Post by title1parent on Jun 2, 2010 11:33:48 GMT -5
www.suntimes.com/news/education/2342854,CST-NWS-skulday02.article
8-hour school day?
CPS | Plan would give some students extra 2 hours of computerized math, reading
June 2, 2010
BY ROSALIND ROSSI Education Reporter/rrossi@suntimes.com
An eight-hour school day for kids? It could be headed to your local Chicago public elementary school.
In an attempt to extend an unusually short instructional day, Chicago public school officials are quietly working on a plan to bring an eight-hour school day to up to 100 struggling schools by using a combination of laptop computers, instructional software and non-teachers, the Chicago Sun-Times has learned.
Under one form of the "Extended School Day Initiative," half of all first- through eighth-graders in the selected schools would attend computerized classes in math and reading for two hours at the end of the day, and half would attend them before regular classes start.
That would mean half of kids -- from A students to struggling ones -- would be in school from 9 a.m. to 5 p.m. -- the same work hours as most adults. The rest would attend from 7 a.m. to 3 p.m.
Some schools on academic probation could get the program for three to five days a week as early as this September, with more schools added in January. If funding is found and the program is successful, the Extended School Day Initiative eventually could be implemented in all CPS elementary schools, sources say.
Principal Allen Michael Mosley of Bontemps School in Englewood loves the idea, which is still a work in progress. Mosley says he's already seen results from an afterschool math software program Bontemps has been using with struggling third- through fifth-graders over the last year.
Two extra hours of computerized instructional time in all grades, first through eighth, in both math and reading "would be great for my students,'' Mosley said. "The longer they are in school, the better.''
Kids say they love the action-packed software that converts math into games and gives them undivided, one-on-one attention. They can backtrack to a tutorial if they get tripped up on a problem. In class, their teacher follows up on weak spots identified by the software.
"I think it's awesome,'' said fourth-grader Dartonya Wright, 10. "It's very, very fun. I like it because it taught me how to think.''
Mayor Daley has repeatedly called for a longer school day and school year since assuming control of the nation's third-largest school system. A 2008 Chicago Sun-Times series, called Schooled in Fear, reported that Chicago's 308-minute elementary instructional day was the 12th-shortest among hundreds of Illinois districts.
Add up all the minutes annually, and CPS officials believe Chicago offers far less instructional time than New York, Los Angeles or Philadelphia.
To keep costs down, "proctors" -- not certified teachers -- would oversee computerized Extended Day sessions. Ideally, the software should challenge students of all skill levels and alert classroom teachers to those who need extra help.
An initial version of the plan called for one proctor for every 35 kids, something one principal termed a recipe for "chaos.'' However, officials have since decided one proctor is "certainly not enough and we're envisioning two proctors per 35 kids,'' one CPS source said.
And, depending on funding, teachers may be part of the mix by supervising, for extra pay, proctors in four or five classrooms of kids.
Officials don't even know the cost yet but clearly the biggest obstacle is funding -- which could scuttle the whole idea or dramatically alter it.
CPS plans to raise class sizes from 30 to 35 children to battle a deficit that could be as high as $600 million, forcing the layoffs of 2,700 teachers. The Chicago Teachers Union is not likely to be pleased with the prospect of putting "proctors'' in front of kids when teachers face layoffs.
However, CPS sources say, if new dollars emerge from Springfield, shrinking class size and preventing layoffs would take precedence over the extended day initiative.
In addition, one source said, federal stimulus "capital'' dollars, which cannot be used to fill operating deficits, may be available to bankroll new laptops. Private companies are being asked for computer donations.
CPS officials also are trying to drum up free proctors. College students or parents paid a stipend also could be used and trained in classroom management.
Many logistics still have to be ironed out. That includes addressing safety concerns in high-crime areas where kids may emerge from school when it's dark.
"I know my parents aren't going to be happy,'' said one principal. "It's not safe here after dark outside."
Some wondered how the longer school day would impact other afterschool programs and sports. Many CPS elementary schools now offer only 20 minutes for lunch, no recess, physical education once a week, and art once a week.
The Extended School Day plan would include a break and a snack, but some educators worried if stretching the school day to eight hours would be grueling on kids.
"I'm very worried about kid burnout,'' one principal said.
Another wondered what would happen to kindergarten students if older siblings, who walk them to school, have to arrive two hours early. "We don't want a day-care situation,'' the principal said.
A CPS request for bidders requires them to provide software that "allows students to learn with little adult support,'' that is "research-based and evidence proven,'' and that is shown to "move student outcomes by third-party evaluations.''
A 2008 study of 10 reading and math software programs by Mathematica Policy Research found only one produced a statistically significant uptick in student achievement -- and it was among fourth-grade readers. However, one of the study's authors, Mathematica vice president Mark Dynarski, said the study tried to determine if kids learned better when teachers wove software into their regular lessons. Chicago's Extended School Day plan takes a different tack.
"This is a kind of hybrid approach to lengthening the school day,'' Dynarski said. "They are using technology as the teacher. I don't know if anybody has studied this specifically. . . . It's definitely innovative.''
Another question is how long the youngest kids can stay focused in front of a computer after a day of school. First-graders Dynarski studied used their software programs in 20- or 30-minute bursts, then switched to another classroom activity under teacher guidance. Proctors may have their hands full overseeing first-graders for two hours, Dynarski said.
"Physically, they are unable to focus for a long period of time on something like a screen,'' he said.
Bontemps' Mosley says he uses incentives such as prizes, certificates and snacks to encourage kids to attend the after-school program, and to push themselves.
