High School PBIS Networking Marlene Gross Ackeret and Lori Cameron Hosted by: Oak Creek High School.

High School PBIS Networking

Marlene Gross Ackeret and Lori Cameron

Hosted by: Oak Creek High School

Agenda

• Creating School Buy In• Early Warning System• Networking

Introduce Yourselves

• 1 thing your school excels at in PBIS Implementation

• 1 challenge

Announcements

• High School Tier 2 training Jan 15th and April 7th (Days 3 and 4 will be next year)

• Tier 2/3 Overview: Dec 9th

• SAS window and analysis is now

Oak Creek High School

Demographics

Oak Creek High School

Data

Oak Creek High School

Creating staff Buy In

Jill Koenitzer, Technical Assistance Coordinator, WI RTI Center Michelle Polzin, Technical Assistance Coordinator, WI PBIS Network

Screening, Intervening & Progress Monitoring in Middle & 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

Agenda

• What is an Early Warning System (EWS)?• How can we use EWS to screen, intervene and

progress monitor?• State examples and lessons learned

For grades K-4Use existing data and administer standardized screeners multiple times per year

Above 4th grade Use existing data to screen students multiple times per year

Fuchs, D. Smart RtI: A Next Generation Approach to Multi-Level Prevention

Research-based practice

Promising practice

Recommended Practices

Existing Data Considerations

How do we identify students who are at risk to be successful in a postsecondary setting?

How do we identify students who are at risk for late/non graduation?

Handouts 1.5 and 1.6

Team Time

Optional: Read and Discuss“Risk Indicators for Not Graduating” and“Predictors of Post-secondary Success”

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

What is an Early Warning System?

Early 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

• Examine patterns • Identify school climate issues

Early Warning Systems fit in a Culturally Responsive Multi-Level System of Support

Easy Access To Existing Data

The Dropout Early Warning System (DEWS) and NHSC Early Warning System Tools provide easy access to existing data.

DPI DEWS: Purpose

Considered part of an RtI system

Assesses incoming risk

A data-based report done early enough to effectively intervene

Identifies students who may be at risk for dropout or late graduation

Used, along with other data, in local educational decisions for support services and interventions

DPI DEWS: How it Works

Incoming Risk

GroupReport

StudentProfile

DPI DEWS: InterpretationDEWS provides a score from 0-100 for current MS and HS students

Score = rate at which students similar to current student in previous cohorts in WISCONSIN graduated

Score of 75 = 75% of prior students with similar characteristics graduated on time

Should be used, along with other data to make local educational decisions for support services and interventions

Team Time

Optional: Discuss…“How have you been using DPI

DEWS?”

NHSC Early Warning Systems

• National High School Center www.betterhighschools.org

• Early Warning Systems in Educationwww.earlywarningsystems.org

NHSC Early Warning Systems

• MS and HS level tools• Screen multiple times per year• Aid in diagnostic process• Monitor student progress• Valid and reliable thresholds established

Getting Started with Early Warning Systems

DownloadTheGuides

http://www.betterhighschools.org/documents/EWSHSImplementationguide.pdf

Follow7-StepProcess

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)

WBHS Goals & EWS

The use of the EWS High School Tool supports the WBHS goals by providing a resource

framework to identify students who are off track for graduation, so that staff-designed, evidence-based programs and practices, based on data,

can be put into place early and systematically in order to prevent student failure.

EWS Connection to District Decision Making Model

Team CompositionTeams 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, Interventionist, School Psychologist

• 10th Grade Team: Principal, School Counselor, PE Teacher, Math Teacher, Social Studies Teacher, Science Teacher, ELA Teacher, Business Ed Teacher, Special Education Teacher, Interventionist, School Psychologist

STEP 1

Team Norms

• 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

Wausau East Team

• Utilized an existing team: RtI team• Two assistant principals (one focused on

academics and one on behavior)• Regular education teachers• PBIS coach• RtI coordinator• School counselor.

Team Time

Optional: Discuss “How does your school collaborate around data to

improve universal/tier 1 instruction?

