1. Early Warning Indicators

2. “High Yield” 9th Grade Indicators IndicatorsBenchmark (red flag) AbsenteeismMissing 10% or more of instructional time Course failuresOne or more failed courses in Fall Grade point average2.0 or lower (on a 4-point scale) at the end of 9 th grade “Off-track”Fail two or more semester core courses, or accumulate fewer credits than the number required for promotion to the 10th grade 2

3. NameGrade Level ????? Jana9 Blake11 Toby10 Carlos10 Yvonne9 Lin11 Maria12 Doug9 Tyrone9 Sam10 Paul9 Tia9 Data Dashboard For Tiered Interventions Who gets access to an intervention that integrates academic/behavioral support ? 3

4. NameGrade Level???Attendance? Jana982% Blake1188% Toby1084% Carlos1062% Yvonne986% Lin1190% Maria1274% Doug981% Tyrone989% Sam1087% Paul986% Tia960% Who gets access to an intervention that integrates academic/behavioral support ? Data Dashboard For Tiered Interventions 4

5. NameGrade LevelGPA last year ??Attendance? Jana92.282% Blake111.388% Toby102.884% Carlos10.762% Yvonne92.786% Lin112.390% Maria121.974% Doug93.181% Tyrone92.989% Sam102.487% Paul93.486% Tia93.760% Who gets access to an intervention that integrates academic/behavioral support ? Data Dashboard For Tiered Interventions 5

6. NameGrade LevelGPA last year ??AttendanceCredits Jana92.282%On Track Blake111.388%-3 Toby102.884%-2 Carlos10.762%-4 Yvonne92.786% Lin112.390%-2 Maria121.974%-4 Doug93.181%On Track Tyrone92.989%On Track Sam102.487%-2 Paul93.486%On Track Tia93.760%On Track Who gets access to an intervention that integrates academic/behavioral support ? Data Dashboard For Tiered Interventions 6

7. NameGrade LevelGPA last year Behavior Referrals Core Grades AttendanceCredits Jana92.24 ref1 D 1 F82%On Track Blake111.303F88%-3 Toby102.816 ref 1 S2D 1 F84%-2 Carlos10.722 S 3 S4 F62%-4 Yvonne92.72 ref2 D 1 F86% Lin112.301 F90%-2 Maria121.916 ref 2 S4 D 1 F74%-4 Doug93.12 ref1 F81%On Track Tyrone92.910 ref2 D89%On Track Sam102.413 ref2D 1 F87%-2 Paul93.41 ref1 D86%On Track Tia93.702 C60%On Track Who gets access to an intervention that integrates academic/behavioral support ? Data Dashboard For Tiered Interventions 7

8. Early Warning Indicators Course Performance in Core Subjects GPA Credits FCAT/ Concordance Scores Attendance Office Discipline Referrals Additional Factors On-Track Indicators On-Track Meeting all graduation requirements Cs or better in all areas 2.5 or moreMeeting credit graduation requirement for grad plan year Level 3 or Above or concordant scores within the same school year 4% or less absences per quarter or semester 3 or less Level I and/or minor referrals Disengagement No extra curricular involvement Substance Abuse High Mobility Mental health issues Free/Reduced lunch Foster/group home Transient/Homeles s Parent unemployment Student employment Changes in behavior/ appearance More recent traumatic event Missed guidance appointments No show for yearbook picture At-Risk for Off Track Lacking 1 graduation requirement 2.0 to 2.49Behind 1 Credits Level 2 on FCAT 5% or more absences per quarter or semester 4 or less Level I and/or minor referrals Level II ODRs per semester Off-Track Lacking 2 graduation requirements Failing 1-3 classes Less than 2.0Behind 3 creditsNot passed both sections of 10 th grade FCAT or retakes No concordant scores 10% absences per quarter or semester 5 or more Level I and/or Level II ODRs per semester Highly Off- Track Lacking 2 or more graduation requirements Currently failing 3 or more classes Less than or equal to 1.5 Behind 4 or more credits Not passed 10 th grade FCAT or retakes No concordant scores 15% or more absences per quarter or semester 5 or more Level II ODRs for fighting/ profanity/ disruption per semester Extremely Off-Track Meeting no graduation requirements 2-3 Years Behind Less than or equal to 1.0 Not meeting cohort graduation plan Not passed 10 th grade FCAT or retakes No concordant scores 20% or more absences per quarter or semester Established pattern of severe behavior Level II & III ODRs 8

9. Activity: Student List Are there other sources of data available? What else should we know about the students? Do any staff in building have relationship with the student? Consider what students are requiring the most adult resources. What are some possible political implications of choosing the students you chose? 9