michael d. rettig, professor emeritus james madison university 434-249-3024 rettigmd@jmu
DESCRIPTION
Flexible Scheduling Options for Secondary Schools. Michael D. Rettig, Professor Emeritus James Madison University 434-249-3024 [email protected]. Agenda. History and Introduction Analyzing and Comparing the Most Common High School Scheduling Formats Why Have Schools Adopted Block Schedules? - PowerPoint PPT PresentationTRANSCRIPT
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Michael D. Rettig, Professor EmeritusJames Madison University
Flexible Scheduling Options Flexible Scheduling Options for Secondary Schoolsfor Secondary Schools
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Agenda
History and IntroductionHistory and Introduction Analyzing and Comparing the Most Common Analyzing and Comparing the Most Common
High School Scheduling FormatsHigh School Scheduling Formats Why Have Schools Adopted Block Schedules?Why Have Schools Adopted Block Schedules? What Mistakes Have Schools Made When What Mistakes Have Schools Made When
Implementing Block Schedules?Implementing Block Schedules? Using Time to Meet the Needs of StudentsUsing Time to Meet the Needs of Students Increasing Core Time in Middle School SchedulesIncreasing Core Time in Middle School Schedules A Comment on Teaching in the BlockA Comment on Teaching in the Block Recommendations for Successful ImplementationRecommendations for Successful Implementation
Summary of the Scheduling Trends in Virginia High Schools 1994-2006
Single Period Schedule Trends
1994-
95 1995-
96 1996-
97 1997-
98 1998-
99 1999-
00 2000-
01 2001-
02 2002-2003
2003-2004
2004-2005
2005-2006
6 period 55 52 42 35 24 12 9 6 7 8 8 6
7 period 133 104 79 72 69 74 70 66 64 66 66 60
8 period 3 0 0 0 0 0 0 0 0 0 0 0
Total 191 156 121 107 93 86 79 72 71 74 74 66
Block Scheduling Trends
1994-
95 1995-
96 1996-
97 1997-
98 1998-
99 1999-
00 2000-
01 2001-
02 2002-2003
2003-2004
2004-2005
2005-2006
6 A/B 16 13 12 14 7 5 6 6 7 7 0 0
7 A/B 39 52 69 74 86 82 90 92 89 89 94 89
8 A/B 10 6 8 10 11 22 27 31 34 38 42 58
4 x 4 28 58 78 84 93 97 94 95 100 97 93 95
Other 4 5 4 5 5 6 6 6 2 3 3 3
Total 97 134 171 187 202 212 223 230 232 234 232 245
Factor Avg. ES Percentile
Gain
Opportunity to Learn
.88 31
Time .39 15
Monitoring .30 12
Pressure to achieve .27 11 Parental
involvement .26 10
School climate .22 8
Leadership .10 4
Cooperation .06 2
Marzano, 2003
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A truly “flexible” schedule is A truly “flexible” schedule is one that provides more one that provides more
learning time for those need it learning time for those need it and more choices for those and more choices for those
who don’t need more learning who don’t need more learning time.time.
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Criteria for Comparison of Schedules Time per courseTime per course Choices availableChoices available CostCost Student LoadStudent Load Teacher LoadTeacher Load Percentage of Core (assuming 1 class (period or Percentage of Core (assuming 1 class (period or
block) of E,M,SS, and SC per year)block) of E,M,SS, and SC per year) Meeting format: daily (yearlong), every-other-day Meeting format: daily (yearlong), every-other-day
(yearlong), daily (semester)(yearlong), daily (semester)
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6-Period Day
Period 1Period 1
Period 2Period 2
Period 3Period 3
Period 4Period 4
Period 5Period 5
Period 6Period 6
Time per course-57 x 180Time per course-57 x 180 Choices available-6Choices available-6 Cost Factor- 5/6 (83%)Cost Factor- 5/6 (83%) Student Load-6Student Load-6 Teacher Load-5Teacher Load-5 Percentage Core-67%Percentage Core-67% Meeting format: daily-Meeting format: daily-
yearlong yearlong
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6-Period Advantages
Daily meetingDaily meeting Total time per course-More than all but 6 Total time per course-More than all but 6
A/BA/B Percentage of core-67% is more than all Percentage of core-67% is more than all
others and equivalent to the 6 A/Bothers and equivalent to the 6 A/B Cost- Same as 6 A/B; more than 6/7 or 7/8; Cost- Same as 6 A/B; more than 6/7 or 7/8;
less than all others.less than all others.
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7-Period DayPeriod 1Period 1
Period 2Period 2
Period 3Period 3
Period 4Period 4
Period 5Period 5
Period 6Period 6
Period 7Period 7
Time per course-48 x 180Time per course-48 x 180 Choices available-7Choices available-7 Cost Factor- 5/7 (71%), 6/7 Cost Factor- 5/7 (71%), 6/7
(86%)(86%) Student Load-7Student Load-7 Teacher Load-5 or 6Teacher Load-5 or 6 Percentage Core: 57%Percentage Core: 57% Meeting format: daily-Meeting format: daily-
yearlong yearlong
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7- Period Advantages
Daily meetingDaily meeting Total time per course (less than 6-period, 6 A/B Total time per course (less than 6-period, 6 A/B
and 7 A/B; more than 8-period, 8 A/B, 4X4, and and 7 A/B; more than 8-period, 8 A/B, 4X4, and Hybrid 4X4Hybrid 4X4
Percentage of core (less than 6-period and 6 A/B; Percentage of core (less than 6-period and 6 A/B; more than 8-period, 8 A/B, 4X4 and Hybrid 4X4)more than 8-period, 8 A/B, 4X4 and Hybrid 4X4)
Choice (one more than 6-period; one less than 8-Choice (one more than 6-period; one less than 8-period, 8 A/B, 4X4, and Hybrid 4X4)period, 8 A/B, 4X4, and Hybrid 4X4)
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8-Period Day
Time per course-43 x 180Time per course-43 x 180 Choices available-8Choices available-8 Cost Factor- 5/8 (62.5%), Cost Factor- 5/8 (62.5%),
6/8 (75%), 7/8 (87.5%)6/8 (75%), 7/8 (87.5%) Student Load-8Student Load-8 Teacher Load-5, 6, or 7Teacher Load-5, 6, or 7 Percentage Core: 50%Percentage Core: 50% Meeting format: daily-Meeting format: daily-
yearlong yearlong
Period 1Period 1
Period 2Period 2
Period 3Period 3
Period 4Period 4
Period 5Period 5
Period 6Period 6
Period 7Period 7
Period 8Period 8
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8- Period Advantages
Daily meetingDaily meeting Choice (Same as 8 A/B, 4X4, and Hybrid Choice (Same as 8 A/B, 4X4, and Hybrid
4X4; more than all others.)4X4; more than all others.) Flexibility for double-dosingFlexibility for double-dosing
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Why Have Schools Moved to Block Schedules?
