early warning system

Early Warning System

Shelly DeBerryStudent Success Advocate Coordinator

Office of Optional Education Pathways

AgendaI. Social and Economic Impacts

II. ABC Framework and Other Indicators

III. Implementation of an Early Warning System

IV. Early Warning Tool on WOW

V. Interventions

VI. Resources

VII. 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 18th in 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

Year Graduation Rate

2008-09 70.8%

2009-10 75.5%

2010-11 76.5%

2011-12 77.9%

Year Dropout Rate

2008-09 2.8% (3,527)

2009-10 2.7% (3,353)

2010-11 2.2% (2,729)

2011-12 1.7% (2114)

WV BenefitsThe Best Economic Stimulus Package

What if all of the 2010 dropouts received a high school diploma:

• $21 million in increased earningsEarnings• $16 million in increased spendingSpending• $34 million in increased home sales• $3 million in increased auto sales

Home Sales• 150 new jobs New Jobs

• $24 million in increased gross state productGross State Product

• $1.7 million in increased state tax revenueState Tax Revenue

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,

learning

problems, 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 one grade 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

Balfanz Report Identifies At-Risk Students in West Virginia

Indicator 6th Grade 9th Grade

Attendance 90% or below 85% or below

Behavior 1 or more suspensions 2 or more suspensions

Course Performance 1 or more semester failures

English or Math

2 or more semester failures

English or Math

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

Establish roles and

responsibilities

Review and Interpret the

EWS data

Assign and provide

interventions

Monitor Student progress

Evaluate and refine the EWS

process

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

Model for Delivery of Student Supports

Individual Intensive Multiple Services from multiple agencies

Targeted InterventionsSpecific interventions that are usually short term

Prevention Services Programs/ActivitiesPolicies, Bully Prevention Programs, Developmental Guidance, Career Counseling Services

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 ToolOn W.O.W.

Example Login screen for WOW

WOW menu

We will add new tab for early warning system

Defaults for Early Warning System A – Attendance B – Behavior C – 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 drop down menus

Early Warning System drop down menus cont.

Early Warning System drop down menus cont.

Early Warning System drop down menus cont.

Early Warning System drop down menus cont.

Early Warning System color coding:

Red = student has all 3 ABCs (attendance, behavior, and course code failures)Orange – Student has 2 ABC’s

Yellow – Student has 1 ABC

Attendance Report

Attendance Report cont.This shows sort options

Behavior Report

Behavior ReportSort options

Course Report

Course Report cont.Sort options

Resources Available on the Site

• Video tutorial

• 4 year Cohort Document

• How to use the EWS

• Todays power point

• Interventions with Students At Risk

Table Discussion

What do you Know?

about effective interventions

InterventionsAttendance Behavior Course Failure

Have attendance team investigate and determine causes

Peer mediation program

Assign Tutoring before, during and/or after school

Assign an adult mentor Carry behavior checklist from class to class or do a weekly behavior report

Assign to smaller class size/change levels/change teacher

Require a quick daily check by adult

Develop a behavior contract

Create “extra help” courses in place of electives or offer block courses for additional help

Create individual motivational/incentive plan for attendance

Refer for individual or group counseling

Credit recover opportunities

15 Effective Strategies

School and Community Perspective

Systemic Renewal

School-Community Collaboration

Safe Learning Environments

National Dropout Prevention Center

Early Interventions

Family Engagement

Early Childhood Education

Early Literacy Development

Basic Core StrategiesMentoring/Tutoring

Service-Learning

Alternative Schooling

After-School Opportunities

Making the Most of InstructionProfessional Development

Active Learning

Educational Technology

Individualized Instruction

Career and Technology Education (CTE)

RESOURCESRise Up West Virginiahttp://wvde.state.wv.us/riseup/

Bully Preventionhttp://wvde.state.wv.us/it-does-matter/

Common Groundhttp://wvde.state.wv.us/common-ground/

LINKShttp://wvde.state.wv.us/counselors/links/about.html

School Counselinghttp://wvde.state.wv.us/counselors/

Dropout Innovation Zoneshttp://wvde.state.wv.us/innovationzones/

Comprehensive Model for Student SupportsType of Intervention Portion of Students

Who Will BenefitResources Needed

School – Wide Preventative

65-75% Reorganize existing resourcesCommunity VolunteersStudentsFacultyParents

Targeted 15-25% Additional resources neededExpertiseStaff Volunteers/Additional duties assignedCommunity Volunteers

Intensive 5-10% Partners in EducationReferrals to child welfare systems, DHHR, social services, mental health & juvenile justice

Plan for Supports/InterventionsType of Intervention

Currently in Place Data shows student needs

Plan to Put in Place

Roles & Responsibilities

School-wide Preventative

Targeted Interventions

Intensive Interventions

Role of the School Counselor

School counselor are experts to assist in the following components of utilizing an early warning system:

Identify students earlyStudent Assistance Team Referrals

Secure Targeted and Intensive interventionsMonitor student progress

Evaluate effectiveness

Contact Information

Marshall Patton, Ex. Director, Office of Information Systemsmlpatton@access.k12.wv.us

Jim Gilbert, WVEIS Coordinator, Office of Information Systems jgilbert@access.k12.wv.us

Sara Harper, Data Coordinator, Office of Information Systems sara.harper@access.k12.wv.us

Shelly DeBerry, Coordinator, Office of Optional Educational Pathwayssdeberry@access.k12.wv.us