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Pine-Richland SD describes curriculum shifts (Amplify, STEALS, structured literacy) and addresses AI use in student work
Summary
District presenters described adoption of Amplify and STEALS-aligned science, structured literacy and morpheme work in ELA, vertical adoption of analytical writing (PEAL/PEEL), and a developing AI policy with professional development and monitoring measures.
Pine-Richland SD staff used the Dec. 4 presentation to describe curriculum-level shifts and teacher-led practice changes across grades K–12, and to outline current approaches to student use of artificial intelligence.
Science and curriculum: Presenters said the district revised science curriculum to align with Pennsylvania’s STEALS standards (the state’s revised science expectations) and added Amplify Science K–8 as an adopted resource aligned to phenomenon-based, inquiry learning. Elementary and middle-school teachers described hands-on units, teacher training and cross-grade alignment intended to build problem-solving and sense-making.
ELA and writing: Staff described structured-literacy practices at the elementary level (Heggerty and 95 percent group work) and a focus on morphology and vocabulary instruction. The district described a vertical rollout of analytical-writing structures (PEAL/PEEL/POEEL) starting in fourth grade and expanding through middle and high school to strengthen text-dependent analysis (TDA) skills and writing stamina.
Classroom practice and professional collaboration: Teachers described co-planning, peer observations, and district-level grade-band meetings that use STAR and Firefly benchmark data to align pacing and instruction across buildings. Several teachers described immediate classroom implementation and examples showing how shared strategies spread across buildings and grades.
AI and academic integrity: Board members asked how the district is addressing AI in student writing. Administrators said the district provided staff training and adopted a policy that distinguishes assignments where AI is permissible from those where it is not. They described practical checks (keeping student work in the district domain so teachers can view document history, assignment design to require in-class demonstrations of skills, and teacher expertise to detect irregularities) and said a district committee of teachers and administrators is refining guidance and professional development.
