Board of Education of Baltimore County

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1 Board of Education of Baltimore County Towson, Maryland David Uhlfelder President Charles McDaniels, Jr. Vice President Michael H. Bowler Michael J. Collins Edward J. Gilliss, Esq. Rodger C. Janssen Marisol A. Johnson George J. Moniodis H. Edward Parker Lawrence E. Schmidt, Esq. Romaine N. Williams, Esq. Danielle Maduka (student member) S. Dallas Dance, Ph.D. Secretary-Treasurer and Superintendent of Schools Copyright 2015 Baltimore County Public Schools Towson, Maryland

2 A Message from the Superintendent Dear Students, Parents, and Guardians: Welcome to Baltimore County Public Schools nationally recognized high school program, which is designed to satisfy graduation requirements and provide students with a fulfilling education that will prepare them for colleges and careers. This Course Registration Guide outlines core courses in all content areas as well as the many elective courses offered in Baltimore County Public Schools. As we implement our district s strategic plan, Blueprint 2.0, we focus on providing high quality courses and supporting our teachers and administrators in ensuring rigorous instruction and dialogue in every classroom, every day. Our expectation is that every student acquires the knowledge and skills necessary to become a globally competitive citizen in a culturally diverse world. To accomplish this goal, we partner with school leaders, teachers, students, families and community members to build a culture of deliberate excellence within Baltimore County Public Schools. The academic choices students make during their high school years can have a lasting impact on their careers and personal lives. We encourage students to make informed and intelligent decisions in collaboration with their parents and guardians. Teachers, school counselors and administrators are invaluable resources in this process and can help students select courses that are challenging and aligned with graduation requirements and career and college goals. By working together as members of Team BCPS, we can and will provide students with a high school experience that is academically challenging, rewarding and relevant to the future. Sincerely, S. Dallas Dance Superintendent 1

3 INTRODUCTION The vision of Baltimore County Public Schools (BCPS) is to produce graduates who have the content knowledge, skills, and attitudes to reach their full potential as globally competitive graduates. All students will achieve when the necessary conditions for learning are provided. Students are encouraged to use the Course Registration Guide to plan with their parents or guardians to select courses and programs that will best prepare them for a successful high school experience. Teachers, school counselors, and administrators are available to help students plan their high school programs. School counselors will schedule appointments to meet with students and parents to assist them in planning for academic and career goals. The Course Registration Guide aligns with the Baltimore County Public Schools Blueprint 2.0, the five-year strategic plan that builds on the successes of the system s Blueprint for Progress, Blueprint 2.0 is a framework for improving student achievement and provides clear direction for everyone involved in education in Baltimore County. Blueprint 2.0 delineates the school system s vision, purpose, core value statements, strategic initiatives, and goals and progress indicators. These goals and indicators are concrete, measurable statements of expectations for all students, with an emphasis on critical 21 st century skills. This framework is built on a foundation of clear standards, quality instruction, and individual accountability. Blueprint 2.0 can be found on the Baltimore County Public Schools Web site at The Course Registration Guide outlines the rigorous curricula, standards, and requirements expected of Baltimore County Public Schools graduates. The Guide includes Descriptions of Assessments, Programs, and Requirements; Student/Parent Educational Planning forms; Baltimore County Public Schools Graduation Requirements; Career and Technology Education (CTE) Elective and Required Technology Education Courses; and Approved Career and Technology Education Completer Programs by office. The courses described in this Guide reflect rigorous curriculum implemented through high quality instruction. These courses support the performance goals as stated in the Blueprint for Progress. We take pride in offering a variety of quality programs designed to provide students with fulfilling high school experiences. CONSULTANTS Verletta White George Roberts Richard Weisenhoff Stefani Pautz Timothy Hayden MaatenRe Ramin Kimberly Ferguson Heather Wooldridge Kathleen M. Seay Leanne Schubert Bryan Stoll Sharon Gallagher Stacy Bryan Brian Schiffer Linda Popp Sonia Synkowski Karl Stewart Rex Shepard Judith Opfer Bonnie Hain Kelly Smith John Staley Sally Nazelrod Douglas Handy Maggie Caples Alicia Fales Kara Lynch Joseph McKoy MiVida Parham Mark Gingerich Tara McNulty Valerie Brennan Chief Academic Officer Executive Director of Curriculum Operations Executive Director of Academics Coordinator, Curriculum Development Coordinator, School Counseling Secondary Specialist, School Counseling Director Student Support Services and College and Career Readiness Coordinator, College and Career Readiness Deputy Director, Maryland Business Roundtable for Education Director, Educational Options Supervisor, Magnet Programs Coordinator, Educational Options Supervisor, Extended Day Learning Director, Social Studies, Fine Arts, and World Languages Coordinator, Visual Arts Resource Teacher, Dance Supervisor, Music Coordinator, Secondary Social Studies Coordinator, World Languages Director, English Language Arts PreK-12 Coordinator, Secondary English Language Arts Director, Mathematics PreK-12 Coordinator, Physical Education and Health Coordinator, Career and Technology Education Supervisor, Family and Consumer Sciences Supervisor, School to Career Transition Supervisor, Business Education Facilitator, JROTC Supervisor, Technical Programs Acting Manager, Student Data Supervisor, Student Data Resource Teacher, Career and Technology Education 2

