Upload
hannah-bryant
View
218
Download
0
Embed Size (px)
DESCRIPTION
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
Citation preview
Middle and High School
Scheduling Continuums of Instructional and Intervention Support
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
opportunityIncrease in advanced course takingIncreased attendanceIncreased homework completion
What does the data indicate? What type of supports will be needed?
Once the “Given’s” Are CoveredHow 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 AssignedGrade level teamsIntervention Planning teams
Principle, data guru, counselor, content area representatives
Other models of assigning students?
Data-based Decisions Data DashboardsSample 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?
AssumptionMost 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 appropriateGroup make-up and size are important.
Sometimes, the “who” of the group is most important.
Influences on the Master Schedule
Model
Overall Scheduling ConsiderationsEvaluate 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 TeamWho 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
Intervention delivered by assigned teacher, educational assistant, etc.
Lake Woebegone School
0%10%20%30%40%50%60%70%80%90%
100%
% B
ench
mar
k Fall Data
Pull Out ModelAdvantages
Most similar to traditional practices
Minimal logistical planning needed
DisadvantagesTransition 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 ModelBursts of service
Inter-sessionsSummer coursesAfter school sessions
Scheduling/Resource ConsiderationsWorks 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
Utopia School
0%10%20%30%40%50%60%70%80%90%
100%
% B
ench
mar
k Fall Data
Variations on the In Class ModelContent Literacy
ContinuumSkills taught within core-
subject areasStudents requiring
additional practice with skills receive additional intervention at different time
Intervention CourseTraditional course is
compressed into 90 min for 1 semester
Intervention course is 90 min for 2 semesters45 min. grade level course45 min. targeted instruction
In Class ModelAdvantages
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
DisadvantagesMost schools have more
students to serve than this model accommodates
Collaboration time between teachers necessary
Scheduling/Resource ConsiderationsWorks best with small numbers of studentsTypically, each grade level receives support ½ hour each
dayCan be done while other students participating in
workshopClassroom supervisor may be necessary to protect
uninterrupted intervention time
Model 3: Intervention Power Hour
Heaven School
0%10%20%30%40%50%60%70%80%90%
100%
% B
ench
mar
k
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
Intervention Power HourAdvantages
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 ConsiderationsMost 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 HourSplit 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
Shangri la School
Each grade level selected an intervention time
Available resources included 4 grade level teachers, 1 reading specialist, 2 reading paras0%
10%20%30%40%50%60%70%80%90%
100%
Cross Class ModelAdvantages
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 ConsiderationsSimilar 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
Teacher A Teacher works with lowest group (<3).
Grade Reading Time Core Curriculum + Intervention
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
0%10%20%30%40%50%60%70%80%90%
100%
% B
ench
mar
k
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
Cross Grade ModelAdvantages
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
DisadvantagesRequires 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 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 ConsiderationsConsider 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 PreferenceAs 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.