1. POSTER TEMPLATE BY: www.PosterPresentations.com RTI Schedule: A Proposal to Implement a New Schedule Cathy Poppen, Oregon City School District, Ogden Middle School EDLD 655 University of Oregon March 13, 2012 Current Schedule Ogden Middle School ‘s Mission and Vision Current Reality Optional Schedule For further information, or sources contact Cathy Poppen at cathy.poppen@orecity.k12.or.us Master Schedule 8 th grade Contact Information Options Funding, Staffing, and Other Concerns for New Schedule The normal funding of the school is not greatly affected. There is however a need to add one additional half time Science and Social Studies Teacher. Cost = Approximately $50,000 Contract Issue – Ogden would be adding 5 additional minutes to the teaching day but not to the workday. A carefully designed schedule supports the goals of the school and does not require the staff to conform to the rigid constraints of the school schedule (Hackmann & Valentine 1998). Ogden Middle Schools mission and vision (goal) is to be committed to providing a safe, respectful, responsible learning community where all students progress socially and academically. The staff at Ogden Middle School intends to work diligently to assure high levels of learning for all students. They do this by: Engaging and using Professional Learning Communities (PLCs) as a model for measuring academic growth. Narrowing the achievement gap of subpopulations by continuously monitoring the academic needs of SpEd, ELL, Economically Disadvantaged populations and TAG populations. Continuing the Positive Behavior Support (PBS) program as a way of developing and maintaining positive relationships. Plans have been put in place to support each of the above strategies. A team is established and meets monthly to continue to work on the PBS program. PLC time has been built in weekly for curriculum and grade level teams with the goal to measure academic growth as well as to develop effective instructional strategies. In order to narrow the achievement gap of the subpopulations at Ogden a number of interventions have been adopted. It is the latter, to narrow the achievement gap of subpopulations, that alternative structures to the schedule at Ogden Middle School is being investigated. Interventions can be improved by creating a more flexible schedule that meets more students needs from low readers to talented and gifted. It is the desire of the Ogden staff to create a schedule that better meets the needs of middle school students while providing access to interventions and electives to as many students as possible Ogden follows a traditional departmentalized schedule that has intervention times build into the day. Each student has a 30-minute advisory in the morning followed by six fifty-two minute class periods. Four of the six classes are core classes (math, science, social studies, and language arts), one of the six classes is either P.E. or health, and finally the last class is an “elective”. Students who have met OAKS but are not passing math and/or language arts (if the schedule works for them) are placed in a study hall class designed to give them more time to do homework and to get organizational assistance. The students who do not meet OAKS in either math or reading, are not passing core classes, and are on an Individual Education Plan (when possible) are placed in an academic support class. The advisory program has multiple purposes. Students who do not meet OAKS in reading and math are in a targeted math or reading advisory. Students who have met OAKS are in an advisory that is designed to build relationships and provide enrichment activities. The best-designed schedules allow for every student to have access to all of the opportunities provided by the school. (Seed 1998) The present scheduled interventions at Ogden’s create an equity dilemma. 1. The schedule does not give a number of students access to interventions that may be the most beneficial for them. 2.For some it completely eliminates the option for interventions. 3.The students who are in interventions are not able to take advantage of the relationship building activities and enrichment taking place in the other advisaries. 4. Students who are in interventions during the day are not able to take elective courses. Schedule Interventions Problems Advisory 30 min. 8:45 – 9:45 Period 2 52 min. 9:17 – 10:10 Period 3 52 min. 10:14 – 11:07 1 st Lunch 11:07 – 11:37Period 4 52 min. 11:11 – 12:04 Period 4 52 min. 11:41 – 12:34 2 nd Lunch 12:04 – 12:34 Period 5 52 min. 12:38 – 1:31 Period 6 52 min. 1:35 – 2:28 Period 7 52 min. 2:32 – 3:25 Current Data: Student Body – 600 Students Intervention seats available – 227 (Some students are receiving multiple interventions) Number of students utilizing intervention seats – 192 Number of students who do not have access to electives – 65 Number of students who do not have access to relationship building or enrichment – 169 Number of students who are not in an intervention most beneficial? With this schedule teachers are provided one prep period. Sometimes they can prep with a common curriculum team. 1.Choose to retain the current schedule but instead lessen some the criteria that keep students from accessing more beneficial interventions. 2.Design and adopt a more flexible schedule that provides increased access to electives and interventions for more students. Master Schedule 7 th Grade Team TimeMondayTuesday Wednesday ThursdayFriday 8:40-9:10Advisory 9:13-12:33Core Block 12:36-1:06Lunch 1:10-2:00Core Block 2:03-2:43Elective 2:46-3:25 Intervention TimeMondayTuesday Wednesday ThursdayFriday 8:40-9:10 Advisory 9:13-10:03 Core Block 10:06-10:46 Elective 10:49-11:19 Lunch 11:22-2:42 Core Block 2:45-3:25Intervention TimePeriod Course 8:40-9:10Advisory 9:13-12:331 - 4Math, Social Studies, Science, LA 12:36-1:06 Lunch 1:10-2:005Health 2:03-2:436Elective 2:45-3:257Intervention A Students Schedule TimePeriod Course 8:40-9:10Advisory 9:13-12:331 - 4Math 12:36-1:06 Lunch 1:10-2:005Math 2:03-2:436Planning 2:45-3:257Intervention A Teachers Schedule Decision Proposed Results: Intervention seats available - 600 Number of students utilizing intervention seats – 600 (Some may be enrichment) Number of students who do not have access to electives – 0 Number of students who do not have access to relationship building or enrichment – 0 Number of students who are not in an intervention most beneficial - ? Common curriculum planning time Possible more flexibility to move students around as interventions are needed and no longer needed. Optional uses for advisory available. Sources At this time Ogden is going to stay with the schedule they have. Rationale: We have a 7.5 million dollar deficit so the money for the additional teacher is not available. The district is in the process of reconfiguring schools. The plan at this time is to possibly close two elementary schools and turn our current 7/8 middle schools into 6/7/8 middle schools. If this happens the planning for a new schedule would have to begin again. Daniel, L. (2007). Research summary: Flexible scheduling. http://www.nmsa.org/Research/ResearchSumAries/Flexibl eScheduling/rabid/1140/Default.aspx National Center on Responce to Intervention (July 2011). RTI Scheduling Processes for Middle Schools. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Responce to Intervention.