Early Warning Indicator Meetings

Marissa Carter and Jennifer Wilmot,

Philadelphia

Objectives• Participants will have the tools and

resources to begin work on mapping interventions and planning for strong tiered supports.

• Participants will begin work on their role as the facilitator of EWI team meetings.

• Participants will model an EWI meeting.

Teacher Teams and Small Learning Communities

Curriculum, Instruction, and

Professional Development

Tiered Student Supports

Can do Climate for Students and Staff

EWI Meetings

An interdisciplinary teacher team meeting to create, coordinate, and monitor interventions for students

who are exhibiting early warning indicators.

Key Responsibilities of the STF

• Work with school staff and TDS and DN team to create a plan for initial Tier I, II, and III supports.

• Work with school staff to identify the resources available (support creation of resource map).

• Support coordination of interventions, analysis of data, and reflection/planning for what can improve.

Key Responsibilities of STF

• Determine how the data system works

• Create meeting schedule• Work with your TDS team as part of

teaming professional development• Meet your teacher teams

We know that a tiered intervention system approach supports…

• The students who behave and achieve in ways that are consistently and explicitly taught and reinforced.

• The students who need additional support.

Tiers I, II and III• Tier I: Interventions designed for the whole

school. These are designed to be large-scale and all-inclusive.

• Tier II: Interventions designed for a smaller group of students who are exhibiting some behavior (in any of the A,B,Cs) and have not been successful with Tier I.

• Tier III: Interventions designed for individuals or a few students who are exhibiting strong behaviors (in any of the A,B,Cs) and have not made progress from previous interventions.

Resource Mapping• What do we need?• What do we have available?– How do we access these supports?

• Who manages these supports (point person)?

• How do I help people implement efficiently and effectively without being their manager?

Tiered Intervention Activity

• There are 2 stations around the room.

• On your table, there are envelopes with strips of paper in them with prevention activities/ interventions on them.

• Your job is to select which indicator this is meant to address and under what tier this intervention belongs.

Resource Map Example

Resource Map Example

Resource Map Example

EWI Meetings

Goal: To coordinate and create interventions for students who

are exhibiting early warning indicators and to closely

monitor their progress so that students are successful.

BEFORE

Before an EWI Meeting• Ensure data tool is updated, including new and

previous data for ABCs.• Ensure that interventions from previous meetings

are being documented.• Share agenda with principal/assistant principal.• Ensure that all materials are available (computer,

projector, copies of student tracker, etc).• Share the agenda with staff. Include names of

students to be discussed. Remind staff members about the meeting and to bring their data binders, notes, etc.

EWI Meetings - Rubric• Schedule• Teams• Meeting/facilitation structures and

protocols• Tiered interventions (e.g. PRIM,

resource map)• Student level data/tracking tools

Schedule and Meeting/ Facilitation ProtocolsTeam meetings for Early Warning

Interventions will occur with your team at minimum every other week.

A specific, timed protocol will be used to discuss students to keep the meeting moving

Each team should assign a recorder, a timekeeper, and a facilitator

DURING

EWI Video

http://www.youtube.com/user/TDMathematics

During an EWI Meeting• Ensure that conversations move toward productive

decisions.• Keep track of time, give time updates.• Make connections with other initiatives/supports for

students, monitor trends.• Ensure that the following things are taking place:– Documentation of interventions agreed upon by

team– Reporting out to the group– Follow-up on previous actions taken

Team Members

Team Members

Science Teacher

Math Teacher

SS Teacher

City Year Corps

Member

Communities in Schools

Counselor English Teacher

STF

Other Members include

PrincipalAssistant PrincipalSpecial Education

TeacherElective/

Intervention Teachers

School Resource Officer

Other School Support Staff for Climate & CultureOutside Providers/

Agencies

Team Meeting Roles• Recorder: Fills out action plans/student

trackers.• Timekeeper: Ensures that timing for

protocol is being followed.• Reporter: Shares the overview of your

group’s discussion with the larger meeting.• Data Queen/King: Point person for data

questions during team conversations.

Team Meeting Roles (cont’d)• Everyone: Is prepared to discuss

details about their students, is aware of the resources available, and is looking for solutions.

Agenda• Overview of the meeting (5 min)– Students to be discussed, new pieces of data,

reminders about paperwork• Discussing student interventions (25 min)– Same process for each student, typically ~4-7 min

per student• Announcements (5 min)• Sharing successes – 1 from each group (5

min)

Intervention Identification Protocol—3 steps

Step 1:

Identify Student (1 minute)Identifies which off-track behaviors the student is exhibitingIdentifies data supporting identification for intervention

(from EWI report)

Intervention Identification Protocol—3 steps

Step 2:

Team provides information (2 minutes)Team members succinctly (monitor your airtime) provide

additional information about why off-track indicators may be present

Intervention Identification Protocol—3 steps

Step 3:

Team members discuss intervention options (3 minutes)Consult resource mapDiscuss who will champion follow up Determine date for follow-up conversationDetermine communication with family

Tracking Interventions• Is there a technology tool that most

staff use? (Google docs, Access, District database, laptops, file cabinet, etc.)

• Determine how the school currently tracks in and out of classroom interventions (extra help, counseling sessions, tutoring, after school, etc.)

Practicing the DuringEWI Meeting Practice

Practice the During• Break into two groups.• Assign roles (timekeeper, recorder,

etc.) within group and assume the team member identity given to you.

• Decide as a group which student to discuss.

• Complete the student tracker.

Student DataStudent

Attendance

Behavior (referrals)

Course Performance

Sept 09-10

Sept 09-10 Math Sept.

Math Q4

Math MSA

ELA Sept

ELA Q4

ELA MSA

John 5 days

96% 0 7 68% B Prof. 77% A Prof.

Adrian 0 93%

4, 1 Susp

.2 88% A Basic 53% C Basic

Samuel0, 10

tardy

99% 2 14 82% B Basic 55% D

Below Basic

Erica 5 81% 1 1 56% C Below

Basic 87% B Prof.

AFTER

After an EWI Meeting• Ensure that documentation is complete• Send out a quick “thank you” to staff

for participating• Follow-up with teachers/staff who were

absent• Follow-up with principal/assistant

principal with any issues that arose from meeting

After EWI Meeting• Make notes available to

everyone (email, Google docs, etc.)• Examine data and interventions

for trends• Get ready for the next meeting…