This recent article by the National High Schools Center looked at Early Warning Indicators (EWI) of English language learners to identify graduation trends for these students. Edweek has published a recent article on this report and it highlights :
1. How well 9th graders perform in their courses predict whether they will graduate– more telling that their English language profiency.
2. Grade point average
These 3 indicators can accurately predict the high likely of dropping out of high school. As part of a multi-tier system of support (MTSS) or an Response to Intervention (RTI) model we can used this information to provide a strong core that engages students and keep them coming and completing their work at Tier 1 level. It can also serve to identify Tier 2 and Tier 3 needs and interventions so that they can perform in their courses and be successful in 9th grade thus increasing the probability that will graduate. This is a great link between this two frameworks with promising practices for teachers and administrators.
Here is a link to the article in Ed Week
Professor Claudia Rinaldi is the Chair of the Education Program at Lasell University. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework in urban settings with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored peer-reviewed publications and a book for educators called Practical Ways to Engage All Struggling Readers. She lead and developed a graduate certificate program in Teaching Bilingual Students with Disabilities for general, ESL and special education teachers geared towards applying research-informed practices to the questions and processes of identifying whether it is a language difference or a learning disability. Claudia developed a college mentoring program called Pathways to Teacher Diversity for districts and teacher education programs to partner in identifying and supporting underrepresented high school students interested in teaching careers to successfully access and persist in college. She serves in various boards including the National Center for Learning Disabilities and serves as an expert for Understood.org and the National Center for Intensive Interventions.
Professor Claudia Rinaldi believes that it is critical to prepare teacher leaders who may serve as advocates and allies and who will respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability poverty, and marginalization in our country and globally.