Interventions Within The School Day

Interventions in the Secondary School

Interventions within the school day:

Mountain View Middle

Mountain View Middle School is on an 8-period block schedule with rotating A and B days. On “A” days, students attend periods 1-4. On “B” days, they attend periods 5-8. Because each period is 90-minutes long, every-other-day classes are a full year and every-day classes are a double block. Since they take language arts and mathematics every day, all students have a double block of language arts and math. Under this schedule, every student, in addition to double-blocks of language arts and math, has a full year of science, social studies, and an elective. Only a small number of ELD students lose their elective.

Sample Schedule: A Day B Day

Period 1- Mathematics Period 1- Mathematics Period 2- Language Arts Period 2- Language Arts Period 3- Science Period 3- Social Studies Period 4- Physical Education Period 4- Elective

Mountain View’s API has increased 80 points in the last 2 years.

Cleveland High School, Los Angeles:

Quotes from research study about Cleveland High School (found at http://www.just4kids.org/en/files/Case_Study-California-Cleveland_High-2004-2005.pdf):

68% Low SES, 25% ELD, 56% Latino

“Monitoring student achievement and providing interventions as soon as students start falling behind happens in all departments across the school.”

“Cleveland has integrated AVID into their curriculum and instruction. While AVID exists in the traditional stand-alone classes, teachers discussed the importance of Cornell notes and other techniques being used across campus as part of their strategy to improve student learning. AVID is about to be introduced school wide, because, as school leaders explained, “all students can learn from it.” Some practices that generally get labeled as interventions are considered best practices and good teaching at Cleveland. Data is a highly valued tool for the whole school community.”

“The main focus at this school is on improving the quality of regular classroom instruction. However, the teachers and administration at Cleveland are aware that many students arrive at school missing some skills they need to succeed. They believe that not all such gaps can be addressed in the regular classroom, and by intervening early they can help more students master these much-needed skills.”

“In one example of what it means to view the regular classroom as the first level of intervention for struggling students, the math department regroups (shuffles classes based on mastery of the material) at five- week intervals in Algebra. Regrouping in Algebra prevents students from falling too far behind. The department believes that if a student is behind at 5 weeks in a cumulative class like Algebra, then the student will likely be even further behind at 10 weeks.”

“Cleveland is an example of creating strong professional learning communities which strengthen student achievement as teachers collaborate around student assessments, achievement data, and rigorous curriculum. The teachers and departments at Cleveland have pooled their talents and creativity in order to benefit student learning.”

PowerPoint Temecula Valley High School:

PowerPoint to explain “pyramid of success” approach to intervention to students:

What is a pyramid of success?

• A pyramid of success is the foundation to helping each student achieve their goals • In the first level, every student has access to everything a teacher does to help students be successful from PYRAMID OF SUCCESS modeling, practice, one-on-one help, notes, etc. • Even with all that teachers do in the classroom sometimes everyone just needs a little more processing time or more time to investigate something they enjoy which brings up to the second level.

The Success Period Benefits to YOU

• Systematic response to those who need • What is it? additional support and for those who – An extended time for learning would like enrichment. • When is it? • Gives you new ways to connect to school – Two times a week for 45 minutes –meet new people and staff – On your schedule, it will look like another class period • Gives you more time • Peers help peers – community service credit

What can you do in the success What to do continued period?

• Students can participate in study groups, • complete homework and Socratic seminars • access to peer tutors or content area • Students can serve as peer tutors and specialists earn community service credit • Make up tests/quizzes • maintain all A’s and B’s and participate in enrichment activities or run an enrichment class with a teacher

For students who are not Tutoring Room monitoring themselves • Content teacher issues a yellow card that • The content teacher issues a yellow card includes missing homework assignment, and checks the appropriate box or boxes test or quiz • The teacher will indicate how long and • A runner will pick up the duplicate copy what kind of help the student needs from the teacher and deliver it to the cave teacher • The runner will pick up duplicate copy of • The Cave teacher can monitor student and the yellow card and deliver it to the cave encourage him/her to complete assigned work

