The TIME Collaborative Creating Schools with More & Better Learning Time

1. The TIME CollaborativeCreating Schools with More & Better Learning Time Session 2 – Adding Time and Using it Well

2. Today’s Agenda – Adding Time and Using it Well Please Note: Next steps planning is MANDATORY

3. Today’s Objectives • Learn about a variety of options for adding time for differentiated supports and engaging enrichment AND for using that time well • Understand the information your school and district need to collect to begin re-engineering your school day • Use STAT results to see how time is currently used in your school, and how time can be used more effectively

4. TIME Collaborative: Structure of Sessions 2 and 3 TIME Collaborative Requirements & Flexibilities Principles of Effective Practice Real world examples from ELT schools that illustrate the Principles 1 1 Focused School-wide Priorities Focused School-wide Priorities 2 2 Rigorous Academics Rigorous Academics 3 Differentiated Supports 4 Frequent Data Cycles 5 Targeted Teacher Development Your context including your data, students, teachers, staff, partners, etc Your decisions that align with the principles and meet the requirements 6 Engaging Enrichment 7 7 Enhanced School Culture Enhanced School Culture

5. Sharing What You Learn Throughout today consider how Videos Activities PowerPoint Slides School Examples can be shared in your broader school community to build support and buy-in and continue the planning work www.timeandlearning.org/connecticut

6. Keeping Track of It All Choose a team member to be today’s scribe, using the note taker in your School Team Binder. Throughout the day, your team will have time to jot down ideas and consider implications for ELT at your school. Each team member also has a note taker you can use throughout the day. See Note Taker, p. 1

7. Reconnecting: School-wide Priorities All elements of your plan should connect to Element #1: Focused School-wide Priorities 1 Focused School-wide Priorities 2 2 Rigorous Academics Rigorous Academics 3 3 Differentiated Supports Differentiated Supports Priorities are narrowly focused (no more than 3 total) and impact the entire school 4 4 Frequent Data Cycles Frequent Data Cycles 5 5 Targeted Teacher Development Targeted Teacher Development Your SCHOOL-WIDE INSTRUCTIONAL PRIORITY should inform your 1-2 other priorities. 6 6 Engaging Enrichment Engaging Enrichment 7 7 Enhanced School Culture Enhanced School Culture

8. How are you Developing a School-wide Instructional Priority? • Directions: • School teamsbriefly discuss their School-wide Instructional Priority and write it on chart paper 5 mins • Travel and Talk: Each team will divide into Travelers and Talkers. Travelers (2 – 3 team members) together visit two schools to learn how they’re developing an instructional priority. Talkers stay back and share their process with Travelers from other schools. See the green Travel Guide on your table. • 15 mins • Guiding Questions – Focus on the Process • Who’s participating? • What activities are you doing? • What are your challenges? successes? “a-ha!” moments? Share Back: Travelers return to their school and share what they learned. 10 mins

9. Today’s Agenda – Adding Time and Using it Well

10. The Need for Differentiated Supports A typical classroom period is insufficient to meet varying needs of individual students I need advanced ELA and Math High I need some Math support ELA Level I need some ELA support I need ELA and Math Support Low Math Level Low High

11. Requirements & Flexibilities: Differentiated Supports TIME Collaborative Requirements 1 1 Focused School-wide Priorities Focused School-wide Priorities ALL students receive at least 120 minutes of intervention or acceleration each week 2 2 Rigorous Academics Rigorous Academics 3 Differentiated Supports Students are grouped based on data identifying academic needs 4 4 Frequent Data Cycles Frequent Data Cycles 5 5 Targeted Teacher Development Targeted Teacher Development TIME Collaborative Flexibilities 6 6 Engaging Enrichment Engaging Enrichment Instructional Approach 7 7 Enhanced School Culture Enhanced School Culture Curriculum

12. Key Principles: Differentiated Supports Adequate Time for All Students to Reach Proficiency Complements Core Instruction Ongoing Progress Monitoring and Assessment Taught by Trained Staff Time for Teacher Collaboration on Instructional Strategies and Grouping Flexible Grouping of Students

