So my previous post got me thinking about how teachers talk about students who are at-risk. How the students fit into the stages I outlined. This is what I came up with.
As the team decides who to focus on (A) they add them to their list. As each student is discussed, the team reviews that student’s EWI data (B). Lets call our student Bob. The team asks, “How is Bob’s attendance, behavior, and course performance?” They go to the empirical data for the answer. From there, each teacher shares their experience (C) with Bob in their classrooms – remembering to focus on the EWIs as well. With both the data and the teacher experience collected, the team then moves on to figuring out what to do about it (D). Again, like the review of data and the teacher experience, the interventions also focus on the EWIs.
From there the interventions are done (E). The teachers work with Bob to improve his success as a student. I want to take a second to point out that this is the most important step. It isn’t the data, the meeting, or the process that will help our children, although they all play a role, its the interventions. The actual actions done by teachers to support their students.
Once completed, the team reviews the data for impact towards the Bob’s goals (F). Did Bob get better? If so, we ask what about the interventions helped (G) and then decide if Bob is back on-track (I) or if he needs more help. If he needs more help, then the interventions are modified (H) and we start the cycle again (Back to E).