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VOCABULARY
Deep in the Details
Tier 1
The Why
Tier 3
Tier 2
The Why: Enhanced Learning Outcomes and Executive Functioning Development
Tiered Support for Learner|Advisor Monthly Communication
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VOCABULARY

Deep in the Details

Tiered Support for Learner|Advisor Monthly Communication

The Why: Enhanced Learning Outcomes and Executive Functioning Development

Tier 2

Pro-tip from Stephen Covey: Be Proactive: Covey emphasizes taking initiative in communication. Teens are encouraged to be proactive in expressing their thoughts, feelings, and needs, rather than waiting for others to take the lead.

Tier 3

Pro-tip from Stephen Covey: Think Win-Win: Covey promotes a mindset of mutual benefit in communication. Teens are encouraged to seek outcomes that are beneficial to all parties involved, rather than focusing solely on their own desires.

The Why

Pro-tip from Stephen Covey: Seek First to Understand, Then to Be Understood: Covey highlights the importance of listening empathetically to others before expressing your own thoughts and feelings. This approach fosters better understanding and improves communication.

Tier 1

Pro-tip from Stephen Covey: Sharpen the Saw: Covey emphasizes the importance of self-care in communication. Teens are encouraged to take care of themselves physically, mentally, and emotionally, as this can improve their communication skills and relationships.

Click to View More Pro-tip from Stephen Covey: Think Win-Win: Covey promotes a mindset of mutual benefit in communication. Teens are encouraged to seek outcomes that are beneficial to all parties involved, rather than focusing solely on their own desires.

Tier 1 Step-by-StepBeginning of School year:

  • PRE-SCHEDULED - Monthly Scheduled Meetings in Zoom 1 x Month for 30 min between Learner|Advisor
    • Pro-Tip: Set Auto-Reminders in Bookings
  • No later than 9/13/24, schedule a monthly synchronous meeting with each homeroom learner.
Monthly:
  • Facilitate a monthly meeting that is agenda driven (Appendix A)
  • Log Communication in Edio
  • If meeting is unsuccessful, log in Edio and move to Tier 2.

Click to view more specified context, helpful tips, and FAQs to learn more about your role

Deep in the Details

Tier 1

FAQs

Tier 2 Step-by-StepAction:

  • Synchronous Communication - Use Zoom, Microsoft Teams, and/or Phone for voice-to-voice exchanges.
  • Asynchronous Communication - Acceptable for scheduling a Tier 1 Synchronous Communication.
    • Approval for Asynchronous Monthly Communication:
      • If a teacher wishes to use asynchronous communication for the monthly requirement, it must be approved by an AP.
      • Note: Approval is on a learner case-by-case basis and should not be applied universally to an entire homeroom.
  • Pro-tip: Use personal CT emails instead of CCA-issued emails for more effective communication.

Click to view more specified context, helpful tips, and FAQs to learn more about your role

Deep in the Details

Tier 2

Pro-tip from Stephen Covey: Be Proactive: Covey emphasizes taking initiative in communication. Teens are encouraged to be proactive in expressing their thoughts, feelings, and needs, rather than waiting for others to take the lead.

FAQs

Tier 3 Step-by-Step

  • Action:
    • Attempting forms of reengagement per the AP Reengagement Toolkit.
      • Tier 3 differs from existing call procedures like student of concern calls, SAICs, and re-engagement calls. As outlined in the rollout of the AP Reengagement Toolkit, that is a resource of best practices that is not solely dedicated to the process for Quality and Compliance. It may be used actionably in Tier 3.
      • Tier 3 intervention occurs every other month of the school year, starting in October, followed by December, February, April. Off month discussions occur during HRA Teacher Supervision Meetings.
Pro-tip: Use a block of time during teacher supervision for team calls to learner.

Click to view more specified context, helpful tips, and FAQs to learn more about your role

Deep in the Details

Tier 2

Pro-tip from Stephen Covey: Be Proactive: Covey emphasizes taking initiative in communication. Teens are encouraged to be proactive in expressing their thoughts, feelings, and needs, rather than waiting for others to take the lead.

Tier 3

Pro-tip from Stephen Covey: Think Win-Win: Covey promotes a mindset of mutual benefit in communication. Teens are encouraged to seek outcomes that are beneficial to all parties involved, rather than focusing solely on their own desires.

FAQs

Back to Tier 3

Scheduling

Back to Tier 2

Back to Tier 1

Tier 1

Agenda Driven (Talking Points)

When do I move to Tier 2?

Essential Responsibilites

Discretionary Responsibilites

Support Executive Functioning

Purpose

Back to Tier 3

Purpose

Back to Tier 2

Back to Tier 1

When do I move to Tier 3?

