Building a K-5 Master Schedule Including an Intervention Period

In ever increasing numbers, K-5 schools are implementing an intervention period as a significant portion of the school day.  During a defined time each day, classroom teachers and available resource personnel provide remediation, enrichment, and acceleration opportunities to students.

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, 9 or 10 modules are utilized.

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) within a given module.

Step IV

Each class within the grade should have specials and intervention at the same times. Common planning occurs during the specials period. All sections of a grade should have lunch or lunch/recess at the same time.

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

As a prerequisite to detailing the specific schedule for each grade, develop a curriculum chart indicating the number of minutes per day for each content area.

Following is an example:

Social/emotional learning could be integrated into content areas.

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. Alter earlier decisions, if necessary.

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 subjects to each section. One teaches ELA to the three sections; a second teacher is responsible for math for all three sections; the third teacher instructs social studies and science for all three sections.

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 potential of the intervention program to enhance the quality of teaching and learning.
4. Recognize the relationship between the intervention program and the daily instructional program. Any student may need support in any content area at any time.
5. Fluidity and flexibility are keys to the success of the program. Student assignments for intervention may change on a weekly, monthly, quarterly or yearly basis.
6. Overall, a balance should exist between the focus on the remedial, enrichment, and acceleration aspects of the program. In some cases, students could work on an independent study program.
7. 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 master 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.
8. Periodically take time to evaluate all aspects of the intervention program. Adjustments can be made as needed.

Summary

Within the master schedule, a defined time for intervention should be established.  The opportunity for flexibility and fluidity are essential components of the organizational plan.  Remedial support and opportunities for enrichment and acceleration are an extension of the teaching/learning process.