June 2012 Whats the Big Deal Why do we talk about master schedule How time is spent How we utilize staff How we are able to respond to student needs Background Information Middle School 68th 855a4p ID: 934732
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Slide1
Developing a Data Informed Master Schedule
June, 2012
Slide2What’s the Big Deal?
Why do we talk about master schedule ?
How time is spent
How we utilize staff
How we are able to respond to student needs
Slide3Background Information
Middle School 6-8th (8:55a-4p)
680-700 students
Title 1
20% ELL (Spanish)
High mobility
7 periods (55-75 min) 35min lunchCommon grade level planning during exploratory2, 7-8 person teams per GL2 Intervention Support staff 3-5 periods 6/8 Exploratory staff 1 period3 Special Ed staff 1 period
High School 9-12th(8:15a-3:15p)
890-900+ students
Title 1
~18-20% ELL
High mobility
4X4 block
~40% incoming students lack skills to be successful in Eng1 and Alg1
2, 4 person teams in NGA
1 reading intervention- 45 min for two periods
1 Special Ed staff - 45 min 1 period
Essentials of Reading and Math classes
HSAP prep courses
Slide4Steps for Scheduling
Collect student data on current and incoming students
CBM/Diagnostics/District Assessments/Course Failures/EWS/Historical Data
Start well before proposed budgets and schedules are due
March/April for 8
th
gradersApril/May for 5th gradersDetermine those who are in need of further screenings
Slide5Steps for Scheduling
Based on data collection determine student needs
Develop consensus among stakeholders surrounding need for Intervention/Enrichment (I/E) courses
Staff meetings
Parent meetings
Student meetings
Committee/task forceCommunication plan
Slide6Steps for Scheduling
Map out available interventions and match to student needs
Inventory current materials available throughout departments and analyze for:
Research/evidence
Content
Skills addressed
Instructional methodologyEngagementPlan for “plugging holes” in intervention optionsWWC, BEE, Local researchPlan for continuity with elementary and high school feeders In highly mobile areas may consider intervention continuity between middle schools and high schoolsDetermine if placement tests need to be given
General placements based on less than proficient scores on state assessments are not the best way to schedule studentsDetermine course credit codes for intervention sectionsStudents cannot go into credit deficit due to intervention classes
Slide7Steps for Scheduling
Use data collected regarding student needs to determine the types of interventions that will be offered and number of sections needed
Try to create homogeneous groups based on your populations’ learning needs
Program publisher information may be too broad for effectiveness at secondary level (Fuchs, Fuchs & Compton 2010) E.G. RW
Consider the amount of time (minutes) required for interventions to be effectively delivered with fidelity per session and if this matches time available
Consider the amount of time (sessions/days/weeks) required for interventions to be fully implemented
General pacing/curriculum guides can be developed with guidelines for re-teaching and extensions to support Tier 1 instruction
Slide8Steps for Scheduling
Consider number of students per group
More intense needs= smaller group
Develop plan for those who may need more intense supports
Who/when/how
Develop plan for those who may need multi-semester support
Determine number of materials to be utilized and costsConsumable vs. recyclable Technology can support long-term consumption costsInvestigate sources for fundingDistrict sourcesBudgetGrantsPTSA
Community partnerships
Slide9Steps for Scheduling
Determine number of students who will need multiple interventions
Will dictate how many additional intervention sections need to be offered during Exploratory or use of intervention time e.g.
skinnies
Determine the number of students who will need one intervention and impact on schedule
Use of full block for intervention or half of block for intervention and half for math/algebra English/ELA review, re-teach, pre-teach
Slide10Steps for Scheduling- where the magic happens!!
Determine common time for intervention/ re-teach/enrichment to allow for maximum staff availability- may require creativity
Beware of certain periods
Consider where time can be stolen:5-7 min shaved off of 7 period day or 8-10 min off of 4 period blocks, reduce time for lunch, reduce transition times between periods (easier if students clustered in grade-level areas of building) use of A/B schedules, structured active lunch,
skinnies
Consider adding time to school day
Slide11Steps for Scheduling- where the magic happens!!
Determine staffing
Develop roster of ideal available staff with specialization in:
Literacy
ELL
Math
Special EducationSpecific instructional strategies/programsDevelop roster of staff who are interested/available and willing to teach intervention courses but may need additional support/trainingDetermine plan for supporting those staff
Slide12Steps for Scheduling
Determine designated “master scheduler” who has big picture view of the school, school counselor for scheduling intervention students and additional schedule committee members to review and problem-solve
At middle school level master scheduler typically principal or assistant principal
At high school level master scheduler typically assistant principal
School counselors must understand logistics of interventions and implications for current schedule structure
(A/B, Block)
Caps on number of students per sectionPoints in time after which students cannot be added to sections
Slide13Steps for Scheduling
Hand schedule students in need of two interventions (reading and math) first
Hand schedule students in need of a single intervention
Schedule remaining students
Slide14Steps for Scheduling
Plan for new students at start of school year or those who enter after the semester has begun
Screening
Intervention placement decisions
Create communication protocol
Create waitlist for those who arrive late in semester
Prior to end of semester use student outcome and waitlist data to determine how many and what types of intervention sections will be needed for next semesterDetermine how to support those who were not successful in interventionsSmaller or more specifically designed intervention sectionsRearrange teachers to best meet needs of students in upcoming semesterRepeat step 1 -review end-of semester data for current students and plan for next year interventions and gather incoming student data
Use information related to student response to interventions to inform next year’s scheduling
Slide15Steps for Scheduling
Progress Monitoring/Program Evaluation
Consider built-in time for progress monitoring weekly or bi-weekly
Determine expected outcomes:
Knowledge
Behavior
SkillsDetermine how to best measure outcomesCBM/Grades/Attendance/ODRS/EWS/Credits/Formative AssessmentFrequency/Data Collection Tools/Methods/Individuals Involved Determine methods/tools/frequency for assessing fidelity of implementationDevelop questions to answer regarding impact of I/E periodWhat is the impact of I/E period on students level of: achievement/attendance/behavior/etc
Determine methods and data sources to answer the questions
Slide16Sample Schedules
Slide17Slide18Slide19Slide20Slide21Slide22Slide23Slide24Scheduling Resources
School Scheduling Associates
Templates and examples
http://www.schoolschedulingassociates.com/cds.php
Slide25Contact Information
Amber
Brundage
Abrundage@mail.usf.edu