determining what’s important: schedules. no silver bullets
Post on 31-Dec-2015
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Determining what’s important: Schedules
No Silver Bullets
There is no ONE schedule that will solve every problem for every school.
Strengths Needs
Opportunities Barriers
Scheduling activity
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
Never enough
Things you can’t change
• Number of students• Buses• Teacher contracts• FTE (certified and classified)• Classroom space• Itinerant teachers schedules• Lunch room size• Others????
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
Creating the schedule
How do you make the schedule?
Key components
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?
If everything is important, then nothing is important.
As a building, what are your priorities?
1. 2. 3.
Start with your priorities and adjust your resources around those things
What data do you have about your priorities?
OAKS
DIBELS CBM
Office Discipline Referrals
H.M. assessments
Attendance
Using data to make decisions
Using data to make decisions
Using data to make decisions
Using data to make decisions
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?
What gets lost?
What gets lost?
What gets lost?
What gets lost?
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?
What does this schedule mean for staff?
What does this schedule mean for staff?
What does this schedule mean for staff?
What does this schedule mean for staff?
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?
What about ELD time?
What about ELD time?
What about ELD time?
What about ELD time?
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?
Strengths Needs
Opportunities Barriers
Scheduling activity
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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