Courses and Programs of Study

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1 Prince George s County Public Schools HIGH school course offerings Courses and Programs of Study Fall 2014 HIGH SCHOOL (Grades 9-12)

2 PGCPS Courses and Programs of Study Courses listed in this publication make up the instructional program for the school system s middle schools. Only approved core curricula are available at all sites, and courses may not be offered during this school year if enrollment does not permit. Prerequisites are conditions that must be met in order to enroll in a course. Credits are used for scheduling and grade point average calculations. Information in this publication may change. Contact the content area office listed in the Phone Directory for updates. Published by the Division of Academics, Department of Curriculum and Instruction August 2014 Dr. Shawn Joseph, Deputy Superintendent Dr. Gladys Whitehead, Director, Department of Curriculum and Instruction Dr. Kara Miley-Libby, Coordinating Supervisor, Academic Programs Ms. Pamela Smith, Coordinating Supervisor, Career and Technical Education Ms. Anita Lambert, Coordinating Supervisor, Creative Arts Programs Ms. Alison Sloan-Hanks, Coordinating Supervisor, International Programs Ms. Toni Brooks, Editor Board of Education: Segun Eubanks, Ed.D., Chair Zabrina Epps, M.P.M., District 1 Peggy Higgins, District 2 Amber Waller, District 3 Patricia Eubanks, District 4 Verjeana Jacobs, Esq., District 5 Carolyn Boston, Vice Chair, District 6 Lyn J. Mundey, MBA, CIPP/G, District 7 Edward Burroughs III, District 8 Sonya Williams, District 9 Beverly Anderson, Ph.D. Daniel Kaufman, Ph.D. Curis Valentine, M.P.P. Jeffrey Taylor, Student Board Member Kevin M. Maxwell, Ph.D., Chief Executive Officer and Secretary/Treasurer The Board of Education of Prince George s County Public Schools does not discriminate in admissions, treatment, or employment on the basis of race, color, sex, age, national origin, religion, sexual orientation, or disability. For TTD Services/Hearing & Speech Impaired, call GENERAL INFORMATION Table of Contents How to use this Publication Planning a High School Schedule Changes in Schedule... 4 High School Graduation Requirements High School Core Curriculum Sequence MSDE s High School Graduation Q&A Educational Options The College Preparation Checklist College Admissions Tests SAT Preparation Course Credentialing Opportunities in High School University System of Maryland Admission High School Directory Phone Directory HIGH SCHOOL COURSE OFFERINGS Career Academies and Programs of Study Architecture and Design Aviation and Transportation Business and Finance Consumer Services, Hospitality, and Tourism Engineering and Science Environmental Studies Global Studies Graphic Arts, Media, and Communications Health and Biosciences Homeland Security and Military Science Information Technology Law, Education, and Public Service Career and Technology Education Business Experiential Learning Family and Consumer Sciences Technical Academy Advanced Technology Education, Technology Education, CTE Elective Community Referenced Instruction (CRI) Dance Drama Electives English English for Speakers of Other Languages Health Education International Baccalaureate

3 Maryland Virtual Learning Opportunities MVLO Art MVLO Career and Computer Science MVLO English MVLO Health Education MVLO HTML and Web Design MVLO Mathematics MVLO Science MVLO Social Studies, Political Science, and Economics MVLO World Languages Mathematics Military Science Aerospace Science Army JROTC Navy JROTC Music Instrumental Vocal and General Physical Education Science Science and Technology Program (S/T) Social Studies Visual Arts Visual and Performing Arts Dance Music Television Production Theatre Visual Arts World Languages How to use this publication 1. The courses listed make up the instructional program for the school system s secondary schools. However, only approved core curricula are available at all sites, and courses may not be offered during this school year if enrollment does not permit. 2. Fees are not included in the description of courses. 3. Courses appear in order within alphabetized departments. 4. Course codes are used by the school system to schedule students electronically. 5. The 6 th digit in the 6-digit Course Code may be interpreted as follows: 1=first semester; 2=second semester; 3=full year; 0=first or second semester (high school). 6. Credits are awarded for successful demonstration of a specified unit of study. 1.0 = full year;.50 = half year;.25 = one quarter; 0 = full year, half year, or quarter. 7. After required specified credits have been earned, all other credits are elective. 8. Prerequisites are conditions that must be met in order to enroll in a course. 9. Students may need assistance from parents, counselors, administrators, and teachers in interpreting information within the publication. 2 3

4 Planning a High School Schedule All students are expected to either be state-approved Career and Technology Education program completers or meet University System of Maryland entrance requirements, or both, upon graduating from high school. Careful and informed course planning is necessary to accomplish this goal: 1. Review credits you have earned to determine whether you are meeting graduation requirements. 2. Complete registration forms accurately. 3. Some courses have a limited enrollment based on capacities of the physical facilities of the school. Counselors will work with the teachers involved to register students in those classes. 4. Courses will be taught only if the enrollment is large enough to justify formation of a section. If a course must be canceled because of low enrollment, every effort will be made to notify students. 5. Because of the large number of courses offered only once, twice or three times, which result in scheduling conflicts, it is imperative for students to make alternate selections. When contact cannot be made, the alternate selection is the only aid available in resolving conflicts. Changes in Schedule It is very difficult to make satisfactory adjustments at the last moment. Your selections should be considered final. Requests for schedule changes will be honored only under extenuating circumstances. Only in unusual circumstances will schedule changes be made after the fourth week in either semester. Requests for schedule changes will be considered for the following reasons only: I. Course prerequisites not met; II. Seniors needing specific courses to meet Maryland graduation requirements; III. To correct an obvious error; IV. Failing or non-qualifying grades in summer school courses; V. Authentic, documented health reasons; and VI. Certain circumstances requiring administrative approval. High School Graduation Requirements Effective with the Graduating class of 2018 (entering freshman in Fall 2014), graduation requirements to earn a Maryland High School diploma are as follows: Subject Area Specific Credit Requirements English 4 credits School Year Grade 9 PARCC English 9 Mathematics 4 credits 1 in Algebra 1 Common Core 1 in Geometry Common Core 1 in Algebra 2 Common Core 1 additional mathematics credit 3 credits 1 in Biology 2 additional credits that must include laboratory experience in any or all of the following areas: earth science, life science, physical science PARCC Algebra 1 HSA Biology HSA Government Assessment REQUIREMENTS School Year Grade 10 PARCC Algebra 1 or PARCC Geometry or PARCC Algebra 2 PARCC English 10 HSA Biology HSA Government Retake opportunities for HSAs/PARCC School Year Grade 11 PARCC Algebra 1 or PARCC Geometry or PARCC Algebra 2 PARCC English 11* HSA Biology HSA Government Retake opportunities for HSAs/PARCC *College and Career Ready Determination School Year Grade 12 PARCC Algebra 1 or PARCC Geometry or PARCC Algebra 2 HSA Biology HSA Government Retake opportunities for HSAs/PARCC Transition courses if a student is not college and career ready 4 5 Science Social Studies Other Requirements Fine Arts Physical Education Health Education Technology Education Completer** and Electives 3 credits 1 in U.S. History 1 in Local, State, and National Government 1 in World History 1 credit.50 credit Your Personal Fitness.50 credit Health Issues 1 credit Foundations of Technology 2 credits of either World Language or American Sign Language (both credits must be in the same language per local requirements) and 2 credits in electives OR 2 credits of Advanced Technology Education and 2 credits in electives OR Complete (4 9 credits) a Maryland State Department of Education (MSDE)-Approved sequence of courses Credits: Twenty-one (21) credits are required. Per COMAR 13A C, PGCPS has notified the Maryland State Department of Education (MSDE) that four (4) credits must be earned after completion of Grade 11. Enrollment: The student shall satisfactorily complete four years of approved study beyond the 8th grade unless on an approved option. Student Service-Learning: The student shall complete a locally-developed, state-approved program that includes service learning infusion in designated courses, preparation, reflection and a specified number of hours of independent service. **Completer refers to a specified sequence of courses required for completing graduation requirements

5 High School Graduation Requirements Effective with the Graduating classes of 2009 through 2017 (entering freshman in Fall 2005 through Fall 2013), graduation requirements to earn a Maryland High School diploma are as follows: Subject Area Specific Credit Requirements High School Assessment (HSA) REQUIREMENTS* English 4 credits Algebra/Data Analysis, English 10, and Biology: Students who entered grade 9 in the fall of 2005 and later (COMAR 13A ) 3 credits must obtain either a passing score on Algebra/Data Analysis, English 1 in Algebra 1 or Algebra 1 10, and Biology or obtain an overall combined score of 1208 or 1602 Common Core Mathematics (see below). Students who meet specific criteria may use the Bridge 1 in Geometry or Geometry Plan for Academic Validation to meet the passing requirement. See Common Core questions 20 and 21 (pages 10-11) in the High School Graduation 1 additional mathematics credit Requirements Questions and Answers ( 3 credits Grad_Q_A.pdf) for information about the Bridge Plan option. 1 in Biology 2 additional credits that must Science include laboratory experience in any or all of the following areas: earth science, life science, physical science Social Studies Other Requirements Fine Arts Physical Education Health Education Technology Education Completer** and Electives 3 credits 1 in U.S. History 1 in Local, State, and National Government 1 in World History 1 credit.50 credit Your Personal Fitness.50 credit Health Issues 1 credit Foundations of Technology Government: Students entering 9th grade in the , , , or school years do not need to pass the Government HSA for graduation, but may use it if they pursue a combined score to satisfy this requirement. These students have two options: o Students MAY achieve a combined score of 1602 for English, Algebra/Data Analysis, Biology, and Government.OR o Students MAY achieve a combined score of 1208 for English, Algebra/Data Analysis, and Biology. Students entering 9th grade in school year and beyond MUST either pass the Government HSA or include the Government HSA score to meet a combined score of credits of either World Language or American Sign Language (both credits must be in the same language per local requirements) and 3 credits in electives OR 2 credits of Advanced Technology Education and 3 credits in electives OR Complete (4 9 credits) a Maryland State Department of Education (MSDE)-Approved sequence of courses and any remaining credits in electives Credits: Twenty-one (21) credits are required. Per COMAR 13A C, PGCPS has notified the Maryland State Department of Education (MSDE) that four (4) credits must be earned after completion of Grade 11. Enrollment: The student shall satisfactorily complete four years of approved study beyond the 8th grade unless on an approved option. Student Service-Learning: The student shall complete a locally-developed, state-approved program that includes service learning infusion in designated courses, preparation, reflection and a specified number of hours of independent service.. **Completer refers to a specified sequence of courses required for completing graduation requirements. High School Core Curriculum Course Sequence CONTENT GRADE 9 GRADE 10 GRADE 11 GRADE 12 Mathematics English Science Social Studies Algebra 1 Common Core Geometry Common Core Algebra 2 Common Core Applications in Algebra for ELLs (ESOL) English 9 English 9 Honors ESOL Newcomer, Beginner, Intermediate, Advanced Integrating the Sciences Biology (Honors) Integrating the Sciences (ESOL) Language of Science (ESOL) United States History II, Reconstruction to Present Language of American History (ESOL) Algebra 1 Common Core Geometry Common Core Algebra 2 Common Core Trig / Analysis Probability and Statistics Pre-Calculus Linear Algebra English 10 English 10 Honors ESOL Beginner, Intermediate, Advanced Biology Chemistry (Honors) Integrating the Sciences (ESOL) Local, State, and National Government United States History II, Reconstruction to Present (ESOL) AP Government & Politics Geometry Common Core Integrated Math Algebra 2 Common Core Trig / Analysis Pre-Calculus AP Statistics AP Computer Science AP Calculus AB English 11 English 11 Honors AP Language ESOL Intermediate, Advanced English 10 (ESOL) Chemistry Biology Physics AP Physics B AP Physics C AP Biology AP Chemistry AP Environmental Science Environmental Science Physics (Honors) World History AP World History Local, State, and National Government (ESOL) Integrated Math Algebra 2 Common Core Trig / Analysis Probability and Statistics Pre-Calculus AP Statistics AP Computer Science AP Calculus AB AP Calculus BC Calc II / Diff Equations English 12 AP Language AP Literature English 10 (ESOL) ESOL Advanced Earth / Space Systems Physics AP Biology AP Physics B AP Physics C AP Chemistry AP Environmental Science Environmental Science Physics (Honors) AP World History AP US History AP Psychology AP Government & Politics AP European History AP Human Geography World History (ESOL) 6 7

