All Master Schedule Guide Resources

A quick reference of all resources associated with the Master Schedule Guide is provided below.

Master Schedule Guide Stage 1 - Planning

View Stage 1 Planning, Design, and Preliminary Tasks

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14-Month School Year Calendar Tool (xlsx)

14-Month School Year Calendar Tool is an Excel spreadsheet tool for the Master Schedule Guide.

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14-Month School Year Calendar Tool Instructions (PowerPoint)

14-Month School Year Calendar Tool Instructions (PowerPoint) provides instructions for use of the related Excel spreadsheet tool.

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A-G Course Evaluation Guidelines

A-G Course Evaluation Guidelines is a California-specific resource. It is associated with Stage 1 of the Master Schedule Guide.

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A-G Course Requirements

A-G Course Requirements is a California-specific resource. It is part of Stage 1 of the Master Schedule Guide.

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Acceleration and Intervention Strategies and the Master Schedule

Acceleration and Intervention Strategies and the Master Schedule is a resource for Stage 1 of the Master Schedule Guide.

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AP Augmentation: How it Works

AP Augmentation: How it Works describes the Advanced Placement Augmentation strategy at Berkeley High School, in California. It is a resource for Stage 1 of the Master Schedule Guide.

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Beginning the Conversation: Some Master Scheduling Questions

Beginning the Conversation: Some Master Scheduling Questions is a resource for the Master Schedule Guide.

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Bell Schedule Solution

Bell Schedule Solution is an Excel spreadsheet tool. It is included in Stage 1 of the Master Schedule Guide.

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Bell Schedule Tool, Instructions (PowerPoint)

Bell Schedule Solution Tool Instructions is a PowerPoint that accompanies the Excel spreadsheet tool of the same name. It is a part of the Master Schedule Guide.

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Bell Schedules, Overview

Bell Schedules provides an overview of Bell Schedule resources included in the Master Schedule Guide.

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Blended or Hybrid Learning

Expanded Learning Time/ Extended Learning Time in High School is a resource for Stage 1 of the Master Schedule Guide.

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Building Consensus, Making Decisions

Building Consensus, Making Decisions presents strategies for building consensus and making master schedule decisions. It is a resource for the Master Schedule Guide.

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Cohort Size Calculator

Cohort Size Calculator is an Excel spreadsheet tool, a resource for Stage 1 of the Master Schedule Guide.

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Common Planning Time Estimator

This spreadsheet helps to estimate the maximum number of teachers who can share a common planning time. It is a resource for Stage 1 of the Master Schedule Guide.

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Comparison of School Day and Use of Time in Pathways, Academies, and Schools

Comparison of School Day and Use of Time in Pathways, Academies, and Schools is a resource in Stages 1 and 4 of the Master Schedule Guide.

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Deeper Learning

Deeper Learning includes inquiry learning, project-based learning, complex thinking, and more. This is a resource for Stage 1 of the Master Schedule Guide.

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Design Thinking

Design Thinking is a compilation of design thinking resources, primarily drawn from Stanford University. It is a resource for the Master Schedule Guide.

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Dual Enrollment: Resources to Support Implementation of Dual Enrollment Programs

Dual Enrollment Resources to Support Implementation of Dual Enrollment Progams is a resource in stage 1 of the Master Schedule Guide.

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Examining a Master Schedule with an Equity Lens

Comprising key questions in assessing equity issues, and a list of materials and artifacts to examine. This resource is part of Stages 1, 2 and 4 of the Master Schedule Guide.

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Expanded Learning/Extended Learning

Expanded/Extended Learning is a resource for Stage 1 of the Master Schedule Guide.

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Facilities Load Calculator

This is an Excel spreadsheet tool that helps with counts related to your site facilities and room and staffing capacities. It is a resource for the Master Schedule Guide.

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Faculty Planning Survey

Faculty Planning Survey is a sample document. It is a resource for Stage 1 of the Master Planning Guide. It is an editable file.

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Finding Time for Common Planning Teacher Collaboration

Finding Time for Common Planning Teacher Collaboration is a resource for Stage 1 of the Master Schedule Guide.

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Finding Time for Work-Based Learning

Finding Time for Work-Based Learning is a resource for Stage 1 of the Master Schedule Guide. It is a resource for Stage 1 of the Master Schedule Guide.

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Flipped or Inverted Learning

Flipped Learning / Inverted Learning / Reverse Instruction presents strategies that allow for collaborative inquiry and problem-solving in the classroom. It is a resource for Stage 1 of the Master Schedule Guide.

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Group Calendars

Online applications for Group Calendars is a resource for Stage 1 of the Master Schedule Guide.

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Honors by Exhibition, Embedded Hours

Honors by Exhibition, Embedded Hours, Sample Honors Contract is an example from Bow High School in New Hampshire. It is a resource for Stage 1 of the Master Schedule Guide.

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Importance of Cohort Size and Structure Instructions (PowerPoint)

Importance of Cohort Size and Structure Instructions is a PowerPoint presentation for use with the related Excel spreadsheet tool. It is part of Stage 1 of the Master Schedule Guide.

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Keeping Count

Keeping Count is a document in the Tools section of Stage 2 of the Master Schedule Guide.

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Lists, Lists, Lists

Lists, Lists, Lists is a resource for Stage 2 of the Master Schedule Guide.

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Master Schedule Guiding Principles, Priorities, Milestones, and Metrics

Master Schedule Guiding Principles, Priorities, Milestones, and Metrics is a resource for Stage 1 of the Master Schedule Guide.

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Master Schedule Needs Assessment, Long Beach

Master Schedule Needs Assessment, Long Beach is a needs assessment tool that aligns with the master schedule. It is a resource for Stage 1 of the Master Schedule Guide.

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Master Schedule Posters

Master Schedule Posters is a document that provides a set of “posters” for use during a Chalk Talk, Placemat, or similar collaborative conversation activity. It is a resource for Stage 1 of the Master Schedule Guide. It is an editable file.

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Master Schedule Team

Master Schedule Team addresses who needs to be involved, successful team strategies, and more. This document is included with Stage 1 of the Master Scheduling Guide.

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Notebook: Content Cover Sheet

Includes a checklist for recommended Contents for Stage 1 of the Master Schedule Notebook. This also serves as a cover sheet for the Stage 1 Section of the Master Schedule Notebook. This document is a resource included in the Master Schedule Guide.

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Notebook: Master Schedule Team

This is a template for recording your Master Schedule Team membership and roles and responsibilities. This document is a resource included in the Master Schedule Guide.

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Notebook: Reflection on Stage 1

This resource provides a description of Reflection Cycles, Sample Reflection Questions, Reflection Prompt for Stage 1. This document is a resource included in the Master Schedule Guide.

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Notebook: Theory of Action

This resource defines a Theory of Action and why it is important; provides examples and a template. This document is a resource included in the Master Schedule Guide.

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Online Learning

Online Learning describes trends in online learning and offers a small sample of online courses for high school students.

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Online Meetings and Video Collaboration

Online Meetings and Video Collaboration is a resource for Stage 1 of the Master Schedule Guide.

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Overview of Tasks & Timeline: Planning, Design & Preliminary Steps

Overview of Tasks & Timeline is part of Planning, Design & Preliminary Steps for Stage 1 of Master Schedule Guide.

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Planning a Master Schedule with an Equity Lens

Planning a Master Schedule with an Equity Lens presents questions to answer, and data to examine. This resource is included in the Master Schedule Guide.

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Planning Tasks Worksheet

Planning Tasks Worksheet will help you think through Master Schedule tasks that occur in Stage 1. It is an editable document.

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Planning, Design & Preliminary Tasks (PowerPoint)

Planning, Design & Preliminary Tasks is a PowerPoint presentation for Stage 1 of the Master Schedule Guide.

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Polling Applications

Polling Applications is a survey of popular online applications for creating polls. It is a resource for Stage 1 of the Master Schedule Guide.

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Questions to Answer for Stage 1

Questions to Answer for Stage 1 presents questions to answer prior to beginning distict planning, design and preliminary tasks. It is provided as an editable file. This resource is included in the Master Schedule Guide.

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Questions & Answer Prior to Beginning Stage 1

Questions to Answer Prior to Beginning is a resource for Stage 1: Planning, Design and Preliminary Tasks of the Master Schedule Guide. It is an editable file.

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ROP Classes/Centers, CTE, and the Master Schedule

ROP Classes/Centers, CTE, and the Master Schedule is a resource in the Master Schedule Guide.

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Samples of Master Schedule Timelines

Samples of Master Schedule Timelines provides samples of district and site master schedule timelines. It is a resource for Stage 1 of the Master Schedule Guide.

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Schedule Change Course Drop Policies

Schedule Change Course Drop Policies is related to course changes and course withdrawals. It is associated with Stage 5 of the Master Schedule Guide.

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Sharing and Storing Files Collaboratively

Sharing and Storing Files Collaboratively looks at online applications for sharing and storing files. It is a resource for Stage 1 of the Master Schedule Guide.

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Sharing Documents and Collaborating Online

This document surveys applications for sharing documents and collaborating online. It is a resource for Stage 1 of the Master Schedule Guide.

