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- 1. Early Warning Systems: Developing and Monitoring Effective Systems and Interventions for Students At Risk of Dropping Out Module 2 Organizing a Multi-Tiered Intervention System
- 2. Organizing a Multi-Tiered Intervention System Part 1: Intervention 101 (≈ 30-45 minutes) • Approach (whole school, small group, individual) • Scan of interventions by ABC’s (internal and partners) – Needs – Capacity – Gaps – Effectiveness • Student—adult relationships (forming relationships, champions, etc.) • Activity: Scan of interventions (complete a resource map). Part 2: Intervention 102 (≈ 30-45 minutes) • Best practices for ABCs intervention • Talking with and listening to students – Report Card Conferences (communicate with students about ABC’s performance, set goals for improvement, share tools for being on-track) – Surveys, focus groups, student advisory councils and other strategies for listening to students • Activity: Practice a report card conference conversation.
- 3. MODULE 2- PART 1 INTERVENTION 101
- 4. A Tiered Intervention System The goal of this approach is to support: • The students who behave and achieve in ways that are consistently and explicitly taught and reinforced • The students who need additional support
- 5. 3-Tier Prevention/Intervention 1. Provide intensive efforts involving specialists (counselors, social workers, etc.) for the 5% to 10% of the students who don’t respond to other supports. 2. Target interventions for those who develop an indicator despite school-wide prevention efforts. 3. School-wide programs aimed at preventing 75% of the students from developing any of the ABC indicators.
- 6. Multi-Tiered Support System Whole School or Tier I: Supports aimed at keeping all students engaged in school and on-track to graduation and postsecondary success. These initiatives are available to all students at the school that include: 1. Core instructional strategies that engage students in processing, reflection, and analysis. 2. School-wide strategies that ensure all students attend, behave and try. 3. All students feel welcome and supported in school. 4. Relationships between students, teachers, staff and families are positive and focused on student outcomes and build on students’ strengths.
- 7. Multi-Tiered Support System Small Group or Tier II: Interventions designed for a small group of students who are exhibiting some behavior issues (in any of the A,B,C’s) and have not been successful with Tier I may include: – Example 1: Reading intervention lab for students behind grade level – Example 2: Lunch group discussion for a group of students centering around empowerment, targeted for students who seem to be having self- esteem challenges
- 8. Multi-Tiered Support System Intensive or Tier III: Interventions designed for individuals or a few students who are continuing to exhibit inappropriate behaviors (in any of the A,B,C’s) and have not made progress from previous interventions may include: – Example #1: Anger management counseling – Example #2: Home visits for chronic absenteeism
- 9. Resource Map - Overview Tier I Whole school Tier II Small group Tier III Most Intensive Attendance • Weekly attendance recognition • Perfect attendance celebration (monthly) • Team competition for attendance • Check and Connect • Wake up calls • Buddy System with another student • Recognition for improved attendance • Home visit by counselor • Individual contract with student and parent Behavior • Cardinal Cash (Caught you doing something good) • Freshman Seminar lessons • Academy meetings • Outside Speakers • Social skill courses • Peer Mediation group • Daily Behavior contract • In-class interventions (seating, pairing, activity • PREVENTION – Gang intervention group in the neighborhood • Visit one on one with social worker • Individual counselor sessions Course Performance • Recognition for most-improved • Focus on using engaging instructional practices • Goal setting practices • Intervention lab • Tutoring support • Reading specialist • Double does of a course • Tutoring support • Learning logs • Credit recovery • Credit repair
- 10. Activity – Resource Mapping • Take the strips of paper with prevention activities/interventions on them. • Your task is to select which indicator this is meant to address and under which Tier or level this intervention belongs.
- 11. Activity – Resource Mapping • What trends did you notice when you were placing the sample interventions? • Are there some interventions that could go in more than one place? • Is one indicator or one level emphasized more than others?
