The TIME Collaborative Creating Schools with More & Better Learning Time

1. The TIME CollaborativeCreating Schools with More & Better Learning Time Session 1

2. National Center on Time & Learning Our Mission NCTL is dedicated to expanding learning time to improve student achievement and enable a well-rounded education. Through research, public policy and technical assistance we support national, state and local initiatives that add significantly more school time to help children meet the demands of the 21st century. • Build Momentum Our Work • Build Support • Close achievement & • opportunity gaps for 1 million children through high-quality ELT in schools • Generate Knowledge • Inform Policy • Improve School Practice • Create Excellent Schools 2

3. Why More Learning Time? More Time Benefits BOTH Students and Teachers Achievement Engagement Instruction More Time to Raise Student Achievement and Teach to Common Core More Time to Provide Rich Engagement Offerings for Students More Time to Collaborate and Improve Quality of Instruction

4. What are Teachers Saying about Having More Time?

5. The TIME Collaborative • Multi-year initiative to develop high-quality and sustainable expanded learning time schools in 5 states • Schools add 300 hours of learning time for all students • Ford Foundation provides funds to build state, district, and school capacity to support the initiative • NCTL to provide technical assistance at no cost to districts and schools

6. TIME Collaborative: Two Expectations Sustainable High-Quality • High-quality ELT schools: • Leverage their additional time according to 7 Essential Elements • Sustainable ELT schools: • Take advantage of existing and newly available funding sources • Utilize cost-lowering strategies to staff the expanded schedule &

7. Goals of Our Work Together • Share lessons learned about high-quality expanded learning time • Support you in identifying opportunities to use time more effectivelyin your schools (now and next year) • Help you plan for next yearincluding rethinking schedules and implementing programmatic changes that will help your school make best use of its expanded school day

8. How We Will Work Together Combination of 4-5 full-day planning sessions and school-based coaching Planning Session 1: Reflecting Back & Setting Priorities March 7th Planning Sessions 2 & 3: Using Time Well, parts I & II May 2ne and 3rd Planning Session 4: Rethinking Your School Day May 30th Planning Session 5: Putting it all Together July 2013 (TBD) 2013-2014 School Year On-site Support and Coaching of School Planning Teams Laura Middleton, NCTL’s Director of School and District Support for Tennessee

9. Agenda

10. Objectives • Develop an understanding of the Seven Essential Elements of high-quality, sustainable Expanded Learning Time and reflect on your school’s work in these areas • Build an understanding of how to maximize time effectiveness • Use STAT results to see how your school currently uses time and begin developing a plan to use time more effectively • Begin honing in on a school-wide instructional priority

11. Introductions TN TIME Collaborative – beginning in Memphis with ASD schools, expanding to Nashville and other districts next year • Instructions • Each team, please designate one person to: • Introduce your school and team members NASHVILLE MEMPHIS Corning Achievement Elementary Frayser Achievement Elementary Westside Achievement Middle

12. Sharing What You Learn Throughout today, consider how Videos Activities PowerPoint Slides School Examples can be shared in your broader school community to build support and buy-in as you plan for next year www.timeandlearning.org/tennessee

13. Keeping Track of It All Throughout the day, you’ll have time to jot down ideas and consider ideas for next year using the note taker on p. 1. The Scribe is responsible for taking and keeping notes your team can use throughout planning. Designate roles for team members today:Focuser,Scribe,andTime-Keeper.Use the colored dots to identify who is playing what role. See Session 1 Note Taker, p. 1

14. Agenda

15. Essential Elements of High-Quality Expanded Learning Time 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 school-wide Priorities 2 Rigorous Academics 3 Differentiated Supports 4 Frequent Data Cycles 5 Targeted Teacher Development 6 Engaging Enrichment 7 Enhanced School Culture

16. SevenEssential Elements ELT Essential Elements, Requirements & Flexibilities pg. 2

17. Seven Elements In Action Two Case Studies illustrate the 7 Essential Elements:Matthew J. Kuss Middle School, Fall River, MA Silvia Elementary School, Fall River, MA Kuss Case Study pgs. 3-6 Silvia Case Study pgs. 7-10 Session 1 Note Taker pg. 1

18. Case Study Exercise—PART 1 Instructions: 1. Read the Kuss Middle School case study (p. 3-6) orthe Silvia Elementary case study (p. 7-10) 2. Using the Session 1 note taker (p. 1), jot down things you want to remember from these case studies and potential implications for your school 3. Come back together as a team and discuss how Kuss Middle or Silvia Elementary aligns with the Essential Elements

