Initial Implementation of an Early Warning Intervention System: A Case Study Involving Three Comprehensive High Schools in a Suburban District

Autor/in	Fox, Michelle Margit
Titel	Initial Implementation of an Early Warning Intervention System: A Case Study Involving Three Comprehensive High Schools in a Suburban District
Quelle	(2019), (243 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Washington State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0855-6609-4
Schlagwörter	Hochschulschrift; Dissertation; Program Implementation; At Risk Students; High School Students; Suburban Schools; Intervention; Dropout Prevention; Leadership Effectiveness; Trust (Psychology); Ethics; Collegiality; Data Use; Decision Making; Comprehensive Programs; Washington + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Führungseffizienz; Ethik; Kollegialität; Decision-making; Entscheidungsfindung; Gesamtunterricht
Abstract	This case study examined the initial implementation of an Early Warning Intervention System (EWIS) across three comprehensive high schools in a large suburban school district in Washington State using both quantitative and qualitative methodologies. The purpose of the study was two-fold: to determine the extent to which the initial application of systematic tracking and prescribed attendance, behavior, and course performance interventions reduced the total number of at-risk indicators for students identified as being off-track for graduation; and to identify practices that support initial EWIS implementation effectiveness. At this early stage of implementation, no statistically significant findings resulted from the quantitative data analysis; however, the qualitative research led to important and informative insights into EWIS implementation effectiveness, including the emergence of several important findings: (a) effective school leadership ensured high implementation fidelity; (b) authentic trust, respectful relationships, and ethical leadership were important cultural components; (c) systematic processes included regular cycles of collegial inquiry and collaboration; (d) a comprehensive approach using data driven decision making helped accurately identify off-track students and safeguarded against the effects of subjectivity; and (e) a multi-tiered system of supports allowed for timely application of individualized interventions for off-track students. The case study findings provided a wide range of evidence indicating both positive and promising effects of initial EWIS implementation including important insights around factors related to implementation effectiveness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01