Do Now

1. Do Now • Good morning! As you get settled, please take this time during coffee and conversation to complete the Reconnection Activity: Traveler’s Note Taker. ***Be prepared for 1-2 Talkers to discuss your team’s responses during an activity later in the session. See Reconnection Activity P. 1

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

3. Today’s Objectives • Connect the work your teams have done to date and the schedule and staffing iterations you will create • Identify the key implicationsof school-wide priorities • Understand sustainable re-engineering strategiesthat support a bold, innovative redesign • Plan your next phase of communication with key stakeholders to build support for school-wide priorities and your developing re-design plan

4. Today’s Agenda – Priorities for Redesign

5. 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.

6. 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)

7. The Path Gets Tougher Pioneering Change Difficult Choices, Tradeoffs Support, Guidance, Push

8. The Path Gets Tougher Pioneering Change Difficult Choices, Tradeoffs Support, Guidance, Push

9. Focus on Your “Sphere of Influence” Ensure funding flexibilities, extend autonomies to districts and schools, and build support at the state level State District NCTL School Teams Develop and deliver technical assistance and facilitate the planning process across all groups Build support for schools’ plans, develop a funding plan for each school, and break down barriers to the successful execution of your redesign plan Develop the best redesign plan that is driven by your Focused School-wide Priorities, reflects the essential elements of high-quality ELT, and is sustainable.

10. Reconnection: Focused School-wide Priorities at Your School You’ve been generating ideas and soliciting lots of input… Now it’s time to share your great work across the network. and considering how the elements will take shape at your school… and communicating to stakeholders… all while troubleshooting challenges!

11. Reconnection Activity: Travelers and Talkers Directions: 5 Minutes • Prepare for Travelers and Talkers Activity. Get organized. Select 1 or 2 team members to stay with your Reconnection Activity chart, to present your ideas and answer questions. Half of your team will visit one school and half will visit another school. 15 Minutes 2) Travelers: Listen to each Talker’s presentation and take notes in your note taker. This is also your chance to ask questions! See Reconnection Activity p. 1-2 Talkers: Walk through each component on your reconnection chart. Leave some time for Q&A.

12. What Stood Out For You? (10 minutes to Share with your Team) Share an “aha!” moment that happened for you during a presentation Who do you want to talk with more – • to hear more about their plans, • how they have overcome challenges, or • to learn how they are successfully implementing one of the essential elements?

13. Today’s Agenda – Priorities for Redesign

14. Using Focused School-wide Priorities to Drive School Redesign Objectives: • Provide a process for identifying the implications of Focused School-wide Priorities for student and staff schedules • Support teams in engaging in this process with their own priorities Activities: • Share a process and walk through a school example • School teams engage in an activity to identify the implications of their instructional priorities 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

15. Resource: Silvia Case Study: Data-Driven Priority-Setting 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/colorado

16. Process: Establishing Priorities that will Drive Your Redesign Step 3 Consider Implications Step 1 Gather and Synthesize What are the implications of these priorities for students and staff? 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? How will you use this information to set priorities that will focus your school redesign?

17. Step 1: Gather and Synthesize You have already completed Step 1 by gathering information over the past several months. 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/Checklists

18. Step 2: Prioritize You have already started to prioritize by developing your Instructional Priority Focused School-wide Priority #1 (Instructional): All students will show measurable growth in their reading comprehension skills, by applying basic reading strategies to diverse texts.

19. Step 2: Prioritize You have also started to make choices about additional Focused School-wide Priorities Focused School-wide Priority #2: Increase and Enhance Time Spent in Academic Support Classes for All Students

20. Step 3: Consider Implications These priorities have implications for the scheduling and implementation of the redesigned school day for students and staff Key Implications for Student Schedules: Scheduling: How does this priority impact the amount of timeallocated to various activities in students’ schedules? Quality: What other things are crucial to maximizing this time and using it well? (e.g. alignment of schedules, student groupings, improved assessments, etc.) Key Implications for Staff Schedules: Scheduling: How does this priority impact theamount of timeallocated to various activities in staff schedules? Quality: What other things are crucial to maximizing this time and using it well? (e.g. alignment of schedules, training for support staff, collaboration/prep time, etc.)

