CLINTON HIGH SCHOOL How it Works for Us… Data Teams and the Interventions that Support our Students. Karinne Tharaldson Jones, Principal JR Kuch, Associate.
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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
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
• 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
Data Team Structure
• Common Time.
• Power to Make a Decision.
• Accountability to Results.
• Efficient Agenda and Structure.
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
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
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!!!
• “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…
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?
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