High School PBIS Networking

High School PBIS Networking
Hosted by: Oak Creek High School Marlene Gross Ackeret and Lori Cameron

Agenda Creating School Buy In Early Warning System Networking

Introduce Yourselves 1 thing your school excels at in PBIS Implementation 1 challenge

Announcements High School Tier 2 training Tier 2/3 Overview: Dec 9th
Jan 15th and April 7th (Days 3 and 4 will be next year) Tier 2/3 Overview: Dec 9th SAS window and analysis is now

Oak Creek High School Demographics

Oak Creek High School Data

Oak Creek High School Creating staff Buy In

Early Warning Systems Screening, Intervening & Progress Monitoring in Middle & High School Jill Koenitzer, Technical Assistance Coordinator, WI RTI Center Michelle Polzin, Technical Assistance Coordinator, WI PBIS Network The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material

Agenda What is an Early Warning System (EWS)?
How can we use EWS to screen, intervene and progress monitor? State examples and lessons learned

Recommended Practices
Screening measures Recommended Practices Research-based practice Promising practice For grades K-4 Use existing data and administer standardized screeners multiple times per year Above 4th grade Use existing data to screen students multiple times per year To answer those questions efficiently, we need to engage in some type of screening. As you can see, the recommended promising practice for 5th grade and beyond is to use existing data that you already collect to screen students throughout the year. Fuchs, D. Smart RtI: A Next Generation Approach to Multi-Level Prevention

Existing Data Considerations
How do we identify students who are at risk for late/non graduation? How do we identify students who are at risk to be successful in a postsecondary setting? What questions do we answer when using existing data? Read slide. Handouts 1.5 and 1.6

Team Time Optional: Read and Discuss “Risk Indicators for Not Graduating” and “Predictors of Post-secondary Success”

Attendance Behavior Coursework Risk Indicators—Use your ABCs
Screening measures Risk Indicators—Use your ABCs Attendance Attendance/tardies Chronic absenteeism Mobility Engagement Participation Behavior Social-Emotional Office referrals Suspensions Behavioral screening Internalizing behaviors Developmental assets At-risk support Behavioral plan Family stressors Coursework Academic screening Common assessments Standardized testing Grades Retention Accelerated learning Interventions, Title I Head Start, Summer School So, when considering the data you already collect throughout the year, think about your A, B, C’s. Bold items are most powerful indicators of risk that will help you predict which students need additional support. *See handouts : Predictors of Post Secondary Success and Risk Indicators for Not Graduating

What is an Early Warning System?
Early warning systems (EWS) rely on readily available existing data housed at the school to: Predict which students are at-risk for dropping out of high school or not moving to next level Target resources to support off-track students while they are still in school, before they drop out Examine patterns Identify school climate issues

Early Warning Systems fit in a Culturally Responsive Multi-Level System of Support

Easy Access To Existing Data
The Dropout Early Warning System (DEWS) and NHSC Early Warning System Tools provide easy access to existing data.

DPI DEWS: Purpose Considered part of an RtI system
Assesses incoming risk A data-based report done early enough to effectively intervene Identifies students who may be at risk for dropout or late graduation Used, along with other data, in local educational decisions for support services and interventions Purpose: Introduce the DPI Early Warning System to schools DPI will provide this annual report to schools; there is an individual score for each student. Read slide. DPI considers this report part of a Response to Intervention system To be used effectively, it should be used along with other local data, to determine appropriate supports for students and appropriate systemic changes to make at the school to increase student success.

DPI DEWS: How it Works Group Report Incoming Risk Student Profile
Purpose: Function of DEWS Uses data already collected by DPI 1 to 2 years ago to identify student risk for dropout and late graduation. Indicators (or domains) are: attendance, WKCE, discipline, mobility/enrollment data There will be information about the four indicators of existing data from prior performance: attendance, mobility, WKCE, and discipline (suspension/expulsion only). The thresholds for the four indicators (based upon historical Wisconsin data) are: Indicator Low risk Moderate risk (late graduation indicated) High risk (dropout indicated) Attendance 0 – 12 days absent 12 – 20 days absent days absent Discipline 0 days susp/expul 1 – 2 days susp/expul 3+ days expul Mobility 0 – 1 district moves 2 – 3 district moves 4+ district moves WKCE* above – less than 950 *combined reading and math scale score Annually will report student names/ids, risk scores & risk reasons to school districts via secure annual WISEdash. DPI intends the DEWS to be used as part of an RtI system and is a project that is in the works. Point out again that WI EWS will identify 6-9th grade students possibly at risk, then schools will review results and local data to determine if and what additional supports are needed. Schools should locally validate the data by determining what indicates a student less likely to be successful in your system. Remember, These are signs of students who drop out – it doesn’t mean they are dropouts.

