Page 1

4)-% 7%,, 30%.4

%IGHT0OWERFUL 0RACTICESOF3UCCESSFUL %XPANDED 4IME3CHOOLS


4)-% 7%,, 30%.4

%IGHT0OWERFUL 0RACTICESOF3UCCESSFUL %XPANDED 4IME3CHOOLS

%XECUTIVE3UMMARY 4ABLE/NE(IGH 0ERFORMING %XPANDED 4IME3CHOOLS 4ABLE4WO%IGHT0OWERFUL0RACTICESAND+EYSTO3UCCESS

  

%IGHT0OWERFUL0RACTICESAND3CHOOL%XAMPLES -AKE%VERY-INUTE#OUNT  -AXIMIZING4IMEON4ASKAT.ORTH3TAR!CADEMY -AXIMIZING)NSTRUCTIONAL4IMEAT!SPIRE0ORT#ITY!CADEMY -INIMIZING.ON )NSTRUCTIONAL4IMEAT%XCEL!CADEMY#HARTER3CHOOL

0RIORITIZE4IME!CCORDINGTO&OCUSED,EARNING'OALS  3CHOOL WIDE)NSTRUCTIONAL&OCUSAT*ACOB(IATT-AGNET3CHOOL &OCUSING)MPROVEMENT%FFORTSAT&RANK-3ILVIA%LEMENTARY3CHOOL #URRICULUM0LANNING"ASEDON&OCUSED,EARNING'OALSAT2OXBURY0REP )NDIVIDUALIZE,EARNING4IMEAND)NSTRUCTION"ASEDON3TUDENT.EEDS  3ERVING%NGLISH,ANGUAGE,EARNERSAT2OCKETSHIP-ATEO3HEEDY%LEMENTARY !CADEMIC,EAGUESAT#LARENCE%DWARDS-IDDLE3CHOOL )NDIVIDUALIZED3UPPORTSAND3AFETY.ETSAT'OLDER#OLLEGE0REP

           

5SE4IMETO"UILDA3CHOOL#ULTUREOF(IGH%XPECTATIONSAND-UTUAL!CCOUNTABILITY   ±7ORK(ARD"E.ICE²%XPECTATIONSAT+)003().%0REP #REATINGA#ULTUREOF!CHIEVEMENTAT%XCEL!CADEMY#HARTER3CHOOL 3CHOOL#ULTUREAT)$%!#OLLEGE0REPARATORY$ONNA

  

5SE4IMETO0ROVIDEA7ELL 2OUNDED%DUCATION 

   

%NGAGING%LECTIVESAT-ATTHEW*+USS-IDDLE3CHOOL 0ATHWAYSAT7OODLAND(ILLS!CADEMY "EYOND!CADEMICSAT'OLDER#OLLEGE0REP 5SE4IMETO0REPARE3TUDENTSFOR#OLLEGEAND#AREER  #OLLEGE2EADINESSAND±7HAT)T4AKES²AT!N!CHIEVABLE$REAM(IGH3CHOOL $UAL%NROLLMENTAT+ATHLYN*OY'ILLIAM#OLLEGIATE!CADEMY )NTENSIVESAT"ROOKLYN'ENERATION3CHOOL 5SE4IMETO#ONTINUOUSLY3TRENGTHEN)NSTRUCTION  #OLLABORATINGTO)MPROVE)NSTRUCTIONAT*ACOB(IATT-AGNET3CHOOL %SSENTIALSOF%FFECTIVE)NSTRUCTIONAT!MISTAD!CADEMY-IDDLE3CHOOL )NSTRUCTIONAL,EADERSHIPAT.ORTH3TAR!CADEMY 5SE4IMETO2ELENTLESSLY!SSESS !NALYZE AND2ESPONDTO3TUDENT$ATA 

       

#YCLEOF)NQUIRYAT!SPIRE0ORT#ITY!CADEMY $ATA!NALYSIS4OOLSAND0ROTOCOLSAT-ASTERY#HARTER3CHOOLS3HOEMAKER#AMPUS $ATA$ISPLAYSTO+EEP3TUDENTSAND4EACHERS&OCUSEDAT-ATTHEW*+USS-IDDLE3CHOOL

   

#ONCLUSION



!PPENDIX-ETHODOLOGYAND$ATAON0RO½LED3CHOOLS




%XECUTIVE3UMMARY

(

OWCANWECLOSETHEACHIEVEMENT ANDOPPORTUNITYGAPSTHATPLAGUE OURNATION´SPUBLICSCHOOLS7HAT CONSTELLATIONOFSTRATEGIESWILLPROVIDE !MERICANSTUDENTS PARTICULARLYTHOSELIVINGIN POVERTY WITHTHEKNOWLEDGEANDSKILLSTHEYNEED TOSUCCEEDINTHESTCENTURYWORLD(OWCAN WEIMPROVETHOUSANDSOFSCHOOLSINHIGH POVERTY AREASTHATAREFAILINGTOPREPAREENOUGHOFTHEIR STUDENTSFORLONG TERMSUCCESS-OREANDMORE TODAY´SEDUCATIONLEADERSANDPOLICYMAKERSARE GRAPPLINGWITHTHESECOMPELLINGCHALLENGES ANDLOOKINGTOWARDEXPANDEDLEARNINGTIMEFOR SOLUTIONS !CROSSTHECOUNTRY MOMENTUMISGROWINGFOR SCHOOLSTOMOVEBEYONDTHETRADITIONALCALENDAR OFSIX AND A HALF HOURDAYS)NITIALLY THESE EFFORTSWEREFOUNDPRIMARILYWITHINTHECHARTER SCHOOLMOVEMENT SUCHASTHE+NOWLEDGEIS 0OWER0ROGRAM+)00 NETWORK WHICHMADE EXPANDEDTIMEACOREELEMENTOFITSSCHOOL DESIGNMODEL ANDAMONGASMALLNUMBEROF PIONEERINGDISTRICTSCHOOLSTHATMANAGEDTO EXPANDLEARNINGTIMETHROUGHTHEWORKOF INNOVATIVELEADERS4HEN IN THEFEDERAL GUIDELINESFORTHE3CHOOL)MPROVEMENT'RANT



4)-%7%,,30%.4

3)' PROGRAMWEREREVAMPEDTOFOCUSONFOUR MODELSDESIGNEDTOTURNAROUNDTHENATION´S LOWESTPERFORMINGSCHOOLS4WOOFTHESCHOOL MODELS°²TRANSFORMATION²AND±TURNAROUND²° REQUIRETHATSCHOOLSINCREASELEARNINGTIMEFOR THEIRSTUDENTS7ITHANINITIALINFUSIONOF BILLION ASMANYASSCHOOLS SERVING  STUDENTS HAVEBEGUNIMPLEMENTINGTHESENEW MODELS!ND ALTHOUGHLIMITEDINFORMATIONEXISTS ASYET ABOUTHOWTHEYHAVEBEENIMPLEMENTED THEGUIDELINESWILLCONTINUETOSTIMULATEFURTHER EXPERIMENTATIONWITHEXPANDEDLEARNINGTIMEIN SCHOOLSANDDISTRICTSNATIONWIDE 4ODAY THEREAREATLEAST SCHOOLSACROSSTHE 53OFFERINGANEXPANDEDSCHEDULE ACCORDING TOA SURVEYCONDUCTEDBYTHE.ATIONAL #ENTERON4IME,EARNING.#4, !SINTEREST INEXPANDEDLEARNINGTIMEGROWSACROSSTHE COUNTRY SO TOO DOESACORRESPONDINGCONCERN FORHOWSCHOOLSCANENSURETHATADDINGTIME TRULYTRANSLATESINTOABETTEREDUCATIONFOREVERY STUDENT#LEARLY MORETIMEINSCHOOLDOESNOT GUARANTEEIMPROVEDLEARNINGOUTCOMESFOR EVERYINDIVIDUALCHILDOREVENFORSTUDENTSIN THEAGGREGATE!SWITHANYINITIATIVEORCHANGE EFFORT THEQUALITYOFIMPLEMENTATIONMATTERS


#ONSEQUENTLY ANEWQUESTIONISEMERGINGFOR THE½ELD(OWCANSCHOOLSMAXIMIZETHEGREAT POTENTIALOFEXPANDEDTIMEANDMAKETHEMOST EFFECTIVEPOSSIBLEUSEOFTHISIMPORTANTRESOURCE &ORTUNATELY WECANLEARNFROMTHEDOZENSOF OUTSTANDINGEXPANDED TIMESCHOOLSACROSSTHE NATIONTHATAREOFFERINGSTUDENTSARIGOROUSAND WELL ROUNDEDEDUCATIONANDACHIEVINGIMPRESSIVE ACADEMICOUTCOMES3OMEOFTHESESCHOOLSBELONG TOGROWINGNETWORKSOFCHARTERSCHOOLS AND OTHERSARETHERESULTOFSINGLESITEINNOVATIONIN DISTRICTS4HESESCHOOLSAREDEMONSTRATINGTHAT WITHMORETIME STRONGLEADERSANDTEACHERS AND WELL DESIGNEDEDUCATIONALPROGRAMS SCHOOLSCAN CLOSETHEACHIEVEMENTANDOPPORTUNITYGAPSFOR POORSTUDENTS 4OUNLOCKTHESECRETSOFSUCHSUCCESS .#4, CHOSETOEXPLORETIMEUSEATSOMEOFTHENATION´S HIGHEST PERFORMING EXPANDED TIMESCHOOLSTHAT SERVEHIGH POVERTYSTUDENTS/URPRIMARYGOAL FORTHISSTUDYISTOADVANCEUNDERSTANDINGOFTHE WAYSHIGH PERFORMING EXPANDED TIMESCHOOLS USEADDITIONALTIME4HROUGHINTERVIEWSAND SITEVISITS WEHAVEDOCUMENTEDANDANALYZED HOWSCHOOLSALLOCATETHEIRTIME AND MORE SIGNI½CANTLY THESPECI½CPRACTICESWHICHENSURE THATEXPANDEDSCHOOLTIMEISUSEDPRODUCTIVELY ANDWELL "ETWEEN*ANUARYAND*UNE  .#4,IDENTI½ED ACADEMICALLYHIGH PERFORMINGSCHOOLSWITH LONGERSCHOOLDAYSANDYEARS ANDTHENWE STUDIEDHOWTHESESCHOOLSHAVECAPITALIZEDON MORELEARNINGTIMETOYIELDIMPRESSIVESTUDENT OUTCOMES3EE4ABLEONPAGEFORDATAON EACHOFTHESCHOOLS 3CHOOLSSELECTEDFOR THESTUDYSHARETHEFOLLOWINGCHARACTERISTICS

4HEYOFFERSIGNI½CANTLYMORETIMETHANDO SURROUNDINGSCHOOLSINTHEIRDISTRICTSATLEAST ANHOURMOREPERDAYORATLEASTMOREDAYS PERYEAR THEYSERVEALARGEPERCENTAGEOFLOW INCOMESTUDENTSGREATERTHANPERCENTOFTHEIR STUDENTSQUALIFYFORFREEORREDUCEDLUNCH AND THESESCHOOLSCONSISTENTLYDEMONSTRATEHIGHER PRO½CIENCYRATESATLEASTPERCENTAGEPOINTS HIGHERONSTATESTANDARDIZEDTESTSFORMATHOR %NGLISHLANGUAGEARTS WITHOFTHESCHOOLS OUTPERFORMINGDISTRICTAVERAGESIN%,!ANDOR MATHBYPERCENTORMORE3EE!PPENDIXFOR MOREINFORMATIONONMETHODOLOGYANDRATIONALE FORSELECTINGSCHOOLS 4HISREPORTIDENTI½ESASETOFEIGHTPOWERFUL PRACTICESOFTHESESUCCESSFUL EXPANDED TIME SCHOOLS/URSELECTIONOFTHESEEIGHTPRACTICES WASINFORMEDNOTJUSTBYOUROBSERVATIONS ANDDISCUSSIONSWITHTHESESCHOOLS BUTALSO BYMORETHANSIXYEARSOFWORKWITHSCHOOLSIN THEPROCESSOFPLANNINGANDIMPLEMENTINGAN EXPANSIONOFTHEIRSCHOOLCALENDAR.#4,´SWORK WITHMORETHANSCHOOLSPLANNINGTOCONVERT TOEXPANDED TIMESCHEDULES°ANDOURON GOING WORKOVER½VEYEARSWITHSCHOOLSTHATHAVE COMPLETEDSUCHCONVERSIONS°HASAFFORDEDUSTHE OPPORTUNITYTOEXAMINESIGNI½CANTDIFFERENCES INTHEIMPLEMENTATIONDECISIONSSCHOOLSMAKE INEXPANDINGTHESCHOOLCALENDARANDTOBETTER APPRECIATEHOWTHESEDECISIONSAFFECTTHEOVERALL IMPACTOFTHEADDITIONALTIME)NTERVIEWSAND VISITSTOTHEHIGH PERFORMING EXPANDED TIME SCHOOLSINTHISSTUDYCON½RMEDMANYOFTHE LESSONSWEHAVELEARNED PROVIDEDSOMENEW INSIGHTS ANDDEEPENEDTHENUANCESOFOUR UNDERSTANDINGABOUTWHATITMEANSTOEXPAND LEARNINGTIMEEFFECTIVELY

#5 ,4 5 2 %



4)-%7%,,30%.4

4)-%7%,,30%.4




4HE2OLEOF4IME 4HEEDUCATORSATTHESCHOOLSPRO½LEDINTHIS STUDYBELIEVETHATMORETIMEISFUNDAMENTAL TOPROVIDINGAHIGH QUALITY RIGOROUS AND WELL ROUNDEDEDUCATIONTHATPREPARESSTUDENTS FORSUCCESS-ORETIMEALLOWSSCHOOLSTOOFFER ACHALLENGINGACADEMICPROGRAM WHILESTILL PROVIDINGINDIVIDUALIZEDACADEMICSUPPORTS THATADDRESSTHESPECI½CSKILLANDKNOWLEDGE GAPSTHATCANIMPEDESTUDENTS´PROGRESS7ITH MORETIME SCHOOLSCANENGAGETEACHERSINTHE SIGNI½CANTWORKOFANALYZINGSTUDENTDATA STRATEGIZINGONCOMMONINSTRUCTIONALPRACTICES ANDHONINGTHEIRSKILLSINTHECLASSROOM-ORE TIMEALSOALLOWSSCHOOLSTOFOCUSNOTJUSTONTHE ±TESTEDSUBJECTS²OF%NGLISHANDMATH BUTALSO TOPROVIDEADEEPANDENGAGINGEDUCATIONIN THESCIENCES HUMANITIES SOCIALSTUDIES ANDTHE ARTS-ORETIMEAFFORDSOPPORTUNITIESTOEXPOSE STUDENTSTOTHEWORLDOUTSIDETHEIRSCHOOLSAND COMMUNITIES TOBUILDNEWSKILLSANDINTERESTS THATTHEYWILLPURSUETHROUGHOUTTHEIRLIVES ANDTOOFFERACTIVITIESTHATBUILDASTRONGSCHOOL CULTURE°ONETHATVALUESANDSUPPORTSLEARNING &INALLY MORETIMEALLOWSSCHOOLS PARTICULARLY HIGHSCHOOLS TOEFFECTIVELYPREPARESTUDENTSWHO MAYBETHE½RSTINTHEIRFAMILIESTOATTENDCOLLEGE FORFUTUREACADEMICANDPROFESSIONALSUCCESS )TSHOULDBENOTEDTHATSCHOOLSDONOTNECESSARILY HAVETOOFFERMORETIMETOIMPLEMENTANYONEOF THEEIGHTPRACTICESDESCRIBEDINTHISREPORT0AST STUDIESOFHIGH PERFORMINGSCHOOLSTHATDON´T OFFERMORETIMEOFTENHAVEPOINTEDTOSOME OFTHESEVERYSAMEPRACTICESASCRUCIALREASONS

SCHOOLSSUCCEED&URTHER MORETIMEISNOTTHE ONLYREFORMNEEDEDFORSTRUGGLINGSCHOOLS EXPANDEDTIMEACTSASACATALYST ORACCELERATOR TOASERIESOFOTHERREFORMSASWELL)NDEED ITISTHISINTERACTIONOFMORETIMEWITHOTHER SOUNDPRACTICESTHATLEADSTOMEANINGFULIMPACT 4HROUGH.#4,´SCONSIDERABLEEXPERIENCEON THEGROUND ALONGWITHOUROBSERVATIONSFORTHIS STUDYANDOTHERRESEARCH WEHAVEDEVELOPED AFOUR FACTORMODELFOREFFECTIVESCHOOL IMPROVEMENTINVOLVINGEXPANDEDLEARNINGTIME )NTHISMODEL THEPOWEROFTIMEISSYNERGIZED BYPRODUCTIVEINVESTMENTSINHUMANCAPITAL° INVOLVINGTHEDEVELOPMENTOFOUTSTANDING LEADERSANDTEACHERS THEEFFECTIVEAPPLICATIONOF DATA ANDTHEFORMATIONOFACONSTRUCTIVESCHOOL CULTUREFOCUSEDONHIGHEXPECTATIONSANDMUTUAL ACCOUNTABILITY4OGETHER THESEFOURFACTORS BECOMEVITAL INTERACTIVECOMPANIONSINEACH SUCCESSFULSCHOOLIMPROVEMENT4IMEREFORM PEOPLE DATA ANDCULTURE INOTHERWORDS COMPRISE FOURINTERLOCKINGGEARSFORIMPROVINGSCHOOLS !SDEPICTEDINTHE½GUREBELOW EXPANDING LEARNINGTIMECANHAVEAMUTUALLYCATALYZING ANDSUPPORTINGEFFECTWITHTHETHREEOTHER REFORMGEARS)NTHISDIAGRAM THEGEARLABELED 0EOPLEREFERSTOAWIDERANGEOFEFFORTSTO DEVELOPORHIRETALENTEDSCHOOLLEADERSAND HIGHLYEFFECTIVETEACHERS7HILENOTALLPEOPLE REFORMSREQUIREADDITIONALTIME SCHOOLSINTHIS STUDYDEMONSTRATEHOWTHEIRWORKTOIMPROVE TEACHEREFFECTIVENESSRELIESONADDITIONALTIME FORTEACHERS

&OUR)NTERLOCKING'EARSOF3UCCESSFUL %XPANDED 4IME3CHOOLS

$!4!

4IMETOCOACH ANDDEVELOP TEACHERSAND CONTINUOUSLY STRENGTHEN INSTRUCTION

4IMEFORTEACHERS TOASSESSSTUDENT UNDERSTANDING ANDANALYZEAND RESPONDTODATA

0% /0,%

4) -%

4IMETOTEACHAND REINFORCEHIGH EXPECTATIONSFOR BEHAVIORAND ACHIEVEMENT



4)-%7%,,30%.4

#5 ,4 5 2 %

4IMEFORARIGOROUSAND WELL ROUNDEDEDUCATION THATPREPARESSTUDENTS FORSUCCESSINCOLLEGE ANDCAREERS


4HECOROLLARYISTHATSTRONGTEACHERSAND LEADERSUSETIMEWELL°THATIS THETWOGEARS WORKTOGETHER4HEGEARLABELED$ATAREFERSTO THEMANYFACETSOFIMPROVINGTHECOLLECTION ANDUSEOFDATAINSCHOOLS7HILEDEVELOPING EXCELLENTDATASYSTEMSDOESNOTREQUIREAN EXPANDEDSCHOOLSCHEDULE TOMAKEFULLUSEOF THESESYSTEMS SCHOOLSDONEEDMORETIMETO CONDUCTASSESSMENTS ANALYZE ANDRESPONDTO DATA!GAIN RECIPROCALLY THEDEFTUSEOFTHISDATA RENDERSLEARNINGTIMEMOREEFFECTIVE BECAUSE ITGUIDESINVESTINGINSTRUCTIONALTIMEEXACTLY WHEREINDIVIDUALSTUDENTSNEEDITMOST&INALLY TOESTABLISHAPOSITIVESCHOOL#ULTURE SCHOOLS

DONOTNECESSARILYNEEDTOEXPANDLEARNING TIME BUTADDITIONALTIMECANALLOWSCHOOLSTO OFFERARANGEOFACTIVITIESTHATBUILDSCHOOLSPIRIT TEACHSHAREDVALUES ANDSETANDREINFORCEHIGH EXPECTATIONSFORBEHAVIORANDACHIEVEMENT4HIS POSITIVESCHOOLCULTUREALSOHELPSTURNTHEGEARS BYMAKINGTHETIMEFORLEARNINGMOREPRODUCTIVE !LLFOURGEARSINTHISDIAGRAMAREFUNDAMENTALTO SUCCESSFULSCHOOLREFORM7HILETHEGEAROF4IME HELPSTURNTHEOTHERTHREEGEARS INTHEABSENCE OFTHEOTHERS THISGEARWILLSPINUNPRODUCTIVELY )NTHATEVENT MORETIMEWILLHAVEONLYLIMITED IMPACTONSTUDENTLEARNING

4HETEACHERSANDADMINISTRATORSATTHESCHOOLSPRO½LEDINTHISSTUDYWILL EXPLAINTHATWHILETIMEALONEISNOTENOUGH THEYBELIEVEMORETIME WELLSPENT ISANABSOLUTELYESSENTIALFACTORINTHESUCCESSOFTHEIRSCHOOL 4HEPURPOSEOFTHISREPORTISTODELVEMOREDEEPLYINTOWHATITMEANS TOUSETIMEWELL DRAWINGONSOMEOFTHENATION´SMOSTSUCCESSFULSCHOOLS ASLABORATORIESFORLEARNING 4)-%7%,,30%.4




%IGHT0OWERFUL0RACTICESOF3UCCESSFUL %XPANDED 4IME3CHOOLS

(IGH 0ERFORMING %XPANDED 4IME3CHOOLS

/PTIMIZE4IME FOR3TUDENT,EARNING

5SE4IMETO(ELP 3TUDENTS4HRIVEIN3CHOOL AND"EYOND

„-AKE%VERY-INUTE#OUNT „0RIORITIZE4IME!CCORDINGTO &OCUSED,EARNING'OALS „)NDIVIDUALIZE,EARNING4IME AND)NSTRUCTION"ASEDON 3TUDENT.EEDS

„5SE4IMETO"UILDA3CHOOL #ULTUREOF(IGH%XPECTATIONS AND-UTUAL!CCOUNTABILITY „5SE4IMETO0ROVIDEA7ELL 2OUNDED%DUCATION

$EDICATE4IMETO)MPROVE 4EACHER%FFECTIVENESS „5SE4IMETO#ONTINUOUSLY 3TRENGTHEN)NSTRUCTION „5SE4IMETO2ELENTLESSLY!SSESS !NALYZE AND2ESPONDTO 3TUDENT$ATA

„5SE4IMETO0REPARE3TUDENTS FOR#OLLEGEAND#AREER

%IGHT0OWERFUL0RACTICESOF3UCCESSFUL %XPANDED 4IME3CHOOLS .ONEOFTHEEIGHTPRACTICESDESCRIBEDINTHIS REPORTARENEWIDEAS4OPICSSUCHASUSINGDATA TODRIVEINSTRUCTION BUILDINGAPOSITIVESCHOOL CULTURE ANDPREPARINGSTUDENTSFORCOLLEGEAND CAREERSUCCESSARERECURRINGTHEMESAMONG EDUCATIONLEADERS REFORMERS RESEARCHERS AND POLICYMAKERS7HATTHISSTUDYISAMONGTHE ½RSTTOEXPLOREISTHEUNIQUE EMPOWERING RELATIONSHIPBETWEENEXPANDEDTIMEAND SOMEOFTHESESIGNI½CANTSCHOOLIMPROVEMENT STRATEGIES 4HEEIGHTPRACTICESHIGHLIGHTEDINTHISREPORT WHICHATTEMPTTOUNPACKTHISRELATIONSHIP CAN BEGROUPEDINTOTHREECATEGORIES4HE½RSTTHREE PRACTICESDESCRIBEAFUNDAMENTALAPPROACHTO OPTIMIZINGTIMEFORSTUDENTLEARNINGTHATSEEMS FOUNDATIONALTOTHESESCHOOLS´SUCCESS(IGH PERFORMING EXPANDED TIMESCHOOLSCONSIDER TIMEAPRECIOUSRESOURCEHENCE THEYDISBURSEIT SPARINGLYANDINVESTITCAREFULLY BASEDONFOCUSED LEARNINGGOALSANDINDIVIDUALSTUDENTNEEDS 4HESECONDCATEGORYOFPRACTICESINCLUDES OUROBSERVATIONSABOUTHOWTHESEEFFECTIVE SCHOOLSUSETIMETOSUPPORTSTUDENTSUCCESS MOREBROADLYTHANJUSTBYOFFERINGINTENSEAND RIGOROUSACADEMICINSTRUCTION0RACTICESFOUR THROUGHSIXDESCRIBEHOWSCHOOLSINTHISSTUDY USETIMETOBROADENEDUCATIONALOPPORTUNITIES 

4)-%7%,,30%.4

FORSTUDENTSANDPROVIDEANEDUCATIONAL EXPERIENCEANDSCHOOLCLIMATETHATHELPSTUDENTS THRIVEINSCHOOLANDBEYOND7HILEMOSTOF THESCHOOLSEXPANDTIMEFORCOREACADEMIC INSTRUCTION ANDTHESEACADEMICCLASSESTAKE PRECEDENCEINSTUDENTSCHEDULES THEEXPANDED DAYORYEARALSOAFFORDSSCHOOLSTHEOPPORTUNITY TOINVESTINADDITIONALTYPESOFLEARNINGAND STUDENTDEVELOPMENT 4HETHIRDSETOFPRACTICESDESCRIBESHOWHIGH PERFORMING EXPANDED TIMESCHOOLSDEDICATE TIMEFORTEACHERSTOIMPROVETHEIRTEACHING 0OLICYMAKERSANDEDUCATIONLEADERSWHO ADVOCATEFOREXPANDEDLEARNINGTIMEAREOFTEN MOSTFOCUSEDONTHENEEDFORADDITIONALTIME FORSTUDENTSANDOFTENOVERLOOKTHEVALUEOFAN EXPANDEDSCHEDULEFORTEACHERS´DEVELOPMENT 0RACTICESSEVENANDEIGHTDESCRIBEHOWHIGH PERFORMING EXPANDED TIMESCHOOLSINTHISSTUDY USEANEXPANDEDSCHOOLSCHEDULETOIMPROVE TEACHEREFFECTIVENESS )/04)-):).'4)-%&/2 345$%.4,%!2.).' (IGH 0ERFORMING %XPANDED 4IME3CHOOLS -AKE%VERY-INUTE#OUNT !DMINISTRATORSANDTEACHERSATTHESEHIGH PERFORMINGSCHOOLSARESINGLE MINDEDINTHEIR COMMITMENTTOMAXIMIZINGANDOPTIMIZING LEARNINGTIMEFORBOTHSTUDENTSANDTEACHERS


%VENWITHMORETIMEOVERALL EVERYMINUTE ISDEEPLYVALUEDANDTHEWHOLESCHEDULEIS DESIGNEDANDRE DESIGNEDTOBESTMEETNEEDS ANDPRIORITIES,ESSONPLANSARECAREFULLYCRAFTED TOMAKECLASSTIMEHIGHLYPRODUCTIVE,EARNING KICKSINFROMTHEMOMENTCLASSSTARTSAND THEPACEISENERGETICUNTILCLASSENDS4EACHER MEETINGSAREWELL PLANNEDANDFOCUSED 3CHEDULESANDPROCEDURESAREDEVELOPEDAND ROUTINELYMODI½EDTOELIMINATEWASTEDTIMEAND DISRUPTIONFROMACTIVITIESSUCHASLOCKERBREAKS TRANSITIONS ARRIVALS ANDDISMISSALS!TTENDANCE ANDPARTICIPATIONARECLOSELYMONITOREDBECAUSE STUDENTSCANNOTLEARNWHENTHEYARENOTIN SCHOOLORNOTENGAGED7EHAVEPLACEDMAKE EVERYMINUTECOUNT½RSTINOURLISTOFPRACTICES NOTTOSUGGESTTHATITISMOREIMPORTANTTHAN THEOTHERS BUTBECAUSETHESESCHOOLSHAVE TAUGHTUSTHENEEDTOMAINTAINASENSEOF URGENCY MESSAGINGTOALLMEMBERSOFTHESCHOOL COMMUNITYTHATTHEREISNOTIMETOWASTE EVEN ASLEARNINGTIMEEXPANDS 0RIORITIZE4IME!CCORDING TO&OCUSED,EARNING'OALS 3CHOOLLEADERSATTHESEHIGH PERFORMING EXPANDED TIMESCHOOLSRECOGNIZETHATTHEYMUST TIGHTLYALIGNHOWTHEYALLOCATETHEIRSCHOOL TIMERELATIVETOTHEIRCOREGOALS&ORMOSTOFTHE SCHOOLSINTHISSTUDY ELIMINATINGTHEACADEMIC ACHIEVEMENTGAPISTHETOPPRIORITY3O RATHER THAN½LLINGTHEIRLENGTHENEDSCHEDULEWITHNEW INITIATIVESANDPROGRAMSTHATCOULDDISTRACT STUDENTSANDFACULTYFROMTHISAIM THESESCHOOLS AREUSINGTHEEXPANDEDTIMETOOFFERTHEIR STUDENTSMOREOPPORTUNITYTORECEIVERIGOROUS ACADEMICINSTRUCTION&URTHERMORE CLASSTIME ATTHESESCHOOLSISHIGHLYFOCUSED WITHTEACHERS



4)-%7%,,30%.4

PLANNINGTHEIRLESSONSBASEDONCLEAROBJECTIVES FORTHEIRSTUDENTS´LEARNING/FTEN TEACHERS ±BACKWARD MAP²LESSONSBASEDONEXPLICITGOALS FORSKILLSSTUDENTSSHOULDMASTERBYTHEENDOF THECLASS UNIT SEMESTER ANDORYEAR4EACHERS ATTHESESUCCESSFUL EXPANDED TIMESCHOOLS USESTUDENTDATATODEVELOPANDGUIDETHEIR FOCUSFORGROUPINSTRUCTIONANDTOTAILORTHEIR TEACHINGTOTHENEEDSOFEACHINDIVIDUALSTUDENT 7HENTHEDATASHOWTHATSTUDENTSNEEDMORE TIMETOACHIEVEMASTERYINASPECI½CAREA IN RESPONSE THEEDUCATORSWILLSTRUCTURESTUDENT SCHEDULESTOAFFORDMORECLASSTIME ORCREATE OPPORTUNITIESFORSMALLGROUPINSTRUCTIONOR INDIVIDUALTUTORINGSESSIONS INRESPONSE4HIS SAMEFOCUSEDANDDELIBERATEPLANNINGAND PRIORITIZATIONOFLEARNINGTIMEOCCURSWHEN THESESCHOOLSSETGOALSFORSTUDENTDEVELOPMENT THATEXTENDBEYONDACADEMICACHIEVEMENT° SUCHASEXCELLENCEINTHEARTS CAREERREADINESS ORCHARACTEREDUCATION)NEVERYSETTING THE EXPANDEDTIMEISINVESTED ANDTRADE OFFSARE MADE INACCORDANCEWITHACLEARSETOFPRIORITIES THATCHARACTERIZEANDDISTINGUISHTHESCHOOL )NDIVIDUALIZE,EARNING4IMEAND )NSTRUCTION"ASEDON3TUDENT.EEDS )NCREASINGLY EDUCATIONLEADERSAREREALIZING THATAONE SIZE ½TS ALLAPPROACHTOEDUCATION ISINADEQUATETOHELPALLSTUDENTSACHIEVE ATHIGHLEVELS3TUDENTS PARTICULARLYHIGH POVERTYSTUDENTS COMETOSCHOOLWITHDIVERSE EDUCATIONALBACKGROUNDSANDHISTORIES2ATHER THANTRYINGTO½TSTUDENTLEARNINGINTOA PRECONCEIVEDANDUNIFORMSCHEDULE HIGHLY SUCCESSFULSCHOOLSMOLDACADEMICINSTRUCTION ANDLEARNINGTIMETO½TTHEUNIQUENEEDSOF THESTUDENTSTHEYSERVE)NSTRUCTIONISNOT

4)-%7%,,30%.4




LIMITEDTOCORECLASSPERIODS3TUDENTSREQUIRING EXTRASUPPORTPARTICIPATEINSPECIALLYDESIGNED INTERVENTIONCLASSES REVIEWSESSIONS ORONE ON ONETUTORING!NDWHETHERDURINGTHEEXPANDED DAY ORAFTERSCHOOL ORONWEEKENDS THEAMOUNT OFLEARNINGTIME CONTENTOFTHEINSTRUCTION GROUP SIZE ANDEXPERTISEOFTHEINSTRUCTORARETAILORED TOTHESESTUDENTS´SPECI½CSKILLSANDKNOWLEDGE GAPS4HISTYPEOFDOUBLE ANDSOMETIMESTRIPLE ANDBEYONDDOSING°ALONGWITHEFFORTSTO CONSTANTLYADJUSTINSTRUCTIONTOTARGETSPECI½C NEEDS°MEANSTHATSTUDENTSARERECEIVINGAFAR MOREPERSONALIZEDEDUCATIONTHANISCUSTOMARY ATCONVENTIONALSCHOOLS!NDPERSONALIZATIONOF LEARNINGTIMEISFOUNDATIONALTOTHESUCCESSOFAN EXPANDED TIMESCHOOL ))(%,0).'345$%.434(2)6% ).3#(//,!.$"%9/.$ (IGH 0ERFORMING %XPANDED 4IME3CHOOLS 5SE4IMETO"UILDA3CHOOL#ULTUREOF(IGH %XPECTATIONSAND-UTUAL!CCOUNTABILITY 3CHOOLCULTUREISANINTANGIBLECONCEPT ANDONE THATISHARDTOMEASURE YETEDUCATIONLEADERS ANDREFORMERSAREDEEPLYAWAREOFITSIMPORTANCE 4HETEACHERSANDADMINISTRATORSWEINTERVIEWED FORTHISSTUDYATTRIBUTETHEIRSCHOOL´SSUCCESS IN LARGEPART TOAPOSITIVECULTURETHATEMPHASIZES HIGHEXPECTATIONSFORSTUDENTBEHAVIORAND ACHIEVEMENTANDTHATTEACHESSTUDENTSTHEVALUE OFHARDWORKANDSELF DISCIPLINE!DULTSAND 

4)-%7%,,30%.4

STUDENTSALIKEAREACCOUNTABLEFORRESULTSAND STUDENTS TEACHERS PARENTS ANDSCHOOLLEADERSALL WORKTOGETHERTOACHIEVESUCCESS3OMESCHOOLS USETHETERM±NOEXCUSES²TOCHARACTERIZETHIS PARTICULARETHOSWHERETHEONLYACCEPTABLE RESPONSETOFAILURESANDSETBACKSISFOREVERYONE TOWORKHARDERANDSMARTER4OBUILDAND CONTINUOUSLYREINFORCETHISPOSITIVECULTURE THESE EDUCATORSINVESTSUBSTANTIALTIMEANDENERGY ONROUTINESANDACTIVITIES°SUCHASSTUDENT ORIENTATIONSANDADVISORYPROGRAMSTHATTEACH SCHOOLVALUES COMMUNITYMEETINGSTHATCELEBRATE STUDENTSUCCESS ANDINCENTIVESYSTEMSTHATHOLD STUDENTSACCOUNTABLEFORTHEIRACTIONS 5SE4IMETO0ROVIDEA7ELL 2OUNDED%DUCATION -ANYOFTHEHIGH PERFORMING EXPANDED TIME SCHOOLSINTHISREPORTPLACEAPREMIUMON PROVIDINGABROADARRAYOFLEARNINGOPPORTUNITIES INSUCHAREASASTHEARTS FOREIGNLANGUAGES HANDS ONSCIENCE BUSINESS COMMUNITYSERVICE ANDLEADERSHIP!DMINISTRATORSANDSTAFFINTHESE SCHOOLSVIEWAGOODEDUCATIONASGOINGBEYOND HIGHSKILLSINLITERACYANDNUMERACYTOINCLUDEA MUCHBROADERRANGEOFSUBJECTS INADDITIONTOTHE TESTEDONES ANDAWIDERVARIETYOFEXPERIENCES ANDACTIVITIESTHANJUSTACADEMICCLASSES7HILE NOTAUNIVERSALPRACTICEAMONGTHESCHOOLSINTHIS STUDY MANYLEVERAGEANEXPANDEDSCHEDULETO INCLUDETIMEFORSUCHCLASSESANDACTIVITIES WHICH EXPOSESTUDENTSTONEWSKILLSANDINTERESTS HELP MAKELEARNINGMORERELEVANT ANDAIMTODEEPEN


STUDENTS´ENGAGEMENTINSCHOOL)NFACT SOME SCHOOLSMAKETIMENOTJUSTTOEXPOSESTUDENTSTO NEWSKILLSBUTALSOTOHELPTHEMBUILDMASTERYIN PARTICULAREXTRACURRICULARAREAS 5SE4IMETO0REPARE3TUDENTS FOR#OLLEGEAND#AREER 4HEHIGH PERFORMINGSCHOOLSINTHISSTUDYINVEST TIMEINARANGEOFPROGRAMSGEAREDTOWARD PREPARINGTHEIRSTUDENTSFORSUCCESSAFTERHIGH SCHOOLGRADUATION3CHOOLSWITHLARGEPOPULATIONS OFSTUDENTSWHOWILLBETHE½RSTINTHEIRFAMILIES TOATTENDCOLLEGESPENDTIMEBUILDINGTHEIR STUDENTS´UNDERSTANDINGOFTHEVALUEOFACOLLEGE EDUCATIONSUPPORTINGTHEMTHROUGHTHECOLLEGE SELECTION APPLICATION ANDADMISSIONPROCESSES ANDPREPARINGTHEMFORTHETYPEOFINDEPENDENT LEARNINGTHEYWILLEXPERIENCEINCOLLEGESETTINGS 7HILETHISPRACTICEWASOBSERVEDMOSTFULLY ATHIGHSCHOOLS SOMEELEMENTARYANDMIDDLE SCHOOLSINOURSTUDYBEGINEVENEARLIERTOINSTILL INSTUDENTSANAPPRECIATIONOFTHEIMPORTANCEOF ATTENDINGCOLLEGE4HOUGHCOLLEGEACCEPTANCEIS THEPRIMARYGOALFORMOSTOFTHESESCHOOLS SOME ALSOFOCUSONFAMILIARIZINGSTUDENTSWITHCAREER OPPORTUNITIESANDHELPINGTHEIRSTUDENTSTOBUILD THESKILLSTHEYWILLNEEDTOSUCCEEDINTHEWORK ENVIRONMENT )))$%$)#!4).'4)-%4/)-02/6% 4%!#(%2%&&%#4)6%.%33 (IGH 0ERFORMING %XPANDED 4IME3CHOOLS 5SE4IMETO#ONTINUOUSLY 3TRENGTHEN)NSTRUCTION 4HROUGHADDEDPROFESSIONALDEVELOPMENTAND PLANNINGDAYS OREXTRAPREPARATIONAND PLANNINGPERIODS ORSIMPLYADDITIONALTIME TOOBSERVEOTHERCLASSESORMEETWITHINSTRUCTIONAL COACHES SUCCESSFULSCHOOLSAREUSINGANEXPANDED SCHEDULETOBUILDACADREOFEXCELLENTTEACHERS !TTHESEHIGH PERFORMINGSCHOOLS TEACHERS SPENDSUBSTANTIALAMOUNTSOFTIMEWORKING WITHINSTRUCTIONALCOACHES WHOOFTENALSOSERVE ASMENTORS ANDWITHCOLLEAGUESTOENGAGEIN THOUGHTFULLESSON PLANNINGTHATTAKESINTO CONSIDERATIONGOODTEACHINGPRACTICESANDCLEAR

OBJECTIVESFORSTUDENTLEARNING4EACHERSALSO SPENDTIMEINCLASSROOMOBSERVATIONS MEETINGS WITHTHEIRCOACHES ANDFEEDBACKSESSIONSAIMED ATIMPROVINGANDRE½NINGTHEIRSKILLSINTHE CLASSROOM 5SE4IMETO2ELENTLESSLY!SSESS !NALYZE AND2ESPONDTO3TUDENT$ATA 4HEIMPORTANCEOFUSINGDATATOINFORM INSTRUCTIONHASBEENWELLDOCUMENTED AND DISTRICTSANDSCHOOLSACROSSTHECOUNTRYARE WORKINGTOIMPROVETHEIRCAPACITIESTOCOLLECT ANDANALYZESTUDENTDATA(OWEVER USINGDATA EFFECTIVELYTAKESTIMEBECAUSETHEDATAMUST NOTONLYBECOLLECTEDTHROUGHSTUDENTTESTING BUTALSOPROCESSED ANALYZED ANDAPPLIEDIN PRACTICE3CHOOLSINTHISSTUDYINVESTSIGNI½CANT TIMEASSESSINGSTUDENTS ENGAGINGTEACHERSIN ANALYZINGTHEDATA ANDTHENUSINGTHEANALYSES TOIMPROVEINSTRUCTIONANDIDENTIFYSTUDENTSWHO NEEDSPECI½CADDITIONALSUPPORT4HISPROCESS CREATESACONTINUOUSIMPROVEMENTLOOPTHAT ALLOWSSCHOOLSTOPROVIDEEXCELLENTINSTRUCTION DRIVENBYSTUDENTNEEDS4HELOOPOFASSESSMENT ANALYSIS IMPROVEMENT ANDDIFFERENTIATION FOLLOWEDAGAINBYASSESSMENT CONTINUESUNTIL EVERYSTUDENTACHIEVESMASTERY)NFACT MANY SCHOOLSTAKETHISPROCESSONESTEPFURTHER USING THEDATATOCONSTANTLYRESHAPEPROGRAMSAND SCHEDULESTOBETTERSUPPORTSTUDENTLEARNING

)TISWORTHNOTINGTHATEVERYSCHOOLEXAMINED INTHISSTUDYDOESNOTPLACEEQUALEMPHASISON ALLEIGHTPRACTICES&OREXAMPLE SOMESCHOOLS PRIORITIZEDATAANALYSISBUTARESOMEWHATLESS FOCUSEDONSCHOOLCULTURE BUILDING)NFACT SCHOOLSWILLFREQUENTLYFACECHOICESINTRYING TOIMPLEMENTALLOFTHEPRACTICESWELL BECAUSE EVENWITHALONGERSCHOOLDAYORYEARTHEREIS NOTALWAYSENOUGHTIMETODOEVERYTHINGFULLY 3CHOOLSMAYNEEDTOCHOOSE FORINSTANCE BETWEEN FOCUSINGTIMEANDATTENTIONONINDIVIDUALIZED ACADEMICSUPPORTSANDOFFERINGSUBSTANTIAL AMOUNTSOFTIMEFORENRICHINGEXTRACURRICULAR ACTIVITIES !TTHESAMETIME THERECANBEDYNAMICSYNERGIES AMONGTHEEIGHTPRACTICES4OINDIVIDUALIZE INSTRUCTIONANDPROVIDEACADEMICSUPPORTS TAILOREDTOSTUDENTNEEDS FORINSTANCE ASCHOOL MUSTEXCELATUSINGDATATOIDENTIFYTHESTANDARDS THATREQUIREREVIEWORRE TEACHING3IMILARLY SOME SCHOOLSCREATEAPPEALINGENRICHMENTCLASSES TIEDTOSPECI½CACADEMICPRIORITIES°SUCHAS FORENSICS ROBOTICS ORGEOMETRYTHROUGHART°WITH ADUALAIMOFBOLSTERINGLEARNINGINAFOCUSAREA ANDENGAGINGSTUDENTSTHROUGHFUN HANDS ON LEARNING)NDEED OUROBSERVATIONSSUGGESTTHAT THESCHOOLSWITHTHESTRONGESTSTUDENTOUTCOMES TENDTOINTEGRATEMULTIPLEPOWERFULPRACTICESINTO ASINGLECOHERENTSCHOOLDESIGN



4)-%7%,,30%.4

4)-%7%,,30%.4




!.OTEON2EADING4HIS2EPORT 4IME7ELL3PENT%IGHT0OWERFUL0RACTICESOF 3UCCESSFUL %XPANDED 4IME3CHOOLSWASDEVELOPED TOSHARETHELESSONSWEHAVELEARNEDTHATILLUMINATE EFFECTIVEAPPROACHESTOEXPANDINGLEARNING TIMEWITHAWIDERANGEOFAUDIENCES°INCLUDING EDUCATIONLEADERSANDPOLICYMAKERS SCHOOL ADMINISTRATORSANDTEACHERS ANDCONSULTANTSAND REPRESENTATIVESOFPARTNERORGANIZATIONSTHATWORK DIRECTLYWITHSCHOOLS4HESELESSONSALSOMAYPROVE USEFUL EVENVALUABLE TOANYONEELSEWHOISCURIOUS ABOUTHOWSUCCESSFUL EXPANDED TIMESCHOOLS SERVINGHIGH POVERTYSTUDENTSUSETIMEWELL%ACH OFTHEEIGHTPRACTICESISEXPLOREDINDEPTHINITS OWNSECTION ANDEACHSECTIONINCLUDESEXAMPLES OFTHEPRACTICEINACTIONATPARTICULARSCHOOLS %XAMPLESAREPROVIDEDFROMELEMENTARY MIDDLE ANDHIGHSCHOOLSFORMOSTOFTHEEIGHTPRACTICES 0RACTICE3IX WHICHFOCUSESONCOLLEGEANDCAREER PREPARATION ISEXPLOREDEXCLUSIVELYATTHEHIGH SCHOOLLEVEL 7HEREVERPOSSIBLE WEHAVETRIEDTO PROVIDEABALANCEOFEXAMPLESFROMCHARTERAND DISTRICTEXPANDED TIMESCHOOLS ALTHOUGHTHERETEND TOBEMORECHARTERSCHOOLEXAMPLESBECAUSEMORE CHARTERTHANDISTRICTSCHOOLSMETOURSTUDYCRITERIA /URGOALISTOENCOURAGEALLSCHOOLLEADERSAND EDUCATORSREADINGTHISREPORTTOLOOKBEYOND



4)-%7%,,30%.4

SOMEOFTHEDIFFERENCESBETWEENTHEIRSCHOOLAND THESCHOOLSPRO½LEDHERETODISCOVERSIGNI½CANT COMMONALITIES7HILEACKNOWLEDGINGDISPARITIES INSCHOOLSIZE OPERATINGSTRUCTURE GEOGRAPHIC LOCATION ORGRADELEVEL WEBELIEVETHATEDUCATORS CANSTILL½NDMUCHTHATCANBELEARNEDFROMTHE EXPERIENCESOFOTHERSCHOOLS!LTHOUGHSOME DISTINCTIONSAMONGSCHOOLSMAYPROVESUBSTANTIVE INTHEEND WEHOPETHATREADERSWILLBEABLETO FOCUSONTHECOMMONOPPORTUNITIES CHALLENGES AND DECISIONSALLSCHOOLSFACEREGARDINGHOWTOALLOCATE ANDLEVERAGETIME 7ITHINEACHPRACTICE WEHAVEIDENTI½EDTHREE+EYS TO3UCCESS°IMPLEMENTATIONPRACTICESTHATHELP TOENSURETHATTHEADDITIONALTIMEISWELL USEDAND ACHIEVESITSINTENDEDGOALS4HESESTRATEGIES°TOTALING INALL°AREINTENDEDTOPROVIDEABLUEPRINTFOR SCHOOLSCONSIDERINGHOWTOIMPROVETHEIREFFORTSIN THEEIGHTPRACTICEAREASANDTOREAPTHEFULLPOTENTIAL OFEXPANDEDLEARNINGTIME3EE4ABLE ONPAGE FORAFULLLISTOFTHE+EYSTO3UCCESS &INALLY AN!PPENDIXDETAILSTHEMETHODOLOGY.#4,USED TOIDENTIFYTHESCHOOLSINCLUDEDINTHISSTUDY ANDSUMMARIZESTHEINFORMATIONWECOLLECTEDABOUT THESCHOOLSFROMINTERVIEWS STUDENTANDTEACHER SCHEDULES ANDOTHERDATA


4ABLE(IGH 0ERFORMING %XPANDED 4IME3CHOOLS 3CHOOL.AME

'RADES

3CHOOL4YPE

3TUDENTS

!CHIEVEMENT&IRST#ROWN(EIGHTS-IDDLE3CHOOL "ROOKLYN .9

¯

#HARTER







!MISTAD!CADEMY-IDDLE3CHOOL

.EW(AVEN #4

¯

#HARTER







!N!CHIEVABLE$REAM(IGH3CHOOL

.EWPORT.EWS 6!

