NPS Middle School Redesign Scheduling “opons” · Designing Quality Middle School Master...
Transcript of NPS Middle School Redesign Scheduling “opons” · Designing Quality Middle School Master...
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NPSMiddleSchoolRedesignScheduling“op4ons”
April7,2016
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However…remember the prime rule of school scheduling:
To put something in, you must take
something out!
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Designing Quality Middle School Master Schedules
Michael D.Rettig Professor Emeritus
James Madison University P.O.Box 203
Crozet,VA 22932 434-249-3024 [email protected]
schoolschedulingassociates.com
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AGENDA
Introduction and Background
8 Guiding Questions
Scheduling Ideas
Encore Ideas … -------------------------------
Future Topics: Staff Development How to Fail! Work…
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1994- �95 �
1995- �
96 �
1996- �
97 �
1997- �
98 �
1998- �
99 �
1999- �
00 �
2000- �
01 �
2001- �
02 �
2002- �
2003 �
2003- �
2004 �
2004- �
2005 �
2005- �
2006 �
6A/B � 13 � 12 � 14 � 7 � 5 � 6 � 6 � 7 � 7 � 0 � 0 �
7A/B � 52 � 69 � 74 � 86 � 82 � 90 � 92 � 89 � 89 � 94 � 89 �
8A/B � 6 � 8 � 10 � 11 � 22 � 27 � 31 � 34 � 38 � 42 � 58 �
4x4� 58 � 78 � 84 � 93 � 97 � 94 � 95 � 100 � 97 � 93 � 95 �
Other�
4 � 5 � 4 � 5 � 5 � 6 � 6 � 6 � 2 � 3 � 3 � 3 �
Total � 97 � 134 � 171 � 187 � 202 � 212 � 223 � 230 � 232 � 234 � 232 � 245 �
1994- �
95 �
1995- �
96 �
1996- �
97 �
1997- �
98 �
1998- �
99 �
1999- �
00 �
2000- �
01 �
2001- �
02 �
2002- �
2003 �
2003- �
2004 �
2004- �
2005 �
2005- �
2006 �
6 �perio
d�
55 � 52 � 42 � 35 � 24 � 12 � 9 � 6 � 7 � 8 � 8 � 6 �
7 �perio
d�
133 � 104 � 79 � 72 � 69 � 74 � 70 � 66 � 64 � 66 � 66 � 60 �
8 �perio
d�
3 � 0 � 0 � 0 � 0 � 0 � 0 � 0 � 0 � 0 � 0 � 0 �
Total � 191 � 156 � 121 � 107 � 93 � 86 � 79 � 72 � 71 � 74 � 74 � 66 �
SUMMARY OFTHE SCHEDULINGTRENDS INVIRGINIA HIGH SCHOOLS 1994- -2006
Single Period Schedule Trends
Block Scheduling Trends
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8 GUIDING QUESTIONSWHICH HELP US REVISIT
THE MISSIONAND GOALS OF MIDDLE SCHOOLS
1. Whatisanappropriatenumberofstudentsamiddleschoolteachershouldseeeachday/term/year?Istherearela4onshipbetweenhowateacherworkswithstudentsandthenumberofstudentsassignedtoateacher?
2. Whatistheappropriatenumberofteachersformiddleschoolstudentstoseeeachday/term/year?Istherearela4onshipbetweenstudentbehaviorand"senseofbelonging"andthenumberofteachersastudentisassignedduringaday/term/year?
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8 GUIDING QUESTIONSWHICH HELP US REVISITTHE MISSION
AND GOALS OF MIDDLE SCHOOLS, CON’T
3. Whatistheappropriate4mebalancebetweencoreandencoresubjects?Whatfactorsshouldbeconsideredindetermining gthisbalance?
4. Whatistheappropriatenumberofsubjectsforstudentstobeenrolledduring anyoneday/term/year?Istherearela4onshipbetweenthenumberofclassesforwhichstudentsareresponsibleandtheirsuccessinthoseclasses?
5. Howshouldexploratoryclassesbescheduledinrela4ontoothersubjects?
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KEY QUESTION 3:
a. Whatpercentageofastudent’sday shouldbespentinthefollowingbasic subjects:English(includingreading), mathema4cs,science,andsocial studies?b.
c.
