Across the nation numerous elementary, middle and high schools have implemented some form of intervention or student support program. Other schools are in the process of implementing, revising, or studying various options. Intervention programs reflect an ongoing analysis of student needs as well as the availability of teachers and other support staff. Often, contractual issues need to be resolved as options are considered. Intervention programs vary from the elementary, middle and high school perspective; however, there is one universal goal – to enhance student achievement.
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
- Specific support in light of data available
- Opportunity for student placement in focused-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 with the least restrictive environment
- A flexible time during the day under the coordination 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 experiences
K-5 or 6 Options
In addition to before or after school as well as lunchtime tutoring, K-5 or 6 schools may develop defined times for intervention within the distribution of minutes throughout the school day.
Step 1:
Formulate a curriculum chart designating the number of minutes devoted to intervention daily at each grade level. Following is an example:
Curriculum Chart |
||||||
Curriculum Area | K | 1 | 2 | 3 | 4 | 5 |
Morning Meeting Social/Emotional Learning |
15 | 15 | 15 | 15 | 15 | 15 |
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 |
Specials | 40 | 40 | 40 | 40 | 40 | 40 |
Intervention | 30 | 30 | 30 | 30 | 30 | 30 |
Lunch/Recess | 40 | 40 | 40 | 40 | 40 | 40 |
Total Minutes | 375 | 375 | 375 | 375 | 375 | 375 |
Social/emotional learning could also be integrated into content areas.
Step 2:
Create of skeleton of the daily schedule to determine specific times for intervention (I), lunch (L), and specials (S). Art, music and physical education typically comprise the specials portion of the day. Library can also be included.
Specials modules provide defined time for grade level common planning at which time core teachers can orchestrate the intervention module. Additional staffing for this intervention period can be provided by a team of interventionists consisting of ELL and special education teachers, literacy coach and math coach.
Grade |
Section |
Mod 1 |
Mod 2 |
Mod 3 |
Mod 4 |
Mod 5 |
Mod 6 |
Mod 7 |
Mod 8 |
Mod 9 |
Start/Stop Time | ||||||||||
K |
01 |
I |
L |
S |
||||||
02 |
I |
L |
S |
|||||||
03 |
I |
L |
S |
|||||||
1 |
01 |
L |
S |
I |
||||||
02 |
L |
S |
I |
|||||||
03 |
L |
S |
I |
|||||||
2 |
01 |
S |
L |
I |
||||||
02 |
S |
L |
I |
|||||||
03 |
S |
L |
I |
|||||||
3 |
01 |
S |
L |
I |
||||||
02 |
S |
L |
I |
|||||||
03 |
S |
L |
I |
|||||||
4 |
01 |
I |
L |
S |
||||||
02 |
I |
L |
S |
|||||||
03 |
I |
L |
S |
|||||||
5 (ELA) |
01 |
S |
L |
I |
||||||
(Math) |
02 |
S |
L |
I |
||||||
(SS/Science) |
03 |
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 |
Step 3:
Adhering to the curriculum chart and designated times for specials, intervention and lunch, specific times can be determined for reading/language arts, math and science. In this step, consecutive modules should be established to enable blocks of time for reading/language arts and math. Consideration should also be given for English language learner and special education teachers to push in or pull out students in the various sections and/or classes.
Grade | Section | Mod 1 | Mod 2 | Mod 3 | Mod 4 | Mod 5 | Mod 6 | Mod 7 | Mod 8 | Mod 9 |
Start/Stop Time | ||||||||||
K | 01 | R/LA | I | L | Math | S | R/LA | SS/Sc | ||
02 | R/LA | I | L | Math | S | R/LA | SS/Sc | |||
03 | R/LA | I | L | Math | S | R/LA | SS/Sc | |||
1 | 01 | R/LA | L | S | Math | SS/Sc | I | |||
02 | R/LA | L | S | Math | SS/Sc | I | ||||
03 | R/LA | L | S | Math | SS/Sc | I | ||||
2 | 01 | Math | S | R/LA | L | R/LA | I | SS/Sc | ||
02 | Math | S | R/LA | L | R/LA | I | SS/Sc | |||
03 | Math | S | R/LA | L | R/LA | I | SS/Sc | |||
3 | 01 | R/LA | SS | S | L | I | Math | Sc | ||
02 | R/LA | SS | S | L | I | Math | Sc | |||
03 | R/LA | SS | S | L | I | Math | Sc | |||
4 | 01 | SS | R/LA | I | Sc | L | Math | S | ||
02 | SS | R/LA | I | Sc | L | Math | S | |||
03 | SS | R/LA | I | Sc | L | Math | S | |||
5 |
01 | S | Section 01 | Section 03 | L | I | Section 02 | |||
Math | 02 | S | Section 02 | Section 01 | L | I | Section 03 | |||
SS/Sc | 03 | S | Section 03 | Section 02 | L | I | Section 01 | |||
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 School Options
What is the middle school concept?
