Building a Better School Day and Year with Expanded Learning Time www.timeandlearning.org © 2011
Arizona MEGA Conference Breakout Session – Building a Better School Day and Year with Expanded Learning Time
Who Are We? The National Center on Time & Learning (NCTL) is dedicated to expanding learning time to improve student achievement and enable a well-rounded education.
research, public policy, and technical assistance we support national, state, and local initiatives Through
that add significantly more school time to help children meet the demands of the 21st century.
www.timeandlearning.org
Š 2011
Today’s Agenda More Learning Time is Essential Making Every Minute Count What Are Schools Doing with More Time
It’s Happening Right Here in Arizona – Balsz Public Schools www.timeandlearning.org
© 2011
National Landscape: Growing Momentum to Expand Learning Time “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
www.timeandlearning.org
Narrowing Curriculum Arts, Phys. Ed, Social Studies
Staff Development
International Competition
© 2011
National Landscape: Trends in Time Reform Fort Logan Elementary School Sheridan, CO Using “second shift” of educators, including personnel from other schools and partners, to staff additional 7 school hours per week.
Gary and Jerri-Ann Jacobs High Tech High School San Diego, CA Using an additional hour of the school day that requires all 11th grade students to participate in an internship with a local business.
www.timeandlearning.org
Chicago Public Schools Chicago, IL Using technology to add 90 minutes of instruction each day for over 2000 students in 5 elementary schools; 10 more schools to join the initiative in January 2011.
Generation High School Brooklyn, NY Using staggered teacher schedules to staff 200 days per year at no additional cost.
Edwards Middle School Boston, MA Using week-long school vacations to provide academic support to targeted students.
Cincinnati Fifth Quarter Cincinnati, OH Using summer session to provide 130 additional hours of learning time, including academics and enrichment.
© 2011
At least
of additional learning time for all students
A
to the school day - more time for core academics, enrichment, and teacher collaboration
A catalyst for Better integration of
and expertise into the school day of school and district priorities
www.timeandlearning.org
Š 2011
High-performing ELT Schools “A New Day for Schools” 7
www.timeandlearning.org
2011 National Center on
© 2011
What would you do with of additional time in your school year?
www.timeandlearning.org
Š 2011
Fulfilling the Promise of Expanded Learning Time Percent of Students Scoring Proficient
Silvia: 2007 - 2011
80 60
46
40
53 45 46
58 58
62 56
48
38 20
60 42
0
08 ELA
09
10
47
40
54
40
20
11
MATH
21
61
47
48
10
11
25
13 06
07 ELA
08
09
MATH
NOTES: • Proficiency rates aggregated and weighted across Grades 3 – 5 and Grades 6 – 8
www.timeandlearning.org
57
37
0
07
Kuss: 2006 - 2011
80 % Proficient and Above
% Proficient and Above (Grades 3 – 5)
Silvia Elementary School (Grades PK – 5) and Kuss Middle School (Grades 6 – 8)
© 2011
More Time Alone Does Not Guarantee Results Four Year Change in Proficiency: (2006 – 2010) Top Performing and Bottom Performing Middle Schools with Four Years of ELT
Change in ELA Proficiency
40 30 20
25.1 15.8
10
7 1.8
50 Change in % Proficient and Above
Change in % Proficient and Above
50
Change in Math Proficiency
40 30
28.2
34.2
20
15.4
16.3
10 0
0 School School School School A B C D
School School School School A B C D
Schools A & B: Higher Performing Schools Schools C & D: Lower Performing Schools www.timeandlearning.org
© 2011
Eight Powerful Practices at High Performing Expanded Time Schools OPTIMIZE TIME FOR STUDENT LEARNING
USE TIME TO HELP STUDENTS THRIVE IN SCHOOL AND BEYOND
1 Make Every Minute Count 2 Prioritize Time to Focus on a small set of schoolwide goals 3 Individualize Learning Time and Instruction based on Student Needs www.timeandlearning.org
DEDICATE TIME TO IMPROVING TEACHER EFFECTIVENESS
4 Build a School Culture of High Expectations and Mutual Accountability
7 Continuously Strengthen Instruction
