Scheduling Guidance - February 2016 · Scheduling Guidance . Table of Contents . Overview/Rationale 3 Elementary Scheduling ... District’s guidelines for schools to plan their schedules

MTSS Scheduling Guidance 1 | Page

Scheduling Guidance

February 2016

Scheduling Guidance

Table of Contents

Overview/Rationale...................................................................................................... 3

Elementary Scheduling ................................................................................................ 3

Tier 1: Core Curriculum and Instruction .................................................................................... 3

Elementary Schedule Overviews................................................................................................ 4

Grades K-2 Schedule Overview.......................................................................................... 4

Grades 3-5 Schedule Overview .......................................................................................... 6

Transition Best Practices for Elementary Specials ...................................................... 9

Tiers 2 & 3 Intervention/Enrichment Block: Guiding Ideas & Examples – 4K-12.... 10

EXAMPLE 1: Mid-Size Elementary School ................................................................................. 11

EXAMPLE 2: Large Elementary School with ELI and DLI ......................................................... 13

EXAMPLE 3: Sample Schedule for an Interventionist ............................................................. 17

Secondary Schedules (Grades 6 -12)....................................................................... 18

Guiding Questions for Scheduling............................................................................................ 18

Cost Comparison Chart............................................................................................................. 20

MMSD Policy 3450....................................................................................................................... 21

Middle School Schedule Examples........................................................................... 22

Standard Period Schedules....................................................................................................... 22

A/B Schedules ............................................................................................................................. 23

A/B Hybrid Block ......................................................................................................................... 24

Block Schedule (4x4 and % Block Trimester) ........................................................................... 24

Trimester Block............................................................................................................................. 25

Intervention/Enrichment Options ............................................................................................. 25

Case Example............................................................................................................................. 29

Wisconsin DPI Standards............................................................................................. 31

Appendix A: Key Considerations in Scheduling an Intervention/Enrichment Block ........ 33

Instructional Planning Form (IPF)............................................................................................... 35

Instructional Planning Form Example....................................................................................... 36

MTSS Scheduling Guidance 2|Page

Overview/Rationale

MMSD is making significant progress to ensure equitable access to a high‐quality,

culturally and linguistically responsive education for every child in every school in

Madison. We know that strong core instruction is the foundation to building a

mutli-tiered system of supports (MTSS). MTSS offers an organization framework for

which to focus on our key priorities and goals as outlined in the Strategic

Framework. Our goal is for all students to graduate college, career and

community ready. Everything we are doing is in pursuit of that goal. To ensure

schools design a school day that best meets the needs of their unique student

body, the district has created parameters that define a set of district standards,

and also give schools flexibility in designing the school day to best meet the

needs of their school community. These parameters were created based on

research of the time required to ensure our students can learn and master the

new Common Core State Standards as well as input from various stakeholders.

It is critical that schools align their school schedules to priorities outlined in their

SIP to ensure that they are providing a well‐rounded curriculum that meets the

needs of all of the students within a particular school.

Elementary Scheduling

Tier 1: Core Curriculum and Instruction

Minute Requirements and Content Guidelines

The distribution of minutes presented in this document is adapted from DPI to

reflect current policies and guidance. Please note that these minutes are the

District’s guidelines for schools to plan their schedules and noted within the

table are areas of flexibility.

The intention of sharing the following samples and information is to provide a

template to work from in creating schedules that meet the particular needs of

each school. These samples are setting forth a standard for instructional

minutes that should be seen as a goal for all MMSD elementary schools. Also

outlined is best practice for literacy and math in terms of what should occur

during that block of time or middle school class.


Elementary Schedule Overviews

Grades K-2 Schedule Overview

Monday

Minutes

Tuesday

- Friday

Minutes

Content Instructional Strategy Total Minutes

Per Week

15 15 Morning Meeting Each component of the morning meeting

works to establish instructional focus for the

day:

● Greeting

● Sharing

● Group Activity

● Morning Message

75 minutes

120 120 Literacy

Block/Workshop

Speaking and Listening, 10 min

Whole group, 5 min

Small group, 5

min Foundational Skills,

30 min

● Intensive small group, 10 min

● Strategic/benchmark small

group, 10 min

● Whole group, 10

min Reading, 15 min

● Whole group shared

reading Writing, 25 min

● Whole group, 5 min

● Small group/independent, 20

min Reading and Writing, 40 min

● Small groups

○ Oral language

○ Guided reading

○ Shared reading

● Independent reading/writing

600 minutes

Second Step

Lesson(s)

Deliver according to the curriculum 40 minutes

60 75 Math

Block/Workshop Math

● 30-45 Focus Lesson (CCLE)

● 45-30 min. Targeted Groups

360 minutes (K-1

may not be

continuous)

35 60 Social

Studies/Science/

Health

Social Studies

● 3-5 minute hook

● 6-8 minute teacher intro read/skill demo

● 6-8 minute small group work

● 6-8 minute individual work/class

share/talk

60 minutes per

day of either

science or social

studies clustered

by


Alternating daily,

weekly, and/or by

units

Disciplinary Literacy

work connected to

SS/Science/Health to

be integrated into this

block through

reading/writing

connected to the

inquiry work

● 3-5 minute wrap/quick assess/etc.