6 High School Graduation Questions and Answers Provided by the Maryland State Department of Education, January 2013 Check the MSDE website, marylandpublicschools.org, for updates to this information. LATEST NEWS Government High School Assessment (HSA) Reinstated Beginning in the school year, all students enrolled in the Government course will take the Government High School Assessment. The first administration will occur in January The Government High School Assessment will become a graduation requirement for students entering the 9th grade in the school year and each school year thereafter. requirement by achieving the required combined score or successfully complete the Bridge Plan for Academic Validation (see section on High School Assessments). 4. What notification must parents or guardians and students receive? In accordance with COMAR 13A (C), each principal shall inform all students and their parents or guardians annually of no less than the following: Maryland s graduation requirements and any local graduation requirements; the student s progress on fulfilling the credit, HSA, service, and any applicable IEP requirements for graduation; the schedule for administering the HSA, the results of each HSA taken by the student; and a plan for appropriate assistance or remediation for the student if he or she did not pass the HSA. 5. Up to what age may a student remain in school if he/she is working to complete the requirements for a high school diploma? A student may remain in school if he/she is working to meet the requirements for a high school diploma until the age of 21. As defined in COMAR 13A B(4), age 21 means the student is not 21 years old on the first day of the school year. See also COMAR 13A A(1) and 7-101(a) of the Annotated Code of Maryland. Graduation Credits: Defined/Earning The following information contains answers to the most frequently asked questions related to high school graduation in Maryland. Questions are categorized by topic as much as possible; however, some questions may be related to more than one topic. Answers will be updated as new information becomes available and new regulations are adopted. The Code of Maryland Regulations (COMAR) is available on line at Maryland Requirements for High School Graduation 1. Can a local school system have local graduation requirements beyond the minimum requirements established by the state? Yes. For specific graduation requirements, contact the appropriate school system personnel listed at the end of this document. See COMAR 13A C. High School Graduation Requirements Questions & Answers 2. How does a student meet both the Maryland and the No Child Left Behind (NCLB) high school reading requirement for graduation? For Students Who Entered Grade 9 in the School Year and Later To fulfill the Maryland High School Assessment requirement for graduation, the student must pass the English assessment. The English course is defined as the second year of high school English, typically taken after the student completes the grade 10 English course. The assessment will be scored and reported in two ways: Basic, Proficient, or Advanced for NCLB accountability and numerically for the HSAs. 3. What are the graduation credit requirements for students with disabilities who are placed in non-public schools? The answer to this question was the subject of a memo to local school superintendents from Former Superintendent, Dr. Grasmick dated November 14, 2005 regarding Graduation Requirements for Students in Non-Public Placements. State regulations address disparities between local school system graduation requirements and those of non-public special education schools. COMAR 13A B requires students in a non-public special education school to meet the graduation requirements of the placing local school system. There are alternative ways to do so. COMAR 13A provides local school systems with an opportunity to develop alternative ways for individuals or groups of students to fulfill graduation requirements. Local school systems can work with the non-public school to agree on a curricular program that meets the instructional needs of the student and addresses the normal content specified generally in the local school system s graduation requirements. The curricular program for these students can include fewer than the requisite number of credits in the local school system graduation requirements, but no fewer than the state minimum of 21 credits as identified in COMAR 13A A. The student must also meet the service learning requirement, and he or she must take and pass the Maryland High School Assessments as appropriate to the date of entry into grade 9 or satisfy the HSA graduation 1. How are units of high school credit defined? A credit means successful demonstration of a specified unit of study. See COMAR 13A B(2). 2. Can high school credits be earned in ways other than going to school during regular days/year? Yes. See COMAR 13A Other Provisions for Earning Credit. 3. Can a student earn a Maryland High School Diploma online? No. The Maryland Virtual Learning Opportunity (MVLO) program has a state-run virtual school project, Maryland Virtual School (MVS) that is managed by MSDE. MVS is primarily used for supplemental instruction. Students cannot earn a high school diploma by solely completing online courses. MVS does not offer a high school diploma online. The majority of students served take one or two online courses to supplement their traditional school program. Enrollment in MVS online courses requires local school system approval. 4. Can online courses be accepted for credit by a school? Is there a criterion by which these courses are evaluated? For students currently enrolled in a Maryland public school, credit can only be awarded for MSDE-approved online courses. See COMAR 13A D. Correspondence and Online Courses. An online course is a course provided through the Internet and other technologies in which 80% or more of the instruction is conducted online with the teacher and student separated by distance or time or both and in which two-way communication between the teacher and student is required. For online courses, COMAR 13A D(1) specifies that Consistent with local school system policy and procedure, credit may be given for Department-approved online courses. If credit is to be applied toward minimum graduation requirements, the Department-approved online course shall be provided by the local school system. The State Department of Education has developed an approval process for online courses that are administered by a local school system. This approval process helps ensure the quality of the online courses offered by our public schools and ensures that such courses align with state content standards and core learning goals. A list of MSDE-approved online courses is updated periodically and available on the MVLO website at For students transferring into a Maryland public school, see Question 2 under Transfer Students. 5. Can a local school system award high school credit to a middle school student who completes a high school course? Yes. See COMAR 13A I(2) and (3). 6. Can a student exclude from the transcript an 8th grade course for which high school credit was received? No. If a student receives credit, the credit needs to be on the transcript. 7. What alternatives can local school systems offer/provide students so they can fulfill graduation requirements? At the discretion of the local school superintendent an alternative plan to fulfill graduation requirements may be developed as described in COMAR 13A Alternatives For Structuring Programs. In addition, graduation requirements may also be fulfilled through the Early College Admission Program or the Early Admission to Approved Vocational, Technical or Other Postsecondary School Program as described in COMAR 13A See also COMAR 13A Other Provisions for Earning Credit. 8 9

7 8. Can students receive credits for subjects taken previously from a school when no official transcript is available? Yes. There are several ways as described in COMAR 13A B(4) Unavailability of Official Transcript. A local superintendent of schools shall determine by an evaluation of a student whether credits earned at a high school will be accepted at the public high school to which the student transfers. This evaluation may include administration of standardized tests and examinations, observation of student in a classroom setting, and the use of interviews, as well as the inspection of transcripts, report cards, and other documentation. 9. Is biology required? Yes, since Students are required to take both the biology course and the High School Assessment for biology. See COMAR 13A (A)(6). Also, see question 2 under Transfer Students. 10. Is algebra/data analysis required? Yes. Students are required to take both the algebra/data analysis course and the High School Assessment for algebra/data analysis. See COMAR 13A (A)(3). 11. Do credits in American Sign Language satisfy the requirement for credits in foreign language? COMAR 13A , adopted by the State Board of Education in 2007, allows students to earn two credits in foreign language or two credits in American Sign Language. The COMAR regulation does not allow students to meet the graduation requirement by taking one credit in foreign language and one credit in American Sign Language. 12. Can local school systems add endorsements to the Maryland High School Diploma to recognize students for achievement? Yes. Local school systems have the option to add endorsements to the diploma as incentives for students to meet locally established requirements and outcomes in instruction beyond the minimums specified by the State. See COMAR 13A D and COMAR 13A E. Graduation Records 1. How can I obtain my student records or a duplicate high school diploma? Contact the student records department in the local school system where you (the student) attended high school to request a copy of the transcript or a copy of the diploma. All school systems may not have copies of the diploma. There may be a fee for copies. 2. How can a foreign student receive a translated transcript? Call World Educational Services at (212) for assistance. High School Assessments 1. When do students take the High School Assessment? Students who take high school level courses take the Maryland High School Assessment after the student completes the required course. See COMAR 13A Awarding credit for the course is the acceptable definition for completing the course. Some students enrolled in HSA courses may show indications they will not receive credit for the course before the HSA is administered. In such cases, the school system will determine whether it is in the best interest of the student to sit for the test prior to completing the course or to take the HSA at a later date following the student s successful completion of the course. 2. Do students who take on-line or virtual courses have to take the High School Assessments? Yes. If the student receives credit and the course is one of the courses for which the high school assessment is given, the student must take the high school assessment regardless of how the student received the instruction for the course. See COMAR 13A J. 3. Is a student required to take the High School Assessments if the student is home-schooled, moves here from another state or foreign country, or transfers from a private school, and is granted credits in the HSA-aligned courses? Transfer students who receive credit for HSA-aligned course(s) taken prior to enrolling in a Maryland public school do not have to take the assessment for those courses. See COMAR 13A B(2). The Maryland public school principal makes the decision on whether or not to award credit. 4. Are students who are on home and hospital instruction required to take HSA exams if they are taking/enrolled in an HSA course? Who administers the exam(s)? Students on home and hospital teaching who are completing a course for which there is a High School Assessment must participate in the HSA testing. These students would take the test on the same primary administration or make-up testing day as students attending school but would have the test administered in their home and hospital setting. The test examiner administering the test in the home and hospital setting, just like an in-school test examiner, must meet all the qualifications to be a Certified Test Examiner as outlined in the Test Administration and Coordination Manual (TACM) for the High School Assessments. 5. Is a student required to take the HSA if the student transfers from one public school to another in Maryland and the student s record indicates the student took an HSA-aligned course but there is no record of taking the HSA? Yes. Check the roster for the names of students who took the test at the school. The school must maintain a roster of who took the HSA. Students who entered grade 9 in the school year or later are required to pass the High School Assessments to graduate. Students may also satisfy the HSA graduation requirement by achieving the required combined score or successfully completing the Bridge Plan for Academic Validation (see questions 20 and 21 later in this section). 6. Does a public school student who takes an HSA-aligned course at a private school during the summer term still have to take the HSA? Yes. See COMAR 13A J. 7. Does a foreign exchange student enrolled in an HSA-aligned course have to take the HSA? No, as long as the student is definitely returning to his/her own country and has no expectation of receiving a Maryland diploma. If, however, the student requests a Maryland High School Diploma, the student must satisfy the applicable assessment requirements. 8. Does a student have to retake the HSA if the student is repeating an HSA-aligned course? The high school graduation regulations passed by the State Board specify testing requirements for students. Students who entered ninth grade in the fall of 2005 and later must pass the High School Assessments to receive the Maryland High School Diploma. There are multiple options available to help students meet the passing requirement. A student who passes an HSA test but fails the corresponding HSA course does not have to take the HSA test again. 9. What are the passing scores for the HSA? The HSA passing scores are: Biology 400 Algebra/Data Analysis 412 English 396 Government 394 For information about HSA scores and scoring, contact your school counselor. 10. D o students have to pass all HSAs? Algebra/Data Analysis, English 10, and Biology - Students who entered grade 9 in the fall of 2005 and later (COMAR 13A ) must obtain either a passing score on Algebra/Data Analysis, English 10, and Biology or obtain an overall combined score. Students who meet specific criteria may use the Bridge Plan for Academic Validation to meet the passing requirement. See questions 20 and 21 for information about the Bridge Plan option. Government - Starting with the administration of the Government HSA in the school year, the following rules apply: Students entering 9th grade in the school year or in a prior year (including students who entered 9th grade in , , or ) do not need to pass the Government HSA for graduation but may use it for a combined score. These students have two options: o Students MAY achieve a combined score of 1602 for English, Algebra/Data Analysis, Biology, and Government. OR o Students MAY achieve a combined score of 1208 for English, Algebra/Data Analysis, and Biology. Students entering 9th grade in school year and beyond MUST pass the Government HSA or meet a combined score of Can a student who has met all other graduation requirements except passing an HSA be kept from graduation? Yes. Students who entered grade 9 in the fall of 2005 and later are required to pass the HSA. Students may also satisfy the HSA requirement by obtaining the combined score or successfully completing the Bridge Plan for Academic Validation. 12. Must a middle school student take the HSA even if the school system does not award credit for the course? Any student who takes a high school course based on the Core Learning Goals must take the HSA regardless of whether or not the student receives credit for the course

