DO NOW ACTIVITY

1. DO NOW ACTIVITY With your team take some time to reconnect with last week’s discussion of Making Every Minute Count How has this discussion been extended at your school? What plans do you have to make every minute count. Be prepared to share out!

2. More Time Used Well: Targeted Intervention/Acceleration and Enrichment United Providence! December 13, 2012

4. NCTL & UP! • Webinar 1 – School Time Analysis Tool • Session 1 – Making Every Minute Count for our School, Students, and Teachers 12/6/12 • Session 2 – Differentiated Support: Targeted Intervention/Acceleration and Engaging Enrichment 12/13/12 • Webinar 2 – Classroom Time Analysis Tool TBD mid-January • Session 3 – Expanded Learning Time Programming Strategies TBD mid-February

5. Today’s Agenda |Differentiated SupportsTargeted Intervention, Acceleration & Enrichment

6. Today’s Objectives • Learn about a variety of options for adding time to personalize and provide for differentiated supports – targeted intervention, acceleration and engaging enrichment – for all students AND for using that time well • Create a plan to share what you’ve learned about more time used well with your whole school.

7. "If your current schedule does not allow you to provide students with something as essential to their academic success as extra time and support for learning through systematic intervention and enrichment, you should change it!" P. 191.

8. Sharing What You Learn | Creating Interest Throughout today consider how Videos Activities PowerPoint Slides Case Studies can be shared in your broader school community to build support and interest in building a better, stronger school day/year. www.timeandlearning.org/unitedprovidence

9. Eight Practices Summary • Take 8 minutes to individually read the Time Well Spent Executive Summary pgs. 4-11. • Take 2 minutes to Turn & Talk to a partner sharing • 3 things you learned, • 2 questions you have, and • 1 idea you want to explore further.

10. Time Well Spent: Eight Powerful Practices of Successful, Expanded-Time Schools High quality ELT schools leverage time to empower each student with the knowledge, skills, and experiences they need to succeed in college and career 1 Make Every Minute Count 2 Focused Learning Goals 3 Individualized Learning Time 4 High Expectations Culture 5 Well-Rounded Education 6 College and Career Prep 7 Strengthen Instruction Respond to Student Data 8

11. More Time Used Well Individualized Learning Differentiated Supports: Targeted Intervention

12. The Need for Individualized Learning Time (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

13. Keys: More Time to Individualize InstructionDifferentiated Supports | Targeted Interventions

14. More Time to Individualize InstructionDifferentiated Supports | Targeted Interventions 4th Layer: Summer and Saturday school support 3rd Layer: After-school/School Holiday support 2nd Layer: Daily academic support period 1st Layer: Longer school day and year to allow for rigorous academic curriculum.

15. 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

16. Powerful Practices: Individualized Learning Time(Differentiated Supports) Requirements ALL students receive at least 120 minutes of intervention or acceleration each week 1 7 Make Every Minute Count 2 7 Focused Learning Goals Students are grouped based on data identifying academic needs 3 Individualized Learning Time 4 7 High Expectations Culture Flexibilities 5 7 Well-Rounded Education Instructional Approach 7 6 College and Career Prep Curriculum 7 7 Strengthen Instruction Respond to Student Data 8 7

17. Framework for Assessing Differentiated Supports • Directions: • Read the Framework for Assessing Differentiated Supports • 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 mins

18. Differentiated Supports in Action Edwards Middle School

19. ` Case Studies: Individualized Learning Time Differentiated Supports Jigsaw read pgs. 30-36 from the TWS Report, including the profiles of Rocketship, Edwards, and Golder. Use the Differentiated Supports note taker to discuss with your team how these 3 schools are using targeted interventions to support student achievement. Discuss with your team how these schools use more time for differentiated supports.

20. More Time to Individualize InstructionDifferentiated Supports | Targeted Interventions 4th Layer: Summer and Saturday school support 3rd Layer: After school & Acceleration Academy support 2nd Layer: Daily academic support period 1st Layer: Longer school day and year to allow for rigorous academic curriculum.

21. Layering Supports for Students Acceleration Academies Edwards Middle School

22. Differentiated Supports: Discuss & Take Note Take 10 minutes to discuss and chart your team responses to the following: What IDEAS from this section do we want to remember as create a better, stronger day that uses more time well? What are the IMPLICATIONS of these ideas on the development of a new school day and year that uses more time well?

