Alternate Block Scheduling with Great Source Reading 9-12

Claire FlynnNicole LaczaPetra 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?

FCAT MATH Grade 10 Standard Curriculum Students

44%56% 60% 66% 66% 66% 70% 68%

72% 70% 72%74%71%71%69%

41%49%

63% 66% 68% 68%57%

0%

20%

40%

60%

80%

100%

1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Pere

nt L

evel

s 3-

5

Lee Florida

Congratulations!!!!!! Lee County an “A” School District 47 “A” schools → 60 “A” schools Improved from 34th state student

achievement ranking to 22nd 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 1 Week 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 TeenBiz Reader’s Handbook

Reader’s Handbook

TeenBiz Reader’s Handbook

20

30

40

50 VTM VTM

60 Read Aloud

Read Aloud

Read Aloud

70 SSR VTM SSR

80 Read Aloud

Read Aloud

TeenBiz – 80 minutes; 20% of timeVocabulary Through Morphemes (Word Study) and Vocabulary for Comprehension – 80 minutes: 20% of timeTeacher Read Aloud – 50 minutes; 12.5% of timeReader’s Handbook Unit/Lessons (includes vocabulary, pre-reading, during reading, after reading strategies, writing, and assessment) – 150 minutes; 37.5% of timeSSR 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 DOWE DO

YOU DO

Higher Order Thinking

Entice, Enlighten, Engage, Extend, Enact

Plan - Do - Study - Act

Monitoring

Responsibility for Learning

Teaching to Learning

TEACHER STUDENT

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 10-25 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 15-20 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 20-30 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 20-25 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 PhasesEnact 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

Title Date Assigned

Date Completed

Grade/Check 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

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: ______________

9th Grade 10th Grade

Level 3 1972 Level 3 2068

My DSS __ My DSS __ ________

________

Points Points needed ________ needed

________

to be on to be ongrade level grade level

My Area of Strength:

_______________________________________________

My Area of Focus:

_______________________________________________

Words/Phrases

Main Idea/Purpose

Comparisons

Reference/Research

____/____

____/___

_

____/____

____/___

_

100

90

80

70

60

50

40

30

20

10

0

Percentage Words/Phrases

Main Idea/Purpose

Comparisons Reference/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 1st 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) DataAssessed Fall, Winter & Spring

FCAT Success Probability _____% (Circle One)

Words/ Phrases Low / Medium / High Not Enough Information

Main Idea/ Purpose Low / Medium / HighNot Enough Information

Comparisons Low / Medium / High Not Enough Information

Reference/Research Low / Medium / High Not Enough Information

LA.910.1.6.10: 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

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 TeenBiz

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