Post on 16-Jun-2018
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Preparing our Grads to beCollege, Career, and Life Ready
AmberBrundage&CarrieMorris9/21/15
AdvanceOrganizer
• EarlyWarningSystemsOverview– Context• National&FloridaData
– History&Research• HighSchool• MiddleSchool• FutureDirections
• SenateBill850• EWSImplementation
EWSOverview
NationalGraduationRates
BuildingaGradNationAnnualReport,2015
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4-YearStandardDiplomaGraduationRates
69.0%71.0%
74.5% 75.6% 76.0%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
2009-10 2010-11 2011-12 2012-13 2013-14
82%
75%
65%
80%
89%
74% 76%
54%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
White Hispanic Black TwoorMoreRaces
Asian AmericanIndian PacificIslander NotReported
13/14FLStandardDiplomaGraduatesbyEthnicity
%StateGraduates
65%
81%
67%
83%
68%
84%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Eco.Disadvantaged Non-Eco.Disadvantaged Eco.Disadvantaged Non-Eco.Disadvantaged Eco.Disadvantaged Non-Eco.Disadvantaged
2009-10 2009-10 2010-11 2010-11 2011-12 2011-12
EconomicallyDisadvantagedGraduates
48%
78%
52%
79%
55%
79%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Disabled Non-Disabled Disabled Non-Disabled Disabled Non-Disabled
2011-12 2011-12 2012-13 2012-13 2013-14 2013-14
FLSWD/Non-DisabledGraduationRates
ContextforEarlyWarningSystems• Inorderforstudentstograduatecareer,college,andlifereadytheymust:– Successfullynavigateacademictransitions– Acquireacademicenablingbehaviors
• Attend• Behave• Completework
• 50%offuturenon-graduatesreadilyidentifiableasearlyas6th grade(Balfanz,Herzog&MacIver,2007)
• Earlywarningsystemsprovideamechanismforearlyidentificationofthosestudentswhosignaltheyarenoton-trackforon-timegraduation(Balfanz &Stenson,2012)
• SupportedbyAmerica’sPromiseAlliance• MyBrother’sKeeperInitiative
The“PromiseofEarlyWarningSystems”
• EarlyWarningSystems(EWS):– Usereadilyavailabledatatypicallycollectedattheschool-level
– Alloweducatorstohone-inonkeypiecesofdatatoinformdecisions
– Provide“real-time”dataformonitoring– Allowdistrictstoidentifypatterns,trendsandschooleffectivenessatkeepingstudentson-track
– Identifyat-riskstudentswhoarelikelytoexperienceadverseoutcomesearlyenoughtoalterstudenttrajectories(Davis,Herzog,&Legters,2013)
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EarlyWarningIndicatorsversus EarlyWarningSystems
EarlyWarningIndicators
• Individualpredictorsandthresholdsutilizedtoindicatestudentlevelofriskorlikelihoodofagivenoutcome:– Missingmorethan10%of
instructionaltime– 1+ISS/OSS
– Courseperformance
EarlyWarningSystems
• Organizedsystemwhere:– Strugglinglearnersorstudentsat-
riskareidentified
– Interventionsareprovided-matchedtostudentneedwithvaryingintensitylevels
– Individualandaggregate-levelprogressismonitored
InfrastructureNecessarytoEffectivelyUtilizeEWS
• Developmentofuser-friendly/efficientdatasystem
• Highqualityandaccuratedataentry• DesignatedEWSteamswithdedicatedmeetingtime– District– School
• Staffprofessionaldevelopment/supportforanalysisofdata
• Resourceallocation• MTSSframework• Data-basedproblem-solving
HistoryandResearchonEarlyWarningSystems
EarlyWarningSystemsHighSchool• 1999ConsortiumonChicagoSchoolResearch(CCSR):On-Track
Indicator(OTI)accuratelypredicted80%ofthosewhowouldgraduateon-timebasedon9th grade:
• NumberofFs• Numberofcreditsearned(Allensworth &Easton,2005)
• Backgroundcharacteristics(race/ethnicity,SES,previoustestscores,age,mobility)onlypredicted65%ofon-timegraduates
• AddingbackgroundcharacteristicstoOTIonlyincreasedpredictiveabilityby1% aboveandbeyondFsandCredits
