GREENWICH PUBLIC SCHOOLS
Greenwich, Connecticut
Date of Meeting ________November 14, 2013______________________
Title of Item
_ GHS New Courses – Dr. Winters
REQUEST FOR BOARD ACTION OR PRESENTATION OF INFORMATION ITEMS
__
Action required
_ X__ Informational only
Submitted By___Chris Winters____________________________
Position _GHS Headmaster
I will be present at Board Meeting to explain if called upon
__X__
Yes
Synopsis of Proposal:
Recommended Action (if appropriate)
____
No
GREENWICH HIGH SCHOOL
Proposed Course Rationale
(for courses to be implemented during the 2014-2015 school year)
Learning Program(s): Mathematics
Program Administrator/Learning Facilitator: Dana Fesko
Proposed Course Title: Java Computer Science
Type: Elective
Level: Intermediate Credits: 1.0
Duration of proposed course: Full year
Brief course description: Java Computer Science is a course designed to be taken after successful
completion of Introduction to Computer Programming. Students will receive an introductory technical
training in the use of Javascript for web applications, focusing primarily on animations, API
modification, data management, and user interaction.
How does this course support the Mission and Expectations of Greenwich High School and the
Common Core (include the specific expectations for student learning this course will address)?
Computer programming is a skill that heavily improves student problem solving skills. Combined with
the digital design aspect of creating effective websites, this course will aid students towards completing
several objectives on the Vision of the Graduate, such as explore, define, and solve complex problems,
communicate effectively for a given purpose, generate innovative and creative ideas or products, and
collaborate with others to produce a unified work and/or heightened understanding. In addition, being a
highly technical skill, programming requires students to respond to failures with reflection and
resilience.
How does this course proposal relate to your last program review? The mathematics department is
currently in a program review, and the intention is that this course will be approved prior to completing
the program review.
Define the need for the proposed course—include the following supporting data:
Today’s world is quickly racing towards a time when technical skills such as programming will be a
prerequisite for graduation out of many non-computer science programs in college. Java Computer
Science is a requirement of any future computer engineer that is not currently taught at GHS.
Currently, GHS has an AP Computer Science course that hasn’t run in several years due to lack of
student enrollment. We suspect that this is because there is no sequence that culminates in this class,
and expecting students to suddenly become interested in being computer engineers is wildly optimistic at
best. With the Introduction to Computer Programming course running during the 2013-2014 school
year, we are prepared for students to experience this skill in the classroom for the first time, but weren’t
quite ready for them to jump into an AP or Advanced Programming Language course. By creating this
course, we bridge the gap from the beginner to the AP Computer Science student in the Engineering
track.
The Computer Science Teachers Association (CSTA) is a widely respected and growing organization of
educators in computer science who have produced a standards document for the purposes of creating
computer science courses at the high school level. But the reasons for teaching this course at the high
school level go beyond the thoughts of an association of teachers passionate about it: it’s widely
recognized that computer science majors/minors in college have a huge advantage upon graduation
because they’re able to apply their technical skill across a wide variety of fields. Even President Obama,
in his latest State of the Union address endorsed the program in high school:
…we need to better equip graduates for the demands of a high-tech economy. We’ll reward
schools that develop new partnerships with colleges and employers, and create classes that focus
on science, technology, engineering, and math—the skills today’s employers are looking for to
fill jobs right now and in the future.
There is currently strong student demand for the course as there are currently two sections of
Introduction to Computer Programming for the 2013-2014 school year with approximately 44 students.
Depending on course requests, there could be two sections of this course during the 2014-2015 school
year.
What do college admissions officers indicate about a course of this nature? Ask Judy.
Estimate the number of students who would take this course. If applicable, provide a profile of
the type of student this course would serve. Between 25 to 50 students.
This course would serve any student who is interested in pursuing a career in computer science or
engineering, such as a software/web developer, IT systems analyst, game designer, or photographer.
Typically, 10th graders and above would take this course, after taking the Introduction to Computer
Programming course and deciding to pursue the Engineering track, one of the two offered (the other is
Applications).
How will this new course fit-in to the sequence of courses usually taken in your subject area?
This course will be taken after the Introduction to Computer Programming course. After this semester
course, students will have the option to branch off in two different directions: one for engineering based
programmers wishing for more technical training with Javascript, and one for students interested in
programming for websites and applications. This course is the first in the Engineering sequence. The
Application sequence will have a similar schedule. Afterwards, students would take the AP Computer
Science course, while students in the Applications track would take Advanced Computer Programming
for Applications.
