Identifies the risk of school failure and dropout from indicators of achievement, health and vocational guidance while pointing out the risk with intuitive visual alerts.
Builds the Student
Sums up critical information regarding the causes of the risk of school failure. Includes custom charts that display the student’s risk level and academic trajectory throughout the school year.
Allows the Registry
SAPIE allows the registry of multi-level interventions that support the students’ learning and inclusion in order to prevent failure and dropout.
and School Progress
Evaluates the student’s school progress by term or semester.
Analyzes the Impact
Keeps track of the student’s evolution in each indicator (achievement, attendance and behaviour), in order to check the efficiency of interventions applied to several students.
SAPIE was developed by an interdisciplinary and inter-institutional consortium. It’s comprised of a reputable research team of international experts in health and education supported by social economical entities that ensure its development and implementation.
Risk calculation for all students’ trajectories is made
according to these three indicators:
“A powerful instrument to prevent school failure and dropout and to promote success in student learning.”
“SAPIE is a strategic instrument that allows us to hope for improvement in school success.”
“SAPIE is important in shortening distances and involving families in the process(es).”
- 100% online, “Cloud” format
- Maximum Security: data protected by restricted access levels
- User-friendly dashboards
- 90% of the data available on student management softwares
Based on Research
- Scientifically validated risk model
- Main indicators: Achievement, Attendance, Behavior, Sociodemographic Data and Health
- Partnership with the Faculty of Psychology and Education Sciences of the University of Coimbra
- Focus on preventive intervention
- Mentoring of school mediators
- On-site support from ATB mediators
- Online Help-desk with email and phone support
Project Impact in 2018/2019
The impact of the pilot implementation in the first year (2018/19) on 75 school clusters is expressed in the impact assessment report produced by the University of Coimbra, and was more than 5 times greater than its original commitment to the funding program.
At the moment SAPIE is being implemented in several school centres invested in methods of signaling students at risk for the development of prevention strategies. These are SAPIE’s numbers in Portugal:
SAPIE Added Value
- Based on science and research
- Monitors risk of school failure
- Facilitates diagnosis of support needs
- Enhances school support systems
- Promotes articulated work and communication between educational agents
Frequently Asked Questions
SAPIE – The System for Analytic and Predictive Information on Education is a system that identifies students at risk for school failure at an early stage and systematically monitors school progress by assessing the impact of preventive interventions designed to modify that same risk.
SAPIE is supported by a web platform, but this is just one of its components. Itʼs a system of knowledge sharing and articulation between the various local educational actors: class directors, special education technicians, psychologists, group management, local authorities, parents and other intervenients.
SAPIE was built upon knowledge produced by scientific research regarding school failure. Risk signaling and calculation follow Balfanz’s American model A-B-C, which calculates the most robust indicators in school failure prediction: Attendance, Behavior and Course Performance. The scientific coordination of the project is in charge of a team of researchers from the Faculty of Psychology and Educational Sciences of the University of Coimbra. We are currently establishing protocols with a set of institutions that work with the most advanced knowledge regarding the causes of school failure and the development of interventions with students and parents.
Initially the system will be based on indicators similar to those used in the 2007 US pilot study: attendance, achievement, behavior, and sociodemographic data. Physical, psychological health and career/vocational guidance data will be also considered in the short term.
The implementation of a similar pilot project in the US (Early Warning Data Systems) resulted in a significant 20% decrease in school failure (measured by the failure rate for single classes). This result challenged us to think that the implementation of a similar system in Portugal could reflect a similar cost-benefit ratio, having in account all the cultural differences and specificities, so we embraced this challenge. The first data from SAPIE’s impact analysis gathered at University of Coimbra’s study in the first year of the SAPIE project is very encouraging, even surpassing the US results.
The implementation of SAPIE is being funded in the North, Center and Alentejo regions through the Social Impact Titles (TIS) program of the Portugal Social Innovation initiative. In this sense, the schools belonging to these regions do not assume any burden with the implementation of the project during the school year of 2019/2020. For other regions, implementation and usage costs are attractive enough for any school to benefit from SAPIE.
SAPIE integrates existing information on platforms already in use in schools as a key complement, profiling student success and presenting a set of statistical analysis procedures that would otherwise be much slower to perform and would require other expertise. As such, the use of SAPIE has a number of advantages, optimizing the work of professionals dedicated to promoting students’ academic success, namely teachers and specialized technicians.
