APS Block Schedule - 90 minute core classes

[Anonymous]

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Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

Why do you think kids get LESS instructional time with a block schedule?

With a mod schedule in MS, they spend less time changing classes (+4 minutes x 3 changes), less time getting settled & warming up in each classroom (+5 min x 3 classes), and less time reviewing at the end of a class (+2 x 3 classes).

So by only having 4 classes per day instead of seven, they are adding 33+ minutes of meaningful time in class.

Look at the compressed “anchor day” schedule - they have very little time in each class. 46 min.

And whether it’s mod or not, they still have in-class writing assignments, classwork, group work, etc.

How old are your kids? Have they actually been in an APS school with a mod schedule yet?

I think the impression is they get more actual instruction time because the teachers, on an every day schedule, would be "instructing" the whole time - or most of the time - 5 days a week (5 x 40 = 200 minutes of instruction); whereas with the 90 minute blocks, they may only lecture/instruct for half that time (45 x 2 = 90; or 45 x 3 = 135 minutes of actual instruction per week v. the 200 minutes a week from every day). The impression is that there is a lot of non-instruction time taking place that otherwise would not. Kids are doing "homework" in class instead of at home; so class time is being taken up by activity that used to be done after school or outside of class.

Why exactly do you think there is 45 minutes of “non-instruction” time x 4 classes every day? You think they really have three hours each day in the classroom with no instruction?

Where are you getting your info?

[Anonymous]

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Anonymous wrote:OP, which school does your kid attend that has “90 minute” block?

Gunston has 90 mim blocks (for ex: period 1 is 750-920)

Does Gunston not have TA or study hall?

It does. But it also has 90 minute periods

Are you sure that’s the bell schedule this year?

That is the bell schedule my kid brought home. Why so much skepticism? Do you have kids there who have a different schedule?

I’m surprised that MSs with the same general schedules have different bell schedules.

What are the other bell schedules that are so different? They all have block scheduling. How different can they be?

[Anonymous]

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Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

Perhaps because their kids keep telling them all the non-class related stuff they talk about/do during their classes because they didn't have anything else to do.

If your kids are telling you they don’t have anything to do, they either had plenty to do but don’t want to do it or they need to be in a more advanced class that actually challenges them. Promise you we use those 88 minutes in my class though some kids do rush their work and do pretty average on it because they don’t try. That could also be your kid.

[Anonymous]

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

DP. I think a question is why do independent reading in class when that can be done at home?

Because most DON’T do it at home. They don’t have the time or the quiet space or access to books or they’re kids and do more fun things instead. The kids who will always read will read at home independently. The kids who never read? Might never read if we don’t build it into class and have conferencing and accountability and space and book recommendations for it. I am once again BEGGING you all to think outside your upper middle class dually higher educated homes and consider we teach many students who do not have the same academic behaviors or outcomes as you and your specific children.

So the real answer for Block scheduling like so many things is EQUITY. And that’s why HBW doesn’t need it, since it filters out the most difficult and behind students with its lottery application

[Anonymous]

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Anonymous wrote:My kids APS middle school does it and I hate it. It seems especially bad for the 6th grade pre algebra class. It's hard to learn three years of math in one year when your class only meets 2-3 times a week.

Why would the sixth grade prealgebra class need to teach three years of math?

Yeah I don't understand this either.

It used to be called Math 6-7-8.

It's one year of pre-algrebra. They are not trying to cram three years of material into one year.

How is it not three years of math in one? These kids were all in fifth grade math the year before, at the end of the year they take the 8th grade SOL. That means they have to cover material from.6, 7 and 8th.

I believe they are one and the same. In the middle school program of studies, there is only one listing, Pre-Algebra for 8th graders.
https://www.apsva.us/wp-content/uploads/2022/02/Middle-School-POS-2022-23-FINAL.pdf
DP. You have some bad information. They do not take the 8th grade SOL at the end of 6th grade.

I was told the pre-algebra kids do.

You got bad information. Most APS 8th graders take algebra or geometry in 8th grade. Only those who are effectively on a remedial math track take pre-algebra in 8th grade.

