" By failing to plan, you are planning to fail." --Benjamin Franklin

Pacing Schedule

A pacing schedule is a master calendar for implementing a core reading program. It is a tool that coordinates important events such as the beginning of instruction, testing/assessment windows, unit/theme starting and ending dates, and grade level meetings to discuss student data and instruction. Pacing schedules ensure that schools, grade levels, and classrooms have a clear timeline that allows them to cover the entire curriculum presented in the core reading program and coordinate testing and professional development events. Pacing schedules ensure that all students have access to all grade-level curriculum while teachers have an opportunity to map out how the curriculum will be delivered and refined.

Non-Negotiable Ground Rules

1. Reading First schools teach reading every day.

A 90 minute block of time for reading instruction is maintained on:

• the first day of school;
• the last day of school;
• days before and after holidays;
• testing and assessment days; and
• special days (Valentines Day, field day, field trip, etc.).

2. The program's weekly schedule will not always align with the pacing schedule.

Most core reading programs divide themes/units into multiple five-day plans. However, the school calendar does not always include five-day weeks. Some weeks have four days and other weeks have three. Trying to fit a five-day plan into a three-day week is challenging. Therefore, the first lesson of a unit/theme may take place on Tuesday or Wednesday.

3. Do not skip any part of the curriculum in the core program.

In Reading First schools, the core reading program serves as the primary program for instruction for all students in kindergarten through third grade. Core programs are carefully and purposefully designed to present a systematic sequence of skills and strategies that are introduced and reinforced in subsequent grades. Skills and strategies presented in one grade are extended in the following years through a spiraling curriculum design.

The spiraling curriculum is very important for Reading First schools. If a first grade teacher does not use the core program, the students in that classroom will not have the skills and strategies needed to be successful in second grade. If an entire grade level does not finish the curriculum in the core program, then all of those students will be deficient when entering the next grade. This further illustrates the importance of establishing and maintaining a pacing schedule.

Creating a Pacing Schedule

1.    Download the calendar below. Each grade level will need to establish a pacing schedule. Grade levels with multiple tracks (year round schools) should create individual pacing schedules for each track. Some grades will find it easier to complete the pacing schedule using pencils and highlighters, while others may choose to do it on a computer.

2.    Circle the first and last days of school (instruction begins on the first day and continues every day until the last day of the school year).

3.    Draw lines (slash marks) through holidays, professional development days, and other days students do not attend school.

4.    Highlight (color in) testing windows. Color code as follows:

• DIBELS (green)
• End of unit/theme assessments (pink)
• ITBS (red)
• State CRT (violet)
• District required assessments (other colors)

5.    Put a triangle on the first day of school. Write the number one in the triangle. This is the first day of instruction for unit/theme one, day one. Some programs may refer to this as Monday.

6.    Determine the number of days required to complete unit/theme one (see the teacher's edition for the program or refer to the CORE Program Resource Packet). Determine if the core program includes end of unit/theme tests within the weekly plan. If the core program does not include assessment in the weekly schedule, add one more day to the unit/theme. Assessment days are instructional days. For example, reading is taught on days when DIBELS or PALS is administered.

7.    Repeat steps five and six above for the remaining units/themes. If the core program has six units/themes, repeat the procedure five more times.

8.    Put squares in the two days following all assessment windows. These are data collection days. Classroom teachers have two days to score and enter data online. Squares should be recorded in the two days following each administration of DIBELS and end of unit/theme assessments.

9.    Establish a date for teachers to submit data to the the school's designated recipient (i.e., principal, coach, literacy specialist, coordinator, etc.).

10. Establish dates for grade level meetings to analyze data and make decisions about student progress.

Resources