Scheduling at Tier 2: How Do We Fit It All In? September 24, 2013 Facilitated/Presented by: The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of Education. All funding (100%) is from federal sources. The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán) I-RtI Network Joan Hartnett and Kim Spiker

Objectives  Learners will identify three ways in which innovative scheduling may impact the quality of time that students spend in school.  Learners will evaluate their scheduling systems in relation to three key issues discussed.  Learners will develop the first steps of an action plan to adapt or create a schedule for their district or building.

Shout Outs  Identify Benefits of a Well Crafted Schedule  Identify one or more barriers or issues you are having with scheduling and/or resource allocation. Write on a sticky note and place on parking lot

Roadmap  Issues schools face regarding scheduling  Information on scheduling  Examples of schedules  Guest speaker – real life example  Action planning

Issues Related to Scheduling  Quality instructional time  Positive school climate  Varied amounts of learning time  Addressing student needs

Quality Instructional Time  Fragmented instructional time  Special programs schedule  Multiple pieces of unconnected curriculum

Positive School Climate  Daily schedule may have an impact on the school/classroom climate  Traditional schedule depersonalizes instruction for students  Short instructional periods

Varied Amounts of Learning Time  Some students need more time to learn than others  Options for acceleration are limited  Curriculum issues

Scheduling As A Solution  Schedule should reflect student needs  Utilize data to develop the schedule  Schedule key component

Table Talk Evaluate the scheduling system in your district/building in relation to the three issues presented and be prepared to discuss Guiding Questions:  Is your instructional time fragmented and if so, how?  How does the schedule impact the school climate in your building?  How is the need to vary learning time met within your schedule?  Does your schedule adequately address student needs?

SCHEDULING ELEMENTARY SCHOOL

Guiding Principles for Scheduling  Consider time as a way to value instructional priorities  Identify priorities for instruction and intervention  Analyze current schedule for time allocated to activities  Work collaboratively to develop a schedule that uses time to prioritize student needs

Review Progress Monitoring Data Current Schedule Consider Number of students needing intervention Size of intervention groups Evaluate How is time allocated? Educational vs. Non- educational Where can we find more time? Process for Developing Schedules

Example Third Grade Tier 1Tier 2Tier 3 Reading Math971912

10 Math Tier 2 8 Reading Tier 3 2 Math Tier 3 18 Reading Tier

List Activities/Classes/Subjects Time spent on each activity Rank What activities have an adequate amount of time? What activities need additional time? In what areas could time be reduced to meet priority needs? Plan Compare current rankings/priorities with student needs Identify who will teach interventions, enrichment, etc. Include team planning time for review of data Process for Developing Schedules

TimeOriginalRevised 8:00Announcements- Pledge :15Intervention/EnrichmentReading- Comprehension, Vocabulary, :30Phonics/Word Study, Fluency :45 9:00 Reading- :15 Phonics, Vocabulary, Fluency, Comprehension :30Language Arts, Writing, Spelling :45 10:00Reading Interventions/Centers :15Language Arts, Writing, Spelling :30 :45Restroom Break- 10:45-10:50Recess 11:00Recess- 10:50-11:05Restroom Break- 11:00-11:05 :15Lunch- 11:05-11:35 :30Restroom Break- 11:35-11:45

TimeOriginalRevised 11:45Math 12:00 :15 :30 :45Math Intervention- (Tues. & Thurs. only) 1:00 :15Science/ Social Studies-alternate days :30 :45 2:00Specials: PE, Music, ArtSpecials: PE, Music, Art- (PACK UP FIRST!) :15 :30 :45Return to class/pack up for end of the dayMath and Reading Fluency 3:00Buses homeBuses Home

Principal of Roosevelt Elementary

Scheduling Tips  Include after school program staff in planning intervention support activities  Assign ALL staff to a student/group to provide support at regularly scheduled times  Steal minutes from low impact activities  Consider alternative schedules  Utilize schoolschedulingassociates.com

Tips for Elementary Scheduling  Schedule recess time creatively  Avoid short blocks of time  Block schedule specials  Rotate itinerant specialists  Consider time of day

SCHEDULING EXAMPLES ELEMENTARY– TRACY COLWELL-FORCK

ACTION PLANNING  Discuss scheduling options and tips  Develop an action plan or the first steps of a plan for development of a schedule

Resources:  “RtI Scheduling Processes for Middle School” National Center on Response to Intervention  “The Power of Innovative Scheduling” Educational Leadership, by Robert Lynn Canady and Michael D. Rettig  “Finding Time: Building Schedules to Implement RtI,” University of Texas  eduling.swfhttp://buildingrti.utexas.org/CAP/Scheduling/Sch eduling.swf

SHARE OUT  Share one idea you received from this session or one item that you will share with your team regarding scheduling

“Only in the last decade have educators begun to capitalize on the potential of scheduling to improve schools. With open minds and equal doses of creativity and technical expertise, school administrators, teachers, parents, and students can harness this power.” Robert Canady and Michael Rettig