Holliston High School shifts to seven‑period rotating day; graduation credits reduced by one
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Summary
High‑school leaders presented a new schedule with 64‑minute periods, a 41‑minute daily SEL/DSB block, and a seven‑day rotation in which two periods drop each day. The committee approved the structural changes and administrators said graduation requirements will drop from 26 to 25 credits, with most adjustments to electives.
High‑school administrators presented a redesigned schedule and program‑of‑studies preview to the Holliston School Committee, saying the goal is to preserve academic breadth while simplifying course structures.
The proposed framework uses 64‑minute class periods, a daily 41‑minute dedicated SEL/DSB block, and a seven‑day rotation in which two periods do not meet each day. Administrators said classes will be offered either as semester or year‑long courses and emphasized that the model is used in other districts.
Officials said the change reduces the number of courses students take each year from eight to seven and adjusts graduation requirements from 26 to 25 credits (students will have access to 28 credits to choose from). Administrators described the reduction as affecting mainly elective structures rather than core requirements; most students will still take four years of English and the same sequence of science and social studies offerings with some progression shifts.
The presentation reviewed program pathways: English progression with required foundations of writing for freshmen; social studies adjustments that move modern world history to earlier grades and add a required civic action option to meet state graduation requirements; world‑language course renaming for clarity; and a named French immersion track. Administrators also highlighted existing endorsements and pathways — Global Citizenship, engineering and applied computer science — and noted a planned application for an Innovation Pathways grant in February.
Committee members asked about elective availability, staffing (teacher prep counts and rotational offerings), and how students will be counseled through the selection process. Ms. Kim Condon, Student Service Administrator, described "bridge" classes (co‑taught courses for students receiving special education services) and said those will continue with co‑teaching models and expanded offerings; projected bridge‑course enrollment from middle school was estimated at roughly 10–15 students.
Administrators committed to additional family outreach (program‑of‑studies nights, counselor meetings and an eighth‑grade move‑up event) and to providing a translation between old and new course codes so students and parents can understand progression and recommendations before course selection in March.