Proposal for Extended Academic Day at Jefferson-Houston PreK-8 School For Consideration by the Alexandria City School Board Dr. Morton Sherman, Superintendent Dr. GwenCarol Holmes, Chief Academic Officer Ms. Rosalyn Rice-Harris, Principal Mr. Mark Eisenhour, Internal Lead Partner Ms. Helena Payne Chauvenet, Assistant Principal September 5, 2012
Executive Summary: Jefferson-Houston School is a priority school for Alexandria City Public Schools because of the urgent need to close the achievement gap in reading, writing, and mathematics for Jefferson-Houston students and because of the need to raise the achievement level for all students. Over the past year, Jefferson- Houston has addressed areas of transformation as identified by the Commonwealth of Virginia except providing additional time for learning. The administration has added new leadership; changed instructional staff with more than 50 percent new to the school, and instituted new instructional programs. The final and most significant variable to be addressed is time. The ACPS Superintendent of Schools proposes that the Jefferson-Houston academic school day be lengthened by 90 minutes four days a week for students and five days a week for teachers beginning October 1 for teachers and on October 16 for students. The additional time will help improve student achievement by accelerating the closing of achievement gaps. Closing these gaps for students began in the 2011-12 school year by providing deeper, more enriched learning for all students. The addition of three hours a week of instruction time for students beginning October 16 would add an additional 220 hours to the school year or another 38 days based on the ACPS school day length. This document contains the background leading to this proposal, the rationale and success measures for the proposal, details for how the additional time would be maximized, a preparation for implementation of the plan, and budgetary information. Following the August news that Jefferson-Houston did not meet its state targets despite significant areas of progress, the school became a priority school for the division and is expected to be named a priority school for the Commonwealth. The contents of this proposal resulted from hours of discussions with multiple stakeholders and consultation with the Virginia Department of Education over the past few weeks. Multiple discussions took place among school leadership, teachers (individually, small group and entire faculty), parents, division leadership and various departments including Accountability, Title I, Curriculum and Instruction, Financial Services, Transportation, Nutrition Services and Institutional Advancement and Student Support. Key decisions included in this proposal include: How much time to add to the school day. (Including when buses are available to make a later run for Jefferson-Houston School.) What students and/or grade levels to include in the longer day. How to best use the time acquired with a longer school day. How to provide support for students along with increased instructional time: snacks, homework, and extracurricular. How to provide support for teachers. The additional instructional time is designed to allow Jefferson-Houston to continue the academic growth begun this past year, as well as accelerate the growth and more quickly close the achievement gap. 1
Background: Jefferson-Houston School has been designated as a school improvement school for the previous six years and has struggled to achieve the student outcomes that all of its students deserve. During the 2009-10 and 2010-11 school years, the school was under an alternative governance model with an external partner recommended by the Virginia Department of Education (VDOE). Division leadership recognized that achievement outcomes at Jefferson-Houston were not improving as needed and began a new alternative governance model for the 2011-12 school year with a new external lead partner chosen by the division. This model has provided a) a new principal focused on instructional leadership (operational duties have been assumed by a second administrator), b) more than a 50 percent change in teachers (of the 45 teachers, 26 are new in the past two years) and c) a new instructional program. These changes made in the 2011-12 school year address three of the four components identified for school transformation by VDOE: 1) change the leadership, 2) change 50% of more of the instructional staff, 3) change the instructional programs, and 4) add additional learning time. Adding additional learning time is the only component not addressed in the 2011-12 school year. Results for 2011 12 During the 2011-12 school year efforts for improving the instructional program focused on a) establishing student management routines to provide focus on learning, b) providing all teachers with Skillful Teacher training, c) primary literacy through the implementation of Success for All (SFA) at the primary grades, d) application for Primary Years Programme (PYP) candidate status with the International Baccalaureate Programme and e) implementation of the ACPS Curriculum. Significant growth was made this past year in primary reading as evidenced by Phonological Awareness Literacy Screening (PALS) and Scholastic Reading Inventory (SRI) data. In addition, the school has been accepted as a PYP candidate school, and a site visit to finalize full status is scheduled for December 2012. Jefferson-Houston has made significant progress establishing student routines and improving student management as noted by the graph below indicating the number of office discipline referrals by quarter for the 2011-12 school year. 2
