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 * Welcome to the wiki of the Lower School Task Force on Scheduling!

The first comments shared here are notes submitted by the chairs of the various subcommittees on scheduling (Time, People, Program, Space) following the meetings held in late October/early November of 2009.

Below those notes you will find a spot for you to add comments about your grade level's schedule: what's working... what's not working... what might mork better for you.

Please add your comments, findings, meeting notes, etc. as you proceed with the study of the Lower School Schedule with your grade level colleagues. Our target date for collating all of our ideas and presenting them to a wider community is December 8, 2009.

Check out the links to web resources related to the two recommended readings distributed by Cannie: __Brain Rules__ [|John Medina website] __Mindset__ [|Carol Dweck's Mindset Website] [|Brainology Program]

Please contact me if you need assistance with this wiki. I am happy to help! Susan HH**

Task Force: S. Sarshik, C. Williams, B. Grant, B. Duryea, M. Vieille, B. Cipolloni, J. Grisafi, M.McAuliffe 11/4/09 From the readings we have made the following lists: Things I Learned:
 * Program Sub-committee - Notes (****Susan Sarshik)**
 * 1) Goals/mission drives program
 * 2) Program guide schedule, helping to establish priorities
 * 3) Emphasis on Depth not breadth (Mile wide/inch thick)
 * 4) Prioritize core classroom time...Extended period of time allows for deeper penetration; 3 Long periods (90 minutes or 20%) of each day are core times (avoid bits)
 * 5) Program rotation/Mixing it up
 * 6) Program should be adjusted to meet ages of the students
 * 7) Strong feelings about tracking according to the readings
 * 8) Prime Morning time is not necessarily prime time...Sustained classroom time in reading/math is key at almost anytime
 * 9) Idea of “fluid blocks”
 * 10) Tendencies – grade level courses/teachers stay in classrooms-students move
 * 11) Transitions need to be minimized
 * 12) Winterims – specific periods of 1 week off-schedule devoted to projects
 * Questions to Resolve:**
 * 1) Which areas of your program are being well served? Which are not?
 * 2) At grade level what are your ideal programming needs in a week/rotation based on the goal of delivering a program that serves the mission statement?.... Prioritize your list of needs
 * 3) From your current program what is best to keep, what needs to be added, and what needs to be subtracted?
 * 4) Do you believe that homogeneous groupings best meets the needs of students at GA? If so, in what program areas? (Are the results of our tracking producing the desired outcome of the school’s programs) .... Would you consider groupings that cross-over grades?
 * 5) In what disciplines is it important to have a consistent block of time across the grade level, for example – math all classes within grade at the same time?
 * 6) Is it advantageous to only have half a class (smaller group) in your room at one time? (Kindergarten model – ½ to music, ½ stay in class, rotate after 30 minutes. Music teacher gets ½ of KCr and ½ of KM each ½ hour)
 * 7) How much time in a given day/rotation in a self-contained classroom structure is important for your program?
 * 8) What instructional blocks (minutes) would you like for various subject areas? What courses fit into longer periods?
 * 9) Should we consider a period when we take a break from our regular schedule and focus on a special program?
 * 10) Would you be in favor of substituting some weekly assembly time for a special interest “club” period?
 * 11) How do we minimize transition time to facilitate our programs?
 * 12) How much professional development time would be needed for teaching extended periods?
 * NEXT STEPS:** Survey the group! Suggestion is that grade level teams and program specialists meet in groups to answer questions.

