welcome

1. Early Warning Indicator Systems Convening welcome

2. Welcome Dr. Kelly Goodsell Executive Director Learning, Teaching and Family Support PSESD

3. Special Thank You’s District Leaders and StaffThe Bill and Melinda Gates Foundation Dr. Robert Balfanz and Spokane District Team Youth Ambassadors PSESD Staff and all of our Partners

4. Opening Remarks Dr. Nancy Coogan Superintendent Tukwila School District

5. 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

6. Youth Perspective Youth Ambassadors Devan Rogers & GioWinston Seattle Public Schools

7. Project Overview Linda Filley Bentler Program Manager Early Warning Indicator Systems PSESD

8. Early Warning Indicator 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). • When student data and accurate indictors are aligned with appropriate interventions, students who are off-track can be brought back on-track for graduation. • Patterns in the information about students who are off-track can lead to improvements in district and school policies, structures and practices.

9. Road Map Graduation Statistics Road Map Results Report 2013 • 74% of students graduated on time and lower for students of color:Hispanic (46 %), American Indian (50 %), Multi-Racial (63%) and Black (64 %) • 16% of Road Map students are ELLs and 50% of ELLs graduated on time • 46% of SPED students graduated on time • 20% of students switched schools and of this group, almost three quarters transferred between districts.

10. Phase One: 2012-2013 • Inventory of Road Map districts current EWIS status • Literature Review of EWIS research with special focus areas: ELL, special education, mobility, family engagement • Regional agreement on Collective Indicators for ABC’s • Framework for Interventions • Convening to highlight EWIS best practices for interventions

11. Collective Indicators Collective Indicators • 5 – 10 absences (excused or unexcused) and one course failure in 8th or 9th grade • Single suspension/expulsion in 8th or 9th grade    Repository www.psesd.org/road-map-early-warning-system

12. Early Warning Indicator #1 Road Map Results Report 2013 SOURCE: OSPI student-level database NOTE: Excludes Seattle, for which data were not available.

13. Early Warning Indicator #2 Road Map Results Report 2013 SOURCE: OSPI student-level database

15. Phase Two: 2013-2015 • Action Team Meetings for regional coordination • Baseline Data on Collective Indicators • EWIS Action Plans using National High School Center model • Coaching/PD offered individually and collectively • Development in three areas: EWIS Design, Staff Training or Intervention Design/Alignment • Convening to learn best practices for implementations, share with other PSESD districts and partners

16. 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

17. Collaboration with Race to the Top Projects: • Project 2: Regional Data Portal Stay Strong • Project 6: Integrated System of Middle and High School Counseling and Advising • Project 7: College and Career Readiness Pathway • Project 8: College and Career Readiness Investment Fund • Commitment 5: High School and Beyond Plan

18. 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

19. DistrictProgress Auburn School District • Focusing on 8th graders, and 9th grade transition • Reviewing ABC’s to identify students at risk in team meetings and tracking interventions • Building on partnerships with Communities in School • Exploring options for integrated data displays

20. District Progress Federal Way School District • Focusing on secondary schools initially and led by Assistant Principals district team • Launching Versifit data tool to integrate indicators in real time data display to generate priority list • Creating professional development train the trainers for teams for spring/summer • Planning regular building meetings to align interventions with instructional coaches and interventionists

21. District Progress Highline School District • “Freshman Tracker” program to focus on ABC’s in critical 9th grade year • Success Deans monitor data and interventions on approximately every 15 day schedule • Summer School program to help catch up 9th graders before 10th grade • Alternatives to out-of-school suspensions • Updating automatic data display of ABC’s for new SIS

22. District Progress Kent School District • Revise EWIS data display dashboard for ABC’s • Collaborate with central office and school building sites at secondary level initially to plan building implementation • Create PD training and support for data use and intervention alignment • Train school staff on system and begin strategically implementing support interventions

23. District Progress Renton School District • Elementary – Middle – High School Focus • Defining cross-sectional team to plan districtwide implementation, establish roles and responsibilities of team members • Review preliminary results based on draft indicators, adjust and finalize indicators • Create dashboard(s) and alert systems using current student information systems • Create and train pilot school teams in particular feeder path (elementary – middle – high ) to use the system, adjust based on feedback

24. District Progress Seattle School District • Development and roll out of what the tools (ADW) are and how to use (e.g., data protocols) • Provide data coaching workshops/trainings as needed to operationalize use of EWIS reports on regular basis • Gather feedback on existing tools and reports and seek input on prioritization for next steps

25. District Progress Tukwila School District • District level review of policies and procedures for overt and covert barriers. Examining disaggregate discipline data to set baseline for goals and targets • High School – Middle School – Elementary focus. High School Team meets weekly to review and act on data, middle school team is forming, then elementary • Creating PD plan to address goals in discipline data/referrals • Exploring using Homeroom for main ABC data tool

26. Other PSESD Districts & Partners Are there other PSESD Districts or Community Partners present who want to share briefly their plans for Early Warning Indicator Systems or alignment with EWIS?