Yes, exactly. Pre-algebra is only one year. If you stretched out Math 6, 7, 8 over three years, it would be remedial and very slow. That's why it's not the same as saying "three years worth of math in one year." Normal course is algebra in 8th.

No, "normal" is pre-algebra in 8th. Advanced is algebra in 8th. Algebra is a high school course. That's why they get high school credit for it if they pass it in middle school - whatever year they take it.
"Stretching out Math 6, 7,8 over three years" is called taking grade level math each year. There's nothing "remedial" about that.

Then what is the difference between taking Math 8 vs. pre-algebra in 8th?

I believe they are one and the same. In the middle school program of studies, there is only one listing, Pre-Algebra for 8th graders.
https://www.apsva.us/wp-content/uploads/2022/02/Middle-School-POS-2022-23-FINAL.pdf

If you are doing Math 6, then Math 7, then pre-algebra over three years, then that is the slowest track. If you are in that track, even if it is not technically called "remedial," you are in there with kids who are behind and may well be remedial.

I don't think you understand the math program. Nobody is doing pre-algebra over 3 years. "Math 8" is "pre-algebra." "Math 6" and "math 7" are the math classes traditionally taken prior to taking pre-algebra; then algebra traditionally taken in 9th. Where are you getting this "pre-algebra over 3 years" idea?

Right, I'm saying if you do this program, over three years, that is the slowest track:
6th - Math 6
7th - Math 7
8th - Pre-algebra

I am objecting to PP who claimed this track is not remedial. Maybe it is technically not "remedial" per se, but it goes at a much slower pace than pre-algebra for 6th (6/7/8) or Math 6+pre-algebra for 7th (7/8). It is the slowest track, so it includes the kids who are the farthest behind. Does that mean it's still "on grade level" and everyone else on higher tracks (60% according to one PP) are "above grade level?" Who knows. Whatever.

[Anonymous]

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Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

DP. I think a question is why do independent reading in class when that can be done at home?

Because most DON’T do it at home. They don’t have the time or the quiet space or access to books or they’re kids and do more fun things instead. The kids who will always read will read at home independently. The kids who never read? Might never read if we don’t build it into class and have conferencing and accountability and space and book recommendations for it. I am once again BEGGING you all to think outside your upper middle class dually higher educated homes and consider we teach many students who do not have the same academic behaviors or outcomes as you and your specific children.

I don't understand the lack of access to books. If they have access to the book to read independently in class, why can't they have it at home? We shouldn't be dependent on online materials. If a student needs a hard copy so they can read at home because they can't access it online, they should be given access to a hard copy. In fact, ALL should be given access to hard copies because even those (like my family) with reliable internet service are often unable to connect on these stupid APS devices!

Also, I understand the differences among kids and families and resources, etc. Nevertheless, instead of lowering expectations and standards, all students should be held to high expectations and supported the best we can support them. We can't keep holding everyone to the lowest common level because of others' life circumstances. "Equity" is giving every student the resources and supports and opportunities they need in order to achieve to their ability. It is NOT making sure everything is equal among all students.

[Anonymous]

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

Perhaps because their kids keep telling them all the non-class related stuff they talk about/do during their classes because they didn't have anything else to do.

If your kids are telling you they don’t have anything to do, they either had plenty to do but don’t want to do it or they need to be in a more advanced class that actually challenges them. Promise you we use those 88 minutes in my class though some kids do rush their work and do pretty average on it because they don’t try. That could also be your kid.

APS middle school doesn’t have more advanced classes except in math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

DP. I think a question is why do independent reading in class when that can be done at home?

Not a teacher but my guess would be, what if some kids don't read it? Then it's hard to have a productive discussion. If you give everyone 20 min. to reach chapter 3 and then have a discussion, it might be more effective.

Makes sense, but then there's a lost opportunity for interactive learning that could have occurred with the teacher or peers during that time. Trade-offs, I guess. Still seems disappointing to have everyone lose the interactivity because some kids don't read it otherwise.

You don’t lose the interactivity. You actually get to have it because everyone for sure did the reading. We all read a chapter together - everyone has read it now. They even processed it together as they read! We have an activity or discussion or written response based on that reading. There is time for this in an 88 minute block.

