ipac report out meeting of the board of education june 5, 2018 · 2019. 5. 31. · deb gordon...
TRANSCRIPT
IPAC Report OutMeeting of the Board of Education
June 5, 2018
IPAC OverviewHomeworkPathways
School Start Times1
IPAC Overview
Jess MooreRon Frank
2
Instructional Program Advisory Council (IPAC): The Plan …
3
The Team …
Enrollment Study and School
Configuration **Homework Pathways School Start Times
Jennifer Cioffi Shelley E Baldwin-Nye, Co-Chair Ruth Monica Basantes Deanna Bouton, Co-Chair
Michelle Houghtaling, Co-Chair Michelle M Bonczkowski Karen Behrman Barbara Burgess
Gregory Liberman Stephanie Crisci Chris Delano, Co-Chair Cecilia Cain (student)
Amy Landauer-Ruder Ellen DiRienzo Ron Frank Erin Cassady-Dorion
Jess Mahar Michelle Dutkowsky Alyssa Gibbons Carl DeCesare
Darius McCoy (student) Jacquie Gallo, Co-Chair Lynne Macko, Scribe Grant Henson, Scribe
Beth Montrello Callie Gaspary Anthony Malizia Sherra Johnson
Jessica Sanderson-Moore Lauren J Gemmill Michele Moscinski Kristen Kennedy
Mark Weintraub, Co-Chair Kristy Guest Christopher Shortt, Co-Chair James Kokernack
Deb Gordon Carrie Waters-Batko Thomas Morra (student)
Ian Knox Debernee S. Privott
Michelle Lansing Kristin Richard
Jennifer Lippman Susan Savage
Ashok Ramasubramanian Sharon Sleicher
Louise Snider Johanna Stevenson (student)
Matt Wall
Steve Wilson
** Transitioned focus to Capital Project Community Advisory Committee
IPAC Co-Chairs: Jess Moore, Ron Frank
4
The Survey …
What we are proposing:
• Contract with LifeTrack Services, Inc (partnership with BOCES) for graduate follow-up• 3 survey package: senior exit, 18-month, 5-year• Customized questions allow school to focus on areas specific to their needs• Cost: approximately $18 per student (X 350 students = $6300), recent advertisement offered sale at $14, total: $4900• Includes survey mailings, reminders, standard reports
Next Steps:
• Contact BOCES to discuss further details• Discuss logistics and communications with High School administration• Engage with ECAC to develop comprehensive list of questions• Design and implement plan for initial survey for class of 2019
5
Homework
Dr Shelley E Baldwin-NyeJacquie Gallo
6
Homework Sub
Committee
7
Membership:
Jacquie Gallo - co chair Shelley Baldwin-Nye co-chair
Louise Snider - parent Callie Gaspary - parent
Ellen DiRienzo - teacher Ian Knox - teacher
Michelle Dutkowsky - teacher Michelle Lansing Mercier - parent
Ashok Ramasubramanian - parent Michelle Bonczkowski - teacher
Kristy Guest - teacher Christine Tylock - teacher
Nicole Menge - teacher Deb Gordon - parent/community
8
Charge:
● To learn more about the current thinking on K-5 homework through:
○ A literature review
○ Review current district homework guidelines
○ Focus groups for teachers on the topic of homework
○ Focus groups for parents on the topic of homework
○ Using focus group data, create and distribute a survey to all K-5 Niskayuna parents
○ Begin to review data and make 3 recommendations.
9
Literature review
○ Does Homework Improve Academic Achievement? by Cooper et al.
https://drive.google.com/open?id=0B50NOjN5fLvxUGVQZlRMT3BTa2s
○ The Case for and Against Homework by Marzano and Pickering :
https://www.siprep.org/uploaded/ProfessionalDevelopment/Readings/Homewo
rk.pdf
○ Rethinking Homework by Alfie Kohn
https://www.naesp.org/sites/default/files/resources/2/Principal/2007/J-Fp35.pdf
10
Focus groups
● What do we want to learn from these focus groups?
● Parent
○ March 2018
○ 3 groups
○ What do you think is the purpose of homework?
○ What do you see as your role in your child’s homework?
