jennings final presenation

NEFEC REGIONAL PRINCIPAL LEADERSHIP ACADEMY

KIM JENNINGS

Heeding the Early Warning Signs

Did you know?

Every 26 seconds in the United States, a teenager drops out of school.

(Swanson, 2008)

Main Inquiry Question

What effects will the use of predictive student academic and engagement data (attendance, behavior and course performance) have on effective prevention and early intervention services for students at Suwannee Middle School?

By using predictive student academic and engagement data of students at risk of falling off track of graduating on time, could appropriate supports be provided early enough if those supports were sustained to getting the students back on track?

FLPS 1 Student Learning ResultsFLPS 2 Student Learning as a Priority

Questions to ask about EWS Data:

School-level patterns: What does the data tell teachers and administrators about how the school is doing? Are students who were flagged from the beginning of the year

remaining “off-track” through the year? Are students who were flagged at one reporting period back

“on-track” at the next?

Student-level patterns: What does the data tell teachers about individual students who are at-risk?

FLPS 1 Student Learning Results FLPS 4 Faculty DevelopmentFLPS 2 Student Learning as a Priority FLPS 5 Learning EnvironmentFLPS 3 Instructional Plan Implementation

Detailed Major Efforts

FLPS 1 Student Learning Results FLPS 5 Learning EnvironmentFLPS 2 Student Learning as a Priority FLPS 6 Decision MakingFLPS 3 Instructional Plan Implementation FLPS 7 Leadership DevelopmentFLPS 4 Faculty Development FLPS 9 Communication

Step 1: Create

the team

Step 2: Review the data

Step 3:Interpret the data

Step 4: Assign

interventions

Step 5:Monitor progress

Step 6:Evaluate

and refine

What does the data tell us?

According to the 2014-2015 EWS data: 257 students have missed 10 or more days of school, 121 students have received one or more suspensions, 76 students have failed either Language Arts or Math, 203 students have met two or more EWS indicators.

Based on these numbers, approximately 23% of the students at Suwannee Middle School are considered off-track and may not graduate high school on time.

By identifying and establishing appropriate supports for the students identified according to the Early Warning System indicators, students considered off-track will decrease and therefore be on track to graduating on time.

Intended Outcomes

Utilize predictive data,Identify off track or at-risk students,Target interventions,Reveal patterns and root causes,Use data and data analysis to improve student

outcomes,Reduce the number of students meeting two or more

EWS indicators by 10%.

FLPS 1 Student Learning Results FLPS 6 Decision MakingFLPS 2 Student Learning as a Priority FLPS 7 Leadership DevelopmentFLPS 3 Instructional Plan Implementation FLPS 9 CommunicationFLPS 4 Faculty Development

Supporting Data: 6th Grade Class of 2021

Attend

ance

Behav

ior

Course

Perfo

rman

ce

2+ In

dicato

rs

0%5%

10%15%20%25%30%

2014-20152015-2016

2014-20152015-2016

22%

12%

7%

8%

20%

8%

30%

29%

Supporting Data: 7th Grade Class of 2020

Attend

ance

Behav

ior

Course

Perfo

rman

ce

2+ In

dicato

rs

0%

10%

20%

30%

2014-20152015-2016

2014-20152015-2016

31%

17% 11%

12%

18%22% 17%

24%

2014-2015 EWS Data 2015-2016 EWS Data

2014-2015

Attendance

Behavior

Course Perfor-mance2+ Indi-cators

29%

14%9%

2015-2016

Attendance

Behavior

Course Perfor-mance2+ Indi-cators

27%

12%

11%

12%

Supporting Data

23%

Supporting Data: Intended Outcomes Met

Utilized predictive data,Identified off-track or at-risk students,Targeted interventions,Revealed patterns and root causes,Used data and data analysis to improve student

outcomes,Reduced the number of students meeting two or

more EWS indicators by 11%.


Mid-Course Adjustments: Established tiered support protocols for attendance, behavior and course

performance

FLPS 1 Student Learning ResultsFLPS 2 Student Learning as a Priority FLPS 7 Leadership DevelopmentFLPS 3 Instructional Plan Implementation FLPS 9 CommunicationFLPS 6 Decision Making FLPS 10 Professional & Ethical Behavior

Tier 1 Attendance Behavior Course Performance

School-wide(All students)

• Every absence brings a response

• Create a culture that says attending everyday matters

• Data tracking by teams

• Teach, model and expect good behavior

• Positive social incentives


• In classroom supports to enable active and engaging instruction


Mid-Course Adjustments: Establish tiered support protocols for attendance, behavior and course

performance



Targeted(15-20% of students)

• 2 or more unexcused absences result in parent contact

• Team investigates to determine why student isn’t attending


• 2 or more referrals result in parent contact

• Additional interventions may be determined


• Academic support classes


Mid-Course Adjustments: Establish tiered support protocols for attendance, behavior and course

performance



Intensive(5-10% of students)

• Sustained one-on-one attention and problem solving

• Appropriate supports provided


• In-depth behavior assessment

• Behavior contracts with parent involvement

• Appropriate supports provided


• One-on-one tutoring


Next Steps

Direct a significant amount of resources to critical transition years(6th grade) to prevent academic and behavioral problems.

Provide opportunities for mentoring, advisement, and academic support within the master schedule for all students.

Implement a Chronic Absent Intervention Protocol

FLPS 1 Student Learning Results FLPS 6 Decision MakingFLPS 2 Student Learning as a Priority FLPS 8 School ManagementFLPS 3 Instructional Plan Implementation FLPS 9 CommunicationFLPS 5 Learning Environment FLPS 10 Professional & Ethical Behavior

Student and Staff LearningTargeted Interventions

Adult Advocates Academic Supports Social and Behavior Supports

School-wide Practices Learning environment Rigorous and relevant instruction

Examine patterns and identify school climate issues

FLPS 1 Student Learning Results FLPS 6 Decision MakingFLPS 2 Student Learning as a Priority FLPS 7 Leadership DevelopmentFLPS 4 Faculty Development FLPS 9 CommunicationFLPS 5 Learning Environment

Candidate Learning

Required effective leadership

Required engagement of a committed, school-based team

Required shared ownership of the process

Challenge: Move teams away from relying on intuition and

towards using dataFLPS 1-10

jennings final presenation

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