For High School At-Risk Students

INTERVENTIONS THAT WORK

Kathleen Chronister Alternative Education Principal

Kathy Johnson School Counselor, Testing Coordinator

Irvin Crouse School Social Worker, Food Pantry, Technology expert, School Photographer

Cheryl RichardsOrientation, FACS, Food Pantry Coordinator, Faculty Chair, FCCLA Advisor

Tomee PaceMarketing, Psychology, Yoga, Sports Psychology, Latin Dance, DECA advisor

Meredith VillalbaEnglish 11, Choir, Creative Writing, Latin Dance, My Access Trainer, Dept. Chair

Cody BanksBiology, Environmental Science, Science Lab, Fly Fishing

Becky SmithFinancial Literacy, Multi-Media, Digital Photography, Video Production, Skills USA Advisor, School Videographer, Yearbook Advisor

MOUNTAIN HIGH SCHOOL

Suburban district of 60,000 students located North of Salt Lake City, Utah8 Traditional High Schools serving 14,400 HS studentsEach high school has 1500 – 2400 students in grades

10-122 Alternative High Schools serving the districtMountain High School Canyon Heights High School

DAVIS SCHOOL DISTRICT, UT

Davis District HS 14,400

• 23.9% Poverty • 14.4% Minority • 8.2% Hispanic• 6.8% Mobility• 90.5% Reading on

Level• 2.5% Limited

English

Mountain HS 260

• 44% Poverty • 29% Minority • 22% Hispanic• 33.7% Mobility• 73.3% Reading on

Level• 7% Limited

English

DEMOGRAPHIC COMPARISON TO THE DISTRICT HIGH SCHOOLS

MHS

1 Administrator1 Counselor1 Social Worker14 Teachers2 Secretaries1 Media Specialist1 Custodian 2 part time2 part time Teacher

Assistants1 part time Tutor

Shared Resources

1 SRO1 School Nurse1 Career and

Technical Education (CTE) Coordinator

1 CTE Technician1 Tracker for Davis

Applied Technology College students

MOUNTAIN HIGH SCHOOLFACULTY AND STAFF

No Title Money, No At-Risk Money, No Grant Money

Is it good for kids?

OUR STORY OF INTERVENTIONS

THAT WORK

Behind in Credit

Poor Attendance

Medical or Mental Health

Academic Failure

D&A, Family Crisis

Needs Smaller Environment

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

40%

20%

20%

6%

5%

5%

Referral Reasons

MHS REASONS ON REFERRAL FORM

Reason for Referral

40% Behind in Credit20% Poor Attendance20% Medical or

Mental health issues6% Academic Failure5% Needs smaller

setting5% D&A issues, peer

influences, family confl ict or crisis

Underlying IssuesFamily crisesMental health or medical

issuesPoor reading and/or

math skillsPovertyPregnancy or young

parentPhysical or sexual abusePoor relationship or

social skills

REFERRALS

93 % of students are behind in credit

84% have failed more than 1 English class

73% have failed more than 1 Math class

SCHOOL FAILURE

74% of Seniors enter Mountain High School with less than 10 credits.

27 credits Required for Graduation

CREDIT ISSUES

In 2006... 25% of students were absent on a daily basis

ATTENDANCE

•80% Report mental health issues• ADD/ADHD, Depression, Anxiety

MENTAL HEALTH

What Interventions Will Work?What Interventions Will Work?

MinorityLow incomeLimited English ProficientPoor attendanceLow motivation

Lacking CreditsFailing AcademicallyLow SkillsDiscipline ProblemsMental Health Issues

Antisocial FriendsFamily ProblemsDrugs & AlcoholBad School ExperiencesStruggling in school

But not gett ing desired results

WORKING HARD

• Small class size• Adult advocate system• Emphasis on caring relationships• Increased assessment• Clear rules with high expectations• Flexible scheduling

RESEARCH & BEST PRACTICE

Inspire Learning

Empower Success

OUR MISSION

Whole school systemic approach to Interventions for At-Risk Students

Designed a model using research and best practice

SYSTEMIC APPROACH

AccountabilityMore Structure …Not Less

High ExpectationsRelationships

FOUR GUIDING PRINCIPLES

In a continuous improvementmodel we always ask ourselves,“Is this good for kids?”

