diplomas now summer institute

2012Summer Institute

DIPLOMAS NOW SUMMER INSTITUTE


DIPLOMAS NOWWelcome and Opening

Doug Elmer


In middle schools and high schools across the country, there’s a

revolution going on…


ROLL CALL

Baton RougeBostonChicagoColumbusDetroitLos Angeles

MiamiNew York CityPhiladelphiaSan AntonioSeattleWashington, DC


THE DIPLOMAS NOW COLLABORATION


Teacher Teams and Small Learning Communities

Curriculum, Instruction, and Professional

Development

Tiered Student Supports

Can-Do Culture and Climate


DIPLOMAS NOWYear In Review

Jim BalfanzDan Cardinali


Prior to 2007

• 3 organizations with history of high impact work in partnership with schools

2007-2008

• Talent Development, CIS and City Year begin partnership based on research of JHU and PEF

• The PepsiCo Foundation provides planning grant to create a business plan for collaboration (named Diplomas Now)

• Plans in place for model pilot in Philadelphia.

2008-2009

• PepsiCo Foundation commits $5M over three years

• DN pilot with the Feltonville School in Philadelphia.

• Feltonville meets AYP, sees big impact decreasing early warning indicators among students

DIPLOMAS NOW HISTORY


2009-2010

• DN expands to 4 additional cities• Showing 2x-3x target improvement in the

Early Warning Indicators• DN is featured in cover stories in EdWeek

and USA Today;

2010-2011

• Featured on CBS evening news• Pepsi commits $6 million as a part of i3 grant

application. DN awarded $30 million prestigious grant in inaugural Investing in Innovation competition from the US Department of Education

• DN largest i3 validation winner.




2011-2012

• Implementation begins at 12 i3 sites participating in largest randomized control study of its kind

• Inspired by DN, White House and DOE launches “Together for Tomorrow” to strengthen partnerships between schools and community partners

• Diplomas Now teams delivered approximately 468,000 hours of student support and 45,000 hours of professional development for teachers during the 2011-2012 school year

• Recruited 20+ additional schools for i3 study launch in following school year


2008-2009 2009-2010 2010-2011 2011-2012 2012-201305

101520253035404550

110

1826

46

DN Partner Schools

DIPLOMAS NOW GROWTH

10 Cities 10 Cities1 City 5 Cities 12 Cities


Seattle 2 schools

Los Angeles

3 schools

Baton Rouge

3 schools Miami 4 schools

Washington, DC 2 schools

Chicago1 school

Detroit1 school

Boston3 schools

New York City2 schools

Philadelphia 5 schools

22,000 studentsDIPLOMAS NOW FOOTPRINT 2011-2012


Seattle 2 schools

Los Angeles

5 schools

San Antonio 2 schools

Baton Rouge

3 schools Miami 6 schools

Washington, DC 3 schools

Chicago3 schools

Detroit3 schools

Columbus3 schools

Boston3 schools

New York City4-5 schools

Philadelphia 6 schools

40,000 studentsDIPLOMAS NOW FOOTPRINT 2012-2013


RESULTSProgress of students flagged for absenteeism, poor behavior and course failure through the third quarter of the 2011-2012 school year.

55% decrease

Absenteeism Poor Behavior English Failure Math Failure0

100

200

300

400

500

600

700

800

900

1000

764670

867 827

435

265326

373

quarter one/two quarter three

63% decrease61%

decrease

44% decrease


PUBLIC /PRIVATE PARTNERSHIPS FOR COLLECTIVE IMPACT

• Department of Education– Investing in Innovation partner– Informed Together for Tomorrow

partnership

• Districts– 12 DN partner districts

• States– Informed ESEA waiver

applications in MA, OH, Louisiana

• PepsiCo Foundation− Founding and i3 match

investor

• United Way Worldwide − National partner

• GlaxoSmithKline− Philadelphia DN investor


MEDIA HIGHLIGHTS

Fox News video from Detroit

http://www.myfoxdetroit.com/story/18645972/diplomas-now-a-new-approach-to-student-achievement?autoStart=true&topVideoCatNo=default&clipId=7272963


• WAMU-FM:

Scaling Up Solutions to the Dropout Problem

• Associated Press:

Washington Middle School Wins Attendance Contest

• Los Angeles Business Journal:

L.A. Learning to Curb High School Dropouts

• The New York Times:

‘Chronically Absent’ Students Skew School Data, Study Finds, Citing Parents’ Role

