HIGH SCHOOL PROGRAM OF STUDY

Transcription

1 DORCHESTER COUNTY PUBLIC SCHOOLS HIGH SCHOOL PROGRAM OF STUDY School Year STUDENT MISSION PLEDGE: All students will finish their programs of study and become college and career ready.

2 Every Child a Success Henry V. Wagner, Jr. Superintendent of Schools Gary A. McCabe, Sr. Assistant Superintendent for Administration Lorenzo L. Hughes Assistant Superintendent for Instruction THE BOARD OF EDUCATION OF DORCHESTER COUNTY 700 Glasgow Street Cambridge, Maryland ~ Fax BOARD MEMBERS Lorraine T. Henry President Philip L. Bramble, Jr. Vice President Glenn L. Bramble Glen A. Payne Philip W. Rice Dear Students and Parents/Guardians, The members of the Board of Education, administration, and staff of Dorchester County Public Schools are committed to providing each of our students with a quality education. As you are aware, we have embraced a student mission pledge that has each of you finishing your program of study and becoming college and career ready. This High School Programs of Study is an important tool to make all students goals achievable! It contains valuable information to assist students in making the very best course and program selection decisions. It also contains a wide variety of other valuable information about graduation requirements, assessments, diploma endorsements, grading, awards, and honors. Therefore, students and parents/guardians should take the necessary time to review this booklet together. In closing, I also urge students to take full advantage of all additional resources offered by Dorchester County Public Schools including teachers, counselors, and administrators as they chart their personal plan for success! Sincerely, Henry V. Wagner, Jr., Ed.D. Superintendent of Schools 1

3 DORCHESTER COUNTY SECONDARY SCHOOLS Cambridge-South Dorchester High School 2475 Cambridge Bypass Cambridge, MD North Dorchester High School 5875 Cloverdale Road Hurlock, MD Dorchester Career and Technology Center 2465 Cambridge Bypass Cambridge, MD Mace s Lane Middle School 1101 Mace's Lane Cambridge, MD North Dorchester Middle School 5745 Cloverdale Road Hurlock, MD South Dorchester School 3485 Church Creek Church Creek, MD New Directions Learning Academy 2455 Cambridge Bypass Cambridge, MD David Bromwell, Principal Teresa Berry, Assistant Principal Kirk Howie, Assistant Principal Michelle Ruark, Assistant Principal Lynn Webber, Principal Benjamin Hosch, Assistant Principal Lou Jones, Dean of Students Kermit Hines, Principal Andrew Buchanan, Assistant Principal Susie Price, Principal Robin Mackert, Assistant Principal Donnie Webb, Assistant Principal Bryan Yates, Dean of Students Vaughn Evans, Sr., Principal Sheri Hubbard, Interim Assistant Principal Frank Stout, Principal Greg Meekins, Administrator 2

4 PROGRAM OF STUDY DORCHESTER COUNTY HIGH SCHOOLS Student Mission Pledge All students will finish their programs of study and become college and career ready. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Mission Statement The mission of the Dorchester County Board of Education, in partnership with the community, is to provide leadership for excellence in teaching and learning for all students by: consistently advocating for resources continuously developing sound policies, and carefully monitoring student progress. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Vision Statement The Dorchester County Public Schools will provide continually improving educational programs in a safe and nurturing school environment with exceptional faculty and staff. This will be achieved through a cooperative and supportive partnership among school, home, and community. All students will acquire the self-discipline, knowledge, and skills necessary to become creative, self-sufficient lifelong learners and productive citizens. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ System Goals To establish high academic expectations for all children, particularly in the areas of reading, writing and mathematics To provide a well-trained, caring staff with strong visionary leadership To encourage parent/family involvement in the schools To make our schools safe, disciplined, and drug free ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ The Qualities of Graduates of Dorchester County Public Schools Principled Behavior and Decision Making Graduates will make decisions using honesty, integrity, humility, and justice. An Appreciation for Community and its Members Graduates will become responsible citizens within their community. Our graduates will treat others in a caring and respectful manner. They will be charitable and compassionate towards members of the community. A Value of Life-long Learning Students who graduate from Dorchester County Public Schools will value learning throughout their lifetime. They will be inquisitive and imaginative. A Strong Work Ethic Our graduates will be motivated to become responsible and productive members of society. A High Level of Self-Esteem and Self Worth Graduates of Dorchester County Public Schools will be healthy in mind and body. The Dorchester County Board of Education does not discriminate in admission, access, treatment, or employment in its programs and activities on the basis of race, color, sex, age, national origin, religion, disability, sexual orientation, or any other basis prohibited by law. Appropriate accommodations for individuals with disabilities will be provided upon request. The information in this announcement is available in alternative formats upon request. Concerns regarding the above are directed to Gary McCabe, Sr., Assistant Superintendent for Administration, Dorchester County Public Schools, 700 Glasgow Street, Cambridge, Maryland 21613, or by phone at , extension

5 TABLE OF CONTENTS GRADUATION REQUIREMENTS Graduation Requirements Pages 4 &5 Service Learning Requirement Page 5 Assessments Page 6 Completer Programs Page 8 Diploma Endorsements Page 10 National Honor Society Page 11 REGISTRATION GUIDELINES Courses Outside the Home School Page 12 Additional Ways to Earn Credit Page 12 Dual Enrollment Page 13 Alternatives to Four-Year Enrollment Page 14 Grade Point Averages Page 14 COURSES General Course Information Pages 15 & 16 Art Page 17 Career & Technology Education Page 18 English Page 31 Information & Technology Management Page 34 Mathematics Page 35 Multi-Department Courses Page 38 Music Page 39 Physical Education & Health Page 41 Science Page 42 Social Studies Page 45 Technology Education Page 47 World Languages Page 48 Courses for Students with Individualized Educational Page 49 Plans Program of Study Worksheet Page 50 4

6 GRADUATION REQUIREMENTS Enrollment Requirement The student shall satisfactorily complete four years of approved study beyond the eighth grade unless an alternative plan is approved by the Superintendent of Schools. Credit Requirement 23 Credits High School Assessments Requirement Algebra/Data Analysis; Biology; English; Government Service Learning Requirement 75 Hours Minimum Credit Requirements Subjects Credits Minimum Credit Requirements - 23 English 4 1 credit in English 9 1 credit in English 10 1 credit in English 11 1 credit in English 12 Science 3 1 credit in Biology 2 additional science credits Social Studies 3 1 credit in U.S. Government 1 credit in World History 1 credit in U.S. History Mathematics 4 1 credit in Algebra I 1 credit in Geometry or Geometric Concepts 2 additional mathematics credits Physical Education 0.5 ½ credit Physical Education Health 0.5 ½ credit in Health Education Foundations of 1 1 credit Foundations of Technology Technology Fine Arts 1 Art, Music and Theatre Arts courses Electives 6 Electives chosen should be courses and credits that apply toward Program Completion Options Program Completion Options Program completion options must still account for the credits listed above. University System of Maryland (2 credits of the same World Language or 2 credits of Advanced Technology); Career & Technology Education (5 credits at DCTC or 4 credits at CSDHS/NDHS) Community and Schools Together (CAST) (2 credits for students with an IEP) Dual Completer (Students who complete both University System of Maryland and CTE program requirements) These requirements meet and exceed Maryland State Department of Education requirements for high school graduation. 5

7 High School Assessments Requirement Students must pass the High School Assessments in Algebra/Data Analysis, Biology, and English 10. Please check with your school counselor for different opportunities to meet the High School Assessment requirement. See details on next page. World Language Option Students may elect to take two credits of the same world language rather than two credits of an advanced technology or a career and technology completer program. The world language option meets one of the criteria for qualifying the student for the University System of Maryland. It is recommended, however, that students who elect the world language option continue in the program beyond the second level, if possible. Foundations of Technology Requirement Students must fulfill a one-credit graduation requirement in technology. Advanced Technology Option Students may elect to take two credits of advanced technology rather than two credits of the same world language or a career and technology completer program. A student with the required math courses and two (2) credits of advanced technology will qualify as a University System of Maryland Completer. However, the student must verify the admissions requirements for each University System of Maryland institution to determine if the advanced technology courses meet the institution s admission requirements. Procedures for Promotion Promotion from one grade level to the next is based on the year the student entered the ninth grade as well as the number and types of credits earned as follows: Grade Minimum Additional Criteria Credits 10 4 A minimum of three (3) credits must meet State credit requirements, with at least 1 credit in English, 1 credit in math, and 1 credit in either social studies or science A minimum of eight (8) credits must meet State credit requirements, with at least 2 in English, 1 in math, and 1 in social studies and 1 in science required A minimum of thirteen (13) credits must meet State credit requirements, with at least 3 in English, 2 in math, 2 in social studies and 2 in science required. Service Learning Requirement One of the graduation requirements in the state of Maryland is 75 hours of service-learning. Dorchester County Public Schools' Service-Learning Program is designed to meet the needs of the community and our students. We emphasize service in grades 6-10 because this age group is at a decisionmaking turning point in their lives. Participation in dynamic opportunities to serve will impact our students for the rest of their lives. Service Learning Implementation in DCPS Service-learning projects are infused into the Social Studies, Science, or Health curricula. Students complete all of the hours necessary for the graduation requirement by completing these units in grades

8 Teachers also have the option of choosing other service-learning projects that fit immediate community and/or global needs. Each unit earns 10 hours of service-learning, and this data is recorded in Power School and documented on students report cards. Middle school students earn 20 hours each year, and high school students may earn 10 hours in US History and 10 hours in Government. The student's School Counselor will advise any transfer student of their required hours at registration. Transfer students need to show documentation of previous hours earned. Transfer students entering in these grades are required to complete the following number of hours of service-learning by graduation: Grades 6, 7 & 8 75 Hours Grade 9 40 Hours Grade Hours Grade Hours Grade Hours Students can complete service projects beyond the required hours and earn service-learning awards. Juniors and Seniors with at least 100 hours of service may be nominated for the state's Service Star award. Assessments Assessment is an important part of instruction. Students take a variety of tests during their years in public school, including state mandated achievement tests and county benchmarks. Students may also take college level exams related to advanced placement studies and scholastic aptitude tests required for college admission. A student s academic performance is based on more than test results; however, test and assessment results are vital to monitoring student progress, as well as evaluating and improving instruction and curricula to ensure student success. The state mandated assessments provide educators, parents, and the public valuable information about student, school, school system, and state performance. Contact the Division of Instruction, , or your school counseling office for details on the following tests. Additional information about the results of these assessments can be found at: High School Assessments (HSA) To graduate with a Maryland High School Diploma, students must meet all State course, service-learning and testing High School Assessment (HSA) requirements as well as Dorchester County graduation requirements. The four HSA tests algebra/data analysis, biology, English and government are based on the Core Learning Goals, which clearly outline course content and learning objectives for each content area. The content covered in HSA-related courses and on an HSA teat is a basic level of knowledge that will be built on as a student continues her/his education. Student entering ninth grade in school year and beyond must include the Government HSA score to meet a combined score of Passing scores for the four HSA content areas are: Algebra/Data Analysis: 412 Biology: 400 English: 396 Government: 394 (the entering 9 th graders in the school year WILL BE REQUIRED to pass or obtain a combined score of 1602 on the four HSAs to meet the graduation requirement) A student who earns a state-approved score on an Advanced Placement (AP) or International Baccalaureate (IB) test does not have to take the HSA in the related subject. The student will receive the passing score for the content area. The HSAs are given in October, January, May and July/August. A special, seniors-only, administration is given in April. Students can retake an HSA as many times as necessary to earn either a passing score or a score high enough to allow them to use a combined-score option. 7

9 Parallel Paths to Meet HSA Requirement The Bridge Plan for Academic Validation is an alternative path in order to meet Maryland s testing requirement for graduation. The Bridge Plan is not a shortcut for the HSA testing requirement. The Bridge Plan is an alternative for students who did not receive a passing score on a HSA after two attempts A student must have passed the HSA-related course A student cannot use the Bridge Plan unless she/he is clearly on the path to meeting other graduation requirements (course credits, attendance, service-learning, etc.) Students continue taking the HSA while completing the Bridge Project A student must participate in appropriate assistance during the Bridge Project Additional information on the Maryland High School Assessments and the Bridge Plan for Academic Validation can be found on the Maryland High School Assessments website Please see your school counselor for further information. The Alternate Maryland School Assessment (Alt-MSA) The Alternate Maryland School Assessment (Alt-MSA) is Maryland s assessment program designed for students in grades 3 through 8 and 10 with significant cognitive disabilities. A student is eligible to participate in the Alt-MSA, if through the Individualized Education Program (IEP) process, it has been determined they cannot participate in the Maryland State Assessment (MSA), even with accommodations. The Alt-MSA combines instruction consistent with the student s IEP and assessments. It assesses and reports student mastery of individually selected indicators and objectives from the reading, mathematics, and science content standards or appropriate access skills. A portfolio is constructed of evidence that documents individual student mastery of the assessed reading, mathematics, and science objectives that are aligned with grade level Maryland Content Standards. Students are assessed in the science content standards in grades 5, 8, and 10 only. The statewide performance standards reflecting three levels of achievement: Basic, Proficient, and Advanced are reported for the Alt-MSA. Individual student results are shared with the parent/guardian annually. For further information on the Alt-MSA, contact the Office of Special Education at Modified High School Assessments (Mod-HSA) The Mod-HSA are alternate assessments based on course-level Core Learning Goals and modified academic achievement standards designed for students receiving special education services who meet specific participation requirements. These end-of-course assessments in algebra/data analysis, biology, and English meet the Maryland graduation testing requirements. The English Language Proficiency Test (ELPT): ACCESS The English Language Proficiency Test (ELPT), ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners), is a secure large-scale English language proficiency assessment given to Kindergarten through 12th graders who have been identified as English language learners (ELLs). It is given to monitor students' progress in acquiring academic English ( The students are assessed in speaking, listening, reading, and writing. The assessment provides a comprehension score derived from the listening and reading domains. Individual student results are shared with the parent/guardian annually. For additional information on the ACCESS English Language Proficiency Test, please contact the ELL office at

