the puzzle of an elementary master schedule
DESCRIPTION
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. - PowerPoint PPT PresentationTRANSCRIPT
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The Puzzle of an Elementary Master Schedule
Putting the Pieces Together!
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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.
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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
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Simon Sinek
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Why????
• Maximize resources• Connect priorities to actions• Focus on coherence• Strive for our school vision• Increase student achievement
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DOES THE SCHEDULE DRIVE
THE SCHOOL
OR THE SCHOOL
DRIVE THE SCHEDULE?
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Culture• Shared Goals/
Mission/ Vision• Assessment/Data• Instruction/
Systematic Response
• Leadership• Professional
Development• Culture of
Commitment/ Team
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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
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Do all in your building know the vision? • Do they know what is important? • Do they know what is expected?
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CONSIDERATION IN A MASTER SCHEDULE
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Simon Sinek
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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
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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…..
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Legal/ Contractual Requirements
• Division 22 Standards• Contract• BOLI guidelines• Teacher/IA hours• • • •
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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?
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What has to fit……
Nonnegotiable
ELA Core – 120+ Minutes
Math Core – 60 + Minutes
Other Required curriculum
Special Education Specials Interventions
Flexible?
Bus Schedules Itinerant Teacher Lunch Room Music/Band/Orchestra High School Sports Community Early Release
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Other needs…..
• Interventions – flexibility
• Collaboration time for staff
• Regular Ed and SPED support
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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
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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
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A MASTER CALENDAR
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Simon Sinek
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Calendar of Professional Learning and Teaming
• How does this relate to the master schedule?
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Calendaring Time
• Professional Learning Calendar• Team meeting calendar• How do you plan for what your data tells
you is important? • Who leads?• How often?
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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
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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
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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
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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
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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
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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?
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WEEKLY MASTER SCHEDULES
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How do we fit it all in?
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How do we prioritize?
• Assemblies – yoyo, dance, karate
• Fieldtrips• Student of the
month• Remove students
from classroom“Walk the talk”
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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
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SAMPLE SCHEDULES
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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 9:30-9:45
9:45-10:00 Writing WritingLib Backen
Writing/CDS Bailey
Lib BaileyCDS Backen
Writing 9:45-10:00
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 Recess 1:45-2:00
2:00-2:15 Behavior Int. Music-Bailey Music-Bailey Behavior Int. 2:00-2:15
2:15-2:30 . Early Release(2:10)
. 2:15-2:30
2:30-2:45 PE-BaileyMusic- Backen
PE-BackenMusic- Backen
2:30-2:45
2:45-3:10 2:45-3:10
**Any changes to the schedule will need principal’s approval**
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Kinder First Second Third Fourth Fifth
8:40-8:55 Breakfast REGULAR SCHEDULE 2013/14 rev 6/25/13
8:55 Beh/Virtue
9:10 Number Corn WG Reading WG Reading Specials Math Math
9:25 K-W WG Reading WG Reading Math Math
9:40 SG Reading WG Reading WG Reading SG Reading Math Math
9:55 K-H WG Reading WG Reading SG Reading Math Math
10:10 SG Reading Break (10 min) WG Reading Break (10 min) RECESS RECESS
10:25 SG Reading Break (10 min) WG Reading SG Math SG Math
10:45 SG Reading WG Reading SG Math SG Math
10:55 Math WG Reading SG Reading WG Reading Writing Writing
11:10 until 11:15 SG Reading WG Reading Writing Writing
11:25 RECESS 11:15 RECESS WG Reading Specials Specials
11:40 11:35 Release Lunch at 11:30 RECESS RECESS 11:30 Specials Specials
11:45 Lunch Lunch at 11:40 RECESS
11:55 Specials?? Lunch Lunch at 11:45 RECESS RECESS
12:05 Lunch RECESS RECESS
12:10 Start 12:30 Writing SG Math SG Math RECESS RECESS
12:25 SG Math SG Math Lunch 12:15-12:30 Lunch 12:15-12:30
12:40 SG Reading Math Math SG Reading 12:35 SG Reading 12:35
12:55 SG Reading Specials Math Math SG Reading SG Reading
1:10 1:15 # Corn Math Math WG Reading WG Reading
1:25 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
2:25 2:30 Math Math Writing Writing
2:40 Math Specials
2:55 Math
3:10
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Start Kinder 1st 2nd 3rd 4th 5th
8:00 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
9:00 ReadingP.E.
Morning MathReading Workshop
Everyday Counts
Math Reading9:15
9:30 Reading Workshop
Reading Math9:45Reading10:00 Reading Workshop Math Workshop Reading Workshop
10:15
10:30 Writing Recess Recess Recess Recess Recess
10:45 Recess Reading WorkshopLib Social Mus Interven
tion
ReadingReading Workshop
Math11:00 Math11:15 Reading - Red Band
P.E.
11:30 Closing Instruction
Reading11:45Lunch Lunch Lunch Reading Workshop12:00 Writing
12:15
12:30
Reading
Writing Number CornerLunch Lunch Lunch12:45
Math1:00Math1:15
Writing
P.E. Music Lib Intervention
Health Science Social
1:30 Reading Workshop1:45 Recess Recess
2:00 RecessLib Science Social Interven
tion WritingP.E. Social Mus Interven
tion Writing Math Workshop2:15 Writing
2:30 MathMus
Science ArtLib Sci
Science SocialP.E.
Tech
Lib Intervention
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
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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
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Questions?
Ideas???