Block Scheduling

The dawn of the 2012-13 school year brought with it a change in Trinity’s daily schedule. Following an exhaustive five-year study, the school embarked on the year employing a more collegiate class block schedule that perfectly fits the needs of a 21st century high school student. 

When comparing our student’s academic success before and after block scheduling the results are resounding. Recent graduates who enjoyed a full fouryear experience in block scheduling far exceed the academic results of fellow alumni who learned in our old 8-period schedule. The increased academic rigor, flexibility in scheduling, and hands-on learning of block scheduling allows them to achieve these record results.

Block Scheduling = GreaT results!

Reasons why we know “Block” is best

1. Block encourages innovation and deeper learning.

Classes are taught at the right pace: teachers present a concept, students actively do something to learn the concept and then teachers reinforce the concept.  Research shows this is the most successful way to learn and is best suited for young men.  Because students and teachers have more time together when they meet, creative lessons demanding critical thinking skills have become the norm.  This type of learning can’t be done in 45 minutes.  Hands-on-activities = deeper learning.

2. Block means more rigor, which means higher standardized test scores and better preparation.

Trinity requires more courses to graduate than any other high school in Kentucky.   Since moving to block scheduling, our students’ achievement has risen.  Recent graduating classes have set school records for composite ACT score and merit scholarship earnings.  High test scores = acceptance to more colleges + merit scholarships + demonstrated preparation for college.  Students also have greater access to elective classes in music, art, journalism, information technology, humanities, and STEM.  Many of our students take a fifth year of science, math and world languages.

3. Block better prepares students to be better organized for college.

A student’s class schedule is like college. He learns how to organize his studying and do more long term projects. Doing homework for 4 classes the next day is more reasonable than preparing for 6 or 7 classes.  More time to learn the concept and more time to do homework = higher student achievement.  Block allows us to have 3 advising periods each week when students meet with a teacher/advisor in small groups.  It is time to go seek help from a teacher, make-up a test if absent, or visit the library, technology center or lab.

4. We are enjoying record low average class sizes and more individual attention for every student.

Our teachers see on average only 60 students per day.  Fewer students each day = more individual attention.  Freshman take a class that successfully launches them into high school, both academically and socially.  Seniors take a course that readies them for the move to greater independence once high school concludes.  A more holistic approach = better balanced young men.

What students are saying about block:

“Block scheduling has allowed me access to multiple AP classes and the ability to balance my workload with sports.”
Grant Brunstetter  
“I love block schedule because with only 4 classes a day its easier to schedule my classwork and extra-curricular activities.”
Porter Hunt 
“In block scheduling I have time during Advising to meet with teachers, ask questions and get extra help when needed.”
Will Kempf 

What teachers are saying about block:


“Because of the extended time for group activities, I’ve been able to engage students that were quiet and shy in class before. No one gets left out or behind.”
Keith Rapp, Social Studies
“The block schedule allows students to have a deeper, better grasp of the material because they can approach it from different angles, varied perspectives and through different means. In the process, we are able to serve young men of wide-ranging learning styles better.”
Blake Napper, Social Studies
“The block schedule provides students with a collegiate atmosphere, one that allows for introduction of a concept in conjunction with reinforcing activities – all within a single period.” 
Tony Lococo H’03, English
Our most recent graduates were accepted at:
Auburn University
The Catholic University of America
Citadel Military College of South Carolina
Clemson University
Marquette University
Michigan State University
Rochester Institute of Technology
Rhodes College
Rose-Hulman Institute of Technology
Syracuse University
Thomas Jefferson University
United States Air Force Academy
United States Military Academy
United States Naval Academy
University of Colorado
University of Hawaii at Manoa
University of Notre Dame
University of San Francisco
University of Texas
Villanova University
Virginia Military Institute, 
Washington and Lee University.

What is Advising?

As a smaller component of the House System students meet in their Advising Groups three days a week.  These smaller communities allow the opportunity for students to grow closer relationships with Housemates and Faculty Advisors they will spend their four years with.  In addition, since all Advising Groups meet at the same time each day it also allows time for students to:

  • Meet with a teacher for additional help
  • Study for a test or begin homework
  • Make up a missed test or lab
  • Meet with classmates to complete a project
  • Meet with a Counselor or Academic Dean
  • Learn about possible Colleges and Careers
  • Attend school wide assemblies and liturgies


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