Scheduling Guidance - Madison Metropolitan School District · Specials Music Introduction ... MTSS Scheduling Guidance 9 ... Classrooms will leave a specials class during the final

MTSS Scheduling Guidance 1 | Page

Scheduling Guidance

February 2015


Table of Contents

Overview/Rationale ...................................................................................................... 3

Elementary Scheduling ................................................................................................ 3

Tier 1: Core Curriculum and Instruction .................................................................................... 3

Elementary Schedule Overviews................................................................................................ 4

Grades K-2 Schedule Overview .......................................................................................... 4

Grades 3-5 Schedule Overview .......................................................................................... 6

Transition Best Practices for Elementary Specials ...................................................... 9

Tiers 2 & 3 Intervention/Enrichment Block: Guiding Ideas and Examples – 4K-12 10

EXAMPLE 1: Mid-Size Elementary School ............................................................................ 11

EXAMPLE 2: Large Elementary School with ELI and DLI ......................................................... 13

EXAMPLE 3: Sample Schedule for an Interventionist ............................................................. 17

Secondary Schedules (Grades 6 -12) ....................................................................... 18

Guiding Questions for Scheduling ............................................................................................ 18

Cost Comparison Chart ............................................................................................................. 19

Middle School Schedule Examples ........................................................................... 21

Standard Period Schedules ....................................................................................................... 21

A/B Schedules ............................................................................................................................. 22

A/B Hybrid Block ......................................................................................................................... 23

Block Schedule (4x4 and % Block Trimester) ........................................................................... 23

Trimester Block ............................................................................................................................. 24

Case Example ............................................................................................................................. 28

Wisconsin DPI Standards ............................................................................................ 30

Appendix A - Sample Math Block for Elementary ................................................................. 33

Appendix B: Key Considerations in Scheduling an Intervention/Enrichment Block .......... 35

Appendix C: SAMPLE Literacy Block (Middle School) ........................................................... 39

Scheduling Guidance


Overview/Rationale

MMSD is making significant progress to ensure equitable access to a high‐quality,

culturally and linguistically responsive education for every child in every school in

Madison. We know that strong core instruction is the foundation to building a

mutli-tiered system of supports (MTSS). MTSS offers an organization framework for

which to focus on our key priorities and goals as outlined in the Strategic

Framework. Our goal is for all students to graduate college, career and

community ready. Everything we are doing is in pursuit of that goal. To ensure

schools design a school day that best meets the needs of their unique student

body, the district has created parameters that define a set of district standards,

and also give schools flexibility in designing the school day to best meet the

needs of their school community. These parameters were created based on

research of the time required to ensure our students can learn and master the

new Common Core State Standards as well as input from various stakeholders.

It is critical that schools align their school schedules to priorities outlined in their

SIP to ensure that they are providing a well‐rounded curriculum that meets the

needs of all of the students within a particular school.

Elementary Scheduling

Tier 1: Core Curriculum and Instruction

Minute Requirements and Content Guidelines

The distribution of minutes presented in this document is adapted from DPI to

reflect current policies and guidance. Please note that these minutes are the

District’s guidelines for schools to plan their schedules and noted within the

table are areas of flexibility.

The intention of sharing the following samples and information is to provide a

template to work from in creating schedules that meet the particular needs of

each school. These samples are setting forth a standard for instructional

minutes that should be seen as a goal for all MMSD elementary schools. Also

outlined is best practice for literacy and math in terms of what should occur

during that block of time or middle school class.


Elementary Schedule Overviews

Grades K-2 Schedule Overview

Monday Minutes

Tuesday-Friday

Minutes Content Instructional Strategy

Total Minutes Per Week

15 15 Morning Meeting *Integrate Social Emotional Learning Standards

Each component of the morning meeting works to establish instructional focus for the day:

● Greeting ● Sharing ● Group Activity ● Morning Message

75 minutes

120 120 Literacy Block/Workshop

Foundational Skills, 30 min ● Intensive small group, 10 min ● Strategic/benchmark small group,

10 min ● Whole group, 10 min

Reading, 20 min

● Whole group shared reading

Writing, 30 min ● Whole group, 10 min ● Small group/independent, 20 min

Reading, 40 min

● Small groups ○ Oral language ○ Guided reading ○ Shared reading

● Independent reading/writing

600 minutes

10 Brain Break 40 minutes

60 75 Math Block/Workshop

Math (See sample block in Appendix A) ● 30-45 Focus Lesson (CCLE) ● 45-30 min. Targeted Groups

360 minutes (K-1 may not be continuous)

35 60

Social Studies/Science/ Health Alternating daily, weekly, and/or by units

Social Studies ● 3-5 minute hook ● 6-8 minute teacher intro read/skill

demo ● 6-8 minute small group work ● 6-8 minute individual work/class

60 minutes per day of either science or social studies clustered by units per K-5 Master Schedule


Disciplinary Literacy work connected to SS/Science/Health to be integrated into this block through reading/writing connected to the inquiry work

share/talk ● 3-5 minute wrap/quick assess/etc

Science (following 5E inquiry model) ● Engage: Whole Group

Introduction/Launch into activity (demonstration, reading activity, etc.)

