Transcript MDE Middle School & High School Intervention

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
 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
 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
 Grade level teams
 Intervention Planning teams
 Principle, data guru, counselor, content area
representatives
 Other models of assigning students?
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
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.
Influences on the Master Schedule
Nonnegotiables
Data
Model
Collaborative
Culture
Master Schedule
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
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
What Do
Models of Intervention
Look Like?
Model 1: Pull Out
Core Instruction
Intervention
X
Enrich
Y
Z
Intervention delivered by assigned teacher, educational assistant,
etc.
Lake Woebegone School
% Benchmark
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Fall Data
Pull Out Model
Advantages
 Most similar to traditional
practices
Disadvantages
 Transition time to
intervention necessary
 Minimal logistical
 Most schools have more
planning needed
students to serve than this
model accommodates
 Collaboration time
between teachers
necessary
Variations on the Pull-Out Model
 Bursts of service
 Inter-sessions
 Summer courses
 After school sessions
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
Model 2: In Class
Benchmark
students
• Learning centers
• Independent
work
Intervention
group 1
• Targeted
instruction
Intervention
group 2
• Targeted
instruction
Utopia School
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Variations on the In Class Model
 Content Literacy
 Intervention Course
Continuum
 Traditional course is
 Skills taught within core-
compressed into 90 min
for 1 semester
 Intervention course is 90
min for 2 semesters
subject areas
 Students requiring
additional practice with
skills receive additional
intervention at different
time
 45 min. grade level course
 45 min. targeted instruction
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
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
Class B
Class A
Class C
Pooled
Students
Group 4
Group 1
Group 2
Group 3
Heaven School
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 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
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
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
 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
Model 4: Cross-Class
Grade X
Reading
Specialist
Intensive
Needs
Teacher Teacher Teacher
C
D
B
Targeted
Needs
Benchmark
Highest
Performers Performers
Shangri la School
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 Each grade level
selected an intervention
time
 Available resources
included 4 grade level
teachers, 1 reading
specialist, 2 reading
paras
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
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.
Model 5: Cross-Grade
Grade Reading Time Core Curriculum + Intervention
Teacher A
Teacher works with
lowest group (<3).
Teacher B
Teacher works with
middle group on
specified needs (<5).
Teacher C
Teacher works with
benchmark
students.
Reading Specialist
Teacher works with
middle group on
specified needs (<5).
Teacher D
Teacher works with
lowest group (<3).
Teacher E
Teacher works with
middle group on
specified needs (<5).
Teacher F
Teacher works with
benchmark
students.
Reading Specialist
Teacher works with
lowest group (<3).
Teacher G
Teacher works with
lowest group (<3).
Teacher H
Teacher works with
middle group on
specified needs (<5).
Teacher I
Teacher works with
benchmark
students.
Special Education
Teacher
Teacher works with
students responding to
different approach to
reading.
Eden School
% Benchmark
Fall Data
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 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
Advantages
 Allows for more
individualized and intense
instruction based on reading
and skill level
Disadvantages
 Requires integration of
other core subject areas
into literacy and math
blocks
 Focus on reading increased
 Requires thinking about
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
things very differently
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, reteaching, or planning time
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
 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.