5 Provide a WellRounded Education
8 Relentlessly Analyze and Respond to Data
6 Prepare Students for College and Career
Š 2011
Making Every Minute Count www.timeandlearning.org © 2011
Arizona MEGA Conference Breakout Session – Building a Better School Day and Year with Expanded Learning Time
Learning Time
Three Steps to Making Every Minute Count
Focus on Attendance: if students aren’t present, they can’t learn
1 www.timeandlearning.org
Maximize time at the SCHOOL level
2
Maximize time at the CLASSROOM level
3 © 2011
Maximizing Academic Learning Time Academic Learning Time Time students gain and retain subject knowledge Instructional Time Time devoted to instruction Allocated Class Time Total time in class
Instructional Time
Academic Academic Learning Learning Time Time
Allocated Class Time
Allocated School Time
Allocated School Time Total time in school
Source: Elena Silva, On the Clock: Rethinking the Way Schools Use Time, Education Sector Reports, 2007. www.timeandlearning.org
Š 2011
2
Maximize Time at the School Level 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: Academics and Support Non Core Academics
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. Help your school and educators consider modifications to policies and practices that will optimize learning time for your students
Other www.timeandlearning.org
Š 2011
2
Quality Time Analysis Tool (QTA) Allocated CLASS Time
Academics and Support Non Core Academics
Other
Allocated INSTRUCTIONAL Time
Allocated Class Time Non-Purposed Time*
- Lunch/Recess - Homeroom -Transitions between classes - Study halls or Homework
“Other” Non –Purposed Time Allocated Class Time
www.timeandlearning.org
TRUE Instructional Time
- In-class transitions - Miscellaneous interruptions - P.A. announcements
© 2011
2
Quality Time Analysis Tool (QTA) Quality Time Analysis Tool Calculating Time Spent Weekly and Annually
SECTION 1:CALCULATING TOTAL ALLOCATED SCHOOL TIME Standard School Day
Start time: End time: # Standard Days/Week:
Early Release (ER) Days
Total Minutes/Day:
0
Start time: End time: # Early Rel. Days/Week:
School Year
Total Minutes/Release Day: 0 Total Mins./Week (Avg.)
0
Required Annual Hrs.:
0.0
Weekly Allotted Time Tracker:
# Std. Days: # ER Days:
0.0
SECTION 2: CALCULATING WEEKLY ALLOCATED SCHOOL TIME ACADEMICS/ACADEMIC SUPPORT
Core Academics
NON-CORE ACADEMIC
Minutes/ Week
% Allotted Time
0
0.0%
% Allotted Time
0
Minutes/ Week
% Allotted Time
0.0%
Lunch/Recess
0.0%
English Language Arts
0.0%
Physical Education
0.0%
Transitions b/w classes
0.0%
Mathematics
0.0%
Art
0.0%
Study Halls/Homework
0.0%
Science (incl. labs)
0.0%
Music
0.0%
Homeroom
0.0%
Social Studies
0.0%
Computers/Technology
0.0%
Other
0.0%
Foreign Language
0.0%
Other
0.0%
Other
0.0%
Other
0.0%
Other
0.0%
Academic Support
0
0.0%
Enrichment/Non-Core Acad.
OTHER
Minutes/ Week
Social/Emotional Support
0
0.0%
Tutoring
0.0%
Community Bldg. Activity
0.0%
Remedial classes
0.0%
Advisory
0.0%
Targeted Support
0.0%
Other
0.0%
Other
0.0%
Total Weekly Allotted Hours/Week
www.timeandlearning.org
0
0.0%
0.00
0.0%
Total Weekly Allotted Hours/Week
0
0.0%
0
0.0%
Total Weekly Allotted Hours/Week
0
0.0%
0.00
0.0%
Š 2011
2
How do schools use the information uncovered by a QTA? Mastoras High School
Before
Key Finding: 36 minutes of each 6 hour day taken up by passing time, equal to 10% of daily allocated school time •
• • •
Action Steps Established school-wide goal to reduce passing time by 50% Reorganized students and teachers into 3 interdisciplinary clusters Reconfigured classrooms by cluster to minimize travel time Effectively reduced passing time to 3 minutes between classes, adding 1,800 minutes/year back into instruction
www.timeandlearning.org
= Classroom 6 Minutes per Transition After
3 Minutes per Transition
= Cluster 1 room = Cluster 2 room
= Cluster 3 room © 2011
How do schools use the information uncovered by a QTA? Gallagher Elementary School 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
Action Steps • 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 www.timeandlearning.org
