Hello counselor1-ga:
Regarding your questions: an RFC is a "request for clarification," and
both the researcher and the questioner receive an e-mail notice when
one is posted.
Regarding your question about fees: fees range from $2.00-$200, with
75% of the fee going to the researcher. The customer (questioner)
decides what the research is worth and sets the fee.
If the customer/questioner feels the researcher has gone above and
beyond the call of duty in answering the question, the
questioner/customer may tip the researcher. How much to pay or tip a
researcher is decided at the sole discretion of the customer. You can
read Google Answers' FAQ at:
http://www.answers.google.com/answers/faq.html for guidelines and
answers to your questions.
Getting to the business at hand:
Some of the links I gave you earlier did lead to examples of physical
layout, and models of alternative schools, including various forms of
block scheduling, assessment tools, and outcomes.
For instance, The Northwest Regional Sampler’s “Catalog of School
Reform Models”:
http://www.nwrel.org/request/feb97/montana.html
offers several case studies, such as:
http://www.nwrel.org/scpd/catalog/ModelDetails.asp?ModelID=33
(This model breaks down costs too and “Implementation Assistance”
(faculty requirements). Just keep scrolling down and you’ll find that
data.)
And the University of Virginia’s CISS program’s links, such as:
http://curry.edschool.virginia.edu/centers/ciss/learned.html
which offer detailed studies of block scheduling?
Please be aware: at many of the sites I’ve given you, you must keep
clicking links in order to read all related materials.
I have endeavored to find you more resources. It wasn't until after
I'd re-started this research this weekend that I saw your comment
about Springdale’s "Miracle Children" program (which I'd noted in my
original -- since-retracted -- answer), and NJ's "Eagle Academy" in
Egg Harbor, NJ. School.
Instead of my contacting those schools to obtain data and seek
permission to have it posted on this Internet site (and I can’t post
such things as graphs and charts here –that’s too cumbersome for this
template), I would suggest that you contact these schools via their
Web sites:
http://www.springdaleschools.org/
http://www.eht.k12.nj.us/~edr/
(I used to live in NJ and it seemed to me that any given town in NJ
was no more than a 2-hour drive from any other town in NJ! Since you
reside in the Garden State, I’m sure Eagle Academy will be glad to
give you a tour, upon request, as a matter of professional courtesy.)
Also, I hadn't realized you were constructing a program for "at-risk"
students; I had ignored pages containing that term in my earlier
research for you, concentrating instead on “socially promoted,” per an
earlier RFC.
One of the items I searched for via the library search was the
aforementioned Springdale School's "Miracle Children" program,
featured in the January/February 2001 issue of PRACTICAL IDEAS FOR
COUNSELORS magazine. I'm afraid I can’t locate the article at my local
library, either in print or online via our state library system's
EBSCO database.
Guidance counselors in your school district may well subscribe to the
magazine. Even if they don't have that issue, any issue will contain
information on how to obtain a particular back issue. When you contact
the Sprindale school, they may be glad to fax you a copy of the
article.
Now, onto my answer:
My intention in doing some library research and talking to educators
was to get some ideas on how you can construct a curriculum, then
relay some summaries to you, and help you locate the articles or books
either online or in print. I can't copy & paste articles here. Due to
copyright considerations, Google Researchers may only post small
excerpts from copyrighted materials.
Here are the resources I found during my renewed search:
PRINT ARTICLES FOUND ON EBSCO:
I search EBSCO’s “Full Text And Bibliographic Databases” via
Pennsylvania’s Power Library system. I’m not sure how libraries in New
Jersey access EBSCO, but a librarian at your school or local public
library can tell you. You can also get a free trial subscription at:
http://www.epnet.com/
The following links may not work for you unless you’re logged onto
EBSCO. Again, a librarian can help you log you onto the system:
“Effects Of A High School Block Scheduling Program On Students: A
Four-Year Longitudinal Study Of The Effects Of Block Scheduling On
Student Outcome Variables” by Louis Trenta and Isadore Newman.
Published in
American Secondary Education magazine; Fall 2002, Vol. 31 Issue 1.
“Abstract: Block-scheduling is a growing response to demands for
systemic change in high schools. This longitudinal study examined a
controversial block-scheduling program in a small, mid-western city.
