Early Warning Indicators
“High Yield” 9th Grade Indicators
Indicators Benchmark (red flag)
Absenteeism Missing 10% or more of instructional time
Course failures One or more failed courses in Fall
Grade point average 2.0 or lower (on a 4-point scale) at the end of 9th grade
“Off-track” Fail two or more semester core courses, or accumulate fewer credits than the number required for promotion to the 10th grade
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Name Grade Level
? ? ? ? ?
Jana 9Blake 11Toby 10Carlos 10Yvonne 9Lin 11Maria 12Doug 9Tyrone 9Sam 10Paul 9Tia 9
Data DashboardFor Tiered Interventions
Who gets access to an intervention that integrates academic/behavioral support ?
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Name Grade Level
? ? ? Attendance ?
Jana 9 82%Blake 11 88%Toby 10 84%Carlos 10 62%Yvonne 9 86%Lin 11 90%Maria 12 74%Doug 9 81%Tyrone 9 89%Sam 10 87%Paul 9 86%Tia 9 60%
Who gets access to an intervention that integrates academic/behavioral support ?
Data DashboardFor Tiered Interventions
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Name Grade Level
GPA last year
? ? Attendance ?
Jana 9 2.2 82%Blake 11 1.3 88%Toby 10 2.8 84%Carlos 10 .7 62%Yvonne 9 2.7 86%Lin 11 2.3 90%Maria 12 1.9 74%Doug 9 3.1 81%Tyrone 9 2.9 89%Sam 10 2.4 87%Paul 9 3.4 86%Tia 9 3.7 60%
Who gets access to an intervention that integrates academic/behavioral support ?
Data DashboardFor Tiered Interventions
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Name Grade Level
GPA last year
? ? Attendance Credits
Jana 9 2.2 82% On TrackBlake 11 1.3 88% -3Toby 10 2.8 84% -2Carlos 10 .7 62% -4Yvonne 9 2.7 86% -1Lin 11 2.3 90% -2Maria 12 1.9 74% -4Doug 9 3.1 81% On TrackTyrone 9 2.9 89% On TrackSam 10 2.4 87% -2Paul 9 3.4 86% On TrackTia 9 3.7 60% On Track
Who gets access to an intervention that integrates academic/behavioral support ?
Data DashboardFor Tiered Interventions
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Name Grade Level
GPA last year
Behavior Referrals
Core Grades
Attendance Credits
Jana 9 2.2 4 ref 1 D 1 F 82% On TrackBlake 11 1.3 0 3F 88% -3Toby 10 2.8 16 ref 1 S 2D 1 F 84% -2Carlos 10 .7 22 S 3 S 4 F 62% -4Yvonne 9 2.7 2 ref 2 D 1 F 86% -1Lin 11 2.3 0 1 F 90% -2Maria 12 1.9 16 ref 2 S 4 D 1 F 74% -4Doug 9 3.1 2 ref 1 F 81% On TrackTyrone 9 2.9 10 ref 2 D 89% On TrackSam 10 2.4 13 ref 2D 1 F 87% -2Paul 9 3.4 1 ref 1 D 86% On TrackTia 9 3.7 0 2 C 60% On Track
Who gets access to an intervention that integrates academic/behavioral support ?
Data DashboardFor Tiered Interventions
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Early Warning Indicators Course Performance inCore Subjects GPA
CreditsFCAT/
ConcordanceScores
Attendance
Office Discipline Referrals
AdditionalFactors
On-Track Indicators
On-Track
Meeting all graduation requirements Cs or better in all areas
2.5 or more Meeting 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
DisengagementNo extra curricular involvementSubstance AbuseHigh MobilityMental health issuesFree/Reduced lunchFoster/group homeTransient/HomelessParent unemployment Student employmentChanges in behavior/ appearance More recent traumatic eventMissed guidance appointmentsNo show for yearbook picture
At-Risk forOff Track
Lacking 1 graduation requirement
2.0 to 2.49 Behind 1 Credits
Level 2 on FCAT
5% or more absences per quarter or semester
4 or less Level I and/or minor referralsLevel II ODRs per semester
Off-Track
Lacking 2 graduation requirementsFailing 1-3 classes
Less than 2.0 Behind 3 credits Not passed both sections of 10th grade FCAT or retakesNo 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 requirementsCurrently failing 3 or more classes
Less than or equal to 1.5
Behind 4 or more credits
Not passed 10th grade FCAT or retakesNo concordant scores
15% or more absences per quarter or semester
5 or more Level II ODRs for fighting/ profanity/ disruption per semester
ExtremelyOff-Track
Meeting no graduation requirements2-3 Years Behind
Less than or equal to 1.0
Not meeting cohort graduation plan
Not passed 10th grade FCAT or retakesNo concordant scores
20% or more absences per quarter or semester
Established pattern of severe behavior Level II & III ODRs
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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?
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