Taming the Master
Schedule
Patricia Clark
CCASN – College & Career Academy
Support Network/ U.C. Berkeley
--
Welcome!
• Why a session
on master
scheduling
• Your facilitator
• Who are you?
– Title
– Context: Location
– Context: Bel...
Master Scheduling
The process of matching philosophy
and resources with requirements and
needs in a system which recognize...
The Perfect Master Schedule
A schedule in which ALL students and teachers
are successfully cohorted in their respective
ac...
So... If you are the
person/s or team who has
ultimate responsibility for
the master
schedule, what is one
indicator that ...
The
Counselors’
Hall…
…10 minutes
after the
beginning of
1st period on
the 1st day of
school.
Session Objectives
• To learn about Master Scheduling Guiding
Principles & Essential Elements
• To learn more about the St...
Objectives
• To increase our own expertise, efficiency, and
effectiveness in building a successful Master
Schedule
• To ac...
Why is scheduling so
important?
 Lack of connections
 Among subjects
 Among students
 Among teachers
 The silo approa...
Why is Scheduling so
Important ?
• Fundamental need of Academies/
system of Academies
• Scheduling problems = most
frequen...
Why is scheduling so
challenging?
• Scheduling is an inherently complex process
– Many factors to incorporate
– “Constrain...
The Bottom Line
• Master Scheduling is complicated, however….
Bottom line: As you build the scheduling
expertise of your m...
Smaller Learning Community
“…an environment in which a core
group of teachers and other adults
within the school know the
...
College & Career Academy
* Program of Study: College preparatory
curriculum
organized around a career theme
– Core academi...
Scheduling with an Academy
Lens
• Student recruitment/selection involves high
expectations for all; heterogeneous grouping...
Scheduling with
an Academy Lens
• College and Career Readiness
• Work-based Learning (internships, practica)
• Student Sup...
The Stages of Master
Scheduling
–Planning
–Student Program of Study/Course
Recruitment & Selection
–Tallies
–Building the ...
The Role of the District in
Supporting Effective Scheduling
The Master Scheduling Cycle
Not really this
complicated…
Stage 1: Planning
• Assemble a Master Schedule Team
– An administrator who can make decisions about
courses to be offered ...
A Team Approach
• A master schedule team that is empowered to
make decisions, but also involves all stakeholders
in coming...
Planning – Guiding Principles
• Establish a set of Guiding
Principles, Priorities, and (possibly) non-
negotiables:
• A co...
Planning – Guiding Principles
– A commitment to a schedule that ensures equal
access to challenging curriculum, heterogene...
Planning
• Identify and address any scheduling
opportunities, needs, or constraints
• Dialogue/Communicate about the maste...
Stage 1: Planning (continued)
• Develop and disseminate a Master
Scheduling Process and Timeline
(who/what/when/as measure...
Step 1: Planning
• Develop Academy/program of study/course
selection/registration packet, process, and
timeline
Recommenda...
Sidebar: Some Academy
Planning Considerations
• Will ALL students be in Academies?
• To what extent will each Academy have...
Sidebar: Some Academy Planning
Considerations
• Will Academies be 9-12? 10-12? Other
parameters? (establishing course numb...
Sidebar: Some Academy
Planning Considerations
• Will certain courses be offered in multiple
Academies? OR in all Academies...
Academy Considerations
• How will each Academy Teacher Team share
a common planning period that enables the
team to functi...
Stage 2: Academy/Program of
Study and Course Selection
• Distribute Academy/Program of Study AND
Course Selection/Registra...
Stage 2: Academy/Program of
Study and Course Selection
(continued)
** Accuracy is critical
** Student/counselor/parent/ ac...
Academy/Program of Study/
Course Selection (& Tallies)
• Double check everything
• Finalize student academy/course tallies...
Enrollment History Attrition
District Projection School Projection CBEDS Count S1 Count End ofYear Count
Year 9 10 11 12 S...
The Course Tally
Course Title Total Grade 9 Grade 10 Grade 11 Grade 12
PE 9 529 522 7 0 0
PE 10 466 2 464 0 0
PE 11 188 0 3 185 0
PE 12 90 ...
Tally & Section Allocation
No calculators needed!!
Tallies
• Determine resource needs and review
assignments (solicit teacher/pathway/ department
preferences; know possible ...
An Academy Sidebar
• TD
Determine….
• The courses that will be academy-
specific at each grade level (as
appropriate)
• Th...
