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 4: Inclusive Scheduling Frameworks: Fixed
Inclusive Scheduling Frameworks: Fixed
When you come to a fork in the road, take it.
Seeking answers to the challenges of meeting students' needs with pertinent programs sometimes feels as ambiguous a route as Yogi Berra's advice to take the fork in the road. The ambiguity, however, may encourage decisions to be made after studying a variety of ways a schedule can be built to address the issues. Then the fork in the road becomes a clearer destination.
The following three chapters present varied conceptual frameworks of schedules: fixed, variable, and hybrids of the two. For each schedule, three major components appear: a definition with examples; benefits for students, including special populations discussed in Chapters 2 and 3; and points or issues to ...