What are the student performance objectives for this course?
CCSS Mathematical Practice Standards
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Model with mathematics.
CSTA Standards Document
1. Use the basic steps of algorithmic problem solving to design solutions (eg: problem statement
and exploration, examination of sample instances, design, implementing a solution, testing,
evaluation).
2. Define an algorithm as a sequence of instructions that can be processed by a computer.
3. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
4. Evaluate algorithms for their efficiency, correctness, and clarity
5. Use models and simulations to help formulate, refine, and test scientific hypotheses.
6. Describe the concept of parallel processing as a way of solving large problems.
7. Compare techniques for analyzing massive data collections.
8. Analyze the representation and trade-offs of various forms of digital information (filetypes).
9. Work in a team to design and develop a software artifact.
10. Use Application Programming Interfaces (APIs) to facilitate programming operations.
How many staff members in your department are qualified to teach this course?
Currently no one has a computer science background, which is why a member of the science department
will teach it.
Are there prerequisites for this course? If so, how many students currently take these
prerequisites? Are there criteria for admission to this course?
Successful completion of Introduction to Computer Programming.
Provide information that distinguishes this course from others in the curriculum with similar or
related curriculum objectives.
The other course with similar objectives is Intermediate Computer Programming for Applications,
focusing on HTML with interdisciplinary study of design and best practices in computer science. This
course focuses specifically on programming in Javascript.
Will this course require additional staffing? If so, indicate the estimated increase; if not, what
courses in your curriculum would see a decrease or experience a reduction in staffing?
Yes, we’d need additional staffing. (.2 or .4)
Estimate the complete cost (excluding staffing) of the proposed course by specific budget line: For
example, Textbooks, workbooks, periodicals, software, specialized materials and/or equipment.
Item
Web Hosting Software – Design/Develop
Budget Line
307
307
Total Cost
Additional information:
Cost
GREENWICH HIGH SCHOOL
Proposed Course Rationale
(for courses to be implemented during the 2014-2015 school year)
Learning Program(s): Mathematics
Program Administrator/Learning Facilitator: Dana Fesko
Proposed Course Title: Computer Programming for Applications
Type: Elective
Level: Intermediate Credits: 1.0
Duration of proposed course: Full year
Brief course description: Computer Programming for Applications is a course designed to be taken
after successful completion of Introduction to Computer Programming. Students will explore key
programming techniques for a broad array of applications in web design and software including layout,
loop statements, data structure, and user interaction. Students will also investigate best practices in
digital design and development.
How does this course support the Mission and Expectations of Greenwich High School and the
Common Core (include the specific expectations for student learning this course will address)?
Computer programming is a skill that heavily improves student problem solving skills. Combined with
the digital design aspect of creating effective websites, this course will aid students towards completing
several objectives on the Vision of the Graduate, such as explore, define, and solve complex problems,
communicate effectively for a given purpose, generate innovative and creative ideas or products, and
collaborate with others to produce a unified work and/or heightened understanding. In addition, being a
highly technical skill, programming requires students to respond to failures with reflection and
resilience.
How does this course proposal relate to your last program review? The mathematics department is
currently in a program review, and the intention is that this course will be approved prior to completing
the program review.
Define the need for the proposed course—include the following supporting data:
Today’s world is quickly racing towards a time when technical skills such as programming will be a
prerequisite for graduation out of many non-computer science programs in college. Building and
designing websites is a universal, interdisciplinary process that is not currently taught at GHS.
Currently, GHS has an AP Computer Science course that hasn’t run in several years due to lack of
student enrollment. We suspect that this is because there is no sequence that culminates in this class,
and expecting students to suddenly become interested in being computer engineers is wildly optimistic at
best. With the Introduction to Computer Programming course running during the 2013-2014 school
year, we are prepared for students to experience this skill in the classroom for the first time, but weren’t
quite ready for them to jump into an AP or Advanced Programming Language course. By creating this
course, we bridge the gap from the beginner to the advanced programming student in the Applications
track.
