Block Scheduling Assessment and Surveys

As with any new challenge, teachers and students will experience difficulties, but the block schedule offers flexibility within the classroom. This empowers students and creates a focused and enthusiastic group of learners. School climate is dramatically affected by block scheduling because the schedule addresses individual needs and gives teachers greater opportunities to be creative.

It is important and essential that the voices of teachers, parents, and students be heard as part of the evaluation of the schedule itself. They should all be surveyed on several occasions to elicit their opinions and concerns. This will ensure that block scheduling is successfully implemented and will also help energize the school by involving all the stakeholders.

Pre Assessment and Post Assessment of Block Scheduling for School Year 1998-99

1. Briefly explain how your flexible block schedule works?

2. How will teacher absenteeism affect the class?

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3. Will an absent student miss so much work in a block class that he/she will never catch up?

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4. Will students be able to perform effectively in longer classes?

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5. Will you find students to have difficulty staying on task in the longer class period?

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6. Will EEN/low level students find the longer classes to be more difficult?

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7. Will planning for an extended class period be more difficult than for regular class periods?

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8. Will the longer classes really allow me to get to know students¹ strenghths and weaknesses?

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9. Will I be able to productively sustain a ninety minute instructional lesson?

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10. Are you going to cover as much content blocking as you did before?

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11. Will the block schedule have an effect on school climate?

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12. Will grading change with implementation of a block schedule?

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13. What is the biggest negative factor you will face with this new schedule?

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14. What can you see may be a positive component for students?

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15. Would you go back to our tradtional seven period day?

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16. Additional comments/ Concerns/ Questions you may have?

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