Debate

I can't wait for debate this year! I am sooooooo excited but still can't decide who to be partners with! I hope you guys look forward to debate this year, I know I do!
Toodles, Renee:)

Next year

I have to say that this year is going to be good and it is going to be fun for everybody hopefully!!!!!!!!!

Annie

Hello!!!

I can't wait for next year! I wonder what the topic is? Its going to be really wierd not having Brooke and Casey and all the other sixth graders debating too. It's too bad. Ah well.

I have started to sing "Jeremiah was a bullfrog" in the shower again because Katie now likes debate. I am also singing "Another one bites the dust" along with "Another one rides the bus" (wierd al version of another one bites the dust.)


Bye,

Alli

good job

Fellow debaters! I thought each of you did a fabulous job at the debate no matter what place you got.  I think you all worked hard with the little amount of time we had.  You guys were all a fun group and I can't wait till' next year!!!

-annie

Advie

• Make sure your binder has your name on it, not your's and your partner's.

More advice for next year.

• Ms. Vaughn wanted me to tell you that you need to make sure to have dates on your sheets.

!!!!

Advice for next year:

• Keep good posture.
• Have exact information, not "maybe this will happen?"
  
• Speak very clearly, don't mumble.
  
• Have facts to rebut.
• Brainstorm wierd arguements and practice rebutting them.
• Speak with exspression.
  
• Make sure to speak slowly.
• Make eye contact with the judge and your opponents!
• Do not say rebuttal! It is incorrect grammer!
• Be a strong speaker!
• Wikipedia is not a reliable source! Anyone can change it and that means that there can be a bunch of stupid people typing in the wrong evidence. It is not evidence! Do not use it at all!!!!!!!!!
• Make sure you look professional!
• Have good sportsmanship! A Madison team lost because there were very rude to a Lincoln team.
• Rebut with evidence! It is too easy to rebut!
• Use bias!
• Have pre-prepared arguements!
• Sample space is Affirmitive or Negative.
• Bias is surveys and questions
• Make sure you've got evidence in both rebbutals and opening speeches.
• Make sure that your opening speech is close to 5 minutes long!
• Be very convincing.
• 2nd speaker needs to support 1st speaker's case.
• Be very organized.
• Never let anything drop!
• Put emotion into your speech.
• Use all of your speech time!
• Make sure your partner has sheets to say.
• PRACTICE REBUTING!!!!!!!
• Do not talk to each other during arguements!
• If you say that there are other solutions, say what they are. Offer a solution or say that there is no problem. ( NEG)
• Affirmitive can point out if Negative doesn't give another solution.
  
• Really clearly, have your negative sheets seperate from your affirmitive sheets.
  
• Color code the sheets. So that you do not accidentally mix up your affirmitive sheets with your negative sheets.
  
• Make sure you say why your rebuttals are more important than your opponents.
• Keep bringing up arguements.
• Make sure you bring new information up.
• Be relaxed.
• Use hand gestures.
• Don't beat yourself up if you stumble over words.
  
• You cannot talk to yourself exept in downtime.
• Do not rip sheets out of your binder.
• Listen to the other team!!!!
• Should parents come to the debate? When Zoe's dad walked in she got nervous and kind of lost it.
• Believe in yourself. Do not say " I know I'm not going to win"
  
• REBUT! REBUT! REBUT! REBUT!!!!!!!!!!!!!!!!!!!!!!!!!
• Do not use opinions!!!!!!!!!!!
• Don't say "we're winning" without any reasons!
• Make sure you have more than 1 source for an arguement.
• Shake hands!!!!
• Do not mumble, be strong and clear!
• Evidence that it doesn't work not that it wouldn't work.
  

USE THIS FOR NEXT YEAR!!!!!!

• 
  

• 
  

Whooooo!

We did it! We competed in debate and Lincoln took 1st, 4th, 5th, 6th, and 7th!!!!!!! I am especially happy for Brooke and Annie who took the whole thing. YAHHHHHH! But even if you didn't place you still did an AMAZING job as debaters and classmates. LINCOLN SCHOOL ROCKS! We did great!
Toodles, Renee:)

Debate Tonight

Hope every one does agreat job tonight!!!

when i said i am scared i meant about the debate

IM SCARED!


i am 16 going on 17 oh sorry i was watching the sound of music i love it she is just about to get kissed SHE GOT KISSED i also love fidler on the roof i am almost done with the movie but i saw the play

sorry this is totaly urealated


-*Elli

Elise, you've got a problem.

Okay so what's with the heart's Elise and the pinkish writing. He's not really all that cute you know! Plus, he's WAY too tall for you.

Help!!!!!!!

does anybody have an article about the 1970's energy crisis

♥♥Obama wanting a 6 day school week? Please I need and answer!! ♥♥

Hello =)

Okay I was curious about the Obama thing about the 6 day school week to compete with jobs or whatever. So if anyone has it can you tell me or email me or something. It would be really great if you did! Thank you!

♥Elise♥

Debate Information

Does any one have information about the negative side that is good?
If so please post it on the blog. Thank You!!!

Ariel and Emily

Help!

Hi,
Does anyone have more info about the 1970's oil disaster? Besides the article that Ms. Vaughn gave us.

Thanks,

Katie and Alli

Opening Speeches

Ms. Vaughn how long should our opening speeches be?

voting

has anybody been voting about the paper thing Ms. vaughn put on?

Debate

Does any one have more information about the Japanese education?
If you do email us!!! As in us Ariel and Emily.

We need more information about Japanese students' education.

Help!

I heard someone say that Obama said he wants a six day school week. Who said that and where did they find it? It would be awesome for the negative!!!!!!!! I really really really really really really really really really really really really need that info!

Emilie

P.S. did I mention that I really really really really need that info?

The bus Miles and the bus transportation budget for last year!!

Hello!!
Okay so the Senator emailed me and said that the total miles traveled by Mount Vernon School District’s fifty-six buses for 2007-08 was 548,816. And that the budget for the 2008- 2009 school year was $2,358,817.

Just though someone might want it so there it is =]

HI

Hi everyone!! Can you send Emily or I some more good articles or post them on the blog.

Thanks Emily and Ariel

Emilie!!!!!

where did you get the kids are not safe walking home when it's dark??

Please tell me i realy need that information.

does anybody have any more info on childcare? please ...................... I NEED IT !

Thank You !

Rachel

I feel liken controdicting Emilie.
i am going to us all bright colors 4 this post.
hee hee ha ha Take that Emilie!!!
Can You read this Emilie??

Just kidding only a joke!!

Zoe

Tuesday, September 30, 2008 4:27 AM CDT4-day school week talked about in Iowa
The Associated Press DES MOINES — An increasing number of Iowa school officials want to shorten the school week to four days to reduce costs. The idea, which has caught on in other states, seems to have its biggest supporters in small districts, where enrollment has shrunk and budgets have been beaten by increasing fuel costs. According to the National Conference of State Legislatures, school districts in 17 states operate on a four-day week. In most states where districts run on a four-day week, the length of the school day has increased from about 6½ hours to eight hours. Not everyone is sold on the idea of moving to longer days, four days a week. “I just think it would be too much for kids to stay focused long enough,” said Liz Henning a mother of two from Lehigh, which is in the Southeast Webster-Grand school district in northern Iowa. “I think five days is better.” While no formal study has been done in the U.S. on the effects of a shorter school week, officials in Arizona and Colorado say the shorter week has resulted in fewer absences by students and teachers. They also say it’s a good tool to recruit teachers. Districts in Arizona also report that change hasn’t affected student achievement, and that some districts have used the day off to offer tutoring students or teacher training. Heather Chikoore, a policy specialist with the National Conference of Legislatures, said state law gives districts the freedom to choose. According to the Southern Regional Education Association in Atlanta, schools in six states have moved to a four-day schedule in the past five years. Supporters in Iowa say the shorter school week could save tens of thousands of dollars. Officials in the Southeast Webster-Grand district discussed the option last week. Officials in the Davis County school district also are exploring the idea. Both districts have long bus routes, which are affected by rising fuel costs. “Being a rural district, we basically bus in 70 percent of our kids, so transportation is a big expense for us,” said Mike Jorgenson, superintendent of Southeast Webster-Grand. “Any time that we can shave 20 percent of our expenses in one of our larger expenditure categories, we have to take a look at it.” Officials with the Van Buren County school district also are interested and say they will ask state education officials for a waiver to the required school calendar, which says students should be in school at least 5½ hours a day and 180 days a year. Superintendent Karen Stinson said money isn’t the only reason. She said it would also allow students an extra day during the week to participate in job shadow programs, earn community college credit and other opportunities they may not have now. “We think we could do some really unique things,” Stinson said. Judy Jeffrey, director of the state education department, said she’s not sold on the four-day schedule. “There’s just a lot of pros and cons to it,” she said. “I think people have to think through all the implications, no just ’I need to save money on transportation.” Gov. Chet Culver also isn’t sure about the idea, said spokesman Troy Price. Price said Culver would want to “see evidence that it has maintained or improved educational excellence while actually saving energy costs.”

now i will write in bright colors!!!!!!

Please

has anybody found any information on kids who ride the buses for a long time that i could use to help me with my debate.