• Backgroundcharacteristicsimportant:– Relationshipwithcourseperformancewhichimpactscoursefailuresandcreditsearned
WecannotmonitororimpactallthebackgroundfactorsstudentsbringBUT wecanmonitorandimpactcourseperformance
CourseFailures&AttendanceAsPredictors
• Whenresearchersexaminedwhystudentsfailedcourses:– Studentbehaviors:attendance&studyhabits(engagementindicators)accountedforthemajorityofcoursefailures• ConsistentacrossachievementandSESlevels
• 2007CCSRfoundGPAandattendanceaspredictiveasFsandcredits– Allowedformoretimelymonitoring
• 2014CPSgraduationrateof69%– Projectedrate84%for2018
NationalHighSchoolCenterEWSIndicators
• 2008NationalHighSchoolCentercreatedhighschoolEWStoautomaticallyflagstudentsoff-trackforgraduationbasedon:
• Earninglessthan¼totalcreditsrequiredforgraduationminus1persemester• Lessthan2.0GPA• Missing10%ormoreabsences• Failingtwoormorecourses(Heppen &Therriault,2008)
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MiddleSchoolEarlyWarningSystemsBackground
• ResearchersfollowedaPhiladelphiacohortofalmost13,0006th gradersfor8yearstofindmiddleschoolpredictorsofnon-graduates(Balfanz,Herzog,&MacIver,2007)
• Basedon2prongedtest- 75+%of6th graderswithindicatordidn’tgraduateon-timeANDidentifiedsubstantialnumberoffuturenon-graduates:
• FailureofmathorEnglish• 20+%absences• 1outofschoolsuspensionorfailingbehaviorgrade
MiddleSchoolEWSBackgroundContinued
• 2011BaltimoreschoolsreplicatedthePhiladelphiaresearchwithcohortof~8,000students
• Baltimoreresearchersusedthefollowingindicatorsthatpredicted70+%non-grads:– 10+%absences– FailingEnglishandmathorfailingaverageforcorecourses
– Overageforgrade– Suspensionsof3+days
NationalHighSchoolCenterMiddleSchoolEWSIndicators
• 2011NationalHighSchoolCenteradaptedEWSformiddleschoolutilizingfollowingindicators:– FailingEnglishormath– Locallydefinedbehaviorindicators– 20%ormoreabsencesperyear(Heppen &Therriault,2008)
MiddleGradeIndicatorsofHighSchoolandCollegeReadiness
• CCSRreleasedareportin2014outliningcriticalmiddlegradesindicatorsforhighschoolandcollegereadiness:– Grades/GPA
• Strongestpredictorofon-trackstatusinhighschoolandearninghighgrades– OnlythosewithGPAgreaterthan3.0hadmoderatechanceofearningA’s&B’sinhighschool
– 61%of8th graderswithGPAofatleast3.5earnA’sandB’sin9th– 90%of8th graderswithGPA>3.5finish11th gradewithGPAnecessaryforasomewhatselectivecollege
– Attendance• Improvespredictiveabilityofhighschoolperformancebeyondgrades
• Muchmorepredictiveofpassinghighschoolclassesthantestscores
Allensworth,Gwynne,Moore,delaTorre,(2014)
ForEvery100 US9th Graders
74 Graduate
46 EnrollinCollegepostK-12
31 ArestillEnrolledSophomoreYear
21 Graduatewithin150%oftime
HighSchooltoCollegePipeline:NationwideOutcomesfor2010
Duncheon Chapter1,inTiereny &Duncheon (2015)
FutureDirectionsofEWS:CareerandCollegeReadiness
Fairchild(2012)
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JohnGardnerCenterforYouthandTheirCommunities,StanfordUniversity(2014)
High School IndicatorsCourse
Performance
GPA Credits Attendance Discipline Assessments College
Preparedness
Social
Emotional??
?Career and
College
Ready
B’s or better in
all classes
3.0 or higher X Credits in AP,
Honors, Dual
Enrollment- OR X Credits in
College Prep
Curriculum OR credits towards
industry
certification
4% or less
absences per
year (7 or fewer days per year
1or fewer
discipline
referrals per year
And
0 suspensions
Level 3 or higher
on state AND
assessments, SAT/ACT above
college thresholds
ASVAB (AFQT) Score at or above
threshold for
branch (>30)
Completion of
college
application(s)Completion of
FAFSA
application
?
