Throughout the 2025-26 school year, the freshman class of Foothill Technology High School, along with some students in the upper grades, has a shortened lunch period from Tuesday through Friday to allow them to attend Foothill Intervention, Reinforcement and Enrichment (FIRE). Foothill Tech was founded in the 2000-2001 school year, and FIRE came to the high school not long after that. A 30-minute period which takes place from 11:55 a.m. to 12:25 p.m., four days a week, FIRE offers students time to catch up on homework, ask teachers for academic support and receive tutoring from students who are FIRE mentors.
Even though this time slot for student advisory in Foothill Tech’s bell schedule is only made mandatory for ninth graders, it is also available for students in grades 10, 11 and 12. Students have varying views on whether or not FIRE is the most appropriate time for on-campus tutoring, as some students find FIRE a productive work environment, while others need a different setting to study.
Freshmen like Aletha Palacios ‘29 have found that FIRE has advantages when it is a productive study environment, but that an upcoming lunch can sometimes be distracting after hours of academic work.
“I think there should be options for after-school tutoring, and I think FIRE can definitely be a way to do it, but personally, I end up procrastinating,” Palacios said.
Each student has their own preferences for what they would call a good time and place to study. Some study best when they find quiet in the comfort of their homes, while others need to be surrounded by people who are there to help them through homework when they have questions.
Anahy Ruvalcaba Islas ‘29 discovered that even though there may be some students who need greater explanation and would gain more from being tutored during class time, for her, it has been beneficial that FIRE is in a scheduled area with support from students not much older than herself.
“I feel like students explain things better sometimes than teachers, because they are the ones doing the assignment,” Ruvalcaba Islas said.
Not only do some students prefer tutoring from others who have gone through the same classes before them, but FIRE mentors enjoy helping out those who are struggling through an assignment or need a study partner.
Laylah Delgado ‘28 is a sophomore who receives community service for being a FIRE mentor. During the 30 minutes FIRE offers, she connects with other students who might have questions about homework.
“I like [FIRE] because I can help people and it helps me not be shy,” Delgado said.
On-campus tutoring offers students opportunities to build their social skills as they support others, whether it be their advice on an upcoming project or a math problem a student can’t seem to figure out. Until after-school tutoring or other options are made available on campus, FIRE is a place where students can get their academic work done while having structure. FIRE mentors like Delgado not only help students who are walking the same path they have in the past years, but they also find connections that build important qualities they will be able to use throughout their lives.
