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High school proposes AP business/personal finance, CLC English 121 dual credit and Math Fundamentals 2 support course
Summary
District staff proposed three new or revised courses at Round Lake High School: AP Business with Personal Finance (college‑level AP option), a CLC dual‑credit English 121 to replace English for honors, and Math Fundamentals 2 (a support course paired with geometry). The board discussed qualification criteria, scheduling and curriculum costs.
High school curriculum staff presented three course proposals for the coming years: an AP Business with Personal Finance offering, a College of Lake County (CLC) dual‑credit English 121 option to replace the current English for honors, and a Math Fundamentals 2 support course to help students concurrently enrolled in geometry.
AP Business with Personal Finance
The proposed AP course covers marketing, budgeting, accounting and management and aligns with an introductory college‑level business course. The district estimated materials and teacher training at $6,612. Students who earn a 3 or higher on the AP exam may be eligible for college credit depending on the receiving institution.
CLC English 121 (dual credit)
Curriculum staff proposed replacing English for honors with a year‑long CLC English 121 sequence. The college offers semester‑length coursework; the district would expand the curriculum to a year to align with high‑school scheduling. Staff said more than 90% of current English‑for‑honors students would qualify for dual credit under CLC criteria (GPA, ACT or class rank). Students who do not qualify through those metrics may take a placement test or enroll for high‑school credit without the college credit.
Math Fundamentals 2 (support course)
As the high school completes a transition to a traditional math pathway, staff proposed Math Fundamentals 2 to support students concurrently enrolled in geometry who have algebra skill gaps. The course replaces the existing Math 2 Prep double‑block model; the new structure separates the intervention from the core geometry period to open scheduling flexibility and preserve elective access. Staff said curriculum materials are covered by existing Savvas core materials and the only anticipated budget need is curriculum development time.
Board members asked about student qualification, communication to families about dual‑credit status, and whether the new support model would improve eligibility issues historically associated with double‑blocked courses. Staff said counselors and teachers will communicate dual‑credit eligibility and that a year‑long structure was chosen to preserve rigor while providing wider access.
Speakers quoted or paraphrased in this article are identified below.
