ISA Principle: Extended Day
Extended Day - Goals for students’ learning and the small learning community’s (SLC’s) college prep instructional program drive the length of the
school day and year. The extended day and extended school year enable the team to provide students with the time, attention and other supports
necessary for their success with the program’s challenging, college prep curriculum. The extended time frame for learning also provides additional
opportunities for effective skill and talent development and enrichment.
DIMENSION: Planning & Organization
NOT YET
UNDERWAY
BEGINNING
IMPLEMENTATION
Teams discuss goals for and
plans an extended day
program.
MATURE
IMPLEMENTATION
ADVANCED
IMPLEMENTATION
Teams plan extended day
programs based on articulated
goals and informal
assessment of students’ needs
to do challenging work.
The SLC uses systematic
methods such as surveys in
order to plan an extended day
program based on students’
needs and interests, as well as
on the articulated goals of the
SLC.
NOTES
The entire team is involved in
ensuring the success of the
extended day program.
A few extended day programs
are offered, but these are not
aligned with the SLC’s
learning goals for students or
student needs.
The SLC offers some clubs
and courses after school. The
SCL sends home fliers to
inform parents and students
about these programs.
Teachers use extended day
offerings to develop
relationships.
Offerings in extended day
program address academic
skill development and
enrichment as well as offer
students who are failing
opportunities to complete and
revise work, including, for
example:
 tutoring;
 test preparation;
 technology;
 class project work;
 clubs to engage
students;
 arts;
 and physical education
activities.
Extended day functions as a
well-integrated continuation of
the school day.
Facilities, including the library
and computer labs, are open
for students to use during
extended day so students can
do projects.
There is a process in place to
assess the effectiveness of the
extended day process.
1
© Institute for Student Achievement, June 2006
ISA Principle: Extended Day
DIMENSION: Staff & Student Participation
NOT YET
UNDERWAY
BEGINNING
IMPLEMENTATION
MATURE
IMPLEMENTATION
ADVANCED
IMPLEMENTATION
Some teachers voluntarily
make themselves available to
students after school for the
purposes of tutoring,
discussion of problems, etc.
The SLC is organized so that
teachers can set regular hours
after school to help students
with revisions on their reports,
completion of their projects, or
to discuss problems.
There is a cultural norm within
the SLC that all SLC
members participate in
extended day programs for
academic support and
curricular enrichment.
Teams identify students who
need additional academic
support and encourage them
to attend extended day
activities.
Many students voluntarily use
extended day to complete
projects and other class
assignments.
Many students who received
grades of incomplete or failure
attend summer school to
complete work so that they
can pass their courses.
Students expect to, and are in
the habit of, participating in
extended day programs, and
attendance is high.
Students take advantage of
extended day to meet with
individual teachers to discuss
coursework and social and
emotional issues.
Some students voluntarily
choose to participate in
extended day programs.
Some students attend district
summer school programs.
NOTES
Students who need to
complete work in a course
participate in summer school
to complete course
requirements.
Students participate in a range
of school-supported summer
learning experiences, such as
educational travel, internships,
and college courses.
2
© Institute for Student Achievement, June 2006