1. Keeping Every Student on the Path to High School Graduation, College Readiness and Adult Success

2. 2 2,000 high school produce half the nation’s dropouts Number of High Schools Nationally by Different Levels of Promoting Power (Class of 2006) 1,999 1,851 2,704 2,986 5,003 0 1,000 2,000 3,000 4,000 5,000 6,000 60% or below61-70%71-80%81-89%90% or above Promoting Power Number of High Schools

3. 3 Dropouts can be identified in as early as 6 th grade Robert Balfanz and Liza Herzog, Center for Social Organization of Schools at Johns Hopkins University; Philadelphia Education Fund The Primary Off-Track Indicators for Potential Dropouts: A ttendance - <80-90% school attendance B ehavior - “unsatisfactory” behavior mark in at least one class C ourse Performance – A final grade of “F” in Math and/or English Sixth grade students with one or more of the indicators have only a 10% to 20% chance of graduating from high school on time or within one year of expected graduation Note: Early Warning Indicator graph from Philadelphia research which has been replicated in 10 cities.

4. 4 This crisis is solvable. We know which students don’t graduate, where to find them and the necessary interventions Underperforming High School Middle Grade School The most problematic high schools and their feeders need a strategic educational intervention designed to support at-risk students in the important 6-12th grade years to get them college ready Interventions are needed to keep students on track in grades 6-12 A subset of schools generate a disproportionate amounts of dropouts Off-Track Philadelphia Students 35% 46% 54% 0% 20% 40% 60% 80% 15%20%25%30%35% % of 8th grade schools % of SDP students who fail to graduate on-time In Philadelphia, 25% of the schools with an 8 th grade generate over 50% of the students who will not graduate * 61% 69%

5. 5 Regularly monitoring student performance related to off and on-track indicators, Diplomas Now provides appropriate, real-time interventions to all students in need Diplomas Now provides the range and intensity of supports required in the nation’s most challenged secondary schools Attendance Behavior Effort Math English Whole School Targeted Intensive Scope of available interventions Indicators Supporting all students to graduation and college readiness Whole School Reform National Service Integrated Student Supports Early Warning System On-site coordination

6. 6 6 Diplomas Now History Prior to 2007 –3 organizations with history of high impact work in partnership with schools 2007 –Talent Development, CIS and City Year begin partnership discussions based on research of Johns Hopkins University and Philadelphia Education Fund 2008 –DN business plan created –Projected funded with first investment from the PepsiCo foundation ($5 million) 2008-2009 –DN pilot with the Feltonville School in Philadelphia. Feltonville meets AYP, sees big impact decreasing early warning indicators among students 2009-2010 –DN expands to 10 schools in 4 additional cities. –Featured in cover stories in EdWeek and USA Today –Pepsi commits $6 million to further expand model and build capacity 2010-2011- DN expands to 10+ additional schools in 5 new cities 2010 – DN awarded a $30 million I3 grant from the US Department of Education

7. 7 First Year Results: Early identification and intervention helped students get back on track to graduate 52% Reduction 45% Reduction 80% Reduction 83% Reduction C ourse Performance B ehavior A ttendance # of Off-Track Students # of Students with less than 80% Attendance # of Students with 3 or more negative behavior marks # of Students receiving an F in Math or English Literacy Math 0 5 10 15 20 25 30 35 June 2008June 2009 The Feltonville School of Arts & Sciences, a high poverty 750 student middle school in Philadelphia, was the national demonstration site for Diplomas Now Half of Feltonville students who were identified as being off-track at the beginning of the 2008-09 school year improved in that indicator. 4,500 additional instructional hours were gained through reduced suspensions. The school met its Federal and State Performance Improvement Targets (AYP) for the first time in five years

