FAQ

1. What is an Attendance Zone?

The geographic boundaries that determine what school you attend.

2. What is a Feeder Pattern?

The default progression K-12 i.e., proposed Faison K-5, Sterrett 6-8, Westinghouse 9-12

3. How can I find my child’s feeder pattern under the proposed Future-Ready Plan?

Families can find their proposed feeder pattern K-12 by using the “Find My School” tool at app.guidek12.com/pittsburghpa/school_search/proposed/

4. Why wasn’t a demographer hired?

In line with recommendations from Education Resource Strategies (ERS), the District issued a Request for Proposals (RFP) to hire a demographer to support a strategic review of attendance zones. Of the two proposals received, one exceeded $200,000 and lacked local knowledge, while the other—priced at over $270,000—ultimately could not fulfill the full scope outlined in the RFP.

Given these limitations, the District has chosen to move forward with an in-house approach. While this adds responsibilities to internal teams, we are confident that our staff, equipped with local expertise, historical data, and advanced tools, is well-positioned to lead this work. This approach is not only more cost-effective, but also more responsive to the specific needs of our students and communities.

5. What is the in-house software the District is using to conduct the analysis required to redesign the attendance zones? Which staff have been trained in this software?

The software being used to support the attendance zone redesign is Location Analytics, a web-based application hosted through Frontline Education.

Chief Accountability Officer Dr. Theodore Dwyer has been trained in using this software.

6. Why are some elementary schools (Sunnyside, Lincoln, Minadeo) split up after 5th grade into two different feeder patterns?

School assignments are based on factors such as proximity, enrollment patterns, and geographic considerations.

7. Why do Lincoln students from Lincoln-Lemington-Belmar go to Arsenal and then Westinghouse instead of Obama in the updated attendance?

This change has been adjusted in response to community input. Students from Lincoln-Lemington-Belmar will now attend Sterrett Middle School and Westinghouse Academy for high school, creating a consistent feeder pattern that keeps students together as they advance through school.

8. Will high school students need to move to a new high school as 10th,11th, or 12th graders?

No. Current high school students whose feeder patterns change for the 2026–2027 school year may choose to remain in their current school. They may also opt to attend their new neighborhood school, an available magnet, or a Career and Technical Education (CTE) program

 

1. What is the rationale for ending the overage middle school program at the Student Achievement Center?

Guidance from the American School Counselors Association informed this work and indicated neither retention nor social promotion has been proven effective in remediation of learning difficulties or in maintaining academic gains.  

Over the past three years, enrollment in the middle school overage program at the SAC has consistently remained below 35 students districtwide: 

• 2022–2023: 27 students 

• 2023–2024: 33 students 

• 2024–2025: 26 students 

Given the small number of students, results have been inconsistent, and maintaining the program has required significant staffing and resource allocation that could be better utilized. 

 Additionally, middle school courses are not credit-bearing, meaning students who are behind academically still enter high school with the opportunity to earn credits toward graduation. With the district’s strengthened Multi-Tiered System of Supports (MTSS), students who experience academic or behavioral challenges can now be identified earlier and provided targeted, school-based interventions. 

This approach ensures that support occurs in students’ home schools, increases access to core instruction, and reduces the need for a separate overage program at the middle level. 

Research shows negative, long-term effects from retention with a disproportionate impact on marginalized populations. Students who are retained are more likely to have adverse outcomes, including dropping out of school and having diminished postsecondary aspirations (Cockx et al., 2018; Hughes et al., 2018). 

2. What is the District’s commitment to STEM/STEAM education?

Our commitment is to provide equitable access to high-quality STEM/STEAM learning experiences across all grade levels. While the current elementary and middle school schedules focus on ensuring instructional time in core content areas and access to a well-rounded education, we recognize the need to be more explicit about how STEM and STEAM are integrated.

 

In elementary schools, STEM/STEAM experiences will be incorporated through:

· Integration into core science instruction, with interdisciplinary projects that connect science, math, and technology.

· Enrichment opportunities aligned to the district’s instructional framework, including robotics, and engineering kits.

 

In middle schools, STEM/STEAM education will be supported through:

· Dedicated specials rotations such as Tech Ed which emphasize design thinking and hands-on problem-solving. Tech Ed will introduce students to foundational skills in engineering, technology, and applied sciences.

· The use of Maker Space environments for hands-on, inquiry-based projects that blend art, design, and innovation.

· Integration into core science instruction, with interdisciplinary projects that connect science, math, and technology.

 

At the high school level, the district will continue to offer robust opportunities in STEM, including:

·Engineering, biotechnology, and computer science electives.

· Pathway-aligned CTE programs that lead to college and career readiness in high-demand STEM fields.