13. Differentiated Support in Action Edwards Middle School

14. Differentiated Supports in Action • Directions: • Read the Framework for Assessing Differentiated Supports(p.2) • Highlight phrases/sentences that most accurately describe your school • Highlight areas that are particularly challenging at your school • Come back as a group to discuss • 25 minutes Assign different team members to read one of the three profiles (p. 3-5) of Hiatt, Kuss, and Rocketship(each school collectively reads all three) 15 minutes Discuss with your team which school – Hiatt, Kuss, Rocketship, or Edwards – best exemplifies the six principles using the note taker (p. 6) 20 minutes

15. Differentiated Supports: Discuss & Take Note Take 10 minutes to complete the note taker as a team: What ideas from this section do you want to remember as you build out your school redesign plan? What are the implications of these ideas on the design and implementation of your new school day and year?

16. Today’s Agenda – Adding Time and Using it Well

17. Today’s Agenda – Adding Time and Using it Well

18. The Need for Engaging Enrichment Since NCLB, schools have increased their time in ELA and math while reducing time for science, social studies, the arts, and P.E. (Center on Education Policy, Feb. 2008) Total lost time: 243 minutes Total gained time: 230 minutes Benefits of Enrichment • Builds new skills and confidence • Adds time for PD/collaboration • Supports core subject learning • Provides opportunities to teach topics beyond required curriculum • Improves school engagement

19. Key Principles: Engaging Enrichment High quality enrichment offerings… …support school-wide priorities …build student mastery …set consistent expectations …are assessed and monitored …build a positive school culture

20. Requirements & Flexibilities: Engaging Enrichment TIME Collaborative Requirements 1 1 Focused School-wide Priorities Focused School-wide Priorities ALL students receive an additional 90 minutes of enrichment each week 2 2 Rigorous Academics Rigorous Academics 3 3 Differentiated Supports Differentiated Supports Enrichment offerings are based in part on student interests and choice, with opportunities for mastery 4 4 Frequent Data Cycles Frequent Data Cycles 5 5 Targeted Teacher Development Targeted Teacher Development TIME Collaborative Flexibilities 6 Engaging Enrichment Staffing and program offerings 7 7 Enhanced School Culture Enhanced School Culture Students who require additional academic supports may have fewer enrichment offerings

21. Engaging Enrichment in Action YMCA

22. Engaging Enrichment in Action City Sprouts

23. Engaging Enrichment at Hiatt (Pre-K to 6) Sample 3rd Grade Student Schedule 50-minute period 1x/week, over 6 – 10 weeks in addition to daily specials Hiatt teachers and community orgsco-plan and co-teach lessons on topics such as theater and mapping 55-minute period 2 days/week Students choose from teacher created enrichment, including cooking, engineering, and filmmaking ‘Museum’ displays products of partnerships and 8th hour enrichment *Alternates Daily

24. Engaging Enrichment at Kuss (6 to 8) Sample 7th Grade Student Schedule Two 45-minute periods daily in addition to specials5 days/week (4-10 electives/week/student) Students choose from various electives, from robotics to theater Electives are led by science/social studies teachers, support staff, and community partners Many electives, including science, provide opportunities for mastery Performances and showcases to highlight products *Depends on Student Needs

25. Differentiated Supports and Enrichment Together Enrichmentled by: Support Staff Community Partners Specials Teachers Can create more collaboration time Core Content Teachers And/or smaller groups for support

26. Engaging Enrichment at Your School Directions: As a school team, read through the Framework for Assessing Engaging Enrichment(p. 7) Rate your school’s current enrichment offerings on each principle: 25 minutes “We do this well” “We do this okay” “We don’t do this well”

27. Engaging Enrichment: Discuss & Take Note Take 10 minutes to complete the note taker as a team: What ideas from this section do you want to remember as you build out your school redesign plan? What are the implications of these ideas on the design and implementation of your new school day and year?

