eveloped as a new approach to course structure with ... · They're Modules! II. IMMO 11M11114M. ow...

DOCUMENT RESUME

ED 021 662By- Allan, Blaine W., Comp.A DESCRIPTIVE OUTLINE OF A MODULAR SCHEDULE, FLEXIBLE SCHEDULING USING THE DATA PROCESSING

METHOD. A REPORT FROM VIRGIN VALLEY HIGH SCHOOL, ESGUITE, NEVADA.

Nevada Western States Small Schools Project. Carson City.Spons Agency-Ford Foundation, New York, N.Y.

Pub Date Mar 63Note- 55p.EDRS Price MF-$0.25 HC-$2.28Descriptors-COURSE DESCRIPTIONS *DATA PROCESSING, DATA SHEETS, *FLEXIBLE SCHEDULES GROUP

DISCUSSIOR GROUP INSTRUCTION, *ILLUSTRATIONS, INDEPENDENT STUDY, INDIVIDUAL INSTRUCTIOR

INPUT OUTPUT, LARGE GROUP INSTRUCTIOR MASTER .PLANS, RECORDS (FORMS), *SCHEDULE MODULES,

SMALL GROUP INSTRUCTION, *SMALL SCHOOLS STUDY FACILITIES TEACHER ROLE

Identifiers-*Virgin Valley High School, Mesquite, Nevada

The procedures, forms, and philosophy of the computerized modular schedulingprogram developed at Virgin Valley High School are outlined. The modular concept iseveloped as a new approach to course structure with explanations, examples, andworksheets included. Examples of courses of study, input information for the dataprocessing center, output information from the data processing center, instructions toteachers and students, group instruction techniques1 and a master schedule addsignificance to the narrative. The document concludes with anticipated results. Arelated document is RC 002 478. (SW)

WESTERN

STATES

SMALL

SCHOOLS

.PROJECT

\ITT

MODULAR .SCHEDULINGand the

COMPUTERIZED SCHEDULE

A REPORT OF THE SCHEDULING PROJECTAT

THE VIRGIN VALLEY HIGH SCHOOL,MESQUITE, NEVADA

DAVID L IESSER

. Proleet Direetor

BYRON P. STETLER

Soperitstisiect of Public irsairectiols

They're Not Kids! They're Modules!II. IMMO 11M11114M

ow see earOwls G&W fen mbelt

WI. ADA. is sorrel river.*NO Mims News.

two bo Yee. dews It Ins PI&DM see.

111111111ML a debby, pep*Moe Mend. be. ble Inder

pendent Abed Is deter.min that be cab afford I.Bre op few blotto' el theWien

re*Ilesedfalm

el Ilse alEddyelate at Xessis.

Ills leader. rending le theUM mit English dm* lelDerv& have N. little sameI. ries. 1"014 well, he loft

ban," Ihts boy later sald of*teddy)

Derwin Is going to be anelectronics enywer. Mr.Smith, who teaches literature,as well se musk and speeds,Illured hie pupil's futurewand not be seriously ham.prod by Ids missing gaudy

poem about a pleasure dome.ON YEE next row of seats

In the 12th grade English classat Virgin Valley High SchoolIn Mesquite is Mike Eaton.Mike digs Xanadu he talkslike he's been there and hele extremely hip to writing wt.ewe, math, football. basket-

ball, government, photogra.idly, yearbooks, business andlunch. Mike knows how to live.

Derwin and Mike are among160 seconder,/ students 0, Vir-gin Valley. They are all un-dergoing one Of the meet fm-portant experiment in the his-tory of education,

"We shot the works," saidElaine W. Mien, principal ofVirgin Valley. "We threw er..erything at them."

"EVERYTHING" means aconception of schooling interms of modules. A 0/dole,ho architecture, Is an =bitrary measurement of eel

pillar, for Instance bywhich the sin and strength ofeverything else In the atruo,tun can be computed.

Li schooling, Dorwin, Mikeand,all the rest are modules.So are their Inciters. So aretheir classrooms. So I. theirtime.

Into a data computer atStanford University go thesedetails:

THE IMIDENT. What-kind of person is be, whatdoes he want, what can be do?

The school, How much li.&relish!, for what?

(See VIRGIN VALLEY, Pg. U).

REFICIsirDOURNAZNEVADA'S LARGEST AND MOS1 COMPLETE NEWSPAPER

11111. H, OW SIObetbeeders Vatekbeg Ct. be. NM LAS VEGAS, NEVADA, MONDAY, FEBRUARY SA, 1964 PHONE 3114-41110

'49er Final

INTRODUCTION

Early in the fall of 1963 the faculty and staff of theVirgin-Valley HigR School, located at Mesquite, Nevada,began to experiment with modular scheduling, using thecomputerized technique developed by Dr. Dwight Allenand the Secondary School Project of Stanford University.The computer technique had been used previously withseveral larger schools, but had not been attempted in

smaller school.

Through the joint efforts of the Secondary SchoolProject and the Western States Small Schools Project,of which Virgin Valley High School is a member, acomputerized modular schedule was developed andplaced in operation. It was (and is) hoped that theinformation gained might prove to be helpful not onlyto other schools within the WSSSP, but to all smallschools in which scheduling problems occur.

Mr. Bloine Allan, Princi al of the Virgin Valley,Saho s is marl ly res onsu e or igrarircitionoT'oterial and In ormation containe AutuRat.TO im, caT'ITITOIT1 v`'``Aro"10;Teli'lassociated withthe effort, much credit is due.

As the Mesquite Project enters its second year,changes, based on knowledge gained, will be made.

These will be reported in follow-up reports. Mean-while, questions pertaining to the first phase maybe directed to either Mr. Allan or the WSSSP.

March 91, 1963 David L. JesserCarson City, Nevado

Prelelar,aa

Les Vrints flevIew,Mornall 13. . . .

!Virgin Vallejr Students

Aid in New Experiment(Continued from Page 1)

The leachers. How cantheir time be hest used? Howcan their particular talents bebest exercised?

OUT OP IT. miraculously,come these decisions:

Which class is held atwhich time. And where.

Which students go towhich class at what time.

HOW FAR a student cango in his special field, or onewhich he may acquire alongthe way?

The computer allows thekids tree time, as much of ItIs their records show theycan handle.The free time is not only

for homework though Vir-gin Valley kids get most ofit done during school hoursbut for the independent, thelittle pursuits that a kid mightnoi ever do.

THIS IS A curlous wheel.It may be the only one in thecountry which reconvenes aclass on the same dey, two-

-and.a.half hours after it hasbeen dismissed.

Harold Vintner was eon-ducting Hs youngsters undera disadvantage. The boy whowas supposed to make thecurrent events report wasserving as scorer in an ele-mentary 'school basketballgame between the 5th andadi graders of Virgin Valleyand those of armee Valley.

"WE'RE "goIng." said Witt-wee. "to lake an alternate top-lc and discuss It."

"THE BEATLES!" cried agirl.

Whiner, who may havefound the Beatles the farth-est thing from his mind, as-anted.

THE LENGTHY discussion"didn't the Juniors screamwhile Bobby flydel was at thehotel?" ended in confusion.

At the end, nobody knewwhy girls scream at the Bea-ries. They only had suspicions.

"It's kind of childish." MikeEaston said afterward. "ButIY seri nf makes you think."

TOMORROW t Wide place I.the read.

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

A REPORT FROM

VIRGIN VALLEY HIGH SCHOOL

MESQUITE, NEVADA

"The Biggest Little School In The Country"

A DESCRIPTIVE OUTLINE OF A

MODULAR SCHEDULE--

FLEX I BLE SCHEDULING USI NG

THE DATA PROCESSING METHOD

Blaine W. Allan, Principal

TABLE OF CONTENTS

Page

Introduction 2

ii Modular Scheduling 7

III Input Information -

For Data Processing Center 18

IV Output Information -

From Data Processing Center. . . . 27

V Working Instructions -

To Teachers and Students 35

Vi Master Schedule 40

VII Anticipated Results - Blaine W. Allan . . 49

I INTRODUCTION

A. Factual information regarding Virgin Valley

High School.

