Transcript High School Scheduling Change in Virginia

Flexible Scheduling Options
for Secondary Schools
Michael D. Rettig, Professor Emeritus
James Madison University
434-249-3024
[email protected]
1
Agenda








History and Introduction
Analyzing and Comparing the Most Common
High School Scheduling Formats
Why Have Schools Adopted Block Schedules?
What Mistakes Have Schools Made When
Implementing Block Schedules?
Using Time to Meet the Needs of Students
Increasing Core Time in Middle School Schedules
A Comment on Teaching in the Block
Recommendations for Successful Implementation
2
Summary of the Scheduling Trends in Virginia High Schools
1994-2006
Single Period Schedule Trends
1994- 1995- 1996- 1997- 1998- 1999- 2000- 2001- 2002- 2003- 2004- 200595
96
97
98
99
00
01
02
2003 2004 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
199495
199596
199697
199798
199899
199900
200001
200102
20022003
20032004
20042005
20052006
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
4x4
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
A truly “flexible” schedule is
one that provides more
learning time for those need
it and more choices for those
who don’t need more
learning time.
5
Criteria for Comparison of
Schedules
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

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

Time per course
Choices available
Cost
Student Load
Teacher Load
Percentage of Core (assuming 1 class (period or
block) of E,M,SS, and SC per year)
Meeting format: daily (yearlong), every-other-day
(yearlong), daily (semester)
6
6-Period Day
Period 1
Period 2


Period 3

Period 4

Period 5
Period 6



Time per course-57 x 180
Choices available-6
Cost Factor- 5/6 (83%)
Student Load-6
Teacher Load-5
Percentage Core-67%
Meeting format: dailyyearlong
7
6-Period Advantages
Daily meeting
 Total time per course-More than all but 6
A/B
 Percentage of core-67% is more than all
others and equivalent to the 6 A/B
 Cost- Same as 6 A/B; more than 6/7 or 7/8;
less than all others.

8
7-Period Day
Period 1

Period 2

Period 3

Period 4

Period 5

Period 6

Period 7

Time per course-48 x 180
Choices available-7
Cost Factor- 5/7 (71%), 6/7
(86%)
Student Load-7
Teacher Load-5 or 6
Percentage Core: 57%
Meeting format: dailyyearlong
9
7- Period Advantages
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
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
Daily meeting
Total time per course (less than 6-period, 6 A/B
and 7 A/B; more than 8-period, 8 A/B, 4X4, and
Hybrid 4X4
Percentage of core (less than 6-period and 6 A/B;
more than 8-period, 8 A/B, 4X4 and Hybrid 4X4)
Choice (one more than 6-period; one less than 8period, 8 A/B, 4X4, and Hybrid 4X4)
10
8-Period Day
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Period 7
Period 8
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





Time per course-43 x 180
Choices available-8
Cost Factor- 5/8 (62.5%), 6/8
(75%), 7/8 (87.5%)
Student Load-8
Teacher Load-5, 6, or 7
Percentage Core: 50%
Meeting format: dailyyearlong
11
8- Period Advantages
Daily meeting
 Choice (Same as 8 A/B, 4X4, and Hybrid
4X4; more than all others.)
 Flexibility for double-dosing

12
Why Have Schools Moved to Block Schedules?

To maintain/expand choice in the face of
increasing core credit requirements for graduation,

To improve school management,

To allow/encourage teaching in depth and higher
level thinking skills, to permit more (or less time)
for students to attain high levels of mastery on
state accountability tests, and

To reduce stress, for both students and teachers,
yet still offer a broad and rigorous curriculum.
13
What mistakes have some schools made when
implementing block schedules?
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The use of a flawed decision-making process to adopt a
block schedule.
Poor preparation for teaching in the block, including
insufficient staff development and/or inattention to
course pacing.
Unclear goals, over-promising or not meeting promises
made.
Poor scheduling decisions in the adoption phase.
Budgetary concerns.
The lack of a rigorous formal evaluation.
14
6 A/B Schedule
A Day
B Day
Block 1 Class 1
Class 2





Block 2 Class 3
Class 4

Block 3 Class 5
Class 6

Time per course-119
x 90
Choices available-6
Cost Factor- 5/6
(83%)
Student Load-6
Teacher Load-5
Percentage Core:
67%
Meeting format: EO-D-yearlong
15
6-A/B Advantages
Total time per course-More than all other
schedules listed.
 Percentage of core-67% is more than all
others and equivalent to the 6-period.
 Cost- Same as 6 period; more than 6/7 or
7/8; less than all others.

