Scheduling
Tool Kit
Getting Started
Consider First
Purpose of Tool Kit
 Creative scheduling to meet the needs of students.
 Help any administrator in charge of master schedules.
 If you don’t have a clue about high school schedules, this
probably won’t help with the basics.
 If you do know about schedules, this will give you great
ideas.
 Small enough to put in your pocket!
Purpose of Tool Kit
• Assist educators in creation of efficient master schedules
that:
• Maximize instructional minutes.
• Utilize available resources (time and staff).
• Meet the needs of students.
How to Use this Kit
 Suggest reading through the beginning slides until
reaching the STOP!
 Complete the worksheets in the pocket folder.
 Now look at the Time section and Schedule Design
Section.
 Hopefully, at this point you have some ideas of the
schedule you would like to design.
 Refer to closing thoughts in the Lagniappe section.
Good Luck!
Abbreviations
 P = Principal
 AP = Assistant Principal
 AA = Administrator Assistant
 ELA = English Language Arts
 FTE = Full Time Equivalent
 Ag = Agriculture
When considering a school wide
schedule change…
 What is your student enrollment?
 How much daily time do you have for teaching and
learning and how is that time organized?
 Look at your Course Requirements.
 What are your current staffing patterns?
 What external forces influence teaching and
learning?
Enrollment
What is your total student enrollment by number
and percentage per subgroup:
 By grade?
 In special education?
 English as a Second Language (ESL)?
 Students retained by grade levels/cohort?
Time teaching and learning
How much annual time is available for teaching and
learning?
 Total number student days per year
 Total number early release per year
 Total number of shortened days per year
Daily Schedule
How much daily time do you have for teaching and
learning, and how is that time organized?
 School start and end times for teachers
 School start and end times for students
 Bell schedule (number of periods with start and end times),
including homeroom, passing times between periods, lunch,
recess, and any other scheduled periods of time
 Information on schedule's cycle (Block, 5-day rotation, 6-
day rotation, et cetera)
 Class size information; total student contact information
Course Requirements
 List of required courses per grade level
 Description of special programs – such as READ 180 is 90
minutes
 Carnegie credits
 Waived seat times
 Virtual school and other online courses
 Dual enrollment
Staffing
What is your current staffing pattern?
 Staff roster with every position listed
 Assignment for each person (principal, English teacher,
counselor, et cetera)
 Staff assignment for each teacher every period of the day,
including duties and planning times
 Certification and highly qualified information for each staff
member
Staffing:
for example. . .
40 Full Time teachers (FTEs)
 Non-Teaching (6.0)




3 Administrators (1P, 2 AP)
1 Counselor
1 Librarian
1 Literacy/Instructional
Coach
 Teaching Core (15.0)
4 English
4 Math
3 Social Studies
4 Science
 Special Education (4.0)
 3 Resource/Inclusion
 1 Self-Contained




 Teaching Electives/Required (15.0)
 4 PE/Health
 1 Band/Music
 1 Agriscience/Env. Science
 2 Business
 1 Art
 1 Family & Consumer Sciences
 2 JROTC
 1 Spanish
 1 French
 1 EMT Elective
Policy & Environment
What external forces influence teaching & learning?
 Union contract specifications and agreements related to
allocating time and staff in schools
 Bulletin 741 Suggestions and Regulations
 Any other information essential to understanding
pressures and limits
 Cafeteria seating capacity
 Number of current lunch zones/times
 Busing schedules
Look at These Things
How well are your students doing?
 Data pertaining to Tier 2 and Tier 3 intervention needs
 LEAP scores
 iLEAP scores
 EOC scores
Review Questions to Ask
 Calendar – Are our annual hours/courses sufficient?
 Daily Schedule – Is there any way to increase Total Instructional
Time per Day?
 Course Requirements – Are we following required or suggested?
 Staffing – Are we utilizing our Full Time Employees to address
students’ needs?
 Policy & Environment – What restrictions/external forces are
there?
