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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
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.
Recognizing Traditional Lands
School District & Nearest
Federally Recognized Tribes
Share
your
location Washington Tribes Map
in the
Chat
Overlapping Map
Text city and state to 907-
312-5085
Washington Tribes Map | 9/7/2021 | 5
Equity Pause
Who will my decision What is my locus of Which actions will What’s a step I can
affect? control? have the largest take right away?
Who should be impact?
included?
9/7/2021 | 6
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 Bob Balfanz Kaaren Andrews Kim Casey Claire Hunter
Graduation Equity Director National Director Principal Teacher & Team Lead
Program Supervisor Everyone Graduates Stand for Children’s Grandview High School Grandview High School
OSPI Center Center for High School kkcasey@gsd200.org cehunter@gsd200.org
kefi.andersen@k12.wa.us Johns Hopkins University Success
rbalfanz@jhu.edu kandrews@stand.org
9/7/2021 | 8
Questions & Polling 1
Who’s here? What grade band do you
work with the most?
• Administrator
• Counselor/
Counselor/Psych/Community • Elementary
Liaison/Attendance Liaison / Grad • Middle or high school
Specialist • Both
• None/NA
• Teacher
• Other
• Para-educator
• Parent/Community
Member/Community Based How familiar are you with our
Organization topic?
• District Office/ESD Staff/OSPI
• Continuous Improvement Partner or
• Very
Teaching Coach
• Somewhat
• Other • It’s new!
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:
Both the nature of students’ Two students could face similar
COVID-19 circumstances, and circumstances but experience
how students experience and and process them differently,
process them. resulting in different impacts
Learn more: Center for Developing Child: “Supportive Relationships and Active Skill-Building
Strengthen the Foundations of Resilience”
9/7/2021 | 11This 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
9/7/2021 | 12Beyond This, However…
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
9/7/2021 | 13Early Warning & On-
track Systems Are an
Effective Means to
Meet this Challenge
9/7/2021 | 14Early Warning & On-track Systems Combine Predictive
Indicators with Multiple Tiers of Evidence-based
Support
Academic and social-emotional Indicators are paired with a
behaviors that are predictive of multi-tiered response system
important outcomes (rather that combines whole school &
than student characteristics) are grade preventive activities,
used to identify students who targeted small group supports,
may be in need of additional and customized one-to-one or
supports one-to-a-few actions
The goal is strategic response:
acting at the level where the
most students are positively
affected
9/7/2021 | 15The ABC Indicators & Their Responses
Attendance (A) Behavior & Social Course
Emotional (B) Performance (C)
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
9/7/2021 | 16Early Warning Systems & On-track Systems
Combine Real-time (or Near Real-time) Data with
Human Insights
To be responsive, adults who interact Data, however, is only a signal.
with students need ready and easy To know what, if anything, to do with
access to as near real-time data on that signal, educators need human
as possible insights
Critical to remember that
EWS combines data
systems and human
systems
9/7/2021 | 17At the heart of the human systems are teams of
teachers, counselors, and administrators who know
their students
Sometimes these are called Early Warning, or On-Track, or Student
Success teams
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.
9/7/2021 | 18How Early Warning &
On-track Systems Can Be
Adapted To Support
Students Through The
Impacts of the Pandemic
& Beyond
9/7/2021 | 19Establish Data & Human Systems
that Enable Continual Progress Monitoring
of All Students & Adaptive Asset-based Responses
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
9/7/2021 | 20Focus on Well-being
Fundamental pre-condition
A key extension of typical for productive school
early warning & on-track, is behaviors: a sense of safety
a schoolwide focus on well- and an environment
being supportive of managing the
stress
School-wide survey data on Search for “Student Well-
well-being will be Being Surveys” to find
important multiple options
9/7/2021 | 21Focus on Well-being (Cont.)
