Fix

 

Based on the remediation plan and the specific deficiencies identified in the "Special Circumstance Review," a student-driven master schedule is designed to fix past scheduling errors by shifting the scheduling process from "administrative convenience" to "data-driven planning."

 

Here is how this new approach specifically addresses the past failures:

 

1. Eliminating "Mass Placement"

 

• The Error: Previously, the district engaged in "mass placement," where students (particularly those in special education) were grouped into the same courses (e.g., a single math class) regardless of their individual needs or IEP goals.

 

• The Fix: A student-driven schedule is built after gathering individual data. By using Individualized Education Programs (IEPs) and Personal Education Plans (PEPs) as the foundation, the schedule is constructed to accommodate specific student requirements, ensuring that course assignments align with legal and educational needs rather than filling empty slots,.

 

2. Ensuring Advanced Preparation

 

• The Error: The state review found that "master schedules were not prepared in advance," leading to chaos and errors at the start of the term.

 

• The Fix: The new process establishes a strict timeline. The district must complete all student PEPs by mid-January, providing the necessary data months in advance. This allows the administration to build the schedule early, correcting the "lack of process" that previously existed.

 

3. Establishing Clear Graduation Benchmarks

 

• The Error: The high school previously had "no process" for developing PEPs, meaning students likely lacked a clear, documented path to graduation, contributing to the transcription errors where credits were inaccurate,.

 

• The Fix: The remediation plan explicitly requires the new schedule to have "clear benchmarks for completion." This ensures that every class a student is scheduled for contributes directly to their specific graduation requirements as outlined in their PEP.

 

4. Validating Accuracy via Annual Review

 

• The Error: Previous scheduling and grade transcription suffered from a "lack of leadership expertise" and "intentional" clerical errors, with no consistent oversight.