DOCUMENT RESUME-

RD 064-396'TITLEINSTITUTION'

PUB DATE,,NOTE

-EDRS PRICE_DESCRIPTORS

IDENTIFIE S

ABSTRACT

AA- 00 -Year-Round Schools: The 45-15 Plan. PREP-27-National Center for Educational CommuniCation(DHEW/OE) Washington, D.C.71)1p.; quperintendent of Documents U. S. Government

Pri'iting Office, Washington, D.C. 20402 (Single Copy$.55, Yearly Subscription $600 U S., $7.50foreign)'

M1-$0.65 HC-$3.29*Educational Objec,tives; Indiv dualized InstructioNongraded System; *Scheduling; *School Schedules;Acpa6e Utilization; Teacher Attitudes;,*Year RoundSchdols*Putt,ing Research into Educational Practice (PREP)

The VgAley-View 45-15 Continuous School Year Plan,begun-by the Valley View School District 96, Lockport, Illinois, in:dune 1970, calls for each student to attend school 45,schooldays1 andthen have a 15-sohoolday vacation. Thus,-only three-fourths of the,entrefstudent body is in school dt one time, resulting in a 33%,,increase.in classrooms available. From baseline'information., ,thefollowing conclusions Are drawn; t. One-third more classroom space isavailable iMMediately ihrough-the-plan; 2. Immediate-saving-s-of, up-to5% per pupil can be gained; 3. Educational benefits accrue when'overcrowding or double-shifting is prevented; 4.'The community canleafn to support four short vacations at four different times duringthe year; 5. If a systems approach is used-and a good organizer-isresponsible, student scheduling can.be done in 2 or 3 months on abudget of about $1 per pupil; 6,. Most teachers will take a.year-longcontract; 7. Easic research objectives can be reached mofe easily ifthey are part of the "formative" evaluation; B. Teachers aregenerally willing to try a year-n:512nd operation; and 9. Support forthe plan is given_by econowy minded taxpayers. Among therecommendations ar e that districts that ate contemplating.such anoperation allow at least one year for planning, ahd that nongraded orindiVidUalized instruction be used to solve scheduling problems.(DB)

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G REEARCH IN177-0 ED\JCATpNAL PiRACTICE

a synthesis and interpiatation of reSearch, development, andcurrent practice on a specific edOcationqi topica, method of getting significant R&D findings to the practi-tioner quicklythe best thinking of researchers interpreted by 'specialists in'simple languagethe focus of research on current educational problems

11_,Riormat-w_bicti.can-ba_e_4Siirand inexpensively reproducedfor wide distributionraw malarial in the public domain which can- be adaPted tomeet local needs

--E- an attempt-to imprpve our Nation's schools through research _

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Subscription: Domestic, $G a year; foreign, $1.50 additiOnal. -S1ngle copy: Domestic, 55 cents.Send check or money order (no stamps) to theSuperintendent ofDocuments, U.S. Government Printing Office, Washington, D.C. 20402.

No. 27 in the Series of PREP Reporti

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WEL ARE/Office of Education

Naticinal Center for Educational Communication

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Use of funds for printing thispublicatipn approved by the

Director of the Office of Manage-ment and Budget July 27, 1970.

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In -1969 and 1910 Valley View School Dis-trict #96, Lockport, Ili., laid plans to revise itsschool year calendar so that its school buildingswould be able to serve more pupils. The. newcalendar, called the '45-15 Continuous SchoolYear Plan, has schools open all year long.jne

. plan is educationally sound, financially dmir-able, ar legal lyLpossible. Through this plan, theschool 1istrict anticipates a savings in- buildirigconstruction costs, a longer wOrking year forsome certified and9noncertified emplciyees (withcorresponding increases in income), and qualiWeducation for,the students.

The 45-15 Plan calls for each student toattend school 45 schooldays and then have a15-schoo Ida y vacation. By staggering theentrance dates for about one-fou'rth of the stu-dents every 15 schooldays, the first group toentercompletes its 45 days of learning and startsits vacation the day_the fourth droup enrolls.F ifteen--schooldays- later,-wh en-the-first -groupreturras, -die second group commences its

icationand so on throgghout the year. Thusonly three-fourths of the entire student body isin schoöl while the other cine-fourth is on vaca-tion.

Through this plan the number of -classroomsavailable is automatiCally indreased by 33 per-cent withrt any additional construction. Thisallows the district to educate up to one-thirdmore students without double or split shifts,overcrowded classrooms, or the many otherundesirablearrangements - schools-which-- have_outgrown their capacity have been_forced to use.The schools are in continuous operation except

, for Saturdays and Sundays, all Illinois legal holi-days, a week at Christmas and 'Easter, and about,2 weeks in June-July for major maintenance andattendance -adjustments in /preparation for thesucceeding year's calendar.

All District #96 -students (about 6,000 in kin-dergarten\ through grade eight) are placed in oneof four groups. (A, B, t, orPAsaccording to theneighborhood in which they live. Unless theparentS request diflerently, all children in, the-Tie family are `Mailed on' the same attendance

___11edule, even though: ine`children may be .at

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different grade levels or at different buildings. Ina calendar year ,each group attends classes, 180-,daysfour sessions of 45 days per session. Thefour groups *Ways stay in the same order ofrotation. Before each group begins s6hool underthe new plan, the teachers and staff membersattend a 47day Teacher Institute.

FigUra 1 shows the startup plan with timescheduled for the four Teacher I netitutes. Figure2 shows the continuation, of the plan throughAugust 1972. i 110,

Classrooms, building administrators, libraryand resource center staff members, cafeteria andcustodial employees, and buses have been dched-uled on a year-round basis. Because of the sizeof theApil pop-illation, class schedules, and theschool calendar, electronic data processing facili-ties are necessary to the scheduling procedures.The schedule provides for special education-pupils, pupils who transfer into District #96,and- -pupi y -be -retained-or- advanced. -Kindergarten classes are provided on a two-shift-per-day schedule. Provision has also been'made for emergency sch661 closing days.

Pupil Scheduling

Naming the students and families to be ineach group was done by taking small geograPhi-cal areas and pUtting all families in the area inone attendante group. Each areas.was called acensus,unit, Prior to experimenting with variouspossible census units, a house-to-house canvasswas taken by volunteer groups to get the most

Note. This PREP report was adapted from materialswritten by the following persons %Flo were involved inthe development lenplementationc arid evaluation of theValley View 45-15 Continuous School Year Plan: JamesR. Gaye, Assistant Superintendent, and J. Patrick Page,Research Diiector, Valley View School District #96;William-M. Rogge, birecter, Valley View 45-15 Evalua-fion Project; Robert M. Beckwith, Manager, EducatiOnDepartment, Illinois State Chamber of Commerce; andJames D, Single, President Board of Education. Permis-siort was kindly granted for the use of copyrightedmaterials on the plan included in this report.

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accurate -count possible -of school-aged and pre-school-aged children. A modest fee was paid tothe canvassers. 'Actual schedules were thenworked out to see what kind of balances wereacilieved among classes and attendance groups.Possible difficulties can 'be better seen thrdughen illustration.

Assume that there are 60 pupils at thesecond-grade level at each of three schools, for atotal of 180 pupils. Under the traditional sched-ulé ,. each school would have two second-grade

-classes. Under the-45-15-plan; only-45 of these-students would enroll on the first day of school,. .unless. storne other arrangements were made. Atleast three possible alternatives exist: (1) Enroll30 in the first and third groups, and 60 in the_second and fourth. (Note that, if 45 atudents preat one school under the traditional plan, twosmall classes must be formed or 15 of the stu-dents must be bussed to another school.) Thissolution requires a study on the effect of theother . rades, because all children from onefamily must be kept in one attendance group.(2) Expand or contract age or mental range

_within.a_classthereby shift ng some students.by_grade level. (3) Combine two groups, With theteacher starting with,1 5 pupils for 15 days,: andthen joined by 15 additional students fe6m the.next attendance group.

Thejllustration was deliberately chosen as adifficUlfWoblem to solve. The actual solution tothis type of problem was to adjust census units(in effect, school boundary lines) until a suitablebalance was reached.

