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Teachers say longer blocks let 4th–5th graders dig deeper into math, science and writing
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Summary
Elementary teachers told the board that moving fourth- and fifth-grade classes from 60-minute to 80–90-minute instructional blocks has allowed more small-group instruction, hands-on science, coding and repeated lessons for mastery, though they flagged scheduling and conference logistics as ongoing challenges.
A fourth-grade math teacher and other elementary instructors told the Gettysburg Area School District board that department-style scheduling for fourth and fifth grades has given teachers more time for differentiated instruction and progress monitoring.
"Since we went from a 60 minute block to more of an 80 or 90 minute block with this, we are able to fit in a lot more support and differentiation," said a fourth-grade math teacher, describing how the longer block has made space for small groups and curriculum activities that were previously squeezed out.
The teachers said the extended blocks let them implement everyday-math games and counting-collection activities to strengthen place-value understanding and fact fluency before beginning units. "We also have time to do progress monitoring," the teacher said, adding that in math that is done every five to six weeks and that some students have shown measurable growth since the change.
Stephanie Clef, a fifth-grade science and writing teacher, described how the longer periods enable more hands-on science investigations, use of kits borrowed through a Gettysburg College loan program and deeper work in writing small groups. "I've had so many students just say, I love science," Clef said, noting that coding lessons and integrated ELA tasks have benefited from the added time.
Presenters flagged a few operational challenges. Teachers said parent-teacher conferences will require new coordination because staff now teach multiple groups during the same block, and they are piloting a homework-and-behavior color chart (red/yellow/green) to help communicate students' daily performance to families and colleagues.
Board members asked for clarifications on which grades are departmentalized and how student progress is being tracked. The presenters confirmed departmentalization currently applies to fourth and fifth grades and reiterated that frequent progress checks are showing early gains in some students.
The presentation closed with a short student-made video summarizing how learners perceive the departmentalized model. The board thanked the teachers for sharing classroom examples and said it would follow implementation as the school year continues.
