Transcript Slide 1

Alternate Block
Scheduling with Great
Source Reading 9-12
Claire Flynn
Nicole Lacza
Petra Wilkes-Edwards
Outcomes
To understand the advantages of alternate
block scheduling for both teachers and
students
 To be aware of various tools for teaching in
the block
 To understand how to implement student
data collection to drive instruction and
promote student accountability
 To be aware of the ways TeenBiz supports
data collection

Block Scheduling is supported by
research in that...
80% of students are more positive about the
block schedule--Would not return to non-block
(Huff, 1995)
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Increased
student achievement---Can be
"dramatic" (Queen, Algozzine, and Watson,
2008)
Grades and Grade point averages increase
(Zepeda and Smith, 2006)
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72%
of Secondary Schools in the US have
some sort of Block Schedule. (Queen, 2009)
Advantages of the Alternate Block
System for teachers
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Teachers have more time to develop Key
Concepts (Huff-1995)
Teachers report more time for differentiated
Instruction (Bryant and Claxton, 1996)
Allows for “Improved Interaction with students”
(Adams and Salvaterra, 1998)
Teachers can have students apply new concepts
immediately (Huff,1995)
Increased opportunity to use varying instructional
strategies (Queen, Algozzine, and Eady, 1996)
Advantages of the Alternate Block
System – cont.
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Less out of class transition time, thus more time on task
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Students have more opportunity to earn and retrieve
high school credit

Block scheduling allows for a more well rounded
educational experience
Why make the change
Systematically?
FCAT MATH Grade 10
Standard Curriculum Students
Perent Levels 3-5
Lee
Florida
100%
80%
60% 44%
41%
40%
60%
56%
57%
49%
74%
66%
66%66% 66%68% 70%68% 68%69% 72%71% 70%71% 72%
63%
20%
0%
1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
Congratulations!!!!!!
 Lee
County an “A” School District
 47 “A” schools → 60 “A” schools
 Improved from 34th state student
achievement ranking to 22nd in the
state
Essential Support Systems for
Block Scheduling (Queen, 2009)
Curriculum Alignments which identify the
scope and sequence of what is to be
taught (Academic Plans)
 Pacing Guides for each course for daily,
weekly, and semester use (Academic
Plans and Essential Concept Instructional
Guides-ECIG)
 Incorporation of Essential Concepts into
the Pacing Guide with time management
defined (ECIG)
 Changing the classroom structure/tasks a
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Intensive Reading W, X, Y, & Z Period
Week 1
Min
.
A Day
1
10
TeenBiz
Week 2
B Day
1
A Day
2
B Day
2
A Day
3
Reader’s
Reader’s
Handbook
Handbook
B Day
3
A Day
4
TeenBiz
B Day
4
A Day
5
B Day
5
Reader’s
Handbook
20
30
40
50
VTM
VTM
60
Read
Aloud
Read
Aloud
Read
Aloud
70
SSR
VTM
SSR
80
Read
Aloud
Read
Aloud
TeenBiz – 80 minutes; 20% of time
Vocabulary Through Morphemes (Word Study) and Vocabulary for Comprehension – 80 minutes: 20% of time
Teacher Read Aloud – 50 minutes; 12.5% of time
Reader’s Handbook Unit/Lessons (includes vocabulary, pre-reading, during reading, after reading strategies, writing, and assessment) – 150 minutes; 37.5%
of time
SSR with accountability (teacher also conferences and does diagnostic assessment with individual targeted instruction) – 40 minutes; 10% of time
Tools for Teaching in the Block
WE DO
I DO
YOU DO
Teaching to Learning
Responsibility for Learning
Monitoring
TEACHER
STUDENT
Plan - Do - Study - Act
Entice, Enlighten, Engage,
Extend, Enact
Higher Order Thinking
Essential Support Systems for Block
Scheduling (Queen, 2009)-cont.
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Teachers should have a minimum of five
strategies for student activities (Cadre
resources)
Students practice the skill or concept under the
teacher's direction (ECIG)
Direct Instruction for all---Especially critical for
at-risk students (Also Klesius and Searls,1990)
(ECIG)
Formative and Summative Student Assessments
(FORF MAZE, FAIR, FCAT, CBA, etc.)
Entire classroom time needs to be used for
instruction (ECIG)
Tools for Teaching in the Block
-by Roberta L. Sejnost
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The four pronged lesson format includes
these four phases of learning:
Entice, Enlighten, Engage, Extend,
 Phase
I: Entice the Learner 10-25 min.
Purpose is to prepare students for what they
are to learn. This is the “I DO” Phase of the
(ECIG) Direct Instruction
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Example: Think-Pair-Share & Give one, get one.
Tools
for Teaching in the Block
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Phase II: Enlighten the learner 15-20 min.
 Focus
on Instruction to prepare for the next
Phase. This is the “I DO” Phase of the (ECIG)
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Example: Interactive lectures, modeling, think
aloud(s), jigsaw, guest speaker.
Phase III: Engage the learner 20-30 min.
 Students
become active learners by
connecting prior knowledge to new
information. This is the “We DO” Phase of the
(ECIG)
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Example: K-W-L organizer, 5 W’s and 1 H, guided
notes
Tools
for Teaching in the Block
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Phase IV: Extend the Learner 20-25 min.
 Students
reflect on learning experiences to
increase retention and act upon what they
have learned. This is the “You DO” Phase of
the (ECIG)
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Example: Students answer:

