Vision: Every child in every district receives the instruction that they need and deserve…every day.
Early Warning Systems
Oregon Response to Intervention
Session Purposes
The participant will be able to:
• Understand the key features of a Early
Warning System
• Articulate how EWS fit in a larger Multi
Tiered System of Support
Oregon Response to
Anita Archer
www.oregonrti.org
Research
Oregon Response to
www.oregonrti.org
Early Warning Systems
• A data based decision making model that
allows schools and districts to find areas of
needs in the school system and students
in need of more support in order to find
educational success with full option
graduation.
Oregon Response to
www.oregonrti.org
Data Based Decision Making
• Recommendation 1: Utilize data systems
that support a realistic diagnosis of the
number of students who drop out and that
help identify individual students at high risk
of dropping out (diagnostic).
Oregon Response to
www.oregonrti.org
A data system designed for…
•
•
•
•
Rapid identification
Rapid interventions
Frequent monitoring
Rapid modification
Oregon Response to
www.oregonrti.org
Academic Engagement
The amount of time spent
engaged in academic work
“I can”
On Track for Success
Social Engagement
Behavioral Engagement
Identification and affiliation
with school, sense of
belonging, perceived
social support
“I belong”
School attendance and
participation in school
“I will”
Psychological Engagement
Feelings of competence and control
investment in learning, self regulation,
goal setting and progress monitoring
“I want to”
FL PS/RTI Implementation Project
On Track for Success:
Summary of the Research on Predictors
Oregon Response to
www.oregonrti.org
Attendance
• Defining one….
– One day
– One half day
– One period
Oregon Response to
www.oregonrti.org
Attendance
• Missing 20 days or missing 10% of days
• Can be determined in the first 20 days of
school
• Plan for:
Tardy
Absent for specific classes
Chronically absent
Each need a different intervention
Oregon Response to
www.oregonrti.org
Behavior
• 2 or more Office Discipline Referrals
– Majors or minors
Oregon Response to
www.oregonrti.org
Behavior
• We are usually on top of this one because
the students make us!!!!
– How do you track this information?
– Does the school have agreement on
behavioral expectations?
– How are expectations explained to students?
Oregon Response to
www.oregonrti.org
Behavior
Attendance
ODR
Oregon Response to
www.oregonrti.org
Course Performance
• 8th graders who have failed 2 classes have
a 19% chance of high school graduation
Research from Florida
George Bache (Personal communication)
Oregon Response to
www.oregonrti.org
Course Performance
Grades/GPA/Credit Deficient
• How are students who are failing
discovered?
• How are these students discussed?
• What is your grading policy?
Oregon Response to
www.oregonrti.org
Developing a District-Wide
Early Warning System
• The best predictor of future failure is current failure and
disengagement
• Assessing risk across multiple variables allows teams to
provide early intervention and prevent disengagement from
school and course failures
– At-risk and off-track students are identified through
analyzing a combination of engagement and academic
data.
• Many students experience course failures as a result of
disengagement (e.g., excessive absenteeism, lack of
productivity, inattention)
• Systematically assessing student engagement allows schools
to identify students in need of support before they have failed
courses or acquired skill deficits related to missed instruction
Oregon Response to
Rebecca Sarlo, Ph.D.
Hollie Pettersson, Ph.D. www.oregonrti.org
Middle School Risk Indicators
Academic and Engagement Indicators
– Attend school less than 80% of the time
• Due to absenteeism or discipline issues
• Excused or unexcused absences
– Receive a low final grade for behavior
– Fail either math or English/Reading
Retention
– 64% of students repeating a grade in elementary
school eventually drop out
– 63% of students held back in middle school
eventually drop out
Mobility
• Multiple schools during educational career
Oregon Response to
www.oregonrti.org
High School Risk Indicators
Academic indicators
– GPA less than 2.0
– Course Failures
– Behind in Credits
Behavioral/Engagement indicators
– Attend school less than 80% of the time
– Consistently miss instruction due to behavioral issues
– Psychological or Social disengagement
• Lack of peer group
• Lack of involvement in school extracurricular activities
• Low educational expectations
• Lack of personal relationship with adults at school
Retention
– Retained 1 or more years
Mobility
Rebecca Sarlo, Ph.D.
– Multiple schools during educational career
Hollie Pettersson, Ph.D.
