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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Findings 

Baseline Report, BERC Group 

Our baseline report from the BERC Group included a research review of block schedules plus some preliminary results in their own study of schedules in Washington.  It also looked at our student achievement data.  More importantly, the report included an in-depth analysis of the teaching and learning taking place at Lakeside High School.   

Our students are achieving at high levels when compared to students across the state.  We are statistically very near the top when compared to students at schools like ours.  However, an analysis of our learning activities compared to those identified in the STAR Protocol indicated that we need a lot more work in using Powerful Teaching and Learning strategies with our students.   

Our conclusion based on the report is that we need to concentrate far more on Powerful Teaching and Learning to make a positive impact on student learning.  The schedule at Lakeside is not that big an issue in terms of its affect on student learning. 

Schedule Matters Report, BERC Group 

This report indicates that a Modified Block Schedule and a Seven-Period Schedule score slightly higher on the WASL than do 4 x 4 schedules, alternating 4 x 4 schedules, or traditional 6-period schedules.  While the results meet the requirement as statistically significant, the effect of results is minimal.  In other words, the difference is negligible. 

More importantly, The BERC Group warns multiple times that it is very dangerous for any school to use the report as evidence to change schedules.   The conclusion says that schools should clearly identify the type of work they want to accomplish with students, and then provide a schedule that supports that work. 

For Lakeside High School, that means finding a schedule that will help students meet and exceed EALRs and get them prepared for post-secondary education.  We have identified that Powerful Teaching and Learning strategies are critical to improving student learning at Lakeside High School.

In our opinion, the reports clearly indicate that we will improve student learning far more by concentrating on professional learning rather than spending a lot of time and energy on schedule issues.  The skill and talent of the classroom teacher is far more important than any schedule.  My conversations with Dr. Baker confirmed that Powerful Teaching and Learning is supported best by longer blocks of time.  He also reiterated what many others voiced:  Just making classes longer does not guarantee better learning.  Professional learning highly aligned with Powerful Teaching and Learning is the key. 

Literature Review 

Most of the articles that examined the research indicate that block schedules have many benefits.  They also present some issues that take careful planning to minimize.  Lakeside has addressed those, and continues to make adjustments as needed.  The one issue that seemed most important was professional learning and support for teachers.  Schools on block schedules must make sure teachers are knowledgeable and skilled in methods to best use the time available.  Block schedules will not work if teachers resort back to traditional lecture/text methods.  

While there are many benefits to block schedules, the results are mixed or flat when looking at student achievement.  One research study in the mid-1990's pointed to significant improvement when switching to the block if teachers were highly trained in hands-on, inquiry-based learning activities.  Others showed no difference.  We have discussed the BERC Group findings already.  The studies that looked at this again pointed to the need for teachers to use effective methods when in a block schedule.  

In addition, research over the last 10 years has given us a clearer indication of what works in the classroom.  This is why Lakeside High School will invest heavily in Powerful Teaching and Learning principles as the foundation for our professional learning over the next five years. 

WASL Score Comparison 

Successful schools that are close to Lakeside High School in size and free-reduced lunch status use a variety of schedules.  Out of a pool of 16 Washington high schools like ours, four schools consistently scored slightly higher than Lakeside High School.  Their size and schedule appear below. 

Pullman High School               721 students                3-Block Alternating A/B Schedule

South Whidbey High School    702 students                Modified 4-Block w/2Shorter Blocks

Hockinson High School           617 students                Traditional 6-Period

Vashon Island High School     527 students                5-Block Trimester  

The results seem to indicate that the schedule type is not a big indicator of student success for schools like ours.  This seems consistent with the findings that suggest the methods and strategies in the classroom are far more important. 

Again, that is why Lakeside High School will invest in Powerful Teaching and Learning principles as the foundation for professional learning over the next five years.  We think this is the best way for Lakeside to improve student learning. 

Site Visits and Interviews 

The administrators and counselors that actually created master schedules all admitted that there is no one best schedule.  They shared their conclusions that the perfect schedule simply does not exist.  They pointed out that all schedules have advantages and disadvantages.  They were honest with the shortcomings and explained the strategies for minimizing these issues at their school.  Several echoed the results of the BERC Group report to say that it is important for a school to know what is important, and then select a schedule that best supports those beliefs.   

Administrators at Bonney Lake noted that their district had used the 4-block schedule for many years and were very satisfied with it.  Their flex time academy came about as they designed the work for the new high school which opened for the 2005-2006 school year.  They really liked how this schedule allowed three teachers to build close relationships with students and track their progress very closely.  Students admitted that they can’t get away with missing assignments or slacking off because the teachers always seemed to talk to them and their parents.  They built the new school around the flex time academy, so had excellent facilities to support it. 

The band class was offered in the block like other courses.  Many students took symphonic band all year for 85 minutes a day.  The band instructor did not see this as an issue, and added that it helped the quality of the program.  He admitted, though, that the size of the school helps band numbers.  AP students said that many AP courses were offered as two credit options, with students required to take the class all year for 85 minutes a day.  They said this was only possible because of the 8 credits offered each year. 