To maintain/expand choice in the face of To maintain/expand choice in the face of increasing core credit requirements for graduation,increasing core credit requirements for graduation,
To improve school management,To improve school management, To allow/encourage teaching in depth and higher To allow/encourage teaching in depth and higher
level thinking skills, to permit more (or less time) level thinking skills, to permit more (or less time) for students to attain high levels of mastery on for students to attain high levels of mastery on state accountability tests, andstate accountability tests, and
To reduce stress, for both students and teachers, To reduce stress, for both students and teachers, yet still offer a broad and rigorous curriculum.yet still offer a broad and rigorous curriculum.
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What mistakes have some schools made when implementing block schedules? The use of a flawed decision-making process to adopt a The use of a flawed decision-making process to adopt a
block schedule.block schedule. Poor preparation for teaching in the block, including Poor preparation for teaching in the block, including
insufficient staff development and/or inattention to insufficient staff development and/or inattention to course pacing.course pacing.
Unclear goals, over-promising or not meeting promises Unclear goals, over-promising or not meeting promises mademade..
Poor scheduling decisions in the adoption phasePoor scheduling decisions in the adoption phase .. Budgetary concernsBudgetary concerns.. The lack of a rigorous formal evaluationThe lack of a rigorous formal evaluation..
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6 A/B Schedule
A Day B Day
Block 1 Class 1 Class 2
Block 2 Class 3 Class 4
Block 3 Class 5 Class 6
Time per course-119 Time per course-119 x 90x 90
Choices available-6Choices available-6 Cost Factor- 5/6 Cost Factor- 5/6
(83%)(83%) Student Load-6Student Load-6 Teacher Load-5Teacher Load-5 Percentage Core: Percentage Core:
67%67% Meeting format: E-Meeting format: E-
O-D-yearlong O-D-yearlong
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6-A/B Advantages
Total time per course-More than all other Total time per course-More than all other schedules listed.schedules listed.
Percentage of core-67% is more than all Percentage of core-67% is more than all others and equivalent to the 6-period.others and equivalent to the 6-period.
Cost- Same as 6 period; more than 6/7 or Cost- Same as 6 period; more than 6/7 or 7/8; less than all others.7/8; less than all others.
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MM TT WW RR FF
Block 1Block 1
(100)(100) 11 22 11 2211
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Block 2Block 2
(100)(100) 33 44 33 4433
44Block 3Block 3
(82)(82)5 and 5 and LunchLunch
5 and 5 and LunchLunch
5 and 5 and LunchLunch
5 and 5 and LunchLunch
5 and 5 and LunchLunch
Block 4Block 4
(100)(100) 77 66 77 6666
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7 A/B Schedule (Atlee High School)
Time per course-Time per course-100 x 90 or 50 X 100 x 90 or 50 X 180180
Choices available-7Choices available-7 Cost Factor- 5/7 Cost Factor- 5/7
(71%), 6/7 (86%)(71%), 6/7 (86%) Student Load-7Student Load-7 Teacher Load-5 or 6Teacher Load-5 or 6 Percentage Core: Percentage Core:
57%57% Meeting format: E-Meeting format: E-
O-D yearlong or O-D yearlong or daily-yearlong daily-yearlong
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7- A/B Advantages
Total time per course (less than 6-period and 6 Total time per course (less than 6-period and 6 A/B; more than 7-Period, 8-period, 8 A/B, 4X4, A/B; more than 7-Period, 8-period, 8 A/B, 4X4, and Hybrid 4X4)and Hybrid 4X4)
Percentage of core (same as 7-period, less than 6-Percentage of core (same as 7-period, less than 6-period and 6 A/B; more than 8-period, 8 A/B, period and 6 A/B; more than 8-period, 8 A/B, 4X4, and Hybrid 4X4)4X4, and Hybrid 4X4)
Choice (one more than 6-period; one less than 8-Choice (one more than 6-period; one less than 8-period, 8 A/B, 4X4, and Hybrid 4X4)period, 8 A/B, 4X4, and Hybrid 4X4)
Daily student loadDaily student load Daily teacher loadDaily teacher load
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8 A/B Schedule
A Day B Day
Block 1 Class 1 Class 2
Block 2 Class 3 Class 4
Block 3 Class 5 Class 6
Block 4 Class 7 Class 8
Time per course-88 Time per course-88 x 90x 90
Choices available-8Choices available-8 Cost Factor- 5/8 Cost Factor- 5/8
(62.5%), 6/8 (75%), (62.5%), 6/8 (75%), 7/8 (87.5%)7/8 (87.5%)
Student Load-8Student Load-8 Teacher Load-5, 6, Teacher Load-5, 6,
or 7or 7 Percentage Core: Percentage Core:
50%50% Meeting format: E-Meeting format: E-
O-D-yearlong O-D-yearlong
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8- A/B Advantages
Choice (Same as 8 A/B, 4X4, and Modified Choice (Same as 8 A/B, 4X4, and Modified 4X4; more than all others.)4X4; more than all others.)
Flexibility for double-dosingFlexibility for double-dosing Daily teacher load (if teaching 5 or 6)Daily teacher load (if teaching 5 or 6) Daily student loadDaily student load
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Benefits of the Alternate day Block Schedule
Longer classes encourage teaching with a variety of Longer classes encourage teaching with a variety of instructional models.instructional models.
Fewer “start-ups” and “endings” result in more useable Fewer “start-ups” and “endings” result in more useable instructional time.instructional time.
Fewer class changes improve school climate, discipline, and Fewer class changes improve school climate, discipline, and cleanliness.cleanliness.
Because teachers see fewer students daily they know Because teachers see fewer students daily they know students better and are able to give more individual students better and are able to give more individual assistance.assistance.
Compared to every day models, students have fewer classes, Compared to every day models, students have fewer classes, quizzes, tests, and homework assignments on any one day.quizzes, tests, and homework assignments on any one day.
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Issues to Be Addressed in the Alternate Day Block Schedule Attention SpanAttention Span Teacher planningTeacher planning Lunch periodsLunch periods AbsencesAbsences ReviewReview ““Sink time”Sink time” To float or not to floatTo float or not to float Equalizing students’ loadEqualizing students’ load Block vs. single period in 7 course plansBlock vs. single period in 7 course plans Teaching in the BlockTeaching in the Block
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5 Block Trimester Schedule60
Days60
Days60
DaysBlock
1Class 1.5 CR
Class 6.5 CR
Class 11.5 CR
Block 2
Class 2.5 CR
Class 7.5 CR
Class 12.5 CR
Block 3
Class 3.5 CR
Class 8.5 CR
Class 13.5 CR
Block 4
Class 4.5 CR.