Oregon Response to
www.oregonrti.org
Supporting Data
• Too much data can be problematic
• Find a balance
Oregon Response to
www.oregonrti.org
Beyond ABCs
• Attendance
• Behavior
• Course Performance
• Essential Skills
Oregon Response to
www.oregonrti.org
Essential Skills
• OAKS does not predict graduation
• Look at OAKS testing history
– Reading
– Math
• Data may be up to a year old
– Growth
Oregon Response to
www.oregonrti.org
Data Systems
Oregon Response to
www.oregonrti.org
Attendance, Behavior, Course Performance,
OAKS Reading, OAKS Math
Data Raises Questions
264
OAKS Math
187
OAKS Reading
90
Course proficiency
124
Behavior
180
Attendance
0%
20%
40%
60%
80%
100%
Data Raises Questions
F's & OAKS = D
89
Behavior & OAKS = D
36
Behavior & F's
51
Attendance & OAKS =D
62
Attendance & F's
105
Attendance & Behavior 18
0%
10%
20%
30%
40%
50%
60%
70%
80%
90% 100%
Roseburg Assessment Plan
Academic Engagement
The amount of time spent
engaged in academic work
“I can”
Social Engagement
Behavioral Engagement
Identification and affiliation
with school, sense of
belonging, perceived
social support
“I belong”
School attendance and
participation in school
“I will”
Psychological Engagement
Feelings of competence and control
investment in learning, self regulation,
goal setting and progress monitoring
“I want to”
FL PS/RTI Implementation Project
Beyond ABCs
• Attendance
• Behavior
• Course Performance
• Students Surveys
Oregon Response to
www.oregonrti.org
Involving Students is VITAL!
• Secondary students who understand their
current levels of performance and are active
participants in setting performance goals tend to
be more motivated and engaged in the learning
process
Oregon Response to
FL PS/RTIwww.oregonrti.org
Implementation Project
Don’t Assume--Go to the Source!
• School principal also spoke regularly of his commitment to
developing a family/community climate at his school and in
fact felt strongly that the goal had already been accomplished
Students
10. The schoolshowed
rules are fair.strong disagreement with all of the following
28. I feel like I have a say about what happensitems
to me at school.
2. After finishing my schoolwork I check it over to see if it’s correct.
27. I feel safe at school.
5. Adults at my school listen to the students.
13. Most teachers at my school are interested in me as a person, not just as a student.
21. Overall adults at my school treat students fairly.
3. My teachers are there for me when I need them.
14. Students here respect what I have to say.
6. Other students here care about me.
7. Students at my school are there for me when I need them.
Don’t Assume--Go to the Source!
• School assumed that source of
dropout/underachievement problems were a lack of
family support and a lack of future aspirations and goals
1. My family/guardian(s)
are there foragreement
me when I needwith
them. all of the following
Students
showed strong
items
29. My family/guardian(s) want me to keep trying when things are tough at school.
11. Going to school after high school is important.
30. I am hopeful about my future.
17. I plan to continue my education following high school.
19. School is important for achieving my future goals.
8. My education will create many future opportunities for me.
Beyond ABCs
• Attendance
• Behavior
• Course Performance
• Identifying Disengaged students
Oregon Response to
www.oregonrti.org
Identifying Socially Disengaged Students
• List all students names at
grade levels and have adults
in school initial next to
students with whom they have
a personal relationship.
–Students with no initials by their
names may be socially
disengaged
Oregon Response to
www.oregonrti.org
Identifying Socially Disengaged Students
• Utilize a survey to identify
students who are bullied,
alienated by peers, or who
simply perceive that they
have difficulty connecting
with peers
Oregon Response to
www.oregonrti.org
Identifying Socially Disengaged Students
• Determine which students
are not actively engaged in
extracurricular activities
through the review of club
and sport rosters and
attendance logs
Oregon Response to
www.oregonrti.org
Involving Students is VITAL!
• Secondary students must be involved in
the identification of barriers and as much
as possible in the selection of strategies to
address barriers
– Effort spent personalizing
instruction/intervention is typically well spent
• At the very least, secondary students must
understand the “compelling why” of
programming changes
Oregon Response to
www.oregonrti.org
Purpose(s)
Early Warning Systems serve 2 purposes:
1. Identify and place those who may need
more support.
2. Evaluate the quality of your schoolwide
instructional system
Oregon Response to
www.oregonrti.org
Academic Placement Rules
Academic Class
Regular class
Regular class / Watch list
Regular class + strategic intervention
Regular class + intensive intervention
Oregon Response to
www.oregonrti.org