16
7 A/B Schedule (Atlee High School)
M
Block 1
(100)
1
T
2
W
1
R
F
2
1
2
Block 2
(100)
3
4
3
4
Block 3
(82)
5 and
Lunch
5 and
Lunch
5 and
Lunch
5 and
Lunch
Block 4
(100)
7
6
7
6



3
4
5 and
Lunch
6
7




Time per course100 x 90 or 50 X
180
Choices available-7
Cost Factor- 5/7
(71%), 6/7 (86%)
Student Load-7
Teacher Load-5 or 6
Percentage Core:
57%
Meeting format: EO-D yearlong or
daily-yearlong
17
7- A/B Advantages





Total time per course (less than 6-period and 6
A/B; more than 7-Period, 8-period, 8 A/B, 4X4,
and Hybrid 4X4)
Percentage of core (same as 7-period, less than 6period and 6 A/B; more than 8-period, 8 A/B,
4X4, and Hybrid 4X4)
Choice (one more than 6-period; one less than 8period, 8 A/B, 4X4, and Hybrid 4X4)
Daily student load
Daily teacher load
18
8 A/B Schedule
A Day
B Day
Block 1 Class 1
Class 2
Block 2 Class 3
Class 4
Block 3 Class 5
Class 6
Block 4 Class 7
Class 8

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
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
Time per course-88
x 90
Choices available-8
Cost Factor- 5/8
(62.5%), 6/8 (75%),
7/8 (87.5%)
Student Load-8
Teacher Load-5, 6,
or 7
Percentage Core:
50%
Meeting format: EO-D-yearlong
19
8- A/B Advantages
Choice (Same as 8 A/B, 4X4, and Modified
4X4; more than all others.)
 Flexibility for double-dosing
 Daily teacher load (if teaching 5 or 6)
 Daily student load

20
Benefits of the Alternate day Block Schedule





Longer classes encourage teaching with a variety of
instructional models.
Fewer “start-ups” and “endings” result in more useable
instructional time.
Fewer class changes improve school climate, discipline,
and cleanliness.
Because teachers see fewer students daily they know
students better and are able to give more individual
assistance.
Compared to every day models, students have fewer
classes, quizzes, tests, and homework assignments on any
one day.
21
Issues to Be Addressed in the Alternate
Day Block Schedule










Attention Span
Teacher planning
Lunch periods
Absences
Review
“Sink time”
To float or not to float
Equalizing students’ load
Block vs. single period in 7 course plans
Teaching in the Block
22
5 Block Trimester Schedule
60
Days
60
Days
60
Days
Block Class 1
1
.5 CR
Class 6
.5 CR
Class 11
.5 CR

Block Class 2
2
.5 CR
Class 7
.5 CR
Class 12
.5 CR

Block Class 3
3
.5 CR
Class 8
.5 CR
Class 13
.5 CR

Block Class 4
4
.5 CR.
Block Class 5
5
.5 CR
Class 9
.5 CR.
Class 10
.5 CR
Class 14
.5 CR.
Class 15
.5 CR




Time per course-69
x 120
Choices available7.5
Cost Factor- 4/5
(80%)
Student Load-5
Teacher Load-4
Percentage Core:
4/7.5 (53%)
Meeting format:
Daily-trimester
23
5-Block Advantages
Choice (7.5)
Flexibility for 1.5 credit classes
Daily and trimester teacher load
Daily and trimester student load
More days of contact than 4X4


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

5-Block Adaptations Needed


Performing Arts
 AP or IB
Special Education
24
4 X 4 Schedule
Sem. 1
Sem. 2
Block 1 Class 1
Class 2




Block 2 Class 3
Class 4
Block 3 Class 5
Class 6

Block 4 Class 7
Class 8


Time per course-88
x 90
Choices available-8
Cost Factor- 5/8
(62.5%), 6/8 (75%),
7/8 (87.5%)
Student Load-8
Teacher Load-5, 6,
or 7
Percentage Core:
50%
Meeting format:
Daily-semester
25
4X4 Advantages





Choice (Same as 8 A/B, 4X4, and Modified 4X4; more
than all others.)
Flexibility for double-dosing
Daily and semester teacher load
Daily and semester student load
Acceleration and credit recovery possibilities.
Adaptations Needed for the 4X4




Performing Arts
AP or IB
Special Education
Foreign Language
26
The Hybrid 4 X 4 Schedule with a Limited Number
of Yearlong Embedded A/B Classes or “Skinnies”
Semester I
Semester II
Block I
1
2
Block II
Day 1 Course 3
Day 2 Course 4
Block III
5
6
Block IV
Course 7 Everyday Yearlong “Skinny”
Course 8 Everyday Yearlong “Skinny”
27
Hybrid 4X4 Advantages
Choice (Same as 8-Period, 8 A/B, 4X4;
more than all others.)
 Flexibility for double-dosing
 Daily and semester teacher load
 Daily and semester student load
 Mitigates testing and continuity concerns
related to the 4X4 for certain courses

28
Time Comparison Chart
8 A/B,
4X4,
Hybrid
6 Period
7 Period
8 Period
6 A/B
7 A/B
5 Block
Trimester
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
69
88
Class Length
57
48
43
119
3 X 100
and 1X
50
420
420
420
420
420
420
420
10,260
8,640
7,740
10,710
9,000
8280
7920
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%)
Total
Time Per
Course
Choices
All computations based on a 7 hour (420 minutes) student day.
Factors Impacting the Cost of A
School Schedule
Pupil-teacher ratio.
 The percentage of the periods/blocks taught
by each teacher.

30
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
Student Load
8
7
Teacher Load
7
87.5%
Cost Factor
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
6
5
8
7
8
6
5
4
6
5
5
86%
83%
80%
75%
71%
62.5%
Less Expensive
More Expensive
School Factors Related to Improving
Student Achievement







Balance the workload of students.
Balance the workload of teachers.
Provide extended learning time.
Provide time in the master schedule for tutorials.
Create a small group, caring learning environment
Alter policies and grading practices that focus on
“sorting and selecting” vs. “teaching and learning.”
Increase the amount of time students are actively
engaged in their learning.
32
What do Effective Secondary
Schools Do?
Set high expectations for all students.
 Encourage more students to take rigorous
programs (pre-AP, pre-IB, School-to-Work,
dual enrollment, AP, IB).
 Create structures and supports to help
students who have not traditionally been
enrolled in these more rigorous curricula to
be successful.
 Personalize the school environment.
33

Scheduling Time for Instructional
Interventions/Support in Secondary
School
 Study/Seminar
Period
 Double
dosing
 Double dosing with tutorials
 Recycling in Mathematics
 Support Courses (i.e. AP or Alg. I)
 Progressive Algebra
34
The 8 A/B Schedule
with Seminar/Study Block
Day 1
Day 2
Block I
1
2
Block II
3
4
Block III
5
6
Block IV
7
Study/Seminar
35
Math Double Dose
Day 1/Sem.1
Day 2/Sem. 2
Block I
LA
Science
Block II
Algebra I
Algebra I
Block III
Social Studies
PE/H
Block IV
Elective
Elective
36
LA Double Dose
Day 1/Sem. 1
Day 2/Sem.2
Block I
LA
LA
Block II
Mathematics
Science
Block III
Social Studies
PE/H
Block IV
Elective
Elective
37
LA & Math Double Doses
Day 1/Sem. 1
Day 2/ Sem. 2
Block I
LA
LA
Block II
Algebra I
Algebra I
Block III
Social Studies
PE/H
Block IV
Science
Elective
38
Double Blocks of LA and Math
with Tutorials: Student Schedule
Day 1
Day 2
Block I
Language Arts and Reading
Block II
Algebra I
Block III
Block IV
Social Studies
PE/H
LA Tutorial 45m
Math Tutorial 45m
Elective or Earth
Science
39
Re-cycling in Mathematics:
Semester Recycle
Sem.1
Sem. 2
Block I
LA
Science
Block II
Algebra I-P1
Algebra I-P1 or P2
Block III
Social Studies
PE/H
Block IV
Elective
Elective
40
Re-cycling in Mathematics:
Recycle after Quarter
Sem.1
Sem. 2
LA
Science
Block I
Block II
Algebra
I-P1-a
Algebra IP1-a or b
Algebra IP1-a.b, & c
Algebra I-P1a,b,c, or d
Block III
Social Studies
PE/H
Block IV
Elective
Elective
41
7-Period Day Support Course
Per. 1AP A/B Calc.
P1. D1
AP Support
P1. D2
PE
Period 3
Period 4
Period 5
Period 6
Period 7
42
The 8 A/B Schedule:
AP Support
Day 1
Block I
Block II
Day 2
U.S. History A.P. A.P. Support or
Elective
English 12
Spanish IV
Block III
Math Analysis
Physics
Block IV
Elective
Elective
43
The 4X4 Schedule:
Algebra I A/B Support
Day 1
Day 2
Block I
Day 1:
Algebra I
Day 2: Algebra 1
Support or Elective
Block II
English 9
Spanish I
Block III
Earth Science
World Hist.
Block IV
Elective
Elective
44
The 8 A/B Schedule:
Algebra 1 Support
Day 1
Day 2
Block I
Geometry 1
Geometry Support
or Elective
Block II
English 9
Spanish I
Block III
Earth Science
World Hist.
Block IV
Elective
Elective
45
Potential Components of a Predictive
Model for Algebra I Success
Teacher recommendations
 Algebra I Readiness Test
 Performance on state mathematics
assessments in earlier years
 Grades
 Students’ Past Performance in Algebra I
 Other???

