Initially built as an 8-period day excluding lunch, a prototype is created whereby each day students have three of the four classes scheduled in the morning and then three of the four classes scheduled in the afternoon. Overall, students have six of their eight assigned classes each day for approximately 55-60 minutes. A universal or unit lunch occurs between the morning and afternoon rotations for approximately 40-50 minutes for both students and teachers.
Sample Student Schedule
Period | Master | Day 1 | Day 2 | Day 3 | Day 4 |
1 | Science | Science | Math | English | Elective |
2 | Elective | Elective | Science | Math | English |
3 | English | English | Elective | Science | Math |
4 | Math | ||||
LUNCH | |||||
5 | Social Studies | Social Studies | World Language | Health/PE | Elective |
6 | Elective | Elective | Social Studies | World Language | Health/PE |
7 | Health/PE | Health/PE | Elective | Social Studies | World Language |
8 | World Language |
In many high schools, teachers are assigned five sections or classes. These teachers will meet with each class three of the four days for 55-60 minutes. In other high schools, teachers are assigned six sections. These teachers will meet with four or five classes for 55-60 minutes each day. Teachers should receive professional development and curriculum support to provide bell-to-bell instruction featuring hands-on activities and project-based learning. A benefit to both teachers and students is that classes meet at different times in the morning as well as in the afternoon.
Sample Teacher’s Schedule (teaching 5 of 8 periods)
Period | Master | Day 1 | Day 2 | Day 3 | Day 4 |
1 | 10-01 | 10-01 | 10-03 | 10-02 | Duty |
2 | Duty | Duty | 10-01 | 10-03 | 10-02 |
3 | 10-02 | 10-02 | Duty | 10-01 | 10-03 |
4 | 10-03 | ||||
LUNCH | |||||
5 | Plan | Plan | 10-05 | Duty | 10-04 |
6 | 10-04 | 10-04 | Plan | 10-05 | Plan |
7 | Duty | Duty | 10-04 | Plan | 10-05 |
8 | 10-05 | ||||
Sections Taught | 3 | 4 | 4 | 4 |
To attempt to balance the number of non-teaching periods over the 4-day cycle, the plan or duty periods should be placed in different positions in the sequence of periods. For example, in the morning, the non-teaching period is in the second of the periods while the non-teaching periods for the afternoon are in the first and third positions. Those responsible for building the master schedule must carefully balance the number of teachers with plan or duty in each of the eight periods as initially designed.
Sample Teacher’s Schedule (teaching 6 of 8 periods)
Period | Master | Day 1 | Day 2 | Day 3 | Day 4 |
1 | 10-01 | 10-01 | 10-03 | Duty | 10-02 |
2 | 10-02 | 10-02 | 10-01 | 10-03 | Plan |
3 | Plan | Plan | 10-02 | 10-01 | 10-03 |
4 | 10-03 | ||||
LUNCH | |||||
5 | Plan | Plan | 10-06 | 10-05 | 10-04 |
6 | 10-04 | 10-04 | Plan | 10-06 | 10-05 |
7 | 10-05 | 10-05 | 10-04 | Plan | 10-06 |
8 | 10-06 | ||||
Sections Taught | 4 | 5 | 4 | 5 |
In this example, the non-teaching periods are in the third and first positions.
Universal or Unit Lunch
In most high schools, several periods or modules are designated as lunch periods. Administrators and/or teachers supervise each of the lunch periods. In the rotating-drop schedule, all students and teachers eat lunch at the same time. Some teachers are assigned to supervise lunch.
Specific guidelines for universal or unit lunch must be established for both students and teachers. Cafeteria staff must alter their menu and operational procedures to accommodate the number of students concurrently. Alternate seating locations are likely to be needed for students.
The universal or unit lunch sets the stage for science labs, musical group rehearsals, student council or club meetings, tutoring, informal conversations between students and teachers, RtI or MTSS interventions, and prep sessions for AP exams or IB projects.
Sample Rotating Drop Bell Schedule with 48-Minute Lunch
Periods | Time | Minutes |
A | 7:30 – 8:27 | 57 |
B | 8:32- 9:29 | 57 |
C | 9:34 – 10:31 | 57 |
Lunch | 10:31 – 11:19 | 48 |
D | 11:19 – 12:16 | 57 |
E | 12:21 – 1:18 | 57 |
F | 1:23 – 2:20 | 57 |
Questions to be answered:
- Can the cafeteria staff serve lunch to the entire student body within 40-50 minutes? Can additional serving lines be created for “fast foods”?
- What locations are available for student seating at lunchtime?
- What supervision/security will be needed during the time for lunch? Will students be permitted to leave the campus?
- What curriculum modification will be needed to support hands-on activities and project-based learning?
- Will pacing guides be altered for each course?
- What professional development will teachers receive to teach in extended time periods?
- Does the school have enough FTEs to operate on an 8-period day schedule plus lunch?
- Does the teachers’ contract permit teachers to teach 6 of 8 periods?
- Will the teachers’ contract accept a different number of planning periods on each of the four days in rotation?
- Can student attendance data be collected with different teachers each of the days of the rotation?
- What is the minimum amount of time a teacher must receive for a duty-free lunch?
Summary
There are many benefits to the rotating-drop schedule, including the universal/unit lunch. The school leadership team and then the entire faculty must carefully weigh the benefits and potential concerns before affirming the decision. In a day and age when educators seek to establish the best possible teaching/learning conditions, the rotating-drop schedule must be considered.