WCHS Defines Block Scheduling Options
July 28, 2016 at 4:25 p.m.
Monday's work session on block scheduling in Warsaw Community High School garnered lots of input from teachers, parents and students.
WCHS is looking at block scheduling as a way to keep up with changes in the world of education. After attending a "re-learning" conference in Nashville a few years ago, a staff team began meeting with faculty to talk about change: "What the school is like, what we want it to become," said Ann Halpin of the school improvement committee.
Combining these meetings with faculty visits to schools and administrative attendance at conferences, the group concluded "the best design for a school is a plan everybody feels can work - teachers, administrators, board members and parents," Halpin said.
Block scheduling is defined as the reconfiguring of time periods to better meet the educational and emotional needs of both students and teachers."
WCHS students currently meet for seven 50-minute periods each day. Block scheduling would increase the time spent in each class and decrease the number of classes attended in a day.
Mike Bott, head of the WCHS science department, reviewed options for block scheduling during the work session.
In a general Block 4 schedule, students would meet for four 90-minute classes each day. The student attends the same classes for nine weeks, completing the equivalent of one semester in nine weeks, and earning 16 credits in a school year.
A Block 4 with SRT (student resource time) would take 20 minutes from periods 1 and 2 certain days, leaving two 70-minute classes and an extra period for meeting with teachers for outside help, clubs and other activities.
A modified Block 4 would offer three periods of 105 minutes and a fourth period at the end of the day for teacher prep time, student access to the media center, labs, meetings, etc. Students would earn 12 credits during the school year.
The Block 8 with eight periods follows the Block 4 schedule over the course of two weeks. Time for eight 90-minute classes is built into the two-week rotation. Bott also discussed a Block 8 with SRT option.
One of the perceived advantages of block scheduling is reduced stress from not changing classes so much. A WCHS student who sat in on block classes at Carmel said she heard only one negative comment out of all the students she talked to. "All the students felt they could relax in the classroom and become better acquainted with their teachers," she said.
Some feel block scheduling would better prepare students for life after high school. "For success in the real world, subjects must be taught in integrated fashions. Block scheduling would give teachers the chance to integrate math with other subjects," said assistant principal Dr. Jenny Brumfield.
Other perceived advantages include greater opportunity for remediation; longer lab sessions in science, computer courses, consumer and family sciences and other hands-on activities; greater opportunity to experience a variety of teaching strategies; and an intensifed academic focus.
One of the biggest fears expressed Monday was that teachers could not hold the students' attention for the longer class times. "I don't want (my son) in there with a teacher that doesn't know how to go 90 minutes," said a parent.
Ty Patrick, a WCHS student who observed block scheduling at Lafayette High School, agreed. "Most of the students had a blank look on their face 'cause the teachers lectured 90 minutes," he said. "I about fell asleep."
Other perceived disadvantages include covering less material, increased class size, difficulty in recovering from absences and difficulty in accommodating transfer students.
Most agreed that Block 8 would be better for WCHS than Block 4. "Block 4 looks too long for some things; Block 8 looks more natural," said board member Dan Robinson.
Teacher Sara Robbins expressed concern that Block 4 would "decimate" band, art and other elective programs. Band director Martin Becker agreed, saying Block 4 scheduling would "make students make a lot of choices that they don't have to make right now to do enrichment type of things."
None of the schools in Indiana that has tried block scheduling has reverted to a traditional schedule. "Math teachers were most resistant, yet ... none of them said they were willing to go back" once they tried block scheduling said teacher Gene Gossman.
Terri Collier is teaching a block comprising history and English this year, and "the kids like it," she said. She reminded the group that summer school is a form of block scheduling, and "inevitably, kids tell the other kids 'Take summer school - it's easier'; there's got to be a message there," she said.
A switch to any type of block scheduling would include intensive teacher training before it begins.
The PTO will look at block scheduling at its meeting at 6:30 tonight. The program, which will be held in the media center conference room, will be presented by representatives from Carmel High School, which has switched to block scheduling.
Patrons are urged to attend the meeting and ask questions. Those who have questions or suggestions may write them down and turn them in to Bott, Brumfield, principal Paul Crousore or any school board member. The information will be used as the school improvement committee continues its evaluation of the issue. [[In-content Ad]]
Monday's work session on block scheduling in Warsaw Community High School garnered lots of input from teachers, parents and students.
