1. Mitch Fowler School Data Consultant Calhoun ISD fowlerm@calhounisd.org

2. Sixth graders with poor attendance (less than 80 percent), a failing mark for classroom behavior, a failing grade in math or a failing grade in English had only a 10 percent chance of graduating within four years of entering high school and only a 20 percent chance of graduating a year late (Balfanz & Herzog, 2005).

3.  According to Craig Jerald, an early warning system should:  identify risk factors by individual student  aggregate risk factors by school and type of school  identify rates of decline in academic achievement and engagement  identify school-level outcomes (on track by grade, off- track recovery rates, and graduation rates), and system wide analysis of student characteristics, risk factors, outcomes, and impact of interventions. Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System: A Dual Agenda of High Standards and High Graduation Rates by Craig Jerald.

4.  Blending of:  Research  Local Preferences  Existing DataDirector Assessments  Newly Created DataDirector Assessments  Custom Reporting in DataDirector  Augmented Reporting Outside of DataDirector  Newly Generated Demographics

5. Early Warning Signs Demographic Assessment Academic Marks Mobility Repeated Grades

7. Early Warning Signs Custom Report State / Local Data Academic Marks AttendanceBehavior Repeated Grades Mobility

11. Align performance standards to college and career readiness Focus on transitions from high school to college and careers as well as on transitions into high school Schools that offer fewer math courses below Algebra I reduced the odds of dropping out by 28 percent, and those that offer calculus reduced the odds by 55 percent (Lee & Burkham, 2000).

12. Effective teachers need to be working closely with those most at-risk for dropping out…

13. Check & Connect :  Provides trained monitors to small groups of students.  Closely follow tardiness, absenteeism, behavioral referrals, and academic performance and meet with individual students each week. Intensive interventions such as Check and Connect can cut dropouts by as much as half, but they are even more effective when implemented with school wide reforms (Jerald, 2007).

14. INDIVIDUAL WORK  Introduction to Research  Collecting and Identifying Data Points  Identifying and Building Assessments FACE TO FACE  Creating Early Warning Signs Custom Reports  Using the Early Warning Signs Tool  Creating an Early Warning Signs Demographic in DD  Creating and Sharing an Early Warning Signs Report  Strategic Planning

15. INDIVIDUAL WORK  Building Summary Assessments Video  Research Review on Interventions  Build Summary Assessments FACE TO FACE  Share Intervention Approaches  Share Intervention Assessments  Develop Custom Reports to Fit Intervention Needs