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

2. 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 Objectives for this session

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

4. 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 Kickstarter

5. Timing is Everything

6. The Right Place at The Right Time

7. 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. Key Point #1

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

9. Before School (Unstructured) Relationship Building Attendance Checks (Wake Up Calls) Check-Ins Walkthroughs Other mentoring/social-emotional supports Good for… Homework Help Tutoring/Skills Reinforcement Class support Not so good for…

10. During Class (Teacher-Led/Direct Instruction) Modeling Low-level redirection Co-teaching Positive Reinforcement Student Observation Good for… Push-In Support Pull-Out Support Planning Not so good for…

11. During Class (Guided Practice/Student Led Learning) Classroom Support (Scaffolding, Reteaching, Facilitating) Modeling Good for… Pull-Out Support Tutoring Not so good for…

12. During Class (Independent Learning) Classroom Support (Scaffolding, Reteaching, Facilitating) In-Class Tutoring Formative Assessment Good for… Social-Emotional Supports Check-Ins Not so good for…

13. Transition Time Relationship Building Check-Ins Walkthroughs Nagging and Nurturing Good for… Anything that’s going to disrupt the transition (which is almost everything) Not so good for…

14. Intervention Time Individual/Small Group Tutoring Individual/Small Group Skills Reinforcement Scaffolding/Reteaching of Class Standards & Content Computer Assisted Instruction Good for… Homework Help Non-Academic Supports Make-Up Class Work Not so good for…

15. Non-Academic Time During the Day (Lunch/Advisory) Relationship Building Check-Ins Homework Help (Next Day’s!) Social Emotional Supports Good for… Tutoring Skills Reinforcement Not so good for…

16. Before/After School (Structured) Tutoring/Skill Reinforcement Homework Help Previewing Class Material Reteaching/Making Up Assignments Enrichment/Exploring Interests Good for… Working with students with scheduling challenges Working with students with inconsistent attendance Not so good for…

17. 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 Activity

18. Time During the School DayProposed ActivitiesRationale Before School (Unstructured) During Class (Teacher-Led) During Class (Student Centered) Transition Times Lunch Intervention Time After School (Structured) SPECIAL CONSIDERATIONS FOR THIS STUDENT  Example

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

20. Making Supports Coherent Throughout the Day

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

22. Diagnostic Data Course Content and Standards Student’s Grade and Assignments What goes into building a student support plan?

23. Student doesn’t understand order of operations Unit Focuses on solving one- variable equations Student struggles with assignments and benchmark assessment Example

24. 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 Connecting Supports

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

26. 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) How/when do we ensure coherence?

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

28. 1)Read the reflection questions and spend a few minutes reflecting on circumstances at your school (5-7 minutes) 2)Partner with someone to discuss the circumstances at your school (5-7 minutes) 3)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) Reflection Activity

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

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

32. 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) Lemonade vs Ambrosia

33. 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 Some quick thoughts about scheduling

34. 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. Some quick thoughts about scheduling

35. 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? Specific thoughts about scheduling interventions

36. 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 Specific Thoughts about Scheduling EWIs

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

38. 1)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 2)Each group should determine 1)Information needed to make the best case possible 2)The most compelling arguments for making the proposed scheduling change 3)The supports they would seek out in helping them make the case Making Your Case Activity

39. 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 The Proposals

40. 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! Closing—Wish you were here!

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