Day 2 Presentations

Day 2 Presentations

STF InstituteOctober 3rd, 2012

Announcements• Shuttle van• Website: www.tdschools.org/stf2012

– Password: Superman• Reflections

http://www.tdschools.org/stf2012

Curriculum Scavenger Hunt• One point per question

– Pick a reporter/recorder– 20 seconds to agree on an answer and write it on

your paper– Select a number 1-37

• 5 question initial round• 4 question final round

Materials

Danny Jones

Approaching data at a TDS School

Outcome Data• Graduation Rate• AYP• Diagnostic tests• Achievement data• Attendance• Behavior• Course Performance• Climate Surveys

Implementation Data• STP• Intervention trackers• Coaches feedback• Facilitator feedback• Teacher feedback• SVRs• TDS Team meetings

What data do we look at and why?

• Find a person with different data, explain what your chart says and then discuss “Why does it matter and what should we do about it?”– Attendance– Behavior– Course Performance– Resiliency– Diagnostic data

From Fast Facts www.mdrc.org

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 years

Prediction is less certain among

students with D+, C- , C

*Consortium for Chicago

School Research

(CCSR)

BEHAVIOR: 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 year

1996-97 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 graduation4-year grad




How did I end up with this grade?

Tests, quizzes, homework, classwork, projects, attendance, etc.

Report Card Grade

Core coursesOff-Track Report Card grade of F

Sliding Report card grade of D

On-Track Report card grade of A, B, C

Pillar II

The Blueprint, the Common Core, and providing feedback

Curriculum, Instruction, Professional DevelopmentCurricula Developed by JHU Standards – How did we get where we are?Assessment – Standards or the Bell CurveInstruction – Blueprint and MoreProfessional DevelopmentThe PlayersCommunication – A Plan for All the Players

If “standards” are the constant time and approach are the variables.

Extended Learning TimeTD 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 extended classes At a minimum for ELA and Math

High School Operates on a 4x4 block schedule that uses 80-90 minute periods

Extended Learning Time – High School

Fall Spring

Freshman Seminar Science

Transition to Advanced Mathematics Algebra I

Strategic Reading English 9

Social Studies/Physical Education

Social Studies/Physical Education

Talent Development High School Curricula

ELA Math ScienceSocial

StudiesClimate & Character

Student Team Literature

Savvy Readers’ Lab

TD Writing Program

Hakim’s History of US

Evidenced Based Curricula based on District

CATAMA Math Acceleration Lab

District Program Support

Hakim’s Story of Science

District Program Support

High Five As & Bs Climate Program

Mastering the Middle Grades

Talent Development Middle Grades Curriculum

Common Core State Standards

Block Party• Select a quote from your table• By yourself: What do you think this quote

means for classroom practice? • How does it impact your work? • Eye contact partners.• Share your quote and response to the quote.• Switch roles.

One in four of all high school graduates who took the ACT exams met all four of the 2010 college readiness benchmarks for English, reading, mathematics and science (ACT,2010)

Partnership for Assessment of Readiness for College and Careers (PARCC)

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PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work.

PARCC’s Fundamental Advance

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• Texts Worth Reading: The assessments will use authentic texts worthy of study instead of artificially produced or commissioned passages.

• Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality.

• Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards.

• Fidelity to the Standards (now in Teachers’ hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

PARCC’s Core Commitments to ELA/Literacy Assessment Quality

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1. Complexity: Regular practice with complex text and its academic language.

2. Evidence: Reading and writing grounded in evidence from text, literary and informational.

3. Knowledge: Building knowledge through content rich nonfiction.

What Are the Shifts at the Heart of PARCC Design (and the Standards)?

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Focus: PARCC assessments will focus strongly on where the Standards focus. Students will have more time to master concepts at a deeper level.

Problems worth doing: Multi-step problems, conceptual questions, applications, and substantial procedures will be common, as in an excellent classroom.

Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards.

Fidelity to the Standards (now in Teacher’s hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

PARCC’s Core Commitments to Mathematics Assessment Quality

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Using Technology to Advance Assessment and the Shifts• Technology enhancements supporting accessibility (e.g.,

the ability to hover over a word to see and/or hear its definition, etc.)

• Transformative formats making possible what can not be done with traditional paper-pencil assessments (e.g., simulations to improve a model, game-like environments, drawing/constructing diagrams or visual models, etc.)

• Getting beyond the bubble and avoiding drawbacks of traditional selected response such as guessing or choice elimination.

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Using Technology to Advance Assessment and the Shifts• Capturing complex student responses through a

device interface (e.g., using drawing tools, symbol palettes, etc.)

