The Challenges and Benefits of
Scheduling and Organizing the
Intervention/Enrichment Period
Michael D. Rettig
rettigmd@jmu.edu
Professor Emeritus
James Madison University
www.schoolschedulingassociates.com
Handouts Can be Downloaded
from:http://schoolschedulingassociates.com/handouts.ht
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AGENDA
 What is an Intervention/Enrichment (I/E)
Period?
 Why do schools need/implement the I/E
period?
 Where we get the time for the I/E
period?
 Scheduling time for intervention and
enrichment in elementary, middle, and
high schools.
 Organizing the I/E period.
RESPONSE TO INTERVENTION PROCESSES
Formative
Assessment
Progress
Monitoring
Intervention
and Enrichment
Data Analysis
Tiering and
Planning
What is an Intervention/Enrichment Period?
 A period (or periods) of time built into
the school master schedule during
which no basic core instruction or
courses are delivered.
 30-90 minutes are devoted to this
period(s) daily.
 Tier 2 and sometimes Tier 3
interventions are provided during this
time. For students not receiving
intervention, enrichment opportunities
must be provided. Special education
services may be provided as well.
RTI STUDENT TIERS
 Tier 1: About 80% of students learn basic
curriculum through typical instruction
w/differentiation.
 Tier 2: About 15-20% of students need regular
intervention; generally this is provided by
special service providers or classroom
teachers during the I/E period.
 Tier 3: About 2-5% of students need long-term
and intensive intervention; faithful
implementation of RTI requires that this
intervention be in addition to the Tier 2
intervention, though in some schools it
replaces the Tier 2 intervention.
What are Elementary School
Scheduling Needs for RTI?
A Master Schedule (Not just PE, art, music,
lunch and recess schedules) which includes the
following:

Quality and adequate core instructional
time for universal instruction.

Encore classes scheduled to preserve
large blocks of core time and common
planning time.

An I/E period (or periods) for Tier 2 (and
perhaps Tier 3) interventions and
enrichment.

A well-thought-out plan for the
scheduling of special services.

