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Vision All students prepared for post-secondary pathways, careers, and
civic engagement.
Mission Transform K–12 education to a system that is centered on closing
opportunity gaps and is characterized by high expectations for all
students and educators. We achieve this by developing equity-
based policies and supports that empower educators, families,
and communities.
Values • Ensuring Equity
• Collaboration and Service
• Achieving Excellence through Continuous Improvement
• Focus on the Whole Child
Vision
Equity Statement Each student, family, and community possesses strengths and
cultural knowledge that benefits their peers, educators, and
schools.
Ensuring educational equity:
• Goes beyond equality; it requires education leaders to examine the ways current policies and practices result in disparate
outcomes for our students of color, students living in poverty,
students receiving special education and English Learner
services, students who identify as LGBTQ+, and highly mobile
student populations.
• Requires education leaders to develop an understanding of
historical contexts; engage students, families, and community
representatives as partners in decision-making; and actively
dismantle systemic barriers, replacing them with policies and
practices that ensure all students have access to the instruction and support they need to succeed in our schools.
Equity Statement
Recognizing Traditional Lands
School District & Nearest
Federally Recognized Tribes
Washington Tribes Map
Overlapping Map
Text city and state to 907-
312-5085
Share
your
location
in the
Chat
Washington Tribes Map | 9/7/2021 | 5
Equity Pause
Who will my decision affect?
Who should be
included?
What is my locus of control?
Which actions will have the largest
impact?
What’s a step I can take right away?
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Objectives• Learn recommendations for
adjusting your early warning system measures
• Learn the big ideas for starting your own Success Team and the ways of being that help sustain the work
• Hear about how Grandview School District is implementing Success Teams and how they’ve adjusted through the pandemic
• Get resources to help you get started
9/7/2021 | 7
Presenters
Kefi Andersen
Graduation Equity Program Supervisor
OSPI
Bob Balfanz
Director
Everyone Graduates Center
Johns Hopkins University
Kaaren Andrews
National Director
Stand for Children’s Center for High School
Success
Kim Casey
Principal
Grandview High School
Claire Hunter
Teacher & Team Lead
Grandview High School
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Questions & Polling 1
• Administrator
• Counselor/
Counselor/Psych/Community
Liaison/Attendance Liaison / Grad
Specialist
• Teacher
• Para-educator
• Parent/Community
Member/Community Based
Organization
• District Office/ESD Staff/OSPI
• Continuous Improvement Partner or
Teaching Coach
• Other
Who’s here?
• Elementary
• Middle or high school
• Both
• None/NA
• Other
What grade band do you work with the most?
• Very
• Somewhat
• It’s new!
How familiar are you with our topic?
9/7/2021 | 9
Using Early Warning Systems to Keep All Students on Track During & Beyond the Pandemic Robert Balfanz
The Continuing & Lasting Impact Of COVID-19 On Student Success In School Will Depend On:
Learn more: Center for Developing Child: “Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience”
Both the nature of students’ COVID-19 circumstances, and how students experience and
process them.
Two students could face similar circumstances but experienceand process them differently, resulting in different impacts
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This Tells Us
All students will benefit from thoughtful re-start activities and experiences
Activities should help students shape schooling as a positive, moving forward experience, not recovery from loss
Establish a foundation of trust, belonging and relationships
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It will be difficult to know which additional supports are needed unless circumstances are well known to adults in the school
This will likely only be true for small to modest percent of students
We need a means to figure out which students need what supports and when
Beyond This, However…
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Early Warning & On-track Systems Are an
Effective Means to Meet this Challenge
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Academic and social-emotional behaviors that are predictive of
important outcomes (rather than student characteristics) are
used to identify students who may be in need of additional
supports
Indicators are paired with a multi-tiered response system
that combines whole school & grade preventive activities,
targeted small group supports, and customized one-to-one or
one-to-a-few actions
The goal is strategic response: acting at the level where the most students are positively
affected
Early Warning & On-track Systems Combine Predictive Indicators with Multiple Tiers of Evidence-based
Support
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Very effective predictors of student success
Nearly all early warning, on-track, or MTSS systems use some version of them
A number of evidence-based and practice-validated strategies have been developed to improve the ABCs
The ABC Indicators & Their Responses
Attendance (A) Behavior & Social Emotional (B)
Course Performance (C)
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To be responsive, adults who interact with students need ready and easy access to as near real-time data on
as possible
Data, however, is only a signal.
