During four years of research, they learned that some schools achieved remarkably positive results by changing the delivery system, i.e., by having students taking fewer subjects at one time for longer periods in which teaching strategies are more varied and students are more involved in the learning process. Under this format, students are able to focus better and achieve greater understanding of the material because the schedule is less demanding. Both teachers and students perform better because there is less fragmentation. There are many variations of the block schedule but the one that the PDC thought provided the maximum benefits was the full-block model. In a full-block model, the students sign up for four classes a day during the first semester and four new classes for the second semester.
Teachers teach three of the four periods.
Through careful scheduling, students will take two or three academic classes in which they will have homework and take electives such as art, music or occupational education in the one or two periods remaining. With the full-block model, students have the possibility of earning eight credits in one year and a total of 32 credits during four years of high school. In the traditional seven-period high school model, students have the possibility of earning seven credits in one year and a total of 28 during four years of high school. Since the block schedule offers more opportunities over four years of high school, students benefit and, at the same time, elective programs maintain enrollments. The administration at SHS was also very supportive of the PDC recommendation.