Innovative School Experience FAQ

**Last updated: 3/18/2025
This page is updated regularly based on community questions and feedback. New topics will be added as needed. 

When will these changes be implemented, and why this timeline?
At the March 10th Board of Education meeting, the Administration recommended a revision to the implementation timeline.  In response to feedback, the administration is recommending implementation for the 2026-2027 school year. This timeline ensures we have additional time to prepare staff through professional learning, align operational systems like transportation and scheduling, and communicate thoroughly with students, families, and staff so they can secure childcare and plan accordingly. 

Is this decision finalized?
No, the decision is not yet finalized. The administration will provide an update at the March 24th Board of Education meeting, a vote on this is not yet scheduled.

General Questions

Why is this change necessary?
The goal is to transform the school experience to better prepare students for their future, not our past. By addressing existing barriers, such as instructional imbalances (different time for different subjects at middle school), engagement challenges, slower rates of growth in middle school mathematics, gaps within current experiences(schedules not always allowing for internships etc.), and operational inefficiencies, these changes aim to support the academic, social-emotional, and behavioral development of all students while ensuring equitable access to learning opportunities.

How was feedback gathered from stakeholders?
Feedback was collected through multiple surveys, listening tours, student leadership groups, Focus 203 events, Let’s Talk, and ongoing opportunities for staff and student input. This feedback has been essential in shaping the proposals. Over the course of the last year, leveled design teams comprised of certified educators, educational support professionals, and administrators from various roles and schools met to review feedback & research, design the proposals and ultimately, came to consensus to make recommendations on behalf of their colleagues. 

How will the district ensure clarity and transparency throughout this process?
The district will increase communication frequency, update this FAQ, publish to our Innovative School Experience webpage, and provide updates via newsletters, social media, and Board of Education meetings. 

WIN is mentioned in the proposals, what is WIN?
WIN stands for "What I Need" and is a dedicated time within the school day designed to provide targeted support, interventions, or enrichment opportunities for students. This time can be utilized to provide small group or individualized instruction to a group of students struggling with a concept, it could be utilized to provide speech-language services to an eligible student, it could be used for students to work on passion projects, or utilized for an AP teacher to pull a study group ahead of the AP exam.  The possibilities are endless and we believe this time will evolve based upon the ever changing needs of our students. 

At the February 3rd Board of Education meeting, staff and community members voiced their concerns about the Innovative School Experience proposal. What are the next steps?
Over the past several weeks, we have received questions and comments from our staff and community. On February 18th, we gave an update to the Board of Education on the Innovative School Experience project and you can view that here.  We will also plan to give an update on the timeline and next steps for Innovating the School Experience to the Board at their March 10, 2025 meeting. This will be a discussion item only and no action will be requested and no votes or formal action will be taken at the March 10th meeting. The next Board of Education meeting after the 10th is scheduled for March 24th. 

Did the teachers have input into the scheduling recommendations?
The ISE design team proposals were the product of shared contributions from Certified Staff, Educational Support Professionals, and Administrators, with over 115 staff members contributing to this work.  We also recognize that the recommendation has three parts, and the implementation timeline and the operational recommendation for proposed start and end times were not the charge of the original design team. In addition to the design team members, staff also had opportunities to share input and feedback through surveys, listening sessions, and feedback forms. District leadership recognizes that the additional survey conducted by the NUEA Executive Board indicates that staff who responded to the survey are not in favor of various aspects of the recommendations.  District leadership has very clearly heard NUEA members' voices and concerns and has been working to better understand those concerns. The NUEA Executive Board has shared that they acknowledge that there are components within the ISE recommendations that have the potential for positive change for both our staff and students. Additionally, the district acknowledges the need for multiple components of the proposed plans to be negotiated through collective bargaining.

