Many elementary, middle and high schools implemented intervention programs or student support opportunities within their master schedule for school year 2021-2022. Decisions were based on identified needs of students, available staff, and contractual language regarding the teachers’ workday. Many of these programs operate effectively; however, it may be time to assess the effectiveness of the model and determine if a different approach should be considered for school year 2022-2023.
WHAT IS AN INTERVENTION PERIOD? WHY IS IT NEEDED?
- An opportunity for students to receive additional help in the form of remediation, enrichment or acceleration
- “Just a chance to catch up” after more than one year of virtual, hybrid or full in-person schedules with limitations
- Specific support in light of data available
- Opportunity for student placement in learning centers with teachers or other staff members
- Focus on goals of an IEP or other documents for special education and English language learners
- An opportunity to provide all students the least restrictive environment
- A flexible time during the day under the orchestration of core teachers
- Classroom teachers and resource personnel focus on why students may have difficulty with mastering skills or concepts
- Classroom teachers may assess the impact of Tier I and Tier II levels of RtI or MTSS
- Staff members learn more about students’ learning styles
- Supplemental enrichment and acceleration sessions as an extension of core or elective subjects
K-5 OR 6 OPTIONS
In addition to before or after school as well as lunchtime tutoring, many K-5 or K-6 schools developed defined times for intervention. In many cases, these are a grade-level programs.
The first step in the process is to create a curriculum chart designating the number of minutes for intervention daily at each grade level. Following is an example:
| CURRICULUM CHART | ||||||
| Curriculum Area | K | 1 | 2 | 3 | 4 | 5 |
| Reading/Language Arts | 120 | 110 | 100 | 90 | 85 | 85 |
| Mathematics | 70 | 70 | 80 | 90 | 85 | 85 |
| Social Studies | 30 | 35 | 35 | 35 | 40 | 40 |
| Science | 30 | 35 | 35 | 35 | 40 | 40 |
| Intervention | 40 | 40 | 40 | 40 | 40 | 40 |
| Specials | 40 | 40 | 40 | 40 | 40 | 40 |
| Total Minutes | 330 | 330 | 330 | 330 | 330 | 330 |
Social/emotional learning could be integrated into content areas.
Based on the curriculum chart, a skeleton of the daily schedule is created. Codes in the following grid are:
I – Intervention time for each grade level
L – Lunch
S – Time for specials (art, music, physical education)
Specials modules provide defined times for grade-level common planning time. During common planning time, core teachers orchestrate the intervention period. Additional support can be provided by a team of interventionists, typically the ELL and special education teachers, literacy coach, and math coach. Remaining modules in the skeleton schedule are then designated for reading/language arts, mathematics, social studies, and science according to the curriculum chart. Some schools include a “morning meeting” which can include topics for social/emotional learning and/or advisory program.
INITIAL SKELETON FOR MASTER SCHEDULE
Exact start and stop times for each module are needed.
| Grade | Section | Morning
Meeting |
Mod 1 | Mod 2 | Mod 3 | Mod 4 | Mod 5 | Mod 6 | Mod 7 | Mod 8 | Mod 9 |
| K | 01 | MM | I | L | S | ||||||
| 02 | MM | I | L | S | |||||||
| 03 | MM | I | L | S | |||||||
| 1 | 01 | MM | L | S | |||||||
| 02 | |||||||||||
| 03 | MM | L | S | I | |||||||
| 2 | 01 | MM | S | L | I | ||||||
| 02 | MM | S | L | I | |||||||
| 03 | MM | S | L | I | |||||||
| 01 | MM | S | L | I | |||||||
| 02 | MM | S | L | I | |||||||
| 03 | MM | S | L | I | |||||||
| 4 | 01 | MM | I | L | S | ||||||
| 02 | MM | I | L | S | |||||||
| 03 | MM | I | L | S | |||||||
| 5 | 01 | MM | S | L | I | ||||||
| 02 | MM | S | L | I | |||||||
| 03 | MM | S | L | I | |||||||
| Specials | Art | 5 | Plan | 2 | 3 | 1 | L | K | Plan | 4 | |
| Music | 5 | Plan | 2 | 3 | 1 | L | K | Plan | 4 | ||
| Phys. Ed. | 5 | Plan | 2 | 3 | 1 | L | K | Plan | 4 | ||
| Interventionists | ELL | Plan | Plan | K | 4 | L | 3 | 5 | 2 | 1 | |
| Sp. Ed. | Plan | Plan | K | 4 | L | 3 | 5 | 2 | 1 | ||
| Reading | Plan | Plan | K | 4 | L | 3 | 5 | 2 | 1 | ||
| Math | Plan | Plan | K | 4 | L | 3 | 5 | 2 | 1 |
MIDDLE LEVEL OPTIONS
Within grades 5-6 or 8, the intervention period is usually coordinated by the core or interdisciplinary team teachers, consisting of an English/Language Arts, social studies, mathematics, science, and perhaps a world language teacher. Often these teachers are responsible for the same five or six sections or 125 students for the same periods of each day. In the best case scenario, they have control over time or a “flexible block.”
