1. CLINTON HIGH SCHOOL PLCs, Data Teams, and the Interventions that Support all CHS Students. Deb Olson, Superintendent John Jorgensen, Curriculum Director Karinne Tharaldson Jones, Principal

2. Clinton High School Clinton High School 4A High School 1200 students 55% of students receive free or reduced lunch 21% minority students 16.8% of students have IEPs www.clinton.k12.ia.us

3. Overall Course Failures58% Behavioral Referrals30% Attendance3% AP Enrollment100% 3.0 Club Membership10% Iowa Assessments (gr. 9-10)15% Graduation Rate5% Our Results…

4. “RtI” (Response to Intervention) Every student is visible and known to a caring group of adults. Every child’s progress is monitored continually. * Data Intervention Teams at each school

5. RTI – MTSS Key Components RTI is… Effective Universal Instruction Universal Screening 3 x Evidenced-based instructional interventions at Tier 2 and 3 Progress Monitoring Data to guide instruction Data-Based Decision Making MTSS is… Effective Universal Instruction Universal Screening 3 x Evidenced-based instructional interventions at Tier 2 and 3 Progress Monitoring Data to guide instruction Data-Based Decision Making Iowa Department of Ed

6. MTSS A Continuous Improvement Process Defining the problem Diagnosing the problem Developing a plan Implementing the plan Evaluating the results of plan implementation

7. 2008-2011 Climate Failures Behaviors Graduation Rate Staff Efficacy

8. What We Learned… Summer 2011 We Needed to be Focused on the Right Things… Student Learning/Results Teacher Collaboration Administrative Focus

9. 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?

10. CHS Work Importance of Iowa Core. Redesigned courses around Iowa Core Identified PLCs Around Grade Levels. Common PLC Time where At-Risk, Regular, and Special Education Teachers reside Equally on Each PLC Team.

11. 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 still don't learn?

12. Develop an Intervention System.

13. Master Schedule for PLCs Preparation for Fall 2012

14. 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.

15. 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. Summer 9 th Grade “Watch List.” Eliminated Self-Contained At-Risk and SPED Classes.

16. 2009-2010 Tri.1 2010-2011 Tri. 1 2011-2012 Tri. 1 2012-2013 Tri. 1 2013-2014 Tri. 1 Eng. 9 23615135 Alg. 12316981 Total462224216 (85% Decrease) Study Table Results-Tri. 1 Failures

17. 2009-2010 Tri.2 2010-2011 Tri. 2 2011-2012 Tri. 2 2012-2013 Tri. 2 2013-2014 Tri. 2 Eng. 9 112241 Alg. 1222117151 Total233319 2 Study Table Results-Tri. 2 Failures

18. Are you wondering if we eliminated failures and created a lot of D- grades?

19. 2009-2010 Tri. 1Tri. 2Tri. 3 2013-2014 Tri. 1Tri. 2 Eng. 940114043 Alg. 14869523516 Total88809239 (56% Decrease) 19 (76% Decrease) Study Table Results-D’s

20. Year 2 Expanded the Study Table Concept to all Grade Levels. Restructured the Master Schedule.

21. Identify students with… Attendance Behavior Skill Deficit (Reading) What realistically will these students need for success? We Start Proactively in the Summer With all Kids…

22. All students failing a core course attend a lunch study table. English 9 and Alg. 1 (D or below) attend 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.

23. Overall Course Failures Grade2009-102012-13 9374 182 10314 176 11347 106 12235 80 Total1270 544 (Decrease of 58%)

24. Overall Course Failures Trimester 1 Grade2009-102013-14 9137 36 10101 16 11129 29 1278 27 Total445 108 (Decrease 76%)

25. Overall Course Failures Trimester 2 Grade2009-102013-14 986 26 1099 16 11134 16 1284 23 Total403 81 (Decrease 80%)

26. 2011-20122012-20139th300405 (Increase of 35%) 10th349324 11th293359 12th315301 Total12571389 (Increase of 10%) 3.0 Club Membership

