Northern Lehigh previews 'lunch‑and‑learn' high‑school schedule to expand remediation time

Northern Lehigh School District administrators presented a draft high‑school master schedule that would embed a 68‑minute "lunch‑and‑learn" block into the day to increase student access to teachers for remediation and enrichment and to provide weekly teacher collaboration time.

The proposal, outlined by high‑school administrators and instructional leads, would collapse homeroom into the first instructional block and create a long midday window where students can eat and then use teacher availability for extra help. "Half of that lunch and learn time, kids and teachers eat lunch — a 30 minute time block. The other half, they are getting what they need," the presenter said, describing the flexible period used in several successful regional schools the team visited.

Administrators described safeguards and structures seen during site visits: dedicated administrative monitoring, clear expectations for student behavior, and scheduling that allows teachers one collaboration day per week. "We saw 1,300 kids managing their own time for 60 or more minutes every single day," a visiting administrator said of a model school, noting training and supervision were key.

Board members pressed practical concerns. Several asked how the 68‑minute block would affect contractual prep and building operations time (43‑minute uninterrupted prep periods in contract language). Administrators acknowledged teachers would lose a few minutes under the draft and said the schedule must be adjusted in coordination with LCTI (career‑technical partner) and bargaining constraints: "We have to work with LCTI, which is something we'll — that's kind of where a lot of the scheduling is driven," an administrator said. Safety and supervision plans and tiered supports (Tier 2 and Tier 3 scheduled interventions for students who need them) were proposed to address students who might struggle with unstructured time.

Supporters argued the block would increase one‑on‑one time: district PACE survey results show only 31% of 10th graders and 27% of 12th graders report getting one‑on‑one time with teachers, and administrators framed lunch‑and‑learn as a targeted attempt to respond to that need.

Administrators said the model remains a draft, that they will continue stakeholder communication (student, parent and staff meetings already scheduled), and that no board action was required at this meeting; additional details will return in future committee and board updates.