· Access to dual enrollment and partnerships with local universities and industry partners to deepen students’ STEM engagement.

 

We are currently working to bring greater clarity and alignment to STEM/STEAM experiences across K–12, ensuring they are intentional, standards-aligned, and accessible to all students.

3. What is the Delivery Model noted in the Implementation Plan?
The Delivery Model refers to the instructional and scheduling structure at the K–5 and 6–8 levels. It outlines how time, staffing, and resources are organized during the school day to ensure students receive the academic programming, enrichment opportunities, and overall learning experiences envisioned in the Future-Ready Facilities Plan.

1. What would happen with early childhood classrooms under the Future-Ready Plan?

There are currently 85 Early Childhood (PreK) and 6 Early Head Start (infant/toddler) classrooms in 39 buildings across the district. The majority of the classrooms are in our Early Childhood Centers which are not slated to change as part of the Facilities Utilization Plan. The PreK classrooms in elementary schools will move with the K-5 building when applicable to assure continuity of services PreK - 5. Our grant funding requires that we serve a set number of children so the number of classrooms will remain the same even if physical classroom spaces move.

1. How many ELD centers do we have now? What input from staff shaped this decision?

The District currently has 11 ELD Centers.  The total number of centers will grow from 11 to 18. The recommendation to increase the number of ELD Centers is in response to our growing English Language Learner population, staff requests for additional supports and growing concerns for the need to provide services to ELLs closer to where they live.  

1. What are construction contingencies (both in terms of timeline and finances)?

All construction projects include a 10% budget contingency to account for unforeseen conditions and potential change orders. Projects approved through the 7-year Capital Plan are scheduled on realistic timelines that reflect thoughtful planning and execution. Larger projects are intentionally phased over multiple years to reduce disruption to school operations and activities. Most of the projects associated with this plan are room reconfigurations and relocations, not major construction.

 

2. What is going to happen to school buildings that close?

In accordance with Board Policy No. 814 and the Pennsylvania School Code, any building disposition will follow established procedures. Upon the closure of facilities, the District will engage a real estate firm to assess the value of, market, and manage the sale of the properties. The District will also collaborate with the Urban Redevelopment Authority and other local government entities to explore opportunities for reuse or redevelopment of the buildings.

3. How are closed buildings maintained?

For any buildings that are closed, all usable supplies—such as furniture, IT equipment, and textbooks—will be repurposed for use in other schools or auctioned off. Utility usage will be scaled back to the minimum levels necessary to protect the buildings, and custodial coverage will be reduced accordingly. If a building is not slated for future use by the District, desirable equipment and materials will be redistributed before the property is listed for sale.

4. As we move forward with plans to reconfigure the District, how can we better track and share capital projects with the public in clear and digestible ways?

PPS is considering the following:

· Creating a Centralized, Public-Facing Dashboard

· Developing a user-friendly online dashboard or webpage that outlines all current major capital projects, timelines and current status (e.g., planning, in progress, completed) which can include visuals like maps, progress bars, and photos.

· Involving School Communities by keeping school principals and PTOs informed so they can help communicate updates in a more personal way to their school families.

5. What is the attrition tipping point (i.e., if we lose X number of students, we will automatically be forced to close another school, starting a downward spiral)?

Periodic adjustment of feeder patterns and the school portfolio due to enrollment trends is a common process that all Districts should undertake. In Strategic Plan, Theme C.2.c calls for the development of standardized, student-centered metrics and a rubric to evaluate the building portfolio, identifying schools for continued use or closure during district consolidation. This rubric, when developed, will guide future discussion on consolidation.

 

6. Why doesn’t the District close the Central Office Building located in Oakland?

At this time, there are no plans to sell the Central Administration Building. It serves as the central hub for District operations and plays a vital role in supporting schools and students across the city. Its central location makes it accessible to families, staff, and community members from all neighborhoods, helping ensure that services, meetings, and resources are within reach for the entire PPS community.

Maintaining a centrally located administrative headquarters strengthens our ability to operate efficiently, respond quickly to needs across the District, and engage meaningfully with stakeholders citywide.

 

There is significant misinformation circulating suggesting that the District could simply sell the Central Administration Building to solve its financial challenges. In reality, as outlined in our updated Feasibility Report, any proceeds from the sale of District-owned facilities are legally restricted. They must be used either to fund capital improvements or to pay down existing debt. These funds cannot be used to cover operating costs or close budget gaps.

1. Why is PPS closing schools? What was the process for arriving at this decision?

The decision to consider school closures is not one we take lightly. Over the years, Pittsburgh Public Schools has seen a significant decline in student enrollment—losing more than a quarter of our students—yet we have continued operating the same number of schools. This model has created multiple challenges, including the impact on our ability to staff schools adequately and provide a breadth of opportunities and programs for our students.

