001Exploring which calendar and schedule options for Dayton School District best match the needs and priorities of our district. The timeline is still up in the air whether or not this is something we make the decision for at a subsequent meeting that we want to. make a change to the calendar we typically have for next year or if it's something we just keep iterating on for future years as part of the conversation. But just to tee it up a little bit for your presentation. We did have surveys that went out to the community, as you remember, as well as staff. And in those surveys, they asked if or we asked if staff in the community would be interested in us looking at an alternative calendar to ones that we've typically looked at. Specifically, the four day
002week was in that survey. And then Robin met with a committee and brought some of the research and ideas to the last board meeting. Based on the response and input from the board, there were still constraints and some misalignment with a 40 week to what our priorities were. And so we took that feedback and I asked Sean to put together some various learning models that exist based on options that we know are out there in school systems, as well as more innovative options. In his previous role, he developed the master schedule and has spoken in Washington, D.C. on thinking differently about school schedules and calendars to best leverage the time we have with students in creative ways. And he presented various options in an all-day meeting with our leadership team, our admin and TOSAs. They
003took those options and narrowed them further and gave input based on the ones that kind of rose to the top. looking at what met our needs and met the board's requirements, as well as the ones that had the fewest constraints based on what we were trying to accomplish. From there, we iterated even further and created multiple options within the ideas that were the ones that our administrators thought were workable that fit within the bargaining agreement parameters and met our instructional minutes requirements. And we took that to a committee that had staff, both classified and licensed, for them to give their input. And now we're bringing it to the board because we don't want to do any further work if it's a non-starter with you guys. If you want us to keep exploring or if you
004want us to bring a final proposal to the next meeting, we can do both those things or just continue the conversation through further years. But I do want to remind you that at the last meeting I said. There's not a lot of data that can really correlate success of students to a specific calendar that a school district runs. But we did have what I believe was the expertise in the room as far as people who are able to think big picture and think outside the box, as well as people that are willing to get really granular and dive in deep on hours and minutes and time. And so with that. I'm going to let Sean go through. rationale, where those committees landed, what the options are that all of the committees think would best meet
005our priorities and constraints and needs. And if you can just ask clarifying questions, because there is a lot of information, again, write down any bigger questions or debate items that you have, and then we can save those for the end so we can get through everything, because chances are your question will probably be answered in the slideshow in the presentation. Good evening. There's going to be a lot of information that's going to be shared with you. And as Terry pointed out, there's a lot of different examples that have just little different tweaks to them, because I think it's important to look at the calendar from different angles, whether it's students, staff, community, and so forth. So we're calling these learning models. And just to frame the conversation, I'm not trying to convince that there's, like
006Amy said, there's not one schedule that's going to be a fix. But what we did as a staff, we looked at what the school board's goals are, what Amy's goals are for the district, and looked at the challenges that we face as a district. identify those and ask ourselves, what does it take for us to address those? And then that's how we came up with some different examples for the schedule. So the conversation is really about the learning design. So we structured learning time. We know that. The way that learning time structure will impact student engagement, your academic growth, and access to opportunities. And the goal, again, is to design systems that support students from pre-K through graduation. So you're going to hear not just junior high and high school. We're going to talk about
007grade school as well. The learning structures that influences the quality of instruction that we're able to give as a school district, the ability to access or for all students to access any type of academic support that they need to make sure our students are engaged. And then that last one, opportunities for exploration and pathways. And like I said, I know this is only my third year here, but I live in the community. I know. The CTE programs are really important to Dayton, and we have a number of them that are successful. And it's amazing to me that they're as successful as they are with the given schedule of time constraints that they have that we currently offer. To understand our system and the strengths and challenges, we looked at attendance trends, academic performance, regional comparisons,
008learning models used in other districts, and like Amy said, learning models that are non-traditional. I did do a presentation many years ago in D.C. It was considered too radical, but it... It got a lot of interest because I think it was a little radical, but it was, I'll share components of it, but it was, the intent was to get us to think differently. If we keep talking about the public schools are struggling, well, then it's time for us to look at it differently. The regional comparisons you see up there, we looked at all the districts in Yamhill County. And sometimes, especially I'm a former coach, I look at things negatively. I'm always looking at what can we do better. And I felt like Dayton, there's a lot of things we can do better. But then
009looking at the comparison data of other districts, if you look at all the years since COVID. Just in the Amhill County schools, Dayton trends higher than any other district. So that includes Mack, includes Amity, Willamina, YC, and so forth. And we have that data if you'd like to see it at some point. Trends higher in academics and rate of growth. And all that. Attendance. So yeah, rate of growth. So it's a combination. So not in every category, but as a whole, Dayton is trending in improvement and stability more than any other district. Did you assign each thing like attendance, you know, grades, whatever, equal value, or did you weight certain things to make that come out? Weighted certain things, good question, because you can look at graduation, our fifth year graduation, and you can look
