Building an Effective Building an Effective Master Bell ScheduleMaster Bell Schedule

May 21, 2009May 21, 2009

EDG 644 Instructional LeadershipEDG 644 Instructional Leadership

Presentation TaskPresentation Task As an instructional leader, what

schedule would you select to best deliver instruction in your building?

Give reasons why you would select that type of schedule and how you would implement it.

Presentation AgendaPresentation Agenda Scheduling 101

Analyzing and Comparing the Most Common High School Scheduling Formats

Cooperative Group Activity Survey / Likes / Dislikes / King or Queen for the

Day Optimum (Best Possible) Bell Schedule Implementation Possible Schedule Building Obstacles / Constraints Question and Answer Session

Scheduling 101Scheduling 101

What is a Schedule?What is a Schedule? Generally, a schedule is defined as a plan of

procedure, usually written, for a proposed objective, especially with reference to the sequence of time allotted for each item or operation necessary to its completion.

The purpose of a master schedule is to arrange the allotted time, staff, students, and physical resources together so that optimum learning will take place.

Scheduling OptionsScheduling Options Within education circles, class

schedules are defined as being either “traditional” or “block.”

The Traditional ScheduleThe Traditional Schedule A traditional schedule contains six to eight

periods of equal length spread across the school day.

This schedule repeats daily. Each period lasts 45-55 minutes. Homeroom is not generally considered a

class period - lunch may be. Up to eight courses may be taken across

the year.

Example - UDHS Bell ScheduleExample - UDHS Bell SchedulePeriod Time HR 7:28 – 7:34 1st 7:38 – 8:262nd 8:30 – 9:18 3rd 9:22 – 10:104th 10:14 – 11:44

(A,B,C lunch) 5th 11:48 – 12:36 6th 12:40 – 1:28 7th 1:32 – 2:20

Block SchedulesBlock Schedules Anything other than a traditional design is

referred to as a block schedule. Block scheduling organizes the day into

fewer, but longer, class periods to allow flexibility for instructional activities

Within the block schedule group, a Within the block schedule group, a diverse array of configurations existdiverse array of configurations exist 4 X 4 Blocks A/B or Alternating Day Plans Copernican I Copernican II Trimester 75-75-30 plans

Block Schedule: Basic 4 X 4Block Schedule: Basic 4 X 4 The Basic 4 X 4 plan

contains four equal periods per day and allows for 80 to 90 minute classes. The school year follows a university model and divides the year into two semesters.

Eight courses may be taken across the school year.

Sem. 1 Sem. 2

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 Schedule: Alternate Day or A/BBlock Schedule: Alternate Day or A/B The Alternate Day or A/B

scheduling offers four equal length periods of 90 minutes.

Synonyms for this option include: Alternative Block, Odd/Even, and Day 1/Day 2 plans.

Courses are taken for an entire year, with alternating schedules each day.

Eight courses may be taken across the year.

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

7 A/B Schedule7 A/B Schedule

MM TT WW RR FF

Block 1Block 1

(100)(100)11 22 11 22

11

22

Block 2Block 2

(100)(100)33 44 33 44

33

44

Block 3Block 3

(82)(82)5 and 5 and LunchLunch

5 and 5 and LunchLunch

5 and 5 and LunchLunch

5 and 5 and LunchLunch

5 and 5 and LunchLunch

Block 4Block 4

(100)(100)77 66 77 66

66

77

Block Schedule: Trimester Plans (+)Block Schedule: Trimester Plans (+) Trimester plans divide the year into three sections. In the

straightforward trimester plan, two or three core courses are taken daily in large blocks of time. Three times a year (every 60 days), new courses are begun. Students may complete six to nine courses across the year under this configuration.

The Copernican I plan involves one 4-hour long period and 2 -3 shorter periods. Students and teachers start new schedules each month.

The Copernican II plan, on the other hand, involves two 2-hour long periods plus 2 – 3 short periods. Students and teachers begin a new schedule every 60 days.

The 75-75-30 plan allows students to take three classes each for two 75 day terms, followed by a 30 day intensive course or enrichment. In this manner, seven or eight courses can be taken across the year.

Cooperative Group Cooperative Group ActivityActivity

Survey / Likes / Dislikes / King or Queen for the Day

Optimum Bell ScheduleOptimum Bell Schedule

Hybrid Block Hybrid Block

8 Period Days (Monday / Wednesday / Friday)8 Period Days (Monday / Wednesday / Friday) BeginBegin

EndEndHomeroomHomeroom 7:30 7:30 7:43 7:43 Period 1Period 1 7:48 7:48 8:29 8:29 Period 2Period 2 8:34 8:34 9:15 9:15 Period 3Period 3 9:20 9:20 10:01 10:01 Period 4Period 4 10:06 10:06 10:47 10:47 A LunchA Lunch 10:52 10:52 11:2211:22 Period 5Period 5 11:27 11:27 11:33 11:33 B LunchB Lunch 11:38 11:38 12:0812:08 Period 6Period 6 12:13 12:13 12:19 12:19 C LunchC Lunch 12:24 12:24 12:5412:54 Period 7Period 7 12:59 12:59 1:40 1:40 Period 8Period 8 1:45 1:45 2:262:26

A Lunch (10:52 – 11:22)

Period 5 B (11:27 – 12:08)

Period 6 C (12:13 – 12:54)

Period A5 (10:52 – 11:33)

B Lunch (11:38 – 12:08)

Period 6 C (12:13 – 12:54) Period A 5 (10:52 – 11:33)

Period B 6 (11:38 – 12:19)

C Lunch (12:24 – 12:54)

8 Period Days (Monday / Wednesday / Friday)8 Period Days (Monday / Wednesday / Friday)

Notes: Traditional Schedule 13 Minute Homeroom 41 Minute Periods 30 Minute Lunch Periods

On 8 period days, lunch is assigned and appears on student schedules.