46
Possible Predictors
Algebra Readiness Test, State Assessments
Teacher 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 Options
Based upon the predictive model a service delivery model is
47
recommended (i.e. traditional time, tutorial help, double-dose, etc.)
Achieving Common Goals
 Common
Curriculum
 Common
Pacing
 Common
Formative and Summative
Assessments
 Collaborative
Monitoring System
 Common
Time for Intervention and
Enrichment
48
Progressive Algebra
Rettig and Canady, 1998.
T’s
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
MA A1 A2 A3 A4 G1 G2 G3 G4
MB A1 A2 A3 A4 G1 G2 G3 G3
MC A1 A2 A3 A3 A4 G1 G2 G2
MD A1 A2 A2 A3 A4 A4 G1 G1
ME A1 A1 A2 A2 A3 A4 A4 G1
MF A1 A1 A2 A2 A3 A3 A4 A4
Key: Q=4.5 weeks; A=Algebra I, 4 Parts; G=Geometry 4 Parts
49
If we can agree that something
is good practice, shouldn’t
we institutionalize it’s use?
Putting it in the schedule
increases the likelihood of
institutionalization.
50
 “If
an educator keeps using the
same strategies over and over
and the student keeps failing,
who really is the slow learner?”
51
Recovery Model (Sem. 1)
(Possibly for Grade 8 Failures)
Semester 1
Semester 2
30
30
30
Potential Re-entry
Days Days Days
Block I
C1 C2 C3
Course 5
Block II
C1 C2 C3
Course 6
Block III
C1 C2 C3
Course 7
Block IV
C4-Elective
C8-Elective
52
Recovery Model (Sem. 2)
(For 1st Semester Failures)
Semester 1
Semester 2
30
Days
30
Days
30
Days
Block I
Req. Course 1
C5 (1)
C6(2)
C7
Block II
Req. Course 2
C5 (1)
C6(2)
C7
Block III
Req. Course 3
C5(1)
C6(2)
C7
Block IV
Elective Course 4
Elective Course 8
53
We cannot keep raising the
“bar” without also
increasing supports, or else
we will create more failures
and ultimately more dropouts.
54
8 Guiding Questions Which Help Us Revisit the
Mission and Goals of Middle Schools
1.
2.
What is an appropriate number of students a
middle school teacher should see each
day/term/year? Is there a relationship between
how a teacher works with students and the
number of students assigned to a teacher?
What is the appropriate number of teachers for
middle school students to see each
day/term/year? Is there a relationship between
student behavior and "sense of belonging" and
the number of teachers a student is assigned
during a day/term/year?
55
8 Guiding Questions Which Help Us Revisit the
Mission and Goals of Middle Schools, con’t
3.
4.
5.
What is the appropriate time balance between
core and encore subjects? What factors should be
considered in determining this balance?
What is the appropriate number of subjects for
students to be enrolled during any one
day/term/year? Is there a relationship between
the number of classes for which students are
responsible and their success in those classes?
How should exploratory classes be scheduled in
relation to other subjects?
56
Key Question 3:
a. What percentage of a student’s day should
b.
c.
be spent in the following basic subjects:
English (including reading), mathematics,
science, and social studies?
How should the total time allocated to
ELA, math, science and social studies be
divided among these subjects?
How should the time allocated to encore
classes be divided among the various
possibilities?
57
8 Guiding Questions Which Help Us Revisit the
Mission and Goals of Middle Schools, con’t
6.
While many middle school schedules on paper
show the possibility of flexibly combining single
