scheduling best practices for teaching strategies...

If you encounter any teaching strategies that are not outlined in this document or if you have any questions, please reach out to [email protected]

Date Updated: March 14th, 2016 1

Scheduling Best Practices for Teaching Strategies & Support

Interactions Document Overview: This document is designed to review the different teaching strategies and support scenarios that have been

identified across the Denver Public Schools and the associating scheduling best practices to capture the student to

teacher interactions in these instances in Infinite Campus (IC).

At times, creative teaching strategies are leveraged at the schools to provide students with targeted instructions to

support their learning needs. These strategies are listed in the Teaching Strategy section of the chart.

Support interactions are any additional support provided to a student above and beyond their core curriculum. An

example of a support interaction is where a Gifted and Talented teacher provides instructional support, outside of

the core course, to a student with an Advance Learning Plan. These support scenarios are listed in the Support

Courses, Teacher Types, and Specific Courses section of the chart.

The goal of these scheduling best practices is to drive consistency in how schools are scheduling their students in

IC. This consistency provides quality rosters that can be used for many district priorities include LEAP Student

Outcomes and ProComp Exceed Expectations.

In addition, this document also provides the list of the course codes to use when scheduling the teaching strategies

and/or support interactions in IC.

General Scheduling Best Practices Paraprofessionals and other non-certified staff cannot be listed in Infinite Campus in the teacher drop

down list and have the ability to take attendance and/or assign grades; requests to the DoTS Hotline

will be denied.

All Academic Interventions (Reading, Writing, Math, Science, and Social Studies) lasting 5 weeks or longer

must be scheduled in IC. Academic interventions of a shorter duration can still be captured in IC, but it is

not required

All Attendance and Behavioral interventions should be scheduled in IC regardless of the duration of the

intervention

Support interventions should be captured in IC on an ongoing basis as they take place at the school

throughout the school year

It is required to put an end date for each student that is being removed from the roster. Student should

never be taken off a roster without an end date entered as the student’s historical data could be lost

It is best practices to never enter an end date that is before the start of the course for a student. End

dating a student at a date that is earlier than the course start date does not tie the student to the teacher

for the duration the student worked with the teacher in that particular course

The length of time the teacher is in the course must be accurately reflected in IC. Be sure to enter a start

and end date for each teacher that is teaching less than the full duration of the course. Doing so will tie

the teacher to the student for the length of time the teacher taught the student in that particular course

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Build course sections in the term(s) the course is taught. For example, if there is only a second semester

class for that course, only build a course section in the second semester and do not create a section in the

first semester. Doing so accurately reflects the length of the course

Do not schedule students into the same section in a term. After scheduling a single student, ensure they

are not double, triple, etc. scheduled by reviewing their schedule in IC. See example of a student triple

scheduled into the same course in one period section below:

Table of Contents

Teaching Strategy Flexible/Ability Grouping 3 Platooning 4 Team Teaching/Co-Teaching 5 Dual Language 5 Transitional Native Language Instruction 6

Support Courses ELA Scheduling Recommendations 6 English Language Development (ELD) for SECONDARY 6 English Language Development (ELD) for PRIMARY 7 Spanish Language Development (SLD) 8 English as a Second Language (ESL) 8 Spanish as a Second Language (SSL) 8 Elementary School Intervention (i.e. Pull Out and Push In, attendance not taken in IC) 9 Middle/High School Non-Credited Intervention (i.e. Push In and Inclusion, attendance not taken in IC) 9 Middle/High School Credited Intervention (i.e. formerly Resource classes, attendance taken in IC) 10




Multi Intensive (MI) & Affective Needs (AN) 10 Multi Intensive (MI) & Affective Needs (AN) - Student Inclusion in the Classroom 10 Gifted & Talented (GT) 11

Other Teaching Strategies Denver Teacher Residency (DTR) (NC, Non-Attendance) 11 Concurrent Enrollment (CE) 12 CU Succeeds 12 Denver Math Fellows (DMF) aka Fellows (ES) 13 Denver Math Fellows (DMF) aka Fellows (MS/HS) Credited Intervention 13 Denver Math Fellows (DMF) aka Fellows Non-Credited Intervention 13 UCD Partnership – ASPIRE Program 14 Alternative Placement Services (APS - i.e. Homebound) 15 Denver Teachers Today (DTT) 15 UpLift 15-16 Goodwill 17 NCAS Teaching Fellows 17 Course Listings 18-19

List of Scenarios and Best Practices The table below defines each of the scenarios, provides the scheduling best practice, and the education level

where the scenario is applicable.