10 Preliminary Scholastic Aptitude Test (PSAT)/ National Merit Scholarship Qualifying Test (NMSQT)/ Scholastic Aptitude Test (SAT I) In addition to the above state mandated assessments, high school students may opt to take a number of different tests offered by the College Board. The Preliminary SAT / National Merit Scholarship Qualifying Test (NMSQTV) is co-sponsored by the College Board and National Merit Scholarship Corporation. High school students take the PSAT/NMSQT which can qualify them for scholarships and prepare them for the SAT I. All eligible students in grades 9, 10, and 11 take the PSAT/NMSQT in October. Students in grades 10 and 11 take the PSAT and the test is paid for by the Board of Education. Students in grade 9 are responsible for the fees for the test. Fee waivers are available for qualifying students for all College Board testing (PSAT/SAT/ACT/AP). In order to qualify for a National Merit Scholarship, the student must take the PSAT/NMSQT in 11 th grade. This test measures student performance in language usage, writing, reading, and mathematics. The SAT I is used by colleges as one of several admissions requirements. It is normally taken by collegebound students in grades 10, 11, or 12. The College Board describes the SAT I as a test of reasoning that measures critical reading, writing, and mathematical reasoning skills students have developed over time and need to be successful academically. It is characterized as the best available independent, standardized measure of a student s college readiness. Check with your local high school guidance office for PSAT and SAT I testing dates. Please note that a preparatory course for the SAT I is listed as a program offering in this document. Advanced Placement (AP) Exams For each AP course, an AP Exam is administered at participating schools worldwide. High school students will take the Advanced Placement (AP) exams in specific subjects such as English, world language, chemistry, history, calculus, psychology, biology, economics, computer science, environmental sciences, and fine arts. Every student enrolled in an AP course will sign a contract agreeing to take the exam. A fee is required to take this exam. Except for AP Studio Art, which is a portfolio assessment, each AP Exam contains a free response section (either essay or problem solving) and a section of multiple choice questions. The modern language exams also have a speaking component, and the AP Music Theory Exam includes a sight singing task. Each AP Exam is given an overall grade of 1, 2, 3, 4, or 5, with 5 indicating a student who is extremely well qualified to receive college credit and/or advanced placement based on an AP Exam grade. Colleges and universities use the AP results to determine college preparedness, student motivation, and placement. Students have the opportunity to earn credit or advanced standing at most of the nation s colleges and universities. Check with your local high school counseling office for more information on the Advanced Placement courses, exams, and financial assistance for test fees or contact the Office of School Counselors at You can also visit College Board website at Completer Program Paths for High School The Maryland School Performance Program (MSPP) requires that high school students enroll in courses that prepare them for post-secondary education, gainful employment, or both. The school system has courses that, when taken in proper sequence, will prepare students for employment. These courses are offered at the high schools and Dorchester Career and Technology Center, and are approved by the Maryland State Department of Education: The five program completer options are 1. Career and Technology Education program completer 2. University System of Maryland completer 3. Advanced Technology completer 4. Dual completer 5. Community and Schools Together (CAST) Accordingly, in addition to accumulating the required number of credits, students must plan for one of the following options: 9

11 1. Career and Technology Education Completer Maryland Career and Technology Education (CTE) Programs of study are statewide model programs designed to prepare high school students for the 21 st Century s global economy and its rapidly changing workforce needs. CTE provides high school students an opportunity to pursue a sequential technical and academic program of study leading to advancement in a career field. High school CTE programs of study give students the opportunity to transition smoothly into further education or postsecondary education and to earn college credit and/or industry credentials in a career field of interest. All CTE programs are aligned to established academic and technical standards to ensure student preparation for college and careers. These programs also include work-based learning opportunities (e.g., internships, clinical experiences, or industrymentored projects) tied to the student s area of interest. Upon completion of a Maryland CTE program of study, students also have the option to earn college credits and/or industry-recognized credentials such as certifications and licenses. The student pursues a sequence of courses to develop skills in preparation for employment or postsecondary education upon high school graduation. The following career clusters and programs are offered at the designated sites: a. Clusters offered at the Dorchester Career and Technology Center (DCTC) Arts, Media and Communication Cluster: Interactive Media Production Construction and Development Cluster: Carpentry, Electricity, Heating, Ventilation and Air Conditioning (HVAC), Masonry, Welding, and Construction Design and Management Consumer Services, Hospitality and Tourism Cluster: Culinary Arts, Careers in Cosmetology Environmental, Agricultural and Natural Resources Cluster: CASE/Agriscience (Curriculum for Agriculture Science Education) Health and Biosciences Cluster: Medical Services Human Resource Services Cluster: Homeland Security and Emergency Preparedness/Criminal Justice, Fire Fighter 1/EMT, and Teacher Academy of Maryland Information Technology Cluster: IT Networking Academy (CISCO) Manufacturing, Engineering, and Technology Cluster: Digital/Industrial Electronics Transportation Technologies Cluster: Medium and Heavy Truck Technician Automotive Technology, Collision Repair and Refinishing Technician, b. Programs/Clusters offered at Cambridge-South Dorchester and North Dorchester High Schools Business Management and Finance Cluster: Accounting; requires students to complete the following courses, Computer Applications, Operating Systems, Computerized Accounting I and Computerized Accounting II Information Technology Cluster: Business Data Processing & Related Programs; requires students to complete the following courses, Computer Applications, Operating Systems, Visual Basic, and Web Page Design These career and technology completer programs are approved by the Maryland State Department of Education, Division of Career and College Readiness. Four credits are needed to complete these programs. 10

12 2. University System of Maryland Completer University System of Maryland Required Coursework Subject Year Courses English 4 Social Studies 3 Laboratory Science 3 Mathematics (Algebra I, Geometry, Algebra II) 3 The same World Language 2 or Advanced Technology Credits Academic Electives 6 The student pursues a sequence of courses in preparation for postsecondary education upon high school graduation. Minimum requirements include two years of the same world language or two credits in advanced technology courses, and Algebra I, Geometry, and Algebra II. The high school coursework requirements in the above table apply to students seeking admission to the following University System of Maryland institutions: Bowie State University Coppin State College Frostburg State University Salisbury University Towson University University of Maryland, Eastern Shore University of Baltimore University of Maryland, Baltimore County University of Maryland, Baltimore University of Maryland, College Park University of Maryland, University College Each University System of Maryland institution has guidelines for evaluating applicants who have not completed all the required courses for admission. In some cases, students who lack a required course are permitted to take it their freshman year in college. In other instances, students are permitted to demonstrate their competency in a given field as an alternative to passing a required high school course. While these represent the minimum high school course requirements for entry into University System of Maryland institutions listed above, individual campuses and programs may have additional admission requirements. Students should seek out these requirements by writing to the admissions director at the campus of choice. 3. Advanced Technology Completer The student must complete two credits that include Advanced Technology Education I and Advanced Technology Education II. 4. Community and Schools Together (CAST) The student (with an IEP) must complete two credits that include CAST A and CAST B /DCPS Division of Instruction 2010/DCPS Division of Instruction

13 5. Dual Completer The student pursues a sequence of courses that fulfills both Career and Technology Education and University System of Maryland requirements. Graduation Certificates Maryland High School Certificate of Program Completion This certificate shall be awarded only to students with disabilities who cannot meet the requirements for a diploma but who have met the following standards: The student is enrolled in an education program for at least 4 years beyond grade 8 or its age equivalent and is determined by an IEP team, with the agreement of the parents (guardian) of the student with disabilities, to have developed the appropriate skills to enter the world of work through integrated employment (competitive, supported or sheltered). The student has been enrolled in an education program for four (4) years beyond grade 8 or its age equivalent and will have reached age 21 by the end of the student s current school year. The decision to award a student with disabilities a Maryland High School Certificate of Program Completion will not be made until after the beginning of the student s last year in high school unless the student is participating in the Alternate Maryland School Assessment Program (ALT-MSA). Diploma Endorsements AP (Advanced Placement) Diploma Endorsement Dorchester County Public Schools believe that students who engage in rigorous programs should be recognized for their efforts. To provide this recognition, Dorchester County Public Schools has developed an AP Diploma Endorsement. In order to earn this AP Diploma Endorsement, a student must: Earn a minimum of four AP credits Earn all A s and B s in AP classes taken; those receiving a C are included, provided there is at least one offsetting A per C. Sit for a minimum of 4 AP exams Dorchester County High School Scholar s Certificate (formerly known as the High School Certificate of Merit) While earning the Maryland High School Diploma, a student may wish to work toward the Dorchester County High School Scholar s Certificate. This certificate recognizes students who elect a rigorous course of study. In addition to the basic graduation requirements, the student must: earn a Level III (or above) world language credit earn at least 12 credits in courses identified as AP or honors achieve a cumulative grade point average of 3.5 or above on a weighted scale for grades 9 12 Check with your guidance counselor for a list of specific courses which can be applied toward the Dorchester County High School Scholar s Certificate. Maryland Scholars Along with the Maryland State Department of Education (MSDE) and the Governor s Office, the Maryland Business Roundtable for Education is promoting Maryland Scholars, which encourages students to complete a rigorous and specific course of study with an emphasis on math, science, and foreign language (see 12

14 Maryland Scholars: Course of Study). The program mobilizes parents, teachers, school counselors, community leaders, employers, and business volunteers to inspire, motivate, and help students to achieve academic and, ultimately, professional and personal success. Pell-eligible students who complete the Maryland Scholars course of study could qualify for a federal Academic Competitive Grant, worth up to $750 for college freshmen and up to $1,300 for college sophomores. Additionally, college juniors and seniors who major in math, science, engineering, technology, or specific foreign languages and who carry at least a 3.0 GPA could qualify up to $4,000 in federal grant money. Maryland Scholars: Course of Study Courses in bold are not currently required for a Maryland High School diploma but are required for Maryland Scholars: English 4 credits Math 3 credits - algebra I; geometry; algebra II Science 3 lab science credits biology; chemistry; physics [is preferred but not required] Social Studies 3 credits U.S. history; world history, government World Language 2 credits both in the same language Students must have a 2.5 (un-weighted) GPA to qualify for the program. Students graduating with a GPA of 3.5 or higher receive extra recognition. ` State of Maryland Merit Scholastic Award These certificates are given in recognition of the excellence in scholastic achievement by earning a cumulative average within the top five percent of your graduating class. National Honor Society Beginning with the cohort of 2012, new guidelines for membership in the Ella B. Walter (CSDHS) and Kiakime (NDHS) Chapters of the National Honor Society (NHS) will take effect. In order to be considered for acceptance into the NHS, students must be a junior or senior and possess a 3.7 cumulative GPA on a weighted scale. Upon meeting this criterion, all eligible students as well as their parents/guardians will be sent a letter of notification that specifically outlines the application procedure for interested students. Once the applications have been received, they will be reviewed by a five person council comprised of faculty members of the respective school. The faculty council will select students that demonstrate outstanding performance in all four criteria of NHS - scholarship, leadership, service, and character. Those individuals whom the council selects will be notified of their acceptance and will then be invited to participate in a formal induction ceremony to which family members are invited to celebrate their accomplishments. In order to maintain active membership, students must complete 15 hours of community service as well as pay a one-time dues fee of twenty dollars. Moreover, students must continue to uphold a 3.7 term grade point average (on a weighted scale) as well as embody the four cornerstone criteria mentioned above. Finally, all matters related to NHS membership are governed by chapter by-laws. REGISTRATION GUIDELINES It is the responsibility of the student to carefully evaluate and select courses, and to obtain help from appropriate teachers, school counselor, or administrators. Parent/guardian involvement in the course selection process is critical for all students. Parent/guardians must approve course selection for all students younger than 18 years of age. Students have the right to participate in any part of the curriculum in accordance with nondiscriminatory practices. 13

15 Courses Outside the Home School Students may participate in curriculum offerings in any county public school provided that the course is not available at the assigned school, that there is space available in the course and that the students or parents/guardians provide their own transportation. Permission to exercise this option must be obtained from the principals or designees of the affected schools and from the parents or legal guardians. Parental approval for taking courses outside of the home school is not required for students 18 years of age or older. Additional Ways to Earn/Recover Credit In addition to earning credits during the regular school day and year, credits may be earned, at the discretion of the local school system, through various other programs. No student, however, may earn credit more than once for the same course. Additional ways to earn credit include: Summer School The secondary summer school program offers a number of secondary school courses. This program is offered to students who have completed and failed a course. Enrollment for review credit will be limited to those students with a final average of 40% or greater. Eligible students should contact the school counselor for a registration form and the current cost of the review credit class. Evening High School The Evening High Program is an instructional program that is offered each semester primarily for recovering credit. However, a student may take courses for original credit with a recommendation from a school guidance counselor or administrator and approval from the Supervisor of Student Services. Any student who is interested in taking a course in the Evening High Program should contact the school counselors for a registration form. Compass Learning Compass Learning is a web-based program designed to address a variety of student needs. Compass Learning courses are research-based and aligned with state and national curriculum standards. Enrollment for these courses is offered to students who have completed and failed a course. These courses may be taken during the school day, during Evening High, at the New Directions Learning Academy, during Summer School or from the student s home; students receive credit upon completion of the course. Eligible students should contact their school counselor regarding registration. College Courses With prior approval of the local Superintendent of Schools or the Superintendent s designee, credit toward high school graduation may be given for courses at accredited colleges that are not offered at the high school. The cost of these courses shall be borne by the student. Maryland Virtual Learning Online With prior consent of the principal, high school students may enroll in online courses for high school credit. Courses conducted online with the teacher physically separated from the students expand the range of learning opportunities offered to students. Teachers communicate with students online and via telephone. Traditionally, students are scheduled during the school day to work independently on course requirements. The local high school assigns students an online support teacher who monitors student progress and communicates with the student, parents, and online teacher as needed. For information, contact the local school or the Division of Instructional Services, [Online options for original credit may be available on a case by case basis.] Advanced Placement In addition to the AP courses listed in art, English, mathematics, science, and social studies, students may take the Advanced Placement tests in other areas for which they are uniquely prepared. Students should discuss these options with their subject area teacher and school counselor. 14

16 Independent Study Programs Independent study programs are available for students of proven ability and self discipline when needs and interests in a specific content area can no longer be met within the range of regular course offerings or for whom schools are unable to arrange appropriate schedules. To be eligible, students must have completed or be enrolled in the department s highest-level course and must obtain initial approval from the principal and the Assistant Superintendent for Instruction. Independent study credit is awarded for program experiences that take place within the school. The course should be compatible with the student s career plan, program of study, or interests. The student and instructor must develop a contractual plan to include objectives, activities, and criteria for evaluation. Prior to the beginning of the course, the plan is to be developed and submitted for approval the school principal. This is to be done at the time of course registration. A copy of this plan is to be included in the student s cumulative file. Dual Enrollment Dual enrollment is a program in which students in grades 11 or 12 split their time, taking classes in the home high school and a neighboring higher education institution or approved distance learning program. The student receives credit from both schools, and the grade awarded by the college teacher will be the grade of record at both schools. Students must obtain the permission of the School Principal for dual enrollment. Chesapeake College Dual Enrollment Program Overview The Dual Enrollment program allows eligible high school juniors and seniors who are at least 16 years old to earn college credit while still attending high school. College credits earned through Dual Enrollment can often be applied toward high school graduation requirements. Advantages to high school students include: Save money. Students pay only 75% of the normal tuition cost. Get a jump start on college courses. Explore career and interest options. Earn college credit and possibly high school credit at the same time. Earn college credits that may easily transfer to other colleges both in- and out-of-state. Admissions Criteria: Students must be a high school junior or senior and at least 16 years of age. Students must possess a cumulative GPA of 2.5 or greater. Students must attend a high school in the College s service region. Students must receive approval from the high school counselor to participate in the program. Costs: Dual Enrollment is affordable! Dual Enrollment student could expect to pay the following during a semester: 3 credits - $337.00; 6 credits - $649.00; 9 credits - $ Each price reflects 75% in-county tuition and fees, and excludes textbooks, which average about $100 per course. Costs are subject to change. (For example, PSC 150 -General Psychology - is a 3-credit class.) Classes are held at: Wye Mills Campus Cambridge Center Area high schools Internet offerings also available Steps to Enroll in the Chesapeake College Dual Enrollment Program Meet with your guidance counselor to find out if you are eligible to participate in the Dual Enrollment Program. If you are eligible, follow these easy steps to enroll: 1. Submit an admissions application to the Office of Admissions. 2. Take the Accuplacer test. (This test covers basic skills in critical reading, sentence skills, and math. If a student has taken the SAT and has received a score of 550 or better on the Critical Reading and Math sections, the student may be exempt from taking the Accuplacer test.) 3. Meet with an admissions counselor or college adviser to review your test scores and select classes. 15

