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**__ Policy at Scotia-Glenville I would like to change / implement: __**
=== In general, Scotia-Glenville should change the class schedule to be doubled periods/block periods, which is similar to other schools schedules around the capital district. The 39 minute block periods with a 4 day rotation schedule will replace a nine period school day. ===

**__ Definition of the Problem: __**
=== Today at Scotia-Glenville High School the schedule is nine periods for 40 minutes and an eight day rotation. With my own experience I have found that this system is a problem. In the four years I have been taking classes at Scotia-Glenville I have found that 40 minutes is not enough time to complete what our teacher assign for class work. Also the teachers do not have enough time finishing there lesson for the day. Teachers are mandated to cover a specific curriculum in a short amount of time. === === There are undesirable effects of this problem. Some of these effects include lower test grades on the NY State Regents exams because teachers were not able to cover the entire specific curriculum. Shorter classes leave little time for reflection and building connections. The traditional schedule does not allow for students who need extra time. Also the traditional schedule does not prepare high school students for college. College classes and lectures will last longer than a 40 minute class period. Scheduling is critical to increasing student knowledge and achievement. ===

**Provide statistics that support your claim of a problem:**
===About 80 percent of the teachers in the school lecture less and gradually engage students in more active learning structures; therefore, students become less passive in their learning. Teachers will adjust to planning and teaching in a larger block of time, but eventually the school environment becomes less stressful for both teachers and students. Most teachers will plan lessons that include at least three different activities.The most difficult aspect of a lesson plan for teachers seems to be (a) developing and implementing the application phase of a lesson, and (b) managing the transitions within the block. The number of discipline referrals to the office is reduced sgnificantly. The teachers have to adapt as much as the students to learn how to sit, pay attention/keep attention, and have active participation and things being taught to create a better learning environment.===

__**Identifying factors 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. ===

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===Experts in the field of study: The University of Minnesota and The Seaton Hall University === __ [] __ ===[] ===