November 15 Meeting: Schedule Examples

AT meeting 11.15.12

In Attendance: Shane Ogden, Jill Lowe, Mike Mudrow, Lisa Hopkins, Donna Starley, Sharilee Griffiths, Gordon Geddes, Curtis Jenson, Mary Morgan, Toph Cottle, Paul Wagner, Lacy Fonnesbeck, Brad Nelson, Jason Soffe, Drew Neilson

Excused:  Jim Peacock

Shane:  lhsactionteam.blogspot.com, sites.google.com/site/lhsgrizzcalendar introductions

TRIMESTER:

Curtis:  We did the Trimester.  Pros: More time instructionally, works better with BATC, county schools, better sports options, less transition time, fewer classes for students, no more prep issues, dynamic fitness (change classes). Cons:  Less options for students, affects staffing, electives and AP classes, some classes fit better in 90 than 60 days, hurts students if they miss a day, end of level testing concerns, struggling student & retention, loss of 2^nd prep/collaboration, grad requirements, electives

Donna:  Handed out matrix of different schedules from 10 years ago.  We can get an idea of what a student’s schedule would look like with a bunch of different schedules.  Lots of options.  There are the pros and cons.  This all changes classes and staffing.  Each class is individualized and needs a specific amount of time.

Mike:  We did this last year with about 50 students and gave it to the district office.

Jason:  Our kids would have a hard time having to take the test after they finish class.

Mike:  We were giving grades every 6 weeks with the trimester.

Brad:  We started giving progress reports.

Instructional time breakdown:

Tri: 65 min classes, 5 classes, 60 days, 19,500 minutes

Sem: 90 min classes, 7 classes, 90 days, 31,500 minutes

Block: 45 day classes, 8 classes, 29,880 minutes

Mike:  I have concerns that schools are abandoning the trimester and semester is better and keeps jobs.

Drew:  I have research stating the opposite, that semesters are not cost effective.

Donna:  Timpview and Provo have switched…..

Paul:  The math department was worried about switching to trimesters.  They provided scores of end of level testing.  LHS scores (handout).  Students will be negatively impacted according to the teachers in math.  Teachers and students benefit from the semester according to the data provided. 

Donna:  I think that it has been decided that honors classes need to have a C part. 

Lisa:  If students are struggling, a kid can go all year without a math class, they need daily contact with math.

Curtis:  Can we offer the C part as an elective. 

Sharilee:  Is that really student choice?  Will that be effective?  Students that need to take it won’t take it.

Lisa:  The universities are worried about students coming out of the valley and their math skills.

Donna: The readings that you gave us Shane about the semester, all had prep and a collaboration time.

Shane:  That research is based upon a functioning PLC.  They have to have the ability to act upon what the PLC comes up with.

Mike:  Is our process going to be supported?

Shane:  Yes, we have the process and what we are going through to help us make decisions. 

Lisa:  I have heard from some who are questioning the use of two prep periods.  I have no problem with two preps, it’s just things I have heard,

Toph Cottle:  With my 7^th hour fitness, I have to take that class all year.  It’s not doing anything for me mentally.

Lisa:  If you split classes up from quarters that would help.

Shane:  We came up with our intervention being the number one reason for doing this.  Let’s add the points that directly impact our student intervention.  Let’s quickly address that on a trimester.

-less classes-better timely intervention

-longer teaching period

-more need for intervention or need for a C term.

-do over 2^nd term

BLOCK:

Drew:  I have looked at two studies on the block (AB).

Pros:  Females did better, science scores were up, positive affect on course averages, SAT increased scores, in rural high schools math scores increase, Millard High saw ACT scores went up, decreases in student discipline, decreases in suspensions, small but significant changes in daily attendance, less passing time (more efficient time spent), early cognitive research indicate longer learning time increases long term memory (material is less fragmented), AP scores went up, teachers are more encouraged to use different strategies, maximizes the lesson time, more choices-electives, off period

Cons:  minority students did worse, harder time building relationships, professional development, longer lecture time, professional development (paradigm shift), and no increases in general ed kids, off period misuse, staff, resources, lots to make up if they miss a day, SPED classes difficulty filling up time.

Shane:  During 90 minutes of class time, I could implement my own interventions.  I realized that I could intervene then and there.

Jason:  I can’t get kids that I know are not on track.  Even on the trimester, I could get kids because of the longer class times.  I don’t have time to build the skill concepts with natural wait days.

Lisa:  I asked my sister about her kids that are on the block.  She liked it because she could get her kids the help they needed before they went back to class.  You could plan ahead if you needed to as parents.

Jason:  You actually have less added up time, but the effective time that you have is greater for the student.

Shane:  You will learn the adolescent mind and how to transition.  Every 15 minutes kids need to move and change it up.

Lisa:  when done in a quarter, it’s nice for students to have their 8^th hour the sport they do since they are missing that last period so much

Shane:  Many teachers liked that the players would be able to switch days that the athletes miss for games each week.  We graded on semesters and progress reports every 4 weeks.

Paul:  SPED classes would be hard for the teachers to use that time.

Shane:  Prep every 4 days.  Collaboration on A/B switching off days.  Many people have gone to the modified block so that PLC time can still be utilized.

Jason:  I looked at many schools in Utah.  Most major high schools have gone to the A/B rollover.  Provo had intervention one day a week.  Fridays is their intervention day.

Mike:  a couple of new modified block are some schedules that we have never looked at that I saw when I was at the USOE.  Juab high school.  Students could take courses year long and get that contact.

Donna:  our school board decided not to have a Friday collaboration day, so we did collaboration on Wednesday instead.

Shane:  What elements directly affect intervention:

-wait time

-intervention built into class

-more time to assess needs

-better prepared

-math-inquiry and direct instruction within the same hour

-increase student load (teachers must manage the load)

Donna:  Provo is doing some neat things and it reflects our community.

Shane:  In my online classes most students are from Provo.  That’s how they accelerate and do credit recovery.  Let’s finish on Monday with looking at the semester and Kelly Bennett’s schedule.