Association for Middle Level Education

41st Annual Conference and Exhibit

Nashville, TNNovember 6, 2014

Session 1256

BUILDING THE MASTER SCHEDULE

TO FACILITATE FLEXIBILITY

Barbara A. KalinaEducational Consultant911 Walnut StreetBatavia, Illinois 60510630-803-4416bkal911@comcast.net

Elliot Y. MerenbloomEducational Consultant7 Elm Hollow CourtBaltimore, MD 21208443-831-5175elliot@merenbloom.com

E.Y. Merenbloom & B.A. Kalina, Educational Consultants

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With a partner, brainstorm your belief as to why flexibility is important for early adolescent students.

Be prepared to report your ideas to the large group.

November 2014

ADVANCE ORGANIZER:THINK, PAIR, SHARE

E.Y. Merenbloom & B.A. Kalina, Educational Consultants

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The mission/vision of a school/district should be based on high expectations and student learning. The statements should be grounded in a shared set of core values.

(Kirk. Classroom Leadership.2004.)The master schedule needs to support

instruction that promotes the higher levels of learning implied in the Mission Statement. (Danielson. Enhancing Student Achievement . 2002.)

November 2014

MISSION/ VISION OF SCHOOLS

E.Y. Merenbloom & B.A. Kalina, Educational Consultants

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TEACHERS AND TIME

When teachers are able to make decisions regarding time, their sense of empowerment over curriculum and instruction heightens. They are able to fulfill the purpose of reform and restructuring: to increase student achievement.

Hackmann, D., et al. (2002)

E.Y. Merenbloom & B.A. Kalina, Educational Consultants

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Same teachersSame cohort of studentsSame teaching periodsCommon planning periodConsistent focus on role and function of

team

November 2014

FRAMEWORK: CONDITIONS ESSENTIAL FOR FLEXIBILITY

E.Y. Merenbloom & B.A. Kalina, Educational Consultants

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1 2 3 4 5 6 7 8 9Mrs. Griffin

RLA- 01

RLA- 01

SS-01TM L

RLA- 02

RLA- 02

SS-02Plan

Mr. Boyd

Math-02

Math-02

Sci-02 TM L

Math-01

Math-01

Sci-01 Plan

November 2014

TWO TEACHER TEAM: GRADES FIVE OR SIX

E.Y. Merenbloom & B.A. Kalina, Educational Consultants

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Four Teacher TeamCore 1 2 3 4 5 6 7Team A Eng 01 02 03 04 Flex/Adv TM/

DM PlanSS 04 01 02 03 Flex/Adv TM/

DM PlanMath 03 04 01 02 Flex/Adv TM/

DM PlanSci 02 03 04 01 Flex/Adv TM/

DM PlanSpEd Incl. Incl. Incl. Incl. Flex/Adv TM/

DM PlanTeam B Eng 05 06 07 08 Flex/Adv TM/

DM PlanSS 08 05 06 07 Flex/Adv TM/

DM PlanMath 07 08 05 06 Flex/Adv TM/

DM PlanSci 06 07 08 05 Flex/Adv TM/

DM PlanELL. Repl

. Eng

Repl. Eng. Inclu. Inclu. Flex/Adv TM/

DM Plan

E.Y. Merenbloom & B.A. Kalina, Educational Consultants

DOUBLE ENGLISH/ DOUBLE MATH

1 2 3 4 5 6 7 8R/LA 01 01 Team

Meeting 02 02 Plan 03 03

R/LA 04 04 Team Meeting 05 05 Plan 06 06

SS 03 06 Team Meeting 01 04 Plan 02 05

Sci 06 03 Team Meeting 04 01 Plan 05 02

Math 02 02 Team Meeting 03 03 Plan 01 01

Math 05 05 Team Meeting 06 06 Plan 04 04

Sp. Ed Replacement R/LA

Team Meeting

In-class Support: R/LA Plan In-class Support:

SS

Sp. Ed. Replacement Math

Team Meeting

In-class Support: Math Plan In-class Support:

Science

November 2014

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INTERDISCIPLINARY TEAM OF ENCORE OR EXPLORATORY TEACHERS

1 2 3 4 5 6 7 8

Art 6A 6B Team Meeting 7A 7B Plan 8A 8B

Music 6A 6B Team Meeting 7A 7B Plan 8A 8B

Tech-nology 6A 6B Team

Meeting 7A 7B Plan 8A 8B

Family/ Consumer Science

6A 6B Team Meeting 7A 7B Plan 8A 8B

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E.Y. Merenbloom & B.A. Kalina, Educational Consultants

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Period Grade 6 Grade 7 Grade 81

Core Core Core23 Exploratory4 Lunch Flex/Advisory5 Core Lunch Flex/ Advisory6 Exploratory Lunch7 Flex/ Advisory

Core8 Exploratory Core9

November 2014

BLUEPRINT: FOUNDATION FOR FLEXIBILITY

E.Y. Merenbloom & B.A. Kalina, Educational Consultants

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With a partner, using the conditions for flexibility and the blueprint,

choose one of the schedules shown anddetermine how the conditions for flexibility can be met.