- 12. Resource Map – Detailed Level Resource Description ABC Target Level Frequency Max Capacity Contact Special Notes After school “panthers” club Focused on homework completion and exposure to career opportunities Course Performance Targeted Group Tuesday, Wednesday, Thursday 30 students Mr. Miller Send referrals to Mr. Miller. Drug and Alcohol counseling Professionals who can talk with students about issues they are facing A B or C Intensive As needed ~10 students per semester Counselor All referrals need to go through counseling office.
- 13. Building Strong Adult – Student Relationships Once a student has an off-track indicator, reversing course will require either changing student behavior and/or solving a problem. Both of these require an effective relationship between an adult and the student. Student Champions Student presentation, discussion, and engagement
- 14. Examining Your Resource Map Attendance Behavior (including effort) Course Performance Whole School Needs/gaps: • Are our needs focused in one of the ABC’s? • Do we have the strategies/responses to meet the needs of all of our students? • If we have them, where are the gaps that we have in our strategies or supports? Capacity: • Do we have additional capacity or space in current strategies or interventions that we aren’t utilizing? • Are we implementing our strategies to the intended level? Effectiveness: • Are interventions having an impact on students’ ABC’s? • Are some interventions having a greater impact than others? Targeted Intensive
- 15. Reflection on Interventions • Implementation Level • Correct Breakdown of Interventions • Impact of Interventions
- 16. MODULE 2- PART 2 INTERVENTION 102
- 17. Tiered Interventions - More Advanced Work Have diagnostic tools to deduce if student behavior is driven by academic, socio- emotional needs or both. Look for and act upon patterns that emerge from the data - what is the most effective and strategic level of intervention - student, classroom, or school? Use additional data to tailor interventions -- Are most students failing overage? ELL? From just one or two classrooms?
- 18. Tiered Interventions - More Advanced Work The Student Counselor English Teacher Community Organization Parent Teacher Non- Profits Other Students
- 19. Tiered Intervention – More Advanced Work • Good Interventions are essential but we cannot intervene our way to a stronger student support system. • If you have more off-track students than adults available to form a strong relationship with each one then effective prevention systems (whole school or Tier I) are even more critical.
- 20. Focus on the ABC’s - Attendance • Chronic Absenteeism is often an unrecognized challenge - like bacteria in a hospital – we need to measure, monitor, and act. Push and Pull • Create programming that compels students to come to school. • Build an attendance problem-solving capacity into schools. Suggested resource: www.attendanceworks.org
- 21. Focus on ABC’s - Behavior and Effort • Teach resiliency, self-management, and organization skills. • Teach, model, and recognize good behavior skills. • Provide, teach, and model the skills that lead to students being successful.
- 22. Focus on ABC’s - Course Performance • Use evidence-based instructional strategies with students who enter with below-grade-level skills. • Provide course coaching. • Make sure tutoring efforts are linked tightly with needs and expectations of student’s courses and/or are available during the school day. • Examine opportunities for recovery.
- 23. Different Transitions Require Different Supports • Pre-K and Elementary Grades - Core academic competencies and a need to socialize into the norms of schooling in a joyful manner. • Middle Grades-Intermediate academic skills (reading comprehension and fluency, transition from arithmetic to mathematics) and a need for adventure and camaraderie. • High School-Transition to adult behaviors and mindset and a path to college and career readiness, as well as, the appropriate extra help for students with below grade-level skills.
- 24. Listening to Students Student Conferences Goal Setting Student Surveys Student Advisory Councils, Advocates, Ambassadors
- 25. Core courses Off-Track Report Card grade of F Sliding Report card grade of D On-Track Report card grade of A, B, or C How did I End Up with this Grade? Tests, quizzes, homework, classwork, projects, attendance, etc. Report Card Grade “[…] the most effective grading practices provide accurate, specific, timely feedback designed to improve student performance (Marzano 2000, 2007; O'Connor, 2007).”
- 26. Report Card Conferences Goal is for each student to have a positive conversation with an adult about his/her performance and how to improve.
- 27. Report Card Conferences “The belief is that talking to a trusted- but-objective adult takes the emotion out of the process and helps students focus on what's really holding them back.” Greg Toppo, USA TODAY 12/4/2006
- 28. Student Feedback • “I feel like I still have a chance now; when I came in I wanted to throw my report card away.” • “I didn’t know the word ‘advocate’ before I met that lady, but I will speak up for myself now.” • “Somebody actually cares about me. I hope I get to talk to him again next time.”