21. Example: Silvia Elementary School Data Review STAT Review • More than half of students struggling with reading comprehension • Some students have very specific skill deficits in ELA • Students only spend 50 min/day in literacy instruction; • Teachers only spend 45 min/wk in collab. and 60 min/mo in PD Stakeholder Feedback Assessing School Practices • Lack of school-wide best practices for teaching reading comprehension • Inadequateinterim assessments • Teachers have suggested more integration of history, science, math, and arts content into literacy instruction Instructional Priority: “All students will show measurable growth in their reading comprehension skills, by applying reading strategies to diverse texts. All teachers will implement shared instructional techniques and dedicate time to building and applying reading strategies across all subject areas to support our instructional priority. Success will be measured by performance on MCAS exams and school-created assessments.”

22. Example: Silvia Elementary School Instructional Priority: All students will show measurable growth in their reading comprehension skills. All teachers will implement shared instructional techniques and dedicate time to building and applying reading strategies across all subject areas. Key Implications for Student Schedules • Scheduling: • Increase to ≥ 90 min/day for literacy • Separate 30-40 min writing period to • demonstrate reading comprehension • Quality: • Regroup students based on needs • Review data with students to track progress • Increase in collab = Increase in specials Key Implications for Staff Schedules • Scheduling: • Add 45 min/wk of grade-level collab to develop new reading assessments and use data to improve instruction • Repurpose after-school meetings into weekly PD time focused on building shared instructional strategies • Quality: • Train teachers on how to divide and maximize time in longer literacy blocks • Schedule coaches to facilitate collab meetings/support assessment development • Schedule time/coverage for peer observations

23. Reminder: A Successful Redesign is Focused Around a Small Set of School-wide Priorities • All elements of your plan should connect to Focused School-wide Priorities • Priorities are narrowly focused and impact the entire school • The first step towards developing Focused School-wide Priorities is analyzing multiple sources of your school’s data • Start with a #1 School-wide Instructional Priority 1 Focused School-wide Priorities 2 2 Rigorous Academics Rigorous Academics 3 3 Differentiated Supports Differentiated Supports 4 4 Frequent Data Cycles Frequent Data Cycles 5 5 Targeted Teacher Development Targeted Teacher Development 6 6 Engaging Enrichment Engaging Enrichment • Many schools identify their second or third priority to focus on improving school culture and student engagement. 7 Enhanced School Culture Enhanced School Culture

24. Manual High School – The Data Manual High School was closed in 2006 for being the “failingest High School in Colorado” • Highest drop-out rate in the district • Highest attrition rate: 33% in one year • Lowest CSAP scores: <5% proficient in R, W, M • Lowest ACT scores: 13 Composite • Highest poverty rate: >95% • High neighborhood crime rate • Most segregated high school: 99% “minority” Incoming students were coming to high school without habit of learning or academic readiness: • Disciplinary infractions: Average number of 8th grade suspensions = 1.76 • Low attendance: Average 8th grade attendance = 73% • Median reading, writing and math proficiency levels were 4 years below grade level • Highest dropout risk factors in the district

25. Manual’s Focused School-wide Priority We will create a school culture where students are prepared for success in college, careers and life by improving attendance, graduation rates, test scores and grades, student engagement and professionalism. Central topic for PD Impacts every adult Impacts every student Comes to life through a set of common instructional practices Cuts across all content areas Multiple Measures and Indicators

26. Implications – Program • Build a safe and caring community: high structure, high love, high discipline, consistent school-wide expectations • Intensive academic and socio-emotional supports: advisory, interventions, wrap-around health services • Assume nothing, teach everything: habits of learning, habits of professionalism, habits of community • Keep it simple and personal: minimize transitions, keep classes small, keep preps few, keep student load reasonable, longer blocks of time for learning core academics • Anticipate failure: build in lots of opportunities to catch up and succeed • Bring back that Thunderbolt Pride!