periods into longer instructional blocks, in
practice, we find classes typically are taught in
single periods; hence, does the middle school
experience become even more fragmented for
both students and teachers? Does such practice
create stress and make it difficult for teachers to
implement some of the more productive teaching
strategies?
58
8 Guiding Questions Which Help Us Revisit the
Mission and Goals of Middle Schools, con’t
7.
8.
With the growing diversity of school
populations, do we need to plan schedules
which permit extended learning time for
those students who need additional time to
meet course expectations?
Should a middle school schedule be
compatible with elementary and high
school schedules in the feeder pattern?
59
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
60
The Four-Block Schedule
(Double Dose of LA and M)
Day 1
Day 2
Block I
Language Arts and Reading
Block II
Mathematics
Block III
Block IV
Social Studies
Science
Elective/Exploratory/PE
61
Two-Teacher Team
Times
Teacher
A
8:00- Block I
Block II
8:10 8:10-9:40 9:45-11:15
LA/R
Group 1
Teacher
B
M/SC
Math
Group 2
Lunch
Lunch
Science
Group 2
Day 1
Group 1
Day 2
Group 2
Math
HR
Group 1
Block III Block IV
11:55-1:25 1:30-3:00
SS
Group 1
Day 1
Group 2
Day 2
LA/R
HR
LA/R/SS
11:2011:50
PE,
Elective,
and
Exploratory
For
Students
Planning
For
Teachers
62
Three-Teacher Team
8:008:10
Block I
8:10-9:40
Block II
9:45-11:15
Teacher
A
LA/R
HR
LA/R
Group 1
LA/R
Group 2
Lunch
LA/R
Group 3
Teacher
B
Math
HR
Math
Group 3
Math
Group 1
Lunch
Math
Group 2
HR
SS/SC
Group 2
SS/SC
Group 3
Lunch
SS/SC
Group 1
Times
Teacher
C
SS/SC
11:2011:50
Block III Block IV
11:55-1:25 1:30-3:00
PE ,
Elective,
and
Exploratory
For
Students
Planning
For
Teachers
63
Four-Teacher Team
Times
Teacher
A
LA/R
Teacher
B
Math
Teacher
C
SS(LA)
Teacher
D
SC (M)
8:008:10
Block I
8:10-9:40
Block II
9:45-11:15
HR
LA/R
Group 1
LA/R
Group 2
HR
Math
Group 4
Math
Group 1
HR
SS
D1-Grp. 3
D2-Grp. 2
LA
Group 4
SC
D1-Grp. 2
D2-Grp. 3
Math
Group 3
HR
11:2011:50
Block III Block IV
11:55-1:25 1:30-3:00
Lunch
LA/R
Group 3
Lunch
Math
Group 2
Lunch
SS
D1-Grp. 1
D2-Grp. 4
Lunch
SC
D1-Grp. 4
D2-Grp. 1
PE,
Elective,
and
Exploratory
For
Students
Planning
For
Teachers
64
Six-Teacher Team
Times
8:008:10
Block I
8:10-9:40
Block II
9:45-11:15
11:2011:50
Block III
11:55-1:25
Teacher A
LA/R
HR
LA/R
Group 1
LA/R
Group 2
Lunch
LA/R
Group 3
Teacher B
Math
HR
Math
Group 3
Math
Group 1
Lunch
Math
Group 2
HR
SS
D1-Grp. 2
D2-Grp. 4
SS
D1-Grp. 3
D2-Grp. 5
HR
SC
D1-Grp. 4
D2-Grp. 2
SC
D1-Grp. 5
D2-Grp. 3
Teacher C
SS
Teacher D
SC
Lunch
SS
D1-Grp. 1
D-2-Grp.6
Lunch
SC
D1-Grp. 6
D-2-Grp.1
Teacher E
LA/R
HR
LA/R
Group 5
LA/R
Group 6
Lunch
LA/R
Group 4
Teacher F
Math
HR
Math
Group 6
Math
Group 4
Lunch
Math
Group 5
Block IV
1:30-3:00
PE,
Elective, and
Exploratory
For Students
Planning
For Teachers
65
Four-Block Master Schedule
Times
Grade 6
Grade 7
Grade 8
8:008:10
Block I
8:10-9:40
Block II
9:45-11:15
HR
Core
Block 1
Core
Block 2
HR
Core
Block 1
Core
Block 2
HR
Core
Block 1
Planning
Duty Planning
½
Grade 8
Explore.
And/or Duty Planning
Elective
½
Grade 8
PE/H
11:2011:50
Block III
11:55-1:25
Block IV
1:30-3:00
Lunch
Core
Block 3
Planning
Lunch
Planning
Core
Block 3
Lunch
Core
Block 2
Core
Block 3
Lunch
½
Grade 7
½
Grade 6
Lunch
½
Grade 7
½
Grade 6
66
Major Pros and Cons of FourBlock
Pros





