District/School Administration Administration
Education Reform

The Massachusetts Commission on Time and Learning Final Report

Appendix A: The Massachusetts Commission on Time and Learning

A Vision for the Year 2000 in the areas of TIME and LEARNING

The Commission envisions that, by the year 2000, schools will provide safe learning environments that are open and available throughout the day and year with schedules that are responsive to the lives and needs of students, families and communities. Key elements of our vision include:

• Schedules and learning environments which are flexible and responsive to the constantly changing needs of students, families and communities.
• Structure, time and access to resources which allow every student to achieve the broad, measurable results identified in the Common Core of Learning.
• The school as a center for coordination and delivery of a variety of youth and community services.
• Flexible and effective use of uninterrupted instructional time fostering a breadth and depth of learning.
• An educational environment for professionals with planned opportunities for professional growth and renewal.

Principles Supporting the Vision on Time and Learning

1. Time is a resource. More time, in and of itself, will not promote better learning. Therefore, any recommendations on time will begin with reflections and recommendations on improving quality in the use of time.
2. Existing assumptions about time and schedules will not limit the educational environment of the future (e.g., assumptions about teaching in hour-long blocks, and assumptions about bus or transportation schedules as a limit on the school day).
3. The society we live in is transforming from an industrial society to a knowledge-based society; schools must be prepared for transformational change in keeping with societal change.
4. Teaching is a professional occupation. Teachers (a) view themselves as lifelong learners, (b) model the concept of lifelong learning for students and, (c) assume responsibility to remain current in their fields. The educational environment will allow for and be supportive of time for professional development.
5. Additional activities may or may not require additional financial resources. Some activities will be self-supporting and others may require reallocation of existing resources or refocusing of priorities.
6. The educational environment requires strong, involved partnerships with family members, businesses, neighborhoods, and the community-at-large.

June 1994

Appendix B: 9-Point Action Plan

This 9-point action plan is offered to assist you in seeing the significant changes we are making on behalf of the students of the Commonwealth in adopting new Student Learning Time Regulations. These actions and changes are not about counting minutes. These changes are intended to assist schools in restructuring the school day to ensure that every student in every school receives high quality structured learning time. The adoption of the Common Core of Learning set the broad goals. The curriculum frameworks will emphasize quality teaching and learning in the core subjects. The Student Learning Time Regulations ensure provision of an essential student learning resource -- TIME .

Phase I - Actions and Changes You Will See Now and in the 1995-96 School Year

1. Each school--with the involvement of the school council, parents, students, the principal and staff, the superintendent, the school committee, and community members--will review the program offerings of the school to ensure that each student is offered the minimum required student learning time in the 1995-96 school year. Structured learning time in schools will begin to focus on more instruction in core academic subjects. Subjects focused on helping students acquire the other knowledge and skills described in the Common of Learning will also be included.
2. Elementary schools will provide at least 900 hours annually of student learning time and secondary schools will provide 990 annual hours. As a top priority, those hours will be dedicated to structured learning time in core academic subjects and other subjects focused on helping student acquire the knowledge and skills described in the Common Core of Learning.
3. Lunch, time passing between classes, homeroom, and recess will not count toward meeting school time requirements.
4. Seniors graduating in 1996 may be released from school no more than 12 days in advance of the 180th scheduled day of school.
5. Each school will develop a Learning Time Implementation Plan as part of their 1995-1996 School Improvement Plan detailing how they will meet the new learning time requirements.
6. Professional development programs for educators are strongly supported. Time for professional development must be scheduled beyond the 900/990 hours required for structured learning time for students because school must ensure that every student receives a full schedule of structured learning time.

Phase II - Further Actions and Changes You Will See Beginning in September 1996

7. Some schools will implement fully the new structured learning time requirements as early as September 1996. However, no later than September 1997, all schools will achieve full implementation of the requirements.
8. By September 1997, all students will receive a full schedule of structured learning time in core academic subjects focused on helping students acquire the other knowledge and skills described in the Common Core of Learning.
9. By September 1997, non-directed study periods, school services, and optional school programs, as well as lunch, time passing between classes, homeroom, and recess will not count toward meeting structured learning time requirements.

