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Board hears first reading of Jefferson High course changes including new civics half-credit and data-science option
Summary
At a first reading, the board reviewed multiple Jefferson High School course proposals: horticulture to meet science equivalency, a new Advanced Algebra and Data Science course replacing Advanced Algebra Topics, a standalone Civics half-credit planned for the class of 2029, expansion of construction to a year-long course, and vocal-music reorganizations; no action was taken.
The Jefferson School District board received a first reading of a broad set of Jefferson High School course proposals and program changes, covering science equivalency for horticulture, a new math option centered on data science, a proposed standalone Civics half-credit, and expansions to technical and vocal-music offerings.
Presenters said horticulture would be aligned with science standards to provide a science-equivalency option and that the science department will monitor rigor as the change is implemented. The math department proposed eliminating Advanced Algebra Topics and offering an "Advanced Algebra and Data Science" course to provide applied mathematics and data-management skills as an alternative third-credit pathway after algebra and geometry. A presenter said the course would not block students from higher-level math but aims to offer a different third-credit option.
On social studies, presenters outlined a plan to institute a standalone half-credit Civics course beginning with the class of 2029, taken in the senior year, to prepare for potential legislative changes requiring a distinct Civics course separate from the existing civics-exam requirement.
Tech-ed requested expanding the current construction semester offering into a full-year course to allow students to complete larger projects and develop more advanced construction skills; presenters noted scheduling and apprenticeship conflicts as considerations. Vocal-music proposals consolidate some ensembles into a single choir and rename audition ensembles; a separate music-and-film course was proposed to attract students who want to study music production and soundtrack work rather than perform.
Board members asked about credit amounts, participation caps and scheduling impacts. Presenters said the packet is a first reading and that questions and second-reading responses will be provided at the next meeting.
No vote was taken; the packet will return for a second reading with additional detail and answers to questions about course caps, staffing and curriculum alignment.
