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Determining what’s important: Schedules

Determining what’s important: Schedules. No Silver Bullets. There is no ONE schedule that will solve every problem for every school. Scheduling activity. Voices from the field. Dr. Johanna Cena, Tualatin Elementary, TTSD Kevin Spooner, Oak Grove Elementary, North Clackamas

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Determining what’s important: Schedules

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  1. Determining what’s important: Schedules

  2. No Silver Bullets

  3. There is no ONE schedule that will solve every problem for every school.

  4. Scheduling activity

  5. Voices from the field Dr. Johanna Cena, Tualatin Elementary, TTSD Kevin Spooner, Oak Grove Elementary, North Clackamas Kraig Sproles, Metzger Elementary, TTSD Jill Weber, Fir Grove Elementary, Roseburg

  6. Never enough

  7. Things you can’t change • Number of students • Buses • Teacher contracts • FTE (certified and classified) • Classroom space • Itinerant teachers schedules • Lunch room size • Others????

  8. BLP “non-negotiables” • Reading • 90 minutes of core k - 3 • 60 minutes of core 4 - 5 • 30 minutes of workshop • Math • 60 minutes of core • Writing • 3 hours a week • ELD • 30 minutes

  9. Creating the schedule

  10. How do you make the schedule?

  11. Key components

  12. How does this work get done? Who makes your schedule? How does the information get disseminated? What would it take to make a change to your schedule?

  13. If everything is important, then nothing is important.

  14. As a building, what are your priorities? 1. 2. 3.

  15. Start with your priorities and adjust your resources around those things

  16. What data do you have about your priorities? H.M. assessments DIBELS CBM OAKS Office Discipline Referrals Attendance

  17. Using data to make decisions

  18. Using data to make decisions

  19. Using data to make decisions

  20. Using data to make decisions

  21. Using data to make decisions • How can you collect the data you need? • Who is going to collect the data you need? • When is it going to be discussed? • What actions can you take today that will help improve your schedule?

  22. What gets lost?

  23. What gets lost?

  24. What gets lost?

  25. What gets lost?

  26. What gets lost? • What are you willing to lose? • Who will these losses impact? • How can you minimize this impact? • How can you communicate the reasons for these losses?

  27. What does this schedule mean for staff?

  28. What does this schedule mean for staff?

  29. What does this schedule mean for staff?

  30. What does this schedule mean for staff?

  31. What does this schedule mean for staff? • Do these comments ring true for you? • What are the barriers in your building? • What opportunities do staff have to be a part of the conversation?

  32. What about ELD time?

  33. What about ELD time?

  34. What about ELD time?

  35. What about ELD time?

  36. What about ELD time? • What are your needs around ELD? • What is your data telling you about the needs of ELD students? • What do you need in terms of time and staff to best meet the needs of your ELD students? • What systems are in place to communicate with all players?

  37. Scheduling activity

  38. The Million Dollar Question • How would you know that you had the perfect schedule? • What steps can you take to get there?

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