WEBVTT

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[Music] Welcome to the overview
on Improve Academic Achievement.

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As a district superintendent,
I think that time

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in schools is one of the most
important resources we can use

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to help students succeed.

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What can I do to
effectively use time

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to promote academic achievement?

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I'm a principal of
an elementary school.

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My school is working hard

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to help students
improve academically.

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We have interventions
provided within the school day

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but these are not enough to
help all students close the

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achievement gap.

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What other resources
can I build on?

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I'm a middle school teacher.

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I'd like to give my students
broader opportunities

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and more tailored
learning experiences

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so they have a better
chance to succeed.

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However, there is not
enough time in the day

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to meet my students' interests
and to adapt my instruction

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to their learning style.

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What can I do?

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One improvement strategy

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that has gained increased
attention is providing

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additional instructional time.

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Experts have long recognized
that learning doesn't stop

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at 3 PM and that adding learning
time can help students develop

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the academic self-esteem,
knowledge, and skills to succeed

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at school and to prepare
for higher education

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and careers beyond school.

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The call for reform strategies

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in chronically low-performing
schools,

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persistent achievement gaps,

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limited after-school
educational options for students

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from high-poverty families, and
increased need for prevention

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of youth violence and crime
have all created a further need

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for educational services that go
beyond the regular school day.

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Children typically spend six
and a half hours in school daily

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for 180 days per year.

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In other words, the time they
spend in school is, on average,

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1,170 hours per year
including both instructional

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and non-instructional time.

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Research has shown
that an adequate dosage

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of additional instructional
time in a structured,

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focused format can improve
student achievement.

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The availability of
longer school days

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and after-school
programs has increased

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in the past five years.

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However, the number of
children who are unsupervised

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in the afternoons has risen
from 14.3 million in 2004

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to 15.1 million in 2009.

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In addition, only about half

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of all public elementary schools
offer after-school academic

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instructional programs
for students

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who need academic assistance.

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Increasing learning time
can take several forms.

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Expanded learning time schools
use a longer school day, week,

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or year schedule

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to significantly increase the
total number of school hours.

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Districts, schools,
community-based organizations

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or other providers
can offer before-

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and after-school programs and
summer and weekend programs

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for all students or for
subgroups of students struggling

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to meet their performance
targets.

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In both types of models of
increased learning time,

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part of the additional time
is used for instruction

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in core academic subjects
including English, reading

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or language arts, mathematics,
science, foreign languages,

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civics and government,
economics, arts,

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history, and geography.

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Another part of the added time
is dedicated to instruction

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in other subjects and enrichment
activities that contribute

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to a well-rounded education.

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These subjects include, for
example, physical education,

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art, service learning,
and experiential

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and work-based learning
opportunities.

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To ensure high-quality
implementation, schools

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and programs allocate some
of the time for teachers

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to collaborate, plan, and engage
in professional development

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within and across
grades and subjects.

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An IES expert panel
has recommended several

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research-based practices
that can enable high-

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quality implementation of
increased learning time models.

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1. Align instruction
academically

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with the school day.

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Connecting out-of-school models
of increased learning time

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and the regular school
day instruction is a key

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to helping students
improve academically.

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This may be achieved
by school staff

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and program staff working
together to identify gaps

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in student learning and
align activities, themes,

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and materials with student needs

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with what is taught during
the regular school day

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and with the district
and state standards.

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2. Maximize student
participation and attendance.

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Multiple factors may
hinder enrollment

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in out-of-school models.

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Parents might not enroll their
children because of a lack of

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or inadequate transportation,
limited program operation hours,

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and lack of knowledge
about the program

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and its potential benefits.

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Schools or districts can
help remove these obstacles

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by analyzing data to
identify common challenges,

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ensuring that program features
meet the needs of families

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and promoting awareness
of the program

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within schools and to parents.

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Expanded learning time
schools can add services

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to monitor student attendance
and provide counseling

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to chronically absent
students as needed.

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3. Organize instruction

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to effectively address
specific student needs.

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This practice is based on two
research-based recommendations.

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First, tailor instruction
to individual needs.

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Teachers can use formal

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and informal assessment
data to guide instruction.

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They also can use one-on-one
tutoring if possible

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or break students
into small groups.

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For that purpose, programs can
provide relevant professional

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development and ongoing coaching
to ensure staff capacity

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to tailor instruction
to individuals

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and small groups of students.

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Another important component

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of organizing instruction
is engaging students

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in the learning process.

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Teachers can incorporate
practical examples

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and connect instruction

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to students' interests
and experiences.

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Teachers also can make learning
active through opportunities

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for collaborative learning and
hands-on academic activities.

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Finally, building positive
and supportive relationships

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with adults can help
students feel more invested

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in the learning process.

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4. Evaluate implementation
and outcomes

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to improve the quality
of the program.

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Evaluation of increased learning
time efforts can help districts

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and other providers of these
programs assess what components

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of the model are effective
and implemented well

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and what areas need
further improvement.

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To that end, program
providers need

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to develop an evaluation
plan, collect program

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and student performance
data, analyze the data,

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and use the findings to
improve on current plans.

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Researchers recommend using all
these practices in conjunction

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when planning for resource
allocation and model operation.

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You will find materials on this
site for each of these practices

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that may help you work
with your staff to develop

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or redesign increased
learning time models.

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The website includes tips to
help districts and schools,

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staff and program providers
to plan for and carry

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out the recommended actions.

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For each recommended practice,

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you can watch a multimedia
overview and expert interview

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in the Learn What Works section.

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You can view examples of school-
and district-operated programs

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in the See How It Works
section and get ideas for action

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or downloadable tools in
the Do What Works section.

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These materials can be used
for professional development,

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technical assistance,
planning, and guidance.

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Explore these online
resources and then adapt them

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for your own use to implement
these research-based practices

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for providing increased
learning time beyond the regular

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school day.

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[Music]