• Machine scorable multi-step tasks are more efficient to administer and score.

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• Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question. Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS.

• Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships).

• Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items of varying types on each annual performance-based assessment.

Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts

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What Does It Look Like?Table Groups

Select one of the two tasks provided.Complete the task.What would instruction look and sound

like if students were engaged in opportunities that are aligned to the CCSS?

What professional growth opportunities will your staff (teachers – administrators- others) need to have clarity about the implementation of CCSS?

CIA Blueprint activityWalk through the blue print and mark items that resonate with you with +, items that cause dissonance with a -, and items you are unsure about with a ?

Common GroundFind one item each member marked +Find one item each member placed a ? or -

Part Two Linda

Video will happen here

There is no deep secret called teaching and learning; teaching and learning are visible in classrooms of the successful teachers and students, teaching and learning are visible in the passion displayed by the teacher and learner when successful learning and teaching occurs, and teaching and learning require much skill and knowledge by both the teacher and the student.

John Hattie 2009

What’s the Impact?Visible Learning – 15 years research800 meta analyses over 50,000 studies

An effect size of 1.0 is an increase of one standard deviation on influence on student achievement.- it would mean on the average, students receiving that treatment would exceed 84 % of students not receiving the treatment.

Feedback• English: He is an intelligent boy who could do very

well. French: A disappointing result. He is so fond of obtaining a cheap laugh in class that he has little time for serious concentration.

• Mathematics: Poor. He never makes any really sensible effort. Art: Very satisfactory. Religious instruction: His work has been of a low standard. Headmaster's end-of-year comment: He has too many of the wrong ambitions and his energy is too often misplaced.

Excerpts from John Lennon’s report card, Quarry Bank School, Liverpool, England, 1955-56 (age 15), on display at Rock and Rock Hall of Fame, Cleveland, Ohio

TaskProcessSelf RegulationEgo

LUNCH

DNIST – Diplomas Now

Implementation Support Team

What is the mission of the Diplomas Now Implementation Support team?

Our mission is to provide leadership, support, and guidance to Diplomas Now teams at the school, field, and executive levels and enable them to support every student who attends a Diplomas

Now school.

What are the goals of DNIST?

• Build the internal capacity to implement the Diplomas Now model and deliver necessary services at each building

• Create trainings, tools, and resources to guide and support consistent, high-quality implementation at every DN school

• Identify trends and provides insights on training needs, implementation challenges and best practices

• Assist local teams in developing plans to ensure sustainability at DN

schools, including building and maintaining strong relationships at the school and district level

Members of DNIST

Doug Elmer – DirectorKathy Nelson – Deputy Director (TD)

Miami, Philadelphia, Washington, DCJessica Herman – Deputy Director (CY)

East Baton Rouge, Chicago, Los Angeles Matt Wernsdorfer – School Turnaround Manager (CY)

Boston, Detroit, New YorkSheila Drummond – Deputy Director (CIS)

Columbus, San Antonio, Seattle“be nice to DNIST”

Core Function Related Resources

School and School District

• Mission, and Vision

• Education Plan• School Operations

• Math Instructional Coach• Language Arts Instructional Coach

Whole School Supports

• School Transformation Facilitator• Extra help electives for students with

achievement gaps in math, language arts

• Freshman Seminar curriculum• 1100 + hours of Technical Assistance

and Professional Development

Targeted Supports

• 8-12 full-time, full-day City Year AmeriCorps members serving as near-peer role models to mentor, tutor, provide behavior and attendance coaching and extended day learning

Intensive Supports• School-based professional Site

Coordinator• Access to brokered services through

Communities in Schools partners

The Diplomas Now Partnership

Data Supports• Easy access to student data on the

Early Warning Indicators• Benchmarks tied to national and state

standards• On-site facilitator to leverage EWI data

Professional Development Supports

• Job-embedded coaching - Math and English instructional coaches

• Professional learning community• Professional development linked to

grade/subject specific instructional practice

Student SupportsInterventions to address early warning indicators of• Attendance• Behavior • Course Performance

The Diplomas Now Model

Multi Tiered Response to Intervention Model• 8 to 12 City Year AmeriCorps members: whole

school and targeted academic and socio-emotional supports

• Communities In Schools on-site coordinator: case managed supports for highest need students

75-90 students

Teacher Team (4 teachers)

• Whole school attendance, positive behavior, college-going culture

• Strengthening student resiliency

Organizational Supports• Inter-disciplinary and subject

focused common planning time• Bi-weekly EWI meetings• On-site school transformation

facilitator

Instructional Supports• Double dose math & English• Extra help labs• Common college preparatory or

high school readiness curricula

DIPLOMAS NOW - ADDITIONAL CONSIDERATIONS

AROUND THE 4 PILLARS

Pillar I—Teaming• Corps members and CIS Site Coordinators should

participate in all team meetings, not just EWI– Help plan events and incentives– Discuss identity and culture of team– Support instructional activities– Engage in collegial professional development