Were teachers informed of the potential changes before the board presentations?
There has been some miscommunication regarding the proposal details that we are working to clarify with our staff. An example of this miscommunication surrounds the possibility of the implementation of office hours for high school teachers. The proposal for office hours originated from the high school design team, which included NUEA members. Draft schedules showing possible office hours were shared during department meetings at NNHS and an Institute Day at NCHS. It is important to note that the office hours proposal falls into the category of items that would need to be collectively bargained, which is why no final work schedules have been determined or communicated beyond the hours of the student day. 

Are you able to implement the recommendations with the current teacher’s contract?
The collective bargaining agreement with the Naperville Unit Education Association (NUEA) expires on June 30th, 2025, and the collective bargaining process began on February 5th.  From the outset, we have recognized that some recommendations will have collective bargaining implications for our four bargaining units. If the proposal is approved by the Board of Education, we will work with all of our unions to determine the contractual implications. The National Labor Relations Act and the Illinois Labor Relations Act outline the components of the recommendation that would be subject to bargaining.  We are committed to working through these considerations collaboratively with all of our Unions. 

Why did the Board deny the NUEA’s request to meet in closed session to discuss the survey?
On January 29th, the Board of Education received a request from the NUEA President to request an audience in closed session pursuant to the Open Meetings Act (5 ILCS 120/2) exception (C.2) Collective negotiating matters between the public body and its employees or representatives, or deliberations concerning salary schedules for one or more classes of employees. As is the customary practice, the Board of Education is represented by a designated team of administrators and legal counsel to represent the Board in bargaining. The UniServ Director sent the Board a demand to bargain on December 6th. Following that request, the first scheduled bargaining session was set for February 5, 2025.

The request by NUEA was a circumvention of the agreed-upon practice.

Has the administration reprimanded, disciplined, or punished any staff for speaking out against the design teams’ recommendations?
At the Board meeting, it was suggested that staff who raised concerns or emailed the Board were called in for discussions with principals, creating a "chilling effect" as it is “alarming behavior.” This has led to the interpretation by many that the District has engaged in “retaliatory behavior” against members who have expressed opinions in public or through email.  In collaboration with the NUEA Executive Board, the district has reviewed these reports and has found no evidence of punitive actions or reprimands related to staff expressing concerns. We jointly and strongly encourage any staff who feel otherwise to contact Human Resources or their NUEA representatives.

What happens when I email the Board of Education, do they read our messages?
Board of Education members read every email they receive and deeply consider the feedback provided when making decisions.  However, at times, due to the volume of emails, they may not be able to respond to every email. Additionally, in accordance with board policy, issues raised during public comment may be added to future agendas for discussions or addressed by administrative staff. Because the questions raised in public comment address district operational matters, the superintendent is the board’s designee to coordinate response to public comment and will apprise the board accordingly. 

Does the district have the facilities to deliver on the preliminary proposals for including band, chorus, and orchestra in the exploratory options at the middle school?
The proposed schedule creates additional classroom availability at all five middle schools due to changes in teacher planning periods.  Additionally, the administration reviewed the middle school space needs last fall and identified one middle school that currently shares orchestra space. Plans are in place for future renovations to provide dedicated space.

There was a statement made at the February 3rd Board meeting that your EL expansion program “doesn’t have a fully formulated plan.” Is that true?
The expansion of our EL program began this year in all of our middle schools and is continuing next year to Naperville Central High School.  There is a comprehensive high school plan, along with an EL High School Expansion Committee, that has guided this work and a copy of that plan can be found here.

Operational and Logistical Changes

Is it possible to implement the Innovative School Experience proposals and keep the current start and end times the same?
The design team recommendation for the high school includes shortening the school day by 35 minutes and the recommendation from the elementary school design team includes lengthening the school day by 15 minutes.  In the image below, you can see current schedules, proposed schedules, and how the schedules would work if we maintained the current start times and implemented the proposals.  Unfortunately, this creates additional barriers as it would add 30 minutes of unsupervised time for elementary students and 60 minutes of unsupervised time for middle school students at the end of their school days.  

