The Balanced School Day Prairie Rose School Division October 25 th, 2007 Canad Inn Presenter: Ross M. Metcalfe, Assistant Superintendent

We Asked The Question: “Is the 15 min recess, 50 min lunch, 15 min recess, the most effective way to structure our school day?”

Why Did We Ask The Question?  School Planning  Research on the Brain and Learning  Nutritional Needs of Learners  Co-curricular Activities What can we do to enhance our teaching/learning interactions? What can we do to enhance our teaching/learning interactions?

OUR GOAL IMPROVEMENT IN ACADEMIC ACHIEVEMENT BY INCREASING TIME-ON TASK IN THE CLASSROOM SETTING

The Process  August 2004 –Trustees attended a Balanced Day Presentation  February 2005 –Principals attended a Provincial Seminar in Winnipeg  September 2005 –Education Committee of the ISD met and approved the pilot of the Balanced School Day in two schools  January 2006 –School Division Delegation visited two schools in Kenora

The Process  February 2006 –Board announced that all five interested schools could participate in the pilot  April 2006 –Ministerial approval –Planning sessions with staff and administrators  May 2006 –Community Presentations  September 2006 –Implementation

Process September 29, 2006  Nutrition Survey  Teacher Supervision  Initial Parental Feedback  Substitute Teachers  Teachers at two or more schools  Clinicians and Student Services  Healthy Living Budget  September Staff Surveys November 14, 2006  Nutrition Policy  Nutrition Grants  Surveys  Issues and Concerns The Balanced School Day Committee met five times throughout the year. The following items were discussed:

Process January 22, 2007  Nutrition Surveys  Surveys-Final Edit of Parent, Student, Support Staff, and Teacher  Council of School Leaders Presentation  Update to Board/Application for MAST Award  Presentations/School visits outside the division  Open Discussion-timetables, substitutes, middle years activities  Presentations to other schools in Interlake Division March 12, 2007  Review of Nutrition Survey  Review of Stakeholder Surveys  Presentation to the Board  MAST conference preparation March 15, 2007  Display and attendance at MAST Convention  Received Premier Award for School Board Innovation

How Will We Know If It Works?  Implement the Balanced School Day for the school year. Evaluation of Pilot:  Comments/surveys by staff, students, and parents.  Observations of classroom activities by teachers, administrators.

A Pilot Project  Approved by the Minister for a one-year pilot  Pilot in five schools for  Assessment of Pilot Project in Spring 2007  Education committee reviews pilot

Research On The Brain And Learning  More instruction time, fewer interruptions allow teaching and learning to occur at an optimum level  Allows for longer lessons to continue without interruption (literacy blocks, science classes, art classes, etc.).  Can structure time to program reading, writing, and oral activities in an integrated way and yet maintain flexibility.

Traditional Schedule  Interruptions in the teaching/learning blocks of day  Loss of teaching time due to transition time  Snowsuits (6-7 mos. of the year)

Balanced Day Schedule  Three 100-minute instructional blocks  Two nutrition blocks of minutes  Two activity blocks of minutes

DAY 1DAY 2DAY 3DAY 4DAY 5DAY 6 8:55-9:20 9:20-9:45 9:45 -10:10 10:10-10:35 A.M Nutrition Break 10:35-10:55 Nutrition time 10:55-11:15 Morning Outdoor Activity Time and Daily Physical Education Initiative for grades 7 and 8 11:15-11:40 11:40-12:05 12:05-12:30 12:30-12:55 P.M. Nutrition Break 12:55-1:20 Nutrition time 1:20-1:50 Outdoor activity and intramural time 1:50-2:15 2:15-2:40 2:40-3:05 3:05-3:30 Town students depart at 3:35 Bus students depart at 3:45 Buses leave Stony Mountain between 3:50 and 3:55 p.m.

Data Collection In February 2007, all schools surveyed students, teachers, support staff, and parents to determine the effectiveness of the Balanced School Day in the areas of: In February 2007, all schools surveyed students, teachers, support staff, and parents to determine the effectiveness of the Balanced School Day in the areas of:  Nutrition  Effective Use of Time  Impact On Learning  Continuation of Schedule

Teacher Response Teachers were asked:  Is the Balanced School Day an effective organization of learning time?  Their response was…

Strongly Agree Disagree Strongly Disagree Balmoral8100%00% Brant- Argyle 480%120% Rosser4100%00% Stony Mountain 1067%533% Warren764%436%

Learning Blocks Teachers felt optimum learning occurred in the first block. However, the student response was…

Students Who Eat Well And Are Healthy:  Perform better academically  Are absent and tardy less often  Function better behaviourally and emotionally  Have less anxiety, depression, and hyperactivity  Are more ready to learn

Most Of The Brain Is Derived Directly From Food.

Good Nutrition = Good Learning  Children concentrate better and their ability to learn is improved when they eat food from the four food groups from Canada’s Food Guide to Healthy Eating.  For children who miss breakfast the foods eaten during the first break provide the key nutrients for an active day.  When children eat a nutritious meal on their second break they are not as hungry when they arrive home after school.

Parental Survey I believe my child benefits from having more time to eat during their nutrition breaks.  “All and all, a very positive experience”  “… he is a slow eater and he doesn’t feel rushed”  “Sometimes there is so much for the little ones to take in at lunch time and lunches would not be eaten. I find lunches are coming home empty”

The Benefits  Students may go home for the second nutrition break.  Promotion of nutritious meals spread out over two breaks.  Milk is available twice a day.  Students have twice as much time to eat; lunch kits will return home empty.  Reduction of litter on the playground/two opportunities to eat inside while supervised.

Co-curricular Activities  One gym – restricted use for all students  One time slot in a day  Conflict in scheduling

Daily Physical Education Initiative For Middle Years  minutes of organized physical activity for middle years students (grades 6-8) during first activity break

What about Kindergarten?  Full day, alternate day Kindergarten went on the Balanced School Day.  Half day, every day Kindergarten stayed the same as before.

What about high school?  Leadership opportunities  Good fit for the new Grade 11 and 12 Phys. Ed./Health courses  All the same benefits as K - Grade 8

Should We Continue With The Balanced School Day?

Interlake School Division nd Ave. N. Stonewall, MB R0C 2Z0 Darlene A. Dufily, Superintendent/CEO Ross Metcalfe, Assistant Superintendent