If the answer is YES, we try it.If the answer is NO, we stop the practice.

IS IT GOOD FOR KIDS?

Teachers willing to do what ever it takes to help students be successful

Restructure programs, courses, instructional strategies, curriculum design to meet student needs

Hold each other accountable on a weekly basis

Expect accountability from students and parents for attendance, behavior issues, transportation and living situations, school interventions, and credit earning options.

GUIDING PRINCIPLEACCOUNTABILITY

GUIDING PRINCIPLEMORE STRUCTURE…NOT LESS

Tiered Intervention Model

Tier 4 – less then 10%

Tier 3 – 10-20%Tier 2 – 25-50%Tier 1 – 100% ALL

students

Mastery at 80% or higher

Have I… Defi ned clear learning outcomes Given daily feedback on learning Taught vocabulary for every unit Used graphic organizer Entered daily attendance &

weekly scores Daily phone cal ls for absences Provided individual instruction Implemented a classroom

learning contract Communicated with parent

about specifi c issues

Teacher Intervention Plan

Daily: What is your personal intervention plan for students on a daily basis?

Weekly: What are your weekly intervention options for students not making progress academically?

GUIDING PRINCIPLEHIGH EXPECTATIONS

Be consistent and “on point” with communication to students and parents

Embrace change - It’s not personal

Acknowledge challenges or obstacles

If it doesn’t work, don’t do it again

Model learning

Remember it’s not about you – It’s about doing what’s best for kids.

Be kindBe consistentSpeak up and sharePlay nicely with

others Celebrate small

successes Eat together

GUIDING PRINCIPLEFACULTY RELATIONSHIPS

Know each individual student (reading level/skill level)

Call home when students miss classCommunicate concerns at LCM weeklyRecognize when a student needs help and

advocateProvide feedback daily to students on their

academics and behaviorsAcknowledge EffortExpect Mastery and Excellent WorkCelebrate success with individual students

GUIDING PRINCIPLERELATIONSHIPS: FACULTY TO STUDENT

Flexible scheduleEducational programs designed to meet competency

rather than seat timeViable and engaging curriculumFrequent assessment of learning with on-going

feedback to studentsMeasureable academic standardsStandards-based Grade BookFocus on the learning, followed by creditDesign a systems approach to student interventions

that is aligned with discipline policy

SYSTEMIC CHANGE

A School of Choice

INTERVENTIONS THAT WORK

Changed our culture to a SCHOOL OF CHOICE

Created a climate where it was a privilege to attend. We now have a waiting list

Require:1. Mandatory Parent Meeting 1 hour 2. Entrance assessment in Math, Reading, and Writing3. Orientation Class for all students 1 week long4. Counselor-led Student Education and Graduation

Plan

INTERVENTIONS THAT WORK SCHOOL OF CHOICE

Day School

Mon-Thu 8:30 – 3:308 periods

Fri 8:30 – 12:303 additional periods

70% of students are in Day School

Flexible Options

Satellite Program (3:30-5:30 M-Th *24/7 access)

27% of students

Independent Study10% Full time18% of Day School

students also in IS

MOUNTAIN HIGH SCHOOLPROGRAMS

3 minute passing time!

Monday – Thursday Schedule

1 s t Period 8:30 - 9:152 n d Period 9:18 - 10:033 r d Period 10:06 - 10:514 t h Period 10:54 - 11:395 t h Period 11:42 - 12:27LUNCH 12:27 - 1:08

41 minute lunch6 t h Period 1:08 - 1:537 t h Period 1:56 - 2:418 t h Period 2:44 - 3:29 

Progress Check on Friday

Friday Schedule  9 t h Period 8:30 - 10:000 Period 10:03 - 10:48

Advisory10 t h Period 10:51 - 12:21LUNCH 12:21 - 12:45

DISMISS Students

12:45 Teachers meet in Local Case Management to determine interventions for specifi c students

BELL SCHEDULE

PLAN8 mini terms 8 classes M-Th3 classes FridaySatellite after-schoolIndependent StudyWork-based LearningDATCBonus credit in advisory

Administrative Bonus Credit (Friday bonus)

Follow Your PLANQuick Start .25Orientation .25M-Th 8 classes 8Friday 3 classes 1Advisory bonus .125Administrative bonus .25

Advisory bonus cred i t may be earned each min i - term by complet ing an adv isory book and wr i t ing a perfect essay outs ide o f the regu lar schoo l day.