To know what, if anything, to do with that signal, educators need human
insights
Critical to remember that EWS combines data systems and human
systems
Early Warning Systems & On-track Systems Combine Real-time (or Near Real-time) Data with
Human Insights
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At the heart of the human systems are teams of teachers, counselors, and administrators who know
their students
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What matters is teachers, counselors, and administrators who are responsible for the success of a shared set of students have regularly scheduled time to monitor student progress, pool their insights, and develop responses and strategies to keep all their students on track
to post-secondary success.
Sometimes these are called Early Warning, or On-Track, or Student Success teams
How Early Warning & On-track Systems Can Be
Adapted To Support Students Through The
Impacts of the Pandemic & Beyond
9/7/2021 | 19
The Pandemic continues: it’s not over—student needs and experiences will evolve as the year progresses
Systems cannot be operated by a lone counselor or even a small student support team
Establish ways these systems can be used by significant numbers of adults in the building
Mindset of proactive and responsive actions that build on strengths
Establish Data & Human Systems that Enable Continual Progress Monitoring
of All Students & Adaptive Asset-based Responses
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A key extension of typical early warning & on-track, is a schoolwide focus on well-
being
Fundamental pre-condition for productive school
behaviors: a sense of safety and an environment
supportive of managing the stress
School-wide survey data on well-being will be
important
Search for “Student Well-Being Surveys” to find
multiple options
Focus on Well-being
9/7/2021 | 21
• Students’ sense of safety supported by communication, consistency, and control
Advice from the field
• Coping in Hard Times (high school and college age)
• Coping in Hard Times(faculty and staff)
Advice from National Child Traumatic
Stress Network on supporting students
dealing with economic impacts of
COVID-19
Focus on Well-being (Cont.)
9/7/2021 | 22
A strong sense of school connection or belonging is essential to student success under COVID-19 (and in general)
Available metrics: students have high odds of strong connection to school when
• There are two or more adults who they believe know them and care about them as a person
• The are affiliated with a peer group supportive of their identity
• They are engaged in pro-social activities, e.g., helping others directly or indirectly
• They believe their school is a welcoming place
Focus on School Connectedness & Belonging
9/7/2021 | 23
Build Resilience Through Hope & Purpose
Hope
“The ideas and energy students have
for the future. Hopeful students are
positive about the future, goal-
oriented and can overcome obstacles
in the learning process, enabling
them to navigate a pathway to
achieve their goals.”
Gallup’s questions and national responses
Hopeful students are nearly 3 times as likely to succeed at school as discouraged ones
Schools’ early warning, on-track, and MTSS systems mindset in 2021-22 needs to be one of working positively towards a better future, building on
strengths, rather than recovery from loss
This hope is built through trusting, supportive relationships with adults
and the belief that there is a pathwayto a better future and outcomes
9/7/2021 | 24
Focus on Building Supportive Learning Environments
From our friends at Turnaround for Children –The Importance of Relationships, Routines, and Resilience
Relationships
• The “active ingredient” in any situation, classrooms included; they “boost oxytocin – the love/ trust hormone – and activate the learning centers of the brain…
• trust is the antidote to stress and relationships are the medium through which we experience trust.”
Routines
• “Our brains are prediction machines that like order and knowing what is coming next.
• When our environments are orderly the brain is calmer and able to learn”
Resilience
• Positive adaptation during or following exposure to adversities.
• “Building resilience is likely the most important task we have, for ourselves and our kids” (Pam Cantor & Kate Felson)
9/7/2021 | 25
Tips on how to build Relationships, Routines, and Resiliency can be found at:
•Helping Children Thrive During the Pandemic and Beyond
• The Three R’s: Relationships, Routines, Resilience
Course Performance: Focus on Building Supportive Learning Environments (In-person, Remote, & Blended)
(Cont.)
9/7/2021 | 26
Supportive Learning Environments (Cont.)
