jill koenitzer & michelle polzin, technical assistance coordinators, wi rti center jill sharp,...
TRANSCRIPT
![Page 1: Jill Koenitzer & Michelle Polzin, Technical Assistance Coordinators, WI RTI Center Jill Sharp, Principal, Wittenberg-Birnamwood High School Kara Muthig,](https://reader030.vdocuments.site/reader030/viewer/2022012922/56649dc55503460f94ab82f9/html5/thumbnails/1.jpg)
Jill Koenitzer & Michelle Polzin, Technical Assistance Coordinators, WI RTI Center Jill Sharp, Principal, Wittenberg-Birnamwood High SchoolKara Muthig, School Psychologist, Wittenberg-Birnamwood School District
Screening, Intervening & Progress Monitoring in High School
Early Warning Systems
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 PBIS Forum 2014
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Maximizing Your Session Participation
When Working In Your Team
Consider 4 questions:
– Where are we in our implementation?– What do I hope to learn?– What did I learn?– What will I do with what I learned?
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Where are you in the implementation process?
Adapted from Fixsen & Blase, 2005
• We think we know what we need so we are planning to move forward (evidence-based)
Exploration & Adoption
• Let’s make sure we’re ready to implement (capacity infrastructure)
Installation
• Let’s give it a try & evaluate (demonstration)
Initial Implementation
• That worked, let’s do it for real and implement all tiers across all schools (investment)
• Let’s make it our way of doing business & sustain implementation (institutionalized use)
Full Implementation
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Leadership Team Action Planning Worksheets: Steps
Self-Assessment: Accomplishments & Priorities
Leadership Team Action Planning Worksheet
Session Assignments & Notes: High Priorities
Team Member Note-Taking Worksheet
Action Planning: Enhancements & Improvements
Leadership Team Action Planning Worksheet
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Agenda
• Introduce Early Warning Systems (EWS)• Establish purpose for implementing Early Warning
Systems (EWS)• The Early Warning System Process• Wittenberg-Birnamwood High School EWS
experiences and lessons learned
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Who is here today?• Special Education Directors• Pupil Services• Teachers• Principals• Family Representatives• Interventionists
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Fist to Five
Unfamiliar Somewhat Familiar Very Familiar
How familiar are you with Early Warning Systems?
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Wisconsin’s Vision in detail...Early Warning Systems (EWS)
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Early Warning SystemsEarly 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
• Predict students who are not performing up to ability or are not college & career ready
• Examine patterns and identify school climate issues
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Existing Data Considerations
How do we identify students who are not college and career ready?
How do we identify students who are not likely to graduate?
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Attendance• Attendance/tardies• Chronic absenteeism
• Mobility• Engagement• Participation
BehaviorSocial-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
Risk Indicators—Use your ABCs
*See handouts : Predictors of Post Secondary Success and Risk Indicators for Not Graduating
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Establishing Purpose for Implementing EWS
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Show of Hands or
Percent of Americans with a high school diploma
85%
Percent of students who repeat 9th grade that graduate
15%
Percent of crimes in U.S. committed by a high school dropout
75%
Percent of black dropouts that have spent time in prison
60%
Percent of Hispanic dropouts that were due to pregnancy
41%
Percent of U.S. jobs a high school dropout is NOT eligible for
90%
Which group has a higher dropout rate:
Black Hispanic
93%
35%
53%
90%
25%
75%
9.6% 17.6%
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4-Year Graduation Rates by Student Groups in 4 Large Cities
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Unemployment & Work Force Participation by Education Level 2011
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2014 Federal Poverty Levels—Monthly Income
Source: Wisconsin DHS
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Average Estimated Income for Wisconsin Workers 2011
Approx.$12,000
Difference
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Incarceration Averages Applied to Wisconsin’s Prison Population
Estimated Incarceration if Dropouts were Graduates
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Medicare Coverage by Education Level in Wisconsin
Dropouts are 200% more likely to need Medicare and 4x as likely to require government assistance (i.e.: welfare, food stamps, subsidized housing, etc….).
