The Case Against More School?

There were lots of comments on the blog over the weekend about the pros and (mostly) cons of a longer school day, and about the three schools where weak-willed teachers decided to give it a try, and lots of news coverage of the same -- even an NPR story -- but I'm not sure I get what the big deal is.  I get that teachers want to be consulted and paid for more time -- though I don't think that arguing for raises based on hourly rates puts teaching in a positive light, or recognizes the economy we're in.  And obviously more time needs to be used well if it's going to make a difference -- just look at how little all those PD days seem to generate by way of better teaching.  (How about swapping the PD days out for more class time?) But I'm not sure how far anyone gets arguing that more time in class is a bad thing for Chicago's kids.  At very worst, it's another few minutes of time they're safe if not necessarily learning more (ie, more of what they're getting now).  At best, it's helping them catch up with other kids in other parts of the state, nation, world.  What'm I missing?

Fight Looms Over Chicago School Day NPR:  In Chicago, the nation's third largest school system starts a new school year at a crossroads: a new mayor and his new schools chief are trying to shake up the status quo. But teachers say they want the extra instructional time to be time well spent.

Teachers union takes case for backing labor to churches Sun Times: Chicago Teachers Union members took their message to the city’s churches, speaking to congregations about justice in the labor market and soliciting support for a public school system they said is under attack.

CPS starts school amid school-day length debate ABC7: Hundreds of thousands of Chicago Public Schools students and more than 20000 teachers return to class Tuesday. The new school year begins amid controversy over longer school days and years as well as canceled ...

Three CPS schools break from union, OK longer school day Sun Times:Three city elementary schools broke from the Chicago Teachers Union Friday, voting in favor of a controversial proposal to add 90 minutes to the school day this year.

As Schools Break Ranks, Union Looks for Answers CNC: Lewis’ statement that a strike is currently off the table may be a step toward repositioning the union. At Wednesday’s rally she urged teachers to be active in their communities and to save the receipts for anything they purchase for school.

Teachers union says CPS used "bribes" and "coercion" to get longer day at 3 schools WBEZ:  The teachers union is accusing Chicago Public Schools of bribing teachers at three schools that agreed to adopt a longer school day.

Mayor Emanuel's hour-long appearance on 'Chicago Tonight' Tribune: Mayor Rahm Emanuel on Saturday touted his administration's success in getting three Chicago elementary schools to agree to extend their day by 90 minutes and urged other schools to follow suit.<

 

 

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  • I don't think they are safer in these overcrowded classrooms. And having them there longer not learning, as you argue, will turn the kids off of school, even more. That's not good.

  • The problem with the entire way the longer school day is being discussed in the context of CPS is that it is equated with more time on task. The research on achievement and on task behaviors in school I think is pretty well established, but impact of the longer day itself is fairly difficult to determine. I do not think a longer school day will hurt most children and even students with disabilities like ADHD could benefit if the longer time was used to expel pent up energy with frequent breaks.

    The CTU is correct when it attempts to move the discussion to a better school day rather than just a longer school day. But we are in the middle of a PR war that involves money, contracts, and power that leaves little room for a more complex discussion. Then there is the question of child care for primary and middle school students, parents of many children in Chicago pay for after school care because they are working. A 90 minute increase in the school day will save these parents money and how would any parent oppose that idea. Unfortunately for some teachers who have younger children the converse is true the longer school day could cost them more in after school costs and take a good chunk out of the $1,200 CPS is currently offering them.

    When my own children were young our afterschool costs exceeded all of those allowed under the Child and Dependent Care Credit on our federal income tax. So it is hardly surprising that most parents want a longer school day. For older students getting them off the streets for more time is clearly popular amongst the citizens of Chicago.

    Recall that it was Benjamin Franklin who said: time is money. So this entire discussion goes beyond any pedagogical benefit of the longer school day. It is also part of Mayor Emanuel's attempt to reduce the costs of running the city through curbing the power of organized labor. Part of former Mayor Daley's power base was being able to mobilize relatively well paid unionized city workers to support candidates endorsed by the Democratic Central Committee which he controlled. Mayor Emanuel has little need for the armies of well paid pavement pounders used to elicit votes in the city, he is a new media age politician.

    Rod Estvan

  • In reply to Rodestvan:

    They are adding the 90 minutes to the beginning of the day, not the end.

  • In reply to anonymous:

    If all the time is added in the am uniformly with an 8am start time then there is no child care advantage at all for most families. There is no additional cost to teachers with children for the most part in that situation. But the question I have is why do it in the AM as opposed to the afternoon, is there a reason?

    Clearly the idea of having chidren off the streets until later in the day is removed out by doing that, as I recall Mayor Emanuel even raised that issue at a press conference. Moreover, why does CPS have to do this lock step, why cann't there be different applications for different schools?

