2 Differentiated Technical Assistance Team (DTAT) Video Series Elementary Scheduling Part II of II: Protecting Instructional Time Judy Johnston, LaVonne Kunkel, & Steve DeGaetani

The ultimate goal in school improvement is for the people attached to the school to drive its continuous improvement for the sake of their own children and students. - Dr. Sam Redding 3

Elementary Scheduling Session 1 – First Steps Session 2 – Protecting Instructional Time

Elementary Scheduling Series  The sessions are designed to be used by individuals or in a group setting.  The sessions are sequential.  The PowerPoints and all other materials or references may be downloaded from the Virginia Department of Education (VDOE) Web site.  An Instructional Video Guide is also available on the VDOE Web site. 5

6 Purpose Series: To explore scheduling at the elementary level that will meet the needs of all stakeholders To examine strategies that maximize instructional time Today’s Video Presentation: To examine strategies that maximize instructional time To examine schedules to provide tiered intervention (remediation/enrichment)

Today’s Focus To examine strategies to…  Maximize instructional time o Minimize transitions o Decrease disruptions  Provide tiered intervention (remediation/enrichment) 7

What the Research Says… Lost Instructional Time  Student interruptions  Teacher interruptions  Visitors to the class  Loudspeaker announcements  Transitions  Other sources 8

What the Research Says… Lost Instructional Time  Student interruptions o disruptive behavior, leaving the room, changing seats, peer conflicts  Teacher interruptions o disciplinary actions, collecting or distributing materials, calling the office 9

What the Research Says…Lost Instructional Time  Visitors to the class  Loudspeaker announcements  Transitions  Other sources o late starts, early dismissals, fire drills 10

 Plan recess and lunch together.  Plan an abbreviated schedule on early-release or late-start days.  Four-, five-, or six-day cycles instead of Monday through Friday.  Schedule for tiered interventions. Research-Based Strategies… Not More of the Same 11

Encore Rotations 12

Tiered Intervention 13

Planned Intervention: Tier 1  Whole Group Instruction o Delivered within the regular Language Arts (LA) block o Core reading curriculum  Small Group Instruction o Delivered within the regular LA block o Differentiated instruction 14

Planned Intervention: Tier 2  Very focused: covers only targeted skills  Students are placed in homogeneous groups based on skill deficits  Teacher directed  Explicit instruction 15

Planned Intervention: Tier 3  More systematic and slower paced  Different curriculum  Smaller groups  More sessions or longer instructional time 16

Interventionist Pool  Teachers and specialists  Non-instructional personnel o Adult volunteers Parents, community service organizations, graduate training programs o Public school students Cross-age or same-age peer tutors o Support staff school psychologist, guidance counselor, paraprofessionals 17

Research-Based Strategies… Not More of the Same The structure and use of time and space in schools have a direct and significant effect on how, how much, and what children learn. Chip Wood, Time to Teach, Time to Learn 18

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Intervention Schedule 7:40 - 7:55 7:55 - 8:10 8:10 - 8:25 8:25 - 8:40 8:40 - 8:55 8:55 - 9:10 9:10 - 9:25 9:25 - 9:40 9:40 - 9:55 9: :1 0 10: :2 5 10: :4 0 10:40- 10:55 10: :1 0 11: :2 5 11:25- 11:40 11:40- 11:55 11:55- 12:10 12:10- 12:25 12:25- 12:40 12:40- 12:55 12:55- 1:10 1:10- 1:25 1:25 - 1:40 1:40- 1:55 1:55 - 2:10 2:10 - 2:25 2:25- 2:40 Kinder 120 Minutes 7:55-9:55 I ntervention 8:55-9:55 45 Minutes LUNCH 10:35-11:05 10:40-11:10 10:45-11:15 Recess-B 75 Minutes CAMP 12:55-1:40 60 Minutes First Intervention 7:55-8: Minutes 7:55-9:55 90 Minutes LUNCH 11:15- 11:45 Reces s-B CAMP 12:10-12:5590 Minutes Second 80 Minutes CAMP 9:15-10:00 Intervention 10:00-11: Minutes LUNCH 12:15- 12:45 Recess-B 105 Minutes Third 120 Minutes CAMP 10:00- 10:45 Intervention 11:00-12:00 LUNCH 12:00- 12:30 Recess-F Minutes Fourth 30 Minutes CAMP 8:25-9: Minutes LUNCH 11:30- 12:00 Recess-F 90 Minutes Intervention 1:40-2:40 Fifth 90 Minutes CAMP 10:50- 11:35 55 Minutes LUNCH 12:30- 1:00 Reces s-F 85 Minutes Sixth 90 Minutes LUNCH 10:55- 11:25 Recess-F 90 Minutes 30 Minutes 6th CAMP 1:45-2:40 21

Intervention Schedule 22

Floating Interventions 23

Parallel Block Scheduling By protecting blocks of instructional time from interruptions, a schedule can support the delivery of instruction. Hopkins and Canady, ASCD Nov 1995…Vol 53…#3 24

Parallel Block Scheduling  The classroom teacher’s instructional program takes precedence over special programs and support services.  Large blocks of time are devoted to language arts and mathematics.  Extension Center time allows for support services pull-out and enrichment. 25

Parallel Block Scheduling TEACHERS50 mins Teacher A Language Arts & Social Studies (Reading-Writing Groups 1 & 2 Reading-Writing Group 1 Reading-Writing Group 2 Teacher B Language Arts & Social Studies (Reading-Writing Groups 3 & 4 Reading-Writing Group 3 Reading-Writing Group 4 Teacher C Reading-Writing Group 5 Reading-Writing Group 6 Language Arts & Social Studies (Reading-Writing Groups 5 & 6 Teacher D Reading-Writing Group 7 Reading-Writing Group 8 Language Arts & Social Studies (Reading-Writing Groups 7 & 8 Extension Center Reading-Writing Groups 6 & 8 Reading-Writing Groups 5 & 7 Reading-Writing Groups 2 & 4 Reading-Writing Groups 1 & 3 Note: Depending on the size of the school, this plan can work with four grade-level teachers, two from each of two grades, or four from each of one grade. Canady and Rettig,

Reflection Reinvent schools around learning, not time. Chip Wood, Time to Teach, Time to Learn, 1999  If you could improve the use of time at your school, what would change?  How might you improve it?  What might be your first step? 27

What was one idea I learned during today’s webinar that I plan to share with teachers at my school? 28

Resources  Canady, R. L., & Rettig, M. (2008). Elementary School Scheduling: Enhancing Instruction for Student Achievement. Larchmont, NY: Eye On Education, Inc.  Farbman, D., (2008). The Quality Time Analysis Users Guide. The National Center on Time & Learning.  Hopkins, H. J., & Canady, R. L. (1997). ASCD Curriculum Handbook, Parallel block scheduling for elementary schools. Alexandria, VA: Association for Supervision and Curriculum Development.  National Education Commission on Time and Learning. (1994). Prisoners of time: Report of the national education commission on time and learning. Washington, DC: U.S. Government Printing Office.  Wood, C. ( 1999). Time to Teach, Time to Learn: Changing the Pace of School. Turner’s Falls, MA: Northeast Foundation for Children, Inc. 29