1.3. Expected results of using the CroCooS projects EWS building methodology at institutional level

In line with the above described principles and taking into consideration the length of the pilot period within the project (18 months) the following expectations have been formulated towards the schools by the partners of the project.

I. The school has a solid and sustainable EWS/ESL prevention strategy.

• a) The school maps out external partners and resources and is able to mobilize them if any of the students is in need of help.
• b) The school operates and institutional tracking/monitoring system.
• c) The school identifies its capacity building needs in relation to instruction and pedagogical evaluation.

II. The activities of the school in relation to EWS have an impact on the relationship of the school community including the internal and external partners (e.g. student-teacher, teacher-teacher, student-school, school-family and school-local actors and stakeholders relationships).

III. School operates a system of individual supplementary support for the students.

IV. The school actively strives to solve students’ problems. 

V. Teachers teaching the same students actively cooperate to solve the problem of the students.

VI. Risen awareness of drop-out among teachers, school leaders, students.