Update on Schedule A Extended Learning Time
BOSTON PUBLIC SCHOOLS More e Time Benefits fits Stude dent nts s and Teachers hers Achievement Engagement Inst. Quality More Time to Raise Student More Time to Close Opportunity More Time for Teachers to Achievement and Teach to Common Gaps for Students Collaborate and Improve Quality of Core Instruction
BOSTON PUBLIC SCHOOLS Extended ended Learning ing Time (ELT) T) adds 40 additional onal minutes tes of stude dent nt learning ng to the school ol day Under the Extended Learning Time Memorandum of Agreement, the length of the school day increases by 40 minutes per day for additional instructional time in K-5, middle, and K-8 schools. Existing School Day +40 Expanded School Day The new school day will be 6-hours and 40-minutes long at K-5 and K-8 schools and 6-hours and 50-minutes long at middle schools.
BOSTON PUBLIC SCHOOLS Teachers hers wi will receive ive more e planning time Schedule A ELT adds 75 minutes per week of additional planning time within the school day 40 consecutive minutes 35 minutes teacher directed planning teacher planning and and collaboration development Schools currently have two options for adding teacher planning and development time: Option 1: 40 7 7 7 7 7 75 add’l minutes (7 min/day; 5 days/week) Option 2: 40 35 75 add’l minutes (one 35 min block/week)
BOSTON PUBLIC SCHOOLS We are building capacity city to make collaborati orative ve teach cher er time e more re effect fective ive • Each school is hiring one facilitator per five teachers • BPS and BTU hosted teacher-led facilitator training sessions over the summer to empower the facilitators to plan and guide effective meetings and will continue training and support throughout the year • Facilitators will receive a $1000 stipend and further develop leadership skills Who wo works s the new w day? • All staff will work the expanded day – think of it as the new hours for the school rather than “extra time” • Salaried staff are moved to a new pay grid to compensate them for the longer day • Hourly staff are paid their contracted hourly rate • BPS and unions have worked together to create new agreements for the expanded day
BOSTON PUBLIC SCHOOLS Who “owns” Schedule A ELT? • BPS and BTU agree that collaboration is very important to the success of ELT • A seven member Joint Task Force (JTF) is in charge of overseeing and implementing the ELT Memorandum of Agreement • Three BPS appointees, three BTU appointees, and one representative from the Parent Council • The JTF is jointly facilitated by BPS and BTU • The BPS Office of Expanded Learning Time, overseen by Strategy, works to coordinate district support and strategize for greater district alignment across all ELT programs and district priorities
BOSTON PUBLIC SCHOOLS What t does ELT add besides s time me? Structured Reflection Planning for an expanded day gives schools the chance to dive deep into what is great about their school and what could be improved. Clear Vision and Goals Each ELT school will come away with a better understanding of their school’s mission and vision, a clear instructional focus, and specific goals they hope to reach by re-designing the school day. Increased Collaboration The most successful ELT schools had collaboration across administration, staff, and families – this is a chance to strengthen school culture. As part of a planning cohort, schools can work with each other across the district to share, learn, and innovate.