Scenario Type Best Practice Education Levels

Teaching Strategy Flexible/Ability Grouping Definition: A teaching strategy used when a few students switch sections to receive more targeted instruction for a subject.

Purpose: When students switch sections for specific subjects, this scheduling practice assigns the students to their new sections. General Steps: 1. Obtain the list of students who will be

switching sections for a particular subject

☒Elementary

☐Middle

☐High School




Scenario Type Best Practice Education Levels 2. Assign the list of students to their swapped

sections in Alt1 3. Remove the list of students from the original

section assignment to ensure they are not assigned twice to the same section in IC

4. Use Drop or Add dates when moving students 5. Remove any teacher name that is listed as the

second teacher on the swapped sections since there is only one primary teacher providing instructions to the students for that specific course

Platooning Definition: A teaching strategy used to switch an entire class of students from their teacher (homeroom) to another teacher (homeroom) to receive instruction in a subject area.

Purpose: When an entire class of students switches sections for a specific subject, this scheduling practice assigns the class to their new section for the subject. General Steps: 1. Identify the two courses/sections where the

students will be switching sections for the specific subject

2. For one of the identified platoon sections, update the primary teacher of record to reflect the name of the teacher who is providing the instructions in the platoon section by

a. Navigating to the Staff History tab b. Accessing the New Teacher field c. Entering the teacher name who is

instructing the platoon section d. Entering a start date of when the

teacher started instructing the platoon section (if done after the first day of school). Note: This action will automatically end date the old teacher as of the day before. The teacher Display Name will change when the primary teacher name is changed. Note: If you are unable to change the primary teacher name in IC, work with DoTS to complete the change

3. Repeat step 2 to switch out the teacher for the other platoon section

4. Remove any teacher name that is listed as the second teacher on the platoon sections since there is only one primary teacher providing

☒Elementary

☐Middle

☐High School




Scenario Type Best Practice Education Levels instructions to the students in the platoon section

Team Teaching/ Co-Teaching (aka Job Share) Definition: A teaching strategy that assigns more than one teacher to a class.

Purpose: This scheduling practice assigns the primary and secondary teachers within a class to their own rosters. General Steps: 1. To set up the primary teacher’s schedule, follow

the normal procedures for setting up a core course schedule in Alt1 of IC

2. Create an intervention section for each core course in the Alt2 section of IC using the course codes listed in the Non-Credited Course Codes table at the bottom of this guide

3. Assign the second team teacher as the primary teacher in each of the newly created Intervention sections Note: Do not enter the second teacher as a “New Teacher” on the primary teacher course section rosters in the Alt1 of IC

4. Verify the intervention sections in Alt2 are the same as the core courses that may include reading, writing, math, science, and social studies

5. Assign the students to the core course and each of the intervention sections

☒Elementary

☐Middle

☐High School

Dual-Language Definition: Dual language is a form of bilingual education in which students are taught literacy and content in two languages.

Purpose: To allow both the English speaking and Spanish speaking teachers at dual language schools to have their own distinct rosters to tie them to the students they teach General Steps: 1. Schedule the English speaking teacher to the

core classes in the Alt1 of IC by following the normal procedures for setting up a core course

2. For the Spanish speaking teacher providing instructions in the same content area as the English speaking teacher, schedule the Spanish teacher to their own rosters in the Alt2 of IC using the course codes above for the appropriate subject areas

a. 90687 Mathematics – Spanish b. 90688 Science – Spanish c. 90689 Social Sciences – Spanish

☒Elementary

☐Middle

☐High School




Scenario Type Best Practice Education Levels d. 90690 Reading – Spanish e. 90696 Writing – Spanish

3. Assign the students to appropriately to the English and Spanish courses

4. Use Drop and Add dates when moving students 5. Do not enter a second teacher on any of the

sections, if possible ELA Scheduling Recommendations:

It is a district requirement that all schools, both Elementary and Secondary, schedule a

minimum of 45 minutes of Dedicated ELD for all eligible English Learners with ACCESS

levels of 1-5 to support student growth until they are Redesignated in Infinite

Campus.

