arizona mega conference presentation
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Building a Better School Day and year with Expanded Learning TimeTRANSCRIPT
© 2011 www.timeandlearning.org
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Building a Better School Day and Year with Expanded Learning Time
© 2011 www.timeandlearning.org
Who Are We?
The National Center on Time & Learning (NCTL) is dedicated to expanding learning time to improve student
achievement and enable a well-rounded education.
Through research, public policy, and technical
assistance we support national, state, and local initiatives
that add significantly more school time to help children meet the demands of the 21st century.
© 2011 www.timeandlearning.org
Today’s Agenda
Making Every Minute Count
More Learning Time is Essential
What Are Schools Doing with More Time
It’s Happening Right Here in Arizona – Balsz Public Schools
© 2011 www.timeandlearning.org
National Landscape: Growing Momentum to Expand Learning Time “We can no longer afford an academic calendar designed when America was a nation of farmers… That calendar may have once made sense, but today, it puts us at a competitive disadvantage.” - President Barack Obama, March 9, 2009
Education Leaders Highly Focused on Four Core Concerns
The Unrelenting
Achievement Gap
Narrowing Curriculum Arts, Phys. Ed, Social Studies
Staff Development
International Competition
© 2011 www.timeandlearning.org
National Landscape: Trends in Time Reform
Gary and Jerri-Ann Jacobs High Tech High School San Diego, CA Using an additional hour of the school day that requires all 11th grade students to participate in an internship with a local business.
Fort Logan Elementary School Sheridan, CO Using “second shift” of educators, including personnel from other schools and partners, to staff additional 7 school hours per week.
Generation High School Brooklyn, NY Using staggered teacher schedules to staff 200 days per year at no additional cost.
Edwards Middle School Boston, MA Using week-long school vacations to provide academic support to targeted students.
Chicago Public Schools Chicago, IL Using technology to add 90 minutes of instruction each day for over 2000 students in 5 elementary schools; 10 more schools to join the initiative in January 2011.
Cincinnati Fifth Quarter Cincinnati, OH Using summer session to provide 130 additional hours of learning time, including academics and enrichment.
© 2011 www.timeandlearning.org
At least of additional learning time for all students
A to the school day
- more time for core academics, enrichment, and teacher collaboration
A catalyst for
Better integration of
and expertise into the school day
of school and district priorities
© 2011 www.timeandlearning.org
High-performing ELT Schools “A New Day for Schools”
7
2011 National Center on Time & Learning
© 2011 www.timeandlearning.org
What would you do with
of additional time in your school year?
© 2011 www.timeandlearning.org
Percent of Students Scoring Proficient
Silvia Elementary School (Grades PK – 5) and Kuss Middle School (Grades 6 – 8)
NOTES:
• Proficiency rates aggregated and weighted across Grades 3 – 5 and Grades 6 – 8
Fulfilling the Promise of Expanded Learning Time
46 45 53
58 62
38 46 48
58 56
0
20
40
60
80
07 08 09 10 11
% P
rofi
cien
t an
d A
bo
ve (
Gra
des
3 –
5)
Silvia: 2007 - 2011
ELA MATH
42 47
40
54 57 61
13 21
25
37
47 48
0
20
40
60
80
06 07 08 09 10 11 %
Pro
fici
en
t an
d A
bo
ve
Kuss: 2006 - 2011
ELA MATH
© 2011 www.timeandlearning.org
Four Year Change in Proficiency: (2006 – 2010) Top Performing and Bottom Performing Middle Schools with Four Years of ELT
More Time Alone Does Not Guarantee Results
25.1
15.8
1.8
7
0
10
20
30
40
50
School A
School B
School C
School D
Ch
ange
in %
Pro
fici
ent
and
Ab
ove
Change in ELA Proficiency
28.2 34.2
15.4 16.3
0
10
20
30
40
50
School A
School B
School C
School D
Ch
ange
in %
Pro
fici
ent
and
Ab
ove
Change in Math Proficiency
Schools A & B: Higher Performing Schools Schools C & D: Lower Performing Schools
© 2011 www.timeandlearning.org
Eight Powerful Practices at High Performing Expanded Time Schools
OPTIMIZE TIME FOR STUDENT LEARNING
USE TIME TO HELP STUDENTS THRIVE IN SCHOOL AND
BEYOND
DEDICATE TIME TO IMPROVING TEACHER
EFFECTIVENESS
Make Every Minute Count 1
Prioritize Time to Focus on a small set of school-wide goals
2
Individualize Learning Time and Instruction based on Student Needs
3
4
5
6
Build a School Culture of High Expectations and Mutual Accountability
Provide a Well-Rounded Education
Prepare Students for College and Career
7
8
Continuously Strengthen Instruction
Relentlessly Analyze and Respond to Data
© 2011 www.timeandlearning.org
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Making Every Minute Count
© 2011 www.timeandlearning.org
Lear
nin
g Ti
me Focus on
Attendance: if students aren’t
present, they can’t learn
Maximize time at the SCHOOL
level
Maximize time at the CLASSROOM
level
Three Steps to Making Every Minute Count
1 2 3
© 2011 www.timeandlearning.org
Maximizing Academic Learning Time
Source: Elena Silva, On the Clock: Rethinking the Way Schools Use Time, Education Sector Reports, 2007.
