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ERIC Number: EJ823090
Record Type: Journal
Publication Date: 2008
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0271-6062
Block Scheduling that Gets Results
Myers, Nicholas J.
Principal, v88 n2 p20-23 Nov-Dec 2008
All children can learn. When principals and faculties fully embrace this core belief and demonstrate it to students, parents, and each other, significant improvements in academic performance can result. However, while it is certainly true that all children are capable of academic success, it is also true that learning occurs at different rates. This is demonstrated particularly vividly with children traditionally considered as "at-risk." This article describes how Anne Fox Elementary School in Hanover Park, Illinois, redesigned its master schedule to ensure that all children do learn by examining five major questions: (1) Have essential outcomes in core academic areas that all children must have in place before moving to the next grade level been clearly defined? (2) Have meaningful, formative assessments that truly identify the specific learning needs of each child been developed? (3) Is intervention implemented as soon as a child demonstrates difficulty mastering essential grade-level skills and concepts? (4) Are interventions systematically built into the school day and delivered to all students in need of additional time and support? and (5) Must an individualized education program be in place before providing additional time and support? (Contains 2 online resources.)
National Association of Elementary School Principals (NAESP). 1615 Duke Street, Alexandria, VA 22314. Tel: 800-386-2377; Tel: 703-684-3345; Fax: 800-396-2377; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois