The TIME Collaborative Creating Schools with More & Better Learning Time

1. The TIME CollaborativeCreating Schools with More & Better Learning Time Session 4 – Priorities for Redesign

2. Today’s Agenda – Priorities for Redesign

3. Today’s Objectives • Begin to make decisions about your school’s 2 or 3 focused school-wide priorities(including your instructional priority) • Build an understanding of the key implications of your priorities for students and teachers, and how they will drive your school redesign • Build an understanding of sustainable re-engineering strategies that support the design of a bold, innovative expanded-time school

4. Keeping Track of It All Choose Roles Scribe = Blue Focuser = Red Timekeeper = Yellow Throughout the day, your scribe will have time to take notes for your team.

5. TIME Collaborative: Process Idea Generation (October-December) Decision Making (January-February) Re-engineering (Jan-March) Final Design (April)

6. TIME Collaborative: Getting to a Coherent Redesign Plan Decision-Making Process Gather and Synthesize Data Generate Ideas Consider Implications Prioritize Set Time Parameters Re-engineering Information & Strategies Finalized Focused School-wide Priorities Scheduling + Staffing Plans for a New School Day Re-engineer Schedules

7. Reconnection: ELT Essentials at Your School Now it’s time to consider how the elements will take shape at your school next year… You’ve been generating lots of ideas and soliciting lots of input… The 7 Essential Elements of High-Quality ELT Essential Elements of High-Quality Expanded Learning Time • Focused School-wide Priorities • Rigorous Academics • Differentiated Supports • Frequent Data Cycles • Targeted Teacher Development • Engaging Enrichment • Enhanced School Culture

8. Reconnection: ELT Essentials at Your School Directions: 1) Complete 4-square chart with your school’s big ideas for: • Differentiated supports • Engaging enrichment • Frequent data cycles • Targeted teacher development Label the chart with your school name, a contact, and an email address 15 minutes See 4-Square, p. 1 2) Take a Gallery Walk. A team member stays with your chart to answer questions. • What similarities do you notice? • What are some key differences? • Which school teams do you want to talk with – to share ideas, problem- solve, and think creatively? 15 minutes

9. Reconnection: Sample Four-Square Chart of ELT Essentials INSTRUCTIONAL PRIORITY: Ensure all students write effectively across all content areas, using evidence to back up claims and explaining how the evidence supports their thinking School : ____________________________________________________ Contact: _______________ Email: _______________________________

10. TIME Collaborative: Getting to a Coherent Redesign Plan Idea Generation (October-December) Decision Making (January-February) Where we are today Re-engineering (Jan-March) Final Design (April)

11. Tackling the Challenges of Re-engineering your School Day Complexity Creativity Persistence Consider the multiple impacts of each change made Rethink every existing resource and strategy Push your school to be creative amidst complexities

12. Today’s Agenda – Priorities for Redesign

13. Identifying Priorities for Redesign Objectives: • Support teams in synthesizing all of the data that has been collected and identifying 2 or 3 clear priorities that will drive a school’s redesign • Provide a process and tools for identifying the implications of these priorities for student and teacher schedules Activities: 40 Minutes Share a process and walk through a school example 55 Minutes School teams engage in an activity to clarify priorities and identify implications of those priorities for scheduling 10 Minutes Preview a tool for establishing time parameters for redesign You will not finish all of this work today but it will help you understand the work that needs to happen back at your school

14. Why Do We Need to Prioritize? Let’s concentrate on math and ELA and social studies and gym and art and dance… Let’s implement a mandatory peer mentoring program! With 300 hours of time we could have every student do an internship with a local business next year! Let’s be a STEM magnet school and add a high school next year too! ADVISORY!!! What if we became a dual immersion Portuguese-English school? How about all of our teachers take on a student teacher next year? ADVISORY!!! ADVISORY!!!