Academic Learning
Time
Academic Learning Time Time students gain and
retain subject knowledge
Instructional Time Time devoted to
instruction
Allocated Class Time Total time in class
Allocated School Time Total time in school
Allocated School Time
Allocated Class Time
Instructional Time
Academic Learning
Time
© 2011 www.timeandlearning.org
Maximize Time at the School Level
Possible Uses of the Quality Time Analysis Tool
Collect Time Use Data
Generate Ideas among Staff
Calculate the amount of time your school spends across each of the three broad categories:
Academics and Support
Non Core Academics
Other
Help your school and educators consider modifications to policies
and practices that will optimize learning time for your students
Assess whether changes are needed and what changes should be made regarding
how time is used in your school so you can better reach your goals.
2
© 2011 www.timeandlearning.org
Quality Time Analysis Tool (QTA)
Academics and Support
Non Core Academics
Allocated Class Time
Allocated Class Time
Non-Purposed Time*
TRUE Instructional Time
Allocated CLASS Time Allocated INSTRUCTIONAL Time
- In-class transitions - Miscellaneous
interruptions - P.A. announcements
Non –Purposed Time “Other”
- Lunch/Recess - Homeroom -Transitions
between classes - Study halls or
Homework
Other
2
© 2011 www.timeandlearning.org
Standard School Day Start time:
End time:
Total Minutes/Day: 0
Early Release (ER) Days Start time:
End time:
Total Minutes/Release Day: 0
Total Mins./Week (Avg.) 0
School Year # Std. Days:
Weekly Allotted Time
Tracker:
# ER Days: Required Annual Hrs.: 0.0 0.0
Minutes/
Week
% Allotted
Time
Minutes/
Week
% Allotted
Time
Minutes/
Week
% Allotted
Time
Core Academics 0 0.0% Enrichment/Non-Core Acad. 0 0.0% Lunch/Recess 0.0%
English Language Arts 0.0% Physical Education 0.0% Transitions b/w classes 0.0%
Mathematics 0.0% Art 0.0% Study Halls/Homework 0.0%
Science (incl. labs) 0.0% Music 0.0% Homeroom 0.0%
Social Studies 0.0% Computers/Technology 0.0% Other 0.0%
Foreign Language 0.0% Other 0.0% Other 0.0%
Other 0.0% Other 0.0%
Academic Support 0 0.0% Social/Emotional Support 0 0.0%
Tutoring 0.0% Community Bldg. Activity 0.0%
Remedial classes 0.0% Advisory 0.0%
Targeted Support 0.0% Other 0.0%
Other 0.0%
Total Weekly Allotted 0 0.0% Total Weekly Allotted 0 0.0% Total Weekly Allotted 0 0.0%
Hours/Week 0.00 0.0% Hours/Week 0 0.0% Hours/Week 0.00 0.0%
# Standard
Days/Week:
Quality Time Analysis Tool
Calculating Time Spent Weekly and Annually
SECTION 1:CALCULATING TOTAL ALLOCATED SCHOOL TIME
ACADEMICS/ACADEMIC SUPPORT NON-CORE ACADEMIC OTHER
SECTION 2: CALCULATING WEEKLY ALLOCATED SCHOOL TIME
# Early Rel.
Days/Week:
Quality Time Analysis Tool (QTA)
2
© 2011 www.timeandlearning.org
How do schools use the information uncovered by a QTA?
