MTSS Architecture in Secondary Schools Scheduling Supports into

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MTSS Architecture in Secondary Schools: Scheduling Supports into the School Day Mark Balestracci, M.

MTSS Architecture in Secondary Schools: Scheduling Supports into the School Day Mark Balestracci, M. Ed. and Lindsay Kett, C. A. G. S.

MTSS at Mashpee Middle/High School • Demographics: – Grade(s) Served: 7 -12 – Enrollment:

MTSS at Mashpee Middle/High School • Demographics: – Grade(s) Served: 7 -12 – Enrollment: 729 • Selected Populations: – 24% Economically Disadvantaged – 41% High Needs – 20+% Students with Disabilities

What is a Master Schedule? “The master schedule is to a school what grading

What is a Master Schedule? “The master schedule is to a school what grading policies are to teachers and classrooms. It reveals the true beliefs, attitudes, values, and priorities of the school. The school’s master schedule is like looking at an MRI of the inner workings of a school. It is the window to the soul of the school. ” “The Master Schedule: A Culture Indicator”, (NASSP)

BETTER SCHEDULES = BETTER SCHOOLS What does your Master Schedule reveal? • • Resource

BETTER SCHEDULES = BETTER SCHOOLS What does your Master Schedule reveal? • • Resource for all staff members Tool to maximize student learning Tool to maximize staff support Flexible & Fluid

Values Collision What the master schedule contains is as important as how it is

Values Collision What the master schedule contains is as important as how it is constructed: • How do the professionals interact? • How are key decisions made? • How do staff members value input from each other; does it reveal the true beliefs & attitudes of the staff? -NASSP

Response To Student Data Be sure to consider: Is your school(s) schedule… ADULT/TEACHER or

Response To Student Data Be sure to consider: Is your school(s) schedule… ADULT/TEACHER or STUDENT/LEARNING focused?

Adult/Teacher Focus Schedule • Reflects the wants of the staff. • Few or no

Adult/Teacher Focus Schedule • Reflects the wants of the staff. • Few or no interventions. • All students are expected to complete courses in the same time frames. • No double block classes • The strongest, most experienced teachers are teaching the top students. • Best students are in the smallest classes. -NASSP

Student/Learning Focus Schedule • Reflects the needs of the students. • Multiple tiered interventions.

Student/Learning Focus Schedule • Reflects the needs of the students. • Multiple tiered interventions. • Accommodations are built into the schedule for students who need additional support (second scoop). • Strongest teachers are teaching the students with the most need. • Teachers teach both higher level courses & support level courses. • Students most in need are in the smallest classes. -NASSP

Determine your Scheduling Essentials Collaborative Planning Time for Staff SBLT Meeting Time (built-into daily

Determine your Scheduling Essentials Collaborative Planning Time for Staff SBLT Meeting Time (built-into daily schedule) Include Special Educators included in Departmental PLC’s Built-in Tier II and III Instruction that is fluid – Also providing opportunities for enrichment • Scheduling courses to correlate and allow for fluidity • Data Dashboard for ALL Staff • Moving toward a new Schedule Format (committee formed to explore alternate schedules) • •

Establish Which Data will be used to Determine Schedule Changes/Needs • MMHS Data Dashboard

Establish Which Data will be used to Determine Schedule Changes/Needs • MMHS Data Dashboard • Standardized Assessment Data (PARCC/MCAS) – Proficiency levels and Growth • STAR Reading and Math progress (benchmark) • Overall student progress across curricula • Cohort and subgroup data (i. e. students with disabilities, low-income, etc. ) • Student placement and class sizes (how are we utilizing the resources we have? )

Balancing Supports Classes with Credit -Bearing Classes • Easier in Grade 7 and 8

Balancing Supports Classes with Credit -Bearing Classes • Easier in Grade 7 and 8 because credits are not awarded. • Grades 9 -12: MMHS grants. 25, . 5, or 1. 0 elective credits depending on how long the student is in a support. (each student is in for a minimum of 10 weeks). • MMHS graduation Requirement is 24 credits – Each student actually accrues 7 per year (most graduate with a total of 26+ credits).

Making Changes to the Master Schedule • Resource Inventory and Identifying what students need

Making Changes to the Master Schedule • Resource Inventory and Identifying what students need • Look at what you need first---Then at what have--never at what you don’t have • Steps: – 1. Based upon relevant data, Identify cohort(s) of students in need of Tier II/III interventions. – 2. Explore where/how you can provide this during the school day – 3. Build the intervention blocks/classes so they are backed up to other courses (i. e. electives)

Expect Obstacles… • Change is difficult • Some contractual language can make changes difficult

Expect Obstacles… • Change is difficult • Some contractual language can make changes difficult • Special Education Staff took the longest to come around (still a work in progress for some). • Personnel needed to meet the needs of students (i. e. some larger classes in order to accommodate the support/intervention blocks). • The work is messy (it is a marathon, not a sprint) these types of changes take a while to be finetuned.

A Unified Vision Data Analysis ↕ Student Needs ↕ Scheduling ↕ Graduation Requirements ↕

A Unified Vision Data Analysis ↕ Student Needs ↕ Scheduling ↕ Graduation Requirements ↕ Program of Studies

Follow Up Questions Contact Information: Mr. Mark Balestracci, M. Ed mbalestracci@mashpee. k 12. ma.

Follow Up Questions Contact Information: Mr. Mark Balestracci, M. Ed [email protected] k 12. ma. us Mark Balestracci @MMHS_Principal Mrs. Lindsay Kett, M. A. , C. A. G. S [email protected] k 12. ma. us MMHS Counselors @MHSGuidance 1