Western Dubuque School

District High School & Middle

School Schedule Committee

Trimester Schedule Report

May 12, 2014

Background and Context• Committee Formed June 2013

• Motivation for study

o New educational standards and requirements and impact on

elective areas

o Current schedule dificult to sustain, etc

o Faculty concerned about the long-term impact of current

schedule

• Chaired by Mike Williams former principal at Dike-NewHartford

Schedule Committee Members• Christina Rose

• Judy Callahan

• Steve Seay

• Dave Hoeger

• Amanda Klaas

• Casey Bryant

• Dave Hoeger

• Casey Bryant

• Kelly Simon

• Sara Blair

• Mike Sconsa

• Jacob Brindle

• Liza Walke-Pollitt

• Doug Koeperich

• Mary Jane Maher

• Mary Frake

• Tom Jasper

• Greg VanderLugt

• John Hlubek

• Tony Butterworth

• Carrie Edgin

• Jake Feldmann

• Ken Kurt

• Karl Stubben

• CeAnn Palmer

• Tina Brestrup

• Ellen Hoefer

• Laura Scherbring

• Emily Goedken

• Mary Ann Trumm

• Ben Wilson

Criteria-Desirable Elements of a Schedule

• Maximizes student achievement

• Builds relationships (community/district,

student/teacher, student/student)

• Course offerings/flexibility/diversity

• Maximize instructional time and promote

effective instructional practices

• Provides flexibility (time for remediation,

lab classes, student choice, etc.

Criteria-Desirable Elements of a Schedule

• RTI time-intervention time

• Manageable caseload for teachers/teacher

prep time

• Manageable caseload for students

• Class length over 45 minutes

• Limit unstructured time for kids

• Creates a cost efficient model that will last

a long time

• Maintain or improve student learning and achievement

• Promote collaboration among teachers

• More credit earning opportunities

• Preserve or enhance our elective offerings

• Provide timely remediation

• Ability to provide manageable course loads for students each term

• Ability to address student needs through Excel and Special

Education delivery

• Ability to provide manageable course loads for teachers each

term

Initial Criteria for Evaluating

Schedules

• Ability for teachers to have daily student contact time

in classes

• Ability to maintain or expand course offerings

• Ability to have greater flexibility for both students &

staff

• Relieve some of the professional burdens created by

the current schedule that impact student learning

• Limited time for student/teacher contact in a day

• Number of courses and students taught in a term

Initial Criteria for Evaluating

Schedules

•Current A/B Block 4 period day

• 5 x 3 Trimester

• 6 x 3 Trimester

Schedules Considered/Discussed

Schedule Data Comparison

Schedule

Type

Minutes per

Class

Total Hours

Instruction Per

Year

2 Trimesters2 semesters

Hours Per

Yearlong

Class

Hours Per

Semester

Trimester

Long Class

AB 4 x 4 84 1008 126 63

5 x 3 69 1035 138 69

6 x 3 62 1116 124 62

Schedule Data Comparison

Schedule

Type

Periods

Teachers

Teach Per

Day

Teacher Load

Per Semester

(Ave. 27 Per

Class)

Teacher Direct

Instructional

Hours Per Day

Teacher Prep

Minutes Per Day

AB 4 x 4 7/8 189 4.9 0-84

5 x 3 4/5 121.5 5.2 22-69

6 x 3 5/6 135 5.2 62

8 A/B Schedule• Times per course 84 x 45

• Credits available-8

• Cost Factor – 6/8 (75%),

7/8 (87.5%)

• Student Load 8

• Teacher Load – 6, or 7

• Meeting format: Every-

other-day yearlong

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

Block

Pros• Students usually have extra

day to prepare

• Less wasted time with class

changes

• Some classes run for full

instructional year

• More instructional time for

class

• Daily Bobcat/Cougar Time

Cons• Class size higher without

increased staff

• Students carry 8 classes at a

time

• Limited ability to repeat class

• Requires more staff to operate

• Staff members have days with

no prep time

• Too many classes for students &

staff to manage

6 Block Trimester Schedule

• Time per course 62 x

120

• Credits available –18

• Cost Factor – 5/6 (83%)

