The Mentor Practice Profile (MPP)

Connect: Personalized data-based interventions

Personalized data-based interventions

Core Components and Essential Elements	Contribution to Outcome	Proficient (P)	Developmental (D)	Needs Improvement (N)
CONNECT: Personalized data-based interventions The mentor uses timely interventions, driven by data, to re-establish and maintain the student’s connection to school and learning.	Increase academic, behavioral, cognitive, and affective engagement	The mentor uses intensive interventions when the student is identified at high risk in one or more area. Interventions are aligned with specific risk variables (e.g., arranging alternatives to suspension, tutoring or goal setting for low course performance, intensive problem-solving for attendance, etc.).	The mentor provides intensive interventions one month or more after the student is identified as high risk in one or more area.	The mentor does not provide intensive interventions when warranted by the data (e.g., only basic interventions are provided when a student is at high-risk in one or more area). Interventions do not align with specific risk indicator (e.g., the mentor provides tutoring instead of intensive problem-solving for high risk behavior).

Core Components and Essential Elements

Contribution to Outcome

Proficient (P)

Developmental (D)

Needs Improvement (N)

CONNECT: Personalized data-based interventions

The mentor uses timely interventions, driven by data, to re-establish and maintain the student’s connection to school and learning.

Increase academic, behavioral, cognitive, and affective engagement

The mentor uses intensive interventions when the student is identified at high risk in one or more area.

Interventions are aligned with specific risk variables (e.g., arranging alternatives to suspension, tutoring or goal setting for low course performance, intensive problem-solving for attendance, etc.).

The mentor provides intensive interventions one month or more after the student is identified as high risk in one or more area.

The mentor does not provide intensive interventions when warranted by the data (e.g., only basic interventions are provided when a student is at high-risk in one or more area).

Interventions do not align with specific risk indicator (e.g., the mentor provides tutoring instead of intensive problem-solving for high risk behavior).

Examples

For example:

When you identify a student is at high risk in at least one area, you promptly introduce intensive interventions to re-establish that student’s connection to school and learning.
You focus interventions on specific risk variables, such as arranging tutoring or goal setting for low course performance.

For example:

When you identify a student is at high risk in at least one area, you eventually introduce intensive interventions to re-establish that student’s connection to school and learning.
Interventions may be generic and not may not address the specific risk areas for your specific student.

For example:

When you identify a student is at high risk in at least one area, you implement only basic interventions.
Your interventions are not aligned with students’ specific risk variables, such as arranging tutoring instead of problem-solving for high risk behaviors.

Reflective Questions

What are your strengths in using personalized intensive interventions based on data?

Where do you have room for growth?

What support do you need in order to improve in this area?