The Computer Science Teachers Association (CSTA) is a widely respected and growing organization of
educators in computer science who have produced a standards document for the purposes of creating
computer science courses at the high school level. But the reasons for teaching this course at the high
school level go beyond the thoughts of an association of teachers passionate about it: it’s widely
recognized that computer science majors/minors in college have a huge advantage upon graduation
because they’re able to apply their technical skill across a wide variety of fields. Even President Obama,
in his latest State of the Union address endorsed the program in high school:
…we need to better equip graduates for the demands of a high-tech economy. We’ll reward
schools that develop new partnerships with colleges and employers, and create classes that focus
on science, technology, engineering, and math—the skills today’s employers are looking for to
fill jobs right now and in the future.
There is currently strong student demand for the course as there are currently two sections of
Introduction to Computer Programming for the 2013-2014 school year with approximately 44 students.
Depending on course requests, there could be two sections of this course during the 2014-2015 school
year.
What do college admissions officers indicate about a course of this nature? Ask Judy.
Estimate the number of students who would take this course. If applicable, provide a profile of
the type of student this course would serve. Between 25 to 50 students.
This course would serve any student who is interested in pursuing a career in any technological field,
including but not limited to journalism, marketing, digital design, art, business or software/game design.
Typically, 10th graders and above would take this course, after taking the Introduction to Computer
Programming course and deciding to pursue the Applications track, one of the two offered (the other is
Engineering).
How will this new course fit-in to the sequence of courses usually taken in your subject area?
This course will be taken after the Introduction to Computer Programming course. After this semester
course, students will have the option to branch off in two different directions: one for engineering based
programmers wishing for more technical training with Javascript, and one for students interested in
programming for websites and applications. This course is the first in the Applications sequence. The
Engineering sequence will have a similar course. Afterwards, an advanced computer programming
course for applications will be run, alongside the AP Computer Science course already in place.
What are the student performance objectives for this course?
CCSS Mathematical Practice Standards
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Model with mathematics.
CSTA Standards Document
1. Use the basic steps of algorithmic problem solving to design solutions (eg: problem statement
and exploration, examination of sample instances, design, implementing a solution, testing,
evaluation).
2. Define an algorithm as a sequence of instructions that can be processed by a computer.
3. Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
4. Compare techniques for analyzing massive data collections.
5. Analyze the representation and trade-offs of various forms of digital information (filetypes).
6. Work in a team to design and develop a software artifact.
7. Create and organize Web Pages through the use of a variety of web programming design tools.
8. Use Application Programming Interfaces (APIs) to facilitate programming operations.
9. Explore a variety of careers to which computing is central.
10. Describe the unique features of embedded computers in mobile devices and vehicles.
11. Compare appropriate and inappropriate social networking behaviors.
12. Discuss the impact of computing technology on business and commerce (e.g. automated good
tracking, automated financial transactions, e-commerce, cloud computing).
How many staff members in your department are qualified to teach this course?
Currently no one has a computer science background, which is why a member of the science department
will teach it.
Are there prerequisites for this course? If so, how many students currently take these
prerequisites? Are there criteria for admission to this course?
Successful completion of Introduction to Computer Programming.
Provide information that distinguishes this course from others in the curriculum with similar or
related curriculum objectives.
The other course with similar objectives is Intermediate Computer Programming for Engineers, focusing
on Javascript. This course focuses specifically on programming for general use in applications and
website design.
Will this course require additional staffing? If so, indicate the estimated increase; if not, what
courses in your curriculum would see a decrease or experience a reduction in staffing?
Yes, we’d need additional staffing. (.2 or .4)
Estimate the complete cost (excluding staffing) of the proposed course by specific budget line: For
example, Textbooks, workbooks, periodicals, software, specialized materials and/or equipment.
Item
Web Hosting Software – Design/Develop
Budget Line
307
307
Total Cost
Cost
GREENWICH HIGH SCHOOL
Proposed Course Rationale
(for courses to be implemented during the 2014-2015 school year)
Learning Program(s): Art: Intermediate Printmaking
Program Administrator/Learning Facilitator: Julie Nixon
Course Proposal prepared by: Sheyda Ardalan
Proposed Course Title: Intermediate Printmaking
Type: required ___ elective __ _X__
Level: Intermediate Credits 1/4
Duration of proposed course: full year ____
semester __X__
quarter _ ___
Brief course description:
Intermediate Printmaking is designed as a semester course for students who have reached the highest
level of beginner printmaking practices, are capable of considerable initiative, and would like to have a
higher level of printmaking experience. The course will offer students more advance printmaking
techniques as they solve a vast range of visual problems and ideas. They will be challenged to develop a
breadth of high quality work and a depth in creative thinking while exhibiting a variety of advanced
printmaking mediums, including, but not limited to, etching and solar printing.
