Make Every Minute Count: Time Analysis Tools Southwest TURN Golden, Colorado March 10, 2012

1. Make Every Minute Count: Time Analysis ToolsSouthwest TURNGolden, ColoradoMarch 10, 2012

2. National Center on Time & Learning: Vision In 10 years at least 1,000,000 children in high poverty communities will attend schools that have redesigned their school day or year to expand learning time to support academic improvement and offer a well-rounded education Organizational Priorities Affecting Practice Informing Policy Sharing Knowledge

3. Session Objectives 1) REFLECT ON AND REVIEW any progress you’ve made towards maximizing learning time at your school and in your classroom since the November 5th workshop 2) LEARNhow to use NCTL’s time analysis tools in your school as a first step towards maximizing and expanding learning time 3) PLANnext steps for using these tools back at your school individually and with your colleagues

4. TIME as the Essential Element of Dramatic School Turnaround Data Time to develop teachers and continuously strengthen instruction Time for teachers to assess student understanding and analyze and respond to data 12 12 Data 11 11 1 1 10 10 2 2 People People 9 9 3 3 Time Time 8 8 4 4 7 7 5 5 6 6 Time to build high expectations for achievement and behavior Time for a rigorous and well-rounded education that prepares students for success in college and careers. School Culture Culture

5. 8 Powerful Practices of Successful Expanded Time Schools Use Time to help Students Thrive in School and Beyond Dedicate Time to Improve Teacher Effectiveness Optimize Time for Student Learning 1 12 12 12 2 11 11 11 1 1 1 3 10 10 10 2 2 2 9 9 9 3 3 3 8 4 5 7 6 8 8 8 4 4 4 7 7 7 5 5 5 6 6 6 1 Make Every Minute Count 4 Build a School Culture of High Expectations and Mutual Accountability 7 Continuously Strengthen Instruction Prioritize Time to Focus on Small Set of School-wide Goals 2 8 Relentlessly Analyze and Respond to Data 5 Provide a Well-Rounded Education Individualize Learning Time and Instruction based on Student Needs 3 Prepare Students for College and Career 6

6. Review: Make Every Minute Count Maximize time at the CLASSROOM level Maximize time at the SCHOOL level Focus on Attendance: if students aren’t present, they can’t learn Learning Time 1 2 3

7. Reflection Maximizing Learning Time What steps have you taken around maximizing learning time since then? What interested you most at the November 5th workshop?

8. Recap: Quality Time Analysis Tool (QTA)

9. Use the Quality Time Analysis Tool to Understand Time Use at the SCHOOL Level Allocated INSTRUCTIONAL Time Allocated SCHOOL Time Allocated CLASS Time Academics and Support Allocated Class Time Non Core Academics Academics and Support Other Non Core Academics Non-Purposed Time* Allocated School Time Allocated Class Time TRUE Instructional Time *Includes non-purposed time in both academics and non core academic courses

10. How do schools use the information uncovered by a QTA? Crawford Elementary School KEY QTA FINDING: Class before lunch lost 7 minutes each day so children can wash hands, totaling 21 hours of lost instruction each year. Action Steps 1. Reversed lunch and recess periods so students wash hands after recess instead of during class time Before After 2. 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

11. How do schools use the information uncovered by a QTA? Mastoras High School KEY QTA FINDING: 36 minutes of each 6 hour day taken up by passing time, totaling 10% of daily allocated school time Action Steps 1. Established school wide goal to reduce passing time by 50% Before After 2. Reorganized students and teachers into 3 interdisciplinary clusters 3. Reconfigured classrooms by cluster 3 Minutes Reduced passing time to 3 minutes, adding 1,800 minutes/year back into instruction 6 Minutes

12. Conducting a Quality Time Analysis

13. Let’s try it out! • You’ll need: • A computer with the Quality Time Analysis Tool • A sample schedule (provided) • Process: • We’ll fill in section 1 together • You (and your teammates) will have 15 minutes to work on filling in some data in sections 2, 3 and 4, using the sample schedule. Check your numbers against the completed sample tool in Tab 3. • The goal isn’t to complete each section, but just to get a feel for entering in data and what kind of information you’ll need to complete a QTA for your school. • Afterwards, we’ll debrief in small groups.

