Master Schedule An overview of options for Riverwoods future school - - PDF document

Master Schedule

An overview of options for Riverwood’s future school schedule

Process Review

• Sept- Stakeholder Survey closes, Reviewed
• 800 responses, staff and parents primarily.
• Student Support Responses
• Design of Day/Schedule Responses
• Flexibility Responses
• Vote by leadership to move forward with evaluating options.
• Oct-Scheduling team makes commitments
• One member per dept.
• Committed to making decisions to support all students, teachers, meeting the diverse

needs of our population, considering equally any schedule

• Who We Are / Who do We Want to Be Discussion to Guide Evaluation
• Oct/Nov-Evaluation, elimination of 17 schedules
• Personalization, Pedagogy, Productivity, narrowed to 3-4
• Discussion of implications and costs
• Pros/Cons developed for 3 schedules compared to current (w/ variation)

Assumptions in Each Schedule

• The Structure of lunch is undetermined
• Study hall may or may not be included
• A remediation/enrichment period may be added

to any schedule

• As such, consider the design of each schedule

following as a sample only.

6-period Traditional Schedule

1st Period 8:35 - 9:32 2nd Period 9:38 - 10:34 3rd Period 10:40 - 11:36 4th Period 11:36 - 1:41

• Lunch A
• (Lunch) 11:40 - 12:10
• (Study Hall) 12:10 - 12:40
• (Class) 12:43 - 1:41
• Lunch B
• (Study Hall) 11:42 - 12:10
• (Lunch) 12:10 - 12:40
• (Class) 12:43 - 1:41
• Lunch C

n

Time per course-56 x 180=10,180 min

n

Teacher planning time= 86 min

n

Choices available-6

n

Cost Factor- 5/6 (83%)

n

Student Load-6

n

Teacher Load-5

n

Percentage Core-67%

n

Meeting format: daily- yearlong

n

Staffing: -3.2% or + 2 teachers

6-period Traditional Schedule

Cons

• No built in time for

struggling students

• Reduced course choices,

particularly electives

• CTE, PE, VPA, Social Studies, AP

and IB offerings all would slim

• Different allocation of

teachers (fewer elective)

• Reduced credits (24 in 4

years, need 23)

• Difficulty achieving

pathways, magnet, and array

• f AP/IB/VPA/CTE choice

Pros

• Reduces academic load on

students who do not need/want or cannot handle extra courses

• Increased instructional time

per course (56x180)

• Fewer transitions / lost time

to class switches

• Fewer students for teachers

resulting in better feedback, experiences

• Sequencing the supports

students needs without “extra”

5-period Trimester Schedule

1st Period 8:35 - 9:45 2nd Period 9:50 - 11:00 3rd Period 11:05 - 12:15 4th Period 12:20 - 2:30

• Lunch A
• (Lunch) 12:20 - 12:50
• (Study Hall) 12:50 - 1:20
• (Class) 1:20 - 2:30
• Lunch B
• (Study Hall) 12:20 - 12:50
• (Lunch) 12:50 - 1:20
• (Class) 1:20 - 2:30
• Lunch C

n

Time per course-72 x 120=8,640 min

n

Teacher Planning time= 102 min

n

Choices available-15

n

Cost Factor- 12/15 (80%)

n

Student Load-15 (5 daily)

n

Teacher Load-12 (4 daily)

n

Percentage Core-TBD

n

Meeting format: daily-tri- mester

n

Staffing: = -6.5% or + 4 teachers

5-period Trimester Schedule

Cons

• Reduced instructional time

per course (70x120) from 6- and 7-period day

• Sequencing challenges as
• fferings would need to be

prescriptive from outset

• Different allocation of

teachers, need 4. Close to cost prohibitive

• Retain free periods for

seniors

• Difficult for students to

transfer in and out of Riverwood Pros

• Reduces academic load on

students similar to 6-period in any semester, not over yr.

