Lawrence Public Schools Creating Schools with More & Better Learning Time

1. Lawrence Public SchoolsCreating Schools with More & Better Learning Time Session 4

2. Agenda

3. Objectives • Learn about a variety of options for adding time for engaging enrichment AND for using that time well • Learn how to effectively use partnerships to meet the individual needs of students • Learn how one school’s use of additional time alongwith other improvement strategies has lead to notable school transformation

4. Agenda

5. 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

6. 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

7. 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!!!

8. What do we mean by “community partners”? • Arts and Cultural Institutions • Afterschool and Youth Development Providers • Colleges and Universities • Health and Mental Health Agencies • Faith-based Institutions • Local Businesses • Other? Partners might provide direct services and programming to students; professional development and support to teachers; and/or engage families in your redesigned day.

9. Aim to match student need with adult 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

10. Engaging Enrichment in Action YMCA

11. Engaging Enrichment in Action City Sprouts

12. 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

13. 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

14. 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

15. Engaging Enrichment at Your School Directions: As a school team, read through the Framework for Assessing Engaging Enrichment 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”

16. Key Resources at this Phase • Sample Community Partner Criteria • Sample Partner Request for Proposals • Sample School-based ELT Coordinator Job Description • Sample Partnership Memorandum of Agreement • Partnership Rubric p. 2-14

17. Reflection and Discussion How could partners help support our focused school-wide priorities? Where are we in the process of identifying potential partners, and what are our next steps? Which of these resources could be useful over the next 6 weeks? What additional resources do we need?

18. Agenda

19. Essential Question: How is OGPS using additional time and other school improvement strategies to transform their school? • Putting the Pieces Together: Jigsaw • All team members read pages 2-5 (5 min.) • Divide your team into 4 and assign members to read and take notes one of the following sections: (20 min.) • More time for focused academics and a well-rounded education (p. 6-8) • More teachers and more time for relevant professional development (p. 9-11) • Improved data systems and more time for data analysis and planning (p. 12-13) • More time to strengthen school culture (p. 14-15) • Come together as a team and share each section to answer the essential question. (25 min.) Note Taker p. 15

20. Agenda

21. Preparing for FY 2013-14

22. Please fill out and return your evaluations!