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Ocean City School District unveils new curriculum proposals, after-school partnership and e-bike safety plans
Summary
The board reviewed multiple program proposals including a library-funded after-school enrichment 'C' program, e-bike safety education with police, new STEM pathways (Python, data literacy dual-credit), and expansions to arts, media, and summer programming.
At its Feb. 24 meeting, the Ocean City School District presented a package of new program proposals intended for inclusion in the coming budget cycle, ranging from after-school partnerships to expanded course sequences in STEM and the arts.
Dr. Angelo described a proposed "C" (student enrichment access) after-school program developed in partnership with the Ocean City Free Public Library. He said the library will grant-cover the first-year costs, and the district may charge a nominal fee around $75 per student in later years to cover materials and staffing.
The district reiterated plans to add pathways and targeted instruction at the high school, including a "Pathways to Mastery" sequence aimed at 10th and 11th graders who are close to meeting NJSLA standards to reduce reliance on later portfolio pathways. Proposed STEM expansions include a full Python course and a data literacy sequence; the district said it is pursuing a dual-credit arrangement with Camden County College for the data-literacy pathway.
On student safety and transportation, administrators described an e-bike safety course and local certificate/licensing approach that the district was developing in coordination with the Ocean City Police Department and city officials; the effort was adjusted after a recent state law on e-bike safety was enacted.
Arts, media and technical-education proposals included converting several semester courses to full-year sequences (TV/film, photography 1—, yearbook two), adding technical theater (rigging, lighting, sound), introducing a guitar instrumental course, and creating Studio Art 3 to prepare students for AP portfolio work. District leaders said year-long courses would allow deeper project-based learning and sustainable mentorship for second-year students.
At the intermediate school, administrators proposed offering geometry via an in-house independent study for identified eighth-graders to preserve assessment integrity and allow acceleration without summer coursework. The district also described plans to revamp summer programming (academic supports, mental-health and arts components) and reported that the ESY and 21st-Century programs will continue to serve identified populations.
Administrators said many of these changes are already budgeted or will be evaluated during the budget-development process; the board will consider them in upcoming budget discussions.
