High School Scheduling Change in Virginia

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Flexible Scheduling Options for Secondary Schools
Michael D. Rettig, Professor Emeritus James
Madison University 434-249-3024 rettigmd_at_jmu.edu
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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

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Marzano, 2003
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• A truly flexible schedule is one that provides
  more learning time for those need it and more
  choices for those who dont need more learning
  time.

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Criteria for Comparison of Schedules

• 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)

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6-Period Day

• 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 daily-yearlong

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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.

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7-Period Day

• 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 daily-yearlong

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7- Period Advantages

• 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
  8-period, 8 A/B, 4X4, and Hybrid 4X4)

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8-Period Day

• 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 daily-yearlong

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8- Period Advantages

• Daily meeting
• Choice (Same as 8 A/B, 4X4, and Hybrid 4X4 more
  than all others.)
• Flexibility for double-dosing

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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.

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What mistakes have some schools made when
implementing block schedules?

• 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.

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6 A/B Schedule

• 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 E-O-D-yearlong

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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.

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7 A/B Schedule (Atlee High School)

• Time per course-100 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 E-O-D yearlong or daily-yearlong

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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
  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
  8-period, 8 A/B, 4X4, and Hybrid 4X4)
• Daily student load
• Daily teacher load

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8 A/B Schedule

• 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 E-O-D-yearlong

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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

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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.

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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

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5 Block Trimester Schedule

• Time per course-69 x 120
• Choices available-7.5
• Cost Factor- 4/5 (80)
• Student Load-5
• Teacher Load-4
• Percentage Core 4/7.5 (53)
• Meeting format Daily-trimester

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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

5-Block Adaptations Needed

• Performing Arts
• AP or IB
• Special Education

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4 X 4 Schedule

• 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

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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

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The Hybrid 4 X 4 Schedule with a Limited Number
of Yearlong Embedded A/B Classes or Skinnies
Semester I
Semester II
1
2
Block I
Day 1 Course 3
Block II
Day 2 Course 4
Block III
6
5
Course 7 Everyday Yearlong Skinny
Block IV
Course 8 Everyday Yearlong Skinny
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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

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Time Comparison Chart
All computations based on a 7 hour (420 minutes)
student day.
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Factors Impacting the Cost of A School Schedule

• Pupil-teacher ratio.
• The percentage of the periods/blocks taught by
  each teacher.

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Cost Comparison Chart

Less Expensive
More Expensive
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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.

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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.

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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

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The 8 A/B Schedulewith Seminar/Study Block
Day 1
Day 2
2
1
Block I
3
Block II
4
Block III
6
5
Block IV
Study/Seminar
7
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Math Double Dose
Day 1/Sem.1
Day 2/Sem. 2
Science
LA
Block I
Algebra I
Block II
Algebra I
Block III
PE/H
Social Studies
Block IV
Elective
Elective
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LA Double Dose
Day 1/Sem. 1
Day 2/Sem.2
LA
LA
Block I
Mathematics
Block II
Science
Block III
PE/H
Social Studies
Block IV
Elective
Elective
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LA Math Double Doses
Day 1/Sem. 1
Day 2/ Sem. 2
LA
LA
Block I
Algebra I
Block II
Algebra I
Block III
PE/H
Social Studies
Block IV
Elective
Science
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Double Blocks of LA and Math with Tutorials
Student Schedule
Day 1
Day 2
Block I
Language Arts and Reading
Block II
Algebra I
LA Tutorial 45m
Block III
Social Studies
Math Tutorial 45m
Elective or Earth Science
Block IV
PE/H
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Re-cycling in MathematicsSemester Recycle
Sem.1
Sem. 2
Science
LA
Block I
Algebra I-P1
Block II
Algebra I-P1 or P2
Block III
PE/H
Social Studies
Block IV
Elective
Elective
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Re-cycling in Mathematics Recycle after Quarter
Sem.1
Sem. 2
Science
LA
Block I
Algebra I-P1-a
Algebra I-P1-a or b
Algebra I-P1-a.b, c
Algebra I-P1-a,b,c, or d
Block II
Block III
PE/H
Social Studies
Block IV
Elective
Elective
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7-Period Day Support Course
P1. D1 AP Support
P1. D2 PE
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The 8 A/B Schedule AP Support
Day 1
Day 2
A.P. Support or Elective
U.S. History A.P.
Block I
English 12
Block II
Spanish IV
Block III
Physics
Math Analysis
Block IV
Elective
Elective
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The 4X4 Schedule Algebra I A/B Support
Day 1
Day 2
Day 1 Algebra I
Day 2 Algebra 1 Support or Elective
Block I
English 9
Block II
Spanish I
Block III
World Hist.
Earth Science
Block IV
Elective
Elective
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The 8 A/B Schedule Algebra 1 Support
Day 1
Day 2
Geometry Support or Elective
Geometry 1
Block I
English 9
Block II
Spanish I
Block III
World Hist.
Earth Science
Block IV
Elective
Elective
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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???