¯

$ISTRICT







!RTHUR!SHE#HARTER3CHOOL

.EW/RLEANS ,!

+¯

#HARTER







!SPIRE0ORT#ITY!CADEMY

3TOCKTON #!

+¯

#HARTER







"OSTON!RTS!CADEMY

"OSTON -!

¯

$ISTRICT







"ROOKLYN'ENERATION3CHOOL

"ROOKLYN .9

¯

$ISTRICT







#LARENCE%DWARDS-IDDLE3CHOOL

"OSTON -!

¯

$ISTRICT







%XCEL!CADEMY#HARTER3CHOOL

"OSTON -!

¯

#HARTER







&RANK-3ILVIA%LEMENTARY

&ALL2IVER -!

0+¯

$ISTRICT







'OLDER#OLLEGE0REP

#HICAGO ),

¯

#HARTER







'RIF½TH%LEMENTARY3CHOOL

0HOENIX !:

+¯

$ISTRICT







)$%!#OLLEGE0REPARATORY$ONNA

$ONNA 48

¯

#HARTER







*ACOB(IATT-AGNET3CHOOL

7ORCESTER -!

0+¯

$ISTRICT







+ATHLYN*OY'ILLIAM#OLLEGIATE!CADEMY

$ALLAS 48

¯

$ISTRICT







+)00(EARTWOOD!CADEMY

3AN*OSE #!

¯

#HARTER







+)00(OUSTON(IGH3CHOOL

(OUSTON 48

¯

#HARTER







+)003().%0REP

(OUSTON 48

0+¯

#HARTER







-ARY$#OGHILL%LEMENTARY3CHOOL

.EW/RLEANS ,!

0+¯

$ISTRICT







-ASTERY#HARTER3CHOOLS3HOEMAKER#AMPUS

0HILADELPHIA 0!

¯

#HARTER







-ASTERY#HARTER3CHOOLS4HOMAS#AMPUS

0HILADELPHIA 0!

¯

#HARTER







-!4#(#HARTER0UBLIC(IGH3CHOOL

"OSTON -!

¯

#HARTER







-ATTHEW*+USS-IDDLE

&ALL2IVER -!

¯

$ISTRICT







.ORTH3TAR!CADEMY

.EWARK .*

¯

#HARTER







2OBERT4REAT!CADEMY

.EWARK .*

+¯

#HARTER







2OCKETSHIP-ATEO3HEEDY%LEMENTARY

3AN*OSE #!

+¯

#HARTER







2OXBURY0REPARATORY#HARTER3CHOOL

"OSTON -!

¯

#HARTER







7ILLIAMSBURG#OLLEGIATE#HARTER3CHOOL

"ROOKLYN .9

¯

#HARTER







7OODLAND(ILLS!CADEMY

4URTLE#REEK 0!

+¯

$ISTRICT







9%30REP.ORTH#ENTRAL

(OUSTON 48

¯

#HARTER









4)-%7%,,30%.4

,OCATION

,OW)NCOME (OURS9EAR

4)-%7%,,30%.4




4ABLE%IGHT0OWERFUL0RACTICESAND+EYSTO3UCCESS /04)-):%4)-%&/2345 $%.4,%!2. ) . ' 0RACTICE

+EYSTO3UCCESS

-AKE%VERY-INUTE#OUNT

„0LANLESSONSTOMAXIMIZETIMEONTASKANDSTUDENTENGAGEMENT „-INIMIZENON INSTRUCTIONALTIME „%MPHASIZEATTENDANCE

0RIORITIZE4IME!CCORDINGTO&OCUSED,EARNING'OALS

„5SEDATATOIDENTIFYPRIORITIESANDGOALS „+EEPTHEFOCUSONTHEGOALS „-ONITORPROGRESSTOWARDSGOALS

)NDIVIDUALIZE,EARNING4IMEAND)NSTRUCTION "ASEDON3TUDENT.EEDS

„4RAINTEACHERSTOLEVERAGEADDITIONALTIMEFORINDIVIDUALIZEDINSTRUCTION „5SEDATATOSELECT GROUP ANDRE GROUPSTUDENTSFORSUPPORT „)NTEGRATEANDALIGNACADEMICSUPPORTSTOCOREINSTRUCTION

5 3 % 4) - % 4/( % , 0 345 $ % .434( 2 ) 6 % ) . 3# ( / / , ! . $ " %9/ . $ 0RACTICE

+EYSTO3UCCESS

5SE4IMETO"UILDA3CHOOL#ULTUREOF(IGH %XPECTATIONSAND-UTUAL!CCOUNTABILITY

„)DENTIFYANDCONSISTENTLYREINFORCEASMALLSETOFCOREVALUES THATAREEASYTOREMEMBER „4RAINANDSUPPORTSTAFFINSETTINGANDREINFORCINGEXPECTATIONS „#OMMUNICATEEXPECTATIONSTOPARENTS

5SE4IMETO0ROVIDEA7ELL 2OUNDED%DUCATION

„2ESPONDTOSTUDENTINTERESTS „3TARTWITHEXPOSUREANDOFFEROPPORTUNITIESFOR SPECIALIZATIONANDMASTERY „#REATEPARTNERSHIPSTHATBRINGINOUTSIDEEXPERTISEANDLEVERAGE THESKILLSANDEXPERTISEOFTEACHERS

5SE4IMETO0REPARE3TUDENTS FOR#OLLEGEAND#AREER

„0ARTNERWITHCOLLEGES BUSINESSES ANDCOMMUNITYORGANIZATIONS „"UILDASCHOOLCULTURECOMMITTEDTOCOLLEGECOMPLETION „3UPPORTSTUDENTSWHOWILLBE½RST GENERATIONCOLLEGESTUDENTS

$%$)#!4%4)-%4/)-02/6%4%!# ( %2%&&%#4)6%. %33



0RACTICE

+EYSTO3UCCESS

5SE4IMETO#ONTINUOUSLY3TRENGTHEN)NSTRUCTION

„0ROVIDETEACHERSWITHFREQUENTFEEDBACKANDCOACHING „&OCUSONASMALLSETOFIMPROVEMENTGOALS „#REATEACULTURETHATVALUESFEEDBACKANDCONTINUOUSIMPROVEMENT

5SE4IMETO2ELENTLESSLY!SSESS !NALYZE AND 2ESPONDTO3TUDENT$ATA

„"UILDSCHOOL WIDECOMMITMENTTODATAUSE „0ROVIDETEACHERSWITHTOOLSTHATSIMPLIFYREAL TIMEDATAANALYSIS „#REATEPROTOCOLSTHATSUPPORTTEACHERSINPLANNINGAROUNDDATAUSE

4)-%7%,,30%.4


(IGH 0ERFORMING %XPANDED 4IME3CHOOLS (IGHLIGHTEDIN4IME7ELL3PENT

/04)-):%4)-%&/2 345 $ % .4 , % ! 2 . ) .'

53%4)-%4/( %,0 345 $ % .43 4( 2 ) 6 % ) .3 # ( / / , !. $" %9/. $

!SPIRE0ORT#ITY!CADEMY3TOCKTON #! #LARENCE%DWARDS-IDDLE3CHOOL "OSTON -!

!N!CHIEVABLE$REAM(IGH3CHOOL .EWPORT.EWS 6!

%XCEL!CADEMY#HARTER3CHOOL "OSTON -!

"ROOKLYN'ENERATION3CHOOL "ROOKLYN .9

&RANK-3ILVIA%LEMENTARY3CHOOL &ALL2IVER -!

%XCEL!CADEMY#HARTER3CHOOL "OSTON -!

*ACOB(IATT-AGNET3CHOOL 7ORCESTER -!

)$%!#OLLEGE0REPARATORY$ONNA $ONNA 48

'OLDER#OLLEGE0REP#HICAGO ),

+)003().%0REP(OUSTON 48

.ORTH3TAR!CADEMY.EWARK .*

-ATTHEW*+USS-IDDLE3CHOOL &ALL2IVER -!

2OCKETSHIP-ATEO3HEEDY%LEMENTARY 3AN*OSE #! 2OXBURY0REPARATORY#HARTER3CHOOL "OSTON -!



4)-%7%,,30%.4

$%$)#!4%4)-%4/)-02/6% 4%!# ( %2%&&%#4)6%. %33 !MISTAD!CADEMY-IDDLE3CHOOL .EW(AVEN #4 !SPIRE0ORT#ITY!CADEMY 3TOCKTON #! *ACOB(IATT-AGNET3CHOOL 7ORCESTER -! -ASTERY#HARTER3CHOOLS3HOEMAKER #AMPUS0HILADELPHIA 0! -ATTHEW*+USS-IDDLE3CHOOL &ALL2IVER -! .ORTH3TAR!CADEMY.EWARK .*

'OLDER#OLLEGE0REP#HICAGO ), 7OODLAND(ILLS!CADEMY 4URTLE#REEK 0!

4)-%7%,,30%.4








4)-%7%,,30%.4

3UCCESSFUL %XPANDED 4IME3CHOOLS¨

-AKE%VERY-INUTE#OUNT


)

T´SNOCOINCIDENCETHATEDUCATORSATHIGH PERFORMING EXPANDED TIMESCHOOLSARE EXTREMELYVIGILANTABOUTHOWTHEYUSETIME !TSUCCESSFULSCHOOLS ANEXPANDED SCHOOL SCHEDULEDOESNOTMEANASLOWERPACEORA MORERELAXEDAPPROACHTOTIMEMANAGEMENT (IGH PERFORMINGSCHOOLSMAKEEVERYMINUTE COUNT!SIGNINTHEFRONTOFONECLASSROOMAT -ASTERY#HARTER3CHOOLS3HOEMAKER#AMPUS IN0HILADELPHIA 0ENNSYLVANIA READS±7EHAVE  MINUTESTHISYEARMAKEEACHONECOUNT² 4HESENSETHATLEARNINGTIMEISAPRECIOUSAND SCARCERESOURCEISPERVASIVEANDPALPABLYFELT ACROSSMOSTOFTHESCHOOLSINTHISSTUDY±%VEN WITHMORETIMETHANOTHERSCHOOLS ²SAYS$EB 3HIFRINE SCHOOLLEADERAT+)003().%0REP IN (OUSTON 4EXAS ±TEACHERSSTILLFEELLIKEWEDON´T HAVEENOUGHOFIT² )NOURWORKWITHSCHOOLSACROSSTHECOUNTRY .#4,HASFOUNDTHAT TOOOFTEN SCHOOLSSEEK TOEXPANDLEARNINGTIMEWITHOUTENSURING THATTHEYAREOPTIMIZINGTHETIMETHEYALREADY HAVE4OADDRESSTHISISSUE .#4,CREATEDATIME ANALYSISTOOLTHATSCHOOLSCANEMPLOYTOASSESS HOWTIMEISBEINGCURRENTLYUSEDINTHEIRSCHOOL DAY7HENSCHOOLSHAVEUTILIZEDTHISTOOLAND STAFFMEMBERSDISCOVERHOWMUCHINSTRUCTIONAL TIMEISLOSTEACHDAY MANYBECOMEMORE CONCERNEDTOREALIZETHATTHESEDAILYMINUTES LOSTFAIRLYQUICKLYADDUPTOMANYHOURSLOST EACHMONTH WHICHTHENTOTALTOENTIREDAYSLOST THROUGHOUTTHEYEAR )NHIGH POVERTYSCHOOLS WHERESTUDENTS FREQUENTLYENTERBELOWGRADELEVELINMULTIPLE SUBJECTS THENEEDTOMAXIMIZELEARNINGTIME ISPARTICULARLYPRESSING2ECOGNIZINGTHATTIME EVENWHENEXPANDED ISASCARCERESOURCENOT

±7EHAVE  MINUTESTHIS YEARMAKEEACH ONECOUNT²

3IGNONBULLETINBOARDAT -ASTERY#HARTER3CHOOLS3HOEMAKER#AMPUS

TOBESQUANDERED THESCHOOLSPRO½LEDINTHIS STUDYSTRATEGICALLYACCOUNTFOREVERYMINUTEEACH DAY4HREEKEYSTRATEGIESHELPTHESESCHOOLSTO MAXIMIZELEARNINGTIME 0LAN,ESSONSTO-AXIMIZE4IMEON4ASK AND3TUDENT%NGAGEMENT )NEXCELLENTCLASSROOMS STUDENTSAREDEEPLY ENGAGEDINTHEACTIVITYOFLEARNING4HEIR ENGAGEMENTISPALPABLEINTHERAISEDHANDS NODDINGHEADS QUIETDISCUSSIONSWITH OTHERSTUDENTSABOUTTHELESSONTOPIC AND CONCENTRATIONONSPECI½CTASKS(IGH PERFORMING EXPANDED TIMESCHOOLSWORKTOMAXIMIZESUCH MOMENTSOFINTENSEANDPRODUCTIVELEARNINGBY COACHINGTEACHERSONHOWTOPLANANDSTRUCTURE CLASSTIME4HE!SPIRE3CHOOLSNETWORKIN #ALIFORNIAHASCREATEDINSTRUCTIONALGUIDESFOR BOTH%,!ANDMATHTHATDETAILSPECI½CSTRATEGIES ANDCURRICULATOUSEFORLESSON PLANNING5SING THESEGUIDES TEACHERSAT!SPIRE0ORT#ITY !CADEMY IN3TOCKTON #ALIFORNIA PLANLESSONS ANDACTIVITIESIN MINUTEINCREMENTS4HESHORT INCREMENTSOFTIMESUGGESTEDBYTHENETWORK ENSURETHATSTUDENTSAREABLETOFOCUSONTHE LESSONANDREMAINON TASKFORTHEENTIRECLASS PERIOD!T.ORTH3TAR!CADEMYIN.EWARK .EW *ERSEY TEACHERSPLANWITHASIMILARGOALOF MAXIMIZINGTIMEONTASK%ACHTEACHERPLANS LESSONSUSINGACOMMONTEMPLATEANDLESSON STRUCTUREANDREVIEWSTHESELESSONPLANSWITHAN INSTRUCTIONALCOACH4HELESSONPLANSAREHIGHLY SPECI½C DETAILINGEXACTLYHOWMUCHTIMEWILL BESPENTONEACHACTIVITY.ORTH3TAR!CADEMY ALSOPROVIDESTRAININGFORTHEIRTEACHERSINUSING STRATEGIESFROM$OUG,EMOV´SBOOK4EACHLIKE A#HAMPION WHICHEMPHASIZESANUMBEROF TECHNIQUESTEACHERSCANUSEINSIDEANDOUTSIDE THECLASSROOMTOMAXIMIZETIMEANDSTUDENT ENGAGEMENT3EESIDEBAR±-AXIMIZING4IME ON4ASKAT.ORTH3TAR!CADEMY² !T!MISTAD !CADEMY INSTRUCTIONALCOACHESSUPPORTTEACHERS ININCORPORATINGHIGHENGAGEMENTACTIVITIESINTO THEIRLESSONPLANSANDENCOURAGETEACHERSTO INSISTONPERCENTOFSTUDENTSONTASK -INIMIZE.ON )NSTRUCTIONAL4IME !LTHOUGHNON INSTRUCTIONALPERIODSOFTIME° SUCHASCLASSROOMTRANSITIONS LOCKERBREAKS RECESS LUNCH HOMEROOM ANDDISMISSAL°ARE INEVITABLEWITHINATYPICALSCHOOLDAY THE SCHOOLSINOURSTUDYHAVEFOUNDWAYSTO MINIMIZETHEAMOUNTOFTIMEDEVOTEDTOTHESE ACTIVITIES ORTOADDINCOMPONENTSOFINSTRUCTION DURINGTHEM!T!SPIRE0ORT#ITY!CADEMY TEACHERSTALKTOSTUDENTSABOUTCURRENTEVENTS ASTHEYTRANSITIONTOLEAVESCHOOLEACHDAY4O REDUCETRANSITIONTIMEBETWEENPERIODS 2OBERT 4REAT!CADEMYIN.EWARK .EW*ERSEY PLACES ALLGRADELEVELCLASSROOMSNEARONEANOTHERIN CLUSTERS7HILESTUDENTSATMOSTMIDDLESCHOOLS

4)-%7%,,30%.4




TRAVELTOTHEIRDIFFERENTCLASSES STUDENTSAT%XCEL !CADEMY#HARTER3CHOOLIN"OSTON -ASSACHUSETTS ASWELLASAT!MISTAD!CADEMY-IDDLE3CHOOL IN.EW(AVEN #ONNECTICUT REMAININTHEIR CLASSROOMSWHILETEACHERSTRANSITIONTODIFFERENT CLASSROOMS REDUCINGTHENUMBEROFPEOPLE MOVINGBETWEENPERIODSOFTHESCHOOLDAY3EE SIDEBAR±-INIMIZING.ON )NSTRUCTIONAL4IMEAT %XCEL!CADEMY#HARTER3CHOOL² 4EACHERSATHIGH PERFORMING EXPANDED TIME SCHOOLSALSOSTRATEGICALLYREDUCETHEAMOUNT OFNON INSTRUCTIONALTIME SUCHASTRANSITIONS WITHINTHEIRCLASSES3TUDENTSAT!SPIRE0ORT#ITY 3EESIDEBAR±-AXIMIZING)NSTRUCTIONAL4IME AT!SPIRE0ORT#ITY!CADEMY² LEARNPROCEDURES ANDEXPECTATIONSFORTRANSITIONINGBETWEEN ACTIVITIESINTHEBEGINNINGOFTHEYEAR$URING THESETIMES STUDENTSHAVEDESIGNATEDROLES AND TEACHERSUSESTOPWATCHESTOTRACKTHEAMOUNT OFTIMENEEDEDTOBEGINANEWACTIVITY+)00 3().%TEACHERS MEANWHILE RECEIVEGUIDANCE FROMADMINISTRATORSONCLASSROOMMANAGEMENT TECHNIQUESTHATCANMINIMIZECLASSROOM INTERRUPTIONS %MPHASIZE!TTENDANCE 4HEGREATESTLOSSOFSTUDENTLEARNINGTIMERESULTS FROMSTUDENTSARRIVINGLATE ORMISSINGSCHOOL ENTIRELY(IGH PERFORMING EXPANDED TIMESCHOOLS MONITORSTUDENTATTENDANCEFREQUENTLY ANDADOPT PROTOCOLSFORREWARDINGSTRONGATTENDANCEAND

+EYS TO 3UCCESS 

4)-%7%,,30%.4

RESPONDINGTOHIGH ABSENTEEISMAND TARDINESS-ASTERY #HARTER3CHOOLS 3HOEMAKER#AMPUS FOREXAMPLE HAS IMPLEMENTEDA NUMBEROFSTRATEGIES TOMAINTAINAN ATTENDANCERATE ABOVEPERCENTFOR THEYEAR$ANIEL"ELL $IRECTOROF/PERATIONS ATTHESCHOOL SAYS ±7EHAVEAPARENT TRUANCYOF½CERWHOMALLTHEKIDSANDFAMILIES RESPECT!LSO WEMAKETEACHERSRESPONSIBLEFOR CALLINGPARENTSWHENTHEIRSTUDENTSARENOTINTHE BUILDING TOCHECKUPONTHEM4HOSESTUDENTS WHOARECHRONICALLYABSENTAREASSIGNEDSUMMER SCHOOL ANDWEALSOCALLTHEMINFORANATTENDANCE MEETINGTODEVISEANACTIONPLAN²!TTHEEND OFEACHQUARTER 'RIF½TH%LEMENTARY3CHOOLIN



!VERAGEATTENDANCERATEACROSS HIGH PERFORMING EXPANDED TIMESCHOOLS

0HOENIX !RIZONA HOLDSANAWARDSCEREMONYTO HONORSTUDENTSWITHPERFECTATTENDANCE3CHOOLS SUCHAS2OCKETSHIP-ATEO3HEEDY%LEMENTARYAND +)00(EARTWOOD!CADEMY BOTHLOCATEDIN3AN *OSE #ALIFORNIA ALSOCONDUCTHOMEVISITSBEFORE THEBEGINNINGOFEACHYEARTOCOMMUNICATETHE IMPORTANCEOFATTENDANCETOPARENTS±7EDOOUR HOMEVISITSTOGETSTUDENTSANDFAMILIESEXCITED ABOUTCOMINGTOSCHOOL ²*UDY4ANG SCHOOLLEADER AT+)00(EARTWOOD SAYS±7ETELLTHEMTHATIFTHEY DON´TCOME THEYCAN´TPARTICIPATEINTHEFUNWE HAVEEACHDAYANDLEARNTHESKILLSTHEYNEEDTOGET INTOCOLLEGE²

„0LANLESSONSTOMAXIMIZETIMEONTASK ANDSTUDENTENGAGEMENT „-INIMIZENON INSTRUCTIONALTIME „%MPHASIZEATTENDANCE


-AXIMIZING4IMEON4ASKAT .ORTH3TAR!CADEMY.EWARK .* .ORTH3TAR!CADEMY 0RINCIPAL-ICHAEL-ANN 3CHOOLSCHEDULEAM¯PM %ARLYRELEASEAM¯PM4HURS !DDITIONALTIMECOMPAREDTO SURROUNDINGDISTRICTMINDAY ANDDAYSYEAR 3TUDENT0OPULATION 'RADESSERVED¯ .UMBEROFSTUDENTS 1UALIFYFORFREEREDUCEDLUNCH 3TUDENTS3CORING!TOR!BOVE0RO½CIENT ONTHE.EW*ERSEY!SSESSMENT OF3KILLSAND+NOWLEDGEIN DIFFERENCECOMPAREDTOSURROUNDING DISTRICT %,!  -ATH 

.

ORTH3TAR!CADEMY IN.EWARK .EW *ERSEY ISPOSSIBLY ONEOFTHEMOST CELEBRATEDCHARTERSCHOOLS INTHECOUNTRY6ISITEDBY EDUCATIONLEADERSFROM AROUNDTHENATIONAND THESUBJECTOFNUMEROUS ARTICLESANDBOOKSABOUT EFFECTIVESCHOOLS .ORTH 3TAR!CADEMYISHERALDED FORACHIEVINGAPERCENT COLLEGEACCEPTANCERATEFOR ITSHIGH POVERTYSTUDENT BODYANDCLOSINGTHE ACHIEVEMENTGAPTHAT PLAGUESHIGH POVERTY CITIESLIKE.EWARK.ORTH 3TARWASTHE½RSTSCHOOL FOUNDEDBYTHECHARTER MANAGEMENTORGANIZATION 5NCOMMON3CHOOLS ANDISONEOFITS¾AGSHIP CAMPUSES

/NEOFTHEDISTINGUISHINGFEATURESOF.ORTH3TAR !CADEMYISTHESCHOOL´SEMPHASISONPRESERVING INSTRUCTIONALTIME CHARACTERIZEDBYITSLASER LIKE FOCUSONOPTIMIZINGEVERYMINUTEOFTHESCHOOL DAY)NSTRUCTIONALLEADERSPLACETREMENDOUS EMPHASISONLESSON PLANNING ANDSCHOOLLEADERS HAVECAREFULLYCONSIDEREDHOWLESSONSSHOULD BESTRUCTUREDTOMAXIMIZETIMEONTASKAND STUDENTLEARNING4EACHERSAT.ORTH3TARFOLLOW APRESCRIBEDTEMPLATEFORLESSON PLANNINGTHAT INCLUDESSIXCORECOMPONENTSTOEVERYLESSON "EFORETHEWEEKBEGINS EACHTEACHERSUBMITS AWEEK´SWORTHOFLESSONPLANSFOLLOWINGTHIS

#OMPONENTSOF,ESSON0LANSAT.ORTH3TAR  $O.OWQUICKEXERCISETOGETSTUDENTSTHINKING  /RAL$RILL REVIEWOFPASTMATERIAL VOCABULARY ORIMPORTANTFACTS  (EARTOFTHE,ESSON)  (EARTOFTHE,ESSON))  !SSIGNMENTOF(OMEWORK %XIT4ICKETBRIEFASSESSMENTTOCHECKFORUNDERSTANDING 

4)-%7%,,30%.4

TEMPLATE4HESELESSONPLANSSPECIFYEXACTLY WHICHACTIVITIESWILLTAKEPLACEDURINGEACH PORTIONOFTHELESSON INCLUDINGWHATACTIVITIES STUDENTSWILLBEDOINGATEACHINTERVAL±7E BROKETHELESSONINTOTWOMAINCOMPONENTS (EARTOFTHE,ESSON)AND(EARTOFTHE,ESSON )) BECAUSEWEREALIZED MINUTESWASTHE OPTIMALAMOUNTOFTIMEFORSTUDENTSTOFOCUS ONONEMAINACTIVITYORTOPIC4HEPARTSOFTHE LESSONAREUSUALLYCONNECTED BUTTHEREISSOME CHANGEINWHATISHAPPENINGMID WAYTHROUGH ² DESCRIBES-IKE4AUBMAN AN%NGLISHTEACHER 7HILELESSON PLANNINGISACOMMONPRACTICE ACROSSALLSCHOOLS THEPROCESSISRARELYAS STRUCTUREDASITISAT.ORTH3TAR ANDTHEPLANSARE RARELYSODETAILED!TYPICALPLANFORA MINUTE .ORTH3TARLESSONCANBEASLONGASTHREEOR FOURPAGES WITHCONSIDERABLEDETAILONTHE QUESTIONSTEACHERSWILLASK HOWTHEYWILLPROBE FORSTUDENTUNDERSTANDING ANDHOWTHEYWILL DIFFERENTIATEINSTRUCTIONBASEDONSTUDENTNEEDS ±7EAREREALLYFOCUSEDONMAKINGSURESTUDENTS ARELEARNINGEVERYMINUTEOFTHEDAY4HELESSON PLANSREALLYHELPUSMAKESUREOURSTUDENTS GETTHEQUALITYINSTRUCTIONTHEYNEEDATALL TIMES ²EXPLAINS-ICHAEL-ANN (EADOF3CHOOL #ON½RMINGTHATTEACHERSAT.ORTH3TARACTUALLY FOLLOWTHESEPLANS ANOBSERVERATTHESCHOOLCAN WALKINTOACLASSROOMWHEREALESSONISALREADY UNDERWAY ½NDTHELESSONPLANPOSTEDATTHE BACKOFTHECLASSROOM AND½GUREOUTEXACTLY WHATISHAPPENINGATTHATMOMENTOFTHECLASS 4EACHERSAT.ORTH3TARALSODEVELOPCLASSROOM MANAGEMENTPLANSTHATARTICULATETHEROUTINES ANDPROCEDURESTHEYWILLIMPLEMENTTOENSURE THATTIMEISUSEDPRODUCTIVELY4HESECLASSROOM MANAGEMENTPLANSDETAILPROCEDURESFORPASSING OUTANDCOLLECTINGPAPERS DIVIDINGINTOGROUPS ENTERINGANDEXITINGTHECLASSROOM ASKING QUESTIONS ANDOTHERPROCEDURESINTENDEDTO CREATEACLASSROOMENVIRONMENTCONDUCIVE TOLEARNINGWHILEALSOENSURINGSTUDENTSREMAIN ONTASK4HESEPLANSARESUBMITTEDATTHE STARTOFTHESCHOOLYEARANDRE¾ECTTHESCHOOL´S FORETHOUGHTANDPLANNINGTOPROMOTEPRODUCTIVE USEOFTIME

4)-%7%,,30%.4




-AXIMIZING)NSTRUCTIONAL4IMEAT !SPIRE0ORT#ITY!CADEMY3TOCKTON #! !SPIRE0ORT#ITY!CADEMY

4

HESEVENTEENITEMS THATCOMPRISE 0RINCIPAL3HELBY3CHEIDEMAN -ONDAY´STHIRD GRADESCHEDULEAT 3CHOOLSCHEDULEAM¯PM !SPIRE0ORT#ITY!CADEMY %ARLYRELEASEAM¯PM7ED 0#! IN3TOCKTON !DDITIONALTIMECOMPAREDTO #ALIFORNIA BEGINATTHE TOPOFTHEWHITEBOARDAND SURROUNDINGDISTRICTMINDAY STRETCHALLTHEWAYTOTHE ANDDAYSYEAR BOTTOM LIKEALONGGROCERY 3TUDENT0OPULATION LIST±¯#ALENDAR -ATH²¨±¯2OLL 'RADESSERVED+¯ AND7RITE²¨AND±¯ .UMBEROFSTUDENTS 7RITER´S7ORKSHOP² 1UALIFYFORFREEREDUCEDLUNCH AREJUSTAFEWOFTHEITEMS TOBECOVEREDTHROUGHOUT 3TUDENTS3CORING!TOR!BOVE0RO½CIENT THEDAY%ACHACTIVITY ONTHE#ALIFORNIA3TATE4ESTIN VARIESINLENGTHBETWEEN DIFFERENCECOMPAREDTOSURROUNDING ANDMINUTES3TUDENTS DISTRICT ENTERINTOTHECLASSROOM %,!  TAKEOUTTHEIRHOMEWORK ANDBEGINTOWORKONASET -ATH  OFPROBLEMSPOSTEDONTHE BOARD°ALLWITHOUTANY DIRECTIONFROMTHETEACHER %VENWITHANEXPANDEDSCHEDULE TEACHERSAND ADMINISTRATORSINTENTIONALLYDEVELOPANDTEACH PROTOCOLSTOMINIMIZENON INSTRUCTIONALTIME ANDTHEYPLANFOREACHINSTRUCTIONALMINUTE TOMAXIMIZEINSTRUCTIONALTIME"YEFFECTIVELY LEVERAGINGINSTRUCTIONALTIMEINITSEXPANDED DAY THESCHOOLHASPRODUCEDIMPRESSIVERESULTS )N 0ORT#ITY!CADEMYSCOREDON #ALIFORNIA´SACADEMICPERFORMANCEINDEX!0) WHICHUSESASCALEOFTO TOMEASURE STUDENTGROWTHUSINGVARIOUSSTATETESTS #ALIFORNIACONSIDERSASCOREOFTOINDICATE HIGHLEVELSOFSTUDENTGROWTH !SONEOF!SPIRESCHOOLSACROSS#ALIFORNIA 0#!´SCURRICULARANDINSTRUCTIONALSTRATEGIES AREDEVELOPEDBY ANDHANDEDDOWNFROM THENETWORK±4HETIMEALLOTTEDFOREACHOF THESUBJECTSCOMESFROMRESEARCH BASED INSTRUCTIONALGUIDELINESPROVIDEDBY!SPIRE ² SAYS3HELBY3CHEIDEMAN PRINCIPALOF0#!4HE SCHOOL´SINSTRUCTIONALGUIDELINESFORLANGUAGE ARTSANDMATHSERVEASTHEMANUALSFORTEACHING SHORT  MINUTELESSONS SUCHAS±#ALENDAR-ATH² AND±2OLLAND7RITE ²WHICHAREINCORPORATED INTOATEACHER´SLESSONSEACHDAY±4HE!SPIRE



4)-%7%,,30%.4

INSTRUCTIONALGUIDELINESAREAGREATRESOURCE FORMETO½NDDIFFERENTWAYSTOTEACHLANGUAGE ARTSANDMATHTHATHITONTHEDIFFERENTWAYS MYSTUDENTSLEARNBEST ²SAYS3OKHEAP(ENG A ½FTH GRADETEACHERAT0#!&OREACHSTRATEGY THE GUIDELINESOUTLINESPECI½CCONTENTRESOURCES ASSESSMENTS ANDFREQUENCYWITHWHICHTHEY SHOULDBETAUGHT7HENTHESESTRATEGIESARE IMPLEMENTEDIN0#!CLASSROOMS THERESULTISA FAST PACED INDIVIDUALIZEDLEARNINGENVIRONMENT $URINGA MINUTEREADINGLESSON STUDENTS MAYRECEIVEWHOLECLASSINSTRUCTIONFORONLY MINUTESFORTHEREMAININGMINUTES STUDENTS ARESEPARATEDINTOTHREEGROUPS BASEDONNEEDS ANDTHETEACHERSPENDSTIMEWORKINGWITH STUDENTSINEACHSMALLGROUP±4HEINSTRUCTIONAL GUIDELINESCALLFORALOTOFMINI LESSONS ALOT OFMOVINGAROUNDINCENTERSANDWORKSHOPS ² CONTINUES0RINCIPAL3CHEIDEMAN±7EBELIEVE THATTHISENABLESOURTEACHERSTOMAKETHEMOST OFTHEIRTIMEINTHEIRCLASSANDTARGETSTUDENTS WHONEEDTHESUPPORT²4OSMOOTHTRANSITIONS BETWEENACTIVITIES !SPIRETEACHERSEXPLICITLY COMMUNICATEDIRECTIONS USEASTOPWATCHTO TIMESTUDENTSBETWEENACTIVITIES ANDDEVOTE TIMEATTHEBEGINNINGOFTHESCHOOLYEARTOTEACH ROUTINESANDASSIGNSTUDENTROLESAIMEDTO MINIMIZETRANSITIONTIME )NADDITIONTOARMINGTEACHERSWITHEFFECTIVE SMALLGROUPSTRATEGIES 0#!ALSOGIVESTHEM TIMETOIDENTIFYSTUDENTNEEDSANDPLANSTRONG LESSONS!LONGWITHADAILYPREPPERIOD 0#! TEACHERSMEETEACHWEEKWITHTHEIRGRADE LEVEL PEERS$URINGTHESETIMES FACULTYREVIEWWEEKLY ANDBENCHMARKASSESSMENTDATATOIDENTIFY STUDENTSWHONEEDADDITIONALSUPPORT ALONG WITHINTERVENTIONSTAFFTOWORKFURTHERWITH THEM ANDALSOTOPLANSMALL GROUPLESSONSOR ASSIGNAFTER SCHOOLSUPPORTS±(AVINGTHETIME TOLOOKATTHEDATAANDPLANINSTRUCTIONTHAT ½TSEACHSTUDENT´SNEEDSISABIGPARTOFWHAT WEDO ²EXPLAINS3CHEIDEMAN±)TALLOWSFOR EACHTEACHER´STIMEWITHTHESTUDENTSTOBEAS MEANINGFULASPOSSIBLE²


-INIMIZING.ON )NSTRUCTIONAL4IMEAT %XCEL!CADEMY#HARTER3CHOOL"OSTON -! %XCEL!CADEMY#HARTER3CHOOL

.

ESTLEDBESIDEA PHARMACYINONE 0RINCIPAL+OMAL"HASIN OF"OSTON´SPOORER NEIGHBORHOODS 3CHOOLSCHEDULEAM¯PM %XCEL!CADEMYMAYBE %ARLYRELEASEAM¯PM&RI EASYTOMISS"UTTHIS !DDITIONALTIMECOMPAREDTO SCHOOL´SSUCCESSHASCAUGHT THEATTENTIONOFEDUCATORS SURROUNDINGDISTRICTMINDAY IN"OSTONANDTHROUGHOUT ANDDAYSYEAR -ASSACHUSETTS$ESPITEA 3TUDENT0OPULATION STUDENTBODYTHATISLARGELY LOW INCOME LASTYEAR FOR 'RADESSERVED¯ THETHIRDCONSECUTIVEYEAR .UMBEROFSTUDENTS %XCEL!CADEMYSCOREDIN 1UALIFYFORFREEREDUCEDLUNCH THETOPPERCENTAMONG MIDDLESCHOOLSACROSSTHE 3TUDENTS3CORING!TOR!BOVE0RO½CIENT STATEONTHE-ASSACHUSETTS ONTHE-ASSACHUSETTS#OMPREHENSIVE #OMPREHENSIVE !SSESSMENT3YSTEM4ESTIN !SSESSMENT3YSTEM-#!3  DIFFERENCECOMPAREDTOSURROUNDING %NTERINGSTUDENTSARE DISTRICT TYPICALLYSEVERALGRADE %,!  LEVELSBEHINDWHEN THEYCOMEINTO%XCELIN -ATH   AFTERJUSTONEYEAR ATTHESCHOOL PERCENT ANDPERCENTOFTHESE STUDENTSSCOREDPRO½CIENTORABOVEIN%,!AND MATH RESPECTIVELY!NEXPANDEDSCHOOLDAY° HOURSLONGERTHANSURROUNDING"OSTONPUBLIC SCHOOLS°HASALLOWED%XCELTOIMPLEMENTA RIGOROUSCURRICULUM ACADEMICSUPPORTS ENGAGING ENRICHMENT ANDDAILYCULTURE BUILDINGACTIVITIES 4ODOSO EDUCATORSATTHESCHOOLHAVEINTENTIONALLY PLANNEDOUTITSTIME DESIGNINGROUTINESAND BUILDINGEXPECTATIONSTOMAXIMIZELEARNING OPPORTUNITIES±!LTHOUGHOURSCHOOLDAYISLONG ² SAYS2EBECCA+ORB %XCEL´SDIRECTOROFRESOURCE DEVELOPMENT ±WENEEDEVERYMINUTEOFITTOGIVE EACHOFOURSTUDENTSAWELL ROUNDEDEDUCATION²

CLASSES°CARRYINGTHEIRLESSONMATERIALSINACART TOMINIMIZETHENUMBEROFPEOPLETRANSITIONING ANDCONSEQUENTLY THETIMELOSTTOTRANSITIONS 2ATHERTHANGOINGTOLOCKERSAFTEREACHPERIOD STUDENTSKEEPALLCLASSMATERIALSINTHEBACKOF THEIRHOMEROOMANDRETRIEVETHEMATSCHEDULED TIMESDURINGTHEDAY,UNCH ONEOFTHEMOST HECTICPERIODSOFTHEDAYATMANYSCHOOLS IS SERVEDINCLASSROOMSAT%XCEL ELIMINATINGTRAVEL TIMETOANDFROMALUNCHROOM %XCELSCHEDULESAONE WEEKSUMMERORIENTATION SESSIONFORALLSTUDENTSTOLEARN ORRE LEARN ROUTINESANDPROCEDURES"YTHESTARTOFEACH SCHOOLYEAR EVERYSTUDENTKNOWSTOPLACE HISHERHOMEWORKONTHEIRDESKASTHEIR HOMEROOMTEACHERQUICKLYCIRCULATESTOCHECK FORCOMPLETION3TUDENTSUNDERSTANDTHE EXPECTATIONSFORNOISEANDBEHAVIORDURING CLASSBREAKS ANDTHEYRECOGNIZETHATBREAK TIMESARETOBEUSEDPRODUCTIVELY°TOREVIEW ACADEMICCONTENTORENGAGEINTEACHER LED COMMUNITY BUILDINGACTIVITIES±4HEWEEKOF SUMMERORIENTATIONLETSUSTEACHWHATWEEXPECT OFOURSTUDENTSFROMTHE½RSTDAYTHEYWALK INTOCLASS ²SAYS+ORB±"YCLEARLYARTICULATING WHATWEEXPECTFROMTHEM EVENDURINGPERIODS WHERETHEREISN´TANYDIRECTINSTRUCTIONGOING ON WECANTRANSITIONBACKTOTHOSEINSTRUCTIONAL ACTIVITIESMORESMOOTHLY3TUDENTSALSOTHEN LEARNTHATTIMEISAPRECIOUSCOMMODITYTHATWE MAXIMIZETOTHEFULLESTEXTENTPOSSIBLEAT%XCEL²

4HROUGHOUTITSEXPANDEDSCHOOLDAY %XCEL EDUCATORSHAVEFOUNDADDITIONALTIMETOFUL½LL THEIREDUCATIONALPRIORITIES°BYLIMITINGTHE AMOUNTOFNON INSTRUCTIONALTIME SUCHAS CLASSROOMTRANSITIONSANDHOMEWORKCHECKS .EARTHESTARTOFEACHDAY STUDENTSSUBMITALL HOMEWORKDURINGHOMEROOM ENABLINGEACH COREACADEMICTEACHERTODELIVERMORECONTENT INSTEADOFCOLLECTINGANDCHECKINGHOMEWORK DURINGCLASS!TTHEENDOFEACHPERIOD TEACHERS INSTEADOFSTUDENTS MOVETODIFFERENT



4)-%7%,,30%.4

4)-%7%,,30%.4








4)-%7%,,30%.4

3UCCESSFUL %XPANDED 4IME3CHOOLS¨

0RIORITIZE4IME!CCORDINGTO &OCUSED,EARNING'OALS


7

ITHALONGERSCHOOLDAYORYEAR SOME SCHOOLSCANBETEMPTEDTOCREATEA WIDERANGEOFNEWACTIVITIESAND INITIATIVESFORTHEIRSTUDENTS7ITH EXCELLENTINTENTIONS TEACHERSANDADMINISTRATORS WILLENVISIONTREMENDOUSPOSSIBILITIESFORNEW PROGRAMSANDCURRICULAANDNEWUSESFORTHE ADDITIONALTIME(OWEVER DESPITETHELUREOFNEW INITIATIVES HIGH PERFORMING EXPANDED TIME SCHOOLSDISPLAYASINGULARITYOFPURPOSEANDAN INTENSITYOFFOCUSTHATARESTRIKING4HELEADERS ATTHESESCHOOLSCONSIDERTHETIMETHEYHAVEWITH STUDENTSTHEIRMOSTVALUABLERESOURCE ANDTHEY INVESTITCAREFULLYBASEDONCLEARGOALSFORWHAT THEYHOPETOACCOMPLISH

&ORMOSTOFTHESCHOOLSINTHISSTUDY RIGOROUS ACADEMICINSTRUCTIONISTHEUNMISTAKABLE PRIORITYWHILEMANYOFTHESESCHOOLSOFFERAWIDE RANGEOFEXCITINGEXTRACURRICULAROPPORTUNITIES ACADEMICSCOME½RST4HEACADEMICRIGORCANBE PALPABLYFELTAS½FTH GRADERSDEBATEANDDISCUSS LITERATUREORASHIGH SCHOOLSTUDENTSWORK THROUGHADVANCEDPLACEMENTBIOLOGYCOURSES ORPREPAREFORACOLLEGE LEVELCALCULUSEXAM 3TUDENTSOFTENTAKENOTJUSTONEMATHCLASSBUT TWO°REVIEWING PRACTICING ANDAPPLYINGMATH CONCEPTSUNTILTHEYSHOWMASTERY&URTHER THE GOALFORSTUDENTSISNOTJUSTPRO½CIENCYONSTATE EXAMS4EACHERSAREWORKINGSTUDENTSHARDTO PREPARETHEMFORSUCCESSINTOP PERFORMING HIGHSCHOOLSANDCOLLEGES!TSOMESCHOOLS THE CURRICULUMANDPACEOFTENMIRRORSTHATOFHONORS ORADVANCEDTRACKPROGRAMSATSOMEOFTHEBEST SUBURBANORPRIVATESCHOOLS 4HEEMPHASISONACADEMICSISCLEARINSTUDENT SCHEDULES!CROSSTHESCHOOLSSTUDIED SCHOOLSSPENDMORETHANHOURS°ALMOST ANENTIREWEEKATSCHOOLSWITHCONVENTIONAL SCHEDULES°JUSTONACADEMICINSTRUCTION4HIS MEANSTIMESPENTJUSTONACADEMICSUBJECTS ATTHESEEXPANDED TIMESCHOOLSISALMOST

±7HENWEMAKEDECISIONS ABOUTANYTHING°WHETHER IT´SSCHEDULING STAF½NG CURRICULUM ORPROGRAMMING° WEALWAYSASKOURSELVES ³)STHISHELPINGOURSTUDENTS ACHIEVETHEIRGOAL´²

-ATT4ROHA 0RINCIPAL -ASTERY#HARTER3CHOOLS4HOMAS#AMPUS

EQUIVALENTTOTHEAMOUNTOFTIMESTUDENTSIN CONVENTIONALSCHOOLSSPENDONACADEMICSAND EVERYTHINGELSE°INCLUDINGHOMEROOM LUNCH 0% TRANSITIONS ETC!DDITIONALLY ATMANYOFTHE SCHOOLSINTHISSTUDY SOMEORALLSTUDENTSSTAY AFTERSCHOOLFORADDITIONALINSTRUCTION ATTEND SCHOOLON3ATURDAYS ORPARTICIPATEINSPECIAL SUMMERACADEMICPROGRAMMING)NALL ASMANY ASOFTHESCHOOLSSTUDIEDOFFERSOMESORTOF ACADEMICPROGRAMMINGOUTSIDEOFREGULARSCHOOL HOURSFORSOMEORALLOFTHEIRSTUDENTS&URTHER STUDENTSSPENDCONSIDERABLETIMEONHOMEWORK 7HILEHOMEWORKPOLICIESVARYFROMSCHOOLTO SCHOOLANDBYGRADELEVEL ONAVERAGE STUDENTSAT ELEMENTARYSCHOOLSINTHISSTUDYSPENDONEHOUR ONHOMEWORKPERNIGHTANDMIDDLEANDHIGH SCHOOLSTUDENTSSPENDTWOHOURSONHOMEWORK PERNIGHT!TSOMESCHOOLSINTHISSTUDY THESE ½GURESARETWICEASHIGH -OREOVER THESUBSTANTIALTIMEDEVOTEDTO ACADEMICINSTRUCTIONISCAREFULLYPLANNED ANDALLOCATEDBASEDONCLEARGOALSFORSTUDENT ACHIEVEMENTANDANASSESSMENTOFSTUDENT NEEDS&OREXAMPLE RATHERTHANASSIGNINGALL GRADELEVELSEQUIVALENTAMOUNTSOFTIMEON EACHSUBJECT°ASCHEDULINGCONVENTIONINMANY MIDDLEANDHIGHSCHOOLS°EDUCATORSAT-ASTERY #HARTER3CHOOLS4HOMAS#AMPUS IN0HILADELPHIA DESIGNEDTHEIRSCHEDULEBYCOMPARINGTHEIR INCOMINGSTUDENTS´SKILLDE½CITSANDKNOWLEDGE GAPSTOTHESTANDARDSANDCONTENTSTUDENTS WOULDNEEDTOMASTERTOBESUCCESSFULIN COLLEGE±/URSTUDENTSCOMEININCREDIBLYLOW IN%,!ANDMATH ²SAYS-ATT4ROHA THESCHOOL´S PRINCIPAL±&ORTHESESTUDENTS WEFOCUSONMATH ANDREADING PROVIDINGDOUBLEBLOCKSINEARLIER GRADES SOTHATBYTENTHGRADE ALLTHESTUDENTS SHOULDBECAUGHTUP ANDWECANBEGINTOGET THEMREADYFORCOLLEGE² 3IMILARLY EDUCATORSAT2OXBURY0REPARATORY #HARTER3CHOOLIN"OSTON -ASSACHUSETTS HAVE CREATEDANACADEMICSCHEDULENOWEMULATEDAT SEVERALOTHERSCHOOLSINTHISSTUDY3EESIDEBAR ±#URRICULUM0LANNING"ASEDON&OCUSED,EARNING 'OALSAT2OXBURY0REP² 4HESCHEDULEANDTHE ACADEMICCONTENTOFEACH2OXBURY0REPCLASS AREBASEDONACAREFULASSESSMENTOFTHESKILLS ANDCONTENTSTUDENTSWILLNEEDTOSUCCEEDIN ARIGOROUS COLLEGE PREPARATORYHIGHSCHOOL 4HROUGHOUTATHREE WEEKPLANNINGPERIOD DURINGTHESUMMER EVERY2OXBURY0REPTEACHER ALONGSIDEHISHERDEPARTMENTCHAIR BUILDSA COURSEGUIDEANDSETOFASSESSMENTSBASEDON VERYSPECI½CGOALSADDRESSINGAREASTHEYWANT STUDENTSTOMASTERBYTHEENDOFTHEYEAR4HIS PLANNINGANDGOAL SETTINGDETERMINESHOWCLASS TIMEISUSED ,IKEWISE STUDENTSAT!CHIEVEMENT&IRST#ROWN (EIGHTSIN"ROOKLYN .EW9ORK RECEIVEDOUBLE BLOCKSOFBOTHLANGUAGEARTSANDMATHEACHDAY 7ELLS"LANCHARD THESCHOOLLEADER EXPLAINSTHE PRECISIONWITHWHICHTHESEBLOCKSAREPLANNED 4)-%7%,,30%.4




