talent development secondary business plan (fy2015-fy2018)

Collaborating to accelerate social impactCollaborating to accelerate social impact

Talent Development Secondary Business Plan (FY2015-FY2018)

March 2014

2TBG 140314 - TDS business planvF

Contents

•The high school dropout crisis & introduction to TDS

•TDS’s strategic priorities and initiatives

•Implications for the organization and funding model

•Implementation milestones and risks


High school success is critical to college and career readiness, but too many youth fail to graduate

• Youth need postsecondary education to access employment opportunities that lead to productive, stable adult lives- College is increasingly critical as the proportion of jobs requiring at least some college has

increased from 28% to 59% from 1973 to 2007- Individuals without college experience will typically earn less than the $34K required to

pay for basic household expenses for a two-parent, two-child household

• High school graduation is a critical step towards college and career readiness; dropping out leads to risky behaviors and poor outcomes for youth- Over their lifetimes, individuals who fail to complete high school will earn nearly $1M less than

college graduates- Dropouts are more likely to be involved with the justice system and teen pregnancy- The Centers for Disease Control has identified dropping out of school as the major social

determinant of health and a significant public health issue

• While the US high school graduation rate has improved, 20% of students still failed to graduate in 2012, and significant disparities exist—for example:- In 2009, students from the lowest 20% of all family incomes were five times more likely to

drop out of high school than students from the highest 20% of family incomes- 25% of African American students attend high schools with graduation rates of <60%

Source: “Help Wanted: Protections of Job and Education Requirements Through 2018” Center on Education and the Workforce; “Pathways to Prosperity,” Harvard Graduate School of Education, February 2011; “The Basic Economic Security Tables for the United States,” A Project of Wider Opportunities For Women’s Family Economic Security Program, 2010; Carnevale, Anthony ; Rose, Stephen; Cheah, Ban. “The College Payoff: Education, Occupations, Lifetime Earnings,” Center on Education and the Workforce (August 2011); Freudenberg N. and Ruglis J. “Reframing school dropout as a public health issue.” Preventing Chronic Disease (2007); Sum, Andrew; Khatiwada, Ishwar; and McLaughlin, Joseph, "The consequences of dropping out of high school: joblessness and jailing for high school dropouts and the high cost for taxpayers" (2009). Center for Labor Market Studies Publications; National Center for Education Statistics.


Fortunately, we know which schools and which students need help, and we know how to help them succeed

The problem is understood…

• We know which high schools generate the most dropouts- Of the ~13,700 US high schools,

~1,400 produce nearly half of the ~800K students who dropout each year

• Within those schools, we can identify students—as early as sixth grade—who have very high odds of not succeeding without effective interventions- Early warning indicators (Attendance,

Behavior, Course performance in math and ELA) provide nearly real-time data to predict student success

Source: James J. Kemple, Corinne Herlihy, and Thomas J. Smith, Making Progress Toward Graduation: Evidence from the Talent Development High School Model (MDRC, 2005).

…and an evidence-based solution is emerging

• MDRC’s 2005 study of 20 9th grade cohorts in Philadelphia found that TDS produced substantial gains in:- Increase in attendance (5.1%)- More course credits earned

(algebra 24.5%, basic curriculum 8.2%)

- Higher promotion rates (8% to 10th grade; 6.5% to 11th grade)

• Currently, TDS is nearing the completion of its i3 study, the results of which are expected to provide further evidence of the model’s effectiveness

• Extending the i3 study until all cohorts have graduated HS is critical to proving TDS’s widespread impact


18 years ago, TDS began its journey to develop evidence-based practices to address the dropout crisis

• TDS launched middle and high school comprehensive reform models based on a synthesis of the existing evidence to demonstrate effectiveness

• TDS’s strategy was to demonstrate impact, disseminate findings, and respond to requests for TDS’s services

• MDRC’s evaluation of TDS models in Philadelphia established TDS as one of few successful strategies to improve high-poverty schools

• TDS worked to influence the framing of federal school improvement policy and funding to target dropout factories

• As a result, the US Department of Education specifically targeted high schools with graduation rates of <60% for reform via school improvement grants and state waivers from No Child Left Behind

• TDS continued to respond to requests for assistance from individual schools and districts

• TDS built on its pioneering research on early warning indicators to partner with City Year and Communities in Schools to create Diplomas Now—an integrated approach to whole school reform with enhanced student supports and guided by an early warning system

• TDS received a highly competitive $30M Investing in Innovation (i3) award

• TDS is nearing the completion of its i3 study—the largest randomized field trial of secondary school reform to validate its model (30 implementing middle and high schools in 10 major urban school districts, with 30,000 students)

PHASE I1995

PHASE II2005

PHASE III2007


The resulting TDS model has four ‘pillars’ that provides schools with the supports they need to succeed

TDS’s intervention is specifically designed as a synthesis of the best evidence on whole school reform strategies, targeting the nation’s lowest performing schools