B. Explanat!on of Types of Instruction.

1. Large Group Instruction.

2. Small Group Instruction.

3. Laboratory Instruction.

4. .Independent Learning.

C. Courses of Study.

D. Western States Small Schools Project.

- I -

INTRODUCTION

Virgin Valley High School is located in Mesquite, Nevada. The school is in

Clark County, 85 miles east from Las Vegas. It is a kindergarten through

12th grade school with a total enrollment of 365 students, operating on a

6 . 6 plan.

The school is a member of the Western States Small School Project and is one

of four schools selected by Stanford Univ-trsity to pilot Modular Scheduling,

using the data processing method. The school now operates on four types of

instruction:

1. Large group.

2. Small group (seminar size).

3. Laboratory group.

4. Independent learning (study or project size).(See NOTE on Pages 4 & 5.)

The time and sire assigned to each group are determined by the task, or

lesson to be learned.

Accreditation

Virgin Valley School is accredited by the Northwest Association of Secondary

and Higher Schools and has been continually since 1939.

Faculty

Teachers with Master's Degree 5 Teachers with Bache4or's Degree 14

All classroom teachers have a minimum of a Bachelor's Degree, including one

Special Education teacher.

Enrollment

7th Grade . . . 24 students



10th Grade . : 28 Studehts

llth Grade . . . 27 students12th Grade . . . 25 students

Student - Teacher Ratio

k - 12 is 19.2 7 - 12 is 13.8 .Northwest Accreditation 14.36

Percentage of graduates who enter college is 67%.

Students of Virgin Valley High School are above the national average on test

Scores.

N VALLEY HIGH SCHOOL COURSES OF

TDY

GENERAL HIGH SCHOOL:

OMMERC.AL:

VOCATIONAL:

'

COLLEGE PREPARATORY:

ELECTIVES:

Leads to High School

diploma ONLY; not-

beneficial for

College entrance _

.

Leading to future work

as salesman, buyer,

clerk, accountant,

secretary, steno,

-

receptionist, store-

keeper, office and

clerical work.

'

BOYS:

Apprentices in

Leading to future work

as teacher, engineer,

doctor, inventor,

,

mathematician, lawyer,

social worker, librarian,

designer, psychologist,

writer, or other

professional work

-

trades of carpentry,

auto mechanics, electri-

cians, welders, etc.

GIRLS: Future work as

dressmaker, homemaker,

hostess, cafeteria work

etc

RESHMAN:

English

I

Phys. Education

World History

Algebra or Gen. Math

3 Electives

-

English

I

Phys. Education


Type

1

3 Electives

Boys:

Girls:

English

IEnglish

I

Phys. Ed.

Phys. Ed.

Alg. or Ma.

Alg. or Ma.

Ag.

1Home Ec.

I

2 Electives

2 Electives

English

I

Phys. Education


World History

Language (Recommended)

2 Electives

Chorus, Tennis

Band, Type

I

Ag. I, Swimming,

Hbme gc. I,.

Spanfsh, Ind.

Arts, Arts &

Crafts, Speech &

Drama

OPHOMORE:

._

English II

P. E. & Health

Biology or Gen.

'Science

41Electi.Ves

#

-

,

.

,

English It

P. E. & Health

Type

1 or II

General Business

Biology (Recommended)

2 Electives

Eng. II

Eng. II

P.E. & Hea.

P.E. & Hee.

Biology or

Biology or

Gen. Sci.

Gen. Sci

Gen. Bus.

Gen. Bus.

Ag.

11

Home Ec.

11

2 Electives

2 Electives

English-11

P.E. & Health

Geometry

Biology (Recommended)

Gen. Bus. (Recommended),

3 Electives

Chorus, Band,

1Type I,

11, Home

; iEc. II, Ag. II,

1

Geometry, Alg.II

Sp. & Deb.,Drama

Arts 8. Crafts,

Tennis, Swimming

Athletks, Gen.Bus..

UNIOR:

Eng is

III

P.E. & health

American History

4 Electives .

.

-

Eng is

III

P.E. & Health

American History

Shorthand

I or

Bookkeeping

Type II

2 Electives

Office Practice

,

English 111

English 111

P.E. & Hea.. P.E. & Hea.

Am. Hist.

Am. Hist.

Ag.111

Home Ec.111

Farm Shop

3 Electives

2 Electives

Eng is

III

P.E. & Health

American History.

Chemistry or Physics

3 Electives

.Chorus, Geometry,

Band, Type I,

11,

Home Ec. III, Alg.

II, Arts & Crafts,

Drama, Ag. III,

Shorthand, Sp. &

Deb.; Phys-Chem.1

Gen. Bus. Bkkg.,

Off. Practice,

Adv. Foods

ENIOR:

English IV or

Business English

American Govern-

ment

6 Electives

-

Business English

American Government

Shorthand II

Office Peactice

3 Electives

,

.

Eng. IV

Eng. IV

Am. Govt.

Am. Govt.

Economics & Family Liv.

4 Electives Adv. Foods

Clothing

3 Electives

English IV

Am. Govt.

Chem. or Physics

4 Electives

.

Chorus, Band, Type

1I.II,Ag. IV, Home

Ec. III, Geometry,

Sp.-Deb., Chem,

arts-crafts, Drama

Physics, Bkkg, off.

practice, Shorthand

Bus. Eng.,Econ.' &

Family Living.

,

NOTE: TYPES OF INSTRUCTION

1. Lar9e GrouLinstruction.

Examples:

Purposes:

I. Illustrated lecture.

2. Making assignments.

3. Testing.4. Guest speaker or resource person.

5. Televised lesson.6. Motion picture.

1. Conserve teaching time.

2. Improve quality of instruction.

3. Use resource persons.4. Efficient use of audio-visual.

5. Efficient use of facilities.

Physical Facilities:

Writing boards or chairs with arm for wTiting available for large

group.

2. smalump Instruction. (Groups of students having the same interests.)

Examples:

1. Analytical discussion.

2. Exploratory discussion.

3. Reporting.4. Testing of understanding.

Illustrative purposes:

I. To provide opportunity --

For individual participation.

To discuss ideas raised in large-group or laboratory

discussion.For close student-teacher relationship.

To test effectiveness.For grouping of pupils.

Physical Facilities:

Table and chairs.

- 4

3. Laboratory Group Instruction.

Special Equipment

Examples:

Science Lab.Language Lab.Math Lab.Art & Shop

Types of Labs:

1. Experimental

2. Drill

3. Application

LibrariesSocial Studies Lab.Office MachinesPlaying Fields & GymInstructional Materials

4. Research

Physical facilities are unique for each type of laboratory.

