Proposed New Courses, Changes to Existing Courses for SY 2026-20267.pdf (347 KB)

PROPOSED New Courses, Changes to Existing Courses for School Year 2026-2027 To: ​

Dr. Rob Anderson, Superintendent

From: ​ Dr. Lora de la Cruz, Deputy Superintendent Lynn Gershman, Director of Academic Services Date: ​ January 13, 2026 Subject: Proposal for New Courses, Changes to Existing Courses for the 2026/2027 Academic Year. These proposals were reviewed according to a process aligned with Board of Education policy and regulations IF, IF-R, IF-E1, and IKC. The timeline for the review process was as follows: September 2026 - communication of deadline and process to schools October/December 2026 - deadline for proposals for new courses to be submitted, proposals reviewed by New Courses Committee: a group of teachers, building administrators, and central office staff, with representation from each major geographic area within the district and each major content area and grade band. Mid December 2026- Executive team review January 13, 2027 - review by Board of Education at B This summary is divided into several sections: Section 1: Proposed New Courses Section 2: Changes to Corequisite Section 3: Changes to Prerequisite Section 4: Changes to Grade Level Section 5: Changes to Title Section 6: Description Change Section 7: Change to Grad Requirements

The following criteria were used to evaluate the merit of proposals for new courses: ●​ The course description is written in a clear, concise manner and includes specific information about level, course length, prerequisites, credits, graduation requirements. ●​ The explanation outlines a specific need for the course. The course creates solutions to clearly identified problems. The course clearly describes opportunities for students that currently do not exist within BVSD curriculum. Not approving this course would deny students access to a meaningful learning opportunity. ●​ The explanation meaningfully connects the course proposal and student learning to the BVSD Strategic Plan: 1)All students experience grade-level, standards-based instruction, 2) Educators

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and administrators implement and monitor tiered supports and instructional strategies to engage and grow all students, 3) All students have the opportunity to access career exploration opportunities, 4) All students feel valued & included in their learning environments ●​ The explanation should reflect a deep understanding of the curricula already in place and address how the new course will enhance or articulate with those curricula. ●​ The syllabus or course outline is written in a clear, concise manner that specifies grade level expectations. The outline demonstrates alignment with Colorado Academic Standards ●​ The necessary knowledge and skills needed to teach the course are thoughtful, accurate, and reflect what an incoming teacher would need to know in order to be successful in teaching the course. ●​ All recommended learning materials for the course are listed along with estimated costs.

Proposed Changes for the 2026/2027 School Year The following summarize the new courses proposed and/or the proposed changes to existing courses. Links to the full proposals for new courses are provided. Section 1: Proposed New Courses Sports Psychology & Physiology Level: 10, 11, 12 Course Length: 1 semester Credits: 5 Graduation Requirement: PE Course Description: This course is an interdisciplinary study that examines the psychological factors influencing athletic performance and participation, alongside the physiological responses of the body during exercise. It integrates research and theory from fields such as motivation, social psychology, neuroscience, and exercise science, applying them to competitive sports. Core topics include enhancing athletic performance, managing competition, and promoting overall well-being through nutrition and healthy choices to enhance performance and bodily function. Folder with Proposal and Syllabus Strength and Flow Level: 7, 8 Course Length: 1 semester Credits: 1 Graduation Requirement: Middle Level credit Course Description: This course offers students a balanced approach to fitness through yoga, resistance and weight training, cardio activities, and low-impact sports. Students will develop personalized programs that promote strength, flexibility, endurance, and overall wellness aligned with their individual health and fitness goals. Folder with Proposal and Syllabus French Conversation and Composition Level: 12 Course Length: Year Long Credits: 5 each semester Graduation Requirement: World Languages