 Achievement – What degree/type of intervention do we need to
provide to students and for what percentage/ number of students?
STOP
Analysis: What You Know
Complete
Worksheets
Look at time
DON’T FORGET
 Schedule Special
Education Students First
Sample High School
Time Schedule
7 Period Day 7:40 a.m. – 2:40 p.m.
7:45-8:35
8:40-9:30 9:35-10:25 10:30-11:20 11:20-11:55 12:00-12:50 12:55-1:45
1:50-2:40
Period 1
Period 2
Period 3
Period 4
Lunch
Period 5
Period 6
Period 7
50 mins.
50 mins.
50 mins.
50 mins.
35 mins.
50 mins.
50 mins.
50 mins.
7 Transitional Periods per day @ 5
minutes each = 35 minutes/day
(official start of student day is 7:40)
By decreasing
lunch time from 35
minutes to 30
minutes/day, HS
could increase
instructional time
by about 15 hours
annually.
By decreasing
transition time
from 35 minutes to
24 minutes/day, HS
could increase
instructional time
by 32.5 hours
annually.
Time Analysis per Course
Average
Hours 6.5 Hour Additional
Days
per
Minutes
20%
Adjusted
Course Minutes
per Days per Instructional
Year
per Year Loss Minutes
per Period
Year
Year
Time (%)
English
50
177
8,850
1,770
7,080
118
18
14%
Math
50
177
8,850
1,770
7,080
118
18
14%
Social
Studies
50
177
8,850
1,770
7,080
118
18
14%
Science
50
177
8,850
1,770
7,080
118
18
14%
Other &
Electives
150
177
26,550 5,310 21,240
354
54
44%
Sample High School
Annual Time Analysis
# Student
Days
INSTRUCTIONAL TIME REQUIREMENTS
mins./yr.
mins./day
8 pd
7 pd
6 pd
5 pd
4 pd
182
63,720
350.1
43.8
50.0
58.4
70.0
87.5
181
63,720
352.0
44.0
50.3
58.7
70.4
88.0
180
63,720
354.0
44.3
50.6
59.0
70.8
88.5
179
63,720
356.0
44.5
50.9
59.3
71.2
89.0
178
63,720
358.0
44.7
51.1
59.7
71.6
89.5
177
63,720
360.0
45.0
51.4
60.0
72.0
90.0
176
63,720
362.0
45.3
51.7
60.3
72.4
90.5
175
63,720
364.1
45.5
52.0
60.7
72.8
91.0
Example of
Natural Alignment of Courses
English
Social
Studies
Math
Science
Some courses align
naturally, making
back-to-back
scheduling the most
sensible for students.
For example, English
is to social studies as
math is to science.
Example of
Power of Two and Co-Teaching
English
Social
Studies
Or
Math
Science
Because it involves only
two people, the power of
two empowers teachers,
facilitates integration of
subject matter, increases
likelihood of professional
conversations among
teachers, and creates
opportunity for
flexibility.
Flexible Scheduling
60 minute periods
Eng A
B
C
D
SS
A
D
C
B
Could be flexed into…
120 minute blocks
Eng
A
C
SS
B
D
Collective response
capacity occurs as
teachers determine the
purpose and time for
flexing into larger blocks
of time. For example, a
60-minute period could
become a 120-minute
block of intensive
learning time.
Added to the Teaming Concept
English
SS
Math
Science
A
B
C
D
B
A
D
C
C
D
A
B
D
C
B
A
Could be flexed into…
English
SS
Math
Science
A
B
C
D
Going from 60 minute to
120 minute blocks.
As the level of teacher
empowerment builds, the
capacity for flexing extends
from the power of two to the
power of four; with this comes
a renewed excitement for
innovation based on student
needs. In addition to large
blocks of time, students can be
grouped and regrouped
throughout the year according
to their needs at that particular
time.
