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Making Every Minute Count. United Providence! December 6, 2012. Expanded Learning Time – A National Movement. NCTL & UP! . Webinar 1 – School Time Analysis Tool Session 1 – Making Every Minute Count for our School, Students, and Teachers 12/6/12
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Making Every Minute Count United Providence! December 6, 2012
NCTL & UP! • Webinar 1 – School Time Analysis Tool • Session 1 – Making Every Minute Count for our School, Students, and Teachers 12/6/12 • Session 2 – Targeted Intervention, Acceleration and Engaging Enrichment 12/13/12 • Webinar 2 – Classroom Time Analysis Tool TBD mid-January • Session 3 – Expanded Learning Time Programming Strategies TBD mid-February
Who Are We? TheNational Center on Time & Learning (NCTL) is dedicated to expanding learning time to improve student achievement and enable a well-rounded education. Throughresearch,public policy, andtechnical 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 Objectives • Analyze STAT results and create action steps for your school to Make Every Minute Count. • Understand how schools Make Every Minute Count for students. • Understand how schools Make Every Minute Count for teachers.
Maximizing Academic Learning Time Academic Learning Time Time students gain and retain subject knowledge • 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.
Why More Learning Time? More Time Benefits BOTH Students and Teachers Achievement Engagement Inst Quality More Time to Raise Student Achievement and Teach to Common Core More Time to Provide Rich Engagement Offerings for Students More Time to Collaborate and Improve Quality of Instruction
Benefits of Maximizing TIME 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
School Time Analysis Tool: Reflection & Analysis 1) Discuss the following questions with your team and create a four-square chart (see next slide) with your responses 45 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. Post the chart on the wall nearest your table. 5 minutes
STAT Gallery Walk Walk around the room and look at the completed STAT 4-Square Charts. Return to your seats and discuss the following with your team: • What do you notice about each schools’ processes? • What trends can you identify across schools? • What adjustments might we make this year? • What sorts of implications do STAT results have for your schedule as you plan for an expanded day/year?
MEMC | Possible Uses of the STAT Collect Time Use Data Generate Ideas among Staff 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. Consider the amount of time your school spends across each of the three broad categories: Academics and Support 17 2011 National Center on Time & Learning Help your school and educators consider modifications to policies and practices that will optimize learning time for your students Non Core Academics Other Refer to the STAT USER GUIDE for possible solutions.
MEMC | More Time Alone Does Not Guarantee Results Four Year Change in Proficiency: (2008 – 2011) Top Performing and Bottom Performing MiddleSchools with Four Years of ELT Schools A & B: Higher Performing Schools Schools C & D: Lower Performing Schools
MEMC | 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
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)
MEMC | Keys to Success • Emphasize attendance • Plan lessons to maximize time on task and student engagement • Minimize non-instructional time
` MEMC |TWS School Profiles Read pages 17-21 and take notes using the MEMC Graphic Organizer (15 minutes). Share your thoughts with your team (15 minutes).
MEMC|Emphasize Attendance Research shows attendance is critical for success: Kindergarten Chronic absence in kindergarten predicts lowest achievement levels at the end of 5th grade 6th Grade Missing 20% of the school year is a critical warning sign of dropping out 9th Grade Missing 20% of the school year is a better predictor of a student’s likelihood of dropping out than 8th grade test scores
MEMC| Emphasize Attendance Take 20 minutes to discuss the questions below and complete the Emphasize Attendance note taker as a team: What is our school doing now to improve student attendance and make every minute count? What else can we do to emphasize attendance and make every minute count?
MEMC | Minimize Distractions • Locate the ABC’s of Instructional Distractions handout. • Individually take 5 minutes to think of words/phrases that begin with the letters in the boxes that describe an instance when learning time is distracted or disrupted in the classroom. Record your word/phrase in the corresponding boxes. • Take 10 minutes to share with your group and brainstorm ways to reduce or eliminate the most common distractions.
MEMC |Strategies for Minimizing Non-Instructional Time Lunch served in classrooms, not cafeteria Eliminate travel time to and from cafeteria Teachers, not students, travel to classes Reduce number of people moving between classes Restroom breaks scheduled throughout the day Minimize classroom interruptions 10:00 -10:15; 1:35 - 1:50 All homework checked in homeroom, not in each class 8:00 - 8:20 Maximize classroom instruction time
MEMC |Maximize Instructional Time Research indicates that the average teacher devotes somewhere between 20-50% of time to instructional matters. If a teacher increases 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.
MEMC | Routines, Procedures & Transitions Maximize Instructional Time
MEMC |ChecklistMaximizing Time on Task and Minimizing Non-Instructional 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.
MEMC | Maximize time on task and student engagement Joy Factor & Tight Transitions Tight Transitions & Positive Framing
MEMC | Check for Understanding • Think of ONE WORD or ONE GESTURE that captures your understanding of Making Every Minute Count. • Be prepared to share out as we check for understanding.
Planning to Make Every Minute Count School Name: __________________________________________________
TIME WELL SPENT • www.timeandlearning.org For more information email NCTL at: jrull@timeandlearning.org
