EDUCATION REFORM
CONFERENCE:
EXTENDING
LEARNING TIME
#ExpandLearning
Presented By
WELCOME &
OPENING
REMARKS
BOB SANBORN,
PRESIDENT AND CEO,
CHILDREN AT RISK
ALAN R. BUCHANAN,
VP OF HR EXPLORATION AND
PRODUCTION,
SHELL OIL COMPANY
PRESENTED IN PARTNERSHIP WITH
JOIN
THE
CONVERSATION
#EXPANDLEARNING
+
Why
Expand
Learning
Time?
Dr. Bob Sanborn
President and CEO
CHILDREN AT RISK
Anne Hierholzer
Director, Center for Social
Measurement and Evaluation
CHILDREN AT RISK
WHY DO WE
NEED REFORM?
THE DATA
 In 2011, only 27% of 8th grade Texas students
performed at or above the proficiency level in reading
on the National Assessment of Educational Progress
(NAEP)
 Only 40% of those same students performed at or
above proficiency in math
 The average graduation rate in Texas is about 72%
 In the major metro areas, the average hovers
around
68%
+
59%
THE
ACHIEVEMENT
GAP
•
Of
Texas
Students
Are of
Minority
Populations
Of
Texas
Students are
Economically
Disadvantaged
69%
58%
In 2011,
of White Texas 8th graders scored at or above
the proficiency level in math on NAEP, as opposed to only
21% of Black students and 31% of Latino students.
•
Low-income kids lose knowledge during the “Summer Slide”
RISING EXPECTATIONS
Culture of high stakes standardized testing
Higher standards
In 2012, 71% of Texas districts failed to
meet Adequate Yearly Progress standards
set by NCLB
48% of teachers surveyed said they had
enough time to cover their curriculum
+
CURRENT
TEXAS
EDUCATION
CODE
POLICY
180
Day School
Year
7
Hour School
Day
INTERNATIONAL
PERSPECTIVE
The average U.S. school year is 179 days
Comparable nations average 187 days
The typical U.S. school year lasts 36 weeks
Among 36 comparable nations, only 7 had a
school year lasting 36 weeks or less
CHILDREN IN U.S. SPEND FEWER DAYS IN
SCHOOLS
Korea
China
Japan
Germany
Australia
United States
0
50
100
150
200
250
HOW CAN
EXPANDED
LEARNING TIME
HELP?
THE RESEARCH
In NYC charter schools, instructional time
and high dosage tutoring were much
stronger predictors of higher achievement
than traditional factors like class size and
expenditures.
–National Bureau for Economic Research
THE RESEARCH
Students who attended charter schools with
a longer school year performed better on
state assessments than their peers in
traditional schools, and total learning time
was one of the strongest predictors of
student outcomes.
–The New York City Charter Schools Evaluation Project
THE RESEARCH
Kindergarteners enrolled in a 210-day school
year outperformed those in a 180-day year in
the Fall of 1st grade in math, reading, and
general knowledge.
-Dept. of Child Development & Family Studies, Purdue University
THE RESEARCH
Meta-analysis examining 15 studies of extending
school days and/or years found that extending
school time can be an effective way to support
learning, particularly for students most at risk of
school failure.
–The University of Texas at Austin
+
RESEARCH
CONCLUSIONS
Most often, expanded
learning time models
have a positive effect on
student academic
achievement
Expanded learning time
is more beneficial to the
most at-risk students
In order to be useful,
extra time must be used
effectively
CHILDREN AT RISK SCHOOL RANKINGS
Top-performing schools in the rankings
share similar characteristics
 Effective teachers with missionary zeal
 More time in class
 Strong, collaborative school leadership
 Data-informed decision-making
 Small, rigorous, and theme-based learning
communities
NOTEWORTHY SCHOOLS
JP Henderson
KIPP 3D Academy Middle
YES Prep Southeast High School
APOLLO 20 PROGRAM
 Initiative to transform public education in Houston
using strategies and best practices from successful
public and charter schools across the nation
 Implemented in 20 Houston elementary, middle, and
high schools over the course of the 2010 -2011 and
2011-2012 school years
APOLLO 20 PROGRAM
Five tenets :
 Effective principals and teachers in every school
 More instructional time
 Use of data to drive instruction
 High-dosage tutoring
 A culture of high expectations set for all
THE BENEFITS
Improved academic achievement
Allows time for a well-rounded education
including science, social studies, arts, etc.