In grades 5-8, middle level educators should view intervention in the context of the middle school concept. Key features of the middle school concept include:
- A response to the physical, intellectual, social-emotional and moral development needs of this age group
- Core interdisciplinary teams typically including English/Language Arts, social studies, math, science and/or world language
- Maximum flexibility afforded to interdisciplinary teams (IMF); this occurs when the same students are assigned to the same teachers for the same periods of the day
- Common planning time to enable orchestration of program
- Advisory and a focus on skill development
Within traditional 7, 8 or 9-period days or Day 1/Day 2 schedules, a number of options can be implemented. In most cases interdisciplinary teams (IMF) coordinate the intervention period with support provided by special education, ELL teachers, as well as math and literacy coaches. In many cases lunch is a module of time rather than a full period.
Option 1 – Intervention Rotates Within Team
- Core classes are scheduled periods 1, 2, 3, 7 and 8.
- Intervention rotates within those five periods.
- Each team manages rotations.
- Exploratory/elective classes are scheduled periods 4, 5, and 6, do not rotate, and are not included in the intervention program.
- Intervention occurs for a full period for five days out of six, similar to core periods.
- Teacher has five preps per day including the intervention period.
PERIOD |
DAY 1 | DAY 2 | DAY 3 | DAY 4 | DAY 5 | DAY 6 |
1 |
CORE 1 | CORE 5 | INT | CORE 4 | CORE 3 | CORE 2 |
2 |
CORE 2 | CORE 1 | CORE 5 | INT | CORE 4 | CORE 3 |
3 |
CORE 3 | CORE 2 | CORE 1 | CORE 5 | INT | CORE 4 |
7 |
CORE 4 | CORE 3 | CORE 2 | CORE 1 | CORE 5 | INT |
8 |
INT | CORE 4 | CORE 3 | CORE 2 | CORE 1 | CORE 5 |
Option 2 – Intervention at Fixed Time Within Team
- Similar to core rotations in Option 1, intervention meets daily.
- Core classes meet four days out of five.
- Core team manages rotations.
- 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 |
INT | INT | INT | INT | INT |
Option 3 – Intervention is at the Same Time for Entire Grade
- One period is designated for entire grade; other four periods rotate.
- 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 assist 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.
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 |
INT |
INT |
INT |
8 |
E |
E |
E |
KEY:
C = Core
E = Exploratory/Elective
INT = Intervention
Option 4 – Core Block Divided Into Modules
- Total core block typically consists of 200-300 minutes.
- Excluding lunch, this block of time can be subdivided into six modules, one for intervention and five for core classes.
- Total number of minutes may not always be consecutive; but, this option should be a factor in designing the master schedule.
Core 1 |
Core 2 |
Intervention |
Core 3 |
Core 4 |
Core 5 |
- Exploratory/elective courses are scheduled in the remaining periods of the day.
Option 5 – Establish Intervention as Professional Duty in Addition to Five Core Classes
- Teacher is responsible for a total of 6 periods – 5 core classes plus intervention which may be considered as a professional duty.
- In some cases, exploratory/elective program may be reduced to two periods.
- Teachers are not accountable for lesson plans and grades during this intervention period.
- Program operates on school-wide basis and may occur daily or on an alternate day basis.
- Student is in core block for a total of six periods.
Teachers’ Schedule
Period |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
ELA | INT |
01 |
02 |
TM |
03 |
04 |
05 |
P |
SS | INT |
01 |
02 |
TM |
03 |
04 |
05 |
P |
Math | INT |
01 |
02 |
TM |
03 |
04 |
05 |
P |
Science | INT |
01 |
02 |
TM |
03 |
04 |
05 |
P |
Spanish | INT |
Span. 2-01 |
Span. 2-02 |
TM |
Span. 1-01 |
Span. 1-02 |
Span. 1-03 |
P |
Sp. Ed. | INT |
ICS – ELA |
ICS – SS |
TM |
Repl. ELA |
Repl. ELA |
ICS – ELA |
P |
ELL | INT |
X |
X |
TM |
ICS – ELA |
X |
ICS – ELA |
P |
KEY:
INT = Intervention
TM = Team Meeting
P = Plan
X = Other Assignment
ICS = In-Class Support
Repl. = Replacement Class
Option 6 – Modular Extension of Time – Day 1 / Day 2
- Usually operating on a Day 1/Day 2 framework, this model should be considered as a school-wide program.