Overall discipline referrals decreased from 148 to 84 from the first to fourth quarter. In addition Jefferson-Houston students made significant growth in reading and mathematics, especially at the primary level, as indicated by SRI and PALS and the Scholastic Math Inventory (SMI). Jefferson-Houston s PALS scores are the best in the city, with all kindergartens in 2011-12 reading by January 2012 and 75 percent of the class ending their kindergarten year reading at a mid-first grade level or above. Third grade students made significant growth is the reading. In September 2011 two students in the third-grade class were reading on grade level. The remaining students were reading at a midkindergarten to beginning first-grade level. In June 2012, nine third-grade students were reading on grade level and the remaining students were reading at a 2 to 2.5 grade level. These students made a year and half of growth in one year. However more progress is needed to completely close the gap for these students and raise them to and above the expectations set by the Commonwealth and measured by the Virginia Standards of Learning assessments (SOLs). 3
Scholastic Reading Inventory A nationally normed reading assessment that measures reading comprehension on the Lexile Framework for students reading at a second grade level and above. 4
Scholastic Math Inventory A nationally normed math assessment that measures math understanding and growth in grades 2-8. 5
Phonological Awareness Literacy Screening (PALS) Percentage identified indicate students who did not meet the benchmark or are behind in reading development. Results from the 2012 SOLs for Jefferson-Houston indicate there are still significant gaps in student achievement. Jefferson-Houston did not make any of the Annual Measurable Objectives (AMOs) as specified by the Virginia Department of Education (VDOE). 6
Results for the 2011-12 school year indicate that the school made significant progress in the areas on which it focused. However, the gap was so large, that despite more than a year s growth in the focus areas, the school is still below the expected Annual Measurable Objectives (AMO) as defined by the Commonwealth in reading and math. Additional time for learning would allow Jefferson-Houston to increase the pace for closing the gap. In addition, time is the one variable identified in school transformation that has not been improved upon in the current efforts at the school. Proposal The superintendent proposes that the school day be extended for all students (K to 8) at Jefferson-Houston by 90 minutes four days a week beginning October 16, 2012. The fifth day of the week would be extended by an additional 90 minutes per day for teachers to provide time to progress monitor student achievement, collaboratively plan based on student data and participate in professional learning to refine instructional practices based on student data. Goals and Metrics: VDOE requires schools to either meet the AMOs in reading and math or reduce by 10 percent the number of students failing to meet the AMOs. If Jefferson-Houston increases the instructional time beginning October 16, the school will set as targets of reducing by at least 15 percent the number of student failing to meet the AMO. Reading Goal: By June 2013, Jefferson-Houston students will increase in reading proficiency from 56.1% to 63.7% as measured by Virginia SOL. 7
Math Goal: By June 2013, Jefferson-Houston students will increase math proficiency from 29.7% to 40.2% as measured by Virginia SOL. Research on Extended Time: The National Center for Time and Learning has documented the practices of high-performing, poverty schools that have expanded time in order to: Raise Achievement Expanded-time schools typically feature longer classes that allow teachers to cover more material and examine topics in greater depth,: build in more project-based and hands-on learning: individualized and differentiated instruction and answer students questions. Expanded-time schools often set aside whole periods each day to focus on small-group instruction to address and overcome student learning deficits. Enrich Education Schools with more time do not have to cut back class time in science, social studies, music, art and physical education in order to give more time to the subjects that are tested (ELA and math). Expanded-time schools can offer students a wide range of enrichment courses, from robotics and astronomy to drama and creative writing. Empower Teachers Expanded-time schools are able to schedule dedicated time for teachers to collaborate, the component most responsible for supporting the formation of professional learning communities. With more opportunities for individual coaching and group discussion, teachers can hone their instructional