Creates more time for teachers to
collaborate
Practice, practice, practice
WHAT IS
EXPANDED
LEARNING TIME?
EXPANDED LEARNING TIME
MODELS
Extended
school day
Beyond the
traditional 6.5
or 7 hours
Extended
school year
Beyond the
traditional
180 days
Expanded
learning
opportunities
School or communitybased learning
opportunities outside
of regular school
operating hours
BOTTOM LINE
Adding at least 30 minutes to the day or
10 days to the year
In all cases, ensuring quality time on
task
CHALLENGES
Funding
Stakeholder resistance
Using time effectively
QUESTIONS?
BOB SANBORN
SANBORN@CHILDRENATRISK.ORG
ANNE HIERHOLZER
AHIERHOLZER@CHILDRENATRISK.ORG
@CHILDRENATRISK
EXTENDING THE
SCHOOL DAY OR YEAR:
A PRACTITIONER’S
VIEWPOINT
Tom Torkelson
Founder and CEO
IDEA Public Schools
EDUCATION REFORM
CONFERENCE:
EXTENDING
LEARNING TIME
#ExpandLearning
Presented By
PRESENTED IN PARTNERSHIP WITH
JOIN
THE
CONVERSATION
#EXPANDLEARNING
@CHILDRENATRISK
MORE TIME IN ACTION
#EXPANDLEARNING
Furman Brown, Founder, Generation Schools
Tom Torkelson, Founder and CEO, IDEA Public Schools
Brandi Brevard, Campus Improvement Coordinator, Sharpstown High School
#EXPANDLEARNING
CHRIS
GABRIELI
Co-Founder and Chairman
National Center on Time and Learning
Driving Change with
Expanded Learning Time
www.timeandlearning.org
© 2011
Why Time Matters
“Champions do not become champions when they
win an event, but in the hours, weeks, and months,
and years they spend preparing for it. The victorious
performance itself is merely a demonstration of their
championship character.”
- Michael Jordan
www.timeandlearning.org
© 2011
Why Expand Learning Time
“We can no longer afford an academic calendar designed when America was a
nation of farmers … That calendar may once have made sense, but today, it
puts us at a competitive disadvantage.” President Barack Obama, March 9, 2009
Raise Student Achievement
Provide Well-Rounded Education
Empower Teachers
www.timeandlearning.org
© 2011
Why Expand Learning Time
“Learning time should last well into the afternoon, not end at 2 o’clock.”
Governor Mitt Romney, State of the Commonwealth Address, January 2005
Raise Student Achievement
Provide Well-Rounded Education
Empower Teachers
www.timeandlearning.org
© 2011
Snow Days: Friend or Foe?
www.timeandlearning.org
© 2011
Increasing Evidence of the Value of Increased
Instructional Time
December 2011 NBER study by Roland Fryer, Jr and Will Dobbie
Traditionally collected
input measures
• Class size
• Per pupil expenditure
• Fraction of teachers with no
certification
• Fraction of teachers with an
advanced degree
No discernable impact on
school effectiveness.
35 Charter
Schools
Variety of
educational
strategies and
philosophies
5 School Policies
•
•
•
Frequent teacher feedback
Use of data to guide instruction
High-dosage tutoring
• Increased instructional time
•
High expectations
Explain approximately 50
percent of the variation
in school effectiveness.
Confirms findings of prior studies (e.g. Hoxby, Muraka, 2008)
www.timeandlearning.org
© 2011
Closing the Achievement Gap
at the Edwards Middle School
In Math, 8th grade students now have
overtaken the state in the percent of
students achieving proficiency
In ELA, 8th grade students have
dramatically narrowed the achievement
gap with the state
ELA
MATH
56%
74%
75%
75%
49%
71%
45%
40%
78%
48%
40%
48%
54%
36%
12%
2006
22%
2007
Grade 8 - Edwards
www.timeandlearning.org
2006
2007
2008
2008
2009
Grade 8 - State
© 2011
2009
The Narrowing of the Curriculum
Minutes Per Week
By Subject
2002 vs. 2007
1400
115
1200
1000
800
154
226
239
75
100
152
164
Phys. Ed.
