Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. Early Warning Systems

Shelby

Oregon Response to Intervention Expectations Demonstrate good audience skills –Silence cell phones –Hold side conversations out of ear shot of others –Engage in active listening Participate in discussions Ask questions during work time If you need a break, take one

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 Anita Archer

Oregon Response to Intervention Session Outcomes Be affirmed for your good practices. Be reminded of things you used to do but forgot about. See things that you already do, now use and can expand on. See things that are new and you would like to try.

Oregon Response to Intervention Partnerships Call back routine Pick someone near year you to be your partner. The person with the next birthday is coffee. The other person is cream.

Data-Based Decision Making with Decision Rules Training Coaching Fidelity Training Coaching Fidelity Standards of Practice Standards of Practice Culture Leadership Teaming/Data- Based Decision Making Professional Learning & Support RTI Essential Components Core Early Warning System Interventions Progress Monitoring SLD Decision Making

Oregon Response to Intervention Research

Oregon Response to Intervention 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. EWS use individual student data to generate indicators of on-track status for graduation.

Academic Engagement The amount of time spent engaged in academic work “I can” Behavioral Engagement 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” Social Engagement Identification and affiliation with school, sense of belonging, perceived social support “I belong” FL PS/RTI Implementation Project On Track for Success

Oregon Response to Intervention 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 Intervention A data system designed for… Rapid identification Rapid interventions Frequent monitoring Rapid modification

Oregon Response to Intervention On Track for Success: Summary of the Research on Predictors

Oregon Response to Intervention Attendance Missing 20 days or missing 10% of days Can be determined in the first 20 days of school Plan for: Each need a different intervention Tardy Absent for specific classes Chronically absent

Oregon Response to Intervention Behavior 2 or more Office Discipline Referrals –Majors or minors

Oregon Response to Intervention 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 Intervention Behavior Attendance ODR

Oregon Response to Intervention Course Performance 8 th graders who have failed 2 classes have a 19% chance of high school graduation Research from Florida George Bache

Oregon Response to Intervention Course Performance Grades/GPA/Credit Deficient How are students who are failing discovered? How are these students discussed?

Oregon Response to Intervention

Oregon Response to Intervention 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 Rebecca Sarlo, Ph.D. Hollie Pettersson, Ph.D.

Oregon Response to Intervention 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 Kennelly & Monrad, 2007

Oregon Response to Intervention 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 –Multiple schools during educational career Rebecca Sarlo, Ph.D. Hollie Pettersson, Ph.D.

Oregon Response to Intervention Talk Time Review “The Core of Most Effective EWS” Coffee please answer the following question: –Articulate the key features of an Early Warning System. Cream please answer the following question: –What resonates with you from the handout? With extra time switch questions

Oregon Response to Intervention Supporting Data Too much data can be problematic Find a balance

Academic Engagement The amount of time spent engaged in academic work “I can” Behavioral Engagement 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” Social Engagement Identification and affiliation with school, sense of belonging, perceived social support “I belong” FL PS/RTI Implementation Project

Oregon Response to Intervention Beyond ABCs Essential Skills Curriculum Based Measures Students Surveys Identifying Disengaged students

Oregon Response to Intervention Essential Skills Look at OAKS testing history –Reading and Math –Growth Example: “Did not meet 2 of the last 3 years” triggers an red flag

Oregon Response to Intervention Essential Skills “Nearly Meets” –233 in or out of interventions? –Freshman: 228, 230, 232 in or out of interventions? Importance of grade level text Exit rules –TTSD HS: 233+, look at transcript, teacher interview, attendance

Oregon Response to Intervention

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Oregon Response to Intervention

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Oregon Response to Intervention How is the Core?

Oregon Response to Intervention Questions raised by the data…. What are your current initiatives? –Are you seeing success from your current/recent initiatives? What can we celebrate and keep doing? –Does the data support your current initiatives? (Are we working on the right thing?) What is a universal response that is necessary?

Oregon Response to Intervention Beyond ABCs Essential Skills Curriculum Based Measures Students Surveys Identifying Disengaged students

Oregon Response to Intervention Types of assessment Curriculum Based Measures

Oregon Response to Intervention Essential Features of CBM Tools Robust indicator of academic health Brief and easy to administer Can be administered frequently Must have multiple, equivalent forms (If the metric isn’t the same, the data are meaningless) Must be sensitive to growth

Oregon Response to Intervention Why Use Oral Reading Fluency Measures for Screening? Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension

Oregon Response to Intervention Passage Reading Fluency Target Rate Norms Grade Fall (WCPM) Winter (WCPM) Spring (WCPM)

Oregon Response to Intervention Passage Reading Fluency PRF is not designed to provide an exhaustive assessment. You can be fluent enough, unless you want to be an auctioneer! Link to comprehension Accuracy matters!

Oregon Response to Intervention 95%98%99% The Secret Life of Bees My Brother Sam is Dead 1563 The Magic School Bus Accuracy Prosody –Expression –Emphasis –Phrasing –Volume –Smoothness Rate –CWPM Fluency The old man the vegetable garden. importance

Oregon Response to Intervention What is Maze? Multiple-choice cloze task –Grade-level passage w/ every 7 th word replaced by 3 word choices in parenthesis –Student reads silently and selects as many correct words as they can in 3 minutes

Oregon Response to Intervention Talk Time Cream please answer the following question: –What are some important assessments that districts can use? Coffee please answer the following question: –Where is your district/school in articulating assessments? With extra time switch questions

Oregon Response to Intervention Beyond ABCs Essential Skills Curriculum Based Measures Students Surveys Identifying Disengaged students

Oregon Response to Intervention 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 Involving Students is VITAL! FL PS/RTI Implementation Project

Oregon Response to Intervention 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 showed strong disagreement with all of the following items

Oregon Response to Intervention 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 Students showed strong agreement with all of the following items

Oregon Response to Intervention Beyond ABCs Essential Skills Curriculum Based Measures Students Surveys Identifying Disengaged students

Oregon Response to Intervention 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 Intervention 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 Intervention 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 Intervention 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 Intervention Talk Time Coffee please answer the following question: –Why is it important to engage the students in these discussions? Cream please answer the following question: –What might you do with a survey of this type? With extra time switch questions

Oregon Response to Intervention 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 Intervention Purpose(s) The use of indicators are not likely to produce the desired improvements in student outcomes unless they are part of a systematic data review by teachers and administrators.

Oregon Response to Intervention Academic Placement Rules Academic Class Regular class Regular class / Watch list Regular class + strategic intervention Regular class + intensive intervention

Oregon Response to Intervention Talk Time Cream please answer the following question: –How does an EWS help you evaluate the health of your instructional program? Coffee please answer the following question: –What is one thing that you will will do on creating, maintaining and sustaining an EWS? With extra time switch questions

Change the Prediction One student at a time “Almost one million students who start ninth grade each year will not earn a diploma four years later - one of every four students. For African American and Latino students, it’s closer to one in three.” Graduation Matters: Improving Accountability for High School Graduation, by Daria Hall

Oregon Response to Intervention Thank you! Shelby Acknowledgements: Dean Richards A practitioner’s guide to implementing early warning systems On Track for Success STUDENT ENGAGEMENT WITH SCHOOL: CRITICAL CONCEPTUAL AND METHODOLOGICAL ISSUES OF THE CONSTRUCT Early Warning Systems: Moving From Reaction to Prevention