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Potential Savings to Wisconsin Tax Payers if Dropouts were Graduates
Based on 2011 Graduation Rates
Imagine the good we could do with that kind of money!!• K-12 Education Funding• College Tuition Reduction• Career Training Programs
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Agenda 2017: Wisconsin DPI
We know we need to change!
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1-5% Tier 3/Tertiary Interventions• Individual students• Assessment-based• Intense, durable procedures
5-15% Tier 2/Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing
80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive
Current Reality vs. Desired FutureAcademic & Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm
Do the math:Are 80% of students responding to the Universal System?
Are you set up to provide Tier 2/Selected Interventions to 15% of your student body?
Tier 3/Intensive supports to 5%?
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Getting Started with Early Warning Systems
DownloadTheGuides
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http://www.betterhighschools.org/documents/EWSHSImplementationguide.pdf
Follow7-StepProcess
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Establish Roles and
ResponsibilitiesSTEP 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)
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Download and Use the EWS ToolSTEP 2
• http://www.betterhighschools.org/ews.asp• 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
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Update with Wittenberg’s tool settings
Localize Risk Indicators in the Tool Settings
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Review the EWS DataSTEP 3
• 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)
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Find, Organize and Sort Students
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Interpret EWS DataSTEP 4
• 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?
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Assign & Provide InterventionsSTEP 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
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Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Check-in/ Check-out (CICO)
Group Intervention w. Individualized Feature (e.g., Check and Connect and Mentoring)
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
Social/Academic Instructional Groups (S/AIG) Academic Seminar
Create a continuum of support (ordered by intensity of intervention & effort needed to implement)
Adapted from Illinois PBIS Network, & T. Scott
Tier 2/Secondary
Tier 3/Tertiary
Academic Seminar
Drop-in Tutoring
Formal Tutoring
Read 180
Small Group Comm. Arts or Math Interventions
Lunch & Learn
PBIS Forum 2014
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Intervention List & Descriptions
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Monitor Student ProgressSTEP 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
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Evaluate and Refine EWS
ProcessSTEP 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
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Examples of Multi-Year Data
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Step 1 Establish Roles
and Responsibilities
Step 3Review the EWS
Data
Step 4 Interpret the
EWS Data
Step 5 Assign & Provide
Interventions
Step 6 Monitor Students
Step 7Evaluate & Refine EWS
Process
Step 2Use the EWS
Tool
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Wittenberg-Birnamwood High School
Early Warning Systems Implementation
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WBHS Demographics
• Wittenberg & Birnamwood are rural communities in central Wisconsin.
• WBHS enrollment has been declining over the past five years. Current enrollment = 376
• 88% White, 5% American Indian, 3% Hispanic
• 35% Low SES
• 15% Students with disabilities
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WBHS History• We had a lot of data but didn’t use it effectively
• Learned that we had to schedule collaboration and not assume that staff knew how to do this
• Having a decision making model has helped us to focus rather than jumping from initiative to initiative
• Sixth year of PBIS. Has become part of the culture of our school.
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District Goals•All students will improve literacy skills in reading and writing across the K-12 curriculum in alignment with the common core standards
•All students will improve math literacy skills through the study of and alignment with the common core standards
•The District will improve student learning with aligned curriculum, assessment, and instruction.
•The District will ensure that students have a safe, welcoming and productive learning environment.
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EWS Connection to District Decision Making Model
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WBHS Goals & EWS
The use of the EWS High School Tool and data wall to provide a resource framework that
identifies students that are off track for graduation or underachieving, so that staff-
designed, evidence-based programs and practices, based on data, can be put into place early and systematically in order to prepare all
students for post-secondary and career readiness.
