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Seguin High debate over block vs. eight‑period schedule centers on instruction, athletics and staffing costs
Summary
Teachers, students and administrators debated whether to keep the current block schedule or move to an eight‑period day for 2025–26. District staff recommended an eight‑period day; board discussion continued with cost and program tradeoffs left unresolved.
Seguin ISD administrators and community speakers spent a large portion of the April board meeting debating whether Seguin High School should keep its block schedule or switch to an eight‑period day for the 2025–26 school year.
Supporters of the block schedule said longer class periods improve instruction in core courses and reduce daily transitions, while coaches and fine‑arts staff warned that competition schedules and daily practice needs can be harder to manage without daily contact. District staff presented an analysis showing an eight‑period day would let teachers see students daily but would require 15–20 additional full‑time teachers, with an estimated recurring personnel cost of about $1.5 million.
The argument for longer periods came most strongly from teachers who said more time allows them to use active instruction, give in‑class feedback and reduce teacher burnout. As one teacher who spoke during public comment put it, “I know that the academic progress that I'm seeing in students is undeniable.” Several students and other classroom teachers also described fewer class transitions and lighter nightly homework loads under the current four‑class (block) structure. An SHS English teacher told trustees, “My days are less stressful and less exhausting,” when teaching in longer blocks. A student who addressed the board said, “With 4 classes a day, I'm able to have time to complete my work from my classes and go home with little to 0 homework each day.”
District officials presented a staffing and logistics analysis for multiple schedule options. Interim SHS leadership and district administration recommended moving to an eight‑period, 45‑minute schedule so all teachers have a daily planning period and students can be scheduled flexibly (including double‑blocked classes where needed). The administration’s presentation said that running an eight‑period day “would allow the double‑blocking of EOC courses and flexible CTE scheduling” but warned it would complicate course selection for students who already completed course requests under the existing timeline.
Administrators repeatedly noted implementation tradeoffs: an eight‑period day can provide flexibility to double‑block EOC or CTE classes, but the district would need additional teachers and may need to alter bus schedules and lunch rotations. Trustees and staff also discussed timing: course selection for next year had already been submitted by many students, and counselors would need to rework assignments if the board adopts a different master schedule.
No final vote on the high‑school master schedule occurred at the meeting. District staff said they will continue planning, provide sample eight‑period schedules and work with SHS counselors to communicate changes to students and families if the board asks staff to proceed.
