Transcript Stafford High School Home of the Indians

AB Alternating Day Block Schedule
• Joseph Lewis, Principal
• Felix Addo, Assistant Principal
• Mary Frances George, Assistant Principal
• Harry Johnston, Assistant Principal
• Wes Bergazzi, Assistant Principal Athletics and
Activities
• Dave Ripley, Principal Intern
WHAT IS TRADITIONAL
SCHEDULING?
 7 Classes Per Day
 28 Credits in 4 Years
 45 Minute Class
periods
 20 minute lunch
 Limited Selection of
Electives
 Teacher load ~150
students
 Repeats are done in
the summer or during
the following year
 In a 6 ½ hour school
day…
 A typical student will
engage in 9 different
activities in 9 different
locations
 A teacher will prepare
for and teach five
classes engaging with
over 150 student sin
the classroom
WHAT IS AB BLOCK
SCHEDULING?
 8 Classes per year.
Students earn up to
32 credits.
 ~85 to 90 minute
class periods
 Only 4 classes per
day
 ~20 minute lunch
 Expanded elective
course selections
 Teacher load ~ 75
students per day
 Daily assignment and
homework focuses
only on the four
classes from that day.
 Includes flexibility in
scheduling to include
remediation,
enrichment and
extension within a
lesson and/or within a
class period
OTHER TYPES OF BLOCK
• XY
• 4X4
HOWEVER…
AB BLOCK IS MOST LIKE OUR
CURRENT 7 PERIOD DAY
WHAT THE RESEARCH SAYS
ABOUT BLOCK SCHEDULING
 More course credits are completed
 Equal or better mastery and retention of material
 Reduction in suspensions and dropout rates
 Improved relationships between students and
teachers
Carroll, Joseph. “Organizing Time to Support
Learning” (1994)
MORE RESEARCH…
 More time to give students individual assistance
 Opportunity to get to know the students personally
 Time for more creative and meaningful student
work
 The ability for the teacher to structure a full lesson
 Less stressful and more flexible classroom
environment
Payne, Jordan. “The Evaluation of a High School Block Schedule” (1996)
MORE RESEARCH…
 Increased attendance
 Students have more time for problem-based
and inquiry-based activities
 Fewer class changes resulted in fewer
disciplinary problems
Casey, Patricia. “Teaching Mathematics on the Block”, U.S.
Department of Education
WHY AB BLOCK
SCHEDULING? (Specifics)
 Our classrooms are simply too crowded. And, our
projected enrollment for 09-10 is expected to
increase.
 In block schedules, teachers instruct fewer students
per day. The pupil teacher ratios are generally
lower. This allows for more individual help and
guided instruction.
 90 minute blocks accommodate extended lessons
for things like science labs, projects, fine arts
rehearsals, etc.
WHY AB BLOCK
SCHEDULING? (Specifics)
 Students can take eight classes a year instead
of seven, which means that students will be able
to take more classes over a four-year period.
 Students will have fewer conflicts in their
schedules.
 Students can schedule a Resource Period in
order to obtain help in difficult classes.
 There is more flexibility. Double programming
can be accomplished in any desired course such
as AP classes or fine arts classes.
WHY AB BLOCK
SCHEDULING? (Specifics)
 The majority of schools in Virginia are using this
system. Problems with student transfers should
be reduced.
 Managing make-up work is easier because
students miss fewer classes per day.
 The number of books students carry on one day
will be half of what they now carry.
 Block schedules have shown to facilitate positive
improvements in school climate and a reduction
in incidents of student misbehavior.
WHAT DOES AB BLOCK
 ASCHEDULING
Day = Four Classes of approximately
85 to 90
LOOK LIKE?
minutes a class.
 B Day = Four Classes of approximately 85 to 90
minutes a class.
 Lunch would be during Block Three on both
days.
TYPICAL AB SCHEDULE
QUESTIONS?