±7ELIKETOHAVESEPARATEPERIODSFORREADING ANDWRITING/FTENTIMES IFREADINGANDWRITING ARECOMBINED ONEOFTHETWOISLOST)NMATH IF THEOBJECTIVEFORTHEDAYISDIF½CULT THENTHE SECONDMATHPERIODISANEXTENSIONOFTHE½RST PERIOD/NOTHERDAYS THEDOUBLEBLOCKSOFMATH ALLOWUSTOCOVERMORETHANONEOBJECTIVE²*ULIE +ENNEDY THESCHOOLLEADERAT7ILLIAMSBURG #OLLEGIATE#HARTER3CHOOL ALSOIN"ROOKLYN DESCRIBESHOWTHESCHOOLHASPRIORITIZEDMATH INSTRUCTIONTOBOTHCATCHSTUDENTSUPANDEVEN PUSHTHEMAHEAD±7EHAVEMINUTESOFMATH EVERYDAYANDON7EDNESDAYS4HATHELPSUS COVERMOREOFTHECURRICULUM ANDWE½NISHTHE SCOPEANDSEQUENCEBEFORETHEYEARISOVER AND GOINTONEXTYEAR´SCURRICULUM/UREIGHTH GRADE STUDENTSARELEARNINGACOMBINATIONOFEIGHTH GRADEANDNINTH GRADEMATH² 3OMESCHOOLS PARTICULARLYSCHOOLSCONVERTINGTO ANEXPANDEDSCHEDULERATHERTHANORIGINATING WITHALONGERDAYANDYEAR HAVEFOUNDIT PARTICULARLYHELPFULTOPRIORITIZEONEPARTICULAR INSTRUCTIONALAREAASTHEFOCUSOFTHEIRREDESIGN EFFORTS!T*ACOB(IATT-AGNET3CHOOLIN 7ORCESTER -ASSACHUSETTS FOREXAMPLE FACULTY ANDADMINISTRATORSENGAGEDINACOLLABORATIVE EFFORTTOCREATEASCHOOL WIDEINSTRUCTIONALFOCUS !FTERLOOKINGATSTUDENTDATA THEYCHOSETOFOCUS ONIMPROVINGSTUDENT´SABILITYTOREADCRITICALLY



4)-%7%,,30%.4

ANDANSWERQUESTIONSINWRITINGABOUTWHATTHEY READ4HEEDUCATORSSETVERYCLEARANDEXPLICIT GOALSFORIMPROVINGSTUDENTPERFORMANCEINTHIS FOCUSAREA4HISSCHOOL WIDEINSTRUCTIONALFOCUS BECAMETHEANCHOROF(IATT´SEXPANDEDLEARNING TIMESCHOOLDESIGN WHICHFEATURESATWO HOUR UNINTERRUPTEDLITERACYBLOCKATALLGRADELEVELS 3TUDENTLEARNINGTIME ASWELLASTIMEFORTEACHER PROFESSIONALDEVELOPMENTANDCOLLABORATION ISALIGNEDWITHTHISSCHOOL WIDEFOCUS±!SAN %XPANDED,EARNING4IME3CHOOL WEHAVETHEGIFT OFADDITIONALTIME4HEINSTRUCTIONALFOCUSWORK ALLOWEDUSTOMAKETHEEXTRATIMETHATWEHAVE THATMUCHMOREVALUABLE BECAUSEWE´REABLETO LOOKMUCHMORECLOSELYATSTUDENT´SSTRENGTHSAND WEAKNESSESANDZEROINONEXACTLYWHATSTUDENTS NEED ²EXPLAINS-ARY,ABUSKI THEASSISTANT PRINCIPALAT(IATT3EESIDEBAR±3CHOOL WIDE )NSTRUCTIONAL&OCUSAT*ACOB(IATT-AGNET3CHOOL² !SMALLERNUMBEROFSCHOOLSINTHISSTUDYINVEST HEAVILYINAREASOTHERTHANACADEMICS HOWEVER THESESCHOOLSARESIMILARLYGOAL ORIENTEDAND FOCUSEDINTHEIRAPPROACHES&OREXAMPLE "OSTON !RTS!CADEMY´SMISSIONISTOPROVIDEARIGOROUS ARTSEDUCATIONALONGSIDEARIGOROUSACADEMIC EDUCATION ANDTHEREFORETHESCHOOLDEVOTES NEARLYHOURSOFINSTRUCTIONPERWEEKTOARTS CLASSES3IMILARLY "ROOKLYN'ENERATION3CHOOL´S


MISSIONINCLUDESEXPOSINGSTUDENTSTOCAREERS ANDTHEWORKPLACE3TUDENTSATTHESCHOOLSPEND ASMUCHASTWOMONTHSOFTHESCHOOLYEARIN ±)NTENSIVES²°THEME BASEDCLASSESTHATTEACH STUDENTSABOUTSPECI½CCAREERPATHS 2ATHERTHANSEEINGTHEEXPANDEDSCHEDULEAS ANOPPORTUNITYTORELAXEFFORTSTOPLANFORAND STRUCTURECLASSES TEACHERSANDADMINISTRATORS ATHIGHLYSUCCESSFULSCHOOLSDEVELOPCLEARGOALS THATDRIVEHOWALLLEARNINGTIMEISUSED7E OBSERVEDTHREESPECI½CSTRATEGIESTHATHELP HIGH PERFORMING EXPANDED TIMESCHOOLSENSURE THATTIMEFORACADEMICINSTRUCTIONREMAINS RIGOROUSANDFOCUSEDONCLEARGOALSFORSTUDENT ACHIEVEMENT 5SEDATATOIDENTIFYPRIORITIESANDGOALS 4OIDENTIFYSCHOOL WIDEACADEMICPRIORITIES SCHOOLSMUST½RSTMETICULOUSLYANALYZE THEIRSTUDENTS´PERFORMANCEDATA!T*ACOB (IATT FORINSTANCE TEAMSOFTEACHERS LEDBY ANINSTRUCTIONALLEADERSHIPTEAM POREDOVER STUDENTDATAANDNARROWEDINONONEUNDERLYING SKILLGAP°ANSWERINGQUESTIONSINWRITINGABOUT TEXTSTHEYHAVEREAD°THATTHENBECAMETHEIR SCHOOL WIDEINSTRUCTIONALFOCUS4EAMMEMBERS REALIZEDTHATTHISPARTICULARSKILLGAPWAS IMPACTINGTHEIRSTUDENTS´ACADEMICPERFORMANCE INALLAREASANDWASTHEMOSTIMPORTANTMATTER FORTHEMTOFOCUSONCOLLECTIVELY4EACHERSAT &RANK-3ILVIA%LEMENTARY3CHOOLIN&ALL2IVER -ASSACHUSETTS ENGAGEDINASIMILARPROCESSAND DEVELOPEDANINSTRUCTIONALFOCUSONIMPROVING READINGCOMPREHENSIONANDWRITING3EE SIDEBAR±&OCUSING)MPROVEMENT%FFORTSAT &RANK-3ILVIA%LEMENTARY3CHOOL² !T-ASTERY 4HOMASAND2OXBURY0REP THESTUDENTSCHEDULES AREBASEDONDATATHATSHOWEDMANYOFTHE STUDENTSENTERINGTHESCHOOLWERESEVERALGRADE LEVELSBEHINDTHEIRPEERS

+EYS TO 3UCCESS 

4)-%7%,,30%.4

+EEPTHEFOCUSONTHEGOALS 5NLESSGOALSARECLEARLYANDREPEATEDLY COMMUNICATEDACROSSANENTIRESCHOOL THEYWILL RARELYTAKEROOTANDIMPACTDECISION MAKING 'OAL ORIENTEDSCHOOLSUTILIZEHALLWAYBANNERS DATAWALLDISPLAYS COMMUNITYNIGHTSFOR PARENTS SCHOOLASSEMBLIES ANDTEACHERPLANNING MEETINGSTOCONTINUOUSLYCOMMUNICATE THEIRGOALSTOSTAFF STUDENTS ANDPARENTS!T (IATT EACHCLASSBEGINSWITHSTUDENTSRECITING THESCHOOL WIDELITERACYGOAL WHICHISTHE INSTRUCTIONALFOCUS±*ACOB(IATT-AGNET3CHOOL STUDENTSKNOWHOWTOSEEIT READIT WRITEIT SAY IT PROVEIT'IVEME½VE²-ANYSCHOOLSINCLUDED INTHISSTUDYADOPTACOMMONVOCABULARYIN THEIRCLASSROOMSTOCONTINUALLYREINFORCETHE SCHOOL WIDEGOALOFPREPARINGSTUDENTSFOR COLLEGE!T+)00(EARTWOOD TEACHERSINALLGRADES ANDCONTENTAREASREMINDSTUDENTSEACHDAYTO ±CLIMBTHEMOUNTAINTOCOLLEGE ²ANDSTRESSTHAT ±THEREARENOSHORTCUTS²TOACADEMICSUCCESS -ONITORPROGRESSTOWARDGOALS -ONITORINGSTUDENTPROGRESSTOWARDSCHOOLWIDE GOALSHELPSEDUCATORSADJUSTCURRICULUM ANDPROGRAMMINGTHROUGHOUTTHEYEAR ANDALSO REMINDSSTAFFOFTHECONTINUALFOCUSONTHESE ACHIEVEMENTGOALS!LL-ASTERY#HARTER3CHOOLS SCHEDULE±DATADAYS²AFTEREACHOFTHENETWORK´S SIXYEARLYBENCHMARKASSESSMENTS$ATADAYS ALLOWTEACHERSTOANALYZEANDPLANAROUNDTHE ASSESSMENTRESULTSWHILESTUDENTSAREOUTOFTHE BUILDING&OREACHTEACHER -ASTERY´SBENCHMARK DATAREPORTSALSOPREDICTWHETHEREACHSTUDENT ISMAKINGADEQUATEPROGRESSTHROUGHOUTTHE YEAR BASEDONANALGORITHMDESIGNEDBYTHE -ASTERYNETWORK!T(IATT DURINGGRADELEVEL TEAMMEETINGS TEACHERSMONITORPROGRESS TOWARDTHEIRGOALSFORSTUDENTLITERACYSKILLSAND OPEN RESPONSEWRITINGBYDISCUSSINGSTUDENT WORKANDASSESSMENTDATA

„5SEDATATOIDENTIFYPRIORITIESANDGOALS „+EEPTHEFOCUSONTHEGOALS „-ONITORPROGRESSTOWARDGOALS

4)-%7%,,30%.4




3CHOOL WIDE)NSTRUCTIONAL&OCUSAT *ACOB(IATT-AGNET3CHOOL7ORCESTER -! *ACOB(IATT-AGNET3CHOOL

4

WOYEARSAFTER CONVERTINGTOAN 0RINCIPAL0ATRICIA%'AUDETTE EXPANDED TIME SCHOOL LEADERS 3CHOOLSCHEDULEAM¯PM AT*ACOB(IATT-AGNET !DDITIONALTIMECOMPAREDTO 3CHOOLIN7ORCESTER SURROUNDINGDISTRICTMINDAY -ASSACHUSETTS GUIDED THEENTIRESCHOOLFACULTY 3TUDENT0OPULATION THROUGHACOLLABORATIVE 'RADESSERVED0+¯ PROCESSAIMEDAT .UMBEROFSTUDENTS DEVELOPINGONESCHOOL 1UALIFYFORFREEREDUCEDLUNCH WIDEINSTRUCTIONALFOCUS 4HESPECI½CGOALOFTHE 3TUDENTS3CORING!TOR!BOVE0RO½CIENT INSTRUCTIONALFOCUSWORK ONTHE-ASSACHUSETTS#OMPREHENSIVE WASTOPRIORITIZEAND !SSESSMENT3YSTEM4ESTIN DIRECTTHESCHOOL´SEFFORTS DIFFERENCECOMPAREDTOSURROUNDING TOSTRENGTHENINSTRUCTION DISTRICT ANDIMPROVESTUDENT PERFORMANCE2ATHER %,!  THANTRYINGTOIMPROVE -ATH  EVERYTHINGATONCE FACULTY MEMBERSDECIDEDTOCOME TOGETHERAROUNDAVERY CLEARGOALINONEAREA LEARNINGTOWORKTOGETHER TOSTRENGTHENINSTRUCTIONANDIMPROVESTUDENT ACHIEVEMENTINAVERYTARGETEDWAY 7ORKINGWITH&OCUSON2ESULTS ANEDUCATIONAL CONSULTINGGROUPHIREDBYTHEDISTRICTTOWORK WITHMULTIPLESCHOOLS (IATT´STEACHERSAND ADMINISTRATORSANALYZEDSTUDENTPERFORMANCE DATATOUNDERSTANDTHEKEYAREASWHERESTUDENTS WERESHOWINGPARTICULARWEAKNESSES!LMOST IMMEDIATELY FACULTYRECOGNIZEDTHATSTUDENTS WERESCORINGVERYPOORLYONOPEN RESPONSE QUESTIONS4HESETEACHERSANDADMINISTRATORS ALSORECOGNIZEDTHATOPEN RESPONSEWRITING ANDTHESKILLSASSOCIATEDWITHITANALYZING TEXT MAKINGCLAIMS IDENTIFYINGEVIDENCE CUT ACROSSALLSUBJECTAREASANDAREFUNDAMENTALS FORACADEMICSUCCESS&ORTHISREASON FACULTY MEMBERSDECIDEDONASCHOOL WIDEINSTRUCTIONAL FOCUSONOPEN RESPONSEWRITINGANDCRAFTEDTHE FOLLOWINGINSTRUCTIONALFOCUSSTATEMENTTHATIS CLEARLYPOSTEDTHROUGHOUTTHESCHOOL

7ORKINGTOGETHERTOESTABLISHGOALSFORSTUDENT IMPROVEMENTINTHISAREA THE(IATTEDUCATORS CREATEDDATADISPLAYSFOREACHCLASSROOMTHAT WOULDRE¾ECTHOWSTUDENTSWEREPROGRESSING 4HEYALSOSETTLEDONTHREESCHOOL WIDEBEST PRACTICESFORTEACHINGOPEN RESPONSEWRITING ANDHAVEWORKEDTOENSURETHATALLTEACHERS IMPLEMENTTHESEPRACTICESEVERYDAY INEVERY CLASSROOM 4HECURRENTFOCUSONWRITINGDRIVESHOWTIME ANDRESOURCESAREDEPLOYEDAT(IATT!DDITIONAL TIMEWASADDEDTOTHEDAILYSCHEDULEFOR LITERACYANDWRITING INCLUDINGADAILY TWO HOUR UNINTERRUPTEDLITERACYBLOCK/PEN RESPONSE WRITINGISWOVENINTOOTHERCORESUBJECTAREAS° MATH SCIENCE ANDSOCIALSTUDIES°SOSTUDENTS UNDERSTANDTHATWRITINGISN´TJUSTANISOLATED ACTIVITYIN%NGLISHCLASS BUTISACTUALLYATTHECORE OFACADEMICSUCCESS%VEN(IATTSPECIALTYTEACHERS INART MUSIC 0% ANDTECHNOLOGY ALONGWITH COMMUNITYPARTNERS AREFAMILIARWITHTHEFOCUS ANDBESTPRACTICES SOTHEYCANINTEGRATEAWRITING COMPONENTINTOENRICHMENTCLASSESUSINGTHESE SAMETEACHINGSTRATEGIES(IATT´SINSTRUCTIONAL LEADERSHIPTEAMALSOHASORGANIZEDTEACHER COLLABORATIONANDPROFESSIONALDEVELOPMENT AROUNDTHESCHOOL WIDEINSTRUCTIONALFOCUSAND TEAMMEMBERSUSETHETIMETOIMPROVEEACH TEACHER´SABILITYTOIMPLEMENTTHEIDENTI½ED SCHOOL WIDEPRACTICES"YESTABLISHINGASCHOOL WIDEFOCUS ANDUSINGITTOGUIDETHEIRNEW SCHOOLDAYOVERTHEPASTSEVERALYEARS (IATTHAS SEENSIGNI½CANTIMPROVEMENTINTHEQUALITYOF STUDENTWRITINGACROSSGRADELEVELS ASMEASURED BYSCHOOLANDDISTRICTINTERIMASSESSMENTSAND -ASSACHUSETTS#OMPREHENSIVE!SSESSMENT 3YSTEM-#!3 SCORES

)NSTRUCTIONAL&OCUS3TATEMENT !LL*ACOB(IATT-AGNET3CHOOLSTUDENTSWILLSHOWMEASURABLEGROWTHINTHEIRABILITYTOREADANDRESPONDTO OPEN RESPONSEQUESTIONS USINGDETAILSANDRELEVANTINFORMATIONFROMALLTEXTFORSUPPORT4EACHERSWILLIMPLEMENT WRITINGSTRATEGIESFOROPEN RESPONSEQUESTIONSTOSUPPORTOURINSTRUCTIONALFOCUS3UCCESSWILLBEMEASUREDBY STUDENTPERFORMANCEON-#!3 POINTRUBRICANDSCHOOLPERFORMANCE BASEDWRITING



4)-%7%,,30%.4


&OCUSING)MPROVEMENT%FFORTSAT &RANK-3ILVIA%LEMENTARY3CHOOL &ALL2IVER -! &RANK-3ILVIA%LEMENTARY3CHOOL 0RINCIPAL$ENISE7ARD 3CHOOLSCHEDULEAM¯PM !DDITIONALTIMECOMPAREDTO SURROUNDINGDISTRICTMINDAY 3TUDENT0OPULATION 'RADESSERVED0+¯ .UMBEROFSTUDENTS 1UALIFYFORFREEREDUCEDLUNCH 3TUDENTS3CORING!TOR!BOVE0RO½CIENT ONTHE-ASSACHUSETTS#OMPREHENSIVE !SSESSMENTSYSTEM4ESTIN DIFFERENCECOMPAREDTOSURROUNDING DISTRICT %,!  -ATH 

)

N AYEAR AFTERBECOMING A-ASSACHUSETTS %XPANDED,EARNING 4IMESCHOOL &RANK -3ILVIA%LEMENTARY 3CHOOLEMBARKED UPONACOMPREHENSIVE INSTRUCTIONAL IMPROVEMENTEFFORT 4OLEADTHISEFFORT THE PRINCIPALFORMEDAN INSTRUCTIONALLEADERSHIP TEAM),4 ANDALSO FORMEDASMALLERDATA TEAMDEVOTEDTOTHE EXAMINATIONOFSCHOOLAND STUDENT LEVELDATA

!SA½RSTSTEPINTHEIRWORK TOGETHER THESETEAMS LEDTHE3ILVIAFACULTY INACAREFULANALYSISOF STUDENTRESULTSONTEACHER DEVELOPEDASSESSMENTSANDTHEMOSTRECENT -ASSACHUSETTS#OMPREHENSIVE!SSESSMENT 3YSTEM-#!3 4HROUGHTHISPROCESS 3ILVIA TEACHERSANDADMINISTRATORSREALIZEDTHAT STUDENTSNEEDEDTOSTRENGTHENTHEIRREADING COMPREHENSIONSKILLS ANDSOTHEFACULTYDECIDED TOADOPTASCHOOL WIDEINSTRUCTIONALFOCUSON IMPROVINGSTUDENTS´READINGCOMPREHENSION ACROSSTHECURRICULUM !NCHOREDBYTHIS CLEAR SCHOOL WIDE FOCUS THESEEDUCATORS SCHEDULEDMORETIME TOTEACHVALUABLE SKILLSINTHISARENA 4HE),4ANDDATA GROUPHELPEDEACH GRADE LEVELTEAMSET STUDENTACHIEVEMENT GOALSINREADING COMPREHENSIONAND ALSOREDESIGNED THEPROFESSIONAL DEVELOPMENTAND PLANNINGTIMETO SUPPORTTEACHERSIN MEETINGTHESEGOALS 4OKEEPEVERYONE ±FOCUSEDONTHEFOCUS ²



4)-%7%,,30%.4

THE),4WORKEDWITHSTAFFTOPOSTSTUDENTDATA INSIDECLASSROOMSANDCREATEDGRADE LEVELDATA BOARDSINTHESCHOOL´SMOREPUBLICSPACES4HE DATADISPLAYSBECAMEADAILYREMINDEROFTHE SCHOOL´SGOALSANDALLOWEDSTAFFTOQUICKLY VISUALIZETHEPROGRESSSTUDENTSWEREMAKING TOWARDATTAININGTHESEAIMS&URTHER TOMAKE CERTAINTHATTHEADDITIONALTIMEFORREADING COMPREHENSIONWOULDBEUSEDEFFECTIVELY THE ),4ALSOIDENTI½EDASETOF±3CHOOL WIDE"EST 0RACTICES²ANDUSEDTHEREDESIGNEDCOMMON PLANNINGANDPROFESSIONALDEVELOPMENT MEETINGSTOHELPTEACHERSMASTERTHESEPRACTICES /VERTHEYEARS ASTHEINSTRUCTIONALFOCUSBECAME MOREINFUSEDINTOALLASPECTSOFTHEIRTEACHER DEVELOPMENTANDCLASSROOMINSTRUCTION 3ILVIA EDUCATORSRECOGNIZEDTHATTHEASSESSMENT INSTRUMENTSUSEDTODETERMINESTUDENTPROGRESS WEREINADEQUATE#ONSEQUENTLY THEYDEVELOPED NEWREADINGCOMPREHENSIONASSESSMENTS ANDRUBRICSTOEVALUATESTUDENTWORK!STHEY EMPLOYEDTHESENEWASSESSMENTS 3ILVIATEACHERS ANDADMINISTRATORSREALIZEDTHATSTUDENTSHAD IMPROVEDINREADINGCOMPREHENSIONBUTWERE NOWSTRUGGLINGTODEMONSTRATETHEIRSKILLSIN WRITING$URINGTHE ACADEMICYEAR 3ILVIA´SLEADERSHIPDECIDEDTOEXPANDTHEORIGINAL SCHOOL WIDEFOCUSALSOINCLUDEHELPINGSTUDENTS TOCOMMUNICATEINWRITINGANDANSWEROPEN RESPONSEQUESTIONS4OSUPPORTTHISBROADER SCHOOL WIDEINSTRUCTIONALFOCUS SCHOOLLEADERS DIVIDEDTHESCHOOL´SADDITIONALLEARNINGTIMEINTO TWOSEPARATEPERIODSALITERACYPERIODFOCUSED ONSTRENGTHENINGREADINGCOMPREHENSION SKILLSANDASEPARATEWRITINGPERIODFOCUSEDON IMPROVINGTHEIRABILITYTOCOMMUNICATETHEIR THOUGHTSTHROUGHWRITING 3ILVIAHASBEGUNREAPINGTHEBENE½TSOFTHIS FOCUSEDAPPROACHTOEXPANDINGLEARNINGTIME 3TUDENTSATEACHGRADELEVELHAVESHOWNMARKED IMPROVEMENTINTHEANNUAL%,!-#!3SINCE THEINSTRUCTIONALFOCUSWASIMPLEMENTED)N CONTRAST DURINGTHISSAMEPERIOD PRO½CIENCY RATESHAVESTAGNATEDACROSSOTHERDISTRICT ELEMENTARYSCHOOLS3ILVIA´SMETHODSFORTEACHING ELEMENTARYSCHOOLSTUDENTSHOWTOCOMPETENTLY ANDCON½DENTLYANSWEROPEN RESPONSEQUESTIONS ARENOWBEINGADOPTEDBYALLOTHERELEMENTARY SCHOOLSINTHEDISTRICT

4)-%7%,,30%.4




#URRICULUM0LANNING"ASEDON&OCUSED ,EARNING'OALSAT2OXBURY0REP"OSTON -! 2OXBURY0REP 0RINCIPAL'REG7OODWARD 3CHOOLSCHEDULEAM¯PM %ARLY2ELEASEAM¯PM&RI !DDITIONALTIMECOMPAREDTO SURROUNDINGDISTRICTMINDAY ANDDAYSYEAR 3TUDENT0OPULATION 'RADESSERVED¯ .UMBEROFSTUDENTS 1UALIFYFORFREEREDUCEDLUNCH 3TUDENTS3CORING!TOR!BOVE0RO½CIENT ONTHE-ASSACHUSETTS#OMPREHENSIVE !SSESSMENT3YSTEM4ESTIN DIFFERENCECOMPAREDTOSURROUNDING DISTRICT %,!  -ATH 

3

INCETHESCHOOL´S FOUNDINGIN  2OXBURY 0REPARATORY#HARTER 3CHOOL´SMISSIONHASBEEN TOPREPAREITSMIDDLE SCHOOLSTUDENTSTOENTER SUCCEEDIN ANDGRADUATE FROMCOLLEGE%ACHYEAR THESCHOOLSENDSNEARLYALL OFITSSTUDENTSTOHIGHLY SELECTIVEPRIVATEAND PUBLICCOLLEGEPREPARATORY HIGHSCHOOLS.EARLY PERCENTOF2OXBURY0REP´S ½RSTFOURGRADUATING CLASSESAREENROLLEDIN ANDGRADUATESOF COLLEGES ANDUNIVERSITIESACROSS THENATION

2ECOGNIZINGTHEREAL WORLDCHALLENGESFACEDBY MANYOFTHEIRSTUDENTS° NEARLYTHREE QUARTERSOF WHOMQUALIFYFORFREE ANDREDUCEDLUNCH WITHMANYENTERINGTHE SCHOOLSEVERALGRADELEVELSBEHINDINMATHAND READING°2OXBURY0REP´SFOUNDERSCREATEDAN  HOUR AND  MINUTESCHOOLDAYTHATPROVIDES ACOMBINATIONOFRIGOROUSACADEMICINSTRUCTION ENGAGINGENRICHMENTPROGRAMS ANDSOCIALAND EMOTIONALDEVELOPMENTCLASSES4HESCHEDULE ANDTHEACADEMICCONTENTOF2OXBURY0REPCLASSES HAVEBEENCAREFULLYPLANNEDTOENSURETHATEVERY STUDENTGRADUATESMIDDLESCHOOL PREPAREDFOR SUCCESSINHIGHLYCOMPETITIVEHIGHSCHOOLS %ACHDAY 2OXBURY0REPSTUDENTSRECEIVEFOUR SECTIONSOFLITERACYANDMATH°TWOFOREACH SUBJECT±7HENWELOOKEDATWHATWEWANTEDOUR STUDENTSTOLEARNINLITERACY ²RECOUNTS0RINCIPAL 'REG7OODWARD ±WEDECIDEDTHATTHEREWERE REALLYTWOSKILLSINVOLVEDCOMPREHENSIONAND COMPOSITION2ATHERTHANONECLASSTHATATTEMPTS TODOBOTH WESEPARATEDTHEMOUT²-ATHFOLLOWS ASIMILARSTRUCTURE°EVERYDAY STUDENTSRECEIVE ONEPERIODOFMATHPROCEDURESANDANOTHER PERIODDEVOTEDTOMATHPROBLEM SOLVING±)N ORDERTOKNOWTHESTEPSTOACTUALLYSOLVETHE PROBLEMANDTHENAPPLYTHOSESTEPSINTHE ABSTRACT SUCHASINWORDPROBLEMS WENEEDED TWODISTINCTPERIODSOFMATH ²SAYS7OODWARD



4)-%7%,,30%.4

/VERTHEYEARS 2OXBURY0REP´SSCHOOLLEADERS HAVEHONEDINONACLEARSETOFSTANDARDSAND EXPECTATIONSFOREACHCOURSEATEACHGRADE LEVEL±7EDON´THAVEANYTEXTBOOKS ²EXPLAINS 7OODWARD±!LLOURTEACHERSCREATETHEIROWN CURRICULA²&ORTHREEWEEKSEACHSUMMER EVERY 2OXBURY0REPTEACHERANDTHEIRCURRICULUM CHAIRIDENTIFYCONTENTTOTEACHTHROUGHOUTTHE SCHOOLYEAR DRAWINGFROMSTANDARDSSPECI½ED BYTHE-ASSACHUSETTS$EPARTMENTOF%DUCATION STANDARDSFROMOTHERSTATES ANDCURRICULA DEVELOPEDBYPREVIOUSTEACHERS$URINGTHIS THREE WEEKPLANNINGPERIOD 2OXBURY0REP TEACHERSDETERMINEWHEN ANDTHEAMOUNTOF TIMENEEDED TOTEACHEACHSTANDARD ANDTHEY CREATETHREEASSESSMENTSTOBEADMINISTEREDAT THEENDOFEVERYTRIMESTER%ACHSETOFSTANDARDS ANDSKILLSISTHENENTEREDINTOWHATTHESCHOOL CALLSA³´CURRICULUMALIGNMENTTEMPLATE´´±)T DOESN´TMAKEAWHOLELOTOFSENSETOBEDECIDING WHATYOU´REGOINGTOTEACH ORWHENYOU´REGOING TOTEACHIT ASYOUPROGRESSTHROUGHTHEYEAR ² SAYS7OODWARD±7EWANTOURSTUDENTSTOKNOW WHATTHEY´REGOINGTONEEDTOMASTERATTHESTART OFTHEYEAR ANDLETTHEMKNOWTHATTHESEARETHE SKILLSTHATAREGOINGTOPREPARETHEMFORTHEROAD AHEAD² 4EACHERSUSETHECURRICULUMALIGNMENTTEMPLATE TOTRACKSTUDENTPROGRESSINMASTERINGKEY STANDARDS/NCEEVERYTWOWEEKS TEACHERS REVIEWDATATOMONITORTHEPROGRESSSTUDENTS HAVEMADE ANDEVERYTHREEWEEKS STUDENT REPORTSARESENTHOME INCLUDINGUPDATESON STUDENTPERFORMANCERELATIVETOTHESPECI½C STANDARDS%ACHTRIMESTERASSESSMENT°CALLEDA ±COMPREHENSIVE²AT2OXBURY0REP°ISALSOALIGNED TOTHESTANDARDS SOTHATTEACHERSANDSTUDENTS AREABLETOTRACKPERFORMANCEONSPECI½C STANDARDSTHROUGHOUTTHEYEAR 4EACHERSAREEXPECTEDTOBECOMESPECIALISTS&OR THISREASON COREACADEMICTEACHERSONLYTEACH ONEGRADEANDSUBJECT ANDLITERACYTEACHERS ONLYTEACHCOMPREHENSIONORLITERACY ANDMATH TEACHERSONLYTEACHPROCEDURESORPROBLEM SOLVING±"YHAVINGEACHTEACHERTEACHONLYONE SETOFCONTENTTOFOURDIFFERENTCLASSESEACHDAY ² SAYS7OODWARD ±THEYCANFOCUSSOLELYONTHAT LESSONANDPLANTHEIRYEAR LONGCURRICULUMFOR ONLYONECLASSINONEGRADE²




4)-%7%,,30%.4

4)-%7%,,30%.4








4)-%7%,,30%.4

3UCCESSFUL %XPANDED 4IME3CHOOLS¨

)NDIVIDUALIZE,EARNING 4IMEAND)NSTRUCTION"ASED ON3TUDENT.EEDS


!

RGUABLY ONEOFTHEMOSTSIGNI½CANT CHALLENGESHIGH POVERTYSCHOOLSFACEIS THEDIVERSEARRAYOFACADEMICSKILLSAND SKILL DE½CITSTHEIRSTUDENTSBRINGTOTHE CLASSROOM3CHOOLSCANNOLONGERRELYONAONE SIZE ½TS ALLMODELFOREDUCATINGTHEIRSTUDENT POPULATIONSTHATDEMONSTRATEBELOW GRADE LEVEL READINGANDWRITINGPERFORMANCES VARYING LEVELSOF%NGLISHPRO½CIENCY ANDLEARNING DISABILITIES4HETEACHERSANDADMINISTRATORSAT THEHIGH PERFORMING EXPANDED TIMESCHOOLS EXAMINEDINTHISSTUDYRECOGNIZETHATINORDER TOHELPALLSTUDENTSACHIEVEATENHANCEDLEVELS EACHSTUDENTMUSTHAVEASCHEDULEANDAN ACADEMICPROGRAMWHICHARETAILOREDTOADDRESS THEIRINDIVIDUALNEEDS!NEXPANDEDSCHEDULE ISTHELINCHPINTOTHISINDIVIDUALIZEDAPPROACH ALLOWINGSCHOOLSTOOFFERDOUBLE ANDSOMETIMES TRIPLE DOSESOFINSTRUCTIONDEPENDINGONSTUDENT SKILLLEVELSANDKNOWLEDGEGAPS!SDEPICTED INTHEDIAGRAMONTHENEXTPAGE THERESULTING ACADEMICPROGRAMAPPEARSLIKEALAYERCAKE WITH ALLTHESTUDENTSBENE½TINGFROMONEORTWOLAYERS ANDSOMESTUDENTSGETTINGTHREEOREVENFOUR 4OCARRYTHISANALOGYFURTHER NOTONLYDOESTHE NUMBEROFLAYERSVARYFOREACHSTUDENT SODOES THECONTENTOFEACHLAYER4EACHERSARECONSTANTLY ADJUSTINGWHATTHEYTEACH ANDHOWTHEYTEACHIT TOENSURETHATEVERYSTUDENTACHIEVESMASTERY

4HE½RSTLAYEROFINSTRUCTION WHICHALLSTUDENTS RECEIVE ISARIGOROUS COREACADEMICCURRICULUM !TMANYOFTHEPRO½LEDSCHOOLS CORECLASSES ARELENGTHENEDOROFFEREDINDOUBLEBLOCKS /FTHESCHOOLSSTUDIED SCHEDULETWOPERIODS OFREADINGANDORMATHINTOTHEIRDAY4HE LENGTHENEDORDOUBLEPERIODSALLOWTEACHERS TOCOVERMORECONTENT WHILETHEYALSOAFFORD TEACHERSMOREOPPORTUNITIESTOREVIEWORRE TEACH STANDARDSTHATSTUDENTSMAYNOTHAVECOMPLETELY UNDERSTOODINITIALLY-ANYTEACHERSUSETHIS TIMEFORTARGETEDINTERVENTION&OREXAMPLE 2OCKETSHIP-ATEO3HEEDY ANELEMENTARYSCHOOL WITHALARGE%NGLISH LANGUAGE LEARNERPOPULATION IN3AN*OSE #ALIFORNIA SCHEDULESTHREEAND ONEHALFHOURSOF%NGLISHLANGUAGEARTS%,! INSTRUCTIONEACHDAY±(AVINGALONGERCLASS PERIODALLOWSMETOHAVEMOREGUIDEDREADINGIN HOMOGENEOUSGROUPINGS ALLOWINGMETOWORK INASMALLGROUPSETTINGANDREALLYINTERVENE INATARGETEDWAY ²EXPLAINS*ACKLYN6ARGAS A TEACHERAT2OCKETSHIP-ATEO3HEEDY3EESIDEBAR ±3ERVING%NGLISH,ANGUAGE,EARNERSAT2OCKETSHIP -ATEO3HEEDY%LEMENTARY² !T+)00(EARTWOOD !CADEMY ACADEMICCLASSESAREMINUTESLONG ±"ECAUSEOURCLASSPERIODSARELONGER ²SAYSA+)00 (EARTWOODADMINISTRATOR ±THERE´SMORETIME FORINDEPENDENTPRACTICE ALLOWINGTEACHERSTO CIRCULATEANDTARGETINDIVIDUALSTUDENTSTOHELP THEMMORE²

)NADDITIONTOASTRONGSETOFCOREACADEMIC CLASSESATMANYOFTHESCHOOLSPRO½LEDINTHIS STUDY OFTHEALSOOFFERASECONDLAYEROF INSTRUCTIONINTHEFORMOFADAILYPERIODOF ACADEMICSUPPORT7HILEALLSTUDENTSMIGHT RECEIVETHISADDITIONALBLOCKOFACADEMIC INSTRUCTION STUDENTPLACEMENTISUSUALLY DETERMINEDACCORDINGTOINDIVIDUALACADEMIC STRENGTHSANDWEAKNESSES3TUDENTSNEEDING PARTICULARMATHSUPPORTAREGROUPEDTOGETHER FOREXAMPLE WHILEOTHERSMAYBEPLACEDINA SPECIALREADINGGROUP7OODLAND(ILLS!CADEMY IN4URTLE#REEK 0ENNSYLVANIA USESITSEXTRA MINUTESPERDAYTOOFFERADAILY SMALL GROUP INTERVENTIONPERIOD!T#LARENCE%DWARDS-IDDLE 3CHOOLIN"OSTON -ASSACHUSETTS ALLSTUDENTS AREASSIGNEDTOAONE HOUR±!CADEMIC,EAGUE² BASEDONACADEMICSTRENGTHSANDWEAKNESSES 3EESIDEBAR±!CADEMIC,EAGUESAT#LARENCE %DWARDS-IDDLE3CHOOL² &INALLY BEYONDTHELONGERCLASSPERIODS DOUBLE BLOCKS ANDADDITIONALACADEMICSUPPORTCLASSES ALLSTUDENTSRECEIVE MANYOFTHEPRO½LEDSCHOOLS OFFERATHIRD ANDEVENFOURTH LAYEROFACADEMIC INSTRUCTIONTOTARGETEDSTUDENTS!BOUTTWO THIRDSOFTHESCHOOLSPRO½LEDPROVIDEADDITIONAL INDIVIDUALIZEDINSTRUCTIONAFTERTHEALREADY LONGERSCHOOLDAY&OREXAMPLE STUDENTSAT 'OLDER#OLLEGE0REP IN#HICAGO )LLINOIS RECEIVE DAILYHOMEWORKHELPAFTERSCHOOLTOHELPTHEM CATCH UPWITHASSIGNMENTSANDIMPROVETHEIR GRADES3EESIDEBAR±)NDIVIDUALIZED3UPPORTS AND3AFETY.ETSAT'OLDER#OLLEGE0REP² 3TRUGGLINGREADERSAT%XCEL!CADEMYIN"OSTON -ASSACHUSETTSATTENDALITERACYWORKSHOPAFTER SCHOOLTOIMPROVEREADINGCOMPREHENSIONAND LITERACYSKILLS/VERALL ONETHIRDOFTHESCHOOLS PRO½LEDINTHISREPORTHOLD3ATURDAYSCHOOL FORSELECTEDSTUDENTS DELIVERINGREADINGAND MATHINSTRUCTIONINSMALLERCLASSSIZES AND ANOTHERTHIRDOFFERACADEMICPROGRAMMING DURINGVACATIONPERIODSEGSUMMERANDSPRING BREAKS TOTARGETSTUDENTSWHOMAYBENE½TFROM ADDITIONALINDIVIDUALIZEDINSTRUCTION 7HILETHESEEXAMPLESDEMONSTRATEPRIMARILY HOWSCHOOLSINDIVIDUALIZETIMEFORACADEMICS THISTYPEOFPERSONALIZATIONOFLEARNINGTIMECAN OFTENCARRYOVERINTOHOWTIMEISUSEDDURING OTHERPARTSOFTHEDAY!TMANYSCHOOLS STUDENTS CHOOSEFROMAVARIETYOFELECTIVESANDACTIVITIES PURSUINGTHEIRINDIVIDUALINTERESTS3TUDENTS RECEIVECOLLEGEANDCAREERCOUNSELING SHAPEDBY THEIROWNSPECI½CINTERESTSANDGOALS4EACHERS ANDADMINISTRATORSWORKHARDTOGETTOKNOW STUDENTSANDTHEIRFAMILIESANDTOPROVIDETHE UNIQUESETOFACADEMIC SOCIAL EMOTIONAL AND EXTRACURRICULARSUPPORTSSTUDENTSNEEDTOTHRIVE INSCHOOL

4)-%7%,,30%.4




E

-ORE4IMETO)NDIVIDUALIZE)NSTRUCTION TH,AYER3UMMERAND 3ATURDAYSCHOOLSUPPORT

RD,AYER!FTER SCHOOLSUPPORT

ND,AYER$AILYACADEMICSUPPORTPERIOD

ST,AYER,ONGERSCHOOLDAYANDYEARTOALLOWFOR RIGOROUSACADEMICCURRICULUM

3CHOOLSTHATHAVEBEENSUCCESSFULINUSING ADDITIONALTIMETOINDIVIDUALIZEINSTRUCTION EMPLOYTHEFOLLOWINGTHREESTRATEGIES 4RAINTEACHERSTOLEVERAGEADDITIONALTIME FORINDIVIDUALIZEDINSTRUCTION 4EACHERSACROSSHIGH PERFORMING EXPANDED TIME SCHOOLSEMPHASIZETHATTHEYNEEDTOMODIFY THEIRAPPROACHTOTEACHINGTOFULLYLEVERAGETHE ADDITIONALTIME±5NLESSYOUPLANCAREFULLYAND MAKEDIFFERENTUSEOFTHEADDITIONALTIME IT´S UNLIKELYTHATALONGERBLOCKOFTIMEISGOING TOREALLYHELPYOUMEETYOURSTUDENTS´NEEDS ² ACCORDINGTO-ARY,ABUSKI THEASSISTANTPRINCIPAL AT*ACOB(IATT-AGNET3CHOOLIN7ORCESTER -ASSACHUSETTS WHEREMORETIMEWASADDEDTO THESCHOOLDAYSTARTINGIN3OMESCHOOLS OFFERSPECI½CTRAININGFORTEACHERSABOUTHOW TOLEVERAGEADDITIONALTIMEFORINDIVIDUALIZED INSTRUCTION4EACHERSAT2OCKETSHIP-ATEO3HEEDY FORINSTANCE ARETRAINEDINDELIVERINGSMALL GROUP BETTER DIFFERENTIATEDINSTRUCTIONDURINGTHE EXPANDED%,!TIME3IMILARLY !SPIRE0ORT#ITY !CADEMYIN3TOCKTON #ALIFORNIA INCORPORATES SMALLGROUPINSTRUCTIONTHROUGHOUTTHEIR CLASSROOMSASWELL(IGH PERFORMING EXPANDED TIMESCHOOLSALSOSTAFFACADEMICSUPPORTAND INTERVENTIONCLASSESWITHHIGHLYQUALI½ED TEACHERSANDTRAINTHEMONTHEINSTRUCTIONAL PRACTICESTHATAREMOSTEFFECTIVEINTEACHING PROBLEMSTANDARDS°INOTHERWORDS THEAREAS THATARECAUSINGTHEMOSTDIF½CULTY#LARENCE %DWARDS-IDDLE3CHOOLIN"OSTONSPECI½CALLY MATCHESSTRUGGLINGSTUDENTSWITHTHESTRONGEST TEACHERSFORITSONE HOUR!CADEMIC,EAGUE EACHSTUDENTTAKESFOURTIMESAWEEK(ERE FOR EXAMPLE THESCHOOLIDENTI½ESWHICHTEACHERS HAVEBEENMOSTEFFECTIVEINBUILDINGSTUDENT 

4)-%7%,,30%.4

PRO½CIENCYINREADING ANDTHENTHESCHOOL ASSIGNSSTRUGGLINGREADERSTOTHESETEACHERS 5SEDATATOSELECT GROUP ANDRE GROUP STUDENTSFORSUPPORT 4OPROVIDEANINDIVIDUALIZEDACADEMICPROGRAM SCHOOLSTAFFMUSTDEEPLYUNDERSTANDEACH INDIVIDUALSTUDENT´SACADEMICSTRENGTHSAND WEAKNESSES SOTHATSUPPORTSCANBETAILOREDAND TARGETEDTOPARTICULARSKILLDE½CITS4OUNDERSTAND THESENEEDS TEACHERSANDADMINISTRATORSMUST BECOMEADEPTATGATHERINGANDANALYZING DATA4EACHERSAT!SPIRE0ORT#ITY!CADEMYUSE WEEKLYASSESSMENTDATATOIDENTIFYCONTENTTOBE RE TAUGHT ANDTHENTHEYCREATESTUDENTGROUPINGS FOREACHLESSON&ORTHEIRACADEMICSUPPORT PERIOD°CALLED±0OWER(OUR²°+)003().%0REP IN(OUSTON 4EXAS EMPLOYSBENCHMARKAND READINGASSESSMENTDATATOGROUPSTUDENTSEACH QUARTER2OCKETSHIP-ATEO3HEEDYUSESAQUARTERLY READINGASSESSMENTTOASSIGNSTUDENTSTYPICALLY THOSESCORINGINTHEBOTTOMPERCENT TOA TWO HOUR AFTER SCHOOLSUPPORTSESSION PROVIDED BYATUTORINAONE TO ONESETTING!TMOSTOFTHE SCHOOLSINTHISSTUDY STUDENTSMOVEINANDOUTOF SUPPORTSLIKETHESEAFTER SCHOOLTUTORINGSESSIONS DEPENDINGONHOWTHEYPERFORMONINTERIM ASSESSMENTS4EACHERSAT-ASTERY#HARTER 3CHOOLS3HOEMAKER#AMPUS IN0HILADELPHIA 0ENNSYLVANIA USEDAILY±EXITTICKETS²°A DIAGNOSTICPROBLEMORQUESTION BASEDONTHE LESSONTOPIC WHICHSTUDENTSTURNINASTHEYLEAVE THECLASSROOM°TOGAUGEUNDERSTANDINGOFTHE DAY´SLESSON4HETEACHERSTHENGRADETHESEEXIT TICKETSTODETERMINEWHICHSTUDENTSSHOULDBE ASKEDTOATTENDWEEKLYOF½CEHOURSAFTERSCHOOL WHERETHEYWILLRECEIVEADDITIONALSUPPORT


)NTEGRATEANDALIGNACADEMIC SUPPORTSTOCOREINSTRUCTION (IGH PERFORMING EXPANDED TIMESCHOOLSALIGN ACADEMICSUPPORTPERIODSTOCOREACADEMIC CLASSES3CHOOLSMAKETIMEFORTEACHERSTO COMMUNICATEABOUTSTUDENTNEEDS IDENTIFYTHE STRANDSANDSTANDARDSTHEYNEEDTOREVIEW AND STRATEGIZEABOUTTHEMOSTEFFECTIVETEACHING STRATEGIESTOEMPLOY±(AVINGMORETIMEIS CRUCIALTOGETEACHSTUDENTTOWHERETHEYNEED TOBE ²EXPLAINS!MRITA3AHNI THEDIRECTOROF INSTRUCTIONAT#LARENCE%DWARDS-IDDLE3CHOOL ±BUTWEALSONEEDTIMETOANALYZEDATASOTHATOUR SUPPORTSCANBEMEANINGFULFOROURSTUDENTS²!T %DWARDS-IDDLE3CHOOL TEACHERSUSE½VEMATH ANDFOUR%,!INTERIMASSESSMENTS OFFEREDAT KEYINTERVALSTHROUGHOUTTHEYEAR TOIDENTIFY STUDENTWEAKNESSES"ASEDONTHENUMBER

+EYS TO 3UCCESS 

4)-%7%,,30%.4

OFSTUDENTSSCORINGPRO½CIENTONDIFFERENT STANDARDS THESETEACHERSWILLIDENTIFYWHICH STANDARDSTOFOCUSONINEACH!CADEMIC,EAGUE 0ERIODICPLANNINGSESSIONSAREHELDFOR%DWARDS TEACHERSTOSTRATEGIZEABOUTHOWTOADDRESS THESEWEAKNESSES7HENASTUDENTISINAMATH !CADEMIC,EAGUE FOREXAMPLE TAUGHTBYA TEACHEROTHERTHANTHESTUDENT´SREGULARMATH TEACHER THETWOTEACHERSMAKETIMETODISCUSS THEDATAFROMTHEINTERIMASSESSMENTSANDTHEIR OWNCLASSROOMOBSERVATIONSTOENABLETHEMTO DEVELOPAPLANTHATWILLADDRESSTHESTUDENT´S NEEDS!SANADDITIONALBENE½T THISTYPEOF COLLABORATIONBUILDSANDSTRENGTHENSAMINDSET AMONGTEACHERSTHATTHEYAREWORKINGTOHELPALL STUDENTSINTHESCHOOLSUCCEED NOTJUSTTHEONES ASSIGNEDTOTHEIRCLASSES

