[{"_1":2,"_88":-5,"_89":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6304730,"mediaKeyId","2454694-d4131dbb8589f60ba60d0b8548ced668","parentId",2454694,"title","Lawndale pilots Amplify and Discovery for K–5 science; parents weigh hands‑on kits, take‑home books and pilot timeline","audioSeconds",2839,"startMs",2050465,"endMs",4890060,"viewUrl","/Search/View?dp=1&key=2454694-d4131dbb8589f60ba60d0b8548ced668&start=2050&end=4890","thumbnailUrl","https://assets.pipeline.soar.com/2454694-d4131dbb8589f60ba60d0b8548ced668/thumbnail_2050465.jpg","articleUrl","/articles/6304730/California/Lawndale-pilots-Amplify-and-Discovery-for-K5-science-parents-weigh-handson-kits-takehome-books-and-pilot-timeline","mediaUrl","https://secure.pipeline.soar.com/6304730-eeaf437f464b14873f6810fc3aa63200/orig.mp4?Expires=1772719295&Signature=JplZWjsDN1fmL2NjyLVKIMBVdseE-AgbUQhtDyQicOSA7NlscEtf7GZehj3KDbCFMeaogofpSyVUtaly5y1xaKyMUqv3dnpYF1LHlGCf3RgPZhymluEmu5NKDCOwtGJqRhyh1ttglbe4~kpWnot7S0ImPAt0SykAOZ5x830CNng0NJO35g-ns8US1AASMibmxrAIHsG09qyNcwm28R3XW5MZ385sGPQ-Etj043ES4tjGf2ek6myoe2G6sj4FHH~1LI-Icr61v28aHSUxfFCH14M2FDWbl8saw~bCCb-WK4OEdW1XUaEMzYFdt2L1IewDjKpwwFHYzcK22U2PmtHyjg__&Key-Pair-Id=KUT5TJCACFTXG","author","Lawndale Elementary","date","2025-02-28T22:17:23Z","article","Charice Jones, the district Common Core TOSA, presented two elementary science curriculum pilots at a District Parent Advisory and Curriculum Committee meeting, asking parents for feedback on Amplify Science and Discovery Education’s Science Techbook as part of a K–5 adoption process.

Why this matters: District staff said the current elementary materials are outdated or supplemental and that the board will consider a single comprehensive, NGSS‑aligned textbook adoption to replace older programs. “These are two very reputable products that we are investigating,” Jones said, and parents were asked to evaluate features that support student learning, bilingual access and family engagement.

Program features, pilot structure and differences. Jones and other staff walked parents through each product’s student-facing materials. Amplify uses short readers plus an investigation notebook, hands‑on kits and digital simulations; many Amplify activities use partner reading and are designed for in-class interaction, with the investigation notebook going home. Discovery’s Science Techbook bundles reading, notes and activities in one student edition that can be taken home; it also emphasizes a large video library and digital resources. Staff summarized practical contrasts discussed by parents and presenters: Amplify’s small readers were favored by some early‑education parents for focus, while Discovery’s single student edition and video library appealed to families who want take‑home continuity and reviewable materials.

Pilot details and representation. Staff said pilot implementations currently include kindergarten, third and fifth grades (with additional rounds planned); fourth grade had not volunteered teachers for this pilot cycle. Jones told participants the pilot would conclude in mid‑May and that teacher, student and family input would inform the district recommendation: “The pilot will conclude May 22. So your input will be included in that,” she said. Jones also noted that Discovery’s purchase includes access to Mystery Science as a complimentary resource; Amplify does not include Mystery Science and it would require separate purchase.

Standards alignment and replacement rationale. Staff told parents the district’s existing Scott Foresman program is outdated and not aligned to the Next Generation Science Standards (NGSS), and that supplemental resources such as Mystery Science have been used in lieu of a comprehensive, standards‑aligned program. “The Scott’s Forsman program is not aligned to the NGSS standards. It is old standards. It is not current,” Jones said. The district framed the current procurement as replacing an outdated primary curriculum and consolidating science instruction under one comprehensive, NGSS‑aligned program.

Logistics, safety and access. Presenters said both vendors provide English and Spanish materials; staff reported translations are human-reviewed and accessible in print and digitally for dual-language classrooms and recent arrivals. Pilot teaching expectations were described as a minimum of two one‑hour science lessons per week (teacher-flexible scheduling), and hands‑on kits are supplied to classrooms in teacher sets rather than individual student packets. Staff emphasized standard classroom safety practices for kit materials and said consumable items depend on the project.

