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I am concerned that many of my freshman students will struggle more with staying on task under a block schedule as they already struggle during a 43 inure period.

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How would the resource centers (especially the math resource center) work? If it's only open during that common lunch period, it would be SWAMPED.

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How would the resource centers (especially the math resource center) work? If it's only open during that common lunch period, it would be SWAMPED.

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If there is one less class for students (8 instead of 9) it seems unavoidable that students will be taking fewer electives. If students are taking fewer electives we will need fewer teachers and students will have less opportunity to explore and expand their interests.

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I really appreciate all the research and work the teacher leadership team put into this possible change and there are certainly a lot of beneits to this schedule.

The one reservation I have is that a block schedule seems to eliminate early start.  One thing I love about the current schedule is how teaching heavy my morning is and how light it is in the afternoon along with  being able to leave before everyone else (especially rush hour traffic).  By having a rotating block schedule, it seems that I could get stuck teaching a last period several times and I don't like that at all.

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Could we reconsider an A/B day schedule?  When we voted for 55-60 minute length periods, we did not know that this would have to be a rotating drop.   A simpler A/B schedule might be preferred for some people even with longer class periods.  

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Could we reconsider an A/B day schedule?  When we voted for 55-60 minute length periods, we did not know that this would have to be a rotating drop.   A simpler A/B schedule might be preferred for some people even with longer class periods.  

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When can students seek help if they have fewer opportunities for extra help, other than during lunch? Also overcrowding?

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My daughter has commented that many of her classmates find that not meeting every day is counterproductive to continuity.

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What about teachers and students that need a consistent structure to their school day? A constantly changing schedule might create anxiety for a lot of people. That would not foster a good SEL environment.

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What about teachers and students that need a consistent structure to their school day? A constantly changing schedule might create anxiety for a lot of people. That would not foster a good SEL environment.

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Does this hurt elective courses? Students will have less options for electives - does this mean that teachers who teach many electives would be more likely to be let go? Would it also mean that students would not be able to take a many electives? Are we ultimately limiting options?

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My husband teaches at SPFHS. He absolutely loves it, says his students love it, and he has huge chunks of time to himself. He also said not one teacher’s job was lost by going to it. This schedule also follows more of a college schedule. 

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My husband teaches at SPFHS. He absolutely loves it, says his students love it, and he has huge chunks of time to himself. He also said not one teacher’s job was lost by going to it. This schedule also follows more of a college schedule. 

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Making health a semester course that they take in 9th and 11th grade might help with scheduling as well. It also gets them important information earlier in their education. The only thing I’m disappointed about is we have to wait 4 years. I also hope the classes are 60 minutes.

Thanks to all who are involved with researching this, WEA included.

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Teachers are in a position where they are unable to simply get up from their desks and attend to personal needs. A three hour straight schedule of classes (as shown on the example) can be problematic.

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How will this affect ESL students who need to meet 5x per week?

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How will this affect ESL students who need to meet 5x per week?

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Can we fold in a club period into the schedule? Not say you can run a club during lunch but have a schedule that allows for a special club period once a month or so. Union Catholic does this.

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I agree that having the 50/60 minute block works best from a teaching standpoint -- better lessons, time to do project based learning, etc. but I am concerned about loss of staff.

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Without labs science loses instructional time in a block schedule. It would be equivalent to one full period every week we are in session.

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Without labs science loses instructional time in a block schedule. It would be equivalent to one full period every week we are in session.

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Would this particular schedule affect our ability to keep the Writing Center?

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Regardless of whether we have a traditional schedule or a block schedule, moving to a 7:55-8 AM start would be better for kids. That may require losing the 9th period.

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Regardless of whether we have a traditional schedule or a block schedule, moving to a 7:55-8 AM start would be better for kids. That may require losing the 9th period.

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If our lunch period is not the common lunch, would that mean that in some cases teachers have lunch the first block or last? Eating lunch at 7:45 a.m. would not be appealing.

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If our lunch period is not the common lunch, would that mean that in some cases teachers have lunch the first block or last? Eating lunch at 7:45 a.m. would not be appealing.

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The variation in this schedule will create an additional challenge for people who breastfeed and need to pump at work at regular intervals to feed their babies - already challenging to find time in our days as is

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The variation in this schedule will create an additional challenge for people who breastfeed and need to pump at work at regular intervals to feed their babies - already challenging to find time in our days as is

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With reference to art courses, certain materials dry out and missing a day of classes can be detrimental to the projects and as a result increase costs

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With reference to art courses, certain materials dry out and missing a day of classes can be detrimental to the projects and as a result increase costs

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If we are using a block schedule to create a common student lunch, we could do that without a block schedule. For example, 4 traditional periods, lunch and then 4 periods.

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If we are using a block schedule to create a common student lunch, we could do that without a block schedule. For example, 4 traditional periods, lunch and then 4 periods.

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Would there be equitable number of teaching periods becuase currently some teachers teach 4, 5 or 6 periods? 

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Would there be equitable number of teaching periods becuase currently some teachers teach 4, 5 or 6 periods? 

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Re: the assertion that the majority of teachers have asked for 50-60 minute periods

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Re: the assertion that the majority of teachers have asked for 50-60 minute periods

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If I remember correctly, the survey about the time of periods was in the context that we would be moving to block and not with respect to the current schedule.

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Does this schedule give any benefit in terms of promoting collaboration between teachers - within departments or for co-teachers to be able to meet for planning, something that is often not possible in our current schedule?

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Does this schedule give any benefit in terms of promoting collaboration between teachers - within departments or for co-teachers to be able to meet for planning, something that is often not possible in our current schedule?

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This schedule will make it so teachers need to design multiple assessments and create scheduling concerns for tests/quizzes

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This schedule will make it so teachers need to design multiple assessments and create scheduling concerns for tests/quizzes

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How does this work in terms of student contact minutes for teachers with a 6 period day in the current schedule?

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How does this work in terms of student contact minutes for teachers with a 6 period day in the current schedule?