ELO reports database.
ELO reports database.
This report synthesizes what is known about the effectiveness of school and program interventions that aim to address deficiencies and inequities in academic achievement and educational attainment by expanding learning opportunities for students both inside and outside of school. Authors/Publisher: Zakia Redd, Christopher Boccanfuso, Karen Walker, Daniel Princiotta, Dylan Knewstub, and Kristin Moore. Child Trends (Commissioned by The Wallace Foundation).
Work Plan for the Expanded Learning Opportunities initiative in Colorado presented to the State Board of Education on May 9, 2012. A joint effort of the Colorado Department of Education and the Colorado Legacy Foundation.
PowerPoint presentation made to the Colorado State Board of Education on May 9, 2012 on Expanded Learning Opportunities
This report documents a May 2011 Wallace conference that laid out questions to be answered if the United States is to solve a difficult problem: The traditional school day and year do not contain enough hours to enable America’s neediest urban children to learn what’s necessary to lead successful lives in the 21st century. We need to find extra hours and make sure that every moment is used well. Authors/Publisher: The Wallace Foundation http://www.wallacefoundation.org/knowledge-center/summer-and-extended-learning-time/summer-learning/Pages/Reimagining-the-School-Day-More-Time-for-Learning.aspx
This is the 131st volume of New Directions for Youth Development, the Jossey-Bass quarterly report series. Expanding the learning day is gaining national momentum as an important school-improvement and whole-child development strategy. This issue focuses on school-community partnerships that provide a seamless, longer learning day that best meets the academic (Expanded Learning Time or ELT) and developmental (Expanded Learning Opportunities or ELO) needs of high-poverty students in resource-poor communities. First it draws attention to the importance of ELOs and offers contours of the ELT-ELO partnerships through research evidence and policy analysis. It then covers both in practice and features a spectrum of ELT-ELO partnerships, from less to more integrated models. Authors/Publisher: Helen Janc Malone (Editor), Jossey-Bass (Number 131, November 2011; ISBN: 978-1-1181-6753-3; Paperback, 152 pages) http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118167538,descCd-buy.html
1) Make every minute count; 2) Prioritize time according to focused learning goals; 3) Individualize learning time and instruction based on student needs; 4) Use time to build a school culture of high expectations and mutual accountability; 5) Use time to provide a well-rounded education; 6) Use time to prepare students for college and career; 7) Use time to continuously strengthen instruction; 8) Use time to relentlessly assess, analyze, and respond to student data. Authors/Publisher: National Center on Time and Learning. www.timeandlearning.org
The ELO Commission proposes the creation of this vision for Colorado: to design and implement learning environments that support how students learn and that are not limited by the resources, expertise or location that characterize a school. To expand and deepen learning opportunities for all students, we must look beyond the structures that traditionally define “school” – beyond “walls, clocks, and calendars” – beyond classrooms, class schedules and the school year. Authors/Publisher: The Colorado Department of Education and The Colorado Legacy Foundation. http://colegacy.org/slideshow/the-elo-commission-report-beyond-walls-clocks-and-calendars/
ELOs work with schools, families and communities to help keep middle and high school youth engaged in learning. Sustaining the interest of older youth in learning is particularly critical given that nearly one in four students fails to graduate from high school on time.1 Research indicates that regular participation in quality ELOs can help keep older youth on a positive academic trajectory and support their successful graduation and transition into college and/or career. Brief presents several outcomes related to high school success and college readiness. Authors/Publisher: Erin Harris (HFRP), Sarah Deschenes (HFRP) and Ashley Wallace (NCSL). Harvard Family Research Project (HFRP) and the National Conference of State Legislatures (NCSL).
