The Diplomas Now Partnership Core Function Related Resources Math - PowerPoint PPT Presentation

The Diplomas Now Partnership Core Function Related Resources • Math Instructional Coach • Mission, and Vision • Language Arts Instructional Coach School and Education Plan • School District School Operations • • School Transformation Facilitator • Extra help electives for students with achievement Whole School gaps in math, language arts Supports • Freshman Seminar curriculum • 1100 + hours of Technical Assistance and Professional Development • 8-12 full-time, full-day City Year AmeriCorps members serving as near-peer role models to Targeted Supports mentor, tutor, provide behavior and attendance coaching and extended day learning • School-based professional Site Coordinator • Access to brokered services through Intensive Supports Communities in Schools partners

The Diplomas Now Model Instructional Supports Organizational Supports • Double dose math & English • Inter-disciplinary and subject • Extra help labs focused common planning time • Common college preparatory or • Bi-weekly EWI meetings • On-site school transformation high school readiness curricula facilitator Teacher Team Professional Development Data Supports • Easy access to student data on the (4 teachers) Supports Early Warning Indicators • Job-embedded coaching - Math and • Benchmarks tied to national and state 75-90 English instructional coaches standards • Professional learning community students • On-site facilitator to leverage EWI data • Professional development linked to grade/subject specific instructional practice Student Supports Multi Tiered Response to Intervention Model • Whole school attendance, • 8 to 12 City Year AmeriCorps members: whole Interventions to address early warning indicators of positive behavior, college- school and targeted academic and socio- • Attendance going culture emotional supports • • Strengthening student • Communities In Schools on-site coordinator: case Behavior • Course Performance resiliency managed supports for highest need students

DI DIPLOMAS LOMAS NOW OW — ADDIT DDITIONAL IONAL CON CONSIDE IDERATIONS RATIONS ARO ROUND UND THE HE 4 PIL ILLARS LARS

Pillar I — Teaming • Corps members and CIS Site Coordinators should participate in all team meetings, not just EWI – Help plan events and incentives – Discuss identity and culture of team – Support instructional activities – Engage in collegial professional development • Family outreach efforts should be communicated with and coordinated with the team (parents should be receiving coherent messages about their students)

Pillar II – Curriculum, Instruction, and Assessment • Tutoring should not be happening in isolation — teachers, coaches, and corps members should be planning regularly (ideally weekly) around how to support student growth in class – Identifying extra-help/support activities aligned to objectives – Determining how to “preview” new materials – Planning corps members’ role during the class period (minimize ad hoc decisions) – Divide and conquer • Teams should be looking at the intersection of grades and assessments (Are kids with As and Bs showing growth? Are kids who are flat failing?)

Pillar II — Curriculum & Instruction • Communities In Schools can work with teachers to think about ways to enhance/extend lessons outside of the classroom – Off-Campus Learning – Partner presentations/discussions – Service Learning Opportunities

Pillar III — Tiered Student Supports • Tier II and Tier III will often/normally happen in parallel, not sequentially – Most students in need of Tier III supports should be simultaneously receive CIS and City Year support – We all have a responsibility to serve students with IEPs and students who are learning English — some misconceptions here • No assumption that academics will improve because of emotional/social support • There are no “tier II students” or “tier III students”, only tier II and tier III levels of support • Let what’s best for the kid drive tiered student supports, not what’s best for the paperwork

Pillar III — Tiered Student Supports • Trend analysis is essential —you aren’t going to provide more than 30% of the students with individualized support at any given time • Sometimes an F is just an F • Push teachers to own solutions • Remember that students can and will go off track throughout the year • Determine when a student can come off the focus list

Pillar IV — Can Do Culture • More important than EWI — all EWI can do is provide scaffolds for kids who need extra help meeting the expectations of the school.

Pillar IV – Can Do Culture • Have to balance nagging and nurturing – Boot Camp vs. Summer Camp • Remember the starting line and the finish line • Adult beliefs are more critical to school culture than student beliefs • Students have to have a sense of ownership in their own learning • This is about relationships, not programs

OV OVERVIE VIEW W OF OF THE I3 STUD UDY

Diplomas Now- Investing in Innovation Fund Winner 1,700 Applicants 49 Grantees Investing in Innovation (i3) • $30M federal grant + $6M match through generous support of the PepsiCo foundation • 60 schools in 10+ districts reaching 57,000 students • Conduct randomized experimental study validating the impact of the model, and focusing on the conditions necessary to:  Achieve 80% grad rates in high schools  Reduce by 66% the number of students entering high school “Cutting -edge ideas below grade level that will produce the next generation for District Partners reform.” Chicago Public Schools, Detroit Public Schools, Los Angeles Unified School District, Miami-Dade Public Schools, Louisiana Recovery - Secretary of Education Arne School District, School District of Philadelphia, New York City Department of Education, District of Columbia Public Schools, Seattle Duncan Public Schools, Partnership for Los Angeles Schools, Northeast Independent School District (TX), Richland County School District One (SC), Southwest Independent School District (TX) , San Antonio Independent School District (TX), Whitehall City School District (OH) State Departments of Education of Louisiana, South Carolina and New York, Union Park High Schools, Deloitte Consulting, School Loop, Pearson PreVent, the City of Philadelphia. Other Partners

National Evaluation: Overview Key aspects of national i3 initiative Identify some of the most promising school improvement initiatives Provide support for them to scale up nationally Research their effectiveness using the most rigorous methodologies available Document lessons learned about implementation during the scale-up process Publicize study results to influence national and state policy

National Evaluation: Research Design Study will compare student outcomes in schools that implement DN to student outcomes in schools that do not. Assignment to these groups is accomplished through randomization. Eligible schools are assigned DN or Non-DN status via a lottery: -DN schools implement the DN model -Non-DN schools pursue any other school reform initiatives

National Evaluation: Data Collection Student records data: Collected directly from district; transcripts, standardized assessment results, attendance, disciplinary data Surveys: Students and staff in DN and Non-DN schools; student engagement, school climate, availability of support services, etc. (annual administration) Case studies: 25% of DN schools across the nation; annual site visits (2-3 days) consisting of interviews and observations

National Evaluation: Goal Setting for 2012-2013 Of students that were off-track at the first data Attendance point: 50% or more move on-track Of students that were off-track at the first data Behavior point: 50% or more move on-track Of students that were off-track at the first data ELA/Literacy point: 50% or more move on-track Of students that were off-track at the first data Math point: 50% or more move on-track At least 67% (two-thirds) of ALL students within DN Overall EWI focus grades have no EWIs at the end of the school Distribution: year.

Goal Setting: Example 150 Students in 6 th grade: Indicator # of students off- # of students off- track @ beginning track on last day of of year school Attendance 18 9 Behavior 21 10 ELA Performance 15 7 Math Performance 24 12 No more than 49 students off-track in the 6 th grade on the last day of school (all indicators combined)

The bottom line on I3 Validation • We have to look at both the reduction in the number of kids who had off-track indicators to begin with AND the success of the overall cohort(s) throughout the whole year • The I3 study will not look directly at test scores or other metrics, but these are highly related to the off-track indicators • I3 study will validate model solely on the decrease in off- track indicators (won’t validate based on fidelity)