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Staffing Allocation Calculator

The Staffing Allocation Calculator is an Excel spreadsheet tool helps calculate the number of staff needed to accommodate the number of students enrolled and the bell schedule utilized. It is a resource for Stage 1 of the Master Schedule Guide

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Standards Based Grading

Standards Based Grading is a resource for Stage 1 of the Master Schedule Guide.

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State District Site Policies that Impact the Master Schedule

State District Site Policies that Impact the Master Schedule preesents examples of policies that impact the master schedule, including Linked Learning parameters. It is a resource for Stage 1 of the Master Schedule Guide.

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Supporting Inclusive Pathways ELL Special Education

Strategies and Resources for Supporting full inclusion of English Language Learners and Special Education Students in Pathways is a resource for Stage 1 of the Master Schedule Guide.

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Task Template: Develop a Master Schedule Timeline

Task Template: Develop a Master Schedule Timeline is a resource for Stage 1 of the Master Schedule Guide. It is an editable file.

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Teacher Pathway Program of Study and Course Preference Sheet

This teacher preference sheet is used to indicate pathway preference, course preference, room preference and preparation period preference.

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To Do Lists

To Do Lists is a resource for Stage 1 of the Master Schedule Guide.

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Updating Course Information and Course Catalog

Updating Course Information and Course Catalog is as resource for Stage 1 of the Master Schedule Guide.

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Visualizations, Charts, Graphs, and other Graphic Representations

Visualizations, Charts, Graphs, and other Graphic Representations is a resource for Stage 2 of the Master Schedule Guide.

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Worksheet: Action Planning – Aspect of Master Scheduling

Worksheet: Action Planning – Aspect of Master Scheduling is a template for action planning. It is provided as an editable file. This is a resource for Stage 1 of the Master Schedule Guide.

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Worksheet: MS Team Activity. Determining Our Master Schedule Priorities

Master Schedule Team Activity: Determining Our Master Schedule Priorities is a resource for Stage 1 of the Master Schedule Guide. It is an editable file.

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Worksheet: Opportunities Checklist

The Worksheet: Opportunities Checklist is an editable file. It is a resource for Stage 1 of the Master Schedule Guide.

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Worksheet: Parameters and Constraints

Worksheet: Parameters and Constraints is provided as an editable file. It is a resource for Stage 1 of the Master Schedule Guide.

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Worksheet: Potential Scheduling Constraints and Opportunities

Worksheet: Potential Scheduling Constraints and Opportunities is a tool for use when considering potential Constraints and Opportunities. It is an editable file. This is a resource for Stage 1 of the Master Schedule Guide.

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Worksheet: Program of Study

Worksheet: Program of Study is a template for designing or documenting a pathway program of study. It is a resource for Stage 1 of the Master Schedule Guide.

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Worksheet: Program of Study Worksheet

Worksheet: Program of Study Worksheet is a template for designing or documenting a pathway program of study. It is provided as an editable file. This is a resource for Stage 1 of the Master Schedule Guide.

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Worksheet: Stage 1 Planning Tasks

Worksheet: Stage 1 Planning Tasks is designed to help you think through the Master Schedule Tasks that occur in Stage 1 of the Master Schedule Guide.

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Worksheet Activity: Scheduling Prioritization

Worksheet Activity: Scheduling Prioritization discusses prioritizing strategies for teacher/staff collaboration time – common planning time. It is a resource for Stage 1 of the Master Schedule Guide. It is an editable file.

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Master Schedule Guide Stage 2 - Selections and Tallies

View Stage 2 Pathway Selection, Course Selection, & Tallies

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Course Catalogues

Course Catalogues: Links to a range of high school course catalogues. This is a resource for Stages 1 and 2 of the Master Schedule Guide.

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Course Selection & Elective Choice

Course Selection & Elective Choice: Examples of forms and approaches used to help students make informed choices about course selections and elective choices. This is a resource document for Stage 2 of the Master Schedule Guide.

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Examining a Master Schedule with an Equity Lens

Comprising key questions in assessing equity issues, and a list of materials and artifacts to examine. This resource is part of Stages 1, 2 and 4 of the Master Schedule Guide.

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Faculty Course Request and Request for Change of Placement Form

Faculty Course Request and Request for Change of Placement Form is a sample “druthers sheet” from Hillsdale High School in San Mateo, CA. It is a resource in the Master Schedule Guide.

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Faculty Master Schedule Input & Planning Survey

Faculty Master Schedule Input & Planning Survey is a sample that can be adopted to your needs. It is provided as an editable document. This resource is included in the Master Schedule Guide.

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Keeping Count

Keeping Count is a document in the Tools section of Stage 2 of the Master Schedule Guide.

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Lessons from the Field

Lessons from the Field: Advice and Best Practices, is a resource document for Stage 2 of the Master Schedule Guide.

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Lists, Lists, Lists

Lists, Lists, Lists is a resource for Stage 2 of the Master Schedule Guide.

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Notebook: Contents Cover Sheet

This includes a checklist for recommended Contents for Stage 2 of the Master Schedule Notebook. This also serves as a cover sheet for the Stage 2 Section of the Master Schedule Notebook. This document is a resource included in the Master Schedule Guide.

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Notebook: Reflection on Stage 2

Description of Cycles of Reflection, Sample Reflection Questions, and Stage 2 Team Reflection Prompt.

This document is a resource included in the Master Schedule Guide.

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Pathway Academy Program of Study Selection

Pathway Academy Program of Study Selection: Resources and Strategies for Choosing a Pathway/Academy Program of Study. Supporting Informed Decisions about Pathway Choice for Students and Parents. This is a resource for Stage 2 of the Master Schedule Guide.

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Pathway Change Request Form

he Pathway Change Request Form is a resource for Stage 2 of the Master Schedule Guide. It is provided as an editable document.

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Pathway or Department Master Schedule Preference Sheet

Pathway or Department Master Schedule Preference Sheet: Master Schedule Preferences for the Coming School Year is provided as an editable document. It is a resource for the Master Schedule Guide.

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Pathway Program of Study

athway Program of Study offers examples of Pathway Programs of Study.

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Pre-Building the Master Schedule Reports

Pre-Building the Master Schedule Reports, an overview of the typical pre-building the master schedule reports generated from Student Information System software. This document is a resource in Section 2 of the Master Schedule Guide.

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Program of Study Selection, Course Selection, and Tallies (PowerPoint)

Program of Study Selection, Course Selection, and Tallies (PowerPoint)

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Sampling of School/District Policies Related to Course Changes and Course WIthdrawals

Sampling of School/District Policies Related to Course Changes and Course Withdrawals is a resource for Stage 2 of the Master Schedule Guide.

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Schedule Change Course Drop Policies

Schedule Change Course Drop Policies: School/District policies related to course changes and course withdrawals. This is a resource for Stage 2 of the Master Schedule Guide.

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Section Tally and Staffing Tool (Excel)

The Section Tally and Staffing tool is an Excel spreadsheet designed to support the building stage in the master scheduling process and will help you keep track of the section count for cohorts, departments and school wide; help you decide where you can cut (or add) sections; help you determine the number of seats per grade to count for sections with students from various grades; and help you keep track of your staffing allocation. This tool is a resource for Stage 2 of the Master Schedule Guide.

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Strategies for Marketing Your Pathways

Strategies for Marketing Your Pathways. It is provided both as an editable file and as a PDF. This is a resource for Stage 2 of the Master Schedule Guide.

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Tally and Staffing Instructions (PowerPoint)

This PowerPoint presentation offers instructions on using the Section Tally and Staffing tool, an Excel spreadsheet designed to support the building stage in the master scheduling process. This resource is part of Stage 2 of the Master Schedule Guide.

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Tasks & Timeline for Stage 2

Selection, Student Course Selection, and Tallies Months 6-8 (Typically, January – March) This resource is included in the Tasks section of Stage 2 of the Master Schedule Guide.

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Teaching Preference Sheet

This worksheet is for individual teachers to identify pathway preference, course preferences, room preferences, and more. (for teachers)

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Tip Sheet for Pathway Leads and Department Chairs

Tip Sheet for Pathway/Academy Lead Teachers and Department Chairs – Developing a “Preferred” Pathway/Academy/Department Schedule

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Visualizations, Charts, Graphs, and other Graphic Representations

Visualizations, Charts, Graphs, and other Graphic Representations is a resource for Stage 2 of the Master Schedule Guide.

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Master Schedule Guide Stage 3 - Building

View Stage 3 Building the Master Schedule

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Auburn Skeleton Schedule 2014-2015

uburn Skeleton Schedule, 2014-2015, is an Excel spreadsheet sample of a master schedule, included with the Master Schedule Guide.

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Building the Master Schedule (PowerPoint)

Building the Master Schedule is a PowerPoint presentation that offers and overview of the phases and goals of this process. It is a resource for Stage 3 of the Master Schedule Guide.

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Building the Master Schedule: Overview

Building the Master Schedule: Overview is the primary document included in the Tasks and Timelines section of Stage 3 of the Master Schedule Guide.

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Cohort Size Calculator

Cohort Size Calculator is an Excel spreadsheet tool, a resource for Stage 1 of the Master Schedule Guide.

