School Change and Block Scheduling
at Fritsche Middle School

(Milwaukee Public Schools)



Editor's Note: The following materials are based on overheads used in presentations by former Fritsche Middle School principal William Andrekopoulos and staff. To find out more about Fritsche's program, contact either by e-mail or call the school at 414-294-1000. The current principal is Robin Kitzrow.

You can also visit the school's website for additional information about blocking. You'll find links on the school's homepage to the latest block information. You can also read about Fritsche's decision to become a charter school and its 6th-7th grade looping program.

Below you will find the school's rationale for adopting a block schedule, the benefits they have realized, some informationa about the process they followed, as well as parent and teacher survey forms and comments from students, teachers, and parents. Lots of stuff -- feel free to print it out.

[To read a recent research article on block scheduling in middle school, visit the Education Policy Analysis Archives, a referred on-line journal. And see other MiddleWeb block resources.]

This material was originally posted at MiddleWeb in 1999.

Vision for Change - Introduction

Block Scheduling - The vehicle for change

Developing the Block Schedule Model

Implementing the Model

VISION FOR CHANGE

Introduction

Fritsche Middle School has been on a complete four-hour block schedule since the 1996-97 school year for all of its classes.

In keeping with our philosophy of continuous improvement for increased student achievement, and after two years of research and piloting, Fritsche implemented block scheduling school-wide in the 1996-97 school year. We are the only Milwaukee Public Schools middle school that has this unique educational delivery system.

Instead of students having eight 48-minute disconnected class periods, students attend four 80-minute blocks. These blocks consist of integrated experiences in reading, English, language arts, mathematics, social studies and science. An additional block includes physical education, computers and combinations of other elective subjects.

We have found these benefits: There are further benefits as a result of our move to a block schedule model:

It has allowed a daily 23-minute sustained silent reading time at the start of the school day for all students and staff. This has created a calm atmosphere each day as well as reinforcing the importance of reading for enjoyment as a lifelong skill. Students, as well as staff, overwhelmingly stated that they felt his was a positive benefit of the move to block scheduling.

Also in line with national research, our data collection efforts revealed that standardized test scores improved, attendance improved, incident referrals decreased and the number of students involved in educational community experiences increased dramatically!

HOW WOULD YOU LIKE:

-- Reduction in Incident Referrals

-- Fewer Suspensions

-- Increase in 4.0 Students

-- Increase Number of Students on the Honor Roll

-- Decrease the Number of Tardies to School


1996-97 Results of Block

-- 15% Reduction in Incident Referrals

-- 28% Fewer Suspensions

-- 50% Fewer Individuals Involved in Fighting

-- 100% Increase in 4.0 Students

-- 15% Increase Number of Students on the Honor Roll

-- Continual Decrease in the Number of Tardies to School


School Profile

Fritsche Middle School Demographics:
-- Attendance area school with math/science/technology emphasis
-- 1015 students from 44 different elementary schools
-- African-American-46%, Hispanic-4%, Asian-3%, Native American-2%, Euro-American-45%
-- Alternative Program- 60 students
-- Principal, 3 AP's, 3 guidance counselors, Learning Coordinator, 65 teaching staff

Comprehensive school with:
-- Site based participatory management
-- Total Quality Management process and approach
-- School to Work with multiple business partnerships
-- Regular education
-- Exeptional education (ED, LD, CD, VH, PH)
-- Inclusion program
-- Student support groups

Instruction:
-- Multidisciplinary teams
-- Specialists in FA/VE (Fine Arts/Vocational Ed.) areas
-- 4 Block Schedule model
-- Child centered
-- Hetrogeneous grouping
-- Cooperative learning
-- Mastery learning
-- Peer learning
-- Hands on, project based learning
-- Internet access
-- CAI compter instruction

