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District outlines curriculum changes, AP participation concerns and next steps
Summary
District staff told the board it adopted SABIS (K–8 math) and HMH Into Reading v3 (K–6), emphasized a structured‑literacy approach that still includes spelling, and flagged low AP participation and a review of graduation credit requirements as items for further audit and counsel.
Speaker 4, the meeting presenter, told the Southern Columbia Area School District board that the district has standardized on SABIS for K–8 math and HMH Into Reading version 3 for K–6, stressing the programs’ evidence‑based design and vertical alignment. "I just wanna clarify that spelling has not been removed from our reading curriculum," Speaker 4 said, noting spelling instruction is integrated into the structured‑literacy approach.
The presentation included enrollment and program details: SoCo cyber shows 14 full‑time students and five taking only electives (19 total in the district program), while 43 students participate in outside cyber options. On advanced coursework, Speaker 4 said AP classes average about four students each and roughly 30–33 students — about 10% of the high‑school population — are taking at least one AP course. "A 3 or higher is considered proficient," she noted when discussing AP scores and college credit thresholds.
Board members and administrators flagged possible causes for low AP exam performance and small course sections. Speaker 4 said the district will audit AP instruction against College Board expectations, review course rigor and homework practices with teachers, and consider strengthening academic counseling and course selection guidance so students and families better understand the weight and expectations of AP and honors classes.
Speaker 4 also compared graduation requirements regionally: Southern currently requires 22 credits, which she described as the lowest among neighboring districts (other districts range 24–28 credits; regional average cited ~25.9). She recommended the high‑school team—administrators and counselors—compile recommendations on credits, weighting (honors/AP/dual enrollment), and study‑hall limits for board review.
Other instructional updates included professional development (curriculum leader training, 1:1 coaching licenses, vertical planning days scheduled in Sept–Nov) and curriculum‑support supplies for a district writing initiative (portfolios and composition notebooks for grades 2–8). Staff also described an AI‑use policy rollout for secondary classrooms via posted guidance teachers may reference for assignment expectations and grading.
The presenter listed next steps: an administrative AP/instruction audit, compilation of comparative graduation‑credit options and recommendations from the high‑school team, and follow‑up reports to the board. The board did not take a formal vote on these instructional items during the meeting; staff will return with proposals and data.
