In previous posts, I’ve began with the assertion that in many cases, the likelihood that a student would graduate from high school could be predicted as early as kindergarten. Because early warning systems were initially designed to improve high school dropout rates, most of the research has centered around students in eighth grade and up. Another … Continue reading Early Warning Systems in Early Education
As we’ve been emphasizing in our previous posts, data alone is never enough. Data is just a tool that educators can use to identify and remove possible barriers to student success. And because many inequities are built into our educational system, we need people at all organizational levels who know how to collect, analyze, and … Continue reading The People Behind Early Warning Indicators
Identifying students in need of extra support is just one of the benefits of using an early warning system (EWS). As High School Graduation and College Readiness Indicator Systems: What We Know, What We Need to Know makes clear, an EWS should also “systematically focus, guide, and assess school improvement” and “hold schools accountable for … Continue reading The Importance of Setting-Level Data in an Early Warning System
Presented by Jaime Harris – Transcription Below Introduction Welcome to the Illuminate Whiteboard Series. I’m Jaime Harris. I am the Co-Founder of eduCLIMBER. I am a practicing school psychologist, and I’m also the Product Manager for Data Visualization here at Illuminate. Today, we’re gonna be talking about a multi-tiered system of supports or MTSS. So … Continue reading What Does MTSS Even Mean?
In the last post, we discussed the importance of using just a few proven early warning indicators (EWI) to avoid overwhelming teachers, administrators, parents, and students with unnecessary data points. We learned that attendance, behavior, and course performance are far and away the best indicators of student outcomes, and that these “ABCs” should form the … Continue reading Student-Level Data in an Early Warning System: Less is More
In my previous post, I discussed the ways in which early warning indicators (EWI) and early warning systems (EWS) are designed to advance an equity agenda. By identifying at-risk students early and providing them with additional supports to help them reach their highest potential, these tools enable more students to experience the rewards of steady … Continue reading Developing a Data Strategy for Early Warning Indicators
In the next few weeks, we’ll be exploring the topic of early warning systems and its importance in the school system. This first post tackles the ways in which these tools are designed to advance an equity-based agenda. Guadalupe Guerrero, superintendent of Portland Public Schools (PPS)—the largest and most diverse school district in the State of … Continue reading Why Every School District Needs an Early Warning System
This article was co-written with Julie Ziegler. To continue the conversation, please reach out to them respectively at jharris@illuminateed.com or jziegler@illuminateed.com. When you look around your schools, would you believe that 1 out of every 4 students has experienced at least one traumatic or adverse childhood experience? In fact, 1 out of every 2 people … Continue reading School-Aged Youth & Trauma: How Education Communities Can Help
Recent studies on student engagement self-perception and performance. The extent to which a student is engaged is a robust predictor of his or her ability to learn, get good grades and test scores, retain information and, ultimately, graduate. The 2016 Gallup Student Poll surveyed 900,000 public school students in grades 5-12 in 48 states. The … Continue reading Developing Hope & Resilience for Disengaged Students
Back when I was in jail and probation—serving as an assistant principal for a charter school network based within the system—I saw a lot of students from various backgrounds shuffling through. Since I was the AP, referrals were pretty consistent. The reasons were like how the ol’ saying goes, “If I only had a dime … Continue reading Ditch “The Book” & Use Restorative Principles for Interventions