Appendix C: The Massachusetts Common Core of Learning (abbreviated*)

• Read, Write And Communicate Effectively
• Use Mathematics, The Arts, Computers And Other Technologies Effectively
• Define, Analyze And Solve Complex Problems

Gaining And Applying Knowledge
All students should:

• Acquire, Integrate And Apply Essential Knowledge In:
  • Literature and Language
  • Mathematics, Science and Technology
  • Social Studies, History and Geography
  • Visual and Performing Arts
  • Health

Working And Contributing
All students should:

• Study And Work Effectively
• Demonstrate Personal, Social And Civic Responsibility

* The full text of the Common Core of Learning can be obtained from the Massachusetts Department of Elementary and Secondary Education.

Appendix D: National Education Commission on Time and Learning

Relevant Facts

• In the nearly 40 years of American education reform efforts, we have altered nearly everything we do in school except the amount of time available for learning.
• Some students take three to six times longer than others to learn the same thing. If we genuinely intend to give every student an equal opportunity to reach high academic standards, we must give students the time they need.
• No matter how complex or simple the school subject, and no matter how well or poorly students comprehend the material, the school schedule assigns the same amount of time for learning.
• Too little attention has been paid to how time is used in school; in a large sample of states examined by the Commission, only 41 percent of high school time is required to be spent on core academic subjects.
• Students in other post-industrial democracies studied generally are required to have twice as much instruction in core academic areas during high school as U.S. students.
• Schools abroad protect academic time by distinguishing between the "academic day," which is devoted primarily to core academic subjects and the "school day," which is often used for extracurricular activities, remedial help, and other services needed by students.
• According to a 1990 study, only 40 percent of graduating American high school students completed the minimum requirement in core academic studies, recommended by A Nation at Risk, including 4 years of English, 3 years social studies, 3 years science, and 3 years math.
• Approximately 15 percent of all Japanese students in grade four, rising to nearly 50 percent by grade nine, attend Jukus, private after school tutorial services that enrich instruction, provide remedial help, and prepare students for university examinations.
• According to a recent Harris poll, 51 percent of teachers single out "children who are left on their own after school" as the primary explanation for students' difficulties in class. The same poll reports that 12 percent of elementary school children (30 percent in middle school and nearly 40 percent in high school) care for themselves after the school day ends.
• A large majority of Americans (62 percent) supports providing after school care for the children of working parents. The time students currently spend after school could be productively used to remove barriers to learning.
• Teachers and administrators need more time to come up to speed as academic standards are overhauled, time to come to grips with new assessment systems, and time for continuous professional development.

Recommendations From "Prisoners Of Time"
A Report of The National Commission on Time and Learning

I. Reinvent Schools Around Time And Learning, Not Time ---- We recommend a commitment to bring every child in the United States to world-class standards in core academic areas.

"The first issue is not "How much time is enough?" but "What are we trying to accomplish?" As witnesses repeatedly told the Commission, there is no point to adding more time to today's schools if it is used in the same way."

II. Fix The Design Flaw: Use Time In New And Better Ways ---- We recommend that state and local boards work with schools to redesign education so that time becomes a factor supporting learning, not a boundary marking its limits.

"The conviction that learning goals should be fixed and time a flexible resource opens up profound opportunities for change."

III. Establish An Academic Day ---- We recommend that schools provide additional academic time by reclaiming the school day for academic instruction.

"The Commission is convinced that if American students are to meet world-class standards all children will need more academic time."

IV. Keep Schools Open Longer To Meet The Needs Of Children And Communities ---- We recommend that schools respond to the needs of today's students by remaining open longer during the day and that some schools in every district remain open throughout the year.

"....establishing an academic day of necessity requires lengthening the school day, both for extracurricular activities and for time to offer some students academic programs designed to give them special help or opportunities."

V. Give Teachers The Time They Need ---- We recommend that teachers be provided with the professional time and opportunities they need to do their jobs.

"The daily working life of most teachers is one of unrelieved time pressure and isolation....The Commission believes that time for planning and professional development is urgently needed--not as a frill or an add-on, but as a major aspect of the agreement between teachers and districts."

VI. Invest In Technology ---- We recommend that schools seize on the promise of new technologies to increase productivity, enhance student achievement, and expand learning time.

"Technology has already changed much of the rest of American society...because it makes it possible to produce more with less. A similar revolution is possible in education...But the true promise of technology lies in the classroom. Technology makes it possible for today's schools to escape the assembly-line mentality of the `factory model' school. With emerging hardware and software, educators can personalize learning."

VII. Develop Local Plans To Transform Schools ---- We recommend that every district convene local leaders to develop action plans that offer different school options and encourage parents, students, and teachers to choose among them.

"School reform cannot work if it is imposed on the community top-down. Genuine, long-lasting reform grows from the grassroots."

