No. The division is considering two connected, but distinct, issues:

• The division-wide calendar determines instructional days, holidays, breaks, staff work days, and professional learning days.
• The high school schedule determines how courses and other instructional periods are organized within each school day.

Calendar changes would affect the entire division. The proposed high school course structure would apply at the high school level.

The earliest possible implementation of changes would be the 2027-28 school year. The calendar and high school schedule for 2026-27 remain unchanged at this time.

The Commonwealth of Virginia generally requires 140 clock hours of instruction for a student to earn one standard high school credit. Under Stafford Schools’ current alternating block schedule, each course receives approximately 121.8 hours, which is 18.2 hours fewer than the standard requirement.

The division must address this gap while also considering student learning, access to academic support, graduation pathways, electives, staff workloads, transportation, and the length of school breaks.

The division is developing several strategies to help students preserve elective choices under a seven-course schedule. The options available to an individual student would depend on the student’s graduation requirements, course pathway, and program participation.

These strategies include:

• Offering Health and Physical Education 9 and 10 as optional online courses taught by Stafford teachers, potentially freeing up one or two elective slots.
• Offering economics and personal finance as an optional online course taught by Stafford teachers, potentially freeing up one elective slot.
• Allowing approved courses, including IB Economics, IB Business Management, AP Economics, dual enrollment Economics, and dual enrollment Business Management, to satisfy the economics and personal finance requirement, potentially freeing up one elective slot.

Some of these options are not available or necessary for every student, and the potential elective slots should not be added together as a guarantee. School counselors would work with students and families to determine which options fit each student’s four-year plan.

A high school course currently meets approximately 86 times during the school year. At 85 minutes per meeting:

• 86 meetings × 85 minutes = 7,310 minutes
• 7,310 minutes ÷ 60 = approximately 121.8 hours
• State standard: 8,400 minutes, or 140 hours
• Difference: 1,090 minutes, or approximately 18.2 hours per course

On Stafford Schools’ alternating X/Y schedule, 18.2 hours equals approximately five school weeks.

The 18.2-hour difference equals nearly 13 additional 85-minute class meetings. Because each course meets every other school day, 13 meetings span approximately 26 school days, which is slightly more than five five-day school weeks.

This does not mean that five weeks are missing from the overall school calendar. Rather, it means each course receives approximately five weeks less instructional exposure than it would need to reach the 140-hour standard under the current alternating schedule.

Instructional time is not simply a compliance calculation. Fewer class meetings mean less time for teachers to introduce content, provide guided practice, assess understanding, reteach concepts, offer feedback, and prepare students for advanced coursework.

When an instructional time difference occurs in every full-credit course and continues across multiple years, the lost opportunities can compound. Addressing the gap would support stronger learning and academic growth while meeting state requirements.

Additionally, the Virginia Board of Education has implemented higher cut scores for Standards of Learning (SOL) tests in reading and mathematics. The first wave of changes to the standards will begin in the 2026-27 school year. The cut scores will then increase again in the 2027-28 school year. 

The teachers of Stafford Schools have worked diligently to address the five-week instructional gap and prepare students for success. However, the higher SOL cut scores could have a significant impact on student pass rates and, for some students, their ability to meet graduation requirements. Virginia students must earn five verified credits for graduation, which require successfully completing the course and passing the corresponding SOL test.

Yes, but the requirements measure two different things.

Virginia’s standard school year is 180 instructional days, or 990 instructional hours. Stafford Schools' overall calendar may meet the annual hours requirement. However, Virginia also establishes a separate 140-hour standard for each high school credit. Because high school courses meet every other day under the current block schedule, a division can meet the total annual hours requirement while still providing fewer than 140 hours in an individual course.

More information on Virginia’s standard school year requirement is available at https://law.lis.virginia.gov/admincode/title8/agency20/chapter132/section150/.

The commonwealth of Virginia requires the instructional day to average at least 5.5 hours, excluding meal periods. Stafford Schools’ standard high school day is currently 6.5 hours.

More information on the state requirement is available at https://law.lis.virginia.gov/admincode/title8/agency20/chapter720/section20/. 

The state permits school divisions to use approved alternatives to the traditional 140-hour model, but a waiver is not automatic and does not eliminate the obligation to demonstrate equivalent learning.

A division using an alternative must establish an approved local policy, define objective mastery requirements, document student learning, ensure transparency, and provide required information to the Virginia Department of Education. Alternatives can include reduced-hour courses with evidence of equivalent outcomes, portfolios or performance assessments, locally developed assessments, and approved national or international assessments.

