Clinton Community School District

Whether students are targeting a top-tier, four-year university, a local community college, or an immediate career, Clinton Connect prepares students to maximize their post-high school success.

Clinton Connect is like any normal high school. We have assignment due dates, attendance, and performance expectations. It is important to understand that embarking on a virtual education experience requires self-discipline, dedication, and hard work daily. Like all schools, we have academic deadlines for students to meet surrounding work completion. There is a degree of flexibility but permanent due dates are in place. 

As a school district, our instructional model is keeping in the forefront the ultimate question, "Are our students learning?" Clinton Connect is using a Data Driven Instructional Model to academically support students and student learning. Through the efficient and effective use of calandered assessment, data is collected, analyzed, and used to identify student academic needs. Instructional services are then developed and offered to meet those needs. Assessments occur four times in a semester. The pre-assessment allows us to review what learning need students have and ensure instructional support is offered. This repeats itself in the semester with a final assessment to analyze overall how much students are growing academically. 

At the high school level, the adult is less involved, as students work at more of a collective pace with a class of students in conjunction with the teacher. Though a high schooler is becoming more independent, the learning coach is still important. Typically, the learning coach spends between 1 and 2 hours a day in a support role. The learning coach checks in on what the student is doing or has accomplished and monitors participation and progress. Parents/ learning coaches should devote a minimum of 1 hour a day to verify progress, monitor activity, inspect grades and due dates, and read/reply to staff e-mails. 

Each student is assigned subject-specific, Wisconsin-licensed teachers who provide instruction, monitor progress, and focus on each student's individual strengths and areas of growth. In addition, students and families have the support of advisors, counselors, coordinators, and other educational personnel as needed. 

While desiring to offer flexibility in our high school, we must also have accountability to offer every opportunity for student success. With this in mind, students need to recognize the importance of classroom pacing and due dates. Students will need to complete their work based on those dates.

The course pacing calender, with published due dates, will be followed in each classroom. However, for the purposes of Individualized Education Plans (IEP), 504 Plans, ESL Education Plans, and Student Improvement Plans, teachers have the professional discretion to alter the published pacing calendar based on individual student needs. Unless a prior arrangement is in place with your teacher(s) regarding your specific due dates, the published course pacing calender will be utilized. This is a summary of the published plan (any alterations due to IEP, 504, and SIP will need to be prearranged with the student's teacher(s):

Final Due Dates:

These dates, published and communicated in advance, indicate when missing work will be reflected as a permanent zero in the student gradebook. High School students are required to have past due assignments turned in on the FIRST and THIRD Sunday of each academic month.

Attendance:

Attendance is logged Monday through Friday; however, academic progress can be achieved during the weekends as well. High School students are expected to spend 6 hours per course per week. A student who takes 5 courses and spends 6 hours per week on each one is devoting approximately 30 hours per week to his or her course work.

Teachers provide group assistance via online synchronous sessions called "Class Connect." It is expected that students attend these sessions to meet with teachers and receive course assistance, tutoring and instruction. These sessions vary by subject and are scheduled by your teacher. 

Assessments:

Assessments will be included into each online course, just as a traditional class would have. Our testing is purposeful and meaningful, and drives our instructional practices to best serve the individual needs of your child. Students will be required to take mandatory state and district testing for their grade level. Juniors will be required to take the ACT.