AB Alternating Day Block Schedule Joseph Lewis, Principal Felix Addo, Assistant Principal

1. AB Alternating Day Block Schedule • Joseph Lewis, Principal • Felix Addo, Assistant Principal • Mary Frances George, Assistant Principal • Harry Johnston, Assistant Principal • Wes Bergazzi, Assistant Principal Athletics and Activities • Dave Ripley, Principal Intern • 2-18-09

2. 7 Classes Per Day 28 Credits in 4 Years 45 Minute Class periods 20 minute lunch Limited Selection of Electives Teacher load ~150 students Repeats are done in the summer or during the following year In a 6 ½ hour school day… A typical student will engage in 9 different activities in 9 different locations A teacher will prepare for and teach five classes engaging with over 150 student sin the classroom WHAT IS TRADITIONAL SCHEDULING?

3. WHAT IS AB BLOCK SCHEDULING? 8 Classes per year. Students earn up to 32 credits. ~85 to 90 minute class periods Only 4 classes per day ~20 minute lunch Expanded elective course selections Teacher load ~ 75 students per day Daily assignment and homework focuses only on the four classes from that day. Includes flexibility in scheduling to include remediation, enrichment and extension within a lesson and/or within a class period

4. OTHER TYPES OF BLOCK • XY • 4X4 HOWEVER…AB BLOCK IS MOST LIKE OUR CURRENT 7 PERIOD DAY

5. WHAT THE RESEARCH SAYS ABOUT BLOCK SCHEDULING • More course credits are completed • Equal or better mastery and retention of material • Reduction in suspensions and dropout rates • Improved relationships between students and teachers Carroll, Joseph. “Organizing Time to Support Learning” (1994)

6. MORE RESEARCH… • More time to give students individual assistance • Opportunity to get to know the students personally • Time for more creative and meaningful student work • The ability for the teacher to structure a full lesson • Less stressful and more flexible classroom environment Payne, Jordan. “The Evaluation of a High School Block Schedule” (1996)

7. MORE RESEARCH… • Increased attendance • Students have more time for problem-based and inquiry-based activities • Fewer class changes resulted in fewer disciplinary problems Casey, Patricia. “Teaching Mathematics on the Block”, U.S. Department of Education

8. WHY AB BLOCK SCHEDULING? (Specifics) • Our classrooms are simply too crowded. And, our projected enrollment for 09-10 is expected to increase. • In block schedules, teachers instruct fewer students per day.  The pupil teacher ratios are generally lower. This allows for more individual help and guided instruction. • 90 minute blocks accommodate extended lessons for things like science labs, projects, fine arts rehearsals, etc.

9. WHY AB BLOCK SCHEDULING? (Specifics) • Students can take eight classes a year instead of seven, which means that students will be able to take more classes over a four-year period. • Students will have fewer conflicts in their schedules. • Students can schedule a Resource Period in order to obtain help in difficult classes. • There is more flexibility.  Double programming can be accomplished in any desired course such as AP classes or fine arts classes.

10. WHY AB BLOCK SCHEDULING? (Specifics) • The majority of schools in Virginia are using this system. Problems with student transfers should be reduced. • Managing make-up work is easier because students miss fewer classes per day. • The number of books students carry on one day will be half of what they now carry. • Block schedules have shown to facilitate positive improvements in school climate and a reduction in incidents of student misbehavior.

11. WHAT DOES AB BLOCK SCHEDULING LOOK LIKE? • A Day = Four Classes of approximately 85 to 90 minutes a class. • B Day = Four Classes of approximately 85 to 90 minutes a class. • Lunch would be during Block Three on both days.

12. TYPICAL AB SCHEDULE

13. QUESTIONS?