Starting this year, the ELA department will be using district reports to monitor ELD

scheduling at all schools throughout the year in an effort to provide more targeted

support to schools having difficulty scheduling ELD.

If you have any questions about scheduling Dedicated ELD, staffing requirements or

appropriate ELD content, please contact your ELA Partner.

English Language Development (ELD) for Secondary (6th-12th grades) Definition:

Use to schedule eligible English

Learners (ELs) into a Dedicated ELD

daily period of time that targets

explicit instruction in how the English

language works and the

forms/structures of English (i.e.

morphology, vocabulary, syntax,

conventions, functions, registers).

Synonyms for dedicated ELD: Designated ELD, Systematic ELD, Focused Language Study (FLS)

Purpose: This scheduling practice allows the appropriate teacher to be scheduled to their ELL students in their own roster for English Language Development General Steps: 1. Obtain list of the ELL students needing English

development instructions 2. Either build or request DoTS to build a section

under the appropriate grade level ELD course in the period schedule of IC

3. All eligible English Learners must be scheduled into a minimum of 45 minutes of dedicated ELD instruction

Please connect with your ELA Partner for questions.

☐Elementary

☒Middle

☒High School

Transitional Native Language Instruction (TNLI) Definition: Use to schedule native Spanish speaking students with their Spanish teacher who is helping the students transition

Purpose: To allow both the English speaking and Spanish speaking teachers, who are helping a native Spanish speaking student transition to the English language, have their own distinct rosters General Steps:

☒Elementary

☐Middle

☐High School




Scenario Type Best Practice Education Levels from their native language (Spanish) to English

1. Schedule the English speaking teacher to the core classes in the Alt1 of IC by following the normal procedures for setting up a core course

2. For the Spanish speaking teacher providing instructions in the same content area as the English speaking teacher, schedule the Spanish teacher to their own rosters in the Alt2 of IC using the course codes above for the appropriate subject areas

a. 90687 Mathematics – Spanish b. 90688 Science – Spanish c. 90689 Social Sciences – Spanish d. 90690 Reading – Spanish e. 90696 Writing – Spanish

3. Assign the students under the TNLI program to the appropriate English and Spanish teachers

4. Use Drop and Add dates when moving students 5. Do not enter a second teacher on any of the

sections, if possible

Support Courses, Teacher Types, and Specific Courses

English Language Development (ELD) for primary grades Definition:








conventions, functions, registers).


Purpose: This scheduling practice allows the appropriate teacher to be scheduled to their ELL students in their own roster for English Language Development General Steps: 4. Obtain list of the ELL students needing English

development instruction 5. Either build or request DoTS to build a section

under the appropriate grade level ELD course in the Alt1 of IC

a. 90945 ECE ELD b. 90045 KG ELD c. 90145 1st ELD d. 90245 2nd ELD e. 90345 3rd ELD f. 90445 4th ELD g. 90545 5th ELD

6. Assign the appropriate teacher to the newly created section as the Primary Teacher in the Staff History tab

7. Assign the ELL students to the ELD section in the appropriate grade level

8. Do not enter a second teacher on any of the sections, if possible

☒Elementary

☐Middle

☐High School

Spanish Language Development (SLD)

Purpose: ☒Elementary

☐Middle




Scenario Type Best Practice Education Levels Definition: Use to schedule any English speaking student into a block of time to develop their Spanish. This is mainly used at Dual-Language schools.

This scheduling practice allows the Spanish speaking teacher in a Dual-Language school to be assigned as the Primary teacher to all of their students where they provide instructions for Spanish development General Steps: 1. Obtain list of the students needing Spanish

development instructions 2. Either build or request DoTS to build a section

under the appropriate grade level SLD course in the Alt1 of IC

a. 90946 ECE SLD b. 90046 KG SLD c. 90146 1st SLD d. 90246 2nd SLD e. 90346 3rd SLD f. 90446 4th SLD

g. 90547 5th SLD 3. Assign the teacher teaching in Spanish to the

newly created section as the Primary Teacher in the Staff History tab

4. Assign the students needing Spanish development to the SLD section in the appropriate grade level

5. Do not enter a second teacher on any of the sections, if possible

☐High School

English as a Second Language (ESL) Definition:








conventions, functions, registers)

with their Resource/Support teacher

(pull-out/push-in).


