Board hears first reading of K–12 science adoption; committee recommends Imagine Learning Twig for K–8 and a set of high‑school resources
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Summary
A yearlong committee recommended Imagine Learning Twig as the K–8 tier‑1 science curriculum for seven years and a set of high‑school resources and supplements; estimated cost is about $4 million over seven years to be funded through district additional assistance override.
Curriculum specialists Robin Hayward and Krista Perez presented the first reading of a K–12 science adoption after a committee process that began in April and included 591 committee hours, 271 community feedback submissions and a 60‑day public review.
Recommendation and rationale: The committee recommended Imagine Learning Twig as the K–8 (tier‑1) curriculum and identified a set of high‑school resources and supplements to meet diverse site needs and accountability measures (AP, dual enrollment, common finals). Presenters said the committee used a 37‑criteria rubric refined into five core evaluation areas: student engagement, coherence, teacher support, access and assessment. The committee emphasized vertical alignment across grades and sought materials usable within elementary scheduling constraints.
Cost and funding: Officials estimated the total cost of the recommended adoption at approximately $4,000,000 for a seven‑year contract, funded through the district additional assistance override. District staff described plans for professional development, classroom kits for grades 3–6, teacher manuals kept in classrooms, and guidance documents for implementation.
Board questions and concerns: Board members raised practical questions about the district master schedule — many elementary teachers have only 30–40 minutes for science — and whether kits would be accessible, whether lessons realistically fit the time window, the balance between digital and hard‑copy journals, and the risk that open educational resources could change over time. Presenters responded that Imagine Twig offers print journals (grades 3–6) and classroom teacher manuals, fast‑track lesson options for early grades, digital supplements where appropriate, and that open resources were vetted and contingency options exist.
Next steps: The board scheduled a second reading on March 5; district staff outlined timelines for ordering materials, summer training and supporting teachers during rollout.
