BRICK TOWNSHIP — Parents packed the Veterans Memorial Middle School auditorium recently for an information session on a proposed new scheduling system at both township high schools.
At issue is a proposal to institute block scheduling at all grade levels at Brick Township High School (BTHS) and Brick Township Memorial High School (BMHS).
Students would take fewer classes per semester under block scheduling, but class periods would be 80 minutes in length, instead of the traditional 45 minutes.
"We’re striving for more effective student engagement," SuperintendentWalter J. Hrycenko told the nearly 200 parents who filled the auditorium on Jan. 13. "Block scheduling provides more opportunity for maximum instruction time leading to a greater depth of understanding."
Hrycenko also said that block scheduling provides more opportunity for students to utilize technology to the fullest on a daily basis and simulates real life experiences for college and future employment.
After Hrycenko’s presentation, parents were invited to participate in four smaller group sessions, led by teachers and students. Each group was given a specific issue or concern to discuss.
"My point was to give them a starting point," Hrycenko said. "The question is what is best for the students of Brick Township. No final decisions have been made."
Hrycenko said the district is considering two types of block scheduling, either a four-by-four format or an A/B format.
In a four-by-four block schedule, the school year is divided into two semesters, with students taking four different classes, each 80 minutes in length, in each of the semesters. Students at both Jackson Township high schools and Manasquan High School take class in a four-by-four block.
In an A/B format, students take one set of classes on "A" days and another set of classes on "B" days, with class periods 80 minutes in length.
The district introduced a modified A/B block schedule to its current freshmen class at BTHS last September.
Parents who opposed block scheduling are concerned over a lack of continuity in classes; retention rates; student attention spans in an 80-minute period; absenteeism; and the lack of concrete data that supports the effectiveness of block scheduling.
“Our questions are not being answered with legitimate proof,” said Lake Shore Drive resident Gissela Malgeri. “I can point to studies from Arizona State University and University of North Carolina that show that block scheduling doesn’t improve reading, language and math test scores.”
Other parents expressed concerns that the additional class time in a block schedule wouldn’t be used for instructional time and instead be used to allow students to do their homework in class.
“How are teachers going to be trained and monitored so that they use the extra time effectively?” said Preston Street resident Zulma Mercado.
“In an ideal world, with highly motivated students, a block schedule would work,” Malgeri said. “But that’s not the bulk of our students. I don’t want to put my kid through a 90 minute ordeal every day.”
Proponents of block schedules say that the extra class time allows teachers more interaction with their students; more peer to peer collaboration; additional opportunities for hands-on and interactive learning; and higher level and critical thinking.
West Pier resident Tracy Bianchi, whose son is a special education 9th-grader at BTHS, said that her son has adapted well to having a block schedule.
“For my son, it’s been a Godsend,” said Bianchi, “He had a C average in 8th grade. This year, he has a B+ average.”
Bianchi said that her son, who has Asperger’s syndrome, has organizational difficulties. But the extra class time allows him to get organized and not miss a lot of instructional time, she said.