4. Independent Learnim.

Examples:

Purposes:

1. Reading

2. Witing

3. Drill

4. Conferences

5. Memorization

1. Promote independence.

2. Provide opportunity for study under optimum conditions.

3. Provide opportunity for study of topics beyond regular curriculum.

4. Permit maximum use of instructional resources.

Physical facilities required:

1. Library

2. Laboratory

3. Study rooms

4. Individual study alcoves

- 5 -

CLARK COUNTY SCHOOL BOARD MEETING August 22, 1963

Western States Small Schools Project

During the course of the 1962-63 school year, the Director of Area Schools,

Lyal W. Burkholder, attended four, separate one-day conferences of pridelp,a1.--o-f

small high schools in the State of Nevada that are project schools of the

Western States Small Schools Project. This project operates in five states

(Arizona, Utah, Colorado, Nevada and New Mexico) under a grant from the-Fo.rd

Foundation. Its purpose is to discover and develop, through experimentationT

new and different techniques in teaching and space utilization that will fmprave-

the educational program of the small high school, both in quality and enriched

curriculum offerings. The WSSSP was organized in Nevada in January of 1962

under the directorship of David L. Jesser, with ten Northern Nevada small-high

schools as project member schools. As a result of the Director's attendante at

these WSSSP workshops, two Clark County Schools have been invited to becume

project member schools. These schools are Virgin Valley High School and Blue

Diamond Elementary and Junior High School. During June, 1963, Principals

Blaine Allan and Ronald Riding, together with four of the teachers of these

schools attended a two week workshop of the WSSSP conducted on the campus of the

University of Nevada at Reno. Expenses for attendance for these staff members

were paid by the Ford Foundation. In order for a school to be admitted as a

member project school of the WSSSP, it is necessary that the governing Board of

School Trustees adopt and transmit to the Project Director, David L. Jesser,

State Department of Education, Carson City, Nevada, the following resolution:

WHEREAS the Board is willing to participate in and do everything to

assure the success of the Ford Foundation Program in the small schools;

BE IT RESOLVED that the Board of Trustees of the Clark County School

District agrees to the following conditions:

(1) provide reasonable and necessary equipment and materials to

successfully conduct the project within the school.

(2) waive those requirements which appear to restrict, deter, or in

any way, deny the free and unrestrained perusal of methods and

techniques which are specifically designed to assist in the

development of the project.

(3) permit participating administrators and teachers reasonable and

necessary released time to participate in in-service training

activities connected with the project.

(4) declare an intent to make available to its project schools, ad-

ministrators, and teachers any and all local resources that may

be necessary to conduct the project.

(5) declare an intent to participate in the project for the remaining

term of the grant unless extenuating circumstances dictate otherwise.

(6) agree to submit necessary and reasonable reports for evaluating in-

formation and to submit other information as may be necessary.

Signed this 22nd day of August, 1963.

/s/ Dell H. Robison

/s/ Chester T. Sewell

/s/ Helen C. Cannon

/s/ Walter A. McCall

Mrs. Cannon seconded the motion. The motion carried.

II MODULAR SCHEDULING - DWIGHT W. ALLEN

A. Developing a Modular Concept of Course Structure.

D. Course examples with Different Time Module Allocation.

C. Sample Course in Chorus.

D. Sample Course in Spanish.

E. Sample Course in Seventh English - Large Junior High School

F. Teacher's Work Sheet.

=.

MODULAR SCHEDULING

FOR

A NEW DISIGN FOR HIGH SCHOOL EDUCATION

WORKSHEETSAND EXAMPLES

Reprint by permission

July 12, 1963 Dwight W. AllenStanford University

Note: Each teacher is to structure his own classes according to blocks of

time desired, to complete the teaching cycle. This is known as course

structure.

- 8 -

Blaine W. Allan

Dwight W. Allen

Developing a Modular Concept of Course Structure

Tradition has led us to assume that each class offering is structured like

every other class offering, i.e., each class is composed of 30 students and

meets about fifty minutes daily Little variation has evolved from this basic

format of secondary education established over one hundred years ago in the

Boston Grammar School. Nevertheless, educators will agree that all curricular

offerings should be taught in a manner which maximizes the ability to learn --

and that this probably is not possible for all subjects in the same structural

format.

The purpose of the accompanying worksheets and examples is to help conceptua-

lize a new approach to course structure - an approach build upon the concept of a

modular schedule with the assumption that widely variant course structures are

appropriate.

A modular concept of course structure is predicated on the premise that those

involved with curriculum kiaralLs can determine explicitly. what kinds of specific

learning activities students need to have. The modular concept is then adapted

in such a manner that the facilitation of those elements (namely: organization of

course structure, number of students involved in specific groups, teacher-pupil

ratio and specific time allocations) associated with the _learning activities

becomes manageable.

The Curriculum Max Be Considered a Function of Area

The entire curriculum can be thought of as an area to be scheduled. The

horizontal dimension represents the number of students, the vertical dimension

represents the length of time,. If the school has eighteen hundred students and

the school daylasts from 8 A.M. to 4 P.M., the curriculum area could be shown

in Figure 1.

- 9

Figure 1: The area of thecurriculum whena daily schedule

is used.

8 AM.to 4 P.M.

Dwight W. Allen

1800 students

If a weekly schedule is used, the curriculum area becomes that area shown

in Figure 2.

Figure 2: The area of thecurriculum whena weekly schedule Monday

is used.

Tuesday

Wednesday

Thursday

Friday

1800 students

The Concept of Modular Units in Curriculum Planning

The curriculum, conceived as an area to be scheduled, is made up of sub-parts

called modular units which are derived from units of time and numbers of student

schedules. The modular unit chosen for time should be chosen according to the

smallest amount of time that is desired for any instructional purpose. If 40

minute, 60 minute, or 120 minute classes are desired, a 20 minute module would be

appropriate. The number of students selected should be also stated in terms of

desired class sizes. A ten-student module would accomodate classes of 10, 20, 30,

40, etc. Though any modular unit can be selected for either period length or

class size, it is desirable to select as large a modular unit as appropriate to

reduce the complexity of scheduling.

- 10 -

Dwight W. Allen

One possible modular unit is that of 15 students meeting for a single

halfhour period.

15 students

1/2 lir,

Scale: 15 students = 3/16" width

1/2 hour = 3/8" length

Thus a "class" of 30 students meeting for an hour (a conventional class unit)

would appear as a multiple of the modular unit:

1 hr.

30 students

A wide variety of structures is possible, all multiples of the basic modular

unit;

1/2 hr.

1 hr.

150 students

300 students

15 students 30 students

1-1/2

hrs.

1/211/

Note that many other basic modular units are possible:

5 students10 students15 students30 students50 students

etc.

for

10 minutes15 minutes20 minutes30 mLnites60 minutes

etc.

60 students

2 hrs.

Dwight W. Allen

Modular units that have been considered by school districts for planning are:

15 students for 30 minutes15 students for 20 minutes30 students for 15 minutes15 students for 25 minutes10 students for 10 minutes

The smaller the modular units, the greater the flexibility -- but also the

greater the complexity.

On the pages which follow are examples of various course structures which

have been developed from the modular concept of the course structure. Before

progressing to the worksheets and attempting various course structures,

familiarization with the examples presented is highly recommended.

AI

AI

Al

Di

A1

AI

Al

A2

B2

1

COURSE EXAMPLESWITH

DIFFERENT TOTAL TIME MODULEALLOCATION

U.S. HISTORY

With 5 Mod. I

With 10 Mod. II

011/

MODULAR DEFINITION

With I

-13-

Dwight W. Allen

With 15 Mod. III

A1

Al

Al

A2

B3

B3

C2

Time

In


Course champs

A

A

A' 3

A 4

5

6

7

se8

9

10

11

12

13

1 2

Instructor Smith

WORKSHEET

DEVELOP 1 NG

A MODULAR CONCEPTOF COURSE STRUCTURE

60 Number of Students

5 6 7 8 9 1011 M13 14 1516171,8 1920

11111

111111

MODULAR DEFI NIT 1 ON

0 Time

# Student

StUdent Module 5

Time Module 30

St ructu re*

PHASE A 4 *x 1

PHASE B

PHASE C

PHASE D

PHASE E

PHASE F.

*Key Order forstructure.

1. Modular # stud. x2. Modular # per. x

3. # mtgs. per cycle

(Less passing period, 3 )

- 14 -

Input Information

Time

In

Mod.