8 13. Are students who do not pass the HSA required to attend remediation? School systems are required to offer remediation to students. Students and their parents should be made aware of the availability of different types of remediation, the benefits of remediation, and the risks of choosing not to attend remediation. There is no Maryland law or regulation that requires students to attend remediation. However, school systems can develop their own local policy about participation requirements related to remediation. School systems will need to maintain documentation that remediation was offered to students who did not pass any or all of the HSAs. 14. What is the combined-score option? The combined-score option allows a student to offset lower performance on one test with higher performance on another. Students who use the combined-score option must obtain an overall combined score on the Algebra/Data Analysis, Biology, Government, and English HSAs to meet the HSA passing requirement. The student does NOT have to attain a minimum score on each test. 15. Can a student take an HSA multiple times in order to raise his/her score to meet the combined score passing option? Yes, but there is no mandate to provide additional instructional assistance if the student has already passed the HSA. Additional instructional assistance must be offered to students who do not achieve the passing score on the HSA before they can retake the test. 16. When a student retakes an HSA and scores lower than the first time, which score counts toward the combined score? The higher score counts toward the combined score. 17. Can a student use the combined-score option regardless of how many assessments the student actually passes? Yes. 18. Is the local school system required to offer the combined-score option for students? Yes. COMAR 13A B(3) (b) provides the combined-score option for students. All students must have access to options provided under the regulations. 19. Can high school students opt to substitute certain AP and IB tests for High School Assessments? Yes. Students can substitute certain AP and IB tests for the HSA in English, algebra/data analysis, and biology if they achieve specific scores on the AP and IB tests. See the following table: High School Assessment Allowable substitute tests for students who entered grade 9 in or after school year HSA AP exam (must have score of 3, 4 or 5) Algebra/data analysis Calculus AB Calculus BC Statistics English 2 English Language English Literature Biology Biology Biology SL Biology HL IB exam (must have score of 5, 6, or 7) Mathematical Studies SL Mathematics SL Mathematics HL English A1 20. What is the Bridge Plan for Academic Validation? The Bridge Plan for Academic Validation offers students the opportunity to complete an Academic Validation Project package that is selected to help the student demonstrate the content and skills related to one or more HSAs that the student has failed to pass after at least two attempts. Participation in the Bridge Plan is voluntary. 21. Who can participate in the Bridge Plan? Participation in the Bridge Plan is earned by students as they work toward their high school diploma. To participate, students must: have passed or be enrolled in the HSA-related course, taken the specific HSA or Mod-HSA test twice without passing or earning a score that would satisfy the combined-score option (juniors and seniors may begin Bridge Plan projects and submit them for scoring before results are received from a second HSA administration), be firmly on the path to completing other graduation requirements, have participated in approved assistance, and have met the local school system s attendance requirement. 22. Is a student who has not passed an HSA exam or met the testing requirement using the combined-score or Bridge options required to retake the exam every time it is offered? No, once a student has failed an HSA twice, the student has the option of retaking the exam, but the student is not required to take the exam every time it is offered. Students may satisfy the HSA graduation requirement by the combined-score or Bridge options. However, school systems may encourage students to retake HSAs to achieve the passing score. Transfer Students 1. Do students transferring to another high school have to be in attendance at the new school a certain period of time before they can receive a high school diploma from that school? Yes. Students must attend the new school for one full semester preceding graduation to receive a high school diploma from the newly attended school. Exceptions may be made if this creates undue hardship for a transferring student or for special education students in state-approved, nonpublic programs. See COMAR 13A B(1) Transfer Students. A school superintendent may arrange for students to have credits transferred back to their prior high school in order for the students to graduate from their prior high school. This option would have to be approved by the prior system/school. 2. Can students be admitted to a public high school if transcript records or report cards are not available? Yes. A local school superintendent or the superintendent s designee shall make this determination. See COMAR 13A B(4) Unavailability of Official Transcript or School Report Card. See also question 6 under Graduation Credits: Defined/ Earning. Student transcripts that contain out-of-state or non-msde approved online courses should be reviewed based on Local School System policies. 3. Can a 19 year old who has not earned a diploma return to school to earn a diploma? A person who is a bona fide resident of Maryland and under 21 years of age can return to school to earn a diploma. Also, persons 16 years of age who have dropped out of school and want to earn a diploma by examination may enroll in a GED preparation program. A third option is the Adult External Diploma Program. Persons 18 years of age may be eligible to enroll in the Adult External Diploma Program. See COMAR 13.A for information about the GED and Adult External Diploma programs. 4. Do transfer students who complete algebra/data analysis in a middle school outside the Maryland Public School System or who complete algebra/data analysis in a Maryland non- public school and who do not receive a credit have to take the algebra/data analysis High School Assessment? Students who have completed and passed algebra/data analysis in a non-public middle school or out-of-state middle school and have mastered the core learning goals as evidenced from (1) the successful completion of subsequent mathematics courses or (2) through an evaluation of the acquisition of the core learning goals are exempt from the algebra/data analysis HSA. These students may fulfill the state graduation requirements by earning three credits in subsequent mathematics courses for which algebra/data analysis was a prerequisite. 5. Can a student use the combined-score option to meet the graduation requirement for passing the high school assessment if the student completes algebra/data analysis in a middle school outside the Maryland Public School System or completes algebra/data analysis in a Maryland non-public school, does not receive a credit, and does not have to take the algebra/data analysis High School Assessment (see previous question)? Yes. If the student chooses to use the combined-score option, the student will be assigned the passing score for the algebra/ data analysis High School Assessment for the purpose of calculating the combined score. Other 1. Can a student complete high school graduation requirements by attending an accredited college or approved vocational, technical or other postsecondary school program? Yes. A student may receive a Maryland High School Diploma through acceptance in the early college admission program when: All Maryland High School Assessment and student service learning requirements have been met; and A written request by the student and parent or guardian is made to and approved by the local superintendent of schools; and The student s program for the first year of college is approved by the local superintendent of schools if this program is included toward the issuance of a diploma; and 12 13