15. Process: Establishing Priorities to Drive Your Redesign Step 3 Consider Implications Step 1 Gather and Synthesize What are the implications of these priorities for teachers and students? Step 4 Set Time Parameters Step 2 Prioritize What conclusions can you draw from your data analysis, assessment of current practices and time use, and stakeholder conversations? How will you allocate student and staff time in your redesigned schedule taking into account your priorities and the ELT Essential Elements? What are the 2 or 3 most important things that will focus your school redesign?

16. Step 1: Gather and Synthesize You have gathered a lot of information over the past several months. What does it all mean and how do you determine what is most IMPORTANT? Data Review STAT Review SESSION 1 SESSION 2 • Standardized Test Data • Interim and Teacher-Created Assessments • Informal Assessments of Student Needs • School-Level Results from the School Time Analysis Tool Stakeholder Feedback Assessing School Practices ALL SESSIONS SESSIONS 2 & 3 • Teacher Feedback • Parent Forums and Surveys • Dialogue with Community Partners • Student Focus Groups • Assessment of School Practices against NCTL Frameworks • ELT Planning Worksheets

17. Example: Silvia Elementary School Data Review STAT Review • Teachers only spend 45 min/wk in collab. and 60 min/mo in PD • Students only spend 50 min/day in literacy and 45 min/day in math (inadequate to differentiate instruction) • Only 15 min/day for Calendar Math • Some students have very specific skill deficits in math and ELA • More than half of students struggling with reading comprehension • Many math concepts inadequately covered by the district's math curriculum Stakeholder Feedback Assessment of School Practices • Lack of school-wide best practices for teaching reading comprehension • Inadequateinterim assessments • Inconsistent facilitation and focus of collab. time; time is not focused on student data and improving instruction • Coaches and paraprofessionals rarelyprovide small group instruction • Teachers voice frustration with the lack of time for tiered supports and targeted interventions • Teachers enthusiastic about dailyCalendar Math program; want more time

18. Step 2: Prioritize How do you make sense of all this information and narrow in on 2 or 3 priorities? Looking across all of the information you have gathered… • What are the common themes? • What critical changes can address multiple issues at once? • What changes will build on what we are doing well now? • What can we address with more time and what can we address by using time better?

19. Example: Silvia Elementary School Data Review STAT Review • Some students have very specific skill deficits in math and ELA • More than half of students struggling with reading comprehension • Many math concepts inadequately covered by the district's math curriculum • Teachers only spend 45 min/wk in collab. and 60 min/mo in PD • Students only spend 50 min/day in literacy and 45 min/day in math (inadequate to differentiate instruction) • Only 15 min/day for Calendar Math Assessment of School Practices Stakeholder Feedback • Lack of school-wide best practices for teaching reading comprehension • Inadequate interim assessments • Inconsistent facilitation and focus of collab. time; time is not focused on student data and improving instruction • Coaches and paraprofessionals rarelyprovide small group instruction • Teachers voice frustration with the lack of time for tiered supports and targeted interventions • Teachers enthusiastic about dailyCalendar Math program; want more time

20. Example: Silvia Elementary School Data Review STAT Review • Some students have very specific skill deficits in math and ELA • Many math concepts inadequately covered by the district's math curriculum • Students only spend 50 min/day in literacy and 45 min/day in math (inadequate to differentiate instruction) Stakeholder Feedback Assessing School Practices • Inadequate interim assessments • Coaches and paraprofessionals rarelyprovide small group instruction • Teachers voice frustration with the lack oftime for tiered supports and targeted interventions PRIORITY 2: Increase Dedicated Time for Targeted Academic Supports

21. Step 3: Consider Implications How will your priorities drive the scheduling and implementation of the redesigned school day for students and staff? Key Implications for Student Schedules Focused School-wide Priority Key Implications for Teacher Schedules