17 4. Submit a Dual Enrollment Certification Form at the time of registration. a. A completed Dual Enrollment Certification form. b. A Maryland part-time grant application, which is available at 5. Pay your bill by the semester payment deadline. 6. Buy books and Go to class! Dual Enrollment grants are available to assist students with the cost of the tuition & fees! For more information, contact: Chesapeake College s Office of Admissions, P.O. Box 8, Wye Mills, MD Phone: , , or ext or [email protected] Web Address: Alternatives to 4-Year Enrollment in a Public High School In accordance with Board of Education policy (422.1), every student is expected to successfully complete four years of approved study beyond eighth grade to be eligible for a high school diploma. This policy makes provisions for waivers and early graduation. It is the intent of the policy that students plan for four years of study in high school, but on rare occasions requests for early graduation to enter college may be considered. Early Graduation The student chooses to earn a diploma by end of grade 11. All required credits, competency prerequisites, high school assessments, and student service learning requirements must be met by the end of grade 11. The local superintendent or designee must determine that the waiver is in the best interest of the student. Students should see their counselor in the spring of their sophomore year to begin the application process. Waiver of Senior Year/Early Admission to an Accredited College The student chooses to be a full-time student at an accredited college or approved vocational, technical, or other post-high school rather than attend a fourth year of high school. The student must have met all state competency prerequisites, high school assessments, and student service learning requirements prior to the fourth year, with the exception of English 12. The waiver must be approved by the School Principal. See your school counselor if you are interested in more information about this alternative. Weighted Grade Point Averages Beginning in the fall of 2008, both weighted and unweighted grade point averages (GPA) became available for all students. Students will earn point values for the earned grade based on the level of course (AP, Honors, and all other academic courses). The chart below describes the assigned weights for each grade earned. For students entering high school in the fall of 2008, the weighted GPA will be used for Honor Society qualifications, class ranking, and selection of valedictorian and salutatorian. For all students, both the weighted and unweighted GPA will be available for college transcripts and other GPA requests. Weighted Grade Point Averages Grade A B C D E AP Honors All other academic courses

18 Honors Courses Courses General Course Information & Designations Selected courses may be designated as honors. These courses are distinguished by greater sophistication of content presented, skills developed, and products expected. Courses eligible for honors designation are noted as such and receive weighted grading of.5. Honors courses are recommended for those students who plan to pursue post-secondary educations. Advanced Placement Courses (AP) Advanced Placement courses are demanding and challenging courses intended for students who demonstrate potential for college level work. The College Board sponsors the Advanced Placement Program, and it develops, administers, and grades examinations for each advanced placement course. Advanced Placement courses receive weighted grading of 1.0. Many universities and colleges grant advanced standing and/or college credit on the basis of how well a student performs on the Advanced Placement test. Information regarding advanced placement courses and examinations is available from the counseling office in each high school. Students are not required to take an advanced course in order to be eligible to sit for an advanced placement examination. It should be noted that a student s report card grade for an Advanced Placement course is determined by the classroom teacher. It is not a reflection of the results of the Advanced Placement test. Additionally, these courses that award weighted grading may require pre-course assignments as preparation for accelerated classroom learning in advanced curricula. Advanced Placement courses (AP) prepare students to take the Advanced Placement exams, and students who enroll in these courses are required to take the test. A fee is required to take these exams. STEM (Science, Technology, Engineering and Mathematics) Education STEM education is a trans-disciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy. Students engaging in the study of STEM embedded courses should develop into: Problem-solvers able to define questions and problems, design investigations to gather data, collect and organize data, draw conclusions, and then apply understandings to new and novel situations. Innovators creatively use science, mathematics, and technology concepts and principles by applying them to the engineering design process. Inventors recognize the needs of the world and creatively design, test, redesign, and then implement solutions (engineering process) /DCPS Division of Instruction

19 Self-reliant individuals able to use initiative and self-motivation to set agendas, develop and gain self-confidence, and work within time specified time frames. Logical thinkers able to apply rational and logical thought processes of science, mathematics, and engineering design to innovation and invention. Technologically literate individuals - understand and explain the nature of technology, develop the skills needed, and apply technology appropriately. The engineering component of STEM education puts emphasis on the process and design of solutions, instead of the solutions themselves. This approach allows students to explore mathematics and science in a more personalized context, while helping them to develop the critical thinking skills that can be applied to all facets of their work and academic lives. Engineering is the method that students utilize for discovery, exploration, and problem-solving. The technology component allows for a deeper understanding of the three other components of STEM education. It allows students to apply what they have learned, utilizing computers with specialized and professional applications like CAD, CAM, and computer simulations and animations. These and other applications of technology allow students to explore STEM subjects in greater detail and in practical application. For further information about the Maryland STEM initiative visit the MSDE web site: Transition to the Common Core State Standards In June 2010, Maryland became one of the first States in the nation to adopt the Common Core State Standards in mathematics and English language arts. The State Board adopted the standards by unanimous vote. The Common Core Standards is a state-led effort coordinated by the National Governor's Association and the Council of Chief State School Officers. Maryland became involved in the project in June 2009, when Governor Martin O'Malley and former State Superintendent of Schools Nancy S. Grasmick signed on to the initiative along with representatives from 48 other states and two territories. Maryland has launched a broad-based process to revise its curriculum to align with the new document. Hundreds of classroom educators, instructional leaders, administrators, and higher education representatives are helping State officials review, refine and align the current Maryland State Curriculum with the Common Core. Dorchester County High Schools will offer rigorous courses that are aligned with the new Common Core Standards for Mathematics, including, Common Core Algebra I, Common Core Geometry, and Common Core Algebra II. In addition, all high school English courses are aligned with the new Common Core State Curriculum. 18

20 Art Fine Arts Graduation Requirements (1 Credit) Courses that meet the Fine Arts requirement can be found in the Art, Music and Performing Arts, and Physical Education sections. Material Fees Please be aware that some courses may have fees attached to them. If these fees would prevent you from taking the course, please see your guidance counselor for assistance ART I (9-12) (1.0 credit) This is a foundation course for the visual arts student. Students participate in creative experiences using a variety of media and techniques. The course emphasizes drawing as well as the role of people as observers and recorders within their environment ART II (9-12) (1.0 credit) This course is designed to increase the students ability to use media and techniques through previous and newly acquired knowledge and skills. Prerequisite: Art I STUDIO I (10-12) Honors (1.0 credit) This is a course for artistically talented students. The highly individualized program emphasizes refining previously learned skills and knowledge through a problem solving approach. Prerequisite: Art II STUDIO II (10-12) Honors (1.0 credit) This course is designed for highly motivated students who express interest in the serious study of art. The students may specialize in a particular field of study and participate in specific experiences through a problem-solving approach. Prerequisite: Studio I STUDIO ART: DRAWING Advanced Placement (1.0 credit) This course is designed for highly motivated students who express interest in the serious study of art. Artworks will emphasize the quality, concentration and breadth for AP Studio Art portfolios. The goal is to show growth throughout the portfolio process. The course prepares students to take the Advanced Placement Studio Art exam, and students who enroll in this course are required to take the test. A fee is required to take this exam. Students may earn college credit if they pass the advanced placement test CRAFTS I (9-12) (1.0 credit) This is a foundation course for students interested in developing and producing original craft projects. Projects include weaving, sewing, construction, printing, dyeing, and carving. Instruction emphasizes effective use of time and the development of a skill for enjoyment or profit CRAFTS II (10-12) (1.0 credit) This course extends and refines the knowledge and skills learned in Crafts I. It includes experiences in weaving, sewing, dyeing, printing, carving, and construction. Prerequisite: Crafts I INDEPENDENT STUDY Art (11-12) (1.0 elective credit) See page 15 for course description. 19

21 Career & Technology Education Dorchester County Career and Technology Center CTE Program Information for the School Year During the school year students currently enrolled in a DCTC program (Tech Academy not included), whether a rising junior (11 th ) or senior (12 th ) would enroll in their current program for the Advanced levels for three (3) periods at the Dorchester Career and Technology Center (DCTC). Current 9 th grade Cambridge-South Dorchester Tech Academy students who were successful will have the option to: Enroll in Core (Construction Trades) or Intro to Mechanics (Transportation Trades) in the focus course during their 11 th grade year. This would be a 1 period course and would be followed by enrollment in the Advanced courses during their 12 th grade year for 3 periods, or Choose a direct entry program their 10 th grade year from the following list: CASE/Agriscience; Teacher Academy of Maryland; Medical Services; Homeland Security and Emergency Preparedness/Criminal Justice; IT Networking CISCO; Construction and Design Management; Interactive Media Production; Cosmetology This first course in the sequence would be a one period course (except for Cosmetology) and would be followed by enrollment their 11 th grade year in the second course in the sequence for one period (except for Cosmetology) and would be completed in their 12 th grade year over 3 periods. Upon successful completion of these options students would become a CTE Program completer and have the opportunity to acquire a Nationally Recognized Industry Certification and/or Articulated Credit with participating Post-secondary Institutions. Rising 11 th grade students who do not currently have a DCTC program would have the opportunity to enroll in any of the following programs if seat space is available: Culinary Arts; CASE/Agriscience; Teacher Academy of Maryland; Medical Services; Homeland Security and Emergency Preparedness/Criminal Justice; IT Networking CISCO; Construction and Design Management; Interactive Media Production; Carpentry; Electricity; Welding ; Heating, Ventilation, and Air Conditioning (HVAC); Masonry; Automotive Tech; Collision Repair and Refinishing; Medium and Heavy Truck These courses would be the second course in the sequence and would be for one period all year. The student would then return their 12 th grade year to complete the program during 3 periods. (This is only an option for 11 th graders during the school year. These students and these students only will meet the graduation requirement for program completion by completing 4 credits at DCTC.) Students who sign-up for and get scheduled into the Applied Technology Cluster will go through a rotation of 8 courses during the entire school year. Those courses are: Collision Repair and Refinishing, Medium and Heavy Truck Technician, Carpentry, Automotive Technology, Electricity, HVAC (Heating, Ventilation, and Air Conditioning), Masonry, and Welding. Students will receive 1 credit for the successful completion of cluster. At the end of the year, students will be given the opportunity to select their choice from those 8 courses in which they will attend for the following school year. Placement will be based on a student s grades during the cluster experience meaning that some students will be placed in their 2 nd and 3 rd choices. Students who are placed in Collision Repair and Refinishing, Automotive Technology, or Medium and Heavy Truck Technician will be enrolled in a course called Introduction to Mechanics. 20

22 Students who are placed in Carpentry, Electricity, HVAC, Masonry, or Welding will be enrolled in a course called CORE. Students who successfully complete CORE/Introduction to Mechanics will receive 1 credit. If successful in Introduction to Mechanics or CORE, students will return to Level I and II of the appropriate course during their senior year. Due to certification requirements, students must be successful in Introduction to Mechanics or CORE in order to return for Level I and must be successful in Level I and Level II. No student can be placed directly into Level I. Students who pass Cluster, Introduction to Mechanics or CORE, and Level I and II have met the Program Completion component required to graduate from high school in the State of Maryland. Students who successfully complete the program will have the opportunity to obtain industry certification, or value added credentials. Please note that none of the above applies to the Medical Services, Culinary Arts, CASE/Agriscience, Teacher Academy of Maryland, Careers in Cosmetology, Homeland Security and Emergency Preparedness/Criminal Justice, IT Networking Academy CISCO, Interactive Media Production, Computer Design and Management, or Fire Fighter 1/EMT Programs. Students are required to complete an application process prior to admission into a Career and Technology Program. Course Fees Please be aware that some courses may have fees attached to them. If these fees would prevent you from taking the course, please see your guidance counselor for assistance TECH ACADEMY (9) (1 credit) (All year) This is recommended for students interested in careers in one of the direct entry programs. Students examine and explore Construction Design and Management, Curriculum in Agricultural Science Education, Homeland Security/Criminal Justice, CISCO Computer Academy, Interactive Media Production, Medical Services, Teacher Academy of Maryland and Cosmetology. Students learn basic principles of technologies through formal instruction, direct hands-on experimentation, and simulation. Instruction emphasizes problem-solving methods and the integration of math, science, and other disciplines. Students have the opportunity to use computers, tools, machines, and materials in a variety of applications, to learn safe operating procedures, and to explore career opportunities. At the end of the year students will select a program for their 10 th grade schedule APPLIED TECHNOLOGY CLUSTER (10) (1 credit) (All year) This is recommended for students interested in careers in the mechanical and construction technologies. Students examine and explore Collision Repair and Refinishing, Automotive Technology, Carpentry, Medium and Heavy Truck Technician, Electricity, HVAC, Masonry, and Welding. Students learn basic principles of technologies through formal instruction, direct hands-on experimentation, and simulation. Instruction emphasizes problemsolving methods and the integration of math, science, and other disciplines. Students have the opportunity to use computers, tools, machines, and materials in a variety of applications, to learn safe operating procedures, and to explore career opportunities. This curriculum has been developed by the National Center for Construction Education and Research (NCCER), which is a nationally recognized educational foundation that was established to provide a standardized training program serving the construction, maintenance and pipeline industries. Upon successful completion of the Core Curriculum, which consists of eight modules, basic safety, introduction to construction math, introduction to hand tools, introduction to power tools, introduction to blueprints, basic rigging, basic communication skills and basic employability skills, students names will be entered into the National Registry, which maintains a database that list the names of students who have completed the construction modules. Students will then advance to Level I and II of their chosen program. National Automotive Technician s Education Foundation (NATEF) is an independent, non-profit organization with a single mission: To evaluate technician training programs against standards developed by the 21

23 automotive industry and recommend qualifying programs for certification (accreditation) by ASE, the National Institute for Automotive Service Excellence. The Automotive Technology, Collision Repair and Refinishing and Medium/Heavy Truck Technician programs at DCTC are all approved NATEF programs. NCCER and NATEF certifying agencies require students to wear Industry Standard safety shoes or boots CORE CARPENTRY (11) (Honors) (1 credit) (All year) CORE ELECTRICITY (11) (Honors) (1 credit) (All year CORE MASONRY (11) (Honors) (1 credit) (All year) CORE WELDING (11) (Honors) (1 credit) (All year) CORE HVAC (11) (Honors) (1 credit) (All year) INTRODUCTION TO MECHANICS: COLLISION REPAIR AND REFINISHING (11) (Honors) (1.0 credit) (All Year) This is the first in a sequence of three Collision Repair and Refinishing Courses in which students have the opportunity to obtain NATEF certification. Students will become familiar and learn basic knowledge and skills relative to the use of hand and power tools on automotive panels. Skills learned will be repairing damaged areas, grinding, filling, sanding, preparation of metal and plastic panels for paint, and final refinishing. Safety is stressed and enforced at all times. NATEF certifying agencies require students to wear Industry Standard safety shoes or boots INTRODUCTON TO MECHANICS: AUTOMOTIVE TECHNOLOGY (11) (Honors) (1.0 credit) (All Year) This is the first in a sequence of three Automotive Technology courses in which students will have the opportunity to obtain National Automotive Technicians Education Foundation (NATEF) certification. Students will work on safety, tools and equipment, brake systems, electrical systems, piston engine theory and diagnosis, and tire/wheel repair. NATEF certifying agencies require students to wear Industry Standard safety shoes or boots INTRODUCTION TO MECHANICS: MEDIUM/HEAVY TRUCK TECHNICIAN (11) (Honors) (1.0 credit) (All Year) This is the first in a sequence of three Medium and Heavy Truck Technician courses in which students have the opportunity to obtain NATEF certification while learning the basic principles of the diesel mechanics industry. Students will work on safety, general engine diagnosis, cylinder head and valve train diagnosis and repair, cooling systems, air induction, exhaust systems, and fuel systems. NATEF certifying agencies requires students to wear Industry Standard safety shoes or boots COLLISION REPAIR AND REFINISHING I (12) (Honors) (1.5 credits) (Semester 1) Student will learn advanced skills, including disassembly, assembly, aligning and adjusting parts and panels of the automobile. Included are hood panels, fenders, doors, deck lids, and bumpers. Interior trim, hardware, and glass are covered in this level, as well as masking, mixing and spraying undercoats and topcoats. Use of personal and protective safety equipment is required at all times. Reading, reading comprehension, math and vocabulary are necessary to be successful in this course. Prerequisite: Introduction to Mechanics Collision Repair and Refinishing course. NATEF certifying agencies require students to wear Industry Standard safety shoes or boots COLLISION REPAIR AND REFINISHING II (12) (Honors) (1.5 credits) (Semester 2) Students will refine skills learned in Auto Body I to include more in-depth information on vehicle construction technology, estimating, MIG welding, use of trade manuals, refinishing equipment, paint problems, color matching, custom painting, and final detailing. Additional emphasis is put on refining measuring skills, reading and vocabulary, and the importance of safety at all times. Prerequisite: Collision Repair and Refinishing course. NATEF certifying agencies require students to wear Industry Standard safety shoes or boots AUTOMOTIVE TECHNOLOGY I (12) (Honors) (1.5 credits) (Semester 1) 22