14. Reflection and Discussion • Take some time to discuss this experience with table. • What data were simple to enter into the tool? What data were more complicated or ambiguous? Why? • What kinds of conversations do you think conducting a QTA would generate at your school? • What are some challenges you anticipate in conducting a QTA? Why? What can your team do to address these up front?

15. Checklist for Maximizing the Effectiveness of Time • In the Classroom • Protocols and classroom expectations are established for the start of the class period so that students can begin working immediately when they walk in. • Active learning and engagement occurs all the way from the beginning to the end of the class period. Minimal time is lost at the beginning and end of the class period for unpacking and packing up of materials and supplies. • Teacher uses a stop watch or other time keeping device to monitor time use and designate amounts of time for specific tasks. • Protocols and routines are established to minimize time lost on activities such as distributing materials, set up or clean up, moving from whole group to small group instruction, etc. • Interruptions such as PA announcements are kept to a minimum. • Protocols are established that limit trips to the bathroom and water fountain. • Teachers actively work to minimize disruptions and maximize engagement. • Students are actively rewarded for staying on task. • Other • Staff discuss strategies to improve the efficiency and effectiveness of certain routines. • Staff are rewarded for innovative ideas that maximize time on task. • Morning Arrival • Students arrive on time – tardiness is kept to a minimum through an effective rewards system. • First class period begins as soon as the bell rings. • Limited instructional time is wasted on routines involved in taking and reporting attendance. • If day begins with homeroom or advisory period time in that class period is highly effective – goals, activities and routines are clearly defined and aligned with school objectives. • Locker time is limited and just long enough for necessary preparations. • Transitions Between Classes • Students carry materials they need for multiple classes to avoid repeat trips to lockers. • Class locations are assigned to minimize travel time between classes. • Transitions are supervised and orderly to reduce disruptions and delays in starting the next class. • Time between classes is at a minimum. • Dismissal Time • Classes and active learning occurs all the way through the end of the school day (e.g. last class ends at 2:30 vs. 2:15 when dismissal is at 2:30). • End of day announcements are kept to a minimum to avoid disruption of last class periods.

16. 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 • Quizzes • Tests • Exit Tickets • Checks for Understanding • Presentations • Demonstration

17. Classroom Time Use Tool: A classroom observation tool for assessing the total amount and nature of instructional time in an individual classroom Drop Down Menu

19. Let’s try it out! • You’ll need: • A computer with a blank copy of the Classroom Time Use Tool • A seat where you can see and hear the video clearly • Process: • We’ll watch a 20 minute video clip of a middle school math class. • Watch the clock carefully and categorize and track the timing of each element of the lesson (even if it’s just a 15 second interruption) • Refer to the “cheat sheet” for info on the categories. • Simply record the facts – what the teachers and students are doing – in the notes column. No value judgments. • 5. Afterwards, we’ll debrief in small groups.

20. Reflection and Discussion • Take some time to review your observation report with table. • How similar were your reports in terms of timing and categorization of time use? • What activities or actions did you categorize similarly? What did you categorize differently? Why? • What was difficult about using this tool? What guidance would you give others as they learn to use it?

21. How can you use this tool?

22. Sample Scenarios: Guiding Questions • What conversations do you think these teachers might have as a result of the information presented in the observation summaries? • What implications for change in instruction might be discussed? • What follow-up activities might these teachers want to engage in as a result of this work? • How can building administrators support this work to help strengthen classroom instruction?

23. Next Steps Planning

24. Additional Resources Visit www.timeandlearning.org for: Time Well Spent: Eight Powerful Practices of Successful Expanded-Time Schools and other NCTL reports Tools, practice profiles, case studies and videos Links to the latest research on time and learning Our blog, Time Matters A database of over 1000 expanded time schools around the country Lisa Pryor: lpryor@timeandlearning.org Emily Raine: eraine@timeandlearning.org