Advantages of Block Scheduling



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 in-depth study, such as individual student projects, peer collaboration, and one-on-one 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 SpanishI 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).

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A Letter From Our Principal

Dear Pikes Peak Prep Soaring Eagles families and community members—

It's hard to believe it is that time of the year again - the beginning of a new school year. I am honored to be the principal of Pikes Peak Prep, and welcome both our returning families and those who are joining our school community for the first time. Exciting changes are happening at Pikes Peak Prep. Our enrollment has grown to over 350 from kindergarten to 12th grade, and with growth come additional resources that benefit all students. I am excited to be able to tell you about our new facilities, programs, and staff:

 PARDEN OUR DUST! – As you may have already seen, our physical campus is growing with the addition of 16 modular classrooms, which will be used primarily for secondary classes and programs. We want to thank The Classical Academy, who donated the modulars and The Assistance League for granting us use of their lot across from our school. We’d like to add special thanks to Chuck Murphy and Murphy Construction for all their logistical support. All of these are positive indicators of growth and continued improvement, and I am truly excited about what the future holds for Pikes Peak Prep.

CLASSROOMS - We have expanded to two kindergarten and two first grade classes, and the classrooms for grades K-4 will remain in the south wing. The north wing will house grades 5 and 6, Art, Technology, and secondary Math and Science. English, Social Studies, and Music are moving into our new modular classrooms. Thanks to a generous donation of Nautilus equipment from Karen Marley, professor of Exercise Science at CSUPueblo, we are also able to open a new weight training and fitness center in one of our modular classrooms. A new workshop for Engineering and 3D Art will be opened in another modular classroom.

You are all invited to come to school for our new event called ―Preflight—a meet-the-teachers Ice Cream Social on Thursday, August 9 from 3:00 – 5:00 p.m.

TECHNOLOGY UPGRADE - We are updating technology school-wide, including new computer lab desktops that will support engineering and technology instruction and mobile laptops for graphic design and on-line testing. We will also have a class set of netbook computers with wireless internet connectivity in each academic classroom from third grade up, providing one-to-one instructional technology.

SCIENCE TECHNOLOGY ENGINEERING MATH (STEM) FOCUS GRADES 9-12 - Along with the new technology we are implementing a strong STEM--Science Technology Engineering and Math--curriculum focus in at the secondary level, including Project Lead The Way™, a nationally-recognized engineering education program. All 7th and 8th eighth grade students will be scheduled for a Computer Technology applications course to ensure they are all equipped with the 21st Century skills colleges and employers demand, and this course is also offered as an elective choice for high school students.

EXCITING NEW ELECTIVE CHOICES FOR GRADES 9-12 - For the first time at Pikes Peak Prep, students in grades 9-12 have a choice of elective classes. Thanks to our new modular classrooms, access to an internetbased curriculum called E2020, technology upgrades and increased enrollment, we are able to offer some exciting new classes, including:

Project Lead The Way™ Introduction to Engineering Design

3D Animation and Game Design

2D and 3D Art

Graphic Design

Choir

Physical Fitness and Conditioning

On-line language classes in French, German, Latin, Spanish and Chinese

NEW STAFF - All of our new teachers have extensive experience in education and the professional world—a talented, dedicated, collaborative, caring, tech-savvy team. They are completely committed to ensuring your children meet and exceed learning standards, to preparing them for the Early College Program, and to supporting our positive, academically-rich, student-centered culture.

We also want to welcome Mr. Brian Humphries, our new Assistant Principal. Mr. Humphries will be overseeing discipline, co-curricular and extracurricular activities, Service Learning, and testing. He is also initiating our new positive behavior support program--―EAGLE : Enthusiasm Accountability Generosity Leadership Excellence.‖

NEW PARENT AND COMMUNITY RESOURCE CENTER – Our new Parent and Community Resource Center

(PCRC) is a place where families can access a range of support resources, including academic and learning support programs, health and social services, youth and community development, and community engagement. It will be a place to get information, attend seminars, meet other parents, find community resources, become an active member of PTO, schedule your volunteer hours, and receive clothing, food, and school supply assistance.