    When I saw that the two school going with the added 90 minutes this year was in the morning I did not assume it was a CPS directive, but rather I thought it was done to benefit teachers somehow who making the concessions. Is anonymous sure it is a directive?

    Rod Estvan

  • In reply to Rodestvan:

    Our school already starts at 8:15. We have to be at the neighborhood school to catch a bus to another school at 7:50 due to overcrowding at our school. Will we be leaving home at 6am to catch a 6:20 bus, returning home about 3:45pm? That's a long day with homework on the end. This isn't a magnet program, just my neighborhood school.

  • I would bet that time on task is better served by smaller class size than by longer day.

  • I have worked for CPS for 15+ years now and I am so disappointed in this media war! We might be one city but all the schools are very different. Ten of my CPS years were spent in a school that would have been considered struggling or even failing. The last five years, I have worked as an administrator is a successful school (previously AMPS). They are only about a 10 minute drive from each other but 100% different. Everytime a school is considered struggling the teachers are deemed horrible & even money suckers. In my own personal experience, I would trade in many of the teachers at the higher performing school for those I worked with at the struggling school. Time, $, teachers are not the easy target people would like them to be to place true blame. Not that all of those including leadership can't have problems along they way but if you do not want to address where people are coming from, how they value education and try to change that culture nothing much is going to change. WHY does everyone think a magic amount of time is going to solve all the problems? The people at 125 Clark St need to start going school by school to fix the problem not just slam teachers and the union for Rahms campaign! I know the greater majority of teachers I have worked with would applaude concrete plans to intervene in underperforming schools. Even if that means that those schools get smaller class sizes, bonuses for teaching in higher crime areas, additional social workers/counselors, parenting classes, etc. Adding 90 minutes does not address the child's 3-5 years before they enter school. It doesn't address the hours they are not in school no matter how long the school day is scheduled. Most teachers I know think some additional time is needed at their school. I would say the average is about 45 minutes, but it differs by the setting. My current school has parents who are quite upset by the proposed added length to the school day. Again, different environments, different needs, different concerns! I am still reserving my judgement for the new heads downtown, but it is a little hard to respect people whose resumes simply make them look like city hoppers more than producers. AND please do not say I am a bad writer for my post....I am venting my thoughts because it is so hard to be positive & effective in our current standing!

  • It would be gallows humor amusing if all the teachers voted tommorrow to take the latest offer for the 90 minutes. The entire district would be one total mess from budget, to bussing, to lunch, to staffing, to . . . education.

    On a more serious note, the unequal funding in Brizards proposal between small and large schools is astounding and disgusting.

  • Hahahahahaha, that would be a good one conisidering they can't even go one year without screwing up a track r to track e conversion, even though they have been doing it for years. I would LOVE to see this happen. It could be a major turn-of-events for Mr. Emanuel and Mr. Brizard. I would sit on the sidelines eating popcorn as it unfolded.

  • In reply to judgejury81:

    You remind me a bit of the way Republicans treat Obama, that is hoping for failure (to the detriment of the country) for partisan gain. How about some creative thinking about how to improve CPS?

  • In reply to WestLooper:

    Smaller class size;
    More counselors and social workers and psyhologists and truncey case workers
    Classes for parents so they an advance thier children's education
    More (any) enrichment like art, music, dance and other physical activity, everyday
    Smaller class size

  • fb_avatar

    We already start at 7:30am. The district is underfunded compared to NYC, and unwilling to pay for enough teachers and additional staff to float a longer, more diverse program. Classroom staffing costs continue to decline as a portion of the budget, and there are too many patronage and consultant hires who do nothing to directly benefit the students.

    If you extend the day at this point by giving teachers the most periods to teach in the country in order to extend what is already an average length day, it will merely decrease the quality of instruction.

  • flat-out scare tactics from PURE about the extended day -- all test prep, they say, trying to scare parents

    http://pureparents.org/?p=17809

    i'm not reading brizard as a drill and kill guy, but that's the case they're (trying to) make

  • In reply to Alexander Russo:

    Well, Rahmm did say on hicago Tonight this evening that the new minutes will be 40 min for Reading and 40 min for Math. Those are the things the kids are STANDARDIZED TESTED on.

  • In reply to Anonymous:

    Science and social studies are shortchanged in general in CPS but especially the elementary school level. Each should be honored. One can integrate reading, writing and math into science and social studies but one still needs to honor the subjects.

    This is a Chicago Machine Move by Rahm. The Machine is about divide and conquer. That is how clout works and the Chicago Machine rolls.