8

Course Spanish


Instructor

A1

2

A 3

4

5

6

7

8

9

10

11

12

13

14

15

16

AOF

WORKSHEET

DEVELOPINGMODULAR CONCEPTCOURSE STRUCTURE


-1 2 3 1+ 5 6 7

Evans

8 9 1011 1213 11+ 15 161 18 19 20

r-

0

MODULAR DEFINITION

EITime

# Student

Student Module 15

Time Module 30

(Less passing period...1j

- 15 -

Structure*

PHASE A 2 x 2 x 2

PHASE B 1 x 2 x 2

PHASE C

PHASE D

PHASE E

PHASE F'

-*Key Order forstructure

1. Modular # stud. x2. Modular # per. x3. # mtgs. per cycle

Input Information

Time

in

No.

A LARGE JUNIOR HIGH SCHOOL

Course 7th En lish

A

2

A 3

4

B 5

6

7-

C 8

9

10

11

12

13

14

15

16

WORKSHEET

DEVELOPINGA MODULAR CONCEPTOF COURSE STRUCTURE


MODULAR DEFINITION

0 Time

/./ Student

Student Module 15

Time Module 30

St ructu re*

PHASE A 20 x 1 x 3

PHASE B 5 x 4 x.1

PHASEC lx2xl.

PHASE D

PHASE E

PHASE F

*Key Order forstructure

1. Modular # stud. x2. Modular # per. x3. # mtgs. per cycle

(Less passing period 3 )

- 16 -

Input Information

Course

Tine

in

VIRGIN VALLEY HIGH sump'.

3

4

5

6

7

8

9

io

11

12

13

14

15

16

MODULAR

WORKSHEET

DEVELOPINGA MODULAR CONCEPT

OF COURSE STRUCTURE

Number of Students

101

Iiiii111

MIIM11.

OMNI

DEFFION

ElTime

Student

Student Module .......11

Structures*.

PHASE A

PHASE B

PHASE C

PHASE D

PHASE E

PHASE F

*Key Order forstructure

1. Modular # stud. x2. Modular # per. x3. Armtgs. per cycle

Time Module

(Less passing period ).

- 17 -*

Input Information

III INPUT INFORMATION - FOR DATA PROCESSING CENTER

A. Teachers' Course Assignments.

B. Teacher's Course Structure (Teacher's Request).

1. Sample Course in Vo-Agriculture II - Reid.

2. Sample Course in Physics - Prows

C. Student Registration.

1. Evon Bundy

2. Todd Tobler

D. School Facilities.

E. Limitations for Programing.

NOTE: Each teacher is required to structure each course

according to his teaching assignment.

CLARK COUNTY SCHOOL DISTRICTVirgin Valley High School

Mesquite, Nevada

TEACHER'S COURSE AS

TEACHER

Barrett

Chamberlain

Clarke

Dunn

Evans

Hughes

COURSE DESCRIPTION

Girls' Phys.Girls' Phys.Girls' Phys.Drill TeamType IType I

MathMathGeneral MathScienceScienceInd. ArtsInd. Arts

ArtArtArts-craftsArts-craftsArts-craftsGeneral MathYearbook

Ed.

Ed.

Ed.

English (Remedial)English I

English IIEnglish IIIEnglish IV

Speech-debateJournalism

Shorthand I

BookkeepingGeneral BusinessType IISpanish I

Spanish I

HistoryHistoryHistoryHealth

Boys' Phys. Ed.

Boys' Phys. Ed.

Athletics

19 -

SIGNMENTSCLASS

Grades 7-8Grade 9Grades 10-11Selected H. S. GirlsSection I

Section II

Grade 7Grade 8Grade 9Grade 7Grade 8Grades 7-8Grades 9-12

Grade 7Grade 8Section I

Section IISection IIIGrade 9Selected Staff

English I, II, III, IV

Grade 9Grade 10Grade 11Grade 12Grades 10-12School Paper Staff

Grades 10-12Grades 10-12Grades 9-12Grades 11-12Section I

Section II

Grade 7Grade 8Grade 9Grades 11-12Grade 9Grades 10-11

Input Information


Mesquite, Nevada

TEACHER ASSIGNMENT (continued)

Lee

Olsen

Prows

Reid

Smith

Williams

Wittwer

EnglishEnglishEnglish I

Reading-spellingFamily Living-Econ.Attendance Records

Remedial ReadingReading-spellingKindergarten

ScienceScienceGen. ScienceBiologyPhysics (alternates bi-

annually with Chemistry)Algebra I

Algebra IIHigher MathematicsTennis

Voc-Agriculture I

Voc-Agriculture IIVoc-Agriculture IIIVoc-Agriculture IVFarm ShopCounseling

BandChorusMusic AppreciationEnglish IVDramaSpeech-chorus

Home Economics I

Home Economics IIHome Economics IIIHome Economics IVHome Economics beginnersFamily Living-Econ.

Boys' Phys, Ed.AthleticsHealthWorld HistoryAm. HistoryAm. Government

- 20-

Grade 7Grade 8Grade 9Grade 8Grades 10-12Admin. Office

ElementaryGrade 7one-half day

Grade 7Grade 8Grades 10-12Grades 10-12

Grades 11-12Grade 9Grades 10-12Special arrangementsGrades 7-12

Grade 9Grade 10Grade 11-12Grade 11-12Grades 11-12Two hours each day

Grades 7-12Grades 9-12Grades 10-12Grade 12Grades 10-12Grades 7-8

Grade 9Grade 10Grades 11-12Grades 11-12Grades 7-8Grades 11-12

Grades 7-8Grades 9-12Grade 10Grade 9Grade 11Grade 12

Input Information


Course Vo-Agriculture II

A 1

B 2

3

4

Time C 5

In 6

Med. 7

10 8

9

10

11

12

13

14

15

16

Instructor Reid

WORKSHEET

DEVELOPINGA MODULAR CONCEPTOF COURSE STRUCTURE


1 2 1 6 8 9 10 11 12 13 1415 16 17 18 19 20

MODULAR DEFINITION

Time

# Student

Structure

PHASE A 1 x 1

PHASE B x 2 x 3

PHASE C 5 x 3 x 1

PHASE D

PHASE E

PHASE F

*Key Order for

structure

I. Modular # stud. x2. Modular # per. x3. # mtgs. per cycle

Student Module 5

Time Module 30


-21Input Information

Course Physics

A 1

B 2

3

4

Time C 5

in 6

OW. 7

8

9

10

11

12

13

15

16


Instructor Prows

WORKSHOP

DEVELOP I NG

A MODULAR CONCEPTOF COURSE STRUCTURE

20. Number of Students

. 1 2 3 4 5 6 8 9 10 11 12 13 1415 16 17 18 19 2D

,MIION117

NO.

MODULAR DEFINITION

El Time

# Student

Student Module 5

Time Module 30

Structure*

PHASE A 4x lxi

PHASE B 4 x 2 x 2

PHASE C 4 x 3 x I

PHASE D

PHASE E

PHASE F

*Key Order forst ructu re

I. Modular # stud. x2. Modular # per. x3. # mtgs. per cycle


- 22 -Input Information

REGISTRATION FORMVIRGIN VALLEY HIGH SCHOOL

Date Of Registration Se t. 3, 1963 Grade 7th

Name of Student Evon Bundy Religion L.D.S.

Date of Birth Sept. 11, 1951 Age 13 Place of Birth St. GeorgeMaiden name

Full Name of Fathar David A. Bundy of Mother Bodil Jensen

Residence, Bunkerville, Nevada

SCHEDULE OF CLASSES

Subject credit Teacher

HistoryHughes

ScienceChamberlain

MathChamberlain

Phys. Ed. Barrett

LUNCH

ReadingOlsen

EnslishBarrett

Art 1st Sem. Home Ec. 2nd Sem., Clarke - Williams

Seeech & ChorusSmith

Fees Paid

Kelton ChamberlainAdvisor

Student Activity Card $6.00 Secretary

Book Deposits 3.00

Shop or Ind. Arts

F F.A.

Towel Service 3.00 Input Information

- 23 -

Date of Registration

REGISTRATION FORMVIRGIN VALLEY HIGH SCHOOL

Au ust 29 1963 Grade 12

Name of Student Todd Tobler Religion L.D.S.

