CHANGE IS GOOD!!

1. CHANGE IS GOOD!! Making a Smooth Transition from A/B Block Scheduling to 4X4 Block Scheduling

2. Rationale for inquiry project: • Change can be difficult and stressful. • I wanted to look at ways to make a smooth transition from A/B day to 4X4 and to begin planning. • There is a state-level initiative to reform high schools – this change will cause school reform. • I chose this topic because this will be an extremely useful tool for me next year.

3. Summary of this change: • In August 2006, CCSD will make the change from A/B block scheduling where students meet 8 classes every other day for the entire year to 4X4 block scheduling where students meet 4 classes every day and then meet 4 new classes in January.

4. The rationale from the DO for making this change: • The other 9 districts in the Olde English Consortium are all on the 4X4 schedule. • Transferring into or out of school was very difficult if they went to/came from surrounding counties. • Research has shown that neither type of block scheduling is better than the other for achievement.

5. Connection to EDUC 655- Teacher Leadership: Conversations from the Field • This project connects to 3 of our class goals: • Evaluating myself as an educational leader through study, reading, reflection, and discussion • Applying current reform and renewal strategies to the educational setting • Explore issues affecting student and teacher success in schools

6. Process for this inquiry project: • Develop an inquiry question • Have a plan • Design a survey • Administer survey to teachers, parents, and students • Talk with district level administration • Study the research on block scheduling • Plan for next year • Design a presentation for the corps of mentors and GFHS faculty • PUT IT ALL TOGETHER AND SHARE THE INFORMATION!!

7. Concerns from the teachers: • Compacting curriculum, especially during the 2nd semester when lots of testing taking place • Retaining information – Ex. Taking Math 1st semester, no Math 2nd semester • Class size, especially 2nd semester • Less planning time • Overload of material

8. Concerns from the parents: • Not enough time to prepare for tests and major projects • Students may not be able to keep up • Material taught too fast • May forget material during the semester they don’t meet that subject

9. Concerns from the students: • Seeing the same teachers everyday will be boring • Homework everyday (won’t have extra day) • Will we have 4 core classes during a semester or some core classes and some electives? • Same classes over and over will get boring • Few course offerings

10. What the research says? • The research is sketchy as to which type of schedule is better for student achievement. • Teachers must use a wider array of teaching strategies/best practices to keep students’ attention. • With either model, daily attendance improves and failure rate is lower, compared to traditional schedules. • More opportunity for cooperative learning and hands-on projects. • Students get to know the teachers better and vice versa.

11. What is the school/district doing to address these concerns? • Staff development to help teachers plan • Early scheduling/registration for next year • Meetings planned to discuss concerns with parents, teachers, and students • Instructional coach at school level to support teachers with best practice instruction • A district initiative to integrate more technology into the classrooms which would reduce “boredom”

12. Positives for Teachers: • Better for transferring students • Less students at one time; approximately 60 per semester compared to over 100 now – less papers to grade! • Maximum number of preps at one time would be 3; this year the average # of preps in English dept. is 5 per teacher • Better retention of material from previous class • Less to keep up with (3 classes instead of 6 classes) • Continuity, every day retention

13. Positives for Parents: • Students may only have 2 “hard” classes during each semester • Being in same classes every day would help students remember information better • Could my child retake a class 2nd semester if they fail 1st semester? • New attitudes with fall and spring classes.

14. Positives for Students: • May be able to retake a course 2nd semester if they fail 1st semester • Not responsible for as many books at one time • Less tardies • Wouldn’t forget information as much • Will help students to focus on fewer classes • Less confusing

15. Why is change good? • Lessons from the book “If you’re riding a horse and it dies, get off”.

16. Suggestions for making a smooth transition: • Start with the “end in mind”, why are we making this change and how can my students benefit to increase student achievement! • Start planning ASAP • I created blank calendar sheets coordinated with district calendar for teachers to begin thinking about timelines. • Focus on the positives. • Seize this opportunity to change and make a difference in the education of students at Great Falls High School!!

17. In conclusion: • As the book stated, sometimes we just need to “try something new!!” The message in the book is to apply common sense practices to school reform. This initiative is a way to try something new and present our curriculum in a different way and as always, be positive and focus on increasing student achievement!!!

18. Sources: • Canady, Robert L. & Rettig, Michael D. (1995). The Power of Innovative Scheduling. Educational Leadership, 53, 4-10. • Grant, Jim & Char Forsten. (1999). If You’re Riding a Horse and It Dies, Get Off. Peterborough, NH : Crystal Springs Books. • Hubbard, Ruth S. & Power, Brenda M. (1993). The Art of Classroom Inquiry: A Handbook for Teacher-Researchers. Portsmouth, NH: Heinerman. • Laitsch, Dan (2004). The Effects of Block Scheduling on Teacher Perceptions and Student Performance. Research Brief, 2, 10-12. • O’Neil, John (1995). Finding Time To Learn. Educational Leadership, 53, 11-15.

19. Any questions??