Putting Students First Personalizing the Instructional Experience January 2003

…at the National level Federal budget policies and priorities need to be driven by the call to “Put Students First”

The Governor and Legislature …at the State level The Governor and Legislature need to thoughtfully reexamine their budget proposals and reprioritize to “Put Students First”

…at the Local level We need to continue to reexamine our priorities and policies and initiatives to stay focused on the goal of “Putting Students First”

The need for change…. We have made significant strides in improving elementary student achievement. However secondary performance has not kept pace. We must act decisively to close the Achievement Gap. We have a sense of urgency about making improvements to secondary education NOW.

Smaller Learning Communities Our approach…. Three components to improving secondary instruction: Smaller Learning Communities Periodic Assessments 180-Day Calendar

Smaller Learning Communities Our approach…. Smaller learning environments will be created using a variety of approaches. Teaming Coring Houses and Academies One-size does not fit all. We must develop this program from the school up, site by site. Smaller Learning Communities Creating smaller learning communities within schools so that students have a better chance to know and be known by their teachers

Our approach…. Periodic Assessments Builds on successful use of six week period assessments at elementary. Already underway in mathematics. Need to expand in all core content areas. Periodic assessments will identify a student’s progress enabling immediate intervention to prevent them from falling behind

Our approach…. We have a clear mandate from the Board to move to a 180-day calendar instead of the shortened calendar used by our most overcrowded schools. In Measure K, we committed to building enough schools to return all students to a 180 day calendar. While the new school construction program will take years to complete, we have developed a proposal to implement the 180-day calendar NOW where possible. 180-Day Calendar Optimize the instructional calendar by implementing a 180 day calendar wherever possible

Three ways to provide 180 days of instruction Single Track calendar with one 90-day summer break and a 2-week winter recess 90/30 Calendar with two 6-week breaks per track at different intervals Quarter calendar with one 90-day break per track at different intervals

What are some of the advantages of a 180-day calendar? It gives us a longer period of continuous instruction, adding 17 full days of instruction. We can use programs and practices more effectively to aid in closing the Achievement Gap.

What are some of the advantages of a 180-day calendar? Additional advantages of the Quarter calendar Since all the blocks begin and end contiguously, it provides the opportunity to treat all students in session as a single student body for purposes of the master program – expanding educational access and equity. Provides better opportunities for redesign of curriculum into cohesive units and assessments to enhance educational achievement.

Calendar Implementation Recommendations

How will we determine which schools move to a 180-day calendar? Schools will move from a 163-day calendar to a 180-day calendar if they meet the following conditions. The switch does not create additional transportation requirements for students. The switch does not place additional students on a shortened Concept 6 calendar. No school is forced to become year-round as a result of this switch.

Recommended Calendar Implementation by July 1, 2003 Elementary Schools An estimated 38 elementary schools will move from Concept 6 to a 180-day 90/30 calendar – with expanded learning opportunities in the two breaks. An estimated 39 elementary schools currently on 90/30 calendars will remain there. All other elementary will remain on single track schedules. A few (less than 20) elementary schools will now extend to sixth grade to free up space in middle schools. This will be determined on a school-by-school basis.

Recommended Calendar Implementation by July 1, 2003 Middle Schools Wherever possible, move Concept 6 middle schools to 180-day Quarter calendar; with extended learning opportunities during breaks. One existing 90/30 school will move to the Quarter calendar. One traditional calendar school will move to a multi-track Quarter calendar in accordance with existing Board policies governing the move to multi-track. The remaining middle schools will remain on a single-track calendar school.

Recommended Implementation by July 1, 2003 High Schools All year-round Concept 6 schools will remain on Concept 6 for the 2003-04 school year. Single-track schools will follow the new single-track calendar. Options for moving multi-track high schools to a 180-day calendar will be studied during 2003-04.

Expanded Learning Opportunities Students on ALL calendars will be provided with expanded learning opportunities during their breaks. We will work creatively at the local level to develop implementation plans to maximize extended learning opportunities in all communities.

Summary Builds on lessons learned from the gains we have seen at the elementary level. Accelerates promises recently made to the community that we intend to provide every child a full 180 days of instruction. Helps realize the goal of smaller learning communities, personalizing the educational environment, increasing academic performance, and narrowing the Achievement Gap. Continues focus on standards-based instruction with regular periodic assessments.

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