Budget Reductions: Secondary Schedules
Return to a Traditional 7 or 8 Period Schedule
Effective with the 2026-2027 school year, all Richardson ISD secondary campuses (Middle/Junior High and High Schools) will transition off of their current block schedule and return to a traditional 7 or 8 period schedule. This webpage has been developed to share additional information about the change, why the decision was made and provide frequently asked questions (FAQs) to help support our students and staff impacted by this decision.
How Did We Get Here?
Until 2019, Richardson ISD operated their secondary schools under a seven or eight period schedule. With the start of the 2020-2021 school year, the district moved to a block schedule to limit transitions with students as part of our response to the COVID-19 pandemic. To operate a block schedule requires additional staffing since additional sections for classes offered are required, which means additional staffing needs.
The Community Budget Steering Committee recommended that RISD study the possibility of changing RISD’s secondary scheduling model, and whether the benefits of the current A/B day double block model offsets the higher staffing costs.
Last year, a district subcommittee evaluated the possibility of implementing a schedule change across all secondary campuses and the impact to the district staffing model. The group studied the benefits and drawbacks of the current block schedule model to determine if a different model is a better fit for Richardson ISD. Ultimately, the recommendation to transition off of the block schedule was made based on prioritizing the long-term financial sustainability of the district.
The district recently presented budget efficiencies to ensure current staffing models align with student enrollment. Moving off of the block schedule will save the district over $11 million. To view the recent Board meeting presentation, click here.
North Star Goal
To be clear, the district’s goal for ALL instructional time is to ensure high quality teaching and learning that supports our North Star Goal - Every student, teacher, and leader will meet or exceed their academic growth goals.
Budget Efficiency Savings:
- Middle School/Junior High Schedule Change to Traditional 8-Period Day: $4,100,000
- High School Schedule Change to Traditional 7-Period Day: $7,200,000
$4,100,000
District Savings
Middle School/Junior High Schedule Change to Traditional 8-Period Day
$7,200,000
District Savings
High School Schedule Change to Traditional 7-Period Day
There are several benefits to moving back to a traditional 7 or 8 period daily schedule:
- Consistency of Schedule
- Increased Urgency to Maximize Instructional Time
- Daily Skill Mastery
- Less “decay” in learning between instructional blocks
- Performance Subjects Requiring Muscle Memory
- Lower Absenteeism Impact
- Attention Cycles of Pre-Teen/Teens
Additional information
Transition Support
For Staff
- Targeted Professional Development:
- Training specifically designed for the traditional ⅞ period instructional block including Together We Grow, district-wide and campus professional learning days.
- Homework and testing schedule (similar to expectations prior to last schedule change)
- Just-in-Time support from Teaching and Learning and Campus Instructional Coaches
- Curriculum Realignment:
- Updated pacing tools and resources optimized for shorter daily sessions.
- Instruction will be structured into clear, purposeful lesson segments, with longer concepts strategically “chunked” across class periods.
- Focus on more consistent engagement, frequent opportunities for feedback and checks for understanding
- Leadership Support: Dedicated assistance and guidance for campus principals and instructional leadership teams.
- Teacher Focus Groups
For Students
- Specific Advisory Lessons will be developed and implemented to provide organizational and time management skills.
- Principal Focus Groups will be used to get input and feedback from students along the way so adjustments can be made in real time.
- Counselor support for students who may feel increased anxiety caused by the schedule change itself and/or increased transitions in the day.
Timeline
April 24: Course Selection Window Opens
- Google Form sent to students through their gmail accounts.
- 6th Grade: No changes needed.
- 7th–8th Grade: Selection of one additional elective.
- 9th–12th Grade: Review and adjust current selections for 7-period alignment.
May 1: Submission Deadline
- Final day for all course requests and changes.
August: Schedule Release
- Final schedules available one week before school starts.
Frequently Asked Questions
Why are we moving away from a Block Schedule?
While there is no perfect schedule, shifting back to a traditional model allows the district to address significant budget efficiencies. This transition will allow RISD to reduce expenditures by $11 million.
It is helpful to remember that RISD successfully operated on a traditional schedule prior to 2019. The shift to a block model was a specific response to the pandemic intended to reduce transitions for students and staff. The additional costs associated with running a block schedule were supported by one-time ESSER funds; however, as those funds have expired, we must evaluate the most sustainable way to support our students for the long term.
