Download presentation
Presentation is loading. Please wait.
Published byAnne Higgins Modified over 9 years ago
1
BATON ROUGE
2
BOSTON
3
CHICAGO
4
COLUMBIA, SC
5
DETROIT
6
LOS ANGELES
7
MIAMI
8
NEW ORLEANS
9
PHILADELPHIA
10
SAN ANTONIO
11
SEATTLE
12
WASHINGTON, DC
13
DIPLOMAS NOW 101 PLENARY SESSION DAY 1
14
14 P rior 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 and project funded with first investment from the PepsiCo foundation ($5 million) DIPLOMAS NOW HISTORY
15
15 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; DN is 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 2011- Implementation begins at 10+ I3 study sites DIPLOMAS NOW HISTORY (CONTINUED)
16
WHERE TO FIND DIPLOMAS NOW SCHOOLS Diplomas Now operates in 29 schools in Boston, Baton Rouge, Chicago, Columbia, S.C., Detroit, Los Angeles, Miami, New Orleans, Philadelphia, San Antonio, Seattle, and Washington, D.C. In 2010, Diplomas Now won a prestigious federal grant, an Investing in Innovation (i3) grant, enabling expansion to even more schools over five years.
17
Effective and Engaging Classroom Instruction Whole-school climate for success An Early Intervention System that uses Early Warning Indicators (EWI) to provide tiered interventions Team-based school organizational structures that support authentic partnerships between students, staff, families, Diplomas Now and other collaborative members ESSENTIAL COMPONENTS OF DIPLOMAS NOW
18
EFFECTIVE AND ENGAGING CLASSROOM INSTRUCTION Instructional framework and teacher strategies/activities that facilitate student learning and interaction with the material and other students Instructional materials that align to standards and use evidence-based practices to close students’ skill gaps and build their advanced thinking skills Job-embedded support for teachers and other school staff to increase instructional capacity A balanced assessment system that facilitates coherent use of student data
19
A WHOLE-SCHOOL CLIMATE GEARED FOR SUCCESS A “can do” staff and school culture, built around high expectations for students, that provides the appropriate supports for everyone to be successful A clear vision accessible to—and driven by— students and families that engages students’ interests and provides a clear path towards achievement, graduation, and post-secondary success A strong Positive Behavior Intervention and Support (PBIS) system
20
EARLY WARNING INDICATOR (EWI) SYSTEM AND TIERED INTERVENTIONS A team of adults tightly integrated into the design of the school and working closely with teachers and administrators to provide whole school, targeted, and intensive supports at the appropriate intensity and scale An accessible, user-friendly data system that supplies timely, relevant student data and can track interventions and their outcomes
21
TEAMING AND COLLABORATION Small teacher/staff teams with common planning time serving the same cohort of students Student schedules that support personalization, including opportunities for acceleration and interventions Use of time and resources to build positive, supportive relationships with students and their families Strategies and protocols that support distributive leadership and authentic collaboration among stakeholders
22
SUMMER INSTITUTE: DAY 1 Building and Sustaining the Collaborative Participants will have the opportunity to access and share prior knowledge and expertise on building and sustaining a high functioning collaborative team. School teams will participate in team building and planning activities during the session. Whole School Efforts DN partners need to create a shared vision around whole school climate initiatives, and the mechanisms to sustain that work throughout the school year. School teams will leave this strand with tools and templates to create a whole school climate initiative with school and DN staff. Highly Effective Teaching and Learning This strand focuses on the philosophical and research base central to Diplomas Now/Talent Development Curricula design and approach to school transformation. Participants will receive an introduction to the Talent Development Blueprint for Curriculum, Instruction and Assessment and the best practices supported in the classrooms.
23
SUMMER INSTITUTE: DAY 2 EWI Intervention System This strand provides a clear understanding of the entire EWI Intervention System, including the opportunity to participate in mock EWI meetings and discuss systems for effective implementation. The successful delivery of the EWI Intervention System is a crucial aspect to Diplomas Now ability to support schools, teachers and students. Using the Data—Collection and Analysis This strand examines the central role of data in our work, the day to day use of data for each individual working in a DN school, and the times when summative data is needed and used. Highly Effective Teaching and Learning (continued) *Executive Track For Executive Directors, Regional Managers, and other senior leadership, the Executive Track will provide an opportunity to learn more and develop plans around city-level leadership of the Diplomas Now initiative. Sessions will focus on messaging, collaborative leadership and oversight, and site sustainability.
24
SUMMER INSTITUTE: DAY 3 Role Alike Opportunities On Saturday, participants will have the opportunity to work with their peers from each organization. Sessions will include organization-specific opportunities to learn, prepare, and reflect before departing from Boston. A special session will be held for principals and school leaders to learn more from returning Diplomas Now principals, provide input into year long supports for school leaderships, reflect on how the Diplomas Now model will be integrated into his or her personal vision and strategic plan for the school, and plan for staff awareness and buy-in opportunities back at their school sites.