The Virginia Department of Education has shared that the waiver can apply to individual courses or pathways, but cannot be applied across a school division.

Under a schedule that includes an advisory period, students in the IB Diploma Program at Mountain View High School could complete Theory of Knowledge (a required part of the IB Diploma Program) during advisory, rather than using two full course blocks.

This approach has been recommended by the Mid-Atlantic Association of IB World Schools and could preserve up to two additional course slots for IB students. If the division selects a seven-course schedule without an advisory period, it would need to identify another way to provide Theory of Knowledge while preserving access to electives.

Several structures are being evaluated. Students could continue following an alternating X/Y rotation under any of the following approaches:

• Seven academic courses with a structured advisory and IRE return period
• Seven academic courses with longer instructional blocks and no IRE return period

Under an IRE model, students would periodically return to their academic classes for support, additional instruction, assessments, make-up work, or enrichment. Under a longer-block model, academic blocks would increase from 85 to 94 minutes.

In 2025, the Virginia Board of Education approved higher cut scores for reading and mathematics Standards of Learning assessments. The higher cut scores will be phased in over four years, beginning in the 2026-27 school year, and will apply to grades 3-8 and high school end-of-course reading and mathematics assessments. 

Our teachers have worked diligently to address the current 18.2-hour instructional gap and help students achieve pass rates near the state average. However, higher passing expectations make it even more important for teachers and students to have sufficient time for instruction, practice, feedback, assessment, and remediation.

Students pursuing either a Standard Diploma or an Advanced Studies Diploma must earn five verified credits. A verified credit generally requires a student to earn the course credit and pass the corresponding end-of-course SOL assessment or complete another state-approved pathway. A student who does not earn the required standard and verified credits cannot receive a Standard or Advanced Studies Diploma. Therefore, the combination of higher passing expectations and reduced instructional time could affect SOL pass rates, verified-credit attainment, and students’ progress toward graduation.

Beginning in the 2026-27 school year, SOL results will also be reported using a 100-point scale rather than the current 0-600 scale. This reporting change is separate from the increase in cut scores.

Under a seven-course schedule, high school students would take seven credit-bearing courses rather than eight. There are several ways those seven courses could be organized while meeting Virginia’s instructional-time requirements.

One option is a model that includes seven academic courses and a structured Advising and Intervention/Remediation/Enrichment block, commonly called IRE. Another option would use longer academic blocks without an IRE return period.

No final daily schedule has been selected.

Several configurations could provide the required instructional time:

• An 85-minute IRE block, with instructional return time distributed across the seven academic courses, would require at least 174 instructional days.
• A 60-minute IRE return period plus a separate 25-minute advisory period would require 180 instructional days.
• A schedule using 94-minute academic blocks without an IRE return period would meet the 140-hour standard within a 180-day calendar.

The final schedule structure and calendar would need to work together to meet the applicable requirements.

The School Board’s primary decision would be whether to move from eight high school courses to seven. That decision is directly connected to the number of instructional days and hours that must be included in the approved school calendar.

The specific daily schedule is generally an operational matter determined by the superintendent. However, because the schedule and calendar decisions are closely connected, the board may provide direction on the schedule’s structure.

No, the seven-course options currently under consideration would operate within the standard 6.5-hour high school day. Extending the school day is a separate approach that has been evaluated as a way to maintain eight courses.

The division has identified three primary approaches, which could be used individually or in combination:

1. Move from eight high school courses to seven and select an operational schedule that meets instructional-time requirements.
2. Add enough instructional days to maintain the current eight-course schedule.
3. Lengthen the high school day and add instructional days to maintain eight courses.

With the current 85-minute blocks, maintaining eight courses would require approximately 198 instructional days, which is 26 more than the 2026-27 calendar.

This approach could substantially shorten summer break, extend the school year into late June or early July, reduce the time available for summer facility projects, affect teacher contracts, and require changes to holidays, breaks, staff workdays, or professional learning days.

It also would not, by itself, create consistent school-day time for advising, intervention, remediation, or enrichment.

Increasing each block to 90 minutes would require adding approximately 20 minutes to the high school day and increasing the calendar to about 188 instructional days.

Adding 40 minutes to the school day would allow the division to meet the required instructional time. However, under this model, high schools would need to begin at approximately 6:50 a.m., and some students could have bus pickup times as early as 5:00 a.m.

Preserving the traditional lengths of summer, winter, and spring breaks is one of the division’s planning goals, and it was also a recommendation of the Calendar Committee. Whether that goal can be fully achieved will depend on the combination of instructional days, schedule structure, holidays, staff work days, and professional learning days ultimately selected.

