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- Early warning systems provide schools
with a proactive tool to help identify and support
struggling students.
Real time student data, such as attendance, behavior
and course performance, provide the foundation
for these systems.
Teams use other data that they are already collecting
such as special education status or testing homework scores
to figure out the most appropriate
interventions for students.
For an early warning system to have a positive impact,
school teams need a reliable set of protocols
to run their meetings and efficiently discuss solutions
for identified students.
This video helps answer some commonly asked questions
by early warning system teams, such as:
While the specifics vary,
the New Mexico Public Department of Education,
the High Plains Regional Education Cooperative,
the Everyone Graduates Center
and the John Hopkins School of Education,
have developed a brief protocol for how to discuss
why a student is struggling and identify an appropriate
intervention in about 10 minutes.
This protocol includes the following steps:
first, identify the student,
next, the team shares information
about why the student is struggling.
Finally, the team discusses intervention options.
Let's look at St. Ignatius High School
and how their team uses this protocol.
The St. Ignatius team has integrated their
early warning system data into existing response
to intervention in Montana Behavioral Initiative
team meetings.
- We do a 20 day referral, so at 20 days into
the school year staff make a referral for at risk kids
and they say this kid is struggling,
this kid is having a tough time, here is what I've noticed.
Then they recommend interventions themselves.
We trust that teachers know their students the best
and what's going help them.
So, at the meetings when we're talking about a kid,
we have what the teacher recommended for the student.
We have the early warning system data percentage,
likelihood of dropping out.
We have our pyramid of interventions
and we have our team there to discuss.
We also invite parents and then that teacher that serves
as a mentor for that student into those meetings.
- The team members in this meeting
shown from left to right, have the following roles:
Some team members also serve as student mentors.
Here's the protocol on action,
notice the key practices that keep the meetings focused
and on task.
- I was noticing that since school started,
his EWS has gone up 8%.
From a four to a 12.
In a month.
- Yeah. - That's not good.
- Not having the sheet in front of me right now,
I don't know what would cause that,
but I'm guessing it's probably attendance.
- Mm mm, he's good. - Is it, you have that?
- He's good?
- Today is the first day he's been gone.
And normally he's terrible, but today is the first day
and maybe the second, cause he's my aid sixth period,
he's been here everyday.
- Does he leave in the afternoon at lot,
because I've have in him seventh hour
and he's gone moderately. - Well, football.
They were gone for that.
- What do we need here?
- There's suggestions on his referral sheet.
- Yeah, so attendance good, one excused absence, one tardy.
He's got zero discipline referrals and grades,
he's got 93 in Consumer Math.
An 88 in Government.
A 74 in Leadership and Communication.
A 66 in English 12.
A 61 in Personal Finance.
- So, those two.
- He's got a SEMS lab and an aid period.
And advisory with Ms. Geone.
- His mentor said it's more, she feels its more emotional
than not emotional but like - - Personal.
- Personal, sorry, than anything else
that's happening right now.
- She's already met with him a few times.
- Dealing with past things from last year
as far as girls go and what not.
Coming back and that kind of stuff.
I don't know.
- She's the mentor,
his mentor is one that made the referral too.
So, she recommended a SEMS class, which he already has.
- Do his parents have any insights onto
what might be going on?
If it's more personal type of stuff?
- His mentor didn't say personal as in girl problems,
she just said his biggest problem right now
is personal things.
- Personal things.
- I just know that that's a big thing
that's recently changed within the last week.
- Okay.
- Yeah, there might be something going on at home,
I don't know.
- When he's in there during fifth period
I'd say he probably utilizes about half that time really
to where he's actually doing stuff to stay on top of it
and then the other half, he's just -
- And he's just recently started,
because the reason he's my aid,
is because he couldn't fit my class into his schedule.
So, he's with my middle schoolers, so he's playing with them
and we've just recently started working on stuff
for the concert.
There's no reason that he couldn't be using that time
for work as well.
- So, he's in with you sixth period?
- Mm hmm, and he has SEMS fifth, it sounds like.
- During your aid period,
what could we do to support him?
- We have SEMS right before too.
- Yeah, but when he leaves.
- Sixth period.
- If he needs work with any teachers
more than welcome to do go and get help with that,
I just feel like he would maybe goof around a little bit
instead of actually doing that.
- Cause he wanted to be in choir, didn't he?
- I mean, we could check and see with her and him
if he wanted to switch periods,
if you were willing to let him trade.
- He has wanted to, was wanting to try to get into choir,
fifth period anyways.
If he did that and then took his SEMS -
- Sixth. - Sixth.
But then if he ever needed time, as far as with me,
if he needed to not be in choir for a day,
it's not like it would be the end of the world.
- Gotcha, gotcha. - Possible schedule change.
- We'd be able to work more directly with him
during sixth period because we've only got
two other students in there.
- During sixth?
- And with fifth period, there's the middle school students
that are in their also.
So, if he swapped choir and the SEMS lab,
I think that would be good for him.
- Especially because then if he's caught up,
then he could come in sixth period and play,
so it might be a little motivation.
Contact mom or dad for - - Schedule change?
- No, just to see - - Personal.
- Yeah, or just leave that for now?
- No, we probably need to see if there's anything -
- Bring them in, probably.
- And his mentor may be able to shed light on that.
She may not have been comfortable
putting that in an email to me.
- We found success with the way that we run the meetings
and the process that we use through trail and error.
It takes time and it takes energy
and you've got to, you figure those things out as you go.
So, where we're at now is we've figured out what works
and what doesn't work for us.
Then put these processes into place.
How the meeting runs and who's doing what
is the culmination of three and a half years of meetings
dealing with kids and what works best and what doesn't
and what we need to talk about and what we don't talk about,
so it's been an evolving process.
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