● Explore: Small group investigation/collaboration

● Explain: Whole group discussion with connection to disciplinary literacy/math work (writing in notebooks supported by claim-evidence-reasoning, and work with data)

● Evaluate: formative assessment

Health

Included in PE and content workshop.

recommendations.


Specials Physical Education ● Warm-up ● Skill development instruction ● Physical activity/practice ● Assessment

(formative/summative)

90 minutes (3 days per week x 30 minutes each)

Specials Art ● Introduction ● Individual and group - Creating

and Presenting ● Individual and group -

Responding and Connecting ● Integration with CCSS ● Assessment


60 minutes (one day per week)

Specials Music ● Introduction ● Individual and group - Creating

and Performing ● Individual and group -





REACH ● Instructional Technology integration

● Keyboarding exposure ● Makerspace ● Genius hour ● Functionality of devices and

exploration ● Global connections ● Coding programs

60 minutes per week

Grades 3-5 Schedule Overview

Monday Minutes

Tuesday-Friday

Minutes Content Instructional Strategy

Total Minutes Per Week

15 15 Morning Meeting *Integrate Social Emotional Learning Standards

Each component of the morning meeting works to establish instructional focus for the day:

● Greeting ● Sharing ● Group Activity ● Morning Message

90 minutes

90 90 Literacy Block/Workshop

Reading, 20 min ● Whole group shared reading

Writing, 30 min

● Whole group ● Small group ● Independent

Reading, 40 min

● Guided reading groups ● Foundational skills small groups ● Shared reading small groups ● Independent reading ● Oral language groups ● Word work groups

Must integrate a minimum of 170 minutes of social

600 minutes


studies, science, and health non-fiction reading and writing into literacy block to meet DPI recommendations by grade 5

10 Brain Break 40 minutes

60 75 Math Block/Workshop

Math (See sample block in Appendix A) ● 30-45 Focus Lesson (CCLE) ● 45-30 min. Targeted Groups

360 minutes (K-1 may not be continuous)

35 60

Social Studies/Science/ Health Alternating daily, weekly, and/or by units Disciplinary Literacy work connected to SS/Science/Health to be integrated into this block through reading/writing connected to the inquiry work

Social Studies ● 3-5 minute hook ● 6-8 minute teacher intro read/skill

demo ● 6-8 minute small group work ● 6-8 minute individual work/class

share/talk ● 3-5 minute wrap/quick assess/etc.

Science (following 5E inquiry model) ● Engage: Whole Group

Introduction/Launch into activity (demonstration, reading activity, etc.)

● Explore: Small group investigation/collaboration

● Explain: Whole group discussion with connection to disciplinary literacy/math work (writing in notebooks supported by claim-evidence-reasoning, and work with data)

● Evaluate: formative assessment

Health

Included in PE and content workshop.

60 minutes per day of either science or social studies clustered by units per K-5 Master Schedule recommendations.


Specials Physical Education ● Warm-up ● Skill development instruction ● Physical activity/practice ● Assessment



Specials Art ● Introduction ● Individual and group - Creating

and Presenting

60 minutes (one day per week)


● Individual and group - Responding and Connecting

● Integration with CCSS ● Assessment


Specials Music ● Introduction ● Individual and group - Creating

and Performing ● Individual and group -




REACH ● Instructional Technology integration

● Keyboarding exposure ● Makerspace ● Genius hour ● Functionality of devices and

exploration ● Global connections

60 minutes per week

String Program Strings (5th grade only) ● Introduction ● Creating and Performing,

individual and group ● Responding and Connecting,

individual and group ● Integration with CCSS ● Assessment



Keyboarding Typing Pal/Typing program 30-60 minutes per week all year OR 30 minutes every day for 6 weeks


Transition Best Practices for Elementary

Specials

1) Classrooms traveling to a specials class should be lined up at the doorway

one minute prior to class time.

2) An adult needs to supervise students until a successful transition has taken

place.

3) Classrooms will leave a specials class during the final minute of class to

allow for a smooth exchange between student groups.

4) A supervising adult needs to be at the specials room location for transition

one minute prior to the end of the class to accept the students for their

next class.

5) Where specials teachers are expected to facilitate the transition (i.e.

students switching places between art and music), the transition time

should be equally shared between the two class periods for equitable

class length.

6) All transitions need to be planned and clearly communicated for respect

of student learning time and the teachers that are impacted by

transitions.

7) Should a specials teacher need to use a restroom between classes, there

should be a clear protocol established at each school to facilitate this

need.

