Master Schedule An overview of options for Riverwood’s future school schedule
Process Review • Sept- Stakeholder Survey closes, Reviewed o 800 responses, staff and parents primarily. o Student Support Responses o Design of Day/Schedule Responses o Flexibility Responses o Vote by leadership to move forward with evaluating options. • Oct-Scheduling team makes commitments o One member per dept. o Committed to making decisions to support all students, teachers, meeting the diverse needs of our population, considering equally any schedule o Who We Are / Who do We Want to Be Discussion to Guide Evaluation • Oct/Nov-Evaluation, elimination of 17 schedules o Personalization, Pedagogy, Productivity, narrowed to 3-4 o Discussion of implications and costs o 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.
1st Period 8:35 - 9:32 6-period Traditional 2nd Period 9:38 - 10:34 Schedule 3rd Period 10:40 - 11:36 4th Period 11:36 - 1:41 Time per course-56 x n 180=10,180 min • Lunch A Teacher planning time= 86 n min o (Lunch) 11:40 - 12:10 Choices available-6 n Cost Factor- 5/6 (83%) n o (Study Hall) 12:10 - 12:40 Student Load-6 n Teacher Load-5 n o (Class) 12:43 - 1:41 Percentage Core-67% n Meeting format: daily- n • Lunch B yearlong Staffing: -3.2% or + 2 n o (Study Hall) 11:42 - 12:10 teachers o (Lunch) 12:10 - 12:40 o (Class) 12:43 - 1:41 • Lunch C
6-period Traditional Schedule Pros Cons • Reduces academic load on • No built in time for students who do not struggling students need/want or cannot handle • Reduced course choices, extra courses particularly electives • Increased instructional time o CTE, PE, VPA, Social Studies, AP and IB offerings all would slim per course (56x180) • Different allocation of • Fewer transitions / lost time teachers (fewer elective) to class switches • Reduced credits (24 in 4 • Fewer students for teachers years, need 23) resulting in better feedback, • Difficulty achieving experiences pathways, magnet, and array • Sequencing the supports of AP/IB/VPA/CTE choice students needs without “extra”
1st Period 8:35 - 9:45 5-period Trimester 2nd Period 9:50 - 11:00 Schedule 3rd Period 11:05 - 12:15 4th Period 12:20 - 2:30 Time per course-72 x n 120=8,640 min • Lunch A Teacher Planning time= 102 n min o (Lunch) 12:20 - 12:50 Choices available-15 n Cost Factor- 12/15 (80%) n o (Study Hall) 12:50 - 1:20 Student Load-15 (5 daily) n Teacher Load-12 (4 daily) n o (Class) 1:20 - 2:30 Percentage Core-TBD n Meeting format: daily-tri- n • Lunch B mester Staffing: = -6.5% or + 4 n o (Study Hall) 12:20 - 12:50 teachers o (Lunch) 12:50 - 1:20 o (Class) 1:20 - 2:30 • Lunch C
5-period Trimester Schedule Pros Cons • Reduces academic load on • Reduced instructional time students similar to 6-period per course (70x120) from 6- in any semester, not over yr. and 7-period day • Built in time for struggling • Sequencing challenges as students offerings would need to be prescriptive from outset • Maintain course choices, particularly electives • Different allocation of teachers, need 4. Close to o CTE, PE, VPA, Social Studies, AP and IB offerings would remain cost prohibitive • Easy to complete pathways, • Retain free periods for magnet, and array of seniors AP/IB/VPA/CTE choice • Difficult for students to • Fewer transitions / lost time transfer in and out of to class switches Riverwood • Increased credits (30)
1st/5th Period 8:35 - 10:05 8-period A-day/B- 2nd/6th Period 10:10 - 11:40 day Schedule 3rd/7th Period 11:45 – 2:15 • Lunch A Time per course-45 x n 180=8100 min o (Lunch) 11:45 - 12:15 Teacher planning time= 120 n minutes some days, 30 others o (Study Hall) 12:15 - 12:45 (avg. 75 min) Choices available-8 n o (Class) 12:45 - 2:15 Cost Factor- 6/8 (75%), 7/8 n (87.5%) • Lunch B Student Load-8 n Teacher Load-6 or 7 n o (Study Hall) 11:45 - 12:15 Percentage Core: 50% n Meeting format: every-other- n o (Lunch) 12:15 - 12:45 day-yearlong Staffing: 7/8 load= 0% or +/- n o (Class) 12:45 - 2:15 0 Staffing: 6/8 load= -12.9% or n • Lunch C +8 teachers o (Class) 11:45 - 1:15
