POLICY ISSUE: MULTI-TRACK SCHOOL CALENDAR

 

DESCRIPTION OF ISSUE

A multi-track modified school calendar schedule divides a school's student population into groups that attend school for 180 days, allocated between academic and vacation periods, during a 12 month period. The periodic vacation periods and 12 month utilization allows a school facility to serve a larger student population than that of the traditional 180 day/10 month single track school calendar. This should not be confused with a single-track year-round calendar or an extended year calendar (220 days of instruction) that utilize a school facility year round, but do not increase the student utilization capacity of the facility.

Depending upon the multi-track schedule adopted, student utilization of an existing school can increase between 20% and 33%. For example, a 45/15 (4 tracks of 45 days instruction and 15 days of vacation) multi-track schedule increases utilization by 33% since only 75% of the students are in school at any time. A school designed for 750 students under a traditional single track calendar could serve an additional 250 students under a 45/15 multi-track calendar. However, the maximum potential increase in utilization will be reduced if remediation or enrichment programs are offered at the school site during intersession (vacation) periods. Effective increase in utilization may vary between 15% to 25%.

---

PRESENT SITUATION in Leon County
Currently, one school is on single track calendar and up to six more are planned for 1995-96.

PRESENT SITUATION in other Florida School Districts/other states

Broward

One elementary on 60/15 multi-track this year to be joined by feeder middle school next year.

Hillsborough

Piloting one year round elementary school currently. No other schools planned for next year. Examined possible multi-track for middle and high school but decided not to pursue. Board will reexamine expanding elementary next year.

Lee

Expecting to pilot one or two elementary schools next year. (Orange County is scheduled to do a workshop with staff in the near future.

Marion

Had three schools on 60/15 five track calendar previously as part of a plan to reduce construction needs in the last bond issue. Changes in the Board and Superintendent resulted in all schools returning to a traditional calendar.

Orange

At the beginning of the 1990-91 school year, three Orange County elementary schools were placed on a year-round schedule (1 single-track and 2 multi-track). The original intent of the multiple track plan was to increase the student capacity of each school by 25%, thereby avoiding the cost of building additional facilities to house a growing student population. An additional purpose was to determine if more frequent, and shorter, vacation periods would result in improved performance on the part of students. The year round schedule was expanded to 17 elementary schools in 1992-93 (9 multi-track and 8 single-track).

In a report released in March 1994, the district reports the following results (1992-93 data):

All nine multi-track schools were operating at a cost per student considerably below the overall district average and significantly below the average of schools on the traditional calendar.

Six of the eight single-track schools were operating at a cost per student significantly exceeded the district average and the average cost of all schools operating on the traditional calendar.

The district summarizes its experience with multi-track schools as follows: "Based on the 1992-93 cost data, it could be argued that multi-track schools can be operated at a lower operating cost per student than schools on the traditional calendar, while operating costs of single-track schools are generally more costly than traditional schools."

Palm Beach

Currently has no year round single or multi-track schools.

Pinellas

Open to any school to pilot. At this time, no school has chosen to adopt a multi-track calendar due to reluctance on the part of some parents.

Pasco

The district had a 4 track 45/15 plan districtwide in the late 70's when undergoing a period of rapid growth. Problems occurred with respect to coordinating students at the same track from the same family or group of friends. Subsequently, a bond issue was passed and the district returned to a traditional calendar. There is no current discussion of single or multi-track year round schools.

Volusia

Perceptions of parents, teachers, and students were positive regarding the implementation of the modified calendar as it impacted academic progress, family life, and discipline. The Multi-track program implemented in Volusia's five elementary schools achieved its first purpose of multi-tracking, alleviating overcrowding and maximizing the use of already constructed buildings. Implementation was accomplished without sacrificing academic progress, teacher satisfaction, or school discipline.

Concerning the impact of a modified calendar school on teacher employment, teacher attendance improved when compared to attendance at those schools during these schools' last year of traditional calendar schedule; teachers perceived benefits from the increased numbers of volunteers in the schools; students benefited when teachers provide substitute services at their school during intersession; teachers benefit economically from substituting during intersession; and there is an increased cost to the district ($25.00 per occasion) for hiring regularly employed teacher staff member to substitute during intersession (a local decision).

Volusia concludes that in relation to student outcomes, achievement scores of students on a modified schedule in the areas of reading, mathematics, and language (as measured by the CTBS) mirror district scores (grades 2-5). Student attendance at each of the modified schools also mirrored the District's average daily attendance rates at elementary schools. In terms of intersession attendance, the number of students being served has increased each year and finally, an overall trend toward a decrease in the number of disciplinary referrals over time was noted in the modified calendar schools.

