Talent Development Secondary Overview

School Transformation Facilitator TrainingJune 24, 2012

Why Talent Development?

Our Core BeliefAll students have gifts and talents and

can learn at high levels given adequate resources and support.

A Case for Change: The Pyramid Effect

12th Grade

11th Grade

10th Grade

9th Grade

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 PreparationReading below grade-

level

Not ready for higher math

Ineffective study and social skills

Dropouts can be identified in as early as 6th 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:

• Attendance - <80-90% school attendance

• Behavior - “unsatisfactory” behavior mark in at least one class

• Course 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

Four Pillars & Core Components

PILLAR 1: TEACHER TEAMS AND SMALL LEARNING COMMUNITIES

Small Learning Communities (School within a school) in…

Talent Development Middle School

Students organized into Small Learning Communities of 200-300 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 9th grade students—the Ninth Grade Success Academy 1 teacher team for

approximately 75-90 students

Upper grade students enrolled into Career Academies for grades 10-12 225-350 students per Career

Academy

The Role of TDS Teams – A,B,Cs

Team A75-90 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

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

Before Reform

Central Administration

Grade 10

Grade11

Grade12

Grade9

The Organization of a Talent Development School

Central AdministrationPrincipal

Ninth Grade Academy

Team Leader

Career Academy Career Academy Career Academy

Team Leader Pathway

Team Leader

Pathway Team

Leader

Pathway Team

Leader

Pathway Team

Leader

Pathway Team

Leader

Academy LeaderAcademy Leader Academy Leader

Academy Leader

Pathway Team

Leader

NGA Schedule

901 902 903

Block 1 English Social Studies Math

Block 2 Math English Social Studies

Lunch

Block 3 Science/Elective Science/Elective Science/Elective

Block 4 Social Studies Math English

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

250-300 students250-300 students250-300 students

Middle grades organization

• Vertical houses for students

8th Grade

7th Grade

6th Grade

8th Grade

7th Grade

6th Grade

8th Grade

7th Grade

6th Grade

Middle grades organization

• Teacher teams of 2-6 teachers

1 English/SS1

Math/Science

Section 601 and 60260 Students Section 601, 602, 603, 604

120 Students

1 Social Stud. 1 Science

Section 601, 602, 603, 604, 605, 606180 Students

1 English 1 Math

1 English 1 Math

1 Science 1 Math1 Soc. St.1 English

Sample MG schedule- 5 Block student schedule

5 block example

Block 1 Math

Block 2 ELA – Student Team Literature

Block 3 Social Studies

Lunch

Block 4 Mastering Middle Grades/PE/Intervention/elective

Block 5 Science

Sample MG schedule - 4 block student schedule

Abbreviated 4 block schedule

Period 1 &2 Math

Period 3 & 4 ELA – Student Team Literature

Lunch

Period 5 Social Studies

Period 6 Science

Period 7 Mastering Middle Grades/elective

Period 8 PE/Intervention/elective

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• What benefits are you seeing to this team based approach?

• What questions do you still have?

PILLAR 2: CURRICULUM, INSTRUCTION, AND PROFESSIONAL DEVELOPMENT

Curriculum, Instruction, and Professional Development• Extended Learning Time• TDS Blueprint for Instruction• Acceleration opportunities• Job-Embedded support

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 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

Blueprint for Instruction

• Assessment• Curriculum• Instruction

High School Curricula

Acceleration opportunities - HSFor students who are behind grade, TD provides transition courses that effectively accelerate learning for students

Intervention Labs• ALFA Lab• CATAMA Lab

Acceleration opportunities - MGPrograms

• The History of Us• Student Team Literature• Science Modules

May be core curricula or supplement to core courses

Acceleration opportunities - MG

Intervention Labs• SAVVY Readers’ Lab• CATAMA Math Lab

Provide a double dose of ELA and math

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

Job-embedded Support - The Coaching Cycle

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• What connections do you see between Pillar I and Pillar II?

• What questions do you still have?

PILLAR 3: TIERED STUDENT SUPPORTS

TIERED STUDENT INTERVENTIONS:

SUPPORT FOR THE ABCS

Tier I—A School-wide Culture of SuccessCreating 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

Tier II– A Second Shift of AdultsSome 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

Tier III—Case Managed SupportsTier 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

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 behaviorsFreshman Seminar social skillsTeam-wide Expectations/Modeling of BehaviorsIncentives (Caught You Being Good, Celebrations, Etc.)

Lunch BunchReflection RoomPeace CirclesPeer MediationDaily Contracts and ContactsMeeting With Family

Referral to Social Worker/School PsychIntensive Anger ManagementCeaseFire Gang InterventionsOther Outside AgenciesDrug/Alcohol Counseling

THE RIGHT INTERVENTIONS FOR THE RIGHT STUDENTSAT THE RIGHT TIME

Early Warning Indicator Meetings

Early Warning Indicator Data ToolStu

den

t

07-08: Days

Absent

08-09: Days

Absent07-08: Att.%

08-09: Att.% Dec Mar Dec Mar Dec Mar

Reading Grade Level

Math PSSA 2008

Literacy PSSA 2008

A 9 19 95% 84% 5 6 C D D C 8 Proficient Basic

B 12 13 93% 89% 7 8 D C F D 6.5Below Basic

Basic

C 48 69 73% 43% 10 10 F F F D 5.5Below Basic

Below Basic

AssessmentsMath

GradesAttendanceBehavior

CommentsLiteracy Grades

PILLAR 4: CAN-DO CULTURE AND CLIMATE FOR STUDENTS AND STAFF

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?

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

Four Pillars & Core Components

The Talent Development Team

School Transformation

Facilitator

Math Facilitator

ELA FacilitatorSchool & Student Support Services

Facilitator

Field Manager or Regional Director

Professional Development and Technical Assistance

• Planning Year• Pre-Service Training• School Transformation and Professional Development Plans

• Peer Coaching• Guided Reflection/Professional Development Plans

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

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• The biggest new thing for me was…

• What questions do I still have?