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Common Planning Time Estimator

The Common Planning Time Estimator is an Excel tool that helps to estimate the maximum number of teachers who can share a common planning time. It is a component of the Master Schedule Guide.

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Course Tally

Course Tally is a resource provided with the Master Schedule Guide.

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District Support for Schedule Process

District Support for Schedule Process is a resource provided with the Master Schedule Guide.

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Facilities Load Calculator

This is an Excel spreadsheet tool that helps with counts related to your site facilities and room and staffing capacities. It is a resource for the Master Schedule Guide.

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Guilford Skeleton Schedule 2015SY

Guilford Skeleton Schedule 2015SY is an Excel spreadsheet sample of a master schedule, included in the Master Schedule Guide.

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Hillsdale High School Master Schedule, Fall 2013

Hillsdale High School Master Schedule, Fall 2013 is a resource included in the Master Schedule Guide.

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Importance of Cohort Size and Structure Instructions (PowerPoint)

Importance of Cohort Size and Structure Instructions is a PowerPoint presentation for use with the related Excel spreadsheet tool. It is part of Stage 1 of the Master Schedule Guide.

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LASGS Matrix

LASGS Matrix is an Excel spreadsheet sample of a master schedule, included with Master Schedule Guide.

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Los Angeles High School of the Arts, Spring Master Schedule

Los Angeles High School of the Arts Spring Master Schedule is an sample, included with the Master Schedule Guide.

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Master Schedule Board Instructions (PowerPoint)

Master Schedule Board Instructions (PowerPoint) is provided with the Master Schedule Board Tool. It is part of the Master Schedule Guide.

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Master Schedule Board Tool

Master Schedule Board Tool is an Excel spreadsheet tool, and is a component of the Master Schedule Guide.

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Master Schedule Decision Matrix Hillsdale High School

Master Schedule Decision Matrix Hillsdale High School provides an example of a tool and a process used by Hillsdale High School in making decisions about who or what has priority for preparation periods/collaboration periods. It is a resource in the Master Schedule Guide.

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Notebook: Contents Cover Sheet

This includes a checklist for recommended Contents for Stage 3 of the Master Schedule Notebook. This also serves as a cover sheet for the Stage 3 Section of the Master Schedule Notebook. This document is a resource included in the Master Schedule Guide.

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Notebook: Reflection on Stage 3

Description of Cycles of Reflection, Sample Reflection Questions, and Stage 3 Team Reflection Prompt. This document is a resource included in the Master Schedule Guide.

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Porterville High School Master Schedule

Porterville High School Master Schedule is a sample schedule, and is  provided with the Master Schedule Guide.

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Potential Scheduling Constraints and Conflicts

Potential Scheduling Constraints and Conflicts is a resource developed for the Master Schedule Guide.

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Pure Academy Classes – Why and How (PowerPoint)

Pure Academy Classes – Why and How is a PowerPoint document that accompanies the Master Schedule Guide.

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ROP Classes/Centers, CTE, and the Master Schedule

ROP Classes/Centers, CTE, and the Master Schedule is a resource in the Master Schedule Guide.

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Section Tally and Staffing (PowerPoint)

Section Tally and Staffing is an instructional PowerPoint, and is provided with the Section Tally and Staffing Excel tool. It is part of the Master Schedule Guide.

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Section Tally and Staffing Tool

Section Tally and Staffing Tool is an Excel spreadsheet tool, and is a component of the Master Schedule Guide.

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Self-Assessment of an Effective Community College/K-­‐12 Partnership

This tool is designed to serve as a means to assess the state of your partnership between the K12 and community college systems and in particular, the transition of students as they exit the K-12 system and enter community college.

It is designed for communities to self-assess their strengths and challenges. The tool allows for a collaborative discussion around future focal points and next steps. This tool is best used when K-12 and Community College leadership, faculty and staff are able to complete it together and discuss its implications.
Instructions: Use the rating scale to assess each indicator to gauge your partnership status.

Authors: Laurie Scolari, Ed.D and Rachel Antrobus, Career Ladders Project

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Staffing Allocation Calculator

Staffing Allocation Calculator is an Excel tool that helps calculate the number of staff needed to accommodate the number of students enrolled and the bell schedule utilized. It is included in the Master Schedule Guide.

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STEM Academy of Hollywood

STEM Academy of Hollywood is an Excel spreadsheet sample of master schedule, included with the Master Schedule Guide.

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Tip Sheet – Placement of Pathway Cohorts

Tip Sheet – Placement of Pathway Cohorts, Pathway Teaching Team Common Planning Time as well as Singletons, Doubletons, and Multiple-Section Courses in the Master Schedule

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Tip Sheet for Stage 3

Tip Sheet for Stage 3 is a resource for the Master Schedule Guide.

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Visualizations, Charts, Graphs, and other Graphic Representations

Visualizations, Charts, Graphs, and other Graphic Representations is a resource for Stage 2 of the Master Schedule Guide.

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Master Schedule Guide Stage 4 - Analysis and Adjustment

View Stage 4 Analysis, Adjustment and Distribution of Schedules

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Analysis, Adjustment, & Distribution of Schedules (PowerPoint)

Analysis, Adjustment, & Distribution of Schedules (PowerPoint).

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Comparison of School Day and Use of Time in Pathways, Academies, and Schools

Comparison of School Day and Use of Time in Pathways, Academies, and Schools is a resource in stages 1 and 4 of the Master Schedule Guide.

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Examining a Master Schedule with an Equity Lens

Comprising key questions in assessing equity issues, and a list of materials and artifacts to examine. This resource is part of Stages 1, 2 and 4 of the Master Schedule Guide.

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Notebook: Contents Cover Sheet

This includes a checklist for recommended Contents for Stage 4 of the Master Schedule Notebook. This also serves as a cover sheet for the Stage 4 Section of the Master Schedule Notebook. This document is a resource included in the Master Schedule Guide.

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Overview of Master Schedule and “a-g” Analysis

This is a California-specific resource of the Master Schedule Guide.

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Post Building the Master Schedule Reports

Post Building the Master Schedule Reports, generated from a Student Information System Schedule Builder.

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Request for a Pathway/Academy Change

Request for a Pathway/Academy Change. This document is provided as an editable file (Word document).

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Sampling of School/District Policies Related to Course Changes and Course Withdrawals

Includes examples/resources from the following schools/districts:

  • Berkeley High School, Berkeley Unified School District, Berkeley, California
  • Evergreen School District, Evergreen, Washington
  • Noble High School, Msad 60 North Berwick School District, New Berwick, Maine
  • J.E.B. Stuart High School, Fairfax County Public Schools, Falls Church, Virginia
  • Adlai E. Stevenson High School, District 125, Lincolnshire, Illinois
  • Luther Burbank High School, Sacramento City Schools, Sacramento, California
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Schedule Change Course Drop Policies

Schedule Change Course Drop Policies related to course changes and course withdrawals. It is a document in Stage 4 of the Master Schedule Guide.

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Tasks and Timeline for Stage 4

An outline of tasks for Month 10, typically May.

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The Master Program Institute Triage

Best Practice – District Support for Master Scheduling Practice and Success. From the Los Angeles Unified School District.

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Master Schedule Guide Stage 5 - Fine-Tuning and Adjustment

View Stage 5 Fine-Tuning, Readjustment & Assessment

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Evaluation in the Master Schedule Context

valuation in the Master Schedule Context is part of Tools and Strategies, for Stage 5 of the Master Schedule Guide.

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External Assessment of a Master Schedule

External Assessment of a Master Schedule is part of the Tools and Strategies for Stage 5 of the Master Schedule Guide.

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Fine Tuning and Readjustment; Assessment of the Master Scheduling Process, Product, and Outcomes

Fine Tuning and Readjustment; Assessment of the Master Scheduling Process, Product, and Outcomes is part of the Tasks & Timelines section of Stage 5 of the Master Schedule Guide.

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Fine-tuning, Readjustment, & Assessment (PowerPoint)

Fine-tuning, Readjustment, & Assessment is the PowerPoint presentation for Stage 5 of the Master Schedule Guide.

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Internal Assessment of a Master Schedule

Internal Assessment of a Master Schedule is part of the Tools and Strategies for Stage 5 of the Master Schedule Guide.

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Notebook: Contents Cover Sheet

This includes a checklist for recommended Contents for Stage 5 of the Master Schedule Notebook. This also serves as a cover sheet for the Stage 5 Section of the Master Schedule Notebook.

This document is a resource included in the Master Schedule Guide.

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Notebook: Final Master Schedule Team Reflection

A final Master Schedule Team Reflection on the overall master schedule process and product. What? So What? Now What? This document is a resource included in the Master Schedule Guide.

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Notebook: Theory of Action

Defines a Theory of Action and why it is important; provides examples and a template. This document is a resource included in the Master Schedule Guide.

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Pathway Change Request Form

A sample pathway change request form.

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Post Building the Master Schedule Reports

Post Building the Master Schedule Reports, generated from a Student Information System Schedule Builder.

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Tip Sheet: Fine-tuning, Readjustment, & Assessment

Tip Sheet: Fine-tuning, Readjustment, & Assessment is a resource for Stage 5 of the Master Schedule Guide.

