Block Presentation-Dec-10-2012
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Transcript Block Presentation-Dec-10-2012
Parent Forum
December 10, 2012
Jeanne Donovan
Welcome
We want to make a great program even better
As educators, we always ask, “What can we do better?”
How can we do more to meet new 21st century core
standards with the resources we already have?
Would a modified block schedule improve student
learning?
Agenda
Introduce committee of staff & parents
Evolution of Thought and Process
Proposed, Trialed Modified Block
Our Findings, Results of Survey
Challenges, Improvements: Why a 3-day
Block?
6. Next Steps
7. Panel discussion with Q&A
1.
2.
3.
4.
5.
Block Schedule Committee
Educators
Parents
Jeanne Donovan, Principal
Eric Mapes, Asst. Principal
Hannah Bjork, Spanish
Brad Goodson, Math 6 and 8
Ted Greenebaum, Science 8
Jane Hickman, English 8/Journalism
Annie Holland, English 8/History 8
Joci Kelleher, Core 6/Study Skills
Stella Kennedy, Core 6/Green Team
Kim Lipkin, Art/Leadership
Gina McKuen, Core 7/Shakespeare
Carrie Poole, Special Education
Amy Savage, Special Education
Anne Smith, Film/Animation
Camilla Thayer, Science 6 & 7
Jon Elliott
Katie Korotzer
Sue Lin
Shirley Rexrode, PMS PC Pres.
Esther Rogers
Lillis Stern
Gautam Wadhwani, PMS PC Tsr.
Former Member: Mary Kelly,
Past PMS PC President
Evolution of Thought
Wanted to consider block schedule
Researched options
Conducted a 2-day block trial (90-minute periods) for
two weeks this fall
Surveyed stakeholders
Discussed benefits and challenges
Changed proposal to 3-day block to address
challenges while maintaining benefits
An Enriching, Collaborative Process
2010
Staff inquiry began
April 2011
First presentation at Parents’ Club meeting
Oct. 2011
First parent forum
Oct. 2011
Parents joined Block Schedule committee
2011-2012
Site visits, readings, discussions
April 2012
Second parent forum (included elementary)
Oct. 2012
Two week trial of 2-day modified Block
Oct. 2012
Student, parent and staff surveys
Nov. 2012
Analysis of results which led to proposed
3-day Block
Dec. 2012
Third parent forum (includes elementary)
“Traditional” vs. “Modified Block” Schedule
Traditional
7-period day: each class meets every day
Modified Block
Each class meets four times per week
Blocked periods – four or five classes per day
Trialed 2-day Block Schedule
• 2 traditional and 3 blocked days
• Early dismissal at 2:05 pm every week on Wednesday
Why Change: Improved Learning
We expected to find that longer periods:
Allow for better, deeper grasp of concepts
Create uninterrupted time for research
Provide opportunities for richer discussions
Reduce passing time & set-up/clean-up time
Lend themselves more effectively to multiple
activities
What We Learned
Deeper grasp of concepts
Example: Math (Mr. Goodson)
Uninterrupted research or writing time
Example: Core 6 (Mrs. Kelleher)
Richer discussions and elaborate activities
Example: History 8 (Mrs. Holland)
Reduced transition time = time for debriefing
Example: Science (Mr. Greenebaum)
Multiple activities
Examples: Core 7 (Ms. Brenneman), World
Languages (Mrs. Bjork) and P.E. (Mrs. Jarvis)
Survey Results: Faculty
Majority of the faculty agreed or strongly agreed that
during the block schedule trial:
They could utilize a greater variety of teaching
strategies
They could better address the range of learning styles
They had increased individualized student interaction
Pacing was challenging in a 90-minute period
Survey Results: Students
72% of students indicated that blocked
periods during the trial increased:
Interaction time with teachers
Ability to learn
Comprehension of lessons
Homework due less frequently, reduced student
stress
Survey Results: Parents’
Perspectives About Block Trial
Majority felt somewhat or very positive overall
Majority supported schedule with two or more
block days
Over 75% of students spoke with their parents
about their experience
Addressing the Challenges
Trialed 2-day Block Schedule
Addressing the Challenges
Challenge With 2-Day
90-minutes challenging
for some classes
One heavy day, one light
6th Grade P.E.& Music –
who gets 90-minute
block?
Catching up after absence
Lunch B too late
Not seeing students daily
Proposed 3-Day Block Schedule
• 2 traditional and 3 blocked days
• Early dismissal at 1:48 pm every week on Wednesday
(same as elementary schools)
Addressing the Challenges
Challenge With 2-Day
How 3-Day Addresses It
90-minutes challenging
for some classes
72-minutes preferable
One heavy day, one light
More balanced
6th Grade P.E.& Music –
who gets 90-minute
block?
Each gets a 72-minute
block
Catching up after absence
Less curriculum missed
Lunch B too late
All have lunch at noon
Not seeing students daily
No change
Looking Ahead
Conduct teacher vote on final proposal:
Principal & Superintendent must approve
Majority of teachers must approve
School Board must approve
Earliest possible implementation 2013-2014
If approved, staff development and planning time provided between
January and June 2013 – curriculum, organizing one lunch, master
schedule
If implemented, all stakeholders will be surveyed next year as we
continue to evaluate effectiveness
Summary
Result of a broad, judicious inquiry process
Majority of teachers support opportunity for innovation
72-minute periods preferable to 90 minute periods
Still provide great benefits to student learning
Community input is valued; please contact:
Any parent member on the committee OR
[email protected]
Appendix
Sample Sixth Grade Schedule Comparison
2 – Day Block (90-minute periods)
3 - Day Block (72-minute periods)
Tuesday:
Language Arts
Science
Math
Reading
Tuesday:
Language Arts
Math
Science
Elective Wheel
Reading
Wednesday:
Social Studies
P.E./Music (45 minutes of each)
Elective Wheel
Early Release
Wednesday:
Social Studies
Math
Science
P.E./Music
Early Release
For 6th graders, this meant that
Wednesdays were very light.
Thursday:
Language Arts
Social Studies
P.E./Music
Elective Wheel
Reading
Educational Rationale
Supports interdisciplinary theme development
Provides time for teachers to develop instructional
practices that increase differentiation
Provides time for teachers to evaluate assessments
Supports continued development of professional
learning communities, which aligns with new teacher
evaluation system