Administrators from Oak Park and River Forest High School presented a package of additions and curriculum revisions to the board at a Committee of the Whole meeting, including a one‑semester civics course tailored for multilingual learners, a comparative religions elective for juniors and seniors, and a proposed Biomanufacturing/Biotech Builder course intended to connect students to internships and microcredentials.

The course recommendations are an annual review by the Student Learning division. Rosetta Bonmore, speaking for the Student Learning office, said the process included division teams, counselors and student‑services staff to ensure the proposed offerings “are in service of student need… and that they meet the district standards for equity and excellence.”

Why it matters: The new and revised courses are intended both to expand access and to align the high school’s offerings with postsecondary or career pathways. Administrators said the Biotech Builder course would aim to give students lab skills and microcredentials that make them eligible for internships at local employers; the civics addition is designed to meet graduation requirements while aligning with the district’s bilingual services.

Details of additions and pathway work
- Civics for multilingual learners: Amy Hill, identified in the presentation as the history division head, said the class would satisfy the one‑semester civics graduation requirement but would require a teacher with an ESL or bilingual endorsement plus an Illinois social studies endorsement. Otherwise the course will “follow the outline” of the standard civics course.
- Comparative religions: Administrators said the semester elective for juniors and seniors will follow guidance from professional organizations that teach religion academically rather than devotionally; the presenters emphasized the course will “educate about many religions, but not promote or denigrate any religion or nonbelief.”
- Biotech Builder (proposed for 2027–28): A presenter described a well‑established bio research club that partners with the nonprofit BioBuilder and cited local internship relationships (Rush Oak Park Hospital, Abbott Laboratories) as a model for giving students workplace experience and industry microcredentials. The presenters said the course would teach lab techniques and aim to credential students for entry‑level work in the region’s biotech sector.
- CTE sequencing and certification: Matt Greville, introduced as the division head for CTE, explained the course timeline includes time for biology teachers to obtain CTE certification so the pathway can be offered as a complete CTE sequence.

Revisions and equity concerns
Administrators listed multiple description and prerequisite changes across English, history, fine and performing arts, math, and CTE. Notable items included title changes (for example, ‘‘Latinx Literature’’ to ‘‘Latino Voices’’ and American Literature to ‘‘English 3’’) and changes to honors‑option availability for several electives.

A substantive point of debate centered on concert band prerequisites. The proposed revision would remove the private‑lesson pathway previously listed as a prerequisite; presenters said the intent is to reduce cost barriers for families and increase equity by widening entry methods. Board members, however, raised concerns that removing the private‑lesson requirement in the written prerequisite could unintentionally close an on‑ramp for students who gained skill through private lessons but did not participate in organized middle‑school ensembles. Administrators acknowledged the concern and said audition options and a beginning‑band pathway are under discussion and that they will return with clarified course descriptions before the board takes final action.

Other CTE and dual‑credit adjustments
Administrators said the culinary dual credit will be moved later in the pathway (to a mini‑restaurant capstone) at Triton College’s recommendation, and that small business management will become the capstone with a dual‑credit alignment to Triton. Presenters said Business Accelerator would be removed because enrollment historically did not sustain a separate section; staff said alternative supports (school business incubator, business club and community mentors) remain available to students who wish to continue ventures beyond class.

What’s next: The board was told the package is scheduled to return for formal approval at a subsequent meeting (two weeks after the presentation). Presenters said they will refine course descriptions to clarify audition pathways and on‑ramp opportunities for performing arts and address board questions about access and assessment.

Ending: The administrators closed the presentation by noting the course recommendations are part of annual program review and will be brought back with any wording changes requested by the board before final approval.