And the adventure begins......

After moving four classes of fifth graders into the Intermediate School and having the chance to follow up with students, I discovered there was a trench of misunderstandings between the elementary school at Crow School and the Intermediate School. I began communication with the Vice Principal of the school and started planning to make the beginning of the process more appropriate for our learners.

Artifact 2

Since I have been at Crow School as a fifth grade teacher, the format for the onsite visit has been the same.

*Meet in the auditorium

*Watch the Band and Choir

*School tour

*Classroom observations

*Lunch

On paper this format seems fine, however as our Native students arrive at the school, very few Native middle school students are involved in the visit.

Band has never been a huge draw for our students due to requirements of meetings and paying for instruments, uniforms, and trips. When the opportunity arrives for the band instructor to highlight students who the fifth graders are familiar with, it is never taken.

The school tour has been done by student council, who again are not representative of our Native students. An easy fix for this was to ask if we could suggest past students, from Crow School, who could sit on a panel and answer questions the students have.

ARTIFACT 3

ARTIFACT 4

Many of the same problems we see at the Elementary Level are still present in the Middle School. Attendance, Tardies, Behavioral Struggles. Where as we try to communicate with the parents about attendance and do not penalize students for issues they have little control over, such as arriving at school, the middle school punishes the students without looking for solutions.

When interviewing my students on what they wanted the teachers to know about them,

Romeo R,-

"I want them to know that I'm late to school a lot and miss school a lot because my Dad doesn't wake up to wake me up."

Alyce M.-

"My mom is waiting to go rehab in Washington and my Dad isn't always able to get me and my sister ready."

Kevee R.-

"We only have one car and it won't always start. And my Dad has to drop us off on the way to work so I am late sometimes."

Students are aware of their struggles. For the most part they are not purposefully being irresponsible about school work and attendance but my question to the administration would be, have you developed relationships with the students to be able to ask how the school can help them?

ARTIFACT 5

Advantages of Block Scheduling

Much effort has gone into the study of block scheduling and its extensive impact on student learning. Researchers have conducted interviews with students, teachers, administrators, parents, and educators. They have administered surveys, both to collect data on individuals' perceptions, and to uncover the hard facts about block scheduling. As part of the inquiry process, researchers in the field have collected stories of real experiences; these help illustrate the change process that occurs as schools move toward block scheduling. There are both pros and cons to block scheduling according to the findings of these researchers. Some of the major advantages researchers have noted are the following:

• IMPROVED TEACHING AND LEARNING With longer blocks, teachers have more time to complete lesson plans and to examine and re-evaluate practices. More class time is available to develop key concepts, incorporate creativity into instruction, and try a variety of classroom activities that address different learning styles. Longer time blocks allow for indepth study, such as individual student projects, peer collaboration, and one-onone work between teachers and students (O'Neil, 1995; Eineder & Bishop, 1997).

• ABILITY TO FOCUS ATTENTION The "less is more" philosophy espouses that students better understand and retain material when they have an opportunity to apply information to various contexts rather than merely cramming the facts (Rettig & Canady, 1996). With block scheduling, students and teachers are able to focus on fewer subjects, and to explore them in greater depth. Both teachers and students assert that this exploration allows them to become engrossed in the subject matter rather than moving rapidly through material. With a standard 4x4 block program, teachers have only three to four classes to teach in a given semester, greatly reducing the number of students with whom they meet regularly.

• FRAGMENTATION REDUCED With block scheduling, instructional time is not fragmented by frequent transitions between classes. Fewer distinct classes means less time spent on classroom management activities, such as calling attendance and organizing and focusing the class. In addition, there are fewer opportunities for students to arrive late to class (Rettig & Canady, 1996).

• INDIVIDUALIZED PACING The 4x4 schedule allows advanced students to move through material at a more rapid rate, and they are able to finish sequential language classes, such as Spanish I and II, within one academic year. Some schools allow students to use this to their advantage and graduate early. The 4x4 schedule also provides the opportunity for failing students to retake a class without falling behind their grade level (Woronowicz, 1996).

• MORE COURSE OFFERINGS Students actually take more courses in a standard 4x4 plan because they enroll in at least eight classes per year instead of six or seven (Rettig & Canady, 1996).

• STRONGER INTERPERSONAL RELATIONSHIPS The number of daily classes for which students and teachers must adjust and prepare is decreased, allowing students to develop the deeper interpersonal relationships that are integral to academic success (Rettig & Canady, 1996; Eineder & Bishop, 1997). Teachers get to know students more personally which enables them to adapt lessons to the interests of their students. This extensive personal interaction between teacher and student, frequently touted as the highest motivation for student learning, is strengthened through block scheduling (Center for Applied Research and Educational Improvement, 1995).

• TEACHER COLLABORATION Collaboration between teachers is possible because block scheduling gives them longer time periods in which they can exchange ideas and strategies, hold meetings with each other, and work on staff development (Rettig & Canady, 1996).

• ACHIEVEMENT LEVELS INCREASE The results show that students' grades improve overall. There are fewer failed classes, a higher number of students on the honor roll, an increase in students' grade point averages, and fewer failing marks. Statistics reveal that fewer at-risk students drop out of a school with block scheduling. With a 4x4 model, students can have a fresh start at midyear or reenter school at the beginning of the second semester (O'Neil, 1995; Eineder & Bishop, 1997).

• ATTITUDES AND COMPREHENSION IMPROVE Surveys indicate that teachers' and students' attitudes about their school improve. Students state that they get more done in class and learn more because they are better able to focus their attention on their studies. Teachers appreciate the inclusion of projects and activities that facilitate both learning and interpersonal communication. Classes address material in more depth, and teachers feel students are better able to comprehend and retain concepts learned in a block period (O'Neil, 1995; Eineder & Bishop, 1997).

• STANDARDIZED TEST SCORES MAINTAINED Though data are limited, statistics available indicate that block scheduling does not negatively affect standardized test scores. (Rettig & Canady, 1996; Center for Applied Research and Educational Improvement, 1995).

• PACE OF SCHOOL RELAXES Longer passing periods between classes can slow down the pace of a school by providing the chance for students to get books from the library, use the restroom, and talk with their friends (O'Neil, 1995).

• IMPROVEMENT IN DISCIPLINE Most schools which introduce block schedules find that discipline problems on campus decrease, possibly because students are more challenged in class and are better known by their teachers. Decreasing the number of passing periods reduces opportunities for disruption. In addition, teachers of block classes feel more capable of handling behavior problems because they have adequate time to address these issues in class and have a stronger rapport with their students (O'Neil, 1995; Eineder & Bishop, 1997).

• ADDITIONAL FUNDING UNNECESSARY Generally, block scheduling can be used in a school without spending any new money. However, block scheduling should be accompanied by staff development if its benefits are to be fully realized (Rettig & Canady, 1996).

LAB Publications Catalog | Request Form The Education Alliance Brown University | Regional Lab Network | U.S. Dept. of Education

ARTIFACT 6

In addition my school provided Crow School with professional development from Donna Beegle on educating sudents of Poverty in a hope that the transition could be made smoother by teachers and policy makers understanding the viewpoints of the parents and students. Although the poverty of the students on the reservation differs from the poverty of Donna Beegle, there are similarities and those need to be understood so students can be successful.