cncs western regional conference city year slides

7/27/2019 CNCS Western Regional Conference City Year Slides

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Effective Training

Continuum: City Year

Denver Model


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Building Capacity in VolunteersUsing Data to Inform Volunteer Training

City Year Denver trains over 80 volunteers and staff each year to address

needs related to attendance, behavior, and course performance in Denvers

highest needs schools.

We use consistent volunteer evaluation of training, evidence of serviceimplementation, and assessment of student progress to determine the value

of training, and then redesign to meet immediate learning needs. This

continuum is relevant to volunteer training in any context. Hear from current

Managers of School Service and Training Directors about how they use data to

inform training design and then apply our training continuum to your own

programming.


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Agenda

Overview of City Year by Executive Director Jeff Park

Get to Know You (and Your Data) Activity

Training Continuum Components

Create Your Own Training Continuum

Share Out

Close


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Session Objectives

To understand how City Year uses data to

quickly increase the capacity of volunteers to

meet impact goals

To develop an actionplan to apply the City

Year training and evaluation model to

participants own programming and service


5/22

Introduction

Jeff Park

Executive Director

City Year Denver


6/22

Potential Video


7/22

24 LOCATIONS


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50%of the countrys dropouts come from only12%of the high schools

Source: Robert Balfanz and Liza Herzog, Center for Social Organization of Schools at Johns Hopkins University. Unfilled Prom ise: The Dimensions and Characteristics of

Philadelphias Dropout Crisis , 2000-2005, Ruth Curran Neild, Ph.D and Robert Balfanz, Ph.D

The Problem isConcentrated

Research-based interventions for these indicators can help students get

back on track and increase the nations graduation p ipeline

Impacting the nations dropout crisis

Likely Dropouts

Can be Identified

There are three off-track indicators that can

identify likely dropouts as early as 6thgrade:

PoorAttendance, Disruptive Behavior, CourseFailure in Math/English


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Supporting Effective Teaching & LearningDifferentiate Instruction

Tier 1: Support whole school

prevention and help to differentiateinstruction in the classroom

Tier 2: Provide targeted support to10-

15 off-track students

Tier 3: Identify and refer highest-need

students for professional support

Expand Adult Supports for Students

Provide low-cost, high yield

approach to increasing adult :student ratio in the school

Extend learning from before and

after school and bridge in-class to

out-of-class time

Utilize comprehensive whole school

and targeted support model

Add full-time, supervised team of

adults

Enhance Coordination of

Student Supports

Collaborate with content

coaches, teachers,

administrators and student

support specialists

Enhance outreach to parents

and families

Strengthen School Climate

Enhance whole school behavior and

attendance initiatives

Provide near-peer mentoring and role

modeling

Infuse school with diverse teams of

idealistic corps members serving

throughout the learning day

Empower Data-Driven Interventions

Use Early Warning Indicator data to

identify off-track students

Coordinated intervention strategies

to get the right intervention to the

right students at the right time

SUPPORTING

TEACHING AND

LEARNING


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City Year uses an experiential learning model to prepare corps members to lead our

educational interventions in schools, incorporating direct training, in-service observation

and coaching, guided reflection and frequent performance assessment and review.

Training topics include: Data-driven instructional planning and development

Building school and class culture

Math and literacy content and intervention strategies

Youth development and learning theory

Developing positive, supportive relationships with youth to boost achievement

Social make up of local communities

Engaging parents and families

Building the self-identity of corps members as life long learners, youth developers, and civic leaders

September October FebruaryJanuaryDecemberNovember March April May June

Four Week

Basic Training

Academy

With Integrated

District/School

Practicum

Weekly

Leadership Development Days

Three DayAdvanced Training Academy

Trainers:

City Year Training Staff

School Staff

District PD Partners

External Experts

Weekly

Leadership Development Days

Two Week

National

Staff Training

Corps Member Training & Support


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A Snapshot of One City Year School

City Year in Action at Denvers North High School

(external video)


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Introduction Activity:

Table group discussion:

What organization are you from and what is your role?

What are your current practices using data (qualitative and/or

quantitative) to create and revise training of volunteers?


