TIER ONE BUILDING-WIDE SUPPORTS FOR ALL STUDENTS
80%
Clinton High School
Pyramid of
Support and Intervention
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Parent Portal
Homerooms
Orientation
HQT -Highly Qualified Teacher
Parent/Student Conferences
PTSA
Guidance services
Math help sessions
Attendance Phone Calls
PBIS
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Student Ambassadors
Differentiation
Parent Contacts
Grade/attendance graphing
Counselor services
Corrective Teaching
After school tutoring
College/Career visits
Academic Supports 11-12
“I Can” Statements
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Iowa Core Curriculum
Gradual Release Process
Academic Supports 9-10
High Expectations
Power Standards
Quality Instruction
Warm and Welcoming
Environment
PLCs
Data Teams – Use data gathered from Infinite Campus and staff to
determine Tier 2 and Tier 3 Interventions.
Tier Two Supports and Interventions
15%
Grade Level Data Teams
Grade level data teams will use information from several
sources to determine interventions for students including
CHARGE, ASSIST, failures, attendance, etc. The team will be
supported and data collected by the at-risk coordinators
secretary and the at-risk Para-educators. The data teams
will be the central hub for intervention implementation.
Tier 1
Effective Core Instruction for all students.
Tier 2
Supplemental Interventions for Some Identified Students.
Tier 3
Intensive Interventions for Individual Students
Tier 4
Alternative Education
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Special Education Co-teachers
CHARGE group
Parent contacts/visits/Home Visits
Learning (reading) lab
Alternative Homeroom Pullouts
Student Contracts/Profiles
Geometry Study Table
504 Meetings
5
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End-of-Tri Intervention
Check In/Check out
6th Period 9-12
IEP Team Meeting
Counselor Groups
Pride cards
English 9-11 Study Tables
Algebra 1 Study Table
Tier Three Supports and Interventions
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CHAMP
Truancy
Interagency supports
PSR by deficit or HS Success Class
Online Learning
Academic Focus
Tier Four
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Special Education
Alternative
Placement
Online Learning
Flex Schedules
Employment Focus
Lincoln Campus
Data Team Members
Attend All Grade Levels
 Karinne Tharaldson-Jones
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Karen Nelson
Aimee Dohse
Mike Halac
Nancy Saionz
Becky Jefford
Principal
Librarian
At-Risk Coordinator
At-Risk Dept. Chair
SPED
AEA Consultant
Attend by Grade Level
9th Grade
8:15-8:45
Evans Bradley
Nancy Peterson
Tim Murphy
JR Kuch
Counselor
SPED
At-Risk
Associate Principal
11th Grade
9:15-9:45
Sue Schrader
Jon Wauford
Jen Hansen
Brian Galusha
RJ Coffey
Melissa Dohrn
Counselor
At-Risk
At-Risk
Associate Principal
SPED
At-Risk
10th Grade
8:45-9:15
Amanda Steines
Pat Carr
Kevin Behr
JR Kuch
Bill Feaster
Counselor
At-Risk
At-Risk
Associate Principal
SPED
12th Grade
9:45-10:15
Amanda DeWulf
Jon Wauford
Jen Hansen
Brian Galusha
Melissa Dohrn
Lead Meeting
At-Risk
At-Risk
Associate Principal
At-Risk
Interventions
Intervention
Target Group
RTI Study Tables – Mike Halac
English 9 and
Students failing English
US History
9
Study Table
Systematic Keys
Turn Around
Description of Intervention
Responsible
Enter: Failing Grade
on daily check.
Exit: Passing Grade
on daily check
Reviewed
Daily
Tim Murphy
Emily Manual
Monica Clarke
Leslie Stratton
Nancy Peterson
English 10 and
Human
Civilization
Study Table
Students failing English
10
Enter: Failing Grade
on daily check.
Exit: Passing Grade
on daily check
Reviewed
Daily
Algebra 1
Study Table
Students failing Algebra
1
Enter: Failing Grade
on daily check.
Exit: Passing Grade
on daily check
Reviewed
Daily
Geometry and
Biology Study
Table
Students failing
Geometry
Enter: Failing Grade
on daily check.
Exit: Passing Grade
on daily check
Reviewed
Daily
Students failing the class will be given
a pass to the study table. The student
will go to the front of the lunch line
and report to the study table in room
__. The interventionist will have work
available for the subject. When the
student raises the grade to passing,
the intervention will be complete.