Occasional extended planning blocks for
PLC work.
Your school may need an I/E
period, but remember the prime
rule of school scheduling:
To put something
in, you must take
something out!
WHERE DO WE FIND THE TIME?
Elementary
MASTER SCHEDULING STEPS
1.
Form a scheduling committee that includes grade level representatives, an encore
representative, and special service providers. It helps if several committee members have the
“scheduling gene.”
2.
Determine time allocations for all subjects/grade levels including academic time, time for
encore, the number and length of Intervention/Enrichment periods, and lunch/recess.
3.
Determine the encore rotation. Consider personnel shared between/among buildings.
4.
Consider your special service providers (special education, ESOL, Title 1, gifted, instrumental
music, etc.) that are shared across multiple grade levels and devise a plan which specifies
the amount of time they will spend in each aspect of their deployment. Place a line on the
schedule for each provider.
5.
Begin scheduling encore blocks.
6.
Begin to schedule academic blocks for grade levels in tandem with scheduling their special
service providers working from the most restrictive to the least restrictive scheduling
requirements. Start with the most restrictive situation (i.e a departmentalized grade, a special
program requirement, a special education teacher shared in two or more grades).
7.
Schedule intervention/enrichment (I/E) blocks as part of Step 6.
8.
Schedule lunch/recess as part of Step 6.
9.
Steps 5-8 are completed with the “Goals” in mind, moving back and forth through the steps
until the “best” schedule is created. (The order of steps 5-8 often must be changed; creating
the schedule is less linear than one would think).
ENCORE CLASSES 3-DAY ROTATION
Teacher
3A
Teacher
3B
Teacher
3C
Day 1
Day 2
Day 3
PE
Art
Music
Music
PE
Art
Art
Music
PE
ENCORE CLASSES 6-DAY ROTATION
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Teacher
3A
PE
Art
Music
PE
Library
Music
Teacher
3B
Music
PE
Art
Music
PE
Library
Music
PE
Art
Music
PE
Teacher
Library
3C
ENCORE CLASSES 4-DAY ROTATION
Day 1
Teacher
3A
PE
Teacher
3B
Music
Teacher
3C
Spanish
Teacher
3D
Art
Day 2
Art
Day 3
Spanish
Day 4
Music
PE
Art
Spanish
Music
PE
Art
Music
PE
Spanish
FACTORS TO CONSIDER WHEN DETERMINING
AN
ENCORE ROTATION
 What program should students receive
(how much PE, art, music, etc.)?
 What encore staff do you have and
how are they assigned to the building?
 How many sections do you have at
each grade level?
 What length and frequency should the
meeting periods have?
ELEMENTARY I/E SCHEDULING OPTIONS
 How many I/E periods should be
scheduled?
 How long should the periods be?
 Where in the schedule should the
periods be placed?
 What should be scheduled to occur
during the I/E periods and what
should not?
 Must all I/E periods be nonconflicting?
INTERVENTION/ENRICHMENT
SCHEDULING
TWO I/E PERIODS PER GRADE LEVEL, SPLIT
GRADE LEVEL, DJ MONTAGUE ES
TWO I/E PERIODS PER GRADE LEVEL, WHOLE
GRADE LEVEL, VIOLA ES
TWO I/E PERIODS PER GRADE LEVEL,
ATTACHED TO LA AND MATH
Caveat emptor!
Scheduling the
Intervention/Enrichment period is
relatively easy.
Changing the culture of a school to one
in which teachers and administrators
collaborate on data analysis, progress
monitoring, and the organizational
tasks necessary to make the I/E period
truly responsive to students’ learning
needs is very difficult!
TWO BASIC APPROACHES TO I/E PERIOD
ORGANIZATION IN ELEMENTARY SCHOOL
The Centers Approach
The Re-grouping Approach

Individual classroom teachers
organize enrichment centers for
Tier 1 students.

Classes are re-grouped across a
team or grade level to form tiered
groups.

Classroom teachers pull small
groups from centers to provide
some Tier 2 (moderate, shortterm) interventions.

Tier 1 students are provide
enrichment by one more
classroom teachers or other
personnel (Gifted, encore, etc.).

Clinical specialists pull-out (or
push-in) for other Tier 2
interventions.


Tier 3 (intense, longer-term)
interventions are provided as
pull-outs or push-ins either in
place of Tier 2 during I/E or in
addition to Tier 2 as a second
intervention.
Tier 2 students are provide
interventions by other classroom
teachers or special service
providers.

Tier 3 students are provided
interventions by clinical
specialists either in place of Tier
2 during I/E or in addition to Tier
2 as a second pull-out.
KEY FACTORS: I/E ELEMENTARY

Scheduling the Intervention/Enrichment period is easy compared to
organizing and preparing for instruction within it.

A Response to Intervention (RTI) type tier structure based upon assessment
is necessary to allocate students to tiers for enrichment, moderate
intervention and intensive intervention groups.

A standard assessment tool should be used to determine tiers (Dibles, PALS,
etc.).

Planning time must be allocated for assessment, data analysis, tiering, and
the preparation of both intervention and enrichment activities.

It may be wise to select specific programs for enrichment and/or intervention
activities rather than having teachers design their own. The creation of
enrichment units also could be a summer curriculum project.

It may be wise to start out providing interventions in one subject only, most
likely reading.

