High School
Scheduling Workshop
School
Board Meeting Room
Members
Present
Susan Hershey –Chairman
Dr. David Anderson
Laurie Gaylord
Nancy Kline
Dr. Sara A. Wilcox, Superintendent
Tom Elfers, School Board Attorney
Katie Gillen, Student Representative (MCHS)
Members
Absent
None
Staff
Present
Hank Salzler, Ginger Featherstone, Al Fabrizio,
Al Krueger, Ray Parrish, Rodger Osborne, Dr. Frank Raffone, Marshall Skinner,
David Hall, Joan Hunt, Pat Schmoyer, Delores Calloway, Rose Taylor, Ruth
Pietruszewski,
Tom Higgins
Public
Lisa Paul, Charlene Bachmen, Danielle
Coton, Eileen Helfman, Mickey Wich
Press PBPost – Rani Gupta Stuart
News – Kelly Tyko
MCEA – Jeanette Phillips AFSCME – No representation
Call to Order by the Chair and Pledge of
Allegiance to the Flag of the
1. Presentation on High School Scheduling
Dr. Frank Raffone, Executive Director of Instructional
Services, stated that scheduling usually follows the current trend, but our
consideration in scheduling should be meeting the students’ needs. The state in the last five years has
intervened and placed requirements on all high schools on how to deliver
services and instruction to students.
Students must pass the FCAT to graduate. Flexible scheduling effectively
delivers the best opportunity for learning and becoming a successful
citizen. Middle school reform is
underway, which will probably require a 90 minute reading block. Flexibility and
creativity must be used in scheduling, so that time allotments can be provided
for all subjects.
Joan Hunt, Principal of Martin County High School, and
David Hall, Assistant Principal of
Joan Hunt explained the four types of schedules,
traditional, 4x4 block, A/B block, and flexible. She described our current practice at
district high schools of using 4x4 block, and A/B block combined with
skinnies. A portion of all the
scheduling types are used for Advanced Placement and International
Baccalaureate courses. Intensive math
and English courses usually use double blocks all year long. For thirty years, Career and Technical
courses have been taught using double period blocks every day all year. Honors and College Prep courses typically use
block schedules, and some combine skinnies or A/B block in the schedules. Because of recently imposed state
requirements, more courses have been added as skinnies or A/B block, to allow
them to meet all year long in order to get the students ready for testing. The 4x4 block has afforded the opportunity
for students to achieve more credits and additional electives. We have added more students in AP and IB
courses.
Ongoing teacher training is needed to learn strategies and
techniques for teaching in the different scheduling patterns. Accountability of
student learning, individual student needs, and student performance on
standardized tests must be considered. She presented five years of data on SAT
scores. Our district scores are all above the national average. Studies have shown that the chance of
graduating from college in four years was doubled by taking 2 AP courses. That information was the criteria used to
make the decision to open AP and IB courses to more students. FCAT scores were
impressive. The district’s scores and
graduation rate out
1. Presentation on High School Scheduling (Con’t)
performed the
state. We attribute our high performance
to alternatives given students for graduation options including: Adult
Ed, Spectrum, Dual Enrollment, IRCC, and the fact that students can earn 32
credits within the school day.
The state requires
24 credits for graduation. The current
Martin County School Board policy requires 26 credits for graduation. Presently students have the ability to earn
32 credits with our flexible scheduling. FTE funds 300 minutes of instruction
per student. All freshmen and sophomores,
as well as a number of juniors and seniors at all three high schools, receive
400 minutes of instruction; therefore, 100 of those minutes per student are
unfunded.
The public misconception of block scheduling is that
class time is not used efficiently, that students do not have homework, that
students are required to do one activity for 100 minutes, that students cannot
master large blocks of coursework without adequate time to process the
concepts, and that FCAT accountability is limited. Dr. Sara A. Wilcox asked
Joan Hunt to explain the current perception that FCAT accountability is
limited. Joan Hunt replied that the worry is if students are not in the course
the entire year that the FCAT is compromised. Dr. Sara A. Wilcox asked Joan
Hunt to explain the current perception that students are required to do one
activity for 100 minutes. Joan Hunt responded that staff has heard that
students are given one activity, and they are bored.
Dr. Frank Raffone reminded the board that when SAT scores
are reported, it does not matter how many times a student takes the test, it is
only the last score tabulated that is reported.
