Parent Forum
December 10, 2012
Jeanne Donovan
 Welcome
 We want to make a great program even better
 As educators, we always ask, “What can we do better?”
 How can we do more to meet new 21st century core
standards with the resources we already have?
 Would a modified block schedule improve student
learning?
Agenda
Introduce committee of staff & parents
Evolution of Thought and Process
Proposed, Trialed Modified Block
Our Findings, Results of Survey
Challenges, Improvements: Why a 3-day
Block?
6. Next Steps
7. Panel discussion with Q&A
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Block Schedule Committee
Educators
Parents
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Jeanne Donovan, Principal
Eric Mapes, Asst. Principal
Hannah Bjork, Spanish
Brad Goodson, Math 6 and 8
Ted Greenebaum, Science 8
Jane Hickman, English 8/Journalism
Annie Holland, English 8/History 8
Joci Kelleher, Core 6/Study Skills
Stella Kennedy, Core 6/Green Team
Kim Lipkin, Art/Leadership
Gina McKuen, Core 7/Shakespeare
Carrie Poole, Special Education
Amy Savage, Special Education
Anne Smith, Film/Animation
Camilla Thayer, Science 6 & 7
Jon Elliott
Katie Korotzer
Sue Lin
Shirley Rexrode, PMS PC Pres.
Esther Rogers
Lillis Stern
Gautam Wadhwani, PMS PC Tsr.
 Former Member: Mary Kelly,
Past PMS PC President
Evolution of Thought
 Wanted to consider block schedule
 Researched options
 Conducted a 2-day block trial (90-minute periods) for
two weeks this fall
 Surveyed stakeholders
 Discussed benefits and challenges
 Changed proposal to 3-day block to address
challenges while maintaining benefits
An Enriching, Collaborative Process
 2010
Staff inquiry began
 April 2011
First presentation at Parents’ Club meeting
 Oct. 2011
First parent forum
 Oct. 2011
Parents joined Block Schedule committee
 2011-2012
Site visits, readings, discussions
 April 2012
Second parent forum (included elementary)
 Oct. 2012
Two week trial of 2-day modified Block
 Oct. 2012
Student, parent and staff surveys
 Nov. 2012
Analysis of results which led to proposed
3-day Block
 Dec. 2012
Third parent forum (includes elementary)
“Traditional” vs. “Modified Block” Schedule
Traditional
 7-period day: each class meets every day
Modified Block
 Each class meets four times per week
 Blocked periods – four or five classes per day
Trialed 2-day Block Schedule
• 2 traditional and 3 blocked days
• Early dismissal at 2:05 pm every week on Wednesday
Why Change: Improved Learning
We expected to find that longer periods:
 Allow for better, deeper grasp of concepts 
 Create uninterrupted time for research 
 Provide opportunities for richer discussions 
 Reduce passing time & set-up/clean-up time 
 Lend themselves more effectively to multiple
activities 
What We Learned
 Deeper grasp of concepts
 Example: Math (Mr. Goodson)
 Uninterrupted research or writing time
 Example: Core 6 (Mrs. Kelleher)
 Richer discussions and elaborate activities
 Example: History 8 (Mrs. Holland)
 Reduced transition time = time for debriefing
 Example: Science (Mr. Greenebaum)
 Multiple activities
 Examples: Core 7 (Ms. Brenneman), World
Languages (Mrs. Bjork) and P.E. (Mrs. Jarvis)
Survey Results: Faculty
Majority of the faculty agreed or strongly agreed that
during the block schedule trial:
 They could utilize a greater variety of teaching
strategies
 They could better address the range of learning styles
 They had increased individualized student interaction
 Pacing was challenging in a 90-minute period
Survey Results: Students
72% of students indicated that blocked
periods during the trial increased:
 Interaction time with teachers
 Ability to learn
 Comprehension of lessons
 Homework due less frequently, reduced student
stress
Survey Results: Parents’
Perspectives About Block Trial
Majority felt somewhat or very positive overall
Majority supported schedule with two or more
block days
 Over 75% of students spoke with their parents
about their experience
Addressing the Challenges
Trialed 2-day Block Schedule
Addressing the Challenges
Challenge With 2-Day
90-minutes challenging
for some classes
One heavy day, one light
6th Grade P.E.& Music –
who gets 90-minute
block?
Catching up after absence
Lunch B too late
Not seeing students daily
Proposed 3-Day Block Schedule
• 2 traditional and 3 blocked days
• Early dismissal at 1:48 pm every week on Wednesday
(same as elementary schools)
Addressing the Challenges
Challenge With 2-Day
How 3-Day Addresses It
90-minutes challenging
for some classes
72-minutes preferable
One heavy day, one light
More balanced
6th Grade P.E.& Music –
who gets 90-minute
block?
Each gets a 72-minute
block
Catching up after absence
Less curriculum missed
Lunch B too late
All have lunch at noon
Not seeing students daily
No change
Looking Ahead
 Conduct teacher vote on final proposal:
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Principal & Superintendent must approve
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Majority of teachers must approve
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School Board must approve
 Earliest possible implementation 2013-2014
 If approved, staff development and planning time provided between
January and June 2013 – curriculum, organizing one lunch, master
schedule
 If implemented, all stakeholders will be surveyed next year as we
continue to evaluate effectiveness
Summary
 Result of a broad, judicious inquiry process
 Majority of teachers support opportunity for innovation
 72-minute periods preferable to 90 minute periods
 Still provide great benefits to student learning
 Community input is valued; please contact:
 Any parent member on the committee OR
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PMS_PC.BlockSchedule@comcast.net
Appendix
Sample Sixth Grade Schedule Comparison
2 – Day Block (90-minute periods)
3 - Day Block (72-minute periods)
Tuesday:
Language Arts
Science
Math
Reading
Tuesday:
Language Arts
Math
Science
Elective Wheel
Reading
Wednesday:
Social Studies
P.E./Music (45 minutes of each)
Elective Wheel
Early Release
Wednesday:
Social Studies
Math
Science
P.E./Music
Early Release
For 6th graders, this meant that
Wednesdays were very light.
Thursday:
Language Arts
Social Studies
P.E./Music
Elective Wheel
Reading
Educational Rationale
 Supports interdisciplinary theme development
 Provides time for teachers to develop instructional
practices that increase differentiation
 Provides time for teachers to evaluate assessments
 Supports continued development of professional
learning communities, which aligns with new teacher
evaluation system