Norwalk committee advances 2025 high‑school program of study; sends course proposals to full board

Norwalk, Conn. — The Board of Education curriculum committee on Jan. 14 voted to send a slate of new and revised high‑school courses and pathway changes to the full board for consideration, after presentations from district administrators and high‑school leaders.

Rob Pennington, assistant superintendent of schools, opened the meeting and said, “So tonight we are gonna be talking about our high school program of study.” The committee discussed changes to graduation requirements, a new district dual‑enrollment initiative called Bear Tracks to College, proposed new career and STEM courses across the four high schools, and expansions to International Baccalaureate (IB) offerings. Committee members then approved a motion to forward the proposals to the board; the motion passed by voice vote.

Why this matters: The package would reshape course access and college credit opportunities for juniors and seniors, add career‑focused classes that connect to local employers, and adjust graduation requirements that the state Department of Education recently revised.

The committee reviewed graduation‑requirement changes and the district’s recommendation to keep the previously required capstone as an optional offering in the program of studies. Pennington said the capstone — which had been a state requirement for the class of 2023 but is no longer required by the state — is “beneficial for students,” and the district proposes to list it as an option rather than a mandatory requirement. Committee members confirmed the district will keep the capstone available; the transcript records officials saying the capstone carries 1 high‑school credit.

Board members also heard details on Bear Tracks to College, Norwalk High School’s dual‑enrollment effort. Kyle Hissup, assistant principal at Norwalk High, said, “These courses provide the opportunity for students to earn college credits through early college experiences.” Hissup described partnerships with Quinnipiac, Southern Connecticut State University (SCSU) and the University of Connecticut (UConn), and said some current high‑school teachers are approved to teach UConn and SCSU courses on the high‑school campus through those universities’ approval processes. Hissup told the committee that 89% of students in UConn and SCSU dual‑enrollment courses to date have earned credits that transferred into other regional programs.

Administrators explained oversight and approval: high‑school teachers must apply to the partner university and typically hold a master’s degree in the relevant content area; if a teacher is not approved the university provides guidance on required coursework to qualify. The committee was told three teacher approvals through Southern were still pending at the time of the meeting; courses listed under UConn and DMCA had already been approved.

The committee reviewed specific course proposals by school: - Norwalk High School: Statistics 1100Q (UConn ECE; noted as 4 college credits for the UConn offering), Financial Math (counts toward the district’s financial‑literacy graduation requirement), Full STEAM Ahead: Math for Careers, and expanded college‑level offerings in business, theater and other areas. Hissup said the district plans to pilot some courses with one section (for example, an introductory management course projected for one section of about 24 students). - Brian McMahon High School: IB expansions (adding IB Language and Literature at the standard level to replace the district’s Grade 11 English course, and proposals for IB computer science SL/HL and an HL extension for environmental systems and societies), a restaurant management/culinary foundations pathway tied to ProStart and local restaurant partnerships, and STEM courses such as drones for marine conservation, strength training in athletics, and the science of nutrition and dietetics. - Center for Global Studies (CGS): A film pathway (advanced digital production and two‑year IB film sequence) and a new English elective, Creative Writing from a Global Perspective; CGS is pursuing IB authorization for new film offerings. - P TECH Norwalk High School: Multiple pathway improvements and new courses funded in part by a grant, including honors Robotics 2, honors Computer Construction Repair 2, Textiles and Technology (coding wearable garments), an updated artificial‑intelligence course, an Optics course developed in partnership with ASML (with on‑campus internships possible), and job‑shadowing and paid on‑campus teaching internships. P TECH principal Beth Benari said the grant resources allowed purchase of hardware and supported new internships and industry partnerships.

IB and college‑credit alignment: Brian McMahon administrators described a plan to expand IB access so that all 11th‑grade students at that school will take IB Language and Literature at the standard level (the district will continue co‑taught supports and multilingual learner supports in those classes). Staff described outreach with universities (including a recent American Council on Education review) intended to encourage colleges to award credit for SL IB exams, and the district is exploring alignment between IB classes and UConn ECE for potential dual enrollment.

On career and technical education, P TECH leaders described employer partnerships (including ASML and local firms) that the school says could lead directly to paid internships and employment after graduation. Beth Benari noted one P TECH teacher works at ASML and the company agreed to help develop curriculum so students can be job‑ready in optics work.

Committee action: After discussion, a committee member moved to forward the course proposals to the full Board of Education and another member seconded the motion. Chair Mary Ellen Flaherty Ludwig called for the vote: “All in favor, say aye.” The transcript records voice ayes and the motion was approved and will go to the full board.

What happens next: Pennington said that if the committee moves the proposals to the board, the district will distribute the program of studies in February and counselors will begin student course selection in February–March; course requests are expected in April–May with placements and prerequisite checks to follow. District staff said course scheduling and student placement work will continue through the summer so students are ready for the school year in August.

The committee’s packet and the materials presented include course descriptions and sample units for proposed classes; administrators said some proposals already include sample syllabi and lesson plans prepared for university review and district approval.