Board hears science audit findings: more hands‑on K–12 instruction, new high‑school course requirements and PD plan
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Summary
A district science audit identified strengths (teacher quality, hands‑on learning) and areas for improvement (vertical alignment, some science and engineering practices). The board reviewed specific curriculum changes and a two‑year PD plan, and teachers described classroom changes already in place.
The Haddonfield School District presented the findings and recommendations of a K–12 science audit, outlining program strengths, areas for growth and specific changes already enacted at elementary and secondary levels.
District leaders said families and alumni praised teacher quality and hands‑on opportunities, and that local data (NJSLA science scores, course enrollment and AP data, classroom visits and surveys) guided recommendations. The audit team flagged two lower‑frequency science practices — engaging in argument from evidence and developing and using models — as priorities for professional development and instruction.
Key recommendations the district presented included: increasing 3–5 science blocks to 45 minutes (k–2 remain at 30 minutes), maintaining a dedicated science EA at each elementary school to support lab management, piloting or expanding a rotating classroom model (fourth grade) that centralizes lab investigations, creating benchmark assessments aligned to the district’s scope and sequence for grades 6–8, and a two‑year PD plan to train secondary teachers on NGSS‑aligned practices with lead teachers then “turn‑keying” elementary PD the following year.
For the high school, the district described course sequencing changes adopted in December: biology in ninth grade, chemistry in 10th, and requirements for 11th–12th graders to complete at least one unit of physics and one unit of environmental science (half‑ or full‑year). The district also consolidated two half‑year anatomy electives into a single full‑year accelerated anatomy and physiology course and reduced the teaching load for accelerated classes from seven to six periods to give students scheduling flexibility.
Several elementary teachers described classroom changes already underway: student‑led stations aligned to FOSS investigations, successful co‑teaching models, and improved lab preparation supported by a science EA. Teachers said the student‑led stations increased engagement and allowed students to perform “productive struggle” through investigations; administrators said those examples were among the practical outcomes of the audit committee’s work.
District staff estimated roughly $45,000 for secondary PD and materials related to the audit recommendations; the presenter said those costs are already in the proposed budget for next year. Staff also said some recommended materials are long‑lived equipment rather than consumables.
The board did not take an immediate vote to change district policy; administrators asked the board to approve funding previously included in the budget and to support the PD rollout. The audit materials will be posted on the district website, and staff said they will report back on benchmark assessment results and PD progress.
Sources: science audit presentation, teacher reports to the board.
