1. Creating, Monitoring and Evaluating a Master Schedule That supports student learning

2. Goals of this Session During this session you will understand the importance of a school-wide schedule (and calendar) that supports multi-tiered instruction. After this session, participants will: Understand the importance of a focused school calendar and a healthy master schedule. Understand the importance of a focused school calendar and a healthy master schedule. Leave with examples of a school calendar and master schedules Leave with examples of a school calendar and master schedules Understand and have the tools to support the effective implementation of a master schedule Understand and have the tools to support the effective implementation of a master schedule

3. Does the schedule drive the school or the school drive the schedule? or the school drive the schedule?

4. Overview of Today Creating Conditions for Success Creating Conditions for Success Characteristics of healthy school culture, core and schedule Characteristics of healthy school culture, core and schedule Multi-Tiered Instruction Multi-Tiered Instruction Successful School and Schedules Successful School and Schedules What do I need to know? What do I need to know? What is working? What are some barriers? What is working? What are some barriers?

5. Community Agreements Be Positive Be Positive Collaborate with one another Collaborate with one another Productive Use Time Productive Use Time Mutual Respect and Collegiality Mutual Respect and Collegiality Open Communication Open Communication Be Open to Change and Be Willing to Change Be Open to Change and Be Willing to Change Be Positive Collaborate with one another Productive Use of Meeting Time Mutual Respect and Collegiality Open Communication Be Open to Change and Be Willing to Change Be Positive Collaborate with one another Productive Use of Meeting Time Mutual Respect and Collegiality Open Communication Be Open to Change and Be Willing to Change Be Positive Collaborate with one another Productive Use of Meeting Time Mutual Respect and Collegiality Open Communication Be Open to Change and Be Willing to Change Be Positive Collaborate with one another Productive Use of Meeting Time Mutual Respect and Collegiality Open Communication Be Open to Change and Be Willing to Change

6. Four Critical Question What is it we want our students to learn? What is it we want our students to learn? How will we know if each student is learning each of the skills, concepts and dispositions we have deemed essential? How will we know if each student is learning each of the skills, concepts and dispositions we have deemed essential? What happens in our school when a student does not learn? What happens in our school when a student does not learn? What happens in our school when students already know it? What happens in our school when students already know it?

7. Conditions for Success Michael Jordan – Failure and Success Michael Jordan – Failure and Success Michael Jordan – Failure and Success Michael Jordan – Failure and Success

8. Success and Failure What does success and failure look like in your school? What does success and failure look like in your school? How do he turn failure into success? How do he turn failure into success? How do you turn failure into success in your school? How do you turn failure into success in your school? Do you have a culture that allows for this conversation? Do you have a culture that allows for this conversation?

9. Creating Conditions for Success Shared Goals/ Mission/ Vision Shared Goals/ Mission/ Vision Strong Core Strong Core Assessment/Data Assessment/Data Instruction/ Systematic Response Instruction/ Systematic Response Leadership Leadership Professional Development Professional Development Culture of Commitment/ Team Culture of Commitment/ Team

10. Creating Conditions for Success Shared Vision “You cannot have a learning organization without a shared vision” Peter Senge Staff, students, families, community……

11. Conditions For Success Shared Vision Mission Fir Grove – Fit for Learning, Fit for Life. Vision Fir Grove Elementary School is a safe, welcoming school, where students, family members, staff, and community members are a part of our Fir Grove family. All are valued, treated with respect, and are involved and united with a focus on learning. High standards are set and achievements are celebrated. Students, teachers and families are enthusiastic about learning and are excelling academically and socially. Our students will leave Fir Grove prepared for their next steps with a strong foundation and a focus on serving our community.

12. Creating Conditions for Success Professional Learning Communities Professional Learning Communities Shared values and vision Shared values and vision Collaborative culture Collaborative culture Focus on examining outcomes to improve student learning Focus on examining outcomes to improve student learning Supportive and shared leadership Supportive and shared leadership Shared personal practice Shared personal practice

14. Conditions for Success Shared Vision Question 1 – What do we expect students to know? Question 1 – What do we expect students to know? We all are working towards the same goal together We all are working towards the same goal together Know and understand the core curriculum, standards and continuity Know and understand the core curriculum, standards and continuity

16. Conditions for Success Assessment/ Data Question 2 – How will we know if each student is learning each of the skills, concepts and dispositions we have deemed essential? “You must retain faith that you can prevail to greatness in the end, while retaining the discipline to confront the brutal facts of your current reality.” James Stockdale

