In response
to the 4/16/2013 post, “Master Schedule Options,” one of my former high school
coaches and current sitting superintendent, Hal Roberts, writes:
SC,
I was just reading your post on schedules. Things that E. Don Brown did not mention…
It is more expensive than traditional schedule.
Coaches only teach three classes, then have one
conference period and one athletic period.
I would not like this schedule for testing
purposes. Consider students in algebra (unless tripled blocked) if by chance
they did not have algebra in their schedule the 3rd trimester…or any EOC
course for that matter. I would hate to see their results, unless they are very
smart.
SC Response
Coach, while I do some extra conditioning work,
E. Don is going to tackle the issues that you highlighted.
EDB Response
I think your last sentence answered the whole question. Most people who
attempt the trimester simply change the time they ring the bell and the time
grades are given AND THAT IS THEIR CONCEPT OF THE TRIMESTER. Few
campuses/districts are willing to initiate the leadership staff workload changes
that are necessary to make the schedule "student centric" and
not "adult centric."
Those that have, have experienced dramatic student performance success.
A. The comment about the coaches’ schedule is true on the surface.
However when you assign coaches different schedules each trimester (coach
during their season, teach outside of it) instead of giving them the same
schedule each of the three trimesters you would find very little to no
difference to the seven period day.
B. Your comment about testing is also true on the surface. However when
you use a concept we call WRAP for fragile students you would find incredible
test results and those students completing their four core math and science
requirements in the junior year. No test for fragile seniors!
C. When you mention an increase expense our budget constraints in Texas
schools today, prevent that from happening. However when you reduce student
load by 29% and teacher load by 33% you would be amazed at how many
students learn and retain more, pass tests at a higher rate, and do
not have to repeat courses. Now we
aren’t expending precious student and teacher time remediating, or
even worse, double or triple blocking students in a course. It turns
out that these load reductions not only change the culture of the school, the
improved student learning and thus reduced repetition and remediation
quickly creates a reduction and/or leveling of staffing needs.
The bottom line is you must be smarter and not just change the time you
ring the bell. I will leave you
with this final thought. Trinity
and Bell High Schools run the trimester better than anyone. Here is what they do...
A. Win state championships.
B. Produce more IB Diplomas than any other schools in Texas.
C. Increase overall state test passing rates while their overall SES
status is decreasing each year.
Think. Work. Achieve.
Your turn...
- Call Jo at (832)
477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies
available on Amazon.com! http://tinyurl.com/Fundamental5
- Call Jo at (832)
477-LEAD to order your campus set of “Look at Me: A Cautionary School
Leadership Tale” Individual copies available on
Amazon.com! http://tinyurl.com/lookatmebook
- Now
at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite
(Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool)
- Upcoming Presentations: Texas Association of Secondary School Principals Conference
(Multiple Presentations)
- Follow
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