Admin is t rat ive bonus i s awarded each min i term for c i t i zensh ip or e lect ive c red i t to s tudents who have 100% progress in the i r Fr iday c lasses

MINI TERMS AND CREDIT

Bonus Credit

How do I get Friday Administrative Bonus Credit?

And Doughnuts!

Attend every Friday. No absences and no excuses.

Be on time to every class. No excuses.

No behavior or discipline issues.

80% progress in Friday classes.

NO EXCUSE FRIDAY

Weekly Progress reported in 4 areas:

AcademicBehaviorAttendance Tardies

Academic – 80% progress in all classes

Behavior –Participation, preparation, turning in work

Attendance – 2 or more unexcused periods

Tardies – 2 or more periods

WEEKLY PROGRESS

Be on Time…

TardiesMore than 2 per week

(periods) will result in NO PROGRESS

9th tardy and Satellite is added with contract.

10th tardy will result in change of placement!

Be in Class…

AttendanceMore than 2 unexcused

(periods) per week will result in NO PROGRESS

2 days to clear an absence beginning the 1st day absent! Parents can clear by calling the offi ce.

Work must be made-up with each teacher. No excuses!

TARDIES AND ATTENDANCE

Truancy Warning-Meet with Advisor & Administration to sign Truancy Warning/Policy review

1st Truancy $10.00-Meet with Administration/Policy Review & Attendance contract

2nd Truancy $15.00- Parent meeting with Administration to review contract/Policy review

3 rd Truancy $20.00- Change of Placement for 1 mini-term to the Satellite Program on a probation contract, or possible change of placement from MHS

4 th Truancy $25.00-Student and Parent meet with the LCM Team to petition the committee as to why they feel they should remain at MHS. The committee will make the fi nal determination of placement.

TRUANCY & INTERVENTIONS

2 or more unexcused periods of absence results in a Truancy!

Regular High School27 credits

Skill Enhanced High School Diploma24 credits with a minimum of 1 semester successful completion of a post-secondary course

DIPLOMA OPTIONS

Design Team to create appropriate Interventions based on research and best practice

Pyramid of Interventions model with 4 Tiers

Align the intervention model with discipline policy

Train, implement, modify, discuss, change as needed

STRUCTURE TO SUPPORT INTERVENTIONS

Attend class daily and on time Take responsibility for my actions Strive for excellence in all my classes Complete all assignments at mastery level and on-time Engage fully in my learning Respect myself, peers and MHS faculty and staff Follow school and classroom rules/ procedures Be positive in my words and actions with self and others Participate in my personal learning plan that includes:

Credit Check and Graduation Plan Options for credit such as Satellite School, Friday bonus credit,

DATC, WBL, and Independent Study Track weekly progress in school planner Know MY goals and work to achieve them

INTERVENTIONS THAT WORKSTUDENTS TIER 1

Communicate with school when your student is absent (801-402-0455)

Communicate with your student about weekly progress for academics, attendance, and behavior.

Review school planner to assist your student in monitoring their credit and classes needed for graduation.

Consistently communicate by e-mail/phone call with your student’s teachers/advisor

Ask questions Monitor student attendance and progress www.mhs.davis.k12.ut.us/ Attend Parent/Teacher conference with student Encourage your student to seek teacher help before and after school Attend the Individual SEOP with student and counselor Ask your student about the Keys to Success program Read all paperwork, contracts, letters, and information your student

brings home from school. Stay Involved!

INTERVENTIONS THAT WORKPARENTS TIER 1

Clearly defi ne student learning goals and outcomes. Engaging curriculum aligned with the content standards,

assessments, and student learning goals/outcomes. On-going assessment of student learning using frequent

feedback. Word walls for every unit. Teach vocabulary for every unit. Use graphic organizer Enter scores weekly and attendance daily into Grade book Teacher daily phone calls/e-mail to parents of students who

are absent. Document ALL parent/student communication on the

interventions screen. Assist students during advisory period with individual help.

