# data[].attributes.headline
Grade 5 Sample student personal inquiry during flex time 2021- 2022 

# data[].attributes.subject
Grade 5 Sample student personal inquiry during flex time 2021- 2022 

# data[].attributes.attachment_link.readable_text
Overview

Flexible time offers students a chance to work on school assignments, meet with teachers to review content, or choose to attend enrichment offerings. Teachers can assign students to intervention or review work if needed. Otherwise, students can choose an enrichment class to attend, complete homework, or work on class projects. When used for Advisory or Tutorial (a block of time set aside for additional or targeted instruction), flex time periods are typically shorter than a regular class period. While the format might vary from school to school, the purpose remains the same: to give students a chance to follow their own interests and manage their own learning time.

At Sanborn Regional High School, a flex period is a part of every student's day and aligns with the school's competency-based learning model. Students can get help with standards they are struggling with or work on enrichment or honors projects. The school's bell schedule operates on a six-day (A-F) cycle. "A" and "D" days are reserved for the students to engage in traditional advisory activities with their adviser, while B, C, E, and F days are reserved for focused learning activities. On the first day of the cycle ("A" day), students meet individually with their adviser to develop a schedule for where they will spend their focused learning time for the rest of the six-day cycle.
Variations:

Advisory: Between 25 and 60 minutes can be built into the schedule on a daily or weekly basis to support students with social-emotional learning, school culture, study skills, or other enrichment opportunities. Some schools create small class sizes for Advisory and assign students to the same teacher for multiple years to foster stronger student-teacher relationships.

Flex Time Hour: Provides a daily or weekly time for students to self-select the learning activity they want or need. Schools may use Flex Time Hour for on-campus virtual learning opportunities, electives, tutorials, community meetings, career exploration, or other options which students freely select.

Flex Days: A weekly Flex Day may be an early release day, where students have a completely flexible day to do work based on their individual needs, interests, and community goals. Students work independently or in groups, across grade levels, on interdisciplinary projects or activities. Some schools with Flex Days work with students to build individual learning plans or conduct internships or service learning off campus.

# data[].attributes.attachment_link.description
Flexible time offers students a chance to work on school assignments, meet with teachers to review content, or choose to attend enrichment offerings. Teachers can assign students to intervention or review work if needed. Otherwise, students can choose an enrichment class to attend, complete homework, or work on class projects.

# data[].attributes.headline
Scheduling for Learning, Not Convenience

# data[].attributes.subject
Scheduling for Learning, Not Convenience

# data[].attributes.attachment_link.readable_text
A/B, 4X4, or traditional block? Six, seven or eight-period day? Within those structures, what strategies for flexibility exist?

When it comes to secondary school scheduling, there are many options. Which schedule is best? It depends on what you're trying to accomplish. There are 4 basic steps to schedule development:

Determine goals

Understand parameters

Select underlying structure

Incorporate flexibility

This blog focuses on the latter two, including examples of underlying structures and strategies for flexibility. Regardless of what structure is selected for a schedule, it is oh-so-important to build in strategies (and time slots) for scheduling flexibility that matches today's learning.

Moving from Traditional Scheduling to Flexible Scheduling

For years, schools have operated in a system where subjects were confined to 45-55 minute blocks of time (e.g 1st-period math, 2nd-period science, etc). Such schedules (traditional) were created under an industrial model and prioritized factors such as: 1) structured use of time, 2) easy staffing, and 3) the Carnegie Unit.

In our increasingly project-based world, there is a greater degree of recognition that content isn't learned or consumed in isolation. Ideally, learning is interdisciplinary and connected. Time constraints and stringent schedules can get in the way when thinking about how to create innovative ideas and divergent thinking. The Carnegie Unit, while still in full-force in many institutions, is starting to hold less and less weight and the focus is more on competencies.

Before addressing strategies for flexible scheduling, it's important to take a look at the core underlying scheduling structure options.

The Underlying Structure: Types of Schedules

There are several broad categories of schedules, each with identifiable pros and cons. Our outline, below, is intended to serve as a broad introduction to scheduling types-there are as many iterations to each of these models as one could imagine.

Traditional 6-Period Day

A traditional 6 period day consists of 45-55 minute subject course periods with lunch, possibly homeroom, and electives built in.

As mentioned above, historically the "default" schedule for most schools has consisted of a series of six periods each day that may rotate on a semester or trimester basis. This is the simplest schedule in terms of staffing assignments, master schedule development, bussing, lunch scheduling and anything else that's traditionally been part of the secondary school experience.

Block Scheduling

Larger chunks of time for each subject or for interdisciplinary learning. Block schedules often require rotating subjects in order to accommodate enough time for each. The range of time for blocks varies and can be anywhere from 75 minutes to as long as 180 minutes .

There are numerous variations, all of which extend the period (some by taking 4 classes per term; others by alternating days with 6-8 courses total) An analysis from the Department of Public Instruction in North Carolina suggests that there are benefits of a block schedule. Amongst the benefits, teachers stated that there are more opportunities for electives and chances to take advanced courses. Students in a 4×4 block schedule have been shown to have higher achievement in science classes compared to those in a more traditional seven-period schedule.

7 & 8 Period Day

An iteration of the six-period day, a 7 or 8 period day allows for students to enroll in additional electives (this is particularly helpful for providing options for students interested in the visual and performing arts, work-based learning and/or world languages).

David London who is the Principal of Punxsutawney High School in Pennsylvania shared advantages of both seven- and eight-period school days. "Students can take more credits and gives them the opportunity to take another class. Work release and dual enrollment programs that students often really need, especially if they are striving to finish early or to catch up, can be the eighth course. Labs and electives that enhance core content course understanding are also examples of potential additional classes students can take with an eight-period day.

Inherently Flexible Customized Schedule
Some schools design their own scheduling structure. While there may be components reminiscent of block or traditional schedules, many schools are beginning to use time in ways that best serve the learning model rather than trying to live within the confines of traditional structures.
Robyn Bagley (@gallagherrobyn), Founder and former Principal of Career Path High, made sure that there was a blended and flexible schedule that did not have bells running students' days. Students at Career Path are encouraged to work at their own pace and from any location. This allows for highly personalized learning, with success measured by course completion and not marked by a calendar deadline and time for internships and apprenticeships. While there are still Career Path Learning Center requirements, such as PBL collaboration, weekly success-coach meetings and interventions when needed, students truly have much more choice in their learning day.

At many schools, there is a push to eliminate bells and a rigid structure altogether. When interdisciplinary learning is the goal of a school, this flexibility can be crucial to sustained work on projects and collaboration.