8) If transitions take more than 2 minutes (due to physical locations or

teacher schedule issues), a new plan should be developed which may

include transition time being built into the schedule to honor allocated

minutes of instruction.


Tiers 2 & 3 Intervention/Enrichment Block:

Guiding Ideas and Examples – 4K-12 What is an intervention block? An elementary intervention/enrichment block,

often called a WIN period (What I Need), is a period of time in the school

schedule where students, typically from an entire grade level, are strategically

grouped to receive targeted skills or enrichment support in academics,

language, or social/emotional skills. Middle and High Schools may also

schedule in an Intervention/enrichment block, or a period of time where

students get their needs met, but credit is usually not awarded for this time.

Rather, it is just a part of the school day. In addition to these I/E blocks, middle

and high schools typically schedule intervention/enrichment offerings through

courses with elective or core content credit.

Why use an intervention/enrichment block? It is not a requirement to use an

intervention/enrichment block. Some schools find that it is easier to manage

schedules for interventionists and other specialists who meet with groups of

students when there is a set schedule across grade levels. It also ensures that

students are not missing core instruction when there is a specific time for an

intervention block.

How do you set up an intervention block? It is a comprehensive process to set

up an intervention time in the school schedule. Data should be considered to

determine how many students need support, what types of support are needed,

and if an intervention/enrichment block is needed. A schedule then can be set-

up across each grade level so interventionists and other staff can support

students in small groups during the intervention block. It is recommended that

the process of setting up an intervention block involves all staff so there is

transparency in the process and an understanding of how data is used to make

decisions for additional intervention support. See examples of schedules below.

Other considerations with an intervention block: Other factors that should be

considered and planned for when determining an intervention block are:

transitions for both students and staff, how staff will handle substitutes or being

out of the building, what data will be used for screening and progress

monitoring, and how frequently students will be reorganized based on data. See

Appendix B for Key Considerations in Scheduling an Intervention/Enrichment


Block.

Below are examples of 2 different MMSD elementary schools, and an example

of an interventionist schedule.