DPI DEWS: Interpretation
DEWS provides a score from for current MS and HS students Score = rate at which students similar to current student in previous cohorts in WISCONSIN graduated Score of 75 = 75% of prior students with similar characteristics graduated on time Should be used, along with other data to make local educational decisions for support services and interventions Read slide

Optional: Discuss… “How have you been using DPI DEWS?”
Team Time Optional: Discuss… “How have you been using DPI DEWS?”

NHSC Early Warning Systems
National High School Center Early Warning Systems in Education The National High School Center Early Warning System is one tool to “house” your local more current data AND your DEWS scores/data from WISEdash.

NHSC Early Warning Systems
MS and HS level tools Screen multiple times per year Aid in diagnostic process Monitor student progress Valid and reliable thresholds established We will be talking about the high school tool today from the National High School Center, but there is also a middle school available.

Getting Started with Early Warning Systems
Download The Guides

Follow 7-Step Process

Establish Roles and Responsibilities
STEP 1 Can be a new or pre-existing team Team must receive PD to use tool effectively Early identification of students at risk Assign interventions & monitor progress Meet at regular intervals within first 20 days of school after every grading period (i.e.: 8x/year) The EWS team may be established as a new team or may build on or be integrated into existing teams (e.g., school improvement team, response to intervention team, student support team). It is not necessary to create an entirely new team for EWS work, but an existing team that takes on the responsibility to use the tool for dropout prevention efforts should include a broad representation of staff within the school and, ideally, the district (e.g., principals, teachers,district administrators, specialists). Additionally, the EWS team must receive professional development on the process and EWS Tool v2.0 and subsequently be given adequate time to implement the EWS process. it is vital that the EWS work be a main priority of the designated team. EWS teams should meet regularly. At a minimum, EWS teams should meet after the first 20 or 30 days of school and shortly after the end of each grading period. (example: mid-quarter and quarter, so 8x per year).The focus of EWS team meetings is to review and discuss the information available in the tool, particularly about individual students who have been identified as at risk for dropping out. The EWS team considers interventions for each identified student and then continues to use the EWS data to closely monitor students to ensure that the assigned interventions are adequately supporting each student. Continuous monitoring of students who display indicators of risk will improve the EWS team’s ability to match appropriate interventions to these students and will allow mid-course corrections if a particular student does not seem to improve after being assigned to an intervention. Can be used in conjunction with Intervention Tracking Tool, which is introduced in later session.

WBHS Goals & EWS The use of the EWS High School Tool supports the WBHS goals by providing a resource framework to identify students who are off track for graduation, so that staff-designed, evidence-based programs and practices, based on data, can be put into place early and systematically in order to prevent student failure. WBHS purpose statement. Made sure use of tool aligned with building level goals

EWS Connection to District Decision Making Model
Also made sure it fit with district decision making model

Team Composition STEP 1 Teams were chosen with the intent to represent all departments. 9th Grade Team: Principal, School Counselor, Math Teachers, ELA Teacher, Science Teacher, Health/PE Teacher, Social Studies Teacher, Special Education Teacher, Interventionist, School Psychologist 10th Grade Team: Principal, School Counselor, PE Teacher, Math Teacher, Social Studies Teacher, Science Teacher, ELA Teacher, Business Ed Teacher, Special Education Teacher, Interventionist, School Psychologist Wausau East used an existing team – their RtI team comprised of two assistant principals (one focused on academics and one on behavior), regular education teachers, PBIS coach, RtI coordinator, and school counselor.

Team Norms STEP 1 Norms: Stay on task, Start and end on time, Everyone contributes, Non-judgmental conversations, Comments are solutions-based Roles: Principal facilitates meetings, but all participate. When: Teams meet monthly during the school day for two class periods each. Substitute teachers cover classes. Where: Teams meet in the data room.

Wausau East Team Utilized an existing team: RtI team
Two assistant principals (one focused on academics and one on behavior) Regular education teachers PBIS coach RtI coordinator School counselor.