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Master Schedule Guide - District System of Support

View District System of Support

14-Month School Year Calendar Tool

14-Month School Year Calendar Tool is an Excel spreadsheet tool for the Master Schedule Guide.

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14-Month School Year Calendar Tool Instructions (PowerPoint)

4-Month School Year Calendar Tool Instructions (PowerPoint) provides instructions for use of the related Excel spreadsheet tool.

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Beginning the Conversation: Some Master Scheduling Questions

Beginning the Conversation: Some Master Scheduling Questions (District Version) is part of the District System of Support section of the Master Schedule Guide.

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Beginning the Conversation: Some Master Scheduling Questions

Beginning the Conversation: Some Master Scheduling Questions is a resource for the Master Schedule Guide.

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Bell Schedule Tool, Instructions (PowerPoint)

Bell Schedule Solution Tool Instructions is a PowerPoint that accompanies the Excel spreadsheet tool of the same name. It is a part of the Master Schedule Guide.

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Bell Schedule, Excel tool

Bell Schedule is an Excel tool that is included in the District System of Support section of the Master Schedule Guide.

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Bell Schedules, Overview

Bell Schedules provides an overview of Bell Schedule resources included in the Master Schedule Guide.

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Building Consensus, Making Decisions

Building Consensus, Making Decisions presents strategies for building consensus and making master schedule decisions. It is a resource for the Master Schedule Guide.

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Comparison of School Day and Use of Time in Pathways, Academies, and Schools

Comparison of School Day and Use of Time in Pathways, Academies, and Schools is a resource in stages 1 and 4 of the Master Schedule Guide.

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ConnectEd Framework for Developing a System of Pathways

ConnectEd Framework for Developing a System of Pathways is part of the District System of Suppport section of the Master Schedule Guide.

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Course Codes, Course Titles, and Course Descriptions

Course Codes, Course Titles, and Course Descriptions is part of the District System of Suppport section of the Master Schedule Guide.

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Deciding on a Bell Schedule

Deciding on a Bell Schedule and/or Justifying/Communicating a Bell Schedule Change (District Version) includes examples of district bell schedule criteria and bell schedule decision making processes This resource is included in the District System of Support section of the Master Schedule Guide.

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Design Thinking

Design Thinking is a compilation of design thinking resources, primarily drawn from Stanford University. It is a resource for the Master Schedule Guide.

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District Support for Development of Master Schedule Building Knowledge and Skills

District Support for Development of Master Schedule Building Knowledge and Skills describes the Master Program Institute, On Spot Support, and Triage in Los Angeles as well as Master Schedule Training in San Antonio. This resource is included in the District System of Support section of the Master Schedule Guide.

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District System of Support (PowerPoint)

District System of Support : A systems approach to supporting effective master schedulingdescribes the role of the district in effective master scheduling. It is a resource for the Master Schedule Guide.

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District System of Support – Overview of Tasks and Timeline

District System of Support – Overview of Tasks and Timeline is a resource for the District System of Support section of the Master Schedule Guide.

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Evaluation in the Master Schedule Context

Evaluation in the Master Schedule Context is included in the District System of Support section of the Master Schedule Guide.

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External Assessment Master Schedule- District version

External Assessment Master Schedule: Engaging the Stakeholders – District version. This resource is included in the District System of Support section of the Master Schedule Guide.

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Facilities Load Calculator

his is an Excel spreadsheet tool that helps with counts related to your site facilities and room and staffing capacities. It is a resource for the Master Schedule Guide.

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High School Recommendations from the County Office of Education

High School Recommendations from the County Office of Education, from Ventura County. Many of the recommendations concern master scheduling. This resource is included in the District System of Support section of the Master Schedule Guide.

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Internal Assessment of a Master Schedule – District Version

nternal Assessment of a Master Schedule – District Version is included in the District System of Support section of the Master Schedule Guide.

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Linked Learning Pathways Academies Communications Marketing Matrix

Linked Learning Pathways Academies Communications Marketing Matrix  is an example of a District Linked Learning Pathways/College and Career Acdemies Communications and Marketing Plan. It is part of the District System of Suppport section of the Master Schedule Guide.

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Master Schedule and A-G Analysis

Master Schedule and_a-g Analysis describes an analysis process for comparing the Master Schedule to the official a-g course list. (California-specific, but the process is readily adaptable to other states.) This resource is included in the District System of Support section of the Master Schedule Guide.

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Master Schedule Needs Assessment

This is a SLC Master Schedule Needs Assessment, based on the 2006 CCASN Scheduling Guide and developed in 2007 by Long Beach Unified. It is provided both as a PDF and an editable file. This resource is included in the District System of Support section of the Master Schedule Guide.

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Master Schedule Plan, Timelines, and Responsibilities

Master Schedule Plan, Timelines, and Responsibilities describes the Master Schedule Plan, Timelines, and Responsibilities for Chicago Public Schools. This resource is included in the District System of Support section of the Master Schedule Guide.

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Master Schedule Principles, Priorities, Milestones and Metrics

Master Schedule Principles, Priorities, Milestones and Metrics includes examples of these aspects of master scheduling. This resource is included in the District System of Support section of the Master Schedule Guide.

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New Course Proposal

New Course Proposal is a resource included in the District System of Support section of the Master Schedule Guide.

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New Course Proposal – District

New Course Proposal – District, is a resource included in the District System of Support section of the Master Schedule Guide.

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Notebook: Stage 1 Contents Cover Sheet

This includes a checklist for recommended Contents for Stage 1 of the Master Schedule Notebook. This also serves as a cover sheet for the Stage 1 Section of the Master Schedule Notebook. This document is a resource included in the Master Schedule Guide.

 

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Notebook: Stage 1 Master Schedule Support Team

This is a template for recording your Master Schedule Support Team membership and roles and responsibilities. This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 1 Record MS PD TA Coaching

This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 1 Reflection

Description of Reflection Cycles, Sample Reflection Questions, Reflection Prompt for Stage 1. This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 1 Theory of Action

Defines a Theory of Action and why it is important; provides examples and a template. This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 2 Contents Cover Sheet

This includes a checklist for recommended Contents for Stage 2 of the Master Schedule Notebook. This also serves as a cover sheet for the Stage 2 Section of the Master Schedule Notebook. This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 2 Record MS, PD, TA Coaching

This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 2 Reflection

Description of Reflection Cycles, Sample Reflection Questions, Reflection Prompt for Stage 2. This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 3 Contents Cover Sheet

This includes a checklist for recommended Contents for Stage 2 of the Master Schedule Notebook. This also serves as a cover sheet for the Stage 2 Section of the Master Schedule Notebook. This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 3 Record MS PD, TA Coaching

This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 3 Reflection

Description of Reflection Cycles, Sample Reflection Questions, Reflection Prompt for Stage 3. This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 4 Contents Cover Sheet

his includes a checklist for recommended Contents for Stage 4 of the Master Schedule Notebook. This also serves as a cover sheet for the Stage 4 Section of the Master Schedule Notebook. This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 4 Record MS PD, TA Coaching

This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 4 Reflection

escription of Reflection Cycles, Sample Reflection Questions, Reflection Prompt for Stage 4. This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 5 Contents Cover Sheet

This includes a checklist for recommended Contents for Stage 5 of the Master Schedule Notebook. This also serves as a cover sheet for the Stage 5 Section of the Master Schedule Notebook. This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 5 Final Master Schedule Team Reflection

A final Master Schedule Support Team Reflection on the overall master schedule process and product. What? So What? Now What? This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 5 Record MS PD, TA Coaching

This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 5 Reflection

Description of Reflection Cycles, Sample Reflection Questions, Reflection Prompt for Stage 2. This document is a resource included in the Master Schedule Guide.

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Notebook: Stage 5 Theory of Action

Defines a Theory of Action and why it is important; provides examples and a template. This document is a resource included in the Master Schedule Guide.

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Parameters for District Calendars

Parameters for District Calendars offers example of district parameters and guidelines for developing calendar options. This resource is included in the District System of Support section of the Master Schedule Guide.

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Pathway/Academy Choice

Pathway/Academy Choice: Choosing a pathway/academy program of study; supporting informed decisions about pathway choice for students and parents. This Includes examples of District “marketing” of pathways and strategies to support informed decisions about pathway choice for students and parents. This resource is included in the District System of Support section of the Master Schedule Guide.

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Planning a Master Schedule with an Equity Lens

Planning a Master Schedule with an Equity Lens presents questions to answer, and data to examine. This resource is included in the Master Schedule Guide.

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ROP Classes/Centers, CTE, and the Master Schedule

ROP Classes/Centers, CTE, and the Master Schedule is a resource in the Master Schedule Guide.

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Sample District Job Descriptions for Master Scheduler, Registrar, and Director of Guidance Positions

Sample District Job Descriptions for Master Scheduler, Registrar, and Director of Guidance Positions is included in the District System of Support sectcion of the Master Schedule Guide.

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Staffing Allocation Calculator

The Staffing Allocation Calculator is an Excel spreadsheet tool helps calculate the number of staff needed to accommodate the number of students enrolled and the bell schedule utilized. It is a resource for Stage 1 of the Master Schedule Guide.