  • 40 more minutes more each day of just those two subjets does sound like the definition of OVERKILL

  • Very quick calculation, it seems that if ALL teachers signed this waiver, CPS would have to come up with 103 million more dollars? This is based on the Sun-times article
    150k per school x 482 schools = 72,300,000
    1,200 bonus per teacher x 21,000 teachers=31,080,000
    Total 103,380,000

  • Alexander writes: "about the three schools where weak-willed teachers decided to give it a try"

    I wouldn't characterize the teachers as weak-willed. They voted what they believed was in their and their students' best interest. I do believe they were mislead and not given all the facts.

    For example, they did not get a 2% raise. They got a flat-rate bonus that is likely not pensionable. Did anyone tell them this?

    Did they even realize they would be caught up in this PR war the Mayor is waging to bust the Union? Used for his political purposes?

    The newbies don't have children of their own and have bought into the Mayor's lies that a longer school day (putting Chicago "on par" with the rest of the nation) is a cure-all for poor academic performance. Two-year-olds may find Teletubbies' doing the same routine over and over again fascinating--but school age children will tune out and learn to hate school.

  • In reply to Danaidh:

    How arrogant you are!

    Why speculate that these teachers were misinformed? These were not blind mice. These were intelligent men and women who saw an opportunity and took it.

    These staff demanded things in return for going down this path . . . things like a say over how the extra money got spent. These were staff who would not be bullied, though word is that CTU did its level best at STEM to bully them into submission and were rebuffed.

    You are right that these were not weak-willed people. They were people of conviction and strong backbone. You should be singing their praises instead of looking down your nose at people about whom you know nothing.

    Shame on you.

  • In reply to Danaidh:

    Thanks for showing the numbers. Ouch!

  • STEM is the reason why neighborhood schools with high poverty lost their math/sscince magnet cluster funding. The rich get rich and the poor have their school money taken away. Shame on CPS and shame on UIC not balking at this. Hull house my foot!

  • There's too much bad info out there.

    First, teachers are not working 90 more minutes at these schools. They are only working 50 more minutes (40 minutes earlier in the a.m. and 10 minutes shaved off lunch). They are also getting a 70 minutes a day in prep. So in the 7 hour and 40 minute (460 total minute) day, teachers have 105 minutes without kids, and 355 minutes (just shy of 6 hours) with kids.

    Second, kids are getting 105 minutes more in school over the traditional 9-2:45 schedule. They are getting a full lunch with a recess period instead of just a 20 minute lunch without recess -- so there goes 25 of your added 90 minutes, leaving you with 65 for more instruction -- just about what everyone concedes they need.

    What that more instruction is will be determined by teachers and principals at the local schools. Maybe its math and reading. Maybe its more Science (heck, elementary kids only get 2 periods a week) or Science lab or PE, Music, Art, Technology or World Language. Maybe it's interventions. Maybe its different for students with different needs.

    How is this bad? Only CTU -- an organization that has been racking up 7-9% annual pay increases for 75% of its membership for 16 straight years while putting in less time with kids, could oppose this. There is no shame there.

    But there is a bright spot -- and I beg to differ with Russo's assessment that the teachers in these schools were "weak-willed." Far from it. They are dedicated teachers who made a brave decision to do what's best for their students when they had to know that people like Russo would insult them and the brave decision they made..

    And they weren't stupid about it. They all extracted promises from the principals. The Skinner North teachers will get a huge voice in how the added discretionary money will be spent.

    These teachers have a value system that prioritizes their students over a few benjamins in their pockets and to their base. We should be praising them for their strength of character not denigrating them for the "weakness" of refusing to blindly follow a failing labor organization that is leading them and public education into oblivion.

    I -- and a few hundred thousand parents -- think these teachers are great leaders.

  • In reply to Anonymous:

    Seriously? You don't realize Russo's "weak-willed" was satire?

  • In reply to Anonymous:

    Instrution WILL be determined? Obviously your a fool and not only because you claim to speak for thousands of people you don't know. You don't determine how you spend the minutes AFTER you extend the day, unless your not only weak-willed but weak-minded.

  • In reply to Anonymous:

    Hmm...don't buy the numbers you're selling...schools have trouble honoring all the prep periods teachers are supposed to get even now, with a 6.25 hour day. I think it's wrong-headed (as I think Alexander pointed out) to reduce this discussion to an hourly wage. Teachers put in many, many more hours beyond the minimum 6.25 hours required on the clock, so any way you slice it, requiring them to put in an extra 90 minutes for a small one-time bonus not even approaching the minimum wage (I know, I just brought up an hourly wage) is just--maddening. Infuriating. I pay my young teenage babysitter several times more than the Board is proposing to pay me.