EXAMPLE 1: Mid-Size Elementary School

TIME K 1 2 3 4 5

7:40

7:45

7:50 Morn Mtg Morn Mtg Morn Mtg Morn Mtg Morn Mtg Morn Mtg

7:55 20 20 20 20 25 25

8:00

8:05

8:10 5 Mins 5 Mins

8:15 Literacy

8:20 35 WIN 30

8:25 Math

8:30 70

8:35 Literacy

8:40 80 Specials Specials

8:45 60 60

8:50

8:55 WIN 30

9:00

9:05

9:10 5 Mins Literacy

9:15 5 Mins 60 5 Mins 5 Mins 5 Mins

9:20

9:25

9:30 Recess 10

9:35 (In two WIN 30

9:40 groups) Recess 15 Math 70 Math 70

9:45 Specials

9:50 5 Mins 60 5 Mins 5 Mins

9:55

10:00 Literacy Recess 15

10:05 35

10:10 WIN 30 5 Mins

10:15

10:20 5 Mins


10:25 5 Mins

10:30 5 Mins

10:35 Literacy Recess 15

10:40 20 Specials Recess 15

10:45 Science/SS 60

10:50 10 Mins 50

10:55 Literacy

11:00 Literacy WIN 30 20

11:05 65

11:10 Lunch 30

11:15

11:20 5 Mins

11:25 Literacy 20 WIN 30

11:30 5 Mins

11:35 Lunch 30 Literacy

11:40 Math 20 55

11:45 Lunch 30

11:50 5 Mins Science/SS

11:55 Math 60 5 Mins 50

12:00

12:05 Lunch 30 Math 5 Mins

12:10 25

12:15

12:20 Lunch 30 5 Mins

12:25 5 Mins

12:30

12:35 Literacy Lunch 30

12:40 90 5 Mins

12:45

12:50 Science/SS Specials

12:55 45 Math 55 60 5 Mins

1:00

1:05 Science/SS

1:10 45

1:15

1:20 5 Mins

1:25 5 Mins 5 Mins

1:30 Literacy

1:35 Recess 15 85

1:40

1:45

1:50 Specials Science/SS Math Science/SS Literacy


1:55 60 40 55 45 55

2:00

2:05

2:10

2:15

2:20

2:25

2:30 12 Mins 12 Mins 12 Mins 12 Mins 12 Mins 12 Mins

2:37

EXAMPLE 2: Large Elementary School with ELI and DLI

TIME K 1 2 3 4 5

7:30 Brkfst Brkfst Brkfst

7:35 15 15 15

7:45 Morn Mtg Morn Mtg 5 Mins Brkfst Brkfst Brkfst

7:50 15 15 5 Mins 15 15 15

7:55

8:00

8:05 Morn Mtg Morn Mtg Morn Mtg

8:10 15 15 15

8:15 WIN 30

8:20 Specials

8:25 Literacy 60 Writing

8:30 5 Mins 90 35

8:35

8:40

8:45 Literacy Literacy


8:50 5 Mins 90 90

8:55 5 Mins

9:00 Literacy

9:05 85

9:10

9:15

9:20 Specials

9:25 Literacy 60

9:30 85

9:35

9:40

9:45 WIN 30 Writing

9:50 10

9:55 5 Mins 5 Mins Writing

10:00 40

10:05

10:10

10:15 Math

10:20 Math Math 55

10:25 60 60 Specials 5 Mins

10:30 60

10:35

10:40 WIN 30

10:45


10:50

10:55 5 Mins 5 Mins Specials

11:00 5 Mins 60

11:05 Recess Recess Recess

11:10 25 25 25 Writing

11:15 WIN 30 30

11:20

11:25

11:30 5 Mins 5 Mins

11:35 Lunch 20 Lunch 20 Lunch 20

11:40 Recess Recess Recess

11:45 5 Mins 5 Mins 5 Mins 25 25 25

11:50 5 Mins Morn Mtg

11:55 5 Mins 15

12:00 Writing

12:05 45

12:10 Lunch 20 Lunch 20 Lunch 20

12:15 Writing

12:20 45 5 Mins 5 Mins 5 Mins

12:25 Specials

12:30 60

12:35 WIN WIN

12:40 Science/SS 30 30

12:45 25


12:50 Literacy

12:55 85

1:00 5 Mins 5 Mins

1:05

1:10 Math

1:15 Math 60

1:20 Writing 60 Math

1:25 45 60

1:30 Specials Math T, R, F

1:35 60 Wed Only:

1:40 Science

1:45 30

1:50

1:55 Science/SS

2:00 40

2:05 5 Mins Science/SS Science/SS

2:10 40 40 Science/SS Science/SS

2:15 Science/SS 40 40

2:20 20

2:25

2:30

2:35 7 Mins 7 Mins 7 Mins 7 Mins 2 Mins 2 Mins

2:37


EXAMPLE 3: Sample Schedule for an Interventionist

Monday Tuesday Wednesday Thursday Friday

8:00-

8:30

Progress Monitoring

Make Up Lessons

Extended Learning

Lessons

Kindergarten

WIN

Kindergarten

WIN Kindergarten WIN Kindergarten WIN

8:35-

9:05

Progress Monitoring

Make Up Lessons

Extended Learning

Lessons

3rd Grade

Group

3rd Grade

Group 3rd Grade Group 3rd Grade Group

9:10-

9:25

Progress Monitoring

Make Up Lessons

Extended Learning

Lessons

Planning/

Reflection

Planning/

Reflection

Planning/

Reflection

Planning/

Reflection

9:30-

10:00

Progress Monitoring

Make Up Lessons

Extended Learning

Lessons 1st Grade WIN 1st Grade WIN 1st Grade WIN 1st Grade WIN

10:05-

10:20

Progress Monitoring

Make Up Lessons

Extended Learning

Lessons

Planning/

Reflection

Planning/

Reflection

Planning/

Reflection

Planning/

Reflection

10:25-

10:55

Progress Monitoring

Make Up Lessons

Extended Learning

Lessons 2nd Grade WIN 2nd Grade WIN 2nd Grade WIN 2nd Grade WIN

11:00-

11:15

Progress Monitoring

Make Up Lessons

Extended Learning

Lessons

Planning/Reflect

ion

Planning/Refle

ction Planning/Reflection Planning/Reflection


Secondary Schedules (Grades 6 -12)

Guiding Questions for Scheduling

1. How many periods/hours do you want your students to have each day?

2. What is the appropriate number of subjects for students to be enrolled

during any one day/term/year?

3. What is the appropriate time balance between core and encore/elective

subjects? What factors should be considered in determining this balance?

a. What percentage of a student’s day should be spent in the

following basic subjects: English (including reading), mathematics,

science, and social studies?

b. How should the total time allocated to ELA, math, science and

social studies be divided among these subjects?

4. (MS) How should exploratory classes be scheduled in relation to other

subjects?

5. With the growing diversity of school populations, do we need to plan

schedules, which permit extended learning time for those students who

need additional time to meet course expectations, or students to get

enrichment? (E/I Block or WIN Block)

6. How many students are signed up for, enrolled in, a particular course?

Have you included accelerated students in that number?

7. Based on the number of students taking a course, how many sections of

that course will you need?


8. Should a school schedule be compatible across elementary, middle and

high school schedules in the feeder pattern?