4 BALTIMORE COUNTY PUBLIC SCHOOLS COURSE REGISTRATION GUIDE CONTENTS How to Use the Course Registration Guide... 4 My Projected Education Plan Graduation Requirements Courses That Fulfill Specific Graduation Requirements Required Maryland State Testing Student Service-Learning Maryland High School Certificate Program Completion Options Available to Students Descriptions of Assessments BCPS English Program Grades BCPS Mathematics Program Grades Am I Ready for the SAT or ACT? Glossary of Acronyms and School Abbreviations Advancement Via Individual Determination (AVID) Career and Technology Education Completer Programs English for Speakers of Other Languages (ESOL) Advanced Academics (Gifted and Talented Education K-12) International Baccalaureate Program (IB) Magnet Programs Dual Credits Request for Credit for Courses Outside of BCPS (Currently Enrolled Students) College 4 Free (Dual Enrollment) Parallel Enrollment PEP) Diploma to Degree (D2D) Educational Options (Online Course Information) Maryland Scholars COURSE AND PROGRAM DESCRIPTIONS Art Advancement Via Individual Determination (AVID) Dance Education English/Language Arts Health Education Library Media Mathematics Music Physical Education Science Social Studies World Languages and ESOL Career and Technology Education CTE Programs of Study and Electives Advanced Technology Electives and Graduation Options Basic Technology Education Graduation Credit Family and Consumer Sciences Electives Junior Reserve Officers Training Corps (JROTC) School to Career Transition Electives Career Research and Development Completer Program Arts, Media, and Communication Cluster Business, Management, and Finance and Information Technology Clusters Construction and Development Clusters Consumer Services, Hospitality, and Tourism Cluster Environmental, Agriculture, and Natural Resources Cluster Health and Biosciences Cluster Human Resource Services Cluster Manufacturing, Engineering, and Technology Cluster Transportation Technology Cluster ALTERNATIVE ACTIVITIES In compliance with Section of the Education Article of the Annotated Code of Maryland, those courses with alternative activities provided are indicated within this catalog. To request an alternative activity, please see your child's teacher or school administrator. NOTICE OF NONDISCRIMINATION Baltimore County Public Schools does not discriminate on the basis of gender, race, disability, color, or national origin and does comply with Title VI, Title VII, Title IX, and Section 504 of the civil rights regulations in all educational programs. All courses are open to both male and female students. For further information, contact the Office of Equity and Cultural Proficiency, Baltimore County Public Schools, 6901 Charles Street, Towson, Maryland (410)

5 HOW TO USE THE COURSE REGISTRATION GUIDE Use this guide: As a reference tool To find graduation requirements To create a 4-year plan To learn about completer sequences A completer sequence is required for graduation and consists of a sequence of courses in a particular career pathway. To read course descriptions Course Title Indicates any prerequisites needed for this course Course Number(s) associated with this course Number of credits earned with this course Description of course English 10 - World Literature Course Number: Course Number: (H) Prerequisite: Successful completion of English 9. Note: This course provides a service-learning component. English 10, an integrated language arts program of literature, composition, grammar, usage, and mechanics focuses on developing awareness of various world cultures as expressed through literature. The program continues developing skills in reading/interpreting, writing, listening, speaking, language, thinking, and research through the study of a variety of literary genres. Some themes/issues in this course make connections to the grade 10 world history course. This is a High School Assessment course. Indicates any additional information for this course This guide is best used in combination with registration materials distributed by local schools. Not all courses listed in this guide are available in all schools. Where courses are offered at five or fewer schools, those schools are listed. Some courses are determined by enrollment. 4

6 BALTIMORE COUNTY PUBLIC SCHOOLS MY PROJECTED EDUCATION PLAN Name Academic choices made during the high school years are among the most important decisions students will ever make. These decisions will directly impact students futures. Therefore, students and parents are encouraged to complete this four-year plan for high school. GRADE 9 GRADE 10 Credits Course Name Credits Course Name GRADE 11 GRADE 12 Credits Course Name Credits Course Name 5

7 BALTIMORE COUNTY PUBLIC SCHOOLS MY PROJECTED EDUCATION PLAN (continued) Students and parents are to begin high school planning by considering postsecondary options and choices. Use this chart along with Naviance to begin the process of planning for options after high school. Postsecondary Planning Sheet Career Choice Four-Year College Major Name of College Two-Year College Major Name of College Transfer Program Certificate Program AA Degree Work and Part-Time College Major Name of College Technical School Type Apprenticeship Type Military Branch Job Work Type 6

