1. YEAR II LEARNINGS – BUILDING UNDERSTANDINGS IN PARTNERSHIPS Sissi O’Reilly Clinton Middle School Los Angeles

2. WHO ARE WE? WHAT ARE WE DOING? WHY ARE WE DOING IT THIS WAY? Clinton Middle School  Restructuring in 2011  Over 50% of students had Ds and Fs in 2+ classes  Over 600 students were showing indicators  “All you see are rainbows.” Attendance Behavior Course Performance

3. SUCCESS FROM THE DN PARTNERSHIP Attendance 2011/12: 76% of all students at or above 96% - currently 82% at 96% or above 97% + attendance from August to November No Ditching – systems in place for all the excuses Behavior NO dean – all referrals to counselors/ admin 2011-12 – 24 suspensions ( down from 60+) - currently 2 out of school and 5 in school suspensions from Aug to now Tier III Students are blanketed in counseling and interventions Course Performance Increase in proficiency in ELA/ Math – Algebra School culture of success/ progress 7 th graders showed improvements on state testing

4. WHAT DO YOU SEE?  In which work do you see short term successes that build up over time?  In which work do you see long term investment for big successes?  POCO a POCO.

5. INFLUENCES OF SUCCESS  Many of our successes stemmed from the daily toils of DN: TD & Teachers; CY & Students; CIS w/ building a safe environment for all students  PBS  Uniforms  Some of our big wins came from long-term investments: PD every Tuesday, consistent EWI and Common Planning  Changes in Scheduling (Double-blocking over 8 period day, cohorts, extra 30 minutes)  Coordination of services

6. Relationships Teachers, Students, Parents Communication Schoolwide channels in different forms & for different purposes Vision Collaboration Consistency Specificity

7. UNDERSTANDING COMMON VISION  Putting all partners at the table  Meetings  Clarification of the Sandbox  Adaptive Schools  What is in your sandbox? UNDERSTANDING COMMON VISION

8. STRUGGLES: TRUST AND BUY-IN  Role-centered work vs. Student-centered work  DN is student centered  Issues: Duplication of services, coordination of support, decision-making vs. advising, individual successes vs. the collective

9. WE WORK HARD, BUT WE ARE NOT PERFECT.  In a complex system, no one is.  We know our roles; we know RTI and tiered support.  However, do we as a system understand the sandbox?   Increase communication and transparency:  Sandbox for teachers  Sandbox for DN

10. WHO ARE THE PLAYERS IN YOUR COMPLEX STUDENT SUPPORT SYSTEM? Talent Develop. City YearCIS District/ State Teachers & Staff

11. CAN THIS SUSTAIN WITHOUT ME?  Personal reflection on my practices as Principal:  Reforming schools on Personality and charisma vs. Using Research-Based Practices to Support and develop DN systems in place