Stage 3:
Master Schedule Construction
• The extent of prior planning and the
accuracy of student information has much to
d...
Stage 3: Master Schedule
Construction (continued)
– Cohort scheduling of “pure” communities
of students with TEAMS of teac...
Cohort Scheduling Example
for several Academies
Pathway A Pathway B Pathway C
Non-Academy Time Academy Time Non-Academy Ti...
Steps for Successful
Construction
• Always refer back to priorities set forth by the
school & the scheduling team.
• Follo...
Steps for Successful
Construction
• Step 2- Analyze building and plan for close
proximity of Academy classes.
• Step 3- La...
Steps for Successful
Construction
• Step 4- Place singleton courses and identify
conflicts and other constraints (see “Dir...
Steps in Successful
Construction
• Step 6 - Follow process to gain teacher input
on Academy (and Department) course
assign...
Conflict Matrix
Course Conflict Matrix
French 2P 10
Geometry 11
Algebra 1P 3
Algebra 2P 14
Spanish 2P 12
Accounting 23
Electronics 1
Biolo...
Conflict Matrix Considerations
• Academy Courses
• Singletons
• Doubletons
• Tripletons
• Conflict Totals Per Period
• Hyp...
Do We Have Enough Seats?
Balanced!!
9TH 10TH 11TH 12TH
TOTAL EXTRAEXTRATOTALEXTRAEXTRATOTAL EXTRAEXTRATOTAL EXTRAEXTRA
SEATS SEATSSECTSSEATSSEATSSE...
Dealing with Constraints
“The Dirty Dozen” (see CASN Scheduling Guide or excerpts)
– Singleton courses - band, choir, orch...
Dealing with Constraints
• Building Layout
• Union Issues/ Pupil Contact Time/Teacher Preps
• Specialized student programs...
Some answers during construction-
Removing the Roadblocks for electives
• Creation of “Elective Lane”- Choosing to
place a...
Removing Roadblocks related to
Honors/ AP/Dual Enrollment
– Removing the differentiation in courses between
honors and reg...
1 Academy Core Academy Core
2 Academy Core Academy Core
3
Non Academy
core course
Non Academy core
course
4
Math Lab/Elect...
Successful Construction
4x4 VPA Academy Schedule
1 VPA Art VPA Media
2 VPA Math VPA Social Science
3 AP course Science
4
G...
Cohort Scheduling
A-B Rotating Block
60
Monday Tuesday Wednesday Thursday Friday
Collaboration
Time
Period 1 Period 2 Peri...
Additional guiding principle to
construction- Using Flexible Time
• The schedule provides access to improved
instruction. ...
Flexible Block Grouping
*Project/Skill/Strategy Grouping
Team A
40 min.
Social Studies
180 minutes
40 min.
Science
40 min....
Stage 4:
Analysis and Adjustment
 Run Scheduler- identify percentage of success
 Important to shift student groups to ba...
Stage 4: Analyze & Adjustment
(continued)
• Balancing teams and maintaining purity changes
how student conflicts are resol...
Stage 4:
Analysis and Adjustment
Students Pathway Attempted Scheduled Conflicts Reason Adjust. Made
225 VPA 225 205 20 AP ...
Stage 4:
Analysis and Adjustment
• The goals of the Analysis, Adjustment, &
Distribution of Schedules:
– To complete a fin...
Stage 5: Assessment &
Refinement
 Do you remember the first year you taught?
That may be about where you are now
 Do you...
Internal Assessment
• Learning from those involved in the
process
– Administrators
– Counselors
– Academy Leads
– Departme...
Looking at the Results
Equity example:
How do you determine if your
students have equal access to
your academies?
External Assessment
 Learning from those affected by the results
 Students
 Parents/Supporting Adults
 Teachers/staff
...
A cycle of improvement
• “Those who cannot remember the past are
condemned to repeat it.” - George Santayana
– What princi...
Beginning Questions to Answer
 How many academies? Grade levels involved?
Size//Student enrollment?
• How many courses wi...
Beginning Questions to Answer
• How will you assure Academy teachers are
trained to implement thematic, interdisciplinary
...
Questions to Answer
• How does your student information system
//scheduling system handle student tags/flags and
course ta...
Next Steps – Planning for
Action
Coming Soon –CCASN Interactive
Master Scheduling Guide
• Focus on Effective Scheduling for Academies
and Linked Learning P...
