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 Simon Sinek 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 Do all in your building know the vision? • Do they know what is important? • Do they know what is expected? CONSIDERATION IN A MASTER SCHEDULE Simon Sinek 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 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….. Legal/ Contractual Requirements • • • • • • • • Division 22 Standards Contract BOLI guidelines Teacher/IA hours 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? What has to fit…… Nonnegotiable Flexible? ELA Core – 120+ Minutes Math Core – 60 + Minutes Other Required curriculum Special Education Specials Interventions Bus Schedules Itinerant Teacher Lunch Room Music/Band/Orchestra High School Sports Community Early Release 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? http://www.oregonrti.org/wp-content/uploads/2013/01/OrRTI-Infrastructure-Checklist_0.pdf 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 A MASTER CALENDAR Simon Sinek 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? WEEKLY MASTER SCHEDULES How do we fit it all in? How do we prioritize? • Assemblies – yoyo, dance, karate • Fieldtrips • Student of the month • Remove students from classroom “Walk the talk” 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 SAMPLE SCHEDULES 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 9:45-10:00 9:30-9:45 Writing Writing Writing/ Lib Backen Lib Bailey CDS Bailey Writing 9:45-10:00 CDS Backen 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 2:00-2:15 Behavior Int. 2:15-2:30 . 2:30-2:45 2:45-3:10 **Any changes to the schedule will need principal’s approval** Recess Music-Bailey Music-Bailey Early Release (2:10) PE-Bailey Music- Backen PE-Backen Music- Backen 1:45-2:00 Behavior Int. 2:00-2:15 . 2:15-2:30 2:30-2:45 2:45-3:10 Kinder 8:40-8:55 First Breakfast Second Third REGULAR SCHEDULE 2013/14 Beh/Virtue 9:10 Number Corn WG Reading WG Reading 9:25 K-W WG Reading WG Reading 9:40 SG Reading WG Reading WG Reading 9:55 K-H WG Reading WG Reading SG Reading 10:10 SG Reading Break (10 min) WG Reading 10:25 SG Reading Break (10 min) 10:45 SG Reading Specials Math Math Math Math Math Math Math Math Break (10 min) RECESS RECESS WG Reading SG Math SG Math WG Reading SG Math SG Math Writing Writing SG Reading WG Reading SG Reading WG Reading 11:10 until 11:15 SG Reading WG Reading Writing Writing 11:25 RECESS 11:15 RECESS WG Reading Specials Specials Lunch at 11:30 RECESS RECESS 11:30 Specials Specials Lunch Lunch at 11:40 RECESS Lunch Lunch at 11:45 RECESS RECESS Lunch RECESS RECESS SG Math SG Math RECESS RECESS SG Math SG Math Lunch 12:15-12:30 Lunch 12:15-12:30 Math Math SG Reading 12:35 SG Reading 12:35 Math Math SG Reading SG Reading Math Math WG Reading 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 Writing 11:40 Math Fifth rev 6/25/13 8:55 10:55 Fourth 11:35 Release 11:45 11:55 Specials?? 12:05 12:10 Start 12:30 Writing 12:25 12:40 SG Reading 12:55 SG Reading 1:10 1:15 # Corn 1:25 WG Reading 2:25 Math Writing 2:40 Math Specials 2:55 Math 3:10 2:30 Math Specials Start 1st 2nd 3rd 4th 5th 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 Math Reading Math Workshop Reading Workshop Recess Recess 9:00 Reading P.E. Kinder 8:00 Morning Math Everyday Counts Reading Workshop 9:15 9:30 Reading Workshop 9:45 10:00 Reading Math Reading Reading Workshop 10:15 10:45 Recess Reading Workshop Recess Mus Math P.E. 11:15 11:30 Recess Social 11:00 Recess Reading - Red Band Intervention Writing Lib 10:30 Reading Workshop Reading Math Closing Instruction 11:45 12:00 Reading Lunch Lunch Lunch Reading Workshop Writing 12:15 12:30 12:45 Number Corner Writing Lunch 1:00 Social Math Workshop 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 Intervent ion Lib Social Tech P.E. Sci Science Science Writing Health Social Art Lib Science Intervention Writing Mus P.E. Intervention Mus Math Recess Social Writing Science Recess 2:15 Lib 2:00 Lib Recess Music P.E. Writing Reading Workshop Intervention Math 1:45 2:30 Lunch Math 1:15 1:30 Lunch Reading 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 Questions? Ideas???