Alternate Block Scheduling with Great Source Reading 9-12 Claire Flynn Nicole Lacza Petra Wilkes-Edwards

Outcomes To understand the advantages of alternate block scheduling for both teachers and students To be aware of various tools for teaching in the block To understand how to implement student data collection to drive instruction and promote student accountability To be aware of the ways TeenBiz supports data collection

Block Scheduling is supported by research in that... 80% of students are more positive about the block schedule--Would not return to non-block (Huff, 1995) Increased student achievement---Can be "dramatic" (Queen, Algozzine, and Watson, 2008) Grades and Grade point averages increase (Zepeda and Smith, 2006) 72% of Secondary Schools in the US have some sort of Block Schedule. (Queen, 2009)

Advantages of the Alternate Block System for teachers Teachers have more time to develop Key Concepts (Huff-1995) Teachers report more time for differentiated Instruction (Bryant and Claxton, 1996) Allows for “Improved Interaction with students” (Adams and Salvaterra, 1998) Teachers can have students apply new concepts immediately (Huff,1995) Increased opportunity to use varying instructional strategies (Queen, Algozzine, and Eady, 1996)

Advantages of the Alternate Block System – cont. Less out of class transition time, thus more time on task Students have more opportunity to earn and retrieve high school credit Block scheduling allows for a more well rounded educational experience

Why make the change Systematically?

Congratulations!!!!!! Lee County an “A” School District 47 “A” schools → 60 “A” schools Improved from 34 th state student achievement ranking to 22 nd in the state

Essential Support Systems for Block Scheduling (Queen, 2009) Curriculum Alignments which identify the scope and sequence of what is to be taught (Academic Plans) Pacing Guides for each course for daily, weekly, and semester use (Academic Plans and Essential Concept Instructional Guides-ECIG) Incorporation of Essential Concepts into the Pacing Guide with time management defined (ECIG) Changing the classroom structure/tasks a minimum of every 20 to 25 minutes (ECIG)

Intensive Reading W, X, Y, & Z Period Week 1Week 2 Min. A Day 1 B Day 1 A Day 2 B Day 2 A Day 3 B Day 3 A Day 4 B Day 4 A Day 5 B Day 5 10 TeenBizReader’s Handbook TeenBizReader’s Handbook VTM 60 Read Aloud 70 SSRVTMSSR 80 Read Aloud  TeenBiz – 80 minutes; 20% of time  Vocabulary Through Morphemes (Word Study) and Vocabulary for Comprehension – 80 minutes: 20% of time  Teacher Read Aloud – 50 minutes; 12.5% of time  Reader’s Handbook Unit/Lessons (includes vocabulary, pre-reading, during reading, after reading strategies, writing, and assessment) – 150 minutes; 37.5% of time  SSR with accountability (teacher also conferences and does diagnostic assessment with individual targeted instruction) – 40 minutes; 10% of time

Tools for Teaching in the Block I DO WE DO YOU DO Higher Order Thinking Entice, Enlighten, Engage, Extend, Enact Plan - Do - Study - Act Monitoring Responsibility for Learning Teaching to Learning TEACHERSTUDENT

Essential Support Systems for Block Scheduling (Queen, 2009)-cont. Teachers should have a minimum of five strategies for student activities (Cadre resources) Students practice the skill or concept under the teacher's direction (ECIG) Direct Instruction for all---Especially critical for at-risk students (Also Klesius and Searls,1990) (ECIG) Formative and Summative Student Assessments (FORF MAZE, FAIR, FCAT, CBA, etc.) Entire classroom time needs to be used for instruction (ECIG)

Tools for Teaching in the Block -by Roberta L. Sejnost The four pronged lesson format includes these four phases of learning: Entice, Enlighten, Engage, Extend,  Phase I: Entice the Learner min. Purpose is to prepare students for what they are to learn. This is the “I DO” Phase of the (ECIG) Direct Instruction Example: Think-Pair-Share & Give one, get one.