Please

Q. At what times does school begin and end?
A.
Japanese elementary and middle schools begin around eight thirty.
On Monday, at the beginning of each week, a morning assembly is held before classes begin. Everyone attends the fifteen-minute assembly, and the principal addresses the student body. On other days of the week this time is spent in making announcements and taking attendance in each classroom. After this, classes begin.
Each class lasts between 40 and 45 minutes in elementary school and 50 minutes in middle school. Students are given a 5- to 10-minute break between consecutive classes. During the morning hours there are four classes, and many elementary schools also include a 20-minute recess.
Lunch time starts at twelve thirty and lasts for about 40 minutes. At public schools, where school meals are provided, the students are responsible for carrying the meals to their classroom - where they eat - and serving portions, and for cleaning up afterwards.
After lunch it's time for recess, which is about 20 minutes long. Some schools use this time for cleaning the classrooms: The students move the desks and chairs to one side of the room, then broom and wipe the floor, clean the blackboard, and throw away the trash. Afternoon classes begin after the cleaning.
In lower elementary school classes are only in the mornings, and the children go home after lunch. But in upper elementary school and higher there are five classes each day; middle school students even attend six classes on some days of the week.
Elementary school students can choose from a wide variety of after-school clubs, which usually meet once a week. Through club activities the students have the opportunity to receive training in sports, or to deepen their understanding of subjects that interest them. Elementary school students in Japan usually leave school at around three o'clock.
Once the students enter middle school, though, extracurricular activities take on a bigger role: Some clubs meet several times a week, or even everyday, and on some days the students won't leave school until around five o'clock.
Photo courtesy of Tokyo Metropolitan Government.

OK

ok i'll stop.

Hey this has some good negative and afferimative!!!!!!! And a kittle of special ed. kids

AUGUSTA -- A four-day school week offers cash-strapped school districts the potential for savings but might harm special-needs students and school employees.
That's the message the Legislature's Education Committee heard Monday as school officials, a union official and a parent spoke on a bill that would allow districts more scheduling leeway.
The bill's sponsor, Rep. Sawin Millett, R-Waterford, said discussion about four-day school weeks picked up during the fall months of 2008 when heating oil prices increased to more than $4 per gallon.
While those prices have dropped, he said, school districts must still contend with cuts in aid from the state.
"There is going to be enormous pressure on school officials to be creative," said Millett, a former education commissioner. "This is just one tool, an arrow in the quiver, for them to think outside the box."
The bill would not impose a four-day week as the sole option for an alternative schedule.
Current law sets the school year's length at 175 days of instruction. Millett's bill would allow districts to offer an equivalent amount of instruction over a different time span.
Mark Eastman, superintendent of Oxford-based School Administrative District 17, said the scheduling alternative would work well in large, rural districts with high student transportation costs.
"In this mandate for consolidation, we're creating more large, rural school districts," Eastman said. "So I think that will broaden the appeal (of the bill)."
William Shuttleworth, superintendent of Bath-based Regional School Unit 1, estimated a district could save 4 percent of its budget instituting a four-day week.
"I don't take that lightly," he said.
The savings would come from eliminating or reducing student transportation one day a week and shutting down building operations an extra day, saving on heating costs.
The switch to a four-day week could also reduce some employees' hours and cut into their wages as a result, said Joe Stupak, director of collective bargaining research at the Maine Education Association, the state's teachers' union.
A bill allowing alternative school schedules could also provide for school system employees and their bargaining representatives to be involved in a district's scheduling decision, Stupak said.
Heidi Bowden, of Augusta, said a four-day school week would not work well for her daughter, who has autism. She worries that her daughter could not handle longer school days, and that she would struggle to readjust to school after three-day weekends.
"The alternative to you saving some money means my daughter has to suffer," Bowden told legislators.
"There are a lot of unanswered questions about this," Shuttleworth, the Bath superintendent, acknowledged.
A four-day week could complicate child-care arrangements and scheduling of athletic and extracurricular events, the superintendents agreed. And students could benefit from longer periods of instruction in some subjects while losing out from one day less of instruction in others, they said.
"Those problems will be addressed locally, where they belong," said Rep. Thomas Watson, D-Bath.
Discussions about four-day weeks are not new in Maine or elsewhere in the United States.
Seventeen states currently allow alternatives to five-day school schedules, Maine Education Commissioner Susan Gendron told legislators.
In the 1970s, a Waldo County school district piloted the four-day week in an effort to save money.
Matthew Stone --legislative panel debates pros and cons of a 4-day school week 1/27/08

Please Stop!

Please stop posting things in bright and different colors. It is really hard to read. If you would stop, I would really appreciate it. Thanks!

Emilie

Please Stop!

Secret Posts

Hannah is like typing a secret post, whenever i walk over she closes the window and says "what???"
So Hannah just post and tell me what's up???
Why keep it a secret???
Zoe

We need information

Please someone give me and Zoe some information on the kids sitting on the bus for a long time.

Question for Elli

I did try super hard!!!!

Question for Elli

Elli the matthew stone article i can't find it i searched and i can't so now how do i get that good aricle.

I found a little article its not much

I got it from ABC news so here it is:


Across the country, at least 17 states now have school districts that have switched to a four day school week. The days are longer, but come Friday students have no class.
For many districts it's about saving money. A school can save a great deal of money by dropping a day, especially what it spends on fuel for its buses. Proponents also argue that besides costs, a four day week provides parents and children with a free day for at home learning, activities and doctor's appointments. Then there are the parents and educators that feel a four day week is a terrible idea. There is not a great deal of research on how it effects learning. But many -- President Obama included -- argue children need more time in the classroom not less. They say it is a burden on working parents who will be forced to scramble for childcare.
Times are tough and schools are trying to figure out how navigate a recession. What are your thoughts on dropping a school day?

You can also tell us what websites are good to find this information.

Hey we need more information on how long the kids stay on the bus.If you have any please tell us.

Hannah and Renee that was so so rude what you said the debate is about respect so STOP IT!!!


thanks elli

Best Answer - Chosen by Asker
They have to usually go 6 days a week and sometimes on Sunday too to work on projects. They have tons of homework and have shorter vacations than kids in the US. I don't mean a little shorter either. American school looks like a joke compared to school in Japan.
3 years ago
Report Abuse
Asker's Rating:

Asker's Comment:
thanks!!!!!

Those extra pounds Americans are carrying around are causing climate change. Considering eating more food requires more agriculture production and transportation costs, obese people are contributing to food shortages and higher energy prices, according to the London School of Hygiene & Tropical Medicine. “We are all becoming heavier and it is a global responsibility,” said Phil Edwards. “Obesity is a key part of the big picture.” 20 percent of greenhouse gas emissions are produced by agriculture.
Image: colros on Flickr under a Creative Commons license
Tweet This Post

Can You Imagine Your Kids Going to School 4 Days a Week?
Written by Jennifer Lance
Published on July 28th, 2008
11 Comments
Posted in Education
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In the summer, our school district’s central office moves to a 4-10 work week (4 days a week for 10 hours) to save energy and give employees longer weekends, an idea that originated during the 1970’s energy crisis. Some schools have tried a similar schedule during the school year, in which children go to school four days a week instead of five days. As a parent and a teacher, I like this idea in order to give familes personal time. As an environmentalist, it makes sense to cut down on energy use and transportation costs with such an alternative schedule.
Approximately 100 rural schools in the United States have adopted a four day a week school schedule, mostly to save fuel costs where buses travel up to 100 miles a day. Districts are reporting up to a ten percent savings on fuel and four percent savings on facilities energy use. I know from personal experience on our district’s budget committee that transportation is the largest expenditure in the entire budget (more than teacher’s salaries, etc.)
» See also: Boys And Girls: As Different as Cats and Dogs?
» Get Eco Child’s Play by RSS or sign up by email.
Saving fuel and energy is a great idea for strapped school districts, but states mandate the amount of minutes and sometimes days that children must attend school. A four day a week calendar means longer days for students to meet these minimum requirements. For the littlest ones, this is a concern from a developmental perspective. For oldest ones, the long day means not much is accomplished during the last hour of the day when fatigue and boredom set in.
In Custer, South Dakota, Superintendent Tim Creal says the school has saved an estimated one million dollars since they switched their calendar eight years ago. He believes children benefit, as they get more instructional time. In contrast, Lake Arthur School District went back to a five-day a week schedule after 12 years on the alternative calendar. Superintendent Michael Grossman says that two studies failed to show any academic improvement, because children were too tired by the end of the day. Other districts have demonstrated improved student attendance with a shorter week schedule.
I am not opposed to a longer school day if children are not assigned homework during the week. Homework has not been show to increase children’s learning, and if the school day was longer, there would be absolutely no time for this extra, busy work. Some parents have expressed concern for finding childcare on the fifth day when their child would normally be attending school, but as more businesses and states move to a four day work week, this will become a moot point. Of course, homeschooling may just be the most energy efficient way to educate your child.
Image: Freefoto
Related posts on education:
The Green Schools Act Will Lessen Your Child’s Carbon Footprint
No Child Left Inside Video
Can Schools Help Reduce Obesity Rates?
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Tags: Education, energy, four day week, homeschool, homework, transportation
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Debate Article

West Glacier approves 4-day school week
By KRISTI ALBERTSON/Daily Inter Lake
Published: Wednesday, May 6, 2009 12:10 AM CDT
digg_url = "http://www.dailyinterlake.com/articles/2009/05/06/news/local_montana/news_8758413504_03.txt";

Trustees also vote down proposal to start junior highStarting next fall, students and staff at West Glacier School will have Fridays off.The West Glacier board of trustees voted 2 to 1 to implement a four-day school week beginning next fall, Principal Cortni King said in an e-mail to the Inter Lake.
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The decision is a reversal of an April 21 vote, when the board voted against the proposal 2 to 1. At that time, trustees said they wanted more information about districts that may have gone back to a five-day school week after trying a four-day week.West Glacier originally began considering a four-day week as a possible way to save money, but actual savings would be negligible.The district could save about $700 in utilities and its custodial position — about 20 to 25 hours a week — would be cut by 20 percent, King said at the April meeting.Nationwide, about 100 schools operated on a four-day week. One-fifth of those are in Montana.Also at Tuesday's meeting, trustees voted 2 to 1 to not retain its seventh- and eighth-grade students.The district, which currently outsources its seventh- and eighth-graders to the neighboring Columbia Falls School District, had considered starting a junior-high program. The move would have brought West Glacier additional funding from the state.Trustees tabled the proposal at the April 21 meeting, stating they needed further information before voting. The board will not consider the proposal again at least until the 2009-2010 school year, King said.Further details about the meeting were not available at press time.
Also see:
[relatedheadlines:10]
//-->

Okay guys,

Does a ton of people really have more than 41 sheets? I mean, get real. Is this like a joke or something?