Why do the start and end times need to change across the district?
Naperville 203 currently utilizes a nested school day, which impacts transportation. A nested school day means our school days fit within one another and are not staggered.  So high school starts first, then middle school, then elementary while our elementary school ends first, then middle school, then high school.  These schedules create inefficiencies that ripple through all levels.  For example, currently, many students utilizing transportation arrive at high school 60 minutes before the school day starts so drivers can move on to pick up middle school and then elementary students. The recommendation is to stagger our start and end times to improve efficiency and improve the experiences. This is an operational recommendation outside of the leveled design teams and is a recommendation regardless of the bell schedules at each level. 

How will the staggered start and end times work?
In our new recommended model, Elementary will start first, then high school, then middle school and the school days will end in the order in which they start.  Elementary will run from 7:45-2:15, high school will be 8:20-3:10 and middle school will be from 8:50-3:40.  

Why are we changing start and end times if we are academically outperforming area districts?
While we are proud of our students' performance, outcomes are only part of the story. Our goal is to ensure all students have access to high-quality learning opportunities while addressing barriers that exist within our current structures. Research tells us that school start and end times matter, particularly for adolescents whose physiological needs are better supported by later start times. Similarly, aligning start and end times across levels addresses operational inefficiencies, reduces unstructured time, and ensures schedules are developmentally appropriate for all students. We are not just focused on maintaining high performance—we are committed to creating a school experience that is better aligned with the needs of students today and better prepares them for their future. This change is an investment in both equity and innovation.

Why does Elementary need to start first and Middle School end last?
Research supports later start times for adolescents, improving their well-being and meeting their physiological needs. Moving elementary schools to start first minimizes the need for before-school care. It also ensures that buses are available during the day for field trips and extracurricular activities. Middle schools will end last, allowing high schools to finish earlier to support participation in conference events at varying distances from Naperville, participate in internships, and seek/retain employment. Middle school events will still begin at the same times as currently scheduled, as students previously left for conference events at 3:45 PM and our plans allow that to continue. These operational changes shorten bus routes and ensure nearly all buses drop off close to the start of the school day and are waiting at dismissal.

How will transportation be affected?
Our proposed schedules ensure adequate time between the bus routes for each level. This means that students will arrive as close to the start of the day as possible with the goal of having buses waiting at each school for students at dismissal. The district team has been collaborating with a transportation consultant to also reduce route times and make our routes more efficient.  

How will these changes impact working families?
For early childhood, busing to daycare centers will continue, and Fridays will offer flexibility for families. At the elementary level, community partners like Champions and YMCA are being engaged to ensure before- and after-school care options.

Early Childhood (Birth to Five)

What are the current and proposed schedules for Early Childhood Education?
Currently, our tuition paying community students attend 4 days a week for 2.5 hours, and IEP and Preschool for All (students with multiple risk factors) students attend 5 days a week for 2.5 hours. The proposed schedule keeps 4- and 5-year-olds on a similar schedule but incorporates more tailored programming for 3-year olds, having them attend for 3 or 4 days a week depending on need, allowing time for home visits and collaboration.

Why are Fridays set aside for home visits and community events?
Research shows that understanding a child’s context through home visits improves targeted and developmentally appropriate practices. Fridays will also be used for community events, where educators can share resources and strategies with families to support learning at home.

What is targeted instruction?
Targeted instruction is designed to meet the unique needs of individual learners, incorporating their developmental level, identified educational needs, interests, strengths, cultural experiences, and linguistic backgrounds.

How does this proposed plan prepare Early Childhood students for the transition to kindergarten?
This proposed plan is designed to ensure Early Childhood students are developmentally ready for a smooth transition to kindergarten. By tailoring the schedule to provide age-appropriate, differentiated instruction, 3-year-olds and 4- to 5-year-olds will receive the targeted support they need during critical developmental stages.