A decision must be made as to whether or not special services (i.e. special
education or ESOL) will be “the” intervention for some qualifying students
during the I/E time or will they be served at a different time by those
professionals.
Available at
www.schoolschedulingassociates.com.
SECONDARY I/E SCHEDULING OPTIONS
 Where do we get the time?
 How many I/E periods should be
scheduled?
 How long should the period(s) be?
 How frequently should the period
occur?
 What should happen on each day?
 Where in the schedule should the
period(s) be placed?
WHERE DO WE FIND THE TIME?
Secondary
THE INTERVENTION/ENRICHMENT PERIOD
8 A/B BLOCK AND SINGLE PERIOD
HYBRID SCHEDULE W/I/E (2-DAY BLOCK)
M
T
Period 1
Class 1
Class 1
Period 2
Class 2
Class 2
Period 3
Class 3
Class 3
Period 4
Class 4
Class 4
Period 5
Class 5
Class 5
Period 6
Class 6
Class 6
Period 7
Class 7
Class 7
Period 8
W
TH
Class 1
Class 2
I/E
I/E
Class 3
Class 5
Class 7
Class 8
Class 8
Class 4
Class 6
Class 8
F
Class 1
Class 2
Class 3
Class 4
Class 5
Class 6
Class 7
Class 8
26
8 A/B BLOCK AND SINGLE PERIOD HYBRID
SCHEDULE W/I/E (4-DAY BLOCK)
M
Period 1
Class 1
Period 2
Class 2
Period 3
Class 3
Period 4
Class 4
Period 5
Class 5
Period 6
Class 6
Period 7
Class 7
Period 8
T
W
TH
F
Class 1
Class 2
Class 1
Class 2
I/E
I/E
I/E
I/E
Class 3
Class 4
Class 3
Class 4
Class 5
Class 6
Class 5
Class 6
Class 7
Class 8
Class 7
Class 8
Class 8
27
8 A/B SCHEDULE WITH I/E
Block 1
A Day
B Day
Class 1
Class 2
Intervention/Enrichment
Block 2 Class 3 Class 4
Block 3 Class 5
Class 6
Block 4
Class 8
Class 7
28
Day A
8:00 – 8:59
9:04 – 9:58
10:03 – 10:57
10:57 – 11:47
Period 1
Period 2
Period 3
Day B
Day C
Day D
Period 4
Period 3
Period 2
Period 1
Period 4
Period 3
Period 2
Period 1
Period 4
Period 5
(Unit Lunch)
Period 5
(Unit Lunch)
Period 5
Period 5
(Unit Lunch) (Unit Lunch)
11:47 – 12:41 Period 6
Period 9
Period 8
Period 7
12:46 – 1:40
Period 7
Period 6
Period 9
Period 8
1:45 – 2:39
Period 8
Period 7
Period 6
Period 9
Drop and Block Schedule
2012-13 Wissahickon High School Student Schedule
Early Lunch
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Mid Lunch
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Late Lunch
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
7:37-8:35
8:39-8:51
8:55-9:53
Course 1
HR
Course 2
Course 2
HR
Course 3
Course 3
HR
Course 4
Course 4
HR
Course 1
7:37-8:57
9:01-10:21
Course 1/HR
Course 3
Course 2/HR
Course 4
9:57-10:55 10:59-11:29
Course 3
Lunch
Course 4
Lunch
Course 1
Lunch
Course 2
Lunch
10:25-11:13 11:17-11:47
I/E
Lunch
I/E
Lunch
11:33-12:31 12:35-1:33
1:37-2:35
Course 5
Course 6
Course 7
Course 6
Course 7
Course 8
Course 7
Course 8
Course 5
Course 8
Course 5
Course 6
11:51-1:11
1:15-2:35
Course 5
Course 7
Course 6
Course 8
7:37-8:35
8:39-8:51
8:55-9:53
Course 1
HR
Course 2
Course 2
HR
Course 3
Course 3
HR
Course 4
Course 4
HR
Course 1
7:37-8:57
9:01-10:21
Course 1/HR
Course 3
Course 2/HR
Course 4
9:57-10:55 10:59-11:57