On-Track C’s or better in
all classes
2.5 or higher Meeting credit
requirements to
move to next grade level
4% or less
absences per
year (7 or fewer days per year)
2 or fewer
discipline
referrals per year
And
0 suspensions
Level 3 or higher
on state
assessments (FCAT, EOCs)
Met all
graduation
requirements for time of
year/grade
At-Risk for
Off-Track
1 or more D’s in
any classes
2.0-2.49 1 credit behind 5%-9%
absences per
year (8-17 days per year)
3 discipline
referrals per
year or 1 per quarter
And 0
suspensions
Level 2 on state
assessments
(FCAT, EOCs)
Lacking
1graduation
requirement for time of
year/grade
Off-Track Failing 1 or more
classes (F’s)
Less than 2.0 2 credits behind 10% or more
absences per
year (18 or more days per
year)
4 discipline
referrals per
year or 2 per semester
And/or
1 suspension
Level 1 on state
assessments
(FCAT, EOCs)
Lacking 2
graduation
requirements
Extremely
Off-Track
Failing 2 or more
classes
Less than 1.0 3 or more credits
behind
20% or more
absences per
year (36 or more days per
year)
5 or more office
discipline
referrals per year and/or 2 or
more in school
or out of school suspensions
Level 1 or 2 on
two or more areas
of state assessments
Lacking 3 or
more graduation
requirements
Middle School EWSCourse
PerformanceGPA Attendance Discipline Assessments Social-
Emotional
Career and College Ready
B’s or better in all classes
3.0 or higher 4% or less absences per year (7 or fewer days
per year)
1 or fewer discipline
referrals per year And
0 suspensions
Level 3 or higher on state assessments,
Pre-SAT/ACT/ scores above
college thresholds
See high school indicators
On-Track C’s or better in all classes
2.5 or higher 4% or less absences per year (7 or fewer days
per year)
0 in or out of school
suspensions
Level 3 or higher on ELA and math state
assessments
At-Risk for Off-Track
1 or more D’s in ELA or math
classes
2.0-2.49 5%-9% absences per year (8-17 days per year)
Level 2 on ELA and/or math
state assessments
Off-Track Failing ELA or math classes (F’s)
1.0-1.99 10-19% or more absences per year (18-35 days per
year)
1 or more in school or out of
school suspensions
Level 1 on ELA or math state assessments
Extremely Off-Track
Failing 2 or more classes
Less than 1.0 20% or more absences per year (36 or more days
per year)
2 or more in school or out of
school suspensions
Level 1 or 2 on two or more areas of state assessments
PascoCountyDistrict–WideImplementationProcess
Senate Bill 850• Forinterventionstrategies,schoolsasked to:– Identifyareasofneedandconsidergoals– Problem-solveatschool,grade,studentlevels– Putinplacetieredsupportsinidentifiedareas
• MTSS (courses/75263/pages/mtss-resources)• Attendance (courses/75263/pages/attendance)• Behavior (courses/75263/pages/behavior)• Academics (courses/75263/pages/academics)
• MiddleSchoolsrequired to conduct:– IndividualProblem-Solving(“childstudyteam”instatutelanguage)meetingstoplaninterventionsforeverychildwith2ormoreindicators
– Inviteparentstoattendusinga10daynotice• Time,location,andinvitetoparticipateindiscussion
What did weLearnfromthePascoEWSstudy?• ConsistencybetweenPascoandnationaldata.• On-track/off-trackstatusin9th gradeandearlieraccuratepredictor.• Attendanceisprimaryandmostcriticalfactorexplainingdropout.
– Suspensionisanotherpredictor– Failures/GPAareotherpredictors– Yet…standardizedtestswerenotpredictors
• Importanceofusing“multipledatafactors”.
Internalsystemsanalysis:• Inconsistent,non-unified,un-standardizeddatasystemofcollection
andmonitoringforallandat-riskstudents• Variationinproblem-solvingteamingandpractices,planningfor
tieredsupports,anddecision-makingatalllevelsesp.secondary
Brundage,2013
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ChallengesandSolutions• PK-12SolutiontranslatabletoSIS/LIIS
• Consensusamongstaffabouttransition
• School-Basedteamsandleaders(WHO)
• Dedicated Common,Standardized,Centralizeddatasystem withintentionalplanningoftimeandprocessesforanalyzingandusingdatatoinformdecisionsatdistrict,school,andclassroomlevels(TOOLS)
• Commonapproachtoproblem-solving/dataanalysisandusethatisconnected todefinedactionsforteachers,parents,andstudents(Inquiry/PSProcess)
FocusonWhat:DiagnosticPracticesEarlyWarningSystemsplusStandards
PK-12earlywarningsystems(EWS)alignedwithstandards– usingreadilyavailabledatato:
• Predictwhichstudentsareat-riskfordropping• Targetresourcestosupportoff-trackstudentswhile
theyarestillinschool,beforetheydropout• Examinepatterns,identifyschoolclimateissues
CompellingwhyforaPK-12SystemWhatdoweknowaboutEWS?50%accurateby3rd
65%accurateby7th
90%accurateby9th
DifferentiateBetweenEWSDATAGotoStudentDataandStudentListViewtoaccess.
