RFISD unveils centralized secondary program guide, school leaders propose seven‑period day to reduce study halls and boost CCMR

Rockport‑Fulton Independent School District staff presented a new secondary program guide and discussed a proposed seven‑period master schedule intended to reduce noncredit study halls, increase time in CTE pathways and raise college‑, career‑and‑military readiness (CCMR) for high‑school students.

The guide, presented at the board’s central office reports, compiles district course policies, graduation plans and program‑of‑study sequences and is intended as a single reference for students, parents and staff. Dr. Carter, Rockport Fulton High School principal, said the guide includes a clickable table of contents, references to applicable education code and clarifies enrollment procedures, credit recovery and CCMR pathways.

Board members were told that, on arrival last spring, campus leaders found the district had “less than 30% CCMR ready.” Amber Ladd, dean of career and technical education, said the district’s work has raised that figure to 62% as of the presentation, and leaders set a target of about 85% over time. Dr. Carter and Ladd credited success advisers and partnerships with Texas A&M University–Corpus Christi and Del Mar College for allowing students to earn college hours and industry credentials while in high school.

Why it matters: Board members said the guide and schedule change are intended to make students’ course choices meaningful and to stop assigning students to local study‑hall or aid periods that do not earn state credits. District staff said about 360 students were scheduled in study halls or office‑aid roles this year; the presenters estimated that reallocating those assignments could equal roughly 2.5 full‑time teaching positions worth of instructional time.

What staff proposed: The program guide aligns course sequences with endorsement requirements, lists seven programs of study (diagnostic and therapeutic, welding, plant science, maritime, culinary, teaching and learning, and graphic design) and explains how students enter endorsements and how those choices appear on transcripts. Amber Ladd described the Pirate P‑TECH Academy, which offers welding and health‑science students dual‑credit and industry certification opportunities. Dr. Carter said the guide outlines graduation options including a 22‑credit minimum diploma path and the foundation/distinguished plans that typically require 26 credits.

Schedule discussion: Campus leaders explained the district has operated under eight‑period days for two years and said a seven‑period day could provide more structured instructional time, reduce the number of students placed in noncredit study halls and better align students to complete a CTE pathway or endorsement. Presenters cautioned that the change would require students to make course choices earlier and that some current ninth‑ and tenth‑grade students may face more constrained elective options as schedules are rebalanced.

Public‑facing guidance and process: Staff said counselors have been conducting one‑on‑one course‑selection meetings; students entering ninth grade must select an endorsement under state rules, and the district will require parent permission to change an endorsement after initial selection. Presenters emphasized the plan is intended to be flexible — students may change endorsements when space allows — and encouraged families to work with counselors for clarity.

Board response and next steps: Trustees thanked the team for the guide and the outreach to student leaders (SALT). Trustees were told that the master schedule is an administrative decision and not a board action item; the presentation was informational and intended to solicit trustee feedback. Staff said they will continue to refine the guide and the schedule proposal and will communicate with families about potential course limitations and counselor supports.

Ending: District leaders asked community members with questions to contact counselors or the central office; they said additional refinements will be made to the guide as staff identify clarifying language or sequencing issues.