    And as for your comment that those "brave teachers" extracted promises from their principals (actually, so far as I can tell, only from one principal, Ethan Netterstrom), what's a promise worth if not enforced by law (or union contract)? Not a lot, I can assure you.

    Of course a lot of parents like the idea of low-cost, safe extended day babysitting at their child's school. However, there is just one thing--it's not fair to ask that of their teachers.

    I am a parent of three kids in CPS. I don't want an extended day for them. We have many other activities we pursue after school, I work with them on academics, and we generally enjoy family time. Not all parents want a longer school day. It is only secondarily about the money (or lack thereof)--it's about time, which to many parents of young kids is just as hard to come by and more valuable than money.

  • In reply to cpsteachermom:

    It's not worth arguing with a know-it-all, who knows little. But, let's put it this way: As a parent, several teachers have told me that they have too little time with kids. This gets them that and more resources.

    This is a good thing and was done well.

    Congratulations to all of those teachers. And to have to suffer through the comments of you, they are indeed brave.

  • In reply to Anonymous:

    "Done well..." That's funny. Your response was not really a response to my post, so maybe you should take another look at that. Also, you have chosen to reduce a complex undertaking (significantly lengthening the school day) to a simplistic statement of support. But let's get back to the subject at hand, shall we?

    In my opinion, extending the school day without consulting all of the stakeholders involved, especially the teachers who will be required to make this endeavor a success, is doomed. Bribing and strong-arming tactics will backfire.

  • In reply to cpsteachermom:

    But at the schools that voted for the longer day, the teachers were part of the process.

    How hard can it be to come up with useful ways to use the extra time?

  • In reply to WestLooper:

    Useful ways to use the extra time? Sure. But that wasn't what I signed up for. Unfortunately under SB 7, as Rod Estvan has pointed out many times, teachers have no say as to the length of their working day. I really doubt that they will receive all of those preps on the proposed schedule, either.

    It's asking too much and I think that the way they're asking, by making it out that teachers "should" do this for the good of the kids, is so patently false. It's really just union busting at its finest.

  • In reply to cpsteachermom:

    http://gapersblock.com/mechanics/2011/09/07/a-one-man-stimulus-package/

    A One-Man Stimulus Package

    Like some ne'er-do-well nephews whose rich aunt just died, the bosses at CPS headquarters are suddenly flush with cash. And from the looks of things, that newfound dough is rapidly burning holes in the pockets of the folks who occupy the corner offices down on Clark Street.

    Talk about a sudden reversal of fortune. On June 15, Mayor Emanuel's hand-picked Board of Education voted (unanimously, of course) against paying CPS teachers the 4% contractual raises they were scheduled to receive this year. At that time, the board claimed it did not have "a reasonable expectation" of finding the money -- roughly $80 million -- to cover those raises.

    What a difference a couple of months make. On Tuesday, CPS CEO J.C. Brizard became a one-man stimulus package, offering to pay each of the city's 482 elementary schools $150,000, if the teachers at those schools quickly agree to extend the length of the school day by 90 minutes. If all the schools sign on, Brizard's so-called "incentive" payments will add up to about $72 million.

    But just in case $72 million isn't enough to seal the deal, Brizard is also offering each of the roughly 13,600 teachers at those elementary schools a lump-sum payment of $1250 -- you know, just to show he cares. That's another $17 million in newly discovered greenbacks.

    As you can see, things change in a hurry around here. One minute, the board can't come up with $80 million for previously-agreed-to raises; the next thing you know, Brizard and his team are gearing up to hand out $89 million as if they were CIA agents stationed in Kabul, using cash-filled suitcases to curry favor with local officials. (Condolences to the city's high school teachers, who get left out in the cold this go-round. Maybe you guys are just affiliated with the wrong warlords.)

    Who knows how our cash-strapped city suddenly found all this money? Maybe Emanuel and Brizard had a big night at one of Indiana's casinos during a recent fact-finding mission. Perhaps City Hall finally sold some well-connected Hollywood agent the movie rights to "Vanecko: The Man From UNCLE." For all we know, Brizard may be taking a page from the Rufus Williams/Michael Scott playbook and putting the whole $89 million on his CPS credit card.

    But why quibble over details like the source of this money. After all, isn't $89 million a small price to pay for giving the mayor another item to check off of his Accenture-prepared list during the upcoming "Mayor Emanuel: The First 150 Days" tour?

    Of course, even the gang at Accenture might start asking questions if they looked carefully at the cash handouts. For starters, each grade school has been offered $150,000 to sign on to the extended-day program. That means Eberhart School, which has an enrollment of roughly 1700 students, would reap about $88 per student while Skinner North, which has an enrollment of roughly 100 students, would take in an extra $1500 per student. (Enrollment figures are taken from the CPS website.) Details, details.

