Time Waste Survey Prepared for Dr John Stanford Monday Aug 13 2018 Time Waste Survey conducted by the Columbus Education Association Demographic Summary At the May 2018 Joint LaborManagement Meeting Dr Stanford suggested gathering data for redundant duplicative andor avoidable tasks to ID: 1042245
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1. Columbus Education AssociationTime Waste SurveyPrepared for Dr. John StanfordMonday, Aug. 13, 2018Time Waste Survey conducted by the Columbus Education Association
2. Demographic SummaryAt the May 2018 Joint Labor-Management Meeting, Dr. Stanford suggested gathering data for redundant, duplicative and/or avoidable tasks to address for the 2018-2019 school year.CEA utilized a similar survey administered in 2014 as the template for the current survey. The questions were updated to reflect changes in the current education landscape.When applicable, results gathered in 2014 that are included in this survey to represent baseline data.Time Waste Survey conducted by the Columbus Education Association
3. Demographic Summary (Con’t.)2014 (Q1)2018 (Q3)Number of CEA members who were sent the survey email3,2433,903Number of CEA members who began the survey1,3481,393Number of survey questions*253297Response rate (includes partial responses)41.4 %35.6 %Number of complete responses1,0681,088Completion rate79.278.4Average completion time (in minutes)-12Number of schools without at least one respondent00Combined years of service of all survey respondents18,800+20,011*Due to the utilization of skip logic in the survey, respondents were unable to answer all survey questions.Time Waste Survey conducted by the Columbus Education Association
4. Grade CardsSurvey participants were asked whether or not they entered grades for the third quarter of the 2017-2018 school year.Respondents that answered affirmatively were asked which grade level (ES or MS/HS) they entered grades for.Time Waste Survey conducted by the Columbus Education Association
5. Grade CardsTo complete the elementary standards-based report card, ES teachers:Provide 40-50 numerical achievement and effort “grades” for skills and subjects taught that quarter Include multiple student-specific comments for their students HS and MS teachers’ grades are automatically calculated as teachers enter grades in the Infinite Campus (IC) gradebook. Time Waste Survey conducted by the Columbus Education Association
6. Grade Cards: TimeES teachers were asked to estimate the amount of time (in hours) spent completing grade cards. Time Waste Survey conducted by the Columbus Education Association
7. Grade Cards: CommentsAnother time-consuming feature of the ES grade cards is the amount of time spent writing comments for each skill or subject taught during the quarter.ES administrators may or may not require their teachers to create personalized, student-specific comments instead of using general ones depending on whether or not a student is at or above grade level.Time Waste Survey conducted by the Columbus Education Association
8. Grade Cards: CommentsTime Waste Survey conducted by the Columbus Education Association
9. Grade CardsTeachers whose administrators require them to personalize comments for students who are below, at or above grade level spend 20 percent longer completing their grade cards on average than teachers whose administrators allow them to use general comments for their students.Time Waste Survey conducted by the Columbus Education Association
10. Grade Cards: CommentsTime Waste Survey conducted by the Columbus Education Association
11. Grade Cards: CommentsTime Waste Survey conducted by the Columbus Education Association
12. Grade Cards: Entry WindowES survey participants were asked when they began entering their report card grades and comments.Nearly one-third of all ES teachers begin to enter their grades after the quarter ends.The calendar which sets the dates for grade entry for the 2018-2019 school year provides for less time for ES grade entry when compared to the 2017-2018 school year.Time Waste Survey conducted by the Columbus Education Association