Teacher Teams & Small Learning Communities

Specialized Curriculum and

Coaching

Tiered Student Supports Can-Do Climate

• Common, manageable set of students

• Time built into the schedule for collaborative work

• Distributed school leadership

• Daily, on-site facilitation and guidance from TDS

• Evidence-based instruction to close skill gaps

• Curriculum to build non-cognitive and social & emotional skills

• On-site professional development via instructional coaches and ongoing TDS facilitation

• Teacher teams to track early warning indicators regularly for each student: - Attendance - Behavior- Course

performance

• Three tiers of support to get the right intervention to each student: - Whole school- Targeted- Intensive

• Productive, and supportive environment

• Clear pathways to college and career

• Career academies to enhance relevance for students


• One of 49 winners selected from ~1,700 applicants of the Investing in Innovation award, the flagship innovation grant program from the US Department of Education

• 2014 finalist in CLASSY award for Quality of Education and Completion, which recognize champions of social progress

• Aki Kurose Middle School (Seattle) Diplomas Now team won a Special Recognition Award in the inaugural Road Map Project Awards Program, a community effort aimed at improving education to drive dramatic improvement in student achievement from cradle to college and career in South King County and South Seattle

TDS and Diplomas Now have been widely recognized as a premiere school improvement program

SELECT AWARDS SELECT PRESS COVERAGE

“Results of the program, piloted here last year, were so impressive that the program has spread to four more cities: Chicago, Los Angeles, New Orleans and San Antonio. The expansion is being funded with a three-year, $5 million grant from the PepsiCo Foundation.”

– USA Today, 5/20/10

“Chicago Talent Development Charter High School is not like most places. Centered in one of Chicago's toughest neighborhoods, it's a new approach to an old problem…already it's made a difference. At Chicago Talent, average daily attendance is at 90 percent−that's eight points above [other] Chicago public schools. And so far, 92 percent of 9th graders are on track to graduate−28 points above the district average.”

– CBS Evening News, 11/30/10


Diplomas Now is a critical partnership that is the most robust iteration yet of TDS’s school improvement model

Whole School Reform

• Pillar 1: Teacher teaming and professional development

• Pillar 2: Research-based curriculum and coaching

• Pillar 3: Early Warning Indicator system

• Pillar 4: School climate

Targeted Support &

Whole School Prevention

• Addressing need for greater scale (more adults)

• Small group and one-on-one mentoring

• Monitoring/coaching attendance and behavior

• After school/extended learning, instructional support

Integrated Student Supports

• Addressing need for greater intensity (for 5-10% of students who don’t respond to other supports)

• Case management, referrals to partners

• Small group and individualized counseling

Note: TDS is pursuing an MOU to formalize Diplomas Now partnership.


TDS is now positioned to increase its impact and influence due to its unique assets

IMPACT INFLUENCE

• As the first and only randomized control trial of whole school reform plus enhanced student supports guided by an early warning system, the i3 study and its extension will give unparalleled evidence of effectiveness

• A strong university-based research and development engine keeps TDS current and enables it to drive the evidence base

• Deep, integrated partnerships with City Year and Communities in Schools (who have their own national infrastructures), help establish and maintain strong local relations

• TDS’s national footprint and experienced field staff means TDS has the infrastructure to scale rapidly

• TD’s relationship with the The Everyone Graduates Center and alliances with key organizations helps it create the field : - Alliance for Excellence in Education, - America’s Promise Alliance- Results for America - United Way

• JHU School of Education’s growing online education presence will enable TDS to provide schools and districts with access to certifications and human capital development pipelines


• Continue to implement the Diplomas Now model (and TDS independently where necessary) to achieve direct impact in existing TDS/Diplomas Now schools

• Expand to serve a greater number of schools and students with existing and new school supports, both independently and with Diplomas Now partners

• Continue to act as an innovation lab to advance evidence-based practices for whole school reform

• Continually lower the cost per school and student served through efficiency gains

• Increase the revenue gained from local sources to enable growth:- Schools and districts - Local philanthropy- State funding streams

• Extend the i3 study to the most policy relevant outcomes

• Equip more influencers on the TDS team and within the TDS network to build the field

• Influence policy in key states (in addition to federal policy) to focus their efforts and resources on dropout factory high schools

• Accelerate field-building of whole school reform to increase broader support and demand for an evidence-based approach

Today, TDS is poised to change the education system’s approach to helping disadvantaged youth succeed

Deepen Impact Improve Economics Extend Influence


Contents






Work with Bridgespan

Customer Interviews

Internal financesPotential funding

streams

State and federal policies

Work Group:What can we do

already, what training do we need to do, are there new positions we

need?