- 29. Other Strategies
- 30. Activity: Practicing a Report Card Conference • “Report Card Conference Instructions:” You are the adult, possibly a business leader, teacher, central office staff person or a community partner. – Your task is to lead the conversation and try to gain an understanding of what is facing your student • “Report Card” – You are the student. – Your task is to explain the types of learning activities and assignments where you were successful or unsuccessful.
- 31. Activity – Report Card Conferences • What did you learn from the conversation you had (student or adult)? • What was the easiest/most challenging part of the conversation? • What has the potential to make the biggest impact from your conversation? • To view a video clip of a school implementing report card conferences, click here: http://www.10tv.com/content/sections/video/index.html?video=/v ideos/2013/11/14/graduation-rates.xml&cmpid=share
- 36. Attendance incentives Homeroom attendance competition Student Conferences Students receive “school dollars” that can be used to buy items in school store After-school club that provides safe space for students to express themselves through art Student after school club Small group instruction Phone calls home Student organizational skills lessons Guided Reading Groups After-school group where students discuss personality conflicts Golden Attitude Club VIP Lounge for all students with perfect attendance After-school tutoring program VIP Lounge Breakfast club with games Computer lab with internet access open during lunch and after-school Sample interventions for Activity
- 37. Attendance incentives Homeroom attendance competition Student Conferences Students receive “school dollars” that can be used to buy items in school store After-school club that provides safe space for students to express themselves through art Student after school club Small group instruction Phone calls home Student organizational skills lessons Guided Reading Groups After-school group where students discuss personality conflicts Golden Attitude Club VIP Lounge for all students with perfect attendance After-school tutoring program VIP Lounge Breakfast club with games Computer lab with internet access open during lunch and after-school Sample interventions for Activity
- 38. Adult Directions - Report Card Conferences Each conference is no longer than 5 minutes total. 1. Greet student by introducing yourself and shaking the student’s hand. 2. Ask the student to show you their report card and explain how they did. 3. Provide a positive comment on their work. 4. Ask the student if they made any changes (positive or negative) in their work habits since the last report card? • If there are areas where they are off-track, ask questions such as “why.” • Ask the student to identify one thing they can do to improve their work. 5. Shake hands with students and give a positive comment upon completion of conference.
Editor's Notes
- In this module, participants will learn about existing best practices and evidence-based findings about attendance, behavior, and course performance interventions. They will also identify existing interventions in their school and district and consider new interventions. Finally, in the last section, a process will be shared for conducting caring adult-to-student report card conferences and strategies for learning from student insights.
- A multi-tiered system of supports aims to provide the preventative supports for all of the students in your school while being able to address needs as they arise. Based on the public health model, a multi-tiered system approach is focused on re-thinking the approach that we take so that effort is put into examining the current challenges that you are facing and designing whole community, or whole school, actions that can prevent more of these from being developed. Response to Intervention (RTI) and Positive Behavior Supports (PBIS or PBS) are built on this similar approach.
- The common definition for this multi-tiered approach is as follows. The first tier of response are school-wide programs combatting student disengagement and addressing absenteeism, misbehavior, and course performance. These programs are aimed at preventing most students from developing an early warning indicator in the first place or for addressing known student needs. But often, schools have students who do not respond to even the most effective school-wide programs or face outside pressures that impact their in-school behavior and performance. These students need targeted or small group interventions that provide additional support. Finally, in many schools, especially for students living in poverty or who are starting multiple years behind grade level, 5 to 10% of the students may not respond to these additional targeted supports and need intensive or individual efforts involving specialists to help them solve a challenge.
- Whole school strategies are available to all students within a building or grade level. These cover many of the strategies for keeping students engaged in school, such as, positive events, engaging instruction, and recognition, but also must look at the challenges facing incoming students. For instance, schools with a large number of students who are learning a 2nd language may make vocabulary a whole school strategy as it has huge impacts for both English language learners as well as native English speakers. Or if many of your students don’t have the organizational or self management skills they need to achieve, a whole school strategy for teaching these skills might be adopted by the school within a course or advisory period.
