2021-22 Calendar · 2021. 3. 15. · 2021-22 Calendar: Recommendation for the Richmond City School...

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2021-22 CalendarRecommendation for the Richmond City School Board

Presented by: Jason Kamras, Superintendent

Venue: Richmond City School Board Meeting

Date: March 15, 2021

2021-22 Calendar: Recommendation for the Richmond City School Board

2

Highlights of Proposed 2021-22 Calendar

Richmond Public Schools | March 15, 2021

• Includes 7 weeks of extra instruction to support our 5,000 highest-need students with intervention, acceleration, and enrichment: 3 weeks in July/August right before school (“Jump Start”), 2 weeks in November (“Fall Boost”), and 2 weeks in March (“Spring Boost”).

• The extra weeks are 100% optional for students and teachers.

• Provides more than $10,000 in additional compensation for teachers who choose to work the additional weeks.

• Maintains a 5-week summer for students participating in the extra days of instruction, and an 8-week summer for all other students.

• Includes 4 full-day and 2 half-day Teacher Work Days.

• Gives off Easter Monday, Eid al-Fitr, Diwali, and Yom Kippur.


3Richmond Public Schools | March 15, 2021

S M T W T F S S M T W T F S S M T W T F S S M T W T F S February 16-April 1: Maintain Fully Virtual Instruction

1 2 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 April 2: Teacher Work Day

3 4 5 6 7 8 9 7 8 9 10 11 12 13 7 8 9 10 11 12 13 4 5 6 7 8 9 10 April 5-9: Schools Closed for Spring Break

10 11 12 13 14 15 16 14 15 16 17 18 19 20 14 15 16 17 18 19 20 11 12 13 14 15 16 17 April 12-June 18: Virtual + In-Person for Highest-Need Students with IEPs

17 18 19 20 21 22 23 21 22 23 24 25 26 27 21 22 23 24 25 26 27 18 19 20 21 22 23 24 April 23: Parent/Caregiver Conference Day

24 25 26 27 28 29 30 28 28 29 30 31 25 26 27 28 29 30 May 31: RPS Closed for Memorial Day

31 June 18: Last Day of School (1/2 Day for Students)

June 21: RPS Closed for Juneteenth (Actual Holiday on June 19)

July 5: RPS Closed for Independence Day (Actual Holiday on July 4)

July 14-15: District PD for "Jump Start" Teachers

S M T W T F S S M T W T F S S M T W T F S S M T W T F S July 16: Teacher Work Day for "Jump Start" Teachers

1 1 2 3 4 5 1 2 3 1 2 3 4 5 6 7 July 19-August 6: "Jump Start" for 5,000 Priority Students (In-Person)

2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10 8 9 10 11 12 13 14 August 9-12: District & School-Based PD for All Teachers

9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17 15 16 17 18 19 20 21 August 13 & 16: Teacher Work Days

16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24 22 23 24 25 26 27 28 August 17: Official First Day of School for Students (In-Person)

23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31 29 30 31 September 6: RPS Closed for Labor Day

30 31 September 16: RPS Closed for Yom Kippur

RSD=0, RTD=0, XSD=10, XTD=13 RSD=11, RTD=17, XSD=5, XTD=5 October 22: Parent/Caregiver Conference Day

October 29: 2-Hour Early Dismissal / Afternoon PD

November 4: RPS Closed for Diwali

November 12: 2-Hour Early Dismissal / Afternoon Teacher Work Day

S M T W T F S S M T W T F S S M T W T F S S M T W T F S November 15-24: "Fall Boost" for 5,000 Priority Students (In-Person)

1 2 3 4 1 2 1 2 3 4 5 6 1 2 3 4 November 25-26: RPS Closed for Thanksgiving Break

5 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 13 5 6 7 8 9 10 11 December 23-January 3: RPS Closed for Winter Break