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Staffing Allocations

Staffing Allocations includes standards, committees and allocations. It is a resource in the Master Schedule Guide.

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State District Policies

State District Policies provides examples of state and district policies that impact the master schedule or bell schedule. This resource is included in the District System of Support section of the Master Schedule Guide.

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Student Information System Software and Web-based Programs

Student Information System Software and Web-based Programs, including “Master Builder,” “Scheduler” programs. This document includes

  • Discussion of student information system software and some criteria for choosing SIS software/brograms
  • Student information system software/web-based programs matrix
  • A sampling of student information system software/web-based programs

This is a resource included in the Master Schedule Guide.

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The Master Scheduling Cycle Timeline

The Master Scheduling Cycle Timeline is a master scheduling cycle for Sacramento City Unified School Distric. It is a resource included in the District System of Support sectcion of the Master Schedule Guide.

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Updating Course Information and Course Catalog – District

Updating Course Information and Course Catalog – District is included in the District System of Support section of the Master Schedule Guide.

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Other Master Schedule Resources

Glossaries and bibliographies

Bibliography: College and Career Academies, Linked Learning Pathways, Smaller Learning Communities and HS Redesign Resources

This is a partial bibliography of resources related to college and career academies, Linked Learning pathways, smaller learning communities, and high school redesign. This is a living document and we will continue to update and enhance this bibliography. Please share your own suggestions of resources to include with Patricia Clark (patricia510@gmail.com) and/or Phil Saroyan (jp9@jps.net) from the College and Career Academy Support Network (CCASN) at University of California Berkeley Graduate School of Education.

Thank You.

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Bibliography: Master Schedule, and Bell Schedule and School Calendar

This is a partial bibliography of resources related to high school master schedule and bell schedules It is a living document and we will continue to update and enhance this master schedule bibliography. Please share your own suggestions of resources to include with Patricia Clark (patricia510@gmail.com) and/or Phil Saroyan (jp9@jps.net) from the College and Career Academy Support Network (CCASN) at University of California Berkeley Graduate School of Education.

Thank You.

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Glossary of Terms Related to College and Career Academies, Linked Learning Pathways, Small Learning Communities and High School

Master Schedule Glossary

This is living document. This is a partial glossary of terms related to high school master schedules, bell schedules, and school calendars. We will continue to update and expand this Master Schedule Glossary. Please share your own suggestions of master schedule, bell schedule, and school calendar terminology with Patricia Clark and/or Phil Saroyan from the College and Career Academy Support Network (CCASN) at University of California Berkeley Graduate School of Education. Thank You.

 

4 x 4 block schedule   In the typical 4×4 model, the school day is divided into four blocks of time or four class periods. Typically, each period is approximately 88-90 minutes in length and is the equivalent of a full year course on a traditional 6-period day schedule. Students take up to 4 classes each day or up to eight classes over the course of the school year.  There are variations on the 4 x 4 block, including embedded “skinny” classes that run all year long or during the second term only.

75-15-75-15 schedule  (OR 75-75-25/30 OR 75-30-75 – A form of block schedule where students take three (or more) longer classes each day during two 75-day terms and complete the equivalent of a year of class work in a single term. Each 75-day term is followed by an intensive 15-day remedial or accelerated/advanced course. On the 75-15-75-15 OR 75-75-30 plan, students can take 7 or 8 classes each year.

A/B schedule or alternating day schedule or rotating block schedule – A form of block scheduling where students take eight 90-minute classes, four of which meet every other day.

Absences – Absences are recorded by daily class period. Attendance records, period schedule, homeroom/course-section meeting patterns, and alternate period schedules are considered when deciding the number of periods or minutes a student was absent on a given day. While membership is always counted on days that the student’s track meets, regardless of the course-section or homeroom meeting patterns, only period absences that occur on applicable membership days and during applicable periods of the day are counted. Applicable periods are those that the student is expected to attend as established by the Day Length Method.

Academic Planner Module – Access via Module menu. Used in conjunction with Graduation Tracks to create, maintain, and report student plans – a list of courses sequenced by grade level and possibly by term, reflecting the scope and sequence of the curriculum that the student hopes to complete at this school. May be used to generate course requests for scheduling. The Academic Planner Module assists in meeting local and state graduation requirements or entrance requirements or entrance requirements of post high school institutions to which the student may seek admission.

Academic Calendar – Many schools provide year-round or ten-month credit and noncredit courses in a variety of learning formats. The District’s/school’s academic calendar indicates important dates related to the academic year and is typically available on the District/school website.

Academic Year – The period of formal instruction, usually August through May OR September through June.  Typically, , an academic year is made up of two semesters – – August – December AND January – May, etc. However, some academic years involve trimesters, or 75-75-30, etc.

Alternative scheduling – Scheduling courses in non-traditional ways – minutes, days – to meet different learning styles of students and needs of the high school.

A/B schedule – Four classes meeting every other day for the full school year, “A” courses on one day; “B” courses on the second day

Balancing – The adjustment of student enrollment in sections of the same course in order to achieve class sections of similar size.

Blocked classes – Those classes that are arranged one period after another during the day, not to be confused with “block scheduling”

Block Class (another definition) – Some high schools and colleges offer a mid-year, end of year, or summer block course that allows students and faculty to deeply explore a topic in a way that is not possible in the regular academic year. Typically, students concentrate on a single course for three – four weeks and earn a full unit of credit.

Block scheduling – Longer than traditional 45-60 minute periods, arranged in any of a variety of ways in the daily/weekly schedule  (4×4, A/B or “alternating-day” block schedule; trimester, 75-15-75-15, Copernican)     “At least part of the daily schedule is organized into larger blocks of time (more than 60 minutes) to allow flexibility for a diversity of instructional activities.” – Cawelli (1994)

Carnegie unit – Developed via the Carnegie Foundation in the early twentieth century as a measure of the amount of time a student must study a subject to obtain credit toward high school graduation and eligibility for university entrance
“A measure of classroom attendance at the secondary school level. One unit represents one  hour per day each academic year, or between 180 and 190 hours of classroom contact (United States Education Reference File, 1999)

Cohort scheduling – Clustering students into smaller units within the high school, so that they move from one class to another within their pathway or learning community as a group.

Concurrent Sections/Concurrent courses – Courses that may need to be scheduled in order to combine classes in the same classroom in the same period. Reasons for concurrent scheduling may include combining two different, but related courses in the same classroom. For example, a section of Mandarin III might be combined with a section of Mandarin IV.. Sometimes, an academic course might serve students from two closely related pathways/academies. For example, a section of English II might combine 20 “overflow” students from the Biotechnology pathway with 12 “overflow” students from the Engineering pathway;. The other English II Biotechnology and English II Engineering courses were full or were scheduled at times that presented a schedule conflict to the students involved. Typically, in concurrent classes, two different student rosters are maintained

Conflict Matrix  – The Conflict Matrix is one of the reports generated by the Student Information System “Schedule Builder” software; it is regularly used in Building the master schedule. The Conflict Matrix analyzes student course requests and for every single course requested shows the total number of student requests and also shows how many of the same students requested every other given course.  The higher the number of common requests for two particular courses, the more important it is that the two courses be offered during different periods to avoid scheduling conflicts.

Conflicting Requests Report – The Conflicting Requests Report is used to drill down from the Conflict Matrix Report. The Conflicting Requests Report shows exactly which students requested a particular pair of courses.

Copernican theory – Developed by John Carroll; posits that schools should focus on different ways to use time (as Copernicus helped us look at the solar system differently)

Copernican schedule – A form of a block schedule in which students typically have longer classes for core academic courses during one half of the school day and shorter daily periods for elective courses such as physical education or arts/music during the other half of the day.

Course Code – A unique alphanumeric code, such as CHEM101 or 1342, identifies a particular course record.  Typically, the course code is limited to six characters.

Course Instances – When you are building the master schedule, the Course Instances Report will help you identify which sections have been placed into the master schedule (i.e., courses that have a teacher and a period or specific block of time assigned, and which courses have not.)

Credit recovery – A system that allows students to make up failed courses, or parts of them, during the school year, to avoid falling behind in meeting graduation requirements

Course Requests – The total number of primary course requests for a particular course.

Course Requests by grade level – The number of requests for a particular course broken down by grade level.

Double dosing – Enrolling students in two classes each semester in subjects such as English and Math to help them “catch up” or advance their learning in those subjects. Sometimes double dosing is used during second semester so students can make up a D or F grade from first semester and also successfully complete the second semester of a core academic course. Sometimes, too, students might double dose in a subject such as foreign language/language other than English and complete two years of that subject in a single year.

Draft versus Live Schedule – Draft Schedules (or Sim Runs) are practice or preparation schedules. Drafts (or Sims) do not impact real student schedules until one is “published” from the Draft Schedule main page. Typically, a team creates multiple drafts. Once a draft schedule is published, it becomes the “live” or “real” schedule for the site.

Extended Year Calendars – Extended Year calendars add days in order to lengthen the school year from 180 days annually up to 245 days of instruction.

