early warning systems for postsecondary readiness & success · success criteria today you will...
TRANSCRIPT
Early Warning Systems for Postsecondary
Readiness & Success
December 3rd, 2015
Marques Gittens & Jennie Flaming
AESA 30th Annual Conference New Orleans, LA
Success Criteria
Today you will leave with:
Understanding of Early Warning Systems and Predictive Indicators of College Readiness and Success
Strategies for how your agency can support the successful implementation of Early Warning Systems for improved college readiness and success student outcomes
Agenda
Introductions
Intro Activity
Introduction to PSESD’s Postsecondary Initiatives
Early Warning Indicators Overview
Postsecondary Readiness Indicators
Opportunities for Service Agencies
Wrap Up
INTRODUCTIONS
Name
Organization/Service Agency
Role
What role does your agency play, or hope to play in the postsecondary readiness space?
What are you hoping to get out of this session today?
Agenda
Introductions
Intro Activity
Introduction to PSESD’s Postsecondary Initiatives
Early Warning Indicators Overview
Postsecondary Readiness Indicators
Opportunities for Service Agencies
Wrap Up
INTRO ACTIVITY
This space intentionally left blank.
Agenda
Introductions
Intro Activity
Introduction to PSESD’s Postsecondary Initiatives
Early Warning Indicators Overview
Postsecondary Readiness Indicators
Opportunities for Service Agencies
Wrap Up
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About Puget Sound Educational Service District
What We Do
We coordinate more than 70 programs through the following departments:
Administrative & Management Services creates interagency cooperatives and supports all aspects of school, administrative, business and communications functions.
Learning and Teaching provides direct services to preK-12 students, and improves the achievement of all students in a safe and supportive learning environment.
Technology Services increases the efficiency of technology implementation through seminars, training, purchasing programs, web development, network support, and more.
Who We Serve
35 school districts
200 private schools
39% of Washington’s K-12 public school students
400,000 people are served by our services
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Road Map Results Report 2014
Road Map Region Demographics
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SucceedBe prepared to succeed in a post-secondary
education and a chosen career
Early
Warning
Indicator
System
The Puget Sound ESD is helping students
across the region prepare to succeed in
postsecondary education through a multitude of
unique collaborations with school districts,
community partners, and learning opportunities.
We are change agents supporting
students and families to pursue
excellence in college, career and life.
Progress Measures
68% enroll in
postsecondary
education
84% graduate
high school
42% take
developmental
math in college
2014
Progress Measures
46% take
developmental
math in college
66% enroll in
postsecondary
education
79% graduate
high school
2014
Equity
Success In A Postsecondary Education And
Chosen Career
Readiness
Persistence
Completion
Agenda
Introductions
Intro Activity
Introduction to PSESD’s Postsecondary Initiatives
Early Warning Indicators Overview
Postsecondary Readiness Indicators
Opportunities for Service Agencies
Wrap Up
Research shows that warning signs present themselves years in advance, prior to students falling through the cracks:
dropping out of high school
not persisting in college
persisting, but not obtaining a postsecondary degree
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EARLY WARNING SYSTEMS
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EARLY WARNING SYSTEMS
Evaluate the Process
•Did implementation happen with fidelity?
•Did the intervention have the desired impact?
Take Strategic
Action
•Get the right intervention to the right student at the right time
•Maximize resources like time, money, and capacity in a strategic way
Use Data to identify
Underlying Factors
•Team of adults pool knowledge and talent to impact students
•Identify trends, root causes, and barriers
EWS provides Critical
Information
• Key predictive indicators
• Drill Down for deeper dive
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DATA DISPLAY
• User Friendly, highly functional
• Real Time Data
• Locally Validated
• Integrated
• Ongoing training and support with use of data and tool
EWS Team with
Research Based
Protocols
• Team of adults pool knowledge and talent to impact students
• Research based team meeting protocols
• Integrated with other initiatives, and imbedded into all practices
Tiered Intervention Framework
• Get the right intervention to the right student at the right time
• Strategically focus EWS team to maximize resources
• Research based thresholds
• Catalogue and track interventions
• Monitor implementation fidelity, student progress
Implementation Steps
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
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MILESTONE DATE
PHASE I: Create a strong foundation to launch collective EWS work.
