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IMPROVING STUDENT OUTCOMES
THROUGH EARLY WARNING
SYSTEMS
Robert Balfanz, Johns Hopkins University
Edmund Baker Jr., South Columbus High School
William Ragland II, Johns Hopkins University
Jenifer Felker, Ohio Department of Education
November, 6 2015
Sample Early Warning Indicator Classroom Level Data Display
Off-Track Indicators and Assessment Data
Student
07-08:
Days
Absent
08-09:
Days
Absent
07-08:
Att.%
08-09:
Att.% Dec Mar Dec Mar Dec Mar
Reading
Grade
Level
Math
PSSA
2008
Literacy
PSSA
2008
A 9 19 95% 84% 5 6 C D D C 8 Proficient Basic
B 12 13 93% 89% 7 8 D C F D 6.5
Below
Basic
Basic
C 48 69 73% 43% 10 10 F F F D 5.5
Below
Basic
Below
Basic
Assessments
Math
GradesAttendance
Behavior
Comments
Literacy
Grades
Two Sixth Graders
Improving Student Outcomes Through Early Warning Systems

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Improving Student Outcomes Through Early Warning Systems

  • 1. IMPROVING STUDENT OUTCOMES THROUGH EARLY WARNING SYSTEMS Robert Balfanz, Johns Hopkins University Edmund Baker Jr., South Columbus High School William Ragland II, Johns Hopkins University Jenifer Felker, Ohio Department of Education November, 6 2015
  • 2. Sample Early Warning Indicator Classroom Level Data Display Off-Track Indicators and Assessment Data Student 07-08: Days Absent 08-09: Days Absent 07-08: Att.% 08-09: Att.% Dec Mar Dec Mar Dec Mar Reading Grade Level Math PSSA 2008 Literacy PSSA 2008 A 9 19 95% 84% 5 6 C D D C 8 Proficient Basic B 12 13 93% 89% 7 8 D C F D 6.5 Below Basic Basic C 48 69 73% 43% 10 10 F F F D 5.5 Below Basic Below Basic Assessments Math GradesAttendance Behavior Comments Literacy Grades

Editor's Notes

  1. This slide highlights three very different students all in need of different types of interventions. This is real data from an 8th grade teachers homeroom. The first student, does well on assessments and is reading on grade level. Just looking at assessment data one might conclude this student is in good shape to succeed in 9th grade. However, notice the big dip in attendance and low grades including D’s. Clearly something has happened in the past year to cause the student begin to disengage from school. Absent intervention this student is likely to struggle with the transition to 9th grade and despite strong test scores may well be on the path to dropping out. The second student has both low test scores, grades, and significant behavior issues (the more behavior comments a student has the worse their behavior). The question is what is driving what. Is the student lost in class because they are missing key skills and hence acts out. Or is the student acting out for out of school reasons and hence not paying attention in class and then falling behind? Each of these possibilities suggest very different interventions hence why in tis case it would be important to gather more information to find out. The last student is behind, failing, getting in trouble and not coming to school. Clearly there are major issues. If they are not resolved this student is unlikely to even make it to high school and may well become a middle grades dropout.