Present: Deirdre Burns, Elissa Cascio, Ed Davenport, Diane Kantaros, Marvin Kreps, Joe Phelan
Items Discussed:
Review of Current High School Electives:
 Dr. Davenport provided a report titled, “2011-2012 Electives and Enrollment.”
 It was noted that some of the courses listed also serve to fulfill requirements for some students, but
are available for other students to take as electives.
 A robust discussion about the list ensued, with focused questions and information about AP courses
(currently 7 are offered), the evolution of new electives, previous survey data identifying student
interest in additional electives, how best to utilize human and financial resources to deliver the right
mix of courses to provide the most well rounded opportunities for as many students as possible, the
opportunity to keep more students on campus for a full, or close to full, school day with more courses
students really want to take, etc.
 It was noted that the area of Social Sciences presents one clear opportunity for making the list of
available electives more well-rounded.
 It was further noted that the recent Alumni Survey data summarized that the curricular area of
Technology as well as overall teaching of Study Skills. Committee encouraged our Administrative Team
to creatively utilize this data in making recommendations for allocation of resources.
 Joe noted that we have had an ongoing need to align our K-12 Technology Curriculum that seems to
have been set aside due to other curriculum development projects that had to take priority for one
reason or another. This work will assist in formulating a plan to develop a natural progression for
Technology learning leading up to course offerings at the high school level. Currently, technology
changes faster than the curriculum and this needs to be addressed.
 A point was made regarding the need for Guidance to be upfront and proactive in informing all
appropriate students about the same curricular options in order to achieve transparency and fairness.
 Interdisciplinary teaching was discussed as an opportunity to provide options for student learning with
a variety of faculty members.
 Students taking college level courses while still enrolled at RHS was also discussed as a way to open up
more opportunities in curriculum for more students, earning college credit, and being engaged in one’s
learning.
 Discussed the idea of a new local graduation requirement for all high school students to take 4 math
courses and 4 science courses. Committee asked Dr. Davenport to research and provide for us what
impacts there would be on the annual budget, the allocation of faculty, and class size would be. A goal
would be to keep students engaged in coursework beyond the requirements for a Regents Diploma.
Foreign Language:
 Latin is slated to be phased out after current Latin students complete their sequence
 Should we have a third language? (Latin, or otherwise)
 If so, what language?
 Do we have the fiscal resources to phase back in a 3rd language?
 Do we, instead, consider a stand-alone course offering language and culture, or just focus on culture,
in Chinese? Arabic? Something else?
 Cross-cultural understanding is equally important, if not more so, than learning a new language
 How best to utilize curricular offerings to creatively expand opportunities for students?
What does a Rhinebeck High School graduate “look like” as a result of his/her experiences here, the learning
he/she engaged in, etc.? What should he/she look like as a result of those things?:
Some answers included:
o He/she should not require remedial math or English coursework as a freshman in college
o He/she should be able to independently study, research, learn, and grow in ways that allow
him/her to thrive and contribute in meaningful ways whether the student goes to college,
work, or elsewhere
A question we must all consider is, what does this community want a RHS graduate to “look like?”
Overall Direction for Curriculum and Instruction for the District:
 For several months, Marvin has asked us to examine larger questions about the direction of the
district.
 This incorporates the question raised above, as well as our priorities in implementing a K-12 STEM
program.
 These are important questions to answer, and they must be answered.
 The answers may bring new opportunities to students, yet may limit opportunities for other students if
not considered within the larger framework of Common Core Standards Implementation and other
ever-changing requirements from the State and Federal Governments.
 Where does the Board wish to have these conversations?
 Priorities need to be identified, current resources need to be assessed, the faculty should join the
conversation at the appropriate time, parent input should be sought, as should the community’s.
 Next steps?
The next meeting of the Curriculum Committee is scheduled for Tuesday, February 14, 2012, but may need to
be rescheduled due to Elissa’s work schedule.
Agenda items:



Continue to review and discuss third language possibilities
Review current K-12 Technology Instruction
Review preliminary list of surface level implications of implementing a comprehensive
K-12 STEM curriculum
Respectfully submitted by Elissa Cascio
2011-2012 Electives and Enrollment
Course
AP Biology
AP Chemistry
AP English
AP European History
AP U.S. History
AP Calculus
AP Physics
Art classes
Business Law
Environmental Science
Forensic Science
French IV (AP)
HS Band
HS Chorus
Intermediate Algebra
Interior Design
Math Applications
Mens’ Ensemble
Music in our Lives
Percussion Ensemble
Performance and Improv.
Precalculus
Spanish IV
Statistics
Video Production
Web Design
Women’s Choir
Writers’ Workshop
2011-2012
23
7
18
22
39
22
14
11
20
48 (2 sections)
12
38
68
19
19
18
14
2
7
5
48 (3 sections)
14
29 (2 sections)
10
12
15
14
Electives are defined here as any class not required to earn an Advanced Regents Diploma. Please note that
3.5 elective units of credit are required for a Regents Diplomas, 1.5 units of credit are required for an
Advanced Regents Diploma, and both diplomas require one unit of credit in the arts.