Course 3
Course 5
Course 4
Course 6
Course 1
Course 7
Course 2
Course 8
10:25-11:13 11:17-11:55
I/E
Course 5
I/E
Course 6
12:01-12:31
Lunch
Lunch
Lunch
Lunch
11:59-12:29
Lunch
Lunch
7:37-8:35
8:39-8:51
8:55-9:53
Course 1
HR
Course 2
Course 2
HR
Course 3
Course 3
HR
Course 4
Course 4
HR
Course 1
7:37-8:57
9:01-10:21
Course 1/HR
Course 3
Course 2/HR
Course 4
9:57-10:55 10:59-11:57 12:01-12:59
1:03-1:33
1:37-2:35
Course 3
Course 5
Course 6
Lunch
Course 7
Course 4
Course 6
Course 7
Lunch
Course 8
Course 1
Course 7
Course 8
Lunch
Course 5
Course 2
Course 8
Course 5
Lunch
Course 6
10:25-11:13
11:17-12:37
12:41-1:11
1:15-2:35
I/E
Course 5
Lunch
Course 7
I/E
Course 6
Lunch
Course 8
What day is it?
What lunch do I have?
12:35-1:33
Course 6
Course 7
Course 8
Course 5
12:33-1:11
Course 5
Course 6
1:37-2:35
Course 7
Course 8
Course 5
Course 6
1:15-2:35
Course 7
Course 8
THE FOUR-BLOCK SCHEDULE WITH AN
INTERVENTION/ENRICHMENT PERIOD
Day 1
Day 2
9th Period
PE/Exp./Elec./Interv./Enr.
Block I
Language Arts and Reading
Block II
Mathematics
Block III
Social Studies
Science
Block IV
PE/Exp./Elec.
PE/Exp./Elec.
HIGH SCHOOL INTERVENTION/ENRICHMENT
PERIOD SAMPLE SCHEDULES
HIGH SCHOOL OPTIONS FOR ORGANIZING THE I/E PERIOD
1.
Only students with mandatory interventions are required to
attend. Optional assistance and optional enrichment also are
provided. (Late arrival, early dismissal, and/or open campus are
permitted.) Ineffective and unfair!
2.
All students are required to attend and are assigned to a home
base. Students not receiving a mandatory intervention may
attend optional assistance or enrichment opportunities through
a pass system or remain in home base. Ineffective! Teachers are
expected to babysit and provide intervention to different groups
simultaneously.
3.
All students are required to attend and are assigned to a “call
back” for each class on a rotational schedule. Students not
receiving an intervention in that class may attend optional
assistance or enrichment opportunities through a pass system.
Better, but still with some of #2’s characteristics.
4.
A cycle of intervention and enrichment opportunities is created
and all students are required to sign-up for an activity each day
of the cycle. Some students may be required to attend certain
interventions. Best, but requires detailed preparation.
Bulldog Block Rules
Tutorial Calendar Erie, PA
Week of
Monday
Tuesday
Aug. 25-27
Wednesday
25A
26B
HR Setup
Aug. 30- Sep. 3
30B
31A
Tutorial
Sep. 6-10
6
No School
Sep. 13-17
1B
2
20B
Sep. 27- Oct. 1
27A
Oct. 4-8
4B
Oct. 11-15
11
Tutorial
Tutorial
Tutorial
Nov. 1-5
Tutorial
Nov. 8-12
8B
15A
Vocal (MIHS) &
Instrumental (MHS) Concert
Vocal (MIHS) &
Instrumental (MHS) Concert
20A
21B
Dec. 6-10
6A
No School
Tutorial
Dec. 13-17
8th Grade Move
Up at MIHS 12/15
Dec. 20-24
Vocal (MHS) &
Instrumental (MIHS) Concert
Tutorial
27A
Tutorial
Tutorial
Vocal (MHS) &
Instrumental (MIHS) Concert
Math Dept.
Tutorial
24B
Tutorial
