RCSD science chiefs present pilot results and recommend Activate Learning, PURE physics curricula

The Rochester City School District presented proposed high‑school science curricula to the ESA Equity and Student Achievement committee on June 10, 2025, recommending Activate Learning for chemistry and PURE (Physics Using Real‑world Experiences) for physics after a multi‑phase review and classroom piloting.

The district’s executive director of science, identified in the meeting as Dr. Ramos, told the committee the selection began in summer–fall 2024 and used a multi‑phase Request for Proposal and rubric process involving staff, students and other stakeholders. Dr. Ramos said vendors who failed phase‑1 criteria were removed and that the finalists advanced through phase 2 and phase 3 reviews, followed by classroom pilots.

In the pilot phase the district tested materials at Monroe High School, Padilla, Edison, World of Inquiry and Wilson. "We piloted at Monroe High School, Padilla, Edison, World of Inquiry School and Wilson," Dr. Ramos said. He acknowledged the student survey sample was small: "Unlike other pieces, you're gonna see we only had 32 responses," and explained that AP or dual‑credit students typically do not participate in district pilot feedback.

Dr. Sean Coffey, present for questions, and Dr. Ramos described strengths identified in the piloting: both curricula emphasize the New York State Science Learning Standards’ shift toward students making sense of phenomena rather than relying on teacher‑delivered directions; both provide translation or multilingual access (Activate Learning in more than 100 languages; PURE with Spanish and translation functions); and pilots produced positive teacher and student feedback on alignment to standards.

Commissioners pressed the administration on implementation and accountability. Commissioner Elliott asked whether inquiry‑based instruction is required by the state and how the district will ensure students know how to learn by inquiry. Dr. Ramos replied that the New York State Science Learning Standards emphasize phenomena‑based instruction and that the district has been intentionally building inquiry practice in elementary and middle grades so students entering high school already have exposure. "This year we've been very intentional as a team in teaching and learning to give time so that teachers have time in order to be able to use these inquiry based, the next generation standards," he said.

Superintendent Dr. Strickland said he has observed changes in classrooms and described an example from middle school where students investigate the chemistry of bath bombs to learn scientific practices. Board members asked about sample sizes and student voice: Dr. Ramos and Dr. Coffey said the small pilot enrollment reflected the limited number of physics and chemistry classes available for pilot and that the district plans additional focus groups during actual implementation to gather broader feedback.

Administrators described professional development and in‑class coaching planned for summer and the coming school year to support teachers shifting instruction. Dr. Coffey said the district will run summer work and ongoing professional learning, along with building‑level coaching and walkthroughs, to support fidelity of implementation.

The presentation listed curriculum materials used earlier in the district’s sequence (K–5 Amplify; grades 6–8 OpenSciEd; biology BSCS; STEMscopes for Earth and Space Science) to underline vertical alignment leading to the proposed high‑school materials.

Officials said parents can review vendor materials on the district’s BoardDocs site and that teachers will be able to access materials through Teaching & Learning. The committee did not take a formal adoption vote during this session; presenters said final implementation steps include summer professional learning and classroom visits.

The committee thanked the presenters and moved on to the next agenda item.