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 9: Learning Communities and Flexibility
Coming together is a beginning. Keeping together is progress. Working together is success.
Previous chapters offered a variety of structural frameworks tailored to meet districts' special student populations. In each case, the schedule functions as a means to an end of raising achievement, not an end unto itself. Many factors enter into the equation of meeting needs and raising the achievement of all students. One major factor is the implementation of learning communities or teams that come in a range of sizes and shapes and appear in the world of business as well as education.
The official beginnings of learning communities occurred early in the 20th century when society was in flux and seeking answers to meet the needs ...