Onalaska High School Implementation of a MultiLevel System

Onalaska High School Implementation of a Multi-Level System of Support

Who we are… � Suburban ◦ ◦ high school with 874 students 23. 5% economically disadvantaged 9. 6% students with disabilities 1. 6% limited English Proficiency 84. 8% white, not Hispanic � PLC School District since 2008 ◦ 7 th school year � 13 Square miles

Who we are… � Take it to 25 ◦ School Vision

Challenges at the secondary level � What level? are the challenges of Rt. I at the secondary ◦ Use of a Wordle � The challenges we have identified… ◦ Reading / Math skill development versus career exploration ◦ Low skill levels in several areas ◦ Need for a strong system ◦ Need to intervene for skill deficiency AND credit/grade deficiency “High School staffs are independent contractors that share a common parking lot. ”

Today’s discussion � Today’s discussion will focus on three parts ◦ Use of an Early Warning System ◦ Use of a TAPS team to drive PLC work ◦ Intervention development and evaluation

Wisconsin’s Vision for Rt. I http: //www. wisconsinrticenter. org/assets/files/rti-guiding-doc. pdf

Everything in a system Early Warning System Intervention development and evaluation TAPS Group

Where it started… � First Implemented ◦ Professional Learning Communities ◦ Pyramid of Interventions �Came back to a focus on Universal Instruction � Led ◦ ◦ to changes in… Professional Calendar Student Schedules Types of PD and Collaboration School Culture � And… ◦ A Focus on Freshmen

� 2012 Early Warning System Data Retreat ◦ Use of a Venn Diagram to look at students from low socio-economic, below grade-level in MAP assessment, and failed one or more classes �Humbled by realization

Early Warning System � Need to dispute what we all “know” � Need to evaluate interventions ◦ “adaptive change” � Manage data from multiple areas of student achievement and demographics

Early Warning System � Exploration of other systems ◦ Found out what features we wanted in an EWS ◦ Most were focused on graduation versus our vision ◦ Hard to manipulate or limited amount of data sets ◦ Wanted to own it

Early Warning System � Started by using Microsoft Excel ◦ Quick upload of data ◦ Store a lot of data ◦ Easy to use in terms of conditional formatting, hiding cells, etc. ◦ Limitations �Difficulty to pull out specific information about specific students � Coupled with Microsoft Access ◦ ONLY view specific students and specific data ◦ Refutes what we “all know” at times

Early Warning System � Demonstration � Sample of EWS use Questions ◦ Did Reading 9 students have greater growth as measured by MAP compared to similar students not enrolled in Reading? ◦ E-math question ◦ Audience Question

TAPS � Consists of three counselors, principal, associate principal, school nurse, at-risk teacher, English Language teacher, school psychologist and School Resource Officer � Meets weekly

TAPS � Progression over a 7 year period ◦ From Admiring problems…. . ◦ To a focus on identifying interventions for individual students with an expectation of action… �Randomness of selecting students �Dependent on adults to id versus a system �Felt like gossip too often ◦ To a focus on celebrating and identifying interventions for groups of students… �System comes first, then the adults �EXAMPLE - Attendance

Percent of freshmen with no failing grades at the end of Q 1 100% Seri. . . 95% 93% 90% 85% 84% 80% 75% 90% 85% 79% 75% 70% 65% 60% Year 1 Year Year 6 Year 7

TAPS � Brainstorm without the constraints of logistics ◦ Example – Lifetime PE Course with counselor support � TAPS group owns the vision and communicates to PLC Groups � Understanding how the EWS works with TAPS ◦ Example: English 10 discussion ◦ Action Steps

Interventions � Point of emphasis – MUST start with improving tier one / universal instruction ◦ - Example – US History Vocabulary ◦ - PLC Work � Learning from Mike Mattos ◦ Development of an intervention grid by admin PLC and TAPS team

+ 0 - Intervention Will or Skill Systematic � Intervention Highly Trained Timely Directive Research Based Interventions Grid Criteria Measured

Privilege system � Structured Study Hall ◦ Tiers 1 and 2 � Commons � 340 period

Resource Period � Modified Block Schedule ◦ 8 periods (47 minutes) Monday, Tuesday and Friday ◦ 4 periods (85 minutes) on Wednesday and Thursday - Resource Period – 40 minutes

Resource Period � Honors Areas � Scheduled by area of greatest need � Enrichment � 340

Intervention Grid and List

Everything in a system Early Warning System Intervention development and evaluation TAPS Group

Contact Information � Jared Schaffner, Principal � Anna Curtis, Associate Principal ◦ schja 2@onalaskaschools. com ◦ curan@onalaskaschools. com 608 -779 -5760