ExpandedLearningTimeExpectations for Implementation

I.ELTDesignisDrivenbyFocusedSchool-widePriorities

Theschool’s ELTdesign (schedule,staff,instructionalapproaches,assessmentsystems,budget)is drivenbynomore thanthreeschool-wide priorities, includingone school-wide instructionalfocus.Thesepriorities driveinstructionalimprovementandtheuse oftime.Progressismonitoredandevaluatedbyboththe schoolanddistrict usingclear,measurable goals.

II.DataisUsedtoDriveContinuousImprovementandStrengthenInstruction

The designandimplementationof ELT isbasedonadata-drivenassessment of student needs toestablishfocusedschool-widepriorities.The schoolprovides the time,structureandtrainingforallstafftoparticipate infrequent datacyclesthroughout the year.

III.AdditionalTimeforAcademicsisUsedforCoreInstructionandDifferentiatedSupportThe schoolallocates additionaltimetorigorouscoreinstruction inwaysthat reflectstudentneedsandarealignedtothecurrent MACurriculumFrameworks.The schoolalsoensuresthatallstudentschedulesinclude academicinterventionsoracceleration,basedonstudentneed.

IV.AdditionalTimeforEnrichmentIsUsedtoDeepenStudentEngagementinLearning

The schooluses additionaltimetoprovide enrichmentopportunities for allstudentswhicharealignedtothe current MACurriculumFrameworksandsupportschool-wide priorities.Coursesarebasedonstudent interestsandchoice, withopportunities formastery.

V.AdditionalTimeforTeacherCollaboration isUsedtoStrengthenInstructionandImproveAchievement

The school usesadditional timetobuildprofessional learningandcollaborationfocusedonstrengtheningdata-informedinstruction,alignedwiththecurrentMACurriculumFrameworksandschool-wide priorities.

VI.AdditionalTimeisUsedtoEnhanceSchoolCulture

The schoolleverages time tobuildaculture of highacademic andbehavioralexpectationsforallstudents, andaculture of professionalism forall adults.

VII.SchoolLeadershipisFocusedandCollaborative

The principal and InstructionalLeadershipteamare fullycommittedto using additionaltimetoacceleratestudentachievement andeliminate opportunitygaps.Theyengageallstakeholdersinthe processofELT designandimplementationinsupport of school-widepriorities.

VIII.DistrictLeadershipSupportsELT

The districtactivelysupportsallELTschoolsinmeetingtheELTExpectations forImplementation.Itprovidesleadership,oversight,supervision,strategicplanningandcreativeproblemsolvingtoensure schools canmeetrigorousachievementgoalsandsustainELT.

Updated forSY2013-14

SeefinalpageforalignmentwithESE’sConditionsforSchoolEffectivenessand21stCenturyLearningCentersElementsofExemplaryPrograms

