ABSTRACT
Middle school educators charged with the responsibility of creating the school schedule face the gargantuan task of integrating and balancing a dizzying array of programs, accommodating the choices of students and their parents, and meeting the teaching preferences of teachers. Middle schools serving a high number of at-risk students may find that none of the schedules offered in previous chapters truly provides the organizational structure that they need for students who must be scheduled in numerous types of extended or "puH-out" programs, often with a specialized teacher, such as an LD Resource, a Talented and Gifted (TAG), an English as a Second Language (ESL), or aremedial mathematics/reading teacher. Schools with extensive support services may need a schedule that can:
• Provide students with instructional support without having them miss teacher-directed instruction in other classes;
• Give students access to such programs without fragmenting the school day for themselves and other students; and
• Provide regular teachers, at least in reading/language arts and mathematics, smaller classes at various times du ring the school day and/or week.
