The TIME CollaborativeCreating Schools with More & Better Learning Time Session 2 – Adding Time and Using it Well
Do Now Use the chart paper on your table to create a poster-sized copy of your instructional priority – whatever state it is in!
TIME Collaborative: Timeline PLANNING IMPLEMENTATION Technical assistance sessions and school coaching Pre- implementation planning and support Finalize ELT plans State and Districts identify implementation funds Schools implement ELT plans Continued TA and coaching Districts monitor school performance NCTL provides district and school-level support – through TA sessions, coaching and webinars – every step of the way.
TIME Collaborative: Process Idea Generation (Now) Decision Making (February) Re-engineering (Jan-March) Final Design (April)
Today’s Objectives • Learn about a variety of options for adding time for differentiated supports and engaging enrichment AND for using that time well • Understand the information your school and district need to collect to begin re-engineering your school day • Use STAT results to see how time is currently used in your school and begin to plan for how to use time more effectively PERSONALIZATION PERSONALIZATION
Creating Sustainable Strategies Generating Ideas Complexity Creativity Persistence Consider the multiple of impacts from each change Rethink every existing resource and strategy Push your school to be creative amidst complexities
Generating Ideas – January’s Mindset Unleashing your Inner Pooh, Tigger, and Piglet Creativity Rethink every existing resource and strategy Banishing your Inner Eeyore and Owl
Today’s Agenda – Adding Time and Using it Well Please Note: Next steps planning is MANDATORY
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 and continue the planning work www.timeandlearning.org/colorado
Keeping Track of It All Throughout the day, you’ll have time to jot down ideas and consider implications for ELT at your school using the note taker on p. 1. The Scribe is responsible for taking team notes on the copy. Designate roles for team members today:Focuser,Scribe,andTime-Keeper.Use the colored dots to identify who is playing what role. See Note Taker, p. 1
Reconnecting: School-wide Priorities All elements of your plan 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 (no more than 3 total) and impact the entire school 4 4 Frequent Data Cycles Frequent Data Cycles 5 5 Targeted Teacher Development Targeted Teacher Development Your SCHOOL-WIDE INSTRUCTIONAL PRIORITY should inform your 1-2 other priorities. 6 6 Engaging Enrichment Engaging Enrichment 7 7 Enhanced School Culture Enhanced School Culture
A Singular Instructional Priority Builds Coherence & Consistency Instructional Priority… 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
Do Now Use the chart paper on your table to create a poster-sized copy of your instructional priority – whatever state it is in!
How are you Developing a School-wide Instructional Priority? • Directions: • School teamsbriefly discuss their School-wide Instructional Priority and make sure it’s up on chart paper 5 mins • Travel and Talk: Each team will divide into Travelers and Talkers. The travelers will divide equally into two teams and each team will move to one of the school tables they have been assigned to learn how they’re developing an instructional priority. Talkers will stay back and share their process with Travelers from other schools. See the Travel Guide on your table. 20 mins • Talkers, be prepared to explain the PROCESS you’re using to develop your instructional priority: • Who’s participating in it’s development? • What activities are you doing to identify student needs? • What are your challenges? successes? “a-ha!” moments? Share Back: Travelers return to their school and share what they learned. 15 mins
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)
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.
STAT Follow-up: Reflection & Analysis 1) Discuss the following questions with your team and create a four-square chart (see next slide) with your responses 40 minutes • What was the process used at your school to conduct STAT? • What were 2 to 3 key findings at your school? • What immediate action can you take to address these findings? • What do you need to keep in mind as you re-engineer your schedule? 2) Label your chart with school name, and complete a four-square chart for your team. 5 minutes
Sample: STAT Four-Square See blank Four-Square Chart, p. 2, and Make Every Minute Count Checklist p. 3
The Need for Differentiated Supports A typical classroom period is insufficient to meet varying needs of individual students I need advanced Literacy and Math High I need some Math support Literacy Level I need some Literacy support I need ELA and Math Support Low Math Level Low High
Requirements & Flexibilities: Differentiated Supports TIME Collaborative Requirements 1 1 Focused School-wide Priorities Focused School-wide Priorities ALL students receive at least 120 minutes of intervention or acceleration each week 2 2 Rigorous Academics Rigorous Academics 3 Differentiated Supports Students are grouped based on data identifying academic needs 4 4 Frequent Data Cycles Frequent Data Cycles 5 5 Targeted Teacher Development Targeted Teacher Development TIME Collaborative Flexibilities 6 6 Engaging Enrichment Engaging Enrichment Instructional Approach 7 7 Enhanced School Culture Enhanced School Culture Curriculum
Key Principles: Differentiated Supports Adequate Time for All Students to Reach Proficiency Complements Core Instruction Ongoing Progress Monitoring and Assessment Taught by Trained Staff Time for Teacher Collaboration on Instructional Strategies and Grouping Flexible Grouping of Students
Differentiated Supports in Action • Directions: • Read the Framework for Assessing Differentiated Supports • Highlight phrases/sentences that most accurately describe your school • Highlight areas that are particularly challenging at your school • Come back as a group to discuss • 25 mins p. 4 Watch the Edwards Academic League video – look for how this example illustrates the principles of Differentiated Support Use the Note Taker on p. 8
Differentiated Support in Action Edwards Middle School
Differentiated Supports in Action • Directions: • Read the Framework for Assessing Differentiated Supports • Highlight phrases/sentences that most accurately describe your school • Highlight areas that are particularly challenging at your school • Come back as a group to discuss • 25 mins Watch the Edwards Academic League video – look for how this example illustrates the principles of Differentiated Support 3. Assign different team members to read one of the three profilesof Hiatt, Kuss, and Rocketship (each school collectively reads all three) p. 5-7 4. Discuss with your team how each example – Hiatt, Kuss, Rocketship, or Edwards – illustrates the six principles using the note taker 20 mins p. 8
Differentiated Supports: Discuss & Take Note Take 10minutes to discuss as a team: Use the note taker on p. 1 And your big chart paper Idea Generator What ideas from this section do we want to remember as we build out our school redesign plan? What are the implications of these ideas on the design and implementation of our new school day and year?
