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Some valid concerns have been brought up that have yet to be addressed.  Until they are resolved, WIN time will struggle to be most effective for students & most likely will continue to cause unwarranted levels of stress.  From what I have observed, the stress is eroding teacher buy-in that had been originally been offered by some staff on faith.  1.  Doing this well means looking at data.  Collecting & organizing data for 154-176 students per grade level throughout the year is no small task.  Whose responsibility will this be?  Classroom teachers, team leaders, LS, specialists, admin, counselors, tech integrator?  Each group is already working full time on student contact & now doing additional planning for their WIN group.   This data component is important.  2.  Teaching spaces are limited.  Doing this well means having teaching spaces that are conducive to learning.  I personally need a white board or at least a wall space to work on an anchor chart for any group to add visual input.  Many spaces are only open on a limited basis--ESPR, science lab, library classroom, office conference room.  We have booked all consistently available spaces & still are coming up short.  Working outdoors is often too hot in Doha, can be noisy (3rd gr is during recess for 5th), and currently has flies attacking non-stop.  I don't know that we can count on outdoor space or hallways as a long-term solution.  3.  Certified staff to plan & teach groups.  We have wonderful assistants that give us 100%.  With that said, they do not have training to take a group of kids & a broad topic & plan an arc of instruction.  Most are only familiar with curriculum at one grade level.  Yet they are being given groups in other grade levels.  Will they receive training on lesson planning?  Will they receive curriculum overviews on other grades?   Struggling with each of these concerns continues to escalate stress over WIN.  High stress is affecting morale which will, in the long term, affect students.  11/14/18  3:03 am

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Morale among teachers seems low right now. There is a lot of worry and negativity and general exhaustion. This is because there is a lot coming at us at once and there are many questions that are still unanswered. I know we are going with this new initiative and may see the benefits of it in the long run, but at the same time, what can we do to help increase morale now? We need our school culture to remain positive. Happy teachers mean a happy school culture and happy kids.

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I am struggling with the concept of snack being considered quality instruction time. Possibly a read aloud, but even then snack is distracting with kids opening wrappers, walking around the room, rustling, making noise, trying to balance space between papers and food etc. Working while trying to eat reminds me of the difference between grab and go meals vs a family sit down dinner. I'm wondering if we are sending the right message to kids.

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I'm just wondering how we will proceed with re-evaluating and cutting our curriculum down. Teachers are already struggling to get with the current expectations and now we are losing an additional 4 blocks a week. What will the examination of curriculum look like and what subjects will be down-sized?

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The new schedule is not balanced and creates more stress for Specialists. For example, on Tuesday all three grade levels are taught during all five blocks. This leaves no prep time at all and extra stress flip flopping between grade levels.

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I sincerely hope that the desire of teachers to take something off the plate in order to effectively teach the curriculum, isn't interpreted as wanting/needing a longer school day.  It's just that the suggested 15 minutes to do interactive read aloud, typing, handwriting, word study, number talks, morning meeting, incorporated snack, read aloud, and now part of WIN, has to come from somewhere.  Please don't hear this as a movement towards extending the day. We just want to impress that if something is added to the plate, even if it's only a few minutes worth, then something should be taken off the plate.  It's not about making the plate bigger - a platter still wouldn't do it.

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Didn't the school just spend a ton of money to bring in a consultant to train teachers about co-teaching? Was that not the school's vision?

Where/when will classroom teachers and LS teachers be able to keep pursuing that?

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Has there been an evaluation of the actual amount of time we were receiving support from IAs and LS teachers vs. what we will be receiving now? Since all IAs and LS teachers will be tied up for 1.5hrs per day, add in their planning meetings and our new I/E planning meeting, the amount of push-in support seems like it will be drastically lower that what we were receiving before. Is 30min of targeted support once per day and maybe one push in really going to be better in the long run than the minimum of 80min push in across all subject areas students were receiving before?

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What happened to our ASA math and reading labs? Couldn't that be seen as intervention time?

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Perhaps having a jam-packed curriculum isn't best practice for students? While I can get behind the idea of stopping and "hitting the pause button"...shouldn't in our normal days/weeks allow for this already? Including enrichment periods for high-flyers would mean additional prep for teachers. Where will we find the time to prepare something meaningful in our already busy, busy day?

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I would like to see the data from the latest Maps testing to show where the students are and why there is a rush to implement this major change. If we have been failing students for SO long, where is the data to prove that? Why hasn't it been shared out? If there is a need for more LS teachers, why hasn't this been handled at the director/board level?

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Where is the data that shows we are a failing school? It needs to be presented and explained.  At the very least it needs to be shared to establish a baseline for evaluating the success of a major change.