Science (following 5E inquiry model)

● Engage: Whole Group

Introduction/Launch into activity

(demonstration, reading activity,

etc.)

● Explore: Small group

investigation/collaborati

on

● Explain: Whole group discussion

with connection to disciplinary

literacy/math work (writing in

notebooks supported by claim-

evidence-reasoning, and work

with data)

● Evaluate: formative assessment

Health

Included in PE and

content workshop.

units per K-5 Master

Schedule

recommendations.

Disciplinary

Literacy work

connected to

SS/Science/Health

to be integrated

into this block

through

reading/writing

connected to the

inquiry work

Specials Physical Education

● Warm-up

● Skill development instruction

● Physical activity/practice

● Assessment (formative/summative)

90 minutes (3 days

per week x 30

minutes each)

Specials Art

● Introduction

● Individual and group - Creating

and Presenting

● Individual and group -

Responding and Connecting

● Integration with CCSS


60 minutes (one

day per week)

Specials Music

● Introduction


and Performing





60 minutes (2 days

per week x 30

minutes each)


REACH ●

● ● ● ●

● ●

Instructional Technology

integration

Keyboarding exposure

Makerspace

Genius hour

Functionality of devices and

exploration

Global connections

Coding programs

60 minutes per

week

Grades 3-5 Schedule Overview

Monday

Minutes

Tuesday

-Friday

Minutes Content

Instructional Strategy Total

Minutes Per

Week

15 15 Morning

Meeting

Each component of the morning

meeting works to establish

instructional focus for the day:

● Greeting

● Sharing

● Group Activity

● Morning Message

90 minutes

120 120 Literacy Block

/Workshop Speaking and Listening, 10 min

Whole group, 5 min

Small group, 5 min

Reading, 15 min

● Whole group shared reading

Writing, 25 min

● Whole group

● Small group

● Independent

Reading and Writing, 40 min

● Guided reading groups

● Foundational skills small groups

● Shared reading small groups

● Oral language groups

● Word work groups

● Independent reading/writing

450 minutes


Must integrate a minimum of 170 minutes

of social studies, science, and health non-

fiction reading and writing into literacy

block to meet DPI recommendations by

grade 5

Second Step

Lesson(s)

Deliver according to the curriculum 40 minutes

60 75 Math

Block/Workshop Math

● 30-45 Focus Lesson (CCLE)

● 45-30 min. Targeted Groups

360 minutes

(K-1 may not be

continuous)

35 60 Social

Studies/Science/

Health

Alternating daily,

weekly, and/or

by units

Disciplinary

Literacy work

connected to

SS/Science

/Health to be

integrated into

this block

through

reading/writing

connected to

the inquiry work

Social Studies

● 3-5 minute hook

● 6-8 minute teacher intro read/skill demo

● 6-8 minute small group work

● 6-8 minute individual work/class

share/talk

● 3-5 minute wrap/quick assess/etc.

Science (following 5E inquiry model)

● Engage: Whole Group

Introduction/Launch into activity

(demonstration, reading activity,

etc.)

● Explore: Small group

investigation/collabora

tion

● Explain: Whole group discussion

with connection to disciplinary

literacy/math work (writing in

notebooks supported by claim-

evidence-reasoning, and work

with data)

● Evaluate: formative assessment

60 minutes per day

of either science or

social studies

clustered by units

per K-5 Master

Schedule

recommendations.

Disciplinary Literacy

work connected to

SS/Science/Health

to be integrated

into this block

through

reading/writing

connected to the

inquiry work

Health

Included in PE and

content workshop.