„4RAINTEACHERSTOLEVERAGEADDITIONAL TIMEFORINDIVIDUALIZEDINSTRUCTION „5SEDATATOSELECT GROUP ANDRE GROUP STUDENTSFORSUPPORT „)NTEGRATEANDALIGNACADEMIC SUPPORTSTOCOREINSTRUCTION 4)-%7%,,30%.4




3ERVING%NGLISH,ANGUAGE,EARNERSAT 2OCKETSHIP-ATEO3HEEDY%LEMENTARY 3AN*OSE #! 2OCKETSHIP-ATEO3HEEDY%LEMENTARY 0RINCIPAL-ARICELA'UERRERO 3CHOOLSCHEDULEAM¯PM %ARLYRELEASEAM¯PM&RI !DDITIONALTIMECOMPAREDTO SURROUNDINGDISTRICTMINDAY 3TUDENT0OPULATION 'RADESSERVED+¯ .UMBEROFSTUDENTS 1UALIFYFORFREEREDUCEDLUNCH 3TUDENTS3CORING!TOR!BOVE0RO½CIENT ONTHE#ALIFORNIA3TATE4ESTIN DIFFERENCECOMPAREDTOSURROUNDING DISTRICT %,!  -ATH 

2

OCKETSHIP-ATEO 3HEEDY%LEMENTARY 2-3 IN3AN*OSE #ALIFORNIA ISONE OF½VESCHOOLSFOUNDED BY2OCKETSHIP%DUCATION ACHARTERMANAGEMENT ORGANIZATIONTHATHAS BEENRECOGNIZEDACROSS THECOUNTRYFOREFFECTIVELY INTEGRATINGTECHNOLOGY INTOITSLONGERSCHOOL DAY!T2-3ANDTHE OTHER2OCKETSHIPSCHOOLS ADAPTIVESOFTWAREISUSED TOSUPPLEMENTTRADITIONAL CLASSROOMINSTRUCTION MAKINGITPOSSIBLEFOR STUDENTSTORECEIVETRULY INDIVIDUALIZEDINSTRUCTION

2OCKETSHIP-ATEO3HEEDY´S HYBRIDSCHOOLPLATFORM COMBINESTRADITIONAL CLASSROOMTEACHINGWITHTUTORSANDTECHNOLOGY TOMEETTHENEEDSOFEACHSTUDENT4HISPLATFORM ENABLESTEACHERSTOMAXIMIZECLASSROOMTIMEFOR INSTRUCTION GUIDEDPRACTICE ANDCRITICALTHINKING EXERCISES WHILETUTORSANDTECHNOLOGYPROVIDE ADDITIONALINDEPENDENTPRACTICE ASSESSMENT ANDREMEDIATIONACCELERATION-OREOVER THE HYBRIDSCHOOLMODELCREATESSIGNI½CANTCOST SAVINGS WHICHARETHENREINVESTEDINPROGRAMS ANDPEOPLE

!T2-3 STUDENTSRECEIVEINSTRUCTIONTHROUGHOUT FOURLEARNINGBLOCKS EACHLASTINGHOURAND MINUTES4HETIMEALLOCATIONSINCLUDETWO BLOCKSOF%,! ONEBLOCKOFMATH ANDONEBLOCK OF,EARNING,AB3UCHASCHEDULECREATESAMPLE OPPORTUNITIESFORTEACHERSTODIFFERENTIATE INSTRUCTIONANDENSURETHATEACHSTUDENTIS RECEIVINGTHETARGETEDSUPPORTHESHENEEDS 7HAT´SMORE THELONGERLEARNINGBLOCKSOFAN HOURANDMINUTESEACHALLOWTEACHERSTO SPENDMORETIMEONGUIDEDPRACTICEANDSMALL GROUPINSTRUCTION°GROUPINGSTUDENTSACCORDING TOSPECI½CNEEDSANDSPENDINGMORETIMEWITH STRUGGLINGSTUDENTS-EANWHILE THE,EARNING ,ABUTILIZESTECHNOLOGYTOPROVIDEINDIVIDUALIZED %,!ANDMATHCONTENTTOSTUDENTSANDDAILY



4)-%7%,,30%.4

ASSESSMENTDATATOTEACHERS ALLOWINGTHEMTO FURTHERTARGETINSTRUCTIONTOSTUDENTS´NEEDS ,EDBYNON CERTI½CATEDSTAFFMEMBERS WHO SPLITTHEIRTIMEBETWEENCOACHINGSTUDENTS USINGONLINELEARNINGPROGRAMSANDTUTORING STUDENTSINSMALLGROUPS THE,EARNING,AB PERIODISBROKENUPINTOTHREECOMPONENTS MINUTESFOR0%(EALTH-USIC!RT WHICH TAKESPLACEINTHELUNCHROOMORPLAYGROUND MINUTESOF2EADING,ABANDMINUTESOF -ATH,AB"OTH2EADINGAND-ATH,ABSTAKE PLACEINTHECOMPUTERLAB ANDUPTOFOURCLASSES OFSTUDENTSCANOCCUPYTHISSPACEEACHPERIOD 3TUDENTSROTATEBETWEENTHETHREEBLOCKS7HEN IN2EADING,AB STUDENTSREADSHORTBOOKSAND COMPLETEA½VETOTENQUESTIONQUIZTOASSESS COMPREHENSIONUSINGANONLINEPROGRAM STUDENTSALSOSPENDTIMEUSINGANADAPTIVE%,! PROGRAM SUCHAS#OMPASS,EARNING2EADING /DYSSEY4HEBOOKSANDASSESSMENTSAREALL ALIGNEDTOA$EVELOPMENT2EADING!SSESSMENT $2! SCORE PROVIDINGTEACHERSWITHDAILY UPDATESONEACHSTUDENT´SREADINGPERFORMANCE 7HENIN-ATH,AB STUDENTSUSEONLINECONTENT FROMVARIOUSEDUCATIONALSOFTWAREPROVIDERS INCLUDING$REAM"OX,EARNING 4EN-ARKS 34 -ATH ANDOTHERS FORINDEPENDENTMATHPRACTICE 3INCEMANYOFTHESEPROGRAMSAREADAPTIVEIN REAL TIME EACHSTUDENTCANPROGRESSATAPACE THATMATCHESHISORHERSPECI½CLEARNINGNEEDS 3CHOOL WIDEASSESSMENTSAREADMINISTEREDEVERY EIGHTWEEKSINBOTH%,!AND-ATH ENABLING TEACHERSTOTRACKSTUDENTPROGRESSANDPROVIDE TARGETEDSUPPORTSEARLYON BEFORESTUDENTSFALL BEHIND2-3ALSOUSESTHESEASSESSMENTSTO IDENTIFYTHEBOTTOMPERCENTOFSTUDENTSFOR IN LABTUTORINGINBOTHSUBJECTAREAS.EWTO THELEARNINGLABIN ISTHEDEVELOPMENTOF 2)3%°2OCKETSHIP´S)NDIVIDUALIZED3CHEDULING %NGINE°WHICHINTEGRATESALLACADEMICDATAINTO ASINGLESYSTEMANDALLOWS2OCKETSHIPTOFOCUS STUDENTS´,EARNING,ABTIMEONSPECI½CSKILLS THATALIGNWITHTHEUNITSBEINGTAUGHTINTHE CLASSROOMS


!CADEMIC,EAGUESAT#LARENCE%DWARDS -IDDLE3CHOOL"OSTON -! #LARENCE%DWARDS-IDDLE3CHOOL

/

NCEAMONG THELOWEST 0RINCIPAL,EO&LANAGAN PERFORMING MIDDLESCHOOLSIN 3CHOOLSCHEDULEAM¯PM "OSTON #LARENCE%DWARDS !DDITIONALTIMECOMPAREDTO -IDDLE3CHOOLISNOWONE SURROUNDINGDISTRICTMINDAY OFTHEMOSTSUCCESSFUL TURNAROUNDSCHOOLSIN 3TUDENT0OPULATION -ASSACHUSETTS!T%DWARDS 'RADESSERVED¯ -IDDLE3CHOOL EXPANDED .UMBEROFSTUDENTS LEARNINGTIMEHASALLOWED 1UALIFYFORFREEREDUCEDLUNCH FORADIFFERENTIATED DATA DRIVENAPPROACH 3TUDENTS3CORING!TOR!BOVE0RO½CIENT TOINSTRUCTIONTHATHAS ONTHE-ASSACHUSETTS#OMPREHENSIVE RESULTEDINDRAMATIC !SSESSMENT3YSTEM4ESTIN ACADEMICGAINS$URING DIFFERENCECOMPAREDTOSURROUNDING THEPASTTHREEYEARS DISTRICT EIGHTH GRADESTUDENTSAT %DWARDS-IDDLE3CHOOL %,!  HAVEENTIRELYCLOSEDTHE -ATH  ACHIEVEMENTGAPWITH THESTATEINMATH AND THEYHAVEDRAMATICALLY NARROWEDTHEGAPIN%NGLISHLANGUAGEARTS%,! ANDSCIENCE %DWARDS-IDDLE3CHOOLHASDEPLOYEDATWO PARTSTRATEGYFORBOOSTINGSTUDENTLEARNING ANDACHIEVEMENT°ASIMULTANEOUSFOCUSON STRENGTHENINGINSTRUCTIONINCOREACADEMIC CLASSESANDAUGMENTINGANDREINFORCINGTHAT LEARNINGTHROUGHATIERED ACADEMICSUPPORT PROGRAMWHICHTHESCHOOLCALLS±!CADEMIC ,EAGUES²-EETINGONEHOUREACHDAY -ONDAY THROUGH4HURSDAY !CADEMIC,EAGUESPROVIDE EACH%DWARDSSTUDENTWITHTAILOREDACADEMIC SUPPORTINMATH %,! ORSCIENCE!CADEMIC ,EAGUESFEATURESMALLCLASSSIZESOFSTUDENTS ANDARELEDBY%DWARDSTEACHERS7ITHINTHE ,EAGUES STUDENTSAREGROUPEDWITHOTHER STUDENTSWHOARESHOWINGCOMPARABLE WEAKNESSESANDKNOWLEDGEGAPS SOTHAT TEACHERSCANTARGETINSTRUCTIONSPECI½CALLY TOTHEIRNEEDS±!CADEMIC,EAGUESAREAN OPPORTUNITYTOGIVESTUDENTSEXTRATIMEAND MORETARGETEDINSTRUCTION ²EXPLAINS3TEPHANIE #REMENT SPECIALEDUCATORAT%DWARDS±(ERE ) REALLYHAVEANOPPORTUNITYTODOINTERVENTION ANDTOTARGETAPARTICULARGROUPOFSTUDENTSWHO NEEDACERTAINKINDOFFOCUSEDINTERVENTION²

WERENOTRECEIVINGSUF½CIENTATTENTIONINCORE CLASSES4HEYTHENSTRUCTUREDTHE,EAGUESTO ADDRESSTHESESTANDARDS7ITHINTHISFRAMEWORK TEACHERSPREPARETHEIROWNLESSONPLANSBASED ONTHEIRSTUDENTS´NEEDS!KEYCOMPONENTIN CREATINGLESSONSFORTHE,EAGUESISTHEANALYSISOF INTERIMASSESSMENTTESTSTHAT%DWARDSSTUDENTS TAKEFOURTO½VETIMESAYEAR±7HENWELOOKAT STUDENTDATA WECANDETERMINETHESUPPORTTHAT STUDENTSNEEDBASEDONHOWTHEYPERFORMED WITHINASTANDARD4HENWEWILLGROUPSTUDENTS ACCORDINGLY BASEDONTHEIRPERFORMANCESWITHIN THESTANDARDS ²EXPLAINS!MRITA3AHNI DIRECTOR OFINSTRUCTION4HEDATAALSOALLOWSTEACHERSTO ADJUSTPACINGANDCONTENTBASEDONTHERESULTS %ACHYEAR CONSIDERABLEPLANNINGGOESINTO DECIDINGHOWTOPLACESTUDENTSINSPECI½C !CADEMIC,EAGUES3TUDENTSWHOSTRUGGLEIN MATHAREASSIGNEDTOA-ATH,EAGUEFORALLFOUR DAYSSTUDENTSWHOSTRUGGLEIN%,!AREASSIGNED TOAN%,!,EAGUEFORALLFOURDAYSANDSTUDENTS WHOAREPRO½CIENTINBOTH%,!ANDMATHA MINORITYOFTHESTUDENTS AREPLACEDINTHE 3CIENCE,EAGUE7HENSTUDENTSARESTRUGGLINGIN MULTIPLEAREAS ORARESEVERELYUNDERPERFORMING INONEAREA THEINSTRUCTIONALLEADERSHIPTEAMIS CREATIVEINIDENTIFYINGTHERIGHTSETOFSUPPORTS FORTHESTUDENT7HILEMOSTSTUDENTSAT%DWARDS PARTICIPATEINANELECTIVECLASSOFTHEIRCHOICE FOURDAYSAWEEK°SUCHASTHEATRE BREAK DANCING ART ORFOOTBALL°SOMESTUDENTSARE ASKEDTOSCALEBACKTHEIRELECTIVECLASSESTOTWO DAYSANDPARTICIPATEINANADDITIONALACADEMIC SUPPORTDURINGTHEIRELECTIVETIME&OREXAMPLE ASTUDENTWHOSCOREDVERYLOWINMATHAND%,! ONLASTYEAR´SSTATEASSESSMENTMIGHTBEASSIGNED TOA-ATH,EAGUEFOURDAYSAWEEK ANDTHEN INPLACEOFONEOFHISTWOELECTIVES MIGHTBE ASSIGNEDANOTHERCLASSTWODAYSAWEEKWHEREHE PARTICIPATESINTHE2EADCURRICULUMDESIGNED SPECI½CALLYFORSTUDENTSWITHVERYLOWLITERACY SKILLS4HISARRANGEMENTSTILLALLOWSTHESTUDENT TOPARTICIPATEINATLEASTONEELECTIVETWICEA WEEK WITHTHEINCENTIVETOWORKEXTRAHARD INORDERTOEARNHISWAYOUTOFTHEADDITIONAL ACADEMICSUPPORTSOTHATHECANTAKEASECOND ELECTIVE$URINGTHEELECTIVETIME %DWARDS ALSOOFFERSASPECIALMATHACCELERATIONCLASSFOR STUDENTSWITHVERYLOWMATHSKILLS

4ODESIGNTHE!CADEMIC,EAGUES %DWARDS FACULTYTEAMSINITIALLYPOREDOVERTHEEXISTING CURRICULUMANDSTUDENTASSESSMENTDATATO IDENTIFYSTRANDSANDSTANDARDSTHATTHEYBELIEVED 

4)-%7%,,30%.4

4)-%7%,,30%.4




)NDIVIDUALIZED3UPPORTSAND3AFETY .ETSAT'OLDER#OLLEGE0REP#HICAGO ), 'OLDER#OLLEGE0REP

'

OLDER#OLLEGE 0REP IN#HICAGO 0RINCIPAL2OSA!LANIS )LLINOIS ISPART OFTHE.OBLE 3CHOOLSCHEDULEAM¯PM .ETWORK ACHARTER %ARLYRELEASEAM¯PM&RI MANAGEMENTORGANIZATION !DDITIONALTIMECOMPAREDTO FOUNDEDINTHATNOW OPERATESHIGHSCHOOLS SURROUNDINGDISTRICTMINDAYAND IN#HICAGO SERVINGA DAYSYEAR TOTALOF STUDENTS)N 3TUDENT0OPULATION ADDITIONTOALLOWINGTIME FORALLSTUDENTSTOENROLL 'RADESSERVED¯ INTWO%NGLISHANDTWO .UMBEROFSTUDENTS MATHCLASSES THESCHOOL´S 1UALIFYFORFREEREDUCEDLUNCH EXPANDEDSCHEDULECREATES OPPORTUNITIESFORSTUDENTS 3TUDENTS3CORING!TOR!BOVE0RO½CIENT TORECEIVEINDIVIDUALIZED ONTHE)LLINOIS3TANDARDS!CHIEVEMENT INSTRUCTIONALSUPPORT 4ESTIN BASEDONTHEIRAREASOF DIFFERENCECOMPAREDTOSURROUNDING ACADEMICNEED4HESE DISTRICT OPPORTUNITIESINCLUDE %,!  LABPERIODS OF½CEHOURS ,A3ALLE3TREETDAILY -ATH  HOMEWORKHELP AN ACADEMICINTERVENTION PROGRAM AND'OLDER3UCCESS!CADEMY ,ABPERIODISAHIGHLYSTRUCTUREDSTUDYHALLTHAT PROVIDESALLSTUDENTSWITHADAILYOPPORTUNITY TOWORKONASSIGNMENTSFROMTHEIRACADEMIC COURSESWITHGUIDANCEANDSUPPORTFROMTEACHERS (OMEWORKISANIMPORTANTPARTOF'OLDER´S ACADEMICPROGRAM ANDSTUDENTSAREASSIGNED BETWEENTWOANDTHREEHOURSOFHOMEWORKEACH NIGHT"ECAUSESTUDENTSAREINSCHOOLFORLONG HOURSANDBECAUSEMANYSTUDENTSLACKSTRUCTURES ANDSUPPORTSATHOMETOFACILITATEHOMEWORK COMPLETION 'OLDERPROVIDESTIMEDURINGTHEDAY TOSTARTTHISWORKINASUPERVISEDENVIRONMENT )NORDERTOHELPSTUDENTSMAKEPRODUCTIVEUSE OFTHEIRTIME TEACHERSREQUIRETHEMTOUSELAB TRACKERSHEETSTHROUGHWHICHTHEYSETOUTGOALS ANDTHENASSESSTHEIROWNPROGRESS %ACHDAYAFTERSCHOOL 'OLDER#OLLEGE0REPTEACHERS HOLDOF½CEHOURS DURINGWHICHSTUDENTSCAN STOPBYTOASKQUESTIONSORRECEIVEINDIVIDUALIZED SUPPORTONAPARTICULARSUBJECTORASSIGNMENT 7HILEEVERYTEACHERISRESPONSIBLEFORHOLDING OF½CEHOURSONATLEASTONEAFTERNOONEACH WEEK SOMETEACHERSCHOOSETOMAKETHEMSELVES AVAILABLEMOREFREQUENTLY/NEMATHTEACHER EXPLAINS ±)F)CANWORKONE ON ONEWITHASTUDENT FORAFEWMINUTESANDHELPTHEMUNDERSTAND



4)-%7%,,30%.4

SOMETHING THATMAKESMYJOBEASIERANDMORE FUNDURINGTHERESTOFTHEWEEKINCLASS²4HE SCHOOLINTENTIONALLYREFERSTOTHESEAFTER SCHOOL TIMESAS±OF½CEHOURS²TOFAMILIARIZESTUDENTS° MANYOFWHOMWILLBETHE½RSTINTHEIRFAMILIES TOATTENDCOLLEGE°WITHTHETERMINOLOGYAND CONCEPTOFSEEKINGOUTINSTRUCTORSTODISCUSS CLASSWORKANDASSIGNMENTSANDDEEPENTHEIR UNDERSTANDINGOFCOURSECONTENT 4EACHERSAT'OLDER#OLLEGE0REPALSOSTAFFAN AFTER SCHOOLHOMEWORKHELPPROGRAMCALLED ,A3ALLE3TREETTHENAMEOFTHEBUSINESS DISTRICTIN#HICAGO WHICHWASINSPIREDBY+)00 SCHOOLS´±7ALL3TREET²AFTER SCHOOLHOMEWORK CENTERS,A3ALLE3TREETISDESIGNEDASAPRODUCTIVE ALTERNATIVETODETENTIONFORSTUDENTS°MAINLY FRESHMENANDSOPHOMORES°WHOHAVENOT COMPLETEDALLOFTHEIRASSIGNEDHOMEWORKFOR THEDAY!TLEASTONETEACHERFROMEACHSUBJECT AREAISPRESENTTOHELPSTUDENTSCATCHUPONTHEIR ASSIGNMENTSANDRAISETHEIRGRADEPOINTAVERAGES 3TUDENTSWHOAREFAILINGTWOORMORECLASSES OR HAVEAGRADEPOINTAVERAGEBELOW ATTHEENDOF EACHQUARTERMUSTATTEND,A3ALLE3TREETASPARTOF THESCHOOL´SACADEMICINTERVENTIONPROGRAM!)0  4HEPURPOSEOFTHE!)0ISTOPROVIDEEARLYAND EFFECTIVEINTERVENTIONSFORSTUDENTSSTRUGGLINGIN THEIRACADEMICWORK/NCEASTUDENTISINTHE!)0 THEIRPROGRESSISCLOSELYMONITOREDANDTHEYARE PROHIBITEDFROMPARTICIPATINGINEXTRACURRICULAR COMPETITIONS3TUDENTSCANCYCLEOUTOF!)0AFTER ASLITTLEASTWOWEEKS IFTHEYHAVEMADEADEQUATE IMPROVEMENTSTOTHEIRGRADES 3TUDENTSWHOAREATTHEMOSTRISKACADEMICALLY ANDBEHAVIORALLYRECEIVESMALLGROUPATTENTION ANDSUPPORTTHROUGH'OLDER3UCCESS!CADEMY 3TUDENTSENROLLEDINTHISPROGRAMMEETWITHAN ADMINISTRATORWEEKLYFORAONE ON ONECHECK IN DURINGDESIGNATEDLABTIMES)NTHESESESSIONS THESTUDENTANDADMINISTRATORSETACADEMICAND BEHAVIORALBENCHMARKSFORTHECOMINGWEEK ANDREVIEWPROGRESSTOWARDPREVIOUSWEEKS´ BENCHMARKS4HEREAREINCENTIVESFORSTUDENTS WHOMEETOREXCEEDBENCHMARKS-ICHAEL+UCERA 'OLDER#OLLEGE0REP´SASSISTANTPRINCIPALOF CURRICULUMANDPROFESSIONALDEVELOPMENT CREDITS THE3UCCESS!CADEMYPROGRAMFORITSSUCCESS INRETAININGATRISKSTUDENTS ±7ITHOUT'OLDER 3UCCESS!CADEMY MOSTOFTHESESTUDENTSWOULD NOTPERSISTAT'OLDER)NSTEAD WE´RESEEING PERCENTRETENTIONOFSTUDENTSWHOPARTICIPATE²




4)-%7%,,30%.4

4)-%7%,,30%.4








4)-%7%,,30%.4

3UCCESSFUL %XPANDED 4IME3CHOOLS¨

5SE4IMETO"UILDA3CHOOL#ULTURE OF(IGH%XPECTATIONSAND-UTUAL !CCOUNTABILITY


2

ESEARCHSHOWSTHATONEOFTHEKEYFACTORS THATDISTINGUISHESHIGH PERFORMING HIGH POVERTYSCHOOLSFROMLOWPERFORMING ONESISTHEIRHIGHEXPECTATIONSFOR STUDENTBEHAVIORANDACADEMICACHIEVEMENT 7HENPOORANDMINORITYSTUDENTSAREEXPECTED TOMASTERARIGOROUS COLLEGE PREPARATORY CURRICULUMANDAREPROVIDEDWITHAPPROPRIATE SUPPORTS THEYACHIEVEATHIGHLEVELS-ANYOF THEHIGH PERFORMING EXPANDED TIMESCHOOLSWE STUDIEDWORKTOESTABLISHANDMAINTAINASCHOOL WIDECULTURETHATVALUESLEARNING ACADEMIC ACHIEVEMENT ANDPOSITIVEBEHAVIOR ANDMANY EDUCATORSATTHESESCHOOLSCONSIDERTHISPOSITIVE CULTUREACRUCIALINGREDIENTINTHEIRSUCCESS #LEARLY TIMEALLOCATIONISNOTTHEONLY OREVEN THEPRIMARY DRIVERAFFECTINGSCHOOLCULTURE )NDEED ASCHOOLCULTUREOFHIGHEXPECTATIONSIS BUILTANDMAINTAINEDINMANYDIFFERENTWAYS THATMAYNOTNECESSARILYINVOLVETIME SUCHAS



.UMBEROFHIGH PERFORMING EXPANDED TIMESCHOOLS THATHOLDSUMMER ORIENTATIONPROGRAMSFOR INCOMING ANDSOMETIMES EVENRETURNING STUDENTS SCHOOLMOTTOS CONSISTENTLYREINFORCEDVALUES INCENTIVESYSTEMS CONSISTENTMESSAGING FROMLEADERSANDTEACHERS ETC(OWEVER THE HIGH PERFORMING EXPANDED TIMESCHOOLSWE STUDIEDDOINVESTTIMEINTHEIRSCHEDULESFOR ACTIVITIESANDEVENTSTHATBUILDACULTUREOFHIGH EXPECTATIONS&OREXAMPLE THEYINVESTTIME INSUMMERORIENTATIONSESSIONSTHATESTABLISH EXPECTATIONSFORSTUDENTBEHAVIORANDEFFORT ADVISORYPROGRAMSTHATTEACHCORESCHOOLVALUES ANDCOMMUNITYORTOWNHALLMEETINGSTHAT SHOWCASEANDREWARDINDIVIDUALANDCOLLECTIVE STUDENTACHIEVEMENTSANDIMPROVEMENTS /NE THIRDOFTHESCHOOLSINOURSTUDYHOLD SUMMERORIENTATIONPROGRAMSFORINCOMING ANDSOMETIMESEVENFORRETURNING STUDENTS %XCEL!CADEMYIN"OSTON -ASSACHUSETTSFOR INSTANCE HOLDSAWEEK LONGSUMMERORIENTATION THATEVERYSTUDENTISREQUIREDTOATTEND3EE SIDEBAR±#REATINGA#ULTUREOF!CHIEVEMENTAT %XCEL!CADEMY#HARTER3CHOOL² $URINGTHIS TIME STUDENTSSINGSONGSANDPRACTICECHANTS THATEMBODYTHESCHOOL´SEXPECTATIONS%XCEL STUDENTSALSOPARTICIPATEINGROUPDISCUSSIONS THATBEGINTOBUILDASENSEOFCOMMUNITY THROUGHOUTTHESCHOOL±4HESUMMERSESSIONLETS

USCOMMUNICATEOUREXPECTATIONSANDCULTURE TOALLOURSTUDENTSSOTHATTHEYCOMEINTHE½RST DAYOFSCHOOLANDTHEYKNOWWHATISEXPECTED OFTHEM ²SAYS2EBECCA+ORB %XCEL´SDIRECTOROF RESOURCEDEVELOPMENT-EANWHILE AT9%30REP .ORTH#ENTRALIN(OUSTON 4EXAS THESUMMER PROGRAMFORINCOMINGNINTH GRADESTUDENTS LED BYTHESCHOOL´SUPPERCLASSMEN PREPARESTHEMFOR THEHIGHEXPECTATIONSHELDFORALLENROLLEDTHERE !NDSCHOOLSINTHE+)00NETWORK INCLUDINGTHOSE INOURSTUDY USEAWEEK LONGSUMMERSESSION TOSETEXPECTATIONS INTRODUCEREWARDSAND CONSEQUENCES ANDTEACHROUTINES3EESIDEBAR ±³7ORK(ARD"E.ICE´%XPECTATIONSAT+)003().% 0REP² !T%XCEL 9%30REP AND+)00 THESUMMER SESSIONSALSOBEGINTOBUILDACOMMONLANGUAGE THROUGHOUTTHESCHOOL ONETHATCOMMUNICATES ANEXPECTATIONOFPERSISTENCEANDACHIEVEMENT -ANYHIGH PERFORMING EXPANDED TIMESCHOOLS ALSOSCHEDULETIMEINTOTHESCHOOLDAYTO REINFORCEEXPECTATIONSANDCOMMUNICATEACORE SETOFSCHOOLVALUES"EFORETHESTARTOFCLASSES EACHMORNING STUDENTSAT2OCKETSHIP-ATEO 3HEEDY IN3AN*OSE #ALIFORNIA PARTICIPATE INA±-ORNING,AUNCH ²RECITINGTHESCHOOL´S ACADEMICGOALSANDSINGINGSONGSTHATPROMOTE ACHIEVEMENT!T7ILLIAMSBURG#OLLEGIATE IN "ROOKLYN .EW9ORK THEFOUR±COREVALUES²° MINDFUL ACHIEVING PROFESSIONAL ANDPREPARED -!00 °AREREINFORCEDDAILYTHROUGHTHE SCHOOL´SADVISORYPERIOD±$URINGADVISORY WE´RE EXPLICITLYTEACHINGANDRE TEACHINGOURFOUR -!00VALUES ²SAYS*ULIE+ENNEDY 3CHOOL,EADER AT7ILLIAMSBURG#OLLEGIATE±(AVINGADDITIONAL TIMEISGREATBECAUSEWECANHAVETHEADVISORY PERIODWITHOUTCUTTINGINTOTHEACADEMICPERIOD² !T9%30REP.ORTH#ENTRAL AWEEKLYADVISORY PERIODALSOHELPSTOREINFORCETHESCHOOLCULTURE THROUGHOUTTHESCHOOLYEAR !SSEMBLIES TOWN HALLMEETINGS ANDOTHERSUCH SCHOOL WIDEGATHERINGSALSOFREQUENTLYOFFER STAGEDANDEXTEMPORANEOUSOPPORTUNITIES TOFURTHERREINFORCEVALUESANDEXPECTATIONS 4HIRTEENOFTHESCHOOLSHOLDTHESETYPESOFEVENTS ONAREGULARBASIS2OXBURY0REP IN"OSTON -ASSACHUSETTS SCHEDULESCOMMUNITYMEETINGS EVERY&RIDAYTORECOGNIZEBOTHINDIVIDUALSTUDENTS ASWELLASPARTICULARCLASSROOMS FORACADEMIC ACHIEVEMENTS±#OMMUNITYMEETINGSAREMEANT TOBEAJOYOUSOCCASION ²SAYS'REG7OODWARD A 2OXBURY0REPTEACHER±3TUDENTSPRESENTPOEMS CLASSESDOSKITS ANDEACHWEEKWEAWARDA SPIRITSTICKJUSTBASEDONATTITUDE²)$%!#OLLEGE 0REPARATORY$ONNA IN$ONNA 4EXAS SCHEDULES AWEEKLYTOWNHALLMEETINGTOREINFORCESCHOOL CULTUREBYGIVINGSTUDENTSAVOICEINCERTAIN SCHOOLDECISIONS3EESIDEBAR±3CHOOL#ULTUREAT )$%!#OLLEGE0REPARATORY$ONNA² $URINGTHESE GATHERINGS STUDENTSMEETWITHADMINISTRATORS TOEXPRESSCONCERNSANDTOPROPOSEANDDEBATE CHANGESTOSCHOOLRULESANDROUTINES

4)-%7%,,30%.4




!NUMBEROFSCHOOLSALSODEDICATETIMETOWARD CHARACTEREDUCATION!T-ASTERY#HARTER3CHOOLS 3HOEMAKER#AMPUSIN0HILADELPHIA STUDENTS LEARNCON¾ICTRESOLUTIONSKILLSANDPROFESSIONAL CONDUCTDURINGTHEIRSOCIALEMOTIONALLEARNING 3%, CLASS HELDFOURDAYSEACHWEEK±"ECAUSE OURSTUDENTSCOMEFROMASCHOOLTHATHADBEEN REALLYBROKEN THEYARENOTUSEDTOBUYINGINTO APOSITIVESCHOOLCULTURE ²EXPLAINS$ANIEL"ELL -ASTERY3HOEMAKER´SDIRECTOROFOPERATIONS±7E TRYTOGETOURSTUDENTSTOBUYIN3%,ISONEWAY 7EGIVEOURSTUDENTSREALLIFEEXAMPLESANDTHEN DISCUSSHOWTHEYCOULDHANDLETHEMSELVESTO MAKETHEMMOREEFFECTIVEINDIVIDUALS²3IMILARLY !N!CHIEVABLE$REAM-IDDLEAND(IGH3CHOOL IN.EWPORT.EWS 6IRGINIA HASALSODEVELOPED AUNIQUE3OCIALAND-ORAL%DUCATION3!-% CURRICULUMTOTEACHSTANDARDSOFPROFESSIONALISM ASWELLASETIQUETTE3TUDENTSTHENHAVETHE OPPORTUNITYTOTAKETHESESKILLSINTOINTERNSHIPS COLLEGEVISITS ANDOTHER½ELDTRIPS±7HENWE TAKEOURKIDSOUTONTRIPS ²EXPLAINS!MY2UNGE !N!CHIEVABLE$REAM´SVICEPRINCIPAL ±OURHOSTS AREALWAYSCOMPLIMENTINGUSONHOWPOLITEAND RESPECTFULOURSTUDENTSACT² &INALLY MANYOFTHESCHOOLSWEEXAMINEDHAVE IMPLEMENTEDANINCENTIVESYSTEMDESIGNEDTO REWARDPOSITIVESTUDENTBEHAVIOR°PARTICULARLY HARDWORKANDPERSEVERANCE°ANDTOTEACH ACCOUNTABILITY!SMANYASOFTHESCHOOLSIN OURSTUDYDESCRIBEDADMINISTERINGASCHOOL WIDE INCENTIVESYSTEMTHATALLOWSSTUDENTSTOEARN POINTS WHICHCANBEUSEDTOPURCHASESPECIAL PRIVILEGES SUCHASUNIFORM FREEDAYS ½ELDTRIPS ORITEMSINASCHOOLSTORE!TMANY+)00SCHOOLS 

4)-%7%,,30%.4

STUDENTSEARN±+)00DOLLARS²FORADHERINGTO THE+)00MOTTOOF±7ORKHARD"ENICE²%ACH WEEK +)00DOLLARSARETABULATEDANDTOTALSARE DISTRIBUTEDTOEACHSTUDENTTHROUGHA±PAYCHECK ² WHICHCANBEREDEEMEDATTHESCHOOLSTOREFOR PRIZES SUCHASPENCILS BINDERS ANDT SHIRTS .EARTHEENDOFEACHSCHOOLYEAR +)00STUDENTS MUSTALSOHAVEEARNEDACERTAINAMOUNTOF+)00 DOLLARSTOBEELIGIBLEFORTHEENDOFTHEYEARTRIP ±0AYCHECKSAREAWAYTOREMINDOURSTUDENTSTHAT EVERYTHING BOTHINSCHOOLANDLIFE ISEARNED ² SAYS+EN%STRELLA 3CHOOL,EADERAT+)00(OUSTON (IGH3CHOOL7HILENOTASPECI½CALLOCATIONOF TIMEINTHESTUDENTSCHEDULE THESESYSTEMSCAN TAKETIMETOIMPLEMENTEFFECTIVELYBECAUSETHEY REQUIRECONSISTENTMONITORINGANDAPPLICATIONBY ADULTSDURINGTHEDAY4EACHERSNEEDTOTAKETIME TOAWARDPOINTS MAINTAINRECORDS ANDCALCULATE TOTALS°NOTATRIVIALUNDERTAKINGDURINGTHEIR ALREADYBUSYDAYS )NANDOFTHEMSELVES ALLTHESEPROGRAMSAND ACTIVITIESARENOTSECRETSTOSUCCESSSCHOOLS WITHFARLESSIMPRESSIVESTUDENTOUTCOMESALSO OFFERADVISORYPROGRAMSANDSCHOOLASSEMBLIES (OWEVER WHENTHOUGHTFULLYDESIGNED AND IMPLEMENTEDASPARTOFACOHERENTVISIONFORTHE SCHOOL´SCULTURE THESEINVESTMENTSOFTIMEPLAYAN IMPORTANTROLEINCREATINGASCHOOLENVIRONMENT THATHELPSSTUDENTSTHRIVEACADEMICALLYAND SOCIALLY7EIDENTI½EDTHREESPECI½CTACTICSTHESE SCHOOLSDEPLOYTOMAKECERTAINTHATTIMEDEVOTED TOENHANCINGSCHOOLCULTURESUCCEEDSINSETTING ANDREINFORCINGHIGHEXPECTATIONSFORSTUDENT BEHAVIORANDACHIEVEMENT


)DENTIFYANDCONSISTENTLYREINFORCEASMALL SETOFCOREVALUESTHATAREEASYTOREMEMBER 4OKEEPEXPECTATIONSCLEAR MANYSCHOOLS IDENTIFYASMALLNUMBEROFCOREVALUESAND THREADTHESEVALUESTHROUGHOUTALLTHEIREFFORTS TOBUILDASTRONGSCHOOLCULTURE7ILLIAMSBURG #OLLEGIATE´SACRONYM -!00°STANDINGFOR MINDFUL ACHIEVING PROFESSIONAL ANDPREPARED ASDESCRIBEDABOVE°ISBOLSTEREDTHROUGHTHE ADVISORYPROGRAMANDTHESCHOOL´SINCENTIVE SYSTEM3TUDENTSEARN-!00DOLLARSASAN INCENTIVEFORDEMONSTRATINGTHEFOURCORE VALUES ANDTWICEAYEAR STUDENTSUSETHEIR -!00DOLLARSTOBIDONITEMSATTHESCHOOL AUCTION%XCEL!CADEMYUSESTHEACRONYM02%0 PREPARED RESPECTFUL ENGAGED ANDPROFESSIONAL TOCOMMUNICATETHESCHOOLVALUESTOSTUDENTS 3TUDENTSAT%XCELLEARNABOUTTHE02%0VALUES INSUMMERORIENTATIONANDDISCUSSTHEMINA WEEKLYCOMMUNITYCIRCLE0LUS THE02%0VALUES AREDISPLAYEDPROMINENTLYINEACHCLASSROOM ANDTHESCHOOL´SINCENTIVESYSTEMUNDERSCORES THESEVALUES%XCELSTUDENTSCANEARNMERITS INEACHCLASSFOREXHIBITING02%0VALUES°AND SIMILARLYCOLLECTDEMERITSFORVIOLATINGTHEM -ERITSCANBEEXCHANGEDFORITEMSATASCHOOL STORE WHILEDEMERITSLEADTODETENTION3UCH SUCCINCTSETSOFVALUES°ANDTHEACRONYMSTHAT DESCRIBETHEM°MAKEITEASYFORSTUDENTSTO REMEMBERWHATISEXPECTEDOFTHEMANDALSO MAKEITEASYFORTEACHERSANDADMINISTRATORSTO CONSISTENTLYMENTIONTHEMINCLASS 4RAINANDSUPPORTSTAFFINSETTINGAND REINFORCINGEXPECTATIONS -AINTAININGHIGHEXPECTATIONSREQUIRESTHE INVOLVEMENTOFTEACHERSTOREMINDSTUDENTS DAILYOFTHEIRSCHOOL´SVALUESANDGOALS*UST ASSCHOOLSHOLDSUMMERSESSIONSFORSTUDENTS TOLEARNEXPECTATIONSANDSCHOOLVALUES NEW TEACHERSTYPICALLYSPENDTIMELEARNINGABOUT ANDINTERNALIZINGTHESCHOOLCULTUREANDVALUES PRIORTOTHEIRSTART4EACHERSALSOAREINVOLVED INPLANNINGACTIVITIESANDSCHOOLEVENTSTHAT

+EYS TO 3UCCESS 

4)-%7%,,30%.4

REINFORCESCHOOLEXPECTATIONS!T+)003().% ONETEACHERINEACHGRADELEVELISDESIGNATEDAS THE±CULTURECHAIR²4HESETEACHERSENSURETHAT HIGHEXPECTATIONSAREMETINTHECLASSROOMS OFTHEIRGRADE LEVELPEERS ANDTHEYALSOPLAN A&RIDAYCELEBRATIONEACHWEEKTORECOGNIZE STUDENTACHIEVEMENT"ECAUSELEADERSAT-ASTERY 3HOEMAKERCONSIDERTHEWORKOFBUILDINGA STRONGSCHOOLCULTURETOBEEXTREMELYIMPORTANT THEY´VEAPPOINTEDADEANOFSCHOOLCULTURE WHO SUPPORTSSCHOOLSTAFFINTHEIMPLEMENTATIONOF STUDENTORIENTATIONS INCENTIVESYSTEMS SCHOOL WIDEEVENTS ANDTHEADVISORYPROGRAM #OMMUNICATEEXPECTATIONSTOPARENTS %NGAGINGPARENTSANDFAMILYMEMBERSIN REINFORCINGTHEVALUESANDEXPECTATIONSOF THESCHOOLPROVIDESADDITIONALROLEMODELSFOR STUDENTSANDHELPSENSURECONSISTENTMESSAGING TOSTUDENTS!T+)00(OUSTONSCHOOLS ALLSTUDENTS IN0RE + ½FTHGRADE ANDNINTHGRADERECEIVEA HOMEVISITBEFORETHESTARTOFTHESCHOOLYEAR $URINGTHISTIME A+)00STAFFMEMBERREVIEWS THESCHOOL´SEXPECTATIONSWITHTHEFAMILY EACHVISITENDSWITHACONTRACTTHATDETAILSTHE RESPONSIBILITIESOFTHEPARENT TEACHER ANDSTUDENT !T2OCKETSHIP-ATEO3HEEDY PARENTSAREINVITED TOPARTICIPATEINFREQUENTCOMMUNITYNIGHTS AND CLASSROOMSWITHTHEHIGHESTPARENTATTENDANCE ARERECOGNIZEDEACHMONTH±7EHOLDOURSTUDENTS TOHIGHEXPECTATIONSBECAUSEWEKNOWTHEYCAN REACHTHEM ²SAYS-ARICELA'UERRERO 0RINCIPALAT 2OCKETSHIP-ATEO3HEEDY±(AVINGOURTEACHERS REPEATTHATMESSAGEOVERANDOVERAGAININTHE CLASSROOMISVITAL BUTWHENOURSTUDENTSGOHOME IT´SIMPORTANTFORTHEIRPARENTS BROTHERS AND SISTERSTOTELLTHEMTHESAMETHING4HAT´SWHEN STUDENTSACTUALLYINTERNALIZETHATMESSAGEAND BELIEVEITTHEMSELVES²

„)DENTIFYANDCONSISTENTLYREINFORCE ASMALLSETOFCOREVALUESTHATAREEASY TOREMEMBER „4RAINANDSUPPORTSTAFFINSETTINGAND REINFORCINGEXPECTATIONS „#OMMUNICATEEXPECTATIONSTOPARENTS 4)-%7%,,30%.4




±7ORK(ARD"E.ICE²%XPECTATIONSAT +)003().%0REP(OUSTON 48 +)003().%0REP

3 ±

EEK(ONOR)MAGINE .EVERGIVEUP%VERY 0RINCIPAL$EB3HIFRINE DAY²4HESE½VE TENETSMAKEUP 3CHOOLSCHEDULEAM¯PM THENAMEOF+)003().% %ARLYRELEASEAM¯PM&RI 0REP IN(OUSTON 4EXAS !DDITIONALTIMECOMPAREDTO ANDTHESEWORDSALSO COMPRISETHEVALUESAND SURROUNDINGDISTRICTMINDAY EXPECTATIONSSTUDENTSARE 3TUDENT0OPULATION HELDTOEACHDAYATTHIS 'RADESSERVED0+¯ CHARTERELEMENTARYSCHOOL !T+)003().%02%0 EVERY .UMBEROFSTUDENTS CHILD°OR3().%STER°IS 1UALIFYFORFREEREDUCEDLUNCH EXPECTEDTOGOTO AND 3TUDENTS3CORING!TOR!BOVE0RO½CIENT THROUGH COLLEGE ANDTHE SCHOOLCOMMUNICATESTHIS ONTHE4EXAS!SSESSMENTOF+NOWLEDGE MESSAGEEARLYANDOFTEN AND3KILLS4EST "EFORE3().%STERSBEGIN DIFFERENCECOMPAREDTOSURROUNDING THEIR½RSTDAYOFSCHOOL DISTRICT THEYLEARNABOUTTHE %,!  SCHOOL´SEXPECTATIONSFOR THEMTHROUGHHOMEVISITS -ATH  ANDASUMMERSESSION 7HENTHESCHOOLYEAR BEGINS STUDENTSSEETHE BANNERSREMINDINGTHEMTO±CLIMBTHEMOUNTAIN TOCOLLEGE ²ANDTO±7ORKHARD"ENICE ²°+)00´S TRADEMARKMOTTOTHATSETTHEFOUNDATIONFORITS EXPECTATIONSANDVALUES%ACHDAY THESEESSENTIAL PHRASESARECONSTANTLYREPEATEDBYTEACHERSAND ADMINISTRATORS INCLASSROOMS HALLWAYS AND ASSEMBLIESTHATCELEBRATESTUDENTSUCCESS 0RIORTOTHESTARTOFTHESCHOOLYEAR +)003().% 0REPTEACHERSVISITTHEHOMEOFEVERYINCOMING STUDENTTOCOMMUNICATETHEEXPECTATIONOF GOINGTOCOLLEGE!TTHEENDOFEACHHOUR LONG VISIT STUDENTS PARENTS ANDATEACHERSIGN A±#OMMITMENTTO%XCELLENCE ²DETAILINGTHE RESPONSIBILITIESOFEACHPERSONTOHELPINGTHE 3().%STERREACHTHATGOAL!DDITIONALLY ALLNEW STUDENTSATTENDAWEEK LONGSUMMERSESSION INWHICHTHEYLEARNTHESCHOOL´SEXPECTATIONS ANDROUTINES$URINGTHESESESSIONS STUDENTS PRACTICETHESCHOOL´SEXPECTATIONSUNTILTHEY HAVEMASTEREDTHEM INTHESAMEWAYTHEY WOULDLEARNACADEMICCONTENT3().%STERS PRACTICELININGUPTOENTERINTOACLASSROOM ALONGWITHUSINGHANDGESTURESTOSILENTLYPRAISE THEIRPEERS ANDSINGINGSONGSTHATEXPOUND



4)-%7%,,30%.4

+)00´SCOREVALUES"YCREATINGACULTUREOFHIGH EXPECTATIONSINTHESUMMER STUDENTSARRIVE READYTOLEARN STARTINGONTHE½RSTDAYOFCLASSES ±7E´VEFOUNDTHAT3().%STERSLEARNBETTERAND WECANCHALLENGETHEMMOREIFTHEYKNOWWHAT ISEXPECTEDOFTHEMWHENTHEYCOMEIN ²SAYS -ELISSA-OUSSALLI 24)#OORDINATORAND,ITERACY #ONTENT3PECIALISTAT+)003().%0REP +)003().%0REPALSODEVOTESTIMEDURING THESCHOOLYEARTOREINFORCETHEEXPECTATIONS ESTABLISHEDBEFORETHESTARTOFSCHOOL)NALL CLASSROOMS 3().%STERSARECONSTANTLYREMINDED OFTHESCHOOL´SVALUESANDAREEXPECTEDTO INTERNALIZEANDDISPLAYTHESEVALUESATALL TIMES!S$EB3HIFRINE THESCHOOLLEADERAT +)003().%0REP EXPLAINS ±)FYOUWERETO WALKINTOANYCLASSROOM YOUMIGHTHEARA TEACHERSAYSOMETHINGLIKE ³-ARCUS PLEASE SEEKYOURTEAMMATERIGHTNOW ´ASAREMINDER TO-ARCUSTHATHENEEDSTOBEFOCUSINGONHIS WORKINORDERTOHONORHISOWNLEARNINGAND HISTEAMMATES´LEARNINGTOO²!TTHEENDOFEACH WEEK 3().%STERSGATHERFORACELEBRATIONTHAT SHOWCASESSTUDENTLEARNINGANDRECOGNIZES STUDENTACHIEVEMENT3TUDENTSALSOPARTICIPATE INACTIVITIES SUCHASSKITS THATHELPTHEM INTERNALIZEANDSHOWCASE+)00VALUES +)003().%0REPSTAFFMEMBERSALSODEVOTETIME BEYONDTHESCHOOLDAYTODEVELOPANDMAINTAIN CLOSERELATIONSHIPSWITHITSFAMILIES±/NEOF OURGOALSISTOENSURETHATOURSTUDENTSAND PARENTSAREREALLYINVESTEDINTHEIREDUCATION SOTHATTHEYWANTTOBEINSCHOOL°EVERYDAY ² STATES3HIFRINE!LONGWITHHOMEVISITSFOREVERY INCOMING3().%STER +)003().%0REPALSO HOSTSAN±)MAGINETHE0OSSIBILITIES²DAYFOUR TIMESAYEARFORALL0RE +INDERGARTENFAMILIES $URINGTHISTIME TEACHERSHIGHLIGHTEXAMPLES OFSTUDENTWORK ANDALSOMODELFUTURELESSONS SOTHATPARENTSKNOWWHATTHEIR3().%STERSARE LEARNINGATSCHOOL±!LTHOUGHITTAKESALOTOF TIME DEVELOPINGTHEJOYFACTOR;FORLEARNING=IS SOMETHINGWETAKEVERYSERIOUSLYAT+)003().% ² SAYS3HIFRINE±)TINVOLVESNOTONLYMEANDOUR GREATTEACHERS BUTALSOOURPARENTS7EWANTOUR STUDENTSTOKNOWTHATWEBELIEVETHEYCANAND WILLGOTO ANDTHROUGH COLLEGE°ANDWEAREHERE TOHELPTHEM EVERYSTEPOFTHEWAY²


