District updates board on high-school block schedule pilot, cross-enrollment and next steps
Summary
District staff and high-school leaders reported on multi-school pilots of an 80-minute block schedule, noting instructional benefits and concerns about student fatigue, attendance, AP testing and transportation for cross-enrollment; principals described positive student response and plans for summer and fall implementation.
District leaders and high-school principals updated the board on preparations for shifting to an 80‑minute block schedule and cross‑enrollment options for the coming school year, summarizing pilot experiences and plans for staff training, transportation and schedule finalization.
The update: Dr. Bales and several principals reported on recent professional development, teacher site visits to schools that have operated block schedules, and pilot days that tested teaching to longer class periods. Principals from East Chapel Hill, Phoenix Academy and Carrboro High described “glows and grows” — instructional benefits from longer periods and concerns about disengagement, student fatigue and the logistics of cross-school enrollment.
Why it matters: District-wide schedule changes affect course access, AP preparation windows, staffing and transportation for students who cross-enroll at other high schools or partner institutions. Staff said the district will continue to refine flex periods, provide professional learning for teachers and create evaluation and feedback loops to adjust implementation.
What pilots showed: Mr. Casey, who led a pilot at East Chapel Hill High School, said longer periods allowed teachers to deliver whole lessons and run labs that would not fit into shorter periods, and that students reported reduced stress and fewer transitions. He also reported concerns — teacher adjustments to new lesson designs, possible disengagement during long lectures and the need for movement or breaks. Phoenix Academy leaders said block scheduling created better opportunities for individualized instruction, project work and access to courses across the district that previously were unavailable to small-site students.
AP testing, cross-enrollment and transportation: Board members asked how AP review and test windows would be handled. Staff described strategies such as dedicated review sessions during flex time near test dates and said calendar adjustments could help; they also said they would work to ensure multiple AP review windows. Transportation for cross-enrollment was identified as an open issue: staff are exploring altered bus routes, partner arrangements and using remote instruction in some cases while they develop sustainable transportation plans.
Implementation timeline and supports: Counselors completed course selections and schools have begun master-schedule builds; staff are preparing to transition student records into the district’s new student information system over the summer. Teachers will receive just-in-time professional development and principals said district staff will monitor the first weeks of the academic year and gather feedback from students and staff to refine flex and block plans.
Ending: Principals and students involved in pilots gave generally positive reports; the board asked staff to present a formal evaluation plan and to return with metrics about student and teacher experience, AP outcomes and transportation strategies during fall implementation.
