Scheduling for Change
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Transcript of Scheduling for Change
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Scheduling for ChangeDoreen Stevens & Karen CoxUnama’ki Training & Education CentreEskasoni First Nation, NS
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• Unama’ki Training & Education Center (or “T.E.C.”) houses an alternative high school program for grades 9-12
• The student population consists of students who have been struggling with success in a regular school system for various reasons
School Demographics
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Class of 2013
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• Students are referred to TEC.• Students typically come to us with:
• underdeveloped work ethics• learning gaps• chronic absenteeism• weak social skills• negative school experiences• undervalued view of education
• TEC is the community resource for those students who have fallen through the cracks.
School Demographics
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CYCLE OF SCHOOL FAILURE
Chronic Absenteeism
Excessive Failures
High Drop-out Rate
Learning Gaps
Underdeveloped Work Ethic
Why Change?
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• Students seem to be motivated to return to school in September & October
• We wanted to build on this type of “early term motivation”
• The result was a drastic change to course scheduling to condense courses into a shorter time periods
Driving Force for Change
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Comparing Schedules
Sept. 2012 Course
Schedule
Sept. 2013 Course
Schedule
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• Students concentrate on course content for only two courses rather than four
• Easier for students who struggle
• Topics are introduced and reinforced daily
• Homework time can be scheduled in class
Pros (Student Perspective)
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• More courses are available to be taught over the year
• If a student drops out, only two credits are lost
• Readmission time is only about 2½ months
• Enhanced student interest
Pros (Student Perspective)
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School Activities
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• Non-instruction days are the equivalent to two days missed last year
• Lunch time is shortened for activities
• Some students have the same teacher/same classroom all day
Cons (Student Perspective)
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• Only have to prepare for two courses
• Material can be presented & reinforced in the same day
• More time available for project-based learning
• Course schedule is well-suited for student assessment
Pros (Teacher Perspective)
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• Lack of preparation time during the day• Each course requires 135 minutes a day
of material• Hard to change student behaviour• More of a challenge in supporting high
needs students• Some curriculum is difficult to cover at the
accelerated pace
Cons (Teacher Perspective)
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• Too short of a time period to prepare a quantitative measurement
• We must rely on qualitative observations from teachers and students
Is it Working?
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• Attendance
• Inclement weather
• The bus does not travel on the side roads, so many students choose not to ride the bus.
Problems We Still Face
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• Success doesn’t happen overnight
• One step is trying to make a change
• Takes time to change chronic behaviours that impede learning
• Our unique Pre-10 Program is a start…
Considerations
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School Activities
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• Student Life: ✓ Increased sports opportunities
✓ School activities
• Personal Development:✓ CLM skills (life and resume skills)
✓ Building independence
✓ Mi’kmaw Citizenship Certificate
Future Goals
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• Curriculum Development:✓ Aboriginal Fine Arts course
✓ Aboriginal Phys. Ed. Course
✓ Skilled Trades 10
Future Goals
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Visual Arts 10 (Mi’kmaq Visual & Applied Arts)
• Objective is to transfer and sustain cultural knowledge of Mi’kmaq arts from community elders to students.
Future Goals
Partners
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Questions?
Unama’ki Training & Education Centrewww.unamakitec.ca