How will these changes impact working families?
The district will continue to bus early childhood students to daycare centers and work with community partners to ensure flexibility and support for working families. There is NO change to our Early Childhood transportation offerings. 

Elementary School

What is the purpose of the additional 15 minutes in the elementary school day?
The added time will allow for a consistent morning meeting routine with explicit social and emotional learning opportunities to foster a sense of belonging and build essential life skills, intervention and extension blocks, and proper transitions, without stealing time from literacy and mathematics to accomplish this, ensuring that instructional minutes are protected across every classroom and school.

How will WIN (What I Need) blocks support elementary students?
WIN blocks provide opportunities for students to develop self-help or independence skills, receive targeted interventions (i.e. extra math support or social work services), or explore enrichment opportunities (i.e. tackling challenge problems in mathematics or researching a passion project), increasing interest & engagement and personalizing learning.

How much planning time will elementary teachers have under the proposed changes?
Elementary teachers already have collaboration and planning time built into their contract language. The changes aim to standardize the planning and collaboration time across schools, balancing individual planning with team collaboration.Our existing structures for planning and collaboration provide opportunities for both in-building and cross-school collaboration.Throughout implementation, we will continue to collaborate with teacher teams to analyze their feedback and provide support. 

Why isn’t Social Studies included on the proposed sample schedule?
The sample schedule shared with the community is just that—a sample. It is designed to provide an example of how time could be organized during a typical week and does not capture all aspects of instruction.

Students will engage equally in both science and social studies instruction throughout the year. Just like the current schedules, instruction in these subjects is divided within each trimester: during one half of the trimester, students will focus on science, and during the other half, they will focus on social studies. This structure allows for dedicated time to deeply explore the content and skills of each subject. In addition to dedicated science and social studies instruction, there will be meaningful connections and integration opportunities between science, social studies, and literacy through non-fiction books and activities. These connections enhance student understanding and help make learning more cohesive, but they do not replace direct instruction in science and social studies.

What does ‘interdisciplinary learning’ mean?
Interdisciplinary learning refers to an approach where multiple subjects or disciplines are integrated around a common theme or real-world problem. Instead of teaching subjects in isolation, interdisciplinary learning allows students to make meaningful connections across content areas, fostering deeper understanding and critical thinking. For example, during literacy students might explore the theme of "community.” Students could read non-fiction books about community helpers and write thank-you letters to local firefighters or healthcare workers while they analyze the roles and responsibilities of these community members and how that supports the communities functioning as a whole (social studies). 

How will the new schedule support equity in learning opportunities?
By protecting instructional minutes, ensuring a morning meeting to build classroom community, standardizing collaboration time, and incorporating interventions and extensions into the schedule, the plan ensures equitable access to high-quality instruction across all elementary schools.

Middle School

What is a modified flexible block?
A modified flexible block schedule allows class time to be adjusted based on instructional outcomes and student needs. Students will continue to experience a literacy block, similar to how reading and writing are structured now. Mathematics will also be blocked, providing extended minutes for deeper learning and additional practice opportunities. Social studies and science will be organized into flexible time blocks (without reducing instructional time from either subject), which can be combined or separated depending on the instructional needs. For example:

• Most frequently, students will experience blocked science/social studies periods on an A/B schedule, rotating each day.  This allows students to engage in opportunities for deeper learning, like completing a Science lab in its entirety.  
• Students may also engage in an interdisciplinary lesson, such as designing housing in a specific geographic location, incorporating instruction in both science and social studies.
• On other days, the content might work better in smaller, separate chunks, with science and social studies taught individually.

This flexible structure supports deeper learning, hands-on projects, and meaningful connections across subjects, enhancing student engagement and understanding in these critical areas.

What is an anchor day?
A weekly anchor day which would occur on Wednesday is an opportunity that allows every student to have an advisory period to start the day and then students will progress through all of their classes. 