Bulletin 741: Carnegie Unit Credit
Required Time/Period Schedule
Period Schedule
Minimum Required Seat Time Minutes
6 Period Day
10,620
7 Period Day
9,103
All other configurations, such as 4 x 4 or 8 Period Day
7,965
Additional Notes:
½ Credit courses must be within +/- 120 minutes of total time requirement
(Bulletin 741, Page 24)
“Students may apply a maximum of 2 Carnegie units of elective credit toward high school
graduation by successfully completing specially designed courses for remediation”
(Bulletin 741, Page 57+)
“JROTC I and II may be used to meet the Health Education requirement. The substitution of
JROTC is permissible” for Physical Education” (Bulletin 741, Page 58+)
Freshmen in 2010-2011+ must “pass three end-of-course tests: English II or English III,
Algebra I or Geometry, Biology or American History” (Bulletin 741, Page 57+)
Schedule
Designs
6 Period Schedule: 24 Course Periods &
24 Credits required for graduation
Core 4
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
9th Grade
English
Math
Science
Social Studies Health/PE Fine Arts
10th Grade
English
Math
Science
Social Studies PE
Foreign
Lang. or
Speech
11th Grade
English
Math
Science
Social Studies Elective
Foreign
Lang. or
Speech
12th Grade
English
Math
Science
Social Studies Elective
Elective
Based on Bulletin 741, State Graduation Requirements, and Core 4 Regulations.
“Beginning with incoming freshmen in 2008-2009, all ninth graders in the college and career diploma pathway will
be enrolled in the Louisiana Core 4 Curriculum.” After completing the 10th Grade, students have the opportunity to
opt out of the Core 4 program, as long as guidelines are followed. (p. 57)
7 Period Schedule: 28 Course Periods &
24 Credits required for graduation
Core 4
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Period 7
9th Grade
English
Math
Science
Social
Studies
Health/PE Fine Arts
Elective
10th Grade
English
Math
Science
Social
Studies
PE
Foreign
Lang. or
Speech
Elective
11th Grade
English
Math
Science
Social
Studies
Elective
Foreign
Lang. or
Speech
Extra
12th Grade
English
Math
Science
Social
Studies
Extra
Extra
Extra
Based on Bulletin 741, State Graduation Requirements, and Core 4 Regulations.
“Beginning with incoming freshmen in 2008-2009, all ninth graders in the college and career diploma pathway will be enrolled in
the Louisiana Core 4 Curriculum.” After completing the 10th Grade, students have the opportunity to opt out of the Core 4 program,
as long as guidelines are followed. (p. 57)
8 Period Schedule: 32 Course Periods &
24 Credits required for graduation
Core 4
Pd 1
Pd 2
Pd 3
Pd 4
Pd 5
Pd 6
9th Grade
English
Math
Science Social
Studies
Health/ Fine Arts
PE
Elective Extra
10th Grade English
Math
Science Social
Studies
PE
Elective Extra
11th Grade English
Math
Science Social
Studies
Elective Foreign
Lang. or
Speech
Extra
Extra
12th Grade English
Math
Science Social
Studies
Extra
Extra
Extra
Foreign
Lang. or
Speech
Extra
Pd 7
Pd 8
Based on Bulletin 741, State Graduation Requirements, and Core 4 Regulations.
“Beginning with incoming freshmen in 2008-2009, all ninth graders in the college and career diploma pathway will
be enrolled in the Louisiana Core 4 Curriculum.” After completing the 10th Grade, students have the opportunity to
opt out of the Core 4 program, as long as guidelines are followed. (p. 57)
4x8 Period Schedule: 26 Course Periods &
24 Credits required for graduation
Core 4 Period 1 Period 2 Period 3 Period 4
Period 5
Period 6
Period 7
Period 8
9th
Grade
English
Math
Science
Social
Studies
Health/
PE
10th
Grade
English
Math
Science
Social
Studies
Foreign
Lang. or
Speech
11th
Grade
English
Math
Science
Social PE
Studies
Foreign Elective Elective
Lang. or
Speech
12th
Grade
English
Math
Science
Social Fine
Studies Arts
Elective Extra
Extra
Based on Bulletin 741, State Graduation Requirements, and Core 4 Regulations.
