NPS Middle School Redesign Scheduling “opons” · Designing Quality Middle School Master...

NPSMiddleSchoolRedesignScheduling“op4ons”

April7,2016

However…remember the prime rule of school scheduling:

To put something in, you must take

something out!

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

AGENDA

Introduction and Background

8 Guiding Questions

Scheduling Ideas

Encore Ideas … -------------------------------

Future Topics: Staff Development How to Fail! Work…

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

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?

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?

KEY QUESTION 3:

a. Whatpercentageofastudent’sday shouldbespentinthefollowingbasic subjects:English(includingreading), mathema4cs,science,andsocial studies?b.

c.

Howshouldthetotal4meallocatedtoELA,math,scienceandsocialstudiesbedividedamongthesesubjects?

Howshouldthe4meallocatedtoencoreclassesbedividedamongthevariouspossibili4es?

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

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

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

8 GUIDING QUESTIONSWHICH HELP US REVISITTHE MISSIONAND GOALS OF MIDDLE SCHOOLS, CON’T

6. Whilemanymiddleschoolschedulesonpapershowthepossibilityofflexiblycombiningsingleperiodsintolongerinstruc4onalblocks,inprac4ce,wefindclassestypicallyaretaughtinsingleperiods;hence,doesthemiddleschoolexperiencebecomeevenmorefragmentedforbothstudentsandteachers?Doessuchprac4cecreatestressandmakeitdifficultforteacherstoimplementsomeofthemoreproduc4veteachingstrategies?

8 GUIDING QUESTIONSWHICH HELP US REVISITTHE MISSIONAND GOALS OF MIDDLE SCHOOLS, CON’T

7. Withthegrowingdiversityofschoolpopula4ons,doweneedtoplanscheduleswhichpermitextendedlearning4meforthosestudentswhoneedaddi4onal4metomeetcourseexpecta4ons?

8. Shouldamiddleschoolschedulebecompa4blewithelementaryandhighschoolschedulesinthefeederpa_ern?

MIDDLE SCHOOL SCHEDULING OPTIONS

1.)7-Periods(Ourcurrentsystem)

2.)Four-BlockSchedule(w/variousTeams)

3.)FourBlock+Encore(extraperiod)

---------------------------------------------------

*EncoreSchedulingOp4ons

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

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

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

MAJOR PROS AND CONS of the 7 period schedule

Pros Cons

•

•

•

•

•

•

•

•

•

-Everystudenthaseverysubjecteveryday–Moreconsistencyinlearning.

- MoreStructure.

- NoPDneededforchange.

- -Easiertocatchabsentstudentsuponwork.

- Senseofhowco-teachingisorganized.

- Notflexible.

- Toomanyinterrup4ons.

- -Lessteacherempowerment.

- -Hardforforma4veassessments.- -Industrialeraschedule.- -Hardertoindividualizeinstruc4on.- -Notenough/lessOpportunitytoLearn.

Day1Day2 �

BlockI� LanguageArtsandReading(ELA)�

BlockII� Mathema4cs �

BlockIII� SocialStudiesScience�

BlockIV � Elec4vesInterven4onsMath180/Read180�

THE FOUR-BLOCK SCHEDULE: (DOUBLE DOSE OF ELA AND Math)

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

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

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

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

Day1Day2 �

BlockI� ELA/Reading…… �

BlockII� Mathema4cs�


BlockIV � Elec4veInterven4on�

THE FOUR-BLOCK: A/B electives #1

Day1Day2 �




BlockIV � Elec4ve(gym)Elec4ve(Spanish)Int(Math180)Int(Read180) �


Day1Day2 �




BlockIV � Int(Read180)Elec4ve(Gym)Int(Math180)Elec4ve(Spanish) �


Day1Day2 �




BlockIV � Int(Read180)Elec4ve(Gym)Ele(Spanish)Ele(Spanish) �


Day1Day2 �




BlockIV � Ele(Art)Elec4ve(Gym)Ele(Spanish)Ele(Spanish) �


Day1Day2 �



BlockIII� SocialStudiesSocialStudiesScienceScience�

BlockIV � Elec4veInterven4on�


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)..

THE FOUR-BLOCK + “Exploratory”

Day2Day1

ENCORE

BlockI

BlockII

Exploratory

LanguageArtsandReading

Mathema4cs

BlockIII

BlockIV

Science

Interven4ons

SocialStudies

Elec4ves

THE FOUR-BLOCK + “Exploratory”

Day2Day1

ENCORE40m

BlockI(80m)

BlockII(80m)

Exploratory

LanguageArtsandReading

Mathema4csBlockIII(80m)

BlockIV(80m)

Science

Interven4ons

SocialStudies

Elec4ves

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)

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)

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.

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?

QUESTIONS…

NextSteps…

•  …

NPS Middle School Redesign Scheduling “opons” · Designing Quality Middle School Master...

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