• Students’ sense of safety
Advice from the field
supported by
communication,
consistency, and control
Advice from National
Child Traumatic • Coping in Hard Times (high
Stress Network on school and college age)
supporting students
dealing with • Coping in Hard Times
economic impacts of (faculty and staff)
COVID-19
9/7/2021 | 22Focus on School Connectedness &
Belonging
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
9/7/2021 | 23Build Resilience Through Hope & Purpose
Hope Hopeful students are
nearly 3 times as likely
“The ideas and energy students have to succeed at school
for the future. Hopeful students are as discouraged ones
positive about the future, goal- Schools’ early warning, on-track, and MTSS systems
oriented and can overcome obstacles mindset in 2021-22 needs to be one of working
in the learning process, enabling positively towards a better future, building on
strengths, rather than recovery from loss
them to navigate a pathway to
achieve their goals.” This hope is built through trusting,
supportive relationships with adults
and the belief that there is a pathway
to a better future and outcomes
Gallup’s questions and national responses
9/7/2021 | 24Focus on Building Supportive Learning Environments
Relationships Routines Resilience
• The “active ingredient” in • “Our brains are prediction • Positive adaptation during
any situation, classrooms machines that like order and or following exposure to
included; they “boost knowing what is coming adversities.
oxytocin – the love/ trust next. • “Building resilience is likely
hormone – and activate the • When our environments are the most important task we
learning centers of the orderly the brain is calmer have, for ourselves and our
brain… and able to learn” kids” (Pam Cantor & Kate
• trust is the antidote to stress Felson)
and relationships are the
medium through which we
experience trust.”
From our friends at Turnaround for Children –The Importance of Relationships, Routines, and Resilience
9/7/2021 | 25Course Performance: Focus on Building Supportive
Learning Environments (In-person, Remote, & Blended)
(Cont.)
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
9/7/2021 | 26Supportive Learning Environments (Cont.)
• Students engage more deeply in their work when they feel like
Teacher Caring their teacher likes them and cares about them as a person.
Feedback for • Students learn more effectively when their teacher recognizes
and encourages their progress, and offers supportive feedback
Growth to help them improve.
• Students are more motivated to learn when they can see how
Meaningful Work their classroom experiences relate to their lives outside of
school
From our friends at the PERTS Engagement
9/7/2021 | 27PERTS Survey Questions
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
9/7/2021 | 28Build School Success Skills &
Resilient Outlooks
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
9/7/2021 | 29Post-secondary Pathways
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)
9/7/2021 | 30COVID & Post-secondary Pathways
Pursue Best Options Responsive Senior Support
• Schools must now provide • Thus, a key COVID-19 • We also need to ensure that
guidance, support, response strategy is keep the COVID-19 disruptions of
experiences, and connections hope alive for a better 2020-21, do not leave rising
• that enable students to tomorrow seniors without a
identify and pursue their best • By tracking emerging student postsecondary placement or
options for postsecondary needs employment
education or training, • Responding with appropriate • Each senior’s progress
• engaging on a combination of postsecondary and workforce towards this must be closely
education and work preparation activities, tracked, and plans made to
experiences that result in a experiences, and milestones provide supports
family-supporting wage in grades 9 to 12
9/7/2021 | 31Putting 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 | 32Organize Teams of Adults
with Sub-sets of Students They Know
Since COVID-19 impacts all Organize groups of adults Draw on all staff & adults Provide time in the
students in one way or who know sets of students who interact with these schedule for them to meet
another, the response in common into COVID-19 students—teachers, regularly to discuss their
cannot be the response teams (most likely coaches, counselors, non- students
responsibility of only a few by grade level, but other profit partners—as the
people organizations are possible) extended support team
9/7/2021 | 33Establish Means to Analyze Impact of Supports