25
DIPLOMAS NOW SUMMER INSTITUTE KEYNOTE ROBERT BALFANZ EVERYONE GRADUATES CENTER JOHNS HOPKINS UNIVERSITY MAKING HIGH POVERTY SECONDARY SCHOOLS ENGINES FOR ADVANCEMENT : WHAT WE CAN DO
26
WE ARE AT THE START OF WHAT PROMISES AND NEEDS TO BE A TRANSFORMATIONAL DECADE IN AMERICAN PUBLIC EDUCATION Common college and career ready standards Next generation assessments Individual level longitudinal data Smart integration of technology Holds promise of revolutionary improvements
27
BUT MILLIONS OF STUDENTS ARE STILL ATTENDING HIGH-POVERTY SCHOOLS WHERE: Achievement gaps become achievement chasms High school graduation is not the norm Few high school graduates complete college
28
IN AN ERA WHEN There is no work for young adults without a high school degree And no work to support a family without some post-secondary schooling or training As a result entire communities are being cut off from participation in American society and a shot at the American Dream
29
THE NATION’S DROPOUT CRISIS IS CONCENTRATED IN: 1645 (12%) high schools and their feeder middle schools through which half the nation’s dropouts pass and 3,000 high schools with graduation rates between 61 and 75% through which another 30% of dropouts pass.
30
IF LEARNING IS INHERENTLY JOYFUL AND EXCITING, AND STUDENTS WANT TO SUCCEED… WHY DO WE HAVE THESE OUTCOMES?
31
BECAUSE BY AND LARGE THE SCHOOLS THEY ATTEND ARE NOT DESIGNED OR ORGANIZED TO MEET THE EDUCATIONAL CHALLENGES THEY FACE
32
THREE HYPOTHESES ON WHY Underestimate the degree or nature of a school’s educational challenge Do not meet students’ needs Do not integrate efforts to make attending school worthwhile with efforts to make schools places where students and teachers want to be and want to work hard
33
1) UNDERSTANDING AND EFFECTIVELY RESPONDING TO EDUCATIONAL CHALLENGE Schools do not succeed when their educational challenge exceeds the available human resources that are wisely and diligently applied
34
THREE PARTS TO A SCHOOL’S EDUCATIONAL CHALLENGE Academic Challenge - How many students enter the school behind grade level or without expected foundational skills or knowledge? Engagement Challenge - How many students enter the school having already been chronically absent, in behavioral trouble, or having failed a course because they did not turn in their work? Poverty Challenge - How many students enter school having experienced prolonged exposure to poverty, violence, homelessness, agency involvement, and/or lack of stable access to basic needs?
35
PHILADELPHIA CASE STUDY: THE EDUCATIONAL CHALLENGE OF THE NINTH-GRADE/HIGH-POVERTY NEIGHBORHOOD HIGH SCHOOLS VS. SELECTIVE ADMISSION MAGNETS
36
PERCENTAGES OF 9TH GRADERS WHO ARE FIRST-TIME FRESHMEN BY HIGH SCHOOL 0% 20% 40% 60% 80% 100% Percent Magnet or Vocational Schools
37
PERCENTAGE OF 9TH GRADERS WHO ARE ON-AGE, FIRST TIME FRESHMEN WITH 80%+ ATTENDANCE IN 8TH GRADE BY HIGH SCHOOL 0% 20% 40% 60% 80% 100% Percent Magnet or Vocational Schools
38
PERCENTAGE OF 9TH GRADERS WHO ARE ON-AGE, FIRST TIME FRESHMEN WITH 80%+ ATTENDANCE IN 8TH GRADE AND MATH AND READING SKILLS AT THE 7TH GRADE LEVEL OR HIGHER BY HIGH SCHOOL 0% 20% 40% 60% 80% 100% Percent Magnet Schools
39
WE WILL KNOW WE ARE MAKING PROGRESS WHEN... Schools commonly know in detail the scale and scope of the educational challenge they face They are organized structurally and programmatically with evidence-based practices to meet it Educational challenge influences resource allocation
40
Students who succeed at four transition points – Grades 1-6-9-12 – Succeed 2) MEETING THE NEEDS OF STUDENTS
41
AT EACH TRANSITION STUDENTS HAVE DIFFERENT ACADEMIC AND SOCIAL NEEDS Pre-K and Elementary Grades - Core academic competencies and need to be socialized into the norms of school in a joyful manner Middle Grades - Intermediate academic skills (reading comprehension and fluency, transition from arithmetic to mathematics) and a need for adventure and camaraderie High School - Transition to adult behaviors and mind set and a path to college and career readiness, as well as the right extra help for students with skills below grade level
42
CHALLENGES TO POST-SECONDARY SUCCESS What worked in high school does not work in college Student effort is the final frontier -- I will apply myself when I need to Lack of college-going culture or expectations Pull of family responsibility Move from high-support to low-support environment
43
MAJOR FINDING Students in high-poverty schools who successfully navigate grades 6 to 10 on time and on track, by and large, graduate from high school (75% or higher grad rates) Students in high-poverty schools who struggle and become disengaged in the early secondary grades and in particular have an unsuccessful 6 th- and/or 9 th- grade transition do not graduate (25% or less grad rates)
44
IN HIGH-POVERTY SCHOOL DISTRICTS, 75% OF EVENTUAL DROPOUTS CAN BE IDENTIFIED BETWEEN 6 TH AND 9 TH GRADES
45
STUDENTS MUST BE MOTIVATED TO ATTEND, BEHAVE AND TRY Robert Balfanz and Liza Herzog, Johns Hopkins University; Philadelphia Education Fund The Primary Off-Track Indicators for Potential Dropouts: A ttendance - < 85-90% 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 or credit- bearing high school course Sixth-grade students with one or more of the indicators may have only a 15% to 25% 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.
