DOCUMENT RESUME

ED 352 223 RC 018 867

TITLE What YRE Can Do To Enhance Academic Achievement andTo Enrich the Lives of Students That the TraditionalCalendar Cannot Do.

INSTITUTION Oxnard School District, Calif.PUB DATE May 92NOTE 64p.; Some news clips may be marginally legible.PUB TYPE Reports Evaluative/Feasibility (142) Reports

Descriptive (141)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Academic Achievement; Elementary Secondary

Education; *Hispanic Americans; Migrant Education;Morale; *Remedial Instruction; Retention(Psychology); School Activities; SchoolEffectiveness; School Schedules; Student Employment;Substitute Teachers; *Vacation Programs; *Year RoundSchools

IDENTIFIERS California; California Assessment Program; *OxnardSchool District CA

ABSTRACTThis document describes studies and other evidence

supporting year-round education (YRE) in elementary and secondaryschools. Included are six newspaper and journal clippings describingthe benefits o.1 YRE schools. The document also quotes from test andsurvey results that indicate that'students who are enrolled in YREprograms learn and retain more information than those in traditionalschools. Reading and mathematics achievement-test scores fromCalifornia students in grades 3, 6, and 8 are compared with scoresfrom the Oxnard (California) School District (with a studentenrollment that is 73.9% Hispanic). Graphs and tables illustratethese test results, along with the eighth-grade history and sciencescores, from 1982 to 1990. While Oxnard's scores consistently fellbelow statewide averages, progress was made to close thedisparity that existed in the 1980s. The document advocates YRE ashaving benefits in the following areas: (1) enhancing the retention

of learning; (2) providing intersession programs for remediation andenrichment; (3) providing winter vocations/intersessions for migrantstudents; (4) providing substitute teachers for summer schools andintersessions; (5) reducing teacher and student burnout; (6)

providing year-long opportunities for staff development; (7)

providing opportunities for student involvement in extracurricularactivities and community programs; (8) providing opportunities for"year-round" student employment; and (9) providing students andfamilies with multiple vacation options. (TES)

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Reproductions supplied by EDRS are the best that can be madefrom the orib2nal document.

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What YRE CAN DOto enhance academic achievement andto enrich the lives of students

that the traditional calendar CANNOT DO

1. YRE Enhances the Retention of Learning by Reducing the

Traditional 3-Month Summer Vacation to Shorter VacationPeriods

YRE Provides Intersession for Remediation and/or Enrichment

(60-20 Calendar)

YRE Provides Winter Vacations/Intersesslons for Migrant

Students

YRE Provides Quality Substitute Teachers and Quality Teachers

for Summer School/Intersession Programs

YRE Reduces Teaci:Jr anU Student Burnout

YRE Provides Continuing, Year-long Opportunities for Staff

Development

YRE Provides Students on intersession the Opportunity to

Volunteer in Various Capacities at Schoo ind in the Community

YRE Provides High School Students the Opportunity for Near-

Round " Employment

YRE May Extend and Enrich Opportunities for Co-curricular and

2.

3.

4.

5.

6.

7.

8.

9.

Extra-curricular Activities

10. YRE Provides Students and Their Families with Multiple

Vacation Options During the School Year

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER IERICI

/6/ This document has been reproduced asreceived from the person or organizationoriginating it

0 Minor changes have been made to improvereproduction duality

Points of view or opinionsstated in this document do not necessaray represent officialMEM position or policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

41) r, f}-))

er-ekk-,2-

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

NORMAN R. BREKKE, Superintendent

XNARD SCHOOL DISTRICT1051 SOUTH "A" STRUT OXNARD, CALIFORNIA $3030 SU ! 411740111

May, 1992

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THE OXNARD SCHOOL DISTRICTThe Oxnard School District is a K-8 school system serving approximately12,300 students within the City of Oxnard, California.

The district currently has a student population which Is 73.6% Hispanic,17.3% White, 4.8% Black, 1.6% Asian and 2.6% Filipino.

Located on the Pacific Coast between Los Angeles and Santa Barbara inone of the fastest growing regions in the United States, Oxnard is a rarecombination of relaxed sea-side atmosphere and thriving businesscommunity. The economic base of the area is enhanced by prim3agricultural land (citrus, vegetables and strawberries), tourism associatedwith beautiful beaches, major industrial and commercial centers, twomajor military bases (Navy Construction Battalion Center at PortHueneme and Point Mugu's Pacific Missile Test Center) and a majordeep water harbor.

The City's current population is estimated at 140,000, with 175,000projected for the year 2000.

This growth in population, during a period of extreme funding limitationsfor new school facilities, has required that the District make the mosteconomically efficient use of its 15 elementary and 2 intermediateschools through a systemwide 60-20 multi-track Year-Round Educationprogram.

CY>

_d-ie** NpVw

BOARD OF TRUSTEES

JEAN M. HARRIS, President

DR. MARY L. BARRETO, Clerk

JACK T. FOWLER

JAMES J. SUTER

CHARLES R. JOHNSON

TABLE OF CONTENTS

1. YRE Enhances the Retention of Learning byReducing the Traditional 3-Month summer Vacationto Shorter Vacation Periods

Newsclippings Relating ,o Test Scores in theOxnard School District

Limited English Proficient Student Enrollment,1982-92, Oxnard School District

Hispanic and White Student Enrollment,1981-1990, Oxnard School District

CALIFORNIA ASSESSMENT PROGRAM SCORES 1982-1990,Oxnard School District

* Reading, Grade 3* Mathematics, Grade 3* Written Expression, Grade 3

* Reading, Grade 6* Mathematics, Grade 6* Written Expression, Grade 6

Page (s)

1 -2

3-4

5

6

7-8

9-1011-1213-14

15-1617-1819-20

* Reading, Grade 8 21* Mathematics, Grade 8 22* History/Social Science, Grade 8 23* Science, Grade 8 24

News Release, California State Departmentof Education, California's Middle SchoolsShow Outstanding Progress -- 3rd and 6thGrade Scores Disappointing

Chula Vista YRE Test Scores Up, CAYRE, Spring1991

Sweetwater Schools Sail Through All-Year Schedule,The San Diego Union, August 29, 1990

Comparison of Test Scores in YRE and TraditionalSchools, San Diego City Schools, January 22, 1991

Retention, Learning Loss and Enrichment, San DiegoCounty Office of Education

Playball all year round,San Diego Tribune, May 31, 1991

25

26

27

28

29

Page(s)

2. YRE Provides Intersession for Remediation and/orEnrichment (60-20) Calendar 30

3. YRE Provides Winter Vacations/lntersessions forMigrant Students 31

4. YRE Provides Quality Substitutes and QualityTeachers for Summer School/Intersession Program 32

5. YRE Reduces Teacher and Student Burnout 33

6. YRE Provides Continuing Year-long Opportunitiesfor Staff Development 34

7. YRE Provides Students on Intersession theOpportunity to Volunteer in Various Capacitiesat School and in the Community 35

8. YRE Provides High School Students the Opportunityfor "Year-Round" Employment 36

9. YRE May Extend and Enrich Opportunities for Co-curricular and Extra - curricular Activities 37

10. YRE Provides Students and Their Families withMultiple Vacation Options During the School Year 36

What YRE CAN DOto enhance academic achievement andto enrich the lives of students

that the traditional calendar CANNOT DO

NORMAN R. BREKKE, SuperintendentOxnard School District

1. YRE Enhances the Retention of Learning by Reducing theTraditional 3-Month Summer Vacation to Shorter Vacation Periods.

Learning is an incremental accumulation of knowledge and skills which requires continuingreinforcement for full mastery. The YRE Calendar is ideally structured to provide the most efficientand effective mastery of learning.

Madeline Hunter, in Retention Theory for Teachers, states that the relation of practice to retention ismore complex than doing something again and again and again. It requires that we distributepractice over a long period of time rather than massing our practice in a short period of time.

Dr. Hunter advises that mass practice is necessary at the beginning of a learning, then it is necessaryto distribute practice. The massing of practice makes for fast learning; distributed practice makesthat learning endure.

A report by John Bishop from the Center for Advanced Human Resource Studies, titled MotivatingStudents to Study: Expectations, Rewards, Achievement published in November, 1989, had this tosay about year-round schools:

"Longitudinal studies of learning have found that pace of learning slows considerably during thesummer, and that disadvantaged students especially lose ground during the summer months."

