Data Team Members
Attend All Grade Levels
 Karinne Tharaldson-Jones
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Karen Nelson
Aimee Dohse
Mike Halac
Bill Feaster
Jennifer Kasterke
Becky Jefford
Principal
[email protected]
Librarian
At-Risk Coordinator
At-Risk Dept. Chair
SPED
SPED
AEA Consultant
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Attend by Grade Level
th
9 Grade
8:10-8:40
th
10 Grade
8:40-9:10
th
Sue Schrader
Jon Wauford
Sarah Roepke
Brian Galusha
Bill Feaster
Melissa Dohrn
Counselor
At-Risk
At-Risk
Associate Principal
SPED
At-Risk
th
Amanda DeWulf
Jon Wauford
Sarah Roepke
Brian Galusha
Melissa Dohrn
Bill Feaster
Lead Meeting
At-Risk
At-Risk
Associate Principal
At-Risk
SPED
Evans Bradley
Jennifer Kasterke
Jen Hansen
JR Kuch
Kevin Behr
Counselor
SPED
At-Risk
Associate Principal
At-Risk
11 Grade
9:10-9:40
Amanda Steines
Pat Carr
Kevin Behr
JR Kuch
Jennifer Kasterke
Jen Hansen
Counselor
At-Risk
At-Risk
Associate Principal
SPED
At-Risk
12 Grade
9:40-10:10
Tier III – Meets every other Wednesday prior to Data Team
Brian Galusha
Associate Principal
Aimee Dohse
At-Risk Coordinator
Mike Halac
At-Risk Dept. Chair
Lisa Toppert
SPED
Lisa Reeg
SPED
Cindy Gray-Kaim
At-Risk
Interventions
Intervention
Target Group
RTI Study Tables – Mike Halac
English 9/10
Students failing English 9
Study Table
or 10
Systematic Keys
Turn Around
Description of Intervention
Responsible
Enter: Failing Grade
on daily check.
Exit: Passing Grade
on daily check
Reviewed
Daily
Jen Hansen
General Education
Teachers
Special Education
Teachers
US History,
Human
Civilizations,
Biology,
Foundations
Study Table
Students failing US
History, Human
Civilizations, Biology or
Foundations
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
Upper Level
Math Study
Table
Students failing Geometry Enter: Failing Grade
or any other Upper Level on daily check.
Mathematics
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 145B. 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 141. 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 145A. 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 140. The
interventionist will have work available for
the subject. When the student raises the
Kevin Behr
Pauline Carr
General Education
Teachers
Special Education
Teachers
Mike Halac
Bill Feaster
Tom Longergan
General Education
Teachers
Special Education
Teachers
Pat Carr
Melissa Dohrn
General Education
Teachers
Special Education
Teachers
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
Sarah Roepke
General Education
Teachers
Special Education
Teachers
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 day.
The intervention is used for students that
are behind on credits, have poor
Jen Hansen
Academic Tutor
Exit: Reevaluation of
the contract
11-12 Grade
6th Period
11-12th Grade students
with academic and/or
attendance issues
requiring extended
Enter: Failing
multiple classes,
Poor attendance,
behind on credits,
Reviewed
Weekly at
Data Team
Meeting
Sarah Roepke
Academic Tutor
services
Online Learning
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. Online classes will be a
possibility for these students.
Exit: Reevaluation of
the contract or
online class
Algebra 2 – Melissa Dohrn
Algebra 2
Students that have
struggled in math classes
in the previous year
Check-in/Check-out – Nancy Saionz
CheckSpecial education
in/Check-out
students with
organization issues
Online Learning – Jen Hansen
Online
Students behind on
Learning
credits,
Students beginning
school in the middle of
the trimester
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
Algebra 2. Algebra 2 will be taught in a
project-based format.
Melissa Dohrn
Enter: Parent
Request
Exit: Parent and staff
response
Reviewed
Weekly
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.
