Balanced Calendar - PowerPoint by nxz19571

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									Balanced Calendar

 Initial Report 09-29-09
Balanced Calendar Investigative
         Committee
   Dr. Robert Evans    Parent
   Dr. Alan Metcalfe   Principal
   Chad Collins        GHS GEA
   Jeanna Salyer       GMS GEA
   Jeff Wertz          ECSEC
   Sharon Beechy       Chandler
   Jen Nofziger        Parent
   Andrea Thalheimer   Parent
   Don Jantzi          Principal
   Larry Kissinger     GHS AD
   Jamie Rose          Parkside
   Jon Jesse           School Board
   Jane Troup          School Board
   Ann Eaton           Principal
                Committee tasks
   Examined existing             Personally visited
    balanced calendars             Rochester schools to
   Interviewed athletic           meet with
    directors from HS using        Superintendent, HS
    balanced calendars             Principal, Staff and
   Interviewed                    Students
    superintendents from          Reviewed student
    districts using balanced       achievement data
    calendars                     Explored procedures
                                   other districts had in
                                   place to establish
                                   balanced calendars
    “Our schools and the people involved with
    them...students, teachers, administrators,
    parents, and staff… are prisoners of time,
    captives of the school clock and calendar.
    The six-hour, 180-day school year should be
    relegated to museums, an exhibit from our
    education past. Our usage of time virtually
    assures the failure of many students”
    (NECTL, 1, 2006).
               Historical
 Year-round school have been in existence
  since 1904 (Fischel, 2003)
 Year-round programs initially were used
  as a modification of the traditional
  calendar with the primary goal of
  addressing the English language needs for
  immigrant children (Glines, 2002).
              Intersession
 The flexibility of a year-round calendar
  offers the benefit of intersession programs
  that enable students to participate in
  remedial or enrichment classes during the
  school year.
 Increased costs for balanced calendar
  schools are generally associated with
  curricular changes for intersession
  remedial and enrichment programs.
          Types of Calendars
 60-20
 45-15
 Local variations
 All variations included inter sessions
      Rochester Model 2009-10
   Aug. 7 First student day
   Oct. 12-23 Fall break & fall intersession
   Dec. 21-Jan.1 Winter break no intersession
   Jan. 18-21 Winter intersession
   Mar. 22-Apr. 2 Spring break & intersession
   June 4 last day of school
   June 5 Summer intersession begins
        Lanesville Model 09-10
   July 29 first student day
   Oct. 5-16 Fall break and Intersession
   Dec. 23-Jan 8 Winter break and intersession
   Mar. 15-26 Spring break and intersession
   June 3 last day of school
   June 7 summer intersession begins
              What we learned
   Provides time for more immediate remediation,
    credit recovery and enrichment
   Decreases summer learning loss
   More positive attitude towards school by staff
    and students
   Less student discipline; school is less stressful
   Initial change is difficult but now it is supported
    by most everyone
          What we learned
  Shared students and staff must be
  addressed (ECSEC, EACC)
 Calendar must fit local needs (4H etc.)
 Offering child care may eliminate inter
  session stress
 Maintenance can be enhanced or limited
 Used summer school dollars to fund inter
  sessions
                          Sources
   Fischel, W. A. (2003). Will I see you in September? An economic
    explanation for the summer school vacation. Retrieved November,
    2005, from www.dartmouth. edu/~wfischel/.
   Glines, D. & Mussatti, D. (2002). Year-round education: Paths to
    resources. 2nd Edition. San Diego, CA: National Association for
    Year-Round Education.
   Kneese, C.C. (2000b). Year-round learning: A research synthesis
    relating to student achievement. San Diego, CA: NAYRE.
   NECTL (2006). The National Education Commission on Time and
    Learning. (1994). Prisoners of time. Washington, DC. U.S.
    Government Printing Office. Retrieved September 18, 2006, from
    http://www.ed.gov/pubs/PrisonersOfTime/index.html

								
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