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Committee studies high‑school master‑schedule options; goal is more credits and built‑in intervention time
Summary
Administrators described visits to 11 high schools to study master‑schedule variations (4x4 block, A/B block, 7–8 period days). The committee's criteria: increase credit opportunities, embed intervention/enrichment, increase teacher collaboration and reduce student stress.
Committee members received an update on a district review of high‑school master schedules.
Administrators said they visited 11 schools with a range of schedules (4x4 block, A/B block, 7–8 period days, flex/advisory models) and will continue evaluations. The committee identified four evaluation priorities: expand credit opportunities, embed intervention and enrichment time across the day, create time for teacher collaboration, and reduce student stress. The district plans to run schedule models in the student‑information system sandbox (eSchoolPlus) to examine staffing, credit requirements and transportation implications before any recommendation.
Presenters also discussed operational considerations—attendance/absence impacts on block schedules, transition times, staffing implications and potential phase‑in effects on class rank and course selection. Administrators said additional analysis of educational impact metrics (keystone results, AP outcomes, graduation rates, attendance, disciplinary incidents) will inform whether and how to proceed.
No schedule change was approved; the committee expects further review and possible recommendations next year if a model proves to meet the district's criteria.