Purpose: This scheduling practice ties the support teachers to their ELL students in their own roster for English Language Development General Steps: 1. Create a section in under the appropriate ESL

course below a. For ES: ESL Support #90546 b. For MS: ESL Support #08200 c. For HS: ESL Support #08197

2. Assign the ESL teacher to the section 3. Assign students to the ESL section, use Drop

and Add dates when moving students

☒Elementary

☒Middle

☒High School




Scenario Type Best Practice Education Levels Spanish as a Second Language (SSL) Definition: SSL is academic support offered to students who need additional Spanish development above and beyond the Spanish Language Development (SLD) course

Purpose: This scheduling practice ties the support teachers to the students they are impacting above and beyond the grade level SLD course General Steps: 1. Create a section in Alt2 under the appropriate

SSL Support course below a. For ES: SSL Support #90548 b. For MS: SSL Support #08291 c. For HS: SSL Support #08290

2. Assign the SSL teacher to the section 3. Assign students to the SSL support section, use

Drop and Add dates when moving students

☒Elementary

☒Middle

☒High School

Elementary School Intervention (i.e. Pull Out and Push In, attendance not taken in IC) Pull Out Definition: A teaching strategy where a student is receiving additional support from a support teacher outside of regular class time. Push In (aka In-Class Support or Inclusion) Definition: A teaching strategy where a student is receiving in class support during regular class time from a support teacher in addition to the primary teacher.

Purpose: This strategy allows students to be assigned to both the primary teacher in the regular class as well as the support teacher providing additional support for a specific subject area for 5 weeks or more General Steps: 1. Keep the student in the core course roster in

Alt1 with the primary teacher 2. Create a section in Alt2 under a non-credited

intervention course Note: For non-credited interventions at elementary schools, only use the course codes listed in the Elementary section in the Non-Credited Course Codes chart at the end of this document

3. Assign students to the intervention section, use Drop and Add dates when moving students

☒Elementary

☐Middle

☐High School

Middle/High School Non-Credited Intervention (i.e. Push In and Inclusion, attendance not taken in IC) Non-Credited Intervention Definition: A support course with no credits used to provide added support in addition to the regular class. Pull Out Definition: A teaching strategy where a student is receiving additional support from a support teacher outside of regular class time.

Purpose: This strategy allows students to be assigned to both the primary teacher in the regular class as well as the support teacher providing additional support for a specific subject area for 5 weeks or more. General Steps: 1. Keep the student in the core course roster in

the period schedule with their primary teacher 2. Create a section in Alt2 under the non-credited

intervention course Note: For non-credited intervention for middle and high schools, only use the course codes listed in the Middle and High

☐Elementary

☒Middle

☒High School




Scenario Type Best Practice Education Levels Push In Definition: A teaching strategy where a student is receiving in class support during regular class time from a support teacher in addition to the primary teacher.

School sections in the Non-Credited Course Codes chart at the end of this document

3. Assign students to the non-credited intervention section, use Drop and Add dates when moving students

Middle/High School Credited Intervention (i.e. formerly Resource classes, attendance taken in IC) Credited Intervention Definition: A credited course used to provide additional support outside of the regular class time. To be used only when a Skills Block is not already attached to the course.

Purpose: This strategy allows students to be assigned to both the primary teacher in the regular class as well as the support teacher providing additional support. The additional support is provided in a credited course for a specific subject area. General Steps: 1. If the course already has an attached Skills

Block no further action is needed 2. If the course does not have an attached Skills

Block follow the below scheduling directions 3. Keep the student in the core course roster in

the period schedule with the primary teacher i.e. Math class

4. Create a credited intervention course in the regular period schedule i.e. HS or MS Intervention Math

Note: For credited interventions for middle and high schools, only use the course codes listed in the Credited Course Codes chart at the end of this document

5. Assign students to the credited intervention section, use Drop and Add dates when moving students

☐Elementary

☒Middle

☒High School

Multi Intensive (MI) & Affective Needs (AN) Definition: MI are programs where MI teachers provide instructions catered to students with moderate to severe academic needs Definition: AN are programs where AN teachers develop their students emotional and social abilities

Purpose: This scheduling practice ties the MI and AN teachers to their students in the Alt1 of IC General Steps: 1. Obtain the list of the MI or AN students 2. Create a section under the appropriate core

course in the Alt1 of IC 3. Assign the MI or AN teacher as the primary

teacher on the section roster (MI & AN teachers may have sections built in every grade level)

