Center for Applied Research and Educational Improvement Developing and Modifying Schedules to Maximize Time to Effectively Implement Tiered Levels of Instruction Center for Applied Research and Educational Improvement Presented by: Amber Humm Patnode, Ph.D. (ahummpat@umn.edu) @CAREIUMN #CAREIMTSS

Learning Outcomes: Increase knowledge of… The philosophy, infrastructure and processes necessary for developing schedules to meet student needs. Resources available to help develop schedules to meet student needs. Knowledge: What do I need to know Skill: How to Behavior: Application 1. Increase participants knowledge of the infrastructure and processes necessary for effective problem solving teams 2. Increase participants knowledge of effective teaming practices 3. Increase participants knowledge of methods to identify problems within a problem-solving framework

Big Idea Our intentions and beliefs are not separate from our outcomes- Gay Hendricks

Formula for Learning Constant Constant Variable Variable Variable Targeted Instruction Time Learning Constant Constant Variable Variable Variable Constant Mattos, & Buffum, 2015

Poll If we put the belief that learning is constant when targeted instruction and time are variable into practice, what would that look like?

It is the window to the soul of the school.” “The master schedule is to a school what grading policies are to teachers and classrooms. It reveals the true beliefs, attitudes, values, and priorities of the school. The school’s master schedule is like looking at an MRI of the inner workings of a school. It is the window to the soul of the school.” “The Master Schedule: A Culture Indicator”, (NASSP)

Bad News/Good News What I don’t have… But I can give you…

Steps for Creating Schedules to Meet Student Need Develop a task force Dig into critical questions Determine the need Draft a plan Develop consensus & solicit feedback Decide how to communicate with stakeholders Determine how to monitor and revise Buffum, Mattos, Malone, 2018

Develop a Task Force It’s About Time- Buffum & Mattos, 2015 Action Steps Resources Workgroup that includes: Administrator Grade-level and/or department representatives ESE representative Student services Intervention staff Investigate options: Book study Online resources Contact other schools It’s About Time- Buffum & Mattos, 2015 Elementary, Secondary Project Resources www.AllthingsPLC.info/evidence Categories: Create systems for intervention & enrichment Time for collaboration Timeline January/February

Dig into Critical Questions Action Steps Resources Guiding Questions for Developing Master Schedules to Meet Student Needs Format Function NC Intervention Delivery Models 1. What will be the format? 2. What will be the function/purpose? 3. How does this align? Timeline January/February

Determine the Need/Logistics Action Steps Resources Guiding Questions for Developing Master Schedules to Meet Student Needs Needs Logistics Resource Map Project Resources Evaluate/collect data Identify common needs Identify available resources Determine gaps Consider other partners Timeline March/April

Poll 2 Take a moment to review the guiding questions for: Format Function Need Logistics How feasible is this process for schools to engage in? Not feasible Somewhat feasible Very feasible What support would be required? What questions do you have?

Draft a Plan Action Steps Resources Review fixed versus flexible 1 Review type, frequency, duration of interventions 2 Review example schedules 3 Draft schedule with interventions by grade 4 It’s About Time- Buffum & Mattos, 2015 Elementary, Secondary Project Resources www.AllthingsPLC.info/evidence Categories: Create systems for intervention & enrichment Time for collaboration Timeline April

Develop Consensus & Solicit Feedback Action Steps Resources Determine how to share draft plan with staff Decide what feedback is desired and acceptability criterion Collect feedback from staff Make adjustments if needed Guiding Questions for Developing Master Schedules to Meet Student Needs Develop Consensus/Feedback Consensus Ladder Concerns Based Adoption Model- Stages of Concern http://www.sedl.org/cbam/ Timeline April/May

Decide how to Communicate with Stakeholders Action Steps Resources Guiding Questions for Developing Master Schedules to Meet Student Needs Communicating with Stakeholders FL PBIS Family and Community Engagement Resources http://flpbis.cbcs.usf.edu/foundati ons/FACE.html Determine what and how specific information needs to be shared with: Staff Families Students Others Timeline May/June--August/Ongoing

Determine how to Monitor & Revise Action Steps Resources Expect hiccups Gather input from stakeholders Revise as needed Review at end of year Guiding Questions for Developing Master Schedules to Meet Student Needs Determine how to Monitor and Revise Timeline August/Ongoing

Poll 3 Take a moment to review the guiding questions for: Drafting Plan Developing Consensus & Solicit Feedback Communicating with Stakeholders Monitoring and Revising How feasible is this process for schools to engage in? Not feasible Somewhat feasible Very feasible What support would be required? What questions do you have?

Contact Information Amber Humm Patnode (Brundage) Associate Director for Innovation & Outreach Center for Applied Research & Educational Improvement ahummpat@umn.edu @CAREIUMN Pl

Additional Reading, Resources Buffum, A., Mattos, M. (2015). It’s about time: Planning interventions and extensions in elementary school. Bloomington, IN: Solution Tree Press. Buffum, A., Mattos, M., & Malone, J. (2018). Taking Action: A handbook for RTI at work. Bloomington, IN: Solution Tree Press. Mattos, M., Buffum, A. (2015). It’s about time: Planning interventions and extensions in secondary school. Bloomington, IN: Solution Tree Press.