The report states that YRE programs, which substitute several shorter vacation breaks for thetraditional 3-month summer vacation, enhance the momentum and continuity of instruction andproduce high payoffs for educationally and economically disadvantaged students.

A New York State Board of Regents study in 1978 found that advantaged students learn anaverage of one year and three months' 'worth of knowledge" during the school year, and an averageof one additional month's growth in the summer, for a total of one year and four months' growth. Adisadvantaged student learns an average of one year and one month's growth of knowledge duringthe school year, and then loses three to four months' during the summer -- for a net growth ofseven to eight months. At the end of seven years, the advantaged child scores at the ninth-gradelevel, the disadvantaged child scores at the fourth- to fifth-grade level and becomes a potentialdropout. Migrant and disadvantaged children lose about 27% more learning during summermonths than their peers.

In the traditional school calendar, students take two steps forward from September to June, and onestep back during the three-month summer vacation.

6

Oxnard's teachers observed even in the first year of YRE in 1976 that the 60-20 calendar whichshortens the vacation absences to approximately 20 school days, significantly reduced learning loss.Most of us would agree that such an observation is intuitively obvious!

in September, 1990 the Albuquerque Public Schools published a YRE Evaluation Report which askedteachers and parents: Do shorter vacation breaks enhance student achievement? Ninety-twopercent (92%) of the teachers and seventy-four percent (74%) of the parents concurred.

An evaluation of year-round school programs prepared by the Utah State Board of Education in late1989 indicated that the program received high marks by most teachers and parents. Following aresome observations of teachers and parents involved in the program.

j 84% of the teachers in the program preferred to teach In a year-roundschool.

d. 76% of the teachers feel that students in year-round schools have a morepositive attitude about schools.

j 73% of the teachers feel that students seem to learn more on a year-roundschedule.

j 68% of the teachers believe that changing to year-round scheduling hasencouraged educational improvement.

J 83% of the parents with children in year-round schools are happy with theprogram.

j 78% of the parents have an overall positive evaluation of the program.

J 89% of the parents believe that their child has the same or more opportunityto learn under the program.

.1 83% of the parents have not found it difficult to adjust their family scheduleto the year-round schedule.

Over the years numerous studies have focusedon learning, retention and forgetting. Not sur-prisingly, research shows that students forget atdifferent rates. Educationally and economicallydisadvantaged students not only acquireknowledge more slowly but tend to lose itmore rapidly.

The so-called traditional/agricultural calendarwasn't structured for educational reasons; in fact,the three-month break in instructional continuityviolates the most basic principles of effectiveschools research and learning theory.

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2

The Press-CourierNovember 17, 1987

Areo Students Improving

CAP Score GainsTwice State RateBy TOM CONLON

Students in the (lansrd SchoolDistrict are improving at more thantwice the rate of thestate average inthe California

Assessment Program.but they still havesome ground to

Despite the gains, Pie II=gain. I hejalest figuresslipw.

overall scores remain below the statea,seragesDistrict trustees are expected toreview the test scores during a schoolboard meeting beginning at 7 p rn.Wednesday in the board room of thedistrict office. Sit :3. B St.The California

Assessment Prograin, or CAP, is a test given eachspring to sludenui in the third, sixth,eighth and 12th grades. Third andsixth grade students are tested inreading. writton language andmathematics, white eighthgradestudents are quizzed in those subjectsplus serial studies and science.The test scores for

each subject agrade level show that theSchool District studenproved at a muchthe slate averyears.

Th

notes, "serves ft slightly lowersocio-economic population than thetotal state, and a population with aconsiderably larger proportion forwhom English ma secondlanguage."For example, 33 percent of theparents whohave children in the sixthgrade statewide are employed asprofessionals or semiprofessionalssubject by at least II points and regIstered their biggest

improvement. 33points, in mathHowever, the numbers also showthat the district students are stillscoring below the state average in'every subject at every grade levelThe biggest difference

between thestate and district ave ges last yearwas in eighthgr, where thestate's sco

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STAR Free PressNovember 15, 1987

4Oxnard students catching, up with state test averageid By MelissaEastman I &PP staff writer011 tek'

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Students in theOxnard School

in en importantstate test, but their scoresIn ilietral still remain below the state*Valli O.

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one point. from 246 to 241,Both third and stxthgrade test scoreshave steadily

improved during the last Sixyears. Since 19411,thirdgrade scores haverisen 56 points in reading, 50 points inwriting and 60 points In math During thatsaint time, stxthgrade

scores have risen36 points in reading.30 points In wntlugis in math.

trig below the state aver.dents appear to be closing, students scored 4 to 50

state average in every

owver, thirdgraders scorede average by only six points3 points in writing and fiveth. Sixthgraders scored 24is reading, 24 points less in27 points less in math than the

ma's contend Oxnard studentsthan the stateaverage becauset has more students for whoma second language

About 2Cthe district's sixth graders speakglish compared with' percent inge district Students vno are notin English tend to score lower on

tonomic status also figures Intoscores. The OxnardSchool Districtgher than averagepercentage ofn with unskilled

working parentsts from such families also genersilylower on the testscuts attribute the district's stead,it test scores over the last Six years ttber of factors. including

yearrouncscion and changes in curriculum

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The Press-CourierEditorial

June 12, 1989

Good MarksAfter all the cnnctsm aimed at education in recent ycars

much of it deserved it's refreshing to.be able to pass out afew bouquets instead of more bad mart.

Oxnard area students are doing better after fading to holdtheir own in recent years in companion with their counter-parts in California and riatIonwide. in fact. students here aredoing considerably better at some levels.

Two weeks ago, we were pleased to learn that third- and six-th-graders in the Omani School District earned higher scoreson the California Assessment Program tests than did theirpredecessors a year earlier. Better still. they comparedfavorably with similar districts throughout the state in

allareas tested.The Oxnard students performed well in reading, written ex-

pression and math. ThCat are the three R's reading, nunsand lithmetk that have always formed the necessaryfoundation for any kind of meaningful education These werethe areas which were neglected in the past decade or so. andit's encouraging to note the progress being made with renewedemphasis an them.

We commend all those responsible for the improved showing6flAmit5. and bops that these satisfying recats spur

,...wriista YOWL

The PressmCourierFebruary 7, 1989

Students' ScoresMoving Upward

Scores on state standardizedtests after being well behind

seven years

by students in the OxnardSchool ago. sixth-and eighth-graders

still lag

District have shown a general upward behind, although gains have been

trend over the last seven years, but made, she said.still lag behind the statewide average

Only studentsin grades three, six,

and some curricultun changes may be and eight at the elementarytake the

will hear Wy.

needed, acct.:li:goa report trustees

test. Areascovered in all gradft are:The board

meets at 7 p.m. at the sion, with eighth-gradersalso testing

reading, math and written expres-A Street in Oxruird.

district administrationcenter, 1051 S. in history/social

science and science.Barbara Brown, manager of pupil needed on teaching students more

Ms. Brown said more focus may betesting, said the district's current conceptual skills in writing and math.skills, along with more emphasis on basics.

thrutt toward improving writing rather than just focusing on theproblemsolving

in math instruction,In the past, when the Oxnardornia Assessment

Program tests.

should help futurescores on the Cali- district's scores were compared with

Although Oxnard third-gradersnumber of disadvantaged

children.

other districtswhich also have a high

ested last year have nearly caughtthe Oxnard district has fared well.

p with their statewide counterpartsMs. Brown said.

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XNARD SCHOOL DISTRICT1051 SOUTH "A" STREET OXNARD, CALIFORNIA 53030 105 4117.311111

An Analysis of the Scores

California Assessment Program1981-82 through 1989-90

In interpreting the significance of Oxnard's CAP scores, it is appropriate to make thefollowing points.

1. Of the 21 school districts in Ventura County, the Oxnard School District has asubstantially larger Hispanic and LEP (Limited English-Proficient) student population thanany of the other county districts -- and a substantially higher percentage of Hispanic/LEPstudents than the state average. Since the CAP testing program was instituted in 1982, thedistrict's Hispanic student population growth rate has exceeded that of the state and localcounty school districts.