Once the student scheduling had 6.een accom-ipliihed, most other problems could be solvedreadily,

Teacher Scheduling

Teachers could be employed for just 184 days(180 schooldays plus 4 days of inservice train-ing), or could be given longer contractsup to44 days which would mean that the teacher

would be employed through all of the days ofthe year during which pupils attend. Actually,the teachers were given as much ch:ce aboutlength of contracts as possible. As a relt con-tracts varied from:184 days to 274 clays Thr the

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first fisl year. Contracts for the first yearcould from June 30, 1970, through August197t Over half of the women teachers took theminimum contract of 184 days while about 43peicent of the men teachers accepted 274-daycontracts. A higher number of the short con-tracts were issued for teachers in grades one tuthree, with 61 percent working 184 days.:

One innovation created by the teaehers madesome sched6ling problems simpler for pupils andteachers:Three teachers would go together toform- a "cooperative,' essuming-responsibilityfor 120 pupils but with only 90 in attendance atany one time. About half of the teachers, kin-dergarten through grade six, adapted, thisteamapproach duringihe first year.

Nonteaching PrOfessionals and Other Personnel

AS -,the administrators were already on 11-month 'contracts: they were; in_ effect, given adifferent kind of -responsibility for 2 months..Previously, during the syminer months, -they --Used thefr-ItMe --a WAY- f to rii-d a i I V----sCh-ool --o Ora-

ons., Now since the school operates through thesummer months they kept busy with schoolduties. Librarians, counselors, special teachers,Maintenance personnel, bus drivers-,--ind otherswere -a I so -given longer 'contracts or wereemployed for more days-each year.

Phasing In

The district had, to_decide ,Whether to movegradually into the 45-15 Pien or to start threegroups at once. They_chose a gradual phasing inthat extended friorn June 30 to August 11,1970, when the third attendance group enrolled.The first group, starting in June, gave up its tra-ditional summer Vacation end instead receivedfour 3-week vacations (15 schooldays), oneduring each season Oliabe year: The last groupentered on Septemberf, 1970. This group notonly received the traditional summer vacationbut 'also the four 3-week vacations throughoutthe year. However, the' year's academic workwould notlberoompleted until the end of August

1971. The phasing-in procedure, as used by ,Val-ley View, - is the only feature that clearlytreated different attendance groups in differentways, biit only for the first year. In contrast, theBecky David School, St. Charles County,. Mis-souri, began three of the four grou0s at once in

'order to get in all of the required schooldays:,This must bif contrasted to the "staggered quar-ter' plan in which one4ourth- of the families

to/receive "unfair" treatrnentby_beingiassi ed towinter vacations. In addition, if Valley Vi hadwanted to solve the extra problems of startingthree groups at-once, then even that differentialtreatment would liave peen remoyed. However,the principals unanimously reported that thegradual phasing-in made the opening day of class-es the easiest that they had ever eiperienced.,They had about a fourth of the oPeriing dayenrollment of the previous year.

Classroom Scheduling

Ea-ch Ifirindiparand-his staff werefeeed<with-a-choice of three or more ciptionOri, the assign-merit ol classrooms to teachers and pupils.Under the "cooperative" plan three teacherswould halie :three- cktisrooMi tO Liie as theYwished for 120-pupils, 90 in =attendance at-any-

rid her pupils would go on vacation at.one time. If a teaCher had a ,74-dair contract,then she athe same time, but come back to a new ,class-room because the classroom they vacated wouldbe taken up by the next attendance group thatreturned when they went on vacation. If ateacher had -a 244-day-contract and was not part-of a cooperative team, then she could remain inone room but would receive a new, group ofstudfnts for each quarter. Another possibilitywould be for her tO be assigned other duties,such as substituting durIng the 15 days herpupils were on vacation. All of these alternativesactually were used, plus some others.

Other Considerations

Many other decisions had to be made to com-. plete the scheduling of pupils and staff, such as:

All children from a family were to be in thesame attendancegroup.

A census unit should respect the Sociologi-cal dimensions of a neighborhood.Pupils within walking dittance of a schoolshould attend that schooLPupi s should remain- at one school for ayear.Class size should vary no more than in preJvious years.

-Elective dourses at the junior high scho6I_ should) be equally aiiailable 'Ito all attend-

ance groups.The Aansportation policy 'would remainbasically the same for the first year of oper-ation.

Legal Dimensioni_

Two bills were passed by the Illinois legisla-ture that made the 45-15 Plan legally' possibleand practical.

-House 'Bill 1525 provided 'a meani for, thedistrict to receive State aid for operation during_ _tNe summer months.

Senate Bill 1438 made it possible for a Schooldiatrict to operate for 12 months, with necessaryadjustments _in pupil attendance and teaChercontracts. Following is a copy of,a communica-tion fibm the, State Superintendent of Public.Instructions clarifying the Illinois legislation thatdirectly applies to the 45:15 Plan.,

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Method of DistributingGeneralState Aid to District's on an

Approved twelve-Month Calendar

IHouse Bill 1525 wat passed by theSeventy-Sixth General Assembly and was'signed into law by the Governor onAugust 18, 1969. The law authorizes theSuperintendent Of Public Instruction todetermine the General State Aid apportionment to districts that operate on anapproved twelve-month calendar inaccordance with Section 18.8 of TheSchool Code of Illinois as near as may beapPlicable. The following proCeddre willfollow in a school district which operates

on an apProved twelve-month calendarduringI970-71.

1I. General' State Aid payments in:

1970-1971 will be comPuted on thefegjowing basis: _

1. The best six months' averagedaily attendance fier,the1969-1970 school year

2. _The 1968 asiessed valuation ofthe school district

II. For the 1970-1971 school year,attendance shall be maintained foreach -tract -.In order to compute theaverage daily attendance, for a

month, the total days of attendanceshall be divided by the number ofdays school was in session for that

-Month. The _average -daily attend-ance for the best six months Of thefiscal year will bethe initial basis forthe 1930-1971 State Aid Computa-tion: Inasmuch -as approximatelyseventy-flve percent --of the pupil§are enrolled et any time,-the best sixmonihs' averege daily attendancewill be multiplied by four and di-_ _ _

vided by three to-determine the dis-ti-ictis weighted best six months ofaverage daily ittendance, The aver-age daily attendance for pupils ingrades 9-12 will be multiplied by1.25 in the State Aid calculation.General State Aid will be distributedto approved school districts in thefollowing-manner:1. The first General State Aid pay-ment may be vouchered to the StateAuditor immediately following thefinajliapproval of the CommonSchocFund appropriation in anamount equal to approximately

(one-sixth of the distri, s GeheralState Aid Claim entitlement for1970-19712. Beginning September 1970,payments will be made to approveddistricts in the same manner as Gen-eral Statp Aid payments are made toall districts in the State of Illinois;these__ payments shall _ reflect _ anyprior reimbursement. -

A bill was introduced on April 22, 1970,into the Illinois State Senate by SenatorBilbert- to amend phapter _122,- Para-graphs 10-19.1 And 10-20.12 0 tile'schOOT code to alloW for a fulFschooljyear for one or more schools in a dis-trict It was signed into raw by GovernorOgilvie on June 29, 197Q, the day beforethe school began the 45-15 Plan. The leg-islation-read:

Any school district may, by resoliktion of its board, operate one ormore schools within the distnct on afull year school plan approved bythe -Superjntendent of Public In-struction. Any board whiah operatesunder this Section shall'clevise a planso ,that a student's required attend-ance. in school shall be fOra mini-mum term of 180 days of actualattendance, including not more thanfour institute days, during a twelve-month period, but 'awl! not exceed185 days. Under such plan, no

-teacher shall-be required -to -teachmore than 185 days. A calendar of180 days may be established withthe approval of the Superintendentof Public Instruction.

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3

RESEARCH ON-USE OF YEAR-ROUND tpHoOL PLANS

Many descriptions are available about earlyprograms such as those put into Operation byBluffton; I ndianal* (1904-15), Newark, New

e rse y 2 ( 191 2 - 3 1 ) N ashvil le, Tennessee3(1927-32), Aliquippa, Pennsylvania4 (1928-38),and Ambridge, Pennsylvania5. In each of these,the replar curriculum was extended into theSUrrimer rdorfthS, With some measure Of compul-sory attendance. In contrast is the far greaternumber of school systems that: have moved intosummer programs with voluntary attendanceand with- remedial and enrichment objectives.Generally, these_prodrams have only employedpart of the facility and used only part of thephysical facilities. They added to overall schoolcosts and have been justified in terms of improv-ing the equality of educational services.. Actualuse of the year-round school calendar occurredon July 1, 1969, in a single school, the.peckyDavid School °I the Francis ,Howell PublicSchool District in St Charles-County,-Missouri.%Valley View School District, however, is the firstto use it systemwide. The impcirtance of the"equal" treatment for all families seems evidentwhen reviewing the history of many other year-round operations that have ceased. Schoerifeldand Schmitz7 concluded in their review that oneof the rriajor deterrents has been the Unfairnessfelt by the community Mien one-fourth of thefamilies must take winter vacations as sequiredin the staggered quarter system, the most usedpattern for year-round operations by publicschools-until. ma ny efforts _to_ extend.the schoolyear to 200 or more regular schooldays. RalphKimbrough,8 in a rectint conference on theextended school year, completely dismissed thestaggered quarter plan with this remark, -Withthe multitude of year-round plans availabletoday,: the traditional four-quarter plan is one ofthe Most unwprkable plans proposed. I nolonger consider if7Veasible Wan."

