Hillsboro high school committee proposes rotating drop schedule for 2027–28, board presses for details

A group from Hillsboro High School on June 22 presented a rotating drop schedule the district’s high school team says would give students more course options, reduce repeated-class absences for athletes and create an in-day access period for clubs and interventions. The board heard the proposal as part of the superintendent’s public report and Q&A on the 2027–28 rollout.

Joe Hernandez, a Hillsboro High science teacher who led the committee presentation, said the rotating drop model would give students “the flexibility to pursue richer curriculum” and estimated the model could allow students to earn up to 160 credits across four years compared with about 140 under the current schedule. Two students who traveled with the team described concrete benefits: Skyler Haynes, a rising junior, said an integrated study hall would help students balance AP work and required electives; rising sophomore Joey Denuzo said meetings and clubs held during the school day would increase participation among students who now must arrive early or miss other commitments.

Presenters argued the rotating drop reduces daily transitions and increases quiet instructional time, estimating a roughly 16% increase in daily instructional time and fewer repeated absences for athletes because missed instruction would be distributed across classes rather than concentrated in a single subject. Christine Silio, a vice principal on the presenting team, told the board the approach allows intervention time during the school day so teachers can offer targeted support without lengthening the school day.

Board members asked detailed questions about trade-offs. One math teacher on the board noted a four-day cycle could reduce minutes per class over a cycle (an example calculation in the meeting suggested a 26‑minute reduction every four days) and questioned whether the district would need to trim curriculum or reframe lessons to preserve depth. Presenters said department-level curriculum review and professional development would accompany any transition: they described an implementation committee, targeted professional development for teachers, and ongoing outreach to parents and staff.

The committee cited visits to Ridge High School and Bridgewater-area schools as evidence that AP and lab coursework can be adapted by streamlining and layering instruction; presenters recommended practical instructional changes such as focused lab planning and independent, scaffolded summer or at-home pre‑work for some AP courses.

Presenters recommended a phased public engagement plan, saying the team would host community sessions, department meetings and recorded materials for public reference. They identified the 2027–28 school year as the target for full implementation, with district-level work this academic year to address scheduling, curriculum alignment and transportation logistics.

Next steps the board outlined included receiving detailed minutes and math showing aggregate instructional minutes, a formal implementation timeline for department review, and additional community outreach. The board did not vote on the schedule itself at the meeting; the presentation concluded with the board inviting further study and more data to guide a formal decision.

Ending: The presentation closed with board members agreeing the proposal merits further review. Administrators said they would share detailed timing calculations and convene an implementation committee; the district will hold additional public outreach before a final board decision.