EWSbasedonPascoNeedsSchoolteamusestoidentify,problem-solve,trackstudentsthroughoutyear.• Catchesmorestudentsthanthestate
indicatorsbasedonourlocalstudy.• Includesat-risklevelforearlyID.• IncludesGradReadyProgressBar.
SB850Columnsforstate• ReportinSIPinSeptember.
– Basedonidentifiedstudentsinprioryear.
– ReflectstrendstiedtoSB850definitions.– Assistsintargetingtieredstrategies.
• Middleschoolsmeetwithparents.
High School EWS Indicators
District School Board of Pasco County
At-Risk / Early Warning System:What matters for staying on track and graduating?
On-Track
At-Risk forOff Track
Off-Track
GPA
2.5 or higher
2.0 to 2.49
Less than 2.0
OfficeDisciplineReferrals
0 ODR’sin a quarter
2 or fewerODR’s in a year
1 ODRin a quarter
3 ODR’s in a year
2 or more ODRsin a quarter
4 ODR’s per yearOR 2 ODR’s
in a semester
On-Track Indicators
Per Quarter
Per Year
Per Quarter
Per Year
Per Quarter
Per Year
CoursePerformance
C’s or betterin all classes
1 or more D’sin any class
Failing 1 or more classes (F’s)
Credits
Meeting creditsto move to next
grade level
1 credit behind
2 credits behind
Attendance
0 to 2 absencesin a quarter
4% or lessabsences in a year
3 to 4 absencesin a quarter
5% -9%absences in a year
5 or more absencesin a quarter
10% or moreabsences in a year
Elementary School (Grades 3-5) EWS Indicators
District School Board of Pasco County
At-Risk / Early Warning System:What matters for staying on track and graduating?
On-Track
At-Risk forOff Track
Off-Track
OfficeDisciplineReferrals
0 ODR’sin a quarter
2 or fewerODR’s in a year
1 ODRin a quarter
3 ODR’s in a year
2 or more ODRsin a quarter
4 ODR’s per yearOR 2 ODR’s
in a semester
On-Track Indicators
Per Quarter
Per Year
Per Quarter
Per Year
Per Quarter
Per Year
CoursePerformance
C’s or betterin all classes
1 or more D’sin any class
Failing 1 or more classes (F’s)
Attendance
0 to 2 absencesin a quarter
4% or lessabsences in a year
3 to 4 absencesin a quarter
5% -9%absences in a year
5 or more absencesin a quarter
10% or moreabsences in a year
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Middle School EWS Indicators
*Note(s): GPA is an overall average of current course grades (sum of grade values / #classes) (A=4, B=3, C=2, D=1, F=0)District School Board of Pasco County
At-Risk / Early Warning System:What matters for staying on track and graduating?
On-Track
At-Risk forOff Track
Off-Track
GPA*
2.5 or higher
2.0 to 2.49
Less than 2.0
OfficeDisciplineReferrals
0 ODR’sin a quarter
2 or fewerODR’s in a year
1 ODRin a quarter
3 ODR’s in a year
2 or more ODRsin a quarter
4 ODR’s per yearOR 2 ODR’s
in a semester
On-Track Indicators
Per Quarter
Per Year
Per Quarter
Per Year
Per Quarter
Per Year
CoursePerformance
C’s or betterin all classes
1 or more D’sin any class
Failing 1 or more classes (F’s)
Attendance
0 to 2 absencesin a quarter
4% or lessabsences in a year
3 to 4 absencesin a quarter
5% -9%absences in a year
5 or more absencesin a quarter
10% or moreabsences in a year
GraduationProgressBarEncompassesRequirementsforGraduation
GraduationProgressBarEncompassesRequirementsforGraduation
CentralizedDataSystemv5.0
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Quarterly Monitoring on Student Card1.GotoStudentDataandClickonStudentCardView2.NavigatetoSchoolandStudentmenustoaccessallStudentData
Student LanyardsAccesstoQuarterlyOn-TrackCards
1. GotoStudentDataandLanyardsinmenu
2. Selectschool3. Selectquarter4. Selectsortbyteacher
orstudentandprintinportraitorlandscape
5. PressSubmitbutton
School Profile Page1.Draganddropiconstosortandfilterdata
Notes:Additionaldatasourceshavebeenaddedfordemographicinformation.Hoverovergraphstoviewnumberandpercentagebyindicators.