Findings were based on "hard" data only, for example, grade point
averages and attendance, and not attitudes and perceptions. Data were
collected on 500 students with from 0 to 3 years in the program. While
not all the data relationships were significant, all that were
significant involved a positive relationship with time in block
scheduling. The findings were supportive of the block-scheduling
program”:
http://web23.epnet.com/citation.asp?tb=1&_ug=dbs+1+ln+en%2Dus+sid+F221CAFF%2D24BE%2D4794%2D8F97%2DD733A546A7E6%40sessionmgr5+95D5&_up=dba+tfhdeh+st+alpha+277C&_us=bs+%5Fs%5F2+db+1+ds+%5Fs%5F2+dstb+KS+fcl+Aut+hd+0+hs+0+or+Date+ri+KAAACBTC00335577+sm+KS+ss+SO+C0AC&fn=1&rn=3
“Social Studies in the Block Schedule: A Model for Effective Lesson
Design” by Carol and Robert Bryant, published in Social Studies
magazine; Jan/Feb2000, Vol. 91 Issue 1:
http://web23.epnet.com/citation.asp?tb=1&_ug=dbs+1+ln+en%2Dus+sid+F221CAFF%2D24BE%2D4794%2D8F97%2DD733A546A7E6%40sessionmgr5+95D5&_up=dba+tfhdeh+st+rr+70C2&_us=bs+%5Fs%5F2+db+1+ds+%5Fs%5F2+dstb+KS+fcl+Aut+hd+0+hs+0+or+Date+ri+KAAACBTC00336563+sm+KS+ss+SO+979D&fn=21&rn=25
(This article also examines “Instructional Strategies” and
“Assessments.”)
“Using Multiple Data Sources to Evaluate an Alternative Scheduling
Model” from School Library Journal; Dec89, Vol. 35 Issue 16:
http://web23.epnet.com/citation.asp?tb=1&_ug=dbs+1+ln+en%2Dus+sid+F221CAFF%2D24BE%2D4794%2D8F97%2DD733A546A7E6%40sessionmgr5+95D5&_up=dba+tfhdeh+st+rr+70C2&_us=bs+%5Fs%5F2+db+1+ds+%5Fs%5F2+dstb+KS+fcl+Aut+hd+0+hs+0+or+Date+ri+KAAACBTC00336563+sm+KS+ss+SO+979D&fn=21&rn=26
(“Provides information on a study which examined the block scheduling
model using multiple data sources for schools. Methodology; Results
and discussion; Conclusions.”)
“Teachers' Perceptions of the Advantages and Measurable Outcomes of
the 4 x 4 Block Scheduling” by Joe W. Wilson and Laura C. Stokes.
Published in High School Journal; Oct/Nov99, Vol. 83 Issue 1:
http://web23.epnet.com/citation.asp?tb=1&_ug=dbs+1+ln+en%2Dus+sid+F221CAFF%2D24BE%2D4794%2D8F97%2DD733A546A7E6%40sessionmgr5+95D5&_up=dba+tfhdeh+st+rr+70C2&_us=bs+%5Fs%5F2+db+1+ds+%5Fs%5F2+dstb+KS+fcl+Aut+hd+0+hs+0+or+Date+ri+KAAACBTC00336563+sm+KS+ss+SO+979D&fn=21&rn=30
(“Explores the perceptions of the teachers in the United States on the
advantages and measurable outcomes of the 4 x 4 block scheduling
design. Perceived advantages of block scheduling; Information on the
research studies on measurable outcomes; Purpose of the study;
Instrumentation; Findings; Conclusions.”)
“How an alternating-day schedule empowers teachers” by Mark D.
DiRocco. Published in Educational Leadership magazine; Dec98/Jan99,
Vol. 56 Issue 4:
http://web23.epnet.com/citation.asp?tb=1&_ug=dbs+1+ln+en%2Dus+sid+F221CAFF%2D24BE%2D4794%2D8F97%2DD733A546A7E6%40sessionmgr5+95D5&_up=dba+tfhdeh+st+rr+70C2&_us=bs+%5Fs%5F2+db+1+ds+%5Fs%5F2+dstb+KS+fcl+Aut+hd+0+hs+0+or+Date+ri+KAAACBTC00336563+sm+KS+ss+SO+979D&fn=31&rn=40
(“Discusses the impact of block scheduling on teachers at Lewisburg
Area Middle School in Pennsylvania. Reaction of the school's teaching
staff towards block scheduling; Results of the schedule format; Cause
of the positive results.”)
