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BATON ROUGE
BOSTON
CHICAGO
COLUMBIA, SC
DETROIT
LOS ANGELES
MIAMI
NEW ORLEANS
PHILADELPHIA
SAN ANTONIO
SEATTLE
WASHINGTON, DC
DIPLOMAS NOW 101PLENARY SESSION DAY 1
14
• Prior 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
• 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)
WHERE TO FIND DIPLOMAS NOW SCHOOLSDiplomas 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.
•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
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
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
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
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
SUMMER INSTITUTE: DAY 1
Building and Sustaining the CollaborativeParticipants 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 EffortsDN 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 LearningThis 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.
SUMMER INSTITUTE: DAY 2
EWI Intervention SystemThis 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 AnalysisThis 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 TrackFor 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.
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.
DIPLOMAS NOW SUMMER INSTITUTE KEYNOTEROBERT BALFANZEVERYONE GRADUATES CENTERJOHNS HOPKINS UNIVERSITY
MAKING HIGH POVERTY SECONDARY SCHOOLS ENGINES FOR ADVANCEMENT : WHAT WE CAN DO
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
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
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
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.
IF LEARNING IS INHERENTLY JOYFUL AND EXCITING, AND STUDENTS WANT TO SUCCEED…
WHY DO WE HAVE THESE OUTCOMES?
BECAUSE BY AND LARGE THE SCHOOLS THEY ATTEND ARE NOT DESIGNED OR ORGANIZED TO MEET THE EDUCATIONAL CHALLENGES THEY FACE
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
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
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?
PHILADELPHIA CASE STUDY:
THE EDUCATIONAL CHALLENGE OF THE NINTH-GRADE/HIGH-POVERTY NEIGHBORHOOD HIGH SCHOOLS VS. SELECTIVE ADMISSION MAGNETS
PERCENTAGES OF 9TH GRADERS WHO ARE FIRST-TIME FRESHMEN BY HIGH SCHOOL
0%
20%
40%
60%
80%
100%
Per
cen
t
Magnet or Vocational Schools
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%
Per
cen
t
Magnet or Vocational Schools
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%
Per
cen
t
Magnet Schools
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
Students who succeed at four transition points –Grades 1-6-9-12 – Succeed
2) MEETING THE NEEDS OF STUDENTS
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
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
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 6th- and/or 9th- grade transition do not graduate (25% or less grad rates)
IN HIGH-POVERTY SCHOOL DISTRICTS, 75% OF EVENTUAL DROPOUTS CAN BE IDENTIFIED BETWEEN 6TH AND 9TH GRADES
Percent of Dropouts That Can Be Identified between the 6th and 9th
grade-Boston Class of 2003
32%
43%24%
End of 6th Grade
End of 9th Grade
No Off TrackIndicator 6th-9thGrade
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:• Attendance - < 85-90% school
attendance
• Behavior - “unsatisfactory” behavior mark in at least one class
• Course Performance - A final grade of “F” in math and/or English or credit-bearing high school course
Sixth Graders (1996-97) with an Early Warning Indicator
0%
20%
40%
60%
80%
100%
6th
7th
8th
9th
10th
11th
12th
Gradu
ation
+ 1
year
Grade in School
% of students
who are on-track to
graduation
Attendance
Behavior
Math
Literacy
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.
THE COST OF INACTION IS HIGH. SCHOOL DISENGAGEMENT, PRECEDES INVOLVEMENT WITH THE JUVENILE JUSTICE SYSTEM AND TEENAGE PREGNANCYMales Incarcerated in High
School-Philadelphia
33%
67%
No 6th GradeIndicator
6th Grade OffTrack Indicator
Females Who Give Birth in High School-Philadelphia
33%
67%
No 6th GradeIndicator
6th Grade OffTrack Indicator
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
Achievement Gain
GPA
Attendance
Behavior
Parental Involvement
Academic Press
Teacher Support
Utility
1
Intrinsic Interest
Figure 3Structural Equation Model
Environmental Context of Student Learnging and Achievement
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
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
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
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
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.
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
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
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
THE DIPLOMAS NOW PARTNERS HARNESS AND COMBINE THEIR UNIQUE ASSETS TO KEEP STUDENTS ON TRACK, COLLEGE AND CAREER READY
Core Function
Means and Methods Additional 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.
FOR MORE INFORMATION
• Visit the Everyone Graduates Center at www.every1graduates.org
• Contact Robert Balfanz at [email protected]
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