Date of Birth November 12 1946 Age 16 _Place of Birth St. George

Maiden Name

Full Name of Father Iren Tobler of Mother Myra Shaub

Residence

SCHEDULE OF CLASSES

Subject credit Teacher

American Government 1 Wittwer

Arts & Crafts 1 Clarke

Physics Prows

Stud & Ph sics Lab.

Study 1st Sem. Health 2nd Sem.i

2 Wittwer

LUNCH

_

English 1 Dunn

Farm Shop Reid

Yearbook Clarke

Athletics1

L9hes

Fees Paid

Student Activity Card $6.00

Book Deposits

Shop or Ind. Arts

F.F.A.

Towel Service

3.00

3.00

R. A. ReidAdvisor

Secretary

- 24-

Input Information


Mesquite, Nevada

SCHOOL FACILITIES

Large group instruction --

Room Capacity

Auditorium 300

Cafeteria 4o

Music Room 60

Gymnasium 60

Small rou instruction --

MusicCafeteriaArtCommercialEnglishScienceSocial Studies I

Social Studies IIVo-Agr.Home Ec.

Individual study --

Library 35

cafeteria 15

Teacher Room 6

Student Council 6

Input Information

- 25 -


Mesquite, Nevada

LIMITATIONS FOR PROGRAMMING

I. Faculty meeting - two modules per week.

2. Class meetings - one module per week.

3. Girl's P.E. and Drill.Team A.M. for Gym.

4. Boy's P.E. and Athletics P.M...for Gym.

5. Co-ed P.E. for 7th and 8th grades.

6. All Vo-Agriculture boys - one module per week.

7. All Home Ec. girls - one module per week.

8. Spanish - two sections.Health - two sections.English t -.two sections.

Typing I - two sections.

9. Team teaching:

Science 7th and 8thEnglish IVAthleticsWorld HistoryGen. MathFamily Living & Econ.

- 26 -

Prows & ChamberlainSmith & DunnHughes & WittwerHughes & WittwerClarke & ChamberlainWilliams & Lee

Input Information

IV OUTPUT INFORMATION - FROM DATA PROCESSING CENTER

A. Student Programmed Class Schedule.

1. Evon Bundy, 7th grade. 2. Todd Tobler, 12th grade.

Five copies of each of the following programmed sheets are

printed by the computer. The five student schedules are used

as follows:

1. For administration office.2. For the counsellor.3. For the attendance officer.4. For the student.

5. For the student.

In the event the student loses the second copy,,,he i

required to purchase another from the office.

B. Student Programmed Teacher Assignment.

1. Mr. Reid 2. Mr. Prows

C. Student Programmed Room Assignment.

1. Sample: SS 1 (Each room is scheduled similar to thissample copy: the open spaces indicatewhen the room is available for independent

work.)

D. Class List.

1. Mr. Reid - Vo-Ag. 901

2. Mr. Wittwer - Am. History 263

NOTE: The teacher assignments, room assignments and class lists

are utilized at the discretion of the administrators and

teachers.

Each teacher received a class list for each phase of the

course structure. From this class list he makes up his

permanent roll, adding to and taking from it as needed.

-27-

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16ALLAN ROBERT 0,6ANDERSON JOHN AI.' 4HARoy .:4.04::::'.:,:.,;:.:N..34:.'!:..::;',(tHuoHtt4A4t

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:OROTH2.:400 :6TOBLER JAY

1.7ABBOTT LYMAN...47 FREIENER CfiEED

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1 ?HAWKINS MELVINI7HUGNES MICHAEL J1...11IUGFESIPARMY:.

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17LEAVITT DELWIN.1PETERSON MERVIN L

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CLASS LIST

period teachr course room school year

W F13 WITTWER AHIST263 SS2 VIRGIN VALLEY

STUDENT NAME

4 BUNDY CLIVEN5 ABBOTT FERRY5 ALGER JESS5 ALLAN NORMA5 ANDERSON PAT5 BARNUM LINDA5 BARRETT DENNIS5 BURNS ANDREA5 FLANDERIS MARY F5 GIST LINDA C5 GRAN BILL5 HARDY BLAINE5 HARDY CHARLES5 HARDY RODDY V5HUGHES CHYRREL G5 HUGHES LEN5 HUNT DEAN5 JACCHS WANDA S5 JORDAN SHARI5 LEAVITT MITCHEAL5 LEAVITT RUSSELL5 OLSON CHERYL5 SIMONSON DIANE5 THORNTON DOYLE K5 THURSTON DENNY5 WAITE GAIL M5 WHITE GERALDINE

1

V WORKING INSTRUCTIONS TO TEACHERS AND STUDENTS

A. Information for Teachers - First Day of Operation.

B. information for Students.

1. Room Keys, Student Attendance, Schedule Changes andProblems.

2. Abbreviations for Courses.

3. Departments and areas open for independent learning.


Mesquite, Nevada

INFORMATION FOR TEACHERSFIRST DAY OF OPERATION

1. Room Assignments:

Teacher's schedule reflects correct assignment.Student's schedules (in some cases) do not. (There have been

changes.)Students will report as is indicated on the Sheet of Directions.Please meet students at assigned place and take them to correct area.

PLEASE NOTE: Make certain each student corrects his own schedule sohe will know where to report for your class.

2. See every student schedule during the first cycle and check with classlists.

3. Any student not showing up in a class where he has been.enrolled regularlywill necessitate a teacher check of the master student schedule in theoffice.

4 Students are to remain in scheduled classes until the teacher has notifiedthe office and the office releases the student.

5. Each teacher should talk to his students about independent study andindependent use of their time. Make certain your schedule is posted sothat students will know of your independent time. Make known to them when

they are welcome to work with you.

6. No changing of rooms, student's schedules and teacher assignments untilafter the Chi-istmas holidays -- then only by mutual agreement.

7. Make yourself available in the breeze-ways and student areas to assiststudents as much as possible.

8. Pick up pace on homework and assignments as we go into this schedule.

Do everything possible to make this succeed -- we are obligated to give

this a real test.

- 36 -


Mesquite, Nevada

INFORMATION FOR STUDENTSFirst Day of Operation

ROOM KEYS

ABBREVIATION

AUD

SS

SS1

SS2

S C I

HE

COMM

MUSI

STUDENT ATTENDANCE

ROOM

AUDITORIUM

SOCIAL STUDIES #1

ENGLISH ROOM

SOCIAL STUDIES #2

SCIENCE ROOM

HOME ECONOMICS

COMMERCIAL ROOM

MUSIC ROOM

Attendance checks will be made at 9:00 A.M. and 2:55 P.M. Students not

-enreAled in classes at these times will report to lunch room for

their attendance check.All students are to be at school between 9:00 A.M. and 3:00 P.M.

Maximum, one hour lunch period.All students are expected to receive permission to leave the campus

at any time during the school day. Exceptions - before 9:00 A.M.

and after 3:00 P.M.

SCHEDULE CHANGES

There will be no schedule changes until after the Christmas holidays.

If you desire a conference concerning your schedule, come to the office

during independent schedule time and make an appointment. In the

meantime, follow your schedule exactly as it is printed.

PROBLEMS

If you have a question, ask your teachers for help.

Teacher dismisses the class - on the hour and half-hour. Go directly

to your next scheduled class.

- 37 -

ABBREVIATION COURSE

FARMVOAG

INART

HMECECFMY

BGPEBOYPEGLSPEDRILLATHTENS

ART

BANDCHO

MUAPSPCH

SCI

GSCI

PHYSBIOL

MATHGMATHALG (301-361)ALG (362)

HEA (814)HEA (815)

BKGSHDTYPEGENBUS

ENGJOUR.

YRBKSPDEBDRAMARDSP

SOCSTWHISTAHISTAGOVT

SPAN

COUN

FARM SHOPVOCATIONAL AGR.

