Supporting SPED Students During a Schedule Change:
Improving Support and Outcomes
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Lesa Haley
EDLD 655 University of Oregon, Winter 2012
INTRODUCTION & BACKGROUND INFORMATION
X High School is a large comprehensive high-school serving
approximately 1500 students. Currently X High School is on a
trimester, 5 period per day, schedule. A schedule change to A/B
Hybrid Block Schedule is being implemented in the 2012-2013 school
year at both comprehensive high schools in District X due to low 4
year cohort graduation rates, new diploma requirements, lower ACT
scores, and poor 9th grade success.
4 YEAR COHORT GRADUATION RATES
X District
State
2008-2009
59.0%
2009-2010
60.17%
2010-2011
61.54%
66.2%
66.4%
67.2%
In district X only 50% of freshmen complete their first year of high school
with above a 2.50 GPA. About 28% of the students complete 9th grade
with lower than a 2.0 GPA. 25% of 9the graders finish the year credit
deficient. (less than 6.0 credits)
SCHOOL BOARD KEY REASONS FOR SCHEDULE CHANGE
Provides a structure to help support teachers to make changes in the
curriculum and improve instructional practice.
Provides a structure that supports “teaming”, so teachers have a
shared group of students, which allows them to get to know the
student better and be able to collaborate among each other to provide
strategies and interventions for those students on their team at the
9th & 10th grade level.
Aligning the schedule which allows students to utilize opportunities
available and take classes at LCC and U of O.
Maintain comprehensive programs that support a well rounded
student, maximizes opportunities for students, and supports
elective programming.
TIMELINE & PREPARATION LEADING TO SCHEDULE CHANGE
PHASE 1: Fall 2010-Spring 2011:
Collected staff input through site based processes
PHASE 2: FALL 2011: High School Leadership Team was formed
from both sites to process input, review data, and research best
practices. They participated in professional development activities,
looked at several options, and made school site visitations.
PHASE 3:Winter 2012: The District Leadership Team and School
Board made decision to change both high schools to an A/B Hybrid
Block schedule for 2012-2013 school year.
PHASE 4: Winter 2012:
*Site based communication plan for stakeholders designed and
approved by school board.
*Site Based Professional Development Plan developed by each
department and began implementation by January 2012.
PHASE 5: Spring/Summer 2012:
*Continue Professional Development Activities
*Finish implementing communication plan
*Develop Master Schedule that reflects board goals that incorporate
teaming and collaboration
PHASE 6: FALL 2012: Implement A/B Hybrid Schedule
Continue Professional Development
POSTER TEMPLATE BY:
www.PosterPresentations.com
REASONS FOR CONCERN :
ADVANTAGES OF BLOCK SCHEDULE FOR SPED STUDENTS
When looking at implementing the A/B Hybrid Block Schedule there
was not detailed information or data reviewed on how special
education students (SPED) may be affected or impacted even
though they continue to lag behind their peers in academic
achievement.
4 Year Cohort Graduation rate
X HIGH
2009-2010
SPED
NON SPED
31.11%
68.75%
2008-2009
48.15%
72.61%
2011-2012 9th Grade Students
X HIGH
SPED
NON SPED
Below 6 credits Below 2.0
44%
47%
28%
25%
SCHOOL IMPROVEMENT GOAL:
X High School will increase the number of SPED students who
improve academic achievement through a resource class and utilize
collaboration/teaming structure between regular education and
special education teachers.
POSSABILITIES
1. To continue with our current inclusion model and structure where
students would have one support class.
 Would not allow our SPED teachers time in their work day to
collaborate with general education teachers which will be looking at
curriculum and instructional practices.
According to Santos, Karen E. & Rettig, Michael D for the block
schedule to work there must be communication and collaboration
between the SPED teachers and regular ed teachers. They also must
use different instructional strategies during the longer blocks.
2. To go back to a more self contained program where SPED students are
mostly taught by SPED teachers with little or no access to regular
education teachers and classes.
*IDEA law however states students should be placed in the least
restrictive environment, which this model would not meet.
*Teachers licensure issues may occur due to not being endorsed in
the proper subject areas to be able to grant high school credit.
3. Implement a structure that provides a support class for SPED students
who need it every day, and still allows SPED teachers to collaborate in
a teaming structure with regular education teachers.
FUNDING AND STAFFING:
The district is facing a budget deficit,however has received grant
resources(over $400,000) from the US Department of Education.
Grant Funds provided were used by X High School for:
 3.0 FTE =Implementation & Embedded Collaboration
Staff Professional Development
The affect on staffing is a bigger issue. The size of classes will remain
about the same as students may not have a full schedule,which is
consistent with our current schedule. This may or may not require
additional staff.
WHAT RESEARCH STATES:
A study completed by Weller and McLeskey results indicated that an
inclusion model and block scheduling were complementary and supportive
of each other and school reform.
 There were no benefits unique to students with disabilities. A
resource class was emphasized as a needed support, but teachers
felt many students could benefit from the same kind of academic
support. (Weller & McLeskey, 2000)
 Increased collaboration between general and special education teachers
to adapt curricula and instructional methods which encourages teachers
to utilize a variety of teaching strategies, including cooperative learning,
problem solving, and more hands on projects.
 Improvement of school behavior (attendance, less suspensions)
 Stronger Interpersonal Relationships:Teachers get an opportunity to
know their students better.
 Lesson Fragmentation reduced and can go into more depth, offered at
an individual pace, while providing real time interventions.
