Restructuring the Intermediate Elementary School Day?

As new curriculum avenues are introduced, I continue to wonder how we can reschedule the day to better meet student needs.  As I've mentioned before, the day is like a giant math problem with multiple goals and variables.

My latest model for this is depicted below.  Note that this schedule responds to the specific programs, staffing and scheduling needs of the school program.

This solution involves embedding a number of teaching strategies within one time period.  Note also that this schedule has been created from a classroom teacher's point of view, and would need to include a discussion of leaders and specialist teachers as well before implementation as I'm sure there are considerations I haven't thought of.

As we think about reworking the day, here are some other considerations as well:

Skills Boost Lab: Our system has signed on to a number of online programs which serve to boost students' reading and math skills.  The online programs have good track records, but demand consistency.  The trouble has been that I haven't focused enough lab time and staffing for that skills boost lab.  To do it well, I need between six and ten 20-minute periods for this each week.

Project Lab: The model I use for this works fairly well, except this year my class has 25 and the addition of three students over last year's numbers has made it more difficult to get to all the edits, meetings and coaching.  Yet, the model of a focus lesson, project menu and student independent/group  over a one hour to two hour period works great.  There's lots of learning, collaboration and self confidence. The use of easy-to-access online menus is really helpful in this process. Note that we have substantial tech availability which supports this effort well.

Direct Teaching: There are times when direct teaching is essential.  If the intro is engaging enough to enlist attention and investment, I find that these times work well.

Independent Work: Again if the rationale makes sense and is meaningful to students, they will engage well in independent work.  Independent work is typically assessment work.

The employment of our wonderful teaching assistants to run a skills boost lab for my class and other fourth grade classes will be beneficial.  That will make one positive difference when it comes to meeting the needs of struggling students.  It's also possible that while students rotate through the skills' lab, others can work on independent reading, writing and editing efforts.

In addition, if we differentiate our work with regard to project base learning so that teachers are taking on the responsibility of specific areas, that could also boost our ability to teach all content in deep and meaningful ways.

As new, valuable programs are brought into the mix, we need to think differently about staffing and scheduling to meet all students' needs well.  What creative scheduling do you employ to meet this need?