3.0 Coaching the Deliverables:
Implementation of Tier 2 and Tier 3
Reading Support
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Let’s tackle the elephant in
the room . . .
Master
Schedule
How can we schedule additional reading
instruction?
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Coach Preview:
Activity
Take a few minutes to list the barriers
for your school (if any) for providing
supplemental intervention instruction.
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How much time?
Tier 2 Support
• Typically a class period
• Five days a week
• One to two semesters
Tier 3 Support
• Typically a class period
• Five days a week
• One or more school years
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Where do you find the time?
1. Intervention courses built into master
schedule
• Replace an elective period with
intervention
• Reduce the time for each period and
add an intervention/enrichment period
2. Intervention courses provided during lunch,
seminar or advisory time, or before/after
school
What are the pros and cons of Option 1?
Option 2? Can you think of more options?
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Who will teach?
Our most at risk students need our best
teachers! We need teachers that have:
• Strong relationships with students
• High expectations of students
• Trained in effective instructional and
engagement strategies
• Trained in and excited about the
curriculum
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Example School
• Middle school in West Michigan
• 956 Students, 58 Teachers
• 55% Free Reduced Lunch
• Example on next slide pulls out their
ELA sections from the master
schedule
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Large Middle School
Spotlight on ELA Master Schedule
Teacher
A
B
C
D
E
F
G
1st
2nd
3rd
4th
5th
6th
7th
Planning
7th ELA
7th ELA
7th ELA
7th ELA
7th ELA
7th ELA
(Team Taught)
(Team Taught)
6th ELA
6th ELA
6th ELA
6th ELA
6th ELA
(Advanced)
(Advanced)
(Team Taught)
(Team Taught)
(Team Taught)
7th ELA
7th ELA
7th ELA
7th ELA
7th ELA
7th ELA
(Advanced)
(Advanced)
8th Gr
ELA
8th ELA
8th ELA
8th ELA
8th ELA
8th ELA
Planning
8th Gr
ELA
8th ELA
Planning
Reading
Planning
Planning
Planning
(Advanced)
(Team Taught)
6th ELA
8th ELA
6th ELA
(Team Taught)
Eng 1A
Eng 1A
Eng 1A
(9th grade)
(9th grade)
(9th grade)
Planning
6th ELA
7th ELA
8th ELA
6th ELA
6th ELA
(Extended)
(Extended)
(Extended)
(Extended)
(Extended)
6th ELA
6th ELA
6th ELA
6th ELA
6th ELA
(Advanced)
(Advanced)
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Start with What You Already Have
• Examine your existing schedule
• How much time (if any) is currently
scheduled for intervention support for
reading?
• If intervention time is scheduled,
examine what is happening during
intervention time. Does the instruction
meet the criteria listed in the Critical
Features Checklist?
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Consider the Scope of the Work
Ahead of You
• Not every school starts this task from
the same point
• Not every school will follow the same
path to get to the end result
• The ultimate goal is to build a master
schedule that allows sufficient time for
quality intervention
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If changes to the schedule are
difficult to even start discussing, start
small
• Are there classes in the schedule with
low enrollment?
• Do you have a seminar or advisory
period?
• Do you have a zero hour?
• What else can you think of?
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“Reversing Assumptions” Technique
Lisa Bodell
Making Change Happen
Video Clip
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Technique: Reversing assumptions
Question: How can we incorporate
intervention time into the master schedule?
Assumption
Reversal
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Coach Preview:
Team Time
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Coach Function
The coach function here is to facilitate the
implementation of time in the schedule for Tier
2 and Tier 3 reading support in your individual
context or schools.
• Will this be more of a technical or adaptive
challenge (or both) in the schools you
coach? Why?
Follow-up with any notes on your Coach
Game Plan.
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Coach Activity
As a group:
Brainstorm possible approaches to
technical and/or adaptive challenges
that you have identified for scheduling
for your school.
How can you approach these
challenges (e.g., pre-correct,
conversation with the Administrator
prior to the training, who needs to
know what?)
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