Loring Scheduling Survey 2017/2018 School Year Team: Ryan, Morgan & Ahmed Timeline: April 18" — survey sent out to all staff April 24"" ~ Survey’s due to Ryan’s mailbox Mid May — Schedule vetted through OLT and ILT Week of May 15"~ Schedule vetted through staff. Priorities + k-2has an uninterrupted block for literacy in the morning. + 4/5 has equal time in the morning and afternoon for core literacy and mathematics. * Specialists have a schedule that allows for time to prep for K/1 separate from 2-5. 1. Ona scale of 1 to 5, please rate your overall experience with your daily schedule this year. Please think about it from all perspectives - specialist, lunch, pull-outs, etc. (1 = schedule was difficult to follow and detracted from teaching/learning; 5 = schedule worked smoothly and supported teaching/learning for | your students) 1 2 3 4 © | 2. Describe the positive aspects of your daily schedule. caaeaiee @ Allow fee uninternaptedl ws wor fly breaks wa Eehoretin (recs, awh pre OPE Keep aay cchedutie. ne LAME ty AML Weep aah AM. 2 baien cil on Catton tp on vad \eo/ iy, 3. Give spectc examples of how or why the daly schedule caused difficulty for your students? chatlenain - audents to only have Zsmt members ig in -frore Ras any 1 work in 7 Pa 7 Lo ppt | 4. Please give specific suggestions that you think would make the schedule work better for your students. Classroom teachers do whole ye « theretich stn ein [ck har raSk phan | Loring Scheduling Survey 2017/2018 School Year 4 | iqix Team: Ryan, Morgan & Ahmed Timeline: April 18" — Survey sent out to all staff April 24” — Survey's due to Ryan's mailbox Mid May —Schedule vetted through OLT and ILT Week of May 15" - Schedule vetted through staff Priorities + K-2has an uninterrupted block for literacy in the morning, + 4/5 has equal time in the morning and afternoon for core literacy and mathematics. * Specialists have a schedule that allows for time to prep for K/1 separate from 2-5. 1. Ona scale of 1 to 5, please rate your overall experience with your daily schedule this year. Please think about it from all perspectives - specialist, lunch, pull-outs, etc. (1 = schedule was difficult to follow and | detracted from teaching/learning; 5 = schedule worked smoothly and supported teaching/learning for your students) i ‘ s As 5 worting witty AML tears Jews | TON Pu a Describe the positive aspects of your daly schedule, - TN MP PM that - Worn, WH Grade Levels that ZT feet SUCCESS UOT -Teachurs cure appreciative ond yen students Qh te bene ght oF ASMA QmUp EF ORL-en= oR aids ~ tpt te See. ons yearns SF - SotKUN F EAMo What NOES eoeA amd Loin okt My tags leek 1S Grace - readers 7 Sting Nod Fac of com guapins) 3. Give specific examples of how or why the daily schedule caused difficulty for your students? “““* ute | ADERomy oid be uoncin [recess = tee “Hranstr Ts very | oy Bord witty ony Awe aduats aera, Th WD + I‘ Grocers , Mary Ags BE/ net Listening Fe Shab O BLA ae to lunch. “hard for 18°G at weginning oF yeon~ leowmine lunch numbers- - voll oy Br eer pet eo env 4. Please give specific suggestions that you think would make the schedule work better for your students. a0 ote —Lunchwom \cecess plan ~ hoo sepaaie Kams 4p cover eachy ye We worn transi oN Teachers Cour gecens Then Hing Was te wench ~ Consist adwlis- rebable fe be nA pere — ea ee pre conn © “clon de recess Hund pe back te back ere neal fom lunch a Speciteist 7 —> |