Data and Analytics: Assessment and Student Growth Percentiles

Data and Analytics: Assessment and Student Growth Percentiles

December GATE Equity Webinar Early Warning Systems EXPLORING TOPICS RELATED TO EQUITY IN GRADUATION SUCCESS K E F I A N D E RS E N O S P I G R A D UAT I O N EQ U I T Y P RO G R A M S U P E RV I S O R S P EC IA L G U ES TS : E V E RYO N E G R A D UAT ES C E N T E R Superintendent Reykdals K-12 Education Vision The goal of our education system is to prepare all of our students for postsecondary aspirations, careers, and life. 02/29/2020

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 2 Measures of Success Increase four- and five-year high school graduation rates Increase enrollment and completion rates and decrease remediation rates in post-secondary training and education Performance Indicators We must help students: Measuring

Success Enter kindergarten with expected skills in all six areas identified by the Washington Kindergarten Inventory of Developing Skills (WaKIDS). Meet standard on the 3rd-, 8th-, and 11th-grade statewide English language arts (ELA) and math assessments, and the 8th-grade statewide science assessment.

Grow toward proficiency in ELA and math, as determined by Student Growth Percentiles, in 4th and 6th grades. Enroll in Algebra I/Integrated Math I by the end of 8th or 9th grade and earn high school credit. Enroll in college-level courses and earn dual credit. Take the SAT and ACT and earn college-ready scores. Access financial aid for post-secondary learning. We must help students avoid: 9th-grade course failure. Suspensions and expulsions. Chronic absenteeism.

3 Todays Topics What are Early Warning Indicators? What does research say works? What are some things you can do to put this research into action? Chronic Absenteeism 9th Grade Course Failure

Discipline OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 02/29/2020 4 WA State MTSS Framework http://k12.wa.us/MTSS/default.aspx 5 Everyone Graduates Center Robert Balfanz PHD Research professor at the Center for the Social Organization of Schools at Johns Hopkins University

School of Education Felicia Walker School and student support facilitators for the National Student Attendance, Engagement, and Success Center and Talent Development Secondary Paul Verstraete School and student support facilitators for the National Student Attendance, Engagement, and Success Center and Talent Development Secondary Natalie Williams School Transformation Facilitator at Aki Kurose Middle School, Seattle, WA OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 02/29/2020 6

Why We Need Early Warning Systems There is little work for young adults without a high school degree. And almost no work to support a family without some post-secondary schooling or training. As a result entire communities are being cut off from participation in American society and a shot at the American Dream. This Presents Our Schools and Communities With a Big Challenge Every student regardless of out-of-school needs, prior levels of school success, and current motivations needs to graduate from high school

prepared to succeed in post-secondary school and training. Grad cap 100% 6th Graders (1996-1997) Matriculation and Graduation 80% 60% 40% 20% 0% 6th

7th 8th 9th 10th 11th 12th Grad + 1 year Students who exhibit strong academic behaviors and

get good grades are much more likely to succeed in high school and college. Predictors of High School Success Academic Behaviors 31.00% 31.00% Student Demographics School Factors 26.00% 9.00%

3.00% EXPLORE Composite Score Middle School Grades Academic behaviors important to student success Motivation Social Engagement Self-Regulation Enhancing College and Career Readiness and Success: The Role of Academic Behaviors ABCs of Secondary School Success Early Indicator Attendance On Path to

Dropping Out Miss 20 or more days10% On Path to College Ready Miss 5 or Fewer Behavior Multiple Suspensions Sustained Mild Misbehavior Have Self-Management, Regulation, and Advocacy Skills

High on Hope Course Performance Fs and Ds (Failure often driven by not completing/turning in assignments) B average Case Management Triangle Project Management

13 Case Management and Project Case Management Management Targeted Supports Project Management 14 People EWS Components

Effective Early Warning Systems Combine: Ready access, at the classroom level, to on- and offtrack indicators (the ABCs); Regular time to analyze the data, pool adult knowledge about students, and leverage existing adult-teacher relationships; and An organized response system that can act upon early warning data in both a systematic and tailored manner. Context of Early Warning Systems FELICIA WALKER Focus Increasing Ontrack and recovery rates

Increasing promotion rates Increasing Graduation rates Context of Your EWS Data What is the data saying? Whats in place? What are you currently doing? Interventions/Resources Whats available? Organizational Structures Data How do we organize the data into

useful information? How do we respond to the data? OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 02/29/2020 21 EWS Data OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 02/29/2020 22 Resources? What resources do you have in place to address

Attendance? Behavior? Course Performance? AND For each tier? Tier 1 ? Tier 2? Tier 3? Interventions Resource map - A Simple Grid for a Powerful Analysis Academic Interventions Attendance Whole School Need: Capacity: Effectiveness: Targeted

Intensive Behavior and Effort Course Performance Tier I Whole school Tier II Attendance Weekly attendance recognition Perfect attendance

celebration (monthly) Team competition for attendance Check and Connect Wake up calls Buddy System with another student Recognition for improved attendance Behavior Cardinal Cash (Caught you Peer Mediation group doing something good) Daily Behavior contract