Okay guys.

hello

Hello fellow debaters in Ms. Vaughn's reading class or other people reading this blog! When you guys debated, who did you think won and why. Please tell me! And Hannah I already know about and so the same with Elli and Gabe(Hannah and I so beat you by a long run! we rule). Either leave a comment or make a post but I really want to know who the good debaters are so if we debate against them in the debate contest I know your weakness'.
Toodles, Renee

opening speeches

hey everyone,
how are all your opening speeches going?
Post back if you thin you won or lost the debate and who your oponent was.
By the way we so beat you Elli and Gabe

What about a six day school week?

From By Kyle EdwardsMN2020 Undergraduate Research Fellow. May 2, 2009. Minnesota is looking at going to the 4 day school week. Many there really don't like the idea. They are saying that THIS IS GOING BACKWARDS. We should be moving in the other direction. "While Barack Obama's Education Secretary Arne Duncan is pushing for six day school weeks to keep up with educational attainment of students from Europe and Asia, should Minnesota policymakers be forcing cuts and shorter school weeks on our students? Education needs to be given priority during this time of economic hardship, so we can come out on the other side more prosperous and innovative than ever. The alternative only leads to lagging educational attainment compared to the rest of the nation and the world. In a global economy, sputtering markets cannot result in education cuts." So these people are arguing that even if we save A LITTLE MONEY IN THE SHORT RUN, WE ARE LOSING MONEY IN THE LONG RUN.

Hello!!!!!

Okay so where is everyone?
I mean the last person who posted was Ms. Vaughn and that is just like really sad because Ms. Vaughn is not supposed to post that much and so if you guys won't post then that is just sad.
Emily Ronhar can type fast. She says that she spells her name: Emilie Ronhaar but I am the grammer genuis here and I say that her name is spelled Emily Ronhar. That is just better peoples. She also says that I am random but really the truth is I am just beautiful, cool and beautiful. That is just the truth and that is why Emily says that I am random. It is because she is jealous of my good looks.

Opening Attention Grabber

Don't forget you need an opener that grabs people's attention as you write your opening speeches. For the negative, I think it's best to focus on the fact that No Child Left Behind has been pushing kids to learn more, achieve more, work, work, work . . . And now you're saying, ah . . . nevermind . . . that's too expensive . . . You only need school 4 days a week?

What is the message we are sending to kids? Are they supposed to work harder and harder or are they supposed to have a three day weekend???

A few pieces of data

• Schools in Arkansas saved $40,000 per year by going to a 4 day school week. And student achievement increased! (The School Administrator, March 1999)
• Challis Elementary School in Challis, Idaho reports (according to Bruce Bradberry
  that the four day week has worked very well. These are: (a) there has been a great deal of public support for the four –day-week, (b) some money is saved through utilities, custodial and lunchroom hours and transportation, (c) student absences were greatly reduced, and (d) student instructional time has increased ISAT results
• Economic Benefits in Orofino School District
  1. There are savings made particularly in small schools on transportation, heating
  and substitute teachers. For instance, Orofino School District in Idaho made the
  following savings. The district saved $143,700
  • Non-certified staff $ 72,500
  • Substitute pay $ 25,054
  • Benefits $ 21,101
  • Custodial/utilities $ 9,032
  • Maintenance $ 181
  • Transportation $ 11,448
  4
  • Food service $ 4,350
  • TOTAL $143,666
  2. Transportation and food services can be cut as much as 20%. According to Bear
  Lake School District in Idaho, savings will be made in a four-day week because
  • Heat will be reduced to a minimum on the day they do not have school, i.e.,
  Friday.
  • Twenty percent less fuel is used in buses
  • Buses will not be purchased and repaired as often
  • Bus drivers will be needed and paid 20% less
  • Custodians will be needed and paid 20% less
  • Classroom aides will be cut between .5 and I1 hour weekly
  • Cafeteria worker time will be cut 20% but no savings will be realized by the
  district, because cafeterias are self funding.
• Other advantages found in Idaho
• 
  Instructional Time
  1. There are longer instructional time blocks for students. Students spend an average
  of 7.5 hours a day on instructional time. If Monday is a holiday then classes will
  be held on Friday or vice versa. Students do not loose instructional time.
  2. Teachers have more time to collaborate.
  3. There is a marked decrease in the frequency of teacher and student absenteeism.
  4. The fifth day can be used to attend to personal appointments, quality staff
  development, and sports schedules such as football games, and for special events
  such as field trips and homecoming and therefore there is no loss on instruction
  time due to conflicting schedules.
  5. Anecdotal evidence suggests that there is no difference in academic performance
  between students in a four-day week and a five-day week.
  6. In rural schools, the model allows schools to keep art, music and other classes that
  would normally be eliminated where budgets cuts are experienced.
  7. Four day-weeks generally improve student morale as students are left with time to
  pursue their own interests outside the school.
  8. Decrease in disciplinary infractions.
  9. Anecdotal evidence suggests that there is no difference in academic performance
  between students in a four-day week and a five-day week.

I'm finding that there isn't much in the way of actual data is there???

Posting

Hey all! Good work posting. I am going to be at a conference all day Tuesday and will have time to help so if anyone still has a question let me know!! I will try and answer it here.

Yes, Elli, I do read the blog. But I haven't really looked at it for a few days . . . I'll get caught up on it tomorrow!!! (Tuesday)

Nevermind!

I got another argument, so I don't need help anymore!

really good link

Coming subtractions in Washington offer a sobering preview for Oregon
by Bill Graves, The Oregonian
Thursday April 23, 2009, 9:45 PM
OLYMPIA -- As Washington leaders race to balance their state budget this week, looming cuts in schools and services offer Oregonians a preview of the hard choices and pain coming our way.
Federal stimulus money and a rainy-day savings account helps soften the blow, but Washington lawmakers have reached agreement on nearly $4 billion in cuts over the next two years.
Before they adjourn Sunday, legislators are expected to eliminate about 40,000 people from the state's health insurance plan, reduce enrollment at colleges and universities by 9,000 students and lay off as many as 4,300 state and university workers.
"This is the first session I've experienced in my 17 years where the stakeholders get it: They are not going to get raises, that they are going to get cuts, that we have an all-cuts budget," said House Majority Leader Lynn Kessler, D-Hoquiam, who helps write the budget as a member of the House Ways and Means Committee.
Even so, Washington appears better positioned than Oregon to weather the recession.
Proposed cuts in Washington for 2009-11
• Public schools: About a $794 million cut, or about 5 percent, after federal stimulus dollars.
• Universities: Between 16.5 and 21.5 percent. State says the effect will be about a 7 percent reduction after a 28 percent tuition increase.
• Health care for low income: 43 to 64 percent cuts.
• Social and health services: 23 percent cut.
• Fallout: 3,500 to 4,300 state and university jobs, and hundreds to thousands of teacher jobs, increasing class sizes; university enrollment drops by 9,028 students and 40,000 adults are eliminated from state health insurance plan. The state has a stronger economy with better-paid workers, a lower jobless rate, a more diverse tax base and a flush $3.6 billion unemployment trust fund, among the nation's richest.
Washington voters also approved a 9.5-cent gas tax increase three years ago that helped raise $3.5 billion for 1,400 transportation projects that have become a job stimulus program.
Overall, Washington spends more per capita than Oregon, giving it more room to cut. Washington is trimming certain services and programs that Oregon doesn't even offer.
Bottom line: It's going to be worse in Oregon.
Washington relies on a sales tax for nearly 61 percent of its revenue and has no income tax. Oregon depends on the income tax for 86 percent of its money and has no sales tax. As Oregon unemployment climbs, lawmakers in Salem are waiting until May 15, when state economists predict how much money the state will get over the next two years.
Democrats control both chambers of the Legislature and the governor's office in both states and have similar political priorities.
If anyone comes out ahead in Washington's budget battle, it most likely will be children. Gov. Chris Gregoire put an emphasis on protecting children's health care, early childhood education and public schools in her budget.
Washington provides health insurance through Medicaid for 567,000 children from low-income families, which combines with private insurance to cover 95 percent of Washington's children. Oregon is trying to reach 95 percent coverage by proposing a tax on hospitals and insurance companies that would insure an additional 80,000 children.
Washington expanded its preschool program for low-income children by 38 percent over the last two years to 8,226 children, and the governor and legislators want to keep it that way.
Oregon nearly doubled its preschool program for poor children in the last two years to serve 6,389 children, but that progress is threatened by cuts.
Washington leaders are proposing to trim about 5 percent of the money spent on schools, which is far less than school cuts being considered in Oregon.
Washington legislators agreed to suspend voter initiatives that require class-size reductions and cost-of-living increases for public school and community college teachers.
The cuts will force districts to lay off teachers and increase class sizes, said Rich Wood, spokesman for the Washington Education Association, which counts at least 800 teachers whose contracts won't be renewed this fall.
Won't cut school days
Washington will not eliminate school days, which is expected to happen in Oregon schools.
Washington leaders are making deep cuts in higher education. As a result, they likely will allow universities to raise tuition up to 28 percent over two years to help offset the reductions.
"We are going to have to accept raising tuition in a way we never would have anticipated," Gregoire said, "but it is better than closing the doors to higher education."
Still, the rising costs will take a toll. The university system is bracing for the loss of 9,000 student slots and thousands of jobs, said Bill Lyne, a Western Washington University English professor and president of the United Faculty of Washington State.
The University of Washington alone has announced plans to cut 1,000 jobs.
Washington lawmakers are proposing to trim Medicaid payments to hospitals and nursing homes by about 5 percent, slice up to 25 percent of social services and cut by half the state's Basic Health Plan, which helps the working poor buy health insurance.
Washington Republicans criticize Democrats for relying too heavily on one-time stimulus and reserve money to balance the budget instead of making structural changes to trim state spending to a sustainable level. The crisis will be worse in two years, they predict.
"This is the time to be looking at innovation, creativity," said Rep. Gary Alexander, R-Olympia.
Legislators have floated a variety of proposals to raise money, but Democrats don't have the two-thirds majority they need to raise taxes. So they would have to refer tax increases to voters.
One proposal would impose an income tax on people earning $250,000 or more. Washington residents, however, are as adamantly opposed to an income tax as Oregonians are to a sales tax.
"I see no appetite out there" for an income tax, Gregoire said.
Sales tax boost?Sales tax boost? The measure most likely to reach voters is a three-tenths of a percent increase to the 6.5 percent state sales tax for three years to backfill health care cuts.
In contrast, Oregon Democrats hold a super-majority in the House and Senate and can approve taxes on their own. However, Republicans and anti-tax activists vow to gather voter signatures to put any big tax increases on the ballot.
Oregon Gov. Ted Kulongoski and legislative leaders want to tax hospitals and insurers to leverage another $1 billion in federal matching money to expand health care for uninsured children and poor adults and increase Medicaid payments to hospitals.
In addition, they are looking at raising vehicle fees and fuel taxes to raise more federal matching money for job-producing transportation projects. They also are considering sin taxes, an income tax increase for the rich and higher corporate taxes.
But Kulongoski adds: "The magnitude of this is so large you cannot tax your way out of this. It is going to be a reduction of service"
Oregon, like Washington, will make protecting children and other vulnerable residents a top priority, said House Speaker Dave Hunt, but schools and universities can expect big hits.
Both Kulongoski and Gregoire say they want to take advantage of the crisis to reform government, restructure taxes and lead their states into a green economy fueled by alternative energy industries such as wind, solar and biofuels.
"I refuse to lose sight of what I came here to accomplish," Gregoire said. "We're not going to give up because we're in a crisis."
-- Bill Graves; billgraves@news.oregonian.com


