Learn Diplomas Now Executive Track Opening Reflect Prepare

Learn, Diplomas Now Executive Track Opening Reflect, Prepare Togethe r.

THE IMPORTANCE OF OUR WORK • There a subset of schools where dropouts are concentrated • Within them we can identify the students who will not graduate absent intervention • Effective interventions exist This compels us to act

EACH OF OUR ORGANIZATIONS HAS DEMONSTRATED IMPACT • Talent Development has demonstrated 5 point increases in Average Daily Attendance, 8 point increases in academic curriculum completion and 8 point increases in 10 th grade promotion, improve likelihood of graduation by 8 points (MDRC 2005 study) • Communities In Schools has demonstrated up to 5 point increase in graduation for high implementing school sites (ICF study) • City Year has demonstrated increases in improving on-track attendance (50% of students went from chronic truancy to above 90% ADA) and literacy achievement (90% increase in raw literacy score improvement).

TO TRULY TRANSFORM SCHOOLS WE NEED TO COMBINE OUR EFFORTS Organizational Supports • Inter-disciplinary and subject focused common planning time • Bi-weekly EWI meetings • On-site school transformation facilitator 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 (4 teachers) 75 -90 students 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 Student Supports Multi Tiered Response to Intervention Model • 10 to 15 City Year Ameri. Corps members: whole school and targeted academic and socio -emotional supports • Communities In Schools on-site coordinator: case managed supports for highest need students Interventions to address early warning indicators of • Attendance • Behavior • Course Performance • Whole school attendance, positive behavior, collegegoing culture • Strengthening student resiliency

FOUR GOALS DRIVE DIPLOMAS NOW STRATEGY 1. Create a model that is strong enough for the challenge 2. Establish a value-added design collaboration 3. Demonstrate its power from partnership with key districts and private sector 4. Validate the impact of the model through the most rigorous scientific study available 5. Influence federal and state policy to sustain and scale

WE HAVE MADE STRONG PROGRESS IN ALL FOUR AREAS 1. Create a model that is strong enough for the challenge Strong initial impact results EWI indicators in multiple schools 2. Establish a value-added design collaboration Demonstrated an effective collaboration model at school/ national level 3. Demonstrate its power from partnership with key districts and private sector Scale from one pilot school in 2008 to ~30 schools in 12 districts in 2011. Pepsi. Co, United Way partnerships 4. Validate the impact of the model through the most rigorous scientific study available Fifth highest I 3 Award only for national secondary turnaround has enabled MDRC randomized control study 5. Influence federal and state policy to sustain and scale Secondary School Improvement Act – Early Warning System, External partner, Whole School reform + Student Supports. Sec. Duncan recent speech on middle grades

We are transitioning from demonstrating the potential of Diplomas Now to validating the impact of the model

THE IMPLICATIONS OF VALIDATING DIPLOMAS NOW • Moving from Tiered Intervention model to comprehensive school turnaround • Recruiting enough i 3 schools to give us the opportunity to have a statistically valid impact (initially assumed need for 40 schools, new calculations show importance of ~32/33) • Getting big enough impact in our partner schools to have a positive evaluation • Sustaining school partners and impact in schools through the duration of study (can’t have our own drop outs)

MIDDLE SCHOOL IMPACT REQUIRED Need 10/11 additional DN middle grade schools in cohort 2 (10/11 comparisons)

HIGH SCHOOL IMPACT REQUIRED Need 12 additional DN high schools in cohort 2 (12 comparisons)

IMPLEMENTING AND SUSTAINING DIPLOMAS NOW • Enormously challenging funding environment for public education funding (first time in 40 years total education funding is less than year before) • Have secured district/school funding for every i 3 partner school • Have $16 M in i 3 available to directly support school implementation (i. e. , cost of CIS, CY, TD in schools) • However, there is a need to raise additional funds to ensure we can implement and sustain 35 schools through three years of the MDRC study and beyond • We need to ensure strong relationships among each other and our districts to navigate district bureaucracy and leadership transitions

FINAL WORD ON IMPORTANCE OF OUR WORK TOGETHER • Likely ESEA reauthorization funding: – For schools <60% grad rates - $600 -750 M (capped at ~$1 M per school) – For schools 61 -75% grad rates - $300 M (capped at $200 K per school) • Total Title I budget - $14 B ($800 -$900 per student) – Cost of Diplomas Now - $500 -800/student

To change Title I policy we need to have the strongest validated impact possible to show that Diplomas Now and the Diplomas Now concepts (whole school reform + enhanced student supports + EWI system) is the most cost effective and highest impact way to spend Title I funding