27. Resources Puget Sound ESD - a best practice central repository • www.psesd.org/road-map-early-warning-system Education Northwest/REL - Training and interactive modules to develop an early warning system • http://mtaarelnwallianceews.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 Everyone Graduates Center – at John Hopkins University • http://www.every1graduates.org/ National High School Center - Early Warning System Implementation Guide and Tools • http://www.betterhighschools.org/ews.asp

28. Convening Objectives • Learn about best practices in Early Warning Indicator System implementation • Gain insights and practical knowledge on how implementation impacts their job role • Increase awareness of the intersection between race and equity and EWIS work • Build momentum to fully implement EWIS in Road Map districts • Sustain and strengthen regional collaboration in the Road Map region and share information about EWIS with other PSESD districts

29. Regional Action Team Members Auburn: Denise Daniels, Lenny Holloman, Gordon O’Dell Federal Way: Eric Dickinson, Scott Haines, Ron Mayberry Highline: Rachel Klein, Dr. Alan Spicciati Kent: Brad Brown, Dr. Linda Del Giudice, Razak Garoui, StoshMorency, Susan White Renton: Dr. Pete Bylsma, Dr. Tammy Campbell, Michelle Hintz Seattle: Eric Anderson, Janet Blanford, Amy Klainer, Sylvia Shiroyama Tukwila: Dr. JoAnne Fabian and team CCER: Kirsten Avery “Avery”, Nicole Yohalem PSESD: Linda Filley Bentler, Dr. Bruce Cunningham

30. KeynotePresentation Dr. Robert Balfanz Co-Director Everyone Graduates Center John Hopkins University

31. Why Early Warning Systems Matter and Where They Are Going Next Robert Balfanz Everyone Graduates Center Johns Hopkins University March 11, 2014

32. Our Nation Faces a Graduation Challenge There is little work for young adults without a high school degree And 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 This weakens the Nation

33. Dropping Out of High School Means You Are Much More Likely To be out of the labor market as full time employed To be incarcerated To have health issues and at an earlier age To pass on these set of disadvantages to your children As a result, dropping out has high individual and community costs

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

35. In Era When All Students Need to Graduate Prepared for College and Career The best teachers and the best curriculum are not enough Students also need to attend school regularly, focus in class, and complete their assignments Poverty complicates this and the challenges are significant Schools can and need to be organized to help enable students to attend, behave, and try

36. Early Warning Systems keep students on the path to high school graduation and improve school outcomes Signals when students are just beginning to fall off the path to high school graduation Helps get the right intervention to the right student at the right time Enables schools to maximize impact of critical resources-time and funding Shows which students need stronger adult relationships Enables adults to pool their knowledge, talents and time to change student behavior and solve problems

37. What Will the Next Generation of Early Warning Systems Look Like? Summary Findings from Early Adopters of Early Warning Systems Conference Held at Bush Institute Nov. 2013

38. Good News: Schools and Districts Across the Country are Adapting Early Warning Systems to Work in Their Community By building a response system matched to the scale and scope of their challenges In schools with 20 or fewer students with off-track indicators individual counselors, social workers, or graduation coaches have led the effort In schools with 20 and 50 students small dedicated teams of staff members - e.g. student support teams have been successful When more than 50 students are involved teacher teams will need to play a critical role In all cases investments in mission building, professional development, coaching and networking have been critical to success

39. Good News: Dropout Prevention and College and Career Readiness Can Be Propelled by a Unified System of Predictive Indicators and Tiered Evidence Based Interventions Consistent Finding that no matter how you look at it or at what grade - the ABC’s - Attendance, Behavior, and Course Performance - are predictive of student success Students who attend school regularly, behave/try/self-mange, and do well in their courses graduate from high school and succeed in college Students who do not, dropout or do not succeed in college

40. Good News: The ABC’s are Actionable Attendance, behavior, and course performance can be modified and improved through organized and informed actions at the school, district, and community level This provides a coherent message to schools and students-drive up good attendance, behavior and course performance, pay attention to and prevent/intervene when low attendance, problematic behavior, and poor course performance occur

41. Good News: Grades 5 to 14 Can be Viewed as an Ecosystem Early adolescence to early adulthood is a distinct phase of life To build pathways from poverty to adult success we need to get all students through this stretch Pre-k to 4th grade “on track” metrics are important but they may or may not be the same as–early adolescence to early adulthood metrics–we do not know yet–except that attendance always matters

42. Good News: We Know the Key Inflection Points Students who are good at school by 9th grade by and large succeed, those that struggle and do not earn promotion to 10th grade by and large do not Most but not all students 9th grade trajectories are set in the middle grades Chronic absenteeism in the early grades sets students up to fall off-track in the middle grades To pivot from high school to adult success many students need help navigating the grade 10 through the initial years of college space

43. Challenges: Behavior Domain is Complex We are just starting to identify the behavior signals that indicate students are on and off track to adult success Hence its an area both ripe for innovation and for making mistakes But there does seem to be value added in bringing in more expanded and closer to real time behavior data

44. Two Sixth Graders

45. Challenges: Indicators Can Identify Too Many Needy Kids in One Place Once a student has an off-track indicator reversing course will require either changing student behavior and/or solving a problem Both of these require an effective relationship between an adult and the student

46. Solution Need to get to place where early warning indicators are used to direct evidence based prevention activities and resource allocation at the school, district, and state level

48. Challenges: Need to Gain Broad Acceptance of the Validity of Indicators Solution – Need to convince more people that attendance and grades matter as much as test scores for student success

49. In sum, what we face is a giant engineering challenge of creating schools designed to enable all students to graduate prepared for college and career and within them getting the right support to the right students at the right time at the scale and intensity required.

50. The Good News is we are, as folks in this room are showing, good at engineering challenges