1. Middle and High School Scheduling Continuums of Instructional and Intervention Support

2. What Does Creating a Continuum of Support Mean? What is the desired outcome? Graduation-decrease in drop-out Successful transition to post-secondary or career opportunity Increase in advanced course taking Increased attendance Increased homework completion What does the data indicate? What type of supports will be needed?

3. Once the “Given’s” Are Covered How will students be grouped? Who will conduct the intervention? Staff with good rapport and management of students being served Training or knowledge to carry out the intervention and engage students When and where will the intervention take place? What will be needed to implement the changes

4. How Students are Assigned Grade level teams Intervention Planning teams Principle, data guru, counselor, content area representatives Other models of assigning students?

5. Data-based Decisions Data Dashboards Sample Evidence MCA-II score MAP scores General Outcome Measure – Oral Reading Fluency or MAZE (with predictive validity) Formative Assessments CARI Gates McGinitie-RT Teacher input about performance Grades Attendance Homework completion

6. When Does Intervention Take Place? Assumption Most students get rigorous core instruction during X time. For students who need intense intervention, we will have an additional X minutes of intervention. For students who need enrichment or advancement sometimes a replacement of core is appropriate Group make-up and size are important. Sometimes, the “who” of the group is most important.

7. Influences on the Master Schedule Master Schedule Collaborative Culture Non- negotiables Data Model

8. Overall Scheduling Considerations Evaluate what is negotiable and not negotiable Don’t confuse tradition with non-negotiables Data Think about reading needs Students receiving strategic instruction should be in groups no larger than 5 Students receiving intensive instruction should be in groups no larger than 3 Integration may be necessary Students who are indicated as needing strategic intervention should not be missing any core subject area curriculum in order to receive intervention It is best to build your schedule to minimize any loss to core subject area curriculum or specials for students receiving intensive instruction Contingency Plan May need to create 2-3 schedules based on predictions for potential additions/deletions to grade-level sections and district specialist allocations

9. Scheduling Team Who makes up our scheduling team? Who is missing? Based on the work done by the scheduling team, the schedule will be brought back to the faculty. Overall district-wide effort to look at entire system at once (Services, Curriculum, Technology, and Professional Development ) Nothing in isolation as impact stretches far and is interwoven. Other ideas

10. What Do Models of Intervention Look Like?

11. Model 1: Pull Out Core Instruction Intervention XY Enrich Z Intervention delivered by assigned teacher, educational assistant, etc.

12. Lake Woebegone School Fall Data

13. Pull Out Model Advantages Most similar to traditional practices Minimal logistical planning needed Disadvantages Transition time to intervention necessary Most schools have more students to serve than this model accommodates Collaboration time between teachers necessary

14. Variations on the Pull-Out Model Bursts of service Inter-sessions Summer courses After school sessions

15. Scheduling/Resource Considerations Works best when numbers of students needing assistance is small because students in group have to have similar needs Typically, each grade level receives support ½ hour each day Can be done while other students participating in workshop

16. Model 2: In Class Benchmark students Intervention group 1 Intervention group 2 Learning centers Independent work Targeted instruction

17. Utopia School Fall Data

18. Variations on the In Class Model Content Literacy Continuum Skills taught within core- subject areas Students requiring additional practice with skills receive additional intervention at different time Intervention Course Traditional course is compressed into 90 min for 1 semester Intervention course is 90 min for 2 semesters 45 min. grade level course 45 min. targeted instruction

19. In Class Model Advantages Students stay in class during intervention time Classroom teacher is able to work with at least one group of his/her own students Flexible grouping may be easier to do given the daily contact between teachers Opportunity to use common vocabulary and align expectations Disadvantages Most schools have more students to serve than this model accommodates Collaboration time between teachers necessary

20. Scheduling/Resource Considerations Works best with small numbers of students Typically, each grade level receives support ½ hour each day Can be done while other students participating in workshop Classroom supervisor may be necessary to protect uninterrupted intervention time

21. Model 3: Intervention Power Hour Pooled Students Class A Class B Class C Group 1 Group 2Group 3Group 4

22. Heaven School Each grade level was assigned an intervention time Available resources included what was called the “Swoop Team”. The team consisted of both certified and non-certified staff, all led by the Literacy Coach in the building. Fall Data

23. Intervention Power Hour Advantages A team can accommodate a larger number of groups Larger number of groups can make for more options when student’s needs change Typically allows more time for additional support to students with intensive needs Disadvantages Transition time to new groups needed (if not at beginning of day) Content area teacher disconnected from student and intervention planning Interventionists report wanting to having the students for longer periods of time Training and support for interventionists needs to be coordinated May be easier to overlook need to make core curricular changes

24. Scheduling/Resource Considerations Most likely used when number of students needing intervention is large, or beyond what can be done by the teacher and one support staff. Depending on the number of intervention groups necessary, resources may need to be rethought in the school (aide duties). Make sure students most in need have the most qualified interventionists.

25. Variations of Power Hour Split Lunch—20 minutes to eat, 20 minutes study hall Students in interventions required to attend study hall in content area they need help Coffee clutch—students arrive 30 minutes prior to start of school for intervention After school or on-line intervention sessions

26. Model 4: Cross-Class Grade X Reading Specialist Intensive Needs Teacher C Benchmark Performers Teacher D Highest Performers Teacher B Targeted Needs

27. Shangri la School Each grade level selected an intervention time Available resources included 4 grade level teachers, 1 reading specialist, 2 reading paras

28. Cross Class Model Advantages Coordinating workshop time as intervention time assures students needing strategic support are not missing core subject area instruction Allows for several certified staff to be providing reading interventions and more creative groupings When teachers have built in collaborative time, discussions about groupings and individual students can take place Easier for reading specialist to be available for additional intervention time for students needing intensive instruction Allows for creative groupings for students needing intervention that is an enhancement of skills. Disadvantages Transition time to new groups needed. Classroom teachers sometimes disconnected from student and instructional planning

29. Scheduling/Resource Considerations Similar to intervention team approach, but grade-level teachers used as interventionists. Each grade level coordinates intervention time with other reading teachers or special education teachers.

30. Model 5: Cross-Grade

31. Eden School Lower primary and upper primary have 3 hour reading blocks. Students are grouped according to both reading level needs and intervention needs during that block. Available resources included all grade level, special education, and ELL teachers, Reading Coach, Reading interventionists, and 2 paras. Fall Data

32. Cross Grade Model Advantages Allows for more individualized and intense instruction based on reading and skill level Focus on reading increased because no transition time necessary Teacher provided time to know student’s skill level and increased time allows him/her more flexibility in meeting needs Disadvantages Requires integration of other core subject areas into literacy and math blocks Requires thinking about things very differently

33. Variation of Cross-grade Grouping Using Block Scheduling See handout 1 Block set aside for school-wide enrichment, re- teaching, electives 1 Block set aside for each grade to have enrichment, re- teaching, or planning time

34. Scheduling/Resource Considerations Consider when number of students on track is considerably less than those not on track Scheduling takes into consideration resources needed and grade level requirements Resources can be allocated in larger chunks of time

35. Our Data and Preference As we look at our data, there are likely some models that do not apply. Just working from those that would make sense, talk at your table about the advantages and disadvantages to the models that we will consider. Based on the combined advantages and disadvantages, select the model that you would like to build your schedule around.