Flexible schedule – Combinations of various schedules with a class length varying from day to day

Four by four (4×4) block schedule – Four courses taught per day each semester, each earning a full year’s credit

FTE (Full Time Equivalent)  – FTE is a unit that indicates the workload of an employed person (or student) in a way that makes workloads comparable across various contexts. FTE is often used to measure a worker’s involvement in a project, or to track cost reductions in an organization. An FTE of 1.0 means that the person is equivalent to a full-time worker, while an FTE of 0.5 signals that the worker is only half-time

  • FTE is a ratio of a student’s membership to a full-time student’s course-section membership. FTE is usually expressed as a decimal fraction ranging from 0.0 to 1.0. Some state education agencies require that schools multiply part-time student membership and attendance by the FTE before computing average daily attendance and average daily membership.

Global classes – Those open to students from all SLCs/ academies, such as physical education, foreign language, fine arts, and upper division advanced courses

Intersessions or Expanded learning opportunities or Supplementary sessions – Blocks of time or periods/sessions of a week or more distributed throughout the school year. They can be used as vacation, but more typically are utilized for opportunities to learn that involve both remediation or enrichment.

Late start/ early release – When students either arrive later than teachers in the morning or are released earlier in the afternoon, providing time for teacher planning and collaboration

Linked classes – Those courses in a given pathway/academy/SLC, taught by a team of teachers, which students move to as a group

  • Links can also be established between other courses.  For example, links can be established between a homeroom class and non-homeroom classes (e.g., PE, music, etc.). Once established, links ensure that when a student is added to a homeroom, he or she is also added to the other classes to which the homeroom is linked.

Marking Period – A marking period or grading period is a set period of time in a course at the end of which a grade is given and shared with students and parents. A grading period is typically set by school board policy and, typically, may involve a six-week period, nine-week period, twelve-week period or a semester.

Mass Student Scheduler – Typically, this is the tool that places students in sections/classes based on their requests for courses.  (In most master schedule software programs, it is also possible to have previously tagged pathway students and pathway courses for specific Houses/Pathways/Academies prior to using this tool.)

Master Schedule Builder or Master Scheduler – Software that allows a computer to develop a schedule once the required data has been entered. This is the tool that creates sections/ classes. Typically this involves using the information from the Course Tallies and the Scheduling Board.

Master Schedule Conflicts or Master Scheduler Conflicts – The Master Scheduler Conflicts report shows conflicting information for sections that have already been placed in the master schedule (as opposed to the Conflict Matrix, which shows potential conflicts without taking the actual master schedule “scenario” into account).

Master Schedule Notebook – A master schedule notebook is a notebook, journal, or log that documents the master schedule process and also serves as a repository for ideas, notes, data, work session summaries, observations, research findings, and other information relevant to the planning, development, and refinement of the master schedule. It is an important record of the work of the master schedule team. Typically, the Master Schedule Notebook documents, in chronological order, all of the work associated with the master schedule design, construction, implementation, and assessment. Typically, it is organized by stages in the master schedule process, but might also include other information or ideas that are not aligned with a single stage.

Master Schedule Timeline – Typically, both the District and the school/s develop Master Schedule Timelines.  Typically, this timeline is created and disseminated by the first or second month of the academic school year. The Master Schedule Timeline includes all activities related to the planning, development, analysis, adjustment, and evaluation of the master schedule for the following school year. In addition to including all scheduling process activities, the timeline assigns responsibility for each activity and includes dates of completion for each activity. Some timelines also include measures of success that are tied to goals and objectives for the master scheduling process.

Modular scheduling – Establishing different minutes and meeting times for courses, following the college model

Multi-track Year-Round Education – is a form of school calendar that is typically used to alleviate over-crowding and to address a shortage of classrooms. Typically, multi-track calendars divide students and teachers into “tracks” or groups of approximately the same number of students and teachers. For example, a school with the capacity of 1500 students could accommodate 2,000 students by assuring that only three tracks of 500 students (per track) would be scheduled in school at the exact same time AND that on a strategically planned, rotating basis that at least one track would be on vacation or intersession every day during the school year.

Occurrence – An occurrence/s is the time in minutes or hour/s a timeblock actually occurs. Typically, all timeblocks – with the exception of the district timeblock – need occurrences created for them either in preparation for the year end “rollover” to the “new,” upcoming school year or completed later in the process. NOTE: Typically the create/edit occurrence icon resembles a calendar with a clock. NOTE: Master schedule teams interviewed recommended performing this step when you were adding/editing sessions, terms, and timeblocks.

Platoon – A cohort of students kept together as a group in several classes

Quarter system – Dividing the school year into four parts, each 9 weeks in length or a quarter of a 36-week school year. A student typically takes four quarters of a course to complete a full year course credit. Semesters are often divided into two quarters.

Rotating Schedule – One common definition is a type of academic scheduling in which students meet for six of their eight classes on any one day. Each day, one class of the eight is “dropped” in the first rotation (between 7:45 a.m. and 10:40 a.m.) and another is “dropped” in the second rotation (between 10:45 a.m. and 2:15 p.m.). The rotation takes 4 days to complete with the process repeating the 5th day.   However, rotating schedule can also refer to A/B or A/B/C day rotations.

Section – One classroom of students.  Some courses have many sections, some just one. A section is a distinct and different set of students at a different time/hour of the day.

Section Roster – A section roster is a list of students who have been assigned to the course-section for the current academic year. It may include students who have been withdrawn from the course-section. Changes made to the roster are reflected in the applicable student schedules.

Segment – A “duplicate” or continuation of an existing course just in a different time slot. Segments include the same teacher, same students, and same other course details since it is simply a duplicate of the initial course offering.

Singleton – A course that has just one section of students. A grade level singleton (senior singleton, junior singleton, etc.) is a course that has just one section in which all or most students are from a particular grade level.

Single-Track Schedule – All students and school personnel follow the same instructional and vacation schedule. In schools on year-round schedules, the single-track schedule may also include “intersessions” which support time for remediation and enrichment throughout the school year.

Skinny – A course that meets in a shorter period each day for a full year in the 4 x 4 or A/B block schedule

Staff ID – An employee identification number is a number assigned to a school staff member at the time when he/she is first employed by a District or other educational institution. The employee identification number is used on time sheets and official documents, but is also used when loading faculty information during the master schedule development process.

Student ID – A student identification number is a number assigned to a student when he/she first enters or registers with an educational institution. The student identification number is used to identify the student in lieu of a name for grades, some exams and assessments, and official documents. The student identification number is also used when loading student course requests during the master schedule development process.

Student Schedule – A student schedule is a course list of sections to which the student has been assigned to for the current academic year.

Teaming–Bringing teachers together to work jointly with a subset of students

Term – A term is a component of an academic year. A term has a title and a code (e.g., Semester1, SEM1), and has a starting date and an ending date, both of which must be school days. A term is comprised of one or more Term Segments. A particular course-section can meet during any single term or any combination of terms.

Term Classes – At the college level, a term class is typically a course that runs for half of a semester.  At the high school level, the word term is sometimes used as a synonym for “semester’ or used to describe a segment of the academic year – i.e., quarter term, trimester term, etc.

Term Segments – Access via Setup menu, Timetable, Calendar, Term Segment view. The number of segments required for scheduling is determined by dividing the school year by the shortest course. Two segments are required to schedule semester courses; three segments are required to schedule trimester courses; twelve segments are required to schedule three-week courses; etc.

Tiered Intervention: Tiered intervention describes the types of tiered supports observed during site visits. When we began this work, we purposely avoided the term “RTI” with schools to obtain as large a sample as possible of schools (which) were implementing components of RTI but (which) may not self-identify themselves as implementing the framework as a whole.

Traveling – Required movement from one classroom to another for a teacher who lacks her/his own classroom.

Trimester – Dividing the school year into three parts, usually each 12 weeks in length. Typically, four or five courses are offered each trimester. Typically, each course is offered for 75 or more minutes each day. Typically, two trimesters of a course is the equivalent of a full year course credit and students can earn up to seven and a half course credits per year.

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Bell Schedules

A collection of bell schedule briefs plus criteria for selecting a bell schedule.

2×2 plus 4×4 Bell Schedules

Examples of 2×2 plus 4×4 Bell Schedules.

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3×5 Trimester Schedule

Examples of 3×5 Trimester Schedule

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4 x 4 Block Bell Schedules

Examples of 4 x 4 Block Bell Schedules

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5-Period Bell Schedule

Examples of 5-period Bell Schedule.

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6-Period Bell Schedule

Examples of 6-Period Bell Schedule

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7-period Bell Schedules

Examples of 7-period Bell Schedules

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75-75-30 Plan

The 75-75-30 Plan bell schedule example.

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8-period Bell Schedule

An example of 8-period Bell Schedule.

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Alternative Bell Schedule

Alternative Bell Schedules.

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Bell Schedule Tool, Instructions (PowerPoint)

Bell Schedule Solution Tool Instructions is a PowerPoint that accompanies the Excel spreadsheet tool of the same name. It is a part of the Master Schedule Guide.

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Bell Schedule, Excel tool

Bell Schedule is an Excel tool that is included in the District System of Support section of the Master Schedule Guide.