Tools for Teaching in the Block Phase II: Enlighten the learner min.  Focus on Instruction to prepare for the next Phase. This is the “I DO” Phase of the (ECIG) Example: Interactive lectures, modeling, think aloud(s), jigsaw, guest speaker. Phase III: Engage the learner min.  Students become active learners by connecting prior knowledge to new information. This is the “We DO” Phase of the (ECIG) Example: K-W-L organizer, 5 W’s and 1 H, guided notes

Phase IV: Extend the Learner min.  Students reflect on learning experiences to increase retention and act upon what they have learned. This is the “You DO” Phase of the (ECIG) Example: Students answer:  What did I learn? How well did I use/apply what I learned? What did I do with what I learned? Tools for Teaching in the Block

Culmination of the Phases Enact the Learning The book presents ideas and strategies that could be utilized across the content areas. Tools for Teaching in the Block

Data is Driving Instruction Another tool for teaching in the block is data collection for the purpose of driving instruction and promoting student accountability The responsibility for collection and upkeep should be balanced between teacher and student

Data is Driving Instruction All students must have a folder, held by the teacher, containing a minimum of the following: previous FCAT scores/FAIR data, Student Goal/Action Plan/Reflection, TeenBiz 3000 Portfolio, TeenBiz Standards Chart for each Quarter Quarterly Conferences will be held with students individually

Intensive Reading W, X, Y, or Z Data Folder Table of Contents TeenBiz 3000 Portfolio Quarter 1 Quarter 2 Quarter 3 Quarter 4 TeenBiz 3000 Standards Chart Quarter 1 Quarter 2 Quarter 3 Quarter 4 TitleDate Assigned Date Completed Grade/Che ck Off FCAT Data/FAIR Data Fall Winter Spring Student Goal, Action Plan, Reflection Quarter 1 Quarter 2 Quarter 3 Quarter 4

Goal setting should be based on the SMART goal technique and should be measurable.  A great goal should be specific, measurable, and time sensitive. Example: I will increase my activity scores on TeenBiz from 75% to 88% over the next 9 weeks. I will measure this through tracking in my data folder and charts based on my TeenBiz portfolio NON-Example: I will increase my activity scores on TeenBiz by doing more of ‘em when I get time and just coming to the lab and makin’ the best score I can Data is Driving Instruction

Students are to individually transfer FCAT scores and calculate percentages of the sub categories to the forms in the data folder

My FCAT Reading Level: ______________ 9 th Grade 10 th Grade Level Level My DSS __ ________ ________ Points needed ________ to be on grade level My Area of Strength: _______________________________________ ________ My Area of Focus: _______________________________________ ________ Words/ Phrases Main Idea/ Purpose Compariso ns Reference/ Research ____/___ _ PercentageWords/ Phrases Main Idea/ Purpose ComparisonsReference/ Research FCAT Data

Student Goal and Action Plan Goals for the following quarter are also to be set by the student. After analyzing my FCAT data, my reading goal for the year is: My reading goal for 1st Quarter is: To achieve this goal, I will: End of Quarter Reflection: End of Year Reflection: Learning Styles Inventory Multiple Intelligences

Once the individual has completed at least the 1 st FAIR assessment and at the end of each quarter during the conference the TeenBiz and FAIR data will be shared with the student to be recorded and discussed Data is Driving Instruction

Florida Assessment for Instruction in Reading (FAIR) Data Assessed Fall, Winter & Spring FCAT Success Probability _____% (Circle One) Words/ Phrases Low / Medium / High Not Enough Information Main Idea/ Purpose Low / Medium / High Not Enough Information Comparisons Low / Medium / High Not Enough Information Reference/Research Low / Medium / High Not Enough Information

LA : determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools; and  Quarter 1 Level _____ at which they are working when report is generated  % _____ of mastery Let’s Get Busy with

Other Recommendations Include…  Students can individually track their scores on notebook paper following the TeenBiz recommendations  Teachers/Students should also be recording only first scores which will be used to demonstrate mastery of the standards and are aligned to the TeenBiz reports Let’s Get Busy with

The scores that are recorded can also be graphed to raise student awareness and accountability. It also offers a visual for students.

Log can include the following: Name: Date: Article Title: Did you read the article? Multiple Choice Activity Score Did you vote in the Poll? Math Activity Score Thought Question completed? Did you like this article? Why or why not? Students can use their portfolio to fill in the information on their own TeenBizTeenBiz Let’s Get Busy with

Conclusion This presentation has summarized the four pronged format for the block schedule and several strategies that can be used to support it. These strategies can be used across the content area disciplines including the fine arts.

Parting Thoughts… More important than the curriculum is the question of the methods of teaching and the spirit in which teaching is given. – Bertrand Russell Only the curious will learn and only the resolute overcome the obstacles to learning. – Eugene S. Wilson Tell me and I forget. Show me and I remember. Involve me and I understand. –Chinese Proverb One must learn by doing the thing; for though you think you know it, you have no certainty, until you try.-Sophocles No matter how good teaching may be, each student must take the responsibility for his own education. –John Carolus, SJ