1. A/B Block Schedule Proposal 2014-2015

2. Block Schedule--defined A block schedule is a system for scheduling the middle- or high-school day, typically by replacing a more traditional schedule of six or seven 40–50 minute daily periods with longer class periods that meet fewer times each day and week. For example, a typical block-schedule class might last 90 or 120 minutes and meet every other day instead of daily. www.edglossary.org

3. A/B OR ALTERNATING DAY BLOCK SCHEDULE 80 minute classes that meet every other day Requires significant changes in way lessons are structured and taught Reduces the number of interruptions and transitions from classes Reduces the amount of time teachers have to take attendance, hand out materials, collect materials,

4.  Increases amount of time for student engagement and in-depth instruction  Allows teachers to spend more time on one-to-one instruction  Reduces student traffic in hallways and potential discipline issues  Reduces number of students teachers see each day and number of teachers students see each day

5. Research: Approximately 30% of the nation’s secondary schools use block scheduling in some fashion In schools with traditional six or seven periods, there is little room for fine arts or vocational education electives In nearly all of the more than 100 case studies, dissertations, and reports completed on block scheduling, the number of discipline referrals to the office is reduced, typically 25-50%. In-school suspensions decline. Teacher and student attendance improve slightly Number of class tardies is reduced. www.aasa.org/schooladministratorarticle.aspx?id=14852

6.  Although few large-scale students of block scheduling have been undertaken (except in North Carolina and Canada), much of the data available is based on individual school evaluation reports and dissertations.  Consistent evidence shows that students’ grades improve and the number of students on the honor roll increases.  Greater possibility that “at risk” students will stay in school because they get more one-on-one instruction and even if they get behind in a class, they can retake and receive intervention so that they can graduate with their class.  www.aasa.org/schooladministratorarticle.aspx?id=14852 www.aasa.org/schooladministratorarticle.aspx?id=

7. EXAMPLE OF A/B SCHEDULE 8:00-9:209:25-9:4510:50-12:1512:15-1:351:40-3:00 M-- Eng I0ElectiveLunch, RtI, Break ElectiveBiology T—ElectiveInt Social Studies Lunch, RtI, Break GeometryElective W-- Eng I0ElectiveLunch, RtI, Break ElectiveBiology Th—ElectiveInt Social Studies Lunch, RtI, Break GeometryElective F-- Eng I0ElectiveLunch, RtI, Break ElectiveBiology

8. EXAMPLE OF A/B SCHEDULE 8:00-9:209:25-9:4510:50-12:1012:10-1:301:35-2:55 M—ElectiveInt Social Studies Lunch, RtI, Break GeometryElective T-- Eng I0ElectiveLunch, RtI, Break ElectiveBiology W—ElectiveInt Social Studies Lunch, RtI, Break GeometryElective Th-- Eng I0ElectiveLunch, RtI, Break ElectiveBiology F—ElectiveInt Social Studies Lunch, RtI, Break GeometryElective

9. EXAMPLE OF A/B SCHEDULE FOR VOCATIONAL AND DUAL ENROLLMENT STUDENTS 8:00-9:209:25-9:4510:50-12:1012:10-1:301:35-2:55 M— Vocational/D ual Enrollment Vocational/D ual Enrollment Lunch, RtI, Break Eng 11Alg II T-- Vocational/D ual Enrollment Vocational/D ual Enrollment Lunch, RtI, Break ChemistryUS History W— Vocational/D ual Enrollment Vocational/D ual Enrollment Lunch, RtI, Break Eng 11Alg II Th-- Vocational/D ual Enrollment Vocational/D ual Enrollment Lunch, RtI, Break ChemistryUS History F— Vocational/D ual Enrollment Vocational/D ual Enrollment Lunch, RtI, Break Eng 11Alg II

10. LUNCH 30 minute lunch 40 minute remediation 10 minute break

11. Potential Impact In reviewing the data collected about block scheduling, overwhelming evidence bolsters the view that a school environment can be affected positively by either an A/B or a 4/4 schedule. Sufficient data suggest that students' academic performance is not harmed and many individual schools, based on several selected variables, have reported increases in student performance. We realize that block scheduling alone is not a panacea for the problems in American education. However, a school schedule can have an enormous impact on a school's instructional climate. We believe that hundreds of high schools across the nation have reaffirmed what we stated five years ago that scheduling is an untapped resource that can serve as a catalyst for major school improvements. Clearly there is sufficient evidence to encourage the journey to continue. www.aasa.org/schooladministratorarticle.aspx?id=14852