High School Schedule Study
Winter/Spring 2026
We hear you
True priority = students
The reference to financial savings created confusion about our true priority. This has always been what is best for students.
Your voice matters.
We cannot implement anything meaningful for students without you. That’s not just a talking point–it’s the reality of how good schools work.
What the data tells us:
Students are at the heart of it
The current schedule does not afford students the opportunity to consistently engage in deep learning and develop skills of executive functioning as called for by our instructional framework and our vision.
District explored extended-time models. Middle schools transitioned; high schools did not.
2015-16
May
2024
Fall
2024
Nov/Dec 2024
Feb
2025
Feb
2026
Problem of practice identified: schedule limits deep learning and executive function development.
Teacher leaders engaged via School Learning Teams. Study team formed across both schools.
Study team visited Elmbrook, Mequon, and New Berlin schools.
How we got here
Process paused–no consensus between high schools at that time.
Problem persists; new curriculums continue to push on the need for deeper engagement
TODAY:
7 x 50-min periods
Why an extended period schedule?
EXTENDED:
Fewer, longer periods
Balanced Approach
Students feel confident in managing responsibilities reducing anxiety
SEL and post-secondary success is central
Stronger relationships
Teachers have fewer students each day, allowing them to build deeper connections
Deeper learning
More time for inquiry, �project-based learning, and differentiated instruction
Improved School Culture
Reduced disciplinary �incidents with fewer transitions in schools
College-ready
Aligns with student college experience
Supports all learners
More processing time and opportunities to intervene with all students
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WSD already uses extended time
Elementary:
Middle school:
We wouldn’t be alone
Block schedule schools:
Trimester model school:
Area examples
7-period day
Models under consideration
Block
(4 periods/day)
Block A/B
(Alternating)
Trimester
(3 terms/year)
Current structure
Same classes every day
Known, but limiting
4 extended periods each day all year
70–90 min per class
Baseline for comparison
Classes alternate every other day
Students see 4 classes per day
Year split into�3 terms �(~12 weeks)
Students take �4-5 courses �per trimester
Our commitment to you
Your role in this process
Decision-makers = Core Study Team
Where are we on the decision-making scale?
Level 3: We will consult with you before a decision is made. Your input directly shapes the recommendation.
Your role in this process
Staff Feedback Form
Share your perspectives, concerns, and priorities in writing on your own time, in your own words.
Listening Sessions
Facilitated conversations with colleagues to explore concerns, ask questions, and think through implications together.
Potential Problem Analysis
Department chairs and SLT members will engage in structured analysis. Your concerns will be surfaced and studied.
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1:1 Conversations
Speak directly with your principal, SLT member, or department chair at any time during this process.
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Decision-making timeline
March 3, 2026
Introduction
Extended period concept shared with East and
West faculty
March 10-28, 2026
Faculty input
Surveys, listening sessions, dept. meetings, 1:1 conversations
April 2026
PPA + PTA
Potential Problem Analysis with SLT/Dept. Chairs; concept shared with PTAs
May 2026
Decision Analysis
Core team synthesizes all input and weighs options
June 2026
Recommendation
Principals deliver recommendation
to Superintendent
June 30, 2026
Community announcement
Superintendent shares recommendation and next steps with community
2027-2028
Implementation
New schedule launched for the 2027-2028 school year
2026-2027
Professional Learning
Full professional learning support is provided to staff
We are
HERE
Is this a financial decision?
Both matter, but student outcomes lead. The problem of practice predates the budget pressure. Financial considerations are real and honest; they are not the sole driver.
Frequently asked questions
How will teachers be supported?
Professional learning throughout 2026-2027, plus job-embedded coaching, and dedicated time to refine curriculum pacing. You will not be expected to figure this out alone.
Is this decision already made?
No. WHAT the structure could become is still being studied. The HOW will involve your input. The process is real.
How will students handle it?
Our K-8 students already experience longer periods. This is a continuation of their learning experience.
What policy governs this?
Policy 8220 governs the oversight and arrangement of the school day schedule is entrusted to school principals.
What about Performing Arts?
If performing arts staff needs students enrolled year-round, that will be honored. Their input is a required part of any schedule change.
Students always come first. Every decision will be weighed against what is best for kids.
Your feedback is valued. It will be taken seriously, not just collected and set aside.
We will not implement something without meaningful analysis of feedback. You are the ones who make it happen.
Enough time will be made for the transition. A year of professional learning and time to revise curriculum pacing will be provided before any change takes effect.
Transparency will exist throughout the process.
Shared accountability, shared success criteria.
Our commitment to you
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Questions & your voice
What’s on your mind?
What concerns, questions, or reactions came up for you during the presentation?��Let’s talk about them–
now, or through the next channels.
What would you need
to know?
What information is missing for you?
What questions do you need answered before you can engage meaningfully in this process?
Where do you see opportunity?
Regardless of where you stand on the change,
what aspects of this could benefit your students or your teaching practice?
Review the Extended Period Overview FAQs
Affinity Mapping Protocol
?
or
!