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If a student has behavoral issues, but is attending class, are they still flagged in EWIMs?

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If a student has behavoral issues, but is attending class, are they still flagged in EWIMs?

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Behavior thresholds (see below) are locally determined. That means we will have to establish the threshold for DHS and ILC. Then, when we do, students who meet or exceed the threshold will show up in EWIMS.

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Hi team, double checked the thresholds in the manual. It looks like we will flag any student in 9th gd that has more than 2 office referralsper qtr and more than 1 suspension per qtr

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Are we talking about whole-day absences or partial day absences?

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Are we talking about whole-day absences or partial day absences?

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We look for kids who are missing 10% or more of instructional time, as this is the threshold. For Capital, that means kids who miss 9 whole days per quarter. But think about it this way: kids who miss 10% of a class are probably going to fail that class. So we should look at both whole-day absences and skipping as potential problems.

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How will we support teachers that do not show up to work?

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How will we support teachers that do not show up to work?

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Definitely needs to be brainstormed by EWIMS team! Future agenda item for sure

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What is our timeline for selecting interventions (academic and behavior)? 

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What is our timeline for selecting interventions (academic and behavior)? 

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ASAP - now. September hopefully.

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Will there be time during the pre-services days or will we schedule with individual schools?

Time is the most difficult element. We requested time before school starts and we didn't receive it. The district is in flux with leadership changes. We will have to work with principals to determine what after school curricuulum training days, or upcoming PL days can be used. Ultimately, once the EBPs are selected, we will make a PL Plan for each school with the Principal.

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How many teachers can be coached over the course of the year with weekly visits?

Process:

1. Determine the intervention(s) for the target school.

2. Talk with principal. Determine an objective way to identify which teachers need the most help learning with those interventions. We should look at the performance of students and performance of the teachers to determines who gets the help.

3. Identify how many teachers who are in the pool (Step #2), then determine with the principal and SIT Team how many teachers you are going to target throughout the year.

4. Revisit this pool of teachers throughout the year to determine if/when you can release a teacher and select a new one or whether you need to stay with those staff. **Consider willingness of the teacher as an indicator of readiness. If the teacher is unwilling, we may need to discuss this with the principal and move on to another teacher.

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**See above - re: # of teachers coached at each target school

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Is each team separate and functioning independently or do they meet together/interact/share progress data?

DHS and KCSILC will have 2 distinct teams. There will be times throughout the year that the 2 teams come together, but we need to determine those dates and the purpose for the collaborative meetings. We also need to determine a process for comunnicating regarding students transitioning to and from DHS to KCSILC.

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How will we measure the "enhancement" of each stage of the cycle?

October Cycle 1 data will be the baseline.

Ultimate goal = get everyone to highest level in each part (i.e., 100% compliance, 90% implementation, etc.)

We want to see any level of progress, no regression.

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Is this part of our work with target schools?

Not directly. The only grant deliverable tied to the SSP is in Goal 4 - 4.4  Annually create data dashboards to assist principals and their leadership teams in developing their subsequent School Success Plan (SSP). This happens in June.

As good coaches, we definitely want to demonstrate how the effective implementation of EBPs in our grant will help them reach their student outcome goals for SWD. Outside of creating the dashboard, we do not have other responsibilities regarding the SSP.

Suggestion: Read your target school's SSP for this year once it is developed. If you see that are our intervention work is not integrated, suggest they revise the SSP to include it.

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When will SEC's be trained on this?

How do we make sure the training for SEC's gets back to case managers and staff (paraeducators)?

Where/what is the accountability for completing the IEP Cycle tool and doing it correctly?

Great question - Question below proposes using the monthly SEC PLC to train and support use of IEP Cycle tool, which I think is a good idea. In terms of accountability- I think that we have to set a goal and celebrate those who meet the goal. The Principals supervise the SECs, so we have more leverage with Target School Principals. We should run this by Nicole to get her thoughts

We will plan an SEC meeting activity for this, but we need them all to take the Schoology course first.