1B
Tutorial
8A
Tutorial
15B
17A
24B
30B
1A
Fam. & Cons Sci Dept.
7A
Visual Arts Dept.
14B
Business Dept.
21A
Performing Arts Dept.
28B
Spec. Ed Dept.
4B
Technology Education
Dept.
11A
Tutorial
Tutorial
8
Dist. In-Service
15A
Tutorial
22B
Tutorial
29A
Tutorial
End of Q1
5A
Tutorial
12B
Tutorial
Wellness Dept.
18B
World Language Dept.
25
No School
2A
Eng. Dept.
9B
Math Dept.
19A
16A
17B
Tutorial
26
No School
3B
Tutorial
10A
Tutorial
Science Dept.
23
Tutorial
Tutorial
23A
Soc. Studies Dept.
Tutorial
22A
Tutorial
Sci. Dept.
Tutorial
17A
13B
Tutorial
29
Tutorial
20B
MENTORING
23A
GRAD. PROJECT
30A
Activity
7B
MENTORING
/CHALLENGE
14A
Nov. 29-Dec. 3
Tutorial
13A
10B
16B
22B
Tutorial
6B
Activity
Tutorial
Nov. 22-26
Tutorial
29A
Tutorial
10B
16B
22B
CLASS MEETINGS
3B
Eng. Dept.
Tutorial
3A
9A
27A
9A
Tutorial
Parent Conf. Day
Tutorial
Nov. 15-19
Tutorial
15A
Friday
CLASS MEETINGS
2A
8B
Reg. In-Service
18B
Tutorial
25A
Tutorial
13A
Sep. 20-24
Oct. 25-29
Activity Day
MENTORING/
CHALLENGE
14B
Activity
21A
Activity
28B
MENTORING
5A
Activity
12B
Activity
19A
GRAD. PROJECT
26B
MENTORING
Tutorial
Oct. 18-22
1B
7A
Thursday
Tutorial
24
No School
No School
Sample “Enhancement Period” Schedule
Teacher
A Day
B Day
C Day
D Day
E Day
F Day
Math TA
Dept.
ALG. 1 Int.
Advisory
ALG. 1 Int.
Math Club
Alg. 1 Int.
Math TB
Dept.
AP Calc.
Help
Advisory
ALG. 2 Int.
AP Calc.
Help
ALG. 2 Int.
SS TA
Forensics
Dept.
Advisory
WH Int.
WH Int.
Project
Groups
SS TB
US H Int.
Dept.
Advisory
US H Int.
US H Int.
Stu. Gov’t
SC TA
AP Bio. Help
Bio. Int.
Advisory
Dept.
Bio. Int.
Bio. Int.
SC TB
AP Chem.
Help
Chem. Int.
Advisory
Dept.
Chem. Int.
Chem. Int.
Spanish
SP I Int.
SP Club
Advisory
SP 1 Int.
Dept.
SP 2 Int.
Eng. TA
Eng. 9 Int.
Eng. 10
Int.
Advisory
Eng. 9 Int.
Dept.
Eng. 10
Int.
Eng. TB
Writing Lab
Eng. 12
Int.
Advisory
Eng. 11 Int.
Dept.
AP Eng.
Help
Jazz Band
Advisory
Band
Band
Band
Choir
Girls CH
Choral
Advisory
SPED
Learning
Support
Learning
Support
Advisory
Attendance
CTE TA
Make-up Make-up Advisory
LAB
LAB
Advisory
Jazz Band
Dept.
Girls CH
Choral
Dept.
Learning
Support
Learning
Support
Dept.
Make-up Make-up Make-up
U Tube
LAB
Dept.
Wisconsin
HS
Tutorial
Calendar
Example of an 8 day Focus Rotation
Dept
Aide
Science
SS
Business
Tech Ed
Aide
Music
Art
Business
SPED
FCE
FCE
Music
SPED
SPED
SS
Science
Aide
Aide
PE
Aide
English
Alt Ed
Ag
PE
Math
Tech Ed
Aide
Tech Ed
Art
English
Math
Math
SPED
World Lang
World Lang
PE
SS
English
SPED
Aide
SPED
Science
English
English
Science
SS
Math
2009-10
1
BiseAide collaboration
Boehm
Advising
Boerger
Advising
Yaeger
Advising
Cassidy
Advising
Clemence
Aide collaboration
Colburn
Advising
Reichenbach
Advising - Duvall
Finch
Advising
Franko
Advising
Gilbertson
Advising
Halverson,
Advising S
Olson,
Advising
B
Hoffman
Advising
Horan
Advising
Janke
Advising
KlosAdvising
Knutson
Aide collaboration
Knutson
Aide collaboration
Leadholm,
Advising T
Lindow
Aide collaboration
Lobenstein
Advising
Markee
