\doc\web\98\03\bhss.txt From: "Bob & Barbara Tennison" To: "Dom Taurone" Subject: FW: Block Scheduling Date sent: Thu, 26 Feb 1998 14:46:28 -0800 All: This posting is forwarded for Dominic Taurone ( paescc@wave.net ) and is an article from the Brookings-Harbor School District 17-C Newsletter, February 1998, Vol 2, No. 2. Dom: I took the newsletter format and converted it to standard text for those members who are on Juno.com. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ BHHS back to seven-class scheduling: After a great deal of very careful research and thought, and following much discussion, it has been decided to return to the traditional seven-period day at BHHS for the upcoming 1998-99 school year. This important change has been based on a thorough review of all the advantages and disadvantages of a number of different master schedule formats, including the "block schedule" which was implemented at BHHS four years ago. This decision has been based on the unanimous recommendation of the Administration, including the Superintendent, the Curriculum Director, the High School Principal, and the High School Assistant Principal, following months of deliberation The seven-period day format is a more traditional approach to scheduling high school courses. In this type of schedule, subjects are taught all year long, with each subject being taught every day in sessions that last approximately 50 minutes each. In most cases, students take six subjects (or courses), and devote one period each day to a study hail. Note that the more capable and ambitious students may choose to enroll for seven classes, thus increasing the number of electives they are able to take. The block schedule has many variations.. However, in the format being used at BHHS, subjects are taught only one semester, with each subject taught every day for approximately 90 minutes. Students generally take only three or four subjects (or courses) during each semester. There are many reasons for the return to the seven period day. Perhaps the most important is that under the present block schedule framework, there are a number of students who do not receive adequate instruction in the critical areas of English, Math and Science in a timely manner to prepare them for mandatory state tests in these three subjects. Oregon requires that tests in these subjects occur in late March and early April. Students who take English, Math or Science in the fall semester are understandably somewhat "rusty" by the time tests for these subjects are given in spring. Conversely, students taking these courses in the spring term are only partially through them by the time the tests are given, and are understandably under-prepared. Another problem directly associated with the block schedule is the fact that there is almost always a significant time gap between sequenced courses in the same subject area. For example, students might take Spanish 1 in the fall of their freshman year, and then not take Spanish 2 until an entire year later, in the spring of their sophomore year. Another area of concern associated with the block schedule is that students can technically complete their graduation requirements in just about three years, leaving them with less than a full schedule of required courses during their senior year. For example, by taking four classes each semester for three years, a student can earn 24 credits, just one credit short of the 25 overall credits needed for graduation. Accordingly, many seniors are tempted to take only three courses during each of their last two semesters, giving them a far too easy and light educational pro-9 gram as a stepping stone into a competitive college environment after they graduate. The rapidly-paced block schedule (in which a full year class is completed in just one semester) also makes it very difficult for students who transfer into BHHS to catch up and fit into courses after the first few weeks of school have transpired. This is especially problematic now, since many school districts in the state have returned to the seven-period day The block schedule also limits the choices for electives that students can work into their schedule each semester. For the performing arts classes (music especially) a student must take the same course both semesters to provide continuity, but at the expense of taking other elective course offerings. Another critical problem with the block schedule is that it tries to put too much instruction into too little time, thereby pushing the limit as to the required "seat time" issue for national accreditation. The seven-period day, with courses that last all year instead of just one semester, provides more than adequate instructional time for accreditation purposes. Thus, the seven-period day schedule permits greater use of mid-year "in-service days" so that teachers are able to work together on improving and aligning our curriculum with the new state standards. Some of the original reasons for moving to the block schedule have been brought under scrutiny by recent research findings. While it was once thought that the block schedule improved learning by giving students more time each day to work with a particular subject, it now appears that students actually can learn better when information is presented in smaller "chunks," and when classes extend over the full school year to provide germination and reinforcement time for concepts to sink in and be fully retained. The block schedule also presents problems for students who are absent, in that missing one day of school is equivalent to missing two class periods for each subject. This is especially problematic for our athletes, who must often leave school before C and 0 blocks are finished in order to travel to other sites for away games. Another important reason for the return to the seven-period day is because that type of scheduling facilitates optimum use of available staff and classroom space. Under the block schedule, high school teachers generally teach for only three periods each day, and have 90 minutes of preparation time. Under the seven-period day, high school teachers will teach six periods, and have roughly 50 minutes of preparation time (about the same as teachers at the middle and elementary school levels). This helps with scheduling staff and with classroom assignments. allowing more students to be served with the same number of teachers. This fact is very important because, as more and more students enter BHHS, the lack of available space will become as critical a problem as it already has been at Azalea and Kalmiopsis Schools. Note that special modifications may likely be made for next year s senior class, who have been dealing with a block schedule framework since they were freshmen. The objective will be to make the transition to the seven-period day smoother and more workable for their unique situation. A form of modified block scheduling may be used for some senior-level courses, to the extent that staffing and classroom space will be available. Of course, no single type of master schedule is absolutely perfect. Both the seven-period day and the block schedule have their own unique advantages and disadvantages. However, after a careful analysis of ‘how these different types of master schedules match our needs here in Brookings-Harbor, it is apparent that the seven-period day is far more likely to successfully meet our needs in the future than the block schedule has been in meeting these needs in the past. The administration is committed to facilitating changes in District 17-C that are focused on improving the academic program offered to our students, and which are aimed at bolstering our students' performance on state-mandated standardized tests. Knowing that the present block schedule is popular among students has not made this decision an easy one to make. However, the right decision is not always the easy decision. If you would like further details on bow the seven-period day will better meet our students needs in the future, please feel free to contact: Dr. Paul Prevenas Superintendent; Darold Powell, High School Principal; or Tim Adsit, Curriculum Director. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Bob & Barbara Tennison 78612 Halderman Rd. Cottage Grove, OR 97424 (541)942-0703 http://www.jb.com/~btennison