practices under the guidance of experts and peers. (Retrieved 8/23/12 at http://www.timeandlearning.org/why-time-matters ) Time was also found to be one of the key variables among schools that successfully reformed their practices to educate all students to a high level by Odden and Archibald (2001). The commonalities among these successful schools included 1) allocating resources to where they are most needed, 2) eliminating pull-out strategies and implementing tutoring and small group instruction through extending the day and 3) using resources to implement teacher provided instruction to accelerate achievement. The benefits of extending learning time and the gains in student achievement are found in extending common core instructional time and providing intensive, engaging and challenging learning opportunities geared toward high standards. Kati Haycock of the Education Trust (2001) identified that what works in education to ensure all students achieve and the achievement gap is closed as 1) clear and rigorous standards, 2) a challenging curriculum, 3) extra help, especially time, for those students who are behind in foundational skills, and 4) excellent teachers. Educators in Massachusetts have been actively engaged in extending time for learning as one strategy for reforming schools. The Rennie Center for Education Research and Policy (2003) found in a study of high performing school in Massachusetts that they had improved all student achievement by extending the school day and ensuring that the extra time was spent in academic endeavors that engaged students. In 8
addition, Farbman and Kaplan (2005) analyzed the practices of eight highly successful schools in Massachusetts and found that these schools featured at least 15 percent more instructional time than the conventional school. There is a body of research that examines the impact of extended day kindergarten separate from the extending the school day. The context of this research is generally extending the kindergarten day from a half day to a full day. A full instructional day of school at the elementary level by national standards is 6.7 hours and for Virginia is 6.6 hours. (nces.ed.gov/surveys/annualreports/data/xls/daylength0708.xls) However, the instructional hours in an ACPS full day number 5.75. This proposal recommends lengthening the instructional time to 7.2 instructional hours, just slightly above the average school day for elementary children, including full-day kindergarten. Northwest Regional Educational Laboratory published in 2002 Full-Day Kindergarten: Exploring and Option for Extended Learning, which summarizes much of this body of research. Major findings include: Students participating in full-day kindergarten consistently progress further academically during the kindergarten years, as assessed by achievement tests, than students in either half-day or alternate-day programs. There is no evidence for detrimental effects of full-day kindergarten. The full-day curriculum, if developmentally appropriate for five- and six-year-olds, does not seem to overly stress or pressure kindergarten children. Benefits for students include more time to play with language and a more flexible, individualized learning environment. Instructional Parameters: As a division, ACPS is committed to providing students with a 21 st -century curriculum focused on critical thinking, problem solving, and real-life application. The adoption of PYP and MYP learning principles at Jefferson-Houston provides further emphasis on providing for students learning opportunities that are engaging, full of active inquiry, steeped in higher order thinking, global in perspective and connected across the disciplines. This additional time also will allow these instructional parameters to be even more fully embraced. The extended time will allow more time for core instruction to include learning through play and connections to the real world, through discourse and collaborative teams, and through inquiry and project-based learning as intended. The additional learning time would not involve the adding of new or additional programs, but rather the refinement of the programs begun last year that are beginning to bear fruit. The gift of time would allow for refinement of instruction to engage in more inquiry, discussion, play and real-life applications. The gift of time would allow for structured collaborative time for staff to weekly monitor student data and refine their instruction based on the data. All students in kindergarten through grade eight would participate in an additional 90 minutes a day of core instructional time four days a week (Tuesday through Friday) beginning October 16. On the fifth day of the week, students would have the opportunity to participate in clubs sponsored by the PTA or other 9