Administrators there also admitted it had some big issues, including the need for teachers to collaborate closely together.  Some teams worked very effectively together to creatively find blocks of time, while others simply ran their courses like a 55-minute period every day.   

Other major issues included what to do with transfer students and students who failed only one of the three flex courses.  They had to construct special make-up classes for these students, but admitted they could because of their large size.  Small schools would have difficulty with this issue they said. 

Freeman and University High School said that they, too, were satisfied with their block schedule, but continue to find ways to improve it in small ways.  At University, in particular, we asked how they handle the gaps in their courses.  Both teachers and administrators said it is not a big issue because students do a short review of previous material.  

University did voice their concern that math students cannot accelerate their courses.  In order to take AP Calculus, students must be accelerated at the middle school.  Once at the high school, students find it very difficult to double dose math classes unless they take a class outside the school day.  They also discussed how difficult it was for band students to take band all year.  Students had to choose between band and other important classes like AP or advanced course work.  A former student noted that he had to have PE credits waived in order to participate in band. 

Vashon Island High School said it knows of the problems that exist with their trimester schedule, particularly the issue that some students have to take the second half of some courses several months after the first half ends.  Their students also participate in short reviews.  However, they are experiencing such success on the WASL and getting students ready for college, that they have no desire whatsoever to consider changing it.  The benefits simply far outweigh the issues. 

At Vashon, some math courses and all AP courses are offered all year as 1.5 credits.  They especially liked that all freshmen take math all year.  This helps develop the skills necessary to meet the standards on the EALRs.  The master scheduler did admit that band students did find it difficult to take band all year.  Some only took band one or two trimesters. 

In our opinion, all these educators are committed to their version of the block schedule but were honest about the issues.  They had found ways to minimize those issues.  Most commented on the importance of staff committing to a schedule, and then working with the strengths while addressing the issues.  All concurred that the skill of the classroom teacher is far more important than the structure of the schedule. 

Staffing Analysis 

Any schedule at LHS will have staffing issues because of the changes in student population.  However, any schedule that reduces Lakeside offerings to six credits per year will have a major impact.  Our new schedule will need to be at or near 8 credits per year to minimize this impact. 

If our schedule changed to a 6-period format, we would offer only about ½ of the elective credits we currently do and offer a much higher ratio of required courses.  This means our current elective teachers would have to teach required courses.  The result would be many classes taught by teachers without proper credentials.  We could not meet the requirements for Highly Qualified Teachers for No Child Left Behind.  More importantly, we would not serve the learning needs of our students well with this situation. 

Preliminary Budget Analysis 

As mentioned earlier, this preliminary look immediately pointed out the large financial impact of changing to a six-credit schedule.  The cost of additional materials and text would be very large, over $70,000 by a preliminary estimate.  The decrease in the number of vocational courses would also have a large impact on overall revenues for Lakeside High School.  This financial impact is difficult to estimate without looking at a complete master schedule, but the direct impact on student expenses would likely be over $30,000 per year.  This includes computers, Smart Boards, document cameras, furniture, and many other texts and supplies.  In addition, vocational funds help pay a significant amount of overhead expenses, including administration, college and career center, secretarial support, utilities, and copier.  The total impact is easily over $150,000 initially plus the annual decrease in vocational revenues. 

Staff Input 

Our staff strongly believes in the benefits of larger blocks of time for student learning.  Some also recognize that a few courses may be better with shorter periods of time.  We also realize that some courses would do well over a whole year versus a semester.   Please see the time survey results in the Staff Input section of the notebook. 

Only two have felt that the A/B schedule adopted for first block this year is best for student learning in their particular class.  Our analysis of D's and F's seems to support this.    We compared the same course with the same teacher if it was taught in the A/B first block and in another every day block.  As of our last progress report, 28% of students in A/B classes had D’s or F’s, while 21% of students in the same courses other blocks had D's of F's.  However, 7% is not a large difference and the comparison does not meet statistical significance guidelines. 

The science department is very intrigued with the trimester schedule, citing that the students still get a 70-minute block, but get to take the course six more weeks. 

Math and English teachers are very concerned over any schedule that reduces the class time to less than 85 minutes.  They cite the in-depth work of investigations in math or projects in literature for English as the rigor that is available with an 85 or 90 minute class.  Math teachers said the 70-minute trimester would work, but the 85-minute time frame was better for their work.  The teacher of traditional math said she could adapt to either a period or block schedule. 

None of the Science, English, or Math teachers were recommending the Flex Time Academy Schedule.  Their concern was that the large blocks of time would be significantly reduced.  They are worried about being able to coordinate their work together in a timely fashion.  They also noted that our facilities do not support the flexibility of grouping students in different ways. 

In our opinion, this lack of recommendation for the Flex Time Academy is a major issue.  It is very difficult to implement any change if those affected the most and in charge of making the change do not agree with the decision.  We will have to discuss this more.  By adopting the Modified 4-Block Schedule with 2 Shorter Periods, we leave open the option of the Flex-Time Academy in the future. 

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