● Teacher
○ March 2018
○ At each elementary school
○ What do you think is the purpose of homework?
○ What do you see as your role in your students’ homework?
11
K-5 Parent Survey
● Sent to all K-5 parents in April 2018
● 624 responses
● Are you aware of the district's homework guidelines?
● What do you think should be the purpose of homework?
● Open ended question
12
Recommendations
● Review and update K-8 district homework guidelines and communicate these
to parents.
● Create more communication between teachers across the district (e.g. grade
level meetings) about homework k-8.
● More analysis of the data collected (including analysis by building).
13
Pathways
Christopher DelanoChristopher Shortt
14
IPAC MEETING 6/5/2018
Multiple Pathways Subcommittee
15
Multiple Pathways Subcommittee Members
• Ruth Monica Basantes [email protected]
• Karen Behrman [email protected]
• Chris Delano, Co-Chair [email protected]
• Ron Frank [email protected]
• Lynne Macko, Scribe [email protected]
• Christopher Shortt, Co-Chair [email protected]
• Carrie Waters-Batko [email protected]
• Anthony Malizia [email protected]
• Michele Moscinski [email protected]
16
Agenda
★ Mission
★ Benchmarks
★ Recommendations
17
Multiple Pathways Subcommittee
Mission
18
World is changing and forcing education to change
Technology Advancement
Aging Population
Social-Economic Diversity
Rising Labor Demands
Changing Behavior
Why get
educated
What do
you get
Where do
you go
When you
learn
Then Now
Knowledge
Credit / Diploma
2 / 4 year institution
Up to your 20s
Knowledge & Career
Industry Recognition
“Right Fit”
Lifelong
19
Mission Statement
Ensure that multiple pathways are made easily accessible at
Niskayuna high school and that these pathways effectively offer ALL
students the opportunity to learn the skills, competencies, and
emotional intelligence to gain, keep, and advance in a fulfilling and
highly-productive career journey.
20
Why Multiple Pathways?
Lifelong Learning
Pathway to Employability
Identify “Right Fit” for Student
Life Enrichment
21
Multiple Pathways Subcommittee
Benchmarks
22
Multiple Pathways Subcommittee Benchmarks
✔Assess existing pathways.
✔Measure our existing pathways against RRI (heat map).
✔Verify readiness indicators with RDR creators.
✔Refine our research and mapping (gap analysis review).
✔Reassess our gap analysis for areas to address.
✔Recommend next steps to address gap areas.
23
• Nationally recognized initiative.
• Niskayuna as a partner and collaborator on readiness
indicators.
• Laid ground-work for future initiatives with Dr. Schuler, AASA
and Redefining Readiness.
• Established new bridge to Redefining Readiness Initiative.
24
Measurement Method
25
Pathways Subcommittee
Recommendations
26
Recommend identifying needs on a
case by case basis and address
accordingly. Could partner with
BOCES and/or other districts that
already have established programs
we can piggy back on or partner
with to utilize their resources.
27
Recommend this be highly
encouraged for everyone,
not just national honor
society members.
Recommend that more formalized
conversations take place early with
students with list of industry
credentialing to discuss. Work with
each student to better understand their
individual career focus of interest.
More research being
done to determine
opportunities available
in other districts.
28
Next Steps
✔Complete Life Readiness Assessment
✔Create & Execute Pathways Communication Plan to
Parents and Students Prior to High School
✔Create Effort(s) to destigmatize Opportunities Outside of
4-Year Path
✔Partner with Other Districts and/or BOCES for College
Bound Bridge Program Best Practices
✔Create and Maintain Comprehensive Listing of Industry
Credentials Available. Make Available to Students.
