DN TEAMS AS HIGH PERFORMING
CROSS ORGANIZATIONAL
COLLABORATIVES
“High Functioning Cross Organizational Teams”
Agenda
I. Introduction and Overview
II. Defining the Diplomas Now Executive Team
III. Characteristics of Highly Effective Teams
IV. Celebrating Your Team
V. Q&A
How does Diplomas Now fit into the
operational plan of each organization?
JOHNS HOPKINS TALENT DEVELOPMENT
• 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 two schools and at least two more starting in the fall of 2011
• 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
TALENT DEVELOPMENT FOOTPRINT
• Schools TD Operates/Co-operates (3 schools)
• Diplomas Now (29)
• TD School turnaround/transformation (~10)
• 9th grade academy only (~10)
• Curriculum provider (~20)
KEY COMPONENTS OF TALENT
DEVELOPMENT
• Organizational Reforms
– Teacher Teams
– Common Planning Time
– Early Warning Systems
– Smaller Learning Communities
– Distributed leadership
– School Culture and Climate
KEY COMPONENTS OF TALENT
DEVELOPMENT
Curriculum Reforms/Supports
– Middle Grades
•
•
•
•
•
Student Team Literature
SAAVY Lab
CATAMA Lab
Science Support
History of Us Social
Studies Units
– High School
• Double Dose Courses
in Mathematics and
Literature
• Freshman Seminar
• ALFA Lab
• Career Blended
Mathematics
KEY COMPONENTS OF TALENT
DEVELOPMENT
• Teaching and Learning support focusing on…
–
–
–
–
–
–
–
–
Extended Learning Time
Cooperative Learning
Teacher Modeling
Hands-On Learning/Manipulatives
Project-Based Learning
Interdisciplinary/Thematic Units
Reflective Practice
Differentiation
KEY COMPONENTS OF TALENT DEVELOPMENT
• Data Support
–
–
–
–
Early Warning Indicator Systems
Data Collection and Analysis
Student Assessment
Program Monitoring and Assessment
• Research and Development
–
–
–
–
Data Collection and Analysis
“Thought Partner” for district-level strategic reform
New Innovations and Ideas
Policy Development
STRUCTURE OF TALENT DEVELOPMENT SUPPORTS
National Talent Development Staff
(Management, Facilitators,
Researchers)
Regional Directors - Four regions
Field Manager (new) in every DN city
(Interim strategy is Launch Manager)
Local Teacher Support Staff (On-Site
Facilitators, Instructional Coaches,
Team Leaders, Lead Teachers, Etc.)
School Staff (Administrators,
Teachers, Counselors, Etc.)
CITY YEAR’S WHOLE SCHOOL WHOLE CHILD MODEL
Unique Assets
• 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
Tiers of Impact
Targeted
Support
Classroom
Support
Whole School
Prevention
• For hundreds of students in school
• Academic and socio-emotional
• Enable differentiated instruction
• Reinforced learning after school
• School climate, attendance, positive
behavior and enrichment programs
• Family engagement
Improved student Attendance, Behavior and Course Performance: English & Math
Improved on-time grade progression
Student mindset and skills for school achievement and civic participation
Supporting Effective Teaching & Learning
Expand Adult
Supports for Students
Differentiate Instruction
SUPPORTING
TEACHING AND
LEARNING
Enhance Coordination
of Student Supports
Strengthen School Climate
Empower DataDriven Interventions
School Operating Conditions that maximize
City Year’s ability to affect student outcomes
School Operating Conditions for Success
Response to
Intervention
Student Engagement
Academics &
Instruction
School Organization
Data-informed Tiered
Intervention Strategy
Attendance Program
Instructional Program
Student Cohorts/
Grouping
Student Support Services
Behavior Approach
Core Content
Specialists
Master Schedule
Family Engagement
Training / Professional
Development
Extended Learning Time
School Mindset &
Culture
Where possible, City Year seeks to partner with TD/CIS to implement
Diplomas Now which provides all critical school operating conditions for success
Strengthening comprehensive school turnaround
Targeted Support and
Whole School Prevention
Integrated Student
Supports

Instructional supports

Integrated student supports

Attendance monitoring and coaching

Behavior monitoring and coaching


Case management for social service referrals
Small group and individualized counseling

Afterschool/extended learning

Teams of near peer mentors

One on one small group mentoring

Whole school positive climate
Targeted Support and
Whole School Prevention
Whole School Reform