INDUSTRIAL ARTS

HOME ECONOMICSECON. & FAM. LIVING

7-8 PHYS. ED.BOYS' PHYSICAL ED.GIRLS' PHYStCAL ED.

DRILL TEAMATHLETICSTENNIS

ART

BANDCHORUSMUSIC APPRECIATIONSPEECH CHORUS

SCIENCEGENERAL SCIENCEPHYSICSBIOLOGY

MATHEMATICSGENERAL MATHALGEBRA I

ALGEBRA II

HEALTHHEALTH

BOOKKEEPINGSHORTHANDTYPINGGENERAL BUSINESS

ENGLISHJOURNALISMYEARBOOKSPEECH & DEBATEDRAMAREADING & SPELLING

SOCIAL STUDIESWORLD HISTORYAMERICAN HISTORYAMERICAN GOVERNMENT

SPANISH

STUDENT COUNCIL

Working Instructions

TEACHER

REIDREID

CHAMBERLAIN

WILLIAMSWILLIAMS

PROWS

CLARKE

SMITHSMITHSMITHSMITH

CHAMBERLAINPROWSPROWSPROWS

CLARKE-CHAMBERLAINPROWSPROWS

WITTWERHUGHES

EVANSEVANSBARRETTEVANS

DUNNCLARKESMITHSMITH

HUGHESWITTWERWITTWERWITTWER

EVANS

REID

- 38 -

STUDENT REPORT

SHOPSHOP

SHOP

HOME EC. ROOMHOME EC. ROOM

GYMGYMGYMGYMGYMSCIENCE ROOM

ART ROOM

MUSIC ROOMMUSIC ROOMMUSIC ROOMMUSIC ROOM

SCIENCE ROOMSCIENCE ROOMSCIENCE ROOMSCIENCE ROOM

SCIENCE ROOMART ROOMSCIENCE ROOMSCIENCE ROOM

SS2 ROOMSS

COMMERCIAL ROOMCOMMERCIAL ROOMCOMMERCIAL ROOMCOMMERCIAL ROOM

ENGLISH ROOMENGLISH ROOMART ROOMENGLISH ROOMMUSIC ROOMENGLISH ROOM

SOC. STUDIES #1SOC. STUDIES #2SOC. STUDIES #2SOC. STUDIES #2

COMMERCIAL ROOM

COUNSELING ROOM

DEPARTMENTS AND AREAS OPEN FOR

INDEPENDENT LEARNING

efer to modules

SUPERVISOR MONDAY TUESDAY WEDNESDAY THURSDAY FRODAY

ART CLARKE5 to 812 to 16

-2 & 5 to 815 - 16

1 2 & 5 to 815 - 16

AUD. REESE 1 to 8 1 to 4 3 to 8 1 to 4 1 to 8

COMM EVANS 1 - 2

1 2 7-8

13 - 14

1-2 7-813 - 14 1 - 2

ENG. DUNN1 to 410 - 11 2 to 4 1 to 4 1, 2, & 4

GYMBARRETT A MHUGHES P.M.

- 4 3-4 & 7-810 - 14

1 to L. 3 - 4 - 4

HOME EC. WILLIAMS7 - 813.- 14

1-2 & 4-513 - 14

7 - 813 - 14

1 to 413 - 14

-2 & 7-813 - 14

LIBRARYLEAVITT &PALMER

1 to 16

(4-7 P.M.) 1 to 16 1 to 16 1 to 161 to 16

(Sat. 1-4 P.M.)

LUNCH LEE 11 to 16 11 to 16 11 to 16 11 to 16 11 to 16

MUSIC SMITH5 to 815 - 16

3-4 & 7-810 to 12

5 to 813 to 16 7 to 10

5 to 815 - 16

SHOP

REIDCHAMBERLAIN 15 - 16 1-2 & 5-6

2 to 48 - 9 1 - 2

1 to 412 - 16

RESOURCECENTER DAUCHY 1 to 16 1 to 16 1 to 16 1 to 16 1 to 16

SCIENCE PROWS 7 - 8 1-2 & 7-8 1 - 2 1-2 & 7-8

SS 1 WITTWER 10 to 12 10 to 12 5 - 6 10 to 12

SS 2 WITTWER 15 - 166

15 - 16 2 10 10 to 12

STUDENTCOUNCIL

REIDWILLIAMS to 16 1 tb 16 1 to 16 1 to 16 1 to 16

-

Student Instruction

VI Master Schedule

A. Key to Master Schedule.

B. Examples of types of materials and activities that areappropriate with either large groups or small groups.

-40-

COURSE NUMBERS

100 -

200 -

300 -400 -500 -600 -700 -800 -900 -

KEY TO MASTER SCHEDULE

Hundreds D git

Language ArtsSocial StudiesMathematicsScienceForeign LanguageArt and Commercial coursesHome Economics & Industrial ArtsMusic - Health - Physical EducationVocational Agriculture

0 & 1

3

6 - 7 - 8

Tens Digit

Large Group InstructionLaboratory InstructionSmall Group Instruction

Unit Digit

1 - Freshman2 - Sophomore

3 - Junior4 - Senior

5 - Non-Graded7 - Seventh Grade8 - Eighth Grade9 - Non-Graded

Examples

"101"1 = English0 = Large Group Instr.1 = Freshman

"367"

3 = Mathematics6 = Small Group Instr.7 = Seventh Grade

Time Modules

8:00 - 9:00 am 1 & 2

9:00 - 10:00 3 & 4

10:00 - 11:00 5 & 6

11:00 - . 7 & 8 Tie = Related Course

12:00 - 1:00 p.m. 9 & 10 Numbers

1:00 -.2:00) 11 & 12

2:00 -.3:00 13 & 14

3:00 - 4:00 15 & 16


MASTER SCHEDULE

COURSE DAY TIME INSTRUCTOR TIE ROOM GRADES

ENG 101 T R 5

DUNNLEE 161 AUD 9

ENG 102 R F 10 DUNN 162 AUD. 10 .

10

,

0 16 ENG. 11

EN 104 . -8

SMITHNN 164 ENG. 12

EN 10 8 ' EE 16 ENG. 7

ENG 108 T R 1 6 LEE 168 ENG, 8

10 4 DU N 16 SS2 10-12

DRAMA 111 -12 MUSIC 9-12

. :

-8

A 113 T R - 2 kk SS2 10 12

RD SP 117 9 OLSEN 177 SS2 7

. 118 LEE SS

16101 ENG.

162 1WI 102 SS 10

16 1- 2 D 10 ENG. 11

_R kk 104 SS2 12

16

__.7

EE 10 SS _3

8168 1 -14 1J6 COMM.

ENG 169 I R F 1-2 DUNN 109 SS 8

S E AT 1

,

1 -16 D N 11 SS2 10-12

Js R I 4 D N ENG. 11 12

.1,.'

11-111

ARKE ART 11-12

S. k 11 SS2 7

9 16 LE SS 8

Machine Output


MASTER SCHEDULE


W HIST 202 T R WITTWER 262 AU.

A HIST 203 W F 3 WITTWER 263 ENG'. 11

A GOUT 204 M W

,

10 WITTWE 264 AUD.. 12

SOC SCIEN E 20

:

W

. V

1 U ES 26 SS 7

SOC SCIENCE 208 W 2 HGUHES 268

W HIST 262 M W' F

.AUD

-8 WITTWER- U ,ES 202 5S2 9

A HIST 26 M W F 1 14 WITTWER 20 SS2 11

.A GOUT 264 M W F 576 WITTWER 204 SS2 12

S S 26 M W F 6 H G ES 20 SS

S S 268 W F 4 , ,ES 208 SS 8

ALG 301 M W F

T R

15-16 PROWS 61 SS1 :: 9 10

16 AMB RLAI 6 SCIENCEMATH 307

MATH 308 T /-0,-- CHAMBERLAIN 368 LUNCH 8

G MATF113,9 M W R F3-4CLARKE&,S.HAMEI.,LL9______,,

10 PROWS ;30.1ALG 61 M W

ALG 362 MWRF

.._§s_Lpzs9_____:

11-12 PROWS SCIENCE 10-12

MATH 367 M WF

MATH 368 M W F

..._13-14siAJ.3.4.ELI39.1Aagarg2____Ii

.5-6 CHAMBERLAIN 8I

G MATH 6-

e_3.128S_USLICE

4 C ARKE ART 9

BIOL 402 W

,

432

2 PROWS 462 MUSIC 10

PHYS 404.

