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DN 101: Unpacking Diplomas Now Keeping Every Student on the Path to High School Graduation, College Readiness and Adult Success.

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Presentation on theme: "DN 101: Unpacking Diplomas Now Keeping Every Student on the Path to High School Graduation, College Readiness and Adult Success."— Presentation transcript:

1 DN 101: Unpacking Diplomas Now Keeping Every Student on the Path to High School Graduation, College Readiness and Adult Success

2 Welcome and Purpose The purpose of this session is to: Provide information on the history and current status of Diplomas Now Explain the roles and purpose of Diplomas Now Partners Identify the roles and purpose of Diplomas Now teams Share best practices Allow participants to ask clarifying questions about Diplomas Now and their role in the implementation of the model.

3 Activity

4 Agenda 1.Purpose 2.Group Activity 3.Review of the Agenda 4.History of DN and current locations 5.Overview of the Process 6.Description of Roles 7.How it Works 8.Sharing of Best Practices 9.Questions, Comments, Concerns

5 What is Diplomas Now? Diplomas Now is a comprehensive model for school improvement that helps the toughest middle and high schools in America’s largest cities ensure that every student graduates ready for college or career. The Right Supports The Right Supports To The Right Students To The Right Students At the Right Time At the Right Time It is the first fully integrated model that improves a school’s curriculum and instruction while it provides direct support and interventions to students.

6 DN 101 Prior to 2007 3 organizations doing high impact work 2007 Talent Development initiated partnership based on work with CIS and City Year Built on the research of Dr. Balfanz 2008 DN proposal submitted to Pepsi Projected funded with first investment ($5 million) 2008-2009 DN pilot at Feltonville High School in Philadelphia 2009-2010 DN expands to 10 schools in 4 additional cities. Featured in cover stories in EdWeek and USA Today Pepsi commits $6 million to further expand model and build capacity Awarded i3 grant of $30 million (plus PepsiCo) to expand model to 60 schools by 2014 2010-2011 DN expands to 10+ additional schools in 5 new cities 2011- Present DN serves 39 schools in 12 cities and 2013 -14 introducing Jacksonville FL

7 Section Header Types of slides follow. This is a good spot for a subheading, framing question, or a quotation.

8  $30M federal grant + $6M match through generous support of the PepsiCo foundation  60 high poverty middle and high 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 1,700 Applicants49 Grantees “Cutting-edge ideas that will produce the next generation for reform.” -Arne Duncan, Secretary of Education Diplomas Now Investing in Innovation Fund Validation Grant

9 Seattle 2 schools Los Angeles 5 schools San Antonio 2 schools East Baton Rouge 3 schools Miami 6 schools Washington, DC 1 school Chicago 3 schools Detroit 3 schools Columbus 3 schools Boston 3 schools New York City 2 schools Philadelphia 5 schools Jacksonville 2 schools Current DN Footprint

10 Diplomas Now Cities and Schools BOSTON, MA McCormack MS The Burke HS The English HS CHICAGO, IL Chicago Talent Development HS Gage Park HS John Hope College Preparatory HS COLUMBUS, OH Linden McKinley STEM HS Mifflin HS South HS DETROIT, MI Clippert Academy Detroit Collegiate Prep HS Noble ES (K-8) EAST BATON ROUGE, LA Capitol MS Broadmoor MS Belaire HS JACKSONVILLE, FL Andrew Jackson HS Matthew Gilbert MS LOS ANGELES, CA Clinton MS Liechty MS Hollenbeck MS Manual Arts Senior HS Thomas Jefferson HS MIAMI, FL Allapattah MS Drew MS Edison MS Booker T. Washington HS Homestead Senior HS Miami Carol City Senior HS l NEW YORK CITY, NY John Ericsson Middle School 126 Newtown High School PHILADELPHIA, PA Dimner Beeber MS E. Washington Rhodes MS Feltonville School of Arts & Sciences Grover Washington MS Woodrow Wilson MS SAN ANTONIO, TX Rhodes MS Luther Burbank HS SEATTLE, WA Denny International MS Aki Kurose MS WASHINGTON, DC Cardozo HS

11 Pause for Questions, Comments

12 The Partners

13 Diplomas Now A Comprehensive Secondary School Transformation Model Case management for social service referrals to community partners Small group and individualized counseling Needs Assessment and Resource Mapping Teams of near peer mentors Instructional supports Attendance monitoring and coaching Behavior monitoring and coaching Afterschool/extended learning One on one small group mentoring Whole school positive climate School organization and scheduling (double and triple dosing) Teacher teaming and research-based curriculum Job-embedded professional development Early Warning Indicator and Response Systems School climate Integrated Student Supports Targeted Support & Whole School Prevention Whole School Reform Shared belief that the way to fundamentally transform high-need schools & change the trajectory from dropout to graduate for the majority of students is through collective impact.