Why are we doing this What’s the pyramid look like again? • Educational lottery • Level 1 should reach the vast majority of students and is • If we, the staff of TVHS, truly believe that what all students should be already getting with their all of you can learn and that we have high classroom teacher expectations for each of you, then we • Level 2 occurs in the success period where students receive help from peers or direction from cave teacher need to make a commitment to you to give • Level 3 occurs when peer tutoring is not successful and you the time to learn student receives additional support in tutoring room with • Your success is all of our responsibility. content area teachers or directed there by teacher • Further levels under construction for students who need more support • Enrichment opportunities available for successful students (no hw w/ enrichment classes)

Terminology you need to know for Yellow Den Example: the success period • Cave: • 15 Caves – A cave is a group of 36 students from grades 9 – 12 • 1 tutoring room in a room with a teacher you are assigned to for the • 2 enrichment rooms Den Staffing – 1 Admin year. – 1 Counselor • Den: – 1 Campus Sup. – A group of 15 caves, tutoring room(s) and support – 5 Eng. personnel – 3 Math – 3 Science – Students stay in their cave for all support – 3 Soc. Sci. – Students who qualify can sign up for any enrichment – 1 VAPA class in any den – 2 WL – 1 CTE – Study groups may be in the form on an enrichment – 2 SPED (RSP) class or put together by the teacher of the class to – 3 IAs include students from several dens

The Schedule Information for you

Period 1 7:30-8:20 50 minutes • Piloting May 19 – May 28 Period 2 8:25-9:20 55 minutes • Meets on Tue and Th; attendance is taken Student Success 9:25-10:10 45 minutes • You will get success period assignment next week. This assignment is NOT for next year, just Break 10:10-10:25 15 minutes for pilot Period 3 10:25-11:15 50 minutes • Bring books to read, homework, find out from Period 4 11:20-12:10 50 minutes teachers what you can make up, etc. Period 5 12:15-1:05 50 minutes • Enrichment, study groups etc will not be in place in this two week period Lunch 1:05-1:35 30 minutes • Feedback appreciated. Write comments and Period 6 1:40-2:30 50 minutes place in comment box in Activities Office.

Thank you to principal, Rani Goyal for the PowerPoint

Santiago High School, Corona-Norco:

“We are lucky that we are in a Block Schedule. We are awaiting results of an MOU vote on adding intervention at the end of each block period 2 days a week. This way every teacher has the opportunity to intervene during the school day to assist struggling students. Students who don't need the intervention time will have some structured choices for enrichment or extended lunch time. We will incorporate incentives like, tardy students can be held at the teacher's discretion during this intervention time to discourage attendance issues. We hope it passes.” ? High School

First Lunch Students

Period 1 7:30-8:26 Period 2 8:32-9:30 Period 3 9:36-10:30 Lunch 10:30-11:05 Tutorial 11:11-11:40 Period 4 11:40-12:36 Period 5 12:42-1:38 Period 6 1:44-2:40

Second Lunch Students

Period 1 7:30-8:26 Period 2 8:32-9:30 Period 3 9:36-10:30 Period 4 10:36-11:32 Tutorial 11:32-12:01 Lunch 12:01-12:36 Period 5 12:42-1:38 Period 6 1:44-2:40

Notes: 1) Classes remain 56 minutes long. 2) Passing periods are cut from 8 minutes to 6 minutes. 3) School begins and ends at the same time. 4) This schedule adds 12 instruction minutes per day into the schedule. 5) Two days per week will be designated for silent reading or study. 6) Tutorials will be held in designated centers across campus two days per week. 7) On the late-start day each week, there will be no tutorial period. 8) First 6 weeks, everyone participates in tutorials. After 6 weeks, those students with a 2.5 GPA and no failing grades may have an extended lunch. Freshmen must wait 12 weeks. Traditional schedule with advisory/intervention period built in (Rancho Verde):

Period 1 7:00 – 7:56 Period 2 8:03 – 8:59 Period 3 9:06 – 10:02 Period 4: Advisory 10:09 – 10:34 Period 5 10:41 – 11:37 First Lunch 11:37 – 12:12 Period 6 12:12 – 1:08 Period 7 1:15 – 2:11

Block schedule with intervention period built in (Vista Murrieta):

Fifth period is a tutorial/advisory period that meets every day for 50 minutes.