46
THE COST OF INACTION IS HIGH. SCHOOL DISENGAGEMENT, PRECEDES INVOLVEMENT WITH THE JUVENILE JUSTICE SYSTEM AND TEENAGE PREGNANCY
47
THE GOOD NEWS: ATTENDANCE, BEHAVIOR AND EFFORT DRIVE ACHIEVEMENT AND ENABLE STUDENTS TO STAY ON TRACK TO GRADUATION THIS MEANS WE CAN HAVE INTEGRATED SOLUTIONS
49
WE NEED TO COMBINE SCHOOL TRANSFORMATION WITH EARLY WARNING AND ENHANCED STUDENT SUPPORT AND RECOVERY SYSTEMS Highest needs students are over-concentrated in sub-set of schools Can be hundreds of students who need additional supports beyond a good teacher in every classroom Currently not enough adults are mobilized to meet these needs, leading to triage, burnout, disengagement, and high mobility rates among students and adults Students signal early and often that they need help; we need to recognize and respond to this with the right intervention at the right time at the scale and intensity required To do this we need to be able to mobilize and organize a “second shift” of adults for the school and school day Even best prevention and intervention systems will not catch all kids; effective back-on-track and recovery strategies/opportunities are needed
50
WE WILL KNOW WE ARE MAKING PROGRESS WHEN... Schools have strong prevention strategies and cultures that encourage students to attend, behave, and try Schools have readily accessible and teacher friendly diagnostic tools to understand the academic and socio-emotional needs behind student disengagement Schools are organized so teams of teachers work with manageable numbers of students, supported by a second shift of adults, with time built in and honored during the school day for collaborative data-driven work Clear and supported pathways to college and career readiness at the scale and intensity required from sixth grade to post-secondary
51
BIG CHALLENGE AHEAD Integrating teacher review of benchmark data linked to assessments of new common standards and early warning indicator data linked to student behaviors Lack of time in the school schedule for two meetings Each piece of data informs the other
52
3) CONFRONTING THE EFFORT GAP The outcome of school needs to be worthwhile and schools need to be places where students and teachers want to be and work hard Because time and attention are limited we tend to focus on one or the other of these essential aspects the other
53
WE NEED TO BE HONEST THAT THERE IS A GAP BETWEEN TEACHER’S HAVING HIGH EXPECTATIONS AND STUDENT’S HAVING HIGH ASPIRATIONS AND A STRONG BELIEF THAT THAT THEY WILL BE REALIZED. THIS LEADS TO DIMINISHED EFFORT.
54
TO ESCAPE THIS ENERGY DRAIN WE NEED TO BUILD CAPACITY AT STUDENT, TEACHER, AND DISTRICT LEVEL Students-resiliency, goal setting, self management and organization skills Teachers-collaborative diagnostic and intervention skills (not a GP but House) Districts and States-managing a portfolio of schools with different structures and partners that provide capacities
55
PUTTING IT ALTOGETHER-THE FOUR PILLARS OF ADVANCEMENT Teams of teachers working with a manageable number of shared students with collaborative work time built into schedule Instructional Programs linked to Common Core Standards using evidence based practice supported by job-embedded professional development for teachers and multiple layers of extra-help for students tightly linked to on-going class work. Multi-tiered-whole school, small group, case managed-student interventions guided by early warning indicators School-wide Can Do Culture of Success
56
WE KNOW WE HAVE MADE PROGRESS WHEN Schools and districts routinely put in the focus and energy preparing for the next cohort of students that professional football teams put into preparing for their next game Collaborative efforts between teachers, schools, districts and external partners establish the mutually supportive functions equal to those needed to put on a Broadway play We train with the intensity and the smarts of the Military
57
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.
58
FOR MORE INFORMATION Visit the Everyone Graduates Center at www.every1graduates.org www.every1graduates.org Contact Robert Balfanz at rbalfanz@csos.jhu.edu
59
59 Housekeeping Turn cell phones on silent Breaks & Meals Anything you need... Agenda review Evaluation
60
Poll: What time zone do you live in?
61
Poll: You are here representation what organiz...
62
Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: What do you call a soft drink?
63
Poll: Which smart phone operating system do yo...
64
Poll: Your favorite major league baseball time...
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.