Marking Period Supports SDC
New Visions recognizes that high levels of achievement in all courses are critical to a student’s long term success. Course prioritization helps focus a school’s resources on the highest leverage supports for each student in scenarios where it is difficult to intervene in all possible areas. Using Marking Period 1 data to identify points of intervention early in the term gives school staff time to provide students with the support they need to pass their courses.
This article provides a step-by-step protocol for you to use with your team when conducting a Marking Period Supports Strategic Data Check-in. Happy exploring!
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Determine Strategic Data Check-in Participants and Onboard Relevant Staff to the Portal
Identifying SDC team members in advance of the check-in allows for proper scheduling, communication, and user management to have an effective and productive conversation. Visit here for more support with getting all relevant staff onboarded to the Portal.
Ensure all Grades Have Been Entered into STARS or PowerSchool
Entering all course marks into the school-based grading system is necessary for subsequent analysis of these marks in the Portal to assign students to support. All marking period grades should be entered into STARS or PowerSchool so the Portal can effectively identify students needing attention. The Portal updates nightly, so grades must be entered no later than 8 PM on the day before the intended review.
Identify Existing Academic Supports
Identifying current Academic Supports is necessary to see which subjects are currently covered by existing supports and which ones are not. After consulting with necessary staff members and CBO (if applicable) create a list of all academic supports that are in place and/or will be implemented and list out criteria for student assignment.
GUIDELINES FOR DECISIONS AND EXPECTATIONS
Review Academic Data in the Portal
Reviewing academic data in the Portal by subject, course, and teacher alongside other indicators, such as attendance rates and special population status helps to inform what kinds of supports may need to be offered. Visit this document to learn how to review which of your students have an 80+ GPA.
Review Existing Academic Supports and Determine Additional Support Needs
Reviewing the school’s current support offerings and determining what additional supports are needed ensures that all students’ academic needs are addressed. Visit here to identify students struggling academically with no Support.
Establish Expectations for Support Leads and Academic Point People and Identify Staff Members for Each Role
Deciding the roles and responsibilities of Point People and Support Leads ensures that staff members know what is expected of them in their support of students. As a team, discuss how staff members will work with students and determine who will serve as Support Leads and Point People.
Support Leads are the staff members who run the Academic Supports in which students participate. For example, a math teacher running an Algebra Homework Help would be considered a Support Lead. Support Leads conduct the support and take attendance to keep a record of participating students.
Academic Point People should be the staff members best equipped to follow up with individual students and communicate progress with other staff. For example, an advisor or guidance counselor could be a good choice as an Academic Point Person, since they may check in regularly with students.
Point People can also lead supports, but Support Leads and Point People have different assignments in the Portal. Point People may work with Support Leads to learn about student progress in supports, but only one person can be listed in each Point Person category and Support Lead entry.
As a team, discuss how staff members will work with students and determine who will serve as Support Leads and Point People.
Establish Criteria for Assigning Supports
Establishing common criteria for assigning students to supports promotes equity of intervention. Once the criteria are agreed upon, they should be applied to all students, in order to reduce any implicit bias that may arise when reviewing an individual student.
TAKE AND RECORD INITIAL ACTIONS
Review User Management to Ensure Point People and Support Leads Have Proper Access
Ensuring the proper stakeholders have access to the Portal prior to the check-in allows users to access the data they need in order to best accomplish check-in goals and tasks. Point People must have editor-level access or higher. Support Leads can have viewer-level access or higher, as determined by the principal. For instructions on how to manage school-based users in the Portal, see this document.
Add Academic Supports to the Portal
Adding Academic Supports in the Portal allows the user to assign students to them later. Follow the steps in this guide to add supports to the Portal.
Assign an Academic Point Person to Every Student
Assigning Point People ensures that all students have an adult who is monitoring their academic performance and intervening upon first indication of declining course marks. Click here to learn how to assign and monitor academic progress by Academic Point Person.
Assign Students to Academic Supports
Prioritizing support assignment for students failing high-priority courses ensures that these students have their needs addressed and monitored early in the term so they can accumulate the necessary credits to be on track to graduation. Click here to learn how to assign supports in the Portal.
ONGOING MONITOR AND REVISION
Take Attendance in Academic Supports
Taking attendance in the Portal allows administrators and lead Support Leads to promote transparency and action around who is showing up to supports. Click here to learn how to take Support attendance.
Review Support Attendance
Reviewing attendance in supports helps staff members determine which students need additional attention. This data also helps schools think through which activities are more or less successful in preventing course failures. Click here to learn how to review attendance trends for students receiving support.
Review New Marking Period Grades and Assign or Adjust Assignment of Students to Supports (if needed)
After each marking period, there may be new students who are failing high-priority courses. Assigning these students to academic supports gives them additional resources to pass their classes. Click here to learn how to review students who are failing or borderline-failing and assign them support.
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