Taking Center Stage – Act II (TCSII)

A Portal for Middle Grades Educators

Chapter Three
Time

"Students learn in different ways and at different rates. Middle grades students need enough time and help to meet more rigorous, consistent standards . . ."1

Recommendation: Institute flexible schedules that provide recommended and required instructional minutes for core academic classes and accelerated interventions. Provide sufficient time before, during, and after school so that each student has access to additional academic and interest-based classes and opportunities to meet social and personal needs. Schedule regular common planning time for professional learning communities to analyze student data, coordinate instruction, and communicate with families.

Content Sections:

• The Importance of Time in Middle Grades

• Time for All Courses

• Recommended and Required Instructional Minutes

• Time to Meet Student Needs
• Time for multiple opportunities to succeed
• Time for tutoring and mentoring
• Time for accelerated academic interventions
• Time for before- and after-school programs
• Time for counseling and mental health
• Time for electives
• Time for clubs and co-curricular experiences
• Time for celebrations
• Transportation issues

• Time for Professional Learning Community Activities
  • Data review to improve instruction
  • Teacher preparation
  • Special projects
  • Building community through celebrations

• Implications of School Schedules for Teacher Contracts
• Master schedules
• Six-period days
• Seven- or eight-period day
• Block schedules
  • Four by four block
  • Rotating block
• Other schedule variations

• Conclusion

• Appendices
  • Appendix 3-A. Time Recommendation in Action
  • Appendix 3-B. Teaming Practices Related to Time
  • Appendix 3-C. Time: Chart of Related Middle Grades Reform Initiatives
  • Appendix 3-D. Online and Print Resources on Time

Footnote
1Academic Achievement in the Middle Grades: What Does the Research Tell Us? (PDF; Outside Source), Atlanta, Ga.: Southern Regional Education Board, 2003, p.19.

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