(1)

(2)

RACIAL/ETHNIC COMPOSITIONOF THE OXNARD SCHOOL DISTRICT

1981-82 1990-91

Hispanic 66.1 %(1) 72.1%(2)White 23.4% 17.5%Black 7.0% 6.0%Asian 2.2% 1.5%Filipino 1.3% 2.8%

During the 1981-82 school year, 25.8% of California's student enrollment wasHispanic.

During the 1990-91 school year, 33.2% of California's student enrollment wasHispanic.

2. The LEP (Limited English Proficient) student population in the Oxnard SchoolDistrict has more than do; tiled since the 1981-82 school year, when the CAP testingprogram began.

OXNARD SCHOOL DISTRICTLEP STUDENT ENROLLMENT

1981-82 1990-91

Total Enrollment 10,174 12,173e Number of LEP Students 2,455 5,064

Percentage of LEP StudentCount to Total Enrollment 24.13% 41.60%

In the last three year period, the LEP student enrollment has increased dramatically -- from30.18% of total enrollment during the 1987- 88-school year to 41.60% during the 1990-91school year, a 3-year increase of 11.42%

13

3. Considering the demographics of the Oxnard School District, it is not unreasonableto expect that, over-all, CAP scores for the subject areas tested at grades 3, 6 and 8 fallbelow the statewide averages.

4. An analysis of the charted CAP scores representing 9 years of growth in scaled scoresfor Oxnard and the California average (Pages 7-22) indicate that Oxnard's average scoresfor the subject areas tested in grades 3 and 6 have increased at a rate greater than theCalifornia scores.

While Oxnard continues to fall below the statewide averages, progress has been madeduring the 9-year testing program to close the disparity which existed in the early 1980's.

5. CAP testing at grade 8 began in the spring of 1984 for reading and mathematics; thespring of 1985 for history/social science, and the spring of 1986 for science. During thetesting period for the respective subject areas, Oxnard's score increases have exceeded thestate's average score increases in mathematics and science, with greater gains by the state inreading and history/social science.

6. During the last two to three years, the CAP score averages have decreased in anumber of areas by both Oxnard and the state.

State Superintendent of Public Instruction Bill Honig in a News Release, dated November 6,1989, expressed disappointment with the CAP scores at grades 3 and 6 and great satisfactionwith the scores at grade 8.

"We're trying to get a handle on the reasons for this decline," explainedHonig. "Part of it can be attributed to the rapidly changing demographics ofour early elementary grades. Their classrooms are bursting at the seams andto complicate the matter, large proportions of the increased enrollment areLimited English Proficient (LEP) children." (Page 23)

In an accompanying statistical report, Superintendent Honig noted that the "Grade 8Average Test Scores for Large Districts" for the 1988-89 school year indicated the following:

Average 1-Year 3-YearCAP Score Growth Growth

OXNARD 238 10 28CALIFORNIA 263 5 16

7. Because of a large enrollment of educationally disadvantaged, minority and LimitedEnglish-Proficient students, the Oxnard School District provides an ESEA Chapter 1program for approximately 40% of its K-6 student body.

Since the state publishes CAP Subgroup Scores for Chapter 1 students, a comparison ofOxnard's Chapter 1 scores with the statewide average for such students indicates thatOxnard's scores consistently exceed the statewide averages in every subject area tested.(Pages 8-18)

There is a general belief among Oxnard's teachers that shorter vacation breaks, as providedby the district's 60-20 multi-track YRE calendar, enhance the momentum and continuity oflearning and minimizes the enormous learning loss that occurs during the traditional 3-month vacation -- especially for this category of student.

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1989

.90

1988

.89

1987

-88

1986

.87

1985

-86

1984

-85

198:

4-84

1982

.83

1981

.82

Cum

ulat

ive

impr

ovem

ent

in s

cale

d sc

ores

214

( +

13)

(+33

)23

9

217

( +

16)

No

Dat

a

218

( +

17)

0(

+73

)"T

M-7

k ,ts

,.727

9

221

(+20

)28

3(

+77

)

220

( +

19)

( +

63)

269

214

(+13

)

263

(+57

)

210

(+ 9

)(+

4 7)

253

215

(+14

)

223

( +

17)

201 20

6

1f

300

350

1

100

150

200

250

300

350

SC

ALE

D S

CO

RE

OX

NA

RD

IIIC

ALI

FO

RN

IA

18

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Thr

ee M

ath

400

lipSp

ring

198

2

MI

Spri

ng 1

990

350

300

283

250

o) ,e20

0

va15

0

100 50

0

220

256 *.

Oxn

ard

+36

261 Cal

ifor

nia

+22

19

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Thr

ee M

ath

Subg

roup

Sco

res:

Com

pens

ator

y E

duca

tion/

Cha

pter

I S

tude

nts

20

1989-90

1988-89

1987.88

1986.87

1985

-86

1984-85

1983.84

1982.83

1981-82

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Thr

ee M

athe

mat

ics

Cum

ulat

ive

impr

ovem

ent

in s

cale

d sc

ores

100

150

218

t4 2

20

200

250

SC

ALE

D S

CO

RE

267

261

OX

NA

RD

CA

LIF

OR

NIA

21

3(8)

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Thr

ee--

Mat

hem

atic

sS

ubgr

oup

Sco

res:

Com

pens

ator

y E

duca

tion/

Cha

pter

I S

tude

nts

Cum

ulat

ive

impr

ovem

ent

in s

cale

d sc

ores

100

150

200

250

SC

ALE

D S

CO

RE

OX

NA

RD

1111

CA

LIF

OR

NIA

(+20

)(+

38)

(+16)

No Data

(+15)

(+56)

(+20)

(+68)

(+20)

(+50

)

(+17)

(+44)

(+13)

(+50)

(+13)

1+ 9)

C4

300

350

22

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Thr

ee W

ritte

n E

xpre

ssio

n

23

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Thr

ee W

ritte

n E

xpre

ssio

nSu

bgro

up S

core

s:

Com

pens

ator

y E

duca

tion/

Cha

pter

I S

tude

nts

400

El S

prin

g 19

82

III

Spri

ng 1

990

350

300

250

a) C)

CfD

200

a) id

150

216

238

222

Oxn

ard

+22

Cal

ifor

nia

+14

24

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Thr

ee W

ritte

n E

xpre

ssio

n

Cum

ulat

ive

impr

ovem

ent

in s

cale

d sc

ores

...01

1:11

1111

71.

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Thr

ee -

- W

ritte

n E

xpre

ssio

nS

ubgr

oup

Sco

res:

Com

pens

ator

y E

duca

tion/

Cha

pter

1 S

tude

nts

1989

-00

1988

.89

1987

-88

1986

.87

1985

-86

1984

-85

1983

-84

1982

.83

1981

-82

100

150

226

224

277

(+17

)25

1(+

27)

278

(+18

)

256

1+32

)

284

(+24

)

276

(+52

)

287

(+27

)

274

(+50

)

285

(+25

)

266

(+42

)

279

(+19

)26

7(+

43)

272

(+12

)25

8(+

34)

266

(+ 6

)(+

2)

260

1989.90

1988.89

1987.88

1980.87

1985.8O

1984

.85

1981

.84

1982.83

1981-82

200

250

300

350

25S

CA

LED

SC

OR

E

OX

NA

RD

ill C

ALI

FO

RN

IA

Cum

ulat

ive

Impr

ovem

ent

in s

cale

d sc

ores

-1-

100

150

1 +16)

No Data

(+18)

(+58)

(+23)

(+66)

(+23)

(+45)

(+18)

(+48)

(+12)

(+44)

(+14)

(+15)

200

250

300

350

SC

ALE

D S

CO

RE

OX

NA

RD

1111

CA

LIF

OR

NIA

26

1

]C

alif

orni

a A

sses

smen

t Pro

gram

Gra

de S

ix R

eadi

ng

400

El

Spri

ng 1

982

Spri

ng 1

990

350

300

254

261

Oxn

ard

+37

Cal

ifor

nia

+7

27

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Six

Rea

ding

Subg

roup

Sco

res:

Com

pens

ator

y E

duca

tion/

Cha

pter

I S

tude

nts

400

El S

prin

g 19

82

R S

prin

g 19

9035

0

300

250

a) cra , 2

0094 cr

a15

0

100 50

220

Oxn

ard

+49

1989

-90

1988

-89

1987

-88

1986

-87

1985

.86

1984-85

198341.4

1982 -83

1981 -82

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Six

Rea

ding

200

21322

0

237

236

233

23524

2

245

253

249 2.53 25

4261

(+ 7)

