School Comparisons

I decided to look around at other schools to see what they do. If we are going to choose a model to go with, doesn't it make sense to look at schools that are above the minimum 800 API score? Elk Grove is a good district, but are they great ? I started with US News and World Reports review of schools, and then filled it in with local schools. This list doesn't take into account demographics, income levels, or anything remotely scientific, but I found it very interesting.

School, Schedule Type, API

1. Woodland High- Woodland, Standard Six Period Day, 659
2. Esparto High- Esparto Standard Seven Period Day, 672
3. Pioneer High- Woodland Standard Six Period Day 687
4. Monterey Trail- Elk Grove Modified 4x4 Block 692
5. Dixon High – Dixon Modified 6 period A/B Schedule 708
6. Laguna Creek High School- Elk Grove 4x4 Block – Alternating 9 week sessions 711
7. Sheldon High- Elk Grove 4x4 Block- Alternating 9 week sessions 737
8. Elk Grove High – Elk Grove Seven Period Day- Standard Schedule 754
9. Placer High- Auburn Rotating Block-Six Period Schedule 760
10. Franklin High School- Elk Grove 4x4 Block 782
11. Segerstrom High- Santa Ana Seven Period Day- Standard Schedule 797
12. Pioneer High- San Jose Seven Period Day- Standard Schedule 801
13. Bear River High- Alternating A/B Schedule 812
14. Buchanan High-Clovis Seven Period Day-Standard Schedule 816
15. Ponderosa High- Shingle Springs Alternating A/B Schedule 831
16. Folsom High- Folsom Alternating A/B Schedule 832
17. Rocklin High- Rocklin Alternating A/B Schedule 832
18. Oak Ridge High- El Dorado Hills Alternating A/B Schedule 842
19. Granite Bay High- Granite Bay 4x4 Block – 4 classes a semester 844
    (AP English/History classes blocked together for 1 year class,
20. Davis High- Davis Alternating A/B Schedule 854
21. Tamalpais Union High- Mill Valley Alternating A/B Schedule 857
22. Saratoga High Alternating A/B Schedule 911
23. Lynnbrook High – San Jose Alternating A/B Block 912
24. Monta Vista High- Fremont Alternating A./B Block 916
25. Mission High- San Jose Seven Period Day- Standard Schedule 932

Managing Instruction

Hello,

A friend from Madison, WI sent me a copy of the book How to Manage Instruction in the Block. I haven't read the whole thing yet, but it does give some pointers on, as the title states, manage instruction in the block... the ideas are pretty basic and seemed to be based on "best practices" & it definitely reiterates that lecturing isn't the way to go.

One thing it does stress is the importance of having 2-3 professional development sessions that focus on showing how to develop hands on learning and how to develop sample lesson plans. It provides some resources for videos, but I haven't been able to find any "live" professional development resources. How helpful was having the teachers from Elk Grove come out? Would that be an option?

Hope you are all enjoying your time off!

-H

More Research

It's me again!

I've done some research at the CSUS library this week. I have the following articles (email me directly if you'd like me to email them to you).

-David

To Block Schedule or Not

Value of Scheduling-Related Inservice Education, Opportunity To Implement Effective Teaching Practices, and Performance of Block-Scheduled Learners in Agricultural Education: A Correlational Study (abstract only)

High School Department Chairs: Role Ambiguity and Conflict During Change

Thinking outside the block

Differential School Functioning in a Block Schedule: A Comparison of Academic Profiles

Effects of Block Scheduling on Academic Achievement Among High School Students

THE PRINCIPAL FACTOR IN BLOCK SCHEDULE SUCCESS

New Kids on the Block Schedule: Beginning Teachers Face Challenges

The Times Are Changing.

Reading the Research

I was at the Sac State library today, and decided to look up Block Schedule.

I found a masters thesis from 2000 which said that, according to the research, Teachers and Students are happier under a Block format, but Learning suffers, as measured by CST and SAT scores. This was most pronounced under 4x4 and modified 4x4 formats, but existed in other formats as well.

The author did caution that there wasn't much research available, but did point toward modifying the schedule such that certain classes, such as Math (the author's field) and Science be taught traditionally, with other courses (such as English) be in a traditional time block. He gave some examples of schools where that had been done (some in the Sacto area); I didn't look to see whether they still have such a schedule.

Since the thesis is fairly old, we should make sure we look toward more recent research before finding our path.

One point he made, however, is the need for Staff Development, targeted toward HOW to teach in the Block. All of the research he used pointed toward better success if teachers were trained specifically for Block. I found that interesting, too.

Good luck in your research. I wanted to share some of mine.

-David

Note to Mark that I'd like to share

Hi all

I wrote this Friday morning, and thought I'd share it with the group. Mark did respond, but I won't list his response in a public forum (it's not bad; on the contrary, it's very positive, but it was an email so I don't want to posts it here without his permission).