Nancy Saionz
Jennifer Bonkoski
Enter: At-Risk of not
graduating with
class, reduced
schedule, beginning
in middle of
trimester
Reviewed
weekly
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 period, or
Jen Hansen
Mike Halac
At-Risk Paraeducators
Counselors
Exit: Completion of
the course
HS Success Course- Pauline Carr
High School
Students with behavior
Success
issues
Course for 9th Students with academic
and 10th grade issues
Students behind on
credits
Students lacking social
skills
Homeroom Pullouts – Mike Halac
Homeroom
Students behind in an
Pullouts (9-10) academic courses
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: 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.
Pauline Carr
At-Risk Coordinator
Counselors
Administrators
Data Team Members
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.
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 by the
classroom teacher. An at-risk teacher will
cover the homeroom for the day while the
content teacher works with the students
Mike Halac
Pat Carr
Kevin Behr
Jen Hansen
Pauline Carr
General Education
Teachers
Special Education
Teachers
Jon Wauford
Sarah Roepke
Melissa Dohrn
General Education
Teachers
Special Education
Teachers
Exit: Work
completion
Homeroom
Pullouts (1112)
Students behind in an
academic courses
Enter: Teacher
Recommendation
Exit: Work
completion
Reviewed
Weekly
in the learning center re-teaching content
and assisting with missing work.
Reading Lab – Rose McEleney
Reading Lab
Students non-proficient
in reading
Enter: Selected nonproficient reading
score on Iowa
Assessment
Reviewed
Select students that received a nonEach Trimester proficient 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.
Nancy Saionz
BD Staff
Enter: Attendance
Reviewed
below 85%, Ds or Fs weekly
in more than one
class, social concerns
by staff, or multiple
behavior incidents
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
Team members conduct a roundtable
Nancy Saionz
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
Exit:
Home Visits – Aimee Dohse
Home Visits
Students with
attendance, social,
academic, or behavioral
issues where a strong
parent contact needs to
be made
Exit:
IEP Team Meetings – Nancy Saionz
IEP Team
Special Education student
Enter: request by
Bi-Weekly
Meeting
displaying a social,
emotional, behavioral or
academic concern
teacher, counselor,
or AEA personnel
meeting
Exit: Resolution of
student concern
Interagency Supports and CHAMP – Aimee Dohse
Interagency
Students with
Enter:
Supports
attendance, drug/alcohol, Administration or
or behavior issues
Data team
recommendation
discussion of students’ concerns.
Brainstorm solutions and designate a
team member to resolve each student’s
concern.
AEA Psychologist
AEA SPED Consultant
Counselors
SPED Dept. Chair
SPED Staff
Aimee Dohse
Counselors
Nurse
AEA Consultant
At-Risk Dept. Chair
Exit: Completion of
program
Counseling Groups – Counselors
Test
11th Grade Students (not
Taking/Study
special education or
Skills Group
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 912 identified as being at
risk of not graduating
with their class
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,
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
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
Counselors
Re-Entry Meetings – Brian Galusha
Re-entry from Students out-of-school
suspension
suspended
administrators and
total credits on
transcript
then individual
meetings
every 2-3
weeks during
the remainder
of the school
year
Enter: Behavior
requiring OSS
Follow-up by
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
Exit:
Student Success Contracts – Administrators/Counselors
Student
Students experiencing
Enter: Students
Success
difficulty attending school experiencing
Contract for
(less than 85%)
difficulty attending
Attendance
school (less than
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.
Students that are suspended from 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.
Follow-up with Students that are removed from a
classroom
classroom setting will not be allowed to
teacher
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.
Brian Galusha
JR Kuch
Aimee Dohse
Karinne TharaldsonJones
Nancy Saionz
Counselor
Reviewed
Weekly
JR Kuch
Brian Galusha
Aimee Dohse
Amanda DeWulf
Students who are experiencing difficulty
attending school will be placed on a
Student Success Contract. The contract
will emphasize the importance of being at
Brian Galusha
JR Kuch
Aimee Dohse
Karinne TharaldsonJones
Staff
Nancy Saionz
Counselor
85%)?
Exit: Two weeks of
no unexcused
absences
Student
Success
Contract for
Behavior
Students who have had
two referrals?
Enter: Students who
have had two
referrals
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.
Sue Schrader
Amanda Steines
Evans Bradley
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%