• Student Load 5 or 6

• Teacher Load 5

• Meeting format: Daily-

trimester

60 Days 60 Days 60 Days

Block 1 Class 1 Class 7 Class 13

Block 2 Class 2 Class 8 Class 14

Block 3 Class 3 Class 9 Class 15

Block 4 Class 4 Class 10 Class 16

Block 5 Class 5 . Class 11 Class 17

Block 6 Class 6 . Class 12 Class 18

Trimester Schedule

Pros• Fewer classes for students

• Repeat failed classes in

same year in some cases

• See students everyday

• More active engagement

with class time

• Parallels seasons

Cons• Gap in classes from

trimester 1 to trimester

3

• 3 class changes in a

year

• Review all school

processes

• Transfer students

• Committee convened (April 2013)

• Discussed & Researched the various scheduling options

• Site Visits at Mequon Homestead, Fort Dodge, Union,

Grinnell, Clinton, Iowa City Junior High

• Staff Presentations (December)

• Meeting on 3/18/14

• Final Meeting and vote (75% approval) to recommend

to move to Trimesters in 2015-16

Consideration and Investigation of Options

• Iowa City

• Grinnell

• Fort Dodge

• Union Laporte City

• Dike-New Hartford

• Vinton Shellsburg

• Lewis Central, Council Bluffs

• Abraham Lincoln, Council Bluffs

• Clarinda

• Forest City

• Clinton

• Fort Madison

Schools in Iowa on Trimester

• 18 credits (6 classes per day for about 62 minutes)

• Class size will change little

• Schedule changes every 12 weeks

• No staffing increase anticipated

• Offers opportunity for immediate remediation (Tri 1)

• Offers an extra 2 credits for students to explore

possible interests

• There is no academic difference when students skip a

trimester when taking a 2 trimester course

Trimester Facts

• Academic performance of other trimester schools

• Opportunity for lesson redesign to reflect best

practices (depth vs narrow)

• Additional schedule slots for many students

• Addresses professional burdens of current schedule

• Opportunity to embed guided practice/formative

assessments in lessons

• Expanded Class offerings

Key Assets of the Trimester

• Three grading terms of equal length

• 1credit in 60 days, 2 credits in 120 days

• Six periods daily, each approximately 60-62 minutes

• Students enroll in five or six courses per term

(minimum number yet to be determined)

• Teachers teach five of six periods per term

• Bobcat/Cougar time not every day

What would the Tri look like at WD?

• Report cards will come out three times per year, three

progress reports (one per trimester)

• Final exams would occur 3 three times per year

• Sense of “Newness” 3 times per year

• Breaks and holidays off would not change

• Regular attendance will continue to be very important

• Students may have a 12 week gap between trimesters

of a course

Implications for WD

Minutes of InstructionSemester

Class

45 Days 84 minutes 3780 minutes of

instruction

Trimester

Class

60 Days* 62 minutes* 3720 minutes of

instruction

● Current Instructional Minutes In A Day: 336

● Trimester Instructional Minutes In A Day: 350

• April 30: Faculty update & discussion

• May 12: Update to School Board

• May 12-31: Full Faculty discussion & Presentation

• June 9: School Board update

• June : Inform students and parents of the recommendation

• July 14: School Board meeting; likely vote on schedule change

• August 1: If Board approval Trimester Committee formed to

plan for 2015-16 implementation

• September/October: Student & Parent information meetings

Steps in the Decision-Making

Process

Questions?

Western Dubuque Mission & VisionVISION

Success for All

MISSION

Empower confident, well-prepared citizens to excel in the 21st century.

CORE VALUES

All Children Can Learn

Engaging instruction and assessment accommodate a variety of learning styles and aptitudes.

Accountability and Responsibility

Learning is a shared responsibility among families, students, and staff.

Continuous Improvement

A commitment to open communication, continual feedback, and specific, attainable, and data-

driven goals increase achievement.

Challenging and Rigorous Curriculum

Curricula and instruction are based on sound research, high expectations, and innovative learning

environments.

Visionary Leadership

Leadership sets and communicates direction while modeling collaboration, fostering motivation and

sharing responsibility.

Safe Environment

A healthy and safe learning environment encourages relationship building and supports positive

self-concept and acceptance.