I.ELTDesignisDrivenbyFocusedSchool-widePriorities / 1 / School-wideprioritiesarenarrowlyfocused (nomorethan3)and alignedwiththeschool’soveralleducatorevaluationgoalswherepossible
2 / Thefullstaffhas participatedinthedetermining school-widepriorities,basedonmultiplesources ofdataandstudentneeds
3 / Priorities include aninstructionalfocusthat cuts across allcontentareas,provides afoundationforlong-term academicsuccess, andis implementedthroughcommonschool-widestrategies,protocols,and/orpractices
4 / Priorities areobservableat theschooland classroom levelandcan bearticulatedbystakeholders including students,teachers,partners,schooland district administrators, and families
5 / Clearand measurablegoals,drivenbyschool-wideprioritiesand articulated ina PerformanceAgreement,aredevelopedcollaborativelywithstaff
6 / Resources – including time,people,andfunding –areallocatedstrategicallyto support school-widepriorities
II.DataisUsedtoDriveContinuousImprovementandStrengthenInstruction / 7 / ELA andmathbenchmark/interim assessments areadministeredschool-wideregularly(e.g,4-6timeseachyear), withtimelyandcareful analysisofresults after eachassessmentbyteachers and administrators
8 / Benchmark/interim assessmentsare alignedto instructionalcontentandcurrentMACurriculumFrameworks
9 / Benchmark/interim assessmentreports aredeliveredtoteachers inatimelymanner andprovidecleardatathatareeasilyunderstood
10 / Instructionalstaffanalyzesassessmentdatato identifypromising practicesandareasforimprovement, and to determineenrichment,intervention,andaccelerationneeds
11 / Studentprogress ininterventionandaccelerationis monitored and analyzedregularly (e.g., atleast4-6timeseach year);thisdatais usedto strategicallygroup students and adjust content
12 / Achievementdataandspecific improvementgoalsarepubliclyposted in classrooms and hallways,showcasedfor thecommunity,andupdatedquarterly
13 / Studentdataandresourceallocation arereviewedperiodicallythroughouttheschoolyearto informELTdesignand budgetforthefollowing year
III.AdditionalTimeforAcademicsisUsed forCoreInstructionandDifferentiatedSupport / 14 / TheschoolscheduleprovidessufficientinstructionaltimeforallstudentsinEnglishlanguagearts,math,science,andsocialstudies
15 / Instructionisdesignedtomovestudentsbeyondthebasicstomaster21stcenturyskills(e.g.communication,problem-solving,teamwork,useoftechnology)across allcontentareas
16 / Curriculum, instructionandassessments arealignedto currentMACurriculum Frameworkswithambitious growthtargets
17 / Asmallsetofcommon,research-basedand/orpractice-proveninstructionalstrategiesalignedtotheinstructionalfocusareimplementedacross allcontentareasandobservableinallclassrooms
18 / Students areactivelyengagedinhigh-qualitylessonswithconsistent routinesand practicesthat maximizelearning time
19 / Instructors deliverhigh-qualityinstructionandwell-plannedcontentduring interventionandaccelerationtime
20 / Scheduledinterventiontimeis greatestforstudents whorequirethemost support
21 / Interventionandaccelerationtime isledbyadults withrelevant contentexpertiseand/ortraining
IV.AdditionalTimeforEnrichmentisUsedtoDeepenStudentEngagementinLearning / 22 / High-qualityenrichmentprogramming is integratedintotheday andyearto exposestudents to newskills and interests,deepeningengagementin learningand contributing to apositiveschoolclimate
23 / Enrichmentis alignedto thecurrentMACurriculum Frameworksandsupports school-widepriorities,buildingcohesionwithacademicsto enhancestudent learning and outcomes
24 / Enrichment offeringsareinformedbystudentinterests and choice
25 / Enrichment offers sequentialopportunities forstudentsto buildmastery(e.g.Karate1, thenKarate2)
26 / Studentprogressis monitored and assessed at least 2x/yearusing rubrics,writtenfeedback and/orother methods
27 / School-wideexpectationsand norms areconsistentacross academicandenrichmentcourses
28 / Administrativesupport isinplaceto support theassignmentand integrationofenrichmentproviders(bothpartners andteachers)toensurealignmentwiththeschool’spriorities,culture, and operations
29 / Enrichmentactivities culminate in performances,presentations, and demonstrationsoflearningthat increasefamily andcommunityengagementin theschool
V.AdditionalTimeforProfessionalLearningisUsedtoStrengthenInstructionandImproveAchievement / 30 / Regularlyscheduledopportunities forprofessionallearningincludecollaborative planning meetings,instructionalcoaching,andobservations(weekly),and professionaldevelopment sessions(atleast monthly)
31 / Principaland ILT structureand monitorprofessionallearningto ensuring effectiveuseofthis time(e.g.agendas,notes,norms,protocols)
32 / Principaland otheradministrators,coaches,specialists,interventionists, and partners actively participate inandsupportcollaborativeplanning meetings alongsideteachers
33 / Intervention/accelerationandenrichment instructors meet regularlywithcoreacademic teachers to discuss studentprogressandaligninstructionalcontent(whencoreteachers do notleadthesecourses)
34 / Principaland ILT set professionaldevelopmentcontent and schedulebasedonlearning needsofteachers,andimplementasystemto monitortheimpactofprofessionaldevelopment
