creating, monitoring and evaluating a master schedule that supports student learning

Creating, Monitoring and

Evaluating a Master Schedule

That supports student learning

Goals of this SessionGoals of this Session

During this session you will understand the During this session you will understand the importance of a school-wide schedule (and importance of a school-wide schedule (and calendar) that supports multi-tiered calendar) that supports multi-tiered instruction. After this session, participants instruction. After this session, participants will:will:

Understand the importance of a focused Understand the importance of a focused school calendar and a healthy master school calendar and a healthy master schedule. schedule.

Leave with examples of a school calendar and Leave with examples of a school calendar and master schedulesmaster schedules

Understand and have the tools to support the Understand and have the tools to support the effective implementation of a master schedule effective implementation of a master schedule

Does the schedule Does the schedule drive the schooldrive the school

or the school or the school drive the drive the schedule?schedule?

Overview of TodayOverview of Today Creating Conditions for Creating Conditions for

SuccessSuccess Characteristics of healthy Characteristics of healthy

school culture, core and school culture, core and scheduleschedule

Multi-Tiered InstructionMulti-Tiered Instruction Successful School and Successful School and

SchedulesSchedules What do I need to know?What do I need to know? What is working? What are What is working? What are

some barriers?some barriers?

Community AgreementsCommunity Agreements

Be PositiveBe Positive Collaborate with one anotherCollaborate with one another Productive Use TimeProductive Use Time Mutual Respect and CollegialityMutual Respect and Collegiality Open CommunicationOpen Communication Be Open to Change and Be Be Open to Change and Be

Willing to ChangeWilling to Change

Four Critical QuestionFour Critical Question

What is it we want our students to What is it we want our students to learn?learn?

How will we know if each student is How will we know if each student is learning each of the skills, concepts and learning each of the skills, concepts and dispositions we have deemed essential?dispositions we have deemed essential?

What happens in our school when a What happens in our school when a student does not learn?student does not learn?

What happens in our school when What happens in our school when students already know it?students already know it?

Conditions for SuccessConditions for Success

Michael Jordan – Failure and Success

Success and FailureSuccess and Failure

What does success and failure look What does success and failure look like in your school?like in your school?

How do he turn failure into success?How do he turn failure into success? How do you turn failure into success How do you turn failure into success

in your school?in your school? Do you have a culture that allows for Do you have a culture that allows for

this conversation?this conversation?

Creating Conditions for Creating Conditions for SuccessSuccess

Shared Goals/ Mission/ Shared Goals/ Mission/ VisionVision

Strong CoreStrong Core Assessment/DataAssessment/Data Instruction/ Instruction/

Systematic ResponseSystematic Response LeadershipLeadership Professional Professional

DevelopmentDevelopment Culture of Culture of

Commitment/ TeamCommitment/ Team


Shared VisionShared Vision““You cannot have a learning You cannot have a learning

organization without a shared organization without a shared vision” Peter Sengevision” Peter Senge

Staff, students, families, Staff, students, families, community……community……

Conditions For SuccessConditions For SuccessShared VisionShared Vision

Mission Fir Grove – Fit for Learning, Fit for Life.

Vision Fir Grove Elementary School is a safe, welcoming school, where students,

family members, staff, and community members are a part of our Fir Grove family. All are valued, treated with respect, and are involved and

united with a focus on learning. High standards are set and achievements are celebrated. Students, teachers and families are enthusiastic about learning and are excelling academically and socially. Our students will leave Fir Grove prepared for their next steps with a strong foundation

and a focus on serving our community.

Creating Conditions for Creating Conditions for Success Success

Professional Learning CommunitiesProfessional Learning Communities Shared values and visionShared values and vision

Collaborative cultureCollaborative culture

Focus on examining outcomes to improve Focus on examining outcomes to improve student learningstudent learning

Supportive and shared leadershipSupportive and shared leadership

Shared personal practiceShared personal practice

Conditions for SuccessConditions for SuccessShared VisionShared Vision

Question 1 – What Question 1 – What do we expect do we expect students to know?students to know?

We all are working We all are working towards the same towards the same goal togethergoal together

Know and Know and understand the core understand the core curriculum, curriculum, standards and standards and continuitycontinuity

Conditions for SuccessConditions for SuccessAssessment/ DataAssessment/ Data

Question 2 – How will we know if each Question 2 – How will we know if each student is learning each of the skills, student is learning each of the skills, concepts and dispositions we have concepts and dispositions we have deemed essential?deemed essential?