Key Finding: 36 minutes of each 6 hour day taken up by passing time, equal to 10% of daily allocated school time
Mastoras High School
Action Steps
• Established school-wide goal to reduce passing time by 50%
• Reorganized students and teachers into 3 interdisciplinary clusters
• Reconfigured classrooms by cluster to minimize travel time
• Effectively reduced passing time to 3 minutes between classes, adding 1,800 minutes/year back into instruction
6 Minutes per Transition
3 Minutes per Transition
= Classroom
= Cluster 1 room
= Cluster 2 room
= Cluster 3 room
Before
After
2
© 2011 www.timeandlearning.org
How do schools use the information uncovered by a QTA?
Key Finding: Class period before lunch lost ~7 minutes each day to allow young children to wash hands – equivalent of 21 hours of lost instructional time/year
Gallagher Elementary School
Action Steps
• Reversed lunch and recess periods so students can wash hands after recess instead of during instructional time
• Rotated subjects taught before recess and after lunch to lessen the impact of longer transition time on any one subject
• Unexpected benefit: change allowed more students to finish their lunch because they weren’t rushing to recess
0 Min 60 Min
Science (60 min)
Reading (60)
Math (60)
Lunch (30)
Recess (20)
Social Studies (60)
Time lost to Transition
Time lost to Hand Washing
Science/Reading/Math/Social Studies
Science/Reading/Math/Social Studies
Science/Reading/Math/Social Studies
Lunch
Recess
Science/Reading/Math/Social Studies
Length of Period
Before
After
© 2011 www.timeandlearning.org
Maximize Time at the Classroom level
Transitions
- Arrival Routine - Transition to
Next Component - Closing - Unplanned
Interruption
Teacher-Led Time Student Work
Time Assessment
- Welcome/Lesson Launch
- Teacher-directed Instruction
- Whole-class Discussion/
Activity
- Small Group Discussion or Activity
- Independent Practice/Activity
- Combined Practices
- Assessment of Student Learning
- Exit Tickets - Checks for
Understanding
Types of Time-Use in a Typical Class Period
Classroom Time Use Tool
3
© 2011 www.timeandlearning.org
Classroom Time Use Tool: A classroom observation tool for assessing the total amount and nature of
instructional time in an individual classroom
Classroom Time Use Tool Class: Observer: Teacher: Date:
Total Allocated Class Time: 0:00:00
Category (see descriptions below)
Start Time
Stop Time Total Time Notes
Select Category from Drop Down Menu 0:00:00
Select Category from Drop Down Menu 0:00:00 Select Category from Drop Down Menu 0:00:00 Select Category from Drop Down Menu 0:00:00 Select Category from Drop Down Menu 0:00:00 Select Category from Drop Down Menu 0:00:00 Total Time: Transitions % of Allocated Class Time 0.00% Total Time: Teacher-Led Time % of Allocated Class Time 0.00% Total Time: Student Work Time % of Allocated Class Time Total Time: Assessment of Student Learning % of Allocated Class Time Total
Categories of Classroom Time Use
Arrival Routine
Transition to next component
Closing
Unplanned interruption Welcome/Lesson launch
Teacher-directed instruction
Whole-class discussion/activity
Small group discussion/activity
Independent practice/activity
Combined Practices
Assessment of student learning
Drop Down Menu
3
© 2011 www.timeandlearning.org
Observer: Emily Raine
Date: November 11, 2010
Total Allocated Class Time: 2:00:00 Class Size: 23
Category Start Time Stop Time Total Time Notes
Teacher-directed instruction
12:00:00 12:17:10 0:17:10
Observation began as they were starting lesson on multidigit
multiplication. Doe models an activity using overhead projector.
Interactive - asking questions and kids respond. Students periodically
turned to do pair and share.
Transition to next component
12:17:10 12:20:30 0:03:20
Doe tells students to find their "3 o'clock partner". Students walk
around to find their partner and a space to work. Doe passes out
materials, makes sure all have partners.
Small group discussion/activity
12:20:30 12:34:35 0:14:05
Students are in pairs doing multiplication wrestling activity. Doe floats,
makes sure they are on the right track, passes out slips of paper
(classroom incentive system). Gave a 5-min warning at 12:31:05 - "3
min to finish, 2 min to clean up".