9 At the conclusion of the first year of study, a written request and a transcript is submitted to the local superintendent requesting a Maryland High School Diploma. (COMAR 13A Alternatives to 4-Year Enrollment) 2. Can a student attend high school and college simultaneously? Yes. Students may opt for a dual enrollment program during their junior and/or senior year of high school. Dual enrollment is defined in COMAR regulations governing higher education. COMAR 13B B(10) defines a dual enrollment student as a secondary student who is enrolled in college courses and receives high school and college credit for the courses completed. 3. Can a student complete dual enrollment if he or she is enrolled in online college courses? Yes. Credit can be awarded for college online courses that are MSDE-approved. See COMAR 13A D. Correspondence and Online Courses. Higher education institutions must have online courses reviewed and approved by MSDE. See also question 4 under Graduation Credits: Defined/Earning. 4. Can a student attend college after the junior year if all graduation requirements have been met? Yes. Local school systems may develop alternative plans for students who have completed all credit, assessment, and service learning graduation requirements, which may include a waiver of the fourth year of high school if the local superintendent of schools or designee determines that his waiver is in the best interest of the student. (COMAR 13A B Alternatives Structuring Programs) 5. Can a non-failing student opt to spend five years in high school to gain extra credits and become better prepared for college? No. Once a student has fulfilled all state and local credit, assessment, and service-learning requirements, the student is eligible for a high school diploma and can no longer be enrolled in high school. See COMAR 13A What options are available to permit a student to graduate early? COMAR 13A specifies The student shall satisfactorily complete 4 years of approved study beyond the eighth grade unless one of the alternatives in Regulation.10 or 11 of this chapter is satisfied. COMAR 13A Alternatives to a 4-year Enrollment Requirement recognizes that four- year enrollment in a public high school may not serve the best interests of some students and allows for early college admission and early admission to approved vocational, technical, or other postsecondary school program. See the regulation for specific details. COMAR 13A Alternatives for Structuring Programs permits a local school system to develop alternative ways for individual or groups of students to fulfill graduation requirements. This includes a waiver of the fourth year enrollment requirement if all credit, assessments, and student service requirements are met and if the local superintendent of schools or designee determines that the waiver is in the best interest of the student. See the regulation for specific details. 7. Can a military veteran who withdrew from school to enlist in the armed forces obtain a high school diploma? Maryland Education Code Annotated permits the awarding of a high school diploma to certain individuals who were unable to complete their high school graduation requirements because they enlisted in the armed forces. An individual honorably discharged from military service may apply to obtain a diploma if the individual withdrew from a regular full-time public or private high school accredited by the State Board to enlist in the armed forces during World War II, The Korean Conflict, or The Vietnam Conflict. The individual shall apply to the county board in the county where the individual resides or where the school from which the individual withdrew was located. Each county shall adopt rules and regulations to establish procedures for awarding diplomas under this section. 8. Who is eligible to take the GED examination? The GED Tests offer an alternate and acceptable way for an individual to earn a high school diploma by written examination. An applicant is eligible if the applicant is a resident of Maryland, at least 16 years old, and not currently enrolled in school. For more information, call the GED testing office at How does someone become eligible for the Maryland Adult External High School Diploma Program? The Maryland Adult External High School Diploma is designed to recognize demonstrated competence in adults regardless of whether the knowledge and skills were acquired in a formal school setting. Residents of Maryland 18 years old or older who are not currently enrolled in a high school, who are not high school graduates, and who pass a screening test, are eligible to register for the program. See COMAR 13A For more information, call Do students who complete their high school education through home schooling receive the Maryland High School Diploma? No. For additional information about home schooling, contact the Student Services and Alternative Programs Branch at MSDE at Is Maryland a member of the Interstate Compact on Educational Opportunity for Military Children? Yes. For more information, go to Educational Options Available to Students In recognition of the fact that the four-year, full-time enrollment requirement may not serve the best interest of some students, Prince George s County Public Schools provides several educational options. To be informed about these options and to receive help in developing and updating a sound educational plan, each student must meet regularly with his/her guidance counselor. Parent(s) or guardian(s) are required to meet with appropriate school staff in person, at a pre-arranged conference, to discuss available options and the plans being considered by their children (wards). The following education options are available to students presently enrolled in Prince George s County Public Schools. Concurrent Enrollment A student may fulfill graduation requirements by being concurrently enrolled in two different educational programs. A student may take courses at his/her home school, as well as take additional courses at Evening High/Saturday School or a post-secondary school. College credits for courses not offered at high school may be applied toward high school graduation requirements with prior approval from the principal and Director of Curriculum and Instruction. Students may carry more than eight courses, but must receive approval from the principal to do so. Students must meet the college entrance requirements for concurrent enrollment. Procedures for Concurrent Enrollment A student wishing to apply for concurrent enrollment must apply for and secure approval from the local school principal. The student and parent(s) or guardian(s) must work very closely with the school counselor in preparation for this option. The number of courses approved to be taken beyond the school day should be based on what is educationally sound and the student s past performance. Early Admissions Students may opt to pursue an alternative to the four-year enrollment requirement by applying for an early admissions program. Students may be considered for an early admissions program if they meet either of the following criteria: Option 1: For students who will complete their high school requirements in three years and desire to graduate early. Option 2: For students who plan to attend an accredited post-high school institution as a full-time student for one year in lieu of the final year of high school. Students may be considered for an early admissions program if they meet either of the following criteria: 1. Students who have demonstrated success clearly by their scholastic achievement and academic precociousness. 2. Students who have demonstrated success clearly by their school achievement and a readiness for vocational training

10 Procedures for Early Admissions To apply for Early Admissions the following steps must be taken: During the Fourth Quarter of the Tenth Grade 1. The counselor should have a conference with the parents or guardians and the student to discuss the requirements for Early Admissions. 2. Recommendations from two major subject area teachers must be obtained. 3. A complete Request for Early Admissions to Post High School Institution form (PS-109) including the plan for completion of graduation requirements must be submitted to the counselor. 4. The early admissions form, current transcripts, a program report and teacher recommendations must be submitted to the principal for approval to pursue the process. 5. The pre-approval letter will be forwarded to the student and parent or guardian from the principal. 6. The letter of approval to pursue the process from the principal and the application packet should be placed in the student s cumulative folder. c. End of 3 rd Quarter If the student fails to provide employment documentation, the parent will receive written notification from the school that the student will possibly be enrolled in a full day schedule. 5. All work/study approval files must be kept in the principal s office for further review if needed. Contents of the student file are as follows: a. Letter from parent requesting work/study waiver due to financial hardship. Notes from principal stating approval or denial of request and time/date of verbal confirmation with parent. b. Letter from employer on letterhead confirming student is currently employed. c. Quarterly documentation showing proof of employment or letters from the school informing the parent that the student will be placed on a full day schedule. During the First Quarter of the Third Year of High School The counselor must complete the Graduation Agreement with the student. Before the End of the Third Quarter of the Third Year in High School 1. The completed pre-approved packet with the letter of acceptance from the post-secondary institution and an up-to-date transcript and progress report will be forwarded to the Supervisor of Guidance and Counseling. 2. A final letter of approval for the Early Admissions option will be forwarded from the Superintendent. Fulfilling Graduation Requirements High school graduation will occur at the end of the fourth year of enrollment. The student must provide copies of college transcripts so that high school credit can be granted. Work/Study Waiver Any grade 12 student who has requested to be on work release and cannot enroll in the Career Research and Development course and can provide documentation of financial hardship may request a half-day academic schedule. The following steps must be implemented: 1. The student meets all of the requirements identified above. 2. The student provides a letter to the principal documenting the reasons for requesting a work/study waiver that substantiates financial hardship. The letter must be written by the parent/guardian and confirmed by the principal or his/her designee via telephone. The principal will then determine approval or denial. Communication must be made by the principal to the parent and student informing them of his/her decision. 3. If approved, the student must present a letter from his or her employer on letterhead within 5 school days stating that the student is currently employed with the company. Once this information is received the student is granted a half-day schedule. 4. The student is then required to provide a letter of work confirmation from the employer quarterly. The window for accepting the letter is listed below: a. End of 1 st Quarter If the student fails to provide employment documentation, the parent will receive written notification from the school that the student will possibly be enrolled in a full day schedule. b. End of 2 nd Quarter If the student fails to provide employment documentation, the parent will receive written notification from the school that the student will be enrolled in a full day schedule

11 The College Preparation Checklist It is never too early to begin planning for college. The following checklist may help you in preparing for college, beginning where you are now. 9 th Grade: r Work closely with counselors to select courses that will prepare you for college; r Check entrance requirements for a variety of colleges and programs; r Become involved in school activities; r Use a career interest inventory to refine career and educational possibilities; r Review career interest inventory results to explore educational possibilities; r Visit your College/Career Resource Center; r Explore volunteer opportunities for the summer; and r Take the PSAT/NMSQT (October). 11 th Grade: r Take the PSAT/NMSQT to qualify for scholarship consideration (October); r Review your academic and extracurricular program Are you prepared for a career/ college?; r Begin writing colleges for detailed information; r Narrow down your college choices; r Visit schools which interest you (Spring-Summer); r Attend a National College Fair; r Discuss finances with parents/guardians; r Investigate ROTC application; r Begin application process for military academies; r Attend a Financial Aid Workshop (December, January, February); r Attend the Prince George s County College Fair; r Take SAT 1 workshops and/or enroll in the SAT course offered at your school, prior to taking the test; r Take the SAT I and/or ACT (Spring); r Explore early decision options at colleges; r Take SAT II, AP (May); r Develop your resume for use with college recommendations (Summer); and r Investigate summer courses and programs offered to juniors by colleges. 10 th Grade: r Continue to plan your academic program and maintain involvement in school activities; r Make sure your high school program is meeting career and college admissions requirements; r Review career interest inventory results to explore career and educational possibilities; and r Take the PSAT/NMSQT (October). 12 th Grade: r Apply to take the SAT I or ACT (if you haven t already taken them or if you want to improve your scores, consider taking a refresher SAT workshop and/or the SAT course); r Apply to take the SAT II tests; r Apply to take the TOEFL (students who have taken ESOL); r Apply for college admissions (Fall); r Investigate early decision programs check deadline (September, October); r Find out about your school s transcript request process; r Continue campus visits; r Attend the National College Fair; r Apply for college housing early (University of Maryland, December); r Make sure your letters of recommendation are completed (November, December); r Attend financial aid night (December, January, February); r Apply for financial aid (January, March; by February 1 for the University of Maryland); r Attend the Prince George s College Fair (in the evening); r Take Advanced Placement tests (May); r Take the SAT Prep class prior to taking the test; r Take time to decide which college is right for you; and r Weigh the college s offer against your personal and financial requirements (May). College Admissions Tests Your high school academic record is a good indicator of your potential for success in college. However, because high schools throughout the country differ widely in course offerings, academic standards, and grading policies, colleges need some standard measure of academic ability when they compare the applications of candidates for admission. Colleges in the admissions process use scores on the college entrance tests, along with your academic and extracurricular record. Tests give you an opportunity to display your knowledge. Students have the responsibility of registering for college entrance tests. High school counselors will assist students in test selection and registration. PSAT/NMSQT The Preliminary SAT/National Merit Scholarship Qualifying Test is a three-hour test administered in October of each year. It is designed to aid high school sophomores and juniors in planning for college and to serve juniors wishing to be considered for scholarships administered by the National Merit Scholarship Corporation. This examination provides an early measure of the reading, writing, and mathematical abilities tested by the SAT. ACT The ACT is a three hour examination given six times during the school year. It consists of four tests in the areas of English, reading, mathematics, and science. Scores are reported in each of these areas along with a composite score. University System of Maryland schools accept either ACT or SAT scores. SAT The SAT measures mathematical, critical reading and writing skills. Scores on this four-hour test allow you to compare yourself in these areas with other college-bound students. Students are encouraged to take the SAT I in the spring of their junior year, especially if they are considering academy appointments, ROTC programs, early admission programs at colleges and universities, and special scholarship programs. Maryland private and state four-year colleges/universities accept SAT I for admission. SAT II SAT II are one-hour examinations which measure what you have learned in one of twenty specific subjects in the areas of English, social studies, science, mathematics and language. All colleges do not require SAT II scores as a part of the admissions process. In some instances, only scholarship applicants may be required to take specific tests. Consult the catalog of the college being considered to be sure which tests, if any, are required. TOEFL The Test of English as a Foreign Language is designed to measure the level of English proficiency of individuals whose native language is not English. Many colleges and universities require foreign students to submit TOEFL scores as a part of the application process. The test is divided into three parts and measures important language skills. SAT Preparation Course.50 Credit Seniors and juniors who plan to take the SAT for college admission should enroll in this semester course. Students will become familiar with the SAT format, test taking strategies, and critical thinking skills. Students will review basic arithmetic, algebraic, and geometric concepts for the mathematics section with particular attention to the formats. In addition, students will review reading and writing strategies and vocabulary development for the verbal section of the SAT. There will be extensive work in critical and comparative reading as well as analogical reasoning. Simulated test taking and regular feedback will be an integral part of this class. Participants will be required to take the SAT in 11th grade during the spring of the school year. Prerequisites: Algebra I, Geometry and concurrent enrollment in Algebra II

