Talent Development Secondary
Business Plan (FY2015-FY2018)
March 2014
Collaborating to accelerate social impact
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
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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
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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 realtime data to predict student success
…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
Source: James J. Kemple, Corinne Herlihy, and Thomas J. Smith, Making Progress Toward Graduation: Evidence
from the Talent Development High School Model (MDRC, 2005).
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18 years ago, TDS began its journey to develop
evidence-based practices to address the dropout crisis
PHASE I
1995
PHASE II
2005
PHASE III
2007
• TDS launched middle and high
school comprehensive reform
models based on a synthesis
of the existing evidence to
demonstrate effectiveness
• TDS worked to influence the
framing of federal school
improvement policy and
funding to target dropout
factories
• TDS’s strategy was to
demonstrate impact,
disseminate findings, and
respond to requests for
TDS’s services
• 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 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
• MDRC’s evaluation of TDS
models in Philadelphia
established TDS as one of
few successful strategies
to improve high-poverty
schools
• TDS continued to respond to
requests for assistance
from individual schools and
districts
• 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)
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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
• Common,
manageable set of
students
• Evidence-based
instruction to
close skill gaps
• Time built into the
schedule for
collaborative work
• Curriculum to
build noncognitive and
social &
emotional skills
• Distributed school
leadership
• Daily, on-site
facilitation and
guidance from TDS
• On-site
professional
development via
instructional
coaches and
ongoing TDS
facilitation
Tiered Student
Supports
• 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:
Can-Do Climate
• Productive, and
supportive
environment
• Clear pathways to
college and career
• Career academies
to enhance
relevance for
students
- Whole school
- Targeted
- Intensive
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TDS and Diplomas Now have been widely recognized as
a premiere school improvement program
SELECT AWARDS
• 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
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
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Diplomas Now is a critical partnership that is the most
robust iteration yet of TDS’s school improvement model
• Pillar 1: Teacher teaming and professional
development
Whole School
Reform
• Pillar 2: Research-based curriculum and
coaching
• Pillar 3: Early Warning Indicator system
• Pillar 4: School climate
Targeted
Support &
Whole School
Prevention
Integrated
Student
Supports
• 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
• 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.
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TDS is now positioned to increase its impact and
influence due to its unique assets
IMPACT
• 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
INFLUENCE
• 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
• TDS’s national footprint and
experienced field staff means TDS has
the infrastructure to scale rapidly
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Today, TDS is poised to change the education system’s
approach to helping disadvantaged youth succeed
Deepen Impact
Improve Economics
• Continue to implement the • Continually lower the
Diplomas Now model (and
cost per school and
TDS independently where
student served through
necessary) to achieve
efficiency gains
direct impact in
• Increase the revenue
existing TDS/Diplomas
gained from local
Now schools
sources to enable
• Expand to serve a
growth:
greater number of
- Schools and districts
schools and students with
- Local philanthropy
existing and new school
- State funding streams
supports, both
independently and with
Diplomas Now partners
• Continue to act as an
innovation lab to advance
evidence-based
practices for whole
school reform
Extend Influence
• 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
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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
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Work with Bridgespan
State and federal
policies
Internal finances
Potential funding
streams
Work Group:
What can we do
already, what training
do we need to do, are
there new positions we
need?
Customer
Interviews
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Four strategic priorities will help TDS achieve
these goals
1• Establish
local operating teams in priority communities,
strengthening TDS’s local relationships and influence
2• Codify
an expanded portfolio of supports that achieve impact
in schools, and allow TDS to sustain a long-term presence in
priority communities
3• Invest
in improving professional development supports and
organizational capacity to support TDS’s new strategy
4• 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
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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 to Build Ecosystem
and Lifecycle of Supports
for Schools to move
students from behind to
ahead?
Dedicated week for 30
members of TDS leadership
and staff to work through key
questions
How do support EWS as a
stand alone?
