Talent Development Secondary Overview

1. Talent Development Secondary Overview School Transformation Facilitator Training June 24, 2012

2. Why Talent Development? Our Core Belief All students have gifts and talents and can learn at high levels given adequate resources and support.

3. A Case for Change: The Pyramid Effect 12th Grade 11th Grade 10th Grade 9th Grade

4. Why Don’t More Students Succeed in Middle and High School? • Poor Preparation • Reading below grade-level • Not ready for higher math • Ineffective study and social skills • Apathy • Lack of Motivation • Boredom • Lack of Relevance Anonymity Students and faculty members don’t know each other

5. Dropouts can be identified in as early as 6th grade The Primary Off-Track Indicators for Potential Dropouts: • Attendance - <80-90% school attendance • Behavior - “unsatisfactory” behavior mark in at least one class • Course 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. Robert Balfanz and Liza Herzog, Center for Social Organization of Schools at Johns Hopkins University; Philadelphia Education Fund

6. Four Pillars & Core Components

7. Pillar 1: Teacher Teams and Small Learning Communities

8. Small Learning Communities (School within a school) in… Talent Development Middle School Talent Development High School Specialized SLC for all 9th grade students—the Ninth Grade Success Academy 1 teacher team for approximately 75-90 students Upper grade students enrolled into Career Academies for grades 10-12 225-350 students per Career Academy • Students organized into Small Learning Communities of 200-300 students • Vertically aligned (students remain in same SLC for grades 6-8) • Each SLC will have approximately 1 teacher team for every 100 students in the SLC

9. The Role of TDS Teams – A,B,Cs Math Teacher Counselor English Teacher Team A 75-90 students Exceptional Education • 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 Science Teacher SS Teacher

10. Distributed Leadership • We want all staff members to have a say in the decisions that impact students and families in our school buildings • Distributed leadership refers to structures and strategies that create opportunities for staff to have input on these decisions • Team Leaders

11. Before Reform Central Administration Grade 12 Grade 9 Grade 10 Grade 11

12. The Organization of a Talent Development School Central Administration Principal Ninth Grade Academy Career Academy Career Academy Career Academy Academy Leader Academy Leader Academy Leader Academy Leader Team Leader Team Leader Pathway Team Leader Pathway Team Leader Pathway Team Leader Pathway Team Leader Pathway Team Leader Pathway Team Leader

13. NGA Schedule

14. Sample of Career Academies with Pathways • Business and Finance • Accounting • Medical Office Technology • Secretarial and Administrative Technology • Sports Studies and Health Wellness • Sports Studies • Health/Wellness • Transportation and Engineering Technology • Aerospace Science • Automotive Technology • Manufacturing • Arts and Humanities • Graphic Arts • Performing Arts • Humanities

15. Middle grades organization • Vertical houses for students 250-300 students 250-300 students 250-300 students 8th Grade 8th Grade 8th Grade 7th Grade 7th Grade 7th Grade 6th Grade 6th Grade 6th Grade

16. Middle grades organization • Teacher teams of 2-6 teachers 1 English 1 Math 1 English/SS 1 Math/Science 1 Social Stud. 1 Science Section 601 and 602 60 Students Section 601, 602, 603, 604 120 Students 1 English 1 English 1 Soc. St. 1 Science 1 Math 1 Math Section 601, 602, 603, 604, 605, 606 180 Students

17. Sample MG schedule- 5 Block student schedule

18. Sample MG schedule - 4 block student schedule

19. Parking lot • What benefits are you seeing to this team based approach? • What questions do you still have?

20. Pillar 2: Curriculum, Instruction, and Professional Development

21. Curriculum, Instruction, and Professional Development • Extended Learning Time • TDS Blueprint for Instruction • Acceleration opportunities • Job-Embedded support

22. Extended Learning Time • TD Schools restructure the use of instructional time during the school day in order to improve outcomes for struggling learners, particularly in math and reading • Middle Grades have to 75 to 90 minute classes • At a minimum for ELA and Math • High School Operates on a 4x4 block schedule that uses 80-90 minute periods

23. Extended Learning Time – High School

24. Blueprint for Instruction • Assessment • Curriculum • Instruction

25. High School Curricula

26. Acceleration opportunities - HS For students who are behind grade, TD provides transition courses that effectively accelerate learning for students Intervention Labs • ALFA Lab • CATAMA Lab

27. Acceleration opportunities - MG Programs • The History of Us • Student Team Literature • Science Modules May be core curricula or supplement to core courses

28. Acceleration opportunities - MG Intervention Labs • SAVVY Readers’ Lab • CATAMA Math Lab Provide a double dose of ELA and math

29. Job-Embedded Support • Peer coaching delivered by school-based instructional coaches • TD Instructional Facilitators • Build Capacity • Implementation of curriculum • Guided reflection, and help developing individual professional development plans

30. Job-embedded Support - The Coaching Cycle

31. Parking lot • What connections do you see between Pillar I and Pillar II? • What questions do you still have?

32. Pillar 3: Tiered Student Supports

33. Tiered Student Interventions:Support for the ABCs

34. Tier I—A School-wide Culture of Success Creating a school-wide culture of success and the accompanying supports that students need By building a positive school climate using the philosophy to create an environment that “nags and nurtures” all students to meet high expectations

35. Tier II– A Second Shift of Adults • Some students will need additional support beyond their team of teachers • In Diplomas Now schools, Tier II supports are also provided by City Year corps members • In non-Diplomas Now schools, these Tier II supports may come from teachers, counselors, tutors, mentors, volunteers, or even other students

36. Tier III—Case Managed Supports • Tier III supports are provided for students with significant academic, social, and emotional challenges that require assistance beyond the traditional classroom • Tier III supports are usually case managed—either by a CIS Coordinator in a Diplomas Now school, or by a counselor, psychologist, or social worker

37. Example of Resource Mapping for Behavior

38. Early Warning Indicator Meetings The right interventions for the right studentsAt the right time

39. Early Warning Indicator Data Tool

40. Pillar 4: Can-do Culture and climate for students and staff

41. Can-Do Culture and Climate Looks Like Sounds Like What are the actual words (direct quote) you would hear when this activity is going on in your classroom/school? • Physically, what would you see if this activity were going on in your classroom/school, using an action (-ing)verb?

42. Can Do Climate • A college going culture of high expectations • Clear behavioral and academic expectations for students • All staff engaged in the work of school improvement • Community and family involvement in the support of students

43. Four Pillars & Core Components

44. The Talent Development Team

45. Professional Development and Technical Assistance • Planning Year • Pre-Service Training • School Transformation and Professional Development Plans • Peer Coaching • Guided Reflection/Professional Development Plans

46. The School Transformation Plan • Develop a plan that outlines major partnership goals and related technical assistance activities • Work in concert with the school’s improvement plan and/or professional development plan

47. Parking Lot • The biggest new thing for me was… • What questions do I still have?