12 College Credit, Certification, and Licensure Opportunities in High School Advanced Placement (AP) The Advanced Placement (AP) program was developed by The College Board to facilitate the transition of high school students into successful college experiences. The AP program allows students to pursue collegelevel studies while still in high school. The courses are designed to prepare students to take and pass the AP examinations administered nationally through the Educational Testing Service. College credit is awarded to students who meet specific college or university requirements for the respective courses. College Level Examination Program (CLEP) College Level Examination Program (CLEP) provides a means for persons who have reached the college level of education in non-traditional ways to demonstrate their academic achievement and earn college credits by taking an exam. For further information, contact the college admissions office. International Baccalaureate (IB) International Baccalaureate (IB) tests may be taken by students who have successfully completed IB courses in high school. The IB Program is recognized for admission to colleges and universities throughout the world. Many colleges award credit for IB Diploma recipients for advanced placement as sophomores. TECH PREP (2+2) College Credit Programs TECH PREP (2+2) Programs offer students technical instruction which links directly with existing programs at Prince George s Community College, Montgomery College, or the Community College of Baltimore County. Students who complete Accounting, Finance, Early Childhood Education, Computer Networking Systems, Pre-Engineering, Construction, Printing Management, Marketing, Drafting/CAD, Information Processing, and Automotive Technology earn articulated credit toward an Associate degree. University System of Maryland Requirements Source: University System of Maryland Website For more information, check with the USM campus of your choice. GRADE 9 GRADE 10 GRADE 11 GRADE 12 English English English English Algebra 1 Geometry Algebra 2 Science (Lab) Biology Chemistry Students who complete Algebra 2 prior to their final year must complete the four year mathematics requirement by taking a course or courses that utilize non-trivial algebra**. Academic Elective (or Science for STEM majors) Social Studies Social Studies Social Studies Academic Elective Foreign Language 1, American Sign Language 1, OR *Advanced Technology Foreign Language 2, American Sign Language 2, OR *Advanced Technology Fine Arts Academic Elective Academic Elective Academic Elective Certification and Licensure Programs Certification and Licensure Programs lead to certification or licensure examinations that students are prepared to take in order to earn industry credentials. Students who complete the following programs may take the industry exam: Publishing and Graphics (PrintED); Business Administrative Services (Microsoft Office Specialist); Drafting (American Design Drafting Association); Carpentry, Electrical, HVAC, Masonry, and Plumbing (National Center for Construction Education and Research); Barbering (Maryland State Board of Barbers); Cosmetology (Maryland State Board of Cosmetologists); Culinary Arts (ServSafe); Hospitality and Restaurant Management (ServSafe and ProStart); Nursing (Maryland Board of Nursing); Child Development (Senior Staff 90 Clock Hour); Teacher Academy (Praxis 1 and Para Pro); Computer Networking (Cisco Certified Networking Associate, Certified Entry Level Networking Technician, Internetworking Cisco Devices); IT Essentials (COMPTIA A+ and CCENT); and Automotive Body and Automotive Technician (Automotive Service Excellence). Dual Enrollment Dual enrollment refers to a PGCPS high school student who is also taking courses at a college or university. Per the agreement with Prince George s Community College, courses that serve as high school required graduation credits will have the grade applied to the cumulative grade point average. Courses that do not meet the graduation requirements will appear on the transcript, but will not be part of the cumulative grade point average. All college courses will appear on a college transcript and all will count in the college cumulative GPA. Grade Point Average Test Score Other Criteria *Advanced Technology Academic Electives Senior Year **Non-trivial algebra A high school grade point average equivalent to a C or better is required for admission of full-time and part-time entering freshmen who have graduated from high school within three years of intended enrollment. A score on a nationally standardized examination such as the SAT or ACT is required of all applicants who have graduated from high school within three years of intended enrollment. Each institution shall publish other criteria for admission that may include (a) rigor of the high school curriculum as demonstrated by advanced level coursework, (b) academic electives, (c) performance on high school assessments, (d) trends in performance, (e) citizenship and leadership, (f) special talents, and (g) personal circumstances. Students should consult the admissions office of the particular institution they are seeking to attend to determine if advanced technology is accepted in fulfillment of this requirement. students should choose academic electives based on their intended course of study, special interests, and personal needs. The University System of Maryland strongly encourages students to prepare for college during their senior year of high school by continuing to take a challenging academic program. In a significant number of cases, the senior year curriculum and grades are examined closely during the admissions review process. The level of mathematical concepts and problems 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

13 Career Academies and Programs of Study ARCHITECTURE AND DESIGN CARPENTRY College and Career Readiness Exploration Course Code: This introductory course is designed for 9th grade students who have been accepted into a Technical Career Academy Program. This full-year course is designed to expose students to the skills and competencies necessary to experience success in a technical academy program of study as well as prepare them to make sound choices about college and career opportunities. Emphasis will be placed on acquiring industry specific knowledge, technical employability skills, college and career awareness and exploration, basic financial literacy, expanding higher order thinking, and improving study skills. Students will also be engaged in a variety of strategies to improve and enrich mathematical and literacy skills. Upon completion of this course, students will be required to present a written career plan and portfolio that reflects their designated area of study in a technical career academy program. Construction Core Course Code: Prerequisites: TBA The course of study includes demonstration of student mastery of the following topics: Basic Safety - personal protective equipment, performance safety, and what to do if an accident occurs; Introduction to Construction Math - prepares students to do the calculations they ll be performing on the job site; Introduction to Hand Tools - covers basic tools, equipment used in the field, maintenance instructions and safety tips; Introduction to Power Tools - provides instructions for tools powered by electricity, batteries, and pressurized air, such as drills, saws, grinders and sanders, and other common construction equipment, maintenance instructions and safety tips; Introduction to Blueprints - introduces students to different types of plans and how they represent a finished building. Shows the parts of blueprint in detail, including symbols, title block, and gridlines; Basic Rigging - covers the slings, hardware, hoists, and hitches used in rigging operations, critical safety issues and accepted rigging techniques and practices; Hands-On Experiences - provides hands-on experiences in each of the trades areas, Carpentry, Masonry, Construction Electricity and/or HVAC so that students can gain a working knowledge of the construction industry. Textbook(s): Core Curriculum Introductory Craft Skills Contren Learning Series, ISBN ; Careers in Construction, ISBN Carpentry 1 Course Code: Prerequisites: Construction Core The course of study for Carpentry I (Level I) includes demonstration of student mastery of the following topics: Wood Building Materials, Fasteners, and Adhesives - Sources and uses of various softwoods and hardwoods, the grading systems for lumber and plywood, the composition and uses of various engineered sheet materials and laminated lumber products, and fasteners and adhesives used with wood and masonry; Hand and Power Tools - detailed descriptions and explanation of the use of hand-operated and power tools used by carpenters, emphasizing safe and proper operation of tools as well as care and maintenance; Floor Systems - covers framing basics as well as the procedures for laying out and constructing a wood floor using common lumber as well as engineered building materials; Wall and Ceiling Framing -describes the procedures for laying out and framing walls and ceilings, including roughing-in door and window openings, constructing corners and partition Ts, bracing wall and ceilings, and applying sheathing; Roof Framing - describes the various kinds of roof and instructions for laying out rafters for gable roofs, hip roofs, and valley intersections including both stick-built and truss-built roofs; Windows and Exterior Doors - describes the various types of windows, skylights, and exterior doors, and provides instruction for installing them. Also includes instruction for installing weather-stripping and locksets. Textbook(s): Carpentry Fundamentals (Level I), Carpentry 2 Course Code: Prerequisites: Carpentry 1 Credits: 2.0 Completer The course of study for Carpentry 2 includes demonstration of student mastery of the following topics: Reading Plans and Elevations - techniques for reading and using blueprints and specifications with an emphasis placed on those drawings and information relevant to the carpentry trade, including an introduction to the subject of quantity takeoffs; Site Layout One Distance Measurement and Leveling - covers principles, equipment, and methods used to perform the site layout tasks of distance measurement and differential leveling, layout responsibilities of surveyors, field engineers, carpenters and using site drawings and on-site communications. Introduction to Concrete and Reinforcing Materials - describes the properties, characteristics, and uses of various types of cement, aggregates, and other materials, procedures for concrete volume estimates and testing of mixed concrete, methods and materials for curing concrete and reinforcement materials used in concrete, such as reinforcement bars, bar supports, and welded-wire fabrics; Foundations and Flatwork - covers construction of forms for continuous, stepped and grade beam concrete footings and edge forms used for on-grade concrete slabs; Concrete Forms - covers the application and construction methods for various types of forms, including wall, column, slab and beam, and stair; Reinforcing Concrete - explains the selection and uses of different types of reinforcing materials and general requirements for cutting, bending, splicing, and tying reinforcing steel; Handling and Placing Concrete - covers the tools, equipment and procedures for handling, placing, and finishing concrete at the job site. Safety procedures are emphasized; Manufactured Forms - covers the types of forma and hardware systems used in the construction of walls, columns, deck and roof slabs, beams and girders, culverts, and highways including flying forms, slipforms, shoring and architectural finishes. Textbook(s): Carpentry Framing and Finishing (Level II), Introduction to Construction and Design Course Code: Introduction to Construction and Design is a one-credit course designed to introduce ninth grade students to the knowledge and skills provided in the programs of the Academy of Architecture & Design. Upon successful completion of this course, students should be able to identify and explain the role of professionals and skilled technicians in areas such as architecture, interior design, HVAC, plumbing, engineering, electrical, and carpentry. Knowledge will be demonstrated by success on formative and summative assessments given throughout the course. Students will create a hands-on example of a work product for each area and compile a portfolio of their work in the course. Emphasis is placed on career preparation and identification. Textbook(s): NCCER Careers in Construction, ISBN ARCHITECTURE AND DESIGN CONSTRUCTION DESIGN MANAGEMENT Introduction to Construction Design and Management Course Code: Prerequisites: TBA This course provides an overview of the design and construction process as well as an introduction to the many career options within the field of construction. Students will be introduced to core concepts in design and 22 23

