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Time For Learning
A Report and Recommendation For The Most Effective Schedule For Powerful
Teaching and Learning At Lakeside High School.
by Mr. Mark St.Clair. Principal
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FAQ
Lakeside High School has spent
the last year and a half investigating schedule options at the request of the
school board. Starting with a baseline report from the BERC Group, we reviewed
research and literature. We also compared WASL scores with other schools like
ours, visited schools with schedule options we were considering, interviewed
staff and students, analyzed staffing and budget, and reviewed our own staff
input.
Timeline
After the BERC Group presented their study results
of the baseline study in November 2005, LHS analyzed the results and presented
our response to the board in January 2006. We then narrowed the focus to a
short list of schedule options that met our most important criteria of larger
blocks of time used by schools with WASL scores equal or higher than our own.
The short list included the
following schedules:
- Flex Time Academy Schedule
(Modified 4-Block)
- Combination 6-Period
Schedule
- 5-Block Trimester
- Modified 4-Block With Some
Shorter Periods
After a preliminary staffing
and budget analysis, we dropped the Combination 6-Period Schedule from the list
because of major staffing issues, budget increases, and loss of electives. This
schedule would require many more of our staff to teach core subject areas
outside their certificated and endorsed areas. We could not meet the
requirements for highly qualified teachers as required by No Child Left Behind.
In addition, since all classes would meet all year, the initial cost of
additional text and materials quickly surpassed $60,000. These issues would be
true for any schedule that reduced offerings to six credits per year.
Spring, 2005: School Board
requests study of our modified block schedule
October, 2005: BERC Group
two-day visitation and study at LHS
November, 2005: BERC Group
releases preliminary results of the LHS Baseline Report
December, 2005: BERC Group
releases full report to board
January, 2006: LHS presents
reply to study and preliminary plans to board
February, 2006: LHS begins
research of schedule options
March, 2006: LHS creates short
list of schedules, updates board and presents timeline of study
April, 2006: LHS begins
development and input for School Improvement Plan
October, 2006: LHS begins to
visit and interview other schools
November, 2006: LHS presents
building goals for 2006-2007
January, 2007: LHS updates
board on schedule recommendation process
February, 2007: LHS recommends
schedule for 2007-08 and beyond
Process
Research and Literature
Review
- "Baseline Report for
Lakeside High School", BERC Group, November, 2005
- "Schedule Matters" A Study
of High School Schedules Correlated to WASL Scores, BERC Group, October,
2006
Much more weight and
significance is given to the BERC Group reports. First, the baseline report is
customized for LHS and offers suggestions for improving student learning beyond
schedule issues. This was the original report requested by the board. Second,
the newest report looks specifically at WASL scores in schools in Washington, so
it is current research based within our state.
In addition, I read the
following articles and reports:
- Arnold, Douglas E., "Block
Schedule and Traditional Schedule Achievement: A Comparison," NASSP
Bulletin, Vol 86, No 630, March 2002.
- "Block Scheduling:
Innovations in Time," Themes in Education, Northeast and Islands
Regional Educational Laboratory, The LAB at Brown University, 1998
- Breaking Ranks
II: Strategies for Leading High School Reform,
National Association of Secondary School Principals, 2004.
- Childers, Gary and Weeks
Ireland, Rebecca, "Composite Scheduling," Principal Leadership,
National Association of Secondary School Principals, September 2005.
- Cromwell, Sharon, "Block
Scheduling: A Solution or A Problem?" Education World,
www.educationworld.com, 2005
- Flynn, Leslie, et al,
"Block Scheduling and Mathematics: Enhancing Standards-
Based Instruction?" NASSP Bulletin, Vol 89, No 642, March 2005.
- Thomas, Cheryl, "What Is
Wrong With Block Scheduling?" NASSP Bulletin, Vol 85, No 628,
November 2001.
- Veldman, Chris, "The Best
of Both Schedules," Principal Leadership, National Association of
Secondary School Principals, November, 2002.
Finally, I reviewed the block
schedule materials gathered by the three previous principals, which included
other research. This research was mostly in the mid-1990’s.
WASL Score Comparison
Using the OPSI Report Card
data, we compared our WASL scores with schools near our size and free/reduced
status. This filter resulted in finding 16 schools that met our criteria.
Lakeside ranked 4th or 5th when comparing math, writing,
and reading scores. We then looked at all the schools consistently scoring
higher than us to see what schedules they used. This list below indicates our
results.
- Pullman High School,
3-Block A/B Alternating Schedule
- South Whidbey High School,
Modified 4-Block With Some Shorter Periods
- Hockinson High School,
6-Period Traditional Schedule
- Vashon Island High School,
5-Block Trimester
All these schools experience
high levels of student success, each with a different schedule. More
interesting is the fact that three of these schools use schedules that are rated
lower on the BERC Group study. The top two schools on the list, Pullman and
South Whidbey, use schedules rated the lowest on the study.
We also looked at schools of
any size in our area with scores equal or higher than ours in at least one
area. We then found what schedules they use. The list below indicates our
results.
- Mead High School & Mt.
Spokane High School, Combination 6-Period Schedule (One Block Per Week)
- University High School,
4-Block Trimester
- Freeman High School,
Modified 4-Block With Some Shorter Periods
- Central Valley High
School, Combination 6-Period Schedule (One Block Per Week)
- Cheney High School,
6-Period Trimester
- Riverside High School,
Traditional 6-Period
Site Visits
We visited the following
schools to specifically ask questions about their schedule. These schools were
identified because their schedule matched a version on our short list and they
had WASL test scores equal or better than Lakeside High School.
- Bonney Lake High School,
Flex Time Academy Schedule (Modified 4-Block)
- University High School,
4-Block Trimester
- Freeman High School,
Modified 4-Block With Some Shorter Periods
Interviews
We asked a lot of questions to
administrators, counselors, teachers, and students. The list below includes
schools that have a schedule similar to our short list and score as well or
better than Lakeside High School on the WASL test. We specifically asked how
their school handles music, foreign language, and AP classes.
- Bonney Lake High School,
Flex Time Academy Schedule (Modified 4-Block)
- University High School,
4-Block Trimester
- Freeman High School,
Modified 4-Block With Some Shorter Periods
- Vashon Island High School,
5-Block Trimester
- South Whidbey High School,
Modified 4-Block With Some Shorter Periods
In addition, I had several
conversations with Dr. Duane Baker of the BERC Group concerning which schedules
would best support Powerful Teaching and Learning. These conversations were
both in person and over the phone.
Staffing Analysis
With each schedule option, we
analyzed what changes would be required in staffing. We concentrated on Math,
Science, and English because those subjects are the ones in the Flex Time
Academy option. This also takes into account the changes being suggested by our
Math Department for the first year of math at LHS. Would the new schedule
require more or less staff members for the next two years?
Preliminary Budget
Analysis
Two areas of the budget
were analyzed for schedules. What is the cost of any staffing changes? What
are the additional costs of class texts and materials for this schedule?
Staff Input
In the spring, we asked
staff members to provide a rating scale measuring how different class lengths
positively impact student learning in their courses. The vast majority
preferred longer blocks of time for students in their classes. Some said they
could also use the shorter 55-minute schedules as well.
In the fall, we asked our
staff to provide input into each of the schedules by learning team. We asked
them to specifically list the benefits and the questions, issues or concerns
with each of the schedules on the short list.
We also met individually
with department chairs in math, English, and Science to get their verbal input
into the schedule options and their impact on courses in their departments.
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