010at school districts that have really low achievement scores at the grade school and the junior high and even at the high school, but also in a really high high school graduation, it can probably tell you there's a really good credit recovery program. So your mission becomes about graduating rather than educating. So attendance I'll talk about. So it is one of the strongest predictors of student success. And sorry if it sounds like I'm talking down, I just don't know where everyone's at as a board in understanding some of these things. But students are considered by the state of Oregon as regular attenders when they attend 90% or more of instructional days. And right now in our current schedule, that's 171 days. When you look at this table here, you'll see if there's 170 days, that means
011a student can miss up to 17 days and still be considered a regular attender. 158 days, you'll see a model for that. And 154, you'll see that they can miss up to 15 days and still be a regular attender. But we're looking at three to four weeks, almost a month of school a student can miss and still be considered a regular attender. The past four years, to kind of put it in perspective, you look at our percentages for regular attenders. We did from 2021 through 2024, you can see that we subtly climbed. And then 24-25, we dipped back to 66%. But again, percentages are one thing. I look at the number of students, that really is. based on our data and those are really high numbers for students who are chronically absent and then when
012you look at the number of instructional hours that is being missed so you can put a ton of work into professional development if kids are not here that that's how many instructional hours are being missed and that's assuming that the ones that are chronically absent are here 89 so that number could be a lot higher so you can put together schedules you can do professional development but if kids are not here you're not going to have much of an impact. We know attendance is about belonging and relevance and that attendance improves when students feel connected, when they feel successful academically, when they see relevance. There is targeted early intervention and we engage our families before that 10% threshold. So we need to have a system and a structure that can really engage families when students
013are not able to attend. Our academic trends, this is again my negative approach. And so often you'll see school districts that will present data. So up there it says all students. that are not meeting, that 70% for ELA and 75% at the grade school. Most districts would present that as 30% are meeting for ELA and 25% for MAP. I think we need to look at it the other way. When you look at students with learning disabilities and EL, really high numbers. So from 85% to 95% in those subgroups. And this is, again, at the grade school. Put that again in real numbers. You're looking at eight to nine out of every ten kids are not meeting standard for the state. The junior high numbers actually get worse. So for all students, we're at 81 for
014English language arts and 91 for math. And then you'll see all those 95s up there for all of our subgroups. For the high school, we rebound a little bit and you'll see for English, Language Arts and Math, we're back to the 70 and 75 percent. But again, the students with learning disabilities and EL still really high at 94, 95 percent across. So, Sean, take me back with those numbers. How do we compare with with that category? How do we compare with other schools? It's a mix. So you'll see like McMinnville's try. It does fairly well in those areas. We're probably in the middle of the pack for those numbers. Eighth grade math is the one that really has all the districts. I shouldn't say in the state, but at least in Yamhill County where everyone's
015really struggling at that eighth grade math level. I wanted to talk about students with learning disabilities and ELs because this was something that I did some professional development with teachers. And we assume because they have a title that they're a teacher that they understand all the. complex components that comes with working with students in these subcategories. And so just for an example, if our staff doesn't know the difference between accommodation and modification, we are not serving our kids. And because often it's used interchangeably. And accommodation for a student who has a learning disability means the students still have to meet standard. Okay, you just are going to you might give them extra time you might give them extra support but they still have to meet standards if as a staff we believe Modification is happening
016then they don't have to meet standards So if we think accommodation modification is the same thing and we're constantly modifying so lowering the standards this group of Our suit body is not going to be able to make any gains. So I think that's important distinct And again, if you ask a lot of teachers when they first started out, that's a foreign concept. So if we lower the standard for students and therefore lower the graduation requirements as far as proficiency goes, technically we should be giving a different diploma type and that should be declared by a certain grade level. So in a student's 504 or whatever the other plan, does it say in each student's plan that we are making accommodations or we're making modifications? Yes. Modification typically happens if they're on a modified diploma and
017they're in a restricted enough environment like an SLC type class to warrant a different level of standard that they're reaching. When I talk about teacher training, I'll... dive back into this a little bit more to make sense of it. So our CTE programs, like I said, I think the CTE programs here in Dayton is one of our greatest strengths, led by our agricultural program. However, it requires extended instructional time for hands-on learning. It requires a multi-year pathway from grade school to high school. It can't just be at the high school. It needs to have real-world learning. So we've talked about internships and what that could look like. It needs flexible scheduling, so if students are going off campus. to do some internships, and then of course the industry partnerships. I didn't know CCD required multi-year