8 BALTIMORE COUNTY PUBLIC SCHOOLS GRADUATION REQUIREMENTS FOR STUDENTS ENTERING GRADE 9 IN OR AFTER 2014 Baltimore County Public Schools graduation requirements are outlined on this page. All BCPS schools offer the required core courses. Electives are courses other than the core courses. 1. REQUIRED MARYLAND TESTING MARYLAND PARCC ASSESSMENTS (PARCC) Students enrolled in these courses will take the PARCC Assessment at the end of: English 9, 10, and 11 Algebra 1 Algebra 2 Geometry MARYLAND HIGH SCHOOL ASSESSMENTS (HSA) Students will pass the High School Assessment at the end of: Government Biology 2. BALTIMORE COUNTY COURSE CREDIT REQUIREMENTS English... 4 Social Studies One credit must be earned in each of the following: United States History, American Government, and World History; and one-half credit must be earned in Economics. Mathematics... 3 One credit must include Algebra, and one credit must include Geometry. The State of Maryland requires each student be enrolled in a mathematics course in each year of high school that the student attends, up to a maximum of four years of attendance. [See COMAR 13A (B)(3).] Most colleges require at least Algebra 1, Algebra 2, and Geometry. Science... 3 One credit must be earned in Biology. The University System of Maryland and most colleges require achievement of the appropriate level of competencies and core content associated with three courses in the biological, physical, and earth/space sciences. Many colleges recommend a science course each year of high school. Students should consult counselors and science instructors about their science sequence. Physical Education... 1 Health Technology Education... 1 Fine Arts... 1 Core Credit Total 3. COMPLETION OF AT LEAST ONE OF THE FOLLOWING COMPLETER SEQUENCES. (Each sequence prepares students for postsecondary study.) 17 2 credits of world language earned in high school 4 credits in a specified sequence of courses in an approved career & technology program OR 2 credits in advanced technology courses and 2 credits in any elective OR and 1 credit of mathematics and 1 credit in any academic elective (science is recommended) * Total Required Credits HOURS OF PRE-APPROVED STUDENT SERVICE-LEARNING * University System of Maryland minimum entrance requirements: Sequence must include 2 credits in the same world language earned in high school and 1 credit in any elective (science recommended) and 1 credit of non-trivial algebra** in the final year. The completion of Algebra 1, Geometry, and Algebra 2 is also required. Check individual college admission requirements. ** Non-trivial algebra is intended to mean that the level of mathematical concepts discussed and the level of problems that are used in the course would be at least as sophisticated as those that relate to problems appearing in the Achieve ADP Algebra II test. Examples of courses meeting this requirement include Algebra II, Trigonometry, Precalculus, Calculus and successor courses, Statistics, and College Algebra. An important feature of any such course is that it utilizes algebra in a substantive way, so the student does not lose the algebraic and numerical skills achieved in earlier courses. USM Bylaws, Policies and Procedures of the Board of Regents, III POLICY ON UNDERGRADUATE ADMISSIONS (Approved by the Board of Regents, January 11, 1990; Revised October 4, 1996; Revised October 5, 2001, Revised December 4, 2009) 7

9 BALTIMORE COUNTY PUBLIC SCHOOLS GRADUATION REQUIREMENTS FOR STUDENTS ENTERING GRADE 9 AFTER 2011 AND PRIOR TO 2014 Baltimore County Public Schools graduation requirements are outlined on this page. All BCPS schools offer the required core courses. Electives are courses other than the core courses. 1. REQUIRED MARYLAND TESTING MARYLAND HIGH SCHOOL ASSESSMENTS (HSA) Students will pass the High School Assessment at the end of: English 10 Algebra/Data Analysis Biology 2. BALTIMORE COUNTY COURSE CREDIT REQUIREMENTS English... 4 Social Studies One credit must be earned in each of the following: United States History, American Government, and World History, and one-half credit must be earned in Economics. Mathematics... 3 One credit must include Algebra, and one credit must include Geometry. University System of Maryland requires four years of high school mathematics for admission, and most colleges require at least Algebra 1, Algebra 2, and Geometry. Students should consult counselors or mathematics instructors about their mathematics sequence. Science... 3 One credit must be earned in Biology. The University System of Maryland and most colleges require achievement of the appropriate level of competencies and core content associated with three courses in the biological, physical, and earth/space sciences. Students should consult counselors and science instructors about their science sequence. Physical Education... 1 Health Technology Education... 1 Fine Arts... 1 Core Credit Total COMPLETION OF AT LEAST ONE OF THE FOLLOWING COMPLETER SEQUENCES. (Each sequence prepares students for postsecondary study.) 4 credits in a specified sequence of courses in an approved career & technology program OR 2 credits in advanced technology courses and 2 credits in any elective OR 2 credits of world language earned in high school and 2 credits in any elective (science and mathematics electives are recommended)* Total Required Credits HOURS OF PRE-APPROVED STUDENT SERVICE-LEARNING * University System of Maryland minimum entrance requirements: Sequence must include 2 credits in the same world language earned in high school and 1 credit in any elective (science recommended) and 1 credit of non-trivial algebra** in the final year. The completion of Algebra 1, Geometry, and Algebra 2 is also required. Check individual college admission requirements. ** Non-trivial algebra is intended to mean that the level of mathematical concepts discussed and the level of problems that are used in the course would be at least as sophisticated as those that relate to problems appearing in the Achieve ADP Algebra II test. Examples of courses meeting this requirement include Algebra II, Trigonometry, Precalculus, Calculus and successor courses, Statistics, and College Algebra. An important feature of any such course is that it utilizes algebra in a substantive way, so the student does not lose the algebraic and numerical skills achieved in earlier courses. USM Bylaws, Policies and Procedures of the Board of Regents, III POLICY ON UNDERGRADUATE ADMISSIONS (Approved by the Board of Regents, January 11, 1990; Revised October 4, 1996; Revised October 5, 2001, Revised December 4, 2009) 8