Team Time Optional: Discuss “How does your school collaborate around data to improve universal/tier 1 instruction?

Download and Use the EWS Tool
STEP 2 Set up thresholds for flagging students Download available student data Ensure data is entered at regularly scheduled intervals Reports available and accessible to all EWS team members

Risk Indicators in the EWS Tool v2.0
Time Frame Benchmark (red flag) Incoming risk* Prior to the start of school Exhibited locally validated indicators of risk Attendance First 20 or 30 days, each grading period (e.g., semester), end of year (annual) Missed 10% or more of instructional time (absences) Course failures Each grading period, end of year Failed one or more semester courses (any subject) Grade point average Earned 2.0 or lower (on a 4-point scale) CCSR End of Year (On-Track Indicator) End of year Failed two or more semester core courses, or accumulated fewer credits than the number required for promotion to the next grade These risk indicators are pre-loaded in tool, but can be customized *Indicators must be locally validated

Localized Risk Indicators
Update with Wittenberg’s tool settings Wausau East localized the risk indicators by consulting with Jared Knowles from DPI, using the DEWS action guide, and using the research around the DPI Dropout Early Warning System and other research from Wisconsin.

STEP 2 Using the EWS Tool Who enters the data What data is entered?
How are students flagged? How is the data presented to the team? Data is downloaded into the EWS tool prior to every team meeting by Dean of Students Data sheets are handed out on confidential data sheets at each team meeting Data is also visually represented on data wall in locked data room At Wausau East the data is imported by a school counselor. She provides reports to the RtI coordinator and the team. Due to the size of Wausau East, they have to manipulate all their data via electronic/computer-based options. However, the import capabilities and the collator tools have been essential to make this an efficient process. Wausau East exports from Infinite Campus, while WBHS uses Skyward. Student Flags

Wausau East: Step 2 Localized the risk indicators and aligned to DEWS research Exported from Infinite Campus into NHSC Collator Tools Imported into EWS Tool Due to scale of size > 200 per grade Needed to import and export data

STEP 3 Review the EWS Data
Understand patterns in student engagement and academic performance Identify students at-risk for dropout Organize and sort students into groups based on risk factors Consider allocation of resources for flagged students (needs vs. available interventions)

Find, Organize and Sort Students

STEP 3 WBHS Data Wall/Room Regularly Review & Update: MAP scores
WKCE scores DEWS scores Attendance Behavioral referrals Grades Connection survey

STEP 3 WBHS Data Wall Cards Information on student data cards:
Special Education ELL Booster/Intervention Classes Attendance Risk Behavioral Risk Grade/Credit Risk DEWS Risk

STEP 3 WBHS Data Review Procedure Who is at risk?
Team looks for patterns. First we look at whole group and small group concerns Next we look at individual student concerns Team focuses on MAP scores after current benchmark dates Team focuses on grades/attendance/behavior in-between benchmark assessments Team uses data protocol Wausau East has not developed a specific procedure to review data yet. This will be the next step in their process.

STEP 3 WBHS Data Review Protocol

Wausau East: Step 3 Use of the reports available within tool
Clearly identified need for universal level supports Due to the scale of size, all data is electronically represented Still establishing procedures for data review

Team Time Optional: Discuss “How does your school display/share/represent student data?”

STEP 4 Why? Interpret EWS Data
Dig deeper into complex causes of student disengagement and academic failure Examine additional information not included in EWS tool Additional teacher input Additional assessments Student & parent interviews Why? Michelle slides 32-43 indicators of risk are merely signs of deeper and likely more complex problems related to student disengagement with school and academic failure. look more closely at the characteristics of flagged students by examining additional data that are not included in the EWS Tool v2.0 but are available in other information data systems or from individuals who interact with these students. Additional teacher input Assessments to dig deeper Student interviews Parent interviews Remember the problem solving steps….Who, What, Where, When and Why???? Step 4 improves the team’s understanding about why students are displaying indicators of risk. If we understand WHY, we are better able to provided effective interventions