• Family outreach efforts should be communicated with and coordinated with the team (parents should be receiving coherent messages about their students)

Pillar II– Curriculum, Instruction, and Assessment• Tutoring should not be happening in isolation—teachers,

coaches, and corps members should be planning regularly (ideally weekly) around how to support student growth in class– Identifying extra-help/support activities aligned to objectives– Determining how to “preview” new materials– Planning corps members’ role during the class period (minimize ad

hoc decisions)– Divide and conquer

• Teams should be looking at the intersection of grades and assessments (Are kids with As and Bs showing growth? Are kids who are flat failing?)

Pillar II—Curriculum & Instruction

• Communities In Schools can work with teachers to think about ways to enhance/extend lessons outside of the classroom– Off-Campus Learning– Partner presentations/discussions– Service Learning Opportunities

Pillar III—Tiered Student Supports• Tier II and Tier III will often/normally happen in parallel, not

sequentially– Most students in need of Tier III supports should be simultaneously

receive CIS and City Year support– We all have a responsibility to serve students with IEPs and students

who are learning English—some misconceptions here• No assumption that academics will improve because of

emotional/social support• There are no “tier II students” or “tier III students”, only tier II

and tier III levels of support• Let what’s best for the kid drive tiered student supports, not

what’s best for the paperwork

Pillar III—Tiered Student Supports• Trend analysis is essential—you aren’t going to

provide more than 30% of the students with individualized support at any given time

• Sometimes an F is just an F• Push teachers to own solutions• Remember that students can and will go off track

throughout the year• Determine when a student can come off the

focus list

Pillar IV—Can Do Culture

More important than EWI—all EWI can do is provide scaffolds for kids who need extra help

meeting the expectations of the school.

Pillar IV– Can Do Culture• Have to balance nagging and nurturing

– Boot Camp vs. Summer Camp• Remember the starting line and the finish line• Adult beliefs are more critical to school culture

than student beliefs• Students have to have a sense of ownership in

their own learning• This is about relationships, not programs

OVERVIEW OF THE I3 STUDY

Investing in Innovation (i3)• $30M federal grant + $6M match through generous support of the

PepsiCo foundation

• 60 schools in 10+ districts reaching 57,000 students

• Conduct randomized experimental study validating the impact of the model, and focusing on the conditions necessary to:

Achieve 80% grad rates in high schools

Reduce by 66% the number of students entering high school below grade level

Diplomas Now- Investing in Innovation Fund

Winner1,700 Applicants 49 Grantees

“Cutting-edge ideas that will produce the next generation for reform.” - Secretary of Education

Arne Duncan

Chicago Public Schools, Detroit Public Schools, Los Angeles Unified School District, Miami-Dade Public Schools, Louisiana Recovery School District, School District of Philadelphia, New York City Department of Education, District of Columbia Public Schools, Seattle Public Schools, Partnership for Los Angeles Schools, Northeast Independent School District (TX), Richland County School District One (SC), Southwest Independent School District (TX) , San Antonio Independent School District (TX), Whitehall City School District (OH)

District Partners

State Departments of Education of Louisiana, South Carolina and New York, Union Park High Schools, Deloitte Consulting, School Loop, Pearson PreVent, the City of Philadelphia. Other Partners

Study will compare student outcomes in schools that implement DN to student outcomes in schools that do not.

Assignment to these groups is accomplished through randomization. Eligible schools are assigned DN or Non-DN status via a lottery:

DN schools implement the DN model Non-DN schools pursue any other school reform

initiatives

National Evaluation: Research Design

Student records data: Collected directly from district; transcripts, standardized assessment results, attendance, disciplinary data

Surveys: Students and staff in DN and Non-DN schools; student engagement, school climate, availability of support services, etc. (annual administration)

Case studies: 25% of DN schools across the nation; annual site visits (2-3 days) consisting of interviews and observations

National Evaluation: Data Collection

National Evaluation: Goal Setting for 2012-2013

Attendance

Of students that were off-track at the first data point: 50% or more move on-track

Behavior

ELA/Literacy

Math

Overall EWI Distribution:

At least 67% (two-thirds) of ALL students within DN focus grades have no EWIs at the end of the school

year.