#REATINGA#ULTUREOF!CHIEVEMENTAT %XCEL!CADEMY#HARTER3CHOOL"OSTON -! %XCEL!CADEMY#HARTER3CHOOL 0RINCIPAL+OMAL"HASIN 3CHOOLSCHEDULEAM¯PM %ARLYRELEASEAM¯PM&RI !DDITIONALTIMECOMPAREDTO SURROUNDINGDISTRICTMINDAY ANDDAYSYEAR 3TUDENT0OPULATION 'RADESSERVED¯ .UMBEROFSTUDENTS 1UALIFYFORFREEREDUCEDLUNCH 3TUDENTS3CORING!TOR!BOVE0RO½CIENT ONTHE-ASSACHUSETTS#OMPREHENSIVE !SSESSMENT3YSTEM4ESTIN DIFFERENCECOMPAREDTOSURROUNDING DISTRICT %,!  -ATH 

4

HEWALLS HALLWAYS ANDCLASSROOMS AT%XCEL!CADEMY IN"OSTON -ASSACHUSETTS COMMUNICATEASENSEOF ACHIEVEMENTANDAFOCUS ONCOLLEGE!DORNINGTHE WALLSARECOLLEGEPENNANTS CLASSCHEERS ANDPICTURES OFFORMERSTUDENTSWHO HAVESINCEENROLLED INCOLLEGE-OSTOFTHE SCHOOL´SPHYSICALSPACESARE INTENTIONALLYDECORATEDTO CREATETHESCHOOL´SCULTURE BUTTHEYAREJUSTONEASPECT OFAHIGHLYINTENTIONAL SETOFACTIVITIESTHATTHE SCHOOLUSESTOEMPHASIZE ITSHIGHEXPECTATIONSFORALL STUDENTS%XCELALSOUSES TIMEINITSEXPANDEDDAY SCHEDULEANDTHESUMMER TOSETANDREINFORCETHIS CULTURE

±4HERULESFORSCHOOLARETHERULESFORLIFE ² DECLARES+OMAL"HASIN %XCEL´SPRINCIPAL DURING THESCHOOL´SSUMMERORIENTATION&ORONEWEEK EACHSUMMER %XCELSTUDENTSLEARNANDRE LEARN THESCHOOL´SHIGHEXPECTATIONSFORACHIEVEMENT ANDCOLLEGEENTRY)NCOMINGSTUDENTSHEARFROM OLDERSTUDENTSABOUTTHEIREXPERIENCESATTHE SCHOOLANDTHEHARDWORKTHEYENGAGEDINTO PREPAREFORCOLLEGE3TUDENTSLEARNANDPRACTICE

CHEERSTHATCELEBRATEACHIEVEMENTTHROUGHOUT THEYEAR$URINGTHESUMMERORIENTATION INCOMINGSTUDENTSALSOMEETINCOMMUNITY CIRCLESFORTHE½RSTTIMETOLEARNSCHOOLPOLICIES ASWELLASTHESCHOOL´SCOREVALUES CAPTURED INTHEACRONYM02%0°STANDINGFOR0REPARED 2ESPECTFUL %NGAGED AND0ROFESSIONAL )NSIDETHEIRCLASSROOMS TEACHERSUSETHESUMMER SESSIONTOESTABLISHEXPECTATIONSOFACADEMIC RIGOR INCLUDINGNIGHTLYREADINGANDANAVERAGE OFTHREEHOURSOFHOMEWORK4HEYALSOBEGINTO BUILDASENSEOFCLASSROOMCOMMUNITY CREATINGA CLASSCHANTANDENCOURAGINGSTUDENTSTOSUPPORT ONEANOTHER±$URINGTHESUMMERORIENTATION ² SAYS"HASIN ±WETELLSTUDENTSTHATTHEYAREPART OFAWOLFPACKANDTOTHINKOFTHEIRCLASSMATES ASTEAMMATES²"OTHTHESCHOOL WIDEAND CLASSROOMEXPECTATIONSAREALSOCOMMUNICATED TOPARENTSDURINGSUMMERORIENTATION4HEWEEK CULMINATESWITHTHESIGNINGOFAPARENTAND STUDENTCONTRACT COMMITTINGBOTHTOWORKING TOWARDTHEGOALOFCOLLEGEENROLLMENT &ROMTHE½RSTDAYOFSCHOOLUNTILTHELAST THE EXPECTATIONSTHATWERETAUGHTDURING%XCEL´S SUMMERSESSIONCONTINUETOPLAYAVITALROLE !TANYTIMETHROUGHOUTTHEDAY STUDENTSMAY RECEIVEMERITSANDDEMERITSFOREXHIBITINGOR FAILINGTOMEETTHESCHOOL´SCORE02%0VALUES 3TUDENTSMAYEXCHANGEMERITSFORSUPPLIESAND PRIZESATTHESCHOOL´SSTOREORSPECI½CPRIVILEGES SUCHASVISITINGOTHERCLASSROOMSDURINGBREAKS ORDRESS DOWNDAYS)NADDITIONTOTHEDAILY REINFORCEMENT 0RINCIPAL"HASINALSOLEADSA WEEKLY MINUTECOMMUNITYCIRCLEFOREACH GRADE FOCUSEDONDRAWINGCONNECTIONSTOTHE OUTSIDEWORLD BUILDINGSCHOOLCOMMUNITY ANDCELEBRATINGSTUDENTSUCCESS%VENDURING BREAKSTHROUGHOUTTHEDAY TEACHERSRECITE THEIRCLASSROOMCHANTANDOFTENPLAYGAMES PROMOTINGTEAMWORK)MMEDIATELYFOLLOWING &EBRUARYVACATION %XCELCOMMITSADDITIONAL TIMETOWARDSARE ORIENTATIONTOREMINDSTUDENTS ONCEAGAIN OFTHEEXPECTATIONSTAUGHTDURINGTHE SUMMER±(AVINGTHETIMEDURINGTHESUMMER ANDTHESCHOOLYEARTOBUILDTHECULTUREAT%XCEL ISANINVALUABLEPARTOFWHATWEDO ²"HASIN CON½RMS±"YESTABLISHINGHIGHEXPECTATIONSFOR ALLSTUDENTS ITMAKESTHETIMETHEYHAVEINCLASS EVENMOREEFFECTIVEANDEF½CIENTINHELPINGTHEM LEARNTHESKILLSTHEYNEEDTOSUCCEED²



4)-%7%,,30%.4

4)-%7%,,30%.4




3CHOOL#ULTUREAT)$%!#OLLEGE 0REPARATORY$ONNA$ONNA 48 )$%!#OLLEGE0REPARATORY$ONNA

4

HE)$%!0UBLIC 3CHOOLSNETWORK 0RINCIPAL#HRISTINA#AVAZOS %SCAMILLA CONSISTSOF SCHOOLSSERVING 3CHOOLSCHEDULEAM¯PM OVER STUDENTSIN !DDITIONALTIMECOMPAREDTO GRADES+ )$%!´S¾AGSHIP SURROUNDINGDISTRICTMINDAY CAMPUS )$%!#OLLEGE 0REPARATORY$ONNA)#0 3TUDENT0OPULATION $ONNA IN$ONNA 4EXAS 'RADESSERVED¯ HASGRADUATEDFOURCLASSES .UMBEROFSTUDENTS OFSENIORS PERCENTOF 1UALIFYFORFREEREDUCEDLUNCH WHOMENROLLEDINAFOUR YEARCOLLEGEORUNIVERSITY 3TUDENTS3CORING!TOR!BOVE0RO½CIENT 4HREE FOURTHSOFALL)#0 ONTHE4EXAS!SSESSMENTOF+NOWLEDGE $ONNAGRADUATESARE½RST AND3KILLS4EST GENERATIONCOLLEGESTUDENTS DIFFERENCECOMPAREDTOSURROUNDING 4ODATE PERCENTOFALL)#0 DISTRICT $ONNASENIORSWHOENTERED COLLEGEARESTILLENROLLED A %,!  STATISTICTHATDRAMATICALLY -ATH  OUTPACESNATIONALAVERAGES FORCOLLEGERETENTIONAMONG LOW INCOME (ISPANIC AND ½RST GENERATIONCOLLEGESTUDENTS )NADDITIONTOIMPLEMENTINGARIGOROUSACADEMIC PROGRAMTOMEETTHEIRSCHOOL´SGOALOFPROPELLING EACHOFITSSTUDENTSTOCOLLEGEANDSUCCESSFUL CITIZENSHIP LEADERSAT)#0$ONNAENGAGE STUDENTSANDSTAFFINDEVELOPINGAPOSITIVESCHOOL ATMOSPHERETHATSUPPORTSLEARNING ALONGWITHA CULTURETHATDEMANDSANDREWARDSEXCELLENCE !CCULTURATION0ROCESSFOR)NCOMING3TUDENTS !TTHEBEGINNINGOFEVERYSCHOOLYEAR )#0 $ONNARUNSANORIENTATIONSESSIONFORALLNEW STUDENTSTOTEACHTHEEXPECTATIONS VALUES AND ROUTINESOFTHESCHOOL4HEYALSOPAIREACHNEW STUDENTWITHA±0!,²0EER!SSISTANCE,EADER



4)-%7%,,30%.4

WHOISANEXPERIENCEDSTUDENTATTHESCHOOL ANDEXEMPLI½ESTHESCHOOL´SVALUES4HEGOALOF THE0!,0ROGRAMISTOENSURETHATEACHSTUDENT PERSISTSFROMYEAR TO YEARAT)#0$ONNA!TTHE BEGINNINGOFTHEYEAR THE0!,PROGRAMISMORE STRUCTURED ASNEWSTUDENTSAREASKEDTOHAVE LUNCHWITHTHEIR0!,SANDSTAFFCHECKSINWITH 0!,SONTHENEWSTUDENTS´PROGRESS,ATERINTHE YEAR THE0!,PROGRAMBECOMESMORECASUAL 4HROUGHOUT STUDENTSAREABLETOPROVIDEONE ANOTHERWITHVALUABLE EVENUNIQUE SUPPORT ANDTHEYALSOALERTTHEADULTSIFMORESOCIALOR ACADEMICSUPPORTISNEEDED!DDITIONALLY STAFF MEMBERSSHAREINFORMATIONANDUPDATESABOUT NEWSTUDENTSDURINGSTAFFMEETINGS ANDTHE SCHOOL´S3OCIAL#OUNSELORKEEPSNEWSTUDENTS° ANDANYSTUDENTSWHOARESTRUGGLING°ON A±WATCHLIST²TOENSURETHATTHEYRECEIVEEXTRA ATTENTION $ESIGNATED4IMETO4EACH 2EVIEW AND$ISCUSS3CHOOL6ALUES %VERYDAY ALLSTUDENTSAT)#0$ONNAHAVE MINUTESOFHOMEROOM0ARENTALSIGNATURESON HOMEWORKANDSTUDENTPLANNERSARECHECKED DURINGTHISTIME BUTTHEMAINFOCUSOFTHE HOMEROOMPERIODISTOREINFORCETHECULTURE ANDVALUESOFTHESCHOOL/NEOFTHEPRIMARY TOOLSUSEDTOCOMMUNICATE)#0$ONNA´SVALUES ISADOCUMENTCALLED±)$%! ²ADOCUMENT THESCHOOLCREATED BASEDONEDUCATOR2ON #LARK´S±%SSENTIAL²RULESFOR±DISCOVERING THESUCCESSFULSTUDENTINEVERYCHILD²2ULES FROM)$%!°SUCHAS ±$ON´TWAITTOBETOLD WHATTODO!SSIGNYOURSELF²°AREDISCUSSED DURINGHOMEROOMTOREVISITANDUNDERSCORETHE SCHOOL´SCOREVALUES4HEREISALSOTIMEFOR±SHOUT OUTS ²WHERESTUDENTSBRIE¾YACKNOWLEDGEONE ANOTHERFORTHEIRACCOMPLISHMENTS0OSITIVE SCHOOLCULTUREISFURTHERDEVELOPEDDURING LUNCHTIMEAT)#0$ONNA!DMINISTRATORSUSETHE TIMEWHILESTUDENTSAREEATING°TIMEWHICHAT MANYSCHOOLSWOULDNOTBEPROGRAMMED°TO DOPRESENTATIONSTHATHIGHLIGHTSCHOOLVALUES INAFUNANDENTERTAININGWAY&INALLY EVERY &RIDAY)#0$ONNAHOLDSATOWNHALLMEETING WHICHGIVESSTUDENTSADESIGNATEDTIMETOHAVE CONVERSATIONSWITHTHESCHOOLLEADERSANDTO SHARETHEIRFEEDBACKONSCHOOLRULESANDCULTURE !DMINISTRATORSHAVEFOUNDTHATPROVIDINGTHIS DELIBERATEOPPORTUNITYFORINPUTANDDIALOGUE INCREASESSTUDENTS´SENSEOFBELONGINGAND BUY INTOTHESCHOOL´SNORMSANDVALUES




4)-%7%,,30%.4

4)-%7%,,30%.4








4)-%7%,,30%.4

3UCCESSFUL %XPANDED 4IME3CHOOLS¨

5SE4IMETO0ROVIDEA 7ELL 2OUNDED%DUCATION


2

ESEARCHERSHAVEDOCUMENTED AND EDUCATORSANDPOLICYMAKERSARE INCREASINGLYCONCERNEDABOUT ANARROWING OFTHECURRICULUMTHATHASTAKENPLACE IN!MERICANSCHOOLSOVERTHEPASTSEVERAL DECADES4HESTANDARDSANDACCOUNTABILITY MOVEMENTSHAVEPLACEDINCREASEDSCRUTINYON STANDARDIZEDTESTSCORESLEADINGMANYSCHOOLS TOSHIFTTIMETOTHETESTEDSUBJECTS°PARTICULARLY MATHAND%NGLISHLANGUAGEARTS%,! °ATTHE EXPENSEOFNON TESTEDSUBJECTS SUCHASSOCIAL STUDIES SCIENCE FOREIGNLANGUAGE MUSIC AND THEARTS2ESEARCHSHOWSTHATTHETIMESPENTON THESENON TESTEDSUBJECTSACROSSTHENATION´S ELEMENTARYSCHOOLSHASBEENCUTBYONE THIRD SINCETHEIMPLEMENTATIONOFTHE.O#HILD,EFT "EHIND!CTOF.#," 7HILEMANYSTUDENTS DO INFACT NEEDMORETIMEONTASKTOBECOME PRO½CIENTINMATHAND%,! TOBESUCCESSFULIN TODAY´SKNOWLEDGE BASEDECONOMYTHEYALSONEED TIMETODEVELOPTHESCIENTI½CKNOWLEDGE THE HISTORICALAWARENESS ANDTHECREATIVETHINKING ANDPROBLEM SOLVINGSKILLSTHATCOMEFROMA WELL ROUNDEDEDUCATION,OW INCOMESTUDENTS IN PARTICULAR NEEDEXPOSUREINSCHOOLTOARICHARRAY OFTOPICS SKILLS ANDKNOWLEDGE BECAUSETHEYARE LESSLIKELYTHANTHEIRMOREAF¾UENTPEERSTORECEIVE THISEXPOSUREATHOMEORTHROUGHEXTRACURRICULAR ACTIVITIESPURSUEDOUTSIDEOFSCHOOL7HENIT ISWELL USED MORETIMECANHELPTOCLOSETHE OPPORTUNITYGAPNOWPREVALENTINLOW INCOME SCHOOLS ASWELLASTHEMOREOFTENRECOGNIZED ACHIEVEMENTGAP-OREOVER BYOFFERINGSTUDENTS ENGAGINGLEARNINGOPPORTUNITIESTHATAPPEALTO THEIRDIVERSESKILLS INTERESTS ANDLEARNINGSTYLES WELL ROUNDEDSCHOOLSMAYCOMBATTHEHIGHDROP OUTRATESTHATPLAGUELOW INCOMECOMMUNITIES %VENTHEEXPANDED TIMESCHOOLSINTHISSTUDY STRUGGLEWITHANINHERENTCON¾ICTBETWEEN THENEEDTOPROVIDERIGOROUSCOREINSTRUCTION IN%NGLISHANDMATHWITHTHENEEDTOEXPOSE STUDENTSTOENRICHINGANDDIVERSELEARNING OPPORTUNITIESINTHEARTS SCIENCES ANDEVENIN BUSINESSANDGOVERNMENT!SAGROUP THESCHOOLS

±7EWANTEDTO½TINTWOMATHANDTWO LITERACYCLASSES ALONGWITHSCIENCE ANDSOCIALSTUDIES ANDCREATEA BALANCEWHEREWEDIDN´THAVETO ELIMINATEENRICHMENTOPPORTUNITIES 4HEONLYWAYTODOTHATWAS EXPANDINGTHESCHOOLDAY²

INTHISSTUDYEXPANDTIMEFOR%,!ANDMATHMORE THANANYOTHERSUBJECT BUTSOMESCHOOLSHAVEALSO ½GUREDOUTHOWTOLEVERAGETHEIREXPANDEDSCHOOL SCHEDULETOENABLETHEMTOOFFERAWELL ROUNDED EDUCATIONALPROGRAM +)003().% ANELEMENTARYSCHOOLIN(OUSTON 4EXAS SCHEDULESOVERSIXHOURSOF3PANISHFOR EACHSTUDENTPERWEEK SOTHATALLSTUDENTSARE BILINGUALBYTHETIMETHEYREACHMIDDLESCHOOL #LARENCE%DWARDS-IDDLE3CHOOL IN"OSTON DEVOTESSEVENHOURSEACHWEEKTOELECTIVECLASSES SUCHASSWIMMING ,ATINDANCE THEATER GUITAR ANDENVIRONMENTALSCIENCE.EARBY "OSTON !RTS!CADEMY ANURBANHIGHSCHOOLFOUNDED ONTHECONVICTIONTHATACADEMICSANDTHEARTS AREEQUALLYIMPORTANTTOSTUDENTDEVELOPMENT ANDACHIEVEMENT DEVOTESHOURSEACHWEEK TOVARIOUSPERFORMINGARTS4HISSCHOOLCOULD NOTFUL½LLITSMISSIONOFPROVIDINGARIGOROUS ARTSANDARIGOROUSACADEMICEDUCATIONWITHOUT ADDITIONALTIME!T-ATTHEW*+USS-IDDLE 3CHOOLIN&ALL2IVER -ASSACHUSETTS STUDENTS CANCHOOSEFROMAVARIETYOFELECTIVES SUCHAS COOKING THEATER ANDTELEVISIONPRODUCTION3EE SIDEBAR±%NGAGING%LECTIVESAT-ATTHEW*+USS -IDDLE3CHOOL² %ACHDAY STUDENTSAT!RTHUR !SHE#HARTER3CHOOLIN.EW/RLEANS ,OUISIANA PARTICIPATEINA MINUTEENRICHMENTPERIODLED BYCOMMUNITYORGANIZATIONSFROMTHROUGHOUT THECITY3TUDENTSAT7OODLAND(ILLS!CADEMY IN4URTLE#REEK 0ENNSYLVANIA MAYRECEIVEUPTO THREEPERIODS ORMINUTES THATCANINCLUDE ACOMBINATIONOFART TECHNOLOGY 3PANISH ORA STUDENT SELECTED±0ATHWAY ²ANELECTIVECLASS DESIGNEDANDTAUGHTBYTEACHERSBASEDON STUDENTANDTEACHERINTERESTS3EESIDEBAR ±0ATHWAYSAT7OODLAND(ILLS!CADEMY² 3OMEOFTHEHIGH PERFORMING EXPANDED TIME SCHOOLSALSOCONNECTSTUDENTSTOEXCITING OPPORTUNITIESTHATTAKEPLACEDURINGTHESUMMER +)00(EARTWOOD IN3AN*OSE #ALIFORNIA LINKSA MAJORITYOFITSSTUDENTSTOSUMMEROPPORTUNITIES ATUNIVERSITIESANDMUSEUMS±3OMANYOFOUR STUDENTSDON´TGETTHEOPPORTUNITIESTHOSEIN THESUBURBSMAYGETOUTSIDEOFSCHOOL/UR COORDINATORWORKSWITHDIFFERENTORGANIZATIONS HELPSSTUDENTSWITHTHEAPPLICATIONPROCESS AND IDENTI½ESSCHOLARSHIPSFORSTUDENTSSOFEESDON´T HOLDTHEMBACK ²EXPLAINS*UDY4ANG 3CHOOL ,EADERAT+)00(EARTWOOD!T'OLDER#OLLEGE 0REPIN#HICAGO )LLINOIS STUDENTSCHOOSEFROM AVARIETYOFACTIVITIESTOFUL½LLTHEIR HOUR ENRICHMENTREQUIREMENTBEFOREGRADUATION3EE SIDEBAR±"EYOND!CADEMICSAT'OLDER#OLLEGE 0REP² 3TUDENTSACCUMULATEHOURS BOTHBY ENROLLINGINELECTIVECLASSESOFFEREDTHROUGHOUT THESCHOOLDAYASWELLASENGAGING INACTIVITIESOUTSIDETHESCHOOL

'REG7OODWARD 3CHOOL,EADER 2OXBURY0REPARATORY!CADEMY 4)-%7%,,30%.4




4HEHIGH PERFORMING EXPANDED TIMESCHOOLSIN OURSTUDYTHATHAVECOMMITTEDTIMEINTHESCHOOL DAYORYEARTOPROVIDEAMOREWELL ROUNDED EDUCATIONHIGHLIGHTTHREESPECI½CPRACTICESTHAT HELPMAKETHISTIMEEFFECTIVE 2ESPONDTOSTUDENTINTERESTS (IGH PERFORMING EXPANDED TIMESCHOOLS LOOKTOSCHEDULEELECTIVECLASSESTHATALIGNTO STUDENTINTERESTS!MISTAD!CADEMYIN(ARTFORD #ONNECTICUT SURVEYSSTUDENTSEACHTRIMESTER TODETERMINEWHICHENRICHMENTCLASSESTOOFFER DURINGTHESCHOOL´SDAILY  MINUTE±%NCORE² PERIOD"YPROVIDINGSTUDENTSWITHCHOICES EACHTRIMESTERAMONGITSENRICHMENTCLASSES !MISTADEXPOSESTHEMTOAVARIETYOFACTIVITIES ANDCONSEQUENTLY STUDENTSAREOFTENMORE ENGAGEDBECAUSETHEYHAVEBEENABLETOSELECT ACCORDINGTOTHEIROWNINTERESTS±4HEMISSION BEHINDTHE%NCOREPROGRAMISTOGETKIDSTOCOLLEGE ANDCREATEGOODCITIZENS ²SAYS-ATT4AYLOR 3CHOOL ,EADERAT!MISTAD±7EDON´TWANTTHEMTOBE ACADEMICAUTOMATONS SOWEWANTTOBEABLE TOOFFERCLASSESTHEY´REINTERESTEDIN#OLLEGES AREALSOLOOKINGFORWELL ROUNDEDPEOPLE/UR STUDENTSALSONEEDTODEVELOPNON ACADEMICSKILLS ANDINTERESTSTOBECOMPETITIVEWITHTHEIRMORE AF¾UENTPEERSINTHECOLLEGEADMISSIONSPROCESS² 3TARTWITHEXPOSUREANDOFFEROPPORTUNITIES FORSPECIALIZATIONANDMASTERY %XPOSURETOAVARIETYOFOPPORTUNITIESCAN HELPSTUDENTSIDENTIFYINTERESTS BUTONCE THOSEINTERESTSEMERGE MANYSCHOOLSOFFER OPPORTUNITIESFORSTUDENTSTODELVEMOREDEEPLY INSOMEAREASANDTOREALLYDEVELOPTHEIRSKILLS 3PECIALIZINGANDBUILDINGSKILLSCANENHANCE STUDENT´SCON½DENCEANDTEACHIMPORTANT LESSONSABOUTTHEVALUEOFPRACTICEANDHARD WORK±4HEPHILOSOPHYIN½FTHGRADEISTHATWE EXPECTTHEMTOTRYAVARIETYOFTHINGS ²STATES *UDY4ANG OF+)00(EARTWOOD±"YSEVENTH ANDEIGHTHGRADE THEYSHOULDBESTICKINGTO SOMETHING²+)00(EARTWOODEXPOSESSTUDENTS TOMUSICINTHE½FTHGRADEWITHEITHERBAND ORCHOIR3TUDENTSWHOBECOMEPARTICULARLY INTERESTEDINTHEBANDMAYRECEIVEINDIVIDUAL MUSICLESSONSFROMCOLLEGEMUSICSTUDENTS4HE SCHOOLALSOCONNECTSSTUDENTSTOMUSICPROGRAMS ATANUMBEROFUNIVERSITIESDURINGTHESUMMER 3IMILARLY STUDENTSAT#LARENCE%DWARDS-IDDLE STUDENTSHAVETHEOPPORTUNITYTOEXPLOREA NUMBEROFDIFFERENTPURSUITSINTHEVISUALAND PERFORMINGARTS!LARGENUMBEROFSTUDENTS DEVELOPSPECI½CAREASOFINTERESTANDENDUP APPLYINGTO"OSTON´SAUDITION BASEDPERFORMING ARTSSCHOOL "OSTON!RTS!CADEMY WHICHISALSO PRO½LEDINTHISSTUDY



4)-%7%,,30%.4

#REATEPARTNERSHIPSTHATBRINGINOUTSIDE EXPERTISEANDLEVERAGETHESKILLSAND EXPERTISEOFTEACHERS 4HEEXPERTISEOFOUTSIDEORGANIZATIONSAND PARTNERSCANENHANCETHEQUALITYOFENRICHMENT OFFERINGS-ANYOFTHEHIGH PERFORMING EXPANDED TIMESCHOOLSINTHISSTUDYARELOCATED NEARCOMMUNITY BASEDORGANIZATIONS NON PRO½TS COLLEGES UNIVERSITIES BUSINESSES AND OTHERORGANIZATIONSTHATCANLENDTHEIREXPERTISE ANDCONNECTSTUDENTSTOTHEOUTSIDEWORLD4O STAFFITSENRICHMENTCLASSESEACHTRIMESTER !MISTADREACHESOUTTOVARIOUS.EW(AVEN PARTNERORGANIZATIONS WHOSEPERSONNELTEACH

±)NOTHERSCHOOLS SOMETIMESITBECOMES DIF½CULTTOGETTOSOCIALSTUDIESAND SCIENCE¨(ERE WECANGETINTOTHOSE SUBJECTS7E´REALSOABLETOPROVIDE OTHERCOMPLEMENTARYCLASSESLIKE 3PANISHANDTECHNOLOGY/VERALL WE AREABLETOGIVESTUDENTSMORE²

2EGINALD(ICKMAN 0RINCIPAL 7OODLAND(ILLS!CADEMY CLASSESSUCHASKARATEAND!FRICANDRUM#LARENCE %DWARDS-IDDLE3CHOOL´SPARTNER #ITIZEN3CHOOLS DESIGNSANDTEACHESHANDS ONCOURSES RANGING FROMLAWAND½NANCETOARCHITECTUREANDWEB DESIGN4HROUGHTHISUNIQUEPARTNERSHIP EVERY SIXTH GRADERPARTICIPATESINTHE#ITIZEN3CHOOLS APPRENTICESHIPANDLEADERSHIP TRAININGPROGRAM WHICHISTYPICALLYOFFEREDASANOPTIONALAFTER SCHOOLPROGRAMATMOSTSCHOOLS )NADDITIONTOFORGINGSUCHPARTNERSHIPSWITH OUTSIDEORGANIZATIONS SOMESCHOOLSHAVETEACHERS ANDADMINISTRATORSDESIGNANDTEACHELECTIVE CLASSESBASEDONTHEIROWNPARTICULARINTERESTS /FTEN LEADINGTHESECLASSESALLOWSTEACHERS TODEVELOPDEEPERRELATIONSHIPSWITHTHEIR STUDENTS!T7OODLAND(ILLS!CADEMY STUDENTS CHOOSEBETWEENDIFFERENTELECTIVESOFFEREDBY CLASSROOMTEACHERS±#LASSROOMTEACHERSAREABLE TOCHOOSETHEELECTIVETHEY´DLIKETOLEAD BASED ONTHEIRINTERESTSANDSKILLS ²SAYS2EGINALD (ICKMAN PRINCIPALAT7OODLAND(ILLS±)T´SAGREAT OPPORTUNITYFORTHEMTOWORKWITHSTUDENTSINA DIFFERENTWAYANDGIVESTHEMACHANCETOSHARE THEIROTHERTALENTSWITHTHECHILDREN²%DWARDS -IDDLE3CHOOLAND+USS-IDDLE3CHOOLOFFER ACOMBINATIONOFTEACHER LEDANDPARTNER LED ELECTIVEPROGRAMSFORTHEIRSTUDENTS


+EYS TO 3UCCESS 

4)-%7%,,30%.4

„2ESPONDTOSTUDENTINTERESTS „3TARTWITHEXPOSUREANDOFFEROPPORTUNITIES FORSPECIALIZATIONANDMASTERY „#REATEPARTNERSHIPSTHATBRINGINOUTSIDE EXPERTISEANDLEVERAGETHESKILLSAND EXPERTISEOFTEACHERS 4)-%7%,,30%.4




%NGAGING%LECTIVESAT -ATTHEW*+USS-IDDLE3CHOOL&ALL2IVER -! -ATTHEW*+USS-IDDLE3CHOOL

7

HEN+USS -IDDLE 0RINCIPAL.ANCY-ULLEN 3CHOOL IN &ALL2IVER 3CHOOLSCHEDULEAM¯PM -ASSACHUSETTS ADOPTED !DDITIONALTIMECOMPAREDTO ANEXPANDEDSCHOOLDAYIN SURROUNDINGDISTRICTMINDAY  ADMINISTRATORSAND STAFFDEVELOPEDAROBUST 3TUDENT0OPULATION ENRICHMENTPROGRAM 'RADESSERVED¯ THATWOULDREINVIGORATE .UMBEROFSTUDENTS THEIRSTUDENTS´DESIRETO 1UALIFYFORFREEREDUCEDLUNCH LEARN+USSCAPITALIZEDON THESKILLSANDTALENTSOF 3TUDENTS3CORING!TOR!BOVE0RO½CIENT ITSFACULTYANDPARTNERED ONTHE-ASSACHUSETTS#OMPREHENSIVE WITHCOMMUNITY !SSESSMENT3YSTEM4ESTIN ORGANIZATIONSSUCHAS DIFFERENCECOMPAREDTOSURROUNDING THE9-#! "OYS'IRLS DISTRICT #LUB AND3-),%3ALOCAL MENTORINGPROGRAM IN %,!  ORDERTOPROVIDETHEIR -ATH  STUDENTSWITHANARRAYOF ENRICHMENTOPPORTUNITIES 4ODAY +USSOFFERSOVER DIFFERENTENRICHMENTELECTIVES INADDITION TOTHESTANDARDSPECIALTYCLASSES0%HEALTH ART MUSIC ANDFOREIGNLANGUAGE ALLSTUDENTSTAKE 4OACCOMMODATETHESEELECTIVES THESCHOOL INTEGRATEDTWO BACK TO BACK  MINUTECLASS PERIODSINTOTHEDAILYSCHEDULEALLOWING+USS STUDENTSTOTAKEUPTOTWODIFFERENTELECTIVES EACHDAYSTRUGGLINGSTUDENTSMAYRECEIVEA COMBINATIONOFENRICHMENTANDACADEMIC SUPPORTSDURINGTHISTIME )NADDITIONTO½VE MINUTECOREACADEMIC SCIENCEPERIODSEACHWEEK STUDENTSALSOTAKE ATLEASTONE MINUTESCIENCEELECTIVE4HESE ELECTIVESAREDESIGNEDWITHTWOMAINGOALS TARGETINGGAPSINTHESTANDARDSCIENCECURRICULA ANDAWAKENINGSTUDENTS´PASSIONFORSCIENCE THROUGHATEACHER CREATEDCURRICULUMCENTEREDON THEIROWNINTERESTS4EACHERSAREGIVENPLANNING TIMETODESIGNTHEIRELECTIVES WHICHAREMAPPED TOTHESTATESCIENCESTANDARDS%XAMPLESOF SCIENCEELECTIVESOFFEREDINTHE SCHOOL YEARINCLUDE$ESIGN,AB $UCT4APE%NGINEERING 7EATHER7ATCHERS &IELD3TUDIESINPARTNERSHIP WITHTHE5RBAN%COLOGY)NSTITUTE 0ROJECT 'O 'REEN !STRONOMY) )) AND)))INPARTNERSHIP WITHTHE(ARVARD 3MITHSONIAN#ENTERFOR !STROPHYSICS &ORENSICS -ARINE%COLOGY 3CIENCE OFTHE4ITANIC AND-OSAICOF3CIENCE



4)-%7%,,30%.4

4HISCONSIDERABLEARRAYOFCHOICESENABLES STUDENTSTODISCOVERNEWINTERESTSANDTODEVELOP THEIREXISTINGTALENTS-ANYOFTHEELECTIVES° INCLUDINGBAND ART VIDEOPRODUCTION AND THEATER°AREOFFEREDATDIFFERENTLEVELS OROVER SEVERALSEMESTERSORYEARS ALLOWINGSTUDENTS TOMOVETOWARDMASTERY3TUDENTSWHOARE INTERESTEDINTHEPERFORMINGARTS FORINSTANCE CANPARTICIPATEINTHESCHOOL´SAWARD WINNING THEATERARTSPROGRAMFORALLTHREEYEARSOFMIDDLE SCHOOL±"EINGINVOLVEDINTHE+USSTHEATER PROGRAMHELPEDME½NDSOMETHING)WANTFOR MYMAJORINCOLLEGEANDMYFUTURECAREER) THINKMOREPEOPLEARECOMINGTOOURSCHOOL BECAUSETHEYKNOWTHATTHEREISATLEASTONE THINGTHATWILLMAKETHEIRMIDDLESCHOOLYEARS MEMORABLE ²EXPLAINS8AVIELYS0EREZ A+USS STUDENT)NFACT THESCHOOL´STHEATERPROGRAM HASBECOMESOPOPULAR ITHASBEENEXPANDEDTO INCLUDEACTINGWORKSHOPS TECHNICALTHEATERSET ANDLIGHTINGDESIGN ANDCOSTUMEDESIGN%ACH YEAR +USSSENDSADELEGATIONOFSTUDENTSTOTHE -ASSACHUSETTS-IDDLE3CHOOL$RAMA&ESTIVAL WHERETHESCHOOLWONAGOLDMEDALIN ,IKEMANYOFTHEELECTIVES+USSOFFERS THIS PROGRAMREINFORCESWHATSTUDENTSARELEARNING INTHEIRCOREACADEMICCLASSES"YPRODUCING -ACBETHAND,ITTLE3HOPOF(ORRORS THEPROGRAM EXPOSESSTUDENTSTOLITERATURETHATISTRADITIONALLY APARTOFTHEHIGHSCHOOL%NGLISHCURRICULUM "EFORESTUDENTSCANPERFORM THEYMUSTDO ADEEPANALYSISOFTHETEXT LEARNADVANCED VOCABULARY ANDDISCUSSKEYCONCEPTSSUCHAS THEME CHARACTER ANDPLOTDEVELOPMENT -ANYOFTHESCHOOL´SELECTIVECOURSESCULMINATE INA½NALPRODUCT PERFORMANCE ORPRESENTATION ALLOWINGSTUDENTSTODEMONSTRATEWHATTHEY HAVELEARNEDFORTHEIRPEERS FAMILIES ANDTHE COMMUNITYATTHEENDOFASEMESTER4HEVIDEO PRODUCTIONCLASS FOREXAMPLE CREATEDAMUSIC VIDEOTOGETSTUDENTSEXCITEDABOUTTHE-#!3 -ASSACHUSETTS#OMPREHENSIVE!SSESSMENT 3YSTEM°THESTATE´SSTANDARDIZEDTEST 4HESE TALENTEDYOUNGPRODUCERSWERERESPONSIBLEFOR THEWRITING ACTINGDANCING ½LMING ANDEDITING THATWENTINTOTHEMUSICVIDEO


0ATHWAYSAT 7OODLAND(ILLS!CADEMY4URTLE#REEK 0! 7OODLAND(ILLS!CADEMY

7

OODLAND(ILLS !CADEMYIN 0RINCIPAL2EGINALD(ICKMAN 4URTLE#REEK 0ENNSYLVANIA 3CHOOLSCHEDULEAM¯PM OPENEDINASPART !DDITIONALTIMECOMPAREDTO OFASERIESOFCHANGESTO SURROUNDINGDISTRICTMINDAY IMPROVETHE7OODLAND ANDDAYSYEAR (ILLSSCHOOLSYSTEMWHICH WASPLAGUEDBYLOWTEST 3TUDENT0OPULATION SCORESANDVIOLENCE)N 'RADESSERVED+¯ ITS½RSTYEAROFOPERATION .UMBEROFSTUDENTS 7OODLAND(ILLSPOSTED 1UALIFYFORFREEREDUCEDLUNCH THEHIGHESTTESTSCORES INTHEDISTRICT ANDTHE 3TUDENTS3CORING!TOR!BOVE0RO½CIENT SCHOOLCONTINUESTODO ONTHE0ENNSYLVANIA3YSTEMOF3CHOOL SO!CCORDINGTO2EGINALD !SSESSMENTIN (ICKMAN PRINCIPALOF DIFFERENCECOMPAREDTOSURROUNDING 7OODLAND(ILLS!CADEMY ±%XTRALEARNINGTIMEIS DISTRICT ONEOFTHEMAJORREASONS %,!  WEPERFORMEDASWELLAS -ATH  WEDID PARTICULARLYIN MATH0LUS ITHASGIVENUS ENRICHMENTTIME GIVING OURSTUDENTSAMOREROUNDEDEDUCATION² /NEWAYINWHICHTHE!CADEMYISGIVING STUDENTSMOREEDUCATIONALOPPORTUNITIES ISTHROUGHITSENRICHMENTELECTIVES CALLED ±0ATHWAYS²$EVELOPEDBYTHESCHOOL´SFACULTY THE 0ATHWAYSENGAGESTUDENTSINSUBJECTSBEYOND THESTANDARDCURRICULUM3TUDENTSCANCHOOSE TOTAKEA0ATHWAYCOURSE OVERANDABOVETHE TWOSPECIALSTHEYALREADYHAVEEACHDAY AS LONGASTHEYDONOTREQUIREREMEDIATION° REMEDIATIONAND0ATHWAYSTAKEPLACEATTHE SAMETIME3TUDENTSINTERESTEDINTAKING 0ATHWAYSMUSTDECIDEATTHEBEGINNINGOFTHE YEARWHICH0ATHWAYTHEYWILLTAKEANDSTAY ENROLLEDINTHATCLASSFORITSDURATION°WITHSOME COURSESMEETINGTHEENTIREYEAR WHILEOTHERS LIKE#OMMUNITY4HEATER ENDINGAFTERA½NAL PERFORMANCE4HE0ATHWAYOFFERINGSRANGEFROM KINDERGARTENERSLEARNINGABOUTTHEORIGINSOFTHE FOODTHEY´REEATING TOTHIRD GRADERSEXPLORING

WORLDHEALTHISSUES TO½FTH GRADERSDEVELOPING STRONGPUBLICSPEAKINGSKILLS AMONGMANYOTHER COURSESDESIGNEDFOREACHGRADELEVEL 7HILEEACHGRADELEVELHASITSOWNUNIQUE OFFERINGS 0ATHWAYSARETAUGHTBYTEACHERS FROMACROSSALLTHEGRADELEVELS4HROUGHOUT THESCHOOLDAY EACHTEACHERHASESSENTIALLY THREEOPENPERIODSTWOPLANNINGPERIODSAND APERIODINWHICH0ATHWAYSARETAKINGPLACE FORTHEGRADELEVELTHATTHEYTEACH$URINGANY ONEOFTHEIRTHREEOPENPERIODS TEACHERSMAY CHOOSETOLEADA0ATHWAYIFITOVERLAPSWITH ANYGRADELEVELS´0ATHWAYPERIOD&ORINSTANCE THESCHOOL´SSEVENTH GRADE%NGLISHTEACHER LEADSTHEPUBLICSPEAKING0ATHWAYFOR½FTH GRADERS BECAUSESHEHASANOPENPERIODDURING THE½FTH GRADE0ATHWAYPERIOD#HOOSINGTO TEACHA0ATHWAYDURINGTHISTIME THETEACHER CANUSETHESEVENTH GRADE0ATHWAYPERIOD FORHEROWNPLANNING4HOUGHMANYTEACHERS CHOOSETOTEACHA0ATHWAY ITISNOTCURRENTLYA REQUIREMENT(OWEVER MOSTTEACHERSWHOARE NOTCURRENTLYINVOLVEDWITHA0ATHWAYUSUALLY TEACHANINTERVENTIONCLASSORLEADASTRUCTURED STUDYTIMEINWHICHSTUDENTSWHODONOTREQUIRE REMEDIATIONANDARENOTENROLLEDINA0ATHWAY AREGIVENADVANCEDWORKINONEOFTHEIRCORE SUBJECTAREAS 4OGIVESTUDENTSACLEARSENSEOFWHATTHEY WILLBELEARNINGTHROUGHOUTTHECOURSE EACH 0ATHWAYHASA±CENTRALFOCUS²BASEDON±BIG IDEAS²&OREXAMPLE THECENTRALFOCUSFORTHE 0ATHWAY±-ONEY²DECLARES±%CONOMICSYSTEMS OFBARTERANDEXCHANGEHAVEDEVELOPEDOVER TIMEFORUSEWITHINCOMMUNITIES²4HEBIGIDEAS THATSTUDENTSWILLLEARNABOUTINTHISCOURSE INCLUDE±(OWMONEYSYSTEMSHAVEDEVELOPED THROUGHTIME²±(OWBARTERINGANDEXCHANGEARE RELATEDTOTRADEANDWORK²AND±(OWWECANBE RESPONSIBLEINOURSPENDINGHABITS²3UCHCLEARLY DE½NEDSTATEMENTSHELPSTUDENTSTOAPPRECIATE A0ATHWAY´SACADEMICFRAMEWORKANDTOENGAGE WITHTHECONTENTANDDIRECTIONOFTHECOURSE

#OMMUNITY4HEATER0ATHWAY !NENERGETICSEVENTH GRADE%NGLISHTEACHERNAMED+ELLY-ORENOISEXPOSINGSTUDENTSTOTHEWORLDOFPERFORMINGARTSINHERCOMMUNITY THEATER±0ATHWAY²3TUDENTSTAKINGTHISCOURSEREADAVARIETYOFSCREENPLAYS LEARNACTINGTECHNIQUES ANDPERFORMSHORTTHEATRICALSKITS FORTHESCHOOL4HISPASTYEAR -ORENO´SSTUDENTSWEREABLETOSHOWCASETHEIRTALENTSINTHE3HAKESPEARE-ONOLOGUEAND3CENE#ONTEST IN0ITTSBURGH±4HISWASSUCHAFUL½LLINGEXPERIENCE ²SAYS-ORENO ±AND)AMGRATEFULFORTHEOPPORTUNITYTOHAVEWORKEDWITHTHIS GREATGROUPOFKIDS² 

4)-%7%,,30%.4

4)-%7%,,30%.4




"EYOND!CADEMICSAT 'OLDER#OLLEGE0REP#HICAGO ), 'OLDER#OLLEGE0REP

3

CHOOLADMINISTRATORS TEACHERS AND 0RINCIPAL2OSA!LANIS STUDENTSHERALD 'OLDER#OLLEGE0REP´S 3CHOOLSCHEDULEAM¯PM ENGAGINGENRICHMENT %ARLYRELEASEAM¯PM&RI OPPORTUNITIESASONE !DDITIONALTIMECOMPAREDTO OFTHEDISTINGUISHING ELEMENTSOFTHESCHOOL´S SURROUNDINGDISTRICTMINDAY DESIGN3TUDENTSAT'OLDER ANDDAYSYEAR LOCATEDIN#HICAGO )LLINOIS 3TUDENT0OPULATION AREENROLLEDINAROBUST ACADEMICSCHEDULE!LL 'RADESSERVED¯ STUDENTSTAKETWO%NGLISH .UMBEROFSTUDENTS CLASSESANDTWOMATH 1UALIFYFORFREEREDUCEDLUNCH CLASSESTHROUGHOUTTHEIR TENUREATTHESCHOOLASWELL 3TUDENTS3CORING!TOR!BOVE0RO½CIENT ASCOLLEGE PREPSCIENCE ONTHE)LLINOIS3TANDARDS!CHIEVEMENT SOCIALSTUDIES FOREIGN 4ESTIN LANGUAGECLASSES AND DIFFERENCECOMPAREDTOSURROUNDING MORETYPICAL±SPECIALS DISTRICT CLASSES²INCLUDINGPHYSICAL %,!  EDUCATION ART ANDMUSIC )NADDITIONTOTHISFULL -ATH  PROGRAMOFSTUDIES OVERTHE COURSEOFTHEIRFOURYEARS AT'OLDER STUDENTSALSOARE REQUIREDTOCOMPLETEHOURSOFENRICHMENT ACTIVITIESOUTSIDEOFTHETRADITIONALSCHOOLDAY 4OFUL½LLTHIS HOURREQUIREMENT STUDENTS CANSELECTFROMADIVERSEARRAYOFACTIVITIESTHAT TAKEPLACEAFTERTHESEVEN HOUR AND  MINUTE SCHOOLDAYENDSORONWEEKENDS ORDURING SCHOOLVACATIONSINCLUDINGSUMMER ±7E HAVEEVERYTHINGFROMCOOKINGTOGUITARTO DOCUMENTARY½LMMAKINGDURINGASEMESTER ² SAYS-ICHAEL+UCERA ASSISTANTPRINCIPALOF CURRICULUMANDPROFESSIONALDEVELOPMENT DESCRIBINGTHEAFTER SCHOOLELECTIVESAVAILABLE ONTHE'OLDERCAMPUS4HESEAFTER SCHOOL ENRICHMENTCLASSESGENERALLYOCCURINEITHER TWOONE HOURBLOCKSORONETWO HOURBLOCKPER WEEK±"UT ²+UCERAADDS ±STUDENTSCANALSOGET ENRICHMENTCREDITSFORACTIVITIESTHATARENOT AF½LIATEDWITHTHESCHOOL°FROMPARTICIPATINGIN ANYTHINGFROM$RIVERS´%DTOBOXINGTOSUMMER PROGRAMSATUNIVERSITIES² !FTER SCHOOLENRICHMENTACTIVITIESCANBEINITIATED ANDRUNBYSCHOOLSTAFFMEMBERS OUTSIDE INSTRUCTORS OREVENSTUDENTSTHEMSELVES±-Y