~Elise

HELP ME!!!!!!!!!!!!!!

OK, so I need help like, desperately!! I can not find anything about if the four day week will make students sluggish. I either need 3 reds for that, or I need a new argument. Either way, I really really really really really really really really really really need help!!!!!!!!!
Emilie
P.S. Did I mention that I REALLY need help?

How many sheets does everyone have?

Hey Guys,
Just wondering how many sheets you guys have. I've got 13 and am working on them right now. I seem to have run out of sheets if that's possible. ( Did you see the stack of sheets Katie and I had?)

See ya,

Alli

P.S When will people start to post? No one has posted for a while and it's getting irksome.

When will Elise post that good article?

Hey Elise,
Just wondering when you'll post that good article.

Ms.Vaughn?

im just wondering do u come on Ms.Vaughn?




Elli

MS.VAUGHN!!!!!

MS.VAUGHN!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
YOU HAVE NOT BEEN POSTING ANYTHING FOR A LONG TIME AND I AM VERY IRRATATED. IT IS NOT FAIR THAT YOU MAKE US POST AND YOU SIT AND DO NOTHING!!!!!!!!! IN FACT, IT DOESN'T MATTER IF I POST THIS! YOU WON'T EVEN SEE IT BECAUSE YOU DON'T POST TO THE BLOG AND EVEN IF YOU DO SEE THIS YOU WON'T POST ANYTHING BACK TO ME BECAUSE YOU JUST..........WELL.................................
YOU JUST DON'T POST!!!!!!!!

Sincerely,

Alli Long

I need some information about how having a 4-day school week affects children's education.

Hi Guys,
I am having trouble finding information about how a 4-day school week could affect children's education. I've looked all over and just can't seem to find any. It seems like everyone is strugguling with finding any info on that. It's wierd. I did read a recent article that says that there hasn't been much research done on a 4-day school week affecting children's education.

See ya,

Alli Long

I have sympathy for Elli

articles/ converting into papers

Hi Guys,
Just wanted to let you know how much of a whimp I am about keeping my articles converted into papers. So far I have about 20 articles ( this is not exaggeration peoples! ) and only I paper.
So yah.

Don't really know why I wanted to tell everyone that,

Alli

articles/ converting into papers

Okay so I've got some many things about childcare.

Hey,
I've got a ton of great stuff about child care. If I will share it is another one. I'm just joking!!!!!
Hope this helps.




Scheduling Alternatives: Options for Student Success
Four-Day School Week

What's It All About?
The motivating force behind a school changing to a four-day week is quite different than that which causes a school to adopt a block schedule. Faced with dwindling financial resources and declining enrollments, many small school districts have adopted a four-day school schedule (Grau & Shaughnessy, 1987; Koki, 1992; School Fits, 1983; Richberg & Sjorgren, 1983; Blankenship, 1984). By extending the time spent in school for four days, (by approximately 25 percent or 75 minutes per day) they are able to close the school on the fifth. Instead of cutting art, music, or other activities that often fall prey to budgetary shortfalls, the four-day week gives schools the opportunity to preserve these classes and still save money. Generally schools that use a four-day week are small, rural schools. In the Northwest, Oregon is the only state with schools using a four-day schedule. More than a dozen districts there currently observe a four-day week. Other states, including Washington, Idaho, and Montana do not have legislation that permits four-day week schedules.
Most often, schools that switch to a four-day week take either Friday or Monday off. Those choosing to close on Friday say that it is best because such a large portion of the student population misses school due to athletic events and other activities on this day. Those choosing to close school on Monday do so because gymnasiums often have to be lit and heated for Friday athletic events and activities, whereas few such activities occur on Mondays (Blankenship, 1984). Regardless of which day schools close, the decision to switch to a four-day week should be "based on clearly defined purposes and a recognition of both costs and benefits" (Richberg & Sjorgren, 1983).
What Are The Benefits of a Four-Day Week?
Though financially motivated, most schools that adopt a four-day week have serendipitously discovered numerous benefits they didn't quite expect. Following is a list of the advantages of the four-day week that many schools have encountered for students, teachers, and the school in general.
Students and Teachers:
Student drop-out rates decline (Litke, 1994; Grau & Shaughnessy, 1987).
Student disciplinary referrals decrease (Koki, 1992).
Student achievement is generally not affected either positively or negatively (Nelson, 1983; Daly & Richburg, 1984).
Student and teacher attendance improves (Blankenship, 1984; Litke, 1994; Koki, 1992; Grau & Shaughnessy, 1987; Sagness & Salzman, 1993; Featherstone, 1991).
Students and teachers benefit from less interrupted class time as a result of longer class periods and fewer transitions at all grade levels. This increases the efficiency of instruction (Blankenship, 1984; Koki, 1992; Grau & Shaughnessy, 1987; Culbertson, 1982).
Students and teachers share more positive attitudes about school. Consequently, there is a marked improvement in school morale (Blankenship, 1984; Litke, 1994; Grau & Shaughnessy, 1987).
School faculty has more time for quality staff development (often the day off is used for this purpose) (Blankenship, 1984; Litke, 1994).
There is more time for participation in extracurricular activities and for personal business, such as doctor appointments (Litke, 1994; Koki, 1992; Grau & Shaughnessy, 1987; Culbertson, 1982).
The School in General:
Has significant savings on utility bills, substitute teacher pay, school buses, and building wear and tear (Blankenship, 1984; Richberg & Sjogren, 1983; Koki, 1992; Grau & Shaughnessy, 1987; Culbertson, 1982; Sagness & Salzman, 1993; Featherstone, 1991).
Can make up school days missed due to inclement weather on what would have been the fifth school day instead of at the end of the school year (Blankenship, 1984; Litke, 1994).
Experiences fewer distractions; learning is less broken up by athletic events or other school activities (Blankenship, 1984; Sagness & Salzman, 1993; Featherstone, 1991).
What Are the Concerns?
Weighing both the advantages and the possible disadvantages of any new scheduling format is critical to making an informed decision. Some of the concerns associated with the four-day week that are important to note include:
Child care issues: While some parents like the four-day week because they prefer having to find good child care one day a week, others dislike it for the very same reason and prefer to arrange for child care in smaller increments of time. Some schools have alleviated this concern by using high school students as baby-sitters for those in need (Blankenship, 1984).
Primary-aged students: There is often concern as to how young students will respond to such a long school day. As a result, many schools structure the day so the afternoon is composed of less academic work than the morning, thus allowing students to have some "down time" (Blankenship, 1984).
At-risk students: Some teachers feel that at-risk and special-needs students may have retention difficulties with an extra day off each week (Blankenship, 1984; Culbertson, 1982).
School reform movement: Some educators are concerned that the four-day week may appear to be inconsistent with the new emphasis for more time in school (Blankenship, 1984).
The four-day week will take more of a local community commitment than other schedule options as it can affect daily community routines as well as the childrens'.
Implementation Ideas
When contemplating the decision to move to a four-day week, keep in mind that it is a multistep process. Some suggested steps for implementation are:

Become as familiar with the concepts and implications of a four-day week as possible. Read research and case studies. Talk to other administrators and teachers using this schedule.

Survey the staff; they must be involved in the decision making process. If they aren't in favor of a four-day schedule, it will be difficult to proceed (Litke, 1994).

Get the endorsement of the students, parents, and community in addition to approval from teachers and administration, since this change will affect all of them as well (Litke, 1994).

Design the schedule to accommodate the needs of teachers and students. Make sure all changes stay within accreditation guidelines and teachers' contract requirements.

Some restructuring and repacing of the curriculum will be necessary. Involve school staff; this will give them ownership of the process and also help them to feel more ready for the change. Provide ample time for staff development (Richberg & Sjogren, 1983; Featherstone, 1991).