27. Implications – Staff • Teachers as advisors: strong commitment to interpersonal and affective domains • Staff as generalists, not specialists: all hands on deck, all the time; minimize ancillary positions • Teaches as leaders and creators • Value professional learning, planning and collaboration

28. Schedule Implications

29. Advisory: What makes it succeed? • Tight program with clear goals • Build culture and community • Academic support • Habits of learning • Life skills • Post-secondary planning • Sustainable: coordinator writes curriculum; PD time for briefing and coaching advisors • Advisors “own” their students: attendance, home visits, conferences, contests, weekly data review • Hiring with advisory in mind • Ongoing feedback and revision

30. Community Meeting • Monday/Friday 20 minutes all school • Build community: we are one community, all together, common goal, looking at one another eye-to-eye • Keep the vision present: college prep, beat the odds, sweat the small stuff • Introduce and reinforce school-wide instructional priorities • Conduct business • Celebrate success “Work hard. Be professional. Prepare for college.”

31. College Prep: “Whatever it takes” Purpose: Supplement students’ core classes with the necessary interventions and electives to be college ready • Placement sequence (triage): • Social-emotional • Students with low scores in reading, writing and math (“can’t do”) • Students with more than 1 F but are proficient in reading and math (“won’t do”) • Students in good standing may choose electives • Faculty teach 2 trimesters of intervention and one elective/enrichment (or 3rd intervention if they prefer) • Community partners and community colleges also offer electives

32. Activities/Athletics Block • No PE during academic day—students must take one trimester of PE/Athletics per year • Activities staffed by community partners and organizations, sometimes with faculty co-sponsors

33. Teacher planning and collaboration • 80 minute daily prep • Common planning time for departments • Wednesday afternoons: • Team (grade level) meetings • Assessment and data teams • Collaborative planning • Training/briefing for advisory and college prep lessons

34. Results: Did it work? • Manual “beat the odds” in outperforming peer schools on every count: • CSAP scores—higher proficiency and growth • ACT scores—4 point composite score gain (6 point math gain) • Graduation rate • Dropout rate—less than 1% • School Performance Rating • Attendance and student engagement • 90% college enrollment

35. Considering Implications that will Drive Your Redesign We will get to Step 4 during the upcoming Re-engineering Meetings Step 3 Consider Implications Step 4 Set Time Parameters Step 1 Gather and Synthesize Step 2 Prioritize Now that we have modeled transitioning from Step 2 to Step 3 with an existing ELT school, it is time to apply the same process to your school’s redesign plans

36. Activity: Considering Implications that will Drive Your Redesign • Instructions • Start with your Focused School-wide Instructional Priority. • Describe the implications of this priority for student and teacher schedules and record these implications on your graphic organizer. • One person from each team should use chart paper • If you finish, move on to your school’s next priority. Please take out your ELT Planning Worksheets for this section Use Graphic Organizer p. 4-6

37. 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)

38. Today’s Agenda – Priorities for Redesign

39. Today’s Agenda – Priorities for Redesign

40. Rethinking Your School Day More about IDEO

41. 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

42. What is a Scheduling/Staffing Iteration? Scheduling/staffing iterations provide insight into the feasibility of proposed re-engineering strategies Each iteration includes: A Summary Document that presents the highlights and key changes for students and staff 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

43. 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 ??? ???

44. 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

45. Re-thinking Technology in Lab Model (Option 1) Enrichment: ~25 Students: - Taught by enrichment teacher - Rotate between different content Online Learning ~25 Students: - Online math/ELA content - Staffed by non-cert. adult Reading Center ~25 Students: - Online assessments on short books - Staffed by one non certified adult

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

47. 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

48. 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 Additional Dollars For: (More details in Re-engineering Planning Guide online) 3 Classes Each Day 14 to 18 Students per Class 60 Students per Teacher

49. 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

50. 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