Yes. The division’s comparison found that Fairfax County Public Schools and Loudoun County Public Schools use seven-course schedules with additional flex time. Prince William County Public Schools uses a seven-course structure with flex time, although this flex time varies among schools. 

These examples demonstrate that seven academic courses can be organized in several ways while supporting graduation requirements, electives, advanced coursework, and student support.

No. Students would continue to have access to elective courses if the proposed changes are implemented. 

In some cases, a seven period schedule would allow students the opportunity to take an additional choice elective. For example, cosmetology, nurse aide, barbering, collision repair, and auto tech programs are currently offered in more class periods than students receive credits. (Eg, cosmetology students must take 4 course blocks to earn 3 credits due to the amount of instructional time in each block.) By extending the time in each period, students will meet the requirements in one fewer course block, allowing students to take an additional elective.  

In a sample seven-course pathway, students have two course slots in grades 9-11 and three slots in grade 12 beyond the typical English, mathematics, science, social studies, and health and physical education or economics and personal finance courses.

Some of those slots may need to be used for world language, fine arts, career and technical education, sequential elective, specialty program, or other diploma requirements. Therefore, not every slot will necessarily be an unrestricted elective choice. Additionally, this school year, our 12th-grade students currently have a total of 1,359 early-out blocks and 35 late-arrival blocks in their schedules. These are non-instructional blocks during which students are not in school. Finally, 186 students are serving as aides in the library or counseling office for one block in lieu of taking an academic course.

The number of available choices will depend on several factors, including:

• Credits earned before entering high school (Algebra 1, Geometry, World Language, etc.)
• Standard or Advanced Studies Diploma requirements
• World language and sequential elective requirements
• Participation in a specialty center or specialized pathway
• AP, IB, dual enrollment, CTE, JROTC, or other program participation
• Whether the student takes health and physical education or economics and personal finance online or during the summer
• Courses that may satisfy more than one program or graduation requirement

School counselors would continue working with students and families to develop individual four-year plans.

Yes. The commonwealth of Virginia requires 22 credits for a Standard Diploma. A seven-course schedule provides as many as 28 credit opportunities over four years, leaving six opportunities beyond the minimum credit total.

Students must still complete the required courses, verified credits, and other graduation requirements associated with their diploma pathway.

Yes. Virginia requires 26 credits for an Advanced Studies Diploma. A student taking seven courses each year can earn as many as 28 credits, including a student who enters grade nine without high school credits earned in middle school.

The schedule provides enough total credit opportunities. However, careful planning will be especially important for students participating in programs with extensive course sequences. 

To view the state’s current diploma requirements, visit https://law.lis.virginia.gov/admincode/title8/agency20/chapter132/section51/.

The division’s sample four-year roadmap shows that a student entering 9th grade with no high school credits can earn 28 credits and complete the 26-credit Advanced Studies Diploma requirements.

The student’s specific schedule would depend on course placement, diploma pathway, interests, and program participation.

These students may have more complex schedules, and we recognize that a seven-course model could create tighter scheduling for some.

Stafford Schools is reviewing course sequences across specialty centers and specialized pathways to identify potential conflicts and solutions. Strategies under consideration include:

• Expanding online health and physical education and economics and personal finance options
• Exploring summer course options
• Reviewing whether some requirements can be combined or embedded in multiyear programs
• Examining course sequences that require additional classes only during certain grade levels
• Providing individualized planning through school counselors

No decisions have been made regarding the approach the division will take to address this issue.

No, not for every student. Online and summer courses are being considered as optional ways to create additional flexibility, particularly for students with intensive specialty or elective pathways.

Stafford Schools is exploring asynchronous options during the regular school year and possible summer options. Details regarding course availability, eligibility, cost, and implementation details have not yet been finalized.

Students with individualized education programs (IEPs) and Section 504 plans would continue to receive the services, accommodations, and supports required by their plans. Any scheduling implications would need to be considered as part of each student’s individualized planning process.

Yes. However, it is important to understand that class size and total teacher caseload are related, but different.

A teacher’s caseload is the total number of students taught across all course sections. Our high school teachers currently teach six of eight blocks and have an average total roster of approximately 162 students.

Under the seven course model, teachers would typically teach five content blocks. The division estimates this could reduce average teacher caseloads by approximately 17 to 20 students. Final individual class sizes would depend on enrollment, student course requests, staffing allocations, and the master schedule.
 