(+37)

262

260

26026

5

Cum

ulat

ive

impr

ovem

ent

in s

cale

d sc

ores

(+ 8)

(+42)

(+11

)(+

45)

(+ 6

)(+36)

(+ 6)

(+31)

(-

1)

(+35)

(-

),

(+20)

(-1)

+13

)

1989

-90

1988

-89

206

1987-88

232

201

1986-87

231

200

1985.86

218

194

1984.85

222

1983.84

1982-83

1981-82

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Six

--R

eadi

ngSu

bgro

up S

core

s: C

ompe

nsat

ory

Edu

catio

n/C

hapt

er I

Stu

dent

s

171

189

191

205

207

224

20221

0

207

220

Cum

ulat

ive

impr

ovem

ent

in s

cale

d sc

ores

(+14)

(+49)

(+16)

(+53)

(+15)

(+61)

(+10

)41

1)(+

60)

11°

(+ 9)

(+47)

(+ 3

)(+

51)

(+ 2

)(+39)

(+11)

(+31)

100

29-

150

200

250

300

15o

SC

ALE

D S

CO

RE

OX

NA

RD

III C

ALI

FO

RN

IA

100

150

200

250

300

350

SC

ALE

D S

CO

RE

OX

NA

RD

CA

LIF

OR

NIA

30

1C

alif

orni

a A

sses

smen

t Pro

grar

nG

rade

Six

Mat

h

DS

prin

g19

8240

0

MI

Spri

ng 1

990

350

250

0 co cn

200

C/3

150

100 50

Oxn

ard

+35

Cal

ifor

nia

+12

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Six

Mat

hSu

bgro

up S

core

s:C

ompe

nsat

ory

Edu

catio

n/C

hapt

er I

Stu

dent

s

400

Spri

ng 1

982

aSp

ring

199

035

0

300

250

rQ.)

-xv

200

015

0

224

221

Oxn

ard

+48

Cal

ifor

nia

+19

32.,

1989.90

1988-89

1987

-88

1986.87

lc 5.86

1984.85

1983

-84

1982-83

1981-82

33

Cal

ifor

nia

Ass

essm

ent

Prog

ram

Gra

de S

ix -

Mat

hem

atic

s

242

270

Cum

ulat

ive

impr

ovem

ent

in s

cale

d sc

ores

(+12)

(+15)

267

(+ 9)

(+35)

242

270

243

1+36)

268

(-10

)

(+34

)241

268

236

264

(+ 6)

235

(+28)

261

(+3)

(1,8)

225

260

(+ 2)

211

(+ 4)

258

4111111111111111

207

100

150

200

250

300

SC

ALE

D S

CO

RE

OX

NA

RD

IIII

CA

LIF

OR

NIA

350

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Six

--

Mat

hem

atic

s

Subg

roup

Sco

res:

Com

pens

ator

y E

duca

tion/

Cha

pter

I S

tude

nts

1989.90

221 224

218

1988-89

226

1987.88

1986-87

1985.86

1984-85

1983-84

1982.83

1981.82

Cum

ulat

ive

impr

ovem

ent

in s

cale

d sc

ores

( 19)

(-16)

(+50)

(+ii)

(+15)

(+36)

(+16)

(+50)

(+10)

(+52)

(+ 6)

(+39)

(+13)

(+24)

Ct3

100

150

200

250

SC

ALE

D S

CO

RE

OX

NA

RD

IIIC

ALI

FO

RN

IA

300

350

34

I-

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Six

Wri

tten

Exp

ress

ion

400

0Sp

ring

198

2

Spri

ng 1

990

350

300

Oxn

ard

+27

Cal

ifor

nia

+11

1

35

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Six

Wri

tten

Exp

ress

ion

Subg

roup

Sco

res:

Com

pens

ator

y E

duca

tion/

Cha

pter

I S

tude

nts

400

El

Spri

ng 1

982

III

Spri

ng 1

990

350

-

300

250

-20

0

ea 4.)

va15

0

100 50

Oxn

ard

+37

Cal

ifor

nia

+19

36

1989

.90

1988

.89

1987

.88

1986

.87

1985

.86

1984

.85

1983

.84

1982

.83

1981

.82

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Six

Wri

tten

Exp

ress

ion

244

245 25

3

247

248

249

244

1(X

)

37

150

200

250

SC

ALE

D S

CO

RE

268

269 27

3

271

265

260

259

257

Cum

ulat

ive

impr

ovem

ent

in s

cale

d sc

ores

(+11

)(+

3 7

)

+12 +28

,

(+16

(+36

( +

141

( +

10 )

.32

)

( +

3!(

+27

t

( +

21

( +

8)

OX

NA

RD

1.1

CA

LIF

OR

NIA

100

150

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Six

--W

ritte

n E

xpre

ssio

nSu

bgro

up S

core

s: C

ompe

nsat

ory

Edu

catio

n/C

hapt

er 1

Stu

dent

s

1989

.90

1988

.89

1987

.88

222

w.

234

Cum

ulat

ive

impr

ovem

ent

in s

cale

d sc

ores

( +

19)

( +

37)

222

(+19

)'If

228

(+31

)

1986-87

223

243

1985

.86

1984

.85

1983

.84

1982

.83

1981

-82

222

234

215

210

229

217

217

203

197

(+20

)(+

44)

( +

20)

(+45

)

( +

19)

( +

37)

(+12

)(+

41)

(+ 7

)(+

32)

(+14

)(

+20

)

100

150

200

250

300

350

SC

ALE

D S

CO

RE

OX

NA

RD

III C

ALI

FO

RN

IA

Cal

ifor

nia

Ass

essm

ent P

rogr

am

Gra

de E

ight

- R

eadi

ng

400

0Sp

ring

198

4

USp

ring

199

035

0 -

39

1989

.90

1988

.89

1987

.88

1986

.87

1985

.86

1984

.85

1983

.84

1982

.83

1981

.82

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Eig

ht -

Rea

ding

Firs

t tes

ting

in 1

983.

84

100

221

238

226 23

0

211 21

4 217

257

256

252

247

243

240

250

Cum

ulat

ive

impr

ovem

ent

in s

cale

d sc

ores

(+ 7

)(+

4)

115

0zo

o25

030

035

0

SC

ALE

D S

CO

RE

MI O

XN

AR

DIII

CA

LIF

OR

NIA

40

41

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Eig

ht -

Mat

hem

atic

s

400

ESp

ring

198

4

MSp

ring

199

035

0

300

250

va 720

0

150

100 50

0

198 O

xnar

d+

31

250

271

Cal

ifor

nia

+21

1989

-90

1988

-89

1987

.88

1986

-87

1985

.86

1984

.85

1983

-84

1982

-83

1981

.82

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Eig

ht -

Mat

hem

atic

s

Cum

ulat

ive

impr

ovem

ent

in s

cale

d sc

ores

271

(-21

)22

9

269

(+19

,(

-41)

239

264

(+14

)(+

-33)

211

I I

2.31

207 21

2

259

253

251

1.1[

1112

5019

8

Firs

t tes

ting

in 1

983-

84

100

150

200

250

SC

ALE

D S

CO

RE

0 O

XN

AR

DIII

IC

ALI

FO

RN

IA

300

350

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Eig

ht H

isto

ry/S

ocia

l Sci

ence

43

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Eig

ht-

His

tory

/Soc

ial S

cien

ce

1989

-90

1988

-89

224

260

259

Cum

ulat

ive

impr

ovem

ent

in s

cale

d sc

ores

(+10

)(+

9)

(+ 9

)(+

16)

231

253

(+ 3

)19

87-8

8(+

7)

222

247

( -

3)19

86-8

7(+

11)

226

243

( -

7)19

85-8

6(

-10)

205

250

1984

-85

215

1983

.84

Firs

t tes

ting

in 1

984-

85

1982

-83

1981

-82

100

150

200

230

300

350

SC

ALE

D S

CO

RE

OX

NA

RD

CA

LIF

OR

NIA

44

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Eig

ht-

Scie

nce

45.