The risk analysis in SAPIE intends to bring a set of knowledge produced by research, simple to use, with the specific data of
each student into the educational space. It includes recognizable robust variables for predicting school risk. However, it’s a tool that still requires the teacher/educator analysis, reinforcing their ability to make sense of the information presented.
SAPIE identifies and signals indicators that increase the student’s risk of not completing the education cycle within the expected time. Risk indicators are binary, indicating whether students are above or below the thresholds used in the standard early warning settings (based on the most consensual values indicated by the investigation); specifically, if they lost 10% (or optionally 20%) or more of class time, flunked at a given number of class subjects, or had one or more disciplinary occurrences. It also takes into account sociodemographic indicators such as mothers’ qualifications, socioeconomic status and the student’s age, compared to the expected age of the year they are attending.
About 90% of the data is imported from existing information on school management platforms. Thus, existing data on achievement, attendance and behavior will be imported automatically, without this process representing an additional work for teachers and technicians. It should be noted that the data on the different school platforms is the sole property of each school, and it is the obligation of the companies that own these softwares to provide them with the means to enable a connection with other platforms.
SAPIE produces key information to be analyzed regionally (municipalities, intermunicipal communities, among others), in school management bodies (board, pedagogical council, class councils), for students, parents / guardians and ultimately for educational and technical agents. This information is provided graphically and presents signs of risk in the above dimensions. It’s up to the various educational agents to use this data as an aid in decision making and impact assessment of interventions. In this sense, the system saves valuable time in articulating support actions for students and, of course, in collecting and analyzing data and making scientifically supported decisions.
One of the advantages of SAPIE is precisely to give a response to the excessive number of students the psychologist has to attend for support and intervention. In fact,the system focuses the intervention’s attention on the really necessary cases. For example, SAPIE synthesizes and facilitates the visualization of psychological health data at various levels (student, class, school, etc.), allowing the prioritization and monitoring of interventions. On the other hand, it provides a set of tested and simple-to-apply diagnostic instruments, highlighting key findings. In conclusion, it performs a set of information analysis that saves time for teachers and technicians.
SAPIE helps to reduce the degree of analysis’ subjectivity and decision making by providing objective data and analysis supported by the investigation. On the other hand, it allows a more efficient sharing of information between the various intervenients in the process, making it possible to analyze large amounts of information in a correlated, fast and clear manner.
Assuming that the Head Teacher knows his students well and the context in which they are placed, his role is crucial in the early detection of pupils at risk of school failure, that is, of not completing the study cycle within the expected time. However, according to scientific research there are 4 school dropout profiles (Balfanz, Herzog & Mac Iver, 2007) that should be carefully analyzed:
- Quiet dropouts: students with a high degree of commitment to school and no history of behavioral problems, but with low grades;
- Disengaged dropouts: students with average grades and average (or below average) levels of behavioral problems but little commitment to school;
- Low achiever dropouts: students with average (or below average) levels of behavioral problems but low grades and poor commitment to school.
- Maladjusted dropouts: Students with high behavioral problems, poor grades,and poor commitment to school.
Students with profiles with severe behavioral problems or negative levels of achievement are those that most attract the attention of the educational community. However, given the preventive nature of SAPIE, the system reinforces the visibility of students with the Quiet dropout profile, as they are the ones that present the development of a silent school failure path that tends to culminate in early school leaving. Unlike the other profiles, these students, because they do not have serious behavior problems, tend to go unnoticed and, therefore, usually escape proper and timely intervention. This may inadvertently result in the risk of failure rising and, consequently, early school leaving, before the end of compulsory education (12th grade).
SAPIE identifies and signals students at risk of school failure based on three key indicators (attendance, achievement, and behavior) that predict the likelihood that students will complete or fail the education cycle within the expected timeframe. These indicators, even when considered individually, are robust in predicting school failure and, therefore, it is sufficient for a student to have an alert on one of these indicators to be flagged as at risk, however low the degree of risk might be. From this information, it is up to the educational agents (in a multidisciplinary logic) to use the information produced by the system as an aid in decision making and effective assessment of the impact of interventions implemented to modify this risk. In a preventive logic, the system signals them, and the school should pay special attention to the careful reading and interpretation of SAPIE results, which will be supported by SAPIE mediators.
