Building a Better School Day and Year with Expanded Learning Time

1. Building a Better School Day and Year with Expanded Learning Time

2. Session Materials www.timeandlearning.org/transformation2012 Videos Frameworks Time Analysis Tools

3. Time is the Essential Element “We can no longer afford an academic calendar designed when America was a nation of farmers… That calendar may have once made sense, but today, it puts us at a competitive disadvantage.” - President Barack Obama, March 9, 2009 Education Leaders Highly Focused on Four Core Concerns: The Unrelenting Achievement Gap (Common Core) Narrowing of the Curriculum Arts, Phys. Ed, Social Studies Teacher Quality International Competition

4. Time is the Essential Element Data Time to coach and develop teachers and continuously strengthen instruction Time for teachers to assess student understanding and to analyze and respond to data 12 12 Data 11 11 1 1 10 10 2 2 People People 9 9 3 3 Time 8 8 4 4 7 7 5 5 6 6 Time to build high expectations for achievement and behavior More time is the ingredient, the resource, the accelerant that allows the others to happen effectively. School Culture Culture Time

5. Session Agenda Making Every Minute Count What Are Schools Doing with More Time • Targeted Intervention • Engaging Enrichment • Teacher Collaboration

6. Eight Powerful Practices at High Performing Expanded Time Schools OPTIMIZE TIME FOR STUDENT LEARNING USE TIME TO HELP STUDENTS THRIVE IN SCHOOL AND BEYOND DEDICATE TIME TO IMPROVING TEACHER EFFECTIVENESS 1 Make Every Minute Count 4 Build a School Culture of High Expectations and Mutual Accountability 7 Continuously Strengthen Instruction 2 Prioritize Time to Focus on a small set of school-wide goals 5 Provide a Well-Rounded Education 8 Relentlessly Analyze and Respond to Data 3 Individualize Learning Time and Instruction based on Student Needs 6 Prepare Students for College and Career

7. Making Every Minute Count

8. 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

9. Maximizing Academic Learning Time Academic Learning Time Time students gain and retain subject knowledge Academic Learning Time • Instructional Time Instructional Time Time devoted to instruction Academic Learning Time • Allocated Class Time Allocated Class Time Total time in class Allocated School Time Total time in school • Allocated School Time Source: Elena Silva, On the Clock: Rethinking the Way Schools Use Time, Education Sector Reports, 2007.

10. Maximize Time at the School Level 2 Possible Uses of the Quality 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. 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

11. School Time Analysis Tool (STAT) 2 Other Allocated CLASS Time Allocated INSTRUCTIONAL Time Academics and Support - Lunch/Recess - Homeroom -Transitions between classes - Study halls or Homework Allocated Class Time Non Core Academics Non-Purposed Time* “Other” Non –Purposed Time TRUE Instructional Time - In-class transitions - Miscellaneous interruptions - P.A. announcements Allocated Class Time

12. 2 School-wide Time Analysis Tool (STAT)

13. Web-based School-wide Time Analysis Tool Launching in October http://nctl.iontier.com

14. How do schools use the information uncovered by the STAT? Gallagher Elementary School 0 Min 60 Min Length of Period Key Finding: Class period before lunch lost ~7 minutes each day to allow young children to wash hands – equivalent of 21 hours of lost instructional time/year Science (60 min) Reading (60) Math (60) Lunch (30) Action Steps Before Recess (20) • Reversed lunch and recess periods so students can wash hands after recess instead of during instructional time • Rotated subjects taught before recess and after lunch to lessen the impact of longer transition time on any one subject • Unexpected benefit: change allowed more students to finish their lunch because they weren’t rushing to recess Social Studies (60) Time lost to Transition Time lost to Hand Washing Science/Reading/Math/Social Studies Science/Reading/Math/Social Studies Science/Reading/Math/Social Studies Recess After Lunch Science/Reading/Math/Social Studies

15. Maximize Time at the Classroom level 3 Classroom Time Use Tool Types of Time-Use in a Typical Class Period Transitions Assessment Teacher-Led Time Student Work Time • Arrival Routine • Transition to Next Component • Closing • Unplanned Interruption • Welcome/Lesson Launch • Teacher-directed Instruction • Whole-class Discussion/ • Activity - Small Group Discussion or Activity - Independent Practice/Activity - Combined Practices • Assessment of Student Learning • Exit Tickets • Checks for Understanding

16. Classroom Time Use Tool: A classroom observation tool for assessing the total amount and nature of instructional time in an individual classroom 3 Drop Down Menu

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18. Individualizing Learning Time & Instruction Based on Student Needs

19. Expanded Learning Time Means Strong Core Instruction and Individualized Academic Support More time can accelerate learning by improving the quality of core instructionand providing the supports and interventionsthat allow all students to achieve. Focus of Today Quality Core Instruction Individualized Support & Tiered Intervention Individualized Support & Tiered Intervention 19

20. Individualizing Learning Time & Instruction Based on Student Needs: Three Keys to Success Train teachers to leverage additional time for individualized instruction Use data to select, group, and re-group students for support Be creative in figuring out ways to work in small groups 20