Intermediate Printmaking will be a follow up to the current course: Printmaking (082255).
How does this course support the Mission and Expectations of Greenwich High School and the
Common Core (include the specific expectations for student learning this course will address)?
Since Greenwich High School does not offer an intermediate level in printmaking, Intermediate
Printmaking will support the vision of the Greenwich Public Schools in setting a standard of excellence
by providing the opportunity for students to reach their highest level of academic potential through an
intermediate level course that will offer them more advanced techniques in printmaking. To that end, the
course will address the Vision of the Graduate by:
Posing questions with a range of visual problems that will challenge students to develop
advanced levels of creative thought process through which they construct their ideas
Exposing students to contemporary perspectives in etchings, lithographs, solar prints, and
technology from different cultures, facilitating the interpretation, evaluation, and
synthesis of the ideas embedded in the works of art, and expecting students to conduct
themselves in an ethical and responsible manner as they recognize and respect other
cultural contexts and points of view
Challenging students to solve complex problems by having them explore unique ideas
and define their thoughts through the use of etchings, solar prints, and the incorporation
of technology
Enabling students to effectively communicate their thoughts and visualize their ideas by
constructing complex visual imagery
Providing opportunities for self reflection where students advocate their ideas and justify
their actions as they pursue their unique interests, passions, and curiosities in making
their prints
How does this course proposal relate to your last program review?
The art department at Greenwich High School does not offer Intermediate Printmaking and students who
have completed the entry level course of basic Printmaking do not have another level to challenge them
in the subject of printmaking. There has been a considerable interest from the part of students to fill this
need in the department and students have repeatedly signed up for the entry level Printmaking class.
Define the need for the proposed course—include the following supporting data:
Provide student performance data that demonstrates the need for the course, for example:
SAT data, CAPT data, graduate follow up study data, student failure rate in other courses,
drop off in student enrollment in scope and sequence, etc.
o Class surveys and repeat registration of the beginner level Printmaking course have
revealed a desire on the part of GHS students to have the opportunity to take printmaking
at a more advanced level. Teachers and students feel that once students have taken the
beginner Printmaking course currently offered at the high school, there is a need for a
more complex and elaborate course to challenge their artistic intelligence and creative
learning, especially with the use of technology and advanced printing methods such as
etching and solar printing.
Is there a gap in the department’s scope and sequence or an insufficiency in course offering
for a certain type of student that has led to this proposal?
o Yes, and students who are highly interested and capable in the medium of printmaking
would be able to express their engagement with technology and advanced printing
methods, develop their artistic capabilities further, discover complex new meanings and
understandings, and develop a comprehensive printmaking portfolio that expresses their
ideas and opinions to the fullest.
Do state, national or professional organization standards strongly recommend a course of
this nature?
o State, national, and professional organization art standards strongly recommend advanced
courses that promote perceptiveness, inventiveness, originality, individuality, uniqueness,
and personal expression and courses that involve students in the construction,
interweaving, and interpretation of personal and socio-cultural meaning as they use
critical thinking skills and the manipulation of materials. They also recommend advanced
courses that expose students to techniques and methods that are beyond the classroom
setting and bring the students into a rich professional studio environment.
Is there a student demand for a course of this nature?
o Yes, there is a great demand since students repeat taking Printmaking and work on
advanced projects while the students who have signed up for the first time work on
beginner projects.
What do college admissions officers indicate about a course of this nature?
o Since printmaking is a very unique medium, not many high schools offer it as a course.
College admissions officers look very highly at schools that offer not only a course
devoted to printmaking, but also a more advanced level of it. Offering Intermediate
Printmaking will enhance the richness of GHS Art Department, the students, and the
school as a whole.
Does this course meet the needs of students entering the world of work upon graduation?
o Students who enter the world of work upon graduation will be at a higher level of ability
in both cognition and creative thought process because of the advanced and more
challenging courses offered at Greenwich High School.
Estimate the number of students who would take this course. If applicable, provide a profile of
the type of student this course would serve (target audience):
Only 4-6 students would sign up for Intermediate Printmaking. This is evident from the number of
students who continue to take beginner level Printmaking multiple times throughout their years at GHS.
Most students take printmaking because of the creative challenges it offers.
How will this new course fit-in to the sequence of courses usually taken in your subject area?