4. Assign the students to the appropriate sections

☒Elementary

☒Middle

☒High School

Multi Intensive (MI) & Affective Needs (AN) - Student Inclusion in the Classroom

Purpose: This scheduling practice ties the both the MI/AN and classroom teachers to the students in the MI/AN program

☐Elementary

☒Middle




Scenario Type Best Practice Education Levels Definition: At times, students in the MI/AN programs are integrated into the regular ed classrooms. In this case, the MI/AN teachers are still supporting their students who are receiving instructions from the classroom teacher

General Steps: 1. Obtain the list of the MI or AN students

integrating into the regular ed classroom 2. Assign the MI or AN student to the section of

the core class where they will be integrated 3. Confirm the classroom teacher is assigned as

the primary teacher on the section roster 4. Create a section in Alt2 under the applicable

SpEd intervention course Note: The content specific Intervention used for SpEd are listed in the Non-Credited Course Code or Credited Course Code section at the end of this document

5. Assign the MI/AN Support teacher to the SpEd intervention section

6. Assign students to the SpEd intervention section, use Drop and Add dates when moving students

☒High School

Gifted & Talented (GT) Definition: Gifted & Talented is advanced academic support offered by the district to students excelling in their core class.

Purpose: This scheduling practice ties the GT support teachers to the GT students they are impacting. General Steps for Content Specific Interventions: 1. Create a section in Alt2 under the appropriate

content specific Intervention Support courses Note: There is no specific GT designated support course, please use the content specific Intervention used listed in the Non-Credited Course Code section at the end of this document

2. Assign the GT teacher to the Intervention section

3. Assign students to the Intervention section, use Drop and Add dates when moving students

General Steps for General GT Support (i.e. Odyssey of the Mind): 1. Create a section in Alt2 under the appropriate

course code below for the general GT Support course

a. For ES: GT Enrichment Support #90706 b. For MS: GT Enrichment Support #08205

2. Assign the GT teacher to the GT Support section

3. Assign students to the GT Support section, use Drop and Add dates when moving students

☒Elementary

☒Middle

☐High School




Scenario Type Best Practice Education Levels Other Teaching Strategies

Denver Teacher Residency (DTR) (Non-Credit, Non-Attendance) Definition: A potential teacher in training working with a veteran teacher to earn their education degree.

Purpose: This scheduling practice allows the DTRs to be assigned to the students they are impacting and provides them access to their student data General Steps: 1. Confirm DTR teacher is in the teacher list 2. If the DTR teacher is not on the list, work with

DoTS to add the teacher 3. Create the section in Alt2 with the following

course codes*:

For ES: Elem Student Access #90962 For MS: MS Student Access #81199 For HS: HS Student Access #81198

4. Assign the DTR teacher as the primary teacher on the Student Access rosters in the Alt2 section

5. Assign students to the new Alt2 section, ensuring that they remain in the original section

6. Use Drop and Add dates when moving students

☒Elementary

☒Middle

☒High School

Concurrent Enrollment (CE) Definition: These rosters are used to schedule students into college level courses to earn college credit during high school

Purpose: This practice allows DPS teachers who are providing instructions in the Concurrently Enrollment (CE) course to be tied to their students taking the course General Steps: 1. Courses offered in DPS schools should be

scheduled in the period schedules 2. Courses offered outside of DPS schools should

be scheduled in the Alt2 scheduled 3. If a DPS teacher is teaching the CE class, assign

as the primary teacher 4. If a college professor is teaching the CE class,

assign counselor or AP as the primary teacher

☐Elementary

☐Middle

☒High School

CU Succeeds Definition: These rosters are used to schedule students into the CU Succeeds course to earn college credit during high school

Purpose: This practice allows DPS teachers who are providing instructions in the CU Succeeds course to be tied to their students taking the course General Steps: 1. CU Succeeds courses should only be scheduled

in the period schedule and not in the Alt schedule

☐Elementary

☐Middle

☒High School




Scenario Type Best Practice Education Levels 2. If a DPS teacher is teaching the CE class, assign

as the primary teacher 3. If a college professor is teaching the CE class,

assign counselor or AP as the primary teacher





Denver Math Fellows (DMF) aka Fellows (ES) Definition: The Denver Math Fellows Program is a district-wide math tutoring initiative in Denver Public Schools. This program is the first large-scale tutoring program integrated into the school day to be implemented district-wide in Colorado schools

