Representatives from Cardinal and Waco Explain Four-Day Week at Pekin Forum

PACKWOOD – Pekin, like many Iowa school districts, is seriously considering a switch to a four-day school work. A public forum was held in the High School gym on March 1 to explain the switch to the public. In attendance were Cardinal School Board Member Tom Drish, Cardinal Superintendent James Craig, and Waco 7-12 Principal Tim Bartels. Waco and Cardinal have both seen successes with a shorter school week.

According to a potential calendar given out to attendees, if the district switches to a four-day week, the school day will begin at 8:00 a.m. and end at 3:45 p.m. The state requires students to receive 1080 hours of instruction per year. The 23/24 school year was planned to feature 1154 hours of instruction, but will only feature 1127.5, due to days canceled or shortened for snow. Under the proposed four-day calendar, students will receive 1116.75 hours of instruction. Philips explained that the four-day week will help with snow days, which can be made up on the off day.

Superintendent Derek Philips explained that Pekin receives, at most, three applications for open positions, with some positions only receiving one or zero applicants. Bartels noted that, in the past year, Waco received ten applicants for a PE teacher position and six for a school counselor. Philips hopes a change to a four-day week will help with hiring and retaining new staff.

7-12 Principal Shawn Dorman showed data on teacher absences and how often the school is able to fill those absences. This current year, the secondary school has had 540 total absences, 128 of which the district was unable to fill, for an average fill rate of 73.65%. This problem has gotten worse as the school year has gone on, with February having 30 (44.78%) unfilled absences. He stated that day, March 1st, featured nine absences at the secondary school, five of which went uncovered, with other teachers using their prep periods to teach the absent teachers’ classes. During the same time span, the elementary school had 762 absences and filled 83.08% of them.

Dorman showed the results of a survey sent out to staff, students, parents and the community. According to the survey, assuming concerns over childcare, schedule, safety, food insecurity, and sports and extracurricular activity practices are addressed, 64.6% of survey respondents are interested in a four day week, with 25.2% opposed and 10.3% indifferent. 67% of staff and 69% of students support the change. Respondents were given a choice between having Monday off or Friday off; 61.9% of parents, 47.7% of staff, 47.6% of students, and 69.2% of community members would prefer for Friday to be the day off. Cardinal has Monday as the off day, while Waco takes Fridays off. Dorman stated that, if the board votes for the four-day week, Pekin will go Monday-Thursday, with Fridays used for teacher professional development.

Paraeducators will work two professional development days per month, at the same hourly rate, to ensure there will not be a loss in pay. Secretaries will work two additional days to make up for the lost time. Dorman stated that, if there are less than 40 kids enrolled in the preschool, the preschool will go four days a week. If there are more than 40 kids, the preschool will go five days a week. Practices will be held at the same times on Fridays.

Most of the forum was spent on Philips asking the guests questions the school had received about the four-day week. Philips asked what concerns Waco and Cardinal had when they switched to the four-day week. Bartels explained that he was not at Waco ten years ago, when the switch to a four-day week was made, but knew that similar concerns over childcare, food insecurity and a loss in instructional time were raised. Bartels said that the change at Waco was started by a group of teachers who put in “a ton of time” and worked with the community to find a schedule that worked. Waco was the first school in Iowa to switch to a four-day week and stay at four-days, so teachers had to go to meet with schools in other states to do research.

Philips asked what benefits the schools had seen. Craig explained that student achievement is up at Cardinal, as is staff attendance, which is now 95%. He stated that teachers can use Mondays to schedule appointments, instead of taking Mondays off. Bartels explained that the state has changed standardized tests over the past years, making it hard to compare Waco’s test scores from before the change. Bartels explained that Waco changed to a four-day culture. “We have to work harder than every other school, because we go less. We do more in our time than other schools have to do, so we have to be here. We have very, very high expectations,” said Bartels.

Bartels explained Waco had 88% teacher attendance before the switch, but has not dropped below 92% since changing and currently has 95% attendance. Bartels stated Waco has the fifth highest Conditions for Learning out of any secondary school in the state. Craig stated that the day used for professional development is very impactful for teachers. Bartels noted that, when Waco switched to a four-day week, he worked at Pekin. Waco lost 30 students during the first year, making him think the school was doomed. However, Waco quickly rebounded and currently has 130 open-enrolled students. Craig noted that Cardinal had 100 open enrolled students within the second year and that losing students was not a problem for Cardinal.

“We did five tours just this week,” said Bartels. “What we hear is, first when they walk in our building, it feels different, that it’s not your typical school. The next thing they’re gonna say is, ‘I don’t know if my son or daughter can do five days anymore, because student mental health and burnout is a real thing...130 students for our size is incredible.”

Bartels noted how fast the daycare program worked itself out. At Waco, a school-run daycare was started along with the switch to a four-day week, but the daycare ended up being closed quickly, because parents found outside care for their children. Drish stated that the daycare problem also worked itself out at Cardinal. Craig stated that the problem with daycare is not availability, because parents already have daycare during the summer and winter breaks, but that the problem is increased daycare costs.

Bartels noted that one teacher told him that they still wish they had more instruction time, and that while they do meet their standards, they wish they could get to more things. Philips asked about food insecurity and Craig stated that Cardinal could do better. He noted that Cardinal has a food pantry, sends food home in backpacks, and is planning a summer food program. He pointed out that food insecurity is a real issue every day, not just on the extra day but on the weekends. Bartels stated Waco does fundraising for food insecurity.

Bartels brought up a student who told him she visits her grandparents on the off day and wouldn’t be able to otherwise. “She’s getting a valuable time with her grandparents, and that to me speaks volumes,” said Bartels. “We are here, because time is a non-renewable resource. And if we can give that to some people, that would be awesome.”

Bartels stated Waco’s teachers would not go back to a five-day week unless forced. Craig brought up a University of Iowa study that showed that 75% of Cardinal residents continue to support the four-day week. Craig noted that some high schoolers actually attend school more, since the four-day switch, and that the elementary school has good test scores, despite having fewer days. Craig stated that Cardinal only had three open positions during his first year, which was incredible.

Bartels pointed out that Waco has excellent test scores and stressed that this is because of good teachers. “Quality teachers in the classroom, that’s what it’s going to come down to. I’m not going to say 90% of the time, I’m gonna say 100% of the time,” said Bartels. “If you have that person who is dedicated to certain things in the classroom, you can give them an hour or ten hours, it doesn’t matter, that kid’s going to come out better because of it. If you don’t have those things, check in with your absences there for teachers. That’s a whole bunch. We are literally half that, for absences. Probably lower than half. So getting that quality teacher in those positions is more important than five four three whatever days that you go. It’s having that person who cares about a kid, cares about their subject, and actually wants to be there. That, to me, speaks volumes to achievement and what the students learn.”

“In the end, we want our students to graduate from high school and become contributing members of society, regardless of what path they take post-secondary,” said Craig. “No matter what you do, change the calendar, change the curriculum, change teachers, change whatever, how many of (Pekin graduates) are not finding that path? How many of your kids are going to jail? How many of your kids are on welfare? And if it’s that big of a percentage, then yeah, maybe you do have some work to do in some other way. But, any of these big wholesale changes to how we’ve always done things hasn’t shown to impact what students are able to do, representing your school and your education. I think that’s an important thing to think about. Doesn’t matter what we do, these kids are finding a way to be successful, and it’s because we’re doing everything we can to provide that from the community, the parents, and the staff who impact these kids’ lives every day.”

Bartels attributed Waco’s success to the school’s culture, which the four-day week helped build, because it showed Waco was a school that takes risks. He noted again that Waco students have to work hard because they have less time. He stated that Waco students do not have study halls or homework and instead focus in the classroom.