Be prepared to report your decisions and reasoning to the large group.

November 2014

ENGAGEMENT

E.Y. Merenbloom & B.A. Kalina, Educational Consultants

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Alter sequence of classes.Plan large group instruction.Extend periods based on situation or

need.Combine for double periods.Group and re-group students.Schedule project time.Create time for interdisciplinary

experiences.Implement flex/advisory period.

November 2014

FLEXIBLE AND CREATIVE USES OF TIME

E.Y. Merenbloom & B.A. Kalina, Educational Consultants 13

ALTER SEQUENCE OF CLASSES

Example Research Support Impact

Team changes sequence of classes: Example # 1: from 1-2-3-6-7 to 6-7-1-2-3

Example # 2: from 1-2-5-6-7-8to 7-8-1-2-5-6

Exploratory courses may alter sequence as well.

Natural biorhythms and chemicals in the body influence the ability to attend to instruction.

In the afternoon, the chemical responsible for drowsiness increases. Jensen. (1998); Sylwester. (1995)

Students are seen at different times of their attention cycle, maximizing their opportunity to master each course.

November 2014

E.Y. Merenbloom & B.A. Kalina, Educational Consultants 14

PLAN LARGE GROUP INSTRUCTION

Example Research Support Impact

Teachers are able to present film, video, guest speaker, or readiness for field trip at one time rather than multiple times.

Care needs to be taken to sustain the attention of students throughout this time period. Sousa, D.A. (2006)

Attention span limits should be considered when planning the program.

Adequate time promotes instruction that is deliberate and unrushed; follow-up encourages rehearsal and allows opportunities for reflection and gestation of information.

Information/data presented in large group offers opportunities for follow-up and repetition in regular class time.

All students have a uniform experience.

Opportunities for team building can be planned as large group experiences.

November 2014

E.Y. Merenbloom & B.A. Kalina, Educational Consultants 15

EXTEND PERIOD BASED ON NEED OR SITUATION

Example Research Support Impact

All classes need not meet for the designated minutes in the school schedule.

The team’s time allocation can be subdivided based upon instructional need on an as-needed basis.

When teachers are able to make decisions regarding time, their sense of empowerment over curriculum and instruction heightens.

When teachers control time, they are able to fulfill the purpose of reform and restructuring: to increase student achievement. Hackmann, D., et al. (2002)

Varying time allocations provide opportunities for students to learn curriculum.

Time is not a limiting factor when planning learning engagements.

November 2014

E.Y. Merenbloom & B.A. Kalina, Educational Consultants 16

COMBINE FOR DOUBLE PERIODS

Example Research Support Impact

Interdisciplinary team classes scheduled for 40-45 minutes can meet for 80 or 90 minutes.

Team could initiate an alternate day schedule on a regular or as needed basis.

When classes are scheduled in consecutive periods, option is available for encore/exploratory classes.

Extended time provides students with the “opportunity to learn” the intended curriculum.

Marzano, R. J. (2003).

With more time, teachers can employ more formative assessments within a lesson to promote achievement.

Felner, R.D., Jackson, A.W., Kasak, D., Mulhall, P., Brand, S., & Flowers, N. (1997).; Marzano, R. J. (2003).

Students value the variety of engagements or experiences within a lesson and retain that which they “do” in comparison to that which they read or hear.

Integration of content, skills, and applications to real life enhances concept development.

Cooperative learning engagements reinforce social/emotional development of students.

November 2014

E.Y. Merenbloom & B.A. Kalina, Educational Consultants 17

GROUP AND REGROUP STUDENTSExample Research Support Impact

Teams temporarily regroup students according to success levels, learning styles, and interests based on data analysis.

To insure maximum student growth, teachers need to make modifications for students rather than assume that students must modify themselves to fit the curriculum. Tomlinson. (1999)

Lesson design can recognize a student’s weaker areas so that a level of strength in those areas may develop. Knowledge of students’ learning styles benefits the grouping and regrouping process so that variety is achieved and constant homogeneity is avoided. Gardner. (1996)

Teams override groupings provided in the master schedule in order to meet student needs.