    The consultants might also wonder what teachers and kids around the city will be doing with the extra 90 minutes each day. To date, no one from CPS has bothered to tell the principals how that time will be spent. It's not clear, for example, whether individual principals will get to decide what's best for their kids, or whether CPS will mandate a one-size-fits-all approach, as it recently did with school breakfasts.

    Just imagine if the Lab School announced tomorrow that it planned to extend its school day by 90 minutes, starting later this month. Do you think Emanuel and his fellow Lab parents would bother to ask the Lab administration how it planned to use that extra time? Do you think the mayor would sit quietly if he learned that the school was going to fill that time with standardized test prep or remedial work that his kids didn't need?

    Aren't we entitled to some answers from the mayor before he drops $89 million of our newfound money to check off another box on his to-do list? Actually, he'll be checking off two boxes: (1) lengthen school day; and (2) continue union-busting activities.

  • In reply to Anonymous:

    I am assuming this post came from a parent at Skinner North, if you have a memo or any formal documentation of what you wrote I would urge you to send it to Alexander so he can post it. It would be helpful.

    Rod Estvan

  • In reply to Rodestvan:

    Dear Rod and Alexander, if you go to the CPS website and click onto News: Announcements/Press releases, you will see Longer School Day Pioneer Program, dated September 6, 2011 and Mayor Emanuel, CEO Brizard Launch Longer School Day Pioners Project on First Day, dated September 6, 2011. This is the information that Anonymous is talking about.

  • That was helpful.

    Rod Estvan

  • Over a hundred school without school libraries. Rahm take the bribe money and do some real good by getting libraries and librarians into schools. That is a real scandal!

  • In reply to viniciusdm:

    Dear viniciusdm, there are 160 CPS schools without libraries and even more CPS schools with libraries and no librarians! Sad but true.

  • CTU is finally getting it right. How is it during the summer CPS did not have enough money for our raises, but plenty of money to give us 2% and extend the the school day if Rahm got his longer day? There are additional costs associated with extending the day such a paying security, police and other personel on hourly pay. WBEZ reported there is a possible lawsuit in the works.

    The extended day has very little to do with students but more with enhancing Rahmbo's political image. If he truly cared, he would improve CPS schools to the level that his own children currently enjoy. Oh by the way, how long is there school day?

  • In reply to FrontRow:

    University of Chicago Lab School:

    Teacher: Student Ratio - 1:9

    Average school day - 7 hours

  • In reply to headache299:

    At the high school where I work we are teaching (face time with students) 245 minutes per week. At lab high school, a teacher in my discipline has 210 minutes face time with students per week. I know my math skills are weak but even I can see this is less face time with students. Perhaps you need to check your facts before you spread misinformation. You can check the facts for yourself. http://www.ucls.uchicago.edu/schools/high-school/faq-high-school-schedule/index.aspx

  • In reply to Anonymous:

    Dear Anonymous,

    Cry to the Private School Review where the information was posted.

    You can find them at http://www.privateschoolreview.com/school_ov/school_id/9737

  • In reply to headache299:

    headache299,

    No crying here. Just get your facts straight. Why on earth would you not go the school's website and rely on an outside source? Either you didn’t do your due diligence OR you prefer to continue perpetuating the big lie.

    Moving on now.

  • In reply to Anonymous:

    Anonymous,

    I'm taking that you hold a position at the lab school, and that you
    can report an accurate account of the Teacher:Student Ratio.
    If 1:9 is incorrect, tell us the correct ratio, and then complain to the
    Private School Review where the direct source of misinformation is graffitied.

  • Our principal told me about the offer today. We will still have one day with no prep (principal directed team meeting) It sounds like it could work pending the answers to these and other questions...

    1. Will the “5th prep” be principal directed such as the agenda of our team meetings last year, or will we be given some professional autonomy – maybe do the instructional problem solving agendum every other meeting?
    2. Where will the resources come from to facilitate student supervision for this meeting time?
    3. What, specifically, are the parameters for spending the $153,000.00?
    4. A prep cancellation (i.e. you’re on your own), and a prep sub in your classroom with no work, to me are basically the same. This situation will cause increased stress due to the 60-minute time frame. Perhaps the specials team could be absolved of their Principal-directed prep in exchange for them having time to make up a missed prep? Or, if a classroom teacher misses a prep, may they then be excused from the following PD prep?
    5. Who will be in charge of the 25 minute recess? At any given time during the lunch hours, approx. how many students will be at recess? Who is responsible for discipline and accident issues from recess?
    6. How does this adding of minutes affect the local criteria on the teacher evaluations?
    7. How does pushing back the start time to say, 8:15 affect sports after school?
    8. Is it safe to say that any agreement between the teachers and administration for the purpose of this contract waiver, with the exception of purchased goods, is nullified as of July 1st, 2012?
    9. Is the sub pool huge? Seems to me if we waive, a sub will go to the contract school before coming here. That will place students with my colleagues when I’m absent. What is the contingency for this?

