1. A Block Schedule at PMS: An Update
Parent Forum
December 10, 2012

2. Jeanne Donovan Welcome 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? JD

3. Agenda Introduce committee of staff & parents
Evolution of Thought and Process
Proposed, Trialed Modified Block
Our Findings, Results of Survey
Challenges, Improvements: Why a 3-day Block?
Next Steps
Panel discussion with Q&A JD

4. 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 Elliott
Katie Korotzer
Sue Lin
Shirley Rexrode, PMS PC Pres.
Esther Rogers
Lillis Stern
Gautam Wadhwani, PMS PC Tsr.
Former Member: Mary Kelly, Past PMS PC President JD

5. Evolution of Thought Wanted to consider block schedule
Researched options
Conducted a 2-day block trial (90-minute periods) for two weeks this fall
Surveyed stakeholders
Discussed benefits and challenges
Changed proposal to 3-day block to address challenges while maintaining benefits

6. An Enriching, Collaborative Process
2010 Staff inquiry began
April 2011 First presentation at Parents’ Club meeting
Oct First parent forum
Oct Parents joined Block Schedule committee
Site visits, readings, discussions
April 2012 Second parent forum (included elementary)
Oct Two week trial of 2-day modified Block
Oct Student, parent and staff surveys
Nov Analysis of results which led to proposed day Block
Dec Third parent forum (includes elementary)
Katie & Annie, Question cards (Katie on procedure)

7. “Traditional” vs. “Modified Block” Schedule
7-period day: each class meets every day
Modified Block
Each class meets four times per week
Blocked periods – four or five classes per day JK

8. Trialed 2-day Block Schedule
2 traditional and 3 blocked days
Early dismissal at 2:05 pm every week on Wednesday

9. Why Change: Improved Learning
We 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  JK

10. What We Learned Deeper 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)

11. Survey Results: Faculty
Majority 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

12. Survey Results: Students
72% 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

13. 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

14. Addressing the Challenges
Trialed 2-day Block Schedule

15. Addressing the Challenges
Challenge With 2-Day
90-minutes challenging for some classes
One heavy day, one light
6th Grade P.E.& Music – who gets 90-minute block?
Catching up after absence
Lunch B too late
Not seeing students daily

16. Proposed 3-Day Block ScheduleJK
2 traditional and 3 blocked days
Early dismissal at 1:48 pm every week on Wednesday (same as elementary schools)

17. Addressing the Challenges
Challenge With 2-Day
90-minutes challenging for some classes
One heavy day, one light
6th Grade P.E.& Music – who gets 90-minute block?
Catching up after absence
Lunch B too late
Not seeing students daily
How 3-Day Addresses It
72-minutes preferable
More balanced
Each gets a 72-minute block
Less curriculum missed
All have lunch at noon
No change

18. Looking Ahead Conduct teacher vote on final proposal:
Principal & Superintendent must approve
Majority of teachers must approve
School Board must approve
Earliest possible implementation
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 JK

19. Summary Result of a broad, judicious inquiry process
Majority of teachers support opportunity for innovation
72-minute periods preferable to 90 minute periods
Still provide great benefits to student learning
Community input is valued; please contact:
Any parent member on the committee OR
Mary

20. Appendix
Mary

21. Sample Sixth Grade Schedule Comparison
2 – Day Block (90-minute periods)
3 - Day Block (72-minute periods)
Tuesday:
Language Arts
Science
Math
Reading
Elective Wheel
Wednesday:
Social Studies
P.E./Music (45 minutes of each)
Early Release
P.E./Music
For 6th graders, this meant that Wednesdays were very light.
Thursday:

22. Educational Rationale
Supports 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