Eugene School District 4J

The six-period day is being designed to ensure all students receive their core instruction and required supports. We recognize that for students needing SPED, ELD, or math and reading interventions, a six-period day can feel restrictive. To address this, the committee is exploring ways to integrate supports within the general education classroom through models like co-teaching or using the flex period for targeted interventions.

Engagement is the biggest driver of attendance, and we know that for many, electives are the reason they come to school. To keep middle school engaging without a seven-period day, we must be intentional about student voice. This means exploring A/B elective rotations, ensuring the "wheel" options reflect student interests, and creating opportunities for input through listening sessions and surveys so that students still feel they have a say in their learning journey.

Yes, language offerings remain a priority. In a six-period model, a year-long language class would typically serve as the student's elective choice. We are also looking at how these programs fit into the larger scheduling framework to ensure they remain accessible alongside other core requirements.

For students enrolled in our dual language immersion programs, we recognize that access to electives such as band, music, art, and other enrichment opportunities is a significant and valid concern. Our goal is to ensure students can continue to participate in strong, high-quality immersion programming without unnecessarily limiting their access to electives.

At this time, we are exploring scheduling options designed to minimize any negative impact on elective access for immersion students. This work includes reviewing alternative approaches to structuring immersion instructional time and identifying scheduling configurations that allow students to participate in electives while preserving the integrity of the immersion experience.

We remain committed to maintaining strong and vibrant immersion programs while also supporting students participation in electives that contribute to their overall engagement, well being, and sense of belonging at school. As this work continues, we will share updates as options are refined and additional clarity becomes available.

One limitation of a traditional six-period day is that students may enroll in only one year-long elective, requiring a choice between options such as a language course or band. The scheduling committee will therefore review all viable alternatives within a six-period structure, including the possibility of an A/B elective model that could create additional elective opportunities for students. The use of a flex period presents an opportunity to expand access to preferred offerings for students who are committed to year-long music programs. Feedback from our music instructors is a critical component of this process, and ideas such as the A/B elective model will be carefully examined to ensure we are supporting a well-rounded educational experience for every student.

The elective wheel is intended to give students exposure to a variety of subjects, such as STEM, art, and digital literacy, by rotating them throughout the year. The scheduling committee will determine the specific duration of these rotations (e.g., quarterly or by semester) and which courses will be included to ensure a balanced and engaging middle school experience.

The state requirements for physical education are very specific. Oregon law mandates that all middle school students be scheduled into PE for 150 minutes per week when averaged across the school year, which equates to approximately three out of four quarters of instruction. Additionally, these minutes must be taught by a licensed PE teacher. We are fortunate to have dedicated PE teachers who use a robust scope and sequence to bring a wide variety of activities to our students to keep them engaged. Because of these legal requirements, we must prioritize scheduling students into the PE courses rather than substituting outside activities.

Students will have opportunities for students to give input in the months ahead, such as listening sessions with leadership groups, surveys, etc.