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How much modeling will we continue to do this year? We run the first two meetings and then school staff takes over? How do we differentiate for returning and new schools? What role do we play that will foster their confidence and independence?

We can take an explicit instruction approach, "I Do" for Sept - November where JHU models the process. "We Do" for December - Feb, where the one person signs up to facilitate and meets with the JHU coach to prep the meeting, relies on JHU coach minimally during the meeting. "You Do" March -June, where the CSD facilitator sets up agenda, meets with JHU coach to confirm agenda, and then facilitates meeting independently.

New schools need to build out Mission and Vision, while returning schools revise and update. Use same timeline to promote independnet operating by end of the year.

We are the coaches, we will model the process, reassure their team, provide support meetings with facilitator ahead of the SIT meeting, and be their cheerleaders!

-SEH

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How do we teach SEC' s and case managers the difference between best practices for instruction and specially designed instruction? (Laundry list of accommodations that are the same for everyone vs. what individual students need for success)

This is directly taught in Schoology course.

We will also need to continue to coach 1:1.

Also, Gina and Devon will look for this in IEP Cycle Tool data.

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Should feedback be emailed to admin and special services staff or just recorded in the log that is saved in the google drive? How will others who work with the teacher be made aware of what is being worked on?

-SEH

Great question! The JHU Coach should provide direct written and verbal feedback to the teacher being coached. The written feedback will be available in Google Drive, accessible to the Admin team. The SIT will review specific data points about implementation of the EBPs. Additional district or school staff can be looped into the conversations at any point, if needed. The goal is that the capacity is built at the school level.

From AHB: Share feedback with principal and SEC or SPED department chair if there is one. For KCCS classrooms, provide feedback to the administrator overseeing those classrooms.

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When is this likely to be scheduled? (Before school starts or after?)

I am guessing this will be in September after students begin. We will be behind the timeline recommended in the manual, but we learned that this happens to many districts and schools. Once we are up and running this year, the goal will be the Graduation and Data Specialists will begin the process in Aug 2025 for the next school year.

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How many cycles should be completed this year with each target school SEC?

For each target school: (This applies to Gina and Devon. Andrea S is available for support. AHB may also go out and do a few additional cycles on her own.)

1. Cycle 1 (October 2024): JHU coach chooses 5 students and completes the tool. Share the results with the SEC and have them join you for reviews of the IEPs and observations.

2. Cycle 2 (by January): JHU coach + SEC completes the tool together for a different set of 5 students.

3. Cycle 3 (by March): JHU coach + SEC completes the tool together for the students you assessed in Cycle 1.

4. Cycle 4 (by June): SEC completes the tool, which input from JHU coach. Select a new 5 students.

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In what ways do we involve, align with, and/or inform school-based CSD coaches with the grant work?

School-based coaches should be on the SIT. If they are unable to join the SIT, our team can schedule a virtual weekly or bi-weekly check-in, and/or invite them into classroom visits and debreifs

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Will work begin before CSD hires for the positions they have advertised?

Yes- this we will get the team in motion while waiting for the Data and Graduation specialist to be hired.

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1. When can we access resources to learn the program?

TY Gina for figuring this out - each of us can register on their website and they grant access.

2. How do we involve/communicate with school-based staff (interventionists, counselors, deans) who have responsibility for managing behaviors?

We will make a communication plan with the Principal and SIT - hopefully one of their lead (counselor, dean, etc) will be on the SIT

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Will this be implemented via the SEC meetings or is it part of our school-based coaching?

See above

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Work with 9th grade teachers only so the impact of the Longwood work can be observed?

See Longwood goals - some outcomes are related to Grade 9 only and some goals are related to ALL Students.

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If a teachers has successfully implemented the EBP and is ready for release, do we pick up a new client? What would be the criteria for release

See above

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If the grant specifies an EBP is to be implemented school wide, who works with teachers beyond the classrooms where we are coaching? Will this be the work of the SIT?

Great question - this is definitely a combination of the SIT and the admin team, as well as the goal we set at the beginning of the year for implementation. This will have to be determined individually for each target school with a school-wide implementation goal