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

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Scheduling Continuums of Instructional and Intervention Support

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what does creating a continuum of support mean
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?
once the given s are covered
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
how students are assigned
How Students are Assigned
  • Grade level teams
  • Intervention Planning teams
    • Principle, data guru, counselor, content area representatives
  • Other models of assigning students?
data based decisions data dashboards
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


Gates McGinitie-RT

Teacher input about performance



Homework completion

when does intervention take place
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.
overall scheduling considerations
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


    • 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
scheduling team
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
model 1 pull out
Model 1: Pull Out

Intervention delivered by assigned teacher, educational assistant, etc.

pull out model
Pull Out Model


  • Most similar to traditional practices
  • Minimal logistical planning needed


  • Transition time to intervention necessary
  • Most schools have more students to serve than this model accommodates
  • Collaboration time between teachers necessary
variations on the pull out model
Variations on the Pull-Out Model
  • Bursts of service
    • Inter-sessions
    • Summer courses
    • After school sessions
scheduling resource considerations
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
utopia school
Utopia School

Fall Data

variations on the in class model
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
in class model
In Class Model


  • 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


  • Most schools have more students to serve than this model accommodates
  • Collaboration time between teachers necessary
scheduling resource considerations20
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
model 3 intervention power hour
Model 3: Intervention Power Hour

Group 2

Group 3

Group 4

Group 1

heaven school
Heaven School

Fall Data

  • 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.
intervention power hour
Intervention Power Hour


  • 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


  • 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
scheduling resource considerations24
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.
variations of power hour
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
shangri la school
Shangri la School
  • Each grade level selected an intervention time
  • Available resources included 4 grade level teachers, 1 reading specialist, 2 reading paras
cross class model
Cross Class Model


  • 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.


  • Transition time to new groups needed.
  • Classroom teachers sometimes disconnected from student and instructional planning
scheduling resource considerations29
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.
eden school
Eden School

Fall Data

  • 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.
cross grade model
Cross Grade Model


  • 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


  • Requires integration of other core subject areas into literacy and math blocks
  • Requires thinking about things very differently
variation of cross grade grouping using block scheduling
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
scheduling resource considerations34
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
our data and preference
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.