WCHS is looking at block scheduling as a way to keep up with changes in the world of education. After attending a "re-learning" conference in Nashville a few years ago, a staff team began meeting with faculty to talk about change: "What the school is like, what we want it to become," said Ann Halpin of the school improvement committee.
Combining these meetings with faculty visits to schools and administrative attendance at conferences, the group concluded "the best design for a school is a plan everybody feels can work - teachers, administrators, board members and parents," Halpin said.
Block scheduling is defined as the reconfiguring of time periods to better meet the educational and emotional needs of both students and teachers."
WCHS students currently meet for seven 50-minute periods each day. Block scheduling would increase the time spent in each class and decrease the number of classes attended in a day.
Mike Bott, head of the WCHS science department, reviewed options for block scheduling during the work session.
In a general Block 4 schedule, students would meet for four 90-minute classes each day. The student attends the same classes for nine weeks, completing the equivalent of one semester in nine weeks, and earning 16 credits in a school year.
A Block 4 with SRT (student resource time) would take 20 minutes from periods 1 and 2 certain days, leaving two 70-minute classes and an extra period for meeting with teachers for outside help, clubs and other activities.
A modified Block 4 would offer three periods of 105 minutes and a fourth period at the end of the day for teacher prep time, student access to the media center, labs, meetings, etc. Students would earn 12 credits during the school year.
The Block 8 with eight periods follows the Block 4 schedule over the course of two weeks. Time for eight 90-minute classes is built into the two-week rotation. Bott also discussed a Block 8 with SRT option.
One of the perceived advantages of block scheduling is reduced stress from not changing classes so much. A WCHS student who sat in on block classes at Carmel said she heard only one negative comment out of all the students she talked to. "All the students felt they could relax in the classroom and become better acquainted with their teachers," she said.
Some feel block scheduling would better prepare students for life after high school. "For success in the real world, subjects must be taught in integrated fashions. Block scheduling would give teachers the chance to integrate math with other subjects," said assistant principal Dr. Jenny Brumfield.
Other perceived advantages include greater opportunity for remediation; longer lab sessions in science, computer courses, consumer and family sciences and other hands-on activities; greater opportunity to experience a variety of teaching strategies; and an intensifed academic focus.
One of the biggest fears expressed Monday was that teachers could not hold the students' attention for the longer class times. "I don't want (my son) in there with a teacher that doesn't know how to go 90 minutes," said a parent.
Ty Patrick, a WCHS student who observed block scheduling at Lafayette High School, agreed. "Most of the students had a blank look on their face 'cause the teachers lectured 90 minutes," he said. "I about fell asleep."
Other perceived disadvantages include covering less material, increased class size, difficulty in recovering from absences and difficulty in accommodating transfer students.
Most agreed that Block 8 would be better for WCHS than Block 4. "Block 4 looks too long for some things; Block 8 looks more natural," said board member Dan Robinson.
Teacher Sara Robbins expressed concern that Block 4 would "decimate" band, art and other elective programs. Band director Martin Becker agreed, saying Block 4 scheduling would "make students make a lot of choices that they don't have to make right now to do enrichment type of things."
None of the schools in Indiana that has tried block scheduling has reverted to a traditional schedule. "Math teachers were most resistant, yet ... none of them said they were willing to go back" once they tried block scheduling said teacher Gene Gossman.
Terri Collier is teaching a block comprising history and English this year, and "the kids like it," she said. She reminded the group that summer school is a form of block scheduling, and "inevitably, kids tell the other kids 'Take summer school - it's easier'; there's got to be a message there," she said.
A switch to any type of block scheduling would include intensive teacher training before it begins.
The PTO will look at block scheduling at its meeting at 6:30 tonight. The program, which will be held in the media center conference room, will be presented by representatives from Carmel High School, which has switched to block scheduling.
Patrons are urged to attend the meeting and ask questions. Those who have questions or suggestions may write them down and turn them in to Bott, Brumfield, principal Paul Crousore or any school board member. The information will be used as the school improvement committee continues its evaluation of the issue. [[In-content Ad]]