Presentation Transcript

1. Grant Opportunities to Support Additional Time for Learning

   Grant Information Session April 1, 2014 9:30 – 2:30 PM Tower Hill Botanic Gardens, Boylston Presented by: Department of Elementary and Secondary Education Staff (slides modified slightly for web posting) “Time alone guarantees nothing … but with it, all else is possible.” --Massachusetts Commission on Time and Learning, 1995
2. Agenda Welcome General Grants Overview More Time: OST and ELT 21st CCLC and ELT Principles Promising Practices Program Design Partners Lunch Questions? Promising Practices Teacher Collaboration and Professional Development Scheduling Sustainability Evaluation, Questions and Wrap-up Massachusetts Department of Elementary and Secondary Education
3. The Department’s Goal To prepare all studentsfor success after high school Massachusetts Department of Elementary and Secondary Education
4. Common Purpose FC 225-C Expanded Learning Time Grant FC 647-B1 21st Century Community Learning Centers – Supporting ELT and OST To support the planning and implementation of additional time for learning for students in grades K-12, that helps to close proficiency gaps, increase student engagement, and support college and career readiness and success. Massachusetts Department of Elementary and Secondary Education
5. Different Models for Adding Time ELT Expanded Learning Time OST Out-of-School Time Programming that is for targeted students and takes place outside of the regular school day/year. A longer school-day/year for all students. Massachusetts Department of Elementary and Secondary Education
6. Different Models for Adding Time FC 225-C Expanded Learning Time Grant FC 647-B1 21st Century Community Learning Centers – Supporting ELT and OST Model 1 (ELT): Add at least 180 hours for all students as part of their required school day/year. (Above the FY13 or FY14 hours.) Model 2 (OST): Offer 448 hours of out-of-school time programming (school year and summer) for a targeted group of students. Add at least 300 hours for all students as part of their required school day/year.* *Building on a traditional 6-6.5 hour day for 180 days, this translates to a total of: 1,380 hours for elementary schools 1,470 hours for middle/high schools Massachusetts Department of Elementary and Secondary Education
7. Common Priorities All applicants will implement activities that use more time for: Engaging teaching and learning in core subject areas Creative and innovative enrichment (in all developmental domains) Educators/staff to collaborate and plan Massachusetts Department of Elementary and Secondary Education
8. Common Priorities (continued) All applicants will implement activities that use more time for: Stronger community and family partnerships Sustainable models ELT and/or OST Massachusetts Department of Elementary and Secondary Education
9. Competitive Priorities For BOTH grants, competitive priority will be given to applicants that propose: To serve youth in schools/communities with higher percentages of families with low income. To implement more time in a school or in partnership with a school designated as Level 3, 4, or 5. Targeted strategies to support early literacy efforts and/or successful transition into High School. Massachusetts Department of Elementary and Secondary Education
10. Competitive Priorities FC 647-B1 – ELT Only FC 225-C Only Requesting < $1,300 per pupil from this grant and propose a plan to support other anticipated costs of ELT. and Propose a year-round school model Propose the use of blended learning strategies. Propose to add time at a middle school. FC 225-C FC 647-B1 – OST Only Districts that have not received 21st CCLC funding within at least the past three years (FY12-FY14). Massachusetts Department of Elementary and Secondary Education
11. Common Required Program Information (Part III) District/Lead Applicant Demonstrate alignment to district goals/priorities Describe support for implementation and sustainability Submit the SAME district summary. (For both 225-C and 647-B1) Massachusetts Department of Elementary and Secondary Education
12. Common Required Program Information (Part III) School/Site Describe needs to be addressed with more time Describe rationale for chosen model Provide proposed schedules For each proposed school/site, submit a School/Site Summary (section IV). Massachusetts Department of Elementary and Secondary Education
13. Common Required Program Information (Part III) School/Site (continued) Describe proposed activities, made possible with more time*, related to: Engaging Academics Professional Development/Collaboration Enrichment Partnerships *and in particular, made possible with this grant Massachusetts Department of Elementary and Secondary Education
14. Eligibility* FC 225-C Expanded Learning Time Grant FC 647-B1 21st Century Community Learning Centers – Supporting ELT and OST School districts, cities and towns, community-based organizations (CBOs), other public or private entities, or a consortium of two (2) or more of such agencies, organizations, or entities. Eligible applicants must also either: Primarily serve students in schools designated as Title I School-Wide programs; and/or Serve students in schools with 20% or more low-income families Applicants from agencies/organizations that are not a school district, city, or town must demonstrate capacity to administer the program. Massachusetts school districts. Massachusetts Department of Elementary and Secondary Education *see the RFP for additional eligibility parameters
15. # of Schools/Sites FC 647-B1 21st Century Community Learning Centers – Supporting ELT and OST Model 1 (ELT): Up to TWO schools Model 2 (OST): ONE school/site The same school/site may not be included in applications for both FC 225-C and FC 647-B1. Massachusetts Department of Elementary and Secondary Education
16. Funding* FC 225-C Expanded Learning Time Grant FC 647-B1 21st Century Community Learning Centers – Supporting ELT and OST Model 1 (ELT): Maximum $500 per pupil enrolled. Model 2 (OST): Maximum $175,000 Maximum $1,300 per pupil enrolled. NOTE: Strong competitive priority will be given to applicants that request less than $1,300 per pupil in grant funding; and propose a plan to support other anticipated costs associated with implementing ELT that will not be covered using grant funds. * The requested amount should be appropriate and reasonable for the size and scope of the proposed activities. Massachusetts Department of Elementary and Secondary Education
17. Fund Use For BOTH grants, funds may support: Salaries Stipends Contracts Instructional materials, and Other expenses associated with implementing additional time. Massachusetts Department of Elementary and Secondary Education
18. Fund Use (FC 647-B1 only) Funds must supplement not supplant currently funded costs, which would otherwise be funded It is expected that applicants will use the funds from this grant to support enhanced or new services for students. For Model 1 (ELT), must identify specific components of the grant, aligned to the Elements for Content Rich 21st CCLC Programming, to be supported with this grant. Massachusetts Department of Elementary and Secondary Education

