Pre-Convention Workshop 14: Using Early Warning Indicators to Improve Graduation Outcomes for Students with Disabilities

*Additional Ticket Required Improving graduation rates and reducing dropout is a priority across the nation and in many local contexts. While students with disabilities are disproportionately affected, research indicates that disability status alone is not a predictor of dropout. This interactive, hands-on workshop introduces participants to the foundational elements of a Student Success System, grounded in research-based early warning indicators. Participants will explore the “big ABCs” (Attendance, Behavior, and Course performance) alongside the “little ABCs” (Agency, Belonging, and Connectedness) which together have been shown to predict graduation outcomes. This session will showcase the Early Warning Intervention and Monitoring System (EWIMS), a model featured in the What Works Clearinghouse, as one approach for turning data into action. EWIMS is a data-driven decision-making process that helps educators: (a) identify students who show symptoms of not graduating on time; (b) assign students to interventions and supports, and (c) monitor students’ progress and the success of these interventions over time. Participants will work with sample data to make recommendations and then compare these scenarios with their own school or system infrastructures. They will examine how to move beyond siloed teams (e.g., special education, MTSS, and attendance) and explore ways to unify efforts under a shared student success system. This workshop helps secondary school administrators and support personnel implement MTSS at the secondary level using by practical tools. Participants will receive templates, planning guides, and other implementation resources which they can immediately apply in their districts. Learning Objectives: By the end of this workshop, participants will be able to: 1. Describe the research-based early warning indicators that predict graduation outcomes, including both academic (attendance, behavior, course performance) and non-academic (agency, belonging, connectedness) factors. 2. Apply the EWIMS process using sample data to identify at-risk students, recommend interventions, and evaluate system-level responses. 3. Analyze their own school or district infrastructure to identify gaps and opportunities for integrating siloed efforts across special education, MTSS, and student support teams. 4. Develop actionable next steps for implementing or strengthening a Student Success System using provided templates, planning tools, and resources.