352
600
Science
264
Social Studies
400
200
378
Art/Music
520
Math
ELA
Total lost time:
243 minutes
Total gained time:
230 minutes
0
Pre-NCLB (2002)
With NCLB (2007)
Source: Center on Education Policy, 2008
www.timeandlearning.org
© 2011
Higher income
parents are
concerned about
the “over
scheduling” of
their children
yet…
www.timeandlearning.org
© 2011
Children in
high-poverty
communities
are still
“waiting for
superman”.
www.timeandlearning.org
© 2011
Majorities of Teachers Believe They Do Not Have
Sufficient Instructional or Collaboration Time
Q: Do you agree with the following…?
Adequate time to collaborate with colleagues
Adequate time to meet all students’ needs
6%
39%
Disagree
7%
54%
Agree
Neither
Organization
New Teacher Center TeLLS (AL, CO, IL, MA); n=100,000
Date
2007 – 09 (varies by state)
www.timeandlearning.org
48%
41%
Disagree
Agree
47
Neither
© 2011
American School Calendar Is Hard to Change
Traditional Public (Days)
180
179
178
177
176
175
1990-2000
2003-2004
2007-2008
School Year
During the past decade, there has been little change in the
average number of days in the school year.
Source: SASS Survey 99-00; 2003-04; 2007-2008
www.timeandlearning.org
© 2011
State of the ELT Movement
Approximately 1,000 Expanded Learning Time (ELT) Schools Across the Country
9
97
109
www.timeandlearning.org
93
54
38
42 16
8
41
49
15
6
24
36
59
4 Policy Enablers
1. School autonomies
2. District initiatives (e.g.
Houston, New Orleans, Chicago)
33
8
9
78
58
100
9
35
3. State initiatives (e.g.
MA)
4. Federal support and requirements
(e.g. SIG for turnaround)
© 2011
Over 1,000 ELT Schools Across the Country…
• Expanded-time schools are located in 36 states and the
District of Columbia
• 4 in 10 ET schools are traditional district schools; the
remaining 60 percent are charter schools.
• Nearly 6 in 10 ET schools have student populations that are at
least 75% free or reduced-price lunch eligible.
• The average length of the school day across all ET schools is
7.8 hours and 40 percent of them operate with a day that is at
least 8 hours long.
• More than 50% of ET schools feature a day at least 1 hour
longer than surrounding public schools.
www.timeandlearning.org
© 2011
ELT is Sparking a Movement for Change
www.timeandlearning.org
© 2011
Coalition Members
Include:
TSC Platform
www.timeandlearning.org
At this time of great challenge and
possibility, we call on
policymakers and educators at all
levels – federal, state, and local –
to commit to expanding learning
time at all high-poverty schools
over the next decade. We ask civic
leaders and academics, CEOs and
philanthropists, teachers and
students, parents and concerned
citizens to join this movement
and give the next generation the
time they need to succeed.
© 2011
Time is a Resource, Not a Strategy
Time is a resource, like
Resources
Expanded
Learning Time
$
money or
Practices
Practices at HighPerforming Schools
school autonomy
Outcomes
Transformational
Gains
Modest Gains
Little to No Gains
www.timeandlearning.org
© 2011
Success at High-Performing, Expanded-Time Schools
Rocketship Mateo Sheedy
(San Jose, CA)
MATCH Charter Public High School
(Boston, MA)
CST Reading and Math performance
among ALL CA Schools: Top 5%
Sci. MCAS Proficient & Adv.
MATCH: 91%; MA: 65%
Woodland Hills Academy
(Turtle Creek, PA)
Math PSSA Prof. & Adv.
Woodland Hills: 86%
Turtle Creek Schools: 60%
Griffith Elementary
(Phoenix, AZ)
Reading AIMS Prof. & Adv.