  • I have to ask, does everyone in the school get a check? Or just teachers? What about PSRPs, are they being asked to work extra time without the incentives or are they going home after a 7.25 day?

  • Scam 101

    People should not get so excited about this longer day improving
    Conditions it already doomed. I say this with complete confidence
    after 41 years of dealing with Board of Education scams.
    This is just another attempt to find a golden bullet to cure all
    the problems with our society. We have a political problem:
    the dangerous conditions of the streets which the powers to be are
    attempting to fix with an educational solution thus is born the
    full court press for a longer day.
    Extending the time a kid is in school seems to be a win win situation
    For politicians it should :lower the crime rate in the city, get schools
    To finally and permanently serve three free meals a day, be a godsend to
    voting parents who will have more time for themselves. In other words this
    is set up to appease adults not improve students.
    Teachers will be stuck trying to administer this non program ,as usual.
    The bribe money will be spent any way the LSC directs, usually hiring
    friends or somebody the alderperson sends over. Nothing will change
    on the education front, Good schools will remain good ,Bad schools will get worst.
    But I have my own idea for the money.
    This bribe money should be spent for web cam equipment for the children.
    Every parent must provide one hour per school night reading, or doing
    math with their students verifiable by web cam.

  • sun times columnist esther cepeda isnt' convinced

    http://www.suntimes.com/news/cepeda/7427740-417/wheres-plan-for-longer-school-day.html

  • here's the link to what RP mentions above -- the CPS fact sheet on the "pioneer" program:

    http://www.cps.edu/News/Announcements/Pages/09_06_2011_A1.aspx

    STUDENT SCHOOL DAY
    Day will be lengthened to 450 minutes from 345 in current closed campus model (an increase of 105 minutes.) The default schedule will be 8:00AM to 3:30PM, although schools will have the flexibility to determine start and end times.
    Students will receive 390 instructional minutes. That is 90 additional minutes from the 300 minutes required by ISBE, and 82 minutes from the 308 in current closed campus.
    Day will include 45 minutes time off for students– 25 minutes for lunch and 20 minutes of recess.
    Day will include a maximum 15 minutes of passing periods and break.

    TEACHER SCHOOL DAY
    Teachers’ required on-site time will be lengthened by 40 minutes from 420 minutes to 460 minutes.
    The default on-site or duty schedule will be 7:50 AM to 3:30 PM, although schools will have the flexibility to determine start and end times.
    Teachers’ lunch will be 35 minutes a day.
    Closed campus option (i.e., lunch at the end of the day) will be eliminated.
    Teachers will have four 60 minute self-directed preps per week.
    Teachers will have one 60 minute principal-directed teacher collaboration period per week.

    SAMPLE SCHOOL DAY SCHEDULE
    Teachers Report
    7:50 AM (10 min self-directed prep and entry)
    Students Report
    8:00AM
    Student Recess
    20 mins per day(time varies)
    Student Lunch
    25 mins per day (time varies)
    Teacher Lunch
    45 mins per day (time varies)
    Teacher self-directed prep
    60 mins per day four days a week
    Teacher principal-directed prep collaboration
    60 mins on day per week
    Student/Teacher dismissal
    3:30 PM

    thanks RP

  • In reply to Alexander Russo:

    See What I Mean

    The ink isn’t even dry and the Board screwed this up already.
    I would like to remind the pencil pushing minute manager who
    Wrote this that they forgot to mention breakfast.

  • In reply to Alexander Russo:

    Does this posting on the CPS website allow teachers to file a grivance if the standards created by it are breeched by a school? Or by accepting this "pioneer" program do these teachers void any grivance rights? I have to assume next year based on SB7 prep can be eliminated any time a principal wants to because teachers have no legally enforceable rights relating to their instructional day, is it the same for teachers this year in the pioneer program?

    Possibly someone can explain exactly how students get an additional 82 minutes of instruction when teachers under this model will only be in the building 40 minutes longer than under the old model? I assume it has something to do with the formal defination of instruction.

    Section 10-22.34(a) and Section 34-18 of the Illinois Administrative Code allow student time with non-teaching/volunteer personnel to be counted as instructional time if it is not lunch or recess which has a complex rule. For purposes of yearly school recognition, recess is not considered instruction and cannot be counted to meet the requirement of a five clock hour day (300 minutes). However, for GSA attendance purposes, separate morning or afternoon recess can be included towards a student’s instruction.