Class 9.5 CR.
Class 14.5 CR.
Block 5
Class 5 .5 CR
Class 10 .5 CR
Class 15 .5 CR
Time per course-69 Time per course-69 x 120x 120
Choices available-Choices available-7.57.5
Cost Factor- 4/5 Cost Factor- 4/5 (80%)(80%)
Student Load-5Student Load-5 Teacher Load-4Teacher Load-4 Percentage Core: Percentage Core:
4/7.5 (53%)4/7.5 (53%) Meeting format: Meeting format:
Daily-trimester Daily-trimester
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5-Block Advantages Choice (7.5) Choice (7.5)
Flexibility for 1.5 credit classesFlexibility for 1.5 credit classes Daily and trimester teacher loadDaily and trimester teacher load Daily and trimester student loadDaily and trimester student load More days of contact than 4X4More days of contact than 4X4
5-Block Adaptations Needed
Performing ArtsPerforming Arts AP or IBAP or IB
Special EducationSpecial Education
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4 X 4 Schedule
Sem. 1 Sem. 2
Block 1 Class 1 Class 2
Block 2 Class 3 Class 4
Block 3 Class 5 Class 6
Block 4 Class 7 Class 8
Time per course-88 Time per course-88 x 90x 90
Choices available-8Choices available-8 Cost Factor- 5/8 Cost Factor- 5/8
(62.5%), 6/8 (75%), (62.5%), 6/8 (75%), 7/8 (87.5%)7/8 (87.5%)
Student Load-8Student Load-8 Teacher Load-5, 6, Teacher Load-5, 6,
or 7or 7 Percentage Core: Percentage Core:
50%50% Meeting format: Meeting format:
Daily-semester Daily-semester
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4X4 Advantages
Choice (Same as 8 A/B, 4X4, and Modified 4X4; more than all Choice (Same as 8 A/B, 4X4, and Modified 4X4; more than all others.)others.)
Flexibility for double-dosingFlexibility for double-dosing Daily and semester teacher loadDaily and semester teacher load Daily and semester student loadDaily and semester student load Acceleration and credit recovery possibilities.Acceleration and credit recovery possibilities.
Adaptations Needed for the 4X4 Performing ArtsPerforming Arts AP or IBAP or IB Special EducationSpecial Education Foreign LanguageForeign Language
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The Hybrid 4 X 4 Schedule with a Limited Number of Yearlong Embedded A/B Classes or “Skinnies”
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
6655
Semester IISemester IISemester ISemester I
11 22
Day 1 Course 3Day 1 Course 3 Day 2 Course 4Day 2 Course 4
Course 8 Everyday Yearlong “Skinny”
Course 7 Everyday Yearlong “Skinny”
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Hybrid 4X4 Advantages
Choice (Same as 8-Period, 8 A/B, 4X4; Choice (Same as 8-Period, 8 A/B, 4X4; more than all others.)more than all others.)
Flexibility for double-dosingFlexibility for double-dosing Daily and semester teacher loadDaily and semester teacher load Daily and semester student loadDaily and semester student load Mitigates testing and continuity concerns Mitigates testing and continuity concerns
related to the 4X4 for certain coursesrelated to the 4X4 for certain courses
Time Comparison Chart
6 Period 7 Period 8 Period 6 A/B 7 A/B5 Block
Trimester
8 A/B, 4X4,
Hybrid
Homeroom 13 14 11 13 15 15 13
Passing Time 35 40 45 20 25 30 25
Lunch 30 30 30 30 30 30 30
Class Length57 48 43 119
3 X 100 and 1X
5069 88
Total 420 420 420 420 420 420 420
Time Per Course
10,260 8,640 7,740 10,710 9,000 8280 7920
Choices 6 7 8 6 7 7.5 8
Class Meetings per Year
180 180 180 90 90 or 180 120 90
Percentage Core (E,M,SC,SS)
4/6 (67%) 4/7 (57%) 4/8 (50%) 4/6 (67%) 4/7 (57%)4/7.5 (53%)
4/8 (50%)
All computations based on a 7 hour (420 minutes) student day.
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Factors Impacting the Cost of A School Schedule Pupil-teacher ratio.Pupil-teacher ratio. The percentage of the periods/blocks taught The percentage of the periods/blocks taught
by each teacher.by each teacher.
Cost Comparison Chart
8-Period, 8 A/B,
4X4, or Hybrid; Teach 7
7 Period or 7 A/B; Teach 6
6-Period or 6 A/B; Teach 5
5 Block Trimester;
Teach 4
8-Period, 8 A/B,
4X4, or Hybrid; Teach 6
7-Period or 7 A/B; Teach 5
8 A/B, 4X4,
Hybrid; Teach 5
Student Load 8 7 6 5 8 7 8
Teacher Load 7 6 5 4 6 5 5
Cost Factor 87.5% 86% 83% 80% 75% 71% 62.5%
Less Expensive More Expensive
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School Factors Related to Improving Student Achievement
Balance the workload of students.Balance the workload of students. Balance the workload of teachers.Balance the workload of teachers. Provide extended learning time.Provide extended learning time. Provide time in the master schedule for tutorials.Provide time in the master schedule for tutorials. Create a small group, caring learning environmentCreate a small group, caring learning environment Alter policies and grading practices that focus on Alter policies and grading practices that focus on
“sorting and selecting” vs. “teaching and learning.”“sorting and selecting” vs. “teaching and learning.” Increase the amount of time students are actively Increase the amount of time students are actively
engaged in their learning.engaged in their learning.
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Set high expectations for all students.Set high expectations for all students. Encourage more students to take rigorous Encourage more students to take rigorous
programs (pre-AP, pre-IB, School-to-Work, programs (pre-AP, pre-IB, School-to-Work, dual enrollment, AP, IB).dual enrollment, AP, IB).
Create structures and supports to help Create structures and supports to help students who have not traditionally been students who have not traditionally been enrolled in these more rigorous curricula to enrolled in these more rigorous curricula to be successful.be successful.
Personalize the school environment.Personalize the school environment.
What do Effective Secondary Schools Do?
