Scheduling

The schools we visited had worked on the schedule to create a block of time where intervention could happen in a “Supplement Not Supplant” model.  It is an issue of compliance with the law, but also a moral issue of access to education to  make sure we are not reducing Tier 1 instruction time and replacing it with Tier2.  Katie was adamant, that excellent Tier 1 instruction was the key to improving outcomes for kids, and that Tier 2 will only make a difference if it is in addition to Tier 1.

So, they created a WIN block that is only to be used for review/ reteaching, or enrichment in the classroom, no new teaching.  They planned it so that each grade has it’s own intervention block, then intervention teachers have a time that is unconflicted for each grade.

She admitted the process was hard, where to take the time from was an issue.  One solution was to shorten 60 minute blocks to 50 minute, but that isn’t necessarily how our schedule works in elementary.  This is hard stuff to grapple with, but at every conference or workshop I have Attended on UDL and access and equity, I have heard the message, “We have to move beyond finding/seeing problems with the ideas and move toward finding solutions.”

That is easier said than done, of course.  So, a little perspective is key.  If we support teachers in strengthening Tier1 instruction, and child centered instruction, we can increase engagement, time on task, and thus results.  We will be reaching more ( ideally all) students more of the time.  If we can move our intervention block toward supplement rather than supplant, we are really going to compound the results.  This is where our ‘time’ comes from... by making more of the time we do have.



It is hard still, the reality is probably less time for science or social studies, or something... Unless we begin to shift our thinking, (for example: a creative move toward more integration of curriculum, more reading about science and social studies during reading block) , there are always going to be solutions.  What I keep coming back to, What we saw at G-D, was the majority of students engaged and on task, (even with 15 adults walking through observing) students were working independently, teachers spending
lots of time with small groups, kids weren’t looking for a way out or tuned out, there were not a number of children taking bathroom breaks or wandering the room when they thought the teacher wasn’t “looking”.  This was an example of making the most out of the time available. ***

***It should be noted that the teachers took time in the beginning (first 20-30 days, a harkening back to “ the first six weeks” to establish routines and teach students how to transition, how to do the workshop model, and since they are using it year after year, it is also becoming easier, because students are familiar.

My takeaway:  It takes time to make time!  ( cheesy I know!)

Some links that have examples of various schedules including a WIN or I/ E block:

DESE scheduling guidance includes sample schedules

MTSS doc for Madison school district includes sample schedules

Ferndale upper elementary schedule sample