Creating this system involves more than making a schedule. Buy-in is essential, from everyone involved.
When the diverse array of Minor classes was first offered, there were already staff members at the school
who wanted to teach more arts and physical education classes. Teachers are extended a measure of freedom
in what they choose to offer. This invigorates the teachers, which in turn spreads to the students. Funding
is also crucial. If a promising class involves teaching classic strategy techniques through board games, or
requires special cosmetics for a theater make-up class, it’s important to have a budget in place.
Building student schedules at Hillsboro is a time-consuming process. No computer program can handle the
many inputs determining appropriate academic level placements or best use of intervention and enrichment
time. But the pay-off is huge, delivering a holistic, individualized experience for students.
Hunter Jones, an eighth-grader who is about to move on to high school after nine years at Hillsboro, can
vouch for the interplay between rigorous academic courses and related arts. In Hunter’s case, the discipline
and dedication required by band performance taught him how to work hard in other classes. He feels well
prepared for high school, and has already earned a high school credit from his work in an elective “Minor”
class he took – Spanish.
“It’s something special and different from your average school,” Hunter said.
Hillsboro Elementary/Middle:
Strategies for Students
1. TAILORED INSTRUCTION THAT MEETS THE NEEDS OF STUDENTS BASED UPON DATA
2. FLUID PLACEMENT OF STUDENTS INTO LEVELS AND REGULAR REASSESSMENT OF STUDENT PROGRESS TO KEEP THEM
ON THE RIGHT TRACK
3. INNOVATIVE “MAJOR/MINOR PROGRAM” COMBINING ELECTIVES WITH ACADEMIC ENRICHMENT AND INTERVENTION
17