Incorporating Flexibility: 4 Characteristics of Effective Schedules

We have certainly seen a myriad of different schedules work for middle and high schools across the country, but there are similar characteristics across their plans:

1. Work Sessions. Big chunks of time wherein students can work on interdisciplinary projects are crucial. Even if working within a seven- or eight-period day, find ways to combine time when possible and allow for extended work sessions. If the day becomes too truncated, many complain that the effect is a "shopping mall high school" where students don't work on rigorous tasks due to the lack of concentrated and focused time. The constant transition between classes results in a loss of instructional time. One good example we've seen is Reynoldsburg High School, which has two facilities and four academies including eSTEM featuring triple blocks on big topics like Energy, Environment and the Economy.

2. Less Rigidity. Even if the school isn't operating under a block schedule or it doesn't have big chunks of student work time, the bell cannot be an inhibitor to student creativity. Schools ought to try to find ways to encourage students to persist when they are in the middle of a task or challenge and not penalize them for being late to another in those circumstances. This is particularly important for students who may need that extra time to grapple with ideas or master concepts. At Thrive Public Schools, a charter network with an elementary and middle school, Wednesdays are "completely flexible based on community and student needs. These days also end at 1:30 to provide teachers more professional collaboration time."

3. Time for Multi-Use Spaces. Maker-spaces, labs and playgrounds are becoming commonplace in schools that intend to create innovative and dynamic thinkers that are prepared for 21st-century life and jobs. Often, spaces that house powertools, 3-d printers or even just the latest computers are not omnipresent throughout a school and are located in 2-3 rooms. These learning spaces need to be used freely and frequently. If a student is working on designing an app, but "computer lab time" isn't until next week, inevitably their thought process is stunted. Schedules that promote active learning ensure that multi-use spaces are used often and are seen as places that students can go to when it makes sense in their respective projects or assignments-not "only when it fits in the schedule."

For our final point, perhaps most importantly.... (drumroll please) ADVISORY!

4. Advisory.. Advisory is key to personalizing the secondary experience for students. By the time students get to middle school, many already feel that they don't have a true course or path, nor do they have the support to help them find and navigate their way-enter strong advisory. Unlike counseling and advisory, the last two years of high school are to help you determine whether college or heading straight into work is the right choice. Advisory today includes a lot more. Advisory entails things like coaching on projects and teamwork or helping students get that extra 20 minutes of one-on-one instruction they need. Beth Brodie of Partnership for Change notes that a key function of the advisor is to ensure that every student has someone "who knows them well and supports them at school meetings and conferences."

Some great examples of schools doing advisory right are the following:

e3 Civic Advisory Model. Recently named by CNN as one of the most innovative schools in the United States, e3 Civic High School starts most days with an advisory block.

Del Lago Academy A d v i s o r y S c h e d u l e . Students meet with advisors every Wednesday. "The main purpose of advisory is to create and build positive relationships between scholars, as well as between teachers and scholars. Advisory topics will focus on creating community, academic advisement, postsecondary planning and social and emotional learning."

Students at Science Leadership Academy meet with an advisor twice weekly for an hour. Advisory serves both strictly academic and social and emotional goals for students. This time should be crafted to address personal and academic goals.

Conclusion

Ultimately, the schedule needs to align with the school mission and goals. Regardless of what schedule is put into place, if the goal is to have true active learning where students can collaborate, create and work on interdisciplinary projects, the daily schedule ought to include several components.

For more, see:
Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update

Emily is the CEO of Boundless. Follow Emily on Twitter at @EmilyLiebtag.

Mary is a Director is Interim Managing Director of School Success at XQ Institute. You can connect with Mary on Twitter @maryryerse.

# data[].attributes.attachment_link.title
Scheduling for Learning, Not Convenience | Getting Smart

# data[].attributes.attachment_link.description
A/B, 4X4, or traditional block? Six, seven or eight-period day? Within those structures, what strategies for flexibility exist? When it comes to secondary school scheduling, there are many options. Which schedule is best? It depends on what you're trying to accomplish.

# data[].attributes.headline
Flexible Learning Environment and Timetables

# data[].attributes.subject
Flexible Learning Environment and Timetables

# data[].attributes.attachment_link.title
Flexible Learning Environment and Timetables

# data[].attributes.headline
The Ultimate Guide to Flex Periods in Middle + High School Schedules

# data[].attributes.subject
The Ultimate Guide to Flex Periods in Middle + High School Schedules

# data[].attributes.attachment_link.readable_text
The Ultimate Guide to Flex Periods in Middle + High School Schedules

Across the country, schools are reevaluating strategies for meeting their students' needs and reconsidering the role time plays in doing so. Middle schools and high schools across the United States are reimagining their school schedules in a variety of ways. One strategy that continues to grow in popularity is implementing Flex Time Periods into their bell schedules, allowing teachers to get more time with the students that need it most while leaving room for student choice. In fact, we took a random sample of more than 8,300 middle and high schools across the United States and found that 59% of schools with a published bell schedule had a Flex Period of some kind.

In most schools that implement Flex Time Periods into their school schedule, principals, teachers, and students often say there is an adjustment period that takes place but quickly see the benefits once the right systems are in place and the kinks are worked out.

Flex Time Periods offer schools and students a lot of opportunities, but to ensure they have the desired impact, it's important to have a strong understanding of the basics and how to effectively implement them.

​

Fortunately, that's the purpose of this guide. We'll help you understand the basics of Flex Time, prepare you to start (or improve) one in your school, and share some other helpful tips and information to give your school the boost it needs.

​

​

​

​

Click here to book a free Flex Period strategy call.

​

​

​

​

Table of Contents ​​

​

1. When Flex Periods Happen

2. Considerations of Flex Periods

A Flex Time Period is a set time in the daily schedule (usually around 20 to 45 minutes) where students go somewhere different each day (as opposed to always going to math for their first period, for instance). In its most basic form, a Flex Period is a superior version of the study hall. The advantage of the Flex Period is that a student can see a teacher that can actually help them with their work. On one day they might see their English teacher, whereas the next day they'd see their science teacher and the day after that their art teacher. Each day, the student can go see a different teacher better suited for the task-at-hand.

​

But a well-executed Flex Time Period is so much more. They provide opportunities that we all know are important but often struggle to fit into a traditional school schedule and try to do outside of regular school hours. While most commonly students go to different teachers for additional academic support, it is also common for students to participate in enrichment sessions, attend a review lesson on a sticky topic, meet with an advisor, make up class assignments for days missed, participate in club meetings, take part in special events they earned (like PBIS related rewards), and partake in other extracurricular activities, like sports.