Launch regional action team of district leads
October 2012
Inventory of current EWS Activities December 2012
EWS Literature Review January 2013
Establish regional collective indicators February 2013
Create best practice repository –www.psesd.org/road-map-early-warning
March 2013
Regional convening of best practice interventions
Winter 2014
Milestones
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MILESTONE DATE
PHASE II:Support the development and implementation of district’s Early Warning Systems
Organize district teams to lead EWS work September 2013
Collect baseline data September 2013
Craft action plans for EWS implementation, added SMART goals for each quarter
Fall 2013
Provide mini grants in EWS design, staff training, or intervention alignment
Winter 2014
Regional convening on data dashboards with Bob Balfanz, John Hopkins
March 2014
Intervention alignment regional workshop October 2014
Attendance works workshop January 2015
2014-15: Started similar EWS enhancement project in Pierce County with Tacoma, Franklin Pierce, Bethel, and Clover Park School Districts
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MILESTONE DATE
PHASE III:Support the development and implementation of district’s Early Warning Systems
Organize district teams to lead EWS work September 2013
Collect baseline data September 2013
Craft action plans for EWS implementation, added SMART goals for each quarter
Fall 2013
Provide mini grants in EWS design, staff training, or intervention alignment
Winter 2014
Regional convening on data dashboards with Bob Balfanz, John Hopkins
March 2014
Intervention alignment regional workshop October 2014
Attendance works workshop January 2015
2014-15: Started similar EWS enhancement project in Pierce County with Tacoma, Franklin Pierce, Bethel, and Clover Park School Districts
District Approaches
District Approach Data Tool
Highline
• Freshman Tracker with Success Deans; 9th grade focus,
but beginning to extend EWS supports to 10th grade
• Shifting grading practices to reduce course failures
Tableau &
Brainbox
Kent
• All Secondary Schools utilize data display to identify at
risk students; EWS teams assign interventions
• Emerging work includes piloting intervention tracking
tool, and exploring elementary indicators.
Homeroom
Seattle
• EWS is key component of MTSS Initiative
• Foundational element of emerging “Student in the
Center” service delivery approach
Revised
Tableau tool
Tacoma
• Launching new focus on 9th Grade at comprehensive
high schools, utilizing Check & Connect
• Improving attendance is the primary focus
E-school
plus
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EWS Partnership Sample
• Diplomas Now: Aki Kurose and Denny Middle School; provide “school transformation facilitators” that support EWS use at school site
• City Year: Work in schools is aligned around Early Warning Indicators. Corps Members serve as tutors and mentors; focus on Tier II students and are apart of EWS staff meetings.
• Treehouse: Work aligned to early warning systems. Utilize Check & Connect as an intervention.
• YDEKC: have encouraged CBO partners to align outcomes to reducing EWS indicators
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Learnings from ESD Process
State, Superintendent
Sponsorship
Investment in Data Display
EWS Imbedded with other initiatives
Learning Community of District Leads
Ongoing training and support with
use of data and tool
Learnings from Observing progress over time in various districts
Team of adults pool knowledge and talent to
impact students
Research based team meeting protocols
Integrated with other initiatives, and imbedded
into all practices
What we’ve learned
Get the right intervention to
the right student at the right time
Strategically focus EWS team
to maximize resources
Research based thresholds
Catalogue and track
interventions
Monitor implementation fidelity, student
progress
Key Learnings from our
work
Early Warning System Applications
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ALIGNMENT WITH OTHERINITIATIVES
IMPACT POLICIES & PRACTICES
• Align EWS to Multi Tiered Systems of Support, PBIS, RTI, TPEP
• Embed EWS concepts within structures that already exist within schools
• Emphasize transitional grades
• Supports innovation to reduce course failures and loss of seat time
• Emphasizes the need for solid business practices
• Challenges practices that exasperate the problem (make up work, failing grades etc.)