Four strategic priorities will help TDS achieve these goals

•Establish local operating teams in priority communities, strengthening TDS’s local relationships and influence

•Codify an expanded portfolio of supports that achieve impact in schools, and allow TDS to sustain a long-term presence in priority communities

• Invest in improving professional development supports and organizational capacity to support TDS’s new strategy

•Build policy influence capacity and engage in field-building activities in priority states to scale whole school reform in those states and across the nation

1

2

3

4


TDS Design Week Questions to Help Us Meet Strategic Priorities

• Freedom to Re-think TDS processes based on insights from the Field

• Identify key areas or needs for work plans

• Design prototypes for moving the work forward

How do we Communicate what TDS is?

How do support EWS as a stand alone?

How to Build Ecosystem and Lifecycle of Supports

for Schools to move students from behind to

ahead?

How to create and sustain effective local teams

Dedicated week for 30 members of TDS leadership

and staff to work through key questions


Establishing local teams will deepen impact, increase local revenue, and sustain TDS’s local influence

1

Local teams will increase impact:

• Instructional Facilitators (IFs) will be able to spend more time in each school, instead of traveling, to accelerate school-level impact and long-term capacity-building- Based locally, IFs can increase time spent in-person with teachers/coaches (from 20 to up to 40 days per year)

• Principals value School Transformation Facilitators (STFs) and IFs with deep local knowledge because it leads to more effective coaching and instruction for teachers- “I want local people—flying in does not work—you have to understand our culture.”

• Local teams will be set up in key cities that have demand for TDS/DN at scale post-i3

• Local teams will give TDS the flexibility to respond to increased demand in priority cities as a result of the i3 study

Local teams will increase economic sustainability:

• Moving to local teams will lower cost per student (from $280 to <$200) over time as teams serve more schools per team and STF costs are shifted to schools

• Local teams enable the long-term relationships necessary for increasing financial support from schools, districts, and local corporations and philanthropy

• The local team approach will give TDS greater operational stability, and flexibility to scale up - More local champions will help mitigate the challenges created by turnover in school and district leadership

Local teams will increase influence:

• Effective policy engagement requires long-term relationships with districts, state, and local policymakers- Local teams will help TDS create stronger, more persistent relationships in communities as they participate more

fully in local forums, coalitions, and events. Source: Bridgespan interviews with policy experts and school and district leaders.


Initiatives: TDS will establish teams in priority communities, changing key roles and responsibilities

1

• Select specific communities within priority states where TDS will place local operating teams

• Create the local team structure, roles and responsibilities, including:- Elevating and expanding the Field Manager role to a local Executive Director role

• Create a set FM on-boarding process

• Create a process and template for professional growth plans to support

• Develop role of FM around policy impact

• Identify clear ways for FM communication with management team- Creating new Deputy Director and School and Student Support Services (S4) Program

Lead roles to support Executive Directors- Defining roles for key decisions related to local communities- Setting local revenue goals for local teams, Regional Directors and the national office

• Develop transition plans for (a) converting TDS’s current sites in priority states to local teams, and b) current TDS sites that are not in priority states; and entry plans for new priority communities - Phase in the local team model, including new roles, staff assignments, and hiring as needed

Note: Implementation of the local operating teams will require TDS to be able to hire part-time IFs as needed.

I

II

III


Initiatives: TDS will establish teams in priority communities, changing key roles and responsibilities

1

• Create national field team of Instructional Facilitators (IFs) to (a) serve strategically important schools outside of priority communities, (b) provide surge capacity for local teams

• Develop mid-level support for finance, resource development, communication, and family engagement

• Codify the TDS message on the “dig in, push out” strategy to achieve impact, for both internal and external audiences, including: - Using results of the i3 study to elevate the TDS and Diplomas Now - Establishing appropriate messaging for school districts and Diplomas Now partners (where

applicable) in priority communities for TDS’s long-term presence and work with individual schools

Note: Implementation of the local operating teams will require TDS to be able to hire part-time IFs as needed.

IV

V


Over 3-4 years, TDS will establish local teams in priority states; TDS is currently in all but one (TN)

VA

PA

NC

MI

WV

KY

LA*

AR

MN

OK

NV

CA

ID

ALAZ

CO

FL

GA

IAIL

INKS MO

MS

MT ND

NE

NM

NY

OH

OR*

SC

SD

TN

TX

UT

WA*

WI

WY

AK

HI

DC

NJ

MD

RI

VT

ME

DE

NHMA

CT

Actively pursue: 7

Monitor for opportunity: 9

Maintain current presence* (if applicable): 10

Current TDS presence

Ranking criteria used:

• High need

• City Year presence

• State has EWI

• Innovation zones

• National political influence

• Governor appoints CSSO/SEB

• Single party control of gov’t

• State/mayoral control

• State expenditure per pupil

• Long-term funding change

• Short-term funding change

Maintain current presence* (if applicable), but did not meet original filter for need: 25

Note: *OR and WA have low graduation rates and high need based on measures other than promoting power. LA did not meet the original need filter for one district, but two neighboring districts (EBR and Recovery) have high combined need and may present future opportunities. Does not include Guam.