Specials Physical Education

● Warm-up

● Skill development instruction

● Physical activity/practice


90 minutes (3 days

per week x 30

minutes each)


Specials Art

● ●

●

● ●

Introduction

Individual and group - Creating

and Presenting

Individual and group -


Integration with CCSS

Assessment (formative/summative)

60 minutes (one

day per week)

Specials Music

● Introduction


and Performing





60 minutes (2 days

per week x 30

minutes each)

REACH ● Instructional Technology integration

● Keyboarding exposure

● Makerspace

● Genius hour

● Functionality of devices

and exploration

● Global connections

60 minutes per

week

String Program thStrings (5 grade only)

● Introduction

● Creating and Performing,

individual and group

● Responding and

Connecting, individual

and group



90 minutes (2 days

per week x 45

minutes each)

Keyboarding Typing Pal/Typing program 30-60 minutes

per week all

year

OR

30 minutes

every day for 6

weeks

For a more detailed look at instruction, resources, and times, please see the Elementary School

Instructional Components & Recommended Times


https://docs.google.com/document/d/15cePTVXKqEThHir8NmyRQjqXm1jkMsSXV9BYKyvDuIQ/

https://docs.google.com/document/d/15cePTVXKqEThHir8NmyRQjqXm1jkMsSXV9BYKyvDuIQ/

Transition Best Practices for

Elementary Specials

1) Classrooms traveling to a specials class should be lined up at the doorway

one minute prior to class time.

2) An adult needs to supervise students until a successful transition has taken

place.

3) Classrooms will leave a specials class during the final minute of class to

allow for a smooth exchange between student groups.

4) A supervising adult needs to be at the specials room location for transition

one minute prior to the end of the class to accept the students for their

next class.

5) Where specials teachers are expected to facilitate the transition (i.e.

students switching places between art and music), the transition time

should be equally shared between the two class periods for equitable

class length.

6) All transitions need to be planned and clearly communicated for respect

of student learning time and the teachers that are impacted by

transitions.

7) Should a specials teacher need to use a restroom between classes, there

should be a clear protocol established at each school to facilitate this

need.

8) If transitions take more than 2 minutes (due to physical locations or

teacher schedule issues), a new plan should be developed which may

include transition time being built into the schedule to honor allocated

minutes of instruction.


Tiers 2 & 3 Intervention/Enrichment Block: Guiding Ideas and Examples – 4K-12 What is an intervention block? An elementary intervention/enrichment block,

often called a WIN period (What I Need), is a period of time in the school

schedule where students, typically from an entire grade level, are strategically

grouped to receive targeted skills or enrichment support in academics,

language, or social/emotional skills. Middle and High Schools may also

schedule in an Intervention/enrichment block, or a period of time where

students get their needs met, but credit is usually not awarded for this time.

Rather, it is just a part of the school day. In addition to these I/E blocks, middle

and high schools typically schedule intervention/enrichment offerings through

courses with elective or core content credit.

Why use an intervention/enrichment block? It is not a requirement to use an

intervention/enrichment block. Some schools find that it is easier to manage

schedules for interventionists and other specialists who meet with groups of

students when there is a set schedule across grade levels. It also ensures that

students are not missing core instruction when there is a specific time for an

intervention block.

How do you set up an intervention block? It is a comprehensive process to set

up an intervention time in the school schedule. Data should be considered to

determine how many students need support, what types of support are needed,

and if an intervention/enrichment block is needed. A schedule then can be set-

up across each grade level so interventionists and other staff can support

students in small groups during the intervention block. It is recommended that

the process of setting up an intervention block involves all staff so there is

transparency in the process and an understanding of how data is used to make

decisions for additional intervention support. See examples of schedules below.

Other considerations with an intervention block: Other factors that should be

considered and planned for when determining an intervention block are:

transitions for both students and staff, how staff will handle substitutes or being

out of the building, what data will be used for screening and progress

monitoring, and how frequently students will be reorganized based on data. See

Appendix A for Key Considerations in Scheduling an Intervention/Enrichment

Block.


Below are examples of 2 different MMSD elementary schools, and an example

of an interventionist schedule.

EXAMPLE 1: Mid-Size Elementary School

TIME K 1 2 3 4 5

7:40

7:45

7:50

7:55

8:00

8:05

8:10

8:15

8:20

8:25

8:30

8:35

8:40

8:45

8:50

8:55

9:00

9:05

9:10

9:15

9:20

9:25

9:30

9:35

9:40

9:45

9:50

9:55

10:00

10:05

10:10

10:15

10:20

10:25

10:30

Morn Mtg

20

Literacy

80

Recess 10

(In two

groups)