Initiatives/Recognition:
-- Presidential Commission Blue Ribbon School - 1992-93, 1994-95.
-- U.S.Department of Education Blue Ribbon School of Excellence 1994-96
-- Nationally recognized School Improvement Plan
-- Nationally recognized peer mediation program
-- PTSA School of the Year 1991-92, 93-94, 94-95
-- YWCA Exemplary Schools Racial Justice Award 1993-94, 1994-95
-- Martin Luther King Jr.Writing Awards 94, 95, 96, 97



Making School Change

An Ancient Chinese Fable

There once was an emperor who offered his condemned captives a choice: They could either be beheaded or walk through a large dark door. As each captive came forward, the captive chose the ax-man and rejected the large dark door. At the end of the day, one of the emperor's servants approached him and asked, "Your magnificence, may I ask? What lies beyond the large dark door?" To which, the emperor replied, "Freedom."

For many of us, change engenders the same feeling as the large dark door -- Fear. If our schools are going to change, teachers, administrators, and policymakers must be willing to overcome the fear of change by developing an understanding of what change entails.

Key Understandings

-- Change is a process, not an event.

-- People will change when they see a need to change and if they know how to change.

-- Change always entails debate and dispute.

-- People will change if they are actively involved in making change and feel secure.

Change is a Process: Key Deming Concepts

I. Develop a Vision

II. Empower all Stakeholders

III. Continuous Improvement

IV. Data Based Decisions

V. Survey the Clients

VI. Implementation

-- Focus on the Customer

-- Who is the Customer?

-- Continually Improving the Quality of Learning for all the Stakeholders.

Teachers: 21st Century Roles and Skills

-- Design opportunities for group interaction.

-- Design debriefing activities to assess process.

-- Center learning around students' interests and learning styles.

-- Models a variety of information management strategies (plan, gather, organize, test, question).

-- Decentralizes responsibilities for learning to students.

-- Acts more like "coach", an idea planter and obstacle remover.

-- Intervenes in students' learning process with questions & cues.

Learners: 21st Century Roles and Skills

-- Is aware of process for learning, a critical thinker.

-- Can manage information and apply it to appropriate situations.

-- Assumes increased responsibility for learning.

-- Is self-directed for life (6-10 career changes).

-- Cooperates in group projects and collaborates in problem solving situations.

-- Empowered planner with a rationale for organizing.

The Changing Face of the Classroom

The Traditional Classroom

Teacher provides information.

Students store and retrieve
information on demand.

Teacher, text and local resources
are available to students.

Students are expected to master the
information as given.

Students solve assigned problems
designed to illustrate basic content
concepts.

Curriculum is shaped by logical
progression through discrete content
area materials.

Assessment is based on teacher-
constructed tests, teacher judgement,
standardized tests.

Teacher is authority: the source of
knowledge, tasks and correct
answers.

The Transformed Classroom

Information comes from a variety of
sources in response to problem situations.

Students create, manipulate, and use
information to solve real-life problems.

Students have access to global
resources through on-line services
and CD-ROM technology.

Students are expected to use
information to solve novel problems
or complete authentic work tasks.

Students solve problems that come
from real situations.

The curriculum is shaped by the
knowledge needed to solve real-life
problems or complete real learning
or work tasks.

Evaluation is based on quality of
solutions, portfolios documenting
student performance, self and
teacher assessment, and standardized
measures.

The teacher is mentor and guide, often
learning material along with the students.

THE BLOCK - A VEHICLE FOR CHANGE
How would you like . . .

-- More Time to Teach?

-- Smaller Classes?

-- Less Daily Paperwork and Grading?

-- Fewer Students on a Daily Basis?

Why Focus on Schedules?

-- A schedule is an important resource - permitting the effective utilization of people, space, time and resources in the school.

-- A schedule can either help solve problems related to delivery of instruction; or can be a major source of problems.

-- A schedule can facilitate the institutionalization of desired programs and instructional practices.