12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 20 12 13 14 15 16 17 18

19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24 25

26 27 28 29 30 24 25 26 27 28 29 30 28 29 30 26 27 28 29 30 31

31

RSD=20, RTD=20, XSD=0, XTD=0 RSD=20, RTD=21, XSD=0, XTD=0 RSD=11, RTD=11, XSD=8, XTD=8 RSD=16, RTD=16, XSD=0, XTD=0

JANUARY

MAY

2021

SEPTEMBER OCTOBER NOVEMBER DECEMBER

FEBRUARY MARCH APRIL

JUNE JULY AUGUST

DRAFT Calendar: Spring 2021 through Fall 2023

Proposed 2021-22 Calendar

2021



S M T W T F S S M T W T F S S M T W T F S S M T W T F S January 3: RPS Closed for New Year's Day (Actual Holiday on January 1)

1 1 2 3 4 5 1 2 3 4 5 1 2 January 17: RPS Closed for Martin Luther King, Jr. Day

2 3 4 5 6 7 8 6 7 8 9 10 11 12 6 7 8 9 10 11 12 3 4 5 6 7 8 9 January 21: Teacher Work Day for Semester Change

9 10 11 12 13 14 15 13 14 15 16 17 18 19 13 14 15 16 17 18 19 10 11 12 13 14 15 16 February 25: 2-Hour Early Dismissal / Afternoon Teacher Work Day

16 17 18 19 20 21 22 20 21 22 23 24 25 26 20 21 22 23 24 25 26 17 18 19 20 21 22 23 February 28-March 11: "Spring Boost" for 5,000 Priority Students (In-Person)

23 24 25 26 27 28 29 27 28 27 28 29 30 31 24 25 26 27 28 29 30 March 18: Parent/Caregiver Conference Day

30 31 March 25: 2-Hour Early Dismissal / Afternoon PD

RSD=18, RTD=19, XSD=0, XTD=0 RSD=19, RTD=19, XSD=1, XTD=1 RSD=13, RTD=14, XSD=9, XTD=9 RSD=16, RTD=16, XSD=0, XTD=0 April 4-8: Schools Closed for Spring Break

April 18: RPS Closed for Easter Monday

May 3: RPS Closed for Eid al-Fitr

May 30: RPS Closed for Memorial Day

S M T W T F S S M T W T F S S M T W T F S S M T W T F S June 20: RPS Closed for Juneteenth (Actual Holiday on June 19)

1 2 3 4 5 6 7 1 2 3 4 1 2 1 2 3 4 5 6 June 24: Last Day of School (1/2 Day for Students)

8 9 10 11 12 13 14 5 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 13 July 4: RPS Closed for Independence Day

15 16 17 18 19 20 21 12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 20 July 13-14: District PD for "Jump Start" Teachers

22 23 24 25 26 27 28 19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 27 July 15: Teacher Work Day for "Jump Start" Teachers

29 30 31 26 27 28 29 30 24 25 26 27 28 29 30 28 29 30 31 July 18-August 5: "Jump Start" for 5,000 Priority Students (In-Person)

31 August 8-11: District & School-Based PD for All Teachers

RSD=20, RTD=20, XSD=0, XTD=0 RSD=17, RTD=17, XSD=0, XTD=0 RSD=0, RTD=0, XSD=10, XTD=13 RSD=12, RTD=18, XSD=5, XTD=5 August 12 & 15: Teacher Work Days

August 16: Official First Day of School for Students (In-Person)

September 5: RPS Closed for Labor Day

October 5: RPS Closed for Yom Kippur

S M T W T F S S M T W T F S S M T W T F S S M T W T F S October 21: Parent/Caregiver Conference Day

1 2 3 1 1 2 3 4 5 1 2 3 October 28: 2-Hour Early Dismissal & Afternoon PD

4 5 6 7 8 9 10 2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10 November 11: 2-Hour Early Dismissal / Afternoon Teacher Work Day

11 12 13 14 15 16 17 9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17 November 14-23: "Fall Boost" for 5,000 Priority Students (In-Person)