Next steps. The pilot feedback will be collected from students, teachers and parents and used to recommend one curriculum for board consideration. Parents were invited to continue submitting examples and translation concerns during the pilot period.","mediaType","Video","parentTitle","DPAC Meeting - 2/26/25","oneSentenceSummary","District staff previewed two science curricula — Amplify Science and Discovery Education Science Techbook — for K–5 adoption. Parents reviewed materials, asked about bilingual translations and pilot logistics; staff said pilots of multiple grades are underway and the adoption decision will follow completion of the pilot.","taxTitle","Lawndale Elementary, School Districts, California","taxId",55363,"location","California","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6304736,"Lawndale outlines local approach to GATE services; district identification, classroom differentiation emphasized",1577,383255,1960650,"/Search/View?dp=1&key=2454694-d4131dbb8589f60ba60d0b8548ced668&start=383&end=1960","https://assets.pipeline.soar.com/2454694-d4131dbb8589f60ba60d0b8548ced668/thumbnail_383255.jpg","/articles/6304736/California/Lawndale-outlines-local-approach-to-GATE-services-district-identification-classroom-differentiation-emphasized","https://secure.pipeline.soar.com/6304736-0d782b10994421d2d735fa30f365e7f8/orig.mp4?Expires=1772719295&Signature=bsVGHIlfFc9OxoKcMFOOAnmNZBSpeE13uBv0PKpMb4Q0o6dz1toud1dYKsZH-4FQbQUEi-jNwjmMRrda3vgy6sPkcsGZ-MUTB0X31Go2Y~bDdNDUeQF2-YUj-KTx4HovEzRom1TBdVTW5vJKKdFl89804uBlAJbbAc~tPieJm5L2-ORJkjI2vXyxqKasnpytAjap-3P1bNHkphJ9qZaq504ZiWmglyvWEfJMKxcmFKqcW7XY-~72koOcIh4SQno-71-QB31KKhTLAhiG~fPWjUXRD2e5vNIkCdnenNBtK7MFbveoHoMJQ8KgOcDcAkU~ZpxF-mp4OXgcsVcPjNyw3Q__&Key-Pair-Id=KUT5TJCACFTXG","Tracy Familia, the assistant superintendent for educational services, briefed parents at a District Parent Advisory and Curriculum Committee meeting on the district’s local approach to gifted and talented education (GATE), saying the district identifies students locally and delivers services primarily through differentiated classroom instruction and optional enrichment.

Families were told why the topic matters. Familia said GATE identification is used to inform instruction rather than to segregate students: “GATE eligibility always happens right here in our districts,” she said, and “Beyond that, your child's life should really not change.” The district’s approach centers on giving identified students more challenging questions and opportunities inside regular classes, plus optional after-school or in-class “Genius Hour” activities.

Familia described how GATE looks in practice. Teachers use differentiation—asking deeper or more complex questions on the same topic—to extend identified students’ learning. She said students may be offered more complex reading, logic games, compacted math pathways in middle school and optional clubs. “We just wanna give them better, more challenging work,” Familia said.

Parents asked about how and when students are identified and about services for younger children. Familia said identification and notification are local: parents receive a letter when a child is identified, teachers and the student are informed, and parents are invited to a meeting. She says the district uses academic measures (including tests and spatial reasoning instruments) and that teachers act on observed advanced performance in early grades even before formal identification. For early grades the district pursues individualized conversations between teacher and parent about appropriate challenge options.

Familia provided enrollment context and a numeric snapshot: “It ranges, but we're moving toward a 3 a 6% district wide, and we're at about 5% right now,” and she added the district has 146 identified students overall but does not yet have the site-by-site counts readily available.

The district described program components and optionality. Identified students are invited, but not required, to participate in enrichment; small readers, investigation notebooks, Genius Hour and after-school clubs are among the options. The district also said it will offer a GATE certification professional-development strand for teachers to improve differentiation and depth-of-knowledge questioning.

Meeting participants raised implementation concerns including consistency over the school year and whether differentiation is sustained. Parents urged regular communication with teachers so differentiated instruction does not “fizzle out” midyear; the district responded that professional development and site-based GATE advocates (one teacher per school) are part of the improvement plan.

Familia closed the discussion by stressing that GATE identification is one data point among many in a child’s schooling and that supports should be tailored and voluntary. Parents were invited to review slides and a recording of prior sessions for more detail.","District assistant superintendent Tracy Familia described Lawndale Unified's locally defined process for identifying gifted students, said services prioritize differentiated classroom instruction and voluntary enrichment, and reported the district is at about 5% GATE identification overall.","actionData","errors"]

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Lawndale pilots Amplify and Discovery for K–5 science; parents weigh hands‑on kits, take‑home books and pilot timeline

Lawndale outlines local approach to GATE services; district identification, classroom differentiation emphasized