It is an innovative service that identifies students at risk of academic failure early on, and monitors their progress throughout the school year, assessing the impact of preventive and/or remedial interventions adopted to modify this risk.
Mapie operates on a Web platform, 100% online, compatible with school management platforms
It is a service for sharing information between the various players in the educational community: class teachers, special education teachers, psychologists, school management, municipalities, and parents among others.
Mapie is based on scientific outcomes about school failure. The calculation and signaling of risk follows the American model called A-B-C, by Balfanz and collaborators, which points to the following indicators as the most robust in predicting school failure: Attendance, Behavior and Course performance. A team of researchers from the Faculty of Psychology and Education Sciences of the University of Coimbra is in charge of the scientific coordination of the project.
The Mapie service has been a part of the daily life of School Groupings and Municipalities from North to South of the country since 2018
Os resultados em mais de 100 Agrupamentos Escolares de 61 municípios, demonstram o impacto positivo do Mapie, tanto no combate ao insucesso escolar, como nos ganhos económicos correspondentes: menos 1281 retenções e uma poupança correspondente de 5,65 milhões de Euros.
Mapie is sheduled for biweekly import of data, throughout the school year. Although this import is not done in real time, Mapie can monitor the School's key moments (beginning of the school year, interim meetings, class council meetings, consultations with parents and guardians, among others) , allowing the collection and analysis of fundamental data for decision-making process, as it provides information relevant to the characterization of the class, the analysis of the evolution of the student's profile and the assessment of the impact/effectiveness of carried out interventions
The indicators show whether students are above or below the thresholds used in the default early warning settings, specifically: if they have missed at least 10% or 20% of class time; if they have been graded negative in a certain number of subjects, or if they have had at least one disciplinary occurrence.
In addition to these dimensions, there is the analysis of sociodemographic indicators, such as the mothers' qualifications, the socioeconomic level and the student's age compared to the expected age for the year they are attending.
Mapie allows for the introduction of interventions aimed at a student or a group of students, enabling the monitoring of the indicators that are intended to be changed with the interventions. Thus it helps in the decision-making process to maintain, change or complete the interventions.
In mid-term, Mapie will have a suggestions’ pool available about interventions/actions that promote school success, created and validated by the investigation and/or Order of Psychologists (among other institutions of recognized merit and scientific capacity)
Mapie does not suggest models of intervention. No "model students" are to be expected. This is strongly advised against by research and the Ministry of Education guidelines.
The interventions should be personalized and organized on a multi-level way (multi-layered or not). Detailed case analyses are suggested in situations of severe behavioral, emotional or learning problems. And in a school with many cases of high risk in a given indicator, it is justified to take measures at the level of management, municipal support, mobilization of stakeholders for prevention on school ground and in the community.
The Homeroom Teacher is a crucial figure in the early detection of students at risk of failure.
As such, Mapie will be it's main tool to help organize and monitor the risk profile of all his students and not only those most evident cases
According to scientific research on school failure (Balfanz, Herzog & Mac Iver, 2007) there are four profiles that should be carefully analyzed:
Quiet dropouts: These are students with a high degree of commitment to school and no history of behavior problems, but with low grades;
Disengaged dropouts: These are students with average grades and with average (or below average) levels of behavior problems but with little commitment to school;
Low achiever dropouts: These are sstudents with average (or below average) levels regarding occurrences of behavior problems, but with low grades and poor commitment to school.
Maladjusted dropouts: These are students with high behavioral problems, low grades, and poor commitment to school.
The homeroom teacher easily flag students with serious behavioral problems or negative achievement levels, since they are the ones who most capture their attention in class. The same does not happen with other students who tend to stay off the "radar", such as students with a Quiet Dropout profile.
These students, more discrete in their underachievement path because they do not present serious behavioral problems, tend to go unnoticed and escape early diagnosis and timely intervention, often culminating in early school dropout.
Mapie contributes to an objective follow-up of all cases, even the most discrete ones, facilitating the development of early diagnosis and implementation of interventions. Undoubtedly, a tool that will strengthen the role of the homeroom teacher.
MAPIE integrates the existing information in the platforms already in use in schools, becoming a fundamental complement, outlining success profiles per student and presenting a set of statistical analyses that would otherwise be much more time-consuming to perform and would require specialized knowledge of analysis. As such, the use of MAPIE has a number of advantages, optimizing the work of professionals dedicated to promoting student success, including teachers and specialized technicians.
It can be used only with data imported from the existing information in the school management platforms/software. This data will be imported automatically, without this process representing any additional work for teachers and technicians.
If there is a need for a more detailed analysis, teachers and technicians are able to record interventions as well as enter other complementary data.
Mapie strenghtens the objectivity in the definition of diagnoses. Mapie contributes to a decrease of subjectivity in the analysis and the decision making process by providing objective data and robust results based on scientific criteria.
Besides, it allows an effective sharing of information among the various stakeholders, providing the same analysis of large amounts of information in a correlated, fast and clear way to be analyzed, locally, in school management bodies (direction, pedagogical council, class councils), regionally, in municipalities, CIMs, among others, for students, parents/guardians and, for educational agents and technicians.
The clusters of information are made available through easy-to-read graphics and visual alerts created from the aforementioned indicators. These datasets are an important aid in decision making and impact assessment of interventions.
Mapie saves precious time in the articulation of actions to support students and, of course, in the collection and analysis of data and scientifically supported decision making.
Almost always the constraints and problems of school failure have a dimension that goes beyond the school premises. With this in mind, municipalities have been called to play an increasingly operational role in education. Indeed, a large share of the financial effort to promote school success is being channeled to and by municipalities. Thus, Mapie provides an access profile for municipalities, with access only to the macro datasets of the Groupings (such as statistics grouped up to the school level), allowing the operational articulation between the municipality and the school groupings in the definition of local and regional education policies.
O impacto desta implementação piloto está expresso nos relatórios de avaliação de impacto realizados pela Universidade de Coimbra, e evidenciam uma poupança de mais de 5,65 milhões de euros para o Estado, considerando o impacto na diminuição das retenções (1281 alunos) e custo anual por aluno calculado pelo Tribunal de Contas (4415 euros).
The collection of data arises under the Mapie Partnership Protocol signed with the Schools, and its full protection is guaranteed in compliance with the General Data Protection Regulation, in accordance with the national regulation transposed by the European directive of the GDPR (Regulation (EU) 2016/679). Thus, the data are only processed by our technical team in order to overview the import process into mapie, to update the available analysis for the School Boards
The access to the data for research purposes (duly requested) or use by the municipality (under the protocol), will be made with the data anonymized and encoded, depending always on the authorization of the School Board (to be incorporated in the contract or protocol).
The visualization and access to data mimics the access already allowed in the group's usual school management software for each educational agent: teacher, class director, technician, the director himself, among others, with no deviation in functionality in its use.
We remind you that the data is imported from the school management platforms, and Sapie Lda. only acts as a data operator, subject to all confidentiality restrictions arising from and provided for in the Portuguese law, which it may be audited at any time.
In order to ensure full data protection and compliance with the GDPR, SAPIE Lda has a DPO (Data Protection Officer) who can be contacted on this subject through Mapie's website.