Implementing High School Flexible Scheduling

Transcription

1 Implementing High School Flexible Scheduling Meeting the Diverse Educational Needs of Today and Tomorrow s High School Students! By Davis E. Baker Glynn Academy 1001 Mansfield Street Brunswick, GA dbaker@glynn.k12.ga.us The high school flexible scheduling (or flex schedule) is a unique and creative way to increase a high school course offering by creating additional instructional times outside of the traditional high school instructional day. The idea of flexibility and convenience can also be applied to library, guidance, administrative and other student services as well. Flexible scheduling time involves the same amount of teacher instructional time during a week, however times are not always blocked within the traditional 8:00am-3:00pm instructional day. It adheres to the goals of good intentions of Smaller Learning Communities and focuses on the individual needs of its students. It is also a good example of making maximum use of the building and facilities. High school flex schedule classes can be taught by high school faculty members, as well as administrators from the district. This type of schedule lends itself well to team teaching, a department of teachers, teacher and administrator, teacher and community members and even job-share teachers. Specialty classes can be taught by teachers who have retired or by certificated community members who meet the highly qualified teaching standards and have professional in the field knowledge that will richly benefit learning and create a school and community/business partnership. Flex classes can also make college credit available; courses need not be limited to current high school offerings. An articulation agreement can create a partnership with a local university or college. A high school certified teacher can serve as an adjunct faculty person or a member of the college faculty can serve as the instructor for the high school. For the benefit of the students, college classes taught at the high school can award both high school credit and college credit. This allows for the best of both worlds to exist, challenging the highly motivated, intelligent student at the same time. When considering changes there are some important areas to review prior to weighing the pros and cons of the high school flex schedule. The first is to examine how compatible high school flex schedule is with the negotiated contract of the teacher s association. Can changes in the traditional start and finish to the school day be studied or should the discussion be geared toward the next negotiated contract opportunity? The ultimate goal is to work closely with each professional organization and to always seek out a win-win opportunity for the district, teachers and most importantly the students! Another important question is to determine the underlying purpose of the flex schedule. Is it for teacher and student flexibility and convenience, issues of overcrowding, or for providing

2 assistance for teenage parents? Is it to benefit the credit-deficient and high stakes test-deficient student, or it is designed to assist the high achieving academic student in earning college credits by providing a rigorous set of course opportunities? Or it may be the goal of flex scheduling to provide solutions to more than one of these issues. A clear sense of direction develops a better understanding of and purpose for the flex schedule, an essential element for providing clear direction. This is beneficial in the planning stages and in helping those involved to be open to such change. The next step is to survey the students and the teaching staff to determine the amount of interest and the areas compatibility. A pair of surveys can be used to determine the amount of interest and whether there is a natural match between courses with high student interest and teachers who have an interest in teaching the courses during a non-traditional instructional time. If the surveyed information comes together, it is relatively easy to begin developing a flex schedule. Additional steps will be needed to complete the development of a high school flex schedule and depending upon how aggressively pursued, changes can sometimes take two to four years to fully implement. Other steps or potential issues include student transportation, safety and security issues, and student cost for some classes. A limit on the number of credits students can earn in a year may need to be discussed as well as the length of the instructional day for students under the various different modified schedules that are available. Early Bird Classes - may meet on alternating days (usually for ½ credit), or 4 days a week (M- Th) for shortly extended class time, or a regular 5 days a week at the typical class length time. Classes most commonly taught as Early Bird classes include AP, Honors, International Baccalaureate, Independent Projects, and Weight/strength Training and Conditioning. After School Classes - may meet on alternating days for the length of a regular class period (usually for ½ credit), or 4 days a week (M-Th) for shortly extended class time, or a typical 5 days a week at the regular class length time. Classes most commonly taught as After School classes include AP, Honors, International Baccalaureate, Independent Projects, and Creative and Performing Arts including Band. Eighth Graders taking High School Classes Flex scheduling could allow Gifted and Talented or highly motivated and qualified middle school students to take one or more high school level classes. The program meets requirements of challenging the district s brightest and best at the middle school level in all academic areas of identified, motivated or advanced instructional interests. Evening or Saturday Classes classes meet one night a week or Saturday morning for a prolonged period of time depending on the amount of Carnegie Credit (¼, ½ or 1 credit) offered. Class length can vary accordingly from 4 ½ hours to 1 ¼ hours one time a week for 36 weeks. Specialty Classes classes that meet as scheduled with the actual contact class hours aligned to the amount of time required for ¼, ½, or 1 Carnegie unit of instructional credit.

3 Summer School Classes perhaps the most commonly used form of flexible scheduling used to a high degree for intervention classwork. Sample Flexible Schedule - attached to the traditional school day Early bird classes (0 period) 1 st period Early bird teachers are done after 7 th period (they started one period earlier) Typical teaching day periods nd period 3 rd period 4 th period 5 th period 6 th period Evening, Saturday and Specialty class teachers teach a traditional workday minus one period. A trade-off of teacher instructional time is created. Additional course options are made available at the convenience of the student. 7 th period 8 th period After school class (10 th, 11 th or 12 th ) After school class teachers do not begin day until 2 nd period (as a result they teach one period later). Specialty Classes offered at variously scheduled dates and time actual contact class hours aligned to the amount of time required for ¼, ½, or 1 Carnegie unit of instructional credit. After school classes on Monday and Wednesdays equivalent of 2 ½ regular instructional After school classes on Tuesday and Thursdays equivalent of 2 ½ regular instructional Saturday morning classes equivalent of 2 ½ regular instructional Specialty classes as scheduled see article entitled Non-traditional Physical Education Class. Evening classes on Monday and Wednesdays equivalent of 2 ½ regular instructional Evening classes on Tuesday and Thursdays equivalent of 2 ½ regular instructional Saturday morning classes equivalent of 2 ½ regular instructional Summer Classes as scheduled.