Provided & Make Adjustments as Needed
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
9/7/2021 | 34Students as Co-designers
One of the best guides to Student voice must be at the First, build trust through
students’ experiences of COVID-19 center of COVID-19 response supportive relationships focused
and how they process them is efforts on student and family well-being
students themselves
Then, build engagement by Regularly survey students both on
establishing participatory the evolving impacts of COVID-19
structures; at high school level, on their lives, and the helpfulness
students should be included in of the school’s responses
COVID-19 response teams
9/7/2021 | 35Update 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 | 36Strategic Use Of Community Partners
If needed, increase
Effective COVID-19 community partners
response is a tall who can
Work with existing Integrate their Proactively ask
order; it will be hard,
community partners resources and partners how their • provide, physical and
especially in the
to leverage assets to connections to supports can mental health supports,
most impacted and/or
support the school’s students into the continue if schooling
communities, for • form supportive
COVID-19 response multi-tiered becomes remote
schools alone to relationships with
plan response system again students
drive and implement
responses
9/7/2021 | 37Culturally & Situationally Responsive
Prior work on responding to students’ and families’ needs shows the importance of
Students’ and their responder mindsets including:
families’ experiences of
COVID-19 may differ from
those of some or most Seeking to
school staff Absence of
Empathy listen and
Structural inequities in blame
access to healthcare, wi-fi, understand
food and medicine,
comfortable shelter, or
even just a quiet place to
work, and the ability to A sense of Practical
shelter vs. the need to
keep working, will impact shared support
many students and
families
humanity without pity
See NYC Community Schools resource on Talking with Students about COVID-19
9/7/2021 | 38Q&A
Ninth Grade Success Teams Kaaren Andrews
Why Ninth Grade Matters
Predictive Ability of Indicators of High
School Graduation
Students who are “on-track” in
the ninth grade are 80%
4x
65%
More likely than their off-track
peers to graduate from high
school Ninth Grade On Track All other factors: Gender,
Course Performance Race/Ethnicity, Socioeconomic
Status, Eighth-grade Test
Scores, Mobility Prior to High
School, Overage for Grade.
Allensworth, E (2013). The Use of Ninth-Grade Early Warning Indicators to Improve Chicago
| 9/7/2021 | 41
Schools. Journal of Education for Students Placed At Risk (JESPAR) Vol. 18, Issue 1.Why Ninth Grade Matters
For every course a
Ninth Graders are
ninth grader fails,
3-5x more likely they are
AND
to fail a course than 30% less likely
any other grade level
to graduate
Southern Regional Educational Board, 2002 | 9/7/2021 | 42What Schools Can Do Now
Regularly analyze
& discuss the
Use strengths systems that are
based protocols to creating the
support student outcomes in your
Identify supports school
and interventions intervention
Use data to look at in your building
patterns and
Start a Ninth Grade trends while also
Success Team looking at
individual student
progress
Southern Regional Educational Board, 2002 | 9/7/2021 | 43Polling Question
Do you have a team established?
Are you interested in starting one?
9/7/2021 | 44What Does it Look Like in Real Life? Grandview School District
Questions
9/7/2021 | 47Considerations
Discuss Share Lead a
your ideas ideas with discussion
with your PLC with
leadership students
9/7/2021 | 48Evaluation
This presentation The presentation I had an
The presenters
will change my met the stated opportunity to
were content
practice in the learning reflect on my
experts
future. objectives. next steps.
This presentation
was relevant to I would
my work and recommend
topics I want to participating to a
know about colleague.
right now.
Graduation Equity Feedback Survey | 9/7/2021 | 49Resources
Resources
• Unlocking Federal & State Program
Funding Funds to Support Student Success
• Read & Subscribe to the OSSI Newsletter
Tools & Videos • Pathways To Adult Success Website
People • Connect with OSPI staff
9/7/2021 | 51Next Month
October 13, 2021
School Climate
10 a.m. – 11:30 a.m.
9/7/2021 | 52Do 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 | 53Connect with us! k12.wa.us facebook.com/waospi twitter.com/waospi youtube.com/waospi medium.com/waospi linkedin.com/company/waospi
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