24 This is the second course in a sequence and builds on the knowledge and skills learned in the Introduction to Mechanics Automotive Technology course. Students are involved with experiences in measuring, adjusting, disassembling, assembling, and repairing gasoline engines. Experiences also include installing, maintaining, and rebuilding components of the electrical, fuel, drive, brake, exhaust, cooling, lubrication, and suspension systems. Instruction emphasizes the use of manufacturers service manuals and simulated on-the-job situations. Students have the opportunity for independent study. Prerequisite: Introduction to Mechanics Automotive Technology course. NATEF certifying agencies require students to wear Industry Standard safety shoes or boots AUTOMOTIVE TECHNOLOGY II (12) (Honors) (1.5 credits) (Semester 2) This is the third course in a sequence and follows automotive Technology I. It is recommended for the student who is planning to enter this occupational area, an apprenticeship program, or post-secondary training. Students are involved with introductory machining, measuring, estimating, specifications, testing equipment, and testing, repairing, and adjusting the various systems of an automobile. Instruction emphasizes service writing and problem solving through actual and simulated on-the-job situations. Students have the opportunity to take performance assessment tests to gain NATEF certification. Prerequisite: Automotive Technology I. NATEF certifying agencies require students to wear Industry Standard safety shoes or boots CARPENTRY I (12) (Honors) (1.5 credits) (Semester 1) This curriculum has been developed by the National Center for Construction Education and Research (NCCER), which is a nationally recognized educational foundation that was established to provide a standardized training program serving the construction, maintenance and pipeline industries. This is the second course in a sequence and builds on knowledge and skills learned in the CORE carpentry course. Students are involved with experiences in blueprint reading, measuring, laying out, assembling, and installing a variety of building trade materials. The curriculum follows NCCER guidelines and successful completion of competencies allows certification and placement on a national registry. Instruction emphasizes improving skills and construction knowledge through simulated on-the-job situations. Prerequisite: NCCER CORE Carpentry course. NCCER certifying agencies require students to wear Industry Standard safety shoes or boots CARPENTRY II (12) (Honors) (1.5 credits) (Semester 2) This curriculum has been developed by the National Center for Construction Education and Research (NCCER), which is a nationally recognized educational foundation that was established to provide a standardized training program serving the construction, maintenance and pipeline industries. This is the third course in a sequence and follows Carpentry I. It is recommended for the student who is planning to enter construction as a trade. Students are involved in blueprint reading, exterior finish, interior finish, insulation, roof components, wood products and concrete placement. The curriculum follows NCCER guidelines and successful completion of competencies allows certification and placement on a national registry. Instruction emphasizes improving skills and construction knowledge through simulated on-the-job situations. Prerequisite: Carpentry I course. NCCER certifying agencies require students to wear Industry Standard safety shoes or boots MEDIUM/HEAVY TRUCK TECHNICIAN I (12) (Honors) (1.5 credits) (Semester 1) This is the second course in a sequence that builds on the knowledge and skills learned in the Introduction to Mechanics Medium and Heavy Truck Technician. Students are involved in shop safety, general engine diagnosis, engine disassembly/ assembly and repair, engine brakes, and air/hydraulic brakes. Prerequisite: Introduction to Mechanics Medium and Heavy Truck Technician course. NATEF certifying agencies require students to wear Industry Standard safety shoes or boots MEDIUM/HEAVY TRUCK TECHNICIAN II (12) (Honors) (1.5 credits) (Semester 2) This is the third course in a sequence and follows Medium and Heavy Truck Technician I. Students work on steering systems, suspension systems, wheel alignment, wheels and tires, electrical systems, and preventive maintenance. Prerequisite: Medium and Heavy Truck Technician I course. NATEF certifying agencies require students to wear Industry Standard safety shoes or boots ELECTRICITY I (12) (Honors) (1.5 credits) (Semester 1) 23

25 This curriculum has been developed by the National Center for Construction Education and Research (NCCER), which is a nationally recognized educational foundation that was established to provide a standardized training program serving the construction, maintenance and pipeline industries. This is the second course in a sequence that builds on the knowledge and skills learned in the CORE electrical occupations course. Students are involved with experiences in electrical installations, repairing appliances, troubleshooting, maintenance, metering/measuring equipment, and blueprint reading. Upon successful completion of the Residential Electrical I Curriculum, student s names will be entered into the NCCER National Registry, which maintains a database that lists the electrical modules that student have successfully completed. Students will then advance to Electricity II. Prerequisite: CORE Electricity course. NCCER certifying agencies require students to wear Industry Standard safety shoes or boots ELECTRICITY II (12) (Honors) (1.5 credits) (Semester 2) This curriculum has been developed by the National Center for Construction Education and Research (NCCER), which is a nationally recognized educational foundation that was established to provide a standardized training program serving the construction, maintenance and pipeline industries. This is the third course in a sequence that builds on the knowledge and skills learned in the Electricity I course. It is recommended for the student who is planning to enter the electrical trade and/or the electrical apprenticeship program. Student s plan, layout, and install electrical materials and equipment found in residential dwellings and, to a lesser extent learn some commercial and industrial electrical applications. Upon successful completion of the Residential Electrical II course, student s names will be entered into the NCCER National Registry, which maintains a database that lists the electrical modules that students have successfully completed. Students may then enter a trade school or the electrical trade/apprenticeship program with advanced placement. Prerequisite: Electricity I course. NCCER certifying agencies require students to wear Industry Standard safety shoes or boots MASONRY I (12) (Honors) (1.5 credits) (Semester 1) This curriculum has been developed by the National Center for Construction Education and Research (NCCER), which is a nationally recognized educational foundation that was established to provide a standardized training program serving the construction, maintenance and pipeline industries. This course is the second in a sequence that builds on the knowledge and skills learned in the CORE masonry course. Students are involved with experiences using brick and block. Instruction emphasizes improving skills through projects and simulated on-the-job situations. Upon successful completion of the Masonry I course, student s names will be entered into the NCCER National Registry, which maintains a database that lists the masonry modules that students have successfully completed. Students will then advance to Masonry II course. Prerequisite: CORE Masonry course. NCCER certifying agencies require students to wear Industry Standard safety shoes or boots MASONRY II (12) (Honors) (1.5 credits) (Semester 2) This curriculum has been developed by the National Center for Construction Education and Research (NCCER), which is a nationally recognized educational foundation that was established to provide a standardized training program serving the construction, maintenance and pipeline industries. This is the third course in a sequence that builds on the knowledge and skills learned in the Masonry I course. It is recommended for the student who is planning to enter the masonry trade and/or the bricklayer s apprenticeship program. Instruction emphasizes blueprint reading, laying out, material and cost estimating, as well as additional applications of masonry construction through simulated on-the- job situations. Upon successful completion of the Masonry II course, student s names will be entered into the NCCER National Registry, which maintains a database that lists the masonry modules that students have successfully completed. Students may then enter a trade school or the masonry trade/apprenticeship program with advanced placement. Prerequisite: Masonry I course. NCCER certifying agencies require students to wear Industry Standard safety shoes or boots HEATING, VENTILATION AND AIR CONDITIONING (HVAC) I (12) (Honors) (1.5 credits) (Semester 1) This curriculum has been developed by the National Center for Construction Education and Research (NCCER), which is a nationally recognized educational foundation that was established to provide a standardized training program serving the construction, maintenance and pipeline industries. This is the second of three courses in a 24

26 series that builds on the knowledge and skills learned in the CORE HVAC class. Instruction emphasizes the development of basic entry level skills needed for the installation and service of HVAC systems including; tools of the trade, ductwork, basic electricity, pipefitting, refrigerant handling, soldering and brazing, and principles of fossil fuel heat, air conditioners and heat pumps. The student will also receive credit towards certification by the National Center for Construction Education and Research (NCCER) for each module successfully completed. Prerequisite: CORE HVAC course. NCCER certifying agencies require students to wear Industry Standard safety shoes or boots HEATING, VENTILATION AND AIR CONDITIONING (HVAC) II (12) (Honors) (1.5 credits) (Semester 2) This curriculum has been developed by the National Center for Construction Education and Research (NCCER), which is a nationally recognized educational foundation that was established to provide a standardized training program serving the construction, maintenance and pipeline industries. This is the third in the series of courses, and builds on the skills and knowledge developed in HVAC I. Instruction emphasizes the further development of entrylevel skills needed for the installation and service of HVAC systems including; duct system design, control circuits, EPA certification, and installation, maintenance and troubleshooting of air conditioners, heat pumps and fossil fuel boilers and furnaces. The student will also receive credit towards certification by the National Center for Construction Education and Research (NCCER) for each module successfully completed. Prerequisite: HVAC I course. NCCER certifying agencies require students to wear Industry Standard safety shoes or boots WELDING I (12) (Honors) (1.5 credits) (Semester 1) This curriculum has been developed by the National Center for Construction Education and Research (NCCER), which is a nationally recognized educational foundation that was established to provide a standardized training program serving the construction, maintenance and pipeline industries. This is the second course in a sequence and builds on the knowledge and skills learned in the CORE welding course. Students are involved with welding theory, manual flame cutting, and oxy-acetylene, electric arc, and TIG welding. Instruction emphasizes the selection of proper materials, the proper care and maintenance of equipment, and technical skill development. This program is also certified by the American Welding Society (AWS). Prerequisite: CORE - Welding course. NCCER certifying agencies require students to wear Industry Standard safety shoes or boots WELDING II (12) (Honors) (1.5 credits) (Semester 2) This curriculum has been developed by the National Center for Construction Education and Research (NCCER), which is a nationally recognized educational foundation that was established to provide a standardized training program serving the construction, maintenance and pipeline industries. This is the third course in a sequence and follows Welding I. It is recommended for the student who is planning to enter the trade, an apprenticeship program, or postsecondary certification training. Students are involved with simulated work experiences and have the opportunity to gain American Welding Society (AWS) certification. Instruction emphasizes automatic cutting, advanced oxy-acetylene, and electric arc welding, as well as TIG, MIG, and maintenance welding. Prerequisite: Welding I course. NCCER certifying agencies require students to wear Industry Standard safety shoes or boots CASE/Agriscience I - Introduction to Agriculture, Food, and Natural Resources (AFNR) (10) (Honors) (1 credit) (All year) The Introduction to Agriculture, Food, and Natural Resources course is intended to serve as the introductory course within the CASE/Agriscience Program of Study. The course is structured to enable all students to have a variety of experiences that will provide an overview of the fields of agricultural science and natural resources so that students may continue through a sequence of courses through high school. The knowledge and skills students develop will be used in future courses within the CASE/Agriscience program. The major purpose of the Introduction to Agriculture, Food, and Natural Resources (AFNR) course is to introduce students to the world of agriculture, the pathways they may pursue, and the science, mathematics, reading, and writing components they will use throughout the CASE/Agriscience curriculum. Woven throughout the course are activities to develop and improve employability skills of students through practical applications. Students will explore career and post-secondary opportunities in each area of the course. Students will experience exciting hands-on activities, projects, and problems. Student 25

27 experiences will involve the study of communication, the science of agriculture, plants, animals, natural resources, and agricultural mechanics. While surveying the opportunities available in agriculture and natural resources, students will learn to solve problems, conduct research, analyze data, work in teams, and take responsibility for their work, actions, and learning. For example, students will work in groups to determine the efficiency and environmental impacts of fuel sources in a practical learning exercise CASE/Agriscience I Principles of Agricultural Science Plant (ASP) (11) (Honors) (1 credit) (All year) The Principles of Agricultural Science Plant course is intended to serve as a foundation course within the CASE/Agriscience sequence. The course is structured to enable all students to have a variety of experiences that will provide an overview of the field of agricultural science with a foundation in plant science so that students may continue through a sequence of courses through high school. Students will work in teams, exploring hands-on projects and activities, to learn the characteristics of plant science and work on major projects and problems similar to those that plant science specialists, such as horticulturalists, agronomists, greenhouse and nursery mangers and producers, and plant research specialists face in their respective careers. This knowledge and skills will be used in future courses within the CASE/Agriscience program. Students will understand specific connections between the Plant Science lessons and Supervised Agricultural Experience, FFA, and LifeKnowledge components that are important for the development of an informed agricultural education student. Students will investigate, experiment, and learn about documenting a project, solving problems, and communicating their solutions to their peers and members of the professional community. Prerequisite: AFNR CASE/Agriscience II Principles of Agricultural Science Animal (ASA) (12) (Honors) (1.5 credits) (All year) The Principles of Agricultural Science Animal course is intended to serve as one of two foundational courses within the CASE/Agriscience sequence. The course is structured to enable all students to have a variety of experiences that will provide an overview of the field of agricultural science with a foundation in animal science so that students may continue through a sequence of courses through high school. Students will explore hands-on projects and activities to learn the characteristics of animal science and work on major projects and problems similar to those that animal science specialists, such as veterinarians, zoologists, livestock producers, or industry personnel face in their respective careers. The knowledge and skills students develop will be used in future courses within the CASE/Agriscience program. Students will understand specific connections between the Animal Science lessons and Supervised Agricultural Experience, FFA, and LifeKnowledge components that are important for the development of an informed agricultural education student. Students will investigate, experiment, and learn about documenting a project, solving problems, and communicating their solutions to their peers and members of the professional community. Prerequisite: ASP CASE/Agriscience III Natural Resources and Ecology (NRE) (12) (Honors) (1.5 credits) (Semester 2) A specialization course in the CASE/Agriscience Program of Study, Natural Resources and Ecology emphasizes the management of natural systems in an ecosystem context. Using concepts mastered in Plant Science and Animal Science, students will apply general ecological principles to agricultural systems and study how humans use and manage the natural ecosystems. The class will include discussion of contemporary policy issues and career orientation. Students will complete hands-on activities, projects, and problems designed to build content knowledge and technical skills in the field of Natural Resource Management as students. Prerequisite: ASP and ASA MEDICAL SERVICES I (Part One) (10) (Honors) (1.0 credits) (All year) This introductory course prepares students to become Certified Nursing Assistants (CNA). Students acquire the basic information about medical and legal ethics. They learn about the basic needs of the individual, sanitation, the structure and function of the healthy human body (mental and physical), and the specific needs of the body when it is infirm or injured. This course requires successful completion of a supervised practicum at an area nursing home. Students are responsible for the cost of liability insurance, uniforms, and CPR certification, and must have a watch. This course is limited to sixteen (16) students MEDICAL SERVICES I (Part Two) (11) (Honors) (1.0 credit) (All Year) 26

