How do I determine the Early Warning Indicator System Business Rules?

Attendance % Long 
April numbers: 
HS April-17 ADA 
89.81% 
91.37% 93.71% 91.42% 90.22% 

X 



High < 92% ; Mod > 92 < 96% ; Low > 96% ) 

X 



High < 92% ; Mod > 92 < 96% ; Low > 96% )

X 



High < 90% ; Mod > 90 < 93% ; Low > 93% )

Current Year to Date + One Year Prior

Percentage of Missed Days 

See grade columns for cuts. 

Attendance % In-School 

Leave out for now

X 



High < 92% ; Mod > 92 < 96% ; Low > 96% ) 

X 



High < 92% ; Mod > 92 < 96% ; Low > 96% )

X 



High < 90% ; Mod > 90 < 93% ; Low > 93% )

History of the student at the school

Percentage of Missed Days 

High < 92% ; 
Mod > 92 < 96% ; 
Low < 96% )

Attendance % 
Short 

X 



High < 92% ; Mod > 92 < 96% ; Low > 96% ) 

X 



High < 92% ; Mod > 92 < 96% ; Low > 96% )

X 



High < 90% ; Mod > 90 < 93% ; Low > 93% )

Current School Year ONLY, up to 20 school
days

Percentage of Missed Days 

Course Credits 

Do not use for now. Need to define credit goals for all schools 

Exclude Home school students; 

Need to define on-track credit 

5 credits per year with passes in English and Math. 

I am not sure how we will know what is a Math and what is an English course.

–

–

X

Full credit history of student 

High = Credits earned < Credits needed 

Low = Credits earned > or= Credits needed; 

9th grade: 5 credits 
10th: 12 in block; 10 for non-block 
11th: 18 in block, 16 in non-block 
12: 26 in block, 
22 in non-block.

Progress Course Outcomes 

Schools use very different grading approach. Need to define the table / field for the grade outcome. See PLD. 
We need to follow up to see how to include standards based schools

Count of (Ds & Fs) or (1s) 






Most MS schools are on a 4 _ week progress 

Last Progress Grade period

–

Counts of Failures (F's OR D's) or (1s) – 
LOW = 0; 
MOD = 1; 
HIGH > 1

Final Course Outcomes 

Schools use very different grading approach. Need to define the table/field for the grade outcome. IC Transcript tab/ 
See PLD.

–

–

Count of (Ds & Fs) or (1s)

Over all grades 9-12

Counts of Failures (F's OR D's) or (1s) – 

LOW =< 15% 

MOD > 15% < 20% 

HIGH > 20% of final grades are D's or F's

Behavior / Discipline 
PRIOR 

Count of referrals (# of referrals) 


HIGH: > 5 
MOD: 2-4 
LOW: < 2 

*exclude tardy & attendance

Count of referrals (# of referrals) 


HIGH: > 7 
MOD: 4-7 
LOW: < 4 

*exclude tardy & attendance

Count of referrals (# of referrals) 


HIGH: > 7 
MOD: 4-7 
LOW: < 4 

*exclude tardy & attendance

Prior + Current YTD

Behavior / Discipline 
Short term

Count of referrals (# of referrals) 


HIGH: > 1 
MOD: 1 
LOW: 0 

*exclude tardy & attendance

Count of referrals (# of referrals) 


HIGH: > 1 
MOD: 1 
LOW: 0 

*exclude tardy & attendance

Count of referrals (# of referrals) 


HIGH: > 1 
MOD: 1 
LOW: 0 

*exclude tardy & attendance

Current School Year ONLY, up to 20 school days

Out of School Suspensions -Long Cycle

X

X

X

Prior plus Current YTD

Count of Suspensions 

LOW = 0; 
HIGH = 1 

Out of School Suspensions – Short Cycle 

X

X

X

Current academic year, 20 school days.

Count of Suspensions 

LOW = 0; 
HIGH = 1 

In School Suspensions – Short Cycle

X

X

X

Current academic year, 20 school days.

Count of Suspensions 

HIGH: > 1 
MOD: 1 
LOW: 0 

In School Suspensions – Long Cycle

X

X

X

Prior Academic Year + Current YTD

Count of Suspensions 

HIGH: +5 
MOD: 2-4 
LOW: 0-1 

Need to revisit and look at how students are distributed across these cut scores.

Retained

X

X

X

Full history of student

Number of Years retained (LOW= not retained; HIGH = retained)

Overage

X

X

X

Full history of student

Set Overage to YES; If overage then over at risk. Use annualized student attrib for overage.

FRL status

X

X

X

–

Use as a demographic variable like we would use gender, race, grade level. Client may wish to set up a page filter.

FRL Years

X

X

X

Entire history 
of the student

Number of years with FRL status = yes 
HIGH: 4+ 
MOD: 1-3 
LOW: 0

Mid-Year School Transfers

X

X

X

Prior 177 enrollment days.

Counts of school changes excluding normal school transitions and transitions during the summer (LOW = 0, MOD = 1, HIGH =2+)

Changes in Home Address

X

X

X

Prior 177 enrollment days.

Counts of school changes excluding normal school transitions (LOW = 0, MOD = 1, HIGH =2+)

Homelessness

X

X

X

Full history of student

LOW = 0; 
MOD = Homeless within year 4-12 
HIGH = current or within last 4 years

State Assessment SBA– Math 

Do not use for now. KY state assessment is influx.

X

X

X

Last Observed Data

High = 'Not Met' (1), Mod = 'Nearly Met' (2), Low = 'Met' (3), 'Exceeded' (4)

State Assessment SBA– ELA

X

X

X

Last Observed Data

High = 'Not Met' (1), Mod = 'Nearly Met' (2), Low = 'Met' (3), 'Exceeded' (4)

MAP – Math Proficiency 

X

X

X (up to 10)

Last 3 Observed Data

Low: > 40th 
Mod: <= 40th -> 20th 
High: =< 20th NPR

MAP – Reading 

X

X

X (up to 10)

Last 3 Observed Data

Low: > 40th 
Mod: <= 40th -> 20th 
High: =< 20th NPR

Spec Ed

X

X

X

–

Demographic column / or filter

504

X

X

X

–

Demographic column / or filter

Incarceration of Student (see enrollments)

X

X

X

–

Incarcerated = HIGH 
Not-incarcerated = LOW

Race

X

X

X

–

Demographic column / or filter

ELL Growth

X

X

X

Last Observed Data – prior observed data

HIGH: Change ono compo = < 0 
MOD: Change = 1 
LOW: Change = 2

ELL Status

X

X

X

Current status and count of years with ELL status.

Duration of ELL designation 

HIGH: 5+ year 
MOD:3,4 years 
LOW: 0-2 years 

Classroom – GPA (unweighted)

–

–

X

Semester

High < 2.0 
Mod > 2.0-2.4 
Low > 2.4 

Follow up and confirm if the mod-low cut should be 3.0 or 2.4 or something else all together.

Classroom – GPA (unweighted)

–

–

X

Cumulative

High < 2.0 
Mod > 2.0-2.4 
Low > 2.4

Foster Care Status 

Not currently collected, state will collect in the future and have Foster care data flow through IC.

X

X

X

–

TBD