Post on 28-Jan-2016
What is the role of the STF….
In implementation of each of the Four Pillars
As a member of the school teamAs a member of the TDS team
In the Diplomas Now partnershipAs a facilitator of change processes
In building capacity of others
What is the data saying?
• On your table, there is a copy of a research finding. On your note card…
What is the data showing us?
Why does this matter to your school?
Why does this matter to you?
Objectives
• Participants will be able to meet and work with other new STFs
• Participants will be able to experience and discuss the four pillars of the Talent Development model
• Participants will be able to meet and work with returning STFs
Our Core Belief:
All students have gifts and talents and can learn at high
levels given adequate resources and support.
DataStudent data and implementation
data
TDS Model
Team structure for
Implementation
Ongoing Research and Development
Students with just one of these indicators
10-20%chance of graduating on time
Apoor
Attendance
BdisruptiveBehavior
Ccourse failure in math or English
have a
ComponentLevel of Implementation Notes1 2 3 4
Pillar I: Teacher Teams and Small Learning Communities
• Distributed Leadership
Teacher Teams and Small Learning Communities
Curriculum, Instruction, and
Professional Development
Tiered Student Supports
Can do Climate for Students and
Staff
TDS Instructional Facilitator
Math/Science
TDS Instructional Facilitator ELA/SS
TDS S4 Facilitator
TDS STF
Field Manager/ Regional Director
The Work of School Transformation and
Improvement
Johns Hopkins University Talent Development Secondary
• Created in 1994 as a partnership between researchers at Johns Hopkins and practitioners in Baltimore and Philadelphia
• US Dept. of Education-approved turnaround and transformation provider
TDS Works
• Talent Development model received second-highest rating as an effective dropout prevention program– In 2007, What Works Clearinghouse, U.S.
Department of Education
• Talent Development produced “substantial gains” in attendance, promotion rates and course credits earned for ninth grade students– Third party evaluator, MDRC, findings in
Philadelphia
Diplomas Now
• TD, CIS and CY begin partnership with Philadelphia Education Fund to pilot Diplomas Now in Philadelphia - 2007
• DN expands to 10 schools in 4 additional cities - 2009
• DN receives $30million i3 award/ Pepsi commits $6 million to further expand model and build capacity– 4th largest I3 award overall, and the most for
secondary turnaround work
TDS & Diplomas Now Footprint 2012-2013 Students
Seattle
1243
Los Angeles
9623
San Antonio
2154
Baton Rouge2037
Miami6116
Washington, DC
1236
Chicago1816
Columbus2008
Boston2048
New York City4130
Philadelphia
3395
40,000 students
Guam 2 schools
Baltimore1564
Peoria1162
BPN1938East
Detroit1000Detroit
1750
Bridgeton1150
Portland1000
Adams City 1695
TDS & Diplomas Now Footprint 2012-2013 Schools
Seattle 2
schools
Los Angeles 5 schools
San Antonio 2
schools
Baton Rouge
3 schoolsMiami
6 schools
Washington, DC
3 schools
Chicago3 schools
Detroit3 schools
Columbus3 schools
Boston3 schools
New York City
4-5 schoolsPhiladelph
ia 6 schools
53 schools
Guam 2 schools
Baltimore3 schools
Peoria1 school
BPN3 schoolsEast
Detroit1 school
Bridgeton1 school
Portland1 school
The TDS/DN Four Pillars
• Describe your experiences with the components that you have encountered.
• Which pillar will need to be the biggest focus for the upcoming year?
• How prepared do you feel you are to support this pillar?
• Life lines (people and resources)
TDS Team
STF
ELA/ SS Facilitator
Math/ Science
Facilitator
S4 Facilitator
Regional Director/Field
Manager
Talent Development School #1
Talent Development School #2
Talent Development School #3
Talent Development School #4
STF STF STF
ELA/ SS Facilitators
Math/ Science
Facilitators
S4 Facilitators
Regional Director/Field
Manager
STF
ELA/ SS Division
Math/ Science Division
S4 Division
COOSchool
Services
COOSite
Operations
Working with your TDS team• Facilitators ( S4, ELA/SS, Math/Science)
– Instructional and organizational expertise to support school staff with implementation
• Instructional Coaches– On-Site instructional experts to provide coaching
and guidance to teachers
• TA visits– Support visits by Facilitators to help move the
school forward with implementation
• SVRs (Site Visit Reports)– Completed by Facilitators after each TA visit
Making Implementation Happen
• Short Term: Your 1st task is to determine the short term action for each individual on the team – for the next TA visit
• Long Term: Your 2nd task is to determine any longer term actions (future visits) that may take multiple visits to accomplish
School Transformation Facilitator Session
Sunday, July 7th
Queenie Sellers-DalcoeShell Nichols, Robyn McCracken, Josh Johnson
How would you describe your feeling right now into a weather forecast? What would the weather be and why?
Sunny Cloudy Chance of Precipitation Overcast Rainy Foggy Muggy Hot Cold
Use index cards or sticky notes to respond…
:
• What are you expecting from DN Institute? STF training?
