Sleep Health and School Start Times · statement, “School Start Times for Adolescents” (Owens...

I

,,,, I

- - -- - ... --

STRATEGIC PATHWAYS FOR

Sleep Health and School Start Times

A Recommendation for New School Schedules Presented to the Lower Merion School District’s

Board of School Directors October 24, 2019

Presented by: Dr. Kristina Ayers Paul on behalf of LMSD Dr. Kathryn A. Blackburn on behalf of TregoEd

in collaboration with

Objectives

1. Establish the rationale for new school schedules.

2. Highlight key points in the process for developing the recommendation.

3. Present the details of the recommendation.

4. Share plans for gathering community input to refine the recommendation.

5. Present timeline and next steps toward Board action in Spring 2020.

Lower Merion School District has been engaged with the topic of Healthy Start Times since 2014.

In 2014 the American Academy of Pediatrics (AAP) published a policy statement, “School Start Times for Adolescents” (Owens et al., 2014), stating: WHY?

The American Academy of Pediatrics recognizes insufficient sleep in adolescents as a public health issue, endorses the scientific rationale for later school start times, and acknowledges the potential benefits to students with regard to physical and mental health, safety, and academic achievement.

…lends its strong support to school districts contemplating delaying school start times as a means of optimizing sleep and alertness in the learning environment and encourages all school administrators and other stakeholders in communities around the country to

• review the scientific evidence regarding school start times, • initiate discussions on this issue, and • systematically evaluate the communitywide impact of these changes (e.g. on academic

performance, school budget, traffic patterns, teacher retention). (p. 646)

Many Medical and Health Organizations Recommend Starting School No Earlier than 8:30 for Adolescents.

the onset of puberty, the sleep/wake cycle for adolesce · ts is de ayed by abou two hours later t an ·t is du ing late chil ood. Process C

Circadian Rhythms are Delayed During Adolescence

Impacts of Chronic Sleep Loss in Adolescents

Physical Health and Safety: • Increased obesity risk • Metabolic disfunction • Increased cardiovascular morbidity • Increase rates of motor vehicle crashes • Higher rates of caffeine consumption;

increased risk of toxicity/overdose • Nonmedical use of stimulant medications; • Lower levels of physical activity

Academics and School Performance: • Cognitive deficits, especially with more complex

tasks • Impairments in executive function (working

memory, organization, time management, sustained effort)

• Impairments in attention and memory

Mental Health and Behavior: • Increased risk for anxiety, depression, suicidal ideation • Poor impulse control and self-regulation; increased risk-taking

behaviors • Emotional dysregulation; decreased positive affect • Impaired interpretation of social/emotional cues in self and others • Decreased motivation • Increased vulnerability to stress

• Deficits in abstract thinking, verbal creativity • Decreased performance efficiency and output • Lower academic achievement • Poor school attendance • Increased drop out rates

(Owens et al., 2014, Table 1, p. 642)

Influential Factors on Insufficient Sleep

“It should also be emphasized that delaying school start times alone is less likely to have a significant effect without concomitant attention to other contributing and potentially remediable factors, such as excessive demands on students’ time because of homework, extracurricular activities, afterschool employment, social networking, and electronic media use.”

(Owens et al., 2014, p.646)

,,,, I - ---

STRATEGIC PATHWAYS FOR

LOW

The Challenge: How can the LMSD schedule be re-designed to align with the medical and health communities’ recommendations?

School schedules are…

shaped by community values,

influenced by evidence of what works,

constrained by legal and logistical parameters, and

experienced by students, families, staff, and the community.

2014 March Interschool Council (ISC) hosts Dr. Judith Owens for community presentation

2015-2016 May ISC submits sleep study report to LMSD June ISC administers survey with high school students, reports results to LMSD

2016-2017 January All Forward Research and Development Workgroup initiates work May R & D Update #2 presented to the Curriculum Committee of the Board

2017-2018 October R & D Update #1 presented to the Board of School Directors March "Promoting Positive Sleep Habits" by Dr. Deborah Ledley & Dr. Aaron Sterba May R & D Update #2 presented to the Curriculum Committee of the Board

2018-2019 November Update with preliminary transportation analyses presented March Final presentation from Research & Development workgroup April-May Community Advisory Committee engages with TregoEd facilitator July Core logistics team meets with TregoEd facilitator

2019-2020 September Community Advisory Committee meets with TregoEd Facilitator October Initial Recommendation is presented.

LMSD Milestones with Sleep and School Start Time

Materials Distributed in March 2019

1) Infographic with overview of key issues and scheduling options to be considered

2) Executive Report with additional context information for key issues, as well as a description of the process moving forward

3) Online Archive with source materials, reports, data, and reference materials to support the work of the Advisory Committee

Slide 5

History and Process in Considering this Issue

Should the Lower Merion School District

Change School Start S End Times?

