One common condition I often find in schools that are not improving is that they lack a strategic school schedule that provides time for intervention and extension. Schools that seriously embrace their fundamental purpose as a razor-sharp focus on student learning strategically align all structures, practices, and beliefs to that end. The old way of conducting school was that time was the constant and learning then became the variable. All students got the same amount of time to learn critical knowledge and skills; some students learned and some did not. Thus, learning became the variable.

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