A significant portion of the meeting centered around proposed changes to the master schedule at both the intermediate and high school levels. The board discussed a transition to a rotating block schedule, which would allow longer class periods, fewer daily transitions, and greater flexibility for both students and teachers. This shift is aimed at reducing student stress and improving instructional quality through increased teacher collaboration and deeper learning experiences.

Feedback from a comprehensive thought exchange, which included input from students, parents, and staff, underscored a strong desire for more flexible scheduling options. Students expressed a preference for later start times, shorter class periods, and longer lunches, ranking study halls and new elective offerings as top priorities. Parents echoed these sentiments, emphasizing concerns about lunch duration, student stress, and logistical issues surrounding science labs and Advanced Placement (AP) scores.

Despite the enthusiasm for block scheduling, concerns were raised about its feasibility, particularly at the intermediate school level. The board acknowledged the complexities of implementing a rotating block schedule in schools with mixed-grade level elective classes. Additionally, the reduction in class meetings per week, especially for subjects like math, prompted discussions on how extended 55-minute periods could enhance educational experiences despite less frequent encounters.

The board also recognized the importance of accommodating students requiring special education services. Concerns were voiced about how block scheduling might impact these students, given their need for frequent repetition to retain concepts. Suggestions were made for integrating specific accommodations into the new schedule to cater to students with Individualized Education Programs (IEPs) or 504 plans.

In conjunction with the scheduling discussions, the board explored the introduction of new elective courses aimed at enhancing student skills in digital literacy and communication. Proposed offerings included a sixth-grade digital literacy course emphasizing safe and ethical technology use, a seventh-grade course on 21st-century communication methods, and a modern music course focusing on digital production rather than performance.

The integration of study halls and intervention periods into the existing framework was seen as a positive step toward balancing academic support and student interests. The board aimed to ensure that students could access necessary interventions without sacrificing elective classes they enjoyed.

The meeting also addressed logistical concerns, such as how to manage traffic patterns and congestion during lunch periods under the new schedule. Plans to utilize block lunch periods for student access to fitness centers and office hours for teacher support were discussed, alongside the necessity of setting up additional lunch locations to alleviate congestion.

In other discussions, the board reviewed policies and governance issues, including proposed revisions to bylaws and the repeal of outdated policies. The need for effective resource allocation, particularly in light of the proposed scheduling changes, was a recurring theme. Board members emphasized maintaining cost-effectiveness while avoiding teacher layoffs, with only minimal costs anticipated due to teacher transitions between schools.

Public comments highlighted community engagement and support for the board’s efforts. A parent expressed gratitude for improvements in the theater program at Roosevelt School, noting the positive impact of dedicated teachers on students’ confidence and love for the arts. This sentiment was echoed by board members, who commended the thoroughness of the scheduling work and the commitment to enhancing educational opportunities.