Early Warning and Intervention Systems in the

Road Map RegionKendra Hughes, Theresa Jahangir, and Nettie Legters,

REL& Linda Filley Bentler, PSESD

October 21, 2014

REL Northwest Region

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

Road Map Data

120,890 students – 60 % are low income

• 74% of students graduated on time and lower for students of color:Hispanic (46%), American Indian (50%), Multi-Racial (63%) and Black (64%)

• 50% of ELLs graduated on time

• 46% of SPED students graduated on time

• 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).

A – Attendance: 90% or lower

B – Behavior : Suspension/Expulsion

C – Course Performance: Failure of core course in middle school Failure of any course in high school

Early Warning Systems

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

Project Outcomes

Oral Histories Project

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K-2 3-5 6-8 9-10 11-12Grade Levels Rated

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Collective & Tailored Approach

Collective Indicators of Road Map Districts• 5 – 10 absences (excused or unexcused) and 

one course failure in 8th or 9th grade

• Single suspension/expulsion in 8th or 9th grade   

 Repositoryhttp://www.psesd.org/road-map-early-warning

Early Warning Indicator #1

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ON TRACK TO SUCCESS

Point of Pride

The Workshop Objectives1) Understand the purpose

and general process of aligning indicators and interventions.

2) Explore how other districts map interventions to indicators, and support schools in deploying interventions and monitor progress.

3) Share tools and resources that support EWIS implementation.

Step 1

Establish roles and responsibilities to manage a EWIS

Step 2

Use a EWIS tool analyze and display data on indicators

Step 6

Monitor students and interventions

for progress

Step 7

Evaluate and refine the EWIS process; monitor systems

issues

Step 5

Assign and provide interventions to

students

Step 4

Interpret the EWIS data to identify students and

systems issues

Step 3

Review the EWIS data for accuracy

and patterns

Early Warning System Implementation StepsThe National High School Center, Early Warning System Implementation Guide

14

A Multi-tiered Approach: Prevention and Intervention

Intensive: reserved for the 5-10% of students who need small group or one-on-one support

– e.g., assign a case worker to the student

Targeted: aimed at an estimated 10-15% of students

– e.g., require students to sign an attendance contract

Universal/School-wide: impact about 80% of students

– e.g., track attendance daily at the classroom level, respond to first absence of each student

Step for Cataloging Interventions

1) Choose a focus indicator.

2) List existing interventions and supports in that area.

3) Identify the tier.

4) Map the interventions by tier.

5) Assess and plan for the future (gap analysis).

Attendance

Behavior

English

Mathematics

Select an indicator.

You can focus on one indicator at a time.

For each indicator, brainstorm all current supports and interventions (programs, strategies) that help students be successful. Enter a program or strategy that is

in place.✚

Response 1

Response 2

Response 3

Response 4

INDICATOR INTERVENTIONS

Steps 1 & 2

Organize existing supports or interventions by tier.

Click and drag a support/intervention to the tier it best fits.

Response 4

Tier 1: Universal / Whole School /

Preventative

Tier 2: Targeted / Small Group

Tier 3: Intensive / 1 to 1

TIERED INTERVENTIONS

Attendance

Response 1

Response 2

Response 3

Response 4

Response 5

Steps 3 & 4

Response 4

Tier 1: Universal / Whole School /

Preventative

Tier 2: Targeted / Small Group

Tier 3: Intensive / 1 to 1

Response 2

Response 1

Response 5

Response 3

Step 5: Gap AnalysisFor each indicator, summarize your strengths and identify areas where you may need to improve upon your ability to keep students on track.

AttendanceSTRENGTHS: • In what ways are your

supports/interventions helping students to succeed?

VISION FOR THE FUTURE• What changes or additions could occur

to better support students in this indicator area?

GAPS IN SUPPORT• What gaps exist in your current

supports/interventions?

Data Analysis

Data Analysis Protocol: Identifying TrendsThis activity helps you analyze the data from your EWS Student Report to identify trends, areas of strength, and areas that need support among your students.

PRACTICE: If a real data report is unavailable, a sample report will be used to complete this activity.

Where is your school/district strong? In which indicator are the most students on-track? English / Math / Attendance / Behavior

What inferences can you make about this?

What is the leading off-track indicator? In which indicator are the most students off-track? English / Math / Attendance / Behavior

What inferences can you make about this?

Recent Significant Change: Similar to above, it is often highly effective to intervene when students who have previously been on-track send distress signals. Experience indicates that the quicker the school intervenes, the more successful the intervention will be.

Data Analysis Protocol: Prioritizing Focus for Students at RiskBecause we can’t always provide immediate support for every off-track student in our school, it is helpful to have a process for prioritizing which students to focus on first. Below are three possible selection protocols to consider. Choose the one that best fits your context.

Most At Risk: The likelihood for success becomes even less when students are off-track in two or more indicators. To characterize severity of risk, document the number of indicators students that are off track in to calculate those who are most at risk for dropping out.Most Likely to Get Back on Track: Sometimes it is easiest to work with students who are just beginning to fall off track, and thus would be easiest to get back on track. Sometimes these early successes provide meaningful practice for faculty as they begin to implement the EWS in their school

✔

Why Map?(& Partner and Monitor)

• Aligns interventions with student needs and school goals and strategies.

• Address the full range of needs with quality and coordinated services.

 • Improve student outcomes.

