Building A Secondary School Master Schedule Program, Dr. Patricia Fioriello

Workshop designed for San Francisco Unified School District Pupil Services Department
Workshop designed for Secondary School District
Dr. Patricia Fioriello
Education Consultant
www.drpfconsults.com
April 22, 2008
BUILDING
A
MASTER
SCHEDULE
Process and Steps Dr. Patricia Fioriello, Education Consultant, April 22, 2008. All rights reserved. Copyright 2008.

About Us
The workshop “Building A Master Schedule” was created and presented by Dr. Patricia Fioriello, Education Consultant.
For additional information, contact Dr. Fioriello at [email_address]
Visit website at www.drpfconsults
Dr. Patricia Fioriello, Education Consultant, April 22, 2008. All rights reserved. Copyright 2008.

Literacy and Intervention Focus
Review stages of literacy intervention and emphasis on intensive
and strategic intervention.
Are the needs of intervention students a priority at your
school?
The master schedule should be designed around the needs
of your student population.

Workshop Overview and Outcome
Participants will walk through the general process and steps
involved in building a master schedule and will be able to apply
the strategies to their school master schedule process.
Participants will also share best practices in building a master
schedule with colleagues, problem solve solutions, and decide
a process for sharing information with peers.

Approach
This workshop is based on the premise of building a master
schedule shell. If you decide to load the most recent fall master
schedule and edit the data, steps may be different. However, all
information is applicable.
Workshop time is limited and will not permit a complete overview
of numerous approaches. Therefore, a holistic approach is taken
where the master schedule process is reviewed from beginning to
end.
S
y fit in the structure of the Literacy intervention
program?

THE MASTER SCHEDULE PROCESS
Process
Steps
Activities
SECTION ONE Dr. Patricia Fioriello, Education Consultant, April 22, 2008. All rights reserved. Copyright 2008.

Master Schedule Process
Where do they fit in the structure of the Literacy intervention
program?
When does the master schedule process start at your school? What is the first step in the process? Dr. Patricia Fioriello, Education Consultant, April 22, 2008. All rights reserved. Copyright 2008.

Steps
Step 1 Curriculum & Course Review October
Step 2 Tallies & Sections February
Step 3 Teacher Demand & Course Loads March
Step 4 Scheduling Conflicts April
Step 5 Build Master Schedule April
Step 6 Simulations & Final Schedule May
Step 7 Modifications & Adjustments June
S
y fit in the structure of the Literacy intervention
program?

Step 1: Curriculum & Course Review
Review curriculum and courses.
Course codes, District Curriculum Table (DCT), course descriptions,
course catalog
Revisit current and past master schedule information.
Discuss possible changes with staff.
Share thoughts and decisions with school community.
What is the process at your site to review curriculum and courses, and who is involved in the review? How and when does the review take place? Dr. Patricia Fioriello, Education Consultant, April 22, 2008. All rights reserved. Copyright 2008.

Step 2: Tallies & Sections
Establish student course selection process and time frame.
Preregistration, Student Course Requests (SCRs)
Generate master tally of student requests.
Enrollment Request Tally Listing Report
Determine number of sections.
for each course
for each department
cancel courses
SCR Report Course Enrollments and Requests Report Staff Projection Worksheet Tally Worksheet Dr. Patricia Fioriello, Education Consultant, April 22, 2008. All rights reserved. Copyright 2008.

Step 3: FTEs, Teacher Demand &Course Loads
Determine staff projection based on student requests/sections.
know current number of FTEs and possible budget changes
determine projected teaching demand based on tally and sections
problem solve ways to decrease difference between teacher number and teacher demand
MAKE DECISIONS
Decide way to include teacher preferences in the process.
Work with department (head) to determine POSSIBLE teacher course loads.
FTE Teachers Teacher Preferences Possible Teacher Course Loads Dr. Patricia Fioriello, Education Consultant, April 22, 2008. All rights reserved. Copyright 2008.

Step 4: Scheduling Conflicts
Determine where to place singletons (doubletons.)
Use and understand the conflict matrix report.
Number indicates the number of students who request both classes.
If number is high, do not place the two classes during same period.
Conflict Matrix Report Dr. Patricia Fioriello, Education Consultant, April 22, 2008. All rights reserved. Copyright 2008.

Step 5: Build Master Schedule
Thus far, you have been thinking about Numbers (Tallies,
Sections, FTEs)and Departments (Course Loads,
Scheduling Conflicts)
Now it is time to think about Programs and Students (bring
your numbers and sections together to build programs for
students)


What issues will you need to consider during this stage?
What are the rules that will guide and support you through this stage?
What steps do you need to take to complete this stage?

Review information and decide what are the important issues
to consider FOR YOUR SCHOOL when building the master
schedule.
Possible issues to consider-
special programs
singletons
team teaching
parallel classes
teacher course loads
teacher requests
number of students in building beginning, end of day
CPT
OTHER ___________________________________

Determine rules and guidelines that will support your issues
when building the master schedule.
block programs for special groups (intervention) on master schedule before you start
place singletons based on conflict matrix report
once decided, do not change singletons
number of teacher preps allowed
OTHER _________________________________

Decide steps to complete the master schedule. Repeat the steps until
you have addressed all students.
How to build the master schedule?
by program (academies, ESL, AP, Honors, Special Ed., etc.)
parallel classes to facilitate movement
by grade
OTHER ______________________________
How to check the master schedule ?
student schedules
by total sections per period
room usage – special needs (computer, arts)
teacher conflicts (number of preps, classes)
OTHER _______________________________

Step 6: Simulations & Final Schedule
Execute a simulation.
How will you cap classes?
Generate reports.
Review data.
Execute another and another (?) simulation.
Final simulation and master schedule to the Student
Information System (SIS).
load students into sections
start with hardest to schedule classes (singletons, intervention)
Master Capacity Balance Report Simulation Report Scheduler Status Report Dr. Patricia Fioriello, Education Consultant, April 22, 2008. All rights reserved. Copyright 2008.

Step 7: Modifications & Adjustments
Be prepared to address:
End of year surprises
Summer grades
New students before and at the start of the school year

Best Practices
Participants will decide process to share best practices
and problem solve solutions.
Participants will determine best way to share feedback
with larger group.

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