Many new courses were added, teaching techniques were changed, time was allocated differently, the school day was lengthened, staff was increased, and the school's commitment to technological innovations was greatly expanded. Hartford High School's faculty, students, administration, and the Parent Advisory Committee began to explore alternatives to the traditional schedule as early as 1990. The five-year planning period included experimental schedules and visits to other schools in this country and Canada. A block schedule was chosen because it increases time for instructional activities, and it creates larger 'blocks' of uninterrupted time to support innovative and intensive teaching methods. The maximum number of course credits that students can earn in their four years increases from 28 to 32, four each semester.
Most courses are now one semester in duration instead of a full year.
Exceptions are band and chorus, which meet in 43-minute periods and are given during the first half of the first block all year long. There is a physical education course given in the second half of the first block. Except for seniors, all students are required to take courses in all four blocks each semester. Provisions are made to accommodate juniors and seniors who take vocational courses. Block scheduling provides many benefits.