Pat Schmoyer advised one way to monitor higher level student’s progress
was through AP and IB exams.
Lori Shekailo expressed the community’s concerns that
block scheduling could allow a student to carry math courses one semester and
then have a gap, not carrying the course for a couple semesters.
Joan Hunt suggested the student should see someone to
have their schedule adjusted should that happen. The schedules are designed so there is not a
long gap. Ginger Featherstone, Principal of Jensen Beach High School, added
that next year Jensen Beach High will pilot an AB day for on-level course work students,
so that they can do an alternating days and have that course work all year. Joan Hunt added that teachers prefer alternating
days to skinnies. Educators believe it
is important to have a larger block of time. Laurie Gaylord felt that the block
scheduling would work well for AB, IB, and honors students; however, she
expressed her concern for the lower level and struggling students.
Pat Schmoyer said we capture the struggling students
through the labs that we have. It is
critical for the student to pass the FCAT to earn a high school diploma. Math
teachers with lower level students have found that smaller units of time over a
longer period of time work better for that type student. We are using flexible
scheduling to meet the individualized needs of different level students. Sue
Hershey wanted to know what students do with the additional time when they are
enrolled in three blocks instead of four .Joan Hunt stated that they are off. Sue
Hershey asked what determines if they have three classes or four. Joan Hunt
replied that several criteria determine if they have three or four blocks, such
as, the number of credits, their GPA, and parental input.
Sue Hershey asked each Principal to give their opinion on
our current policy of requiring 26 credits for graduation. Pat Schmoyer said we
do what is in the best interest of our students. Our students can get through the 24 state
required credits in a 6 period day and still have an additional 50 minutes for an
extra class. She said we need to be fiscally responsible, perhaps reconstructing
and better utilizing what we’re doing, thinking about the feasibility of
offering the entire school system that extra 100 minute block , and
investigating what courses students are taking in the 100 minute block. Joan
Hunt said 24 credits would be sufficient for some. She was reserved about this issue because she
is a comprehensive high school person.
She felt we definitely did not need 32 credits and should move towards
fewer credits offered. She agreed with
Pat Schmoyer that a 6 period day with an optional 7th period may be
a good choice. Ginger Featherstone said we need to meet the needs of the
students throughout the district. We
need to assure that we are sending our graduates onto an even playing
field. We need to determine if those 2
extra credits lift our students to a higher academic level and give them a better
opportunity for success. Our present
system enables some students to enter college as sophomores and has been a cost
savings for our parents. She felt 32 credits were not needed; however, it gives
the lower level student that had a poor freshman or sophomore year the
opportunity to go back and fix that. Dr David Anderson asked how many of the 26
units taken are required units. Ginger Featherstone told Dr David Anderson that
15 ˝ were required. Dr. David Anderson stated that the importance is not how
many units but what courses the student is taking.
1. Presentation on High School Scheduling (Con’t)
Nancy Kline questioned if the high schools or district
had done a current comprehensive survey of teachers, parents, and
students.
Pat Schmoyer observed that no one schedule is good for
all. We need to look at the courses
being taught. Science and vocational
courses are far better taught in a longer period of time because of labs and
prep time. Lower level maths, before you
get to Calculus, are far better taught in smaller blocks of time over a longer
period to understand the concepts. In
conclusion, flexible is the best schedule for all students.
Dr. Sara Wilcox said the high schools have been
evaluating, monitoring, and listening to teachers and students from which the flexible
schedule has evolved. We are looking at
data and doing an ongoing evaluation, which has led us to move towards the
flexible scheduling. Dr. David Anderson said the Board wants what is right for
all students. The program needs to be
evaluated from all aspects.
2. Financial Impact of the Scheduling Process
Hank Salzler, Assistant Superintendent, reported that the
Martin County School District presently
provides 100 minutes of instruction per
day that is unfunded by the state. He
presented a financial analysis offering three options, from the maximum
possible savings to our current position. Currently the district offers students 8
classes per year. Lowering the number of
classes offered would generate cost savings.
If the district offered 7 classes per year, students would have the
availability of earning 28 credits. If
the district offered 6 classes per year, students would have the availability
of earning 24 credits; consequently, the number of credits required for
graduation would have to be reduced from 26 credits to 24. The maximum possible savings reducing classes
to a 6 period day would be $3,340,359.00.