4)-%7%,,30%.4

FRIENDCREATEDANENVIRONMENTALISTCLUB ²ONE STUDENTEXPLAINS±)LIKETHAT)CANGETCREDITFOR BEINGAPARTOFSOMETHINGLIKETHAT²3OMESTUDENT CLUBSCOUNTFORENRICHMENTCREDIT WHILEOTHERS AREMORECASUALANDDONOTPROVIDESTUDENTSWITH CREDITS!DMINISTRATORSATTRIBUTETHEHIGHLEVEL OFSTUDENTENGAGEMENTANDTHELACKOFDISCIPLINE PROBLEMSDURINGENRICHMENTACTIVITIESTOTHEFACT THATSTUDENTSCANCREATETHESEELECTIVESAROUND THEIROWNPASSIONSANDSELF SELECTINTOCLASSESAND CLUBSTHATINTERESTTHEM #OMMUNITYSERVICEEXPERIENCESAREACENTRAL COMPONENTOF'OLDER#OLLEGE0REP´SENRICHMENT PROGRAM%VERYQUARTER EACHSTUDENTMUST COMPLETE½VEHOURSOFCOMMUNITYSERVICE 3TUDENTSMUSTSWITCHSERVICESITESEACHQUARTER INORDERTOLEARNABOUTARANGEOFSOCIALISSUES HAVEADIVERSESETOFEXPERIENCES ANDMEETAS MANYNEWCONTACTSASPOSSIBLE±4HISSEMESTER WE´REGOINGTO.ICARAGUATOBUILDWELLS ²SAYS ASENIORAT'OLDER4HECOMMUNITYSERVICE REQUIREMENT±ISGOODFOROURTRANSCRIPTS²THE STUDENTSAYS±!ND)´VEMADEGOODCONNECTIONS² /NEPARTICULARLYPOPULARACTIVITYIS2/4# #URRENTLY STUDENTSAT'OLDER#OLLEGE0REP PARTICIPATEIN2/4#TRAININGASANENRICHMENT ACTIVITY±)T´SNOTABOUTTRAININGTOBEINTHE MILITARY ²SAYSASTUDENTWHOISINVOLVED±)T´S MOREABOUTTRAININGONHOWTOBEAGOODCITIZEN² 4HESCHOOLALSOPARTNERSWITHOTHERORGANIZATIONS SUCHAS±3UMMEROFA,IFETIME²AND±2IGHT!NGLE ² TOPROVIDE'OLDER´SSTUDENTSWITHOPPORTUNITIESTO LEAVE#HICAGOFORTHESUMMERTOENROLLINCOLLEGE COURSES4HESESUMMERPROGRAMSCOUNTTOWARD STUDENTS´ENRICHMENTREQUIREMENTSANDPROVIDE EXPOSURETOTHEACADEMIC SOCIAL ANDCULTURAL OPPORTUNITIESANDCHALLENGESTHATEXISTINHIGHER EDUCATION3UCHEXPERIENCESAREPARTICULARLY IMPORTANTBECAUSEOVERPERCENTOFTHESTUDENTS AT'OLDERWILLBETHE½RSTINTHEIRFAMILIESTO ATTENDCOLLEGE4HESCHOOLEMPHASIZESTHATTOTRULY PREPAREITSLOW INCOMESTUDENTBODYFORCOLLEGE IT MUSTNOTONLYPROVIDESTRONGACADEMICPROGRAMS ITMUSTALSOEXPOSESTUDENTSTOTHETYPESOF ACTIVITIESTHATSTUDENTSFROMMOREAF¾UENT BACKGROUNDSPARTICIPATEINDURINGHIGHSCHOOL




4)-%7%,,30%.4

4)-%7%,,30%.4








4)-%7%,,30%.4

3UCCESSFUL %XPANDED 4IME3CHOOLS¨

5SE4IMETO0REPARE3TUDENTS FOR#OLLEGEAND#AREER


4

HEECONOMICVALUEOFACOLLEGEEDUCATION HASBEENWELLDOCUMENTED2ECENT STUDIESSHOWTHATPEOPLEBETWEENTHE AGESOF WHOHAVECOLLEGEDEGREES EARNBETWEENANDPERCENTMORETHAN THEIRPEERSWITHONLYHIGHSCHOOLDIPLOMAS ANDTHISDIFFERENCEINEARNINGPOTENTIALHAS BEENGROWINGSTEADILYFORDECADES9ET FOR LOW INCOMESTUDENTS COLLEGECOMPLETIONIS STILLTOOUNCOMMON/NLYPERCENTOFLOW INCOMESTUDENTSACROSSTHECOUNTRYCOMPLETE COLLEGEBYTHETIMETHEYAREINTHEIRMID S 2ESEARCHALSOSHOWSTHATLOW INCOMESTUDENTS FACESIGNI½CANTBARRIERSTOCOLLEGECOMPLETION THATEXTENDBEYONDACADEMICPREPARATIONAND INCLUDEDIF½CULTIESNAVIGATINGTHEAPPLICATION ANDADMISSIONPROCESSPOORPREPARATIONFORTHE INDEPENDENTANDSELF DIRECTEDSTUDYREQUIREDFOR COLLEGESUCCESSLACKOFCLARITYONTHECONNECTION BETWEENCOLLEGEANDCAREERPATHWAYSANDAN ABSENCEOFIMPORTANTLIFE SKILLSSUCHASPROBLEM SOLVING COMMUNICATION ANDSELF ADVOCACY (IGHSCHOOLSTHATARESUCCESSFULINPREPARING LOW INCOMESTUDENTSFORSUCCESSINCOLLEGEAND CAREERSMUSTWORKTOADDRESSTHESEBARRIERS AND MANY½NDTHECONVENTIONALSCHOOLCALENDAR INADEQUATEFORTHETYPESOFPROGRAMSAND ACTIVITIESTHEYNEEDTOOFFERTHEIRSTUDENTS 4HEHIGH PERFORMING EXPANDED TIMEHIGH SCHOOLSINOURSTUDYUSETIMEBEYONDTHE CONVENTIONALSCHOOLCALENDARTOPREPARETHEIR STUDENTSFORSUCCESSINCOLLEGEANDCAREERS3OME SCHOOLS SUCHAS.ORTH3TAR!CADEMYIN.EWARK .EW*ERSEY ADDREQUIREDCLASSESLIKE±COLLEGE

READINESS ²AMULTI YEARCOURSETHATFAMILIARIZES STUDENTSWITHTHECOLLEGEADMISSIONSPROCESS ASWELLASTHEDIFFERENTTYPESOFCOLLEGESAND UNIVERSITIESTHEYMAYCHOOSETOATTENDANDTHEIR ADMISSIONREQUIREMENTS!T+)00(OUSTON IN 4EXAS SOPHOMORESBEGINTHECOLLEGEEXPLORATION PROCESSWITHAONE SEMESTERCLASSTHATTEACHES THEMABOUTDIFFERENTCAREEROPPORTUNITIES ANDTHEIREDUCATIONALREQUIREMENTS4HE+)00 CURRICULUMCONTINUESWITHYEAR LONGCLASSESIN THEJUNIORANDSENIORYEARSTHATPREPARESTUDENTS FORCOLLEGEENTRANCEEXAMS SUPPORTTHEM THROUGHTHECOLLEGEADMISSIONSPROCESS AND ADVISETHEMONTHETYPESOFSOCIALAND½NANCIAL CHALLENGESTHEYMAYENCOUNTERINCOLLEGE !NEXPANDEDDAYAT+ATHLYN*OY'ILLIAM #OLLEGIATE!CADEMYIN$ALLAS 4EXAS ALLOWS STUDENTS°MANYOFWHOMWILLBETHE½RSTIN THEIRFAMILIESTOATTENDCOLLEGE°TOEARNUPTO FREECOLLEGECREDITSANDLEARNABOUTTHECOLLEGE EXPERIENCE'ILLIAM#OLLEGIATE!CADEMYISONE OFMORETHAN%ARLY#OLLEGE(IGH3CHOOLS NATIONWIDE4HESESCHOOLSBLENDHIGHSCHOOLWITH THE½RSTTWOYEARSOFCOLLEGEBYHELPINGSTUDENTS DUALENROLLINCOLLEGECOURSESANDEARNUPTOAN ASSOCIATE´SDEGREEUPONHIGHSCHOOLCOMPLETION 7HILENOTALL%ARLY#OLLEGE(IGH3CHOOLSOFFERAN EXPANDEDSCHOOLSCHEDULE SOME LIKE'ILLIAM #OLLEGIATE ½NDADDITIONALTIMEPARTICULARLY ADVANTAGEOUSFORHELPINGSTUDENTSTOEXCELIN COLLEGE LEVELCOURSEWORKANDPREPARINGTHEMTO NAVIGATETHEACADEMICANDSOCIALCHALLENGESOF COLLEGE3EESIDEBAR±$UAL%NROLLMENTAT+ATHLYN *OY'ILLIAM#OLLEGIATE!CADEMY²

E

-ORE4IMEFOR#OLLEGEAND#AREER #AREER2EADINESS

#OLLEGE2EADINESS „#OLLEGE LEVEL PREPARATORYCURRICULUM „#OLLEGEVISITSAND SPEAKERS „#OURSESTOPREPARE STUDENTSFORCOLLEGELIFE



4)-%7%,,30%.4

„#AREEREXPLORATION CLASSES „*OBSHADOWING INTERNSHIPSWITHLOCAL BUSINESSES „#ONNECTINGWITH COMMUNITY ORGANIZATIONS

4)-%7%,,30%.4




3EVERALSCHOOLSINTHIS.ATIONAL#ENTERON4IME ,EARNINGSTUDYFOCUSHEAVILYONINTRODUCING STUDENTSTOCAREERPATHWAYS4WICEEACHYEAR STUDENTSAT"ROOKLYN'ENERATION3CHOOL IN .EW9ORK TRADEINTHEIRTRADITIONALHIGHSCHOOL CURRICULUMTOTAKEAFOUR WEEKLONG±)NTENSIVE² COURSEINLAW TECHNOLOGY BUSINESS ½NANCE MEDICINE OROTHERCAREERS4HESCHOOL´S DAY SCHOOLYEARALLOWSTHESCHOOLTOPROVIDETHESE )NTENSIVESWITHOUTSACRI½CINGTHEAMOUNT OFTIMEDEDICATEDTOCOREACADEMICSUBJECTS 4HROUGHOUTTHEMONTH LONGCOURSES STUDENTS ARELEARNINGABOUTSPECI½CCAREERS±4HEIDEAIS THATSTUDENTSAREREADINGANDWRITING THEY´RE DOINGRESEARCH ANDTHEY´REWORKINGTOWARDS PRESENTATIONS;INASPECI½C½ELD=4HESTUDENTS MEETPROFESSIONALSINTHEIRWORKPLACE THEYHAVE PEOPLECOMEINANDSPEAKTOTHEMABOUTTHEIR COLLEGEANDCAREERPATHS ²EXPLAINS*ONATHAN 3PEAR THECO FOUNDEROF"ROOKLYN'ENERATION 3CHOOL3EESIDEBAR±)NTENSIVESAT"ROOKLYN 'ENERATION3CHOOL² 3IMILARLY AT!N!CHIEVABLE$REAM(IGH3CHOOL IN.EWPORT.EWS 6IRGINIA ALLTENTH AND ELEVENTH GRADESTUDENTSAREREQUIREDTOTAKE3!4 PREPCOURSES ANDTENTH ELEVENTH ANDTWELFTH GRADESTUDENTSPARTICIPATEININTERNSHIPSANDJOB SHADOWINGOPPORTUNITIES3EESIDEBAR±#OLLEGE 2EADINESSAND³7HAT)T4AKES´AT!N!CHIEVABLE $REAM(IGH3CHOOL² ±/URGOALHEREISNOTMERELY TOGETSTUDENTSTOPASSSTATETESTS ²SAYS,EE 6REELAND THEDIRECTOROFEDUCATIONANDSTUDENT SERVICESAT!CHIEVABLE$REAM(IGH3CHOOL



4)-%7%,,30%.4

±7EWANTALLOFOURSTUDENTSTOBESUCCESSFULAFTER THEIRTIMEHERE WHETHERIT´SINCOLLEGEORTHE WORKPLACE² (IGH PERFORMING EXPANDED TIMESCHOOLSNOTONLY DEVOTETIMETOHELPTHEIRSTUDENTSGETINTOCOLLEGE THEYTHOUGHTFULLYANDSTRATEGICALLYPLANTHETYPES OFOPPORTUNITIESANDEXPERIENCESFROMWHICHTHEIR STUDENTSWILLMOSTBENE½T-ANYOFTHESCHOOLS INOURSTUDYPARTNERWITHAVARIETYOFOUTSIDE ORGANIZATIONS°SUCHASCOLLEGES BUSINESSES AND COMMUNITYNON PRO½TS FOR PRO½TS ANDGROUPS° TOPROVIDEOPPORTUNITIESTHATMATCHSTUDENT INTERESTS4HESESCHOOLSALSOBUILDACULTURETHAT CONTINUALLYCOMMUNICATESTHEIMPORTANCEOF GOINGTOCOLLEGE-OREOVER INRECOGNITIONOF THEIRSTUDENTPOPULATIONS MANYOFTHESESCHOOLS DEVOTESTAFFANDRESOURCESTOWARDSUPPORTING ½RST GENERATIONCOLLEGEENTRANTS 0ARTNERWITHCOLLEGES BUSINESSES ANDCOMMUNITYORGANIZATIONS (IGH PERFORMING EXPANDED TIMEHIGHSCHOOLS ½NDPARTNERORGANIZATIONSTHATCANFUL½LLTHE VARYINGINTERESTSANDGOALSOFTHEIRSTUDENTS !N!CHIEVABLE$REAMPARTNERSWITHTHREE UNIVERSITIESLOCATEDINVARIOUSREGIONSOF 6IRGINIA°/LD$OMINION .ORFOLK3TATE AND 6IRGINIA4ECH°TOEXPOSESTUDENTSTOAVARIETY OFSCHOOLSIZESANDSPECIALTIESOFFERED4HE SCHOOLALSOPARTNERSWITHDIVERSEBUSINESSES INDESIGNINGITSWORKSKILLSCURRICULUM CALLED ±7HAT)T4AKES²4HROUGH7HAT)T4AKES STUDENTS LEARNJOBSKILLS BOTHINTHECLASSROOMFROM


CORPORATEPARTNERSWHOVOLUNTEERTHEIRTIME AND ALSOOUTSIDETHESCHOOL THANKSTOJOBSHADOWING ANDINTERNSHIPOPPORTUNITIES±/URSTUDENTS GETEXPOSEDTOAVARIETYOFDIFFERENTCAREER POSSIBILITIESFROMTHEPEOPLEWHOAREACTUALLY WORKINGINTHOSE½ELDS WHILEOURPARTNERSGET TOINTERACTWITH ANDBUILDRELATIONSHIPSWITH THEGREATYOUNGMENANDWOMENATOURSCHOOL ² SAYS1UENTIN*ACKSON THEASSISTANTDIRECTOROF STUDENTSERVICESANDATHLETICSAT!N!CHIEVABLE $REAM3IMILARLY "ROOKLYN'ENERATION3CHOOL PARTNERSWITHANUMBEROFCOLLEGESAND BUSINESSESTOPROVIDEITS)NTENSIVESCOURSES(ERE ASTUDENTTAKINGAMEDICAL)NTENSIVEMAYHAVE THEOPPORTUNITYTOHEARAGUESTLECTUREFROMA .EW9ORKDOCTOR OBSERVEATAHOSPITAL ANDTHEN PARTICIPATEININTERNSHIPSATUNIVERSITYHOSPITALS ±(AVINGPARTNERSWHOUNDERSTANDWHATOURKIDS AREINTERESTEDINANDCANPROVIDETHEEXPERIENCES THEYMAYNOTBEABLETOGETINSCHOOLMAKESOUR SCHOOLSPECIAL ²SAYS*ONATHAN3PEAROF"ROOKLYN 'ENERATION3CHOOL "UILDASCHOOLCULTURECOMMITTED TOCOLLEGECOMPLETION !SCHOOLCULTURETHATENCOURAGESANDEXPECTSALL STUDENTSTOATTENDCOLLEGEISCRUCIALFORSTUDENTS WHOMAYBETHE½RSTINTHEIRFAMILIESTOATTEND COLLEGE-OSTSCHOOLSINTHISSTUDYSENDTHE REPEATEDMESSAGETOSTUDENTSFROMTHETIMETHEY

BEGINSCHOOLTHATCOLLEGEISBOTHPOSSIBLEAND THECRITICALNEXTSTEPINTHEIRLIVES !T+)00(OUSTON THE½ELDHOUSEISDECORATEDWITH NAMESOF+)00GRADUATESALONGSIDETHEPENNANTS OFTHECOLLEGESINTOWHICHTHEYENROLLED"ANNERS THROUGHOUT+)00(OUSTON(IGH3CHOOLALSOURGE STUDENTSTO±#LIMBTHE-OUNTAIN²TOCOLLEGE AND STUDENTSEARNCERTAINFREEDOMSTHROUGHOUTTHE YEARMEANTTOMIMICTHOSETHEYWILLHAVEONCE THEYAREINCOLLEGE!T9%30REP.ORTH#ENTRAL ALSOLOCATEDIN(OUSTON THEIMPORTANCEOF COLLEGEISHIGHLIGHTEDEVENBEFORETHE½RSTDAYOF SCHOOL$URINGASUMMERORIENTATIONWEEK NEW STUDENTSHEARFROMUPPERCLASSMENABOUTTHE RIGORSOFSCHOOLANDTHEEXPECTATIONSOFBECOMING COLLEGE READY4HROUGHOUTTHESCHOOLYEAR 9%3 0REPSCHEDULESAWEEKLY MINUTEHOMEROOM PERIODTOREINFORCETHECOLLEGE BOUNDCULTURE 3UPPORTSTUDENTSWHOWILLBE½RST GENERATION COLLEGESTUDENTS -ANYOFTHESTUDENTSENROLLEDATHIGH PERFORMING EXPANDED TIMESCHOOLSWILLBETHE½RSTINTHEIR FAMILIESTOATTENDCOLLEGE)NRECOGNITIONOFTHE DIVERSENEEDSOFMANY½RST GENERATIONCOLLEGE STUDENTS ANUMBEROFHIGHSCHOOLSHAVECREATED SUPPORTSFORTHESESTUDENTSTOPAVETHEWAYTO COLLEGE3CHOOLSIMPLEMENTPROGRAMSTHATHELP STUDENTSNAVIGATETHECOLLEGEAPPLICATIONAND SELECTIONPROCESSANDIDENTIFY½NANCIALAID !DVISORSMEETWITHSTUDENTSANDTHEIRFAMILIESTO DISCUSSCOLLEGELIFENEARANDFARFROMHOME !T+)00(OUSTON ALLSENIORSAREREQUIREDTOTAKE AYEAR LONGCOLLEGEGUIDANCECOURSETHATHELPS THEMCHOOSECOLLEGES WRITEESSAYS ANDPREPARE FORCOLLEGELIFE4HESCHOOLALSODEDICATESONE STAFFMEMBERTOASSISTSTUDENTSANDFAMILIESIN APPLYINGTOANDSELECTINGCOLLEGES!N!CHIEVABLE $REAMPROVIDESANUMBEROFSIMILARSUPPORTSFOR ITSSTUDENTS)NADDITIONTOPARTNERSHIPSWITHTHREE 6IRGINIAUNIVERSITIES THESCHOOLALSOBRINGSIN COLLEGESPEAKERS SENDSSTUDENTSTOVISITCAMPUSES ANDHELPSFAMILIESCOMPLETE½NANCIALAIDFORMS

+EYS TO 3UCCESS 

4)-%7%,,30%.4

„0ARTNERWITHCOLLEGES BUSINESS ANDCOMMUNITYORGANIZATIONS „"UILDASCHOOLCULTURECOMMITTED TOCOLLEGECOMPLETION „3UPPORTSTUDENTSWHOWILLBE ½RST GENERATIONCOLLEGESTUDENTS 4)-%7%,,30%.4




#OLLEGE2EADINESSAND±7HAT)T4AKES²AT !N!CHIEVABLE$REAM(IGH3CHOOL .EWPORT.EWS 6! !N!CHIEVABLE$REAM(IGH3CHOOL

!

N!CHIEVABLE $REAM(IGH 0RINCIPAL-ARYLIN3INCLAIR 7HITE 3CHOOL!!$ OPENEDITSDOORS 3CHOOLSCHEDULEAM¯PM INUNDERTHEBELIEF !DDITIONALTIMECOMPAREDTO ±THATALLCHILDRENCANLEARN SURROUNDINGDISTRICTMINDAY ANDSUCCEEDREGARDLESS ANDDAYSYEAR OFTHEIRSOCIOECONOMIC BACKGROUNDSANDTHAT 3TUDENT0OPULATION EDUCATIONCANBREAKTHE 'RADESSERVED¯ CYCLEOFPOVERTY²4HE .UMBEROFSTUDENTS SCHOOLUSESANEXPANDED 1UALIFYFORFREEREDUCEDLUNCH SCHEDULE°BOTHMORETIME EACHDAYANDMOREDAYS 3TUDENTS3CORING!TOR!BOVE0RO½CIENT INTHESCHOOLYEARTHAN ONTHE6IRGINIA3TANDARDSOF,EARNING SURROUNDINGSCHOOLS°TO 4ESTIN DELIVERARIGOROUSCOLLEGE DIFFERENCECOMPAREDTOSURROUNDING PREPARATORYCURRICULUM ANDEXPOSESTUDENTS DISTRICT TOCAREEROPPORTUNITIES %,!  ANDWORKPLACESKILLS -ATH  ±%XPANDEDLEARNINGGIVES USTHEOPTIONTODECLARE ±./&AILURE ²SAYS,EE 6REELAND THEDIRECTOROFEDUCATIONANDSTUDENT SERVICESAT!N!CHIEVABLE$REAM±7EAREALWAYS OPEN SOTHEREISTIMETOENSURETHATALLSUCCEED² 4HOUGH!N!CHIEVABLE$REAMISLOCATEDINONE OFTHEPOORESTNEIGHBORHOODSOF.EWPORT.EWS 6IRGINIA INSIDETHEBUILDING ADMINISTRATORSAND TEACHERSHOLDSTUDENTSTOTHESAMEEXPECTATIONS ASTHOSEATTENDINGWEALTHIERSUBURBANSCHOOLS 3TUDENTSWILLBEREADYFORCOLLEGEANDTHE WORKPLACEUPONGRADUATION 7ENEEDEDADDITIONALTIMETOENSURETHATOUR KIDSCOULDCATCHUP ²STATES6REELAND)NTHE EARLIERGRADES THEADDITIONALTIMESPENTON COREACADEMICSNOTONLYHELPSSTUDENTSBELOW

±/URULTIMATEGOALANDTHEMISSIONOF!N !CHIEVABLE$REAMISTOUSEEDUCATIONTOBREAK THECYCLEOFPOVERTY7EARECOMMITTEDTO DOINGWHATEVERWECANTOCLOSETHEACHIEVEMENT GAPANDENSURETHATOURSTUDENTSCONTRIBUTE POSITIVELYTOSOCIETYDURINGTHEIRTIMEHERE ANDAFTERWARD²

,EE6REELAND $IRECTOROF%DUCATIONAND3TUDENT 3ERVICES !N!CHIEVABLE$REAM(IGH3CHOOL 

4)-%7%,,30%.4

GRADELEVELTOCATCHUP ITALSOPREPARESTHEMFOR COLLEGE LEVELCLASSESINLATERGRADES INCLUDING !0#ALCULUS ADVANCEDONLINECOURSES ANDDUAL ENROLLMENTCOURSES)NPREPARATIONFORCOLLEGE ENTRANCEEXAMS TENTH ANDELEVENTH GRADE STUDENTSTAKE3!4MATHANDVERBALCLASSESEACH DAY FAMILIARIZINGTHEMSELVESWITHTESTITEMSAS WELLASITSFORMAT 4HESCHOOLISSOFOCUSEDONPREPARINGSTUDENTS FORPOST SECONDARYSUCCESSTHATITCREATEDA UNIQUECURRICULUMCALLED±7HATIT4AKES²TO TEACHWORKPLACESKILLS±7ESATDOWNWITH CORPORATIONSANDASKEDTHEMWHATITWASTHAT THEYWANTEDYOUNGPEOPLETOCOMEINTOWORK WITH ²SAYS1UENTIN*ACKSON !!$´SASSISTANT DIRECTOROFSTUDENTSERVICES±4HEYALLCAMEBACK TOUSANDSAIDITWASTHESOFTSKILLS°THINGS LIKEWORKINGWITHPEOPLEANDHOWTOACTINA PROFESSIONALMANNER²4HROUGHOUTTHESCHOOL YEAR STUDENTSTAKETWOTOTHREE7HATIT4AKES CLASSESEACHWEEK ALTERNATINGWITHNON CORE ACADEMICCLASSESEGDRIVER´SEDUCATIONAND 3PANISH 4HESECLASSESARETAUGHTBYCORPORATE PARTNERS ANDTHERELATIONSHIPSBUILTBETWEEN THEMAND!!$STUDENTSOFTENLEADTOINTERNSHIP ANDJOBSHADOWINGOPPORTUNITIESFORELEVENTH ANDTWELFTH GRADESTUDENTSAPPROXIMATELY PERCENTOFJUNIORSANDSENIORSAREINVOLVEDINAN INTERNSHIPORJOBSHADOWINGEXPERIENCEATSOME POINTDURINGTHESCHOOLYEAR "ECAUSEMANYOFTHESCHOOL´SSTUDENTSWILLBE THE½RSTINTHEIRFAMILYTOATTENDCOLLEGE !!$ ALSOSUPPORTSFAMILIESASTHEYNAVIGATETHE COLLEGEAPPLICATIONPROCESS/NCESTUDENTS IDENTIFYPOTENTIALSCHOOLS !!$STAFFMEMBERS READTHROUGHEVERYAPPLICATION INCLUDINGESSAYS BEFORETHEYARESENTOFF5PONACCEPTANCE THE SCHOOLASSISTSFAMILIESINCOMPLETING½NANCIAL AIDFORMSAND½NDINGSOURCESOF½NANCIALAID INCLUDINGOFFERINGSCHOLARSHIPSDIRECTLYFROM !N!CHIEVABLE$REAM4HROUGHPARTNERSHIPS DEVELOPEDWITHTHREE6IRGINIAUNIVERSITIES !!$GRADUATESACCEPTEDINTO/LD$OMINION .ORFOLK3TATE OR6IRGINIA4ECHRECEIVEA½NANCIAL PACKAGETHATINCLUDESTUITION ROOM ANDBOARD ±7ECOMMUNICATETOALLOURSTUDENTSTHATTHEY CANGOTOCOLLEGE ²SAYS6REELAND ±4HROUGH OURACADEMICS 3!4PREP THEHELPWEPROVIDE STUDENTSDURINGTHEAPPLICATIONPROCESS ANDTHE ½NANCIALSUPPORTSWE´REABLETOOFFER WETRYTO HELPOURSTUDENTSACHIEVETHATGOAL²


$UAL%NROLLMENTAT+ATHLYN*OY'ILLIAM #OLLEGIATE!CADEMY$ALLAS 48 +ATHLYN*'ILLIAM#OLLEGIATE!CADEMY 0RINCIPAL'AYLE3MITH 3CHOOLSCHEDULEAM¯PM !DDITIONALTIMECOMPAREDTO SURROUNDINGDISTRICTMINDAY 3TUDENT0OPULATION 'RADESSERVED¯ .UMBEROFSTUDENTS 1UALIFYFORFREEREDUCEDLUNCH 3TUDENTS3CORING!TOR!BOVE0RO½CIENT ONTHE4EXAS!SSESSMENTOF+NOWLEDGE AND3KILLS4ESTIN DIFFERENCECOMPAREDTOSURROUNDING DISTRICT %,!  -ATH 

+

ATHLYN*'ILLIAM #OLLEGIATE!CADEMY LOCATEDIN$ALLAS 4EXAS ISAN%ARLY #OLLEGE(IGH3CHOOL¯ONE OFMORETHANSCHOOLS ACROSSTHENATIONTHAT PREPARESSTUDENTSFOR THERIGORSOFCOLLEGEBY DUALENROLLINGTHEMIN COLLEGECOURSESSTARTING INTHENINTHGRADEAND HELPINGTHEMEARNUPTO ANASSOCIATE´SDEGREEUPON HIGHSCHOOLCOMPLETION 3TUDENTSATTENDINGTHE SCHOOL MOSTOFWHOM WILLBETHE½RSTINTHEIR FAMILIESTOATTENDCOLLEGE AREABLETOEARNUPTO COLLEGECREDITSTUITIONFREE BYTHETIMETHEYGRADUATE

#OLLEGIATE!CADEMYHASPARTNEREDWITH#EDAR 6ALLEY#OLLEGE ACOMMUNITYCOLLEGEINSOUTHERN $ALLAS#OUNTY FORITSDUALENROLLMENTPROGRAM "ECAUSECLASSESAT#EDAR6ALLEY#OLLEGEARE MINUTESLONG #OLLEGIATEFACULTYDESIGNEDTHEIR CLASSSCHEDULESTOACCOMMODATETHELONGER PERIODSANDBUILTINADDITIONALSUPPORTSDURING ANEXTENDEDSCHOOLDAYTOENSURETHATTHEIR STUDENTSWEREABLETOHANDLETHECHALLENGING CLASSLOAD!S'AYLE3MITH THEPRINCIPALAT #OLLEGIATE!CADEMYEXPLAINS ±4HEEXPANDED TIMEMOSTLYALLOWSFORMORESUPPORTFORTHE HIGHSCHOOLANDCOLLEGEACADEMICS¨)TALLOWS USTOOFFERMORECOLLEGECLASSESANDFORTHEDUAL

ENROLLMENTTOWORKMOREEFFECTIVELYBECAUSETHE LONGERBLOCKSMATCHUPWITHTHECOLLEGECLASSES¨ 3TUDENTSCANATTENDCOLLEGECLASSESWITHOUT MISSINGPARTSOFHIGHSCHOOLCLASSBLOCKS BECAUSE THEYAREALLTHESAMELENGTH² /N-ONDAYSAND7EDNESDAYS #EDAR6ALLEY #OLLEGEPROFESSORSCOMETO#OLLEGIATE!CADEMY ANDTEACHSIX COLLEGE CREDITBEARINGCOURSES TOTHENINTH ANDTENTH GRADESTUDENTS/N 4UESDAYSAND4HURSDAYS ELEVENTHANDTWELFTH GRADERSTRAVELTO#EDAR6ALLEY#OLLEGE´SCAMPUS VIABUS ANDATTENDCOLLEGECOURSESALONGSIDE COLLEGESTUDENTS7HILESTUDENTSINTHENINTH GRADESTARTWITHA½XEDEIGHTCOLLEGECREDIT HOUR CURRICULUM STUDENTSINGRADESTENTHROUGH TWELVEHAVEMORE¾EXIBILITYTOTAKEAVARIETYOF COLLEGECOURSES 3TUDENTSAT#OLLEGIATE!CADEMYRECEIVEACADEMIC SUPPORTTHROUGHOUTTHEWEEKTOKEEPTHEM PROGRESSINGACADEMICALLY4HE½RSTSUPPORT SYSTEMTAKESPLACEDURINGTHESTUDENTS´LUNCH PERIOD WHICHRANGESINLENGTHFROMTO MINUTES$URINGTHISLONGLUNCHPERIOD TEACHERS MEETWITHSTUDENTSWHOMTHEYBELIEVEREQUIRE ADDITIONALHELP3TUDENTS MEANWHILE ARE ENCOURAGEDTOTAKEADVANTAGEOFTHISTIMETO SEEKOUTHELPIFTHEYFEELTHEYNEEDIT#OLLEGIATE !CADEMYALSOHASAN±OFF TRACK²AFTER SCHOOL TUTORINGPROGRAMTOENSURETHATNOSTUDENTSFALL BEHIND%ACHGRADELEVELHASADESIGNATED±OFF TRACK²TUTORINGDAY ANDSTUDENTSWHOHAVEMISSED ACLASSORANASSIGNMENT ORWHOAREOTHERWISE LAGGING AREREQUIREDTOATTENDANHOUR LONG TUTORIALINORDERTOFUL½LLALLOFTHEIRREQUIREMENTS ANDKEEPPACEWITHTHECURRICULUM 7ITHHIGHACADEMICEXPECTATIONS ANEXPANDED SCHEDULE ANDBUILT INACADEMICSUPPORTS 0RINCIPAL3MITHHOPESTOINSTILLASTRONGWORK ETHICINHERSTUDENTSASTHEYPREPAREFORCOLLEGE ±7EARETRYINGTOTRAINTHEM°WHENYOUARE ONCAMPUSATCOLLEGE GOTOTHELIBRARY GO SOMEWHEREANDDOYOURSTUDYING ANDTHENYOU CANHAVETHERESTOFYOURTIMETOSOCIALIZEAND HAVEFUN"UTGETYOURWORKDONE½RSTBEFOREYOU GOHOME²



4)-%7%,,30%.4

4)-%7%,,30%.4




)NTENSIVESAT "ROOKLYN'ENERATION3CHOOL"ROOKLYN .9

"ROOKLYN'ENERATION3CHOOL 0RINCIPAL4ERRI'REY 3CHOOLSCHEDULEAM¯PM %ARLYRELEASEAM¯PM7ED !DDITIONALTIMECOMPAREDTO SURROUNDINGDISTRICTDAYSYEAR 3TUDENT0OPULATION 'RADESSERVED¯ .UMBEROFSTUDENTS 1UALIFYFORFREEREDUCEDLUNCH 3TUDENTS3CORING!TOR!BOVE 0RO½CIENTONTHE.EW9ORK3TATE 3TANDARDIZED4EST DIFFERENCECOMPAREDTOSURROUNDING DISTRICT %,!  -ATH 

"

ROOKLYN'ENERATION ISREVOLUTIONIZING THESCHOOLCALENDAR FORBOTHSTUDENTS ANDADULTS7ITHOUT ADDINGTIMETOTEACHERS´ WORKSCHEDULES THE SCHOOLHASEXPANDED THESCHOOLYEARBYFOUR WEEKSTOINCLUDEATOTAL OFEIGHT HOURDAYS 4OLENGTHENTHESCHOOL YEAR "ROOKLYN'ENERATION LOCATEDIN"ROOKLYN .EW 9ORK HIRESADDITIONAL TEACHERSANDSTAGGERSTHE SCHEDULESOFALLFACULTY MEMBERS

4HROUGHOUTTHELONGER SCHOOLYEAR STUDENTSAT "ROOKLYN'ENERATION RECEIVEARIGOROUS ACADEMICEDUCATION ALONGWITHAUNIQUE ±)NTENSIVES²CURRICULUMTHATEXPOSESTHEM TOCOLLEGEANDCAREEROPPORTUNITIES)N "ROOKLYN'ENERATION´SINNOVATIVEMODELEARNED THEMTHE%CHOING'REEN±%MERGING7ORLD3OCIAL )NNOVATIONS²AWARD ANDTHESCHOOL´SFOUNDERS AREPLANNINGTOEXPANDTHEIRMODELELSEWHEREIN THECOUNTRY /VERTWOSEPARATEFOUR WEEKPERIODSDURING THESCHOOLYEAR EACH"ROOKLYN'ENERATION STUDENTCHOOSESTWO)NTENSIVESCOURSESTHAT

-AY!PRIL°#AMPUS,IFE)NTERNSHIPS 3TUDENTSVISITANDIDENTIFYCOLLEGESTHEYWILL APPLYTO ANDPARTICIPATEININTERNSHIPSAND COMMUNITYSERVICEPROJECTS

3ENIORS

-AY!PRIL°#AMPUS,IFE)NTERNSHIPS 3TUDENTSVISITCAMPUSES IDENTIFYCOLLEGESTHEY WILLAPPLYTO ANDPARTICIPATEININTERNSHIPSAND COMMUNITYSERVICEPROJECTS

*UNIORS

3OPHOMORES

&RESHMEN



$EC-ARCH°.ONPRO½T0UBLIC3ECTOR%XPERIENCES 3TUDENTSADOPTACAUSEANDENGAGEINREAL LIFEPROJECTS TOEFFECTCHANGEEG$OCTORS7ITHOUT"ORDERS 5NITED7AY ETC *AN-AY°#AMPUS,IFE)NTERNSHIPS 3TUDENTSEXPLORE½ELDSTHATINTERESTTHEM-EDICINEAND HEALTH TECHANDENGINEERING MEDIAANDJOURNALISM

4)-%7%,,30%.4

ALIGNTHESCHOOL´SACADEMICCONTENTTOCOLLEGE ANDTHEWORKPLACE/VERTHESEFOURWEEKS THE STUDENTDAYISFOCUSEDONLYONTHE)NTENSIVE THEY´VECHOSEN SOTHATSTUDENTSCANDEVELOP THEIRINTERESTSINACAREER½ELDANDLEARNMORE ABOUTCOLLEGEATTHESAMETIME&ORINSTANCE -ICHELE(ILL THESCHOOL´SCULINARYARTS)NTENSIVE TEACHER STRUCTURESHERNINTH GRADECOURSE AROUNDARESTAURANTCOMPETITION INCLUDING CREATINGABUSINESSPLAN±4HECLASSISBASED ONTHETELEVISIONSHOW2ESTAURANT)MPOSSIBLE ² (ILLDESCRIBES)NJUSTFOURWEEKS SHECONTINUES ±4HEY´RERESPONSIBLEFORALLCOMPONENTSOF OPENINGTHEBUSINESS4HEYHAVETODETERMINE MARKETING ADVERTISING4HEY´RERESPONSIBLE FORDEVELOPINGAWEBSITE ANDTHEY´RETOTALLY RESPONSIBLEFORTHETYPESOFDISHESTHATTHEIR RESTAURANTWILLSERVE4HEY´RERESPONSIBLEFOR CREATINGJOURNALENTRIESANDUNDERSTANDING ½NANCIALSTATEMENTS²3TUDENTSIN(ILL´SCLASS ALSOTAKE½ELDTRIPSTONEARBYCOLLEGESWITH CULINARYARTSPROGRAMS ANDVISITRESTAURANTSIN -ANHATTANTOLEARNFROMINDUSTRYPRACTITIONERS INTHEIRWORKPLACE 3TUDENTSINEACHGRADECHOOSEFROMDIFFERENT SETSOF)NTENSIVES4HOUGHEACH)NTENSIVE INCORPORATESACOLLEGEANDCAREERFOCUS THOSE OFFEREDINNINTHANDTENTHGRADEAREMORECAREER ORIENTED WHILEELEVENTHANDTWELFTHGRADE )NTENSIVESPLACEGREATEREMPHASISONCOLLEGE 4HE)NTENSIVESAREDESIGNEDANDTAUGHTBYA GROUPOFTEACHERSWHOINSTRUCTEXCLUSIVELYIN THE)NTENSIVESPROGRAM SPENDINGTHESCHOOL YEARTEACHINGTHESECLASSESTODIFFERENTGROUPS OFSTUDENTS)NTENSIVESTEACHERSMEETFREQUENTLY WITHCOREACADEMICTEACHERSTOALIGNCONTENT LEARNABOUTTHESTUDENTSTHEYWILLTEACH AND IDENTIFYSKILLSTOREINFORCEDURINGTHEIR)NTENSIVE 4HE)NTENSIVEPROGRAM WITHITSDESIGNATED TEACHINGCORPS HASTHEADDEDBENE½TOF ENABLINGSUBSTANTIALAMOUNTSOFPROFESSIONAL DEVELOPMENTANDPLANNINGTIMEFORCORE ACADEMICTEACHERS7HILESTUDENTSAREINTHEIR FOUR WEEK)NTENSIVES COREACADEMICTEACHERS AREOUTOFTHEBUILDING ENJOYINGATHREE WEEK VACATION ANDTHENFORONEWEEKPARTICIPATINGIN PLANNINGSESSIONSWITHOTHERTEACHERSINTHEIR GRADELEVEL




4)-%7%,,30%.4

4)-%7%,,30%.4








4)-%7%,,30%.4

3UCCESSFUL %XPANDED 4IME3CHOOLS¨

5SE4IMETO#ONTINUOUSLY 3TRENGTHEN)NSTRUCTION


2

ESEARCHDEMONSTRATESTHATTEACHERQUALITY ISTHEMOSTSIGNI½CANTSCHOOL RELATED FACTORIN¾UENCINGSTUDENTACHIEVEMENT ANDTHATTHETIMESCHOOLSINVESTIN BUILDINGTEACHERSKILLS WHENUSEDWELL CAN MEANINGFULLYIMPROVESTUDENTOUTCOMES)N FACT BUILDINGTEACHERSKILLSTAKESTIME4HEHARD WORKOFRE½NINGLESSONPLANS ANALYZINGSTUDENT DATATOIDENTIFYAREASFORIMPROVEMENT AND SHARINGINSTRUCTIONALSTRATEGIESREQUIRESTHAT TEACHERSANDADMINISTRATORSHAVESUF½CIENTTIME TOMEETANDWORKTOGETHER!NEXPANDEDSCHOOL SCHEDULEAFFORDSTHETIMENEEDEDFORTHISTYPEOF COLLABORATION

4HEHIGH PERFORMING EXPANDED TIME SCHOOLSEXAMINEDASPARTOFTHISSTUDYDEVOTE SIGNI½CANTLYMORETIMETOTEACHERDEVELOPMENT THANDOCONVENTIONALSCHOOLS-ORETHAN ONE THIRDOFTHESCHOOLSINTHISSTUDYREPORTED SCHEDULING½FTEENORMOREDAYSOFPROFESSIONAL DEVELOPMENTANDPLANNING°DAYSWHENTEACHERS AREINSCHOOLBUTSTUDENTSARENOT7HILETHE NUMBEROFSUCH±TEACHERDAYS²VARIESFROM DISTRICTTODISTRICT THETOTALRARELYEXCEEDS½VE ORSIXINDISTRICTSWITHCONVENTIONALSCHEDULES !LONGWITHTHEADDITIONALTEACHERDAYS MANY SCHOOLSINTHISSTUDYARRANGESCHEDULESAND

±/URSTAF½NGSTRATEGYISN´TNECESSARILY TOBRINGINTHEBESTOFTHEBEST/UR STRATEGYISTOBRINGINTEACHERSWHO WANTTOBECOMEBETTERANDTRAINTHEM TOBECOMETHEBESTOFTHEBEST²

-ICHAEL-ANN (EADOF3CHOOL .ORTH3TAR!CADEMY

STAF½NGWHENSCHOOLISINSESSIONINORDER TOENSUREREGULAROPPORTUNITIESFORTEACHERS TOMEETWITHONEANOTHERANDWITHCOACHES ANDADMINISTRATORSASWELL7HILETHESCHOOL DAYAT.ORTH3TAR!CADEMYIN.EWARK .EW *ERSEY ISEIGHTHOURSLONG TEACHERSONLYTEACH FOURONE HOURCLASSESEACHDAY ALLOWINGTIME FORMEETINGSWITHPEERSANDCOACHESASWELL ASIN DEPTHLESSONPLANNING3EESIDEBAR ±)NSTRUCTIONAL,EADERSHIPAT.ORTH3TAR!CADEMY² "ROOKLYN'ENERATION3CHOOL ADISTRICTHIGH SCHOOLIN.EW9ORK PROVIDESTWOHOURSOF COLLABORATIONDAILYFORITSTEACHERSBYFORMING TWODIFFERENTSETSOFTEACHINGSTAFF4HE½RST GROUP CALLED±FOUNDATIONS²TEACHERS LEADTHE SCHOOL´SFOUNDATIONCOURSES WHICHINCLUDEA  MINUTEHUMANITIESCLASSANDA MINUTE MATHCLASS4HESECONDGROUP ±STUDIO²TEACHERS LEADTHESCHOOL´SSTUDIOCLASSES WHICHARE

ESSENTIALLYELECTIVECLASSESTHATINCLUDESCIENCE VISUALANDPERFORMINGARTS PHYSICALEDUCATION AMONGOTHERS%ACHGROUPOFTEACHERSISABLETO MEETWHILETHEOTHERGROUPISTEACHING !NOTHERSTRATEGYEXPANDED TIMESCHOOLSUSETO ½NDTIMEFORTEACHERDEVELOPMENTISTOSCHEDULE WEEKLYORBI WEEKLYEARLY RELEASEDAYS WHEN STUDENTSAREDISMISSEDEARLYANDTEACHERS HAVETHEOPPORTUNITYTOWORKTOGETHERON INSTRUCTIONALSTRATEGIES"ECAUSESTUDENTSAREIN SCHOOLMOREHOURSDURINGTHEWEEK SCHEDULING ANEARLY RELEASEDAYCANPROVIDETIMEFOR TEACHERSTOMEETWITHOUTCUTTINGINTOIMPORTANT INSTRUCTIONALTIMEFORSTUDENTS)NFACT OF THESCHOOLSINCLUDEDINTHISSTUDYSCHEDULEA WEEKLYEARLY RELEASEDAYFORTEACHERSTORECEIVE PROFESSIONALDEVELOPMENTANDCOLLABORATEWITH THEIRCOLLEAGUES/NESCHOOLIN.EW/RLEANS 2ECOVERY3CHOOL$ISTRICT !RTHUR!SHE#HARTER 3CHOOL OFFERSTWOHOURSOFWEEKLYPROFESSIONAL DEVELOPMENTTIME FOCUSEDONSTRENGTHENING INSTRUCTIONALPRACTICESORBUILDINGSCHOOL CULTURE AFTERSTUDENTDISMISSALEVERY&RIDAY 4EACHERSURVEYSCONDUCTEDAT!RTHUR!SHESHOW AHIGHLEVELOFSATISFACTIONWITHTHESETEACHER DEVELOPMENTOPPORTUNITIES/N7EDNESDAYS AT 7ILLIAMSBURG#OLLEGIATEIN"ROOKLYN .EW9ORK STUDENTSARERELEASEDEARLYANDTEACHERSSPEND FOURHOURSINPROFESSIONALDEVELOPMENTSESSIONS ANDGRADEANDCONTENTLEVELTEAMMEETINGS 3OMESCHOOLSALSODEVOTESEVERALWEEKSOF THESUMMERTOPROFESSIONALDEVELOPMENTAND PLANNING!T2OCKETSHIP-ATEO3HEEDY IN3AN *OSE #ALIFORNIA TEACHERSRETURNTOSCHOOLTHREE WEEKSBEFORESTUDENTS$URINGTHISPERIOD TEACHERSENGAGEINDISCUSSIONSANDTRAININGON SCHOOLCULTURE CLASSROOMMANAGEMENT GENERAL SCHOOLPROTOCOLSANDPROCEDURES ALONGWITH SPECI½CSCHOOL WIDEINSTRUCTIONALPRACTICES SUCHASGUIDEDREADING)N.EWARK .EW*ERSEY AT.ORTH3TAR!CADEMY TEACHERSALSORETURNTO SCHOOLTHREEWEEKSEARLYANDNEWTEACHERSARRIVE EVENEARLIER3UMMERPROFESSIONALDEVELOPMENT TIMEISFOCUSEDONRE½NINGTHEIMPLEMENTATION OFCOMMONINSTRUCTIONALAPPROACHES INCLUDINGTHESCHOOL´SSTRUCTUREDAPPROACH TOLESSON PLANNING (OWEVER WHILETHEAMOUNTOFTIMEINVESTED INTEACHERDEVELOPMENTACROSSTHESEHIGH PERFORMINGSCHOOLSISNOTEWORTHY THESCHOOLS EMPHASIZETHATTHEREALKEYTOTHEIRSUCCESSIS HOWTHEYUSETHISTIME7ITHOUTACOHERENT PLANFOREFFECTIVELYUSINGTIMEALLOTTEDFOR PROFESSIONALDEVELOPMENT GRADEDEPARTMENT MEETINGS ANDCLASSROOMOBSERVATIONS THESE ACTIVITIESCANFALLSHORTOFTHEIRINTENDED PURPOSES)NTHEABSENCEOFAPLAN PROFESSIONAL DEVELOPMENTCOURSESCANLACKRELEVANCEAND PRACTICALITY TEACHERMEETINGSCANLOSEFOCUS ANDBECOMEDIVERTEDBYISSUESOFBEHAVIOROR LOGISTICS ANDOBSERVATIONSCANBETOOINFREQUENT ORDISJOINTEDTOPROVIDETHEIMPORTANTFEEDBACK 4)-%7%,,30%.4