    But I am still interested how these students get an additional 82 teacher lead instructional minutes if the teachers are only in the buildings an addtional 40 minutes. Something else must be going on.

    Rod Estvan

  • In reply to Rodestvan:

    My child's IEP will have to be written for next sy at the end of spring with more minutes to match any longer school sy. Is OSS prepared for this?

  • In reply to Anonymous:

    Just because the school day gets longer, doesn't mean your child requires or gets more minutes.

  • In reply to PDec:

    I would think that when the school day's instructional minutes increase (as relevant to my child's needs), then the minutes in the IEP should proportionately increase too. You know minutes are actually barely being delivered now anyway and the school lies about it. But that's another issue. Not hearing Emanuel and Brizzard being concerned about that.

  • In reply to PDec:

    I believe LRE is based upon a percentage of the school day..but the point is moot as the minutes are not being met anyway and as more and more schools are only offering full inclusion (pull-out time is not allowed) what does it matter how many minues because the nine children dumped into a gen ed teacher's room of 33 can not hear the instruction anyways, are too embarrassed to ask for help from either teacher, and are not taught in a small group because there is no physical space in the clssroom.

    Special education funds are being used to buttress the gen ed programs in that the SPED teacher acts as a support person in the gen ed classroom, a police officer in out of control rooms, a sub when the gen ed teachers are absent and the main teacher in rooms where the gen ed teacher is too scared or worn out to teach. The children come last because CPS is saving monies this way. One SPED teacher has a caseload ( not a workload because CPS does not follow J-CAR) of 21 spread out in three rooms in three different grades-saves a teacher salary no aides are available for inclusion. A child who needs SPED in CPS is doomed to failure and the stats prove it. anniesullivan

  • In reply to Anonymous:

    This sounds EXACTLY like my child's school. So, his education is "moot" too. You got that right. Why are we not hearing any outrage from the mayor and Brizard???

  • In reply to Anonymous:

    Talk about giving children "the shaft."

  • In reply to Anonymous:

    Parents ned to file due process if minutes are not being met OR if yor school only offers full inclusion. CPS does not care what the teachers say about the sad state of special education in CPS. We need help from the parents.

  • In reply to Anonymous:

    You're right; an additional 90 or 105 minutes will not close the achievement gap as long as class sizes remain as you described. Already burnt teachers will collapse from exhaustion, the teacher-attrition rate will increase and lead to devastating academic instability, especially within low-income communities where teacher turn-over is already outlandishly high. SPED kids are thrown into a room bursting with 33 or 34 kids - now, 39 kids and one exhausted teacher; frequently, in blatant violation of the law, desks, chairs and books are not even provided for the first month, sometimes longer; let the classroom teacher complain about the disparity and administration gives them the run-around; ……LRE is a joke at CPS; extra minutes will not curb this abuse.

  • In reply to Anonymous:

    Access Living in a discussion with CPS about a month ago raised the issue of IEP minutes and services within the framework of a longer school day. CPS listened to what we had to say and did not give a very clear response. But we raised this issue directly with CEO Brizard.

    Rod Estvan

  • See What I Mean

    The ink isn’t even dry and the Board screwed this up already.
    I would like to remind the pencil pushing minute manager who
    Wrote this that they forgot to mention breakfast.

  • See What I Mean

    The ink isn’t even dry and the Board screwed this up already.
    I would like to remind the pencil pushing minute manager who
    Wrote this that they forgot to mention breakfast.

  • See What I Mean

    The ink isn’t even dry and the Board screwed this up already.
    I would like to remind the pencil pushing minute manager who
    Wrote this that they forgot to mention breakfast.

  • See What I Mean

    The ink isn’t even dry and the Board screwed this up already.
    I would like to remind the pencil pushing minute manager who
    Wrote this that they forgot to mention breakfast.

  • I remember once in a restaurant the waitress told me, "sorry we burned your fries, so I gave you extra."

  • I don't see the teachers who took the 2% as "courageous"...
    ...I see them as sell-outs.
    How could you not know that it would be used against their fellow teachers in the system who will eventually have something different forced on them?
    They knew this would be used as propaganda, and it has.

  • In reply to PDec:

    Sell-outs to whom? students? don't think so.

    This is not about you. It's about my kid's one opportunity to get an education and I'd prefer he get as much of it as possible.

  • In reply to Anonymous:

    Not about me?
    ...Who do you think will be spending that extra time with your kid?
    It's great to get something for nothing isn't it? I hope you are as vocal in the forum about your kid's teachers getting paid for their extra time since you seem to value it so much.

  • Please. There are principals that would LOVE to jump on the bandwagon and get the media attention and curry favor of Brizzard and Rhambo. Like they are heroes. And the young teachers go along - they are intimidated and want to keep their jobs. I don't buy it. Not at all.