(Canady and Rettig, 1995)


45 vs 90 Minutes

-- More uninterrupted time on task

-- Old methods work better

-- More efficient

-- Less wasted time

-- Instructional capacity

-- Less stress

-- Better relationships

-- Active participation

Traditional Vs. Block Scheduling

PHYSICAL EDUCATION
Traditional
90 days x 48 min. per day = 4320
-15 minutes set up per day (-1350)

Total instructional min. =2970
Block
45 days x 84 min. per day = 3780
-15 min. set up per day (-675)

Total instructional min. =3105
MUSIC EDUCATION
Traditional
90 days x 48 min. per day =4320
-10 minutes set up per day (-900)

Total instructional min. =3420
Block
67.5 days x 84 min. per day =5640
-10 min. set up per day (-675)

Total instructional min. =4995

Reasons why we would want to move to block scheduling

(Teacher and student benefits)


School Climate

-- Not maintaining the status quo - Benefits both

-- More positive school climate - Benefits both

-- Less stress - Benefits both

-- Improved attendance - Benefits both

-- Smaller number of students to deal with - Benefits both

-- More time to establish bonding or rapport with students - Benefits both

-- Decrease hallway traffic - fewer passing times - Benefits both

-- Fewer interruptions - more flowing day - Benefits both


Classroom Issues

-- Better utilization of staff - Benefits both

-- Early identification of failing students - Benefits both

-- Process oriented teaching rather than just presenting facts - Benefits both

-- More time to expand the classroom beyond the four walls - Benefits both

-- Increased opportunity/time for lesson effectiveness - Benefits both

-- Allows for hands-on class activities - Benefits both

-- Cooperative learning - Benefits both

-- Paideia Seminar Teaching - Benefits both

-- Less discipline problems - Benefits both

-- Allows for alternative methods of evaluation - Benefits both

-- Less students to evaluate at one time (report cards) - Benefits teacher

-- Additional time to start homework and time for student questions -Benefits both

-- Less start-up and shutdown - Benefits both

-- Bigger block of time to have interaction with parents during the school day - Benefits both

-- If students leave for lessons, etc., will still have partial lesson when returning to block - Benefits both


Curriculum

-- Moves school off of industrial model - Benefits both students and teachers

-- Teaching for tomorrow

-- Teaching with MPS goals in mind - Benefits both

-- Child-centered instruction - Benefits both

-- Improved academic achievement - Benefits student

-- More time for teacher creativity - Benefits both

-- Better networking opportunities between teachers - Benefits both

-- More time to integrate curriculum - Benefits both

-- Allows for flexibility in curriculum - Benefits both

-- Allows for professional growth - Benefits both

DEVELOPING THE BLOCK SCHEDULE MODEL

G. A. Fritsche Middle School
Block Scheduling Timeline


Oct, 1994 -- Staff read the book, The Copernican Plan Evaluated - The Evolution of the Revolution.

Nov, 1994 -- Three staff members began to pilot a block schedule design within their unit.

Jan, 1995 -- Began to collect data on the pilot block scheduling design.

Mar, 1995 -- Made national connections with Dr. Joseph Carroll, author of the Copernican Plan. Also made connection with a middle school in New Jersey that was successfully implementing block scheduling.

May, 1995 --19 staff members requested to have block scheduling part of their design for school year, 1995.

Aug, 1995 -- One week workshop on block scheduling, thematic units and integrated curriculum.

Sept, 1995 -- 19 team teachers implemented block scheduling.

Oct, 1995 -- Began to review literature and research around block scheduling. 19 block teachers provided feedback to the entire staff on their experiences.

Nov, 1995 -- Four hour Saturday inservices for block scheduling - staff discussing their experience. Made national connections with Houston, Texas, Dayton, Ohio and Columbia, South Carolina. Began dialoging with them on their experiences in middle school block scheduling.

Jan, 1996 -- Three site visits by 25 staff members to Houston, Dayton, Columbia.