28. Today’s Agenda – Adding Time and Using it Well

29. Timeline for Re-engineering Dec By 12/1: Create a ‘Re-engineering Team and make action plan for gathering information Gather info on staffing, scheduling, and resources Jan By 1/8 (Session 4): Assemble all information necessary to begin developing staffing, scheduling and resource allocations Begin creating first iterations of staffing, scheduling, and budget Feb 2/5 (Session 5): Full day work session for re-engineering to share first iterations with redesign team Mar Develop more iterations; finalize staffing, scheduling, and budget 4/1 (Session 6):Share your redesign plans with other schools and submit to your district for approval Apr

30. Identifying Your Re-engineering Team The team should include 2 to 3 redesign team members and one district staff . See more about the role of the Re-engineering Team in “General Resources” • Scheduling • Staffing • Numbers Expertise Redesign Member Complexity Creativity Persistence • Budgets • Staffing Policies • Programs/Initiatives • School Priorities • Staff Perspectives • New Ideas/Programs District Staff Redesign Member(s)

31. Types of Information to Gather (by 1/8) Category Examples • Student population (demographics, special populations) • Class sizes Students See the re-engineering checklist in “General Resources” $ • Roles • Schedules (for all staff) • Certifications Staff • School-wide priorities, including instructional priority • Limits and flexibilities in implementing priorities Policies • School budget • Salary information Budgets

32. Re-Engineering: Discussion Questions Take 10 minutes to discuss the following questions with your school team: Who on your redesign team is most familiar with scheduling/staffing, and is most comfortable with numbers? Who on your team is most knowledgeable about programming and how to gain perspectives from all staff? How will your re-engineering team keep the other members of your redesign team informed, and vice versa?

33. Today’s Agenda – Adding Time and Using it Well

34. So Far Today FOCUS DATA-DRIVEN CREATIVITY PERSISTENCE

35. Today’s Agenda – Adding Time and Using it Well

36. Creating a Culture that Values Time “WE HAVE 90,000 MINUTES THIS YEAR; MAKE EACH ONE COUNT.” ~ Sign on a bulletin board at Mastery Schools’ Shoemaker Campus (Philadelphia)

37. 180 Days

38. Maximizing Academic Learning Time Academic Learning Time Time students gain and retain subject knowledge • Instructional Time Instructional Time Time devoted to instruction Academic Learning Time • Allocated Class Time Allocated Class Time Total time in class Allocated School Time Total time in school • Allocated School Time Source: Elena Silva, “On the Clock: Rethinking the Way Schools Use Time,” Education Sector Reports, 2007.

39. STAT Follow-up: Reflection & Analysis 1) Discuss the following questions with your team and create a four-square chart (see next slide) with your responses 45 minutes • What was the process used at your school to conduct STAT? • What were 2 to 3 key findings at your school? • What immediate action can you take to address these findings? • What do you need to keep in mind as you re-engineer your schedule? 2) Label your chart with school name, and complete a four-square chart for your team, in the Team Binder. 5 minutes

40. Sample: STAT Four-Square See blank Four-Square Chart, p. 8

41. Today’s Agenda – Adding Time and Using it Well

42. Your Next Steps By Session 4 on January 8th, your team must: 1. Make some decisions about what differentiated supports and engaging enrichment will look like at your school 2. Select re-engineering committee members and begin collecting data

43. Make Some Decisions Over the next month, your school planning team will work with your coach and build on feedback from staff and families to start making decisions about what ELT will look like at your school. Worksheets are in “General Resources”

44. Make Some Decisions Use the ELT planning worksheets to help your team make decisions about how each essential element will look at your school next year. The decisions you make can then be transferred to the worksheet capturing all of the elements.

45. Before the planning begins… • Jot down an “aha!” moment that happened for you today • Think of a “shout-out”to recognize one of your team members or another school team We’ll come back to these before we leave today.

46. Next Steps Planning • This time is sacred and mandatory • We shared a lot of information with you today—use this time to debrief as a team and to ask any lingering questions of our team • Use your Next Steps Planner in your Team Binderto identify action steps as a whole team • All resources from today’s session can be found at www.timeandlearning.org/connecticut See Next Steps Planner, p. 9

47. One Day at a Time Use the Planning Calendar to determine a timeline for completing your next steps before Session 4. See Planning Calendar, p. 10

48. Access ELT Planning Resources Online Materials from every session, plus additional communication tools, planning resources, and school examples are available at: www.timeandlearning.org/connecticut

49. Please fill out and return your evaluations!