Freshman Seminar lessons In-class interventions (seating, pairing, activity Academy meetings Outside Speakers Sample Resource Map Tier III Most Intensive Home visit by counselor Individual contract with student and parent PREVENTION Gang intervention group in the

neighborhood Visit one on one with social worker Individual counselor sessions How Do We Meet around these Indicators? 0-20 students An individual counselor, social worker, or graduation coach can lead the effort. 20-50 students A dedicated team of staff members acting as a support team can lead the effort to keep students on track 50+

Grade-level or small learning community teacher teams will need to play a critical role. In some schools, they are organized and supported by a graduation or EWS coach. EWI Meetings: Meet about Students and ABC Data Leadership teams EWS Team Teams of teachers

Goal: To coordinate and create interventions for students who are exhibiting early warning indicators and to closely monitor their progress so that students are successful. Organizational Structure: Schedule and Teams Counselor English Teacher EWI Facilitator

Teacher Teams/Cohorts Exceptional Education Math Teacher Science Teacher SS Teacher Connect Students with Adults Success mentors Graduation

coaches Check-in approaches Report card conferences Questions & Polling Are you using an early warning system? A. Yes B. Maybe? C. Not yet Question | CC 0 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

02/29/2020 30 AKI KUROSE MIDDLE SCHOOL EARLY WARNING SYSTEM IMPLEMENTATION 700 students Demographics: Black -- 37% Asian -- 37% Latino 17 % Multi-Racial 6 % White 3%

Over 26 languages 80% FRL Located in SE Seattle Principal Mia Williams in her 10th year of leadership at our school 8th year of partnership with Talent Development Secondary to implement EWS HOW DO WE IDENTIFY STUDENTS? 1. Start before students enter our building Receive student data for 5th graders assigned to our school Identify students with chronic absence and suspensions in 5 th grade

2. Create a Master Data Tracker Flag students who had Early Warning Indicators the previous year Update regularly with current ABC data and the interventions they receive 3. Use surveys and assessments to supplement ABC data Scholarcentric Resiliency Assessments Needs Assessments distributed by counseling department TIERED INTERVENTIONS Set school wide goals for ABCs then implement and monitor tiered interventions to meet those

goals Create a matrix of tiered supports provided for each of the ABCs Align all community partners to support the ABC goals TIERED INTERVENTIONS A

GOAL: All students miss less than 5 absences a semester ATTENDANCE TIER 1: School wide attendance initiatives and attendance compe Partnership with housing providers Monthly goal setting in Advisory class Attendance window TIER 2: Success Mentor groups City Year Focus List

TIER 3: Case management provided by Communities In Schools Counselor led truancy intervention TIERED INTERVENTIONS B BEHAVIOR GOAL: Students receive no suspensions Tier 1: Restorative practices RULER and Social Emotional Learning in advisories Scholarcentric resiliency assessments & Student needs assessments Tier 2:

Success Mentor programs Students tracking ABCs Students receive mentorship, weekly mentor workshops, and are enrolled in extended learning programs City Year Behavior Focus Lists Tier 3 Student Support Plans School based Mental Health supports Sound Mental Health & Kaiser Permanente TIERED TIEREDINTERVENTIONS INTERVENTIONS C

COURSEWORK GOAL: All students receive a C or higher in all core classes TIER 1: Academic goal setting in advisory classes TIER 2: Extended Learning for Math and ELA Break camps and summer learning

Success Mentor Groups City Year academic focus lists Counselors monitor D and E list and provide targeted follow up TIER 3: Student Success Plans to identify further academic intervention HOW DO TEACHER TEAMS USE DATA? 1. Grade level teams Attended by teachers, support staff, counselors and administrators Use data to build Student Success Plans ABC data, survey data and teacher collected data based on classroom observation Plans kept in One Note and follow students through each grade Use needs assessment & resiliency assessments data to guide targeted

classroom strategies 2. Professional Learning Communities Grade level content teams, counseling and support staff teams Use the Data Wise Inquiry Cycle to analyze if students are making progress and if more support is needed Aki Soaring, Gliding, Diving Protocol Know students by Story, Strength and Need Guides instructional design and reteach plans FREE EWS TECHNICAL ASSISTANCE VISITS THROUGH THE US DEPT OF EDUCATIONS NSAESC FREE EWS Technical Assistance Visits Available Through the US Dept of Educations

NSAESC (National Student Attendance and Engagement Success Center) Questions & Polling What is one major takeaway you have from Everyone Graduates and Aki Kurose? Lets learn together: Type it in the chat box share your thought. Question | CC 0 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 02/29/2020 39 Survey

Tell us how were doing: http://bit.ly/GATEevaluation http://www.clker.com/clipart-discussion-icon.html | CC00 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 02/29/2020 40 Want More Webinar? Sunnysides Early Warning System: Precision through Data This Afternoon! 1:00-2:00 p.m. Register:

https://zoom.us/webinar/register/ WN_yDigGIoLShmLfBm11hyMLg OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 02/29/2020 41 Next Month Systematically Building Capacity January 10, 2017 10 a.m. 11 a.m. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 02/29/2020

42 Creative Commons Images Used Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is licensed under a Creative Commons 4.0 International License. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 02/29/2020 43

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