At the middle level, schools/districts are implementing a period or module for FAI (Flex/Advisory/Intervention) managed by this cohort of teachers. Providing intervention is integrated with the advisory component of the middle school concept as well as additional time that can be used at the discretion of the team. Core teachers control FAI time.
One of the features of this flexible block of time, or designated periods in the master schedule, is the opportunity to rotate the sequence of classes or FAI so that FAI can occur at any time or for any amount of time within the “block.” The availability of resource support (special education and ELL teachers, math coach, and literacy coach) may impact times selected.
Several models of intervention at the middle level include the notion of rotation. In these options, each teacher may not see each teaching section each day of the week. In the examples, lunch is on a modular basis, not a full period.
| OPTION | DESCRIPTION |
| 1 | FAI rotates within each interdisciplinary team. Each team establishes its own rotation to include FAI. |
| 2 | FAI occurs at fixed time daily within each interdisciplinary team; only core sections rotate. Each team establishes its own rotation. |
| 3 | FAI has designated time for entire grade; only core sections rotate. Each team establishes its own rotation. |
| 4 | FAI has designated time for entire school. In the example provided, core sections do not rotate. Schedule is likely to be an eight or nine-period day excluding lunch. Each grade is scheduled for two elective/exploratory periods. |
| 5 | Tier III is in addition to or a replacement for FAI. Students in need of assistance are scheduled individually in lieu of an exploratory or elective course. |
OPTION 1 – FAI ROTATES WITHIN TEAM
- Core classes are scheduled periods 1, 2, 3, 7 and 8.
- FAI rotates within those five periods.
- Each team manages rotations.
- Exploratory/elective classes are scheduled periods 4, 5, and 6 and do not rotate.
- FAI occurs for a full period for five days out of six, similar to core periods.
- Teacher has five “preps” per day including FAI.
- In some cases, teams arrange for six modules daily within the number of minutes allocated for the five core periods.
| PERIOD | DAY 1 | DAY 2 | DAY 3 | DAY 4 | DAY 5 | DAY 6 |
| 1 | CORE 1 | CORE 5 | FAI | CORE 4 | CORE 3 | CORE 2 |
| 2 | CORE 2 | CORE 1 | CORE 5 | FAI | CORE 4 | CORE 3 |
| 3 | CORE 3 | CORE 2 | CORE 1 | CORE 5 | FAI | CORE 4 |
| 7 | CORE 4 | CORE 3 | CORE 2 | CORE 1 | CORE 5 | FAI |
| 8 | FAI | CORE 4 | CORE 3 | CORE 2 | CORE 1 | CORE 5 |
OPTION 2 – FAI AT FIXED TIME WITHIN TEAM
- Similar to core rotations in Option 1; but FAI meets daily.
- Core classes meet four days out of five.
- Intervention, remediation, or acceleration provided daily.
- Core team manages rotations.
- Core team may create six modules within the number of minutes allocated for five core periods.
- Each teacher has five “preps” daily.
| PERIOD | DAY 1 | DAY 2 | DAY 3 | DAY 4 | DAY 5 |
| 1 | CORE 1 | CORE 5 | CORE 4 | CORE 3 | CORE 2 |
| 2 | CORE 2 | CORE 1 | CORE 5 | CORE 4 | CORE 3 |
| 3 | CORE 3 | CORE 2 | CORE 1 | CORE 5 | CORE 4 |
| 7 | CORE 4 | CORE 3 | CORE 2 | CORE 1 | CORE 5 |
| 8 | FAI | FAI | FAI | FAI | FAI |
OPTION 3 – FAI SAME TIME FOR ENTIRE GRADE
- One period is designated for entire grade.
- Option enables more effective use of resource personnel.
- Sufficient seats needed in exploratory/elective classes for entire grade at the same time.
- Teachers/support staff support students from any team.
- Enrichment, acceleration activities are available for students from any team.
- Each core team manages its rotations.
- Core classes meet four of five days.