Once the schedule is in place, monitor its effects frequently. Keep communication open between administrators, teachers, students, and parents.

Allow a sufficient trial period before making any final recommendations on the schedule (Blankenship, 1984).

If possible, use the day off as an opportunity to provide students in need with enrichment activities or additional instruction (Koki, 1992).


Scheduling Alternatives: Options for Student Success
Year-Round Education

What's It All About?
Communities are often motivated to select year-round calendars due to booming student enrollment and a lack of funding to construct new school buildings. Even though year-round education may seem like an educational innovation, it has actually been around for quite some time. At the beginning of this century, population centers such as New York and Baltimore were sites of year-round education programs. A shift in societal needs, coupled with a largely agrarian society, altered the school calendar and made it what it is today (White, 1995; Dlugosh, 1994; Bradford, 1993). Because we are no longer bound to agrarian calendars, many educators now feel that rearranging or even extending the school year can increase opportunities and better achievement for all students (White, 1995). There are about a dozen districts divided among the Northwest states of Idaho, Oregon, and Washington that have at least one school currently using a year-round/modified calendar, but it is not a widespread trend at this time.
To fully appreciate year-round education, it helps to understand some of the different formats it can accommodate. Generally, on a year-round calendar, students attend school for a prescribed length of time (this can be 45, 60, or 90 days), and then have a vacation, often referred to as an intercession. This break commonly lasts 15 days, but can be as long as 20, 30, or even 40 days. Some of the more common configurations are: 45 days on—15 days off, 60-15 (with most of July off), 60-20, and 90-30 (Serifs, 1990). Student tracks are another important aspect of year-round systems. Tracks are the groups students are divided into which share the same schedule rotation. A school can have up to four or possibly even more tracks, and as few as one, though it is the staggered rotation of multiple tracks that enable schools to combat overcrowding.
What are the Benefits of Year-Round Education?
Today, year-round scheduling is used largely to combat severe overcrowding as an alternative to expensive building plans that can cost taxpayers millions of dollars, though this is not always the case (Schnieder & Townley, 1992; Levine & Ornstein, 1993). Some districts choose year-round calendars because of the benefits it has for students. As with other schedule changes, educators have found that there are numerous advantages associated with year-round calendars. The following list details the common benefits of year-round programs to students, teachers, and the community.
Students:
Benefit from a more continuous learning pattern, and a reduced need for review (Serifs, 1990; Dlugosh, 1994; Bradford, 1993; Morse, 1992; Levine & Ornstein, 1993; O'Neil & Adamson, 1993).
Can benefit from optional remediation programs offered during intercessions as opposed to lengthy repetition during regular session that might put them behind other students. Intercessions can also provide a means for enrichment activities for all students (Serifs, 1990; Dlugosh, 1994; Bradford, 1993).
May have a marked improvement in their overall school performance, especially if they come from a home environ ment that does not reinforce school learning (Morse, 1992).
Often feel more enthusiastic and motivated about school (O'Neil & Adamson, 1993).
Teachers:
Experience less burnout and fatigue, just as students do, as a result of the shorter instructional cycles (Levine & Ornstein, 1993).
Are absent from school less (Serifs, 1990; Goldman, 1990).
Spend less time reviewing material they have already taught.
Can earn extra income by teaching during the intercessions (Serifs, 1990; Levine & Ornstein, 1993).
The School and Community:
Save money by choosing the year-round model over new construction, and can increase the school capacity by 25 percent (Serifs, 1990; Dlugosh, 1994; O'Neil & Adamson, 1993).
Experience less vandalism that can occur during long summer breaks (Serifs, 1990).
See less incidence of juvenile delinquency (Serifs, 1990).
What Are the Concerns?
Of the three scheduling alternatives discussed in this booklet, year-round schedules are probably the most challenging to implement. Saving money by maximizing school building utilization should not be the sole motivation behind adopting a year-round schedule (Glines, 1987). Implementing a year-round calendar is a complicated process that requires the commitment not only from school staff and students, but from parents and the community as well. The whole community surrounding a year-round school or district will be affected. In order for educators to convince parents and the community that a year-round model should be implemented, they will need to counter many old arguments about time in school and present logical, compelling reasons about the benefits of modifying the traditional school calendar (Dlugosh, 1994). Just as important as knowing the benefits, however, is knowing about possible difficulties. Educators must be fully aware of the complications often associated with year-round scheduling in order to communicate effectively with the community and to create a successful program. Some of these are outlined in the following list:
The initial cost of setting up a year-round program may be high. Renovations, such as extra storage and air conditioning, are a must in order for the program to run smoothly (Serifs, 1990).
Some of the savings resulting from year-round programs will be offset by increased district costs, such as more school office staff or additional teaching staff (Serifs, 1990).
There will be less time for large-scale cleaning and maintenance (Serifs, 1990).
There will be more wear and tear on the building (Serifs, 1990).
The scheduling process itself is quite complex and will need careful management (Goldman, 1990).
Unless the school is using a single track plan, every school function that occurs, including parent conferences, faculty meetings, and open houses, will have to be done more than once because one segment of the school population will always be gone (Goldman, 1990; Moore, 1992).
Careful coordination with district specialist services (i.e., speech therapists, occupational therapists, or other consultants) will be necessary, as most of them do not normally work with students over the summer (Moore, 1992).
Parents may become frustrated if their children do not have common vacation times (Levine & Ornstein, 1993; O'Neil & Adamson, 1993).
Multiple-track systems require extensive packing between sessions as classrooms are often shared (O'Neil & Adamson, 1993).
Continuing education coursework may be difficult for teachers to pursue.
Implementation Ideas
Because of the complexity of implementing a year-round schedule, it is important to be aware of several suggested steps. They are as follows:

Become familiar with research and information on year-round calendars. Visit other year-round schools. Find out as much as possible about the pros and cons, and how these relate to current district needs.

Involve all local education stakeholders in the decision making process. This should include teachers, students, parents, classified staff, and the community. Keeping them informed throughout the process will minimize conflict (Serifs, 1990; Bradford, 1993; Schnieder & Townley, 1992).

Remember that it is most critical to have the support of teachers; if they are not in favor of the decision, there is little probability that it will be successful (Schnieder & Townley, 1992).

When designing the actual schedule, consider the following (White, 1995):
The configuration of the calendar; will it be 45-15, 60-15, or something else?
The number of student tracks that will work best with the chosen configuration
The number of holidays during the year
The unique needs of the school and community; build a schedule that best suits them

Provide ample time for staff development. The year-round schedule will require extensive changes in everything from facilities logistics to the pacing of classes (Serifs, 1990).

Be prepared to deal with curricula concerns such as course sequencing and continuity, and student remediation and enrichment (Serifs, 1990).

If possible, make the program voluntary during its initial stages. Also, let parents have a say in what track their children will be in; give them as many choices as possible (Serifs, 1990; Bradford, 1993).

Assure that the new schedule is in line with accreditation and teacher contract requirements.

Monitor the program continuously; be flexible and attentive to the needs of all involved.

Do not rush implementation and do not make any hasty evaluations. Accurate assessment of the program will take time (Serifs, 1990).

What is up? I am scared of the debate! Guess what I might have a cast on my leg when it is the tournement!!!!!! Do u think I could make people feel bad for me and get speaker pionts for it? :D That might be the only good part of having a cast on!!

So how is everyone doing I know Gabe is sick but he almost always has gymnastics i am still mad @ him, we live down a alley way from each other I mean really!!!!


Truly,

Elli Sanchez <3

Hi

Hi

Teachers

Does anyone have things about money?

Does anybody have anything about childcare?
-Annie

HI!!!

Hi every one!!!!

A Question

Does anybody have any child care articles they can tell me about for the 4-day school week if so please tell me I haven't found anythig about child care yet.thank you.

Articles

I have a lot of articles I'll post it soon.

?

Does anybody have more articles about childcare? I would like to get some more info about it . So if you have anything about the issues of childcare please post something ! Thank You !!!!!!!!

That was from a article I found.

Hello lincoln debate good job keep at it.

ABC News article

Districts Debate Four-Day School Week
Parents Question If Cutting Back Saves School Money at Expense of Kids' Education
By KATE SNOWPUEBLO, Colo., April 14, 2009

On the outskirts of Pueblo, Colo., in a district called Pueblo 70, school buses log a combined total of 7,300 miles every single day. Cutting Fridays off the school schedule could save the district a bundle in gas costs alone.


Will a switch to the four-day school week do more harm than good?
Enrollment is down across the district, and because of the recession, state funds have been cut back.
"Out of a $60 million budget, we have to cut about $4.5 million out of our budget," said Dan Lere, superintendent of the Pueblo 70 School District. "Going to a four-day week will net us about $1.2 million in savings."
The school board is considering switching its 8,000 students from the traditional five-day week to four longer school days Monday through Thursday.
They wouldn't be alone.
Schools in at least 19 states already operate only four days a week, and districts in a dozen states are considering making the move to cut back on costs or are considering legislation to allow it.
Related

3-Day Weekend: Schools Out for Gas Prices

Giving Up Pay to Save Colleagues' Jobs

School Budgets Suffer: Sports, Buses Cut
Reducing the school week is also not a brand new idea. During the oil crisis of the late 1970s, schools in the West switched to shorter weeks to save money on gas for buses.
In Pueblo, the idea has raised debate among parents.
With students logging 50 fewer hours in the classroom over the course of the school year, many are worried that savings for schools come at the expense of children's education.
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"How are the teachers going to structure it so they can get the quality of education they would get in a five-day week?" asked Diane House, a mother of two, whose children go to school in Pueblo. "It seems like a long day for a 6 year-old, 7 year-old, 8 year-old to handle. We are tired at the end of an eight-hour or nine-hour workday, and they are just little guys."
Other skeptics point out that four-day school weeks drop hidden costs on families for additional child care.
"Asking working parents to find day care, and you are adding a cost to those people, and the economy the way it is, a lot of families are going to struggle with it," said Kim Arline, mother of two.

