• Intervention can look various ways using an A/B block schedule.\
• The A/B block schedule will provide an opportunity to support student schedules by providing designated intervention periods based on student need. To support students in need of intervention in literacy and/or math instruction, specific credit bearing courses can be included in students’ schedules. An eight-period schedule will allow students to be enrolled in the seven class periods that would be included within a traditional schedule and incorporate an intervention class for math or reading as an eighth course without negatively impacting the student's attainment of required credits for graduation.
• For example, a student may be strategically scheduled into a core class, such as English I, on an “A” day and then an ELA intervention class such as Reading I on a “B” day which means the student would receive additional literacy instruction throughout the year and have literacy instruction every day of the week.

Students may take an eighth course based on their needs. This course could represent an

enrichment course that supports current specialized programming as well as courses that could

accelerate student learning.
o Course extensions can include double blocked courses for Fine Arts and Athletics and additional

time for targeted or connected course of study supports.

• Intervention can look various ways using an A/B block schedule.
• The A/B block schedule will provide an opportunity to support student schedules by providing designated intervention periods based on student need. To support students in need of intervention in literacy and/or math instruction, specific credit bearing courses can be included in students’ schedules. An eight-period schedule will allow students to be enrolled in the seven class periods that would be included within a traditional schedule and incorporate an intervention class for math or reading as an eighth course without negatively impacting the student's attainment of required credits for graduation.
• For example, a student may be strategically scheduled into a core class, such as English I, on an “A” day and then an ELA intervention class such as Reading I on a “B” day which means the student would receive additional literacy instruction throughout the year and have literacy instruction every day of the week.

Students may take an eighth course based on their needs. This course could represent an

enrichment course that supports current specialized programming as well as courses that could

accelerate student learning.
o Course extensions can include double blocked courses for Fine Arts and Athletics and additional

time for targeted or connected course of study supports.

The A/B block pilot provides an opportunity for students at pilot high schools to take an

additional course based on student needs. The additional course may be a credit bearing* or noncredit bearing** course based on student needs and master schedule considerations. The course options will include opportunities for intervention, enrichment, course work to support specialized programming, and extensions of courses, such as Fine Arts and Athletics.

o FBISD policy EIC (Local) articulates guidelines for GPA calculation for students who attend a campus other than their zoned campus. Courses any student takes for high school credit will be included in a student's GPA, whether taken in middle school, during the summer prior to or during high school, in the evening, or during the school day. Starting with the class of 2024, students attending an FBISD Program of Choice (i.e., ECHS, P-TECH, high school academies) and intra-District transfer students will be ranked with their zoned campus per Board policy EIC (Local).

*Credit Bearing – A course placed in a student’s schedule that offers credit that will appear on a student’s transcript, which can include local and state credits. Note that while local credits do not count toward a student’s graduation requirements, they do appear on the transcript and demonstrate to universities, through the holistic review of admissions, the breadth/depth of a student’s academic experience.

**Noncredit Bearing – A course placed in a student’s schedule that does not offer local or state credit, does not count toward GPA and class rank, and contributes to overall student success.

The impact of A/B block on GPA is much like students taking courses for high school credit in

middle school, during the summer, through dual credit at night or in the summer, or via virtual school (e.g., on-level or AP courses).

• Effectiveness of the A/B block will be evaluated through review of fidelity of implementation of program expectations and defined student outcomes.

o Implementation of the pilot will be measured in a variety of ways including: ▪ Campus master schedule checkpoints
▪ Fidelity of PLC period assignment
▪ Completion of teacher training

▪ Fidelity of intervention pathways
o Success of the defined program outcomes will be measured via several metrics, including:

▪ Effectiveness of PLC

• Implementation of effective PLC protocols

• Instructional practice implementation

  ▪ Impact of Additional Course Credit

• Fidelity of intervention instruction

• Percent of students on cohort

• Student credit acquisition

• GPA and class rank

FBISD will evaluate the effectiveness of the pilot, along with the needs of each specific campus, to determine the type of schedule that best meets the needs of each campus moving forward.