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The Modified
Block Schedule
Board of Commissioners’ Meeting
          April 19, 2010

                                  1
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
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
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
                                                                              4
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.
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
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.



                                                                 7
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.

                                                                 8
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.


                                                               9
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
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.
                                                              11
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.




                                                                12
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
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
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
                                                              15
The Modified
            Block Schedule
Thank you for the opportunity to share this information!


                                                      16

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68 eb4a63 f1b3-4da0-b759-9f03698a4647

  • 1. The Modified Block Schedule Board of Commissioners’ Meeting April 19, 2010 1
  • 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 4
  • 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. 7
  • 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. 8
  • 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. 9
  • 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. 11
  • 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. 12
  • 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 15
  • 16. The Modified Block Schedule Thank you for the opportunity to share this information! 16