- If each grade chooses this option, the number of electives/exploratory periods will be reduced to two.
| PERIOD | 7A | 7B | 7C |
| 1 | C | C | C |
| 2 | C | C | C |
| 3 | C | C | C |
| 4 | C | C | C |
| 5 | E | E | E |
| 6 | E | E | E |
| 7 | FAI | FAI | FAI |
| 8 | E | E | E |
KEY:
C = Core
E = Exploratory
FAI = Flex/Advisory Intervention
OPTION 4 – FAI AT SAME TIME FOR ENTIRE SCHOOL
- This option may be the least effective for support personnel.
- Option requires reduction of elective/exploratory program to two periods to comply with teacher contract.
- Core classes meet daily; they do not rotate.
| PERIOD | GRADE 6 | GRADE 7 | GRADE 8 |
| 1 | C | C | C |
| 2 | C | C | E |
| 3 | C | C | E |
| 4 | C | E | C |
| 5 | E | C | C |
| 6 | E | C | C |
| 7 | C | E | C |
| 8 | FAI | FAI | FAI |
OPTION 5 – TIER 3
- Model designed for students whose needs are not met in FAI or where FAI does not exist.
- Student misses an exploratory/elective period for intervention.
- Student assignment is listed with course requests and appears on printed student schedule at outset of school year.
- Specific teachers are assigned to provide intervention each period.
- At least two teachers are assigned per period.
- Tier 3 assignment for teachers could be one or more contractual preps, exclusive assignment, or professional duty.
- Math/science as well as ELA/social studies could be scheduled on an alternate day basis within the exploratory/elective portion of the master schedule for each grade level.
STUDENT SCHEDULE
| PERIOD | SUBJECT | |
| 1 | Core 1 | ELA |
| 2 | Core 2 | SS |
| 3 | Core 3 | Math |
| 4 | Exploratory 1-Day 1
Exploratory 1-Day 2 |
PE
Band |
| 5 | Exploratory 2 | Spanish |
| 6 | Tier 3 Day 1
Day 2 |
ELA
Math |
| 7 | Core 4 | Science |
| 8 | Core 5 Semester 1
Semester 2 |
Technology
Art |
TIER 3 INTERVENTION TEAM
| PERIOD | INTERVENTION ASSIGNMENTS |
| 1 | Grade 8 |
| 2 | Grade 8 |
| 3 | Plan |
| 4 | Grade 7 |
| 5 | Lunch |
| 6 | Grades 7 and 6 |
| 7 | Plan |
| 8 | Grade 6 |
HIGH SCHOOL OPTIONS
Numerous opportunities within the master schedule are available to offer intervention to students in grades 9-12. Members of the school leadership team should critically analyze available data to identify ways to provide remediation, enrichment, and/or acceleration within the daily schedule. In each of the seven scenarios students are scheduled on an individual basis.
| OPTION | DESCRIPTION |
| 1 | Managed by Freshman Academy cohort operating as a flexible, interdisciplinary unit. |
| 2 | Managed by Career Pathway cohort operating as flexible, interdisciplinary team. |
| 3 | School-wide intervention period during specific time each day; advisory program could be included. |
| 4 | Required study hall if cohort or school-wide program does not exist or meet student(s) needs. |
| 5 | English/language arts social studies core for three consecutive periods. |
| 6 | Math lab supplement. |
| 7 | Credit recovery. |
OPTION 1 – FRESHMAN ACADEMY
- Four or five teachers (ELA, social studies, math, science, special education, or ELL) form the academy.
- Teachers are assigned the same approximately 125 students over the same periods of the day.
- Focus is on transition to high school.
- Teachers typically are assigned five or six instructional periods per day; one period is declared the intervention period for all students.
- Student assignments for intervention are determined in the common planning period (TM).
- Students are individually scheduled for core classes as well as electives and/or other required classes.
- Typically, teachers are responsible for five of eight or six of nine periods.
TEACHER’S SCHEDULE
| Period | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| ELA | Int. | 01 | 02 | L | TM | 03 | P | 04 | 05 |
| SS | Int. | 01 | P | L | TM | 02 | 03 | 04 | 05 |
| Math | Int. | Alg. I-01 | Alg. I-02 | L | TM | P | Geo.-01 | Geo.-02 | Geo.-03 |
| Science | Int. | 01 | 02 | L | TM | 03 | 04 | P | 05 |
| Spanish | Int. | Span. 2-01 | Span. 2-02 | L | TM | Span. 1-01 | Span. 1-02 | Span. 1-03 | P |
| Sp. Ed. | Int. | ICS – ELA | ICS – SS | L | TM | Repl. ELA | Repl. ELA | ICS – ELA | X |
| ELL | Int. | X | X | L | TM | ICS – ELA | X | ICS – ELA | X |
KEY:
Int. = Intervention
TM = Team Meeting
X = Other Assignment
ICS = In-Class Support
Repl. = Replacement Class
OPTION 2 – MANAGED BY CAREER PATHWAY
- Four or more teachers who are assigned the same 125 students operate as an interdisciplinary team.
