1. Alternate Block Schedule Research & Instructional Guide
High School Great Source
W,X,Y,Z
Welcome to another interesting and exiting year of changes. Teachers must be the best change agents in the world! The biggest change we face this year is implementation of the alternate block schedule. We hope to give you some ideas to consider as you plan your year.

2. Outcomes Understand how to work within the alternate block schedule
Understand how to use the Essential Concepts Instructional Guide (ECIP) for planning purposes
Understand the concept of “Perfect Practice” as an instructional strategy
Here are the outcomes. By the end of this session, you should have some planning tools to help make this transition easier.

3. Advantages of the Alternate Block System
Increased student achievement---Can be "dramatic" (Queen, Algozzine, and Watson, 2008)
Grades and Grade point averages increase (Zepeda and Smith, 2006)
Teachers have more time to develop Key Concepts (Huff-1995)
Teachers report more time for differentiated Instruction (Bryant and Claxton, 1996)
Teachers can have students apply new concepts immediately (Huff,1995)
Advantages of the block schedule, there’s increased student achievement, and there’s time to develop key concepts. The most important part is that immediately after you teach it, you can apply new concepts in the classroom, which should result in students understanding the material better.

4. Advantages of the Alternate Block System – cont.
Improved interaction with students (Adams and Salvaterra, 1998)
Positive student discipline gains (Canady and Retting, 1997)
Increased opportunity to use varying instructional strategies (Queen, Algozzine, and Eady, 1996)
80% of students more positive about the block schedule-would not return to non-block (Huff, 1995)
72% of Secondary Schools in the US have some sort of Block Schedule. (Queen, 2009)
As you can see, there’s a tremendous amount of supportive research for the alternate block system.
Of particular interest is that 80% of students are positive about using the block schedule.

5. 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)
This is very current research that tells us that in order to be effective with an alternate block schedule, you need these types of supports in your classrooms. But wait, there’s more . . .

6. 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)
We know that the biggest obstacle will be getting use to having students for longer periods of time and keeping them engaged and on task. These strategies and assessments were designed to help you get there. CBA means curriculum based assessment – such as Reader’s Handbook test booklet questions, Content Mastery for LANGUAGE!, etc.

7. Instructional Transitions
I DO WE DO
YOU DO
Teaching to Learning
Responsibility for Learning
Monitoring
TEACHER
STUDENT
Historically, as teachers we often take on too much responsibility for the students actually learning and sometimes make them co-dependent. This slide shows that we need to transition that responsibility to the student, and facilitate the move from “I do” to “you do”! The blank space is for any additions you choose to make in the transition.
Plan - Do - Study - Act
Entice, Enlighten, Engage,
Extend, Enact
Higher Order Thinking

8. Creating a Guide for Block Instruction
How do we make the most of the 80-minute
block?
So, a Curriculum Instruction Guide can go a long way in ensuring you have covered all your bases and are facilitating learning in the classroom.

9. Elements of Instructional Guide
Logically sequenced, integrated content
Appealing to multiple learning styles
Engaging events of instruction
Aligned with standards
Incorporates school initiatives
Incorporates movement
Identifies available resources
Follows Systematic, Explicit Instruction Model
If we ensure we have included all these elements, then we can transition successfully to the block schedule.

10. Direct Instruction Guided Practice Higher Order Thinking Assess/
Teachers typically get through 1-4 of the model and then jump to assessment. This model directs teachers to build in other opportunities for practice such as perfect practice and it also builds in the introspection piece and higher order thinking to cement the students’ learning.
Higher Order Thinking
Assess/
Introspection

11. Direct Instruction
Direct Instruction typically starts a unit or a new skill within the unit and/or anytime that students need additional instruction to gain more understanding. (i.e. assessment shows need for additional instruction).
It includes the building of adequate background knowledge for students in need of such support.
Direct instruction is explicit and systematic.
What, Why, Model/Explain
I do

12. Guided Practice Points to Consider:
Guided Practice = Perfect Practice or Practice with Support and/or Corrective Feedback.
Feedback is constructive.
Practice is not an assessment.
Students are able to try the new skill/concept without penalty and with teacher support.
We do

13. Perfect Practice Sample
Sort Activity
meteor angel music morph
psych -ology -ic -al
hero -ology -less -ology
book cartoon -ology -ologist
zoo -ologist -ist -ology
-ly -er -s -ian
Process is as important an answers. This practice supplants teacher support. Students are able to self-monitor comprehension needs/successes. This example is from Vocabulary through Morphemes.
The above words will be handed to each group by word parts – students are to create as many words as possible, then using their knowledge of suffixes, explain the meaning of each word. They may use their informational sheets that have the suffix definitions. Students will be given a sheet with all the answers to check their work.
Assessment only
Perfect Practice = Opportunity to Check Understanding

14. Answer sheet for Word Sort
meteorology – the study of meteors meteorological-relating to the study of meteors
zoology – the study of animals morphology – the study of morphs (form)
heroic – relating to a hero psychologically-to act in a way related to the
psychology – the study of the mind study of the mind
meteorologist – one who studies meteors
cartoonist – one who draws cartoons did not use –less (without)
zoologist – one who studies zoology musical – relating to music
angelic – relating to an angel
books – more than one book
psychologist – one who studies the mind
cartoons- more than one cartoon
musician – one who works with music
psychological – relating to the study of the mind