BOOKS FOUND ON EBSCO:
BLOCK SCHEDULING: A CATALYST FOR CHANGE (New York: Richard H. Adin
Freelance Editorial Services; 1995) by Robert Lynn Canady and Michael
D. Rettig. See:
http://www.amazon.com/exec/obidos/tg/detail/-/1883001145/qid=1064266679/sr=1-2/ref=sr_1_2/103-0187599-9230268?v=glance&s=books
In her review of this book in Educational Leadership magazine
(November 1995, Vol. 53) Reviewer Nancy Davis (of East Lansing High,
Michigan), said: “Complete with charts that show a wide range of
alternative schedules -- from alternate days to extended blocks of
time – the presentations are realistic and achievable.”
ACTION RESEARCH ON BLOCK SCHEDULING (Eye on Education, 1997) by David
Marshak):
http://www.amazon.com/exec/obidos/tg/detail/-/1883001404/qid=1064266746/sr=1-2/ref=sr_1_2/103-0187599-9230268?v=glance&s=books
David Ruenzel reviewed this book in the November/December 1997 issue
of TEACHER MAGAZINE: “In this volume, teachers from seven high schools
in Washington state report on block scheduling in their own schools.
Their observations, while far from comprehensive, offer a clear
picture of how the schedule works and what's good and bad about it.”
ONLINE RESOURCES:
The Curriculum Mapper will help you build a curriculum that's
customized to your school's needs:
http://www.curriculummapper.com/homesite/why.htm
You can get a free 14-day trial subscription at Curriculum Mapper:
http://www.curriculummapper.com/homesite/try_it_out.htm
If you feel this program fits your needs, you can try to obtain a
grant to cover you subscription to Curriculum Mapper by following the
contact info listed here:
http://www.curriculummapper.com/homesite/Funding.htm
You may contact Curriculum Mapper at 800.318.4555.
Here’s some examples of alternative "Core Curriculums" from the
Saskatchewan, Canada, school district, which I found at "Core
Curriculum: An Information Bulletin for Administrators":
http://www.sasked.gov.sk.ca/docs/policy/core/alter.html
http://www.sasked.gov.sk.ca/docs/policy/core/time.html#3
From "CALIFORNIA STATE MODEL CURRICULUM STANDARDS – Work Experience
Education" Program:
http://216.239.39.104/search?q=cache:A3LAxkQzbPkJ:www.cawee.org/protected/westdsfinal.pdf+detailed+model+alternative+curriculum&hl=en&ie=UTF-8
Using the search strings:
“’block schedule’ at-risk assessment costs faculty”
“alternative block program assessment costs faculty”
I found these articles that discuss and outline alternative programs:
“Tools For Schools”:
http://www.ed.gov/pubs/ToolsforSchools/tdhs.html
this includes a “Ninth Grade Success Academy”
“Common Conversion Questions” from the Center for Collaborative
Education:
http://216.239.37.104/search?q=cache:qs6I6ptk-O4J:www.schoolredesign.net/srn/binary/Common%2520Conversion%2520Questions.doc+model+block+schedule+assessment+costs+faculty&hl=en&ie=UTF-8
“The Block Schedule” by Wiley Dobbs, Principal of the O'Leary Junior
High School in Twin Falls, Idaho:
http://www.intel.com/education/projects/wildride/supporting/BlkSched.htm
Already listed above, The Northwest Regional Sampler’s “Catalog of
School Reform Models”:
http://www.nwrel.org/scpd/catalog/ModelDetails.asp?ModelID=33
This past weekend, I spoke with two long-time teachers. I showed them
your question, and my initial answer to you. They thought the
resources I'd listed for you as my original answer were "excellent."