1


The TDS model transforms schools via interactions with a team of experts who each play a distinct role

Field Manager (FM) • Manage the implementation of the TDS model in multiple schools in a specific district, including supervision of STFs in assigned schools and relationships with relevant principals and district leaders. In select cities, coordinate with DN partner organizations.

School Transformation Facilitator (STF)

• Fully dedicated to one school to oversee and coordinate implementation, infuse the TDS approach into school culture, manage partnerships with DN team around coordinated interventions and troubleshoot challenges; comparable to Assistant Principals in skills and experience

School and Student Support Services Instructional Facilitator (S4)

• Works with school and partner staff on scheduling/school planning, teacher teaming, early warning and tiered intervention systems, school climate and student skills courses (e.g., life, resiliency)

Math and English Language Arts Instructional Facilitator (Math/ELA IF)

• Work with teachers and instructional coaches to build capacity of school staff including providing professional development, individual coaching, and teacher support. Includes delivery of the TDS Math/ELA curriculum in select locations

POSITION ROLE DESCRIPTION

1


Local teams will ideally serve 4 to 6 full model schools*

1

Note: Four to six full model schools is the target size of each local community but private funders may fully fund a local team for any number of schools. If necessary, local teams can substitute a set of standalone supports to fill the slot of a full model school and utilize capacity

Local team serving 4 full model schoolsLocal team serving 6 full model schools

Division Managers (3)

Regional Directors (3-4)

Executive Director

STFs*(4)

Math IF (1)

ELA IF (1)

S4 Program Lead (1)

Executive Director

Deputy Director

STFs*(6)

Math IF (1.5)

ELA IF (1.5)

S4 IF (1)

COO’s


Clarifying reporting lines for IFs will markedly improve local team flexibility while preserving quality control

1


Field Manager

IFsSTFs

Current model:

Local presence


Executive Director

IFsSTFs

New model:

Local team

• Field Manager had little latitude to increase or decrease team size based on local demand;

• Executive Director has full authority to manage utilization of their team

• Division Managers maintains critical quality control role over quality and direction of in-school work


Developing the support structure

Local Team

National Support for finance, development,

training, program design, and research

New staff on-boarding process

Professional growth plans

Training opportunities

Transition plans for new local sites

Operations plans from intake to sustainability

1


An expanded portfolio of school supports will strengthen local relationships and economic sustainability

2

An expanded portfolio will increase impact:

• TDS can reach a greater number of schools within a district with a larger portfolio of supports- Customers find the TDS full model/Diplomas Now very attractive; however there is also

customer demand for EWI and Freshman Seminar/Mastering the Middle Grades curriculum as standalone supports:

‣ “EWI is the most valuable for us—both the mechanism and the conversation—we’ve recommended it be implemented at all [our] schools, regardless of TDS being there.’”

‣ “We lose a lot of students in 9th grade, Freshman Seminar would help that transition.”- TDS can create these standalone school supports with relatively low investment as they are

already components of the full model

An expanded portfolio will increase economic sustainability:

• Standalone school supports based on pillars of the TDS full model can help a local team deepen and sustain relationships with its district(s) and create a low-cost point of entry for new schools/districts who cannot yet afford the full model- Serving more schools allows TDS to extend its district relationships- Principals’ discretionary budget maximum is $50K-$100K on average, which can pay for

standalone supports

• In the local operating team environment, economic sustainability and team stability requires high utilization of team members; supporting standalone supports gives local teams greater utilization flexibility

Note: See appendix for guidelines for when providing a standalone support is appropriate, capacity utilization assumptions and pricing guidelines. Source: Bridgespan customer interviews; TDS financials and Bridgespan analysis.


Initiatives: TDS will strengthen and expand its portfolio of school supports

2

• Further develop EWI, Freshman Seminar/Mastering the Middle Grades, as standalone school supports in TDS’s portfolio

• Develop an EWS request questionnaire and on-site diagnostic tool

• Create a one pager for EWS support with EWS support options

• Create a school survey for EWS practices

• Develop a toolbox of ideas for EWS support

• Continue R&D work for Math/ELA curriculum to prepare for schools’ evolving Common Core needs; explore development of special education, social-emotional learning, and English Language Learner supports

• Continue annual review and refinement process of the existing TDS full model to improve and incorporate new evidence as necessary

• Codify guidelines and fidelity screens for implementation of TDS’s portfolio to ensure positive results and avoid cannibalization

Note: See appendix for additional detail on decision roles, criteria and guidelines.

I

II

III

IV


Initiatives: TDS will strengthen and expand its portfolio of school supports

2

• Improve consistency and effectiveness of TDS’s marketing and communications (e.g., define key messages for different audiences, create collateral, train staff)

• Create an internal communications plan

• Develop communications/training points

• Create model messages for different audiences

• Create guidelines for local communications plan

• Look for places to capitalize on JHU brand

Note: See appendix for additional detail on decision roles, criteria and guidelines.

