4. ESTUDIO TÉCNICO
5.04 EVALUACIÓN
5.04.07 ANÁLISIS DE ÍNDICES FINANCIEROS
Use “Check” Procedures and the Monitoring
Form or the C&C App
What is “Check?”
The systematic monitoring of students’ levels of engagement and educational progress is essential for students at risk of disengagement or dropout. (see
Implementing with Fidelity, pp. 40-46)
On a weekly basis, mentors check indicators of alterable risk for disengagement, such as:
■ Attendance (full day absences, missed class periods, tardies) ■ Behavior (office referrals, detentions, suspensions)
■ Course performance (grades, missing assignments, credit accrual)
Monitoring Form/C&C App
Instructions: Review the monitoring form (or App) handout. Identify the indicators of engagement on the form. Begin to consider which indicators you will use at your site, as well as language you may alter to align with language used at your site.
“Check” Procedures
Mentors record data and share changes in progress with students, families, and other staff. The data helps mentors determine target areas for interventions. Timely recording of data can also help mentors and coordinators assess fidelity of implementation to the Check & Connect model.
Data may be accessed through online data systems, student records, or by communicating with school staff, such as teachers or attendance clerks. Mentors review data on a weekly basis for all students but may check data more frequently, if necessary.
Determining Level of Risk
Mentors review the data at least monthly and determine if a student is high risk in any area. High risk is based on guidelines such as those found on page 43 of Implementing with Fidelity. These guidelines may be adapted based on local policies, site-specific contexts/concerns, or on a case-by-case basis. Determining level of risk informs what type of intervention is necessary. Students not at high risk in any area will receive the basic intervention. Students who are high risk in one or more areas will receive an intensive intervention in addition to the basic intervention.
Analysis of “Check” Data
Instructions: Complete the Monitoring Form handout for your assigned student for the month of October. Then use the guidelines on p. 43 of Implementing with Fidelity to determine if the student is high risk in any areas.
Washington High School
GRADE BOOK
Jason Taylor, 11th Grade
Met proficiency on math, reading, and writing exams
24 out of 24 credits earned • GPA 1.9
Grade book screenshot from Friday, Oct. 24th
T= Tardy A = Excused Absence U = Unexcused Absence
Pd
Attendance (This week)
Course
Teacher
Grades
M
T
W Th
F
1
T
T
T
A
U.S. History
Smith, J.
70
D
2
A
English 11
Perelli, A.
48
F
3
A
Chemistry
Jorgens, C.
52
F
4
Art II
Rutter, S.
95
A
5
Phys Ed
Bauer, T.
100
A
6
U
Algebra II
Morales, J.
35
F
Grade book screenshot from Friday, Oct. 31st (End of Quarter 1)
T= Tardy A = Excused Absence U = Unexcused Absence
Pd
Attendance (This week)
Course
Teacher
Grades
M
T
W Th
F
1
T
T
T
U.S. History
Smith, J.
74
C
2
English 11
Perelli, A.
53
F
3
U
Chemistry
Jorgens, C.
47
F
4
Art II
Rutter, S.
98
A
5
Phys Ed
Bauer, T.
100
A
Washington High School
BEHAVIOR REPORT
Student Name:
Jason TaylorGrade: 11 Date:
Tuesday, October 21, 2017Referring Teacher:
Cathy JorgensTime of Incident:
11:05 AMLocation:
❑ Classroom ❑ Library ❑ Study Hall ❑ Hallway ❑ Cafeteria ❑ Bathroom ❑ Parking Lot ❑ BusProblem Behavior Possible Motivation Consequences
❑ Abusive Language/Inappropriate
Language/Profanity
❑ Defiance/Disrespect/
Insubordination/Non-Compliance
❑ Disruption
❑ Dress Code Violation ❑ Fighting/Physical Contact/ Aggression ❑ Theft ❑ Harassment/Bullying ❑ Lying/Cheating/Academic Dishonesty ❑ Property Damage/Vandalism ❑ Unprepared For Class ❑ Other:
❑ Avoid Adult ❑ Avoid Peer ❑ Avoid Task/Activity ❑ Obtain Adult Attention ❑ Obtain Items/Activities ❑ Obtain Peer Attention ❑ Other:
❑ Loss of Privileges ❑ Time in Office
❑ Conference With Student ❑ Parent Contact
❑ Parent Conference ❑ Individualized Instruction ❑ Referral for Counseling ❑ Administrative Detention ❑ In School Suspension ❑ Out of School Suspension ❑ Expulsion
Jefferson Elementary School
ATTENDANCE RECORD
Aria Martinez, 3rd Grade
Benchmark assessments:
Reading:
Below level
On level
Above level
Math: Below level
On level
Above level
A = Excused Absence U = Unexcused Absence
Attendance record screenshot from Friday, Oct. 24th
Monday Tuesday Wednesday Thursday Friday
Tardy by 30 minutes Tardy by 45 minutes Tardy by 40 minutes Tardy by 25 minutes
Attendance record screenshot from Friday, Oct. 31st (End of Quarter 1)
Monday Tuesday Wednesday Thursday Friday
Tardy by 50 minutes Tardy by 45 minutes Tardy by 35 minutes Tardy by 25 minutes
Importance of the “Check” Component
■ Systematic use of data to make decisions with and not for students is a
defining feature of C&C.
■ Weekly recording of data is essential to determine interventions but is
also utilized to assess the fidelity of C&C implementation and inform mentor/student communication.
■ High risk is determined by looking at a month’s worth of data.
■ Analysis of high risk guides mentors to areas in which students may need
additional interventions. (see Implementing with Fidelity, pp. 40-46 for more information; pp. 99-104 for additional sample monitoring forms)
Program Planning
Step 5: Get to Know Students, Teachers, and Parents
■ How, when, and who will introduce Check & Connect to: » Students?
» School Staff?
» Families?
Step 6: Use “Check” Procedures and the Monitoring Form
■ How will you record data? (e.g., C&C App, C&C monitoring form,
■ Which specific indicators will you monitor on a weekly basis?
■ How will mentors access data for each indicator?
Module Four:
Implementation Steps 7-8
Implementation Steps in Module Four
Step 7: Implement “Connect” interventions