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District presents new elementary schedule framework; STEM shifted into specials rotation
Summary
District officials presented a new K–5 scheduling framework to align instructional blocks across four elementary schools, move STEM into the specials rotation, remove library from specials, define two 30-minute DIP (intervention) cycles and use scheduling software to optimize staff time.
District administrators presented a new elementary scheduling framework designed to create consistent instructional blocks across the district's four elementary schools, preserve core English language arts and math time, and shift how specials are scheduled, the district said.
"The goal here is not the same, but consistency," a district administrator said, describing the purpose of the changes: to align time use, provide common instructional blocks and make it easier for new staff to understand the school day. The presentation included sample schedules K–5 and noted that fifth grade follows a departmentalized model that differs from lower grades.
Officials said the district moved library out of the specials rotation and added STEM into the specials rotation so STEM is no longer an add-on. The change is intended to protect core instructional time while still expanding enrichment opportunities. "We have moved library out of the specials. We have moved STEM into the specials rotation," the district administrator said.
Staff described the day structure and intervention periods: "It's always been 2. It's 2 30 minute periods," Matt, a staff member, said when explaining DIP (intervention) periods and how they fit into a six-day rotation, noting that the approach yields 12 intervention cycles in a six-day cycle.
District staff also described using DM Group scheduling software to model how minutes are allocated, where specialists and AIS providers can be scheduled, and to highlight where components of a curriculum require more or fewer minutes. "The algorithm does it for you," Matt said, explaining that the software surfaces efficiencies and where a block’s component parts may need more or less time.
Board members asked about how STEM and explicit science curriculum interact; administrators said Science 21 remains the district's explicit science curriculum and that STEM in the specials rotation is meant to complement, not replace, science instruction. Questions about restoring playtime or preserving child-centered activities in lower grades were acknowledged; staff said enrichment details will be refined over the summer with input from teachers and principals.
Next steps described by staff include summer work with elementary administrators to refine school-specific details, an administrative retreat to finalize a district strategic scorecard, and continued rollout ahead of the next school year.
