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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