018pathways between schools. It doesn't require. If you want your students to excel in each of the pathways, you want the foundation at the grade school, a little more hands-on experience at the junior high. So by the time they're in high school, you're sending them out into the real world doing hands-on internships. So it's not required, but it's a strong indicator. Can I give an example? CTE Advisory Committee the other day, and one of the things that the committee said was that to have enough ag teachers to be able to take the advanced students and go deep with them. And so then Sean and I met with Mitch to backwards design. If you were to get to this level as a senior, what does that require as in junior high? And then what kind of exploratory
019things would be happening at the grade school level so that a junior high student could be ready for those things? And so it's not necessary in terms of running the program. but to get to the depth and level of advancement to like get certifications and various things in high school, then you just have the backwards design and it would tee students up better to have those programs start at the grade school and not programs like they are working on cars at the grade school. Right there. So it would be, it would be kind of like band or PE where a part of the day they go off and do whatever ag or whatever it is. Okay. Yeah. And I'll talk about the grade school, how that could be structured. So if attendance, engagement, and learning
020outcomes really do matter, how should the learning time be structured to support all of our students? So the learning models we examined, we looked at the traditional seven period block. schedule the AB block a hybrid block flex and you'll become experts on this in a little bit a idea it's based on you do a certain number of instructional weeks and then you follow it with a reset week and then of course Robin did a presentation last meeting with the four-day week When we looked at these, we asked several of these key questions. Does the model protect our core instruction, making sure our math, ELA science, and social studies are getting the necessary instruction? Does it provide structured time for intervention for our students with disabilities and EL? Does it support student engagement? Does it allow
021opportunities for CTE and exploration? Does it support teacher planning time? And does it promote professional development? So with that, there is criteria that Amy referred to. So we do have a requirement to meet a certain number of instructional hour each year at the various grade levels. We have negotiated agreements. In other words, how long the school day right now, the current contract is 730 to 330. And so you have to fit everything within that model. But you also have to guarantee a certain amount of prep time before and after school, as you guys know, and a certain number of prep time during the school day as well. And work days. And work days. So you have to keep it within that pocket based on our current agreement. And then there's operational considerations such as transportation
022and staffing. So for instructional hours, the elementary is required 900 instructional hours a year. Junior high is at 900. High school is at 990, except for the senior class. They're at, I want to say 960 something. But we just blend them all together because they're on the same schedule. So 900 and 990. And we'll come back to that. I want to talk about investing in our staff. Currently, our teacher preparation time. So if you think about all the different components that go into teaching, the preparation that they have throughout the year, they come back for in-service week. And that week includes a district welcome back. And it's four days long. Not the welcome back, but the week. It feels like it. The safety and medical training is part of that. You have the building nuts
023and... bolts, basically how do you gonna operate the school and make sure everyone's on the same page. Then you have building welcome backs and then you have classroom setup and time. And then at the junior, but especially the high school, the first week or two, you have a number of schedule changes. So I might have kids the first week and I'm trying to get all prepped for it and then I lose a handful because of schedule changes. which is another issue. Throughout the year, professional development and prep time for our teachers includes the non-contract day, and that's in October. It has, you'll see up there, a grading day or at least half of a grading day on four of those days. And then you have the in-service day in January. So not a lot of
024prep time to look at student data, not a lot of time to plan accordingly based off of that data, not a lot of time to look at the accommodations and modifications that might be required for the students. And so you run into time real quickly. And that's why I didn't have the late start Mondays currently. That's how we're fitting the time in. Yes, yes. Okay, just expertise. We talk about the, for a doctor, for example, they go to a four-year undergrad degree and they get their undergrad, they go to four years for their medical school, and then they do residence training. And in those residence years, they're going sometimes, like at a hospital, if you know somebody that works at it or claim that you do. You can walk, you know, they're doing it. They
025can go into a hospital room and talk about a certain patient, for example, and ask, you know, what's the diagnosis? How would you treat it? And so forth. So there's that collaboration. But again, that's a good eight to 10, 12 years after they started their schooling. For teaching, four years, undergrad degree, if that, nowadays you don't even have to have that, and you can start teaching. And so your undergrad degree program does not prep you for all the needs that are required in order to teach kids. So it really falls on school districts to figure out a way to develop their staff and really make changes in their school systems. They have the classroom experience. They have the collaboration with colleagues, professional learning and reflection. All of this is how we try to proceed. So
026my question is, what if teacher prep time was extended and purposeful? So understanding students' needs. So not just students with learning disabilities in EO, but also our TAG program. I was surprised that we did not have a formal TAG program in this district. And I guarantee you we have kids that probably would qualify and need those extensions as well. We need... Talented and gifted. I'm sorry, talented and gifted. We need the creation of formative assessments that align with standards. And what that means is a summative assessment is when a student takes a test, they get a grade on that test and it doesn't change, or if they get a grade on a report card and that's their grade. So it's final. It's the summary of all their learning. A formative informs teachers. how they're teaching,