Cost Comparison Chart

Less Expensive More Expensive

# of

SectionsBuffer

# of

SectionsBuffer

0 0 14 0 0 0 14 0

1 15 28 15:1 28:1 2 1 15 28 15:1 28:1 2

2 29 56 14:1 28:1 4 2 29 56 14:1 28:1 4

3 57 84 19:1 28:1 6 3 57 84 19:1 28:1 6

4 85 112 21:1 28:1 8 4 85 112 21:1 28:1 8

5 113 140 22:1 28:1 10 5 113 140 22:1 28:1 10

6 141 168 23:1 28:1 12 6 141 168 23:1 28:1 12

7 169 196 24:1 28:1 14 7 169 196 24:1 28:1 14

8 197 224 24:1 28:1 16 8 197 232 24:1 29:1 8

9 225 252 25:1 28:1 18 9 233 261 25:1 29:1 9

10 253 280 25:1 28:1 20 10 262 290 26:1 29:1 10

11 281 308 25:1 28:1 22 11 291 319 26:1 29:1 11

12 309 336 25:1 28:1 24 12 320 348 26:1 29:1 12

13 337 364 25:1 28:1 26 13 349 377 26:1 29:1 13

14 365 392 26:1 28:1 28 14 378 406 27:1 29:1 14

15 393 420 26:1 28:1 30 15 407 442 27:1 29:1 8

16 421 448 26:1 28:1 32 16 443 472 27:1 29:1 8

17 449 476 26:1 28:1 34 17 473 501 27:1 29:1 9

18 477 504 26:1 28:1 36 18 502 531 27:1 29:1 9

19 505 532 26:1 28:1 38 19 532 560 28:1 29:1 10

20 533 560 26:1 28:1 40 20 561 590 28:1 29:1 10

21 561 588 26:1 28:1 42 21 591 619 28:1 29:1 11

22 589 616 26:1 28:1 44 22 620 649 28:1 29:1 11

23 617 644 26:1 28:1 46 23 650 678 28:1 29:1 12

# of Students (28

students - 30 max)S-T Ratio Range

# of Students (28

students - 30 max)S-T Ratio Range

Formula 28:1 Student - Teacher Ratio (30 Max in class)

Scheduled Tight - Formula 28:1 Student - Teacher Ratio (30

Max in class)

Principal Discretion Principal Discretion


MMSD Policy 3450:

Class Size

1. Excepting Special Education, the minimum enrollment for a class is fifteen

(15) pupils; the SUPERINTENDENT may approve a class of less than fifteen (15)

pupils when economic and educational implications warrant such approval.

2. Wherever feasible under the circumstances (e.g., availability of staff and

facilities) in both elementary and secondary schools, the following standards

are recommended for regular classes (excluding music, physical education,

etc.):

a. No class should have more than thirty (30) pupils.

b. Classes containing concentrations of disadvantaged pupils should be

reduced to a number which permits optimum learning opportunities for

such pupils.

c. No teacher should be assigned the class responsibility, regardless of the

size of her/his classes, for more than 135 pupils.

https://board.madison.k12.wi.us/policies/definitions#SUPERINTENDENT


Middle School Schedule Examples List is not exhaustive, but is designed to give base examples of possibilities within scheduling

methodologies. Most schedules are built around a 7 hour (420 minute) school day with 5 minute

passing times. Most building schedules are long than this and so extra minutes can be added

where needed.

Please see Appendix C for a sample of what occurs during a 45- and 90-minute literacy class in

middle school.

Standard Period Schedules

Period 1

Period 2

Period 3

Period 4

Period 5

Period 6

Period 7

Period 8

6 Period Schedule:

Daily meeting

Total time per course is more than

all but 6 A/B rotating schedule

Percentage of core-67% is more

than all others and equivalent to

the 6 A/B rotating schedule

Cost: Same as 6 A/B; more than 6/7

or 7/8; less than all others

7 Period Schedule:

Daily meeting

Total time per course (less than 6-

period, 6 A/B and 7 A/B; more than

8-period, 8 A/B, 4X4, and Hybrid

4X4

Percentage of core (less than 6-

period and 6 A/B; more than 8-

period, 8 A/B, 4X4 and Hybrid 4X4)

Choice (one more than 6-period;

one less than 8-period, 8 A/B, 4X4,

and Hybrid 4X4)

8 Period Schedule:

Daily meeting

Total time per course (less than 6

period, 7 period, 8 period (w/30

min. lunch), 6 A/B, and 7 A/B; more

than 8 A/B, 4X4, and Hybrid 4X4

Percentage of core (less than 6

period and 6 A/B; more than 8

period, 8 A/B, 4X4 and Hybrid 4X4)



and Hybrid 4X4)

Scheduling ease (8 slots for

singletons)


A/B Schedules

A Day B Day

Block 1 Class 1 Class 2




6 A/B Rotating Schedule:

Total time per course-More than all

other schedules listed.

Percentage of core-67% is more

than all others and equivalent to

the 6-period.