18 19 20 21 22 23 24 16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24 November 24-25: RPS Closed for Thanksgiving Break

25 26 27 28 29 30 23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31 December 22-January 2: RPS Closed for Winter Break

30 31

RSD=21, RTD=21, XSD=0, XTD=0 RSD=19, RTD=20, XSD=0, XTD=0 RSD=12, RTD=12, XSD=8, XTD=8 RSD=15, RTD=15, XSD=0, XTD=0

JANUARY FEBRUARY MARCH APRIL

MAY JUNE JULY AUGUST

SEPTEMBER OCTOBER NOVEMBER DECEMBER

20222022

Proposed 2021-22 Calendar


5

Overview of Survey Results as of March 15


Parent/Caregiver• 4,665 responses• Families of color are still under-represented, though much less so than in the previous reporting. • Of note, for all subgroups (see following slides), a plurality of respondents are “comfortable” or “very

comfortable” with the proposed calendar.• Overall, 41% families are “comfortable” or “very comfortable” with the calendar and 38% are “uncomfortable” or

“very uncomfortable”.• Overall, 46% of families are “likely” or “very likely” to send their children to the extra days of instruction and 33%

are “unlikely” or ”very unlikely”.

Teacher/Support Staff• 1,843 responses• The teacher/support staff responses provide a representative sample of the workforce.• Of note, for all subgroups (see following slides), a plurality of respondents are “comfortable” or “very

comfortable” with the proposed calendar.• Overall, 37% of teacher/support staff are “comfortable” or “very comfortable” with the calendar and 36% are

“uncomfortable” or “very uncomfortable”.• 34% of teachers/support staff are “likely” or “very likely” to choose to work the extra days of instruction and 41%

are “unlikely” or ”very unlikely”. Of note, we would only need about 25% of teachers to choose to work the extra days.


6

Parent/Caregiver Feedback – All Respondents


Question: “Please take a moment to review the proposed calendar for the 2021-22 School Year (next year) using this link. How comfortable are you with this calendar?”

24%

14%

21% 22%

19%

0

5

10

15

20

25

30

35

40

45

50

Very Uncomfortable/Uncomfortable Not Sure Very Comfortable/Comfortable

Very Uncomfortable Uncomfortable Not Sure Comfortable Very Comfortable


7

Parent/Caregiver Feedback – All Respondents


Question: “If your RPS student/s were identified as needing additional support, how likely would you be to send them to the additional days of school (the days in blue on the calendar)?”