2.Clickyearmenutoviewandcompareprioryeardata.
EWS Dashboard (click in menu)1.Clickontargetschool(orschools).2.Clickononeormorefilteritems.3.ViewandanalyzechangesinEWSbasedonfilters.
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QuarterlyMonitoringFeatureThevisualshowsEWSoverallfortheyear– at-riskoroff-trackinatleast1area(topline),EWSbyIndicatorfortheyear(secondline),andEWSbyIndicatorforthequarter(thirdline).ThresholdsforperyearandperquarterdataarelocatedintheLegends menubyelementary,middle,andhigh.
InterventionLogwithDataEntryinnovationsthisyeartogrowsystem
InterventionLogwithDataEntryinnovationsthisyeartogrowsystem
DisciplineLogwithDataEntryinnovationsthisyeartogrowsystem
USINGTHESTUDENTINTERACTIONGRIDTOTRACKSTUDENTS,TRENDS
MonitoringLegislativeandOtherStudentProblem-SolvingRecords
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EWS:AttendanceData• Inthe2014-15schoolyear:– Ofthestudentsoff-trackinQuarter1(6,519),45%wereoff-trackinQuarter2and65%endedtheyearoff-track.• Ofthosesamestudentsoff-trackinQuarter1,33%movedtoon-trackinQuarter2,butonly3%endedtheyearon-track.
– Ofthetotal#ofstudentsoff-trackfortheentireschoolyear(10,016),41%werealsooff-trackforcourseperformance(atleast1F)andanadditional31%werealsoat-riskforcourseperformance(atleast1D).• Therelationshipbetweenattendanceandachievementwas72%.
• Forthe2015-16schoolyear,todate(9/18):– 1,098studentsareoff-track(5+absences)forattendanceand2,685studentsareat-risk(3-4absences)inQuarter1
OSSRiskbyStudentDemographic2015-16SchoolYeartoDate
Demo Total OSS RiskRatioW 65% 56% 0.86B 6% 15% 2.50H 20% 22% 1.10M 4% 6% 1.50SWD 20% 35% 1.75504 6% 12% 2.00Retained 8% 18% 2.25
IngredientsforSuccess• Cross-departmentrepresentativeEWSsteeringcommittee• Collectivecommitments• Sharedvision,mission,values,goals• Feedbackloopwithstakeholders
– Districtandschool(usergroup)– Collaborativewithkeydistrictpersonnel/departments– Communication-ConnectivitywithSchoolBoard
• Targetedandsystematicprofessionaldevelopment– Highschools– Allschoolleaders– AlignmentwithSIP– Allschools-Problem-SolvingPLC
• UseofPLCsandblendedlearningmodelstocommunicateresources• IntentionalconnectionswithMTSS,Problem-Solving,SIP,Marzano Framework
• Common,standardizeddatasystem– ongoingdevelopment• *MTSScalibrationtoincludeexpectationsandmonitoring
EvidencesofChallengesInSkills• Varyingskilllevelsofstafftoaccessandusethedata
– Managingandsupportingtransitionsfrompriorsystems• Professionaldevelopment(especiallyatsecondary)onMTSS
– Knowledge,beliefs,andsupportstoestablishMTSSandintegrateEWSwithStandards-Base– HighSchool:relevanceofAttendanceandDisciplinetoGradReq
• Studentsurgencyaboutpostsecondaryactivities(motivation)– Supportingschoolsinstudentengagementfactorsandstrategies
InPerformance• Identifying,supporting,andmonitoringprogressforstudentsineSchool.• Inconsistenciesindatacodingandreporting.• MTSSinfrastructuretosupporttheuseofthedata.• Trustinthesystem.Worryaboutthereliabilityofthedata.