Virginia establishes a standard secondary teaching load of no more than 150 students per week, with an exception of 200 for physical education and music teachers. When the standard load is exceeded, an appropriate contractual arrangement and compensation are required.

Stafford Schools spent more than $217,000 on overload stipends for high school teachers during the 2025-26 school year. For more information on the state’s requirements, visit https://law.lis.virginia.gov/admincode/title8/agency20/chapter132/section230/. 
 

No final staffing plan has been developed at this time. However, a seven schedule structure does not inherently mean widespread layoffs.

A preliminary analysis indicates that reducing the number of content blocks taught by each teacher would lower individual caseloads. Some subject areas may require staffing adjustments or additional positions to maintain state ratios and course availability. Final staffing decisions would depend on enrollment, student requests, program needs, the approved schedule, and the budget.
 

Yes. Virginia law requires middle and high school teachers to receive one unencumbered planning period per day (or its equivalent). The IRE period is not intended to replace required planning time.

Under the proposed model, teachers would generally instruct five content blocks instead of six, providing additional capacity for planning, collaboration, student support, and other assigned responsibilities.
 

The commonwealth of Virginia requires a divisionwide staffing ratio of 24 students per teacher in English classes in grades 6-12. Because the division cannot simply increase English staffing ratios to offset fewer sections taught by each teacher, preliminary models indicate that additional English positions may be needed at some schools.

Additional information on Virginia’s staffing ratio requirements is available at https://law.lis.virginia.gov/vacode/title22.1/chapter13.2/section22.1-253.13:2/. 
 

For teachers who serve across schools, the division is considering assigning itinerant staff to a designated base school during the IRE period or using that portion of the schedule for travel between schools. The goal would be to prevent travel from consuming instructional or required planning time.

The Calendar Committee has taken the lead on developing the potential calendar options. This committee includes parents, community leaders, students, staff members, and building administrators from existing advisory committees.

In all, 109 individuals were invited to the committee, and each meeting featured about 30-40 committee members in attendance. 

The committee met three times between December 2025 and March 2026, and also used an asynchronous survey to gather additional input on the calendar.

The committee has reviewed the following as part of its work:

• Virginia legal requirements
• Historical Stafford school calendars
• Calendars and schedules used by neighboring divisions
• Direct instructional time
• Student academic and support needs
• Traditional break lengths
• Staff work and professional learning days
• Transportation and operational considerations
• Teacher recruitment and retention
• Summer facility maintenance needs

Committee members have considered a wide range of factors as it developed the calendar update recommendations for the 2027-28 school year.
 

Division staff presented the initial calendar and schedule considerations to the School Board during the board work sessions on August 3 and 25, 2026. Additional 180-day calendar options are scheduled to be presented to the School Board on September 8, 2026.

At that time, the board will provide direction on which options should receive further development. Any final calendar or schedule would require formal action through the division’s established process.
 

Stafford Schools has established this webpage with clear and accurate information, along with updates and answers to frequently asked questions. Additional updates can be found during meeting presentations to the School Board. 

The advising and IRE block period could be used for the following:

• Academic intervention and remediation
• Additional instruction
• Enrichment activities
• Study and executive-functioning skills
• Goal setting and academic planning
• Make-up work and assessments
• Counseling lessons and course registration
• SOS and DESSA screeners
• Digital citizenship and other required lessons
• Schoolwide assemblies or club meetings on designated days

The purpose is to provide consistent access to support and enrichment during the school day, while also shifting activities that are currently embedded into existing blocks, taking up valuable instructional time.

No. The proposed IRE period would be structured, supervised, and attendance based.

Students would have assigned locations or return periods, direct staff supervision, and planned academic or advisory activities. IRE would not be an unmonitored hour in which students could move freely without attendance or location tracking.

Yes. The proposed IRE block would be part of the regular school day, with attendance taken and students assigned to supervised locations or activities.

Students who are current in their classes could participate in enrichment, independent study, peer tutoring, academic planning, study skills development, extension activities, or work for other courses. The period would be designed to provide value for all students, not only those who need remediation.

When assistance is available only before or after school, students may be unable to participate because of transportation, employment, athletics, activities, or family responsibilities.

Embedding support within the school day provides more consistent and equitable access for all students.

Yes, one of the model’s goals would be to reduce interruptions to regular classes. Announcements, counseling lessons, screeners, registration activities, digital citizenship instruction, and other administrative requirements currently take time from academic classes.

Moving those activities into a designated advisory period would protect more of each content block for direct instruction.