Cost- Same as 6 period; more than

6/7 or 7/8; less than all others


Total time per course (less than 6-

period and 6 A/B; more than 7-

Period, 8-period, 8 A/B, 4X4, and

Hybrid 4X4)

Percentage of core (same as 7-

period, less than 6-period and 6

A/B; more than 8-period, 8 A/B,

4X4, and Hybrid 4X4)



and Hybrid 4X4)

Daily student load

Daily teacher load


Choice (Same as 8 A/B, 4X4, and

Modified 4X4; more than all others.)

Flexibility for double-dosing

Daily teacher load (if teaching 5 or

6)

Daily student load


A/B Hybrid Block

M T W TH F

Period 1

Class 1

Class 1

Class 1

Class 2

Class 1

Period 2

Class 2

Class 2

Class 2

Period 3

Class 3

Class 3

Class 3

Class 4

Class 3

Period 4

Class 4

Class 4

Class 4

Period 5

Class 5

Class 5

Class 5

Class 6

Class 5

Period 6

Class 6

Class 6

Class 6

Period 7

Class 7

Class 7

Class 7

Class 8

Class 7

Period 8

Class 8

Class 8

Class 8

Block Schedule (4x4 and % Block Trimester)

Semester 1 Semester 2





Hybrid A/B Rotating Schedule:

Longer classes encourage

teaching with a variety of

instructional models.

Fewer “start-ups” and “endings”

result in more useable

instructional time.

Fewer class changes improve

school climate, discipline, and

cleanliness.

Because teachers see fewer

students daily they know

students better and are able to

give more individual assistance.

Compared to every day

models, students have fewer

classes, quizzes, tests, and

homework assignments on any

one day

Block Schedule:

Choice (Same as 8 A/B, 4X4, and

Modified 4X4; more than all others.)

Flexibility for double-dosing

Daily and semester teacher load

Daily and semester student load

Acceleration and credit recovery

possibilities

Adaptations Needed for:

Performing Arts

AP or IB

Special Education

Foreign Language


Trimester Block

60 Days 60 Days 60 Days

Block 1

Class 1 .5 CR

Class 6 .5 CR

Class 11 .5 CR

Block 2

Class 2 .5 CR

Class 7 .5 CR

Class 12 .5 CR

Block 3

Class 3 .5 CR

Class 8 .5 CR

Class 13 .5 CR

Block 4

Class 4 .5 CR.

Class 9 .5 CR.

Class 14 .5 CR.

Block 5

Class 5 .5 CR

Class 10 .5 CR

Class 15 .5 CR

Intervention/Enrichment Options (I/E)

5 Block Trimester Schedule:

Choice (7.5)

Flexibility for 1.5 credit

classes

Daily and trimester teacher

load

Daily and trimester student

load

More days of contact than

4X4

Adaptations Needed for:

Performing Arts

AP or IB

Special Education





Case Example

The middle school in the example below was a traditional 8 period scheduled school.

With its population growing to over 550 students, the school wanted to re-evaluate its

scheduling model because it felt it no longer was meeting the needs of the students.

Their MAP data for Reading, Math, Language and Science (8th Grade) showed minimal

growth over the years and decreasing performance for some populations. Additionally

the introduction of I/E time, 1:1 devices and a focus of personalized learning caused

the schedule to be inflexible and made lunch-times overlap in a cafeteria that could

only hold one grade level. Using the guiding questions and student data, the school

wanted to increase time in Math and Literacy, maintain I/E and make lunch time work

for one grade level at a time.



Wisconsin DPI Standards

ART:

Administrative Rule PI 8.01(2)(j) – Wisconsin Education Standards j, k, and l articulates that

“art instruction shall be provided in accordance with a written comprehensive art

curriculum which is based on concepts developed through sensory awareness, aesthetic

discrimination and skill development in the creation of art, and the knowledge of human art

heritage. Art instruction shall be provided for all pupils in grades kindergarten through 6 and

shall be performed by or under the direction of a licensed art teacher. Art instruction shall

be available to all pupils in grades 7 through 12 and shall be taught by a licensed art

teacher.”

MUSIC:

Administrative Rule PI 8.01(2)(j) – Wisconsin Education Standards j, k, and l articulates that

music instruction shall be provided in accordance with a written comprehensive music

curriculum including developmental experiences involving singing, playing instruments,

listening, movement, creative expression, and music reading. Music instruction shall be

provided for all pupils in grades kindergarten through 6 and shall be performed by or under

the direction of a licensed music teacher. Music instruction including general music, vocal

music, and instrumental music shall be available to all pupils in grades 7-12 and shall be

taught by a licensed music teacher.”

