Block Scheduling

Block Scheduling Information 

What Is Block Scheduling?

Block scheduling typically consists of fewer classes per day taught for longer periods of time. This structure allows students to focus on a smaller number of courses at once, while giving teachers additional time for instruction, discussion, hands-on learning, labs, projects, and individualized support.

For students, this can mean:

• More time to fully understand concepts during class
• Fewer daily transitions and homework assignments per night
• Stronger connections with teachers
• Increased opportunities for collaboration, creativity, and active learning

Why Block Scheduling

The implementation of block scheduling at BHS is rooted in a desire to improve student engagement, support student well-being, and provide instructional experiences that reflect real-world learning. Extended class periods allow teachers to vary instruction and meet the diverse needs of learners, while students benefit from a more balanced and focused school day.

Learning From Other Schools

As part of this work, Biglerville High School has connected with several school districts that have experience with block scheduling, including Gettysburg, New Oxford, Fairfield, Cumberland Valley, and West York. These conversations have helped BHS learn from other schools’ successes and challenges to ensure implementation is thoughtful and student-centered.

What’s Next?

Block scheduling is being pursued with students’ best interests at the center of the work. As shared with the Upper Adams School Board in November 2024, the planned implementation is the 2026–2027 school year. Biglerville High School remains committed to clear communication and thoughtful decision-making as we work to create learning experiences that support student success now and in the future.

Our Timeline and Process

The planning and preparation of block scheduling at Biglerville High School has been intentional, collaborative, and transparent:

• Spring 2023–2024: Initial discussions began among administrators and staff to examine the potential benefits and challenges of block scheduling.
• Summer 2024: A teacher survey was conducted to gather feedback, questions, and concerns.
• Fall 2024: A Block Scheduling Committee was formed, representing multiple departments. The committee began meeting regularly to study instructional models, scheduling options, and student impact.
• October 16, 2024: Block scheduling was discussed with students through a student forum, providing an opportunity for student voice and feedback.
• Fall 2024–Present: Ongoing meetings, individual teacher conversations, and continued review of how block scheduling could best support BHS students.
• November 5, 2024: The proposed direction and background work were presented to the Biglerville Area School Board.
• Professional Development: Professional learning for teachers began on November 25, 2024, and continues to support effective instruction within longer class periods.

FAQs

Schedule & Flexibility

Will Seniors still have late arrival and early release?
Yes. Seniors in good academic standing will still be eligible for late arrival or early release under the block schedule.

Will graduation requirements change?
Yes. Graduation requirements will change gradually, beginning with the Class of 2029. Students will have a clear path to meet all requirements, and these changes will be communicated well in advance.

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Learning & Academics

What are the benefits of block scheduling?
Block scheduling allows for longer class periods, giving students more time for:

• Hands-on learning, labs, and projects
• In-depth discussions and collaboration
• Individualized support from teachers
• Students focus on fewer classes each day, which can reduce stress, improve focus, and allow for a deeper understanding of content.

Will students have more homework?
No. With fewer classes each day, students often have less nightly homework. Assignments will remain purposeful and aligned with classroom learning.

How will block scheduling help with college readiness?
Longer periods encourage students to develop important skills such as time management, independence, focus, and self-advocacy. These are essential for success in college and other postsecondary opportunities.

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Classroom Instruction

Is a block class just two traditional lessons back-to-back?
No. A block class is carefully structured and includes:

• Review of previous content
• Teacher instruction and modeling of skills or concepts
• Student practice and collaborative activities
• Brain breaks, feedback, and differentiated instruction
  Students remain actively engaged throughout the period, rather than completing homework independently for most of the class.

What if a student misses a class?
Teachers use Google Classroom for the majority of assignments. The extended class periods provide additional time for students to receive support, including those who may have been absent. Advisory periods can also be used to catch up on missed content and access extra assistance. Students are encouraged to notify their teachers in advance of any planned absences so that work can be prepared ahead of time.

Are teachers ready for longer class periods?
Yes. Professional development began on November 25, 2024, and continues to focus on instructional strategies, lesson planning, and engagement techniques specifically for extended class periods.

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Special Programs & Courses

How will music ensembles work?
Some courses, such as band and chorus, will continue as year-long classes to allow students to maintain consistent practice and performance schedules.

How does block scheduling support students with learning needs (Special Education, ELL)?
Longer periods provide teachers with more flexibility to differentiate instruction, provide individualized support, and reteach concepts as needed. Focusing on fewer courses at a time also makes it easier for students to process new material.

Will electives and career-focused courses be affected?
No. In fact, block scheduling can enhance these courses by allowing more time for labs, projects, and real-world applications. We will continue to develop course options such as internships and apprenticeships to take advantage of the time available in the block schedule. 

How will block scheduling impact students attending Cumberland Perry Area Career & Technical Center (CPACTC)?

Currently, Cumberland Perry students are dismissed before the end of fourth period, resulting in the loss of approximately 15–20 minutes of instructional time each day. CP students also miss Advisory, which is an important time for meeting with teachers, receiving academic or social-emotional support, and participating in clubs and activities.

Under the block schedule, Cumberland Perry students will be able to attend two full instructional blocks each semester, totaling four complete courses per year. In addition, CP students will be able to participate in Advisory, allowing them access to teacher support, club meetings, and other school activities—opportunities they currently miss due to early dismissal.

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Advanced Placement (AP) & College Prep

 

How will AP exam preparation work?

AP courses will be offered in both the fall and spring semesters. Courses taught in the fall will include AP exam review and preparation during the advisory period leading up to the exam. Courses taught in the spring may use advisory time during the fall semester to preview course content and build foundational skills before the start of the class.

Will colleges understand block schedules?
Yes. Block schedules are widely used in high schools and colleges across Pennsylvania and the country. Student transcripts will clearly reflect coursework and credits earned, and colleges are familiar with the format.

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What are some potential challenges?

Students and teachers may need time to adjust to longer periods
Longer blocks give students more time to engage deeply with content, but we recognize it’s an adjustment. Teachers structure lessons in smaller segments, incorporating discussions, activities, and hands-on learning to keep students engaged. Advisory periods and teacher support help students transition smoothly.

Absences in a single block can mean missing a significant portion of instruction
While missing a block does cover more material at once, students can access all assignments, notes, and recordings through Google Classroom. Advisory periods and teacher support sessions provide time to catch up, and families are encouraged to notify teachers in advance of planned absences.

Classes that rely heavily on practice or repetition may feel different
Teachers redesign these classes to include varied activities- guided practice, independent work, and small group collaboration. Key skills are reinforced across multiple days, ensuring students continue to build mastery.

Some students may struggle with maintaining focus for extended periods
Lessons are divided into shorter, focused segments, and active learning strategies are used to keep students engaged. Movement activities help students stay attentive throughout the block.

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Research & Professional Sources

Canady, R. L., & Rettig, M. D. (1995). Block scheduling: A catalyst for change in high schools. Eye on Education.

Freeman, C. (1998). Block scheduling: Structure and professional community matter [PDF]. Center for Applied Research and Educational Improvement, University of Minnesota. 

Marzano, R. J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD.

National Association of Secondary School Principals. (n.d.). Breaking ranks in the middle: Strategies for leading high school. NASSP. Retrieved February 9, 2026, from https://www.nassp.org/ (

Queen, J. A. (2000). Block scheduling revisited. NASSP Bulletin, 84(583), 12–21.

9th Grade Sample Schedule 

10th Grade Sample Schedule

11th Grade Sample Schedule

12th Grade Sample Schedule

CPACTC