InSystems• Centralizeddatasystemwithstandardizedimplementation• Fidelityindataaccess,use,andproblem-solving/decision-making• *Monitoringoutcomesatschoolanddistrictlevels:studentsandimplementation
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WhatQuestionsdoYouHave? AdditionalResources• America’sPromiseAlliance
– http://www.americaspromise.org/our-history• CareerCollegeReadinessCenter
– http://www.ccrscenter.org/ccrs-landscape/ccrs-organizer• AmericanInstitutesforResearchEWSmaterials- webinars/documents
– http://www.earlywarningsystems.org/resources-tools/implementation-and-research
• UniversityofNebraskaStudentEngagementProject- numerousresources/interventions/topicalbriefs– http://k12engagement.unl.edu/strategy-briefs
• ConsortiumonChicagoSchoolResearchPublications– https://ccsr.uchicago.edu/publications
AdditionalReadingsAllensworth,E.(2013).TheuseofninthgradeearlywarningindicatorstoimproveChicago
schools.JournalforEducationofStudentsPlacedatRisk,18(1),68-83.doi:10.1080/10824669.2013.745181
Allensworth,E.M.,&Easton,J.Q.(2005).Theon-trackindicatorasapredictorofhighschoolgraduation.ConsortiumonChicagoSchoolResearch,UniversityofChicago.Retrievedfromhttp://ccsr.uchicago.edu/publications/p78.pdf
Allensworth,E.M.,&Easton,J.Q.(2007).WhatmattersforstayingontrackandgraduatinginChicagopublichighschools. ConsortiumonChicagoSchoolResearch,UniversityofChicago.Retrievedfromhttp://ccsr.uchicago.edu/publications/07%20What%20Matters%20Final.pdf
Allesnworth,E.M.,Gwynne,J.A.,Moore,P.,&delaTorre,M.(2014).LookingforwardtohighschoolandcollegeMiddlegradesindicatorsofreadinessinChicagopublicschools.ConsortiumonChicagoSchoolResearch,UniversityofChicago.Retrievedfromhttps://ccsr.uchicago.edu/sites/default/files/publications/Middle%20Grades%20Report.pdf
Balfanz,R.&Byrnes,V.(2010).EarlyindicatoranalysisforMetroNashvillePublicSchools.EveryoneGraduatesCenter,JohnsHopkins.
Balfanz,R.,Herzog,L.,MacIver,D.,(2007).Preventingstudentdisengagementandkeepingstudentsonthegraduationpathinurbanmiddle-gradesschools:Earlyidentificationandeffectiveinterventions. EducationalPsychologist,42(4),223-235.
BowlesTherriault,S.,Krivoshey,A.,(2014).Collegepersistenceindicatorsresearchreview.AmericanInstitutesforResearch.
AdditionalReadingsContinuedCarl,B.,J.T.,Cheng,E.,Kim,H.,&Meyer,R.H.(2013).Theoryandapplicationsofearlywarningsystemsforhighschool
andbeyond.JournalofEducationforStudentsPlacedAtRisk,18,29-49.doi:10.1080/108246669.2013.745374
Davis,M.,Herzog,L.,Legters,N.(2013).Organizingschoolstoaddressearlywarningindicators(EWIs):Commonpracticesandchallenges.JournalforEducationofStudentsPlacedatRisk,18(1),84-100.doi:10.1080/10824669.2013.745210
Davis,A.,Solberg,S.V.,deBaca,C.,&HargroveGore,T.(2014).Useofsocialemotionallearningskillstopredictfutureacademicsuccessandprogresstowardgraduation.JournalofEducationforStudentsPlacedAtRisk,19,169-182
Duncheon,J.C.,2015.Theproblemofcollegereadiness.InTierney,W.G.,&Duncheon,J.C.,(Eds.),TheProblemofCollegeReadiness(pp,3-44).Albany,NY:StateUniversityofNewYorkPress.
Gwynne,J.,Lesnick,J.,Hart,H.M.,&Allensworth,E.M.(2009).WhatmattersforstayingontrackandgraduatinginChicagopublichighschoolsAfocusonstudentswithdisabilities. ConsortiumonChicagoSchoolResearch,UniversityofChicago.Retrievedfromhttps://ccsr.uchicago.edu/sites/default/files/publications/CCSRSpecialEdWMS-Final.pdf
JohnW.GardnerCenterforYouthandtheirCommunities,StanfordUniversity.(2014).Menuofcollegereadinessindicatorsandsupports.CollegeReadinessIndicatorSystemsResourceSeries.Seattle,WA:Bill&MelindaGatesFoundation
NationalHighSchoolCenter.(2012).Nationalhighschoolcenterearlywarningsystemmiddlegradestooltechnicalmanual.Washington,DC:Author.Retrievedfromhttp://www.betterhighschools.org/documents/NHSC_EWSMiddleGradesTechManual.pdf
ContactInformation
AmberBrundagePK-12AlignmentUnitCoordinatorabrundage@usf.edu
CarrieMorrisSeniorSupervisorStudentServicescemorris@pasco.k12.fl.us