Balanced Calendar Update

1. Mike Funk, Superintendent, Albert Lea Area Schools Balanced Calendar Update

2. Rationale for Concept • School Calendars in MN our the product of tradition. We are on an agrarian calendar because that is what we inherited over time. • With the climate control systems being placed in our buildings throughout the district, we cannot look at shifting when we educate our students.

3. Concerns with current calendar • Summer Learning Loss- students end school in June, come back in September, and then it takes until early October to achieve at June levels • No opportunities for remediation throughout the year- No credit recovery at secondary level until summer. • District Runs Targeted Services after school for students who need help- keeping many elementary students at school past 4:30-long days • Secondary has a ten day holiday break, then gives finals after the break. Quarter breaks in general do not align well in current calendar

4. Opportunities with a balanced approach • Summer learning loss is reduced with an earlier start date. • Built in opportunities for credit recovery at the secondary level throughout year • Targeted Services would be offered during interim breaks- shortening long day for elementary students • Enrichment Opportunities would be offered for students during interims • First Semester would be complete before the holiday break • Ample opportunity for planned professional development throughout interim student breaks • Less school related stress on students and staff

5. Initial Research- Working Group Calendar Report to MN Legislature- 1998 • Over 2 million students enrolled in more than 2,900 year-round schools in 39 states, a five-fold increase in the 1990s. • Attitudes of parents, transportation, and transitional costs have been the major challenges for Minnesota schools adopting year-round school calendars.

6. Research Continued In a review of 75 studies of student achievement: 36% indicated that students attending year-round schools perform better than students on traditional calendars, 8% found that students on traditional calendars performed better, and 56% showed no difference in student performance by calendar. • Evidence suggest that the more frequent breaks found on year-round schedules improve the overall school climate- improved attitudes of students and staff, fewer discipline problems, improved student and teacher attendance, which may contribute to positive effects on learning.

7. Calendar Draft

8. Next steps • District Task Force will meet March 31st at 7pm. Members of the team to be invited consist of parents from all the schools, community leaders from city, chamber, fair board, 4H, visitors bureau, pre-school organizations. • Internal district committee consisting of bargaining unit representatives will meet in early April.

9. Questions?