DN 101: Unpacking Diplomas Now

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 Purpose Group Activity Review of the Agenda History of DN and current locations Overview of the Process Description of Roles How it Works Sharing of Best Practices 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 To The Right Students 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. Diplomas Now Investing in Innovation Fund Validation Grant “Cutting-edge ideas that will produce the next generation for reform.” • Arne Duncan, Secretary of Education 1,700 Applicants 49 Grantees • $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

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

10. Diplomas Now Cities and Schools 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 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) NEW YORK CITY, NY John Ericsson Middle School 126 Newtown High School PHILADELPHIA, PA DimnerBeeber 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 NowA Comprehensive Secondary School Transformation Model • Case management for social service referrals to community partners • Small group and individualized counseling • Needs Assessment and Resource Mapping Integrated Student Supports • 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 Targeted Support &Whole School Prevention • 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 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. Communities In Schools • 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.

16. The CIS Model of IntegratedStudent Services

18. Whole School Whole Child Model Tiers of Impact Corps Member Assets • School climate, attendance, positive behavior and enrichment programs • Family engagement 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 Classroom Support • Enable differentiated instruction • Reinforced classroom learning Targeted Support • For hundreds of students in school • Academic and socio-emotional 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 teamsto 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 SchoolHas 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. The Diplomas Now Model • 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 • Professional Development Supports • Job-embedded coaching - Math and English instructional coaches • Professional learning community • Professional development linked to grade/subject specific instructional practice Teacher Team (3-6 teachers) • 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 3-4 sections Student Supports • 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 • Whole school attendance, positive behavior, college-going culture • Strengthening student resiliency • Interventions to address early warning indicators of • Attendance • Behavior • Course Performance

29. Diplomas Now Works with Students & Schools Provides At-Risk Students with Caring Adult Support Integrates Student Support & School Improvement Gives Adults Tools to Improve Student Success

30. Diplomas Now Work with Administrations &Teachers DN’s Work with Teachers & Admin

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

32. The Diplomas Now Implementation Doug Elmer, Director of DN / DN Guru Sheila Drummond, Deputy Director Jessica Herman, Deputy Director Kathy Nelson, Deputy Director Matt Wernsdorfer, Field Director 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

33. Need some Clarity?

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

35. Thank you! Comments, Questions, and Contact Info: Mike Hayes HayesM@cisnet.org LaShawn Johnson JohnsonL@cisnet.org Sheila Drummond Drummonds@cisnet.org