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Course Description: Conversation and Composition is taught exclusively in French. It explores topics in advanced composition and conversation, with an emphasis on refining and integrating advanced grammar into daily communication. Emphasis is placed on comprehension as it is spoken and written by native speakers. Students develop appropriate verbs, structures, vocabulary, idioms, and cultural understanding necessary to perform communicative functions at higher levels. For the Intermediate-Mid Range Level, students learn to initiate, sustain and conclude conversations; comprehend spoken or written language; and present on a variety of familiar topics, all using familiar vocabulary and learned grammatical structures in the context of Culture, Connections, and Comparisons. Folder with Proposal and Syllabus CTE Outdoor Leadership Contingent on course structure completion Level: 10, 11, 12 Course Length: 1 semester Credits: 5 Graduation Requirement: Course Description: This course is designed to introduce the development, acquisition, and application of outdoor leadership skills and knowledge. Focuses on the latest information philosophy, and techniques necessary to safely conduct outdoor programs and expeditions as an outdoor leader. This course will cover leave no trace principles, minimal impact camping, wilderness ecology and Colorado wildlife, risk management, judgment and decision making, group dynamics and trip planning logistics. These skills enhance student effectiveness and safety in the outdoors. Folder with Proposal and Syllabus Advanced Theatre 2- Manhattan Only Level: 7,8 Course Length: Year Long Credits: 1 per semester Graduation Requirement: Middle level credit Course Description: Advanced Theatre 2 builds on the Theatre Arts 2 curriculum at an accelerated pace, providing students with expanded opportunities to perform and take on advanced roles in both acting and production. Students continue to strengthen their acting skills while engaging more deeply. Proposal New Wheel Program Proposal 6th Grade Wheel Courses Skills for Life: Adventures in Babysitting Level: 6 Course Length: 1 quarter Credits: .25 Graduation Requirement: Middle School Credit Course Description: Adventures in Babysitting, the introductory course in the Skills for Life pathway, introduces students to the essential skills, responsibilities, and confidence needed to begin working small jobs available to 11–12-year-olds, such as babysitting. Students learn how to build trust with families, take care of themselves and others independently, and market themselves as dependable helpers in their community. Hands-on lessons focus on communication, decision-making, basic child-care routines, and earning a Junior CPR/First Aid certification. Students also explore how to create simple personal budgets and understand what it means to earn and manage their own money. Design Thinking: Mechanisms and Circuits Level: 6 Course Length: 1 quarter Credits: .25 3

Graduation Requirement: Middle School Credit Course Description: The introductory course of the Design Thinking pathway, Mechanisms & Circuits, introduces students to the foundations of engineering through hands-on exploration of simple machines and basic electronic circuits. Students investigate how levers, pulleys, gears, wheels, and inclined planes make work easier, then apply their understanding to small design challenges. They also learn the basics of electricity by building simple circuits, experimenting with switches and power sources, and troubleshooting common issues. This course builds problem-solving, creativity, and STEM curiosity as students discover how mechanical and electrical systems power the world around them. Communication Arts: Conversations and Presentations Level: 6 Course Length: 1 quarter Credits: .25 Graduation Requirement: Middle School Credit Course Description: Conversations and Presentations is the introductory class of the Communication Arts pathway. It helps students develop strong communication skills and confidence when speaking with others. Students practice effective public speaking, active listening, and clear self-expression through a variety of low-pressure activities and presentations. They learn how to organize their ideas, speak with confidence, and adapt their communication style for different audiences and situations. This course builds foundational skills that support success in school, relationships, and future leadership opportunities. Digital Landscape: Robotics Level: 6 Course Length: 1 quarter Credits: .25 Graduation Requirement: Middle School Credit Course Description: As the introductory course of the Digital Landscape pathway, Robotics introduces students to the foundations of designing and controlling machines through both mechanical and digital interfaces. Students explore how gears, motors, sensors, and simple mechanisms work together to create movement, then use basic programming tools to control their robots digitally. Through hands-on building, testing, and problem-solving challenges, students learn how mechanical and digital systems interact and gain early engineering skills grounded in creativity, experimentation, and teamwork. 7th Grade Wheel Courses Skills for Life: Top Chef Level: 7 Course Length: 1 quarter Credits: .25 Graduation Requirement: Middle School Credit Course Description: Top Chef introduces students to the fundamentals of cooking and kitchen responsibility. Through hands-on practice in this part of the Skills for Life pathway, students learn basic food-preparation skills, safely navigating a kitchen, and essential kitchen sanitation routines. The course also covers how to properly wash dishes, set a table, follow simple recipes, and work cooperatively in a shared kitchen space. Students explore grocery planning and budgeting as they learn how everyday meals come together. This class is designed to build independence, confidence, and a lifelong appreciation for cooking. Design Thinking: Tools of the Trade Level: 7 4

