Grant Opportunities to Support Additional Time for Learning

Grant Opportunities to Support Additional Time for LearningGrant Information SessionApril 1, 20149:30 – 2:30 PMTower Hill Botanic Gardens, BoylstonPresented by: Department of Elementary and Secondary Education Staff(slides modified slightly for web posting)

“Time alone guarantees nothing … but with it, all else is possible.”

--Massachusetts Commission on Time and Learning, 1995

Massachusetts Department of Elementary and Secondary Education

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Agenda Welcome General Grants Overview More Time: OST and ELT

21st CCLC and ELT Principles Promising Practices

Program Design Partners

Lunch Questions? Promising Practices

Teacher Collaboration and Professional Development Scheduling

Sustainability Evaluation, Questions and Wrap-up


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The Department’s Goal

To prepare all studentsfor success after high school


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Common PurposeFC 225-C

Expanded Learning Time Grant

To support the planning and implementation of additional time for learning for students in grades K-12, that helps to close proficiency gaps, increase student engagement, and

support college and career readiness and success.

FC 647-B121st Century Community Learning Centers – Supporting ELT and OST


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ELTExpanded Learning Time

A longer school-day/year for

all students.

OSTOut-of-School Time

Programming that is for targeted

students and takes place outside of the

regular school day/year.

Different Models for Adding Time


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Different Models for Adding TimeFC 225-C


Add at least 300 hours for all students as part of their required school day/year.*

*Building on a traditional 6-6.5 hour day for 180 days, this translates to a total of:

1,380 hours for elementary schools

1,470 hours for middle/high schools


Model 1 (ELT): Add at least 180 hours for all students as part of their required school day/year. (Above the FY13 or FY14 hours.)

Model 2 (OST): Offer 448 hours of out-of-school time programming (school year and summer) for a targeted group of students.


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Common Priorities All applicants will implement activities that use more time for:

Engaging teaching and learning in core subject areas

Creative and innovative enrichment (in all developmental domains)

Educators/staff to collaborate and plan


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Common Priorities (continued)All applicants will implement activities that use more time for:

Stronger community and family partnerships

Sustainable models ELT and/or OST


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Competitive Priorities For BOTH grants, competitive priority

will be given to applicants that propose: To serve youth in schools/communities with

higher percentages of families with low income.

To implement more time in a school or in partnership with a school designated as Level 3, 4, or 5.

Targeted strategies to support early literacy efforts and/or successful transition into High School.


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Competitive Priorities

Propose a year-round school model

Propose the use of blended learning strategies.

Propose to add time at a middle school.

FC 225-C Only Requesting < $1,300

per pupil from this grant and propose a plan to support other anticipated costs of ELT.

andFC 647-B1 – ELT Only

FC 225-C

FC 647-B1 – OST Only Districts that have not received

21st CCLC funding within at least the past three years (FY12-FY14).


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Common Required Program Information (Part III)District/Lead Applicant

Demonstrate alignment to district goals/priorities

Describe support for implementation and sustainability

Submit the SAME district summary.

(For both 225-C and 647-B1)


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Common Required Program Information (Part III)School/Site

Describe needs to be addressed with more time

Describe rationale for chosen model Provide proposed schedules

For each proposed school/site, submit a School/Site Summary (section IV).


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Common Required Program Information (Part III)School/Site (continued)

Describe proposed activities, made possible with more time*, related to: Engaging Academics Professional Development/Collaboration Enrichment Partnerships

*and in particular, made possible with this grant


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Eligibility*FC 225-C


Massachusetts school districts.

FC 647-B121st Century Community

Learning Centers – Supporting ELT and OST

School districts, cities and towns, community-based organizations (CBOs), other public or private entities, or a consortium of two (2) or more of such agencies, organizations, or entities.

Eligible applicants must also either: Primarily serve students in schools designated as Title I

School-Wide programs; and/or Serve students in schools with 20% or more low-

income families Applicants from agencies/organizations that are not a

school district, city, or town must demonstrate capacity to administer the program.

*see the RFP for additional eligibility parameters


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# of Schools/Sites

The same school/site may not be included in applications for both FC 225-C and FC 647-B1.


Model 1 (ELT): Up to TWO schools

Model 2 (OST): ONE school/site


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Funding*FC 225-C


Maximum $1,300 per pupil enrolled.NOTE: Strong competitive priority will be given to applicants that request less than $1,300 per pupil in grant funding; and propose a plan to support other anticipated costs associated with implementing ELT that will not be covered using grant funds.


Model 1 (ELT): Maximum $500 per pupil enrolled.

Model 2 (OST): Maximum $175,000

* The requested amount should be appropriate and reasonable for the size and scope of the proposed activities.


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Fund UseFor BOTH grants, funds may support:

Salaries Stipends Contracts Instructional materials, and Other expenses associated with

implementing additional time.


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Fund Use (FC 647-B1 only) Funds must supplement not supplant

currently funded costs, which would otherwise be funded

It is expected that applicants will use the funds from this grant to support enhanced or new services for students.

