nationally recognized success in all three areas: academics, transitions, and attendance. The strategies used and record-keeping system developed for the program will be implemented by the student engagement case manager, as well as by the Title I, Part D Success Coordinators at Axtell Park Middle School and Whittier Middle School. It is recommended that the Behavior Facilitators in each of the elementary Title I buildings incorporates the “Check and Connect” strategies and record-keeping into the current program. All data will be kept weekly and monthly to monitor effectiveness. These data will be analyzed for program effectiveness and future staffing needs.

Committee Participation: Committee involvement included four teachers, two school counselors, a school social worker, three elementary principals, two middle school principals, four curriculum services and special services administrators, and two instructional support services administrators.

Action Initiatives:

  • Train student assistance teams in the Tiered Intervention Model (universal, targeted, individualized) and the corresponding interventions.

  • Pilot the “Check and Connect” program at Axtell Park Middle School and Whittier Middle School, utilizing a shared success coordinator supported through existing grant funds.

  • Train staff members in recognizing the risk factor subgroups and related triggers for intervention.

  • Implement the student engagement case manager intervention at elementary and middle schools utilizing existing staff.

  • Evaluate the implementation of aligning elementary and middle school interventions with targeted risk factors and early indicators of school failure.

Administrative Recommendation to the School Board: Acknowledge review of the Elementary and Middle School At-Risk Intervention Committee Report.

SOURCE: Box 5-1 was reprinted with permission from Sioux Falls School District 49-5, Copyright 2008.

at risk for dropping out, such as days absent, semester and course grades, credit hours accrued, and indicators of behavior problems. They should use these variables to develop user-friendly systems for monitoring students’ risk of dropping out and for supporting them based on their level of risk.

An important implication of this recommendation is that the interface for the data systems should be exceptionally user-friendly, enabling teachers and

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