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Curriculum Committee forwards K–12 curriculum maps to full board after final reviews
Summary
The committee reviewed and accepted final high school music maps and revisions across business, family and consumer sciences, ELA and math, and agreed to forward items 3.01–3.05 to the full board for discussion in August after minor clerical fixes and one missing grade file is uploaded.
The Curriculum Committee voted to move items 3.01 through 3.05 — a set of K–12 curriculum maps across music, business CTE, family and consumer sciences, English language arts and math — to the full school board for discussion in August.
The maps were presented to the committee by a curriculum staff member, who said, “These were the last of our music curriculum writing cycle,” marking the conclusion of the high school music maps after a multi-month writing effort. The committee then reviewed a batch of maps and raised a small number of editorial and content questions before agreeing to forward the package.
Why it matters: the maps define course content and standards alignment used by classroom teachers and CTE programs for the upcoming school year. Committee members emphasized that embedding state task lists for CTE classes and citing standards on the maps helps ensure courses meet both classroom and credentialing expectations.
Most substantive points came as clarifications rather than policy debates. Committee members asked the presenter to correct clerical errors (one page that still read “grade eleven-two” should read “eleven–twelve,” and one television production overview incorrectly labels Production 2 as Production 1). Committee members also noted that the grade 6 ELA map had not been rescanned into the revised packet; the presenter agreed to rescan and upload the grade 6 map to the online agenda the following morning so the public and board would have access. A committee member suggested exploring a media-focused CTE pathway combining TV production, print media and graphic arts based on the suite of elective offerings.
On English language arts, the committee was told K–6 maps were written with support from the Wonders resource, and many high-school maps draw on state English language arts standards and AP/college-level expectations; each map indicates the standards used so reviewers can see alignment. Math maps for K–8 and algebra were built from the Into Math/Into Algebra modules, and high school math maps referenced AP and honors standards where applicable.
No formal vote tally was recorded in the meeting transcript; committee members indicated unanimous readiness to forward the set to the full board for first discussion. The presenter committed to making the editorial fixes and uploading the missing grade 6 materials before the board packet is finalized.
The committee also noted course-content limits in some electives: the creative writing map, for example, explicitly excludes comics, manga and other formats that require drawing as a primary medium; committee members asked whether graphic arts covers any of those formats, and the presenter said some book-format work (children’s books) is done in graphics but that comics and similar formats are not currently a focused offering.
The committee’s next formal step is to place the revised maps on the full board’s August agenda for discussion; the presenter will post corrected documents online beforehand.
