April 6th, 2022
4:00pm – 5:00pm PT | 7:00pm – 8:00pm ET

Is your school considering implementing a later start time next year? If you’re in California, is your school ready for the new law requiring later start times? The California Senate Bill 328 goes into effect in July 2022, stipulating that middle schools start no earlier than 8am, and high schools start no earlier than 8:30am.

Whether you are in California or considering a later start for other reasons, join Challenge Success to explore the research behind later starts and best practices for changing your school’s schedule. We will cover: 

  • how to use a later start as an opportunity to rearrange the day to maximize learning and well-being; 
  • common challenges our schools have faced as they move to later starts; 
  • how to build time for professional development; and 
  • how to effectively communicate the benefits of teen sleep and the proposed changes to your students, parents, faculty, coaches and staff.

Who should attend

Teachers, Counselors, Administrators


Virtual / Online


$50 per person

Learning Objectives

  1. Learn the research behind the teen sleep-wake cycle and how later start times improve health and engagement with learning.
  2. Explore solutions to common obstacles associated with changing the school schedule, and consider ways to re-imagine how students and educators use their time during the day.
  3. Discuss effective communication strategies to increase understanding and buy-in for the new schedule.


Denise Pope, Ph.D.

Denise Pope is a Senior Lecturer at the Stanford University Graduate School of Education. She is the author of, “Doing School”: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students (Yale University Press, 2001), which was awarded Notable Book in Education by the American School Board Journal, 2001, and co-author of Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids (Jossey-Bass, 2015). Dr. Pope lectures nationally on parenting techniques and pedagogical strategies to increase student health, engagement with learning, and integrity. She is a three-time recipient of the Stanford University School of Education Outstanding Teacher and Mentor Award and was honored with the 2012 Education Professor of the Year “Educators’ Voice Award” from the Academy of Education Arts and Sciences. Prior to teaching at Stanford, Dr. Pope taught high school English in Fremont, CA and college composition and rhetoric courses at Santa Clara University. She lives in Los Altos, CA with her husband and three children.

Margaret Dunlap, M.A.

Margaret Dunlap is a Senior School Program Director. She oversees the operation of the School Program, providing coordination, resources, and management to Challenge Success schools on the West Coast. Additionally, she plans the bi-annual Challenge Success school conferences and supports coaches and school site teams to promote best practices and policy reform. She has extensive experience in professional development, supervision, evaluation, and intensive coaching for teacher leaders, coaches, and novice teachers. Margaret has held various roles in education leadership and program management within public and private education for over 20 years.

Jon Kleiman, M.A.

Jon Kleiman is a Senior School Program Director. He oversees the operation of the school program, providing coordination, resources, and management to Challenge Success schools on the East Coast. Jon has worked in the education space in several capacities, from creating curriculum for the opening of a school for Rwandan women to developing and teaching design thinking courses to undergraduates.

Sarah Miles, M.S.W., Ph.D.

Sarah Miles is the Director of Research for Challenge Success. She oversees the organization’s Research team, leads research efforts on how schools and classrooms can best support student learning and engagement, and partners with Challenge Success member schools to translate research into practice. She also presents at conferences and writes articles for education-related journals. She has served as a coach with Challenge Success member schools and worked as a teaching and research assistant at Stanford. Prior to receiving her doctoral degree, Sarah taught fifth grade in Oakland, California and worked as a clinical social worker in the Boston area.