TEACHERSNEEDTOGROW4HEHIGH PERFORMING EXPANDED TIMESCHOOLSEXAMINEDINTHISSTUDY ATTRIBUTETHEIRSUCCESSTOALASER LIKEFOCUS ONCONTINUOUSLYSTRENGTHENINGINSTRUCTION 2EGARDLESSOFHOWTHEYORGANIZETHETIME THREESPECI½CKEYSTOSUCCESSEMERGEFROM OBSERVINGTHESESCHOOLS 4EACHERSAREOBSERVED FREQUENTLYANDRECEIVEFREQUENTFEEDBACK 4IMEFORTEACHERCOLLABORATIONANDPROFESSIONAL DEVELOPMENTISTHOUGHTFULLYPLANNEDAND DESIGNEDAROUNDASMALLSETOFCLEARGOALSFOR INSTRUCTIONALIMPROVEMENTAND 4EACHERSHAVE THEEXPECTATIONTHEYWILLRECEIVEFEEDBACKAND ARECOMMITTEDTOCONTINUOUSIMPROVEMENTIN THEIRTEACHING 0ROVIDETEACHERSWITHFREQUENT FEEDBACKANDCOACHING 0RINCIPALSANDOTHERADMINISTRATORSATHIGH PERFORMING EXPANDED TIMESCHOOLSCOMMIT TODELIVERINGCLEARANDFOCUSEDINSTRUCTIONAL LEADERSHIPTHROUGHFREQUENTOBSERVATIONSAND FEEDBACK!T.ORTH3TAR!CADEMY EACHTEACHERIS PAIREDWITHANINSTRUCTIONALCOACH°TYPICALLYA MASTERTEACHER ADMINISTRATOR OROTHERVETERAN TEACHER°WHOOBSERVESANDMEETSWITHTHE PARTNEREDTEACHERONCEEACHWEEK.EWTEACHERS ANDSTRUGGLINGTEACHERSAREOBSERVEDANDMEET WITHCOACHESMOREFREQUENTLY3IMILARLY TEACHERS AT!MISTAD!CADEMYIN.EW(AVEN #ONNECTICUT MEETWITHTHEIRINSTRUCTIONALCOACHTWICEEACH WEEK°ACLASSROOMOBSERVATIONFOLLOWEDBY AMEETINGTODEBRIEF3EESIDEBAR±%SSENTIALS OF%FFECTIVE)NSTRUCTIONAT!MISTAD!CADEMY -IDDLE3CHOOL² !TTHESETWOSCHOOLS ADDITIONAL TIMEALLOWSFORBOTHOBSERVATIONSANDMEETINGS TOTAKEPLACEWITHOUTSACRI½CINGTHEAMOUNT OFINSTRUCTIONSTUDENTSRECEIVE*ACOB(IATT -AGNET3CHOOLIN7ORCESTER -ASSACHUSETTS HASCON½GUREDSCHEDULESTOALLOWFORAUNIQUE PEEROBSERVATIONPROTOCOLTOSHAREEFFECTIVE INSTRUCTIONALPRACTICES MODELEDAFTERMEDICAL ROUNDS3EESIDEBAR±#OLLABORATINGTO)MPROVE )NSTRUCTIONAT*ACOB(IATT-AGNET3CHOOL² &OCUSONASMALLSETOFIMPROVEMENTGOALS !TEACHOFTHESESCHOOLS TEACHERSAND ADMINISTRATORSEMPHASIZETHATTHETIMEFOR

+EYS TO 3UCCESS 

4)-%7%,,30%.4

COACHING OBSERVATION ANDFEEDBACKISEFFECTIVE BECAUSEITFOCUSESONALIMITEDNUMBEROFCLEAR GOALSANDONIMPROVINGJUSTAFEWSPECI½C INSTRUCTIONALPRACTICES!T.ORTH3TAR!CADEMY EACHTEACHERDEVELOPSASMALLSETOFGOALS WHICH ARECLEARLYIDENTI½EDATTHETOPOFALESSONPLAN INCOLLABORATIONWITHHISHERINSTRUCTIONAL LEADER&OREXAMPLE ATEACHERMAYBEWORKING ONBETTERENGAGINGSTUDENTSINDISCUSSIONSOR ONBETTERPACINGOFLESSONS!T(IATT THEFACULTY ANDSCHOOLLEADERSHIPFOCUSONTHREESPECI½C INSTRUCTIONALPRACTICESINTHEIRMEETINGSWITH ONEANOTHERANDINTHEIRPEEROBSERVATIONS 4EACHERDEVELOPMENTAT!MISTAD!CADEMYIS ALIGNEDTOTEN±%SSENTIALSOF%FFECTIVE)NSTRUCTION ² DEVELOPEDBYTHEGREATER!CHIEVEMENT&IRST NETWORK4WICEEACHYEAR ALL!MISTADTEACHERS ATTENDPROFESSIONALDEVELOPMENTTRAININGS DELIVEREDBY!CHIEVEMENT&IRSTTEACHERSAND STAFF EACHINTENDEDTOSTRENGTHENONEOFTHE TENESSENTIALS!DDITIONALLY !MISTADEDUCATORS CHOOSEONEOFTHEESSENTIALSASTHEIRSCHOOL WIDE GOALEACHYEAR&INALLY INSTRUCTIONALCOACHESUSE ARUBRICORGANIZEDAROUNDTHETENESSENTIALSTO PROVIDEFEEDBACKTOTEACHERSAFTEROBSERVATIONS #REATEACULTURETHATVALUESFEEDBACK ANDCONTINUOUSIMPROVEMENT #ONSTRUCTIVEFEEDBACKISNOTEASYTOGIVE NOR ISITALWAYSEASYTORECEIVE)NSCHOOLS JUSTLIKE INMANYWORKENVIRONMENTS ADMINISTRATORS ANDINSTRUCTIONALLEADERSWILLHESITATETOOFFER DETAILEDCOMMENTSONHOWPROFESSIONALPRACTICE CANBEIMPROVED%DUCATORSWORKINGATTHEHIGH PERFORMING EXPANDED TIMESCHOOLSINTHISSTUDY RECOGNIZETHATTEACHINGEXCELLENCEDEPENDSON CREATINGACULTUREWHEREFEEDBACKISEXPECTED ANDWHERETHEFOCUSISALWAYSONHOWTOIMPROVE ±%VENTHEBESTTEACHERSAREOBSERVEDANDGET FEEDBACK BECAUSEEVERYONECANGETBETTER7EARE NEVERSATIS½EDHERE ²EXPLAINS%RIC7IDMEYER AN EIGHTH GRADEHISTORYTEACHERAT!MISTAD!CADEMY ±7EAREALWAYSLOOKINGFORSOMEWAYTOIMPROVE OURTEACHING4HAT´SWHATMAKESTEACHINGHERE EXCITING)T´SHARD BUT)KNOW)AMIMPROVING²

„0ROVIDETEACHERSWITHFREQUENT FEEDBACKANDCOACHING „&OCUSONASMALLSETOFIMPROVEMENTGOALS „#REATEACULTURETHATVALUESFEEDBACK ANDCONTINUOUSIMPROVEMENT


#OLLABORATINGTO)MPROVE)NSTRUCTIONAT *ACOB(IATT-AGNET3CHOOL7ORCESTER -! *ACOB(IATT-AGNET3CHOOL

7

HILEMANY SCHOOLS 0RINCIPAL0ATRICIA%'AUDETTE SCHEDULE TIMEFOR 3CHOOLSCHEDULEAM¯PM TEACHERSTOCOLLABORATE !DDITIONALTIMECOMPAREDTO *ACOB(IATT-AGNET SURROUNDINGDISTRICTMINDAY 3CHOOL IN7ORCESTER -ASSACHUSETTS STANDSOUT 3TUDENT0OPULATION FORITSEFFORTSTOORGANIZE 'RADESSERVED0+¯ ALLCOLLABORATIONAND .UMBEROFSTUDENTS PROFESSIONALDEVELOPMENT 1UALIFYFORFREEREDUCEDLUNCH TIMEAROUNDITSSCHOOL WIDEINSTRUCTIONALFOCUS 3TUDENTS3CORING!TOR!BOVE0RO½CIENT WHICHCONCENTRATESON ONTHE-ASSACHUSETTS#OMPREHENSIVE IMPROVINGSTUDENTS´ !SSESSMENT3YSTEM4ESTIN CRITICALREADINGSKILLS!FTER DIFFERENCECOMPAREDTOSURROUNDING ESTABLISHINGTHISFOCUS DISTRICT (IATT´SEXPANDEDSCHOOL SCHEDULEWASSTRUCTURED %,!  TOALLOWMORETIMEFOR -ATH  WRITINGANDLITERACY -EANWHILE THESCHOOL INVESTEDSIGNI½CANTTIME INTHEIRTEACHERS ACKNOWLEDGINGTHATFOR INSTRUCTIONTOIMPROVE TEACHERSNEEDMORE TIMETOCOLLABORATE LOOKATSTUDENTWORK AND ANALYZEDATA ASWELLASCONTINUETORE½NETHEIR INSTRUCTIONALPRACTICE!LSOSEEEARLIERSIDEBAR ±3CHOOL WIDE)NSTRUCTIONAL&OCUSAT*ACOB(IATT -AGNET3CHOOL² )NTHEPROCESSOFDETERMININGASCHOOL WIDE INSTRUCTIONALFOCUS (IATT´SFACULTYAND LEADERSHIPIDENTI½EDTHREE±3CHOOL 7IDE"EST 0RACTICES²THATALLTEACHERSWOULDIMPLEMENT

EVERYDAYINEVERYCLASSROOMANDTHEYDEVELOPED AUNIQUEPEEROBSERVATIONSYSTEMSOTEACHERS COULDSHAREEFFECTIVEINSTRUCTIONALPRACTICES CONTINUALLYWITHONEANOTHER ±4HEPARTICULARLYEFFECTIVESYSTEMWEHAVE USEDTOSTRENGTHENINSTRUCTIONINTHESETHREE PRACTICEAREASISTHEPROFESSIONALDEVELOPMENT PRACTICECALLED³ROUNDS´)TISMODELEDAFTER THEPRACTICEUSEDINTHEMEDICALPROFESSIONTO IMPROVEPATIENTCARE ²!SSISTANT0RINCIPAL-ARY ,ABUSKIDESCRIBES!T(IATT AROUNDENGAGES SMALLGROUPSOFTEACHERSINUNDERSTANDINGTHE TEACHING LEARNINGPROCESSATWORKWITHINA PARTICULARCLASSROOM4HEROUNDISPRE ARRANGED ANDTEACHERSAREIDENTI½EDTOPARTICIPATE EITHERASANOBSERVERORASAHOSTTEACHER %ACHOBSERVINGGROUPRECEIVESANORIENTATION REGARDINGTHECLASSROOMACTIVITYFROMTHEHOST TEACHER OBSERVESANDORPARTICIPATESINSOME WELL DE½NEDWAY ANDRE¾ECTSANDDISCUSSESTHE LESSONAFTERWARD1UESTIONSAREDEVELOPEDTO GUIDETHEPOST ROUNDRE¾ECTION#LASSCOVERAGE ARRANGEDBYTHEPRINCIPALENABLES(IATTTEACHERS TOPARTICIPATEINROUNDSPERIODICALLYTHROUGHOUT THESCHOOLYEAR ±7HENWESTARTEDUSING4 CHARTSASGRAPHIC ORGANIZERSTOTEACHWRITINGWENEEDEDTOHELP TEACHERSLEARNTOINTEGRATETHEMINTOTHEIR LESSONS7EDIDALOTOFROUNDSWITH TEACHERS WHOWERESKILLEDATUSINGTHESEORGANIZERSAND THATREALLYHELPEDUSIMPROVEOURPRACTICE3OME TEACHERSSAID³/HNOW)GETIT´)TWASSORTOFAN ³AHAMOMENT´FORTHEM ²,ABUSKIRECOUNTS

*ACOB(IATT3CHOOL WIDE"EST0RACTICES #OREINSTRUCTIONALTIMEWILLBEDEDICATEDTOWORKON READINGANDRESPONDINGTOAVARIETYOFTEXTSINEVERY CLASSROOM EVERYDAY 4HISINSTRUCTIONWILLINCLUDETHEUSEOF4 CHARTS ASSCHOOL WIDEGRAPHICORGANIZERS 4HISINSTRUCTIONWILLINCLUDETHEUSEOFTHE 5 . 0 ! # +THEQUESTIONSTRATEGY 4HISINSTRUCTIONWILLINCLUDEMODELEDWRITINGBY EVERYTEACHERINEVERYCLASSROOMEVERYDAY 

4)-%7%,,30%.4

4)-%7%,,30%.4




%SSENTIALSOF%FFECTIVE)NSTRUCTIONAT !MISTAD!CADEMY-IDDLE3CHOOL .EW(AVEN #4 !MISTAD!CADEMY-IDDLE3CHOOL

!

MISTAD!CADEMY -IDDLE3CHOOL 0RINCIPAL-ATT4AYLOR FOUNDEDIN  SERVES 3CHOOLSCHEDULEAM¯PM STUDENTSFROMSOMEOF %ARLYRELEASEAM¯PM&RI .EW(AVEN´SPOOREST !DDITIONALTIMECOMPAREDTO NEIGHBORHOODS WHO FREQUENTLYENTERTHE SURROUNDINGDISTRICTMINDAY SCHOOLACHIEVINGWELL 3TUDENT0OPULATION BELOWGRADELEVEL9ET 'RADESSERVED¯ EACHYEAR !MISTAD STUDENTSCONSISTENTLY .UMBEROFSTUDENTS OUTPERFORMSTUDENTSFROM 1UALIFYFORFREEREDUCEDLUNCH BOTHTHESURROUNDING 3TUDENTS3CORING!TOR!BOVE0RO½CIENT DISTRICTSCHOOLSANDTHE STATEONTHE#ONNECTICUT ONTHE#ONNECTICUT-ASTERY4ESTIN -ASTERY4ESTIN%NGLISH DIFFERENCECOMPAREDTOSURROUNDING LANGUAGEARTSANDMATH DISTRICT "ASEDON!MISTAD´S %,!  SUCCESS SCHOOLLEADERS -ATH  CREATED!CHIEVEMENT &IRST!& ANETWORKOF CHARTERSCHOOLSIN #ONNECTICUTAND.EW9ORK THATHAVEREPLICATEDTHE!MISTADMODEL %ARLYINTHESCHOOL´SDEVELOPMENT LEADERSAT !MISTAD!CADEMYREALIZEDTHATBUILDINGACADRE OFEXCELLENTTEACHERSWASPARAMOUNTTOMEETING THEIRGOALSOFCLOSINGTHEACHIEVEMENTGAP ANDPREPARINGTHESCHOOL´SMOSTLYLOW INCOME STUDENTBODYFORSUCCESSINCOLLEGEANDBEYOND 4OTHISEND LEADERSHONEDINONTHEINSTRUCTIONAL PRACTICESTHEYBELIEVEDWEREESSENTIAL COMPONENTSOFEFFECTIVEINSTRUCTION4HISLISTOF

!CHIEVEMENT&IRST %SSENTIALSOF%FFECTIVE)NSTRUCTION  'REAT!)-3  %XIT4ICKET!SSESSMENTOF3TUDENT-ASTERYOFTHE!)-3  -OST%FFECTIVEAND%F½CIENT3TRATEGIESTO4EACHTHE!)-3  -ODELING'UIDED0RACTICE)7EOR7E  3USTAINED 3UCCESSFUL )NDEPENDENT0RACTICE9OU  #LASSROOM#ULTURE  3TUDENT%NGAGEMENT  !CADEMIC2IGOR  #UMULATIVE2EVIEW  $IFFERENTIATION 

4)-%7%,,30%.4

KEYPRACTICESHASBEENEXPANDEDANDRE½NED ANDISNOWREFERREDTOACROSSTHE!&NETWORK ASTHE±%SSENTIALSOF%FFECTIVE)NSTRUCTION²4HE %SSENTIALSENCOMPASSELEMENTS ORGANIZED INTOCATEGORIES ANDDE½NEWHATHIGH QUALITY INSTRUCTIONSHOULDLOOKLIKEAT!&SCHOOLS !LONGWITHTHE%SSENTIALS ASYSTEMOF INSTRUCTIONALCOACHINGWASCREATEDTOSUPPORT TEACHERDEVELOPMENT%ACHTEACHERISASSIGNEDAN INSTRUCTIONALCOACH4HECOACHINGTEAMISMADE UPOFTHESCHOOL´SACADEMICDEANS THEPRINCIPAL ANDAFEWMASTERTEACHERS ALLOFWHOMTEACH ATLEASTONECLASS±/NEOF!CHIEVEMENT&IRST´S VALUESISTHATEVERYONE INCLUDINGTHEPRINCIPAL HASAFOOTINTHECLASSROOM ²SAYS-ATT4AYLOR THE SCHOOLLEADERAT!MISTAD!CADEMY%ACHTEACHER ISOBSERVEDBYTHEIRCOACHEVERYWEEK USING THE%SSENTIALSTOGUIDETHEOBSERVATION4HE COACHTHENMEETSWITHTHETEACHERDURINGHIS HERPLANNINGPERIODTOEXCHANGEFEEDBACK AND THEPAIRWORKCOLLABORATIVELYTODETERMINEWHAT ELEMENTOFTHE%SSENTIALSNEEDSIMPROVEMENT ANDTHESPECI½CSTRATEGIESTHATWILLBEUSEDTO STRENGTHENINSTRUCTIONINTHISAREA/NCEAPLAN HASBEENCREATED THECOACHOBSERVESTHETEACHER INTHECLASSROOMANDTHECOACHANDTEACHER MEETAGAINTODEBRIEFANDASSESSTHETEACHER´S MASTERYOFTHESTRATEGIES!STHETEACHERMAKES PROGRESSTHEPLANISFURTHERMODI½EDTOFOCUS ONADIFFERENTELEMENTOFTHE%SSENTIALS ±4HECOACHINGPROGRAMTHATWEHAVEMAKES PEOPLEFEELEXTREMELYSATIS½EDWITHTHEIRWORK ² EXPLAINS3CHOOL,EADER4AYLOR±4HEYFEELLIKE THEY´REGROWINGBECAUSEOFTHELEVELOFCOACHING THEY´REGETTING² 4OENSURECOACHINGISHIGHLYEFFECTIVEITIS SUPPORTEDATBOTHTHENETWORKANDSCHOOLLEVEL !CHIEVEMENT&IRSTPROVIDESTWOTOTHREEDAYS OFTRAININGFORCOACHESEACHYEAR$URINGTHE TRAININGCOACHESLEARNHOWTOUSETHE%SSENTIALS TOGUIDETHEIROBSERVATIONSANDPROVIDEFEEDBACK !TTHESCHOOLLEVEL THEPRINCIPALACTSASTHE ±COACHOFCOACHES²4HEPRINCIPALPARTICIPATESIN CO OBSERVATIONSWITHCOACHESANDMEETSWITH THEMREGULARLYTODISCUSSTHEPROGRESSTEACHERS AREMAKINGANDHOWTHEIRCOACHINGCANBE IMPROVED!CCORDINGTO4AYLOR THEPRINCIPALOF !MISTAD!CADEMY ±4HISRIGOROUSSYSTEMANDTHE CLEAREXPECTATIONSWEHAVEREGARDINGTHEPRACTICES WEWANTTOSEEINEACHCLASSROOMHASREALLY CONTRIBUTEDTOOURSTUDENTS´ACADEMICSUCCESS²


)NSTRUCTIONAL,EADERSHIPAT .ORTH3TAR!CADEMY.EWARK .* .ORTH3TAR!CADEMY 0RINCIPAL-ICHAEL-ANN 3CHOOLSCHEDULEAM¯PM %ARLYRELEASEAM¯PM4HURS !DDITIONALTIMECOMPAREDTO SURROUNDINGDISTRICTMINDAY ANDDAYSYEAR 3TUDENT0OPULATION 'RADESSERVED¯ .UMBEROFSTUDENTS 1UALIFYFORFREEREDUCEDLUNCH 3TUDENTS3CORING!TOR!BOVE0RO½CIENT ONTHE.EW*ERSEY!SSESSMENT OF3KILLSAND+NOWLEDGEIN DIFFERENCECOMPAREDTOSURROUNDING DISTRICT %,!  -ATH 

3

TUDENTSAT.ORTH 3TAR!CADEMY ROUTINELYACHIEVE PRO½CIENCYRATES OFPERCENTONTHE .EW*ERSEY!SSESSMENT OF3KILLSAND+NOWLEDGE 4HESCHOOL´SUNCOM PROMISINGEMPHASISON STRENGTHENINGTHESKILLS OFITSTEACHERSISONEPARTIAL REASONFORTHESTUDENT´S SUCCESS)TSSYSTEMOF INSTRUCTIONALLEADERSHIP ANDCOACHINGISONEOFTHE DISTINGUISHINGFEATURES OFTHESCHOOL±7EHAVE VERYHIGHSTANDARDS FOROURTEACHERSBUTWE DON´TJUSTTRYTOGOOUTAND HIRESUPERSTARS7EWORK REALLYHARDWITHEVERY TEACHERTOTURNTHEMINTO EXCELLENTTEACHERS ²ASSERTS -ICHAEL-ANN .ORTH 3TAR´SHEADOFSCHOOL

4OBUILDTEACHERSKILLS SCHOOLADMINISTRATORS APPOINTEIGHT±INSTRUCTIONALLEADERS²FROM THEIRSTAFF4HEINSTRUCTIONALLEADERSINCLUDE THESIXDEPARTMENTCHAIRSANDTWOADDITIONAL TEACHERSWHOHAVEDEMONSTRATEDEXCELLENCE INTHECLASSROOM%ACHTEACHERINTHEBUILDING ISASSIGNEDANINSTRUCTIONALLEADERWHOIS CHARGEDWITHSUPPORTINGTHEASSIGNEDTEACHER´S DEVELOPMENT)NSTRUCTIONALLEADERS WHOALSO CARRYATEACHINGLOAD PROVIDEASSIGNEDTEACHERS WITHAMINIMUMOFTHREEHOURSOFSUPERVISION

ANDSUPPORTEACHWEEK3UPPORTINCLUDESAONE HOUROBSERVATIONATTHEBEGINNINGOFTHEWEEK AONE HOURMEETINGLATERINTHEWEEKTOPROVIDE FEEDBACKONTHEOBSERVATION ANDCO PLANNING FORTHENEXTWEEK´SLESSONS.EWTEACHERSOR STRUGGLINGTEACHERSMAYRECEIVEUPTOSIXHOURS OFOBSERVATIONANDCOACHINGPERWEEK±7EDON´T CHARACTERIZETHISRELATIONSHIPAS³COLLABORATION´ )TISLEADERSHIP7HENLEADERSGIVEINSTRUCTIONS THEYARENOTJUSTPROVIDINGCOLLEGIALADVICE THEY AREDIRECTINGTHEGROWTHOFTEACHER´SSKILLS ² EXPLAINS-ANN %VERYTEACHERINTHESCHOOL°EVENVETERANAND MASTERTEACHERS°WORKWITHTHEIRINSTRUCTIONAL LEADERTOIDENTIFYAREASFORIMPROVEMENT±4HE AREA)REALLYNEEDEDTOWORKONWASPACING) WASTAKINGTOOLONGONCERTAINACTIVITIESINMY LESSON AND)WASN´TGETTINGTOSOMEOFTHEPARTS )HADPLANNEDFORTHEEND-YINSTRUCTIONAL LEADERHELPEDMETOTIMESTAMPMYLESSONSSO THAT)WASCLEARWHERE)WANTEDTOBEATEACH POINT ²SAYS3TEVE#HIGER AJOURNALISMAND %NGLISHTEACHERAT.ORTH3TAR7HENATEACHER ISSTRUGGLINGINASPECI½CAREA HESHEMAYBE ASKEDTOOBSERVEANOTHERTEACHER´SLESSON OR THEINSTRUCTIONALLEADERMAYMODELATEACHING STRATEGYBYCO TEACHINGALESSONORSTEPPINGINTO TEACHACOMPONENTOFALARGERLESSON 7HATISMOSTDISTINCTIVEABOUT.ORTH3TAR !CADEMY´SAPPROACHISTHEINTENTIONALITY ANDFORETHOUGHTTHATHAVEGONEINTOTHE CREATIONOFTHEINSTRUCTIONALLEADERSHIPSYSTEM )NSTRUCTIONALLEADERSRECEIVECOACHINGONHOWTO SUPPORTTEACHERS ANDTHEYAREREQUIREDTOAPPLY ANUMBEROFSCHOOL WIDETEMPLATESTOGUIDETHEIR WORK4HESCHOOLPROVIDESTRAININGANDPROTOCOLS ONHOWTOCONDUCTANOBSERVATION HOWTO STRUCTURETEACHERMEETINGS HOWTOGIVEFEEDBACK ONANOBSERVATION ANDHOWTOSETSPECI½C DEVELOPMENTGOALS6IDEOTAPESOFEFFECTIVE MEETINGSBETWEENINSTRUCTIONALLEADERSAND TEACHERSARESHOWNTOMODELDESIREDAPPROACHES ANDBEHAVIORS 4OALLOWTIMEFORTHESEVITALMEETINGS TEACHERS AT.ORTH3TAR!CADEMYTYPICALLYTEACHONLY FOUROUTOFSEVENCLASSPERIODSPERDAY±4HESE MEETINGSTAKETIME ²EXPLAINS*ULIANN(ARRIS NINTHANDTENTHGRADEACADEMYLEADER ±ANDTHEY AREANIMPORTANTPARTOFOURWORKTOMAKESURE OURSTUDENTSRECEIVEANEXCELLENTEDUCATION²



4)-%7%,,30%.4

4)-%7%,,30%.4








4)-%7%,,30%.4

3UCCESSFUL %XPANDED 4IME3CHOOLS¨

5SE4IMETO2ELENTLESSLY !SSESS !NALYZE AND2ESPOND TO3TUDENT$ATA


/

VERTHEPASTTWODECADES THESTANDARDS BASEDREFORMANDACCOUNTABILITY MOVEMENTSHAVESPARKEDADRAMATIC INCREASEINTHEAMOUNTOFDATA COLLECTEDINSCHOOLS3UPPLEMENTINGINFORMATION GLEANEDFROMANNUALSTANDARDIZEDTESTS SOME SCHOOLSNOWCOLLECTBENCHMARKASSESSMENT DATATOPREDICTSTANDARDIZEDTESTPERFORMANCE TEACHERSCOLLECTDATAINCLASSROOMSTOMONITOR STUDENTPROGRESSANDDISTRICTSINVESTIN±DATA DASHBOARDS²ANDOTHERCOMPUTERPROGRAMSTO STOREANDANALYZEVASTAMOUNTSOFSTUDENTDATA !MONGEDUCATORS THEREISNOWCONSENSUSTHAT SCHOOLIMPROVEMENTEFFORTSSHOULDINCORPORATE THECOLLECTIONOFDATATOASSESSSTUDENTPROGRESS ANDINFORMINSTRUCTION 7HILEEFFORTSTOCOLLECTANDANALYZESUCHDATA HAVECONSEQUENTLYBECOMEMOREWIDESPREAD MANYSCHOOLSARESTILLNOTUSINGDATAREGULARLY OREFFECTIVELYTOINFORMINSTRUCTIONANDTARGET TEACHINGTOWARDSSTUDENTSTRENGTHSAND WEAKNESSES/NEPOSSIBLEREASONISTHATDATAUSE INSCHOOLSTAKESTIME3CHOOLSNOTONLYNEEDTIME TODEVELOPANDIMPLEMENTPERIODICASSESSMENTS



.UMBEROFHIGH PERFORMING

EXPANDED TIMESCHOOLS INTHISSTUDYTHATSCHEDULE ±$ATA$AYS²°WHERE TEACHERSAREFREEDFROM THEIRTEACHINGDUTIES°TO ANALYZEDATA THEYALSONEEDFOLLOW UPTIMETOANALYZERESULTS ANDDEVELOPSTRATEGIESTOIMPROVEORMODIFY INSTRUCTION4HETYPICALSCHOOLCALENDARRARELY AFFORDSTHETIMENEEDEDFORREGULARANDIN DEPTH DISCUSSIONSABOUTDATA)NCONTRAST THEHIGH PERFORMING EXPANDED TIMESCHOOLSINTHISSTUDY DEMONSTRATENOTONLYHOWSCHOOLSDEVOTETHE TIMENEEDEDTODATAANALYSIS THEYALSOREVEAL THEPIVOTALROLEDATAANALYSISPLAYSINDRIVING DECISIONSABOUTTIMEUSE !LLSCHOOLSINOURSTUDYSTRUCTURETIMEEVERY QUARTER WEEK ANDORDAYTOENABLETHOROUGHDATA ANALYSISTHEEXPANDEDSCHOOLSCHEDULEALLOWS THEMTODOSOWITHOUTTAKINGAWAYFROMTHEIR RICHANDRIGOROUSCURRICULUM&OREXAMPLE EACH QUARTER TEACHERSAT'RIF½TH%LEMENTARY3CHOOL IN0HOENIX !RIZONA REVIEWBENCHMARKAND OTHERREADINGASSESSMENTSTOIDENTIFYSTANDARDS TORE TEACHANDDESIGNINDIVIDUALSUPPORTSFOR STUDENTS!T-ASTERY#HARTER3CHOOLS3HOEMAKER #AMPUS IN0HILADELPHIA 0ENNSYLVANIA TEACHERSTYPICALLYSPENDONETOTWOHOURSEACH WEEKREVIEWINGDATACOLLECTEDFROMWEEKLY

ASSESSMENTSASWELLASDAILY±EXITTICKETS²°A SMALLNUMBEROFPROBLEMSORQUESTIONSSTUDENTS COMPLETEBEFORELEAVINGEACHCLASSINORDERTO DEMONSTRATEMASTERYOFTHELESSON3EESIDEBAR ±$ATA!NALYSIS4OOLSAND0ROTOCOLSAT-ASTERY #HARTER3CHOOLS3HOEMAKER#AMPUS² %FFECTIVEDATAUSEALSOREQUIRESTIMEINCLASS TOASSESSSTUDENTS4HESCHOOLSINOUR.ATIONAL #ENTERON4IME,EARNINGSTUDYNOTONLY ALLOCATETIMEFORTEACHERSTOANALYZEDATA THEY ALSOAPPORTIONSIGNI½CANTAMOUNTSOFTIMETO CONDUCTSTUDENTASSESSMENTS%XITTICKETS FOR EXAMPLE OFTENREQUIRETHELAST½VEMINUTESOF CLASSTOADMINISTER ANDTEACHERSMUSTPLANTHEIR LESSONSCAREFULLYTOLEAVETIMEFORTHESESHORT QUIZZES4EACHERSALSONEEDTODEVOTECLASSTIME ATPERIODICINTERVALSINTHEYEARTOADMINISTER BENCHMARKASSESSMENTS/FCOURSE SCHOOLSNEED TOBALANCETHISTIMEFORTESTINGWITHHIGH QUALITY ENGAGINGINSTRUCTIONSOTHATASSESSMENTDOESN´T TAKEPRECEDENCEOVERTEACHING WHICHSUGGESTSYET ANOTHERREASONMORECLASSTIMEISSOIMPORTANT 4OMAKECERTAINTHATTHETIMEALLOTTEDFOR ASSESSMENT DATAANALYSIS ANDDATA DRIVEN PLANNINGISHIGHLYEFFECTIVE THESCHOOLSINTHIS STUDYEMPLOYTHREEKEYTACTICS "UILDSCHOOL WIDECOMMITMENTTODATAUSE 4HROUGHOUTTHEHALLWAYSATMANYOFTHESCHOOLS WEVISITEDFORTHISSTUDY ASSESSMENTDATAIS DISPLAYEDTOCELEBRATESTUDENTPROGRESSAND REMINDEVERYONETHEREOFSHAREDPERFORMANCE GOALS±"EINGADATADRIVENORGANIZATIONIS AKEYTENETTOWHOWEARE ²SAYS$ANIEL"ELL DIRECTOROFOPERATIONSAT-ASTERY3HOEMAKER !DMINISTRATORSCONTINUOUSLYCOMMUNICATE THEIMPORTANCEOFDATAASATOOLTOIMPROVE INSTRUCTIONANDENSURETHATEVERYSTUDENTIS RECEIVINGTHEACADEMICSUPPORTNEEDEDTO SUCCEED!SARESULT TEACHERSARECOMFORTABLE SHARINGANDDISCUSSINGDATA±/URLEADERSHIP TEAMHASALWAYSBEENVERYOPENWITHOURDATA ² SAYS3HELBY3CHEIDEMAN THEPRINCIPALAT!SPIRE 0ORT#ITY0#! IN3TOCKTON #ALIFORNIA±7EWANT TOSHOWOURSTAFFTHATWEALLHAVEAREASWECAN IMPROVEON BUTWENEEDTOLOOKATTHEDATATO ½RSTIDENTIFYTHOSETHINGS²!T0#! EVENSTUDENTS AREINVOLVEDINDATAANALYSISTWICEAYEAR STUDENTSLEADPARENT TEACHERCONFERENCES SETTING TWOMEASURABLEGOALSWITHTEACHERSONREADING WRITING MATH ANDPERSONALGROWTH3EESIDEBAR ±#YCLEOF)NQUIRYAT!SPIRE0ORT#ITY!CADEMY² 0ROVIDETEACHERSWITHTOOLSTHATSIMPLIFY REAL TIMEDATAANALYSIS !NALYZINGANDPLANNINGAROUNDDATACAN ADDAGENUINEBURDENTOATEACHER´SBUSY SCHEDULE&ORTHISREASON ALONGWITHCARVING OUTTIMEFORTEACHERSTODEVOTETODATA DRIVEN ACTIVITIES ANUMBEROFSCHOOLSINTHISSTUDY ALSOHAVEIMPLEMENTEDTOOLSTHATSIMPLIFYDATA ANALYSIS ALLOWINGTEACHERSTOSPENDTHEIRTIME

4)-%7%,,30%.4




STRATEGIZINGAROUNDDATARATHERTHANCRUNCHING NUMBERS4HE!SPIRENETWORKOFSCHOOLSIN #ALIFORNIAHASCREATEDACOMPUTER BASEDDATA PORTALFORITSTEACHERS4HENETWORKPORTAL ALLOWSTEACHERSTOCOMPARETHEIRSTUDENTS´ PERFORMANCESTOASETOFPERFORMANCEPREDICTIONS BASEDONPREVIOUSSCORESANDTOTHESCORESOF OTHERSTUDENTSAT!SPIRE3CHOOLS±7ECANLOOK ATTHEDATAANDIMMEDIATELYUNDERSTANDWHICH STUDENTSARESTRUGGLINGANDWHICHSTUDENTSARE PERFORMINGABOVEEXPECTATIONS7ECANRESPOND QUICKLYTOWHATTHEDATATELLUS CHANGINGTHE WAYWEARETEACHING ORREVIEWINGCERTAINTOPICS THATSTUDENTSAREN´TUNDERSTANDING OREVEN PULLINGCERTAINKIDSFOREXTRAHELPWHENTHEY NEEDIT ²SAYS,ARRISE,ANE ASECONDGRADETEACHER AT!SPIRE0ORT#ITY!CADEMY !SIMILARPORTALCREATEDBYTHE-ASTERY3CHOOLS NETWORKPROVIDESPREDICTIVESTUDENTGROWTH DATA INDICATINGWHETHERSTUDENTSAREMAKING PROGRESSTOWARDSPECI½CGOALS!T2OCKETSHIP -ATEO3HEEDY IN3AN*OSE #ALIFORNIA STUDENTS RECEIVEADAILYPERIODOFSELF DIRECTED%NGLISH LANGUAGEARTSANDMATHPRACTICETHROUGH ADAPTIVESOFTWAREINTHESCHOOL´S,EARNING,AB 3TUDENTPERFORMANCETHENFEEDSINTOADATA PORTAL CALLEDTHE±4EACHER$ASHBOARD ²WHICH ISUPDATEDEACHDAY±4HEINFORMATIONFROM 4EACHER$ASHBOARDTELLSMEHOWMANYQUESTIONS STUDENTSCOMPLETED ²EXPLAINS-ARICELA'UERRERO THEPRINCIPALAT2OCKETSHIP ±ANDITTELLSMETHE ACCURACYSOTHAT)CANFOLLOWUPINTHECLASSROOM THENEXTDAYORMAKESURE)RE TEACHSOMETHING² #REATEPROTOCOLSTHATSUPPORTTEACHERS INPLANNINGAROUNDDATAUSE (IGH PERFORMING EXPANDED TIMESCHOOLS ESTABLISHPROTOCOLSTOENSURETHATDATAANALYSIS

CONDUCTEDPRODUCESREALIMPACTSONSTUDENT LEARNING!SMANYASOFTHESCHOOLSWE STUDIEDHOLD±$ATA$AYS²°SPECI½CDAYSON WHICHTEACHERSAREFREEDFROMTHEIRTYPICAL TEACHINGRESPONSIBILITIESANDGATHERTOLOOKAT DATA$ATA$AYSAT-ASTERY3HOEMAKERAREHELD QUARTERLYAFTERBENCHMARKASSESSMENTS WHEN STUDENTSARENOTINSCHOOL$URINGTHESEPERIODS STRUCTUREDTIMEISGIVENFORSTAFFTOMEETIN GRADEANDCONTENTLEVEL ASWELLASACROSSSCHOOLS !CHIEVEMENT&IRSTSCHOOLSIN#ONNECTICUTAND .EW9ORKALSOMEETFOURDAYSEACHYEAR° WITHOUTSTUDENTS°TODISCUSSDATAANDSHARE INSTRUCTIONALPRACTICESAFTEREACHBENCHMARK ASSESSMENT±4HEWHOLENETWORKOFSCHOOLS COMESTOGETHER ²SAYS-ATT4AYLOR 3CHOOL,EADER AT!MISTAD!CADEMY AN!CHIEVEMENT&IRST SCHOOLLOCATEDIN.EW(AVEN±3CHOOLSRE¾ECT ONINTERIMASSESSMENTS WHICHAREDEVELOPED BY!CHIEVEMENT&IRST&ORINSTANCE EVERYSIXTH GRADEMATHTEACHERFROMEACHOFTHESCHOOLS WILLMEET RE¾ECTINGONTHESIXTH GRADETESTAND PLANNINGFORTHENEXTSIXWEEKSOFINSTRUCTION TOGETHER²!T!SPIRE0ORT#ITY WEEKLY GRADE LEVEL MEETINGSFOLLOWA±#YCLEOF)NQUIRY²PROCESS $URINGTHESEMEETINGS TEACHERSSHAREWEEKLY ASSESSMENTDATAANDINSTRUCTIONALSTRATEGIES THROUGHARE¾ECTIONSHEET±7ELOOKATEVERY STUDENTANDMAKESURETHEYEACHLEARNWHAT THEYNEEDTOLEARN ²SAYS3OKHEAP(ENG A½FTH GRADETEACHERATTHESCHOOL±4HETIMEWEGET INPLANNINGWITHOURCOLLEAGUESAND½LLINGOUT THERE¾ECTIONSHEETSREGULARLYLETSUSKNOWTHAT ASTEACHERS WENEEDTOBELOOKINGATDATAAND PLANNINGOURINSTRUCTIONAROUNDITEVERYDAY²

E

-ORE4IMEFOR$ATA!NALYSIS

4YPICAL3IX 7EEK#YCLEAT(IGH 0ERFORMING %XPANDED 4IME3CHOOLS 7%%+7%%+7%%+7%%+7%%+7%%+

- 4 7 2 &



- 4 7 2 &

- 4 7 2 &

- 4 7 2 &

- 4 7 2 &

- 4 7 2 &

$AILY

7EEKLY

1UARTERLY

9EARLY

0REPANDTEACHER COLLABORATIONTO REVIEWDAILYWORK

'RADEMEETINGS TOANALYZEWEEKLY ASSESSMENTS

$ATAANALYSIS DAYSAFTER BENCHMARKS

2EVIEWDATATO PLANFOR UPCOMINGYEAR

4)-%7%,,30%.4


+EYS TO 3UCCESS 

4)-%7%,,30%.4

„"UILDSCHOOL WIDECOMMITMENT TODATAUSE „0ROVIDETEACHERSWITHTOOLSTHATSIMPLIFY REAL TIMEDATAANALYSIS „#REATEPROTOCOLSTHATSUPPORTTEACHERS INPLANNINGAROUNDDATAUSE 4)-%7%,,30%.4




#YCLEOF)NQUIRYAT !SPIRE0ORT#ITY!CADEMY3TOCKTON #!

!

!SPIRE0ORT#ITY!CADEMY

T!SPIRE0ORT#ITY !CADEMY0#! 0RINCIPAL3HELBY3CHEIDEMAN DATAANALYSISISA DYNAMICWEEKLY 3CHOOLSCHEDULEAM¯PM PROCESSTHATRESULTSIN %ARLYRELEASEAM¯PM7ED IMMEDIATEACTION° !DDITIONALTIMECOMPAREDTO TRIGGERINGINTERVENTIONS ORRE TEACHINGOFSPECI½C SURROUNDINGDISTRICTMINDAY STANDARDS°ANDTHE ANDDAYSYEAR EXPANDEDSCHOOLDAYHAS 3TUDENT0OPULATION AFFORDEDTEACHERSTHETIME TOCARRYOUTTHISPROCESS 'RADESSERVED+¯ ±$ATAISANINTEGRALPART .UMBEROFSTUDENTS OFTHISSCHOOL ²STATES 1UALIFYFORFREEREDUCEDLUNCH 3HELBY3CHEIDEMAN 0#!´S PRINCIPAL±7EWORKTO 3TUDENTS3CORING!TOR!BOVE0RO½CIENT ENSURETHATOURTEACHERS ONTHE#ALIFORNIA3TATE4ESTIN HAVETHERESOURCESWITH DIFFERENCECOMPAREDTOSURROUNDING WHICHTOGATHER ANALYZE DISTRICT ANDUSEDATATODRIVEOUR %,!  DECISIONSAROUNDSTUDENT NEEDS²3AYS3OKHEAP -ATH  (ENG A½FTH GRADE TEACHERAT0#! ±%ACH &RIDAY ALLSTUDENTSTAKE WEEKLYTESTSWECREATEDURINGOURCOMMON PLANNINGTIME7ECALLTHEMOUR³#YCLEOF )NQUIRY ´OR#/) ASSESSMENTS² /NCEEACHWEEK GRADE LEVELTEACHERSHOLD ANHOUR LONGMEETINGTOCREATE#/)SAND

7RITE#YCLEOF)NQUIRY#/) TOASSESSSTUDENTLEARNING

0LANWEEK´SLESSON WITHAREASTORETEACH 7HENTHISHAPPENS $AILYPREPPERIOD

7HENTHISHAPPENS 7EEKLYGRADE MEETINGS

4EACHER2OLESIN 7EEKLY$ATA!NALYSIS !SPIRE0ORT#ITY

#OMPLETEDATA RE¾ECTIONSHEET 7HENTHISHAPPENS $AILYPREPPERIOD

7HENTHISHAPPENS %ACH&RIDAY

!NALYZECLASSANDSTUDENT DATATHROUGH%DUSOFT )DENTIFY3TUDENTS FORIN SCHOOLANDAFTER SCHOOLSUPPORT 7HENTHISHAPPENS $AILYPREPANDWEEKLY GRADEMEETINGS



!DMINISTER#/)TO STUDENTSINCLASS

4)-%7%,,30%.4

7HENTHISHAPPENS $AILYPREPPERIOD

ANALYZEDATAFROMTHEPREVIOUSWEEK´STEST )NPREPARATIONFORTHESEMEETINGS TEACHERS COMPLETEA±#YCLEOF)NQUIRY0OST 4EST$ATA 2E¾ECTION ²WHICHCONTAINSINFORMATION INCLUDINGTHENUMBEROFSTUDENTSWHOSCORED PERCENTORABOVEONEACHSTANDARDCOVERED ONTHE#/)STUDENTSCORESALONG½VEDIFFERENT PERFORMANCE±BANDS ²ORQUINTILESCOMPARING EACHSTUDENTTOHISHERCLASSMATESCHALLENGES STUDENTSFACEDANDCONCEPTSTOFOCUSONAND STUDENTSTOTARGET4HROUGHTHESEMEETINGS TEACHERSIDENTIFYSTUDENTSFORSUPPORTSBOTH WITHINANDOUTSIDETHESCHOOLDAY!DDITIONALLY 0#!TEACHERSRELYON%DUSOFT ANOUTSIDE ASSESSMENTMANAGEMENTTOOL FORFURTHER DATAANALYSIS5SINGTHEDATAGENERATEDBY %DUSOFT ALONGSIDEINSIGHTSGENERATEDBYTHE 0OST4EST$ATA2E¾ECTIONANDCONVERSATIONS WITHCOLLEAGUES TEACHERSCREATE±SMALLGROUPS² WITHINTHECLASSROOMTOTARGETINDIVIDUALSTUDENT NEEDS3MALLGROUPINSTRUCTIONCANTAKEMANY FORMS INCLUDINGLEARNINGCENTERSSTUDENTS ROTATINGTODIFFERENTWORKSTATIONS STUDENT LED PROBLEMSOLVINGSTUDENTSTEACHINGTHECLASSTO SOLVEPROBLEMS ANDREADINGWRITINGWORKSHOPS TEACHER LED SMALL GROUPINSTRUCTIONAND INDEPENDENTPRACTICE 3TUDENTSWHOREQUIRE ADDITIONALHELPAREASSIGNEDTOAFTER SCHOOL TUTORING WHERETIMEISSTRUCTUREDMUCHLIKEA TYPICALCLASSROOMLESSON #ULTIVATINGACULTURETHATEMPHASIZESAND VALUESTHEPOWEROFDATATODRIVEINSTRUCTION ISJUSTASIMPORTANTASTHETOOLSANDPROTOCOLS THATFACILITATEDATAANALYSIS!T0#! THATCULTURE BEGINSATTHETOPANDEXTENDSALLTHEWAYTO STUDENTS±/URLEADERSHIPTEAMHASALWAYSBEEN VERYOPENWITHDATA ²SAYS0RINCIPAL3CHEIDEMAN ±)T´SNOTJUSTTHEGOODDATATHATWESHARE7EWANT TOSHOWWEALLHAVEAREASWECANIMPROVEON² 3TUDENTSAT0#!AREALSOENCOURAGEDTOBECOME INVESTEDINTHEIRPERFORMANCEANDGROWTHON #/)SASWELLASOTHERASSESSMENTS INCLUDING BENCHMARKSANDTHE#ALIFORNIA3TATE4EST#34  4WICEAYEAR STUDENTSLEADPARENT TEACHER CONFERENCES SETTINGMEASURABLEGOALS FORPERSONALGROWTH3TUDENTSTRACKTHEIR PERFORMANCEANDREVISITTHESEGOALSTHROUGHOUT THEYEARANDTHEIRSUCCESSISCELEBRATEDBOTHIN THECLASSROOMANDTHROUGHOUTTHESCHOOL


$ATA!NALYSIS4OOLSAND0ROTOCOLSAT -ASTERY#HARTER3CHOOLS3HOEMAKER #AMPUS0HILADELPHIA 0! -ASTERY#HARTER3CHOOLS 3HOEMAKER#AMPUS 0RINCIPAL3HARIF%L -EKKI 3CHOOLSCHEDULEAM¯PM %ARLY2ELEASEAM¯PM7ED !DDITIONALTIMECOMPAREDTO SURROUNDINGDISTRICTMINDAY ANDDAYSYEAR 3TUDENT0OPULATION 'RADESSERVED¯ .UMBEROFSTUDENTS 1UALIFYFORFREEREDUCEDLUNCH 3TUDENTS3CORING!TOR!BOVE0RO½CIENT ONTHE0ENNSYLVANIA3YSTEMOF3CHOOL !SSESSMENTIN DIFFERENCECOMPAREDTOSURROUNDING DISTRICT %,!  -ATH 

"

ASEDIN0HILADELPHIA -ASTERY#HARTER 3CHOOLSARE RECEIVINGNATIONAL ATTENTIONASAMODEL FORTURNINGAROUND LOW PERFORMINGPUBLIC SCHOOLS'OVERNMENT LEADERS CELEBRITIES AND NATIONALNEWSOUTLETSHAVE HIGHLIGHTEDTHEIMPRESSIVE RESULTSAT-ASTERYSCHOOLS INCLUDING-ASTERY#HARTER 3CHOOLS3HOEMAKER #AMPUS-ANYOFTHE STUDENTSBEGINTHEIRTIME AT-ASTERY3HOEMAKER SEVERALGRADELEVELSBEHIND INBOTHREADINGAND MATH4HEREFORE -ASTERY 3HOEMAKERSTRESSES AHIGHLYDATA DRIVEN APPROACHTOIDENTIFYING BOTHSTUDENTSKILLLEVELS ANDTHESUPPORTSNEEDEDTO GETTHEMTOGRADELEVELAND ONTHEPATHTOWARDSCOLLEGE