14 construction including construction methods and materials, fundamental elements of design, and innovative technologies including Green Construction and Design. Students will be introduced to design software as they complete basic design projects such as floor plans. In addition, students will begin to develop a better understanding of the fields interrelationships. ARCHITECTURE AND DESIGN ELECTRICAL College and Career Readiness Exploration Course Code: See previous description. Construction Core Course Code: Prerequisites: TBA See previous description. Electrical 1 Course Code: Prerequisites: Construction Core The course of study for Electrical 1 includes demonstration of student mastery of the following topics with emphasis on National Electrical Code requirements: Electrical Safety - Covers safety rules and regulations for electricians, necessary precautions to take for various electrical hazards found on the job, and OSHA-mandated lockout/tagout procedure; Hand Bending - provides an introduction to conduit bending and installation and the techniques for using hand-operated and step conduit benders, as well as cutting, reaming, and threading conduit; Fasteners and Anchors - covers hardware and systems used by electricians to mount and support boxes, receptacles, and other electrical components and the types of anchors and supports, their applications, and safe installation; Electrical Theory One - offers a general introduction to the electrical concepts used in Ohm s law applied to DC series circuits including atomic theory, electromotive force, resistance, and electric power equations; Electrical Theory Two - introduces series, parallel, and series-parallel circuits, resistive circuits, Kirchoff s voltage and current laws, and circuit analysis; Electrical Test Equipment - focuses on proper selection, inspection, use, and maintenance of common electrical test equipment and the appropriate test procedures and safety rules; Introduction to the National Electrical Code - provides a navigational road map for using the NEC, layout of the NEC and the types of information found within the code book; Raceways, Boxes, and Fittings - introduces the types and application of raceways, wireways, and ducts; Conductors - focuses on the types and applications of conductors, proper wiring techniques; Introduction to Electrical Blueprints - focuses on electrical prints, drawings, and symbols in schematics, one-liners, and wiring diagrams; Wiring, Commercial and Industrial - covers the electrical devices and wiring techniques common to commercial and industrial construction and maintenance; Wiring Residential - covers the electrical devices and wiring techniques common to residential construction and maintenance and service calculations. Textbook(s): Electrical (Level I), Electrical 2 Course Code: Prerequisites: Electrical 1 Credits: 2.0 Completer The course of study for Electrical 2 includes demonstration of student mastery of the following topics: Alternating Current focuses on forces that are characteristic of alternating-current systems and the application of Ohm s law to AC circuits. Motors: Theory and Application covers AD and DC motors including the main parts, circuits, and connections. Grounding focuses on the purpose of grounding and bonding electrical systems and NEC regulations. Conduit Bending covers all types of bends in sizes of conduit up to 6 inches, mechanical, hydraulic, and electrical benders. Boxes and Fittings is an NEC-driven module that explains how to select and size outlet boxes, pull boxes, and junction boxes. Conductor Installation covers the transportation, storage, and setup of cable reels; methods of rigging; and procedures for complete cable pulls in raceways and cable trays. Cable Tray focuses on NEMA and NEC installation requirements for cable tray, including modifications and cable installations. Conductor Termination and Splices describes methods of terminating and splicing conductors of all types and sizes, including the preparation and taping of conductors. Installation of Electric Services covers methods and techniques for both single- and three-phase services, including metering equipment and NEC regulations. Circuit Breakers and Fuses describes fuses and circuit breakers along with their practical applications and short-circuit calculations. Contactors and Relays gives basic descriptions of various types of contactors and relays, along with their practical applications. Electric Lighting introduces the basic principles of human vision and the characteristics of light, the handling and installation of the different kinds of lamps (incandescent, fluorescent, and HID), and lighting fixtures (surface-mounted, recesses, suspended, and track lighting). Textbook(s): Electrical (Level I), ISBN Introduction to Construction and Design Course Code: See description on previous page ARCHITECTURE AND DESIGN HEATING, VENTILATION, AND AIR CONDITIONING (HVAC) College and Career Readiness Exploration Course Code: See previous description. Construction Core Course Code: Prerequisites: TBA See previous description HVAC 1 Course Code: Prerequisites: Construction Core The course of study for HVAC 1 includes demonstration of student mastery of the following topics: Trade Mathematics explains how to solve problems involving the measurement of lines, area, volume weights, angles, pressure, vacuum, temperature, scientific notation, powers, roots, and basic algebra and geometry; Tools of the Trade describes the purpose and use of tools such as wrenches, saws, hammers, drills, and measuring instruments, along with instructions on their safe use and maintenance; Copper and Plastic Piping Practices covers the selection, preparation, joining, and support of copper and plastic piping and fittings; Soldering and Brazing covers tools, materials, and safety precautions and depicts step-by-step procedures for soldering and brazing piping; Ferrous Metal Piping Practices covers various types of iron and steel pipe and fittings, and 24 25

15 provides step-by step instructions for cutting, threading, and joining ferrous piping; Basic Electricity teaches power generation and distribution, electrical components, DC circuits, and electrical safety; Introduction to Cooling covers the basic principles of heat transfer, refrigeration, and pressure-temperature relationships and describes the components and accessories used in air conditioning systems; Introduction to Heating covers heating fundamentals, types and designs of furnaces and their components, and basic procedures for installing and servicing furnaces. Textbook(s): HVAC (Level I), NCCER, Pearson Education, 2007, Third Edition HVAC 2 Course Code: Prerequisites: HVAC 1 Credits: 2.0 Completer The course of study for HVAC 2 includes demonstration of student mastery of the following topics: Air Distribution Systems describes air distribution systems and their components, air flow measurement, ductwork, installation principles, and the use of instruments for measuring temperature, humidity, pressure, and velocity. Chimney, Vents, and Flues describes the principles of furnace venting of fossil-fuel furnaces and the proper methods for selecting and installing vent systems for gas-fired heating equipment. Maintenance Skills for the Service Technician covers the application and installation of various types of fasteners, gaskets, seals, and lubricants, as well as the installation and adjustment of different types of belt drives, bearings, and couplings, job documentation and customer relations. Alternating Current covers transformers, single-phase and three-phase power distribution, capacitors, the theory and operation of induction motors, the instruments and techniques used in testing AC circuits and components and reviews electrical safety. Basic Electronics explains the theory of solid-state electronics, as well as the operation, use, testing of the various electronic components used in HVAC equipment and introduces computers. Electric Heating covers the operation and testing of electric furnaces and their components, with emphasis on the operation of electric furnace control circuits. Introduction to Control Circuit Troubleshooting covers the operation, testing, and adjustment of conventional and electronic thermostats as well as the operation of common electrical, electronic, and pneumatic circuits used to control HVAC systems, how to analyze circuit diagrams for electronic and microprocessor based controls used in comfort heating and cooling equipment and how to troubleshoot systems that use these controls. Accessories and Optional Equipment covers the basic principles, process, and devices used to control humidity and air cleanliness, as well as devices used to conserve energy in HVAC systems. Metering Devices covers the operating principles, applications, installation, and adjustment of the various types of fixed and adjustable expansion devices used in air conditioning equipment. Compressors explains the operating principles of the different types of compressors used in comfort air conditioning systems as well as basic installation service and repair procedures for these compressors. Heat Pumps covers the principles of reverse cycle heating, describes the operation of the various type of heat pumps, and analysis of heat pump control circuits, heat pump installation and service procedures. Leak Detection, Evacuation Recovery, and Charging covers the entire basic refrigerant handling and equipment servicing procedures that a technician must know in order to service HVAC systems in a manner that is safe for the environment. Textbook(s): HVAC (Level II), NCCER, Pearson Education, 2007, Third Edition Introduction to Construction and Design Course Code: See description on previous page ARCHITECTURE AND DESIGN INTERIOR DESIGN Interior Design Course Code: This yearlong course includes units on the elements and principles of design, surface and window treatments, lighting, selecting and buying furniture, furniture styles, room arrangement of furniture, kitchens and other service areas, and accessories. In depth study of career opportunities in the field of interior design and the preparation of a design portfolio are essential components. The class may participate in selecting and decorating furnishings for the student-built house project. Students who entered high school before Foundations of Technology (FOT) became available at that school may take this course for Technology Education credit through school year All students who entered high school after FOT became available at that school must take FOT, preferably in their freshman year. After SY 2013, all students must take FOT or a designated course (to be determined) to earn Technology Education credit. Textbook(s): Homes: Today & Tomorrow, ISBN Introduction to Construction and Design Course Code: See description on previous page ARCHITECTURE AND DESIGN MASONRY College and Career Readiness Exploration Course Code: See previous description. Construction Core Course Code: Prerequisites: TBA See previous description Masonry 1 Course Code: Prerequisites: Construction Core The course of study for includes demonstration of student mastery of the following topics: Introduction to Masonry covers the historic and current methods and procedures used in the masonry trade, brick and block manufacturing, the types of brick and block that are currently used in various types of masonry construction, Knowledge, skill, and ability requirements of a mason. Safety Requirements provides an overview of the basic safety practices and requirements found in the masonry trade and covers the use of appropriate personal protective equipment, handling hazardous materials, and work safety. Tools and Equipment presents and describes the tools and equipment used in the production of mortar, cutting of masonry units, and placing of masonry units, safe operation and maintenance requirements, larger pieces of power equipment, and the 26 27