19. Case Study Exercise—PART 2 Instructions: 4. Individually, complete the ELT self-assessment tool (p. 11-14) 5. Discuss as a team how the essential elements are currently integrated into your school day, and how they could look at your school next year. Use the self-assessment and case studies to guide your discussion. 6. If time permits, be prepared to share out: • 1 Essential Element your school does particularly well • 1 Essential Element your school needs to work on

20. Agenda

21. Agenda

22. Creating a Culture that Values Time “WE HAVE 90,000 MINUTES THIS YEAR; MAKE EACH ONE COUNT.” - Sign on a bulletin board at Mastery Schools’ Shoemaker Campus (Philadelphia)

23. 180 Days

24. Maximizing Academic Learning Time Academic Learning Time Time students gain and retain subject knowledge • 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

25. Tool: Making Every Minute Count Checklist Instructions: Take a few minutes to think about how your school maximizes instructional time using the Making Every Minute Count checklist See the Making Every Minute Count checklist, p. 15

26. Lessons Learned: Time Well Spent Instructions: • Read short profiles of 3 schools that maximize instructional time: North Star Academy, Aspire Port City Academy and Excel Academy • Identify at least one thing you learned from these schools that can help improve your school. See school profiles pgs. 16-18 • Keys to Success • Plan lessons to maximize time on task and student engagement • Minimize non-instructional time • Emphasize attendance • Come back together as a team. Discuss the possibilities for maximizing time effectiveness at your school now, and next year. Use the profiles and checklist to guide your discussion.

27. Activity: STAT Reflection and Analysis Instructions: 1) Using your STAT results and Making Every Minute Count checklist, discuss the following questions with your team: • What was the processused at your school to conduct STAT? • What were2 to 3 key findings for your school? • What immediate actionscan you take to address these findings? • What are you going to keep in mind as you plan for next year? 2) Complete a four-square chart (see next slide) and label your chart with your school name. Jot down things you want to remember and implications for your school on your Session 1 Note Taker. 3) Share out your analysis with other ASD school teams

28. Sample: STAT Four-Square See Four-Square Chart, p. 19, and Make Every Minute Count Checklist, p. 15

29. Resource: Classroom Time Analysis Tool (CTAT) While STAT provides a snapshot of the whole school day, CTAT analyzes time use in a classroom

30. Maximizing Instructional Time in the Classroom Time in a Typical Class Period Transitions Teacher-Led Time Student Work Time Assessment • 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

31. How can you use CTAT?

32. Agenda

33. Agenda

34. A Successful Expanded-Time School is Focused High quality ELT schools leverage time to empower each student with the knowledge, skills, and experiences they need to succeed in college and career All elements of your school day and each of your strategic goals should connect to Element #1: Focused School-wide Priorities 1 Focused School-wide Priorities 2 2 Rigorous Academics Rigorous Academics 3 3 Differentiated Supports Differentiated Supports Priorities are narrowly focused and impact the entire school 4 4 Frequent Data Cycles Frequent Data Cycles 5 5 Targeted Teacher Development Targeted Teacher Development The first step towards developing Focused School-wide Priorities is analyzing multiple sources of your school’s data and honing in on an instructional priority 6 6 Engaging Enrichment Engaging Enrichment 7 7 Enhanced School Culture Enhanced School Culture

35. The Planning Process Setting Focused School-Wide Priorities for next year will: • Help get everyone on the same page • Make it easier to engage your faculty in the changes you want to make • Allow you to invest time and energy in making the most important changes for your students and teachers • Avoid burn-out that can come from taking on everything at once Step 1: Gather and Synthesize Information Step 2: Set a Few Key Priorities Step 3: Create an Action Plan for Next Year

36. Step 1: Gather and Synthesize Information What information do you need to hone in your priorities for next year? Data Review STAT Review • Standardized Test Data • Interim and Teacher-Created Assessments • Informal Assessments of Student Needs • School-Level Results from the School Time Analysis Tool Stakeholder Feedback Assess School Practices • Assessment of School Practices against NCTL Frameworks (which we’ll use in Sessions 2 and 3)and the ELT Self-Assessment • Teacher Feedback • Parent Forums and Surveys • Dialogue with Community Partners • Student Focus Groups

37. Step 2: Set a Few Key Priorities Your data synthesis and analysis… …will help you identify 2 or 3 Focused School-wide Priorities, including a school-wide instructional priority that can drive your planning for next year

38. Step 3: Create an Action Plan for Next Year Your priorities will have implications for schedules and programming • What changes do we want to make to student and staff schedules to address our priorities? • How do we want to use our expanded time differently? Schedules Priority • What other changes are needed to make sure we are making the best use of our time (e.g. curricula and technology, protocols for collaboration, focus of professional development, school-wide behavior management systems)? Programming

39. Jacob Hiatt Magnet School Instructional Priority

40. Hiatt’s School-wide Instructional Priority “All Jacob Hiatt Magnet School students will show measurable growthin their ability to read and respond to open response questions, using details and relevant information from all text for support. All teacherswill implement writing strategies for open response questionsto support our instructional focus. Success will be measured by student performance on MCAS 4-point rubric and school performance-based assessments.” Impacts every student Measurable Cuts across all content areas; foundational skill Impacts every adult Comes to life through a set of common instructional practices Multiple measures

41. Student-Friendly Language “Jacob Hiatt Magnet School students know how to: GIVE ME FIVE!” WRITE IT! SAY IT! SEE IT! PROVE IT! READ IT!

