Early Warning Indicator & Intervention (EWI&I) Tracker
As a part of my work for Talent Development Secondary (TDS) at the Johns Hopkins Center for the Social Organization of Schools (CSOS) I work with school to develop and implement early warning indicator (EWI) system for tracking and intervening with at risk students. I took the opportunity in the classes below to develop several databases that combined both student data and interventions for at risk students. The first was a report card redesign meant to engage students in their own education. The second is a more detailed database that merges student data and teacher led interventions.
TE 808
Inquiry into Classroom Teaching and Learning
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CEP 820
Teaching K-12 Students Online
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CEP 866
Psychoedu Intrvn Child & Youth
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Spring 2011
Eric Byker |
Spring 2012
Michelle Hagerman |
Summer 2012
Mathew Diemer |
Alternative forms of classroom inquiry to improve teaching and learning of subject matter. Social context of teaching and learning, pedagogy, and teaching effects. Social and academic outcomes for diverse learners.
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Strategies for constructing and implementing online curricula aimed at K-12 students.
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Theoretical and empirical bases for designing, implementing and evaluating intervention programs. Child and youth development. Understanding risk and resiliency. At-risk youth.
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Report Card RedesignA large portion of TDS's work with schools is to engage students in their own education. One protocol we have to prompt students to take ownership of their own learning is the student report card conference.
In tandem with traditional parent-teacher conferences we also sit down each marking period with the students themselves to go over their report cards. We preface each conversation with a small monologue letting the student know that their report cards are their responsibility. That we may also sit down with their parents, but from middle school on up, they need to take ownership of their attendance, behavior, and grades. While conducting such a conference with some sixth grade students I realized that I spent most of my time going over what information was being presented on the report card rather than what it meant to the students themselves. It was this realization that prompted me to develop a new report card design. The Action Research project that followed can be found by clicking on the button to the left. |
The EWI&I Tracker and Training ModulesBuilding on the work I did to develop the report card redesign database I began working on a system to track those at-risk students our teacher teams were working with to get them back on track to graduation.
The purpose of this system is to identify students at risk of dropping out of school using the Early Warning Indicators developed by Johns Hopkins. Once identified, interventions are developed to pull those students back on track. The purpose of the EWI&I Tracker is to track not only the progress the students were making, but also how effective the interventions themselves were across multiple students. The Tracker as well as a series of training modules on its use can be found by clicking on the button to the left. |
Data Analysis SimulationEvery summer Talent Development Secondary (TDS), the organization I work for, calls all of its people from across the country back to Baltimore for training sessions. With our exponential growth this past year we had more that eighty people this past summer (2012). I was asked to design a presentation on data analysis and its use when developing, implementing, and evaluating interventions for schools/students.
This meant that I would have to overcome one of my greatest fears, presenting in front of my peers. To put this in perspective, I would avoid at all costs making any presentations to groups greater than five to ten people. This was a room of eighty. To overcome this fear I planned. I outlined. I created flowcharts. In the end, our CEO sent out an email listing the high points of the week long training session. Mine, along with a fellow colleague from Detroit, were the only presentations mentioned by name. This experience was necessary because a week later I was presenting again, but this time at a Diplomas Now Conference for Communities in Schools, City Year, and our partner schools. The Presentation Plan can be found by clicking on the button to the left. |