““You must retain faith that you can prevail You must retain faith that you can prevail to greatness in the end, while retaining to greatness in the end, while retaining the discipline to confront the brutal facts the discipline to confront the brutal facts of your current reality.” James Stockdaleof your current reality.” James Stockdale


Assessment DataAssessment Data AssessmentAssessment

Screening (All)Screening (All) Core AssessmentCore Assessment Progress Monitoring (Some)Progress Monitoring (Some) Intervention Program DataIntervention Program Data

DataData Decision Making Yearly (grade, Decision Making Yearly (grade,

classroom, group, student)classroom, group, student) Over time – daily, weekly, monthly, Over time – daily, weekly, monthly,

yearlyyearly


Instruction/ Systematic Instruction/ Systematic ResponseResponse Instruction Instruction

Uninterrupted – no assemblies, Uninterrupted – no assemblies, no announcements, no special no announcements, no special programsprograms

Reading/ Math/ Writing BlocksReading/ Math/ Writing Blocks Emphasis on Instructional Emphasis on Instructional

StrategiesStrategies Meets the needs of 80% of Meets the needs of 80% of

studentsstudents Administrator – Instructional Administrator – Instructional

LeaderLeader

““Look Fors”Look Fors”


Instruction/ Systematic Instruction/ Systematic ResponseResponseLook fors….Look fors….

1.1. Are you teaching what your schedule says you Are you teaching what your schedule says you should be teaching?should be teaching?

2.2. Are you using the curricula selected by Are you using the curricula selected by school?school?

3.3. Are you starting/ending on time?Are you starting/ending on time?4.4. Are ALL students 100% engaged? Every Are ALL students 100% engaged? Every

Student Every TimeStudent Every Time5.5. Are you instructing students or are students Are you instructing students or are students

working individually?working individually?6.6. Are para-pros working with students full Are para-pros working with students full

time?time?


Instruction/ Systematic Instruction/ Systematic ResponseResponseQuestion 3 – What happens in our Question 3 – What happens in our

school when a student does not learn?school when a student does not learn? Tier 1 – All students Tier 1 – All students Tier 2 – Strategic students – in core Tier 2 – Strategic students – in core

with additional 30 minuteswith additional 30 minutes Tier 3 – Intensive students – Core or Tier 3 – Intensive students – Core or

modified core (few removed from modified core (few removed from core) additional 45 minutescore) additional 45 minutes


Instruction/ Systematic Instruction/ Systematic ResponseResponsePyramid of Pyramid of

InterventionsInterventions


LeadershipLeadership““Using their knowledge and shared expertise, Using their knowledge and shared expertise,

these leaders can develop a schedule that these leaders can develop a schedule that maximizes and protects instructional time, maximizes and protects instructional time, organizes resources and personnel to organizes resources and personnel to efficiently support ALL students in the efficiently support ALL students in the building and ensure that instructional building and ensure that instructional special programs (Title, SPED, ELL) is special programs (Title, SPED, ELL) is coordinated with, and is complimentary to coordinated with, and is complimentary to the reading instruction provided in general the reading instruction provided in general education.” Oregon K – 12 Literacy education.” Oregon K – 12 Literacy FrameworkFramework


LeadershipLeadership School School administrators and administrators and leadership teams leadership teams work together to work together to create a coherent create a coherent plan for instructionplan for instruction““A successful face to A successful face to

face team is more face team is more than just collective than just collective intelligent. It makes intelligent. It makes everyone work everyone work harder, think smarter harder, think smarter and reach better and reach better conclusions than they conclusions than they would on their own.” would on their own.” James SurowieckiJames Surowiecki


LeadershipLeadership Focus on ALL studentsFocus on ALL students Know standards, Know standards,

assessment, programs, assessment, programs, instruction and materialsinstruction and materials

Multiple levels – Multiple levels – principal, mentor coach, principal, mentor coach, grade level teams, grade level teams, teacher leaders, teacher leaders, departments, school departments, school leadership teams. Focus leadership teams. Focus on reading and on reading and establishes mechanisms establishes mechanisms to support student to support student reading programsreading programs

Identifies variables that Identifies variables that are under our controlare under our control


Professional DevelopmentProfessional Development Guided by data/ result focusedGuided by data/ result focused Focused on implementation of research-Focused on implementation of research-

based practices and programsbased practices and programs Consistent time allocated for planning, Consistent time allocated for planning,

reflection and refinement of instructionreflection and refinement of instruction Differentiated according to needDifferentiated according to need Results in a thorough understanding of Results in a thorough understanding of

reading priorities and practices.reading priorities and practices.

Creating Conditions for Creating Conditions for Success School CultureSuccess School Culture

What’s our purpose? What’s our purpose? Focus on the right workFocus on the right work

Are we collaborative Are we collaborative and work as a team?and work as a team?

Do we know where we Do we know where we are and where we want are and where we want to go?to go?

Are we committed to Are we committed to improvement?improvement?

Do we all take Do we all take ownership and act as ownership and act as leaders in this process?leaders in this process?