027how kids are learning, and then they're supposed to look at the data and then make adjustments to their teaching. And without those formative assessments, we're just flying blind in teaching out to the void and hoping that some students are catching on with what's going on. You need the data teams that examine the data from those formative assessments. You need to identify which students need reteaching, the accommodations and modifications I talked about. You need the time to collaborate with colleagues for alignment and understanding. So think about the medical practice where they go into rooms and discuss. You need the student family meetings and conferences and goal setting and you need the time to be able to redesign curriculum and lesson plans accordingly. So if we were able to do this it would allow teachers to plan
028their instruction, analyze student learning, design interventions and collaborate with colleagues. And just my encouragement is when we talk about schedule, that's not just about student learning, but also the teacher effectiveness. How can we make the most out of the teachers that we have? So when you connect it all, you've got the engagement, you've got strong instruction, you have the pathway opportunities that should lead to higher attendance, and then that will bring you your student success. So our learning design anchors that we really focus on talking to our staff was we need to make sure we have a strong core instruction. So that's our literacy and math foundations. We need to make sure we have targeted support. And that means intervention without missing core instruction. There's many schedules out there where an EL student or a
029student that's on IP will be pulled out and put into a structured learning environment. And they are not able to access electives, pathways, and so forth because of that support. So can you do both? And I would argue you can't. And then we want to make sure we have a system that allows students to explore the various pathways, but not only our CTE, but our arts electives and other ways to enrich their learning. And then it's important that we also include the other things that are outside CTE. We talked about physical education, our world languages, and our performing arts as well. So how do we do it all? So conceptually, it would look like pre-K through second grade would really focus on the foundations. Your third through fifth grade would be more about explorations. And
030then your sixth through twelfth grade really starts in with more hands-on pathway development leading up to internships and apprenticeships. So we just need to be intentional about how we're building this. Amy has shared the portrait of a grad. We want our graduates to be curious, resilient, collaborative, empathetic, driven, optimistic. I'll be honest, when she shared this with me, I get nervous because a lot of times that looks good on paper, but how does it apply within the real school setting? And so again, we want to hold on to those things and make sure that whatever we develop is leading us to these characteristics. So I know this is a AA motto, but nothing changes if nothing changes. So I shared a lot of data with you with our attendance and our student achievement rate, and
031we do need to make changes. We can continue as things are going, but you can't expect much change in the results that we're getting. So if we did nothing, that means our core instruction will continue to compete with intervention. Our instructional strategies will be slow to adopt and apply. Teachers will continue to teach and try to plan lessons without the necessary student data that's needed. Regarding engagement and attendance, our opportunities for exploration CTE may remain limited and incomplete, and internships will remain mostly a vision. For alignment, so that's making sure that all the subject areas from K through 12 are aligned so students don't have any gaps in their learning. That takes a lot of time, your vertical alignment with teachers. So without that, you're going to have a lot of gaps in learning. And
032you see that with our grade school scores, then our junior high scores, and then back to high school. And then when you look at student performance, again, ELA and math performance will continue to have up to eight out of 10 students minimally not meet standard. And then almost all of our students with learning disabilities and EL students will continue not to meet standard. So we do need to treat this with a little sense of urgency on how to best support all students. So what we're working towards again is that foundation creating those engagements and opportunities and then those characteristics of a portrait of a grad Professional development why it's necessary. I've touched on it a little bit again. We need that vertical alignment, especially in the math department We need the curriculum development or what
033Dayton calls RCD rigorous curriculum design We need all teachers trained in teaching literacy instructional strategies, and I can speak from experience. If you are grades 6 through 12, in your preparation for teaching, even if I'm an English teacher, there is very little training on teaching literacy. So in the English department, it's mostly about literature. And so it makes teachers nervous because... They're assumed to have these strategies, but in all fairness, they just have not been given those opportunities. And so it's important that districts really focus on that. And then again, you need those formative assessments. Again, that's feedback we get from students to inform our teaching. And then we need to make sure our SPED and EL and Gen Ed teachers are co-planning together. Professional development. My recommendation would be a two-part implementation. So part
034one, you can have what I call reset days where staff can review rosters. They can look at the data and they do this as teams. They collaborate with other staff. So it could be same grade level, could be our subgroups. They would identify needed accommodations and modifications. They would target interventions and don't forget your enhancements. They would meet with students and families, do goal setting and plan for the next instructional period. The second part would be what I call embedded staff development. So that means this would happen during the school day. During the prep day, if a teacher, so this is assuming it's a block schedule, if it's during the school day, 90-minute prep period, you'd use 45 minutes of that prep period either once or twice a week, and you focus on instructional strategies
