arizona mega conference presentation

© 2011 www.timeandlearning.org

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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.

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.


Today’s Agenda

Making Every Minute Count

More Learning Time is Essential

What Are Schools Doing with More Time

It’s Happening Right Here in Arizona – Balsz Public Schools


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

Narrowing Curriculum Arts, Phys. Ed, Social Studies

Staff Development

International Competition


National Landscape: Trends in Time Reform

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.

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.

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.

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.

Cincinnati Fifth Quarter Cincinnati, OH Using summer session to provide 130 additional hours of learning time, including academics and enrichment.


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


High-performing ELT Schools “A New Day for Schools”

7

2011 National Center on Time & Learning


What would you do with

of additional time in your school year?


Percent of Students Scoring Proficient

Silvia Elementary School (Grades PK – 5) and Kuss Middle School (Grades 6 – 8)

NOTES:

• Proficiency rates aggregated and weighted across Grades 3 – 5 and Grades 6 – 8

Fulfilling the Promise of Expanded Learning Time

46 45 53

58 62

38 46 48

58 56

0

20

40

60

80

07 08 09 10 11

% P

rofi

cien

t an

d A

bo

ve (

Gra

des

3 –

5)

Silvia: 2007 - 2011

ELA MATH

42 47

40

54 57 61

13 21

25

37

47 48

0

20

40

60

80

06 07 08 09 10 11 %

Pro

fici

en

t an

d A

bo

ve

Kuss: 2006 - 2011

ELA MATH


Four Year Change in Proficiency: (2006 – 2010) Top Performing and Bottom Performing Middle Schools with Four Years of ELT

More Time Alone Does Not Guarantee Results

25.1

15.8

1.8

7

0

10

20

30

40

50

School A

School B

School C

School D

Ch

ange

in %

Pro

fici

ent

and

Ab

ove

Change in ELA Proficiency

28.2 34.2

15.4 16.3

0

10

20

30

40

50

School A

School B

School C

School D

Ch

ange

in %

Pro

fici

ent

and

Ab

ove

Change in Math Proficiency

Schools A & B: Higher Performing Schools Schools C & D: Lower Performing Schools


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

Make Every Minute Count 1

Prioritize Time to Focus on a small set of school-wide goals

2

Individualize Learning Time and Instruction based on Student Needs

3

4

5

6

Build a School Culture of High Expectations and Mutual Accountability

Provide a Well-Rounded Education

Prepare Students for College and Career

7

8

Continuously Strengthen Instruction

Relentlessly Analyze and Respond to Data


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Making Every Minute Count


Lear

nin

g Ti

me Focus on

Attendance: if students aren’t

present, they can’t learn

Maximize time at the SCHOOL

level

Maximize time at the CLASSROOM

level

Three Steps to Making Every Minute Count

1 2 3


Maximizing Academic Learning Time

Source: Elena Silva, On the Clock: Rethinking the Way Schools Use Time, Education Sector Reports, 2007.

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

Allocated School Time Total time in school

Allocated School Time

Allocated Class Time

Instructional Time

Academic Learning

Time


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

Other

Help your school and educators consider modifications to policies

and practices that will optimize learning time for your students

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.

2


Quality Time Analysis Tool (QTA)

Academics and Support

Non Core Academics



Non-Purposed Time*

TRUE Instructional Time

Allocated CLASS Time Allocated INSTRUCTIONAL Time

- In-class transitions - Miscellaneous

interruptions - P.A. announcements

Non –Purposed Time “Other”

- Lunch/Recess - Homeroom -Transitions

between classes - Study halls or

Homework

Other

2


Standard School Day Start time:

End time:

Total Minutes/Day: 0

Early Release (ER) Days Start time:

End time:

Total Minutes/Release Day: 0

Total Mins./Week (Avg.) 0

School Year # Std. Days:

Weekly Allotted Time

Tracker:

# ER Days: Required Annual Hrs.: 0.0 0.0

Minutes/

Week

% Allotted

Time

Minutes/

Week

% Allotted

Time

Minutes/

Week

% Allotted

Time

Core Academics 0 0.0% Enrichment/Non-Core Acad. 0 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% 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 0 0.0% Total Weekly Allotted 0 0.0% Total Weekly Allotted 0 0.0%

Hours/Week 0.00 0.0% Hours/Week 0 0.0% Hours/Week 0.00 0.0%

# Standard

Days/Week:

Quality Time Analysis Tool

Calculating Time Spent Weekly and Annually

SECTION 1:CALCULATING TOTAL ALLOCATED SCHOOL TIME

ACADEMICS/ACADEMIC SUPPORT NON-CORE ACADEMIC OTHER

SECTION 2: CALCULATING WEEKLY ALLOCATED SCHOOL TIME

# Early Rel.

Days/Week:

Quality Time Analysis Tool (QTA)

2


How do schools use the information uncovered by a QTA?

