Welcome!Extended Day for Learning

Site Leader Meeting

September, 2014

Today’s Meeting Goals

• Who attends EDL and what our mission is• What students do during EDL and why• Policies and procedures• Academic Math and Reading• Applied Academics• Questions/Clarifications/Discussion

Mission StatementExtended Day for Learning provides,

focused, alternative learning opportunities that support achievement,

so that all students experience educational success, and graduate to

something great!

New for 2014-15

• Leadership (POSA Dr. Fatima Lawson)• Name (Department of Alternative Education - DAE)• Staffing Guidelines (student:teacher ratios, rates and

hours of pay, job titles)• Increase in hourly licensed teacher rate of pay• Process for hiring staff (viewing and hiring

applicants)• Why Try/Play On Words (implemented during 2013-14)• Expanded Lego League teams• First Move Chess (needed to sign up for Spring, 2014)• Moving With Math (Dec. 1 implementation)

Overview (SECTION ONE)

• State funded; Oct. 13-May 7• Range of qualifications for student to attend• Leadership includes school principal, site leader,

EDL staff• Academic math and reading, applied academics,

(instrumental music, Why Try, First Move, academically-based instruction)

• IMPORTANT NOTES: Cancellations must be approved by the DAE POSA; Complete/Report Safety Drills

• Health Services (Emily Campbell)

• Project REACH (Anne McInerney)

• Moving With Math (Barry Persby)

Instrumental Music• Instrumental Music is considered to be Applied

Academics• Instrumental Music students are scheduled into EDL

classes; lessons are done on a “pull out” basis (at least for first 1/2 of school year)

• Students are full-time EDL students• Students are counted into the building student to

teacher ratio, but the Instrumental Music teacher is aside from the student to teacher ratio

• Instrumental Music Instructors hired through Instrumental Music TOSA, Robin Lorenzen

BAND (SECTION SEVEN, Robin Lorenzen)

Student Selection, Registration and CAMPUS Procedures (SECTION TWO)

• Students can be added at any time• Detailed timeline and procedures• Tech support provided by SPPS Help Desk• IMPORTANT NOTES: Complete elearn

CAMPUS trainings; update CAMPUS information regularly

Section Three: Staffing• EDL employees hired through SPPS’s HR

Department; apply via SPPS’s HR (PeopleSoft) website

• Secure staff before enrolling students• The number of students attending a building’s EDL

program determines the duties of the site leader and if a clerk will be hired

• Prep time adjusted to align with daytime • IMPORTANT NOTES: Monitor staffing and

attendance; Update EDL staffing spreadsheet; EDL employees from out of district need to complete additional steps

Hiring Process (Patty Norwig)

• Viewing EDL applicants on People Soft

• Using the EDL Staffing Spreadsheet

Site Leader Duties (SECTION THREE)• Liaison between students, parents, building staff,

and DAE Office• Support curriculum selection and implementation

(instructional leadership)• Closely guide non-licensed instructional staff• Manage staffing and schedules, monitor CAMPUS

updating and staffing/attendance, submit payroll• Substitute teaching (in case a sub cannot be

secured)• IMPORTANT NOTES: Staffing is based on number of

students attending EDL, not the number of students enrolled; “Head count” attendance is forwarded to DAE each session

Lego League (Jon Emerson-Kramer)

• Lego League students/teacher “aside” from 20:1 ratio (both considered EDL participants)

• One Lego League teacher with 10-12 students entire EDL block

• Lego League teacher paid for 2 hours• Lego League students enrolled as EDL

students and attendance taken• Lego League may or may not continue after

December competition (if continuing, is done so with 20-25 students per teacher)

Payroll, Snack, and Consumable Materials (SECTION FOUR)

• DAE Payroll Clerk: Deb Middleton (debby.middleton@spps.org)

• Payroll Dates and procedure included in section• Site leaders responsible for submitting accurate

payroll on time (drop off or use pre-stamped envelopes)

• Site leaders paid varying hours for program set-up and close; all paid same number of hours for EDL in-building staff teaching staff meeting

• IMPORTANT NOTES: Pick up time report forms at DAE Office after Oct. 6; Submitting late payroll = getting paid late; Complete online application for EDL snack; $3 per student applied academics budget + $3 per student for consumables;

Getting Started (SECTION FIVE)

• Locate/organize curriculum in building (lists in SECTION SIX)

• Schedule classes (sample schedules in SECTION SIX)

• Get student information from daytime teachers and/or database(s) (form in SECTION FIVE)

• Establish Snack and Attendance Procedures• Prepare for 2 hour in-building meeting with EDL

teaching staff to take place between today and before Oct. 13 (see SECTION FIVE for details)

SLIDES TO USE FOR STAFF TRAINING START HEREState Guidelines, Program Design, and Information Forms

(SECTION FIVE)

• Alternative, focused instruction• Supplements, does not supplant what is done during

the daytime• Intervention/prevention targeted services• Data-driven to improve academic achievement

What do students need? How can those needs be met? How do we know if what was done worked?

