Stage 4: Analysis, Adjustment, & Distribution of Schedules

Goals of Stage 4  The goals of the Analysis, Adjustment, & Distribution of Schedules:  To complete a final analysis  To make any further adjustments as needed  To distribute student & teacher schedules

Run Scheduler- identify percentage of success – How well have student pathway program of study selection AND student course selections been satisfied? To what extent is there enrollment balance in multi-section courses? To what extent are pathway student cohorts purely scheduled? Steps and Queries in the Process

 To what extent does each pathway community of practice (pathway team of teachers who share students in common) share common planning time? Steps & Queries in the Process

Steps in the Process It is important to shift student groups to balance numbers across Academies/Pathways, BUT equal access and heterogeneous groupings must be maintained. (student choice=important; equity= important) Academy/Pathway teacher teams can offer key input at this stage as to what would improve their ability to instruct and plan.

Steps in the Process  Balancing teams and maintaining purity changes how student conflicts are resolved.  A student may need to take a particular class that is in another academy’s/pathway’s program of study to fix a conflict rather than individual courses being changed. (issues involved)  Important to visually identify class sections that include students from more than a single pathway/Academy

Analysis and Adjustment  Using your Master Schedule Notebook: Documenting conflicts and solutions Year to year tracking of scheduling conflicts, challenges, and solutions is important!

Distribution of Schedules  How can you personalize the distribution of student schedules in a way that helps each student “own” her/his own schedule?  When should you distribute student schedules?  What is the best way to distribute teacher schedules?  When should you distribute teacher schedules?