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

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

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 9:30-9:45

9:45-10:00 Writing WritingLib Backen

Writing/CDS Bailey

Lib BaileyCDS Backen

Writing 9:45-10:00

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 Recess 1:45-2:00

2:00-2:15 Behavior Int. Music-Bailey Music-Bailey Behavior Int. 2:00-2:15

2:15-2:30 . Early Release(2:10)

. 2:15-2:30

2:30-2:45 PE-BaileyMusic- Backen

PE-BackenMusic- Backen

2:30-2:45

2:45-3:10 2:45-3:10

**Any changes to the schedule will need principal’s approval**

Kinder First Second Third Fourth Fifth

8:40-8:55 Breakfast REGULAR SCHEDULE 2013/14 rev 6/25/13

8:55 Beh/Virtue

9:10 Number Corn WG Reading WG Reading Specials Math Math

9:25 K-W WG Reading WG Reading   Math Math

9:40 SG Reading WG Reading WG Reading SG Reading Math Math

9:55 K-H WG Reading WG Reading SG Reading Math Math

10:10 SG Reading Break (10 min) WG Reading Break (10 min) RECESS RECESS

10:25 SG Reading Break (10 min) WG Reading SG Math SG Math

10:45   SG Reading WG Reading SG Math SG Math

10:55 Math WG Reading SG Reading WG Reading Writing Writing

11:10   until 11:15 SG Reading WG Reading Writing Writing

11:25 RECESS 11:15 RECESS WG Reading Specials Specials

11:40 11:35 Release Lunch at 11:30 RECESS RECESS 11:30 Specials Specials

11:45 Lunch Lunch at 11:40 RECESS

11:55 Specials?? Lunch Lunch at 11:45 RECESS RECESS

12:05 Lunch RECESS RECESS

12:10 Start 12:30 Writing SG Math SG Math RECESS RECESS

12:25   SG Math SG Math Lunch 12:15-12:30 Lunch 12:15-12:30

12:40 SG Reading   Math Math SG Reading 12:35 SG Reading 12:35

12:55 SG Reading Specials Math Math SG Reading SG Reading

1:10 1:15 # Corn   Math Math WG Reading WG Reading

1:25 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

2:25 2:30 Math Math Writing Writing

2:40   Math Specials

2:55 Math  

3:10  

Start Kinder 1st 2nd 3rd 4th 5th

8:00 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

9:00 Reading

P.E.

Morning MathReading Workshop

Everyday Counts

Math Reading9:15

9:30 Reading Workshop

Reading Math9:45

Reading10:00 Reading Workshop Math Workshop Reading Workshop

10:15

10:30 Writing Recess Recess Recess Recess Recess

10:45 Recess Reading Workshop

Lib Social Mus Intervention

ReadingReading Workshop

Math

11:00 Math

11:15 Reading - Red Band

P.E.

11:30 Closing Instruction

Reading11:45

Lunch Lunch Lunch Reading Workshop12:00 Writing

12:15

12:30

Reading

Writing Number Corner

Lunch Lunch Lunch12:45

Math1:00

Math1:15

Writing

P.E. Music Lib Intervention

Health Science Social

1:30 Reading Workshop

1:45 Recess Recess

2:00 RecessLib Science Social Interven

tion Writing

P.E. Social Mus Intervention Writing Math Workshop

2:15 Writing

2:30 Math

Mus

Science Art

Lib Sci

Science Social

P.E.

Tech

Lib Intervention

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

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???