The Littleton Public Schools Long-Range Planning Committee will operate under the following charge:
“To review the district physical plant, program capacity, and major capital equipment requirements, and determine what improvements to efficiency and sustainability and infrastructure needs may be required during the next five to ten years.”
The committee is comprised of 16 voting members representing the following interest groups:
In the spring of 2017, LPS began to explore how to streamline school start and end times to better meet the needs of teenagers and to pave the way for improved and more efficient transportation services in the future. Research tells us that a later school start time positively impacts alertness, mental health, wellness and behavior in high school and middle school students, which means students are better prepared to learn.
Community conversations about the possibility of changing school start times began last spring through 22 staff and 30 parent/community meetings throughout the school district. In addition, nearly 6,000 parents, staff and secondary students participated in a survey about potential changes to school start times. The LPS Board of Education asked the Long-Range Planning Committee to further study the issue and provide the Board with recommendations in November 2017.
Summary of February 2017 Survey Results
In February 2017, nearly 6,000 parents, staff members and middle/high school students participated in a survey about potential changes to school start times. The survey asked participants to react to one specific option.
Parents and staff members who participated in the survey indicated:
Summary of October 2017 Survey Results
In October 2017, LPS employees and parents were invited to participate in another survey regarding possible changes to school start times. 6,305 parents and employees responded. It was a self-selected survey with a response rate of 36%. Participants were asked to indicate preferences of a possible change to school start times among three choices: Option 1, Option 2, and No Change (see the chart below.) Participants were asked their first choice and their second choice.
Survey results indicate:
October 2017 survey results were presented to the Long Range Planning Committee in early November, 2017. View the presentation.
|April 5, 2017||Agenda / Minutes|
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|September 18, 2017||Agenda / Minutes|
|October 2, 2017||Agenda / Minutes|
|October 16, 2017||Agenda / Minutes|
|November 6, 2017||Agenda / Minutes|
|December 18, 2017||Agenda / Minutes|
|January 22, 2018||Agenda / Minutes|
|February 5, 2018||Agenda / Minutes|
|February 26, 2018||Agenda / Minutes|
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|March 19, 2018||Agenda / Minutes|
|April 2, 2018||Agenda / Minutes|
|April 16, 2018||Agenda / Minutes|
|May 7, 2018||Agenda / Minutes|
|May 21, 2018||Agenda / Minutes|
|June 4, 2018||Agenda / Minutes|
|June 18, 2018||Agenda / Minutes|
“Advances in understanding sleep and circadian regulation, and the negative consequences of missing two to three hours of sleep a day to meet the demands of education time, give us a new understanding of adolescent behavior. We now know it is their biological clocks, not laziness, that keeps them in bed in the morning and up late at night. Fortunately, the problems of short sleep duration and sleep deprivation caused by education time is one that can be solved by synchronizing adolescent education time to adolescent biology.”
"Synchronizing education to adolescent biology: ‘let teens sleep, start school later’"
Learning, Media and Technology, Volume 40, 2015 - Issue 2: Neuroscience and Education
“While long seen as a cultural and psychosocial preference, later bedtimes among adolescents are now understood to be a biological response to puberty, the onset of which results in a two-hour sleep-wake phase delay without lessening total sleep requirements. Therefore, adolescents have a biological need to be able to sleep later in the morning.”
"School Start Times: Review of Recent Literature"