TIERED SUPPORT FOR MONTHLY COMMUNICATION

TIEReD SUPPORT FOR MONTHLY COMMUNICATION

Tier 1 - Click to View Contact Plan

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.

Tier 3

Tier 2

The learner was unreachable through multple attempts of one-way communication

The learner did not attend Tier 1 meeting & phone conference

Glossary of Key Vocabulary

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

Purpose: Establish a regular connection for personalized support and engagement.Action: PRE-SCHEDULED - Monthly Scheduled Meetings in Zoom 1 x Month for 30 min between Learner|Advisor

• Learner|Advisor Calendar
• 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.)

• Agenda Driven
• Schedule meetings with learners and 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: 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.
• Follow-up: If a learner misses the scheduled in-person meeting, the homeroom advisor initiates synchronous communication via phone conference. If attempts for both Tier 1 communication methods are unsuccessful, it moves to Tier 2.

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The Why:

• Enhanced Learning Outcomes: Regular, successful synchronous/”in-person,” two-way communication fosters a sense of connection and accountability between homeroom advisors and learners, positively impacting academic performance. This connection provides opportunities for personalized support, feedback, and engagement, which are crucial for effective learning.
• Executive Functioning Development: Scheduling monthly meetings, such as on learners' birthday day (i.e. if a learner’s birthday is March 9th, the monthly meeting would be scheduled on the 9th of every month), cultivates routines and procedures, which are essential 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.

Key Vocabulary - Tiered Communication System Lead with “The Why” to frame that this is about learning outcomes and developing executive functioning skills

• Defining Synchronous Communication Synchronous, two-way communication is defined by having a voice-to-voice exchange with a learner and/or family through: Zoom Microsoft Teams Phone 
• Defining Asynchronous Communication: Asynchronous communication is defined by providing information to a learner and/or family through: CCA Web-mail Email to personal email addresses Edio chat Text messaging
• “Successful” Communcation
• Synchronous voice-to-voice exchanges using the following: Zoom Microsoft Teams Phone
• Asynchronous two-way exchanges using the following: CCA webmail Email to personal email addresses Edio chat Text messaging
• “Unsuccessful” Communication
• Synchronous Attempts: Learner “no-show” to a scheduled synchronous meeting Calling and leaving a voice message via phone
• Asynchronous Attempts: No response to the following: CCA web-mail Email to personal email addresses Edio Chat Text messaging

Alternative Communication Methods:

1. Purpose: Provide an alternative means for successful in-person, two-way communication. The goal of Tier 2 is to schedule and conduct a Tier 1 Synchronous Communication.
2. Action: Synchronous voice-to-voice exchanges using the following: Zoom, Microsoft Teams, and/or Phone
3. Follow-up: 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, move to Tier 3.

How Two-Way Communication Can Boost Family Engagement

Assistant Principal Intervention

Follow-up: When successful, schedule a Tier 1 Synchronous Communication with the homeroom advisor. Please Advise (Principal/Provost Level): Assistant Principals need resources and support when Tier 3 is unsuccessful. The support at this level in the process will be critical in ownership and buy-in from staff.

AP Reengagement Toolkit

Alternative Communication Methods

Pro-Tip: Prior to moving to Tier 3, utilize CT personal emails in lieu of their CCA issued email. Follow-up: If any Tier 2 communications are successful, the homeroom advisor should schedule a Tier 1 communication to achieve the known benefits of interpersonal communication. If unsuccessful, move to Tier 3.

Assistant Principal Intervention:

1. Purpose: Provide an alternative means for successful in-person, two-way communication.
2. Action: Attempting multiple forms of reengagement per the AP Reengagement Toolkit. When successful at the Tier 3 level, the Assistant Principal should schedule a Tier 1 meeting with the Homeroom Advisor.
3. Follow-up: When successful, schedule a Tier 1 Synchronous Communication with the homeroom advisor.

AP Reengagement Toolkit