What did I learn? How well did I use/apply what I
learned? What did I do with what I learned?
Tools
for Teaching in the Block
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Culmination of the Phases
Enact the Learning
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The book presents ideas and strategies that could
be utilized across the content areas.
Data is Driving Instruction
Another tool for teaching in the block is
data collection for the purpose of driving
instruction and promoting student
accountability
 The responsibility for collection and
upkeep should be balanced between
teacher and student
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Data is Driving Instruction
All students must have a folder, held by
the teacher, containing a minimum of the
following: previous FCAT scores/FAIR
data, Student Goal/Action Plan/Reflection,
TeenBiz 3000 Portfolio, TeenBiz Standards
Chart for each Quarter
 Quarterly Conferences will be held with
students individually
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Intensive Reading W, X, Y, or Z
Data Folder
Table of Contents
Title
FCAT
Data/FAIR
Data
Student Goal,
Action Plan,
Reflection
Date
Assigned
Date
Completed
Grade/Che
ck Off
TeenBiz
3000
Portfolio
Quarter
1
Fall
Quarter
2
Winter
Quarter
3
Spring
Quarter
4
Quarter 1
Quarter 2
TeenBiz
3000
Standards
Chart
Quarter
1
Quarter
2
Quarter 3
Quarter
3
Quarter 4
Quarter
4
Data is Driving Instruction
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Goal setting should be based on the
SMART goal technique and should be
measurable.
 A great
goal should be specific, measurable,
and time sensitive.
Example: I will increase my activity scores on
TeenBiz from 75% to 88% over the next 9 weeks. I
will measure this through tracking in my data folder
and charts based on my TeenBiz portfolio
 NON-Example: I will increase my activity scores
on TeenBiz by doing more of ‘em when I get time
and just coming to the lab and makin’ the best
score I can
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Data is Driving Instruction
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Students are to individually transfer FCAT
scores and calculate percentages of the
sub categories to the forms in the data
folder
FCAT Data
My FCAT Reading Level: ______________
9th Grade
100
Level 3
90
My DSS __
10th Grade
1972
Level 3
2068
My DSS
__
________
________
80
70
60
Points
needed
________
________
50
40
Points
needed
30
to be on
grade level
20
My Area of Strength:
10
_______________________________________
________
0
Percentage
to be on
grade level
My Area of Focus:
Words/
Phrases
Main Idea/
Purpose
Comparisons
Reference/
Research
_______________________________________
________
Words/
Phrases
Main Idea/
Purpose
Compariso
ns
Reference/
Research
____/___
_
____/___
_
____/___
_
____/___
_
Student Goal and Action Plan
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Goals for the following quarter are also to
be set by the student.
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After analyzing my FCAT data, my reading goal for the year is:
My reading goal for 1st Quarter is:
To achieve this goal, I will:
End of Quarter Reflection:
End of Year Reflection:
Learning Styles Inventory
Multiple Intelligences
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Data is Driving Instruction
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Once the individual has completed at least
the 1st FAIR assessment and at the end of
each quarter during the conference the
TeenBiz and FAIR data will be shared with
the student to be recorded and discussed
Florida Assessment for Instruction
in Reading (FAIR) Data
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Assessed Fall, Winter & Spring
FCAT Success Probability _____%
(Circle One)
Words/ Phrases
Low / Medium / High
Not Enough Information
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Main Idea/ Purpose
Low / Medium / High
Not Enough Information
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Comparisons
Low / Medium / High
Not Enough Information
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Reference/Research
Not Enough Information
Low / Medium / High
Let’s Get Busy with
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LA.910.1.6.10: determine meanings of words,
pronunciation, parts of speech, etymologies, and
alternate word choices by using a dictionary, thesaurus,
and digital tools; and
Quarter 1 Level _____ at which they are working when
report is generated
 % _____ of mastery
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Let’s Get Busy with
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Other Recommendations Include…
 Students
can individually track their scores on
notebook paper following the TeenBiz
recommendations
 Teachers/Students should also be recording
only first scores which will be used to
demonstrate mastery of the standards and
are aligned to the TeenBiz reports
Let’s Get Busy with
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The scores that are recorded can also be
graphed to raise student awareness and
accountability. It also offers a visual for
students.
Let’s Get Busy with
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Log can include the following:
Name:
Date:
Article Title:
Did you read the article?
Multiple Choice Activity Score
Did you vote in the Poll?
Math Activity Score
Thought Question completed?
Did you like this article?
Why or why not?
Students can use their portfolio to fill in the information on
their own TeenBiz
Conclusion
This presentation has summarized the four
pronged format for the block schedule and
several strategies that can be used to
support it.
 These strategies can be used across the
content area disciplines including the fine
arts.
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Parting Thoughts…
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More important than the curriculum is the question of the
methods of teaching and the spirit in which teaching is
given. – Bertrand Russell
Only the curious will learn and only the resolute overcome
the obstacles to learning. – Eugene S. Wilson
Tell me and I forget. Show me and I remember. Involve me
and I understand. –Chinese Proverb
One must learn by doing the thing; for though you think
you know it, you have no certainty, until you try.-Sophocles
No matter how good teaching may be, each student must
take the responsibility for his own education. –John
Carolus, SJ