“DO NOW”

1. Share/practice the ELT “Elevator Message” you created yesterday with 3 others in the room. “DO NOW”

2. Nanakuli-Waianae, Kau Keaau Pahoa Complex Areas and the Hawaii School for the Deaf and Blind Round 1 Session 2 - August 14, 2012 Leading the Way for High Quality Expanded Learning Time

3. Partners in Your Progress

4. NCTL/HIDOE/NW/KKP/HSDBEngagement Goal By the end of the two-day session… Participants will be able to understand best practices of high quality expanded learning time and learn how to lead effective school-based teams that will plan, implement, and monitor high quality ELT

5. Yesterday

6. Today

7. “Focus on TIME: 180 Days”

8. Nanakuli-Waianae, Kau Keaau Pahoa Complex Areas and the Hawaii School for the Deaf and Blind Round 1 Session 2 - August 14, 2012 Making Every Minute Count

9. 8 Powerful Practices for ELT Use Time to help Students Thrive in School and Beyond Dedicate Time to Improve Teacher Effectiveness Optimize Time for Student Learning 1 12 12 12 2 11 11 11 1 1 1 3 10 10 10 2 2 2 9 9 9 3 3 3 8 4 5 7 6 8 8 8 4 4 4 7 7 7 5 5 5 6 6 6 1 Make Every Minute Count 4 Build a School Culture of High Expectations and Mutual Accountability 7 Continuously Strengthen Instruction Prioritize Time to Focus on Small Set of School-wide Goals 2 8 Relentlessly Analyze and Respond to Data 5 Provide a Well-Rounded Education 3 Individualize Learning Time and Instruction based on Student Needs Prepare Students for College and Career 6

10. Three Steps to Making Every Minute Count Maximize time at the CLASSROOM level Maximize time at the SCHOOL level Focus on Attendance: if students aren’t present, they can’t learn Learning Time 1 2 3

11. Checklist for Maximizing the Effectiveness of Time Take 3 minutes to review the checklist for things you can do now to maximize time. • Morning Arrival • Students arrive on time – tardiness is kept to a minimum through an effective rewards system. • First class period begins as soon as the bell rings. • Limited instructional time is wasted on routines involved in taking and reporting attendance. • Locker time is limited and just long enough for necessary preparations. • Transitions Between Classes • Students carry materials they need for multiple classes to avoid repeat trips to lockers. • Class locations are assigned to minimize travel time between classes. • Transitions are supervised and orderly to reduce disruptions and delays in starting the next class. • Time between classes is at a minimum. • Dismissal Time • Classes and active learning occurs all the way through the end of the school day (e.g. last class ends at 2:30 vs. 2:15 when dismissal is at 2:30). • End of day announcements are kept to a minimum to avoid disruption of last class periods. • In the Classroom • Protocols and classroom expectations are established for the start of the class period so that students can begin working immediately when they walk in. • Active learning and engagement occurs all the way from the beginning to the end of the class period. Minimal time is lost at the beginning and end of the class period for unpacking and packing up of materials and supplies. • Teacher uses a stop watch or other time keeping device to monitor time use and designate amounts of time for specific tasks. • Protocols and routines are established to minimize time lost on activities such as distributing materials, set up or clean up, moving from whole group to small group instruction, etc. • Interruptions such as PA announcements are kept to a minimum. • Protocols are established that limit trips to the bathroom and water fountain. • Teachers actively work to minimize disruptions and maximize engagement. • Students are actively rewarded for staying on task.

12. Maximize Time at the School Level School Time Analysis Tool (STAT) 2 0 min 1950 min Weekly Allocated School Time per Week Purposed Time Non- Purposed Time Academics and Support Non Core Academics Other Academics and Support Non Core Academics -English -Math -Science -Social Studies -Foreign Lang. -Tutoring -Remediation -Targeted Supp. -Other -Phys. Ed. -Art -Music -Computers or Technology -Community Building -Advisory -Other -Lunch/Recess -Homeroom -Transitions between classes -Study halls or Homework -Other -In class transitions -Misc. interruptions -P.A. announcements -In class transitions -Misc. interruptions -P.A. announcements

13. 2 Use the School Time Analysis Tool to Calculate Allocated School, Class, and Instructional Time Allocated SCHOOL Time Allocated CLASS Time Allocated INSTRUCTIONAL Time Academics and Support Allocated Class Time Non Core Academics Academics and Support Other Non Core Academics Non-Purposed Time* Allocated School Time Allocated Class Time TRUE Instructional Time *Includes non-purposed time in both academics and non core academic courses

14. http://bit.ly/PAGxgG

15. Maximize Time at the School Level 2 Possible Uses of the School Time Analysis Tool Collect Time Use Data Generate Ideas among Staff Calculate the amount of time your school spends across each of the three broad categories: Assess whether changes are needed and what changes should be made regarding how time is used in your school so you can better reach your goals. 15 2011 National Center on Time & Learning Academics and Support Help your school and educators consider modifications to policies and practices that will optimize learning time for your students Non Core Academics Other

16. Maximizing TIME: “Teach Like A Champion” Take 3 minutes to talk to your neighbor about two ideas you read about in Lemov’s “Teach Like a Champion” that would help teachers maximize instructional time during the day/week/year.