INTERVENTIONS THAT WORK TEACHERS TIER 1

Monitor and update a personal learning plan (SEOP) with advisee using the student planner including:

Credit Check and Graduation Plan Discuss options i.e. DATC, WBL, IS, Satellite School, Administrative

Bonus Credit, Advisory Bonus Credit.

Monitor weekly progress using Student Planner Review weekly progress report for academic, behavior,

and attendance. Understand and review graduation plan and credit Document all advisee interventions on the interventions

screen Set appointments and meet with all parents of advisee’s

for Parent Teacher conferences held three times per year. Nominate outstanding advisee’s for student recognition

banquet and other recognition awards and opportunities.

INTERVENTIONS THAT WORK ADVISORS TIER 1

CounselorCounselor provides academic assessment data to all facultyCounselor provides initial program placement /schedule

determined by SEOPSocial Worker Social Worker provides student assessment data to all

facultySchool Health Nurse Trains all faculty on potential medical issuesSROProvide training and support for school and student safety

issuesDirected a lock-down or lock-out procedure for school or

other safety protocols as needed

INTERVENTIONS THAT WORKSUPPORT TIER 1

Conduct LCM meeting every Friday for staffi ng issues and intervention strategies

Train all faculty and staff to use the Pyramid of Interventions Meet with parents and conduct a mandatory parent meeting

discussing the Pyramid of Interventions Provide on-going support for teachers and advisors with

appropriate training and resources Meet with individual parents/students as needed Run progress reports each week for whole school progress Use progress to determine Keys to Success winners weekly Update attendance truancy reports weekly and notify faculty on

truancy issues using email and in LCM meeting Monitor and update tardies school-wide Note student interventions and communicate assignments

determined in LCM meeting to all involved in student intervention plan

INTERVENTIONS THAT WORKADMINISTRATION TIER 1

Tier 1 100% of Alternative StudentsSolving problems at the lowest level is the classroomTier 2 25-50% of Alternative Students Students needing additional interventions and

support from Administration, Counselor, Social Worker, Parent, SRO

Some students tend to cycle between Tier 1 & 2Tier 3 10-20%Students who need MORE support to be successfulTier 4 5-10%Students not ready to “do” school...Change of Placement

INTERVENTIONS

Counselor Schedule adjustments Award credit for

demonstrated competency Graduation check with

individual students Communicate with parents

and documentSocial Worker Additional psychological

assessments Parent consultations Consult with agency

professionals Weekly student check-in Drug & Alcohol Friday Class Drug testing

School Health Nurse Smoking Cessation Friday

Class Student Health Care Plans Consultation with

students/parents Monitor health issues Drug testing Monthly Health Promotion Refer to Free Health ClinicSRO Work with LCM to follow-up

on student concerns Issue smoking, trespassing,

and other warnings or citations

INTERVENTIONS THAT WORKSUPPORT TIER 2

What’s behind it?AT RISK STUDENTS

CharacteristicsDecreased self esteemIrritabilityNegative perceptions Peer rejectionsLack of interest in

previously enjoyed activities

Boredom – constantImpulsive / risky

behaviorSubstance Abuse

School BehaviorsSelf deprecating

commentsDefi ance/Argumentative

with authorityPessimistic outlook on life

/ SulkingSocial isolationEasy victimizedTheft, sexual activity, A +

D Sleeping in classActing out of character

DEPRESSION – ADOLESCENCE

Characteristics

InattentionHyperactiveImpulsivePassiveFearfulSpacey/DaydreamySluggishForgetful

School Behaviors Diffi culty getting started on a

task Diffi culty staying on a task Loses assignments Forgets to turn in

assignments Careless mistakes / messy

work Overly social in class Poor l istening skills Poor Working Memory - Time

to Work Can’t distinguish between

relevant vs irrelevant

EXECUTIVE FUNCTIONING DISABILITY

PYRAMID MODEL FOR DEPRESSION & EXECUTIVE SKILLS

• Teacher & Advisor Responsibilities

• School Designee Responsibilities

Depression/Anxiety Call parent with concerns Give specifi c feedback on

academic, social and behavioral performance

Teach the student to set goals and self-monitor

Teach problem solving skil ls Give opportunities to engage

in social interactions Develop plans to respond to

fl uctuations in student’s mood and abil ity to concentrate, or side eff ects of medication.