28 This introductory course prepares students to become Certified Nursing Assistants (CNA). Students acquire the basic information about medical and legal ethics. They learn about the basic needs of the individual, sanitation, the structure and function of the healthy human body (mental and physical), and the specific needs of the body when it is infirm or injured. Students are responsible for the cost of liability insurance, uniforms, and CPR certification, and must have a watch. This course is limited to sixteen (16) students MEDICAL SERVICES II (12) (Honors) (3.0 credits) (All year) This course is second in a sequence and follows Medical Services I. Successful completion of this course and Medical Services I is required for taking the CNA certification test. The course expands students patient care competencies and introduces advanced skills and knowledge for work as nursing assistants. Students develop skills to participate on a health care team through supervised clinical learning experiences in several health facilities. Students are responsible for their own transportation to and from the clinical learning experience. Students take the National Certified Nursing Assistant Examination upon completion of the course. Students are responsible for the cost of uniforms, First Aid certification and CNA application fees, and the criminal background check fee. This course is limited to sixteen (16) students because of testing and outside clinical placements. Prerequisite: Medical Services I CULINARY ARTS I (11) (Honors) (2.0 credits) (All year) This yearlong course introduces students to the Food Service industry. Instruction is given in basic skills and theory necessary to prepare simple foods. Safety and Sanitation regulations are enforced to maintain county health codes. Students are required to purchase a chef s uniform at their expense. Uniforms must be worn at all times in the lab as required by the American Culinary Federation CULINARY ARTS II (12) (Honors) (1.5 credits) (Semester 1) This course continues on skills learned in Culinary Arts I. Students practice basic food preparation skills while learning menu planning, cost control techniques and sanitation practices. Students apply the culinary basics, techniques, and professionalism learned towards employability. Students are required to become ServSafe Food Safety Certified by taking and passing the certification test. Students are responsible for the costs associated with the testing. Uniforms must be worn at all times in the lab as required by the American Culinary Federation. Prerequisite: Culinary Arts I course CULINARY ARTS III (12) (Honors) (1.5 credits) (Semester 2) This course is culmination of the skills acquired in Culinary Arts I and Culinary Arts II. Students will practice more advanced culinary skills, be introduced to management techniques, and learn about quality standards and regulations of food products while maintaining safety and sanitation requirements. The student will prepare a professional portfolio emphasizing their culinary abilities. Students are required to take the ACF certification test at the end of the program. Uniforms must be worn at all times in the lab as required by the American Culinary Federation. Prerequisite: Culinary Arts II course. HOMELAND SECURITY AND EMERGENCY PREPAREDNESS/CRIMINAL JUSTICE I (Honors) The Homeland Security and Emergency Preparedness/Criminal Justice (HSEP/CJ) Program is a Career and Technology Education instructional program which integrates government, academia, and private sector training/educational initiatives to help students understand how the United States and its interests worldwide are protected against threats to public safety, both natural and manmade, through effective communication, preparedness, detection, prevention, response and recovery. The program offers three career pathways: Homeland Security Sciences, Criminal Justice/Law Enforcement, and Information/Communications Technology. These three strands align with the six mission areas of the United States Department of Homeland Security: Intelligence and Warning, Protection of Critical Infrastructure and Key Assets, Border and Transportation Security, Domestic Counterterrorism, Defense against Catastrophic Threats, and Emergency Preparedness and Response. Pathway 1: Homeland Security Sciences Foundations of Homeland Security and Emergency Preparedness (10) (Honors) (1.0 credit) (All year) 27

29 This course introduces students to Homeland Security and Emergency Preparedness guidelines, concepts, and action plans. Emphasis is placed on unique aspects of public safety and public health. The course explores the various methodologies for intelligence gathering and dissemination and introduces students to various local, state, and federal assets. Students will prepare an action plan that includes initial notification, emergency response (on and off scene), and recovery Homeland Security Science (11) (Honors) (1.0 credit) (All year) This course introduces students to Homeland Security and Emergency Preparedness threats to public safety and health, decontamination, protection, detection and identification, and planning concepts. Emphasis is placed on the utilization of science to protect the public against chemical and biological threats. The course explores the various methodologies and capabilities and limitations for individual and collective protection, handheld and fixed detection, and field sampling and laboratory identification. Students will prepare a chemical and biological incident response plan as an end of course assessment. Pathway 2: Criminal Justice/Law Enforcement Foundations of Homeland Security and Emergency Preparedness (10) (Honors) (1.0 credit) (All year) This course introduces students to Homeland Security and Emergency Preparedness guidelines, concepts, and action plans. Emphasis is placed on unique aspects of public safety and public health. The course explores the various methodologies for intelligence gathering and dissemination and introduces students to various local, state, and federal assets. Students will prepare an action plan that includes initial notification, emergency response (on and off scene), and recovery Administration of Justice I (11) (Honors) (1.0 credit) (All year) This class introduces students to multiple aspects of criminal justice and law enforcement. Students explore the criminal process, various forces that impact law enforcement, and the rights of citizens. Students will understand the difference between juvenile and adult justice, and classifications of different crimes. This class will give students a general knowledge needed for students to enter various law enforcement careers at the federal, state, and local levels. Pathway 3: Information/Communications Technology Foundations of Homeland Security and Emergency Preparedness (10) (Honors) (1.0 credit) (All year) This course introduces students to Homeland Security and Emergency Preparedness guidelines, concepts, and action plans. Emphasis is placed on unique aspects of public safety and public health. The course explores the various methodologies for intelligence gathering and dissemination and introduces students to various local, state, and federal assets. Students will prepare an action plan that includes initial notification, emergency response (on and off scene), and recovery S.T.A.R.S. Course 1 Introduction to Geographic Information Systems and Remote Sensing (11) (Honors) (.5 credit) (Semester 1) This class introduces students to Geographic Information System (GIS) and Remote Sensing (RS) technology through academic study and applied instruction. This course is the foundation of the STARS Entry-Level GIS Technician Certification. Teachers and students will use a locally customized Geographic Information System (GIS) to learn about their local community. They will use the same data, imagery and software that NASA uses to study their state, county and school campus S.T.A.R.S. Course 2 Skill-Based Training for Geographic Information Systems and Remote Sensing (11) (Honors) (.5 credit) (Semester 1) This course will help the student learn the skills required to work on and/or build a Geographic Information Systems/Remote Sensing project. Students and teachers will follow a course of hands-on instruction to learn skills ranging from introductory digital mapping to image analysis. In this second course on the path to STARS Entry- 28

30 Level GIS Technician Certification, students are introduced to each skill with a real world application and led in the problem solving process. Follow-up applied practice application will direct the student to apply acquired skills to cases in the local community using the supplied data. This repetition will set the stage for further student driven projects. CRIMINAL JUSTICE/HOMELAND SECURITY AND EMERGENCY PREPAREDNESS II (12) (Honors) (3.0 credits) Pathway 1: Homeland Security Sciences Homeland Security Science Research Methods and Applications (12) (Honors) (1.5 credits) (Semester 1) This course will focus on developing the student s scientific research, problem solving and writing skills. Emphasis is placed on research and analysis, technical writing, team dynamics, and laboratory analysis and skills. The course actively engages the student in market survey techniques, technical publication layout and design, team building skills and role play, and proper implementation of laboratory instrumentation and equipment Internship/Capstone Experience (12) (Honors) (1.5 credits) (Semester 2) The Internship/Capstone Experience is the culminating course for the Homeland Security and Emergency Preparedness Program. This course is designed to provide students with the opportunity to extend and apply their classroom learning in one of the career areas of Homeland Security Sciences, Criminal Justice/Law Enforcement, or Information/Communications Technology. Students will have the option of completing an industry-mentored project, internship, or enrolling in a post-secondary course. They will play an integral part in determining which type of experience will be most beneficial and supportive of their individual goals. At the end of the course, students will compile a working portfolio which documents their academic and technical skill attainment and present it for critique. Subject to administrative approval, students will enroll in approved post-secondary courses in lieu of completing a project or internship. Links between secondary and post-secondary institutions will be established to allow students to dual enroll in criminal justice or environmental technology-related courses, receiving both high school and college credit. Pathway 2: Criminal Justice/Law Enforcement Administration of Justice II (12) (Honors) (1.5 credits) (Semester 1) This class will continue the student s knowledge of criminal justice and law enforcement. In this course students will be introduced to evidence collection, analysis, and forensic examination. The role of law enforcement officials as a first responder will also be discussed as well as the duties of police officers. Students will also identify various careers in law enforcement Internship/Capstone Experience (12) (Honors) (1.5 credits) (Semester 2) The Internship/Capstone Experience is the culminating course for the Homeland Security and Emergency Preparedness Program. This course is designed to provide students with the opportunity to extend and apply their classroom learning in one of the career areas of Homeland Security Sciences, Criminal Justice/Law Enforcement, or Information/Communications Technology. Students will have the option of completing an industry-mentored project, internship, or enrolling in a post-secondary course. They will play an integral part in determining which type of experience will be most beneficial and supportive of their individual goals. At the end of the course, students will compile a working portfolio which documents their academic and technical skill attainment and present it for critique. Subject to administrative approval, students will enroll in approved post-secondary courses in lieu of completing a project or internship. Links between secondary and post-secondary institutions will be established to allow students to dual enroll in criminal justice or environmental technology-related courses, receiving both high school and college credit. Pathway 3: Information/Communications Technology S.T.A.R.S. Course 3 Advanced Skill-Based Training for Geographic Information Systems and Remote Sensing (12) (Honors) (.75 credits) (Semester 1) 29

31 This course will continue to help students learn the skills required to work on and/or build a Geographic Information Systems/Remote Sensing project. Students and teachers will follow a course of hands-on instruction to learn skills ranging from introductory digital mapping to image analysis. Through Course 1 and Course 2, students learned some of the basic skills necessary to GIS. In Course 3, students will learn to apply those skills. Students will learn and apply Spatial Analyst and 3D Analyst. The ArcGIS Spatial Analyst extension allows students to examine the spatial relationships within a specific area as well as study site suitability. The ArcGIS 3D Analyst extension allows students to gain a different perspective on their environment by modeling surfaces three dimensionally. Students will also learn methods of integrating external hardware in order to incorporate real time data from GPS units in order to accurately survey their community. Combined with a trouble-shooting unit and general review of skills acquired in Course 2, Course 3 can become an invaluable tool S.T.A.R.S. Course 4 Geospatial Application Project (12) (Honors) (.75 credits) (Semester 1) This is the fourth and final course in the STARS Certification series. In the beginning of this course, students will use the Project Management Model to discuss and build a campus-wide base map. Once finished with the base map, each student selects one of the campus-based projects to complete. Each of the final projects are designed to let the students put their Geospatial skills to use. Each student will need to complete one project and achieve a 70% or higher on the written STARS exam to become STARS certified Internship/Capstone Experience (12) (Honors) (1.5 credits) (Semester 2) The Internship/Capstone Experience is the culminating course for the Homeland Security and Emergency Preparedness Program. This course is designed to provide students with the opportunity to extend and apply their classroom learning in one of the career areas of Homeland Security Sciences, Criminal Justice/Law Enforcement, or Information/Communications Technology. Students will have the option of completing an industry-mentored project, internship, or enrolling in a post-secondary course. They will play an integral part in determining which type of experience will be most beneficial and supportive of their individual goals. At the end of the course, students will compile a working portfolio which documents their academic and technical skill attainment and present it for critique. Subject to administrative approval, students will enroll in approved post-secondary courses in lieu of completing a project or internship. Links between secondary and post-secondary institutions will be established to allow students to dual enroll in criminal justice or environmental technology-related courses, receiving both high school and college credit. TEACHER ACADEMY OF MARYLAND DCTC s Teacher Academy of Maryland program is designed for students interested in becoming educators. This is a 2 year program. Students must successfully complete both years in order to get the college and/or training credit. Students must pass all 4 classes with a 76% or higher and meet the attendance requirements to receive child care training certification. Students must earn an 80% or higher in all 4 classes, meet the attendance requirements, and pass the Para Pro to be a candidate for college credit. For the safety of young children, students taking this course must pass a physical which may include drug screening and have the medical form on file prior to participation. A background check may be required prior to working with children. Proper dress when working with children is required. Students are responsible for materials and fees associated with the program. Seniors who have already completed TAM I with 80% or higher and currently enrolled in TAM II will have the opportunity to enroll in EBCE. This experience will provide students with additional on the job training on a daily basis in the educational setting. Transportation would be the responsibility of the student. Since on the job training can t be made up, attendance is critical. Excessive absences will affect performance and grade. Students will receive 2/3 s of their grade from their cooperating teacher, based on their daily performance. Students will need to maintain a portfolio including lesson plans they have written, samples of activities they completed, and a journal of their experiences, reflecting on what they did each day. Classroom visits and performance observations will be completed by the DCTC instructor. These components will be graded by the DCTC instructor and would be the final 1/3 of the grade. Students will be given the information on the following tests for certification: 30

32 ParaPro- for those students interested in pursuing an Associates degree or entering the world of work. This exam is given off campus. Transportation and exam fees are the student s responsibility. Praxis I- for those students interested in pursuing a Bachelor s degree in teaching (4 year program). This exam is given off campus. Transportation and exam fees are the student s responsibility. *As a part of their 2 year program, students are required to participate in the Education Academy Internship. Each student will be placed in a classroom for a minimum of 60 hours. The DCTC instructor will be responsible for arranging all placements. During these visits, students will be expected to dress and act in a professional manner and complete the tasks given by the cooperating teacher and DCTC instructor. It is the student s responsibility to maintain an attendance log. +In addition, students who successfully complete all 4 of the Teacher Academy of Maryland courses will receive the 9 Clock Hour Communication Course credit on their certificate. The communication outcomes and objectives are infused in each of the classes to ensure that an ample amount of time is spent on communication skills so students will encounter multiple experiences to practice these skills. Also, students will be exposed to soft skills needed to get a job or attend college as well as refreshers in concepts of English and math to increase the students marketability TEACHER ACADEMY OF MARYLAND I (Honors) Human Growth and Development through Adolescence (10) (Honors) (1.0 credit) (All year) This course focuses on human development from birth through adolescence. Emphasis is placed on theories of physical, cognitive, and psychosocial development, the effect of heredity and the environment, the role of caregivers and the family, health and safety concerns, and contemporary issues. Students explore special challenges to growth and development. Students will have opportunities for guided observation of children from birth through adolescence in a variety of settings to help students further understand theories of human development. Students will begin to develop the components of a working portfolio to be assembled upon completion of the internship.* Teaching as a Profession (11) (Honors) (1.0 credit) (All year) This course focuses on the profession of teaching its history, purposes, issues, ethics, laws and regulations, roles, and qualifications. Emphasis is placed on identifying the current, historical, philosophical and social perspectives of American education, including trends and issues. Students will explore major approaches to human learning. Students will participate in guided observations and field experiences in multiple settings to help them assess their personal interest in pursuing careers in this field and to identify effective learning environments. Students will continue to develop the components of a working portfolio to be assembled upon completion of the internship. Some of the major projects include a web quest, research paper and oral presentation.*+ TEACHER ACADEMY OF MARYLAND II (Honors) Foundations of Curriculum and Instruction (12) (Honors) (2 Credits) (Semester 1 extended) This course explores curriculum delivery models in response to the developmental needs of all children. Emphasis is placed on the development of varied instructional materials and activities to promote learning, classroom management strategies, and a supportive classroom environment. Students will explore basic theories of motivation that increase learning. Students will participate in guided observations and field experiences to critique classroom lessons in preparation for developing and implementing their own. Students will continue to develop the components of a working portfolio to be assembled upon completion of the internship. Students will be expected to maintain a portfolio during the 2 year program. This portfolio will be utilized throughout the two years. Students will need to be responsible for retaining this portfolio for use in the college classroom. * Education Academy Internship (12) (Honors) (1 credit) (Final 60 days) The internship is the culminating course of the Education Academy Program. Students will have an opportunity to integrate content and pedagogical knowledge in an educational area of interest. They will have an opportunity to extend and apply their knowledge about teaching in a classroom setting under the supervision of a mentor teacher. The students will complete their working portfolio and present it for critique. 31