V


A strategic portfolio of school supports

2

An strategic portfolio will increase impact:

•TDS can reach a greater number of schools within a district with a larger portfolio of supports

An strategic portfolio will increase economic sustainability:

•Standalone school supports can help a local team deepen and sustain relationships with its district(s) and create a point of entry for new schools/districts

Full DN model

TDS only model

Early Warning Systems

Freshman Seminar/

Mastering the Middle Grades

Curriculum only schools or

other developed products


Light Touch

Medium Touch

Heavy Touch

• Technical Assistance (TA) Days

• Data tool


• Data tool• School

Transformation Facilitator (STF)


• School Transformation Facilitator

• Field Manager

Range of supports for EWS only

• Level of Need• Size and

number of Initiatives

Process• Intake &

Diagnostic• Contract• Planning• Implementation


Customer feedback shows the greatest preference for EWI among the standalone school supports tested

-300

300%

Diplomas

Now

EWI TDS

full model

Curriculum

Percent deviation of school support ratings

2

Source: Bridgespan interviews with funders, school principals and district leaders. The “Small Learning Communities and Teacher Teams” product was tested only in an initial subset of interviews and so is not included here.

This chart shows customers’ overall relative preference between, and range within, each of the supports by showing the minimum, maximum and average percent deviations for each support, across all respondents.

Percent deviation is the percentage by which an individual respondent’s score for an individual support is higher or lower than that respondent’s average score for all supports.

• “Diplomas Now is valuable because at its center are the students and their outcomes—it addresses the school, community and home environments.”

• “If you can find a way to build EWI and tiered interventions inside the existing schedule framework, you can solve a huge problem across the country.”

• “The TDS full model is so promising (even though it’s expensive) because it helps people see the interconnected nature of curriculum, schedule, tracking data, and after school supports.”

• “[Support] for the non-cognitive skills, like Freshman Seminar, [is really important]…most schools struggle with creating those kinds of modules.”

• “My biggest concern about the Math/ELA curriculum is that schools are focused on curriculum that supports the Common Core.”

• “I’m not interested in the Math/ELA curriculum because our district is already advanced in that area.”

n = 20


TDS’s new portfolio will include three standalone supports, in addition to its full model

2

EWI

Freshman Seminar/Mastering the Middle Grades

Math/ELA Curriculum

Full DN/TDS Model

DescriptionAverage prices*

(with STF, per school, per year)

• TDS’s existing full model, including all components of the four pillars of transformation

• TDS will implement the full model with DN partners wherever possible

$240K + materials

• Includes full-time STF* to (1) support implementation of the EWI system, (2) teach teachers/staff how to use EWI data, (3) facilitate EWI meetings, and (4) build teacher/staff capacity to facilitate EWI meetings

$130K + materials

• The Freshman Seminar and Mastering the Middle Grades curriculum will be refreshed and infused with the new brain science; includes all materials and TA support

$15K + materials

• The Math and/or ELA curriculum will include all materials and TA support and may be provided for individual grades or the entire school

$15K+ materials

Note: TDS will also develop an “EWI diagnostic” as a relationship-building tool with districts. It may also develop an “EWI light” for customers outside of priority communities. School support descriptions to be further refined during TDS design week. *In full model and EWI schools, the schools may or may not be the direct employers of STFs, which will affect TDS’s price. Price ranges may vary widely and depend on composition of the local team. Contribution to national costs per school assumes that TDS operates in 72 full model schools by FY2018 and recovers 50% of national infrastructure costs through school fees; TDS’s fiscal year begins on July 1. Prices do not include the separate costs of Diplomas Now partners. See appendix for pricing guidelines.


TDS’s portfolio enables support to be both comprehensive and limited need schools throughout their relationship

Comprehensive need schools

• Standalone supports such as EWI can be a low-cost point of entry into individual schools, and opportunity to start a discussion about a school’s broader needs

• The primary objective is to serve high need schools with Diplomas Now, or the TDS full model independently over four years • Following its core

implementation work with all schools, TDS will offer ongoing school capacity-building supports, including:- TDS principal network- Principal professional

development modules - Annual training for STFs- Troubleshooting support

from the local ED

Limited need

schools

• Standalone supports provided to limited need schools can be a point of entry into a new district, where TDS will expand its presence into more schools over time

• Standalone supports, such as EWI or curriculum, can support schools with limited need by filling in a specific gap in their existing programs and supports

New Entry Core implementation Sustained relationship

2


Investment in professional development and organization capacity are critical to the success of local teams

3

Investment in professional development and organization capacity will increase impact:

• Local EDs are the linchpin position of the new strategy; TDS national must develop new skills in its Field Managers to take on this new role and achieve strong programmatic results- Local leaders are the face of TDS to principals, districts, and partners, and have the greatest influence on high

quality implementation in schools

• Improved professional development and training will result in higher impact in schools- TDS’s impact is a direct result of the skills and expertise of the STFs and IFs that interact with

principals, coaches, and teachers in a school; customer satisfaction is highly correlated with STF/IF talent in the school

- Professional development and internal communication were identified as areas in need of improvement by the organizational diagnostic survey and staff interviews

Investment in professional development and organization capacity will increase economic sustainability:

• The new ED will be the face of TDS to schools/districts and local philanthropies; informing, negotiating, and fundraising all depend on the ED (supported by Regional Directors)

• Utilization is a key factor of the economic sustainability of a local team; EDs will need support in developing local budgeting, forecasting, and financial management skills to monitor and manage local utilization

Investment in professional development and organization capacity will extend influence:

• The new EDs will play a lead role in local policy discussions, as well as participate in state-level policy activities—another shift from the responsibilities of the Field Manager role

Source: Bridgespan interviews with TDS staff; Bridgespan organization diagnostic.