Intermediate Printmaking will follow Printmaking in the sequence of courses. The only prerequisite for
taking Intermediate Printmaking is Printmaking. Once Printmaking is taken, there is nothing for students
to move on to and Intermediate level will bring the learning to a more innovative closure.
What are the student performance objectives for this course?
Students will learn to use advanced printmaking as a way of expressing complex ideas and constructing
images using advanced techniques. Students will learn of the unique qualities of solar printing, etching,
and woodblock printing in combination with technology as they consider complex and abstract ideas.
How many staff members in your department are qualified to teach this course?
All seven staff members are qualified to teach this course.
Are there prerequisites for this course? If so, how many students currently take these
prerequisites? Are there criteria for admission to this course?
The prerequisite for Intermediate Printmaking is Printmaking.
Provide information that distinguishes this course from others in the curriculum with similar or
related curriculum objectives.
Beginner level Printmaking is the only course that offers students the opportunity to explore the idea of
repetition as a way of combining images to create a unique design using linoleum, cardboard, Plexiglas,
and wood. Intermediate Printmaking fills the gap left behind once students have completed beginner
level Printmaking. It allows students to engage with more complex materials such as technology, solar
plates and etchings as they contemplate more complex and abstract ideas.
Will this course require additional staffing? If so, indicate the estimated increase; if not, what
courses in your curriculum would see a decrease or experience a reduction in staffing?
Intermediate Printmaking does not require extra staffing, nor will it cause a reduction in staffing. It will
be offered at the same time and in the same class as beginner level Printmaking, taught by the same
teacher.
Estimate the complete cost (excluding staffing) of the proposed course by specific budget line: For
example, Textbooks, workbooks, periodicals, software, specialized materials and/or equipment.
Item
Art Materials
Budget Line
A62010-53100
Cost
$200.00
Total Cost $200.00
Additional information:
The cost of this class will come from the existing art department budget.
GREENWICH HIGH SCHOOL
Proposed Course Rationale
(for courses to be implemented during the 2014-2015 school year)
Learning Program(s): Art
Program Administrator/Learning Facilitator: Julie Nixon
Proposed Course Title: Intermediate Clay
Type: required ___ elective _X_ ___
Level: Intermediate
Duration of proposed course: full year ____
semester _X___
Credit: 1/2
quarter _ ___
Brief course description: This course will be an intermediate level clay course which will further the
learning achieved in Clay (course name will be changed to Introduction to Clay) and prepare students for
Advanced Clay. Students will be encouraged to identify and communicate their own ideas using 3dimensional visual solutions in the medium of clay. The prerequisite for this class will be .5 credits in
Clay (Introduction to Clay) and this class will serve as a qualifying class for Advanced Clay. The course
will offer students more advanced techniques in hand building and wheel throwing. Students will also
advance their studio practices including the mixing and use of glazes and creating molds. As a
framework for the course, past and present cultures and artistic movements will be discussed and
connections will be made by analyzing ceramic art created throughout history.
How does this course support the Mission and Expectations of Greenwich High School (include
the specific expectations for student learning this course will address)?
The course will support and allow students to do the following as listed in the Vision of the Graduate:
-Pose and pursue substantive questions
Themes such as life, birth, death, love, relationship, and transformation will be explored and
connections made with the students’ own life experiences.
-Critically interpret, evaluate and synthesize information
These themes will then be re-interpreted by the students in the concepts used in their ceramic
pieces. Ideas will be explored, interpreted and evaluated in group dialogues.
-Explore, define and solve complex problems
Challenges such as the use of structure, form, color, function and composition will be taught to
serve the students’ ideas and help them to problem solve and define their intentions.
-Communicate effectively for a given purpose
-Generate innovative, creative ideas and product
Students will learn how to use the elements and principles of design to communicate their own
ideas visually in 3-dimensional forms.
-Recognize and respect other cultural contexts and points of view
By learning about and researching how other cultures throughout the world and history have
communicated the same life themes in their pottery and sculpture students will learn of
connections between their lives and those of others.
-Pursue their unique interests, passions and curiosities
This course will encourage self reflection and personal interpretation, allowing each individual
response to be valid. The projects will be naturally unique and the class critiques will allow an
appreciation and understanding of our differences as well as our commonalities.
-Respond to failures and successes with reflection and resilience
Assignments will be discussed in process to allow students to make changes or further develop
their work before it is finished. Final critiques will enable peer analysis. Written
reflection/assessments will allow students to consider their learning and the thought processes
that were involved in the final outcome as well as get one-on-one private feedback from the
teacher and develop vocabulary relevant to ceramics.