Nationwide

During 1993-94, in the United States, 33 states, 388 districts, 1948 schools and 1,423,658 students participated in year-round education (YRE). California continues to be the largest state in number of schools and student participating in YRE. Texas, North Carolina and Florida have seen the most growth in programs. Five years ago, Florida listed 8 public schools on year-round calendars and this year has 105 (report given in February, recent information from FL DOE shows 15 districts and 165 schools participating).

59% of all US year-round schools are multi-track, while 41% are single-track. This represents a continuing trend towards single-track YRE. Significant implementation of multi-track as a solution to overcrowding throughout the United States could accrue a savings of some $25 billion dollars to taxpayers over the next 15 years

The Jefferson County School District (Colorado) implemented a multiple-track concept 6 calendar to handle overcrowding. The multi-track calendar served the district for 14 years. Voters passed an $88 million bond levy to build more schools. Eventually, the need to utilize a multi-track calendar dissipated. The district then adopted a modified traditional calendar. Two schools in the district are planning to return to a continuous instructional calendar.

INTENDED OUTCOME - Affect on District Capacity Needs
A multi-track modified school calendar could increase the utilization of existing schools by as much as 33%, depending upon the multi-track calendar implemented and if remedial/enrichment programs are offered during intersession (effective increased utilization would be less) at the school site. Increased utilization of existing schools can reduce the necessity of building additional schools.

COST CONSIDERATIONS
School Site
Capital
MT/YRE could increase the capacity of schools by 33%. However, increased utilization of a facility may result in a shorter replacement cycle of HVAC, intercoms, phones, carpet, painting, etc. due to the increased total number of students. However, on a per student basis, the replacement costs should remain about the same as that of a single track school.

In addition, it is anticipated that one-time "transition" costs would be incurred with the adoption of a multi-track modified school calendar. These could include such items as storage lockers for teachers/students during intersessions (vacations).

Operating
Total school site operating costs would increase (salaries and benefits, utilities, etc.). However, on a per student basis, operating costs should remain about the same as that of a single track school.

District Level
Capital
No additional cost anticipated other than that associated with student enrollment growth.

Operating
No additional cost anticipated other than that associated with student growth (personnel, finance, MIS, etc.).

Transportation
Note: Determining actual cost of this option is not feasible without performing complete routing analysis. Generalized cost and operational impacts/considerations are therefore addressed.

Varying impacts would result dependent upon the district's concept of implementation, i.e. whether student participation is optional or mandatory. Optional implementation may increase administrative responsibilities and operating costs.

This concept puts us into a union contractual issue that may financially impact the district. The issue is 9 month employment status versus 12 month status and the earning of annual leave. Currently, employees needed beyond the 180 day contract are placed on an extended contract for only those additional days worked. This issue may require review with the adoption of a multi-track modified school calendar.

The FEFP data collection may require some modification (additional MIS reports).

Food Services
Year contract days would increase for all food service employees. Manageable with minimal changes to program, with no increase in cost on a per student basis anticipated.

ACADEMIC CONSIDERATIONS
Overview
Year-round education (YRE) according to Quinlan, George, and Emmett (1987) is an adjustment of the school calendar (traditional 180 day) into instructional blocks with vacations dispersed throughout the year, so that students' learning is continuous throughout the year.

YRE usually includes three (3) types of programs: single-track, multi-track, and the extended school year. Single-track, and multi-plans schedules may vary. Some of the more common ones include the 45/15, 60/20, 60/15, 90/30, trimester, quarter, and quinmester options. The extended year option includes flexible all-year plans and 11 month plans.

Each YRE plan has specific characteristics. The plan numbers (45/15, etc.) indicate the number of days students are in school and on vacation. In single-track strands all students follow the same track and all students vacation at the same time. Multi-track strands schedule the students on various tracks. While some students are in school, some are on vacation. The trimester, quarter, and quinmesters plans have students in school for all or part of the school year. The amount of time a student needs to attend depends on the plan, but students can usually go during the "off" periods to improve or advance their educational program. The flexible all-year plans allow students to choose when they will take their vacations and for how long. However, state law requires a certain number of days that students must attend school. Eleven month plans also provide various learning options for students.

Student Achievement:
Early research seems to indicate that there is no significant difference in achievement as measured by standardized tests between year round students and students in a traditional 9 month program (Merino, 1983; Mussatti, 1981; Young and Berger, 1981). This shows that YRE is achieving at least part of its goals, which is to reduce overcrowding without reducing educational quality or negatively affecting student performance. Other authors point out this should not be surprising, since YRE does not usually lengthen the school year overall. Another benefit mentioned in the literature is the shorter vacation time. Teachers have indicated that student review time is less, providing more time for instruction. Again raising the question, as a result shouldn't student achievement increase? More recent research does indicate some student academic gains from YRE programs (Ordovensky, 1986 & 1989). Most research findings have been mixed and inconclusive on student achievement. However, multi-track programs can reduce costs; attendance of teachers and students is increased. Positive peer relations with secondary students and secondary schools have reported lower dropout rates.