Initiatives: TDS will invest in professional development and improved organizational practices

3

• Create a distinct Design, Development & Training Team to focus on facilitation and content training, development of school supports, quality control and standards setting; add resources to run professional development

• Develop multi-year sequences for internal and external training

• Increase skill set of existing staff: - Support Field Managers’ transition to ED role by providing professional development

supports, including high quality on-the-job coaching, general management (e.g., finance, managing/coaching others) and external relations skill sets (e.g., resource development)

- Improve STFs leadership skills in leading school and team efforts- Increase external relations skills of Regional Directors to strengthen their contributions to

fundraising, community and customer relations, and policy goals- Expand IF repertoire across multiple skill sets, including STF leadership skills, S4 Program

Lead position and cross-training Math and ELA Instructional Facilitators to deliver EWI and FS/MMG- Create a year-long professional growth plan that includes quarterly professional growth plans- Develop content and plans for cross-training for 2014-2015- Develop national resource bank for internal support and pipeline

• Make new hires:- Finance Manager to help implement enhanced financial controls and processes- Development Director to secure resources proactively and Forecasting Analyst to support

local team finance and utilization information needs- Additional RDs to support EDs

- Develop a new staff on-boarding process- Examine the use of the casual model

Note: Leadership development research shows that adults learn best with a combination of on-the-job experience supported by coaching and training in an ~70/20/10 ratio.

I

II

III


Initiatives: TDS will invest in professional development and improved organizational practices

3

• Develop and implement an ongoing internal communications plan to ensure a clear common vision of TDS’s goals and sharing of information within the organization*

• Codify decision roles for the ~5-7 most important decisions (e.g., hiring local teams)

• Create management dashboard of key indicators (e.g., community-level team utilization and financial performance) for monthly review by the executive team

• Improve operational practices from school interest, to planning, implementation and sustainability

• Create a database of schools from interest to sustainability

• Create a timeline from intake to contract with intake interest form

• Develop a needs assessment/school diagnostic

• Create planning guiding documents, templates, calendars, and samples for different TDS planning options (3, 6, 12 months)

• Identify decision points and person for moving to develop a contract

Note: Leadership development research shows that adults learn best with a combination of on-the-job experience supported by coaching and training in an ~70/20/10 ratio. See appendix for additional detail on decision roles.

IV

V

VI

VII


TDS Guiding Principles

Decisions made closest to any given situation are more

likely to be based on real time

information, implemented, and sustained.

Regular reflective practices improve performance by

aligning actions with intentions.

Collaboration adds value, insight, and promotes growth in individuals,

communities, and their product.

Sustained effort over time leads to success.


TDS organizational structure:July 1, 2014 – January 1, 2015

Local Field Operations (interim)

CEO

Co -Directors

Regional Director

Local Team (FM,

STFs)

Local Team (FM,

STFs)

Local Team (FM, STFs)

Local Team (FM, STFs)

Training Director

Division Manager

(3)*

Comm. Director

Team

Develop’t

Director

Fore-casting Analyst

Regional Director

Regional Director

New position

Existing Position

Math IFs**

ELA IFs**

S4 IFs** STFs

Launch Manager

COO School

Supports

Policy Director

Finance Manager

COO Site Developmen

t

Materials Director & Team

3

“Pre-Local” STFs

“Pre-Local” STFs

“Pre-Local” FMs

“Pre-Local” STFsNote: **IFs will continue to report to Division Managers until the local team FMs become

EDs and have the necessary supports in place (e.g., Deputy Directors or S4 Program Leads), which will happen on a case-by-case basis.

Diplomas Now Director & Dep.

Director

JHU Research and EGC

“Pre-Local” FMs

“Pre-Local” FMs


For TDS’s plan to succeed, several groups will require support to develop new and expanded skills

Local teams Executive Directors National team

Priority skill

s needed

• Math/ELA Instructional Facilitators’ ability to deliver EWI and FS/MMG

• S4s’ ability to act as first line of support to STFs in school operations, e.g.:- Relationship building- Critical thinking and

problem-solving- Conflict resolution

• Promoting TDS to schools, districts, and funders

• Deep knowledge of education reform and advisory skills

• Navigating school/district politics

• Budgeting and financial management

• General coaching, feedback, and professional development skills to rapidly improve field staff

• External relationship and resource development

• Thought leadership in education reform

• Internal communications discipline

Key supports to be provided

• EWI and FS/MMG training for Math/ELA Instructional Facilitators to be provided by S4 Division Manager; ongoing coaching from the S4 of their local team

• Program Lead training for S4s, as well as ongoing coaching from EDs and/or other resources

• Initial and recurring training in external relations skills, including fundraising, relationship building, etc.