HEALTH:

Health instruction shall be provided in accordance with a written comprehensive health

education curriculum which includes the curricular areas defined in

ss. 115.35 and118.01 (2), Stats. A professional staff member shall be designated as

coordinator of health education. Health education in grades kindergarten through 6

shall be under the direction of a licensed health teacher. In grades 7 through 12 health

education shall be conducted by or under the direction of a licensed health teacher

and shall include one structured course in health taught by a licensed health teacher.

http://docs.legis.wisconsin.gov/document/statutes/115.35

http://docs.legis.wisconsin.gov/document/statutes/118.01(2)


In grades 7-12, students must earn at least 0.5 credit of health education, including

personal, family, community, and environmental health (s. 118.33, Wis. Stats.).

WORLD LANGUAGES:

118.017 Foreign language instruction.

(1) All instruction shall be in the English language, except:

(a) Those programs established under subch. VII of ch. 115 where instruction shall

be in the English language and in the non-English language of the bilingual-

bicultural education program.

(b) The school board may cause any foreign language to be taught to pupils who

desire it.

(c) The school board may cause any course to be taught in a foreign language if

the purpose is to facilitate the instruction of English speaking pupils in that

language.

(2) A school board may grant foreign language credit to a pupil who has

satisfactorily completed a high school course in American sign language.

PHYSICAL EDUCATION:

Physical education instruction shall be provided in accordance with a

developmental, sequential, comprehensive physical education curriculum and

program of instruction for all pupils. Instruction in grades kindergarten through 6 shall

be provided at least 3 times weekly, except that days on which special activities

are conducted may be exempt; and shall be conducted by or under the direction

of a licensed physical education teacher. Pupils in grade 6 may be scheduled in

accordance with the criteria for scheduling grades 7 through 12 if the pupils are

attending a school that includes any of those grades. All pupils in grades 7 through

12 shall participate in the instructional program of physical education taught by a

licensed physical education teacher, except that in senior high schools one year or

the equivalent may be optional to pupils.

http://docs.legis.wisconsin.gov/document/statutes/subch.%20VII%20of%20ch.%20115

http://docs.legis.wisconsin.gov/document/statutes/subch.%20VII%20of%20ch.%20115



Appendix A - Sample Math Block for Elementary

Math Block Schedules

75 minutes (a)

Math Block Schedules

90 minutes (b)

Sample 1a: Whole Group Focus

Lesson

Opening/Warm‐Up (5 -10mins.)-

Establish Student Learning Target

Focus Lesson/CCLE (30-40 mins)

Including Differentiated Guided

Practice-(10-15 mins)

Small Group Targeted Instruction &

Independent Practice- (15-20

min)Closing- Revisit Student

Learning Target (5 mins)

Sample 1b: Whole Group Focus Lesson

Opening/Warm‐Up (10 mins)- Establish Student Learning

Target

Focus Lesson/CCLE Lesson (30-40 mins)

Including Differentiated Guided Practice (15mins)

Small Group Targeted Instruction & Independent Practice

(30-40 mins)

Closing –revisit the Student Learning Target(5 mins)

Sample 2a:

Differentiated Activity Model

Whole Group -Opening/Warm‐Up

(5 mins)- Establish Student Learning

Target

Whole Group-Focus Mini Lesson (10

mins)- whole group

Small Group Differentiated Focus

Lesson/Activity & Guided Practice

(20-30 mins)

Differentiated Instruction

● Activity A (10-15 mins)

● Activity B (10-15 mins)

Teacher Roves or Rotates to

differentiate support for students as

they complete each activity.

Independent Practice & Targeted

Sample 2b:

Differentiated Activity Model

Whole Group -Opening/Warm‐Up (5 mins)- Establish

Student Learning Target

Whole Group-Focus Mini Lesson (10 mins)- whole group

Small Group Differentiated Focus Lesson/Activity & Guided

Practice(30 mins)

● Activity A (10 mins)

● Activity B (10 mins)

● Activity C (10 mins)

Teacher Roves or Rotates to differentiate support for

students as they complete each activity.

Independent Practice & Targeted Instruction (15-20 mins)

Closing- Revisit Student Learning Target (5 -10mins.)


Instruction (20 mins)

Closing- Revisit Student Learning

Target (5 mins.)

Sample 3a:

Small Group Model

Whole Group -Opening/Warm‐Up

(5 mins)- Establish Student Learning

Target

Focus CCLE Lesson (10 mins)

Group Rotations Including Guided

and Independent Practice (40-45

mins)

● Small group with teacher ( (

Differentiated Small Group

Support of Student Learning

Target and Focus Lesson)

● Independent Activities:

Computer, Math Box

Activities, Student Activity

Pages, Hands‐On,

Cooperative Learning

(5 minute cushion for transition

Time)

Closing- Revisit Student Learning

Target (10 mins.)