Since all earlier experiments in year-roundschool operations, other than voluntary attend-ance summer programs, have gone out of exist-ence, it seems_optimistic to hope that those

See "References- on page 23.

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beginning now-_--such' as the program at Atlanta,. Georgia, or in NoVa High School, Fort Lauder-dale, Floridaare assured of permanence unlessleft on a voluntary basis.

It is difficult to draw many firm &inclusionspbout these efforts that would be good guide-lines for schooldistricts today. Many of the con-clUsions draWn by otherT are obviously- ladenwith prior points of view and not on good evi-dence collected about the programs. yet thevarious accounts can be gleaned for some tenth-

, tive conclusions:

1. Since compulsory .attendante, year-round pro-grams have not become institutionalized, thefew earlier experiments must be judged asidiosyncratic- illustrations. Some special or ,A

unique features contributed to the creation ofeach program. Once' these disappeared, theprograms ended-It is not even clear from thehistorical accounts what these features mighthaVilieen. Thus, though-needs ft-1r cies-sr-66mspate and shortage ,of funds are often cited as

, the chief causes, of the Aliquippa and Am--bridge programs, other districts faced similarshortages but did not move to a year-roundoperation. More than financial stress wasinvolved.

2. With the possible exception of the Newarkprogram, rigorous evaluation designs were dotapplied to the earlier year-round programs.One critical review9 summed up the literatureas reporting . . very little factual data'' aridproviding "little evidence ti) condone or cdn-damn year-round school operation." How-ever, more useful information is beingcollected now, such as on the program inMissouri.1 9

3. The concepts and terminology are mixed andconfusing. Some writers view a year-round

, operation as a broad, even fundamental con-cept; worthy enough to serve as a central,organizing theme. Other writers see all of theideas as minor extensions of other well-established concepts and practices. A year-round operation, to them, is an application ofgood managemerit practices, a view expressedin the U.S. Office of Education publication

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4.4k-Extended Use of School Fa Cilides.11 What- 4.ever _the terminology, five specific variables orcriteria are involved that will define most of-the unique features of the various plans sti farcreated:

a. is attendance mandatory during the wholeschool year except when a pupil is sched-uled for vacatiop?

_b. Is the esfablished_curriculum 'available dur-ing all periods of the school year?,

c. Can students accelerate their attendancesothat they will 'graduate in less time?

d. Does each family .have the same vacationpattern?

-e.9 Is the year divided into two, tftree, or four

parts or periods?

Other variables are also involved, Rich aswhether:teachers are on a full-year contract ornot -However, the other variables seem less .

related to the tenninology problems than thefirst five. The five variables make possible at

-least,-32-different -combinations. This prob-ably is the prime,explanation for the confu-sion in terminology.

5.

,Many different reasons- arc given by 'thepeople associated with thevarious programsfor establishing, maintaining, 'and ending thepfograrns. The reastibs given seem to reflectboth the toiase,s of Tie reriorteri and- scime ofthe true events. Stated_explanations vary fromtrictly finpncial -pressures (whiph in turn,may explain little, for these preEsures flowfrom many other causes) to concerns for qual-ity-iniProvernents education.More than in almost any other educationalinnovation introduced into the public schools

-during this century, the community is a-powerful factor in year-round operations.

Other innnvations do not so clearly affect thefamily. Many families can be unaware of,modern mathematics, addition of schoolcounselors, or the addition of new courses.Many families can be aware of but be littleaffected by school consolidation or the build-ing of school libraries. However, change inschool vacation patterns is both highly visibleand demanding -of- fami ly-adjustinents,--timei even if the family has no chlldren inschool.

_7

PREPARATION FOR THE-45-15 PLAN_

Birth of an Idea

The Val lay View School District #96 greout df consolidation of five small, rural districtsin 1953, with an initial enrollment of 89 pupils.Since, that time the distriet has grown phenome-rially 'with continual school enrollment- crises.These crises plus the droli in the assessed value: \tion per pupil from $71,083 in, 1960 to $23,472in 1968 prompted the school board in August1969 .to- study the problem of crowded- class-rooms.* There ware spveral courses of action open tGthe district:

Allow class sizes to continue to increaseLease spface in dea chorthesAdopt a double shift nr split-shift programApply to the Illinois School Building-corn-

_ mission for special assistanceUse -the-existing schoolsin the 'SU rnmer__Combinations of these

Allbwing class sizes to increase was nOt'con-sidered. Double-shift operation was consideredan undesirable and temporary measure, notappropriate,to along-term problem.

Application was made to the llliis SchoolBuilding Commission for an emergency con-struction program (The Commission had beencreated in 1957 to a,ssist school districts in situa-tions such as Valley View found itself.) How-ever, a ba$1og of applications from around the.state:wourd_oker.exporicLII-o_legklaiiygApprp-priations allocated for the Commission's use.

At the suggestion of the superintendent, the,topic of a year-round operation was-openc;d. Theboard moved quickly, passingla resolution that afoil study be made of a staggered plan thatwould allow just three-founhs of the students,tobe enrolled at one time. The result was thedevelopment and eventual adoption of the 45-15Plan starting June. 30, 1970.

Informing the Commullity

How was the community to be Won over tothe idea? Community resistance had clearlydoomed all earlier plans eventually.:

The dietrict, in informing the public of itsintentions, took the position that the 45-15,Planwas "born of necessity,- That necessity involvedseveral factors:

The State of Illinois limited the indebted-ness of the district to 5 percent of its '-as-

sessed- valuation.-Industrial and commercial development inthe district had not kept pace with the pop-illation groWth. Per-pupil assessed valuationhaddeclined- sharply and the district hadwthausted its' legal bonding power.In addition to its rapid pupil growth .inrades' 1 through 8, the State of Illinois

required, all elementary distrists to offer ahalf-day kindergarten program starting in1970-71.By the end of the 1969-70 school year, thedistrict would already be operating its

_schoOls beypncil desilable capacities without.kindergarten.

The problem of irifeirming the community°about the adopted 45-15 Plan was tackled muchlike a political campaign, with meetings, coffeehours, svot radio announcements, printed mate-rials, slides and -tape presentations; arid dozens(lif similar ideas.

ttuestions on the plan were anticipated andansweh provided in a special bpoklet distributedby the Education Departm of- the IllinoisS.tate. Chamber -of Commerce. Some of theseA.testiond and their responset provide additional

n f or rnafi-onGn_

Will learning opportunities improve?

One of the beneficial aSpects of the 45-15Plan is the opportunity for improving the stu-

. dent's educational program. 'In the 45-15 'Planthe child is evaluated every 45 schooldays, orabout the same span of time schools presentlyissue report cards. If it is found desirable to havethe student repeat his schoolwork, the school, inconsultation with the parents, will enroll thechild in the next scheduled 45-day school periodwhich covers the same learning experience. As aresult the child does not lose a whole year in his

=

academic and- socibl development. This -sameproa.edure can be utilized in reverse by.the fastlearner to advande at a pace more appropriatewith his abilities.

The 45-15 Plan Also offers greater flexibility_

in curriculum planning. Some subjects are cur-rently-- "stretched our'_or "squeezed into" thepresent two semesters which in most scbool dis-tricts-customarily constitutes--a-9.month-period..The 45-day. learning period provides a morepractical time sequence' -for teaching subjectsthat fit better into e Short0 Oi\-' longer time span.Specialized subjects might betaught whose,con-tent cannot be justified in ternis of the presenttime blocks.

Under the traditional 3-month vacation child-ren-have considerable time to forget what theylearned. When schOol commenceS in September;the teacher must spend several Weeks or morereestablishing good study habits arld ,review[ngthe work of the previous year. This nonproduc,tive_timeAs _considerably reduced with_Shorter-but more frequent vacation periods. By the end-of the 3 week's mOst children are sufficiently"rested- and mothers sufficiently "frustrated-so as to welcome a return to school.

How will vacationencl recreationbl opportunitiesincrease?

