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Engaging the community in the process of changing school start times: experience of the Cherry Creek School District

机译：参与社区的变化开学时间：Cherry Creek学区的经验

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摘要

Despite growing evidence of the positive impact of later school start times on adolescent health and academic outcomes, relatively few districts have changed start times due to concerns about transportation, child care, and athletics/extracurricular activities. This paper provides a case study of the Cherry Creek School District's (CCSD) successful efforts to change start times. The CCSD is a diverse district with an enrollment of almost 55,000 students in suburban Denver. As part of CCSD's strategic plan, a multi-disciplinary task force was formed to examine the impact of start times on student achievement, and recommend a start time schedule driven by best practices on adolescent sleep patterns, balanced with family and community needs. Over 18 months the task force's work included engaging the community through meetings, as well as conducting a large survey (n = 24,574) of parents, teachers, and students, and gathering online feedback. An iterative process utilized feedback at every stage to refine the final recommendation given to the Board of Education. Survey results, implementation considerations, outcome evaluation plans, and lessons learned are discussed.
机译：尽管越来越多的证据表明后来的学校开始时间对青少年健康和学术成果产生了积极影响，但由于对交通，托儿服务和运动/课外活动的担忧，相对较少的地区改变了开始时间。本文提供了樱桃溪学区（CCSD）成功改变起始时间的案例研究。 CCSD是一个多元化的地区，在丹佛郊区招收了近55,000名学生。作为CCSD战略计划的一部分，成立了一个多学科的工作组，以检查开始时间对学生成就的影响，并建议通过对青少年睡眠模式的最佳实践驱动的开始时间表，与家庭和社区需求保持平衡。在18个月的时间里，工作队的工作包括通过会议与社区参与，以及对父母，老师和学生进行大规模调查（n = 24,574），并收集在线反馈。一个迭代过程在每个阶段都使用反馈来完善对教育委员会的最终建议。讨论了调查结果，实施注意事项，成果评估计划和学习的经验教训。

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