Exeter Township High School Master Scheduling
February 4, 2025
The “Why”
Restructuring a master schedule is a vast endeavor that requires input from multiple stakeholders in the school community. Exeter Township School District has decided to utilize a structured process to collect information from stakeholders to develop a master schedule that fulfills the district vision of:
�Inspiring and preparing today’s learners for tomorrow’s opportunities
The Overall Guiding Question:
Is the current Exeter Township High School schedule the
most efficient to ensure the best outcomes for students?
Meet the Devopar Team
Dr. Susan Sneath
Vice President / Senior Consultant & Owner
Dr. Cindy Mierzejewski
Senior Consultant & Project Lead
Mr. Chris Celmer
President / Senior Consultant & Owner
Process
Through a combination of 1:1 interviews, questionnaires, document reviews, and focus groups Devopar was able to collect structured feedback from all stakeholder groups at Exeter Township School District:
Site Visits |
On-site visits for purpose of gathering information about floor plans, flow of traffic, cafeteria usage at lunch times, arrival & dismissal, and room usage. |
Focus Groups |
|
Interviews |
|
Data Collection Details
Description of Process | Number of Sessions | Session Dates | Participants |
Site Visits | 2 | September 17, 2024 September 20, 2024 | Sue Sneath & Chris Celmer with HS Administrative Team Cindy Mierzejewski & Chris Celmer with Supt., Asst. Supt., and HS Admin Team |
1:1 Interviews | 9 | From September 30 to October 16, 2024 | Superintendent, Assistant Superintendent, Director of Teaching and Learning, HS Principal, Assistant HS Principals, Director of Technology, Grades 7-12 Curriculum Supervisor, Secondary Special Education Supervisor, Counseling Department Chair |
Student Focus Group | 3 groups | October 24, 2024 | 47 total |
Data Collection Details
Description of Process | Number of Sessions | Session Dates | Number of Participants |
Parent Focus Group | Done by Survey | October 15 - October 25, 2024 | |
Educator Focus Group | 3 | October 30; November 6; November 12, 2024 | 32 |
Community Focus Group | 1 (virtual) | November 21, 2024 | 9 |
Document Review
Document | Comments | | Document | Comments |
Course Enrollment Reports | In over 400 classes, 14 have < = 10 students (< 3%) 30 additional classes have < =15 | | School Board Policy | Current |
Current HS Bell Schedule | 8 period day with a blend of 44 min single periods and 92 min blocks (dependent on course and section). Schedule includes three 30 min lunch periods and 4 minutes for E4 News. | | Exeter Township Strategic Plan | 2024-2027 Goals
|
Teacher Schedules | Teachers’ schedules of block and/or single period vary depending on content. During the non-class time, most teachers have the equivalent of 9 prep periods and 3 duty periods in a student 6 day cycle. | | Teacher Absentee/Substitute Teacher Fill Rates | Consistent high percentage fill rates from daily subs. Little need for internal subs or coverages. |
Co-Teaching Assignments | Some courses are co-taught but those that are co-taught are dependent on master schedule and teacher availability | | HS Program of Studies | Students must complete 24 credits in order to graduate. 7 of those credits must be in electives. |
Failure Rates (by course) | 263* course failures for 23-24. Highest number = Earth/Space Sci with 28 followed by Alg. 1 and Eng. 10 with 18 each | | Collective Bargaining Agreements | EA CBA requires 240 minutes of prep time during a student 6 day cycle. (6 prep periods at the HS is equivalent to 264 minutes) |
Sample Student Schedules | Most students have an all block schedule or a mixed of block and single periods | | Student Performance Data | There are areas of commendation and areas of opportunity |
Research-Based Features of Efficient HS Schedules that Improve Outcomes for Students
Time for Intervention and Support
PLCS: Collaborative Opportunities for Embedded Professional Development Among Teachers (Common Planning Time)
Involve Teachers in the Process
Accessibility for All Students
Implement a Regular Flex Period
Use Data to Create Strategic Student Groups
Plan for Special Activity Days
Plan for Virtual Learning
Hamacher, A. (2024). Best Practices for School Scheduling at Middle and High Schools
Types of Schedules Considered
Standard and Block Periods assigned by course content (current model)
Standard periods on Monday, Tuesday, & Friday with A/B Block on Wednesday and Thursday
Bacon, J. (2021): 10 Examples of Middle and High School Schedules
Standard Periods
Rotating Standard Periods
4X4 Block
A/B Block
Rotating Block
A few weeks break between semesters or quarters for students to take short intensive courses either for remediation or acceleration
Intersections
Modified Standard Periods
**Strip and Block
What Do Exeter Township School District Stakeholders Have to Say?
