Alternate Block Scheduling with Great Source Reading 9-12
Claire FlynnNicole LaczaPetra Wilkes-Edwards
Outcomes To understand the advantages of alternate
block scheduling for both teachers and students
To be aware of various tools for teaching in the block
To understand how to implement student data collection to drive instruction and promote student accountability
To be aware of the ways TeenBiz supports data collection
Block Scheduling is supported by research in that...
80% of students are more positive about the block schedule--Would not return to non-block (Huff, 1995)
Increased student achievement---Can be "dramatic" (Queen, Algozzine, and Watson, 2008)
Grades and Grade point averages increase (Zepeda and Smith, 2006)
72% of Secondary Schools in the US have some sort of Block Schedule. (Queen, 2009)
Advantages of the Alternate Block System for teachers
Teachers have more time to develop Key Concepts (Huff-1995)
Teachers report more time for differentiated Instruction (Bryant and Claxton, 1996)
Allows for “Improved Interaction with students” (Adams and Salvaterra, 1998)
Teachers can have students apply new concepts immediately (Huff,1995)
Increased opportunity to use varying instructional strategies (Queen, Algozzine, and Eady, 1996)
Advantages of the Alternate Block System – cont. Less out of class transition time, thus more time on task
Students have more opportunity to earn and retrieve high school credit
Block scheduling allows for a more well rounded educational experience
Why make the change Systematically?
FCAT MATH Grade 10 Standard Curriculum Students
44%56% 60% 66% 66% 66% 70% 68%
72% 70% 72%74%71%71%69%
41%49%
63% 66% 68% 68%57%
0%
20%
40%
60%
80%
100%
1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
Pere
nt L
evel
s 3-
5
Lee Florida
Congratulations!!!!!! Lee County an “A” School District 47 “A” schools → 60 “A” schools Improved from 34th state student
achievement ranking to 22nd in the state
Essential Support Systems for Block Scheduling (Queen, 2009) Curriculum Alignments which identify the scope
and sequence of what is to be taught (Academic Plans)
Pacing Guides for each course for daily, weekly, and semester use (Academic Plans and Essential Concept Instructional Guides-ECIG)
Incorporation of Essential Concepts into the Pacing Guide with time management defined (ECIG)
Changing the classroom structure/tasks a minimum of every 20 to 25 minutes (ECIG)
Intensive Reading W, X, Y, & Z Period
Week 1 Week 2
Min.
A Day 1
B Day 1
A Day 2
B Day 2
A Day 3
B Day 3
A Day 4
B Day 4
A Day 5
B Day 5
10 TeenBiz Reader’s Handbook
Reader’s Handbook
TeenBiz Reader’s Handbook
20
30
40
50 VTM VTM
60 Read Aloud
Read Aloud
Read Aloud
70 SSR VTM SSR
80 Read Aloud
Read Aloud
TeenBiz – 80 minutes; 20% of timeVocabulary Through Morphemes (Word Study) and Vocabulary for Comprehension – 80 minutes: 20% of timeTeacher Read Aloud – 50 minutes; 12.5% of timeReader’s Handbook Unit/Lessons (includes vocabulary, pre-reading, during reading, after reading strategies, writing, and assessment) – 150 minutes; 37.5% of timeSSR with accountability (teacher also conferences and does diagnostic assessment with individual targeted instruction) – 40 minutes; 10% of time
Tools for Teaching in the Block
I DOWE DO
YOU DO
Higher Order Thinking
Entice, Enlighten, Engage, Extend, Enact
Plan - Do - Study - Act
Monitoring
Responsibility for Learning
Teaching to Learning
TEACHER STUDENT
Essential Support Systems for Block Scheduling (Queen, 2009)-cont.
Teachers should have a minimum of five strategies for student activities (Cadre resources)
Students practice the skill or concept under the teacher's direction (ECIG)
Direct Instruction for all---Especially critical for at-risk students (Also Klesius and Searls,1990) (ECIG)
Formative and Summative Student Assessments (FORF MAZE, FAIR, FCAT, CBA, etc.)
Entire classroom time needs to be used for instruction (ECIG)
Tools for Teaching in the Block-by Roberta L. Sejnost The four pronged lesson format includes
these four phases of learning: Entice, Enlighten, Engage, Extend, Phase I: Entice the Learner 10-25 min.
Purpose is to prepare students for what they are to learn. This is the “I DO” Phase of the (ECIG) Direct Instruction
Example: Think-Pair-Share & Give one, get one.
Tools for Teaching in the Block
Phase II: Enlighten the learner 15-20 min. Focus on Instruction to prepare for the next Phase.
This is the “I DO” Phase of the (ECIG) Example: Interactive lectures, modeling, think
aloud(s), jigsaw, guest speaker.