35 / School-basedprofessionaldevelopmentin identifiedcommoninstructionalpractices includesmodeling,demonstrations, andpeer observations,withopportunities formeaningful feedback
36 / Observations withfeedback bycoaches and/orpeers takeplace atleast monthly,andmorefrequentlyforneworstrugglingteachers
37 / Teachers valueandareactivelyengaged in allprofessional learning activities including collaborativeplanning,professionaldevelopment,instructionalcoaching, and peerobservations
VI.AdditionalTimeisUsedtoEnhanceSchoolCulture / 38 / School regularlyschedulestimetocelebratesuccess,recognizeachievementand reinforcepositivebehavior
39 / Following the lead oftheprincipalandILT, staffmembers communicatehighexpectationsthroughmeaningful andconsistentrules,consequences,languageandpractices
40 / Students and stafftakepride inandownershipoftheschool(e.g.classrooms,hallways, and commonspaces areclean;schoolpride isreflectedthroughposters,chants,spiritwear,etc;adults and studenttreateach otherrespectfully)
41 / School implements a school-widesystemto incentivizeand rewardpositivebehavior
42 / Systemsand safetynets arein placeto help allstudentsovercomebarriers to learning (e.g.smallgroup learning,advisory,counseling,healthandmental healthsupport,etc)
43 / School monitors andshareswithstakeholders dataonculturesuch asattendance,behavior,andotherclimateindicators
44 / Schoolengagesfamilies inbuildinga positiveschoolculturethroughfrequent communicationandevents
VII.
LeadershipisFocusedandCollaborative / 45 / A representativeInstructional LeadershipTeam(ILT)that includestheprincipal,teachers,coachesand otherkeystaffmeetsatleast bi-weeklyto guideinstructionalimprovementandtheimplementationofELT
46 / Principaland ILT createopportunities to engagestaff,students,families,partners, and thecommunity in ELTdesign,implementation,andcontinuous improvement
47 / Principaland ILT support school-widepriorities -especiallytheinstructionalfocus - throughclassroom visits,coaching,modeling, andprofessionaldevelopmentsessions
48 / Principaland ILT lead theimplementationofschool-wideprotocolsfordatareviewand analysis, and helpdeterminestudentplacements for intervention,acceleration, andenrichmentcourses
49 / Theprincipalis an instructionalleader,visiting allclassrooms at least once/weekto collect,analyze,andusedatato informdecisionmaking
50 / There isa systeminplacefortwo-waycommunicationand feedbackbetweenprincipaland stakeholders
51 / Principalengagesstaffininvestigating alternativeusesofexisting resourcesto addressschool-widepriorities
52 / Principaland ILTmonitorprogressaround priorities andtowards PerformanceAgreementgoals and sharesthemwithstaff,studentsand families regularly(e.g. 3timesperyear),
VIII.DistrictLeadershipSupportsELT / 53 / Thedistrict – through a designatedpoint person-worksdirectlywithELTschoolstoprovideguidance,leadershipanddecision-makingsupport around ELTdesignandimplementation(schedule,staff,curriculum,instruction,assessmentsystems,resourceallocation)
54 / District activelymonitorsELTimplementationusing theschool's PerformanceAgreementgoals and theELTExpectations Indicators
55 / Superintendentis seen asanactivesupporterofELT andviews itasa catalyst forschooland districtimprovement
56 / ExpansionofELT has beenconsidered asanelementinthedevelopmentofthedistrict’s long-term strategic plan
57 / Lessonslearnedfrom ELTschoolsareintentionallysharedacross thedistrictandreplicated whenappropriate
58 / District communicatesto thewidercommunityhowtheimplementationofELT is linkedto growthinstudent learning andprogresstowardsdistrict and schoolachievementgoals
ELT ExpectationsforImplementation / 21stCenturyLearningCenters–Elementsof
ExemplaryPrograms* / ConditionsforSchoolEffectiveness**
I.ELTDesignisDrivenbyFocusedSchool-widePriorities / II.Effectiveschoolleadership
II.DataisusedtoDriveContinuousImprovementandStrengthenInstruction / 2.EffectiveStudentLearning
3.EngagingAcademicswithaClearPurpose / II.Effectiveschoolleadership
IV.Effectiveinstruction
V.Studentassessment
VIII.Tieredinstructionandadequatelearningtime
III.AdditionalTimeforAcademicsisUsedforCoreInstructionandDifferentiatedSupport / 3.EngagingAcademicswithaClearPurpose / VIII.Tieredinstructionandadequatelearningtime
IV.AdditionalTimeforEnrichmentisUsedtoDeepenStudentEngagementinLearning / 2.EffectiveStudentLearning
7.YouthOwnership/Voice / IX.Students’social,emotional,andhealthneeds
V.AdditionalTimeforTeacherCollaborationisUsedtoStrengthenInstructionandImproveAchievement / 5.QualifiedStaff / VII.Professionaldevelopmentandstructuresforcollaboration
VI.AdditionalTimeusUsedtoEnhanceSchoolCulture / 4.FamilySupportandInvolvement
7.YouthOwnership/Voice
8.AWelcomingEnvironment / II.Effectiveschoolleadership
IXStudents’social,emotional,andhealthneeds
X.Family-schoolengagement
VII.SchoolLeadershipisFocusedandCollaborative / 1.Community/DistrictSupport
6.ServiceasaResource/MentorforOther21stCCLCandOSTPrograms / II.Effectiveschoolleadership
VI.Principal’sstaffingauthority
VIII.DistrictLeadershipSupportsELT / 1.CommunityDistrictSupport / I.Effectivedistrictsystemsforschoolsupportandintervention
4.FamilySupportandInvolvement / X.Family-schoolengagement

*ElementsofExemplaryProgramsat

**ConditionsforSchoolEffectivenessandIndicatorsat