Teachers showcase redesigned science, English and personal finance course plans at EPR first reading

Teachers and curriculum staff presented new course plans and frameworks to the East Stroudsburg Area School District EPR committee on April 9, describing a yearlong collaborative rewrite intended to make learning more engaging and aligned to Pennsylvania standards.

In the intermediate science presentation, teachers described adopting phenomenon-based learning (OpenSciEd/Activate resources) and consolidating six units into four to reduce repetition and improve pacing. A presenter illustrated the approach with classroom examples — students investigated the healing process and modeled broken-bone healing; another anchoring phenomenon used clips from the film The Martian to teach photosynthesis, respiration and systems thinking. Presenters said units include anchoring phenomena, driving-question boards, investigation cycles, model-construction and performance assessments so students can demonstrate growth across quarters.

The English 9 team presented a three-unit, genre-based plan (short story, novel, drama) that integrates grammar and writing across units, pairs classic and contemporary texts and provides differentiated options for honors, CP and applied levels. The team said they deliberately preserved classic texts while adding modern voices, and designed units so a new teacher could step into a classroom and follow the plan.

A presenter walked the committee through a six-unit personal finance framework (fundamentals, income, taxes, credit, insurance, retirement) using NextGen Personal Finance (NGPF) resources as adaptable, vendor-curated lessons. The personal finance presenter noted practical outcomes — students will learn basic tax forms and planning concepts; for example, presenters advised families and students to consider starting retirement accounts early (a presenter said, "ask your parents to open up a Roth IRA with you").

Committee members praised the teachers’ collaborative work and raised two recurring concerns: (1) scope and sequence (how many instructional days per unit) to help new teachers plan, and (2) the course-plan materials list. For general science, staff said they would map earth-and-space standards to other courses where specific certification is required and would provide more explicit materials lists before final approval.

The curriculum framework itself — a district-wide template, glossary and handbook — will come back to the board for formal approval; the committee stressed it will approve the framework while course plans remain teacher documents that can be adjusted in practice.

Next steps: staff will provide additional scope-and-sequence guidance and a clearer materials/resources addendum before the final approval vote next month.