“Beginning with incoming freshmen in 2008-2009, all ninth graders in the college and career
diploma pathway will be enrolled in the Louisiana Core 4 Curriculum.” After completing the
10th Grade, students have the opportunity to opt out of the Core 4 program, as long as
guidelines are followed. (p. 57)
High School A Few Considerations
 Loop teachers with students for two consecutive years.
 Increase the number of electives a student takes when




interventions are no longer needed.
Run two separate lunch periods (1) 9th and 10th graders and
(2) upper classmen.
Assign classrooms to decrease transition time for Academies.
Increase math, social studies and science teacher allotment for 11th
and 12th team to meet Core 4 requirements.
Increase student choice and decrease the need for small classes by
training a certified teacher (e.g., librarian) to facilitate virtual
learning classes.
A Few Advantages
of Academies
 Common Planning:




Last period for teachers of Academy Core
260 minutes per week
52-minute preparation time for a bi-weekly study group
Common prep. period for special education teachers and with other teachers
 Professional Development:
 Can be embedded within the school day (e.g., 52-minutes on a bi-weekly basis or every
other Wednesday).
 Additional 109-minute content specific job-embedded session is possible on a weekly, biweekly, or monthly basis.
 Flexible Run Time:
 Academy schedules have power of two and natural alignment so teachers can flex in and
out of extended blocks of time according to instructional needs.
 Double Dosing:
 Available during 104-minute period per day could serve Tier II and Tier III students.
(Assumes Tier III students will be in an alternative program).
 Greater Personalization:
 Achieved in a 2-year loop, provided teachers meet certification and/or highly qualified
requirements.
Examples of High School
Schedules with Academies
Grades11 &1 2
Comprehensive
High School
248 Students
9th
Grade Academy
100 Students
9th
/10th
Academy
94 Students
10th Grade
Academy
100 Students
High School Schedule:
9th Grade Academy (100 students)
Period 1
57 min.
7:40-8:37
Period 2
52 min.
8:40-9:32
Period 3
52 min.
9:35-10:27
Period 4
52 min.
10:30-1:22
Lunch
30 min.
11:25-11:55
4 FTEs
1:25
Core
Core
Core
Core
Lunch
English
9A
9B
9C
9D
SS
9B
9A
9D
9C
Math
Science
9C
9D
9A
9B
9D
9C
9B
9A
Natural Alignment of Courses
The Power of Two
Flexible Run Time
Common
Lunch for
Teachers
Common
Lunch for
Students
Period 5
52 min.
11:58-12:50
Period 6
52 min.
12:53-1:45
52 minute period or 104
minute block
Students not meeting
achievement standards
remain with Core teachers
for Intervention,
remediation, etc.
Period 7
52 min.
1:48-2:40
Prep.
Common
Prep.
Time requirement
accommodates Read 180
needs.
Students meeting or
exceeding achievement
standards receive 2
electives during these two
periods.
Bulletin 741: 45
prep./day or weekly
equivalent 5 x 52 = 260,
which is 35 minutes
greater than required.
High School Schedule:
9th/10th Academy (94 students, 40-9th/54-10th
Period 1
57 min.
7:40 - 8:37
Period 2
52 min.
8:40 - 9:32
Period 3
52 min.
9:35 - 10:27
Period 4
52 min.
10:30-11:22
Lunch
30 min.
11:25-11:55
4 FTEs
1:24
Core
Core
Core
Core
Lunch
English
9A
9B
10C
10D
Common
Lunch for
Teachers
Social
Studies
9B
9A
10D
10C
Math
10C
10D
9A
9B
Science
10D
10C
9B
9A
Natural Alignment of Courses
The Power of Two
Flexible Run Time
Common
Lunch for
Students
Students meeting or
exceeding achievement
standards receive 2
electives during these two
periods.
Period 5
52 min.
11:58-12:50
Period 6
52 min.
12:53-1:45
Period 7
52 min.
1:48-2:40
52 minute period or 104
minute block
Prep.