29
Appendix – Pathways
30
30
Pathway Local Diploma/Career School Path Local Diploma/Military Path Local Diploma/2-Year College Path Local Diploma/4-Year College Path
College
Read
iness
Indica
tors
Par
tici
pat
ion
of
Co
llege
Bo
un
d B
rid
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Pro
gram
s
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Niskayuna
Relevancy
Relevancy Scale
Indicator is highly relevant to pathway profile
Indicator is moderately relevant to pathway profile
Indicator is irrelevant to pathway profile
Opportunity does not exist
Opportunity exists, is understood, utilized, and implemented by school district
Opportunity exists, but needs better communication/awareness and is not necessarily understood, utilized, or implemented across school district
College Readiness Indicators by Pathway
31
Pathway Regents Diploma/2-Year College Path Regents Diploma/4-Year College PathRegents Diploma/Military PathRegents Diploma/Career School Path
College
Read
iness
Indica
tors
Par
tici
pat
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of
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Pro
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Niskayuna
Relevancy
32
Pathway
Advanced Regents Diploma/4-Year College
Path
Advanced Regents Diploma/Career School
Path Advanced Regents Diploma/Military Path
Advanced Regents Diploma/2-Year College
Path
College
Read
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Indica
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Par
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of
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Niskayuna
Relevancy
33
Pathway
Local Diploma/Career School
Path Local Diploma/Military Path
Local Diploma/2-Year College
Path
Local Diploma/4-Year College
Path
Career R
eadiness
Indica
tors
90%
Att
end
ance
25 h
ou
rs o
f co
mm
un
ity
serv
ice
Wo
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lace
Lea
rnin
g Ex
per
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ce
Ind
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red
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Co
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e
Two
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es
90%
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ity
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Lea
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lar
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es
Niskayuna
Relevancy
Career Readiness Indicators by Pathway
Relevancy Scale
Indicator is highly relevant to pathway profile
Indicator is moderately relevant to pathway profile
Indicator is irrelevant to pathway profile
Opportunity does not exist
Opportunity exists, is understood, utilized, and implemented by school district
Opportunity exists, but needs better communication/awareness and is not necessarily understood, utilized, or implemented across school district
34
Pathway
Regents Diploma/Career School
Path
Regents Diploma/2-Year College
Path
Regents Diploma/4-Year College
PathRegents Diploma/Military Path
Career R
eadiness
Indica
tors
90%
Att
end
ance
25 h
ou
rs o
f co
mm
un
ity
serv
ice
Wo
rkp
lace
Lea
rnin
g Ex
per
ien
ce
Ind
ust
ry C
red
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al
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al C
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Co
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e
Two
or
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icu
lar
acti
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es
90%
Att
end
ance
25 h
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rs o
f co
mm
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ity
serv
ice
Wo
rkp
lace
Lea
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g Ex
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ce
Ind
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red
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lar
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90%
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ity
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Lea
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Ind
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ity
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Lea
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Ind
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ry C
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Niskayuna
Relevancy
Relevancy Scale
Indicator is highly relevant to pathway profile
Indicator is moderately relevant to pathway profile
Indicator is irrelevant to pathway profile
Opportunity does not exist
Opportunity exists, is understood, utilized, and implemented by school district
Opportunity exists, but needs better communication/awareness and is not necessarily understood, utilized, or implemented across school district
35
Pathway
Advanced Regents Diploma/4-
Year College Path
Advanced Regents
Diploma/Career School Path
Advanced Regents
Diploma/Military Path
Advanced Regents Diploma/2-
Year College Path
Career R
eadiness
Indica
tors
90%
Att
end
ance
25 h
ou
rs o
f co
mm
un
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serv
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Wo
rkp
lace
Lea
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Ind
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red
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Two
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90%
Att
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25 h
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Ind
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90%
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90%
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viti
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Niskayuna
Relevancy
Relevancy Scale
Indicator is highly relevant to pathway profile
Indicator is moderately relevant to pathway profile
Indicator is irrelevant to pathway profile
Opportunity does not exist
Opportunity exists, is understood, utilized, and implemented by school district
Opportunity exists, but needs better communication/awareness and is not necessarily understood, utilized, or implemented across school district
36
Pathway
Local Diploma/Career
School Path Local Diploma/Military Path
Local Diploma/2-Year
College Path
Local Diploma/4-Year
College Path
Life R
eadin
ess In
dicato
rs
Dem
on
stra
te In
dep
end
ent
Livi
ng
Skill
sP
ract
ice
job
ski
lls t
hro
ugh
han
ds-
on
Dem
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stra
te f
un
dam
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l Rea
din
g
and
Mat
h S
kills
rel
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job
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Ob
tain
an
ind
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ry C
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Dem
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stra
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per
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chm
arks
Niskayuna
Relevancy
Life Readiness Indicators by Pathway
Relevancy Scale
Opportunity not yet determined. Subcommittee currently working on this.