community partners. After-school care would be available from Jefferson-Houston partners each day, at 2:35 p.m. on the one short day and at 4:00 p.m. on the other four days of the week. Kindergarten: The additional time for kindergarten would allow more fully developed Learning Labs and more opportunities for play with language. Learning Labs include areas such as housekeeping, blocks, puzzles, art center, etc. These labs allow students to act out their learning and develop their language such as when using the housekeeping center to play house when learning about families and then using the housekeeping center to play restaurant when learning about communities. Kindergarten students already have a brief daily rest period each day that would be lengthened as long as students demonstrate the need for such a quiet time. Grades 1 to 5 Students in grades 1 to 5 would have a second literacy block each day. For students reading below grade level this second block would allow time for additional highly interactive reading instruction using the SFA instructional model so that these students could progress through the various instructional levels at a faster pace. Students reading on grade level or above would be provided with enrichment and extensions to their first literacy block. This would provide opportunities for students to make connections to other content areas such as science or art, connect reading to writing, explore related text of their choosing in literature circles and engage in project-based learning connected to their literacy studies, as well as connecting literacy to PYP. Grades 6 to 8 Students in grades 6 to 8 would have the opportunity to receive additional instruction in each of the four core content areas (English language arts, mathematics, science and social studies) with a longer block (100 minutes) in each area, while also having time for intervention and/or enrichment. These longer blocks would allow for more hands-on and project-based learning. This time would allow students and teachers to explore the connections across the disciplines. Core content area teachers would plan together to maximize their time through cross-curricular projects that support the principles of MYP. Grades 1 to 8 The extended time also allows the Encore courses to be scheduled over the longer day, reducing the conflicts that arise when tutoring (intervention) conflicts with an Encore class. This will allow all students to more fully participate in a full and well balanced academic program. In addition, having the Encore teachers work the extended day also opens up time slots when the Encore teachers will be able to provide tutoring support to a small group of students. 10
Snacks All students will receive a nutritious snack each day provided by Nutrition Services and paid for by the division. The scheduling of snack break would vary by grade level depending on each grade level s scheduled lunch time. Homework Teachers will plan homework together by instructional teams to ensure the homework is purposeful, coordinated across teachers who share students, reasonable in time expectations and that Board Policy IKB-1 and accompanying regulations regarding homework are fully observed. Staff will focus on staying at the lower end of grade-level ranges of homework for the various grade bands. For example, regulations state that homework for K to 2 students should be 10 to 20 minutes. Jefferson-Houston staff would focus on homework around 10 minutes for K to 2, 30 minutes in length for grades 3 to 5, and 60 minutes in length for grades 6 to 8. Fifth Day of Week for Students Mondays would be the short day of the week for students, with school dismissing at 2:35. On this day, after-school care would begin at 2:35 p.m. and continue to be provided by Jefferson-Houston partners. In addition, PTA is investigating opportunities for providing a variety of club opportunities for students. Ideally this day can be fully developed over the course of the school-year to contain a variety of extracurricular activities sponsored by Jefferson-Houston partners, including the PTA. Such offerings might include dance, chess club, soccer, etc. Support for Teachers Teachers would be provided support for the extended core instructional time through advanced planning, weekly collaborative meetings for monitoring student data and professional learning to refine their response to student data and through the provision of a stipend for the additional time worked. Teachers will begin an extended day October 1. This would provide them two weeks to work collaboratively as a whole staff and as instructional teams to plan the logistics of extending the core instructional day, including finalizing the new schedule (including snack time), developing lesson plans and exploring how to incorporate more hands-on, project-based learning. This additional time for teachers would allow the development of plans for a literacy block that makes connections to other content areas such as science or art, connects reading to writing, explores related text of their choosing in literature circles and engages in project-based learning connected to their literacy studies. This additional time for teachers would allow for the development of core content area plans for the that include instructional strategies for a longer block including hands-on and project-based learning that explores the connections across the disciplines. Beginning October 15, teachers would spend Mondays from dismissal at 2:35 p.m. until 4:00 p.m. in collaborative professional learning groups. During this time, teachers would progress monitor using 11