But you don't seem to ever get through an entire book. I am waiting for one of my high schoolers to read a whole book for an English class. I'm sorry, one did read one full book. So, how about reading multiple books in their entirety? That enhances understanding and processing even more!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

DP. I think a question is why do independent reading in class when that can be done at home?

Because most DON’T do it at home. They don’t have the time or the quiet space or access to books or they’re kids and do more fun things instead. The kids who will always read will read at home independently. The kids who never read? Might never read if we don’t build it into class and have conferencing and accountability and space and book recommendations for it. I am once again BEGGING you all to think outside your upper middle class dually higher educated homes and consider we teach many students who do not have the same academic behaviors or outcomes as you and your specific children.

I don't understand the lack of access to books. If they have access to the book to read independently in class, why can't they have it at home? We shouldn't be dependent on online materials. If a student needs a hard copy so they can read at home because they can't access it online, they should be given access to a hard copy. In fact, ALL should be given access to hard copies because even those (like my family) with reliable internet service are often unable to connect on these stupid APS devices!

Also, I understand the differences among kids and families and resources, etc. Nevertheless, instead of lowering expectations and standards, all students should be held to high expectations and supported the best we can support them. We can't keep holding everyone to the lowest common level because of others' life circumstances. "Equity" is giving every student the resources and supports and opportunities they need in order to achieve to their ability. It is NOT making sure everything is equal among all students.

My kids read everything on screens... does that change in HS? Never seen them bring home an actual paper book.

[Anonymous]

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Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

Why do you think kids get LESS instructional time with a block schedule?

With a mod schedule in MS, they spend less time changing classes (+4 minutes x 3 changes), less time getting settled & warming up in each classroom (+5 min x 3 classes), and less time reviewing at the end of a class (+2 x 3 classes).

So by only having 4 classes per day instead of seven, they are adding 33+ minutes of meaningful time in class.

Look at the compressed “anchor day” schedule - they have very little time in each class. 46 min.

And whether it’s mod or not, they still have in-class writing assignments, classwork, group work, etc.

How old are your kids? Have they actually been in an APS school with a mod schedule yet?

I think the impression is they get more actual instruction time because the teachers, on an every day schedule, would be "instructing" the whole time - or most of the time - 5 days a week (5 x 40 = 200 minutes of instruction); whereas with the 90 minute blocks, they may only lecture/instruct for half that time (45 x 2 = 90; or 45 x 3 = 135 minutes of actual instruction per week v. the 200 minutes a week from every day). The impression is that there is a lot of non-instruction time taking place that otherwise would not. Kids are doing "homework" in class instead of at home; so class time is being taken up by activity that used to be done after school or outside of class.

Why exactly do you think there is 45 minutes of “non-instruction” time x 4 classes every day? You think they really have three hours each day in the classroom with no instruction?

Where are you getting your info?

If you read carefully, you should note I was speculating an answer to the question as to why people think kids are getting less instructional time. I think people think they're getting less instructional time because they have the impression that half of every block period consists of non-instruction (or work that used to be done outside of class, therefore taking away instructional time that they otherwise would have with a daily schedule.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

Perhaps because their kids keep telling them all the non-class related stuff they talk about/do during their classes because they didn't have anything else to do.

In MS, they have ~55 minutes of TA/study hall every day. Outside of classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

Perhaps because their kids keep telling them all the non-class related stuff they talk about/do during their classes because they didn't have anything else to do.

If your kids are telling you they don’t have anything to do, they either had plenty to do but don’t want to do it or they need to be in a more advanced class that actually challenges them. Promise you we use those 88 minutes in my class though some kids do rush their work and do pretty average on it because they don’t try. That could also be your kid.

APS middle school doesn’t have more advanced classes except in math.

Isn't that changing like next year? I heard there will be more advanced classes offered in English and social studies. How do you get your kid in those classes?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

Why do you think kids get LESS instructional time with a block schedule?

With a mod schedule in MS, they spend less time changing classes (+4 minutes x 3 changes), less time getting settled & warming up in each classroom (+5 min x 3 classes), and less time reviewing at the end of a class (+2 x 3 classes).