Programs
A change in how school staff organize instructional time creates an improved climate for all instructional reforms.

The value of both multi-track and single-track YRE is most often placed upon student learning, higher test scores, quicker diagnosis and remediation of student problems, better student and teacher attendance, better attitudes toward schooling, decreased disciplinary problems, and a lowered dropout rate.

PERSONNEL CONSIDERATIONS
Classroom Teachers
In a YRE school:

-there may be greater difficulty in preserving a cohesive school community;
-greater opportunity to earn additional compensation (substitutes or regular appointments during their intersession);
-increased opportunity to receive "just-in-time" training or to work on curriculum development during intersessions;
-teachers may need to change classrooms between tracks in a multi-track program -- an objectionable task for some teachers;
-staff may not be able to take graduate and recertification college coursework in the summer because of shortened summer breaks.

LCTA
7.6 Any assignment in addition to the normal work schedule during the school year... shall not be obligatory, but shall be with the consent of the teacher.
8.3 Special subject teachers assignments have been a problem - even when they all have their own rooms. If art teachers and music teachers have to "float," this language will need to be examined.

Academic Support Staff
LESPA
8.3 Defines the employee work year for teacher aides and instructional aides as 183 work days and 193 work days for interpreters. This language would have to be examined. The number of paid holidays will need to be considered as well. They currently receive three (3) paid holidays.

Other Support Staff
LOCAL 1010
General concerns will be more overtime pay for bus drivers, more custodial hours with a larger number of custodians eligible for all benefits, including medical coverage. The number of paid holidays will likely increase for all the employees whose work year is increased beyond 193 days. However, on a per student basis, operating costs should remain about the same as that of a single track school.

Administrative
Managerial, planning, scheduling and record-keeping tasks may take more time than with a traditional school calendar.

Administrative Support Staff
Additional support hours may be needed to cover staff on annual leave. Some 10- month staff may be required for 12 months.

STUDENT CONSIDERATIONS
When YRE (with single-track or multi-track) includes a focus on restructuring the instructional program and is viewed as a catalyst for systemic curricular reform, recent research shows students performing better on norm-referenced achievement tests. Not a single school that has implemented year-round education has experienced a drop in achievement because of its implementation. This improvement is especially evident in students ranking in the lower 50 percentiles academically.

Intersession programs for remediation and enrichment of students' learning are viewed as the strongest feature of YRE. The impact, felt especially by disadvantaged students, is a decrease in retentions (resulting in a financial savings).

For students in ESOL, an increased proficiency in language results from instruction on a continuous basis. For students learning English as a second language, a summer vacation places them in the home, most often with native language speakers, for a long period.

Extracurricular activities are more difficult to schedule.

PARENTAL CONSIDERATIONS

-Two or more siblings in different tracks may confuse scheduling.
-Child care logistics, during the 3-week break may be a problem.
-After school activities; yearlong scouting groups may affect breaks.
-Volunteer program-may affect long range planning and volunteers. (Example: 2-3 months of planning an event by some parents whose children will not be in school for the event (it may be held during their 3-week break). What affect on volunteer/event?
-Family vacation schedules; summer camp; and sports events may be impacted.
-Families on break may miss communication from the school.
-For fund raising, under the 45/15 plan, the companies used may not extend their deadlines for those parents no at school and could lead to a decline in funds.
-For teachers who are parents, multi-track could affect child care. Would teachers be given first choice? Would parents get choice of track?

COMMUNITY CONSIDERATIONS
Shorter non-student activity time off for neighborhoods with schools. Partner Program might be affected during the breaks. Use of school site for meetings may be effected. Daycare providers, traditional summer camp providers (YMCA, etc.) should be brought into the planning process to coordinate activities for "intersession" students.

POTENTIAL BARRIERS
Parent difficulties if not assigned to preferred track in multi-track schools.

POLICY IMPLICATIONS
Policy 1.04 calls for the Board to annually adopt a school calendar but does not specify any instructions that require change to permit a modified calendar for any school.

REGULATORY/LEGAL IMPLICATIONS
Section 235.436(FS) defines "full school obligation program" for grant purposes. The 1995 Florida legislature is considering financial incentives to districts who use multi-track calendars to reduce construction needs. Section 230.23(10)(a) requires a minimum of 180 days or its equivalent and notice to the Commissioner of Education is called for if a 12-month school program is established.

April 25, 1995

Go Back to: Restructuring Educational Facilities Article

---

Copyright © 1997 New Horizons for Learning, all rights reserved.
URL: http://www.newhorizons.org
E-mail: info@newhorizons.org

For permission to redistribute, please go to:
New Horizons for Learning Copyright and Permission Information