Indicator is highly relevant to pathway profile
37
Pathway
Regents Diploma/Career
School Path
Regents Diploma/Military
Path
Regents Diploma/2-Year
College Path
Regents Diploma/4-Year
College Path
Life R
eadin
ess In
dicato
rsD
emo
nst
rate
Ind
epen
den
t Li
vin
g
Skill
sP
ract
ice
job
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lls t
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han
ds-
on
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on
stra
te f
un
dam
enta
l Rea
din
g
and
Mat
h S
kills
rel
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t to
job
tas
ks
Ob
tain
an
ind
ust
ry C
red
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al
Dem
on
stra
te a
bili
ty t
o m
anag
e
per
son
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inan
ces(
bal
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ch
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k,
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Dem
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te In
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ng
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and
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kills
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ks
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tain
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and
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kills
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Dem
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stra
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and
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kills
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Niskayuna
Relevancy
38
Pathway
Advanced Regents
Diploma/4-Year College
Path
Advanced Regents
Diploma/Career School
Path
Advanced Regents
Diploma/Military Path
Advanced Regents
Diploma/2-Year College
Path
Life R
eadin
ess In
dicato
rs
Dem
on
stra
te In
dep
end
ent
Livi
ng
Skill
sP
ract
ice
job
ski
lls t
hro
ugh
han
ds-
on
Dem
on
stra
te f
un
dam
enta
l Rea
din
g
and
Mat
h S
kills
rel
evan
t to
job
tas
ks
Ob
tain
an
ind
ust
ry C
red
enti
al
Dem
on
stra
te a
bili
ty t
o m
anag
e
per
son
al f
inan
ces(
bal
ance
ch
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oo
k,
Ach
ieve
wo
rk p
erfo
rman
ce
Dem
on
stra
te In
dep
end
ent
Livi
ng
Skill
sP
ract
ice
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lls t
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ugh
han
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on
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viti
esD
emo
nst
rate
fu
nd
amen
tal R
ead
ing
and
Mat
h S
kills
rel
evan
t to
job
tas
ks
Ob
tain
an
ind
ust
ry C
red
enti
al
Dem
on
stra
te a
bili
ty t
o m
anag
e
per
son
al f
inan
ces(
bal
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ch
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k,
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ieve
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stra
te In
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rman
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arks
Niskayuna
Relevancy
39
School Start Times
Deanna Bouton
40
School Start Times
Deanna Bouton - Chair/ParentGrant Henson - Scribe/Parent
Barbara Burgess - ParentCelia Cain - Student
Carl DeCesare - Faculty/ParentCarol Gascoyne - Parent
Amelia Hajjar - Faculty/ParentJames Kokernak - Parent
Debernee Privott - ParentKristin Richard - Faculty/ParentJohanna Stevenson - Student
41
Start Times - Process: Process
Add AppendixCommittee Formation
Research & Case
Studies
NHS Data
Roadblocks &
Stake-holders
Next Steps
• Policy Papers/Case Studies & Academic Research• Interviewed the Glens Falls School District Dr. Jenkins
• Open Membership• Faculty, Parent and Student Participation
• Attendance/Tardy• Course Grades & Regents• Student Survey
• Transportation• Music & Athletics
42
• 72% of NHS students surveyed are getting <7 h/school night (38% <6 h, 15.7% <5 h) vs. 17.1% on Friday/Saturday nights (AP English Survey 2018)
• APA recommends 8:30 AM start time for teens, shifts in later start time result in increased sleep (Wahlstrom 2002, Owens et al 2014)
Start Times - Research
• After shifts in start times:‐ ↑1st period GPA for Core
subjects (Wahlstrom 2014)
‐ ↑ ACTs (Wahlstrom 2002)
‐ ↑ Attendance (Wahlstrom 2014)
‐ ↓Tardies (Wahlstrom 2002)
‐ Mental health benefits (self-
reports and services) (Owens 2010)
‐ Better behavior (Wahlstrom 2002)
7:30-7:35 AM
38.9%
Wahlstrom, 2014
SCHOOL START TIME
Students sleeping >8 h
43
Start Times – NHS Data• Identified teachers teaching same course to similar cohorts in 1st and 3rd+
blocks over 2 years in a row.