22. Silvia PRIORITY 2: Increase Dedicated Time for Targeted Academic Supports Example: Silvia Elementary School • Key Implications for Student Schedules • Add 120 min/wk for academic support classes for all students • Increase to 30 min/wk for Calendar Math to further address student needs • Schedule academic support classes at the same time across the grade so students can be regrouped based on needs • Key Implications for Teacher Schedules • Add 60 min/wk of grade-level collaboration time to review student data and use this data to flexibly group students and tailor instruction in academic support classes • Make grade-level teachers, coaches, SPED teachers, and paraprofessionals available to teach support classes • Spread support classes in various grades throughout the day so that the same coaches/paraprofessionals can be used • Train paraprofessionals to teach small group interventions

23. Activity: Setting One Additional Priority for Silvia The Silvia team has already set the following 2 Focused School-wide Priorities: 1) Focused Instructional Priority on Reading Comprehension 2) Increase Dedicated Time for Targeted Academic Supports Now it is your turn to come up with ONE additional priority for Silvia Elementary • 10 Minutes • Use the Silvia conclusions to determine one additional priority • Record this priority and the implications on the graphic organizer • (BE PREPARED TO SHARE OUT!) See Graphic Organizer p. 2

24. Activity: Setting One Additional Priority for Silvia Have your team’s Scribe fill in Graphic Organizer p. 2 Priority 3 ? ______________________________________________ Key Implications for Student Schedules • Guiding Questions: • What are the common themes? • What critical changes can address multiple issues at once? • What changes will build on what they are doing well now? • What can they address with more time + by using time better? Key Implications for Teacher Schedules

25. Activity: Setting One Additional Priority for Silvia • Key Implications for Student Schedules • Early release day one day/wk (Staff PD) • Student schedules potentially reflect increases in enrichment offerings to accommodate increases in teacher collaboration during the day The Silvia team decided that Priority #3 would be to: • Key Implications for Teacher Schedules • 60 min/wk for collab. time across grade level • 60 min/wk for school-wide PD to build shared practices aligned to the school’s instructional priority • Develop data analysis tools for implementation in collab. meetings • Use paras for student transitions • Use coaches as collab. meeting facilitators • Build in time/rotating coverage for peer classroom observations to witness instruction related to the school’s instructional priority Increase and Enhance Time Spent in PD and Collaboration

26. Important Resource: Silvia Elementary Case Study (Part Two) This resource provides greater insight into the process of setting priorities and considering implications at Silvia Elementary School. We recommend reviewing this full case study as you continue today’s work back at your school. Silvia Case Study available on the NCTL website at: www.timeandlearning.org/connecticut

27. Establishing Priorities to Drive Your Redesign We will get to Step 4 later Step 3 Consider Implications Step 4 Set Time Parameters Step 1 Gather and Synthesize Step 2 Prioritize Now that we have modeled steps 1-3 of this process with an existing ELT school, it is time to apply the same process to your school’s redesign plans

28. Activity: Establishing Priorities to Drive Your Redesign • STEP ONE: Synthesizing Your Data • 20 Minutes • Identify the key conclusions from your data • Write each of these conclusions on a sticky note and post these on your blank chart paper • Use the colors to indicate the data source Purple Blue Green Pink

29. Activity: Establishing Priorities to Drive Your Redesign • STEP TWO: Prioritizing • 25 Minutes • Identify the most important conclusions. Group these conclusions (sticky notes). Consider: • Common themes • Critical changes that address multiple sticky notes • Ideas that build on what you are doing well now • Label each group on chart paper. • Use these labels to construct 1 or 2 Focused School-wide Priorities that will support your instructional priority. Write these priorities on your graphic organizers (chart paper).

30. Activity: Establishing Priorities to Drive Your Redesign • STEP THREE: Consider the Implications • 15 Minutes • Start with ONE priority. Describe the implications of this priority for student and teacher schedules. • If you finish, move on to the next priority. You will likely not complete this process today. This work will continue at your school.