5 Mins

WIN 30

5 Mins

Morn Mtg

20

Literacy

35

WIN 30

5 Mins

5 Mins

Specials

60

5 Mins

Morn Mtg

20

WIN 30

Literacy

60

Recess 15

5 Mins

Literacy

35

Morn Mtg

20

Math

70

5 Mins

WIN 30

5 Mins

Recess 15

5 Mins

Morn Mtg

25

5 Mins

Specials

60

5 Mins

Math 70

Morn Mtg

25

5 Mins

Specials

60

5 Mins

Math 70

5 Mins


10:35

10:40

10:45

10:50

10:55

11:00

11:05

11:10

11:15

11:20

11:25

11:30

11:35

11:40

11:45

11:50

11:55

12:00

12:05

12:10

12:15

12:20

12:25

12:30

12:35

12:40

12:45

12:50

12:55

1:00

1:05

1:10

1:15

1:20

1:25

1:30

1:35

1:40

1:45

1:50

1:55

2:00

Literacy Recess 15

Recess 1520 Specials

Science/SS 60

WIN 30

10 Mins 50

Literacy

Literacy 20

65

WIN 30

5 Mins

Math 20

Literacy

55

5 Mins

Lunch 30

5 Mins

5 Mins

5 Mins

5 Mins

Math 55

Literacy

90 5 Mins

5 Mins

Science/SS

45

5 Mins

Recess 15

Literacy

85

Specials Science/SS Math Science/SS Literacy

60 40 55 45 55

Lunch 30

5 Mins

Literacy 20

Lunch 30

Lunch 30

Math 60

Science/SS

45

5 Mins

Math

25

Specials

60

5 Mins

Lunch 30

Science/SS

50

Lunch 30


2:05

2:10

2:15

2:20

2:25

12 Mins 12 Mins 12 Mins 12 Mins 12 Mins 12 Mins 2:30 2:35

EXAMPLE 2: Large Elementary School with ELI and DLI

TIME K 1 2 3 4 5

7:30 Brkfst Brkfst Brkfst

7:35 15 15 15

7:45 Morn Mtg Morn Mtg 5 Mins Brkfst Brkfst Brkfst

7:50 15 15 5 Mins 15 15

7:55

8:00

8:05 Morn Mtg Morn Mtg Morn Mtg

8:10 15 15 15

8:15 WIN 30

8:20 Specials

8:25 Literacy 60 Writing

8:30 5 Mins 90 35

8:35

8:40

8:45 Literacy Literacy

8:50 5 Mins 90 90


8:55 5 Mins

9:00 Literacy

9:05 85

9:10

9:15

9:20 Specials

9:25 Literacy 60

9:30 85

9:35

9:40

9:45 WIN 30 Writing

9:50 10

9:55 5 Mins 5 Mins Writing

10:00 40

10:05

10:10

10:15 Math

10:20 Math Math 55

10:25 60 60 Specials 5 Mins

10:30 60

10:35

10:40 WIN 30

10:45

10:50


10:55 5 Mins 5 Mins Specials

11:00 5 Mins 60

11:05 Recess Recess Recess

11:10 25 25 25 Writing

11:15 WIN 30 30

11:20

11:25

11:30 5 Mins 5 Mins

11:35 Lunch 20 Lunch 20 Lunch 20

11:40 Recess Recess Recess

11:45 5 Mins 5 Mins 5 Mins 25 25 25

11:50 5 Mins Morn Mtg

11:55 5 Mins 15

12:00 Writing

12:05 45

12:10 Lunch 20 Lunch 20 Lunch 20

12:15 Writing

12:20 45 5 Mins 5 Mins 5 Mins

12:25 Specials

12:30 60

12:35 WIN WIN

12:40 Science/SS 30 30

12:45 25

12:50 Literacy


12:55 85

1:00 5 Mins 5 Mins

1:05

1:10 Math

1:15 Math 60

1:20 Writing 60 Math

1:25 45 60

1:30 Specials Math T, R, F

1:35 60 Wed Only:

1:40 Science

1:45 30

1:50

1:55 Science/SS

2:00 40

2:05 5 Mins Science/SS Science/SS

2:10 40 40 Science/SS Science/SS

2:15 Science/SS 40 40

2:20 20

2:25

2:30

2:35 7 Mins 7 Mins 7 Mins 7 Mins 2 Mins 2 Mins

2:37


EXAMPLE 3: Sample Schedule for an Interventionist

Monday Tuesday Wednesday Thursday Friday

Progress Monitoring

Make Up Lessons

8:00- Extended Learning Kindergarten Kindergarten

8:30 Lessons WIN WIN Kindergarten WIN Kindergarten WIN

Progress Monitoring

Make Up Lessons

8:35- Extended Learning 3rd Grade 3rd Grade

9:05 Lessons Group Group 3rd Grade Group 3rd Grade Group

Progress Monitoring

Make Up Lessons Planning/ Planning/ Planning/ Planning/ 9:10- Extended Learning

9:25 Lessons Reflection Reflection Reflection Reflection

Progress Monitoring

Make Up Lessons

9:30- Extended Learning

10:00 Lessons 1st Grade WIN 1st Grade WIN 1st Grade WIN 1st Grade WIN

Progress Monitoring

Make Up Lessons Planning/ Planning/ Planning/ Planning/ 10:05- Extended Learning

10:20 Lessons Reflection Reflection Reflection Reflection

Progress Monitoring

Make Up Lessons

10:25- Extended Learning

10:55 Lessons 2nd Grade WIN 2nd Grade WIN 2nd Grade WIN 2nd Grade WIN

Progress Monitoring

Make Up Lessons

11:00- Extended Learning Planning/Reflect Planning/Refle

11:15 Lessons ion ction Planning/Reflection Planning/Reflection


Secondary Schedules (Grades 6 -12)