So by only having 4 classes per day instead of seven, they are adding 33+ minutes of meaningful time in class.

Look at the compressed “anchor day” schedule - they have very little time in each class. 46 min.

And whether it’s mod or not, they still have in-class writing assignments, classwork, group work, etc.

How old are your kids? Have they actually been in an APS school with a mod schedule yet?

I think the impression is they get more actual instruction time because the teachers, on an every day schedule, would be "instructing" the whole time - or most of the time - 5 days a week (5 x 40 = 200 minutes of instruction); whereas with the 90 minute blocks, they may only lecture/instruct for half that time (45 x 2 = 90; or 45 x 3 = 135 minutes of actual instruction per week v. the 200 minutes a week from every day). The impression is that there is a lot of non-instruction time taking place that otherwise would not. Kids are doing "homework" in class instead of at home; so class time is being taken up by activity that used to be done after school or outside of class.

Why exactly do you think there is 45 minutes of “non-instruction” time x 4 classes every day? You think they really have three hours each day in the classroom with no instruction?

Where are you getting your info?

If you read carefully, you should note I was speculating an answer to the question as to why people think kids are getting less instructional time. I think people think they're getting less instructional time because they have the impression that half of every block period consists of non-instruction (or work that used to be done outside of class, therefore taking away instructional time that they otherwise would have with a daily schedule.

Who exactly has that “impression”?

Just because some rando person without a kid in MS said it doesn’t make it true.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kids APS middle school does it and I hate it. It seems especially bad for the 6th grade pre algebra class. It's hard to learn three years of math in one year when your class only meets 2-3 times a week.

Why would the sixth grade prealgebra class need to teach three years of math?

Yeah I don't understand this either.

It used to be called Math 6-7-8.

It's one year of pre-algrebra. They are not trying to cram three years of material into one year.

How is it not three years of math in one? These kids were all in fifth grade math the year before, at the end of the year they take the 8th grade SOL. That means they have to cover material from.6, 7 and 8th.

I believe they are one and the same. In the middle school program of studies, there is only one listing, Pre-Algebra for 8th graders.
https://www.apsva.us/wp-content/uploads/2022/02/Middle-School-POS-2022-23-FINAL.pdf
DP. You have some bad information. They do not take the 8th grade SOL at the end of 6th grade.

I was told the pre-algebra kids do.

You got bad information. Most APS 8th graders take algebra or geometry in 8th grade. Only those who are effectively on a remedial math track take pre-algebra in 8th grade.

Yes, exactly. Pre-algebra is only one year. If you stretched out Math 6, 7, 8 over three years, it would be remedial and very slow. That's why it's not the same as saying "three years worth of math in one year." Normal course is algebra in 8th.

No, "normal" is pre-algebra in 8th. Advanced is algebra in 8th. Algebra is a high school course. That's why they get high school credit for it if they pass it in middle school - whatever year they take it.
"Stretching out Math 6, 7,8 over three years" is called taking grade level math each year. There's nothing "remedial" about that.

Then what is the difference between taking Math 8 vs. pre-algebra in 8th?

I believe they are one and the same. In the middle school program of studies, there is only one listing, Pre-Algebra for 8th graders.
https://www.apsva.us/wp-content/uploads/2022/02/Middle-School-POS-2022-23-FINAL.pdf

If you are doing Math 6, then Math 7, then pre-algebra over three years, then that is the slowest track. If you are in that track, even if it is not technically called "remedial," you are in there with kids who are behind and may well be remedial.

I don't think you understand the math program. Nobody is doing pre-algebra over 3 years. "Math 8" is "pre-algebra." "Math 6" and "math 7" are the math classes traditionally taken prior to taking pre-algebra; then algebra traditionally taken in 9th. Where are you getting this "pre-algebra over 3 years" idea?