8-period A-day/B-day Schedule Pros Cons • Built in time for struggling • Increases academic load on students students. • Fewer classes for students in • Reduced instructional time a day per course (45x180) from 5- , 6-, and 7-period day • Maintain course choices, particularly electives • Cost prohibitive to offer teachers planning each day o CTE, PE, VPA, Social Studies, AP and IB offerings would remain (12) • Easy to complete pathways, • Increases teacher magnet, and array of preparations and, thus, AP/IB/VPA/CTE choice number of students served • Least possible number of in the course over two days transitions / lost time to • Retain free periods for class switches seniors • Increased credits (32)
1st Period 8:35 - 9:25 7-period Common 2nd Period 9:30 - 10:20 Schedule 3rd Period 10:25 - 11:15 4th Period 11:20 - 1:00 Time per course-50- x n 180=9,000 min • Lunch A Teacher planning time=80 n min o (Lunch) 11:20 – 11:50 Choices available-7 n Cost Factor- 5/7 (71%), 6/7 n o (Study Hall) 11:50 - 12:10 (86%) Student Load-7 n o (Class) 12:10 - 1:00 Teacher Load-5 or 6 n Percentage Core: 57% n • Lunch B Meeting format: daily- n yearlong o (Study Hall) 11:20 - 11:40 Staffing: -16.1% or +10 n (teacher load 5); +/- 0% o (Lunch) 11:40 - 12:10 (teacher load 6) o (Class) 12:10 - 1:00 • Lunch C
7-period Common Schedule Pros Cons • Built in time for struggling • Increased academic load on students students over a 6-period schedule. • Fewer classes than an 8 a/b day schedule • Many transitions during the day • 2nd most maximized instructional time • Retain free periods for seniors • Maintain course choices, particularly electives • Teacher preparations can be high o CTE, PE, VPA, Social Studies, AP and IB offerings would remain • Teacher turnover and • Easy to complete pathways, retention concerns if magnet, and array of teachers have many preps AP/IB/VPA/CTE choice • Maintain credit offerings (28)
Time Comparisons 5 Block 6 Period 7 Period 8 A/B Trimester Passing Time 35 40 30 25 Lunch 30 30 30 30 Class Length 56 50 72 90 Time Per 10,080 9,000 8,640 8,100 Course Choices 6 7 7.5 8 Class Meetings 180 180 120 90 per Year Percentage Core 5/6 (67%) 4/7 (57%) 4/7.5 (53%) 4/8 (50%) (E,M,SC,SS)
Fulton HS Schedules Current High School Master Schedule Designs 2013-2014 * Indicates intervention/enrichment time 6 period 7 period A/B Schedule (teachers 5, (teachers 6, (teachers 6, students 6) students 7) students 8) Alpharetta Centennial Banneker (Title (*Tues/Thurs) (*Tues/Thurs) 1) Cambridge Creekside Tri-Cities (Title (*Tues/Thurs) 1) Chattahoochie North Springs (*HR ½ lunch) (*Wed) John’s Creek Langston Hughes Milton Northview Roswell
Defining Riverwood in Scheduling Priorities How can a schedule help bolster Who We Are that? • We are an International- • We want to have increased minded school quality over quantity experiences (the quality of • We are International teacher, the quality of time Baccalaureate Programs spent in class, etc.) (MYP and DP for all students) • We want to increase instructional time and • We are a Magnet School opportunities whose program bolsters course exploration, global • We want to broaden learning thinking outside of Riverwood (extended learning, dual • We are educational enrollments, etc.) programming valuing holistic learning, well- • We want to provide rounded learners academic support during the
Riverwood Schedule Survey https://www.surveymonkey.com/s/QVDPCJH
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