• IMPORTANT NOTE: How is what the student is doing contributing to the ultimate goal of graduating from high school?

CURRICULUM BASICS (SECTION SIX)

• Students typically have both academic math and reading and applied academics classes each EDL session

• Math and reading focus may alternate• Building resources should be used• Staff/offerings may be short or long term• Homework Help and recess are not part of EDL

(see state guidelines)

Teacher Duties• Have high expectations for all students• Implement EDL curriculum, materials, and

schedule• Use instructional goal setting based on

assessments• Teach prepared lesson each session• Engage students in meaningful activities

related to lesson objectives• Redirect non-learning student behavior

promptly and effectively; seek help from site leader when necessary

Extended Day for LearningDO’s and DON’Ts

• Consider teaching a different group of students than worked with during the day

• Think about teaching a different grade level than taught during the day

• Infuse instruction with “other than the school day” thinking

• Think of EDL as being more of what was done during the day

• Consider EDL to be strictly remedial

• Forget that inspiring a student to embrace learning is the key to encouraging life-long learners

Curriculum Resourceshttp://alcelemfm.spps.org/groups/wikibloggroup/

• OAE/ALC Wiki• Academic Math and Reading teacher guides,

supplemental materials, and extensions• Applied Academics units, planning, and topic information• Why Try, First Move, Play on Words information• Program manual, Power Point (to use for staff training)• Planning and reimbursement forms

Applied Academics (Enrichment)

• Opportunities for students to discover new interests and develop new abilities

• Investigate a topic or theme through project- and problem-based learning

• Involve students in their own learning to develop problem-solving skills

How is what the student is doing contributing to the ultimate goal of graduating from high school?

Why Try

• Hands-on lessons and activities • Social and emotional principles• Drop-out prevention, truancy reduction,

increased academic success• Helps young people achieve opportunity,

freedom, and self-respect• If interested, check out information on the

Wiki and request curriculum from the DAE Office

Academic Math

• Grades K/1 Literature with Teacher’s Resource book

• Grades 2-5 Math Camp (includes multiple student copies of texts for four titles for grade levels 3-5)

K/1 EDL Math Materials

• Easy Math Lessons for the Overhead (used as reference)(literature based lessons with ten read-alouds)

• Geometry Unit (white/black 3-ring binder; also on OAE/ALC Wiki) with two read alouds (collection of games, songs, & activities)

• Lessons may be done in any order

EDL Math Grades 2-5• Math Camp materials• Integrates math, academic

language, and literacy• Presents content using brisk

pacing and engaging topics• Supports EDL “something other

than the school day” approach• Includes pre- and post tests• Two Units per grade level: Unit Two: Problem Solving Unit Three: Geometry &

Measurement

EDL Reading Basics

• Read-aloud format used to teach strategy-based lessons

• “Eyes on Text” (independent reading time”) important part of class time

Grades K-2 Reading MaterialsBuzz About It! Curriculum

• A collection of 25 nonfiction texts to read aloud to students

• 25 lesson cards (one per book) with directions for instruction

• Color coded cards represent three types of lessons

• Strategy chart shows which texts teach specific reading strategies

Grade 3 EDL ReadingMaking Comprehension Connections: Look,

Listen, Link! Curriculum• Boxed set includes teacher’s guide,

teaching posters, overhead transparencies, and CD

• Strategy-based lessons• Teaching poster is visual link to

strategy• Poem, rap, or song is auditory link

to strategy• 11 read aloud books to go along

with 11 strategies• Strategies may be presented in any

order

Grade 4 EDL Reading

Laura Robb “Big Book”• Reinforce reading strategies and includes

writing component

Word Forward Level A (orange book) for grade 4• 12 read aloud books go with lessons• Builds vocabulary & comprehesion• Models for 8 key comprehension strategies• Students learn four “Big Ideas” for decoding

words

Grade 5 EDL ReadingWord Forward Curriculum

Level B (green book) for grade 5• Builds vocabulary and comprehension• Six strategies are taught using 12 read aloud

books• Students learn four basic “big ideas” for

decoding unknown words:

Spotlight on Literary Elements• Includes six copies each of eight mini-

anthologies• Use for small group instruction and/or

independent reading

The End