21%

12%

21% 21%

25%

0

5

10

15

20

25

30

35

40

45

50

Very Unlikely/Unlikely Not Sure Very Likely/Likely

Very Unlikely Unlikely Not Sure Likely Very Likely


8

Parent/Caregiver Feedback – Families of Color



24%

12%

23% 22%

19%

0

5

10

15

20

25

30

35

40

45

50




9

Parent/Caregiver Feedback – Families of Color



22%

12%

21% 21%

24%

0

5

10

15

20

25

30

35

40

45

50




10

Parent/Caregiver Feedback – White Families



20%

17%

15%

26%

22%

0

5

10

15

20

25

30

35

40

45

50




11

Parent/Caregiver Feedback – White Families



16%

13%

18%23%

30%

0

5

10

15

20

25

30

35

40

45

50

55




12

Parent/Caregiver Feedback – Lower Income Families



21%

12%

26%21%

19%

0

5

10

15

20

25

30

35

40

45

50




13

Parent/Caregiver Feedback – Lower Income Families



21%

12%

22% 21%

24%

0

5

10

15

20

25

30

35

40

45

50




14

Parent/Caregiver Feedback – Higher Income Families



24%

15%

17%

24%

20%

0

5

10

15

20

25

30

35

40

45

50




15

Parent/Caregiver Feedback – Higher Income Families



20%

12%

19%22%

27%

0

5

10

15

20

25

30

35

40

45

50




16

Parent/Caregiver Feedback – Families with Students with IEPs



23%

13%

23% 21%

20%

0

5

10

15

20

25

30

35

40

45

50




17

Parent/Caregiver Feedback – Families with Students with IEPs



23%

11%

19%22%

26%

0

5

10

15

20

25

30

35

40

45

50




18

Parent/Caregiver Feedback – Families withOUT Students with IEPs



23%

14%

20%24%

19%

0

5

10

15

20

25

30

35

40

45

50




19

Parent/Caregiver Feedback – Families withOUT Students with IEPs



20%

13%

21% 21%

25%

0

5

10

15

20

25

30

35

40

45

50




20

Parent/Caregiver Feedback – Families with English Learners



25%

10%

22% 21%

22%

0

5

10

15

20

25

30

35

40

45

50




21

Parent/Caregiver Feedback – Families with English Learners



23%

11%

20% 21%

25%

0

5

10

15

20

25

30

35

40

45

50




22

Parent/Caregiver Feedback – Families withOUT English Learners



23%

14%

21% 23%

19%

0

5

10

15

20

25

30

35

40

45

50




23

Parent/Caregiver Feedback – Families withOUT English Learners



21%

12%

21% 21%

25%

0

5

10

15

20

25

30

35

40

45

50




24

Teacher/Support Staff Feedback – All Respondents



20%

16%

27%24%

13%

0

5

10

15

20

25

30

35

40

45

50




25

Teacher/Support Staff Feedback – All Respondents


Question: “For Teachers: How likely would you be to choose to work the additional days of school (the days in blue on the calendar)? (Please note that you would receive $10,000 in additional compensation.)”

28%

13%

25%

17%

17%

0

5

10

15

20

25

30

35

40

45

50




26

Teacher/Support Staff Feedback – Staff of Color



17%

15%29%

25%

13%

0

5

10

15

20

25

30

35

40

45

50




27

Teacher/Support Staff Feedback – Staff of Color



22%

11%27%

19%

20%

0

5

10

15

20

25

30

35

40

45

50




28

Teacher/Support Staff Feedback – White Staff



20%

17%

23%26%

15%

0

5

10

15

20

25

30

35

40

45

50




29

Teacher/Support Staff Feedback – White Staff



33%

17%

23%

13%

14%

0

5

10

15

20

25

30

35

40

45

50




30

Administration’s Recommendation


The Administration recommends that the School Board adopt the proposed calendar for the 2021-22 school year for the following reasons:• The School Board expressed an interest in a year-round calendar last fall by voting to direct the Administration to

craft such a calendar for the Board’s review.• Research has verified a phenomenon known as “summer learning loss,” which disproportionately impacts low-

income children and children of color. Research has also indicated that a shorter summer, combined with additional intervention sessions, can reduce summer learning loss.

• COVID has taken a toll on learning this year – particularly at the younger grades – despite the heroic efforts of our teachers, support staff, and families. Additional learning time will be critical over the coming years.

• The proposed calendar was designed with equity at its foundation: it offers the most instruction to the studentswho need the most.

• The proposed calendar was also designed with choice in mind: none of the extra days of instruction are required for students or teachers.

• The proposed calendar provides teachers with the opportunity to earn an additional $10,000 per year.• With over 4,600 family responses and over 1,800 staff responses, our calendar survey indicates that a plurality of

both stakeholder groups are “comfortable” or “very comfortable” with the proposed calendar, as is everysubgroup (race, economic status, IEP status, and English Learner status).



Appendix


32

Q&A


Would next school year be in-person?Our goal is to open fully in-person next school year, while also offering a virtual pathway for families who would prefer that option.

What facility upgrades would be complete for next school year?Our goal is to outfit all RPS schools with bipolar ionization air filtration systems, complete other critical HVAC work, and finish the Bathroom Blitz – all prior to reopening.