Key Finding: 36 minutes of each 6 hour day taken up by passing time, equal to 10% of daily allocated school time

Mastoras High School

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

6 Minutes per Transition

3 Minutes per Transition

= Classroom

= Cluster 1 room

= Cluster 2 room

= Cluster 3 room

Before

After

2


How do schools use the information uncovered by a QTA?

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

Gallagher Elementary School

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

0 Min 60 Min

Science (60 min)

Reading (60)

Math (60)

Lunch (30)

Recess (20)

Social Studies (60)

Time lost to Transition

Time lost to Hand Washing

Science/Reading/Math/Social Studies



Lunch

Recess


Length of Period

Before

After


Maximize Time at the Classroom level

Transitions

- Arrival Routine - Transition to

Next Component - Closing - Unplanned

Interruption

Teacher-Led Time Student Work

Time Assessment

- 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

Types of Time-Use in a Typical Class Period

Classroom Time Use Tool

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 Class: Observer: Teacher: Date:

Total Allocated Class Time: 0:00:00

Category (see descriptions below)

Start Time

Stop Time Total Time Notes

Select Category from Drop Down Menu 0:00:00

Select Category from Drop Down Menu 0:00:00 Select Category from Drop Down Menu 0:00:00 Select Category from Drop Down Menu 0:00:00 Select Category from Drop Down Menu 0:00:00 Select Category from Drop Down Menu 0:00:00 Total Time: Transitions % of Allocated Class Time 0.00% Total Time: Teacher-Led Time % of Allocated Class Time 0.00% Total Time: Student Work Time % of Allocated Class Time Total Time: Assessment of Student Learning % of Allocated Class Time Total

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

Assessment of student learning

Drop Down Menu

3


Observer: Emily Raine

Date: November 11, 2010

Total Allocated Class Time: 2:00:00 Class Size: 23

Category Start Time Stop Time Total Time Notes


12:00:00 12:17:10 0:17:10

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.

Transition to next component

12:17:10 12:20:30 0:03:20

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.

Small group discussion/activity

12:20:30 12:34:35 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".

Transition to next component12:34:35 12:37:00 0:02:25

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.


12:37:00 12:48:10 0:11:10

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 .

Classroom Time Use ToolClass: Math (Grade 4)

Teacher: Ms. Jane Doe

Total Time: Transitions 0:09:15 7.7%

Total Time: Teacher-Led Time 0:26:40 22.22%

Total Time: Student Work Time 0:58:55 49.10%

Total Time: Assessment 0:25:10 20.97%

Total 2:00:00 100.00%

% of Allocated Class Time


Total Time by Category




Transitions

Teacher-led Time

Student Work time

Assessment

3


Student and Teacher Benefits from Expanded Time

Achievement Engagement

Traditional Student Calendar Expanded Time Calendar More Time for Core Academics

More Time for Academic Supports

More Time for Engaging Enrichments

Effectiveness Engagement

More Time for Teacher Collaboration

More Time for Teacher Development

More Scheduling Flexibility

Traditional Teacher Calendar Expanded Time Calendar

More Time for Community Partnerships




Traditional Student Calendar Expanded Time Calendar



More Time for Core Academics








Time for Academics at Expanded Time Schools

Number of Hours per Week

0

10

20

30

40

50

Ho

urs

pe

r W

ee

k

33

40 43

37 40 43

37

Number of Hours Devoted to ACADEMICS per Week

30 29 26 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

*Sample of 30 high performing expanded learning time (ELT) schools

Trad. Public School

ELT Elem* School

ELT Middle School

ELT High School


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*

*Goddard et al. A Theoretical and Empirical Investigation of Teacher Collaboration


High Quality Teacher Collaboration

Higher Student Achievement

Reading

Math

History

Science


A.C. Whelan Elementary School

Daily Teacher Collaboration at A.C. Whelan

Goal: Provide all teachers a period to collaborate in addition to planning period

Location: Revere, MA

Grades: K - 5

Start/End Time: 7:55 – 3:55

# of Students: 757

% Low Income: 63

In 2008, Whelan added 95 min to the day: 50 min for supports and 45 min for phys ed.

Hired 2 additional Phys Ed teachers and 1 Playworks Coach

Each day, all teachers receive 45 minutes of collaboration…

Grade level teams meet 2x/week with

Content Coach

Grade level teams meet 3x/week with

Administrator

…while students receive an additional 45 period of phys ed


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

What is it?

Small group ELA and/or math support Students placed and monitored based on interim assessments Electives, Inter-vention or Acceleration Supports taught by content teachers

How much time?