Their advice to you is:
Read THE QUALITY SCHOOL by William Glasser (Perennial; 3rd edition;
September 1998.):
http://www.amazon.com/exec/obidos/tg/detail/-/0060952865/qid=1064188122/sr=1-2/ref=sr_1_2/103-0596235-1844608?v=glance&s=books
And:
"All you need to do is to not schedule these ninth graders into
classes that they would be taking during their alternative blocks [in
your case: 7:30-11:30 AM], such as English, Math, Social Studies. You
schedule the block to be as long as three regular class periods, for
example. Schedule the students into their other courses such as Music,
Art, Phys Ed, and Science [Or you may want to schedule Science or
whatever academic class to the period that follows lunch.] The
alternative blocks just have to equal the time of the same number of
regular classes they would be taking if they weren't in the
alternative block: if they take three classes in alternative school,
the block would be equal to three class periods, plus passing time."
That makes sense to me! You can adjust and modify, after you decide
whether you’re going to use an A/B block or 4x4 block or a Modified
Block. I’m not sure you should restrict yourself to a half-day
alternative schedule consisting of only four hours. The kids in the
alternative program really only need to be funneled into the general
curriculum's physical education, art, and music classes.
For instance, you could schedule English/Reading, Math, Social
Studies, and Science for Monday-Wednesday, then schedule English,
Math, Science, and a Life/Career skills class on Thursdays, since
you're contemplating a four-day alternative program.
I’m bringing up what I’ll call a Job/Life Skills class because many
alternative schools do include such a program, and many of your
at-risk and socially promoted students probably won't be going to a
four-year college. I agree with you it's key that you have them
participate in some sort of vocational program. (I re-listed some of
vocational resources, below.)
Perhaps on Fridays, some kids can go to internships at various local
businesses. (See the references I gave you for New Jersey’s
School-To-Work program.) Or, maybe some job courses could be held
on-site, if your school has the space and appropriate materials. (See,
that's the kind of thing I just don't know about your school,
off-hand.) Or maybe you can send some of these students to your
district's vo-tech school on Fridays, if the school board and the
vo-tech supervisor are amenable to that.
The bi-weekly lunch/dinner with parents strikes me as a good idea,
although you may have to adjust it to monthly. Because most parents
work, you may need to make it a dinner, not a lunch.
Ask parents to volunteer as classroom aides and tutors to work with
teachers. A parent who's a CPA or engineer may be able to pitch in and
help tutor math classes. A parent who's a professional writer or who
holds a degree in English may be able to act as an aide in English
classes. Some parents may be amenable to doing evening or weekend
tutoring sessions with a group of 5-6 students. Would the school be
willing to open up classrooms for such after-hours, on-site tutoring
on evenings or weekends?
With a weekly Jobs/Life Skills class, the sky is the limit: Perhaps
there's a parent who works in Human Resources who could come in and
talk about how to create a resume and how to handle job interviews.
Other parents and community members could come in during the weekly
Life/Career skills class day and talk about their jobs and businesses.
Another possibility: you could ask a local financial planner to come
in and teach the kids how to draw up a budget, and the importance of
building good credit when they become adults. Something like financial
planning could be made into a "mini-program" that could be extended
over a 2-3 week period. Learning workplace computer skills could be
incorporated into such a Jobs/Life Skills program too.
You could require that each student complete an internship or job
program per semester; or instead, donate 2-3 hours per week to a
community volunteer project per semester in order to pass a Life
Skills/Career class.
Ask parents and community volunteers to participate in these kinds of
hands-on activities, by providing transportation and acting as
chaperones. Maybe you could hold student/parent/teacher dinners a few
times a year, as a reward for your endeavors and as a chance to relax
and socialize. (See Nathan Hale High School, below, to appreciate how
much parent volunteers can mean to a school.)
Obviously, the teachers are responsible for course content; I'm really
not qualified to recommend academic materials. (Although I suspect
some of your students may need books on tape. Some may also do better
in computer classes by using voice-activated software. I have listed
some possible grant programs for you, below.)
BOOKS:
You can probably use inter-library loan services to obtain any of
these books that pique your interest:
Designing and Assessing Courses and Curricula: A Practical Guide
(Publisher: Jossey-Bass Inc.; 1997 revised edition; author: Robert M.
Diamond). See:
http://search.barnesandnoble.com/textbooks/booksearch/isbninquiry.asp?userid=2VPCCDNG2H&pwb=1&ean=9780787910303
Managing the Curriculum, Vol. 7 (Publisher: SAGE Publications; 2001;
editor: David Middlewood.) See:
http://search.barnesandnoble.com/textbooks/booksearch/isbninquiry.asp?userid=2VPCCDNG2H&pwb=1&ean=9780761970323
Curriculum: Alternative Approaches, Ongoing Issues (Prentice Hall; 3rd
edition: May 14, 2002. Authors: Colin J. Marsh and George Willis.)