​

For more information on what a Flex Time Period is,
check out our post: What is a Flex Period?

If you ask schools why Flex Periods are important, you'll likely get a lot of answers, but the most common reasons you'll hear are:

1. they give teachers more time with students that need additional support or opportunities for extension activities (response to intervention & enrichment opportunities)

2. they give students access to opportunities they otherwise wouldn't have without staying after school (student choice)

3. they give students something to look forward to during the school day (social & emotional learning)

While not a lot of research has been done on Flex Periods specifically, you can see the reasons listed above echoed in The Effects of High School Flex Blocks on Students and Teachers by Stephen A. Pottage & Sheila M. Sillery at the Gordon Albright School of Education. They found that 81.9% of the students agreed that flex blocks benefitted/supported them (an increase of 20% over 5 months of participating in one) and 78.2% of the teachers believed that they benefitted/supported students. They also saw a 6.4% drop in students feeling anxious about school after a year of implementing flex periods, likely because they also found that student connections with adults in the school increased from 74.6% to 82.5% having at least 1 connection with an adult in the building after 1 year of flex periods. They also found a 31% increase over the year (from 46.8% to 77.8%) in students balancing their school workload and managing their personal interests. Unsurprisingly, 81.8% of students agreed that their school should continue with their Flex Period at the end of the first year implementing one.

Because of this, it's not shocking that when we surveyed schools (spring 2019), we found:

83% of students claimed to enjoy their school day more because of their school's flexible period

89% of students said their flexible period was important to them, and

83% of staff claimed to see increases in student achievement because of their flexible period

​

​

For more information on the benefits of Flex Periods, check out our data and research-backed post on 19 Benefits of Flex Periods in Schools.

​

​

Flex Periods can go by many other names, which is most worth noting in case you're looking for resources to inform how you implement them in your own school, whether looking for resources online or for other schools doing similar things. In some places, the generic Flex Period is the most popular, whereas others name the time after their school's mascot (e.g. Raider Time). For schools that leverage time coinciding with lunch, Lunch & Learn and SMART Lunch are both popular. While other places use Intervention Period, Enrichment Period, Tutorials Period, WIN (What I Need) Time, or Activity Period, some places also start turning an Advisory Period into a Flex Period.

​

​

​

​

Flex Periods are most often geared towards middle schools and high schools, as they rotate through different teachers for different subjects. Given this, there is no technical cutoff for the grade levels that could engage in this type of period. Elementary schools are less likely given it's less common to rotate teachers, especially in lower grades, and thus teachers can create this time from their schedule on their own as needed. Depending on the level of student choice, some schools also might be less inclined to leverage these periods for younger students given the cognitive abilities required to responsibly choose where you most need to go. That said, in a random sample of 2500 middle and high schools from the top 50 largest US metropolitan areas, middle and high schools were both just as likely to have a Flex Period, with roughly half of schools having a Flex Period of some kind.

​

Most schools that implement a Flex Period have one every day, though many have them four days a week, reserving the fifth day for a Homeroom or more traditional Advisory. Some schools have them only once or twice a week with a smaller amount having them less frequently. When possible, a single school-wide period is ideal, as Example A below shows, so all teachers are available to all students during that time each day. When that's not possible, or practical, there can be multiple each day. When done this way, it is often in conjunction with lunch, as Example B below illustrates. In these situations, usually, students are divided up, often by grade level, and have access to only one of the two periods with only some of the teachers being available on each period. That said, some schools set up multiple period schedules where students have access to both periods. In these scenarios, students are intended to take their lunch during one of the two periods with the option of taking advantage of two Flex Time Periods in a day if they'd like.

There are several places middle and high schools typically find (or create) the time needed to implement a Flex Period in their schedules. While there are no specific rules around the number of minutes one dedicates to a Flex Period, they usually last at least 20-25 minutes on the lower end, which can be a good place to start. Below are some of the most common ways schools create the time for their Flex Periods:

​

Adapt your Homeroom or Advisory schedule*

Repurpose minutes from lunch-time

Take 1 (or even 2) minutes from each passing period

Shorten each class period by 2-5 minutes

Extend the daily start/end time

*if using your Homeroom or Advisory schedule every day doesn't give you the required number of instructional minutes, you could also start by using it a certain number of days each week instead of every day.

Below is one example of a school's schedule before and after implementing a Flex Period, where they used a few minutes from each class period to create their schedule.

​

Role of Administrators

Administrators are usually focused on the big picture, crafting the vision, building and overseeing the systems and tools, and overseeing the logistics and impact over time. In most circumstances, the building leader(s) are among the group leading the charge to get buy-in from the staff and students in the early phases. This is usually a principal, assistant principal, dean, secretary, and/or leadership team more broadly, which often consists of 'lead" teachers. After getting the initial buy-in, administrators usually shift to the planning process, building out systems and seeking tools to ensure the Flex Time runs smoothly. Once Flex Periods are up and running in a building, administrators shift their focus to oversight, making sure teachers and students are using the time well. This usually includes ensuring teachers are planning accordingly and where they need to be each day, monitoring halls, tracking attendance, analyzing reports. It is also not uncommon for them to spend time observing classrooms, providing ongoing support and development to teachers, and engaging in difficult conversations with students and/or teachers to get them on the right track. Depending on school size, these tasks might be held by a single person or delegated across a group depending on which pieces mostly align with their regular role in the school.

Role of Teachers

Teachers are charged with ensuring the time is spent with the right group of students on the right activities. This means teachers will take note of students in their regular classes that might need additional support, whether it's something as simple as a make-up test or assignment, something likely more complicated like remediating a lesson they missed, or providing additional opportunities like enrichment activities or meetings for clubs they sponsor. While it can look quite different from a traditional lesson plan depending on the day's circumstances, they are responsible for planning how to spend the time, placing requests with the students they need to see using whatever system the school has set, and engaging with students.

Role of Students

The role of the student can vary a bit more depending on how much student choice the school has incorporated into its Flex Periods. In most cases, students have the option to express their preferences for where they'd like to go during this Flex Period in some way, whether by talking directly to a teacher, filling out a form, or through a software application. Whether students are given this option, they are responsible for knowing where to go each day and showing up as they would in any other class. Once there, their role is usually not different than it would be during any other class - engage in whatever activity is being asked of them by the teacher or staff member present.

