Diverse needs, streamlined scheduling—find out how with this all-in-one resource!
For even the most experienced administrator, schedule design has never been tougher. How can you meet the academic needs of all learners, while making the most of limited time and resources? Help has arrived with this latest book from school-scheduling gurus Elliot Merenbloom and Barbara Kalina.
An essential resource for any administrator working with diverse populations, Creative Scheduling for Diverse Populations in Middle and High School zeroes in on effective planning for a wide range of programs, including RTI, credit recovery, special education, second language learning, career-technical education, work-study, Advanced Placement, and International Baccalaureate. You'll find: Guidance on developing schedules that advance your school's educational goals; Scheduling techniques for each type of program serving diverse learners, supported by research-based evidence; Flexible frameworks that create time for small learning communities and teacher collaboration; Best practices for fixed and variable scheduling in the context of learning needs; Insights on teamwork throughout the scheduling process; User-friendly schedule templates within each chapter, along with a reader's guide for professional development
Use this complete resource to overcome your scheduling challenges and advance learning throughout your school.
“The authors do 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, plus 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, Administrator
North Olmsted City Schools, Olmsted, OH
Chapter 1: Schedules: The Springboard for Action
Schedules: The Springboard for Action
If you want change, you have to make it. If we want progress, we have to drive it.
Although the word change drips easily from the lips, its embodiment in action often remains frozen. In Leading Change in Your School, Reeves (2009) continually reminds us that sustainable change occurs only when behaviors lead, especially the behaviors of those who seek the change. Those behaviors take their cues from the vision of the leaders and the mission/vision statements they espouse.
Developing a new master schedule embodies change. Danielson (2002) recommends that we consider the influence of a schedule on the pace of teacher and student interactions as well as class length, which in turn ...