Inviting your Brilliance and
Wisdom
Your Exit Slip ...
Info on Scheduling Guide, Scheduling
Dropbox - Staying in Touch
Patricia Clark
510.504.3826
patricia510@gmail.com
http://c...
Taming the Master Schedule
Taming the Master Schedule
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Taming the Master Schedule

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A master schedule can make or break academy implementation. Find out how to build a schedule that supports student cohorts and common teacher planning
time. This session features best practices in developing a schoolwide master schedule for academies and other small learning communities.
Presenter:
Patricia Clark,
College and Career Academy Support Network

Published in: Education
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  • “You cannot have students as continuous learners and effective collaborators, without teachers that have the same characteristics.” - Michael Fullan
  • Begin to develop an academy/site-specific master scheduling action planBegin to develop a Complex or District plan for supporting Master Scheduling success Consultancies and/or Open Space Technology
  • God didn’t create self-contained classrooms, firty minute periods, and subjects taught in isolation, we did – because we find working alone safer than and preferable to Working together>” Roland Barth, 1991
  • Taming the Master Schedule

    1. 1. Taming the Master Schedule Patricia Clark CCASN – College & Career Academy Support Network/ U.C. Berkeley --
    2. 2. Welcome! • Why a session on master scheduling • Your facilitator • Who are you? – Title – Context: Location – Context: Bell Schedule – Experience - Workshop Learning Goal • Or: – Amount of torn hair? – Level of blood pressure? – Drinking problems? – OR scheduling bliss?
    3. 3. Master Scheduling The process of matching philosophy and resources with requirements and needs in a system which recognizes the readiness of individuals and which increases the probability of success for all.
    4. 4. The Perfect Master Schedule A schedule in which ALL students and teachers are successfully cohorted in their respective academies; where each academy team (or grade level academy team or upper/lower division academy team) of teachers shares common planning time; and where every student is supported to successfully complete a challenging, interdisciplinary program of study that results in her/him graduating college- and- career-ready.
    5. 5. So... If you are the person/s or team who has ultimate responsibility for the master schedule, what is one indicator that you have done a good job?
    6. 6. The Counselors’ Hall… …10 minutes after the beginning of 1st period on the 1st day of school.
    7. 7. Session Objectives • To learn about Master Scheduling Guiding Principles & Essential Elements • To learn more about the Stages and Steps of the Master Scheduling Process and related best practices. • To explore some successful Master Scheduling solutions, especially with regard to Academies
    8. 8. Objectives • To increase our own expertise, efficiency, and effectiveness in building a successful Master Schedule • To acquire valuable master scheduling tools and resources • To share our own scheduling best practices, challenges, and solutions
    9. 9. Why is scheduling so important?  Lack of connections  Among subjects  Among students  Among teachers  The silo approach  English  Math  Social studies  Science • Academies provide: – Subject connections (interdisciplinary program of study) – Student connections (Academy “family”/ cohort) – Teacher connections (community of practice/ common planning) • Academies add: – WBL experiences – Links outside school – Links to the future – college and careers
    10. 10. Why is Scheduling so Important ? • Fundamental need of Academies/ system of Academies • Scheduling problems = most frequent complaint of Academies • If scheduling is poorly done, the result is frustration for students, for teachers, and for parents
    11. 11. Why is scheduling so challenging? • Scheduling is an inherently complex process – Many factors to incorporate – “Constraints & Opportunities” • Academies add new complexities: – Student “cohort” scheduling – Teacher common planning (support for communities of practice) – (If possible) Coordination time for Academy Leads
    12. 12. The Bottom Line • Master Scheduling is complicated, however…. Bottom line: As you build the scheduling expertise of your master schedule team, implement a thoughtful and inclusive process, and utilize best practices, it is very possible to do master scheduling well.
