The Puzzle of an Elementary Master Schedule

Report
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
Simon Sinek
Why????
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•
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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?
CONSIDERATION IN A
MASTER SCHEDULE
Simon Sinek
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
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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?
 ELA Core – 120+
Minutes
 Math Core – 60 +
Minutes
 Other Required
curriculum
 Special Education
 Specials
 Interventions








Bus Schedules
Itinerant Teacher
Lunch Room
Music/Band/Orchestra
High School
Sports
Community
Early Release
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
A MASTER CALENDAR
Simon Sinek
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?
WEEKLY MASTER
SCHEDULES
How do we fit it all in?
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
SAMPLE SCHEDULES
THIRD GRADE
Monday
Tuesday
Wednesday
Thursday
Friday
8:55-9:15
School Begins, Opening, Announcements
8:55-9:15
9:15-9:30
Reading/Math Intervention
9:15 – 9:45
9:45 – 10:15
9:15-9:30
9:30-9:45
9:45-10:00
9:30-9:45
Writing
Writing
Writing/
Lib Backen
Lib Bailey
CDS Bailey
Writing
9:45-10:00
CDS Backen
10:00-10:15
10:00-10:15
10:15-10:30
Recess
10:15-10:30
10:30-10:45
Math
10:30-10:45
10:45-11:00
10:45-11:00
11:00-11:15
11:00-11:15
11:15-11:35
11:15-11:35
11:35-11:45
Lunch and Recess
11:35-11:45
11:45-12:00
11:45-12:00
12:00-12:15
12:00-12:15
12:15-12:30
Reading Core
12:15-12:30
12:30-12:45
12:30-12:45
12:45-1:00
12:45-1:00
1:00-1:15
1:00-1:15
1:15-1:30
Reading Workshop
1:15-1:30
1:30-1:45
1:30-1:45
1:45-2:00
Recess
2:00-2:15
Behavior Int.
2:15-2:30
.
2:30-2:45
2:45-3:10
**Any changes to the schedule will need principal’s approval**
Recess
Music-Bailey
Music-Bailey
Early Release
(2:10)
PE-Bailey
Music- Backen
PE-Backen
Music- Backen
1:45-2:00
Behavior Int.
2:00-2:15
.
2:15-2:30
2:30-2:45
2:45-3:10
Kinder
8:40-8:55
First
Breakfast
Second
Third
REGULAR SCHEDULE 2013/14
Beh/Virtue
9:10
Number Corn
WG Reading
WG Reading
9:25
K-W
WG Reading
WG Reading
9:40
SG Reading
WG Reading
WG Reading
9:55
K-H
WG Reading
WG Reading
SG Reading
10:10
SG Reading
Break (10 min)
WG Reading
10:25
SG Reading
Break (10 min)
10:45
SG Reading
Specials
Math
Math
Math
Math
Math
Math
Math
Math
Break (10 min)
RECESS
RECESS
WG Reading
SG Math
SG Math
WG Reading
SG Math
SG Math
Writing
Writing
SG Reading
WG Reading
SG Reading
WG Reading
11:10
until 11:15
SG Reading
WG Reading
Writing
Writing
11:25
RECESS 11:15
RECESS
WG Reading
Specials
Specials
Lunch at 11:30
RECESS
RECESS 11:30
Specials
Specials
Lunch
Lunch at 11:40
RECESS
Lunch
Lunch at 11:45
RECESS
RECESS
Lunch
RECESS
RECESS
SG Math
SG Math
RECESS
RECESS
SG Math
SG Math
Lunch 12:15-12:30
Lunch 12:15-12:30
Math
Math
SG Reading 12:35
SG Reading 12:35
Math
Math
SG Reading
SG Reading
Math
Math
WG Reading
WG Reading
Number Corner
Math
Math
WG Reading
WG Reading
1:40
NC to 12:10
RECESS
RECESS
WG Reading
WG Reading
1:55
RECESS
Writing
Writing
WG Reading
WG Reading
2:10
Math
Writing
Writing
WG Reading
WG Reading
Writing
11:40
Math
Fifth
rev 6/25/13
8:55
10:55
Fourth
11:35 Release
11:45
11:55
Specials??
12:05
12:10
Start 12:30
Writing
12:25
12:40
SG Reading
12:55
SG Reading
1:10
1:15 # Corn
1:25
WG Reading
2:25
Math
Writing
2:40
Math
Specials
2:55
Math
3:10
2:30 Math
Specials
Start
1st
2nd
3rd
4th
5th
Prep/Mtg
Prep/Mtg
Prep/Mtg
Prep/Mtg
Prep/Mtg
Prep/Mtg
8:50
Classrooms Open
Classrooms Open
Classrooms Open
Classrooms Open
Classrooms Open
Classrooms Open
8:55
Opening Instruction
Opening Instruction
Opening Instruction
Opening Instruction
Opening Instruction
Opening Instruction
Math
Reading
Math Workshop
Reading Workshop
Recess
Recess
9:00
Reading
P.E.
Kinder
8:00
Morning Math
Everyday Counts
Reading Workshop
9:15
9:30
Reading Workshop
9:45
10:00
Reading
Math
Reading
Reading Workshop
10:15
10:45
Recess
Reading Workshop
Recess
Mus
Math
P.E.
11:15
11:30
Recess
Social
11:00
Recess
Reading - Red Band
Intervention
Writing
Lib
10:30
Reading Workshop
Reading
Math
Closing Instruction
11:45
12:00
Reading
Lunch
Lunch
Lunch
Reading Workshop
Writing
12:15
12:30
12:45
Number Corner
Writing
Lunch
1:00
Social
Math Workshop
2:45
3:00
Closing Instruction
Closing Instruction
Closing Instruction
Closing Instruction
Closing Instruction
Closing Instruction
3:10
Duty
Duty
Duty
Duty
Duty
Duty
3:20
Prep/Mtg
Prep/Mtg
Prep/Mtg
Prep/Mtg
Prep/Mtg
Prep/Mtg
Intervent
ion
Lib
Social
Tech
P.E.
Sci
Science
Science
Writing
Health
Social
Art
Lib
Science
Intervention
Writing
Mus
P.E.
Intervention
Mus
Math
Recess
Social
Writing
Science
Recess
2:15
Lib
2:00
Lib
Recess
Music
P.E.
Writing
Reading Workshop
Intervention
Math
1:45
2:30
Lunch
Math
1:15
1:30
Lunch
Reading
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
Questions?
Ideas???

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