This paper outlines, explains, and illustrates the core block model of scheduling, which allows students to spend more time with fewer teachers and encourages greater teacher interaction and ownership in the lives of their students. The core model has been used effectively with advisory programs, drop schedules, and exploratory blocks. It serves as an alternative to interdisciplinary teaming, and provides a workable method for small schools to adopt many researched-based middle level practices. Appended are 17 references and an 11-item annotated bibliography on middle school effectiveness. (Author/JAM)