Observe and refer to LCM

Executive Skills - ADD/ADHD

Break the task into parts Establish classroom routines

for writing down assignments Teach strategies for planning

homework, remembering and organizing student work

Eliminate distractions or change seating assignments

Specifi c behavior contract Invite students to complete

their unfi nished work during lunch, afterschool, or during Friday advisory/ tutoring

Observe and report at LCM

INTERVENTIONS THAT WORK

Depression/Anxiety Communicate concerns/

progress with school designee

First line assessments Monitor student for suicidal

thoughts LCM team referral to social

worker/school psych Obtain release of

information to communicate with mental health professional

Understand meds and eff ects on student performance

Executive Skills - ADD/ADHD

First line assessments Daily explicitly teach,

model, and rehearse the needed executive skills

Executive skills class ( study skills)

Provide daily feedback on academic and behavior to student

Monitor the student’s independent use of time

Communicate concerns with student, parent, and advisor

INTERVENTIONS THAT WORK

Interventions That Work

EVIDENCE OF SUCCESS

TREND STUDENT ENROLLMENT

2007

2008

2009

2010

2011

0 50 100 150 200 250 300 350

159

175

151

241

195

250

246

238

240

295

5 Year Trend Student Enrollment Oct 1 & Mar 1 Comparison

1-Mar1-Oct

2007 2008 2009 2010 20110

50

100

150

200

250

300

350

5 Year Trend Ethnic Minority and ESL

Mar 1 EnrollmentEthnic MinorityESL

TREND MINORITY AND ELL

2007 2008 2009 2010 20110

50

100

150

200

250

300

350

5 Year Trend Free and Reduced

Mar 1 EnrollmentFree Reduced

TREND FREE AND REDUCED

2009-10 2010-110

5

10

15

20

25

30

35

40

45

Number of Students

SPED REFERRALS

2007 2008 2009 2010 201168%

70%

72%

74%

76%

78%

80%

82%

84%

86%

5 Year Trend Average Daily Attendance

Average Daily Attendance 11th GradeAverage Daily Attendance 12th GradeAverage Daily Attendance Overall

TREND AVG. DAILY ATTENDANCE

DHS NHS WX SHS VHS CHS BHS LHS MHS CHHS0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

53% 55%63% 60% 56% 59% 55%

61%

47%

77%

% Students with 1+ Tardies

Davis District High Schools

TARDY - COMPARISON

2009 2010 20110%

10%

20%

30%

40%

50%

60%

70%

80%

25%

41%

51%

Biology CRT Historical

200920102011

Years

Percent Proficient

TREND CRT BIOLOGY SCORES

2006 2007 2008 2009 2010 2011

66%

39%

63% 63%

76% 75%

Language Arts 11 CRT Historical

MHS Davis District State

% P

rofic

ient

TREND CRT LANGUAGE ARTS

2007 2008 2009 2010 20110

5

10

15

20

25

Suspension and Expulsion

SuspensionExpulsion

TREND DISCIPLINE

12th Grade enrolled MHS in 11th Grade

12th Grade Aug 2010

12th Grade Sep 2010

12 Grade Oct 2010

12 Grade Nov 2010

12th Grade Dec 2010

12th Grade Jan 2011

Current 11th Grade

6 8 10 12 14 16 18 20 22

current credit total entering credit

CREDIT EARNING PATTERN

ISQ STUDENT SURVEY

2006 2007 2008 2009 20100%

5%

10%

15%

20%

25%

30%

35%

40%

% Graduation

% GraduationLinear (% Graduation)

GRADUATION – EVIDENCE OF SUCCESS

TAKE A LOOK AT OUR STUDENTS

Video produced by student John Baer