Performance dictates Opportunities.

Academics-Athletics-Arts

Quarter 19 weeks (45 days)

8 classes45 minutes

45 days X45 minutes =2,025 minutes of instruction

One-fourth of the year

Quarter 29 weeks (45 days)

Same 8 classes 45 minutes

2,025 more minutes for a total of 4,050 minutes in 90 days__________.5 credit/class

Quarter 39 weeks (45 days)

Same 8 classes45 minutes

2,025 more minutes for a total of 6,075 minutes in 135 days

Three-fourths of the year

Quarter 49 weeks (45 days)

Same 8 classes45 minutes

2,025 more minutes for a total of 8,100 minutes in 180 days__________.5 credit/class

What is a Trimester?A 12 week grading period

5 periods of 70 minutes each dayA school year will consist of 3 trimesters

T1, T2, and T3. Each T stands alone, grade wise.

Classes that formerly lasted 180 days (Two 90 day semesters) can be completed in 120 days (Two 60 day trimesters) and yet, still give a student more seat time.

How? Old: 180 days X 45 minutes/class= 8,100 minutes/course.New: 120 days X 70 minutes/class= 8,400 minutes/course. In addition to the extra 300 minutes, a class can be

looped in order to create even more seat time for students who need it. For example, a student who fails 1st trimester Algebra can retake

it in the 2nd trimester, and still have the 3rd trimester to finish the course. Not possible with the old schedule.

Or, a student that passes with a D could go into an “Essentials”, or remediation, class during the 2nd trimester, and finish the class during the third trimester. Again, not possible with the old schedule.

This would give the student an extra 4,200 minutes of instruction (an extra Trimester); 60 days X 70 minutes/day= 4,200 minutes. These 4,200 minutes + the 8,400 = 12,600 minutes/year for the student who needs the extra help.

GoalsTo better prepare students for the new

academic requirementsBy looping, dedicated periods for credit

recovery, and core review for juniors (ACT Prep)To provide remediation and relearning

opportunitiesTo provide greater depth to certain courses

(Algebra courses run all 3 trimesters)To better prepare students for the ACT and

scholarship dollars associated with it

GoalsTo maintain a sound instructional

program without increasing staffTo assist faculty

in managing curriculum contentInstructional deliveryCommon class assessments

To provide students elective opportunities within and outside the core

Trimester 112 weeks (60 days)August 1-October 215 classes70 minutes__________60 days X 70 minutes=4,200 minutes of instruction__________.5 credit/class2.5 credits/Trimester__________One-half of the year in one-third of the time

Trimester 212 weeks (60 days)October 31- February 95 classes70 minutes__________4,200 more minutes for a total of 8,400 minutes in 120 days. 300 more minutes than we currently get in 180 days__________.5 credit/class2.5 credits/Trimester__________Full year in two-thirds of the time

Trimester 312 weeks (60 days)February 13-May 175 classes70 minutes__________4,200 minutes of instruction. Can be used for a .5 credit class (4,200 minutes). Can remediate/enrich a class already taken (8,400 + 4,200 = 12,600 minutes.__________.5 credit/class2.5 credits/Trimester

Quarter 19 weeks (45 days)

8 classes45 minutes

45 days X45 minutes =2,025 minutes of instruction

One-fourth of the year

Quarter 29 weeks (45 days)

Same 8 classes 45 minutes

2,025 more minutes for a total of 4,050 minutes in 90 days__________.5 credit/class

Quarter 39 weeks (45 days)

Same 8 classes45 minutes

2,025 more minutes for a total of 6,075 minutes in 135 days

Three-fourths of the year

Quarter 49 weeks (45 days)

Same 8 classes45 minutes

2,025 more minutes for a total of 8,100 minutes in 180 days__________.5 credit/class

86.4% of the instructional day for students is spent in direct instruction as opposed to 70.4% with the old schedule.

Teachers have reduced overall daily student load of approximately 115 students from approximately 160.

Teachers teach four classes per term as opposed to seven with old schedule.

Teachers have 70 minutes of total planning time per day as opposed to the old 45.

Students accumulate 140 hours of seat time per 1.0 credit as opposed to 135 per credit with old schedule or 4X4 block.

The opportunity to provide students with more elective credit facilitates CTE implementation.

