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Introduction

Block Scheduling

Four-Day
School Week

Year-Round
Education

The Northwest
Sampler

Alaska

Idaho

Montana

Oregon

Washington

Conclusion

References

About This Issue

Previous Issues

The Northwest Sampler - Montana

Block Schedule (alternating plan)

Location
Frenchtown High School
17620 Frenchtown Frontag
Frenchtown, MT 59834

Contact
Steve Chiavaro, Principal
Phone: 406/626-5222
Fax: 406/626-1982

Description

Five years ago, staff at Frenchtown High School, in a near-unanimous vote, decided to make the switch from traditional scheduling to an alternate-day block schedule. They felt that the traditional eight-period schedule was limiting. Many also felt that they had grown stagnant in their profession over the years, and that this would be just the challenge to put the spark back into their careers.

The flexibility of the block has provided students and staff at Frenchtown with many benefits including more opportunities for interdisciplinary learning and more time for teachers and students to get to know one another. Frenchtown has also used the schedule to structure a GED/work release program that could not have existed otherwise. In this program, students who are not successful in the regular school setting can work toward their GEDs and work at jobs on alternating days of the week. Overall, the school has found that the block schedule provides better opportunities for both college-prep and non-college-bound students.

Principal Steve Chiavaro notes the following cautions:

1. Teachers who struggle with classroom management using a traditional schedule will find block schedules to be even more challenging; provide all teachers with strategies to help them successfully adapt to the block.
2. Study halls are difficult to manage in 90-minute blocks.
3. Students who are prone to procrastination may find themselves sinking rapidly in an alternate-day block schedule.
4. Attendance becomes a much bigger issue when using a block schedule; traditional attendance policies may have to be modified along with the schedule when switching to the block.

In the years since its implementation, the block has served the students and staff of Frenchtown well. A survey conducted two years ago indicated that 95 percent of students wanted to continue with the block schedule, and all but one teacher desired to do so. Teachers also report that the block has revived their excitement about teaching and that students seem to be more successful with it.

Observed Outcomes

• Teachers feel rejuvenated in their careers; the block has given them new challenges.
• Students react more positively toward school.
• The flexibility of the block can meet the needs of a diverse group of students and staff.

Keys to Success

• Tailor the schedule to your school's specific needs; don't be afraid to try something new.
• Involve all members of the school community in the assessment of the new schedule.

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© 2001 Northwest Regional Educational Laboratory

Date of Last Update: 09/19/2001
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