1. PPI February 11, 2013 Establishing an Early Warning System in Yonkers Public Schools

2. The Process 2 Identify Early Warning Indicators Implementation Establish Central and Building Understanding Identify, Plan and Support Intervention PPI: 2/11/2013

3. Background Replicated a 2008 study: Consortium on Chicago School Research Examined the impact of 15 different variables on high school graduation. Found 4 variables that significantly impact variation in high school graduation in Yonkers. 3 PPI: 2/11/2013

4. The Four Risk Factors 4 PPI: 2/11/2013

5. Five Groups of At-Risk Students Unidentified Risk* = student carries none of the first 3 risk factors (irrespective of PreK); Low Risk = student carries 1 of the first 3 risk factors – irrespective of PreK; Moderate Risk = student carries 2 of the first 4 risk factors – including PreK; Moderately High Risk = student carries 3 of 4 risk factors – including PreK; High Risk = student carries all of the first 3 risk factors – (irrespective of PreK). * Although this group of students does not carry any of the four identified risk factors, they are not without risk from factors beyond those identified in this study that may impact graduation. 5 PPI: 2/11/2013

6. 4-Year Graduation Rate and Students without Identified Risk in 2012-13 6 PPI: 2/11/2013

7. Summary, School Level 7 PPI: 2/11/2013

8. Student Detail, School Level 8 PPI: 2/11/2013

9. Student Detail (continued) 9 PPI: 2/11/2013

10. Student Detail (continued) 10 PPI: 2/11/2013

11. Student Detail (continued) 11 PPI: 2/11/2013

12. Student Detail (continued) 12 PPI: 2/11/2013

13. Current Status Early warning indicators ready by school and student. No distribution or roll-out to high schools. Limited information presented to Central Office. 13 PPI: 2/11/2013

14. Contributions to Status Data: Understanding, comfort, and use. Opportunity structure for intervention. Consequences of funding Support staff Intervening events Teacher Evaluation System 14 PPI: 2/11/2013

15. Strengths Successful capacity building Taking advantage of Superintendent interest and support for Early Warning General enhancement of value and visibility of Data and Systematic Analysis Local university as a resource. Staff member in doctoral program. In-house capacity to sustain analyses. Update and Implement for Fall 2013. 15 PPI: 2/11/2013

16. Implementation Fall 2013 Roll out for opening of 2013-14 in August 2013 Update analysis and reports with 2012-13 data. “Reserve” time on Summer Institute schedule. Principals’ August time is at a premium. Opportunity to prepare people as well as information. 16 PPI: 2/11/2013

17. Implementation (continued) Attendance as a means to reduce course failures and increase GPA. Teachers and staff should be proactive in helping students as soon as they begin missing classes. Staff, students and parents attention to the robust connection between absences  academic performance  future goals. Heppen and Therriault (2008); Allensworth, E. M., & Easton, J. Q. (2007) 17 PPI: 2/11/2013

18. Implementation (continued) Other Practices Identified in Literature By Grade: Provide schools with lists of grade 9 students, ranked by number of absences in first 30 days. Systematically target those with the highest number of absences. Provide schools with lists of grade 9 student at the end of the 1 st semester, grouped by risk (GPA, attendance, and number of F’s) Follow students in grades 10 and 11 to differentiate intervention by level of risk. By Level of Risk Low and moderate risk groupings may benefit from more modest intervention such as mentoring or subject specific support. Moderately-high and high risk groupings are likely to require more comprehensive monitoring and interventions. Heppen and Therriault (2008); Allensworth, E. M., & Easton, J. Q. (2007) 18 PPI: 2/11/2013

19. Additional Suggestions from the Literature Intervention should be integrated and closely aligned with the instructional program of the school. Grades and attendance are better than expected in schools where the instructional program is more coherent. Programs that support the transition to high school should closely monitor grades and attendance and intervene when students show signs of struggling. Educators should make efforts to improve teacher- student relationships and help students understand the connection of their coursework to future goals. Allensworth, E. M., & Easton, J. Q. (2007) 19 PPI: 2/11/2013

20. David H. Weinberger, Ph.D. Executive Director Dweinberger@Yonkerspublicschools.org http://www.yonkerspublicschools.org Student Information, Assessment and Reporting Shanit Halperin, M.A. Research Analyst Shalperin@Yonkerspublicschools.org 20 PPI: 2/11/2013