Griffith: 70%
Nearby Phoenix Schools: 56%
www.timeandlearning.org
North Star Academy
(Newark, NJ)
North Star College
Acceptance Rate: 100%
IDEA College Prep - Donna
(Donna, TX)
Graduates Still Enrolled
in College: 97%
© 2011
Four Interlocking Gears that Drive
School Success
Time to coach and
develop teachers
and continuously
strengthen
instruction
Data
11 12
People
1
Time
10
2
9
Time to build high
expectations for
achievement and
behavior
3
8
4
7
School
Culture
www.timeandlearning.org
Time for teachers
to assess student
understanding and
analyze and
respond to data
6
5
Time for a rigorous and wellrounded education that
prepares students for success
in college and careers.
© 2011
Eight Powerful Practices at
High-Performing Expanded-Time Schools
56
OPTIMIZE TIME
FOR STUDENT LEARNING
1 Make Every Minute Count
USE TIME TO HELP STUDENTS
THRIVE IN SCHOOL
AND BEYOND
DEDICATE TIME
TO IMPROVING TEACHER
EFFECTIVENESS
4 Build a School Culture of
7 Continuously Strengthen
High Expectations & Mutual
Accountability
2 Prioritize Time to Focus on a
Small Set of School-wide Goals
Instruction
8 Relentlessly Analyze and
5 Provide a Well-Rounded
Respond to Data
Education
3 Individualize Learning Time
and Instruction based on
Student Needs
www.timeandlearning.org
6 Prepare Students for College
and Career
© 2011
Eight Powerful Practices at
High-Performing Expanded-Time Schools
57
OPTIMIZE TIME
FOR STUDENT LEARNING
1 Make Every Minute Count
USE TIME TO HELP STUDENTS
THRIVE IN SCHOOL
AND BEYOND
DEDICATE TIME
TO IMPROVING TEACHER
EFFECTIVENESS
4 Build a School Culture of
7 Continuously Strengthen
High Expectations & Mutual
Accountability
2 Prioritize Time to Focus on a
Small Set of School-wide Goals
Instruction
8 Relentlessly Analyze and
5 Provide a Well-Rounded
Respond to Data
Education
3 Individualize Learning Time
and Instruction based on
Student Needs
www.timeandlearning.org
6 Prepare Students for College
and Career
© 2011
Academic Leagues at Edwards Middle School
What is it?
Location
Boston, MA
Grades
6–8
Start/End Time
7:25 – 4:00
# of Students
534
% Low Income
89.6
Lowest achieving middle school in
Boston in danger of being closed
Expanded school day in 2006
All students participate and are grouped
by similar skill sets
7th & 8th graders taught by Edwards
teachers; 6th graders with Citizen School
teachers (partner org)
How much time?
Every week for 36 weeks
Every student: 60 mins. each class, 4x/week
Targeted students: 2 additional classes
during enrichment periods
144+ hours each year of additional time
58
Today is one of the most sought
after middle school in Boston
Small group (15:1) academic support in
math, ELA or science
2011 National Center on Time & Learning
Edwards School Facts
www.timeandlearning.org
© 2011
In-Class and After-School Supports
Robert Treat
Academy
Newark, NJ
Grades: K - 8
Additional Time
Compared to
Surrounding
District: 30 min
Struggling Student
Average Student
Accelerated Student
During the School Day: 8:00 – 3:30
Rigorous curriculum from lead teacher for all students
Individual support from 2nd classroom adult
After School: 3:30 – 5:00
Enrichments led by teachers and community orgs
Small group (10 – 11 students) tutoring
Saturdays and Vacations
Four week summer program at Johns
Hopkins Center for Talented Youth
Three hour Saturday school led by teachers
www.timeandlearning.org
© 2011
Supporting English Language Learners
Percent English Language Learners: 82
Daily Minutes for Reading and Language Arts: 370
Rocketship
Mateo Sheedy
San Jose, CA
Grades: K - 5
Additional Time
Compared to
Surrounding
District: 90 min
ELA Instruction: 210 Min
• Daily small group