Student Perspective
Parent Perspective
Educator Perspective
Community Perspective
Exeter Township School District Stakeholder Feedback:
STUDENT PERSPECTIVE
Current: Likes | Current: Issues / Barriers | Future: Wants / Requests |
|
BCTC Students:
|
|
Exeter Township School District Stakeholder Feedback:
PARENT PERSPECTIVE
Student Assistance | Courses | Afternoon Activities |
|
|
|
Exeter Township School District Stakeholder Feedback:
EDUCATOR PERSPECTIVE
Overall Satisfaction with Current Master Schedule |
|
Exeter Township School District Stakeholder Feedback:
COMMUNITY PERSPECTIVE
There is a growing concern with traffic congestion at the start and end of each school day.
A perceived schedule conflict for BCTC students exists. Sometimes when the BCTC is open and Exeter is closed (or vice versa), there are transportation concerns. Mid-day transportation is not offered on these days.
There is a desire to make sure that the correct number of full-time professional employees are in place at the high school. An analysis of the efficiency of all FTEs and other positions in the school is requested.
Student Performance Data
Exeter Township Senior High School�What historical data must be considered when examining the master schedule?
Commendations: Keystone Algebra
Student Performance Data
Exeter Township Senior High School�What historical data must be considered when examining the master schedule?
Areas of Opportunity: Keystone Literature
Student Performance Data
Exeter Township Senior High School�What historical data must be considered when examining the master schedule?
Areas of Opportunity: Keystone Biology
Commendations
Student achievement in the areas of Algebra and Literature greatly exceeds state averages
Daily substitute fill rates are strong (this is not what is being seen in other districts across PA)
Co-Teaching is available.
Supported Study Halls are a means for students to get extra assistance as needed
School Board policy is current and in line with best practices from PSBA
Many of the features of the current master schedule are consistent with best practices found in
research
Program of Studies offers a variety of courses covering many content areas
Recommendations
Recommend a written criteria to determine which courses should be block and which courses should be strip
Professional Development opportunities for instructional strategies to be used in the strip and in the block
Review the BCTC schedules to ensure students feel as “connected” as they can to the school, that there is
ample time to get credits needed from Exeter HS and ample instructional time for their technical program
Review the failure rates in Earth Science
Review the traffic patterns with the arrival and dismissal of students at the high school/middle school
campuses
Determine best practices for instruction in the strip or the block for Biology. It should be consistently one way
or the other depending on the data
Co-Teaching must be intentional and not just available if the circumstances allow for it. This requires a
collaboration between HS Administration and Special Education Administration
Increased expectations for teacher collaboration, collaborative planning, intervention, embedded professional
development, and more regular co-teaching services should be examined as teachers have room in their schedules
The district may consider an in-depth enrollment population study to provide data for future teacher planning
Further Considerations
Efficiency of Full Time Employees (FTEs) |
|
Phase I Deliverables (Complete)
1:1 Structured Interviews with Key Administrative and Operational Personnel
Facilities Walkthrough Tour and Review
Stakeholder Focus Groups
Data Presentation and Written Report for Cabinet Members
Phase II Deliverables (Complete)
Examine 2-3 options that will reflect the district stakeholders’ wants, needs, and available resources. Considerations and financial implications of each scenario will be provided with each option.
Devopar will report on the options considered for changes to the high school master schedule. If requested, Devopar will present its findings to the School Board of Directors.
Phase III Technical Support (As Needed)
In collaboration with the Exeter Township District Administrative team, Devopar will develop a communication plan for the selected option.
Transportation
Technology
Food Service
Human Resources
Collective Bargaining MOU’s
Finance
Professional Development in the Area of Teaching and Learning
Devopar will provide technical assistance in any area that is impacted by the potential changes in the master schedule and reorganization of the Senior High School. These areas include, but are not limited to:
In collaboration with Exeter Township District Administrative team, Devopar will develop a professional development plan to address the potential changes to instruction that the master schedule may require.
We Greatly Value Our Partnership With Exeter Township School District!��Thank you!