- Small group interventions are designed for students who are not achieving at the expected level even with the whole school preventative work that is occurring within the school. Some of these interventions may be able to provide a double-dose of math support, while others may be created as challenges arise. For instance, if there are 20 students who are 3 years behind on grade level in reading, they may be a perfect fit to have a reading intervention scheduled into their day. The second example, a group for students to talk about self-esteem issues might be formed after the first month as the school identifies a small group of students who are having behavior issues that seem to be related to self-esteem and confidence.
- Intensive or individual interventions are designed for individual students who are either exhibiting continual inappropriate behaviors or have very unique needs. These needs may be because of the challenges that a student is facing or because of the behaviors that they are exhibiting. For instance, some particularly behaviors are better managed in a one-on-one setting than in groups. In addition, a cause of chronic absenteeism, which in one case may be illness, may need to be addressed individually.
- The first step in this process is to map out the resources that you currently have available to students in your school, such as, the example shown on this slide from a high school. Using a simple grid that outlines the ABC’s and the multiple tiers which we defined, you can indicate the things you have available currently for your students. This mapping, which we have called a resource map, is included as the final activity in part 1 of this module. The goal of this section is to have one place for all of the resources and strategies readily available to support students in your school. We would encourage you to include both internal school resources as well as external school resources that you are able to access for students. The PDE Dashboard has a template available for your use.
- In order to complete this activity, please print out the “resource map template” and the “sample interventions. You will need to cut the “sample interventions” into strips. If you are able to, you can create a poster from this or create on chart paper to make it easier to work through. If you are in a smaller group, you may elect to do this just on small print-outs and simply write in the interventions. Your task is to spend 5-7 minutes, take each sample intervention, determine which indicator it is designed to address (A,B or C) and which level of support it would fall under and tape or write it in to this part of your chart paper. For instance, you might have a perfect attendance assembly that you identify as a resource for the whole school. Discuss where and why you placed the interventions. The materials for this activity are located in the last section entitled, “ Slides for Activities.”
- After you have placed or organized the sample interventions/strategies, spend a few minutes to debrief the process with your team using these questions. Once you have done so, take another 5-6 minutes to write on post-it notes or a blank copy of the resource map the resources/interventions or strategies at your school and identify the most appropriate tier. This can also be done as a larger staff activity and is often a great way to build awareness among staff members about the EWS approach, the supports that are currently available in your school and some early planning on where additional support or work might be needed. The PDE Dashboard has a template available for your use.
- After creating the basic resource map, we have found that school sites often find it helpful to create a second resource map that further details the supports that they have available. This example shows a short description, its targeted audience, how often it meets, the capacity, contact person and any special notes. This provides concrete information for staff members on what and how they can access supports.
- As you examine the interventions and strategies that the students in your school need and what you currently have available, we want to recognize the importance of building strong relationships with students. Whether we are rethinking whole school approaches, working with a small group, or solving a challenging problem a student is facing, a strong, effective relationship will enable us to be successful. We recommend that you look at ways to do this both with more personalized approaches to learning such as group work, discussion, and student presentation, as well as ways that are built into your operations. For instance, the term “champions” has been used in many schools as the name for a point person for a particular intervention. It is then the responsibility of that adult to make sure that the student receives that support, whether they are the one providing the support or not. This ownership as well as other strategies for building stronger relationships will be helpful in making your interventions and responses work.
- Completing the overview resource map and looking at more details about how to use and access these supports will provide a strong starting point for your intervention work. As you begin this work, we encourage you to continue to dig deeper and ask the next level of questions. This includes examining not only what is available but what gaps, needs, capacity, and ultimately the impact of the strategies you are undertaking. We have compiled a few questions that have been helpful to reflect on when looking at the strategies and interventions that you have available. Pause and discuss the questions on this slide and any additional concerns you may have for your school.
