West York board to vote next week on new science curriculum to meet state STEALS standards

West York Area School District staff asked the school board to approve a package of new science curricula and instructional resources next week to align district classrooms with the state—oard dopted science, technology and engineering standards and the environmental literacy and sustainability standards (referred to in the meeting as the "STEALS" standards).

District curriculum staff said the change reflects a statewide shift to phenomenon-driven, inquiry-based instruction that will be assessed on state tests next year. Deb Parr, instructional leader at the middle school, described the standards' three-part structure: cross-cutting concepts, science and engineering practices, and disciplinary core ideas. "It's more about like how you would even get the concepts before you put [them] into the equation," Parr said, explaining the move from memorization to modeling and investigations.

The recommended resources are: Mystery Science at the elementary level; OpenSciEd units (middle school); and a mix of high-school materials including BSCS for biology and Project Lead The Way (PLTW) pathway-aligned offerings. Staff also reported piloting a physics program called PEERS and an environmental program in a high-school class; pilots were described as engaging across multiple ability levels. A district presenter said teachers and teacher-leaders from K-12 participated in trials and that the district began planning for the standards in 2022.

Why it matters: The new approach emphasizes students observing phenomena, asking questions and using evidence to explain real-world processes. Elementary teachers showed classroom examples in which students tested ways to reduce erosion, and middle-school leaders said the approach intentionally spirals ideas across grades so students revisit concepts rather than treating units as isolated facts.

Budget and timing: Staff asked the board to approve purchases next week so the district can dedicate second-semester professional development time for teacher training and complete rostering and Canvas integrations before next school year. Administrators presented a "worst-case" budget scenario and said they had already trimmed earlier, higher estimates. Staff said the district had evaluated 1-year versus 3-year digital-license purchases and recommended a mix: 1-year licenses where that saves money and 3-year purchases where value justified the longer term. As examples cited at the meeting, staff compared a $115 annual per-student license to a $129 per-student three-year option, noting some nonconsumable kit costs might be avoidable after an inventory review.

Board questions and concerns: Several board members pressed on rigor, college preparation and curriculum content. President Rice asked whether the phenomenon-based approach would still prepare college-bound students for advanced coursework; staff replied pathways such as PLTW and honors/AP courses would remain and that course-selection guidance would reflect those pathways.

Director Kohler objected to some material she described as political and said elements she grouped under "environmental justice" and climate-change instruction should not be in science classes. "Climate change discussion has no place in our classroom. There's no scientific evidence to prove that man's activity on earth is affecting the climate. That's a fact," Director Kohler said. Other board members and staff responded that the district—xpects teachers to present evidence and to teach students how to evaluate competing claims and form independent judgments.

Next steps: Staff will bring a formal approval item to the board's voting meeting next week. If the board approves, administrators said they would record purchase orders, finalize license terms, schedule semester-2 professional development and begin teacher rostering. Staff invited board members to visit data-team and professional-development sessions planned for February and suggested a board retreat in March to discuss follow-up findings.

Provenance: The curriculum presentation and subsequent questions appear in the meeting transcript beginning with staff remarks introducing the requested approvals for STEALS-related resources and conclude with the board iscussion and transition to the superintendent's assessment update. The board did not take a final vote on the curriculum during this session; the formal vote is scheduled for the next meeting.