31. Step 4: Set Time Parameters Many of the implications you have identified have clear time parameters. Today we will preview a tool that will help you organize these time parameters once you are back at your school • Key Implications for Student Schedules Student Time Parameters Tool • Key Implications for Teacher Schedules Teacher Time Parameters Tool

32. Today’s Agenda – Priorities for Redesign

33. Today’s Agenda – Priorities for Redesign

34. Challenges in Creating Sustainable Strategies Complexity Creativity Persistence Consider the multiple impacts of each change made Rethink every existing resource and strategy Push your school to be creative amidst complexities

35. Think Different

36. What Will Your Expanded Time School Look Like? Start with a Blank Slate 1 Start with a Blank Slate 1 Generate Ideas 2 Generate Ideas 2 Decision-Making Process 3 Decision-Making Process 3 Finalize School-wide Priorities 4 Finalize School-wide Priorities 4 Gather Re-engineering Data 5 Gather Re-engineering Data 5 Your Current School 6 Create Iterations Scheduling and Staff Plans 7 Scheduling and Staff Plans 7

37. What is a Scheduling/Staffing Iteration? Scheduling/staffing iterations provide insight into the feasibility and implications of proposed re-engineering strategies Each iteration includes: Student schedules for every section and cohort Staff schedules for every adult serving students Staffing responsibilities that match the right adults to the right students to maximize quality and sustainability

38. Successful Redesign is High Quality AND Sustainable Successful Redesign $ High Quality Sustainable Inclusive Planning Process Minimizes Financial Burdens Aligns to the Seven Essential Elements Minimizes Burdens on Staff

39. Case Study Exercise 30 minutes Instructions: • Read the case study about Kuss Middle School 2. Take notes using note taker 3. Come back together as a team and discuss how Kuss used re-engineering strategies to re-think their school day See Kuss Case Study and Note Taker p.3-8

40. Re-engineering Strategies Catalyze High Quality Sustainable ELT Time Re-think how technology can enhance student learning Tech Tech Staffing Re-think how ALL adults can serve your students, including partners Staffing Your school will develop NEW re-engineering strategies Staffing Time Re-think teacher time relative to student time Staffing ??? ???

41. Sustainable Strategies in Technology Rethink Technology: How does this minimize cost and increase quality? • Creates flexibilities in class sizes • Leverages lower-cost staff to facilitate dedicated online content periods • Maximizes existing computers/laptops and software Expanded Day for All Students Hr 1 Hr 2 Hr 3 Hr 4 Hr 5 Hr 6 Hr 7 Hr 8 Option 1: Dedicated Period for Online Content Option 2: Use Online Content in ELA/Math Periods

42. Rethinking Technology at Rocketship (Option 1) Rocketship’s(grades K-5) expanded day includes a daily 100 minute Learning Lab that uses ELA and math software. Two classes are in Learning Lab at each period. PE/Health ~50 Students (30 min): - Taught by PE/Health teacher Online Learning (40 min) - Online math/ELA content - Staffed by non-cert. adult Reading Center ~50 Students (30 min): - Read short books and take online quizzes - Staffed by one non certified adult

43. Rethinking Technology at KIPP Empower (Option 2) KIPP Empower

44. Sustainable Strategies in Staffing Rethink Staffing: How does this strategy minimize cost and increase quality? • Maximizes flexibilities in staffing expanded day • Eases staggering of teacher schedules • Creates opportunities to bring in outside expertise within the school day Expanded Day for All Students Hr 1 Hr 2 Hr 3 Hr 4 Hr 5 Hr 6 Hr 7 Hr 8 Traditional Staffing Model Classes led by classroom teachers Sustainable ELT Staffing Model Classes led by teachers , community partners , coaches , and/or support staff