8. 8 AttendanceBehaviorCourse Performance Average Daily Attendance (ADA) # violent incidents reported* 25% 35% 45% 55% 65% 75% 85% % of students 70% 75% 80% 85% 90% Aug-Dec 2009 Cohen McDonogh Carver Average daily attendance Aug-Dec 2010Aug-Dec 2009Aug-Dec 2010Aug-Dec 2009Aug-Dec 2010 % of students passing 4 or more courses Cohen McDonogh Carver New Orleans: Mid-year Diplomas Now High School results 11 point avg increase 51% decrease 45% increase Chicago: 27% decrease # of students with <85% attendance # of off-track students # of students with 20+ infractions # of off-track students # of students with failing grades 100% decrease 0 5 10 15 20 25 Marking Period 1Marking Period 2 Literacy Math 91% decrease 75% decrease 15 35 55 75 95 115 135 * Violent incidents reported for school wide incidents for Cohen and McDonogh only. School wide data not available for Carver. # of students

9. 9 AttendanceBehaviorCourse Performance Mid-year Diplomas Now Middle School Results Los Angeles: # of students with attendance below 80% 25 35 45 55 65 75 85 95 June 2009Dec 2009 # of Off track students # of Students with two or more negative behavior marks 50 60 70 80 90 100 110 120 # of Off track students June 2009Dec 2009June 2009Dec 2009 # of Off track students 0 10 20 30 40 50 English Math Philadelphia: San Antonio: - # of off track students 100 120 140 160 180 200 220 Start of YearMid Year # of Students with one or more negative behavior marks 0 1 2 3 4 5 6 7 8 Start of YearMid Year # of students with attendance below 80% # of off track students 75 100 125 150 175 200 225 English Math Start of YearMid Year # of students off track in math / English 62% decrease 37% decrease 70% decrease 80% decrease 71% decrease 34% decrease 40% decrease 43% decrease # of students off track in math / English # of Off track students

10. 10 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 below grade level Diplomas Now- i3 Grantee 1,700 Applicants49 Grantees “Cutting-edge ideas that will produce the next generation for reform.” - Secretary of Education Arne Duncan Chicago Public Schools, Detroit Public Schools, Los Angeles Unified School District, Miami-Dade Public Schools, Louisiana Recovery School District, School District of Philadelphia, New York City Department of Education, District of Columbia Public Schools, Seattle 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) District Partners 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

11. What do you want to know more about the organization? What words describe the organization on your index card?

12. 12 The Diplomas Now partners harness and combine their unique assets to keep students on track college and career ready Core Function Means and MethodsAdditional Roles Whole School Research based instructional, organizational and teacher support On-track indicator data system On-site implementation and mission building support Scheduling, Staffing, and Budget supports Extra Academic Supports Extra Behavior Supports National Training and Tech Assistance Partner (Phil. Ed. Fund) Targeted Supports Whole-School, Whole-Child program 8-15 full-time, full-day corps members serving as near-peer role models to mentor, tutor, provide behavior and attendance coaching and extended day learning Positive School Climate Service Learning After School Intensive Supports School-based professional Site Coordinator Highly specialized and intensive interventions via case managed student supports and referral to outside agencies Brokered services through CIS partners Episodic Whole School Prevention Supports On-Track Indicator and Intervention System: Research-based and validated interventions of increasing intensity are employed until student is back on track to graduation. Interventions are constantly evaluated for their effectiveness.

13. 13 Diplomas Now: Key Components For Success Early Warning Indicator data at the classroom level Teacher teams who share groups of students Common planning time for teacher teams to discuss EWI data and interventions On-Site Diplomas Now Facilitator for EWI data and intervention management and analysis, teacher team facilitation, and intervention integration and support Strong school leadership Strong whole school reform elements including –School-wide climate and attendance initiatives –Extra-help courses –Instructional Coaching/Job- Embedded Professional Development –HS/College Readiness Curriculum City Year Team CIS Coordinator Extended Day Program Early Warning Indicator Systems Tiered Intervention System

