WEBVTT 00:00:05.066 --> 00:00:08.116 >> Steve Lawler: My name is Steve Lawler, and I am a Math teacher here at Foxfire High School. 00:00:08.236 --> 00:00:10.686 This is my fourth year being here at Foxfire. 00:00:10.766 --> 00:00:14.326 We meet every morning for professional learning time to collaborate 00:00:14.326 --> 00:00:16.946 on different things amongst teachers as a staff. 00:00:17.456 --> 00:00:21.646 But on Thursday mornings, we actually meet to actually discuss student interventions. 00:00:21.646 --> 00:00:23.256 >> Unknown speaker in meeting: If you look at the background 00:00:23.256 --> 00:00:26.346 on Student One, whom we reviewed last time... 00:00:26.366 --> 00:00:27.866 >> Lawler: Our students are high risk, 00:00:28.186 --> 00:00:34.916 and one of the things we have learned is they need more interventions than the average student 00:00:34.916 --> 00:00:36.536 that would go to another high school. 00:00:37.216 --> 00:00:41.616 So, we meet on Thursday mornings to discuss any concerns or issues that we have 00:00:41.616 --> 00:00:47.236 with the students, and we bring those to the table, and we see how we're going to meet them. 00:00:47.316 --> 00:00:50.696 Currently, we are using a tiered intervention process. 00:00:50.696 --> 00:00:53.026 >> Intervention Meeting, unknown speaker: So, he is currently seeing a counselor. 00:00:53.026 --> 00:00:59.486 For our plan, I would assume that we would want that to continue? 00:00:59.876 --> 00:01:03.666 >> Lawler: At tier one, some of things that we would do would be to have a conference 00:01:03.666 --> 00:01:05.696 with the student, either with a teacher 00:01:05.876 --> 00:01:09.086 and the student discussing either their academic performance 00:01:09.086 --> 00:01:14.716 or something that the teacher has observed the student do, or it could be with an administrator 00:01:14.896 --> 00:01:17.726 and a student-again regarding the same situations. 00:01:18.506 --> 00:01:21.956 If we need to, sometimes a resource officer will meet with the student 00:01:21.956 --> 00:01:24.226 to discuss whatever behavior that we have observed. 00:01:24.306 --> 00:01:25.476 >> Intervention Meeting (unknown speaker): Can you guys tell me some of the things, 00:01:25.476 --> 00:01:27.296 maybe, that you've been doing with him? 00:01:27.296 --> 00:01:29.346 Has anybody seen anything that's helped with him? 00:01:30.756 --> 00:01:32.056 >> Intervention Meeting, Lawler: He wants to belong in sports. 00:01:32.296 --> 00:01:33.676 He talked about baseball. 00:01:34.036 --> 00:01:36.856 He's begged to play football since he's been here, 00:01:37.516 --> 00:01:42.106 and some sort of extra-curricular activity he's been wanting to be involved in. 00:01:42.516 --> 00:01:45.756 >> Lawler: Now, tier two, that would be something like where we set 00:01:45.756 --> 00:01:48.556 up a regular counseling session with the student with the counselor. 00:01:49.046 --> 00:01:50.446 >> Intervention Meeting, Principal Todd Whiteman: From an academic standpoint, 00:01:50.636 --> 00:01:55.456 I think we need to get some sort of, bring him in-Austin, you may want to bring him in, 00:01:55.456 --> 00:02:01.996 you and Mrs. Lucier-and look at an extensive plan of maybe some small groups. 00:02:01.996 --> 00:02:08.846 Put him in some of those periods where we have three students in there at a time, or one-on-one, 00:02:09.226 --> 00:02:10.765 things that where he can get some attention... 00:02:10.765 --> 00:02:16.876 >> Lawler: And then, tier three would be more like some sort of program where they get 00:02:16.876 --> 00:02:23.356 into a 12-step program, and they're actually having to follow it rigidly, some sort of rehab. 00:02:23.586 --> 00:02:27.676 Intervention Meeting, unknown speaker: He's also agreed, maybe, to a 12-step meeting. 00:02:27.676 --> 00:02:30.616 He and the other student are considering going there together. 00:02:30.616 --> 00:02:31.566 >> Intervention Meeting, Whiteman: That's huge. 00:02:31.876 --> 00:02:34.436 >> Intervention Meeting, unknown speaker: That's what I've been trying to get started here. 00:02:35.386 --> 00:02:41.436 So, if we've got two that are willing, I'll go back to those people that I have connections with 00:02:41.436 --> 00:02:43.296 and try to get another teen group started. 