The closing of nine underused school buildings would help the District avoid spending approximately $102.9 million in future facility costs. These savings would allow us to reinvest $34.4 million—on top of the $68.9 million already included in the District’s 7-Year Capital Plan—to modernize classrooms, upgrade infrastructure, and create more welcoming, high-quality learning spaces.

In total, we could invest $103.3 million over the next seven years, while still avoiding about $68.5 million in additional costs.

2. Why is PPS closing schools now?

The reality is that our current structure—operating the same number of schools despite a significant drop in enrollment—has been unsustainable for some time, and continuing this way impacts our ability to deliver the quality and scope of education our students deserve. The need for change has only grown as we face staffing challenges and budget constraints that limit our capacity to enrich student experiences and outcomes. Now is the time to take proactive steps to strengthen our district and ensure that every dollar is spent in a way that directly benefits students. By addressing these structural issues now, we can create a district that is both financially sustainable and educationally enriching. Moving forward, we are committed to a thoughtful and transparent process, seeking input from our families and communities every step of the way to build a brighter, more equitable future for all our students.

3. What steps are being taken to prevent student loss when programs close, and is there a plan to attract back students?

We understand that closing or consolidating programs raises concerns about students leaving the district. To prevent further loss, we are committed to creating a thoughtful transition process that prioritizes each student’s needs, providing support for them to thrive in their new school environments. We are enhancing our curriculum, expanding extracurriculars, and investing in the resources and facilities needed to ensure a high-quality education, so students continue to feel connected and engaged. To attract back families who have chosen other options, we are also launching new initiatives aimed at revitalizing our district and showcasing the unique strengths of our schools. This includes building stronger pathways to career and college, enhancing STEM and arts programs, and ensuring every school is equipped to meet the diverse needs of our students.

 

4. Why would K-5, 6-8, 9-12 schools work better?

Shifting to a streamlined K-5, 6-8, and 9-12 structure ensure configurations that support students' academic, social, and emotional growth. This model allows us to focus resources, staffing, and support tailored to each age group, ensuring clear transitions, and strengthening curriculum continuity. By establishing distinct stages, we create more effective programs, enhance teacher collaboration, and provide a cohesive path for student success at each developmental stage.

 

5. How were the recommendations for closures made?

Community feedback was among multiple factors considered in developing final recommendations, including:

· Enrollment Trends

· Capacity, age, condition, and quality of school buildings

· Location of schools relative to where students live

· Student experiences in various schools

· School community dynamics

· Needs of special populations and historically marginalized communities

6. How do school closures, consolidations, and reconfigurations impact class sizes?

· The impact of school closure, consolidation and reconfiguration on class sizes depends on a variety of factors, including any changes made to PPS’ school funding formula, staff vacancies and year-over-year enrollment change.

· Class size increases are not the same as large class sizes, and all class sizes would remain below the “reasonable class sizes” for each grade as outlined in the PPS’ contract with the Pittsburgh Federation of Teachers.

 

7. How do school closures, consolidations, and reconfigurations impact class sizes?

The impact of school closure, consolidation and reconfiguration on class sizes depends on a variety of factors, including any changes made to the District’s school funding formula, staff vacancies and year-over-year enrollment change.

Class size increases are not the same as large class sizes, and all class sizes would remain below the “reasonable class sizes” for each grade as outlined in the District’s contract with the Pittsburgh Federation of Teachers.

 

8. What is the District’s commitment to STEM/STEAM education?

Our commitment is to provide equitable access to high-quality STEM/STEAM learning experiences across all grade levels. While the current elementary and middle school schedules focus on ensuring instructional time in core content areas and access to a well-rounded education, we recognize the need to be more explicit about how STEM and STEAM are integrated.

 

In elementary schools, STEM/STEAM experiences will be incorporated through:

· Integration into core science instruction, with interdisciplinary projects that connect science, math, and technology.

· Enrichment opportunities aligned to the district’s instructional framework, including robotics, and engineering kits.

 

In middle schools, STEM/STEAM education will be supported through:

· Dedicated specials rotations such as Tech Ed which emphasize design thinking and hands-on problem-solving. Tech Ed will introduce students to foundational skills in engineering, technology, and applied sciences.

· The use of Maker Space environments for hands-on, inquiry-based projects that blend art, design, and innovation.

· Integration into core science instruction, with interdisciplinary projects that connect science, math, and technology.

 

At the high school level, the district will continue to offer robust opportunities in STEM, including:

·Engineering, biotechnology, and computer science electives.

· Pathway-aligned CTE programs that lead to college and career readiness in high-demand STEM fields.

