For the past three years, the faculty and administrators of Diamond Fork Junior High School--a large junior high in Spanish Fork, Utah--have been on an amazing journey of examining the school's educational practices with the intent of improving learning opportunities for all its students. In March 2009, the administrators and the faculty leadership team visited a couple of local junior high schools to see what they were doing to help struggling learners. Each school had implemented a creative program in which a portion of each school day was set aside to help or reteach struggling learners. The students who had mastered key concepts were allowed to attend enrichment activities sponsored by the school. The administrators and faculty reflected on their own practice and examined their master schedule to see whether there was a way to create time for a similar schoolwide intervention program at Diamond Fork. They have a seven-period school day, and for the past decade, students have listened regularly to a Channel One news broadcast in each classroom. They decided to eliminate Channel One time from their master schedule and in its place created a 25-minute period for enrichment and remediation. They called this new period E-Time--which stands for enrichment/extra help time. Students who keep their grades above a C- participate in enrichment activities. Students whose grades fall below a C- or who do not reach mastery on any particular assignment or quiz or test are required to attend remediation. The E-Time period is inserted between third and fourth periods with traditional five-minute passing times. All students are expected to participate in either enrichment or remediation activities daily. For years, researchers have indicated that giving students consistent and immediate feedback is a best practice, but many schools have not been able to figure out a way to meet this demand. With E-Time, students are getting the feedback and instruction they need to find academic success. (Contains 2 figures and 2 resources.