A I thoug h many citizens take vacations.I thrpUghout the year, most families "hit thathigh:

way':cluring_the_summer_Because_of _crowdedhighway Mid vacation facilities some familiesremain home to avoid this summer-congestion.Now there is encouragement to plan vacationsfor Florida in the winter, Vermont at maplesyrup time, or hiking up the Smokey Mountainain the faIL All seasons of the year become vaci-tion seasons A redistribution of time for izrut-door recreational and camping opportunities canprovide a more 'efficient utilization of parkfacilities-without overtaxing their use during thesummer.

Community recreation agencies can carry outa program of activities appropriate for everyseason and employ full-time, professionallytrained personnel to COnduct them. Swimmingpools, ball diamonds, basketball courts, football

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fields, --ice skating ponds,- etc. will be lesscrowded during the day, thus affording those onvacation more enjoyment ariclwse of these facili-ties. Private summer campS can become almostyear-round camps with an en-ipbasis on outdoor

_

winter sports_

Won't the:cold of-winter or the-heat-of summerinterfere with-vacations or the learning process?

Not necesiarilY. Heat weves occur in springand fall and a cold wave in the-surnmer has moretlwi once spoiled a vacation. No conclusive evi-dence has been produced to show that a child'sability, to learn is significantly impaired becauseof hot or cold weather. If heat were really anobstacle, summer School would not be enjoyingincreased popularity. Under the 45-15 arrange-

-ment no single group of children attends schoolan entire .season durin which hot or cold

_periods_ ar.:e_ most_preVale u rther_r_mo re andmore new schools are being constructed with airconditioning.

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Will school vandalistn be reduCed?

A child's =maturing process sometimes getshim into mischief. Too often' innocent mischiefturns into- destructive vandalism to schools asthey stand vacant- during the summer monthswhen all children are on the streets. However,

i.th,thepresence,,oLman.ystudentsand,.teac.hers.at school to seewho dunnit," students on vaca-tion will be less inclined to hang around-schoolwithout a valid purpose. If school window=breakage alone could-be cut by 50 percent, itwould save millions ot tax 'dollars across theNationdollars which could-be put to work foreducational improvement.

How is the working mother to care for.herschool child who will be hams several 3-weekperiods?

For that matter, how is the child cared fezduring the traditional summer vacation? If the -mother employs Someone to care for the child

nothing has 'changed, except that she employssomeone for shorter but more frequent periods.If she takes a leave from her job duringthe sum-mereghe can now arrange to take only 3 weeks at

a time, four times a year. Obviously, heremployer's cooperation is' necessary to work outthis new schedule. It's a matter of exchangingone set of habits for another. Even the highSaba -babYsat during the-summer -canwork during -the 3-week periods vidien'she, too,is on her vacation.

Is summer employment _gone?

Traditionally many ybuths depend upon sum-mer employment to help provide fbr theirpersonel and school expenses through the year.Net it becomes increasingly difficult feir highsalool students tn obtain summer jotii in theface of their swelling numbers along with rhun-dreds- of- thousands-2_of _college students whoreturn home looking foriurnmer work.

During the summer of 1970, the UnitedStates Bureau of Labor Statistics estimated 2.7

!million students between the ages of- 16 and 21wefe seeking summer jobs, 650,000 Of whichwere unsuccessful. Under tile 45-15 Plan stu-.dents and employers can arrange a sequential-employment schedule which would -provideyear-round employment with a different groupof students being employed every 3 weeks andthen returrahg after the next 9-week schoolintervalWhile this_ is,án obvious splificationand numerous details.snust be worlè out, it is adefinite possibility

Won't there be an increased rtorkload in keeping

school records?

on-vacation. This reduce repetitiouscordkeeping. Only the enrollment of lhose ,

who graduate or move out of the district wouldbe dropped .

trio longer is valuable educational time lostwhile teachers and pupirS,"pack- up shop" for .the summer or "open shop" in the fall. 'Evenphysicians and dentists can appreciate the sPreadof students' health examinations throughciut theyear.

Are teachers required to teach year-round?

In Valley View the teacher s provided withseverer eniplciyment optiOns. Thrbughout theyear he can teach 45 class days followed by a 15schoblday' vacation. Or th.e teacher can likchsuccessive 45-day sessions ih various combine-lions with 15-day vacation periods. The maxi-mum term of employm2nt possible under thisarangement is 11 1/2 months. Compensation isinareaSed" ob-rfeipbridi rigli-and- gone is-the- needto hunt for summer employment.

Those teaching, 11 1/2 months (244 days) inthe Valley View district earn one-third morethan under the traditional 9-mbnth (184 'days)

salary- schedu Ie.Meanwhile, the teacher interested_ in college

work for an advanced degree can make arrange-ments for a leaVe of absence during the period oftime rnst consistent with the college term andreturn to the dittrict at the start of the next45-schoolday session. It is no longer necessary towait 'until-the- followingcSeptember -to:return tothe classroom.

According to Valley View officials, the rate ofteacher turnover is down from previous years.Of the 240 teachwmployed, 98 percent of,themen chose to .work longer than the traditionalschook year as did . 45 percent- of the women

On the sbrface` it would appear more paperwork is required with more frequent enroll-ments; etc. But at each enrollment periothonlyone-fourth of- the records are handled at onetime. By spreading the workload, the clericaland teaching staffs are not swamped with the'entire Chore in the fall and again in the spring.

The student is considered as continuouslyenrolled regardless of whether he is in school or

11

teachers.

When can school maintenance be Conducted?

Time for school maintenance must be con-'sidered by any district embarking -upon- a year-'round plan. With careful forethought andadvance planning, most major MainteoanCe proj-ects, disruptive to class sessions, can be cared for

during times all the four groups are not inschool. Valley View has' three such PeriodsChristmas vacation spring vacation, and midsummet when almost 2 weeki are available asthe district adjusts- its schedule to fit into thecalendar of the coming year.

Will -there be aims in State.3id Money? _

,State aid will not be I9st as, it- applies toschool districts in Illinois. Thor School Code ofIllinois now authorizes the State Superintendentof Public InStruction to determine the GeneralState Aid apportionment to dittricts-that'oper-ate on an approved 12-month, calendar. Theaverage daily attendance for the beif6 monthiof the fiscal- year will be the enitial basis for the

'1970-71 State aid - computation. Inasmuch asapproximately 75 percent of the pupils areenrolled at any time the best 6 months' averagedaily attendance will be multiplied by four anddivided by three to determine the district'sweighted best 6 months aVarage daily attend-ance.

The Office of Pubc_Instruction provided out-standing assistance and cooperation to the Val-ley View district to effect a smooth financialtransition onto the 45-15 Plan. The districtreceived ow-sixth of its general State aigl entitle-ment for 1970-71 immediately fallowing thefinal approval of the Conimon Sihool FundAppropriation. This advance payment 'resolvedany financial problems during the initial startup.

_,

Does a year-round plan lower school taxes?

Here -is a question for real argument and onemost often used to build support,for oriagainstyear-round operation. The Valley View Schoolboard was straightforward with its citizens. Itpointed out that the need still existed for addi-tional construction to accommOdate enrollmentgrowth. And with inflation school taxes couldnot be lowered. Rather, a slower rate of taxincrease than otherWise neceskary would allowthe district to maintain and perhaps improve thequality of the present program since the moneyis spent more efficiently.

1_

In. all probability, it will take several years forany real economies to be realized. The moSt...immediate effect is to gain one additional clasli:room for every three now in existlAce. The needfor additional construction is reduced as well asthe cost of debt service, building operation andmaintenance, depreciation, etc.

Other economies or efficiencies of operationsreadily-can-be- realized-by-reflecting on preced;ing aspects of the Valley View 45-15 continuousSchool Year Plan. With continued inflationschool costs throughout the Nation will increase. -With the efficient utilization of personnel, space,and equipment, the rate_ of increase can bereduced.

Could operating schools year-round cost more?

Perhapr the major determinant of whetherthere are economies to be realized is the objec-tive of year-round' 'school operation. As men-tioned earlier, various types of plans have beerydeveloped. The-objective of some plans is pri-marily to provide educational enrichment withthe opportunity to, offer a greater_ variety c.,.courses. As curriculum expands so does overalrf-tcost.

Other plans are intended to promote studentacceleration by a reduction of the formal educa-tion time from the traditional 12 years or'encourage attendance durirp the summer on avpluntary basissimilar to summer schoolbut

studrnt-to take-a-vacation-at-anothertime of the year, or reduee his course load. Stillother objectives are kossible. Sobook-districtswith over-crowded classrooms ca operate year-rounct to reduce class size. Antiquated schoolsbuilt at the turn of the centurynow danger-ously outdated and saddled with high mainte-nance costscan be retired through redistribu-tidn of students to adjacent schools.

