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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
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Introduction
Jeff Park
Executive Director
City Year Denver
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Potential Video
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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
ProficientProficient
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
ProficientProficient
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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