While starting a Flex Period can feel daunting at first, it's not as complicated as you might think. We've broken down the steps needed to get one started, or ensure you're maximizing the one you already have, below:

1. Identify Purpose + Goal(s)

2. Create the Schedule

3. Get Buy-in

4. Prepare Logistics

5. Develop Norms

Below we expand on each of these to help guide you through the process, but if you'd like a more in-depth take on how to get started or want a tool to guide you through each step in more detail, feel free to check out our How to Start a Flex Period post or download our Flex Period Planning Tool, which guides you through each step, feel free to do so. And if you're wondering if they're possible in virtual or distance learning environments, check out our How to Run Virtual Flex Periods post.

​

​

While it may be tempting to jump ahead to step 2, creating the schedule, we recommend starting with why you want to start a Flex Period and what you want to achieve. While having some ideas around the schedule at this stage can certainly be helpful, creating a new schedule usually means trade-offs of some kind, so it's important to have a clear sense of your purpose to help make those often tricky decisions. While you might also want to bring some other people into this process, we recommend keeping the group somewhat small at this point, with your leadership team, or even a subgroup of them, being a great place to start. Starting here will help guide you through each subsequent step, even if you decide to jump between steps a bit to fit your needs.

To get started, first, reflect on why you think starting (or keeping) a Flex Period is important, what you hope it accomplishes, and the impact you hope to see in the short- and long-term. Write it down. Sit on it for a day or two. Talk to others that have a Flex Period at their school. Continue your online research. If you're feeling stuck, our 19 Benefits of Flex Periods post might be a good place to spur some ideas.

Next, craft a purpose statement that feels right and you can come back to throughout the next steps in the process. If you're struggling with what it should look like, try the one below, filling in the blanks:

​

Starting a flex period at (school name) will enable us to (insert primary purpose), while also (insert secondary purposes, if applicable).

Along with this, you should craft some supporting goals that inspire you, and ideally your staff, students, and larger school community. Don't overcomplicate this. We'd recommend one to three and ensure they reiterate whatever your current goals are for the school as a whole. They could even be the goals you already have. If you find that they are somehow totally unrelated to your school's current goals and vision, you should stop to consider if this is the right time to implement a Flex Period or the right strategy altogether. We also highly recommend that you make your goals "SMART." If you're unfamiliar with what SMART goals are, we recommend spending a few minutes familiarizing yourself with that concept through a quick web search (or you can check out this resource by Mind Tools which goes into more detail on the topic).

​

After gaining clarity around what you want to accomplish by implementing a Flex Period, creating a draft schedule is a great next step, as it will help answer questions you'll likely get from your staff, students, or broader school community as you start building buy-in with them (step 3). We covered most of the common places schools find time to create their schedule, and an example, in the Where to Find Time for Flex Periods section above and recommend scrolling back up if you didn't already check it out. You also will likely go through some iterations of the schedule, especially as you bring more people into the process, and that's OK.

Getting buy-in from your team and community is among the most important steps in this process, but it's worth noting that while you should start it early, it is an ongoing process that takes time. The most common groups of people you'll need buy-in from are your staff, students, and students' families. Getting buy-in from your staff will be very important, as you will need their buy-in to ensure they execute it well enough to achieve your goals. While you don't necessarily need buy-in from 100% of your team at the onset, the more of your team that is bought-in early, the easier the process will be. And while you might not need initial buy-in from parents and students (planning to have them experience the benefits once you've begun), it's important to consider these in case you receive unexpected pushback from these groups. It's also important to remember that your staff likely has a lot of relationships with these groups and will need to address their concerns as you continue the process.

While you know your team and community better than anyone and will know what style works best for your leadership, we recommend that at a minimum you consider the motivations you can leverage and barriers you expect to encounter from each group. It might be helpful to think of the person in each group that is usually among the most excited to try new things and the person who is usually the most reticent to change. What do you expect each of them to say, whether to you or their peers? From there, you can start to craft your messaging and strategies to communicate with each group. We also recommend considering how to invest your early adopters first so they can help bring along those that might take a bit more convincing. Below is a sample graphic organizer you can try, or feel free to download our Flex Period Planning Tool.

​

​

​

​

​

​

​

​

Preparing the logistics is often among the most important steps, but can also feel the most overwhelming. Here you'll want to think through all the systems and tools you'll need to pull this off. You'll need to define the people and roles they should play. This is where, at a minimum, you'll decide how students are assigned for each Flex Period, how they will know where to go, and how staff knows where each student should be. Most schools give teachers and students some choice in the matter and try to prioritize teacher requests over student requests. And while it's common for schools to use online surveys, spreadsheets, and other docs, some also try offline tools like paper passes or planners. Fortunately, there is also software designed for this specific purpose that will simplify and organize this process to make it easier for you and your team. Edficiency even automates the process so your team doesn't have to spend more time on logistics and can focus on the decisions you hired them to make. Our Flex Period Planning Tool also outlines some key questions to reflect on and ensure you don't miss a key part of the logistics required to pull this off successfully.

​

Lastly, once logistics have been planned and you have your tools, it's important to set norms with your building for how everyone engages in the system to execute it smoothly. When should teachers expect to make requests for students? When should students expect to know where they are assigned? What kinds of sessions are considered most important? Which are off-limits during this time? What should class sizes look like? What should happen when someone is absent, both when it's known ahead of time or only last minute?

Considerations of Flex Periods

There are many benefits of Flex Periods, which is likely why they have become so popular in recent years. Several of them are outlined above in the Why Flex Periods are Important section. And while this is true, there are still several considerations to starting a Flex Period, outlined below.

First, starting a Flex Period means that time is going to be taken from somewhere else. While this is likely obvious, it's worth noting. If you aren't willing to make trade-offs in the schedule somewhere, a Flex Period is likely not a good fit for your building. Whether you shorten classes, passing periods, or lunch periods, repurpose your Advisory/Homeroom time, or even extend your school day, you're signaling that this is more important than whatever it took time from, so it's an important consideration when deciding if it's right for your school.

Secondly, it's important to consider what school goals a Flex Period supports and why you want to start one in your building. If you don't think a Flex Period will help you achieve your goals, whatever they might be, then it's likely not a good idea to start one. Or, if you don't consider your goals as you create operational norms and structures that support your goals, it won't achieve what you're looking for. Make sure you consider this as you get started to ensure not to waste your time.

Thirdly, Flex Periods require a new set of norms and systems to ensure they can effectively operate in your building, run smoothly, and achieve the desired results you're looking for. You need to know how you'll make the different moving pieces work and what will guide the decisions to ensure the systems you design are aligned to your intentions. You'll also need the right tools to make it happen, whether that's spreadsheets and forms/surveys, paper passes and tracker, or a web-based platform, like Edficiency, that organizes and automates the systems.

