Post on 24-Jun-2020
Western Dubuque School
District High School & Middle
School Schedule Committee
Trimester Schedule Report
May 12, 2014
Background and Context• Committee Formed June 2013
• Motivation for study
o New educational standards and requirements and impact on
elective areas
o Current schedule dificult to sustain, etc
o Faculty concerned about the long-term impact of current
schedule
• Chaired by Mike Williams former principal at Dike-NewHartford
Schedule Committee Members• Christina Rose
• Judy Callahan
• Steve Seay
• Dave Hoeger
• Amanda Klaas
• Casey Bryant
• Dave Hoeger
• Casey Bryant
• Kelly Simon
• Sara Blair
• Mike Sconsa
• Jacob Brindle
• Liza Walke-Pollitt
• Doug Koeperich
• Mary Jane Maher
• Mary Frake
• Tom Jasper
• Greg VanderLugt
• John Hlubek
• Tony Butterworth
• Carrie Edgin
• Jake Feldmann
• Ken Kurt
• Karl Stubben
• CeAnn Palmer
• Tina Brestrup
• Ellen Hoefer
• Laura Scherbring
• Emily Goedken
• Mary Ann Trumm
• Ben Wilson
Criteria-Desirable Elements of a Schedule
• Maximizes student achievement
• Builds relationships (community/district,
student/teacher, student/student)
• Course offerings/flexibility/diversity
• Maximize instructional time and promote
effective instructional practices
• Provides flexibility (time for remediation,
lab classes, student choice, etc.
Criteria-Desirable Elements of a Schedule
• RTI time-intervention time
• Manageable caseload for teachers/teacher
prep time
• Manageable caseload for students
• Class length over 45 minutes
• Limit unstructured time for kids
• Creates a cost efficient model that will last
a long time
• Maintain or improve student learning and achievement
• Promote collaboration among teachers
• More credit earning opportunities
• Preserve or enhance our elective offerings
• Provide timely remediation
• Ability to provide manageable course loads for students each term
• Ability to address student needs through Excel and Special
Education delivery
• Ability to provide manageable course loads for teachers each
term
Initial Criteria for Evaluating
Schedules
• Ability for teachers to have daily student contact time
in classes
• Ability to maintain or expand course offerings
• Ability to have greater flexibility for both students &
staff
• Relieve some of the professional burdens created by
the current schedule that impact student learning
• Limited time for student/teacher contact in a day
• Number of courses and students taught in a term
Initial Criteria for Evaluating
Schedules
•Current A/B Block 4 period day
• 5 x 3 Trimester
• 6 x 3 Trimester
Schedules Considered/Discussed
Schedule Data Comparison
Schedule
Type
Minutes per
Class
Total Hours
Instruction Per
Year
2 Trimesters2 semesters
Hours Per
Yearlong
Class
Hours Per
Semester
Trimester
Long Class
AB 4 x 4 84 1008 126 63
5 x 3 69 1035 138 69
6 x 3 62 1116 124 62
Schedule Data Comparison
Schedule
Type
Periods
Teachers
Teach Per
Day
Teacher Load
Per Semester
(Ave. 27 Per
Class)
Teacher Direct
Instructional
Hours Per Day
Teacher Prep
Minutes Per Day
AB 4 x 4 7/8 189 4.9 0-84
5 x 3 4/5 121.5 5.2 22-69
6 x 3 5/6 135 5.2 62
8 A/B Schedule• Times per course 84 x 45
• Credits available-8
• Cost Factor – 6/8 (75%),
7/8 (87.5%)
• Student Load 8
• Teacher Load – 6, or 7
• Meeting format: Every-
other-day yearlong
A Day B Day
Block 1 Class 1 Class 2
Block 2 Class 3 Class 4
Block 3 Class 5 Class 6
Block 4 Class 7 Class 8
Block
Pros• Students usually have extra
day to prepare
• Less wasted time with class
changes
• Some classes run for full
instructional year
• More instructional time for
class
• Daily Bobcat/Cougar Time
Cons• Class size higher without
increased staff
• Students carry 8 classes at a
time
• Limited ability to repeat class
• Requires more staff to operate
• Staff members have days with
no prep time
• Too many classes for students &
staff to manage
6 Block Trimester Schedule
• Time per course 62 x
120
• Credits available –18
• Cost Factor – 5/6 (83%)
• Student Load 5 or 6
• Teacher Load 5
• Meeting format: Daily-
trimester
60 Days 60 Days 60 Days
Block 1 Class 1 Class 7 Class 13
Block 2 Class 2 Class 8 Class 14
Block 3 Class 3 Class 9 Class 15