· Access to dual enrollment and partnerships with local universities and industry partners to deepen students’ STEM engagement.

 

We are currently working to bring greater clarity and alignment to STEM/STEAM experiences across K–12, ensuring they are intentional, standards-aligned, and accessible to all students.

 

9. How will you engage the community.

We are committed to deliberate and inclusive community engagement throughout this process. From the start, our approach has included collecting more than 6,298 data points through surveys, 11 Board-hosted town halls, regional input sessions, focus groups, pop-ups, and online platform comments.

As part of the current Public Commentary Period, the District is:

· Hosting intentional Community Conversations to update the public on the current plan and answer questions.

· Holding Community Kickbacks to gather feedback on the plan and hear directly from families about how to ensure a smooth transition should a final plan be approved.

· Launching a Survey to gather input on transition supports and priorities.

· Holding Pop-Up listening sessions throughout the community at various events and communities.

· Holding targeted listening sessions with key stakeholder groups.

· Maintaining ongoing two-way communication throughout each transition phase, including regular updates, family support, and structured transition plans for affected students and schools.

 

10. Why are you working backwards? (The strategic plan should have been used to influence the future-ready plan but it directly goes against it.)

We are not working backwards. The Future Ready plan is fully aligned with the District’s current Five-Year Strategic Plan. As shown in Slide 4 of the “Pittsburgh Public Schools Feasibility Report Presentation,” all four priority themes from the strategic plan are advanced through this proposal:

· Theme A: Improve the quality and relevance of academic experiences

· Theme B: Create safe, engaging, and inclusive school environments

· Theme C: Optimize resources for equitable student experiences

· Theme D: Prioritize community outreach and access

The Future Ready plan strengthens these themes by:

· Reconfiguring grade bands to improve age-appropriate programming.

· Closing underutilized buildings to reinvest in modernized, high-quality learning environments.

· Expanding access to neighborhood magnets, STEM, world languages, and library resources across all schools.

· Launching targeted community engagement and transition supports for impacted families.

Rather than working against the strategic plan, the Future Ready work is a direct operationalization of it. The plan is the product of community engagement, data-driven feasibility analysis, and alignment with district-wide goals that center Students First—Always, in all ways

 

11. Have we looked at other cities similar to ours to see what works and what doesn’t? School choice seems to be successful. Denver had a 14% increase in graduation rates.

Yes. Through our partnership with Education Resource Strategies (ERS), a national nonprofit with deep expertise in school system design, Pittsburgh Public Schools was able to leverage ERS’s knowledge of national trends and promising practices from other urban districts. ERS brought insight into what has and hasn’t worked in other cities.

There are a variety of educational delivery models used in other cities, each with different levels of success depending on local context and implementation. In

Pittsburgh, we are shifting toward a more coherent and developmentally appropriate feeder pattern—moving from five different school configurations (PreK–5, PreK–8, 6–8, 6–12, and 9–12) to a simplified and more consistent structure of:

· K–5 foundational schools

· Developmentally responsive 6–8 middle schools

· Traditional 9–12 high schools

This feeder pattern model is designed to create more consistent student experiences, smoother transitions between school levels, and greater equity in access to resources and programming across the District.

At the same time, we are maintaining student choice at the middle and high school levels. For students who develop a strong interest or passion in areas like STEM, World Languages, or the Arts during elementary school, the District will continue to offer specialized magnet programs and Career and Technical Education (CTE) pathways. These options ensure that students can further explore their talents and aspirations in environments that support deeper learning and enrichment aligned to their interests.

12. What are the assumptions built into the increased projected savings in 2027? What expenditure categories are included in “delivery model changes?”

The savings in 2026 are approximately 40% of the total savings for the 2026-27 school year. The 2027 savings reflect the full annual savings. The delivery model will remain unchanged in 2026-27. The new delivery model will be implemented in 2027-28. Staff and non-staff expenditures are included in the delivery model changes. 

 

1.What will transitioning the gifted program in-house look like?

We are committed to ensuring that students who are identified as gifted continue to receive rigorous, enriched, and appropriately differentiated instruction that meets their individual learning needs. The transition from the current centralized Gifted Center model

to school-based enrichment services is part of Phase 2 of the plan, slated for implementation in the 2027–2028 school year.

This transition will align with Chapter 16 requirements by ensuring that all students with Gifted Individualized Education Plans (GIEPs) continue to receive services that match their identified strengths and instructional levels, regardless of their home school.

 

2. How will the transition and implementation of Gifted services work? Who will teach this instruction?

· Professional Learning & Capacity Building: Beginning in the 2026–2027 school year, elementary and middle school teachers will engage in comprehensive professional development focused on differentiation, enrichment, and curriculum acceleration for gifted learners. This learning will be guided by a train-the-trainer model, similar to the district’s implementation at Dilworth and Grandview, with oversight by the Office of Professional Learning.