What health and safety protocols would be in place?At a minimum, we would require temperature scanning and symptom assessment upon arrival, mask wearing at all times, multiple opportunities for hand washing throughout the day, a full-time nurse, and ample PPE. Our hope is that, by the fall, 6-foot social distancing would no longer be required. Of course, we would continue to monitor information from the CDC, and issue detailed guidance to students, families, and staff prior to the start of any in-person instruction.

Would teachers and support staff need to be vaccinated?Our recommendation would be that all teachers and support staff are fully vaccinated (both doses) before returning to in-person instruction. We are cautiously optimistic that all RPS employees will have access to the vaccine over the next 2-3 months.


33

Q&A (Continued)


What are Jump Start, Fall Boost, and Spring Boost (dates in blue on the proposed calendar)?These would be extra instructional weeks for about 5,000 students who need the most support. Jump Start would be a 3-week session right before school starts; Fall Boost would be a 2-week session in November; and Spring Boost would be a 2-week session at the beginning of March. The teacher-to-student ratio would be kept very low (no more than 1-to-8) and the main instructional focus would be increasing reading proficiency (though other subjects would be addressed at the MS and HS levels). In addition, enrichment activities with local non-profits and cultural institutions would be integrated into the daily schedule.

Is there any research supporting the idea of something like Jump Start, Fall Boost, and Spring Boost?Yes. There’s a great deal of research indicating that these types of intervention sessions – combined with less time out of school during the summer – can lead to increases in student learning. For example, a 2019 analysis of all the major studies on this topic found that these types of schedules typically produce gains in both reading and math, especially when the time out of school each summer is reduced. (Burns & Fitzpatrick, 2019. Single-track year-round education for improving academic achievement in U.S. K-12 schools: Results of a meta-analysis.)

Did we also consider a longer day as an alternative to this schedule?Yes. But we received a great deal of feedback that both students and teachers would be drained by a substantially longer day.


34

Q&A (Continued)


Why only 5,000 students for Jump Start, Fall Boost, and Spring Boost?We would, of course, love to have even more students in these sessions. But we are limited by funds, and more importantly, by the need to keep the teacher-to-student ratio low. That is critical for the success of the program.

Would Jump Start, Fall Boost, and Spring Boost be required for the 5,000 prioritized students?No. We would prioritize students by their scores on reading assessments, and strongly encourage them to participate. But the decision would ultimately rest with each family. Of note, we would have a variety of incentives for students who attend these sessions.

What would students who are not in Jump Start, Fall Boost, and Spring Boost do during these times?Students who do not participate in these sessions would be off. Jump Start would occur in late July and early August before the official first day of school. To support families with childcare during Fall Boost and Spring Boost, we would work with local non-profits to provide low-cost (and potentially, no-cost) camp options.

How long would the summer 2021 break be for students participating in Jump Start, Fall Boost, and Spring Boost?Students participating in these sessions would have a 5-week summer break.

How long would the summer 2021 break be for other students? All other students would have an 8-week summer break.


35

Q&A


Would teachers be required to work during Jump Start, Fall Boost, and Spring Boost?No. Teaching during these sessions would be optional.

Would teachers who choose to work during these sessions receive extra compensation?Absolutely. We would pay teachers $40/hour, almost double the typical extra duty rate of $22/hour, in recognition of the significant commitment teachers would be making to work an extra 7 weeks per year. At this rate, teachers could earn more than $10,000 in additional compensation.

How long would the summer 2021 break be for teachers who choose to work during these sessions?Teachers who work during these sessions would have a 3.5-week summer break.

How long would the summer 2021 break be for teachers who choose not to work during these sessions have?Teachers who do not work during these sessions would have a 7-week summer break.

Would teachers who choose not to work during Jump Start, Fall Boost, and Spring Boost be off during these sessions?Yes.

Would there also be a traditional summer school?No. The Jump Start session would replace traditional summer school.


36

Q&A


Would Teacher Work Days (dates in purple on the proposed calendar) be completely uninterrupted time for teachers to plan, grade, and otherwise prepare for their lessons?Yes.

Would we continue to leverage the power of virtual PD sessions to give teachers more choices during the PD Days (dates in green on the proposed calendar)? Yes.