Cal

ifor

nia

Ass

essm

ent P

rogr

amG

rade

Eig

ht-

Scie

nce

1989

-90

1988

-89

1987

-88

1986

-87

1985

.86

1984

-85

1983

-84

1982

-83

1981

-82

Firs

t tes

ting

in 1

985-

86

215

269

239

267

243

263

232

256

233

250

Cum

ulat

ive

impr

ovem

ent

in s

cale

d sc

ores

(+19

1(+

2.)

(+17

)(+

28)

(+13

)(+

17)

1+ 6

)(+

18)

100

150

200

250

300

350

SC

ALE

D S

CO

RE

OX

NA

RD

j. C

ALI

FO

RN

IA

46

NE

WS

RE

LEA

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CA

LIF

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NIA

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ShCRAMENT00--"This year's eighth grade CAP scores show outstanding

achievement across the board continuing a trend of the peat two years," said

State Superintendent of Public Instruction Bill Honig as ha raperted recent

California Amassment Progres (CAP) test score.

GR

AD

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CALIFORNIA ASSESSMENT PROGRAM - 1111-11

GRADE 1 AVERAGE TEST SCORES FOR LARGE DISTRICTS

COUNTY NAME

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64.4

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3rd

and

6th

Gda

"The

disw

intim

news today is that third and sixth graders didn't

fare nearly 20 well.

Average scams are down from one year ago, but still

remain above the base year levels and

sicr

lific

ontly

above national norms.

GR

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onal

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ight

h G

rade

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61 p

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nt o

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prov

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aine

dsc

ores

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ixth

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de.

4 O

n to

tal m

athe

mat

ics,

72

perc

ent o

f tra

ditio

nal

scho

ols

and

100

perc

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r-ro

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scho

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im-

prov

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aine

d N

CE

sco

res

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hird

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de S

AT

scoc

qs.

Spa

ce li

mits

pub

lishi

ng th

e en

tire

repo

rt in

this

new

slet

ter.

Cop

ies

of th

e en

tire

repo

rt a

re a

vaila

ble

from

Don

Jef

frie

s, A

rea

3 D

irect

or G

o M

uelle

r E

l-em

enta

ry S

choo

l, 71

5 "I

" S

tree

t, C

hula

Vis

ta, 9

2010

.

The

San

Die

go U

nion

Wed

nesd

ay, A

ugus

t 29,

199

0

Swee

twat

er s

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ls s

ail

thro

ugh

all-

year

sch

edul

eB

y M

icha

el B

uick

Staf

f*M

et

Dur

ing

the

1989

.90

scho

ol y

ear,

Sw

eetw

ater

Hig

h an

d N

atio

nal C

ityJu

nior

Hig

h w

ere

both

on

a si

ngle

-tr

ack,

yea

r-ro

und

sche

dule

for

the

first

tim

e, a

nd a

rep

ort r

elea

sed

last

wee

k lin

ked

the

non-

trad

ition

alsc

hool

yea

r w

ith im

prov

ed a

tten-

danc

e an

d ga

ins

in C

alifo

rnia

Ass

ess-

men

t Pro

gram

(C

AP

) sc

ores

.

"Our

bel

ief w

as th

at b

y go

ing

year

-ro

und,

it w

ould

hav

e a

maj

or im

pact

on th

e sc

hool

s, a

nd th

at h

as p

rove

d to

be th

e ca

se,"

sai

d Je

ffrey

Sch

aeffe

r,di

rect

or o

f ins

truc

tiona

l sup

port

ser

-vi

ces

for

Sw

eetw

ater

.

Stu

dent

abs

ence

s at

Sw

eetw

ater

Hig

h du

ring

the

1989

.90

scho

ol y

ear

decl

ined

to 2

0,10

2, d

own

from

24,

144

the

prev

ious

yea

r. T

he 1

988-

$9 a

b-se

nce

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e w

as a

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crea

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er th

e 19

87-8

1 nu

mbe

rs a

t 23,

794,

:aid

the

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rt, w

hich

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pre

sent

edto

the

Sw

eetw

ater

Uni

on s

choo

lbo

ard

last

Thu

rsda

y.A

t Nat

iona

l City

Jun

ior

Hig

h, s

tu-

dent

abs

ence

s fe

ll fr

om 1

6,25

5in

1948

49 to

14,

433

in 1

9499

0. T

he a

b-se

nces

in 1

9874

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d 14

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, the

repo

rt s

aid.

qrST

PPP

Y A

VA

ILA

BL

E

CH

UL

A V

IST

A

Tea

cher

abs

ente

eism

at b

oth

scho

ols

also

dec

reas

ed a

bout

S p

er-

cent

, Sch

aeffe

r sa

id.

On

the

CA

P te

sts,

Sw

eetw

ater

Hig

h's

mat

h sc

ore

rose

from

209

last

year

to 2

18 th

is y

ear,

and

the

read

ing

scor

e in

crea

sed

from

186

to 2

09. F

orlim

ited

Eng

lish

stud

ents

, thi

mat

hsc

ore

rose

from

140

to 1

58, a

nd th

ere

adin

g sc

ore

wen

t fro

m 6

5 to

123

,th

e re

port

sai

d.

"But

we

do fe

el th

at y

ear-

roun

den

hanc

es th

e ed

ucat

ion

expe

rienc

e.W

e fe

lt it

was

edu

catio

nally

the

right

thin

g to

do,

" be

sai

d. "

Par

ticul

arly

for

the

limite

d E

nglis

h st

uden

ts, w

edo

feel

ther

e w

as a

dra

mat

ic s

ucce

ssra

te b

ecau

se th

e tim

e aw

ay (

from

stud

ies)

was

less

."

Boa

rd m

embe

rs o

n T

hurs

day

said

they

wer

e im

pres

sed

with

the

re-

sults

. Eve

n T

rust

ee J

udy

Bau

er, w

hovo

ted

agai

nst s

witc

hing

to th

e ye

ar-

roun

d sc

hedu

les,

com

men

ted

that

she

was

"pl

easa

ntly

sur

pris

ed?

thin

k it

will

cer

tain

ly b

e a

sell-

ing

poin

t in

getti

ng o

ther

sch

ools

to

go y

ear-

roun

d."

Sch

aeffe

r sa

id.

B SAN DIEGO CITY SCHOOLSEDUCATION CENTER 4100 Normal St., San Diego, CA 92103.2682

0 0 I I 0 I

0 0 I 0 I 0 0 I

0 O 1 / I 0 1 110

CALIFORNIA ASSESSMENT PROGRAM (CAP)SURVEY OF BASIC SKILLSGRADE 3

I

TESTING INTERVAL

READING LANGUAGE MATH

TRADITIONAL

SCHOOLS (88)

YEAR-ROUND

SCHOOLS (17)TRADMONALSCHOOLS (88)

YEAR-ROUND

SCHOOLS (17)

TRADITIONAL

SCHOOLS .: :1YEAR -ROUND

SCHOOLS (17)

6 year (1984 - 1990)Objective Achieved

Average Scaled Score Change

im, IimmanINe6096+ 5.7

76%+ 19.3

65%+ 11.7

7696+ 19.9

53%+ 3.4

53%+ 10.3

COMPREHENSIVE TEST OF BASIC SKILLS (CTBS)GRADE 5

READING LANGUAGEYEAR -ROUND

SCHOOLS (17)

MATH

tiADITIONALSCHOOLS (88)

YEAR ROUND

SCHOOLS (17)TESTING INTERVAL RAMONAL

SCHOOLS I::YEAR-ROUND

SCHOOLS (17)

ANALSCHOOLS 4:

8 year (1982 . 1990)Objective Achieved

Average School Perceriage Chan?

61%+ 1.2

88%+ 8.0

83%+ 12.9

88%+ 14.3

64%+ 6.1

76%+ 9.2

CALIFORNIA ASSESSMENT PROGRAM (CAP)SURVEY OF BASIC SKILLSGRADE 6

TESTING INTERVAL

READI LAN A E MATH

TRADITIONAL

SCHOOLS (88)

YEAR-ROUND

SCHOOLS (17)

TFIADMONAL

SCHOOLS (88)

WAR-ROUNDSCHOOLS (17)

TRADITIONAL

SCHOOLS (88)

YEAR-ROUND

SCHOOLS (17)

6 year (1984 - 1990)Objective Achieved

Average Scaled Score Change

69%+ 10.7

83%+ 19.6

72%+ 7.1

83%+ 15.0

58%+ 6.0

58%+ 8.8

RE

TE

NT

ION

, LE

AR

NIN

G L

OS

S, A

ND

EN

RIC

HM

EN

T

Over the years there have been studies focusing on learning, retention

and forgetting.