Purpose: The Fellows help students develop problem solving skills and close gaps in their math knowledge, re-teach concepts based on lessons in the students math class, and develop strong relationships with students that increase student engagement and participation in school General Steps: 1. Student is scheduled to their teacher in the Alt1

of IC 2. Create a section in the Alt2 of IC using the

following courses: ES: Intervention Mathematics #90683

3. Assign the Denver Math Fellow Coordinator as the Primary teacher in the Alt2

4. Assign the Fellow as the second teacher on the Alt2 course

5. Fellow is responsible for attendance

☒Elementary

☐Middle

☐High School

Denver Math Fellows (DMF) aka Fellows (MS/HS) Credited Intervention Definition: The Denver Math Fellows Program is a district-wide math tutoring initiative in Denver Public Schools. This program is the first large-scale tutoring program integrated into the school day to be implemented district-wide in Colorado schools

Purpose: The Fellows help students develop problem solving skills and close gaps in their math knowledge, re-teach concepts based on lessons in the students math class, and develop strong relationships with students that increase student engagement and participation in school General Steps 1. Student is scheduled to their regular math

course in the Period schedule of IC 2. Create an Intervention Mathematics course

within the Period schedule using one of the following courses: a) MS: Intervention Mathematics #08186 b) HS: Intervention Mathematics #04962

3. Assign the Denver Math Fellow Coordinator as the Primary teacher on the course in the Period schedule

4. Assign the Math Fellow as the second teacher on the course in the Period schedule

5. Fellow is responsible for taking attendance and assigning grades

☐Elementary

☒Middle

☒High School





Denver Math Fellows (DMF) aka Fellows Non-Credited Intervention Definition: The Denver Math Fellows Program is a district-wide math tutoring initiative in Denver Public Schools. This program is the first large-scale tutoring program integrated into the school day to be implemented district-wide in Colorado schools

Purpose: The Fellows help students develop problem solving skills and close gaps in their math knowledge, re-teach concepts based on lessons in the students math class, and develop strong relationships with students that increase student engagement and participation in school General Steps 1. Student is scheduled to their regular math

course in the Period schedule of IC 2. Create a NC Intervention Mathematics course

within the Period schedule using one of the following courses:

3. MS: NC Intervention Mathematics #08192 4. HS: NC Intervention Mathematics #08182

5. Assign the Denver Math Fellow Coordinator as the Primary teacher on the course in the Alt2

6. Assign the Math Fellow as the second teacher on the course in the Alt2

☐Elementary

☒Middle

☒High School

UCD Partnership – ASPIRE Program Definition: ASPIRE to teach is an alternative licensure program that supports high quality, individualized options to pursue professional teaching. UCD is a designated agency in Colorado for alternative teacher preparation approved through CDE.

Purpose: To offer UCD students the opportunity to gain teaching experience as a primary teacher for one school year. General Steps: 1. UCD sends name of UCD partner to receiving

DPS School 2. Receiving school sends DoTS Hotline the UCD

partner: a. Last Name b. First Name c. SSN d. Email

3. Hotline sends information to Human Resources 4. Human Resources creates profile for UCD

partner in Lawson as a non-employee 5. Hotline sets up UCD Partner as teacher in

Infinite Campus 6. School schedules UCD Partner as primary

teacher in Alt1 or Period schedule 7. UCD Partner responsible for all responsibilities

as a primary teacher

☒Elementary

☒Middle

☒High School





Alternative Placement Services (APS - i.e. Homebound) Definition: Students are provided instructions outside of the school facility with the appropriate approvals from the district

Purpose: This scheduling practice is used to ensure the student is still rostered to a school and has the appropriate attendance records while receiving instructions outside of the school facilities General Steps: 1. Student on Homebound leave should remain

rostered to the classroom teacher at their home school

2. The Homebound students does not need to be scheduled into a Homebound course roster with their Homebound teacher in IC

3. Attendance is submitted by the Homebound teacher to the attendance secretary of the student’s home school

☒Elementary

☒Middle

☒High School

Denver Teachers Today (DTT) Definition: Intensive program will prepare aspiring teachers for positions in hard-to-serve schools and high need areas. Participants are immersed in a 5-week orientation through summer teaching and participate in a rigorous PD aligned with the DPS Framework for Effective Teaching. DTT is a licensure program; therefore, DTT will be processing the alternative license once the DTT person secures a position in DPS

Purpose: This scheduling practice allow teachers hired into this intensive program to be assigned correctly in Infinite Campus General Steps: 1. Create sections for whichever grade level or

period course DTT teacher is teaching 2. Assign as primary teacher of record on each

section and/or course 3. DTT teacher is responsible for all primary

teacher responsibilities

☒Elementary

☒Middle

☒High School





UpLift Definition: Colorado UpLift provides FT, salaried teacher/mentors, who begin building relationships with kids in 2nd & 3rd grade. They teach character education and life skills classes in 28 DPS schools from 2nd – 12th grade.

