6 period vs. 7 period Day Linda Gohlke, Nina Potter, Anzara Miller,

1
6 period vs. 7 period DayLinda Gohlke, Nina
Potter, Anzara Miller, Andrew Cain
2
Presentation Overview

• Why a 7 period day?
• How much does it cost?
• What questions were raised?
• What we learned?
• Other considerations?

3
Middle School 6 Period Day Schedule Academic
Requirements
The schedule consisted of six 50 minute periods

• 7th Grade
• English
• Math
• Science
• PE/Health, 2 trimesters
• Social Studies, (Kellogg)
• Social Studies, 1 trimester (Einstein)
• Art, 1 trimester (Kellogg)
• 2 Full year of electives (Einstein)
• 1 Full year of electives (Kellogg)

• 8th Grade
• English
• Math
• Science
• Social Studies
• PE/Health, 2 trimesters
• 4 Trimesters Electives
• (allows for a full year Course)

4
Why change from a 6 period to 7 period day?

• Increase Academic Challenge
• Achievement
• Rigorous Academic Program
• Increased Academic Opportunity

5
How much does a seven period day COST?

• 10.1 additional teachers across two buildings
• 74,000 per certificated full time employee
• Overall estimated annual staffing cost increase
  of 747,400

6
Committees Questions - Is there academic
benefit?

• What is the 7 period daily schedule?
• Has the learning time been extended?
• What remediation courses have been implemented?
  Were they successful?
• Has enrollment in honors, music, and world
  language courses increased?
• Does research support a seven period day?

7
Committees Questions - Continued

• Have discipline referrals decreased?
• Has attendance increased?
• Have students connection to school increased?
• What was the configuration, focus, and result of
  increased collegial time?
• What does research state about collegial planning
  time?

8
7 period daily schedule -

• School day is extended 25 minutes
• Schools run a mixed block schedule.
• Students are divided into cohorts and attend
  classes taught by a common team of teachers.
• Teachers provided 2 conference periods of
  approximately 50 minutes each.

9
7 Period Day Schedules
10
Middle School 7 Period Day Academic Requirements

• 7th Grade
• English
• Math
• Science
• Social Studies
• Health/Fitness, full year (Kellogg)
• PE/Health, 2 trimesters (Einstein)
• 2 Full year electives

• 8th Grade
• English
• Math
• Science
• Social Studies
• PE/Health, 2 trimesters
• Art, 1 trimester (Kellogg)
• 2 Full year electives

11
Remediation Courses

• Support students with academic deficiencies in
  English Math
• Assigned by team
• Full Year Classes Read 180, ELL, Special
  Education Study Support
• Trimester Classes Math English Study Tech

12
English Study Tech

• The results from the study tech classes were
  mixed.
• Read 180 classes have shown an increase in SRI
  scores which are positively related to WASL
  scores.
• Example of successful English study tech class
• 26 students who had received a D or F in their
  English course for the 1st trimester.
• By the 3rd trimester, 17 of these students were
  receiving As, Bs and Cs (65).

13
Math Study Tech

• There were mixed results in the math study tech
  classes as well.
• Example of a successful class
• Comparing the results of students below standard
  on the 7th grade WASL.
• Students in the study tech class had higher
  scores than students not in the study tech course.

14
Math Study Tech
15
Enrollment in Honors Courses

• There has been an increase in the number of
  students enrolled in honors courses over the past
  six years.
• The 7 periods allow for an increase in the number
  of honors sections offered. In addition to the
  change to a seven-period day there have been
  changes in the enrollment requirements that make
  it difficult to determine whether the increase is
  due solely to the 7 period day.

16
Enrollment in Music and World Language

• Large body of research that shows a positive
  relationship between participation in music
  program and academic achievement.
• Shoreline data shows that students enrolled in
  music classes or world language classes have
  higher performance on WASL reading, writing and
  math tests.
• Analysis was done with 7th grade WASL scores
  while controlling for differences in 4th grade
  WASL scores.

17
Enrollment in Music and World Language

• Current number of students enrolled in music
  classes
• Einstein 340 (43)
• Kellogg 304 (42)
• Current number of students enrolled in language
  classes
• Einstein 450 (57)
• Kellogg 245 (34)
• Current number of students enrolled in both music
  and language classes
• Einstein 169 (21)
• Kellogg 66 (9)
• Total enrollment Einstein 791
• Kellogg 731

18
Extended Learning - Summary of Research

• Quality of instructional time is more important
  than quantity of instructional time.
• Increased time, appropriate instruction, and
  corrective feedback will enable 95 of students
  learn what is learned by 20 without these
  elements. Bloom, 1968 1974 (as cited by
  Weischadle, 2002, p. 77)
• When comparing time allocated to instruction,
  engaged in instruction, successfully completed
  instructional activities, only the last
  demonstrates a correlation with academic
  achievement. (Ellis, 1984)
• The current question is not whether increased
  time has benefit, but how to best deliver
  extended learning opportunities to bolster
  overall achievement. - CCSSO, 2001 (as cited by
  Weischadle, 2002, p.73)