In closing, I want to thank you for your support and encourage you to fully embrace the moment. Your children receive the

best education when you and our dedicated teachers work as a team. It's a parent’s enthusiasm, support and involvement that inspire children to do their best. Together we can achieve wonderful things. We are committed to our mission of preparing every student for college and success in the 21st Century. At Pikes Peak Prep ―All Roads Lead To College.‖ Thank you for your support, and your commitment to your child's education. I look forward to seeing you in the very near future.

Let’s Go Soaring Eagles!

Warm regards,

Dawn M. Nelson

Principal

Electives! Electives! Read All About Them!

At Pikes Peak Prep, our students receive a well-rounded education that will put them on the path to college. Here are a list of electives and descriptions offered this year ('12-'13) to our high school students.

COURSE DESCRIPTIONS

TECHNOLOGY AND ENGINEERING

Project Lead The Way™ Pathway To Engineering High School Engineering Program
Introduction to Engineering Design (IED)
Introduction to Engineering Design is the first year class in Pathway To Engineering (PTE) sequence. The major focus of IED is the design process and its application. Through hands-on projects, students apply engineering standards and document their work. Students use industry standard 3D modeling software to help them design solutions to solve proposed problems, document their work using an engineer’s notebook, and communicate solutions to peers and members of the professional community. About Project Lead The Way™ Project Lead The Way (PLTW) is the leading provider of rigorous and innovative Science, Technology, Engineering, and Mathematics (STEM) education curricular programs used in middle and high schools across the U.S. STEM education is at the heart of today’s high-tech, high-skill global economy. For America to remain economically competitive, our next generation of leaders -- the students of today -- must develop the critical-reasoning and problem-solving skills that will help make them the most productive in the world. STEM education programs like the one offered by PLTW engage students in activities-, projects-, and problem-based (APPB) learning, which provides hands-on classroom experiences. Students create, design, build, discover, collaborate and solve problems while applying what they learn in math and science. They're also exposed to STEM fields through professionals from local industries who supplement the real world aspect of the curriculum through mentorships and workplace experiences. PLTW's comprehensive curriculum for engineering sciences has been collaboratively designed by PLTW teachers, university educators, engineering and biomedical professionals and school administrators to promote critical thinking, creativity, innovation and real-world problem solving skills in students. About the Pathway To Engineering High School Engineering Program Pathway To Engineering (PTE) program is a sequence of engineering courses which follows a proven, hands-on, real-world problem-solving approach to learning. Throughout Pathways To Engineering, students learn and apply the design process, acquire strong teamwork and communication proficiency and develop organizational, critical-thinking, and problem-solving skills. They discover the answers to questions like how are things made and what processes go into creating products. Students use the same industry-leading 3D design software used by companies like Intel, Lockheed Martin and Pixar. They explore aerodynamics, astronautics and space life sciences. Hello, NASA. Students apply biological and engineering concepts related to biomechanics – think robotics. They design, test and actually construct circuits and devices such as smart phones and tablets and work collaboratively on a culminating capstone project. It’s STEM education and it’s at the heart of today’s high-tech, high-skill global economy. PTE courses complement traditional mathematics and science courses. The program is designed to prepare students to pursue a post-secondary education and careers in Science Technology Engineering and Math related fields.


Computer Technology Applications
In this course, students will gain the computer skills they need to become confident and prepared to use technology at school, at work, in college, in the professional world, and in everyday life. Topics include search engines and web browsers, keyboarding and typing, presentations, website design, image editing, and spreadsheets. Students will also become familiar with a number of web-based applications, such as Gmail™, Blogger™, Google™ Calendar, and GoogleReader™. Computer Applications will also challenge high school students to become highly proficient in Microsoft Word®, Excel®, PowerPoint®, and Outlook® through engaging lessons and coursework.



