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
Tiered Student
Small Learning
Supports
Communities
Curriculum, Instruction,
Can do Climate for
and Professional
Students and Staff
Development
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 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
DURING
EWI Video
http://www.youtube.com/user/TDMathe
matics
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
Other Members
include
Principal
Assistant Principal
Special Education
Teacher
Elective/Intervention
Teachers
School Resource
Officer
Other School
Support Staff for
Climate & Culture
Outside Providers/
Agencies
English
Teacher
Counselor
City Year
Corps
Member
Communities
in Schools
Math
Teacher
STF
Team Members
Science
Teacher
SS
Teacher
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 exhibiting
 Identifies 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 map
Discuss who will champion follow up
Determine date for follow-up conversation
Determine 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 During
EWI 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 Data
Attendance
Student
Sept
Behavior
(referrals)
Course Performance
0910
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
Samuel
0, 10
tard
y
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…