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Administrator says 6‑period/60‑minute option would increase core instruction, seeks board direction
Summary
District administrators told the EPR committee the six‑period, 60‑minute model was developed to increase core instructional minutes, equalize schedules between North and South, and solve scheduling 'jigsaw' issues; they asked the full board for direction in August to proceed with planning.
District administrators defended the six‑period/60‑minute schedule as a way to boost core instruction and address problems scheduling year‑long applied courses across the two high schools. "Over the past 9 years, our core academics have slid to the bottom of this count," an administrator said, arguing the change is driven by classroom data and enrollment realities rather than a desire to cut arts programs.
Administrators described practical design choices and tradeoffs: how AP timing, MCTI vocational transfers and lunch staggering would be handled, and how elective credits might be converted into year-long 0.5‑credit options. They also said that if the full board directs them in August, they will use the following two years for professional development and to build cohort course plans in time for 2028–29 implementation. "If the board gives us a decision on something to explore... our teachers are unbelievable workers when we show them the opportunities," the administrator said, offering to meet with families and students to build sample schedules.