BOSTON PUBLIC SCHOOLS ELT Selecti ction on Meth thod odolog ology Evaluated Evaluated Analyzed Schools Developed Determined and Financial with Final Selection Prioritized Impact of Network Recommen Criteria Candidate Proposed Superinten dations Schools ELT Schools dents Gathered input from Hosted information Reviewed Developed what-if Developed final list Superintendent, session for schools candidate schools scenarios based on of schools based on Network and called for and their different selection criteria Superintendents, Letters of Interest geographic combinations of all and financial impact and leaders in the (LOI) disposition (for schools that with Superintendent, Office of Human equitable submitted an LOI Network Capital, Finance, Based on returned distribution) Superintendents, Operations, and LOIs, reviewed Evaluated financial and BTU NCTL to determine schools against Prioritized list of impact of selection criteria to selection criteria to schools with Network transportation with target schools develop first short-list Superintendents and proposed ELT of schools for discussed school schools prioritization and feasibility evaluation
BOSTON PUBLIC SCHOOLS EL ELT Co Cohort rt 1 Se Sele lecti ction on Cr Crit iteria ria Schools that submitted a letter of interested were prioritized based on the below values Criteria Score Quality of Application Reviewed each LOI application for: 1) Staff and community support (OHC evaluation) 2) Familiarity with planning for ELT (may currently have extended time on an I3 grant) 3) Demonstrated ability to plan strategically using data 4) Existing partnership/programs researched/implemented that would support ELT Score = 1-5 (higher the better) Transportation Cost Due to budget constraints, the group of schools chosen had to be cost neutral; we were unable to accommodate requests for a change in start time Scoring Method Sorting Method No change = 2 $0 Change within allowable increase threshold = 1 $1,000 Change outside of allowable increase threshold = 0 $100,000 Academic MA Tier (Support and Intervention) 1-5: higher score = higher need Performance MA Tiered Intervention Scoring (DESE) I - 1 II - 2 III – 3 IV – 4 V - 5 Equitable Distribution No values required. Will be based on feedback from Network Superintendents and BTU (School Type and Network) Tried to have equal distribution across school types and neighborhoods Time App. Transportation Example School Network DESE Tier change Quality I3 Ending Cost Alpha A 2 No 5 Yes No Change Omega B 3 Yes 4 No +$1,000/year
BOSTON PUBLIC SCHOOLS Bumps s in t the Selecti ction on Process ess We made every effort to select schools based on support and readiness of the staff, • academic performance/need, network superintendent recommendations, and geographic disposition. In some instances, schools with high qualifications and support from the network • superintendents could not be included due to transportation costs. Estimated transportation costs for ELT ranged from adding $1 to $8 million to the • budget. Our budget-neutral selection matched bus routes across schools across the three tiers • of start times. We have begun the work to ensure that the remaining schools can implement with no • or minimal transportation costs. There is significant work to be done in this area.
BOSTON PUBLIC SCHOOLS Co Cohort rt 1 Sc Schools ls Grade School Name Old End Time New End Time DESE Tier Band City East Boston Mario Umana Academy 2:20 2:00 n/a K-8 East Boston Guild Elementary 2:30 3:10 2 K-5 Charlestown Harvard/Kent Elementary 3:30 4:10 3 K-5 East Boston James Otis 2:30 3:10 2 K-5 Charlestown Warren Prescott K-8 2:30 3:10 2 K-8 Roxbury Higginson/Lewis K-8 3:30 4:10 3 K-8 Dorchester McCormack Middle 4:15 2:20 3 6-8 South Boston Michael J. Perkins Elementary 2:30 3:10 3 K-5 Jamaica Plain Manning School 3:30 4:10 1 K-5 Roxbury Maurice J. Tobin K-8 3:30 4:10 3 K-8 Allston Jackson Mann K-8 3:30 4:10 3 K-8 Mattapan Chittick Elementary 2:30 3:10 3 K-5 Roslindale Washington Irving Middle 4:15 2:05 3 6-8 Dorchester Mather Elementary 3:30 4:10 3 K-5 Dorchester Shaw Elementary 3:30 4:10 n/a K-5 Dorchester Lee K-8 1:30 2:10 2 K-8
BOSTON PUBLIC SCHOOLS Impleme plement ntation ation Pl Plannin ing: g: • Six meetings held for Cohort 1 schools to plan together • Planning Meetings jointly designed by BPS, BTU, and the National Center for Time and Learning (NCTL) • Schools completed Draft Implementation Plans, which included: • Instructional Focus • Challenges they plan to address with ELT • ELT Goals • Changes for students, teachers, and families • Schedules • Schools revised and submitted Final Implementation Plans • ELT Joint Task Force (JTF) met to make key decisions: • Planning Grant Allocations • Increasing specialists per school • Clarify questions from Cohort 1 • Set planning meeting objectives based on feedback from Cohort 1 schools • Reviewed and provided feedback on Draft Implementation Plans
BOSTON PUBLIC SCHOOLS The Tim imelin line e wa was Tig ight! t! April February March June & May First Planning Meeting Schools analyzed data, chose Revised draft plans and Schools started process of instructional foci, met with submitted final analyzing data and BPS and external support, implementation plans communicating with Cohort 1 Selected held community meetings, stakeholders and created new specialist Planning grants distributed positions Joint Task Force Named FOUR MONTHS OF TRUE PLANNIN NNING G TIME
Recommend
More recommend
