Transcript Ann Sobrato High School

Ann Sobrato High School
Parent Forum: Block Scheduling May 4, 2005
Guiding Principles
Standards,
Expectations, &
Assessments
Continued
Improvement
Personalization
Guiding
Principles
Professional
Development &
Collaboration
Learning
Life-long Learning
Culture &
Environment
Personalization
We believe that:
 The number of student contacts each day
should decrease so that teachers can give
each student more time
 There should be increased one on one
attention and increased academic support
for students
 There should be more opportunities for
students to make connections with
teachers
Learning
We believe that students learn best when:
 Subject matter can be taught in depth
 Instruction is adapted to meet different
students strengths and needs
 A variety of instructional strategies are used to
address students’ needs
 Students have opportunities to seek academic
support outside of class time
Culture and Environment
We believe students learn best when:
 They are on time
 They have good attendance
 They feel safe and do not act out
 The school climate is not stressful
What is an A/B Block Schedule?
 Over two days, students take 6 classes
 Teachers teach 5 classes over the two days
 Each class is longer and meets every other
day
 Different schools have designed various
models
Based on Research
Block Scheduling affects schools in the
following three areas:
1. School Culture
2. Student and Teacher Relationships
3. Instruction
School Culture
Based upon research, school visitations,
and teacher/student interviews, we
learned that school culture is positively
affected by block scheduling.
School Culture
Students:
 Are tardy less often
 Have fewer discipline referrals
 Have fewer transitions between classes
 Describe the school day as feeling
calmer
 Demonstrate improved attendance
 Are less stressed
Student and Teacher Relationships
Block Schedules provide longer periods where:
 Teachers have more time to interact with
each student
 Students have more opportunities for one-onone time
 Teachers can learn students’ learning styles
and address their needs
Classroom Instruction
Block Scheduling provides greater opportunities for:
 A variety of instructional strategies to be used to
support student learning
 More hands-on learning such as science labs and
appropriate use of technology
 Project-based learning where students can
become competent problem solvers and critical
thinkers
Classroom Instruction
Block Scheduling provides greater opportunities for:
 Practicing, processing, and applying new concepts
within a single period
 Learning subject matter in greater depth
 Performance-based assessments
 More active student engagement
Successful Implementation
Research shows that successful schools with
block schedules have teaching staffs that:
 Support block scheduling and choose to
implement it
 Have participated in staff development
programs supporting instruction in a block
schedule
Santa Clara County Schools
 24 out of 45 schools in Santa Clara
county are implementing some form of
block scheduling
 7 out of the top 10 API scoring high
schools have a block schedule
Block Schedule Allows For:
 Tutorials (time where students can meet
with teachers to get academic support/help)
to be offered by all teachers and available to
all students
 All academic programs to be available to all
students within the school bussing day
(8:00 A.M. – 3:11 P.M.)
Block Schedule Allows For:
 Fewer student/teacher contacts each day for
longer periods of time (more opportunities for
increased individual support)
 Fewer transitions, less hectic environment
 Use of a wide variety of instructional
strategies
What is Sobrato’s Proposed Schedule?
In this 7 period schedule:
 Students take 6 periods (just like this year)
over 2 days (A/B)
 Teachers teach 5 periods (just like this year)
over 2 days (A/B)
What is Sobrato’s Proposed Schedule?
In this 7 period schedule:
 Students will have a 1st, 6th, or 7th
period study period to go to tutorials
or office hours for academic support
 Advisory will continue to take place
every Wednesday
 Each block period would be 95 minutes
Comparison of Traditional
vs.
Block Schedule
Traditional Scheduling
Block Scheduling
Period 0
“A” Day
“B” Day
Period 1
Period 1
Period 1
Period 2
Period 2
Period 3
Brunch
Brunch
Period 4
Period 5
Lunch
Lunch
Period 6
Period 7
Brunch
Period 3
Period 4
Lunch
Period 5
Period 6
Sample Student Schedule:
Student With 1st Period Study Period
“A” Day
“B” Day
Period
Class
Schedule
Period
Class
Schedule
1
Study Period
8:05-8:55
1
Study Period
8:05-8:55
2
World History
9:05-10:40
3
Geometry
9:05-10:40
10:40-10:55
Brunch
11:05 -12:42
5
12:42-1:17
Lunch
1:27-3:02
7
Brunch
4
Biology
Lunch
6
PE 10
10:40-10:55
Adv. English
11:05 -12:42
12:42-1:17
Spanish 2
1:27-3:02
Benefits of Tutorials During
Student’s Study Period
 Supports extra-curricular participation
 Struggling students receive extra help
 More opportunities for one-on-one
student support
 Absences
 AP class help
Next Steps
 Continued communications
 Additional research
 Staff development
Continued Communications
 Additional Community Forums in the Fall
of 2005
 Parent and Student Surveys to identify
strengths, questions and concerns
 Parent and student written
communications to address issues
Continued Communications
 Reports to the district administration and the
school board on proposals, survey results,
forums, and on-going work
 Opportunities for parents, school board, and
district office personnel to participate in
activities such as panel discussions and
visitations to schools
 Additional information on Sobrato web site
Additional Research
Research on what works best with our student
populations:
 Further visitations to schools
 Additional panels of teachers, students, and
parents from schools implementing block
schedules
 Continued educational research by teachers
Staff Development
Opportunities which support block scheduling
 Three-day Instructional Institute for all staff in
June
 One-day data analysis in August
 Six 2-1/2 hour Instructional Workshops during
the 2005-06 school year
 Five-day Summer Workshop on
Underrepresented Students
 Series of Advanced Placement Workshops
Staff Development Addresses:
 Teaching in a block schedule
 Developing sample lessons/activities for
a block schedule
 Meeting special needs populations
(English Learners, Gifted and Talented,
Special Education students’ needs) in a
block schedule
This Survey
 Please complete tonight’s survey.
 We will get back to you!
Questions