How to create and sustain
effective local teams
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1
Establishing local teams will deepen impact, increase
local revenue, and sustain TDS’s local influence
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.
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1
Initiatives: TDS will establish teams in priority
communities, changing key roles and responsibilities
I• Select specific communities within priority states where TDS will place local
operating teams
II
• 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
III
• 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.
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1
Initiatives: TDS will establish teams in priority
communities, changing key roles and responsibilities
IV
• 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
V• 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.
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1
Over 3-4 years, TDS will establish local teams in priority
states; TDS is currently in all but one (TN)
Current TDS presence
Actively pursue: 7
Monitor for opportunity: 9
AK
Maintain current presence* (if applicable): 10
Maintain current presence* (if applicable),
but did not meet original filter for need: 25
WA*
OR*
ME
ND
MT
MN
ID
WY
HI
NV
Ranking criteria used:
• High need
UT
CA
• City Year presence
• National political influence
• Governor appoints CSSO/SEB
• Single party control of gov’t
• State/mayoral control
• State expenditure per pupil
IA
NE
CO
IL
KS
IN
MO
WV
VA
RI
NJ
DE
MD
DC
NC
TN
SC
AR
NM
OH
KY
OK
AZ
MI
PA
• State has EWI
• Innovation zones
WI
SD
VTNH
NY MA
CT
AL
GA
MS
TX
LA*
FL
• Long-term funding change
• Short-term funding change
Note: *OR and WA have low graduation rates and high need based on measures other than promoting power. LA did not meet theTBG
original
need
for
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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
POSITION
ROLE DESCRIPTION
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
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1
Local teams will ideally serve 4 to 6 full model schools*
COO’s
Division
Managers (3)
Regional
Directors (3-4)
Executive
Director
S4 IF (1)
Math IF (1.5)
Executive
Director
Deputy
Director
Math IF (1)
S4 Program
Lead (1)
STFs*
(6)
ELA IF (1)
STFs*
(4)
ELA IF (1.5)
Local team serving 6 full model schools
Local team serving 4 full model schools
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
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capacity
1
Clarifying reporting lines for IFs will markedly improve
local team flexibility while preserving quality control
Current model:
New model:
Division
Managers (3)
Local presence
Local team
Field
Manager
STFs
Division
Managers (3)
Executive
Director
IFs
• Field Manager had little latitude
to increase or decrease team
size based on local demand;
STFs
IFs
• 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
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1
Developing the support structure
National Support for
finance, development,
training, program design,
and research
Local Team
New staff on-boarding
process
Professional growth plans
Training opportunities
Transition plans for new
local sites
Operations plans from
intake to sustainability
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2
An expanded portfolio of school supports will strengthen
local relationships and economic sustainability
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.
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2
Initiatives: TDS will strengthen and expand its
portfolio of school supports
I• 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
II• 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
III
• Continue annual review and refinement process of the existing TDS full
model to improve and incorporate new evidence as necessary
IV• 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.
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2
Initiatives: TDS will strengthen and expand its
portfolio of school supports
V• 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.
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2
A strategic portfolio of school supports
An strategic portfolio will increase impact:
•TDS can reach a greater number of schools within a
district with a larger portfolio of supports
Full DN
model
TDS only
model
Early
Warning
Systems
Freshman
Seminar/
Mastering the
Middle Grades
Curriculum only
schools or
other
developed
products
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
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Range of supports for EWS only
Process
Intake &
Diagnostic
Contract
Planning
Implementation
•
•
•
•
•
•
•
•
•
•
•
•
Technical Assistance
(TA) Days
Data tool
Technical Assistance
(TA) Days
Data tool
School
Transformation
Facilitator (STF)
Technical
Assistance (TA)
Days
School
Transformation
Facilitator
Field Manager
Light Touch
•
•
Level of Need
Size and
number of
Initiatives
Medium Touch
Heavy Touch
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2
Customer feedback shows the greatest preference for
EWI among the standalone school supports tested
• “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.”
n = 20
• “I’m not interested in the Math/ELA
curriculum because our district is already
advanced in that area.”