"The students love it. It's like a competition,'' Mosley said. "You have to be creative with these software programs. You can't just put a kid in front of a computer and say, 'Do this.'''
8-hour school day?
CPS | Plan would give some students extra 2 hours of computerized math, reading
June 2, 2010
BY ROSALIND ROSSI Education Reporter/rrossi@suntimes.com
An eight-hour school day for kids? It could be headed to your local Chicago public elementary school.
In an attempt to extend an unusually short instructional day, Chicago public school officials are quietly working on a plan to bring an eight-hour school day to up to 100 struggling schools by using a combination of laptop computers, instructional software and non-teachers, the Chicago Sun-Times has learned.
Under one form of the "Extended School Day Initiative," half of all first- through eighth-graders in the selected schools would attend computerized classes in math and reading for two hours at the end of the day, and half would attend them before regular classes start.
That would mean half of kids -- from A students to struggling ones -- would be in school from 9 a.m. to 5 p.m. -- the same work hours as most adults. The rest would attend from 7 a.m. to 3 p.m.
Some schools on academic probation could get the program for three to five days a week as early as this September, with more schools added in January. If funding is found and the program is successful, the Extended School Day Initiative eventually could be implemented in all CPS elementary schools, sources say.
Principal Allen Michael Mosley of Bontemps School in Englewood loves the idea, which is still a work in progress. Mosley says he's already seen results from an afterschool math software program Bontemps has been using with struggling third- through fifth-graders over the last year.
Two extra hours of computerized instructional time in all grades, first through eighth, in both math and reading "would be great for my students,'' Mosley said. "The longer they are in school, the better.''
Kids say they love the action-packed software that converts math into games and gives them undivided, one-on-one attention. They can backtrack to a tutorial if they get tripped up on a problem. In class, their teacher follows up on weak spots identified by the software.
"I think it's awesome,'' said fourth-grader Dartonya Wright, 10. "It's very, very fun. I like it because it taught me how to think.''
Mayor Daley has repeatedly called for a longer school day and school year since assuming control of the nation's third-largest school system. A 2008 Chicago Sun-Times series, called Schooled in Fear, reported that Chicago's 308-minute elementary instructional day was the 12th-shortest among hundreds of Illinois districts.
Add up all the minutes annually, and CPS officials believe Chicago offers far less instructional time than New York, Los Angeles or Philadelphia.
To keep costs down, "proctors" -- not certified teachers -- would oversee computerized Extended Day sessions. Ideally, the software should challenge students of all skill levels and alert classroom teachers to those who need extra help.
An initial version of the plan called for one proctor for every 35 kids, something one principal termed a recipe for "chaos.'' However, officials have since decided one proctor is "certainly not enough and we're envisioning two proctors per 35 kids,'' one CPS source said.
And, depending on funding, teachers may be part of the mix by supervising, for extra pay, proctors in four or five classrooms of kids.
Officials don't even know the cost yet but clearly the biggest obstacle is funding -- which could scuttle the whole idea or dramatically alter it.
CPS plans to raise class sizes from 30 to 35 children to battle a deficit that could be as high as $600 million, forcing the layoffs of 2,700 teachers. The Chicago Teachers Union is not likely to be pleased with the prospect of putting "proctors'' in front of kids when teachers face layoffs.
However, CPS sources say, if new dollars emerge from Springfield, shrinking class size and preventing layoffs would take precedence over the extended day initiative.
In addition, one source said, federal stimulus "capital'' dollars, which cannot be used to fill operating deficits, may be available to bankroll new laptops. Private companies are being asked for computer donations.
CPS officials also are trying to drum up free proctors. College students or parents paid a stipend also could be used and trained in classroom management.
Many logistics still have to be ironed out. That includes addressing safety concerns in high-crime areas where kids may emerge from school when it's dark.
"I know my parents aren't going to be happy,'' said one principal. "It's not safe here after dark outside."
Some wondered how the longer school day would impact other afterschool programs and sports. Many CPS elementary schools now offer only 20 minutes for lunch, no recess, physical education once a week, and art once a week.
The Extended School Day plan would include a break and a snack, but some educators worried if stretching the school day to eight hours would be grueling on kids.
"I'm very worried about kid burnout,'' one principal said.
Another wondered what would happen to kindergarten students if older siblings, who walk them to school, have to arrive two hours early. "We don't want a day-care situation,'' the principal said.
A CPS request for bidders requires them to provide software that "allows students to learn with little adult support,'' that is "research-based and evidence proven,'' and that is shown to "move student outcomes by third-party evaluations.''
A 2008 study of 10 reading and math software programs by Mathematica Policy Research found only one produced a statistically significant uptick in student achievement -- and it was among fourth-grade readers. However, one of the study's authors, Mathematica vice president Mark Dynarski, said the study tried to determine if kids learned better when teachers wove software into their regular lessons. Chicago's Extended School Day plan takes a different tack.
"This is a kind of hybrid approach to lengthening the school day,'' Dynarski said. "They are using technology as the teacher. I don't know if anybody has studied this specifically. . . . It's definitely innovative.''
Another question is how long the youngest kids can stay focused in front of a computer after a day of school. First-graders Dynarski studied used their software programs in 20- or 30-minute bursts, then switched to another classroom activity under teacher guidance. Proctors may have their hands full overseeing first-graders for two hours, Dynarski said.
"Physically, they are unable to focus for a long period of time on something like a screen,'' he said.
Bontemps' Mosley says he uses incentives such as prizes, certificates and snacks to encourage kids to attend the after-school program, and to push themselves.
"The students love it. It's like a competition,'' Mosley said. "You have to be creative with these software programs. You can't just put a kid in front of a computer and say, 'Do this.'''