17. Nanakuli-Waianae, Kau Keaau Pahoa Complex Areas and the Hawaii School for the Deaf and Blind Round 1 Session 2 - August 14, 2012 Using Time for Individualized Intervention and Support

18. “To provide an individualized academic program, school staff must deeply understand each individual student’s academic strengths and weaknesses, so that supports can be tailored and targeted to particular skill deficits.” Time Well Spent Report

19. 8 Powerful Practices for ELT Use Time to help Students Thrive in School and Beyond Dedicate Time to Improve Teacher Effectiveness Optimize Time for Student Learning 1 12 12 12 2 11 11 11 1 1 1 3 10 10 10 2 2 2 9 9 9 3 3 3 8 4 5 7 6 8 8 8 4 4 4 7 7 7 5 5 5 6 6 6 1 Make Every Minute Count 4 Build a School Culture of High Expectations and Mutual Accountability 7 Continuously Strengthen Instruction Prioritize Time to Focus on Small Set of School-wide Goals 2 8 Relentlessly Analyze and Respond to Data 5 Provide a Well-Rounded Education 3 Individualize Learning Time and Instruction based on Student Needs Prepare Students for College and Career 6

20. TIME and INDIVIDUALIZED INSTRUCTION: Keys to Success Train teachers to leverage additional time for individualized instruction Use data to select, group, and re-group students for support Integrate and align academic supports to core instruction

21. Expanded Learning Time = Strong Core Instruction +Individualized Intervention Support More time can accelerate learning by improving the quality of core instructionand providing the supports and interventionsthat allow all students to achieve. Quality Core Instruction Individualized Support & Tiered Intervention Individualized Support & Tiered Intervention

22. Individualized Intervention Support Student Achievement Support Structures

23. 1. Think about: • - How are you utilizing time to provide targeted academic support to all students (remediation and acceleration)? • How is this different from last year? • 2. Read: • “Academic Leagues at the Edwards Middle School” (TWS, p 35) • 3. List: • Your questions about the • the Edwards model.

24. Clarence Edwards Middle SchoolBoston Public Schools Low student achievement in 2006 Labeled “Failing” Expanded school day in 2006 Began meeting AYP measures Now exceeding district and state performance in ELA and math in certain standards

25. Edwards Daily Schedule

26. Sample 7th Grade Student Schedule

27. ACADEMIC LEAGUE at the Edwards 27

28. Road to “Academic Leagues”

29. Individualizing Instruction Through ELT

30. Take a Break – 15 minutes Talk to a colleague about how you might use the Academic League strategy in your school.

31. The Edwards Planning Team

32. Guiding Practices for Edwards Team

33. Data Timeline for Planning Team Data Source: State Assessment Data Received in mid-August Math ELA Science Data Source: Interim Benchmark Assessment Data and Other Sources Math ELA Data Source: Interim Benchmark Assessment Data and Other Sources Math Science

34. Student Data Sources

35. Student Snapshot

36. Student Snapshot Sample

37. Aim to match student need + staff expertise + course/curriculum offerings STUDENT PROFILE Name: Jackie Grade: 8th Grade Homeroom Teacher: Mr. Rixon Strengths: Needs: Specialty: Computer Class with First In Math & Other Math Tech Programs Teacher: Computer Teacher B Day Elective: Decoding Teacher: Reading Specialist Math – Above Grade Level Reading – Below Grade level Academic League: Science Teacher: 8th grade science teacher on other 8 cluster Hands-on science class – disengaged in core science A Day Elective: Musical Theater Teacher: Music Teacher A music elective – loves to sing 37

38. Meet . . . KYLE • IMAGINE Kyle attends your school • READ Kyle’s student profile page • THINK about your current school day • How would you service Kyle? • TURN & TALK with the table to COMPLETE the Sample Student Schedule Template • How can you use core class time, intervention time, and enrichment time to service Kyle’s needs? • How will you match staff expertise to Kyle’s needs?

40. Activity: Sample Student Scheduling Template “Kyle”

41. Individualized Intervention Support: • Aim to match student need with staff expertise STUDENT PROFILE Name: Kyle Grade: 7th Grade Teacher: Ms. Levine Strengths: Needs: A Day Elective: Urban Voices Creative Writing Poetry Class Teacher: Outside Provider Academic League: Math Teacher: Kyle’s former 6th grade Math teacher ELA – above grade level Specialty: Number Sense Teacher: Math Specialist (Guidance: 1/month boys group) Math – below grade level Math – number sense B Day Elective: Tennis Physical Activity 41

42. Edwards Curriculum and Content

43. Key Relationships For Each Dose

44. Common Planning Time at Edwards

45. Academic League  Results

46. Framework for Assessing Individualized Supports

47. LUNCH Continue your conversations and if you have general questions about ELT, please ask!

48. Nanakuli-Waianae, Kau Keaau Pahoa Complex Areas and the Hawaii School for the Deaf and Blind Round 1 Session 2 - August 14, 2012 Leading the Way: Redesigning the School Day

49. REDESIGN “The Deep Dive”

50. IDEO Redesigns the Shopping CartTake Something Familiar and Make it Better