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Scheduling Time for Instructional Interventions/Support in Secondary School
Study/Seminar PeriodStudy/Seminar Period Double dosingDouble dosing Double dosing with tutorialsDouble dosing with tutorials Recycling in MathematicsRecycling in Mathematics Support Courses (i.e. AP or Alg. I)Support Courses (i.e. AP or Alg. I) Progressive AlgebraProgressive Algebra
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The 8 A/B Schedulewith Seminar/Study Block
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
Study/SeminarStudy/Seminar77
6655
Day 2Day 2Day 1Day 1
11 22
33 44
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Math Double Dose
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
ElectiveElectiveElectiveElective
PE/HPE/HSocial StudiesSocial Studies
Day 2/Sem. 2Day 2/Sem. 2Day 1/Sem.1Day 1/Sem.1
LALA ScienceScience
Algebra IAlgebra I Algebra IAlgebra I
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LA Double Dose
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
ElectiveElectiveElectiveElective
PE/HPE/HSocial StudiesSocial Studies
Day 2/Sem.2Day 2/Sem.2Day 1/Sem. 1Day 1/Sem. 1
LALA LALA
MathematicsMathematics ScienceScience
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LA & Math Double Doses
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
ElectiveElectiveScienceScience
PE/HPE/HSocial StudiesSocial Studies
Day 2/ Sem. 2Day 2/ Sem. 2Day 1/Sem. 1Day 1/Sem. 1
LALA LALA
Algebra IAlgebra I Algebra IAlgebra I
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Double Blocks of LA and Math with Tutorials: Student Schedule
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
PE/HPE/H
Social StudiesSocial Studies
Algebra IAlgebra I
Language Arts and ReadingLanguage Arts and Reading
Day 2Day 2Day 1Day 1
LA Tutorial 45m
Math Tutorial 45m
Elective or Earth Elective or Earth ScienceScience
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Re-cycling in Mathematics:Semester Recycle
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
ElectiveElectiveElectiveElective
PE/HPE/HSocial StudiesSocial Studies
Sem. 2Sem. 2Sem.1Sem.1
LALA ScienceScience
Algebra I-P1Algebra I-P1 Algebra I-P1 or P2Algebra I-P1 or P2
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Re-cycling in Mathematics: Recycle after Quarter
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
ElectiveElectiveElectiveElective
PE/HPE/HSocial StudiesSocial Studies
Sem. 2Sem. 2Sem.1Sem.1
LALA ScienceScience
Algebra Algebra I-P1-aI-P1-a
Algebra I-Algebra I-P1-a or bP1-a or b
Algebra I-Algebra I-P1-a.b, & cP1-a.b, & c
Algebra I-P1-Algebra I-P1-a,b,c, or da,b,c, or d
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7-Period Day Support Course
Per. 1AP A/B Calc.Per. 1AP A/B Calc.
Period 3Period 3
Period 4Period 4
Period 5Period 5
Period 6Period 6
Period 7Period 7
P1. D1 AP Support
P1. D2 PE
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The 8 A/B Schedule: AP Support
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
ElectiveElectiveElectiveElective
PhysicsPhysicsMath AnalysisMath Analysis
Day 2Day 2Day 1Day 1
U.S. History A.P.U.S. History A.P.
English 12English 12 Spanish IVSpanish IV
A.P. Support or A.P. Support or ElectiveElective
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The 4X4 Schedule: Algebra I A/B Support
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
ElectiveElectiveElectiveElective
World Hist.World Hist.Earth ScienceEarth Science
Day 2Day 2Day 1Day 1
Day 1: Day 1: Algebra IAlgebra I
English 9English 9 Spanish ISpanish I
Day 2: Algebra 1 Day 2: Algebra 1 Support or ElectiveSupport or Elective
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The 8 A/B Schedule: Algebra 1 Support
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
ElectiveElectiveElectiveElective
World Hist.World Hist.Earth ScienceEarth Science
Day 2Day 2Day 1Day 1
Geometry 1Geometry 1
English 9English 9 Spanish ISpanish I
Geometry Support Geometry Support
or Electiveor Elective
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Potential Components of a Predictive Model for Algebra I Success
Teacher recommendationsTeacher recommendations Algebra I Readiness TestAlgebra I Readiness Test Performance on state mathematics Performance on state mathematics
assessments in earlier yearsassessments in earlier years GradesGrades Students’ Past Performance in Algebra IStudents’ Past Performance in Algebra I Other???Other???
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Possible PredictorsAlgebra Readiness Test, State AssessmentsTeacher Recommendation, Grades, Other
Performance in Algebra I in the Typical Scheduling Format (1 period per day, A/B Block, 1 Semester in the 4X4)
Predictive Model If a student scores “X” on the predictors, then we expect
“Y” in Algebra I offered in the traditional format)
Service Delivery OptionsBased upon the predictive model a service delivery model is
recommended (i.e. traditional time, tutorial help, double-dose, etc.)
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Achieving Common Goals
Common CurriculumCommon Curriculum Common PacingCommon Pacing Common Formative and Summative Common Formative and Summative
AssessmentsAssessments Collaborative Monitoring SystemCollaborative Monitoring System Common Time for Intervention and Common Time for Intervention and
EnrichmentEnrichment
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Progressive AlgebraRettig and Canady, 1998.
T’sT’s Q1Q1 Q2Q2 Q3Q3 Q4Q4 Q5Q5 Q6Q6 Q7 Q8
MAMA A1A1 A2A2 A3A3 A4A4 G1G1 G2G2 G3 G4
MBMB A1A1 A2A2 A3A3 A4A4 G1G1 G2G2 G3G3 G3G3
MCMC A1A1 A2A2 A3A3 A3A3 A4A4 G1G1 G2G2 G2G2
MDMD A1A1 A2A2 A2A2 A3A3 A4A4 A4A4 G1G1 G1G1
MEME A1A1 A1A1 A2A2 A2A2 A3A3 A4A4 A4A4 G1G1
MFMF A1A1 A1A1 A2A2 A2A2 A3A3 A3A3 A4A4 A4A4
Key: Q=4.5 weeks; A=Algebra I, 4 Parts; G=Geometry 4 Parts
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If we can agree that something is If we can agree that something is good practice, shouldn’t we good practice, shouldn’t we
institutionalize it’s use?institutionalize it’s use?
Putting it in the schedule Putting it in the schedule increases the likelihood of increases the likelihood of
institutionalization.institutionalization.
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““If an educator keeps using If an educator keeps using the same strategies over and the same strategies over and over and the student keeps over and the student keeps failing, failing,
who really is the slow who really is the slow learner?”learner?”