434'PROWS 464 AUD 11-12

,

. SCIA22 T R 7 PROWS AMBER AIN 46 AUD 7-8

S I 10° 1

,

8 'RIWS .' 4 SCIENCE 10,-12'

BIOL 4 2 T

402

1 14 PROWS .462 SCIENCE 10

k3


MASTER SCHEDULE


PHYS 434 T R,

R 5-6 PROWS

o

464 SC; 11-12

G SCI 439 T R R 3-4 PROWS 409 SCI 10-12

BIOL 462 1 10-11-12 PROWS

02432 SCI 1

PHYS 464 F 1-2 PROWS

404434 SCI

.

I

SC6 467 M W F 3-4 PROWS 407 SCI

SCI 468 M W F 15-16 CHAMBERLAIN 407 SCI :

SPAN 501 R 10-11 EVANS 561/

ENG

SPAN 561 MT W R 7-8 EVANS 501 ..S :

SPAN 561 T R F 1-2 EVANS

I

501 . SS 2

ART 601 T13 CLARKE 661 ART '.

isART 602 T 8 CLARKE 662 ART

ART 607 F 11 CLARKE 667 ART

ART 661 T R 14-15-16 CLARKE 601 ART

ART 662 T R 5-6-7 CLARKE 602 ART 10

ART 663 W F 12-13-14 CLARKE ART 11-12

ART 667 T R 11 12 CLARKE 607 ART

TYPE 612 T R 12 EVANS 672 COMM 10 11

TYPE 613 W F 3-4 BARRETT COMM 10 11

BKG 514 W 2 EVANS 674 COMM 11-12

SHD 615 W 1 EVANS 675 ________

TYPE 671 M W F 11-12 BARRETT COMM 9

,TYPE 671 M W F 15 . 16 BARRETT COMM 9

TYPE 6/2 T R 3-4-5 EVANS 612 COMM 10-11

GE BUS 673 T R 15-16 EVANS SS 10-12

-44-


MASTER SCHEDULE


BKG 674 M W F 13-14 EVANS 614 COMM 10-12

SHD 675 M W F 5-6 EVANS 615 COMM 10-11

H EC 701 1 WILLIAMS ALL MUSIC 9-12

H EC 702 T 16 WILLIAMS

732762 H EC 10

H EC 703 F 10 WI LLIAMS

7 3763 H EC 11-12

EC F LIV 704 T R. 6 WILLIAMS 764 H EC 11-12

H EC 708 F 11 WILLIAMS 768 H EC 8

IND ART 718 F 11 CHAMBERLAIN 778 _SHQP 8

IND ART 719 CHAMBERLAIN 779 SHOP 9-12

f

H EC 731 W 2 WILLIAMS

70

761 H EC 9

H EC 732 R 16 WILLIAMS

702

762 H EC 10

11-12H EC 733 1 3 WILLIAMS

703763 H EC

H EC 761 M W F 3-4 WI LLIAMS

701

731 H EC 5

H EC 762 M W 10-11-12 WILLIAMS

702732 H EC 10

H EC 763 T R 7-8-9 WILLIAMS

703

733 H EC 11-12

EC FAM LIV 764 M W F 15-16 WILLIAMS 704 H EC 11-12

H EC 768 T R 11-12 WILLIAMS 708 H EC 8

IND ART 778 T R 11-12 CHAMBERLAIN 718 SHOP 8

IND ART 779 T R 10-11-12 CHAMBERLAIN 719 SHOP 9-12

7-12BAND 802 MWRF 3-4 SMITH MUSIC

CHO 80° T R F 1 2 SMITH MUSIC 9-12

HEALTH 814 T R 3-4 WITTWER SS 10

HEALTH 81.i T R 13-14,

WITTWER SS2 11-12

TENNIS 816 IT R 1-2 PROWS COURT, 7-12

V I RG I N VALLEY HI GH SCHOOL

MASTER SCHEDULE

COURSE DAY,

T I ME I NSTRUCTOR T I E ROOM GRADES

:ARRETT GYM

ii 1 : ; 16 SM T1 MUSIC 12

: o k 8 111 12 UGHES GYM 9

I. . 8 2 W 1 -16 UG ESW I TTWER GYM 9-12

: 8 7 1 2 BARRETTW I TTWER ' GYM 7-8.

PE 881 MWRF 14 BARRETT GYM 9

PE 882 MWRF -6 BARRETT GYM 10-12

VO A 01 W 1 RE I D ALL AUD 12

VO A 02 W REID

90162 SHOP 10

VO A 0 M RE I D

901& 6 SHOP 11

VO A 04 T 1 RE I D

90164 SHOP 12

VO AG 1 M W . F lif' RE I D

90161 SHOP 9

VO A M 6 RE I D

90363 SHOP 11

FARM M 11-12 REID 65 SHOP 11-12

VO AG 61 T R -8 RE I D

9011 SHOP 9

VO AG 62 W F -6 RE 1 D 02 SHOP 10

VO AG 6 M T R RE I D

903SHOP 11

VO AG 64 W F RE I D 01+ SHOP 12

FARM 6 T R 14-1 16 RE I D 1 SHOP 11-12

- 46 -

VIRGIN VALLEY SCHOOLS

EXAMPLES OF TYPES OF MATERIALS AND ACTIVITIES

THAT ARE APPROPRIATE

EITHER TO LARGE GROUPS OR TO SMALL GROUPS

Reading

Extension of vocabulary

Dramatization

Choral speaking

Testing

Small

Phonics

Oral .reading

Building of vocabulary(Vocabulary development)

Testing

English

Introduction of new skills

Presentation of oral reports

Reinforcement of skills

Testing

Remedial instruction

Creative wTiting

Preparation of oral reports

Preparation of school newspaper

Testing

Spelling

Introduction of new words

Written practice

Testing

Testing

Clarifying the meaning of words

Analysis of words

Extension of vocabulary for able

Extension of vocabulary-for slow

Handwriting

Introduction of letter form

Improvement of common errors

Practice


Large Small

SocialStudies

Introduction to unit of study

Clarification of concepts

Concluding activities of unit

Testing

Study skills

Preparation of project

Research

Simplification of material

Testing

Science

Introduction to unit of study

Demonstration of experiment

Concluding activity of unit

Testing

Experimentation

Recording of experiment

Research for reports

Reinforcement of basic skills

Testing

Arithmetic

Introduction of new skills ,,

Clarification of concepts

Testing, . ... . 1

Extension of skills for able

Simpliflcation of terms andconcepts for slow


Testing

Library

Story telling by teacher

Presentation of book talks bychildren

ppreciation of poetry

Introduction of library skills

Individual research

Refinement of skills

Deepening of appreciation

Training of pupils as aides

...

Physical EducationArt

Music

Special subject teams are not teams in the technical

sense but they collaborate in planning activities

involving all children in a team.

-1+8-

VI I ANTI CI PATED RESULTS - BLAI NE W. ALLAN

ANTICIPATED OUTCOME

Role of the teacher:

The teacher's role will be changed from teaching (handing out facts, verbal

or printed) to that of director of learning (a resource person directing

individuals or small groups to sources of knowledge). He does not

subordinate himself to the students.Dr. Heller says, "The teacher does not abdicate his authority, he delegates

it.He tries to get the pupils to carry the discussion, but will become part of

the learning situation. He will step in to correct errors of facts. To

keep the main issues in focus, encourage all students to participate He

will work through the questions of "why" and "how" to alert the students

rather than through direct imposition.