0 Min 60 Min Length of Period Science (60 min) Reading (60) Math (60) Lunch (30) Before Recess (20) Social Studies (60)
Time lost to Time lost to Transition 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
© 2011
3
Maximize Time at the Classroom level Classroom Time Use Tool Types of Time-Use 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
www.timeandlearning.org
Š 2011
3
Classroom Time Use Tool:
A classroom observation tool for assessing the total amount and nature of instructional time in an individual classroom Classroom Time Use Tool
Drop Down Menu Categories of Classroom Time Use Arrival Routine Transition to next component Closing Unplanned interruption Welcome/Lesson launch Teacher-directed instruction Whole-class discussion/activity Small group discussion/activity Independent practice/activity Combined Practices
Category (see descriptions below) Select Category from Drop Down Menu Select Category from Drop Down Menu Select Category from Drop Down Menu Select Category from Drop Down Menu Select Category from Drop Down Menu Select Category from Drop Down Menu Total Time: Transitions Total Time: Teacher-Led Time Total Time: Student Work Time Total Time: Assessment of Student Learning
Class: Observer: Teacher: Date: Total Allocated Class Time: 0:00:00 Start Stop Time Time Total Time Notes 0:00:00 0:00:00 0:00:00 0:00:00 0:00:00 0:00:00 0.00% 0.00%
% of Allocated Class Time % of Allocated Class Time % of Allocated Class Time % of Allocated Class Time
Total
Assessment of student learning
www.timeandlearning.org
Š 2011
3 Classroom Time Use Tool Category
Class: Math (Grade 4) Teacher: Ms. Jane Doe Total Allocated Class Time: Start Time Stop Time
Observer: Emily Raine Date: November 11, 2010 2:00:00 Class Size: 23 Total Time Notes
12:00:00
12:17:10
0:17:10
12:17:10
12:20:30
0:03:20
Observation began as they were starting lesson on multidigit multiplication. Doe models an activity using overhead projector. Interactive - asking questions and kids respond. Students periodically turned to do pair and share. Doe tells students to find their "3 o'clock partner". Students walk around to find their partner and a space to work. Doe passes out materials, makes sure all have partners.
0:14:05
Students are in pairs doing multiplication wrestling activity. Doe floats, makes sure they are on the right track, passes out slips of paper (classroom incentive system). Gave a 5-min warning at 12:31:05 - "3 min to finish, 2 min to clean up".
Teacher-directed instruction
Transition to next component
Small group discussion/activity
12:20:30
12:34:35
Transition to next component
12:34:35
12:37:00
0:02:25
12:37:00
12:48:10
0:11:10
Teacher-directed instruction
Doe uses "Time Out" verbal and visual cue. Gives instructions for what students should do next. Students hand in papers/materials, transition back to their own seats, get out math notebooks. Doe uses overhead and everyday Math website to teach the algorithm. Interactive - moving between teacher-led, student response/discussion, web-directed lesson. Checks for understanding a lot throughout this component .
Total Time by Category Total Time: Transitions Total Time: Teacher-Led Time Total Time: Student Work Time Total Time: Assessment Total
0:09:15 0:26:40 0:58:55 0:25:10 2:00:00
% of Allocated Class Time % of Allocated Class Time % of Allocated Class Time % of Allocated Class Time
7.7% 22.22% 49.10% 20.97% 100.00%
% of Allocated Class Time Transitions Teacher-led Time Student Work time Assessment
www.timeandlearning.org
Š 2011
Student and Teacher Benefits from Expanded Time Traditional ExpandedStudent Time Calendar Calendar
More Time for Core Academics More Time for Academic Supports More Time for Engaging Enrichments
Achievement
Engagement
More Time for Community Partnerships
Expanded Time Calendar Traditional Teacher Calendar More Time for Teacher Collaboration More Time for Teacher Development
Effectiveness
Engagement
www.timeandlearning.org
More Scheduling Flexibility
Š 2011
Student and Teacher Benefits from Expanded Time Traditional ExpandedStudent Time Calendar Calendar
More Time for Core Academics More Time for Academic Supports More Time for Engaging Enrichments