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Recovery Model (Sem. 1)(Possibly for Grade 8 Failures)
Semester 1Semester 1 Semester 2Semester 2
30 30 DaysDays
30 30 DaysDays
30 30 DaysDays Potential Re-entryPotential Re-entry
Block IBlock I C1C1 C2C2 C3C3 Course 5Course 5
Block IIBlock II C1C1 C2C2 C3C3 Course 6Course 6
Block IIIBlock III C1C1 C2C2 C3C3 Course 7Course 7
Block IVBlock IV C4-ElectiveC4-Elective C8-ElectiveC8-Elective
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Recovery Model (Sem. 2)(For 1st Semester Failures)
Semester 1Semester 1 Semester 2Semester 2
30 30 DaysDays
30 30 DaysDays
30 30 DaysDays
Block IBlock I Req. Course 1Req. Course 1 C5 (1)C5 (1) C6(2)C6(2) C7C7
Block IIBlock II Req. Course 2Req. Course 2 C5 (1)C5 (1) C6(2)C6(2) C7C7
Block IIIBlock III Req. Course 3Req. Course 3 C5(1)C5(1) C6(2)C6(2) C7C7
Block IVBlock IV Elective Course 4Elective Course 4 Elective Course 8Elective Course 8
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We cannot keep raising the We cannot keep raising the “bar” without also increasing “bar” without also increasing
supports, or else we will supports, or else we will create more failures and create more failures and
ultimately more drop-outs.ultimately more drop-outs.
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8 Guiding Questions Which Help Us Revisit the Mission and Goals of Middle Schools
1.1. What is an appropriate number of students a What is an appropriate number of students a middle school teacher should see each middle school teacher should see each day/term/year? Is there a relationship between day/term/year? Is there a relationship between how a teacher works with students and the number how a teacher works with students and the number of students assigned to a teacher?of students assigned to a teacher?
2.2. What is the appropriate number of teachers for What is the appropriate number of teachers for middle school students to see each day/term/year? middle school students to see each day/term/year? Is there a relationship between student behavior Is there a relationship between student behavior and "sense of belonging" and the number of and "sense of belonging" and the number of teachers a student is assigned during a teachers a student is assigned during a day/term/year?day/term/year?
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8 Guiding Questions Which Help Us Revisit the Mission and Goals of Middle Schools, con’t
8 Guiding Questions Which Help Us Revisit the Mission and Goals of Middle Schools, con’t
3.3. What is the appropriate time balance between What is the appropriate time balance between core and encore subjects? What factors should be core and encore subjects? What factors should be considered in determining this balance?considered in determining this balance?
4.4. What is the appropriate number of subjects for What is the appropriate number of subjects for students to be enrolled during any one students to be enrolled during any one day/term/year? Is there a relationship between day/term/year? Is there a relationship between the number of classes for which students are the number of classes for which students are responsible and their success in those classes?responsible and their success in those classes?
5.5. How should exploratory classes be scheduled in How should exploratory classes be scheduled in relation to other subjects?relation to other subjects?
57
Key Question 3:a.a. What percentage of a student’s day should What percentage of a student’s day should
be spent in the following basic subjects: be spent in the following basic subjects: English (including reading), mathematics, English (including reading), mathematics, science, and social studies?science, and social studies?
b.b. How should the total time allocated to How should the total time allocated to ELA, math, science and social studies be ELA, math, science and social studies be divided among these subjects?divided among these subjects?
c.c. How should the time allocated to encore How should the time allocated to encore classes be divided among the various classes be divided among the various possibilities?possibilities?
58
6.6. While many middle school schedules While many middle school schedules on paperon paper show the possibility of flexibly combining single show the possibility of flexibly combining single periods into longer instructional blocks, periods into longer instructional blocks, in in practicepractice, we find classes typically are taught in , we find classes typically are taught in single periods; hence, does the middle school single periods; hence, does the middle school experience become even more fragmented for experience become even more fragmented for both students and teachers? Does such practice both students and teachers? Does such practice create stress and make it difficult for teachers to create stress and make it difficult for teachers to implement some of the more productive teaching implement some of the more productive teaching strategies?strategies?
8 Guiding Questions Which Help Us Revisit the Mission and Goals of Middle Schools, con’t
8 Guiding Questions Which Help Us Revisit the Mission and Goals of Middle Schools, con’t
59
7.7. With the growing diversity of school With the growing diversity of school populations, do we need to plan schedules populations, do we need to plan schedules which permit extended learning time for which permit extended learning time for those students who need additional time to those students who need additional time to meet course expectations?meet course expectations?
8.8. Should a middle school schedule be Should a middle school schedule be compatible with elementary and high compatible with elementary and high school schedules in the feeder pattern?school schedules in the feeder pattern?
8 Guiding Questions Which Help Us Revisit the Mission and Goals of Middle Schools, con’t
8 Guiding Questions Which Help Us Revisit the Mission and Goals of Middle Schools, con’t