23. More Time Used Well Engaging Enrichment

24. “We wanted to fit in two math and two literacy classes, along with science and social studies, and create a balance where we didn’t have to eliminate enrichment opportunities. The only way to do that was expanding the school day.” Greg Woodward, School Leader, Roxbury Prep Pair and Share: Talk with a partner for 2 minutes about the enrichment opportunities your school currently offers, talk about other enrichment opportunities you want to provide for your students.

25. 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

26. Keys: More Time to Provide a Well-Rounded EducationEngaging Enrichments

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

28. Engaging Enrichment at Your School Directions: As a school team, read through the Framework for Assessing Engaging Enrichment Discuss, then rate your school’s current enrichment offerings on each principle: 20 minutes “We do this well” “We do this okay” “We don’t do this well”

29. Powerful Practices: Engaging Enrichment Requirements 1 1 Focused School-wide Priorities Focused School-wide Priorities ALL students receive at least 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 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

30. 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

31. 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

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

33. Engaging Enrichment in Action YMCA

34. Engaging Enrichment in Action City Sprouts

35. Engaging Enrichment: Discuss & Take Note Take 10 minutes to discuss as a team then add to your Ideas/Implications chart the responses to: What IDEAS from this section do you want to remember as you create a better stronger day for all of your students? What are the IMPLICATIONS of these ideas on the design and implementation of a better, stronger day/year?

36. More Time Used Well Quality Community Partnerships

37. Key Principles: High Quality Partnerships

38. Integrating Community Partner Staff: • Aim to match student need with staff expertise STUDENT PROFILE Name: Max Polimer Grade: 5 Teacher: Ms. Davis Strengths: Needs: Accelerated Math Software in Computer Lab twice/week with Library Paraprofessional Reading Group during daily literacy block with CertifiedLiteracy Specialist Math – above grade level Theater Elective once/week with Drama Specialist (community partner) Reading – below grade level Strengthen oral communication skills Swimming elective once/week with YMCA Staff (community partner) More physical activity

39. Secure high-quality community partners that will meet the identified needs of students, staff, and families. Develop programs and services that align with school priorities by establishing clear expectations, roles, responsibilities, and outcomes. Support partners in implementing effective programs that meet established outcomes, with a focus on continuous improvement and systemic communication. Determine the quality/depth of collaboration between school and community partners, the quality of partner-led activities, and participant performance and engagement in partner-led activities. For partnerships determined to be successful, partners co-develop a sustainability plan to ensure continued funding and collaboration. Creating and Supporting Strong Partnerships STEP GOAL

40. NCTL Partnership Resources

41. Partnership Scenario 1: Co-TeachingExample: Cultural Partners at Jacob Hiatt Magnet School

42. Partnership Scenario 2: Off-site ElectivesExample: YMCA, Boys & Girls Club and Kuss Middle School

43. Partnership Scenario 3: Embedded ProgramExample: Citizen Schools and Edwards Middle Schools

44. Community Partnerships at Your School 1. As a school team review and discuss the Framework for Assessing Community Partnerships. 2. Mark your school’s approximate level of implementation. Provide evidence in the notes section. 3. Select two areas for improvement as you build a better, stronger school day using more time to provide engaging enrichments for all students.

45. Remember: Don’t Take on Too Much Let’s implement a mandatory peer mentoring program! Let’s concentrate on math and ELA and social studies and gym and art and dance… 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!!!

46. Check for Understanding • Think of ONE WORD or ONE GESTURE that captures your understanding of Differentiated Supports or Engaging Enrichments. • Be prepared to share out as we check the room for understanding.

47. 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.

48. More Time Used Well Planning to Build a Better, Stronger School Day/Year School Name: __________________________________________________

49. NCTL ELT Online Resources Additional school profiles, case studies, communication tools and planning resources are available at: www.timeandlearning.org. Materials from the United Providence! sessions are available at: www.timeandlearning.org/unitedprovidence For more information: Joe Rull jrull@timeandlearning.org Lisa Pryor lpryor@timeandlearning.org

50. Take Time Now To . . . . Share out an “aha!” moment that happened for you today “Shout out” something to recognize one of your team members or another school team