Even period day- Period 2 7:30-9:10 Period 2 7:30-9:10 Period 4 9:25-11:15 Period 4 9:25-11:15 Lunch 11:20-11:50 Period 5 11:20-12:10 Period 5 11:55-12:45 Lunch 12:15-12:45 Period 6 12:50-2:30 Period 6 12:50-2:30

Odd period day- 1st Lunch 2nd lunch Period 1 7:30-9:10 Period 1 7:30-9:10 Period 3 9:25-11:15 Period 3 9:25-11:15 Lunch 11:20-11:50 Period 5 11:20-12:10 Period 5 11:55-12:45 Lunch 12:15-12:45 Period 7 12:50-2:30 Period 7 12:50-2:30

Traditional schedule with 20-minute advisory period twice a week (Centennial)

Tuesday/Thursday Schedule Period 1 7:40 - 8:34 Period 2 8:40 - 9:36 Period 3 9:42 - 10:36

Advisement A 10:42 - 11:02 Lunch A 11:02 - 11:37 Period 4A 10:42 - 11:37

Period 4B 11:43 - 12:38 Advisement B 11:43 - 12:03 Lunch B 12:03 - 12:38

Period 5 12:44 - 1:38 Period 6 1:44 - 2:38 3-day traditional/2-day block with intervention built in (Lakeside High School 2008-2009)

LHS has two block-scheduled days per week with nearly an hour of tutorial built into those days. There is also an advisory period built in once a week for 25 minutes on Thursdays. Schedules from “The Collaborative Administrator” book:

Intervention Period rotates daily example:

Monday Tuesday Wednesday Thursday Friday 1st period 1st period 1st 1st 1st Intervention 2nd period 2nd 2nd 2nd 2nd period Intervention 3rd 3rd 3rd 3rd period 3rd period Intervention 4th 4th 4th period 4th period 4th Intervention 5th 5th period 5th period 5th 5th Intervention 6th period 6th period 6th 6th 6th

Intervention stays in place and classes rotate:

Monday Tuesday Wednesday Thursday Friday 1st period 2nd 3rd 4th 5th Intervention Intervention Intervention Intervention Intervention 2nd period 3rd 4th 5th 6th 3rd period 4th 5th 6th 1st 4th period 5th 6th 1st 2nd 5th period 6th 1st 2nd 3rd 6th period 1st 2nd 3rd 4th

Either a 6th period intervention can be added on the 6th day, or 6th period can be reserved for non-core classes (athletics, ASB, marching band, electives), common prep for core teachers, or the second half of double-blocked classes.

Capistrano School District (from the allthingsplc.info website):

“Middle and high schools are finding great success with a lunch time “mandatorial” in which all students begin the year with a very limited lunch period followed by a 30-35 minute mandatorial in which they must report to a classroom where they can receive help with their work. After the initial monitoring period (usually six weeks), students who are turning in their homework, dressing out for P.E., earning at least a grade of “C” in all their classes, and who have no infraction of school rules, are released to enjoy a full lunch period outdoors with their friends. This has proven to be a powerful motivator for these teenage students!”