Achievement
Engagement
More Time for Community Partnerships
Expanded Time Calendar Traditional Teacher Calendar More Time for Teacher Collaboration More Time for Teacher Development
Effectiveness
Engagement
www.timeandlearning.org
More Scheduling Flexibility
Š 2011
Time for Academics at Expanded Time Schools Number of Hours Devoted to ACADEMICS per Week
Number of Hours per Week 50
Hours per Week
40
30
40
43
33 30
29
37
26
20 10
High Performing Expanded Learning Time (ELT) schools devote approximately 29 hours to academics each week, four hours less than the TOTAL number of hours in a traditional school week
0 Trad. Public ELT Elem* ELT Middle ELT High School School School School *Sample of 30 high performing expanded learning time (ELT) schools www.timeandlearning.org
Š 2011
Student and Teacher Benefits from Expanded Time Traditional ExpandedStudent Time Calendar Calendar
More Time for Core Academics More Time for Academic Supports More Time for Engaging Enrichments
Achievement
Engagement
More Time for Community Partnerships
Expanded Time Calendar Traditional Teacher Calendar More Time for Teacher Collaboration More Time for Teacher Development
Effectiveness
Engagement
www.timeandlearning.org
More Scheduling Flexibility
Š 2011
More Time for Students Leads to More Time for High Quality Teacher Collaboration In 2007, a study of 47 schools revealed higher performance in math and reading for students who attended schools characterized by higher quality teacher collaboration* R e a d i n g More Time for Teacher Collaboration
High Quality Teacher Collaboration
M a t h
Higher Student Achievement
*Goddard et al. A Theoretical and Empirical Investigation of Teacher Collaboration
www.timeandlearning.org
S c i e n c e
Š 2011
H i s t o r y
A.C. Whelan Elementary School Location: Revere, MA
# of Students: 757
Grades: K - 5
% Low Income: 63
Start/End Time: 7:55 – 3:55 Daily Teacher Collaboration at A.C. Whelan
Goal: Provide all teachers a period to collaborate in addition to planning period In 2008, Whelan added 95 min to the day: 50 min for supports and 45 min for phys ed. Each day, all teachers receive 45 minutes of collaboration…
…while students receive an additional 45 period of phys ed
Grade level teams meet 2x/week with Content Coach Grade level teams meet 3x/week with Administrator www.timeandlearning.org
Hired 2 additional Phys Ed teachers and 1 Playworks Coach © 2011
Student and Teacher Benefits from Expanded Time Traditional ExpandedStudent Time Calendar Calendar
More Time for Core Academics More Time for Academic Supports More Time for Engaging Enrichments
Achievement
Engagement
More Time for Community Partnerships
Expanded Time Calendar Traditional Teacher Calendar More Time for Teacher Collaboration More Time for Teacher Development
Effectiveness
Engagement
www.timeandlearning.org
More Scheduling Flexibility
Š 2011
Matthew J Kuss Middle School Ramp Ups Kuss School Facts Location
Fall River, MA
Grades
6–8
Start/End Time
7:18 – 3:30
# of Students
648
% Low Income
82
Designated “Chronically Underperforming” in 2004 Expanded School Day in 2006 Made AYP past two years in 2009 and 2010 www.timeandlearning.org
What is it?
How much time?
Small group ELA and/or math support
45 minutes, 1 to 6 times per week
Students placed and monitored based on interim assessments
27 to 162 total additional hours, depending on student needs
Electives, Intervention or Acceleration Supports taught by content teachers
Schedule can be adjusted to each individual student as need identified
© 2011
Matthew J Kuss Middle School Ramp Ups Day 1
Day 2
Day 3
Day 4
Core: Science
Core: ELA
Core: Math Elective
8:08-8:52
Core: Science
8:54-9:38
Specialty
ELA Ramp Up Elective
9:40-10:24
Core: Math
Science Elec.
Core: Math Core: Science
Core: SS
Specialty
7:18-8:06
10:28-11:12
Day 5 Math Ramp Up Elective
Math Ramp Up Elective
Core: SS Core: ELA
Core: SS
Specialty
Core: SS
ELA Ramp Up Elective
Specialty
Core: Math
ELA Ramp Up Elective
1:14-1:58
Core: ELA
Math Ramp Up ELA Ramp Up
Core: ELA
Core: Science
2:00-2:44
Elective Science Elec.