60
The Major Issue for Middle Schools: Increasing Core Instructional Time and Adding Time for Intervention or Enrichment and Still Maintaining Some Elective/Exploratory Choice for Students
61
The Four-Block Schedule (Double Dose of LA and M)
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
Elective/Exploratory/PEElective/Exploratory/PE
ScienceScienceSocial StudiesSocial Studies
MathematicsMathematics
Language Arts and ReadingLanguage Arts and Reading
Day 2Day 2Day 1Day 1
62
Two-Teacher Team
TimesTimes8:00-8:00-
8:108:10
Block IBlock I
8:10-9:408:10-9:40
Block IIBlock II
9:45-11:159:45-11:1511:20-11:20-11:5011:50
Block IIIBlock III
11:55-1:2511:55-1:25
Block IVBlock IV
1:30-3:001:30-3:00
Teacher Teacher AA
LA/R/SSLA/R/SS
HRHR
LA/RLA/R
Group 1Group 1
LA/RLA/R
Group 2Group 2
LunchLunch
SSSS
Group 1Group 1
Day 1Day 1
Group 2Group 2
Day 2Day 2
PE, PE, Elective, Elective,
and and ExploratoryExploratory
For For StudentsStudents
PlanningPlanning
For For TeachersTeachers
Teacher Teacher BB
M/SCM/SC
HRHR
MathMath
Group 2Group 2
MathMath
Group 1Group 1
LunchLunch
ScienceScience
Group 2Group 2
Day 1Day 1
Group 1Group 1
Day 2Day 2
63
Three-Teacher Team
TimesTimes8:00-8:00-
8:108:10
Block IBlock I
8:10-9:408:10-9:40
Block IIBlock II
9:45-11:159:45-11:1511:20-11:20-11:5011:50
Block IIIBlock III
11:55-1:2511:55-1:25
Block IVBlock IV
1:30-3:001:30-3:00
Teacher Teacher AA
LA/RLA/RHRHR
LA/RLA/R
Group 1Group 1
LA/RLA/R
Group 2Group 2LunchLunch
LA/RLA/R
Group 3Group 3
PE , PE , Elective, Elective,
and and ExploratoryExploratory
For For StudentsStudents
PlanningPlanning
For For TeachersTeachers
Teacher Teacher BB
MathMathHRHR
MathMath
Group 3Group 3
MathMath
Group 1Group 1LunchLunch
MathMath
Group 2Group 2
Teacher Teacher CC
SS/SCSS/SCHRHR
SS/SCSS/SC
Group 2Group 2
SS/SCSS/SC
Group 3Group 3LunchLunch
SS/SCSS/SC
Group 1Group 1
64
Four-Teacher Team
TimesTimes8:00-8:00-
8:108:10
Block IBlock I
8:10-9:408:10-9:40
Block IIBlock II
9:45-11:159:45-11:1511:20-11:20-11:5011:50
Block IIIBlock III
11:55-1:2511:55-1:25
Block IVBlock IV
1:30-3:001:30-3:00
Teacher Teacher AA
LA/RLA/RHRHR
LA/RLA/R
Group 1Group 1
LA/RLA/R
Group 2Group 2LunchLunch
LA/RLA/R
Group 3Group 3 PE, PE, Elective, Elective,
and and ExploratoryExploratory
For For StudentsStudents
PlanningPlanning
For For TeachersTeachers
Teacher Teacher BB
MathMathHRHR
MathMath
Group 4Group 4
MathMath
Group 1Group 1LunchLunch
MathMath
Group 2Group 2
Teacher Teacher CC
SS(LA)SS(LA)HRHR
SSSS
D1-Grp. 3D1-Grp. 3
D2-Grp. 2D2-Grp. 2
LALA
Group 4Group 4LunchLunch
SSSS
D1-Grp. 1D1-Grp. 1
D2-Grp. 4D2-Grp. 4
Teacher Teacher DD
SC (M)SC (M)HRHR
SCSC
D1-Grp. 2D1-Grp. 2
D2-Grp. 3D2-Grp. 3
MathMath
Group 3Group 3LunchLunch
SCSC
D1-Grp. 4D1-Grp. 4
D2-Grp. 1D2-Grp. 1
65
Six-Teacher TeamTimesTimes
8:00-8:00-
8:108:10
Block IBlock I
8:10-9:408:10-9:40
Block IIBlock II
9:45-11:159:45-11:1511:20-11:20-11:5011:50
Block IIIBlock III
11:55-1:2511:55-1:25
Block IVBlock IV
1:30-3:001:30-3:00
Teacher ATeacher A
LA/RLA/RHRHR
LA/RLA/R
Group 1Group 1
LA/RLA/R
Group 2Group 2LunchLunch
LA/RLA/R
Group 3Group 3
PE, PE,
Elective, and Elective, and ExploratoryExploratory
For StudentsFor Students
PlanningPlanning
For TeachersFor Teachers
Teacher BTeacher B
MathMathHRHR
MathMath
Group 3Group 3
MathMath
Group 1Group 1LunchLunch
MathMath
Group 2Group 2
Teacher CTeacher C
SSSSHRHR
SSSS
D1-Grp. 2D1-Grp. 2
D2-Grp. 4D2-Grp. 4
SSSS
D1-Grp. 3D1-Grp. 3
D2-Grp. 5D2-Grp. 5
LunchLunch
SSSS
D1-Grp. 1D1-Grp. 1
D-2-Grp.6D-2-Grp.6
Teacher DTeacher D
SCSCHRHR
SCSC
D1-Grp. 4D1-Grp. 4
D2-Grp. 2D2-Grp. 2
SCSC
D1-Grp. 5D1-Grp. 5
D2-Grp. 3D2-Grp. 3
LunchLunch
SCSC
D1-Grp. 6D1-Grp. 6
D-2-Grp.1D-2-Grp.1
Teacher ETeacher E
LA/RLA/RHRHR
LA/RLA/R
Group 5Group 5
LA/RLA/R
Group 6Group 6LunchLunch
LA/RLA/R
Group 4Group 4
Teacher FTeacher F
MathMathHRHR
MathMath
Group 6Group 6
MathMath
Group 4Group 4LunchLunch
MathMath
Group 5Group 5
66
Four-Block Master ScheduleTimesTimes
8:00-8:00-
8:108:10
Block IBlock I
8:10-9:408:10-9:40
Block IIBlock II
9:45-11:159:45-11:1511:20-11:20-11:5011:50
Block IIIBlock III
11:55-1:2511:55-1:25
Block IVBlock IV
1:30-3:001:30-3:00
Grade 6Grade 6 HRHRCoreCore
Block 1Block 1
CoreCore
Block 2Block 2LunchLunch
Core Core
Block 3Block 3PlanningPlanning
Grade 7Grade 7 HRHRCoreCore
Block 1Block 1
CoreCore
Block 2Block 2LunchLunch PlanningPlanning
CoreCore
Block 3Block 3
Grade 8Grade 8 HRHRCore Core
Block 1Block 1PlanningPlanning LunchLunch
CoreCore
Block 2Block 2
CoreCore
Block 3Block 3
PE/HPE/H DutyDuty PlanningPlanning½½
Grade 8Grade 8LunchLunch
½½
Grade 7Grade 7
½½
Grade 6Grade 6
Explore.Explore.
And/orAnd/or
ElectiveElective
DutyDuty PlanningPlanning½½
Grade 8Grade 8LunchLunch
½½
Grade 7Grade 7
½½
Grade 6Grade 6
67
Major Pros and Cons of Four-Block
ProsPros 90 minutes is provided daily for 90 minutes is provided daily for
LA/Reading and Mathematics.LA/Reading and Mathematics. Students and teachers only take Students and teachers only take
or teach three academic classes or teach three academic classes daily.daily.
LA and Mathematics teachers LA and Mathematics teachers instruct only three groups all instruct only three groups all year.year.
Adequate time is provided for Adequate time is provided for SS/SC.SS/SC.
Adequate time is provided for Adequate time is provided for Encore for most students.Encore for most students.
ConsCons Students who select two year-Students who select two year-
long electives (i.e. Band and long electives (i.e. Band and FL) have difficulty scheduling FL) have difficulty scheduling PE/H.PE/H.
No clear time for re-teaching.No clear time for re-teaching. SS/SC teachers on six-teacher SS/SC teachers on six-teacher
teams work with six sections all teams work with six sections all year long.year long.
SS/SC teachers may not believe SS/SC teachers may not believe adequate time has been adequate time has been allocated.allocated.
68
The Four-Block: Variation 1
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
Elec./Exp.Elec./Exp.Elec./Exp.Elec./Exp.