• What is one major anxiety you have as to the DN Institute, STF training?
• What is one thing you are excited about as to the DN Institute? STF training?
Share with 2 others. Volunteers to share out to entire group
Real Life Experiences
• Scenario 1: - “Working with Your DN Partners”- Shell Nichols, Columbus, Ohio
• Scenario 2: “Teamwork Makes the Dream Work” -Robyn McCracken, Peoria, Illinois
• Scenario 3: “ Leaning on the Partners to Create a Solution” -Josh Johnson, Columbus, Ohio
A look at the past, present, and future: Voices from the field • My feelings last year at this
time• My feelings now• Some things that you can
expect
DataStudent data and implementation
data
TDS Model
Team structure for
Implementation
Ongoing Research and Development
STF support for technology
Excel 101 Excel 201 Access 101
Password Protecting
Printing a Spreadsheet
Basic Formulas Creating a Chart Filtering a list Conditional
Formatting (color coding)
Calculations Advanced
formulas Pivot Tables Creating charts
from my quarterly report
Creating tables Creating queries
(creating merged tables)
Exporting to excel
STF Expectations for Excel• Printing a spreadsheet• Create charts that show # and % of
students within a category• Filter lists of students• Color code a list of students• Write basic formulas
Filtered list of students
Last name Overview Attendance Math Avg English Avg
On Track 97.67
Off Track 97.67 0 0
Off Track 100 0 0
Off Track 95.35 0 0
Off Track 100 0 0
Off Track 100 0 0
Color Coded List
First Name Last name Overview Attendance Math Avg English Avg
Borderline 95.35 1 1.3
On Track 100 4 3.3
Borderline 93.02 3.3 1
Off Track 97.67 2 0
On Track 100 2.7 2.7
Which course should I go to?• Excel 101: One or fewer of these
items, this is for you!• Excel 201: Pivot tables and charts• Access 101: Merging tables
• Bring your laptop and your data
What is the role of the STF….
In implementation of each of the Four Pillars
As a member of the school teamAs a member of the TDS team
In the Diplomas Now partnershipAs a facilitator of change processes
In building capacity of others
Objectives
• Participants will be able to learn and discuss the reasons behind and strategies for implementing the TDS model
• Participants will be able to examine strategies for facilitation in formal and informal settings
The Role of the STF
• Facilitator– Building capacity– Supporting a change process– Helping get things done– Leader of collaborative and reflective
processes
• Implementer of the TDS/DN Model• Leader for DN on-site team
Dealing with a variety of demands
Collectively, your task is to complete the STF
schedule for the upcoming school day
(yellow sheet)&
One word that you think best describes the role of
the STF on this day
Debrief Questions – one for each
• What was most challenging thing about prioritizing?
• What was the most important criteria for your list?
• What were you surprised that got dropped from your list?
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/Model components
When we Return
New STFs and S4s• Breakout Room
TDS Interdisciplinary Teams Structures and
benefits
Returning STFs and S4s• Main Ballroom
Interdisciplinary teams Building from individual to group interventions
Norms
• Do not let the perfect be the enemy of the good. – Voltaire
• Do what you can, with what have, where you are. – T Roosevelt
Norms (Continued)
• Also, When I raise my hand, please quiet down.
• We are going to move around a lot (Jigsaw), so you ALL need to take notes.
Targeted
Intensive
Whole School
Capacity
• Objective 1: Take individual (tier 3) interventions and scale them up to targeted (tier 2) and then to whole school (tier 1) interventions.
• Objective 2: Understand that behind any good intervention (tier 1, 2, or 3) is Capacity Building.
Tier 3 – Think/Pair/Share
• 3 main points – Look at the Data for Patterns– Look at the Meeting Notes for Staff
Insights
Tier 3 – Think/Pair/Share
• Share your insights• Pick out 2 interventions the team
tried that you like/interesting/promising
Have one person ready to share with the group.
Tier 3 – Think/Pair/Share
• Share Your insights and 2 interventions
• Plus develop 1 NEW intervention • Intervention that the entire teacher
team could do together.
Tier 3 – New Intervention
• Target EWI• Describe the Intervention• Frequency: Once, As Needed, Daily,
Weekly, Monthly• Duration: Once, Week, Month,
Quarter
Tier 2 – Jigsaw
• 6 Different Students that are slightly similar.
HOW?What are you going to
do about it?
Tier 2 – Round Robin
• Each person share their 3 key issues
• And, their table’s 1 new intervention.
Intervention 1Intervention 2Intervention 3Intervention 4Intervention 5Intervention 6
Tier 2 – Group Intervention
• Take the list of interventions and modify/combine them to work for ALL your students.
• You should end up with 2-4 Interventions
• If not, then develop a couple new group intervention for your kids.
Tier 2 – Group Intervention
• Take the list of interventions and modify/combine them to work for ALL your students.
• You should end up with 2-4 Interventions
• If not, then develop a couple new group intervention for your kids.