Tier 1: Core Curriculum and Instruction

Minute Requirements and Content Guidelines

The distribution of minutes presented in this document is adapted from DPI to

reflect current policies and guidance. Please note that these minutes are the

District’s guidelines for schools to plan their schedules and noted within the

table are areas of flexibility.

The intention of sharing the following samples and information is to provide a

template to work from in creating schedules that meet the particular needs of

each school. These samples are setting forth a standard for instructional

minutes that should be seen as a goal for all MMSD middle schools. Also

outlined is best practice for literacy and math in terms of instructional minutes

and what should occur during that block of time.

For an in-depth examination of core components and standards, instructional

elements, resources, and minutes of instruction in grades 6 – 8, please see the MS

Instructional Minutes and Resources document.

Guiding Questions for Scheduling

1. How many periods/hours do you want your students to have each day?

2. What is the appropriate number of subjects for students to be enrolled

during any one day/term/year?

3. What is the appropriate time balance between core and encore/elective

subjects? What factors should be considered in determining this balance?

a. What percentage of a student’s day should be spent in the

following basic subjects: English (including reading), mathematics,

science, and social studies?

b. How should the total time allocated to ELA, math, science and

social studies be divided among these subjects?

4. How should exploratory classes be scheduled in relation to other subjects?

(Middle School)

5. With the growing diversity of school populations, do we need to plan

schedules, which permit extended learning time for those students who

need additional time to meet course expectations, or students to get


https://docs.google.com/a/madison.k12.wi.us/document/d/14UCheX6QuuLoM45_O8l0YNeOHVNcFGJoIolgXs8a_wY/edit?usp=sharing

https://docs.google.com/a/madison.k12.wi.us/document/d/14UCheX6QuuLoM45_O8l0YNeOHVNcFGJoIolgXs8a_wY/edit?usp=sharing

enrichment? (E/I Block or WIN Block)

6. How many students are signed up for, enrolled in, a particular course?

Have you included accelerated students in that number?

7. Based on the number of students taking a course, how many sections of

that course will you need?

8. Should a school schedule be compatible across elementary, middle and

high school schedules in the feeder pattern?

9. For Algebra I, is there a time and space built in to the schedule for

students to access and engage with devices on a regular basis or up to

40% of the instructional time?

10. Where will Second Step lessons (6-8) be taught? And by whom?


Formula 28:1 Student - Teacher Ratio (30 Max in class)

# of

Sections

# of Students (28

students - 30max) S-T RatioRange Buffer

0

2

4

6

8

10

12

14

16

18

20

22

24

26

28

30

32

34

36

38

40

42

44

46

0 0 14 Principal Discretion

1 15 28 15:1 28:1

2 29 56 14:1 28:1

3 57 84 19:1 28:1

4 85 112 21:1 28:1

5 113 140 22:1 28:1

6 141 168 23:1 28:1

7 169 196 24:1 28:1

8 197 224 24:1 28:1

9 225 252 25:1 28:1

10 253 280 25:1 28:1

11 281 308 25:1 28:1

12 309 336 25:1 28:1

13 337 364 25:1 28:1

14 365 392 26:1 28:1

15 393 420 26:1 28:1

16 421 448 26:1 28:1

17 449 476 26:1 28:1

18 477 504 26:1 28:1

19 505 532 26:1 28:1

20 533 560 26:1 28:1

21 561 588 26:1 28:1

22 589 616 26:1 28:1

23 617 644 26:1 28:1

Scheduled Tight - Formula 28:1 Student - Teacher Ratio (30

Max in class)