Feb, 1996 -- Four hour staff inservice on block scheduling and feedback on site visits. Attended national workshop on block scheduling. Attended national conference and went to sessions on block scheduling. Collected and reported data on 19 block classes. 1/2 hour session with staff to identify concerns on block scheduling. Feedback to staff and questions answered (52 questions in all were answered). BR's conducted vote of teaching staff. Staff approved the implementation of block scheduling for the 1996-97 school year.

Mar, 1996 -- Surveyed staff, collected data and feedback from staff on schedule design.
Met with MTEA (teacher's union) to discuss Memorandum of Understanding on block scheduling.

Apr. 1996 -- Memorandum of Understanding drafted with union.
School board approves innovative school proposal.

May, 1996 -- Send team to Chicago to view Paideia seminar school. Plan summer inservices.

June-Aug. 1996 -- Inservice team, non-team, and ex. ed. teachers in active learning strategies, cooperative learning, thematic units, integrated instruction, Paideia seminar teaching, and reading in the content areas. Networking between teams, departments and grade levels.

Aug, 1996 -- Inform parents of the change in delivery of instructon.

Sept, 1996 -- Implemented block scheduling school wide.

Oct, 1996 -- Continue inservicing based on needs of staff.

Nov, 1996 -- Survey parents, students and staff on block.

Dec, 1996 -- Focus meetings with team, ex. ed. and FA/VE teachers to assess progress and concerns.

Jan, 1997 -- Resurvey the staff for reactions after a semester of implementation.

Mar, 1997 -- Presented on block and attended breakouts on the topic at NASSP conference. Four-hour workshop with executive education staff on teaching in and refining the block to meet their needs.

Apr. 1997 -- Sent 8 teachers to seminars on teaching strategies for the block in Minneapolis and Chicago.

May, 1997 -- Voted with a 90% approval rate to continue block scheduling

Aug. 1997 -- Inservice new staff on teaching strategies; provide time for additional curriculum building

Sept. 1997 -- Retool schedule based on last year's experience. Ongoing -- Continue to inservice on teaching strategies, Start to align strategies to Middle School proficiencies. Redesign of classroom environment to tables. Investigate looping (students stay with teacher for two years) Contact school in Florida. Visitations byteams of teachers from Nebraska, Minnesota, Iowa, Illinois and Wisconsin.

Feb. 1998 -- Present at National Middle School Association in Anaheim, CA on block

Mar. 1998 -- Present to Steuben, MEC, Milw. School of languages. Middle Schools Visits from Edison MS educators.

May 1998 -- Vote reveals 96% of staff in favor of block scheduling. Two of four teams at grade 6 and 7 to loop next fall

Aug. 1998 -- Inservice and share curriculum materials for looping teachers. Revisit cooperative learning strategies, internet as a resource, Socratic seminar review

Oct. 1998 -- Present to Milw. School of Languages-update

Jan. 1998 -- Present on block at breakout at National School Conference Institute in Phoenix AZ


ANALYSIS OF DATA FOR THIRD MARK PERIOD

Failure Rate
Block Schedule
Number of Participants 512
Number of Failures 39
Rate of Failure 7 percent
Non-Block Schedule
Number of Participants 449
Number of Failures 55
Rate of Failure 12 percent

Reasons why we would want to move to block scheduling

Issues to Resolve

-- Earlier identification of child failing - Interventions

-- Tardiness issue - How do we manage tardies in the block?

