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Expanding Time for Learning Workshop

Expanding Time for Learning Workshop. April 30, 2013. Today’s Materials – www.timeandlearning.org/alliancedistricts. April 30, 2013. Objectives for the Day: Better understand how High Quality Expanded Learning Time is defined and the Essential Elements of High Quality Expanded Learning Time

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Expanding Time for Learning Workshop

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  1. Expanding Time for Learning Workshop April 30, 2013

  2. Today’s Materials – www.timeandlearning.org/alliancedistricts April 30, 2013

  3. Objectives for the Day: • Better understand how High Quality Expanded Learning Time is defined and the Essential Elements of High Quality Expanded Learning Time • Engage in some first step and leave with some concrete next steps for your school or district

  4. ExpandedLearning Time means… Reshape, Redesign, Rethink Significantly More Time Time Well Used 300 or more additional hours for all students Analyze and improve the use of all time in the school day and year Start from scratch. What should the best day and year for students and teachers look like today?

  5. What can be done with more learning time?

  6. 100 HOURS 200 HOURS 300 HOURS What would you do with of additional time in your school year?

  7. To better prepare students for success in high school and beyond, schools need more time to: Broaden the Curriculum (Arts, Phys Ed., Foreign Languages, Robotics) The Common Core Close the Achievement Gap Work together to Strengthen Instruction Meet students Socio-Emotional Needs 7

  8. Evidence that Time Matters: National Research • Analysis of three years of test data from Illinois schools found a direct correlation between more time in reading and math and higher student achievement • Source: Dennis Coates, “Education Production Functions Using Instructional Time as an Input,” Education Economics, 11:3 (Dec 2003), pp. 273-292 • Harvard economist Roland Fryer found that 25 percent more instructional time and high dosage tutoring were two of the strongest predictors of higher achievement • Source: Will Dobbie and Roland G. Fryer, Jr, “Getting Beneath the Veil of Effective Schools: Evidence from New York City,” NBER Working Paper, No. 17632, December 2011 25% • Stanford researcher Caroline Hoxby discovered that students who attended charter schools with significantly more time performed much better than peers in charter schools with more conventional calendars • Source: Caroline Hoxby and SonaliMuraka, “New York City Charter Schools: How Well are They Teaching Their Students?,” Education Next, Summer 2008: 54-61 8

  9. Delivering Results: Expanding Time to Close the Achievement Gap ELA “When you look at the public schools that are fundamentally changing the trajectory of students’ lives in high poverty communities, the overwhelming majority offer expanded learning time in school.” -- Richard Barth MATH Fall River’s Kuss Middle School 9

  10. Expanded Time: Evidence from Mass. Schools Compared to low-income schools, a much greater proportion of low income expanded-time schools are high growth (i.e. 60+ SGP) in ELA and Math ELA Math 60 + MSGP 40 – 59 MSGP 0 – 39 MSGP Figures may not add to 100 due to rounding NOTES: Low-income schools = Schools with at least 50% low-income population (FRPL) in 2011-12 * N = 416 in ELA; N = 418 in Math (all low-income schools with SGP reported, ET schools removed) ** N = 70 Mass. low-income ET schools identified in NCTL database with 2012 outcomes 10

  11. Support is Building for Expanded Learning Time 11 11

  12. More Time Alone Does Not Guarantee Results Four Year Change in Proficiency: (2009 – 2012) Top Performing and Bottom Performing MiddleSchools with Four Years of ELT Schools A & B: Higher Performing Schools Schools C & D: Lower Performing Schools

  13. SevenEssential Elements 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 Focused Schoolwide Priorities 2 Rigorous Academics 3 Differentiated Supports 4 Frequent Data Cycles 5 Targeted Teacher Development 6 Engaging Enrichment 7 Enhanced School Culture

  14. The Landscape has changed Options Available Todayto Expand School Time: New flexibility on federal resources (e.g. SES, CCLC, Title I, Title II) Reallocation of existing resources to prioritize high need schools Recent Proliferation of ELT Models and Options It’s your choice… Creativity, Determination, Persistence

  15. National Center on Time & Learning • Build Momentum • Build Support • Close the Achievement and Opportunity Gaps for High-Poverty Studentsthrough Highly Effective Expanded Learning Time Schools • Generate Knowledge • Inform Policy • Improve School Practice • Designing Excellent Schools

  16. The National Center’s Goals Over Time GOAL: Widespread Implementation of High-quality Expanded Learning Time Schools Proof points with scalable mechanism to promote widespread replication • 100 schools demonstrate successful conversion: • Federal funding and cost effective financing models • High-quality implementation TODAY: Primary Proof Points = Individual High Performing ELT Schools (mostly charters) 16

  17. TIME Collaborative: The Opportunity Through the TIME Collaborative, CSDE, NCTL, the Hartford Foundation and other local partners are investing in and supporting a select group of districts to implement high-quality and sustainable expanded learning time schools Selected districts and schools will have the opportunity to: • Re-engineer their school day/year to add 300 hours for all students • Expand opportunities for learning, enrichment and collaboration to improve student achievement, engagement, and teacher effectiveness • Intensive Planning and Technical Assistance: provided at no cost by NCTL • Funding for implementation: through the flexible use and reallocation of local, state, and federal resources • Join a network of pioneering educators from across CT and the nation

  18. Contributing Schools • Commissioner’s Network Schools • Stanton School, Norwich • Curiale School, Bridgeport • TIME Collaborative Schools • New London – Winthrop Elementary School • Bennie Dover Jackson Middle School • Jennings Elementary School • Meriden – John Barry Elementary School • Pulaski Elementary School • East Hartford – O’Connell Elementary School

  19. Sessions • Community Partnerships: ROOM 325 • Differentiated Support and Targeted Interventions: SEMINAR HALL 33 • Scheduling and Staffing: ROOM 335 • Sustainable Strategies for Expanding Learning Time/Resource Allocation: ROOM 435 (upstairs) • Session Structure • Intro: NCTL offering some framing concepts and key lessons • Voices from the Field: Commissioner District and TIME Collaborative Schools • First Steps and Work Time

  20. TIME Collaborative: Process from here Selection May – June ‘13 School & District Planning Aug‘13 – June ‘14 Implementation & Launch August ‘14 • Finalize Selection Process. Aligned w/ Alliance District process • Apply to participate during Alliance District Process • District and School Review and Selection • Intensive and Inclusive Planning Process • Implement new day and year in Fall 2014

  21. Reflection • I used to think . . . • Today I learned . . . • Now I think . . .

  22. More Questions • Please Contact: • Mark Day, State Department of Education -- mark.day@ct.gov • Rob Travaglini, National Center on Time & Learning – rtravaglini@timeandlearning.org

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