• Fewer Absences and some benefit to taking courses later in the day.• Regents Scores: 2.6-3.6 point bump in Scores, 1 exhibited No Change
• Course Grades: Teacher A ( AV. 0.75 increase), Teacher B ( AV. 2.3 increase)
• Absences: 4.5 – 7 more absences in 3 of the 4 data points
AV. REGENTSCORE
(3rd+ - 1st Block)
AV. COURSE GRADE
(3rd+ - 1st Block)
15-16 16-17 15-16 16-17
Teacher A 3.2 0.0 0.7 0.8
Teacher B 3.6 2.6 2.5 2.1
0
10
20
30
40
Block 1(7:40-8:58
AM)
HR Block 2(9:18-10:36
AM)
# St
ud
ents
Tardy/Day
44
• The School Start Time Committee recommends shifting the NHS start time: 9 (yes), 1 (more info needed), 0 (no), 1 (did not vote).
• Challenges:− Transportation (3 Tier Schedule – current: HS->Elementary->MS)
− School Day (Simple Shift, Shorten the Mod length.)
− Athletics (Practice/Game Schedules: 2:45 Dismissal -> 4:15 PM games)
− Music (Combined MS practice location)
− BOCES programs (Student Transportation to NHS)
• Education/Implementation: 1. Work with admin/faculty/parents/students to explore best configurations
2. Educate the community/students/parents/faculty/staff on the benefits of the shift
3. Coordinate with other Suburban Council schools considering a shift in the day.
Start Times – Recommendations/Next Steps
45
Bibliography
• Carskadon et al (1993) Association between Puberty and Delayed Phase Preference. Sleep 16(3):258-262.
• Wahlstrom et al (2014) Examining the Impact of later high school Start Times on Health and Academic Performance of High School Students: A multi-site Study. Center for Applied Research and Educational Improvement https://www.spps.org/cms/lib/MN01910242/Centricity/Domain/7352/final_version_3-11-14_start_time_report.pdf
• Owens et al (2014) Policy Statement From The American Academy of Pediatrics. School Start Times for Adolescents. Pediatrics 134(3):642-648
• Owens et al (2010) Impact of Delaying School Start Time on Adolescent Sleep, Mood and Behavior. Adolescent Medicine 164(7):608-614.
• Wolfson and Carskadon (1998) Sleep Schedules and Daytime Functioning in Adolescents. Child Development 69(4):875-887
• Wahlstrom (2002) Changing Times: Findings from the First Longitudinal Study of Later High School Start Times. NASSP Bulletin 86(633):3-21
46
Extra Slides – Start Time
47
• Despite the recommended 8-10 hrs, teens sleep an average of <7 h/night by the end of high school. (Wolfson & Carskadon, 1998)
• Teens are generally unable to fall asleep before 10:45 PM and the brain remains in sleep mode until 8 AM (Carskadon et al 1993)
• APA recommends 8:30 AM start time for teens, shifts in start time result in increases in sleep (Wahlstrom 2002)
Start Times - Research
• Degree of focus for students varies (Sousa 2011):
>preadolescents peak is from 7 am -12 pm>adolescents peak from 8 am – 1 pm
48
Ted Talk on School Start Times (10 min)
Dr. Wendy Troxel is a Senior Behavioral and Social Scientist at RAND and Adjunct Professor of Psychiatry and Psychology at the University of Pittsburgh. She is a licensed clinical psychologist specializing in behavioral treatments for insomnia and other sleep disorders across the lifespan. Her research is funded by the National Heart Lung Blood Institute of the National Institutes of Health and the Department of Defense. Troxel's research focuses on the interface between sleep, social environment and health, as well as the implications for public policy. She is considered the leading authority on how sleep affects and is affected by close relationships.
