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Share/practice the ELT “Elevator Message” you created yesterday with 3 others in the room. “DO NOW”. Nanakuli -Waianae, Kau Keaau Pahoa Complex Areas and the Hawaii School for the Deaf and Blind Round 1 Session 2 - August 14, 2012. Leading the Way for High Quality Expanded Learning Time .

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slide1

Share/practice the ELT “Elevator Message” you created yesterday with 3 others in the room.

“DO NOW”

slide2

Nanakuli-Waianae, Kau Keaau Pahoa Complex Areas and the Hawaii School for the Deaf and Blind

Round 1 Session 2 - August 14, 2012

Leading the Way for High Quality Expanded Learning Time

nctl hidoe nw kkp hsdb engagement goal
NCTL/HIDOE/NW/KKP/HSDBEngagement Goal

By the end of the two-day session…

Participants will be able to understand best practices of high quality expanded learning time and learn how to lead effective school-based teams that will plan, implement, and monitor high quality ELT

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Nanakuli-Waianae, Kau Keaau Pahoa Complex Areas and the Hawaii School for the Deaf and Blind

Round 1 Session 2 - August 14, 2012

Making Every Minute Count

slide9

8 Powerful Practices for ELT

Use Time to help Students Thrive in School and Beyond

Dedicate Time to Improve Teacher Effectiveness

Optimize Time for Student Learning

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Make Every Minute Count

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Build a School Culture of High Expectations and Mutual Accountability

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Continuously Strengthen Instruction

Prioritize Time to Focus on Small Set of School-wide Goals

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Relentlessly Analyze and Respond to Data

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Provide a Well-Rounded Education

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Individualize Learning Time and Instruction based on Student Needs

Prepare Students for College and Career

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slide10

Three Steps to Making 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

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checklist for maximizing the effectiveness of time
Checklist for Maximizing the Effectiveness of Time

Take 3 minutes to review the checklist for things you can do now to maximize time.

  • 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.
  • 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.
  • 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.
school time analysis tool stat

Maximize Time at the School Level

School Time Analysis Tool (STAT)

2

0 min

1950 min

Weekly Allocated School Time per Week

Purposed Time

Non- Purposed Time

Academics and Support

Non Core Academics

Other

Academics and Support

Non Core Academics

-English

-Math

-Science

-Social Studies

-Foreign Lang.

-Tutoring

-Remediation

-Targeted Supp.

-Other

-Phys. Ed.

-Art

-Music

-Computers or Technology

-Community Building

-Advisory

-Other

-Lunch/Recess

-Homeroom

-Transitions between classes

-Study halls or Homework

-Other

-In class transitions

-Misc. interruptions

-P.A. announcements

-In class transitions

-Misc. interruptions

-P.A. announcements

use the school time analysis tool to calculate allocated school class and instructional time

2

Use the School Time Analysis Tool to Calculate Allocated School, Class, and Instructional Time

Allocated SCHOOL Time

Allocated CLASS Time

Allocated INSTRUCTIONAL 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

maximize time at the school level
Maximize Time at the School Level

2

Possible Uses of the School 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:

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.

15 2011 National Center on Time & Learning

Academics and Support

Help your school and educators consider modifications to policies and practices that will optimize learning time for your students

Non Core Academics

Other

maximizing time teach like a champion
Maximizing TIME: “Teach Like A Champion”

Take 3 minutes to talk to your neighbor about two ideas you read about in Lemov’s “Teach Like a Champion” that would help teachers maximize instructional time during the day/week/year.

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Nanakuli-Waianae, Kau Keaau Pahoa Complex Areas and the Hawaii School for the Deaf and Blind

Round 1 Session 2 - August 14, 2012

Using Time for Individualized Intervention and Support

slide18

“To provide an individualized academic program, school staff must deeply understand each individual student’s academic strengths and weaknesses, so that supports can be tailored and targeted to particular skill deficits.”

Time Well Spent Report

slide19

8 Powerful Practices for ELT

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

3

Individualize Learning Time and Instruction based on Student Needs

Prepare Students for College and Career

6

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TIME and INDIVIDUALIZED INSTRUCTION: Keys to Success

Train teachers to leverage additional time for individualized instruction

Use data to select, group, and re-group students for support

Integrate and align academic supports to core instruction

expanded learning time strong core instruction individualized intervention support
Expanded Learning Time = Strong Core Instruction +Individualized Intervention Support

More time can accelerate learning by improving the quality of core instructionand providing the supports and interventionsthat allow all students to achieve.

