Shelly Gismondi Haser is an associate professor in the School of Education and Human Services at Marymount University and the program coordinator for the Marymount University/Fairfax County Professional Development Schools Partnership Program. Ilham Nasser has spent over twenty years teaching in different Universities and training teachers and counselors. She is currently directing evaluation projects in school settings as a visiting researcher at the Center for Global Peace at American University.

Haser and Nasser examine three public schools in Fairfax County, Virginia that have switched to a year-round or modified calendar in hopes of raising state standardized test scores. Their report compares each principal's leadership style, highlights the benefits the year-round schedule holds for teachers, and provides an action plan for making the transition.

• Part 1 Foreword by Dan DomenechPart 2 PrefacePart 3 AcknowledgmentsChapter 4 1 IntroductionChapter 5 2 First Case Study: Green Meadow Elementary SchoolChapter 6 3 Second Case Study: New Garden Elementary SchoolChapter 7 4 Third Case Study: Westlake Elementary SchoolChapter 8 5 An Action Plan: Getting StartedPart 9 Appendix A: Year-Round or Modified Calendar Schools in the US and CanadaPart 10 Appendix B: Interview QuestionsPart 11 Appendix C: Intersession BrochurePart 12 Resource ListPart 13 ReferencesPart 14 IndexPart 15 About the Authors

Shelly Gismondi Haser is an associate professor in the School of Education and Human Services at Marymount University and the program coordinator for the Marymount University/Fairfax County Professional Development Schools Partnership Program. Ilham Nasser has spent over twenty years teaching in different Universities and training teachers and counselors. She is currently directing evaluation projects in school settings as a visiting researcher at the Center for Global Peace at American University.

Haser and Nasser examine three public schools in Fairfax County, Virginia that have switched to a year-round or modified calendar in hopes of raising state standardized test scores. Their report compares each principal's leadership style, highlights the benefits the year-round schedule holds for teachers, and provides an action plan for making the transition.

• Part 1 Foreword by Dan DomenechPart 2 PrefacePart 3 AcknowledgmentsChapter 4 1 IntroductionChapter 5 2 First Case Study: Green Meadow Elementary SchoolChapter 6 3 Second Case Study: New Garden Elementary SchoolChapter 7 4 Third Case Study: Westlake Elementary SchoolChapter 8 5 An Action Plan: Getting StartedPart 9 Appendix A: Year-Round or Modified Calendar Schools in the US and CanadaPart 10 Appendix B: Interview QuestionsPart 11 Appendix C: Intersession BrochurePart 12 Resource ListPart 13 ReferencesPart 14 IndexPart 15 About the Authors

Shelly Gismondi Haser is an associate professor in the School of Education and Human Services at Marymount University and the program coordinator for the Marymount University/Fairfax County Professional Development Schools Partnership Program. Ilham Nasser has spent over twenty years teaching in different Universities and training teachers and counselors. She is currently directing evaluation projects in school settings as a visiting researcher at the Center for Global Peace at American University.

Haser and Nasser examine three public schools in Fairfax County, Virginia that have switched to a year-round or modified calendar in hopes of raising state standardized test scores. Their report compares each principal's leadership style, highlights the benefits the year-round schedule holds for teachers, and provides an action plan for making the transition.

• Part 1 Foreword by Dan DomenechPart 2 PrefacePart 3 AcknowledgmentsChapter 4 1 IntroductionChapter 5 2 First Case Study: Green Meadow Elementary SchoolChapter 6 3 Second Case Study: New Garden Elementary SchoolChapter 7 4 Third Case Study: Westlake Elementary SchoolChapter 8 5 An Action Plan: Getting StartedPart 9 Appendix A: Year-Round or Modified Calendar Schools in the US and CanadaPart 10 Appendix B: Interview QuestionsPart 11 Appendix C: Intersession BrochurePart 12 Resource ListPart 13 ReferencesPart 14 IndexPart 15 About the Authors