TASC: Teams in Academic Service Centers: A Model for Intervention and Extension within the School Day. A presentation by ConVal Regional High School to the NEASC/CPSS Conference 2012 Showcase of Model School Programs, October 11, 2012, Westford Regency Inn and Conference Center, Westford, MA.

1. TASC: Teams in
Academic Service
Centers
A Model for Intervention and
Extension within the School Day

2. A presentation by
ConVal Regional High School
to the
NEASC/CPSS Conference
2012 Showcase of Model School Programs
October 11, 2012
Westford Regency Inn and Conference Center
Westford, MA

3. Overview
I. Definition of TASC
II. Development of TASC
III. TASC in Daily Practice
IV. Student and Staff Feedback
V. Further Developments

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

5. Definition of TASC
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.

6. Goals 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, Extended
Learning Opportunities (ELOs), etc.

7. Timeline
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)

8. TASC Structure
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 engage-
ment

9. Booking Options
Homework completion
Access to library, computer/language labs
Work on VHS or VLACS courses
Documented ELOs
Access to PE/music resource areas
Guest speakers

10. TASC
What it is not … What it is …
• study hall • personal
• academic
• advisory
• student-driven
• social time • targeted
• directed
• class • successful

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

12. NEASC Standards
that direct and support our work
Support Standard 5:
School Culture and Leadership
3 - 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.

13. NEASC Standards
that direct and support our work
Support Standard 5:
School Culture and Leadership
10 - Teachers exercise initiative and leadership
essential to the improvement of the school and
to increase students’ engagement in learning.

14. NEASC Standards
that direct and support our work
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.

15. Developing TASC
From the Advisory Model to TASC
Giving up control

16. Developing TASC
Interdisciplinary orientation
Time commitment
Feedback and focus groups

17. Challenges & Benefits –
What is your Experience?

18. Adjustments
Bell Schedule
7:25 Warning Bell I 7:25 Warning Bell I
7:30 Warning Bell II 7:30 Warning Bell II
7:35-8:54 Block I
7:35-9:00 Block I
8:58-10:17 Block II
9:05-10:45 Block II
10:21-11:04 TASC
10:50-12:50 Block III 11:08-12:57 Block III
12:55-2:20 Block IV 1:01-2:20 Block IV
2:20 Dismissal 2:20 Dismissal

19. Challenges We Met
Will 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?

20. The Relevance of TASC

21. Logistics Challenges
Computer Scheduling
270,000 possible permutations/week
Google Docs for Education
“BookMeNow” (not the actual name)
TASCMaster custom software

22. Live Demo:
Personalized Booking
Process

23. Student Experiences
With TASC

24. TASC Student Surveys
5%5%5% 2% 3%
3%
17%
29% 37%
25%
32% 38%
1 2 3 1 2 3
4 5 n/a 4 5 n/a
1/23/2012 6/4/2012
Do you like TASC? (1=not so much, 5=TASC is great!)

25. TASC Student Surveys
8%
16% 5% 4%
5% 19%
8%
13%
11%
9%
47%
53%
Getting help Homework Research/Study
Socializing Art/Music Nothing
1/23/2012 6/4/2012
What do you do while at TASC?

26. TASC Student Surveys
5
4
4.00
3.60
3
2
1
1/23/2012 6/4/2012
Do you think TASC is a good idea? (Average on a 5-point scale)

27. TASC Staff Survey
94%
Percentage of respondents who thought
the TASC block was a good idea.
6/26/2012

28. TASC Staff Survey
78%
Percentage of respondents who thought
their time is being used effectively during TASC.
6/26/2012

29. TASC Staff Survey
96%
Percentage of respondents who perceive that
students produce more work as a result of TASC.
6/26/2012

30. TASC Staff Survey
87%
Percentage of respondents who perceive that students
produce higher-quality work as a result of TASC.
6/26/2012

31. TASC Staff Survey
79% 1st choice
Percentage of respondents who value the TASC block for
giving them the time to focus on and assist students.
6/26/2012

32. TASC Staff Survey
Additional findings
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
6/26/2012

33. 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

34. Tier II Intervention Cycle
Content area Data
check-in gathering
Assessment Screening
Progress Plan for
Monitoring instruction
Personalized
Intervention

35. TASC In Daily Practice

36. 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)

37. “Relentless Pursuit”

38. Questions & Answers
Teacher & Student Experiences:
Nancy, Caroline & Kaitlyn
TASC Team/Development:
Shawn
Tier II Interventions:
Gib
Administration/Software:
Brian and Joe

39. Thank you for attending our session!
This presentation will be available at
http://conval.edu/schools/CVHS/tasc-model