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Wauwatosa board weighs extended‑period/block scheduling for high schools amid stakeholder concerns
Summary
Administration presented multiple schedule models (modified block, AB rotation, trimester) as a way to increase instructional depth, reduce daily transitions and provide flex time for interventions. Teachers, parents and students raised concerns about performing‑arts continuity, AP exam timing and gaps between course segments; the board requested additional analysis and four‑year scheduling examples.
District leaders laid out three high‑school schedule models under consideration — a modified block, an AB block rotation, and a trimester approach — and explained the rationale: fewer daily transitions, longer class periods that enable deeper learning, and a built‑in flex period for tutoring, enrichment and intervention.
Administration and high‑school leaders said they have engaged staff, families and PTA groups and that an initial student survey has been collected. Early feedback showed consistent concerns about performing arts (which need year‑round continuity), Advanced Placement course timing (AP exams occur on a fixed calendar), and the possibility of learning gaps if a student finishes a course and doesn't re‑encounter that subject for months. Staff also asked about professional learning time to adjust instruction to longer periods and about master‑schedule impacts on FTE and "singleton" course offerings.
Presenters described how a modified block could preserve year‑long access for performing arts while giving extended periods for other classes, and how an AB rotation would alternate sets of classes to preserve year‑long enrollment while offering longer meeting times. The trimester model drew the most skepticism from staff and families because of concerns about splits in courses and the work needed to reformat curricula.
Board members asked for detailed examples, including four‑year course plans and sample master schedules, and requested more analysis on staffing/FTE impacts, travel between campuses for teachers and students, and how AP and college/dual‑enrollment programs would be accommodated. Administrators said further staff subcommittees, targeted focus groups (AP, performing arts), and additional student/family engagement would be scheduled. No policy or schedule change was adopted at the meeting.
Next steps: administration will run deeper modelling, present concrete master‑schedule examples (including four‑year planning), convene teacher subcommittees for performing arts and AP alignment, and return to the board with a recommendation and associated implementation timeline.