# of

Sections

# of Students (28

students - 30max) S-T RatioRange Buffer

0

2

4

6

8

10

12

14

8

9

10

11

12

13

14

8

8

9

9

10

10

11

11

12

0 0 14 Principal Discretion

1 15 28 15:1 28:1

2 29 56 14:1 28:1

3 57 84 19:1 28:1

4 85 112 21:1 28:1

5 113 140 22:1 28:1

6 141 168 23:1 28:1

7 169 196 24:1 28:1

8 197 232 24:1 29:1

9 233 261 25:1 29:1

10 262 290 26:1 29:1

11 291 319 26:1 29:1

12 320 348 26:1 29:1

13 349 377 26:1 29:1

14 378 406 27:1 29:1

15 407 442 27:1 29:1

16 443 472 27:1 29:1

17 473 501 27:1 29:1

18 502 531 27:1 29:1

19 532 560 28:1 29:1

20 561 590 28:1 29:1

21 591 619 28:1 29:1

22 620 649 28:1 29:1

23 650 678 28:1 29:1

Cost Comparison Chart

Less Expensive More Expensive


MMSD Policy 3450:

Class Size

1. Excepting Special Education, the minimum enrollment for a class is fifteen

(15) pupils; the SUPERINTENDENT may approve a class of less than fifteen (15)

pupils when economic and educational implications warrant such approval.

2. Wherever feasible under the circumstances (e.g., availability of staff and

facilities) in both elementary and secondary schools, the following standards

are recommended for regular classes (excluding music, physical education,

etc.):

a. No class should have more than thirty (30) pupils.

b. Classes containing concentrations of disadvantaged pupils should be

reduced to a number which permits optimum learning opportunities for

such pupils.

c. No teacher should be assigned the class responsibility, regardless of the

size of her/his classes, for more than 135 pupils.


https://board.madison.k12.wi.us/policies/definitions#SUPERINTENDENT

Middle School Schedule Examples List is not exhaustive, but is designed to give base examples of possibilities within scheduling

methodologies. Most schedules are built around a 7 hour (420 minute) school day with 5 minute

passing times. Most building schedules are long than this and so extra minutes can be added

where needed.

Please see Appendix C for a sample of what occurs during a 45- and 90-minute literacy class in

middle school.

6 Period Schedule: Daily meeting

Standard Period Schedules Total time per course is more than all

but 6 A/B rotating schedule

Percentage of core-67% is more than

Period 1

Period 2

Period 3

Period 4

Period 5

Period 6

Period 7

Period 8

all others and equivalent to the 6 A/B

rotating schedule

Cost: Same as 6 A/B; more than 6/7

or 7/8; less than all others 7 Period Schedule:

Daily meeting

Total time per course (less than 6-

period, 6 A/B and 7 A/B; more than

8-period, 8 A/B, 4X4, and Hybrid 4X4

Percentage of core (less than 6-

period and 6 A/B; more than 8-

period, 8 A/B, 4X4 and Hybrid 4X4)

Choice (one more than 6-period; one

less than 8-period, 8 A/B, 4X4, and

Hybrid 4X4) 8 Period Schedule:

Daily meeting

Total time per course (less than 6

period, 7 period, 8 period (w/30 min.

lunch), 6 A/B, and 7 A/B; more than 8

A/B, 4X4, and Hybrid 4X4

Percentage of core (less than 6

period and 6 A/B; more than 8

period, 8 A/B, 4X4 and Hybrid 4X4)

Choice (one more than 6-period; one

less than 8-period, 8 A/B, 4X4, and

Hybrid 4X4)

Scheduling ease (8 slots for

singletons)


A/B Schedules

A Day B Day

Block 1 Class 1 Class 2




6 A/B Rotating Schedule:

Total time per course-More than all

other schedules listed.

Percentage of core-67% is more

than all others and equivalent to the

6-period.

Cost- Same as 6 period; more than

6/7 or 7/8; less than all others 7 A/B Rotating Schedule:

Total time per course (less than 6-

period and 6 A/B; more than 7-

Period, 8-period, 8 A/B, 4X4, and

Hybrid 4X4)

Percentage of core (same as 7-

period, less than 6-period and 6 A/B;

more than 8-period, 8 A/B, 4X4, and

Hybrid 4X4)

Choice (one more than 6-period;

one less than 8-period, 8 A/B, 4X4,

and Hybrid 4X4) Daily student load

Daily teacher load

8 A/B Rotating Schedule:

Choice (Same as 8 A/B, 4X4, and

Modified 4X4; more than all others.) Flexibility for double-dosing

Daily teacher load (if teaching 5 or

6)

Daily student load


A/B Hybrid Block Hybrid A/B Rotating Schedule:

M T W TH F

Period 1

Class 1

Class 1

Class 1

Class 2

Class 1

Period 2

Class 2

Class 2

Class 2

Period 3

Class 3

Class 3

Class 3

Class 4

Class 3

Period 4

Class 4

Class 4

Class 4

Period 5

Class 5

Class 5

Class 5

Class 6

Class 5

Period 6

Class 6

Class 6

Class 6

Period 7

Class 7

Class 7

Class 7

Class 8

Class 7

Period 8

Class 8

Class 8

Class 8

Longer classes encourage

teaching with a variety of

instructional models.