· External Expert Partnership: The district will engage an external provider with expertise in gifted education and program design to support the development of training modules and coaching frameworks.

· Teacher Roles: Instructional delivery will be handled by certified teachers within each school. Instruction will reflect the acceleration, depth, and complexity required under Chapter 16, including opportunities for independent study, project-based learning, advanced content, and social-emotional supports tailored to the needs of gifted learners.

A consistent districtwide framework for gifted services will be developed to ensure fidelity of implementation and equitable access across all schools. GIEPs will continue to drive individualized instruction and service delivery, with school teams receiving ongoing support to monitor and adjust services as needed.

1. Why does the plan recommend eliminating K-5 magnet schools?

Limiting magnet programs to grades 6-8 and 9-12 would transition existing K-5 magnet schools into neighborhood schools, integrating them into local feeder patterns, based on revised attendance zones. This approach would enable the District to focus on providing a consistent, foundational K-5 experience for students citywide.

 

2. Will current magnet students who attend Pittsburgh Obama and Pittsburgh Science and Technology Academy need to reapply?

No. Current students at Pittsburgh Obama 6–12 and Pittsburgh Sci-Tech 6–12 will retain their magnet status within the newly designated 6–8 and 9–12 neighborhood magnet school structures.

 

3. What is a Neighborhood Magnet?

Neighborhood magnets would operate like full magnets by enrolling students from across the city while guaranteeing seats and identical programming to all students who reside in the attendance zone. Neighborhood magnets differ from the current partial magnet system by guaranteeing both seats and magnet programming for all students who reside within the school’s attendance zone. 

The Future-Ready Facilities Plan recommends the following schools become neighborhood magnets:

Arsenal 6-8 (International Baccalaureate Middle Year Program)

Obama 9-12 (in existing building)

Sci Tech 6-8 (in Milliones building)

Sci Tech 9-12 (in existing building)

 

4. What will the process be for students in a Neighborhood Magnet attendance zone who do not want to attend that particular program?

The neighborhood magnet programs are proposed to exist at four buildings (2 middle and 2 high) which were originally Sci Tech 6-12 and Obama International Baccalaureate 6-12.

If a student does not want to attend their neighborhood magnet, they are free to explore other magnet or CTE options available to all city of Pittsburgh residents.

The middle school magnet options in the plan are Sci Tech, CAPA and IB.

High School students may choose to apply to magnet programs at CAPA, SciTech, Obama, Allderdice (Pre-Engineering), Brashear (Computer Science) and Perry (JROTC & STEAM).  High school students interested in CTE programs may apply to programs located Allderdice, Brashear, Carrick, Perry and Westinghouse. 

 

5. Why is Montessori the only K-5 magnet in the ERS plan?

Pittsburgh Montessori offers a distinctive instructional model featuring multi-aged classrooms, self-directed learning, and requires a Montessori-certified staff.

 

6. Will current Montessori automatically transition to the new location at Linden?

Yes. Students at Pittsburgh Montessori will continue in the Montessori program and transition to the new location at Pittsburgh Linden.

 

7. If we end up with one elementary magnet school that is a Montessori school, will it still be possible for families to pay for preschool and then keep a secured spot in the school?

If we move to offering Montessori as the only elementary magnet option, it may still be possible for families to pay for preschool and then continue into kindergarten; however, there are a few important considerations.

Early Childhood programs prioritize enrollment for families who meet the income guidelines for Head Start, which may limit the number of tuition-paying spots available. While the current process allows children to continue from Early Childhood into kindergarten—supporting the Montessori multi-age model—we are also actively exploring ways to create additional space at the kindergarten level for families who did not attend the preschool program. Our ultimate goal would be to balance continued access for current Montessori students while also opening opportunities for new families who are interested in kindergarten (or older) entry.

 

8. Will current 5th grade students at language magnets – Fulton, Liberty, Linden and Phillips remain eligible to continue in the Middle Years Program at Arsenal 6-8?

Yes. Current 5th-grade students at language magnets Fulton, Linden, Phillips, and Liberty will remain eligible to continue to Pittsburgh Arsenal for 6th grade.

 

9. Do any Partial Magnet programs still exist?

Yes. There were no changes recommended to the partial magnet programs found in following high schools:

· Allderdice High School: Pre- Engineering

· Brashear High School: Computer Science

· Perry High School: JROTC or STEAM

 

10. What does it mean that PCA (Pittsburgh Classical Academy) is listed as a neighborhood magnet?

Pittsburgh Classical Academy (PCA) will transition from a magnet school to a full neighborhood school.