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Block Schedules

Examples of Block Schedules

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Deciding on a Bell Schedule

Deciding on a Bell Schedule

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Flex Time/Flex Period

Flex Time/Flex Period

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Flexible Modular Scheduling

Examples of Modular Flex Schedules

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Four-Day School Week Calendar

Four-Day School Week Calendar

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Learning Complex Multiple Bell Schedules

Learning Complex Multiple Bell Schedules

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Rotating Classes Bell Schedule

Rotating Classes Bell Schedule

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State/District Policy on Instructional Hours and Bell Schedules

State/District Policy on Instructional Hours and Bell Schedules

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Other Master Schedule Resources

Glosseries and Bibliographies

Other Master Schedule Resources

Glossaries and bibliographies

Bibliography: College and Career Academies, Linked Learning Pathways, Smaller Learning Communities and HS Redesign Resources

This is a partial bibliography of resources related to college and career academies, Linked Learning pathways, smaller learning communities, and high school redesign. This is a living document and we will continue to update and enhance this bibliography. Please share your own suggestions of resources to include with Patricia Clark (patricia510@gmail.com) and/or Phil Saroyan (jp9@jps.net) from the College and Career Academy Support Network (CCASN) at University of California Berkeley Graduate School of Education.

Thank You.

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Bibliography: Master Schedule, and Bell Schedule and School Calendar

This is a partial bibliography of resources related to high school master schedule and bell schedules It is a living document and we will continue to update and enhance this master schedule bibliography. Please share your own suggestions of resources to include with Patricia Clark (patricia510@gmail.com) and/or Phil Saroyan (jp9@jps.net) from the College and Career Academy Support Network (CCASN) at University of California Berkeley Graduate School of Education.

Thank You.

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Glossary of Terms Related to College and Career Academies, Linked Learning Pathways, Small Learning Communities and High School

Master Schedule Glossary

This is living document. This is a partial glossary of terms related to high school master schedules, bell schedules, and school calendars. We will continue to update and expand this Master Schedule Glossary. Please share your own suggestions of master schedule, bell schedule, and school calendar terminology with Patricia Clark and/or Phil Saroyan from the College and Career Academy Support Network (CCASN) at University of California Berkeley Graduate School of Education. Thank You.

 

4 x 4 block schedule   In the typical 4×4 model, the school day is divided into four blocks of time or four class periods. Typically, each period is approximately 88-90 minutes in length and is the equivalent of a full year course on a traditional 6-period day schedule. Students take up to 4 classes each day or up to eight classes over the course of the school year.  There are variations on the 4 x 4 block, including embedded “skinny” classes that run all year long or during the second term only.

75-15-75-15 schedule  (OR 75-75-25/30 OR 75-30-75 – A form of block schedule where students take three (or more) longer classes each day during two 75-day terms and complete the equivalent of a year of class work in a single term. Each 75-day term is followed by an intensive 15-day remedial or accelerated/advanced course. On the 75-15-75-15 OR 75-75-30 plan, students can take 7 or 8 classes each year.

A/B schedule or alternating day schedule or rotating block schedule – A form of block scheduling where students take eight 90-minute classes, four of which meet every other day.

Absences – Absences are recorded by daily class period. Attendance records, period schedule, homeroom/course-section meeting patterns, and alternate period schedules are considered when deciding the number of periods or minutes a student was absent on a given day. While membership is always counted on days that the student’s track meets, regardless of the course-section or homeroom meeting patterns, only period absences that occur on applicable membership days and during applicable periods of the day are counted. Applicable periods are those that the student is expected to attend as established by the Day Length Method.

Academic Planner Module – Access via Module menu. Used in conjunction with Graduation Tracks to create, maintain, and report student plans – a list of courses sequenced by grade level and possibly by term, reflecting the scope and sequence of the curriculum that the student hopes to complete at this school. May be used to generate course requests for scheduling. The Academic Planner Module assists in meeting local and state graduation requirements or entrance requirements or entrance requirements of post high school institutions to which the student may seek admission.

Academic Calendar – Many schools provide year-round or ten-month credit and noncredit courses in a variety of learning formats. The District’s/school’s academic calendar indicates important dates related to the academic year and is typically available on the District/school website.

Academic Year – The period of formal instruction, usually August through May OR September through June.  Typically, , an academic year is made up of two semesters – – August – December AND January – May, etc. However, some academic years involve trimesters, or 75-75-30, etc.

Alternative scheduling – Scheduling courses in non-traditional ways – minutes, days – to meet different learning styles of students and needs of the high school.

A/B schedule – Four classes meeting every other day for the full school year, “A” courses on one day; “B” courses on the second day

Balancing – The adjustment of student enrollment in sections of the same course in order to achieve class sections of similar size.

Blocked classes – Those classes that are arranged one period after another during the day, not to be confused with “block scheduling”

Block Class (another definition) – Some high schools and colleges offer a mid-year, end of year, or summer block course that allows students and faculty to deeply explore a topic in a way that is not possible in the regular academic year. Typically, students concentrate on a single course for three – four weeks and earn a full unit of credit.

Block scheduling – Longer than traditional 45-60 minute periods, arranged in any of a variety of ways in the daily/weekly schedule  (4×4, A/B or “alternating-day” block schedule; trimester, 75-15-75-15, Copernican)     “At least part of the daily schedule is organized into larger blocks of time (more than 60 minutes) to allow flexibility for a diversity of instructional activities.” – Cawelli (1994)

Carnegie unit – Developed via the Carnegie Foundation in the early twentieth century as a measure of the amount of time a student must study a subject to obtain credit toward high school graduation and eligibility for university entrance
“A measure of classroom attendance at the secondary school level. One unit represents one  hour per day each academic year, or between 180 and 190 hours of classroom contact (United States Education Reference File, 1999)

Cohort scheduling – Clustering students into smaller units within the high school, so that they move from one class to another within their pathway or learning community as a group.

Concurrent Sections/Concurrent courses – Courses that may need to be scheduled in order to combine classes in the same classroom in the same period. Reasons for concurrent scheduling may include combining two different, but related courses in the same classroom. For example, a section of Mandarin III might be combined with a section of Mandarin IV.. Sometimes, an academic course might serve students from two closely related pathways/academies. For example, a section of English II might combine 20 “overflow” students from the Biotechnology pathway with 12 “overflow” students from the Engineering pathway;. The other English II Biotechnology and English II Engineering courses were full or were scheduled at times that presented a schedule conflict to the students involved. Typically, in concurrent classes, two different student rosters are maintained

Conflict Matrix  – The Conflict Matrix is one of the reports generated by the Student Information System “Schedule Builder” software; it is regularly used in Building the master schedule. The Conflict Matrix analyzes student course requests and for every single course requested shows the total number of student requests and also shows how many of the same students requested every other given course.  The higher the number of common requests for two particular courses, the more important it is that the two courses be offered during different periods to avoid scheduling conflicts.

Conflicting Requests Report – The Conflicting Requests Report is used to drill down from the Conflict Matrix Report. The Conflicting Requests Report shows exactly which students requested a particular pair of courses.

Copernican theory – Developed by John Carroll; posits that schools should focus on different ways to use time (as Copernicus helped us look at the solar system differently)

Copernican schedule – A form of a block schedule in which students typically have longer classes for core academic courses during one half of the school day and shorter daily periods for elective courses such as physical education or arts/music during the other half of the day.

Course Code – A unique alphanumeric code, such as CHEM101 or 1342, identifies a particular course record.  Typically, the course code is limited to six characters.

Course Instances – When you are building the master schedule, the Course Instances Report will help you identify which sections have been placed into the master schedule (i.e., courses that have a teacher and a period or specific block of time assigned, and which courses have not.)

Credit recovery – A system that allows students to make up failed courses, or parts of them, during the school year, to avoid falling behind in meeting graduation requirements

Course Requests – The total number of primary course requests for a particular course.

Course Requests by grade level – The number of requests for a particular course broken down by grade level.

Double dosing – Enrolling students in two classes each semester in subjects such as English and Math to help them “catch up” or advance their learning in those subjects. Sometimes double dosing is used during second semester so students can make up a D or F grade from first semester and also successfully complete the second semester of a core academic course. Sometimes, too, students might double dose in a subject such as foreign language/language other than English and complete two years of that subject in a single year.

Draft versus Live Schedule – Draft Schedules (or Sim Runs) are practice or preparation schedules. Drafts (or Sims) do not impact real student schedules until one is “published” from the Draft Schedule main page. Typically, a team creates multiple drafts. Once a draft schedule is published, it becomes the “live” or “real” schedule for the site.

Extended Year Calendars – Extended Year calendars add days in order to lengthen the school year from 180 days annually up to 245 days of instruction.

Flexible schedule – Combinations of various schedules with a class length varying from day to day

Four by four (4×4) block schedule – Four courses taught per day each semester, each earning a full year’s credit

FTE (Full Time Equivalent)  – FTE is a unit that indicates the workload of an employed person (or student) in a way that makes workloads comparable across various contexts. FTE is often used to measure a worker’s involvement in a project, or to track cost reductions in an organization. An FTE of 1.0 means that the person is equivalent to a full-time worker, while an FTE of 0.5 signals that the worker is only half-time

  • FTE is a ratio of a student’s membership to a full-time student’s course-section membership. FTE is usually expressed as a decimal fraction ranging from 0.0 to 1.0. Some state education agencies require that schools multiply part-time student membership and attendance by the FTE before computing average daily attendance and average daily membership.