The following people met on November 2, 2009: Kathy, Kurt, Dan, David, Lisa, Paul and Katelyn (Cannie and Sherrea were also in attendance) Agreed we have to do what is best for the Lower School program. At this time we did not come up with any planned action steps. Other than we need more space or a new space!! We still need more information before we can continue the discussion of scheduling. NEED TO KNOW WHAT EACH GRADE LEVEL AND SPECIAL DO NOT LIKE ABOUT THEIR CURRENT SCHEDULES. WHAT IS NOT WORKING? WHAT IS WORKING? • Is it space, time, program or people? • Each grade and each specialty needs to list the strengths and weaknesses of their current schedule, and a possible solution. Limiting factors: • Location • Size- rooms, desks, # of students, teachers, etc. • Number and availability of appropriate teaching spaces • Need to look at facility issues o Are we using our current space efficiently? o Do we have sufficient space for all teachers and assistants? • Assistants should be in the classroom and not in a closet • Class sizes- must remain flexible We might need to re-evaluate and relocate specials and classrooms to best serve our program and the children’s’ learning, even if we do not institute a new schedule. There are several grades where the classrooms are not equal, not only in size, but with technology. Areas to look at: assembly area, multi-purpose room, and relocation of classrooms. There are space parameters that will impact our schedule or set boundaries in which we can work • Some are out of our control o Our current building o Shared spaces- gyms, dining hall, etc. • At the same time, we as a scheduling committee can control the use of these spaces. • # of students in a class • # of teachers in the classroom • technology • transitions- by reconfiguring our space (relocating classrooms) We need to be creative and not be territorial and we need to be flexible. (After we have a discussion to reach some general conclusions about our schedule.) Match Points: A Practical Solution to Scheduling Problems Challenges according to the article: –teachers who teach in two or more divisions of the school; –the need for an age-appropriate schedule in each division, without impacting the schedule of any other division; –a single facility, most commonly a gymnasium or lunchroom, that must be shared by all divisions; and –groups of students who must move a substantial distance between buildings.
 * Space Sub-Committee** **(Kathy Wyszomierski)**
 * Space- physical space revolves around and involves the other sub-committees.**
 * What we can control when dealing with space:**
 * Questions we need to resolve about space:**
 * 1) What do we want to change?
 * 2) What needs to change?
 * 3) What is not working?
 * 4) What are our facility (space) issues?..... Need equality with classroom space....Our current 3rd and 4th grade classrooms are not equal..... 5th grade classrooms are too small.....Classrooms need to be equipped the same
 * 5) What should the class size be?..... Again, needs to be flexible...... Our class size cannot become larger than the space can effectively manage.
 * 6) How do we work with shared spaces?...... Among ourselves and the MS and Us
 * 7) What must we have?
 * 8) How can we use time and program to help with space issues?
 * 9) How can we use alternative spaces to help with space and time?
 * Match points- builds in structure and flexibility. Segment the day and build in “match points”- specific points in time when NO ACTIVITY IS SCHEDULED IN ANY DIVISION.

“Effective scheduling requires that you build a sense of mutual purpose, mutual understanding, and a commitment to the greater good. It is the art of possible-vision and compromise.” Fluid block schedule 21st literacy skills imbedded in themes that involve the core subjects – Isn’t science core? Make core classroom time a priority Organize year into semesters Blow up traditional time frames PE time defeats the purpose when transition takes so much time – how about longer block less frequently One size does not fit all – e.g. music 45 min. art and PE maybe longer Also dependent on age of students Ultimately trying to get at the scheduler to have the control of the schedule Schedule driven by need for meeting time for grade level teachers Count the interruptions Count the actual number of teaching days Unexpected interruptions What about a 7-day schedule Weight subjects appropriately math and science How about a 5-day schedule Learning happens in-depth not in-breadth Students need the break time Optimal learning time doesn’t mean time of day but rather length of time PE is not recess, it is structured teacher directed time Students need a break Is 15 min. valuable teaching/classroom time? Technology projects (limited equipment based projects) take time Attention and energy are fragmented in our fragmented schedule Time for faculty to meet is important Sufficient time with students is essential
 * TIME Subcommittee (Bridget Flynn)**
 * WE LEARNED:**