DIPLOMAS NOW IN THE NEWS

http://wamu.org/news/morning_edition/12/03/08/scaling_up_solutions_to_the_dropout_problem

http://www.seattlepi.com/news/article/WA-middle-school-wins-attendance-contest-2753489.php

http://diplomasnow.files.wordpress.com/2011/03/labj_dn_oped_11-28-11_mounted.pdf

http://diplomasnow.files.wordpress.com/2011/03/labj_dn_oped_11-28-11_mounted.pdf

http://www.diplomasnow.org/wp-content/uploads/2011/02/NYT5-17.pdf

http://www.diplomasnow.org/wp-content/uploads/2011/02/NYT5-17.pdf


WHERE WE CAN GO

Strong implementation and results will allow us to:

– Ensure that our students are receiving the quality education they deserve

– Support teachers in becoming top-tier educators

– Use data to determine the most effective strategies for supporting students and schools

– Provide the field with replicable school turnaround components that have already been tested and validated


DIPLOMAS NOWWhat We Are Learning

Dr. Robert Balfanz


FATE OF THE REPUBLIC RESTS WITH THE NATION’S 11, 12 & 13 YEAR OLDS


ATTENDANCE MATTERS EVEN MORE THAN WE THOUGHT

• Chronic Absenteeism is much more pronounced than commonly recognize- 6 to 8 Million Students are missing a month or more of school per year

• Chronic Absenteeism is like Bacteria in a Hospital, an unseen force creating havoc, because we do not measure it

• Its greatest impact is on low income students• The magnitude and impact of chronic

absenteeism means we need to re-think we thought we knew about closing the achievement gap


IMPACT OF ATTENDANCE ON ACHIEVEMENT


IMPACT OF ATTENDANCE ON HIGH SCHOOL GRADUATION & POST-SECONDARY ENROLLMENT


Attendance is 8 times more predictive of course failure in the 9th grade than prior test scores

– Demographic & economic background characteristics explain 7% of course failures

– Eighth-grade test scores explain an additional 5% (12% total)

– Student behaviors--absences and effort- explain an additional 61% (73% total)

IF GRADUATION IS DETERMINED BY COURSE GRADES, WHAT AFFECTS GRADES?


DN POLICY AND PRACTICE IMPLICATIONS

• Need to be advocates-districts and states need to measure and report on chronic absenteeism rates at the school level

• Need to use the Collective Intelligence of the DN Network to learn more about why students do not attend school-particularly high school students

• Stay tuned for DN Attendance Census Day


Behavior – it’s also about effort


WHAT INFLUENCES STUDENT ACHIEVEMENT?

Huge Analysis of 8,000 Studies Finds:

• Strongest Influence was Student Expectations-This was three times as powerful as teacher expectations

• Second was Teacher Credibility in Eyes of Student- This was five times as powerful as matching teaching with student learning styles

• Fifth was Teacher-Student relationships-This was three times as powerful as reducing class size


Behind all of these is student and adult effort


THE ENEMY OF EFFORT IS POVERTY

• It over-concentrates the neediest students in a sub-set of schools not designed for the educational challenge they face – leads to adult burnout, disbelief, frustration, and a survivor/triage mentality

• It teaches students that life is capricious. It is a high stress existence. Physical , emotional and mental stress all pull on the same energy reserves. This pushes students towards absenteeism, low effort, poor behavior and limited expectations. It eats away at trust.


Shaped experiences in school can change behavior

The art of DN is creating these experiences


SHAPED EXPERIENCES

For adults:

• Need to create shaped experiences that show that collective effort has positive impact

For students:

• Need to create shaped experiences that show that effort leads to success


Course Performance – B’s are gold


THE POWER OF B’S

• In Chicago, virtually all students with a B average or higher in the 9th grade graduate in 4 years

• In a forthcoming study, we found that to have a 75% chance of post-secondary attainment - 9th graders needed to:

oattend 95% of the timeohave a B averageono course failuresono behavioral incidentsobe on age for grade


IMPLICATIONS FOR POLICY AND PRACTICE

• A core goal of our DN work is to enable students to experience common behavioral and academic expectations as they travel from class to class

• We need to move to benchmarking grades against artifacts which show students what A, B, and C work is

• Understand that the ABC’s drive student achievement and advancement


Driving down off-track indicators increases achievement & graduation rates, driving up on-track indicators

Good attendance, strong effort and good grades increases college

success

THE BOTTOM LINE


DIPLOMAS NOWPrincipal Panel

Doug Elmer


LOGISTICS ANNOUNCEMENTS

• Video Booth during meals and transitions/breaks in the Foyer – share your DN Story!

• Appreciation Table o Share your appreciation to your colleagues at

the table located in the foyer

• Lunch is back in ballroom

• Reception o Hear from our national leaders and national

sponsors o Hyatt Atrium Lobbyo 5:30-7:00pmo appetizers provided o cash bar available

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