- Modular length is usually 30-35 minutes.
- Districts may consider this model as a professional duty in addition to five or six classes/preps.
- Opportunities exist for advisory or social-emotional learning as well as intervention in the extension module.
- Schools may schedule this at the end of the school day.
STUDENT SCHEDULE |
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Day 1 |
Day 2 |
||
1 | Core | 5 | Core |
2 | Core | 6 | Core |
3 | Core (including lunch) | 7 | Exploratory (including lunch) |
4 | Exploratory | 8 | Exploratory |
Extension – Intervention | Extension – Intervention |
TEACHER SCHEDULE |
|||
Day 1 |
Day 2 |
||
1 | ELA 7-01 | 5 | Plan |
2 | ELA 7-02 | 6 | ELA 7-04 |
3 | Team Meeting (including lunch) | 7 | ELA 7-05 (including lunch) |
4 | ELA 7-03 | 8 | Duty |
Extension – Intervention | Extension – Intervention |
Option 7 – School-Wide Module – Traditional Day
- In the total number of minutes within the student day, a module of 30 minutes can be identified for intervention.
- Defined committee of teachers, counselors and administrators organize and supervise the program.
- Student assignments could be for one quarter, one semester or the entire year on a daily or alternating day basis.
- Opportunities for enrichment or acceleration can be provided.
- Intervention module could be considered a professional duty.
STUDENT SCHEDULE | |
1 | ELA |
2 | Social Studies |
0 | Intervention |
3 | Art/Physical Education |
4 | Math |
5 | Spanish |
6 | Technology/FCS |
7 | Science |
TEACHER SCHEDULE | |
1 | Class 1 |
2 | Class 2 |
0 | Intervention |
3 | Team Meeting |
4 | Plan |
5 | Class 3 |
6 | Class 4 |
7 | Class 5 |
Option 8 – Tier III Math / Tier III Reading
- Model designed for students whose needs are not met in the intervention period/module or where intervention does not exist.
- Student misses an exploratory/elective period for intervention.
- Tier III courses are listed with course requests and appear on printed student schedule at outset of school year.
- Specific teachers are assigned to provide intervention during the school day.
- Tier III assignment for teachers could be one or more contractual preps, exclusive assignment, or professional duty.
- Tier III courses could be scheduled on an alternate day basis within the exploratory/elective portion of the master schedule.
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 |
Core 4 | Spanish |
6 |
Tier III | ELA |
7 |
Core 5 | Science |
8 |
Exploratory – Day 1 Exploratory – Day 2 |
Technology Art |
Teacher Schedule
PERIOD |
ASSIGNMENTS |
1 |
Tier III – Math 8-01 |
2 |
Tier III – Math 8-02 |
3 |
Plan |
4 |
Algebra I – 8-02 |
5 |
Team Meeting |
6 |
Algebra I – 8-02 |
7 |
Duty |
8 |
Algebra I – 8-03 |
High School Options
As high schools continue efforts to better address student needs, opportunities for intervention programs emerge on their “radar screens.” These efforts include:
- Comprehensive data analysis
- Common planning time for defined cohorts of teachers and support personnel
- Efficient utilization of available resources or FTE (Full Time Equivalent) positions
- Planning for curriculum integration
- Options to focus on college and career pathways
- Strategies to support underachieving students
- Accommodations for students to meet graduation requirements
- Creative master schedules with greater provision for flexibility
- Focus on transition to grade 9
Within this context, a number of options for intervention emerge. School/district personnel should carefully examine the following eight options to make a decision.
OPTION | DESCRIPTION |
1 |
Managed by Freshman Academy cohort operating as an interdisciplinary unit. |
2 |
Managed by Career Pathway cohort operating as an interdisciplinary team. |
3 |
School-wide intervention period or module 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/ social studies core for three consecutive periods. |
6 |
Math lab supplement. |
7 |
Tier III ELA / Tier III Math |
8 |
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 of which 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.
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 |
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 – Math | 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
P = Plan
X = Other Assignment
ICS = In-Class Support
Repl. = Replacement Class
L = Lunch
Option 2 – Managed by Career Pathway
- Four or more teachers are assigned the same 125 students operating as an interdisciplinary team.
- Focus is on specific pathways such as Health Careers, Technology, Business Management, Architecture, 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 that cohort. Placements are determined in the common planning period.
- Students are individually scheduled for all classes.
- Intervention period may be considered a professional duty.
- Interdisciplinary approach focuses on content and skills related to specific pathway.