Purpose: To provide character education and traits to students in 2nd to 12th grade. In Elementary they visit 1-2 times a week, they do not need to be scheduled to students in Infinite Campus (ES ONLY). General Steps 1. UpLift sends name of UpLift reps to DoTS

Hotline 2. UpLift details the below information for each

rep: a. Last Name b. First Name c. SSN d. Email e. Receiving school

3. Hotline sends information to Human Resources 4. Human Resources creates profile for UpLift rep

in Lawson as a non-employee 5. Hotline sets up UCD Partner as teacher in

Infinite Campus 6. School schedules UpLift rep as primary teacher

in Period schedule 7. UpLift rep responsible for all responsibilities as

a primary teacher

☒Elementary

☒Middle

☒High School





Goodwill Definition: Goodwill partners with schools through the ICA agreement. Goodwill currently partners with 17 DPS schools 16 High School, 1 Middle School

Purpose: Goodwill partners are used to help prepare secondary students for career and life outside of school. General Steps: 1. Goodwill sends name of Goodwill partner to

receiving DPS School 2. Receiving school sends DoTS Hotline the

Goodwill partner: a. Last Name b. First Name c. SSN d. Email

3. Hotline sends information to Human Resources 4. Human Resources creates profile for Goodwill

partner in Lawson as a non-employee 5. Hotline sets up Goodwill Partner as teacher in

Infinite Campus 6. School schedules Goodwill Partner as primary

teacher in Alt1 or Period schedule 7. Goodwill Partner responsible for all

responsibilities as a primary teacher

☐Elementary

☒Middle

☒High School

Teaching Fellows Definition: The NCAS Teaching Fellow Program is an intense but rewarding year-long classroom experience that will provide each Teaching Fellow with extensive professional development of the curriculum and experience teaching science as well as invaluable knowledge of the most rigorous and effective teaching practices that maximize instructional time, while also having a very tangible opportunity to identify and implement strategies that create rapid growth and drive student achievement.

Purpose: NCAS Fellows are hired into the areas of Science, Social Studies, and Language Arts. Fellows will collaborate with their Lead Teacher and department members to maximize and drive student growth General Steps 1. Student is scheduled to their regular Math,

Science, or Language Arts course in the Period schedule of IC

2. The Lead Teacher is listed as the Primary teacher on the course in the Period schedule

3. The NCAS Fellow is listed as the second teacher on the course in the Period schedule

4. NCAS Fellow is responsible for taking attendance and assigning grades

☐Elementary

☒Middle

☐High School

*If a course section cannot be created, work with DoTS to add the appropriate section using the New Section Request Form


http://techtraining.dpsk12.org/ic/QRG_PDF/Scheduling/NewSecReqForm.pdf



Non-Credited Course Codes

Elementary Middle High

Regular and GT Education (Alt2) These intervention courses can be used to capture subject specific GT and Intervention support interactions 90681 Intervention Writing 90682 Intervention Reading 90683 Intervention Mathematics 90684 Intervention Science 90685 Intervention Social Studies 90686 Intervention Attendance/Behavior

Regular Education (Alt2) These intervention courses can be used to capture subject specific GT and Intervention support interactions 08190 NC Intervention Writing 08191 NC Intervention Reading 08192 NC Intervention Mathematics 08193 NC Intervention Science 08194 NC Intervention Social Studies 08198 NC Intervention Attendance/Beh

Regular Education (Alt2) These intervention courses can be used to capture subject specific GT and Intervention support interactions 08196 NC Intervention Writing 08181 NC Intervention Reading 08182 NC Intervention Mathematics 08183 NC Intervention Science 08184 NC Intervention Social Studies 08195 NC Intervention Attendance/Beh