So Far Today FOCUS School-wide Instructional Priority How Are You Using Your Time Now DATA-DRIVEN Differentiated Support PERSISTENCE Re-engineering CREATIVITY Engaging Enrichment
What is Schedule Re-engineering? 1440 annual student hours Creating innovative schedules, strategies, and approaches to total that minimize cost AND increase the quality of educational programs Rethink Staffing High Quality, Sustainable ELT Rethink Technology Rethink Time
The Re-engineering Process Gather existing and projected information Identify priorities and existing programs to keep Create sample teacher & student schedules $ $ Create buy-in from other staff and community Share iterations w/ Redesign and Planning Team Repeat Create new iterations from school and team input Select best iterations and identify costs Decide on one iteration to implement
Creating Your Re-engineering Sub-Committee District Staff Knows Policies Gather information Identify priorities Create iterations Redesign & Planning Team Re-Engineering Sub-Committee $ $ Knows Schedules Enjoys Puzzles Gather Input Create new iterations Identify Costs Thinks Creatively Other Redesign and Planning Team Members Review iterations Build Support Choose Schedule
Timeline for Re-engineering By 1/18: Create a Re-engineering Team and make action plan for gathering information Jan Gather info on staffing, scheduling, and resources By 2/12 (Session 4): Assemble all information necessary to begin developing staffing, scheduling and resource allocations - Schedule Re-engineering Workshop on 2/13 or 2/14 with Rob and Roy Feb Begin creating first iterations of staffing, scheduling, and budget 2/28 (Session 5): Full day work session for re-engineering subcommittee to share first iterations with redesign team Mar Develop more iterations; finalize staffing, scheduling, and budget 3/20 (Session 6):Share your redesign plans with other schools and begin to prepare them for final submission to your district for approval Apr
Types of Information to Gather (by 2/12) Category Examples • Student population (demographics, special populations) • Class sizes Students See the re-engineering checklist in “General Resources” $ • Roles • Schedules (for all staff) • Certifications Staff • School-wide priorities, including instructional priority • Limits and flexibilities in implementing priorities Policies • School budget • Salary information Budgets
Creating Sustainable Strategies Complexity Creativity Persistence Consider the multiple of impacts from each change Rethink every existing resource and strategy Push your school to be creative amidst complexities
Re-Engineering: Discussion Questions Take 10 minutes to discuss the following questions with your school team: Who on our redesign team is most familiar with scheduling/staffing, and is comfortable with numbers and problem solving? Who on our team is most knowledgeable about programming and how to gain perspectives from all staff? How will our re-engineering team keep the other members of our redesign team informed, and vice versa?
The Need for Engaging Enrichment Since NCLB, schools have increased their time in ELA and math while reducing time for science, social studies, the arts, and P.E. (Center on Education Policy, Feb. 2008) Total lost time: 243 minutes Total gained time: 230 minutes Benefits of Enrichment • Builds new skills and confidence • Adds time for PD/collaboration • Supports core subject learning • Provides opportunities to teach topics beyond required curriculum • Improves school engagement
Key Principles: Engaging Enrichment High quality enrichment offerings… …support school-wide priorities …build student mastery …set consistent expectations …are assessed and monitored …build a positive school culture
Requirements & Flexibilities: Engaging Enrichment TIME Collaborative Requirements 1 1 Focused School-wide Priorities Focused School-wide Priorities ALL students receive at least 90 minutes of enrichment each week 2 2 Rigorous Academics Rigorous Academics 3 3 Differentiated Supports Differentiated Supports Enrichment offerings are based in part on student interests and choice, with opportunities for mastery 4 4 Frequent Data Cycles Frequent Data Cycles 5 5 Targeted Teacher Development Targeted Teacher Development TIME Collaborative Flexibilities 6 Engaging Enrichment Staffing and program offerings 7 7 Enhanced School Culture Enhanced School Culture Students who require additional academic supports may have fewer enrichment offerings
Engaging Enrichment in Action City Sprouts
Engaging Enrichment at Hiatt (Pre-K to 6) Sample 3rd Grade Student Schedule 50-minute period 1x/week, over 6 – 10 weeks in addition to daily specials Hiatt teachers and community orgsco-plan and co-teach lessons on topics such as theater and mapping 55-minute period 2 days/week Students choose from teacher created enrichment, including cooking, engineering, and filmmaking ‘Museum’ displays products of partnerships and 8th hour enrichment *Alternates Daily
Engaging Enrichment at Kuss (6 to 8) Sample 7th Grade Student Schedule Two 45-minute periods daily in addition to specials5 days/week (4-10 electives/week/student) Students choose from various electives, from robotics to theater Electives are led by science/social studies teachers, support staff, and community partners Many electives, including science, provide opportunities for mastery Performances and showcases to highlight products *Depends on Student Needs
Engaging Enrichment at Your School Directions: As a school team, read through the Framework for Assessing Engaging Enrichment(p. 9) Rate your school’s current enrichment offerings on each principle: 20 minutes p. 9 “We do this well” “We do this okay” “We don’t do this well”
Engaging Enrichment: Discuss & Take Note Take 10 minutes to discuss as a team: Use the note taker on p. 1 What ideas from this section do you want to remember as you build out our school redesign plan? What are the implications of these ideas on the design and implementation of your new school day and year?