10 BALTIMORE COUNTY PUBLIC SCHOOLS GRADUATION REQUIREMENTS FOR STUDENTS ENTERING GRADE 9 AFTER 2005 AND PRIOR TO 2011 (Freshmen entering prior to Fall 2005 must see their school counselor for graduation requirements.) Baltimore County Public Schools graduation requirements are outlined on this page. All BCPS schools offer the required core courses. Electives are courses other than the core courses. 1. REQUIRED MARYLAND TESTING MARYLAND HIGH SCHOOL ASSESSMENTS (HSA) Students will pass the High School Assessment at the end of: English 1 Algebra/Data Analysis Biology 2. BALTIMORE COUNTY COURSE CREDIT REQUIREMENTS English... 4 Social Studies One credit must be earned in each of the following: United States History, American Government, and World History, and one-half credit must be earned in Economics. Mathematics... 3 One credit must include Algebra, and one credit must include Geometry. University System of Maryland and most colleges require at least Algebra I, Algebra II, and Geometry. Students should consult counselors or mathematics instructors about their mathematics sequence. Science... 3 One credit must be earned in Biology. The University System of Maryland and most colleges require achievement of the appropriate level of competencies and core content associated with three courses in the biological, physical, and earth/space sciences. Students should consult counselors and science instructors about their science sequence. Physical Education... 1 Health Technology Education... 1 Fine Arts... 1 Core Credit Total COMPLETION OF AT LEAST ONE OF THE FOLLOWING COMPLETER SEQUENCES. (Each sequence prepares students for postsecondary study.) 4 credits in a specified sequence of courses in an approved career & technology program See school counselor for specified course. OR 2 credits in advanced technology courses and 2 credits in any elective See school counselor for specified course. OR 2 credits in world language and 2 credits in any elective Check individual college requirements. Total Required Credits HOURS OF PRE-APPROVED STUDENT SERVICE-LEARNING *Students may fulfill the high school fine arts requirement by successfully completing either: An identified 1 credit course in art, music, theatre, or dance. OR Any combination of two identified.5 credit courses from art, music, theatre, or dance.* * The dance program must meet the Maryland Curricular Framework. 9

11 GRADUATION REQUIREMENTS COURSES THAT FULFILL SPECIFIC GRADUATION REQUIREMENTS Fine Arts Requirement: Dance I credit Dance II credit Dance III credit Dance III credit Dance III credit Dance IV credit Dance IV credit Dance IV credit Dance Company credit Dance Company credit Ballet I credit Ballet II credit Modern Dance I credit Modern Dance II credit Dance I/GT credits Dance II/GT credits Jazz I credit Theater Arts I credit Theater Arts I ½ credit Art Seminar ½ credit Fundamentals of Art credit Foundation of Music Technology credit Music Theory I credit Music Theory Advanced Placement credit Music for Life credit Class Piano credit Guitar credit Chorus, Orchestra, or Band (see guide for course numbers) 1 credit Health Requirement: Health 9/ ½ credit Health 11/ ½ credit Physical Education requirement: Fitness Foundation/Fitness Master credit Technology Education requirement: Introduction to Engineering and Tech Concepts credit Engineering Principles and Applications (honors) credit Engineering Technology (GT) credit Introduction to Engineering Design PLTW (honors) *** credit Principles of Engineering PLTW (honors) *** credit *** Offered ONLY at schools with the Project Lead The Way Engineering CTE Completer Program REQUIRED MARYLAND STATE TESTING Maryland began full implementation of the new Partnership for Assessment of Readiness for College and Careers (PARCC) state assessments in reading and mathematics during the school year. The new assessments replace the Maryland School Assessments in English and mathematics in Grades 3 8 and replace the High School Assessments in Algebra I and English 10. The State Board of Education will begin the process of adopting new graduation requirements at the December 2014 board meeting. If adopted, the new regulations will become effective in Summer The last administration of High School Assessment (HSA) Algebra and HSA English 10 will be Summer The HSA Government and HSA Biology will still remain as graduation requirements. Students will still need to pass these tests, meet the combined score option, or complete bridge plan projects. 10

