CLINTON HIGH SCHOOLHow it Works for Us…

Data Teams and the Interventions that Support our Students.

Karinne Tharaldson Jones, PrincipalJR Kuch, Associate PrincipalAmanda DeWulf, Counselor

• Overall Course Failures 58%

• Behavioral Referrals 30%

• AP Enrollment 100%

• 3.0 Club Membership 10%

• Graduation Rate 5%

Our Results…

Clinton High School is located on the Mississippi River near the Quad Cities.

• 4A High School• 1200 students• 19% minority students• 50% of students receive free or reduced lunch• 20.5% of students have IEPs

© Clinton Community School District

2008-2011

Climate Failures Behaviors

Graduation Rate

Staff Efficacy

What We Learned…Summer 2011

We Needed to be Focused on the Right Things…

Student Learning/Results Teacher CollaborationAdministrative Focus

The Four Questions…

• What do we expect students to learn?• How will we know if they are learning? • What will we do when students are already proficient?

•How do we respond when students don't learn?

Master Schedule for PLCsPreparation for Fall 2012

• Common PLC Team Within the School Day.

• Creating a Vision for the CHS Staff Linking the PLC/RTI Structure was Critical.

• Align teacher assignments so that teachers were teaching common courses.

And Kids May Still Not Be Successful.

Q: What do we do with the kids that aren’t learning?

A: Develop an Intervention System.

• Increased Class Sizes to Allow for At-Risk, Special Education, General Education Teachers to Facilitate Interventions.

• Realigned Para and Secretary Schedules to Assist with Interventions.

• Examined Flexible Schedules (Administrators, Counselors, Media Specialist)

Consider…• Student Need• Motivation of Staff• Alignment of Curriculum

Q: Where do you start with an intervention?A: Where you think you can be successful.

Year 1How we Started…

• Examined all Failures in Every Course.• Started in a Focused Area of Critical Need.• English and Algebra (9th Grade).• Identified One Intervention.• Lunch Study Tables-Provided more time and

support for kids with most need.

09-10 10-11 11-12 12-13

English 9 46 45 27 31

Algebra 1 77 79 52 30

Total 123 124 79 61

Study Table Results

Year 2• Expanded the Study Table Concept

to all Grade Levels.• Restructured the Master Schedule.

• All students failing a core course attend a lunch study table.

• All students in an AP or Honors course, who receive a C or below, must attend a lunch study table.

• Students who are consistently not successful attend 6th period after school.

Failure is Not an Option!

“All Hands on Deck!”Determined every student might need an

intervention at some point.

Overall Course FailuresGrade 2009-10 2012-13

9 374 182

10 314 176

11 347 106

12 235 80

Total 1270 544 (Decrease of 58%)

2011-2012 2012-2013

9th 300 405 (Increase of 35%)

10th 349 324

11th 293 359

12th 315 301

Total 1257 1389 (Increase of 10%)

3.0 Club Membership

Rigorous Course EnrollmentsAP Concurrent PSEO Total Seats

2009-10 156 240 123 519

2010-11 150 303 117 570

2011-12 265 322 86 673

2012-13 304 277 87 668

2013-14 359 686 90 1135(Increase of 100%)

CHS Found Real Success !!!

Our Positive Results were very exciting and encouraging. This was accomplished with a TEAM of People.

The CHS Data Team is……a team of individuals who determine appropriate interventions for individual students and insure successful implementation within the school week.

CHS Data Team Members• At-Risk Teachers• Special Education Teachers• Media Specialist• AEA Support Staff• Secretary• Counselors• Administration

© Clinton Community School District

© Clinton Community School District

Every Week

Every Student

By Grade Level

Data Collection Sheet

Let’s Go See What This Is All About.

Data Team Structure

• Common Time.

• Power to Make a Decision.

• Accountability to Results.

• Efficient Agenda and Structure.

WHAT DOES THE INTERVENTION SYSTEM LOOK LIKE AT YOUR SCHOOL ?

Clinton High School’sTop Interventions

Lunch Study Table

For Multiple Reasons…• Failing a Class• Missing Work• “Skill” Deficit• “Will” Deficit

Homeroom Pullouts• At- Risk Teachers/ Special Education Teachers• 30 Minutes• Tuesday and Thursdays• Specific Kids Specific Areas

6th Period

• 3:00- 4:00 PM• At-Risk Teachers • Intensive Intervention for Multiple

Failures

What Can 30 or 60 Extra Minutes Get You?

Intervention # of Students Serviced

Lunch Study Table : 9-12Th Grades

3,662 Total Student Visits

6th Period: 9th-10th Grades 640 Total Student Visits

6th Period: 11th-12th Grades 2,021 Total Student Visits

Total= 6,323 Opportunities

They Didn’t Show… You Communicated…Now What?

#1 #2 Significant Number of Misses

Don’t Work….

WHEN STUDY TABLES,HOME ROOM

PULLOUTS,AND 6TH

PERIOD

What’s In An Administrative Meeting?

MUST HAVES NEGOTIABLES

• Staying Positive

• Setting Expectations

• Next Actions

• Individualized Contracts

• Individualized Effective Interventions

Types of Contracts

• 6th Period• Attendance• Behavior• Walk- Out• No Contact• Re-Entry • Plus Many More!!!

How Do You Keep Track?

• “We are enabling kids.”• “I don’t like to work with other people.”• “We don’t have any money.”• “You can’t change the master schedule!”• “We have poor kids.”• “That’s not how we have always done it.”• “Special education students can’t learn this.”• “If we change we will lose our tradition.”• “When are we going to teach the kids responsibility?”• “I can’t do my grades every week I’m too busy.”• “I taught it…the kids didn’t learn it.”

Comments You May Hear…

© Clinton Community School District

Key Resources…

And Us!!!

Key Takeaways…

• Without Courage This Will Not Work.• Focus on Student Learning.• Create a system where students are visible.• Create an RTI Structure.• System Change-Master Schedules CAN change.• Reallocating Resources (People and Time)• Ask…If your system is not producing positive

results what will you do to change it?

“All Kids Can Learn at High Levels.”