Oops here's the link to a ABC video

http://abcnews.go.com/WN/story?id=7334014&page=1

This is the real link.

Hannah you stole my idea!!!

I was going to use that Hannah !!!
You stole it!!! Well I sent it to you ,but its still stealing.

Hi

Hi everyone,
How is debate going?
does anybody have a really good article?

Extra info

Here guys is some info!!!
Zoe

By Rebekah Kebede

NEW YORK (Reuters) - Facing a crippling increase in fuel costs, some rural U.S. schools are mulling a solution born of the '70s oil crisis: a four-day week.

Cutting out one day of school has been the key to preserving educational programs and staff in parts of Kentucky, New Mexico and Minnesota, outweighing some parents' concerns about finding day-care for the day off.

"For rural school districts where buses may travel 100 miles round-trip each day, there certainly are transportation savings worth considering," said Marc Egan, the director of federal affairs at the National School Boards Association.

Egan said about 100 schools in as many as 16 states have already moved to a four-day school week, many to save money on transportation, heating and cooling.

Nevada's White Pine School District switched just one of its schools to a four-day week three years ago. Now, with energy costs soaring, four other schools in the district are following suit.

"We're looking at it district-wide with energy costs being at the forefront of the conversation," said Bob Dolezal, superintendent of Nevada's White Pine County School District, which is facing a 14 percent budget cut due to a shortfall in state funding.

MACCRAY Public Schools in Minnesota, which voted to switch to a four-day week in May, expects to shave 10 percent off transportation costs, which have risen unexpectedly in recent years as fuel costs have shot up.

"The savings for a four-day week just on the transportation alone were $65,000," said MACCRAY superintendent Greg Schmidt.

The plan initially did cause alarm among some parents, who were concerned about finding child-care, but most have managed to find place their kids in day care or with relatives, Schmidt said. In addition, MACCRAY plans to institute a child-care certification program for older students to offer day care for younger kids on the day off.

One of the pioneers of the four-day week, the Cimarron, New Mexico school district, is looking to cut energy costs by getting back to its roots.

Cimarron Public Schools moved a four-day week when energy prices shot up in the early 1970s, but has become more "complacent," letting the heating and cooling systems run even during the day off since the end of the OPEC oil embargo, Cimarron's superintendent James Gallegos said.

With soaring energy costs, that will no longer be the case: "As we start the next school year, it's going to be very minimal on the Fridays that we are off," Gallegos said.

Webster County School District in Kentucky switched to a four-day week four years ago under economic duress -- a state budget crisis left the school in limbo, leaving the district with the option of dropping school days or cutting staff and programs.

The district ended up saving tens of thousands of dollars in fuel and energy costs, helping to cut total costs by 3.5 to 4 percent, said James Kemp, the superintendent of the Webster County School District.

The shortened week at Webster also brought unexpected benefits such as improved attendance and a boost in student performance.

"If we were to go back to a five-day week, the school board and I would be run out of town," Kemp said.

(Editing by David Wiessler)

We are behind

Should students be going to school longer? I think the school day is too short, the school week is too short and the school year is too short. And I worry particularly about poor children — children who don't have two parents at home, children who don't have a household full of books. You look at all the creative schools that are getting dramatically better results. The common denominator of all of them is they're spending more time, doing more after school, doing more on Saturdays, doing more over the summer. The other big issue is that ultimately if we don't do more time, our kids are at a competitive disadvantage. Kids in India, China are going to school 25% to 30% more than students here.

-Annie

Testing, Testing, 1, 2, 3....

Hi everyone! Just posting to make sure that I can! Talk to you later!

Emilie

ABC News

This is the link so you can see the video http://abcnews.go.com/WN/story?id=7334014&page=1 it' s agood video.

Senator Kevin Ranker sent this to my email.

Hi everyone! Okay so heres what the Senator Kevin Ranker sent me regarding the 4 day school week.


40th Legislative District April 10, 2009
There are only two-and-a-half weeks left in this legislative session and budgets will dominate discussions as the House and Senate try to reach agreements on the final operating, transportation and capital budgets.
I look forward to lively but civil debate as we make some very difficult decisions. As always, I welcome your ideas and comments.
The Budget Proposals
Last week we introduced a two-year, balanced budget proposal that closes the state’s historic shortfall with serious cuts to valued programs and services. With tax collections continuing to fall, the Senate plan would eliminate thousands of jobs for teachers, higher education workers and other state employees as well as 10,500 students cut from our state colleges and universities.
The plan relies on $3 billion in one-time federal stimulus money and cuts to programs, health care and planned wage increases for teachers and state employees and leaves $850 million in reserves.
The budget the Senate proposed is a product of our ailing economy and every part of government faces cuts. Over 40% of our budget is spent on our state’s public school system. Unfortunately, the education of our children – the paramount duty of our state – faces dangerous cuts.

The biggest cuts our education system faces are the suspension of two voter approved initiatives that fund cost of living pay raises for school employees and reduce classroom sizes. While I am reluctant to support a freeze on teachers’ salaries or severely cut I-728 I understand the reality of fairly distributing the burden of the budget crisis. But we can’t forget about the needs of our future.

Voters supported I-728 to reduce classroom size in 2000 by a 72 percent margin for good reason and I am working to reinstate additional funding for smaller class sizes into the final budget. I am convinced that too many students get lost in overcrowded classrooms. Balancing our budget at such a cost to our students will only cost our state more in the long-run.

We need to realize this is a moment in our state’s history unlike any other and now is not the time to think of decimating education. Instead we must work together to plan for fully funding education and work on the investments that are needed to keep our schools competitive for generations to come.

The budget cuts that have been proposed represent some of the most difficult choices I’ve ever seen throughout my career in the public and private sectors. We’re tasked with finding that delicate balance between the values that people like you and I hold dear and the cold harsh budget realities facing our state.

These challenges that lie before us are daunting but I sincerely believe that in a time of crisis like this, if we work hard and look toward the future generations of our state, we can position ourselves for great things in the years to come.

Infrastructure investments

Along with the operating budget, we have scaled back the state’s long term investments in the capital budget and our transportation investments. The construction projects that are funded in these two budgets will create local jobs and provide valuable infrastructure that will benefit our community for years to come.
The capital budget covers all our K-12 construction commitments and our most critical higher education projects. It also provides $115 million in bonds and $107 million in federal stimulus money in the form of grants to local government infrastructure projects.

Locally, the proposed budget has over $90 million in investments heading to our communities which will shore up our infrastructure and stimulate our local economies. Some of these projects include:

· Over $85 million of investment at Western Washington University, including more than $50 million for renovating the aging Miller Hall
· Nearly $3.8 million to Skagit Valley College for maintenance and preservation, and its Academic and Student Services Building
· $265,000 to help with the Padilla Bay Reserve
· Nearly $1 million to replace sewer lift stations at Moran State Park
· Over $460,000 for investments at Department of Natural Resources Natural Areas facilities near Anacortes and on San Juan Island
· An additional $1.5 million was added to a previous $4 million investment for the Department of Natural Resources (DNR) for preservation projects on Blanchard Mountain in Skagit County.

While we’ve had to make painful cuts to balance our 2009 operating budget, the capital budget investments will be paid with bonds over 30 years. We’re investing for the future and helping local economies today and looking toward a time when the economy is healthy again.
Transportation
I’m pleased to report that the Senate has passed our version of the 2009 transportation budget, which will invest over $4 billion across the state and over $90 million locally in our district. Funded primarily with our state’s gas taxes, these funds are constitutionally dedicated to building, maintaining and operating our state highway system — including the marine highways serviced by Washington State Ferries.
The many projects that will improve transportation throughout the district include ramp reconstruction and stormwater drainage improvements to I-5, widening SR-20, a new Chuckanut Park & Ride and ferry terminal improvement and preservation work on Lopez, Shaw, Orcas, Anacortes and Friday Harbor. We’ll also keep the Anacortes – Sidney ferry run operating, limit increases in fares to no more than 2.5 percent and speed up construction of new ferries by 10 years.
These are important projects that will improve transportation and also provide valuable jobs at exactly the time our economy needs them.
I am hopeful that budget negotiations with the House with result in a final budget that maintains these valuable projects.
As always, I welcome your thoughts on the issues we are considering in Olympia. You may email me at ranker.kevin@leg.wa.gov, phone the toll-free hotline number to leave a message at 1-800-562-6000, or call my office in Olympia at 360-786-7678.
For the latest up to date news on what I’m working on while the Legislature is in session, please visit my web page at http://senatedemocrats.wa.gov/senators/ranker/
Take care.

This shows salarys and money costs!!!