    13. 13. Smaller Learning Community “…an environment in which a core group of teachers and other adults within the school know the needs, interests, and aspirations of each student well, closely monitor his or her progress, and provide the academic and other support he or she needs to succeed.” (U.S. Education Department)
    14. 14. College & Career Academy * Program of Study: College preparatory curriculum organized around a career theme – Core academic classes – A sequence of career-technical courses * Interdisciplinary teaching and learning * Project-based approach & other forms of deeper learning * Small Learning Community - a team of teachers working with a group of students over time (sense of family)
    15. 15. Scheduling with an Academy Lens • Student recruitment/selection involves high expectations for all; heterogeneous grouping with each academy reflecting the diversity of school/district • Cohort Scheduling • Common planning time/community of practice • Academy Coordination Time • Partnerships with Business, Postsecondary, Government, and Community
    16. 16. Scheduling with an Academy Lens • College and Career Readiness • Work-based Learning (internships, practica) • Student Support
    17. 17. The Stages of Master Scheduling –Planning –Student Program of Study/Course Recruitment & Selection –Tallies –Building the Master Schedule –Analysis and Adjustment –Assessment and Refinement
    18. 18. The Role of the District in Supporting Effective Scheduling
    19. 19. The Master Scheduling Cycle Not really this complicated…
    20. 20. Stage 1: Planning • Assemble a Master Schedule Team – An administrator who can make decisions about courses to be offered and teacher assignments. – A counselor who meets with students and knows graduation and college entrance requirements. – Non-teaching staff to support student Academy/course selection and data entry – Teachers from one or more Academy who have an interest in the success of personalized programs of study AND college and career readiness for all – Other stakeholders (union rep, parent, student)
    21. 21. A Team Approach • A master schedule team that is empowered to make decisions, but also involves all stakeholders in coming to consensus on scheduling principles and priorities.
    22. 22. Planning – Guiding Principles • Establish a set of Guiding Principles, Priorities, and (possibly) non- negotiables: • A commitment to a student-centered, learning- centered master schedule which supports achievement and equity. • A commitment to a master schedule that supports interdisciplinary teaching and learning, including project-based learning and other forms of deeper learning. • A commitment to a master schedule which is also teacher-centered, supporting time for communities of practice (common planning time)
    23. 23. Planning – Guiding Principles – A commitment to a schedule that ensures equal access to challenging curriculum, heterogeneous Academies, and flexibility for improved instruction. – A master schedule building process that is open, inclusive, transparent, and collaborative. •Example: Rigor – Relevance – Relationships – Results 25
    24. 24. Planning • Identify and address any scheduling opportunities, needs, or constraints • Dialogue/Communicate about the master schedule plan and process with faculty, staff & other stakeholders • Administer Faculty Planning Survey • Meet with Academy Leads/Teams, Department Heads, Academies and Departments Together • Solicit Student Input • Communicate, Communicate, Communicate
    25. 25. Stage 1: Planning (continued) • Develop and disseminate a Master Scheduling Process and Timeline (who/what/when/as measured by) • Review/Update Curriculum and Courses (District-course approval process; course descriptions, catalogue, course codes, ROC/ROP offerings, etc.) • Engage stakeholders in Determining Academy Program(s) of Study AND Course offerings
    26. 26. Step 1: Planning • Develop Academy/program of study/course selection/registration packet, process, and timeline Recommendations: Involve students, parents, district representatives, and the teachers’ union early in the process. Create charts and other visual representatives. Communicate possible changes, thoughts and decisions.
    27. 27. Sidebar: Some Academy Planning Considerations • Will ALL students be in Academies? • To what extent will each Academy have a distinct program of study (its own curriculum) ? • SIZE MATTERS – – Optimum Size of an Academy – Optimum # of Academies Per School
    28. 28. Sidebar: Some Academy Planning Considerations • Will Academies be 9-12? 10-12? Other parameters? (establishing course numbers or tags unique to each Academy) • What specific courses (required, elective, or both) will students take inside the Academy? Outside the Academy? • Will some classes (or course sections) be “global” – open to students from all Academies?
    29. 29. Sidebar: Some Academy Planning Considerations • Will certain courses be offered in multiple Academies? OR in all Academies? (example: If World Cultures is offered in all Academies, there will likely be a need to establish a different course number or subscript for each Academy-specific World Cultures section.) • Will some Academy courses be open to students from other Academies? (example: AP Biology in a Health Pathway; AP Physics in an Engineering Pathway, etc.)
    30. 30. Academy Considerations • How will each Academy Teacher Team share a common planning period that enables the team to function as a community of practice? (entire team; lower division teacher team & upper division teacher team, grade-level team, etc.) • Will there be a release period/ coordination period for the Academy lead teacher?