• Students engage more deeply in their work when they feel like their teacher likes them and cares about them as a person.Teacher Caring
• Students learn more effectively when their teacher recognizes and encourages their progress, and offers supportive feedback to help them improve.
Feedback for Growth
• Students are more motivated to learn when they can see how their classroom experiences relate to their lives outside of school
Meaningful Work
From our friends at the PERTS Engagement
9/7/2021 | 27
PERTS has developed evidence-based guidance on these elements of engagement and a very short set of student survey questions (5 to 10 minutes)
Help teacher teams establish baseline and test improvement strategies rather learning is occurring in person, remotely, or a blend
• The Engagement Project
• Learning Connections that Build Engagement
PERTS Survey Questions
9/7/2021 | 28
Recent research is beginning to identify a sub-set of social-emotional skills most directly tied to course performance, which include:
• Growth mindset
• Goal setting
• Self-management/regulation
• Productive persistence/resistance to stereotype threat
Depending on student age, relatively modest shifts in school experiences or instruction can make a difference
Build School Success Skills & Resilient Outlooks
9/7/2021 | 29
COVID-19 further accelerates and magnifies a twenty-year shift in the function of high schools
High schools were once the endpoint for many, but are now called to be a launching pad towards adult success for all
Current societal function of high schools is not just to develop and signal the attainment of a core body of knowledge and academic skills
(i.e. graduation requirements for a high school diploma)
Post-secondary Pathways
9/7/2021 | 30
COVID & Post-secondary Pathways
Pursue Best Options
• Schools must now provide guidance, support, experiences, and connections
• that enable students to identify and pursue their best options for postsecondary education or training,
• engaging on a combination of education and work experiences that result in a family-supporting wage
Responsive
• Thus, a key COVID-19 response strategy is keep hope alive for a better tomorrow
• By tracking emerging student needs
• Responding with appropriate postsecondary and workforce preparation activities, experiences, and milestones in grades 9 to 12
Senior Support
• We also need to ensure that the COVID-19 disruptions of 2020-21, do not leave rising seniors without a postsecondary placement or employment
• Each senior’s progress towards this must be closely tracked, and plans made to provide supports
9/7/2021 | 31
Putting the Pieces Together
Organizing Adequate Resources to:
Provide School-wide Supports
Progress-monitor All Students on Adapted ABC Indicators
Be Responsive and Adaptive as Needs Evolve
9/7/2021 | 32
Organize Teams of Adults with Sub-sets of Students They Know
Since COVID-19 impacts all students in one way or another, the response
cannot be the responsibility of only a few
people
Organize groups of adults who know sets of students in common into COVID-19
response teams (most likely by grade level, but other
organizations are possible)
Draw on all staff & adults who interact with these
students—teachers, coaches, counselors, non-
profit partners—as the extended support team
Provide time in the schedule for them to meet
regularly to discuss their students
9/7/2021 | 33
No playbook exists on how to meet the diverse set of ever-evolving student needs that schools will face as the result of COVID-19
Thus, the one step often overlooked in traditional uses of EWS, on-track, and MTSS systems is more important then ever
Recording responses/interventions used to support students, checking on their efficacy, and making adjustments as needed is crucial
This enables schools to build their local knowledge base of what works, for which students, under which conditions
Establish Means to Analyze Impact of Supports Provided & Make Adjustments as Needed
9/7/2021 | 34
One of the best guides to students’ experiences of COVID-19
and how they process them is students themselves
Student voice must be at the center of COVID-19 response
efforts
First, build trust through supportive relationships focused on student and family well-being
Then, build engagement by establishing participatory
structures; at high school level, students should be included in
COVID-19 response teams
Regularly survey students both on the evolving impacts of COVID-19 on their lives, and the helpfulness
of the school’s responses
Students as Co-designers
9/7/2021 | 35
Update And Adapt Resource Maps• EWS, on-track, and MTSS systems typically develop resource
