Scheduling Guidance
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 & 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............................................................................................................. 20
MMSD Policy 3450....................................................................................................................... 21
Middle School Schedule Examples........................................................................... 22
Standard Period Schedules....................................................................................................... 22
A/B Schedules ............................................................................................................................. 23
A/B Hybrid Block ......................................................................................................................... 24
Block Schedule (4x4 and % Block Trimester) ........................................................................... 24
Trimester Block............................................................................................................................. 25
Intervention/Enrichment Options ............................................................................................. 25
Case Example............................................................................................................................. 29
Wisconsin DPI Standards............................................................................................. 31
Appendix A: Key Considerations in Scheduling an Intervention/Enrichment Block ........ 33
Instructional Planning Form (IPF)............................................................................................... 35
Instructional Planning Form Example....................................................................................... 36
MTSS Scheduling Guidance 2|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 3|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 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
Speaking and Listening, 10 min
Whole group, 5 min
Small group, 5
min Foundational Skills,
30 min
● Intensive small group, 10 min
● Strategic/benchmark small
group, 10 min
● Whole group, 10
min Reading, 15 min
● Whole group shared
reading Writing, 25 min
● Whole group, 5 min
● Small group/independent, 20
min Reading and Writing, 40 min
● Small groups
○ Oral language
○ Guided reading
○ Shared reading
● Independent reading/writing
600 minutes
Second Step
Lesson(s)
Deliver according to the curriculum 40 minutes
60 75 Math
Block/Workshop Math
● 30-45 Focus Lesson (CCLE)
● 45-30 min. Targeted Groups
360 minutes (K-1
may not be
continuous)
35 60 Social
Studies/Science/
Health
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
60 minutes per
day of either
science or social
studies clustered
by
MTSS Scheduling Guidance 4|Page
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
● 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/collaborati
on
● 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.
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
● 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 (formative/summative)
60 minutes (2 days
per week x 30
minutes each)
MTSS Scheduling Guidance 5|Page
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
Each component of the morning
meeting works to establish
instructional focus for the day:
● Greeting
● Sharing
● Group Activity
● Morning Message
90 minutes
120 120 Literacy Block
/Workshop Speaking and Listening, 10 min
Whole group, 5 min
Small group, 5 min
Reading, 15 min
● Whole group shared reading
Writing, 25 min
● Whole group
● Small group
● Independent
Reading and Writing, 40 min
● Guided reading groups
● Foundational skills small groups
● Shared reading small groups
● Oral language groups
● Word work groups
● Independent reading/writing
450 minutes
MTSS Scheduling Guidance 6|Page
Must integrate a minimum of 170 minutes
of social studies, science, and health non-
fiction reading and writing into literacy
block to meet DPI recommendations by
grade 5
Second Step
Lesson(s)
Deliver according to the curriculum 40 minutes
60 75 Math
Block/Workshop Math
● 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/collabora
tion
● 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
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
Health
Included in PE and
content workshop.
Specials Physical Education
● Warm-up
● Skill development instruction
● Physical activity/practice
● Assessment (formative/summative)
90 minutes (3 days
per week x 30
minutes each)
MTSS Scheduling Guidance 7|Page
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 (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 thStrings (5 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
For a more detailed look at instruction, resources, and times, please see the Elementary School
Instructional Components & Recommended Times
MTSS Scheduling Guidance 8|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 9|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 A for Key Considerations in Scheduling an Intervention/Enrichment
Block.