17. Creating Conditions for Success Assessment Data Assessment Assessment Screening (All) Screening (All) Core Assessment Core Assessment Progress Monitoring (Some) Progress Monitoring (Some) Intervention Program Data Intervention Program Data Data Data Decision Making Yearly (grade, classroom, group, student) Decision Making Yearly (grade, classroom, group, student) Over time – daily, weekly, monthly, yearly Over time – daily, weekly, monthly, yearly

18. Creating Conditions for Success Instruction/ Systematic Response Instruction Instruction Uninterrupted – no assemblies, no announcements, no special programs Uninterrupted – no assemblies, no announcements, no special programs Reading/ Math/ Writing Blocks Reading/ Math/ Writing Blocks Emphasis on Instructional Strategies Emphasis on Instructional Strategies Meets the needs of 80% of students Meets the needs of 80% of students Administrator – Instructional Leader Administrator – Instructional Leader “Look Fors”

19. Creating Conditions for Success Instruction/ Systematic Response Look fors…. 1. Are you teaching what your schedule says you should be teaching? 2. Are you using the curricula selected by school? 3. Are you starting/ending on time? 4. Are ALL students 100% engaged? Every Student Every Time 5. Are you instructing students or are students working individually? 6. Are para-pros working with students full time?

20. Creating Conditions for Success Instruction/ Systematic Response Question 3 – What happens in our school when a student does not learn? Tier 1 – All students Tier 1 – All students Tier 2 – Strategic students – in core with additional 30 minutes Tier 2 – Strategic students – in core with additional 30 minutes Tier 3 – Intensive students – Core or modified core (few removed from core) additional 45 minutes Tier 3 – Intensive students – Core or modified core (few removed from core) additional 45 minutes

21. Creating Conditions for Success Instruction/ Systematic Response Pyramid of Interventions

22. Creating Conditions for Success Leadership “Using their knowledge and shared expertise, these leaders can develop a schedule that maximizes and protects instructional time, organizes resources and personnel to efficiently support ALL students in the building and ensure that instructional special programs (Title, SPED, ELL) is coordinated with, and is complimentary to the reading instruction provided in general education.” Oregon K – 12 Literacy Framework

23. Creating Conditions for Success Leadership School administrators and leadership teams work together to create a coherent plan for instruction School administrators and leadership teams work together to create a coherent plan for instruction “A successful face to face team is more than just collective intelligent. It makes everyone work harder, think smarter and reach better conclusions than they would on their own.” James Surowiecki

24. Creating Conditions for Success Leadership Focus on ALL students Focus on ALL students Know standards, assessment, programs, instruction and materials Know standards, assessment, programs, instruction and materials Multiple levels – principal, mentor coach, grade level teams, teacher leaders, departments, school leadership teams. Focus on reading and establishes mechanisms to support student reading programs Multiple levels – principal, mentor coach, grade level teams, teacher leaders, departments, school leadership teams. Focus on reading and establishes mechanisms to support student reading programs Identifies variables that are under our control Identifies variables that are under our control

25. Creating Conditions for Success Professional Development Guided by data/ result focused Guided by data/ result focused Focused on implementation of research-based practices and programs Focused on implementation of research-based practices and programs Consistent time allocated for planning, reflection and refinement of instruction Consistent time allocated for planning, reflection and refinement of instruction Differentiated according to need Differentiated according to need Results in a thorough understanding of reading priorities and practices. Results in a thorough understanding of reading priorities and practices.

26. Creating Conditions for Success School Culture What’s our purpose? Focus on the right work What’s our purpose? Focus on the right work Are we collaborative and work as a team? Are we collaborative and work as a team? Do we know where we are and where we want to go? Do we know where we are and where we want to go? Are we committed to improvement? Are we committed to improvement? Do we all take ownership and act as leaders in this process? Do we all take ownership and act as leaders in this process?

