Where We're Headed: TASC's Expanded Learning Time Year Two Report

Our friends at New York's TASC have recently released a report on the progress of their own ELT initiative, now in its second year. As we move forward in developing our own ELT programs, we would do well to learn from the successes and challenges of our friends across the Hudson. Please take a few moments to review and discuss this document with your leadership team; here are some of the central takeaways:

• "If school-community partners don’t build time into their standing schedules for joint planning and professional development, it won’t happen
• Editors Note: This includes the CBO, ASYD Lead Teacher, and the Principal.
• Community partners should be part of schools’ data inquiry and data-sharing teams. Using simple but formalized communications protocols will help prompt data-sharing.
• Compared to curricula typically offered in some after-school programs, ELT schools need stronger, more defined curricula for the late learning hours that is well-aligned with what happens in the earlier part of the school day.
• Change takes time. Schools are likely to see improvements in attendance and decreases in negative behaviors before significant academic gains are realized.
• When they are joined with strong community partners who are willing to share accountability for student outcomes, school principals will share responsibility and resources.
• When principals invest school funds in ELT, they can leverage external resources that help fill programmatic gaps."

Your NJ After 3 Program Officer is here to help you fully realize the ELT vision, so please don't hesitate to ask him for help as you work to deepen your collaboration with your NGVSZ partners.