The Process . Identify Early Warning Indicators Implementation Establish Central and Building Understanding Identify, Plan and Support Intervention. Background. Replicated a 2008 study: Consortium on Chicago School Research - PowerPoint PPT Presentation
Early Warning System in YPS
PPI February 11, 2013Establishing an Early Warning System in
Yonkers Public Schools1Establishing an Early Warning System in
YPSX:\Research\Early Warning System\Early Warning System in
YPS_Presentation for District Meeting on 10-19-12.pptThe Process
2Identify Early Warning Indicators
ImplementationEstablish Central and Building Understanding
Identify, Plan and Support Intervention
PPI: 2/11/2013BackgroundReplicated a 2008 study: Consortium on
Chicago School Research
Examined the impact of 15 different variables on high school
graduation.
Found 4 variables that significantly impact variation in high
school graduation in Yonkers. 3
PPI: 2/11/2013Establishing an Early Warning System in
YPS3X:\Research\Early Warning System\Early Warning System in
YPS_Presentation for District Meeting on 10-19-12.pptThe Four Risk
Factors
4
PPI: 2/11/2013Five Groups of At-Risk StudentsUnidentified Risk*
= student carries none of the first 3 risk factors (irrespective of
PreK);
Low Risk = student carries 1 of the first 3 risk factors
irrespective of PreK;
Moderate Risk = student carries 2 of the first 4 risk factors
including PreK;
Moderately High Risk = student carries 3 of 4 risk factors
including PreK;
High Risk = student carries all of the first 3 risk factors
(irrespective of PreK).
*Although this group of students does not carry any of the four
identified risk factors, they are not without risk from factors
beyond those identified in this study that may impact
graduation.5
PPI: 2/11/20134-Year Graduation Rate and Students without
Identified Risk in 2012-13
6
PPI: 2/11/2013Summary, School Level
7
PPI: 2/11/2013Student Detail, School Level
8
PPI: 2/11/2013Student Detail (continued)
9
PPI: 2/11/2013Student Detail (continued)
10
PPI: 2/11/2013Student Detail (continued)
11
PPI: 2/11/2013Student Detail (continued)
12
PPI: 2/11/2013Current StatusEarly warning indicators ready by
school and student.
No distribution or roll-out to high schools.
Limited information presented to Central Office.13
PPI: 2/11/2013Contributions to StatusData: Understanding,
comfort, and use.
Opportunity structure for intervention.Consequences of
fundingSupport staff
Intervening eventsTeacher Evaluation System
14
PPI: 2/11/2013StrengthsSuccessful capacity buildingTaking
advantage of Superintendent interest and support for Early
WarningGeneral enhancement of value and visibility of Data and
Systematic AnalysisLocal university as a resource.Staff member in
doctoral program.In-house capacity to sustain analyses.
Update and Implement for Fall 2013.
15
PPI: 2/11/2013Implementation Fall 2013Roll out for opening of
2013-14 in August 2013Update analysis and reports with 2012-13
data.
Reserve time on Summer Institute schedule.Principals August time
is at a premium.Opportunity to prepare people as well as
information.16
PPI: 2/11/2013Implementation (continued)Attendance as a means to
reduce course failures and increase GPA.
Teachers and staff should be proactive in helping students as
soon as they begin missing classes.
Staff, students and parents attention to the robust connection
between absences academic performance future goals.
Heppen and Therriault (2008); Allensworth, E. M., & Easton,
J. Q. (2007)
17
PPI: 2/11/2013Implementation (continued)Other Practices
Identified in Literature By Grade:Provide schools with lists of
grade 9 students, ranked by number of absences in first 30 days.
Systematically target those with the highest number of
absences.Provide schools with lists of grade 9 student at the end
of the 1st semester, grouped by risk (GPA, attendance, and number
of Fs)Follow students in grades 10 and 11 to differentiate
intervention by level of risk. By Level of RiskLow and moderate
risk groupings may benefit from more modest intervention such as
mentoring or subject specific support.Moderately-high and high risk
groupings are likely to require more comprehensive monitoring and
interventions.
Heppen and Therriault (2008); Allensworth, E. M., & Easton,
J. Q. (2007)
18
PPI: 2/11/2013Additional Suggestions from the
LiteratureIntervention should be integrated and closely aligned
with the instructional program of the school.Grades and attendance
are better than expected in schools where the instructional program
is more coherent.Programs that support the transition to high
school should closely monitor grades and attendance and intervene
when students show signs of struggling.Educators should make
efforts to improve teacher-student relationships and help students
understand the connection of their coursework to future goals.
Allensworth, E. M., & Easton, J. Q. (2007)
19
PPI: 2/11/2013David H. Weinberger, Ph.D.Executive
[email protected]://www.yonkerspublicschools.orgStudent
Information, Assessment and ReportingShanit Halperin, M.A.Research
[email protected]
20
PPI: 2/11/2013
