Establishing Quality Intervention Time in a School Schedule

1. Establishing Quality Intervention Time in a School Schedule Maximizing Pull-Out and Push-In City Year Summer Academy 2013

2. Objectives for this session By the end of this session, participants will be able to: • understand the connection between the effectiveness of various academic support strategies and settings for student support • identify the appropriate time in the school schedule for various academic support strategies in any school schedule • engage teachers and school leaders in conversations that build a shared understanding around fully leveraging various opportunities for student support

3. Agenda for This Session • Introductions/Kickstarter • Part ITiming is Everything • Key Points • Examples • Activity

4. Kickstarter • Think about one task or routine that you deliberately do at a certain point during the day. What is that task? Why do you do it when you do it? “I exercise first thing in the morning before I talk myself out of going to the gym” • Think for a moment, and then turn to a partner, introduce yourself, and share your “right place at the right time” example

5. Timing is Everything

6. The Right Place at The Right Time

7. Key Point #1 Timing is critical when scheduling student support activities. We need to schedule the right supports at the right time during the school day to have the greatest impact on student performance.

8. Settings During the School Day • Before School • During Class • Transition Time (Hallways/Lockers) • Non-Academic Times (Lunch, Advisory) • Specific Intervention Times • After School

9. Before School (Unstructured)

10. During Class (Teacher-Led/Direct Instruction)

11. During Class (Guided Practice/Student Led Learning)

12. During Class (Independent Learning)

13. Transition Time

14. Intervention Time

15. Non-Academic Time During the Day (Lunch/Advisory)

16. Before/After School (Structured)

17. Activity • Divide into groups of 4 • Each group will receive a student profile • Using your time organizer, describe how you will use various parts of the day to support your student; Explain your rationale • Be prepared to report out to the group

18. Example

19. Key Learning #2 • Because any group of students is going to have diverse needs, schools and students benefit most from a blend of settings for student support.

20. Making Supports Coherent Throughout the Day

21. Key Learning #3 • A blend of formats and structures is necessary to holistically attack student achievement gaps

22. What goes into building a student support plan?

23. Example

24. Connecting Supports • Core skill deficiencies • Best attacked through tutoring and structured intervention programs • Measured through diagnostics (MAP, DIBELS, Gates-MacGinite, etc.) • Should be tied to core course standards • Course supports • Best attacked through in-class support and extended day time • Focuses on scaffolding and deconstructing required skills and content to successfully complete course requirements • Can often hit a “twofer” with tutoring curriculum • Assignment Supports • Best attacked through structured extended day time • Should focus on scaffolding and deconstructing individual assignments

25. Key Learning #4 • The corps member and the teacher must work together to create the coherence between in-class, intervention, and extended day support.

26. How/when do we ensure coherence? • Mapping out standards by unit with content area team (annually or by semester) • Conducting trend analysis of diagnostics and mapping against tutoring curriculum (by semester or testing period) • Mapping classroom support activities against lesson objectives and activities (weekly/daily) • Engaging teachers in awareness around tutoring and scaffolding resources (and perhaps filling in gaps together)

27. Who helps the teacher and corps member with coherence? • Instructional Coaches • Department Chairs • Administrators • Instructional Facilitators (DN) • Regional Literacy Trainers

28. Reflection Activity • Read the reflection questions and spend a few minutes reflecting on circumstances at your school (5-7 minutes) • Partner with someone to discuss the circumstances at your school (5-7 minutes) • Determine 1 Ah-Ha! and 1 next step and be prepared to share out with the room (we’ll share 5 of each) (5-7 minutes)

29. Making The Case: Ideas for Participating in Developing the Master Schedule

30. What do you think the following statement means? A master schedule can do ANYTHING except EVERYTHING

32. Lemonade vs Ambrosia Using a show of fingers, how involved is your CY/DN team involved in creating the school’s schedule? 1= There’s no consideration for CY/DN conditions for success in the creation of the schedule (lemonade) 5= City Year/DN builds the school’s schedule alongside the school staff and our conditions for success are a top priority when building the schedule (Ambrosia)

33. Some quick thoughts about scheduling • The process and priorities have a much greater impact on the end product than the technical work of putting the schedule together • The more that scheduling structures can be tied to likely student outcomes, the more likely the change will be made

34. Some quick thoughts about scheduling • It’s worth repeating—we need a blend of different times/structures during the day to meet the needs of all students • Making the most out of the time you have now will increase your ability to influence the time you will have in the future. • Have a detailed plan about how you will use the time you are requesting before you request it.

35. Specific thoughts about scheduling interventions • Can existing times be reconfigured for intervention support? • Examples—using an existing advisory/homeroom; building pull-out intervention into a double period • Does your school have the same schedule every day, or can you propose doing interventions on certain days? • Would your school consider intervention time as an elective replacement?

36. Specific Thoughts about Scheduling EWIs • Cohorts and Teams are a necessary prerequisite to standard EWI scheduling (without these, Common Planning Time is highly unlikely) • Can you restructure existing PD/in-service time? • Before school is better than after school—can you find stipend or adjust work bell schedules to accommodate? • Untested idea Cater lunch once a week to get teachers to EWI

37. What are your best practices • For those of you who have had success collaborating on or influencing the master schedule, what other strategies and tactics worked for you?

38. Making Your Case Activity • We’ll review 4 hypothetical scheduling scenarios and then you can select which scenario you’d like to work on that would most benefit your work back at your site • Each group should determine • Information needed to make the best case possible • The most compelling arguments for making the proposed scheduling change • The supports they would seek out in helping them make the case

39. The Proposals • Proposal #1—Pulling 5 minutes from each period of the day to create a 35-minute intervention period. • Proposal #2—Doing pull out interventions during a 25-minute advisory period • Proposal #3—Integrating CY pull-out tutoring into double block math and ELA courses • Proposal #4—Scheduling students by teacher teams and cohorts

40. Closing—Wish you were here! • Take a post card and address it to yourself • On your postcard, write a brief message to yourself with 3 things you want to accomplish around scheduling student supports when you return to your site. • Make sure you write your address on one side of the postcard!

41. Learning Evaluation Surveys PITW # 83:  Give Immediate Feedback Follow the link in your email to complete the Learning Evaluation Survey. or If you did not receive an email, please go to the Summer Academy 2013 page on cyconnect. Select the “Learning Evaluations” link on the left side of the page and choose the appropriate survey.

42. THANK YOU! • Questions? • Contact info: delmer@jhu.edu