Expanded Learning Time: Using Time to Continuously Strengthen Instruction

1. MA ELT Planning – FY13 Session 2 April 4, 2012 Expanded Learning Time: Using Time to Continuously Strengthen Instruction

2. Session Objectives REFLECT AND SHARE your school’s progress communicating and developing focus SPARK ideas about “break the mold” strategies for expanding time LEARN how to schedule/structure expanded teacher time PLAN next steps around developing your plan and soliciting input

3. Agenda Reflect and Share: Progress on Communications and Developing Focus Breaking the Mold: Creative Strategies for Expanding Time Expanding Time to Strengthen Instruction: Teacher Leadership and Collaboration Building Support: Communicating and Soliciting Input Next Steps Planning

4. RFP Posted • March 15, 2012 • Proposal Development • March-May 2012 • Proposals Due to ESE • May 18, 2012 • Pre- • Implementation Support • Summer 2012 • FY13 ELT RFP: Timeline and Process • Informational webinars 3/19 and 3/20 • Questions for ESE in writing by April 12 • Mass 2020 available for questions on planning • Mass 2020 planning support begins Sat 3/24 • Full-day sessions 4/4, 4/11, 4/25 • Webinars 4/5, 4/13, 4/27 • ESE posts Q & A on April 18 • ESE team will review starting 5/18 • Proposals approved by mid-June • Final decisions after budget is finalized ~7/1 • Approved schools will receive summer support from Mass 2020 and ESE • Performance agreements drafted during summer; finalized in fall New Expanded Learning Time Schools open in Fall 2012 4

5. ELT Expectations for Implementation • ELT Redesign Supports a Clear, School-wide Academic Focus • II. Additional Time for Core Academics III. Additional Time for Enrichment IV. Additional Time for Teacher Leadership and Collaboration V. Focused and Collaborative Leadership VI. Resources are Aligned and Focused VII. District Leadership Supports ELT

6. Reflect and Share: Progress Since 3/24

7. Breaking the Mold: Creative Strategies to Expand Learning Time

8. Moving Beyond the Teacher Day = the Student Day Simplistic Approach to an Expanded School Day • Drawbacks • Costly • Difficult to negotiate • May not suit student or teacher needs 1 Hr 2 Hrs 3 Hrs 4 Hrs 5 Hrs 6 Hrs 7 Hrs 8 Hrs Student Day Teacher Day Costs Creative and Flexible Approach to an Expanded Day • Benefits • More cost effective • Brings in outside expertise • Provides scheduling flexibility for teacher prep, PD, and collaboration 1 Hr 2 Hrs 3 Hrs 4 Hrs 5 Hrs 6 Hrs 7 Hrs 8 Hrs Student Day Teacher Day Teacher Day Costs Paras/Aides Partners Technology

9. Effectively Expanding Learning Time in an Era of Limited Resources Options to Consider Flexible roles reduce costs, consider using community partners Deployment of SPED, guidance, Title I and support resources Staffing Student Support Stagger days and years for staff to increase student learning time Reconsider district expenditures and allow for more flexibility Flexible Scheduling District Policies Use new technology to expand time, reduce costs, and create flexibility Alter ratios to save costs while increasing learning time for all Technology Student Teacher Ratios 9

10. STAFFING CHOICES Options to Consider • Use aides/paraprofessionals to staff non-instructional time and duties • Partner with outside organizations that can provide expertise, programs, and resources not available in the school at a lower cost • Take advantage of local universities, utilizing work study students as tutors and teaching interns • Prioritize the hiring of teachers over non-certified staff who can play a variety of roles • YOUR team’s ideas

11. A.C. Whelan & Playworks STAFFING CHOICES Staffing Daily PE Classes: before 2009 Staffing Daily PE Classes: 2009-present Eight SPED teachers covering PE period daily meant fewer time to support SPED students Playworks Coach frees up four SPED teachers to support students in classrooms Additional weekly coach duties: - 1 period of Curriculum Plus Intervention - 5 periods of grade wide recess = 1 class of students = SPED teacher = Playworks Coach This CHOICE helped provide: Individual support for SPED students Daily PE for all students Daily teacher collaboration 11

