1. Early Warning System Shelly DeBerry Student Success Advocate Coordinator Office of Optional Education Pathways

2. Agenda I.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

3. Table Discussion What do you Know? about high school dropouts

4. 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

5. Cont.’  8 out of 10 dropouts end up in prison (We spend $40 billion every year on prisoners incarcerated)  US graduation rate is 18 th 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.

6. 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

7. State of the State West Virginia Department of Education 2012 YearGraduation Rate 2008-0970.8% 2009-1075.5% 2010-1176.5% 2011-1277.9% YearDropout Rate 2008-092.8% (3,527) 2009-102.7% (3,353) 2010-112.2% (2,729) 2011-121.7% (2114)

8. WV Benefits The Best Economic Stimulus Package What if all of the 2010 dropouts received a high school diploma: $21 million in increased earnings Earnings $16 million in increased spending Spending $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 product Gross State Product $1.7 million in increased state tax revenue State Tax Revenue

10. Table Discussion What do you Know? about what dropouts say

11. What Dropouts Say According to Civic Enterprises 2006 Report Dropouts said the following could have helped them:

12.  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.

13.  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.

14. Early Warning Systems Process not an event Use readily available school data Identify at risk students Purpose is early intervention!

15. ABC Framework A ttendance B ehavior C ourse Performance

16. 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

17. 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

18. Course Performance  Progression of learning  On track or Off track to graduate  Some enter 9 th grade Off Track or fall Off Track in 9 th grade (The Bulge)  Acquiring basic skills to build upon (3 rd grade reading on level)

19. RETENTIONS Retention of one grade increases dropout risk by 40% Retention of two grades increases dropout risk by 90%

20. Table Discussion What do you Know? about other student alerts

21. 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

22. 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

23. Balfanz Report Identifies At-Risk Students in West Virginia Indicator6 th Grade9 th Grade Attendance90% or below85% or below Behavior1 or more suspensions2 or more suspensions Course Performance1 or more semester failures English or Math 2 or more semester failures English or Math

24. EWS Development Phase I6 th – 12 th Grade alerts Phase II Prek-5 th grade (August 1) Phase IIIIntervention Draw Down Tabs Phase IVRecording Interventions

25. 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

26. Step 1 : Establish Roles and Responsibilities Determine stakeholders Determine protocols for handling the data Determine data entry regulations Determine professional development needs

27. 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.

28. 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

29. Model for Delivery of Student Supports Individual Intensive Multiple Services from multiple agencies Targeted Interventions Specific interventions that are usually short term Prevention Services Programs/Activities Policies, Bully Prevention Programs, Developmental Guidance, Career Counseling Services

30. 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

31. 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

32. Early Warning System Tool On W.O.W.

34. Example Login screen for WOW

35. WOW menu

36. We will add new tab for early warning system

37. 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

38. Early Warning System drop down menus

39. Early Warning System drop down menus cont.

43. 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

44. Attendance Report

45. Attendance Report cont. This shows sort options

46. Behavior Report

47. Behavior Report Sort options

48. Course Report

49. Course Report cont. Sort options

50. Resources Available on the Site Video tutorial 4 year Cohort Document How to use the EWS Todays power point Interventions with Students At Risk

51. Table Discussion What do you Know? about effective interventions

52. Interventions AttendanceBehaviorCourse Failure Have attendance team investigate and determine causes Peer mediation program Assign Tutoring before, during and/or after school Assign an adult mentorCarry 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

53. 15 Effective Strategies School and Community Perspective Systemic Renewal School-Community Collaboration Safe Learning Environments National Dropout Prevention Center

54. Early Interventions Family Engagement Early Childhood Education Early Literacy Development

55. Basic Core Strategies Mentoring/Tutoring Service-Learning Alternative Schooling After-School Opportunities

56. Making the Most of Instruction Professional Development Active Learning Educational Technology Individualized Instruction Career and Technology Education (CTE)

57. RESOURCES Rise Up West Virginia http://wvde.state.wv.us/riseup/ http://wvde.state.wv.us/riseup/ Bully Prevention http://wvde.state.wv.us/it-does-matter/ Common Ground http://wvde.state.wv.us/common-ground/ LINKS http://wvde.state.wv.us/counselors/links/about.html School Counseling http://wvde.state.wv.us/counselors/ Dropout Innovation Zones http://wvde.state.wv.us/innovationzones/ http://wvde.state.wv.us/innovationzones/

58. Comprehensive Model for Student Supports Type of InterventionPortion of Students Who Will Benefit Resources Needed School – Wide Preventative 65-75%Reorganize existing resources Community Volunteers Students Faculty Parents Targeted15-25%Additional resources needed Expertise Staff Volunteers/Additional duties assigned Community Volunteers Intensive5-10%Partners in Education Referrals to child welfare systems, DHHR, social services, mental health & juvenile justice

59. Plan for Supports/Interventions Type of Intervention Currently in Place Data shows student needs Plan to Put in Place Roles & Responsibilities School-wide Preventative Targeted Interventions Intensive Interventions

60. Role of the School Counselor School counselor are experts to assist in the following components of utilizing an early warning system: Identify students early Student Assistance Team Referrals Secure Targeted and Intensive interventions Monitor student progress Evaluate effectiveness

61. Contact Information Marshall Patton, Ex. Director, Office of Information Systems mlpatton@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 Pathways sdeberry@access.k12.wv.us