Global classes – Those open to students from all SLCs/ academies, such as physical education, foreign language, fine arts, and upper division advanced courses

Intersessions or Expanded learning opportunities or Supplementary sessions – Blocks of time or periods/sessions of a week or more distributed throughout the school year. They can be used as vacation, but more typically are utilized for opportunities to learn that involve both remediation or enrichment.

Late start/ early release – When students either arrive later than teachers in the morning or are released earlier in the afternoon, providing time for teacher planning and collaboration

Linked classes – Those courses in a given pathway/academy/SLC, taught by a team of teachers, which students move to as a group

  • Links can also be established between other courses.  For example, links can be established between a homeroom class and non-homeroom classes (e.g., PE, music, etc.). Once established, links ensure that when a student is added to a homeroom, he or she is also added to the other classes to which the homeroom is linked.

Marking Period – A marking period or grading period is a set period of time in a course at the end of which a grade is given and shared with students and parents. A grading period is typically set by school board policy and, typically, may involve a six-week period, nine-week period, twelve-week period or a semester.

Mass Student Scheduler – Typically, this is the tool that places students in sections/classes based on their requests for courses.  (In most master schedule software programs, it is also possible to have previously tagged pathway students and pathway courses for specific Houses/Pathways/Academies prior to using this tool.)

Master Schedule Builder or Master Scheduler – Software that allows a computer to develop a schedule once the required data has been entered. This is the tool that creates sections/ classes. Typically this involves using the information from the Course Tallies and the Scheduling Board.

Master Schedule Conflicts or Master Scheduler Conflicts – The Master Scheduler Conflicts report shows conflicting information for sections that have already been placed in the master schedule (as opposed to the Conflict Matrix, which shows potential conflicts without taking the actual master schedule “scenario” into account).

Master Schedule Notebook – A master schedule notebook is a notebook, journal, or log that documents the master schedule process and also serves as a repository for ideas, notes, data, work session summaries, observations, research findings, and other information relevant to the planning, development, and refinement of the master schedule. It is an important record of the work of the master schedule team. Typically, the Master Schedule Notebook documents, in chronological order, all of the work associated with the master schedule design, construction, implementation, and assessment. Typically, it is organized by stages in the master schedule process, but might also include other information or ideas that are not aligned with a single stage.

Master Schedule Timeline – Typically, both the District and the school/s develop Master Schedule Timelines.  Typically, this timeline is created and disseminated by the first or second month of the academic school year. The Master Schedule Timeline includes all activities related to the planning, development, analysis, adjustment, and evaluation of the master schedule for the following school year. In addition to including all scheduling process activities, the timeline assigns responsibility for each activity and includes dates of completion for each activity. Some timelines also include measures of success that are tied to goals and objectives for the master scheduling process.

Modular scheduling – Establishing different minutes and meeting times for courses, following the college model

Multi-track Year-Round Education – is a form of school calendar that is typically used to alleviate over-crowding and to address a shortage of classrooms. Typically, multi-track calendars divide students and teachers into “tracks” or groups of approximately the same number of students and teachers. For example, a school with the capacity of 1500 students could accommodate 2,000 students by assuring that only three tracks of 500 students (per track) would be scheduled in school at the exact same time AND that on a strategically planned, rotating basis that at least one track would be on vacation or intersession every day during the school year.

Occurrence – An occurrence/s is the time in minutes or hour/s a timeblock actually occurs. Typically, all timeblocks – with the exception of the district timeblock – need occurrences created for them either in preparation for the year end “rollover” to the “new,” upcoming school year or completed later in the process. NOTE: Typically the create/edit occurrence icon resembles a calendar with a clock. NOTE: Master schedule teams interviewed recommended performing this step when you were adding/editing sessions, terms, and timeblocks.

Platoon – A cohort of students kept together as a group in several classes

Quarter system – Dividing the school year into four parts, each 9 weeks in length or a quarter of a 36-week school year. A student typically takes four quarters of a course to complete a full year course credit. Semesters are often divided into two quarters.

Rotating Schedule – One common definition is a type of academic scheduling in which students meet for six of their eight classes on any one day. Each day, one class of the eight is “dropped” in the first rotation (between 7:45 a.m. and 10:40 a.m.) and another is “dropped” in the second rotation (between 10:45 a.m. and 2:15 p.m.). The rotation takes 4 days to complete with the process repeating the 5th day.   However, rotating schedule can also refer to A/B or A/B/C day rotations.

Section – One classroom of students.  Some courses have many sections, some just one. A section is a distinct and different set of students at a different time/hour of the day.

Section Roster – A section roster is a list of students who have been assigned to the course-section for the current academic year. It may include students who have been withdrawn from the course-section. Changes made to the roster are reflected in the applicable student schedules.

Segment – A “duplicate” or continuation of an existing course just in a different time slot. Segments include the same teacher, same students, and same other course details since it is simply a duplicate of the initial course offering.

Singleton – A course that has just one section of students. A grade level singleton (senior singleton, junior singleton, etc.) is a course that has just one section in which all or most students are from a particular grade level.

Single-Track Schedule – All students and school personnel follow the same instructional and vacation schedule. In schools on year-round schedules, the single-track schedule may also include “intersessions” which support time for remediation and enrichment throughout the school year.

Skinny – A course that meets in a shorter period each day for a full year in the 4 x 4 or A/B block schedule

Staff ID – An employee identification number is a number assigned to a school staff member at the time when he/she is first employed by a District or other educational institution. The employee identification number is used on time sheets and official documents, but is also used when loading faculty information during the master schedule development process.

Student ID – A student identification number is a number assigned to a student when he/she first enters or registers with an educational institution. The student identification number is used to identify the student in lieu of a name for grades, some exams and assessments, and official documents. The student identification number is also used when loading student course requests during the master schedule development process.

Student Schedule – A student schedule is a course list of sections to which the student has been assigned to for the current academic year.

Teaming–Bringing teachers together to work jointly with a subset of students

Term – A term is a component of an academic year. A term has a title and a code (e.g., Semester1, SEM1), and has a starting date and an ending date, both of which must be school days. A term is comprised of one or more Term Segments. A particular course-section can meet during any single term or any combination of terms.

Term Classes – At the college level, a term class is typically a course that runs for half of a semester.  At the high school level, the word term is sometimes used as a synonym for “semester’ or used to describe a segment of the academic year – i.e., quarter term, trimester term, etc.

Term Segments – Access via Setup menu, Timetable, Calendar, Term Segment view. The number of segments required for scheduling is determined by dividing the school year by the shortest course. Two segments are required to schedule semester courses; three segments are required to schedule trimester courses; twelve segments are required to schedule three-week courses; etc.

Tiered Intervention: Tiered intervention describes the types of tiered supports observed during site visits. When we began this work, we purposely avoided the term “RTI” with schools to obtain as large a sample as possible of schools (which) were implementing components of RTI but (which) may not self-identify themselves as implementing the framework as a whole.

Traveling – Required movement from one classroom to another for a teacher who lacks her/his own classroom.

Trimester – Dividing the school year into three parts, usually each 12 weeks in length. Typically, four or five courses are offered each trimester. Typically, each course is offered for 75 or more minutes each day. Typically, two trimesters of a course is the equivalent of a full year course credit and students can earn up to seven and a half course credits per year. 

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Bell Schedules

A collection of bell schedule briefs plus criteria for selecting a bell schedule.

Bell Schedules

A collection of bell schedule briefs plus criteria for selecting a bell schedule.

2×2 plus 4×4 Bell Schedules

Examples of 2×2 plus 4×4 Bell Schedules.

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3×5 Trimester Schedule

Examples of 3×5 Trimester Schedule

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4 x 4 Block Bell Schedules

Examples of 4 x 4 Block Bell Schedules

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5-Period Bell Schedule

Examples of 5-period Bell Schedule.

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6-Period Bell Schedule

Examples of 6-Period Bell Schedule

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7-period Bell Schedules

Examples of 7-period Bell Schedules

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75-75-30 Plan

The 75-75-30 Plan bell schedule example.

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8-period Bell Schedule

An example of 8-period Bell Schedule.

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Alternative Bell Schedule

Alternative Bell Schedules.

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Bell Schedule Tool, Instructions (PowerPoint)

Bell Schedule Solution Tool Instructions is a PowerPoint that accompanies the Excel spreadsheet tool of the same name. It is a part of the Master Schedule Guide.

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Bell Schedule, Excel tool

Bell Schedule is an Excel tool that is included in the District System of Support section of the Master Schedule Guide.

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Block Schedules

Examples of Block Schedules

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Deciding on a Bell Schedule

Deciding on a Bell Schedule

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Flex Time/Flex Period

Flex Time/Flex Period

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Flexible Modular Scheduling

Examples of Modular Flex Schedules

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Four-Day School Week Calendar

Four-Day School Week Calendar

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Learning Complex Multiple Bell Schedules

Learning Complex Multiple Bell Schedules

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Rotating Classes Bell Schedule

Rotating Classes Bell Schedule

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State/District Policy on Instructional Hours and Bell Schedules

State/District Policy on Instructional Hours and Bell Schedules

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