90 minutes is provided daily for
LA/Reading and Mathematics.
Students and teachers only take
or teach three academic classes
daily.
LA and Mathematics teachers
instruct only three groups all
year.
Adequate time is provided for
SS/SC.
Adequate time is provided for
Encore for most students.




Cons
Students who select two yearlong electives (i.e. Band and
FL) have difficulty scheduling
PE/H.
No clear time for re-teaching.
SS/SC teachers on six-teacher
teams work with six sections all
year long.
SS/SC teachers may not believe
adequate time has been
allocated.
67
The Four-Block: Variation 1
Day 1
Block I
Day 2
LA/Reading
Block II
Mathematics
Foreign Lang.
Block III
Social Studies
Science
Block IV
Elec./Exp.
Elec./Exp.
68
Four-Block Schedule: Variation 2
Day 1
Block I
Day 2
Mathematics
Block II
LA/Reading
Foreign Lang.
Block III
Social Studies
Science
Block IV
Elec./Exp.
Elec./Exp.
69
The Four-Block Schedule with a 9th
Period
Day 1
Day 2
9th Period
PE/Exp./Elec./Interv./Enr.
Block I
Language Arts and Reading
Block II
Mathematics
Block III
Social Studies
Science
Block IV
PE/Exp./Elec.
PE/Exp./Elec.
70
The Four-Block Schedule: Sample Student
Schedule (Equal Time in LA, M, SS, SC)
Day 1 Day 2
Day 3 Day 4
Block I
LA/R
SC
SS
Math
Block II
Math
LA/R
SC
SS
Block III
SS
Math
LA/R
SC
Block IV
Elective/Exploratory/PE
71
The Four-Block Schedule: Sample Teacher
Schedule (Equal Time in LA, M, SS, SC)
Day 1 Day 2
Day 3 Day 4
Block I
S1
S4
S3
S2
Block II
S2
S1
S4
S3
Block III
S3
S2
S1
S4
Block IV
Elective/Exploratory/PE
72
Unequal Core and Encore Periods
In 390-Minute Day
Core 1 (60m)
LA/Reading
Core 2 (60m)
Mathematics
Core 3 (60m)
Social Studies
Lunch (35m)
Lunch
Core 4 (60m)
Science
Encore 1 (45 m)
Elec./Exp.
Encore 2 (45 m)
Elec./Exp.
73
Encore Rotations:
3 Choices in Two Periods (one choice meets daily;
two choices meet every-other-day)
Example
1:
A Day
B Day
Exploratory
Period 1 Rotation or Daily
Elective (i.e. FL)
B/O/
Period 2
PE
CH/GM
74
Encore Rotations:
3 Choices in Two Periods (one choice meets daily;
two choices meet every-other-day)
Example
2:
Period 1
Period 2
A Day
B Day
B/O/Ch or
Elective
PE
FL*
*Two years of FL required to
complete Carnegie Unit minutes.
75
Encore Rotations:
3 Choices in Two Periods (one choice meets daily;
two choices meet every-other-day)
Example
3:
Period 1
A Day
B Day
PE
B/O/Ch
Period 2
or
Elective
FL*
*Two years of FL required to
complete Carnegie Unit minutes.
76
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
77
3 Choices in Two Periods: Example
Period 1
A Day
B Day
C Day
PE/H
Band
Spanish
PE/H
Band
Period 2 Spanish
78
Three-Part Lesson-Design
1. Explanation (20-25 mins.)
Objective
Plan for the Day
Connections to Previous Learning
Homework Review
Teach New Material
2. Application (40-45 mins.)
3. Synthesis (15-20 mins.)
Assessment
Re-teaching
Establish Connections and Relevance
Closure
81
Application Phase
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
Cooperative Learning
Paideia Seminars
Laboratory
Simulation
Models of Teaching
A. Concept Development
B. Inquiry
C. Concept Attainment
D. Synectics
Learning Centers or Stations
Technology
Content Area Literacy Strategies
82
The Four Circles of Engagement
Cognitive Domain
Intellectual
Challenge
Active Learning Strategies
Movement
Affiliation
Social/Emotional
Domain
Physical Domain
Choice
Social/Emotional Domain
How to Fail When Implementing
a New Schedule
Mess-up the Process
I.
A.
B.
C.
D.
E.
F.
G.
Don’t identify the goals.
Start with an administrative edict.
Let the study committee dominate.
Don’t involve the parents.
Don’t involve the students.
Don’t involve the central office.
Don’t involve the union.
84
How to Fail When Implementing
a New Schedule con’t.
H.
Do an incomplete study.
1.
2.
3.
4.
5.
Don’t read and do research.
Don’t visit other schools.
Don’t do a mock master schedule.
Don’t create sample teacher and student
schedules.
Don’t address benefits for both students and
teachers.
85
How to Fail When Implementing
a New Schedule con’t.
Do Poor Planning
II.
A.
B.
C.
Don’t create pacing guides.
Assume teachers will change instruction to
fit the block without staff development
assistance.
Don’t change school policies to be in line
with the new schedule.
86
How to Fail When Implementing a New
Schedule con’t.
Create a Poorly Constructed Schedule
III.
A.
B.
C.
D.
E.
IV.
V.
Don’t balance teams academically.
Make sure you have unequal class times.
Create short chunks of unusable time.
Create split periods to run lunch.
Make sure students can’t take (fill in the blank)
“because of the schedule.”
Don’t Continue to do Staff Development After
the first year.
Don’t Plan to Evaluate until Someone Asks for
It.
87
References