12 STUDENT SERVICE-LEARNING Baltimore County Public Schools provides students with a balanced service-learning plan that includes curricular-infused projects, student-initiated service in the community, extracurricular activities, and special projects. The Office of Family and Community Engagement works annually with secondary curriculum offices to identify course projects that address community issues and to enhance those projects through high-quality service experiences that align with the approved curriculum. This curriculum infusion plan assures a structured preparation, action, and reflection experience for all students and supports quality civic engagement activities in our schools. For those students following a typical sequence of courses and completing all activities, students can earn more than the 75 hours they need to meet the state graduation requirement by the end of Grade 10. By design, the curricular infusion plan provides flexibility for students who transfer into BCPS or who are absent during projects. Ten (10) hours can be earned through each project infused in middle school courses. In addition, forty-five (45) hours can be earned in high school through courses required for graduation fifteen (15) hours in Government and ten (10) hours each in Biology, English 10, and Technology Education. (Individual schools can provide a listing of elective courses that also incorporate service-learning.) A chart of the courses follows: Grade 7 Grade 8 Grades 9 10 Science Health Family and Consumer Sciences (where offered) Art Technology Education (where offered) Biology Government English 10 Technology Education (where offered) Along with the infused service projects, students may also complete service projects outside of school. All projects should be preapproved by the school-based coordinator to ensure alignment with the standards and guidelines. Approved hours completed outside of school will count towards the graduation requirement. BCPS offers meritorious recognition annually for students in Grades 8 and 12 who have demonstrated the highest level of commitment to service-learning in the community. WHAT IS SERVICE-LEARNING? There are many ways to define service-learning. The Maryland State Department of Education defines it as follows: Service-learning is a teaching method that combines meaningful service to the community with curriculum-based learning. Students improve their academic skills by applying what they learn in school to the real world; they then reflect on their experience to reinforce the link between their service and their learning. (Learning in Deed) WHAT IS THE MARYLAND SERVICE-LEARNING REQUIREMENT? The Maryland State Board of Education passed a service-learning requirement in July 1992, mandating 75 hours of service that includes preparation, action, and reflection components or creation of a locally designed program in student service-learning that has been approved by the state superintendent of schools. School systems were given the option of allowing students to gain service hours during the middle school grades. COMPONENTS OF A SERVICE-LEARNING PROJECT Preparation is the first step of service-learning in which students work with teachers and community members to: Identify issues affecting the community in areas related to health, education, environment, or public safety. Select project site(s) and how to address a selected issue. Plan service-learning reflection. Explore the concept of active citizenship. Action is the next step of service-learning in which students carry out their service through one of the following: Direct Service Students have face-to-face contact with service recipients. Examples include tutoring other students, serving meals at a homeless shelter, and working with the elderly in a senior citizen community. Indirect Service Students perform a service without having direct contact with the recipient. Usually resources are channeled to help alleviate a problem. Examples include food and clothing drives, environmental projects, and raising money for a cause through activities such as a walk-a-thon. Advocacy Students educate others about a selected issue with the goal of eliminating the causes of a particular problem. Examples include writing letters to legislators or newspaper editors, creating Web pages, creating and displaying posters within the community, writing and performing informative plays, creating educational materials for other target groups, and legislative testimony. Reflection is the final step of service-learning in which students look back upon the completed project and review what they have learned. Reflection may be done individually (journals, scrapbooks, teacher-student meetings) or as a group (class evaluation of the project based on the goals and outcomes). Additional information about the Baltimore County Service-Learning Program can be found in the Service-Learning Standards & Guidelines Handbook, available through each middle and high school coordinator, or by contacting the Office of Family and Community Engagement at

13 MARYLAND HIGH SCHOOL CERTIFICATE The decision to award a student with a disability a Maryland High School Certificate of Program Completion may not be made until after the beginning of the student s last year in high school unless the student is participating in the Alternate Maryland School Assessment program (Alt-MSA). This is intended to ensure that all students, as required by both the Individuals with Disabilities Education Act and the No Child Left Behind Act continue to have access to the general curriculum and that school systems remain committed to the progress of students with disabilities until the last year of the student s eligibility. [COMAR 13A D (3)] PROGRAM COMPLETION OPTIONS AVAILABLE TO STUDENTS To be awarded the Maryland High School Diploma, a student must have earned a minimum of 21 credits, passed all required high school assessments, and accrued 75 hours of service-learning at the completion of Grade 12. The following alternatives are available to students on a limited and approved basis. Each request is considered individually. The general procedures to be used in applying for options begin with a written waiver request from parent(s)/guardian(s) submitted to the principal for review and recommendation. An appeal of the principal s recommendation must be made in writing to the appropriate assistant superintendent. Early admission is permitted if, by the end of the Grade 11, a student has been accepted to an accredited college or to an approved vocational, technical, or post-high school program before high school graduation and the student wants to complete Baltimore County Public Schools credit requirements during the first year in college or in the approved post-high school program. All state competency and student service requirements must be met before early admission is granted. At the conclusion of a full year of study (generally agreed to be 24 semester hours), a written request for the high school diploma is submitted to the superintendent with a letter from the postsecondary institution to the high school principal indicating successful completion of a year of study. [Granted under the authority of COMAR 13A C (1).] General Educational Development (GED) Testing Program may satisfy the requirements for a Maryland High School Diploma provided the student has achieved satisfactory performance on approved General Educational Development tests. [Granted under the authority of COMAR 13A ] Waivers of full-time attendance may be granted for: - Concurrent enrollment in college and the senior year of high school. - Concurrent enrollment in work-based experience. - Full-time enrollment in an extended-day program. To participate, students must attend scheduled classes, and then leave the school building and grounds in order to pursue the approved released-time program. Students and/or parents/guardians must provide transportation to carry out the optional program. Students must obey any other rules necessary to implement their programs. Alternatives for structuring programs are permitted for individuals or groups of students to fulfill graduation requirements. An alternative plan may include a waiver of the fourth year if all credit, competency prerequisites, and student service requirements are met and if the local superintendent or designee determines that this waiver is in the best interest of the student(s). Consideration for and implementation of these alternative programs are done on a case-by-case basis. [Granted under the authority of COMAR 13A ] Students who intend to apply for any of these options must see their school counselor by May of the current school year. DESCRIPTIONS OF ASSESSMENTS PARTNERSHIP FOR ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS (PARCC) The PARCC Assessment is a test of English Language Arts/Literacy and Mathematics achievement and focuses on individual student scores as required by the No Child Left Behind Act. The test will be administered in English Language Arts/Literacy and Mathematics at Grades 3 through 8, in algebra in middle and high school, and in English at Grade 10. PARCC scores alone provide only a partial picture of your child s academic performance. But together with your child s class work, homework, and other test scores, PARCC results will give you a good snapshot of your child s performance. ADVANCED PLACEMENT PROGRAM (AP) The Advanced Placement Program represents a cooperative effort between secondary schools and colleges and universities. It is a program of introductory college-level courses for students who are willing and able to apply themselves to college-level studies during their high school years. The Advanced Placement Program offers the opportunity to sharpen academic skills in preparation for college and to demonstrate accomplishment through successful completion of AP exams. Participation in AP courses demonstrates to colleges and universities students' willingness to complete more difficult courses and can be advantageous in the admissions process. Students who successfully complete AP courses and exams are exempted from introductory courses by many colleges and universities. See your school counselor for the Advanced Placement courses offered in your school. MARYLAND SCHOOL ASSESSMENT (MSA) The Maryland School Assessment (MSA) is a test science achievement and focuses on individual student scores as required by the No Child Left Behind Act. The test will be administered in Grades 5 and 8. MSA scores alone provide only a partial picture of your child s academic performance. But together with your child s class work, homework, and other test scores, MSA results will give you a good snapshot of your child s performance. 12