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.
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.
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2
TDS’s new portfolio will include three standalone
supports, in addition to its full model
Description
Full DN/TDS Model
• 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
Average prices*
(with STF, per school,
per year)
$240K + materials
EWI
• 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
Freshman
Seminar/Mastering
the Middle Grades
• 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
Math/ELA
Curriculum
• 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
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of Diplomas Now partners. See appendix for pricing guidelines.
2
TDS’s portfolio enables support to be both comprehensive
and limited need schools throughout their relationship
Limited
need schools
Comprehensive
need schools
New Entry
Core implementation
• Standalone supports such
as EWI can be a lowcost 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
• 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
Sustained relationship
• 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
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3
Investment in professional development and organization
capacity are critical to the success of local teams
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.
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3
Initiatives: TDS will invest in professional
development and improved organizational practices
I• 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:
II
- 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
III
- 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
Note: Leadership development research shows that adults learn
- Additional RDs to support EDs
best with a combination of on-the-job experience supported by
coaching and training in an ~70/20/10 ratio.
- Develop a new staff on-boarding process
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- Examine the use of the casual model
3
Initiatives: TDS will invest in professional
development and improved organizational practices
IV• 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*
V• Codify decision roles for the ~5-7 most important decisions (e.g., hiring local teams)
VI• Create management dashboard of key indicators (e.g., community-level team
utilization and financial performance) for monthly review by the executive team
VII• 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.
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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.
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3
TDS organizational structure:
July 1, 2014 – January 1, 2015
New
position
Co Directors
Existing
Position
JHU
Research
and EGC
CEO
Develop’t
Director
Forecasting
Analyst
Comm.
Director
Team
Training
Director
Finance
Manager
COO
School
Supports
COO Site
Development
Materials
Director
& Team
Diplomas Now
Director & Dep.
Director
Policy
Director
Division
Manager
(3)*
Launch
Manager
Regional
Director
Regional
Director
Regional
Director
S4 IFs**
STFs
Local
Team (FM,
STFs)
Local Team
(FM, STFs)
Local Team
(FM, STFs)
Math
IFs**
ELA
IFs**
Note: **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.
Local
Team (FM,
STFs)
Local Field
Operations (interim)
“Pre-Local”
FMs
“Pre-Local”
FMs
“Pre-Local”
FMs
“Pre-Local”
STFs
“Pre-Local”
STFs
“Pre-Local”
STFs
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3
For TDS’s plan to succeed, several groups will require
support to develop new and expanded skills
Key supports to be
provided
Priority skills
needed
Local teams
• 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
• 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
Executive Directors
• Promoting TDS to schools,
districts, and funders
• Deep knowledge of
education reform and
advisory skills
• Navigating school/district
politics
• Budgeting and financial
management
• 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
National team
• 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
• 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
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4
Of the five potential levers for building and influencing
the field, TDS will focus on three new activities
Current
Future
TDS
EGC*
TDS focus:
Being a voice at the table for policy debates
Potential
partner(s)
APA
Policy voice
Building capacity
of current and
future leaders
Providing curriculum and training to schools,
districts, and/or future principals and
district/state administrators to implement
the model
Setting standards/
guidelines for
practice
Setting the “guidelines and goal posts” that
should define the field of evidence-based
whole school reform
Will seek
strategically
Building awareness
and alignment in
the field
Convening other stakeholders, building
common identity around whole school
reform, organizing grassroots and/or
grasstops campaigns
United Way
APA
AEE
AA/RFA
CE*
Disseminating
knowledge to the
field
JHU School
of Education
Advancing the frontier of knowledge on
whole school reform, building models, and
conducting original research that helps
policymakers focus on solutions
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)
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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
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TDS will build up to 72 full model schools in active
implementation by FY2018, and shift to priority communities
I3 results released
I3 results released
112
94
70
50
48
i3
56
72**
64
Active full model
implementation
schools
i3
i3
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
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full model schools would generate additional internal operating capital. **See appendix for details on sustained model schools.
