Differentiated Technical Assistance Team (DTAT) Video Series Elementary Scheduling

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

3. 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

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

5. 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.

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)

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

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

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

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

11. Research-Based Strategies… Not More of the Same • 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.

12. Encore Rotations

13. Tiered Intervention

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

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

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

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

18. 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

21. Intervention Schedule

22. Intervention Schedule

23. Floating Interventions

24. 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

25. 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.

26. Parallel Block Scheduling

27. 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?

28. What was one idea I learned during today’s webinar that I plan to share with teachers at my school? http://www.timeandlearning.org/index.html

29. 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.