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 5: Inclusive Scheduling Frameworks: Variable
This time, like all times, is a very good one, if we but know what to do with it.
Just as Yogi Berra suggests we take the fork in the road when we come to it, Emerson suggests that time is available if we choose to use it wisely. Both speakers compel us to action. In the early part of the 20th century, John Dewey (1938) promoted serious reform for public education. He foresaw the need for more engaged scholarship on the part of students and more action by teachers to be facilitators of education rather than dispensers of knowledge. In the decades following Dewey's observations, little action occurred to change the scene. Time ...