Depending upon. the majOr objectives, otherthan efficient utilization of classroom space, itcan be very easy for the detractors of year-roundschool operation to insist costs will be greater.The-local school board and its staff must definethe scope of the educational program a com-munity wants and is willing to support.

To put the total Icapital anti opera-onal) into proper pers tive, they must be

Jompared on a per-pupil basis against the totalcosts had the district remained on a 9-monthyear with no change in the quality and br_q_adthof education program. ,

Some will point out that any saving on capitalexpenditures is, on a percentage basis, a rela-

itern in the school" budgetand notworth getting."worked up about." Yet even asmall percent can mean_ many,slol lars hard-to-get-dollars which, if needed, would be moreproductive applied toward the education pro-gram.rather than building more classroom%

Will the Valley View 45-15 Continuous SchoOlYearPlan work in any community?

io be workable, any plan must be tailored to-'the educational needs and aspiration's of each

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community. The 45-15 Plan,- as presently struc-tured, would nrobably notwork in those schooldistricts with small enrollmehts at each school.Ideally, there should be a sufficient-number ofstudents to justify-at least one class for everygrade level during each,45-day class Period.

The 45-15 Plan was- tailor-made_ by and forley Viewan elementary,,,,,district, Aindergar-

n through grade eight. It wai'designed with themajor objectiva of acOuiring additional clarooms without resorting to split or double shi

Tha Lockport 'West :High School, to whichmost of 'the _Valley View student's -graduate, isnow on double shift% There already is a-growinginterest to covert the high School to some typeof 45-15 Plan. A high school of 'sUfficient stu-dent erirottment could adorlit many of the basicapproaches to the plan but -would have addi-tional problems to work &it.

1

13

FINANCIAL-CO$TS

4" The Valley View School District #96 adoptedthe 45-15 P lan because ,the district hadexhausted its legal limits (5 percent of assessedevaluation) in raising taxes for the constructionof new buildirigs; It is not possible to say whatwould be thew.ultitnate limits the taxpayers-would have imposed upon themselves, butbecause the legal limit had been reached, thedistrict was forced to consider other alternative&Double shifts had been tried on a small scale butwere diiliked by pupils, educators,.and parentsalike. Some space' was gained tempdtarily by1lar9e class Mies, another alterh4ive not accept-ae- to anyone. Hence, some hform- of an ex-tended school year pecame More 'and more .at-'tractive. Initially, at least, saving money wasnot a prime motive for adopting the 45-1,5 Plan.Only later, did the full implications of possiblesavings in tax dollars becomelevident.

Writers on year-round operations have voicedopinions varying from claims of great savings tostatements that the intention was to spend moremoney. W. Scott Baurnah12 made a case for atotal savings of almost 12 percent. In contrast,the Fulton County (Georgia) Board of Educa-tion issued a document13 saying that the objec-tive of their plan'. .,,,is-hot to save money. .

but to expahd curriculum offerings throUghoutfour quarters, one quarter being in the summer.

Bauman's projections on the staggered quarterplan must be considered optimistic, even unreal-istic.- H is --figures -showed7the-biggest--savi ngs- insalaries of the instructional staff. He assumedthat teachers wolild move from '180 days ofinstruction to 240 with e salary jhcrease of only20 percent. It seems highly unlikely that orga-nized teacher groups will settle for anything lessthan a full 33-1/3 percent Not unless almost allof public education were to move to year-roundoperations does it seem likely that the instruc-tional cost per student per day might be reducedby year-long contracts.

Terminology itself may have hlped deludewriters into thinking that year-round contractswould cost less money per childiwhen they usedthe terms "9-month" and "11-month" con-tracts. Those two numbers are misleading. Mostcompulsory_ year-round plansrl-especially the

quarter-based models, 'actually add one-thirdmore days of work. Teachers will expect to bepaid *accord ing I y.

/ Another faCtor almost never discussed infinancial projections is the effect that year-round plahs will have on the supply and demandfor teachers. Each school sYsItem adopting somelorm of a year-round operation and offerinvyear-long- edntracts reduce the need for teachersby one-fourth. UnlesS distria Were expandingvery rapidly as Valley View is, the teaching forcewould tend to be made up of older teachershigher on the salary schedule. Again, a long-range trend might counter this because a smallerteaching force might increase the supply andthereby,. Vice salary schedule& However, _itseems-thaA organized teachert will no more letthis ',haPpen than allow 12-month people towork for less per month than 9-month people.

Bauman's other major projected savings were ,

through reduced capital outlay (4.2 percent), \

plant operation (14 percent), and interest on \debt (1.2 percent). These appear to be realistic* \

expectations..Of course, exact projections wou-depend on depreciation schedules, buildingcosts, interest rates, andother variables.

He assumed minor savings on textbooks and'supplies (0.3 percent), insurance and other fixed

- costs (0.1 percent), and transportation (0.1 per-cent). He assumed none for administration,plant maintenance, health and food services, and

--other-programs.Unfortunately, good cost accounting proce-

dures were not used in earlier year-round pro-grams though, good figures should be availablesoon on existing programs. Most early writingshows only subjective conclusions or conclusionswithout support evidence.

ina Ily, consideration must be given toanother subtle but significant possibility. Tax-payers and legislators want action on theirdemands for more accountability. Even if thesavings on compulsory attendance year-roundoperations amount to no more than 5 percentattitudes may vastly improve. For example, thevoters of the Valley View District approvedthree referenda in August 19701 by a margin2 to-1. In contrast, a largefnajoirity of referenoir

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in the Chicago Metropolitan area are presentlyfailing. Perhaps educators can,,win better votersupport by demonstrating through year-roundoperations that they understand and are respon-sive to taxpayer demands.

Special eonsiderations for Valley View

The single major saving for the Valley ViewSchbol District Is the postponement of newconstruction until the expanding enrollrnent isabsorbed into the classroom sp,ace gained bymoving to the 45-15 Plan.

On June 26, 1970, the last day of classesunder the, traditional school year, there were5,500 Rupils enrolled. The district had a Statedcapacity of 5,290 so there already existed over-crowding. On June 30, 1970, the 45-15 Planbegan. The next July 1, 1970, Illinois State lawrequired public schools to offer kindergarten toillfaiiiiès1tiö waritedlt rfortheir-5-year=olds---(as of December 1 of the school year involved). .

This immediately raised potential enrollmentby 660, counting each pupil as a half-time equiv-alent, since -kindergarten pdpils attend'half-daysessions. In addition, the projected increase forgrades one through eight was another 600 peryear. .

In summary, the 45-15 Plan increased class-room capacity from 5,290 to 7,053;or by 1,763spaces. Total enrollrnent is expected to be equalto the 7,053 figure. by September 1971. Thismeans; irreffect,-thatihe-45-1 5-Plan-allowed-theschool district just a little more than a year inpostponed construction, so great is the enroll-ment growth.- Fortunately, the.45-15 Plan willcOntinue to add one-third to the capacity of newclassroom space when building must resume.The next school -is expected -to be -open byJanuary 1972. When the actual costs of con-struction are known, then it will be possible togive a firm estimate on the savings to the schooldistrict provided by the 45-15 Plan. 'Lackingthose -figurei, the following assumptipns havebeen made about possible savings.

Working with the Illinois School BuildingCommission, ValleY View School District- is

planning a new building with a capacity of 1,125,or the equivalent of 35 classrooms, costing

$31,800 -each. -Adding sitework ($a3,390) andmovable equipment ($35,090) makes a total of$1,181,390. Assuming interest would raise thetotal cost ($1,80 'to get $1.00) to $2,126,502over a 20-year period, the average cost would be$101,632 per year.

Without the 45-15 Plan, this building wouldhave been n'eeddd for the 1970-71 academicyear. This Wollid have meant-an- extra cost ofnearly $81 per pupil for the 1,200-pupil enroll-ment increase. With the 45-15 Plan, this cost ofconStruction was saved. If the savings are par- ,

celled out over .the totel school system (6,700),it amounts to about $16 per pupil, or about 2percent of the ,total budget.

Avid supporters of various year-round opera-tions may be disappointed by such a small per-centage _figure of savings. However, severaladditional costs, if managed well, might raisesavings to 4 percent or 5 percent.