Students failing the class will be given
a pass to the study table. The student
will go to the front of the lunch line
and report to the study table in room
__. The interventionist will have work
available for the subject. When the
student raises the grade to passing,
the intervention will be complete.
Students failing the class will be given
a pass to the study table. The student
will go to the front of the lunch line
and report to the study table in room
__. The interventionist will have work
available for the subject. When the
student raises the grade to passing,
the intervention will be complete.
Students failing the class will be given
a pass to the study table. The student
will go to the front of the lunch line
and report to the study table in room
__. The interventionist will have work
available for the subject. When the
Kevin Behr
Sarah Wilson
Nancy Petersen
Leslie Stratton
Monica Clarke
Jill Wright
Andy Haan
Bill Feaster
Ben Lischwe
Tom Longergan
Albert Hayton
Pat Carr
Nate Herrig
Albert Hayton
Danielle Guilliams
student raises the grade to passing,
the intervention will be complete.
11/12 Study
Table
All Juniors and Seniors
failing courses
6th Period – Jen Hansen
9-10 Grade 6th 9-10th Grade students
Period
with academic and/or
attendance issues
requiring extended
services
Enter: Failing Grade
on daily check.
Exit: Passing Grade
on daily check
Reviewed
Daily
Students failing the class will be given
a pass to the study table. The student
will go to the front of the lunch line
and report to the study table in room
__. The interventionist will have work
available for the subject. When the
student raises the grade to passing,
the intervention will be complete.
Jon Wauford & Jen
Hansen
Nancy Peterson
Kellen
Schneeberger
Sarah Long
Nancy Saionz
Enter: Failing
multiple classes,
Poor attendance,
behind on credits
Reviewed
Weekly at
Data Team
Meeting
The 6th period intervention is a work
make-up time following the school
day. The intervention is used for
students that are behind on credits,
have poor attendance and need to get
caught up on work, and/or for
students failing multiple courses. The
students will be assigned to the
intervention however, some students
may attend voluntarily. For student
assigned to 6th period, a contract with
the parent will be put in place for the
specific needs of the student. The
lead teacher will work with the
academic tutor. Work for classes will
be arranged and gathered for the
student.
The 6th period intervention is a work
make-up time following the school
Jill Wright
Academic Tutor
At-Risk Paraeducator
Nancy Saionz
Exit: Reevaluation
of the contract
11-12 Grade
6th Period
11-12th Grade students
with academic and/or
Enter: Failing
multiple classes,
Reviewed
Weekly at
Jen Hansen
Academic Tutor
attendance issues
requiring extended
services
Poor attendance,
behind on credits,
Online Learning
Data Team
Meeting
day. The intervention is used for
At-Risk Parastudents that are behind on credits,
Educator
have poor attendance and need to get Nancy Saionz
caught up on work, and/or for
students failing multiple courses. The
students will be assigned to the
intervention however, some students
may attend voluntarily. For student
assigned to 6th period, a contract with
the parent will be put in place for the
specific needs of the student. The
lead teacher will work with the
academic tutor. Work for classes will
be arranged and gathered for the
student. Online classes will be a
possibility for these students.
Enter: At Risk
and/or special
education students
Exit: Completion of
the course
Reviewed
each
Trimester
Students that have struggled with
traditional math will be able to take
Finance Math. Finance Math will be
taught in a project-based format.
Melissa Dohrn
Danielle Guilliams
Enter: Multiple
behavior incidents,
severe behavior
incident
Exit: Reevaluations
of contract, Data
Team Review
Reviewed
Weekly
Mike Halac
Jon Wauford
Karen Nelson
Counselors
At-Risk Paraeducator
Enter: Failing
Reviewed
Students with current or past
behavior issues will meet with the
designated staff member before their
school day to set expectations for the
day and after their school day to
review the day’s events and promote
a positive school experience. PRIDE
sheets may be required to document
student behavior throughout the
school day.