19
School Climate

• Attendance Lack of consistent data
• Discipline No trend
• The Healthy Youth Survey (HYS) reports the
  percent of students with a low commitment to
  school.
• The 2002 8th graders had completed one year at
  middle school with a six-period day.
• State 34.4 vs. Shoreline 40.2
• The 2004 8th graders had completed one year at
  middle school with a seven-period day.
• State 37.1 vs. Shoreline 37.2

20
Collegial Planning Time

• 2 Consecutive preparation periods (approximately
  95 minutes)
• 1 period is collegial planning time
• 1 period of individually directed time
• Expectations Interdisciplinary grade level or
  elective teams
• Support students
• Plan curriculum evaluate instruction
• School wide training or focus groups

21
Collegial Time - Structure

• Einstein MS
• 96 daily minutes 48 conference 48 collegial
• Meetings focused upon student support, integrated
  curriculum, school wide training
• Meetings led by a staff team leader

• Kellogg MS
• 95 daily minutes 45 conference 45 collegial
• Kid council meetings focused upon supporting
  students within team socially academically
• Study group, focused upon evaluation of lessons,
  Team Meetings, professional development

22
Collegial Planning Time Teacher Perspective

• Establish rigorous standards aligned with
  curriculum Teaching practice
• High Priority 70 Low Priority 30
• Kid Council is improving the quantity quality
  of teacher/student interactions
• High Priority 75 Low Priority 25
• Need for structured teacher planning time
• High Priority 74 Low Priority 26
• Ensure teachers assess individual student
  learning needs
• High Priority 67 Low Priority 33
• Align teacher learning plans with content,
  instructional strategies, and student development
• High Priority 60 Low Priority 40
• Survey completed by 36 teachers, 3 support
  certificated staff, 3 classified staff,
• 1 administrator from Kellogg MS.

23
Collegial Planning9 Characteristics of High
Performing Schools

• Clear shared vision purpose
• High standards expectations for all students
• Effective instructional administrative
  leadership
• High levels of teamwork staff collaboration
• Aligned curriculum instruction with standards
  and assessments
• Closely monitored teaching learning
• Focused professional development in high need
  areas
• Supportive learning environment
• High level of community parent involvement
• School improvement Planning Guide, OSPI (2005)

24
What does 10.1 FTE at a cost of 747,400 provide?

• Extended learning time
• Increased academic focus in student schedules by
  enabling a greater variety of program options
• Students divided into cohorts supported by a
  common team of teachers
• Opportunity for interdisciplinary, collegial
  teacher planning time

25
Other Questions Considerations

• Do middle school students require additional
  resources to maintain academic progress?
• Is the cost necessary for preparing students for
  increasing high school graduation requirements?
• Is there another model for a daily schedule that
  provides the breadth of academic options?
• Is there another model for providing collegial
  planning time?
• Does the 6-8 middle school model enable a 6
  period day meet the same objectives as a 7 period
  day?

26
Bibliography

• Adelman, N., Pringle, B. (1995). Education
  Reform and the Uses of Time. Phi Delta Kappan,
  77(9), 27-29.
• Black, Kris. (2002). Changing Time The 4 1
  School Week. Catalyst for Change, 32(1), 8-9.
• Chmelynski, Carol. (2006). Extend School Day
  and Year for NCLB? Education Digest, 71(7),
  41-44.
• Dickinson, D.,McBride, J., Lamb-Milligan, J.,
  Nichols, J. (2003) Delivering Authentic Staff
  Development. Education, 124(1), 163-168.
• Dufour, Richard. (1997). The School as a
  Learning Organization Recommendations for
  School Improvement. National Association of
  Secondary School Principals, NASSP Bulletin, 4,
  81-87.
• Ellis, Thomas. Extending the School Year and
  Day. ERIC Clearinghouse on Educational
  Management, ERIC Digest 7. (1984).
• Goodnough, Karen. (2005). Fostering Teacher
  Learning through Collaborative Inquiry. The
  Clearing House, 79(7), 88-92.
• Gerber, S., Finn, J., Achilles, C.,
  Boyd-Zaharias, J. (2001). Teacher Aides and
  Students Academic Achievement. Educational
  Evaluation and Policy Analysis, 23(2), 123-143.
• Hughes, T., Kritsonis, W. (2006). A National
  Perspective An Exploration of Professional
  Learning Communities and the Impact on School
  Improvement Efforts. National Journal for
  Publishing and Mentoring Doctoral Student
  Research, 1(1), 1-12.
• National Association of Secondary Principals
  The Education Alliance, Brown University.
  (2006). Breaking Ranks in the Middle School
  Strategies for Leading Middle Level Reform.
  United States of America.
• Office of the Superintendent of Public
  Instruction. (2005) School Improvement Planning
  Process Guide. (OSPI Publication No. 05-0002).
  State of Washington.
• Stidham, Joan. (2001). Moving to the Block
  Schedule. Kappa Delta Pi Record, 37(3), 133-35.
• Wesichadle, David. (2002). Extended Learning
  Opportunities Some Lessons From the Field.
  Education, 123(1), 71-81.

27
Other Models

• Bellevue
• 7 period day 2 prep periods
• Edmonds
• 7 period day 1 prep period
• 6 period day 1 prep period
• 4 period day 1 prep period (block schedule)
• Everett
• 7 period day 1 prep period
• Northshore
• 6 period day 1 prep period
• Tahoma
• 6 period day 1 prep period