© 2013 National Center on Time and Learning; www.timeandlearning.org

The TIME Collaborative

Extended Day UpdatesDr. Thomas S. O’Connell Elementary

We’ve Got This!

© 2013 National Center on Time and Learning; www.timeandlearning.org

Celebrations/Successes

1 48% of students are receiving targeted Tier 2 and Tier 3 interventions.

2 All students have increased access to technology.

3 All students are receiving enrichment.

4 Teachers have 90 minutes of collaboration time.

© 2013 National Center on Time and Learning; www.timeandlearning.org

A Picture is Worth a Thousand Words

Detectives in Action!

© 2013 National Center on Time and Learning; www.timeandlearning.org

Numbers Tell a Story…41 students in grade K receive Tier II or Tier III literacy support20 students in grade 1 receive Tier II or Tier III literacy support7 students in grade 1 receive enrichment from an instructional tutor/instructional para/intern.26 student receive Tier II or Tier III EIR in grade 129 students in grade 2 receive Tier II or Tier III literacy support9 students in grade 2 receive enrichment from an instructional tutor/instructional para/intern19 students receive Tier II EIR in grade 29 students in grade 2 receive enrichment from an instructional tutor/instructional para/intern

© 2013 National Center on Time and Learning; www.timeandlearning.org

Numbers Tell a Story…35 students in grade 3 receive Tier II or Tier III literacy support20 students in grade 3 receive enrichment from their teacher 3 times per week21 students receive modified Tier II or Tier III EIR in grade 324 students of the total 35 students in grade 3 receive a double dose of Tier II literacy support26 students in grade 4 receive Tier II or Tier III literacy support20 students in grade 4 receive enrichment from their teacher 3 times per week6 students of the total 20 students in grade 4 receive a double dose of Tier II literacy support50 students in grade 5 & 6 receive Tier II or Tier III literacy support34 students in grade 5 & 6 receive enrichment from their teacher 3 times per week

© 2013 National Center on Time and Learning; www.timeandlearning.org

Areas of Consideration• Community Partners Funding• Transitions/Scheduling Concerns• Coverage

© 2013 National Center on Time and Learning; www.timeandlearning.org

Our Instructional Focus Statement

1 Impacts every student

3 Foundational skill that cuts across all content areas

4 Impacts every adult

5 Comes to life through a set of instructional practices

6 Multiple measures

2 Measurable

Our School’s Instructional Focus Statement

All O’Connell Elementary School students will show measurable growth in comprehension as evidenced by their ability to retell and summarize texts. All staff at O’Connell Elementary School will implement high leverage, research-based instructional strategies with a focus on comprehension throughout all curriculum areas. Success will be measured by higher sustained student achievement in comprehension on the DRA2, reading CMT data, and district pre/post assessments.

© 2013 National Center on Time and Learning; www.timeandlearning.org

Choosing Common Instructional Strategies

Process for Choosing Common Instructional StrategiesAction When Participants

Research high leverage instructional strategies that increase comprehension (support instructional focus). Choose one.

September/October 2013

Time Collaborative Team

Embed common instructional strategy in co-planning, transdisciplinary units, and co-teaching.

Ongoing All staff

Collaborate in professional development sessions and have regular conversations about its effectiveness.

Ongoing All staff

© 2013 National Center on Time and Learning; www.timeandlearning.org

Choosing Common Strategies (Continued)

List of Potential Common Instructional Strategies

Potential Instructional Strategy

How This Supports Our Instructional Focus

Think Alouds Teacher models how readers construct meaning from the text.

Paragraph Shrinking Allows each student to take turns reading, pausing, and summarizing the main points of each paragraph.

Directed Reading Thinking Activity (DRTA)

Comprehension strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions.

Exit Slips Written student responses to questions to enable teachers to quickly assess students’ understanding of the text.

Use of Advanced Organizers

Graphic organizers aid comprehension by helping readers focus on the most important information.

Bold = Strategy we chose for this year

© 2013 National Center on Time and Learning; www.timeandlearning.org

Creating Common Understanding

Process for Creating Common Understanding

Action When Participants

Gather advanced graphic organizers to facilitate retelling and summarizing

Faculty Meeting,October 29, 2013

All staff

Review the instructional strategy and its relation to instructional focus

Faculty Meeting,October 29, 2013

All staff

Grade level teams share their use of advanced graphic organizers (teacher actions/student actions)

November 12, 2013 All staff

Opportunity for peer observation and debrief

Ongoing All staff

© 2013 National Center on Time and Learning; www.timeandlearning.org

Creating Understanding (Continued)What Does This Look Like for Students and Teachers?

Student Actions

• Students work in collaborative groups to practice orally retelling a story using the advanced organizer for scaffolding (gradual release).

• Students identify what important information vs. less important when summarizing.

• Students provide peer feedback on retelling/summary.

Teacher Actions

• Explicit modeling of the use of advanced organizers to retell or summarize a text.• Use of think alouds to explain the characteristics of an exemplary retell or

summary.• Ongoing feedback to individual/groups of students.

Common Instructional Strategy

Use of Advanced Organizers

© 2013 National Center on Time and Learning; www.timeandlearning.org

Components of an Effective Data Cycle

Assessments

Daily YearQuarterWeek

Analysis

Which Data

Data Protocols

Which People

Action

Changes to Instruction

Regrouping of Students

Impact on Teacher Dev.

© 2013 National Center on Time and Learning; www.timeandlearning.org

Data Cycle: Assessments

What Assessments are We Using?

Assessment Subject(s) Grade(s) Frequency

Pre/Post Unit Tests

Language Arts and Math

1-6 Beginning and end of each unit

DRA2 Reading K-6 2-3x per year

ELS Language Arts K-2 3x per year

Computer Based Reading and Math 2-6 weekly

Star Assessment Reading and Math K-6 3x per year and possibly monthly

IB Summative Integrated Curriculum K-6 monthly

Progress Monitoring

Language Arts K-6 weekly

Smarter Balance/CMT TBD

Language Arts and Math

3-6 1x per year

© 2013 National Center on Time and Learning; www.timeandlearning.org

Displaying Data

How do we want to display data?

Types of Data Displays

Considerations

School •Literacy-based•Displayed in main entrance•Organized by grade level•Increased accountability and communication with families/stakeholders

Classroom •Begin with literacy •Ease of use/interactive•Consider growth model•No student names•Link to individual goal setting

Individual Goal Setting

•Explicit instruction•Consider learner profile attributes•Link to specific assessment (STAR, DRA2, pre/post…)•Promotes reflection/teaches real world skills

© 2013 National Center on Time and Learning; www.timeandlearning.org

Share Advanced Graphic Organizers• In your grade level groups, discuss the graphic

organizers that you use for retelling (K-2) and summarizing (2-6). You may choose to discuss the graphic organizers that we have provided for you.

• Choose the graphic organizer that is the most appropriate and effective to use at your grade level.

• Share out!

© 2013 National Center on Time and Learning; www.timeandlearning.org

Survey• Please complete the survey. We will use this

information to guide future professional development.

THANK YOU!