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
City Year seeks to increase the nation’s urban
graduation pipeline
•
Harnessing City Year’s unique assets to support a standardized outcomesbased service model that addresses the early warning indicators of likely
dropouts
•
Aligning stakeholders in existing and new City Year markets in support of a
shared impact goal and a scalable revenue model
•
Strategically deploying City Year teams to high schools and their feeder
schools with the highest concentration of off-track students
•
Engaging in strategic partnerships (Diplomas Now) to maximize impact
and likelihood of success in the most challenged schools
•
Demonstrating research-based, effective applications that can be
replicated by other national service members working in high-poverty
schools
Example of DN integration with CY deployment
High School
10 Corps Members
% students at or
above proficient
% students at or
above proficient
% students at or
above proficient
~20%
K-8
MS
16 CMs
8 CMs
~20%
~50%
K-5
K-5
K-5
K-5
8 CM’s
10 CMs
8 CMs
8 CMs
~50%
Communities In Schools Today
National Office
1.4 Million
Kids
182 Local
Offices
14 State
Offices
In 25 states and D.C.
96% students free/reduced-price meals
81% students of color
4,100 staff (1,900 site coordinators)
15,500 partners
200,000 parents/guardians
53,000 volunteers – 2.1 m service hrs
470 school district partnerships
3,000 public school sites
$240 million in annual network revenue
Strong positive independent evaluation
National policy lead in integrated
students services
The CIS Model
of Integrated Student Supports
18
CIS MODEL PRODUCES OUTCOMES
• One of a small number of dropout prevention programs
proven to keep kids in school
• Proven to increase graduation rates, helping
students graduate on time with a regular diploma
• When implemented with fidelity, model results in a
higher percentage of students reaching proficiency in
4th and 8th grade math and reading
• Model for integrated student support services
correlates more strongly with school-level outcomes
than services provided without integrated student
supports
CIS NETWORK THEORY OF IMPACT
CIS
network
Supports
and
Convenes
Key stakeholders
(power, authority,
community)
Coordinate services
and resources in
public school setting
guided by the “Five
Basics”
Sustainable nonprofit
organizations with
expertise in
providing integrated
students support
services
Evidence-based
integrated
student services
based on
assessed student
and school needs
Strategy
Widely
accessible
prevention
and
intervention
services
Positive
outcomes for
school
Permanent
institutional
change
The CIS Model
appropriately
balanced and
integrated for
maximum
effectiveness
Significant
reduction in
dropout rates
Targeted and
sustained
individual
student
interventions
Positive
student
outcomes
CIS Model
Outcomes
Impact
DN CIS AFFILIATES - SY 09-10
2
Affiliate
Students Served
# of Sites/Schools
Los Angeles West
7,000
4/4
Chicago
61,000
170/170
Miami
7,200
17/17
New Orleans
17,900
65/6
Detroit
45,000
101/36
Philadelphia
8,000
75/6
Midlands (Columbia)
2,300
3/3
San Antonio
23,500
57/57
Seattle
7,400
27/2
Nation’s Capital
700
3/3
TOTAL
180,000
522/314
STRATEGIC DIRECTIONS
• Delivery of high-quality education solutions: CIS network
growth with quality and developing national education reform
models
• Mobilization of a national branding campaign and
stakeholder network: establishing a national reputation and
supporting that reputation with engaged stakeholders
• Advocate for public policy changes: leveraging CIS’
reputation and advocacy capacity to improve policy aimed to
improve the lives of young people across America
2
The Diplomas Now Teams
Expectations of Diplomas Now Teams
National Executive Team
Executive-Level Collaborative
Field-Level Leadership Collaborative
What are Some Characteristics
of Highly Effective Teams?
Highly Effective Teams:
1. Seek to learn each others roles
2. Open and truthful
3. High levels of trust
4. Collaborative planning and decisions
5. Commitment
6. Address conflict
7. Real listening
8. Express Feelings
What are some of the responsibilities
of your team?
Establish Relationship With
Local School District
Developed administrative champions who
understand and value DN. Meet at least
quarterly to provide updates/report results.
Exec Team develops a formalized agreement
with district/school to ensure access to data.
Data Sharing
Strategic Communications
Protocol
Data/EWI results are compiled and shared on a
regular basis with Executive and Field
Leadership teams. Also shared as a more
formal report with School District as noted in #1
above
All partners have a clear understanding of how
to work together to manage strategic
communications efforts, including plans for
media engagement, hosting guest visitors at the
DN school(s),and special events.
Shared Growth Strategy
Partners Are “Synched” With
Local District Funding
Calendar
Funding Strategy
Executive-Level Collaborative team has
developed a written and shared 3-5 year
strategy for DN growth in the city.
Executive-Level Collaborative team has a
shared knowledge of the local School District’s
budgeting cycle calendar and off-cycle funding
opportunities. Also has plans to time results
reporting and requests for funding to match up
with that calendar.
Executive-Level Collaborative team has
developed a plan for sustained funding from
diversified sources (both public AND private
sources), and all members have a clear role in
executing on that plan.
Activity:
Break into your affiliate teams.
Based on the characteristics of highly effective teams and your
responsibilities as a DN Executive Team, discuss and chart the
following.
1.
Which of the characteristics are displayed by your team?
2.
What are your major strengths and successes?
3.
Where are your greatest challenges?
4.
How do you plan to address those challenges?
5.
How will you support your site based teams?
6.
What support do you need to help you function as an executive team?
Reflection