The Northwest Sampler - Oregon | By Request....

During the 1991-92 school year, teachers at La Grande High School began investigating scheduling alternatives for their 900-student school. With the support of the administration and district, they began a process that would eventually result in one of Oregon's first block-scheduled schools. La Grande teachers reviewed current research, and received a 21st Century Schools Grant that enabled them to visit other block-schedule schools around the country. With this information, the staff built a unique block schedule, capable of meeting the needs of students, teachers, and the community.

The schedule consists of four 88-minute block periods, and a 58-minute lunch period. Teachers instruct three classes per day and use the remaining 88-minute block for preparation work. Students complete classes in one semester what in previous years would have taken them an entire year. Generally, schedules for each student are balanced to provide them with both electives and more academically rigorous classes.

At La Grande, music classes are alternated with other select classes. For example, a student might spend 88 minutes in band on Monday, and then 88 minutes in the yearbook class or personal finance on Tuesday. Alternating the classes in this way allows students to make the most of band, choir, and orchestra throughout the year, while maintaining the structure of the block.

La Grande's block schedule also provides time for teacher access days and faculty forums. Two Wednesdays out of each month, from 7:30 to 8:45 a.m., are set aside as teacher access days. During this time teachers are available for one-on-one tutorials with students. School data shows that teacher access days have a 30-50 percent student participation rate.

The other two Wednesdays of each month are devoted to faculty forums from 7:30 to 9:30 a.m. Faculty forums provide opportunities for teachers to discuss school issues, to continually evaluate the block-scheduling process, and to share strategies and tips for success. Many curriculum issues are also discussed and worked on at this time.

An extensive study of the schedule changes at La Grande was conducted during the 1995-96 school year by the Eastern Oregon State College Regional Services Institute. The study, which included surveys, interviews, and focus group discussions, showed that the majority of students, former students, teachers, and parents support the block schedule and the other schedule-related changes the school has implemented. Student grade point averages have gone up, while disciplinary referrals have gone down. Teachers who once relied on basic lecture techniques to deliver lessons have become innovative facilitators of learning— continually challenging themselves and their students.

Observed Outcomes

The block schedule has helped to facilitate a more humane environment for students and staff.

Students are learning better in the block schedule with longer periods of time to interact with staff and each other.

Teachers do a better job of instructing; they do not have to go back and reteach every day.

The school and classroom environments have improved because of decreased student movement (in switching classes) and nonacademic interaction with each other.

Keys to Success

Get support from the administration and the board.
The change process is slow; a three- to five-year period is needed in order for it to gain full acceptance and for success to be realized.
The staff must support the change.
Necessitate open communication with parents and students.

Four-Day School Week

Program Location
Cove School District
P.O. Box 68
Cove, OR 97824

Contact
John Ott, Administrative Assistant
Phone: 541/568-4424
Fax: 541/568-4348

Description

Thirteen years ago, Cove School District in rural Northeast Oregon shifted to a four-day week in response to reduced funding and low student enrollment. The schedule has worked very well for students, teachers, and the community.

Students in grades kindergarten-12 attend school Monday through Thursday from 8 a.m. to 4 p.m., with the last 30 minutes reserved for meetings, clubs, and other activities. Primary students are released at 3 p.m. By reducing lunchtime and the time spent between classes, Cove students spend as much time in school as when they attended five days a week.

Along with the financial savings, there are numerous other benefits associated with the four-day schedule. Because Fridays can be used for athletic events and other school-related activities, there are fewer interruptions in learning Monday through Thursday. Teachers also can use Fridays as an extra work day. Many teachers can be found at school on Friday planning lessons, conducting meetings, or working on other classroom projects.

In the years since its inception in Cove, the four-day school week has been widely accepted by all local education stakeholders. Instead of making student services and activities the target of education cutbacks, the schedule has enabled this small community to continue to provide students with a quality education, full of opportunity and challenge.

Observed Outcomes

There is less interruption from athletic events.
CTBS scores have remained stable.
There has been financial savings in electricity, transportation, and food services.
Fridays can be used for staff inservice.

Keys to Success

Minimize interruptions in school.
Assign homework projects over the extended weekend instead of on Monday or Tuesday.

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Date of Last Update: 09/19/2001
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