Over the next four years, TDS will move from national
grants to a larger percentage of local revenue
Sustained school fees
National grants to
replace i3
National grants
Curriculum
School PPAs and
philanthropy in “prelocal” and non-priority
communities
School PPAs and
philanthropy in local
communities
Cost of extending i3
study
Note: Revenue does not include strategically limited supports such as district-level training, EWI light, etc.
Source: JHU Finance department, Bridgespan analysis.
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Organizational capacity building includes funding for
new investments and transition costs
New investments
• 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)
Transition costs
• 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
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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)
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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
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Implementation timeline: Establishing local teams
FY2015
Activities
Bus. dev’t. to
prepare
communities for
local teams
Q1
Q2
Q3
FY2016
Q4
Q1
Q2
Q3
FY2017
Q4
Q1
Q2
Q3
FY2018
Q4
H1
H2
Ongoing
Create/refine
transition and
entry plans
Codify new local
team roles,
responsibilities
Phase in local
teams
Ongoing, as EDs and communities are ready
Refine/finalize
nat’l field team
Codify “dig in,
push out”
message
Note: TDS will develop a more detailed implementation timeline and may adjust the timing/sequencing of
individual activities as needed.
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Implementation timeline: Expanding TDS’s portfolio of
school supports
FY2015
Activities
Q1
Q2
Q3
FY2016
Q4
Q1
Q2
Q3
FY2017
Q4
Q1
Q2
Q3
FY2018
Q4
H1
H2
Develop EWI
as standalone
Update
FS/MMG
Codify school
support
guidelines
Continue
curriculum
R&D
Ongoing, as needed
Continue
annual
portfolio
review
Develop new
marketing
comm.
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
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to special education, English Language Learners and social-emotional learning.
Implementation timeline: Invest in professional
development and organizational capacity
FY2015
Activities
Prof. dev.
support for EDs
and RDs
Q1
Q2
Q3
FY2016
Q4
Q1
Q2
Q3
FY2017
Q4
Q1
Q2
Q3
FY2018
Q4
H1
H2
Ongoing
Hire, onboard
add’l RDs (2)
Prof. dev.
support for IFs
Transition IF
reporting to
EDs
Create,
implement
internal comm.
Ongoing, as ready
Ongoing
Hire finance,
development
resources
Codify key
decision roles
Create/revise
dashboard
Note: TDS will develop a more detailed implementation timeline and may adjust the timing/sequencing of
individual activities as needed.
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Implementation timeline: Build policy capacity and
engage in field-building activities
FY2015
Activities
Q1
Q2
Q3
FY2016
Q4
Q1
Q2
Q3
FY2017
Q4
Q1
Q2
Q3
FY2018
Q4
H1
H2
Hire, onboard
Policy Director
Prioritize two to
four states for
policy focus
State level
policy activities
Explore policy
partnerships
Plan fieldbuilding work
w/JHU SOE
Launch work
with JHU SOE
Develop/deliver
capacitybuilding district
trainings
Note: TDS will develop a more detailed implementation timeline and may adjust the timing/sequencing of
individual activities as needed.
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Roadmap and major milestones (1/2)
Strategic
Priority
Establishing
local teams
Timing
(by start of)
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
• Complete roster of EDs and Deputy Directors finalized, including external hires
Q4 FY2016
Create
portfolio of
supports
Milestone
• 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
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
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Roadmap and major milestones (2/2)
Strategic
Priority
Invest in
improved
professional
development
and
organizational
capacity
Build policy
influence
capacity
Timing
(by start of)
Q3 FY2015
Q4 FY2015
Milestone
• 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)
• 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)
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
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