“Whatever It Takes” Pyramid of Intervention

1. “Whatever It Takes”Pyramid of Intervention Eagan High School

2. Students = 2200 • Free and Reduced Lunch = 8 % • Demographics • White = 86 % • Asian = 7 % • Black = 4 % • Hispanic = 3 % • Average ACT Score = 24.9

3. Six Years of Thinking • What would happen at your school if students were given permission to care about each other and the structure in which to do it?

5. GOALS AND ACTIVITIES (PAWS) • Academic • Grade check-ups • Pyramid of Intervention and At-Risk caseload • Parent communication (Campus Messenger) • Promote challenging courses (4 year plan) • Adult Advocate • Connection to one adult in the school • Listener • Relationship with other teachers • Teachers communicate with counselors • Special days and recognition

6. GOALS AND ACTIVITIES (PAWS) • Character Development • Work to foster positive values in students • Discuss current events in and outside school • Optional curriculum themes : Integrity, Courage, Respect, Citizenship, Attitude and Responsibility. • Icebreakers • School Climate • Spirit Ideas - Homecoming Banners, PAWS class banners, Turkey and Polar Bear Bingo • Streamline Procedures • Announcements and Eagan AM • Registration Procedures

7. EHS Freshmen Transition Goals • Academic • Social/Emotional • Physical

8. EHS Pyramid of Intervention Team • Dave Loeffler • Polly Reikowski • Kathryn Robinson • Sara Stensaas • Steve Thompson • Kim Waltman • Pete Zak • Katie Adolphson • John Belter • Jessi Brink • Kevin Dirksen • Dave Fritze • Alyssa Hanson • Kathleen Hook • Patsy Keech

9. Questions About EHS • What is the purpose of our school? • Do we have a collaborative culture? • Do we use multiple indicators to measure student achievement? • Who are the under represented? • How do we allocate resources?

10. Current Intervention Charts • What are we currently doing to intervene? • Intervention • Type (Academic, Behavioral or Resource) • What’s Working • What’s Not • Data In • Data Out • Measure of Effectiveness

11. The ResearchPyramid Response to Intervention • Structure – Essential Learnings • Universal Screening – Common Assessments • Frequent Progress Monitoring – Every 3 weeks • Research-based Interventions • School Culture • Timely, Directive, Systemic, Flexible Support-Schedule. • “Pyramid Response to Intervention” • Buffum, Mattos and Weber

12. 0506 T1 FRESHMEN FAILURESSTUDENTS REMAINING AT EHS FOR SENIOR YEAR

13. 0506 TI FRESHMEN FAILURES

14. WHERE ARE THEY GOING? • ALC – 18 • DCALS – 8 • CHARTER SCHOOLS – 8 • MINNESOTA HIGH SCHOOLS – 6 • 196 HIGH SCHOOLS – 4 • SES – 2 • OTHER - 13

15. GPA RANGE OF REMAINING SENIOR STUDENTS

16. GOALS 1. Reduce failures during all three trimesters. 2. Create a systematic intervention process that: • allows for more timely interventions during week 4 and week 9 of every trimester. • provides for remediation and enrichment opportunities to occur during the day.

17. EHS Pyramid of Intervention Academic Behavioral

18. Tier One- Incoming Freshmen • Summer Transitional Academy • Academic Literacy Placement • Link Crew

19. Current Tier One Interventions • Classroom Interventions • Flex Days • PAWS Grade Checks and Check-Ins • Teacher Office Hours • Homework Detention (9th Grade) • Parent Portal and Campus Messenger • Teacher/Parent Conferences • SAT – Student Assistance Team

20. Future Tier One Topics Down the Road • Role of PAWS teacher with grade checks • Homework - What?, Why?, How Much? • Late work – How to Grade? Credit? • Inner-rater reliability in grading • Behavior (PBIS)

21. Why Formative Assessments Formative Assessments are used to prepare students for the Summative Assessments. Formative Assessments should allow students to make mistakes and helps students to build confidence. Formative Assessments allow students to become reflective about their learning…Not their grade Formative Assessments allow mistakes…which are used to help us learn.

23. Academic Caseloads (Tier 2)Current 9th Graders • Students are placed on a Principal/Counselor Academic Caseload after failing a core class. • Interventions • Week 1- Student Assistance Team reviews failures • Week 4- Student-Parents meet with team and create a plan of action. • Week 6 – Counselors-Admin meet with student • Week 6 – Parent/Teacher Conferences • Week 10 – Counselors-Admin meet with student to review progress and create plan for next trimester

24. Tier Three InterventionsCurrent 9th Graders • Guided Study – Students who fail T1 and T2 • WE/CEP – Sophomore Class with Ms. Keech

25. FLEX DAYS

26. ENRICHMENT/ REMEDIATION WEEK SCHEDULE 2009-2011 WEEKS 4 AND 9

27. CAT ACTIVITY PLANS 2009-2011

28. EHS Pyramid of Intervention Performance Indicators

29. EHS T1 Freshmen Failures

30. Students on PersonalizationAll School Surveys % of students who either Strongly Agreed or Agreed

31. Students on AcademicsAll School Surveys % of students who either Strongly Agreed or Agreed

32. Students in Advanced ProgramsGrades 10-12

33. Students Leaving EHS to attend the ALC

34. EHS Enrollment 2011-12 School Year • Projected by District 2121 Students • Current Students of Record 2177 Students • Above Projection 56 Students • District Staffing HS FTE = 1/26.25

35. FLEX DAYS Revisited

36. EHS Teacher Survey Data • Teachers were surveyed after the second year of Flex Days

37. Strengths of Flex Days • Allows students the time to catch-up • More teacher flexibility • Teachers able to identify struggling students • Make-up tests/quizzes • 2011 Staff Survey Results

38. Weaknesses of Flex Days • Attendance Accountability for students • Block schedule is difficult/different • Students not using remediation • Students not using enrichment • Lack of enrichment activities • Teachers don’t assign remediation • 2011 Staff Survey Results

39. POI CommitteeIssues to be Addressed • Student Accountability • Teaching on a Block Schedule • Students not using remediation • Teachers Assigning Remediation • Enrichment Opportunities • Systematize the Process (i.e. Attendance, Campus) • Spring 2011

40. PROPOSED ENRICHMENT/ REMEDIATION WEEK SCHEDULE 2011-2012 (POI Committee) WEEKS 5 AND 9

41. CAT ACTIVITY PLANS 2011-2012

42. CAT Time Logistics Changes • Departments map out enrichments for the year (August) • Chairs assign teachers to remediate, enrich or work in PLC’s • Staff receives a Flex Day grid with room assignments. Wewill try to keep more teacher classrooms available. • Teachers contact remedial students and send final grid to attendance office for compilation. Electronic Submission • Principal team meets with students who have multiple remediation's and student will pick one to attend. Choice will be communicated back to the teachers. • Students register for Targeted Enrichment Classes online. • Junior and Seniors that do not have an assigned remediation or targeted enrichment may choose to stay home during CAT Time with parental/school approval.

43. Contact Information Pete Zak – peter.zak@district196.org Steve Thompson – stephen.thompson@district196.org