1 michael d. rettig, professor emeritus james madison university 434-249-3024 [email protected]...

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Michael D. Rettig, Professor EmeritusJames Madison University

[email protected]

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



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




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


(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:


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







(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:


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


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







(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



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


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


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



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



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


PhysicsPhysicsMath AnalysisMath Analysis


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


World Hist.World Hist.Earth ScienceEarth Science


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


World Hist.World Hist.Earth ScienceEarth Science


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


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?

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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?

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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?



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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?



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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

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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



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


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,



PlanningPlanning


Teacher Teacher BB

MathMathHRHR

MathMath

Group 3Group 3

MathMath


MathMath

Group 2Group 2

Teacher Teacher CC

SS/SCSS/SCHRHR

SS/SCSS/SC

Group 2Group 2

SS/SCSS/SC


SS/SCSS/SC

Group 1Group 1

64

Four-Teacher Team


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


LA/RLA/R

Group 3Group 3 PE, PE, Elective, Elective,



PlanningPlanning


Teacher Teacher BB

MathMathHRHR

MathMath

Group 4Group 4

MathMath


MathMath

Group 2Group 2

Teacher Teacher CC

SS(LA)SS(LA)HRHR

SSSS

D1-Grp. 3D1-Grp. 3

D2-Grp. 2D2-Grp. 2

LALA


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


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


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


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


LA/RLA/R

Group 4Group 4

Teacher FTeacher F

MathMathHRHR

MathMath

Group 6Group 6

MathMath


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.


LA/ReadingLA/Reading


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.




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.





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


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


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)



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




Period 1B/O/Ch or Elective

Period 2 PE FL*

*Two years of FL required to complete Carnegie Unit minutes.

76




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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Gra

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Block IV (85)

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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Gra

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(20

)

Plan (80) Block II (80)

Reading, Avid, PE, EC, ESL, FL (40)

Lunch/ Advisory

(40)Block I (80)

HR

(20

)

Block I (80)

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)


Block III (80) Plan (80)

HR

(20

)

Grade 8 (80)

Grade 7 Reading, Avid, PE, EC, ESL, FL, Plan

(40)


(40)


(40)

Grade 7 (80)

Plan (80)

Lunch/ Advisory

(40)

Block III (80)

Grade 6 (80)

Lunch/ Advisory

(40)Block II (80) Block III (80)


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


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


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

1 michael d. rettig, professor emeritus james madison university 434-249-3024 [email protected]...

Documents

n flexibility

introduction n

ab n cost

period day n time

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block n recommendations

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