For Model 1 (ELT), must identify specific components of the grant, aligned to the Elements for Content Rich 21st CCLC Programming, to be supported with this grant.

Questions?


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OVERVIEW


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"Tell me and I forget, show me andI remember, involve me and I understand.”

That is the Mantra of the Massachusetts 21st Century

Community Learning Centers Program


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Goals of the Massachusetts 21st

Century Community Learning Center Programs

Coordination between core content instructional time and academic enrichments and supports, with shared learning goals, teaching, and support strategies.

A school and community-based infrastructure with established procedures that improve student outcomes.

Development of College and Career Readiness Skills (includes analytic reasoning, critical-thinking, problem-solving)

Development of a tiered system of support.

A system that evaluates program effectiveness through data collection and analysis


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(MEANINGFUL)

We need to be able to support students in learning how to learn. In the era of Common Core State Standards, it's not enough for students to show their work, they need to understand why they are doing the things they are doing and be able to not just explain why but justify it.

•To be “intentional” is to act purposefully, with a goal in mind and a plan for accomplishing it.

• Clearly defined objectives that engage students in their own learning, defined strategies that are likely to achieve the objectives and a process to continually assesses progress, adjusting strategies based on that assessment.

Intentional and purposeful connections such as effective use of data, partnerships, families, and communities that support students in being college & career ready.


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ESE Definition of College and Career Ready Being College and Career Ready means

that an individual has the knowledge, skills and experiences necessary for success in postsecondary education and economically viable career pathways in a 21st century economy.


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College and Career Ready (Continued) Academic proficiency alone is no longer enough to ensure that your

students will have access to a job that offers security, a sustaining wage, and career advancement. Students also need to be proficient in the knowledge and skills that will help them navigate the workplace and function as contributing citizens.

These 21st Century skills (like the ability to collaborate, communicate in writing, think critically, problem solve and have a sense of competence) can be obtained through a combination of experiences.

It is through these combined efforts to provide every student with academic rigor, real world relevance in their learning, and effective teaching both in and out of the classroom, that we will be able to ensure that every student leaves our schools ready to succeed in whatever awaits them after high school.


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Survey of Academic Youth Outcomes(SAYO) Evaluation System*

SAYO is an Outcome Evaluation Tool that captures changes in youth that are associated with participation in a high-quality academic enrichment programs and likely to occur over a one-year period.

Uses brief pre-participation and post-participation surveys to collect data from School day teachers and program staff.

ASSESSING PROGRAM PRACTICES TOOL (APT) assess the extent to which 21st CCLC programs are implementing practices congruent with their desired SAYO outcomes.

The SAYO Tool Kit assists grantees with continuous program improvement and with identifying areas for professional development.

* Training on using these evaluation tools provided by ESE

Expanded Learning Time (ELT)

Overview


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Serving ALL Students At least 180 (647-B1) or 300 (225-C)

additional hours for ALL students mandatory

Appropriate mix of: Additional core academic time that is

engaging for students Additional time for professional

development and collaboration for all teachers and partners

Additional time for meaningful enrichment opportunities for all students


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Accountability – 225-C

Using time to achieve positive student

outcomes

Site Visits

Performance Agreements

Performance Data

“Time” to ProcessDebrief with your teamMake notesWhat questions do you still have?Break

Engaging Instruction and EnrichmentProgram Design


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Opportunities for Engaging Instruction and Enrichment

Using more time to provide more opportunities for: Creative and innovative teaching and

learning Student-centered, hands-on, inquiry-based

learning


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Program Design with Student Engagement in Mind

By embedding academics into engaging projects we not only give students a richer and more in-depth learning experience but we are also are helping them to develop self-expression, critical thinking, problem solving skills and positive relationships.


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Project Based Learning (PBL) High Quality PBL – Students gain content

knowledge & academic skills, learn to solve problems, work in teams, think creatively, and communicate ideas.

PBL is more than students simply making something (e.g. a collage about a story, constructing a model, or analyzing water samples from a lake). These activities could be part of a rigorous project if

they help students meet a challenge. Not all "projects" involve creating a physical

product; they may be oral or written presentation.


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PBL Example: Design a Shoe Sole

Students create shoe soles that meet specific needs of a potential user.

Students learn about the biomechanics of the human foot in action. They researched treads and thicknesses of various athletic shoes to observe differences and similarities.


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In a classroom designed to look like NASA’s mission control room, sixth- and seventh-graders readied themselves to "launch" a space shuttle.

PBL Example: Space Shuttle Launch


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Digital Media Digital media and technology are revolutionizing how, where

and when students learn.

Digital media and technology should be viewed as tools that can: facilitate valuable learning opportunities; provide interactive experiences for personalized and engaging learning

Digital tools are most effective when grounded in strong, learner-centered environments that are collaborative, relevant, and involve the application of knowledge through project-based opportunities.