How can we address the time needs of primary and intermediate when needs are different? How can we facilitate meeting time between grade level teachers and specials? Is science a special? Can we start earlier? Can we end later? What else will we be asked to add to our curriculum – language, health? Are we still thinking about being in-sync with middle/upper school? How do we build flexibility into the schedule? Are there published studies that examine the kind of schedules that are best for the students? Is there time for guest teachers – e.g. university students? Can we build in a morning break for our students? Can we build an afternoon break for our students? When there is a rotating schedule – 7 day – is it possible to have guest teachers?
 * QUESTIONS:**

Immediate: Literature search to get more literature on the topic of scheduling Locate local schools to facilitate Consult with educators currently using other models of scheduling Evaluate our current schedule Count interruptions – vision testing, transition time, picture taking/retake, (head lice checks) class trips, rehearsals, flu-shots, Count actual teaching days – days in school
 * ACTION STEPS:**

**People Sub-Committee**
Angie Jones, Deena Cross, Joy Holmes, Meredith Franz, Emily Baurersmith, Joan Paltenstein, Jodi Bohr, Charlotte Dean, Liz Grothmann

1. The school setting (rooms/cubicles) is not ideal for how the brain learns best. 2. We have observed that here at GA, as our LS students move through the day they face new expectations from each teacher. 3. The various groups of people to consider are: students, faculty, staff, administrators, special subject, independent contractors, volunteers, teachers who coach, assistant teachers, IU staff, resource peoples, (SPARK?), parents as stakeholders
 * What we have learned/observed:**

1. Where do we start? 2. In what context are we discussing the people involved? 3. Do we know what the student’s day is like? 4. How can we find ways to collaborate teacher-to-teacher, grade-to-grade, specials teachers to classroom teacher? 5. Who decides when/how/why to make up classes when days are missed? 6. What influences affect the students’ learning? 7. We acknowledge that problem solving and building skills are the focus of what we do, but who decides the content/context in which it is taught? 8. How deeply do we want to go into content? 9. How do we prepare the faculty to prepare the students for the future? Faculty development~ how do we decide what/where/ when? 10. What are ways to create community at various levels?
 * Our Questions:**

1. We would like to preserve division of primary/intermediate leveling of specials. 2. We would like to coordinate the LS schedule with that of the MS & US so that we could do more “cross quad” collaboration.
 * Action:**

**Please add your comments about what is working/not working with your current schedule....and any ideas your grade level has about what might possibly work for you:**
What works for pre-k: Having am specials is a necessity since we have an optional half day program Current library schedule (before lunch works) Having Lisa Martin coming to individual classrooms for a 15 minute period Having music for a twenty period 4 times a week Having a common PE period (2 times a week for 30 minutes) works for us so we can meet as a grade level Children eating lunch in the classroom Common lunchtime for assistants works Common lunchtime for lead teachers works
 * PRE K**

Concerns: Art on Friday is often missed due to holidays, conferences, and in-services (If there is a rotating schedule, we would like to go to two 45 minute periods within a rotation) Afternoon assemblies are too late in the day (we would prefer early morning assemblies) Inconsistency of having Upper students as Spanish instructors (We would like to have foreign language 4 times a rotation for a 15 minute period) If we go to a seven day rotation, we would like PE 3 times a week for a 30 minute period We wish we could have more time to meet as a whole grade level Due to band set-up in the Music room, Music is taught in pre-k classroom one day a week Technology is not divided equally amongst our grade level (Smartboard) Assistants should have their own laptop

Concerns: • Miss many Fridays, Mondays, and Tuesdays-missing the same subjects over and over • Not coordinated with the Middle and Upper School • Fragmented • Not enough time with our own classes for an extended period of time • More ½ group time with a space to go to • Common time for all of kindergarten to get together, other than recess & lunch • Swimming – no time to meet as a grade level • Another space to take a small group • Computers so that an entire class can go on at the same time • Assistants should have a school computer • Having physical education right after recess (happens three times per week) • Would like more art without being a burden on Stef’s schedule (extra art class once a month)
 * KINDERGARTEN**