14. 14 The Diplomas Now School Design Whole School is Organized and Supported to Enable  Effective instruction (including teacher professional development)  Positive learning climate  High student engagement (Attend, Behave, Try Hard)  Collective efficacy and all graduate mission among staff Extra-Supports Provided  At first sign of student need  To all students who need it (no triage)  Diagnostic tools insure it’s the right support (e.g. cognitive or socio-emotional)  Moderate intensity but if needed continuously available Intensive One on One Supports  Driven by needs assessment  Case managed  Professionally provided when whole school and moderate intensity supports are not sufficient Intensity of interventions Providing the Right Support to the Right Student and the Right Time

15. 15 Who will be in your school? City Year –8-15 corps members (Americorps members), including team leaders, and a Program Manager (staff member) Communities In Schools –A Site Coordinator, possibly a social worker, Americorps members, and MSW interns. Talent Development: –On – site Organizational Facilitator, Organizational Facilitator, Content area facilitators (Math, ELA, Science, Social Studies), Climate Facilitator, Principal coach, etc, etc.

16. 16 Early Warning Indicator Data Tool Without additional support to provide interventions at the scale and intensity required to meet each student’s individual needs teachers can easy feel overwhelmed. Research has show that when teachers feel overwhelmed by the level of challenge in high needs schools they will often lower expectations for students. DN and its two technology partners can provide EWI data systems to schools that need them

17. 17 The whole is greater than the sum of its parts 1.Each organization is focused on Early Warning Indicators 2.Resourced data-driven approach leads to higher impact and greater efficiency 3.Coordinated support enables smooth school operations 4.National leverage strengthens implementation and impacts

18. In Your City and Nationally Diplomas Now

19. 19 Diplomas Now Implementation – A flexible model that can be implemented in a variety of contexts Accelerating School Achievement – Diplomas Now can work with existing middle and high schools with large numbers of students in need of extra help by providing early warning indicator and tiered intervention system (including whole school climate, attendance, and academic initiatives) School Transformation/Turnaround – Following district, state, and federal guidelines and with district support, Diplomas Now partners enable schools to organize and implement comprehensive whole school transformation/turnaround with multi-tiered early warning indicator-driven intervention system. New School Startup – District contracts with Diplomas Now partners led by Talent Development to start a traditional, contract, or charter school (e.g., Chicago Talent Development High School)

20. 20 Who will be in your school? City Year –8-15 corps members (Americorps members), including team leaders, and a Program Manager (staff member) Communities In Schools –A Site Coordinator, possibly a social worker, Americorps members, and MSW interns. Talent Development: –On – site Organizational Facilitator, Organizational Facilitator, Content area facilitators (Math, ELA, Science, Social Studies), Climate Facilitator, Principal coach, etc, etc.

21. 21 National Supports Leadership CIS CY TD/JHU Management CIS CY TD/JHU PEF Operations CIS CY TD/JHU PEF Communications CIS CY TD/JHU PEF Policy CIS CY TD/JHU PEF Evaluation CIS CY TD/JHU PEF

22. 22 Evolution of Diplomas Now Research Base Model Development Replication Scale and Evaluation Field Building Current State JHU Research Locating the dropout crisis Early identification of dropouts (EWI) Organization development: City Year Communities In Schools Talent Development Initial school model and business plan Private sector seed funding – PepsiCo Foundation Pilot deployment and strong early results Rapid expansion to 10 schools in 5 cities: Chicago Los Angeles New Orleans Philadelphia San Antonio Policy briefing and legislative agenda Scale to multiple cities and multiple feeder patterns (50- 75 schools). Addt’l cities Columbia, SC Detroit Miami Seattle Washington Dc Rigorous 3 rd party evaluation Increased public sector funding (DOE, School District) Public funding takeout strategy Technical assistance model Nationwide replication of concept of whole school reform + national service + integrated student supports Performance measurement Focus for next 2 – 5 years

23. 23 Perspectives on Diplomas Now “When our students are in need, we don’t have to wait a year to get them support. We have people in the building,” “The great thing about this partnership is letting all three organizations do what they do best” “I’ve been in the education game a long time and this particular venture has got the goods.” With changes in place, Feltonville School makes notable progress January 12, 2010 Program Aims to Prevent Dropouts “I don’t think we would have made AYP without these extra supports [Diplomas Now]. I don’t think we would have had a dramatic decrease in suspensions without these extra supports. But in combination with those supports, my philosophy and the teachers commitment to the community. It all worked together for us last year and we are looking for better things this year as we move forward.” - Nelson Reyes, Principal Feltonville School of Arts & Sciences To fight 'dropout factories,' school program starts young Cover Story May 20, 2010 “[Diplomas Now] offers what seems a simple way for educators to focus scant resources on the neediest kids and save time and money on remediation...”

