Building a K-5 Master Schedule Including an Intervention Period

In ever increasing numbers, K-5 as well as middle level schools are implementing an intervention period as a significant part of the school day. During a defined time each day, classroom teachers and available resource personnel provide remediation as well as enrichment to the students of their class or other sections of that grade level.

Features of an Intervention Period

• Students may receive support or enrichment in a specific content area.
• Placements are on an individualized basis, including those students with an IEP or ELL students receiving assistance with learning the English language.
• Special Education students receive assistance from Special Education teachers to accomplish IEP goals. In the case of co-taught students, the general education teacher may assist with the remediation aspect in that content area.
• Ideally, Special Education students will not be denied the least restrictive environment.
• With effective use of common planning time, specific needs of students can be identified and strategies can be implemented to respond to those needs.
• Students from all sections of a grade level can be regrouped accordingly.
• In smaller groups, classroom teachers and resource personnel can focus on why a student is having difficulty with a skill or concept.
• Large group instructional strategies can be employed for enrichment sessions.
• During common planning time, teachers have an opportunity to collaborate on curriculum analysis and delivery.
• Enrichment sessions can be planned to supplement regular units of instruction in the core areas.
• As an outcome of operating the intervention period, classroom teachers may assess the Tier II aspect of RtI or MTSS to potentially expand the scope of Tier I.

Building a Master Schedule to Implement the Intervention Period

Phase I

Step I

Create a grid with columns for each grade, each section in that grade and each period or module of time. In most cases, 8-10 modules will be created.

Step II

After vertically listing the teaching sections, list the specials teachers as well as resource personnel who may be available to assist with the intervention program.

Step III

Based on the capacity of the cafeteria, indicate the number of classes to be at lunch (L) or lunch/recess (L/R) in a given module.

Step IV

Each grade should have specials at the same time and intervention at the same time. Common planning occurs during the specials period.

Step V

Concurrent with placing Specials and Intervention on the grid for each grade, summarize the actual schedule for Specials teachers and the Intervention team. Note that Specials teachers and Interventionists have a common planning time in the example provided.

Step VI

In placing Specials and Intervention on the grid, consider the attention span of students. Create the opportunity for blocks of time for Reading/Language Arts and Mathematics.

Phase II

Step I

Develop a curriculum chart indicating the number of minutes per day for each content area.

Use the following as an example:

Step II

Complete the grid for each grade.

Step III

Assess the placement of specials, lunch and intervention in terms of extended time modules for Reading/Language Arts and Mathematics.

Step IV

In light of state and national testing programs, consider subject matter specialization in grades 4 and 5. In the example, grade 5 teachers operate as a three-person team with each teaching specific content to each section.

Tips for Implementing / Sustaining the Intervention Period

1. Be sure the schedule provides common planning time for all teachers of a grade level.
2. The success of the intervention program is in the hands of classroom teachers who should demonstrate that they “own” the program.
3. Recognize the relationship between the intervention program and the daily instructional program. Any student may need support in any content area at any time.
4. Fluidity and flexibility are keys to the success of the program. Student assignments may change on a weekly, monthly, quarterly or yearly basis.
5. Overall, a balance should exist between the focus on the remedial and enrichment parts of the program. In some cases, students could work on an independent study program.
6. Professional development is essential to the success of the intervention program. Portions of the training for teachers should include recognizing students’ strengths and weaknesses; strategies for small group instruction, including why a student does not understand a skill or concept; interpreting available data; designing meaningful enrichment experiences; monitoring independent study projects and connecting Special Education and ELL programs to daily instruction.
7. Periodically take time to evaluate all aspects of the intervention program. Adjustments could be made during the school year.

Summary

Within the daily structure provided by the master schedule, a defined time for intervention should be established. The opportunity for flexibility and fluidity should be essential components of the schedule. Remedial support and enrichment opportunities that are an extension of the teaching/learning process are offered on an individualized basis.

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