We like: • Having lots of specials, many several times a week • ½ group for music! • Lunch time -12:30 • 2 recesses, with one right after lunch • Meeting times during gym

Possible solutions: • Rotating schedule – same as Middle and Upper School


 * 1ST GRADE**
 * What is working:**
 * Signs for Sounds (1J/1W)
 * Most of the schedule
 * Split art
 * Current time slots (for reading,math, science, social studies and spanish)


 * What doesn't work:**
 * Adjusting time for the missed periods/specials
 * Lead teachers teaching Spanish
 * Smartboard in only a few classrooms
 * No technology "class" by a technology expert (computer lab)
 * Prep time for teachers for class lesson, for learning technology and calling parents
 * Signs for Sound (1F on Friday-misses 9 classes per year)
 * Flexible Time-need a slot for nurse activity (shots, vision screening, hearing test, lice checks, weigh-ins) and pictures (classa dn flagpole)
 * Assemblies in the morning and more frequently


 * Recess**
 * Concerns with new space and teacher coverage once everything is open-more coverage needed (takes away from prep time)
 * Must have schedule times/days when 1st grade is on new playground-if only two teachers will cover
 * 2 days of upper tier and 3 days lower tier (visa versa)
 * Recess could be longer or have two


 * Lunch**
 * Place and time (12:00) is great
 * Slightly disrupted when one class comes late because of Music


 * Swimming**
 * Issue about number of children in pool created 1/2 and 1/2 groups last year for one 1st grade section
 * 1/2 and 1/2 grouping for one class makes it a little easier, but then the teacher from that class does not get any prep time
 * Only one class in the pool at a time would be ideal


 * Specials**
 * Like the frequency of most specials and length
 * Would like to see more Art and a technology class added
 * Like the split Art class
 * More time for Social Studies is needed


 * Thoughts on Rotating Schedule**
 * "Rotating schedule would be great to spread out specials and have more flexibility."
 * "I like the idea of not having to make-up times - that cuts into other areas."
 * "Love the 7 day possibility-would be so helpful to 1st grade!"
 * "I think a rotating schedule is the best and most effective solution to the lower school current issues."

What is working:**
 * 2ND GRADE
 * Rich and varied program
 * Good for the students to "move" out of classroom and work with other teachers
 * Consistency of daily schedule (every Tuesday is the same, etc.)
 * 90 minutes of LA is working
 * Having lunch and gym back to back
 * Having recess and gym spaced out in intervals throughout the day
 * Having gym 4 times a week is great for the kids


 * What doesn't work:**
 * Fragmented days... too much travel time **Solution** - Bigger blocks of time, rotation schedule, building in time for travel
 * Small blocks of time between classes are difficult to use productively **Solution -**Larger blocks of time
 * Trying to catch the students up on missed work due to being pulled by IU **Solution -** Building another math period into the program; having common blocks of math instruction
 * Assembly periods... Friday afternoons is not an ideal time for our kids **Solution -** Rotating schedule, once a month in the morning assemblies, separate primary and intermediate students as often as possible
 * Scheduling of lice checks, vision and hearing screening. **Solution -**Maybe schedule for the days leading up to the start of school?
 * Technology: No curricular support. **SOLUTION: It has to be updated. It has to be equal. Every child needs access to a computer at all times. (program) WE NEED A TECHNOLOGY CoORDINATOR FOR THE LOWER SCHOOL (PEOPLE)**


 * Solutions:**


 * 3RD GRADE**


 * What works:**
 * Lunch/recess back to back- working for us
 * All teaching Math at the same time, every day- working for us
 * the time can change daily, but we all need to be teaching math across the grade level at the same time
 * we need 2 additional spaces to teach since we group by ability and have 5 total groups.