Students with current or past
Exit: Reevaluation
of the contract or
online class
Finance Math – Melissa Dohrn
Finance Math Students that have
failed a high school
math class
Check-in/Check-out – Mike Halac
CheckStudents with behavior
in/Check-out
issues
Check-
Students with academic
Mike Halac
in/Check-out
issues
multiple courses,
behind on credits
Exit: Reevaluation
of contract, Data
Team Review
Weekly
Checkin/Check-out
Students with
attendance issues
Enter: Attendance
below 85%
Exit: Reevaluation
of contract, Data
Team Review
Reviewed
Weekly
Checkin/Check-out
Special education
students with
organization issues
Enter: Parent
Request
Exit: Parent and
staff response
Reviewed
Weekly
Enter: At-Risk of not
graduating with
class, reduced
schedule, beginning
in middle of
trimester
Reviewed
weekly
Online Learning – Jen Hansen
Online
Students behind on
Learning
credits,
Students beginning
school in the middle of
the trimester
behavior issues will meet with the
designated staff member before their
school day to set expectations for the
day and after their school day to
review the day’s events and promote
a positive school experience. PRIDE
sheets may be required to document
student behavior throughout the
school day.
Students with current or past
behavior issues will meet with the
designated staff member before their
school day to set expectations for the
day and after their school day to
review the day’s events and promote
a positive school experience. PRIDE
sheets may be required to document
student behavior throughout the
school day.
Students with current or past
organization issues will meet with the
designated staff member before
school to set expectations for the day
and after school to review the day’s
events and promote a positive school
experience. The focus of the meeting
expectation will be on organization.
Jon Wauford
Karen Nelson
Counselors
At-Risk Paraeducator
Students in need of earning an extra
credit may receive the opportunity to
earn a credit through online learning.
A contract will be put in place for the
student and parent. The online course
can be completed during PSR, 6th
Jen Hansen
Mike Halac
At-Risk Paraeducators
Counselors
Mike Halac
Jon Wauford
Karen Nelson
Counselors
At-Risk Paraeducator
Nancy Saionz
Jennifer Bonkoski
Exit: Completion of
the course
PSR – Jen Hansen
Personal and
Students with behavior
Social
issues
Responsibility Students with academic
(PSR)(9-10)
issues
Students behind on
credits
Students lacking social
skills
Personal and
Social
Responsibility
(PSR)(11-12)
Students with behavior
issues
Students with academic
issues
Students behind on
credits
Students lacking social
skills
period, or before school. If a student
is a transfer into CHS, they may be
assigned to the Learning Center to
work on an online course offering.
Enter: in-class
behaviors, study
skills, social issues,
d/or on credits
Exit: Completion of
expectations,
reevaluation of
contract
Reviewed
Weekly
Students with intensive needs in
behaviors, social, or academic skills
will receive instruction specific to
their needs. While working on these
skills, students will continue to
receive work from the academic class
that they were removed. Once the
skills have been learned, the student
will be returned to class.
Mike Halac
At-Risk Paraeducator
Enter: in-class
behaviors, study
skills, social issues,
and/or behind on
credits
Exit: Completion of
expectations,
reevaluation of
contract
Reviewed
Weekly
Students with intensive needs in
behaviors, social, or academic skills
will receive instruction specific to
their needs. While working on these
skills, students will continue to
receive work from the academic class
that they were removed. Once the
skills have been learned, the student
will be returned to class.
Jen Hansen
At-Risk Paraeducator
Students behind in credits will receive
PSR curriculum to possibly earn a PSR
credit. Online learning will be
monitored during this time. The
online learning can be completed
before school, after school, or at
home.
HS Success Course- Pauline Carr
High School
Success
Course for 9th
and 10th grade
Students with behavior
issues
Students with academic
issues
Students behind on
credits
Students lacking social
skills
Homeroom Pullouts – Mike Halac
Homeroom
Students behind in an
Pullouts (9-10) academic courses
Enter: Data Team
Referral
Exit: End of the
Trimester
Reviewed at
the end of
each
trimester
Students with behavior, academic or
social needs will receive instruction to
build their skills and will in those
areas. Students also will be
monitoring their grades and
assignments daily with teacher
supervision. The curriculum will
contain lessons that focus on time
management, organizational skills,
study skills, individual tutorials, job
prep and readiness, communication
skills, personal assessment, and
identification of learning styles.
Enter: Teacher
Recommendation
Reviewed
Weekly
Students needing extra supports
based on grades and understanding of
the material will be given a pass by
the classroom teacher for the learning
center. An at-risk teacher will cover
the homeroom for the day while the
content teacher works with the
students in the learning center reteaching content and assisting with
missing work.
