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ABINGDON HIGH SCHOOL Block Schedule Study. Financial Impact Staffing Needs Impact on Itinerant Teachers. Financial Impact. THE DEBATE –-COST Traditional Scheduling Compared To Block Scheduling. Financial Impact. INCONCLUSIVE. Implementation Cost

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abingdon high school block schedule study

ABINGDON HIGH SCHOOL Block Schedule Study

Financial Impact

Staffing Needs

Impact on Itinerant Teachers

financial impact
Financial Impact

THE DEBATE –-COST

Traditional Scheduling

Compared To

Block Scheduling

financial impact3
Financial Impact

INCONCLUSIVE

factors impacting cost
Implementation Cost

Staffing Needs (of 1 schedule vs. another)

Instructional Time

Itinerant Teachers

Factors Impacting Cost
student teacher ratio model 2 modified block 3 50min 2 blocks or 2 50min 3 blocks
Student/Teacher Ratio

Model 2--Modified Block

(3-50min & 2-blocks) OR (2-50min & 3-blocks)

student teacher ratio model 3 8 period day 4x4 or 8 a b or 4x4 hybrid
Student/Teacher Ratio

Model 3—8-Period Day

(4x4) OR (8-A/B) OR (4x4 Hybrid)

instructional time

Instructional Time

Direct Instruction

slide17
Direct Instruction

Model 2--Modified Block

(3-50min & 2-blocks = 330 Minutes) OR

(2-50min & 3-blocks = 330 Minutes)

direct instruction model 3 8 period day 3 blocks 270 minutes
Direct Instruction

Model 3—8-Period Day

(3-blocks = 270 minutes)

impact on itinerant teachers model 2 modified block 3 50min 2 blocks 330 minutes
Impact on Itinerant Teachers

Model 2--Modified Block

(3-50min & 2-blocks = 330 Minutes)

impact on itinerant teachers model 2 modified block 2 50min classes 3 blocks 330 minutes
Impact on Itinerant Teachers

Model 2--Modified Block

(2-50min classes & 3-blocks = 330 Minutes)

impact on itinerant teachers model 3 8 period day 3 blocks 270 minutes
Impact on Itinerant Teachers

Model 3—8-Period Day

(3-blocks = 270 minutes)

closing
Closing
  • Educational Debate should not be about the schedule –
  • It should be about using the schedule to meet the individual needs of the individual learner –