Whittier High School District (from the allthingsplc.info website):

“Exemplary modeling of the development of a healthy balance between district centralization and site autonomy, the Superintendent put forth the expectation that all schools would develop schedules that: (1) provided students with additional time and support, as needed; and, (2) provided teachers the requisite time for collaboration. Each of our five comprehensive high schools has developed a tutorial system that is based upon the mantra of “required, not invited;” however, each of the tutorials take on a different structure based upon the particular needs of the school. At La Serna High School, for example, the tutorial system is incorporated into lunch. Students who meet specified criteria regarding grades and other measures are able to enjoy an extended lunch. Those students whose grades fall short are required to spend a portion of that lunch in a study hall or in a subject-specific tutorial, depending upon each student’s needs. A different structure is in place at Whittier High, where a 20 minute tutorial comes at the conclusion of each class period (during a block schedule, with 100 minute periods). Each teacher determines who will stay for the tutorial, based upon completion of work or demonstrated understanding of the standards being taught. Those students who meet the established criteria are able to enjoy and extended break or an extended lunch.”

Cheyenne Mountain Junior High School, Colorado:

Seven 44-minute periods facilitate double blocks without losing science, social studies, or electives. 8th period is ACCESS period for intervention and structured activities every day.

ACCESS Period “This period is offered at the end of the day for students to work on homework, reading silently, or “ACCESS” teachers for help. In order for student to leave the classroom, they must have their planner signed by the teacher they wish to visit PRIOR to ACCESS period. There will be many other activities taking place during ACCESS that include 7th Grade Keyboarding, Sex Education for registered students, and Accelerated Reader. In addition, various clubs will be meeting during this time. Although there will be a few structured activities during this period, its intent is to be an academic study time or time to receive extra help on course work from teachers.” Adlai Stevenson High School:

Second day of the week is late start, collaboration day.

4b is first lunch, 5b is second lunch, and 6a is third lunch (they have over 4,000 students). 4a is first lunch advisory, 5a is second lunch advisory, and 6b is third lunch advisory. Students who have good grades and behavior get an extended lunch. Freshmen and those with low grades or behavior problems get tutoring or other services during advisory. Each teacher teaches 6 out of the 8 periods, has one prep period, and one period for lunch (total of 9 periods).

Centennial High School Biology tutoring (within school hours, but not exactly within the school day):

CHS has a late-start day once a week. During this time when science teachers are collaborating, honors and AP biology students tutor struggling biology students. One teacher oversees the process and this role rotates each week. Hundreds of students show up for tutoring. Although technically not during the school day, it is within the hours of 7:40 and 2:40. The process has become highly polished with students filling out evaluations of how well the tutors did and tutors filling in reports of how the session went in order to receive community service hours and sometimes extra credit. The tutoring sessions are voluntary, but are well-attended. The fact that the sessions are in the morning during normally regular school hours helps with the attendance. Because these are late start days and students aren’t required to be there, they are not mandatory. Interventions outside of the school day:

Great Oak High School Biology intervention:

GOHS spent a summer analyzing the essential standards in biology. They then wrote common assessments over those essential standards and created three 2-hour after school interventions for each with hands-on activities, presentations, and re-teaching in a different format. By attending the after- school interventions for 3 days, students earn the right to retake the test and get the higher score. The interventions are after school and voluntary, but the incentive of re-taking the test makes turnout high. GOHS had 52% prof/adv and 14% BB/FBB on the biology CST in 2008. In 2005, it was 32% and 14%.

GOHS is planning on spreading this program to other academic areas and began interventions in chemistry this year.

La Sierra High School Biology intervention:

LSHS visited Great Oak and liked their intervention program but couldn’t work out the after school program. They chose to do their biology interventions on Saturdays. Instead of doing the interventions after common formative assessments, they do them after the 6 week benchmark tests. Advanced students help with the tutoring and instruction on the Saturdays and receive community service hours.

La Sierra is also voting on having a tutorial period connected to lunch similar to other schools in this document.

The following year, La Sierra’s Biology teachers decided that the two to three days following each benchmark test would be “intervention days.” Kids who were proficient on the benchmark test go together to do extension activities (fun labs connected to the curriculum). Kids who were not proficient go together to get alternative instruction in the essential standards. On the third day, they retake the benchmark test.

Link to article written by Terri Wilhelm: http://www.allthingsplc.info/pdf/articles/Structural_and_Cultural_Shifts_to_Change_the_Status_Quo.pdf