Early Warning Indicator Systems Convening welcome Welcome Dr. Kelly Goodsell Executive Director Learning, Teaching and Family Support PSESD Special Thank You’s District Leaders and Staff The Bill and Melinda Gates Foundation Dr. Robert Balfanz and Spokane District Team Youth Ambassadors PSESD Staff and all of our Partners Opening Remarks Dr. Nancy Coogan Superintendent Tukwila School District 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 Youth Perspective Youth Ambassadors Devan Rogers & Gio Winston Seattle Public Schools Project Overview Linda Filley Bentler Program Manager Early Warning Indicator Systems PSESD 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. 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. 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 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 NOTE: Excludes Seattle, for which data were not available. SOURCE: OSPI student-level database Early Warning Indicator #1 Road Map Results Report 2013 Early Warning Indicator #2 SOURCE: OSPI student-level database Road Map Results Report 2013 Early Warning Indicator Framework for Intervention Attendance Behavior Course Performance Reengagement Intensive Intervention Credit Retrieval Intensive Wraparound 1:1 Tutoring Alternatives to Suspension/Expulsion SPEDCoordination Intervention Targeted Academic Intervention Extended Learning Opportunities ELL Coordination Mentoring/Structured Meetings Coordinated Interventions Change of School Transitions (6th/8th/9th) EWISDe nitions/Thresholds Prevention Foundation MOUMobility Family Communication Teacher/Student Relationship TPEP Universal Supports Discipline Alignment Grading Alignment Attendance Alignment Integrated Data System Visual Reports & Planning Training & Expectations for Use 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 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 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 Early Warning System Implementation Steps The National High School Center, Early Warning System Implementation Guide Step 1 Step 7 Evaluate and refine the EWIS process; monitor systems issues Establish roles and responsibilities to manage a EWIS Step 2 Use a EWIS tool analyze and display data on indicators Step 6 Step 3 Monitor students and interventions for progress 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 18 District Progress 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 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 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 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 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 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 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 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? 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/1314/FormPackages/CompState/BuildingBridges672/BBs_DPIGrantApplicationProcessInfo_SFv4.pdf • https://k12.wa.us/GATE/BuildingBridges/pubdocs/DEWISGuide-Final.pdf • http://www.k12.wa.us/legisgov/2013documents/DropoutPreventionInterventionAndReengagemen tDec2013.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 Convening Objectives 1. Learn about best practices in Early Warning Indicator System implementation 2. Gain insights and practical knowledge on how implementation impacts their job role 3. Increase awareness of the intersection between race and equity and EWIS work 4. Build momentum to fully implement EWIS in Road Map districts 5. Sustain and strengthen regional collaboration in the Road Map region and share information about EWIS with other PSESD districts 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, Stosh Morency, 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 Keynote Presentation Dr. Robert Balfanz Co-Director Everyone Graduates Center John Hopkins University Why Early Warning Systems Matter and Where They Are Going Next Robert Balfanz Everyone Graduates Center Johns Hopkins University March 11, 2014 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 postsecondary 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 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 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 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 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 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 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 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/selfmange, 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 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 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 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 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 Two Sixth Graders 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 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 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 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. The Good News is we are, as folks in this room are showing, good at engineering challenges For more information • Visit the Everyone Graduates Center website at www.every1graduates.org • E-mail Robert Balfanz at [email protected] Keynote Table Reflections Discuss Dr. Balfanz’s keynote presentation at your table for about five minutes. • Which findings surprised you? • What information seems most relevant or useful for your district or organization? • What questions do you have? Interactive Presentation Dr. Robert Balfanz with Brad Brown, Facilitator Director Student and Family Services Kent School District Early Warning System Spokane’s Lessons Learned Travis Schulhauser Director of Assessment & Program Effectiveness Corey Turner Application Development Analyst Steve Fisk Principal, North Central High School Dr. John Traynor Jr. Associate Professor for Teacher Education at Gonzaga University Early Warning System Spokane’s Lessons Learned MARCH 11, 2014 Background Mary Beth Celio Research Report First Principal Training – summer of 2012 Principal Input Expansion 2013/2014 school year Lesson 1 – Data Organization History of Data in Spokane Schools Large data binders with all levels of data Website with links to visualizations Overwhelmed by data Leaders need data access at the right level and focus Prioritizing Data Efficiency Common Language for Collaboration Lesson 1 – Data Organization (con’t) Macro to Micro Satellite view: aggregated measure of performance - the “whole” ex. district weekly attendance rate Naked eye: school level aggregated measure of performance ex. school weekly attendance rate Microscope view: nitty-gritty details that make up the whole ex. Johnny’s attendance data Lesson 2 – Intentionality Behind the Design Five Undergirding Principles (demo) 1. Data Interpretation (color and trend) 2. Data Triangulation (multiple metrics getting at the same idea) 3. Signaling (tells our users what is important) 4. Integration (easy accessibility from the web) 5. Data Consolidation and Organization (desperate data in one place) Lesson 3 – Growing leaders through data It’s not good enough to just identify It’s not good enough to just intervene We have to be proactive and responsive You cannot assume leaders know how to lead with data •Early Warning System •Slipping Grades •High Risk Report Identify Intervene •Academic Mentors •ICAN •Community Dashboard •Mentor Accountability •ICAN Program Evaluation Monitor Lesson 4 – It’s not just about risk Social Support and Academic Press Key Performance Indicators across all data aspects Leaders have to focus on both areas and our system guides them on key indicators Job-Alike Breakout Sessions • Break Until 11 AM • Breakout Sessions Until 12:15 PM EWIS Data – Cedar Room District Leadership – Nisqually/Duwamish Room Building Leadership – Puyallup Room Partnerships for Intervention Supports – Snoqualmie Room • Lunch with District/Table teams to discuss 1-2 key learnings from breakout sessions Lunch – District / Table Debrief Discuss with your District or Table Team 1-2 Key Learnings from Convening and each Breakout Session If time allows, begin defining SMART goals (Use Yellow Worksheet in Packet for notes if preferred) Community Partnerships for Student Supports Lori Guilfoyle Impact Manager United Way of King County Report Backs: Key Take Aways Each district or table/org: 1. What is going well with your EWIS plans or alignment? 2. What is one key take-away from the convening that resonates for your team? Convening Evaluation Please fill out evaluation at back of your packet and turn in before leaving. Thank you for joining us!