Troxel has received several awards and honors for her research from national and international scientific societies, and her work has been published in top-tier medical and psychological journals. Her research has been widely cited in the national and international media, including print and television interviews on CBS Sunday Morning, Good Morning America, the Wall Street Journal, the New York Times, MSNBC and CNN, and she has a regular blog on Huffington Post. Her research on sleep was also featured in two best-selling books: Arianna Huffington's Sleep Revolution and David Randall's Dreamland, and she was a featured expert in the National Geographic documentary Sleepless in America. She has published several highly influential RAND reports on sleep loss in the US military and the global economic implications of sleep loss. She recently was one of the co-organizers and presenters at the first-ever national conference on Adolescent Sleep, Health, and School Start Times, and she will serve as guest editor on an upcoming special issue in the journal Sleep Health on adolescent sleep and school start times.
Text from: https://www.ted.com/speakers/wendy_troxel
https://www.ted.com/talks/wendy_troxel_why_school_should_start_later_for_teens
49
Research• Looking at the research there is a lot of data suggesting that teens who get more
sleep have than their sleep deprived peers:• ↑ Grades• ↑ Attention• ↑ Attendance and Reduced Tardies• Reduced risk of obesity• Reduced risk of depressed mood
• Sleep deprivation carries a higher risk for • Emotional Problems (Stress/depression…)• Risky Behavior/Poor Impulse Control• Tobacco/Alcohol Use• Drowsy Driving• Lower academic performance
• However it is important to note that larger studies evaluated Pre/Post Change data and the changes are significant in some studies, but in other studies the academic benefits are not significant in the aggregate data (GPA, Test Scores).
50
NCSD Stakeholders/Challenges
• See below information from Transportation, Music, Athletics
• Per Dr. Tangorra: Nothing in the teachers contracts that would need to be renegotiated for a shift in start time.
51
Challenges - Transportation• 3 tiered bussing is less expensive to operate
(fewer busses, fewer drivers)• Current 3-tier is HS-> Elementary->MS• HS is dropped off 31-44 min prior to start
time>median pick-up is 6:35 AM>due to bus ride/early arrival many parents drive Traffic>7:40 start time becomes a 7:10 arrival less sleep>Less efficient if ridership is low>HS bus route provides transportation to MS music program at the HS
• Edina Public Schools moved from HS -> MS -> K-5 to MS -> HS -> K-5, then transitioned to K-5 HS MS 52
Music Program
• Shift in the day would impact middle school orchestra/band
• MS music program should be combined VA and IRQ> + Differentiates 7-8 from 6th (to allow for differences in ability)
> numbers of students
> Less costly, currently meets at NHS (central location), more staff if the MS program were in 2 locations
• MS students use HS transportation to the HS for Band/Orchestra, concern for less participation if this benefit was lost.
• Retain the 10 Block schedule for greater participation, reduction in blocks impacts the arts/music programs
53
Niskayuna Data - Sports• Wanted to determine how any shift in schedule would impact students
• Examined Fall, Winter and Spring Sports (randomly selected) – focused on Fall due to Daylight/Sunset
• Schedules are available online with Event Start time, Event Bus Departure Time
• Travel time was estimated using google maps. Mean distances and calculated travel time + 10% traffic factor was assumed. Estimated DELTA (how much time pre-event/off the bus) = Event Time – (Bus Departure + est. Travel Time) (See Athletics NISKY 2017-18)
• Athletes are arriving 1 hr+ before events, hence it may be possible to accommodate a modest shift in HS, but a shift in game time would always alleviate time pressure.
• Modified Sports are more challenging: 4:15 PM event, 2:10-3:15 PM departures from IRQ – impact on MS athletes?