See:
http://www.amazon.com/exec/obidos/tg/detail/-/0130945129/103-0596235-1844608?v=glance&s=books
Deciding What to Teach and Test: Developing, Aligning, and Auditing
the Curriculum (Publisher: SAGE Publications: 1999; author: Fenwick
English.) See:http://search.barnesandnoble.com/textbooks/booksearch/isbnInquiry.asp?userid=2VPCCDNG2H&isbn=0803968329&TXT=Y&itm=10
Curriculum: Foundations, Principles, and Issues (Publisher: Pearson
Education, 1997; authors: Allan C. Ornstein and Francis P. Hunkins).
See:
http://search.barnesandnoble.com/textbooks/booksearch/isbnInquiry.asp?userid=2VPCCDNG2H&isbn=0205277020&TXT=Y&itm=13
Getting Started: Reculturing Schools to Become Professional Learning
Communities (Publisher: Natl Educational Service; 2002; authors:
Robert Eaker, Richard Dufour, Rebecca Burnette.) See:
http://www.amazon.com/exec/obidos/ASIN/1879639890/ref=pd_sxp_elt_l1/103-0596235-1844608
You can purchase the companion video for that book, "How to Develop a
Professional Learning Community: Passion and Persistence" (release
date: 2002), at:
http://www.amazon.com/exec/obidos/ASIN/1879639920/ref=pd_sxp_elt_l1/103-0596235-1844608
I'm reiterating this data from my previous answer:
PHYSICAL LAYOUT:
For an idea of how an alternative program can be housed within an
existing school, see: the Springwater Trail High School in Gresham,
Oregon, which has a small building for alternative classes attached to
the "regular" high school:
http://www.asbj.com/lbd/2003/projects/springwater-trail.pdf
ASBJ's article "Learning By Design" by C. William Day, at
http://www.asbj.com/lbd/2000/00inprint/00day.html
Examines school architecture, and floor plan layouts for classrooms.
Scroll down that page for L and Z shaped classrooms, for ideas on how
to literally setup your program's class room(s).
ALTERNATIVE MODELS:
Read about how Seattle is approaching on-campus alternative programs,
at:
http://216.239.39.104/search?q=cache:mtVkNAOdbZcJ:www.seattleschools.org/area/eso/secondaryguide.pdf+seconday+alternative+%22block+schedule%22&hl=en&ie=UTF-8
(The above is really an overview piece, but you may want to contact
some of the school officials noted -- their e-mail addresses are
included -- for advice.)
See this March 15, 2002 SEATTLE POST-INTELLIGENCER article by Rebekah
Denn, "Nathan Hale narrows the gap: Students are given more adult
attention":
http://seattlepi.nwsource.com/disciplinegap/61954_solutions13.shtml
This is a mainstream school that reduced discipline problems, in part,
by using a method from alternative schools: reducing class size.
I looked for more information about Hale High School. See:
http://texis.seattletimes.nwsource.com/cgi-bin/texis.cgi/schoolguide/vortex/index?view=schoolprofile&ProfileID=3479MLH
"Highlights: Innovative 9th-grade program integrating language arts,
history, science and health within 'academies' . . . . Seattle Arts
and Lectures sponsors visits from authors and writers in residence.
Critical-thinking skills used in all classes. Project-based
instruction in all grades with final 12th-grade exhibitions. . . . .
Ninth- and 10th-grade structure designed to create smaller,
personalized learning environments with teams of teachers working with
the same students. Special 11th-grade classes for students not on
track to graduate . . . . Special graduation requirements: 60 hours of
community service . . . . Consistent outstanding ratings by parents on
surveys. Highest number of volunteer hours of any Seattle public high
school. Partners in Public Education (Safeco, University of Washington
Medical Center, North Seattle Community College) provide mentorships
for students, organize career fairs, employment panels, resume-writing
workshops. . . ."
BLOCK SCHEDULING:
Orange, New Jersey, has a block schedule setup. You can read about it
at:
http://ohs.150m.com/BlkSched.htm
(At top of page see links to detailed information breakdowns.)