13. Special EducationIn early October of 2014, CCS agreed to the terms and conditions of a Corrective Action Plan (CAP) with ODE.The CAP increased the time required to accomplish many facets of Special Education Teachers’ work, including, but not limited to:Progress ReportsIEP writing IEP meetingsThough the district was released from the CAP, the requirements of the plan persist. Time Waste Survey conducted by the Columbus Education Association
14. Special Education: IEP WritingIn 2014, Special Education teachers indicated at least a ten percent increase in the amount of time spent in the process for an individual IEP compared to the first quarter of the 2013-2014 school year.Time Waste Survey conducted by the Columbus Education Association
15. Special Education: IEP MeetingsES Special Education teachers report nearly one out of every four IEP meetings are held outside of their workday.Time Waste Survey conducted by the Columbus Education Association
16. Special Education: IEP Meetings (cont.)Special Education teachers indicated they are most often responsible for arranging coverage for their students’ IEP meetings.Time Waste Survey conducted by the Columbus Education Association
17. Special Education: IEP Meetings (cont.)The percentage of general education teachers who responded that they attended one or more IEP meetings during their instructional time increased by ten percent when compared to 2014.Time Waste Survey conducted by the Columbus Education Association
18. Special Education: Progress ReportsIn addition to writing IEPs and completing interim/grade entry at the ES/MS/HS level, Special Education Teachers must complete Progress Reports for each of their students eight times per year.More than 75 percent of Special Education teachers (199 of 263) believe the amount of time required to complete Progress Reports negatively impacts instruction to their students.Time Waste Survey conducted by the Columbus Education Association
19. ES Special Education TeachersTime Waste Survey conducted by the Columbus Education Association
20. MS/HS Special Education TeachersMS and HS Special Education teachers spend nearly 12 percent longer per quarter writing quarterly progress reports when compared to 2014.When compared to ES Special Education teachers, MS and HS Special Education teachers: Spent 13 percent less time per quarter overall writing quarterly progress reportsSpent 10 percent more time working on quarterly progress reports during the workdayTime Waste Survey conducted by the Columbus Education Association
21. Special Education: Instructional LoadSpecial Education teachers at every level provide instruction for multiple subjects to students at different grade levels.This number does not include the grade levels or subjects for students who are mainstreamed.Time Waste Survey conducted by the Columbus Education Association
22. Special Education teacher average instructional loadSubjects/ Courses Q1 2014Subjects/ Courses Q1 2018Grade levels Q1 2014Grade Levels Q3 2018ES4.084.322.402.51MS3.443.302.242.61HS5.204.363.343.05Special Education: Instructional LoadTime Waste Survey conducted by the Columbus Education Association
23. TBTs: ParticipationSince the 2012-2013 school year, it has been the expectation of the district that every teacher is a member of a Teacher Based Team (TBT).Approximately one out of every four respondents indicated they were on multiple TBTs for varying reasons.Time Waste Survey conducted by the Columbus Education Association
24. TBTs: Meeting TimesLess than two thirds of respondents indicated their TBT meets during the work day in 2014 and 2018.Time Waste Survey conducted by the Columbus Education Association
25. TBTs: Meeting Times (cont.)Members who responded that their TBT meets outside of the workday provided a variety of reasons why.Time Waste Survey conducted by the Columbus Education Association
26. TBTs: Meeting Times (cont.)Time Waste Survey conducted by the Columbus Education Association
27. TBTs: ES Workday Meeting Times “Assignable Time” denotes ES specials and duty.“Unassigned” time includes ES planning/ preparation time and lunch.TBTs scheduled during assignable time nearly doubled from 2014 to 2018.Time Waste Survey conducted by the Columbus Education Association
28. TBTs: MS Workday Meeting Times “Assignable Time” denotes the MS duty period.“Unassigned” time includes the MS conference period and lunch period.TBTs scheduled during unassigned time decreased slightly from 2014 to 2018.Time Waste Survey conducted by the Columbus Education Association
