GREENCASTLE, Pa. — The Greencastle school board discussed updates to the 2026 district curriculum and examined how the changes have affected each grade level when it met on Thursday, Sept. 17.
Superintendent Dr. Lura Hanks recognized the board and district staff for their efforts to identify areas for improvement through data analysis and create curriculum that enhances students’ learning experience.
“Our goal in Greencastle is not higher test scores. Higher test scores are a consequence of excellent instruction, not the goal,” Hanks said, “but it’s a good measure of: Are we going in the right direction?”
The curriculum is based on a framework that first defines what students should learn in the classroom, then specifies how they should demonstrate their understanding. Once the district completes these steps, it designs the educational structure accordingly.
One item the district worked on was developing cornerstone tasks to give students in all grades a cross-curricular learning experience through projects that connect classroom instruction to real-world situations. Some projects have been in place for some time, while others are still in development.
Jennifer Faith, a curriculum coordinator, highlighted the third grade market day as a cornerstone task example, where students learned about local businesses and had to design, market and sell a product to apply financial literacy skills.
Faith also reviewed grades K-5 curriculum changes, beginning with kindergarten, where classrooms focused on building connections across core subjects for an integrated learning experience.
First grade classes adjusted parts of the instructional plan based on assessment data and student needs, while second and third grade classes aligned the language of common assessments with student report cards so families could understand classroom standards.
Fourth grade classes adopted a class novel at the beginning of the school year, and fifth grade classes integrated science and social studies for a more cohesive learning environment.
Courtney Kelley, mathematics coordinator and teacher, reviewed curriculum updates for grades 6-12, which focused on continuous improvement across math, English, science and social studies.
Assessment data revealed weaknesses in one math class, prompting staff to revise the curriculum to better meet students’ needs, whereas data from another math class matched state proficiency levels, suggesting that the current curriculum is effective.
Staff members worked on creating standardized English assessments for all grades to ensure consistent learning expectations and to evaluate knowledge and retention.
Pennsylvania has adopted new science standards, and the district will align its curriculum and assessments accordingly. Kelley said this will enable more phenomenon-based instruction, with assessments designed to actively engage students, requiring them to investigate and apply what they learn to everyday occurrences.
Grades 6-8 received a redesigned social studies curriculum to build on the developmental education received at the elementary level while preparing students for specialized learning at the high school level in this subject area.
Sixth grade will focus on the connections between people and the natural environment, seventh grade will focus on the foundations of America and eighth grade will focus on the nation’s challenges and growth.
Penni Baker, a special education coordinator, concluded the curriculum presentation by reviewing the K-12 changes to balanced living and health. This curriculum is designed to strengthen physical health education, help students build emotional connections and relationships, and prepare them for future academic and career endeavors.
Staff are developing a framework that promotes progressive balanced living and health education, spanning from kindergarten to the final year of high school. The school environment will enable students to practice healthy habits, ensuring they carry this knowledge beyond graduation and incorporate it into their lives.
