Baldwin High School proposes AB block schedule, curriculum shifts and new 'fusion' program for 2025–26

Baldwin High School administrators presented a multi-year plan to change the high school bell schedule and program of studies for the 2025–26 school year, asking the Board of Directors to consider final approval at next month's meeting. The proposal centers on an A/B block schedule with two extended (approximately 80-minute) blocks per day separated by a mid-day academic/resource time ("ART time") intended for remediation, clubs and project work.

The presentation said the AB block would keep students engaged across an entire academic year rather than compressing yearlong courses into single semesters. Administrators said research shows block schedules can improve GPA, reduce dropouts and allow deeper, project-based learning; they also cited potential benefits for AP and standardized exam performance.

As proposed, key program changes include: making AP Computer Science Principles the introductory computer science requirement (with a recommended Algebra I prerequisite); collapsing separate health and physical‑education semester courses into a single yearlong health/PE course and increasing health/PE credits from 1.5 to 2.0; offering expanded college-credit (CHS) agreements moved from Mount Aloysius to Seton Hill University; and recognizing academic credits for Steel Center CTE programs (for example, cosmetology would earn a quarter credit per year toward math requirements).

Administrators described new and pilot programs: a freshman academy to provide coordinated teacher teams and SEL/study-skill instruction during ART time; a "fusion" program (modeled on a Mayfield, Ohio program) that would let some juniors and seniors take core courses in a flexible, self‑paced learning lab in the library with teacher mentors and opportunities to schedule internships; and expanded partner-class placements and more elective access for students with special needs. They also proposed adding ASL 3 and other language offerings, expanding CHS designations for AP/dual-credit courses, and new fine/practical-arts options (eSports, drones, engineering fabrication, "Make It Yourself").

Calendar and timeline items presented: an in-school electives fair and evening curriculum night on Feb. 4; student course requests to begin Feb. 10; and the scheduling process to begin March 3. Administrators said the program changes would be targeted to the graduating class of 2029 (rising freshmen) and beyond for some requirements.

Board members asked about district examples and implementation. Administrators said Upper St. Clair uses an AB block schedule and was consulted; they described a multi-year staff professional development plan already under way and pilot implementation this year in selected courses. Board members raised questions about: (1) attendance and the effect of missing a block day; (2) substitute-teacher readiness for 80-minute lessons; (3) scheduling conflicts for Steel Center students and singleton electives such as orchestra; (4) equity for students who cannot participate in after‑school activities; and (5) the metrics the district will use to measure success.

Administrators responded that research and local visits informed the plan, that year-one professional learning has begun and that the district ran multiple automated schedule iterations this year to reduce conflicts. They proposed measures of success that include attendance, discipline and participation metrics, use/access logs for online curricular resources, and eventual changes in standardized/diagnostic outcomes; they also said further refinement would follow board feedback and that approval is requested next month so schedules can be finalized.

The board did not take a final vote on the proposal at the meeting; administrators asked for board approval at the next meeting after additional review and continued scheduling work.