ScienceScienceSocial StudiesSocial Studies
LA/ReadingLA/Reading
Day 2Day 2Day 1Day 1
Mathematics Foreign Lang.
69
Four-Block Schedule: Variation 2
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
Elec./Exp.Elec./Exp.Elec./Exp.Elec./Exp.
ScienceScienceSocial StudiesSocial Studies
MathematicsMathematics
Day 2Day 2Day 1Day 1
LA/Reading Foreign Lang.
70
The Four-Block Schedule with a 9th Period
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
PE/Exp./Elec.PE/Exp./Elec.PE/Exp./Elec.PE/Exp./Elec.
ScienceScienceSocial StudiesSocial Studies
MathematicsMathematics
Language Arts and ReadingLanguage Arts and Reading
Day 2Day 2Day 1Day 1
PE/Exp./Elec./Interv./Enr.PE/Exp./Elec./Interv./Enr.99thth Period Period
71
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
Elective/Exploratory/PEElective/Exploratory/PE
Day 4Day 4Day 1Day 1 Day 2Day 2 Day 3Day 3
LA/RLA/R
LA/RLA/R
LA/RLA/R
MathMath
MathMath
MathMath
SSSS
SSSS
SSSS
SCSC
SCSC
SCSC
The Four-Block Schedule: Sample Student Schedule (Equal Time in LA, M, SS, SC)The Four-Block Schedule: Sample Student Schedule (Equal Time in LA, M, SS, SC)
72
The Four-Block Schedule: Sample Teacher Schedule (Equal Time in LA, M, SS, SC)
Block IVBlock IV
Block IIIBlock III
Block IIBlock II
Block IBlock I
Elective/Exploratory/PEElective/Exploratory/PE
Day 4Day 4Day 1Day 1 Day 2Day 2 Day 3Day 3
S1S1
S1S1
S1S1
S2S2
S2S2
S2S2
S3S3
S3S3
S3S3
S4S4
S4S4
S4S4
73
Unequal Core and Encore PeriodsIn 390-Minute Day
Core 1 (60m)Core 1 (60m)
Elec./Exp.Elec./Exp.
Elec./Exp.Elec./Exp.
ScienceScience
Social StudiesSocial Studies
LA/ReadingLA/Reading
MathematicsCore 2 (60m)Core 2 (60m)
Core 3 (60m)Core 3 (60m)
Core 4 (60m)Core 4 (60m)
Encore 1 (45 m)Encore 1 (45 m)
Encore 2 (45 m)Encore 2 (45 m)
LunchLunchLunch (35m)Lunch (35m)
74
Encore Rotations:3 Choices in Two Periods (one choice meets daily;
two choices meet every-other-day)
Example 1: A Day B Day
Period 1Exploratory
Rotation or Daily Elective (i.e. FL)
Period 2 PEB/O/
CH/GM
75
Encore Rotations:3 Choices in Two Periods (one choice meets daily;
two choices meet every-other-day)
Example 2: A Day B Day
Period 1B/O/Ch or Elective
Period 2 PE FL*
*Two years of FL required to complete Carnegie Unit minutes.
76
Encore Rotations:3 Choices in Two Periods (one choice meets daily;
two choices meet every-other-day)
Example 3: A Day B Day
Period 1 PE
Period 2B/O/Ch
or Elective
FL*
*Two years of FL required to complete Carnegie Unit minutes.
77
3 Choices in Two Periods
A Day B Day C Day
Period 1 Class 1 Class 3 Class 2
Period 2 Class 2 Class 1 Class 4
78
3 Choices in Two Periods: Example
A Day B Day C Day
Period 1 PE/H Band Spanish
Period 2 Spanish PE/H Band
81
Three-Part Lesson-DesignThree-Part Lesson-Design1. Explanation (20-25 mins.)1. Explanation (20-25 mins.)
ObjectiveObjective
Plan for the DayPlan for the Day
Connections to Previous LearningConnections to Previous Learning
Homework ReviewHomework Review
Teach New MaterialTeach New Material
2. Application (40-45 mins.)2. Application (40-45 mins.)
3. Synthesis (15-20 mins.)3. Synthesis (15-20 mins.)AssessmentAssessment
Re-teachingRe-teaching
Establish Connections and RelevanceEstablish Connections and Relevance
ClosureClosure
82
Application PhaseI.I. Cooperative LearningCooperative LearningII.II. Paideia SeminarsPaideia SeminarsIII.III. LaboratoryLaboratoryIV.IV. SimulationSimulationV.V. Models of TeachingModels of Teaching
A. Concept DevelopmentA. Concept DevelopmentB. InquiryB. InquiryC. Concept AttainmentC. Concept AttainmentD. SynecticsD. Synectics
VI.VI. Learning Centers or StationsLearning Centers or StationsVII.VII. TechnologyTechnologyVIII.VIII. Content Area Literacy StrategiesContent Area Literacy Strategies
The Four Circles of Engagement
Physical Domain
Movement
Social/EmotionalDomain
Affiliation
Cognitive Domain
IntellectualChallenge
Active Learning Strategies
Social/Emotional Domain
Choice
84
How to Fail When Implementing a New ScheduleI.I. Mess-up the ProcessMess-up the Process
A.A. Don’t identify the goals.Don’t identify the goals.B.B. Start with an administrative edict.Start with an administrative edict.C.C. Let the study committee dominate.Let the study committee dominate.D.D. Don’t involve the parents.Don’t involve the parents.E.E. Don’t involve the students.Don’t involve the students.F.F. Don’t involve the central office.Don’t involve the central office.G.G. Don’t involve the union.Don’t involve the union.
85
How to Fail When Implementing a New Schedule con’t.H. H. Do an incomplete study.Do an incomplete study.
1.1. Don’t read and do research.Don’t read and do research.
2.2. Don’t visit other schools.Don’t visit other schools.
3.3. Don’t do a mock master schedule.Don’t do a mock master schedule.
4.4. Don’t create sample teacher and student Don’t create sample teacher and student schedules.schedules.
5.5. Don’t address benefits for both students and Don’t address benefits for both students and teachers.teachers.
86
How to Fail When Implementing a New Schedule con’t.II.II. Do Poor PlanningDo Poor Planning
A.A. Don’t create pacing guides.Don’t create pacing guides.
B.B. Assume teachers will change instruction to Assume teachers will change instruction to fit the block without staff development fit the block without staff development assistance.assistance.
C.C. Don’t change school policies to be in line Don’t change school policies to be in line with the new schedule.with the new schedule.
