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It is very important to understand that block scheduling allows the freedom in scheduling to account for what is important to a school and community.
It is also important to understand that there are many different kinds of block schedules.
It is also important to understand that block schedules are flexible so that band, choir, shop, and Advance Placement classes can be enhanced.
Below are the foundational models for two of the most common forms of block scheduling and an example of an extended schedule
In the 4x4 semester plan the school day is divided into four instructional blocks of approximately 90 minutes each, and the school year is divided into two semesters. During the first semester, students are enrolled in four courses which meet daily. Instruction, which previously had been stretched over the course of an entire 180-day school year, is now compressed into one semester of double-block periods. At the end of the fall semester, students receive credit for each course successfully completed and enroll in four additional courses for the spring semester. Generally, most teachers instruct three of the 90-minute blocks and use the fourth block for planning.
Remember this is the foundation upon which to build a flexible schedule that meets the needs of the school and community.
Note about the 4x4 plan: AP courses, Music courses, or other important courses may continue to meet every day all year, if that is desired by the school and community
The alternate day block schedule may be adapted to meet the needs of the schools that offer six, seven, or eight courses. In schools where students take six or eight course, half of the classes meet in double instructional blocks one day, while the other three or four c lasses meets in double blocks the next day. In seven period schools, six courses meet in double blocks every other day; one course, called a singleton, meets daily in the traditional single-period format. Thus, if a school wishes to offer six courses, on Day 1 odd-period courses 1, 3, and 5 might meet in double periods, and even courses 2, 4, and 6 would follow the same format on day 2. The pattern repeats thoughout the 180 day school year resulting in an equal number of Day 1's and Day 2's regardless of the number of holidays or schooldays within a week.
In the above graph all students start out in Algebra One. At the end of 1/4 (nine weeks) those that are ready to go on, move to part two. If a student is not ready they will spend the next quarter mastering part one. At the end of the second quarter some kids will move on to part three, those that needed more help with part one move on to part two, and any student that needs help with part two will remain at that level for nine weeks. At the end of third nine weeks some students will be ready for the last part and others will need to follow a longer course.
Please note, this should reduce failures in Algebra One, allow accelerated students to go on to another math course or a different academic course. Others will finish at different times. Gone is the kid who failed at the end of the first nine weeks and is expected to sit in class and not cause a problem so that the rest of the students can move on.