Dansville High School Block Schedule

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Dansville High School Block Schedule

• A Review of the Block Schedule as it Relates to
  High School Reform

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Modified Block Schedule

• First Bell 837 am
• 1st hour 841 am 1007 am (FULL BLOCK)
• 2nd hour 1011 am 1056 am (SKINNY)
• 3rd hour 1100 am 1145 am (SKINNY)
• LUNCH 1145 am - 1211 pm
• 4th hour 1215 pm 141 pm (FULL BLOCK)
• 5th hour 145 pm 311 pm (FULL BLOCK)

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FACTORS INVOLVED IN HIGH SCHOOL REDESIGN
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Current Graduation Requirements vs. New Michigan
Merit Core Requirements

• MICHIGAN MERIT CORE
• 4 CREDITS OF ENGLISH
• 4 CREDITS OF MATH
• 3 CREDITS OF SCIENCE
• 3 CREDITS OF SOCIAL STUDIES
• 1 CREDIT OF HEALTH/P.E.
• 2 CREDITS OF FOREIGN LANGUAGE
• 1 CREDIT OF VISUAL, APPLIED OR PERFORMING ARTS
• 1 CREDIT FROM AN ONLINE COURSE

• CURRENT DHS REQUIREMENTS
• 3 CREDITS OF ENGLISH
• 2 CREDITS OF MATH
• 2 CREDITS OF SCIENCE
• 3 CREDITS OF SOCIAL STUDIES
• 1 CREDIT OF HEALTH/ PE
• 2 CREDITS OF FOREIGN LANGUAGE, FINE OR PERFORMING
  ARTS, VOC. EDUCATION OR PRACTICAL ARTS (any
  combination)

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MICHIGAN MERIT EXAM

• ACT Plus Writing
• The ACT is a college entrance exam. It assesses
  high school students' general educational
  development and their ability to complete college
  level work.
• The multiple choice tests cover four skill areas
  English, Math, Science, and Reading.
• The writing test measures skill in planning and
  writing a short essay.

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MICHIGAN MERIT EXAM

• WorkKeys
• WorkKeys is a job skills assessment system
  measuring real-world skills. The two assessments
  taken will be
• Applied Mathematics
• Reading for Information
• Michigan Developed Math
• Michigan Developed Science
• Michigan Developed Social Studies

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HIGH SCHOOL CONTENT EXPECTATIONS

• The State of Michigan has released Content
  Expectations for every core class except for
  social studies.
• Our teachers are working hard to align our
  current curricula with the new Content
  Expectations.
• Our teachers have worked to develop 4-year course
  offering plans and 4 years of teacher schedules
  to ensure that we are finding any potential
  difficulties as we work to meet the new state
  mandates.
• For our classes to count for credit, we must
  document that we have covered all of the Content
  Expectations in every class.
• For our students to be ready for the MME, our
  students must master the Essential Content
  Expectations.

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BLOCK SCHEDULE SHORTCOMINGS HAVE BEEN ADDRESSED

• Perceived Shortcomings
• Management issues
• Classes are watered down

• Current Reality
• Consistency in the principalship high
  expectations for all
• Two factors have led to increased rigor in
  classes this year
• Curricula are completed for nearly every high
  school class
• Teachers are refining their curricula to align
  classes with the new High School Content
  Expectations that have recently been released,
  building rigor into the curriculum.

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BLOCK SCHEDULE SHORTCOMINGS HAVE BEEN ADDRESSED

• Current Reality
• Meaningful homework is being assigned to ensure
  that students are mastering the material
• Classroom visits have already occurred for every
  teacher. A new observation tool called Go Observe
  is being used for formal evaluations to evaluate
  how class time is spent and emphasize the value
  of every minute of class time.

• Perceived Shortcomings
• Homework not assigned because students completed
  it during class
• Time spent on-task
• questionable

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BLOCK SCHEDULE SHORTCOMINGS HAVE BEEN ADDRESSED

• Perceived Shortcomings
• Teachers and students in the halls during class
• Too many students as teacher/office aides

• Current Reality
• The halls are generally clear except for Career
  Center students in transition.
• As much as possible, aides were only assigned if
  the student was interested in pursuing a career
  in that area, greatly reducing the total number
  of aides.

