1. STF Training Summer 2013 What is the role of the STF…. In implementation of each of the Four Pillars? As a member of the school team? As a member of the TDS team? In the Diplomas Now partnership? As a facilitator of change processes? In building capacity of others?

2. Four Corners What’s your area of greatest strength as an STF? Corner 1: Pillar 1 Corner 2: Pillar 2 Corner 3: Pillar 3 Corner 4: Pillar 4 Talk with a partner at your corner about what makes this a strength for you

3. Four Corners What’s your area of greatest challenge as an STF? Corner 1: Pillar 1 Corner 2: Pillar 2 Corner 3: Pillar 3 Corner 4: Pillar 4 Talk with a partner about what you might use from this week’s training to strengthen this area?

4. Day One Reflections

5. Recognition of Excel/ Access stars

6. Keep Calm and Know Why We Do What We Do Connecting a Brief History to Today’s Landscape

7. How Does This Connect to a Day About Facilitator Tools? The school-based transformational facilitator is responsible for leading the successful implementation of the TDS model’s approaches to improved student school performance through: effective staff leadership and organizational, instructional and curricular changes within the school that result in an improved climate and culture.

8. Why are we doing what we do? Knowledge of local context allows us to look at research in ways that help modifications end up as actions that match our intentions. Choose a topic from the four available. Directions are at the station. We will share two minutes per group your initial thoughts about the thinking prompts for that topic.

9. Why course performance…isn’t it about the exit exams? Read the passage: How does/(Does) this research support the EWI data collected in the DN model? What implications does this have around conversations at your school specific to how course performance is determined? How might you use this information to influence thinking with those at your school?

10. Review the chapter for this station: Choose one of the Academic Behaviors – How do our model components support that behavior? How can we make the reason for those supports more explicit for teachers and students?

11. Middle Grade Transitions Review this case study: What supports might we provide to promote adults making intentional choices about classroom environments and teacher practices that coincide with what we know about middle grade development? Are there structures in our model that might be leveraged more fully?

12. Ninth Grade a Critical Point of Intervention Reread Academic Behaviors, More Than… and A Ninth Grade Problem, Not a High School Readiness Problem: How might you use this case study with staff at your school to develop model awareness? Are there ways to more explicitly connect model components and recommendations to rationale?

13. Thank you for all you do Sometimes an objection is an invitation for dialogue.

14. Using DN to Meet Our Educational Challenges Two Drivers of Student Success Quality of Coursework-Shapes Mind (in part can be measured by grades) Quality of supportive and effective adult relationships-Shapes Will (in part can be measured by student surveys)

15. How Many Students Experience Quality Coursework and Have Quality Adult Relationships Drives School Success Each is impacted at whole school, classroom, and individual level-the three tiers DN and the four pillars of TD are designed to support

16. 4 Diagnostic Questions About Students Question STF, Teacher Teams + CY + CIS STF, Success Highways Assessment, CIS Mastering Middle Grades, Freshmen Seminar + CY CY Near Peer Relationship, Career Academies, CIS DN Tools STF, Teacher Teams + CY + CIS STF, Success Highways Assessment, CIS Mastering Middle Grades, Freshmen Seminar + CY CY Near Peer Relationship, Career Academies, CIS Are they regularly attending school? If not, why not? Are they able to focus on schoolwork in school? Are they productively persistent i.e. trying in an effective manner? Do they connect school effort to life success?

17. 4 Diagnostic Questions About Classroom Instruction Questions Which students are missing what knowledge and skills assumed by grade level content? Are good lessons being consistently delivered and are students being asked to do quality coursework? How often do students end the day confused? Are students completing their class assignments? Are there effective second- chance opportunities for students to avoid failure? DN Tools Instructional coaches, PLC’s, TD extra-help labs and catch-up materials Instructional coaches PLC’s CY Corps members working with classroom teachers Teacher Teams, Instructional coaches, CY and CIS Instructional coaches, PLC’s, TD extra-help labs and catch-up materials Instructional coaches PLC’s CY Corps members working with classroom teachers Teacher Teams, Instructional coaches, CY and CIS

18. The TDS Team Meeting

19. The Role of TDS Teams – A,B,Cs Team A 75-90 students Counselor English Teacher Science Teacher Attendance, Attendance, Attendance -Rewards and Incentives -Collection and Analysis of Data Improve Behavior - Positive School Climate -High expectations/ reinforcement -Increased Parental Interactions Improve Student Achievement – Course Performance -Data-based strategies -Explicit teaching of skills Math Teacher SS Teacher Exceptional Education CY Corps Member

20. Grounding examples Ripples and joys SOS (share our successes) Strategy share Highs and lows Get-to-know-you share (ie, weekend/seasonal activity, college major, dream job) Impactful teacher/subject One liner for what a student might say about you Kudos/appreciations