 

11. What is the future status of the magnet program at Allderdice?

There is no proposed change to the magnet program at Allderdice.

 

12. In the updated plan, it looks like Sci Tech is just the feeder school for the Hill, Strip District and Downtown. So, what if a student does not want to do rigorous science and math?

Under the updated plan, Pittsburgh Science and Technology Academy (Sci Tech) is designated as a neighborhood magnet school. It is important to emphasize that all students are expected to experience rigorous science and math instruction as part of a well-rounded, future-ready education, regardless of their school.

The 6–8 program at Sci Tech is designed to prepare students for the academic demands of the 9–12 program, while also providing a strong foundation in science, technology, engineering, and mathematics.

While the Future-Ready plan eliminates elementary magnet programs, high school students continue to have options beyond their feeder pattern. Students who do not wish to attend their assigned high school may apply to a District magnet program or one of the District’s 17 Career and Technical Education (CTE) programs, which offer hands-on learning in high-demand career fields.

This approach ensures that all students can pursue a path that aligns with their interests and future goals.

13. I’m in Sci-Tech but my feeder would put me in another feeder. I am going to 7th grade. Can I go to Sci-Tech for high school?

Yes. After transitioning from Sci-Tech 6-8, you would matriculate to the Sci-Tech 9-12, as long as you meet the requirements to remain in the magnet program.

14. What if my student doesn’t want to their neighborhood magnet?

Students assigned to a neighborhood magnet (e.g., Sci-Tech or Obama) can apply to other citywide magnet programs or Career and Technical Education (CTE) programs instead.

15. The Arsenal building will only be at 30% capacity. What is being done to increase the numbers to ensure this won’t be repeated and it be closed in 5 years?

Arsenal 6–8 will serve as a hub for an expanded International Baccalaureate (IB) Middle Years Programme, designed to grow enrollment and attract a diverse cross-section of students. Rather than operating as an underutilized, stand-alone facility, Arsenal will offer a rigorous, engaging academic experience that supports districtwide priorities and drives increased interest over time.

16. Why are Montessori and CAPA the only full magnets permitted in the new plan?

Montessori remains a full K-5 magnet because of its distinctive model (multi-aged classrooms, self-directed learning, Montessori-certified staff). CAPA will remain the only 6-12 full magnet program due to its location and our unique investment in the facility and equipment.

17. What’s the rationale if keeping Obama a magnet? Why do we need specialized programs?

The rationale for keeping Obama as a neighborhood magnet includes continuity of the International Baccalaureate (IB) program. Specialized programs like IB, Montessori, or CTE are part of creating diverse pathways that meet varied student needs and interests.

18. Why do some kids get to go to magnet schools without needing to apply to the magnet process?

As part of the Future-Ready Facilities Plan, Pittsburgh Public Schools is introducing neighborhood magnets - high-quality, themed schools that serve both students from a designated attendance area and others through the traditional magnet lottery.

Students who live within the attendance zones of new neighborhood magnets (such as Pittsburgh Sci-Tech or Pittsburgh Obama) are automatically enrolled in those programs. Students who live outside of those zones can still apply through the District’s magnet lottery process.

This approach expands access to in-demand academic offerings, such as STEM or World Languages, by removing application barriers for families living nearby. It also allows more students to benefit from rigorous, interest-based programming, regardless of whether they navigate the traditional magnet admissions process.

By embedding strong academic programs within neighborhood schools, the District is working to reduce inequities to ensure that high-quality educational experiences are no longer limited by zip code or application process alone.

19. My child currently attends Carmalt, which is a magnet school. What happens if the Board approves the current plan?

Since Carmalt is currently a magnet school, its magnet program would end if the Board approves the current plan. Students would then attend the elementary school assigned to their attendance zone.

To see your child’s school, please visit the Future-Ready Find My School tool and enter your home address at

https://app.guidek12.com/pittsburghpa/school_search/proposed/

20. What will happen to middle school magnet programs? Will students be allowed to finish their current magnet path before moving to the next grade band?

Yes. Students currently enrolled in middle school magnet programs will be permitted to complete their full grade band before transitioning to any new configuration or site—as long as their school remains a magnet program under the approved plan.

21. Why can’t 5th- and 8th-grade magnet students remain in their school when it converts to a neighborhood school during the transition year?

The District explored this option but determined it was not feasible to offer consistently across all schools. In many cases, students from schools that are closing or changing configurations will not have the option to remain, and capacity limitations at receiving schools make it difficult to accommodate additional students.

As we move to a neighborhood-based school model, schools that previously operated as magnets will now follow the same enrollment rules as other neighborhood schools. This means that students must reside within the school’s attendance zone to attend. Students who live outside the established boundaries will transition to the school aligned with their home address beginning in the 2026–27 school year.