29. TBTs: HS Workday Meeting Times“Assignable Time” denotes the MS duty period.“Unassigned” time includes the MS conference period and lunch period.TBTs scheduled during assignable time increased from 2014 to 2018, however, HS teachers remain the largest group of teachers required to meet in TBTs during their conference period.Time Waste Survey conducted by the Columbus Education Association
30. TBTs: Workday Meeting TimesTime Waste Survey conducted by the Columbus Education Association
31. Third Grade Reading GuaranteeStudents in grades K-3 who test “off-track” on either the KRA or MAP in the first quarter must be put on a RIMP for the duration of the school year.Respondents who self-identified as teachers of grades K-3 were asked questions regarding the amount of time specific tasks required by the 3GRG, and how long they took during and outside of their workday. Time Waste Survey conducted by the Columbus Education Association
32. RIMPsK123AllStudents on a first quarter RIMP11.312.79.515.212.2Total hours spent creating RIMPS first quarter8.46.919.110.811.0Percentage of task accomplished during the workday38.1%43.2%78.5%40.4%55.0%Hours spent per quarter updating RIMPs9.08.78.713.49.9Percentage of task accomplished during the workday39.2%46.5%44.8%42.3%43.0%Days of instruction lost due to progress monitoring5.95.26.07.16.2Time Waste Survey conducted by the Columbus Education AssociationK123AllStudents on a first quarter RIMP11.312.79.515.212.2Total hours spent creating RIMPS first quarter8.46.919.110.811.0Percentage of task accomplished during the workday38.1%43.2%78.5%40.4%55.0%Hours spent per quarter updating RIMPs9.08.78.713.49.9Percentage of task accomplished during the workday39.2%46.5%44.8%42.3%43.0%Days of instruction lost due to progress monitoring K123AllStudents on a first quarter RIMP11.312.79.515.212.2Total hours spent creating RIMPS first quarter8.46.919.110.811.0Percentage of task accomplished during the workday38.1%43.2%78.5%40.4%55.0%Hours spent per quarter updating RIMPs9.08.78.713.49.9Percentage of task accomplished during the workday Days of instruction lost due to progress monitoring K123AllStudents on a first quarter RIMP11.312.79.515.212.2Total hours spent creating RIMPS first quarter8.46.919.110.811.0Percentage of task accomplished during the workday38.1%43.2%78.5%40.4%55.0%Hours spent per quarter updating RIMPs Percentage of task accomplished during the workday Days of instruction lost due to progress monitoring K123AllStudents on a first quarter RIMP11.312.79.515.212.2Total hours spent creating RIMPS first quarter8.46.919.110.811.0Percentage of task accomplished during the workday Hours spent per quarter updating RIMPs Percentage of task accomplished during the workday Days of instruction lost due to progress monitoring K123AllStudents on a first quarter RIMP11.312.79.515.212.2Total hours spent creating RIMPS first quarterPercentage of task accomplished during the workday Hours spent per quarter updating RIMPs Percentage of task accomplished during the workday Days of instruction lost due to progress monitoring K123AllStudents on a first quarter RIMP Total hours spent creating RIMPS first quarter Percentage of task accomplished during the workday Hours spent per quarter updating RIMPs Percentage of task accomplished during the workday Days of instruction lost due to progress monitoring
33. Time Lost Due To TestingRespondents who self-identified as ES classroom teachers were asked to estimate how much instructional time they lost with their students due to state and district testing.Due to the widely varied nature of HS and MS testing schedules, estimates for instructional time lost are not included in this powerpoint.Time Waste Survey conducted by the Columbus Education Association
34. Time Lost Due To TestingMAP-RMAP-MES WP3GRG PMAIRKRASB 140NCATotalBOYMOYEOYBOYMOYEOY - -FASP-----K2.592.672.592.362.642.352.0417.83--3.991.99--41.0412.001.972.001.811.871.953.2515.58------30.4321.701.611.681.341.431.493.3118.05----0.69-31.2931.791.952.151.401.551.673.5921.201.753.33----40.3841.501.451.561.401.481.613.36--2.75----15.1151.341.371.431.171.211.253.52--4.47---1.5117.27Time Waste Survey conducted by the Columbus Education Association