Balanced School Day COSL

1. Balanced School DayCOSL Sheryl Hoshizaki February 9, 2005

2. Balanced Day Schedule Why? • Student Achievement • Nutritional Concerns • Fitness levels of Students • Supervision and Safety

3. Change in Society Political Commitment • Student Achievement “Learning for All” “No Child Left Behind” “Success for All”

4. Nutritional Concerns Student Health • One parent at home • Students going home for hot lunch • Nutritious lunches • Vending machines • Fast foods

5. Physical Fitness Ontario Physical Health and Education Association • Concern for fitness of children • Lack of activity • Computer, video games, T.V. • Rigor of academic expectations

6. Supervision and Safety • Parent Accountability • Liability • Safety • Liability of Activity • Supervised Activity • Union Parameters • Expectation of parents

7. Implementation of Balanced Day Schedule Know your school…your parents…your staff…your students • Bussing transportation • Number of students staying for lunch • Number of students going out for lunch…restaurants nearby • Collective agreement parameters • Culture of school and school community

8. Consultation Plan Communication/Information to: • Parents • Students • Staff • Staff unions

9. Scheduling Who is involved? • Staffing Committee • School Council • Student Council • Union Rep

10. Feedback Survey • Staff • Students • Parents

11. Evaluation of Program Student Achievement • EQAO • DRA PM Benchmarks • Report Cards • Other

12. Evaluation of Programcont’d Nutritional Impact • Feedback forms • Observations • Garbage quality • Vending machines • Local health unit

13. Evaluation of Programcont’d Physical Fitness • Daily Vigorous Activity • Fitness testing • Feedback forms • Activity schedule • # of students participating in activities

14. Evaluation of Programcont’d Supervision and Safety Data on: • # of suspensions • #of behaviour incidents • # of accidents • # of participants in activities • Most food is consumed under direct supervision • Less litter, scavenger and insect incidents

15. Activity I Five Questions: • Why are you here today? • What is not working in your school? • How would a balanced day schedule improve student learning and student life in your school? • What is your role in implementing the Balanced Day Schedule? • What are the barriers that challenge implementing a Balanced Day Schedule?

16. Activity Icont’d • Answer questions #1 and #2 yourself • Answer #3 and #4 with a partner • In a group of five, list the three prominent barriers that challenge implementing a Balanced Day Schedule

17. Balanced Day Schedule and the Effective Schools Movement Using the Effective Schools Research as the framework for the School Improvement Program, one finds Block Scheduling or the Balanced Day Schedule as a key component addressing issues of: • Curriculum • Instruction and school climate • Community

18. Time: The great equalizer… • Research; regarding special needs students…one common theme…“I can do it. I just need more time” • Student feedback; “Homework is having the ‘time’ to practice” • Early Childhood Education; gives children not only more ‘time’ but ‘time’ at integral developmental stages

19. Time: The great equalizer…cont’d • Year Round Schooling; scheduling was first a warm weather phenomena, then a school usage issue and now a student achievement issue because it provides less ‘time’ for summer or holiday academic slippage • Extended Day Programs; increased co- curricular programming allowing students more ‘time’ to apply their learning and ‘time’ to practice their studies

20. Cedarwood Public School Sample Time Table

21. Collective Agreement Parameters • Sixty minutes supervision time • Forty minutes uninterrupted lunch • Preparation time of 150 minutes per week

22. Other Issues • Occasional teacher schedule • Half time positions • Itinerant teachers • Half time programs e.g.. kindergarten

23. Activity Break Programs • Sports • Art program • Homework Clubs • Craft program • Dance/ Theater/ Cultural Celebrations • Clubs

24. Data Collection for Cedarwood P.S. Student Achievement Data 2004-05 DRA Primary Benchmarks EQAO stats Report Card Data

25. Data Collection for Cedarwood P.S.cont’d Nutrition 2004-05Anecdotal Survey Observations Parent feedback snacks consumed garbage analysis

26. Data Collection for Cedarwood P.S.cont’d Physical Fitness 2004-05 Canada Fitness Challenge Daily Vigorous Physical Education Number of Activities Number of participants

27. Data Collection for Cedarwood P.S.cont’d Safety/Supervision 2004-05 Data on # of suspension # of incidents Data on garbage related incidents

