Welcome to TimeWise2

Through Healthy Lamoille Valley, we have worked with local school districts and teachers to bring updated versions of TimeWise to the Lamoille Valley. Our efforts have been generously supported by four grants from the Roessner Family Foundation and some additional DSU funding. 

Teachers who have used this curriculum or participated in our Educators Cohort have overwhelmingly supported this work have shared “This is important! We should be doing this!” As one of our teachers in our TimeWise Educators Cohort mentioned, “Time is a precious resource. We (teachers) never have enough time. Too many kids who sit around and don’t do much for so many reasons. We can get them not just thinking about this topic but we are able to provide the opportunities to manifest it for them.” 

• In AY (academic year) 2020-21 we converted the curriculum to PowerPoint slides to be provided on-line during the pandemic, while still using and/or referring to the original TimeWise program. Alison taught the curriculum online, with Linda also on-line, and with back-up from teachers in the classrooms. We learned a lot from this trial run in two schools, which is why we asked for and received another grant from the Roessner Family Foundation to solicit input from teachers in AY 21-22 and to develop resources for whole school integration that included a parent/caregiver companion resource Subsequently, during AY 21-22, we had several methods of getting feedback on modifications to the program. And mapped the curriculum on CDC Health Standards.
• In AY 22-23, we supported Lamoille Union HS, Hazen Middle School, and Eden Elementary School in bringing TimeWise concepts to their students. We also launched and facilitated a TimeWise Educators Cohort, with 6 educators from across our region, to provide feedback and support curriculum development to increase the scope and sequence of TimeWIse for K-12 and incorporating the Healthy Lamoille Valley Live Your Why Initiative.
• In AY 23-24 we were grateful for another grant from the Roessner Family Foundation to receive additional feedback based on implementation of TimeWise2. 
• Based on these activities, we invite you to offer TimeWise2 to your students, ranging from primary through high school. Skills learned in childhood and adolescence, which will be further developed throughout their education, will help them grow into thriving adults who will live fulfilling, well-rounded, and balanced lives.

Our hope is that what we have offered through this curriculum is as easy as possible for educators to use. We know every teacher is in a different school/context and will deliver it in their own way to create the environment to have these conversations. Teachers and students have many internal and external challenges and barriers. Therefore, we encourage educators to recognize where content applicable to TimeWise2 is already happening and integrate it into what is currently going on. Especially in the older grades, students may learn from and enjoy opportunities to be responsible for figuring out how to present the content.

TimeWise itself is an evidence-based curriculum which, back in the day, meant sticking to the curriculum would hopefully produce successful outcomes as specified in the logic model (which can be found here in the original TimeWise manual Introduction). However, the need for much greater flexibility by educators means that sticking to the “curriculum” is challenging. In working with teachers, we understand that everyone is faced with different students and contexts, and you know best how to work with your students. Therefore, you are encouraged to use your creativity when exploring the themes and help students use critical thinking skills. When you bring yourself to it, you help students to have meaningful conversations about how we engage with each other and the world around us in our free time and often living with some element of uncertainty. How you as an educator engage with this topic on a personal level can elevate the opportunity for your students. Educators need healthy meaningful free time, too! Don’t hesitate to gain support, ideas, and collaboration with other educators and community members.

As noted, the original curriculum, TimeWise: Taking Charge of Leisure Time (2004), was developed to be offered as a complete package to be taught in a particular class (e.g., health or PE). Lessons were designed to be used sequentially, as one lesson built off the previous lessons. Each topic could also be spread out over multiple sessions or based on how much time is available. 

The current program can also be offered sequentially, as generally each session builds from the previous on. However, much of the information is intertwined so that it is not necessary to go through the material sequentially. Teachers can make links among and between the material as they pick and choose what to bring to the students. 

The teacher manual and student notebooks are still useful based on teacher input, although the student manuals are too advanced for lower grades, and not as interesting to upper grade levels, though we have a version that has more sophisticated graphics if it is desired by the educator for certain worksheets. Please request those if desired. 

We also offer a number of on-line resources and PowerPoint presentations, as well as specific ideas that have been used in Homebase/Advisory Programs and in the general curriculum such as physical education. These can be used independently or along with the manuals. 

Based on educator feedback over the past year, however, we have built in a great deal of flexibility in ways to engage students with the material given the varied daily routines across grades and schools. 

• Original TimeWise Teacher Manual
• Original TimeWise Student Workbook

• In Homebase Advisory Program
• Friday Explore Time or month long explore (Jterm, etc.)
• Passion Projects 
• Leisure time/Recess/Summer Bulletin Boards with ideas (student led and created)
• Choice time in school (daily or weekly) Pop-up Choice time! 
• Building Lifelong Learning Plan and Portfolio (Act 77)
• Embed into an on-going class, perhaps health/wellness or for later grades, financial literacy (bring in work life balance issues), connect stress and mental health issues. Could be embedded in social studies/sociology/specials classes, e.g., UN Declaration on Human Rights, leisure/free time in other countries.
• Skills Block
• Circle Prompt Time
• Whole school approach where aspects of  TimeWise2 are embedded in different classes, announcements, recess (perhaps more diverse activities are encouraged), assemblies, and so on. Involve students in planning these kinds of things.
• Afterschool/enrichment programming/before school
• Guidance
• All school spirit/activity days (and the collective planning/choice)
• Wellness Fairs
• Trips/Excursions 
• Map onto learning standards
• Perhaps involve parents, caregivers, and families (check out our Parent/Caregiver Companion)
• Connect to community-wide initiatives
• Coordinate between other schools in your district. 
• Vocational/career/ interest development days and programs
• A few educators found that the older students were more interested when they were able to talk about more “edgy” material such as substance use, addictions, texting nude photos, and other types of topics that students like to talk about. The premise is that these are often done during free time and are often considered recreational activities.
• Connect with SEL curricula and competency areas and goals

• This curriculum does not have to be implemented in a traditional way. Make it fun, integrate it into other activities, and encourage leisure. Leisure education is in, about, and for leisure.
• If you choose to not follow the program as a package, you may want to integrate it into as many small teachable moments as possible. 
• Link topics to current events to make them more relevant.
• Encourage students to co-create sessions. 
• Recognize that sometimes students will need to develop some skills before engaging in some learning activities. For example, one of our cohort teachers took his students outside and asked them to make two meaningful connections while taking a walk. It didn’t work. He realized he needed to back up and first do a lesson on “what is a meaningful connection?”.  
• We recommend that before incorporating TW2 into your classes or community settings, that you seek more involvement from other teachers and even students. You might consider creating a TimeWise2 committee that helps to plan implementation of how it best supports existing and new curriculum. Conversations and training on this topic will be helpful for total school buy in. Let us know what support you desire.