>
 * Lunch/recess back to back- working for us
 * All teaching Math at the same time, every day- working for us
 * the time can change daily, but we all need to be teaching math across the grade level at the same time
 * we need 2 additional spaces to teach since we group by ability and have 5 total groups.
 * What doesn't work:**
 * Reading/Language block of time (1 hour and 15 minutes) allows flexibility - however only possible on 3 out of 5 days in present schedule
 * **SOLUTION: Rotating schedule with at least 5/7 days where language arts meets at the same time, in addition LA meets everyday. (TIME)**
 * All 3rd grade classrooms are not equal (space)- not working for us
 * **SOLUTION: Reconfigure classrooms. Re-think use of current space. (SPACE)**
 * Technology is not equal within our classrooms- not working for us (only one classroom has SMART board) (PROGRAM
 * We need more computers to be able to use them more frequently to provide enrichment in both langage arts
 * **It has to be updated. It has to be equal.** **Program issue-**
 * **3rd grade has 20 laptops for 60 students and 3 assistants.** **Every child needs access to a computer at all times. (program)**
 * **Assistants require a school computer. They are intimately involved in the programing and implementation of the curriculum (program)**
 * **WE NEED A TECHNOLOGY CoORDINATOR FOR THE LOWER SCHOOL. We have moved backwards in the last two years.(PEOPLE)**
 * Extended blocks of time in the afternoon are not equal across our grade level- not working for us
 * 2 classes have 2 full afternoons of instruction and 1 class has only 1 full afternoon
 * **Solution: fix the schedule to meet this need (schedule)**
 * Friday schedule is not aligned with our other days.
 * Monday and Friday losses over the course of the year affect how often some classes have LA or specials. - not working for us **(Schedule)**
 * Science schedule problematic - 1/2 hour of science as a follow-up to prior science class interrupts Reading/Language Arts block of time **(Schedule)**
 * Should science be offered at different time blocks than presently exist?
 * **This can be fixed with 6 or 7 day rotating schedule.**
 * **This can be fixed with 6 or 7 day rotating schedule.**

4TH GRADE
 * Lunch/recess back to back- working for us
 * All teaching Math at the same time
 * All 4th grade classrooms are not equal (space)- not working for us
 * Technology is not equal within our classrooms- not working for us (only one classroom has SMART board)
 * Extended blocks of time are not equal or, in some cases, not even there
 * Limit Specials to 2 per day - good idea
 * Specials back to back - good idea
 * Understanding where transition time comes from - important
 * Rotation affecting ERB, Industrial Revolution - question
 * 1-1 computers - good idea
 * Attic Shelving - good idea
 * Assistant in each classroom - equity
 * Snack - developmentally necessary
 * block scheduling...... not happening for us, but we want it
 * Assistants should have a school computer - when they use one from the cart, that computer is not available for the students
 * Monday and Friday are disproportionately affected by holidays and trips, etc. - not consistent for specials
 * Common Activities 4th and 5th - CSO and Student Senate necessitate a common lunch and/or recess time

5TH GRADE What might possibly work for us:
 * block scheduling...periods greater than 60 minutes every day.... working for us
 * lunch/recess back to back- working for us
 * interdisciplinary connections/time...working for us
 * transition/travel time... unclear, not budgeted... not working for us
 * time for world languages...not enough time...not working for us
 * fifth grade classrooms not large enough... not working for us
 * fifth grade classrooms not equally technologically equipped... not working for us
 * technology integration...working for us
 * technology integration....not enough computers....not working for us
 * science only two short sessions, except in the spring....not working for us
 * music-related classes meet at least 4 times a week... not working for us
 * so many interruptions take children out of the classroom... not working for us SHH
 * having to "make up" time "lost" to weather, holidays, field trips, picture day, flu shots, head lice, t-shirt measuring, etc. ... not working for us SHH
 * we've virtually eliminated much of our peer pressure/substance abuse curriculum, as there's no time... not working for us SHH
 * health-related checks (lice, vision, hearing) perhaps out of PE time (wellness, health) ...might possibly work for us
 * rotating schedule... 7 days rotation... could possibly work for us
 * performance-related block scheduling once a month perhaps for the arts/science
 * one-to-one computing... would definitely work for us
 * longer block of recess/lunch ... would work for us