12. TECHNOLOGY Options to Consider • Have larger class size in “Learning Lab” to allow other intervention support to have smaller class sizes or to free up additional teachers • Staff “Learning Labs” with aides, partners, part-time employees • Repurpose computers sitting in classrooms • Utilize discounts on web-based software for multiple schools • YOUR team’s ideas

13. Example: Rocketship’s Learning Lab Rocketship’s expanded day includes a daily 100 minute Learning Lab that cost effectively uses ELA and math software. Two classes are in Learning Lab at each period. Class A 25 Students: Reading Center (30 Min): - Read short books and take online quizzes - Staffed by one non certified adult - Switch with Class B for PE/Health Class A & B: Online (40 Min) - Online math content - Staffed by non-cert. adult Class B 25 Students: PE/Health (30 Min): - Taught by PE/Health teacher - Switch with Class A for Reading Center Cost efficiently increase time by: Staffing Learning Lab with 2 Non Instructional Staff Creating higher Student Teacher Ratio (25-50:1)

14. Flexible Scheduling Options to Consider • Stagger schedules for staff within the day and across the year • Integrate partner organizations and part-time staff throughout the day instead of just at the end • Schedule interventions throughout the day instead of scheduling them all at the same time period • YOUR team’s ideas

15. Example: Staggered Teacher Day at Stubbs Elementary Sample 5th Grade Student K-3/Specialists 4-5/Special Ed Support Staff 1 Support Staff 2 Bfast/Arrival Bfast/Arrival Announcements Announcements Announcements Classroom Support Special Classroom Instruction, Prep Technology Classroom Support Classroom Instruction, Prep Math Core Reading Core Lunch Recess Writing Workshop Interventions Science/SS Ramp Up Dism issal Dismissal Dismissal

16. Putting the Pieces Together: Brooklyn Generation At no extra cost, Brooklyn Generation is able to add 20 days to the school year for students while adding no additional work time for teachers How do they do this? • Hire fewerstaff with specialized roles, such as aides, secretaries, administrators • Hire zeroinstructional coaches, resource room teachers, or athletic directors • These responsibilities are filled by teachers Staffing Choices • Stagger teacher vacations throughout the school year • Create time during school day and throughout the year to train teachers and enable them to complete all responsibilities Scheduling Choices 16

17. Teachers at Brooklyn Generation Have Multiple Roles Foundation Course Teachers Intensive Teacher Team Studio Course Teachers Primary Role is to Teach Foundation Courses: Integrated Algebra & Geometry, Biology, Humanities, Physics Primary role is to provide college & career counseling throughout the year, rotating through each grade Primary Role is to Teach Studio Courses: Fitness, music, fine arts, technology world languages, science studio Secondary Role is to Teach a Studio Class: IEP/ELL pull-out services, technology, fitness & nutrition, fine arts & music, foreign language Secondary Role is Administrative: Attendance, data specialist, Title I & compliance reporting, coverage planning, athletic directing 17

18. Preparing Students at Brooklyn Generation for Post Secondary Success To offer Intensives and a longer school year for students, Brooklyn Generations has two sets of teachers. 18

19. Preparing Students at Brooklyn Generation for Post Secondary Success • Rotating 4 week Intensive Programs – Tailored to the needs of each grade level Seniors • October & June: “I am Ready” • Students complete college applications and receive • “life-readiness” training Juniors • November & April: Campus Life & Internships • Students visit campuses, identify colleges to apply to and participate in internships and community service projects Sophomores • December & March: Nonprofit & Public Sector Experiences • Students adopt a cause and engage in real-life projects to effect change (e.g. Doctors without Borders, United Way, etc.) Freshmen • January & May: Private Sector Experiences • Students explore fields that interest them, such as Medicine and Health, Technology and Engineering, Media and Journalism 19

20. Table Talk What new ideas does this give your team? Which of these strategies might be a good fit for your school? Why? Who would you need to engage in the planning for these strategies? Union leaders, partners, technology support, other central office administrators?