15  For more than 30 years, Communities In Schools has been helping students achieve in school, graduate and go on to bright futures.  A nationwide network of passionate professionals working in public schools to surround students with a community of support, empowering them to stay in school and achieve in life.  There are nearly 200 local affiliates serving 1.25 million students in 2,700 schools in 27 states and D.C. Communities In Schools

16 The CIS Model of Integrated Student Services


18 Whole School Whole Child Model Classroom Support Targeted Support Whole School Prevention Critical mass of people power Diverse “near peer” role models and tutors Full-time and extended day Idealistic culture/energy Real-time response to need Enable differentiated instruction Reinforced classroom learning For hundreds of students in school Academic and socio-emotional School climate, attendance, positive behavior and enrichment programs Family engagement Tiers of ImpactCorps Member Assets Improved student Attendance, Behavior and Course Performance: English & Math Improved on-time grade progression Student mindset and skills for school achievement and civic participation

19 City Year Supports Teachers in Implementing the Common Core State Standards WSWC intervention strategies and tools center on key math and literacy domains of CCSS ELA interventions support development in 3 main strands: Foundational Skills, Reading, and Language Math interventions support grade-level Standards for Mathematical Content and Practice Corps members are trained to scaffold content for struggling students and support teacher-driven content delivery leading to mastery within math and literacy classrooms Corps members help reinforce classroom curricula, pedagogy, standards and learning practices through extended day programs, interventions and just-in- time learning. City Year integrates with teacher teams to support data-informed interventions to help students reach grade-level proficiency


21 Johns Hopkins Talent Development Secondary Research-based reform model designed by Johns Hopkins University Established model working in schools since 1994 Serving more than 100 schools and reaching more than 50,000 students nationwide, almost 90% of whom qualify for Free and Reduced Lunch Running three schools, tow of which are Diplomas Now sites. Leading third party evaluator, MDRC, found in a rigorous quasi- experimental study, that Talent Development produced “substantial gains” in attendance, promotion rates and course credits earned for ninth grade students in Philadelphia US Department of Education-approved turnaround and transformation provider In 2007, the What Works Clearinghouse at the U.S. Department of Education gave the Talent Development model its second-highest rating as an effective dropout prevention program

22 The School Has the full support of the District to fully support Diplomas Now in the schools where the model exists by providing ongoing support.

23 The School with the District’s Works with the Diplomas Now Team to:  Collaborate with DN partners on creating a process for integrating each partner in the school culture to include an initial presentation to the school faculty on the model and its purpose; introduce each partner and their role; and the how the collaboration will fit into the school’s plan.  Include all partners in the writing of the school’s improvement and/ or site plan for the school year.  Work with the School Transformation Facilitator to develop and maintain a positive school climate amongst the school faculty and Diplomas Now partners in the building.  Include all partners in the writing of the school’s improvement and/ or site plan for the school year.

24 Work with the School Transformation Facilitator and school team to develop and maintain a positive school climate amongst the school faculty and Diplomas Now partners in the building. Allow a designee from each DN partner to serve on the school’s leadership team. Co-design and implement a master schedule that will allow the model to be fully implemented including key school organizational elements as required (e.g., grade group organization, looping, small learning communities etc.) Assign a staff member to serve on the DN collaborative meetings that include all of the partners to assess progress and shared goals.

25 Support the On-Track Indicator meetings to be held at least bi- weekly that include all DN partners and teachers of the students on the “focus list.” Provide suitable staff development for all DN partners, as necessary. Keep the lines of communication open and clear by including all partners in school related communications. Allow a designee from all DN partners to have access to students’ baseline and program outcome data, including attendance, behavior, grades, promotion, and standardized testing records; Provide a suitable space for each partner in the building to include tables, desks, chairs to deliver services and activities. Allow access to copier, office supplies, and other materials agreed upon.

26 Collaborate with DN partners to raise awareness to key stakeholders regarding Diplomas Now that will help to support students and their families and to sustain the program that may include hosting site visits and partner meetings. Display partner and collaboration signage in and/or outside of the building. Allow volunteers and other community partners to work with students and faculty in the building.

27 The Diplomas Now Model What does it look like in the city and school….

28 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 Supports Interventions to address early warning indicators of Attendance Behavior Course Performance The Diplomas Now Model Multi Tiered Response to Intervention Model 10 to 15 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 3-4 sections Teacher Team (3-6 teachers) Whole school attendance, positive behavior, college- going culture Strengthening student resiliency Organizational Supports Bi-weekly EWI meetings On-site school transformation facilitator Inter-disciplinary and subject focused common planning time Professional Development and technical assistance focused on Positive Behavior Supports and Interventions (PBIS) Instructional Supports Double dose math & English Extra help labs Common college preparatory or high school readiness curricula

29 Diplomas Now Works with Students & Schools DN’s Work with Students & Schools Partners with the School Community Integrates Student Support & School Improvement Gives Adults Tools to Improve Student Success Provides At-Risk Students with Caring Adult Support

30 Diplomas Now Work with Administrations &Teachers Academies and Small Learning Communities Extra Help Curriculum Aligned with CCCS Technical Assistance (Scheduling, Staffing, Data Systems, etc.) Early Warning Indicator System Professional Learning Communities and Teacher Teaming DN’s Work with Teachers & Admin

31 National Exec Team DNIST Local Exec Team Local Ops Team School Team Standard Team Structures *in applicable cities

32 Doug Elmer, Director of DN / DN Guru Sheila Drummond, Deputy Director Matt Wernsdorfer, Field Director Jessica Herman, Deputy Director Kathy Nelson, Deputy Director Columbus San Antonio Seattle Columbus San Antonio Seattle Baton Rouge Chicago Los Angeles Miami Philadelphia Washington, DC Boston Detroit New York Kellie Hinkle Diplomas Now Manager of School Turnaround, City Year The Diplomas Now Implementation

33 Need some Clarity?

34 Diplomas Now is like _______ because it_______________! Your analogy here!

35 Thank you! Comments, Questions, and Contact Info: Mike Hayes LaShawn Johnson Sheila Drummond

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