Transition to next component12:34:35 12:37:00 0:02:25
Doe uses "Time Out" verbal and visual cue. Gives instructions for what
students should do next. Students hand in papers/materials,
transition back to their own seats, get out math notebooks.
Teacher-directed instruction
12:37:00 12:48:10 0:11:10
Doe uses overhead and everyday Math website to teach the
algorithm. Interactive - moving between teacher-led, student
response/discussion, web-directed lesson. Checks for understanding a
lot throughout this component .
Classroom Time Use ToolClass: Math (Grade 4)
Teacher: Ms. Jane Doe
Total Time: Transitions 0:09:15 7.7%
Total Time: Teacher-Led Time 0:26:40 22.22%
Total Time: Student Work Time 0:58:55 49.10%
Total Time: Assessment 0:25:10 20.97%
Total 2:00:00 100.00%
% of Allocated Class Time
% of Allocated Class Time
Total Time by Category
% of Allocated Class Time
% of Allocated Class Time
% of Allocated Class Time
Transitions
Teacher-led Time
Student Work time
Assessment
3
© 2011 www.timeandlearning.org
Student and Teacher Benefits from Expanded Time
Achievement Engagement
Traditional Student Calendar Expanded Time Calendar More Time for Core Academics
More Time for Academic Supports
More Time for Engaging Enrichments
Effectiveness Engagement
More Time for Teacher Collaboration
More Time for Teacher Development
More Scheduling Flexibility
Traditional Teacher Calendar Expanded Time Calendar
More Time for Community Partnerships
© 2011 www.timeandlearning.org
Student and Teacher Benefits from Expanded Time
Achievement Engagement
Traditional Student Calendar Expanded Time Calendar
Effectiveness Engagement
Traditional Teacher Calendar Expanded Time Calendar
More Time for Core Academics
More Time for Academic Supports
More Time for Engaging Enrichments
More Time for Teacher Collaboration
More Time for Teacher Development
More Scheduling Flexibility
More Time for Community Partnerships
© 2011 www.timeandlearning.org
Time for Academics at Expanded Time Schools
Number of Hours per Week
0
10
20
30
40
50
Ho
urs
pe
r W
ee
k
33
40 43
37 40 43
37
Number of Hours Devoted to ACADEMICS per Week
30 29 26 High Performing Expanded
Learning Time (ELT) schools devote approximately 29 hours to academics each week, four hours less than the TOTAL number of hours in a traditional school week
*Sample of 30 high performing expanded learning time (ELT) schools
Trad. Public School
ELT Elem* School
ELT Middle School
ELT High School
© 2011 www.timeandlearning.org
Student and Teacher Benefits from Expanded Time
Achievement Engagement
Traditional Student Calendar Expanded Time Calendar
Effectiveness Engagement
Traditional Teacher Calendar Expanded Time Calendar
More Time for Core Academics
More Time for Academic Supports
More Time for Engaging Enrichments
More Time for Teacher Collaboration
More Time for Teacher Development
More Scheduling Flexibility
More Time for Community Partnerships
© 2011 www.timeandlearning.org
More Time for Students Leads to More Time for High Quality Teacher Collaboration
In 2007, a study of 47 schools revealed higher performance in math and reading for students who attended schools characterized by higher quality teacher collaboration*
*Goddard et al. A Theoretical and Empirical Investigation of Teacher Collaboration
More Time for Teacher Collaboration
High Quality Teacher Collaboration
Higher Student Achievement
Reading
Math
History
Science
© 2011 www.timeandlearning.org
A.C. Whelan Elementary School
Daily Teacher Collaboration at A.C. Whelan
Goal: Provide all teachers a period to collaborate in addition to planning period
Location: Revere, MA
Grades: K - 5
Start/End Time: 7:55 – 3:55
# of Students: 757
% Low Income: 63
In 2008, Whelan added 95 min to the day: 50 min for supports and 45 min for phys ed.