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City Years Training Loop Model

Corps members submit evaluation ofeffectiveness of training

Corps members inform observer ofplan for session to be observed

Staff conducts observations

Staff meets with corps member tooffer feedback on observation

Staff and corps member createfollow-up steps for improvement

A second observation gaugesprogress

Student data is collected

Use data to reflect on trainingeffectiveness in these groups:

Program Manager meetings

Training committee

Site Instructional Leadership

Team

Corps members fill out training

note-catcher

Corps members plan with

partner teacher(s)

Corps members seek help fromteam leaders and programmanagers

Corps members complete

session plan

Corps members use pre-formed

strategies for in-class and pull-out student support

Trainers, Site Instructional

Leadership Team, and Training

Committee (comprised of corpsmembers) collaborate to design

training

Trainers design follow-up session

to each training (timed twoweeks later) to gauge success

and provide specific help needed

Designers re-design futuretraining based on data andreflection as described in this

continuumTraining Implementation

Evaluation,Observation,

and ImpactAssessment

Reflection,Analysis, and

Training Re-Design


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Training->Implementation Tools


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Training->Implementation Tools


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Training->

Implementation

Tools


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Implementation & Observation Template


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Review Data

Prior

Year ELA

Current

Year

SRI 1st

Quarter

SRI 2nd

Quarter

SRI 3rd

Quarter

SRI 4th

Quarter Semester 1 Literacy Semester 2 Literacy ELA Interim Benchmark Tests

Student NameCourse

GradeQ1 Grade S1 Grade

Jan

Grade

March

GradeS2 Grade

Main

idea and

author

approach

(Rea.

Mia)

Supportin

g Details

(Rea. SD)

Generaliz

ations

And

Conclusio

ns

(REA.GC)

Cause/Eff

ect (Rea.

SCC)

Topic

Develop

ment

Terms of

purpose

and focus

(ENG. TD)

Main

idea and

author

approach

(Rea.

Mia)

Supportin

g Details

(Rea. SD)

Generaliz

ations

And

Conclusio

ns

(REA.GC)

Cause/Eff

ect (Rea.

SCC)

Topic

Develop

ment

Terms of

purpose

and focus

(ENG. TD)

Beginning

of Year

Middle of

YearEnd of Year

Student Name C+ D C c C+ 799 799 n/a 60% (D) 60% (D) 70% (C) 70% (C) 60% (D) 70% (C) 70% (C) 70% (C) 70% (C) N/aPartially

ProficientProficient Proficient

Student Name C C C D C- 962 962 n/a 0% (F) 80%(B) 70%(C) 80%(B) 60% (D) 60% (D) 60% (D) 66%(D) 72%(C-) 60% (D)Not

Proficient

Partially

ProficientProficient

Student Name C+ C+ B- b- B874(upda

ted)874 n/a 0%(F) 80%(B) 70%(C) 80%(B) 80%(B) 60% (D) 80%(B) 77%(C) 83%(B) 80%(B)

Not

Proficient

Not

Proficient

Partially

Proficient

Student Name C C C B- B- 919 496 n/a 70% (C) 75% (C) 60% (D) 60% (D) 70%(C) 80%(B) 80%(B) 80%(B) 80%(B-) 80%(B)Not

Proficient

Partially


Student Name C+ C+ D d B- 856 856 n/a 0%(F) 75%(C) 70%(C) 80%(B) 75%(C) 60% (D) 80%(B) 80%(B) 60%(D) 60%(D)Partially

Proficient

Partially

Proficient

Partially

Proficient

Student Name C C C- D C-862(upda

ted)862 n/a 0%(F) 80%(B) 70%(C) 80%(B) 75%(C) 60% (D) 60% (D) 67%(D) 76(C+) 60% (D)

Not

Proficient

Partially



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Re-Design Training

Use data to reflect on efficacy of training

Trainers design follow-up session to each

training Designers re-design future training


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Create Your Own Training Continuum

How are you collectingquantitative/qualitativedata on training, volunteerperformance, and impacton those served?

How are you analyzing andreflecting onquantitative/qualitativedata to inform re-design?

What tools and supports

do your volunteers needin order to implementtraining with fidelity?

What is your process for

designing and re-designingtraining responding toneeds of volunteers?

Training Implementation

Evaluation,

Observation,

and ImpactAssessment

Reflection,

Analysis, and

Training Re-Design


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Share Out


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Thank You!

City Year DenverRachel BalkcomDirector of Program and Service

303-856-4869

[email protected]

cncs western regional conference city year slides

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