 languages • 80% FRL • Located in SE Seattle • Principal Mia Williams in her 10th year of leadership at our school • 8th year of partnership with Talent Development Secondary to implement EWS

32. How do we identify students? 1. Start before students enter our building • Receive student data for 5th graders assigned to our school • Identify students with chronic absence and suspensions in 5th grade 2. Create a Master Data Tracker • Flag students who had Early Warning Indicators the previous year • Update regularly with current ABC data and the interventions they receive 3. Use surveys and assessments to supplement ABC data • Scholarcentric Resiliency Assessments • Needs Assessments distributed by counseling department

33. Tiered interventions • Set school wide goals for ABCs then implement and monitor tiered interventions to meet those goals • Create a matrix of tiered supports provided for each of the ABCs • Align all community partners to support the ABC goals

34. Tiered interventions A GOAL: All students miss less than 5 absences a semester • TIER 1: • School wide attendance initiatives and attendance competitions • Partnership with housing providers • Monthly goal setting in Advisory class • Attendance window • TIER 2: • Success Mentor groups • City Year Focus List • TIER 3: • Case management provided by Communities In Schools • Counselor led truancy intervention ATTENDANCE

35. Tiered interventions B GOAL: Students receive no suspensions • Tier 1: • Restorative practices • RULER and Social Emotional Learning in advisories • Scholarcentric resiliency assessments & Student needs assessments • Tier 2: • Success Mentor programs • Students tracking ABCs • Students receive mentorship, weekly mentor workshops, and are enrolled in extended learning programs • City Year Behavior Focus Lists • Tier 3 • Student Support Plans • School based Mental Health supports  Sound Mental Health & Kaiser Permanente BEHAVIOR

36. Tiered Interventions Tiered interventions C COURSEWORK GOAL: All students receive a C or higher in all core classes • TIER 1: • Academic goal setting in advisory classes • TIER 2: • Extended Learning for Math and ELA • Break camps and summer learning • Success Mentor Groups • City Year academic focus lists • Counselors monitor “D and E” list and provide targeted follow up • TIER 3: • Student Success Plans to identify further academic intervention

37. How do TEACHER TEAMS Use Data? • Grade level teams • Attended by teachers, support staff, counselors and administrators • Use data to build Student Success Plans • ABC data, survey data and teacher collected data based on classroom observation • Plans kept in One Note and follow students through each grade • Use needs assessment & resiliency assessments data to guide targeted classroom strategies • Professional Learning Communities • Grade level content teams, counseling and support staff teams • Use the Data Wise Inquiry Cycle to analyze if students are making progress and if more support is needed • Aki Soaring, Gliding, Diving Protocol • Know students by Story, Strength and Need • Guides instructional design and reteach plans

38. Free ews Technical assistance visits through the us dept of Education’s NSAESC FREE EWS Technical Assistance Visits Available Through the US Dept of Education’s NSAESC (National Student Attendance and Engagement Success Center)

39. Questions & Polling • What is one major takeaway you have from Everyone Graduates and Aki Kurose? • Let’s learn together: • Type it in the chat box – share your thought. Question | CC 0 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

40. Survey Tell us how we’re doing: http://bit.ly/GATEevaluation OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION http://www.clker.com/clipart-discussion-icon.html | CC00

41. Want More Webinar? • Sunnyside’s Early Warning System: Precision through Data • This Afternoon! • 1:00-2:00 p.m. • Register: • https://zoom.us/webinar/register/WN_yDigGIoLShmLfBm11hyMLg OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

42. Next Month • Systematically Building Capacity • January 10, 2017 • 10 a.m. – 11 a.m. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

43. Creative Commons Images Used OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons 4.0 International License.