early warning system shelly deberry student success advocate coordinator office of optional...
TRANSCRIPT
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 [email protected]
Jim Gilbert, WVEIS Coordinator, Office of Information Systems [email protected]
Sara Harper, Data Coordinator, Office of Information Systems [email protected]
Shelly DeBerry, Coordinator, Office of Optional Educational [email protected]