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National Center for Time and Learning (2011). Transforming Schools through Expanded Learning Time: Orchard Gardens K-8 Pilot School. National Center for Time and Learning.

For years, Orchard Gardens K-8 Pilot School was plagued by low student achievement and high staff turnover. Then, in 2010, with an expanded school schedule made possible with federal funding, Orchard Gardens began a remarkable turnaround. Today, the school is demonstrating how increased learning time, combined with other key turnaround strategies, can dramatically improve the performance of even the nation’s most troubled schools. This case study, the first in a new series, takes you inside the transformation of Orchard Gardens.

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National Center for Time and Learning (2011). Time Well Spent: Eight Powerful Practices of Successful, Time-Expanding Schools. National Center for Time and Learning.

This report reshapes the field for expanded-time schools by outlining specific practices that can lead to dramatic increases in student achievement and preparation for success in college and the workforce. This resource offers an in-depth examination of thirty expanded-time schools serving high-poverty populations with impressive track records of student success, and demonstrates how these schools leverage their additional time in order to implement other critical reforms.

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Grossman, P., Wineburg S. & Woolworth, S. (2000). What Makes Teacher Community Different from a Gathering of Teachers? Center for the Study of Teaching and Policy.

In this paper the authors draw on their experience with a professional development project to propose a model for studying the formation and development of teacher community. The paper includes a model of the markers of community formation— as manifested in participants’ talk and actions—and concludes with a discussion of why we must continue to care about professional communities.

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Schlechty Center for Leadership in School Reform. (2011). Transforming Roles and Relationships: One District’s Choice to Pursue Greatness. Schlechty Center for Leadership in School Reform.

This case study tells the story of a northeastern Ohio school district’s transformation.  The district’s values, commitments to students and staff, and sense of purpose and focus — as well as the relationships between teachers and principals, students and teacher, staff and the school board, and the superintendent and other leaders across the district — are markedly different today from what they were in 1997.

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Haman, E. & Reeves, J. (2008). Accessing High-Quality Instructional Strategies. California Department of Education & University of California, Davis, School of Education.

This document details why the class-size reduction did not increase access to high quality instruction and narrow the achievement gap: increased demand and movement of experienced teachers to wealthier districts.  It also explores the key question when reducing class size: Are experienced, well-trained teachers available or is there time to develop these teachers?

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Blum, R. (2007). Best Practices: Building Blocks for Enhancing School Environment. Military Child Initiative at Johns Hopkins Bloomberg School of Public Health.

The impact of school environment is discussed and strategies to improve the academic and participatory environment are suggested. Case studies are described.

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Robinson, T. R. (2007). Effects of Team-Initiated Problem Solving on Decision Making by Schoolwide Behavior Support Teams. Beyond Behavior.

Cognitive behavior interventions (CBI) are strategies to teach appropriate behavior to students with emotional and behavior disorders. CBIs are based on verbal self-regulation or talking aloud to think through the consequences of an action. Steps necessary to implement CBI for students with severe behavior issues are explained.