*This is not a complete list of all advantages but a representation.
DISADVANTAGES OF BLOCK SCHEDULE FOR SPED STUDENTS
Establishment of a block schedule does have disadvantages &
concerns, however there are NO unique disadvantages to SPED
students. (Weller & McLeskey, 2000)
 Attendance may be a bigger issue and harder to make-up assignments.
 Inconsistent research data on academic achievement because of
number of variables that are hard to control and variations of strategies
used by teachers.
 Need buy in from teachers and willingness to change current teaching
practices. Move away from lecturing and/or study halls to instructional
strategies that promote more student involvement.
 Teachers need professional development and time to effectively develop
and change current practices.
*This is an example and not a complete list of all disadvantages.
Teacher Survey 3-4 years after Implementing(Stokes & Wilson, 2000)
They found teachers still believed that block scheduling is more effective
than traditional scheduling.
The three factors that they mentioned as being critical to the success of
the schedule were:
*Daily teacher planning
*Multiple-activity lessons in one period
*The use of hands-on activities
CURRENT SPED STRUCTURE:
Currently X High School uses an inclusion model where most SPED
students are in regular education classes through out the day. SPED
students are scheduled up to 3-4 periods in regular education classes with
one support class and possibly an additional intervention class.
The support class is staffed with up to two SPED teachers and up to two
educational assistant depending on the number of students and need.
Case management is currently being done by grade level.
PROPOSED STRUCTURE FOR SPED:
1. SPED students in grades 9 will still have one support class each day.
Grades 10-12 will have a support class as determined by student need.
2. Two SPED teachers will be assigned to two of the four freshmen grade
level teams.
Example:
Teacher A= Teams 1 and 2
Teacher B= Teams 3 and 4
3. Case management:
 2 teachers: 9th grade (50-60 students)
 4 teachers: 10-12 grades (150 students)
3. 9th grade SPED teachers would have one period (90 minutes) for case
management/collaboration scheduled during the same period the 9th
grade level team has for collaboration.
A/B HYBRID SCHEDULE
A/B Block: Mon – Thurs
Friday Hybrid
A(Mon/Wed) B(Tu/Th) TIME
1
2
8:00-9:30
BREAK
BREAK
9:30-9:45
3
4
9:45-11:15
Lunch A
Lunch A
11:15-11:50
5a
6a
11:20-12:50
Lunch B
Lunch B
12:50-1:25
5b
6b
11:55-1:25
7th
8th
1:35-3:05
1st
8:00 - 8:44
2nd
8:49 - 9:33
3rd
9:38 - 10:22
4th
10:27 - 11:11
Lunch A - 11:11 - 11:54
5th
- 11:54 - 12:38
6th
- 12:43 - 1:27
5th
- 11:16 - 12:00
6th
- 12:05 -12:49
Lunch B - 12:49 - 1:32
7th
8th
1:32 - 2:16
2:21- 3:05
SAMPLE 9th GRADE SPED STUDENT SCHEDULE
Semester 1
A DAY
B DAY
Semester 2
HYBRID
Math
English
Science Social
Science
Studies
Social
Resource Resource Studies
Resource
PE
Elective
Resource
PE
Elective
Math
English
A DAY
B DAY
HYBRID
Math
Math
English
English
Science Health or Science
Elective
Health
Resource Resource Resource
Resource
Elective
Elective
Elective
Elective
SAMPLE 9th GRADE SPED TEACHER SCHEDULE
HYBRID(Fri)
B DAY (Tue & Thurs)
PREP
Resource 10-12
(2 SPED Teachers + EA) Resour. 10-12
Resour. 10-12
Resource 10-12
Resource 10-12
(2 SPED Teachers + EA) (2 SPED Teachers + EA) Resour. 10-12
Resource 9
Resource 9
Resource 9
Resource 9
Collaboration/ Case Man PREP
Case Man 9
PREP
A DAY (Mon & Wed)
PREP
OUTCOMES:
1. Continue positive graduation trend with SPED students.
2 Increase the number of 9th grade SPED students who earn at least
6.0 credits and above a 2.0 GPA.
FUTURE PLANNING AND RESOURCE NEEDS:
1. Provide Professional Development that :
 Demonstrates how to utilize a variety of teaching strategies
effectively in a block schedule
 Introduces protocols that can be utilized for effective collaboration
 Helps utilize data & continue to develop tiers of intervention (RTI)
2. Explore how all students may access a resource class if needed.
3. Explore and secure resources necessary to continue embedded
collaboration when grant funds are exhausted.
4. Explore how to expand teaming and collaboration into the 10th grade.
References:
Weller,Donald R. & McLeskey,James. Block Scheduling and inclusion model in a high school: teacher perceptions of the benefits
and challenges. Remedial & Special Education,v21 n4 p209-12 July-Aug2000.
Santos,Karen E. & Retting, Michael D. Going on the block: Meeting the needs of students with disabilities in high schools with block
scheduling.Teaching Exceptional Children, v31 n3 p54-59 Jan-Feb1999.
Block Scheduling: Some Benefits But No Magic Fix,, Wisconsin Center For Education Research(WCER). January 2004.
Themes in Education: Block Scheduling: Innovations with TIME, Wisconsin Center for Education Research (WCER) May 1998.
Vermillion,Tammie. Changes Special Education Teachers Make in the Transition from Traditional to Block Scheduling. Master’s
Thesis.1998.ERIC.