16 opportunity to operate each hand tool.mathematics, Drawings, and Specifications guides the trainee in the process of using mathematics to figure distances, areas, and volumes for masonry construction work, describes the information typically found on drawings and construction plans for residential construction, addresses the specifications used in the construction process, and includes a set of drawings. Mortar explains the properties of mortar and the components that make up the mixture, describes the chemical and physical properties of cement, sand, and various types of admixtures, and discusses procedures for storing materials and mixing mortar. Masonry Units and Installation Techniques introduces the methods and procedures used in masonry unit installation. Topics include basic techniques for laying brick and block, using mortar to bond masonry units, and patterns. Textbook(s): Masonry (Level I), NCCER, Pearson Education, 2004, Third Edition Masonry 2 Course Code: Prerequisites: Masonry 1 Credits: 2.0 Completer The course of study for Masonry II includes demonstration of student mastery of the following topics: Residential Plans and Drawings Interpretation covers information the mason will need to work with residential plans and construction drawings and be able to convert that information into action on the job including understanding the organization and format of plans, dimensioning and scaling, and estimating materials quantities from information on the plans. Residential Masonry covers the construction techniques for residential and small structure foundations, steps, patios, decks, chimneys, and fireplaces, work activities that the mason must perform as well as those that tie into the masonry work are described. Grout and Other Reinforcement focuses on the use of grout and other types of reinforcement such as reinforcing steel to strengthen and support masonry structures, the locations where grout can be used, the techniques for placement, and the use and application of various types of reinforcing steel bars. Metal Work in Masonry exposes the mason with the various types of metal components and how they are installed including metal rods, joint reinforcements, plates, anchors, fasteners, and hollow metal frames for doors and windows. Advanced Laying Techniques contains detailed information on the actual construction of walls, arches, and other useful structures.construction Techniques and Moisture Control describes techniques used to construct openings in masonry walls, the application of insulation, and methods of moisture control as they relate to the mason s trade, properties and used of materials used in moisture control, and various methods of insulating structures. Elevated Work describes the basic types of scaffolding used in masonry construction, the requirements for the erection, inspection, and removal of scaffolding, safety requirements, and techniques for stocking and placing masonry units on elevated work spaces are presented. Construction Inspection and Quality Control introduces the quality control requirements for masonry construction, procedures for inspection and testing of masonry materials, and finished masonry construction. Textbook(s): Masonry (Level II), NCCER, Pearson Education, 2005, Third Edition Introduction to Construction and Design Course Code: See description on previous page ARCHITECTURE AND DESIGN PLUMBING College and Career Readiness Exploration Course Code: See previous description. Construction Core Course Code: Prerequisites: TBA See previous description Plumbing 1 Course Code: Prerequisites: Construction Core The course of study for Plumbing I includes demonstration of student mastery of the following topics: Introduction to the Plumbing Trade covers the history of plumbing from ancient times to current plumbing training programs, professional practices, career opportunities, and some basic safety information. Plumbing Tools covers the tools that plumbers used in their daily work, including measuring tools, leveling tools, wrenches, pliers, hammers, screwdrivers, vises, saws, pipe cutters, drills threaders, and soldering equipment. Introduction to Plumbing Math reviews basic math principles and then moves on to plumbing-specific math problems, including calculating pipe lengths, runs, and offsets for 45-degree angles. Introduction to Plumbing Drawings reviews the blueprints that are included in a building s plans and then moves on to specific plumbing drawings, such as isometric and oblique pictorial drawings, orthographic drawings, schematic drawings, drawings of fixtures, assembly drawings, and cutaway drawings. Plastic Pipe and Fittings describes the various types of plastic piping and fittings, what each is used for, the measuring, cutting, and joining techniques for each type, and the hangers and supports used with plastic pipe. Copper Pipe and Fittings describes the various types of copper piping and fittings, what each is used for, the measuring, cutting, and joining techniques for each type, and the hangers and supports used with copper pipe. Cast-Iron Pipe and Fittings describes the two types of cast-iron pipe (hub and no-hub), fittings used with each, how each is measured, cut, joined, and assembled, and the hangers and supports used with cast-iron pipe. Carbon Steel Pipe and Fittings describes carbon steel pipe, fittings used with it, how it is measured, cut, threaded, joined, and assembled, and the hangers and supports used with carbon steel pipe.fixtures and Faucets covers various types of fixtures that plumbers install including sinks and lavatories, tubs and showers, disposals and dishwashers, and laundry trays and mop basins, compression and non-compression faucets for sinks and lavatories. Introduction to Drain, Waste, and Vent (DWV) Systems provides an overview of the drawing, waste, vent (DWV) system from inside the building, where the liquid drains into pipes, to the sewer and waste treatment facilities and the basics of traps, drawings, vents, DWV fittings, and cleanouts. Introduction to Water Distribution Systems provides an overview of the water distribution system from its source municipal water system or private well to water treatment and distribution, the water distribution system within buildings and the basics of valves, fixtures, and faucets. Textbook(s): Plumbing (Level I), ISBN Plumbing 2 Course Code: Prerequisites: Plumbing 1 Credits: 2.0 Completer The course of study for Plumbing 2 includes demonstration of student mastery of the following topics: Intermediate Math explains the techniques for calculating simple, rolling and parallel offsets. Reading Commercial Drawings teaches how to interpret and use civil, architectural, structural, mechanical, plumbing, and electrical drawings when installing plumbing systems. Installing and Testing DWV Piping explains how to locate, install, connect, and test a complete drain, waste, and vent (DWV) system. Installing Roof, Floor and Area Drains covers techniques for locating, installing, and connecting roof, floor and area drains according to code. Types of Valves reviews the many types and uses of valves and introduces trainees to valve repair and replacement. Installing and Testing Water Supply Piping teaches the trainee how to locate, install, connect, and test water supply piping while observing safety guidelines. Installing Fixtures, Valves, and Faucets covers the installation of basic plumbing fixtures, including bathtubs, shower stalls, lavatories, sinks, water closets, and urinals, as well as their valves and faucets. Installing Water Heaters teaches trainees about gas-fired, electric, solar, and indirect 28 29

17 water heaters and reviews the proper installation and testing techniques. Fuel Gas Systems introduces trainees to the techniques for handling fuel gas and fuel oil safely and for installing and testing gas and oil systems. Servicing of Fixtures, Valves, and Faucets covers the troubleshooting and repair of fixtures, valves, and faucets in accordance with safety guidelines. Textbook(s): Plumbing (Level II), ISBN Introduction to Construction and Design Course Code: See description on previous page ARCHITECTURE AND DESIGN PRE-ENGINEERING (PROJECT LEAD THE WAY) Civil Engineering and Architecture Course Code: Prerequisites: Principles of Engineering; Introduction to Engineering Design; Digital Electronics; completion of Geometry and Algebra 2 is recommended. Civil Engineering and Architecture serves as a specialization course option within the PLTW sequence. Students are introduced to the interdependent fields of Civil Engineering and Architecture and learn project planning, site planning and building design. Transcripted college credit is available to students who receive a grade of 85% in the course and pass an assessment administered by the national affiliate for PLTW, Rochester Institute of Technology (RIT). Textbook(s): Architectural Drafting and Design, ISBN Digital Electronics Course Code: Prerequisites: Principles of Engineering; Introduction to Engineering Design; Geometry and Algebra 2 recommended Digital Electronics serves as a foundations course within the PLTW sequence. Students use computer simulation to learn about the logic of electronics as they design, test, and actually construct circuits. Transcripted college credit is available to students who receive a grade of 85% in the course and pass an assessment administered by the national affiliate for PLTW, Rochester Institute of Technology. Books/Materials: Digital Electronics Principles and Applications or Digital Electronics, ISBN ; Digital Electronics Lab Manual Engineering Design and Development Course Code: Prerequisites: Principles of Engineering; Introduction to Engineering Design; Digital Electronics; one specialization course; completion of Algebra 2/Trig is recommended. This capstone course allows teams of students, guided by community mentors, to work together to research, design, and construct solutions to engineering problems. Introduction to Engineering Design Course Code: Prerequisites: Algebra 1 and Geometry recommended; PLTW student Introduction to Engineering Design serves as a foundations course within the PLTW sequence. Using 3D computer modeling software, students learn the design process and solve design problems for which they develop, analyze, and create products. Transcripted college credit is available to students who receive a grade of 85% in the course and pass an assessment administered by the national affiliate for PLTW, Rochester Institute of Technology (RIT). Textbook(s): Engineering Design: An Introduction, ISBN Principles of Engineering Course Code: Prerequisites: Algebra 1 recommended; PLTW student ; Technology Education Principles of Engineering serves as a foundations course within the PLTW sequence. Students explore technology systems and engineering processes to find out how math, science, and technology help people. Transcripted college credit is available to students who receive a grade of 85% in the course and pass an assessment administered by the national affiliate for PLTW, Rochester Institute of Technology (RIT). PLTW students may also meet their technology education credit through this course or use as one of the courses in the CTE sequence It may not be used for both. In order to receive Technology Education credit for Principles of Engineering, students must be enrolled in the PLTW Pre-Engineering program and also have taken and passed both Introduction to Engineering and Design and Digital Electronics. Books/Materials: Engineering Your Future: A Project Based Introduction to Engineering, ISBN or Introduction to Engineering AVIATION AND TRANSPORTATION AUTOMOTIVE BODY REPAIR College and Career Readiness Exploration Course Code: See previous description. Introduction to Automotive Course Code: This course introduces students to various automotive fields. The course covers work-place safety, hazardous material and environmental regulations and procedures, proper use of hand tools, use of service information resources, and the basic concepts, systems and terms of automotive technology. Topics include familiarization with vehicle systems along with identification and proper use of various automotive hand and power tools. Textbook(s): Modern Automotive Technology, ISBN Nonstructural Analysis & Damage Repair Course Code: Prerequisites: TBA Credits: 2.0 Completer This course provides the student with the knowledge and skills necessary to pass the written NA3SA 30 31

18 Collision Repair and Refinishing End-of Program Exam for Non-Structural Analysis & Damage Repair (B3) and immediately enter a career in this area and/or attend postsecondary education and/or training. Students develop diagnostic, technical and academic skills through classroom instruction and hands-on non-structural analysis and damage repair applications. Through theory and real-world experiences, students master the concepts and the ability to identify and perform necessary Non-Structural Analysis and Damage Repair tasks utilizing the latest techniques and applications. In addition, this course will address an introduction to welding; personal and environmental safety practices associated with clothing; respiratory protection, eye protection; entry level automotive service technology principles and practices; hand tools; power tools/equipment; proper ventilation; and the handling, storage, measuring and mixing procedures, raising and supporting vehicles, damage report principles and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations. I-CAR Live Curriculum and NATEF Task List mastery for this area are used to formulate accurate estimates of cost of repairs. Textbook(s): Auto Body Repair Technology, ISBN Painting and Refinishing Course Code: Prerequisites: Nonstructural Analysis & Damage Repair Credits: 2.0 Completer This course provides the student with the knowledge and skills necessary to pass the written NATEF Painting and Refinishing NA3SA Exam for Paint and Refinishing and immediately enter a career in this area and/or attend postsecondary education and/or training. Utilizing the I-CAR Live Curriculum, students develop diagnostic, technical and academic skills through their participation in classroom instruction and hands-on applications in the areas of surface preparation; paint mixing, matching, application and paint equipment preparation; identification and correction of defects; final detailing and the ability to identify and perform other necessary Painting and Refinishing tasks. Textbook(s): Auto Body Repair Technology, ISBN Structural Analysis & Damage Repair Course Code: Prerequisites: Painting and Refinishing Credits: 2.0 Completer This course provides the student with the knowledge and skills necessary to pass the written NATEF Structural Analysis and Damage Repair Exam and immediately enter a career in this area and/or attend postsecondary education and/or training. Students develop diagnostic, technical and academic skills through classroom instruction and hands-on structural analysis and damage repair applications. Through theory and real-world experiences, students master the concepts and the ability to identify and perform necessary Structural Analysis and Damage Repair tasks utilizing the latest techniques and applications. The course provides a theoretical study of structural collision damage, its analysis and repair. The course emphasizes the proper procedures for measuring, analyzing and developing correct repair procedures for unibody and body-over-frame vehicles. Student technicians develop repair plans and discuss their implementation. The course also emphasizes the restoring of vehicles to their pre-accident condition using manufacturer and industry recommendations. This course equips the student with the knowledge, skills and abilities necessary for immediate employment in the Transportation Equipment Pathway and/or continuing postsecondary education. Students utilize I-CAR Live Curriculum and NATEF Collision Repair Program Standards/Task List. Textbook(s): Auto Body Repair Technology, ISBN AVIATION AND TRANSPORTATION AUTOMOTIVE TECHNICIAN Automotive Technician Work Experience Course Code: Prerequisites: Grade 12 student; concurrent enrollment in Engine Performance Work-based learning is an integral component of the Automotive Technician program. This course will provide students the opportunity to extend and apply classroom content in real-life situations through experiential learning. Students may be placed at a variety of paid and unpaid automotive sites. Textbook(s): Modern Automotive Technology, ISBN Brakes Course Code: Prerequisites: Suspension and Steering This course provides the student with the knowledge and skills necessary to pass the NA3SA end-of-course assessment for Automobile Brakes and immediately enter a career in this area and/or attend postsecondary education and/or training. Students develop diagnostic, technical problem-solving and academic skills through classroom instruction and hands-on maintenance applications. Through theory and real-world experiences, students master the concepts and the ability to research applicable vehicle and service information, collect and analyze relevant data, troubleshoot, identify, formulate proposed solutions to problems and perform necessary automobile brake diagnosis and repair tasks. Students will use state-of-the-art precision brake measurement tools and equipment to gather, analyze make necessary NATEF required brake repairs tasks. Textbook(s): Modern Automotive Technology, ISBN College and Career Readiness Exploration Course Code: See previous description. Electrical/Electronic Systems Course Code: Prerequisites: Brakes Credits: 2.0 Completer This course provides the student with the knowledge and skills necessary to pass the NA3SA end-of-course assessment for Automobile Electrical/Electronic Systems and immediately enter a career in this area and/or attend postsecondary education and/or training. Students develop diagnostic, technical problem-solving and academic skills through classroom instruction and hands-on maintenance applications. Through theory and real-world experiences, students master the concepts and the ability to research applicable vehicle and service information, collect and analyze relevant data, troubleshoot, identify, formulate proposed solutions to problems and perform necessary automobile electrical and electronic systems repair tasks. Students will use state-ofthe-art precision electronic measurement tools, fault code readers and equipment to gather, analyze, and make necessary NATEF required electrical and electronic system repairs. Textbook(s): Modern Automotive Technology, ISBN