Howshouldthetotal4meallocatedtoELA,math,scienceandsocialstudiesbedividedamongthesesubjects?
Howshouldthe4meallocatedtoencoreclassesbedividedamongthevariouspossibili4es?
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Factor � Avg. ES � PercentileGain �
OTL� .88� 31�
Time � .39� 15�
Monitoring � .30� 12�
Pressuretoachieve � .27� 11�
Parentalinvolvement � .26� 10�
Schoolclimate � .22� 8�
Leadership � .10� 4�
Cooperation � .06� 2�
SCHOOL FACTORS INFLUENCING ACHIEVEMENT
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1. OPPORTUNITY TO LEARN -THE EXTENT TO WHICH THE SCHOOL ENSURES THAT THE SPECIFIED CURRICULUM IS
BEING FOLLOWED AND THAT THE CURRICULUM INCLUDES
CONTENT ON WHICH STUDENT ACHIEVEMENT IS ASSESSED.
To what extent does your school provide explicit guidelines in terms of the content to be taught in classes? 1 2 3 4
To what extent does your school monitor the extent to which the content guidelines are being followed? 1 2 3 4
To what extent does your school monitor the extent to which the content in the curriculum covers the material on the assessment(s) used to judge student achievement? 1 2 3 4
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2.TIME –THE AMOUNT OF TIME THE SCHOOL DEDICATES TO INSTRUCTION
To what extent is your school aware of the time it devotes to instructional versus non-instructional activities? 1 2 3 4
To what extent does your school maximize the amount of time scheduled for instruction? 1 2 3 4
To what extent does your school monitor the extent to which classroom teachers maximize their instructional time? 1 2 3 4
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8 GUIDING QUESTIONSWHICH HELP US REVISITTHE MISSIONAND GOALS OF MIDDLE SCHOOLS, CON’T
6. Whilemanymiddleschoolschedulesonpapershowthepossibilityofflexiblycombiningsingleperiodsintolongerinstruc4onalblocks,inprac4ce,wefindclassestypicallyaretaughtinsingleperiods;hence,doesthemiddleschoolexperiencebecomeevenmorefragmentedforbothstudentsandteachers?Doessuchprac4cecreatestressandmakeitdifficultforteacherstoimplementsomeofthemoreproduc4veteachingstrategies?
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8 GUIDING QUESTIONSWHICH HELP US REVISITTHE MISSIONAND GOALS OF MIDDLE SCHOOLS, CON’T
7. Withthegrowingdiversityofschoolpopula4ons,doweneedtoplanscheduleswhichpermitextendedlearning4meforthosestudentswhoneedaddi4onal4metomeetcourseexpecta4ons?
8. Shouldamiddleschoolschedulebecompa4blewithelementaryandhighschoolschedulesinthefeederpa_ern?
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MIDDLE SCHOOL SCHEDULING OPTIONS
1.)7-Periods(Ourcurrentsystem)
2.)Four-BlockSchedule(w/variousTeams)
3.)FourBlock+Encore(extraperiod)
---------------------------------------------------
*EncoreSchedulingOp4ons
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7 PERIODS IN a 390-MINUTE DAY – Our current system
ELA/Reading
ELA/Reading
Math
SocialStudies
Science
Elec4ve
Elec4vesorInterven4on
Period1
Period2
Period3
Period4
Period5
Period6Period7
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7 PERIODS IN 390-MINUTE DAY – With extra math time
ELA/Reading
ELA/Reading
Math
Math
SocialStudies
Science
Elec4ve
Period1
Period2
Period3
Period4
Period5
Period6
Period7
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7 PERIODS IN 390-MINUTE DAY – Extra math time and intervention
ELA/Reading
ELA/Reading
Math
Math
SocialStudies
Science
Interven4on
Period1
Period2
Period3
Period4
Period5
Period6
Period7
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MAJOR PROS AND CONS of the 7 period schedule
Pros Cons
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-Everystudenthaseverysubjecteveryday–Moreconsistencyinlearning.
- MoreStructure.
- NoPDneededforchange.
- -Easiertocatchabsentstudentsuponwork.
- Senseofhowco-teachingisorganized.
- Notflexible.
- Toomanyinterrup4ons.
- -Lessteacherempowerment.
