Overview

Full Product Details

Author:   Elliot Y. Merenbloom ,  Barbara A. Kalina
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 1.00cm , Length: 22.90cm
Weight:   0.226kg
ISBN:  

9781138207424

ISBN 10:   113820742
Pages:   134
Publication Date:   10 March 2017
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Contents List of Tables Meet the Authors Preface Acknowledgment eResources 1. Schedules: Achieving Efficiency and Equity An Efficient Schedule Defined An Equitable Schedule Defined Roles of Stakeholders Achieving Flexibility Within Structure Recap Points to Consider 2. Core Elements in the Development of a School Schedule: District and School Perspectives Mission/Vision Delivering the Curriculum Diverse Populations Response to Intervention Organizational Frameworks: Primary and Inserts Teachers’ Contracts Small Learning Communities Flexibility Least Restrictive Environment Financial Resources Credit Recovery Accommodating CTE and Other Alternatives Schedule Implementation Recap Points to Consider 3. Managerial Strategies Tally Department Summary FTE Distribution Chart Teacher Assignment Chart Conflict Matrix Blueprint Recap Points to Consider 4. Organizational Frameworks Primary Inserts Recap Points to Consider 5. Steps in Building a K-5 or K-6 Schedule Step 1: Review, Revise, or Create a Mission/Vision Statement Step 2: Gain Faculty Understanding and Support Step 3: Provide for the Three Tiers of RtI Step 4: Create Modular Grid for Teaching Sections Step 5: Confirm FTE, Sections, Common Plan Periods Step 6: Confirm the Curriculum Chart Step 7: Project Number of Specials Teachers Step 8: Place Specials, Lunch, and Intervention on the Grid Step 9: Place Core Classes on the Grid Step 10: Indicate ELL and Special Education Teachers Step 11: Provide Common Planning Time for Specials Teachers and Intervention Team Step 12: Establish Rotation for Specials Step 13: Finalize FTE Step 14: Professional Development Recap Points to Consider 6. Steps in Building a K-8 Schedule Step 1: Review, Revise, or Create a Mission/Vision Statement Step 2: Gain Faculty Understanding and Support Step 3: Provide for the Three Tiers of RtI Step 4: Create a Modular Grid for Teaching Sections Step 5: Confirm Number of Modules Needed for Teaching Sections and Common Planning Periods Step 6: Create or Review the Curriculum Chart K-4 or K-5 Step 7: Establish Program of Studies for Grades 5-8 or 6-8 Step 8: Project Number of Specials Teachers Step 9: Place Specials or Exploratory/Elective Courses, Lunch, and Intervention Periods on Grid Step 10: Place Reading/Language Arts, Mathematics, Science, and Social Studies on the Grid Step 11: Indicate ELL and Special Education Placement on Grid Step 12: Provide Common Planning Time Opportunities for Specials, Exploratory/Elective and Intervention Team Step 13: Establish Rotations for Specials or Exploratory/Elective Subjects Step 14: Finalize FTE numbers Step 15. Plan Professional Development Recap Points to Consider 7. Steps in Building a Middle School Schedule Step 1: Review, Revise, or Create a Mission/Vision Statement Step 2: Gain Faculty Understanding and Support Step 3: Provide for RtI Step 4: Choose Primary Framework and Appropriate Inserts Step 5: Create Bell and Lunch Schedule Step 6: Formulate the Core Program of Studies Step 7: Formulate the Exploratory/Elective Program of Studies Step 8: Project Enrollment Step 9: Decide Team Composition Step 10: Develop a Blueprint Step 11: Assemble the Grid of Teachers’ Assignments Step 12: Implement Professional Development Recap Points to Consider 8. Steps in Building a High School Schedule Step 1: Review, Revise, or Create a Mission/Vision Statement Step 2: Gain Faculty Understanding and Support Step 3: Provide for the Three Tiers of RtI Step 4: Choose Primary Framework and Inserts Step 5: Create Bell and Lunch Schedule Step 6: Decisions on Composition of Houses, Magnets, and Academies Step 7: Review and/or Update Curriculum Handbook for Students and Parents Step 8: Assemble Registration Materials and Coordinate Course Selection Process Step 9: Establish Student Data Base Step 10: Create Department Summaries Step 11: Create the FTE Distribution Table Step 12: Create Teacher Assignment Chart Step 13: List Singletons and Doubletons Step 14: Formulate a Conflict Matrix for Each Singleton and Doubleton Course Step 15: Create a Blueprint for Small Learning Communities Step 16: Place Singletons and Doubletons on the Master Schedule by Teacher and Period Step 17: Enter Remainder of Courses Step 18: Initial and Subsequent Computer Runs Step 19: Implement Professional Development Recap Points to Consider 9. Aspects of Schedule Implementation Recap Points to Consider

Reviews

In today's schools, scheduling is one of the most challenging and daunting tasks facing even the most experienced administrators. With over 60 years of professional experience, Merenbloom and Kalina have assembled a valuable `how to' guide for tackling the challenges of K-12 school scheduling. This highly resourceful volume is a must read for all K-12 administrators. -Steven B. Mertens, Associate Professor, Middle Level Education, Illinois State University Drawing on their extensive experience, Merenbloom and Kalina team-up again to share their approach for developing an efficient and effective school schedule for any K-12 school. This practical and research-based guide incorporates clear definitions, specific steps, and more than 100 visual displays of school schedules. Anyone interested in school scheduling as a tool to support equitable student learning will use this book again and again. -Micki M. Caskey, Associate Dean for Academic Affairs and Professor, Graduate School of Education, Portland State University The longer I have been in the school business, the more I have understood the importance and the difficulty of school scheduling. Using some of the strategies in this book, my district has systematically scheduled flexible intervention time within the school day and the results are phenomenal. This book is worth reading. -Karen Hickman, Deputy Superintendent of Academic Achievement, Pasadena Independent School District, TX

In today's schools, scheduling is one of the most challenging and daunting tasks facing even the most experienced administrators. With over 60 years of professional experience, Merenbloom and Kalina have assembled a valuable 'how to' guide for tackling the challenges of K-12 school scheduling. This highly resourceful volume is a must read for all K-12 administrators. -Steven B. Mertens, Associate Professor, Middle Level Education, Illinois State University Drawing on their extensive experience, Merenbloom and Kalina team-up again to share their approach for developing an efficient and effective school schedule for any K-12 school. This practical and research-based guide incorporates clear definitions, specific steps, and more than 100 visual displays of school schedules. Anyone interested in school scheduling as a tool to support equitable student learning will use this book again and again. -Micki M. Caskey, Associate Dean for Academic Affairs and Professor, Graduate School of Education, Portland State University The longer I have been in the school business, the more I have understood the importance and the difficulty of school scheduling. Using some of the strategies in this book, my district has systematically scheduled flexible intervention time within the school day and the results are phenomenal. This book is worth reading. -Karen Hickman, Deputy Superintendent of Academic Achievement, Pasadena Independent School District, TX

Author Information

Elliot Y. Merenbloom has been an educational consultant for 24 years. He has served as a classroom teacher, school counselor, assistant principal, principal, director of middle school instruction, and area director in Baltimore County, Maryland. Barbara A. Kalina has been an educational consultant for over 20 years. She has served as a teacher at Rotolo Middle School and an adjunct professor at Benedictine University and National Louis University.

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