Information to Inform Decision Making

J\ STRATEGIC PATHWAYS FOil

LO R MERION SCHOOL DISTRICT

Cl r I rn

M.lrch 5. 201 nil l~r l

Materials Distributed in March 2019

1) Infographic with overview of key issues and scheduling options to be considered

2) Executive Report with additional context information for key issues, as well as a description of the process moving forward

3) Online Archive with source materials, reports, data, and reference materials to support the work of the Advisory Committee

Materials Distributed in March 2019 • Research studies • Case studies from other districts 1) Infographic with overview of key issues and • Educational materials for learning about the scheduling options to be considered

science of sleep & starting school later • Reports from third-party studies conducted on

behalf of LMSD: 2) Executive Report with additional context • Community Stakeholder Interviews (Hanover, Feb. 2019)

• Staff Survey (Hanover, June 2018) information for key issues, as well as a description • District Benchmarking Study (Hanover, May 2018) • Field Lighting Study (Snyder Hoffman Associates, March 2018) of the process moving forward • Traffic Study (F. Tavani and Associates, Feb. 2018) • Transportation Study (School Bus Consultants, March 2017)

• Internal analyses and data collection: 3) Online Archive with source materials, reports, • transportation routing scenarios with estimates

• civil twilight data data, and reference materials to support the work • instructional time lost by student athletes and teachers who coach • comparative data from other schools in the region of the Advisory Committee • student and parent sleep and time data from Challenge Success

Formation of the Community Advisory Committee

Their Charge: Determine which of the scheduling models would be the best fit for Lower Merion School District in response to the healthy start times recommendations.

• Members were nominated by key organizations (e.g. ISC, LMEA, CSE) and self-nominated through an open invitation to the community in March 2019

• Group of 18 people representing various stakeholder groups to represent students (2), teachers (4), parents (10), local business owners (2), school and district administrators (3)

ABOUT

• Has been working with school districts since 1995 • Based in Princeton, NJ • Uses research-based analytic tools used worldwide by business/industry • Provides leadership training, support, consulting services to fulfill the organizational mission of helping educational leaders learn and use collaborative decision making and problem solving techniques

Purpose for working with Lower Merion School District: To facilitate stakeholder involvement in developing a recommendation for school start and end times.

Decision Analysis

State the Decision

Establish and Classify Criteria

List Alternatives

Evaluate Alternatives

Consider Risks

Trust Your Work –

Make the Best Balanced Choice

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –


Recommend the times that school should start and end for students in Lower Merion School District.

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –


Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –


Non-negotiable Criteria (“Musts”): 1. Meet the state’s minimum time for instruction.

2. Meet requirements of Individualized Education Plans.

3. Maintain transportation opportunities for public and non-public school students as required by state law.

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –





High Priority Criteria (“Wants”): 4. Maximize student engagement, participation, learning, and

academic performance.

5. Maximize the safety of students commuting to and from school, whether by bus, car, or foot.

6. Maximize opportunities for optimal sleep timing and duration.

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –





High Priority Criteria (“Wants”): 4. Maximize student engagement, participation, learning, and

academic performance.

5. Maximize the safety of students commuting to and from school, whether by bus, car, or foot.

6. Maximize opportunities for optimal sleep timing and duration.

Other “Wants”: • Maximize budget efficiency

• Balance of school and non-school activities

• Maintain established school programs

• Allow enough time out of school for school-prompted commitments (e.g. homework, group projects)

• Minimize logistical conflicts for working families

• Minimize negative impacts on traffic

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –


Current Schedule

Order Time Length

High 7:30-2:40 7 hours, 10 minutes

Middle 8:15-3:05 6 hours, 50 minutes

Elementary 9:00-2:35 6 hours, 35 minutes

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –


Current Schedule Order Time Length




Alternative Scheduling Models • Based on the models most often recommended

as viable strategies to meet the 8:30 a.m. recommendation for secondary schools.

• Retained current instructional day length for consistency.

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –






Alternative Scheduling Models Reorder Elementary – 7:30 – 2:05 High – 8:15– 3:25 Middle – 9:00 3:50

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –






Alternative Scheduling Models

Reorder Two Tier Elementary – 7:30 – 2:05 High – 8:15– 3:25 Middle – 9:00 3:50

Elementary – 7:45 – 2:20 Middle/High – 8:30 – 3:20/40

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –






Alternative Scheduling Models Reorder Two Tier Elementary – 7:30 – 2:05 Elementary – 7:45 – 2:20 High – 8:15– 3:25 Middle/High – 8:30 – 3:20/40 Middle – 9:00 3:50

Flip Elementary – 7:30 – 2:05 Middle – 8:15 – 3:05 High – 9:00 - 4:10

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –






Alternative Scheduling Models Reorder Elementary – 7:30 – 2:05 High – 8:15– 3:25 Middle – 9:00 3:50 Flip Elementary – 7:30 – 2:05 Middle – 8:15 – 3:05 High – 9:00 - 4:10

Two Tier Elementary – 7:45 – 2:20 Middle/High – 8:30 – 3:20/40

Push High – 8:00 – 3:10 Middle – 8:45 – 3:35 Elementary – 9:30 – 4:05

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –


Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –


Process and Outcome

The advisory committee gathered information to evaluate each of the alternatives (scheduling options) against the criteria.