15. Perfect Practice # 2 - The Reading Process The entire reading process can be described in a few easy-to-follow steps.
Set a purpose.
Create some personal connection to the text.
Reread to find out things you might have missed the first time through.
After
During
Remember what you learned.
Plan a reading strategy.
Pause, reflect, and look back to see if you found information that fits your purpose.
Before
Preview the reading.
Read with a purpose.
Here’s another example of perfect practice – this one comes from Great Source textbook. Students sort correctly the steps in the reading process. They may use their textbook, page 43 as a guide to check their understanding.

16. The Reading Process
The entire reading process can be described in a few
easy-to-follow steps.
Before
Set a purpose.
Preview the reading.
Plan a reading strategy.
During
Read with a purpose.
Create some personal connection to the text.
After
Pause, reflect, and look back to see if you found information that fits your purpose.
Reread to find out the things you might have missed the first time through.
Remember what you learned.
This is the corrected sort for self-check.

17. Higher Order Thinking Application
Assessment Considerations: Three Types
Introspection solidifies or enhances the learning. Consider questions like:
1. What helped me with the learning?
2. How did I learn it?
3. What didn’t work or inhibited my learning?
4. What would have helped me learn more successfully?
Students do
Concept Focused = Processes/Application
Process focused = teaching and learning cycle

18. Instructional Guide Assessment
Three Types of Assessment ensures that there is always something for the students to work toward.
Due Now (within class period)
Due Later this Week
Due Long Term
Stress that students need long-term assessment as well as daily and weekly practice.

19. Steps for Success Determine the length of your essential concept.
Consult your academic plan to determine the standards that must be taught within the unit.
Determine what assessments you will use, when you will assess, and how often.
Plan your daily lessons determining your sequence of events as it relates to the Systematic, Explicit Instruction Model.
Plan your movement and instructional strategies and decide where these will best fit in the Systematic, Explicit Instruction Model.
The academic plan is alive and well.
You need to determine how many days you currently use for each unit.
Divide that number by 2.
This will give you the number of blocks needed for each unit.
Still determine how much time you will need for each area of the Systematic, Explicit Instruction Model per unit.
Still build in movement activities where applicable.
Plan 2 additional unit activities that would reinforce learning to use as a back-up if needed. This is critical as we individually work through our plans and ensure we have activities for each 80 minute block.

20. Quarterly Content Guide - Intensive Reading W
Sample Academic Plan
Quarterly Content Guide - Intensive Reading W
Quarter 1
Quarter 2
Introduction
Reading Non-Fiction
The Reading Process
Reading Fiction
Reading Know How
Reading Suffixes
Reading Textbooks
Suffixes
Quarter 3
Quarter 4
Reading Graphics
Drama
Reading for Tests
Internet Reading
Poetry
Reading for the Everyday World
Prefixes
Determine how many days you spent on each essential concept. The academic plan essentially has not changed from last year. The way you work the plan is different due to block scheduling as discussed earlier.

21. Electronic Template
Hand out the Blue template now, and show the place for time used or projected to use. You will be asked to complete one of these later today, so stay tuned. . .

22. Resource Guide
What were the three tiers of learning???? Where are they on this form? Will you have the last column filled out when you begin the form?

23. ESSENTIAL CONCEPT(S) INSTRUCTIONAL GUIDE
COURSE: Great Source W
TEACHER:      
PERIODS:      
ACADEMIC PLAN QUARTER __________________________________
POSSIBLE ESOL STRATEGIES:
Initial Writing
Direct Instruction
Language Experience
Key Words
Story Telling
Multisensory
Experiential
Silent Reading
Whole Language
Computer Assisted
Vocabulary
Creative Evaluations
Inquiry Approach
Cooperative Learning
Adult/Peer Tutor
OTHER (EXPLAIN):      
POSSIBLE ESE ACCOMODATIONS:
Pre-Teach Vocabulary
Examples of Finished Projects
Extended Time
Simplify Complex Directions
Shorten Assignments/Assessments
Flexible Assessment
Written Outline/Guided Notes
Oral Directions/Key Points on Board
Visual Aids/Graphic Organizer
ESSENTIAL KNOWLEDGE/CONCEPT: Introduction to Reading
STANDARDS ALIGNMENT:
L.A.A.1.4.2
L.A.A.2.4.1
L.A.A.2.2.7
L.A.A.2.4.2
L.A.A.2.4.5
L.A.A.2.4.4
L.A.A.2.4.7
L.A.A.2.4.8
FLORIDA GOAL 3 STANDARDS:
1. INFORMATION MANAGER
3. NUMERIC PROBLEM SOLVER
5. RESPONSIBLE WORKER
7. SYSTEMS MANAGER
9. EFFECTIVE LEADER
2. EFFECTIVE COMMUNICATOR
4. CREATIVE/CRITICAL THINKER
6. RESOURCE MANAGER
8. COOPERATIVE WORKER
10. CULTURALLY SENSITIVE
READING STANDARD(S)/STRATEGIES:
INTERACTIVE LEARNING STRATEGIES (MOVEMENT):
Cooperative grouping: Pairs
Actual example from week one, 9th grade (W). Additionally, there are several examples for each grade level on sharepoint! So, please take an opportunity to review – they may save you a little time!