Phoenix
Markhardt
Advising
Moretti,
Advising
S
Neville
Advising
Nyman
Advising
O'Brian
Aide collaboration
Olson,
Advising
D
Perry
Advising
Peterson
Advising
K.
Peterson,
AdvisingD.
Polzin
Advising
Rowekamp
Advising
Rukavina,
AdvisingJ
Rukavina,
AdvisingM
Rykken,
Advising
M
Rykken,
Advising
P
Shaw
Advising
Bystol
Advising
Smith
Aide collaboration
Stendahl
Advising
Stockus
Advising
Tiedens
Advising
Wallin
Advising
Wojciechowski
Advising
Wrobel
Advising
Young
Advising
Sample Wisconsin HS
2
Learning Support
Bio Int
Dept Collaboration
Dept Collaboration
Auto Shop I/E
Learning Support
MS
Art I/E
Dept Collaboration
Learning Support
Dept Collaboration
Dept Collaboration
Comp Lab
Learning Support
Learning Support
Dept Collaboration
Hum Anat Int
Learning Support
ISS
A/D
Learning Support
Writing I/E
Phoenix
Ag I/E
Health I/E
Math I/E
Metals I/E
Learning Support
Construction Site
Drawing I/E
Speech I/E
Math I/E
Math E
Learning Support
Spanish Club
Spanish Club
PE Make-up
Dept Collaboration
English I/E
Learning Support
Learning Support
Learning Support
Science I/E
Yearbook
English E
Chemistry E
Dept Collaboration
Math I
3
Learning Support
Bio Int
AP Apsych review
Business Int
Renewable I/E
Learning Support
MS
Art I/E
Business I/E
Learning Support
Foods I/E
Clothing I/E
Lessons
Learning Support
Learning Support
US History Int
Ethics Enrich
Learning Support
ISS
Dept Collaboration
Learning Support
Dept Collaboration
Phoenix
Ag I/E
Dept Collaboration
Math E
Woods I/E
Learning Support
Construction Site
Drawing I/E
Dept Collaboration
Japanese
Math I/E
Learning Support
Spanish I
Spanish E
Dept Collaboration
History I
Dept Collaboration
Learning Support
Learning Support
Learning Support
Science I/E
Dept Collaboration
Dept Collaboration
GGT
History E
Math I
4
Learning Support
Bio Int
Comp Lab
School Store
Metals I/E
Learning Support
MS
Dept Collaboration
Accounting I/E
Learning Support
Foods I/E
Relationships I/E
Jazz Band
Learning Support
Learning Support
American Pol Int
Hum Anat Enrich
Learning Support
ISS
A/D
Learning Support
History I/E
Phoenix
Ag I/E
Health I/E
Dept Collaboration
Woods I/E
Learning Support
Construction Site
Dept Collaboration
English I/E
Dept Collaboration
Dept Collaboration
Learning Support
Dept Collaboration
Dept Collaboration
PE Make-up
History E
English I/E
Learning Support
Learning Support
Learning Support
Science I/E
English I/E
English I
Physics E
Investment Club
Dept Collaboration
5
Learning Support
Dept Collaboration
Psych Int
DECCA
Dept Collaboration
Learning Support
MS
Art I/E
Business I/E
Learning Support
Foods I/E
Housing I/E
Lessons
Learning Support
Learning Support
US History Enrich
Dept Collaboration
Learning Support
ISS
A/D
Learning Support
English 10 I/E
Phoenix
Dept Collaboration
Health I/E
Math I/E
Dept Collaboration
Learning Support
Dept Collaboration
3-D I/E
English I/E
Math E
Math I/E
Learning Support
Spanish E
Spanish I
PE Make-up
History I
English I/E
Learning Support