How does this course proposal relate to your last program review?
The Art Department at Greenwich High School does not currently offer Intermediate Clay and
students who have completed the entry level clay course need another level to prepare them for the
Advanced Clay work. This will further cement students’ foundation in the medium of clay as they
continue the progression of classes in Advanced Clay and Advanced Placement Clay.
This course will provide all students an intermediate level clay class and teach them the skills
needed to go on to Advanced Clay. We found this to be successful in the past when we added
Intermediate Computer Art, which enabled students to extend their knowledge from Introduction to
Computer Art as well as to better prepare them for Advanced Computer Art.
Define the need for the proposed course—include the following supporting data:
Provide student performance data that demonstrates the need for the course, for example: SAT
data, CAPT data, graduate follow up study data, student failure rate in other courses, drop off in
student enrollment in scope and sequence, etc.
-Repeat registration of the beginner level clay course has revealed a desire on the part of GHS
students to have the opportunity to take clay a second time at an intermediate level. Teachers and
students feel that once students have taken the beginning clay course currently offered at the high
school, there is need for a more complex course to challenge their learning.
Is there a gap in the department’s scope and sequence or an insufficiency in course offering for a
certain type of student that has led to this proposal?
-Yes, there is a definite gap in the sequence of clay classes in that students progress directly from
the beginning clay class to the advanced clay class.
Do state, national or professional organization standards strongly recommend a course of this
nature?
-State, national and professional organization art standards recommend courses that promote
originality, personal expression and technique building that follow a logical and developmentally
sound progression.
Is there a student demand for a course of this nature?
-There is an obvious demand in that many students either repeat Introduction to Clay and/or
Advanced Clay, compromising the learning experience for students in all levels.
What do college admissions officers indicate about a course of this nature?
-We imagine that college admissions officers would prefer to see a logical progression of rigor in
the clay class sequence.
Does this course meet the needs of students entering the world of work upon graduation?
-Students who enter the work world upon graduation will be at a higher level of ability in both
cognition and creative thought process because of the advanced and more challenging courses
offered at Greenwich High School.
Estimate the number of students who would take this course. If applicable, provide a profile of
the type of student this course would serve. (target audience)
-We estimate that a large enough number of students would sign up after taking Introduction to
Clay, enough to run a full time Intermediate Clay each semester (24)
How will this new course fit into the sequence of courses usually taken in your subject area?
-The course would create a more logical sequence in the clay class offerings.
What are the student performance objectives for this course?
-Students will learn intermediate clay processes to express more complex ideas and use more
advanced techniques. Students will have more opportunity to learn wheel throwing and be able to
create larger pieces. They will learn how to combine techniques learned in Introduction to Clay in
order to further realize their concepts.
How many staff members in your department are qualified to teach this course?
-All seven art teachers are qualified to teach this course.
Are there prerequisites for this course? If so, how many students currently take these
prerequisites? Are there criteria for admission to this course?
- The prerequisite for taking this course is a .5 credits in Clay (Introduction to Clay). Currently,
about 1200 students qualify to take this course.
Provide information that distinguishes this course from others in the curriculum with similar or
related curriculum objectives.
- No other course in the curriculum teaches intermediate clay techniques. Currently, we only
offer an introductory clay class and an advanced clay class.
Will this course require additional staffing? No. If so, indicate the estimated increase; if not, what
courses in your curriculum would see a decrease or experience a reduction in staffing?
The Art Department will distribute its current level of staffing to meet the needs of the classes. If
more students overall enroll in art classes as a result of the new courses, we will run larger classes until
an adjustment can be made building-wide. The new course will not result in a request for additional
staffing from the district.
Estimate the complete cost (excluding staffing) of the proposed course by specific budget line: For
example, Textbooks, workbooks, periodicals, software, specialized materials and/or equipment.
Item
Art materials
Budget Line
A6201610-53100
Cost
$300.00 per class
Total Cost $300.00
Additional information:
The cost for this class will come from the existing art department budget.
