Make Every Minute Count

Make Every Minute Count

Alab

ama

Asso

ciati

on o

f Sc

hool

Boa

rds

Oct

ober

7, 2

013

© 2013 National Center on Time and Learning; www.timeandlearning.org

Inform Policy: Support policy development and leverage federal, state,

and local funding to support high-quality

expanded learning time implementation

Build Support: Build broad-based support to bring high-

quality expanded-time school opportunities to all high-

poverty students over time

Improve School Practice: Through technical assistance,

grow and strengthen the number of high-quality

expanded learning time schools nationally

Generate Knowledge:Document and disseminate effective practices of high-

performing expanded learning time charter and district schools across the

country

NCTL’s Strategy and Objectives

2

© 2013 National Center on Time and Learning; www.timeandlearning.org3

Today’s Objectives

1. Learn about national, state and district trends to expand learning time

2. Understand that high quality expanded learning time schools Make Every Minute Count for students

3. Become familiar with NCTL’s Time Analysis Tools


ELT: Momentum Across the Nation

Learning Time in America:Trends to Transform the American School Day and Calendar


A National Movement


- Track state legislation- Partner with key leaders

and advocacy organizations

- Support State Task Forces

- Build base of grassroots supporters in states across the country

- Issue ‘calls to action’ at key moments in legislative process

Growing Momentum for Expanded Learning Time (ELT)

- TIME Act- ARRA: SIG, RTTT and i3- ESEA Waiver Flexibility- Eventual reintroduction

of ESEA

Federal Policy State Policy Time to Succeed Coalition


Informing State PolicyToday, there 1000+ expanded-time schools across the country. Since January 2011, 21 states have enacted legislation related to school time. And since 2008, seven states have passed legislation to grant districts or schools autonomies over budgets, staffing, and schedules.

- Iowa: Established a three district expanded learning time pilot program and established a commission to study expanding learning time.

- Texas: Established an Expanded Learning Opportunities Council to study expanded learning opportunities and to provide recommendations.

- Florida: Enacted legislation to add an hour to each school day in 100 elementary schools specifically for reading instruction.

7


TIME Collaborative: Building State Models

Connecticut: Bridgeport, East Hartford, Meriden, New London, Windham

Colorado: Boulder Valley, Denver, Jefferson County

Massachusetts: Boston, Fall River, Lawrence, Salem

New York: Rochester

Tennessee: Knox County, Metro Nashville


• Knox County Public Schools

• Metro Nashville Public Schools

• Achievement School District (Memphis)

Our Key Partner in Tennessee:

Tennessee


A District Perspective

The purpose of the Office of Innovation is to inspire and empower innovative thought and practice in schools while

building sustainable systems that ensure every student excels academically and discovers his or her unique

interests and strengths.

Time for a rigorous and well-rounded education that prepares students for success in college and careers.

Time to build high expectations for achievement and behavior

Four Interlocking Gears Drive School Success

Time for teachers to

assess student understanding,

analyze and respond to dataTime to coach

and develop teachers and continuously strengthen instruction Time

12

9

1110

6

3

12

78

54

Time

People

School Culture

Data

11


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


180 Days


Why More Learning Time?

14

Achi

evem

ent

More Time for Rigorous Instruction to Raise Student Achievement

E

ngag

emen

t

Inst

Qua

lity

More Time for Engaging and Relevant Enrichment for Students

More Time to Collaborate and Improve Quality of Instruction

More Time Benefits BOTH Students and Teachers


Four Year Change in Proficiency: (2008 – 2011) Top Performing and Bottom Performing Middle Schools with Four Years of ELT

More Time Alone Does Not Guarantee Results

School A

School B

School C

School D

0

10

20

30

40

50

25.115.8

1.8

7

Change in ELA Proficiency

Chan

ge in

% P

rofic

ient

and

Abo

ve

School A

School B

School C

School D

0

10

20

30

40

50

28.234.2

15.4 16.3

Change in Math Proficiency

Chan

ge in

% P

rofic

ient

and

Abo

ve

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


Essentials of High-Quality ELT Schools

At least 60 minutes weekly grade level and/or content area collaboration

School-wide protocols for collaborationAdministrators participate in and support

collaboration

All students receive at least 90 minutes more each week for enrichment

Enrichment offerings are based in part on student interests and choice, with opportunities for mastery

Time to recognize achievement and reinforce positive behavior at least monthly

At least 120 minutes weeklyStudents grouped based on data identifying

academic needs

At least 60 minutes of weekly teacher review of data

School-wide protocols for analysis4 -6 interim ELA, math assessments yearly

No more than 2 school-wide priorities, and 1 instructional focus

Clear and measurable goals

Time allocated to academic instruction reflects student needs

16

17

Do You Know How Your School is Currently Allocating Time?

% Academics/Academic Support

% Specials/Electives

% Other


Do You Know How Time is Used in Classrooms in Your Schools?