student data, collaboratively plan based on the data and support each other, along with the schools contracted consultants, in professional learning and growth to refine their practice and better support student learning. A structure for the meetings would be established such as: First week of the month: Review student progress data and note and plan for students not making adequate progress. Second week of the month: Professional learning based on instructional needs/data Third week of the month: instructional strategies/collaborative planning Fourth week of the month: SEP planning process/data analysis In addition to the time upfront and then once each week to work collaboratively to support their students, teachers would be provided with stipends based on the average hourly rate for teachers multiplied by 1.5 hours a day multiplied by the number of days extended. More details are provided in the proposal s budget. Lastly, to recognize and express appreciation to teachers, the administration has developed a plan for monthly events such as coffee and snack breaks, frequent communication of concerns and post-it note therapy. Preparation for Implementation August 14, after receiving preliminary state assessment results, division and school leadership began discussions on what additional supports are needed at Jefferson-Houston to achieve the outcomes our students deserve. After a review of factors impacting school transformation, additional core learning time was identified as a leverage point for closing this gap. Discussions and brainstorming around extending the core day at Jefferson-Houston continue with a number of stakeholder groups, including PTA leadership, parents, teachers, division departments that would need to provide support, community partners including the Campagna Center, and the Virginia Department of Education. School leadership made home visits to more than 70 students homes to ensure all parents receive information on the discussion around extending learning time for students at Jefferson-Houston. An additional parent meeting is scheduled for Monday, September 10. The following table has been created to capture next steps in preparing for a possible extension of the instruction day. It is anticipated that this table will continue to evolve as the discussion continues. 12
Action Step Target Date Person Responsible Draft daily schedule for extended day. 9/4/12 Helena Payne Chauvenet Develop draft plans with after school providers 9/10/12 Mark Eisenhour including Campagna Center, Boys and Girls Clubs, the Charles Houston Recreation Center and Therapeutic Recreation Work with PTA to develop initial slate of after 9/14/12 Rosalyn Rice-Harris school clubs. Develop a communication plan (including 9/10/12 Rosalyn Rice-Harris multiple means for communication) for sharing start date for longer day with parents, execute upon Board approval. Finalize bus schedules for October 15 and 9/30/12 Mark Eisenhour beyond with transportation. Finalize snack arrangements with Nutrition 9/30/12 Helena Payne Chavenet Services to begin October 16. Arrange for office staff to work a staggered 9/16/12 Rosalyn Rice-Harris schedule beginning October 1. Work with custodial service to modify daily cleaning schedule as needed. 9/30/12 Mark Eisenhour/DeBerry Goodwin Plan agendas and designate facilitators for teacher preparation days on October 1 to 12. 9/25/12 School Leadership Team- Rosalyn Rice-Harris et al Work with part-time staff not working the full 9/25/12 Helena Payne Chauvenet day to ensure their schedules are coordinated with the revised J-H building schedule. Start extended instructional day for students. 10/16/12 Budget The anticipated expenses over and above the typical school year include stipends for teachers and additional hourly pay for paraprofessionals, as well as the cost of a daily snack for the students. The funds to provide this extended core learning time at Jefferson-Houston would be from several sources. First would be the use of the Title I set-aside funds as required by VDOE. These funds, by formula, will range between $500,000 and $550,000. Additional funds will be provided by IDEA carry over funds. Staff working the extended day include all general education teachers and kindergarten paraprofessionals, the TAG teacher, all special education teachers and paraprofessionals (with the exception of the PreK staff), specialists (reading, math, ELL, school improvement, media), Encore teachers assigned full time to Jefferson-Houston (art, PE, vocal music), instructional coach, PYP coordinator, nurse, counselor, and social worker. Custodial staff is already provided for two shifts providing good coverage for the extended day. Administrative The PreK programs would not be included in the extended day. They provide services to families division-wide. 13
The cost of snacks for the extended day as well as a large portion of the cost of extending the day for staff, will be paid for by the Title I set aside funds. Funding for the extended learning time provided by special education teachers and support staff will be funded by IDEA carry over funds. Supplies, materials, and professional learning costs should remain the same and were budgeted for in the operating budget. 14