What is EIIMS? This program centralizes student information to increase communication among JCP faculty (teachers, counselors, EIIMS team) by supporting students’ educational needs.

Purpose of EIIMS To prevent students from Falling through the Cracks by addressing: –Academic difficulties –Disciplinary issues –Social and emotional needs.

What do you do if a Student: Falls asleep in first period class

What do you do if a Student: Socializes constantly

What do you do if a Student: Reports that her mother just died

What do you do if a Student: teacher witnessed marks on her arm which may indicate cutting

What do you do if a Student: Regularly tardy

What do you do if a Student: Swore at teacher

What if these behaviors belonged to one Student? falls asleep in first period class socializes constantly reports that her mother just died seems socially isolated / doesn't participate in class teacher witnessed marks on her arm which may indicate cutting regularly tardy swore at teacher

EIIMS Overview of the program What is EIIMS? Early Identification, Intervention Strategy, Monitoring System.

Bad Grades Emotional issues Discipline Facilitator Referral Web list Bart: F & AIL Garfield: 3 Fs Make list Point Person use BARTGarfield Word documents Look up

Benefit for teachers Gain and exchange objective information of students’ academic performance Facilitate communication between teachers across curriculum lines Work jointly with the Student Support team to facilitate interventions toward student areas of improvement Help and support teachers in the intervention and implementation process. (Exchange of strategies) Student information is centralized and available to support teachers

Strengths of the program –Integration of the different core areas personal to reach academic success –Initiating a conversation during departmental meetings to support students through the implementation process –Provides support to staff with viable solutions to increase student achievement –Integrate school wide communication channels to reach common goals –Success of this program depends on school wide collaboration –Centralized data base of information associated with student academics and discipline

How it works: Facilitator(s) + Point Person (Interventionist) + Point of Service (Student, class, home court teacher) Every 5WPR a list is generated of students that have 2+F, attendance (Activities Ineligibility List AIL) and discipline ISS/OSS. The committee determines how many of those students are in the high risk level (Red level). The students from the Red level are assigned a Student Support committee member. The point person sets in motion the communication process (via or phone) with the student’s teachers and parents using the EIIMS survey. Point person builds a better picture of the student’s needs. Teachers have the opportunity to provide feedback during the student intervention process. Every 2 weeks teachers received information about the student intervention goals and strategies taking place

A database of interventions or matrix will be created as the team sees kids. Will be used as reference of best practice for future intervention strategies Staff will be informed about common set of interventions and strategies per child that have clear, realistic and attainable objectives.

Measure success of the model Comparison of data –Measure the duration the students are on the list, compared to alternate students on the list. –Progress in the reduction of the student population in the red level every 10WPR –Identification of different needs accordingly to our diverse student population –Including the factors of race and free or reduce lunch, what is the progress that this student population have achieved? Which successful interventions or best practices have been used with this student population?

Facilitator A facilitator collects and analyzes academic and discipline student data applying the point system to each indicator.

Collects academic failures information 2+F every 5WPR using LSIMS. Enters in the EIIMS excel document the student information. Apply the point system accordingly to each indicator. Records class subjects that the student has failed. (Close attention to Algebra especially among the Freshman population) Using LSIMS does a query of attendance and discipline of the EIIMS student population. Enters attendance and discipline information per student

Point Person Point person is given a group of students (Accordingly to Red Team population) The point person communicates intervention process (Initial /phone) to student’s teachers and parent The point person receives responses from teachers of the child Point person analyzes the information and proceeds to do a follow up with teachers If a point person does not receive an answer from a teacher then the point person needs to follow-up with those teachers

Point person revises all the s received (Initial form) and organizes the collection of data (on top of the communication) to provide intervention. Point person presents to the committee (Student Support) the collection intervention and cases Point person will respond to teachers with a general suggestions for intervention based on the Student Support review meeting.

Initial To: Students teachers, student support committee, student services, Dr. FrayndMr. Wright Subject: Student’s NameDivision#: Date: Dear Faculty and Staff, The student services committee is very concerned about John Smith. Currently, he/she is having the following problems: Academic:failing geometry and biologyAttendance:tardy – 10 times and absent 5Discipline:has 15 unserved detentions Other:falls asleep in class, withdrawn, mood swings Please have a direct conversation with this student and let him know you are concerned. Remember to log these interventions in LSIMS notes section. Please press “reply” and answer the following questions within the body of the Have you had any interventions with this student thus far, i.e. conversations, tutoring referrals, parent phone call, etc? If so, please list. Has the student had any discipline issues in your class this year? If yes, please list. Has the student had any academic issues in your class this year? If yes, please list. Has the student had any social/emotional issues in your class this year, i.e. sleeping in class, change in mood or affect, social isolation, change in attitude, appearance, etc? If yes, please list. Is there any other information that you think would be helpful to communicate? The more information we can share, the more we can help this student. I will you in a week to check into whether you have noticed anything else, and/or have had other interventions with the student. I appreciate you taking the time out of your busy schedule to answer these questions. Yours, Rachel

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