14 ALTERNATE MARYLAND SCHOOL ASSESSMENT (ALT-MSA) The Alternate Maryland School Assessment (Alt-MSA), designed for students with significant cognitive disabilities, assesses a student s attainment of reading, mathematics, and science Mastery Objectives. The Mastery Objectives are written on the student s instructional level and are aligned with grade-level Maryland Content Standards. Levels of performance for students participating in Alt-MSA are based on alternate achievement standards that reflect the learning characteristics of this group of students. The Alt-MSA allows students with disabilities who cannot participate in the MSA, even with accommodations, to participate in Maryland s state assessment program and school accountability system as required by the federal No Child Left Behind Act and the Individuals with Disabilities Education Act (IDEA). Students participate in Grades 3-8 and 10 in mathematics and reading, and in Grades 5, 8, and 10 in science. PSAT/NMSQT The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a program cosponsored by the College Board and National Merit Scholarship Corporation (NMSC). It is a standardized test that provides first-hand practice for the SAT. It also provides students with opportunities to enter NMSC scholarship programs and to gain access to college and career planning tools. The PSAT/NMSQT measures critical reading skills, mathematics problem-solving skills and writing skills. Baltimore County Public Schools pays for all students in Grades 9, 10 and 11 to participate in the test administration, which occurs once a year. The PSAT/NMSQT in Grade 11 is used to determine a student s eligibility for national scholarships. ACT The ACT consists of four tests: English, Mathematics, Reading, and Science Reasoning with an optional Writing test. All four-year colleges and universities in the United States accept ACT scores. The main four tests are scored individually on a scale of 1 to 36, and a Composite Score, which is the whole number average of the four scores, is provided. The ACT test assesses high school students' general educational development and their ability to complete college-level work. The multiple-choice tests cover four skill areas: English, mathematics, reading, and science. The optional Writing Test measures skill in planning and writing a short essay. SAT The SAT Reasoning Test is a college admissions test that measures the critical reading, writing, and mathematical reasoning skills students have developed over time. It is used by colleges as one measure of a student s readiness for college-level course work. Students who intend to take the SAT in preparation for the college admissions process should consider the questions outlined on Am I Ready for the SAT or ACT? on page 16. In addition, students who intend to take the SAT should consider the course sequences shown on the following pages for the English/Language Arts and Mathematics programs in order to prepare to master the requisite content for success on the SAT. Baltimore County Public Schools pays for all students in Grade 11 to participate in a systemwide, school-day administration of the SAT each spring. 13

15 BCPS ENGLISH PROGRAM GRADES 6 12 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 PSAT/SAT REVIEW/PREP SAT English 6 G/T English 7 G/T English 8 G/T English 9 G/T English 10 G/T AP English Language and Composition SAT AP English Literature and Composition SAT READING 6 LANGUAGE & COMPOSITION G/T English 9 Honors English 10 Honors English 11 Honors SAT English 12 Honors SAT READING 6 READING 7 READING 8 LANGUAGE & COMPOSITION English 6 English 7 English 8 SpringBoar d Pre-AP English 9 SAT English 10 English 11 English 12 ACCELERATE D ENGLISH COLLEGE READINESS: READING SAT SAT SAT Prepared for the SAT COLLEGE READINESS: READING SAT COLLEGE READINESS: WRITING I SAT 14 COLLEGE READINESS: WRITING I SAT COLLEGE READINESS: WRITING II SAT

16 BCPS MATHEMATICS PROGRAM GRADES 6 12 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 PSAT/SAT REVIEW/PREP *Successful completion of Algebra 1 and Geometry recommended. SAT G/T 6 Math GT 6 G/T 7 MS Algebra 1 G/T 8 Geometry G/T 9 ALGEBRA II G/T 10 Precalculus or AP Calculus AB SAT AP Calculus BC SAT Math 6 PreAlgebra MS Algebra 1 Math 8 Honors Algebra II Honors Geometry HS Algebra 1 Trig Analytic Geo or College Honors Algebra 2 GEOMETRY Honors Precalc Hon Trig Anlyt Geo Hon Col Algebra Algebra 2 SETS, FUNC, SAT SAT SAT SAT SAT AP Statistics AP Calculus AB SAT or Honors Calculus Hon Trig Anlyt Geo Trig with Alg or PreCollege Mathematics SAT SAT SAT PROB Algebra 2 SAT 15