• Initial and recurring training in nonprofit management skills

• Education reform content training

• Ongoing support from a professional coach

• Coaching and feedback training

• Ongoing focus on professional development of direct reports as a key piece of the job

• Additional grant writing, relationship building resources

• Ongoing support from a professional coach

3


Of the five potential levers for building and influencing the field, TDS will focus on three new activities

Setting standards/ guidelines for

practice

Building awareness and alignment in

the field

Building capacity of current and future leaders

Disseminating knowledge to the

field

Policy voice

Advancing the frontier of knowledge on whole school reform, building models, and conducting original research that helps policymakers focus on solutions

Providing curriculum and training to schools, districts, and/or future principals and district/state administrators to implement the model

Setting the “guidelines and goal posts” that should define the field of evidence-based whole school reform

Convening other stakeholders, building common identity around whole school reform, organizing grassroots and/or grasstops campaigns

Being a voice at the table for policy debates

TDS focus:

TDS EGC*Potential partner(s)

United WayAPAAEE

AA/RFACE*

JHU School of Education

4

Will seek strategically

APA

FutureCurrent

Note: *EGC (Everyone Graduates Center), APA (America’s Promise Alliance), AEE (Alliance for Excellent Education), AA/RFA (America Achieves/Results for America), Civic Enterprises (CE)


Contents






TDS will build up to 72 full model schools in active implementation by FY2018, and shift to priority communities

0

25

50

75

100

125

Number of schools

FY2015 FY2016 FY2017 FY2018

50,000 70,000 94,000 112,000

Total students

served*

40 56 76 90

# of Diplomas

Now schools*

Note: *Number of students served is based on US average of ~1,000 students per high school, number of DN schools based on current proportion of 80% of schools in DN implementation; both include active implementation and sustained schools. **72 active full model implementation schools is the minimum base for TDS’s operational efficiency, and can be built on without increasing national infrastructure; adding 30 more active full model schools would generate additional internal operating capital. **See appendix for details on sustained model schools.

I3 results released I3 results released

i3 i3 i3

Active full model implementation schools

112

94

70

5048

5664

72**


0

5

10

$15M

Revenue

FY2015

13.1

FY2016

14.3

FY2017

14.7

FY2018

14.0

Over the next four years, TDS will move from national grants to a larger percentage of local revenue

Note: Revenue does not include strategically limited supports such as district-level training, EWI light, etc.Source: JHU Finance department, Bridgespan analysis.

Sustained school fees

National grants to replace i3

National grants

Curriculum

School PPAs and philanthropy in “pre-local” and non-priority communities

School PPAs and philanthropy in local communities

Cost of extending i3 study


Organizational capacity building includes funding for new investments and transition costs

• Development of new Freshman Seminar/Mastering the Middle Grades curricula to include brain science and behavioral economics

• Marketing consultant and collateral development to enhance external messaging and increase brand awareness

• Development of new two year teacher/administrator professional development module to be delivered as part of TDS’s agenda for building the field’s capacity for whole school reform

• First 24 months of external trainers and staff travel associated with new skill development (e.g., external relations for RDs and EDs, management and professional coach for EDs and executive team; program management for EDs, Deputy Directors, and S4 Program Leads; cross-training in EWS and FS/MMG for Math/ELA IFs)

• Relocation costs associated with moving to local teams

• First 18 months of local offices and first six months of new hires/transitioning positions (e.g., Training Director, EDs, Deputy Directors, IFs, RDs)

• Staff time for marketing training

• Senior resource to codify EWI as standalone support and criteria for responding to future opportunities

• First 18 months of Policy Director, Finance Manager, Development Director, and Forecasting Analyst; associated search and relocation costs

• First 18 months of delivery of teacher/administrator professional development and district-wide capacity trainings

• First 24 months of staff time associated with new skill development (e.g., external relations for RDs and EDs; management for EDs and executive team; program management for EDs, Deputy Directors and S4 Program Leads; cross-training in EWS and FS/MMG for Math/ELA IFs)

• Senior staff time to implement strategic plan for 24 months

New investments

Transition costs


TDS will contribute its own resources to executing the four strategic initiatives as well

• New field offices after 18 months

• New local team hires/staff transitions (including Training Director, Deputy Directors, IFs, and RDs) after first six months

• DD&T team allocation for redesigning Math and ELA curricula in line with Common Core, developing modules for ELL and Special Education students

• JHU assistance in digitizing select materials

• Policy team allocation to work with CSOS and the Everyone Graduates Center to set and disseminate guidelines and standards for the field of whole school reform

• Policy Director, Finance Manager, Development Director and Forecasting Analyst salaries after initial 18 months as new hires

• Delivering teacher/administrator professional development after initial 18 months

• Delivering district-wide trainings after initial 18 months

• External trainers, staff time, and staff travel associated with new skill development after 24 months (e.g., external relations for RDs and EDs; management for EDs and executive team; program management for EDs and Deputy Directors; cross-training in EWI and FS/MMG for new Math/ELA IFs)


Contents






Implementation timeline: Establishing local teams

Note: TDS will develop a more detailed implementation timeline and may adjust the timing/sequencing of individual activities as needed.