27. Shared Practices of Highly Effective Schools

28. Shared Practices of High Effective Schools The 90/90/90 Schools: A Case Study Impact of Collaboration Impact of Collaboration The Value of Feedback The Value of Feedback The Impact of Time The Impact of Time Action Research and Mid-Course Corrections Action Research and Mid-Course Corrections Aligning Teacher Assignments with Teacher Preparation Aligning Teacher Assignments with Teacher Preparation Constructive Data Analysis Constructive Data Analysis Common Assessment Common Assessment The value of Every Adult in the System The value of Every Adult in the System Cross-Disciplinary Integration Cross-Disciplinary Integration

29. Calendaring Time

30. Staff Meeting/ Professional Development Staff Meeting/ Professional Development Professional Learning Communities Professional Learning Communities Benchmark Meetings Benchmark Meetings Grade Level Team Meetings Grade Level Team Meetings Group Intervention Planning Team Meetings Group Intervention Planning Team Meetings Assessments – DIBELS, MAP, OAKS, Core Assessments – DIBELS, MAP, OAKS, Core

31. Calendaring Time Staff Meetings are Professional Development – planned weekly (depending on school need), Lead by Teacher Leaders Staff Meetings are Professional Development – planned weekly (depending on school need), Lead by Teacher Leaders PLCs – planned as a POD/ Monthly four hours focus on data and core instruction PLCs – planned as a POD/ Monthly four hours focus on data and core instruction Benchmark Meetings – Team review of schoolwide data, focus on health of the core, 3 times a year Benchmark Meetings – Team review of schoolwide data, focus on health of the core, 3 times a year

32. Calendaring Time Grade Level Team Meetings – Focus on Core Grade Level Team Meetings – Focus on Core Meeting Weekly 15 – 45 Minutes Meeting Weekly 15 – 45 Minutes Focused Time – SPED, Attendance/Behavior, Math, Reading, Writing Focused Time – SPED, Attendance/Behavior, Math, Reading, Writing Tight – Focused, Team, Logs copied and shared Tight – Focused, Team, Logs copied and shared Loose – Teacher Lead Loose – Teacher Lead

33. Calendaring Time Group Intervention Planning Time/ 20% meeting Group Intervention Planning Time/ 20% meeting Focus on groups of students in interventions Focus on groups of students in interventions Team – SPED, Learning Specialist, Child Development Specialist, School Psychologist, Principal, Teacher Point, ELL, Grade Level Teacher Team – SPED, Learning Specialist, Child Development Specialist, School Psychologist, Principal, Teacher Point, ELL, Grade Level Teacher Weekly – Scheduled Weekly – Scheduled

34. Calendaring Time Assessment Assessment DIBELS – Benchmark, Progress monitoring – weekly, bi-monthly DIBELS – Benchmark, Progress monitoring – weekly, bi-monthly MAPs – Fall and Spring, Some winter MAPs – Fall and Spring, Some winter CBAs – core assessments, Common Assessments – writing CBAs – core assessments, Common Assessments – writing OAKS OAKS

35. Calendaring Time Professional Development Calendar – Brainstorming Matrix Professional Development Calendar – Brainstorming Matrix

36. School Master Schedule

37. Scheduling Considerations Reading Core Reading Core Math Core Math Core Other Required curriculum Other Required curriculum Interventions Interventions Instructional Assistants Instructional Assistants What else????? What else?????

38. Things to Consider…. What do we need to consider before building a schedule? What do we need to consider before building a schedule? Contract requirements Contract requirements BOLI rules BOLI rules

39. Master Schedule Elementary Schedule Form Elementary Schedule Form Identify priorities Identify priorities Identify variables Identify variables Complete Form Complete Form Student Data Student Data Where is your biggest need? Increase time? Staffing? Where is your biggest need? Increase time? Staffing?

41. Evaluate Master Schedules Review Schedules A – G in table groups Review Schedules A – G in table groups Discuss positives attributes and concerns Discuss positives attributes and concerns Questions Questions Using the Scheduling Considerations Planning Form, complete the form for items 1 – 3 with each schedule Using the Scheduling Considerations Planning Form, complete the form for items 1 – 3 with each schedule Plenary Discussion Plenary Discussion

42. Monitoring/Evaluating Five Minute Walk through Five Minute Walk through “Look Fors” “Look Fors” Observation forms – curriculum specific Observation forms – curriculum specific OregonRTI OregonRTI OregonRTI Roseburg Public Schools Roseburg Public Schools Roseburg Public Schools Roseburg Public Schools Student data – grade level, class, group, individual Student data – grade level, class, group, individual

43. Closing Thoughts Michael Jordan – “Maybe It’s My Fault” Michael Jordan – “Maybe It’s My Fault” Michael Jordan – “Maybe It’s My Fault” Michael Jordan – “Maybe It’s My Fault”