Early Warning Systems

1. Early Warning Systems A Training Module | Donette Hall

2. What do you know about Early Warning Systems?

3. Hurt the Nation’s competitive Edge Increase Health Costs Criminal Justice Costs Prevalent in Some Rapidly Growing Racial/Ethnic Groups U.S. ranks 18th in high school graduation rates among developed countries I f half of the 600,000 students who drop out each year graduated from high school, the lifetime savings in health costs would be $11,700,000. 41% of inmates have less than high school education. By increasing high school completion rate by 1% in men ages 20-60, the U.S. would save $1.4 billion per year. By 2020, the country’s working age-population (ages 25-64) will be 30% Latino and African-American -- groups whose high school graduation rates have been below 60%. Dropouts

4. EARLY WARNING SYSTEMS Indicators Intervention System • Tiered Interventions (Individual, targeted, whole school) • System for monitoring/follow-up • Reflective processes • Reliable and Valid • Predictive • Unique information for action presentation • Accessible, organized, timely

5. Early Warning and Intervention Systems Their fundamental purpose is to get the right intervention to the right student at the right time Provide the necessary means to unify, focus, and target efforts to improve attendance, behavior, and course performance

6. 2 1 Next Steps Philosophy of EWS and the work of Dr. Balfanz ABCs: Using data to target and support students in different ways

7. 25 Dropouts can be identified as early as 6th Grade Sixth grade students with one or more of the indicators have only a 10% to 20% chance of graduating from high school on time or within one year of expected graduation Note: Early Warning Indicator graph from Philadelphia research which has been replicated in 10 cities. Robert Balfanz and Liza Herzog, Center for Social Organization of Schools at Johns Hopkins University; Philadelphia Education Fund

8. Reading A student who can't read on grade level by 3rd grade is four times less likely to graduate by age 19 than a child who does read proficiently by that time 3 Rd Grade

9. 10 Special Education, ESL Standardized Test Scores, Gender Socio-economic Status Parental Education Poor Attendance Overage: 1–2 years, 2 years+ Behavior Marks Suspensions Course Failure Core Courses Elective Courses Which of the characteristics below are indicators of Student Disengagement?

10. The ABCs Early Warning Indicators Of Student Disengagement A B C Attendance Behavior Course Performance

11. Research Takeaways Students usually start with one indicator and develop more indicators over time We have to mix prevention with intervention, especially in 6th – 9th grade Good News: Students are resilient and usually signal years before dropping out

12. On-Track College-Ready Off-Track Greater than 90% Greater than 95% Less than 90% Attendance Showing Up.

13. On-Track Off-Track No Suspensions 1 or More Suspensions And/or Mild Sustained Behavior Behavior Social Skills.

14. 08 On-Track College-Ready Off-Track Passing ELA and/or Math B or Better Failing ELA and/or Math Course Performance Doing the Work

15. Organize that Data into Information

16. Have a Coffee Break We’ll be back in 10 Minutes

17. 2 1 3 Target interventions for those who develop an indicator despite school-wide prevention efforts School-wide programs aimed at preventing 75% of the students from developing any of the ABC indicators. Provide Intensive efforts involving specialists (counselors, social workers, teachers) for the 5% to 10% of the students who don’t respond to other supports. 3-Tier Prevention/Intervention

18. What EWS Looks Like Interdisciplinary Teacher Team + Shared Cohort of Students Teacher Counselor Social Worker Facilitator Shared Cohort of Students SPED Teacher Communities in Schools City Year Nurse Librarian

19. Tiered Interventions Cohort A Cohort B Cohort C

20. Tier I Tier II & III 1 2 • Regular time to meet and plan • Initiatives to encourage behaviors and expectations • Initiatives to engage students in learning and school • Initiatives to create a welcoming environment EWI Meetings: Process for finding and determining interventions Other Intervention process Need a System to Prevent and Respond

21. Intervention Identification Protocol Identify Student (1 minute) Provide Information (2 minutes) discuss intervention options (3 minutes) • Identifies which off-track behaviors the student is exhibiting • Identifies data supporting identification for intervention (from EWI report) • Team members share student strengths and impact of prior interventions and prior support of student. • Team members succinctly provide additional information about why off-track indicators may be present. • Consult resource map • Determine intervention and discuss who will champion follow up • Determine date for follow-up conversation • Determine communication with family

22. 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. EWI Meetings

23. Side Note About Tiers Tiered Interventions Tiered Student Body

24. Impact/ Implementation Low Implementation High Implementation Impact/Implementation mismatch, but Priority of impact over implementation still supports kids reaching outcomes. High Impact Goal of the Program: Impact /Implementation match With High Outcomes Low Impact Impact/Implementation match with low outcomes. Argument for Greater Fidelity. Greatest Fear: Impact /Implementation mismatch & Priority of impact over implementationRequires Course Correction.

25. Sample Resource Map Level of Infraction Strategies for Intervention Positive phone calls home; Contests between sections/teams/academies; Posting data; AttenDANCE; Cookies for grade with no tardies; Visual listing on TV Level I Phone calls home; Meeting with student/ corps member; Meeting with student/ teacher team; Parent meeting; Home visit; Make a morning plan; Buddy system for attendance/tardies (Peer wake up calls); Follow up with coach/after school advisor; Check-N-Connect; After school events as reward incentives; Parent facilitator Level II Home visits; Case management; Report to truancy court Level III

26. ? Questions?

27. ThankYOU Donette Hall dhall@jhu.edu CENTER FOR SOCIAL ORGANIZATION OF SCHOOLS