2007 2008 2009 2010 2011 2012 2013

Sunnyside School District graduation rates 2007-2013

41%

49.9% 49.7%

64.5%71.5%

77.2%

85.1%

Changing what is

The work to raise our graduation rate has been so remarkable that representatives from the U.S. Department of Education visited Sunnyside High School staff, students, and district officials earlier this spring. Their visit focused on learning more about the systems and programs that have been developed and implemented in our schools to raise academic achievement.

While we recognize and celebrate our successes, we remain focused on our vision of success for all students. We have more students succeeding at higher levels

than ever before, but we are still falling short of our goal of success of each and every student. Until then, we will further refine our programs, practices and curricula to continue making the impossible possible.

Sharing Best Practices

Think AboutMoving from data reports to mapping and rolling out your intervention systemYour Question(s)?

District EWS Team

Chose Indicators

Set Tentative Thresholds

Researched Data Report Options

Began Documenting Interventions

CSD IndicatorsATTENDANCE

On-track: 90-100% Sliding: 80-89% Off-track: less than 80%

COURSE FAILURES and GRADESOn-track = no failuresSliding = Failing one course, regardless of subjectOff-track = failing two or more courses, regardless of subject

BEHAVIOR On-track: 0 Suspension/0-1 Ref. Sliding: 1 Suspension/1-2 Ref.Off-track: 2 or more Suspensions/ 3 or more Referrals

OAKS (R/M): 3rd-12th On-track: Meeting or Exceeding Sliding: Close to Meeting Off-track: Does Not Meet

DRA/All School Write (Elem.) On-track: Low Risk Sliding: Some Risk Off-track: At Risk

Data OptionsData Warehouse MESD Report

PROS:• All certified staff have

passwords & access at all levels

• Behavior, Attendance, OAKS and for elementary: DRA & All School Write

PROS:• Behavior, Attendance, and

OAKS all can be included in one report

CONS:• Each area needs to be

“pulled” individually

CONS:• Limited staff access• Big data report• Doesn’t include DRA/All

School Write

33

Centennial

Pyramid of

Learning

Targeted instruction& interventions

within the classroom

SupplementalInterventions

80%of students

will besuccessful

An additional

15%of students will

be successful

An additional 5%of students willbe successful

Common Core CurriculumPower Standards with Curriculum Maps

Empirically ValidatedInstructional Practices for

Academics & Behavior Content Based, Balanced Literacy Instruction and Behavioral InstructionInstructional Strategies which make content accessible for all students

System Components

Data: Who? What? When? Where? How?

Team: Who? What?

Meetings: What? When?

Interventions: Who? What? When?

Monitoring: Who? What? When?

WHERE/HOW IS ALL OF THE ABOVE DOCUMENTED?

Meeting Structures

Meetings: What? When?

PLCs PBIS

Academic Data Team Behavior Data Team

Problem Solving Team (PST)

Individual Student Teams (IEP or FBA/BIP)

Special Education Team (SET)

Meetings

Some districts/buildings:

Combined teams: Tier 2/Tier 3: All areas

Alternate Team meetings with Individual Student Meetings

Have Tier 2/Tier 3 meetings during PLC time

Interventions

REL NW EWS Modules

http://ews.educationnorthwest.org/

Early WarningSystems

Data dashboards

Report generation

Tracking software

System

Implementation Team building

Aligning Interventions Indicators

Formative evaluation

REL NW EWS Implementation ModulesStudent Information

Systems

How to Login

• Go to http://ews.educationnorthwest.org/

• In the upper right corner there is a link to log in/create account

• Create a new account• Enter your Username and

email• You’ll get an email sent to

that address• Click the link in the email

 you receive to verify the account

• Follow the instructions to log in and make a password

Ask A REL

Prompt, authoritative, and customized information for Northwest educators … at no charge!

Jennifer Klump, our reference librarian, can provide you with the best available research to answer questions facing your school or district.

Contact her online at http://educationnorthwest.org/askarel or by phone, 503.275.0454 or 800.547.6339, ext. 454.

ResourcesPuget Sound ESD - a best practice central repository

• www.psesd.org/road-map-early-warning-system

REL NW - Training and interactive modules to develop an early warning system

• http://ews.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

Resources

Everyone Graduates Center – at John Hopkins University• http://www.every1graduates.org/• http://new.every1graduates.org/nm-ews/

National High School Center - Early Warning System Implementation Guide and Tools• http://www.betterhighschools.org/ews.asp

University of Chicago Consortium on Chicago School Research (CCSR)• http://ccsr.uchicago.edu/publications/preventable-failure-improvements-long-term-outcomes-wh

en-high-schools-focused-ninth

U.S. Department of Education HSGI WebinarKeeping Students On-track: From Programs to Sustainable Systems• http://www.greatschoolspartnership.org/hsgi_webinar3/

U.S. Department of Education School Turnaround Learning Community (STLC)Implementing Tiered Interventions through School Community Partnerships

• http://www.schoolturnaroundsupport.org/resources/implementing-tiered-interventionsOr

• http://succeedinpa.org/wp-content/uploads/2013/01/Implementing-Tiered-Interventions-Through-School-Community-Partnerships-1.pdf

Team Planning Time

Options• Start Mapping• Review and Discuss

Resources

All• Develop Next Steps

Thank You!

https://www.surveymonkey.com/r/EDNWOct212014