Canady, R. L. & Rettig, M. D. (Eds.) (1996). Teaching in the block: Strategies for
engaging active learners. Larchmont, NY: Eye On Education.

Canady, R. L. & Rettig, M. D. (1995). Block scheduling: A catalyst for change in high
school. Larchmont, NY: Eye on Education.

Marzano, R. J. (2003). What works in schools: Translating research into action.
Alexandria,VA: ASCD.

Rettig, M. D. (2004). Directory of high school scheduling models in Virginia. A report
of the "Study of innovative high school scheduling in Virginia". Harrisonburg, VA:
James Madison University, http://coe.jmu.edu/EdLeadership/index2.htm.

Rettig, M. D. & Canady, R. L. (2000). Scheduling strategies for middle schools.
Larchmont, NY: Eye On Education.

Rettig, M. D., McCullough, L. L., Santos, K.E., and Watson, C.R. (2004). From rigorous
standards to student achievement: A practical process. Larchmont, NY: Eye on
Education.
88
Grade 6
Reading,
Avid, PE,
EC, ESL, FL
(45)
Block I (90)
Grade 7
Reading,
Avid, PE,
EC, ESL, FL
(45)
Block I (90)
Grade 8
Reading,
Avid, PE,
EC, ESL, FL
(45)
Block I (90)
PE/Electives
AM
AM
AM
AM
AM
AM
AM
AM
AM
AM
AM
AM
AM
AM
AM
Re-teaching,
Enrichment,
or Planning
(45)
Planning
(90)
Block II and Lunch (110)
Block II Planning (85)
Block II and Lunch (110)
Grade 7 (85)
Lunch
(25)
1:00
1:05
1:10
1:15
1:20
1:25
1:30
1:35
1:40
1:45
1:50
1:55
2:00
2:05
2:10
2:15
2:20
2:25
2:30
2:35
2:40
2:45
2:50
2:55
3:00
3:05
3:10
3:15
3:20
3:25
3:30
3:35
3:40
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
10:00 AM
10:05 AM
10:10 AM
10:15 AM
10:20 AM
10:25 AM
10:30 AM
10:35 AM
10:40 AM
10:45 AM
10:50 AM
10:55 AM
11:00 AM
11:05 AM
11:10 AM
11:15 AM
11:20 AM
11:25 AM
11:30 AM
11:35 AM
11:40 AM
11:45 AM
11:50 AM
11:55 AM
12:00 PM
12:05 PM
12:10 PM
12:15 PM
12:20 PM
12:25 PM
12:30 PM
12:35 PM
12:40 PM
12:45 PM
12:50 PM
12:55 PM
8:45
8:50
8:55
9:00
9:05
9:10
9:15
9:20
9:25
9:30
9:35
9:40
9:45
9:50
9:55
Four Block Schedule with One Schoolwide 9th Period for Re-teaching, Enrichment, and Electives (Sample 1)
Block III Planning (85)
Block III and Lunch (110)
Block IV (85)
Block IV (85)
Block III (85)
Block IV Planning (85)
Grade 6 (85)
Grade 8 (85)
HR (20)
PE/Electives
HR (20)
Grade 8
HR (20)
Grade 7
HR (20)
Grade 6
Block I (80)
Block I (80)
Plan (80)
Grade 8 (80)