maps, which show available whole-school, targeted group, and
one-on-one or one-on-few responses; these are available at the
school and sometimes district level
• They must be updated and adapted for COVID-19 response,
based on evidence-based ideas shared here and in other venues,
as well as student, teacher, and community input
• They should show, for each indicator, area of focus, and tier level,
possible COVID-19-adapted responses; and then made available
to the COVID-19 support teams
9/7/2021 | 36
Strategic Use Of Community Partners
Effective COVID-19 response is a tall
order; it will be hard, especially in the most impacted
communities, for schools alone to
drive and implement responses
Work with existing community partners to leverage assets to support the school’s COVID-19 response
plan
Integrate their resources and connections to
students into the multi-tiered
response system
Proactively ask partners how their
supports can continue if schooling
becomes remote again
If needed, increase community partners who can
• provide, physical and mental health supports, and/or
• form supportive relationships with students
9/7/2021 | 37
Culturally & Situationally Responsive
Students’ and their families’ experiences of
COVID-19 may differ from those of some or most
school staff
Structural inequities in access to healthcare, wi-fi,
food and medicine, comfortable shelter, or
even just a quiet place to work, and the ability to shelter vs. the need to
keep working, will impact many students and
families
See NYC Community Schools resource on Talking with Students about COVID-19
EmpathyAbsence of
blame
Seeking to listen and
understand
A sense of shared
humanity
Practical support
without pity
Prior work on responding to students’ and families’ needs shows the importance of responder mindsets including:
9/7/2021 | 38
Q&A
Ninth Grade Success TeamsKaaren Andrews
Why Ninth Grade Matters
Allensworth, E (2013). The Use of Ninth-Grade Early Warning Indicators to Improve Chicago
Schools. Journal of Education for Students Placed At Risk (JESPAR) Vol. 18, Issue 1. | 9/7/2021 | 41
Students who are “on-track” in
the ninth grade are
4xMore likely than their off-track
peers to graduate from high
school
80%
65%
Predictive Ability of Indicators of High
School Graduation
Ninth Grade On Track
Course Performance
All other factors: Gender,
Race/Ethnicity, Socioeconomic
Status, Eighth-grade Test
Scores, Mobility Prior to High
School, Overage for Grade.
Why Ninth Grade Matters
Southern Regional Educational Board, 2002 | 9/7/2021 | 42
Ninth Graders are
3-5x more likely
to fail a course than
any other grade level
AND
For every course a
ninth grader fails,
they are
30% less likely
to graduate
What Schools Can Do Now
Southern Regional Educational Board, 2002 | 9/7/2021 | 43
Start a Ninth Grade
Success Team
Use data to look at
patterns and
trends while also
looking at
individual student
progress
Identify supports
and interventions
in your building
Use strengths
based protocols to
support student
intervention
Regularly analyze
& discuss the
systems that are
creating the
outcomes in your
school
Polling Question
Do you have a team established?
Are you interested in starting one?
9/7/2021 | 44
What Does it Look Like in Real Life?Grandview School District
Questions
9/7/2021 | 47
Considerations
Discuss
your ideas
with
leadership
Share
ideas with
your PLC
Lead a
discussion
with
students
9/7/2021 | 48
This presentation will change my
practice in the
future.
This presentation was relevant to
my work and
topics I want to
know about right now.
The presenters were content
experts
The presentation met the stated
learning
objectives.
I would recommend
participating to a
colleague.
I had an opportunity to
reflect on my
next steps.
Evaluation
Graduation Equity Feedback Survey | 9/7/2021 | 49
Resources
Resources
• Unlocking Federal & State Program
Funds to Support Student SuccessFunding
• Read & Subscribe to the OSSI Newsletter
• Pathways To Adult Success Website Tools & Videos
• Connect with OSPI staffPeople
9/7/2021 | 51
Next Month
October 13, 2021
School Climate10 a.m. – 11:30 a.m.
9/7/2021 | 52
Do You Need Clock Hours?
Register
• Register monthly for free Clock Hours on pdEnroller.
Attend Live or by Watching the Video
• Attend Live: we’ll verify your attendance – no action required
• Watch Later: complete our Feedback Survey:
https://tinyurl.com/m4vuwkxs
Evaluation
• Complete the pdEnroller Evaluation online. Clock hours will be
awarded when we have verified your attendance, usually within a
week.
Questions about this process? Contact Ronnie Larson
9/7/2021 | 53
Connect with us!
facebook.com/waospi
twitter.com/waospi youtube.com/waospi
medium.com/waospi linkedin.com/company/waospi
k12.wa.us