Hi Mark

Good inservice yesterday. Good to see Patrick again, and great info.

I agree that we should have our DMS counterparts participate also. I think this is a way to implement the district's CTE plan as well; currently, the missing component (which we have no way of individually implementing) is a 7+ period day at the middle grades, to allow for more CTE courses. This would solve that also. Yet another benefit ;-)

I was thinking about this process. If students are able to get more units, and assuming that the district doesn't increase the required units for graduation (as I worry that they will), this would (theoretically) allow students to complete in 3 years, instead of 4, if they so choose (they have to enroll early in some courses).

Will 3-year options be available? I know that Chicago Public Schools do this (along with a 5-year option), but didn't think to ask Patrick this; I doubt too many students will want to do this, but it could become a significant number in the future.

Something to put in the Parking Lot as an issue to address, since I'm certain that some parents will ask the question when we begin our discussions.

Thanks! talk to you soon!-D

Implementation ideas

I found this list online about implementing a block schedule and Ive added some of our own site specific issues.

1. Study current research on block scheduling. Get as familiar with it as possible
2. Visit other schools using the block
   
3. Survey the staff about their feelings toward the block; make sure they are in support of the change before proceeding. Without their approval, the change will be difficult to implement It is also important to win the approval of students and the community. They need be kept abreast of, and involved in, all important decisions.
4. Ensure teachers know that for students to be successful under the block, it will require them to alter their instructional methods. They will have to move away from lecturing and toward more active, hands-on teaching strategies that take full advantage of longer class periods
   
5. Provide teachers with ample time for staff development. They will most likely be nervous about the change, and need time and resources to figure out how they will adapt. Some suggestions include:
• Have teachers meet in groups prior to implementation of the block schedule to write sample 90-minute lesson plans and curriculum guides to share with one another
• Access different resources about block scheduling (videos, books, articles, etc.).
• Develop course-pacing guides that walk teachers through their new schedules .
• In the end, teachers will learn best by simply doing. Initially, teachers should not create lesson plans for more than a couple weeks in advance. After this, they will be more aware of how best to pace their classes and structure their lessons .
6. When designing the actual schedule, keep course-sequencing issues in mind. Also, accreditation and teacher contract policies and requirements must be adhered to
7. Have a policy in place that smoothly transitions transfer students from traditional schedules to the block schedule .
8. Continually monitor the effects of the new schedule on teaching and learning. Keep an open line of communication with all education stakeholders .
   
   
   
9. Coordinate the schedule so it will not interfere with WHS ROP programs that PHS students access, and vice versa .
   
10. Create a set testing calendar for mandated tests that take limited time from the classroom (PLAN, CAHSEE, CST/STAR)
11. Explore the possibility of eliminating the concept of Independent study contracts (one week = more than two weeks of material) It will not be practical to keep our current practice.
    
12. Figure out how classes like ASB that have to be all year are scheduled.

Regardless of how and why a school goes about implementing a block schedule, it is important to know that any attempt to change what is traditional will likely generate criticism. Keep this in mind before, during, and after the process has been implemented. Involving stakeholders at each stage of the decision making and planning

Background Info on Block Scheduling

Hi all...after Thursday's meeting, I still had some questions about block scheduling and so I did a little research. I came up with some interesting info. This site (http://www.weac.org/resource/june96/schedule.htm) seems to give some solid background information as well as some stats.

I also found some very interesting books about teaching the different content areas in a block schedule. If anyone is interested in those, then I'd be happy to share.

Adrienne's comments

Hello,

Attached are three articles I thought were interesting, all from the College Board web site.

One of them outlines a study on the effects of various configurations of block scheduling on AP exam success. These are some issues we should consider---if we do move to a variety of block, it appears from this and other articles I've read that somehow either spreading the course over the year (ideally, first and third quarters in the Elk Grove model we looked at this week) or providing a study session of some sort prior to the exam (if students completed the course in December) is essential. Also, I'm very intrigued by the idea in one of the articles about pairing AP US History and AP English Language, and offering a year-long double block course with alternating days, and would love to discuss that further with you, Katie and Kurt.

I am only sending this to dept chairs and AP teachers who were at our meeting--sorry if I left anyone out; forward as you wish.

Someone suggested setting up some kind of blog or message board where we can continue to add information we run across. Is there an interest out there in that? How do we go about setting it up?

Adrienne


[Note from David: I haven't figured out yet how to attach the PDF files. When I figure that out, I'll post instructions. If any of you figure it out before then, go ahead and post and let me know how]

Introduction

As a way of helping us organize our thoughts as we move toward some sort of alternative schedule, this blog is being made available to help us.

Feel free to post info as you see fit

-David