One student. Everybody works the same file. The plans will not come out the same, and that is the point.
Everything you need to build a plan lives on the practice page: the AI tool links, the sentence stems, the frameworks, and the review checklist. This page holds the student.
[Student] and [Grandmother], even here.Late January. Middle school, about 600 students.
Through 5th grade, Jordan's attendance was unremarkable. Six or seven absences a year. Nothing that triggered anything, nothing anyone remembers.
The absences are not evenly spread. Six of the eleven tardies are first period. Jordan has never missed a full week of school.
Grades were B's and C's in the fall. Two classes are now failing, and both are scheduled in the morning. The afternoon electives are still passing. Jordan is in band, and the band director says Jordan has not missed a single after-school rehearsal all year.
Jordan lives with a grandmother who has legal custody, along with two younger cousins, ages 4 and 7. The grandmother works a 6:00 a.m. shift three days a week. The household moved in August from across town, and Jordan now rides a different bus with a stop about a half-mile from home.
What the file does not show: any conversation with Jordan. Any conversation with the grandmother that actually connected. Any record that the family moved.
Name the barrier yourself. Write it down in one sentence. You will find out in the share-out whether the person next to you named the same one, and there is more than one defensible answer in this file.
You do not need to paste the whole page. Your Context line needs the facts that bear on the barrier you named. Something like this, adjusted to whatever you decided:
Context[Student] is a 6th grader with 19 absences and 11 tardies by late January, after unremarkable attendance through 5th grade. Fourteen absences fall on a Monday or the day after a holiday. Six of eleven tardies are first period. Two morning classes are failing; afternoon classes and band are passing, with perfect after-school rehearsal attendance. [Student] lives with [Grandmother], who has legal custody, works a 6:00 a.m. shift three days a week, and also cares for two children ages 4 and 7. The household moved in August and the bus stop is now a half-mile away. Two form letters were mailed, one call reached a disconnected number, and no one has spoken with [Student] directly. The barrier I believe is driving this is [name it yourself].
Notice what is missing from that paragraph: a real name, a real school, a real district. Everything that makes the plan useful is still in there.
Two things usually surface when a room works this file together, and both are worth watching for in your own draft.
The barrier is genuinely contested. The Monday pattern, the 6:00 a.m. shift, two small children, and a new bus stop point one direction. The morning-only pattern, the withdrawn note, the stomachache, and perfect band attendance point somewhere else entirely. Both readings are defensible from the same file.
The framework changes the plan. A tiered frame will place Jordan and layer supports. A dropout-prevention frame will reach for mentoring and family engagement. A resilience frame will notice that band is the one place Jordan reliably shows up. The state's frame will notice something else: by late January, the notification and conference requirements in this file were not met, and that is a finding in its own right.