VIII. Share The Responsibility: Finger Pointing And Evasion Must End ---- We recommend that all of our people shoulder their individual responsibilities to transform learning in America.

• Government should focus on results, not red tape
• Higher education needs to get involved
• >The business world should keep up the pressure
• Parents, students, and teachers must lead the way

"In America's great education debate we find too often a belief that the solution is up to government or ` system.' Nothing could be further from the truth. It is up to us."

Appendix E: Abbreviated Summary Results Survey Of Time And Learning

Background Information

In order to obtain information on schedules in schools, 1800 school buildings across the Commonwealth received a survey between December and January of the 1993-1994 academic year. Out of the 1800, approximately 1300 schools responded by completing and returning the survey to the Department of Elementary and Secondary Education between January and February 1994.

The survey results reported here are based on a statistically representative sampling of 429 out of the 1300 surveys received. Data from the 429 schools was double checked and corrected.

Survey Description

The target population of the surveys were public schools grades K-12 inclusive of regional and vocational/technical schools. The breakdown is as follows:

For a copy of the full text, please contact the Department of Elementary and Secondary Education.

Appendix F: Promising Practices

To fully realize the vision of the Commission on Time and Learning, schools may need to implement significant changes which require bold thinking and sizeable shifts of attitudes. What follows are practices that have been and are successful in schools both in the Commonwealth and across the nation. These practices are interrelated and in no particular order. The success of one practice may rely on the implementation of others. The dynamic nature of a variety of concepts working together supports the goals and vision of Education Reform. The Commission recommends that schools consider all of these practices, one at a time, together, and in combination with other successful practices or ideas.

Block Scheduling

This technique seeks to provide at least some blocks of time that are longer than others and seeks to match types of learning with schedules which facilitate such learning. For instance, the use of "2-hour labs" for science courses is a common variation on the standard 50-minute schedule. Such variations in schedules allow for in-depth learning with different instructional strategies such as simulations, group projects, and debates.

Block schedules provide fewer classes and fewer students per teacher, and, therefore, more personal interaction and individualized instruction. Schools utilizing block scheduling often find their students feeling less frustration as they are managing the workload for fewer subjects and generally are more actively involved in the subjects they are studying. Additionally, longer class periods mean students are less often in the hallways and school discipline incidents may decrease.

Interdisciplinary Teaming

Many schools already use this technique which integrates specialists into the regular curriculum plans for courses. For instance, arts specialists can often respond to themes developed in social studies or language arts programs (or any other core subject). The arts enhance learning in other disciplines by offering unique entry points for students as well as expanding the cultural context of their studies.

Another common form of interdisciplinary teaming occurs when teachers of different disciplines develop full units together in a coordinated way: Common teams are math and science, language arts and history, world languages and music. Indeed, most teachers can find challenging commonalities among any two or three subject areas. Students find that learning which makes connections is generally more powerful, engaging, and sustained.

The Massachusetts vocational technical system has taken a leadership role in fostering diversified curriculum integration using applied learning models. School districts are encouraged to work with vocational technical school partners in promoting active, meaningful and thought-provoking teaching/learning activities and curriculum.

Scheduling School Services

A promising practice protecting structured learning time is the scheduling of school services outside of the regular school day. An example would be to engage in activities such as vision or hearing screening at specific times after the end of the regular school day with optional participation on some weekend days rather than to interrupt regularly scheduled learning activities.

Incorporating Elements of School Services

One way to enhance the interdisciplinary teaming outlined earlier in this appendix is to incorporate elements of school services into the core curriculum. For instance, an English Language Arts teacher could work in collaboration with a guidance counselor on enhancing writing skills for a student by having the student write an essay appropriate for college applications; a school nurse might collaborate with a math teacher to obtain information on students heights and weights; and so on.

School-Linked Services

This practice links community services with the school site. For instance, adult learning centers can make use of school facilities during evening hours. Health and dental services can be offered on school grounds. Community Service Learning Programs can also involve students in real-world settings that enhance their sense of responsibility to the community. A number of initiatives linking these services at the school site are taking place across the Commonwealth and providing increased use of the school facility while at the same time providing increased access to the services themselves.

Teacher Assistance Teams

Many schools have implemented a school based "team" composed of teachers from regular and special education programs and other individuals with key skills (such as a counselor or a curriculum supervisor) who take the time to observe teachers and students and share ideas for classroom change. Such teams have provided teachers with focussed recommendations that can enhance collegial relationships, improve teaching, and provide classroom support.