instruction for all students
• Teachers follow ELL best
practices
Learning Lab: 40 Min*
• Individualized ELA
content for all
• Real time data to
teachers
After School RTI: 120 Min
• Bottom 25% of Readers:
• Reading software (60 min)
• Small group tutoring (60 min) • Staffed by hired tutors
*Learning Lab also includes 30 Minutes Math Software Content and 30 Min Phys Ed
www.timeandlearning.org
© 2011
Individualize Learning Time and Instruction
Based on Student Needs
www.timeandlearning.org
© 2011
Eight Powerful Practices at
High-Performing Expanded Time Schools
62
OPTIMIZE TIME
FOR STUDENT LEARNING
1 Make Every Minute Count
USE TIME TO HELP STUDENTS
THRIVE IN SCHOOL
AND BEYOND
DEDICATE TIME
TO IMPROVING TEACHER
EFFECTIVENESS
4 Build a School Culture of
7 Continuously Strengthen
High Expectations & Mutual
Accountability
2 Prioritize Time to Focus on a
Small Set of School-wide Goals
Instruction
8 Relentlessly Analyze and
5 Provide a Well-Rounded
Respond to Data
Education
3 Individualize Learning Time
and Instruction based on
Student Needs
www.timeandlearning.org
6 Prepare Students for College
and Career
© 2011
Eight Powerful Practices at
High-Performing Expanded-Time Schools
63
OPTIMIZE TIME
FOR STUDENT LEARNING
1 Make Every Minute Count
USE TIME TO HELP STUDENTS
THRIVE IN SCHOOL
AND BEYOND
DEDICATE TIME
TO IMPROVING TEACHER
EFFECTIVENESS
4 Build a School Culture of
7 Continuously Strengthen
High Expectations & Mutual
Accountability
2 Prioritize Time to Focus on a
Small Set of School-wide Goals
Instruction
8 Relentlessly Analyze and
5 Provide a Well-Rounded
Respond to Data
Education
3 Individualize Learning Time
and Instruction based on
Student Needs
www.timeandlearning.org
6 Prepare Students for College
and Career
© 2011
Well-Rounded Approach at Kuss
What?
Which
students?
Which
staff?
How
often?
Specialty Classes
All students
Specialists
Once/day, 45
minutes, in a
rotation
Applied Science Electives
All students
Kuss science
teachers
Twice/wk, 45-90
minutes
Enrichment Electives
All students;
number is
determined by
individual
academic needs
Kuss teachers
and community
partners
At least
once/week for 45
minutes; as much
as eight/week for
45 minutes
Opportunity to
build mastery –
sequential
courses
Advisory
All teachers,
Twice/wk for 20
staff and
minutes
administrators
PARTNERSHIPS WITH THE YMCA AND BOYS & GIRLS CLUB FOR OFF-SITE ELECTIVES
www.timeandlearning.org
All students
© 2011
Provide a Well-Rounded Education
www.timeandlearning.org
© 2011
Eight Powerful Practices at
High Performing Expanded Time Schools
66
OPTIMIZE TIME
FOR STUDENT LEARNING
1 Make Every Minute Count
USE TIME TO HELP STUDENTS
THRIVE IN SCHOOL
AND BEYOND
DEDICATE TIME
TO IMPROVING TEACHER
EFFECTIVENESS
4 Build a School Culture of
7 Continuously Strengthen
High Expectations & Mutual
Accountability
2 Prioritize Time to Focus on a
Small Set of School-wide Goals
Instruction
8 Relentlessly Analyze and
5 Provide a Well-Rounded
Respond to Data
Education
3 Individualize Learning Time
and Instruction based on
Student Needs
www.timeandlearning.org
6 Prepare Students for College
and Career
© 2011
Post Secondary Readiness
Preparing Students for College
An Achievable
Dream Middle
and High School
Newp. News, VA
Grades: 6 - 12
Additional Time
Compared to
Surrounding
District: 85 min
Rigorous
Academics
Exposure to
Colleges
Applications
and Essays Help
- SAT prep
- Field trips
- Office staff read - $2k Scholarship
- Dual enroll - College reps all essays and
for all students
- AP classes
applications
- Free tuition to 3
VA colleges
Preparing Students for the Workplace
9 Core Skills 9 Community
2 Week Classes
