The primary focus was on the introduction of a modified “7 by 2” schedule designed to offer students more flexibility and access to a wider range of courses. This new schedule would allow students to take 14 credit-bearing courses per year, compared to the current 12, and is intended to address limitations of the existing six-period day, which has been in place for over two decades. The new structure aims to provide a more comprehensive educational experience by enabling students to align their high school courses with future academic and career aspirations.

A significant component of the proposed schedule is the addition of a flex period, designed to provide students with opportunities to engage in academic support, extracurricular activities, and clubs during the school day. This change is expected to benefit students involved in sports and other after-school commitments by reducing scheduling conflicts. The flex period would allow students to interact with teachers, complete assignments, and participate in activities without compromising their academic responsibilities.

The discussion also addressed the potential challenges of implementing the new schedule. The need for additional staffing and resources was emphasized, with estimates indicating an increase in costs due to hiring more teachers and developing new curriculum. The financial impact was projected to be approximately $800,000 annually, covering the costs of additional teachers and resources necessary to support the expanded course offerings.

A key element of the proposed changes is the integration of career pathways within the high school curriculum. This initiative aims to equip students with career-ready skills, offering pathways in areas like healthcare, artificial intelligence, and cybersecurity. The board discussed the importance of aligning these pathways with labor market demands and student interests. For instance, the introduction of a healthcare endorsement program in partnership with Bethel University is expected to provide students with college credits and certifications, fostering engagement and readiness for healthcare careers.

Student feedback on the new schedule was also considered, highlighting the benefits of having more electives and a more balanced workload. Some students expressed excitement about the ability to take more courses aligned with their intended majors, while others raised concerns about the potential stress of adapting to a new schedule. The board acknowledged these perspectives and emphasized the importance of ongoing evaluation and adaptation to meet student needs.

The board also examined the proposed changes to graduation requirements, which include a new personal finance course mandated for the class of 2029. These adjustments align with the modified schedule and aim to provide students with essential life skills necessary for future success. The staggered implementation of these requirements was noted as a challenge, requiring careful planning and communication with students and families.

Past experiences, such as the implementation of a cell phone policy, were cited as examples of how transparent communication can facilitate acceptance and understanding of new initiatives. The board recognized the importance of engaging students, teachers, and families in the decision-making process to foster a supportive environment for the transition.