Would we leverage the power of virtual meetings by offering virtual Parent/Caregiver Conference Days (dates in gray on the proposed calendar)?Yes, but only as one option. In-person conferences would also be available.

Why would RPS be closed for Easter Monday, Eid al-Fitr, Diwali, and Yom Kippur?To make RPS an even more inclusive school system, we feel it would appropriate to give off these religious holidays for our increasingly diverse students and staff.


37

5,000 Student Explanation


The numbers at left reflect students who are significantly below PALS/MAP/SOL benchmarks and/or failing core classes (at the high school level).

• PALS (Phonological Awareness Literacy Screening) is Virginia’s early literacy assessment (K-3). Per the VDOE: “All students not meeting the Entry Level benchmark for their grade level must receive intervention services in addition to their regular classroom instruction.”

• MAP (Measures of Academic Progress) is a nationally used suite of formative assessments. We use the reading and math MAP tests in grades 3-8 to measure progress towards grade-level mastery.

Grade # Students % of Grade

K 425 24%

1 455 26%

2 550 30%

3 425 25%

4 570 32%

5 430 27%

6 480 26%

7 450 28%

8 325 20%

9 335 20%

10 308 21%

11 240 21%

12 180 15%

Total 5,173


38

Sample Schedule

8:15 am Arrival & Breakfast8:30 am Community-Building & SEL (Teams)9:00 am Academic Intensives with Teacher (Small Group: 3-5 Students) (Literacy or Math )10:00 am Break: Snack & Recess10:30 am Academic Intensives with Teacher (Small Group: 3-5 Students) (Literacy or Math)11:30 am Lunch 12:00 pm Blended Learning Rotations

• Individual Goal Setting & Reflections (1:1 with Teacher)• Independent Reading (Student Choice)• Personalized Independent Playlist (e.g., i-Ready, Dreambox)• Independent Writing (Journal Prompt/Response to Text)

1:00 pm Book Club (by Level)1:30 pm Transition to Passion Project Teams (with External Partners): Each student would join a team that would

complete a 2-week project based on topics that students select, go on project-related field-trips, and develop a culminating presentation.

4:00 pm Dismissal


Sample ES/MS Schedule for Jump Start, Fall Boost & Spring Boost


39

Sample AM Session (Literacy & Math Support)

9:00 am Arrival & Breakfast9:15 am Community-Building & SEL (Teams)9:45 am Academic Intensives with Teacher (Small Group: 3-5 Students) (English or Math)11:00 am Academic Intensives with Teacher (Small Group: 3-5 Students) (English or Math)12:00 pm Lunch

Transition to Afternoon Schedule (if necessary)

Sample PM Session (Course Support)

12:00 pm Arrival & Lunch12:30 pm Advisory1:00 pm Course Support 12:30 pm Course Support 24:00 pm 1:1 Counselor Check-Ins5:00 pm Dismissal


Sample HS Schedule for Jump Start, Fall Boost & Spring Boost


40

Area Description Cost

Personnel$40/hour* per teacher x 8 hours x 35 days x 625 teachers (5000 students with 1:8 ratio)

$7,000,000

Instructional MaterialsFor additional instructional materials needed for intervention and enrichment

$500,000

Student IncentivesFor expenses related to fostering a joyful experience, instilling school pride, and recognizing student work

$250,000

Transportation For attendance and field trips $1,000,000

Student EnrichmentFor community partners to support K-8 enrichment and project-based experiences

$2,000,000

Total $10,750,000**


*The typical rate for additional teacher work is $22/hour, but the Administration is proposing nearly double that ($40/hour) in recognition of the extraordinary commitment teachers would be making to work an additional 7 weeks per year.

**The Administration only included $8 million for Jump Start, Fall Boost, and Spring Boost in the ESSER budget. The balance – $2,750,000 –would be funded by Title I, EIRI, and our summer school allocation.