GREENWICH HIGH SCHOOL
Proposed Course Rationale
(for courses to be implemented during the 2014-2015 school year)
Learning Program(s): Family and Consumer Sciences
Learning Facilitator: Linda Turbert
Proposed Course Title: Baking and Pastry Arts
Type: required ___ elective __X ___
Level: 9-12 Credits .5
Duration of proposed course: full year ____
semester ___X_
quarter _ ___
Brief course description: This course will provide students with the knowledge of the principles of
Baking and Pastry Making. The focus of the class will develop an understanding of different methods;
perform a variety of techniques and master basic skills in relation to Baking and Pastry Making. Students
will learn about safety and sanitation; the primary functions of ingredients; baking formulas; weights and
measurements; and proper use and maintenance of equipment. Creative thinking, communication,
leadership, and management processes will be integrated in the classroom and lab activities.
How does this course support the Mission and Expectations of Greenwich High School and the
Common Core (include the specific expectations for student learning this course will address)?
This course supports the Mission and Expectations of Greenwich High School in that students will
Critically interpret, evaluate and synthesize information
Generate innovative, creative ideas and products
Collaborate with others to produce a unified work and/or heightened understanding
Contribute to community through dialogue, service or leadership
Pursue their unique interests, passions and curiosities
Connecting to the global economy an individual must achieve literacy in a broad range of skills
necessary for success in education, careers and life.
How does this course proposal relate to your last program review?
After the first year of our program review “Step One – Assessing the Current Curriculum” it was noted
the lack of variety and limited course offerings and to increase food industry/career curriculum. The
career cluster/ track of the culinary courses offers the opportunity for students to gain the skills in these
new courses to remain on such track but allows for variety while doing so.
Define the need for the proposed course—include the following supporting data:
Provide student performance data that demonstrates the need for the course, for example: SAT
data, CAPT data, graduate follow up study data, student failure rate in other courses, drop off in
student enrollment in scope and sequence, etc.
Is there a gap in the department’s scope and sequence or an insufficiency in course offering for a
certain type of student that has led to this proposal?
Lack of variety of course offerings in the culinary area.
Do state, national or professional organization standards strongly recommend a course of this
nature?
Is there a student demand for a course of this nature?
Students were surveyed in the first step of the program review. This survey revealed that the greatest
percentage of student interest in developing a variety of courses was in the Food Production Area. The
results also revealed the need for a more varied career concentration in this area.
What do college admissions officers indicate about a course of this nature?
Does this course meet the needs of students entering the world of work upon graduation?
Yes, students will have the background to obtain an entry level job in the baking and pastry area with
skills that would be used in the work place.
Estimate the number of students who would take this course. If applicable, provide a profile of
the type of student this course would serve. (target audience)
24 in each class. Open to all students, especially students that are interested in a career path or
concentration in the culinary area. This course would be a basic skill course; the students would learn
the skills necessary to continue on the culinary concentration. Text currently used in classroom
How will this new course fit-in to the sequence of courses usually taken in your subject area?
The Baking and Pastry course would be an option for the students to take instead of the 6 block cardinal
cooks course. Students can take 3x cardinal cooks and then Baking and Pastry Arts, cardinal cooks, or
Cultures and Cuisine and receive the necessary credit to move into Advanced Foods.
What are the student performance objectives for this course?
The student will be able:
Understand the characteristics and functions of the major baking ingredients
To accurately scale ingredients
Mix and handle batters and doughs
Covert standard recipes and portion control
Apply icing and use fondant in cake decorating
Understand basic baking proportions
Prepare a variety of fancy breads, rolls, cakes, tortes, and cookies
How many staff members in your department are qualified to teach this course?
All
Are there prerequisites for this course? If so, how many students currently take these
prerequisites? Are there criteria for admission to this course?
No prerequisites
Provide information that distinguishes this course from others in the curriculum with similar or
related curriculum objectives.
This course will allow students to have an option in a basic skill course that concentrates on baking and
pastry. It will cover the necessary culinary skills learned currently in the cardinal cooks, but give the
students an option to take this course instead of cardinal cooks.
Will this course require additional staffing? If so, indicate the estimated increase; if not, what
courses in your curriculum would see a decrease or experience a reduction in staffing?
No
Estimate the complete cost (excluding staffing) of the proposed course by specific budget line: For
example, Textbooks, workbooks, periodicals, software, specialized materials and/or equipment.
A proposal to include Ipads for on-line video techniques was removed from this new course proposal.
Item
Food For Today
Culinary Essentials
Food Purchasing
Budget Line
Text currently used in
classroom
Text currently used in
classroom
Budgeted with all
culinary classes
Total Cost
Additional information:
Cost