    31. 31. Stage 2: Academy/Program of Study and Course Selection • Distribute Academy/Program of Study AND Course Selection/Registration packet • Make presentations to students/parents • Complete Academy recruitment and selection process • Complete course registration process
    32. 32. Stage 2: Academy/Program of Study and Course Selection (continued) ** Accuracy is critical ** Student/counselor/parent/ academy leads should edit/proof; check that each student is meeting graduation/college requirements • Verification to student/parent (provides window for consultation and adjustment)
    33. 33. Academy/Program of Study/ Course Selection (& Tallies) • Double check everything • Finalize student academy/course tallies & lists • Assure that each Academy reflects diversity of the school as a whole (use of data, policies) • Determine final course offerings and the actual number of course sections to be offered (for each course, each department, each academy) • Print final course tallies and conflict matrix
    34. 34. Enrollment History Attrition District Projection School Projection CBEDS Count S1 Count End ofYear Count Year 9 10 11 12 SpEdTotal 9 10 11 12 SpEdTotal 9 10 11 12 SpEdTotal 9 10 11 12 SpEdTotal 9 10 11 12 SpEdTotal 2009 515 522 506 574 78 2195 610 515 490 550 78 2243 617 505 488 543 78 2231 620 458 445 523 78 2124 599 441 422 487 78 2027 -204 9.143882 2010 520 605 475 425 77 2102 560 600 455 440 77 2132 558 595 454 443 77 2127 548 580 427 434 77 2066 593 424 418 429 77 1941 -186 8.744711 2011 493 519 533 384 78 2007 531 510 535 415 78 2069 530 509 533 409 78 2059 530 489 504 385 77 1985 520 477 492 375 69 1933 -126 6.119475 2012 462 520 480 490 86 2038 520 550 485 485 80 2120 514 552 488 486 81 2121 509 527 464 459 81 2040 491 508 441 451 79 1970 -151 7.119283 Useful Data to Track Enrollment History District Projections School Projections CBEDS Counts* End of Semester 1 Counts End of Year Counts Difference between CBEDS and End of Year Counts
    35. 35. The Course Tally
    36. 36. Course Title Total Grade 9 Grade 10 Grade 11 Grade 12 PE 9 529 522 7 0 0 PE 10 466 2 464 0 0 PE 11 188 0 3 185 0 PE 12 90 1 0 0 89 Aerobics 48 0 0 36 12 Bowling 74 0 0 41 33 Weight Training Basketball 54 1 2 29 22 Weight Training Baseball 18 0 1 8 9 Weight Training Football 35 0 0 14 21 Weight Training Softball 12 0 3 3 6 Weight Training Track 40 0 0 18 22 Weight Training Volleyball 2 0 0 2 0 Weight Training Fitness 21 8 1 4 8 Course Requst List and Tally
    37. 37. Tally & Section Allocation No calculators needed!!
    38. 38. Tallies • Determine resource needs and review assignments (solicit teacher/pathway/ department preferences; know possible FTE/budget changes; decide when to assign teachers and rooms to course sections, etc.) (tools include: course enrollments and requests report; staff projections; tallies) • Prepare Schedule Board/s, section chips (if appropriate), and your “game plan” (order of placing sections
    39. 39. An Academy Sidebar • TD Determine…. • The courses that will be academy- specific at each grade level (as appropriate) • The percentage of the student day that will be spent in academy specific courses • The number of teachers needed on each academy team to support academy student enrollment
    40. 40. Stage 3: Master Schedule Construction • The extent of prior planning and the accuracy of student information has much to do with success of construction. • Important Principles for Construction: – Equal access to challenging curriculum for ALL students. – Heterogeneous Academies NOT separate honors, special education, ELL sections, etc.
    41. 41. Stage 3: Master Schedule Construction (continued) – Cohort scheduling of “pure” communities of students with TEAMS of teachers. – Academy enrollment is guiding force for teacher selection and assignment. – Academy cohorts MUST be scheduled early (or in conjunction with singletons) and their cohort integrity maintained throughout the process.
    42. 42. Cohort Scheduling Example for several Academies Pathway A Pathway B Pathway C Non-Academy Time Academy Time Non-Academy Time Academy Time Academy Time Non-Academy Time Academy Time Academy Time Academy Time Academy Time Academy Time Academy Time Academy Time Non-Academy Time Academy Time Non-Academy Time Non-Academy Time Academy Time
    43. 43. Steps for Successful Construction • Always refer back to priorities set forth by the school & the scheduling team. • Following the PDSA cycle- Plan, Do, Study, Act. (Maintain scheduling history/ scheduling data over time.) • Step 1- Have a large visual of the schedule available to all key stakeholders. (Magnetic OR foam boards work well)
    44. 44. Steps for Successful Construction • Step 2- Analyze building and plan for close proximity of Academy classes. • Step 3- Lay out Academy blocks, according to course tallies, at first without teacher names. Include common planning time for each academy teacher team.