42. A Singular Instructional Priority Builds Coherence & Consistency Instructional Priority… Skill-based; cuts across all content areas Impacts every student AND every adult Becomes a central topic for collaboration/PD Comes to life through a set of common instructional practices Provides a foundation for long-term academic success Is measurable . . . and drives your use of time

43. School-wide Instructional Priority: Jacob Hiatt Elementary Reading and responding to text Rigorous Academics Differentiated Support Frequent Data Cycles Targeted Teacher Dev. Engaging Enrichment Enhanced Culture • Daily 120-min lit block • Common writing strategies in all classes • Writing taught in all subjects • Math support 3x/week • Analyze state test and benchmarks to identify skill gaps • 40 hours PD focused on writing • Instructional Rounds 4x/year • Enrichment 2x/week reinforces writing skills • Teachers share writing strategies • Kid friendly focus

44. Discussion: School-wide Instructional Priority Discuss the following questions with your school team: (10 minutes) How did we see teachers and students “living” their focus on writing at Jacob Hiatt? How could a school-wide instructional priority that everyone understands, agrees upon, and “lives” each day help our school improve?

45. Example: STEP 1 – Gather and Synthesize Information Data Review STAT Review • Strong progress in math but less in ELA • Many students struggle with reading comprehension/ lack of literacy skills prevents mastery of other content • Some students have very specific skill deficits • No time for small group intervention or individual student support • Equal time for all core subjects despite extraordinary needs in literacy • Limited time for extracurriculars and clubs Stakeholder Feedback Assess School Practices • Strengths identified in data use and teacher collaboration • Inconsistent quality in literacy instruction/ lack of school-wide practices • No opportunities for intervention/ acceleration in small groups • Teachers would like more opportunity to work in small groups with students • Teachers concerned about challenges of student behavior • Surveys show limited gains in student engagement

46. Example: STEP 2 – Set a Few Key Priorities Instructional Priority: “All students will show measurable growth in their reading comprehension skills, by applying reading strategies to diverse texts. All teachers will implement shared instructional techniques and dedicate time to building and applying reading strategies across all subject. Success will be measured by performance on MCAS exams and school-created assessments.” Priority 2: Institute dedicated time for targeted academic supports for all students with high-quality, well-planned curricula. Priority 3: Increase time for enrichment based on student and teacher interests

47. Example: STEP 3 – Create an Action Plan for Next Year • Create 3 additional periods of ELA per week • Institute Sustained Silent Reading during dismissal Schedules Instructional Priority: Reading Comprehension • Identify school-wide best practices for reading comprehension and focus collaboration and PD time on training in these practices • Institute monthly peer observations of teachers who have had strongest gains in literacy Program-ming

48. Example: STEP 3 – Create an Action Plan for Next Year • Create 60 minute block for ELA and Math intervention/ acceleration that meets 3 times a week Schedules Priority 2: Increase differentiated supports • Create 2 small committees to lead development of intervention period programming in ELA and Math • Incorporate strong blended learning content into intervention periods to allow for more individualized instruction of neediest students • Use collaboration time to group and regroup students for intervention every 2 months • Use collaboration time and data cycles to identify content to reteach/ review during intervention Program-ming

49. Activity: Establishing Focused School-wide Priorities You will now spend time as teams looking at your own data and thinking about a school-wide instructional priority your school might adopt as part of its planning for next year. Data Analysis Graphic Organizer - pg. 20 ASD School data sets with ANET data

50. Activity: Establishing Focused School-wide Priorities Instructions: 1. Come together as a team and synthesize your observations. Record them on a common graphic organizer. (15 minutes) 2. Based on your review of the data, discuss as a team: • What are the most important problems your school needs to solve? • Which problems cut across multiple subject areas and grade levels? • Which of these would you classify as highest-importance? • Could addressing these problems through a whole-school improvement effort prove transformational for your school? (20 minutes) 3. Based on your discussion and data review, work with your team to think about a school-wide instructional priority. See if it meets the criteria in the “Would This Focus…” box on the graphic organizer.