21. Expanding Time to Strengthen Instruction: Teacher Leadership and Collaboration

22. ELT redesign efforts are most successful when they are FOCUSED. Clear School-wide Focus Cuts across all content areas Impacts every student, impacts every adult Central topic for collaboration and PD Brought to life through a set of common instructional practices Drives your school’s redesign and use of time– especially TEACHER TIME.

23. Teacher Collaboration Time All Teacher Collaboration Time should be devoted to one of the following: Building Expertise Strengthening Instructional Practice Monitoring Student Performance Communicating Relentlessly Merely Adding Time to Teacher Development Won’t Strengthen Instruction. Additional Time Must be Implemented Effectively.

24. High Performing Expanded Time Schools Schedule Time to Develop Teachers School Wide Professional Development to Ensure Consistency Grade/Content Level Team Meetings to Share Practices Your Instructional Leadership Team Leads This Work Coaching to Learn from Instructional Leaders Peer Observations to Learn from Colleagues

25. Strengthening Instruction in the Daily, Weekly, Monthly, and Yearly Schedule AC Whelan Elem: Teacher Collaboration Meetings (daily) North Star Academy: Instructional Coaching (weekly) Brockton High School: School Wide PD on Literacy Initiative (2x/month) Jacob Hiatt Magnet School: Peer Observations ‘Instructional Rounds’ (3x/year) Frequency of Development Opportunity Yearly Monthly Weekly Daily

26. Team Meetings: Kuss Middle School Cluster Meetings Teachers who have students in common – Focus is student support/parent meetings Vice Principal and Student Support Personnel included Once per week(45 min) School Improvement Meetings Teachers who have students in common Whole School Improvement efforts (data analysis, PBIS, communication efforts,) School Redesign coach participates Once per week(45 min) Curriculum Meetings – Grade-level Departments Includes Department Head and Instructional Coach Focus is on instruction, assessment, student data, and curriculum What are students doing during this time? Cluster Meetings & School Improvement Meetings  Specialist Classes Curriculum Meetings  Core Academic class

27. Sample Weekly Schedule: Kuss Middle School

28. Instructional Coaching at North Star Academy What does it look like? Debrief lesson (60 min) Co-plan lessons (60 min) Every teacher is matched with a coach Coach observes teacher once each week (60 min) Coach Teacher What are students doing during this time? Students in teacher’s class during observation, and scheduled for other courses during teacher and coach meetings (teachers meet with coaches during prep periods) How do teachers benefit? “The area I really needed to work on was pacing. My instructional coach helped me to time stamp my lessons so that I was clear where I wanted to be at each point.” Steve Chiger – Journalism and English Teacher

29. Sample Weekly Schedule: North Star Book Club Book Club Book Club Teach Book Club Teach Prep Prep Prep Prep Prep Prep Prep Prep Prep Prep Teach Teach w/Obs. Teach Teach Teach Teach Teach Teach Teach Teach Teach Teach Teach Teach Lunch Lunch Lunch Lunch Teach Teach Lunch (12:45 ) Teach (1:15 ) Teach School Wide PD (2:30 – 5:00) Teach Acad. Support Debrief Co-Plan

30. Data Cycles at Orchard Gardens K-8 School Step 1: Collect and Analyze Data Assessments every 6 weeks in ELA and Math The Achievement Network assessments and data cycle approach Assessment dates set the previous spring for the entire year Step 2: Plan with a Team Monthly data meeting during early release, the week following the assessment Teams meet by grade-level (K-8) and content area (6-8) for 100 min/week to ID student learning needs, set goals, create lessons Meeting dates set the previous spring for year Step 3: Implement Action Plan and Progress Monitor Students targeted for additional support during embedded intervention periods, school vacation weeks, before and after-school Teachers plan mini-assessments to monitor student progress toward their goals after ~3 weeks The cycle starts again every 6 weeks