Shared Practices of Shared Practices of Highly Effective Highly Effective

SchoolsSchools

Shared Practices of High Shared Practices of High Effective SchoolsEffective Schools

The 90/90/90 Schools: A Case The 90/90/90 Schools: A Case StudyStudy

Impact of CollaborationImpact of Collaboration The Value of FeedbackThe Value of Feedback The Impact of TimeThe Impact of Time Action Research and Mid-Action Research and Mid-

Course CorrectionsCourse Corrections Aligning Teacher Aligning Teacher

Assignments with Teacher Assignments with Teacher PreparationPreparation

Constructive Data AnalysisConstructive Data Analysis Common AssessmentCommon Assessment The value of Every Adult in The value of Every Adult in

the Systemthe System Cross-Disciplinary Cross-Disciplinary

IntegrationIntegration

Calendaring Calendaring TimeTime

Calendaring TimeCalendaring Time

Staff Meeting/ Professional Staff Meeting/ Professional DevelopmentDevelopment

Professional Learning CommunitiesProfessional Learning Communities Benchmark MeetingsBenchmark Meetings Grade Level Team MeetingsGrade Level Team Meetings Group Intervention Planning Team Group Intervention Planning Team

MeetingsMeetings Assessments – DIBELS, MAP, OAKS, Assessments – DIBELS, MAP, OAKS,

CoreCore


Staff Meetings are Professional Staff Meetings are Professional Development – planned weekly Development – planned weekly (depending on school need), Lead by (depending on school need), Lead by Teacher LeadersTeacher Leaders

PLCs – planned as a POD/ Monthly four PLCs – planned as a POD/ Monthly four hours focus on data and core instructionhours focus on data and core instruction

Benchmark Meetings – Team review of Benchmark Meetings – Team review of schoolwide data, focus on health of the schoolwide data, focus on health of the core, 3 times a yearcore, 3 times a year


Grade Level Team Meetings – Focus Grade Level Team Meetings – Focus on Core on Core Meeting Weekly 15 – 45 MinutesMeeting Weekly 15 – 45 Minutes Focused Time – SPED, Focused Time – SPED,

Attendance/Behavior, Math, Reading, Attendance/Behavior, Math, Reading, WritingWriting

Tight – Focused, Team, Logs copied and Tight – Focused, Team, Logs copied and sharedshared

Loose – Teacher LeadLoose – Teacher Lead


Group Intervention Planning Time/ Group Intervention Planning Time/ 20% meeting20% meeting Focus on groups of students in Focus on groups of students in

interventionsinterventions Team – SPED, Learning Specialist, Team – SPED, Learning Specialist,

Child Development Specialist, School Child Development Specialist, School Psychologist, Principal, Teacher Point, Psychologist, Principal, Teacher Point, ELL, Grade Level TeacherELL, Grade Level Teacher

Weekly – ScheduledWeekly – Scheduled


AssessmentAssessment DIBELS – Benchmark, Progress DIBELS – Benchmark, Progress

monitoring – weekly, bi-monthlymonitoring – weekly, bi-monthly MAPs – Fall and Spring, Some winterMAPs – Fall and Spring, Some winter CBAs – core assessments, Common CBAs – core assessments, Common

Assessments – writingAssessments – writing OAKSOAKS


Professional Development Calendar Professional Development Calendar – Brainstorming Matrix– Brainstorming Matrix

School Master School Master ScheduleSchedule

Scheduling Scheduling ConsiderationsConsiderations

Reading CoreReading Core Math CoreMath Core Other Required curriculumOther Required curriculum InterventionsInterventions Instructional AssistantsInstructional Assistants What else?????What else?????

Things to Consider….Things to Consider….

What do we need to consider before What do we need to consider before building a schedule?building a schedule? Contract requirementsContract requirements BOLI rulesBOLI rules

Master ScheduleMaster Schedule

Elementary Schedule FormElementary Schedule Form Identify priorities Identify priorities Identify variablesIdentify variables Complete FormComplete Form

Student DataStudent Data Where is your biggest need? Increase Where is your biggest need? Increase

time? Staffing?time? Staffing?

Evaluate Master Evaluate Master SchedulesSchedules

Review Schedules A – G in table Review Schedules A – G in table groupsgroups

Discuss positives attributes and Discuss positives attributes and concernsconcerns

QuestionsQuestions Using the Scheduling Considerations Using the Scheduling Considerations

Planning Form, complete the form for Planning Form, complete the form for items 1 – 3 with each scheduleitems 1 – 3 with each schedule

Plenary DiscussionPlenary Discussion

Monitoring/EvaluatingMonitoring/Evaluating

Five Minute Walk throughFive Minute Walk through ““Look Fors”Look Fors”

Observation forms – curriculum Observation forms – curriculum specificspecific OregonRTI Roseburg Public Schools

Student data – grade level, class, Student data – grade level, class, group, individualgroup, individual

Closing ThoughtsClosing Thoughts

Michael Jordan – “Maybe It’s My Fault”

creating, monitoring and evaluating a master schedule that supports student learning

Documents

welcoming school

schoolwide schedule

focused school calendar

changebe positivecollaborate

healthy master schedule

learning organization

fir grove family

master schedulethat