Not surprisingly, research shows that students forget at

different rates.

Educationally disadvantaged students not only acquire

knowledge more slowly, but tend to lose it more rapidly.

A New York State Board of Regents study found that above-grade level

students continue to learn during the summer months.

This is due

primarily to efforts by parents to provide enrichment activities and

experiences outside the formal learning environment.

On the other hand, educationally disadvantaged students forget more over

the summer months when they go home to an often unstimulating home

environment.

Because of the loss of learning that occurs during the

summer months, it is necessary to review a great deal of material when

the new school year begins.

For example, according to the Regents report, the educationally

advantaged student increases an average of one year, three months during

the school year and gains an average of one additional month's growth in

the summer.

This total of one year, four months' growth is compared to

an educationally disadvantaged student's increase of one year, one

month's growth during the school year, which decreases three to four

months during the summer for a net growth of seven to eight months.

At

the end of seven years, the advantaged child scores at the ninth grade-

plus level and the disadvantaged child scores at the fourth to fifth

grade level and becomes a potential dropout.

The following chart

provides a visual example of this unfortunate situation:

Lea

rnin

g L

ostg

Advantaged end Disadvantaged Students

I

0I

Adv

anta

ged

i !D

isad

vant

aged

MEM/

3

52

33

Sou

tce

San

Die

go C

ount

y O

ffice

of E

duca

tion

33

A restructuring of the present school year and instructional schedule to

address this problem of learning loss in educationally disadvantaged

students is worth considering.

While California has increased the school year to the national average of

180 days, students in many other countries are in class more days and do

not always have a two-day break in their weekly formal learning schedule.

For example, Russian students attend six days a week for 200 days;

students in Germany and Italy attend 210 days at six and five days each

week, respectively; and youngsters in Japan attend school five and one-

half days a week for 230 days.

Even though most United States' students are mandated to attend 180

days, many attend only 150 to 160 days because of absences, excused or

unexcused.

Since educationally disadvantaged students (all those scoring

below national averages) would likely profit by attending school a

minimum of 180 days, extending the school year to 225 days and allowing

flexible daily and weekly instructional schedules would provide oppor-

tunity for continuous learning.

Looking beyond the educationally disadvantaged student to those who are

considered average or gifted, a longer school year would provide more

opportunities for academic achievement.

In eight years of the year-round

quarter system, a gifted student could cover as much academic ground as

he could in 11 years of the traditional September - June calendar.

For

the average student, a longer school year would allow him to pursue

courses and interests such as vocational education, music, art or work

experience for which there is not sufficient time during the traditional

school year.

Even high school athletes and those involved in other

extra-curricular activities could benefit from the more flexible

instructional schedule.

The football player and marching band member who

could not handle calculus in the fall would be able to make it up in

another quarter.

Learning is an individual matter.

Educators may wish to take a closer

look at this concept of continuous learning to allow for optimum learning

and retention for each student.

Present technology makes this possible.

Through year-round, lifelong learning systems and partnerships between

social, economic and educational resources, schools may be able to make

better learning and retention possible for all students.

Many school districts are currently emphasizing a back-to-basics approach

and have limited summer educational opportunities for students.

However,

there is a continuing need for both enrichment and remediation programs

to augment the basic curriculum.

Year-round education provides opportu-

nities for both enrichment and remediation through intersession programs.

'BE

ST C

OPY

MA

E53

SAN DIEGO* TRIBUNE Thursday, May 31, 1990

Play ball ---- all year roundSports doctors pitch 12-month conditioning for young bodies

By Jack Williamsbikes* Aims Pititer

GIVEN THEIR FRAGILE,growing bodies and the du-bious fitness ethic of their

generation, participants in youthbaseball and softball programscould be expected to self-destructbefore the ink is dry oo the lineupcard.

But there's a buffer against sorearms, strained muscles and tendertendons. Physicians and coachescall it the pre- season prescription:year-round conditioning.

The more active you are duringthe year perhaps even the moresports you try the less suscepti-ble to injury you'll be when the um-pin yells, "Play ball!"

"It's the same situation as week-end athletes," says Dr. BarbaraMessineo, an orthopedic surgeon atHarbor View Medical Center and asports medicine specialist.

'The adult who only plays soft-ball or basketball on the weekend isgoing to get more sprains andstrains than if he conditioned him-self throughout the week and beforethe season, and a number of studieshave shown it's true.

"With proper conditioning. youcan prevent the onset of overuse in-juries, and with early recognition ofinjuries you can turn them aroundin a couple of weeks.

"When you don't pay attention toa little hurt, it tarns into a biggerone a stress fracture to a chronicor complete fracture, a strain to arupture."

And beta* you know it, you'reout for the season.

With this in mind, coaches ofyouth leagues throughout the coun-ty have been introduced this seasonto sports medicine seminars spon-sored by the American OrthopaedicAssociation.

it's helped answer one of thebluest questions we had: How dowe know when a kid's arm has bad

enough and what can we look for todetermine that?" said Al Hernan-dez, safety officer for Fletcher HillsLittle League, District 41, in EastCounty.

In the interests of preventivemedicine, one Fletcher Hills LittleLeague coach former San DiegoCharger place-kicker Dick VanRaapborst has gone an extra in-ning.

"We go into the off-season in Oc-tober and November with the ideaof strengthening the kids' arms,using the same exercises that(Texas Rangers pitcher) NolanRyan does, devised by Dr. FrankJobe (the physician who recentlyoperated on the shoulder of OrelHershiser of the Los AnrelesDodgers)" said Van Raapborst. "Wecombine that with a shoulder-stretching program we got from Ari-zona State University.

"We take rubber tubing with Vel-cro handles through a stretchingmotion."

Van Raaphorst also introduces arunning program, using a Philadel-phia Eagles video as a guideline, andflexibility exercises. He has madethe information sensible to the restof the league.

in the off-season," be said, "Imeet individually with the parentsand make them conscious of the pro-gram we want the kids to follow.Fortunately, we haven't had any sorearms or pulled muscles."

It's no accident that VanRaaphorst's Yankees were District41 champs last year. He encourageshis athletes as he has his threesons to play as many sports asthey cn.

Specialization can writ."When you put all your eggs in one

basket, U it has a hole to it, you'regoing to have one depressed person,"he said. 'The kids we get in LittleLeague from another sport arelooser and in better shape. It's theothers who have the arm and legproblems because they haven't gonefrom sport to sport."

Said. Ken Lehr, president ofFletcher Hills Little League: "Be-cause of *cavities like soccer, whichruns into baseball season, and theemphasis on youth basketball, I seekids in better shape in terms of en-durance

Year-round sports doesn't meanplaying the same sport year-round,points out Messineo.

"Going through the same motionsrepeatedly can overstrain the milscies." she said. "You're going to windup with overuse injuries. Everybodywants their kids to be great athletes.and the kids are Dot ready for it."

At least, not until they receiveequal doses of strength, flexibilityand endurance training to minimizetheir risk of injury.

Playing sports year-round maycompensate for diminishing physical-education programs in mostschools a dilemma, said Lehr, thatfound only one of 150 boys passing aPresident's Council on Sports andPhysical Fitness examination at hisson's school, Northview Elementary.

In statewide tests of Californiachildren last year, 15 percent of fifth.graders, 20 percent of seventhgraders and 26 percent of ninthgraders met at least four of five fit-ness standards, prompting thisresponse from Bill Honig, superm.tendent of public instruction in Cali.fornia:

"These results substantiate whatwe have been saying for some timeMany youngsters begin school physi.cally unfit, and though the picturebrightens somewhat as -studentsprogress through the grades, the majority of students remain unfit."

The benefits of 12-month physical conditioning applyequally to year-round academic/intellectual conditioning.