High-Level Total Budget for Jump Start, Fall Boost & Spring Boost


41

Additional Research on Summer Learning Loss


Impact on Student Learning

• Summer vacation increases disparities between advantaged and disadvantaged students’ reading scores. (Harris Cooper et al. (1996) Review of Educational Research Fall, 1996).

• On average, students’ achievement scores declined over summer by one month’s worth of school-year learning (Quinn, D. & Polikoff, M. (2017) Summer Learning Loss and What to Do About It. Brookings Institute).

• “[T]he high SES-low SES achievement gap at 9th grade mainly traces to differential summer learning over the elementary years. These early out of school summer learning differences, in turn, substantially account for achievement-related differences by family SES in high school success.” (Alexander, et. al., Lasting Consequences of the Summer Learning Gap).

• “A mounting body of research indicates that the achievement gap (roughly 80%) is due largely to summer reading loss (Alexander, Entwisle, and Steffel Olson 2007; Allington 2006; Allington and McGill-Franzen 2013; Cahill et al. 2013; Cooper et al. 1996). Specifically, according to Cooper et al., (1996), ”children in high-poverty schools lose reading proficiency over the summer months, resulting in an estimated 3-month achievement gap per academic year compared to students in high-income households.” (Bell, Park et. al, (2020) Preventing Summer Learning Loss for Students in Poverty. Educational Studies).


42

Additional Research on Year-Round School


Virginia Specific Research

• The Virginia General Assembly’s Joint Legislative Audit & Review Commission (JLARC) found significant positive outcomes on SOL exams for Black students at year-round schools.

• This finding was validated by a second Virginia research study in 2015, which noted that: “Black, Hispanic, limited-English proficient and economically disadvantaged students [at year-round schools] improved at a faster rate than their peers at traditional calendar schools. For instance, Black students at 74 percent of the year-round schools studied improved their English test scores faster than the average at traditional schools, and 65 percent improved their math test scores faster than the traditional school average.” (Hanover Research, 2015).


43

Additional Research on Year-Round School (Continued)


Benefits for Students

• Year-round schooling benefits students who are non-English speaking by giving them extra opportunities to continue learning their second language and more continuous exposure to formal English language use and instruction (Ballinger, Charles, and Carolyn Kneese. Year-Round Schooling Offers Benefits Over a Traditional Calendar. School Calendar Reform: Learning in All Seasons. Lanham MD: Rowman and Littlefield Education, 2006).

• Year-round schooling benefits special needs students (Cooper et al., 2003; Gerard, 2007), as students have access to more timely remediation in year-round education (Curry, Washington, & Zyskowski, 1997).

• Extending school time can be an effective way to support student learning, particularly for students most at risk of failure (Patall, Erika, et al., Extending the School Day or School Year: A Systematic Review of the Research. Review of Educational Research, Vol 80. Nov 3. September 2010).

• Summer learning loss, which research supports as a major cause of the achievement gap between high- and low-income students, is reduced or eliminated through more frequent remediation (Gandara & Fish, 1994; Kneese & Knight, 1995; Quinlan et al., 1987).


44

Additional Research on Year-Round School (Continued)


Benefits for Teachers and Families

• Teachers prefer how extended breaks in the year-round calendar fall at the end of an academic period (Gerard, 2007). This creates a natural cycle of a completed grading period followed by a break rather than the traditional calendar where grading periods are interrupted with breaks.

• Teacher stress and burnout is lessened by more frequent breaks (Cengage, 2011).

• Students, parents, and staff who participated in modified calendar programs were positive about their experiences (Cooper, H. et. al. Review of Educational Research. Spring 2003).

• For working parents, the dilemma of finding safe, stimulating, and affordable child-care for extended summer break is lessened (Cengage, 2011).

• Vacations may be less expensive for families, as they can schedule throughout the year rather than just at peak season rates (Cengage, 2011).

2021-22 Calendar · 2021. 3. 15. · 2021-22 Calendar: Recommendation for the Richmond City School...

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