Fairport CSD science leaders map K–12 shift to New York State science standards and three‑dimensional learning

Science instructional staff told the board at the workshop that the district is implementing the New York State Science Learning Standards (the state version of the Next Generation Science Standards), shifting instruction to a three‑dimensional model that pairs disciplinary core ideas with science and engineering practices and cross‑cutting concepts.

Andrea Costanza, the district STEM instructional coach, and a second science presenter, Stacy, summarized current work at K–12 levels, recent state required investigations for elementary and middle grades, curriculum choices and an expected multi‑year rollout toward full implementation.

“Instead of the traditional science learning where the teacher is the wealth of knowledge and they impart their knowledge to the students, now the students are being tasked with figuring things out on their own,” Costanza said, describing the science and engineering practices that the new standards emphasize.

Elementary and K–5 approach District staff said the elementary grades are using Mystery Science kits and phenomenon‑based lessons to engage students in asking questions, collecting data and building explanations. Costanza showed example classroom challenges used in K–5, including a tug‑of‑war activity, a watermelon experiment using rubber bands and a cardboard jumping device; she said the materials and turnkey nature of Mystery Science fit elementary schedules and encouraged student discourse and hands‑on testing.

Middle and high school rollout Staff said many high‑school standards have been moved to middle school under the new state framework, increasing both instructional approach changes and content for middle school teachers. The district reported it had implemented state required investigations for several tested grades and described that rollout as a heavy lift. Costanza said the state gave districts a transition period to implement new content before the new Regents exam is required; the presenters said the district is phasing in work so each grade has responsibility for investigations tied to its curriculum.

Curriculum choices and timelines The district said it has adopted or evaluated multiple resources: Storylines for biology (full implementation nearing completion), Cognia/Cognito‑style phenomenon resources for Earth and space topics, and ongoing review for chemistry and physics as state guidance and resources become available. Staff described an assessment tool they named during the presentation as “Inter Orbit” (three‑dimensional assessment) for classroom practice and said they expect continued curriculum development through the 2026–2028 school years with a target toward full implementation in that timeframe.

Advanced courses, electives and access Presenters detailed a range of secondary electives and AP/dual‑enrollment offerings that feed college credit and career pathways, including environmental science, anatomy and physiology, AP biology, AP chemistry and AP Physics C, as well as locally offered electives such as physics of sport and NASA space research. Staff acknowledged some dual‑enrollment options can be costly and said counselors and staff will continue to help families access support so credits remain equitable.

Equity, readiness and student supports Board members asked about access to advanced coursework for students who are not ready in mathematics or other prerequisite areas. Presenters said the district is creating “on‑ and off‑ramps” — summer opportunities, targeted supports and flexible entry points — so students who show interest or talent are not prevented from pursuing advanced science pathways.

Board action and next steps As with the rest of the workshop, presentation of science curriculum changes was informational; the board approved the meeting agenda at the start of the session and adjourned at the end (both motions recorded as approved; mover/second not specified). Staff said curriculum teams will continue to pilot units, align instruction across grade levels and provide professional learning and materials links for teachers and families.

District staff asked the board to continue support for curriculum work and professional learning as the district phases the new science standards into K–12 instruction.