1. The Financial and Instructional Impact of Changing the School Schedule Michael D. Rettig Professor Emeritus James Madison University www.schoolschedulingassociates.com

2. Agenda Basic Understandings Elementary scheduling Secondary school scheduling

3. Basic Understandings The cost of a school schedule is directly related to personnel costs; the only way to save significant money is to reduce personnel costs. In general the only means of reducing personnel costs are to reduce the number of personnel or to reduce salaries and/or benefits. When reductions are required, the goal should be to minimize the impact of these reductions on the instructional program.

4. Non-Student-Load Positions Generally the first round of personnel reductions attempted involves non-student- load positions (jobs without direct supervision responsibility of students), such as Administrative and supervisory positions, Classified positions, and Non-student-load instructional and support positions. Any reductions in these classes of employees must be in line with the Standards of Quality http://leg1.state.va.us/cgi- bin/legp504.exe?000+cod+22.1-253.13C2 http://leg1.state.va.us/cgi- bin/legp504.exe?000+cod+22.1-253.13C2

5. Questions? What is the short-term impact of the reduction of non-student-load positions? What is the long-term impact of the reduction of non-student-load positions?

6. Student-Load Positions The school schedule governs the need for and assignment of student-load positions. Only two factors impact the cost of the schedule: The efficiency of the schedule and Class (section) size. To reduce the cost of the school schedule one must either increase class size or increase the efficiency of the schedule; both actions decrease the need for student-load bearing staff.

7. Class Size Increases Increasing class size at any level decreases staffing needs. Any increases in class size must occur within the bounds of the Standards of Quality Standard 2 (22.1-253.13:2) and any Class-size Reduction grants received. (22.1-253.13:2 Any increases in student loads at the secondary level must be in accordance with Standards of Accreditation (8 VAC 20-131-240).8 VAC 20-131-240

8. Question? What is the educational impact of increasing class size and/or student load?

9. Research Related to Class Size and Student Load Class size Not much benefit until a level of 15:1 or below is reached. Greatest benefits are found in elementary school in the primary grades. Benefits of small classes in the primary grades persist into upper elementary, middle school and high school. While all students benefit the greatest benefits accrue to disadvantaged students. “Total Student Load” A discussion with William Ouichi about his recent research on TSL.“Total Student Load”

10. Scheduling Efficiency While “efficiency” may be a misnomer, what it means in this context is the percentage of the day that student-load bearing staff actually have students in class. Another way to think of efficiency is in terms of the amount of planning time that teachers receive during students’ attendance hours; the less planning time, the more efficient. Increases in scheduling efficiency allow for reductions in staffing.

11. Tips for Increasing Elementary School Scheduling Efficiency Eliminate “part-day” sharing arrangements for itinerant encore (PE, art, music, etc.) and special services (SPED, Title 1, ELL, etc) personnel. This step saves travel costs and the loss of an instructional period for travel. Share encore personnel (for whole days only) between smaller and larger schools to reduce the total number of encore teachers required. Increase the class size for encore classes by combining or dividing classes.

12. Tips for Increasing Elementary School Scheduling Efficiency, con’t. If space allows assign a “PE” teaching assistant to support the PE teacher and place 2 or perhaps even 3 small classes in PE concurrently. As a last resort reduce the encore classes students receive, and thereby the amount of planning time classroom teachers receive; elementary school teachers may instruct their own PE, art and music, etc. classes.

13. Tips for Increasing Elementary School Scheduling Efficiency, con’t. Note: The VA Code § 22.1-291.1 states that: Each school board shall seek to ensure that all elementary school teachers in its employment are provided at least three hours during the students' school week as planning time.

14. Tips for Increasing Secondary School Scheduling Efficiency Increase the minimum class size required to run courses. Run lower enrolled courses every other year. Share personnel (for whole days only) among middle and high schools on a standard format (i.e. every other day or by semester) to eliminate mid-day travel costs and lost instructional periods. Utilize more on-line courses when more cost efficient than traditional in-class models

15. Tips for Increasing Secondary School Scheduling Efficiency, con’t. Change the basic scheduling model to one in which teachers instruct more and have less planning time.

16. Secondary School Scheduling Cost Comparison Chart 8-Period, 8 A/B, 4X4, or Hybrid; Teach 7 7 Period or 7 A/B; Teach 6 6- Period or 6 A/B; Teach 5 5 Block Trimester; Teach 4 8-Period, 8 A/B, 4X4, or Hybrid; Teach 6 7-Period or 7 A/B; Teach 5 8 A/B, 4X4, Hybrid; Teach 5 Student Class Load 8765878 Teacher Class Load 7654655 Cost Factor 87.5%86%83%80%75%71%62.5% Less Expensive More Expensive

17. Issues Related to Changing the Basic Scheduling Model Accreditation Standards Teach no more than 5/6 of the day. Proposed new graduation requirements 26 credits proposed for Advanced Studies and Advanced Technical diplomas Choice