CLINTON HIGH SCHOOL How it Works for Us… Data Teams and the Interventions that Support our Students. Karinne Tharaldson Jones, Principal JR Kuch, Associate Principal Amanda DeWulf, Counselor

Overall Course Failures58% Behavioral Referrals30% AP Enrollment100% 3.0 Club Membership10% Graduation Rate5% 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

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 Collaboration Administrative 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 PLCs Preparation for Fall 2012

Q: What do we do with the kids that aren’t learning? A: Develop an Intervention System.

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 1 How we Started… Examined all Failures in Every Course. Started in a Focused Area of Critical Need. English and Algebra (9 th Grade). Identified One Intervention. Lunch Study Tables-Provided more time and support for kids with most need.

English Algebra Total 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 6 th period after school. Failure is Not an Option! “All Hands on Deck!” Determined every student might need an intervention at some point.

Overall Course Failures Grade Total (Decrease of 58%)

th (Increase of 35%) 10th th th Total (Increase of 10%) 3.0 Club Membership

Rigorous Course Enrollments APConcurrentPSEOTotal Seats (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

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’s Top 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 : 9-12 Th Grades3,662 Total Student Visits 6 th Period: 9 th -10 th Grades640 Total Student Visits 6 th Period: 11 th -12 th Grades2,021 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 6 TH PERIOD

What’s In An Administrative Meeting? MUST HAVESNEGOTIABLES Staying Positive Setting Expectations Next Actions Individualized Contracts Individualized Effective Interventions

Types of Contracts 6 th 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.”