Learning Support
Learning Support
Dept Collaboration
Yearbook
English E
Dept Collaboration
History I
Math I
11/26/12
6
Learning Support
Science Enrichment
Psych Int
Comp Lab
West Gym
Learning Support
MS
Art I/E
Accounting I/E
Dept Collaboration
FCCLA
FCCLA
Dept Collaboration
Dept Collaboration
Dept Collaboration
American Pol Enrich
Etichs Int
Learning Support
ISS
A/D
Learning Support
Writing I/E
Phoenix
FFA
Health I/E
Math I/E
Woods I/E
Learning Support
Construction Site
3-D I/E
Speech I/E
Japanese
Math I/E
Dept Collaboration
Spanish I
Spanish E
PE Make-up
History I
College Prep
Dept Collaboration
Learning Support
Dept Collaboration
Science I/E
English I/E
English I
Chemsitry I
Comp Lab
Math E
7
8
Supervision-LMC
Learning Support
Technology Group
Science Enrichment
Best Practice
Psych Int
Technology Group
Business Int
Supervision-Metals
Metals I/E
Supervision-LMC
Learning Support
MS
MS
Supervision-Art Tech
Art Club
Scheduling
Computer I/E
Technology Group
Learning Support
Leadership & Character Foods I/E
House Project
FCE I/E
Technology Group
Jazz Band
Technology Group
Learning Support
Advising Group
Learning Support
Leadership & Character US History I/E
Supervision-Main Gym Hum Anat Int
Supervision-West Gym Learning Support
Supervision-West Gym ISS
Leadership & Character A/D
Supervision-Main Gym Learning Support
Best Practice
English 10 I/E
Phoenix
Phoenix
House Project
Ag I/E
Supervision-West Gym Health I/E
Technology Group
Math I/E
House Project
Woods I/E
Supervision-Cafeteria
Learning Support
House Project
Construction Site
Supervision-Cafeteria
Drawing I/E
Technology Group
English I/E
Advising Group
Math I/E
Leadership & Character Math I/E
Supervision-Byrns
Learning Support
Advising Group
Spanish E
Scheduling
Spanish I
Leadership & Character PE Make-up
Scheduling
History E
Advising Group
English I/E
Best Practice
Learning Support
Supervision-Wood Shop Learning Support
Supervision-LMC
Learning Support
Supervision-Computer Lab
Science I/E
Scheduling
Paw Print
Best Practice
English I/E
Technology Group
Physics I
Technology Group
History I
Supervision-Finch
Math E
Page
IE PLANNING PROCESS
 IE Period Length and Frequency
 Departmental and Student Input
 Tier 1, Tier 2 and Enrichment
Offerings
 Registration System
 Accountability System
 Monitoring and Evaluation
WISSAHICKON HS SCHEDULE PREZI
Link to WHS Scheduling Page:
http://www.wsdweb.org/page.cfm?p=2214
WISSAHICKON HS SCHEDULE AND IE VIDEO
Link to WHS Scheduling Page:
http://www.wsdweb.org/page.cfm?p=2214
WISSAHICKON HS SCHEDULE SIGN-UP
WINDOWS
Link to WHS Scheduling Page:
http://www.wsdweb.org/page.cfm?p=2214
WISSAHICKON HS IE COURSE LISTING
Link to WHS Scheduling Page:
http://www.wsdweb.org/page.cfm?p=2214
IE PLANNING PROCESS
 IE Period Length and Frequency
 Departmental and Student Input
 Tier 1, Tier 2 and Enrichment
Offerings
 Registration System
 Accountability System
 Monitoring and Evaluation
KEY FACTORS: SECONDARY I/E AND RTI