Phase III: Engage the learner 20-30 min.Students become active learners by connecting
prior knowledge to new information. This is the “We DO” Phase of the (ECIG)
Example: K-W-L organizer, 5 W’s and 1 H, guided notes
Phase IV: Extend the Learner 20-25 min.Students reflect on learning experiences to
increase retention and act upon what they have learned. This is the “You DO” Phase of the (ECIG)
Example: Students answer: What did I learn? How well did I use/apply what I
learned? What did I do with what I learned?
Tools for Teaching in the Block
Culmination of the PhasesEnact the Learning
The book presents ideas and strategies that could be utilized across the content areas.
Tools for Teaching in the Block
Data is Driving Instruction
Another tool for teaching in the block is data collection for the purpose of driving instruction and promoting student accountability
The responsibility for collection and upkeep should be balanced between teacher and student
Data is Driving Instruction
All students must have a folder, held by the teacher, containing a minimum of the following: previous FCAT scores/FAIR data, Student Goal/Action Plan/Reflection, TeenBiz 3000 Portfolio, TeenBiz Standards Chart for each Quarter
Quarterly Conferences will be held with students individually
Intensive Reading W, X, Y, or Z Data Folder
Table of Contents
TeenBiz 3000 Portfolio
Quarter 1
Quarter 2
Quarter 3
Quarter 4
TeenBiz 3000 Standards Chart
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Title Date Assigned
Date Completed
Grade/Check Off
FCAT Data/FAIR Data
Fall
Winter
Spring
Student Goal, Action Plan, Reflection
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Goal setting should be based on the SMART goal technique and should be measurable. A great goal should be specific, measurable, and
time sensitive. Example: I will increase my activity scores on TeenBiz
from 75% to 88% over the next 9 weeks. I will measure this through tracking in my data folder and charts based on my TeenBiz portfolio
NON-Example: I will increase my activity scores on TeenBiz by doing more of ‘em when I get time and just coming to the lab and makin’ the best score I can
Data is Driving Instruction
Data is Driving Instruction
Students are to individually transfer FCAT scores and calculate percentages of the sub categories to the forms in the data folder
My FCAT Reading Level: ______________
9th Grade 10th Grade
Level 3 1972 Level 3 2068
My DSS __ My DSS __ ________
________
Points Points needed ________ needed
________
to be on to be ongrade level grade level
My Area of Strength:
_______________________________________________
My Area of Focus:
_______________________________________________
Words/Phrases
Main Idea/Purpose
Comparisons
Reference/Research
____/____
____/___
_
____/____
____/___
_
100
90
80
70
60
50
40
30
20
10
0
Percentage Words/Phrases
Main Idea/Purpose
Comparisons Reference/Research
FCAT Data
Student Goal and Action Plan
Goals for the following quarter are also to be set by the student.
After analyzing my FCAT data, my reading goal for the year is: My reading goal for 1st Quarter is: To achieve this goal, I will: End of Quarter Reflection: End of Year Reflection: Learning Styles Inventory Multiple Intelligences
Once the individual has completed at least the 1st FAIR assessment and at the end of each quarter during the conference the TeenBiz and FAIR data will be shared with the student to be recorded and discussed
Data is Driving Instruction
Florida Assessment for Instruction in Reading (FAIR) DataAssessed Fall, Winter & Spring
FCAT Success Probability _____% (Circle One)
Words/ Phrases Low / Medium / High Not Enough Information
Main Idea/ Purpose Low / Medium / HighNot Enough Information
Comparisons Low / Medium / High Not Enough Information
Reference/Research Low / Medium / High Not Enough Information
LA.910.1.6.10: determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus,
and digital tools; and Quarter 1 Level _____ at which they are working when
report is generated % _____ of mastery
Let’s Get Busy with
Other Recommendations Include…Students can individually track their scores on
notebook paper following the TeenBiz recommendations
Teachers/Students should also be recording only first scores which will be used to demonstrate mastery of the standards and are aligned to the TeenBiz reports
Let’s Get Busy with
Let’s Get Busy with
The scores that are recorded can also be graphed to raise student awareness and accountability. It also offers a visual for students.
Log can include the following: Name: Date: Article Title: Did you read the article? Multiple Choice Activity Score Did you vote in the Poll? Math Activity Score Thought Question completed? Did you like this article? Why or why not?
Students can use their portfolio to fill in the information on their own TeenBiz
Let’s Get Busy with
Conclusion
This presentation has summarized the four pronged format for the block schedule and several strategies that can be used to support it.
These strategies can be used across the content area disciplines including the fine arts.
Parting Thoughts…
More important than the curriculum is the question of the methods of teaching and the spirit in which teaching is given. – Bertrand Russell
Only the curious will learn and only the resolute overcome the obstacles to learning. – Eugene S. Wilson
Tell me and I forget. Show me and I remember. Involve me and I understand. –Chinese Proverb
One must learn by doing the thing; for though you think you know it, you have no certainty, until you try.-Sophocles
No matter how good teaching may be, each student must take the responsibility for his own education. –John Carolus, SJ