Taught by: Organizations in: per Skill, with:
www.timeandlearning.org
Financial Aid and
College Partners
3 Job Shadowing
and Internships
© 2011
Dual Enrollment
Kathlyn Joy Gilliam
Collegiate Academy
Dallas, TX
Grades: 9 - 12
Additional Time
Compared to
Surrounding
District: 60 min
www.timeandlearning.org
© 2011
Prepare Students for College and Career
www.timeandlearning.org
© 2011
Eight Powerful Practices at
High-Performing Expanded-Time Schools
70
OPTIMIZE TIME
FOR STUDENT LEARNING
1 Make Every Minute Count
USE TIME TO HELP STUDENTS
THRIVE IN SCHOOL
AND BEYOND
DEDICATE TIME
TO IMPROVING TEACHER
EFFECTIVENESS
4 Build a School Culture of
7 Continuously Strengthen
High Expectations & Mutual
Accountability
2 Prioritize Time to Focus on a
Small Set of School-wide Goals
Instruction
8 Relentlessly Analyze and
5 Provide a Well-Rounded
Respond to Data
Education
3 Individualize Learning Time
and Instruction based on
Student Needs
www.timeandlearning.org
6 Prepare Students for College
and Career
© 2011
Eight Powerful Practices at
High-Performing Expanded-Time Schools
71
OPTIMIZE TIME
FOR STUDENT LEARNING
1 Make Every Minute Count
USE TIME TO HELP STUDENTS
THRIVE IN SCHOOL
AND BEYOND
DEDICATE TIME
TO IMPROVING TEACHER
EFFECTIVENESS
4 Build a School Culture of
7 Continuously Strengthen
High Expectations & Mutual
Accountability
2 Prioritize Time to Focus on a
Small Set of School-wide Goals
Instruction
8 Relentlessly Analyze and
5 Provide a Well-Rounded
Respond to Data
Education
3 Individualize Learning Time
and Instruction based on
Student Needs
www.timeandlearning.org
6 Prepare Students for College
and Career
© 2011
Instructional Coaching at North Star Academy
What does it look like?
Every teacher
is matched
Teacher Coach with a coach
Coach observes
teacher once each
week (60 min)
Debrief lesson
(60 min)
Co-plan lessons
(60 min)
What are students doing during this time?
Students in teacher’s class during observation, and scheduled
for other courses during teacher and coach meetings
(teachers meet with coaches during prep periods)
How do teachers benefit?
“The area I really needed to work on was pacing. My instructional coach
helped me to time stamp my lessons so that I was clear where I wanted
to be at each point.”
Steve Chiger – Journalism and English Teacher
www.timeandlearning.org
© 2011
Continuously Strengthen Instruction
www.timeandlearning.org
© 2011
Eight Powerful Practices at
High-Performing Expanded-Time Schools
74
OPTIMIZE TIME
FOR STUDENT LEARNING
1 Make Every Minute Count
USE TIME TO HELP STUDENTS
THRIVE IN SCHOOL
AND BEYOND
DEDICATE TIME
TO IMPROVING TEACHER
EFFECTIVENESS
4 Build a School Culture of
7 Continuously Strengthen
High Expectations & Mutual
Accountability
2 Prioritize Time to Focus on a
Small Set of School-wide Goals
Instruction
8 Relentlessly Analyze and
5 Provide a Well-Rounded
Respond to Data
Education
3 Individualize Learning Time
and Instruction based on
Student Needs
www.timeandlearning.org
6 Prepare Students for College
and Career
© 2011
Data Cycles at Orchard Gardens K-8 School
Step 1: Collect and Analyze Data
Assessments every 6
weeks in ELA and Math
Step 2: Plan with a Team
The cycle
starts
again
every 6
weeks
Monthly data meeting
during Early release, the
week following the assessment
Step 3: Implement Action Plan and Monitor Progress
Students targeted for additional
support during embedded intervention
periods, school vacation weeks, before
and after-school
www.timeandlearning.org
75
© 2011
Relentlessly Analyze and Respond to Data
www.timeandlearning.org
© 2011
Growing State Policy Initiatives to Drive
Innovation
Keys to
Driving
Innovation
Autonomies
(e.g.