    45. 45. Steps for Successful Construction • Step 4- Place singleton courses and identify conflicts and other constraints (see “Dirty Dozen”) that could potentially break down Academy “purity” for teachers and students. (doubletons, triple-tons) • Step 5- Make adjustments to Academy schedules and balance courses. (Conflict matrix is very helpful)
    46. 46. Steps in Successful Construction • Step 6 - Follow process to gain teacher input on Academy (and Department) course assignment prior to placing teachers. • Other considerations include: Parallel classes to facilitate movement • Checks: student schedules, total sections per period; room usage- needs (computers, arts, etc.), teacher conflicts (# of preps, classes); other
    47. 47. Conflict Matrix
    48. 48. Course Conflict Matrix French 2P 10 Geometry 11 Algebra 1P 3 Algebra 2P 14 Spanish 2P 12 Accounting 23 Electronics 1 Biology 1P – 132 requests Course Number of Requests
    49. 49. Conflict Matrix Considerations • Academy Courses • Singletons • Doubletons • Tripletons • Conflict Totals Per Period • Hyper Dispersion
    50. 50. Do We Have Enough Seats?
    51. 51. Balanced!! 9TH 10TH 11TH 12TH TOTAL EXTRAEXTRATOTALEXTRAEXTRATOTAL EXTRAEXTRATOTAL EXTRAEXTRA SEATS SEATSSECTSSEATSSEATSSECTSSEATS SEATSSECTSSEATS SEATSSECTS 133 329 156 170 371 18 0.556 545 63 1.944 422 12 0.37 363 21 0.648 386 33 1.019 532 50 1.543 435 25 0.772 374 32 0.988 373 20 0.617 553 71 2.191 447 37 1.142 379 37 1.142 374 21 0.648 541 59 1.821 438 28 0.864 370 28 0.864 378 25 0.772 533 51 1.574 431 21 0.648 358 16 0.494 369 16 0.494 517 35 1.08 443 33 1.019 378 36 1.111
    52. 52. Dealing with Constraints “The Dirty Dozen” (see CASN Scheduling Guide or excerpts) – Singleton courses - band, choir, orchestra, other electives – Various course levels (AP, etc.) – Teacher credentials/certifications – Room assignments/usage – Multiple lunches – Student mobility – Enrollment Numbers - Section Allocation
    53. 53. Dealing with Constraints • Building Layout • Union Issues/ Pupil Contact Time/Teacher Preps • Specialized student programs (Special Education, English Language Learners, Academies) KEEP IN MIND: a) Academies provide options AND b) EFFECTIVE MASTER SCHEDULING IS POSSIBLE.
    54. 54. Some answers during construction- Removing the Roadblocks for electives • Creation of “Elective Lane”- Choosing to place all possible high enrollment elective courses into the exact same class period, while not having any core Academy classes scheduled during that time slot. • Considerations of number of courses/teachers on each grade level Academy team
    55. 55. Removing Roadblocks related to Honors/ AP/Dual Enrollment – Removing the differentiation in courses between honors and regular and contracting for honors grades within one course. (embedded honors, honors by exhibition, etc.) – Increasing Academy student access to AP and/or dual enrollment; Increasing expectations that more Academy students take rigorous course/s; embedding pre-AP curriculum; adding AP seminars/support classes.
    56. 56. 1 Academy Core Academy Core 2 Academy Core Academy Core 3 Non Academy core course Non Academy core course 4 Math Lab/Elect. PE/elective Reading Lab/ Elective Seminar/ Practicum Sample Pathway Schedule 4 x 4
    57. 57. Successful Construction 4x4 VPA Academy Schedule 1 VPA Art VPA Media 2 VPA Math VPA Social Science 3 AP course Science 4 Government Internship/ Senior Practicum/Dual EnrollmentEconomics t
    58. 58. Cohort Scheduling A-B Rotating Block 60 Monday Tuesday Wednesday Thursday Friday Collaboration Time Period 1 Period 2 Period 1 Period 2 Period 3 Period 4 Period 3 Period 4 Period 5 Period 6 Period 5 Period 6 Period 7 Period 8 Period 7 Period 8
    59. 59. Additional guiding principle to construction- Using Flexible Time • The schedule provides access to improved instruction. The addition of the Flexible Block. • An uninterrupted period in which a team of teachers instruct a “pure,” common set of pathway students. • Power is in teacher autonomy and access to alternate student groupings. • Always think: innovation for time with students
    60. 60. Flexible Block Grouping *Project/Skill/Strategy Grouping Team A 40 min. Social Studies 180 minutes 40 min. Science 40 min. English 60 min. *Project/Skill/Strategy Groups
    61. 61. Stage 4: Analysis and Adjustment  Run Scheduler- identify percentage of success  Important to shift student groups to balance numbers across Academies, BUT equal access and heterogeneous groupings must be maintained. (student choice=important)  Academy teacher teams can offer key input at this stage as to what would improve their ability to instruct and plan.