Block II (80)
Plan (80)
Lunch/
Advisory
(40)
Reading,
Avid, PE,
EC, ESL,
FL (40)
Block II (80)
Block I (80)
Reading,
Avid, PE,
EC, ESL,
FL (40)
Lunch/
Advisory
(40)
Grade 7 (80)
Grade 8
Reading,
Avid, PE,
EC, ESL,
FL, Plan
(40)
Grade 6
Reading,
Avid, PE,
EC, ESL,
FL, Plan
(40)
1:00 PM
1:05 PM
1:10 PM
1:15 PM
1:20 PM
1:25 PM
1:30 PM
1:35 PM
1:40 PM
1:45 PM
1:50 PM
1:55 PM
2:00 PM
2:05 PM
2:10 PM
2:15 PM
2:20 PM
2:25 PM
2:30 PM
2:35 PM
2:40 PM
2:45 PM
2:50 PM
2:55 PM
3:00 PM
3:05 PM
3:10 PM
3:15 PM
3:20 PM
3:25 PM
3:30 PM
3:35 PM
3:40 PM
12:55 PM
12:50 PM
12:45 PM
12:40 PM
12:35 PM
12:30 PM
12:25 PM
12:20 PM
12:15 PM
12:10 PM
12:05 PM
12:00 PM
11:55 AM
11:50 AM
11:45 AM
11:40 AM
11:35 AM
11:30 AM
11:25 AM
11:20 AM
11:15 AM
11:10 AM
11:05 AM
11:00 AM
10:55 AM
10:50 AM
10:45 AM
10:40 AM
10:35 AM
10:30 AM
10:25 AM
10:20 AM
10:15 AM
10:10 AM
10:05 AM
10:00 AM
9:55 AM
9:50 AM
9:45 AM
9:40 AM
9:35 AM
9:30 AM
9:25 AM
9:20 AM
9:15 AM
9:10 AM
9:05 AM
9:00 AM
8:55 AM
8:50 AM
8:45 AM
Four Block Schedule with Grade Level 9th Periods for Re-teaching, Enrichment, and Electives (Around Late Lunch)
Block III (80)
Lunch/
Advisory
(40)
Lunch/
Advisory
(40)
Reading,
Avid, PE,
EC, ESL,
FL (40)
Block II (80)
Grade 7
Reading,
Avid, PE,
EC, ESL,
FL, Plan
(40)
Plan (80)
Block III (80)
Block III (80)
Grade 6 (80)
Figure 8.1
Math/Algebra Team Middle School Master Block Schedule
Block I
6th
LA
6A
LA
6B
D1
Block II
SS6
SC6
SS
6-3
SC
6-4
LA
6A
LA
6B
Block III
SS6
SC6
SS
6-5
SC
6-6
LA
6A
LA
6B
Block IV
SS6
SC6
SS
6-1
SC
6-2
LA
6A
LA
6B
SS6
SC
6
D2
LA
6-1
LA
6-2
SS
6-4
SC
6-3
LA
6-3
LA
6-4
SS
6-6
SC
6-5
LA
6-5
LA
6-6
SS
6-2
SC
6-1
ALL 6TH GRADE
STUDENTS IN MATH;
TEACHER PLANNING
7th
LA
7A
LA
7B
SS7
SC7
LA
7A
LA
7B
SS7
SC7
LA
7A
LA
7B
SS7
SC7
LA
7A
SS
7-3
SC
7-4
SS
7-5
SC
7-6
SS
7-4
SC
7-3
LA
7-3
LA
7-4
SS
7-6
SC
7-5
ALL 7TH GRADE
STUDENTS IN MATH;
TEACHER PLANNING
LA
7-5
LA
7-6
SC8
LA
8A
LA
8B
SS8
SC8
LA
8A
LA
8A
LA
8B
SS
8-3
SC
8-4
SS
8-4
SC
8-3
D1
D2
LA
7-1
LA
7-2
8th
LA
8A
LA
8B
D1
SS8
LA
8B
SS8
SC8
SS
8-5
SC
8-6
SS
8-6
SC
8-5
LA
7B
SS7
SC
7
SS
7-1
SC
7-2
SS
7-2
SC
7-1
SS8
SC
8
SS
8-1
SC
8-2
SS
8-2
SC
8-1
D2
ALL 8TH GRADE
STUDENTS IN MATH;
TEACHER PLANNING
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
LA
8-1
LA
8-2
LA
8-3
LA
8-4
LA
8-5
LA
8-6
92