What is an Early Indicator and Intervention System?
"Indicator and Intervention Systems represent a collaborative approach among educators, administrators, parents, and communities to using data effectively to keep students on the pathway to graduation. The best . . . [Early Indicator and Intervention Systems] are characterized by a combination of features that enable rapid identification of students who are in trouble; rapid interventions that are targeted to students’ immediate and longer-term need for support, redirection and greater success; the frequent monitoring of the success of interventions; a rapid modification of interventions that are not working; and shared learning from outcomes. These systems are implemented at the school level, sometimes in conjunction with community partners, and are sometimes supported with data supports and analysis from districts and/or states. In some emerging cases, these systems are also being used at the district level to organize and allocate resources and monitor the effectiveness of interventions."
(Bruce, Bridgeland, Fox, and Balfanz, On Track for Success: The Use of Early Warning Indicator and Intervention Systems to Build a Grad Nation 2011)
Oregon’s Focus for EIIS Investment
Oregon's EIIS investment provides financial support and technical assistance to Oregon school districts and charter schools to develop and implement data analysis systems and strong staff teams to identify, support, and monitor students who may be at risk of leaving school or not graduating on time. An EIIS is a coherent system that uses predictive data review to identify students early in their school careers and coordinate systems of care to steward the student towards successful, on-time graduation and transition into post-high school education and careers. Additionally, EIIS promotes innovation and change to the overall school system to improve student opportunity for learning, engagement in school, and learning outcomes for student groups that have historically experienced academic disparities.
The EIIS Investment will support implementation of cohesive systems that include these elements.
- Active staff teams at school and district level.
- Robust framework of supports and interventions.
- Program innovation and improvement
- Student, family and community engagement.
- System for indicator data collection and analysis, use of predictive analytics to identify support for students and areas for improvement.
- Integrated elements, connections across grade levels and schools, and alignment with other ODE initiatives, including the Student Investment Account, Continuous Improvement Plan, High School Success, or Every Day Matters.
Active staff teams at school and district level
An Early Indicator and Intervention System is about people; students, families, teachers, and school leaders, as well as the management and use of data. Research is clear that it is the strength and vitality of the human-centered network of staff teams and student and family participation is essential to having the data be used well and meaningfully. An effective district-wide or school-focused EIIS brings together data analysis, an intervention framework, and activated staff teams engaged in the data, planning and implementing new strategies for student success, and building strong, supportive relationships with students, families, and communities.
Your school or district may already have a successful network of teams working with data in schools as well as at the district level. These student success teams, child study teams, response to intervention teams, multi-tiered systems of support teams, or data teams are strong elements of the foundation for an EIIS. The purpose of this investment is to support and enhance the efficacy of these teams through development of a coherent system, leading to stronger student engagement in learning, achievement in school, and completion of high school. The EIIS grant program is able to support teams to invest in data system software, build capacity for working with data, and develop unique supports and interventions that reflect the strengths and needs of students, families, and local communities.
Innovation and improvement: Building a framework of supports and interventions in partnership with other ODE investments
Through exploration of school and district-wide data, EIIS teams should focus on analyzing the school and system context that led to the student learning outcome and effect change in those systems. Rather than repeating ineffective instructional approaches or assigning students to unsuccessful learning settings the EIIS will be a catalyst for innovation and instructional improvement. EIIS teams within schools and districts are empowered to use data to develop innovative learning supports and family engagement that improves the system for current and future students.
The EIIS investment is a key component of the Student Success Act and the investment in continuous improvement for all Oregon schools. It is a catalyst for implementing systems and practices to ensure that all students are seen and noticed, and that schools adjust strategies and supports to ensure that all students complete high school and are ready to transition into a satisfying, healthy life that meets their personal goals. An EIIS does not operate in isolation, rather it should be aligned with and embedded in the work of the Student Investment Account initiatives, Continuous Improvement Plans, High School Success, Everyday Matters, and other ODE investments.
Student, family, community, and tribes engagement in the EIIS
Additionally, EIIS teams should seek input and voice from the students, families, and communities that the EIIS identifies. The most successful actions are informed by the strengths and funds of knowledge that come from those who will be served. EIIS is part of our work to create a culture of inclusion, equity, and opportunity for all students in all Oregon schools. EIIS is not a tracking system or an early acknowledgement of who we will fail. Rather it is a necessary element of a healthy school system that alerts professionals that adjustments are needed in order for all students to succeed. At its best, an EIIS is a system that helps a school or district notice system failings before they negatively impact the student’s learning outcomes or long-term success as a learner and person. EIIS draws upon the
Oregon Equity Lens to ensure that the systems do not perpetuate inequities, but rather interrupt systems of racism and other oppression within Oregon schools.
The purpose of an Equity Lens is to clearly articulate the shared goals we have for our state, the intentional investments we will make to reach our goals of an equitable educational system, and to create clear accountability structures to ensure that we are actively making progress and correcting where there is not progress. EIIS is no exception. Some questions to consider as part of the development of the EIIS:
- Does the development of the EIIS and the use of data ignore or worsen existing disparities or produce other unintended consequences? What is the impact on eliminating the opportunity gap?
- Who are the racial/ethnic and underserved groups affected? What is the potential impact of the EIIS to these groups?
- How have you intentionally involved stakeholders who are also members of the communities affected by the EIIS?
- How will you modify or enhance your EIIS to ensure each learner and communities’ individual and cultural needs are met?
- How are you collecting data on race, ethnicity, and native language?
- What resources are you allocating for training in culturally responsive instruction?
System for indicator data collection & analysis
A core component of the EIIS is reliable, easily accessible data that identifies student progress toward graduation in multiple dimensions. Student attendance, engagement in learning, and learning outcomes (grades, standardized test scores) are common indicators of progress towards graduation. Most electronic student information systems offer standard and customizable reports on these data points. Schools and districts should reflect on additional indicators and influencers of student success, including student empathy interviews, social-emotional well-being surveys, health and mental health supports, and opportunity for enrichment activities as additional sources of data for the EIIS. Some districts may opt for a locally-produced data collection system rather than a commercially available product, depending on district size and local factors.