45. High Quality Sustainable Expanded Time: Brooklyn Generation 200 7-Hour Days Each Year Learning Time 20 or More Days Each Year Staff Dev Time 2 Hours Every Day Collab Time ALL for 0 $ For: Course Load Class Sizes Student Load For: Additional Dollars 3 Classes Each Day 14 to 18 Students per Class 60 Students per Teacher

46. Re-Thinking Staffing at Brooklyn Generation Brooklyn Generation (grades 9 -12) shifts many administrative roles to teachers, investing more in instruction, lower class sizes, and more time for collaboration. 10th Grade Student Daily Schedule (9:00 a.m. to 4:00 p.m.) Minutes: 80 45 80 55 55 55 Algebra Adv U.S. Lit Physics Tech Phys Ed Math Teacher Daily Schedule 55 120 80 45 80 Teach Sec 1 Adv Teach Sec 2 IEP Support Collaboration Specials Teacher Daily Schedule 120 45 55 55 55 55 Collaboration Adv Title I Rep Teach Sections 1, 2, and 3 Key Decisions: School has no instructional coaches, resource room teachers, or athletic directors All teachers trained in additional duties (e.g. IEP support, Title I reporting) Fewer admin allows school to hire more teachers, reducing teaching loads

47. Re-Thinking Staffing at STEM Magnet Academy STEM Magnet Academy (grades K-3) in Chicago, IL, leverages all instructional staff during literature circles to cost effectively deliver daily small group literacy instruction. 3rd Grade Student Daily Schedule (8:20 a.m. to 3:45 p.m.) Minutes: 90 45 45 30 90 90 Enrichment Sci Soc St Literacy Lit Circle Math Can be Staffed by: Core Subj Teacher Specials Teacher Admin/Coach Para/Support Key Decisions : Enrichment includes STEM content in addition to standard district offerings All hands on deck approach allows for five daily small groups for rotation All staff receive professional development in teaching literacy

48. Re-Thinking Partnerships at AC Whelan Elementary School AC Whelan’s daily 40-minute physical education periodcreates daily collaboration time for grade level teachers. The school has partnered with Playworks to free up four special education teachers who previously had been teaching PE classes. Before Playworks (27 Sections) With Playworks (29 Sections) Sections # of Instructors Sections # of Instructors 18 18 (6/teacher) (6/teacher) PE Teachers PE Teachers 9 5 SPED Teachers (1/teacher) SPED Teachers (1/teacher) 6 Playworks Coach (6/Coach) Key Decisions: Smaller PE class sizes (from 27 to 29 sections) Playworks coach provides PE expertise at a lower cost Special education teachers can provide more academic support throughout the day

49. Re-Thinking Partnerships at Edwards Middle School 7th Grade Student Daily Schedule (7:15 a.m. – 4:15 p.m.) Min: 15 60 60 80 60 60 60 95 HR Math ELA Special Soc St Sci Elect Inter 7th Grade Teacher Daily Schedule 15 60 60 80 60 60 60 95 HR Teach S1 Teach S2 Collab/Prep Teach S3 Teach S4 Teach Inter Teach Elect 4 Teachers (7:15 a.m. – 1:35 p.m.) 5 Teachers (7:15 a.m. – 2:40 p.m.) 2 Teachers (7:15 a.m. – 4:15 p.m.) Partner Daily Schedule 60 95 Teach Elect Teach Inter 12 Part. Staff (1:40 – 4:15 p.m.) Key Decisions: Few teachers teach full 9-hour day 12 Part. Staff (2:40 – 4:15 p.m.) Partners teach most elective classes

50. Sustainable Strategies in Time Rethink Time: How does this strategy minimize costs and increase quality? • Reduce number of teacher hours required to expand school day • Reduce risk of teacher burnout throughout the year • Provide flexibilities for teachers to address needs in personal schedule Expanded Day for All Students Hr 1 Hr 2 Hr 3 Hr 4 Hr 5 Hr 6 Hr 7 Hr 8 Early Group of Teachers 7 Hour Day Late Group of Teachers 7 Hour Day