19 Engine Performance Course Code: Prerequisites: Electrical/Electronic Systems Credits: 2.0 Completer This course provides the student with the knowledge and skills necessary to pass the NA3SA end-of-course assessment for Automobile Engine Performance and immediately enter a career in this area and/or attend postsecondary education and/or training. Students develop diagnostic, technical problem-solving and academic skills through classroom instruction and hands-on maintenance applications. Through theory and real-world experiences, students master the concepts and the ability to research applicable vehicle and service information, collect and analyze relevant data, troubleshoot, identify, formulate proposed solutions to problems and perform necessary automobile engine performance troubleshooting and repair tasks. Students will use state-of-the-art precision electronic engine performance measurement tools, fault code readers and equipment to gather, analyze, and make necessary NATEF required engine performance repairs. Textbook(s): Modern Automotive Technology, ISBN Introduction to Automotive Course Code: See description on previous page Suspension and Steering Course Code: Prerequisites: Algebra 1, Enrollment in the Automotive Technician program of study This course provides the student with the knowledge and skills necessary to pass the NA3SA end-of course assessment for Automobile Suspension and Steering and immediately enter a career in this area and/or attend post-secondary education and/or training. Students develop diagnostic, technical, problem-solving and academic skills through classroom instruction and hands-on maintenance applications. Through theory and real-world experiences, students master the concepts and the ability to research applicable vehicle and service information, collect and analyze relevant data, troubleshoot, identify, formulate proposed solutions to problems and perform necessary automobile suspension and steering repair tasks. Students will use state-of-the art precision steering and alignment measurement tools and equipment to gather, analyze and make necessary repairs. Textbook(s): Modern Automotive Technology, ISBN AVIATION AND TRANSPORTATION AVIATION - AIR TRAFFIC CONTROLLER Aviation History and Development of Flight Course Code: History of Aviation and Development of Flight is an introductory course and customized textbook that focuses on the history of aviation and flight. It introduces students to how airplanes fly, how weather conditions affect on flight, flight and the human body, and flight navigation. The course is designed to complement materials taught in math, physics, and other science-related courses and is aligned with the National Science Education Standards, the Math Standards and Expectations, and ISTE National Educational Technology Standards for students. Textbook(s): The Science of Flight: A Gateway to New Horizons Jones & Bartlett Learning 2012 Meterology Course Code: This course explores how weather conditions affect flight. The course allow students to analyze Earth s atmosphere, atmospheric motion, cloud types and how they form, and how the atmospheric layers impact flight. Students examine air masses and fronts, high-and low pressure systems, and terrain factors that affect weather. Textbook(s): The Science of Flight: A Gateway to New Horizons, Jones & Barlettt Learning 2012 BUSINESS AND FINANCE ACCOUNTING Accounting Capstone Course Code: Prerequisites: Advanced Accounting, Business Management & Finance Academy student, Grade 12 The Capstone Project is a personally designed independently conducted activity which enables students to further knowledge/skill in one or more course topics of interest or beneficial in the Accounting pathway. The capstone project provides students with a forum for analyzing, synthesizing and implementing skills and knowledge. It offers an opportunity to think critically about a subject of profound interest to each student. While demonstrating a mastered content area, students apply their knowledge by creating a tangible product or service. Students are required to present the Capstone Project before their class and if possible business partners. Some skills include complex problem solving, evaluation, and synthesis of research, writing, communication, organization, accounting, budgeting, spread sheet presentation skills. Advanced Accounting Course Code: Prerequisites: Principles of Accounting and Finance The Advanced Accounting course provides students with accounting knowledge that will prepare them for post-high school levels of education and entry-level positions in the workforce. Focus will be on accounting procedures necessary to address long- and short-term assets and investments, long- and short-term liabilities, inventory management and accounting ratios used in the decision-making process. A comprehensive study of the accounting procedures used in establishing corporations, declaring and paying dividends, the formation and dissolution of partnerships, distribution of net income and owners equity statements is included in this course. Career pathways for accounting will be examined and the use of accounting knowledge in a variety of career clusters is also explored. Awareness of ethical issues and application of ethical decision-making models will be reinforced throughout the course. Excel, Peachtree, and Quick Books will be used. Textbook(s): Accounting: Real-World Applications & Connections, ISBN Business Communications Course Code: The first quarter of this semester long course is designed to teach students to efficiently use a keyboard in order to prepare and format documents relevant in a business environment and communicate effectively. Emphasis will be placed on proper keyboarding technique inclusive of spelling, punctuation, capitalization, and word usage. The second quarter of the course will teach students to communicate in a clear, courteous, concise, and correct manner on both personal and professional levels. Competency will be developed in oral, written, social, technological, employment, and organizational communication with listening skills incorporated throughout the 34 35

20 semester. Students will complete the course with a greater understanding of the importance of technology and the need for effective communication skills to advance in a business career. Textbook(s): Business Communications, ISBN Computer Software Applications Course Code: This course is designed to provide students with the opportunity to learn commercial software application programs similar to those commonly used in college and industry. It will acquaint students with ways to use a microcomputer as a tool for schoolwork as well as current uses in the workplace. The major software applications used in the course will include software for information processing, database, spreadsheets, graphics and integrated software. *Students who entered high school before Foundations of Technology (FOT) became available at that school may take this course for Technology Education credit through school year All students who entered high school after FOT became available at that school must take FOT, preferably in their freshman year. After SY 2013, all students must take FOT or a designated course (to be determined) to earn Technology Education credit. Textbook(s): Integrated Computer Applications, ISBN Principles of Accounting and Finance Course Code: Prerequisites: Grade 11, Principles of Business Administrations and Management, Business Management & Finance student The course provides students with knowledge necessary to manage and maintain a company s financial resources in daily operating decisions. A mastery of fundamental accounting concepts, skills and competencies is essential to making informed business decisions. Students will learn to apply generally accepted accounting principles to determine the value of assets, liabilities, and owner s equity as they apply to various forms of business ownership. Students will prepare, interpret, and analyze financial statements using manual and computerized systems for service and merchandising businesses. Students will apply appropriate accounting principles to payroll and tax liabilities. Students will identify positions and career paths in the field of accounting. Students will examine the role of ethics and social responsibility in decision-making. Textbook(s): Accounting: Real-World Applications & Connections, ISBN Principles of Business Administration and Management Course Code: Prerequisites: Grade 10, Business Management and Finance student This course provides students with knowledge of the types of businesses, as well as various applications, laws and theories of business. Along with a brief historical perspective, business terminology and principles will be emphasized. Students will learn to analyze the functions of business through evaluating, planning, organizing, and controlling. Students will develop the communication skills that will be necessary for success in the workplace and college. Students will be expected to think analytically, improve written and oral communication skills, enhance listening and questioning skills, learn and practice the art of conversation, improve public speaking skills, broaden their awareness of career options, practice using teamwork to make decisions and solve problems, and learn why people skills, communication skills and networking skills can help them succeed in their careers. Students will develop human resource skills including: diversity training, attitude, attendance, accountability, employer/employee rights, discrimination, availability of information as well as time management and setting priorities. Students will write grammatically correct correspondence and communicate orally. Students will understand the business world and be more prepared to meet their career goals and objectives. Textbook(s): Principles of Business, ISBN BUSINESS AND FINANCE BUSINESS ADMINISTRATIVE SERVICES Business Communications Course Code: See description on previous page. Computer Software Applications Course Code: See description on previous page. Internship Course Code: , Prerequisites: Successful completion of three hours of business academy pathways courses Credits: Elective This course will provide students the opportunity to become completers in the Accounting, Business Management, Finance and Business Administrative Services strands. Students will complete a specialized project specific to the strand or spend the year working in a department approved internship. Office Systems Management 1 Course Code: Prerequisites: Grade 11, Principles of Business Administrations and Management, Business Management and Finance student The Office Systems Management course provides students with a study of basic business practices, information systems and computer applications. Students develop managerial and technical skills for business support operations through applied learning. Problem-solving skill development is incorporated throughout the course to meet the recommendations made through the Maryland Skills for Success. Competencies include applying emerging technologies in order to complete appropriate office operations; using spreadsheets, desktop publishing and/or word processing software in order to create business documents and professional presentations; exhibiting appropriate interpersonal teamwork and leadership skills in order to succeed in the business world; demonstrating a knowledge of acceptable values and behaviors in order to become ethically responsible employees; and developing an appreciation of diversity in the workplace. Industry standard office equipment and the most current Microsoft Office software available will be used in this course. Textbook(s): Office Systems Management 1, ISBN Office Systems Management 2 Course Code: Prerequisites: Office Systems Management 1, Business Management & Finance Academy student, Grade 12 This course provides students with advanced technology skills. Students will develop advanced skills using Microsoft s leading business desktop software and acquire the Microsoft Office Specialist credential in Word and Excel. Students will be expected to think analytically, manipulate information, and use the computer as a productivity tool through integrated application programs. Expertise in technology will contribute to students 36 37