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Past conflicts - VE and Band
VE - traditionally 5th bell every day
Band can't adjust
One option = all performing arts could be year long (2 blocks)

What would this look like for art classes?
-Not good for retaining students.
-Lose momentum.
-top ensembles will not do well

ARt - what happens to scholastic contests?  If the kids are gone, they cant enter the contests.

Continuity from end of "course A" to start of "course B" may be a full year later.  Really hard to RETAIN students from part A to part B of  continuing course.  (choir to ensemble for example)

will admin agree to shorten the 90 minute blocks to maybe 70 min blocks.  Then, add a 5th shorter block?  Thereby opening up 10 classes vs 8 per year.

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Of the options presented, I like the idea of 4x4 block scheduling the most. The only experience I've had with any type of non-traditional scheduling would be with AB scheduling during my first quarter of student teaching.

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(From one teacher) = Really long blocks are hard for band
-chops get busted, can't play for 2 hours
(From rest of teachers....) = We like it.  We finally have time to get stuff done.
---90 minutes seems to be agreeable

Choir likes it - based on past experience (Beth).  Allows for more music theory time
-Get into the real swing of things right around the 50 minute mark.
-Fibonacci theory of 90 minute blocks? (look it up... )

MS schedule - would 7th graders be able to handle 90 min?
(divided opinions between music teachers... some say it's do-able)

PE - block is good - but heavily depends on the number of students
-CANNOT have 70 kids in one bell for 90 minutes
-majorly weather dependent

What about plan bells?  If A days are bells 1,3,5,7 and a teacher has bell 2 plan and bell 4 lunch... what happens???

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Scheduling nightmare....
Way too many people/classes/clubs competing for the "flex" time in schedule

Certain teachers will take up the flex time because they are teaching and other classes will not see kids.

Kids will choose "fun" options over "work" options.

Kids will wander around and skip.
Finding kids will be a nightmare:
-Tutor pull outs
-Early dismissals
"Where is this kid??"

What if they're color blind?

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Planning could be an issue in block sked. It was before

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When researching the different formats of block for implementation previously, each area of the curriculum has a different issue with the formats of the block. I did not mind the AB in social studies. Foreign language, math and the arts had serious concerns over continuity of content

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My Experience:
Normal Schedule M, R, F; Block T W
- Allowed more time for labs and collaboration but kept the pace so you could continue to build connections and not "forget" or miss the daily practices because you don't think about the class daily and have to shift your mindset every other day - Lunch bell was 5th out of 7th bell broken down with 4 lunches within it - 1 study hall, 1 lunch, 2 class sections

Mod flex seems to be the most productive to still include planning time and semester classes?

More detail needed to give more valuable feedback.

Semester Classes within a 4x4 would not have nearly as much time to build relationships with students

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Any block sked would need flexibility so the mods might work, but it might become even more complicated scheduling-wise

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Random Thoughts Regarding ALL Scheduling Options:

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Random Thoughts Regarding ALL Scheduling Options:

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Shared schedules w MS:
The schedules must be the same - but what works for the HS may not work for MS learners!

HOLD OFF THIS YEAR!!:
Scheduling pods, areas, labs, all of the chaos that is already going to be an issue in the new building - PLUS a new schedule on top of it?  CRAZY.
Do not change ANY schedules for 2020-2021.  THey have had enough change for a lifetime this year!!!
Hold off until beginning of 2021-22 school year.

Looking at examples from other "successful" school plans:
What are their demographics?
Will our kids have the same level of self-discipline and drive to maintain

WE APPRECIATE ADMIN ASKING OUR OPINION!!!!!
seriously, there are a lot of moving parts and we appreciate being considered - especially since our department will cause so many of the conflicts.

Sharing what we have heard from MS teachers that they don't like the longer bells... but is it really that they just don't like CHANGE?

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This is just my opinion:
An advantage of traditional scheduling is that teachers see each student everyday which helps students retain and review information better. The daily student communication keeps minds energized and more focused on the classroom activities.

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I wonder what the 4x4 schedule would look like for double bells.

I like the idea of the AB scheduling and it will help students to prepare if they are college bound. I wonder how much time and supports teachers would receive to prepare for this.

I believe the traditional bell schedule could be modified to include less Google Meet time. I wonder if we would receive a uniform policy for all teacher's surrounding this.

I am unsure how I feel about the Flex-Mod Schedule and I do not really understand it.

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I like the idea of an AB block schedule.

Yes, I have taught using the AB block schedule. WWHS used to have this type of schedule. I liked it pretty well.

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I have done AB scheduling before and really liked it. I think it gave the students a time to digest information or complete assignments before they are in class again.

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I would prefer the AB Block Scheduling compared to the 4x4 block. I'm wary about classes finishing in a semester and how that would impact students' ACT scores. For example, if a student completed Math in fall semester and then took the June ACT, I wonder how much content they would remember. I think the AB block scheduling would be better for our students compared to the traditional bell schedule we currently have simply because we would have more time with students per day -- 45ish minutes flies by!

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I would lean more towards either the traditional or AB model. While the 4x4 technically has the same amount of time, it means trying to get the kids to cram more of a single subject in their heads with less time to background process. I feel like the flex-Mod sched would be very confusing for some of our students.

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What would semester classes, like health, look like in 4x4 sched?
What would 4x4 look like for block classes? As it is, 100 minutes in one class is already a long time for students.
Flex-mod seems interesting, but I think many staff members need more info on the pros and cons.
It seems very flexible, but I wonder if we are ready to be able to convey changes in schedule to all of our population effectively.
Traditional Bell Scheduling has the advantage of seeing every kid every day and establishing rapport, and revisiting content every day as part of a routine and a definitive structure.