Goal Setting: Example150 Students in 6th grade:

No more than 49 students off-track in the 6th grade on the last day of school (all indicators combined)

Indicator # of students off-track @ beginning of year

# of students off-track on last day of school

Attendance 18 9

Behavior 21 10

ELA Performance 15 7

Math Performance 24 12

The bottom line on I3 Validation

• We have to look at both the reduction in the number of kids who had off-track indicators to begin with AND the success of the overall cohort(s) throughout the whole year

• The I3 study will not look directly at test scores or other metrics, but these are highly related to the off-track indicators

• I3 study will validate model solely on the decrease in off-track indicators (won’t validate based on fidelity)

The TDS/DN Support networkMy TDS team, our tiered support, and Principals

Objectives• STFs will be able to identify ways to coordinate

with their TDS and school based team to support implementation goals

• STFs will discuss and determine ways that they can build a strong relationship with their principal and administration

TDS Instructional Facilitator

Math/Science

TDS Instructional Facilitator ELA/SS

TDS S4 Facilitator

TDS STF

TDS Field Manager/ Regional Director

The Work of School Transformation and

Improvement

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 experts to guide implementation

• Instructional Coaches– On-Site instructional experts to provide coaching and guidance

• 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

Implementation Goal: Creating collaborative teacher teams that provide common expectations and coordinated

supports for studentsAssess prior knowledge/ experience

Team building Activities/ role

playing

Team resume activity

Set norms, meeting schedules, agendas

Training for team leaders on facilitation skills

Using the EWI protocol

Forming, storming, norming,

performing check-in

Developing common

homework policy

2012-2013 School Year

What data do we look at and why?

Using protocols




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

TDS model components• We know that implementation of components

of the TDS model have helped schools reach their goals for the ABCs

• We know that the model components and its approaches are often compatible to school initiatives

• We know that when all components are implemented and for longer time periods, we have seen greater results

Common VisionEarly Stages of Planning Program ImplementationPre-planning conversations, “face to face” work sessions between school leaders and Talent Development Secondary Staff • Awareness • Consensus• Preliminary Decisions• Next Steps

The Coaching Cycle

Continuum of Coaching Supports

Facilitating professional development, modeling,

bringing teams together around data/artifacts

Basic Needs-Materials, Schedules, Data

Supporting self directed learning, coaching conversations, & goal

setting

Your TD Facilitator Can Support You By:• Modeling the coaching cycle with you and your

teachers/administrators• Model or co-teach or co-facilitate with you• Planning and facilitating professional development• Helping you to coordinating testing and interpret the results• Creating your coaching calendar• Troubleshooting• Supporting your individual coaching needs

• Monthly visits• Coaching logs• Phone & E-mail

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Tiered Staff Support

Principal• As you went through those steps, how do you

make sure you are aligning with the principal and administration

• What do you need to know about school leadership when addressing these items

Reflections

Extra Slides…If Needed

What data do I use?• What are two attributes of your successful student?

– 8:25-9:30 • What misperceptions do people have about your

successful student?– 31:25-35:25 – Player value

• How do you help change the minds so that others understand your successful student– 46:48 – 47:54 – You don’t make a team off of a

computer

For Afternoon - All Adults Recognize:

• There is variation among teachers in their impact on student learning.

• That we value having positive impacts on students

• That we must be vigilant about building expertise to create positive effects.– Appendix A, Visible Learning for Teachers, 2012

• TDS Instructional Facilitators and School and Student Services Support Facilitators provide professional development and non-evaluative in-class support of coaches and teachers.

• TDS Facilitators design and provide support for citywide City Year Corp Members.

• On-site curriculum coaches offerjob embedded teacher support for high-level implementation.

DAY

BeforeClasses

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Planning with Mr.

Dunn

Period 1 Implement with Mr. Dunn

Abbreviated Periods

Mary and Linda Mr. Dunn

Implement

Period 2

Ms. Robinson CoverMs JacksonMs. Jackson Peer Visit Mr. Dunn

Ms. Robinson CoverMr. MorriseyMr. Morrisey Peer Visit Ms. WilliamsLinda – Plan with Mr. O

Plan with Mr. O and Ms. Musingi

FlexLunch

Classroom & Planning assistance by request

Materials review and practice for planning/ coordinating classroom activities



Professional

Learning

This flex lunch will be on 11 th grade schedule after period 3…debrief with Mr. O and Ms M.



Period 3 Implement Lesson

with Mr. O and Ms. Musinghi

Implement with Mr. O and Ms. Musingi (spelling?)

Period 4

Debrief Mr. Dunn Debrief with

Jackson/Dunn

Debrief Morrisey/WilliamsDebreif Dunn (2nd half)

Plan with Mr. Dunn

After School Finish debrief with Mr. O and Ms. M.

Documents

Day 2 Presentations