Ohio

Early Warning Intervention And Monitoring System

State Plan

Scope

The Ohio Department of Education (ODE) currently leads an On-Time Graduation Project (OTGP) with four pilot districts. This project aims to increase the graduation rate with a standard diploma for students with disabilities engaging them in postschool education and competitive integrated employment. OTGP’s intentional focus is on measuring the outcomes for students with disabilities in Grades 6, 9, and 11; however, all students in those grades are required to be included in the National Technical Assistance Center on Transition (NTACT) Risk Calculator and assigned interventions based on identified need. Pilot school districts have chosen to include students in Grades 9–12 in the NTACT Risk Calculator. In this context, ODE has requested the Great Lakes Comprehensive Center’s (GLCC’s) technical assistance and support in developing an Ohio-specific Early Warning Intervention and Monitoring System (EWIMS) implementation guide. GLCC and the College and Career Readiness and Success Center (CCRS) have worked with ODE staff in Year 6 to develop a logic model for this project, targeting the four pilot districts.

In Year 7, the centers will work collaboratively with ODE to develop a multitiered intervention inventory, design training for EWIMS implementation by building leadership teams and support from a regional system of support staff, develop an Ohio version of the EWIMS Implementation Guide, and develop a plan for statewide dissemination of the EWIMS process. Longer-term outcomes include increased capacity to implement early warning systems, including use of multitiered systems of support and integrated student service plans beyond the four pilot districts; and increased capacity of ODE and state support teams to support district and school implementation of EWIMS.

Challenge

Too many Ohio students are either underprepared for postsecondary college or careers or have dropped out of school. In the 2015–16 school year, 17,106 students with disabilities earned high school diplomas in Ohio; however, only 35% (6,027) met the same requirements for graduation as students without disabilities. Additionally, 20% (4,300) of Ohio’s students with disabilities dropped out.

Milestones

Milestone 1. A multitiered intervention inventory for attendance, course performance, and behavior developed. (11/01/18)

Milestone 2. Virtual and in-person EWIMS implementation training for district leadership teams; building leadership teams; regional system of support staff designed and delivered. (12/15/18)

Milestone 3. An Ohio version of the EWIMS Implementation Guide developed. (03/31/19)

Milestone 4. An OGTP implementation rubric reviewed and refined. (04/15/19)

Milestone 5. Usability testing of the Ohio EWIMS Implementation Guide in the four pilot districts conducted. (05/30/19)

Milestone 6. A statewide EWIMS dissemination plan designed. (07/30/19)

Milestone 7.

Expected Capacity Building Outcomes

Primary: Improved knowledge and skills
Secondary: Improved organizational structures and processes

Expected Outcomes

  • ODE is equipped with the resources, processes, knowledge, and skills to support implementation of an early warning system, including use of multitiered systems of support and integrated student service plans among the four pilot districts as measured by an implementation rubric.
  • Pilot districts have the resources, knowledge, and skills to implement an early warning system that results in an increased percentage of students with disabilities in Grades 6, 9, and 11, progressing from off track to on track to graduate as demonstrated by a reduction in risk level and/or indicators for potential intervention in the NTACT Risk Calculator Tool among the four pilot districts.
  • Pilot districts have the resources, processes, knowledge, and skills to implement an early warning system that shows increased compliance with state career advising policy and excessive absenteeism policy among the four pilot districts.
  • Pilot districts have the resources, processes, knowledge, and skills to implement an early warning system that results in an increased movement toward and/or maintenance of state targets for the State Performance Plan—Indicator 1 (% of students with disabilities graduating with a regular diploma), Indicator 2 (% of students with disabilities dropping out), and Indicator 3 (% of students with disabilities 16 years and older with a transition plan in place).

Expected Outputs

  • Multitiered intervention inventory for districts and schools that includes at least one universal, targeted, and intensive intervention for attendance, course performance, and behavior
  • Web-based and in-person training for building leadership teams and state support teams/Educational Service Center staffs
  • Ohio version of the EWIMS Implementation Guide
  • OTGP implementation rubric
  • A dissemination plan for implementing EWIMS among additional districts and schools