Ann Sobrato High School

1. Ann Sobrato High School Parent Forum: Block Scheduling May 4, 2005

2. Guiding Principles

3. 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

4. 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

5. 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

6. 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

7. Based on Research Block Scheduling affects schools in the following three areas: • School Culture • Student and Teacher Relationships • Instruction

8. School Culture Based upon research, school visitations, and teacher/student interviews, we learned that school culture is positively affected by block scheduling.

9. 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

10. 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-on-one time • Teachers can learn students’ learning styles and address their needs

11. 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

12. 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

13. 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

14. 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

15. 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.)

16. 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

17. 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)

18. 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

19. Comparison of Traditional vs. Block Schedule

20. Sample Student Schedule:Student With 1st Period Study Period

21. 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

22. Next Steps • Continued communications • Additional research • Staff development

23. 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

24. 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

25. 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

26. 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

27. 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

28. This Survey • Please complete tonight’s survey. • We will get back to you!

29. Questions