1. Implementing Extra Help Time Teachers Working Together Data Collection
Athens High School
Implementing Extra Help Time
Teachers Working Together
Data Collection
How We Started
Where We are Now

2. Information Collected, Formatted, and Prepared for Presentation by:
Wayne Hanzel--Industrial Technology
Steve McCollum--Health
Christy Ritterbeck--Physical Education
Mary Wryst--English

3. Demographics
Enrollment of approximately 800 students, with a senior class of 188.
The majority of the 60 faculty members hold a master’s degree or higher.
Athens High School class of 2016
72% enrolled in a 4 year college program
11% enrolled in a 2 year college program
36.5% economically disadvantaged

4. Athens High School
Athens High School was an exploring school for HSTW from This year we are a participating school.
We began the HSTW improvement model with Extra Help, and this year we have added a second Key Practice--Teachers Working with Teachers.

5. Keep It Simple
Staff agreed main focus for AC would be missing assignments.
Administration runs a missing assignments report.
Important to enter grades in a timely manner.
Students retain the same Academic Coach throughout high school.
Students are paired:
Freshman with juniors
Sophomores with seniors

6. Introduction to Students
The purpose of Academic Coaching is to get extra help, make up tests, and complete missing assignments
Time: Every Wednesday--after 3rd period--9:59-10:56
Students must arrive with a pass before Academic Coaching begins
Sign-in/sign-out sheet on class clipboard

7. How did we begin?
Introduced the idea to our staff at teachers’ meeting in spring of 2015
Sent teachers to the HSTW Southeast Ohio Conference and summer National Conference in Atlanta
Compiled information from conferences on implementation
Talked with fellow teachers about HSTW requesting feedback

8. Feedback and Ideas
In addition to the focused study environment, we may use Academic Coaching as a time to:
Have guest speakers in various career fields
Learn how to better use available technology
Check your grades and missing assignments
Discuss current events
What other activities would benefit you as a
student?
What are your ideas for other ways AC time could
be spent?

9. Room for Improvement
Feedback from teachers and students
One day each week worked, but needed more time
Too many schedule interruptions
Students wanted more consistent schedule
Students needed more time to schedule make-up work and assignments

10. Staff Meetings to Present Schedule Proposals
Held meetings throughout year discussing possible changes to schedule
Individual staff members presented sample schedules
Conducted two separate staff votes over course of two meetings to choose
schedule for following year.

11. Current Schedule-2016-17 First Period 7:45-8:30 Second 8:33-9:16
Third 9:19-10:02
Fourth--AC 10:05-10:45
Fifth 10:48-11:31
Sixth 11:31-12:01 (First lunch)
Seventh 12:01-12:31 (Second lunch)
Eighth 12:31-1:01 (Third lunch)
Ninth 1:04-1:47
Tenth 1:50-2:35

12. 2015-16 School Year--New Key Practice Teachers Working With Teachers
Met with staff in two separate groups
Discussed 10 Key Practices and encouraged staff to select a new practice close to what we were already doing
Since we had two meetings, we ended up with two choices.
Upon advice from our consultant Nancy Ruth, we selected the choice from one group and met again to explain the rationale.

13. TBT Meetings Held During Academic Coaching
Original TBT Schedule
First Three Weeks of Month
Monday English
Tuesday Math
Wednesday Science
Thursday Social Studies & Foreign Languages
Friday Career Tech., Special Ed., Health, Electives
Last Week of the Month
Monday Freshmen TBT
Tuesday Sophomore TBT
Wednesday Junior TBT
Thursday Senior TBT

14. But What About the Students?
If the AC teacher has a meeting on a given day, those students report to study hall or another destination.
If students need extra help, they show their passes (signed planners) to their AC teacher.
Teachers take roll and then deliver the attendance roster to study hall.
Students must arrive to AC with a pass (signed planner) from the destination teacher. We emphasize that the planners must be signed prior to 4th period.

15. Mass Confusion: Do We Have a Meeting Today?
In an administrative meeting, we decided to meet with grade-levels three times per month and departments once monthly. The decision was based on the premise that grade-level meetings were more effective in developing and following up on interventions.
Two teachers and our tech facilitator created a calendar on Google listing all meetings for the rest of the year. They even accounted for holidays and other interruptions. We all had a sigh of relief, sort of.
Teacher-created TBT Calendar

16. Teachers Confused About Roles & Responsibilities
TBT Checklist!
Before
Get a laptop
Enter at-risk student data
Fully complete Intervention Checklist & Data Collection Sheet
During
Data Team assists with data entry & meeting minutes
Review minutes from previous meetings
Enter data and/or update “emergency” data
Discuss progress--include students from previous weeks
After
Try the interventions
Document Progress

17. Standard Form for TBT Minutes
Student Progress: (How did student respond to interventions?)
Jane Doe--called parents about attendance; parents will take away video games
John Doe--constantly talking over the teacher
Action Steps What Due by
M. Wryst Conference with J. Doe Two weeks

18. Sample Minutes from TBT’s
Early Meetings--before Moderator and Checklist
Alpha--First Meeting with Moderator and Checklist
Omega--Recent Meeting with Moderator and Checklist

19. Links to Data Forms
Data Collection Form
Student Intervention Checklist
Student Snapshot

20. Questions or Comments
For a copy of this presentation or if you have questions or comments contact:
Christy Ritterbeck,
Mary Wryst,
Wayne Hanzel,
Steve McCollum,