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Southern Columbia Area SD shifts high‑school Literature Keystone to winter wave; leaders detail CDT‑driven instruction and CTE expansions
Summary
District leaders moved the high‑school Literature Keystone to the winter testing wave, told the board they will rely on classroom diagnostic tool (CDT) data to guide instruction, and outlined new CTE course additions plus an articulation agreement that awards six college credits for the Child Care pathway.
The Southern Columbia Area School District board heard a series of curriculum updates and approved a change to the Keystone testing schedule that will move the high‑school Literature Keystone assessment for first‑time juniors to the winter testing wave, with a spring retest option for students who need it. District officials said 10th graders will take only Biology as a first‑time Keystone this school year.
The move, presented during the curriculum portion of the meeting, is intended to give teachers more time to use CDT (classroom diagnostic tool) data to target instruction. "We are going to rely on that CDT data to guide instruction and predict outcomes," a curriculum leader told the board, saying the diagnostic tool had been the focus of recent professional development.
Why it matters: shifting the testing window changes when juniors first encounter the Literature Keystone and changes the district’s retest planning for this year. Administrators said the adjustment provides an additional retest option and aligns instruction with measured student needs.
Administrators also summarized Career and Technical Education changes. The district and Miss Yoder have built a four‑year pathway for agricultural and related programs; added courses include agricultural sciences each year, forestry and wildlife and animal science for 10th grade, environmental science in 11th grade and communications and culture in 12th grade. Officials said students must complete the listed courses to be considered concentrators in the pathway.
On postsecondary credit, the board was told the district signed an articulation agreement with Commonwealth University for the Child Care CTE pathway. Students who meet task‑list competencies will earn six college credits (three credits for Introductory Early Childhood and three credits for Childhood Development). Requirements for the credit award include a cumulative 2.5 GPA, passing the designated exam at a "proficient" level and a recommendation from the school; administrators emphasized that the credits transfer only and the university grade will not replace the student’s high‑school grade.
Technology and professional development were also highlighted: the district held an inservice on CDT use and Mr. Davis led a session on leveraging AI and the district’s SAS portal to analyze diagnostic results and support instruction.
What’s next: administrators said the portal for curriculum submissions opens in February and the occupational advisory committee will meet Wednesday at 7 p.m. to review pathways and next steps. The district will continue to use CDT results to refine instruction and to determine retest scheduling.
Provenance: The reporting in this article draws on curriculum updates, CDT/Keystone scheduling remarks and CTE/ articulation descriptions provided in the curriculum portion of the meeting (transcript segments beginning with SEG 016 through SEG 191 and SEG 204–236).
