New GLHS Modified Block Schedule

Currently, the high school operates two schedules:

• A block schedule at our Clark Hall campus as well as in some specialized courses on the main campus

• An 8 period, 46 minute schedule

There are many benefits to transitioning to a block schedule consistently across all GLHS classes including:

• More efficient scheduling 

• Reduction in conflicts with schedule requests 

• Opportunity for students to earn more credits

• Increased time for deeper learning, allowing for impactful implementation of (but not limited to):

  • Inquiry learning across subjects

  • Math CPM curriculum that is designed to be 60 minute lessons

  • Science labs

  • Rich reading and writing experiences across the curriculum

  • Social Studies simulations

  • Socratic seminar

• Decreased transition time for students

• Reduced homework each night

  • Opportunities for student practice with a teacher present

It is not the lengthening of classes that leads to more classes. Rather, it is having eight dedicated class periods in a schedule rather than eight periods currently with one of those eight periods being dedicated to lunch.

Current schedule: 8 periods every day. One is lunch. 

Block schedule: 8 periods (4 per day) with a 30 minute lunch break

American Association of School Administrators - a study of more than 100 case studies, dissertations and reports completed on block scheduling

• Evidence shows that students' grades improve and the number of students on the honor roll increases in the block schedule.

• The number of discipline referrals to the office is reduced, typically between 25 and 50 percent. 

• A majority of teachers, administrators, students and parents were favorable to block scheduling, even after the sometimes difficult period of change.

• Evidence exists showing in-school suspensions decline and teacher and student attendance improves.

• Sufficient data suggest that students' academic performance is not harmed and many individual schools, based on several selected variables, have reported increases in student performance.

Block Scheduling And Its Gift Of Time: A Comprehensive Review, Robert C. Morris, University of West Georgia

• Administrators adopting the four-block model stated that it offered a potential solution to the following concerns: 

• Classes too large

• Too many classes per student and teacher

• Insufficient time for lab classes

• Too many failures

• Too many dropouts

• Too many preparations for teachers

• Too little time for individualized instruction

• Inadequate time for a variety of instructional methods

• A high level of stress due to time constraints for both students and teachers

• Few team-teaching opportunities

• Too many students-student and students-teacher conflicts

• Too many truancies, absences, and tardiness

• Class, lunch, and passing periods too short

• Too much vandalism and inappropriate behavior (Lopez, 1996)

• Longer classes create more opportunities for hands-on lessons and allow students to concentrate on their work for longer stretches.

• Students can take up to eight classes in a semester, but won’t have them all in the same day.

• A block schedule carves out more time for instruction by reducing the amount of time students spend walking from class to class and the time teachers spend taking attendance or getting a class to settle down and concentrate on the day’s lessons.

• Teaching fewer students per day affords teachers an opportunity to get to better know their students (Stepp, 2007).

“Are Block Schedules the Stress-Buster Students Need?” 

• “...a block schedule creates a "saner school day" by slowing down the pace, reducing homework and freeing up more time for hands-on learning and collaboration - the things that we know will make the learning stick better and take some of the pressure off students.” - Denise Pope, Senior Lecturer, Stanford Graduate School of Education, NEA Today March 2016

According to the American Association of School Administrators Additional Resources, one in three high schools today operate some form of block schedule and in some states more than two thirds of schools use the block.

According to the American Association of School Administrators, teachers report feeling greater stress until they learn how to plan for and teach in an extended block of time, but eventually both teachers and students report school becomes less stressful.

• Clark Hall has been using a block schedule since it opened 12 years ago. We surveyed our staff and found these themes:

  • Initial nervousness with the change which lessened once accustomed to teaching in the new schedule

  • Teachers are able to build strong relationships with each student

  • Teachers are able to vary their teaching approach within a period

  • Belief that this approach prepares students for life beyond high school

• When surveyed, some students reported:

  • Overall reduction in stress

  • Being able to settle into class and focus/understand a subject

  • Provides more time to talk to a teacher

The block schedule used during COVID was delivered in a distance (online) learning format where students saw their teachers two times one week and three times the next week. The block schedule beginning in 2024-25 will be delivered through an in-person instructional model where all students will see their teachers at least three times every week. The new schedule includes one day of an 8-period, shorter period schedule where students attend all of their classes like they would in a traditional model.

In the block schedule, junior and senior students will continue to have the ability to choose if they want to take their late arrival or early release every day or every other day depending on the courses they choose to take and how those courses fit in their schedule.

The block format is currently used at all three levels across the district. The chart below shows how time is allotted for ELA and Math.  

With the transition to a block schedule, we reevaluated the allocation of time to ensure that students have extended class periods allowing for deeper learning and more meaningful class activities. These learning experiences will include a balance of teacher directed lessons, small group and individual instruction and support, high quality learning experiences such as labs, simulations, research and discussions as well as guided and independent practice time. Class time may be used for supporting students with homework type practice.

Student lunch is a 30-minute period, however, with the eight minute transition before and after lunch, students will be released from class for a total of 46 minutes. Our Food Service Department has indicated that they can properly serve all students through the lunch line during this allotted time.

Success of the high school block schedule would include:

• Increased academic performance on district MAP assessments, end of course exams, college entrance exams and AP exams

• Improved attendance 

• Decreased discipline referrals

• Increased student relationships with staff

Additionally, feedback from staff and students related to their overall experience will be gathered for review. These measures will be assessed each year with the anticipated peak success starting in 3-5 years.

There are different ways to structure instructional time within a block. Below are two examples of how the time can be structured based on the learning experiences within the lesson: 

General Instruction

Lab/Performance/Station Rotation 

Students in the block schedule will receive instruction on the same content standards for their courses as they do in the traditional single-period schedule. The delivery of the content will look different as a longer period allows for learning opportunities and application that goes deeper into content than a 46 minute period provides.

Our teachers will employ diverse instructional strategies to keep students engaged. This may include incorporating interactive activities and discussions, hands-on projects and providing different avenues for learning that cater to various learning styles.

Teachers have the flexibility to arrange seating in ways that support student focus. This may involve allowing students to change their seating within the classroom or providing alternative seating options to accommodate different preferences.

As part of the intentional planning process, teachers are encouraged to incorporate short, structured breaks within the block period to allow students a moment to recharge. These breaks are designed to be purposeful, providing a brief pause in the lesson to help maintain focus during the remaining class time.

Departments have already begun professional development on different instructional practices that can be used to promote engagement and deeper learning in the block schedule. These practices include strategies for talk protocols, questioning, the use of small group instruction to support student needs and inquiry-based learning.

Teachers will be provided with professional development on intentional planning and use of time within the block period beginning in February 2024 and beyond. 

GLHS staff currently operating in the block schedule (Clark Hall) will be utilized to serve as mentors to each department providing additional support with intentional planning and instruction in the block.

Middle school students will still be able to take high school classes with the new school start times. The details of programming, class times and locations will be determined during the second semester and will be communicated accordingly with families at that time.

Our EFCTS satellite students currently operate on a block schedule at Clark Hall. Students attend their satellite class every day either first, second or fourth block. They will be able to do the same with our new block schedule.

We currently have students who take classes at GLHS and attend Eastland Fairfield Career and these students have the opportunity to take four academic classes at GLHS each day. This would remain the same in the new block schedule.