2954 BEST COPY AvAUBLE

INTERSESSIONNACATION I

2. YRE Provides Intersession for Remediation and/or Enrichment(60-20 Calendar)

60 days

20 days

60 days

20 days

60 days

20 days

Month I Month I Month

INSTRUCTIONAL BLOCK

INTERSESSIONNACATION

INSTRUCTIONAL BLOCK

INSTRUCTIONAL BLOCK

INTERSESSIONNACATION I

The State of California funds two summer school/intersession programs:

1) Mandated Summer School /Intersession Program for Students in Grades 7-12 who havenot met the District's standards of proficiency in basic skills, Education Code, Section37252.

A district with a 60-20 YRE Calendar could provide three 20-day Mandated SummerSchool/Intersession opportunities for students in grades 7-12 who have not passed theirgrade-level proficiency tests. A student who has completed 180 days of the regular schoolyear could potentially add an additional 60 days of summer school/intersession instructionfor a total of 240 days of instruction within a school year.

2) Summer School/Intersession Core Academic Programs for students in grades K-12,Education Code, Section 42239.

A district operating a 60-20 YRE calendar could also provide a Summer School/IntersessionCore Academic Program for up to 7% of the District's K-12 CBED's enrollment count for amaximum of 120 hours of instruction per student.

A K-8 district with 12,000 studentscould, therefore, provide this programfor 840 students with each studentreceiving 2 weeks of instruction duringeach of the 3 intersession periods at 4hours per day.

Students participating in this programcould add 30 days of instruction totheir regular 180-day school year for atotal of 210 instructional days.

30

"Remediation canoccur throughoutthe year by usingmore frequentvacation periods,rather than limitingit to summer schoolafter nine months offailure andfrustration."

411111

3. YRE Provides Winter Vacations/Intersessions for Migrant Students

1992-93 SCHOOL YEAR CALENDAR

First Day of School

YRE Track AYRE Track BYRE Track C

E YRE Track D

The Oxnard Plain is an extraordinarily fertile, productive agricultural area requiring farm/migrant laborthroughout the year. Because the harvest and the need for farm labor tends to be less demandingduring the months of December and January, many years of experience have shown that 3-5% of theDistrict's student population -- primarily children of migrant farm-workers -- will leave Oxnard at thistime of year for a period of four to six weeks to be with family in other areas of the Southwest orMexico.

Families who routinely leave the area for these extended Winter vacations are encouraged to enrolltheir children in YRE track B, which has a 6-week break extending from December 22 throughJanuary 30, or YRE track C, which has a 6-week break extending from November 22 through January1. Students assigned to tracks B and C are in school during the months of June and July when theirparents are generally involved in agriculture-related labor.

Prior to YRE, many of the District's migrant students were enrolled in school for 150 days orless. YRE provides these children the opportunity for a full 180-day school year, plus threeintersession opportunities for remedial assistance, if needed.

3156

4. YRE Provides Quality Substitute Teachers and Quality Teachers forSummer School/Intersession Programs

In the 60-20 four-track YRE calendar, three tracks are always in session with one track always onvacation/intersession. The YRE calendar, therefore, provides the opportunity for teachers onvacation/intersession to substitute at schools, at grade-levels, and/or the days they choose to work.Teachers who are regularly employed by the District are paid at the rate of $100 per day; substituteswho are not regular employees are paid at a $75.00 daily rate. When most of the District's substituteteachers are regular staff members, the quality, momentum and continuity of instruction can bemaintained..

Similarly, when "Summer School"/Intersession teachers are drawn from the District's regular teachingstaff, quality instruction is assured.

"September"

"Summer"

"September"

"Summer

First Trimester

Second Trimester

Third Trimester

"September" "June"

"Summer

". . . and the reason we have summer vacation is soyou can go home to help with the crops."

32 57

5. YRE Reduces Teacher and Student Burnout

"I could've written a warm, funny, moving acceptancespeech if you'd given me this 20 years ago."

"Listen, Kids . . .When Mommy gets home fromwork, she needs a few minutes to unwind beforeshe can give you her full attention . . . So that's why

she's in the closet."

When teachers and students have a month-long vacation following each of the three 60-day/3-monthinstructional blocks, there are three opportunities during the school year to relax and unwind.

On three occasions during the school year, therefore, both teachers and students experience the"September-phenomenon" -- the eagerness, anticipation and readiness to return to school.

Oxnard and other districts have also found that these one-month vacation/intersession breaks havecontributed to a reduction in teacher and student absenteeism and stress. A three-year study ofYear-Round Education in Utah found that seventy-three percent of the Year-Round teachersreported less stress on the Year-Round calendar than on the nine-month calendar.

For a three-year period when the Oxnard School District maintained both YRE and nine-monthtraditional schools, it was found that student suspensions had decreased by 30% in YRE schoolscompared to the rate of pupil suspensions at traditional schools. An analysis of the research datafurther revealed that the frequency of pupil suspensions and other disciplinary action at traditionalschools was lowest during the early months of the school year -- September, October andNovember, and in January following the 2-week winter break. The frequency of suspensionsincreased significantly from March through June.

In the YRE schools, with three "Septembers" and less of the "March through June" stress, studentsstruggling academically and those with an inclination toward misbehavior experience three well-placed opportunities for rejuvenation and relaxation.

Students who exhibit a pattern of misbehavior, those with behavioral disorders, including studentsrequiring special education program services, very often are the students who are most adverselyaffected by the traditional, agrarian school calendar.

If such students are involved in counselling or other special programs, the shorter vacation breaksprovide for greater continuity of the appropriate intervention and the opportunity for staff to moreeffectively monitor student progress.

3358

6. YRE Provides Continuing, Year-long Opportunities for Staff

Development

Never before has there been a more urgent need to strengthen the professional competenciesof our staff and to up-grade the curriculum and the instructional resources provided at ourschools.

Schools maintaining the traditional school calendar generally provide staff development andcurriculum development opportunities during the summer or on "release days" during the school yearwhich require the service of substitute teachers.

Since a 60-20 multi-track YRE school, for example, has one-fourth of its teaching staff onvacation/intersession each month of the year, these periods become valuable staff and curriculumdevelopment opportunities -- and tend to require minimal, if any, "release days" from a teacher'snormal teaching assignment.

Teachers "released" from their regular classroom duties for such professional activities incursubstitute teacher costs. YRE teachers who participate in such activities during theirvacation/intersession periods are, of course, appropriately compensated.

A YRE calendar, single or multi-track, clearly offers greater opportunities and greater flexibility for staffand curriculum development than would normally be available to teachers assigned to theSeptember-June school calendar.

Staff development and curriculum development, if "one-shot' events, are often minimally effective andare an inefficient use of staff time and district funds.

Effective staff development and curriculum development programs, similar to student learning, involvean incremental accumulation of knowledge and skills requiring continuing reinforcement for fullmastery.

The Oxnard School District, utilizing this enormously beneficial aspect of the YRE calendar, maintainsa "Professional Development Center" with two full-time staff members who provide a year-longschedule of staff and curriculum development activities.

4

7. YRE Provides Students on Intersession the Opportunity toVolunteer in Various Capacities at School and in the Community

Teen-agers 'adopt' grandparentsJunior high students make Easter deliveries to residents of nursing home

Sunday April 19 1992 The Press-Courier

By JILL BOEKENOOGENPress-Courier Life /style Editor

It wasn't the Easter bunny deliveringbaskets to the residents of Maywood Acres inOxnard. It was much better.

The residents were receiving gift basketsfrom their "adopted" grandchildren stu-dents from Haydock Junior High School.

It wasn't the candy but the time spent inconversation with the t3- and 14-year-oldswhich meant the most to the seniors who intheir 70s. 80s and 90s.

Bert Godfrey, 82, was teamed was Da-mien, Villarieva, 13. Their favorite topic ofconversation is sports, especially football.

"He's funny," said Damien of his"adopted" grandfather.

"He's a good kid," said Godfrey.

Gladys Sawers, 80, enjoys her friend TyraWarren, 14. Mrs. Sawers indicated that shehas not lived at the home for very long.

"I like the fact that she's so friendly," saidMrs. Sawers. "We get very lonely in here."

Tyra noted that the two became friendsright away atter a few minutes of awkward-ness.

It was just by chance that 76-year-old VeraCox and 14-year-old Delia Blaisdell werepaired. but it turned out they are membersof the same church, the Church of JesusChrist of Latter-Day Saints. Delia knowsMrs. Cox's daughter

"We just met each other last week. but wehave so much in common." said Mrs Cox."We have a lot to talk about. She knows shecan come by anytime."

r..t. b..

r1V;Fi-.4

4.7M1110* 14.