First, building costs may, continue to accel--erate. Even if-interest-rates-should drop some inthe near future, they will certainly be more thanoffset by constrUction cost increases. Hence,reduced construction might save Tore thanfr2°percent -.-

Second, equipment maintenance and replace-ment can be reduced through careful controlFor example, if eight buses were needed*.during a9-month year, then six probably would sufficeOn a year-round schedule. Maintenance Would befor more months Pf the year, but on only sixinstead of eight vehicles. Of course, the savings

- on-purchasing _only_six _instead , of eiphx tiosesmight not be realized until the need arose. Adistrict with stable enrollment might have towait until existing.equipment wore out.

Third, many school districts pay aCiministra-tive and maintenante personnel through theyear. ,It -is, unlikely that districts would propcir-tionately increase administrative costs if theyincreased the number of pupils served withoutincreasing the number of school buildings uted.

Fourth, some savings would _be realized inreduced need for textbooks and other instruc-tional materials. Instructional materials would-be used one-third more each year and thus facemore intense wear' and tear. However, replace-ment is also determined by the outdating ofmateriali.

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Valley View School District anticipates somesavings in all four of these areas, but only experi-ence will show the actual emount; It is less clearaboutthe direction'of two other costs.

Heating althe winter_ is expensive in northern_Illinois. The fuel bill for the schools during1969-70 totaled 440,291.67, or an average of$6,715.27 per school. In contrast, air condition-

- _ _ing will cost considerably lesi to borate, but .,capital outlay is required.

_While equipment generally will be less costly,the 45-15 Plan has two characteristits that mayraise pupil transportation costs_ First, the fourthof the studenn on vacation` are not all located inone locality of the school district. Rather, eachneighborhood served.by one school has its ownpocket of- pupils on vacation klence, the totaldistance traveled by the bUses is not reduced byone-fourth when the enrollment is dropped byone-fourth. Second, the enrollment for eachschool is increased by one-third. In effect, this

-expands,-the-size-of the neighborhood-served by-the school; That third would tend to come fromfurther out and thus be more likely eligible forbusing. However, this factor may be less impor-tant Ili Valley VieW because busing is alreadyused a lot to achieve class size balance.

All of the above conjectUres have been'summed up in table 1. On the left side are theactual detailed costs for one pupil under a9-month year. On the right hand side are tirprojected costs in Valley View when the enroll-ment has- gone- up by one-third. It should be-noted thatan-established- district with-relatively-stable enrollment might realize no savings what

ver by moving to year-roUna operation andmaintaining the ezdsting quality bf instructionuntil 1 Or mote -years had passed. However, ifwere to expand the quality of its educatiogion,especially by offering-more-days of instruction,then the projected savings could be iMmediatelyreal ized.

One pleasant aspect remainS, -however, fOrsupporters of extended-year programs. If a

school district is growing in enrollment, and ifthe debt retirement is great. Men a mreater sav-ings per pupil will be realized as doinonstrated,lnthe table. Thus, for the 1969376 academic year,the district paid out alniott $88 per pupil fordebt retirement. Spreading that debt retirement

gird 'm-bre students would reduce theper-pOil cost to about. $66 for debt retirement.1urnmary, the estimated savings on net cur-rent expenditures per pupil would be $10.39and on 'other costs, $22.59, for a total of$32.98. The percentages woulti b 1.6,16.0, and4.1, respectively.

Development and Start Up Costs

Converting a sChool -district cale dar from thetraditional year to an all-year o eration obvi-ously requires a great deal of plann-ng and devel-oprnapt activity. Valley View, as th :First districtin the State to atteMpt such a t sk, carried agreater burden Of time and cost .t an would beexpected in other districts. The maj r portion ofthe planning effort, however, was orhe by theregular administrative staff to the xclusion ofother planning projects which- might have nor-

-many:occupied their-time-an energies.There is no way to quan ify the amount of

administrative cost which slbuId be charged to-45-15 planning. One assis nt superintendentspent the major -r)ortion of -is- time supervisingthe development project An instructionalsUper-visor, designated as ,director of research, spentvirtually full time in various deve opment activi-ties. Another supervisory-level taff memberworked with teachers on teacher c ntract details-for the better part of 8 months.

The development task must\ owever, be__viewed_ as a_totaLteam-effort_wh ic_ ecupiedthe

primary attentionof the superint ndent and hisstaff for about 2 years. Virtualhrevery adminis-trative decision made during that period wasweighed 'against the coming of the 45-15 Plan.Virtually all planning and sessions on andoff the job had the 45-15.Plan as a topic.v Whether this concentration interfered with orenhanced the normal administrative activities*the district is debatable. Evidence seems to favorthe latter position. -

Identifiable _ cosis that can be directly attrib-uted to .the 45-15 Plan development are these:

1. Air conditionirig - All of the district schoolswere air conditiOned when constructedexcept for the original (1954) 31-room Val-ley View Scliool and a 24-room section of

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Table 1.Cost per pupit on two bases o- [Figures rounded to $100]

Valley View 1959,70 .

(Enrollment 5,580)Valley View Under

45-15 Plan (7,440 enrollment)

Per Per-.,

Total pupil Total pupil

Administration $ 208,000 $ 37.27 $ 238,0002 $ 31.98

lnstruttion 2,859,309 51142 ,800,0003 510.75

Health -34,200 6.13 45,600.

6.13...

. Operation 389,900 69.87 500,0004 67.20

Maintenance . 34,100 . 6.11 40,0005 5.38

Fixed-charges

Other (except food)

. .

45;100

29.25 217,600_

60,000 8.068.08

Net current $3,733,800 669.14

296,400 53.12

488,400 87.53

066, ) (137.27)

384,800. $` 14065

'$4,518,600 t 8093,8

Transportation,

Debt service

Capital outlay

TOT-

$4,901;200 $ 658.75

390,0006 V52.42

488 4007 65.65

(766 000)8 102.96)'

$ 878,400

$5,779,600

Assumes enrollmen -expanded one-thirrillingsto inflation.2. Assumes two additiOnal administratOrS, one to help-with schedul-ing.

Assumes some savingl iii small equipmentand materials.4- Assumes janitors work feWer bours during yacation periods.5 Asiumes some iricrease 'hi repairs but not proportionately.6 Atsurnes some savings' in equipment but this may be optimistic because ex ended r uteis may''

Wipe out tbiidifference.7 Actrially ihterest Woula,droP a bit each year as principal is paid off.8 An eXPenditure but not chargeable because it is reflected already through debt retirement .

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Park View School. The district hed suffi-cient funds to air condition bcith schools'but decided instead to completely replacethe heating syitern -at Valley View with anall-year system of heating "and cooling. Thecost of that system was $200,000.

The 24-roont section of Park View wasair bonditioned by the iuMmer of 1971 at acost of aPprbximately $80,000.

Air conrjitioning is also being provided inseveral auxiliary areas of the Other schoolsat a cost of about $47,000. .

2. Professional staff committee When thedistrict had developed adefinitive course ofaction, a work group was farmed from theprofessional staff. Members _of this groupwere paid $S per-tour and served over aperiod of -7 months. The total outlay forthis effort was $3,000.

-

. consultant .-expenses The district _wasgreatly concerned abou; the variety ofadministrative detailS- that would requireartention in the development and imple-mentation of the 45-15 Plan. An outsideconsultant was commissioned to supervisethe scheduling tasks and perfOrm otheradministrative duties during 1969 and1970. The total cost of the consultant con-

. tract was $17,900 over the 2-year period.

Funded activities - Several projects relatingto.the sievelopment Of the 45-15 Plan wereinitiatecr/ as a result -.of -outside funding.These inched:.a. A feasibility study supported by the U.S.

'Officelof 'Education through the smallgraryt p rogram adMinistered by the

.liegional Office of the U.S. Department ofHealth/ Education, and Welfare. Thegrant was$10,000.

b. Several small receipts from the State Of -I Ilinois to assist in the preparation ofi nformation materials,. These totaled-approximately $1,500.

c: The research grant from. the U.S. Officeof Education which supPortep the design

- of further research and evaluation to beconducted in the distriCt and the prepar-ation of this report. That grantamounted to $43,800.

d. A demOnstration project conductedunder title III of the Elementary andSecondary Education Act to handle viti-tors to the district. Support of this proj-.ect through June 1971 amounts to$38,000,

e Further evaluation activities, beginningNOvemher 1, 1970, conducted undersupport from the Office of the Superin-tendent of Public Instruction in theamount of $0,000 through June 30,1971.

In all cases of funded projects, of course,additional time is required by the district staff insupervision and participatiOn.

In addition to the development costs men-tioned above, there were other costs less easilyquantified which were one-time or start-upexpenditures.

Tea her Salary Cash Flow

Many districts, Valley View included, followthe practice of issuing teacher paychecks over 12months rather than just- during the regularschooryear. The total annual salary is, Of course,the same, but the teacher is receiving salary on aregular basis and the district has use of a portionof the salary money into the summer.