To ensure a smooth and equitable transition for all students, the District is focusing on comprehensive supports at the new schools, including orientation activities, student welcome events, and dedicated staff to help students adjust to their new environments.

 

1. Why was Northview Heights chosen to reopen as an elementary school?

As part of the Future-Ready Facilities Plan, the District is working to realign attendance boundaries to promote equity and efficiency. Currently, many students from Northview Heights who need English Language Development services travel across the city to Arsenal, while their non-ELL peers from the same neighborhood attend Pittsburgh King on the Northside. This separation creates a divide within the Northview Heights community, disrupts natural feeder patterns, lengthens bus rides, and limits opportunities for families to engage fully in their children’s education.

Reopening Northview Heights would help address these challenges by bringing students back together in their neighborhood, ensuring services are available closer to home, and strengthening family and community connections. This approach also supports the District’s goal of creating community hubs that provide immediate and accessible services to students and families, which is an especially critical need when supporting foundational learning in elementary grades.

We have also received input from community members and leaders who are optimistic about reopening, viewing it as an opportunity to reunite children and families in ways that are not possible when students are spread across multiple schools.

2. Many families are concerned about safety issues in the Northview Heights community. How could PPS guarantee safety if it decides to reopen the school?

At Pittsburgh Public Schools, the safety of our students and staff is always our top priority.  While PPS is not responsible for ensuring safety in the broader community, we are absolutely committed to guaranteeing that our schools are safe, secure, and welcoming once students walk through the doors. Families across the city consistently share that, regardless of neighborhood, their children feel safe inside our schools.

It is also important to note that the Northview Heights school building is located outside of the housing community, with its entrance positioned at the edge of the neighborhood. This placement allows for the safe and direct arrival of students, while keeping the school connected to the families it serves. If the decision is made to reopen the school, the District would work closely with the Department of Public Safety, school police, and community partners to ensure robust supports are in place, from security protocols to family engagement, to maintain a safe learning environment.

Reopening Northview Heights would not move forward without a clear safety plan in place, and we remain committed to working alongside families and community leaders every step of the way.

1. How will students be phased?

The current phasing plan is structured across three phases, with the majority of schools included in Phase 1. This approach is designed to minimize the disruption caused by school closures and transitions. While changes will affect a wide range of students, we intend to implement the proposed phasing as outlined. 

Elementary and Middle School Transitions

Students in grades K-8 whose schools are closing or being reconfigured will transition to their newly assigned schools, as applicable.

· For example, Pittsburgh Colfax students in grades K–4 would transition to either Pittsburgh Greenfield or Pittsburgh Minadeo, based on their updated attendance zones.

Students in grades 5–7 would remain at Colfax as it will transition to a 6-8.  Students whose attendance zone has changed with the addition of two new neighborhood magnet middle schools would transition to their new school. 

High School Transitions

Current high school students whose feeder patterns change for the 2026–2027 school year may choose to remain in their current school. They may also opt to attend their new neighborhood school, an available magnet, or a Career and Technical Education (CTE) program. Additional considerations include:

- Students enrolled in full or partial magnet programs will remain in their magnet program.

· CTE students whose feeder school changes from Westinghouse to Obama must remain enrolled at Westinghouse to continue in their CTE program.

· Students assigned to Obama or Sci-Tech who wish to participate in CTE will need to enroll at Westinghouse or Allderdice (HVAC program only), as the Obama and Sci-Tech programs cannot accommodate half-day CTE schedules.

· Allderdice students currently attending Westinghouse for CTE classes will experience no changes.

Magnet School Considerations

Under the proposed plan, some magnet programs will transition into neighborhood schools.

· Students who live within the new attendance zones of these schools will remain enrolled.

· Students living outside the zone will transition to their designated feeder school.

 

2. How will Northside students be assigned during the gap year before Northview reopens?

Under the current Future-Ready Plan, students in grades K–5 who reside in the Northview community will attend Allegheny at King (K-5) until the Northview facility is ready to open. All students in grades 6-8 will attend Schiller at Allegheny. Pittsburgh Spring Hill K–5 will also remain open during this transition period for students in grades PreK–5. Currently, English Language Learners in grades K–5 from Northview are transported to Pittsburgh Arsenal in Lawrenceville. These students will transition to Allegheny at King until the opening of the Northview facility.

3. Do the Wilkinsburg students feed into PPS? Would Sterrett be their school?

Yes. As part of an agreement with the Wilkinsburg School District, Wilkinsburg students in grades 7-12 attend Pittsburgh Westinghouse. These students also have access to apply to District magnet programs.