5 Minute Passing Time Between Classes

4 Period Days (Tuesday / Thursday)4 Period Days (Tuesday / Thursday)Enhancement Days (Option A)Enhancement Days (Option A)

BeginBegin EndEndHomeroomHomeroom 7:30 7:30 7:43 7:43 Block 1 or 5Block 1 or 5 7:48 7:48 9:04 9:04 Block 2 or 6Block 2 or 6 9:099:09 10:25 10:25 EnhancementEnhancement 10:3010:30 11:10 11:10

Block 4 or 8 Block 4 or 8 1:10 1:10 2:26 2:26

A Lunch

(11:15 – 11:45)

Period 3 or 7 (1)

(11:15 – 11:53) Period 3 or 7

(11:15 – 12:31)

Period 3 or 7

(11:49 – 1:05)

B Lunch

(11:55 – 12:25)

Period 3 or 7

(12:27 – 1:05)

C Lunch

(12:35 – 1:05)

4 Period Days (Tuesday / Thursday)4 Period Days (Tuesday / Thursday)Enhancement Days (Option A)Enhancement Days (Option A) Notes:

76 Minute Block Periods 40 Minute Enhancement Period 30 Minute Lunch Periods

On 4 period days, lunch is assigned and appears on student schedules.

5 Minute Passing Time Between Classes

4 Period Days (Tuesday / Thursday)4 Period Days (Tuesday / Thursday) Enhancement Days (Option B)Enhancement Days (Option B)

Begin Begin End End HRHR 7:35 7:35 7:44 7:44 Block 1 or 2Block 1 or 2 7:48 7:48 9:089:08EPEP 9:13 9:13 9:389:38Block 3 or 4Block 3 or 4 9:43 9:43 11:0311:03A LunchA Lunch 11:08 11:08 11:3811:38Block 5 or 6Block 5 or 6 11:42 11:42 11:4611:46B LunchB Lunch 11:50 11:50 12:2012:20

12:2412:24 12:2812:28C LunchC Lunch 12:32 12:32 1:021:02Block 7 or 8Block 7 or 8 1:07 1:07 2:272:27

A Lunch (11:08 – 11:38)

Block 5 or 6 (11:42 – 1:02)

Block 5 or 6 (1) (11:08 -11:46)

B Lunch (11:50 – 12:20)

Block 5 or 6 (2) (12:24 – 1:02)

Block 5 or 6 (11:08 – 12:28)

C Lunch (12:32 – 1:02)

4 Period Days (Tuesday / Thursday)4 Period Days (Tuesday / Thursday)Enhancement Days (Option B)Enhancement Days (Option B) Notes:

80 Minute Block Periods 25 Minute Enhancement Period 30 Minute Lunch Periods

On 4 period days, lunch is assigned and appears on student schedules.

5 Minute Passing Time Between Classes

Enhancement Period OptionsEnhancement Period Options Remediation Period Enrichment Period Advisory Period Collaboration Time Double Lab Period Mentor Program Career Program Assemblies Class / SGA / NHS Meetings Department / Faculty Meetings

Key Factors: Enhancement PeriodsKey Factors: Enhancement Periods Scheduling the enhancement period is easy compared to organizing

and preparing for instruction within it. All students and staff must be productively engaged during the

enhancement period. A decision must be made as to what role students’ choice plays in the

enhancement period. A computer management program with capability of tracking students’

enhancement choice/assignment and attendance is necessary. Clear, consistent, and involved leadership is required to ensure that

assessment, data analysis, planning intervention, enrichment instruction, remediation and progress monitoring all are carried through.

Time must be allocated for planning for groupings and instructional activities.

Key Factors: Enhancement Periods Key Factors: Enhancement Periods Cont…Cont… It may be wise to select specific programs for enhancement activities

rather than have teachers design their own. An Response to Intervention (RTI) type tier structure based upon this

assessment is necessary to allocate students to enrichment, moderate intervention and intensive intervention groups.

A decision must be made as to whether or not special services (i.e. special education or ESL) will be “the” intervention for some qualifying students during the enhancement time or will they be served at a different time by those professionals.

While some school-wide, grade level, or team activities (assemblies, pep rallies, school pictures, guidance meetings, course registration, seminars, etc.), may use some of this period, the primary purpose for enhancement must be extended learning time, re-teaching, re-testing, tutoring, etc.