87
How to Fail When Implementing a New Schedule con’t.III.III. Create a Poorly Constructed ScheduleCreate a Poorly Constructed Schedule
A.A. Don’t balance teams academically.Don’t balance teams academically.B.B. Make sure you have unequal class times.Make sure you have unequal class times.C.C. Create short chunks of unusable time.Create short chunks of unusable time.D.D. Create split periods to run lunch.Create split periods to run lunch.E.E. Make sure students can’t take (fill in the blank) Make sure students can’t take (fill in the blank)
“because of the schedule.”“because of the schedule.”
IV.IV. Don’t Continue to do Staff Development After Don’t Continue to do Staff Development After the first year.the first year.
V.V. Don’t Plan to Evaluate until Someone Asks for Don’t Plan to Evaluate until Someone Asks for It.It.
88
References Canady, R. L. & Rettig, M. D. (Eds.) (1996). Canady, R. L. & Rettig, M. D. (Eds.) (1996). Teaching in the block: Strategies for Teaching in the block: Strategies for
engaging active learnersengaging active learners. Larchmont, NY: Eye On Education.. Larchmont, NY: Eye On Education.
Canady, R. L. & Rettig, M. D. (1995). Canady, R. L. & Rettig, M. D. (1995). Block scheduling: A catalyst for change in high Block scheduling: A catalyst for change in high schoolschool. Larchmont, NY: Eye on Education.. Larchmont, NY: Eye on Education.
Marzano, R. J. (2003). Marzano, R. J. (2003). What works in schools: Translating research into actionWhat works in schools: Translating research into action. . Alexandria,VA: ASCD.Alexandria,VA: ASCD.
Rettig, M. D. (2004). Rettig, M. D. (2004). Directory of high school scheduling models in Virginia.Directory of high school scheduling models in Virginia. A report A report of the "Study of innovative high school scheduling in Virginia". Harrisonburg, VA: of the "Study of innovative high school scheduling in Virginia". Harrisonburg, VA: James Madison University, http://coe.jmu.edu/EdLeadership/index2.htm.James Madison University, http://coe.jmu.edu/EdLeadership/index2.htm.
Rettig, M. D. & Canady, R. L. (2000). Rettig, M. D. & Canady, R. L. (2000). Scheduling strategies for middle schoolsScheduling strategies for middle schools. . Larchmont, NY: Eye On Education.Larchmont, NY: Eye On Education.
Rettig, M. D., McCullough, L. L., Santos, K.E., and Watson, C.R. (2004). Rettig, M. D., McCullough, L. L., Santos, K.E., and Watson, C.R. (2004). From rigorous From rigorous standards to student achievement: A practical process.standards to student achievement: A practical process. Larchmont, NY: Eye on Larchmont, NY: Eye on Education. Education.
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Reading, Avid, PE,
EC, ESL, FL (45)
Block I (90) Block II and Lunch (110) Block III Planning (85)
Four Block Schedule with One Schoolwide 9th Period for Re-teaching, Enrichment, and Electives (Sample 1)
Block IV (85)
Block II and Lunch (110) Block III (85) Block IV Planning (85)
Block II Planning (85) Block III and Lunch (110)
Lunch (25)
Grade 6 (85) Grade 8 (85)
Reading, Avid, PE,
EC, ESL, FL (45)
Block I (90)
Reading, Avid, PE,
EC, ESL, FL (45)
Block I (90)
Planning (90)
Re-teaching, Enrichment, or Planning
(45)
Grade 7 (85)
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(40)Block I (80)
HR
(20
)
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Four Block Schedule with Grade Level 9th Periods for Re-teaching, Enrichment, and Electives (Around Late Lunch)H
R (
20)
Block I (80) Block II (80)Lunch/
Advisory (40)
Reading, Avid, PE, EC, ESL, FL (40)
Block III (80) Plan (80)
HR
(20
)
Grade 8 (80)
Grade 7 Reading, Avid, PE, EC, ESL, FL, Plan
(40)
Grade 8 Reading, Avid, PE, EC, ESL, FL, Plan
(40)
Grade 6 Reading, Avid, PE, EC, ESL, FL, Plan
(40)
Grade 7 (80)
Plan (80)
Lunch/ Advisory
(40)
Block III (80)
Grade 6 (80)
Lunch/ Advisory
(40)Block II (80) Block III (80)
Reading, Avid, PE, EC, ESL, FL (40)
Figure 8.1 Math/Algebra Team Middle School Master Block Schedule
Block I
Block II
Block III
Block IV
6th
LA 6A
LA 6B
SS6
SC6
LA 6A
LA 6B
SS6
SC6
LA 6A
LA 6B
SS6
SC6
LA 6A
LA 6B
SS6
SC6
D1
LA 6-1
LA 6-2
SS 6-3
SC 6-4
LA 6-3
LA 6-4
SS 6-5
SC 6-6
LA 6-5
LA 6-6
SS 6-1
SC 6-2
ALL 6TH GRADE STUDENTS IN MATH; TEACHER PLANNING
D2
SS 6-4
SC 6-3
SS 6-6
SC 6-5
SS 6-2
SC 6-1
7th
LA 7A
LA 7B
SS7
SC7
LA 7A
LA 7B
SS7
SC7
LA 7A
LA 7B
SS7
SC7
LA 7A
LA 7B
SS7
SC7
D1
LA 7-1
LA 7-2
SS 7-3
SC 7-4
LA 7-3
LA 7-4
SS 7-5
SC 7-6
ALL 7TH GRADE STUDENTS IN MATH; TEACHER PLANNING
LA 7-5
LA 7-6
SS 7-1
SC 7-2
D2
SS 7-4
SC 7-3
SS 7-6
SC 7-5
SS 7-2
SC 7-1
8th
LA 8A
LA 8B
SS8
SC8
LA 8A
LA 8B
SS8
SC8
LA 8A
LA 8B
SS8
SC8
LA 8A
LA 8B
SS8
SC8
D1
ALL 8TH GRADE STUDENTS IN MATH; TEACHER PLANNING
LA 8-1
LA 8-2
SS 8-3
SC 8-4
LA 8-3
LA 8-4
SS 8-5
SC 8-6
LA 8-5
LA 8-6
SS 8-1
SC 8-2
D2
SS 8-4
SC 8-3
SS 8-6
SC 8-5
SS 8-2
SC 8-1
MATH
8TH Grade; 6 Teachers
Math Planning
7th Grade; 6 Teachers
6th Grade; 6 Teachers
PE/ Exp
6-5, 7-5 6-6, 7-6
6-1, 7-1, 8-5 6-2, 7-2, 8-6
6-3, 8-1 6-4, 8-2
7-3, 8-3 7-4, 8-4
92