Staggered Schedules

Staggered schedules within the day and year can free teacher time. For instance, schools schedule one group of teachers from 7:30-2:30 and another group from 9:00-4:00, and in this way provide students with an extended school day while also allowing teachers fuller access to the school and their colleagues without increasing teaching duties. Teacher schedules can be staggered throughout the year by having some teachers in the school from September - June and some between October - July. Districts might implement quadmesters with teachers choosing to teach three of the four.

Staff Support

As we recommended in our "Time for Change" report, we believe a very effective promising practice for teacher support and renewal is the use of teacher aides and paraprofessionals to release teachers from non-instructional activities. This practice not only maximizes the use of teachers for the skilled activities at which they are the best, but also provides for flexibility in scheduling common planning time for teachers.

Cooperative Learning

This occasional technique (not a substitute for individual thinking and learning, but a complement) pairs (or groups) students together and asks students to take an active role in the teaching and learning of a specific task. One student may have more knowledge, however, some tasks, by their nature, do not require expertise and may allow the students to take turns in the role of "teacher." Students solidify their own learning by teaching others. This technique allows for a flexible pace and style of teaching/learning and maximizes the resource capacity of classrooms.

Year-Round Schedules

Year-round schedules do not require adding more time to the school year, but rather require restructuring existing time to have longer, spaced vacation or break times (called intersessions) throughout the year and a shorter summer vacation. One benefit of year-round schedules is helping students retain what they have learned because regression found with long summer breaks is minimized. Another benefit of simple restructuring of the schedule is in providing teachers with additional time for teaching new skills because they no longer have to spend time reviewing previously taught materials.

Intersessions

Intersession times offer students opportunities to reinforce previously learned material or benefit from pre-teaching of new material. Additionally, students who struggle with a subject do not have to wait a full year before receiving extra assistance. They can receive it during intersessions, thus reducing the chances of failure, frustration, and drop-outs.

Pre-Teaching

A promising practice is "pre-teaching" of difficult subjects. With a restructured school year, a number of days could be made available during a semester break for students to preview upcoming key concepts to be presented during the next semester program. Most students know subjects they have difficulty with, and this practice of providing students with an opportunity to get a head start on a difficult subject has resulted in increased success for low and moderate achieving students, as well as significantly reduced frustration levels. Schools that have implemented such practices report less need for remediation services and lower drop-out rates.

Expanded Programs

Another promising practice provides before-school and after-school programs supported through sliding scale fees, foundation funding, or collaborative arrangements with parents, community agencies, or universities.

Appendix G: Estimated Financial Components Of Extending Time (Maximum Cost)

Given the many restructuring initiatives utilizing creative approaches and more efficient allocation of resources, the following approach is one of a number of avenues to calculate financial components of extending time. The Commission does not recommend this method over another.

The calculations in this appendix estimate the per day cost of extending the school year statewide utilizing elements of the foundation formula authorized under Chapter 70 of the Education Reform Act. Massachusetts' funding of education is based on the full student census in the school districts. The foundation formula calculates, depending on the school district size and composition, what it would take to provide an education to the full student census. For the purpose of this report, the following line item elements from the foundation budget have been identified. These elements could reasonably be assumed to be impacted with an increase in instructional and professional development days.

Line 2 Teaching salary for classroom teachers.

Line 3 Support Staff salary for counselors, librarians and other specialist teachers.

Line 4 School Aide salary for assistants to teachers and support staff.

Line 7 School Health Care Staff salary for all staff performing health care related duties.

Line 15 Utility and Ordinary Maintenance Expenses for utility charges and maintenance supplies.

Line 18 Book and Equipment Allotment for books, equipment, supplies and computers.

Each of the six line items were included when calculating instructional day costs (Chart 1 - Section C), however, only line items 2, 3, 4, and 7 were included when calculating professional development day costs (Chart 1 - Section A).

NOTE: Costs associated with transportation and building construction or scheduling of building maintenance activities have not been considered in this report but could be impacted by additional days.

Following is the step by step approach taken to arrive at the estimated cost to add a single day of instruction or professional development to the school year statewide.

Step One : Identify the per day costs per student for the elements which would reasonably result in additional costs for additional days.

Step Two : Identify the enrollment of students at each level of school including adjustments for additional services for students with special needs.

Step Three : Identify formulas for calculating cost of adding professional development days or instructional days to the school calendar.

Step Four : Calculate.

CHART 1 - not available

Step One : Identify the per day costs per student for the elements which would reasonably result in additional costs for additional days.