28. Activity II Worksheet

29. Research Dr. Robert Lynn Canady, Block Scheduling ‘A Catalyst for Change in High Schools’ www.menc.org/publication/articles/block/canady.htm Balanced Day Schedule • Halton DSB, www.haltondsb.on.ca • Fort Frances/Rainy River DSB, www.rrdsb.com • Peel DSB, www.peel.edu.on.ca • Hamilton Wentworth DSB,www.hwdsb.on.ca Ontario Physical and Health Education Association, Questions on Balanced Day, www.Ophea.net/Ophea.net/hpefaq7.cfm Ron Banks and Beth Atkinson, What is the Best Time of Day for Student Learning? Clearinghouse on Early Education and Parenting, http://ceep.crc.uiuc.edu/poptopics/timeofday.html Lawrence Lezotte, The Effective Schools Process A Path Proven to Learning for All; www.effectiveschools.com Sheryl Hoshizaki; Principal Cedarwood Public School, 399 Elson Street, Markham, Ont. sheryl.hoshizaki@yrdsb.edu.on.ca

30. Cedarwood Public School • Survey on Balanced Day February 3, 2005 • This is a feedback form to be used for our school data bank only. It is to monitor the effectiveness of the Balanced School Day in terms of Student Achievement, Scheduling of Teacher/Staff down time; (breaks, lunch, etc.) nutritional benefits to children, Instructional Time, Activity Time and other related learning. • Please complete only those areas that you feel relate to your experience. • 1. Student Achievement • How has the balanced day schedule impacted on student learning in your classroom? In your division? • Positive- Three chunks of 100 minutes increased learning time and focus time. • Students are ready to learn-breaks are built in • Students are fresh after they come back for their activity break. `Uninterrupted instructional time-beneficial with language component • Students exposed to creative learning activities during the teaching day when their minds are fresh and curious-teaching day extended • Time for nutritional snacks eaten peacefully in their classroom • With two periods between breaks kids have sufficient energy to go through learning-Focus is better because they do not have to go out after short study periods • No worry about students being hungry at certain time-learn/perform better • Students more active during activity breaks- less antsy in class • Students have better concentration-eat better in terms of eating schedule • It gives me a larger bloc of time either devoted to students or my own classroom admin duties. It leaves me more time at the end of the day (last period used to be too short).

31. More opportunities for extra-curricular for students- gives teachers a chance to take a breather before going on again • I think it is excellent. It enables the children to have a break participate in extra-curricular) and enables teachers to prepare for upcoming lessons • It invigorates the students’ ability to learn. Normally at most 9-3:30 schools students enter school alert, but by noon they tend to get very fatigued. Our students seem to have more energy through out the day • Increased instruction time-nutrition portion allows students to re-energize for the activity time where students participate in extra-curricular activities • Larger chunks of time to teach, more instructional time for children • With two lunch periods, I have noticed a decrease in students mentioning hunger. They also seem more ready for learning after 1st lunch & break • Having 2 lunches benefits the students because they are focused • I think that it is a great help-makes the day flow-disadvantage afternoon may be a bit long for grade 1’s • It has not really affected student learning because there are still 100 minutes of language and math daily

32. How has instructional time been increased? • Less stop and start time increase instructional time • Students settle down faster are ready to learn-more focused • Integration between subjects • Less down time, or time getting children dressed, undressed • Less time lost in entry and exit • Extra-curricular activities during activity breaks lose less time because 2 breaks instead of 3 • Last block became much more valuable because of less interruptions, we have more instructional time • Students gain more instructional time by eliminating one exit and entry time • Better scheduled time to teach subjects during designated times • Student concentration has increased-saves entrance and exit time • Has given me opportunity to continue working on a lesson or idea threat otherwise might have been lost to recess or lunch (flow would’ve been interrupted) • With only two breaks less transitional time (dressing for outdoors) • I think it has increased my language arts program • Time is saved on entering and exit-easier to teach in blocks of time • Instructional time has increased in language

33. How have the larger learning blocks helped or hindered your class schedule? • The larger learning blocks have made a huge difference in my class schedule • Helped build continuity in lessons • Flexibility to go into deeper with what we’re teaching-longer more meaningful discussions on the topic they’re learning –hence a better understanding of the material • Math and Language learning blocks we uninterrupted and scheduled to meet the needs of the various learning styles. • Double periods wherever possible allow continuation of work in progress • Less interruptions-waste less time waiting for students to come in • Students can have a longer time block to a non-interrupted learning • Longer blocks enable me to plan lessons that contain more continuity and more complete tasks • Once students are given the lesson, they are able to attempt the work and if they are not understanding it, they are able to ask the teacher before they go home • Schedules can sometimes end up different than what was actually schedule ie: shorter time for one activity to allow more time for the next subject • It has helped my class schedule-it enables children to grasp concepts • Flexible with implementing curriculum. You can do trade offs to maximize learning • Helped tot sustain and continue activities in an uninterrupted way • More instruction time less interruptions • Sometimes you forget to break apart one of the large blocks to use for music or drama because they are so useful when teaching language, math science and social studies • More time for guided reading groups-class discussions • Allows us to get our lessons done