17 AM I READY FOR THE SAT OR ACT? (for student use) Ask yourself the following questions: Why are you taking the test? o Are you planning to go directly into a four-year college? Note: Community colleges do not require the SAT. They administer their own placement tests. However, you are encouraged to take the SAT after you have taken the appropriate courses. o Does your college require the SAT? ACT? Are you prepared to take the test? o Have you taken higher-level courses in English and mathematics? Honors, GT, IB, AP English Completed Algebra I, Algebra II, and Geometry with solid academic grades o Are you in a college preparatory completer program? World languages High-level English, mathematics, and science classes o Have you examined your PSAT results to know what you need to do to be ready for success on the SAT or ACT? Score report MyCollegeQuickstart o Have you taken SAT preparatory classes? SAT prep class SAT/ACT online College Board preparatory materials online SAT or ACT practice tests College readiness reading College readiness writing Other school or community-based classes Is this the right time for you to take the SAT or ACT? o Are you as prepared as you can be? o Are you in the spring semester of your junior year or beyond? o Are you ready? o Do you know what to expect? Length of test Types of questions on test Deadlines to register If you answered no to any of these questions, you should talk to your school counselor about your options and the support available to help you. For more information, students and parents may access MyCollegeQuickstart at or 16

18 GLOSSARY OF ACRONYMS Alt-MSA AP AVID CAD CAM CCBC CINS CIP CTE ESOL EFL GT HTML HSA H IB JROTC MSA PSAT/NMSQT RMVP SAT TOEFL Alternate Maryland State Assessment Advanced Placement (Program) Advancement Via Individual Determination Computer-Aided (Technical) Drafting Computer Automated Manufacturing Community College of Baltimore County Computer Information Systems (Information Technology) Classification of Instructional Programs Career and Technology Education English for Speakers of Other Languages English as a Foreign Language Gifted and Talented (Education) Hypertext Markup Language (Maryland) High School Assessments Honors International Baccalaureate Junior Reserve Officers Training Corps Maryland State Assessment Preliminary Scholastic Assessment Test/National Merit Scholarship Qualifying Test Retail Merchandising and Visual Presentation Scholastic Assessment Test Test of English as a Foreign Language SCHOOL ABBREVIATIONS CT Catonsville High CH Chesapeake High DL Dulaney High DN Dundalk High ET Eastern Technical High FH Franklin High CC George Washington Carver Center for Arts and Technology KN Kenwood High LN Lansdowne High LR Loch Raven High MM Milford Mill Academy NT New Town High OV Overlea High OM Owings Mills High PR Parkville High PT Patapsco High School and Center for the Arts PH Perry Hall High PK Pikesville High RA Randallstown High RC Rosedale Center SPT Sollers Point Technical High SP Sparrows Point High TW Towson High WST Western School of Technology WD Woodlawn High 17

19 ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID) DESCRIPTIONS OF PROGRAMS AVID, Advancement Via Individual Determination, is a college readiness system for elementary through higher education that is designed to increase schoolwide learning and performance. The AVID College Readiness System (ACRS) accelerates student learning, uses research-based methods of effective instruction, provides meaningful and motivational professional learning, and acts as a catalyst for systemic reform and change. AVID promotes student success in a rigorous college prep curriculum. A four-year program is available for selected students focusing on academic and social preparation skills. AVID courses are elective classes for students who are college bound. CAREER AND TECHNOLOGY EDUCATION COMPLETER PROGRAMS Career and Technology Education (CTE) programs of study provide high school students with both academic and technical/workplace skills aligned with current and emerging workforce needs. Through CTE, students are taught subject matter related to career pathways, which include four-year college degree programs, community college programs, registered apprenticeships, and industry certification. Course descriptions for Career and Technology Education programs in Business Education, Family and Consumer Sciences, School to Career Transition, Technical Programs, and Technology Education are described at the end of the Course Registration Guide. Completer programs are also listed. A completer program contains a minimum of four credits (not individual courses) offered in a prescribed sequence in a program area. Upon graduation students can enter employment, register for apprenticeship, earn industry certification, attend a private/postsecondary school, and/or earn a certificate or degree at a two- or four-year college. Capstone Work Study may be available to eligible students in their junior and senior year. Note: Program availability is limited to students in the area or community of the high school or technical center. Magnet schools and programs require an application, usually by late November the year prior to high school. ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) English language learners requiring English language support attend high school at an ESOL center. Based on their level of English proficiency, students take a combination of ESOL and mainstream courses. ESOL courses confer elective credits. However, EFL I, II, and III may be applied as foreign language credits for English learners. In the spring of each school year, students are assessed for progress and/or exit from the ESOL program using the state mandated ELP test of English language proficiency in listening, speaking, reading, and writing. Criteria for exit from the program are set by the state and are uniform across the state of Maryland. ADVANCED ACADEMICS Advanced Academics serves students who, when compared with others of their age, experiences, or environment, demonstrate high potential or performance in academic, creative, or technical areas. These students require learning experiences beyond the standard curriculum. Curriculum enrichment and acceleration are the means by which instructional experiences are differentiated to encourage the development of students outstanding potential. These instruction experiences provide research-based differentiated curricula to meet the needs of students who demonstrate or have the potential to demonstrate advanced learning capabilities, K 12. The overarching goal of Advanced Academics/Gifted and Talented Education is to enhance students capabilities to develop the learning and thinking characteristics of experts: advanced content knowledge organized around key ideas and principles applied meaningfully in problem solving. INTERNATIONAL BACCALAUREATE PROGRAM (IB) The International Baccalaureate (IB) Program provides motivated students with an opportunity to pursue a rigorous university preparatory curriculum. Students in Grades 11 and 12 participate in an IB diploma or certificate program. Students completing the requirements for both the diploma and certificate programs may receive college credit for courses taken in high school, similar to the way students receive credit for Advanced Placement courses. (KN, MM) MAGNET PROGRAMS Magnet programs are theme-oriented courses of study that provide students with in-depth experiences in areas of interest. Baltimore County Public Schools presently has a wide variety of elementary, middle, and high school magnet programs across the county. Magnet schools and programs require an application, submitted by the application deadline the year prior to enrollment. (CC, CH, ET, KN, LN, MM, OV, PR, PT, RA, SPT, SP, TW, WST, WD) DUAL CREDITS Dual Credit allows students to take certain classes at the Community College of Baltimore County (CCBC) and receive BCPS high school credit. Dual Credits can qualify under PEP (tuition reduction) and/or College 4 Free. Students must present an official college transcript to their high school to receive the BCPS credit. Please see your school counselor for the complete list of Dual Credit courses and other possible requirements. REQUEST FOR CREDIT FOR COURSES OUTSIDE OF BCPS BY CURRENTLY ENROLLED STUDENTS All courses, other than the approved Dual Credit courses at the Community College of Baltimore County (CCBC), taken for high school credit by students who are currently enrolled in Baltimore County Public Schools must be approved prior to being taken and must be reviewed by BCPS curricular offices for Maryland curriculum alignment to state curriculum expectations and BCPS standards of rigor. No Maryland state-required testing course may be taken for credit outside of the Baltimore County Public Schools by students concurrently enrolled in BCPS. Students must see their counselor for the approved application forms prior to taking any course other than the approved Dual Credit courses at CCBC for credit outside of BCPS. 18