See the article "To Block Or Not To Block" at the Louisiana Middle
School Association's site:
http://www.education.nsula.edu/lmsa/block.htm
The Northwest Educational Laboratory has a paper that features the
Frenchtown, Montana, High School, "Scheduling Alternatives: Options
For Students' Success," at:
http://www.nwrel.org/request/feb97/montana.html
VOCATIONAL TRAINING:
New Jersey Department of Education at
http://www.state.nj.us/education/index.html
Has an article "2003-04 School Year Promises More Alternatives for
High School" at:
http://www.state.nj.us/njded/news/0904opt.htm
Concentrates on the 12th Grade Option, but also notes some other
programs the state is undertaking: "Service-learning partnerships
conducted in field settings with close supervision, including but not
limited to full or part-time service with AmeriCorps organizations;
Work-based internships and apprenticeships in conjunction with local
businesses; Advanced placement programs; Mentorships with teachers at
elementary, middle or high school level; and Student in-depth research
projects designed for mastery learning, culminating with exhibition
and assessment."
Back at:
http://www.state.nj.us/education/index.html
At left, see the icon for "NJ Students: What Your School Should
Provide" and click on it, which will lead to
http://www.state.nj.us/njded/students/
Then click on the link "School-To-Career," which will bring up the
"Vocational-Technical, Career and Adult Education" page at:
http://www.state.nj.us/njded/voc/
On that page you'll see an item about "Groundhog Job Shadow Day,"
which allows students to visit businesses and see various jobs and
industries in action.
To the left on that page, see "Examples That Work": that will bring up
a long page of various programs, some of which are designed for
secondary students.
COMMUNITY MENTORS:
Indiana Education's "Safe & Responsive Schools" report contains
helpful ideas for recruiting mentors from such groups as Kiwanis and
Rotary, at:
http://216.239.39.104/search?q=cache:qZuWsqGJzG4J:www.indiana.edu/~safeschl/Mentoring.pdf+Lions++mentors+schools&hl=en&ie=UTF-8
Learn about the mentoring program "Partners for New Generations," in
the Mountain View Voice newspaper (Los Altos, CA), August 22, 2003
article "Schools seek mentors. Generations program pairs teens with
adults" by Julie O'Shea, at:
http://www.mv-voice.com/morgue/2003/2003_08_22.gener.html
"Generations" was founded by Los Altos Rotary Club members.
Find local Rotary chapters at Rotary International’s site at:
http://www.rotary.org/
Jaycees:
The New Jersey Jaycees’s (Junior Chamber of Commerce) homepage is:
http://community.nj.com/cc/NJJaycees
Click on “links” to find Jaycees chapters in your area, and to read
about the national organization’s commitment to community service,
see:
http://www.usjaycees.org/aboutus.htm
Lions Club:
See the club’s international page at:
http://www.lionsclubs.org/EN/index.shtml
For a list of New Jersey Lions Clubs, see:
http://www.lionnet.com/united_states_nj-tx.html
FUNDING:
See the Bill and Melinda Gates Foundation at:
http://www.gatesfoundation.org/default.htm
The New Jersey Commission on Higher Learning:
http://www.state.nj.us/highereducation/index.html
Has a listing of grant programs, at:
http://www.state.nj.us/highereducation/comprogs.htm
Search Strings:
"detailed model alternative curriculum"
“alternative programs" "secondary schools"
“models alternative programs”
“models alternative secondary programs”
"‘New Jersey’ ‘school to work‘"
“alternative education" AND "secondary schools"
“models ‘alternative education’ vocational”
“‘secondary alternative’ ‘block schedule‘"
“establishing ‘block schedule‘"
“’socially promoted students’ programs”
"‘socially promoted students’ AND 9th AND alternative”
“alternative programs high school”
“’Alternative ‘on-campus’ ‘high school‘”
“’block schedule’ at-risk assessment costs faculty”
I also used Yahoo’s Directory for “Education Magazines” at:
http://dir.yahoo.com/Education/News_and_Media/Magazines/
and Google News:
http://news.google.com/
I really believe I've gone as far as I can go. I hope the above
information and ideas help you.
Regards,
nancylynn-ga |
