TDS helps school leaders set up and maintain school-wide multi-tiered student success systems for Attendance, Behavior, and Course performance in math and English – using the “ABC” early warning indicators. TDS Student Success System is based on Dr. Robert Balfanz’ original research, which identified thresholds in these areas as the most reliable indicators for on-time graduation and success in post-secondary education. TDS’ professional development and technical assistance help teacher teams function efficiently to use data to drive interventions and Tier I initiatives as they
i. ENGAGE in effective weekly or biweekly conversations on student data in these areas (whether individually or in aggregate)
ii. IDENTIFY students facing challenges and potential root causes
iii. PLAN, DESIGN AND MONITOR needed interventions
TDS has learned that whole school improvement occurs when schools are equipped to do three things simultaneously: build adult capacity and mindsets; enhance student supports and motivations; and create structures that foster a shared mission and continuous improvement towards enabling all adults and students to succeed. Partnering with communities to use high-quality student success systems so that schools are empowered to graduate all students ready for the future includes structures or processes.
Work with the school and community partners to move towards universally providing all students with a series of college and career explorations, experiences, applications, and high school engagements (i.e. dual credit, industry certifications) across grades 9-12, which are also tracked with the early warning system.
Serve as a thought partner and technical assistance provider to support the plan to strengthen and refine Early Warning (student success) Systems components.
TD provides initial and on-going professional learning and technical assistance to build each teacher leader and members of the schools STUDENT SUCCESS SYSTEM teams facilitation skills in the areas of root cause analysis which lead to identifying or designing interventions. Measuring and monitoring interventions is a quarterly activity also shared, modeled and supported by TD facilitators which leads to addressing equity gaps and meeting the needs of underserved populations. TD offers several examples of structures that allow for frequent and periodic solicitation for student voice and problem-solving activities with a representative of all populations served by the school.