The savings would be cut in half if the district went to a 7 period day.
Dr. David Anderson said it comes down to what is the
right thing to do for the students. Hank Salzler answered that the 7 period day
gives students the opportunity of earning 4 more credits than the state
requires, with plenty of options and electives, and we can still maintain our
26 credit requirement for graduation.
There will not be as much of an opportunity to repeat classes;
therefore, our summer school costs will probably go up.
Sue Hershey asked if the class size amendment would affect
the projected savings. Hank Salzler stated that he had done the calculations
according to what the class size amendment required. Nancy Kline asked if they
we were making an economic decision. Dr. Sara A. Wilcox and Hank stated they
were just providing the Board with all the information.
Sue Hershey passed the gavel to
3. Open to the Public
·
Lisa
Paul, Charlene Bachmen, and Danielle Coton, a junior, a senior, and a sophomore
from SFHS, respectfully. All three are
SGA officers and all three agreed that block scheduling was the best. Their course schedules and courses are
diverse, so they’ve experienced the different scheduling. Lisa and Charlene
have taken IB courses, and Danielle has taken on-level and honors courses. They described the reasons block scheduling
benefited the students.
·
Thomas
Higgins, SFHS board certified teacher for 21 years, distributed handouts on
SFHS block scheduling. He presented a
teacher’s view. He reiterated that the
School Board always makes decisions based on what is the best for all students. SFHS has a “Bull Dog” flexible schedule that
meets the needs of all students. Each
student is an individual, and SFHS adapts the schedules so that “no child is
left behind.” The scheduling is not
perfect and new laws have presented challenges, so they are always looking for
ways to improve. Extensive training is
needed for teachers. Our current
flexible scheduling makes the most sense for the most students.
3. Open to the Public (Con’t)
·
Eileen
Helfman, parent of MCHS 9th & 10th grade high school
students, was curious about the disciplinary problems related to block
scheduling. She supported flexible
scheduling, because she thought it difficult to focus in a longer time period.
·
Mickey
Wich, parent of 6th grader at SMS and MCHS graduate, agreed that 100
minutes was too long to focus and retain material. She agreed that math courses should be taught
in a shorter period over a longer period of time, so that students would retain
the knowledge in preparation of the SAT.
4.
Open to the Board
Dr. David Anderson
Was pleased that we established the flexible schedule and
hopes the district continues to work towards improvement
Nancy Kline
Felt it was unfortunate that we don’t have more parent,
teacher, and student input. She likes to
make decisions that are data driven. The information given leads us to believe
that flexible scheduling is the ideal.
Katie Gillen
Supported the block scheduling, but thinks the flexible
scheduling is the best. She deems that
the teacher knows what scheduling is best for their particular subject.
Laurie Gaylord
Stated that evaluation has evolved block scheduling into
the flexible scheduling. The combinations
make scheduling a nightmare, but it is the better choice. Our scores have improved.
Dr. Sara A. Wilcox
Commended our students for being articulate and thinking
through the reasons to support their opinions on scheduling. They gave us both pros and cons. Dr. Sara A. Wilcox expressed her opinion that
teacher training was a primary issue in teaching 100 minutes. The most important key is the teacher in the
classroom. That is what makes a success
of student achievement. She reported that major disciplinary infractions had
declined with block scheduling, because usually these occur in the halls during
passing times. The School Board imposed
6 periods about the time Sara became Superintendent, which caused some negativity. The schools started looking at other ways to
deliver instruction. Dr. Wilcox wants to evaluate comprehensive A schools. She wants to investigate the 350 minute scheduling,
like
Thanked parents and students for their
participation. As a parent, she has
experienced and likes the flexible scheduling.
She would like input from graduates. She is concerned about reducing
credits, because she feels that high school is the time for students to become
well-rounded. She would like to look at
the 350 minute schedule, but is opposed to the 300 minute time frame. She invited the public to the County Council
of PTA meetings which would begin in twenty minutes. It will be a meet and greet for the School
Board. All will be given the opportunity to view art work from elementary,
middle, and high schools that participated in the reflections program.
There being no further business to bring before
the Board, the meeting was adjourned at
_______________________________
CHAIR (Sue
Hershey)
_______________________________
SECRETARY
(Sara A. Wilcox, Ph.D.)