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http://tv.adobe.com/watch/adobe-youth-voices/nontraditional-soup/

Digital Media

http://tv.adobe.com/watch/adobe-youth-voices/nontraditional-soup

http://tv.adobe.com/watch/adobe-youth-voices/nontraditional-soup


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•FitMath* is a program that integrates mathematical concepts into physical activities.

•The deliberate use of mathematical terminology during aerobic exercise and construction of sports and games based on mathematical models, help engage students in learning to synthesize and transfer knowledge from the concrete to the abstract.

•The importance of play as a learning tool, the need to increase physical activity for our youth, and increasing knowledge in mathematics and health are basics of the program.

*Training provided by ESE

Fit Math


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Service-learning* - A teaching and learning strategy that integrates meaningful service with instruction.

All grantees are required to engage students in at least one service-learning or project-based learning project each year. Training will be provided.

Academic Integrity

Student Ownership

Apprentice Citizenship

Elements of service-learning from KIDS Consortium.


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Service-Learning: Examples

During the school-day Urban Incidence

of Asthma

During OST Energy in Action!


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Introducing Students to New & Engaging Learning Opportunities

Partnerships

Partnerships The most successful programs have

strong school-community partnerships that support student outcomes

Including academic, social-emotional, civic engagement, wellness, family involvement

Organizations with the same priorities, target populations

From Contractor to Collaborator; One Way to Reciprocal Relationship

Partnership Examples Pittsfield

Flying Deer Nature Center Berkshire Museum Berkshire Theatre Festival

Triton Harlequyn Theatre UNH and MIT Salisbury Police

Wareham Wareham Gleason YMCA Buzzards Bay Coalition National Marine Life Center Bay End Farm Parent Cafe

Questions?


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Lunch “Time” Viewing

School Sprouts: Birth of a Garden http://vimeo.com/11807089

http://vimeo.com/11807089

Questions?

Teacher Leadership and CollaborationCommon Planning Time Tools from the Field


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More Teacher Leadership and Collaboration http://www.timeandlearning.org/?q=mor

e-time-teacher-leadership-and-collaboration

http://www.timeandlearning.org/?q=more-time-teacher-leadership-and-collaboration




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2013-2014 English Language Arts Common Plan Reflection

Please comment on how this week’s common planning session has helped you to make progress towards our team goals (listed above). How have this week’s activities influenced your growth as an educator?


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Teacher Collaboration

Time

40 min. daily during

physical education

40 min. common

prep

30 min. common

lunch

Twice monthly vertical teaming

Example: Teacher Time at one MA ELT School

SchedulingExamples

Budget WorkbookHow to…!

SustainabilityA. Marooned! QuizB. Levers for SustainabilityC. Tips and Traps


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Marooned!: The Resource QuizYour yacht, School’s Out, runs aground on the dreaded Level 4 Shoals during a storm that sent you miles off course. In the distance you see several islands in different directions, each about a day’s row away. You have no idea if they are inhabited, but they are your best chance of survival. Each of three lifeboats sets off for a different island. You are in a position to choose one person to accompany you and have just enough room to take one item to assist you with your trip/stay. Please review the lists and pick a passenger and cargo (independently) from the following lists. Passengers Cargo1. Celebrity Comedian a. Your suitcases: clothes, books, toiletries,

photographs

2. Chef: Specialty Organic Food b. Fishing gear

3. Doctor: Specialty General Medicine c. Tool box – axe, shovel, hammer, wrenches, various hardware

4. Real Estate Agent d. Radio with strong signal but only enough battery for two days

5. Dairy Farmer e. Well Stocked First Aid Kit: pain relievers, bandages, mirror, matches, etc.

6. Auto Mechanic f. Provisions and water for a week for two people


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Where does the Money Go?Component Increase in Cost

Per PupilLevers for Sustainability

Teachers High Staggering teacher schedules

Human capital model for extended day

Contractual provisions for teachers for extended day

Partners Moderate/High Partner-contributed resources

Existing relationships with partners

Mix of partners at different costs

Transportation needs associated with partner time (on-site vs. off-site)

Transportation Moderate/High Contractual provisions for additional bus runs

Number of schools on extended-day schedules

Curriculum Low/Moderate Existence of instructional focus and alignment with existing curriculum

Integration of enrichment and service learning with core curriculum

Professional Development/Collaboration

Low/Moderate Alignment of existing professional development and collaboration structures

Administrators Low/Moderate Current contract provisions for additional time for extended day

Staggering administrator schedules


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Sustainability: Tips and Traps Think about the long-term from “Day One”

Extended-day contract terms Viability of added programming post-grant Shop for affordable partners Strategic use of blended learning to extend human

capital Maximize use and flexibility of all funding sources

Flexibility of Title I, IIA per ESEA waiver Private grants

Be your own funding advocate: mobilize your greater school community in support of your efforts and successes!

Questions?

Grant Opportunities to Support Additional Time for Learning

Documents