Diplomas Now/TDS

Background Overview for“Solving for X” Workgroup

TDS Pillars Support the Outcomes

Pillars are on a Foundation

Pillar I: Teaming and Small Learning Communities

In Talent Development Secondary schools:• 4 to 5 teachers share the same 75-

100 students.• each cohort has 25-33 students.• interdisciplinary teams have time to

plan together.• Note: Other members such as counselors and

corps members, may be involved in the small learning communities (professional learning communities).

Pillar I: Teaming and Small Learning Communities

• 9th Grade Academy with Team and Team Leaders

• Career Academies with Pathways and Team Leaders

• Building Adjustments• Schedule Adjustments• Team Building (both students and

teachers)

Pillar II: Curriculum, Instruction, with Professional Development

• Knowledge of Discipline• Knowledge of Students• Knowledge of Pedagogy

• Local Coaches• JHU Instructional Facilitators• Job Embedded PD• Coaching Cycle

– Planning – Implementing– Debriefing

Pillar II: Curriculum, Instruction, and Professional Development

Block Schedule

1st Semester 2nd Semester

Period 1 TAM Algebra I

Period 2 Strategic Reading English 1

Period 3 Freshman Seminar/Success Highways

Social Science

Period 4 Science/PE/Art/Elective/Lab

Science/PE/Art/Elective/Lab

Plus 1 (Optional 45 minute)

Elective/Advisory Elective/Advisory

Pillar II: TDS Acceleration Curriculum

• Transition to Advanced Mathematics– Designed as a 1st semester course to help prepare

students for Algebra• Algebra II Foundations– Designed as a 1st semester course to help prepare

students for Algebra II• Computer and Team Assisted Mathematics

Acceleration– Designed as a parallel 9 week intervention to

support students previewing for math course and building prerequisite knowledge and understanding

Pillar III: Tiered Students Supports

Intensive supports for individual

students

Supports fortargeted groups

of students

Supports forall studentsTIER I

TIER II

TIERIII

Pillar IV: Can-do Culture and Climate

Talent Development’s coordinated efforts facilitate a personalized, positive environment and provide the right supports to the right students at the right time, helping to create a safe, supportive community.

Pillar IV: Can-do Culture and Climate

A “can-do” school culture is the simple but powerful idea that if we work together toward a common

goal, support each other, learn from each other, and stay at it, we

can succeed.

Can-do school culture matters because:

• The students’ belief that they will succeed if they work at it, and

• the teachers’ belief that the adults in the school can collectively create the conditions needed for students to succeed

• are what ultimately drive school and student success.

DN’s Combination of Partners

• Talent Development Secondary• City Year Corps Members• Communities In Schools

TDSCY

CIS

Core Functio

n

Means and Methods Additional Roles

Whole School

• Research based instructional, organizational and teacher support reforms

• On-track indicator data system

• On-site implementation and mission building support

• Extra academic supports

• Extra behavior supports

• National training and tech assistance

Targeted Supports

• Whole-School, Whole-Child Program

• 8-15 full-time, full-day, trained corps members serving as near-peer role models to mentor, tutor and run extended day learning

• Positive school climate

• Service learning• After school

Intensive Supports

• Site coordinator• Needs assessment• CIS network and local

affiliate support

• Episodic whole school supports

Diplomas Now

Agile Mind Work Group Website

• http://www.tdschools.org/agilemind/• password: agilemindtds

Solving for x!DN, TD, and Agile Mind Intensified Algebra!

Solving for x!

AM

TD DN