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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.

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early warning indicator meetings

Early Warning Indicator Meetings

Marissa Carter and Jennifer Wilmot,


  • 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

Tiered Student Supports

Curriculum, Instruction, and Professional Development

Can do Climate for Students and Staff

ewi meetings
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
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
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 i ntervention system approach supports
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
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
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
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.
ewi meetings1
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 an ewi meeting
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
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 protocols
Schedule and Meeting/ Facilitation Protocols
  • Team 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
ewi video
EWI Video


during an ewi meeting
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

Other Members include


Assistant Principal

Special Education Teacher

Elective/Intervention Teachers

School Resource Officer

Other School Support Staff for Climate & Culture

Outside Providers/ Agencies


English Teacher

Team Members

City Year Corps Member


Communities in Schools

SS Teacher

Math Teacher

Science Teacher

team meeting roles
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
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.
  • 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
Intervention Identification Protocol—3 steps

Step 1:

  • Identify Student (1 minute)
    • Identifies which off-track behaviors the student is exhibiting
    • Identifies data supporting identification for intervention (from EWI report)
intervention identification protocol 3 steps1
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 steps2
Intervention Identification Protocol—3 steps

Step 3:

  • Team members discuss intervention options (3 minutes)
    • Consult resource map
    • Discuss who will champion follow up
    • Determine date for follow-up conversation
    • Determine communication with family
tracking interventions
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 during

Practicing the During

EWI Meeting Practice

practice the during
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.
after an ewi meeting
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
After EWI Meeting
  • Make notes available to everyone (email, Google docs, etc.)
  • Examine data and interventions for trends
  • Get ready for the next meeting…