STEP 4 WBHS Data Interpretation
Team discusses individual and/or groups of students who are at risk. Staff share any additional information that may help with decision making. Parents are often contacted when discussing risk of individual students. School counselor or school psychologist may interview the student to problem solve. indicators of risk are merely signs of deeper and likely more complex problems related to student disengagement with school and academic failure. look more closely at the characteristics of flagged students by examining additional data that are not included in the EWS Tool v2.0 but are available in other information data systems or from individuals who interact with these students. Additional teacher input Assessments to dig deeper Student interviews Parent interviews Remember the problem solving steps….Who, What, Where, When and Why???? Step 4 improves the team’s understanding about why students are displaying indicators of risk. If we understand WHY, we are better able to provided effective interventions

STEP 4 WBHS Problem Solving Examples Examples:
Team dug deeper into MAP scores of students near the benchmark. The team found a pattern that almost all of those students struggled most with the strand “Informational Text”. Team hypothesized that some students might not be trying their best on the MAP test and therefore scores may be inaccurate of true skills. Team hypothesized that individual students are struggling with mental health issues, relationships, connections at school, AODA issues, skill deficits, etc. indicators of risk are merely signs of deeper and likely more complex problems related to student disengagement with school and academic failure. look more closely at the characteristics of flagged students by examining additional data that are not included in the EWS Tool v2.0 but are available in other information data systems or from individuals who interact with these students. Additional teacher input Assessments to dig deeper Student interviews Parent interviews Remember the problem solving steps….Who, What, Where, When and Why???? Step 4 improves the team’s understanding about why students are displaying indicators of risk. If we understand WHY, we are better able to provided effective interventions

Assign & Provide Interventions
STEP 5 Map interventions from school, district and community Organize interventions into tiered levels of support and determine entry/exit decision rules Match students to interventions based on need What You Need for Step 5 • An understanding of students needs in the school, by priority, based on the review of EWS data and additional information • An inventory of available interventions • Leadership buy-in and support for interventions and strategies to assist off-track students Other Resources • Appendix A–2. Dropout Prevention Intervention Mapping

Create a continuum of support
(ordered by intensity of intervention & effort needed to implement) Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Drop-in Tutoring Check-in/ Check-out (CICO) Tier 2/ Secondary Tier 3/ Tertiary Lunch & Learn Social/Academic Instructional Groups (S/AIG) Academic Seminar Academic Seminar Group Intervention w. Individualized Feature (e.g., Check and Connect and Mentoring) Formal Tutoring Take a look at these interventions. School-side PBIS, the anchor for all further work with children is done by ALL – all staff, all students, all environments. The interventions that you see on the this triangle are the evidence based interventions that we train in tier 2 and 3. If your clinical staff is responsible for all of these interventions, along with all of their other responsibilities, they are going to burn out. Fast. The lower on the triangle the intervention, the more expertise and time needed to provide, and the smaller the number of students who will need to access. THUS, you will need to use your resources wisely, when planning for tier two and three. Are there people in the school who “get kids” and would have a flexlible enough schedule that they could be trained in an intervention, and freed up for a bit of time each day or week, to provide the intervention? Who would be the best fit for facilitating a complex FBA/BIP or a WRAP plan? Small Group Comm. Arts or Math Interventions Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Read 180 Complex or Multiple-domain FBA/BIP Adapted from Illinois PBIS Network, & T. Scott Wraparound

WBHS Intervention List & Descriptions

STEP 5 WBHS Intervention Continuum Tier 1: Core curriculum
District RtI Team WBHS PBIS Team Daily Shout Outs Tiers 2 & 3: CICO Individual & Small Group Counseling Mentoring Academic Booster/Intervention Classes RtI/PBIS Tier 2&3 Meetings What You Need for Step 5 • An understanding of students needs in the school, by priority, based on the review of EWS data and additional information • An inventory of available interventions • Leadership buy-in and support for interventions and strategies to assist off-track students Other Resources • Appendix A–2. Dropout Prevention Intervention Mapping

STEP 5 WBHS Data Rules & Intervention Mapping
Entry/Exit Decision Rules: Booster Classes (?) CICO (SWIS Data and Attendance) Counseling (Parent, Teacher or Self Referral) Mentoring (EWS and Tier 2/3 Teams assign based on data) Do we have enough available interventions to meet all student needs? Would like to do more mentoring Would like to do more small group counseling Shortage of mental health resources in the community What You Need for Step 5 • An understanding of students needs in the school, by priority, based on the review of EWS data and additional information • An inventory of available interventions • Leadership buy-in and support for interventions and strategies to assist off-track students Other Resources • Appendix A–2. Dropout Prevention Intervention Mapping

Team Time Optional: Discuss “How does your school map or outline your interventions/challenges? How does your school indicate interventions for increasing intensity?”

