The Schreiber Schedle Port Washington UFSD Port 施雷伯计划华盛顿港UFSD端口.pptVIP

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The Schreiber Schedle Port Washington UFSD Port 施雷伯计划华盛顿港UFSD端口.ppt

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The Schreiber Schedle Port Washington UFSD Port 施雷伯计划华盛顿港UFSD端口

Port Washington Union Free School DistrictPaul D. Schreiber High School The Modified Block Schedule An Informational Presentation Scheduling Task Force Administrators Jay Lewis Carmine Matina David Miller Craig Weiss Brad Fitzgerald Reasons for the Modified Block Schedule(c 1997) Reduction of conflicts to enable students to take more classes Reduction of unscheduled time for students Increase student-teacher contact time Increase student-counselor contact time without conflicting with class time Prevent the further erosion of the elective course program Reasons for the Modified Block Schedule(c 1997) Reduce room utilization conflicts Balance class size in multiple section courses Ensure that all students have a 30 minute lunch Provide a scheduling framework for students to use school facilities and resources (e.g., library, computer labs) How It Works By using a rotating pattern, three courses can be placed in only two periods Thus, nine courses will fit into a six period day Basic Example Build On It Lunch for All Passing Time: Traditional 9 Period Day Passing Time Reduced:Schreiber Schedule Passing Time Gains Summary Startup Wrap-up Time:More time gained each week ASSUMPTION: 5 minutes start-up time and 3 minutes wrap-up time per class, per day With 180 traditional (40 min.) periods per year, this equals 24 hours of start end tasks With Schreiber’s schedule, the class meets 120 (longer) periods, so only 16 hours of start end tasks are used RESULT: eight hours of instruction gained for all full year courses More time for curriculum enrichment and end-of-year review Total Instructional Time Comparison Traditional Schedule of 5x per week, 40 minutes: 180 days x 40 min. = 7,200 min. = 120 hours Our schedule of 4 out of 6 days, 60 minutes: 120 days x 60 min. = 7,200 min. =120 hours RESULT: same number of minutes, but more flexible use of that time for presentation of curricular material Actual comparison of minutes teaching per day(Schreiber vs. Stand