MTSS Scheduling Guidance 10|Page
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
7:55
8:00
8:05
8:10
8:15
8:20
8:25
8:30
8:35
8:40
8:45
8:50
8:55
9:00
9:05
9:10
9:15
9:20
9:25
9:30
9:35
9:40
9:45
9:50
9:55
10:00
10:05
10:10
10:15
10:20
10:25
10:30
Morn Mtg
20
Literacy
80
Recess 10
(In two
groups)
5 Mins
WIN 30
5 Mins
Morn Mtg
20
Literacy
35
WIN 30
5 Mins
5 Mins
Specials
60
5 Mins
Morn Mtg
20
WIN 30
Literacy
60
Recess 15
5 Mins
Literacy
35
Morn Mtg
20
Math
70
5 Mins
WIN 30
5 Mins
Recess 15
5 Mins
Morn Mtg
25
5 Mins
Specials
60
5 Mins
Math 70
Morn Mtg
25
5 Mins
Specials
60
5 Mins
Math 70
5 Mins
MTSS Scheduling Guidance 11|Page
10:35
10:40
10:45
10:50
10:55
11:00
11:05
11:10
11:15
11:20
11:25
11:30
11:35
11:40
11:45
11:50
11:55
12:00
12:05
12:10
12:15
12:20
12:25
12:30
12:35
12:40
12:45
12:50
12:55
1:00
1:05
1:10
1:15
1:20
1:25
1:30
1:35
1:40
1:45
1:50
1:55
2:00
Literacy Recess 15
Recess 1520 Specials
Science/SS 60
WIN 30
10 Mins 50
Literacy
Literacy 20
65
WIN 30
5 Mins
Math 20
Literacy
55
5 Mins
Lunch 30
5 Mins
5 Mins
5 Mins
5 Mins
Math 55
Literacy
90 5 Mins
5 Mins
Science/SS
45
5 Mins
Recess 15
Literacy
85
Specials Science/SS Math Science/SS Literacy
60 40 55 45 55
Lunch 30
5 Mins
Literacy 20
Lunch 30
Lunch 30
Math 60
Science/SS
45
5 Mins
Math
25
Specials
60
5 Mins
Lunch 30
Science/SS
50
Lunch 30
MTSS Scheduling Guidance 12|Page
2:05
2:10
2:15
2:20
2:25
12 Mins 12 Mins 12 Mins 12 Mins 12 Mins 12 Mins 2:30 2:35
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
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
MTSS Scheduling Guidance 13|Page
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
MTSS Scheduling Guidance 14|Page
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
MTSS Scheduling Guidance 15|Page
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 16|Page
EXAMPLE 3: Sample Schedule for an Interventionist
Monday Tuesday Wednesday Thursday Friday
Progress Monitoring
Make Up Lessons
8:00- Extended Learning Kindergarten Kindergarten
8:30 Lessons WIN WIN Kindergarten WIN Kindergarten WIN
Progress Monitoring
Make Up Lessons
8:35- Extended Learning 3rd Grade 3rd Grade
9:05 Lessons Group Group 3rd Grade Group 3rd Grade Group
Progress Monitoring
Make Up Lessons Planning/ Planning/ Planning/ Planning/ 9:10- Extended Learning
9:25 Lessons Reflection Reflection Reflection Reflection
Progress Monitoring
Make Up Lessons
9:30- Extended Learning
10:00 Lessons 1st Grade WIN 1st Grade WIN 1st Grade WIN 1st Grade WIN
Progress Monitoring
Make Up Lessons Planning/ Planning/ Planning/ Planning/ 10:05- Extended Learning
10:20 Lessons Reflection Reflection Reflection Reflection
Progress Monitoring
Make Up Lessons
10:25- Extended Learning
10:55 Lessons 2nd Grade WIN 2nd Grade WIN 2nd Grade WIN 2nd Grade WIN
Progress Monitoring
Make Up Lessons
11:00- Extended Learning Planning/Reflect Planning/Refle
11:15 Lessons ion ction Planning/Reflection Planning/Reflection
MTSS Scheduling Guidance 17|Page
Secondary Schedules (Grades 6 -12)
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 middle schools. Also
outlined is best practice for literacy and math in terms of instructional minutes
and what should occur during that block of time.
For an in-depth examination of core components and standards, instructional
elements, resources, and minutes of instruction in grades 6 – 8, please see the MS
Instructional Minutes and Resources document.
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. How should exploratory classes be scheduled in relation to other subjects?
(Middle School)
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
MTSS Scheduling Guidance 18|Page
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?
9. For Algebra I, is there a time and space built in to the schedule for
students to access and engage with devices on a regular basis or up to
40% of the instructional time?
