Student Schedules

  • Are the schedules included below the exact ones students will have?

    No. They are just samples. Principals will use these to create their school’s “master schedule,” which will determine, for example, when each elementary student goes to art or music and when each receives specialized support, as necessary. Similarly, while the sample schedules for middle school show English Language Arts (ELA) as the first class, not every middle school student will have ELA as their first period.

    Is the start time of the day flexible?

    No. This is because we need two hours (7 am – 9 am) to deliver meals to more than 1,000 bus stops daily. That is why our start time is 9:15 am. Our neighboring school divisions have a much lower percentage of students who need meal delivery, which is why they are able to start earlier each morning (and thus end earlier).

    Will teachers have flexibility in the balance of synchronous and asynchronous teaching during in each instructional block?

    Yes. We will provide more detailed guidance to teachers at a grade-specific level, but of course recognize that teachers will need to find the right balance for their students.

    Will students be on-screen all day?

    Absolutely not. Being on-screen all day is neither healthy nor pedagogically appropriate. That is why we have included  breaks throughout the instructional day; why we will be encouraging teachers to incorporate off-screen activities and assignments, such as independent reading and writing, in their lessons; and why we are providing students with physical novels, textbooks, workbooks, and other items for non-computer based learning.

    Will there be time for individualized student support?

    Yes. While this will look differently at each level (elementary, middle, and high), every student will have time during the day for individualized support. This support may include small group instruction, dedicated time with an academic interventionist, and/or the use of “adaptive” instructional software (e.g., i-Ready and Dreambox) than can provide learning activities tailored to individual student needs.

    Will there be time for teacher planning and professional development built into the schedule?

    Yes. Every Wednesday, the synchronous parts of the instructional day will end at noon. Students will have asynchronous work to complete in the afternoon, along with enrichment activities that we are working to develop with several partners. During that time, teachers will have a block for planning, and for professional development. More details on this are found here.

    When will students receive their schedules?

    All student schedules will be provided the week of August 31.

Sample Pre-K Schedule*

  • *The times listed in this sample schedule are only for illustration purposes. While the total number of minutes allocated to each section will be consistent across schools, the start and end times of each may vary based on each school’s master schedule.

    **This time will include a mix of whole group, small group, and individualized instruction. As appropriate, teachers and interventionists will also provide support for students with IEPs and English Learners.

Sample K-2 Schedule*

  • *The times listed in this sample schedule are only for illustration purposes. While the total number of minutes allocated to each section will be consistent across schools, the start and end times of the sections may vary based on each school’s master schedule.

    **This time will include a mix of whole group, small group, and individualized instruction. As appropriate, teachers and interventionists will also provide support for students with IEPs and English Learners. As this is a “blended” instructional block, students will experience a combination of “synchronous” (live) instruction and “asynchronous” (not live) instruction. Asynchronous instruction may be on the computer (e.g., independent time on one of our educational software programs) or off the computer (e.g., reading a physical book, completing a set of math problems in a workbook, or practicing a new art technique).

Sample 3-5 Schedule*

  • * The times listed in this sample schedule are only for illustration purposes. While the total number of minutes allocated to each section will be consistent across schools, the start and end times of the sections may vary based on each school’s master schedule.


    **This time will include a mix of whole group, small group, and individualized instruction. As appropriate, teachers and interventionists will also provide support for students with IEPs and English Learners. As this is a “blended” instructional block, students will experience a combination of “synchronous” (live) instruction and “asynchronous” (not live) instruction. Asynchronous instruction may be on the computer (e.g., independent time on one of our educational software programs) or off the computer (e.g., reading a physical book, completing a set of math problems in a workbook, or practicing a new art technique).

Sample 6-8 Schedule (4 Period Day)*

  • *The times listed in this sample schedule are only for illustration purposes. While the total number of minutes allocated to each section will be consistent across schools, the start and end times of the sections may vary based on each school’s master schedule.

    **This time will include a mix of whole group, small group, and individualized instruction. As appropriate, teachers and interventionists will also provide support for students with IEPs and English Learners. As this is a “blended” instructional block, students will experience a combination of “synchronous” (live) instruction and “asynchronous” (not live) instruction. Asynchronous instruction may be on the computer (e.g., independent time on one of our educational software programs) or off the computer (e.g., reading a physical book, completing a set of math problems in a workbook, or practicing a new art technique).

Sample 6-8 Schedule (6-Period Day)*

  • *The times listed in this sample schedule are only for illustration purposes. While the total number of minutes allocated to each section will be consistent across schools, the start and end times of the sections may vary based on each school’s master schedule.

    **This time will include a mix of whole group, small group, and individualized instruction. As appropriate, teachers and interventionists will also provide support for students with IEPs and English Learners. As this is a “blended” instructional block, students will experience a combination of “synchronous” (live) instruction and “asynchronous” (not live) instruction. Asynchronous instruction may be on the computer (e.g., independent time on one of our educational software programs) or off the computer (e.g., reading a physical book, completing a set of math problems in a workbook, or practicing a new art technique).

Sample 9-12 Schedule*

  • *This fall, all RPS high schools will be using a “4x4” schedule, meaning that students will take four courses each semester. Also, the times listed in this sample schedule are only for illustration purposes. While the total number of minutes allocated to each section will be consistent across schools, the start and end times of the sections may vary based on each school’s master schedule.

    **This time will include a mix of whole group, small group, and individualized instruction. As appropriate, teachers and interventionists will also provide support for students with IEPs and English Learners. As this is a “blended” instructional block, students will experience a combination of “synchronous” (live) instruction and “asynchronous” (not live) instruction. Asynchronous instruction may be on the computer (e.g., independent time on one of our educational software programs) or off the computer (e.g., reading a physical book, completing a set of math problems in a workbook, or practicing a new art technique).