Hired 2 additional Phys Ed teachers and 1 Playworks Coach
Each day, all teachers receive 45 minutes of collaboration…
Grade level teams meet 2x/week with
Content Coach
Grade level teams meet 3x/week with
Administrator
…while students receive an additional 45 period of phys ed
© 2011 www.timeandlearning.org
Student and Teacher Benefits from Expanded Time
Achievement Engagement
Traditional Student Calendar Expanded Time Calendar
Effectiveness Engagement
Traditional Teacher Calendar Expanded Time Calendar
More Time for Core Academics
More Time for Academic Supports
More Time for Engaging Enrichments
More Time for Teacher Collaboration
More Time for Teacher Development
More Scheduling Flexibility
More Time for Community Partnerships
© 2011 www.timeandlearning.org
Matthew J Kuss Middle School Ramp Ups
Kuss School Facts
Location Fall River, MA
Grades 6 – 8
Start/End Time 7:18 – 3:30
# of Students 648
% Low Income 82
Designated “Chronically Underperforming” in 2004
Expanded School Day in 2006
Made AYP past two years in 2009 and 2010
What is it?
Small group ELA and/or math support Students placed and monitored based on interim assessments Electives, Inter-vention or Acceleration Supports taught by content teachers
How much time?
45 minutes, 1 to 6 times per week 27 to 162 total additional hours, depending on student needs Schedule can be adjusted to each individual student as need identified
© 2011 www.timeandlearning.org
Matthew J Kuss Middle School Ramp Ups
7:18-8:06
8:08-8:52
8:54-9:38
9:40-10:24
10:28-11:12
11:14-12:26
12:28-1:12
1:14-1:58
2:00-2:44
2:46-3:30
Day 1 Day 2 Day 3 Day 4 Day 5
Core: Science
Core: Science
Core: ELA
Core: Math Elective
Elective
Specialty Elective Core: Math Core: Science
Core: SS
Core: Math Science Elec. Core: ELA Core: SS Specialty Elective
LUNCH
Core: SS Specialty Core: SS Elective Specialty
Core: ELA
Core: Math
Elective Core: ELA
Core: Science ELA Ramp Up
Elective Core: ELA
Core: Science
Core: SS
Core: Math
Science Elec.
Core Subjects
Additional Academics
Specialty (art, PE, health)
Enrichment Elective
SAMPLE 7th GRADE TIER 3 STUDENT SCHEDULE SAMPLE 7th GRADE TIER 2 STUDENT SCHEDULE
Core: Science
Core: Science
Core: ELA
Core: Math Elective
Math Ramp Up
Specialty ELA Ramp Up Core: Math Core: Science
Core: SS
Core: Math Science Elec. Core: ELA Core: SS Specialty Elective
LUNCH
Core: SS Specialty Core: SS ELA Ramp Up Specialty
Core: ELA
Core: Math
Elective Core: ELA
Core: Science Math Ramp Up
Elective Core: ELA
Core: Science
Core: SS
Core: Math
Science Elec.
SAMPLE 7th GRADE TIER 1 STUDENT SCHEDULE
Core: Science
Core: Science
Core: ELA
Core: Math Elective
Math Ramp Up
Specialty ELA Ramp Up Core: Math Core: Science
Core: SS
Core: Math Science Elec. Core: ELA Core: SS Specialty Math Ramp Up
LUNCH
Core: SS Specialty Core: SS ELA Ramp Up Specialty
Core: ELA
Core: Math
ELA Ramp Up Core: ELA
Core: Science Math Ramp Up
Elective Core: ELA
Core: Science
Core: SS
Core: Math
Science Elec.
© 2011 www.timeandlearning.org
74% 75% 75% 78% 78% 79%
56% 59%
45%
66% 64% 67%
0%
20%
40%
60%
80%
100%
2006 2007 2008 2009 2010 2011
MCAS ELA: 2006 - 2011
40% 45%
49% 48% 51% 52%
11%
22% 29% 32%
48% 51%
0%
20%
40%
60%
80%
100%
2006 2007 2008 2009 2010 2011
MCAS Math: 2006 - 2011
8th Grade ELA and Math MCAS* Comparison: Kuss Middle School vs. Massachusetts
32
% P
roficie
nt &
Ad
vance
d
% P
roficie
nt &
Ad
vance
d
*Massachusetts Comprehensive Assessment System
© 2011 www.timeandlearning.org
Targeted Academic Supports
Boston, MA
Grades: 6 - 8
ELA Prof: 56%
Math Prof: 40%
Additional Time Compared to Surrounding District: 120 min
Clarence Edwards Middle School
Acceleration Academies: Week Long Support Classes
Warning Basic Proficient Advanced
Support 100 students on cusp of next proficiency level
Feb Apr
Two separate week long classes during February (ELA) and Apr (Math) vacations
Edwards Other Schools
Small Classes
7:30 – 8:00 8:00 – 11:40 11:40 – 12:15 12:15 – 1:30
Breakfast English/Math Lunch Enrichment
Teachers from Edwards and other schools in small (12:1) class sizes
© 2011 www.timeandlearning.org
Student and Teacher Benefits from Expanded Time
Achievement Engagement
Traditional Student Calendar Expanded Time Calendar
Effectiveness Engagement
Traditional Teacher Calendar Expanded Time Calendar
More Time for Core Academics
More Time for Academic Supports
More Time for Engaging Enrichments
More Time for Teacher Collaboration
More Time for Teacher Development
More Scheduling Flexibility
More Time for Community Partnerships
© 2011 www.timeandlearning.org
What do we mean by “enrichment”?