24. 24 April 13 testimony to Senate “Turning Around the Nation’s Low- Performing Secondary Schools” Testimony for the Senate HELP Committee Hearing on “ESEA Reauthorization: School Turnaround” Robert Balfanz, Director Everyone Graduates Center, Johns Hopkins University “…Over the past decade we have amassed enough proof points to show that turnaround is possible …In our own experience through our Talent Development Middle Grades and High Schools programs and most recently our collaborative Diplomas Now Secondary School Transformation model (a partnership of Talent Development, City Year,a national service program, and Communities in Schools, using early warning indicators to identify students as they begin to stray from the graduation path and to apply the right intervention to the right student at the right time), we have witnessed first- hand how this can be done…”

25. 25 Targeted Supports (City Year)  Teams of near-peer mentors  One-on-One and Small Group Tutoring  Whole school positive climate program  Real-time response to intervention  Family engagement events and positive phone calls home  Attendance initiatives (phone calls home, school- wide culture building)  Full-day support for students (academic, socio- emotional) – before, during and after school  Real-time referrals to integrated support providers Intensive supports (Communities In Schools)  Integrated student supports  Case management for social service referrals  Small group and individualized counseling  Peer support groups  Whole school interventions such as health screenings, career and college fairs and motivational events. Whole school reform (Talent Development)  Teacher teaming  Research-based curriculum  Job-embedded professional development  Early Warning Indicator and Response Systems  Ninth Grade Academy including transition and resiliency supports (built into curriculum)  Upper grades Career Academies  Double and triple dose Literacy and Math support built into school schedule (block schedule and extra help lab)  Extended day  Credit recovery  Sustained, on-site technical assistance and curriculum supports  Positive climate program  Data-driven implementation reviews and impact assessment  Integrated data review built into schedule Sample List of Diplomas Now Practices

26. 26 Talent Development Research-based comprehensive reform model designed by Johns Hopkins University Established model working in schools since 1994. Currently serving more than 100 schools and reaching more than 50,000 students nationwide Approved SIG turnaround and transformation provider in IL, VA, AK, TX and growing Enabling organizational reforms - teacher teams and distributed leadership Job embed and course-linked Professional Development and Peer Instructional Coaching Early Warning Indicator data system Leadership supports - assistance with scheduling, staffing, and budgeting Common Core College Prep Curriculum for All Career Connections for Relevance Accelerated learning courses for students who enter behind grade level to build needed skills and thinking strategies 21 st century skills and college know-how courses

27. 27 City Year’s Whole School Whole Child model Classroom Support Targeted Support Whole School Prevention Critical mass of people power Diverse “near peer” role models and tutors Full-time and extended day Idealistic culture/energy Real-time response to need Enable differentiated instruction Reinforced classroom learning after school For hundreds of students in school Attendance, positive behavior and enrichment programs Tiers of ImpactUnique Assets Improved student Attendance, Behavior and Course Performance: English & Math Improved on-time grade progression Student mindset and skills for school achievement and civic participation

28. 28 Communities In Schools. The Communities In Schools Model & Diplomas Now: Provide annual school- and student-level plans for delivery of prevention and intervention services. Utilize school-based coordinator concept to ensure appropriate delivery of prevention and intervention services. Broker services through CIS partners EWI/Focus List Students Integrated Student Supports STUDENT OUTCOMES Improved A ttendance Improved B ehavior Improved Academic / C ourse Performance = Grade Promotion/Stay In Schools/Graduation Rates