Inefficiency in High School Scheduling

Inefficiency in High School Scheduling

The high school schedule during the last two weeks has been extremely frustrating. While the cancellation and rescheduling of things like our Spring athletic code meeting, an early release and a late start all due to weather are understandable, the seemingly continual changes made to class schedules are not.

A state bound wrestling team, term two recognition ceremony, winter sports recognition, guest speakers on school culture, character development, the monthly early release day for staff development, and more all contribute to schedule changes that mean shortened classes for students and less time for instruction.

Last year, a daily advisory period  was instituted. Although I might get some argument, I liken this to a homeroom period (which we do not have now). Previously, homeroom was held about once a month or whenever there was a need to conduct something with the masses. As I understand it, due to the increased need for students to have a period in the day when visits to teachers for extra help or to retake a test could be scheduled, as well as any “mass” filling out of forms, character instruction, or entire study body assembly attendance, the daily advisory period was born. Let me be clear, I think it is good to have this period. However, I do not think it is being used as intended. It has become a catch-all for whatever non-academic student event is dreamed of. There have been so many such events in the last two weeks, that my sophomore, who needs to retake a AP Calculus AB chapter exam has yet to be able to schedule it. He and the teacher have agreed a number of times on a day, using the advisory period, only to have it be impossible for him to attend due to some required time in advisory – for a non-academic reason.

If the advisory period is to help students get extra help, see a teacher for clarification, run to the library for a book, extra reference, or to print an assignment, or meet with other students to work on projects, it is failing miserably. The only thing it is succeeding at is interrupting the school day with non-essential assemblies, and form completion. I do not even think it is succeeding at the character development because the students (my students) are so resentful of the time they need to give up, many of the well-intended messages do not get through.

I find my students studying for tests thinking they will take them in advisory, only to find out their efforts to go over previous work, learn it better or more thoroughly and schedule the time with the teacher doesn’t pay off because they are told they “need” to stay in advisory. This was the case yesterday for my sophomore.  He was not released by his advisory teacher to go and re-take the calculus exam because he had to stay for some forum. I do not even know what it was about, it just angered me.  We are sending the wrong message to our students and it is this: academics come last. Every speaker, every assembly, every form, every sports team recognition, and every character building activity comes before academics. It is wrong!

Last week, our juniors all took the ACT test. The state of Wisconsin now pays for that test for all juniors. It is given during the school day.  No longer do students follow a prescribed freshman, sophomore, junior, senior course load. Students of all grades are in all classes from AP all the way through the tech labs like CAD.  The classes are mixed, as students choose what they take to fill their schedule. This creates a problem when the junior class is “out of commission” for a day or two to take a mass administered exam.

The same day the sophomores had field trips scheduled to visit various area college campuses. And, from what I heard, the freshmen had a different field trip that day. That left our senior class with an altered schedule that turned out to be worthless. Lessons on mindfulness, college prep, and movie watching is what was offered. It was really a waste for those students (of which I had one) and poorly orchestrated.  So much more could have been done with that time. It seems to me that the senior class got overlooked. Teaching could not take place because many of the classes were missing so many students due to testing and field trips that covering any new curriculum was a complete impossibility.  What really bothered me was that the night before this happened, we attended parent-teacher conferences, and no one mentioned this at all! It took our senior telling us about the crazily altered schedule later that night.

I think our administration feels it is doing a good job. But, it is all these little things – and the ever-increasing altered schedules, loss of instructional time, and building resentment among students and parents that proves otherwise. School is a lot of things, and rapidly becoming a place to try to instill too many things, but formal schooling is for learning. Currently, there are many missed opportunities to allow our students to be successful at the one thing they supposed to attend school to attain: an education.

The last time I wrote a post expressing my opinion about my own experience, it landed me in trouble with some district staff. I realize it could happen again. But, you know, I stand for the students and what is going on is not of benefit to them.

I am participating in the Slice of Life Story Challenge sponsored by TwoWritingTeachers. For 31 days in March, participants blog a “slice” from their life and share it. It is my second year of participation in this challenge that includes a wonderfully supportive community of writers. Thank you for the opportunity, TwoWritingTeachers

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