The system allows interventions for a student or group of students to be introduced, as well as monitoring the evolution of the indicators that are intended to be modeled with those interventions, thus assisting in the decision to maintain, modify or conclude them. In the mid-term, we want SAPIE to have a channel where people can provide suggestions for new interventions / actions in order to promote school success. These newly created interventions will be validated by researchers or by the Order of Psychologists (among other institutions of recognized merit and scientific ability).
No. The indicators do not suggest types of intervention directly so all cases should be explored multidisciplinarily (DT, SPO, SAPIE mediator, among others), involving the family, the student and any external services that accompany the child or youth (CPCJ, doctors and psychologists, therapists…). Interventions in “historical” format (past but not recorded in SAPIE) and current interventions should be recorded to facilitate monitoring of the student’s risk profile evolution. This monitoring does not directly infer the (in) effectiveness of interventions as there are lengthy and multifactorial processes (almost always) involved, but it helps to focus on school achievement, which is good for maintaining stakeholder motivation and focus, ensuring that no child or youth is left behind.
Not expected to be “standard students.” This is strongly discouraged by the investigation and guidance of the Ministry of Education. Interventions should therefore be customized and organized in a multilevel manner (multilayer or not). Thus, if a class shows more than 80% of cases with a certain risk in a certain indicator, one should think of joint actions (by teachers, technicians, among others) in a universal logic; if the cases are between 5 and 15%, small group interventions may be considered; when less than 5%, individual interventions are justified, without neglecting the necessary individual responses in cases of emotional, behavioral or other crises. Finally, detailed individual case analysis is suggested in situations of serious behavioral, emotional or learning problems, justifying local support measures or stakeholder mobilization in a school with many high-risk cases in any given indicator.
The implementation of the SAPIE project provides for biweekly data importation throughout the school year. In this way, and although this importation is not done in real time, SAPIE can follow the key moments of the school (beginning of the school year, interim meetings, class council meetings, parent and guardian meetings, among others), allowing the collection and analysis of the fundamental data for decision making, as it provides pertinent information for the characterization of the class, the analysis of the evolution of the student profile and the evaluation of the impact / effectiveness of any interventions applied.
Collaborative work between Municipalities and School Groups is prioritized and considered indispensable in school success promotion on any given region. Frequently, the constraints and problems have a dimension that goes beyond school grounds. In this sense, municipalities are being called upon to play an increasingly intervening role in education. A large chunk of the financial effort to promote school success is being channeled to local authorities, thus, SAPIE provides a specific profile for municipalities, that can access the macro data of its School Groups (such as statistics pertaining to the school level), allowing for an articulation of operations between the municipality and all clusters within the scope of local and regional education policies.
Data collection comes within the framework of SAPIE’s Partnership Protocol signing with the School Groups, and full protection in compliance with the General Data Protection Regulation is ensured, in accordance with national regulations carried out by the European Directive of the RGPD (Regulation (EU) 2016/679). All data is only processed by our technical team, with a view to its importation into SAPIE, in order to make it available for analysis and consultation by the School Group. Thus, any third party access to the School Group’s information will be made with anonymised and coded data, always depending on the permission of the Grouping Directorate (to be incorporated in the contract or protocol) and may be used, for example, for research purposes (duly requested) or under protocol with the local authority.
The visualization and access to data mimics the access already allowed in the usual school management software of the School Group for each educational agent: teacher, class director, technician, the principal himself, among others, with no deviation in functionality in its use. We remind you that the data is imported from school management platforms, and the Tempos Brilhantes Association / SAPIE operates only as a data operator, subject to all confidentiality restrictions arising from and under Portuguese law, which can be audited at any time. In order to ensure full data protection and compliance with the RGPD, the Tempos Brilhantes Association has a DPO (Data Protection Officer) who can address this issue through the SAPIE website.
Learn more about SAPIE
Ask for a Demo! You can visualize information related to risk indicators per student and take corrective measures to put their school trajectories back on track!
Phone:+351 965 211 108
Address: Rua Miguel Torga, nº170, Loja 1, 3030-165, Coimbra, Portugal.