035that meet the needs of teachers and students to optimize learning. It would require a really formal calendar that's protected in honor. And then it includes training, teaching of critical attributes of the various instructional strategies, including literacy, application in which teachers go back to their classes. And then it's a program where teachers are observing each other, giving each other feedback with the help of your admin and instructional coaches. Why I believe this is a little bit better than your late start on Monday ESD does not lose time to holidays. So it's a minimum we lose four to five Mondays because of holidays ESD does not require to alter to student transportation for families It does not disrupt student weekly routines So the schedule is the same and it does not reduce weekly instructional minutes. In fact,
036you'll see it can increase instructional minutes The risk of this is of having embedded staff development. It can become just another meeting. And so I kind of told the admin, this is a very heavy lift for the admin to be able to do weekly instruction to teachers and given feedback and so forth, but then also be prepared for these reset days that I'll talk about a little bit more. It requires a strong facilitation with the planned schedule and focus with specific outcomes. So the different models that we looked at, we felt that the traditional seven-period daily schedule with the late start that we're currently doing falls short in meeting the needs that I've already shared. There's a concept that's called the 4x4 semester block, which means the first 18 weeks of the school year, kids
037take four classes, about 90 minutes each. It's the same four classes every day, and then they take four new ones. So that's a 4x4 semester block. Downside of that, you could have math first semester, not have math second semester, and then you go into your next year and you have this big gap. And then you have the 4 plus 1 model, which we know is the four-day week. Models that we believe that could address our needs. You have the traditional AB rolling block that I'll take you through with embed staff development within it. You have what's called a hybrid flex AB block with embed staff development. And then you have a block with instructional period reset prep period, which is a lot of words right there. But that'll make sense in a second. Yes. I
038really appreciate the benefits to students. in the like five day week with the embedded staff instruction are there and i'm sorry if i missed it but are there benefits for teachers too or is it like they get kind of the same amount of time in the late start mondays versus like an embedded structure but it's kind of sprinkled throughout the week perhaps or Yeah, you can get more depending on the model that Dayton would choose. You can get more minutes for teachers as well because you can go one day a week and go two days, three, four. It's up to you, but it's more continuous. It's a formal plan rather than every week. Like the sample you provided. Yes. Yeah. Okay, considerations to keep in mind when you're looking at these models. Again, the contract
039day, 730 to 330. You have to have 450 minutes of prep time before or after school every 10 days, so think 45 minutes a day. And then you have to have 300 minutes of prep time every 10 days, which is an odd way of saying it, but 30 minutes continuous over 10 days. In that embed staff development of the block, like I said, it's 45 minutes. Currently, staff right now have 50 minutes of prep. each day 50 50 5 0 yep at the secondary level yeah at the same area what's that the grade school it's a half hour is the specialist time i believe dana can text me if not she's listening so your av rolling block what this is is you have four 92 to 95 minute blocks on an ab rotation teachers would
040teach three out of the four blocks 52 that was wrong 50 as well Okay, the fourth block. So the fourth 92 to 95 minute block could be a prep, it could be in bed staff development, or it can be a duty. And what I mean by duty is we've used that time. Sometimes if we want our admin to really focus on instructional strategies and be in the classroom, if there's a teacher that's interested in maybe an admin career at some point, they can work on attendance issues, they can work on outreach to families. You just decide what are the duties that are needed to help. make the school function. And because you have 90 or so minutes to play with, there's opportunities to get more of a, build that capacity, but get more of a
041teamwork approach to the various issues. The district can decide the design of that fourth block. So again, either ESD, assigned duties, and you see a host of other things up there that can be served as, or can be used for that duty. Would it be a flip of a mix of that though since we have to provide 30 minutes to 30 minutes a day within the student period? It has to be 30 minutes continuous but so if I'm not doing ESD I have 45 minutes prep I can do 45 minutes. It's 45 minutes every day no matter what of prep time embedded in that. Oh, outside of those four 92-minute periods, for example. Yeah. So you have three blocks where they're teaching for 92, 95 minutes. And then that fourth block, they're going to at
042least get 45 minutes of prep. Okay, that's what I was asking. Yeah. And then the others could be their ESD or duty. Let's see. The hybrid. So the hybrid is something that... It could be difficult conceptually, but really effective. And what this means is you still have your 92, 95-minute block period, but there are some classes, some interventions that don't lend itself to 92, 95 minutes. So you split that in half, and just for simplicity, I'm calling them sessions. So you can do two 44- to 45-minute sessions within that or within each block. That way the whole school is still transitioning if it's at either 92 or 95 minutes, whole school transitions. But the next period I could be in a full 92 minute class and Amy might have, I'll just say PE for 44,
04345 minutes and then she, or leadership, and then she has maybe a literacy support class, the second one. Okay, so you can have a little more flexibility and that's where you get the hybrid flex name. Do we have enough staff to actually make that work? Yes. We mocked up a schedule last year, a block schedule, and this would just be splitting. those teachers within the period. So it wouldn't require anymore. Yeah. Well, I guess, you know, we only have certain teachers that can teach invalids. Certain teachers can teach, you know, and trying to make that work. I just wonder if we're big enough. A teacher would be teaching six, six classes still, just six of eight classes versus six of seven. It's confusing. It might raise the class size by one or two kids. Yeah.