SPORT Boys Soccer Girls Soccer
Girls Tennis Football Frosh Football
Golf Boys Basketball
Skiing Track Boys LAX Girls Lax Baseball
Delta AV (min)
68.25 63.75 60.75 114.67 73.33 76.80 136.73 69.33 58.83 77.20 82.13 68.91
Delta median(min)
68.00 63.50 65.00 102.00 68.00 83.00 143.00 81.00 70.00 82.00 80.00 69.00
Earliestaway game weekday
4:15 PM 4:15 PM 3:00 PM (1), 4:15 PM
6:00 PM(1), 7:00 PM
4:15 PM 4:15 PM 4:00 PM(1), 6-7 PM
4:30 PM 4:00 PM (2), 4:15 PM
4:00 PM(1), 4:15 PM
4:00 PM (1), 4:15 PM
3:45 PM (1), 4:15 PM
Earliest Bus Departure
2:40 PM 2:30 PM 2:00 PM 1:30 PM 2:30 PM 2:15 PM 2:30 PM 2:45 PM 2:25 PM 2:15 PM 2:15 PM 2:15 PM
2nd Earliest Bus Departure
3:00 PM 2:40/45 PM
2:30 PM 4:30 PM 2:40 PM 2:45 PM 3:15 PM 3:00 PM 2:30 PM 2:40 PM 2:20 PM 2:30 PM
54
Case Studies: Glens Falls NY, Edina, MN, Wayzata, MN
We found local case study with Glens Falls NY and nationally in MN (Edina and Wayzata).
1. Demographics comparison
2. We interviewed Superintendent Jenkins from Glens Falls
3. Interviewed parent from Edina Public Schools (Children were in school during the transition), currently resides in Niskayuna
4. Reports from Edina and Wayzata MN districts (Appendix) and outline the configuration of the schools. Elementary -> HS -> MS
55
Case Studies: District/Community Snap ShotNiskayuna NY Edina MN Wayzata, MN Glens Falls, NY
Size 4,226 8,500 12,000 2,000
Bussing YES YES YES NO
Free/Reduced Lunch 11.6% 8.2% 13% 43%
% White 80.4% 80.2% 90.8% 87%
Av. Graduation Rate 96% 98.6% 96% 80%
Av SAT 1280 (225 responses) 1370 (73 responses) 1410 (82 responses) 1160 (91 responses)
Av ACT 31 (85 responses) 26 (467 responses) 29 (440 responses) 26 (30 responses)
Median House Prices $255K $472K $529K $215K
Population 34K 51K 14.7K* (school district draws from neighboring towns)
31.8K
Median Household Income
$95.5K $91K $101.9 $60.7K
Both Edina and Wayzata have similar metrics to NCSD, but are larger in size. 56
Glens Falls School District
57
Example Schedule: Current and Shifted SchedulesNHS Current Shift (78 min block) Shift & -5 min/block
Block 1 7:40 – 8:58 AM (78 min) 8:30-9:48 AM 8:30 – 9:43 AM
5 min passing
HR 9:03 - 9:13 AM (10 min) 9:53 – 10:03 AM 9:48 -9:58 AM
5 min passing
Block 2 9:18 -10:36 (78 min) 10:08 – 11:26 AM 10:03 AM – 11:16 AM
5 min passing
Block 3 10:41 – 11:59 AM (78 min)
11:31 AM – 12:49 PM 11:21 AM – 12:34 PM
5 min passing
Block 4 12:04 – 1:22 PM (78 min) 12:54 PM – 2:12 PM 12:39 PM – 1:52 PM
5 min passing
Block 5 1:27 – 2:45 PM (78 min) 2:17 PM – 3:35 PM 1:57 PM – 3:10 PM
No specific configurations were voted on or discussed in depth. This is just to illustrate the impact on activities/music/sports.58
NYS min.requirement
Typical college classroom hours are only a fraction of high school hours
NHS exceeds the state requirement by a considerable margin
• Shortening the School day was discussed and we did not reach consensus – some were in favor and others opposed – it is not clear if this would reduce each block or lose a block. This would require further discussion with additional faculty and administrators.
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OECD study, 2010
US has the longest middle school hours of any country in this survey
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US
Yet there is little correlation between middle school hours and middle school TIMSS achievement
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NYS min requirement
NHS could shorten day by one hour and still meet state requirement with margin
• Consider not just a later start time but a shorter mandatory high school day• Later start time, same end time• Avoids changes to afternoon activities and PM bus scheduling
• Use current first hour as an optional activity (music) or instruction period
• Encourages a transition to independent study in college
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