Lastly, Flex Periods also require some new roles and actions from your staff to ensure they are executed according to plan. It'll also be important to ensure your team knows what is expected of them and the specific roles they play in the process, whether they're a teacher or administrator or office staffer. No matter the systems and tools you choose, it will require changes in behavior. In most cases, this will be both technical and adaptive changes, so training your team (and ensuring you build in the right time) will be necessary.

New London High School (Wisconsin)

​

New London High was looking to improve its response-to-intervention (RTI) process and looking for a way to provide enrichment opportunities. They had an advisory every few weeks to do this where students reported to the same teacher each time to track their overall progress, implementing RTI where possible. They didn't think the time was accomplishing these goals in the ways they wanted and looked to build a new system. They decided to change the name to I/E Period (for Intervention/Enrichment) and include it daily. In this new structure, teachers could create sessions each day to include whatever type of intervention or enrichment they felt most pressing. Then students and teachers could both request to see each other during this time to go deeper on the given topic that day. Students also had spaces throughout the building for study hall if they had no particular teacher to see that day. The principal believes it's made a big difference and is happy to see that their scores on their state report card reflect this as well.

Plymouth Middle School (Minnesota)

Originally, Plymouth Middle had an Advisory Period on their daily schedule but decided to change the way they leveraged that time by creating Learn Explore Advisory Period (LEAP). In LEAP, they would have Advisory on Monday and Wednesday, academic support on Tuesday and Thursday, and Explore Periods on Fridays. Their intervention time on Tuesdays and Thursdays is spent matching students with teachers they need more support from, usually for more traditional interventions, tutoring, and small group instruction. On explore days, there is a range of activities, some that stay constant and some that vary. Students are able to play in the gym (among the most popular choices) while others attend club meetings. This allows students to participate in more clubs without making arrangements outside of school hours. This time has also been used for things like practicing for an upcoming talent show. Students can also suggest what they want for sessions and are often encouraged to run their suggestions themselves with teachers there for support. Some examples of student-started activities have been Star Wars Club, Kleeng-on language learning, walk & talk (walking around the building to socialize and exercise), and even a build-your-own mousetrap session. Parents have expressed that they especially love the change to include clubs during the day.

Hastings High School (Nebraska)

Hastings High started their intervention period as an HR where students reported to the same teacher each day and could get passes to travel to teachers they needed help from on assignments. This movement created challenges accounting for students and resulted in time wasted, so they moved to a system that allowed students to get daily assignments that prioritized students with a specific request for each day. The school uses Mike Mattos ' model where teachers track students by learning targets based on "power essentials." They ask teachers to monitor which students are proficient and which aren't. When students aren't at grade level, students are retaught things they don't have mastery of yet with the goal of catching them up so they can spend less time receiving interventions. Additionally, the school uses the time to perform interventions for students who have not become proficient on power essentials and/or learning targets deemed necessary for student success in the coming grades. Through this new structure, the school has transformed its intervention period to support their students in ways that were much more challenging before, especially tier 2 type interventions.

JM Steele Accelerated Academy (Texas)

JM Steele Accelerated Academy has two back-to-back 30-minute lunch periods built into their daily schedule and has decided to use this time to provide an array of opportunities to their students. On Mondays, students have a set lunch assigned based on grade level and spend the other 30-minute period in a more traditional advisory group. On Wednesdays, students also have an assigned lunch and participate in "Workday Wednesday" during the other period where outside organizations and companies come in to share their experience in the workplace. On Fridays, the school has "Funday Friday" where students spend their non-lunch period in large groups for meetings or fun activities. On Tuesdays and Thursdays, the school has tutorial-related time called Power Hour where teachers hold sessions open for general help or focused on specific topics for targeted groups during these 30-minute blocks. Teachers generally have a set schedule for when they offer sessions to ensure they get a designated lunchtime each day which gives students the option to choose whether they'd like to take A or B lunch. This is also a time for club meetings, eliminating the need to meet outside of school hours. Students and teachers can both request to see each other during this time, so students are encouraged to pick at least one session each day (as opposed to having two lunches). While students are discouraged from having two lunch periods, they are allowed to double-up on sessions if they'd like to and eat in their tutorial or club meeting.

​

​

While tracing back the origins of Flex Time in schools is pretty difficult, it's most likely that it was born out of the Flexible Modular (or Flex Mod) Scheduling movement in the 1960s. The Flex Mod model broke the school day up into many small (10-20 minute) modules throughout the day where classes (and sometimes other activities) are a set of combined modules that can be of any length and happen at any set times throughout the week (e.g. a science class could have a lecture from 9:00-9:40 on Mondays, another at 2:00-3:10 on Tuesdays, and a lab on Fridays from 10:00-11:30). During modules when students did not have an assigned class, they were often given the flexibility to go to a study hall or meet with teachers who also had a break at that time. Given this, a student's schedule often looks quite different every day of the week, though generally their schedule each week is the same.

According to Teaching Mathematics in the Block , by Susan Nicodemus Gilkey and Carla Herndon Hunt (2013), this model grew in popularity during the 1960s where approximately 15% of schools were using the Flex Mod schedule. While there were many benefits of this schedule and some schools still use it today, the scheduling challenges, management issues that came with large amounts of unstructured time, and lack of training for teachers to shift to this model have caused it to wane in popularity over the years. Despite the Flex Mod structure not taking off, it's likely that the Flex Time that was offered in this more complicated schedule led to Flex Periods being implemented in the more traditional block schedules that most US schools use today, as most of the benefits are still achieved while minimizing the challenges presented by the other schedule.

Flex Periods continue to grow in popularity because they can enable schools to do much more with their most precious resource: time. There is no single "right" way to do things and schools often customize them to meet their specific needs. Despite the uniqueness that exists in each school, there are still plenty of common best practices and trends that are worth learning to maximize them in your building.

As you consider starting a Flex Period or think through improving upon the one you already have, remember that we're here to help.

​

​

Book a free Flex Period strategy call here.

# data[].attributes.attachment_link.title
Ultimate Guide to Flex Periods | Edficiency

# data[].attributes.attachment_link.description
The Ultimate Guide to Flex Periods in Middle + High School Schedules Across the country, schools are reevaluating strategies for meeting their students' needs and reconsidering the role time plays in doing so. Middle schools and high schools across the United States are reimagining their school schedules in a variety of ways.