Exit: Work
completion
Homeroom
Pullouts (1112)
Students behind in an
academic courses
Enter: Teacher
Recommendation
Exit: Work
completion
Reviewed
Weekly
Pauline Carr
At-Risk Coordinator
Counselors
Administrators
Data Team
Members
Jill Wright
Tim Murphy
Pat Carr
Kevin Behr
Mike Halac
Foundations of
Physics and
Chemistry teachers
Biology teachers
US History teachers
Human Civilization
teachers
Students needing extra supports
Jen Hansen
based on grades and understanding of Jon Wauford
the material will be given a pass by
Melissa Dohrn
the classroom teacher for the learning Chemistry teachers
center by the classroom teacher. An
Physics teacher
at-risk teacher will cover the
Geo-science
homeroom for the day while the
teachers
content teacher works with the
Government
Reading Lab – Rose McEleney
Reading Lab
Students non-proficient
in reading
Enter: Selected nonproficient reading
score on Iowa
Assessment
students in the learning center reteaching content and assisting with
missing work.
Teachers
Economics Teachers
Reviewed
Each
Trimester
Select students that received a nonproficient score on reading on the
Iowa Assessments will be assigned to
a pullout reading program twice per
week from a Language Arts class.
Rose McEleney
Reviewed
weekly
Students with behavioral issues
identified in their IEPs will carry a
PRIDE card and have staff record their
progress on identified expectations
for each period.
Students assigned to Check-in/Checkout may be required to carry a PRIDE
card to document meeting the
expectations of the monitoring staff.
Nancy Saionz
BD Staff
Exit: Reading
Proficiency on Iowa
Assessment or
completion of
program
PRIDE Cards – Nancy Saionz
PRIDE Cards
Students with Behavior
identified in their IEPs
Enter: BIP, FIB, or
part of the
behavioral program
PRIDE Cards –
Academics
Students assigned to
Check-in/Check-out for
academics
Exit:
Enter: Assigned by
the Check-in/Checkout staff member
Daily or
Weekly
PRIDE Cards –
Attendance
Students assigned to
Check-in/Check-out for
attendance
Exit:
Enter: Assigned by
the Check-in/Checkout staff member
Daily or
Weekly
Exit:
Students assigned to Check-in/Checkout may be required to carry a PRIDE
card to document meeting the
expectations of the monitoring staff.
Mike Halac
Jon Wauford
At-Risk Paraeducator
Karen Nelson
Mike Halac
Jon Wauford
At-Risk Paraeducator
Karen Nelson
PRIDE Cards Behavior
Students assigned to
Check-in/Check-out for
behavior
Enter: Assigned by
the Check-in/Checkout staff member
Daily or
Weekly
Students assigned to Check-in/Checkout may be required to carry a PRIDE
card to document meeting the
expectations of the monitoring staff.
Jon Wauford
Mike Halac
At-Risk Paraeducator
Karen Nelson
Reviewed
weekly
Staff will visit students’
parents/guardians to discover
methods or strategies to help the
student and to create a plan to
promote student success. If
parents/guardians do not want staff
at their home, other arrangements
may be made. Home Visits will be
documented by the CHS Lincoln
Campus secretary.
Aimee Dohse
At-Risk Staff
Counselors
SPED Staff
Associate Principals
Lincoln Campus
Secretary
Bi-Weekly
meeting
Team members conduct a roundtable
discussion of students’ concerns.
Brainstorm solutions and designate a
team member to resolve each
student’s concern.
Nancy Saionz
AEA Psychologist
AEA SPED
Consultant
Counselors
SPED Dept. Chair
SPED Staff
Exit:
Home Visits – Aimee Dohse
Home Visits
Students with
attendance, social,
academic, or behavioral
issues where a strong
parent contact needs to
be made
Enter: Attendance
below 85%, Ds or Fs
in more than one
class, social
concerns by staff, or
multiple behavior
incidents
Exit:
IEP Team Meetings – Nancy Saionz
IEP Team
Special Education
Meeting
student displaying a
social, emotional,
behavioral or academic
concern
Enter: request by
teacher, counselor,
or AEA personnel
Exit: Resolution of
student concern
Interagency Supports and CHAMP – Aimee Dohse
Interagency
Students with
Enter:
Supports
attendance,
Administration or
drug/alcohol, or
Data team
behavior issues
recommendation
Aimee Dohse
Counselors
Nurse
AEA Consultant
At-Risk Dept. Chair
Exit: Completion of
program
Counseling Groups – Counselors
Test
11th Grade Students
Taking/Study
(not special education
Skills Group
or being serviced
through the reading
lab) who are not
proficient on the
reading portion of Iowa
Assessments
Counseling
Groups
Any student needing
support in
personal/social and/or
academic domain
CHARGE
Group
Any student in grades
9-12 identified as being
at risk of not graduating
with their class
Re-Entry Meetings – Brian Galusha
Re-entry from Students out-of-school
Less than 252 on
the reading portion
of their 10th grade
Iowa Assessment
6 weeks prior
to Iowa
Assessments
Students will attend a weekly meeting
in which a test taking/study skills
curriculum is followed
Counselors
Students are
identified by: data
teams, teachers,
counselors,
administrators,
student needs
assessment
Students are
identified by data
teams, counselors,
teachers,
administrators and
total credits on
transcript
All groups
meet once a
week for 6-8
weeks
Possible groups include: 9th grade
transition, girls leadership, anxiety,
Anger Management, etc.