Essential Responsibilites

Discretionary Responsibilites

Tier 2

Pro-tip from Stephen Covey: Be Proactive: Covey emphasizes taking initiative in communication. Teens are encouraged to be proactive in expressing their thoughts, feelings, and needs, rather than waiting for others to take the lead.

Back to Tier 3

Purpose

Back to Tier 2

Back to Tier 1

What happens when Tier 3 is successful/unsuccessful?

Essential Responsibilites

Discretionary Responsibilites

Tier 2

Pro-tip from Stephen Covey: Be Proactive: Covey emphasizes taking initiative in communication. Teens are encouraged to be proactive in expressing their thoughts, feelings, and needs, rather than waiting for others to take the lead.

Tier 3

Pro-tip from Stephen Covey: Think Win-Win: Covey promotes a mindset of mutual benefit in communication. Teens are encouraged to seek outcomes that are beneficial to all parties involved, rather than focusing solely on their own desires.

Back to Tier 1

Appendix A: Talking Points for Homeroom AdvisorsNOTE: Remember, these meetings are about connections, not checking off items on agendas! Focus on meaningful topics, and ask yourself before the meeting, "Why will the learner want to meet with me next month?)Academic Progress: Review current grades and assignments. Discuss any challenges or areas needing improvement. Set academic goals for the upcoming month.Attendance: Confirm attendance records and discuss any absences. Address any barriers to regular attendance. Encourage consistent participation. Career Path: Check progress on Act 158 and career exploration activities. Discuss any interests or changes in career goals. Provide resources or guidance for career planning. Other Topics: Personal interests and hobbies; Social connections and well-being; Study skills and time management; Extracurricular activities and community involvement; Mental health and stress management; Technology and digital literacy; Health and fitness; Cultural awareness and diversity; Logging Information: TabHub (or AP approved tracking system): Log key discussion points, goals set, and any follow-up actions needed.Edio Log Entry Subject: September Tier 1 Synchronous CommunicationBody: Paraphrased updates on the following - Academic Progress, Attendance, Career PathCategory: Homeroom > Check-in Pro-tip Keep the meeting focused and concise, ensuring all key areas are covered within the allotted time. Emphasize the importance of human connection and personal growth alongside academic and career goals.

FAQs

Back to Tier 1

Appendix BAncillary topics that Homeroom Advisors can discuss with learners during monthly synchronous meetings, emphasizing the importance of human connection and to ensure the continuity of these meetings (executive functioning development):

  • Personal Interests and Hobbies:
    • Encourage students to share any recent activities or projects related to their hobbies.
  • Goal Setting and Future Plans:
    • Explore future aspirations and how current efforts contribute to those plans.
  • Social Connections and Well-being:
    • Discuss any challenges they might be facing in maintaining social connections and offer support or strategies to improve their social well-being.
  • Study Skills and Time Management:
    • Discuss any challenges the student may have with managing their workload and provide guidance on how to balance their responsibilities.
  • Extracurricular Activities:
    • Encourage participation in activities that align with their interests and strengths.
  • Community Involvement and Volunteer Work:
    • Highlight the benefits of giving back to the community and how it can positively impact their personal growth.
  • Mental Health and Stress Management:
    • Address the importance of mental health and well-being.
  • Technology and Digital Literacy:
    • Offer guidance on how to use technology effectively for learning and personal development.
  • Health and Fitness:
    • Highlight the connection between physical well-being and academic success.
  • Cultural Awareness and Diversity:
    • Encourage the student to share their experiences and learn about different cultures and perspectives.

FAQs

FAQs for Clarification and Support

What if a student is logging in and completing work but not engaging in scheduled meetings?

How should teachers document communication attempts in Tier 2?

How do I know I've completed Tier 1 and am prepared to move to Tier 2?

What support will be provided to teachers for logging communication and reengagement strategies?

Are there alternative communication methods available for learners unable to participate in scheduled meetings?

What is the purpose of the Tiered Communication System?

What should teachers do if a student or caretaker misses a pre-scheduled meeting?

How will families be informed about the monthly communication requirement?

Could synchronous communication be a response to an email (i.e. back & forth exchanges)?

How can teachers track and monitor student progress through the support tiers?

How will we accommodate learners based on our principles of flexibility and personalization, since many of them are not comfortable talking on the phone or in Zoom?

What resources are available for homeroom advisors to support learners' social and emotional well-being during these interactions?

How will scheduling conflicts be addressed to ensure all learners have access to their scheduled meetings?

What is the purpose behind Tier 3 being every other month: Oct., Dec., Feb., Apr.?

How will Assistant Principals monitor the progress of successful communication?