Sample 3b:

Small Group Model

Whole Group -Opening/Warm‐Up (5-10 mins)- Establish

Common Student Learning Target

Focus CCLE Lesson (10 mins)

Group Rotations Including Guided and Independent

Practice (60 mins)

● Small group with teacher ( ( Differentiated Small

Group Support of Student Learning Target and

Focus Lesson)

● Independent Activities: Computer, Math Box

Activities, Student Activity Pages, Hands‐On,

Cooperative Learning

(5 minute cushion for transition Time)

Closing- Revisit Student Learning Target (10 mins.)

Secondary Benchmark Mini Lesson (10 mins)

Math Blocks can be structured in many different ways depending on what a teacher plans to

accomplish within their allotted instructional time. The sample math blocks that are listed above

have been created to provide schools/teachers with ideas on how they can manipulate the

time they have for mathematics instruction. For instance, on certain days teachers may want to

implement center activities during their 60 minute math block; they could refer to “Sample 3a” to

guide them through designing a modified math block. Once again, these samples are ideas

schools/teachers can use to flexibly structure their individual math blocks throughout the year.


Appendix B: Key Considerations in Scheduling an Intervention/Enrichment Block

Core Instruction:

● Is core instruction effective for at least 70-80% of our

students?

● If not, how will we adjust our core?

o Document adjustments and outcomes

o If majority of students are below benchmark in a

particular area(s), consider using Intervention

block to deliver extended, target core

instruction (e.g. additional phonics instruction)

Needs Assessment:

● What is our evidence (data) to support a need for an

intervention block?

Grade level(s) and Area of Focus:

● At which grade level(s) will we implement an

Intervention block?

● What is our area of focus (literacy, math)?

● What data supports this need?

Desired Outcome:

● What outcome do we expect?

o i.e. % increase in students at benchmark

Intervention Planning:

● See Intervention Planning Form (IPF)


Parent Communication:

● How will we communicate with parents about

student support and progress?

Professional Development:

● What professional development do we need in order

to implement this?

o Develop an action plan, if needed

Planning and Material:

● What are our planning and materials needs?

Transitions:

● How will students transition between classes?

Teacher Absences:

● How will we manage teacher absences?

Student Absences:

● How will we manage student absences?


Instructional Planning Form (IPF)

Systematic Instructional Intervention Planning involves specifying the “how” and

“what” to teach a particular student or group of students. Eight main areas that

need specification include:

1) Instructional Procedures: includes the focus or skill being taught and the teaching strategy to

be employed.

● This may include advanced interventions, extensions of core, specific focus areas from

core, or below/well-below interventions. It is important to consider student need as well as

your school’s resources and capacity.

2) Materials: includes specific teacher and/or student materials used

3) Teaching Arrangements: includes who will be teaching and the ratio of teacher to student

4) Time: includes how many times per week and the time allocated to instruction or activity per

day

5) Motivational Strategies: specifies strategies to be used to increase student performance.

6) Measurement Strategies: how, what, where, who, progress monitoring schedule

7) Decision-Making: frequency of data collection, decision rules, schedule for problem solving

meetings

8) Support for Plan: how and who will support the plan including fidelity/integrity of intervention

and data collection


Instructional Planning Form Example:

Group

Instructional Procedures Focus/Skill

Strategy Materials Arrange. Time

Motivational

Strategies Measurement

Decision

Making

Support

Plan

1

(below

benchmark)

Decoding

Fluency

Comprehension

Teacher-Led

Instruction

Passport Level

C

Small Group

5:1

Mrs. Brown

30 min/day

5 days/wk

Teacher feedback,

points

Adventure Map

AIMSweb

R-CBM/weekly

Quick Checks/

every 5 lessons

Grade Level

PS meeting/

Every 8 weeks

Passport

Fidelity

Checklist

AIMSweb

Inter-rater

reliability

2

(at benchmark)

Academic

Vocabulary

Comprehension

Teacher-Led

Instruction

Close Reading

Personal

Dictionary

Expository/

Narrative Text

Group 10:1

Mr. James

Group 10:1

Mr. James

10min/day

5 days/wk

20 min/day

5 days/wk

Teacher feedback,

points

Teacher

praise/points

Vocab.

Quizzes/wkly

Compr

Questions/wkly

Grade Level

PS meeting/

Every 8 weeks

Develop

“library” of

close reading

text

3

(above benchmark)

Informational

Writing Inquiry based

research Journal Small group

4:1

Ms. Jones

30 min/day

5 days/wk

Teacher feedback,

points

Grading

Rubric/each written

product

Grade Level

PS meeting/

Every 8 weeks

Common

Grading

Rubric

Inter-rater

reliability for

scoring


Appendix C: SAMPLE Literacy Block (Middle School)

90 Minutes – Grades 6 and 7

90 Minutes – Grade 8

45 Minutes – Grades 6-8



Documents

Scheduling Guidance - Madison Metropolitan School District · Specials Music Introduction ... MTSS Scheduling Guidance 9 ... Classrooms will leave a specials class during the final