Districts can implement weekly support periods to incorporate advising and academic intervention opportunities into students’ regular schedules. Integrated academic support time can be in the form of short, specialized periods during the standard school week so that students can access academic support services without the barriers associated with access before or after school (e.g., transportation limitations, job requirements).
This report explores specific schedule model components and logistics of academic support periods as well as strategies to gain stakeholder support for schedule model changes.
Schedule models overview
Profiled schools operate either modified block schedule models and/or incorporate zero-hour opportunities for students. Administrators at profiled schools operate these models to integrate time for academic support and advisory within the school day.
Schedule model overview at profiled schools
School A
- 7 daily periods of 47 minutes each
- Daily 45-minute zero-hour course (reserved for jazz band)
- Daily 25-minute advisory period
School B
- 7 periods of 49 minutes each three days per week
- 4 blocks of 88 minutes each once per week
- 3 blocks of 87 minutes each with a 25-minute advisory period and a 58-minute academic support period once per week
School C
- 6 daily periods of 58 minutes each
- Daily 55-minute, zero-hour course
- Twice-weekly, 45-minute academic support period
School D
- Rotating block schedule with 8 courses over 6 daily blocks of 59 minutes each
- Students rotate through 8 courses with each course meeting four times per week
- Daily 40-minute, zero-hour course
School E
- 6 daily periods of 55 minutes each
- Daily 55-minute, zero-hour course
- Weekly 30-minute advisory period
- Daily academic support period during 60-minute lunch period
Schedule models changes
Involve teachers throughout schedule changes to increase support—administrators at all profiled schools express the importance of involving teachers and staff members early in any schedule model change process. While longer class sessions offer opportunities for more flexible pedagogical methods, it can be difficult for teachers to adapt teaching methods and fill these longer sessions with engaging content.
Further, communicate schedule model changes to parents to ensure cooperation with shifts to new models. Administrators at several profiled schools involve parents early in schedule model change processes to ensure that parents fully understand the rationale behind these shifts and support administrators in these processes.
School A
Administrators send out a weekly newsletter to parents via email. Administrators gather parent email addresses through the district’s online enrollment process but still encounter challenges with communicating important messages to parents who did not personally enroll their students in school and thus do not have an email address in the system.
School B
Administrators used strategies such as parent meetings, teacher-led listening sessions, and coffees with the principal to discuss concerns with schedule model shifts (among any other concerns that parents might have). Administrators chose not to conduct a parent-specific survey because the district already conducts an annual parent satisfaction survey and found other feedback channels to be effective as well.
School D
Administrators sent a letter to parents about the schedule change and hosted a pre-shift parent meeting led by teachers. In addition, administrators facilitated a meeting with students to provide key information about the new schedule model so that students could answer any further questions that parents might have.
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