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The Puzzle of an Elementary Master Schedule. Putting the Pieces Together!. Goals. During this session you will understand the importance of a school-wide schedule to support multi-tiered instruction.
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The Puzzle of an Elementary Master Schedule Putting the Pieces Together!
Goals • During this session you will understand the importance of a school-wide schedule to support multi-tiered instruction. • We will discuss the importance and application of consistency in the instructional day, protection of instruction, time for interventions, the use of data, flexibility, collaboration time for staff and how each fits into an elementary master schedule.
Outcomes • Understand how culture and vision impact a master schedule • Identify legal and contractual requirements and how they impact a schedule • Identify key attributes of a strong master schedule • Prioritize what is important in your school and use data to support this decision • Identify methods for improved collaboration and communication • Evaluate sample master schedules and calendars
Why???? • Maximize resources • Connect priorities to actions • Focus on coherence • Strive for our school vision • Increase student achievement
Does the schedule drive the school or the school drive the schedule?
Culture • Shared Goals/ Mission/ Vision • Assessment/Data • Instruction/ Systematic Response • Leadership • Professional Development • Culture of Commitment/ Team
Culture • Great organizations “simplify a complex world into a single organizing idea, a basic principle, or concept that unifies and guide everything…. (they) see what is essential, and ignore the rest.” Jim Collins
Do all in your building know the vision? • Do they know what is important? • Do they know what is expected?
First, let’s do the math • 177 instructional days x 6 hours/day • = 1062 hours total • Lunch = 115 hours • Recess = 45 hours • Transitions = 90 hours • Assemblies/other scheduled activities = 20 hours • = approximately 820 hours of instruction per year
What do with this time???? • 820 hours per year! • ELA/Math instruction = 531 + hours • 289 hours remaining • What if they are behind? Interventions • 30 minutes per day (88 hours) • About 200 hours remaining • About 60 minutes per day!!!! For music, PE, CDS, library, health, science, social studies, computer…..
Legal/ Contractual Requirements • Division 22 Standards • Contract • BOLI guidelines • Teacher/IA hours
Priorities • Elementary Schedule • Identify priorities – What is nonnegotiable? • Identify variables – What is flexible? • Student Data • Where is your biggest need? • What are your options? Increase time? Staffing? • What is the impact of those decisions?
What has to fit…… Nonnegotiable Flexible? Bus Schedules Itinerant Teacher Lunch Room Music/Band/Orchestra High School Sports Community Early Release • ELA Core – 120+ Minutes • Math Core – 60 + Minutes • Other Required curriculum • Special Education • Specials • Interventions
Other needs….. • Interventions – flexibility • Collaboration time for staff • Regular Ed and SPED support
Oregon RTI Infrastructure Checklist • How does this help support a master schedule? • What questions does it help you address? http://www.oregonrti.org/wp-content/uploads/2013/01/OrRTI-Infrastructure-Checklist_0.pdf
Benefits • All students receive the same core • and those who need more get it • Teachers have protected time • Interventions will occur • Data used to make decisions/drive schedule • Flexibility as needed for increased instruction • Collaboration time built in
Calendar of Professional Learning and Teaming How does this relate to the master schedule?
Calendaring Time • Professional Learning Calendar • Team meeting calendar • How do you plan for what your data tells you is important? • Who leads? • How often?
Calendaring Time • Staff Meeting • Professional Learning, Early Release • Professional Learning Communities • Benchmark Meetings • Grade Level Team Meetings • Group Intervention Planning Team Meetings • Assessments – DIBELS, MAP, OAKS, Core
Calendaring Time • Assessment • DIBELS – Benchmark, Progress monitoring – weekly, bi-monthly • MAPs – Fall and Spring, Some winter • CBAs – core assessments, Common Assessments - Writing Performance • Math Performance • Reading in Program, Benchmark • OAKS
Calendaring Time • Group Intervention Planning Time/ 20% meeting • Focus on groups of students in interventions • Team – SPED, Learning Specialist, Child Development Specialist, School Psychologist, Principal, Teacher Point, ELL, Grade Level Teacher • Weekly – Scheduled
Calendaring Time • Grade Level Team Meetings – Focus on Core • Meeting Weekly 15 – 45 Minutes • Focused Time – SPED, Attendance/Behavior, Math, Reading, Writing • Tight – Focused, Team, Logs copied and shared • Loose – Teacher Lead
Calendaring Time • Staff Meetings are Professional Learning – planned weekly (depending on school need), Lead by Teacher Leaders • PLCs – planned as grade levels (half day in-service time that is structured by the district • Benchmark Meetings – Team review of school-wide data, focus on health of the core, 3 times a year
Who is the Leader? • What is your role in these types of meetings? • Do you attend, facilitate, participate in? • How are decisions made if you are not there? • How do these meetings connect to our mission and vision?
How do we prioritize? • Assemblies – yoyo, dance, karate • Fieldtrips • Student of the month • Remove students from classroom “Walk the talk”
Process • After reviewing data, conducting inventory of resources, understanding restriction • Schedule the most important things first • Align in all grade levels • Build in Intervention time for groups that you know will start next year, use data • Plan for transitions • Ensure staff available • Place lunch and recesses after
Monitoring for success • Monitor throughout the year to ensure schedules are being followed • “I am here to see small group reading. I will be back in 5 minutes. It will be up and going?” • Monitor start and end times • Transitions • Ending early