Scheduling the Intervention/Enrichment period is easy compared to
organizing and preparing for instruction within it.

All students and staff must be productively engaged during the
period.

A decision must be made as to what role students’ choice plays in
the I/E period.

A computer management program with capability of tracking
students’ I/E choice/assignment and attendance is necessary.

Clear, consistent, and involved leadership is required to ensure that
assessment, data analysis, tiering, planning intervention and
enrichment instruction, and progress monitoring all are carried
through.

Time must be allocated for planning for groupings and instructional
activities.
KEY FACTORS: SECONDARY I/E AND RTI CON’T.

A Response to Intervention (RTI) type tier structure based upon clearly
defined assessments is necessary to allocate students to Tier 2 and 3
interventions.

Providing extra help during the I/E period on an as needed basis may be a
more practical way of delivering Tier 1 interventions than an expectation of
differentiation within regular class time.

It is recommended that specific programs for Tier 2 and Tier 3 interventions
be adopted rather than having teachers design their own.

If Tier 3 students are to receive both Tier 2 and Tier 3 interventions, Tier 2
is provided during the I/E period and Tier 3 most likely replaces a class in
the regular schedule.

A decision must be made as to whether or not special services (i.e. special
education or ESOL) will be “the” intervention for some qualifying students
during the I/E time or will they be served at a different time by those
professionals.

While some school-wide, grade level, or team activities (assemblies, pep
rallies, school pictures, guidance meetings, course registration, seminars,
etc.), may usurp some meetings of this period, the primary purpose is for
Intervention/Enrichment.
www.schoolschedulingassociates.com
MIDDLE SCHOOL INTERVENTION/ENRICHMENT SAMPLES
Caveat emptor!
The greatest challenge of the
Intervention/Enrichment period is not
the provision of interventions; that’s
fairly straightforward. The success of
the period mostly hinges on the quality
of the enrichment program provided. Is
it simply busywork created on the fly to
keep these students busy, or is it a wellthought-out program designed to
challenge enrichment students to
achieve higher academic levels?
KEY FACTORS: SECONDARY I/E AND RTI

Scheduling the Intervention/Enrichment period is easy compared to
organizing and preparing for instruction within it.

All students and staff must be productively engaged during the
period.

A decision must be made as to what role students’ choice plays in
the I/E period.

A computer management program with capability of tracking
students’ I/E choice/assignment and attendance is necessary.

Clear, consistent, and involved leadership is required to ensure that
assessment, data analysis, tiering, planning intervention and
enrichment instruction, and progress monitoring all are carried
through.

Time must be allocated for planning for groupings and instructional
activities.
KEY FACTORS: SECONDARY I/E AND RTI CON’T.

A Response to Intervention (RTI) type tier structure based upon clearly
defined assessments is necessary to allocate students to Tier 2 and 3
interventions.

Providing extra help during the I/E period on an as needed basis may be a
more practical way of delivering Tier 1 interventions than an expectation of
differentiation within regular class time.

It is recommended that specific programs for Tier 2 and Tier 3 interventions
be adopted rather than having teachers design their own.

If Tier 3 students are to receive both Tier 2 and Tier 3 interventions, Tier 2
is provided during the I/E period and Tier 3 most likely replaces a class in
the regular schedule.

A decision must be made as to whether or not special services (i.e. special
education or ESOL) will be “the” intervention for some qualifying students
during the I/E time or will they be served at a different time by those
professionals.

While some school-wide, grade level, or team activities (assemblies, pep
rallies, school pictures, guidance meetings, course registration, seminars,
etc.), may usurp some meetings of this period, the primary purpose is for
Intervention/Enrichment.
MS AND HS I/E SCHEDULING IDEAS
Available at
www.schoolschedulingassociates.com
www.schoolschedulingassociates.com