Block 4 Class 4 Class 10 Class 16
Block 5 Class 5 . Class 11 Class 17
Block 6 Class 6 . Class 12 Class 18
Trimester Schedule
Pros• Fewer classes for students
• Repeat failed classes in
same year in some cases
• See students everyday
• More active engagement
with class time
• Parallels seasons
Cons• Gap in classes from
trimester 1 to trimester
3
• 3 class changes in a
year
• Review all school
processes
• Transfer students
• Committee convened (April 2013)
• Discussed & Researched the various scheduling options
• Site Visits at Mequon Homestead, Fort Dodge, Union,
Grinnell, Clinton, Iowa City Junior High
• Staff Presentations (December)
• Meeting on 3/18/14
• Final Meeting and vote (75% approval) to recommend
to move to Trimesters in 2015-16
Consideration and Investigation of Options
• Iowa City
• Grinnell
• Fort Dodge
• Union Laporte City
• Dike-New Hartford
• Vinton Shellsburg
• Lewis Central, Council Bluffs
• Abraham Lincoln, Council Bluffs
• Clarinda
• Forest City
• Clinton
• Fort Madison
Schools in Iowa on Trimester
• 18 credits (6 classes per day for about 62 minutes)
• Class size will change little
• Schedule changes every 12 weeks
• No staffing increase anticipated
• Offers opportunity for immediate remediation (Tri 1)
• Offers an extra 2 credits for students to explore
possible interests
• There is no academic difference when students skip a
trimester when taking a 2 trimester course
Trimester Facts
• Academic performance of other trimester schools
• Opportunity for lesson redesign to reflect best
practices (depth vs narrow)
• Additional schedule slots for many students
• Addresses professional burdens of current schedule
• Opportunity to embed guided practice/formative
assessments in lessons
• Expanded Class offerings
Key Assets of the Trimester
• Three grading terms of equal length
• 1credit in 60 days, 2 credits in 120 days
• Six periods daily, each approximately 60-62 minutes
• Students enroll in five or six courses per term
(minimum number yet to be determined)
• Teachers teach five of six periods per term
• Bobcat/Cougar time not every day
What would the Tri look like at WD?
• Report cards will come out three times per year, three
progress reports (one per trimester)
• Final exams would occur 3 three times per year
• Sense of “Newness” 3 times per year
• Breaks and holidays off would not change
• Regular attendance will continue to be very important
• Students may have a 12 week gap between trimesters
of a course
Implications for WD
Minutes of InstructionSemester
Class
45 Days 84 minutes 3780 minutes of
instruction
Trimester
Class
60 Days* 62 minutes* 3720 minutes of
instruction
● Current Instructional Minutes In A Day: 336
● Trimester Instructional Minutes In A Day: 350
• April 30: Faculty update & discussion
• May 12: Update to School Board
• May 12-31: Full Faculty discussion & Presentation
• June 9: School Board update
• June : Inform students and parents of the recommendation
• July 14: School Board meeting; likely vote on schedule change
• August 1: If Board approval Trimester Committee formed to
plan for 2015-16 implementation
• September/October: Student & Parent information meetings
Steps in the Decision-Making
Process
Questions?
Western Dubuque Mission & VisionVISION
Success for All
MISSION
Empower confident, well-prepared citizens to excel in the 21st century.
CORE VALUES
All Children Can Learn
Engaging instruction and assessment accommodate a variety of learning styles and aptitudes.
Accountability and Responsibility
Learning is a shared responsibility among families, students, and staff.
Continuous Improvement
A commitment to open communication, continual feedback, and specific, attainable, and data-
driven goals increase achievement.
Challenging and Rigorous Curriculum
Curricula and instruction are based on sound research, high expectations, and innovative learning
environments.
Visionary Leadership
Leadership sets and communicates direction while modeling collaboration, fostering motivation and
sharing responsibility.
Safe Environment
A healthy and safe learning environment encourages relationship building and supports positive
self-concept and acceptance.