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.
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 Activity Survey / Likes / Dislikes / King or Queen for the Day
Period 6 C (12:13 – 12:54) Period 5 B (11:27 – 12:08) A Lunch (10:52 – 11:22) Period 6 C (12:13 – 12:54) B Lunch (11:38 – 12:08) Period A5 (10:52 – 11:33) C Lunch (12:24 – 12:54) Period B 6 (11:38 – 12:19) Period A 5 (10:52 – 11:33)
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.
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.