20 COLLEGE 4 FREE (DUAL ENROLLMENT) The College 4 Free Program allows students in their junior and/or senior year(s) who meet the grade point average (G.P.A.) requirements to take up to four credit-bearing college courses tuition-free at the Community College of Baltimore County (CCBC) and/or any four-year Maryland state college or university. Students who meet the requirements are responsible for the fees at each college/university unless they qualify for free and reduced meals (FARMS). Students must be concurrently enrolled at a BCPS high school and the state college/university of their choice. College credits are awarded for successful completion of credit-bearing college courses. Please see your school counselor for specific eligibility requirements and details. PARALLEL ENROLLMENT (PEP) The Parallel Enrollment Program allows students in their sophomore, junior, and/or senior year(s) to take college courses at a 50 percent reduced tuition price at the Community College of Baltimore County (CCBC). Students are responsible for the college fees. Students must be concurrently enrolled in a BCPS high school and at the college. College credits are awarded for successful completion of credit-bearing college courses. DIPLOMA TO DEGREE (D2D) The Diploma to Degree (D2D) program is designed for students who want to graduate from Baltimore County Public Schools having simultaneously earned an associate of arts degree in General Studies at the Community College of Baltimore County (CCBC) and a high school diploma from BCPS. Focused on academic rigor and preparation for the twenty-first century work force, this program allows students to earn college credits that they can easily transfer to Maryland colleges and universities in pursuit of advanced degrees. Students must earn a minimum of 50 on each section of the PSAT in their ninth grade year to be considered for this program. Students can earn the credits that will allow them to graduate with both a high school diploma and an associate degree through a number of options: CCBC coursework earn college credits by taking a college course. Credit by exam earn college credits by achieving a certain score on an exam such as the AP test. Articulation receive college credit for approved courses taken in high school. Dual credit take a college course that awards credit toward both the diploma and the degree. EDUCATIONAL OPTIONS Middle and high school students may choose to access ubiquitous learning using cutting edge digital learning strategies and resources such as blended learning, online courses, purchased digital content, BCPS-created and curated digital learning objects accessed through BCPS One, virtual instruction delivered through webinars, and real-time student performance data that allows students and teachers to engage in responsive teaching and learning anchored in performance and mastery. Students may access educational options to: Expand the range of courses and opportunities available to them. Take a course when there are too few students in the school to assign a teacher to teach that course. Access courses that conflict with their schedules. Access courses beyond their regular schedule. Recover or advance credits. elearning Students access regularly scheduled middle and high school courses through BCPS One and virtual webinars. Courses are blended to include independent online work, peer-to-peer group work, and teacher-directed instruction. A current list of elearning courses can be found at Extended Day Learning Students access high school courses scheduled after the school day at an Extended Day Learning Center. Courses are self-paced and blended to include independent online work, peer-to-peer group work, and teacher-directed instruction. A current list of Extended Day Learning courses can be found at /extendedday. Extended Year Learning Students access personalized middle school reading and mathematics support or high school courses during the summer at an Extended Year Center. Courses are self-paced and blended to include independent online work, peer-to-peer group work, and teacher-directed instruction. A current list of Extended Year Learning courses can be found at Online Courses Students access MSDE-approved high school courses through vendor-provided platforms with vendorprovided instructors. Students work independently with the support of a school-based coach. Students must be enrolled in their home school to access online courses. A current list of online courses can be found at School Programs for Acceleration and Recovery Credit (SPARC) Students access high school courses flexibly scheduled at their home school. Courses are self-paced and blended to include independent online work, peer-to-peer group work, and teacher-directed instruction. Students must be enrolled in their home school to access SPARC courses. A current list of SPARC courses can be found at Advance Path Academies Students who are severely credit-deficient access regularly scheduled high school courses in a vendor-provided environment. Courses are blended to include independent online work, peer-to-peer group work, and teacher-directed instruction. A current list of Advance Path courses can be found at 19

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