Students not meeting
achievement standards
remain with Core
teachers for Intervention,
remediation, etc.
Common
Prep.
Time requirement
accommodates Read
180 needs.
Bulletin 741: 45
prep./day or weekly
equivalent 5 x 52 = 260,
which is 35 minutes
greater than required.
High School Schedule:
10th Grade Academy (100 students)
Period 1
57 min.
7:40 - 8:37
Period 2
52 min.
8:40 - 9:32
Period 3
52 min.
9:35 - 10:27
Period 4
52 min.
10:30-11:22
Lunch
30 min.
11:25-11:55
4 FTEs
1:25
Core
Core
Core
Core
Lunch
52 minute period or 104 minute
block
Prep.
English
10A
10B
10C
10D
Common
Lunch for
Teachers
Common
Prep.
Social
Studies
10B
10A
10D
10C
Students not meeting
achievement standards remain
with Core teachers for
Intervention, remediation, etc.
Math
10C
10D
10A
10B
Science
10D
10C
10B
10A
Natural Alignment of Courses
The Power of Two
Flexible Run Time
Common
Lunch for
Students
Period 5
52 min.
11:58-12:50
Period 6
52 min.
12:53-1:45
Period 7
52 min.
1:48-2:40
Time requirement
accommodates Read 180
needs.
Students meeting or exceeding
achievement standards receive
2 electives during these two
periods.
Bulletin 741: 45
prep./day or weekly
equivalent 5 x 52 = 260,
which is 35 minutes
greater than required.
High School
Overall Distribution of 40 Teachers
Designation
9th
6.0 Non-Teaching
(1P, 2AA, 1
Counselor,
1 Librarian, 1 Coach)
15.0 Core (4 English,
4 Math, 4 Science,
3 Social Studies)
9th/10th
10th
Assign 1 AA
4
4
11th/12th Consider
Assign 1
AA
4
3
Rather than 2 part-time
AA , trade for 1 teacher
Need 1 teacher for SS
on 11/12
Need 1 teacher for
English on 11/12
15.0 Non-Core
(Elective)
Period 5 & 6 estimate 50%
Elective
students in elective = 5 teachers needs vary
by period
Period 7 = 10 teachers
from 2 to 6
teachers
1 teacher reassigned to
SS. 1 teacher traded
for English.
At most, 13 Elective
teachers are needed
last period
4.0 Special Education
(1 Self-contained,
3 Resource)
Assign 1
Self-contained remains
same
Assign 1
Assign 1 Assign
part-time
RTI High School - Master Schedule
Period 1
57 min
7:40 - 8:37
Period 2
52 min
8:40 - 9:32
Period 3
52 min
9:35 - 10:27
Period 4
52 min
10:30-11:22
Lunch
30 min
11:25-11:55
Period 5
52 min
11:58-12:50
12 teachers
1:25
Core
Core
Core
Core
Lunch
150 in Intervention w/12 Core
teachers 1:13 ratio (RTI)
11th - 12th
Period 1
57 min
7:40 - 8:37
Period 2
52 min
8:40 - 9:32
Period 3
52 min
9:35 - 10:27
Period 4
52 min
10:30-11:22
Period 5
52 min
11:25-12:17
Lunch
30 min
12:20-12:50
Period 6
52 min
12:53-1:45
5 teachers
1:28
Core/
Prep
5 FTEs
Core/
Prep
5 FTEs
Core/
Prep
5 FTEs
Core/
Prep
5 FTEs
Core/
Elective
5 FTEs
Lunch
Core/
Elective
4 FTEs
# students
in Electives
54
With 2
teachers
54
With 2
teachers
54
With 2
teachers
164
With 2
teachers
135 + 1
teacher
With +4
teachers
Or taking
electives or
receiving RTI
135+t
teacher
With +4
teachers
221+4
teachers
With 3
teachers
150
With 5
teachers
150
With 5
teachers
294
With 10
teachers
1 Available
4 Reading
0 Available
9th-10th
Academies
294
Students
Grades
248
Students
#students
in Electives
13 Elective
FTEs in
pool
3 Available
4 Reading
4 PD
3 Available
4 Reading
4 PD
7 Available
4 Reading
7 Available
4 Reading
4 as other subject
interventionists, 4 Reading
(addresses overlap in time)
Period 6
52 min
12:53-1:45
Period 7
52 min
1:48-2:40
542 students
Prep
4 elective teachers could be identified, trained, and utilized as reading interventionists (Read 180)
periods 1 through 6. Used 13 Elective teachers because 2 were moved to Core teaching slots (1 English
+ 1 SS). Green boxes are RTI classes, yellow boxes are mixed grades, light blue boxes 9th-10th grades,
and gold boxes 11th-12th grades.
