Block Scheduling Sample Clauses

Block Scheduling. 1. When block scheduling results in the number of students seen by any teacher in a given day exceeds 160, written consent of the teacher(s) affected must be obtained in the form of a signed waiver by the affected teacher(s) which then must be submitted to the PED for approval. 2. Schools on block scheduling should: a. do so with the intent of improving instruction, student achievement, student attendance, and student safety as well as increasing opportunities available for students such as dual enrollment and access to additional electives;

Block Scheduling. In schools which use block scheduling, the total teaching hours and total preparation time shall be equal in any one week, the time allotted in Section 5.1 of this Article. On minimum or shortened school days, the principal may establish a schedule that differs from the standard practice here described

Block Scheduling. Prior to implementing any block scheduling, the parties will meet and confer in order to resolve any concerns that they may have.

Block Scheduling. 1. When block scheduling results in the number of students seen by any teacher in a given day exceeds one hundred sixty (160), written consent of the teacher(s) affected must be obtained in the form of a signed waiver by the affected teacher(s) which then must be submitted to the PED for approval. 2. Schools on block scheduling should: a. Do so with the intent of improving instruction, student achievement, student attendance, and student safety as well as increasing opportunities available for students such as dual enrollment and access to additional electives; b. Consider the importance of prior and ongoing professional development opportunities designed to provide staff with the appropriate training to implement block scheduling as well as adjusting planning and preparation strategies for the resulting longer class periods; and c. Staff in a manner which will result in an adherence to the maximum class load of one hundred sixty (160) students seen in any given week by any individual teacher except for required English classes which are limited to one hundred fifty (150) students per day/thirty

Block Scheduling. Certain periods of time each Training Year is reserved for certain Kansas agencies and organizations. Please refer to the Crisis City Master Calendar at the Crisis City website (▇▇▇▇://▇▇▇▇▇▇▇▇▇.▇▇.▇▇▇/KDEM.asp?PageID=370) to ensure that the desired date(s) and/or time(s) are available for scheduling.

Block Scheduling. 1. The PCSTA and District enter into this trial of block scheduling with the belief that Block scheduling will help to maximize student achievement by creating a better climate for learning, allowing for more academic support, and reducing student discipline problems. It is not the intent of the District to utilize block scheduling in order to increase class loads or class sizes. Current (1997-98) JCB and (2001-2002) EJD scheduling practices will be honored in the block schedule process. Should conditions make it necessary to deviate from current practices, the JCB instructional staff (PCSTA members, principal and vice-principal) and/or the EJD instructional staff (PCSTA members, principal and vice-principal) will have the right to vote whether to continue with block scheduling or return to the traditional schedule. 2. JCB and EJD will each adopt an alternating-day block schedule in which each block will meet every other day. 3. A block shall be defined as an instructional period not to exceed 84 continuous minutes. A split block shall be defined as an instructional period not exceeding 84 minutes, interrupted by a lunch break. A half block shall be defined as an instructional period equal to half the number of minutes in a block. 4. Teachers will be provided with one full block of planning/preparation time each day, during which they will not be assigned to any other duties. 5. Teachers shall not be assigned to more than 2 ½ continuous instructional/duty blocks on any day unless the teacher willingly volunteers to do 3 continuous blocks. If it remains necessary to schedule some EJD teachers with back-to-back planning and study halls during the first and second blocks of the day, even if only every other day, this schedule will be rotated among all grade levels and special areas at EJD from year to year. 6. Teachers of science courses with labs will be able to schedule up to one half of one block in each four-day cycle as student study time. Teachers will have flexibility as to scheduling what day in each cycle will include this study time. Teachers will have flexibility to use this time as instructional time when they deem it appropriate.

Block Scheduling. 1. The parties recognize that a significant value of some specific block scheduling models is to allow opportunities for teachers to work with students in settings with smaller pupil teacher ratios (PTRs) as well as in settings that allow for longer periods of time with the same block of students. For other block scheduling models, although numbers of students seen may be larger, longer prep times for teachers may result, and additional time for collaboration may become available.‌ 2. The total number of students to be seen by a teacher in any given week shall be determined by the block schedule model utilized and/or the alternative curricular plan adopted by the individual school and its stakeholders. In every case, every effort should be made to keep the “per week” number as low as possible.‌ 3. When block scheduling results in the number of students seen by any teacher in a given day exceeding 160, written consent of the teacher(s) affected must be obtained in the form of a signed waiver by the affected teacher(s) which then must be submitted to the PED for approval. 4. Schools considering block scheduling should: a. do so with the intent of improving instruction, student achievement, student attendance, and student safety as well as increasing opportunities available for students such as dual enrollment and access to additional electives. b. consider the importance of prior and ongoing professional development opportunities designed to provide staff with the appropriate training to implement block scheduling as well as adjusting planning and preparation strategies for the resulting longer class periods. c. consider establishing caps on the total number of students a teacher may see in any given week, recognizing that some block schedules will result in lower per day numbers but higher per week numbers of students seen. d. develop a plan for assessing and evaluating the effectiveness of the block schedule they have adopted on an ongoing basis.

Block Scheduling. Notwithstanding any provision of this Agreement that is to the contrary, or any provision of this Agreement that would prohibit or in any way limit the authority of the District to establish block scheduling at the secondary schools, the District shall be permitted to establish block scheduling at the secondary schools following consultation with the Association. However, upon implementation of a block schedule, the work schedule for teachers shall consist of: 1. Three 90 minute class periods every other day, and two 90 minute class periods plus one 90 minute seminar period on alternate days. 2. One 90 minute preparation period daily. 3. A duty free lunch period daily.

Block Scheduling a. The parties agree that if block scheduling is instituted on September 1, 2007, or later, the following provisions shall govern the terms and conditions of the teacher work day. The provisions of Article 6, D. through N. also apply. b. Arrival and departure time shall be designated by the Administration. The total school day for teachers shall be designated by the Board and shall not exceed seven (7) hours, six (6) minutes. The additional six (6) minutes added to the day shall be used for additional instructional time. In addition, three (3) of the ten (10) minutes added in the 2003-2006 Agreement shall be used for additional instructional time, for a total of nine (9) added instructional minutes. The total student day shall not exceed six (6) hours and 33 minutes. c. A block period shall be less than 88 minutes. d. In the A/B scheduling approach, a full-time teacher shall have three (3) blocks of instructional time one day and two (2) blocks of instructional time the other day. e. In the A/B scheduling approach, a full-time teacher shall have one (1) block of preparation time one day and one-half (1/2) block of preparation time the other day. If a teacher loses his/her contractually-guaranteed individual prep period, he/she shall be paid at the block period coverage rate. The loss of preparation period due to a field trip or an emergency such as a fire drill is not a violation of this guarantee and does not create a requirement for payment. If a teacher is not provided preparation time consistent with the foregoing, the payment for said lost time shall be calculated by determining the per minute value of the hourly supplemental rate for that year and multiplying the result times the number of preparation period minutes lost. f. In the A/B scheduling approach, a full-time teacher shall have 30 minutes of lunch time per full school day. g. In the A/B scheduling approach, a full-time teacher shall have one (1) block of duty/non-instructional professional services time one day and one-half (1/2) block of duty/non-instructional professional services time the other day. “Non-instructional professional services” consists of such activities as team or building planning, meetings with supervisors, other staff members or parents, and other teacher work which does not involve the direct instruction of students. The intent of the Board is not to use this block of time solely for professional development. h. If a teacher, by mutual agreement, is scheduled to teach a...