Early Warning System Shelly DeBerry Student Success Advocate Coordinator Office of Optional Education Pathways
Agenda • Social and Economic Impacts • ABC Framework and Other Indicators • Implementation of an Early Warning System • Early Warning Tool on WOW • Interventions • Resources • Role of the School Counselor
Table Discussion What do you Know? about high school dropouts
State of the Nation • Every 9 seconds a student dropouts out of school (7,000 dropout each day) • The death rate of high school dropouts is 2.5 times higher that graduates • Each class of dropouts cost $55 million in healthcare • Dropouts make up close to half of the households on welfare • Every year a class of dropouts will cost $200 billion during their lifetime in lost earnings and unrealized tax revenue. • 12 million students who will drop out over the next decade will cost the nation $3 trillion dollars Alliance for Excellent Education
Cont.’ • 8 out of 10 dropouts end up in prison (We spend $40 billion every year on prisoners incarcerated) • US graduation rate is 18thin the nation. (Forty years ago, we were number one) • Students with emotional, behavioral or learning difficulties are much more likely to dropout of school. • 74% of dropouts report they would have stayed in school if they could do it over.
West Virginia • 1630 inmates in prison in 1991 and 6,870 inmates in prison in 2011 • Highest rate of prescription drug use in the US • The second highest in drug overdoes death rate • Only state to increase the teen pregnancy rate 17 percent from 2007 to 2009 • Dropouts from the class of 2008 will cost WV almost $1.7 billion in lost wages over their lifetimes. • 9-12% of jobs are available to high school dropouts. • 1 in 4 ninth grade students do not graduate from high school Forbes.com
State of the State West Virginia Department of Education 2012
WV BenefitsThe Best Economic Stimulus Package What if all of the 2010 dropouts received a high school diploma:
Table Discussion What do you Know? about what dropouts say
What Dropouts Say According to Civic Enterprises 2006 Report Dropouts said the following could have helped them:
Improve access to support for struggling students. • 75% wanted smaller classes. • 70% believed that more tutoring, summer school and extra time with teachers would have improved their chances of graduating. • 70% of dropouts said that “increasing supervision in school” and 62% said “more classroom discipline” was necessary to ensure success. • 57% said that their schools “did not do enough” to help student’s feel safe from violence.
Promote close relationships with adults. • Only 41% of dropouts reported having someone to talk to about personal problems. • 62% said they would like to see schools do more to help students with problems outside of class. • Only 47% said the schools even bothered to contact them after they dropped out.
Early Warning Systems Process not an event Use readily available school data Identify at risk students Purpose is early intervention!
ABC Framework Attendance Behavior Course Performance
Attendance • Relates to disengagement • WE have create a culture of attendance • This is a life and job readiness skill • Many contributing factors : substance abuse, family problems, depression, pregnancy, boredom, social anxiety
Behavior • Can be a barrier to learning • All behavior is purposeful(family problems, substance abuse, learningproblems, boredom, child abuse etc.) • The more time out of class the more they fall behind
Course Performance • Progression of learning • On track or Off track to graduate • Some enter 9th grade Off Track or fall Off Track in 9th grade (The Bulge) • Acquiring basic skills to build upon (3rd grade reading on level)
RETENTIONS Retention of onegrade increases dropout risk by 40% Retention of two grades increases dropout risk by 90%
Table Discussion What do you Know? about other student alerts
Other Indicators or Student Alerts • Low socioeconomic status • Reading at grade level • Individual Background Characteristics • Has a learning disability or emotional disturbance • Early Adult Responsibilities • High number of work hours • Parenthood
No extracurricular participation • High family mobility • Low education level of parents • Not living with both natural parents • Family disruption • Low educational expectations • Sibling has dropped out
EWS Development Phase I 6th – 12th Grade alerts Phase II Prek-5th grade (August 1) Phase III Intervention Draw Down Tabs Phase IV Recording Interventions
Implementation of an Early Warning Intervention and Monitoring System Adapted from the National High School Center
Step 1 : Establish Roles and Responsibilities • Determine stakeholders • Determine protocols for handling the data • Determine data entry regulations • Determine professional development needs
Step 2: Review & Interpret the EWS Data • Teams members need to understand the use of the indicators. • Reports should be accessible and used to make decisions about students’ needs. • Team members need to be willing to gather more/outside data when available. • Team members need to verify data when appropriate to do so. • Look for school level patterns and student level patterns.
Step 3: Assign and provide interventions • Dig deeper into the “Reason Why?”, before assigning interventions. • Individualize the interventions to address specific issues. (Avoid delivering same for everyone). • Recommend a tier approached to assigning interventions based on individual needs
Step 4: Monitor Student Progress • Determine who will be monitoring student progress • Determine how often student progress will be monitored • Add new interventions as needed • Sometimes multiple interventions are necessary
Step 5: Evaluate & Adjust EWS Process • Create a process to continually evaluate the student outcomes • Evaluation should occur during and at the end of the school year • Evaluate student needs and school needs • Seek student and parent feedback
Early Warning System Tool On W.O.W.
Defaults for Early Warning SystemA – AttendanceB – BehaviorC – Course Performance • Attendance– 10% days absent. This includes excused and non-excused absences. • The option will be given to break the absences down by non-excused and excused • The option will be given to change the percentage to number of days absent • Behavior– 2 or more suspensions that are level 2 or above • The option will be given to designate the level of the behavior and number of occurrences • Course Performance – Failure of Math and English in a marking period • The option will be given to also look at Science and Social Studies
Early Warning System color coding:Red = student has all 3 ABCs (attendance, behavior, and course code failures)Orange – Student has 2 ABC’sYellow – Student has 1 ABC
Resources Available on the Site • Video tutorial • 4 year Cohort Document • How to use the EWS • Todays power point • Interventions with Students At Risk