- Focuses on specific pathways such as Health Careers, Technology, Business Management, Teaching, Law, or Merchandising.
- Teachers may be assigned five or six periods per day based on wording of the contract.
- One period is declared the intervention period for all students in a particular cohort. Placements are determined in the common planning period.
- Students are individually scheduled for all classes.
Teachers’ Schedule
| Period | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| ELA | Int. | 01 | 02 | L | TM | 03 | P | 04 | 05 |
| SS | Int. | 01 | P | L | TM | 02 | 03 | 04 | 05 |
| Math | Int. | Alg. I-01 | Alg. I-02 | L | TM | P | Geo.-01 | Geo.-02 | Geo.-03 |
| Science | Int. | 01 | 02 | L | TM | 03 | 04 | P | 05 |
| Technology | Int. | Tech. 2-01 | Tech. 2-02 | L | TM | Tech. 1-01 | Tech. 1-02 | Tech. 1-03 | P |
| Sp. Ed. | Int. | ICS – ELA | ICS – SS | L | TM | Repl. ELA | Repl. ELA | ICS – ELA | Plan |
| ELL | Int. | X | X | L | TM | ICS – ELA | X | ICS – ELA | X |
KEY:
Int. = Intervention
TM = Team Meeting
ICS = In-Class Support
Repl. = Replacement Class
OPTION 3 – SCHOOL-WIDE PROGRAM
- Option provides opportunity for all teachers to participate.
- Faculty committee required to organize rosters on a quarterly, semester, or year-long basis.
- Professional development is required before implementing this model.
- Contractually, the intervention period may be a “prep” or professional duty.
- In building the master schedule, intervention period could be a “0” period.
- Opportunities for intervention specialists may be limited.
- Option operates on a rotating eight – universal lunch, Day 1/Day 2, or traditional 8 or 9-period day.
- Enrichment/acceleration experiences could be provided.
STUDENT SCHEDULE
| PERIOD | COURSE |
| 1 | ELA – 10 |
| 2 | Intervention |
| 3 | Social Studies |
| 4 | Lunch |
| 5 | Band/Chorus (alternate days) |
| 6 | Geometry |
| 7 | Spanish II |
| 8 | Robotics |
TEACHER SCHEDULE
| PERIOD | COURSE |
| 1 | Algebra II – 01 |
| 2 | Intervention |
| 3 | H – Algebra II – 01 |
| 4 | Plan |
| 5 | Lunch |
| 6 | Geometry – 01 |
| 7 | Geometry – 02 |
| 8 | Plan |
OPTION 4 – REQUIRED STUDY HALL
- Option is designed for students whose needs are not fully met in an intervention period.
- Student is assigned specific intervention course(s) in place of study hall.
- Student may be assigned one or more of the required study hall periods.
- If goals are accomplished, student may return to study hall.
- Specific teachers are assigned to each period.
- Teachers may be assigned one or more of these intervention periods as a percent of their teaching assignment or as a professional duty.
- Student assignments could be on an alternate day basis.
STUDENT SCHEDULE
| PERIOD | COURSE |
| 1 | Required study hall: ELA/SS |
| 2 | ELA 10 |
| 3 | Social Studies |
| 4 | Algebra I |
| 5 | Lunch |
| 6 | Art / Chorus |
| 7 | Biology |
| 8 | Required study hall: Math/Science |
SCHEDULE OF TEACHER AVAILABILITY
| PERIOD | ELA/SS | MATH /SCIENCE |
| 1 | • | • |
| 2 | • | • |
| 3 | • | • |
| 4 | • | • |
| 5 | • | • |
| 6 | • | • |
| 7 | • | • |
| 8 | • | • |
OPTION 5 – ELA/SOCIAL STUDIES CORE
- Using the combination team concept, students weak in the areas of reading, writing, and social studies are assigned to a three-period block.
- One ELA and one social studies teacher would be assigned the same 45 to 50 students for three consecutive periods.
- Teachers involved have a common planning period daily.
- Curriculum integration would focus on skills and concepts.
- Separate course numbers are needed for students in this option.