- -Hardforforma4veassessments.- -Industrialeraschedule.- -Hardertoindividualizeinstruc4on.- -Notenough/lessOpportunitytoLearn.
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Day1Day2 �
BlockI� LanguageArtsandReading(ELA)�
BlockII� Mathema4cs �
BlockIII� SocialStudiesScience�
BlockIV � Elec4vesInterven4onsMath180/Read180�
THE FOUR-BLOCK SCHEDULE: (DOUBLE DOSE OF ELA AND Math)
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Time �BlockI
(90-minutes)�
BlockII
(90minutes)�
BlockIII
(90minutes)�
BlockIV
(90minutes)�
TeacherA�ELA/SS �
ELA�Group1�
ELA�Group2�
SS�Group1�Day1�Group2�Day2�
TeacherB�Math/Science�
Math �Group2�
Math �Group1�
Science �Group2�Day1 �Group1�Day2 �
TWO-TEACHERTEAM
PE,Elec4vesAndInterven4onsForStudents
Planning4me+DutyForTeachers
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THREE-TEACHERTEAM
Times
TeacherA
ELA
BlockI(90minutes)
ELAGroup1
BlockII(90minutes)
ELAGroup2
BlockIII(90minutes)
ELAGroup3
BlockIV(90minutes)
PE,Elec4ve, andInterven4onsForStudents
PlanningandDutyForTeachers
TeacherBMath
MathGroup3
MathGroup1
MathGroup2
TeacherCSS/SC
SS/SCGroup2
SS/SCGroup3
SS/SCGroup1
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Time � BlockI� BlockII BlockIII� BlockIV �
Teacher �A�
LA/R �
ELA�Group1�
ELA�Group2�
ELA�Group3� PE,�
Elec4ves,�and �
Interven4ons �For�
Students
PlanningAndDuty�
For�Teachers �
Teacher �B�
Math �
Math �Group4�
Math �Group1�
Math �Group2�
TeacherC �SS(LA)�
SS �D1-Grp.3�D2-Grp.Grp2�
ELA�Group4�
SS �D1-Grp.1�D2-Grp.Grp4�
Teacher �D �
SC(M) �
SC �D1-Grp.2�D2-Grp.Grp3�
Math �Group3�
SC �D1-Grp.4�D2-Grp.Grp1�
FOUR-TEACHERTEAM
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FOUR-BLOCK MASTER SCHEDULE – Sample time(s)
BlockI8:20-9:50
CoreBlock1
CoreBlock1
CoreBlock1
PlanningAndDuty
PlanningandDuty
11:20-11:50
Lunch
Lunch
Lunch
Lunch
Lunch
Time
Grade6
Grade7
Grade8
PE/H
Elec4veorInterven4on
BlockII9:50-11:20
CoreBlock2
CoreBlock2
PlanningAndDuty
½Grade8
½Grade8
BlockIII11:50-1:20
CoreBlock3
PlanningAndDuty
CoreBlock2
½Grade7
½Grade7
BlockIV1:20-2:50
PlanningandDuty
CoreBlock3
CoreBlock3
½Grade6
½Grade6
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Day1Day2 �
BlockI� ELA/Reading…… �
BlockII� Mathema4cs�
BlockIII� SocialStudiesScience�
BlockIV � Elec4veInterven4on�
THE FOUR-BLOCK: A/B electives #1
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Day1Day2 �
BlockI� ELA/Reading…… �
BlockII� Mathema4cs�
BlockIII� SocialStudiesScience�
BlockIV � Elec4ve(gym)Elec4ve(Spanish)Int(Math180)Int(Read180) �
THE FOUR-BLOCK: A/B electives #2
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Day1Day2 �
BlockI� ELA/Reading…… �
BlockII� Mathema4cs�
BlockIII� SocialStudiesScience�
BlockIV � Int(Read180)Elec4ve(Gym)Int(Math180)Elec4ve(Spanish) �
THE FOUR-BLOCK: A/B electives #3
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Day1Day2 �
BlockI� ELA/Reading…… �
BlockII� Mathema4cs�
BlockIII� SocialStudiesScience�
BlockIV � Int(Read180)Elec4ve(Gym)Ele(Spanish)Ele(Spanish) �
THE FOUR-BLOCK: A/B electives #4
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Day1Day2 �
BlockI� ELA/Reading…… �
BlockII� Mathema4cs�
BlockIII� SocialStudiesScience�
BlockIV � Ele(Art)Elec4ve(Gym)Ele(Spanish)Ele(Spanish) �
THE FOUR-BLOCK: A/B electives #5
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Day1Day2 �
BlockI� ELA/Reading…… �
BlockII� Mathema4cs�
BlockIII� SocialStudiesSocialStudiesScienceScience�
BlockIV � Elec4veInterven4on�
THE FOUR-BLOCK: A/B electives #6
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MAJOR PROS AND CONS OF FOUR-BLOCK
Pros Cons
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-“ALL”
- Extendedinstruc4on4me.