Special Education (Alt2) These intervention courses can be used to capture subject specific SpEd support interactions 90781 Intervention Writing 90782 Intervention Reading 90783 Intervention Mathematics 90784 Intervention Science 90785 Intervention Social Studies

Special Education (Alt2) These intervention courses can be used to capture subject specific SpEd support interactions 18190 NC Intervention Writing 18191 NC Intervention Reading 18192 NC Intervention Mathematics 18193 NC Intervention Science 18194 NC Intervention Social Studies

Special Education (Alt2) These intervention courses can be used to capture subject specific SpEd support interactions 18196 NC Intervention Writing 18181 NC Intervention Reading 18182 NC Intervention Mathematics 18183 NC Intervention Science 18184 NC Intervention Social Studies

Dual-Language/TNLI (Alt2) These courses are used to capture the Spanish speaking teachers interactions in a Dual-Language teaching partnership and at TNLI schools 90687 Mathematics – Spanish 90688 Science – Spanish 90689 Social Sciences – Spanish 90690 Reading – Spanish 90696 Writing – Spanish

General ELD (Alt1) These English Language Development classes are used to assign the appropriate teacher to the Alt1 of IC working with students on ELD 90945 ECE ELD 90045 KG ELD 90145 1st ELD 90245 2nd ELD 90345 3rd ELD 90445 4th ELD 90545 5th ELD ESL (Alt1) These English Language Development classes are used to assign the ELA Resource teacher to the Alt1 of IC working with students on ELD 90546 ES

General ELD (Alt1) These English Language Development classes are used to assign the appropriate teacher to the Alt1 of IC working with students on ELD Please see Master Course Catalog which can be found on the Transcript and Course Code Support site.

General ELD (Alt1) These English Language Development classes are used to assign the appropriate teacher to the Alt1 of IC working with students on ELD Please see Master Course Catalog which can be found on the Transcript and Course Code Support site.

General SLD (Alt1)




These Spanish Language Development classes are used to assign the ELA Resource teacher to the Alt1 of IC working with students on SLD 90946 ECE SLD 90046 KG SLD 90146 1st SLD 90246 2nd SLD 90346 3rd SLD 90446 4th SLD 90546 5th SLD

General ESL Support (Alt2) These intervention courses can be used to capture non-subject specific ESL support interactions 90546 ESL Support

General ESL Support (Alt2) These intervention courses can be used to capture non-subject specific ESL support interactions 08200 NC ESL Support

General ESL Support (Alt2) These intervention courses can be used to capture non-subject specific ESL support interactions 08197 NC ESL Support

General SSL Support (Alt2) These intervention courses can be used to capture non-subject specific SSL support interactions 90548 SSL Support

General SSL Support (Alt2) These intervention courses can be used to capture non-subject specific SSL support interactions 08291 NC SSL Support

General SSL Support (Alt2) These intervention courses can be used to capture non-subject specific SSL support interactions 08290 NC SSL Support

General GT Support (Alt2) These intervention courses can be used to capture non-subject specific GT support interactions 90706 GT Enrichment/Support

General GT Support (Alt2) These intervention courses can be used to capture non-subject specific GT support interactions 08205 GT Enrichment/Support

Student Access (Alt2) These courses can be used to provide teachers access to their student’s data 90962 Elem Student Access

Student Access (Alt2) These courses can be used to provide teachers access to their student’s data 81199 MS Student Access

Student Access (Alt2) These courses can be used to provide teachers access to their student’s data 81198 HS Student Access

Credited Course Codes

Middle High

Regular Education (Period Schedule) These courses can be used to capture subject specific credited interventions 08185 Intervention Reading 08186 Intervention Mathematics 08187 Intervention Science 08188 Intervention Social Studies 08189 Intervention Writing

Regular Education (Period Schedule) These courses can be used to capture subject specific credited interventions 04961 Intervention Reading 04962 Intervention Math 04963 Intervention Science 04964 Intervention Social Studies 04972 Intervention Writing

Special Education (Period Schedule) These courses can be used to capture subject specific credited SpEd interventions 18185 Intervention Reading 18186 Intervention Mathematics 18187 Intervention Science 18188 Intervention Social Studies 18189 Intervention Writing

Special Education (Period Schedule) These courses can be used to capture subject specific credited SpEd interventions 14961 Intervention Reading 14962 Intervention Math 14963 Intervention Science 14964 Intervention Social Studies 14972 Intervention Writing


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