TASC: Teams in Academic Service

CentersA Model for Intervention and

Extension within the School Day

A presentation to the2012 Showcase of Model School Programs

NEASC/CPSSOctober 11, 2012

Overview

I. Definition of TASCII. Development of TASCIII. TASC in Daily PracticeIV. Student and Staff FeedbackV. Further Developments

Introduction of Our Story

“It takes just one student to bring about change, as long as there is a staff member there to listen.”

TASC is a program that:o involves teachers, paraprofessionals,

specialists, guidance counselors, and administrators

o for the purpose of providing supports, interventions and extensions to students

o during the regular school day.

Definition of TASC

Phase I: To build an infrastructure for academic and behavioral interventions/ supports for students in an RTI model

Phase II: To provide opportunities for targeted interventions and Extended Learning Opportunities (ELOs)

Goals of TASC

Planning phase (started Fa 2010)

Planning team work (Fa 2010-Sp 2011)

Graduated rollout to staff (Sp 2011)

Implementation phase (AY 2011-12)

Further refinements (Sp 2012)

Timeline

43 minute school-wide intervention block

Mandatory for all students

Student-initiated booking options

On-demand pre-bookings by teachers

Credit for attendance and active engagement

TASC Structure

Homework completion

Access to library, computer/language labs

Work on VHS or VLACS courses

Documented ELOs

Access to PE/music resource areas

Guest speakers

Booking Options

TASCWhat it is …What it is not …

• personal• academic• student-driven• targeted• directed• successful

• study hall

• advisory

• social time

• class

Essential Question

How do we create an intervention block of time within a high school setting to meet the learning needs of all students?

NEASC Standards

Support Standard 5: School Culture and Leadership3 - There is a formal, ongoing program through which each student has an adult in the school, in addition to the school counselor, who knows the student well and assist the students in reaching 21st CLE.

that direct and support our work

NEASC Standards

Support Standard 5: School Culture and Leadership10 - Teachers exercise initiative and leadership essential to the improvement of the school and to increase students’ engagement in learning.

that direct and support our work

NEASC Standards

Support Standard 6: School Resources for Learning

1 - The school has timely, coordinated, and directive intervention strategies for all students, including identified and at-risk students, that support each student’s achievement of 21st CLE.

that direct and support our work

Developing TASC

From the Advisory Model to TASC

Giving up control

Developing TASC

Interdisciplinary orientation

Time commitment

Feedback and focus groups

AdjustmentsBell Schedule

7:25 Warning Bell I

7:30 Warning Bell II

7:35-9:00 Block I

9:05-10:45 Block II

10:50-12:50 Block III

12:55-2:20 Block IV

2:20 Dismissal

7:25 Warning Bell I7:30 Warning Bell II7:35-8:54 Block I8:58-10:17 Block II10:21-11:04 TASC11:08-12:57 Block III1:01-2:20 Block IV2:20 Dismissal

Challenges We MetWill TASC constitute another prep?

Will students be invested without a grade component?

How will we achieve accountability with that many students in transit after Block II?

Should faculty be assigned their own students?

The Relevance of TASC

Logistics ChallengesComputer Scheduling

270,000 possible permutations/week

Google Docs for Education

“BookMeNow” (not the actual name)

TASCMaster custom software

Live Demo:Personalized Booking

Process

Student ExperiencesWith TASC

1/23/2012 6/4/2012

Do you like TASC? (1=not so much, 5=TASC is great!)

TASC Student Surveys

1/23/2012 6/4/2012

What do you do while at TASC?

TASC Student Surveys

1/23/2012 6/4/2012

Do you think TASC is a good idea? (Average on a 5-point scale)

TASC Student Surveys

6/26/2012

Percentage of respondents who thought the TASC block was a good idea.

TASC Staff Survey

94%

6/26/2012

Percentage of respondents who thoughttheir time is being used effectively during TASC.

TASC Staff Survey

78%

6/26/2012

Percentage of respondents who perceive that students produce more work as a result of TASC.

TASC Staff Survey

96%

6/26/2012

Percentage of respondents who perceive that students produce higher-quality work as a result of TASC.

TASC Staff Survey

87%

6/26/2012

Percentage of respondents who value the TASC block for giving them the time to focus on and assist students.

TASC Staff Survey

79% 1st choice

6/26/2012

We have achieved solid faculty and student buy-in but we need to …

become better at identifying students with motivational challenges

explore ways to establish second tier of interventions

open opportunities for more talented students to assist targeted students

TASC Staff SurveyAdditional findings

What’s next for TASC? Service learning projects Peer-to-peer tutoring opportunities Community service Dedicated digital portfolio activities Onsite internship opportunities Tier II Interventions

Data gathering

Screening

Plan for instruction

Personalized Intervention

Progress Monitoring

Assessment

Content area check-in

Tier II Intervention Cycle

Review Definition of TASC as an RTI model in

a high-school setting Development from advisory to TASC,

challenges we met Daily practices of TASC informed by

student and staff feedback Further developments of the TASC

model (extensions, Tier II)

“Relentless Pursuit”

Thank you for attending our session!

This presentation will be available at http://conval.edu/schools/CVHS/tasc-model