What is advisory?
Advisory is similar to a homeroom, providing students with a consistent time to connect with teachers and peers. It focuses on explicit instruction in the skills outlined in our Profile of a Learner, such as adaptability, communication, critical thinking, and a learner’s mindset. Advisory strengthens student-teacher relationships, peer relations, builds a sense of community and belonging, and creates space for social-emotional learning (i.e. executive functioning/organizational skills) and team-building activities. It also serves as a bridge for 6th graders transitioning from elementary school, as it mirrors the Morning Meeting structure familiar to them, easing their adjustment to junior high. This dedicated time ensures students have the support and connections they need to thrive academically, socially, and emotionally.

Will students continue to have recess?
Lunch and recess remain a part of the daily schedule, meeting students’ physical and social-emotional needs. Our students have reported that they want recess time but do not all want the traditional outdoor recess as it exists now.  Our teams are designing flexible choice options for students during their recess time. 

What are the recommended changes for junior high math instruction and why?
In the new recommended schedule, students will receive 53-60 minutes of daily math instruction, plus an additional 20-minute WIN(What I need) period attached to math for targeted interventions or enrichment (i.e. small group interventions, related services like speech or occupational therapy, meeting with a counselor,or practice mathematical challenges to extend reasoning). Currently, our students receive 41 minutes of math instruction daily which is below the recommendations by research and best practice.  On average, our middle school students achieve at the 74th percentile in math, however, their average growth ranks at the 42nd percentile, signaling a need for greater support in accelerating their progress.

How will middle school sports and activities schedules be impacted?
The current schedule has school ending at 2:50 with students experiencing unstructured time while waiting for sport/activity buses until 3:45. The proposed schedule works to ensure that buses are ready and waiting for students at dismissal (3:40), minimizing wait times and allowing students to begin school sponsored sports & activities on time. Options for before-school clubs or intramurals are also being explored.

What is interdisciplinary learning?
Interdisciplinary learning is an educational approach that integrates knowledge and skills from two or more academic disciplines to examine a topic, problem, or project from multiple perspectives. For example, imagine you're tasked with creating a model for an eco-friendly city. You'd use science to figure out renewable energy sources like solar panels or wind turbines. Social Studies helps you decide the best location for the city and plan the layout. With math, you calculate the energy use and costs. Finally, you use art to design a 3D model or draw what your city would look like. This combines creativity and problem-solving to tackle real-world challenges.

How will the new schedule support the transition of students into Middle School from Elementary?
By including a modified flexible block, students will have opportunities to experience opportunities for deeper learning, similar to their elementary experience.  Additionally, by adding advisory once per week, students will be able to establish deeper connections to staff and peers, similar to how it is accomplished through morning meetings at the elementary level. 

How will the new schedule support the transition of students into High School?
Providing students opportunities for deeper learning through blocking time, access to advisory period to develop self-advocacy and executive functioning skills, expanding exploratory options, and more instructional minutes for mathematics will better prepare students for the academic rigor of high school. 

High School

How Does Lunch Work in the High School Proposal?
In the proposed schedule, the 4th and 5th period blocks are extended by 52 minutes to incorporate lunch. Students will be assigned one of three lunch periods:

• A Lunch – Before period 4 or 5
• B Lunch – In the middle of period 4 or 5
• C Lunch – After period 4 or 5

Careful consideration has been given to scheduling B Lunch to avoid disruptions in lab-based, hands-on, and project-based classes. Teachers with B Lunch periods will have flexibility to adjust lunch timing when necessary, such as during assessments.

On anchor days, the structure remains the same:

• A Lunch occurs before periods 4 and 5
• B Lunch takes place between periods 4 and 5
• C Lunch follows periods 4 and 5

Students will still take the same number of classes as in the current schedule, but lunch will not be assigned as a separate period. Juniors and seniors will continue to have open campus lunch privileges under the proposed plan.

 

How Will WIN/SOAR Be Utilized Differently in the New High School Proposal?
In the proposed schedule, WIN/SOAR time will be structured more intentionally to enhance student support and learning opportunities. Attendance will be taken in all classrooms and large spaces, with absences treated the same as missing a class. One key challenge has been parents calling students out during this time, which will continue to be addressed.

Here are the key changes and improvements:

• Increased Focus on Advisory for Underclassmen
  Freshmen (and possibly sophomores) will receive additional guidance in advisory to develop goal-setting, progress monitoring, and executive functioning skills. This will help students use their WIN/SOAR time more purposefully.
• Relocating Tier 2 Interventions
  Currently, Tier 2 academic interventions (e.g., Redhawk Recovery, core subject support) take place during lunch, requiring students to sacrifice part of their lunch period. In the new model, these supports will move to the designated support block, ensuring students receive targeted academic help without giving up lunch.
• Expanded Extension Opportunities
  Students will have more chances to engage in collaborative projects, utilize lab spaces, and participate in hands-on, authentic learning experiences that align with the district’s three-year outcome goals.
• More Frequent WIN Sessions for Targeted Support
  With only one WIN session per week, students currently have to prioritize a single class, and teachers must address a variety of needs in one session. The new plan expands the number of WIN sessions per week, allowing teachers to:
  • Provide targeted instruction
  • Reteach missed lessons
  • Offer reassessments and homework help
  • Support students with more than three contacts per week if needed
• Increased Student Flexibility
  Students will no longer be limited to choosing just one class to focus on during WIN. Instead, they will have the ability to select multiple courses or subjects in a single day (2–4 depending on the schedule). This means they can:
  • Receive help in one class
  • Check-in with a teacher
  • Participate in an extension activity—all within the same day

These changes aim to make WIN/SOAR time more effective, ensuring students receive meaningful academic support, enrichment, and intervention while balancing their overall schedule.

How Will Late Arrival/Early Dismissal Work in the Proposed HS Schedule?
Late arrival and early dismissal will remain options for students under the new schedule. Here's how it will work:

• Single Late Arrival/Early Dismissal:
  • If a student selects early dismissal, they will leave after period 6 or 7, meaning they will be dismissed early three days per week.
  • If they choose late arrival, they will start their school day later three days per week.
• Double Late Arrival/Early Dismissal:
  • Students who wish to have late arrival or early dismissal every day (five days per week) must select a double late arrival or double early dismissal, assuming they are on track to meet graduation requirements.

Seniors typically choose one or none of these options, but the flexibility remains for those who qualify.

Why implement a block schedule?
Block scheduling supports opportunities for deeper learning by allowing extended periods for hands-on activities, projects, and discussions. It reduces instructional fragmentation and transitions, providing more focused, engaging learning environments.  We know that the block schedule in and of itself is not innovative, it is the incredible instruction our teachers provide within the flexibility of a block that is innovative. 

What is SOAR/WIN?
SOAR and WIN are dedicated periods within the school day designed to provide students with opportunities for What I Need—whether that’s academic support, enrichment, or time to explore individual interests. At NNHS, this time is referred to as WIN, while NCHS uses the acronym SOAR (Success of All Redhawks).

Students can either choose how to use this time or be assigned based on their needs. For example:

• A student might use this time for extra help in a challenging subject.
• They could meet with any of their teachers for support or to get their question answered, a luxury that was not afforded in the current schedule without interrupting a teacher’s lunch or plan time. 
• It could also be used for a teacher-led study group to prepare for an AP test or to receive related services, EL instruction, or IEP support.
• Students might choose to work on passion projects or engage in activities involving physical movement.

Currently, each school has homeroom and WIN/SOAR time, but in some weeks, this only occurs once. Students shared that this was not enough for them and they needed more opportunities to drive their own learning and connect with specific teachers. 

The proposed changes will allow students three opportunities per week to connect with teachers and receive additional instruction. For students taking multiple AP courses or those needing focused time for practice and feedback on multiple subjects, this structure ensures every teacher in the building is available for meaningful connection, fostering deeper learning and support tailored to each student’s needs.