# data[].attributes.body
As members of DREAM TEAM committee for Innovation, you are asked to read our school vision and mission and try to finish the below statement after doing some research for some innovative ideas conducted by other schools which will help us in fulfilling our vision and mission.
‘What if our school did _____________ just like _____________ (fill in the name of the school they are reading about) is already doing.

# data[].attributes.body
What if our school did " A Flipped Classroom Model " . Typically, students can view lecture materials, read text, or do research as their homework prior to coming into class. The time spent in class is reserved for activities that can include peer-to-peer learning, group discussions, independent learning, as well as engaging discussions or collaborative work. just like Mulgrave School.

# data[].attributes.body
What if our school did " an Advisory Period ". On specific days, learners get academic support, creating small group instruction, by matching students with teachers they need more support from. There also would be the explore days, where learners are engaged with range of activities, where they have the time to do the things they like. (This is what we used to do 4 years ago, Monday clubs at MIS that we used to celebrate by the end of the year) This allows students to participate in something that they like, just like  Plymouth Middle School (Minnesota)

# data[].attributes.body
What if our school implements "exam-free semester" in which students are given the opportunity in the last semester to choose a subject they would like to learn more about or improve their knowledge and skills in and attend it. There will be no pressure on the student in terms of exams in this subject hence the student will attend free of pressure and nervousness and learn quickly and effectively just like the system implemented in South Korea which is ranked among the top learning systems in the world.

# data[].attributes.body
What if our school did "Flex Days". This would be a weekly or monthly activity, in which a whole school day would be dedicated to the individual/creative interests of every student. Each student will set their priorities and plan out their day prior to the flex day, thus creating their own schedules for the school day. This enables a great boost in students' creativity, due to it being an opportunity  of exploring the arts, as well as giving the students a chance to work and improve their time management skills, and most importantly it teaches life skills because of the independence needed for this fun day, just like Southwest Allen County Schools .

# data[].attributes.headline
Mina Al Kindi                       What if our school did "Flex periods" (study periods) :  these lessons would be built into the weekly schedule. One weekly study period would mainly aim at reinforcing study skills that are already presented in regular classes. Students will be given specific assignments and will take charge of their learning by learning to manage their time and developing their research skills. They will recognize that learning can take place in different settings. Such periods will  also give teachers time to work with individual groups of students and meet individual needs. Teachers will need to plan these periods very carefully and develop a supervision and assessment technique and share it with the students to make sure there are tangible outcomes to these periods.  After reading examples of several schools that implement FLEX, it seemed to me that the above would be most suitable for our elementary school students.  

# data[].attributes.subject
Mina Al Kindi                       What if our school did "Flex periods" (study periods) :  these lessons would be built into the weekly schedule. One weekly study period would mainly aim at reinforcing study skills that are already presented in regular classes. Students will be given specific assignments and will take charge of their learning by learning to manage their time and developing their research skills. They will recognize that learning can take place in different settings. Such periods will  also give teachers time to work with individual groups of students and meet individual needs. Teachers will need to plan these periods very carefully and develop a supervision and assessment technique and share it with the students to make sure there are tangible outcomes to these periods.  After reading examples of several schools that implement FLEX, it seemed to me that the above would be most suitable for our elementary school students.  

# data[].attributes.body
‘What if our school applied the Flexible Learning Approach, where the school's space, furniture, technology, schedules and planning are designed to provide opportunities for people (staff, students, parents and community) to work together in collaborative and exciting ways, just like St Joseph's Primary School, Alstonville, Australia is already doing.

I think this approach helps us to build students' intrinsic motivation to learning. I believe that all students have potential, however, most of them lack self-motivation to stay on top of their studies and pursue with excitement. Having a background of the IB philosophy, this approach will help us give students agency, choice and voice and build their sense of responsibility towards their learning, as they arrive to these choices based on their own interest and passion.

# data[].attributes.body
what if our school did like Conval high school, where they implemented the Flex block periods, these periods are spotlighted to work on enriching students' skills, SEN students can relearn concepts or skills that they need, or the counselor can work through group/ one to one sessions on the well being of the students. this will help students get the more personalized care that they need. Basically, by increasing communication, staff can help each other help students. School culture is improved, and students don’t get left out.

# data[].attributes.body
What if our school did an extracurricular activities for students throughout the day , so they can go enjoy some activities they like and go back to their schedule more motivated,  enthused and relaxed to start again.

Plymouth Middle School (Minnesota) adopted this idea for students, they call it  EXPLORE DAY, some activities are constant and some that vary: they can play in the gym, among  the most popular choices , practicing for the upcoming talent show, walk and talk, club meetings.

# data[].attributes.body
‘What if our school did Some lessons  outside of the classroom, such as the playground. Simply take students for a walk outside of the classroom.

Students will find this fresh and exciting. Without taking much effort, they will learn and remember what you teach them

# data[].attributes.body
Gifted and talented programs offer stimulating learning experiences, also students can learn something new especially in their areas of natural abilities. Engage with complex information, abstract ideas or advanced skills.

come away with results that show they’ve gained new insights, information or skills

raisingchildren.net.au.

Samar Alsous

# data[].attributes.body
What if our school made lesson times more flexible according to need. Some lessons can be longer, like UOI lessons that need a lab experiment or activity while other lessons where guest speakers are giving a lecture, can be shorter and include a large group of students. Also PE lessons for example can be divided into different classes with different activities with each teacher leading one and the students can chose which one to attend (like a gym). With a more specialized schedule we could have extra time for a flex period where kids can have a choice in what they want to attend to get extra help or further their knowledge in one area. The school I read about is Legacy High School in Bismarck, ND.

# data[].attributes.attachment_link.readable_text
There's no such thing as a typical day for Heather Kostelecky.

On one day, the pre-calculus and Advanced Placement (AP) statistics teacher at Legacy High School in Bismarck, ND, might have small breaks from teaching throughout the day. On another, she is with students all morning. And then some days, she spends time in the school's STEM "Saber Center," where students can find tutoring or time to complete homework.

The variety throughout Kostelecky's week is the result of what the school calls personalized scheduling - a system in which each day is broken down into 22 20-minute blocks, and teachers determine how to stack those blocks for their subject areas throughout the week.

"I don't think all classes need to have the same number of minutes," says Principal Tom Schmidt. The school, now in its fifth year, also tried a block schedule before shifting to this model when it moved into a new building. "We were given the green light to go ahead and do something different."