Each of the options were collaboratively scored against the weighted criteria.

The top performing models were: 1. Two-Tier Schedule 2. Current Schedule 3. Re-Ordered Schedule

These scheduling options were forwarded to a team of administrators familiar with the logistics of implementation (“Core Logistics Team”), who evaluated feasibility.

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –


Feasibility Analysis

Two-Tier Schedule The LMSD transportation department routed the schedule and determined 53 additional buses would be needed. LMSD lacks the infrastructure for parking 53 additional buses, and the current bus driver shortage (regionally and nationwide) would make it highly unlikely that 53 additional drivers could be found.

Therefore, this option was eliminated.

Current Schedule Currently implemented, therefore deemed feasible.

Re-Ordered Schedule Deemed feasible as it was; recommended adopting modifications from committee to:

(a) increase safety of students waiting for or departing buses during times of near darkness, and

(b) to add transportation efficiencies.

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –


Strongest Performing Alternatives





Modified Re-Order Order Time Length

Elementary 7:45 – 2:35 6 hours, 50 mins.

High 8:25 – 3:25 7 hours

Middle 9:05 – 4:05 7 hours

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –


Modified Re-Order Order Time Length


High 8:25 – 3:25 7 hours


Much better performing alternative against the three most important “Wants”: • Maximize student engagement, participation, learning,

and academic performance.

• Maximize the safety of students commuting to and from school, whether by bus, car, or foot.

• Maximize opportunities for optimal sleep timing and duration



Performed poorly against the three most

High 8:25 – 3:25 7 hours important Middle 9:05 – 4:05 7 hours “Wants.”

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –


Modified Reorder Risks (most serious and probable risks)

• Potential difficulties scheduling middle school activities (in and out of school)

• Community resistance to added lighting that will impact their neighborhood

• Community resistance to change

• Late bus runs may create staffing challenges and/or problems for students arriving home late

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –


Current Schedule Risks (most serious and probable risks)

• Safety compromised with high school students waiting for the bus in the morning during late fall/early winter months

• Safety compromised of high school students driving to and from school by lack of sleep and during late fall/early winter months

• Less effective afternoon instructional time for elementary students

• Substantial wait time for middle and elementary school students for after school buses

• Concern of perception of not keeping up with other local Districts who have changed

Decision Analysis

State the Decision


List Alternatives


Consider Risks

Trust Your Work –


Best Balance of Benefits and Risks =

Modified Reorder • Clearly met the MUST criteria • Performed (scored) well vs. most highly valued WANTs

(criteria that are not the MUSTs) • Risks can be prevented/mitigated

Order Time Length


High 8:25 – 3:25 7 hours


Risk Analysis

Predict what could go wrong

List likely causes

Agree on preventive actions

Note contingent actions

Now that Modified Re-order has been selected as the recommendation to move forward, the District must PLAN.

Input from the community will assist District administration (the implementers) in identifying potential problems and designing preventive and contingent actions as solutions.

This information will shape an implementation plan, which will be shared publicly and with the Board of School Directors prior to vote.

Implementation Planning

Predict what could go wrong

List likely causes

Agree on preventive actions

Note contingent actions

Initial Identified Risks

• Childcare needs for families and staff • Students in darkness before and after

school • Bus transportation costs and needs

depending on timing of implementation • High and middle school after-school

activities and athletics and teams with specialized venues

• Community traffic patterns • Commute times for staff

Timeline:

Recommendation presented to the Board of School Directors on October 24, 2019

Infographic distributed electronically and by USPS to community

October 2019 Initial recommendation

November-December 2019 • Community listening sessions • Student, staff, and community input

January 2020 Update to the Board and public

January-March 2020 • Survey and feedback analysis • Comprehensive risk analysis

Spring 2020 Board action

Timeline:

Community Listening Sessions • December 8, 2019 1:00 – 3:00 pm • December 9, 2019 9:00 – 11:00 am • December 9, 2019 7:00 – 9:00 pm • December 17, 2019 7:00 – 9:00 pm

Staff Listening Sessions at each school

Student Listening Session at each secondary school

Feedback Survey: www.lmsd.org/surveys

Dedicated email address: [email protected]






http://www.lmsd.org/surveys

mailto:[email protected]

Timeline:






Sleep Health and School Start Times · statement, “School Start Times for Adolescents” (Owens...

Documents

Transcript of Sleep Health and School Start Times · statement, “School Start Times for Adolescents” (Owens...