Building a Better School Day & Year with More Learning Time

1. Building a Better School Day & Year with More Learning Time November 6, 2012

2. Today’s Primary Objectives • Introduce the possibilities of an expanded school day and year • Provide an update on the TIME Collaborative initiative and the planning process for the 8 selected RCSD schools • Hear from practitioners who have expanded their school day

3. National Center on Time & Learning Our Mission NCTL is dedicated to expanding learning time to improve student achievement and enable a well-rounded education. Through research, public policy and technical assistance we support national, state and local initiatives that add significantly more school time to help children meet the demands of the 21st century. Our Work Affecting Practice Informing Policy Sharing Knowledge Work with states, districts and schools to implement high-quality Expanded Learning Time Work to inform policies at the federal, state and local levels to create funding and support for Expanded Learning Time • Documenting and sharing best practices at high-performing ELT schools

4. What We Mean By ELT Expanded Learning Time means… Significantly more learning time for all students balanced approach A to the school day - more time for core academics, enrichment, and teacher collaboration school redesign and turnaround A catalyst for community partnerships Better integration of and expertise into the school day Deeper implementation of school and district priorities

5. Why More Learning Time? More Time Benefits BOTH Students and Teachers Achievement Engagement Teaching Quality More Time to Raise Student Achievement and Teach to Common Core More Time to Provide Rich Engagement Offerings for Students More Time to Collaborate and Improve Quality of Instruction

6. Time is an Essential Element Data Coaching and developing teachers and continuously strengthening instruction Teachers need to assess student understanding and analyze and respond to data 12 12 Data 11 11 1 1 10 10 2 2 People People 9 9 3 3 Time 8 8 4 4 7 7 5 5 6 6 A culture of high expectations for achievement and behavior More time is the ingredient, the resource, the accelerant that allows the others to happen effectively. School Culture Culture Time

7. What are Teachers Saying about Having More Time?

8. Evidence that Time Matters: National Research Analysis of three years of test data from Illinois schools found a direct correlation between more time in reading and math and higher student achievement Source: Dennis Coates, “Education Production Functions Using Instructional Time as an Input,” Education Economics, 11:3 (Dec 2003), pp. 273-292 Harvard economist Roland Fryer found that 25 percent more instructional time and high dosage tutoring were two of the strongest predictors of higher achievement 25% Source: Will Dobbie and Roland G. Fryer, Jr, “Getting Beneath the Veil of Effective Schools: Evidence from New York City,” NBER Working Paper, No. 17632, December 2011 Stanford researcher Caroline Hoxby discovered that students who attended charter schools with significantly more time performed much better than peers in charter schools with more conventional calendars Source: Caroline Hoxby and SonaliMuraka, “New York City Charter Schools: How Well are They Teaching Their Students?,” Education Next, Summer 2008: 54-61

9. Evidence of Success in MA Schools In Massachusetts, a much greater proportion of low income expanded-time schools are high growth (i.e. 60+ SGP) in ELA and Math ELA Math 60 + MSGP 40 – 59 MSGP 0 – 39 MSGP Figures may not add to 100 due to rounding NOTES: Low-income schools = Schools with at least 50% low-income population (FRPL) in 2011-12 * N = 416 in ELA; N = 418 in Math (all low-income schools with SGP reported, ET schools removed) ** N = 70 Mass. low-income ET schools identified in NCTL database with 2012 outcomes

10. Fulfilling the Promise of ELT Percent of Students Scoring Proficient Silvia Elementary School (Grades PK – 5) and Kuss Middle School (Grades 6 – 8) • NOTES: • Proficiency rates aggregated and weighted across Grades 3 – 5 and Grades 6 – 8

11. More Time Alone Does Not Guarantee Results Four Year Change in Proficiency: (2008 – 2011) Top Performing and Bottom Performing MiddleSchools with Four Years of ELT Schools A & B: Higher Performing Schools Schools C & D: Lower Performing Schools

12. 8 Practices of High Performing ELT Schools OPTIMIZE TIME FOR STUDENT LEARNING USE TIME TO HELP STUDENTS THRIVE IN SCHOOL AND BEYOND DEDICATE TIME TO IMPROVING TEACHER EFFECTIVENESS 1 Make Every Minute Count 4 Build a School Culture of High Expectations and Mutual Accountability 7 Continuously Strengthen Instruction 2 Prioritize Time to Focus on a small set of school-wide goals 5 Provide a Well-Rounded Education 8 Relentlessly Analyze and Respond to Data 3 Individualize Learning Time and Instruction based on Student Needs 6 Prepare Students for College and Career

13. TIME Collaborative: The Opportunity • Multi-state Initiative to expand the school day and year in a selected districts • New York, Colorado, Connecticut, Massachusetts and Tennessee High-quality Sustainable & • High quality ELT schools: • Undergo an inclusive planning process • Leverage their additional time according to ELT Essential Elements • Sustainable ELT schools: • Take advantage of existing and newly available funding sources • Utilize cost-lowering strategies to staff the expanded schedule

14. TIME Collaborative: The Opportunity 8 Rochester schools have been chosen to: • Build a better school day and year with 300 more hours for all students • Rethink their schedule staffing, budget, resource allocation, community partnerships, and schoolwide priorities to create an entirely different school day and year for students and teachers • Receive deep technical assistance from NCTL at no cost and capacity building grants made available by the Ford Foundation • Join a network of pioneering educators from across the country

15. Voices from the Field Fall River, Massachusetts • Nancy Mullen, former principal, Kuss Middle School • Bethany Toure, parent of Kuss Middle School graduate Meriden, CT • Erin Benham, President, Meriden Federation of Teachers • Mark Benigni, Superintendent