- -Moreindividualiza4on.
- -MoreDifferen4a4on.
- -ProfessionalDevelopment(PD)
HowdoesAT(AcademicallyTalented)fitin?
- Howtorestructureplanning4mewithTeams?
- TeacherCapacity&Exper4se?
- -TeacherCer4fica4on?
- ProfessionalDevelopment(PD)..
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THE FOUR-BLOCK + “Exploratory”
Day2Day1
ENCORE
BlockI
BlockII
Exploratory
LanguageArtsandReading
Mathema4cs
BlockIII
BlockIV
Science
Interven4ons
SocialStudies
Elec4ves
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THE FOUR-BLOCK + “Exploratory”
Day2Day1
ENCORE40m
BlockI(80m)
BlockII(80m)
Exploratory
LanguageArtsandReading
Mathema4csBlockIII(80m)
BlockIV(80m)
Science
Interven4ons
SocialStudies
Elec4ves
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Combined Lunch/Exploratory PERIODS IN 390-MINUTE DAY
ELA/Reading
Mathema4cs
SocialStudies/Science
Elec4ves/Interven4on
Block1(80m)
Block2(80m)
Block3(80m)
Lunch/Exploratory(70m)
Core4(80m)
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UNEQUAL CORE AND Exploratory PERIODS IN 390-MINUTE DAY
ELA/Reading
Mathema4cs
SocialStudies/Science
Lunch
Elec4ves/Interven4on
Exploratory
Block1(80m)
Block2(80m)
Block3(80m)
Lunch(30m)
Core4(80m)
ENCORE(40m)
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Sample “Exploratory” with 120 students, four teachers + support staff �
Number of students /Activity� Staff�
20 / Ballroom Dancing � AT Teacher �
25 / Science Enrichment (Rockets) � Library/media specialist �+ Math teacher �
18 / Writing/Poetry Lab � Reading specialist �
12 / Peer-to-Peer coaching/mentoring �SPED teacher, ELL teacher teacher, or �speech/language teacher �
20 / Chess Club � Computer teacher �
25 Robotics Club � ELA teacher + Science teacher �
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KEY ISSUES FOR “Exploratory” PERIOD:
SchedulingtheENCOREPeriodiseasy;butitrequiresavarietyoftalented,dedicatedadultswhochoosetoleadsomethingtheyloveandknow.
Allstudentsmustbeproduc4velyengaged;the+mecannotbeallowedtodevolveintoadreadedstudyhall!
Asystemforkeepingtrackofstudentsduringthisperiodmustbeimplemented.
Whilesomeschool-wide,gradelevel,orteamac4vi4es(assemblies,peprallies,schoolpictures,guidancemee4ngs,courseregistra4on,seminars,etc.),mayusesomeofthisperiod.Alsocouldbeused
forInterven4on/Enrichment,whichmayincludeextendedlearning4me,re-teaching,re-tes4ng,tutoring,etc.
ThebestENCOREperiodsaredrivenbypassionateadults.
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MAJOR PROS AND CONS OF FOUR-BLOCK + “Exploratory”
Pros Cons
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- StudentChoiceforEncore.
- -Morein-depthcoverageoftopic.
- -Enrichment
–“College&CareerReady”
-“RealWorld”
- Exposure.
- -Teaching+Variety.
- -Teachersusingpersonalstrengths.
- -Hobbiesexperiencedwithoutarerschoolprograms.
- TimeforPlanning?
- -Enoughstafftofulfill?
- -TimeforImplementa4on?
- -PDforstaffforthechangeinscheduleandincreased4me.
- Student-basedorFunding-based?
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QUESTIONS…
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NextSteps…
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