Core: Science
Core: SS
Core: Math
2:46-3:30
Core: ELA
12:28-1:12
Additional Academics Specialty (art, PE, health) Enrichment Elective
LUNCH
11:14-12:26
Core Subjects
SAMPLE 7th GRADE TIER 1 3 2 STUDENT SCHEDULE www.timeandlearning.org
Š 2011
8th Grade ELA and Math MCAS* Comparison: Kuss Middle School vs. Massachusetts 100%
MCAS ELA: 2006 - 2011
60%
66% 64% 67%
40%
56% 59%
% Proficient & Advanced
% Proficient & Advanced
80%
78% 78% 79% 74% 75% 75%
100%
45%
20% 0%
MCAS Math: 2006 - 2011
80%
60% 40%
49% 48% 51% 52% 45% 40% 48% 51%
20%
29% 32%
0% 2006 2007 2008 2009 2010 2011
22% 11%
2006 2007 2008 2009 2010 2011
*Massachusetts Comprehensive Assessment System www.timeandlearning.org
32
Š 2011
Targeted Academic Supports Acceleration Academies: Week Long Support Classes Warning Clarence Edwards Middle School Boston, MA Grades: 6 - 8 Additional Time Compared to Surrounding District: 120 min ELA Prof: 56% Math Prof: 40%
www.timeandlearning.org
Basic
Proficient
Advanced
Support 100 students on cusp of next proficiency level
Feb
Apr
Two separate week long classes during February (ELA) and Apr (Math) vacations
Edwards Other Small Schools Classes
Teachers from Edwards and other schools in small (12:1) class sizes
7:30 – 8:00
8:00 – 11:40
11:40 – 12:15
12:15 – 1:30
Breakfast
English/Math
Lunch
Enrichment
© 2011
Student and Teacher Benefits from Expanded Time Traditional ExpandedStudent Time Calendar Calendar
More Time for Core Academics More Time for Academic Supports More Time for Engaging Enrichments
Achievement
Engagement
More Time for Community Partnerships
Expanded Time Calendar Traditional Teacher Calendar More Time for Teacher Collaboration More Time for Teacher Development
Effectiveness
Engagement
www.timeandlearning.org
More Scheduling Flexibility
Š 2011
What do we mean by “enrichment”? Instruction and program in subjects other than ELA, Math, Science, and Social Studies, including but not limited to:
Visual and Performing Arts
Health and Cultural Studies, Wellness Service Learning With an expanded day, enrichments can be stand alone classes… …and be embedded into core academic classes
Reading, Writing
www.timeandlearning.org
STEM
Math
Science
History, Social Studies, Geography
© 2011
Enrichments at MA ELT Schools Expanded Learning Time schools use enrichments to:
Support school-wide priorities Salemwood K – 8 School (Malden, MA) and Young Audiences Focus on reading comprehension Partner with Young Audiences to lead theater and storytelling workshops
Establish a Positive School Culture Boston Arts Academy and Senior Project Seniors design arts program addressing real community needs Written grant proposal and presentation(s) Outside panelists use rubric to judge student work
Build Mastery Beyond Core Academic Subjects Kuss Middle School (Fall River) and Theater Electives Acting workshops, costume design, and technical theater classes Two productions each year Won gold medal at 2009 Massachusetts Middle School Drama Festival www.timeandlearning.org
Š 2011
High-performing ELT Schools “A New Day for Schools” 37
www.timeandlearning.org
2011 National Center on
© 2011
Student and Teacher Benefits from Expanded Time Traditional ExpandedStudent Time Calendar Calendar
More Time for Core Academics More Time for Academic Supports More Time for Engaging Enrichments
Achievement
Engagement
More Time for Community Partnerships
Expanded Time Calendar Traditional Teacher Calendar More Time for Teacher Collaboration More Time for Teacher Development
Effectiveness
Engagement
www.timeandlearning.org
More Scheduling Flexibility
Š 2011
Citizen Schools in MA ELT Schools Edwards Middle School (Charlestown, MA)
Garfield Middle School (Revere, MA)
National organization that partners with middle schools to expand the learning day for children in low income communities Citizens School Staff
Teachers provide instruction and classroom management training
www.timeandlearning.org
6th Grade Teacher
7th Grade Teacher
Citizen Schools provides: Apprenticeships - Law, Rocket Science Math Support All 6th grade participate
8th Grade Teacher
Sixth grade teachers support 7th/8th grade classes Smaller class sizes for: - Academic Supports - Electives 39
Š 2011
200-Day School Year Added 20 days to the school year in 20092010
20 More school days before AIMS testing
School year begins on July 25
AZ state law provides additional 5% of District operating budget (ARS 902.02)
Spring Break comes after AIMS testing
www.timeandlearning.org
20 Additional days only costs Balsz 2% 40
Š 2011
ELL Reclassification Rate State vs. Balsz 45 40 35 30 25 20 15 10 5 0
Balsz % State %
FY2009
State Rate Balsz Rate Rate Increase www.timeandlearning.org
FY2010
3 20 Baseline
FY2011
18 35 43%
19 42 110% Š 2011
AZLEARNS Performance Labels School
FY2009
FY2010
FY2011
Griffith
Performing Plus
Performing Plus
Highly Performing
Brunson Lee
Performing Plus
Performing Plus
Performing Plus
Performing
Performing
Performing Plus
Crockett
Underperforming
Performing
Performing Plus
Orangedale
Underperforming
Performing
Performing
Balsz
www.timeandlearning.org
Š 2011
Getting Your Attention Adding 20 school days for no additional cost Adding 300 hours (25% more time) for 10% additional cost Add 20 school days and have 167 school days BEFORE AIMS for 2% additional cost
www.timeandlearning.org
Š 2011