Course Length: 1 quarter Credits: .25 Graduation Requirement: Middle School Credit Course Description: Tools of the Trade introduces students to the fundamentals of tool identification, safe usage, and responsible work habits in a shop environment. In this part of the Design Thinking pathway, students learn how to recognize and properly handle a variety of common hand tools and basic power tools while developing strong safety practices. Through guided projects and demonstrations, students build confidence, precision, and an understanding of how tools are used to solve real-world problems. This course emphasizes safety first, hands-on learning, and respect for shared workspaces. Communication Arts: Debate- Agree or Disagree Level: 7 Course Length: 1 quarter Credits: .25 Graduation Requirement: Middle School Credit Course Description: Debate: Agree or Disagree introduces students to the foundations of argumentation, persuasion, and critical thinking. In this part of the Communication Arts pathway, students learn how to analyze topics from multiple viewpoints, build clear claims, and support their ideas with strong evidence. Through structured debates, discussions, and collaborative activities, they practice listening respectfully, responding thoughtfully, and communicating with confidence. This course empowers students to form well-reasoned opinions and engage in meaningful conversations with others. Digital Landscape: Game Design Level: 7 Course Length: 1 quarter Credits: .25 Graduation Requirement: Middle School Credit Course Description: Game Design introduces students to the fundamentals of creating interactive digital experiences. Students build skills in logical thinking, software engineering concepts, and introductory coding as they design and prototype simple games. This part of the Digital Landscape pathway lets students examine how digital tools, rules, mechanics, and player choices shape engaging gameplay. Through hands-on creation and iterative testing, students develop problem-solving abilities, creativity, and a foundational understanding of how digital systems are engineered and brought to life. 8th Grade Wheel Courses Skills for Life: Survivor and MacGyver Level: 8 Course Length: 1 quarter Credits: .25 Graduation Requirement: Middle School Credit Course Description: The final course of the Skills for Life pathway, Survivor & MacGyver, introduces students to a blend of practical outdoor skills and real-world fix-it abilities. Students learn how to stay safe and prepared outside through basic navigation, simple knots, shelter concepts, and essential outdoor readiness. At the same time, they practice hands-on repair skills such as using basic tools, troubleshooting common problems, and completing simple household fixes. Through creative challenges and team-based problem-solving, students build confidence, adaptability, and the know-how to handle everyday situations—whether they happen on the trail or at home. Design Thinking: Prototypes Level: 8 Course Length: 1 quarter Credits: .25 5

Graduation Requirement: Middle School Credit Course Description: The final course of the Design Thinking pathway is Prototypes. This course guides students through the process of turning creative ideas into real, functional models. Students explore the full design cycle—from brainstorming and sketching to building, testing, and refining their prototypes. Along the way, they learn essential project-management skills such as planning, organizing tasks, setting timelines, and problem-solving collaboratively. This course emphasizes innovation, experimentation, and iterative thinking as students bring their ideas to life through hands-on making. Communication Arts: Think on Your Feet Level: 8 Course Length: 1 quarter Credits: .25 Graduation Requirement: Middle School Credit Course Description: As the culminating course of the Communication Arts pathway, Think on Your Feet builds confidence, creativity, and quick thinking through fun and energetic improvisation exercises. Students learn how to respond in the moment, collaborate with others, and take creative risks in a supportive environment. Through games, scene work, and spontaneous challenges, they strengthen communication skills, develop flexibility in their thinking, and discover how to turn unexpected ideas into engaging performances. This course encourages students to trust their instincts, embrace mistakes, and express themselves with confidence. Digital Landscape: Intro to Cyber Security Level: 8 Course Length: 1 quarter Credits: .25 Graduation Requirement: Middle School Credit Course Description: Intro to Cyber Security gives students an engaging introduction to how we stay safe, responsible, and aware in a connected world. As part of the Digital Landscape pathway, this course explores foundational digital citizenship skills, the core principles of cyber security, and the real-world challenges faced by today’s Cyber Rangers—people who protect information and systems. Students learn about passwords, phishing, personal data, and online behavior while practicing strategies to identify digital threats and protect themselves and others. Through hands-on simulations and problem-solving scenarios, students gain confidence navigating the digital world safely and ethically.

Section 2: Changes to Corequisite None

Section 3: Changes to Prerequisite None

Section 4: Changes to Grade Level None

Section 5: Changes to Title New Title:High Ropes Climbing Old Title: Challenge and Adventure Rationale for Change: 6

Our enrollment (based on student course selection) for this class has never rebounded post-COVID. We were not even able to run the class for the first time this school year. Students do not at all connect the current title, Challenge and Adventure, with the fact that there is a high ropes course that the course is centered around (despite continued efforts to "advertise" this). In fact, many students I talk to, even juniors and seniors, are unaware that a ropes course exists on our campus. I think having the word "climbing" in the title is a better description of the course based on how much time is spent learning how to belay and climb (as well as the team building activities necessary to build relationships and trust among classmates, and the technical skills taught to safely facilitate a group of students running the system). I also don't think the word "challenge" is particularly enticing to students selecting a PE class in a world where we have increasingly more SEL needs, and countless stressors around social media, academics, school safety concerns and the state of world. I'd love to be a part of the solution to keep outdoor education/adventure opportunities alive for our students, and this is an attempt to do so. There is great responsibility that comes with facilitating a climbing experience, and I am willing to make it happen for students that may not otherwise have the opportunity.

Section 6: Description Change None

Section 7: Changes to Grad Requirements Wilderness First Aid Level: 9, 10, 11, 12 Course Length: 1 semester Credits: 5 Current Grad Requirement meets: Practical Experiences Proposed change: To meet Science and/or Health Rationale for Change: Standards Crosswalk

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