Increased Learning Time Leadership & Design Workshop

Delawares Race to the Top Districts

Hosted by the National Center on Time & Learning

National Center on Time & Learning

www.timeandlearning.org

2011

Setting the Bar High What is Possible?

No more than 75 students per teacher

20 more school days for students No more school days for teachers

Class size = 15
Hundreds of hours of guidance and counseling per student

20 days of professional development

2 hours collaborative planning Every day

No Additional Cost
3

3 classes per day for teachers

www.timeandlearning.org

2011

Goals & Point of View

Goals Expand your thinking about what is possible when expanding learning time Learn about effective expanded learning time strategies that have produced results around the nation Begin creating short term tweaks to maximize learning time, building towards aggressive moves by this Fall, and groundbreaking developments over the long term

Point of View No one has all the answers we will create them together Reserve drawing firm conclusions and the tendency to say things like We cant do it because of the buses! Seek creativity and flexibility this is a new field; your school/district can create the next break-the-mold strategy

www.timeandlearning.org

2011

Fulfilling the Promise of Expanded Learning Time

Percent of Students Scoring Proficient, Grades 6 8
60

By School and Subject

51.6 46.6 42.4 40.7 37.0 30.5 25.0 21.4 25.2 31.0

56.4
53.5

57.5

47.4 41.6 38.6 39.0 40.6

40

20
12.4

12.6

MATH: Edwards
2006

MATH: Kuss
2007 2008

ELA: Edwards
2009

ELA: Kuss
2010

NOTES: Proficiency rates aggregated and weighted across Grades 6 8

www.timeandlearning.org

2011

More Time Alone Does Not Guarantee Results

Change in Percent Proficient 2006 vs. 2010
Top Performing and Bottom Performing Middle Schools with Four Years of ELT
30 40

25.1

ELA
30

34.2
28.2

Math

20

15.8
20

15.4

16.3

10

7.0 1.8

10

School A

School B

School C

School D

School A

School B

School C

School D

Higher performing schools Lower performing schools

www.timeandlearning.org
4

2011

Guiding Principles for Effectively Expanding Learning Time

Add significantly more learning time for all students by rethinking how the entire day and
year are structured to improve student achievement, increase student engagement, and provide teachers with time for collaboration and professional development

Capitalize on increased learning time by using data to individualize instruction and provide tiered support grouping students based on like-needs and frequently monitoring
progress to adjust groupings, content, and instructional strategies accordingly

Prioritize more time with quality teaching when allocating resources by first determining
how much additional student learning time is needed to raise achievement of all students then thinking creatively and strategically about how to support it through a variety of staffing and scheduling models

Make every minute count through the relentless use of data, a school-wide effort to
strengthen instruction, and an intense focus on a small number of key performance and instructional goals

www.timeandlearning.org

2011

More Time Used Well:

Guiding Framework for Effectively Expanding Learning Time
Add significantly more learning time to the school schedule for all students
Establish a school schedule that significantly increases the number of school hours for ALL students. Significant amount of time means at least 300 hours more per school year. Rethinking the day and year from the ground up to improve student achievement and engagement Not simply tacking on time to the end of the day.

A balanced approach increase time for core academics, teacher collaboration and professional development, and high quality enrichment programming.

www.timeandlearning.org

2011

Write quietly:
What would be possible for your students and school if you had 300 more hours of learning time?

www.timeandlearning.org

2011

More Time Used Well:

Guiding Framework for Effectively Expanding Learning Time
Capitalize on increased learning time by using data to individualize instruction and provide tiered support
Create additional blocks of time for academic support that is tailored to student needs. Tier support so students who need additional interventions receive them.

Use data to identify student needs and group students. Monitor student progress to adjust groupings, content, and instructional strategies accordingly.
Targeted and tiered support can be provided during the school day, vacations, and weekends.

www.timeandlearning.org

2011

More Time Used Well:

Guiding Framework for Effectively Expanding Learning Time
Prioritize more time and talent when allocating resources
How much additional student learning time is needed to raise the achievement and engagement of all students? Allocate resources creatively and strategically (e.g. alternative staffing and scheduling models, technology, and partnerships).

Budgets, staffing, and negotiated agreements do not have to place strict limits on the length of the school day or year.

www.timeandlearning.org

2011

More Time Used Well:

Guiding Framework for Effectively Expanding Learning Time
Make every minute count
Focus An intense focus on a small number of key performance and instructional goals
Strengthen A school-wide effort to strengthen instruction and to implement Bell to Bell teaching strategies

Assess Determine how your school currently uses time within a school day and year to identify where time can be used more effectively see
Quality Time Assessment and Classroom Time Use Tools

Get Them There Attendance matters Boulder Valley, City Year Value Time Make high profile changes in school routines, rules, and norms see Making Every Minute Count Checklist

www.timeandlearning.org

2011