Fewer “start-ups” and “endings”

result in more useable

instructional time.

Fewer class changes improve

school climate, discipline, and

cleanliness.

Because teachers see fewer

students daily they know

students better and are able to

give more individual assistance.

Compared to every day

models, students have fewer

classes, quizzes, tests, and

homework assignments on any

Block Schedule (4x4 and % Block Trimester)

Semester 1 Semester 2





Block Schedule:

Choice (Same as 8 A/B, 4X4, and

Modified 4X4; more than all others.) Flexibility for double-dosing

Daily and semester teacher load

Daily and semester student load

Acceleration and credit recovery

possibilitiesAdaptations Needed for:

Performing Arts

AP or IB

Special Education

Foreign Language


Trimester Block

60 Days 60 Days 60 Days

Block Class 1 Class 6 Class 11 1 .5 CR .5 CR .5 CR



Block Class 4 Class 9 Class 14 4 .5 CR. .5 CR. .5 CR.


5 Block Trimester Schedule: Choice (7.5)

Flexibility for 1.5 credit

classes

Daily and trimester

teacher load

Daily and trimester

student load

More days of contact

than 4X4 Adaptations Needed for:

Performing Arts

AP or IB

Special Education

Intervention/Enrichment Options (I/E)





Case Example

The middle school in the example below was a traditional 8 period scheduled school.

With its population growing to over 550 students, the school wanted to re-evaluate its

scheduling model because it felt it no longer was meeting the needs of the students.

Their MAP data for Reading, Math, Language and Science (8th Grade) showed minimal

growth over the years and decreasing performance for some populations. Additionally

the introduction of I/E time, 1:1 devices and a focus of personalized learning caused

the schedule to be inflexible and made lunch-times overlap in a cafeteria that could

only hold one grade level. Using the guiding questions and student data, the school

wanted to increase time in Math and Literacy, maintain I/E and make lunch time work

for one grade level at a time.



Wisconsin DPI Standards

ART:

Administrative Rule PI 8.01(2)(j) – Wisconsin Education Standards j, k, and l articulates that

“art instruction shall be provided in accordance with a written comprehensive art

curriculum which is based on concepts developed through sensory awareness, aesthetic

discrimination and skill development in the creation of art, and the knowledge of human

art heritage. Art instruction shall be provided for all pupils in grades kindergarten through 6

and shall be performed by or under the direction of a licensed art teacher. Art instruction

shall be available to all pupils in grades 7 through 12 and shall be taught by a licensed art

teacher.”

MUSIC:

Administrative Rule PI 8.01(2)(j) – Wisconsin Education Standards j, k, and l articulates that

music instruction shall be provided in accordance with a written comprehensive music

curriculum including developmental experiences involving singing, playing instruments,

listening, movement, creative expression, and music reading. Music instruction shall be

provided for all pupils in grades kindergarten through 6 and shall be performed by orunder

the direction of a licensed music teacher. Music instruction including general music, vocal

music, and instrumental music shall be available to all pupils in grades 7-12 and shall be

taught by a licensed music teacher.”

HEALTH:

Health instruction shall be provided in accordance with a written comprehensive

health education curriculum which includes the curricular areas defined in

ss. 115.35 and118.01 (2), Stats. A professional staff member shall be designated as

coordinator of health education. Health education in grades kindergarten through 6

shall be under the direction of a licensed health teacher. In grades 7 through 12 health

education shall be conducted by or under the direction of a licensed health teacher

and shall include one structured course in health taught by a licensed healthteacher.

In grades 7-12, students must earn at least 0.5 credit of health education, including

personal, family, community, and environmental health (s. 118.33, Wis. Stat)


http://docs.legis.wisconsin.gov/document/statutes/115.35

http://docs.legis.wisconsin.gov/document/statutes/118.01(2)

WORLD LANGUAGES:

118.17 Foreign language instruction.

1. All instruction shall be in the English language, except:

a. Those programs established under subch. VII of ch. 115 where

instruction shall be in the English language and in the non-English

language of the bilingual-bicultural education program.

b. The school board may cause any foreign language to be taught to

pupils who desire it.

c. The school board may cause any course to be taught in a foreign

language if the purpose is to facilitate the instruction of English

speaking pupils in that language.

2. A school board may grant foreign language credit to a pupil who has

satisfactorily completed a high school course in American sign

language.