Issue Brief. This brief will explore how expanding the learning opportunities of high school students—to provide flexibility regarding time, location, and delivery methods as well as opportunities to apply knowledge in real-world situations and access social and academic supports—can be used to change the projected skill and knowledge shortages in the nation’s workforce. Authors/Publisher: Alliance for Excellent Education http://www.all4ed.org/publication_material/issue_policy_briefs
Issue Brief 50. Afterschool programs that are aligned with the school day curriculum can support student learning and attack the achievement gap by offering additional supports to struggling students that complement and reinforce learning that takes place in the classroom in new and exciting ways. Collaboration and alignment among schools, expanded learning programs and the greater community offers students the opportunity to enjoy a complementary learning environment where they can truly thrive. Authors/Publishers: Afterschool Alliance http://www.afterschoolalliance.org/issue_50_schoolDay.cfm
The following report on the debate and policies concerning school time therefore comes at a potentially defining moment in American schooling. How the federal government, states, districts, and schools manage these dual pressures of, on the one hand, higher expectations and the need to provide more learning time for millions of students to meet these expectations, and, on the other, the limitations necessitated by shrinking resources, stands as one of the great challenges facing American education today. Both the Colorado Department of Education’s Expanded Learning Opportunities commission and the state of expanded learning in Colorado are highlighted in the report. Particular attention is given to the expanded learning model at Fort Logan Elementary School in the Sheridan School District. NOTE: Former Commissioner of Education Dwight Jones formally convened the ELO commission in 2010 with a mandate to explore expanded - time options for districts and the state, as well as to collect information on best practices on expanded time use in Colorado. The ELO Commission grew out of the Supporting Student Success Initiative launched in 2007 by the Council of Chief State School Officers (CCSSO), the National Conference of State Legislatures (NCSL), and the National Governors Association Center for Best Practices (NGA Center), with support from the C.S. Mott Foundation. http://www.timeandlearning.org/lta.pdf
This report focuses on describing and documenting the participation of students in the Extended Day Program at the Donoghue Elementary School, a University of Chicago Charter School. At Donoghue, the extended day program is designed to help students achieve academic success and develop positive values, high self-esteem, healthy habits, and a sense of purpose. The program includes not only additional school time, but also a reorganization of the school day and the staffing schedules of adults who support student learning. Authors/Publisher: Joy Lesnick, Bonnie Hart, Julie Spielberger. Chapin Hall at the University of Chicago www.chapinhall.org/site/default/files/More Time for Learning_03_16_11.pdf
A report by the Council of Chief State School Officers, the National Conference of State Legislatures, and the National Governors Association Center for Best Practices.To address this problem, in 2007, these three organzations launched Supporting Student Success: The Promise of Expanded Learning Opportunities (S3), with support from the Charles Stewart Mott Foundation. Competitive grants were awarded to leadership teams in six states: Colorado, Iowa, Massachusetts, New Hampshire, Ohio, and Rhode Island. These states were charged with bringing together high-level policymakers and stakeholders to foster the integration of expanded learning opportunities into their state education reform agendas. To date, the six states have successfully applied the grant funds to pursue strategic reforms in state-level ELO policy. http://www.ccsso.org/Resources/Publications/Supporting_Student_Success_The_Promise_of_Expanded_Learning_Opportunities.html
This WestEd Policy Perspectives paper highlights a dozen design principles they believe should be part of future new day schools. The principles are meant to spark debate and are not meant to be final, comprehensive, or exhaustive. The authors’ intent is to encourage more people to seek change and to help those who want to make the new school day work. We end the paper with some thoughts on some of the key issues that call for more experience, data, and perhaps innovation. Authors/Publisher: Christopher Gabrieli and Warren Goldstein. Excerpted from Time to Learn : How a New School Schedule is Making Smarter Kids, Happier Parents, and Safer Neighborhoods by Christopher Gabrieli and Warren Goldstein (2008) by permission of Jossey-Bass/A Wiley imprint. http://www.wested.org/cs/we/view/rs/936
This paper provides insight into three questions through a close examination of the planning and first-year implementation of one expanded day model -- that of the Edwards Middle School in the Charlestown neighborhood of Boston, a low-performing, urban school that achieved some of the greatest academic gains of the first cohort of 10 ELT schools. How much more time is enough? What should happen in the extra time, and how can it influence teaching and learning throughout the whole day? Who should staff the added time? In particular, the paper examines the partnership between the Edwards and Citizen Schools, a national after-school education program that played an integral role in the Edwards ELT initiative. Authors/Publisher: Kate Carpenter Bernier. Citizen Schools. http://www.citizenschools.org
A brief look at how Citizen Schools attracts and retains middles school students.