AB Alternating Day Block Schedule

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• AB Alternating Day Block Schedule
• Joseph Lewis, Principal
• Felix Addo, Assistant Principal
• Mary Frances George, Assistant Principal
• Harry Johnston, Assistant Principal
• Wes Bergazzi, Assistant Principal Athletics and
  Activities
• Dave Ripley, Principal Intern
• 2-18-09

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WHAT IS TRADITIONAL SCHEDULING?

• 7 Classes Per Day
• 28 Credits in 4 Years
• 45 Minute Class periods
• 20 minute lunch
• Limited Selection of Electives
• Teacher load 150 students

• Repeats are done in the summer or during the
  following year
• In a 6 ½ hour school day
• A typical student will engage in 9 different
  activities in 9 different locations
• A teacher will prepare for and teach five classes
  engaging with over 150 student sin the classroom

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WHAT IS AB BLOCK SCHEDULING?

• 8 Classes per year. Students earn up to 32
  credits.
• 85 to 90 minute class periods
• Only 4 classes per day
• 20 minute lunch
• Expanded elective course selections
• Teacher load 75 students per day

• Daily assignment and homework focuses only on the
  four classes from that day.
• Includes flexibility in scheduling to include
  remediation, enrichment and extension within a
  lesson and/or within a class period

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OTHER TYPES OF BLOCK

• XY
• 4X4

HOWEVERAB BLOCK IS MOST LIKE OUR CURRENT 7
PERIOD DAY
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WHAT THE RESEARCH SAYS ABOUT BLOCK SCHEDULING

• More course credits are completed
• Equal or better mastery and retention of material
• Reduction in suspensions and dropout rates
• Improved relationships between students and
  teachers
• Carroll, Joseph. Organizing Time to Support
  Learning (1994)

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MORE RESEARCH

• More time to give students individual assistance
• Opportunity to get to know the students
  personally
• Time for more creative and meaningful student
  work
• The ability for the teacher to structure a full
  lesson
• Less stressful and more flexible classroom
  environment
• Payne, Jordan. The Evaluation of a High School
  Block Schedule (1996)

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MORE RESEARCH

• Increased attendance
• Students have more time for problem-based and
  inquiry-based activities
• Fewer class changes resulted in fewer
  disciplinary problems
• Casey, Patricia. Teaching Mathematics on the
  Block, U.S. Department of Education

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WHY AB BLOCK SCHEDULING? (Specifics)

• Our classrooms are simply too crowded. And, our
  projected enrollment for 09-10 is expected to
  increase.
• In block schedules, teachers instruct fewer
  students per day.  The pupil teacher ratios are
  generally lower. This allows for more individual
  help and guided instruction.
• 90 minute blocks accommodate extended lessons for
  things like science labs, projects, fine arts
  rehearsals, etc.

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WHY AB BLOCK SCHEDULING? (Specifics)

• Students can take eight classes a year instead of
  seven, which means that students will be able to
  take more classes over a four-year period.
• Students will have fewer conflicts in their
  schedules.
• Students can schedule a Resource Period in order
  to obtain help in difficult classes.
• There is more flexibility.  Double programming
  can be accomplished in any desired course such as
  AP classes or fine arts classes.

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WHY AB BLOCK SCHEDULING? (Specifics)

• The majority of schools in Virginia are using
  this system. Problems with student transfers
  should be reduced.
• Managing make-up work is easier because students
  miss fewer classes per day.
• The number of books students carry on one day
  will be half of what they now carry.
• Block schedules have shown to facilitate positive
  improvements in school climate and a reduction in
  incidents of student misbehavior.

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WHAT DOES AB BLOCK SCHEDULING LOOK LIKE?

• A Day Four Classes of approximately 85 to 90
  minutes a class.
• B Day Four Classes of approximately 85 to 90
  minutes a class.
• Lunch would be during Block Three on both days.

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TYPICAL AB SCHEDULE
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QUESTIONS?