1. © 2013 National Center on Time and Learning; www.timeandlearning.org The TIME Collaborative Extended Day Updates Dr. Thomas S. O’Connell Elementary We’ve Got This!

2. © 2013 National Center on Time and Learning; www.timeandlearning.org Celebrations/Successes 1 1 48% of students are receiving targeted Tier 2 and Tier 3 interventions. 2 2 All students have increased access to technology. 3 3 All students are receiving enrichment. 4 4 Teachers have 90 minutes of collaboration time.

3. © 2013 National Center on Time and Learning; www.timeandlearning.org A Picture is Worth a Thousand Words Detectives in Action!

4. © 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 support  20 students in grade 1 receive Tier II or Tier III literacy support  7 students in grade 1 receive enrichment from an instructional tutor/instructional para/intern.  26 student receive Tier II or Tier III EIR in grade 1  29 students in grade 2 receive Tier II or Tier III literacy support  9 students in grade 2 receive enrichment from an instructional tutor/instructional para/intern  19 students receive Tier II EIR in grade 2  9 students in grade 2 receive enrichment from an instructional tutor/instructional para/intern

5. © 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 support  20 students in grade 3 receive enrichment from their teacher 3 times per week  21 students receive modified Tier II or Tier III EIR in grade 3  24 students of the total 35 students in grade 3 receive a double dose of Tier II literacy support  26 students in grade 4 receive Tier II or Tier III literacy support  20 students in grade 4 receive enrichment from their teacher 3 times per week  6 students of the total 20 students in grade 4 receive a double dose of Tier II literacy support  50 students in grade 5 & 6 receive Tier II or Tier III literacy support  34 students in grade 5 & 6 receive enrichment from their teacher 3 times per week

6. © 2013 National Center on Time and Learning; www.timeandlearning.org Areas of Consideration Community Partners Funding Transitions/Scheduling Concerns Coverage

7. © 2013 National Center on Time and Learning; www.timeandlearning.org Our Instructional Focus Statement 1 1 Impacts every student 3 3 Foundational skill that cuts across all content areas 4 4 Impacts every adult 5 5 Comes to life through a set of instructional practices 6 6 Multiple measures 2 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.

8. © 2013 National Center on Time and Learning; www.timeandlearning.org Choosing Common Instructional Strategies Process for Choosing Common Instructional Strategies ActionWhenParticipants 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. OngoingAll staff Collaborate in professional development sessions and have regular conversations about its effectiveness. OngoingAll staff

9. © 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 AloudsTeacher models how readers construct meaning from the text. Paragraph ShrinkingAllows 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 SlipsWritten 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

10. © 2013 National Center on Time and Learning; www.timeandlearning.org Creating Common Understanding Process for Creating Common Understanding ActionWhenParticipants 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, 2013All staff Opportunity for peer observation and debrief OngoingAll staff

11. © 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

12. © 2013 National Center on Time and Learning; www.timeandlearning.org Components of an Effective Data Cycle Assessments DailyYearQuarterWeek Analysis Which Data Data Protocols Which People Action Changes to Instruction Regrouping of Students Impact on Teacher Dev.

13. © 2013 National Center on Time and Learning; www.timeandlearning.org Data Cycle: Assessments What Assessments are We Using? AssessmentSubject(s)Grade(s)Frequency Pre/Post Unit Tests Language Arts and Math 1-6Beginning and end of each unit DRA2ReadingK-62-3x per year ELSLanguage ArtsK-23x per year Computer BasedReading and Math2-6weekly Star AssessmentReading and MathK-63x per year and possibly monthly IB SummativeIntegrated CurriculumK-6monthly Progress Monitoring Language ArtsK-6weekly Smarter Balance/CMT TBD Language Arts and Math 3-61x per year

14. © 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

15. © 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!

16. © 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!