STEP TWO : Identify the enrollment of students at each level of school including adjustments for additional services for students with special needs.

The enrollment figures used were figures taken from the October 1, 1994, Massachusetts Department of Elementary and Secondary Education Individual School Enrollment by Grade Report.

*The calculated special education full time equivalent (FTE) is based on the total enrollment figures in conjunction with the presumptions for special education contained in the Chapter 70 foundation calculations.

Step Three : Identify formulas for calculating cost of adding professional development days or instructional days to the school calendar.

A. Cost For Professional Development Days

(Elementary, Middle, or Secondary Level Subtotal A x # of students at that level statewide) + (Sped In Subtotal A x Calculated Sped FTE at that level statewide) = Cost to add one professional development day at that level statewide.

B. Cost For Instructional Days

(Elementary, Middle, or Secondary Level Subtotal C x # students at that level statewide) + (Sped In subtotal C x Calculated Sped FTE at that level statewide) = Cost to add one instructional day at that level statewide.

Step Four : Calculate.

Daily totals are rounded to the nearest whole dollar.

A. Professional Development Days

B. Instructional Days

State And Local Contributions

Under education reform, the state has been gradually increasing the amount of funds provided to schools and full foundation level funding is expected by the year 2000. According to foundation budget calculations, for FY '96 the required local contribution for school districts statewide will be 63%. The state has committed to provide 37% of the costs of education. We use these FY '96 figures to estimate maximum state and local contributions to add a single day of instruction or professional development to the school year statewide (CHART 2).

CHART 2 - not available

Once again, it should be noted that these estimates assume costs would simply be extended on a per day basis. It is reasonable to expect that many restructuring initiatives could reduce the financial cost of extended time in schools. To illustrate this point, summaries of five low cost programs that expand the school year are included below.

Summerbridge Cambridge, Cambridge, Massachusetts

As a tuition-free workshop in education, this program has two goals: 1) to prepare highly motivated, low-income and minority Cambridge middle-school students for success in academic high school programs; and, 2) to encourage top high school and college students to become teachers. Fifth grade students accepted into the program participate in a six-week summer session before the sixth grade, weekly study groups and monthly field trips throughout the following school year, and then a second cycle of these programs during the next year. College and high school students, trained and supervised by experienced educators, run the program and provide exciting, powerful, learning experiences for program participants. Approximately $100,000 in funding is provided by networking existing public and private resources including Cambridge Public Schools, Institutions of Higher Education, the Mayor's Youth Employment Program, Federal Work Study Program, Department of Human Services, and grants from local foundations and corporations.

The New School at the Saltonstall, Salem, Massachusetts

One middle school in the Salem Public School District has become a year round school, increasing the school year by twenty days: ten instructional, ten professional development. Annual teaching hours have increased by 190 hours and teachers are provided with an additional two hours of common planning time per week. This 24% increase in total time was accomplished with a 16% pay increase for teachers.

Murfreesboro Public Schools, Tennessee

This entire school system has its elementary schools open and available from 6 a.m. to 7 p.m. five days per week, 52 weeks per year. Parents pay for extended day services, although students who are referred by school personnel to attend do so at the district's expense. The system has made use of a $50,000 grant as well as textbook funds for alternative materials. Personnel are employed 245 days per year for 6 hours per day, including 10 days of professional development and 10 days of vacation. Formerly, personnel were employed for 200 days at 7.5 hours per day. The new system actually represents less total working time for each employee.

Westport High School, Westport, Massachusetts

The high school has extended its summer program by two weeks, making it equal in length to a regular school year semester. Students pay tuition which makes the program self-sustaining. Additionally, the high school runs learning programs on Saturdays and during school vacations. Saturday activities are funded through the school budget; school vacation programs are currently funded with a portion of Westport's state Time and Learning grant with the intent that the programs will eventually be self-sustaining.

Blackstone Valley Vocational Regional School District

As part of the work done through a state Time and Learning Grant, Valley Tech expanded the school year and school day and restructured the way time is used within each day. Over a three year period, beginning in FY '96 through FY '98, a total of 13 teaching days will be added to the school year. Teachers do receive additional pay for additional days, however all other improvements are no added cost. In conjunction with the lengthening of the school year, 20 minutes have been added to the school day, guidance and media center hours have been increased for students, a professional development standard of 60 hours per year outside of the school day has been effected, and block scheduling has been put into place. Overall, students have gained more than 600 additional hours of instructional time. The new scheduling, coupled with integration of subject areas and interdisciplinary approaches to teaching, has greatly enhanced the learning process.