Monitor Student Progress
STEP 6 Monitor students who are participating in interventions Determine effectiveness of intervention overall for groups of students Identify student needs that are not being met Identify new interventions to meet student needs Communicate with and engage family members The team has an ongoing process for reviewing student intervention data. Student response is compared to guidelines for success (decision rules) Interventions are evaluated to determine if they are effective for student population and if not, why… Not correct intervention for students Fidelity of implementation issues Research and create new interventions to meet needs of students who are not responding positively

STEP 6 WBHS—Monitoring Student Progress
Data is collected throughout the year. We need to work on adding progress monitoring tools for interventions (both for progress of individuals as well as the intervention as a whole) Decision rules/rubric for booster classes Need decision rules for other interventions The team has an ongoing process for reviewing student intervention data. Student response is compared to guidelines for success (decision rules) Interventions are evaluated to determine if they are effective for student population and if not, why… Not correct intervention for students Fidelity of implementation issues Research and create new interventions to meet needs of students who are not responding positively

Flagged Student Intervention Report

Under-Credited Student Report
This particular report shows these students did not move from being flagged all year…..don’t let this happen. Have process for discussing effectiveness of interventions for groups of students as well as fidelity of implementing interventions as intended. This is also why it is important to map interventions so that there are available options beyond what is being provided. It is Imperative to have other student progress measures for the purpose of knowing when to make changes to interventions!

Optional: Discuss “How does your school monitor progress?”
Team Time Optional: Discuss “How does your school monitor progress?”

Evaluate and Refine EWS Process
STEP 7 Team evaluates EWS process on annual basis Evaluate risk indicators & thresholds Evaluate decision rules & interventions Evaluate impact with student outcome data Reflect on strengths and challenges Make recommendations for improving the process

STEP 7 WBHS—Evaluate & Refine Process
Team evaluates EWS process on annual basis Evaluate risk indicators & thresholds Evaluate decision rules & interventions Evaluate impact with student outcome data Reflect on strengths and challenges

WBHS SWIS Multi-Year Graph

WBHS—What teachers are saying
There is still never enough time We need to include all staff somehow Would like to focus more on groups of students rather than individuals We will have more data as we move forward about effectiveness of EWS

WBHS—What teachers are saying
Staff feel more ownership Systems approach is more effective Better awareness of student needs due to data and collaboration Problem solving is positive

Additional EWS Outcomes
Systems change: systems such as our MAP testing, have been refined and defined to better meet student learning outcomes The collaboration as a staff is “awesome!” Awareness of each student and their needs (both academic and behavioral) has increased tremendously A sense of ownership has developed in staff A sense of shared responsibility has resulted Targeted interventions have been used to increase scores

The culture of WBHS- what’s changing?
- Awareness - Ownership - Accountability - Conversations - Responses - Action

WBHS—Next Steps Implement an E/I time 8th period
Increase instructional time: move meetings to after school, investigate alternative scheduling options (block, modified block, etc.) Continue to work toward core plus more for ALL students below grade level Refine the art and science of teaching through deeper investigation of the GRRM Learn - attend institutes, conferences, read, collaborate (EE) Reflect - evaluate ourselves and identify weaknesses so that we can continue to improve professionally (EE) Expand EWS so that all grade levels meet and review data (Request from staff to add 11th grade meetings for )

Establish Roles and Responsibilities
Step 1 Establish Roles and Responsibilities Step 3 Review the EWS Data Step 4 Interpret the EWS Data Step 5 Assign & Provide Interventions Step 6 Monitor Students Step 7 Evaluate & Refine EWS Process Step 2 Use the EWS Tool

Early Warning System National High School Center
Early Warning Systems in Education YouTube Channel webinars: NHSCenterMedia

Contact Information Wittenberg-Birnamwood HS Wausau East High School Jill Sharp, Principal - Kara Muthig, School psychologist - Christine Budnik, Assistant Principal - Kelly Rohr, RtI Coordinator - Manee Vongphakdy, School counselor -

Contact Information PBIS focus Academic focus Michelle Polzin East Regional Technical Assistance Coordinator Jill Koenitzer West Regional Technical Assistance Coordinator

Team Time Optional: Discuss “What opportunities does an Early Warning System present for your school?”

Networking Round 1: Assign experts Round 2: Change out Experts

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