Reasons to Explore Hybrid ModelReasons to Explore Hybrid Model Hybrid block schedules offer more flexibility.

Open periods - enhancement periods (alt. names) Hybrid block schedules offer the potential for deeper

learning. Students need opportunities to experience classes for

more than 55 minutes. Longer classes encourage teaching with a variety of

instructional models. Time for students to build connections (higher level

thinking) among topics Extended exploration and time for projects.

Reasons to Explore Hybrid Reasons to Explore Hybrid Model Cont…Model Cont… Students will have more opportunities to enroll in courses

in electives and world languages. Greater potential to increase performance on state tests –

PSSA. Remediation / Enrichment

Greater potential to increase students’ overall academic performance. Remediation / Enrichment

Teachers will gain important planning and collaboration time and over time with quality staff development, teachers change teaching behaviors

Reasons to Explore Hybrid Reasons to Explore Hybrid Model Cont…Model Cont…

School Culture May Improve The number of discipline referrals to the office

is reduced. The number of class tardies is reduced. The school day becomes less stressful for both

students and teachers. there tends to be less lecture and more active student engagement during classes.

Implementation – StepsImplementation – Steps Establish an Implementation Plan

Set clear goals and measurable objectives ONE – TWO Year Process

Involve ALL Stakeholders (Value Input) Board Members, Administrators, Teachers,

Support Staff, Students, Parents, Union Establish a Scheduling Committee /

Subcommittees Examine Strengths and Weaknesses of the Existing

Schedule Wants? / Needs?

Steps Cont…Steps Cont… Conduct a Complete Study

Read and do research Visit other schools Build a mock master schedule Create sample teacher and student

schedules Address benefits for both students and

teachers

Steps Cont…Steps Cont… Plan, Plan, Plan

Create pacing guides Change school policies to be in line with the

new schedule Provide teachers with sufficient training time

(staff development assistance) Consider a variety of educational and

performance indicators

Steps Cont…Steps Cont… Create a Well-Constructed Schedule

Balance teams academically Create chunks of useable and beneficial time Make sure students can take ______ “because

of the schedule”

Steps Cont…Steps Cont… Commit to long-term implementation

(minimum 3 – 4 years)

Invest significantly in the professional development of teachers

Provide for regular evaluations and performance indicators

Schedule Building Constraints / ObstaclesSchedule Building Constraints / Obstacles

1. Curriculum / Instructional Emphasis

2. Size of Student Body (Class)

3. Number of Regular and Special Teachers Available

4. Availability and Number of Teacher Aides

5. Schedules of any Itinerant Teachers

6. Number of Classrooms / Teaching Stations

7. Size of Cafeteria / Length of Lunch Periods

8. Meeting Format

Schedule Building Constraints / Schedule Building Constraints / Obstacles Cont…Obstacles Cont…9. School Start and End Times10. Transportation / Bus Schedules11. Cost (Budgetary Concerns) 12. Registration of Students13. Determine # of students registering for each

course 14. Determine size of classes15. Determine length of class periods and school day16. Determine time between classes & homeroom

period

Schedule Building Constraints / Schedule Building Constraints / Obstacles Cont…Obstacles Cont…

17. Determine classrooms available and # student stations in each

18. Determine and Balance Student Workload (Core Classes)

19. Determine teacher certifications, qualifications, & preferences

20. Determine and Balance Teacher Workload21. Prepare conflict sheet22. Complete final schedule board, assignment of

subjects, activities, etc. to teachers 23. Individual School Obstacles

UD: Eastern Tech and FLES students

A Master Schedule is Good if:A Master Schedule is Good if: Students are scheduled in classes they need to take. Sufficient time is provided for teachers and

students to achieve the objectives / expectations for each grade / subject.

Students are able to take electives they choose. An appropriately equipped classroom / learning

area is available for each scheduled class / teacher. No wasted times is allowed between classes. It is flexible enough to provide more learning time

for students who need it and more choices for those who don’t need more learning time.

Good Schedule Cont…Good Schedule Cont… Supervision can be provided when students are

not in scheduled classes (lunch, field trips, assemblies, etc.).

Teachers are assigned in their areas of certification and expertise.

Teachers have their preferred classes / grade levels.

Teachers have adequate planning time - especially if teaming is employed.

Final Key Points to PonderFinal Key Points to Ponder The Master Schedule demands a command performance

from the principal and / or the assistant principal. It shows his/her ability (or inability) to conceptualize, to

organize, and demonstrate detailed planning. If done well, the master schedule will support the

curricula and instructional objectives of the school. If poorly done, it will be a roadblock to delivering the

curriculum and a major source of frustration, particularly for teachers - and ultimately for students.

Points to Ponder Continued . . .Points to Ponder Continued . . . Since the schedule usually remains fixed for the

year, a poorly made schedule will have a detrimental impact on the total school program.

The effective schools research has shown that actual and “engaged” learning time is imperative for student learning.

The master schedule is the most important tool to make maximum use of time, staff, space, and instructional resources.

Concluding QuoteConcluding Quote

“[Our] students will have their best chance at success when they are no longer serving time, but when time is serving them.”

(National Education Commission on Time and Learning, 1994/2005)