SNIII.E ON SENIOR'S FACE REPLE(1'S 1.001) SPIRITSLynnette Rodriguez greets 'adopted' grandmother Itubie Strom,

By prior arrangement with school staff, students may devote a portion of their intersession breaksserving as peer tutors, teacher assistants, office helpers or in other support capacities.

As our nation's supply of teachers, especially minority and bilingual teachers, becomes a major crisis,junior high and high school Future Teachers Clubs provide magnificient opportunities which mayencourage and motivate students to pursue teaching careers.

The most effective means to motivate and encourage students toward such a career goal is to invitethem to experience -- in a support capacity -- the teaching and operational functions of the school.Such volunteer service can be enormously enriching for the students involved and their contributionas peer tutors, teacher aides, office helpers, library assistants, and in similar roles can be a verysubstantial benefit to the school.

During intersession breaks, junior and senior high school students may provide tutorial service forprimary and middle-grade pupils.

These students are often viewed as magnificient role models, and find their effort as personallyrewarding as it is beneficial for the students they assist.

3560 UST COPY MEM

8. YRE Provides High School Students the Opportunity for "Year-Round" Employment

During the summer when high school students are traditionally on vacation, the competition forsummer jobs is very keen.

In a YRE program, such as the 3-track Concept 6 calendar, three students can fill a full-timeequivalent job. In a 4-track calendar, four students could fill a full-time equivalent job. The need forservice employees, especially in fast food restaurants, is far greater than the available work force. Inthe absence of an adequate supply of young, entry-level workers, fast-food restaurants are focusingtheir recruitment efforts toward senior citizens.

Young people need jobs; and YRE multiplies the opportunities for such employment all yearround. In some districts, YRE high schools maintain an employment department to assure maximumassistance to students seeking intersession jobs.

6136

9. YRE May Extend and Enrich Opportunities for Co-curricular andExtra-curricular Activities

There is no doubt that YRE calendars force major adjustments in the approach to extra-curricular andco-curricular activites, but these adjustments may also extend and enrich student participation insuch activities. Football players, for example, make sure they are on a track that is in school duringfootball season if they want the traditional option of playing ball after school. Large numbers ofathletes, however, purposely select to be "off track" during their major sport season so that they canconcentrate just on the game. They do not worry, then, that their studies, social activities, and fatiguefactors may be an overload that might detract from their participation. The ski team in one highschool makes sure they are off during the winter block so that they can "ski all day," work in the skipatrols, or otherwise enjoy the outdoor winter life.

Music and drama programs have had the same experience. The complete band, orchestra, orchorus is not needed every day. Small group and individual rehearsals and practices benefit nicelyfrom rotating schedules. Since music facilities generally do not have serious space limitations, "off -track"/intersession students are often invited, if not encouraged, to participate with their chorus, band,or orchestra for as many days as they wish. While students who take advantage of this intersessionopportunity may need to make their own transportation arrangements to and from school, they mayadd from 20 to 30 additional days of music instruction beyond the regular school year. When there isa need for a practice session with the full orchestra or when special programs are scheduled,students on intersession generally return to participate with their group.

YRE schools have formed unique approaches to student goveinment. They may retain thetraditional format, increasing commurf ration with those off track and sometimes requesting that theyreturn for a meeting. Or they may organize student councils for each track. This latter approachprovides several groups of students opportunities for leadership rather than one. The activities of thestudent council president may rotate among the track leaders, or "all-school" co-presidents can beelected to share leadership when on and off track.

Similar innovative patterns can be developed for drama (four plays instead of one all-school play, orthe students can return during intersessions/vacations as do the athletes), clubs, science fairs, artfestivals, school dances, and other similar interest and social events. Students adjust well; andteachers, coaches and sponsors can be exceptionally creative in organizing enriching, rewardingopportunities for all those who want to join in both co-curricular and extra-curricular activities. Theyneed encouragement, support and ideas from an understanding administration -- one determined tocreate success for all phases of learning affected by the year-round education program.

Extra-curricular activitiesYear-round schools continue to provide sports,band, drama, journalism and other existing ac-tivities. Students who arc on vacation ("off track")when seasonal activities are taking place can stillparticipate. In fact, being "off track" may allowthem to devote more time to the activity, if theywish.

10. YRE Provides Students and Their Families with Multiple VacationOptions During the School Year

Parents and students who have experienced YRE acknowledge that multiple opportunities forfamily vacations during the year are a major adyantage to the program. YRE families vacationing atYosemite in the spring and fall have discovered one of nature's greatest wonders in a manner that issimply not possible in the hot and crowded summer. Similarly, YRE families visiting Disneyland inMarch, October, or anytime outside the summer tourist season, have found the magic in the "MagicKingdom."

As our nation's population increases and recreational-vacation facilities become more crowded, therewill be an increasing interest in non-summer family vacations. Our states are filled with magnificentparks, beaches, campgrounds, hiking trails, mountains, lakes, community tennis courts,libraries, museums, art galleries and other similar facilities for the YRE family.,

Escaping crowded facilities is only one of the advantages for the YRE vacationer; the weather is oftenmuch more desirable outside the summer months, and lower, off-season vacation costs, especiallyfor lodging, can also be a substantial advantage.

Perhaps it's only reasonable that Year-Round Schools be accompanied by Year-Round Vacations!

Students with a low self-image gain self-esteem through believable achievementrather than just talking about the need for self-esteem or receiving vacuous "warmfuzzies." Once they experience a real pay-off from honest effort, they begin to takepride in effort, begin to gain a sense of personal potency, and then start achieving.

Jerry Conrath

38 63

EdouinTeachers consistently reportthat students do not forget asmuch over short vacations asthey did over the long summerbreak, which means that lesstime is spent on review at thebeginning of each term.

NOVENIIE11 1010

Instructional benefitsYear-round education reorganizes theschool year to provide more continu-ous instruction and to reduce, but noteliminate, the summer vacation. Dis-tricts can implement year-round edu-cation in various ways, adapting it tolocal situations.

The September-June calendar inter-rupts a student's learning pattern.Consequently, there is a need forconsiderable review at the beginningof an instructional year, wasting tunethat students could use to acquire new

information.For instance, an increasing number

of students come from homes whereformal English is not the primary lan-guage. Proficiency in any languagerequires formal instruction on a con-tinuous basis. A long summer vacationdisrupts this formal training, and formost students, the language of summeris the language of the family and

community, whether it be English oranother language. Three months awayfrom formal instruction hinders lan-guage acquisition.

Na omi&tomsoraA.a.MOn June 1990

Examples of Year-Round School Calendars

60.20 Plan: Four tracks, 33% Incrsased capacityJuly A Oct Nov Dec Jan Feb Mar Apr May June

Track A

B

C

111=01111111111M111111111M11MINIM

This example has 180 school days, 12 weeks on, 4 weeks off. The90-30 Plan would have 18 weeks on, 6 weeks off while the 45-15 Planhas 9 weeks on, 3 weeks off.

Concept 6: Throe tracks, 50% Increased capacityJul Au S Oct Nov Dec Jan Feb Mar Air Ma June

Track A

B

C

Concept 6 has16 weeks on, 8 weeks off with longer school days tocompensate for the 163-day school year.

I

Orchard Plan: Five tracks, 25% Increased capacityJuly Au. Sept Oct Nov Dec Jan Feb Mar Apr May June

Track A

B

C

D

E

The Orchard Plan has 12 weeks on, 3 weeks off with schooldosed one month for maintenance.

LimMany students in a year-

round elementary school inOroville, for example, eagerlycome to school on their vacationdays for activities or to work asaides and cross-age tutors.Their enthusiasm suggests thatchildren may have a differentcapacity for schooling than the180 days imposed by currentlaw and limited funding forsummer school.

11019111111111 1 511 0

64

EdSource 11190

Year-round education:learning more for less

Students experiencing learning dif-ficulties in a traditional September-June calendar most usually go throughnine months of failure and frustrationbefore they are invited to attend sum-mer school far too late for effectiveremediation to occur. In contrast,intermittent vacations accommodatemore frequent remediation in directresponse to student needs.

National School Boards Association

June 1990