Reading, Writing Math History, Social Studies, Geography
Science
Instruction and program in subjects other than ELA, Math, Science, and Social Studies, including but not limited to:
Visual and Performing Arts STEM Health and
Wellness Cultural Studies, Service Learning
With an expanded day, enrichments can be stand alone classes…
…and be embedded into core academic classes
© 2011 www.timeandlearning.org
Enrichments at MA ELT Schools Expanded Learning Time schools use enrichments to:
Support school-wide priorities
Salemwood K – 8 School (Malden, MA) and Young Audiences
Focus on reading comprehension
Partner with Young Audiences to lead theater and storytelling workshops
Establish a Positive School Culture Boston Arts Academy and Senior Project
Seniors design arts program addressing real community needs
Written grant proposal and presentation(s)
Outside panelists use rubric to judge student work
Build Mastery Beyond Core Academic Subjects Kuss Middle School (Fall River) and Theater Electives
Acting workshops, costume design, and technical theater classes
Two productions each year
Won gold medal at 2009 Massachusetts Middle School Drama Festival
© 2011 www.timeandlearning.org
High-performing ELT Schools “A New Day for Schools”
37
2011 National Center on Time & Learning
© 2011 www.timeandlearning.org
Student and Teacher Benefits from Expanded Time
Achievement Engagement
Traditional Student Calendar Expanded Time Calendar
Effectiveness Engagement
Traditional Teacher Calendar Expanded Time Calendar
More Time for Core Academics
More Time for Academic Supports
More Time for Engaging Enrichments
More Time for Teacher Collaboration
More Time for Teacher Development
More Scheduling Flexibility
More Time for Community Partnerships
© 2011 www.timeandlearning.org
Citizen Schools in MA ELT Schools
39
Edwards Middle School (Charlestown, MA)
Garfield Middle School (Revere, MA)
National organization that partners with middle schools to expand the learning day for children in low income communities
Citizens School Staff
6th Grade Teacher
7th Grade Teacher
8th Grade Teacher
Teachers provide instruction and classroom management training
Citizen Schools provides: Apprenticeships - Law, Rocket Science Math Support All 6th grade participate
Sixth grade teachers support 7th/8th grade classes Smaller class sizes for: - Academic Supports - Electives
© 2011 www.timeandlearning.org 40
Added 20 days to the school year in 2009-2010
20 More school days before AIMS testing
AZ state law provides additional 5% of District operating budget (ARS
902.02)
20 Additional days only costs Balsz 2%
200-Day School Year
School year begins on July 25
Spring Break comes after AIMS testing
© 2011 www.timeandlearning.org
ELL Reclassification Rate State vs. Balsz
0
5
10
15
20
25
30
35
40
45
FY2009 FY2010 FY2011
Balsz %
State %
State Rate 3 18 19
Balsz Rate 20 35 42
Rate Increase Baseline 43% 110%
© 2011 www.timeandlearning.org
AZLEARNS Performance Labels
School FY2009 FY2010 FY2011
Griffith Performing Plus Performing Plus Highly Performing
Brunson Lee Performing Plus Performing Plus Performing Plus
Balsz Performing Performing Performing Plus
Crockett Underperforming Performing Performing Plus
Orangedale Underperforming Performing Performing
© 2011 www.timeandlearning.org
Getting Your Attention
Adding 20 school days for no additional cost
Adding 300 hours (25% more time) for 10% additional cost
Add 20 school days and have 167 school days BEFORE AIMS for 2% additional cost