So, as if they are withdrawing cash from an ATM, teachers decide at the beginning of the semester whether they need 40-, 60- or 80-minute periods throughout the week. An 80, for example, allows for "call back" time in which teachers can meet individually with students who need extra help, while a 40 might be used for completing hands-on projects or student presentations. Students, as a result, don't attend the same classes every day and have breaks within their schedules to study independently, work out in the gym, or visit a Saber Center.

"Students seem to be more present during class since each day is so different," Kostelecky says. "I don't see the monotony of having the same schedule day in and day out setting in, and this is true for teachers as well."

A 'key component' of personalized learning

With more schools shifting some portion of student learning to online platforms, administrators and teachers are finding that the traditional six- or seven-period day in high schools and some middle schools no longer meets their needs. Just as schools are redesigning spaces to accommodate today's learners, they are also implementing innovative schedules that allow for the type of flexibility that both students and teachers want.

The challenge, however, comes in trying to spread such models across a district, says Marilyn Crawford, who works with School by Design to help educators rethink how they can use time and staff members to accomplish what they are trying to achieve with students.

Many schools, she says, try to personalize learning or expand professional learning opportunities for teachers within existing master schedules, without realizing that there is wasted time within the current structure and staff members whose talents could be used in different ways to provide more targeted learning opportunities for students.

In fact, researchers who have examined the growth of personalized models across the country often note that the constraints of traditional bell schedules tend to get in the way. "As schools across the country reimagine their school day schedules, they will be most successful if they customize the use of time to meet content needs rather than adapting content to fit a fixed schedule," wrote the authors of " Reimagining the School Day," a 2017 report from the Center for American Progress.

Researchers from the RAND Corporation, who have been following the Next Generation Learning Challenges (NGLC)'s Breakthrough School Models initiative, also recommended giving schools more autonomy to adapt their schedules. "Flexibility to design a schedule that supports the school model and vision of [personalized learning] and modify it as needed over the course of the year, can be a key component of successful [personalized learning] implementation," they wrote in " Informing Progress: Insights on Personalized Learning Implementation and Effects."

Looking at staff in a different way

Some schools begin adapting their schedules in order to build in more time for teacher collaboration and planning. Melanie Pondant, the director of secondary curriculum for the Longview Independent School District (LISD), about 130 miles east of Dallas, didn't believe what Crawford was describing was possible.

"I was like, 'We can get one day a week where teachers don't teach? Show me,'" Pondant remembers.

And Crawford did.

The change began at two of the district's three middle schools. "Flex" days were built into the weekly schedule, in which teachers in one content area meet together for a day of planning, collaboration and professional learning. Other staff members - those who might have been providing instructional support or teaching electives - teach classes during that time that include study skills, art, choir, technology and other topics. A school nurse could even teach a CPR class. Flex days can also be dropped perhaps if teachers want more time to prepare students for an upcoming state test. In that case, those elective teachers go into the classrooms to provide students with extra help.

"It really forced us to look at our staff in a different way," Pondant says, adding that the design has become a recruitment tool. New teachers out of college might be able to earn more money in Dallas or other large districts, but knowing they'll have one full day a week without students and won't have to take papers home to grade at night is an attractive feature, Pondant says. The district also saves money because it no longer needs to hire substitute teachers to work on professional development days.

Working out the kinks

School and district leaders say brainstorming sessions are necessary before breaking away from old models. At Legacy High, Schmidt asked teachers to propose their ideal week, and in LISD, Pondant asked principals to "poke holes" in the various scenarios being considered. "We want it to be air tight before we put it out there for parents," she says.

One principal, she says, resisted the change based on concerns over a loss of instructional time and because he didn't want students to choose between band or athletics. So Pondant challenged him to develop a plan until he found a scenario in which students didn't have to choose. She adds that because students move through their core classes in a cohort - meaning all the football players might be together - some adjustments were needed to hold down discipline problems.

While the schools have some flexibility to implement a plan that works for them, there are also a few non-negotiables. They can't change the start and end times of the day because those are determined by bus schedules, and classes can't go down to 30 minutes. Next year, the district plans to spread the model to its third middle school and all seven elementary schools, and the plan is to phase in a "college-like" schedule at the high school.

Schmidt adds that, as with any new plan, things can go wrong. On the first day the new model was in place at Legacy, they ended up with a hole in which the entire student body was out of class for 20 minutes. So they fixed that, and now students follow their own schedules throughout the day without bells to tell them when to move.

School that looks different

Even in schools that keep traditional class schedules, there are ways to build in more flexibility, Crawford says. She adds that while some schools use block schedules to provide longer times for instruction, those too can become restricting. "It's not the bell schedule," she says. "It's what you do with it."

She recommends that schools start with a group of teachers from different content areas who decide how to share and regroup students within the existing framework. "One teacher operating in isolation - that's the beast that eats kids and eats teachers," she says.

Platte County High School in Platte City, MO, began its " flexible personalized learning " program by combining classes in 9th-11th grade. For example, an English and government teacher will take the same two periods that they were using before, co-teach for one of them, and spend the second supporting students as they work in "independent learning time." Meanwhile, the students are still getting credit for both courses.

"School just simply needs to look different," says Assistant Principal Shari Waters. "It's a focus on how we can help students learn to collaborate and advocate for themselves. We're not holding them hostage in a seven-period day."

At Platte County High, the flexible model is an option. A quarter of the school's students - about 300 - are enrolled in it. Teachers who have been more reluctant to make the switch, Waters says, are worried their content area will be shortchanged or that they'll lose some control. But she says that it's not unusual for teachers to just give students "things to do" because they are used to filling up a specific block of time.

Opportunities for 'different instructional strategies'

As Crawford notes, it's how teachers and students use the extra time these models provide is what's important. "The schedule actually sets up a ton of things for instruction," she says.

In LISD, the flex periods allow art teachers, for example, to have much more time with students. "Art is important to a lot of kids," Pondant says. "It keeps kids in school."

At Legacy High, Kostelecky says teachers need to learn to plan for a week, not the next day.

"My goal is to have my classes at the same area of instruction by the end of the week, but each class will be slightly different throughout the week due to differing amounts of time each class has on a given day," she says.

She also uses more formative assessments now to determine which students to keep for "call-back time."

"I am more willing to use different instructional strategies, according to the needs for that particular class, because the classes are ultimately different each day already," she says. "One class may need more direct instruction, while another class thrives on flipping the content and doing hands-on activities in class."

Brett Mitchell, who teaches chemistry and physics at Legacy, says he always wished he could have more time for labs. Now he does. In an 80-minute period, he says, students can take more time with a lab, and he still has time to ask "critical questions before kids walk out the door."

