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Secondary science teachers present STEELS‑aligned curriculum rewrite; committee flagged textbook/resource listings
Summary
Secondary science teachers presented a districtwide rewrite to align high‑school science to Pennsylvania STEELS standards and recommended increasing the graduation science requirement; staff also asked the committee to clarify textbook and resource approvals before Board adoption.
High‑school science teachers presented a comprehensive rewrite of secondary science courses to align with Pennsylvania’s STEELS (science, technology, engineering, environmental literacy and sustainability) standards and described the work as a multi‑year effort that emphasizes phenomena‑based learning.
DJ Scott, a South High School teacher, said the curriculum was written for 24 courses across four academic levels and designed so “students become scientists” by engaging in measurable, phenomena‑based performance tasks rather than only memorizing content. Teachers described extensive professional development, cross‑school alignment between North and South, publisher review and attention to language accessibility for learners with diverse needs.
The presenters recommended a professional judgment to increase the district’s science graduation requirement from three credits to four credits, citing concerns that students who take three credits (often general science and biology plus a third elective) may not be exposed to specific physics standards unless they select physics as an elective. Committee members asked whether the proposed three‑credit schedule could meet all STEELS standards for every student; presenters replied that some standards are only met by courses such as physics or environmental science and that raising the requirement would reduce choice and increase coverage.
Board members and staff also discussed textbook and resource approval. Presenters said major publishers had materials that did not align with the new standards and that, for some courses—especially engineering—publishers have moved away from single physical textbooks toward mixed or open‑source resources. Committee members reminded staff that the Board typically approves texts and asked that resource lists be included in the curriculum packet so the Board can approve materials as part of curriculum adoption.
Ending: Teachers will continue developing course plans and resource lists; several staff members plan to attend the National Science Teachers Association conference for additional resources; the committee asked staff to return with explicit textbook/resource listings for Board review.
