| FOREWORD |
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v | (4) |
| ABOUT THE AUTHORS |
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ix | (6) |
| PREFACE |
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xv | |
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1 FROM BLOCK SCHEDULING TO EXTENDED LEARNING TIME--MAKING IT HAPPEN |
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1 | (46) |
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Purpose, Future, and Vision of the School |
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3 | (6) |
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Establishing the Action-Planning Team |
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9 | (1) |
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Identifying the Problem or Opportunity |
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10 | (4) |
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14 | (4) |
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Rules, Roles, Relationships, and Responsibilities |
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18 | (4) |
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22 | (11) |
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Developing the Action Plan |
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33 | (6) |
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39 | (2) |
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Operationalizing the Action Plan |
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41 | (4) |
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45 | (2) |
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2 DEVELOPING A COMPREHENSIVE PROFESSIONAL DEVELOPMENT PLAN TO SUPPORT EXTENDED LEARNING TIME |
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47 | (36) |
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54 | (5) |
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Defining Professional Development Objectives |
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59 | (2) |
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61 | (1) |
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62 | (2) |
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64 | (5) |
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In-School Teacher Collaboratives |
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69 | (2) |
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Graduate-Level Courses for ELT Scheduling |
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71 | (2) |
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73 | (5) |
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Substitute Teacher Procedures and Resolutions |
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78 | (2) |
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Interschool Collaboratives |
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80 | (1) |
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Creating a Professional Development Budget |
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81 | (1) |
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82 | (1) |
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3 QUESTIONS AND ANSWERS REGARDING EXTENDED LEARNING TIME |
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83 | (30) |
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Will Teachers be Asked to Teach More Students and Spend More Time Teaching Each Day in an ELT Schedule? |
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84 | (1) |
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If Teachers Meet Their Classes Fewer Times, How Will They be Able to Cover the Content of Each Course? |
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85 | (5) |
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How Will a Teacher Decide What Content to Keep and What to Leave Out of a Course? |
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90 | (1) |
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Is it True that Student Retention of Learning is Lost When a Student Misses a Semester of a Given Subject? |
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91 | (2) |
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Is Student Achievement Affected by ELT? |
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93 | (1) |
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What Effect Will a 4x4 ELT Model have on Students Who are Applying for Admittance to Colleges and Universities? |
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94 | (1) |
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What does the ELT Classroom Look Like? |
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95 | (1) |
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What Will a Teacher be able to Accomplish in an ELT Period that the Teacher Cannot Accomplish in a Traditional 45- to 55-Minute Period? |
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96 | (1) |
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Will Teachers be able to Keep Students Interested for the Entire ELT Period? Don't Four 80- to 90-Minute Classes Make for a Long, Boring Day for Both Teachers and Students? |
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97 | (1) |
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What Prevents a Teacher from Using Part of the ELT Period to Allow Students to View Films or do Homework? |
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98 | (1) |
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Will a 4x4 ELT Model Adversely Affect Performing Arts Programs? |
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98 | (1) |
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Will the 4x4 ELT Model Adversely Affect Physical Education Programs? |
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99 | (5) |
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Will the 4x4 ELT Model Meet the Needs of Special Needs Students? |
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104 | (1) |
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Will the 4x4 ELT Model Meet the Needs of ESL Students? |
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104 | (1) |
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How Does a 4x4 ELT Model Deal with AP Courses? |
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105 | (2) |
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Do District and School Policies Need to be Changed to Accommodate an ELT Schedule? |
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107 | (1) |
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What Impact will the ELT Schedule have on Teacher and Student Attendance? |
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107 | (1) |
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What Impact will Teacher or Student Absences have on the Teaching and Learning Process in an ELT Schedule? |
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108 | (1) |
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What Impact Will the ELT Schedule have on Student Discipline? |
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109 | (1) |
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How do You Deal with a Teacher Who Refuses to Change Instructional Methods and Continues to Lecture for the Entire ELT Period? |
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110 | (1) |
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Will the ELT Schedule Affect Extracurricular Activities? |
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111 | (1) |
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111 | (2) |
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4 PLANNING FOR SUCCESS: INNOVATION AND SAMPLE LESSONS |
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113 | (42) |
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119 | (4) |
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History and Social Science |
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123 | (6) |
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129 | (5) |
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134 | (4) |
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138 | (3) |
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141 | (6) |
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147 | (2) |
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149 | (2) |
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Physical Education and Health |
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151 | (3) |
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154 | (1) |
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5 A GUIDE TO IMPLEMENTING EXTENDED LEARNING TIME |
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155 | (22) |
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Implementation Checklist: Part I |
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156 | (10) |
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Selecting the Model Best for Your School |
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166 | (4) |
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Implementation Checklist: Part II |
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170 | (3) |
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Assessment and Evaluation Worksheet |
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173 | (1) |
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174 | (3) |
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6 EVALUATING THE QUANTITATIVE AND QUALITATIVE RESULTS OF EXTENDED LEARNING TIME |
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177 | (18) |
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178 | (6) |
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184 | (3) |
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187 | (2) |
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189 | (4) |
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193 | (1) |
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193 | (2) |
| APPENDIX: MILFORD HIGH SCHOOL STATEMENT OF PURPOSE |
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195 | (4) |
| REFERENCES |
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199 | |