Why was this decision made after course selection for the 2026–27 school year had already begun?
This decision was difficult as we know this will be a change for our students and staff. However, as administration and the Board received information this spring related to projected enrollment, tax values, required cost expenditures and commitment to provide a compensation increase for our staff, we recognized the current schedule and costs could no longer be sustained.
Will my student have more homework now that they have 7 or 8 classes daily?
Not necessarily. While students will transition to tracking more subjects daily, the shift from 90-minute blocks to 50-minute periods naturally reduces the amount of new content introduced in a single sitting.
To ensure a balanced workload, we are implementing the following:
- Teachers are receiving specific training to recalibrate their daily lessons and assignments for the shorter class cycle.
- Homework will focus on meaningful practice and reinforcing core concepts rather than increasing the overall volume of work.
- Because classes meet more frequently, teachers can spread curriculum out more evenly, avoiding the “heavy load” often associated with long block sessions.
How will my student manage 7 or 8 different classes in one day?
The traditional schedule actually provides for more routine. Students will follow the same bell schedule Monday through Friday, which can help with time management and organization.
Is 45 or 50 minutes enough time for labs or complex projects?
Many teachers find that 45-50 minutes of high-intensity, focused instruction is more effective than longer blocks where attention can wander. For science labs or CTE projects, teachers will use a “multi-day lab” approach—setup on Day 1, execution on Day 2, and analysis on Day 3—which mirrors real-world professional workflows.
What is the impact for my student who has already registered and selected courses for next school year?
We will work closely with counselors to ensure every student and parent has the opportunity to review their course selections and modify them accordingly to fit the new schedule before the start of the 26-27 school year.
Electives & Athletics: How will the shorter periods affect double-blocked electives or athletic periods?
With the high school moving to a traditional 7 period schedule, athletic periods will shift from longer, double-blocked classes to shorter, daily class periods of approximately 50 minutes at the high school level. This means that some activities that previously took place during the school day will now be supported through a combination of the class period and additional time before or after school. These athletic periods will primarily be 1st or 7th period.
At the middle school level, athletics will also transition to a daily format. Previously, middle school students participated in athletics every other day through an alternating block schedule. Under the new schedule, students will have athletics every day for a shorter period of time, allowing for more consistent instruction, skill development, and engagement. These athletic periods will also be at the beginning or the end of the day.
This model is common in many districts and allows student-athletes at both levels to continue developing skills, participating in team activities, and competing at a high level.
How will the move back to a 7 or 8 period schedule impact students taking CTE courses, specifically those traveling to the Healthcare Careers Academy?
CTE course offerings will remain unchanged and all current CTE pathways will still be offered. Single credit courses will remain one period and Two credit courses will remain two consecutive periods. The Richardson Healthcare Careers Academy will still offer centralized programming for students to travel to Methodist Richardson to take courses their junior and senior year.
Lunch & Passing Periods: Will lunch times change? How much time will students have to get to class?
While lunch periods will stay at 30 minutes, passing periods will be determined at the campus level. Depending on the size of the student body, campuses will implement either a 2-lunch or 3-lunch schedule. These individual campus schedules will dictate the final passing period durations.
How will specialized instructional minutes be met in a shorter class period for students being served by Special Education services and 504 accommodations.
Students being served under 504 would not be impacted, as accommodations would be applied as written. Students receiving special education services would still receive their IEP designed minutes, just daily rather than in a blocked format. In any specific situations, a student’s case manager will review and coordinate the appropriate revisions needed.
Why will Reading Language Arts instruction remain double blocked for 6th grade students only?
Students will participate in a daily double block focused on foundational literacy and reading acceleration. The instructional time for this block aligns with current 6th-grade standards across RISD and will remain consistent moving forward.
Will secondary campuses have early release days to support additional teaching planning time?
Yes, the district will be including early release days for all secondary campuses as part of the adopted academic calendar for 2026-2027 school year. Dates will be finalized and communicated before the start of the new school year.
What does a sample 7 or 8 period day schedule look like?
Why do the MS/JH campuses have one extra period (8) vs. HS having a 7 period day schedule?