scheduling,
staffing)
States Already Having Taken Action
Dedicated State
Resources
States Considering Action
Arkansas
Colorado
Illinois
New York
Connecticut
Massachusetts
www.timeandlearning.org
Iowa
Tennessee
Texas
Arizona
© 2011
Effectively Expanding Learning Time in an Era of
Limited Resources
Flexible Scheduling
District Policies
Stagger days and years for
staff to increase student
learning time
Reconsider district
expenditures and allow
for more flexibility
Staffing
Technology
Flexible roles reduce costs;
allocate staff strategically;
consider partners
www.timeandlearning.org
Use new technology to
expand time, reduce costs,
and create flexibility
© 2011
The Challenge & The Opportunity
“Enacting reform is difficult. There is a huge difference between the theory
of reform and the reality of it — it is a lot harder than it looks. It requires full
transparency, unyielding tenacity, continuous communication, relentless
advocacy, and the courage to measure progress and then deal with the
results, whatever they may be.”
- Hon. Jeb Bush, Former Governor of Florida; Current Chairman, Foundation
for Excellence in Education
“[Friends from other schools] were doing fun stuff, and I’d be getting home
and doing homework,” recalled Ms. Morales, 18, who is headed to the
University of California, Berkeley, this fall. “Now I see all those study hours
paid off.”
- Rubi Morales, Preuss School UCSD Graduate, The New York Times, June 2011
www.timeandlearning.org
© 2011
For more information, contact:
Chris Gabrieli, Chairman & Co-Founder, chris@timeandlearning.org
To learn more about our work, visit us at:
www.timeandlearning.org
www.timetosucceed.com
www.timeandlearning.org
© 2011
COST-EFFECTIVE
STRATEGIES
Furman Brown
Founder
Generation Schools
whole-school and systemic Innovation
Innovative and cost-effective school models organized on every level to maximize
student engagement and teaching effectiveness.
Effective teaching transforms lives.
It’s happening everyday in some of the
most challenging settings imaginable.
Key Challenge
What will it take for every child to
benefit from effective teaching every day?
It’s critical to
reframe the
national
conversation
What are the ropes and pulleys
teachers need?
Generation Schools
Conventional Model
Much more learning time
200 days
180 days
without increasing the work year
8 hours
6 hours
Smaller core class size
18-25 students
30-35 students
Comprehensive blended learning
and Instructional Technology
Half-class CPU labs in
English/Math rooms
Limited access
Exceptional college and career
guidance to make school relevant
360+ hours per year for every
student
1-2 hour per year
Extensive common planning
Over 2 hours every day
Typically 45 min/week
High-caliber teacher training
22 days per year
4 days per year
Key data tools to inform instruction
Real-time responsive
Limited and delayed
Fewer courses for teachers to teach
3 classes daily
5-6 classes daily
Far fewer students per teacher
75 students per day
175 students per day
How can America’s public schools accomplish this
without increasing costs?
$
Accomplishing more
without costing more
Let’s take a look:
Brooklyn Generation School…
Click here for a link to the video
Promising Results –
Improving achievement in a long-failed campus.
How the model works:
A brief look at the reconfigured day and year
in our full model…
We redeploy existing resources and
keep a Rubik’s Cube mindset.
 To reduce class size substantially –
“All hands on deck” at key times
 To expand the school year –
Staggered work times and vacations
 To keep the focus on the classroom –
Strategic dual roles for staff
A Redefined Eight-Hour School Day
Five 75-minute Courses
Teacher Schedule…
Teach 1) Foundation Course
Student Schedule…
Foundation Course
18-25 students (75 min)
Math: Required Daily
Foundation Courses
 Small class sizes
 Core Literacy & Math
 Inclusive SPED & ELL services
Teach 2) Foundation Course
Foundation Course
18-25 students (75 min)
English/Humanities: Required Daily
 Half-class mini-labs of computers in each room
 Required daily for all students
 Yearlong courses
Lunch and Advisories
Teach 3) Studio Course
Lunch and Advisories
Studio Course
28-33 students (75 min)
Electives or Additional Core Courses
Studio Courses
 Additional Core Courses
(social studies, sciences)
 Electives & Arts
Common Planning Time
Studio Course
Every day with teaching team
28-33 students (75 min)
Electives or Additional Core Courses
 Fitness
 Dual Language & ELL Services
 Pullout IEP or ELL Services
Studio Course
28-33 students (75 min)
Electives or Additional Core Courses
 Scheduled in trimesters
 Satisfies all state and district graduation
requirements
Blended Learning –
21st Century Technology
► Academic “Skillware”
Smart Board
Reading Plus | Successmaker |
enVisionmath, etc.