Partnerships STUDENT & FAMILY ENGAGEMENT
• Potential low hanging fruit for partnering with orgs who are working with same students
• EWS potentially could provide a framework for information sharing
• Schools need to strategically account for all partners in this work, as they think of solutions
• EWS can be used to engage community around the importance of the ABC’s
• Success Deans to engage students and parents
• Risk score can be shared with students for increased ownership
• Incorporate voice of youth, family, & community
EWS Partnerships
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Things to Consider for Districts/Schools:
How do your initiatives align to community, city, or county initiatives?
How are you accounting for the impact of CBOs/Out of school-time providers on students?
How can you provide ABC data to CBO’s to enhance their impact?
In what ways do you strategically leverage CBOs to impact students
How are CBOs included within the district/school community?
What protocols do you have in place to make sense of student data? How might CBOs be included in those processes?
Agenda
Introductions
Intro Activity
Introduction to PSESD’s Postsecondary Initiatives
Early Warning Indicators Overview
Postsecondary Readiness Indicators
Opportunities for Service Agencies
Wrap Up
Research on indicators
Predictive Indicators• Indicators become more predictive as students move to higher grade
levels in middle and high school and failure impacts accrual of credits.
Transitions• Transitions from one school level to the next are critical – the first year
of middle school or junior high; the first year of high school.
Student Mobility• Students who join their graduating cohort after the beginning of
middle school are less likely to graduate.
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Research
EWIS Inventory of Road Map School Districts - March 2013
Research on indicators (continued)
ELL Students• For ELL students, course performance is the most predictive ABC
indicator. Long term ELL students and ELL students who are identified in 9th grade or later are less likely to graduate.
Special Education Students• SPED students need specific strategies such as alternative diplomas,
alternative course to graduation and intensive interventions.
Racial Equity• Indicator data needs to be disaggregated by race as part of root cause
exploration – to help close opportunity gap. Asset vs. deficit language
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Research
EWIS Inventory of Road Map School Districts - March 2013
Early Childhood and Elementary College and Career Readiness Indicators
Participating in early childhood education
Positive School Readiness profile
Reading by 3rd grade
<10% absenteeism
Middle Grades College and Career Readiness Indicators
<10% absenteeism
Remaining at the same school
No discipline referrals
Meeting benchmarks on state exams, passing Math and English Language Arts
Passing Algebra 1 in 8th grade
High School College and Career Readiness Indicators
<10% absenteeism
No more than 1 course failure in 9th grade
Completing Pre-Calculus or higher by 12th
grade
3.0 + High School GPA
AP exam (3+) or IB exam (4+)
High School College and Career Readiness Indicators
Indicator Predictor Other Potential Factor
<10% absences Taking rigorous coursework in the middle grades
Social/emotional and decision making skills
Nomore than 1 failure of 9th grade subjects
High scores on the Grit-S and Grit-O scales
Completing pre-calculus or calculus by 12th grade
3.0+ HS GPA
AP Exam: 3 or higher, IB Exam: 4 or higher
Agenda
Introductions
Intro Activity
Introduction to PSESD’s Postsecondary Initiatives
Early Warning Indicators Overview
Postsecondary Readiness Indicators
Opportunities for Service Agencies
Wrap Up
OPPORTUNITIES FOR SERVICE AGENCIES
As Educational Service Agencies, how can we support this work?
Service Agency
State
District
School
Learning
What currency does your agency have (or could easily
obtain) to advance this work?
1.) What statewide initiatives align to this work?
2.) What relationship can your agency have with the state?
1.) What district wide initiatives are aligned to EWS? 2.) Does your district have a plan? 3.) Does your district use implementation science?
1.) Where does the biggest need lie in your region? 2.) What the gaps present?
- How can you facilitate valuable learning experiences to advance EWS work?
- How can you get the right people having the right conversation to spur this work?
Postsecondary
Institutions