- Accompanying the questions that you are gathering can also be a process of collecting intervention/response data about what you have tried at your school. The two charts on this slide were compiled from notes that a school was taking during their regular intervention meeting (similar to the EWS meeting). The school’s end of quarter reflection included examining the most common interventions and the most common champions or point person for interventions during the semester. These examinations helped them to reflect on what they had focused on during the semester and see if this matched with what was needed. For instance, in one of the interventions, they were doing student check-ins and parent conferences or check-ins for the majority of their responses or interventions. They realized through this examination that if this was their main approach, the school needed to make sure a consistent process for conducting check-ins was used throughout the entire school. Schools have looked to monitor the impact of their interventions. While this can be challenging given the number of influences that go into a student’s success, regularly tracking and following how students respond can help your school make better decisions about next steps.
- The second part of this module will share background information on what is known about effective Tier I interventions, a few particular cases to pay attention to, and strategies for listening and engaging students in this important work.
- As you dig deeper into interventions, your data analysis will need to become more precise. This includes digging deeper into some of the causes behind students status in the ABC’s or additional data that helps you decide on a more appropriate response or strategy. There are some basic questions on this slide and Module #4 has more in depth information on some root causes that can help you make better responses about needed interventions or responses.
- We recommend that you cast a wide support net that involves students, parents, non-profits and community organizations in keeping students on-track. Within the school, student or peer leaders are often an untapped resource. Engaging this larger internal and external community can provide additional expertise and engagement that students need. In fact, in schools with large numbers of off-track students, they have found it necessary to organize a “second shift” or group of adults in addition to their core teaching staff that come from non-profits and the community to insure all students can be supported. This may come through United Way, AmeriCorps services, community volunteers etc.
- Before we look at each indicator, we want to reinforce the prevention idea that is built into this multi-tiered approach. Interventions are an essential component of this approach but won’t solve underlying challenges if they exist. As you examine your data, you may see more students who need support than your current resources will provide. In this case, prevention is even more critical and you will end up needing to work on improving your prevention system with whole school activities at the same time that you are intervening with students.
- For Attendance, we have classified chronic absenteeism as missing more than 10% of school, usually about 18 days in a school year or 1-2 days per month. This needs to be measured and monitored regularly to ensure the school is appropriately responding. The second item for attendance interventions is to think of why students are leaving. As researchers have interviewed students, they have found that these often fall into two categories. Students are pushed out, pulled away from school, or face life events. The pull of outside forces, especially as students reach adolescence, have an impact on students’ desire to attend. This is oftentimes when schoolwork becomes more challenging and specific. For students who have developed patterns of failure at school, coming to an environment where they are constantly failing pushes them away. Given each of these categories, schools have been able to develop ways to pull students towards school and be able to react when other events occur. This includes cognitively engaging programs that can be during school or after school (chess club, robotics, drama, etc.) that engage students in thinking and have benchmarks for success. Pause and discuss: available interventions for attendance in your school.
- For behavior, there are a few things that you should consider when designing strategies. They revolve around teaching the type of skills that students need in order to be successful. This ranges from the basic, such as how to organize notes or work in a group to the more advanced, such as, persevering when facing a tough challenge. If students do not have these particular skills, whether we would expect them to or not, schools can help them learn the skills that lead to success. Schools need to show students that success is not random. Many students who have repeated situations of failure (whether personally or in their family) end up believing that success is by chance (only for others) and their response is to disengage.
- For Course Performance, if there are students with below-grade level skills, evidence based approaches to intervention and instruction will be necessary to help these students to grow. Second, course coaching, from a teacher, or other adult, can help students succeed in courses. There are many reasons why a student is failing or struggling in a course, oftentimes parts of this not related to academic ability. Assistance, support, and, on occasion, even advocacy to help students monitor assignment completion, preparation for tests and quizzes, and help catching up when absent. Third, on tutoring efforts, which are oftentimes one of the strategies schools have available. It is critical to ensure that these efforts are tied to what is occurring during the school day so that students are hearing the same message and are able to receive support on the topics that they are working on within the school day. And lastly, students need opportunities for recovery that hold them accountable for their achievement so that they keep trying but also gives them opportunities to recover or respond if they aren’t successful. This could include a range of items including make-up work (immediately after absence), credit repair (during a course), and credit recovery (after a course is completed).