044Class. Yeah. And we need to do more research on how much does it raise the number of students a teacher would have on a given semester as well. So, but with our current staffing, yes, we could do this. How does that work with credits? You can go back to the drawing table with graduation requirements, but you just add electives. Or are you talking about like you get a 0.5 for the block and you go 0.25 for 44, 45? Yeah. I love the example, the like math support or reading support or something like that. Like that makes a lot of sense for like a 45 minute class. Okay. So I thought... 15 minutes. 15 minutes? There's a discussion for them later on the agenda. Okay. So I want to give you a few examples. So if
045I'm a CTE instructor, for example, it's hard to tell who this would be, but you've got three 92-minute blocks. So you've got your CT classes there. And the fourth block could be, and it's one of those, it could be ESD, it could be duty, or they could have a prep and they end up having a 90-minute prep. So again, that's up to the district. But it'd be one of those things. A V-Day would be really similar. English language arts. This is where your English teacher might have 290 or so. I'll just keep saying 90 minutes. 90-minute. classes for English, but then they're there depending on the need for literacy support where they can do 45 minutes, two 45-minute sections each block as well, or you can go 45-minute literacy support and then the second part
04645 minutes prep. You can play with that. For junior high mathematics, same thing. You could have, this teacher would have two math classes, but then would also be able to do math support for the mini sessions. And then junior high special education, you'll see probably a few more of the mini sessions. So they could, or this teacher would have sixth grade ELA support, seventh grade ELA support, eighth grade ELA support. So you're able to provide a lot of kids different support. They could go in or they could. work on missing work for kids and attendance. They can, an idea that I really like is co-teaching with a general ed. So you push the teacher in at that level, helping them with their literacy piece. And then again, you still have one of those three options
047plus a 45 minute prep. And then what about the grade school? So when we were talking about this, I was wondering, so why couldn't we do this at the grade school? Imagine if Dayton grade school had an AV rolling block. So you still would have cord literacy block every day for 90 minutes. You would still have math block every day for 90 minutes. You still have your intervention, your extensions for 90 minutes. But then we also said we want Dayton grade school to be known that we want all of our kids. And this is just an example. You can. go all sorts of directions with this. But you can say all of our kids are going to have PE for 45 minutes. They're all going to take Spanish. So Spanish speaking or not, we're all
048going to commit as a district to teaching that. They all get performing arts. They all get CTE. So we have a community garden over there. That would be a perfect way to move up towards the junior high with the experience there. And then your teachers would still have the 90 minutes of prep duty or ESD as well. Okay. So where does science and social studies? So one of the things that happens at the grade school level is you end up compartmentalizing your subject so that you end up with these small periods of time where we're going to do health and then we're going to do science and then we're going to do social studies and then we're going to do language arts and then we're going to do math. And the strongest curriculum as far
049as depth of learning is when you integrate science and social studies and health with your literacy. So literacy is the vehicle and the content obviously is. what, what you're studying. So it would definitely take some work to develop units that are founded in social studies, science, and health, but we are reading and writing and speaking about those things. But that is really what the strongest curriculum entails so that you're not watering down every subject by giving it less time, but you're integrating the subjects together. So your theme, quote unquote, could sit in the literacy time. And I also, A lot of students wouldn't need 90 minutes of intervention or extension, so you could also capture some of that time for specific direct instruction with social studies, science, health. Can we go back one more? Or
050go forward, sorry. So yeah, so here's an example of a third grade teacher. You'll see the core literacy theme and the theme is what Amy was just referring to. You've got your math. They could have their prep while the students are in CTE or PE. And then like she said, you're gonna have a lot of students that don't need 90 minutes there. So you can play with that as well. And Dana did restructure some of the schedule this year to integrate subjects more and so that our intervention. times our students who are needing additional time in core subjects weren't being pulled from core instruction to get that time, but it was in addition to core instruction time. And then if I was the third grader in that teacher's class, I would have my ELA the
051first block. I get recess. I come back to my math. Then I go to lunch. And then I might do intervention extensions. And then on an A day, I would do CTE and then PE. And on a B day, I would do Spanish and performing arts. Okay, seventh grader needing literacy and math support. You can see how this would impact their schedule. So again, this person needs more interventions, but we don't want them to lose out on their electives and their CTE and their core instruction. So they still get that, but you'll notice on a, where is it, on a B-day, block three, they get their IXL math and ELA support. while still maintaining all those other courses, electives, and CTE programs. So what are they taking now? Well, there's fewer periods. There's seven periods
052a day versus, or seven periods that they're taking of classes versus eight. So it just adds, the schedule just adds one more option, no matter how many ways you slice it up. And where we're adding is more in the support or extensions rather than pulling them out. of a class and lose an elective or a pathway. So your 10th grader, let's say they're an ELD intermediate, you'll see that they're still able to access all the core subjects. You got your English, your science, your social studies, and your math. They're still able to get academic study support. They're still able to get their CTE and elective. And there's multiple times. And then they're also able to get their ELD direct instruction. And then 11th grader on track. So maybe I'm a student that I don't need.