21. Creating Team Meeting Agendas In your groups at your tables create an effective team meeting agenda You will need a recorder and a reporter Record the agenda on chart paper Report out – share your agenda

22. Creating Team Meeting Agendas Take 5 minutes to amend your agenda based on the information gleaned from the other groups

23. Facilitation vs. Collaboration A true facilitator remains neutral and has no investment in outcomes A collaborator works as part of the group The entire team has a collective responsibility to be fully engaged and facilitate the engagement of others

24. Process Strategies Buy In – Consistency builds trust – Relevancy – Follow-through

25. Grounding/Inclusion Me-ness to We-ness Sets tone Allows people to get into the frame of mind needed for the meeting

26. Disengaged Participant Airtime data Pairings/ Groupings Positive Presupposition **add sample questions

27. Sidetrackers Parking lot Relevancy check Naïve questions **add sample questions

28. Conversation Dominators Pairings/ groupings Airtime Data Satisfy Satisfy Delay **add sample statements

29. Action Planning An Action Plan is to Teacher Teams AS a Lesson Plan is to Individual Teachers

30. The World Is a Loopy Place Personalized Data Relevance ChoiceAction

31. Our Agenda Step One: Select a Task Card Step Two: Create an Action Plan

32. Reflection Questions Questions Rubric

33. Inspired by Open Space Technology Participants can select a topic that they would like to discuss Participants can enter or leave a discussion at any time New topics should be placed on the board

34. Topics Communication and transparency with TDS colleagues Holding partners and staff accountable for action items Capacity Building – Passing the torch for when DN is gone

35. Topics Whole school buy-in with FIDELITY! Teacher effectiveness Dealing with multiple data sets and multiple systems Working with special populations (SPED and ELL)

36. Inspired by Open Space Technology Question: How can I get more information or find a better way to tackle _____________________________________ _____________________________________ _____________________________________ _____________________________________ in my role as an STF?

37. After Lunch New – EWI Meetings Planning for Before, During, and After Breakout Room STP – Action Planning How do I use the new STP format and what plans can I start on now? Main Ballroom

38. Lunch

39. School Transformation Planning Process – Facilitating the Process Find the sentence starter that you like. Complete the sentence strip and place it on one of the four posters.

40. If only the STP had…. I found the STP process most helpful when… One thing I have had trouble with in the STP process is… If the STP process were an animal, it would be a…

41. The STP Planning process Part I: Transformation Components (Needs, Status, Goals) Part II: Work Plan Part III: Implementation Review: Quarterly data reports, notes from work plan, implementation rubrics

42. Transformation Components One student outcome goal One component for implementation Current Status - PillarOne implementation goal

43. Student outcome goal Increase Course Passage To… We want to increase the percentage of students who are passing 9 th grade English to 90%

44. One student outcome goal Identify one goal that your school has for the upcoming year Attendance, Behavior, or Course Performance

46. SMART Goal Be more alert at work To… (Get so tired that you have to) sleep at least 8 hours per night

47. SMART Goal Improve team meetings To…

48. Current Status - Pillar One implementation goal Identify components from one of the pillars that your school has in place

49. Work Plan GoalsPillarActions (dates and point person) Evidence of Progress Next Steps By the end of the year, every classroom will be using multiple cooperative learning strategies Take one goal that you have or one of the sample goals provided

50. Implementation Review Complete the component below for your school using the team meeting rubric How would you discuss the progress towards your goal with your school leadership?

51. The STP Planning process Part I: Transformation Components (Needs, Status, Goals) Part II: Work Plan Part III: Implementation Review: Quarterly data reports, notes from work plan, implementation rubrics

52. Next Steps Meet with your TDS team and DN partners Components and goals completed this summer Ask questions and discuss with school partners

53. What is the role of the STF…. In implementation of each of the Four Pillars? As a member of the school team? As a member of the TDS team? In the Diplomas Now partnership? As a facilitator of change processes? In building capacity of others?

54. Two areas of focus Expansion of your skills in building capacity and skills of a facilitator Continued expansion of your expertise in how we can meet the needs of schools with implementation of the TDS/DN model components

55. Closing Each participant will create your own Keep Calm slogan for the work in your building Get your picture taken with your sign

56. Extra Slides

57. Component Strong/ Advanced PartialLowNotes Pillar I: Teacher Teams and Small Learning Communities Collaborative Work Time Team Meeting Rubric

59. Transformation Components One student outcome goalOne component for implementation Current Status - PillarOne implementation goal

60. Work Plan GoalsPillarActions (dates and point person) Evidence of Progress Next Steps Take one goal that you have or one of the sample goals provided

61. Implementation Review Complete the component below for your school using the team meeting rubric Component Implementation Level 1234 Pillar I: Teacher Teams and Small Learning Communities Potential Next Steps for technical assistance or training