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Tentatively the AB Block schedule but would need more info and clarification. I don't have experience with any of these.

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I am worried that the 4x4 approach would reduce opportunities for electives, as those are 1 semester only classes and this approach would mean less opportunity for shorter classes. Both that and the AB schedule work from an engineering standpoint, but I am worried about how they would work from an human standpoint.

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Current schedule may not be able to fit with new building.

Current opinions include: concept of a mod schedule works well with our learners especially with our tech focus. New building with new layout need to be flexible as educators. Concerns about this schedule type is confusion if not standardized with our students and staff. Could be too "loose" at times.
Used to do block scheduling at the school, so it could work potentially. But may need more educators in order to have this format work well. Regardless we want things to be better to help students adjust to the building and improve their academic performance as well as their academic agency at the same time.
Proposed scheduling that we discussed like the mod scheduling idea and the flexibility that it could offer. Conditioning our students to the new schedule in general will be difficult.

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Although I have only ever taught at Winton Woods... I am interested in block scheduling. I like the idea of seeing my 7th and 8th bell kids earlier in the day so that they are not so drained. Additionally, it would be nice to spend the first part of the bell on workshops and skill practice and the second part of the bell on project work time and applications.

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Pro: This schedule allows more time for true PBL, because discussions do not have to be cut short during entry events and presentation times. Also in situations when set up is needed it is difficult for a teacher to transition when the next class coming in is a different prep.

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My son is at Milford high school last year he ahad a traditional schedule and this year they went to Red/White days alternating and having 3 or 4 classes a day for 90 minutes. They do 1,3,5,7 one day and 2,4,6, advisory study hall the other. (Advisory are grade level by alpha) He likes this way better as it gives him time at school to work on assignments they also can meet with teachers during that time as they have office hours while students are working. (Using zoom they come and ask questions) so with in the study hall students are working on their own, teachers are working with students in the zoom or planning. Downfall talking to a teacher is planning only happens every other day for them but it is 90 minutes. With our block classes they would meet every day as one of the classes.

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Pros: this allows for more time to dive deeper into the content with less time restrictions, students have fewer classes a day (which I think would increase concentration in those classes), there would be less transition/"settling in" time per day, it would prepare students who choose to go to college for a college-type schedule, more time to process content (sometimes 45 minutes feels like they don't have enough time to process)

Cons: students may get burnt out since class times would be longer, it may be too long for double bells (not sure how this would work? maybe they attend the double bell each day?), sometimes it seems like my students don't remember what we do the day before and I would worry a little bit about the two-day break in instruction

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I think this is advantages over the others because it doesn't require classes to come in huge chunks everytime you have them. Going to a 2hr math class can be daunting for students who don't like math.

A con is the inconsistency of it. I feel it might be stressful as a teacher to have to plan for various lengths of classes each day and keep track of what classes you have what amount of time with.

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If a student is scheduled to take the ACT in Nov, but will not have ACT prep class until 2nd semester it seems like a "waste" of time. If there would have been an A/B schedule situation the student would have at least been able to be exposed to some of the content for 3 months prior.

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Classes like FL and ELL classes are best when students meet daily, because constant (daily) exposure helps students retain new languages.
4x4 or A/B Block schedules can hurt students with poor attendance and students with ADD or ADHD.
The Flex-mod has potential for us, but is probably one of the most confusing for students.

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If students are missing a day, that would count for double time...

Transient students would be put in a difficult situations whether they leave the district or coming into the district.

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I prefer the traditional bell, but the A/B could work for my Newcomers if they had 1 block on A and another Block on B. I'm worried how overwhelmed my ELL's could get without daily support. On many days I am not doing content as much as scaffolding/support.
Also am extremely concerned how equitable this would be in a hybrid/blended situation. With classes condensed on the amount of days they will meet, any missing days will be much more magnified for my students. For ELL's a miss day is huge to begin with, my concern with the Block schedule is that it can be overwhelming for them to feel able to catch up.

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I cannot imagine implementing a traditional block schedule (longer class times) in this virtual setting. Students are already struggling with 45 minute chunks of time.

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I 100% agree with Joshua's comment. The A/B schedule may not be effective especially for frequent absentee students. It may have the tendency to create a huge learning gap, since they may never catch up.

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If teachers do not know how to provide multiple activities during a 90 block that include students getting up and moving around this will lead to discipline issues because students can not focus for that amount of time.

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With an AB Block students struggle to retain and remember what they have learned previously. This is especially true when you have class on Thursday and your next class on Monday. Additionally, if the class only meets Tues/Thurs that week if a student is absent once or what if twice they have missed an entire week of instruction.

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If students take Spanish I Fall Semester, but do not take Spanish II until Spring semester of the next year, there is no way they will remember what they learned in Spanish I.

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Students can only learn so many new words a day. While the amount of the time may be the same between the block and traditional, they can only learn/memorize so many new words at a time. The block schedule creates a situation where students will not learn as many new words in the target language than if they were in a class everyday.

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I believe the best situations for students is a traditional schedule and seeing students everyday. The A/B schedule allows for a better teacher to student ratio which is valuable but students who have attendance issues and problems learning at home are at an overall disadvantage.

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To learn a different language, it is imperative that they have the maximum amount of exposure to the language as possible.  Our classes would have to be every day.  The length of time isn't as important as how many days they are immersed/exposed to the language. We aren't able to dive deeper into the language (especially in levels 1-3) because we are literally still learning the language.  Students aren't able to understand symbolism or imagery of a story until they understand what the actual words mean and what tense they're in.