Counselors
One overall
large group
meeting 9/10
and 11/12 and
then
individual
meetings
every 2-3
weeks during
the remainder
of the school
year
Intentional Guidance for students at
risk of not graduating on time.
Students will develop an individual
graduation plan, a student success
interview, and follow up regularly
with their school counselor to
monitor progress. Students will also
work on developing a resume,
interviewing, job shadowing,
completing college apps, etc. based
on their individual graduation plans.
Counselors
Enter: Behavior
Follow-up by
Students that are suspended from
Brian Galusha
suspension
suspended
requiring OSS
Counseling
department
Exit: Ongoing with
contract
Re-entry to
classroom for
disrespect or
disruption
Students that are
removed from class for
disrespect or disruption
Enter: Removal
from class for
disrespect or
disruption
Follow-up
with
classroom
teacher
Exit:
Student Success Contracts – Administrators/Counselors
Student
Students experiencing
Enter: Students
Success
difficulty attending
experiencing
Contract for
school (less than 85%)
difficulty attending
Attendance
school (less than
85%)?
Exit: Two weeks of
no unexcused
absences
Reviewed
Weekly
school will have a re-entry meeting
with an Administrator and their
parent/Guardian before they may
return to school. During the re-entry
meeting, the behavior at issue will be
discussed, a plan for the student
success with expectations will be put
in place, and consequences of not
meeting the expectations will be laid
out.
Students that are removed from a
classroom setting will not be allowed
to return to class until a meeting is
held with an administrator and the
classroom teacher. During the
meeting the classroom teacher will
re-emphasize expectations and
address issues the student is having in
the class. On the second offense, a
parent/guardian will be required to
attend the meeting. These meetings
will normally be held before or after
school.
JR Kuch
Aimee Dohse
Karinne TharaldsonJones
Nancy Saionz
Counselor
Students who are experiencing
difficulty attending school will be
placed on a Student Success Contract.
The contract will emphasize the
importance of being at school, and
how it relates to their future goals
after high school. These meetings
could be held before, after or during
homeroom. These contracts are
driven by the data teams.
JR Kuch
Brian Galusha
Aimee Dohse
Amanda DeWulf
Sue Schrader
Amanda Steines
Evans Bradley
Brian Galusha
JR Kuch
Aimee Dohse
Karinne TharaldsonJones
Staff
Nancy Saionz
Counselor
Student
Success
Contract for
Behavior
Students who have had
two referrals?
Enter: Students who
have had two
referrals
Reviewed
Weekly
Students who have had two referrals
will be placed on a Student Success
Contract. The contract will emphasize
the Royal Code and how it applies to a
school setting, and how it relates to
future goals after high school. The
PRIDE card would be implemented.
JR Kuch
Brian Galusha
Aimee Dohse
Amanda DeWulf
Sue Schrader
Amanda Steines
Evans Bradley
Reviewed
Weekly
Students who are in the 65% and
lower percentiles will be placed on a
Student Success Contract. The
contract will emphasize how
academics and their future goals
outside of high school coincide. The
contract would also have a spot for
assignments for that week, or projects
missing, and their completed grade
once finished, These contracts are
driven by the data teams.
Brian Galusha
JR Kuch
Aimee Dohse
Amanda DeWulf
Sue Schrader
Amanda Steines
Evans Bradley
Exit: Completion of
the PRIDE card
Student
Success
Contract for
Academics
Students in the 65 %
and lower percentiles?
Enter: Students in
the 65 % and lower
percentiles?
Exit: Passing a Class
higher than 65%
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