Since the 45-15 _Plan began its operation inJune rather than September of the 1970-71school year1-thenew--year payroll-for-some-teach-ers began in July 1970, This represented noactual increase in salary outlays, but -the acceler-ated cash flow should be viewed as costing thedistrict something in interest on short-term debt(tax anticipation warrants) . The actual case,'however,--was that the Stare of Illinois agreed toadvance State aid Payments to help finance thiscash flow lag.

First Summer Staff Assignments

The plan chosen by the district to phase inthe four pupil groups caused some inefficienciesin staff assignments/during the first 30 days ofschool. From June 30 to July 20 only one-.fourth of the pupils (on-e-third of the new

service' level). were in. School. A corresponding) number-of classroom teachers returned to workwith these pupils, but in certain cases teachingspecialists and supervisory staff were under-utilized in terms oj pupil-teache ratio. Ofcourse, the buildings were open and dperating as

. if ail pupilt were present. Between July,21 ariAugust 10, the pupil load was at two-thirds ofthe new operating level, and on August 11 thethird group of pupils arrived to bring the pupilload to capacity.

Although cokts can be attributed to theunder-utilization of staff in this first suminer,the district believes that the adjustment periodwas v6luable, not only to the smooth operationof the 45-15 Plan, but also to the educationalprogram in gOieral. Principals reported that theyhad anropportunity to work with their teachersmore effectively than ever was possible under atraditional September schoal opening. Prepara-tion for the new school year was consideredunusually satisfactory.

Opening an Enlarged School System

If a school district enlarges its phygical capac-ity by ,any means, there will always be animmediate per-pupil cost increase. The 45-15Plan, in effect, provided the district with twonew 30-room school buildings. This new Space

was provided because it was badly needed, andthe diitrict Ch6T th staff arid -.utilize thenew

_space as soon as itbecame available.Obviously, when the 1969,70, school year

closed on June 8 without that space in use, per-pupil costs were less than the 1970-71 year costlevel- which reflects the additional space etiliza-tion. In this respect, the-45-15 Plan is not differ-ent from, gay, opening the equivalent new build-.

inps. The school district determines to whatextent the new facilities will be immediatelyutilized.

Had the extra space actually been provided bytwo new buildings, of course, certain costswould have been far greater. Two new princi-

# pals, two office staffs, and two custodial;crewswould have been hired. The new buildings wouldhave required pore facilities to serve the class-rooms.

it is important to financial analysie of the45-15 Plan to compare thi* method of enlargingthe school system capacity against other-methods of accomplishing the same end effectrather than to compaie the 45-15 system againsthe smaller capacity system it replace&

On the other hand, it must be noted thatthese differences are of a short-term naturvi Thetwo new principals that were "not hired' at theoutset of the 45-1,5 Plan'(operation may appearin the dislrict's administratiVe organization asinstructional supervisors or district office profes-sional staff within a short period of time. It canbe ekpected that the resulting staff organizationwill be more effective and valUable.

In summary, what initial costs must be borneto develop and implement the 45-15 Plan? Thesefall into.three categories:

1. The cost of people to be devoted _to theplanning effort: -administrators, _ facultygroups, and outside consultants. In ValleyView this total cost was probably some$50,000-$60,000 over a 2-year period orabout $10 per pupil. Other districts, cer-tainly Within Illinois, can now expect aneasier and less-expenSive job. ,

2. During the implementation period, costs ofpreparation and phasing-in. These -fanged,under:the Valley View approach, fromextra euStodial time during June to extrateacher costs before pupil loads reached

:-CaPadify. These .,cosf-S- can -beViewed inselieral ways but did not exceed $50,000.(Actually under Valley View's implementa-tion method, one-fourth of the pupilsreceive 15 days less instruction and one-fourth receive 30 days less instruCtiondUring the first year than under the tradi-tional ealendar. This-defers some $150,000in staff cost indefinitely.)

3. Capital outlay modifications to existingfacilitieschiefly air conditioning. 'Thebuilding that required air conditioning inthe diStrict was difficult to modify. Surveysof costs jorair conditioning existing facili-ties offer varied estimate& From thesesurveys and Valley View's experience, itwould seem that $3,500 per classroom

_ would be a maximurn figure. Less-Satisfac-t6ry instaflations (window units, forexample) could bring that figure to below

Valley View did not choose to makeother modifications to their existing class-room facilities. If consideration is given tobuilding-modifications, it then will be toenhance certain program changes that grewout of all-year operation not as a direct

-

result of the 45-15 Plan.,What, besides initial costs or' changes in the

instructional program, are new costs due to45-15 operStion?, Pupil trinsportation is aunique example. Even through careful schedul-ing the cost per transported pupil wilrincreasedepending on route efficiences. Further, if newbuildings had been built, presumably the pupiltransportation load would have been reducedbecause of the new schools' location& So, in thiscase, -having -fewer schodIS tosiS rhorethanhaving more schools.'

Other Costssuch as' buildindoperation, main-tenance, Cafeteria, etc.---wheneOmpared to theirlevel had new buildings been constructed, arecertainlyInot higher and apparently- are some-what lower than the traditional year allows': Inany caseL these cost differences are insignificant ,in the Valley View District and completely sub-ject to the _discretion exercised by operatingsupervisOrs.

The ione possible exception worth -further '-study iS the cost of operating air conditioning.The :fi t summer of, 45-15 operation did notpro-du e any measurable standard& It Isexpect d trig the increased cost of utilities inValley View during the .current, year will bebetwe n $45,000 and $50,000, although twicethat s budgeted. This cost is higher than thecbst t at would be incurred to heat and light theequiivalent additional space durind the winter.During the second summer s operation, the dis-

atirript to monitor these costs anddevelop-standards for continued operation.

CopicLusIONs AND RECOMMENDATIONS

While posttest and evaluative date-are not yetavailable on the Valley View 45-15 Plan, thebaseline information appears to warrant theseconclusions:1. One-thirclrnore classroom space can be made'

available immediately through the 45-15 Plan.

2, Immediate savings- (up to 5 percent-per pupil),can be gained under these conditions.

Enrollment is rising rapidlyDebt retirement is high per pupil

3. Educational benefits immediately accrue ifovercrokding or double-shifting is prevented.

4. The community can be won over to the sup-port of short vacations avfour different timesduring the year as they learrv how to use thetime. Those people most strongly objectingare generally critical of the schooi system.

5, Student scheduling is the toiighest administra-tive problem to solve. However, if a systemsapproach is used 'and a good organizer isresponsible, it can ,be done in 2 or 3 monthsand 'on a budget of about $1 per pupil. Two

) factors can ease-the problem considerably:Use of individualized instructionSchools with large enrollments

Student scheduling is niade easier with non-graded programs because students can comeand go if the instruction is truly individua-lized. Also, larger enrollments tend to reduce

-Ctiante irnbalances.6. Most teachers will -take a year-long contract cf

given the opportunity to do so.7. Basid research objectives can be more easily

about the educational outcomes of the pro-grim.

10.Any schooi systerri can move to e'Arear-roundschool operation:if these three.problerps areanticiPated and planried for:-

_Winning commUnity acceptance.nvolving profissiorq staff with all of the

specific ramifications of the operation,especially studentscheduling.Developing a model or deSign that doesnot penalize, irr the eyes of the commu-nity, certain familir.

Districts contemplating some version of thestaggered, split-vacation plan will find the fol-lowing ,checklist helpful ai a guide to planning.The checklist is a serieS of decisions and ques-tions orO a decision that must-be resolved beforemovingbri to the next decision: -Decision 1: Should the school board approve astaggered, split-vacation calendar?

What relief to overcrowding will a one-third increase in space allOW?What- reactions wiil the community have

to .the_ use of double shifts instead of astaggered, split-vicaiion, year-round doer-

ation?What legal obstacles exist to a proposedplan?What curriculum adjustments must be

-rnade-if-coursework-is -broken quer-tars rather. thadiemesters?Will teachers accept...12-month contractsif offered on a voluritary basis?

reached if incorporated into "formative" Decision 2: How much planning time must be.ecialuation. This means Ahat the people in- given to the staff? What date is to be set forvolved" must see 'pay-off" from the evelua- /ementatiori?,.tion activities.

8. Teachers are willing generally to try a year-round operation, especially if given the optionon the length of their contract. However, theyare quite skeptical of most Of the claims madefor year-round programs-priar_to any aefualexperience with it.

