Multi-tiered system of supports (MTSS) is a schoolwide framework that requires coordination and collaboration across staff (Coyne et al., 2024). When implemented effectively, MTSS integrates data and instruction within a multi-level prevention system to maximize student success. An important infrastructure mechanism of MTSS is a coordinated master schedule, which is a school-wide timetable that organizes existing resources and staff to support staff and students. However, scheduling is often cited as a common barrier to implementing MTSS, particularly in secondary schools (Durrance, 2025). Teachers report there’s often not enough time for all the tasks that must be done in a day, particularly for interventions (Merle et al., 2022; O’Donnell et al., 2024). Within this article, we share examples and common strategies for scheduling time for interventions.
Four Ways to Schedule Time for Interventions
Schedule a Common Time for All Students to Receive Interventions
A common intervention and enrichment time (sometimes called “What I Need” or WIN time) ensures all students get the additional support they need, prevents students in interventions from missing core content, and reduces the stigma for students needing additional assistance. At the elementary level, a common time can be scheduled directly into the day, such as building a 30-minute period into the day. At the secondary level, schools can reduce the time of each class by a few minutes to find time for WIN. For example, with a six-period day, each class can be reduced by four minutes, creating a 24-minute block for intervention and enrichment time.
Provide Interventions Across Grade-Levels
Schedule a common intervention time for students in a grade band (e.g. K-1, 6-8, etc.). Grouping students with the same instructional need, regardless of grade level, provides more flexibility for creating intervention groups.
Stagger Dedicated Intervention Blocks
Providing a different intervention time for grade levels or grade bands ensures that staff who provide multiple interventions have separate times to serve each grade level. When scheduling for intervention providers, include enough time for planning, preparing materials, and reviewing student data.
Incorporate Intervention Time Into Existing Classes
Schools can use the following options to build intervention time into their currently scheduled activities:
- Schedule longer instructional blocks that allow for core instruction and intervention time during the same class. In this option, teachers provide core instruction for all students and then offer dedicated intervention time for certain students. Students who do not need intervention can participate in enrichment or a study hall.
- Use a portion of study hall, homeroom, or lunch period to provide tutoring and/or interventions. Provide small doses (i.e., 10-20 minutes) of targeted intervention during non-instructional periods. Ensure intervention support does not interfere with essential student activities (e.g., eating lunch, assignment completion, classroom community building activities, etc.).
- Use elective periods to provide interventions for students with additional needs. When choosing this option, ensure that students can flexibly move between interventions and electives in the middle of the quarter or semester.
Scheduling Considerations
Maximize the Time You Have
Even if it is not possible to adjust the schedule, schools still can increase student opportunities to respond within the current schedule. This includes giving students more practice during the schedule intervention time and across the day. Schools can also teach consistent routines to minimize transition times, increase the explicitness of instruction to make it more effective, and use peer learning strategies to increase student engagement.
Start Simple: Prioritize Core Instruction, Interventions, and Data-Based Decision Making
Schools have time for almost anything. They just don’t have time for everything. Start by scheduling your instructional priorities (e.g., core instruction, interventions, data-based decision making (DBDM), and state-mandated instructional activities) and recognize that you will not have enough time in the day for everything.
Schedule Dedicated Time for Teams to Analyze Data
Teachers need time to come together, look at data, and make changes to instruction. Schools can find time for teachers to meet regularly by considering:
- The time available before or after school;
- The time before late-start days or time after early-release days;
- Common planning time during the day;
- Staff assignment during electives, specials, and study halls; and
- Taking advantage of a four-day instructional week, with Fridays reserved for data analysis.
Additionally, teachers should have a structure when reviewing data to ensure their time together is efficient and well used. For example, teams can use the steps of the problem-solving model to organize data meetings.
Identify Time to Gather Data
Schools schedule core instruction and intervention time for students, and they schedule time for staff to meet as teams for collaboration and data-analysis. It’s easy to forget to reserve time to gather the data. Identify time for staff to gather the data, including screening data, progress monitoring data, and fidelity data.
Know When to Re-Evaluate and Make Changes as Needed
Schedules are living documents that should change as the needs of students and staff change. Use student data and feedback from staff to revise and improve your schedule annually. Aim to improve your schedule regularly and recognize that it’s okay if it’s not perfect.
Within this article, we outlined ideas to find time for interventions as part of the master schedule. It’s important to keep in mind that there isn’t one solution that will work for everyone. As schools implement master scheduling, they have to consider strategies that fit best into their current system. This may involve thinking outside of the box and asking people to adjust their roles. When master schedules are implemented well, they include adequate time for interventions and instruction for students, time for staff to meet, and time for data analysis.
Access these resources to support your scheduling decisions:
- MTSS Scheduling Tip Sheet
- Strategies for Scheduling: How to Find Time to Intensify and Individualize Intervention
- Three Ways to Save Time with MTSS
References
Coyne, M. D., Oldham, A., Gage, N. A., Burns, D., Leonard, K., Gillis, M., ... & White, J. (2024). The effects of comprehensive and coordinated tier 1 classroom reading instruction implemented within a multi-tiered system of support (MTSS) framework as part of a state reading initiative. The Elementary School Journal, 125(2), 347-366.
Durrance, S. (2025). Implementing MTSS in secondary schools: Challenges and strategies. Greensboro, NC: SERVE Center at UNC Greensboro. Retrieved from https://serve.uncg.edu/wp-content/uploads/2025/03/MTSS-Strategies-and-Resources-Reference-Updates_Final_2.2025.pdf
Merle, J. L., Larson, M. F., Cook, C. R., Brewer, S. K., Hamlin, C., Duong, M., McGinnis, J. L., Thayer, A. J., Gaias, L. M., & Lyon, A. R. (2022). A mixed-method study examining solutions to common barriers to teachers' adoption of evidence-based classroom practices. Psychology in the Schools, 59(9), 1825-1843. https://doi.org/10.1002/pits.22732
O'Donnell, K. E., Shen, L., Stratford, D. C., Candelaria, P. Y., & Clemens, N. H. (2024). Integrating a self-regulation intervention within a Tier-2 academic intervention. Intervention in School and Clinic, 60(1), 17-27. https://doi.org/10.1177/10534512241253828
MTSS Center staff, including Sara Evans, Tessie Bailey, and Kat Pfannenstiel, contributed to this article.
