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Hillsboro SD hears first readings for cybersecurity, sound‑engineering and Math in Society courses
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Summary
The board heard first readings of three new high‑school courses — an introductory cybersecurity dual‑credit course, a sound‑engineering elective and a Math in Society dual‑credit option — and the curriculum advisory committee recommended unanimous or strong support for each.
Hillsboro School District held first readings for three proposed high‑school courses that district staff and teachers said would expand career and college pathways and give more students options beyond traditional sequences.
Terry Alexander, a computer‑science educator, presented a proposed semester‑long, 0.5‑credit introductory cybersecurity course to be offered as dual credit through Portland Community College (PCC). Alexander said cybersecurity coursework provides “breadth” beyond coding‑centric computer science classes, focusing on networks, infrastructure and protocols and on practical protections such as identifying vulnerabilities and applying best practices to protect information. She said the course will include Oregon Department of Education cybersecurity standards and PCC content; the class is intended to be accessible to students without advanced prerequisites and to supply language supports for English learners.
The Community Curriculum Advisory Committee (CCAC) reviewed the proposal and recommended it unanimously, according to CCAC chair Joe Everton; committee members asked about recruiting diverse students and outreach to middle schools to preview the pathway.
Ben Adams, a secondary music teacher and teacher‑on‑special‑assignment, presented a full‑year Sound Engineering elective that would introduce students to music composition, audio editing and production software. The course is designed for students with no prior music experience as well as those with more background, Adams said, and he suggested using district Adobe licenses (Adobe Audition) and optional notation software (Sibelius) to teach composition, sampling and mixing. The CCAC recommended the course by a large margin (10 voted in favor; two committee members raised concerns but most supported it). Adams said initial equipment and studio supplies were funded earlier by a Glencoe grant, and the primary outstanding cost would be laptops/software licensing.
Finally, Holly and Chris (secondary math staff) presented Math 105Z, a PCC dual‑credit course titled “Math in Society.” The course targets 12th‑grade students and is intended as an alternative fourth‑year math that focuses on logical reasoning, problem solving, probability, statistics and financial literacy. Presenters said the “Z” designation denotes statewide transferability; PCC’s syllabus sets the course content and the district would offer the PCC‑aligned dual credit. CCAC members unanimously recommended Math 105Z; committee notes emphasized that the course is optional, complements existing AP and precalculus pathways, and could broaden access to a fourth year of mathematics for students who would otherwise not enroll.
Several board members praised the proposals as responsive to local industry and student interest, asked about outreach and equitable enrollment strategies, and encouraged curriculum staff to include these courses in the district’s common course catalog and forecasting materials. District staff said approved courses become available across the district and communications will include the catalog and outreach to families and feeder middle schools.
Ending: The board received the first readings; if the board advances the proposals in subsequent meetings, district staff said they will work through forecasting, staffing and software licensing and then include the courses in the district catalog for the next school year.