- Guidance/advisory emphasis should be integral to pathway.
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 – Math | 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
P = Plan
ICS = In-Class Support
Repl. = Replacement Class
L = Lunch
X = Other assignment
Option 3 – School-Wide Modular Program (Traditional 7,8,9: Day 1/Day 2/Semester 1/Semester 2)
- Length of module can be determined.
- 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 zero period.
- Opportunities for intervention specialists may be limited.
- Enrichment/acceleration/advisory experiences can be included.
STUDENT SCHEDULE |
|||
Day 1 or Semester 1 |
Day 2 or Semester 2 |
||
1 | English | 5 | Chemistry |
2 | American History | 6 | French III |
3 | Geometry (including lunch) | 7 | Physical Education (including lunch) |
4 | Band | 8 | Art |
Extension – Intervention | Extension – Intervention |
TEACHER SCHEDULE |
|||
Day 1 or Semester 1 |
Day 2 or Semester 2 |
||
1 | English ll-01 | 5 | English ll-04 |
2 | English ll-02 | 6 | English ll-05 |
3 | Common Planning (including lunch) | 7 | Plan (including lunch) |
4 | English ll-03 | 8 | English II-06 |
Extension – Intervention | Extension – Intervention |
Traditional Student Schedule
PERIOD |
COURSE |
1 |
ELA – 10 |
2 |
Intervention |
3 |
Social Studies |
4 |
Lunch |
5 |
Band/Physical Education (alternate days) |
6 |
Geometry |
7 |
Spanish II |
8 |
Robotics |
9 |
Science |
Traditional 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 |
Duty |
9 |
Department Meeting |
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 per day, quarter, semester, or year.
- If goals are accomplished, student may return to study hall or semester elective.
- Specific teachers are assigned for 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.
- Program is available each period of the day.
- Multiple teachers may participate in this option.
Student Schedule
PERIOD |
COURSE |
1 |
Required study hall: ELA/SS |
2 |
ELA 10 |
3 |
US History |
4 |
Algebra I |
5 |
Lunch |
6 |
Art / Physical Education |
7 |
Biology |
8 |
Required study hall: Math/Science |
Schedule of Teacher Coverage
PERIOD | ELA |
SOCIAL STUDIES |
MATH | SCIENCE |
1 |
||||
2 |
||||
3 |
||||
4 |
||||
5 |
||||
6 |
||||
7 |
||||
8 |
Option 5 – ELA / Social Studies Core
- Using the combination or integrated team approach, students weak in the areas of reading, writing, and social studies are assigned to a three-period block for these two subjects.
- One ELA and one social studies teacher are 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 common to both courses.
- 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 the context of each unit or standard of the curriculum.
- A pacing guide is essential to guarantee readiness for state or local examinations as well as the next course in sequence.
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 |
Department Meeting |
Option 7 – Tier III ELA / Tier III Math
- Model is a specific option or as a complement to other options.
- Student receives specific support in lieu of any elective.
- Remediation could occur on an alternate day basis.
- If goals are accomplished, student could be placed in study hall or an elective for the second semester.
- Specific teachers can be assigned as a prep (one of five or six courses as per contract) or professional duty.
- Student assignment is listed with course requests and appears on printed schedule
Sample Student Schedule
PERIOD | COURSE |
1 |
English 10 |
2 |
World History |
3 |
Tier III Math / Tier III ELA |
4 |
Algebra I |
5 |
Lunch |
6 |
Biology |
7 |
Physical Education / Chorus |
8 |
French II |
Sample Teacher Schedule
PERIOD | COURSE |
1 |
Tier III Math-01 / Tier III Math-02 |
2 |
Tier III Math-03 / Tier III Math-04 |
3 |
Algebra I – 01 |
4 |
Plan |
5 |
Lunch |
6 |
Common Plan |
7 |
Honors Geometry – 01 |
8 |
Honors Geometry – 02 |
Option 8 – 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 and/or Algebra I and Geometry for the year.
- Teachers focus throughout the year on concepts and skills essential for success in context of curriculum.
- Teachers get to know students’ learning styles and career goals.
- Transfer 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 |
Department Meeting |
7 |
ELA 10-01 |
8 |
ELA 10-02 |
9 |
Plan |
Concluding Comments
District and school-based administrators should carefully consider each of the options or a hybrid of the options at the elementary, middle and high school levels. For many reasons, students are in need of intervention or an opportunity for enrichment. At the same time, there are likely to be contractual questions or decisions to be made regarding the effective utilization of available FTE.
The ultimate decision(s) must be reflected in the master schedule, and teachers must be provided effective professional development to deliver the model(s) selected.