33 CONSTRUCTION DESIGN AND MANAGEMENT The Construction Design and Management program is a four course Career and Technology Program of Study. Students will develop an understanding of the built world through the design and construction process. Each course uses a variety of teaching methodologies including project-based learning. Students will be engaged in each phase of the design and construction process as well as the construction management process. CONSTRUCTION DESIGN AND MANAGEMENT LEVEL I (Honors) Course I Introduction to Construction and Design (10) (Honors) (1 credit) (All year) 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 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 the complete basic projects, such as floor plans. In addition, students will begin to develop a better understanding of the fields interrelationships. The workplace situation is the pattern for this approach. Participation in SkillsUSA is encouraged Course II Principles of Construction Design (11) (Honors) (1 credit) (All year) This course provides students with an in-depth understanding of the construction design process. Students will complete a series of increasingly complex construction design projects in which they incorporate all aspects of the construction process, including zoning and regulation requirements; surveying; and project planning. Students will use design software to generate site plans (topography) as well as detailed building plans. The use of portfolios is introduced as a means of showing the developmental stages of a design project. Students will use 3D computer software to complete projects. The workplace situation is the pattern for this approach. Participation in SkillsUSA is encouraged. CONSTRUCTION DESIGN AND MANAGEMENT LEVEL II (12) Course III Advanced Design and 3-D Modeling (12) (Honors) (1 credit) (All year) Students will work in teams to fully develop designs and a construction management plan for a pre-determined site. In this year-long project, students begin with the legal description and topography of the site and develop a proposal for development. The construction design project must meet the client s needs, budget, and the site characteristics. Students will generate a series of plans to be included with the proposal for submission to an industry review panel for approval. The workplace situation is the pattern for this approach. Participation in SkillsUSA is encouraged Course IV Advanced Construction Management (12) (Honors) (1 credit) (All year) This course builds on an understanding of the construction design process to advanced knowledge and skill in construction management. In this course, students will be required to work in teams to complete development projects from existing plans. The year-long project will focus on building codes and standards, coordination of the construction process, estimating, planning and scheduling; and site management. The workplace situation is the pattern for this approach. Participation in SkillsUSA is encouraged Course V 3D Modeling and Design through SolidWorks (12) (Honors) (1 Credit) (All year) SolidWorks software is the standard in 3D design and mechanical engineering worldwide. SolidWorks is a design automation software that allows the user to experiment with different designs to create 3D models. SolidWorks is used by students, designers, engineers, and other professionals to produce simple and complex parts, assemblies, and drawings. Specific 3D CAD functionality includes advanced part, assembly and drawing development functionality including physical dynamics, surfacing, large assembly performance enhancing modes, routing and powerful drawing creation capabilities. Participation in SkillsUSA is encouraged. 32

34 12460 IT NETWORKING ACADEMY (CISCO) I Part One (10) (Honors) (1.0 credit) (All Year) IT Essentials/A+: PC Hardware and Software is a hands-on, career-oriented e-learning solution with an emphasis on practical experience to help students develop fundamental computer skills, along with essential career skills IT NETWORKING ACADEMY (CISCO) I Part Two (11) (Honors) (1.0 credit) (All Year) CCNA Discovery 1&2 curriculum helps students prepare for entry-level information and communication technology career opportunities and the CCENT certification, which helps students differentiate themselves in the marketplace to advance their careers. The curriculum covers the fundamentals of PC technology, networking, and security, and also provides an introduction to advanced concepts. Participation in SkillsUSA is encouraged IT NETWORKING ACADEMY (CISCO) II (12) (Honors) (3.0 credits) (All year) CCNA Discovery 3&4 teaches networking based on application, covering networking concepts within the context of network environments students may encounter in their daily lives from small office and home office (SOHO) networking to more complex enterprise and theoretical networking models. CCNA Discovery is designed for students with basic PC skills and foundational math and problem solving skills. CCNA Discovery helps prepare students for entry-level career opportunities, continuing education, and globally-recognized Cisco CCNA & CCNP or CCNA:Security certifications. Participation in SkillsUSA is encouraged PRINCIPLES AND PRACTICE OF COSMETOLOGY (10) (Honors) (2.0 credits) (All year) This course provides an introduction to the field of cosmetology. Students develop and practice basic skills in cosmetology; develop a broad understanding of the variety of career options available to a licensed cosmetologist; and learn how science and math is a fundamental aspect of the practice of cosmetology. Participation in SkillsUSA is encouraged. This course provides 360 of the 1500 hours required to take the Maryland State Cosmetology Examination. Students are required to take the Maryland State Cosmetology Exam in their senior year to complete the program and become a CTE completer. Uniforms and clinical shoes are required. A cosmetology kit deposit is required. Students not meeting the clock hour requirement will make-up hours outside of class time on approved activities ADVANCED COSMETOLOGY: THEORY AND APPLICATION (11) (Honors) (3.0 credits) (All year) This course allows students to develop and practice more advanced techniques in the field of cosmetology. Techniques and knowledge learned will include: facials, massage, make-up application, hair coloring, hair removal, artificial nails, application of the foundation knowledge of anatomy, physiology and chemistry and how it relates to the practice of cosmetology and demonstration and application of knowledge and skills acquired during in-school clinical and work-based learning experiences. Participation in SkillsUSA is encouraged. This course provides 560 of the 1500 hours required to take the Maryland State Cosmetology Examination. Students are required to take the Maryland State Cosmetology Exam in their senior year to complete the program and become a CTE completer. Uniforms and clinical shoes are required. Returning students are required to purchase a cosmetology kit. Students not meeting the clock hour requirement will make-up hours outside of class time on approved activities. Prerequisite Principles and Practice of Cosmetology MASTERY OF COSMETOLOGY (12) (Honors) (3.0 credits) (All year) (Completion of 1500 hours and take the licensing exam) This course provides students the opportunity to further refine and apply skills that support all aspects of the cosmetology industry. It will assist in preparing students to obtain employment and advance in the field of cosmetology upon passing the State Board of Cosmetologists licensing examination. Participation in SkillsUSA is encouraged. This course provides 560 of the 1500 hours required to take the Maryland State Cosmetology Examination. Uniforms and clinical shoes are required. Returning students are required to have a cosmetology kit. Students are required to take the Maryland State Cosmetology Exam in their senior year to complete the program and become a CTE completer. Students are responsible for the cost of the Maryland State Cosmetology examination. Students not meeting the clock hour requirement will make-up hours outside of class time on approved activities. Prerequisite Advanced Cosmetology: Theory and Application 33

35 12510 DIGITAL/INDUSTRIAL ELECTRONICS I (11) (Honors) (2.0 credits) (All year) This program is designed to provide students with the basic skills and knowledge necessary to succeed in the field of electronics and/or prepare for college. Students learn using classroom theory, computer software simulation, and troubleshooting. Students learn the basics of soldering and schematic diagram reading. An emphasis is placed on engineering notation, algebra, trigonometry, science and physics as students analyze direct current, alternating current, semiconductor devices, and analog circuits. The proper use of tools and test equipment is stressed. Participation in SkillsUSA is encouraged. Program not currently offered DIGITAL/INDUSTRIAL ELECTRONICS II (12) (Honors) (3.0 credits) (All year) Students will learn electronic communication theory as they construct, align, and tune their own AM/FM radio kit. Digital electronics is covered in the second term. In the second semester students will work on and study microprocessors, fiber optics, microwave transmission, computer technology, programmable logic controllers (PLSs) and Radio frequency (RF) filters using spectrum and network analyzers. Participation in SkillsUSA is encouraged. Program not currently offered INTERACTIVE MEDIA PRODUCTION I Part One (10) (Honors) (1.0 credits) (All year) Students will complete Principles of Arts, Media and Communication during the first year. This course provides students an understanding of all aspects of the Arts, Media and Communication industry. Students will examine the opportunities and requirements of the major career pathways in this industry INTERACTIVE MEDIA PRODUCTION I Part Two (11) (Honors) (1.0 credits) (All year) Students will complete Interactive Multimedia Production during the second year. This course will provide students an understanding of all aspects of the Interactive Media industry. Students will examine the opportunities and requirements of the major career pathways in this industry including: Communication and Broadcast Technologies, Multimedia Production, Graphic Design and Print Communication. These courses further develop student mastery of media design and the interactive media production process. Students will advance their knowledge and skills in media design and production through project planning and product development. Students will demonstrate the use of multiple tools and modalities in the production process INTERACTIVE MEDIA PRODUCTION II (12) (Honors) (3.0 credits) (All year) During semester two students will choose either the Advanced Interactive Multimedia Production strand or the Advanced Simulation and Gaming strand as an emphasis of study. Students selecting Advanced Interactive Multimedia Production will advance their knowledge and skills in multimedia design and production through project planning and product development. Students will demonstrate the use of multiple tools and modalities in the production process. Students who elect the Advanced Simulation and Gaming strand will focus on interactive media design, simulation and gaming. Students will advance their knowledge and skills through the design and development of simulation/gaming products /12550 FIRE FIGHTER 1/EMT (11-12) (Honors) (3 Credits) (All year) This program is offered every other year the next offering is in The Fire Science program is offered in partnership with instructors from the Maryland Fire and Rescue Institute (MFRI) of the University of Maryland. Students progress through courses on fire prevention and control and emergency medical technology. The program includes classroom instruction as well as formal training at local fire companies. Students are required to complete work-based learning and take the seven certification exams. Prerequisite: Students enrolling in this program must be a senior, must have completed a previous program of study, must be a cadet in good standing with a local fire company, and must be concurrently completing requirements toward graduation. 34

36 DCTC Program Paths Ninth Grade Tenth Grade Eleventh Grade Twelfth Grade Tech Academy Applied Tech Cluster Core (Construction) Advanced Courses Programs Construction Design & Management CISCO Homeland Security Interactive Media Production Medical Services Teacher Academy of Maryland Cosmetology One period/day/all year/ 8 rotations Students choose area of focus at the end of the year Placement will be determined by DCTC staff and administration and will be shared with home school for scheduling purpose. Carpentry Electricity HVAC Masonry Welding Auto Tech Collision Repair Medium/Heavy Truck One period/all year/ 8 rotations Students choose area of focus at the end of the year OR First course in the following programs: Construction Design & Management, CISCO, Homeland Security, Interactive Media Production, Medical Services, Teacher Academy of Maryland One period/day/ all year OR Carpentry Electricity HVAC Masonry Welding OR Introduction to Mechanics (Transportation) Programs) Auto Technology Collision Repair and Refinishing Medium/Heavy Truck One period/day/all year OR Second course in the following programs: Construction Design & Management, Curriculum in Agriscience Ed/CASE, CISCO, Homeland Security, Interactive Media Production, Medical Services, Teacher Academy of Maryland One period/day/ all year In the following programs: Construction Design & Management Culinary Arts Curriculum in Agricultural Science Ed/CASE CISCO Cosmetology Homeland Security Interactive Media Production Medical Services Teacher Academy of Maryland Carpentry Electricity HVAC Masonry Welding Auto Technology Collision Repair and Refinishing Medium/Heavy Truck Three periods/day/ all year OR Firefighter/EMT (offered every other year) three periods/all year) Cosmetology Two periods/day/all year OR Cosmetology Three periods/day/all year OR Culinary Arts Two periods/day/all year OR Firefighter/EMT (offered every other year) three periods/all year) 35

37 English/Language Arts Graduation Requirements for English (4 Credits) English 9 English English English (or (or an an AP AP English) English English 12 (or 12 an (or AP an English) AP English) Students must take the HSA at the conclusion of English II. Maryland identified the HSA in English II as the measure of student achievement in reading to meet the federal No Child Left Behind Act and accountability target for Maryland State Assessments (MSA) STRATEGIC READING FOR INFORMATION (1.0 credit) This course is designed to improve the reading, writing, and critical thinking skills of students who leave middle school performing significantly below grade level in those areas. This course supplements instruction in English/Language Arts I, and enrollment is required for students identified through test scores, work samples, and teacher referrals that document the need for further instruction in this area ENGLISH/LANGUAGE ARTS I (1.0 credit) This ninth grade course is the first of four that are designed to continue development of reading, writing, and critical thinking skills. It is intended for students who enter high school with reading and writing skills at or above grade level. The pace and content of this course equip students to succeed in high school courses that demand effective writing and critical reading and to meet the challenges of many postsecondary career and educational opportunities ENGLISH/LANGUAGE ARTS I Honors (1.0 credit) This ninth grade course is the first of four that are designed to accelerate development of reading, writing, and critical thinking skills. It is intended for students who enter high school with exceptional reading and writing skills. The fast pace and advanced content of this course stretch students abilities and equip them to meet the standards of most demanding postsecondary career and educational opportunities. Preparation for the SAT (college entrance test) begins in this course. Students who plan to earn college credit in junior and senior years by enrolling in Advanced Placement courses and passing the related tests begin their preparation in this honors class ENGLISH/LANGUAGE ARTS II (1.0 credit) This tenth grade course is the second in a series designed to continue to develop and refine reading, writing, and critical thinking skills. It addresses the Maryland Core Learning Goals for English and offers a challenging experience to students with strong reading and writing skills. The pace and content of this course equip students to succeed in courses that demand effective writing and critical reading and to meet the challenges of many postsecondary career and educational opportunities. The course includes some preparation for college entrance tests and requires students to write an informative research paper. This course requires students to take the High School Assessment in English that is required for graduation. Prerequisite English/Language Arts I ENGLISH/LANGUAGE ARTS II Honors (1.0 credit) This tenth grade course is the second in a series designed to accelerate development of and refine reading, writing, and critical thinking skills. It addresses the Maryland Core Learning Goals for English and offers a challenging experience to students with the strongest reading and writing skills. The fast pace and advanced content of this course stretch students abilities and equip students to meet the standards of the most demanding postsecondary career and educational opportunities. Students who plan to earn college credit by enrolling in Advanced Placement courses in junior and senior years and passing related AP tests should register for this honors class. Students are required to write a research paper in this course. This course requires students to take the High School Assessment in English that is required for graduation. 36

