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
8th Grade . . . 17 students
9th Grade . . . 38 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
Algebra or Gen. Math
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
Algebra or Gen. Math
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
VIRGIN VALLEY HIGH SCHOOL
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
VIRGIN VALLEY HIGH SCHOOL
Instructor
A1
2
A 3
4
5
6
7
8
9
10
11
12
13
14
15
16
AOF
WORKSHEET
DEVELOPINGMODULAR CONCEPTCOURSE STRUCTURE
30 Number of Students
-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
300 Number of Students
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
CLARK COUNTY SCHOOL DISTRICTVirgin Valley High School
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
VIRGIN VALLEY HIGH SCHOOL
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
22 Number of Students
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
(Less passing period 3 )
-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
VIRGIN VALLEY HIGH SCHOOL
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
(Less passing period 3 )
- 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
CLARK COUNTY SCHOOL DISTRICTVirgin Valley High School
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 -
CLARK COUNTY SCHOOL DISTRICTVirgin Valley High School
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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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.
CLARK COUNTY SCHOOL DISTRICTVirgin Valley High School
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 -
CLARK COUNTY SCHOOL DISTRICTVirgin Valley High School
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
VIRGIN VALLEY HIGH SCHOOL
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
VIRGIN VALLEY HIGH SCHOOL
MASTER SCHEDULE
COURSE DAY TIME INSTRUCTOR TIE ROOM GRADES
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
VIRGIN VALLEY HIGH SCHOOL
MASTER SCHEDULE
COURSE DAY TIME INSTRUCTOR TIE ROOM GRADES
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-
VIRGIN VALLEY HIGH SCHOOL
MASTER SCHEDULE
COURSE DAY TIME INSTRUCTOR TIE ROOM GRADES
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
Remedial instruction
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
Remedial instruction
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
Wide Place in Road Carves Niche111111641%)
Al1114PIN IlMor
tijamossiga....ssz,ino.
Is OM lost Wow In theirelry where yew wade ea.peel a remadiasey acloal es.primed M be carried ool..MOM M a env per.
NIL NM Safe OM aAlm la Ere road. Vole aro
ehj et hNp dairy tarotsNp th area. hil Nommettesaerewp baskaNy that olhe Pled INA Calm. weekAt deem streolo Me
OM H.ramIlleg Iwo aros of sootheIlk
Chews et alleswile do astkW oak Whip MO 1411Weeps. Wheel Ikey go too "esMe tware." thy wally ye leIL flew. Mt, WWII Ii. eto
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wagaft.!..h.. .34 !No
a Mown to1111111111i4 y lioa.I.kw cue riskiest's, rt is Mushy Or those who live in thelitile then boo* the mad
NEWIMIWIllt 4 Ptah nrf.hy.erywhere Pa Itestante. It is.
thr surface, tme tit theconvonicaal commuoilict,
anywherr.Virgin Valley's faculty is. com,
pont entirely of afortumb.Thal is Not a den m religious((reindict. hut of the moo*, 'sMaehross.
'Wr bad tow (hobo b ;ioner hero ISA year." Virgin Val.toy Prloripat hew A114111014a guest I. his 41wc.
"Ilist oar owlet hic milersgraand he 111011%. owl Otis manadel Pet at Maw. Ile
Ilettles Ow stake and ItsNOW Impowement Assmiatram hero proms In ho Mtn-Is do in Mesoolle.
11111' 1,1Mili again thattour high ,thool4 in die it
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huh a hunanoti
ithich 11111
wills Ills 11111111111s. 1111, tttiitmid his class lime
AI Wein Valle:. Cliifi 1111.scheduling heeint oills eightweeks ago lilfIf luoth i. lloglit
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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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