Skinny Block Schedule
Time
7:55
7:58
7:58-9:28
9:28-9:32
9:32-9:57
1st Lunch Students
First Bell
Second Bell
Block One (90)
Transition
Block Two (25) Skinny
Time
7:55
7:58
7:58-9:28
9:28-9:32
9:32-9:57
2nd Lunch Students
First Bell
Second Bell
Block One (90)
Transition
Block Two (25) Skinny
9:57-10:01
10:01-11:31
11:31-11:56
11:56-12:00
12:00-1:30
1:30-1:34
1:34-1:44
1:44-3:14
3:14
3:17
Transition
Block Three (90)
1st Lunch
Transition
Block Four (90)
Transition
Channel One (10)
Block Five (90)
First Bell
Second Bell
9:57-10:01
10:01-11:31
11:31-11:35
11:35-1:05
1:05-1:30
1:30-1:34
1:34-1:44
1:44-3:14
3:14
3:17
Transition
Block Three (90)
Transition
Block Four (90)
2nd Lunch
Transition
Channel One (10)
Block Five (90)
First Bell
Second Bell
Sample Schedule
11th & 12th Grades
11th - 12th
Grades
210 Students
Period 1
57 min.
7:40 -8:37
Period 2
52 min.
8:40 -9:32
Period 3
52 min.
9:35 -10:27
Period 4
52 min.
10:30-11:22
Period 5
52 min.
11:25-12:17
5 Teachers
11th = 29 (5 sec)
12th = 27 (4 sec)
Core/ Prep.
Core/ Prep.
Core/
Prep.
Core/
Prep.
Core/
Elective
English
11A
11B
11C
Prep.
11D
English
12B
12C
12D
Prep.
Elective
Social Studies
11B
11A
Prep.
11D
Math
11D
Prep.
11E
Science
Prep.
11C
Sections in
Electives
11C,E
12A,C,D
#s in Electives
54
Lunch
30 min.
12:20-12:50
Period 6
52 min.
12:53-1:45
Period 7
52 min.
1:48-2:40
Core/
Elective
Core/
Elective
11E
12A
Elective
Elective
11E
11C
Elective
11B
11C
11A
Elective
11A
11E
11B
11D
Elective
11 D,E
12A,B,D
11B,D
12A,B,C
11A,C
12A,B,C,D
11A
12A,B,C,D
11B
12A,B,C,D
11A,B,C,D,
E
12B,C,D
54
54
164
135 + 1FTE
135+1FTE
221+4FTE
Lunch
High School Example
Impact of Teachers & Scheduling Options on Class Size
# Students
# FTEs
Position
Average Base Class Size Per Period
7 out of 8
5 out of 6
6 out of 7
542
40
Everyone Teaches
15.49
16.33
15.76
542
39
Principal
15.88
16.74
16.16
542
38
Assistant Principal
16.30
17.18
16.59
542
37
Assistant Principal
16.74
17.65
17.03
542
36
Counselor
17.21
18.14
17.51
542
35
Librarian
17.70
18.66
18.01
542
34
Literacy Coach
18.22
19.21
18.54
542
33
Special Education
18.77
19.79
19.10
542
32
Special Education
19.36
20.41
19.69
542
31
Special Education
19.98
21.06
20.33
542
30
Special Education
20.65
21.77
21.01
542
29
FTEs Non-teaching Periods
21.36
22.52
21.73
11 nonteaching
teachers,
increase
average
base class
size by
about 6
students.