  • In reply to Anonymous:

    What percent of Union Teachers do you think are young and easily intimidated? Just wondering how they would affect a strike vote.

  • In reply to Anonymous:

    Or maybe they want the extra money.

  • This discussion is what is really wrong with CPS. Deciding something cannot work before you actually try it. Everyone says where is the plan and yet if there was a plan, you would be crying about it and denigrating that plan too. It is probably likely that in implementing the school day for the first time that we will find out what wasnt thought of and where the issues will be that have been unanticipated. It is likely that the pilot schools will figure out what works, what doesn't and what adds value. Good for them. They are not weak but courageous. You are assuming they are selling out other teachers. My guess is their experience will be very important in negotiating a new CBA. The longer school day like it or not is happening. Now it's time to dig in and see what works. Those teachers should be applauded for having the courage and vision to figure out what that is.

  • In reply to Anonymous:

    Classic Cart-Before-The-Horse.
    I doubt anyone would accept this logic in any other situation - "We don't have a plan, but we do know it will take longer"
    Please explain what "vision" you are taking about. Sounds more like "faith" to me.
    Your post actually sounds like a Monty Python Skit
    - We need more time to implement our plan.
    - What's the plan?
    - We don't have a plan because if we had one, you'd criticize it.
    - That's a terribly plan!
    - See, I was right!
    :)

  • In reply to PDec:

    Oops, that should be "That's a terrible plan"
    ...and I should have worked in a dead parrot somewhere too.

  • In reply to PDec:

    Honestly, how hard will it be for a motivated principal with input from a set of bright motivated teachers to put more instructional time to good use? This isn't a shuttle launch!

  • fb_avatar
    In reply to WestLooper:

    Naw, it's nothing like a shuttle launch. It's more like Tuskegee.

  • In reply to WestLooper:

    I would recommend adding these words after the word "bright" and before the word "motivated" and you will have a more complete sentence: "young, childless, desperately eager to please, frightened for their jobs, and"

  • a Norwegian Blue?

  • A proposition-

    We are asking all workers in the city of Chicago (public and private) to work an extra hour without any additional compensation. Imagine the increased productivity of our fair city! We will be able to compete with any city in the US and all countries abroad.

    Imagine the appeal this would have in attracting new business to our fair city!

    Imagine the future we could build for our children!

    (Any opposing this idea are selfish and certainly don't understand the current economic climate and the need to sacrifice for the benefit of our children. Be courageous already!)

  • In reply to Anonymous:

    I think they already did this over the last two years when employees in virtually every City agency had to take a lot of furlough days but still had to complete the same amount of work.

  • It looks good in theory, but IMHO, there are too many unanswered questions regarding this action. One morning meeting is not enough time to hash this out, nor can we be certain that promises will be kept.

    Mr. Capeles our clerk has said that it's hard enough getting subs from sub-center with our contract schedule, let alone one where they'll be working 90 extra minutes. I do not want to burden my team mates with my students.

    The $150,000.00 will be largely spent on another staff member. We will gain from a materials perspective, but again, this cannot be examined in detail at a 20 minute meeting. Your employer Rahm purposely rolled this out AFTER the initial 2011-2012 PD. Serious talk on this matter requires break out sessions, debate, and reflection, not the distraction of the Writers Workshop Model, arts integration, or "positive discipline". If there is one note of optimism here, it is that I get the sense Brizard will allow local control of much of our extra minutes beginning next year.

  • Poor poor teachers. Imagine the inhumanity of asking them to stay at their worksite for . . . hmmn. . .. 7 and a half hours. Only school clerks, teacher assistants, engineers and custodians and similar lesser beings should be made to endure that.

    Oh yea, we know, you are toiling away til all hours grading papers adn preparing lessons, on weekends and during breaks and there's hardly a moment's rest for you. . .But then I look at the schedule they're proposing and it's still less than an eight hour day and almost 2 hours of down time is built into it .

    And don't get me started on that funky calendar where you only work with students 170 days.

    Given this, it's hard to feel sorry for you . . .and your indignation is hard to fathom.

  • OK teacher wannabee....in your simple mind do you really think CPS will attract the best and the brightest teachers/administrators with this type of a school day...no one will endure the working conditions prevalent in CPS, longer hours and pay that is less than the suburbs. All the other employees you mention work an hour longer than teachers BUT they get a lunch, are not required to have a degree and do not take home work...so if you want to be a teacher, be one. We get very few teacers who come to CPS from the suburbs but the exodus to the suburbs form CPS is chilling. CPS will attract flash in the pan administrators and suburban teacher cast-offs...world class , my a--.

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