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Parallel scheduling, transforming performance.

Article Excerpt
Abstract

Parallel block scheduling is a method employed in elementary schools to help reduce the student-to-teacher ratio in core academic areas such as reading and mathematics. Students are constantly moving in and out of the classroom while missing crucial instruction during this transition. Parallel block scheduling alleviates this problem and may allow for the flexibility for a school to move from a traditional to a transformational school. Benefits to schools of parallel block scheduling may be dramatic especially for the lowest achieving students.

Introduction

Research has indicated positive results can be associated with flexible parallel block scheduling in elementary schools. Reducing class size, reducing the interrupted instructional day for students and teachers, and individualizing instruction for students are all benefits of parallel scheduling. Student achievement has been directly linked to the reduction in class size from several research studies. Having fifteen or less students with one teacher for core subjects, such as reading and math, can improve achievement of all students; however research has indicated the most dramatic improvement is among the lowest achieving. Disruptive behavior is reduced because there is not "meaningless seatwork" while the teacher is working with individual or small groups of students (Delaney, Toburen, Hooten & Dozier, 1998). Planning and researching parallel block scheduling prior to implementation is crucial for the success of the schedule. The transformational principal must take an active role in building a flexible model which responds to the changing needs of an achieving student population. The principal's role in monitoring strategies, methodologies, resources, and engagement will have a positive impact on student achievement.

Over time, many new programs have been implemented in elementary school to use resources more appropriately to meet the diverse needs of the students being served. Programs such as the Exceptional Children, Academically Intellectually Gifted, English Language Learners, and Title 1 programs are apparent in most schools across the country, along with during school tutoring sessions, for students who are at risk for failing academically. Children can be a part of many of these programs during the same day. Canady and Hotchkiss (1985) examined constant movement of students in and out of classrooms. They found this constant movement is a major problem with instruction and a detriment to the utilization of the schools most precious resource.

In 1994 the National Educational Commission on Time and Learning prepared a document entitled The Prisoners of Time. This document looked at problems that are occurring in schools due to the allotment of instructional time during the school day and year. School administrators still face concerns with effective time utilization. Teachers comment anecdotally that, "there just isn't enough time"...

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