SLC Master Schedule Implementation From “Paper to Practice”

1. SLC Master Schedule Implementation From “Paper to Practice” Mike Neubig NeubigM@att.net

4. A school must first address the philosophy / culture within the school in order to create a belief system that ALL students can learn and ALL teachers should be expected to teach high level curriculum. Also, that there is EXTREME power in common teachers sharing common students and meeting regularly regarding their needs.

5. SLC’s are designed to provide equal opportunity within each community, by providing less segmentation and more flexibility to move between course levels.

6. Students are placed into a tracking sequence by providing multiple labels to students based upon past performance and other data: • Teacher recommendations • Grades • Attendance/discipline • Test scores To be successful, this system must be changed to one for heterogeneous grouping. (Equity)

7. The size of the “SLC Box” (student time spent in each SLC) depends upon how much a school is able to: • prescribe vertical course sequences • reduce core course levels and assign teachers by SLC - not by department. (Process)

9. Student Purity The percentage of students in each SLC specific class who are actually in that community: • should be above 90% in grade 9 • should be above 80% in grades 10-12. Teacher Purity Teachers in each SLC should teach the majority of their courses within the SLC and have 3 hours per week of common planning time.

10. Math Foundations Algebra A Algebra A and B Algebra 1 Honors Algebra Honors Geometry

11. Sample schedule of too many course levels and assigning teachers to limited preps Key

12. Algebra 1 Honors Algebra 1

13. Sample schedule for a school who has “prescribed and reduced” and assigned teachers preps for purity. Key

14. Biology + Honors Chemistry + Honors Ecology + Honors Geology + Honors Physics + Honors AP Biology AP Physics

15. Grade 11 All SLC - Chemistry or Physics (or Honors) Grade 12 All SLC - Ecology, Geology (or Honors) AP occurs as “global” class across all SLC’s Note: Biology is not offered as a repeat -- must take in summer school, online, or in alternative setting.

16. Curriculum Analysis (rules for including courses in SLCs). • Vertical Course Sequencing (Pathways) reflecting the ADDITION of core courses working with CTE, with common planning time. • Deciding upon the minimum half day focus for purity, at each grade level, per SLC • Adjusting the registration sheets to reflect the SLCs • Gathering course requests by SLC, not in a conglomerate number • Dividing courses as SLC specific, suggested electives, and global classes

17. Sample templates from: Pemberton, NJ Nashville, TN Albuquerque, NM, and Rochester, NY

18. 1. Have no more than three levels (or options) 2. Are able to be taught by one teacher 3. Occur in similar time periods as other SLC classes 4. Are common to almost all students 5. Have similar enrollment numbers to other teamed courses 6. Integrate well with other courses

19. A TEAM process in which a clear course sequence for each SLC/Career Academy is defined, Seperate tags/codes are created for course requests in each SLC, SLC schedules are built as separate schools, and teachers are assigned by SLC according to enrollment (NOT BY DEPARTMENT)

20. The BIG shifts:

23. Third Run - Late August

24. First Run Second Run – Mid August

27. Scheduling Guide by Mike Neubig The Practitioner’s Guide to Scheduling SLC’s and Career Academies; Equity in Action $39.95 each Available for purchase here or order via e-mail Capture.Education@att.net www.capture-education.com