HMJB 2 Associates Heather Connelly Mindy Noxon Jim LaFountain Beth Siegel-Graf Barbara Somers

Sheila Tebbano High School Block Scheduling Proposal July 2003

Why? “Change in all things is sweet.” Aristotle “We cannot keep doing the same thing over and over again and expect different results.” Albert Einstein

The current academic schedule is built around forty minute periods. There are nine periods in the school day. One of these periods is a 40 minute lunch period Now…

Currently, most students take six courses plus physical education. This accounts for seven periods in the day. The two additional periods are scheduled for lunch and study hall. lunch study hall Classes meet every day, and Regents science classes have an every other day lab period that alternates with physical education.

Block Scheduling Goals Increase contact time between teachers and students Increase opportunities for students to take more courses Increase achievement of NCLB Standards

The September 2004 schedule for Sheila Tebbano High School will be built on 80 minute blocks or teaching periods PER DAY. Block I Block II Block III Block IV 80 MINUTES

ACADEMIC CONTACT TIME 40 minute periods x 180 days equals 7200 minutes 80 minute periods x 90 days equals 7200 minutes Current academic schedule Block schedule

ACADEMIC CONTACT TIME 40 minute periods x 180 days equals 7200 minutes 40 minute lab periods x 90 days equals 3600 minutes Science class meet 3 of 4 every 4 days (3 / 4 x 180 days = 135 days) 80 minute periods x 135 days equals 10,800 minutes Current academic schedule Block schedule 10,800 minutes

Block Schedule 80 minute class (meets every other day)- 2 DAYS: 3 minutes to start class / 2 minutes end of class = 75 minutes actual teaching time ---times 2 days equals 150 minutes out of 160 minutes quality teaching time Current schedule 40 minute class (meets each day)- 4 DAYS: 3 minutes to start class / 2 minutes end of class = 35 minutes actual teaching time ---times 4 days equals 140 minutes out of 160 minutes quality teaching time QUALITY MINUTES

Curriculum specific quality time gained through an 80 minute alternating schedule. In each of these academic areas, the individual class set up and take down time is reduced through meeting every other day. Music: reduce set up and take down time for instruments Technology: reduce set up computer and equipment time (one specific example : Robotics -it takes minutes to recalibrate robot arm through the programs line by line directions) Family / Home Careers: reduce set up and clean up time) Art: reduce set up, storage, and clean up time

Block I Block II Block III Block IV Block I Block II Block III Block IV Block I Block II Block III Block IV Block I Block II Block III Block IV A DAY C DAY B DAY D DAY

Most classes will meet once every two days Most classes will meet once every two days. Math A DAY C DAY B DAY D DAY English French English

Science classes will meet three of four days. Physical Education one of every four days. Math A DAY C DAY B DAY D DAY English French P. E.Physics

Eng HLA II A DAY C DAY B DAY D DAY Eng 9 Global Hist 9R E. Sci R French 2R E. Sci R P.E. E. Sci R Sample Schedule Studio Art French 2R Math 1AB Global Hist 9R Math 1AB Studio Art Study Hall Block I Block II Block III Block IV

At the high school, our cafeteria will seat approximately 500 students. Our student population is over 2,000 students. We must serve lunch during four sessions. With the block configuration, we can schedule one forty minute lunch between block 2/3 and one forty minute lunch between block 3/4. BLOCK II BLOCK III BLOCK IV LUNCH 40 minute class LUNCH 40 minute class The other two lunch periods must occur during academic periods or what is called a split lunch session.

ADVANTAGES OF MOVING TO A BLOCK SCHEDULE In-depth study and exploration An idea or concept gets to completion in one lesson Student becomes more responsible for their own learning Students tend to lead their instruction and teachers are facilitators Active learning – as opposed to “recall and recite” Classroom instruction will vary – teachers cannot rely just on lecture; need different instructional strategies cooperative learning role playing modeling Homework is consolidated – more quality opportunity Preparation for college setting Time management skills Instruction

Technology – more integrated use with longer class periods Studies indicate students have better GPA’s. More time for mastery Benchmark measures like SAT, ACT, don’t improve - standardized tests results don’t really change Four classes per day Instruction Responsibilities of Students Become organized Homework assigned Monday is due Wednesday Active learners – participate Attendance - important (continued)

Climate Teacher/students get to know each other better – personalization Less stress More passing time Less transition – 4-6 times movement vs. 9 times with current schedule Less conflicts in hall – discipline referrals are reduced Studies indicate students like Block Schedule

EDUCATION WEEK: “Surveys over the years have shown, for example, that students feel less stressed and that their grades go up when their classes are longer. Principals report that discipline improves when students spend less time in the hallways, moving from class to class. And more flexible scheduling often means that students can take more courses over their high school careers and quickly retake the ones they fail.”

Maximum Use of Learning Time Block Scheduling requires that: Students will be engaged in focused active learning opportunities during instructional time and that instructional lessons be designed to engage students in structured learning for the entire 90 minute period Administrators will limit interruptions of instructional time to ensure maximum learning time District and school level administrators will revise school system and school level policies and procedures to ensure that they support extended instructional periods

Parent, Student, Faculty and Staff Training A communication plan will be devised to ensure that students, parents, and school staff are knowledgeable of the impact and timeline for the schedule change All staff will participate in professional development to ensure that they are aware of the impact the schedule will have on the way they perform their job responsibilities and their impact on student performance All certified staff will participate in professional development over a three to five year period to develop and refine teaching strategies to maximize student learning Differentiated professional development modules will be designed to accommodate varied experience levels that allow flexibility in delivery

School Survey Results

BLOCK VS. PERIOD District A

STUDENT ACADEMIC PERFORMANCE BETTER District A

Results Quieter “Periods don’t seem longer” “Days seem shorter” Assembly- All classes meet Projects get done A learning place

References: Educational Programs and Services

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