Diplomas Now/TDS Background Overview for “Solving for X” Workgroup

TDS Pillars Support the Outcomes

Pillars are on a Foundation

Pillar I: Teaming and Small Learning Communities In Talent Development Secondary schools: 4 to 5 teachers share the same students. each cohort has students. interdisciplinary teams have time to plan together. Note: Other members such as counselors and corps members, may be involved in the small learning communities (professional learning communities).

Pillar I: Teaming and Small Learning Communities 9 th Grade Academy with Team and Team Leaders Career Academies with Pathways and Team Leaders Building Adjustments Schedule Adjustments Team Building (both students and teachers)

Pillar II: Curriculum, Instruction, with Professional Development Knowledge of Discipline Knowledge of Students Knowledge of Pedagogy Local Coaches JHU Instructional Facilitators Job Embedded PD Coaching Cycle – Planning – Implementing – Debriefing

Pillar II: Curriculum, Instruction, and Professional Development Block Schedule 1 st Semester2 nd Semester Period 1TAMAlgebra I Period 2Strategic ReadingEnglish 1 Period 3Freshman Seminar/Success Highways Social Science Period 4Science/PE/Art/ Elective/Lab Science/PE/Art/ Elective/Lab Plus 1 (Optional 45 minute) Elective/Advisory

Pillar II: TDS Acceleration Curriculum Transition to Advanced Mathematics – Designed as a 1 st semester course to help prepare students for Algebra Algebra II Foundations – Designed as a 1 st semester course to help prepare students for Algebra II Computer and Team Assisted Mathematics Acceleration – Designed as a parallel 9 week intervention to support students previewing for math course and building prerequisite knowledge and understanding

Pillar III: Tiered Students Supports Intensive supports for individual students Supports for targeted groups of students Supports for all students TIER I TIER II TIER III

Pillar IV: Can-do Culture and Climate Talent Development’s coordinated efforts facilitate a personalized, positive environment and provide the right supports to the right students at the right time, helping to create a safe, supportive community.

Pillar IV: Can-do Culture and Climate A “can-do” school culture is the simple but powerful idea that if we work together toward a common goal, support each other, learn from each other, and stay at it, we can succeed.

Can-do school culture matters because: The students’ belief that they will succeed if they work at it, and the teachers’ belief that the adults in the school can collectively create the conditions needed for students to succeed are what ultimately drive school and student success.

DN’s Combination of Partners Talent Development Secondary City Year Corps Members Communities In Schools TDS CY CIS

Core Function Means and MethodsAdditional Roles Whole School Research based instructional, organizational and teacher support reforms On-track indicator data system On-site implementation and mission building support Extra academic supports Extra behavior supports National training and tech assistance Targeted Supports Whole-School, Whole-Child Program 8-15 full-time, full-day, trained corps members serving as near-peer role models to mentor, tutor and run extended day learning Positive school climate Service learning After school Intensive Supports Site coordinator Needs assessment CIS network and local affiliate support Episodic whole school supports Diplomas Now

Agile Mind Work Group Website password: agilemindtds

Solving for x! DN, TD, and Agile Mind Intensified Algebra! Solving for x! AMTDDN