FY2015 FY2016 FY2017 FY2018

Activities Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 H1 H2

Bus. dev’t. to prepare

communities for local teams

Create/refine transition and

entry plans

Codify new local team roles,

responsibilities

Phase in local teams

Refine/finalize nat’l field team

Codify “dig in, push out” message

Ongoing, as EDs and communities are ready

Ongoing


Implementation timeline: Expanding TDS’s portfolio of school supports

FY2015 FY2016 FY2017 FY2018


Develop EWI as

standalone

Update FS/MMG

Codify school support

guidelines

Continue curriculum

R&D

Continue annual

portfolio review

Develop new marketing

comm.

Ongoing, as needed

Note: TDS will develop a more detailed implementation timeline and may adjust the timing/sequencing of individual activities as needed. Ongoing curriculum R&D will primarily focus on refining Math/ELA to support the Common Core, and exploring potential supports related to special education, English Language Learners and social-emotional learning.


FY2015 FY2016 FY2017 FY2018


Prof. dev. support for EDs

and RDs

Hire, onboard add’l RDs (2)

Prof. dev. support for IFs

Transition IF reporting to

EDs

Create, implement

internal comm.

Hire finance, development

resources

Codify key decision roles

Create/revise dashboard

Implementation timeline: Invest in professional development and organizational capacity

Ongoing, as ready

Ongoing

Ongoing



Implementation timeline: Build policy capacity and engage in field-building activities

FY2015 FY2016 FY2017 FY2018


Hire, onboard Policy Director

Prioritize two to four states for

policy focus

State level policy activities

Explore policy partnerships

Plan field-building work

w/JHU SOE

Launch work with JHU SOE

Develop/deliver capacity-

building district trainings



Roadmap and major milestones (1/2)

Strategic Priority

Timing (by start of)

Milestone

Establishing local teams

Q2 FY2015• Establish performance benchmarks for transition from Field Manager to

Executive Director

Q2 FY2016 • Roster of internally developed EDs and Deputy Directors finalized

Q3 FY2016• 50% of local teams established, including: FM transition to ED, transition of IF

reporting relationships, Deputy Directors and S4 Program Leads in place as needed, Math/ELA IFs certified to deliver EWI and FS/MMG

Q4 FY2016• Complete roster of EDs and Deputy Directors finalized, including external hires

• 100% of the S4 Program Leads required are certified, Math/ELA IFs certified as proficient to deliver EWI and FS/MMG; IF external hiring needs identified

Q4 FY2017• 100% of local teams complete with all positions needed, fully in place and

operating in priority communities

Create portfolio of supports

Q1 FY2015 • Complete codification of new portfolio of school supports

Q1 FY2016• Freshman Seminar/Mastering the Middle Grades update to include brain

science ready for pilot

Q3 FY2016• Math/ELA and updates ready for pilot; special education, ELL or SEL supports

also ready for pilot

Q1 FY2017 • Freshman Seminar/Mastering the Middle Grades pilot complete;

Q3 FY2017 • Math/ELA pilots complete; special education, ELL or SEL pilot also complete

Q3 FY2017 • Freshman Seminar/Mastering the Middle Grades update finalized


Roadmap and major milestones (2/2)

Strategic Priority

Timing (by start of)

Milestone

Invest in improved

professional development

and organizational

capacity

Q3 FY2015• Professional development supports in place for external relations,

performance management, feedback and coaching for Field Managers and rest of management team (i.e., initial training, ongoing coaching)

Q4 FY2015• Finance Manager in seat

• Development Director and Forecasting Analyst in seat

Q1 FY2017• All EDs and Deputy Directors fully proficient to perform general

management (e.g., supervising others, financial management, fundraising and external relations responsibilities)

Build policy influence capacity

Q4 FY2015 • Policy Director hired and in seat

Q1 FY2016 • TDS launches field-building activities with JHU SOE

Q3 FY2016 • TDS has formed an active policy partnership with another organization

Q1 FY2017 • TDS is actively pursuing policy goals in two to four key policy states

Q4 FY2018• TDS is able to cover all local costs (70% of its total costs) by public

funding in key policy states

talent development secondary business plan (fy2015-fy2018)

Documents

us high school graduation

high schools

college experience

critical step

graduation rates

social impactcollaborating

career readiness

african american students