% Transitions

% Teacher Led Time

% Student Work Time

% Assessment of Student Learning


School Time Analysis Tool (STAT)

Classroom Time Analysis Tool (CTAT)

Analyzing Time


School Time Analysis Tool (STAT)

Use the data generated by this tool to:

•Learn how time is allocated across 3 broad categories: Academics, Specials/Electives, and Other

•Help your schools consider modifications to policies and practices that will optimize learning time for students


Conducting a School Time Analysis

WHAT YOU NEED• Internet access• Student schedules• School calendar• Information on activities

that disrupt instructional time

WHO YOU NEEDRepresentative team of administrators, teachers, staff, and partners if applicable

HOW LONG IT WILL TAKEApproximately 1 to 1.5 hours to enter the data and review findings

FOLLOW-UP • Share findings with full faculty• Prioritize a few areas for improvement

and action steps• Follow-through on action steps


0 min 1950 min

Weekly Allocated School Time

Purposed Time Non- Purposed Time

Academics and Support

Non Core Academics Other Academics and

Support-English-Math-Science-Social Studies-Foreign Lang.-Tutoring-Remediation-Targeted Supp.-Other

-In class transitions-Misc. interruptions-P.A. announcements

-In class transitions-Misc. interruptions-P.A. announcements

Non Core Academics

-Phys. Ed.-Art-Music-Computers or Technology-Community Building-Advisory-Other

-Lunch/Recess-Homeroom-Transitions between classes-Study halls or Homework-Other

How do Schools Really Allocate Time?Minutes


How does the STAT Work?

STEP 1: Enter students’ start and end times, # standard days per week, and # standard days per year

STEP 2: Break down time across a week for a “typical” student

STEP 3: Make estimates about lost instructional minutes within classes due to daily interruptions

STEP 4: Make estimates about lost instructional hours throughout the year due to special events

STEP 5: Let the tool do the math so you can see the results – a snapshot of how time is spent for a typical student across the day, week and year


STAT Login Screen

Access the STAT through this link: http://www.timeandlearning.org/timetools

http://www.timeandlearning.org/timetools


STAT Results


Sample: STAT Findings & Action StepsPROCESS

A team of six people – three classroom teachers, an art teacher, an Assistant Principal, and a paraprofessional did the STAT for a sample 3rd grade student.

KEY FINDINGS (2 to 3)1. We’re losing ~25 min/day because

of inefficient/inconsistent routines to move students around the building.

2. Social Studies is taught for less than 45 min/week for primary grades – insufficient, marginalized

WHAT IMMEDIATE ACTION CAN WE TAKE TO ADDRESS THESE FINDINGS?

• The PBIS subcommittee will create school-wide procedures for hallway transitions, circulate to staff by Dec 15

• Train staff on new procedures on Jan 3 PD day; roll-out to students 1st day back

• Grade-level teams will set goals on reducing transition time; monitor & share progress on bulletin boards

WHAT DO WE NEED TO KEEP IN MIND AS WE PLAN FOR A NEW SCHOOL YEAR?

• Consider increasing allocated time for Social Studies

• Integrate more literacy instruction into SS – focus on non-fiction and informational text (Common Core)


Maximize Instructional Time & Minimize Interruptions

If a teacher increased instructional time by just 15

minutes a day through the use of more efficient routines and procedures, students in that

classroom would gain 45 hours of instructional time per year.

Research indicates that the average teacher devotes somewhere between 20-50% of time to instructional matters.


Class Time Analysis Tool (CTAT)

Use the data generated by this tool to:

•Learn how time is being used in individual classrooms across 4 categories

•Help your schools identify and capture effective time management routines, procedures and strategies that minimize interruptions


CTAT Login Screen

Ctat.nctl.iontier.com


CTAT Results

Teacher-led TimeStudent Work TimeTransitionsAssessment

Teacher-led TimeStudent Work TimeTransitionsAssessment Teacher-

led TimeStudent Work Time

Tran-sitions

As-sess-ment


Sample: CTAT Findings & Action StepsPROCESSThe 6h grade team members take turns observing each other through a full class period using the CTAT; privately share the results with the observed teacher; team reviews overall data and begins a conversation about maximizing classroom instruction and minimizing

KEY FINDINGS (2 to 3)

1. In two classrooms teacher-led time is 75%.

2. Transitions account for 15 to 30% of time in the classroom observed.

WHAT IMMEDIATE ACTION CAN WE TAKE TO ADDRESS THESE FINDINGS?• Discuss how transitions are managed in

the classroom at the low end. Identify routines, procedures, strategies that are used and demonstrate these for all team members and determine how the team will reduce the amount of time in transitions to maximize learning time.

WHAT DO WE NEED TO KEEP IN MIND AS WE PLAN FOR A NEW SCHOOL YEAR?• Consider a PD session on time

management, routines, procedures and strategies.

• Conduct a book study of Teach Like a Champion and adopt common strategies across the team.


MEMC: 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)


Make Every Minute Count for Your Students

Understanding how your district, schools and classrooms are currently allocating and using instructional time is the FIRST STEP in creating a new school day/year that strengthens schools through more and better learning time. The SECOND STEP is learning more about NCTL’s planning process to support high quality, sustainable ELT schools.


Lisa Pryor, Senior Director State & District Engagement

[email protected]

Laura Middleton, Senior DirectorSchool & District Support (Tennessee)

[email protected]

Gay Burden, Innovation Design ManagerMetro Nashville Public Schools

[email protected]

www.timeandlearning.org

mailto:[email protected]



http://www.timeandlearning.org/

http://www.timeandlearning.org/

Make Every Minute Count

Documents

Transcript of Make Every Minute Count