STUDENT SCHEDULE
| PERIOD | COURSE |
| 1 | ELA |
| 2 | ELA /SS |
| 3 | SS |
| 4 | Math |
| 5 | Lunch |
| 6 | Spanish |
| 7 | PE / Chorus |
| 8 | Science |
ELA TEACHER SCHEDULE
| PERIOD | COURSE |
| 1 | ELA – 11-02 |
| 2 | ELA – 11-02/ 11-01 |
| 3 | ELA – 11-01 |
| 4 | Common Plan |
| 5 | Lunch |
| 6 | H- ELA 10-01 |
| 7 | Plan |
| 8 | H – ELA 10-02 |
SOCIAL STUDIES TEACHER SCHEDULE
| PERIOD | COURSE |
| 1 | SS 11-01 |
| 2 | SS 11-01/11-02 |
| 3 | SS 11-02 |
| 4 | Common Plan |
| 5 | Lunch |
| 6 | H – SS 10-01 |
| 7 | Plan |
| 8 | H – SS 10-02 |
OPTION 6 – MATH LAB SUPPLEMENT
- Lab is designed for students weak in mathematics, primarily Algebra I and geometry.
- Based on prior weaknesses and/or test scores, students could be assigned at the beginning of the school year for this extension of their algebra or geometry course on an alternate day basis.
- Teachers would focus on math skills and concepts in teaching each unit of the daily curriculum.
- A pacing guide is essential to guarantee readiness for state or local examinations.
STUDENT SCHEDULE
| PERIOD | COURSE |
| 1 | Algebra I – 01 |
| 2 | Algebra 1 – 01/PE |
| 3 | Art |
| 4 | ELA 9 |
| 5 | Lunch |
| 6 | World History |
| 7 | Biology |
| 8 | French I |
TEACHER SCHEDULE
| PERIOD | COURSE |
| 1 | Algebra 1 – 01 |
| 2 | Algebra 1 – 01 / Geometry 01 |
| 3 | Geometry 01 |
| 4 | Plan |
| 5 | Lunch |
| 6 | Pre-Calculus 01 |
| 7 | Pre-Calculus 02 |
| 8 | Plan |
OPTION 7 – CREDIT RECOVERY
- Program is designed for students who have failed one or two courses required for graduation.
- Successful completion of credit recovery courses increases the likelihood of students graduating on time.
- In many cases, this option replaces computer software programs available to make up credit.
- Student has the same teacher for both ELA 9 and ELA 10 or Algebra I and geometry.
- Teachers focus throughout the year on concepts and skills essential for success.
- Teachers get to know students’ learning styles and career goals.
- Transferred students in grades 10, 11, or 12 have the opportunity to compensate for credits needed for graduation.
STUDENT SCHEDULE
| PERIOD | COURSE |
| 1 | ELA 9 / 10 |
| 2 | |
| 3 | American History |
| 4 | French I |
| 5 | Lunch |
| 6 | Biology |
| 7 | PE / Chorus |
| 8 | Algebra I / Geometry |
| 9 |
TEACHER SCHEDULE
| PERIOD | COURSE |
| 1 | ELA 10 / 11 |
| 2 | |
| 3 | H ELA 11-01 |
| 4 | Lunch |
| 5 | ELA 11-01 |
| 6 | Plan |
| 7 | ELA 10-01 |
| 8 | ELA 10-02 |
| 9 | Plan |
CONDUCTING THE ASSESSMENT
It’s not too early to assess your intervention program. Before developing the master schedule for school year 2022-2023, take time to answer the following questions. Perhaps you will confirm or refine your current approach or think of other options for intervention.
- Does the school have a defined time for intervention?
- Are teachers aware of their role and function in the intervention program?
- Are interventionists available to support the program?
- Have teachers received professional development to effectively utilize intervention modules/ periods?
- Do teachers utilize what they learned providing intervention to improve day-to-day instruction?
- Is common planning time used effectively to orchestrate the program?
- Can students be grouped and regrouped on an as needed basis throughout the school year?
- Are there opportunities for enrichment and acceleration during the intervention period?
- Are data available to support placement decisions?
- As a result of the intervention program, are special needs students in the least restrictive environment?
- Are intervention assignments consistent with the wording of the teachers’ contract?
- Is there a school/district planning committee to monitor or assess the intervention program?
- Is there an instrument that formally or informally assesses the intervention program?
- In the middle school, are parameters of FAI well defined?
- In grades 9-12 which option meets the needs of the greatest number of students?
- Does the community have an opportunity to provide feedback on the intervention program?
SUMMARY
Elementary, middle and high schools are implementing intervention programs to address the unique developmental, academic, and social-emotional needs of students. A plethora of options occur at the secondary level. School and district leaders should take time to assess their current model(s) and begin to make decisions for school year 2022-2023. Once decisions are finalized, appropriate professional development will maximize the potential of the option(s) selected.