34. Has the Balanced Day schedule allowed for more assessment? Has it changed assessment strategies? How? • Longer learning blocks give the students time to focus on activities that give teacher’s time to work on assessment strategies esp. DRA/Benchmarks that require 1:1 • Time for language assessment in a few areas during the block ie: reading, writing, oral • More time for formative assessment Overall assessments opportunity have greatly increased • Not for me – I mark and assess everything the children do, otherwise I feel I don’t get an accurate picture of student growth. • As a first year teacher I have no other experiences therefore can’t answer this question effectively • Not really-we can be flexible in our assessment strategies • When instructional time is increased more assessment (authentic) will be more possible • It has allowed for more fair assessment. It allows for a more reasonable amount of time for students to learn and use the information • Provide time for re-tests, tutoring etc. • More time to try a variety of strategies • Allows for student conferencing and 1:1 assessment • More time to do assessments in blocks • It increases my language arts program-students have more time to complete their work • No not significantly • We can use the 40 minute break to do more marking

35. How does a Balanced Day Schedule support a Balanced Literacy Program? • Students need large blocks of time to focus on literacy activities-the 100 minute allow for integrated literacy • Can fit in a variety of activities thereby moving to Balanced Literacy • Allows for a variety of uninterrupted hands on activities to flow easily • Time slots can be provided for independent reading (am) guided reading (middle) and read aloud, shared reading(pm) even with content areas • Large uninterrupted literacy program-the purpose of balanced literacy program • I feel that when we need to integrate different subjects, longer learning blocks can always give more opportunities for deeper exploration, discussion and coherence • More time for instruction and cross curricular lessons • It enables children to access library during the break, book clubs etc. • Sustained literacy component across curriculum • Can chunk time to program reading, writing and oral activities in a more integrated way and can be flexible with programming • Teachers can keep students in longer for extra help during activity breaks • Interaction between teachers and students • Last year my schedule allowed for 100 minutes of literacy, but this year with French second period , I have to use two separate periods for language • You still get 100 minutes of language

36. Have you seen improvement in student reading levels with this schedule? Explain how and why. Have you seen improvements in other areas? • Extended times to read to self, others aloud. Allows for writing rough copy-draft-good copy. Achievement of final product has shorter time line • Students are exposed to more reading materials…morning reading, by teacher/students giving kids a reason to write and improve on their public speaking skills. More time during 100 min. learning block to so read aloud or literacy circle. Definite improvement • I will take a closer look at the end of the year • Student’s energy levels do not slump as they have had nutritional breaks at 9:40 and 12 pm. Therefore attention & task focus is at its best. Also activity breaks utilization of pent up energy before a melt down stage • More uninterrupted time with students • No experience to tell • It allows for students to have a longer period of time to have the info sink in and develop strategies • Improvement in attention-student more attentive after nutrition break • In the area of behavior management and with flexibility in language program the reading level of the students seems to have been positively impacted • Concentration and focus of students • It is hard to say if the improvements are in part a result of the schedule but the longer blocks to allow you time to teach the children to practice and even time to reflect • Ability to concentrate after first break-students more alert • Not significantly • I think reading levels are the same

37. . Teacher Scheduling Are you receiving you 40 minute uninterrupted lunch? Is it scheduled for you to receive? 11 respondents - Yes, it is scheduled 1 respondent- No, but it is my choice 1 respondent -I get it at either the first or second break 1 respondent -Yes but not on a day when I have a 30 minute duty and supervise and activity 1 respondent- Yes, but not when I have lunch duty 3 respondents- Most

38. Is there less down time in the Balanced Day vs. the Traditional Day? How so? • Don’t feel there is much down time especially on days when I am on duty • Can’t compare, no experience • No experience • Definitely less. 15 minute breaks can only be used as breaks from work • Less down time for children to get involved in mischief-day flies by • It enables more down time but I find myself doing something (supervising tutoring etc.) • There is never down time for teachers in either situation • I have less down time, but the days go by so fast that you hardly knowing the passing of time • You are still at school for the same amount of hours –there is always a list of things to do • …with a longer block of time for break you are able to run to the washroom, get a drink etc. • Less because there are more opportunities to schedule meetings, extra curr, do prep work • Not a lot of down time simply because for teachers there is always so much to do • Personally I find that I am more active that before • More down time for teachers-I feel less stressed • Less time but a longer time to meet with kids can run an extra –curr • Marginally more down time with this schedule • Less down time