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

Risk Indicators in the EWS Tool v2.0Indicato

rTime Frame Benchmark (red

flag)Incoming risk*

Prior to the start of school Exhibited locally validated indicators of risk

Attendance First 20 or 30 days, each grading period (e.g., semester), end of year (annual)

Missed 10% or more of instructional time (absences)

Course failures

Each grading period, end of year

Failed one or more semester courses (any subject)

Grade point average

Each grading period, end of year

Earned 2.0 or lower (on a 4-point scale)

CCSR End of Year (On-Track Indicator)

End of year Failed two or more semester core courses, or accumulated fewer credits than the number required for promotion to the next grade

*Indicators must be locally validated

Update with Wittenberg’s tool settings

Localized Risk Indicators

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

Wausau East: Step 2

• Localized the risk indicators and aligned to DEWS research

• Exported from Infinite Campus into NHSC Collator Tools

• Imported into EWS Tool• Due to scale of size > 200 per grade• Needed to import and export data

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)

Find, Organize and Sort Students

STEP 3 WBHS Data Wall/Room

Regularly Review & Update:

MAP scores

WKCE scores

DEWS scores

Attendance

Behavioral referrals

Grades Connection survey

STEP 3 WBHS Data Wall CardsInformation on student

data cards:Special EducationELLBooster/Intervention

ClassesAttendance RiskBehavioral RiskGrade/Credit RiskDEWS Risk

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 assessmentsTeam uses data protocol

WBHS Data Review Procedure

STEP 3

WBHS Data Review Protocol

Wausau East: Step 3

• Use of the reports available within tool• Clearly identified need for universal level

supports• Due to the scale of size, all data is

electronically represented• Still establishing procedures for data review

Team Time

Optional: Discuss “How does your school display/share/represent

student data?”

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?

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.

WBHS Data Interpretation

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.

WBHS Problem Solving Examples

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

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

WBHS Intervention List & Descriptions

STEP 5Tier 1:

Core curriculum District RtI Team WBHS PBIS Team Daily Shout Outs

Tiers 2 & 3:CICO Individual & Small Group CounselingMentoringAcademic Booster/Intervention ClassesRtI/PBIS Tier 2&3 Meetings

WBHS Intervention Continuum

STEP 5Entry/Exit Decision Rules:

Booster Classes (?)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

WBHS Data Rules & Intervention Mapping

Team Time

Optional: Discuss “How does your school map or outline your interventions/challenges? How does your school indicate interventions for increasing

intensity?”

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

STEP 6

• Data is collected throughout the year.

• We need to work on adding progress monitoring tools for interventions (both for progress of individuals as well as the intervention as a whole)

• Decision rules/rubric for booster classes

• Need decision rules for other interventions

WBHS—Monitoring Student Progress

Flagged Student Intervention Report

Under-Credited Student Report

It is Imperative to have other student progress measures for the purpose of knowing when to make

changes to interventions!

Team Time

Optional: Discuss “How does your school monitor progress?”

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

STEP 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

WBHS—Evaluate & Refine Process

WBHS SWIS Multi-Year Graph

WBHS—What teachers are 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

WBHS—What teachers are saying

Additional EWS Outcomes

• Systems change: systems such as our MAP testing, have been refined and defined to better meet student learning outcomes

• The collaboration as a staff is “awesome!”• Awareness of each student and their needs (both

academic and behavioral) has increased tremendously• A sense of ownership has developed in staff• A sense of shared responsibility has resulted• Targeted interventions have been used to increase

scores

The culture of WBHS- what’s changing?

• - Awareness• - Ownership• - Accountability• - Conversations • - Responses• - Action

WBHS—Next Steps• 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)

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

Early Warning System• National High School Center

• www.betterhighschools.org

• Early Warning Systems in Education• www.earlywarningsystems.org

• YouTube Channel webinars: NHSCenterMedia

Contact InformationWittenberg-Birnamwood HS Wausau East High School

Jill Sharp, Principal - [email protected]

Kara Muthig, School psychologist - [email protected]

Christine Budnik, Assistant Principal - [email protected]

Kelly Rohr, RtI Coordinator - [email protected]

Manee Vongphakdy, School counselor - [email protected]

Contact InformationPBIS focus Academic focus

Michelle Polzin

East Regional Technical Assistance Coordinator

[email protected]

Jill Koenitzer

West Regional Technical Assistance Coordinator

[email protected]

Team Time

Optional: Discuss “What opportunities does an Early Warning System present for your school?”

Networking

• Round 1: Assign experts• Round 2: Change out Experts

Topics for Next Session

• Who will host/present?