School-Level Indicators
To what extent do teachers and school leaders demonstrate ownership, learn about, and exercise leadership with regard to more and better learning time implementation strategies?
To what extent does the school focus on the quality and character of school life through the establishment of norms, values, and interpersonal relationships that foster youth development and learning, along with a positive approach to racial diversity on campus?
School- or System-Level Indicators
To what extent are there opportunities for the development of school-community partnerships and for the community to engage/support student learning?
To what extent do students, families, and communities share in the development of the school’s goals, mission, or vision? To what extent does the school create space for meaningful student, family, and community engagement about program design, curriculum, or budgeting priorities?
To what extent is the more and better learning time effort responsive to and owned by students, families, and communities, locally and broadly? Do schools work with communities (individually or as organized groups) to remove system barriers to implementation?
System-Level Indicators
To what extent does the district create and implement policies and structures that provide critical resources and support for more and better learning time?
To what extent does district leadership provide support and communicate information about more and better learning time to those involved in implementation?
To what extent are resources reallocated and/or targeted to support local more and better learning time ecosystems? What necessary resources do stakeholders provide to support expanded learning time?
Student-Level Indicators
To what extent do students shape and determine how they spend their in-school and out-of school time?
Student- or School-Level Indicators
To what extent do students have the opportunity to develop relationships with teachers and educators?
School-Level Indicators
To what extent is time used to provide students with an opportunity to experience a broad range of teaching and learning?
To what extent is time used successfully, and how does it provide opportunity for a broad range of teaching and learning?
To what extent does the school work to minimize the amount of learning time lost during each school day, week, and year?
To what extent do teachers demonstrate engagement in their students’ learning and satisfaction with more and better learning time implementation?
To what extent do teachers and community educators have the opportunity to collaborate with colleagues?
To what extent do schools provide all students with the services and support they need to ensure student growth, success, and persistence?
System-Level Indicators
How and to what extent do schools, districts, and community partners work together to provide students with quality services and programs that support their learning needs and school experience?
Student-Level Indicators
To what extent are students acquiring and applying the knowledge they need for future success in school, career and civic life? How are students performing across multiple academic measures?
To what extent are students acquiring the twenty-first-century skills required for success in school, career, and civic life?
To what extent are students engaged in their learning within and outside of school?
Are students engaged in activities and behaviors that ensure their health and well-being?
To what extent are students building the knowledge and skills they need to positively shape their communities? How are they effecting social change in their communities?
Creating and Sustaining the Conditions