Ambassador School for Global Education

SCHEDULES
Daily Schedule (M/T/Th/F) Wednesday Schedule
Morning Advisory 8:00 – 8:15 15 min. Morning Advisory 8:00 – 8:25 25 min.
Block 1 8:20 – 9:50 90 min. Block 1 8:30 – 9:30 60 min.
Recess 9:50 – 10:10 Block 2 9:35 – 9:50 15 min
Block 2 10:15 – 11:45 90 min. Recess 9:50 – 10:10
Lunch 11:50 – 12:30 Block 2 10:15 – 11:00 45 min
Block 3 12:35 – 2:05 90 min. Block 3 11:05 – 11:50 45 min
Heritage Language 2:10 – 2:40 30 min. Lunch 11:50 – 12:30
(in Advisory)
Afternoon Advisory 2:40 – 2:50 10 min. Block 3 12:35- 12:50 15 min
Afternoon Advisory 12:55 – 1:10 15 min

BLOCK ROTATIONS
In this current model, advisories are based on Heritage Language levels and provide student opportunities to
practice social language within advisory and academic language during explicit Language instruction. All
advisors teach Heritage language instruction. For the remainder of the day, the advisor teaches within a specific
core content. This model would require 5 ELA teachers, 5 math teachers, and 5 international studies teachers.

Literacy Block Math Block International Studies Block

ELA meets M/T/Th/F for 90 minutes
and on Wednesday for 60 minutes.
This does not meet the required
time because of the shortened
Wednesday, in addition to students
working within a block schedule.
However, the advantage to keeping
the block rotation on Wednesday is
to provide students with a
predictable working environment.
Math meets 4x per week at
90 minutes and 1x per week
for 60 minutes. This
exceeds the required math
minutes. In this structure, a
teacher could use
Wednesday block time to
include 20 minutes of PE
instruction to ensure all 200
required minutes are met.
On M/T/Th/F, this block would begin with 20
minutes world language instruction. PE
instruction would follow for 20 minutes, then
world projects for the remaining 50 minutes.
This would allow a movement activity in
between language and projects time. On
Wednesdays, if Math covers the 20 minutes
of PE, this block would consist of 20
minutes world language instruction and 40
minutes of world projects.

CLASS CONFIGURATIONS
Below is a sample of how the multi-age classroom might break down. With this flexibility, teachers could place
students in the classroom that best meets their developmental and academic needs. It also provides flexibility
with varying enrollment numbers.

A, B 2: K-1 classes (48 students) 14 K + 10 1 st 14 K + 10 1 st

C, D, E 3: K-2 classes (72 students) 10 K + 8 1 st + 6 2nd 14 K + 10 1st 11 K + 7 1 st + 6 2nd
F 1: 1-2 class (24 students) 10 1 st + 14 2 nd
G, H 2: 2-3 class (48 students) 14 2 nd + 10 3 rd 14 2 nd + 10 3 rd
I, J 2: 3-4 classes (48 students) 9 3 rd + 15 4 th 9 3 rd + 15 4 th
K, L, M 3: 3-5 classes (72 students) 7 3 rd + 6 4 th + 11 5 th 8 3 rd + 5 4th + 11 5th 7 3 rd + 6 4 th + 11 5 th
N, O 2: 4-5 classes (48 students) 6 4 th + 18 5 th 7 4 th + 17 5 th

Sample: Classes each ELA teacher is responsible for

Teacher 1) A, B, F
Teacher 2) C, D, E
Teacher 3) G, H, I
Teacher 4) K, L, M
Teacher 5) J, N, O

POSSIBLE ROTATIONAL SCENARIOS

Scenario 1
Martin begins his day within his Heritage Language-leveled advisory. Here he works on developing his social
language and preparing for a successful day. After advisory, he joins his core academic group of 24 students
that he rotates through three blocks a day. He finishes his day back within advisory for Primary Literacy
instruction and closing advisory.
Scenario 2
Martin begins his day within his Heritage Language-leveled advisory. Here he works on developing his social
language and preparing for a successful day. His entire advisory then rotates together through three blocks a
day. He finishes each day back within advisory for Primary Literacy instruction and closing advisory.
Scenario 3
Martin begins his day within his Heritage Language-leveled advisory. Here he works on developing his social
language and preparing for a successful day. After advisory, he rotates through three blocks a day with 24
different students within each class. All blocks are based on Martin's needs and interests as a student. He is
placed within an ELA and math class that best meet his needs. He is placed in a International Studies class to
learn the language he is most interested in learning, while taking his academic and developmental needs into
consideration. He finishes each day back within advisory for Heritage Language instruction and closing
advisory.