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Put the idea of an intervention block to the side.  Don’t judge the validity of the idea – instead evaluate the concept of implementing a major philosophical change in such a short time. Imagine its impact on students, staff, and the learning environment of a school when rushed. Schools that understand how to teach children don’t adopt major changes in schedules without careful thought and discussion with all stakeholders.  This is not an indictment on the idea of an intervention block but rather the manner in which it was shared: unprofessional.  Adopting this change under the cover of darkness with no discussion and feedback opportunities is Bad Practice. The possibility should be investigated and carefully considered by staff, students, and parents of ASD.  To not allow the time to do so is...well, EduCare would call it neglect.

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Wellness, change processes and who we are

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Wellness, change processes and who we are

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How is taking away snack time aligned with our goals around mindfulness and wellness? (It is horrible enough that teachers are expected to have working lunches, let's not pass this bad habit onto the children).

How is changing a schedule mid-trimester, right after we have settled into the school year, not disruptive to both teachers and students? How is this NOT creating more stress and work for teachers? How is creating more stress better for our kids?

Why the urgency? I don't see the connection between losing a half time learning support teacher and the reimagining of an entire schedule.

Does anyone else feel like this change would be better implemented with more thought and planning involved? How can this be done with efficacy when there hasn't even been time for teachers to fully understand, process, and buy into the change?
How will the changes uphold the culture and climate of the school?

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When can we anticipate curriculum coordinators telling us what we can let go of in light of the fact that we lose teaching time? Will this decision about what will be cut out of the curriculum be made and shared with us soon since we are rolling out with this right away?

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I am confused about the draft schedule. When can we get a weekly schedule?

For example, we weren't teaching sci/ss every day. Only 2x per week (or 4 blocks), are we now teaching it daily? Or will it be reflected differently on the weekly schedule?

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Can we give it some positive name? Maybe something like Dragon Learning time, or Personal Growth and Learning (PGL?) time (a play on teachers PG&C)
I personally don't like calling it intervention time. I want kids to feel really positive about it and what we name it could be a first step.

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How will this information be shared with students?

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Can we have a clearer idea of who all will be involved in the intervention time for each grade level? Will our coordinators be involved? Our librarian? Is this time protected for admin or should we anticipate that things will come up and that it will be inconsistent?

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Will teachers still have the flexibility to change what blocks they teach which content areas? For example, if I know science is going to take a lot of set up, could I move it to the end of the day so I can use my prep time to get it prepared? Or, for example, I need to swap math or literacy for a day because of a certain reason, do I have the flexibility to do that still? Not every day, not every week, but when the need arises.

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I am also concerned about snack. I think kids have a right to have a snack time, that is not also a work time. They also need the opportunity to socialize. They don't really practice conversation skills at recess.

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I am also concerned about snack. I think kids have a right to have a snack time, that is not also a work time. They also need the opportunity to socialize. They don't really practice conversation skills at recess.

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I'm concerned about the idea of a working snack. There is a lot of research that supports eating mindfully, rather than mindlessly eating while doing other tasks. Is mindless eating a practice we really want to teach/encourage in young children? Is there a way we can be creative/innovative to find time for kids to actually have a designated snack time where they can eat mindfully?

Here are a few articles about mindful eating.
https://www.eufic.org/en/healthy-living/article/mindless-to-mindful-eating

http://spectrum.diabetesjournals.org/content/30/3/171

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4544599/

https://www.psychologytoday.com/us/blog/healthy-change/201404/mindless-eating-can-be-harmful-your-health

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In order to have both UES counselors involved in the I/E groups, could 3rd grade's Specialist and World Language block be moved so that, for example, Mike would not be teaching Guidance class in 3rd grade at the same time that 4th grade has I/E Group Time?  (Just to be really explicit): Currently 3rd grade's Specialist and World Language time IS scheduled during the same time as Grade 4's I/E Group time, which would mean there would only be one (or no) counselor(s) free to take a Grade 4 anxiety, how-to-get-along-with-others, or Behavior Plan Management Group.

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In order to have both UES counselors involved in the I/E groups, could 3rd grade's Specialist and World Language block be moved so that, for example, Mike would not be teaching Guidance class in 3rd grade at the same time that 4th grade has I/E Group Time?  (Just to be really explicit): Currently 3rd grade's Specialist and World Language time IS scheduled during the same time as Grade 4's I/E Group time, which would mean there would only be one (or no) counselor(s) free to take a Grade 4 anxiety, how-to-get-along-with-others, or Behavior Plan Management Group.

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Who will be involved in the intervention/enrichments?

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Who will be involved in the intervention/enrichments?

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Can counselors get on board for Executive functioning/social skill support?

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Are curriculum coordinators on board with the understanding that content will need to be taken off the table? How much say will teachers have in this?

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Yikes, I'm a little worried about how to include snack into my schedule. Could we brainstorm ideas/possible lessons besides independent reading/quiet time
that would facilitate eating.

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How will these changes be shared with parents?

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Has it been two years already of no changes to the scheduling? That was quick.

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Has it been two years already of no changes to the scheduling? That was quick.

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What will be removed from the curriculum to accommodate for the loss in teaching time?

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What will be removed from the curriculum to accommodate for the loss in teaching time?