SAHS Academics > Block Scheduling > Block Scheduling Since September 2002

At its September 27th, 2002 meeting, the Board of School Directors of the Souderton Area School District voted to implement a hybrid block scheduling model beginning with the 2002-2003 school year. With this model, students take four 85-minute classes each day for one semester and four different classes per day during the other semester. Courses that involve yearlong activities are scheduled every other day for the full year. Students have two ten-minute passing periods during the day, and a 20-minute advisory period at the end of every day.

A committee representing students, parents, teachers, school board members, and administrators met from January through May last year to study the issue of time utilization and its impact on all aspects of school life. They also discussed the new demands that are being made on teachers and students as we implement a standards-based curriculum. The committee set twelve goals they hoped to achieve, and they investigated how well various scheduling models could help the school community meet those goals.

The goals included: a less hectic schedule; more passing time between periods; longer blocks of time for student-centered learning activities; fewer students per teacher, which would allow for more personal attention for each student; fewer opportunities for disciplinary problems including class cuts and tardiness to class; increased attendance; higher grades, with more students attaining honor roll status; higher standardized test scores; time for students to get individual help from teachers and to make up work missed because of absence; time for Graduation Project advisories to meet; better use of materials such as textbooks and the physical plant; and time for joint teacher planning.

Results of research conducted over the last decade indicate that most of these goals can be met if we move to block scheduling. This move in and of itself, however, will not lead to improvements. The way in which we use time to improve curriculum, instruction, and assessment will make the difference.

Teachers have been learning how to teach more effectively by using active learning strategies, and they will have numerous opportunities to learn additional strategies throughout the school year and summer. Once we are using block scheduling, teachers will finally have the time they need to vary their instructional techniques, and they will use lecture during only part of each class. Students who have found it difficult to concentrate in classes that are teacher-centered will be surprised at how quickly time will pass when they are more actively involved in classroom activities.

Benefits of block scheduling include having a less hectic pace for students and teachers. When they have only four classes to prepare for each night, students will have more time to focus on each subject. With ten minutes between classes twice per day, students will have opportunities to eat a snack, visit with friends, or use restroom facilities instead of rushing through crowded halls to make it to their next classes on time.

Advisories will be comprised of five to six students from each grade level who will stay with the same teacher for three years. The advisors will closely monitor their students' graduation portfolios and maintain ongoing contact with their students' parents. Because each advisor will have daily contact with the same 15-18 students, we anticipate that the advisors will get to know their students better than anyone else in the building. Since it is easy for students to feel anonymous in a large high school, we are hoping to make our school more personal by using this advisory structure.

Having an advisory period at the end of the day has other advantages. Students can use this time to get a head start on homework or to make up work for a teacher. Athletes who need to leave school early for away games will miss much less class time.

School administrators are planning annual evaluations of block scheduling. Areas that will be studied include: attendance (both faculty and student); standardized test scores; students' grades; students' course selections; disciplinary referrals; and parent, student, and staff satisfaction, as determined by annual surveys.