2. Historical Context for the Block
High school reform efforts span three centuries
Three important voices on high school reforms:
Committee of Ten (1893): courses, sequence, length
A Nation at Risk (1983): higher expectations, more time
Cuban (2004): “continues…to receive scorching censure”
Books that have guided the reform of high schools:
Boyer (1983) High School: A Report on Secondary Education in America
Goodlad (1984) A Place Called School: Prospects for the Future
Sizer (1992) Horace’s School: Redesigning the American High School
“We must not stop with providing only time. I would always choose fewer hours well-used over more hours of
engagement with sterile activities. Increasing time will in fact be counterproductive, unless there is
simultaneously marked improvement in how time is used.” (Goodlad, 1984, p. 283) 2
3. Historical Context for the Block
Block Scheduling emerged as means to accomplish the following:
Include more challenging subjects in the curriculum
Increase graduation requirements
Implement more rigorous standards
Promote smaller learning communities
Zapeda and Mayers (2006) 3
4. Findings from
Zapeda and Mayers (2006)
Their meta-analysis was empirically inconclusive overall, however:
Effects on teachers’ instructional practices and perceptions
• Teachers believe block scheduling allows them more time to focus on
instructional objectives and experiment with different teaching strategies
Effects on change and block scheduling
• Teachers say that students feel less anxious as the result of having more
instructional time
Effects of implementing block scheduling
• Student disciplinary referrals are reduced on a block schedule
Effects of block schedule on student learning
• Students on block schedule have been shown to outperform students on
traditional schedule on standardized tests and grade point averages
Effects on students’ perceptions
• Students have positive perceptions about block scheduling
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5. Consensus Decision
For the 2010-2011 school year, the
current A/B Block Schedule will be
modified to reflect mutual resolution of
issues discussed by district academic
personnel and the Scheduling Task Force.
6. Scheduling Task Force
For the current school year (2009-10), district academic
personnel proposed a student academic schedule that would
provide more engaged teaching and learning to increase
content mastery and allow greater flexibility in meeting the
academic needs of all students, including our highly mobile
students.
District academic leaders supported an A/B block schedule that
included 90 minute classes twice per week, a student course
load of 7 courses, and teacher planning periods every other
day. The plan was for students to also have activity periods that
would allow further exploration into their areas of academic or
career interest or more in depth understanding of areas of
academic deficiency. 6
7. Scheduling Task Force
As with any major new initiative, programmatic and
administrative issues arose as the implementation process
proceeded.
To resolve these issues, district leaders convened a 16-member
task force representing principals, teachers, and parents. The
task force was charged with the responsibility of working with
district academic administrators to develop a block schedule
upon which both district administrators and members of the
task force would agree.
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8. Scheduling Task Force
As stated above, district academic administrators preferred an
A/B block schedule with 90 minute classes twice per week, a
student course load of 7 courses and teacher planning periods
every other day.
The Scheduling Task Force preferred the traditional schedule,
with 7 class periods and daily teacher planning periods.
After much discussion and compromise on both sides, district
academic administrators and the Scheduling Task Force agreed
upon a Modified Block Schedule that meets the needs of our
students and teachers.
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9. Benefits of the Modified Block
Schedule to Students
Modifications …
Students will take a maximum of 7 credit courses. (Seniors
may take 8 if needed to graduate on time.)
All students will have an Enrichment Period.
Students will see their teachers a minimum of 3 days each
week.
Students will be able to better manage and “keep up” with
their schedules because the schedule will remain the same
each week.
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10. Benefits of the Modified Block
Schedule to Students
Continuing benefits …
Graduation rates should increase:
Students will continue to have greater opportunity to meet the
state’s new graduation requirements.
Students who have fallen behind can catch up more easily and
graduate on time.
Highly mobile students have their scheduling needs more
easily met.
Students have increased access to dual credit courses,
electives, and Careers and Technology courses.
Students and teachers have longer periods of
uninterrupted instructional time. 10
11. Benefits of the Modified Block
Schedule to Teachers
Modifications …
Teachers will have increased planning time.
Teachers will have planning periods every day.
Teachers will see their students a minimum of 3 days each
week.
Missed school days (e.g. snow days) will be less
problematic because the schedule will stay the same each
week, and the “C” day can be adjusted as needed.
Teachers will teach 6 classes and be responsible for a
portion of an Enrichment Period.
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12. Benefits of the Modified Block
Schedule to Teachers
Continuing benefits …
Teachers have longer periods of uninterrupted instructional
time.
Teachers are able to use more varied and interactive teaching
methods.
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13. Enrichment Periods
Enrichment Periods will allow students to take advantage of a
wide menu of options, such as:
• labs (e.g., A.P. classes)
• eLearning
• internships
• mentoring
• tutoring/interventions
• service learning
• career counseling
• test prep (ACT, SAT, state End-of-Course Exams)
• post-secondary prep (college applications, etc.)
• ThinkShow! and capstone projects
• seminars
• mini-noncredit courses 13
14. Sample Student
Modified Block Schedule
Time Time Monday Tuesday Wednesday Thursday Friday
Day "A" & "B" Day "C" Day "A" Day "B" Day "C" Day "A" Day "B"
7:30 -- 7:45 7:30 -- 7:40 HR HR HR HR HR
7:50 -- 7:45 -- 8:25 1st Period 2nd Period 1st Period 1st Period 2nd Period
-- 9:15 8:30 -- 9:10 2nd Period
9:20 -- 9:15 -- 9:55 3rd Period 4th Period 3rd Period 3rd Period 4th Period
-- 10:45 10:00 -- 10:40 4th Period
10:50 -- 10:45 -- 5th/Lunch* 6th/Lunch* 5th/6th/Lunch** 5th/Lunch* 6th/Lunch*
-- 12:50 -- 12:45
12:55 -- 12:50 -- 1:30 7th Period 8th Period 7th Period 7th Period 8th Period
-- 2:15 1:35 -- 2:15 8th Period
* 90 minute classes, 30 minute lunch
** 40 minute classes, 30 minute lunch
15. Professional Development
The Office of Staff Development and Staff In-Service will provide
ongoing professional development to support teachers’ efforts to
change their classroom practices, namely instruction,
assessment, and management.
Online Professional Development
• 9 modules specific to teaching within the 90-minute block
• available 24/7
Summer Teachers’ Conference: Strengthening the
Effectiveness Framework (July 27 – 29)
Ongoing Support (e.g. demonstrations) from the Office of
Staff Development and Regional Offices
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16. The Modified
Block Schedule
Thank you for the opportunity to share this information!
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