Determining what’s important: Schedules

No Silver Bullets

There is no ONE schedule that will solve every problem for every school.

Strengths Needs

Opportunities Barriers

Scheduling activity

Voices from the field

Dr. Johanna Cena, Tualatin Elementary, TTSD

Kevin Spooner, Oak Grove Elementary, North Clackamas

Kraig Sproles, Metzger Elementary, TTSD

Jill Weber, Fir Grove Elementary, Roseburg

Never enough

Things you can’t change

• Number of students• Buses• Teacher contracts• FTE (certified and classified)• Classroom space• Itinerant teachers schedules• Lunch room size• Others????

BLP “non-negotiables”

• Reading– 90 minutes of core k - 3– 60 minutes of core 4 - 5– 30 minutes of workshop

• Math– 60 minutes of core

• Writing– 3 hours a week

• ELD– 30 minutes

Creating the schedule

How do you make the schedule?

Key components

How does this work get done?

Who makes your schedule?How does the information get

disseminated?What would it take to make a change

to your schedule?

If everything is important, then nothing is important.

As a building, what are your priorities?

1. 2. 3.

Start with your priorities and adjust your resources around those things

What data do you have about your priorities?

OAKS

DIBELS CBM

Office Discipline Referrals

H.M. assessments

Attendance

Using data to make decisions

Using data to make decisions

Using data to make decisions

Using data to make decisions

Using data to make decisions

• How can you collect the data you need?

• Who is going to collect the data you need?

• When is it going to be discussed?• What actions can you take today that

will help improve your schedule?

What gets lost?

What gets lost?

What gets lost?

What gets lost?

What gets lost?

• What are you willing to lose?• Who will these losses impact?– How can you minimize this impact?

• How can you communicate the reasons for these losses?

What does this schedule mean for staff?

What does this schedule mean for staff?

What does this schedule mean for staff?

What does this schedule mean for staff?

What does this schedule mean for staff?

• Do these comments ring true for you?

• What are the barriers in your building?

• What opportunities do staff have to be a part of the conversation?

What about ELD time?

What about ELD time?

What about ELD time?

What about ELD time?

What about ELD time?

• What are your needs around ELD?• What is your data telling you about

the needs of ELD students?• What do you need in terms of time

and staff to best meet the needs of your ELD students?

• What systems are in place to communicate with all players?

Strengths Needs

Opportunities Barriers

Scheduling activity

The Million Dollar Question

• How would you know that you had the perfect schedule?–What steps can you take to get there?