It allows for easier articulation with DSCC because of the longer periods.

It gives students more opportunities for remediation and for accelerated studies, e.g., advanced students could take advanced enrichment electives the third term.

Students can still earn a total of 30 credits during a four year period. Highly competitive colleges want to see 28+ credits on transcripts.

Two 70 minute periods can be easily blocked into a 140 minute period for integrated, teamed teaching.

Schools who have implemented it report that it is less stressful for students because they take just five classes per term (with the commensurate homework load) as opposed to the current 6, 7, or 8.

Schools who have implemented the schedule report that it has contributed to a safer learning environment and has caused a dramatic reduction in disciplinary referrals.

Dual Credit: Because of our longer class periods, our schedule is more compatible with DSCC and as a result we have added several more courses and are adding 1 and maybe 2 more next year.

Dual Credit Offerings- 64 students (15%) English (seniors) 6 hours 24 students Chemistry (seniors)8 hours 18 U.S. History (juniors) 6 hours 32 Psychology (seniors) 6 hours 11

26 hours17. Add Public Speaking (3 hrs.) + Art Appreciation (3 hrs.)

which every degree requires= 6 more hours for a total of 32 hours.

18. 30 hours= College Sophomore and all hours will apply to any degree at 4 year institutions.

A Peabody junior that qualifies for and takes all dual credit offerings will graduate from Peabody High School as a college sophomore.

DSCC Enrollment- How Trimesters have helped.

Dyer Co. 154 of 1,048 (14.7%) Munford 78 of 1,206 (6.5%) Brighton 75 of 1,473 (5.1%) Peabody 64 of 421 (15.2%) Dyersburg 57 of 969 (5.9%) Ripley 44 of 860(5.1%) South Fulton 40 of 320 (12.5%) Crockett Co. 36 of 793 (4.5%) Gibson Co. 28 0f 713 (3.9%) 11 other schools with less than 27 students each.

Staffing is stretched more with the Trimester: 30:1 ratio as opposed to 25:1. Not presently a concern. Remember, student load goes down.

Transfer students may have a hard time configuring credits from their previous school. However, students who transfer out may actually benefit.

The ability to offer more courses will mean some increase in the need for funds allocated to instructional material purchase. Not a concern initially.

The adoption of any schedule that includes extended periods brings with it a need to offer staff development in the area of teaching strategies within the block.

More information about trimesters can be seen by visiting;http://www.trimesters.org/

Mark Westerburg’s sitehttp://www.trimesters.org/Gap.pdf

Research on the “gaps” http://www.trimesters.org/hsmaster.htm

Sample Master Schedule

Policy: Elimination of class rankings, i.e., Top Ten (they will be provided to

institutions that request it). PHS students will be recognized for achieving various levels of

performance. Rationale for Change

New state policy (Tennessee Diploma Project) now defines an honor student as one that has met ALL of the college readiness benchmarks on the ACT: English- 18Reading- 21Math- 22Science Reasoning- 24

These students will be referred to as Tennessee Honor Graduates, noted in the graduation program, recognized individually, and will have the appropriate designation on their diplomas. They will wear gold tassels on their mortarboard.

Institutional averages and GPA’s are less relevant. Without the change we could have a Valedictorian that isn’t recognized

as a state honor student giving an address to students who are.

Creation of levels of graduate achievement:Peabody Honor Graduate. GPA of 3.0-3.24.

Noted in the program, stand and be recognized at graduation

Cum Laude. GPA of 3.25-3.49.Noted in the program, wear a blue cord, stand and be

recognized at commencementMagna Cum Laude. GPA of 3.50-3.74.

Noted in the program, wear a green cord, stand and be recognized at commencement

Summa Cum Laude. GPA over 3.75.Noted in the program, wear a purple cord, stand and

be recognized during commencement

The Peabody Scholar will be defined as a student achieving 1,700 or more points on the following scale: ACT X 27.777 (maximum of 1,000) PLUS GPA X

250 (maximum of 1,000) GPA’s can range from 2.8-4.0. ACT’s can range from 26-36.

Noted in the program, seated in the front, stand and be recognized at commencement, wear a gold cord in addition to the blue, green, or purple cords mentioned earlier.

The two graduation speakers will be chosen from this group.