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Flex Time in the middle/high school schedule offers a period in the middle of the school day that students can use to best meet their individual needs. Options will include:
- Visiting a chosen class/teacher to seek help with challenges, or to expand on interests
- Collaborating with teachers, counselors, other school staff and students on assignments, projects
- Attending club meetings or activities. (These meetings will be scheduled as needed by advisors.)
- Juniors and Seniors who meet certain criteria will have an Open Campus option during Flex Time.
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Flex Time was created in response to feedback that additional time is needed to support individual student needs.
Challenges that Flex Time help address include:
- Busy schedules make it difficult for students to find time to meet with teachers or get extra help.
- It is challenging for students to attend club/activity meetings and balance work/internship/athletic schedules.
Additional benefits of Flex Time include:
- Support individual needs of students for self-guided or collaborative study, college planning and transition, intervention, and other academic needs.
- Students learn how to manage their time, advocate for their learning and interests, and become more independent.
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- Most of the time, students have responsibility for their own schedule and location in which they spend their Flex Time.
- Sometimes teachers or others will schedule appointments for students.
- If students are not scheduled for an appointment, they should work in a teacher’s classroom or other designated spaces.
- Students may use their flex time in service to others. Tutoring, volunteering, or other service-based options can be explored by those who wish to use this time in that manner.
- While most of the time students will have the choice of where to go, there will be times they will be required to attend a specific school presentation or do specific school related work (e.g. Advisory, testing, course sign-up, Academic & Career Planning sessions, etc.)
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Flex Time is required for all students in grades 7 – 12.
- Students in grade 7 have specific teacher assignments for Flex Time (their Advisory Instructor), with the ability to see other teachers after checking in with their Advisory Instructor.
- Students in grades 8 - 12 most often have options of where to work and their focus during Flex Time with the exception of those who are assigned to specific learning supports based on need.
- Juniors and Seniors are not required to attend Flex Time if they meet criteria unless there is an Advisory Lesson or class meetings for a specific purpose. These dates will be communicated in advance. Those students who qualify and have parent permission have the privilege of Open Campus during Flex Time.
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Advisory lessons will be delivered during Flex Time on designated days, which will be communicated in advance to students.
- Students will be assigned to an Advisory Instructor with the plan to keep the same instructor every year in middle/high school
- The overall focus/work of the instructor will be to engage and support the students and create an area of support, comfort, engagement, and guidance for students.
- Advisory Instructors will engage students in conversations about their school experience, grades, involvement in activities, assessment scores, and support/monitor progress throughout their school experience.
- Advisory Instructors will support the ACP process for students and help them understand the importance of their choices and planning for their future.
- Advisory Instructors will support students in accessing grade level experiences and encourage students (based on their knowledge and work with the students) to take advantage of voluntary opportunities offered during this time to help and support student growth and readiness for upcoming experiences.
Advisory Focuses by Grade Level
| Grade Level |
Focuses of Advisory Lessons
All lessons support College & Career Readiness |
Frequency of Advisory Lessons |
| 7th & 8th Grade |
Self Advocacy
|
Up to 6 times per month
Dates to be communicated at beginning of school year |
9th
|
Test Prep (PreACT Secure), Financial Literacy |
Up to 4 times per month,
Dates to be communicated at beginning of school year |
| 10th |
Test Prep (PreACT Secure), Workforce Readiness |
Up to 4 times per month,
Dates to be communicated at beginning of school year |
| 11th |
Test Prep (ACT), Financial Literacy
|
Up to 2 times per month,
Dates communicated at beginning of school year |
| 12th |
Post-secondary and Workforce Readiness |
Up to 2 times per month,
Dates to be communicated at beginning of school year |
Advisory Focus: Self-Advocacy
In advocacy programs the relationship between the teacher and the individual student is paramount. Although group activities may be used, individual conferences and informal meetings are stressed as ways to develop a relationship in which the student feels comfortable in talking with the advisor about whatever issue may be of concern to him or her. An important part of the role of the advisor is to get to know the student personally and serve as his or her advocate with teachers and parents.
Advisory Focus: Study Skills and Test Preparation
This is in response to the need for students to be prepared for the number of norm-based assessments they will take throughout their school and work experiences. Students in this area will work on the skills necessary for successful access to and achievement on varied assessments. In the junior year, these assessments include the ACT, thus making this a primary focus for students.
Advisory Focus: Academic & Career Planning, College & Career Readiness
This type of Advisory Lesson/Activity focuses on building post-secondary and workforce readiness skills and academic and career planning. Activities have a heavy focus on 21st century skills: teamwork, critical thinking, technology, collaboration, etc. It may include assisting students with scholarship applications, financial aid, college and work applications and be very heavily focused on career planning.
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