Naperville schools propose new high school courses for 2026-2027 academic year

In the heart of Naperville, the CUSD 203 Board convened on April 7, 2025, to discuss a transformative vision for high school education that promises to reshape the academic landscape for students. Under the guidance of Assistant Superintendent for Curriculum Instruction, Jane Willard, and joined by high school assistant principals Akira Mokhan and Steve Gerantina, the meeting focused on a robust course audit process aimed at enhancing educational offerings for the 2026-2027 school year.

The evening's agenda was clear: to recommend new courses and propose the removal of outdated ones, ensuring that the curriculum remains relevant and aligned with both student interests and industry trends. Willard emphasized the importance of this annual audit, which engages teachers in evaluating current courses for their rigor and relevance, ultimately aiming to prepare students for their future careers and post-secondary education.

The proposed changes reflect a commitment to creating a curriculum that not only meets Illinois learning standards but also resonates with the aspirations of students. The leadership team highlighted the development of new courses in Career and Technical Education (CTE), social studies, and physical education, all designed to foster student engagement and align with career pathways.

Among the most notable recommendations is the introduction of a comprehensive engineering pathway, which includes courses such as Project Lead the Way (PLTW) Introduction to Engineering Design and additional advanced courses in civil engineering and architecture. This pathway is a response to student feedback and industry needs, aiming to equip students with practical skills and dual credit opportunities.

In social studies, the department has reimagined course offerings based on student interests and employability trends, creating five distinct pathways that allow for flexibility and capstone experiences. This approach not only meets graduation requirements but also encourages students to explore diverse academic interests.

As the board prepares to vote on these recommendations at the upcoming April 21 meeting, the discussions reflect a proactive approach to education that prioritizes student engagement and future readiness. The changes proposed are not merely adjustments; they represent a significant step towards a more dynamic and responsive educational framework that seeks to empower students in a rapidly changing world.