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Stage 4: Analysis, Adjustment, & Distribution of Schedules
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Goals of Stage 4 The goals of the Analysis, Adjustment, &
Distribution of Schedules:To complete a final analysisTo make any further adjustments as
neededTo distribute student & teacher
schedules
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Run Scheduler- identify percentage of success – How well have student pathway
program of study selection AND student course selections been satisfied?
To what extent is there enrollment balance in multi-section courses?
To what extent are pathway student cohorts purely scheduled?
Steps and Queries in the Process
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To what extent does each pathway community of practice (pathway team of teachers who share students in common) share common planning time?
Steps & Queries in the Process
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Steps in the Process
It is important to shift student groups to balance numbers across Academies/Pathways, BUT equal access and heterogeneous groupings must be maintained. (student choice=important; equity= important)
Academy/Pathway teacher teams can offer key input at this stage as to what would improve their ability to instruct and plan.
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Steps in the Process Balancing teams and maintaining purity changes
how student conflicts are resolved.
A student may need to take a particular class that is in another academy’s/pathway’s program of study to fix a conflict rather than individual courses being changed. (issues involved)
Important to visually identify class sections that include students from more than a single pathway/Academy
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Analysis and Adjustment
Using your Master Schedule Notebook: Documenting conflicts and solutions
Year to year tracking of scheduling conflicts, challenges, and solutions is important!
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Distribution of SchedulesHow can you personalize the distribution of
student schedules in a way that helps each student “own” her/his own schedule?
When should you distribute student schedules?
What is the best way to distribute teacher schedules?
When should you distribute teacher schedules?