31. Sample Data Cycle Calendar: Orchard Gardens ELA Core Instruction working on Cycle 2 skills Implement ELA Action Plan from 10/11 data meeting (re-teach, remediate) Implement ELA Action Plan from 10/11 data meeting (re-teach, remediate) Implement ELA Action Plan from 10/11 data meeting

32. Jacob Hiatt Magnet School Instructional Rounds

33. Effective Collaboration Requires Consistent School-wide Structures and Systems Your Instructional Leadership Team Leads This Work Common agendas, note-takers, protocols School-wide approach to sharing agendas, notes, and news Designated meeting space, with data boards on the walls Process for keeping teams accountable

34. Today’s Scheduling Tasks Step 1: Complete the Teacher Collaboration Inventory Step 2: Begin Plugging Key Collaboration Activities into a Master Calendar

35. Step 1: Teacher Collaboration Inventory

36. Step 2: Master Calendar Use the blank master calendar to begin plugging in dates for collaboration activities ILT Meeting Full-Faculty PD (early release) ILT Meeting Math & ELA Benchmarks: Cycle 1 Data Analysis and Action Planning Meetings: Cycle 1 ILT Meeting Peer Observations: Cycle 1 (focused on re-teaching key skills)

37. Brooklyn Generation’s Process for Daily/Weekly Scheduling Step 1:Lunch and Recess • Block out these “immovable” times first • Think about available space and staff Step 2: Collaboration Times • Back up collaboration periods with lunch/recess to create longer uninterrupted blocks of teacher time • Be mindful of what students are doing during this time – are they with specialists, partners, interventionists, other core teacher, at lunch, off-site, etc? Step 3: Instruction (Core, Support, Enrichment) • Saving these for last will allow the most flexibility • Be mindful of flexible groupings, variable group size, and other creative options

38. Building Support: Communicating with – and Soliciting Input From -Key Stakeholders

39. Keep Communicating! Watch out for the rumor mill…be proactive! • Continue to communicate your key messages • Provide a faculty/staff update by Friday 4/6: • What did the team do/learn today? • What parts of the draft plan are taking shape? • What are your next steps? • How can they get involved in the process? • Begin to solicit input on your plan from stakeholders by Wednesday 4/11: • Surveys • Focus Groups • Community/Parent/Teacher Forums

40. When Soliciting Input… Do Ask.. Don’t Ask… Do you want our school to have a longer day/year? Do you like our plan so far? What do you think we should do with more time? Do you think a longer school day/year is right for your child? Should we continue planning or stop now? • What suggestions do you have for our redesigned day/year? • What suggestions do you have for the redesign process? • How can we use more time to strengthen academic instruction? • What new opportunities can we offer students with more time? • What is your highest priority for improving our school day/year?

41. Update Your Communications Plan What’s the best vehicle to reach each stakeholder audience?

42. Next Steps Planning

43. Planning Support Calendar TOMORROW! 3:00-4:30 PM Hear from two current ELT principals how they have used ELT to develop their teacher teams and ILT

44. Additional Resources Visit www.timeandlearning.org for: Time Well Spent: Eight Powerful Practices of Successful Expanded-Time Schools and other reports Tools, practice profiles, case studies and videos Links to the latest research on time and learning Our blog, Time Matters A database of over 1000 expanded time schools around the country Visit www.timeandlearning.org/masselt2012planning for the materials from today’s session! Email Emily Raine (emily@mass2020.org) with questions

45. MA ELT Planning – FY13 Session 2 April 4, 2012 www.timeandlearning.org