- Depending on the structure of your school, you may have students going through these transitions in your building. They require particular attention as students are facing additional pressures or developments inside and outside of school that impact how they stay on-track.
- In each of the strategies on this slide, students are often the recipients of intervention or support. These four categories provide ideas for incorporating your student’s voice into your work and for developing conversations among faculty and students. They help you to understand your students and make better decisions about the types of support or response that will help them achieve. Pause and discuss: What kinds of listening activities have you used? Are they successful? Why or why not?
- Whole school or Tier I strategies must have built in the idea that individuals are most productive when provided feedback and an opportunity to correct or grow. There are many factors that go into a report card grade that a student receives at the end of a semester or quarter. This might be test performance, ability to perform on a group project, participation in discussion, completion of key assignments, or other criteria. With regular updated data about each of these assignments, feedback, along the way, helps students to self-correct their course work and improve. Based on what Everyone Graduates Center researchers know about the importance of this feedback, the desire to learn from students, and the need to engage the larger community, EGC has worked with schools to create a new version of “Report Card Conferences.”
- Report Card Conferences, as defined here, are different than typical conferences. These conferences are one on one mini-conferences that students get to have with an adult. The goal of these conferences is to give each student an opportunity to discuss with an adult their performance and talk about ways that they can improve. Report Card Conferences have been viewed by schools that have used them to be a contributing intervention to student success.
- The adults that are a part of the conferences are usually adults who do not work with the student directly but can show students there is value in their success, ask questions, and help them articulate goals. This is a great opportunity to engage partners including teachers or staff from other grades or schools, central office administrators, and where appropriate, community based organizations or local businesses. Many schools have found this a great way to engage local businesses (who may be future school partners) to provide job shadowing or internship experiences for their students.
- During the conference, students review their report card with the adult, receive recognition for the areas where they are successful, and discuss where they might improve. Part of this process is identifying the particular reasons they may be struggling, whether this is low attendance, misbehavior in class, not paying attention, or other factors. Students then commit to doing at least one thing that can help them improve. The setup for this is usually done in a cafeteria or library where your group of interviewees can be seated at tables and classes of students can come in one at a time to meet. The process for how many students at a time is dependent on the number of adults you are able to recruit.
- Other strategies to consider to engage student’s voices as part of Tier I or whole school supports are: Teacher led student goal sheets that get updated regularly within a classroom and possibly become a portfolio of a student’s work. Student advisory councils that have a voice in planning events in the school. This is especially powerful for planning recognition events where students are recognized by their peers for their success or improvement. Student advocates or ambassadors can become tour guides for guests visiting the school, for school-wide events, or for helping to solve challenges.
- As the final part of this module, you will have an opportunity to practice the Report Card Conference that is described above. You should divide your group into pairs. One member of each pair will be the adult and will use the “Holding a Report Card Conference” instructions that provide guidance on how to conduct the conference. The other member of the group will the student in the conference. If you don’t have a sample copy of a report card, you can use one from the “Sample Report Card” document. Remember that the conversation should last about 5 minutes. Directions for Report Card Conferences: Greet student by introducing yourself and shaking the student’s hand. Ask the student to show you their report card and explain how they did. Provide a positive comment on their work. Ask the student if they made any changes (positive or negative) in their work habits since the last report card? If there are areas where they are off-track, ask questions such as “why.” Ask the student to identify one thing they can do to improve their work. Shake hands with students and give a positive comment upon completion of conference. The materials for this activity are located in the last section entitled, “ Slides for Activities.”
- After you have completed your practice conference, take a few minutes to respond to the debrief questions on this slide. If you would like to view a short video on a school that has implemented these conferences, click on the link on the slide.
- Resource Map Activity
- Resource Map Activity
- Resource Map Activity
- Resource Map Activity
- Resource Map Activity
- Practicing a Report Card Conference Activity
- Sample of a report card for the Practicing a Report Card Conference Activity.
- Sample of a report card for the Practicing a Report Card Conference Activity.