Drish noted that all schools are different and that Pekin should make sure the four-day week is a right fit for the district. Bartels stated that schools need to put a lot of thought into it and have tough conversations before switching to a four-day week. Craig noted that Cardinal is seeing lowered rates of students needing individualized education plans. Craig stated there was a positive impact on student behavior, because students don’t have as long during the week to get worn out. Bartels noted that the long school days are tiring for elementary students. Craig seconded this, saying his kindergartener is exhausted at the end of the day. Craig noted that having entire days for professional development allows for flexibility.

Drish noted that Cardinal spent four years planning the four-day week and that he had initially voted against it, because the entire school board was not on board. After that, Cardinal tried an every-other Monday system, then ultimately decided to go to a four-day week, due to troubles retaining staff. He noted that it is difficult to convince teachers who aren’t from the area to stick around, unless they have a reason to stay. “At that time, it just made sense for us to go ahead and do the four-day week. It seemed like they had that time too, people were valuing their time a lot more than just the money aspect of it,” said Drish.

“We can’t just pay teachers whatever we want to and whatever they want to get,” said Craig. “But, if we can find a way to give them the gift of time? Every teacher will tell you that, if they have more time, they will be more successful. And a lot of us feel that way in our jobs. So to be able to give them the gift of time is very important.”

The forum was opened for questions. An instructional coach at Pekin stated that people had made her feel fall and acted like teachers wanted the four-day week out of laziness, which she stated was untrue. She repeated Bartels’ sentiment that teachers are what is needed for good results and stated that Pekin’s teachers are burnt out. She stated she thinks the four-day week could really benefit Pekin teachers. Bartels stated that staff want to do what’s best for the kids and that the four-day week gives them support and autonomy. Bartels noted that staff can use time on Fridays to spend with their families or grade work.

Craig reiterated that the shortened week gives teachers the gift of time. He stated that Cardinal chose Mondays because teachers requested it, so they could use the day to plan their week.

An attendee stated she was worried that staff would leave if Pekin did not change to a four-day week. According to a chart shown by Dorman, 11.8% of Pekin staff are somewhat likely to seek employment elsewhere if the four-day week is not implemented, with 2.9% of staff extremely likely to seek employment elsewhere. Philips stated that, although other districts are looking at a four-day week, that is not a reason to jump in and try to get ahead of them. He stressed that Pekin needs to make sure to get it right. Philips noted that Pekin is planning to add another class period next year regardless and that the district will struggle to find time for an extra period without the longer school days. Craig brought up how, before the change to the four-day week, he often saw teachers who had to come in on Sundays to be prepared for the rest of the week.

“Our achievement is not going down. It’s going up,” said Craig. “So, yes, you have to take the time to develop those things. And that’s where risk comes in. When is the board willing to say ‘We’re ready to take the risk?’ And is the risk going to happen before you have a reasonable plan in place and you’re ready to step out and go? Have you rehearsed the play for two months and now you’re ready for the performance? You don’t go out for a performance the first week of practice. But at some point, if you don’t take the risk and jump out there, you don’t know what you're going to do.”

“At that time, Waco needed a shot,” said Bartels. “They needed something to their system that got them out of where they were, because they had a solution where they were told that the sky was falling. They’re losing students. They’re not going to be able to stay open. All of that stuff was happening and our teachers got together and said ‘We want to save our school. We don’t want to do this.’ And it really lit a fire in them to create something that had never been created before. They looked at their classrooms different...Let’s say the board came through and said, ‘Yup, done. We’re doing four days.’ I promise you every teacher is going to be scrambling to figure out how now they’re going to take their curriculum and really condense that to hit the standards that they have to hit. For some, that’s really exciting...a reminder of that passion that they had that first interview they say in and all those things they were going to do. And then you keep that going by creating a culture that supports that stuff. That’s a systematic reset of everything you could do. So the four days or five days isn’t necessarily the issue...It’s because your system needs a shock...You really need to decide what it is your system needs, and then what’s going to invigorate your teachers.”