39. Do you find that the activity time demands more in extra curricular and how do you contribute to this? • No • Activity time is voluntary and allows for more extra curricular • If the whole staff contribute and shares the time • More time for extra curricular-I run a beading club • Yes, I chose carefully how I volunteer my time • No, because it is a choice to participate or volunteer • I find the activity time does demand more extra curricular activities • There is pressure to contribute but I enjoy what I volunteer to do. I do that because I want to • I find it easier to offer/volunteer during the day I find that children have less fatigue as opposed to after school activities. I coach teams, choir, band and help students with homework • I think it does and it is excellent for the students • Its better during the day- I do water colour and pottery • It demands more extra curr. But I enjoy it and volunteer when I can • Our volunteer time has been streamlined so we supervise kids on one day a week (pm brake only) • Activity time shortened and rushed

40. In all the changes in the education and the changes in the dynamics of family life…How would you say the Balanced Day Schedule assists or hinders these changes? • It is fantastic for the early start & early finish , parents find it easier to drop off kids before work • More time spent with the teacher who can help with homework as well as enrichment because both parents work and children do not always have the quality time to spend with the children • Less than 1 hour breaks give students less time to spend at home (less students go home for lunch because of this) • Opportunities for parents of our students to speak with teachers • Gives the students a chance to each 2 nutritious meals • Allows extra-curr activities to be run during the day rather than after school • I tend to work through the day

41. . Nutritional Benefits • Do your students have their snack or lunch during both activity breaks? Do you find that they finish their snacks during this time? • 15 respondents –Yes they do and have enough time to eat • 1 respondent –No some students do not have a snack for both breaks. They eat too fast and start to get active inside the classroom before going outside • 1 respondent- I find that students are busy playing or working during these times in their classrooms instead of eating .

42. Physical Exercise and other Wellness -related issues • How does the Balanced Day schedule improve the physical activity times of the students? How has it hindered the physical activities of our students? • More opportunities for students to explore different activities • Forty five minute recess break might be too long for students to be outside. They get bored, cold etc. With a 30 minute recess it’s a good amount of play time for students • Indoor recess give students less chance to be active…with only 2 breaks students may have less chance to go outside • Obviously 50 minutes allows us to hold meaningful athletic activities • Offering team sports during school hours –more students are now able to participate • 2 3- minute periods of outside/recess time gives us the chance to run coaching and activity based physical activities • more time dedicated to sports, exercises during teaching day-kids are active rather than passive • Indoor sit-down activities allow them to sit down they could use more physical outdoor/indoor activities • Increases physical activity-more chance to join sports • Not significantly • Good use of gyn during breaks for sports • Yes, longer outside to re energize • Time more organized with students involved in sports and activities • Improved physical activity for students • More time is needed for outdoors • I don’t believe it has because they get two outdoor breaks and phy ed twice a week

43. How does the Balanced Day schedule serve the parent/guardian community in terms of parent/teacher interviews and after school meetings? • 10 respondents -We can schedule a meeting during the break • More time to contact parents/meet with parents -m ore opportunities for • personal meeting/ telephone interviews • It is hard to schedule interviews during our 2 breaks, it would most likely be after school • It is still difficult for working parents to make it to meetings after school

44. 5. Safety • Some advocates of the Balanced Day schedule believe that smaller time breaks increases supervision and safety. Would you agree with this analysis? • Yes, less chance for problems outside • Yes, less time at recess wile an a decrease in amount of incidents • Less time to wind themselves up and a regular time to release energy and frustration • It is often difficult supervising children during activity breaks • Yes our students get into far fewer altercations and allow teachers more opportunity to supervise • Good policies and reliable staff any schedule works • Our students have a variety of choices during the break and so the whole student body is never outside at the same time • Yes, more supervision time with people • Less free time outside for students has greatly reduced silly or malicious behaviour thus increase safety for students • Safety depends on supervision & student ratio. Accidents will happen if they have to happen • The longer children have in doing unorganized play, there is more time and opportunity for children to get into mischief. Supervision is just as critical at this time

45. Other • What are your reasons for supporting the Balanced Day Schedule in lieu of the Traditional Day? What are your reasons to support the Traditional Day? • More kids involved in extra curricular activities-ready to learn • Saves more time coming in and out-transition • Less down time helps to make your day rewarding and feel shorter • Longer language and math blocks-activity times during the school day • It allows the students time to eat a nutritious snack 2 times per day- more time for extra curricula • …It allows student to get involved in activities that they would not usually do • the break up of the time and allotment of subjects instructional time • having teaching experience with both I prefer the balanced day schedule • I did enjoy the long lunch and recess break to unwind a bit • Kindergarten is on a different schedule • Perception that day is quicker-students have a longer time to accomplish more-feels a lot better-less stressful and more rewarding • more time to participate in extra-curricular-more teacher prep time-time for library visits, re-tests, tutoring • Better for students, busier for teachers • I like the 40 minute snack in the morning • Less interruptions