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Subcommittee approves Durfee Program of Studies; STEAM job description and competency-determination proposals referred
Summary
On Feb. 5 the Instructional Subcommittee discussed proposed changes to Durfee High School’s program of studies — including new AP and senior-year reforms and expanded CTE access — approved the program of studies, and voted to refer a revised STEAM job description and a competency-determination proposal for the class of 2025 to the full committee.
The Fall River Public Schools Instructional Subcommittee discussed proposed changes to Durfee High School’s Program of Studies on Feb. 5 and approved the program after debate; the subcommittee also voted to refer a revised STEAM job description and a competency-determination proposal for the Class of 2025 to the full School Committee.
Durfee administrators and curriculum leaders described several substantive changes they proposed for the Program of Studies, citing goals to strengthen math and science coursework, broaden access for multilingual learners (MLL), expand co-taught and newcomer options, and enhance the twelfth-grade experience.
Doctor J (Durfee administrator) and Doctor Stevens (district curriculum leader) outlined the proposed senior-year changes: a recommended minimum of 15 credits in senior year to encourage sustained engagement and a new senior elective structure focused on competency and real-world skills. Doctor Stevens said the proposed senior elective — described as “achieving the vision of a graduate” or an adulting/life-skills workshop — would emphasize communication, critical thinking, financial literacy and postsecondary planning; the course would be term-based and driven in part by student interest.
The district proposed additional steps to increase access for MLLs, including expanded coursework to support language development and a possible interpreter/medical interpreting early-college pathway tied to labor-market demand. Leaders outlined pilots in fashion design, advanced manufacturing/textiles and partnerships to place seniors in paid internships with local manufacturers; staff said at least 10 seniors would have spring paid internships as a small pilot.
Committee members raised equity and accessibility questions. One member asked why African American studies appears at the AP level but not at the college-preparatory level; staff replied that AP course listings are offers, not requirements, and agreed to explore offering African American studies at the college-preparatory level if demand exists. Members also pressed on broadening career-technical education (CTE) access and whether the district could create a “school within a school” or otherwise expand hands-on pathways; staff said they are piloting expanded access and developing employer partnerships.
After discussion, a motion to approve the Durfee Program of Studies passed. The meeting record shows a subsequent roll call on a related motion with recorded “Yes” votes by Mister Dias, Mister Corey and Miss Barbee; the presenters confirmed the program packet included proposed text for textile and other pilot offerings.
The subcommittee also considered a revised job description to broaden a current STEM position into a STEAM role (to include visual arts and technology). Members voted to refer the STEAM job description to the full committee for consideration and potential hiring action; staff said the position would be for K–12 and that salary would follow the collective-bargaining teaching contract.
Finally, the subcommittee discussed a competency-determination proposal for the Class of 2025 and earlier cohorts who lack MCAS-based competency determination. District staff proposed a transcript-review pathway allowing individuals who did not earn competency via MCAS to qualify if they can show passing grades in the equivalent courses: English 10 (or equivalent), algebra 1 and geometry (or equivalent sequences), and a biology/chemistry/physics equivalent. Staff said equivalent coursework could include integrated-math sequences and that transcript audits would be used to identify equivalencies. The subcommittee voted to refer the competency-determination proposal to the full committee for final approval; staff said the district could later consider offering instructional options or retests at the district or individual cost to help candidates meet requirements.
Why it matters: The Program of Studies sets curricular options and graduation expectations for Durfee students; the competency-determination referral could allow many former students to receive diplomas by transcript review rather than retesting. STEAM staffing changes would affect hiring and course availability across the district.
Votes at a glance - Program of Studies (Durfee High School) — motion to approve: outcome recorded as approved by voice vote; later roll-call entries in the transcript show recorded “Yes” votes from Mister Dias, Mister Corey and Miss Barbee (transcript audio). Mover/second: not specified in audio record. - STEAM job description — motion to refer to full committee: outcome referred by voice vote; mover/second not specified in audio record. - Competency-determination proposal (class of 2025 and earlier cohorts) — motion to refer to full committee for consideration and implementation details: outcome referred by voice vote; mover/second not specified in audio record.
