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MTSS Scheduling Guidance 2 | Page
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
MTSS Scheduling Guidance 3 | Page
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.
MTSS Scheduling Guidance 4 | Page
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
MTSS Scheduling Guidance 5 | Page
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.
Disciplinary Literacy work connected to SS/Science/Health to be integrated into this block through reading/writing connected to the inquiry work
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
(formative/summative)
60 minutes (one day per week)
Specials Music ● Introduction ● Individual and group - Creating
and Performing ● Individual and group -
Responding and Connecting ● Integration with CCSS ● Assessment
60 minutes (2 days per week x 30 minutes each)
MTSS Scheduling Guidance 6 | Page
(formative/summative)
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
MTSS Scheduling Guidance 7 | Page
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.
Disciplinary Literacy work connected to SS/Science/Health to be integrated into this block through reading/writing connected to the inquiry work
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
60 minutes (one day per week)
MTSS Scheduling Guidance 8 | Page
● Individual and group - Responding and Connecting
● Integration with CCSS ● Assessment
(formative/summative)
Specials Music ● Introduction ● Individual and group - Creating
and Performing ● Individual and group -
Responding and Connecting ● Integration with CCSS ● Assessment
(formative/summative)
60 minutes (2 days per week x 30 minutes each)
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
(formative/summative)
90 minutes (2 days per week x 45 minutes each)
Keyboarding Typing Pal/Typing program 30-60 minutes per week all year OR 30 minutes every day for 6 weeks
MTSS Scheduling Guidance 9 | Page
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.
MTSS Scheduling Guidance 10 | Page
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
MTSS Scheduling Guidance 11 | Page
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
MTSS Scheduling Guidance 12 | Page
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
MTSS Scheduling Guidance 13 | Page
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
MTSS Scheduling Guidance 14 | Page
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
MTSS Scheduling Guidance 15 | Page
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
MTSS Scheduling Guidance 16 | Page
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
MTSS Scheduling Guidance 17 | Page
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
MTSS Scheduling Guidance 18 | Page
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?
MTSS Scheduling Guidance 19 | Page
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
MTSS Scheduling Guidance 20 | Page
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.
MTSS Scheduling Guidance 21 | Page
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)
Choice (one more than 6-period;
one less than 8-period, 8 A/B, 4X4,
and Hybrid 4X4)
Scheduling ease (8 slots for
singletons)
MTSS Scheduling Guidance 22 | Page
A/B Schedules
A Day B Day
Block 1 Class 1 Class 2
Block 2 Class 3 Class 4
Block 3 Class 5 Class 6
Block 4 Class 7 Class 8
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
7 A/B Rotating Schedule:
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)
Choice (one more than 6-period;
one less than 8-period, 8 A/B, 4X4,
and Hybrid 4X4)
Daily student load
Daily teacher load
8 A/B Rotating Schedule:
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
MTSS Scheduling Guidance 23 | Page
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
Block 1 Class 1 Class 2
Block 2 Class 3 Class 4
Block 3 Class 5 Class 6
Block 4 Class 7 Class 8
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
MTSS Scheduling Guidance 24 | Page
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
MTSS Scheduling Guidance 28 | Page
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.
MTSS Scheduling Guidance 30 | Page
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.
MTSS Scheduling Guidance 31 | Page
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.
MTSS Scheduling Guidance 33 | Page
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.)
MTSS Scheduling Guidance 34 | Page
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.
MTSS Scheduling Guidance 35 | Page
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)
MTSS Scheduling Guidance 36 | Page
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?
MTSS Scheduling Guidance 37 | Page
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
MTSS Scheduling Guidance 38 | Page
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
MTSS Scheduling Guidance 39 | Page
Appendix C: SAMPLE Literacy Block (Middle School)
90 Minutes – Grades 6 and 7
90 Minutes – Grade 8
45 Minutes – Grades 6-8
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