As part of the Future-Ready Facilities plan, it is proposed that Wilkinsburg students in grades 7-8 would transition to Sterrett 6-8. Students in grades 9-12 would continue to attend Pittsburgh Westinghouse. Students may also apply to attend a District magnet program.

⇒ 4. What is the rationale behind making these changes for the 26-27 school year if students will not experience programmatic benefits of the new delivery model?

The 2026–27 school year is intentionally designed as a launch year focused on people and culture, not new instructional structures. We often say that “culture eats strategy for breakfast,” and that principle guides our approach. Before we can successfully introduce a new delivery model, we must first ensure that every school community has the right culture, relationships, and systems in place.

Moving forward with school transitions now, before the new delivery model begins, is about creating stability first. These changes will bring together students and staff who have not previously learned or worked together. Year One gives teams the time and space to build shared identity, trust, and collaboration without the added pressure of new schedules or academic shifts.

To avoid overwhelming educators, we are deliberately delaying the implementation of the new delivery model until Year Two. This means teachers and leaders can focus on strengthening culture, routines, and coherence before taking on additional change. The same applies to the transition of the Gifted Center, which will occur in Year Two so it can align fully with the new model.

By anchoring the first year in relationships, stability, and belonging, we set the foundation for long-term success. Strong culture and clear systems in Year One will make the launch of the new delivery model in Year Two more effective, more equitable, and more sustainable for everyone.

1. Families of students with disabilities are concerned about the time needed to hold IEP meetings before school changes take effect. How will this process be managed?

All families, including those of students with disabilities, will have opportunities to participate in multiple transition events. A separate IEP meeting will not be required solely due to school closures. An additional meeting will only be necessary if a student’s current IEP cannot be implemented at their new neighborhood school.

For approximately 76% of students, this will not be an issue. This allows ample time to reconvene IEP teams for the remaining students who may be impacted.

Additionally, all students with IEPs are already scheduled to have meetings for Extended School Year (ESY) determinations between February and March 2026. These transition discussions can be integrated into those meetings or addressed during each student’s annual IEP review, avoiding the need for extra meetings.

2. With so many changes happening, how will the District ensure stable staffing for students who receive special education services? Will their current teachers move with them?

Every school will continue to provide learning support services—this will not change. Of the 107 supplemental Regional Programs, 83 (approximately 76%) will remain in their current locations, ensuring stability in both programming and staffing.

In some cases, teachers assigned to regional classrooms will move with their programs to new buildings. However, this does not mean that all students will move with those teachers. Student placement will be based on each child’s neighborhood school region.

Currently, some students are served outside their designated region; beginning in the 2026–27 school year, placements will align with each student’s home region to promote consistency and equitable access to services across the District.

1. My child currently walks to school. What happens if their new school is further away?

We understand that any change involving your child is deeply personal, and we appreciate your trust as we work together to create the best possible opportunities for all students to learn and grow.

If your child is moving to a school that is further away, please know that kindergarten through grade eight students are eligible for transportation if they live more than 1.5 miles from their assigned school. Grades nine through 12 students are eligible for transportation if they live more than 2 miles from school.

2. Could you please tell us how Pittsburgh Public Schools Admin is going to handle the looming PRT route cuts and changes impact on PPS students?

Recent changes to PRT service have had minimal impact on Pittsburgh Public Schools students. Looking ahead, if the proposed reductions move forward due to a lack of funding, vehicles will remain available to cover routes to and from school. However, some students may experience longer commute times as a result of schedule adjustments. We remain in contact with PRT to monitor the impact potential changes.

3. How did you model the transportation impacts? Please share the analysis that led to the conclusion that bus trips will be reduced from 986 to 402 and average ride time from 35.6 minutes to 16.9 minutes. What are the impacts on walkers?

The District’s Transportation Department built a comprehensive database for this plan and re-routed every current PPS student to their proposed new school using advanced routing software and GIS tools. The model incorporated District transportation policies, contractor fleet data, proposed school assignments, and the new bell schedule.

Through a process of full re-optimization, routes and bus tiers were aligned more efficiently. This analysis projected a reduction in total bus trips from 986 to 402 and a decrease in average ride time from 35.6 minutes to 16.9 minutes.

For walkers, eligibility rules will remain the same:

• Elementary students living within 1.5 miles of their assigned school and
• High school students living within 2.0 miles
  will continue to be designated as walkers.

4. What is an example of “reduced duplication”?

In the past, multiple buses from different schools often traveled along the same streets or served the same neighborhoods at similar times, each carrying only a few students. Under the new plan, bus routes have been streamlined so that a single bus can serve those areas more efficiently.

This approach eliminates overlapping routes, shortens ride times, and ensures more students arrive safely and on time—all while using fewer total buses.