053interventions or maybe extensions isn't something I'm pursuing so I still get my college writing my chemistry I can do CTE for double blocks so that lends itself to internships or different types of CTEs or other electives I still get my college algebra then you'll see block four there I might do my leadership for 45 minutes and then I'm I've got an open period after that And then a 12th grader, this is the one I use for the CTE internship. So you'll see on a B day, they're still able to get all their core subjects, their PE, and then still be able to maintain. So imagine a student being able to leave 1130, 12 o'clock and go do their internships with the skills they've developed. So how can this help attendance? There's fewer transitions. So just
054doing the math, you're going to cut your tardies in half because you won't have as many class opportunities and there's less opportunities to drift in the hallways. Students get a schedule that really matches their needs. And the mini sessions can also be used as a daily catch up for students when they're behind. And that should lead to improved attendance as well. For strengthening our literacy and math, it enables us to give daily literacy for those who need it, daily math support for those who need it. So I could be a student that's behind in my math. I could have Algebra 1 for 90 minutes on A day and 45 minutes on a B day for additional support as well and not miss out or lose any electives or CTE classes that usually leads to my
055engagement. For our SPED and EL kids, it allows targeted support. So daily support becomes part of the structure now. ELD work is done daily. Your SPED support is part of the schedule as well. And then all staff, and that's general ed as well, is learning to develop and understand strategies to work with all students. So it's not just on the staff that are hired to do SPED and EL. Why it helps CTE? It gives CTE the full blocks on the days that they run. You can even have CTE help with literacy because technical reading and writing is really important for students that are going into CTE programs or careers. And then we can give advanced CTE students that extended internship opportunities. And, of course, it pairs well with ESD because it provides that 90 minutes
056of time for staff to have a prep and professional development. I would argue that it really works when instructional coaches or peer observations are happening. So I go in and watch Amy teach, and I give her feedback. She comes in and watches me teach, and she gives me feedback. And then separately, admin are going in and evaluating based on what our focus was for the year. And then this one is the one that can cause concerns. So I just call it the four to six week instructional cycle with a prep week. And so what it is, you break the year up into repeating cycles. Ideally, you want it to about four to six weeks of instruction, followed by a week of reset or prep. And you repeat that throughout the year. The presentation I made
057many years ago was kind of arguing why aren't schools year round? If we really are about education, why aren't we giving teachers time to really look at the data, plan accordingly? And the answer was it would be too much money. This is not a year-round schedule, by the way, Phil. Yeah. Yeah, I'm not proposing that. Okay, what this could look like would be, so in September, you have your in-service week of those four days that we always have, and it's usually the nuts and bolts. Then we come back, and it's called a prep week, so students would start a week later where teachers are looking at their rosters. They're learning what their kids' individual needs are. They are planning their instructions. They are talking. If I'm a gen ed teacher, I'm talking to my SPED.
058colleague or my EL colleague to how best support. And then we teach for four to six weeks. And then we do a reset. And I talked about formative assessments. We get feedback on how kids are doing. And we notice that Stephanie's never here. So we need to do some more outreach. Terry has a whole nother story. We need to do certain things and so forth. So it gives you that time to really zero in. And it may be this person's in algebra one. And maybe they need a little bit more support. Can we change your schedule? Give them 45 minutes on a mini session and so forth. And you just continue that cycle again. What would those reset weeks look like? And again, I'm using weeks. It could be days. So this is just more
059conceptual. So Monday, you would do your data analysis. So you're looking at all the work that the students have done. You can schedule student-led conferences and goal setting. So the students take ownership of their own learning. Wednesday is your intervention sessions. Thursday is professional learning, so you're still working with your staff on developing additional instruction. And Friday is planning and preparation for the next six weeks or so. Students who are part of the intervention, they would attend by invitation based on the data review. We'd keep those groups small. We would have our instructional assistants and assigned staff help lead some of these sessions. In order to support the families, there's already multiple weeks throughout the year. So this would add, I think, three or four more weeks if this concept was adopted. But we would
060use the zone in some of our after school club programs. You should add three or four more weeks, not to the length of the... Oh, yeah, reset weeks, sorry. Yeah, it's four weeks according to your things. Every year where students don't go to class. Yes, but it does not extend the school year. It's just four weeks out of the existing school year. Students don't go to class. But they could go to class, and if you're not prepped, you don't understand your kids, you don't have the skills to teach the kids, I would argue you could also risk the problem. There's going to class, and then there's child care, which is this piece of it that we wanted. Right. That was one of the concerns that was brought up in the last board meeting is having
061kids have the option of attending school and targeting families that we know. Yeah, this would be using strategies to help families during those weeks if they're not part of interventions, if they access to food and transportation and additional support in child care. Did you want to go through that? I think that's an important one to address the concern. So the zone is a after school program currently that is free to the district. We're partnering with a church in Newburgh and they do all the management of that program. They're starting small-ish, but can expand it to really as big as we're interested in. We would work with that church to see if... they could offer those after-school programs during reset weeks so that those activities would be available for students who come from families who need
062child care during that time. We could also have some of our after-school program clubs currently move to those reset weeks. We also talked about education pathway interns earning credit or internship pay to do child care at the grade school level. At the beginning of the year, targeting at-risk students, whether they be at risk socially, economically, or knowing that they are likely having more than a year's growth that they have to make in the year to preemptively target them for all the reset weeks and make a plan with their families for them to attend. Okay. So. That takes us to these calendars. So if you look at the calendar number one, and I won't go through the details of these, this is a calendar of 158 days, but it's a 92-minute block. You end up with