High School
Content Specific PD
Teacher
Monday
Tuesday
Music
9th SS
Ag. Science
Thursday
Friday
9th English 9th Math
9th Science
PD
9th/10th
SS
9th/10th
English
9th/10th Math
9th/10th
Science
PD
ROTC
10th SS
10th
English
10th Math
10th Science PD
EMT
11th/12th
SS
11th/12th
English
11th/12th Math 11th/12th
Science
Library
11th/12th
English
Wednesday
PD
PD
This strategy uses 4 under-utilized teachers and 1 non-teaching teacher to release Core teachers
for the first two periods (109-minute block) on a weekly, biweekly, or monthly basis, which gives
the Literacy Coach the opportunity to work with groups of content specific teachers. Content
specific teachers are afforded opportunity for vertical and horizontal articulation.
High School Examples:
Effect of Scheduling Options on Teaching Time
# Students
Avg. Base
Class Size
Sections
7 out of 8 Periods
6 out of 7
Periods
Teachers Needed
Teachers Needed
A 6 out of 7
teaching
Teachers Needed schedule
with an
21.7
average base
22.4
class size of
23.2
25 requires a
minimum of
24.1
25.3 full25.0
time
26.0
teaching
27.1
staff.
5 out of 6 Periods
542
30
18
20.6
21.1
542
29
19
21.4
21.8
542
28
19
22.1
22.6
542
27
20
22.9
23.4
542
26
21
23.8
24.3
542
25
22
24.8
25.3
542
24
23
25.8
26.3
542
23
24
26.9
27.5
28.3
542
22
25
28.2
28.7
29.6
542
21
26
29.5
30.1
31.0
542
20
27
31.0
31.6
32.5
542
19
29
32.6
33.3
34.2
542
18
30
34.4
35.1
36.1
87.5%
85.7%
83.3%
Percent of Teaching Time
Utilizing FTEs to Oversee
Interventions
 By pulling in under-utilized and/or non-teaching staff,
student intervention needs can be addressed at the high
school level.
 Grade 11/12 Intervention numbers are estimated at 21 students
with 4 to 11 teachers available throughout the day, for a ratio well
within the grant guidelines.
 Grade 9/10 Intervention numbers are estimated at 150 students,
with 12 Core teachers & 4 Elective teachers available periods 5 & 6,
for a 1:10 ratio. By pulling in the 3 attached special education
teachers, the high school could get the average base class size
reduced to 1:8. Another option would be to use 6 teachers to
provide Tier III intervention at a 3:1 ratio, while 13 teachers
provide Tier II intervention at a 10:1 ratio.
Lagniappe
A Few Strategies used to
Improve Response Capacity . . .
 Coaches
 Reading courses
 Double-dose courses
 Freshman seminar/advisory periods
 Common planning time
 Professional development – ongoing & embedded into
school day
 Flexible run-times
 Personalization via teams, academies, and/or looping
How Good Can it Get?
 Day 1 of School Year…
 Principal provides teacher a schedule that designates
lunch slots and elective classes.
 Principal provides teacher a list of 100 students.
 Counselor provides teacher a student data packet.
 Planning time is spent unpacking the data and getting to
know the students.
 For the next 176 days, it is all about student needs,
flexibility, accountability, and building a professional
community devoted to meeting those needs.
Example of Time Allocation in an
8 period schedule
 Start: 7:40 am
End: 2:40 pm
 Total Time: 420 minutes
 420 – 35 (lunch) = 385 minutes
 385 – 35 (transition) = 350 minutes
 Total Instructional Time:
 350÷7 periods =
350 minutes
50 minutes per period
Acknowledgments
 The majority of the information contained in this Kit came
from presentations made by John and Cheryl Lutz.
 They can be contacted at the following mailing address: 415
East King Street, Lancaster, PA 17602
Louisiana Department of Education
Office of College and Career Readiness