3D Animation and Game Design
This introductory course teaches animation essentials through hands-on projects in Adobe® Flash®, a professional grade software program used by animation experts worldwide. Students will create a diverse portfolio of their own animations. During the second semester, students will learn the fundamentals of game
 design and development through step-by-step projects in Adobe® Flash®. Students will create a diverse portfolio of games, incorporating game mechanics such as point-and-click, click-and-drag, shooter, scrolling action, and multi-room exploration.





ART AND PUBLISHING



2D Art
2D Art Students will be introduced to the elements and principals of art through a variety of 2D projects including drawing, painting, collage and printmaking. Traditional and contemporary media will be utilized to help students discover their niche and allow them to develop a portfolio with techniques and big ideas that are relevant to them.


3D Art
An exciting and progressive class in the basics of sculpture and modeling. Students will discover clay, found objects, motors and wire plus more media to design and build their creations. Contemporary as well as traditional techniques will be employed to focus students on creating a portfolio that has relevance to their interests.


Computer Graphic Design
Students will learn to use the computer as a tool for creating their own work and for manipulating digitized images. Students will use graphic design programs such as Adobe Illustrator®, Photoshop®, and In-Design®), as well as digital imaging devices (digital cameras and scanners), to create a variety of 2D projects, which may include story illustrations, commercial art projects, and original works of art. Students will create a portfolio of their work in hard copy and electronically showcasing their skills.


Publications
This class will focus on the fundamentals of journalism and journalistic-style writing, photography and photojournalism, and create and publish the school’s yearbook, newspaper, and literary arts magazine. Publications Production staff members will also contribute photos and stories to the school’s website. Note: Work outside of class covering school and community events will be required.

MUSIC



Choir
Pikes Peak Prep is working to expand our choir program to include a variety of vocal groups based on student interest and ability. Students will work together as a large vocal ensemble and focus on choral skills development and performance. As the year progresses, students will continue to improve their large-group ensemble performance and will also branch out into smaller, more specialized vocal groups, such as women’s and men’s ensembles, a capella and show choir groupings. Public concerts and choir competitions are planned. Note: Rehearsals and performances outside of school time are required.


Band, Drum Line and Color Guard
Students will be grouped based on experience and interest. Focus will be on musical skills and performance development. Color guard is a new group forming. Students who join color guard will perform synchronized flag routines in coordination with the band and drum line. Band, drum line and color guard will perform together at concerts, community and school events, and parades. Note: Rehearsals and performances outside of school time are required.

PHYSICAL EDUCATION (Grades 10-12)

Note: All ninth grade students will be scheduled for ninth grade Physical Education class.

Physical Fitness and Conditioning

This class will teach students how to reach personalized goals by implementing and monitoring an individualized fitness plan. Participants will learn the five components of physical fitness which include: cardio endurance, muscular strength, muscular endurance, flexibility and body composition. Students will be assessed on improvement with the goal of improving in all of the five component areas. Participants will also master methods used for self-assessment. Students will learn how to perform heart rate calculations as it relates to a fitness program. Class participants will gain knowledge of the muscles of the body and the various methods used to effectively and safely train them. Some team sports will also be a part of this class to help students master cardio endurance. Note: Thanks to a generous donation of weight training equipment, Pikes Peak Prep is adding a new weight and fitness room.

Individual and Team Lifetime Sports

This class will focus on teaching students the skills necessary to participate at a competent level in a variety of lifelong sports and recreation. Students will master the skills needed to apply rules and ethics to non-traditional and traditional sports and activities, including but not limited to: badminton, pickleball, tennis, volleyball, softball, basketball, handball, lacrosse, line dancing, yoga and pilates. Students will be assessed on participation, content knowledge and skill improvement. This class will also teach students how to demonstrate respect and support for self and others.

