Carlisle to vote on new OpenSciEd-based 6–8 science curriculum after yearlong pilot; K–5 rollout is informational

The Carlisle Area School District plans to vote in two weeks on a new, districtwide sixth-through-eighth grade science curriculum based on OpenSciEd after a yearlong pilot and a district committee’s work to adapt lessons for local needs. District staff presented the proposed 6–8 curriculum and described an informational plan for K–5 implementation during the education committee meeting.

District science leader Sam Meyer said the middle school pilot tested a spiraled approach that integrates life, earth and physical science standards alongside engineering and technology across every grade. “Now you’re seeing all 3 of those plus a little bit of engineering and tech, in every single grade level,” Meyer said, summarizing the shift away from the previous grade-by-grade silos.

The nuts and bolts: staff reduced units at each middle grade from roughly nine or ten to six, allowing longer units that range from about 21 to 34 instructional days. Meyer and committee members said the change emphasizes three-dimensional instruction—disciplinary core ideas, science and engineering practices, and crosscutting concepts—uses phenomena to anchor lessons, and embeds universal design for learning so teachers can scaffold for English learners and extend learning for advanced students.

Monique, a district elementary committee member, said the K–5 committee assembled teachers, coaches and the head librarian to adapt OpenSciEd units into “package deal” lesson sets so teachers can retrieve ready-to-use materials. “The committee had worked really, really hard last year, all year long,” Monique said. The committee completed unit 1 and unit 2, worked on unit 3 over the summer and expects unit 4 later this fall, she said.

Staff described two key constraints for elementary implementation: time and cost. District leaders noted that if the K–5 model were implemented exactly as written, elementary schools would need two to three times the science minutes currently scheduled. To limit costs, the district said it plans to assemble many consumable kits in-house rather than buying complete vendor kits; it started with a vendor called ECA to stand up permanent equipment and consumables during the pilot but expects to buy selectively once systems are established.

During committee discussion board members praised the emphasis on classroom discourse and evidence-based student writing, and asked about teacher training. Meyer described multi-year professional development through regional networks and outside trainers; staff reported teachers have attended targeted PD and teacher leaders now present training to peers. The presentation also noted changes in assessment practice: mid‑unit and end‑of‑unit open-ended “transfer” tasks are being used as summative measures and are meant to be open-note and authentic rather than multiple choice.

The board was told the action item for grades 6–8 will appear on the consent agenda for a formal vote at the regular board meeting in two weeks; staff said K–5 remains informational only and will return for formal approval later, with high school course approvals expected within 12 to 18 months. Budgetary impact for kits and materials is still being evaluated and will inform final implementation decisions.

If approved, the district will move to full implementation for middle grades next school year and continue the staged rollout for K–5, aligning materials, professional development and schedules to the new program.

Additional details and next steps are posted in the board packet and the committee’s memo to the board.