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TeamsTeams 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, School Psychologist
• 10th Grade Team: Principal, School Counselor, PE Teacher, Math Teacher, Social Studies Teacher, Science Teacher, ELA Teacher, Specialist, Special Education Teacher, School Psychologist
• 11th Grade Team: Principal, School Counselor, PE Teacher, Math Teacher, Social Studies Teacher, Science Teacher, ELA Teacher, Specialist, Special Education Teacher, School Psychologist
STEP 1
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Teams
• 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.
STEP 1
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STEP 2 Using the EWS Tool• 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
Student Flags
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STEP 3
Reviewing the Data
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STEP 3 Reviewing the Data
Regularly Review & Update:
MAP scores
ACT Aspire Smarter Balanced
WKCE scores
DEWS scores
Attendance
Behavioral referrals
Grades Connection survey
*Will also be using ACT data at end of year
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STEP 3 Reviewing the DataInformation on student
data cards:Special EducationELLBooster/Intervention
ClassesAttendance RiskBehavioral RiskGrade/Credit RiskDEWS Risk
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STEP 3Who is at risk?Team looks for patterns. First we look at whole group and small group
concernsNext we look at individual student concernsTeam focuses on MAP scores after current
benchmark datesTeam focuses on grades/attendance/behavior in-
between benchmark assessments
Reviewing the Data
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STEP 4
• 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.
Interpreting the Data
*Use caution in assigning tasks to pupil services staff
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STEP 4Examples:• 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.
Interpreting the Data
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STEP 5Tier 1:
Core curriculum District RtI Team WBHS PBIS Team Daily Shout Outs 8th Period Advisory (IE System)
Tiers 2 & 3:CICO Individual & Small Group CounselingMentoringAcademic Booster/Intervention Classes (8th period)RtI/PBIS Tier 2&3 Meetings
Assign & Provide Interventions
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STEP 5Entry/Exit Decision Rules:
Interventions during IE (Teacher created)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
Assign & Provide Interventions
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Intervention/Enrichment (I/E)
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Enrichment Classes
• Use to create exposure• Decision Rules• Teacher proposals for enrichment classes• Enrichment Calendar• Clubs & Organizations• Parents have access…live on website
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Enrichment Calendar
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STEP 6
• Data is collected throughout the year.
• We need to work on adding progress monitoring tools for interventions (still working on creating…both for progress of individuals as well as the intervention as a whole)
• Academic Behavior Measures
• Decision rules/rubric for intervention classes
• Need decision rules for non-academic interventions
Monitor Student Progress
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Data Wall—Student Growth
Fall 2013: Targeted middle group
Fall 2014: Evidence of growth
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Data Wall—Fall 2014
PBIS Forum 2014Fall 2014: Freshman
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STEP 7• Team evaluated EWS process end of year• Evaluated risk indicators & thresholds• Evaluated decision rules & interventions & made
changes• Evaluated impact with student outcome data
• D/F list• MAP Scores• Attendance
• Growth on School Report Card • Reflected on strengths and challenges
Evaluate & Refine Process
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Evaluate & Refine• 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 2014-15)
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Lessons Learned• Things take time• Build a culture of meeting kid’s needs• Know your staff• Give all staff a voice in making decisions and
creating the system supports• There are things you have to give up in order
to do something different• Communication is key• Use what didn’t work and learn from it to
change for the better
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Lessons Learned
• Staff perceptions of impact of system changes with PBIS when connected to bigger picture– Connect to Life Skills– Not just about how to go through lunch line
• We have to TEACH kids what academic behaviors look like
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What are our teachers 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• Staff feel more ownership• Systems approach is more effective• Better awareness of student needs due to data and
collaboration• Problem solving is positive
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Early Warning Systems Wittenberg-Birnamwood High School
• Jill Koenitzer, [email protected] • Michelle Polzin, [email protected] • Jill Sharp, [email protected]• Kara Muthig, [email protected]
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Early Warning System Resources• National High School Center
• www.betterhighschools.org
• Early Warning Systems in Education• www.earlywarningsystems.org
• YouTube Channel webinars: NHSCenterMedia
PBIS Forum 2014