Right, I'm saying if you do this program, over three years, that is the slowest track:
6th - Math 6
7th - Math 7
8th - Pre-algebra

I am objecting to PP who claimed this track is not remedial. Maybe it is technically not "remedial" per se, but it goes at a much slower pace than pre-algebra for 6th (6/7/8) or Math 6+pre-algebra for 7th (7/8). It is the slowest track, so it includes the kids who are the farthest behind. Does that mean it's still "on grade level" and everyone else on higher tracks (60% according to one PP) are "above grade level?" Who knows. Whatever.

Ok, so it takes 3 years to get to Algebra instead of one or two. But I don't equate that with "slower paced" or "remedial" class at all. A primary (GOOD) reason to take the time for grade level math each year is to get better exposure and build a stronger fundamentals understanding foundation for the higher math. Those in the accelerated classes often get abbreviated curriculum in order to get through the concepts faster. But not all those kids are building as strong an understanding of the fundamentals that they could or should. I highly object to classifying appropriate grade level math as "remedial" even if there are kids who are less adept and struggle more with it in the class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a HS teacher and have never taught anything but block. We don’t lecture the entire 88 minutes. In my class it looks like this: warm up activity/attendance question, independent reading, maybe a journal prompt, mini lesson and group practice, independent practice. Or, warm up/read/journal prompt, “workshop” time where some kids are drafting, some are revising, some are in a small group with me while I reteach something.

So study hall for half the time.

Um, no. Independent reading is important for building reading endurance, vocabulary, comprehension. It has measured and proven benefits. Journaling does as well, when students are writing to a prompt they are practicing the writing muscle and developing ideas they’ll later use in their formal written pieces. Independent practice = the graded work on whatever skill we are currently working on. Maybe if you guys knew what words meant and what teaching looks like you wouldn’t be losing your minds over 88 minute classes.

What are you doing while kids do independent work?

OMG can we please stop second-guessing and armchair quarterbacking teachers? Go look at that thread on FCPS teachers who are all miserable and want to quit!

This teacher probably has a million other things to do while kids are reading, including perhaps grading papers or planning the next lesson! Why is there so much complaining. Do we want our kids to have subs all year?

Your response gets to my point. The county does not give them adequate planning time or support, and thus are allocating class time for administrative tasks to save money. That’s why the county likes block scheduling.

Okay, so you prefer traditional scheduling where they have no time during the day at all to do those things and have to work all night at home? That's why we are losing teachers!

I support the model where we have regular periods so kids spend more of their time at school engaged and learning, and then hiring support staff and adequate teachers to allow teachers to be fully engaged in class time and not being work home. Stop putting words in my mouth.

Sure, but that isn't happening, so pick your poison.

My preference is to prioritize instruction time, and then teachers can advocate for more support. Rather than downshifting expectations for in class instruction to gain paid planning time.

So when are the teachers supposed to plan lessons for this instruction time

The way the did for last centure, in a planning period.

Read that FCPS thread about teachers quitting and how they talk about the increased demands from administration, more and more mandatory meetings and committees, not to mention IEP meetings and parents wanting to meet. It's changed a lot over the past century and now appears to be at a tipping point.

Can we not just be grateful that teachers are trying their best no matter what the schedule is? Why try to cut them down picking apart the 90 min. block as if they are wasting that time or getting away with something?

My point is that it is too difficult for a teacher to fill 90 minutes classes, it’s tiring for both teacher and student. I am only bashing the argument that they need the block for planning — that’s some administration should fix.

Why do you think it’s too difficult for a teacher to fill 90 min?

They are filling it! The teacher a couple pages back described exactly how - some presentation, some independent work. That is all part of teaching, it's just some people don't want to accept this for some strange reason.

DP. I think a question is why do independent reading in class when that can be done at home?

Because most DON’T do it at home. They don’t have the time or the quiet space or access to books or they’re kids and do more fun things instead. The kids who will always read will read at home independently. The kids who never read? Might never read if we don’t build it into class and have conferencing and accountability and space and book recommendations for it. I am once again BEGGING you all to think outside your upper middle class dually higher educated homes and consider we teach many students who do not have the same academic behaviors or outcomes as you and your specific children.

So the real answer for Block scheduling like so many things is EQUITY. And that’s why HBW doesn’t need it, since it filters out the most difficult and behind students with its lottery application

No. Because it allows more time to dive deeper into subjects.