The eight-course schedule is designed to provide students with a well-rounded foundation before they enter high school. This structure offers students the opportunity to explore various interests and electives to help them choose their high school endorsement and pathway with confidence. It creates more opportunities to earn high school credits early, freeing up space in their future schedules. The flexible schedule allows for both academic enrichment and intervention to ensure every student is prepared for high school success.
How does the new schedule affect graduation credits and pathways?
Returning to the 7 or 8 period day schedule maintains, and in some cases increases, the opportunity for students to earn credits. While Texas requires 26 credits for graduation, RISD students have the capacity to earn 28 credits during their four years of high school. Many students also enter 9th grade with credits already earned through middle school courses like Algebra 1.
In the previous block schedule, students in “double-blocked” programs (such as Athletics or certain Fine Arts) could often only earn 7 credits per year. Under the new traditional 7 or 8 period schedule, students earn a full credit for every course period they are enrolled in. This shift ensures that participation in extracurriculars does not limit a student’s ability to meet graduation requirements or explore electives.
School counselors will work individually with students to ensure this transition supports their graduation plans, CTE pathway completion, and College, Career, & Military Readiness (CCMR) indicators.
How did RISD engage the larger community, including parents and students, in this decision?
Returning to the 7 or 8 period day schedule maintains, and in some cases increases, the opportunity for students to earn credits. While Texas requires 26 credits for graduation, RISD students have the capacity to earn 28 credits during their four years of high school. Many students also enter 9th grade with credits already earned through middle school courses like Algebra 1.
In the previous block schedule, students in “double-blocked” programs (such as Athletics or certain Fine Arts) could often only earn 7 credits per year. Under the new traditional 7 or 8 period schedule, students earn a full credit for every course period they are enrolled in. This shift ensures that participation in extracurriculars does not limit a student’s ability to meet graduation requirements or explore electives.
School counselors will work individually with students to ensure this transition supports their graduation plans, CTE pathway completion, and College, Career, & Military Readiness (CCMR) indicators.
How does the new schedule affect graduation credits and pathways?
In 2023, the Board of Trustees asked Superintendent Branum to commission the Community Budget Steering Committee (CBSC). The purpose of the Community Budget Steering Committee was to provide the Administration and Board of Trustees with financially sustainable recommendations to address the unprecedented financial challenges associated with declining revenue and increased operating costs. One of their recommendations was to consider the cost savings associated with implementing a standard staffing model and the additional staff needed for the block schedule. In the Spring of 2025, a district sub-committee was initiated to conduct the schedule change possibility study. This group was representative of the district’s demographics, and included students, parents, teachers, campus administration and district administration. This group met four times last spring to benchmark current district secondary schedules against peer districts, as well as implications for teaching and learning, athletics, fine arts, CTE and other elective courses. Ultimately, the committee’s findings were inconclusive in terms of the return on investment with the block schedule and were split on a recommendation to district leadership on whether to remain on the block schedule or transition back to the 7 or 8 period schedule day. While there is no definitive research linking a specific schedule model to student achievement, there is a significant cost differential. Shifting back to a traditional schedule will allow RISD to reduce expenditures by $11 million.
What will the high school schedule format look like with a 7 period day?
Classes will meet daily for 50 minutes. High schools will implement a 30-minute advisory period dedicated to tutorials and college/career readiness. Additionally, an optional Zero Hour (8:00–8:50 AM) is available for specialized programs, including Fine Arts, CTE practicums, AP courses, and seniors completing endorsement requirements.
What will the middle school/junior high schedule look like with an 8 period day?
Classes will meet daily for 45 minutes. Middle/junior high campuses will also be adding 10 minutes to the school day to accommodate for Middle School construction, CTE and instructional minute needs. There will also be a daily Advisory period.
Are there other districts that implement a traditional 7 or 8 period schedule?
Yes, Plano ISD, McKinney ISD, Conroe ISD, Round Rock ISD and Houston ISD are a few districts that currently implement a similar secondary schedule.
What data or research was used to make the decision to return to a traditional 7 or 8 period day for RISD secondary schools?
Educational research consistently demonstrates that instructional pedagogy has a far greater impact on student success than the master schedule. Research from Hanushek, Hattie, the RAND Corporation, and Sanders indicates that teachers have two to three times the influence on student achievement compared to any other school-related factor, including facilities and leadership. Furthermore, RISD data show no significant correlation between schedule design and changes in student achievement or program success.