• Built in time for struggling

students

• Maintain course choices,

particularly electives

• CTE, PE, VPA, Social Studies, AP

and IB offerings would remain

• Easy to complete pathways,

magnet, and array of AP/IB/VPA/CTE choice

• Fewer transitions / lost time

to class switches

• Increased credits (30)

8-period A-day/B- day Schedule

1st/5th Period 8:35 - 10:05 2nd/6th Period 10:10 - 11:40 3rd/7th Period 11:45 – 2:15

• Lunch A
• (Lunch) 11:45 - 12:15
• (Study Hall) 12:15 - 12:45
• (Class) 12:45 - 2:15
• Lunch B
• (Study Hall) 11:45 - 12:15
• (Lunch) 12:15 - 12:45
• (Class) 12:45 - 2:15
• Lunch C
• (Class) 11:45 - 1:15

n

Time per course-45 x 180=8100 min

n

Teacher planning time= 120 minutes some days, 30 others (avg. 75 min)

n

Choices available-8

n

Cost Factor- 6/8 (75%), 7/8 (87.5%)

n

Student Load-8

n

Teacher Load-6 or 7

n

Percentage Core: 50%

n

Meeting format: every-other- day-yearlong

n

Staffing: 7/8 load= 0% or +/-

n

Staffing: 6/8 load= -12.9% or +8 teachers

8-period A-day/B-day Schedule

Cons

• Increases academic load on

students.

• Reduced instructional time

per course (45x180) from 5- , 6-, and 7-period day

• Cost prohibitive to offer

teachers planning each day (12)

• Increases teacher

preparations and, thus, number of students served in the course over two days

• Retain free periods for

seniors Pros

• Built in time for struggling

students

• Fewer classes for students in

a day

• Maintain course choices,

particularly electives

• CTE, PE, VPA, Social Studies, AP

and IB offerings would remain

• Easy to complete pathways,

magnet, and array of AP/IB/VPA/CTE choice

• Least possible number of

transitions / lost time to class switches

• Increased credits (32)

7-period Common Schedule

1st Period 8:35 - 9:25 2nd Period 9:30 - 10:20 3rd Period 10:25 - 11:15 4th Period 11:20 - 1:00

• Lunch A
• (Lunch) 11:20 – 11:50
• (Study Hall) 11:50 - 12:10
• (Class) 12:10 - 1:00
• Lunch B
• (Study Hall) 11:20 - 11:40
• (Lunch) 11:40 - 12:10
• (Class) 12:10 - 1:00
• Lunch C

n

Time per course-50- x 180=9,000 min

n

Teacher planning time=80 min

n

Choices available-7

n

Cost Factor- 5/7 (71%), 6/7 (86%)

n

Student Load-7

n

Teacher Load-5 or 6

n

Percentage Core: 57%

n

Meeting format: daily- yearlong

n

Staffing: -16.1% or +10 (teacher load 5); +/- 0% (teacher load 6)

7-period Common Schedule

Cons

• Increased academic load on

students over a 6-period schedule.

• Many transitions during the

day

• Retain free periods for

seniors

• Teacher preparations can be

high

• Teacher turnover and

retention concerns if teachers have many preps Pros

• Built in time for struggling

students

• Fewer classes than an 8 a/b

day schedule

• 2nd most maximized

instructional time

• Maintain course choices,

particularly electives

• CTE, PE, VPA, Social Studies, AP

and IB offerings would remain

• Easy to complete pathways,

magnet, and array of AP/IB/VPA/CTE choice

• Maintain credit offerings

(28)

Time Comparisons

6 Period 7 Period 5 Block Trimester 8 A/B Passing Time 35 40 30 25 Lunch 30 30 30 30 Class Length 56 50 72 90 Time Per Course 10,080 9,000 8,640 8,100 Choices 6 7 7.5 8 Class Meetings per Year 180 180 120 90 Percentage Core (E,M,SC,SS) 5/6 (67%) 4/7 (57%) 4/7.5 (53%) 4/8 (50%)

Fulton HS Schedules

Current High School Master Schedule Designs 2013-2014 * Indicates intervention/enrichment time

6 period (teachers 5, students 6) 7 period (teachers 6, students 7) A/B Schedule (teachers 6, students 8)

Alpharetta (*Tues/Thurs) Centennial (*Tues/Thurs) Banneker (Title 1) Cambridge (*Tues/Thurs) Creekside Tri-Cities (Title 1) Chattahoochie (*HR ½ lunch) North Springs (*Wed) John’s Creek Langston Hughes Milton Northview Roswell

Defining Riverwood in Scheduling Priorities

Who We Are How can a schedule help bolster that?

• We are an International-

minded school

• We are International

Baccalaureate Programs (MYP and DP for all students)

• We are a Magnet School

whose program bolsters course exploration, global thinking

• We are educational

programming valuing holistic learning, well- rounded learners

• We want to have increased

quality over quantity experiences (the quality of teacher, the quality of time spent in class, etc.)

• We want to increase

instructional time and

• pportunities
• We want to broaden learning
• utside of Riverwood

(extended learning, dual enrollments, etc.)

• We want to provide

academic support during the

Riverwood Schedule Survey

https://www.surveymonkey.com/s/QVDPCJH