Extended Learning Time

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RF extended time should look more like this.
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And less like this.
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Rationale

Extending the learning time, including before or after the school day or during the summer, is integral to ensure that struggling readers avoid failure and are provided additional time needed to acquire and practice skills, and to accelerate learning so that no child is truly left behind in the area of reading
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Extending the school day
Before school Afterschool (can include Saturdays)

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Potential learning benefits




Increased achievement Enhances reading ability and motivation, and greater self-confidence in reading Improved school attendance and reduced dropout rate Completion of more and better-quality homework Reduced grade retention and placement in special education
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Caution

RF funds cannot be used for transportation or snack costs
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Adhering to features of effective reading instruction and intervention
Core reading instruction and intervention instruction are based on SBRR Grade level appropriate and approved diagnostic and/or progress monitoring data are used to inform and differentiate instruction “Qualified” personnel provide instruction/intervention

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Effective features cont.
Cultural
sensitivity Parent and community involvement High expectations
Borman, 2000; Entwisle, Alexander, & Olson, 2001; Funkhouser, Fiester, O’Brian, & Weimer, 1995
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Extending intervention



Tier III intensive intervention (students with extreme reading difficulties who have not made adequate progress in Tiers I and II) Tier II targeted, specific intervention (students who need additional reading instruction) Tier II and II both require frequent progress mo

School staff and leadership should be involved in planning (It’s difficult for programs to thrive if any adversarial relationships exist)
Francis Bacon
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Caution

Before/after school and summer school programs are not substitutes for the required support that must be delivered daily, within the school year, to students struggling with reading in K-3
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III
Approximately 20–30% of students Approximately 5–10% of students
(may include special education students)
From Vaughn Gross Center for Reading and Language Arts at The University of Texas (2005). Implementing the 3-Tier Reading Model: Reducing Reading difficulties for kindergarten through third grade students (4th ed.). Austin, TX: Author.

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Develop a plan cont.
How will students enter/exit? What space will be used? How will this extended day accommodate students’ learning needs? What are the expectations of parents (transportation, homework support, etc.)? What’s the budget? What funding sources will be utilized?
Extended Learning Time
Colleen Klein Reutebuch, Ph.D.
Vaughn Gross Center for Reading and Language Arts July 18-20, 2006
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Learning is like swimming
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To help students get students here…
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Develop a plan
Who will staff (are they trained)? What PD is necessary? Who will supervise and coordinate? What materials will be used? How will instruction be coordinated with the regular school day? How will student information be shared?

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Overview
Extending the learning time Extending the school day Extending the school year (summer school) Funding Sources Q&A

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If we are to achieve results never before accomplished, we must employ methods never before attended.

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Develop a plan cont.
How will you inform parents and gain consent? How can you encourage attendance? Will you provide transportation? (RF funds cannot be used) How, when, with what non-RF funds will snacks be provided? (using RF funds for food is not allowable)
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Rationale cont.
NCLB explicitly articulates extended learning opportunities as a strategy for turning around low-performing schools NCLB encourages schools to extend strategies identified in their school improvement plans to before-school, afterschool hours, and summer programs
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Intervention instruction


Is additional to the core reading instruction Is provided to struggling readers Is explicit and systematic Usually occurs in small same-ability groups Provides adequate scaffolding, multiple opportunities to practice, and corrective feedback
GOAL

Accelerate learning to close gap between struggling and grade level readers
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3-Tier Reading Model
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Core classroom instruction Intervention Intensive intervention All students

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Effective features
Careful attention to program fidelity Substantial academic components Coordinating with learning goals and activities of the regular school year Relevant staff development Evaluation of program success
US Dept. of Education and US Dept. of Justice, 1998
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Study the data


Which students need more time? How much additional time do students need? In what grade(s) should extended time be implemented? Would reteaching or pre-teaching skills be adequate or is a double dose of intervention needed?

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Adhering to features of…cont.
Essential reading components must be explicitly addressed in all RF funded activities Program oversight provided by a campus coach or school program coordinator