Creative Scheduling for Diverse Populations in Middle and High School

List of Figures List of Tables Acknowledgments About the Authors Introduction 1. Schedules: The Springboard for Action Mission/Vision Catalyst for Change Using the Schedule Effectively Flexibility Role of the Scheduling Committee Teacher Contracts Programs for Diverse Populations 2. Special Programs for Educational Success: RTI, Special Education, and ELL Response to Intervention Special Education English-Language Learner Programs 3. Special Programs for Educational Success: Credit Recovery, Career and Technical Education, Gifted and Talented, Advanced Placement, and International Baccalaureate Credit Recovery Career and Technical Education Honors, Gifted and Talented, Advanced Placement, and International Baccalaureate 4. Inclusive Scheduling Frameworks: Fixed Semester 1/Semester 2 Double English/Double Mathematics Quarters Day 1/Day 2 Trimesters Credit Recovery Rotational Single Subject Traditional Special Populations and Fixed Schedule Matrix 5. Inclusive Scheduling Frameworks: Variable Interdisciplinary - Maximum Flexibility Interdisciplinary - Limited Flexibility Interdisciplinary - Encore/Exploratory Combination 6. Integrating Fixed and Variable Frameworks Into a Comprehensive Schedule Interchangeability: Fixed to Fixed Interchangeability: Fixed to Variable 7. Learning Communities and Flexibility Flexibility Strategies 8. Steps in Building a Middle School Schedule Step 1: Connect With the Mission/Vision Statement Step 2: Choose Structural Frameworks Step 3: Create Bell and Lunch Schedules Step 4: Formulate Program of Studies Step 5: Project Enrollment Step 6: Decide Team Composition Step 7: Develop a Blueprint Step 8: Assemble Grid of Teachers' Assignments Step 9: Plan Professional Development 9. Steps in Building a High School Schedule Step 1: Connect With the Mission/Vision Statement Step 2: Choose Structural Frameworks Step 3: Create Bell and Lunch Schedules Step 4: Formulate Program of Studies Step 5: Develop Student Registration Materials Step 6: Establish Student Database Step 7: Project Enrollment Step 8: Decide Composition of Houses, Magnets, or Academies Step 9: Create Department Summaries Step 10: Distribute Available FTEs Step 11: Categorize Teacher Assignments Step 12: Develop a Blueprint for Small Learning Communities Step 13: List Singletons, Doubletons, and Tripletons Step 14: Formulate Conflict Matrix for Singletons, Doubletons, and Tripletons Step 15: Place Singletons, Doubletons, and Tripletons on Master Schedule by Teacher and by Period Step 16: Enter Remainder of Courses Step 17: Initial and Subsequent Computer Runs Step 18: Implement Professional Development 10. Using the Schedule for Effective Instruction A Brief History of Instructional Influence Pacing the Curriculum Lesson Plan Foundations: Conceptual Lens, Target Learning, and Essential Questions The Lesson Plan and Learning Engagements 11. Professional Development to Support the Comprehensive Schedule Enacting Change Mission/Vision Statements Principal Leadership Requisites for Professional Learning Instruction Within the Schedule Appendix References Index

"The author does an excellent job of organizing the information in the context of current, relevant research-based best practices for all students as well as special populations, supports and services that are on target for the challenges school schedulers face under current education accountability policies. The inclusion of detailed examples and scenarios is icing on the cake!" -- Michelle Kocar, District Level Administrator "The book is well organized, starting with the table of contents. It paints a clear picture of what the book contains. This should be a great book for educators that are making decisions to improve the lives of students in special programs and those that need that special push to be successful in life." -- Gustava Cooper-Baker, Principal, Kansas City Missouri School District, Kansas City, MO