the puzzle of an elementary master schedule

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

CONSIDERATION IN A MASTER SCHEDULE

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 activities = 20 hours• Attendance = missed 10 days (60 hours)• = approximately 762 hours of instruction

per year

What do with this time????

• 762 hours per year!• ELA/Math instruction = 531 + hours

• 231 hours remaining– What if they are behind? Interventions– 30 minutes per day (88 hours)

• 143 hours remaining

• About 45 minutes per day!!!!

Legal/ Contractual Requirements

• Division 22 Standards• Contract• BOLI guidelines• Teacher/IA hours• • • •

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

Priorities

• Elementary Schedule – Identify priorities – What is nonnegotiable?– Identify variables – What is flexible?

• Student Data– Where is your biggest need? Increase time?

Staffing?

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?

How do we fit it all in?

Benefits

• All students receive the same • 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

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?

SAMPLE SCHEDULES

Questions?

Ideas???