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


Matthew J Kuss Middle School Ramp Ups

7:18-8:06

8:08-8:52

8:54-9:38

9:40-10:24

10:28-11:12

11:14-12:26

12:28-1:12

1:14-1:58

2:00-2:44

2:46-3:30

Day 1 Day 2 Day 3 Day 4 Day 5

Core: Science

Core: Science

Core: ELA

Core: Math Elective

Elective

Specialty Elective Core: Math Core: Science

Core: SS

Core: Math Science Elec. Core: ELA Core: SS Specialty Elective

LUNCH

Core: SS Specialty Core: SS Elective Specialty

Core: ELA

Core: Math

Elective Core: ELA

Core: Science ELA Ramp Up

Elective Core: ELA

Core: Science

Core: SS

Core: Math

Science Elec.

Core Subjects

Additional Academics

Specialty (art, PE, health)

Enrichment Elective

SAMPLE 7th GRADE TIER 3 STUDENT SCHEDULE SAMPLE 7th GRADE TIER 2 STUDENT SCHEDULE

Core: Science

Core: Science

Core: ELA

Core: Math Elective

Math Ramp Up

Specialty ELA Ramp Up Core: Math Core: Science

Core: SS

Core: Math Science Elec. Core: ELA Core: SS Specialty Elective

LUNCH

Core: SS Specialty Core: SS ELA Ramp Up Specialty

Core: ELA

Core: Math

Elective Core: ELA

Core: Science Math Ramp Up

Elective Core: ELA

Core: Science

Core: SS

Core: Math

Science Elec.

SAMPLE 7th GRADE TIER 1 STUDENT SCHEDULE

Core: Science

Core: Science

Core: ELA

Core: Math Elective

Math Ramp Up

Specialty ELA Ramp Up Core: Math Core: Science

Core: SS

Core: Math Science Elec. Core: ELA Core: SS Specialty Math Ramp Up

LUNCH

Core: SS Specialty Core: SS ELA Ramp Up Specialty

Core: ELA

Core: Math

ELA Ramp Up Core: ELA

Core: Science Math Ramp Up

Elective Core: ELA

Core: Science

Core: SS

Core: Math

Science Elec.


74% 75% 75% 78% 78% 79%

56% 59%

45%

66% 64% 67%

0%

20%

40%

60%

80%

100%

2006 2007 2008 2009 2010 2011

MCAS ELA: 2006 - 2011

40% 45%

49% 48% 51% 52%

11%

22% 29% 32%

48% 51%

0%

20%

40%

60%

80%

100%

2006 2007 2008 2009 2010 2011

MCAS Math: 2006 - 2011

8th Grade ELA and Math MCAS* Comparison: Kuss Middle School vs. Massachusetts

32

% P

roficie

nt &

Ad

vance

d

% P

roficie

nt &

Ad

vance

d

*Massachusetts Comprehensive Assessment System


Targeted Academic Supports

Boston, MA

Grades: 6 - 8

ELA Prof: 56%

Math Prof: 40%

Additional Time Compared to Surrounding District: 120 min

Clarence Edwards Middle School

Acceleration Academies: Week Long Support Classes

Warning 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 Schools

Small Classes

7:30 – 8:00 8:00 – 11:40 11:40 – 12:15 12:15 – 1:30

Breakfast English/Math Lunch Enrichment

Teachers from Edwards and other schools in small (12:1) class sizes


What do we mean by “enrichment”?

Reading, Writing Math History, Social Studies, Geography

Science

Instruction and program in subjects other than ELA, Math, Science, and Social Studies, including but not limited to:

Visual and Performing Arts STEM Health and

Wellness Cultural Studies, Service Learning

With an expanded day, enrichments can be stand alone classes…

…and be embedded into core academic classes


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


High-performing ELT Schools “A New Day for Schools”

37

2011 National Center on Time & Learning


Citizen Schools in MA ELT Schools

39

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

6th Grade Teacher

7th Grade Teacher

8th Grade Teacher

Teachers provide instruction and classroom management training

Citizen Schools provides: Apprenticeships - Law, Rocket Science Math Support All 6th grade participate

Sixth grade teachers support 7th/8th grade classes Smaller class sizes for: - Academic Supports - Electives

© 2011 www.timeandlearning.org 40

Added 20 days to the school year in 2009-2010

20 More school days before AIMS testing

AZ state law provides additional 5% of District operating budget (ARS

902.02)

20 Additional days only costs Balsz 2%

200-Day School Year

School year begins on July 25

Spring Break comes after AIMS testing


ELL Reclassification Rate State vs. Balsz

0

5

10

15

20

25

30

35

40

45

FY2009 FY2010 FY2011

Balsz %

State %

State Rate 3 18 19

Balsz Rate 20 35 42

Rate Increase Baseline 43% 110%


AZLEARNS Performance Labels

School FY2009 FY2010 FY2011

Griffith Performing Plus Performing Plus Highly Performing

Brunson Lee Performing Plus Performing Plus Performing Plus

Balsz Performing Performing Performing Plus

Crockett Underperforming Performing Performing Plus

Orangedale Underperforming Performing Performing


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

arizona mega conference presentation

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