Independent
Work Area
► Flipped Classrooms
Direct Instruction Area
Whole-Class &
Small-Group
Kahn Academy | Video Libraries |
research databases, etc.
► Project-enhanced Learning
Microsoft Word | Excel | PowerPoint |
Publisher | OneNote, etc.
Easily Managed
and Cost Effective
Utilizing “Thin-Client”
Hardware Solutions
Resources
Half-class
Computer Lab
Independent
Work Area
► Data and Assessment Tools
Jump Rope | Reading Plus | Successmaker
| enVIsionmath |Scholarcentric, etc.
► Communication and
Collaborative Practice
Cloud-based shared docs | Jump Rope |
Customized tools templates, etc.
Innovative expanded
200-day school year…
By staggering teachers vacations
we expand learning time for all
students without costing more.
…without
increasing the
work year.
Innovative expanded 200-day school year…
Without increasing the
work year or school costs
SAMPLE 200-DAY CALENDAR
Aug. 6 – Two-week Faculty Institute
Aug. 20 – Student year begins
Sep. – Regular Classes for all grades
These teachers have a
3-week vacation and a
weeklong grade level conference
Oct: Intensive
OctoberCourse
for 6-7th Graders
6–7th Grade Teachers
Nov: Intensive
Course
November
8-9th Grade Teachers
for 8-9th Graders
Winter Break
Jan: Intensive
JanuaryCourse
for 10-11th Graders
Feb. – Regular Classes for all grades
March: Intensive
March Course
for 6-7th Graders
10-11th Grade Teachers
Intensive Teachers
6–7th Grade Teachers
Spring Break
April: Intensive
April Course
for 8-9th Graders
8-9th Grade Teachers
May Intensive
May Course
10-11th Grade Teachers
for 10-11th Graders
Summer Break
How Generation Schools will provide
essential high-touch support:
for Schools and Districts in Colorado
Scaling Our Impact in Colorado
Addressing a Critical Need in the Next Five Years
Open
New
Schools
5
40,000
1,000
$50 Million
$
Improve
Existing
Schools
Share
Knowledge &
Transform
Policy
25
Students in the next five years
Teachers and Staff
In Added Value & Cost Savings
Helping Colorado districts to
accomplish more without costing more
whole-school and systemic Innovation
Innovative and cost-effective school models organized on every level to maximize
student engagement and teaching effectiveness.
OTHER COMPONENTS
OF A QUALITY
HIGH SCHOOL
#ExpandLearning
David Johnston, Director of College Access, Project GRAD Houston
Juan Torres, Field Director, Communities in Schools Houston
Shehz Ali, Assistant Director of Schools Performance, Houston A+ Challenge
EDUCATION REFORM
CONFERENCE:
EXTENDING
LEARNING TIME
#ExpandLearning
Presented By
PRESENTED IN PARTNERSHIP WITH
TIME ON TASK
#ExpandLearning
Todd Litton, Executive Director, Citizen Schools of Texas
Tom Monaghan, Director of School Performance, Houston A+ Challenge
Jason Bernal, President, YES Prep
Wendy Hampton, Assistant Principal, Sam Houston High School
POLICY OPTIONS FOR
BRINGING EXPANDED
LEARNING TIME TO TEXAS’
PUBLIC SCHOOLS
#ExpandLearning
Chris Gabrieli, Co-Founder & Chairman, National Center on Time & Learning
Duncan Klussman, Superintendent, Spring Branch ISD
Dwayne Bohac, Texas State Representative District 138
THANK YOU FOR
ATTENDING!