$ATAPERMEATES-ASTERY3HOEMAKER´S CLASSROOMSANDHALLWAYS4EACHERSRELYONDATA EACHDAY ANDTHEYESTABLISHPROTOCOLSTOCOLLECT ANDANALYZEDATATHROUGHOUTTHEYEAR±/UR TEACHERSARECONSTANTLYCOLLECTINGSTUDENTDATA ² SAYS$ANIEL"ELL DIRECTOROFOPERATIONSAT-ASTERY 3HOEMAKER!TTHEENDOFEACHACADEMICPERIOD STUDENTS½LLOUT±EXITTICKETS²°ASHORTLISTOF

QUESTIONSTHATGIVESTEACHERSASENSEOFWHAT STUDENTSLEARNEDDURINGCLASS)NSOME-ASTERY 3HOEMAKERCLASSROOMS TEACHERSINCORPORATE HANDHELDDEVICESTOTRACKSTUDENTRESPONSES ANDDETERMINEWHETHERSTUDENTSHAVELEARNED CERTAINCONCEPTS4EACHERSAT-ASTERYSCHOOLS ALSOCREATEANDADMINISTERWEEKLYASSESSMENTS TOGAUGESTUDENTPROGRESS"ELLSUMMARIZES ±4HE AMOUNTOFTIMEWEANALYZEANDUTILIZEDATAIS HARDTOBELIEVE7EHAVEBENCHMARKS PREDICTOR TESTS ENDOFYEARTESTS ANDWEEKLYASSESSMENTS THATDRIVEOURINSTRUCTION4EACHERSSPENDATLEAST TWOHOURSEACHWEEKLOOKINGATDATA&ORMANY OFOURTEACHERS IT´SEVENMORETHANTHAT² !LONGWITHSUCHREGULARWEEKLYASSESSMENTS -ASTERY3HOEMAKERANDOTHERNETWORKSCHOOLS ALSOADMINISTERBENCHMARKASSESSMENTS CREATED BYTHE-ASTERYNETWORK EVERYSIXWEEKS!FTER EACHBENCHMARKASSESSMENT ALL-ASTERYSCHOOLS HOLD±$ATA$AYS ²GIVINGEVERYTEACHERAFULLDAY TOGRADE ANALYZE ANDPLANAROUNDBENCHMARK ASSESSMENTS4OFACILITATEBENCHMARKANALYSIS -ASTERYALSOUSESPRIORSTUDENTPERFORMANCE DATATOPREDICTGROWTH ANDTHENDESIGNATESEACH STUDENTAS±EXCEEDING ²±MEETING ²OR±BELOW² EXPECTEDGROWTHAFTEREACHASSESSMENT±4HE TEACHERREPORTSAREAREALLYGREATWAYFORMETO SEEWHATTRENDSAREEMERGINGINMYCLASSROOM WHATMYSTUDENTSARENOTGETTING ANDWHICH INDIVIDUALSTUDENTSNEEDSUPPORTFROMMEORA TUTOR ²SAYS+ATE$ELPRIORE ANALGEBRATEACHERAT -ASTERY3HOEMAKER)T´SAGREATTOOLTOCELEBRATE SUCCESS TOO)CANSHOWASTUDENTTHEIRSCORE ANDTELLTHEMTHATTHEY´REEXCEEDINGTHEIR EXPECTEDGROWTH² -ASTERYSCHOOLSALSOADMINISTERASSESSMENTSTO PREDICTSTUDENTPERFORMANCEON0ENNSYLVANIA´S STANDARDIZEDTESTANDEND OF YEARTESTINGTO DETERMINEGROWTHINMATHANDREADING%ACH DAY TEACHERSHAVEONEORTWOPLANNINGPERIODS TOANALYZEANDUSEDATATOINFORMINSTRUCTION±) DON´TMAKEADECISIONUNLESS)HAVEDATATOBACK IT ²MAINTAINS3CHOOL,EADER-ATT4ROHA±4HAT´S THECULTUREATOURSCHOOLBECAUSEITMAKESSENSE WETRUSTTHEDATAANDBELIEVEINDATASTRONGLY7E USEITTOMAKEEVERYDECISION²



4)-%7%,,30%.4

4)-%7%,,30%.4




$ATA$ISPLAYSTO+EEP3TUDENTSAND 4EACHERS&OCUSEDAT-ATTHEW*+USS -IDDLE3CHOOL&ALL2IVER -! -ATTHEW*+USS-IDDLE3CHOOL

7

HEN-ATTHEW *+USS-IDDLE 0RINCIPAL.ANCY-ULLEN 3CHOOL IN &ALL2IVER 3CHOOLSCHEDULEAM¯PM -ASSACHUSETTS EXPANDED !DDITIONALTIMECOMPAREDTO ITSSCHOOLDAYIN SURROUNDINGDISTRICTMINDAY THEFACULTYANDSCHOOL LEADERSHIPRECEIVED 3TUDENT0OPULATION TRAININGFROMAN 'RADESSERVED¯ EDUCATIONALCONSULTING .UMBEROFSTUDENTS GROUP &OCUSON2ESULTS 1UALIFYFORFREEREDUCEDLUNCH TOLEARNHOWTOANALYZE STUDENTPERFORMANCE 3TUDENTS3CORING!TOR!BOVE0RO½CIENT DATA SETSPECI½CGOALS ONTHE-ASSACHUSETTS#OMPREHENSIVE ANDCREATEDATADISPLAYS !SSESSMENT3YSTEM4ESTIN TOKEEPSTUDENTSAND DIFFERENCECOMPAREDTOSURROUNDING TEACHERSFOCUSEDONTHE DISTRICT GOALS±3ETTINGCLEARGOALS ANDPOSTINGPERFORMANCE %,!  DATAWASOUR³AHA -ATH  MOMENT ´²RECOUNTS.ANCY -ULLEN THEPRINCIPALOF +USS-IDDLE3CHOOL±7E NOWDISPLAYSCHOOL WIDEANDGRADE LEVELDATAIN EACHGRADE´SHALLWAY4EACHERSALSODISPLAY-#!3 ANDBENCHMARKDATAFORTHEENTIRECLASSAND INDIVIDUALSTUDENTSINSIDETHEIRCLASSROOMS² "ECAUSEITTAKESTIMETOANALYZESTUDENT DATAANDDEVELOPNEXTSTEPS THE+USSSCHOOL LEADERSHIPCREATEDASYSTEMFORCOLLABORATIVE PLANNINGTHATCONCENTRATEDSPECI½CALLYON ANALYZINGSTUDENTDATAANDSHARINGEFFECTIVE INSTRUCTIONALPRACTICES4EACHERSAT+USSNOW HAVETHREECOMMONPLANNINGPERIODSPERWEEK TODISCUSSSTUDENTDATA INADDITIONTOADAILY



4)-%7%,,30%.4

INDIVIDUALPLANNINGPERIOD±$ATAISCENTRALTO OURDECISIONMAKINGHERE ²SAYS-ULLEN±$ATAIS DISCUSSEDVERYTRANSPARENTLY4EACHERSWILLLOOK ATEACHOTHER´SDATAANDASKQUESTIONSLIKE³7HY ISYOURDATABETTERTHANMINE´AND³7HATDIDYOU DOTOGETSTUDENTSTOUNDERSTANDTHATCONCEPT´² 3OTHATTEACHERSAREABLETOCONTINUOUSLYADAPT THEIRINSTRUCTIONTOMEETTHENEEDSOFSTUDENTS BENCHMARKASSESSMENTSAREGIVENATLEAST FOURTIMESTHROUGHOUTTHEYEARANDTHESCHOOL USES4EST7IZCOMPUTERSOFTWARETOCOLLECT ANDCOMPARERESULTSFROMTHE-ASSACHUSETTS #OMPREHENSIVE!SSESSMENT3YSTEMTEST-#!3 ANDOTHERBENCHMARKS+USSTEACHERSMEETTHREE TIMESAWEEKTOANALYZETHEDATAANDDISCUSS EFFECTIVEINSTRUCTIONALSTRATEGIESANDTECHNIQUES TOUSEINTHEIRCLASSROOMS)NEACHMEETING THETEACHERSLOOKATTHEDATAFROMADIFFERENT PERSPECTIVE$URINGTEAMMEETINGS°CALLED ±CLUSTER²MEETINGSAT+USS°TEACHERSDISCUSSTHEIR STUDENTS´PERFORMANCESANDHOWTHEYCANHELP SUPPORTONEANOTHERASEDUCATORSACROSSTHE CURRICULUM!TGRADE LEVELCURRICULUMMEETINGS +USSTEACHERSLOOKAT-#!3ANDBENCHMARK RESULTSFORTHESPECI½CSUBJECTTHEYTEACHTO DETERMINESKILLSANDCONCEPTSONWHICHTOFOCUS 4HEYALSOSHAREINSTRUCTIONALSTRATEGIESTHATTHEY HAVEHADSUCCESSWITHASTHEYTEACHCERTAINSKILLS ORCONCEPTSWITHWHICHSTUDENTSARESTRUGGLING 4EACHERSALSOMEETWITHTHESCHOOLIMPROVEMENT TEAM INORDERTODISCUSSSCHOOL WIDETRENDSIN STUDENTPERFORMANCEANDTODETERMINEWHATCAN BEDONETOMAKESCHOOL WIDEIMPROVEMENTS !T+USS STUDENTSANALYZEDATAASWELL%ACH YEAR STUDENTSSIGNACONTRACTWITHTHEMSELVES TODOBETTERTHANTHEYDIDONTHEPREVIOUSYEAR´S -#!3ANDTHEYAREGIVENTIMETHROUGHOUTTHE YEARTOEXAMINETHEIR-#!3ANDBENCHMARK DATATODETERMINETHEIRACADEMICSTRENGTHS ANDWEAKNESSES%ACHSTUDENTKEEPSAFOLDER WITHTHEIRADVISORYTEACHER WHICHHASALLTHEIR GOALS$URINGTHEIRADVISORYPERIOD THEYARE ABLETOCHECK INONTHEIROWNPROGRESSANDTO RE EVALUATETHEIRGOALSWHENNECESSARY±7EFEEL THATIT´SIMPORTANTTOBETRANSPARENTWITHOUR STUDENTSABOUTHOWTHEYAREDOING ²EXPLAINS 0RINCIPAL-ULLEN




4)-%7%,,30%.4

4)-%7%,,30%.4




#ONCLUSION

&

EDERAL STATE ANDDISTRICTPOLICIESTHAT ENABLESCHOOLSTOEXPANDLEARNINGTIMEFOR HIGH POVERTYSTUDENTSHAVETREMENDOUS POTENTIALTOIMPROVETHEQUALITYOF EDUCATIONTHESESTUDENTSRECEIVE BUTONLYIFTHE EXPANDEDTIMEISWELLSPENT!SMORESCHOOLS ACROSSTHECOUNTRYEXPERIMENTWITHEXPANDING THEIRSCHOOLDAYORYEAR THEYWILLNEEDGUIDANCE ONHOWTOSTRUCTUREANDMANAGETHISTIMEAND MONITORITSIMPACT4HEREISMUCHTOLEARNFROM THESCHOOLSTHATHAVEBEENMOSTSUCCESSFULIN LEVERAGINGALONGERSCHOOLDAYANDORYEARTO OFFERARIGOROUSANDWELL ROUNDEDEDUCATIONTHAT PREPARESTHEIRSTUDENTSFORSUCCESSINCOLLEGE ANDCAREERS4HISLEARNINGSHOULDBESUPPORTED THROUGHSCHOOLVISITS NETWORK BUILDING AND MOREWIDESPREADSHARINGOFEFFECTIVEPRACTICES ACROSSEXPANDED TIMESCHOOLS 4HISREPORTHASFOCUSEDONHOWHIGH PERFORMING EXPANDED TIMESCHOOLSUSETIME ANDTHEREARE THREEAREASTHATDESERVEFURTHEREXPLORATION &IRST WENEEDTOBETTERUNDERSTANDHOWTHESE HIGH PERFORMING EXPANDED TIMESCHOOLSPAY FORANDSTAFFTHEIRLONGERSCHEDULES3OMEOFTHE SCHOOLSINTHISSTUDYHAVEINITIATEDINNOVATIVE STAF½NGSTRATEGIESTOIMPLEMENTALONGERSCHOOL DAYORYEAR!NUMBEROFSCHOOLSHAVEMADE KEYTRADEOFFS°SUCHASINCREASINGCLASSSIZEOR REDUCINGADMINISTRATIVEPOSITIONSANDOTHER TYPESOFOVERHEAD°TOFUNDTHEEXPANDED TIME/THERSCHOOLSUTILIZEADDITIONALFUNDING DESIGNEDSPECI½CALLYTOSUPPORTEXPANDEDTIME LIKETHESTATEGRANTSMADEAVAILABLETHROUGHTHE -ASSACHUSETTS%XPANDED,EARNING4IME)NITIATIVE 7HILEEXPLORINGFUNDINGOPTIONSISBEYONDTHE SCOPEOFTHISSTUDY UNDERSTANDINGTHECOSTS OFEXPANDEDTIME ANDTHERESOURCEALLOCATION DECISIONSFACINGHIGH PERFORMING EXPANDED TIMESCHOOLS ISACRITICALNEXTSTEPTOIDENTIFYING SUSTAINABLESTRATEGIESMOREDISTRICTSANDSCHOOLS CANADOPTTOOFFERMORETIMEFORLEARNING

!NOTHERESSENTIALAREATOEXPLOREISTHE EXPERIENCESOFTHOSESCHOOLSTHATHAVECONVERTED TOANEXPANDEDSCHEDULEFROMACONVENTIONAL SCHEDULE4HESESCHOOLSARESCARCEINNUMBER /FTHESCHOOLSINOURSTUDY ARECHARTER SCHOOLSTHATBEGANASEXPANDED TIMESCHOOLS WHENTHEYWERE½RSTFOUNDED!NOTHEROF THEDISTRICTSCHOOLSPRO½LEDALSOORIGINATED ASEXPANDED TIMESCHOOLS/NLYOFTHE SCHOOLSWERECONVERTEDTOEXPANDED TIME SCHOOLSFROMEXISTINGSCHOOLSTHATOPERATEDON ACONVENTIONALSCHOOLCALENDAR!KEYCHALLENGE FORTHEMOVEMENTTOEXPANDLEARNINGTIME ISTOUNDERSTANDTHESPECI½CCHALLENGESAND

 

4)-%7%,,30%.4 4)-%7%,,30%.4

OPPORTUNITIESINHERENTINCONVERSION-ORE MODELSANDEXAMPLESOFSUCCESSFULDISTRICT CONVERSIONSARENEEDEDTOHIGHLIGHTTHESPECI½C DECISIONSANDIMPLEMENTATIONPRACTICESTHAT MATTERMOSTINTHESESETTINGS &INALLY THISREPORTHASNOTDELVEDDEEPLYINTO THETOPICOFSCHOOLLEADERSHIP3CHOOLLEADERS ACROSSTHESCHOOLSPRO½LEDINTHISREPORTARE BOLD ENERGETIC ANDHARD WORKINGEDUCATORS WHOHAVEBUILTSTRONGTEAMSOFTEACHERS COMMITTEDTOREALIZINGTHEIRSTUDENTS´SUCCESS 4HENEEDFORSTRONGLEADERSTOMANAGETHE COMPLEXITIESTHATRESULTFROMALONGERSCHOOL DAYORYEARCANNOTBEUNDERESTIMATED4OSEE MORESUCCESSFULCONVERSIONSOFDISTRICTSCHOOLS TOEXPANDED TIMESCHOOLS WENEEDTOBUILDA CADREOFSCHOOLLEADERSWHODEEPLYUNDERSTAND THEOPPORTUNITIESANDCHALLENGESOFEXPANDED LEARNINGTIMEANDWHOCANMAKESTRONG IMPLEMENTATIONDECISIONSABOUTHOWTIMEIS USEDACROSSTHESCHOOLDAY0ROGRAMSTHATTRAIN ANDSUPPORTSCHOOLLEADERS PARTICULARLYTHOSE WHOACCEPTROLESINHIGH POVERTYSCHOOLSANDOR TURNAROUNDSETTINGS MUSTEDUCATEANDINSPIRE PARTICIPANTSONTHEPOSSIBILITIESOFEXPANDED LEARNINGTIMEANDBACKTHEIREFFORTSTOINNOVATE AROUNDTIMEUSE %XPANDINGTIMEISNOTTHEONLYLEVERFOR IMPROVINGLOW PERFORMINGSCHOOLS9ET ASSOME OFTHEMOSTSUCCESSFULSCHOOLSDEMONSTRATE MORE TIMEISAPOWERFULLEVERFORBOOSTINGSTUDENT ACHIEVEMENT CLOSINGOPPORTUNITYGAPS AND IMPROVINGTEACHEREFFECTIVENESS4HECHALLENGE ISTOUSETIMEWISELYANDWELL!TTHE.ATIONAL #ENTERON4IME,EARNING OURHOPEISTHAT THEEIGHTPRACTICESWEDESCRIBEINTHISREPORT ALONGWITHTHEKEYSTOSUCCESSANDTHE BRIEFSCHOOLPRO½LESINCLUDEDHERE ILLUSTRATE HOWSCHOOLSCANHARNESSTHEFULLPOTENTIALOF EXPANDEDTIMETOFOSTERSTUDENTSUCCESS




4)-%7%,,30%.4

4)-%7%,,30%.4




!PPENDIX-ETHODOLOGYAND $ATAON0RO½LED3CHOOLS -ETHODOLOGY 4HESCHOOLSINCLUDEDINTHISSTUDYWERE SELECTEDFROMTHE.ATIONAL#ENTERON4IME ,EARNING´S.#4,´S DATABASEOF%XPANDED 4IME 3CHOOLS WHICHCONTAINSAPPROXIMATELY SCHOOLSACROSSTHECOUNTRYWITHMORESTUDENT TIME°ADDITIONALTIMEEACHDAYANDORDAYSPER SCHOOLYEAR°THANSURROUNDINGDISTRICTSCHOOLS &ROMTHISPOOL THESCHOOLSSPECI½CALLYSELECTED FORTHISSTUDYNEEDEDTOMEETANUMBEROFKEY CRITERIA BASEDONTHEFOLLOWINGRATIONALES

-ANYSCHOOLSINTHESTUDYFARSURPASSEDONE ORMOREOFTHESETHREECRITERIA&OREXAMPLE SOMESCHOOLSOUTPERFORMSURROUNDINGDISTRICT SCHOOLSBYMORETHANPERCENTAGEPOINTSON STATESTANDARDIZEDTESTS!LTHOUGHMORETHAN SCHOOLSIN.#4,´SDATABASEOFEXPANDED TIME SCHOOLS½TTHISPRO½LE WENARROWEDOURSELECTION TOAGROUPOFSCHOOLSTHATPRESENTEDGEOGRAPHIC DIVERSITYABALANCEBETWEENCHARTERANDNON CHARTERSCHOOLSANDAROUGHLYEQUALNUMBEROF ELEMENTARY MIDDLE ANDHIGHSCHOOLS

„"ECAUSEWEWEREINTERESTEDINLEARNING ABOUTSCHOOLSTHATHADSIGNI½CANTLY EXPANDEDTHEIRDAYANDORYEAR WEFOCUSED ONLYONSCHOOLSWITHATLEASTASEVEN AND ONE HALF HOURDAILYSCHEDULE ORATLEAST MOREMINUTESOFSCHOOLPERDAY ORATLEAST MOREDAYSPERYEARTHANSURROUNDING DISTRICTSCHOOLS

„"ECAUSEWEWANTEDTOBETTERUNDERSTAND HOWEXPANDEDLEARNINGTIMESUPPORTEDLOW INCOMESTUDENTSINACHIEVINGATHIGHER LEVELS WELIMITEDOURRESEARCHTOSCHOOLS WITHATLEASTPERCENTORMORESTUDENTS ELIGIBLEFORFREEANDREDUCEDLUNCH

„"ECAUSEWEWERELOOKINGTOSTUDYSCHOOLS THATWEREOUTPERFORMINGOTHERSCHOOLS SERVINGSIMILARSTUDENTPOPULATIONS WEEXAMINEDDATAFROMSTATESTANDARDIZED TESTSANDTHENSELECTEDSCHOOLSWHERETHE AVERAGEPRO½CIENCYRATEINMATHOR%NGLISH LANGUAGEARTSWASATLEAST½VEPERCENTAGE POINTSHIGHERTHANTHEAVERAGEPRO½CIENCY RATEINTHESURROUNDINGDISTRICT

)NITIALLY THROUGHLETTERS EMAILS ANDPHONECALLS WEINVITEDAPPROXIMATELYSCHOOLSTOPARTICIPATE INTHESTUDYINTHEEND WEINCLUDEDATOTALOF SCHOOLSASSEVERALSCHOOLSDECLINEDTOPARTICIPATE OR DUETORECENTCHANGESINPERFORMANCEOR SCHEDULE NOLONGERMETSOMEOFOURCRITERIA!T EACHOFTHESCHOOLS WECOLLECTEDTEACHERAND STUDENTSCHEDULESANDCONDUCTEDAONE HOUR PHONEINTERVIEW°TYPICALLYWITHTHEPRINCIPALOR OTHERADMINISTRATORATTHESCHOOL)NEACHSETTING WEUSEDACOMMONSURVEYINSTRUMENT WHICHWE HADDESIGNEDTOGATHERINFORMATIONONTIMEUSE ANDSCHOOLPRACTICESINAREASINCLUDINGACADEMIC INSTRUCTION ENRICHMENTOPPORTUNITIES TEACHER DEVELOPMENT DATAUSE SCHOOLCULTURE STAF½NG ANDBUDGETING&OLLOWINGTHEINTERVIEWS WE CONDUCTEDSITEVISITSATOFTHESURVEYEDSCHOOLS INORDERTOOBSERVEEXPANDED LEARNINGTIME INACTIONANDTOGATHERMOREINSIGHTSFROMTHE TEACHERSANDSTUDENTSTHERE

(OURS0ER9EARAT0RO½LED3CHOOLS#OMPARED TOTHE.ATIONAL!VERAGE



(OURS0ER9EAR





 







 

.ATIONAL !VERAGE HRSYR

  

!LL3CHOOLS %LEMENTARY -IDDLE (IGH3CHOOL #HARTER $ISTRICT 

4)-%7%,,30%.4


"REAKDOWNOF3CHOOL4IMEAT(IGH 0ERFORMING %XPANDED 4IME3CHOOLS  

(OURS0ER7EEK

  

4OTAL

  

4OTAL

  

4OTAL

  

  









"REAKFAST ,UNCH 2ECESS 4RANSITIONS !DVISORY (OMEROOM /THER %NRICHMENT 3PECIALS AND%LECTIVES !CADEMICS

 

%LEMENTARY-IDDLE(IGH

3CHOOL3IZE ,OCATION AND$EMOGRAPHICS 4HESCHOOLSEXAMINEDINTHISSTUDYINCLUDE ELEMENTARYSCHOOLS MIDDLESCHOOLSAND HIGHSCHOOLS4HEAVERAGEOFTHESTUDENTS INTHESELECTEDSCHOOLSWHOQUALIFYFORFREE ANDREDUCEDLUNCHISPERCENT4HESCHOOLS ARELOCATEDINDIFFERENTSTATES INCLUDING !RIZONA #ALIFORNIA #ONNECTICUT )LLINOIS -ASSACHUSETTS .EW9ORK .EW*ERSEY ,OUISIANA 0ENNSYLVANIA 6IRGINIA AND4EXAS4HESCHOOLS RANGECONSIDERABLYINSIZE BUTAREMOSTLYQUITE SMALLWITHANAVERAGEOFSTUDENTS.INETEEN OFTHESCHOOLSOPERATEASCHARTERSCHOOLSAND ASDISTRICTSCHOOLS!SMANYASSTARTEDWITH ANEXPANDEDSCHOOLSCHEDULE WHILEONLY CONVERTEDTOANEXPANDEDSCHOOLSCHEDULEFROM AMORECONVENTIONALSCHEDULE !MOUNTOF3CHOOLINGPER9EAR 4HEAVERAGEAMOUNTOFTIMESTUDENTSSPENDIN SCHOOL ACROSSTHESCHOOLSPRO½LEDINTHISREPORT WAS HOURSPERYEAR°ALMOSTHOURS MORETHANTHECONVENTIONALSCHOOLCALENDAR OF HOURS4HISAVERAGECOVERSSIGNI½CANT DIVERSITYINTHESAMPLE RELATIVETOTHENUMBEROF TOTALHOURSOFSCHOOLING°THESCHOOLSRANGED INHOURSOFSCHOOLINGFROMALOWOF HOURS PERYEARTOAHIGHOF #HARTERSCHOOLSIN THISSTUDYHAVELONGERDAYSANDYEARSTHANMOST OFTHEDISTRICTSCHOOLS ANDMIDDLESCHOOLSIN THESTUDYHAVELONGERDAYSANDYEARSTHANTHE ELEMENTARYANDHIGHSCHOOLSWEEXAMINED 4IME!LLOCATIONFOR3TUDENTS 0REDICTABLY TIMEDEDICATEDTOACADEMIC INSTRUCTIONDOMINATESSCHOOLSCHEDULES/N

AVERAGE STUDENTSINTHEPRO½LEDSCHOOLSSPEND HOURSPERWEEKINACADEMICCLASSES°THE EQUIVALENTOFALMOSTANENTIRESCHOOLWEEKAT CONVENTIONALSCHOOLSWITHA HOURWEEK4HE CHARTSONPAGEDEPICTTIMEALLOCATIONAT THESCHOOLSACROSSTHECATEGORIESOFACADEMICS ENRICHMENT ADVISORYHOMEROOM ANDNON INSTRUCTIONALTIMESUCHASBREAKFAST LUNCH AND CLASSROOMTRANSITIONS4HESECHARTSALSOSHOW THATTHETIMESPENTWITHINEACHAREAISROUGHLY PROPORTIONALACROSSELEMENTARY MIDDLE AND HIGHSCHOOLS 7HILEOUR.ATIONAL#ENTERON4IME,EARNING STUDYDIDNOTCOLLECTCOMPARISONDATAONTIME USEATOTHERSCHOOLSWITHOUTANEXPANDED SCHEDULE SOMEINFORMATIONEXISTSONTHIS TOPICFROMOTHERSOURCES!NANALYSISOFTHE53 $EPARTMENTOF%DUCATION´S 3CHOOLS AND3TAF½NG3URVEY3!33 REVEALSHOWTIMEIS USEDBYSCHOOLSATTHEELEMENTARYANDMIDDLE LEVELS5SINGTHISANALYSISFORCOMPARISON PURPOSES THEGRAPHSONPAGESHOWTHATTHE HIGH PERFORMINGELEMENTARYSCHOOLSINOURSTUDY OFFERSUBSTANTIALLYMORETIMEFOR%NGLISHAND MATHTHANTRADITIONALSCHOOLSANDONLYSLIGHTLY MORETIMEFORSCIENCEANDSOCIALSTUDIES!GAIN THEAVERAGEMASKSSOMEDIVERSITYWITHINOURDATA SET ASSOMEELEMENTARYSCHOOLSINTHESTUDYOFFER BETWEENSIXANDSEVENHOURSPERWEEKONSCIENCE !TTHEMIDDLESCHOOLLEVEL THISTRENDTOWARD ADDINGSIGNI½CANTLYMORETIMEFOR%,!ANDMATH ISEVENMOREPRONOUNCED WITHEXPANDED TIMEMIDDLESCHOOLSOFFERINGASMUCHAS PERCENTMORETIMEFORTHESETWOSUBJECTSTHAN CONVENTIONALMIDDLESCHOOLS4HEPRO½LED 4)-%7%,,30%.4




(OURS0ER7EEK#OMPARISONS (IGH 0ERFORMING %XPANDED 4IME%LEMENTARY3CHOOLSVS 4RADITIONAL%LEMENTARY3CHOOLS

(OURS0ER7EEK



(IGH 0ERFORMING %XPANDED 4IME %LEMENTARY3CHOOLS

  





4RADITIONAL %LEMENTARY3CHOOLS















%,!-ATH3OCIAL3TUDIES3CIENCE

3OURCE4IMEAND,EARNINGIN3CHOOLS!.ATIONAL0RO½LE

(OURS0ER7EEK#OMPARISONS (IGH 0ERFORMING %XPANDED 4IME-IDDLE3CHOOLSVS 4RADITIONAL-IDDLE3CHOOLS

(OURS0ER7EEK



(IGH 0ERFORMING %XPANDED 4IME -IDDLE3CHOOLS

 

4RADITIONAL-IDDLE 3CHOOLS





3OURCE4IMEAND,EARNINGIN3CHOOLS!.ATIONAL0RO½LE  

 









%,!-ATH3OCIAL3TUDIES3CIENCE

3OURCE4IMEAND,EARNINGIN3CHOOLS!.ATIONAL0RO½LE

MIDDLESCHOOLSOFFERASIMILARAMOUNTOFTIME FORSCIENCEANDSOCIALSTUDIESASCONVENTIONAL MIDDLESCHOOLS7HILE3!33DATAISAVAILABLEAT THEHIGH SCHOOLLEVEL NOANALYSISOFTIMEWAS AVAILABLEFORCOMPARISONPURPOSES)TISPOSSIBLE THATTHEPREPONDERANCEOFTIMESPENTON%,! ANDMATHATTHESCHOOLSPRO½LEDINTHISREPORT MAYRE¾ECTTHEFACTTHATOURMETHODOLOGY USEDSTANDARDIZEDTESTSCORESIN%,!ANDMATH TYPICALLYTHEONLYCONSISTENTLYAVAILABLEDATAON SCHOOLPERFORMANCE TOINITIALLYIDENTIFYTHESE HIGHER PERFORMINGSCHOOLS 3CHEDULING#ONVENTIONS !CADEMIC3UPPORT )NTERVIEWSWITHSCHOOLLEADERSREVEALEDA NUMBEROFCOMMONORGANIZINGSTRATEGIES FORSTUDENTLEARNINGTIMEACROSSTHEPRO½LED SCHOOLS!SMANYASTWO THIRDSOFTHEPRO½LED SCHOOLSOFFERDOUBLECLASSPERIODSOFMATHAND OR%,!4HISPRACTICEWASALMOSTUNIVERSALATTHE 

4)-%7%,,30%.4

ELEMENTARYSCHOOLLEVELOUTOFELEMENTARY SCHOOLSPRO½LEDINTHISSTUDYOFFEREDSUCHDOUBLE PERIODS BUTSLIGHTLYLESSCOMMONATMIDDLEAND HIGHSCHOOLLEVELOUTOFMIDDLESCHOOLSAND OUTOFHIGHSCHOOLSOFFEREDSUCHPERIODS  !NOTHERVERYCOMMONPRACTICEACROSSTHE SCHOOLSWASTHEINCLUSIONOFANADDITIONALBLOCK OFACADEMICSUPPORTORREMEDIATIONTAILORED TOMEETEACHSTUDENT´SACADEMICNEEDS&OR EXAMPLE STUDENTSSTRUGGLINGINMATHWOULD SPENDTIMEWITHATEACHERANDOTHERSTUDENTS ATTHEIRSAMELEVELREVIEWINGSPECI½CMATH STANDARDSDURINGADEDICATEDBLOCKOFTIME 4WENTYOFTHESCHOOLSINTHESTUDYOFFERSUCH ABLOCKINSTUDENTS´SCHEDULESATLEASTONCE WEEKLY WITHMANYSCHOOLSOFFERINGITEVERYDAY FORSTUDENTSWHOREQUIRETHEMOSTHELP/FTHE SCHOOLSTHATDONOTSCHEDULETHISTYPEOFCLASS DURINGTHESCHOOLDAY ALLOFFEREDASIMILARTYPEOF PROGRAMFORSTUDENTSOUTSIDESCHOOLHOURS


)NGENERAL AMONGTHISSETOFHIGH PERFORMING EXPANDED TIMESCHOOLS LEARNINGTIMEISNOT LIMITEDTOTHESCHOOLDAYALONEOFTHE SCHOOLSOFFER ANDSOMETIMESMANDATE AFTER SCHOOLACADEMICPROGRAMMINGFORSOME STUDENTSANDOFTHEOFFER ANDSOMETIMES MANDATE SUCHPROGRAMMINGFORSTUDENTSON 3ATURDAYS4HIRTEENOFTHESCHOOLSALSOOFFER ACADEMICPROGRAMMINGFORSTUDENTSDURING THESUMMERMONTHS)NALL ASMANYASOFTHE SCHOOLSOFFERSOMESORTOFACADEMICSUPPORT OUTSIDEREGULARSCHOOLHOURSFORTHEIRSTUDENTS OUTOFELEMENTARYSCHOOLSOUTOFMIDDLE SCHOOLSOUTOFHIGHSCHOOLS  4IMEFOR(OMEWORK 4HROUGHOURINTERVIEWSWITHSCHOOLSTAFF WEALSO GATHEREDINFORMATIONABOUTTIMESTUDENTSSPEND ONHOMEWORKATTHESCHOOLSPRO½LEDINTHISSTUDY 7HILEHOMEWORKPOLICIESVARYCONSIDERABLYFROM SCHOOLTOSCHOOLANDBYGRADELEVEL ONAVERAGE STUDENTSATELEMENTARYSCHOOLSSPENTONEHOUR ONHOMEWORKPERNIGHTANDMIDDLEANDHIGH SCHOOLSTUDENTSSPENTTWOHOURSONHOMEWORK PERNIGHT 4IMEFOR%LECTIVESAND%XTRACURRICULAR!CTIVITIES 7HILENOTUNIVERSALACROSSTHISCOHORT MANY OFTHEHIGH PERFORMINGSCHOOLSALSOOFFERAN ARRAYOFELECTIVESANDENRICHMENTPROGRAMMING MEANTTOBROADENEDUCATIONALOPPORTUNITIESFOR THEIRSTUDENTS&IFTEENOFTHESCHOOLSPRO½LED OFFERELECTIVEPROGRAMSFORTHEIRSTUDENTS 4HESEACTIVITIESAREOFFEREDOVERANDABOVETHE MORETYPICAL±SPECIALS²SUCHASART MUSIC AND PHYSICALEDUCATION THATDONOTINVOLVESTUDENT CHOICE)NADDITIONTOSUCHPROGRAMSOFFERED DURINGTHESCHOOLDAY MANYSCHOOLSALSOOFFER STUDENTSOPPORTUNITIESTOPARTICIPATEINSUCH PROGRAMMINGAFTERSCHOOL!TLEASTOFTHE PRO½LEDSCHOOLSHAVEEXTENSIVEEXTRACURRICULAR ACTIVITIES WHICHSERVESUBSTANTIALPROPORTIONSOF THEIRSTUDENTS TAKINGPLACEAFTERSCHOOL



4)-%7%,,30%.4

4IMEFOR#ULTURE "UILDING -ANYOFTHEPRO½LEDSCHOOLSALSODEVOTETIME TOPROGRAMSFOCUSEDONCHARACTEREDUCATION SOCIAL EMOTIONALSUPPORTS ORSCHOOLCULTURE BUILDING4HIRTEENOFTHEPRO½LEDSCHOOLS HAVEACTIVEADVISORYORHOMEROOMPROGRAMS WITHANEXPLICITCURRICULUMFOCUSEDEITHERON REINFORCINGSCHOOLVALUESORONOFFERINGSTUDENTS SOCIALANDEMOTIONALSUPPORTS&IFTEENOFTHE SCHOOLSSCHEDULEREGULARCOMMUNITYMEETINGS FORTHEENTIRESCHOOL ORFORENTIREGRADELEVELS EACHWEEK WHICHOFTENAREUSEDASFORUMSFOR FURTHERHIGHLIGHTINGSCHOOLVALUESANDBUILDING APOSITIVELEARNINGENVIRONMENT4ENOFTHE SCHOOLSCONDUCTSPECIALORIENTATIONPROGRAMSFOR INCOMINGORNEWSTUDENTSDURINGTHESUMMER WHICHTEACHANDREINFORCEHIGHEXPECTATIONSFOR STUDENTBEHAVIORANDACHIEVEMENT 4IMEFOR4EACHERS $ATAONSTUDENTTIMEISFAREASIERTOCOMPILE THANDATAONTEACHERTIME BECAUSETEACHERS OFTENHAVEMOREDISCRETIONONHOWCERTAIN NON TEACHINGPERIODSAREUSED OFTENDEVOTE TIMEBEYONDWHATISACTUALLYSCHEDULED AND FREQUENTLYSPENDTHEIRTIMEQUITEDIFFERENTLY DEPENDINGONTHESUBJECTSANDGRADESTHEYTEACH /URREVIEWSOFTEACHERSCHEDULESANDINTERVIEWS WITHSCHOOLLEADERSREVEALEDTHATTEACHERSAT THESEHIGH PERFORMING EXPANDED TIMESCHOOLS HAVEASCHEDULEDSCHOOLDAYTHATISANAVERAGE OFHOURSLONG /NATYPICALDAY TEACHERSATTHESEPRO½LED SCHOOLSHAVEANAVERAGEOFMINUTESOFTIME DEDICATEDTOEITHERINDIVIDUALPREPARATION ORCOMMONPLANNING!TOFTHESESCHOOLS TEACHERSACTUALLYHAVEMINUTESORMOREOF THEIRDAYRESERVEDFORTHISTYPEOFNON TEACHING WORK/VERANDABOVETHISDAILYTIME OFTHE SCHOOLSPRO½LEDSCHEDULEANEARLYRELEASE DAYWEEKLY ORBI WEEKLY TOPROVIDEADDITIONAL STRUCTUREDOPPORTUNITIESFORCOLLABORATIONAND PROFESSIONALDEVELOPMENT4ENOFTHESCHOOLSIN THISSTUDYALSOSCHEDULEENTIRE±$ATA$AYS²FOR TEACHERS°DAYSDURINGTHESCHOOLYEARDEVOTED TOANALYZINGBENCHMARKASSESSMENTDATA ANDPLANNINGBASEDONRESULTS-ANYOFTHE PRO½LEDSCHOOLSALSOSCHEDULEEXTENSIVETEACHER DEVELOPMENTDAYS EITHERDURINGTHESUMMER ORDURINGTHESCHOOLYEAR FORTEACHERSTOWORK TOGETHERTOIMPROVETHEIRTEACHING/VERALL ONE THIRDOFTHESCHOOLSINTHESTUDYSCHEDULE ORMOREPROFESSIONALDEVELOPMENTDAYSWHEN TEACHERSAREINSESSIONWITHOUTSTUDENTS

4)-%7%,,30%.4




%ND.OTES  ,AURA(AMILTON ETAL 5SING3TUDENT!CHIEVEMENT$ATA TO3UPPORT)NSTRUCTIONAL$ECISION-AKING7ASHINGTON $#.ATIONAL#ENTERFOR%DUCATION%VALUATIONAND 2EGIONAL!SSISTANCE )NSTITUTEOF%DUCATION3CIENCES 53 $EPARTMENTOF%DUCATION 3EPTEMBER   ,AWRENCE7,EZOTTE #ORRELATESOF%FFECTIVE3CHOOLS4HE &IRSTAND3ECOND'ENERATION/KEMOS -)%FFECTIVE3CHOOLS 0RODUCTS ,TD  ,AWRENCE7,EZOTTEAND+ATHLEEN -C+EE3NYDER 7HAT%FFECTIVE3CHOOLS$O2E %NVISIONING THE#ORRELATES"LOOMINGTON ).3OLUTION4REE0RESS   

*ENNIFER-C-URRE )NSTRUCTIONAL4IMEIN%LEMENTARY 3CHOOLS!#LOSER,OOKAT#HANGESFOR3PECI½C3UBJECTS 7ASHINGTON $##ENTERON%DUCATION0OLICY &EBRUARY   

!NNETTE,AREAU 5NEQUAL#HILDHOODS#LASS 2ACE AND &AMILY,IFE"ERKELEYAND,OS!NGELES #!5NIVERSITY OF#ALIFORNIA0RESS    3ANDY"AUM *ENNIFER-A AND+ATHLEEN0AYEA %DUCATION 0AYS4HE"ENE½TSOF(IGHER%DUCATIONFOR)NDIVIDUALS AND3OCIETY.EW9ORK .9#OLLEGE"OARD 3EPTEMBER 



4)-%7%,,30%.4

 +)00&OUNDATION 4HE0ROMISEOF#OLLEGE#OMPLETION +)00´S%ARLY3UCCESSESAND#HALLENGES3AN&RANCISCO #! !UTHOR !PRIL   4HEMATHAND%,!SCORESWERESELF REPORTEDBY"ROOKLYN 'ENERATION3CHOOL "ROOKLYN .9  %RIC!(ANUSHEKAND3TEVEN'2IVKIN ±4EACHER1UALITY ² IN(ANDBOOKOFTHE%CONOMICSOF%DUCATION 6OLUME ED%RIC!(ANUSHEKAND&INIS7ELCH!MSTERDAM 4HE .ETHERLANDS.ORTH(OLLAND  ¯  4 CHARTSARETWOCOLUMNGRAPHICORGANIZERSSTUDENTS USETOLISTANDIDENTIFYTHEIRCLAIMANDEVIDENCEPRIORTO ANSWERINGAQUESTIONINWRITING  4AMMY+OLBE -ARK0ARTRIDGE AND&RAN/´2EILLY 4IMEAND,EARNINGIN3CHOOLS!.ATIONAL0RO½LE "OSTON -!.ATIONAL#ENTERON4IME,EARNING AND 3TORRS #4#ENTERFOR%DUCATION0OLICY!NALYSIS -ARCH 


.ATIONAL#ENTERON4IME,EARNING 4HE.ATIONAL#ENTERON4IME,EARNING.#4, ISDEDICATEDTOEXPANDINGLEARNINGTIME TOIMPROVESTUDENTACHIEVEMENTANDENABLE AWELL ROUNDEDEDUCATION4HROUGHRESEARCH PUBLICPOLICY ANDTECHNICALASSISTANCE WE SUPPORTNATIONAL STATE ANDLOCALINITIATIVES THATADDSIGNI½CANTLYMORESCHOOLTIMETOHELP CHILDRENMEETTHEDEMANDSOFTHESTCENTURY ,EAD7RITERS #LAIRE+APLAN 6ICE0RESIDENTOF+NOWLEDGE -ANAGEMENTAND3TRATEGY .ATIONAL#ENTERON4IME,EARNING 2OY#HAN -ANAGEROF%FFECTIVE0RACTICES .ATIONAL#ENTERON4IME,EARNING #ONTRIBUTING7RITERS 3AMUEL3EIDEL #ONSULTANT 4HOMAS:ORICH 0ROGRAM!SSOCIATE .ATIONAL#ENTERON4IME,EARNING 'RAPHIC$ESIGN -YRIAD)NC WWWMYRIADWEBCOM !CKNOWLEDGEMENTS .#4,GRATEFULLYACKNOWLEDGES#ARNEGIE #ORPORATIONOF.EW9ORK 4HE%LIAND%DYTHE "ROAD&OUNDATION THE&ORD&OUNDATIONAND THE7++ELLOGG&OUNDATIONFORSUPPORTING .#4,´SKNOWLEDGEMANAGEMENTOPERATION ANDTHEPUBLICATIONOFTHISREPORT 7EWOULDALSOLIKETOEXPRESSOURGRATITUDE TOTHEPRINCIPALS TEACHERS ANDSTAFFATEACH OFTHESCHOOLSINCLUDEDINTHISSTUDYFORTHEIR TIMEANDINSIGHTS4WELVEOFTHESESCHOOLS SEEPFORALISTOFALLSCHOOLS ALSOOPENED THEIRDOORSTOUSFORDAY LONGSITEVISITS WHERE WEWEREABLETOOBSERVEMANYOFTHEIRUNIQUE PRACTICESINPERSON4HREESCHOOLSINTHIS STUDY°2OCKETSHIP-ATEO3HEEDY%LEMENTARY +)00(EARTWOOD!CADEMY AND"ROOKLYN 'ENERATION3CHOOL°GRACIOUSLYGRANTEDUS THETIMEANDSPACETO½LMINCLASSROOMSAND INTERVIEWSTAFF!FTERWEHAD½NISHEDINTERVIEWS SITEVISITS AND½LMING THESCHOOLSSTILLOFFERED THEIRHELPANDTIME SENDINGUSPICTURESTO INCLUDEINTHISREPORTASWELLASREVIEWING CONTENT7EUNDERSTANDTHEMANYDEMANDS PLACEDONTHESESCHOOLS´ADMINISTRATORS TEACHERS ANDSTAFFEACHDAY ANDTHANKEACHOFTHEMFOR THEIRWILLINGNESSTOPARTICIPATETHROUGHOUTTHE COMPLETIONOFTHISREPORT )NADDITIONWEWOULDLIKETOACKNOWLEDGETHE STAFFAT*OBSFORTHE&UTURE ANDTHEIRINTERN 3ARA3HAPIRO FORPROVIDINGINFORMATIONON%ARLY #OLLEGE(IGH3CHOOLSWITHEXPANDEDSCHEDULES 

4 ) - %7 %, , 3 0 %.4

7EALSOAPPRECIATETHECONTRIBUTIONS OFTHE.#4,TEAM INCLUDING #HRIS'ABRIELI #HAIRMAN *ENNIFER$AVIS 0RESIDENT #RYSTAL"ISH 3ENIOR!SSOCIATE "LAIR"ROWN $IRECTOROF#OMMUNICATIONS $AVID&ARBMAN 3ENIOR2ESEARCHER *ESSICA%DWARDS 2ESEARCH-ANAGER "EN,UMMIS 6ICE0RESIDENT 'EORGE-ASTORAS 0ROGRAM!SSOCIATE &RAN/´2EILLY 6ICE0RESIDENTOF2ESEARCH %MILY2AINE $IRECTOROF-!%XPANDED,EARNING4IME)NITIATIVE $IANE3HERLOCK %DITORIAL$IRECTOR 0HOTO#REDITS 7EGRATEFULLYACKNOWLEDGETHEFOLLOWINGSCHOOLS ANDCHARTERNETWORKSFORCONTRIBUTINGPHOTOSTO THISPUBLICATION!CHIEVEMENT&IRST !N!CHIEVABLE $REAM(IGH3CHOOL !RTHUR!SHE#HARTER3CHOOL !SPIRE0ORT#ITY!CADEMY "OSTON!RTS!CADEMY "ROOKLYN'ENERATION3CHOOL %XCEL!CADEMY #HARTER3CHOOL 'OLDER#OLLEGE0REP )$%!#OLLEGE 0REPARATORY$ONNA +)00'ASTON#OLLEGE0REP +)00!CADEMY,YNN +)003().%0REP -ARY$ #OGHILL%LEMENTARY3CHOOL -ASTERY#HARTER3CHOOLS 3HOEMAKER#AMPUS -ATTHEW*+USS-IDDLE 3CHOOL .ORTH3TAR!CADEMY 2OBERT4REAT!CADEMY 2OCKETSHIP-ATEO3HEEDY%LEMENTARY AND 9%30REP.ORTH#ENTRAL #OVER0HOTO3TUDENTSAT.OBLE´S'OLDER#OLLEGE 0REP°0AUL%LLEDGE0HOTOGRAPHY P    ¯$ON7EST P¯2ACHEL9OUNG P   ¯%THAN0INES P *OHN'ILLOOLY P 'ALE:UCKER %LECTRONICCOPIESOFBOTHTHEFULLREPORTALONG WITHVIDEOSANDOTHERRESOURCESAREAVAILABLE ATWWWTIMEANDLEARNINGORG 0RINTEDCOPIESCANBEOBTAINEDBYCALLING   


4)-%7%,,30%.4.ATIONAL#ENTERON4IME,EARNING

WWWTIMEANDLEARNINGORG

3CHOOL3TREET RD&LOOR "OSTON -!

PHONE FAX

Time Well Spent: Eight Powerful Practices of Successful, Expanded-Time Schools  

Time Well Spent: Eight Powerful Practices of Successful, Expanded-Time Schools

Read more
Read more
Similar to
Popular now
Just for you