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

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Presentation on theme: "Talent Development Secondary Overview School Transformation Facilitator Training June 24, 2012."— Presentation transcript:

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 12 th Grade 11 th Grade 10 th Grade 9 th Grade

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

5 Dropouts can be identified in as early as 6 th grade 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 The Primary Off-Track Indicators for Potential Dropouts: A ttendance - <80-90% school attendance B ehavior - “unsatisfactory” behavior mark in at least one class C ourse 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

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  Students organized into Small Learning Communities of 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 Talent Development High School  Specialized SLC for all 9 th grade students—the Ninth Grade Success Academy  1 teacher team for approximately students  Upper grade students enrolled into Career Academies for grades  students per Career Academy

9 The Role of TDS Teams – A,B,Cs Team A 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

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 10 Grade 11 Grade 12 Grade 9

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

13 NGA Schedule Block 1EnglishSocial StudiesMath Block 2MathEnglishSocial Studies Lunch Block 3Science/Elective Block 4Social StudiesMathEnglish

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

15 students Middle grades organization Vertical houses for students 8 th Grade 7 th Grade 6 th Grade 8 th Grade 7 th Grade 6 th Grade 8 th Grade 7 th Grade 6 th Grade

16 Middle grades organization Teacher teams of 2-6 teachers 1 English/SS 1 Math/Science Section 601 and Students Section 601, 602, 603, Students 1 Social Stud. 1 Science Section 601, 602, 603, 604, 605, Students 1 English 1 Math 1 English1 Math 1 Science 1 Math 1 Soc. St.1 English

17 Sample MG schedule - 5 Block student schedule 5 block example Block 1Math Block 2ELA – Student Team Literature Block 3Social Studies Lunch Block 4Mastering Middle Grades/PE/Intervention/elective Block 5Science

18 Sample MG schedule - 4 block student schedule Abbreviated 4 block schedule Period 1 &2Math Period 3 & 4ELA – Student Team Literature Lunch Period 5Social Studies Period 6Science Period 7Mastering Middle Grades/elective Period 8PE/Intervention/elective

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 minute periods

23 Extended Learning Time – High School FallSpring Freshman SeminarScience Transition to Advanced Mathematics Algebra I Strategic ReadingEnglish 9 Social Studies/Physical Education

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 Level I- Whole School (Green) Level II- Targeted Interventions (Yellow) Level III- Intensive Interventions (Red) Advisory Lessons focusing on specific behaviors Freshman Seminar social skills Team-wide Expectations/Modeling of Behaviors Incentives (Caught You Being Good, Celebrations, Etc.) Lunch Bunch Reflection Room Peace Circles Peer Mediation Daily Contracts and Contacts Meeting With Family Referral to Social Worker/School Psych Intensive Anger Management CeaseFire Gang Interventions Other Outside Agencies Drug/Alcohol Counseling

38 THE RIGHT INTERVENTIONS FOR THE RIGHT STUDENTS AT THE RIGHT TIME Early Warning Indicator Meetings

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

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 School Transformation Facilitator Math FacilitatorELA Facilitator School & Student Support Services Facilitator Field Manager or Regional Director

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?


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