19. Questions?

20. OVERVIEW Massachusetts Department of Elementary and Secondary Education
21. "Tell me and I forget, show me andI remember, involve me and I understand.” That is the Mantra of the Massachusetts 21st Century Community Learning Centers Program Massachusetts Department of Elementary and Secondary Education
22. Goals of the Massachusetts 21stCentury Community Learning Center Programs Coordination between core content instructional time and academic enrichments and supports, with shared learning goals, teaching, and support strategies. A school and community-based infrastructure with established procedures that improve student outcomes. Development of College and Career Readiness Skills (includes analytic reasoning, critical-thinking, problem-solving) Development of a tiered system of support. A system that evaluates program effectiveness through data collection and analysis Massachusetts Department of Elementary and Secondary Education
23. To be “intentional” is to act purposefully, with a goal in mind and a plan for accomplishing it. Clearly defined objectives that engage students in their own learning, defined strategies that are likely to achieve the objectives and a process to continually assesses progress, adjusting strategies based on that assessment. (MEANINGFUL) Intentional and purposefulconnections such as effective use of data, partnerships, families, and communities that support students in being college & career ready. We need to be able to support students in learning how to learn. In the era of Common Core State Standards, it's not enough for students to show their work, they need to understand why they are doing the things they are doing and be able to not just explain why but justify it. Massachusetts Department of Elementary and Secondary Education
24. ESE Definition of College and Career Ready Being College and Career Ready means that an individual has the knowledge, skills and experiences necessary for success in postsecondary education and economically viable career pathways in a 21st century economy. Massachusetts Department of Elementary and Secondary Education
25. College and Career Ready (Continued) Academic proficiency alone is no longer enough to ensure that your students will have access to a job that offers security, a sustaining wage, and career advancement. Students also need to be proficient in the knowledge and skills that will help them navigate the workplace and function as contributing citizens. These 21st Century skills (like the ability to collaborate, communicate in writing, think critically, problem solve and have a sense of competence) can be obtained through a combination of experiences. It is through these combined efforts to provide every student with academic rigor, real world relevance in their learning, and effective teachingboth in and out of the classroom, that we will be able to ensure that every student leaves our schools ready to succeed in whatever awaits them after high school. Massachusetts Department of Elementary and Secondary Education
26. Survey of Academic Youth Outcomes(SAYO) Evaluation System* SAYO is an Outcome Evaluation Tool that captures changes in youth that are associated with participation in a high-quality academic enrichment programs and likely to occur over a one-year period. Uses brief pre-participation and post-participation surveys to collect data from School day teachers and program staff. ASSESSING PROGRAM PRACTICES TOOL (APT) assess the extent to which 21st CCLC programs are implementing practices congruent with their desired SAYO outcomes. The SAYO Tool Kit assists grantees with continuous program improvement and with identifying areas for professional development. * Training on using these evaluation tools provided by ESE Massachusetts Department of Elementary and Secondary Education

27. Expanded Learning Time (ELT)

    Overview
28. Serving ALL Students At least 180 (647-B1) or 300 (225-C) additional hours for ALL students mandatory Appropriate mix of: Additional core academic time that is engaging for students Additional time for professional development and collaboration for all teachers and partners Additional time for meaningful enrichment opportunities for all students Massachusetts Department of Elementary and Secondary Education
29. Accountability – 225-C Massachusetts Department of Elementary and Secondary Education
30. “Time” to Process Debrief with your team Make notes What questions do you still have? Break