Extended blocks of time are not equal or, in some cases Understanding where transition time comes from - important Lack of big blocks of time More time for snack, lunch, recess Missing Mondays and Fridays No time for world languages Having to "make up" time "lost" to weather, holidays, field trips, picture day, flu shots, head lice, t-shirt measuring, etc. ... not working for us Day not long enough for all we wish to do Can we start school day earlier?
 * 4th and 5th Combined**
 * Not Working for us: Time**

Room sizes not adequate for numbers and size of children Is the LS the stepchild?
 * Not Working for us: Space**

Technology inequities Extended music Not enough science
 * Not Working for us: Program**

No world language teacher Not enough Assistant compared with other grades No reading/writing support for struggling students
 * Not Working for us: People**

Science: See specials below

What does work: Not having classes back to back

Physical Education
 * Working:**
 * 2 meeting per week - Pre-K
 * 4 meetings per week - K thru 3
 * 3 meeting per week 4th and 5th
 * Each teachers is assigned to his/her own homeroom with exception of 4th and 5th
 * Monday, Tuesday, Wednesday, and Friday afternnoons allow us time to prepare and/or leave early for athletic events
 * Pre-k (30 minutes) through third grade (40 minutes) class length
 * Small gym is our own space on most days
 * Other spaces like big gym and field house available during upper school break and middle school lunch the same time every day
 * The three of us share all of the available spaces equally
 * Not Working:**
 * Classes overlap. One class leaving space while the other class is waiting at the door
 * Transition time - youngest children (Pre-k) are farthest away
 * 2nd grade immediately following lunch often starts late
 * Gyms closed for rennovation every year during GA/PC weekend including Mon-Wed of following week
 * 4th and 5th grade core teaching times suffer due to changing into uniform
 * Lack of space (gyms, field house) while preparing for special events


 * Music**

What works well


 * 1) short time periods with class 3-4 periods per week with PK-2nd grades (time periods vary, but they work!)
 * 2) 45-minute music classes with 3-5th grades in a 5-day period (when that happens!)
 * 3) Two 45-minute rehearsals per 5 days with performing ensembles (when that happens!)
 * 4) Fifth grade band meeting twice per week like orchestra; orchestra/band students may choose to be in choir one day and instrumental ensemble the other
 * 5) Set-up time for ensembles in their rehearsal spaces – not back-to-back with other classes using the same spaces
 * 6) Set daily lunch and recess times for each grade level (for the purpose of private instrumental instruction)
 * 7) Weekly private lessons (if we go to rotation, lessons should stay on set day of WEEK, not rotation)

What doesn’t work well – is not optimal situation:


 * Ensemble rehearsals in the multi-purpose room after lunch
 * Having 4th and 5th grade ensemble rehearsals two days in a row
 * 4th and 5th grade ensemble rehearsals at the same time as primary music classes (the room is used for band!)
 * String ensemble rehearsals on Fridays – we miss too many Fridays
 * Fourth grade band situation is not the best scenario – would be better to have a separate rehearsal time from fifth grade
 * So many field trips – disruptive to schedule

What would work better than present schedule:

Second grade for 30 or 35-minute periods – perhaps 3 times per week rather than 4.