4 Academic Coaching - time created with a Flexible Schedule Monday after school Tuesday after school Wednesday after school Thursday after school Friday after school -Language Arts - Business -Science -Vocational Education - Math - Creative and Performing Arts - Social Studies - Foreign languages None on Friday Academic Coaching Flex Time (After school tutoring period) an accumulation of after school time for five days into one day. For participating teachers one day a week becomes a departmental Academic Coaching Time, while on all other days those teachers leave when the students leave at the end of the day. Note: In an effort to make maximum use of instructional time, missed classwork or make-up tests can be scheduled during an after school Academic Coaching period. This practice prevents students from missing any additional classroom instruction when returning from an absence. Note: Students who are ineligible for extra-curricular activities maybe placed in an Academic Coaching program and be permitted to practice or play in accordance with the stipulations of BOE or handbook policy. Extra-curricular activities can be a great motivator for some students and as school personnel we want to take advantage of every avenue of student motivation available to us. Supplemental Contract Option for After School Academic Coaching If a one day a week academic coaching period is not sufficient to meet the needs of students, a second option is the creation of after school academic coaching supplemental contracts for teachers who stay four days a week (M-Th) for an hour each day. Faculty are needed in each of the core content areas as well as a supplemental for a credit recovery advisor who is familiar with the procedures and process for accelerating or advancing credits. There is a cost involved, but it may also be the simplest and most effective approach to meeting needs in education today. Volunteers and Academic Coaching Time Assistance - By the nature of the service academic coaching provides and the after school time in which it is scheduled, it is possible to use community tutoring volunteers as well as student volunteers. National Honor Society members are required to fulfill community service hours and academic coaching is a tailor made opportunity. The use of parent volunteers in a quieter, after school, small group setting is another avenue for assistance. Creating a program between a local college or university awarding independent study credits to college education students for tutoring two days a week after school at the local public school is also an excellent way to create a well staffed academic coaching program for high school students. (See the article entitled Community Volunteers in our Schools ) Support Staff Flex Scheduling In an effort to open the library, computer lab, guidance or administrative offices approximately one period length prior to the start of the school day and also approximately one period length after the end of the school day, a flex schedule can also be incorporated into the schedules of classified staff responsible for the day time coverage and

5 supervision. A flex schedule for school services is also more accessible for parents and guardians of students whose work schedule conflicts with the traditional school schedule. What is important to remember is that the students and parents are the customers of the teachers, the teachers and the members of the Board of Education are the customers of the administrative team, and the community-at-large is the customer of the Board of Education. Each group needs to provide appropriate services for the other to create a well-run district. The world is an ever-changing place and flexible scheduling may very well provide a district with a revised infrastructure plan where everyone benefits. Remember the importance being a TEAM when making change! Change requites a well-developed plan To develop a plan you need a buy-in from the people involved To have buy-in from the people involved requires their input To get their input requires meaningful communication and delegation Developing meaningful communication and delegation requires the promise of acceptance and support To create a climate of acceptance and support requires trust Trust requires an investment of time With an investment of time you become a TEAM When you become a TEAM you can have change!

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7 Glynn County High Schools (Flex Schedule) Regular Bell Schedule Students who have LUNCH I, the school day is as follows: First Period 8:30-9:25 Second Period 9:30-10:35 (Announcements beginning of 2 nd Period) Students who have LUNCH II, the school day is as follows: First Period 8:30-9:25 Second Period 9:30-10:35 (Announcements beginning of 2 nd Period) Students who have LUNCH III, the school day is as follows: First Period 8:30-9:25 Second Period 9:30-10:35 (Announcements beginning of 2 nd Period) LUNCH I 10:40-11:10 (Third Period) Fourth Period 11:15-12:10 Sixth Period 12:15-1:10 Third Period 10:40-11:35 LUNCH II 11:40-12:10 (FRESHMEN ONLY LUNCH) (Fourth Period) Sixth Period 12:15-1:10 Third Period 10:40-11:35 Fifth Period 11:40-12:35 LUNCH III 12:40-1:10 (Sixth Period) Note: Students scheduled for LUNCH I will not have a fifth period. Note: Students scheduled for LUNCH II will not have a fifth period. Note: Students scheduled for LUNCH III will not have a fourth period.

8 Glynn County High Schools (Organizational Homeroom) Scheduled on an AS NEEDED basis Students who have LUNCH I, the school day is as follows: First Period 8:30 9:25 Homeroom 9: 30-9:40 (Announcements during homeroom) Second Period 9:45-10:35 Students who have LUNCH I, the school day is as follows: First Period 8:30 9:25 Homeroom 9: 30-9:40 (Announcements during homeroom) Second Period 9:45-10:35 Students who have LUNCH I, the school day is as follows: First Period 8:30 9:25 Homeroom 9: 30-9:40 (Announcements during homeroom) Second Period 9:45-10:35 LUNCH I 10:40-11:10 (Third Period) Fourth Period 11:15-12:10 Sixth Period 12:15-1:10 Third Period 10:40-11:35 LUNCH II 11:40-12:10 (FRESHMEN ONLY LUNCH) (Fourth Period) Sixth Period 12:15-1:10 Third Period 10:40-11:35 Fifth Period 11:40-12:35 LUNCH III 12:40-1:10 (Sixth Period) Note: Students scheduled for LUNCH I will not have a fifth period. Note: Students scheduled for LUNCH II will not have a fifth period. Note: Students scheduled for LUNCH III will not have a fourth period.