1. Diplomas Now and Tier I The First Step

2. Learning Expectations After participating in this session, you should be able to  Define expectations for DN school teams  Understand connection between DN Tier I strategies and whole school metrics

3. The Agenda  What is Tier I? 15 min  The Taskforce 5 min  Work so far  Tier I Expectations 45 min  Tools and Support 5 min  Next Steps 5 min

4. What is Tier I? “Oh, yeah, I remember that from the Webinar last semester” -You, our valued DN staff members

5. Tiered Intervention Tier I

6. Who is on the DN Team?  The Diplomas Now Team is comprised of…  The School Transformation Facilitator  Program Manager  Site Coordinator  Instructional Coaches

7. Common Definition: What is Tier I?  “The transformation of secondary education”- Dr. Robert Balfanz  A clear articulation of teaching, learning, and climate that serves as:  Motivation for many stakeholders  A basis for organizational planning and professional reflection  A language for directing Tier II and III supports Your Context What is one of the most important Tier I issues you face in your school?  Should be framed in language of teaching, learning, or climate (and/or)  Should be tied to a vision for success (i.e. not just a problem)  Affect most students in the school

8. What Do We Mean by Teaching, Learning, and Climate?  Common Definition: Examples  Teaching:  From Instructional Blueprint: Differentiate through intentional grouping.  Learning:  From Common Core: Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.  Climate:  From DMC in Boston: We use respectful words and actions.

9. What goes into Tier I DN Tier I Level I and Level II Services Conditions for Success; Tier I Interventions STP; Instructional Blueprint; Whole School Reform

10. The Basic Vocabulary for DN Tier I Work All Work (inc. DN) Aligned to the Vision What is the Vision Knowing the School’s Context

11. The Taskforce

12. Who is the Taskforce?  Members  From each organization  TD: Linda Chapman, Johann Liljengren  CY: Kathryn Robinson, Jason Waite,  CIS: Heather Clawson, Celia Lozano  DNIST: Sheila Drummond, Doug Elmer, Matt Wernsdorfer  Lots of contributors  Shameless sharing of materials  Help from a number of others all around the country

13. What is the Taskforce doing?  Our Charge  Lay out core expectations for DN Staff around Tier I work  Lead on preparing staff to be successful in Tier I work  Draft tools for use in the field  Draft training regimen And we need help from you- dialogue about what is working, what you need  Our Charge  Lay out core expectations for DN Staff around Tier I work  Lead on preparing staff to be successful in Tier I work  Draft tools for use in the field  Draft training regimen

14. The Expectations “My expectations of other people…I double them for myself.” -James Brown

15. DN Tier I Work (redux) Aligned to the Vision What is the Vision Analyzing the School’s Context

16. What you should know about this rollout of Expectations… 1.They affirm our responsibility for a quality schooling experience for all students 2.We know that many of our schools and teams are already doing much of this work and doing it well 3.This is about stronger partnerships with schools and classrooms- none of this is possible without a strong relationship with school administration and staff 4.Some of these are aspirational- not expected of every team in every school YET (these are greyed out for this year)  We know that some of these ask a skill set of our teams that we need to develop more before we can expect it of everyone  Some schools will pilot these this coming year

17. Analyzing Context  Core ideas  What parts of the school’s vision are dictated from outside sources?  What other policies restrict the school’s ability to generate a vision of its own?  Audience processing and feedback  Circle expectations you think you are already doing  Cross out expectations you think are not confident in your ability to carry out right now  Put a star next to anything you think your team is doing so well you could model it for others  Put a question mark “?” next to expectations that you don’t understand What policies affect the issue that you have chosen?

18. What is the Vision  Core ideas  What is the school’s vision for teaching, learning, climate?  How well does that vision match what Diplomas Now knows is effective for students and schools?  Audience processing and feedback  Circle expectations you think you are already doing  Cross out expectations you think are not confident in your ability to carry out right now  Put a star next to anything you think your team is doing so well you could model it for others  Put a question mark “?” next to expectations that you don’t understand What is your school’s vision for the issue you have chosen?

19. Aligning the Work  Core ideas  Is the work of the school organized in service to the vision?  What can DN do to celebrate those parts of the school that bring the school success as outlined in the vision?  What DN to do support, repair, or change those parts of the school that either distract from or contradict the school’s vision for success?  Audience processing and feedback  Circle expectations you think you are already doing  Cross out expectations you think are not confident in your ability to carry out right now  Put a star next to anything you think your team is doing so well you could model it for others  Put a question mark “?” next to expectations that you don’t understand Where are people working on the issue you have chosen?

20. Tools and Support “Few things can help an individual more than to place responsibility on him.” -Booker T. Washington

21. Tools: The Task Force is working on…  Analyzing Context  Structure for researching policies, etc  What is the Vision  Mapping DN to Local Language  Difficult Conversations training  Climate Blueprint  Instructional Blueprint  Addition of how to use CM’s  Aligning the Work  Needs assessment process that includes instructional resources  Sample data format  General  Grid of roles and responsibilities for each expectation (by organization and staff member)  DN Lexicon

22. Next Steps “Have a bias towards action- let’s see something happen now” -Indira Gandhi

23. Next Steps: In general  City Wide Staff  Review expectations and integrate into management tools for sites  Quickly design roles and responsibilities map for site and schools  Explore relevant opportunities for discussion with school district leadership  Ops Level Staff  Review expectations and integrate into management tools for sites  Explore relevant opportunities for discussion with school district leadership  Designate and implement plan for gaining necessary policy expectations  Plan summer PD for DN staff that incorporates preparation for Tier I expectations

24. Next Steps: Right Now  For those school based teams with their administration present  Choose either teaching, learning, or climate- what are your priorities for next year?  What is the vision for this topic? Where is the vision for this articulated?  What does the DN team need to do support the school’s vision? What do they need to learn?  For those school based teams without their administration  Map out where your priorities will be for this coming year- teaching, learning, or culture?  Where will you get the district/school language for this topic?  How will you engage the school leadership in discussing/planning around this topic?

25. Thank you! Comments, Questions, and Contact Info: Your city’s DNIST rep or Matt Wernsdorfer at mwernsdorfer@cityyear.org