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
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