Bend‑La Pine Schools leaders propose NGSS‑aligned middle‑ and high‑school science pathway, plan phased rollout

Bend‑La Pine Schools officials on April 8 presented a multi‑year plan to align the district’s 6–12 science sequence with the Next Generation Science Standards and to adopt two instructional programs after multi‑year field testing.

The district’s director of secondary curriculum, instruction and systems, Dean Birches, told the board that teachers and administrators spent three years inventorying course pathways and field‑testing materials. “We empower students to think and to wonder and to be curious and to build those skills and perseverance, critical thinking and collaboration,” Birches said, describing the district’s vision for a coherent K–12 science progression.

Why it matters: The proposal would change what many freshmen take now and create a common middle‑school experience intended to reduce gaps students bring to high school. District staff said the move aims to increase rigor, ensure access to lab‑based courses and prepare more students for AP and IB options.

What staff proposed and why: Colleen Barrons, the district’s 6–12 instructional coach for science, described LabAids as an “issue‑oriented” middle‑school program that field testers praised for hands‑on investigations, teacher usability and alignment to NGSS. Jackson Blackburn, a science teacher who piloted a forces‑and‑motion unit, said the curriculum ties lessons to local phenomena and community partners and asks students to analyze data and “design a short investigation.”

At the high‑school level, staff recommended Pure Physics for a conceptual, algebra‑concurrent freshman physics course. Heidi Friesen and Ron Crawford, Bend High teachers who have used Pure Physics, said the approach begins with eliciting student ideas, uses short lab investigations and then connects evidence to succinct scientist‑idea readings. “Students are moving away from ‘I know this because my teacher told me’ and toward ‘I know this because the evidence said and the scientists agree,’” Friesen said.

Implementation and training: Staff outlined field testing (about half of next‑year teachers have piloted at least one unit), a spring training series, reconvening in August, and ongoing professional learning during the school year. Birches said LabAids provides teacher materials and kits; Pure Physics offers an intensive teacher‑leader training program that district staff view as helpful for districts with teacher shortages.

Open questions and board concerns: Directors pressed staff on several fronts — chemistry and biology curriculum were not presented for adoption and will be taken up after additional field testing, staff said. Director Amy Tatum asked whether the proposed pathway reduces students’ ability to take AP science; staff replied that districts using similar pathways have not reduced AP opportunities but acknowledged teachers had not yet reached consensus on whether AP Biology could substitute for a required biology course.

Staff also described supports for math alignment, saying Pure Physics anticipates concurrent algebra coursework and that teachers will scaffold needed algebraic skills. Directors asked about readiness of current eighth graders and the district’s plan for staffing and teacher preparation; staff pointed to the phased rollout and training series and to teacher‑leader support at each building.

What the board decided: The presentation was informational. No formal adoption vote for curriculum was taken at the April 8 meeting; staff said they will return with finalized curricular proposals, chemistry and biology recommendations, and scope‑and‑sequence details in future meetings.

Ending: District leaders said the change will be phased so next year’s freshmen would take the new conceptual physics course while chemistry and biology adoptions continue through the field‑test process. Staff will bring final adoption recommendations and implementation details back to the board before materials are purchased or required schedules change.