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THE LiiNK PROJECT
SCHOOL DAY
KINDERGARTEN AND F IRST-GRADE STUDENTS AT TRINI TY VALLEY AND STARPOINT FOLLOW THE SCHEDULE
SHOWN ABOVE AS PART OF THE L i iNK PROJECT PI LOT PROGRAM, WHICH WORKS WI THIN THE NORMAL
CONTENT DEL IVERY SYSTEM OF EACH SCHOOL .
8:15A.M.
3P.M.
Language Ar t s
Math
30-min. Lunch
Phys ical Educat ion
Mus ic
School Ends
Center s (Explore
Di fferent Topics )
15-min. Recess
15-min. Recess
15-min. Recess
15-min. Recess
Science
Data also showed a marked decline in off-task behaviors, such as
getting up and moving around the classroom, fidgeting in seats,
talking off-cue to others, and daydreaming. These behaviors decreased
by 19 percent, and misbehavior during recess also dropped.
With The LiiNK Project, students were more productive, too. Transition
time from the classroom to recess and back decreased from three
to four minutes each way to less than one minute, and academic
performance on reading and math increased significantly from the
previous year.
Another interesting finding was that despite different implementation
methods, both participating schools saw strong results.
Starpoint — a TCU laboratory school that educates students who have
learning disabilities — involved first, second and third grades in all
facets of the study because they were in self-contained classrooms,
said Marilyn Tolbert, Ed. D., director of laboratory schools. The
intermediate-level students (fourth grade through sixth grade)
received the Positive Action component and fewer recesses.
Tolbert said teachers were pleasantly surprised how well students
responded to the new schedule and content. They reported that
problem-solving and critical-thinking skills improved as the year
progressed, and many requested the same schedule for next school
year because of increased productivity.
Rhea said that the schools participating in The LiiNK Project
intervention will add one grade level per year to the study in 2014-
15 and more grades each year after that up to ninth grade. Control
schools will also be added in the fall to improve data.
“The goal is to develop the whole child, leading to happier and
healthier students,”said Alex Rivchun, senior research associate for The
LiiNK Project. As part of the intervention, he and Rhea also strengthen
collaborative efforts among all the teachers who impact the children
(including school counselors and art, music, physical education and
technology teachers).
“Creativity on the playground was noticeable in the intricate and
unique games the children started to develop,” Rivchun said. “The
extra recess time also allowed students who typically had a set group
of friends to branch out and play with others; kids who tended to
keep to themselves in the fall started to join games and activities in
the spring.”
FEATURES
Harris College Magazine
- 2014 ·
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