1. Block Scheduling Ken Toth Kate Warncke Kathy DiAntonio Melissa Macfie

2. Introduction Part of our job as educators is to teach students how to learn. Part of our job as educators is to teach students how to learn. We need to provide students with opportunities to develop their cognitive processes. We need to provide students with opportunities to develop their cognitive processes. How do we conform to the proposed structure of the redesigned CHS? How do we conform to the proposed structure of the redesigned CHS?

3. Block Scheduling Pros More class time to complete assignments. More class time to complete assignments. Opportunities for in-depth learning. Opportunities for in-depth learning. Additional time to build teacher-student rapport. Additional time to build teacher-student rapport. Additional time to build student-student rapport. Additional time to build student-student rapport.Cons Necessitates varied activities within a class session. Necessitates varied activities within a class session. Increased classroom management issues especially during transitions. Increased classroom management issues especially during transitions. Absences will become more of an issue. Absences will become more of an issue. Type of block? Type of block?

4. Implementation Obstacles Appropriate subject material/curriculum/instruction Appropriate subject material/curriculum/instruction Clear goals for student learning Clear goals for student learning Teacher leadership Teacher leadership Alternate scheduling for some programs Alternate scheduling for some programs Master schedule Master schedule Enhanced professional development for teachers Enhanced professional development for teachers Planning time for co-teachers Planning time for co-teachers Monitoring Monitoring Useful/applicable administrative support Useful/applicable administrative support

5. Block Scheduling – A/B?

6. Student Behaviors More on-task behavior More on-task behavior Reduction in the number and severity of student behavior issues Reduction in the number and severity of student behavior issues Stronger teacher/student relationships due to more individual attention Stronger teacher/student relationships due to more individual attention Student centered learning allows for students to become more engaged Student centered learning allows for students to become more engaged A/B allows students to plan their schedule (show up to school/absent days) A/B allows students to plan their schedule (show up to school/absent days)

7. Implementation “Focus on what students can do, rather than what they know.” Organize your room for new teaching strategies Organize your room for new teaching strategies Block schedules allow for field trips or outdoor projects Block schedules allow for field trips or outdoor projects Hands-on activities Hands-on activities Block allows time for lecture, set up experiments, complete experiments, clean up, and writing Block allows time for lecture, set up experiments, complete experiments, clean up, and writing

8. Implementation Blocks allow for the addition of longer projects/drawings Blocks allow for the addition of longer projects/drawings Also: teachers can “grade” in class by assigning presentations, or by making rounds Also: teachers can “grade” in class by assigning presentations, or by making rounds Can change multiple activities in one block – keeping kids engaged (lectures, small group, worksheets, computers, presentations, centers) Can change multiple activities in one block – keeping kids engaged (lectures, small group, worksheets, computers, presentations, centers) Rotating activities will allow teachers to give more individual time to special needs or gifted Rotating activities will allow teachers to give more individual time to special needs or gifted

9. Seems to be an improvement in discipline REASON: The number of class changes is reduced, therefore limiting the possibilities for discipline problems since most disruptions occur during that time of transition. Teachers of block classes feel more capable of handling behavior problems REASON: Teachers of block classes have adequate time to address these issues in class and have a stronger rapport with their students

10. Discipline problems often were seen during transition periods when teachers applied methods and practices designed for traditional schedules WHY? Change is often resisted and can be disruptive They may become bored easily if the teaching methods are too teacher focused. Students that have problems with lateness or are discipline problems in the traditional setting often are the same problem students in block setting WHY? Material presented at a more rapid rate Students with limited attention spans or who require frequent breaks are often difficult to refocus Students with retention problems can become frustrated Harder to make up absences easier to fall behind

11. TEACHER /STUDENT There is more time for the development of meaningful rapport between students and teachers. The number of daily classes for which students and teachers must adjust and prepare is decreased, allowing students to develop the deeper interpersonal relationships that are integral to academic success STUDENT/STUDENT Longer passing periods between classes can slow down the pace of a school by providing the chance for students to get books from the library, use the restroom, and talk with their friends

12. Academic Achievement Grades/Standardized Test Scores Four Research Studies based on the following: NJ - 3 HS in 3 districts – 1, urban, 1 suburban, 1 rural – switched to block FLA - 10 HS in 1 large urban district - block vs. traditional NC - 2 HS in 1 district (below avg. income) – block vs. traditional GA - 1 HS (graduation rate below state avg.) – switched to block All 4x4 semester block versus traditional scheduling

13. Academic Achievement Grades: NJ Honor roll students + 9%, Ds and Fs - 7%, Multiple failures -38% (8% to 5%) FLA Significantly more As, fewer Cs, Ds, Fs, Bs --same NC – no grade data; referenced study, Carroll(1994), showed improvement GA – no difference in grade point average

14. Academic Achievement Standardized Test Scores NJ SATs +14 pts. HSPTs - % juniors passing + from 67% to 73% 25% more students completed AP courses; scores of 3,4,5 +30% FLA HSCT and AP – no differences NC NC End-of Course Tests – Alg I, Bio, EngI, US US Hist- lower scores GA GHSGT – Writing – no difference; LA, Math, SS, Sci- lower scores

15. Academic Achievement Conclusions Grades – better or same on block Standardized Test Scores – mixed results Factors Affecting Results Positive Results : Teachers: more individualized attention to fewer students Students: Concentrate on fewer classes “resulting in more involved tasks and deeper learning of material.” Negative Results: Recent switch to block scheduling Inadequate implementation and resistance to change

16. The End