00:02:43.296 --> 00:02:46.676 >> Intervention Meeting, Lawler: If we make this 12-step program a big deal 00:02:46.676 --> 00:02:48.586 for him, he's going to love it. 00:02:49.086 --> 00:02:52.066 And the other one, student number one, same thing. 00:02:52.596 --> 00:02:54.456 We've already talked, both of them like attention. 00:02:55.036 --> 00:02:59.956 You give them attention for this program, make the pioneers or whatever, here at Foxfire, 00:02:59.956 --> 00:03:02.546 I think it'll be really well for both of them. 00:03:02.776 --> 00:03:06.596 >> Lawler: The people that participate in our intervention meetings on Thursdays consist 00:03:06.596 --> 00:03:12.096 of the teachers-all our teachers are in there-we have our counselor, our nurse, 00:03:12.606 --> 00:03:17.296 any other staff members, our administrators, and any other staff members that may have contact 00:03:17.296 --> 00:03:21.956 with the students or have some impact with the students themselves. 00:03:22.066 --> 00:03:23.966 >> Intervention Meeting, Whiteman: Let's look at what we can do to get him 00:03:23.966 --> 00:03:27.916 into as small a group as we can, possibly one-on-one. 00:03:28.366 --> 00:03:30.026 I mean, ability is not the issue. 00:03:30.186 --> 00:03:33.566 It's the non-academic barriers and the structure pieces. 00:03:33.566 --> 00:03:36.256 >> Lawler: It's extremely important that we meet on Thursdays in regards 00:03:36.256 --> 00:03:39.136 to the student interventions because with our students, 00:03:39.396 --> 00:03:44.606 the slightest change in their lives can impact how they perform in school. 00:03:45.096 --> 00:03:49.706 Whether it's academically, socially; the slightest change outside of 00:03:49.796 --> 00:03:52.706 school can impact can impact how they react in school. 00:03:52.946 --> 00:03:54.596 >> Intervention Meeting, Whiteman: He has one and three-quarters credits, 00:03:54.596 --> 00:04:00.816 but he has passed all the Ohio Graduation Tests, and his scores were quite well. 00:04:01.196 --> 00:04:06.626 So, obviously, the first thing that jumps out at me is, there's not a discrepancy in ability, 00:04:07.226 --> 00:04:09.436 but obviously these non-academic barriers are affecting him, 00:04:09.436 --> 00:04:12.036 obviously the mom's health, the alcohol abuse. 00:04:12.646 --> 00:04:17.766 The other thing that I would have to guess is he's been disengaged with school. 00:04:17.766 --> 00:04:22.125 >> Lawler: Thursday mornings, we know that if something is going in the home, we are aware, 00:04:22.125 --> 00:04:27.936 and we can possibly take steps towards, again, getting interventions and also being aware 00:04:27.966 --> 00:04:32.566 in our classrooms, so we can maybe change the way we relate 00:04:32.566 --> 00:04:34.586 to the student, teach the student, or so forth. 00:04:34.826 --> 00:04:37.596 We use different kinds of data to assess these interventions. 00:04:37.836 --> 00:04:40.776 We get data from our nurse, our school nurse. 00:04:40.856 --> 00:04:44.306 She has information on any types of medications the students may be taking. 00:04:44.776 --> 00:04:47.366 We also get information from the academic side. 00:04:47.916 --> 00:04:51.456 We collect data from the other OGT [Ohio Graduation Test] scores; 00:04:51.456 --> 00:04:52.996 we collect data from their classrooms. 00:04:53.436 --> 00:04:57.416 We use this data to see, okay, the student's having trouble here. 00:04:58.166 --> 00:05:00.176 We go and we get him into the interventions. 00:05:00.656 --> 00:05:05.866 We do a lot of action research in attempts to find ways to get to these students, 00:05:06.206 --> 00:05:09.856 try to find other ways to find some formative assessments that will work with these students, 00:05:11.016 --> 00:05:13.586 some different way to engage our students. 00:05:13.926 --> 00:05:17.056 So, and with these interventions that we learn about the students, 00:05:17.056 --> 00:05:21.766 we find out that if the student has a problem with this, well, let's go do some research 00:05:21.766 --> 00:05:24.816 and find out how can we meet that need.