21. Academic Support Block at Kuss Middle School What is it? • Small group ELA and/or math support • Students placed and monitored based on interim assessments • Electives, Intervention or Acceleration • Supports taught by content teachers Designated “Chronically Underperforming” in 2004 How much time? • All students 45 minutes, 1 to 6 times per week • 27 to 162 total additional hours, depending on student needs • Schedule can be adjusted to each individual student as need identified Expanded School Day in 2006 Made AYP in 2009 and 2010 21

22. 8th Hour Math at Jacob Hiatt Magnet School What is it? • A second dose of math led by Hiatt teachers • Students in grades 3-6 re-grouped based on their single greatest need ID’d through data • Groupings organized around the five math content strands on state test Had an expanded day when school was founded; cut in early 2000s How much time? • Grades 3-6, 55 minutes, 3 times/wk • 155 min/week of tier 2 math support on top of 450 min/week of core math instruction • Alternates with 8th Hour enrichment classes (2 days/wk) Expanded School Day in 2006 Was a MA Commendation School in 2010-11 on account of high growth 22

23. Academic Leagues at Edwards Middle School What is it? • Small group (15:1) academic support in math, ELA or science • All students participate and are grouped by similar skill sets • 7th & 8th graders taught by Edwards teachers; 6th graders with Citizen School teachers (partner org) Lowest achieving middle school in Boston in danger of being closed How much time? Expanded school day in 2006 • Every week for 36 weeks • Every student: 60 mins. each class, 4x/week • Targeted students: 2 additional classes during enrichment periods • 144+ hours each year of additional time Today is one of the most sought after middle school in Boston 23

24. Edwards Middle School Individualizing Instruction Through Academic Leagues 24

25. Targeted Academic Supports Acceleration Academies: Week Long Support Classes Warning Basic Proficient Advanced Clarence Edwards Middle School Boston, MA Support 100 students on cusp of next proficiency level Grades: 6 - 8 Two separate week long classes during February (ELA) and Apr (Math) vacations Additional Time Compared to Surrounding District: 120 min Feb Apr Teachers from Edwards and other schools in small (12:1) class sizes ELA Prof: 56% Edwards Other Schools Small Classes Math Prof: 40%

26. Using Time to Provide a Well-Rounded Education

27. What do we mean by “a well-rounded education”? Instruction and programming in subjects beyond ELA, Math, Science, and Social Studies, including but not limited to: Visual and Performing Arts Health and Wellness Cultural Studies, Service Learning STEM With an expanded day, enrichments can be stand alone classes… …and be embedded into core academic classes History, Social Studies, Geography Science Math Reading, Writing 27

28. Using Time to Provide a Well-Rounded Education: Three Keys to Success Respond to student interests Start with exposure and offer opportunities for specialization and mastery Create partnerships that bring in outside expertise and leverage skills and expertise of teachers 28

29. Well-Rounded Approach at Kuss Opportunity to build mastery – sequential courses PARTNERSHIPS WITH THE YMCA AND BOYS & GIRLS CLUB FOR OFF-SITE ELECTIVES 29

30. Well-Rounded Approach at Hiatt Opportunity for exposure to many new topics EACH TERM CULMINTAES WITH A “HIATT MUSEUM” TO SHOWCASE STUDENT WORK 30

31. Well-rounded Approach at Edwards Opportunity to build mastery – sequential courses FOCUS ON STUDENT LEADERSHIP, THE ARTS, AND ATHLETICS 31

32. Partnerships = More Learning Time and Personalization

33. Making Time for Hands-on Learning

34. More Time for Teacher Collaboration

35. More Time for Teacher Collaboration: Three Keys to Success Focus on a small set of common instructional practices and have all PD support them Establish consistent, school-wide structures and systems for teacher collaboration Create a culture that values feedback and continuous improvement 35

36. Effective Collaboration Requires Consistent School-wide Structures and Systems • 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 Your Instructional Leadership Team Leads This Work

37. 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.

38. Strengthening Instruction in the Daily, Weekly, Monthly, and Yearly Schedule Grade/Content Level Team Meetings to Share Practices Coaching to Learn from Instructional Leaders School Wide Professional Development to Ensure Consistency Peer Observations to Learn from Colleagues Frequency of Development Opportunity Yearly Monthly Weekly Daily

39. 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

40. 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

41. 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 41

42. Jacob Hiatt Magnet School Instructional Rounds

43. Matthew J Kuss Middle School Ramp Ups SAMPLE 7th GRADE TIER 3 STUDENT SCHEDULE SAMPLE 7th GRADE TIER 1 STUDENT SCHEDULE SAMPLE 7th GRADE TIER 2 STUDENT SCHEDULE

44. Scheduling Academic Intervention and Enrichment at Edwards VS Prep Tier 3 Support 44

45. Scheduling Academics and Enrichment at Hiatt Common Plan Prep Prep Prep 45

46. Session Materials www.timeandlearning.org/transformation2012 Videos Frameworks Time Analysis Tools