Students may be grouped and regrouped for content and skill mastery purposes.

Allowing students to be grouped according to interests creates an atmosphere of respect.

Regrouping may be a result of peer relationship issues.

November 2014

E.Y. Merenbloom & B.A. Kalina, Educational Consultants 18

SCHEDULE PROJECT TIME

Example Research Support Impact

Short- and long-term projects may require adaptations of team schedules so that students control their own learning within the school day.

“Projects and activities should be a means to enhance learning, not an end in themselves.” They must relate to a clearly defined objective and not just superficially relate to it. Wolfe, 2001

Formative and summative assessment are crucial for students to complete projects independently.

“Authentic assessment is based on meaningful performances that are drawn from real-world contexts. “ Erickson. (2001)

Adequate time is allocated for teachers to complete formative assessments and monitor progress while students complete in-class projects.

Projects can be individual or cooperative group efforts. Cooperative groups address students’ social/emotional needs. November 2014

E.Y. Merenbloom & B.A. Kalina, Educational Consultants 19

CREATE TIME FOR INTERDISCIPLINARY EXPERIENCES

Example Research Support ImpactOpportunities exist for some or all teachers on a team to create a unit based on a major theme/concept or student interest. Additionally, special programs can be organized for an hour or two.

By incorporating cross-curricular standards, elaborative rehearsal occurs to place information into long-term memory. Wolfe. (2001)Without identifying the organizing concepts, curriculum documents may address only skills. Educators cannot assume that students can infer concepts or develop conceptual understanding from skill mastery. Erickson. (2001)Concept is a unifying factor of learning. Taba (1966)Through the commonalities of a given concept, the integration of understanding and knowledge takes place. Tomlinson. (1999)

Interdisciplinary instruction connects to issues of adolescent development and preparation for the world of work.

Comprehensive instruction features real life applications for the curriculum.

Patterns and relationships among subject areas emerge from the integrated instruction.

November 2014

E.Y. Merenbloom & B.A. Kalina, Educational Consultants 20

IMPLEMENT FLEX/ADVISORY PERIOD Example Research Support Impact

A cohort of teachers may have a period in the schedule designated as flex/advisory.

Time can be allocated to cover topics such as team building, test taking, study skills, decision making, conflict resolution, and bullying.

Can be scheduled by team on an as needed basis.

Teachers may plan enrichment or Tier 2 RtI experiences.

Schools may decide to use this time as a Tier 3 intervention period.

Each middle level student should be connected with an adult who supports the student’s academic and personal development. This We Believe. (1992)

NASSP advocates personalization to create an atmosphere of community. Breaking Ranks. (1996)

When teachers are able to make decisions regarding time, their sense of empowerment over curriculum and instruction heightens. Hackmann, D., et al. (2002)

Flex time enables teachers to create seamless learning experiences.

Advisory topics can be reinforced and extended in content areas.

Enrichment, remediation, and test preparation can be integrated into the total learning experience.

November 2014

E.Y. Merenbloom & B.A. Kalina, Educational Consultants

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ENGAGEMENT

For the type of flexibility assigned to your group, describe one of the three following points: the value or benefit for students concern about implementation potential impact on student

achievement. Be prepared to share your decisions

with the large group.

E.Y. Merenbloom & B.A. Kalina, Educational Consultants

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Student achievement correlates with the teacher’s use of contemporary

research in the development of lessons, the use of flexible and intervention

strategies, including provisions for advanced and

accelerated students as well as for students who need

additional support.November 2014

CONNECTION

E.Y. Merenbloom & B.A. Kalina, Educational Consultants

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Use the research on flexibility to create a professional development program.

Use the team meeting agenda to discuss flexibility, the flex/advisory period, and possible Tier 2 interventions.

Coordinate flexibility with RTI, and student achievement.

Discuss how flexibility can aid the implementation of state standards as a responsibility of the interdisciplinary team.

Assess the use of flexibility within teams on a routine basis.

November 2014

STRATEGIES FOR IMPLEMENTING OR EXPANDING FLEXIBILITY

E.Y. Merenbloom & B.A. Kalina, Educational Consultants

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3 Name three benefits of creating a schedule that provides for flexibility.2 List two concerns about implementing a flexible schedule in your district or school.1 Choose one point to take to your district, school, or team that emphasizes the relationship of flexibility, intervention, and student achievement.

November 2014

REFLECTION ENGAGEMENT

E.Y. Merenbloom & B.A. Kalina, Educational Consultants

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CEU CODE

QO-96