How can teachers effectively manage Tier 1 communication with non-responsive students and families?

The Tiered Communication System aims to establish regular, personalized support and engagement for learners through consistent, structured communication.

If a learner misses the scheduled in-person meeting (1st attempt, log in Edio), the homeroom advisor should initiate a phone conference for synchronous communication (2nd attempt, log in Edio). If both Tier 1 communication attempts are unsuccessful, proceed to Tier 2.

  • Follow-up Suggestions:
    • Staggered Follow-Up Communication:
      • Day of Missed Meeting: Initiate a phone call and leave a voicemail (LVM) if the learner does not answer.
      • Next Day: Send a follow-up email or chat message to reinforce the attempt to reschedule the missed meeting.
      • Continue this pattern every 3-5 days.

Homeroom advisors have access to social-emotional learning (SEL) resources, guidance counselors, and professional development workshops.

Title 1 School Compact CCA EDIO back to school communication Set Auto-reminders from Bookings

Purpose: Establish a regular connection for personalized support and engagement, resulting with increased learning outcomes and gains in executive functioning for learners.

When Tier 2 communications are successful, the homeroom advisor should schedule a Tier 1 Synchronous Communication to achieve the known benefits of interpersonal communication.If unsuccessful, log in Edio, inform AP, and move to Tier 3.Follow-Up Suggestions:

  • Staggered Follow-Up Communication:
    • Day of Initial Tier 2 Attempt: Send a chat message via Edio or an email to initiate contact and provide information on the next steps.
    • Two Days Later: Make a follow-up phone call if there is no response to the initial chat/email.
    • Continue this pattern every 3-5 days.

Appendix B (click to view)

When successful, schedule a Tier 1 Synchronous Communication with the homeroom advisor. When unsuccessful:- ACES (when available) - Wellness checks - Use CCA staff regionally when possible.

Discretionary Responsibilities for Homeroom Advisors (may-do's):

  • When a learner misses Tier 1 and Tier 2 Synchronous Communication levels multiple (2 or more) months consecutively, Homeroom Advisors place the learner on the agenda for monthly supervision for discussion.
    • Pro-Tip: Use a block of time during your AP supervision for team calls to learner.
  • Leveraging SMS features in Edio for asynchronous communication
  • Use CT personal email address(es)

FAQs

Teachers should escalate to Tier 2 by initiating phone conferences and documenting all attempts in Edio.

When Tier 2 communications are successful, the homeroom advisor should schedule a Tier 1 Synchronous Communication to achieve the known benefits of interpersonal communication.If unsuccessful, log in Edio, inform AP, and move to Tier 3.

Yes, advisors can use asynchronous communication methods to schedule meetings and, with AP approval, may use these methods for monthly communication on a case-by-case basis.

Essential Responsibilities for Assistant Principals (must-do's):

FAQs

  • Successful communication results in the AP rescheduling a Tier 1 meeting with the Homeroom Advisor to execute the Tier 1 process
  • AP Edio Log Entry
    • Subject: September Tier 3 Synchronous Communication
    • Body:
      • IF Successful: AP logs the date/time of the rescheduled Tier 1 Synchronous Communication
      • If Unsuccessful: AP references the Re-engagement intervention/strategy employed
    • Category: Administrative > Engagement

Provide an alternative means for successful synchronus communication. The goal of Tier 3 is to schedule and conduct a Tier 1 Synchronous Communication.

APs will review Edio logs, monitor through regular Teacher Supervision meetings, and use analytics tools to track communication effectiveness.

Use TabHub, Edio, and other tracking tools approved by administration to document and monitor progress, ensuring consistent follow-up.

Each Tier has specifics around logging contact into Edio. Homeroom Advisors, refer to Tiers 1 & 2 for the information.

Advisors should offer flexible time slots and use scheduling tools like Bookings to accommodate different schedules.

Support learners connecting with their content teachers.Executive Functioning Key Performance Indicator: Homeroom Advisors should include a grade check as part of their monthly meetings. If a learner is struggling in a class, they should schedule a meeting with the content area teacher via Bookings. (Need directory of Bookings Links)Pro-Tip:

Set Auto-Reminders in Bookings

The Why

1. Enhanced Learning Outcomes: Regular, successful in-person, two-way communication fosters a sense of connection and accountability between teachers and students, positively impacting academic performance. This connection provides opportunities for personalized support, feedback, and engagement, which are crucial for effective learning. 2. Executive Functioning Development: Scheduling monthly meetings, such as on students' birthdays, cultivates routines and procedures, which are vital for the development of executive functioning skills in teens. Research indicates a growing trend in recognizing the importance of executive functioning in academic success, making this strategy particularly relevant.