063the 20 days of prep or reset spread out four different weeks. You still have your four days of in-service at the beginning of the year, your grading days and your holidays. And then with those conferences, you're still at the same number of instructional hours if you were or close to if you were doing the seven period model. Your second one that's there is the same concept, but it's a 95-minute block. And so you have 158 instructional days, and that brings you up to 1,002 instructional hours a year. Where do those three minutes come from? You just each block instead of... Or throughout the day? You're really pushing on the 7.30 to 3.30, so you just go a little bit longer. But you're still able to give your teachers the 45-minute prep. So they'd be getting
064a longer prep than the 92-minute version? Yes. You stated a number of instructional hours in Proposal 2. Did you say that in Proposal 1 and I missed it? I glossed over it really quick. So it's 968, but you can count 30 hours of instructional. So it gets you at 998. Of the student-led conferences as the 30 extra hours. Yes. That's the one Chris was talking about the last meeting. And then proposal two, you said how many? 1,002. You see it in the yellow. In the yellow. In the yellow down below. At the bottom of those. Oh, there it is. Okay. So at the bottom, it will tell you the number of instructional days. But you'll see instructional days per semester. So that's why there's two different sections there. The way this calendar is designed, semester
065one is on the left, semester two is on the right. And then you have reminders of how many in red at the bottom. Semester or proposal three. drops you down to 154 instructional days but it brings us back to four days of conferences I know the staff that we met with were concerned about families being able to do conferences at night so this model you still have a thousand and five instructional hours But the conferences, as we know them, would still exist. So where in the other model, they were done during the day, if that makes sense. So last question. In this one right here, I guess I don't understand that in these. 20 days, you talked about intervention, you talked about student-led services. Why do we still need eight more days or four days
066of conferences and another four days of in-service in addition to the 20 days? I'm not buying it. The four days of in-service are your days at the beginning of the year, the nuts and bolts. So it's not the days that are throughout the year. You know, the first week in August. So you're welcome back. Those are the four days of in-service. Set day in the calendars. I mean, a reset week. So this just shows the conferences in addition to those days, right? That's the difference with this calendar. Yeah, you have two different things. You have in-service. You have four days of in-service. That's usually like August 25th through the 28th or something. So yeah, that's those four days when that's up there. Beginning. Those are not mixed in throughout the studio. Exactly. Thank you. And
067then the conferences, the difference between these two and three is staff were concerned that we aren't offering evening conferences. So should we be looking at a model where the evening conferences are back in rather than just during the day, during those reset weeks? If you put the conferences in the reset week and they don't come in till noon one day and work till six. Yes. I mean, we get four days back. Yes. You can take this calendar and. Yeah, you can play with this a lot. I mean, you can move things everywhere. Proposal four, again, this probably someone already gave me a bad time for having too many proposals, but someone thought about having goal setting days. So that's what number four is. So if you look at September 9th and February 9th, those are
068goal setting days where you meet with kids. selected kids and set goals for the semester with the thought behind there. So you can be creative on how you're approaching that. Proposal five takes us back to the seven period day. This has four prep days or reset days each semester. So you'll see it. You have the in-service week in August. It's followed by four days of prep. And then you have your traditional holidays in there. And then you have another prep week, the first week of the second semester, in order to prepare, know your kids, and teach. And then it keeps you at 50 minutes a period. So you'd have to go up to 170 instructional days, but it still gets you to that 990. So right at where we're supposed to be, or minimum. It's
069close. So the calendar six, because number five has those reset weeks in it. And then calendar six is what we are currently doing. And that gives us 996 total instruction hours and has the conferences and the in-service days, what you guys call it, sprinkled throughout the calendar. The other thing that's in your packet, I gave you a copy of. what an embed staff development could look like if you are interested in looking at that. I gave you a copy. It's called a sample AB rolling block. I just picked a schedule so you can see how an AB schedule rolls. It doesn't matter if there's a snow day, a holiday, whatever, the calendar still rolls. And then I gave you a copy of a sample bell schedule so you could see if it's a 92-minute day
070what start time would look like. what the end of the school day looks like. I did that for the flex hybrid schedule as well as well as our current seven period 50 minute sessions are. Okay so the flex-to-hybrid model is still based on four 92.95 minute classes same as AP? Yes. How many minutes is there between these then? The flex means that you're going to create 44, 45 minute mini sessions within each block. They don't have an AB schedule. Yeah, it's still AB. And then AB is all classes are six through 12 would be 92, 95 minutes. So my thought, I love the work that's went in here. I don't want this to come across the wrong way. I could care less about this more than I care about the two of you telling me,
071what do you think is going to be the most effective for our students? And then I'm going to trust your professionalism to help us guide us to that right decision. I mean, and I don't know if you want to save it for discussion time. So we start the meeting on time or not. To me, having more flexibility with students and the ability to give them more time when they need it and personalize the instruction more while having exponentially more professional development for staff is a no-brainer. It's a matter of, are we ready to roll that out next year? Because the amount of work required from the administrative team to do it intentionally is, it's a heavy lift. I think what we're doing is not working. Yeah. I mean, we'll pull it off if that's the
072direction that, you know. Well, we can talk about it. We can talk about it. We're done. We're going to. But we have a discussion time on the agenda for it. Sean. You tired of talking? Thank you. That was great. I appreciate it. I hope so. Tell you why.