31. Engaging Instruction and Enrichment

    Program Design
32. Opportunities for Engaging Instruction and Enrichment Using more time to provide more opportunities for: Creative and innovative teaching and learning Student-centered, hands-on, inquiry-based learning Massachusetts Department of Elementary and Secondary Education
33. Program Design with Student Engagement in Mind By embedding academics into engaging projects we not only give students a richer and more in-depth learning experience but we are also are helping them to develop self-expression, critical thinking, problem solving skills and positive relationships. Massachusetts Department of Elementary and Secondary Education
34. Project Based Learning (PBL) High Quality PBL – Students gain content knowledge & academic skills, learn to solve problems, work in teams, think creatively, and communicate ideas. PBL is more than students simply making something (e.g. a collage about a story, constructing a model, or analyzing water samples from a lake). These activities could be part of a rigorous project if they help students meet a challenge. Not all "projects" involve creating a physical product; they may be oral or written presentation. Massachusetts Department of Elementary and Secondary Education
35. PBL Example: Design a Shoe Sole Students create shoe soles that meet specific needs of a potential user. Students learn about the biomechanics of the human foot in action. They researched treads and thicknesses of various athletic shoes to observe differences and similarities. Massachusetts Department of Elementary and Secondary Education
36. PBL Example: Space Shuttle Launch In a classroom designed to look like NASA’s mission control room, sixth- and seventh-graders readied themselves to "launch" a space shuttle. Massachusetts Department of Elementary and Secondary Education
37. Digital Media Digital media and technology are revolutionizing how, where and when students learn. Digital media and technology should be viewed as tools that can: facilitate valuable learning opportunities; provide interactive experiences for personalized and engaging learning Digital tools are most effective when grounded in strong, learner-centered environments that are collaborative, relevant, and involve the application of knowledge through project-based opportunities. Massachusetts Department of Elementary and Secondary Education
38. Digital Media http://tv.adobe.com/watch/adobe-youth-voices/nontraditional-soup/ Massachusetts Department of Elementary and Secondary Education
39. Fit Math FitMath* is a program that integrates mathematical concepts into physical activities. The deliberate use of mathematical terminology during aerobic exercise and construction of sports and games based on mathematical models, help engage students in learning to synthesize and transfer knowledge from the concrete to the abstract. The importance of play as a learning tool, the need to increase physical activity for our youth, and increasing knowledge in mathematics and health are basics of the program. *Training provided by ESE Massachusetts Department of Elementary and Secondary Education
40. Service-learning* - A teaching and learning strategy that integrates meaningful service with instruction. All grantees are required to engage students in at least one service-learning or project-based learning project each year. Training will be provided. Apprentice Citizenship Student Ownership Academic Integrity Massachusetts Department of Elementary and Secondary Education Elements of service-learning from KIDS Consortium.
41. Service-Learning: Examples During the school-day During OST Energy in Action! Urban Incidence of Asthma Massachusetts Department of Elementary and Secondary Education
42. Introducing Students to New & Engaging Learning Opportunities Massachusetts Department of Elementary and Secondary Education

43. Partnerships

44. Partnerships The most successful programs have strong school-community partnerships that support student outcomes Including academic, social-emotional, civic engagement, wellness, family involvement Organizations with the same priorities, target populations From Contractor to Collaborator; One Way to Reciprocal Relationship
45. Partnership Examples Pittsfield Flying Deer Nature Center Berkshire Museum Berkshire Theatre Festival Triton Harlequyn Theatre UNH and MIT Salisbury Police Wareham Wareham Gleason YMCA Buzzards Bay Coalition National Marine Life Center Bay End Farm Parent Cafe

46. Questions?

47. Lunch “Time” Viewing School Sprouts: Birth of a Garden http://vimeo.com/11807089 Massachusetts Department of Elementary and Secondary Education

48. Questions?

49. Teacher Leadership and Collaboration

    Common Planning Time Tools from the Field
50. More Teacher Leadership and Collaboration http://www.timeandlearning.org/?q=more-time-teacher-leadership-and-collaboration Massachusetts Department of Elementary and Secondary Education
51. 2013-2014 English Language Arts Common Plan Reflection Please comment on how this week’s common planning session has helped you to make progress towards our team goals (listed above). How have this week’s activities influenced your growth as an educator? Massachusetts Department of Elementary and Secondary Education
52. Massachusetts Department of Elementary and Secondary Education
53. Massachusetts Department of Elementary and Secondary Education
54. Example: Teacher Time at one MA ELT School Massachusetts Department of Elementary and Secondary Education

55. Scheduling

    Examples

56. Budget Workbook

    How to…!

57. Sustainability

    Marooned! Quiz Levers for Sustainability Tips and Traps
58. Marooned!: The Resource Quiz Your yacht, School’s Out, runs aground on the dreaded Level 4 Shoals during a storm that sent you miles off course. In the distance you see several islands in different directions, each about a day’s row away. You have no idea if they are inhabited, but they are your best chance of survival. Each of three lifeboats sets off for a different island. You are in a position to choose onepersonto accompany you and have just enough room to take one item to assist you with your trip/stay. Please review the lists and pick a passenger and cargo (independently) from the following lists. Massachusetts Department of Elementary and Secondary Education
59. Where does the Money Go? Massachusetts Department of Elementary and Secondary Education
60. Sustainability: Tips and Traps Think about the long-term from “Day One” Extended-day contract terms Viability of added programming post-grant Shop for affordable partners Strategic use of blended learning to extend human capital Maximize use and flexibility of all funding sources Flexibility of Title I, IIA per ESEA waiver Private grants Be your own funding advocate: mobilize your greater school community in support of your efforts and successes! Massachusetts Department of Elementary and Secondary Education

61. Questions?