38 13065 ENGLISH/LANGUAGE ARTS III (1.0 credit) This eleventh grade course is the third in a series designed to continue to develop and refine reading, writing, and critical thinking skills. It addresses the Maryland Core Learning Goals for English. It offers a challenging experience to students with strong reading and writing skills. The pace and content of this course equip students to succeed in other high school courses that demand effective writing and critical reading and to meet the challenges of postsecondary career and educational opportunities. Students extend critical writing skills in analytic and expository essays, complete a persuasive research project, and prepare for the SAT ENGLISH/LANGUAGE ARTS III Honors (1.0 credit) This eleventh grade course is the third in a series of accelerated courses designed to refine reading, writing, and critical thinking skills. It addresses the Maryland Core Learning Goals for English. It builds a comprehensive base of experience and learning for students who are planning to take the Advanced Placement Test and/or apply for admission to postsecondary institutions with the most demanding entrance requirements. Students extend critical writing skills in analytic and expository essays, practice with timed writing exercises, complete a persuasive research project, and prepare for the SAT ENGLISH LANGUAGE AND COMPOSITION (11/12) Advanced Placement (1.0 credit) This is a college level course in language and composition. It addresses the Maryland Core Learning Goals for English. The purpose of the course is to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers. The course prepares students to take the Advanced Placement English exam, and students who enroll in this course are required to take the test. Students who earn a score of 3 (on a 5-point scale) on the AP exam may be eligible for college credit ENGLISH/LANGUAGE ARTS IV (1.0 credit) This twelfth grade course is the fourth in a series designed to extend reading, writing, and critical thinking skills. It addresses the Maryland Core Learning Goals for English and equips students to meet the demands of most postsecondary careers and educational opportunities. Students who succeed in this course meet the minimum objectives for college entrance. Learning activities include preparing for the SAT, writing essays, reading and analyzing literary selections, and producing a research paper on a self-selected topic ENGLISH/LANGUAGE ARTS IV Honors (1.0 credit) This twelfth grade course is the last in a series of accelerated courses designed to refine and enhance reading, writing, and critical thinking skills. It addresses the Maryland Core Learning Goals for English and is intended for students who have demonstrated the highest levels of knowledge and skill in previous courses. Honors English IV promotes the competencies students need to succeed in careers that demand strong language skills and in the most selective postsecondary institutions. The course includes critical reading and analysis of literature, college level essays, and an analytical research paper presented in MLA format ENGLISH LITERATURE AND COMPOSITION (12) Advanced Placement (1.0 credit) This is a college level course in literature and composition. Part of the course will be a literary research paper where students will develop and defend a thesis after close reading a work of significant literary merit. English 12 AP addresses the Maryland Core Learning Goals for English as well as emphasizes the refinement of critical reading and writing skills and is designed for students who are capable of doing college-level work while they are in high school. The course prepares students to take the Advanced Placement English exam, and students who enroll in this course are required to take the test. Students who earn a score of 3 (on a 5-point scale) on the AP exam may be eligible for college credit. 37

39 13110 CREATIVE WRITING (10-12) (1.0 elective credit) This course for tenth, eleventh, and twelfth grade students use the writing process to generate short stories, poetry, drama, and personal narratives. Students may independently explore specific areas of interest in the second half of the semester. Students are encouraged to seek publication of their writing through such means as classroom sharing, posting on the Internet, submission to literary magazines, and bulletin board displays JOURNALISM-Newspaper (10-12) (1.0 elective credit) This course assists students in learning the fundamentals of writing for mass media. Students master journalistic techniques of writing, editing, and publishing the school newspaper. Satisfactory performance in prior career and college preparatory or honors English classes is recommended for enrollment. JOURNALISM-Honors: School Newspaper Editor. See independent study page JOURNALISM-Yearbook (10-12) (1.0 elective credit) This course assists students in learning the fundamentals of writing for mass media. Students master journalistic techniques of writing, editing, and publishing the school yearbook. Satisfactory performance in prior career and college preparatory or honors English classes is recommended for enrollment. JOURNALISM-Honors: Yearbook Editor, See independent study page JOURNALISM-Newspaper and Yearbook (10-12) Honors (1.0 elective credit) This course is intended for students who have successfully completed Journalism I and II with exceptional grades and have been promoted by the publications advisor based on merit and initiative to the position of Editor-In-Chief, Co- Editor or Business Manager. These three positions carry with them many responsibilities and are only awarded to the students who have earned these positions through meeting strict deadlines, having exceptional writing skills in the journalistic style, and have been trained in business management ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) (9-12) (1.0 elective credit) This is a course designed to help English language learners acquire English language skills and develop the proficiency they need to meet graduation requirements and the challenges of post-secondary education and employment. It progresses from survival English through a continuum of basic skills in reading, writing, speaking, and listening. Assistance with English skills in content areas will also be provided. It may be taken more than one year, and an elective credit will be received each year that it is taken INDEPENDENT STUDY English/Language Arts (11-12) (1.0 elective credit) See page 15 for course description. 38

40 Information and Technologies Management Students may meet program completer requirements and status by successfully completing a series of four (4) of the following courses (see outline on page 4) COMPUTER APPLICATIONS (Honors) (1.0 credit) (All Year) (Course 1 for Sequence 1&2) This course builds on the information related to the use of Computer Applications with an emphasis on attaining Microsoft Office User Certification level skills. Areas of study include word processing, spreadsheets, databases, presentation technology, and cross application integration COMPUTERIZED ACCOUNTING I (Honors) (1.0 credit) (All Year) (Course 3 for Sequence 1) Using integrated accounting software; students learn to record and post transactions and develop a variety of financial statements COMPUTERIZED ACCOUNTING II (Honors) (1.0 credit) (All Year) (Course 4 for Sequence 1) Using integrated accounting software; students prepare income statements, statements of retained earnings, balance sheets, and statements of change in financial position. Prerequisite: Computerized Accounting I OPERATING SYSTEMS (Honors) (1.0 credit) (All Year) (Course 2 for Sequence 1&2) This course covers the fundamentals of the Personal Computer workstation operating system as well as its relationship to the Network Operating System. Students learn the various operations necessary to manage the PC, its devices, and its data. Students learn the theory as well as the practice of the Windows environment VISUAL BASIC (Honors) (1.0 credit) (All Year) (Course 3 for Sequence 2) This course introduces the student to programming using the Visual Basic programming language. The student will learn how to develop executable Windows applications using menus, dialog boxes and text entry. Course topics include event-driven concepts, program flow, debugging techniques, algorithms and database access WEB DESIGN (Honors) (1.0 credit) (All Year) (Course 4 for Sequence 2) This course introduces the student to the fundamentals of web site planning, design, implementation and administration. Course topics include Internet history, design fundamentals, HTML, and image composition and modification. During this course the student will work with a variety of web site development and management software. 39

41 Mathematics Graduation Requirement for Mathematics (4 Credits) Algebra I Geometry 2 Additional Mathematics Credits The selection of the appropriate mathematics course for each student should be based on individual needs and educational goals. Students seeking to qualify for admission to Maryland colleges and universities must have credits in at least algebra, geometry, and algebra II. Maryland identified the algebra/data analysis as the measure of student achievement in mathematics to meet the federal No Child Left Behind Act and accountability target for Maryland State Assessments (MSA) ALGEBRA/DATA ANALYSIS (1.0 credit) This course covers the study of (1) the basic language of algebra, equations, inequalities, relations, and functions, and (2) data analysis and probability. The course prepares students for Maryland High School Assessment for algebra I, which is required for graduation. This course fulfills the Maryland graduation requirement for algebra. This course does not prepare a student for Algebra II. (1 algebra credit) ALGEBRA I Common Core (1.0 credit) This course covers the study of (1) the basic language of algebra, equations, inequalities, relations, and functions. (1 algebra credit) GEOMETRY (1.0 credit) Common Core This course covers study of points, lines, planes, angles, proofs, two- and three-dimensional figures, congruence, similarity, right triangle trigonometry, and transformations. The use of computer software enhances teaching in this course. Prerequisite: Algebra I. (1 geometry credit) ALGEBRA II (1.0 credit) This course includes a study of the language of algebra, equations, inequalities, matrices, radicals, quadratics, polynomials, relations, functions, and data analysis. The use of a graphing calculator is essential to completion of this course. Prerequisite: Algebra I, Geometry ALGEBRA II (1.0 credit) Common Core This course includes a study of the language of algebra, equations, inequalities, matrices, radicals, quadratics, polynomials, relations, functions, and data analysis. The use of a graphing calculator is essential to completion of this course. Prerequisite: Algebra I, Geometry CONSUMER FINANCE (11-12) (1.0 credit) This course is based on national standards in mathematics, consumer finance, and technology and is designed as part of the transition from high school into the adult world and living independently. Through the use of the decision-making process, active learning, and reflection, students will gain skills in mathematics to increase their knowledge in the areas of income, money management, consumer rights and responsibilities, spending, credit, savings and investing ALGEBRA III (1.0 credit) This course is designed for students whose career or college plans are not in the fields of mathematics or science. This course continues the advanced study of algebra and covers functions, variations, quadratics, analytic geometry (circles, ellipses, parabolas, and hyperbolas). Prerequisites: Algebra II and Geometry. 40

42 17120 TRIGONOMETRY (1.0 credit) Honors Trigonometry involves the study of angles, the six trigonometric functions, right triangle trigonometry, trigonometric identities, applications, exponential and logarithmic functions, and graphing techniques of sinusoidal waves. Instruction emphasizes a thorough understanding of trigonometry, including study of both degree measures and radian measures. The course is designed for students whose career or college plans include further study of mathematics but do not rely primarily on math. Prerequisites: Algebra II or Algebra III and Geometry PRE-CALCULUS (1.0 credit) Honors This course, designed for students who intend to pursue careers in mathematics and engineering, focuses on trigonometry but also covers some topics from Algebra III and introduces topics that prepare students for calculus. Trigonometry topics include the study of angles, the six trigonometric functions, right triangle trigonometry, trigonometric identities, applications, exponential and logarithmic functions, graphing techniques of sinusoidal waves, and analytic geometry. (Teacher and/or school counselors recommendation is advised for enrollment in this course.) Prerequisites: Algebra II or Algebra III and Geometry CALCULUS (1.0 credit) Honors This is a course designed for advanced mathematics students pursuing careers in mathematics and engineering. Calculus is the mathematics of change. This course will have great depth and will move the students individually and collectively at a rapid pace. At the end of this students will not be prepared for the AP Calculus test. Prerequisites: Pre-Calculus CALCULUS AB (1.0 credit) Advanced Placement This course is designed for advanced mathematics students pursuing careers in mathematics and engineering and to allow capable students to experience the appropriate curriculum material, instruction, and practice to obtain college credits for calculus through the Advanced Placement Program. The course prepares students to take the Advanced Placement Calculus exam, and students who enroll in this course are required to take the test. A fee is required to take this exam. All topics on the College Board Outline for Calculus will have been appropriately experienced to promote maximum success. Topics will include limits, differentiation, applications of differentiation, applications of curve sketching, investigations of spherical functions, application of integration, and techniques of antidifferentiation. Prerequisite: Pre-Calculus STATISTICS AND PROBABILITY (1.0 credit) Statistics and Probability is the study of various ways of analyzing and displaying data. This course will study such topics as mode, median and mean; random samples and probability; binomial and normal distributions; estimating with large and small samples and using chi square distributions. Prerequisite: Algebra II STATISTICS (1.0 credit) Advanced Placement AP Statistics introduces students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploring data: describing patterns and departures from patterns; sampling and experimentation: planning and conducting a study; anticipating patterns: exploring random phenomena using probability and simulation; and statistical inference: estimating population parameters and testing hypotheses. Students who successfully complete the course and exam may receive credit, advanced placement or both for a one-semester introductory college statistics course. The course prepares students to take the Advanced Placement Statistics exam, and students who enroll in this course are required to take the test. A fee is required to take this exam INDEPENDENT STUDY-Mathematics (11-12) (1.0 credit) See page 15 for course description. 41

43 Multi-Department Courses EXPERIENCE-BASED CAREER EDUCATION (E.B.C.E.) (11-12) (0.5 elective Credit) EXPERIENCE-BASED CAREER EDUCATION (E.B.C.E.) (11-12) (1.0 elective Credit) This program is available for junior and senior students who wish to participate in community service or career exploration activities through community experience sites. The plan must be approved by the principal prior to the beginning of the student's senior year. Students have the option to take this course one period a day for one credit or two periods for two credits APPROPRIATE ASSISTANCE (1 elective credit) This is an elective credit course designed to strengthen a student's abilities in the fundamentals of an assessed subject for students who have not passed the High School Assessment in any course. Prerequisite: Teacher recommendation only APPROPRIATE ASSISTANCE (0.5 elective credit) This is an elective credit course designed to strengthen a student's abilities in the fundamentals of an assessed subject for students who have not passed the High School Assessment in any course. Prerequisite: Teacher recommendation only HSA SUCCESS (1 elective credit) This is an elective credit course designed to strengthen a student s abilities in the four High School Assessment courses. This course is designed to take concurrently with the assessed courses HSA SUCCESS (0.5 elective credit) This is an elective credit course designed to strengthen a student s abilities in the four High School Assessment courses. This course is designed to take concurrently with the assessed courses SUPERVISED COOPERATIVE WORK EXPERIENCE PROGRAM (S.C.W.E.P.) (11-12)(0.5 Credit) SUPERVISED COOPERATIVE WORK EXPERIENCE PROGRAM (S.C.W.E.P.)(11-12) (1 Credit) (Honors) This is a supervised training program for senior students to get work experiences outside the school or classroom setting. Students should contact the career and technology teacher or guidance counselor for specific program planning. Students may earn a maximum of four credits in this program, which may be taken only as part of an approved career and technology program. Pre-requisite: Student must have met High School Assessment graduation requirement DIVERSIFIED OCCUPATIONS (12) This non-credit-earning course is an option for senior students who wish to participate in paid community or career exploration activities through community experience sites. The plan must be approved by the principal prior to the beginning of the student's senior year. Students have the option to take this course one or two periods a day, with a maximum of four periods per year. Pre-requisite: Student must have met High School Assessment graduation requirement DUAL ENROLLMENT Honors (see more information on page 13) SAT PREPARATION (10-12)(0.5 elective Credit) This is an elective course for students who wish to extend their critical reading, math and study skills in preparation for the Scholastic Aptitude Test. (.5 elective Credit) 42

44 Music and Performing Arts Fine Arts Graduation Requirements (1 Credit) Courses that meet the Fine Arts requirement can be found in the Art, Music, and Performing Arts program sections GENERAL MUSIC (1.0 credit) This basic course in music offers students musical experience through singing, listening, rhythmic responses, and other creative activities MUSIC APPRECIATION (1.0 credit) This is an elective course for students who enjoy listening to and learning about a wide variety of music. It focuses on a broad, basic history of music composers and some of their music. The study of composers, historical periods, and various styles of music is included CHORAL MUSIC (1.0 credit) This performance-oriented class offers students opportunities to acquire and improve skills in performing choral music of many styles. Extracurricular activities and performances are required CHORAL MUSIC (12) Honors (1.0 credit) This performance-oriented class offers students opportunities to extend skills in performing choral music of many styles. Extracurricular activities and performances are required. Students who are selected for All State Chorus or All Shore Chorus will also have the opportunity to enroll in the course CHORAL ENSEMBLE (1.0 credit)honors This performance oriented class offers students opportunities to extend skills in performing choral music of many kinds. Membership in this selective class is based on vocal audition. Students perform choral music in various styles, A capella and with accompaniment. Extracurricular activities and performances are required. Prerequisite: Choral Music BAND (1.0 credit) This is the performing organization of instrumental music. The bands are in the following divisions: Marching Band, Concert Band, Stage Band, Brass Ensemble, Woodwind Ensemble, and Soloist. Extracurricular activities and performances are required BAND (12) (1.0 credit) Honors This is an advanced performing organization of instrumental music. Extracurricular activities and performances are required. Students who are selected for All State Band or All Shore Band will also have the opportunity to enroll in the course PIANO INSTRUCTION I (1.0 elective credit) This is an elective course for students who demonstrate an ability and interest in learning to play the piano. The course also includes music theory, music history, piano technique, and composition. 43

