A Block Schedule at PMS: An Update

Parent ForumDecember 10, 2012

Jeanne DonovanWelcome

We want to make a great program even better

As educators, we always ask, “What can we do better?”

How can we do more to meet new 21st century core standards with the resources we already have?

Would a modified block schedule improve student learning?

Agenda1. Introduce committee of staff & parents2. Evolution of Thought and Process3. Proposed, Trialed Modified Block4. Our Findings, Results of Survey5. Challenges, Improvements: Why a 3-

day Block?6. Next Steps7. Panel discussion with Q&A

Block Schedule Committee Educators Parents Jeanne Donovan, Principal Eric Mapes, Asst. Principal Hannah Bjork, Spanish Brad Goodson, Math 6 and 8 Ted Greenebaum, Science 8 Jane Hickman, English

8/Journalism Annie Holland, English 8/History 8 Joci Kelleher, Core 6/Study Skills Stella Kennedy, Core 6/Green Team Kim Lipkin, Art/Leadership Gina McKuen, Core 7/Shakespeare Carrie Poole, Special Education Amy Savage, Special Education Anne Smith, Film/Animation Camilla Thayer, Science 6 & 7

Jon ElliottKatie KorotzerSue LinShirley Rexrode, PMS PC

Pres.Esther RogersLillis SternGautam Wadhwani, PMS

PC Tsr.

Former Member: Mary Kelly, Past PMS PC President

Evolution of ThoughtWanted to consider block schedule Researched optionsConducted a 2-day block trial (90-minute

periods) for two weeks this fallSurveyed stakeholdersDiscussed benefits and challenges Changed proposal to 3-day block to address

challenges while maintaining benefits

An Enriching, Collaborative Process 2010 Staff inquiry began April 2011First presentation at Parents’ Club meeting Oct. 2011 First parent forum Oct. 2011 Parents joined Block Schedule committee 2011-2012Site visits, readings, discussions April 2012Second parent forum (included elementary)

Oct. 2012 Two week trial of 2-day modified Block

Oct. 2012 Student, parent and staff surveys

Nov. 2012 Analysis of results which led to proposed 3-day Block

Dec. 2012 Third parent forum (includes elementary)

“Traditional” vs. “Modified Block” Schedule

Traditional 7-period day: each class meets every day

Modified BlockEach class meets four times per weekBlocked periods – four or five classes

per day

Trialed 2-day Block Schedule

• 2 traditional and 3 blocked days• Early dismissal at 2:05 pm every week on Wednesday

Why Change: Improved LearningWe expected to find that longer periods:Allow for better, deeper grasp of

concepts Create uninterrupted time for research

Provide opportunities for richer

discussions Reduce passing time & set-up/clean-up

time Lend themselves more effectively to

multiple activities

What We LearnedDeeper grasp of concepts

Example: Math (Mr. Goodson)Uninterrupted research or writing time

Example: Core 6 (Mrs. Kelleher)Richer discussions and elaborate activities

Example: History 8 (Mrs. Holland)Reduced transition time = time for debriefing

Example: Science (Mr. Greenebaum)Multiple activities

Examples: Core 7 (Ms. Brenneman), World Languages (Mrs. Bjork) and P.E. (Mrs. Jarvis)

Survey Results: FacultyMajority of the faculty agreed or strongly agreed that during the block schedule trial:

They could utilize a greater variety of teaching

strategies

They could better address the range of learning styles

They had increased individualized student interaction

Pacing was challenging in a 90-minute period

Survey Results: Students72% of students indicated that blocked periods during the trial increased:

Interaction time with teachers Ability to learn Comprehension of lessons

Homework due less frequently, reduced student stress

Survey Results: Parents’ Perspectives About Block Trial

Majority felt somewhat or very positive

overall

Majority supported schedule with two or

more block days Over 75% of students spoke with their

parents about their experience

Addressing the ChallengesTrialed 2-day Block Schedule

Addressing the ChallengesChallenge With 2-Day

90-minutes challenging for some classesOne heavy day, one light6th Grade P.E.& Music – who gets 90-minute block?Catching up after absenceLunch B too late

Not seeing students daily

Proposed 3-Day Block Schedule

• 2 traditional and 3 blocked days• Early dismissal at 1:48 pm every week on Wednesday

(same as elementary schools)

Addressing the ChallengesChallenge With 2-Day

90-minutes challenging for some classes One heavy day, one light6th Grade P.E.& Music – who gets 90-minute block?Catching up after absenceLunch B too late

Not seeing students daily

How 3-Day Addresses It72-minutes preferable

More balanced

Each gets a 72-minute block

Less curriculum missedAll have lunch at noonNo change

Looking AheadConduct teacher vote on final proposal:

Principal & Superintendent must approve Majority of teachers must approve School Board must approve

Earliest possible implementation 2013-2014

If approved, staff development and planning time provided between January and June 2013 – curriculum, organizing one lunch, master schedule

If implemented, all stakeholders will be surveyed next year as we continue to evaluate effectiveness

SummaryResult of a broad, judicious inquiry process

Majority of teachers support opportunity for innovation

72-minute periods preferable to 90 minute periodsStill provide great benefits to student learning

Community input is valued; please contact:Any parent member on the committee OR

PMS_PC.BlockSchedule@comcast.net

Appendix

2 – Day Block (90-minute periods)

3 - Day Block (72-minute periods)

Tuesday: Language ArtsScienceMathReading

Tuesday:Language ArtsMathScienceElective WheelReading

Wednesday:Social StudiesP.E./Music (45 minutes of each)Elective WheelEarly Release

Wednesday:Social StudiesMathScienceP.E./MusicEarly Release

For 6th graders, this meant that Wednesdays were very light.

Thursday:Language ArtsSocial StudiesP.E./MusicElective WheelReading

Sample Sixth Grade Schedule Comparison

Educational RationaleSupports interdisciplinary theme development

Provides time for teachers to develop instructional practices that increase differentiation

Provides time for teachers to evaluate assessments

Supports continued development of professional learning communities, which aligns with new teacher evaluation system