Science audit: district aligns elementary kits to new state standards, prepares curriculum updates and textbook proposals

Haverford Township School District’s K–12 STEM supervisor, Dr. Jeff Nesbitt, told the board the district is midstream in a science audit and curricular alignment to the state’s updated science standards (referred to in the presentation as Science, Technology, Engineering, Environmental Literacy and Sustainability standards).

Nesbitt said the district has purchased a set of elementary science kits aligned to the Next Generation/STEELS approach (examples noted as Smithsonian‑designed kits) and has implemented some kits across buildings. He said the district has adopted a phased procurement model so that additional kits and replenishment costs are spread over multiple years. A single start‑up kit can cost roughly $1,500 and is typically purchased as a kit designed for multiple years of classroom use; replenishment supplies are substantially less and are budgeted annually.

At the secondary level, Nesbitt said reviews show existing curricula cover about 75%–85% of the new standards; additional instructional materials and textbook proposals are under consideration. Nesbitt said middle and high school staff are reviewing textbooks and will present proposals for purchase in May/June to close remaining gaps and to support new curriculum writing.

Board members asked about the state’s schedule for assessment changes. Nesbitt said the state piloted or field‑tested new questions this year and moved the relevant assessment window from fourth grade to fifth grade. As a result, current fifth graders will see the field test this year — a change Nesbitt described as a first‑year administration of a revised grade placement; the results are not being used for accountability measures this year. "This year, the state has moved the test from fourth grade to fifth grade," Nesbitt said; he characterized this year’s administration as a field test that will inform future scoring and alignment.

Nesbitt reported generally strong performance on district science measures: district Keystone Biology proficiency was cited around 74.5% (compared with a state figure cited of 39%); district PSSA science rates were cited around 76% versus a state average of roughly 54%, figures Nesbitt used to emphasize that district performance is comparatively high while also noting room to close alignment gaps where they remain.

Other next steps Nesbitt outlined include: completing elementary kit rollouts (the final kit focuses on engineering practices), presenting middle‑school and high‑school textbook/resource proposals in May/June, and writing new or revised curriculum aligned to the new standards. He said expected procurement needs have been budgeted for the coming year but that final decisions remain pending curriculum‑writing teams’ recommendations.

Board members and staff discussed logistics — for example, fitting engineering units into an instructional year where elementary students receive science for approximately half the year (science is taught opposite social studies) — and the benefits of phenomenon‑based lesson design that anchors units around observable problems or events.

There was no formal vote; the presentation is preparatory to forthcoming resource proposals.