Integrating Intervention Systems into High School Schedules
One of the biggest challenges in implementing intervention systems like MTSS (Multi-Tiered System of Supports) in high schools is finding space in the already packed schedule. With increased academic demands, extracurricular activities, and students moving between multiple subjects, high schools can struggle to fit in additional time for targeted support. However, with thoughtful planning and a few creative strategies, intervention systems can be successfully woven into the high school day.
Here’s a guide to integrating intervention systems into high school schedules effectively.
Why Are Intervention Systems Important in High Schools?
Intervention systems aim to provide tiered support for students who need extra help, ensuring they don’t fall behind academically or behaviorally. These systems are especially crucial in high school, where the increased demands of coursework and the pressures of preparing for life beyond graduation can overwhelm some students.
Without structured interventions, students who struggle academically or socially can disengage, leading to lower graduation rates, poor academic performance, and an increased likelihood of dropping out. Finding time for these interventions within a high school schedule ensures that all students have the support they need to succeed.
1. Designate an "Intervention Period" or Flex Time
One of the most popular strategies is building a dedicated intervention period or flex time into the daily or weekly schedule. Here’s how:
Daily or Weekly Intervention Block: Many high schools create a 20-30 minute block each day or a few times a week for interventions. This period can be used for tutoring, academic enrichment, or social-emotional learning, depending on students’ needs.
Flex Time: Some schools offer flex periods where students can choose how to use their time. Those needing intervention can attend support sessions, while others might participate in enrichment activities, clubs, or study halls.
Example: A high school might run classes from 8:00 AM to 3:00 PM but have a 30-minute flex period from 10:30 to 11:00 AM every day. During this time, students attend assigned interventions, or if not in need, they work on independent study or extracurriculars.
2. Create Block Scheduling with Built-In Intervention
In block scheduling, students attend fewer classes per day but for longer periods (typically 90 minutes). Schools using this model often find more flexibility to insert intervention time into the day. Here’s how:
Split Blocks: Dedicate part of a class block for interventions, while the other portion covers new instruction. For example, 60 minutes might be focused on new lessons, and 30 minutes on interventions or skill-building.
Alternating Days: If students attend classes every other day, the alternate days could include time for remediation, intervention, or credit recovery. This model gives students the focused time they need without adding additional periods to their day.
Example: A school might have a 90-minute math class every Monday, Wednesday, and Friday, with 60 minutes of instruction and the final 30 minutes designated for individualized support.
3. Use Advisory or Homeroom for Interventions
Many high schools have advisory periods or homeroom at the beginning or end of the day. This time can be repurposed for interventions by adding structured academic support or check-ins. This is particularly helpful for Tier 2 or Tier 3 interventions, where students need targeted or individualized support.
Targeted Advisory: Students needing intervention are grouped with specific teachers during advisory periods for personalized support, while others engage in general activities or study.
Rotating Intervention Weeks: Use advisory or homeroom time to focus on different subjects each week. For example, one week might be dedicated to math interventions, while another focuses on reading or social-emotional learning.
4. Offer Before or After-School Intervention Programs
If the school day itself cannot accommodate intervention periods, some schools offer before-school or after-school intervention programs. These programs provide structured support outside of regular class hours for students needing additional help.
Morning Sessions: If feasible, offer tutoring or skill-building sessions 30 minutes to an hour before school starts.
After-School Support: Establish academic or behavioral support programs after school, especially for students who need more intensive, Tier 3 interventions.
While this may not work for all students due to transportation or family schedules, offering before- or after-school interventions can be a powerful way to give additional support without disrupting the regular school day.
Conclusion
Integrating intervention systems into high school schedules is essential to support struggling students, but it requires creativity and flexibility. By utilizing strategies like intervention periods, block scheduling, advisory, or before or after-school programs schools can ensure that interventions happen consistently and effectively. Ultimately, building intervention time into the high school day helps students succeed academically, behaviorally, and socially—preparing them for graduation and life beyond.
By taking these steps, schools can create a balanced schedule that allows for both rigorous academic instruction and the necessary interventions to support every student’s success.
Take a look at our Intervention Bundle for resources on academic interventions and different intervention models.