In the words of James E. Smith, Administrative Assistant, Ridgewood High

School, Norridge, Illinois, "We're not a nine-to-three group. We're an

eight-hour-plus Saturday Faculty, and that's a minimum of what most teachers

are doing.

Teachers will be more concerned with learning and less concerned with

teaching. Teachers will spend more of their time planning and studying.

2. The school plant will change its 30' x 301, 30-student classrooms to

independent carrells, student laboratories, conference rooms, small-group

areas, teachers' study areas, etc.

3. Increase class attendance -- Decrease cutting of classes and truancy. More

individual attention to each student results in more interest in school

subjects and activities. Thus the student will attend classes more

regularly.

4. Increase library circulation.The Marshall High School of Portland, Oregon, has experimented with the

modular schedule and testifies to a definite increase in library book

circulation, primarily due to individual study and the quest for knowledge.

5. Reduce vandalism.Vandalism, like truancy, will be reduced because of high interest in school

classes and activities. Since students have the opportunity to make their

own decisions, they take more pride in their school buildings and

surroundings.

6. Reduce number of "Drop-iouts".Frank Brown, Principal of Melbourne High School, Melbourne, Florida, says

that drop-outs have been reduced from 33% to less than 5% since experi-

menting with non-graded classes and flexible scheduling.

7. Increase individual, home, school and community pride.

8. Motivate students to quest for knowledge.

-50-

Valley Student, Give

Thentselveliigh GradeBy DONALD WARMAN Ithe school bwrd that things are

111111 %WOW 'going well at MoapaOVERTON Government "We think we have one of

and cities daises at remote the best smaii schools any-

bloupa Valley iligh School were,where," saki Perez In ii report

dismissed. (Molly. at 10 mm,- to board members, The troateea

Thursday night. recently agreed to go out Inn,About 50 politely bored fee* the field occasionally to son hoW

aims were sent home to rest the students in the outlyingup Mr Friday classes atter they areas feel.listened to the routine husinass FRANK PEREZ feels good

of the Clark county school board "Our school has been govern-

tor Iwo hours. ed bY a student commissionHU1' THEY had their own sloco 111311," he said, "All our

turn on the 110nr, too. students are accepted, regard.Frank Peru. a daribbslred less of racial or economic sta-

tely of Latin descent, and three liii The treatment of the In.

oi his fellow t.tudenls i it Nee TROSTEICS. Page 21

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thr surface, tme tit theconvonicaal commuoilict,

anywherr.Virgin Valley's faculty is. com,

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elsh fail here." lie

added la a sonting relerente to

OMER SIGNS of heolltlYtimes at Manna vaii/l.

From Max Oasis "Four ofour la.st betkothall players have

I.,.1raiglit 'A' averages." . I nottermand there Is

nii 111111, &Ronal hi a smell tsehoel. it 1 I phronally would I

!invent Ian.gauge ttiliuiiI. Only Spainnii istaught hum

From Moldon Lymannow, we hove the second

largest enrollment In (Iberian

111n1/W1101. pele1.1Illlg(1.1Visil IllIke district.'

FROM KATIIY Caltainsneech demirtment won

!III, I form it-sl sweepthilips illlinivermly ui Nhvaila lehl

ain eonvinved that we Mu;dente at Moos 4/trey are hettog i.1fercd outstanding upper-.tunnies."

A VISITOR from Mesquitebrought even better tidings fo'the hoard. Ile was Maine Al.Ian. Kimmel of Virgin FolleyNth, n sellout whlch iti makingnationwide educational history .

sliiitslittililligspronram of modular .iif pupils und courses.,

hrirs

A .rkitnusliis

iiiirse.r I isl.liednliede

mueslions &tont our progress."'Allan reported of the tilne-week.,

t old experiment, *bleb is guided:I by data computers at Staninrcl,Univerally,

"NONE OF our students'wants to go bark In the con-sontional class cycle," he said.

. In 5 hint of what he mightbore In mind for Virgin Val.ley's further progress Into a

' revolutirmary future, Allan toldboard menibeni about a Junior

'high school In Anaheim, Callf,,which totally alien Its Clan

'schedule every day, rather thanon the weekly Mole being usedIn ihr Mesquite secondary

!seVelre's an Interesting ON,"!he added. "This school has ai'lloodtum Room' where ft a*'signs the Ms who don't wantIto study. Then tboy can lookI into tbe hoods of cars or dowhatever they ere willing to

I learn from."

,Where...Classes , Are Out, Learning Inael Clark, 311, Virgin Valley'm

..__..1114 IFINi art teacher, to coax reluctant"4/.'" 1111_1"1_,Aim".2 arithmetic students into flour.

'um Pi! Low too leg their principles. Mean-

thtur,'"111.111.1""'" while, a naturithborn artistlila Jess Alger Is off In the

Iiiik 81111 16"1" eana. corner, seulpling his Ak*Altu,Ilw, Man Is prebetaly 001.

AT r 1 VIralawipe Mph kiosk NE112 areWNW eves etwewerdle the op Ss the had thy phdes

Thy dal es I. claws. hIle wavehlwel woes, limyMi prepreatmed. Rleh mayal WSW Is a molarwane, re le lohpseasatdoh, Oda le awe le hetal nem Ma PIracy w sapskew else *we a kid ranAEC er ledvided lestme.

ELAINE ALLANIDS ITEM edam .h.lelw 'Ghee hem yew trod',

l.ElkadPS

Thstelley. v, INSI ----

In a program whkh aortaout every individital, everyIntermit. ovary enure, andevery hour, the data computerat Stan(ord spilled 0111 Iwo id.entice) modules. Modistes arethe bade system of measure-ment by which Virgin Valleykids go to school.

TOE IDENTICALS are MikeEaston and him twin brother,Mack. Their achedide Is thesame, except that the pairdivides op the stimuli

Mack Is president of thestudent body (Student Councilmeets on school lime stgin Valleyi and his twin Isedito 4 the yearbook.

Modular scheduling put eachboy on his own, idling himfind his special way. That theEaston kids found their wayIn stay together Is lost a proofof the atomic, of Om sYsle31-SAVA PMNCIPAI. Allan:. "We've gni kid* raffling In

at 11 o'clreit In the morningAlndole I) to study In thelibrary. These were kids who fire dote completer

wouldn't ordinarily got hareunlit CM,

"The secret is this: You, putthem on their own, give themyour trust and faith, You'd heAMAMI at what they'll do."

ALLAN WAS tenting at $

MIKE EASTON

a m. Meanwhile. Mlle Eastonwas leafing through a news.magamne In the library. Hewas looking for a topic In de-bate, Hit twin was dunkingnegatives of yeartsok Odes,

A 17.yearold girl namedFilthy Adams bad not yet be-sum her set of modules, Shewas on the way in by schoolbus from RunkervIlle. Reborethe day was over, she wasOng In defend girls whoscream over the &alien,

JE&I ALGER, who I. goingin he a rook, found his mindwandering. flo Is a preened!,matter of fact boy, but some-times he gets to thinking *out Islands beyond the sea,

and about aborigine gad" oholook like Mu Alma.

Virgin Volley High AIM tokrone each alUdent, le PKhim through the macMae, tofind nut what he linggi tohe and what he elm be, theeto go In work with Mat.

. AT MUNI desk Is en . . . kept them hasher

IntrrIptInn from Arttoth:'Those who educate children

well are mom to I. honoredllum oven then parents, forthe parents only eire thanhe, white trackers give themthe art of living well."

MACK EASTON

37.17.3'11rOFERZELAS VEGAS, NEVADA, Les Veen Ittstewhamat I

t.

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