121.02(1)(L)

Provide regular instruction in foreign language in grades 7 and 8

Access shall be provided to students each year to study foreign language

in grades 9 through 12

PHYSICAL EDUCATION:

Physical education instruction shall be provided in accordance with a developmental,

sequential, comprehensive physical education curriculum and program of instruction

for all pupils. Instruction in grades kindergarten through 6 shall be provided at least 3

times weekly, except that days on which special activities are conducted may be

exempt; and shall be conducted by or under the direction of a licensed physical

education teacher. Pupils in grade 6 may be scheduled in accordance with the

criteria for scheduling grades 7 through 12 if the pupils are attending a school that

includes any of those grades. All pupils in grades 7 through 12 shall participate in the

instructional program of physical education taught by a licensed physical education

teacher, except that in senior high schools one year or the equivalent may be optional

topupils.


http://docs.legis.wisconsin.gov/document/statutes/subch.%20VII%20of%20ch.%20115

http://docs.legis.wisconsin.gov/document/statutes/subch.%20VII%20of%20ch.%20115

Appendix A: Key Considerations in Scheduling an Intervention/Enrichment Block

Core Instruction:

● Is core instruction effective for at least 70-80% of our

students?

● If not, how will we adjust our core?

o Document adjustments and outcomes

o If majority of students are below benchmark in a

particular area(s), consider using Intervention

block to deliver extended, target core

instruction (e.g. additional phonics instruction)

Needs Assessment:

● What is our evidence (data) to support a need for an

intervention block?

Grade level(s) and Area of Focus:

● At which grade level(s) will we implement an

Intervention block?

● What is our area of focus (literacy, math)?

● What data supports this need?

Desired Outcome:

● What outcome do we expect?

o i.e. % increase in students at benchmark

Intervention Planning:

● See Intervention Planning Form (IPF)

Parent Communication:

● How will we communicate with parents about

student support and progress?

Professional Development:

● What professional development do we need in order

to implement this?

o Develop an action plan, if needed

Planning and Material:

● What are our planning and materials needs?

Transitions:

● How will students transition between classes?

Teacher Absences:

● How will we manage teacher absences?

Student Absences:

● How will we manage student absences?

Instructional Planning Form (IPF)

Systematic Instructional Intervention Planning

involves specifying the “how” and “what” to teach

a particular student or group of students. Eight

main areas that need specification include:

1) Instructional Procedures: includes the focus or skill being

taught and the teaching strategyto be employed.

● This may include advanced interventions, extensions of

core, specific focus areas from core, or below/well-

below interventions. It is important to consider student

need as well as your school’s resources and capacity.

2) Materials: includes specific teacher and/or student materials used

3) Teaching Arrangements: includes who will be teaching and the

ratio of teacher to student

4) Time: includes how many times per week and the time

allocated to instruction or activity per day

5) Motivational Strategies: specifies strategies to be used to increase

studentperformance.

6) Measurement Strategies: how, what, where, who, progress

monitoring schedule

7) Decision-Making: frequency of data collection, decision

rules, schedule for problemsolving meetings

8) Support for Plan: how and who will support the plan

including fidelity/integrity of intervention and data

collection


Instructional Planning Form Example:

Group Instructional

Procedures

Focus/Skill

Strategy Materials Arrange Time Motivational

Strategies

Measurement Decision

Making

Support

Plan

1

(below

benchmark)

Decoding

Fluency

Comprehension

Teacher-Led

Instruction

Passport Level C Small Group

5:1 Mrs.

Brown

30 min/day

5 days/wk

Teacher feedback,

points

Adventure Map

AIMSweb

R-CBM/weekly

Quick Checks/

every 5 lessons

Grade Level PS

meeting/

Every 8 weeks

Passport Fidelity

Checklist

AIMSweb Inter-

rater reliability

2

(at benchmark)

Academic

Vocabulary

Comprehension

Teacher-Led

Instruction

Close Reading

Personal

Dictionary

Expository/

Narrative Text

Group 10:1 Mr.

James

Group 10:1 Mr.

James

10min/da

y 5

days/wk

20 min/day

5 days/wk

Teacher feedback,

points

Teacher

praise/points

Vocab.

Quizzes/wkly

Compr

Questions/wkly

Grade Level

PS meeting

Every 8 weeks

Develop “library” of close reading

text

3

(above

benchmark)

Informational

Writing

Inquiry based

research Journal Small group

4:1

Ms. Jones

30 min/day

5 days/wk Teacher

feedback,

points

Grading

Rubric/each

written product

Grade Level PS

meeting/

Every 8 weeks

Common

Grading Rubric

Inter-rater

reliability for

scoring

Documents

Scheduling Guidance - February 2016 · Scheduling Guidance . Table of Contents . Overview/Rationale 3 Elementary Scheduling ... District’s guidelines for schools to plan their schedules