-- ExEd students/resource services available for mild students

-- Everyone is not on board yet

-- Staff training / Time for training / Funding for training

-- Students entering school after the beginning of the year

-- Absenteeism for both staff and students

-- Funding for extra resources

-- Release time activities within the school day

Implementing the Block Scheduling Model


Six Part Block Lesson

HOMEWORK REVIEW 10-15 Minutes

Pairs Check,
Interview,
Graffitti,
Think,
Pair-Share,
Mix-Freeze-Group,
Roundtable

PRESENTATION 20-25 Minutes

Socratic seminars,
Videotapes,
CD Roms,
Direct Instruction,
Inquiry,
Directed Reading

ACTIVITY 30-35 Minutes

Role Play,
Simulations,
Computer
Reinforcement,
Laboratory Work,
Writing Lab,
Team Tournaments or Review,
Learning Centers, Synetics

GUIDED PRACTICE 10-15 Minutes

RETEACH 10-15 Minutes

CLOSURE 5-10 Minutes

Three Part Block Lesson

EXPLANATION 15-25 Minutes

Mini Lecture,
Review,
Question and Answer,
Demonstration,
Reading Selection,
The Teacher focuses on what is to be learned.

APPLICATION 30-45 Minutes

Socratic seminars,
activity based learning,
simulations,
role playing,
group work,
cooperative or paired learning activities,
technology investigations,
hands-on learning,
charting,
graphing, etc.

SYNTHESIS 15-30 Minutes

Connecting the explanation with the application.
Reflection and review,
assessing learning through questions,
observation,
paper and pencil activities,
reteaching,
closure.

Staff Reactions to Block After Two Weeks of Implementation


-- Starting out with SEAR has a calming effect and sets the tone for the first block

-- Saw students actually reading after school on the front steps

-- Less teacher stress at the start of the day

-- Able to do science lab activities from start to finish

-- Teachers appear more relaxed, even at the end of the day

-- Feel that staff has gotten to know students better in the first two weeks

-- Block is GREAT for fine arts and vocational education classes

Staff Reactions to Block at the End of the Year

(Team Comments June 97)

-- More time, more relaxed atmosphere

-- The calming effect on behavior and the increased time for academics

-- More time to complete labs, projects, assignments

-- Get to know students well

-- The ability to do hands-on projects without much concern about time

-- Less passing time

Parent Survey Questions

Dear Parent:

Your child has been in our new block schedule model for almost 9 weeks. Now it's time to evaluate this model. With this survey, we are requesting feedback on a number of issues relating to block scheduling.

Thank you for your open and honest opinions. The results of the survey will be made available to you, and, whenever possible, positive changes will be made to meet our goal of increased student achievement.

MY CHILD WAS A FRITSCHE STUDENT LAST YEAR YES NO (CIRCLE ONE)

CURENT GRADE __________

In rating the questions, please use the following scale:

5. Strongly agree
4. Agree
3. Disagree
2. Strongly disagree
1. Don't Know/Not Sure

THIS YEAR IN THE BLOCK MODEL

1. My child has a positive attitude about her/his classes.

2. My child is proud of the work she/he is producing.

3. My child has adapted well to the longer length of classes.

4. My child is able to handle the homework load for her/his classes.

5. My child understands the importance of being here on a daily basis.

6. My child is able to make up work after an absence.

7. We have silent reading every day this year. Have you noticed your child reading more at home?

8. I am in favor of continuing block scheduling.

9. I aid my child with homework.

10. I am aware of the Learning Line anduse it to find out about homework and news.

Now, please give us your opinion about block scheduling

What do you like best about the block schedule?

What concerns do you have about block schedule?

Is there anything else you want us to know about block scheduling?

Parent Comments

Parents: What do you like best about the block schedule?