9. The move to a year-round operation' winsstrong support from economy-minded tax-payers and witch-dog groups. However, a

-majority of parents are more concerne

NW. 21

qarra full-time perAon be assigned to theplanning,?How long will- it take to explain to thecommunity the implications of the, plan?Can teachers be 9iven regular inservicetraining?

Decision 3: Are'all grade levels and sc ools to beinvolved?

H ow wi transportation patterns bechanged if enrollment sizes are variedamong schools?

What will be the consequences if bound-ary lines are changed among schools?Are -some scho,Vs, staff, and neighbor-hoods more receptive to yeavound oper-ations?

Decision 4 How is the pi-ogram to be imple-mented?

How are students to be assigned °toattendance tracks?How are Ws schedules to be adjustedevery 3 dr 4 weeks?How are teacher task forces to be formedto make necessary curriculum adj st-ments?What kind of contracts will be used f9 allpersonnel?

The following recommendations are madefor districts contemplating installation of a stag-gered, split-vacation, year-round schodl opera-tion:

1. Allow at least 1 year for planning.2. Establish a position of a planning director,

'give him -at least 1 year to do planning, andprovide a bUdget of $3-5 per'pupil.

3.Prepare a calendarearlyiand have the schoolboard adopt it early.

4. I nvolve the community in answering just onequestion: "What wdu Id you do oar whatwou Id 'you- recommend for . us to do toincrease cilassroom space by one-third?" Letthe community think it is their idea do tohe p ublicwithalternativeswhich are -

usually (a) costly Wilding programs, if youhave the bonding power, (b) double sessions,(c) 50 or more children in a classroom, or (d)some form of year-round schools. You willbe surprised how rapidly the community will

agree_ that yea -round schools may be thebest solution.

51Discover the questions -by different local --groups that cannbt be easily answered andestablish an evaluation p*ogram which Willanswer them within practical limits.

6.Seek.out the person with the strongest objec7tions, 'listen to him, answer his questioiiiin-cerely and honestly, but prbceed with the

_ planning according to the temper of-the mostpositive people.

7Answer all questions by all people carefullYand patiently, over, and over, and over.

.8. Involve your teachers. Year-round school willbe a big change in their lives and yet itpromises to be of great financial benefit tothem. Let teachers participate in the plan-ning and scheduling; in fact, insist on it Giveteachers as much freedom aS possible inselecting the length of their contracts.

9.Giveeach. oriel-di-Par freedom to build anytype of staff sohedtile he desires' in his build-ing.

10:Encourage use of nongraded or - individual-ized iwuction as a means to solve studentscheduilliiproblems --and -to advance the:cause of better education.

11.86 prepared to do mOst of the hard work ofplanning but give all of the recognition to theteachers and principals when the prcirramstatts because they will do the hard workfrom then on.Keep- the- public informed:-Ondeyou-decideto adopt a year-round school system, don'tstop communicating. Let everyone know aseach step down the road is taken towardsthat first day of school. It is of vital impor-tance to retain the confidence of the public.

22

REFiRENCES

. The Year-Round School, Washington, D.C.:American Association of School Administra-tors, 1970.

2. Farrand, Wilsdn, and M.V. O'Shea, "The All-Year Schools in Newark," School andSociety, April 10, 1926. 4

3. The All-Year School of Nashville, Tennessee,Field Study No. 3. NashVille, Term.: GeorgePeabody College for Teachers, 1931.

4. Vanderslice, H.R., "Five Years' Experiencewith the All-Year School," ElementarySchool Journal, December 1933.

5. Ibid.6.Craigmil James L., and Robert Hymer, An

Educatibnal Evaluation of the, Year-RoundSchedule, St. Charles ctpunty (R7I fl), MO.:

-FrancicAltqwell Public-School District, JulY-1970.

7.Schoenfeld, Clarence A., an& Neil SchmYear-Round EdOcation, Its Problems and,Prospects- from --_Kindergarten to --College,Madison, Wis.: Dembar Educational ResearchServices, 1964.

B. kimbrotigh, B, The ESY Concept:Admiqistrative and Instructional Considera-tions,"" Post-Conference Report: ExtendedSchool Year- Conference, Tallahassee, FDivision of Curriculum and Instruction, State

, Department of Education, May 1969.,

9. Year-Round School.- Is It Feasible? Reportpublished for Department of Education,

ich igen, by Northville Public Schools,Northville, Mich., 1969.

10.graigmile aqd Hymer, op.-cit.11.Extended -Use of Scbobl Facilities, School

Plan Management Series, Washingtoni D.C.:U.S. Government Printing Officei, FS5:221:21035;1967.

2:Bauman, W. Scott, The Flexible SystemzTi5ledo, Ohio: Business Research Center Col-lege of Business Adroinistration, Universityof Toledo, 1966.

. Fulton County Schools Four Quarter Plan,Atlanta, Ga.: Fultbn BOard of Education,1969.

23

CURRENT ERIC ENTRIES ON YEAR-ROUND SCHOOL_

"Does Year-Round Education Make Sense?" ---Compact, vol. 4, no. 6, pp. 4-6 Dec. 1970. EJ030 622.

The following entries are divided into twocategories:. those _appearing in Research inEducation (RI E) and those in the Current Indexto Journals in Education (CIJE). Copies of theRI E docupents are available in, microfiche andhard copy, at the prices cited, from the ERICDocument Reproduction Service, P.O.. Drawer0,, Bethesda, Maryland 20014. Articles-cited inCIJE are available bnly from the periodicals inwhich .t hey originally appeared; however,abstracts of the articles, identifiable through theEJ number included in each entry, appear inCIJE.

Entries froin Research in Education

Feasibility of Rescheduled School Year Plans forDelaware_ Public__Elemen_tary and _SecondarySchoOls. ED 036 886. 48 pp. MF - 65c. HC -

V ,$3.29.

The Impact of a Rescheduled School Year: ASpecial RePort Prepared-for the Governor andthe Legislature of the State of New York. ED040 234. 164 pp. MF - 65c; HC - $6.58.

The Year-Round School or the RescheduledSchool Year. ED 041 364 119 pp. MF 65c; HC- $6.58.

.Year-Round Operation at Berkeley: Backgroundand Implementation ED 043,937.127_pp. MF .

65c; HC $6.58.

Post-Conference Repoli: Exterd School YearConference. ED 044 811. 71 pp. Mf 65c; HC$3.29.

The School Calendar DilemmaA Solution forthe Approaching Crisis. ED 033 436. 5 pp. ME4-65c; HC $3.29. ,-

/The Rescheduled SchoolYear. ED 032 625. 39pp. MF 65c; HC $3.29.

Entries from Current Index to Journals inEducation

"The Valley View '46-15 Contirpous SchoolYear Plan." American School and dniversity,vol. 43, no. 3, pp. 19-28, ,Nov. 1970. EJ 030620.

24

"Emerging Plans for Year-Round Education."Compact, vol. 4, no. 6, pp. 7-8, Dec. 1970. EJ030 623.

"The Legal and Financial Questions." Compact,vol. 4, no. 6, pp. 9-14, Dec. 1970, EJ 030 624.

"Atlanta Has, Begun," Compact, vol. 4, no. 6,pp. 15-17; Dec. 1970. EJ 030,4

-Legislative Action in Michigan." Compaci, vol.4, no. 6, pp 18-20, Dec. 1970. EJ 030 626.

The California _Experrment: A, Case Study."Compact, vol. 4, no. 6, pp. 29-30, Dec. 1970. EJb30 627.

-"Experimenting with a Voluntary Program."Compact, vol. 4, no. 6, pp. 31-32, Dec. 1970. EJ .,030 628.

"Legislating Flexibility in Perthsylvania." Com-pact, vol. 4, no. 6, pp. 33-35, Dec. 1970. EJ030 629.

"Plugging In and Out at Will". Compact, vol. 4,no= 6,-00-.-36-37,-0 '1970' U1)3(1630

"State ActionExtending- the, School Year."Compact, vol. 4, n6. 6, pp. 38-44, Dec. 1970. EJ030 631.

"State Guidelines Adopted." Compac vol. 4,no(6, p. 45, Dec. 1970. EJ 030 632.'

"The Expanded; Extended School Year inFlorida." Compact, vol. 4, no: 6, pp. 46-48, Dec.1970. EJ 030,633.

"Why One DistriCt Rejected Year-RoundSchools:' Nation's Schools, vol. 84, no. 6, p. 94,Dec. 1969.,EJ 012 686.

"Year-Round School.- NASSP Bulletin, vol. 54-no. 344, pp. 79-89, Mar. 1970. EJ 016 996,

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