Will students lose instructional time under the block schedule?
No. While the number of instructional minutes may differ slightly, the reduction in transitions and administrative tasks allows teachers to maximize instructional quality within the longer periods.  In our traditional schedule, students have. 232 minutes of class time each week. In the new bell schedule students will have 216 minutes of class time each week; the time savings will come from reducing non-instructional tasks associated with taking attendance and opening/closing each class fewer times each week. Additionally, students will gain instructional time with the reallocation of unstructured times into our SOAR/WIN blocks, allowing them access to their teachers, passion projects, interventions and more. 

How will block scheduling support career pathways?
The longer blocks provide flexibility for internships, career exploration, and project-based learning, aligning with real-world work environments and preparing students for future opportunities. According to a study by the ECMC foundation, over 80% of high school students want on-the-job learning opportunities and longer, flexible blocks of time will provide more opportunities for this.   

How will staff prepare for the shift to block scheduling?
A comprehensive professional learning plan has already begun and the previous institute day included professional learning for staff.  Additional professional learning will continue this spring and throughout the first three years of implementation to ensure staff are supported throughout the transition. Throughout the process, teams will continue to seek feedback from staff to make any necessary revisions. 

How will WIN/SOAR time be reimagined in the block schedule?
Currently, our high school students may experience one WIN (NNHS) or SOAR (NCHS) period each week when they have a homeroom. The proposed schedule provides more time for interventions, enrichment, and academic support, allowing for better utilization of these periods to address student needs with three WIN/SOAR opportunities in addition to a homeroom.  We believe this provides students the opportunity to receive support, connect with teachers, explore passion projects, engage in work experiences, and collaborate with peers. Current HS schedules make it difficult for students to have access to all their teachers during school hours as it is very rare that the student and their teacher have the same period free.  Having dedicated time during the day when all staff are available will make it much easier to have access to support.

What happens if my child is absent and misses more instruction in a block schedule at high school?
In the proposed schedule, students will have more opportunities to connect with teachers and make up work due to the addition of SOAR/WIN times. These dedicated periods ensure that all staff in the school are available at the same time, allowing students to connect with multiple teachers and receive re-teaching and support during that time. This structure helps students stay on track even if they miss class.

Metrics and Implementation

How will the district measure the success of these changes?
Success criteria outlining how the district will measure the success of the innovative school day models both in the short term and in the long term was shared at our Board of Education meeting on February 3rd and can be found in this document as well.

Will design teams continue to provide input during implementation?
Yes, design teams will continue to provide input and feedback throughout the implementation phase to address emerging challenges, make necessary revisions, and ensure staff and student needs are met.

How will you respond to the community feedback you receive?
Feedback is always carefully analyzed for themes and reviewed to guide decisions. The information gathered through Focus 203 events and Let’s Talk submissions has already led to revisions in our plans, improved communication, and even adjustments to timelines to better meet the needs of our stakeholders. We remain committed to reviewing and considering all feedback as this process moves forward. We encourage the community to continue sharing their thoughts through Let’s Talk, as your input is invaluable in shaping the best possible outcomes for our students and schools.

What support will be available for staff during the transition?
Staff will have access to targeted professional learning, collaboration time, and curriculum development opportunities to ensure a smooth transition to the new schedules and instructional practices. Professional learning will be targeted towards supporting the shifts in instructional practices and operational structures. Learning for staff will be differentiated to ensure it is targeted by role and responsibilities. 

How long will it take to fully transition to the new schedules?
The transition will involve multiple phases, with year-by-year implementation expectations and outlines for professional learning, implementation, and monitoring of outcomes. Adjustments will be made based on feedback and data. Additional courses, physical space renovations, implementation of profile of learning skills with success criteria, and an increase of interdisciplinary and project based learning will evolve over the next several years.