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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
recommended (i.e. traditional time, tutorial
help, double-dose, etc.)
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Achieving Common Goals

• Common Curriculum
• Common Pacing
• Common Formative and Summative Assessments
• Collaborative Monitoring System
• Common Time for Intervention and Enrichment

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Progressive Algebra Rettig and Canady, 1998.
Key Q4.5 weeks AAlgebra I, 4 Parts
GGeometry 4 Parts
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• If we can agree that something is good practice,
  shouldnt we institutionalize its use?
• Putting it in the schedule increases the
  likelihood of institutionalization.

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• If an educator keeps using the same strategies
  over and over and the student keeps failing,

who really is the slow learner?
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Recovery Model (Sem. 1)(Possibly for Grade 8
Failures)
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Recovery Model (Sem. 2)(For 1st Semester
Failures)
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• We cannot keep raising the bar without also
  increasing supports, or else we will create more
  failures and ultimately more drop-outs.

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8 Guiding Questions Which Help Us Revisit the
Mission and Goals of Middle Schools

• 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?

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8 Guiding Questions Which Help Us Revisit the
Mission and Goals of Middle Schools, cont

• 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?

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Key Question 3

• What percentage of a students day should 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?

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8 Guiding Questions Which Help Us Revisit the
Mission and Goals of Middle Schools, cont

• 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?

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8 Guiding Questions Which Help Us Revisit the
Mission and Goals of Middle Schools, cont

• 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?

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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
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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
Science
Social Studies
Block IV
Elective/Exploratory/PE
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Two-Teacher Team
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Three-Teacher Team
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Four-Teacher Team
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Six-Teacher Team
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Four-Block Master Schedule
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Major Pros and Cons of Four-Block

• 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 year-long 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.

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The Four-Block Variation 1
Day 1
Day 2
Block I
LA/Reading
Mathematics
Foreign Lang.
Block II
Block III
Science
Social Studies
Block IV
Elec./Exp.
Elec./Exp.
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Four-Block Schedule Variation 2
Day 1
Day 2
Block I
Mathematics
LA/Reading
Foreign Lang.
Block II
Block III
Science
Social Studies
Block IV
Elec./Exp.
Elec./Exp.
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The Four-Block Schedule with a 9th Period
Day 1
Day 2
PE/Exp./Elec./Interv./Enr.
9th Period
Block I
Language Arts and Reading
Block II
Mathematics
Block III
Science
Social Studies
Block IV
PE/Exp./Elec.
PE/Exp./Elec.
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The Four-Block Schedule Sample Student Schedule
(Equal Time in LA, M, SS, SC)
Day 1
Day 2
Day 3
Day 4
LA/R
Math
Block I
SS
SC
LA/R
Math
Block II
SS
SC
LA/R
Math
SS
SC
Block III
Elective/Exploratory/PE
Block IV
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The Four-Block Schedule Sample Teacher Schedule
(Equal Time in LA, M, SS, SC)
Day 1
Day 2
Day 3
Day 4
S1
S2
Block I
S3
S4
S1
S2
Block II
S3
S4
S1
S2
S3
S4
Block III
Elective/Exploratory/PE
Block IV
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Unequal Core and Encore PeriodsIn 390-Minute Day
LA/Reading
Core 1 (60m)
Mathematics
Core 2 (60m)
Core 3 (60m)
Social Studies
Lunch
Lunch (35m)
Science
Core 4 (60m)
Elec./Exp.
Encore 1 (45 m)
Elec./Exp.
Encore 2 (45 m)
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Encore Rotations3 Choices in Two Periods (one
choice meets daily two choices meet
every-other-day)
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Encore Rotations3 Choices in Two Periods (one
choice meets daily two choices meet
every-other-day)
Two years of FL required to complete Carnegie
Unit minutes.
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Encore Rotations3 Choices in Two Periods (one
choice meets daily two choices meet
every-other-day)
Two years of FL required to complete Carnegie
Unit minutes.
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3 Choices in Two Periods
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3 Choices in Two Periods Example
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When I die, I hope its during a lecture the
difference between life and death will be so
small, that I wont notice it! (Anonymous Student)
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Teaching in a block schedule is like eternity,
and eternity is spent in one of two places.
John Strebe
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• 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

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Application Phase

• 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

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The Four Circles of Engagement
Active Learning Strategies
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How to Fail When Implementing a New Schedule

• Mess-up the Process
• Dont identify the goals.
• Start with an administrative edict.
• Let the study committee dominate.
• Dont involve the parents.
• Dont involve the students.
• Dont involve the central office.
• Dont involve the union.

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How to Fail When Implementing a New Schedule
cont.

• H. Do an incomplete study.
• Dont read and do research.
• Dont visit other schools.
• Dont do a mock master schedule.
• Dont create sample teacher and student
  schedules.
• Dont address benefits for both students and
  teachers.

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How to Fail When Implementing a New Schedule
cont.

• Do Poor Planning
• Dont create pacing guides.
• Assume teachers will change instruction to fit
  the block without staff development assistance.
• Dont change school policies to be in line with
  the new schedule.

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How to Fail When Implementing a New Schedule
cont.

• Create a Poorly Constructed Schedule
• Dont 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 cant take (fill in the blank)
  because of the schedule.
• Dont Continue to do Staff Development After the
  first year.
• Dont Plan to Evaluate until Someone Asks for It.

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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.

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