-- My child says the day seems to go so much faster with only 4 classes. She enjoys most classes, so this is good.
-- More time to devote to the subjects each day. (Mentioned often)
-- I like the idea of less subjects so my child can concentrate more on the four classes she attends.
-- It seems to allow more time for intensive work. (Mentioned often)
-- That the students stay in classes longer and get to learn more.
-- Seems to understand the subject better.
-- More time to ask questions.
-- The concentrated studies the students receive, less classes means more effort directed to each subject. (Mentioned often)
-- More thorough coverage of content. (Mentioned often)
-- Ability to do complex projects.
-- More productive time with students.
-- In depth coverage of subject matter. (Mentioned often)
-- It provides a better learning experience.
-- More quality time per subject.
-- More time for science, math, experiments and projects.
-- I feel block scheduling has helped my daughter adjust to middle school. I feel it has helped improve her study habits.
-- I like how everything is integrated together.
-- Kids don't have to waste time changing classes so often.
-- More time for the teachers to get to know the kids and vice versa.
-- Everything!
-- Very pleased with the program. My son really likes it.
-- Longer classes provide time for classes that are necessary for my child's success.
-- Provides an opportunity for students to have a changing learning environment. ( in each class)
-- Provides a better opportunity for students to bond with their teachers.
-- Interest span is developing regarding favorite subjects.
-- It allows expanded lessons with more opportunity to complete lessons started.
-- Gives teacher time to create more challenging lessons.
-- Great hands on experience.
-- My daughter seems to retain more learning.
-- Better comprehension.
-- Students become more involved in the learning process.
-- It's afresh new system that keeps the kids interested and motivated.

Student Comments

What do you like best about the block schedule?

-- I like what we do and what we learn.
-- More time to do homework and worksheet.
-- We get free time.
-- It's really about the same amount of time but it seems shorter.
-- More time to do more work.
-- It makes the day seem shorter. (Mentioned many times)
-- You can do projects.
-- The FAVE classes.
-- More time in FAVE.
-- We have a lot of fun in class.
-- I like that we only have four classes.
-- More time in class to do your work.
-- Nothing.
-- Gym is a lot longer.
-- Longer class time, more projects and activities, less classes to worry about, like homework, books, notebooks.
-- It makes some of my favorite classes longer.
-- We get more time to go to the library and do research.
-- We get less homework with only four classes.
-- It gives us more time in class to finish what we started.
-- You don't have to keep switching classes.
-- It's better than going to 8 classes a day.
-- We don't have to carry as many books.
-- There's a longer time for science and language arts.

Teacher Survey Questions

Dear Teachers:

You have been teaching in the block schedule for one semester. We continue to evaluate this model. With this survey, we are again requesting feedback on a number of issues relating to block scheduling. DO NOT PUT YOUR NAME ON THE SURVEY, but do answer the questions carefully.

Thank you for your open and honest opinions. The results of the survey will be made available to you, and,whenever possible, positive changes will be made to meet our goal of increased student achievement.

I am a TEAM teacher. (Includes ILC, In-House)

I am a FAVE teacher. (Includes library, ex. ed., foreign language, computers, counselors)

In rating the questions, please use the following scale:

4. Strongly agree
3. Agree
2. Disagree
1. Strongly disagree

IF A QUESTION DOES NOT APPLY TO YOU, LEAVE IT BLANK

In answering all questions, you should precede each question with

THIS YEAR IN THE BLOCK MODEL

1. I feel I use the library media center more often.

2. I feel there is an increased positive student-teacher relationship.

3. I feel SEAR has established a calm start to the school day

4. I feel students understand the importance of being here on a daily basis.

5. I feel I employ project based learning.

6. I feel I know the students better at this time of the year

7. I feel reduced passing times has contributed to a more positive school climate.

8. I feel it is easier to set up and go on field trips.

9. I feel students are returned to class in a timely fashion after receiving an IRF.

10. I feel fewer bells has improved the class environment.

11. I feel students have more opportunity to enhance their interpersonal skills.

12. I feel that I have fewer student classroom disruptions.

13. I feel there is more time for hands on activities, allowing for completion and follow through.

14. I feel it is effective to hold tardy students until the end of SEAR

15. I feel I have the time to introduce and thoroughly develop a concept.

16. I feel students, upon returning from an absence, are able to complete missed assignments.

17. In my subject area, I feel a need to network with teachers from other grade levels.

18. I feel there is an increased positive student-student relationship.

19. I feel less inclined to send a student out of class for disruption because of the amount of work he/she would miss.

20. I feel I can provide more individual help.

21. I feel that my failure rate has decreased.

22. I feel students understand the material better because of the increased time.

23. I feel students, upon returning from an absence, are able to complete missed activities.

24. I feel there is more time to answer individual questions.

25. I feel that mainstreamed ex ed students are finding success.

26. I feel the block has contributed to student-to-teacher personality conflicts.

27. I feel there is more integration of subject matter.

28. I feel students are exposed to more school to work activities.

29. I feel less stress throughout the day.

30. I feel the block has contributed to student-to-student personality conflicts.

31. I feel I do more hands-on, group based activities.

32. I feel the back to back prep/lunch is better than the old model.

33. I feel I use a variety of classroom seating arrangements.

34. I feel students are turning in more homework.

35. I feel it is easier to prepare for three blocks rather than five classes.

36. I feel I'm able to increase student comprehension by using a variety of teaching methods.

37. I feel fewer students creates a less stressful day.

38. I feel more willing to accept minor classroom disruptions so that students will not miss block time.

39. I feel there are fewer PA interruptions than last year.

40. I feel I am able to network with other teachers at the same grade level during prep/lunch or, if a FAVE teacher, other FAVE's during prep/lunch.

41. I feel I use a variety of classroom teaching methods.

42. I feel absence will impact failure rate.

43. I feel block scheduling will improve student achievement.

44. I feel block schedule is the best model to improve school climate.

45. If I had to vote today, I would be in favor of continuing block scheduling.

Open ended opinion questions

The thing I like best about the block schedule is:

The concern I have about block schedule is:

In order to improve the block, I suggest:

In order to be more successful in the block, I need:


TEACHER SURVEY RESULTS

SA = Strongly Agree
A = Agree
D = Disagree
SD = Strongly Disagree

I feel there is an increased positive student-teacher relationship.
SA A D SD
9 Weeks 13 20 10 2
18 Weeks 11 37 14 1

I feel reduced passing times has contributed to a more positive school climate.
SA A D SD
9 Weeks 23 17 3 0
18 Weeks 24 28 8 2

I feel there is more time for hands on activities, allowing for completion and follow through.
SA A D SD
9 Weeks 28 12 1 1
18 Weeks 33 21 1 4

I feel students understand the material better because of the increased time.
SA A D SD
9 Weeks 8 24 5 2
18 Weeks 21 29 10 0

I feel I'm able to increase student comprehension by using a variety of teaching methods.
SA A D SD
9 Weeks 12 20 1 4
18 Weeks 13 30 7 2

I feel fewer students creates a less stressful day.
SA A D SD
9 Weeks 11 14 7 5
18 Weeks 23 19 12 7

If I had to vote today, I would be in favor of continuing block scheduling.
SA A D SD
9 Weeks 20 14 3 4
18 Weeks 24 24 10 3

Selected Resources


The Copernican Plan: Restructuring the American High School
Joseph M. Carroll (see this article)
Copernican Associates,Ltd. 1989

The Copernican Plan Evaluated: The Evolution of a Revolution
Joseph M. Carroll
Copernican Associates,Ltd. 1994

Block Scheduling: A Catalyst for Change in High Schools
Robert Lynn Canady and Michael D. Rettig (see this article)
Eye on Education, Inc. 1995

Teaching in the Block: Strategies for Engaging Active Learners
Robert Lynn Canady and Michael D. Rettig (see this article)
Eye on Education, Inc. 1996

Inspiring Active Learning: A Handbook for Teachers
Merrill Harmin
ASCD 1994

For copies of visuals or further information, contact

Mr. William Andrekopoulos
Principal
Fritsche Middle School
2969 S. Howell Ave.
Milwaukee, WI 53207

Phone: 414-481-6720
Fax: 414-486-2666