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-56 classes
-2,340 minutes = 39 total hours of contact time = 5 total days of instruction

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-2 big art shows (or one off shows - hang in the board room, etc.)
-Programming = hanging art in school
-Material prep (example: cardboard looms and cut yarn, etc.)
-Ordering/budget

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-Programs/performances
-Instruments (ukuleles)
-Clubs, choirs
-Ordering/budget

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-Field day (uncompensated)
-Set-up and clean up of big items (prep and clean up take 30+ minutes)
-Bike to School, Safe Routes, etc.
-Bikes moved between buildings
-Fitness Gram
-Ordering/budget

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-Balancing flow of the building (cafeteria can affect library, which can affect PE, etc.)
-Lunch
-Balance educator requests, preferences, etc. along with what is best for kids
-Recommended minutes for core areas
-Intervention time

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Billing and Budgeting (creating orders, putting them into BPlus, receiving orders, reconciling PCards, etc)
Making up short weeks (creating the sub plans, teaching while a sub is teaching, etc)
Collection Development and Circulation (weeding, reshelving, fixing, utilizing CSRC, etc)
Technology (supporting tech issues, check in/out devices, last minute directives for technology (ie, chargers yesterday), cleaning, log in devices, etc)
Textbooks/Resources

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Every full-time Early Childhood and Elementary School Professional Employee will be provided with four hours and fifteen minutes of plan time per week.  When looking at weeks that are scheduled to be less than five (5) school days, the once a week forty-five (45) minute plan time will be rescheduled as mutually agreed upon during the contract year.  Except for Wednesday, no period of time less than forty (40) minutes shall be considered plan time unless the Professional Employee and the principal and/or primary evaluator agree yearly that a lesser amount of time is educationally beneficial to students.

Three (3) days during the contract year will be dedicated exclusively for teacher-directed plan time.  One day will be scheduled in the Fall, one in the Winter, and one in the Spring, as recommended by the Calendar Committee and adopted by the Board.

For the 2021-2022 contract year, during the second student-week and the second to last student-week of the academic school year, the once-a-week forty-five (45) minute plan time will be scheduled during Wednesday collaboration in order to allow Library Media Specialists time to complete duties.

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Expectation for Collaboration Time:
Building administrators and Professional Employees will work together to determine the content of collaboration.  This may include grade level/team/department meetings within the building, as well as with colleagues from other buildings to discuss topics related to meeting student needs with respect to curriculum, assessment and instruction. Individual Education Plan meetings and Student Improvement Team meetings may be scheduled incidentally during this time; however, they may not be regularly scheduled.

Collaboration time must be used to address classroom, building and district goals and may include meetings with support staff on inclusion concerns, to develop lesson modifications or adaptations, School improvement issues related to student learning, and assessment activities that directly impact student learning.

If a building principal and Professional Employees agree, full or partial staff sessions may be scheduled during collaboration time to cover topics related to meeting student needs with respect to curriculum, assessment, and instruction.

Except where otherwise indicated in this agreement, collaboration time may not be used for clerical tasks (e.g. data entry, scoring of student assessments from another school, etc.); individual classroom planning or grading, general faculty meetings, or building administrative tasks (e.g. inventories of building equipment and textbooks).

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Current: 255 minutes
Library - makes up time on short weeks
40 minute = minimum for plan time length (unless Wed)

Secondary: Middle = 398, high = 286-346

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-45 minute specials, 30 minutes on W
-AABBCC rotation for art, music, PE (1-2 x week)
-Library 1 x week
-Counselor expectations: 30 minutes? but must be able to reschedule to handle crises
-Early/late/odd schools and shared itinerant staff who are paired at buildings that run different timed schedules
-"Bubble" schools - lack of consistency in times across buildings make it challenging to support other schools
-Travel - required to give teachers a 45 minute block to travel, teach the 45 minute block, then travel back for 45 minutes
-Specials schedule can often be one-sided or heavy (2 in the morning, 5 in the afternoon) - can this be managed by having a late start schedule and an early start schedule?
-Shared buildings are challenging - how do you balance schedules, plan times, etc.

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Intervention Time (9 preps per week added to work load)
IEP meetings often take place during plan time
Transition to Schoology, creation of CFAs, building CFAs into Schoology (all areas)
Communication to specialists about behavior, parent concerns, absent kids, testing, etc.

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Small and Large Schools - shared/itinerant buildings and shared staff
Morning meetings & breakfast timing - eats into time for scheduling
5 minute transitions
K-2 grouping, 3-5 grouping

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What is the instructional impact on increasing plan time?

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-60 min specials - ABCD, library included (Wednesday = 45 min)
-Increased plan time by 15 min per day for all areas (now 285 minutes)
-Challenge: 1st two weeks of school for library (sub was provided, but workload is still a concern)
-K-2 does 30 minute blocks and switch halfway

-Pro: Increased plan time, common plan time, not rescheduling library, librarian gets to be a part of a specials team,
-Con: Lost contact minutes, challenges for library workload, curriculum, not all grade levels use the time to collaborate, loss of "extra", set aside 45 minute plan, W=20 minute classes for littles, more complicated of a schedule, significant librarian barriers (not enough IT support, less time to provide general library support, open library checkout would be more complicated)

Math of ReDesign - lose about 2 hrs of contact time with each kid (around 5% loss)

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AABBCC

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Requested same schedule for elementary buildings as they travel from building to building

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Get schedule comparisons from other districts - who are the "specials" (computer, Spanish, etc.) and what schedules/rotations do they run?

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-Packed to the brim with instructional needs
-Schedule is not always flexible, where do we put extra plan time minutes without needing someone like a recess monitor, etc?
(New reading curriculum for next year - will require different prep for '22-'23)
-State restrictions require certain things don't bump up against one another for schedules
-How many recesses? What are those requirements?
-What are the differences between middle and elementary for core emphasis?
-Master schedules are complicated to build with a different schedule day for "library"

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-16 SEL lessons
-Facilitate small groups based on SRSS data
(ex: one building = 14 small groups)
-Challenge: can't predict crises, so schedule is difficult to make reliable
-No set way that counselors are set in terms of schedule - allows building autonomy and responsiveness to building needs
-Utilize Positive Action curriculum and expand upon the themes of the curriculum
-Goal is to spend 60% of their time facilitating and in classrooms
-Was historically part of plan time