SCHOOL SERVICE

Teaching Assistant (Classroom aid and tutor)

High school students who serve as a Teaching Assistant (TA) will assist elementary or secondary teachers with classroom-related tasks and projects. Students assigned to kindergarten – sixth grade classrooms will also assist our elementary students in developing reading, writing and math skills. The Teaching Assistant will act to enhance self-esteem and confidence in children through patience and encouragement. Working as an elementary classroom aid and tutor provides relevant experience for students interested in careers in education, childcare, and literacy-related fields.

ON-LINE LANGUAGE ELECTIVES

Students who elect to take a language on-line through E2020 will be scheduled for an independent study block in the computer lab. Tutoring assistance will be available from faculty members or virtual coaches. E2020 on-line courses are also accessible from home.

E2020 on-line language courses use PowerSpeak, and courses are aligned to national

standards as set forth by the American Council on the Teaching of Foreign Languages (ACTFL).

 For a sample lesson, go to http://demo.pglms.com/sections/home.

In all E2020 on-line language courses, students are introduced to the language with fundamental building blocks in four key areas of foreign language study: listening comprehension, speaking, reading, and writing. Each unit consists of an ongoing adventure story, a vocabulary theme and grammar concept, interactive games reinforcing vocabulary and grammar, reading and listening comprehension, speaking and writing. Multimedia cultural presentations cover major language-specific speaking areas in the world.

On-line language courses available for 2012-2013:

French I    German I   Latin I   Spanish I,Spanish II and Spanish III

Note: Chinese I will be offered if a qualified local tutor is identified.

Pardon Our Dust...Here We Grow Again!

Local Charter School Receives Gift for Expansion
Pikes Peak Prep Receives Portable Classrooms from Classical Academy

Colorado Springs, CO – With help from key community organizations, Pikes Peak Prep (PPP), located at 525 E. Costilla Street in Colorado Springs, will expand enrollment from 290 students last year to an approximate enrollment of 360 on the first day of school this year (August 13, 2012). The school will now have the ability to nearly double its enrollment in the coming years thanks to a donation of eight portable classroom buildings from The Classical Academy, a charter school in District 20.

Dawn Nelson, principal of Pikes Peak Prep, reported on how the new classrooms will be used. “The new buildings will provide the space for elementary and secondary programs to expand. For the 2012-2013 school year, the new modular classrooms will house our secondary English and social studies team, choir and band, a new PE weight and fitness room, a workshop for our engineering and 3D art programs, an academic intervention classroom, and possibly a parent center. Courtyards between the buildings will provide outdoor eating and meeting space for our middle and high school students to enjoy. Of course, the project would not be possible without the cooperation of the Assistance League who is allowing us to use the land adjacent to our school for the buildings.”

Kevin Collins, Interim President of The Classical Academy, stated "In the community of charter schools, we often do great things with limited resources and temporary solutions. TCA is grateful for the teachers and students who made excellent learning happen in these portable classrooms. Thanks to generous stewardship from our parent community, we are finishing our main classroom building, so we are pleased that a part of our history will have a new season of usefulness at Pikes Peak Prep Charter School. We wish the teachers and students many years of learning and achievement in their new classrooms and library."

“Chuck Murphy, PPP school board member and CEO of Murphy Construction, has stepped forward to help us prepare the ground for the new classrooms, as well as preparing an additional plot adjacent to the school that will serve as a sports field,” stated Walt Glover, PPP Board of Directors President and CFO ofthe United States Olympic Committee.

“Work is already well underway preparing the Assistance League lot. The modular classrooms will be installed within days. Neighbors are excited about our school's growth, new programs, and the development of the land,” stated Principal Nelson.
Seats for fall enrollment are still available in a few key grade levels. Applications are available online at www.PikesPeakPrep.org.

Watch our progress as we grow with these exciting photos!

Land Prepping July 15, 2012

July 15, 2012

Here come the new classrooms!

Inside one of the new classrooms.

Progress as of July 19, 2012

Classrooms in place!