1. 6 period vs. 7 period Day Linda Gohlke, Nina Potter, Anzara Miller, & Andrew Cain

2. Presentation Overview Why a 7 period day? Why a 7 period day? How much does it cost? How much does it cost? What questions were raised? What questions were raised? What we learned? What we learned? Other considerations? Other considerations?

3. Middle School: 6 Period Day Schedule & Academic Requirements 7th Grade EnglishMathScience 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 EnglishMathScience Social Studies PE/Health, 2 trimesters 4 Trimesters Electives (allows for a full year Course) The schedule consisted of six 50 minute periods

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

6. Committee’s Questions - Is there academic benefit? 1. What is the 7 period daily schedule? 2. Has the learning time been extended? 3. What remediation courses have been implemented? Were they successful? 4. Has enrollment in honors, music, and world language courses increased? 5. Does research support a seven period day?

7. Committee’s Questions - Continued 6. Have discipline referrals decreased? 7. Has attendance increased? 8. Have students’ connection to school increased? 9. What was the configuration, focus, and result of increased collegial time? 10. What does research state about collegial planning time?

8. 7 period daily schedule - School day is extended 25 minutes School day is extended 25 minutes Schools run a mixed block schedule. Schools run a mixed block schedule. Students are divided into cohorts and attend classes taught by a common team of teachers. 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. 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 EnglishMathScience Social Studies Health/Fitness, full year (Kellogg) PE/Health, 2 trimesters (Einstein) 2 Full year electives 8th Grade EnglishMathScience 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 Support students with academic deficiencies in English & Math Assigned by team Assigned by team Full Year Classes: Read 180, ELL, & Special Education Study Support Full Year Classes: Read 180, ELL, & Special Education Study Support Trimester Classes: Math & English Study Tech Trimester Classes: Math & English Study Tech

12. English Study Tech The results from the study tech classes were mixed. 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. Read 180 classes have shown an increase in SRI scores which are positively related to WASL scores. Example of successful English study tech class: Example of successful English study tech class: 26 students who had received a D or F in their English course for the 1st trimester. 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%). 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. There were mixed results in the math study tech classes as well. Example of a successful class: Example of a successful class: Comparing the results of students below standard on the 7th grade WASL. 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. Students in the study tech class had higher scores than students not in the study tech course.

14. Math Study Tech Average 8th Grade WASL Scale Score Not In Study Tech (N=87) 367 In Study Tech (N=37) 386

15. Enrollment in Honors Courses There has been an increase in the number of students enrolled in honors courses over the past six years. 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. 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. 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. 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. 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: Current number of students enrolled in music classes: Einstein340 (43%) Einstein340 (43%) Kellogg304 (42%) Kellogg304 (42%) Current number of students enrolled in language classes: Current number of students enrolled in language classes: Einstein450 (57%) Einstein450 (57%) Kellogg245 (34%) Kellogg245 (34%) Current number of students enrolled in both music and language classes: Current number of students enrolled in both music and language classes: Einstein169 (21%) Einstein169 (21%) Kellogg66 (9%) Kellogg66 (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 ) “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 ) 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) 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 Attendance: Lack of consistent data Discipline: No trend Discipline: No trend The Healthy Youth Survey (HYS) reports the percent of students with a “low commitment to school.” 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) 2 Consecutive preparation periods (approximately 95 minutes) 1 period is collegial planning time 1 period is collegial planning time 1 period of individually directed time 1 period of individually directed time Expectations: Interdisciplinary grade level or elective teams Expectations: Interdisciplinary grade level or elective teams Support students Support students Plan curriculum & evaluate instruction Plan curriculum & evaluate instruction School wide training or focus groups School wide training or focus groups

21. Collegial Time - Structure Einstein MS 96 daily minutes: 48 conference & 48 collegial 96 daily minutes: 48 conference & 48 collegial Meetings focused upon student support, integrated curriculum, & school wide training Meetings focused upon student support, integrated curriculum, & school wide training Meetings led by a staff team leader Meetings led by a staff team leader Kellogg MS 95 daily minutes: 45 conference & 45 collegial 95 daily minutes: 45 conference & 45 collegial Kid council meetings focused upon supporting students within team socially & academically Kid council meetings focused upon supporting students within team socially & academically Study group, focused upon evaluation of lessons, & Team Meetings, professional development 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 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 Kid Council is improving the quantity & quality of teacher/student interactions High Priority 75% Low Priority 25% Need for structured teacher planning time Need for structured teacher planning time High Priority 74% Low Priority 26% Ensure teachers assess individual student learning needs Ensure teachers assess individual student learning needs High Priority 67% Low Priority 33% Align teacher learning plans with content, instructional strategies, and student development 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 Planning 9 Characteristics of High Performing Schools Clear & shared vision & purpose Clear & shared vision & purpose High standards & expectations for all students High standards & expectations for all students Effective instructional & administrative leadership Effective instructional & administrative leadership High levels of teamwork & staff collaboration High levels of teamwork & staff collaboration Aligned curriculum & instruction with standards and assessments Aligned curriculum & instruction with standards and assessments Closely monitored teaching & learning Closely monitored teaching & learning Focused professional development in high need areas Focused professional development in high need areas Supportive learning environment Supportive learning environment High level of community & parent involvement 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 Extended learning time Increased academic focus in student schedules by enabling a greater variety of program options 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 Students divided into cohorts supported by a common team of teachers Opportunity for interdisciplinary, collegial teacher planning time 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 Bellevue 7 period day2 prep periods 7 period day2 prep periods Edmonds Edmonds 7 period day1 prep period 7 period day1 prep period 6 period day1 prep period 6 period day1 prep period 4 period day1 prep period (block schedule) 4 period day1 prep period (block schedule) Everett Everett 7 period day1 prep period 7 period day1 prep period Northshore Northshore 6 period day1 prep period 6 period day1 prep period Tahoma Tahoma 6 period day1 prep period 6 period day1 prep period