Presenting EWIs – What?
ABE ABM AB BM AE AM ABEMBEM BE AEM B EM E A M0%
5%
10%
15%
20%
25%
1% 1% 1%2% 3%
4% 5% 5%5% 6%
6%
11%
15%15%
19%
Tier 1 – New Data
• 6 students that are part of a larger school setting
• Analyze New Data = WHY?– Why Math?– Why, or why not, do they have an
additional indicator?– Look back at those meeting notes
Tier 1 – New Data
• Share with the Table your group’s Tier 2 Interventions
• Share your new insights.
Intervention 1Intervention 2Intervention 3Intervention 4Intervention 5Intervention 6
Tier 1 – Opening Strong
• Action Plan = Look at the data, look at the interventions. What can you do for EVERY kid in the building?
Tier 1 – Opening Strong
• Super Groups = Two Adjoining Tables will Join Forces
• Share with Each other your Tier 1 Interventions.
Capacity Building
• The Goal: A school with vibrant and complementary Tier 1, 2, and 3 interventions.
• In this scenario– What would you need to do as an STF?– What would your teachers and/or other
staff need to know?
Capacity Building
Teacher Teams and Small Learning
Communities
Curriculum and Instruction with
Professional Development
Tiered Student Interventions
Can-Do Climate and Culture
Our Original Six Students
• Marissa Carter• Nikole Ellis-
Wells• Juan Amador
• Marie Baez• Elizabeth
Zaccarine• Daniel Leland
Our Original Six Students
• Marissa Carter• Nikole Ellis-
Wells• Juan Amador
• Marie Baez• Elizabeth
Zaccarine• Daniel Leland
Inspired by Open Space Technology
• Question: I want more information or a better way to tackle _________ in my role as an STF?
STF support for technology
Excel 101 Excel 201 Access 101
Password Protecting
Printing a Spreadsheet
Basic Formulas Creating a Chart Filtering a list Conditional
Formatting (color coding)
Calculations Advanced
formulas Pivot Tables Creating charts
from my quarterly report
Creating tables Creating queries
(creating merged tables)
Exporting to excel
Essential Question/Objective
• Essential Question: How do I leverage DN-Support
Systems?
• Objective:Identify and effectively utilize DN-
Support Systems
Definition of Teamwork
“Teamwork is the ability to work together toward a
common vision/goal. The ability to direct individual accomplishments toward
organizational objectives……..”
Successoris Lithograph
Scenario
“I Believe I Can Fly H.S.”
• Review Scenario
• Complete three activities
on your DN-resource sheet
• You will have 20 min. to complete task
• Each table will report out
Field Manager
Instructional FacilitatorELA/SS
S/4School Support Services
Instructional FacilitatorMath/Science
School Transformation Facilitator
Support System
REFLECTION
• How did your group work together to achieve your goals?
• What would “teamwork” look like at your site?
• How important was it to work as a team rather than individually? Why?
• What is one thing you will use from this session to help bring your team together?
92
Teamwork Quotes
“Coming together is a beginning. Keeping together is progress. Working together is success.” Henry Ford
“Talent wins games, but teamwork wins championships”!
93
Sixth graders with poor behavior (earning an unsatisfactory final behavior mark) have a 1 in 4 chance of making it to the 12th g. on time
Only 17% graduate on time or within one extra year1996-97 6th g. students earning unsatisfactory behavior marks (n=1660)
1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-046th 100% 11% 0 0 0 0 0 07th 0 79% 15% 0 0 0 0 08th 0 5% 73% 14% 0% 0 0 09th 0 0 0 73% 51% 36% 13% 6%10th 0 0 0 2% 34% 28% 17% 7%11th 0 0 0 0 2% 22% 11% 5%12th 0 0 0 0 0 1% 25% 4%
On-Time Grad NA NA NA NA NA NA 7% NA
Grad +1 Yr NA NA NA NA NA NA NA 10%
Left SDP 0 5% 13% 11% 14% 12% 34% NA
"Left SDP" includes all 'leavers': student transferred, moved, withdrew or otherwise left the District and is no longer in SDP data file
on-track to graduation
4-year grad
Freshman Grades matter
Virtually all students with
less than a “D” avg. fail to graduate
Virtually all students with a
“B” avg. or higher graduate
in 4 yearsPrediction is less certain
among students with
D+, C- , C
*Consortium for Chicago
School Research (CCSR)
Non-cognitive skills
Grades must capture some other important student attributes—over and above the content that test scores
measure—but what? The prevailing interpretation is that, in addition to measuring students’ content knowledge and core academic skills, grades also reflect the degree to
which students have demonstrated a range of academic behaviors, attitudes, and strategies that are critical for success in school and in later life, including study skills,
attendance, work habits, time management, help-seeking behaviors, metacognitive strategies, and social and
academic problem-solving skills that allow students to successfully manage new environments and meet new
academic and social demands (Conley, 2007; Farkas, 2003; Paris & Winograd, 1990)