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Education committee recommends FOSS Pathways science resource for K–5; district outlines costs and implementation
Summary
Staff recommended the FOSS Pathways K–5 science resource for approval at the legislative meeting, citing strong alignment to state science and technology/engineering standards, hands‑on engagement, and a multi‑year implementation plan with teacher access, kits and PD.
Upper Dublin School District staff recommended that the education committee forward a proposal to adopt FOSS Pathways as the K–5 elementary science resource and move the recommendation to the legislative meeting for formal approval.
Presenters said a science pilot during the year involved 37 volunteer teachers and produced a committee‑based recommendation. Staff said FOSS stood out for its alignment to the district’s science standards and for covering technology and engineering standards more fully than competitor materials. The recommendation includes teacher and student digital access for seven years, permanent material kits, three years of professional development, consumable student workbooks, and shipping and setup supports.
Staff warned that elementary schedules provide limited time for science and that practical considerations such as classroom storage for multi‑unit kits will need building‑level planning. They described an implementation plan that would start in June with previews for teachers, unpacking and unit‑level planning next year, and staggered professional development for units two and three. Staff estimated that if all living and consumable materials had to be replaced annually, costs could reach about $9,000 per building per year for some items; total package costs and per‑building costs were presented to the committee and physical samples were available for review.
Committee members asked about vertical articulation with middle and high school science resources; presenters said district approaches to student‑centered, three‑dimensional science learning will be coherent across levels, although specific resources differ (for example, Twig at the middle school). Questions also covered supports for diverse learners and gifted students; staff said FOSS includes differentiated supports and that the district’s planned “science hub” will highlight extensions and interventions for teachers.