Stanford University Goal Executive Function Initiative

The following require AP approval: - Encourage learners to use multimedia tools such as voice recordings or video messages to express their thoughts and questions. This can be less intimidating than live conversations. - Chat platforms and discussion boards. This allows learners to choose the mode of communication they are most comfortable with. - Conduct regular surveys to understand each learner's preferred communication method. Use this feedback to tailor your approach, ensuring that learners feel heard and supported in their preferred way.

To complete Tier 1 and move to Tier 2, you must:

  • Schedule and Conduct Monthly Meetings: At the beginning of the school year (no later than 9/13/24), schedule monthly in-person meetings with each learner. Ensure these meetings are conducted as planned.
  • Initiate Follow-up Communication: If a learner misses the scheduled in-person meeting, initiate multiple (2 or more) asynchronous outreaches to reschedule synchronous communication.
  • Log Communication Attempts in Edio:
    • Subject: September Tier 3 Synchronous Communication
    • Body: Paraphrased updates on academic progress, attendance, and career path.
    • Category: Homeroom > Check-in
  • If attempts to conduct successful synchronous communication through both in-person meetings and phone conferences are unsuccessful, then it is time to move to Tier 2. Ensure all communication attempts and outcomes are accurately logged in Edio before transitioning to Tier 2.

PRE-SCHEDULED - Monthly Scheduled Meetings in Zoom 1 x Month for 30 min between Learner|Advisor

  • Pro-Tip: Schedule monthly meetings on the learners' birthday day (i.e. birthday is on March 9th, so learner’s monthly meeting would be scheduled on the 9th of every month)
  • Pro-Tip: Learner Voice & Choice. Homeroom Advisors create time slots and allow learners to select their time slot (i.e. first Monday, third Tuesday, etc.)

Successful communication for Tier 1 must be synchronous (voice-to-voice via Zoom, Microsoft Teams, or Phone). If an advisor wishes to use asynchronous communication for the monthly requirement, it must be approved by an AP and universal approval for all homeroom learners is prohibited.

Essential Responsibilities for Homeroom Advisors (must-do's):

  • Beginning of Year:
    • At the beginning of the school year (no later than 9/13/24), schedule a monthly in-person meeting with each learner.
      • If a learner misses the scheduled in-person meeting, the homeroom teacher initiates successful synchronous communication via phone conference.
      • Confirm approval of tracking system with AP. TabHub is approved, so if using, AP approval is unnecessary.
  • Monthly:
    • Conduct the meetings. If you are seeking to cancel a meeting, obtain AP approval. (See FAQs)- Edio Log Entry

FAQs

Escalation to Tier 3 involves CCA resources that may require home visits. The coordination of these efforts is feasible on an every other month basis.

Discretionary Responsibilities for Assistant Principals (may-do's):

  • When a learner is processed through Tier 3 multiple months consecutively, APs place the learner on the agenda for monthly supervision for discussion with the Principal.
  • “Be a Champion” - Team of teachers for individual students to provide comprehensive support through one-on-one interactions, home visits, mentoring, and more.
  • Leveraging SMS features in Edio for asynchronous communication
  • Use CT personal email address(es)
  • Send a letter via US Mail (sample)
  • Send a catch-up plan via US Mail (sample)

FAQs

Discretionary Responsibilities for Homeroom Advisors (may-do's):

  • Sample Communications suggested for use: See School-Parent Compact & CCA Parent Notification
  • Generating custom tracking system outside of TabHub and with AP approval
  • With CT/ST approval, having students' cell phone numbers would facilitate more effective communication.
  • Pro-Tip: In the opening meeting, have each homeroom learner identify their preferred mode of instruction, async or sync (Note: This is not a commitment, just context for understanding the learner). Homeroom advisors can notate that preference in TabHub, allowing for prioritization of scheduling meetings. The synchronous learners will need prioritized based on schedule vs. asynchronous learners potentially having more flexibility or specific needs to schedule.

FAQs

Appendix A (click to view)

Essential Responsibilities for Homeroom Advisors (must-do's):

FAQs

  • Successful communication results in rescheduling and executing the Tier 1 process
  • Edio Log Entry
    • Subject: September Tier 3 Synchronous Communication
    • Body:
      • IF Successful: Log the date/time of the rescheduled Tier 1 Synchronous Communication
      • If Unsuccessful: Log confirmation that AP was informed of learner moving to Tier 3
    • Category: Homeroom > Check-in

Teachers will receive training on effective logging practices in Edio and strategies for reengagement through professional development sessions.

Homeroom advisors should follow up with phone calls and document all communication attempts in Edio.

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