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GO OBSERVE EVALUATION TOOL (see handout)

• GoObserve Observation Report
• High School, Dansville
• Name VanStempvoort, Amber
• Classification Prob. 2nd Yr.
• Observed by Hodgson, Amy
• Observation Date Wednesday, November 15, 2006
• Time Activity Comments
• 121528 PM Opener/warm up
• 121914 PM Record Keeping
• 121933 PM Opener/warm up
• 122251 PM Transition
• 122417 PM Seatwork
• 122739 PM Transition

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FEEDBACK FOR TEACHERS
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FEEDBACK FOR TEACHERS
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CREDIT COMPARISON

• BLOCK SCHEDULE
• Allows students to earn 8 credits per year
• Allows students to take 15 elective classes after
  meeting the minimum requirements of the Merit
  Core
• Allows CACC students more flexibility and the
  ability to take more credits at DHS per year

• 7- PERIOD DAY
• Allows students to take 7 credits per year
• Allows for 11 elective classes after meeting the
  minimum requirements of the Merit Core
• Limits the DHS credits available to CACC students

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CREDIT RECOVERY COMPARISION

• If a student fails a class in the first semester
  in the block, the student is encouraged to retake
  the class in the second semester (ie freshmen
  English)
• If a student fails a class in the first semester
  in a 7-period day, the student will have to
  continue in the class the rest of year and cannot
  retake until next year

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ADDRESSING RIGOR

• EXAMPLE
• ALL STUDENTS ARE REQUIRED TO TAKE ALGEBRA I,
  GEOMETRY AND ALGEBRA II STARTING WITH THE CLASS
  OF 2011.
• Because of the block schedule, we will offer one
  section of Algebra II for 86 minutes per day over
  the entire year, which will be imperative for
  students who will need extra time to be
  successful in this challenging class.
• An additional benefit to students is that this
  class will count as 2 math credits because of the
  block schedule.

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ADDITIONAL BLOCK BENEFITS

• The block more closely resembles a college
  schedule
• Students can focus on a smaller number of classes
• Students usually take 4 final exams, which is
  much more feasible than taking 6 exams
• The block has a number of benefits including a
  more focused learning environment, decreased
  social time at school and decreased behavior
  problems due to decreased opportunity to be in
  hall.
• In national studies, ACT achievement is not
  negatively impacted by the 4x4 block schedule
  over time.

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DHS Standardized Testing(ACT)
SCIENCE
MATH
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Teacher Commitments

• Planning for 86 minute classes is much more
  demanding than planning for shorter periods.
  However, the teachers spend a great deal of time
  during their prep period following up with
  students and have chosen to make the following
  commitments to every student
• Every Tuesday a progress report from each class
  will be sent home with your student.
• Every time a significant drop in behavior is
  noted, you will be contacted by the teacher via a
  note on the progress report, an email or a phone
  call.

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Teacher Commitments to Students Who Struggle
Academically

• All students who are failing one or more classes
  at progress report time will be recommended for
  Saturday School until they are passing. Saturday
  School is staffed by a professional educator who
  will be available to help students. Saturday
  school runs from 8 am until noon.
• All students who are failing one or more classes
  after the first marking period (nine weeks), will
  receive a call home from the counselor to set up
  a staffing- a meeting with the student, the
  parents, the teacher, the counselor and the
  principal designed to develop a plan of
  improvement for the student.
• If a student fails a core content class at the
  semester, every attempt will be made to change
  the students second semester schedule so that
  he/she retakes the same class.
• If the student continues to struggle second
  semester, the student will be assigned weekly
  meetings with an adult mentor.

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Conclusions

• Given the demands of the new Michigan Merit Core,
  Michigan Merit Exam and High School Content
  Expectations, schools are examining their
  schedules to find a way for students to meet the
  new requirements as well as remain in technical,
  music, art and foreign language programs.
• Our modified block schedule provides this
  flexibility for ALL of our students- those who
  attend the CACC, those are college-bound and
  remain at DHS for 4 years, those who are
  interested in core career paths, as well as those
  who choose to focus on a career path in fine
  arts.
• Given the increased rigor of the new graduation
  requirements, content expectations and Merit
  Exam, schools must provide additional support to
  enable students to be successful.
• Our teachers have made a commitment to build
  relationships with students, which is made easier
  because of the increased amount of time for each
  class daily. They have also committed to use
  their prep time to carefully monitor their
  students and provide support for those who are
  struggling.

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Recommendation

• High School is being turned upside down by state
  mandates.
• Our high school has been in transition in many
  ways in recent years.
• Supporting block scheduling is best for our
  students and would allow the high school to make
  long-term plans as we work to implement all new
  state mandates.