Rationale - Four Day School Week
Budget Cuts – Both State/Local Revenue
Two State funding reductions had occurred during the 02-03 school year
Additional State funding shortfall was projected for the 03-04 school year
Continue the level of academic/extra-curricular programs vs. cuts in core areas/extra-curricular programs
Four Day School Planning, Process And Research
Stakeholders brainstormed/discussed possible options to address the budget shortfall
Four day week was discussed with advantages/disadvantages being charted
Prepared sample school calendar for KDE input and review
Consulted National School Boards Association for a list of schools currently utilizing this model
Found that East Grand Schools in Colorado was the most similar school district to Webster County Schools and has implemented this model since 1982 successfully
Specific district level administrators were contacted to obtain information about issues, advantages, disadvantages, and other considerations about the four day week
In February of 2003 the Superintendent presented budget information comparing five day vs. four day week and the administration was given approval to continue the process
Findings were then presented to stakeholder groups which included: board members, calendar committee, certified and classified staff, administrators, and students
A draft calendar was developed and presented to community groups
Developed child supervision initiatives – Child Watch Program. Trained high school students in CPR/First Aid and child supervision curriculum, worked with FRYSC & YES Centers
Ministerial Associations considered student programs for Mondays for parents that would be interested
District food service staff obtained State approval for the “Summer Feeding Program” model on Mondays for students participating in community programs
Consulted with Employee Retirement Agency to address full-time employee benefits and requirements
District administrators met with State finance representatives to review proposed budget issues, costs, savings, salary issues, etc.
Determined that calendar would be Tuesday through Friday based on analysis of past attendance history
In May of 2003 the Four Day School Calendar was approved
Student Achievement Advantages
Continue all current academic/extra-curricular programs;
Provide quality ongoing professional development;
Structured Planning Mondays for all staff which included collaborative and individual time;
Reduction of teacher and student absenteeism;
Longer instructional time blocks for students;
Improved student and teacher morale;
Decrease in disciplinary infractions;
Family time would increase;
Tutoring programs for at-risk learners (ESL);
Community sponsored youth clubs/groups meetings: 4-H, Boy/Girls Scouts, etc.;
Area medical cooperation giving appointment priority to Webster County families;
Student employment opportunities;
Positive publicity for Webster County Schools;
Identified Economic Savings
Transportation Costs;
Operational Costs;
Substitute teachers for professional development activities within school day;
Substitute teacher utilization for absences;
Contract revisions for classified employees;
Work schedules/job functions for classified staff adjusted;
Four Day Week Challenges
Options for child supervision;
New paradigm for public school in KY;
Sustained student achievements;
Academic rigor throughout entire school day;
Classified contract adjustments;
Support staff morale;
Marketing the new calendar;
Kentucky Area Technology Center program viability;
State Law Compliance
Students will receive a minimum of 1050 hours of instruction (702 KAR 7:125);
Students will receive a minimum of 6.0 hours of instruction per day;
Teachers are contracted for 185 school days;
Students receive 1067 instructional hours;
Students receive avg. of 6.5 hours of instruction per day (30 minutes additional minutes) – 163 instructional days;
Teacher contracts are for 185 days – includes mandatory planning Mondays;
Regular, full-time non-certified employee – requires minimum of (80) hours per school month and minimum of 180 days. (KRS 158.070, 060, and 702 KAR 1:035)
All full-time non-certified employees signed contracts that met state requirements and provided full health insurance benefits;
Teacher Planning Mondays
Structured planning activities from 8-12;
Schedule includes faculty meetings; collaborative planning; committee meetings/individual planning;
Part of 185 day contract;
District Teacher Leader Team established;
Two hours on three separate Mondays – Teacher Leaders provide research-based instructional strategies training for all teachers in the district;
Reductions/Eliminations - 2003-2004
Payroll Clerk -24,000.00
Receptionist - 10,000.00
Co-Op Student - 3,000.00
Eliminated Extended Days from High School Teaching Staff (AG Excluded) Reduced Guidance/Library Days Reduced Extended Days for Administrators - 20,000.00
Reduced Middle School Academic/Athletic Program - 10,000.00
Reduced Academic/ Athletic Supplements - 25,000.00
Reduced Extra-Curricular Allotment for Transportation - 25,400.00
Eliminated Bus Routes - 50,000.00
Actual Savings as of June 2004
Certified Subs - 24,411.36
Classified Subs - 10,559.09
Overtime - 3,497.01
Classified In Addition To - 1,664.19
Extra Curricular Bus Trips (Salary/Fuel) Includes Charter Bus7,500.00
36 Non-Transport Student Days (Includes Drivers, Monitors, Fuel) - 52,020.00
Workman’s Comp For 02-03 paid 98,655.00, for 03-04 paid 75,596.30, 23,058.70
Workman’s Compensation Bid For 2003-2004
Bid #1 75,596.30
Bid #2 121,415.70
Bid #3 140,044.00
Bid #4 170,580.00
Utilities (12,837.32) More
Water 2,605.29 Savings
Gas 9,344.83 Increase
Electricity 6,097.78 Increase
Reduced Technology Escrow 8,761.00
Reduced Mt./Repair Expenses 35,000.00
Final $$$$$$$$$$$$
Reductions & Eliminations - 167,400.00
Savings as of June - 153,634.03
Total Savings - 321,034.03
Bell Time/Instructional Time
Clay SchoolSchool Begins – 7:50School Ends – 3:25Time Spent at School – 7 hrs 35 minutesInstructional Time – 6 hrs 40 minutes Dixon SchoolSchool Begins – 8:00School Ends – 3:20Time Spent at School – 7 hrs 20 minutesInstructional Time – 6 hrs 35 minutes Sebree SchoolSchool Begins – 7:45School Ends – 3:15Time Spent at School – 7 hrs 30 minutesInstructional Time – 6 hrs 45 minutes Slaughters SchoolSchool Begins – 7:50School Ends – 3:25Time Spent at School – 7 hrs 35 minutesInstructional Time – 6 hrs 45 minutes Webster County High SchoolSchool Begins – 7:52School Ends – 3:05Time Spent at School – 7 hrs 13 minutesInstructional Time – 6 hrs 40 minutes District Average Instructional Time
Take the school with least amount of instructional time 6 hours 35 minutes x by 163 instructional days = 1067 Total hours
Traditional Calendar – 6 hours of instruction per day x 175 days = 1050 Total hours
Bus Driver Salary Based On 4 Day Week
Example 1 – Bus Driver – Regular Route
163 Instructional days x 6 hours per day = 978 Hours (Instructional)
4 Holidays x 6 hours per day
13 days x 2 hours per day (To fulfill contract days)
Total Contract 180 days
Instructional Assistants Salary Schedule
175 Instructional Days x 6 hours per day = 1050 hours
4 Holidays x 6 hours per day = 24 hours
2 Training Days x 6 hours per day = 12 hours
1086 Total hours x $7.68 hourly rate = $8340.00
Custodial Salary Schedule Based On 4 Day Week
Example 2 – 7 Hour Custodian
163 Instructional days x 7 hours per day = 1141 Hours (Instructional)
6 Holidays x 7 hours per day
91 days x 6.5 hours per day = 591.5 hours (Days that students are not in school 7 hour custodians work 6.5 hours)
Total Contract 260 days
Classified Salary Schedule Based On Traditional Calendar
175 Instructional Days x 7 hours per day = 1225 hours
6 Holidays x 7 hours per day = 42 hours
79 days x 7 hours per day = 553 hours
1820 Total hours x $7.68 hourly rate = $13,977.60
Feedback - Staff & Community
Next year consider having the 5-day weeks the first part of the semester. After summer, students and staff are ready to come back to school.
Staff and students have used the Mondays for appointments, therefore; attendance is better through the week.
No one seems to mind the few extra minutes that they come early or the 25 minutes that they stay late in the afternoon. The time adds up quickly and the days pass relatively fast.
Staff says that discipline is much better.
Staff enjoys the PD time on Monday for planning and working on team strategies.
Academic/Athletic Coaches benefit from having students come in on Monday’s after 12:30 to receive extra practice time.
Classified staff actually gets more work done on Mondays with little or no staff and no students.
Students like the opportunity to work on Mondays for extra spending money. The community also benefits.

4 Day Week Main
4 Day Week Videos
Copyright 2008 Webster County School District
Built by Orange 42, Inc.

Heres the house bill 1292 (its long)