10. Where will Second Step lessons (6-8) be taught? And by whom?
MTSS Scheduling Guidance 19|Page
Formula 28:1 Student - Teacher Ratio (30 Max in class)
# of
Sections
# of Students (28
students - 30max) S-T RatioRange Buffer
0
2
4
6
8
10
12
14
16
18
20
22
24
26
28
30
32
34
36
38
40
42
44
46
0 0 14 Principal Discretion
1 15 28 15:1 28:1
2 29 56 14:1 28:1
3 57 84 19:1 28:1
4 85 112 21:1 28:1
5 113 140 22:1 28:1
6 141 168 23:1 28:1
7 169 196 24:1 28:1
8 197 224 24:1 28:1
9 225 252 25:1 28:1
10 253 280 25:1 28:1
11 281 308 25:1 28:1
12 309 336 25:1 28:1
13 337 364 25:1 28:1
14 365 392 26:1 28:1
15 393 420 26:1 28:1
16 421 448 26:1 28:1
17 449 476 26:1 28:1
18 477 504 26:1 28:1
19 505 532 26:1 28:1
20 533 560 26:1 28:1
21 561 588 26:1 28:1
22 589 616 26:1 28:1
23 617 644 26:1 28:1
Scheduled Tight - Formula 28:1 Student - Teacher Ratio (30
Max in class)
# of
Sections
# of Students (28
students - 30max) S-T RatioRange Buffer
0
2
4
6
8
10
12
14
8
9
10
11
12
13
14
8
8
9
9
10
10
11
11
12
0 0 14 Principal Discretion
1 15 28 15:1 28:1
2 29 56 14:1 28:1
3 57 84 19:1 28:1
4 85 112 21:1 28:1
5 113 140 22:1 28:1
6 141 168 23:1 28:1
7 169 196 24:1 28:1
8 197 232 24:1 29:1
9 233 261 25:1 29:1
10 262 290 26:1 29:1
11 291 319 26:1 29:1
12 320 348 26:1 29:1
13 349 377 26:1 29:1
14 378 406 27:1 29:1
15 407 442 27:1 29:1
16 443 472 27:1 29:1
17 473 501 27:1 29:1
18 502 531 27:1 29:1
19 532 560 28:1 29:1
20 561 590 28:1 29:1
21 591 619 28:1 29:1
22 620 649 28:1 29:1
23 650 678 28:1 29:1
Cost Comparison Chart
Less Expensive More Expensive
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.
6 Period Schedule: Daily meeting
Standard Period Schedules Total time per course is more than all
but 6 A/B rotating schedule
Percentage of core-67% is more than
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Period 7
Period 8
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 Hybrid A/B Rotating Schedule:
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
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
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
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
possibilitiesAdaptations 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 Class 1 Class 6 Class 11 1 .5 CR .5 CR .5 CR
Block Class 2 Class 7 Class 12 2 .5 CR .5 CR .5 CR
Block Class 3 Class 8 Class 13 3 .5 CR .5 CR .5 CR
Block Class 4 Class 9 Class 14 4 .5 CR. .5 CR. .5 CR.
Block Class 5 Class 10 Class 15 5 .5 CR .5 CR .5 CR
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
Intervention/Enrichment Options (I/E)
MTSS Scheduling Guidance 25|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 29|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 orunder
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 healthteacher.
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. Stat)
MTSS Scheduling Guidance 31|Page
WORLD LANGUAGES:
118.17 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.
121.02(1)(L)
Provide regular instruction in foreign language in grades 7 and 8
Access shall be provided to students each year to study foreign language
in grades 9 through 12
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
topupils.
MTSS Scheduling Guidance 32|Page
Appendix A: 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 strategyto 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
studentperformance.
6) Measurement Strategies: how, what, where, who, progress
monitoring schedule
7) Decision-Making: frequency of data collection, decision
rules, schedule for problemsolving meetings
8) Support for Plan: how and who will support the plan
including fidelity/integrity of intervention and data
collection
MTSS Scheduling Guidance 35|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/da
y 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
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