<mark>An implementation plan was elaborated with the help of the regional coordination offices for new schools to open. The plan takes into account the necessary movement of students, teachers, and materials for each area to provide an education organized according to segments and to the particularities of Single-Shift schools. Due to the reorganization of units in different segments (ECE, Carioca Elementary and Middle School), it was necessary sometimes to relocate students, teachers and managers to other school units in the transition between school years.</mark> <mark>Some municipal schools already had, before the implementation of the Single-Shift program, a full-time model different from the Single-Shift one – 9 to 10 hours-long school days with curriculum courses during the curricular shift and extra activities during the extracurricular part of the school day. This transition is already challenging in itself, but the fact that some schools were leaving behind the 9 to 10-hour full-time – spread between the curricular shift and the extracurricular shift – made the communication and institutional alignment effort more challenging. It was deemed necessary to adapt the guidelines of old full-time schools to the SingleShift model in order to unify the network’s full-time education model so that it could be escalated more efficiently.</mark> <mark>Another challenge to increase Single-Shift provision was to find lots and getting clearance for the construction of new school units. It involved coordinating the activities of various municipal entities (Municipal Secretariat of Education, Municipal Housing Secretariat, Pereira Passos Institute – cartography and data municipal entity, Municipal Urban Planning Secretariat, and Municipal Secretariat of Finance) to operationalize the selection and clearance of areas. The other non-prioritized micro-areas also advanced in restructuring their schools, considering the schools’ practicability to divide in segments and to turn all classes to 7-hours.</mark> The National Education Plan,<sup>11</sup> which came into effect in June 2014, establishes full-time education as a nationwide target. Specifically, its target number six establishes the provision of full-time education to at least 50% of public schools, which, summed up, must cover at least 25% of students of the basic education cycle in Brazil. Going forward, MSE’s goal regarding the construction of schools was to have 110 new Single-Shift schools in 2016, which would imply 35% of students enrolled in full-time schools (including non-Single-Shift full-time schools).<sup>12</sup> This share is expected to reach 100% in 2020. In 2014, 18.4% of enrollments were full-time. Of these, 7.39% were in Single-Shift schools.

<mark>Furthermore, the next steps in the program provide for an enhancement of the communication strategy. Although this has happened steadily throughout the process – relying on numerous meetings with the regional offices, general meetings with the principals, meetings between the regional offices and their principals, and meetings between the regional offices and the SchoolCommunity Councils) – MSE denounced the need to find new ways to engage the school community and to incorporate local specificities in their planning.</mark> _2.C. Logical Framework of the Carioca Elementary and Middle School Programs_ An important aspect that guided MSE in the design and implementation of the full-day schooling reform is that “more of the same” does not deliver results. Particularly, the difference between the certified Carioca Elementary and Middle Schools versus the non-certified Single-Shift schools implies a major restructuring of the school curriculum. Table 2 presents the specificities of the Carioca Elementary and Middle Schools in contrast with non-certified Single-Shift schools. While

> 11 In Portuguese, _Plano Nacional de Educação_ (PNE).

> 12 Non-Single-Shift full-time schools are those where students stay in total for 9 hours in the school, in the morning and afternoon shifts.

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