Ann Sobrato High School

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Ann Sobrato High School

• Parent Forum Block Scheduling May 4, 2005

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Guiding Principles
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Personalization

• We believe that
• The number of student contacts each day should
  decrease so that teachers can give each student
  more time
• There should be increased one on one attention
  and increased academic support for students
• There should be more opportunities for students
  to make connections with teachers

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Learning

• We believe that students learn best when
• Subject matter can be taught in depth
• Instruction is adapted to meet different
• students strengths and needs
• A variety of instructional strategies are used to
  address students needs
• Students have opportunities to seek academic
  support outside of class time

5
Culture and Environment

• We believe students learn best when
• They are on time
• They have good attendance
• They feel safe and do not act out
• The school climate is not stressful

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What is an A/B Block Schedule?

• Over two days, students take 6 classes
• Teachers teach 5 classes over the two days
• Each class is longer and meets every other day
• Different schools have designed various models

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Based on Research

• Block Scheduling affects schools in the following
  three areas
• School Culture
• Student and Teacher Relationships
• Instruction

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School Culture

• Based upon research, school visitations, and
  teacher/student interviews, we learned that
  school culture is positively affected by block
  scheduling.

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School Culture

• Students
• Are tardy less often
• Have fewer discipline referrals
• Have fewer transitions between classes
• Describe the school day as feeling calmer
• Demonstrate improved attendance
• Are less stressed

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Student and Teacher Relationships

• Block Schedules provide longer periods where
• Teachers have more time to interact with each
  student
• Students have more opportunities for one-on-one
  time
• Teachers can learn students learning styles and
  address their needs

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Classroom Instruction

• Block Scheduling provides greater opportunities
  for
• A variety of instructional strategies to be used
  to support student learning
• More hands-on learning such as science labs and
  appropriate use of technology
• Project-based learning where students can become
  competent problem solvers and critical thinkers

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Classroom Instruction

• Block Scheduling provides greater opportunities
  for
• Practicing, processing, and applying new concepts
  within a single period
• Learning subject matter in greater depth
• Performance-based assessments
• More active student engagement

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Successful Implementation

• Research shows that successful schools with block
  schedules have teaching staffs that
• Support block scheduling and choose to implement
  it
• Have participated in staff development programs
  supporting instruction in a block schedule

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Santa Clara County Schools

• 24 out of 45 schools in Santa Clara county are
  implementing some form of block scheduling
• 7 out of the top 10 API scoring high schools have
  a block schedule

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Block Schedule Allows For

• Tutorials (time where students can meet
• with teachers to get academic support/help)
  to be offered by all teachers and available to
  all students
• All academic programs to be available to all
  students within the school bussing day
• (800 A.M. 311 P.M.)

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Block Schedule Allows For

• Fewer student/teacher contacts each day for
  longer periods of time (more opportunities for
  increased individual support)
• Fewer transitions, less hectic environment
• Use of a wide variety of instructional strategies
  

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What is Sobratos Proposed Schedule?

• In this 7 period schedule
• Students take 6 periods (just like this year)
  over 2 days (A/B)
• Teachers teach 5 periods (just like this year)
  over 2 days (A/B)

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What is Sobratos Proposed Schedule?

• In this 7 period schedule
• Students will have a 1st, 6th, or 7th period
  study period to go to tutorials or office hours
  for academic support
• Advisory will continue to take place every
  Wednesday
• Each block period would be 95 minutes

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Comparison of Traditional vs. Block Schedule
Traditional Scheduling
Period 0
Period 1
Period 2
Brunch
Period 3
Period 4
Lunch
Period 5
Period 6
Block Scheduling Block Scheduling
A Day B Day
Period 1 Period 1
Period 2 Period 3
Brunch Brunch
Period 4 Period 5
Lunch Lunch
Period 6 Period 7
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Sample Student ScheduleStudent With 1st Period
Study Period
A Day A Day A Day
Period Class Schedule
1 Study Period 805-855
2 World History 905-1040
Brunch 1040-1055
4 Biology 1105 -1242
Lunch 1242-117
6 PE 10 127-302
B Day B Day B Day
Period Class Schedule
1 Study Period 805-855
3 Geometry 905-1040
Brunch 1040-1055
5 Adv. English 1105 -1242
Lunch 1242-117
7 Spanish 2 127-302
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Benefits of Tutorials During Students Study
Period

• Supports extra-curricular participation
• Struggling students receive extra help
• More opportunities for one-on-one student support
• Absences
• AP class help

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Next Steps

• Continued communications
• Additional research
• Staff development

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Continued Communications

• Additional Community Forums in the Fall of 2005
• Parent and Student Surveys to identify strengths,
  questions and concerns
• Parent and student written communications to
  address issues

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Continued Communications

• Reports to the district administration and the
  school board on proposals, survey results,
  forums, and on-going work
• Opportunities for parents, school board, and
  district office personnel to participate in
  activities such as panel discussions and
  visitations to schools
• Additional information on Sobrato web site

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Additional Research

• Research on what works best with our student
  populations
• Further visitations to schools
• Additional panels of teachers, students, and
  parents from schools implementing block schedules
• Continued educational research by teachers

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Staff Development

• Opportunities which support block scheduling
• Three-day Instructional Institute for all staff
  in June
• One-day data analysis in August
• Six 2-1/2 hour Instructional Workshops during the
  2005-06 school year
• Five-day Summer Workshop on Underrepresented
  Students
• Series of Advanced Placement Workshops

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Staff Development Addresses

• Teaching in a block schedule
• Developing sample lessons/activities for a block
  schedule
• Meeting special needs populations (English
  Learners, Gifted and Talented, Special Education
  students needs) in a block schedule

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This Survey

• Please complete tonights survey.
• We will get back to you!

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Questions