    62. 62. Stage 4: Analyze & Adjustment (continued) • Balancing teams and maintaining purity changes how student conflicts are resolved. • A student may need to take a particular class that is in another Academy’s program of study to fix a conflict rather than individual courses being changed. (issues involved) • Important to visually identify class sections that include students from more than a single Academy.
    63. 63. Stage 4: Analysis and Adjustment Students Pathway Attempted Scheduled Conflicts Reason Adjust. Made 225 VPA 225 205 20 AP BIO x 331 BUS.MARKET 331 311 20 SYMP. BAND x 115 COMMUNIC. 115 112 3 SPEECH 1 x 119 ENVIRON. SCI. 119 106 13 BAND+CHOIR x 83 PHILOSOPHY 83 72 11 SOC./PSYCH LI x 96 HUMAN SERV. 96 81 15 LATIN 2 x 139 TRAVEl/TOUR. 139 128 11 IINTRO TO MNG. x
    64. 64. Stage 4: Analysis and Adjustment • The goals of the Analysis, Adjustment, & Distribution of Schedules: – To complete a final analysis – To distribute the schedules – To make any further adjustments as needed • Year to year tracking of scheduling conflicts, challenges, and solutions is important!
    65. 65. Stage 5: Assessment & Refinement  Do you remember the first year you taught? That may be about where you are now  Do you remember your fifth or tenth year of teaching? That is where you can get to
    66. 66. Internal Assessment • Learning from those involved in the process – Administrators – Counselors – Academy Leads – Department Chairs – The scheduling team • Plus looking at the results
    67. 67. Looking at the Results Equity example: How do you determine if your students have equal access to your academies?
    68. 68. External Assessment  Learning from those affected by the results  Students  Parents/Supporting Adults  Teachers/staff  Through:  Focus groups  Surveys  Data
    69. 69. A cycle of improvement • “Those who cannot remember the past are condemned to repeat it.” - George Santayana – What principles and priorities were met? – What principles and priorities were not well addressed? – How can you improve the process? • Keep your eye on the goal, and celebrate progress
    70. 70. Beginning Questions to Answer  How many academies? Grade levels involved? Size//Student enrollment? • How many courses will be Academy specific at each grade level? • What percentage of the student day will be spent in Academy specific courses? • How many Academy teachers will be needed to support Academy enrollment?
    71. 71. Beginning Questions to Answer • How will you assure Academy teachers are trained to implement thematic, interdisciplinary curriculum and projects? • How will you assure common planning time for Academy teaching teams/communities of practice?  Where will internships and community-based learning experiences be implemented or supported in the schedule? (Will there be a course in which these occur?)
    72. 72. Questions to Answer • How does your student information system //scheduling system handle student tags/flags and course tags/flags//subscripts? • Who is responsible for protecting academy purity (student cohorts) in the schedule? • Who is responsible for assuring equity? (all students have access; each academy reflects diversity of the school/district as a whole; distribution of high quality teachers; etc.) • Answer these, the schedule is EASY….
    73. 73. Next Steps – Planning for Action
    74. 74. Coming Soon –CCASN Interactive Master Scheduling Guide • Focus on Effective Scheduling for Academies and Linked Learning Pathways • How you, your District, site, and Academy might help…. • How you, your District, site, and Academy might benefit …. Blessed are those who share.
    75. 75. Inviting your Brilliance and Wisdom Your Exit Slip ...
    76. 76. Info on Scheduling Guide, Scheduling Dropbox - Staying in Touch Patricia Clark 510.504.3826 patricia510@gmail.com http://casn.berkeley.edu
    1. A particular slide catching your eye?

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