Quality Core Instruction

Individualized Support & Tiered Intervention

Individualized Support & Tiered Intervention

individualized intervention support
Individualized Intervention Support

Student

Achievement

Support Structures

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1. Think about:

    • - How are you utilizing time to provide targeted academic support to all students (remediation and acceleration)?
    • How is this different from last year?
  • 2. Read:
  • “Academic Leagues at the Edwards Middle School” (TWS, p 35)
  • 3. List:
  • Your questions about the
  • the Edwards model.
clarence edwards middle school boston public schools
Clarence Edwards Middle SchoolBoston Public Schools

Low student achievement in 2006

Labeled “Failing”

Expanded school day in 2006

Began meeting AYP measures

Now exceeding district and state performance in

ELA and math in certain standards

slide30

Take a Break – 15 minutes

Talk to a colleague about how you might use the Academic League strategy in your school.

data timeline for planning team
Data Timeline for Planning Team

Data Source:

State

Assessment Data

Received in mid-August

Math

ELA

Science

Data Source:

Interim Benchmark Assessment Data and Other Sources

Math

ELA

Data Source:

Interim

Benchmark Assessment

Data and Other Sources

Math

Science

slide37

Aim to match student need + staff expertise + course/curriculum offerings

STUDENT PROFILE

Name: Jackie

Grade: 8th Grade

Homeroom Teacher: Mr. Rixon

Strengths:

Needs:

Specialty: Computer Class with First In Math & Other Math Tech Programs

Teacher: Computer Teacher

B Day Elective: Decoding

Teacher: Reading Specialist

Math – Above Grade Level

Reading – Below Grade level

Academic League: Science

Teacher: 8th grade science teacher on other 8 cluster

Hands-on science class – disengaged in core science

A Day Elective: Musical Theater

Teacher: Music Teacher

A music elective – loves to sing

37

meet kyle
Meet . . . KYLE
  • IMAGINE Kyle attends your school
  • READ Kyle’s student profile page
  • THINK about your current school day
    • How would you service Kyle?
  • TURN & TALK with the table to COMPLETE the Sample Student Schedule Template
    • How can you use core class time, intervention time, and enrichment time to service Kyle’s needs?
    • How will you match staff expertise to Kyle’s needs?
slide41

Individualized Intervention Support:

  • Aim to match student need with staff expertise

STUDENT PROFILE

Name: Kyle

Grade: 7th Grade

Teacher: Ms. Levine

Strengths:

Needs:

A Day Elective: Urban Voices Creative Writing Poetry Class

Teacher: Outside Provider

Academic League: Math

Teacher: Kyle’s former 6th grade Math teacher

ELA – above grade level

Specialty: Number Sense

Teacher: Math Specialist

(Guidance: 1/month boys group)

Math – below grade level

Math – number sense

B Day Elective: Tennis

Physical Activity

41

slide47

LUNCH

Continue your conversations and if you have general questions about ELT, please ask!

slide48

Nanakuli-Waianae, Kau Keaau Pahoa Complex Areas and the Hawaii School for the Deaf and Blind

Round 1 Session 2 - August 14, 2012

Leading the Way: Redesigning the School Day

redesign the deep dive
REDESIGN

“The Deep Dive”

imagine how else an excerpt from re engineering education in america by jay lemke
IMAGINEHow Else? An excerpt from “Re-engineering Education in America” by Jay Lemke
  • Read the Lemke excerpt and talk to your neighbor about what you imagine for your students with more learning time; how teaching and learning is/will be different at your school because of ELT.
next steps planning
Next Steps Planning
  • Identify/recruit your School Team
  • Share Key Message with School Team
  • Watch Redesign Video with School Team
  • Conduct School Time Analysis

Take 30 minutes to complete the Next Steps Planner on the NCR paper form provided.

Keep the top sheet and give NCTL the carbon copy.

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Please thoughtfully complete and

return the session evaluation!

See you in September!

www.timeandlearning.org