27. Rigorous Course Enrollments APConcurrentPSEO Total Seats 2009-10156240123519 2010-11150303117570 2011-1226532286673 2012-1330427787668 2013-14359686901135

28. What happened to our AP scores with so many more kids in those classes?

29. AP Calculus Results SUBJECTYEARTEACHER TOTAL STUDENTSEXAM % Taking Test Average SCORE 3 or HIGHER % 3 or HIGHER AP Calculus09T. Smith261454%2.200750% 10T. Smith281864%1.944528% 11T. Smith282693%2.8001662% 12T. Smith352983%2.7931862% 13T. Smith382976%3.6902379%

30. What happened to our attendance with so many expectations in place?

31. 2012-20132013-2014 90.293.4 Attendance

32. Ok great but….how are you doing on your Iowa Assessments?

33. Cohort CHS, Reading- Grade 10 8th 9th 10th 201120122013

34. Cohort CHS, Math-Grade 10 8th 9th 10th 2011 2012 2013

35. CHS Found Real Success !!! Our Positive Results were very exciting and encouraging. This was accomplished with a TEAM of People.

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

37. Clinton High School’s approach to student learning and interventions prior to the development of the Data Team. At-Risk Special Education AP & Honors

38. At-Risk Honors/AP Special Education CHS Staff Began Working Together…. Common Resources Increased Communication Accountability to Results Transparent Decisions

39. CHS Data Team Members At-Risk Teachers * Special Education Teachers Media Specialist AEA Support Staff Secretary Counselors Administration © Clinton Community School District

40. Dedicated Data Room Data is Ready. Data is Visible. Data is Valuable. Data Drives Decisions. © Clinton Community School District

41. Every Week Every Student By Grade Level

42. Data Collection Sheet

43. Course Failures-Reviewed Weekly Classes TotalFail % Nov 18 Nov 25 Dec 2 Dec 9 Dec 16 Jan 6 Jan 13 Jan 20 Jan 27 Feb 3 Feb 10 Feb 17 Feb 24 Tri 2 End PE2513.213141622 23242827252319228 Hon. Math 9718.5013161115 14 12 10116 Spanish 11393.615303226272321 192226 5 Space Science596.801011181413 9151191094 English 101472.71412 131418221915 92174 Foundations1273.18650322012 1417131614184 Intro to Business2910.3106757664465883

45. Data Team Structure Common Time. Power to Make a Decision. Accountability to Results. Efficient Agenda and Structure. At-Risk, Special Education, General Teachers Work Together.

46. Clinton High School’s Top Interventions

47. Lunch Study Table For Multiple Reasons… Failing a Class Missing Work “Skill” Deficit “Will” Deficit Re-teaching

48. Homeroom Pullouts Conducted by At-Risk Teachers and Special Education Teachers. 30 Minutes in Length. Held on Tuesday and Thursday. Providing Support for Specific Kids in Specific Areas.

49. Homeroom Curriculum and Student Graphing

50. 6th Period From 3:00- 4:00 PM Organized by At-Risk Teachers Intensive Intervention for Students Who Have Multiple Failures

51. All students should be guaranteed access to rigorous, viable, and aligned curriculum no matter the course or teacher. CHS Philosophy

52. What Can 30 Extra Minutes Accomplish? 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 2012-13 6,323 Opportunities

53. “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.” “We can’t just fail kids anymore.” Comments You May Hear…

54. Culture Change (Occurs First) Failure is not an option Focused on content AP/Honors is encouraged Homework policies “I taught it, they didn’t learn it.” Reduced F’s and D’s Focused on standards/skills AP scores are increasing Grades reflect learning Focus on learning until learning occurs Learning Change (Follows the Culture Change)

55. © Clinton Community School District Key Resources… And Us!!!

56. 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?

57. “All Kids Can Learn at High Levels.” Please Contact: Clinton High School Karinne Tharaldson Jones ktharaldson@clintonia.org 563-243-2435 ext. 1181 Site Visit DatesApril 30 May 14