This is really important to read
H-0552.1 _____________________________________________
HOUSE BILL 1292
_____________________________________________
State of Washington 61st Legislature 2009 Regular Session
By
Representatives Newhouse, Chandler, and Simpson
Read first time 01/16/09. Referred to Committee on Education.
1 AN ACT Relating to waivers from the one hundred eighty-day school
2 year; amending RCW 28A.655.180; adding a new section to chapter 28A.305
3 RCW; creating a new section; repealing RCW 28A.305.145; and providing
4 an expiration date.
5 BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:
6 NEW SECTION.
Sec. 1. The legislature finds that school districts
7 are seeking innovations to reduce operating costs and preserve limited
8 resources for the primary purpose of student learning. Efficiencies in
9 transportation, heat, lights, maintenance, and food expenses are
10 possible from operating for four rather than five days per week, but
11 current law poses a barrier to this innovation by requiring a set
12 number of instructional days in each school year. Current waiver
13 processes do not allow consideration of economies and efficiencies as
14 a justification for a waiver. School districts in several western
15 states have operated on a four-day school week and report increased
16 efficiencies, family support, reduced absenteeism, and no negative
17 impact on student learning. Small rural school districts in particular
18 could benefit due to their high per-pupil costs for transportation and
19 utilities. Therefore, the legislature intends to permit school
p. 1
School Day and Hour Requirements
A school district's basic educational program must consist of a minimum of 180 school days per
school year in such grades from 1 through 12 as are offered by the district. For kindergarten, a
district must offer 180 half-days or its equivalent of instruction. Hourly instructional
requirements are also set in law, at least 450 hours for kindergarten and a district-wide annual
average of 1000 hours for grades 1 through 12
1 districts to seek waivers from the school year requirement in order to
2 operate on a four-day school week, provided that adequate safeguards
3 are put in place to prevent any negative impact on student learning.
4 NEW SECTION.
Sec. 2. A new section is added to chapter 28A.305
5 RCW to read as follows:
6 (1) In addition to waivers authorized under RCW 28A.305.140 and
7 28A.655.180, the state board of education may grant waivers from the
8 requirement for a one hundred eighty-day school year under RCW
9 28A.150.220 and 28A.150.250 to school districts that propose to operate
10 one or more schools on a four-day school week for purposes of economy
11 and efficiency as provided in this section. The requirement under RCW
12 28A.150.220 that school districts offer an annual average instructional
13 hour offering of at least one thousand hours shall not be waived.
14 (2) A school district seeking a waiver under this section must
15 submit an application that includes:
16 (a) A proposed calendar for the school day and school year that
17 demonstrates how the instructional hour requirement will be maintained;
18 (b) An explanation and estimate of the economies and efficiencies
19 to be gained from compressing the instructional hours into fewer than
20 one hundred eighty days;
21 (c) An explanation of how monetary savings from the proposal will
22 be redirected to support student learning;
23 (d) A summary of comments received at one or more public hearings
24 on the proposal and how concerns will be addressed;
25 (e) Other information that the state board of education may request
26 to assure that the proposed four-day school week will not adversely
27 affect student learning.
28 (3) The state board of education shall adopt criteria to evaluate
29 waiver requests. Waivers may be granted for up to three years, and
30 districts may reapply to extend the waiver for an additional period.
31 However, all waivers expire August 31, 2015.
32 (4) The state board shall examine the waivers granted under this
33 section and make a recommendation to the education committees of the
34 legislature by December 15, 2014, regarding whether the waiver program
35 should be continued, modified, or allowed to terminate.
36 (5) This section expires August 31, 2015.
HB 1292
1
Sec. 3. RCW 28A.655.180 and 1995 c 208 s 1 are each amended to
2 read as follows:
3 (1) The state board of education, where appropriate, or the
4 superintendent of public instruction, where appropriate, may grant
5 waivers to districts from the provisions of statutes or rules relating
6 to: The length of the school year; student-to-teacher ratios; and
7 other administrative rules that in the opinion of the state board of
8 education or the opinion of the superintendent of public instruction
9 may need to be waived in order for a district to implement a plan for
10 restructuring its educational program or the educational program of
11 individual schools within the district.
12 (2) School districts may use the application process in RCW
13 28A.305.140 ((or 28A.300.138)) to apply for the waivers under
14 ((subsection (1) of)) this section.
15 (((3) The joint select committee on education restructuring shall
16 study which waivers of state laws or rules are necessary for school
17 districts to implement education restructuring. The committee shall
18 study whether the waivers are used to implement specific essential
19 academic learning requirements and student learning goals. The
20 committee shall study the availability of waivers under the schools for
21 the twenty-first century program created by chapter 525, Laws of 1987,
22 and the use of those waivers by schools participating in that program.
23 The committee shall also study the use of waivers authorized under RCW
24 28A.305.140. The committee shall report its findings to the
25 legislature by December 1, 1997.))
26
H-2169.1 _____________________________________________
SUBSTITUTE HOUSE Bof Washington 61st Legislature 2009 Regular Session
By
House Education (originally sponsored by Representatives Newhouse,
Chandler, and Simpson)
READ FIRST TIME 02/20/09.
1 AN ACT Relating to waivers from the one hundred eighty-day school
2 year; amending RCW 28A.655.180; adding a new section to chapter 28A.305
3 RCW; creating a new section; repealing RCW 28A.305.145; and providing
4 an expiration date.
5 BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:
6 NEW SECTION.
Sec. 1. The legislature finds that school districts
7 are seeking innovations to reduce operating costs and preserve limited
8 resources for the primary purpose of student learning. Efficiencies in
9 transportation, heat, lights, maintenance, and food expenses are
10 possible from operating for four rather than five days per week, but
11 current law poses a barrier to this innovation by requiring a set
12 number of instructional days in each school year. Current waiver
13 processes do not allow consideration of economies and efficiencies as
14 a justification for a waiver. School districts in several western
15 states have operated on a four-day school week and report increased
16 efficiencies, family support, reduced absenteeism, and no negative
17 impact on student learning. Small rural school districts in particular
18 could benefit due to their high per-pupil costs for transportation and
19 utilities. Therefore, the legislature intends to permit school
p. 1
1 districts with under five hundred students to seek waivers from the
2 school year requirement in order to operate on a four-day school week,
3 provided that adequate safeguards are put in place to prevent any
4 negative impact on student learning.
5 NEW SECTION.
Sec. 2. A new section is added to chapter 28A.305
6 RCW to read as follows:
7 (1) In addition to waivers authorized under RCW 28A.305.140 and
8 28A.655.180, the state board of education may grant waivers from the
9 requirement for a one hundred eighty-day school year under RCW
10 28A.150.220 and 28A.150.250 to school districts with under five hundred
11 students that propose to operate one or more schools on a four-day
12 school week for purposes of economy and efficiency as provided in this
13 section. The requirement under RCW 28A.150.220 that school districts
14 offer an annual average instructional hour offering of at least one
15 thousand hours shall not be waived.
16 (2) A school district seeking a waiver under this section must
17 submit an application that includes:
18 (a) A proposed calendar for the school day and school year that
19 demonstrates how the instructional hour requirement will be maintained;
20 (b) An explanation and estimate of the economies and efficiencies
21 to be gained from compressing the instructional hours into fewer than
22 one hundred eighty days;
23 (c) An explanation of how monetary savings from the proposal will
24 be redirected to support student learning;
25 (d) A summary of comments received at one or more public hearings
26 on the proposal and how concerns will be addressed;
27 (e) Other information that the state board of education may request
28 to assure that the proposed four-day school week will not adversely
29 affect student learning.
30 (3) The state board of education shall adopt criteria to evaluate
31 waiver requests. No more than five districts may be granted waivers.
32 Waivers may be granted for up to three years, and districts may reapply
33 to extend the waiver for an additional period. However, all waivers
34 expire August 31, 2015.
35 (4) The state board shall examine the waivers granted under this
36 section and make a recommendation to the education committees of the
SHB 1292
1 legislature by December 15, 2014, regarding whether the waiver program
2 should be continued, modified, or allowed to terminate.
3 (5) This section expires August 31, 2015.
4
Sec. 3. RCW 28A.655.180 and 1995 c 208 s 1 are each amended to
5 read as follows:
6 (1) The state board of education, where appropriate, or the
7 superintendent of public instruction, where appropriate, may grant
8 waivers to districts from the provisions of statutes or rules relating
9 to: The length of the school year; student-to-teacher ratios; and
10 other administrative rules that in the opinion of the state board of
11 education or the opinion of the superintendent of public instruction
12 may need to be waived in order for a district to implement a plan for
13 restructuring its educational program or the educational program of
14 individual schools within the district.
15 (2) School districts may use the application process in RCW
16 28A.305.140 ((or 28A.300.138)) to apply for the waivers under
17 ((subsection (1) of)) this section.
18 (((3) The joint select committee on education restructuring shall
19 study which waivers of state laws or rules are necessary for school
20 districts to implement education restructuring. The committee shall
21 study whether the waivers are used to implement specific essential
22 academic learning requirements and student learning goals. The
23 committee shall study the availability of waivers under the schools for
24 the twenty-first century program created by chapter 525, Laws of 1987,
25 and the use of those waivers by schools participating in that program.
26 The committee shall also study the use of waivers authorized under RCW
27 28A.305.140. The committee shall report its findings to the
28 legislature by December 1, 1997.))
29 NEW SECTION.
Sec. 4. RCW 28A.305.145 (Application process for
30 waivers under RCW 28A.305.140) and 1993 c 336 s 302 are each repealed.
--- END ---p. 3
NEW SECTION.
Sec. 4. RCW 28A.305.145 (Application process
The Four-Day School Week
The vast majority of the nation's schools operate on a five day school week. It is estimated,
however, that about 100 school districts in 17 states have implemented a four-day school week.
Most of these are small school districts in rural, sparsely populated areas in which the students
face long commutes. In the 1970's during the energy crisis, New Mexico became the first state
to allow a four-day school week. Today, there are four-day school weeks in at least some
schools in Arizona, Colorado, Kansas, New Mexico, Michigan, Oregon, South Dakota,
Wisconsin, Wyoming, Louisiana, Arkansas, California, Kentucky, Idaho, Minnesota, Nebraska
The decision to go to a four-day school week has generally been predicated on grounds of
efficiency and economy. It has been estimated that if school buildings are actually closed on the
fifth day, savings of up to 20% can be realized with respect to expenses such as fuel, food,
untittles,and perhaps the wages of hourly workers.If the buildings remain open,savings are less.
Potential Benefits Potential Challenges
􀀁
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􀀁
􀀁
􀀁
􀀁
Savings on fuel, food, utilities,
and the salaries of workers
Longer blocks of time available to
complete lessons such as science
labs
Use of the unscheduled day for
professional development,
planning, tutoring, special
programs, or to make up lost days
due to inclement weather or other
disruptions to the regular schedule
District's use of the scheduled day
to plan athletic events, limiting
disruptions to normal instructional
time
Students (particularly in sparsely
populated areas) having fewer
long commutes
Lower absenteeism of students
and teachers
􀀁
􀀁
􀀁
􀀁
􀀁
􀀁
􀀁
􀀁
Collective bargaining
Unpopularity of reduced salaries
for cafeteria workers and bus
drivers
Child care and supervision of
students on the unscheduled day
Length of day for younger
students, particularly when long
commutes are involved
The extended focus required of
students during the longer day
Student safety during winter
months when daylight hours are
fewer
Twenty percent more instructional
time lost when a student or
teacher misses a day
Impact on extracurricular activitiess and their schedules.
Summary of Bill: The SBE may grant waivers from the requirement for a 180 day school
year to school districts with under 500 students that propose to operate one or more schools
on a four day school week for purposes of economy and efficiency. In applying for the
waiver, school districts must submit:
􀀁 a proposed calendar that demonstrates how the instructional hour requirement will be
maintained;
􀀁 an explanation and estimate of the economies and efficiencies to be gained;
􀀁 an explanation for how the monetary savings will be redirected to support student
learning;
􀀁 a summary of comments from public hearings on the proposal; and
––––––––––––––––––––––
This analysis was prepared by non-partisan legislative staff for the use of legislative
members in their deliberations. This analysis is not a part of the legislation nor does it
constitute a statement of legislative intent.