Forty-minute periods are great for combining students into the auditorium for a lecture or a presentation that they would all get separately in their classes anyway. The teacher who is especially strong on a particular topic can lead the class, and students, Schmidt says, get practice in learning how to ask a question in a large group. The school also now has an easier time bringing in guest speakers or industry experts, because they can meet with a large group of students in one 40-minute period instead of spending an entire day giving their talk to four different classes.

Mitchell agrees that there might be less time for instruction, but that doesn't mean it's less effective. "Your teaching is much more focused," he says. "You know these are the important things I've got to hit."

Prepared for college

Students also have to learn how to manage their time differently. At Platte County High, those in the flexible program might finish their homework during the school day, help other students and teachers with technology needs, or get their required amount of physical activity. Physical education, Waters says, now takes more of a YMCA-like format with a list of classes from which students can choose. Some also use the time for doctor's appointments or taking their driver's test.

In a student focus group, Waters heard two girls taking the same AP English class compare their lives after school. One in a traditional seven-period day talked about having two to three hours of homework every night, while the other said she now has much more free time.

At Legacy High, some students use their independent time to take an extra class that they need or want. And Mitchell says the model especially benefits lower-income students. In the past, for example, the only time to get one-on-one time with a teacher for extra tutoring was before or after school - options that weren't realistic for students who ride the bus to school. Now they can meet with teachers or find help in a Saber Center during the day.

Those who do learn to use the time well, the teachers and administrators say, are much more prepared for college. "We are hoping this schedule will make college less of an adjustment," Kostelecky says, "because they already know how to manage their time when they leave high school."

# data[].attributes.attachment_link.title
Flex time: Schools break out of scheduling ruts to improve learning for students, teachers

# data[].attributes.attachment_link.description
There's no such thing as a typical day for Heather Kostelecky. On one day, the pre-calculus and Advanced Placement (AP) statistics teacher at Legacy High School in Bismarck, ND, might have small breaks from teaching throughout the day. On another, she is with students all morning.

# data[].attributes.body
What if our school did role play during lessons. Teaching through role-playing is a great way to make children step out of their comfort zone and develop their interpersonal skills. This method comes in handy, especially when you are teaching literature, history or current events. The role playing approach will help a student understand how the academic material will be relevant to his everyday tasks

Role playing is most effective for students of almost any age group. You just need to customize depending on the age group.

# data[].attributes.body
What if our school did "Arenas"

Arenas are basically (Four-Hour Time Blocks) Large blocks of time that enable students to work through their courses with flexible, personalized support.

There are approximately 27 students in each Arena, and they spend this time working through their primary and secondary course credits. A generalist teacher and Advocate Counselor are assigned to each Arena. Specialist teachers push into Arenas, or pull students out, to provide small-group instruction for specific content areas.
Arenas provide students and educators opportunities to build relationships and support systems throughout a student’s learning process. The generalist teacher stays in the same Arena, allowing them to be a consistent presence in students’ lives. This not only helps build relationships between educators and students, but also creates a point person to direct personalized learning experiences for each student. Generalist teachers serve as the primary person for identifying student needs, monitoring student progress, adjusting learning pathways, and coordinating student supports. Should a student’s needs fall outside their skill area, generalists coordinate with content specialist teachers and Advocate Counselors to meet those needs.
Arenas also enable students to progress through content at their own pace. This idea can be adopted and modified. This example was taken from Bronx highs School New York.

# data[].attributes.body
What if our school did “It’s not the bell schedule, it’s what you do with it.” Just like Platte County High School in Platte City, MO.

Even in schools that keep traditional class schedules, there are ways to build in more flexibility, Crawford says. She adds that while some schools use block schedules to provide longer times for instruction, those too can become restricting. “It’s not the bell schedule,” she says. “It’s what you do with it.”

She recommends that schools start with a group of teachers from different content areas who decide how to share and regroup students within the existing framework. “One teacher operating in isolation — that’s the beast that eats kids and eats teachers,” she says.

Platte County High School in Platte City, MO, began its “flexible personalized learning” program by combining classes in 9th-11th grade. For example, an English and government teacher will take the same two periods that they were using before, co-teach for one of them, and spend the second supporting students as they work in “independent learning time.” Meanwhile, the students are still getting credit for both courses.

“School just simply needs to look different,” says Assistant Principal Shari Waters. “It’s a focus on how we can help students learn to collaborate and advocate for themselves. We’re not holding them hostage in a seven-period day.”

At Platte County High, the flexible model is an option. A quarter of the school’s students — about 300 — are enrolled in it. Teachers who have been more reluctant to make the switch, Waters says, are worried their content area will be shortchanged or that they’ll lose some control. But she says that it’s not unusual for teachers to just give students “things to do” because they are used to filling up a specific block of time.

# data[].attributes.headline
Why school leadership and student critical thinking need a desperate do-over | Grant Lichtman

# data[].attributes.subject
Why school leadership and student critical thinking need a desperate do-over | Grant Lichtman

# data[].attributes.attachment_link.title
Why school leadership and student critical thinking need a desperate do-over | Grant Lichtman

# data[].attributes.body
Role Of Administrators in Flex Period

# data[].attributes.headline
Agency through the culture of thinking in early years

# data[].attributes.subject
Agency through the culture of thinking in early years

# data[].attributes.attachment_link.title
Agency through the culture of thinking in early years

# data[].attributes.headline
Re-Imagining Personalized Learning to Empower Learner Agency

# data[].attributes.subject
Re-Imagining Personalized Learning to Empower Learner Agency

# data[].attributes.attachment_link.title
Re-Imagining Personalized Learning to Empower Learner Agency

# data[].attributes.attachment_link.title
19 Benefits of Flex Periods in Schools (7&8)

# data[].attributes.body
Student Engagement and Student Teacher Relationships. Iman Rafei

# data[].attributes.body
How to start a Flex Period.

# data[].attributes.body
Samar Alsous

# data[].attributes.body
What, When, How

# data[].attributes.body
Marah Rushdan , Farah Shuquom , Raja Haddad, Sewar Bataineh

# data[].attributes.attachment_link.title
Flex time Journey Launching the committee

# data[].attributes.headline
Introducing Personal Inquiry to the learners

# data[].attributes.subject
Introducing Personal Inquiry to the learners

# data[].attributes.body
You are requested to answer the questions below related to the Global Goals which will help you in identifying a local or global community issue that you might as a responsible citizen think of ways during your flex time to inquire more about and help solve to make the world a better place.