It’s a midweek afternoon and all 450 of the students at our Denver middle school are staying an hour later. They’re not in detention. The buses aren’t late. Instead, students are participating in a range of activities, from a rocket-building class to one-on-one tutoring in math, and they’re excited to be here.
I’m the principal at Grant Beacon Middle School, an urban public school in southwest Denver. We have a diverse set of student needs and a student population comprised of 85 percent on free and reduced lunch, 20 percent receiving special education services and 30 percent are English language learners.
Just a few years ago, Grant Beacon looked very different than it does today. Our enrollment numbers were declining, our students weren’t reaching required academic levels and our school was “on watch” by the Denver Public Schools district. In short, we were facing possible closure.
We have since turned our school around by implementing an innovation plan based on expanded learning opportunities — practices intended to expand and deepen learning opportunities for all students. After only a few years, we have successfully improved our status from “on watch” to “meets expectations.” We’ve seen our attendance rates rise by 2 percent, and suspensions are down by 110 percent. We’re also seeing substantive gains in proficiency and growth. We even have an enrollment wait list.
Changing our approach wasn’t easy, but it was well worth the impact we’re having on all of our students today and toward helping close a district-wide achievement gap.
Grant Beacon hopes to serve as a model for other schools interested in implementing similar innovative strategies and we’ve opened our doors to numerous leaders, educators and teachers to observe and experience our approach in action.
To help others around the country learn from our experience, I’ll share some of the key changes made at our school as well as lessons learned.
At the heart of our new approach is an extended school day that added five hours each week. We are using that time to offer enrichment programming, advanced classes, student leadership development and interventions. We also increased time in some of our core subjects.
Enrichment for all students was a big driver for extending our day. In a predominantly low-income school like Grant Beacon, students aren’t often exposed to enrichment activities like their more affluent peers. We know for a fact when kids are engaged in activities such as clubs, after-school programs, music, and sports, they’re more likely to succeed, do well in high school and go to college. Before, only 10 percent of our students were taking part in such activities. Now it’s 100 percent.
Our students are thrilled as they line up for enrichment classes like hip-hop dance, athletics, cooking, resume-building and leadership development — extracurricular activities that these students might not otherwise be exposed to. The experiences are giving our kids incentive to want to come to school. They’re focused, they’re finding new passions, and they don’t want to miss a minute of it.
As for the teachers, the extended day has allowed for additional collaborative planning and professional time thanks to more than 20 community partners who teach many of the enrichment programs. They’re also now able to devote more time to students who are struggling and can spend one-on one time providing real interventions that are having a noticeable impact.
Our extended day model is further supported by a new blended-learning approach that utilizes technology to create learning environments with more individual and small-group activities, and a system of online interim assessments that teachers can use to measure real-time feedback on a student’s progress.
While implementing these new approaches wasn’t easy, I believe several elements played a key role in our success:
The first is buy-in. It’s important that everyone buys into it 100 percent — teachers, students and parents. By developing our innovation plan together with the community, we were able to get everyone on board from the beginning.
Our students have also helped us craft a catalog of enrichment programming that they want. And, extended day and enrichment programming are now part of the hiring process. We look for teachers who want to work in an extended day environment and who have unique enrichment ideas to offer to students.
The second is structure. We put clear structures in place from the beginning. Teachers know exactly what their schedule is and so do students. Students understand they can choose from the enrichment classes, but they also understand they need to be doing well in school to have those options.
It’s also important to have someone who’s committed to the program. Our dean of students has been committed to making sure the systems are in place and to reaching out to and training quality community providers of the enrichment programming.
Finally, it’s critical to support the funding. This approach is really good for kids and it’s making an impact. We need to figure out how to sustain and provide funding to schools that have found great success.
The question most often asked about our new approach is ‘what are the costs?’ Of course, with teachers working more hours, students staying longer, and added programming, our expenses have indeed gone up. Luckily we have been able to fund the added costs over the past two years with special grant funds available through Denver Public Schools specifically for Expanded Learning Opportunities.
We recognize those funds won’t be around forever and it’s a top priority to determine how to make this new approach sustainable – not just for us, but for schools around the country interested in this model. That’s why we’re working with a local funder, Rose Community Foundation, to create a long-term plan for sustainability of the extended day model. The organization is a leader in expanded learning opportunities in our community and provided us with a grant to plan for the future. The grant will also support efforts to incorporate Colorado academic standards into our extended day curriculum, and integrate the enrichment programming into our academic departments.
We as a school and community are confident in our approach. As I look around, our students are beaming, parent support is huge and teachers are energized. Our scores tell an equally encouraging story – our 2014 numbers show high gains in all subject areas. Our approach is allowing us not only to provide enriching opportunities to our students but also close the opportunity gap for them, and we’re committed to ensuring this impactful programming continues for years to come.
This piece originally appeared at the Hechinger Report.
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First Person is where Chalkbeat features personal essays by educators, students, parents, and others trying to improve public education. Read our submission guidelines here.