24. (Higher Order Thinking) Learning Processes Reflection
Section/Topic: Introduction Unit 1
Date Range: 5 Days
August 24-28th
Resources: Reader’s Handbook TE, OH 1, LP p.44, ST pp , AB pp. 6-9
Sourcebook: pp. 9-10, VTM: Lessons 1-2
(Direct Instruction)
(Guided Practice)
(Higher Order Thinking)
Date(s)
What
Why
Explain/Model
Support/
Corrective Feedback
Perfect Practice
Self-Monitor/
Application
Introspection/
Learning Processes Reflection
(4)
1. What is Reading?
6. Why You Read
(10)
2. Explain Importance of Reading
7. Explain Importance for Reading
TeenBiz3000 (days may vary)
(17)
3. Read RH textbook pp Teacher discusses & summarizes content.
8. Review RH Textbook
pp Teacher discusses & summarizes content.
(19)
4. Students peer share the top three types of reading they do each day. In groups, review responses, and then have one student share with the class.
9. In groups, students discuss where they use functional reading. Review responses, peer share & then select volunteers for sharing whole group.
(     )
     
(30)
5. RH Application:
Reflective responses pp. 6-7
10. Describe something new you learned about reading.
11. RH Application:
Reflective responses
p.8
This is 2nd half of the example you have of unit 1 for 9th grade (W).

25. Differences in Plans Daily Plans Short term
Difficult to track progress, strategies and structures over time
Instructional practices can be unspecified
Generated by skills
Breadth not depth
Usually tied to resources
Instructional Guide
Long-range view
Easy to track progress, strategies and structures over time
Instructional practices get careful consideration
Generated by essential concepts and Systematic, Explicit Teaching Model
Depth not breadth
Lasting – not tied to resources
We’ve typically used daily and/or weekly plans. However, with the instructional guide, we are learning to look at the big picture and plan accordingly. The ECIG IS the big picture! Will this take some getting use to???? Probably so – any change takes some practice! So, what do we need to keep in mind when creating our Instructional Guides?

26. Primacy-Recency Effect
During a learning episode, we remember best what comes first, second best what comes last and least what comes just past the middle.
An adolescent normally can process an item in working memory intently for minutes then:
Focus drifts and mental fatigue sets in.
Boredom with the item occurs.
Depth not Breadth!
Does anyone remember the graphic on the outcome slide??? Check responses – then ask, what was on the last slide??? Did we just prove this point???? Last slide compares lesson plans with ECIG.
The beauty of this is the extra time you have to get the concept understood, because you have more time to practice during the block.

27. Three or More Activities Per Instructional Guide
A. Need not be equal in length
1. Large/small group – Interactive
activity
2. Individual productivity – Introspective
3. Teacher-centered – Introduction,
Informational, Instructional Activity
B. Vary the amount and time of activities
Please have a variety of activities to keep the learner engaged.

28. Momentum Considerations
Time Management
1. Use a timer
2. Use a time schedule (display)
3. Allow students some control of
class time use
Provisioning
1. Have all materials ready and in place
2. Plan Ahead
Movement
1. Plan for movement
2. Share responsibility and expectations for movement
with students
Be prepared and always look a little ahead – day to day planning will probably not work with alternate block scheduling! Post your ECIG so students are aware of the time frames – it will help keep them on task.

29. Engaging Activities Reciprocal Teaching
Kagan Strategies (Cooperative Learning)
Inquiry Based Learning
Simulations
And more!
We have to keep the kids engaged – or that will be the longest 80 minutes you have had to deal with. . . .

30. Assessing Your Instructional Guide
Does the unit target my standards?
Does my unit meet the requirements of the Academic Plan?
Does my unit target all the areas of the Systematic, Explicit Instruction Model?
Does my unit include movement and/or engaging activities?
Does my unit include instructional strategies and/or initiatives of my school?
Do I need to adjust my timeline and/or plan?
What does my data show?
What are the strengths of the unit?
What are some weaknesses of the unit?
Are there any threats to my success?
Was there learning?
Was there retention?
Just like anything else, we need a rubric for an instructional guide, so you can do some self-checking as you learn this process Ask yourself these questions as you plan each unit!

31. Rubric
So, you may find this helpful, when setting up your guides, and even more, as a reflection activity. We need to look at what we’ve done and adjust, so the next time you work with this unit – you have a better idea of what worked, what didn’t, etc.

32. Questions/Concerns? Now, we want you to have a chance to work with the ECIG!
Ask for questions – then, explain their task – form 5 groups within the classroom, and hand out the “puzzle” pieces and direct the students to use their guide (blue handout) and put the pieces in order on the blank ECIG, and ensure they are in the correct category and in the proper order for Day 1 of Reading an Essay (W –beginning of 2nd quarter).