Three Semesters for Learning

School Administrator, March, 1999 by Mark F. Keen

A novel trimester plan in Indiana breaks open new opportunities for a high school of 500 students

How would you like to be a student entering high school knowing you will be able to meet all of your college-entry requirements, attend school part-time during your last year, take time off to do missionary work in Central America and still graduate with your class?

This and many other options are now possible for high school students in the Westfield-Washington Schools, a rapidly growing school corporation 17 miles north of Indianapolis.

Like many senior highs, Westfield High School was organized into a seven-period day, where most of the 500 students took six classes and a study hall. This pattern afforded them an opportunity to earn a maximum of 56 credits, though most earned 48.

Because many colleges required six credits each of English, math, science and social studies for admission and with foreign language, fine arts and practical arts being required for high school graduation, most college-bound students found little flexibility in their schedules for personal growth and career exploration. Our impetus for investigating different scheduling patterns was to provide more learning opportunities for students.

A Better Alternative

The high school administrators reviewed the research on different schedules, focusing primarily on the two types of block schedules that were coming into vogue--the four-block and the eight-block. Although these two scheduling alternatives appeared to improve upon the seven-period day, they did not seem to offer satisfactory answers to the problems presented by the seven-period day. The block option also would introduce problems of increased staffing levels and extensive staff retraining on how to provide alternate types of instructional delivery in longer class sessions.

Through discussions with faculty and continuing research, the idea of a five-period day in a trimester format evolved. This format would enable students to earn up to 60 or more credits during their high school years. Students would have fewer classes each trimester, but longer class periods. Because of the reduced class load, coupled with a "bonus period," there would be no need for study halls. Thus, over the course of a year, students would earn 15 credits, instead of 12.

But before implementation could occur, we had to sell the idea to the high school staff, the community and the school board. We also had to train the staff to deal with class periods that would be increasing from 50 to 66 minutes with the number of class sessions decreasing from 90 to 60. We presented the plan first to the school trustees and then scheduled community forums. Various groups provided input and the faculty debated the original proposal to reach consensus on a final plan.

After 24 months of work, a revised plan, which was supported by every high school staff member, was approved by the school trustees. Our final plan, which became known as the Westfield 3x5 Plan, differs from anything the literature reveals to be in practice in high schools.

Plenty of Advantages

Besides dividing the traditional school year into three parts, the Westfield 3x5 Plan fundamentally breaks with current thinking of how block schedules are practiced. There are no alternating days and the length of the class period is longer than the traditional period, but not so long as to require massive change in instructional methods. This plan is more than a schoolwide schedule change, however. It paves the way for schools to customize schedules to meet the needs of individual students.

Potential advantages are many:

* The high school can offer more dual-enrollment courses with nearby universities so students leave high school with multiple college credits under their belts;

* The schedule coincides with the fall, winter and spring interscholastic sports seasons;

* Students can take up to three trimesters off for travel, work or illness and still graduate on schedule;

* Specific subjects, such as calculus, physics and chemistry, can be enhanced by requiring an additional trimester without affecting electives;

* Students can attend part-time and work part-time and still graduate with their class;

* Students have the option to graduate early, thus reducing the number of students needing to be scheduled.

End-of-Day Extra

A unique feature of the Westfield 3x5 Plan is the Bonus Period. This 30-minute period occurs every day directly following dismissal at 2:15 p.m. Athletic practices cannot begin until 30 minutes after the conclusion of Bonus Period. On Mondays, this time is used for faculty meetings and staff development and in-service activities. On Tuesday and Thursdays, faculty members are available for students to receive individual instructional help. Wednesdays are for clubs and other activities, such as student council. On Fridays, the time is used for department meetings and interdisciplinary exploration.

Another feature of the trimester schedule is that it allows for students to take part in off-campus activities because they can earn more than enough credits to graduate. This naturally leads to the development of business and industrial internships, mentorships and apprenticeships. That, in turn, reduces the number of students on campus and reduces the pressure for additional staff.