__**Art:**__

Classes twice a week for 45 minutes for intermediate. 1/2 classes for younger groups When we don't have classes back to back.
 * Works:**

M-F schedule Having classes back to back No travel time built in PK class time too long Seeing a class back to back in one week and then not again for several days Late arrival times from other classes or recess *Dismissing on time-respecting the time of other teachers
 * Doesn't:**

5-7 day rotation! At least 15 minutes between each class Built in travel time
 * Better:**

Library

World Language **(** Spanish)

Signs for Sounds(Reading Support) K-2:


 * What works:**
 * **Not having classes back to back**
 * **When students don't have to travel to a subject area (However, some of us need to use our own rooms)**
 * **Half groups for younger students**
 * **Having an assistant available to help with full classes (on special occasions)**


 * What doesn't work:**
 * **MTWRF schedule**
 * **having classes back to back in one day**
 * **No travel time built in**
 * **Seeing a class two days back to back and then not again for days**
 * **Late arrival times from other classes or recess *Dismissing on time-respecting the time of other teachers**


 * What would be better:**
 * **Specific class times depending on grade level**

Time:**
 * Concerns:
 * **Fridays, Mondays, and Thursdays are often missed.**
 * **Afternoon assemblies are difficult because they are late in the day and the children are tired and struggle to be attentive.**
 * **Flex time**
 * **Spanish needs to be added into program - where?**
 * **length and frequency of specials**
 * **We think it is important to have a 7**
 * **longer time for older students**
 * **5-7 day rotation which coincides**
 * **Built in travel times**
 * **Each grade level has one day with the middle and upper school schedules. - one school**
 * **Swimming**
 * Space**
 * **Computer lab**
 * **Spanish - we need a specific room for spanish instruction**
 * **Due to band setup in the music room, music is taught in a pre-k classroom once a week**
 * People**
 * **Spanish - we need a full time spanish teacher**
 * **Swimming**
 * Programs**
 * **Assistants with laptops**
 * **SmartBoards in every classroom**
 * **Computer lab & instructor**
 * **Spanish - we need a consistant program**
 * **We think it is important to have a 7 day rotation which coincides with the middle and upper school schedules. - one school - We think our schedule**
 * **large block of time that has no specials. (This would be very effective if on a 7 a good day rotation**
 * **Swimming**

Time:**
 * Whats Working:
 * **Common times for grade level meetings**
 * **Lunch and recess**
 * **With a rotating schedule science will to take a field trip)**
 * **At least one day for teachers with a block of time to accomplish work**
 * **Pre-K - AM specials**
 * **Kindergarten - 1/2 groups for music**
 * **1st - 1/2 groups for art**
 * Space**
 * **Lunch and recess**
 * People**
 * **With a rotating schedule science will work**
 * Programs**
 * **Swimming**
 * **"Rotation"**
 * **Pre-K - AM specials**
 * **Kindergarten - 1/2 groups for music**
 * **1st - 1/2 groups for art**
 * **Clubs instead of Friday assemblies (maybe one assembly a month)**

OTHER** - GROUP INCLUDED: Cannie, Sherrea, Susan, Betty, Joy, and Bridget

The first discussion centered on - What is considered a core subject?

The answer is definitely math and language arts. We debated regarding science and social studies and how they fit into our schedule for the future. The Middle School considers the following core: Math, English, History, Science, and Language. We discussed the ramifications of our program for Middle School and the need for our studies to seamlessly flow into the next division. Whatever the decision, core subjects should be taught every day, length of time or blocks depends on subject matter and age level.

Another discussion centered on what is the role of the specialist and what is considered a special. This is the time, as we revise schedules, to determine how best to use specialists, assistant teachers, leads, and curriculum coordinators in best implementing the Lower School program.

We spent time discussing projects and what drives the Social Studies program. Is this an area that needs revisiting?

Areas that are definitely not working under the current schedule:

No time for teacher collaboration Interruptions by IU support staff Interruptions to the schedule due to field trips, holidays, programs, pictures, lice checks, vision screenings, etc. Current world language program Space

Canie reminded us that we need to consider what is possible - what is within our means to change.

The next steps to consider:

How much time is needed by each grade level for each subject area? Perhaps it is time to set up a 15 minute grid for each day and have each grade level fill in for a 7 day rotation and see what it looks like For this it is important to priortize how much time is needed during a rotation for current "specials". The questions is who determines this? coordinators, administration, teachers, specialists? How do we effectively create time for clubs, assemblies, etc?