45 19095 PIANO INSTRUCTION II (10-12) (1.0 elective credit) This is an elective course for students who demonstrated an accelerated ability and interest in learning to play piano. This course requires that the student has passed Piano Instruction 1 with an 80% or better and a teacher recommendation for admittance for the course. Students will be required to learn more difficult music selections, along with more advance music theory including chord tonality, complex rhythms, and classical compositional theory. Prerequisites: Piano I JAZZ ENSEMBLE (1.0 credit) This course acquaints students with styles of the jazz idiom. Performing and extensive listening improves the students understanding of jazz, whether it be pop or established jazz styles. Students transcribe music from sheet music or scores for their respective instruments. Students learn basic improvisation of 12-Bar blues and simple model patterns. Each student learns improvisation at an individual level. Extracurricular activities and performances are required JAZZ ENSEMBLE (12) (1.0 credit) Honors This course provides advanced instruction with styles of the jazz idiom. Performing and extensive listening improves the students understanding of jazz, whether it be pop or established jazz styles. Students transcribe music from sheet music or scores for their respective instruments. Students learn basic improvisation of 12-Bar blues and simple model patterns. Each student learns improvisation at an individual level. Extracurricular activities and performances are required. Students who are selected for All State Band will also have the opportunity to enroll in the course MUSIC THEORY (1.0 elective credit) Advanced Placement Music Theory is an elective course designed for students who are seriously considering music as a career or having a strong interest in composition. The course includes harmony, solfeggio, dictation, composition, and conducting and will review some form, history and the elements of music THEATER AND RELATED ARTS I (1.0 credit) This course is an introductory class in drama. Students learn basic acting techniques, basic stage production and history of the theatre as it relates to past and present cultures THEATER AND RELATED ARTS II (1.0 credit) This course is designed for students who have completed previous course work in drama. It focuses on advanced acting techniques and the technical aspects of stage production. Students are required to participate in extra curricular theatre and community programs. Prerequisites: Theatre I and teacher recommendation INDEPENDENT STUDY/Honors (1.0 credit) Performing Arts (11-12) See page 15 for course description. 44

46 Physical Education and Health HEALTH (.5 credit) (Graduation Requirement) The health course content prepares students with knowledge and skills necessary to make responsible decisions in establishing lifelong, health-promoting behaviors. Topics include personal and consumer health; disease prevention, nutrition and fitness, safety, first aid, injury prevention, tobacco, alcohol and other drugs, mental health, family life, and human development and sexuality. This course fulfills the graduation requirement PHYSICAL EDUCATION (.5 credit) (Graduation Requirement) This physical education course consists of an assessment of health related components of fitness and the formulation of individual fitness programs. It is designed to provide students with knowledge and skills needed to engage in a physically active, healthy lifestyle throughout life. Students will develop and implement personal fitness plans. The program includes individual and team sports, (ie; soccer, flag football, basketball, field hockey, volleyball, and softball), recreational activities, strength training, and other fitness and aerobic-type activities that can be included as part of the personal fitness plan for students. This course fulfills the graduation requirement PHYSICAL EDUCATION (10-12) (0.5 credit) This elective course is designed to provide students with knowledge and skills needed to engage in a physically active, healthy lifestyle throughout life. Students will develop and implement personal fitness plans, instruction in team, individual, and fitness activities that have a carry-over for later life. Instruction helps students become more physically adept in all components of physical fitness PHYSICAL EDUCATION (10-12) (1.0 credit) This elective course is designed to provide students with knowledge and skills needed to engage in a physically active, healthy lifestyle throughout life. Students will develop and implement personal fitness plans, instruction in team, individual, and fitness activities that have a carry-over for later life. Instruction helps students become more physically adept in all components of physical fitness WEIGHT TRAINING (9-12) (0.5 or elective credit) This comprehensive course helps students become more physically adept in all aspects of physical fitness. Weight training will be stressed, along with flexibility exercises, agility exercises, plyometrics, and aerobics WEIGHT TRAINING (9-12) (1.0 elective credit) Graduation Requirements (1 Credit) Graduation requirement:.5 credit Health,.5 credit Physical Education The general physical education program is adapted to meet the needs of a student with a disability through modifications and accommodations.. This comprehensive course helps students become more physically adept in all aspects of physical fitness. Weight training will be stressed, along with flexibility exercises, agility exercises, plyometrics, and aerobics. 45

47 Science ENVIRONMENTAL SCIENCE I (9) (1.0 lab science credit) Environmental Science I is an introductory science course that has essential content for Biology I and the Biology HSA. The content is presented in the context of our immediate environment and includes decision-making processes based on sound ecological concepts. Outdoor education activities and projects intended to benefit our immediate surroundings are included in the class. This course satisfies the Environmental Literacy graduation requirement. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education ENVIRONMENTAL SCIENCE I (9) Honors (1.0 lab science credit) Environmental Science I is an introductory science course that has essential content for Biology I and the Biology HSA. The content is presented in the context of our immediate environment and includes decision-making based on sound ecological concepts. Outdoor education and projects intended to benefit our immediate surroundings are included in the class. In the Honors course, science content is more rigorous and covered in greater depth. This course satisfies the Environmental Literacy graduation requirement. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education BIOLOGY I Accelerated (9) Honors (1.0 lab science credit) Biology I Accelerated Honors covers the content of Biology I Honors and Environmental Science I Honors. It is a course designed to present students with a molecular and cellular evolutionary view of life on earth. Students explore and discover principles that may be in operation universally that cause life forms to arise, prosper, and change in any appropriate environment. Biological concepts explain the uniqueness and interdependence of living organisms, their interactions with the environment, and the continuation of life on earth. At the Honors level, the science content is also more rigorous and covered in greater depth. The course prepares students for the Maryland High School Assessment for Biology. This course satisfies the Environmental Literacy graduation requirement. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education BIOLOGY I (10) (1.0 lab science credit) Biology is a course designed to present students with a molecular and cellular evolutionary view of life on earth. Students explore and discover principles that may be in operation universally that cause life forms to arise, prosper, and change in any appropriate environment. Biological concepts explain the uniqueness and interdependence of living organisms, their interactions with the environment, and the continuation of life on earth. The course prepares students for the Maryland High School Assessment for Biology which is required for graduation. Prerequisite: Environmental Science I. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education BIOLOGY I (10) Honors (1.0 lab science credit) Graduation Requirements for Science (3 Credits) Students must take the Biology HSA at the conclusion of Biology. Biology is a course designed to present students with a molecular and cellular evolutionary view of life on earth. Students explore and discover principles that may be in operation universally that cause life forms to arise, prosper, and change in any appropriate environment. Biological concepts explain the uniqueness and interdependence of living organisms, their interactions with the environment, and the continuation of life on earth. In the Honors section, students extend learning through the study of more challenging content. The course prepares students for the Maryland High School Assessment for Biology which is required for graduation. In the Honors course, science content is more rigorous and covered in greater depth. Prerequisite: Environmental Science I. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education. 46

48 21055 PHYSICAL SCIENCE (11-12) (1.0 lab science credit) This course provides a background in Chemistry and basic Physics. Topics such as matter, chemical bonds, chemical reactions, solutions, and organic compounds, motion, forces, energy, machines, electricity, magnetism, sound and light are covered. Prerequisite: Biology I. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education PHYSICAL SCIENCE (11-12) Honors (1.0 lab science credit) This course provides a background in Chemistry and basic Physics. Topics such as matter, chemical bonds, chemical reactions, solutions, and organic compounds, motion, forces, energy, machines, electricity, magnetism, sound and light are covered. In the Honors course, science content is more rigorous and covered in greater depth. Prerequisite: Biology I. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education CHEMISTRY I (10-12) (1.0 lab science credit) This course provides the basic principles of chemistry through a program of theory, experimentation, and problem solving. Lab exercises, teacher demonstrations, and video demonstrations illustrate the various physical phenomena. This course is offered for students who wish to continue advanced programs of study. Prerequisites: Biology I, Algebra I, and Algebra II. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education CHEMISTRY I (10-12) Honors (1.0 lab science credit) This course provides the basic principles of chemistry through a program of theory, experimentation, and problem solving. Lab exercises, teacher demonstrations, and video demonstrations illustrate the various physical phenomena. This is offered for students who wish to continue advanced programs of study. In the Honors course, science content is more rigorous and covered in greater depth. Prerequisites: Biology I, Algebra I, and Algebra II or Geometry. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education PHYSICS (11-12) Honors (1.0 lab science credit) This course focuses on the interrelationships of matter and energy in the universe. Instruction emphasizes Newtonian Physics with some application to modern topics. Lab exercises, teacher demonstrations, and video demonstrations illustrate the various physical phenomena. Prerequisites: Biology I, Algebra I, Algebra II, and Geometry. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education HUMAN ANATOMY AND PHYSIOLOGY (10-12) Honors (1.0 lab science credit) This course offers in depth study of the structure and function of the human body. It is designed for students who wish to major in biological sciences in their later education or those wishing to pursue careers in the allied health professions. Prerequisite: Biology I. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education ENVIRONMENTAL SCIENCE II (11-12) Honors (1.0 lab science credit) Environmental Science II is a course designed for students who have met their high school science requirements and are interested in exploring further a variety of environmental fields. It expands on the concepts studied in Environmental Science I. Prerequisite: Environmental Science I and Biology I. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education SCIENCE, TECHNOLOGY AND SOCIETY (10-12) (1.0 elective credit this is not a lab course) Science, Technology, and Society encourages students to explore and understand the ways in which science and technology shape culture, values, and institutions and how such factors, in turn, shape science and technology. Topics covered include how science and technology enter society and how they change as a result of social processes.this 47

49 interdisciplinary course combines the sciences and the humanities to investigate the nature of human beings in a technological world. A contracted reading program generates term grades, while classroom discussion focuses on the nature and consequences of Science in the 21 st Century. In seminar-styled classes, students critically examine each individual s place in society. Situational studies are prefaced with facts that are imperative in understanding problems inherent in a technological society. Students are encouraged to think for themselves through the instructional use of Socratic method and philosophical discussion. Prerequisites: Biology I and Passing score on Biology HSA. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education BIOLOGY (11-12) Advanced Placement (1.0 lab science credit) This year-long course closely follows the curriculum of a first course in biology at the college level. It is fast paced and rigorous, and gives the pre-college student a strong background in the subject while developing an appreciation for college level work. Students may earn college credit if they pass the advanced placement test and are required to take the exam. A fee is required to take this exam. Prerequisite: Biology I and Chemistry I. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education CHEMISTRY (10-12) Advanced Placement (1.0 lab science credit) This year-long course is designed to be the equivalent of the general chemistry course taken during the first year of college. This course differs from Chemistry I with respect to the kind of textbook used, the topics covered, the emphasis on chemical calculations and the mathematical formulation of principles, and the kind of laboratory work done by students. Students may earn college credit if they pass the advanced placement test and are required to take the exam. A fee is required to take this exam. Prerequisites: Chemistry I, Algebra I and Algebra II. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education ENVIRONMENTAL SCIENCE (11-12) Advanced Placement (1.0 lab science credit) This course is designed to be the equivalent of a one-semester, introductory college course in environmental science. This course will provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. Students may earn college credit if they pass the advanced placement test and are required to take the exam. A fee is required to take this exam. Prerequisites: Environmental Science I and Biology I, or Biology I Accelerated Honors, and Chemistry. STEM concepts and methodology are embedded in this course. See page 15 for a description of STEM education INDEPENDENT STUDY- Science (11-12) (1.0 elective credit) See page 15 for course description. Science Course Sequence Grade 9 Grade 10 Grade 11 Grade 12 Environmental Science Biology Chemistry* or Physical Science Environmental Science Honors Biology Honors Chemistry Honors Physics Honors or AP Biology or AP Chemistry or AP Environmental Science Biology Accelerated Honors Chemistry Honors Physics Honors or AP Biology or AP Chemistry or AP Environmental Science * Chemistry is required for Maryland Scholars (see page 13) **Students can choose from several AP courses. Advanced Placement** Physics Honors or AP Biology or AP Chemistry or AP Environmental Science Social Studies 48

50 Graduation Requirements for Social Studies (3 Credits) Government or U.S. Government & US History or U.S. History AP Politics AP World History & World History AP UNITED STATES HISTORY (9-11) (1.0 credit) This course is a comprehensive study of the history of the United States from the Reconstruction era (1870 s) to the present. It provides a chronological study of the people, patterns, problems, and major forces, which have shaped the American nation. Instruction emphasizes people and the important factors that have affected the lives of Americans. The course serves as one of the three required social studies courses to meet Maryland s graduation requirement UNITED STATES HISTORY (9-11) Honors (1.0 credit) This course is a comprehensive study of the history of the United States from the Reconstruction era (1870 s) to the present. It provides a chronological study of the people, patterns, problems, and major forces, which have shaped the American nation. It is taught at a college preparatory level which requires more writing, critical thinking, and analysis of historical documents and events. In addition to meeting Maryland s graduation requirement for social studies, it also qualifies for the Certificate of Merit UNITED STATES HISTORY: UNITED STATES PERSPECTIVES (9-11) Honors (1.0 credit) This course provides a chronological study of the people, patterns, problems, and major forces, which have shaped the American nation. Instruction emphasizes people and the important factors that have affected the lives of Americans. The United States Perspectives section also focuses on geographic regions and deals with history and literature as taught in English/Language Arts. The students who sign up for this section will also sign up for English/Language Arts I: United States Perspectives (13028), and will earn a credit for each GOVERNMENT (10-12) (1.0 credit) This course provides an overview of the structure and functions of the U.S. government and political institutions by examining constitutional principles, the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. The course serves as one of the three required social studies courses to meet Maryland s graduation requirement. Also, a student will take the Government HSA and may complete Student Service Learning for a graduation requirement GOVERNMENT (10-12) Honors (1.0 credit) This course provides an overview of the structure and functions of the U.S. government and political institutions by examining constitutional principles, the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. It is taught at a college preparatory level with more rigorous concentration on one of many topics such as the Constitution, the Supreme Court, Congress, or the Office of the President. The course serves as one of the three required social studies courses to meet Maryland s graduation requirement. Also, a student will take the Government HSA and may complete Student Service Learning for a graduation requirement. In addition to meeting state requirements, this course also qualifies for the Certificate of Merit WORLD HISTORY (10-12) (1.0 credit) This course acquaints students with the people who inhabit or have inhabited the earth and their lives, customs, history, and contributions to the civilizations of modern society. The course also shows how a geographical setting influences cultural developments and history. This course serves as one of the three required social studies courses to meet Maryland s graduation requirement WORLD HISTORY (10-12) Honors (1.0 credit) This course acquaints students with the people who inhabit or have inhabited the earth and their lives, customs, history, and contributions to the civilizations of modern society. The course also shows how a geographical setting influences cultural developments and history. It is taught at a college preparatory level which requires more writing, critical 49

51 thinking, and analysis of historical documents and events. In addition to meeting Maryland s graduation requirement for social studies, it also qualifies for the Certificate of Merit WORLD HISTORY (11-12) Advanced Placement (1.0 credit) This college level course is designed to develop and create an understanding of the development of global processes and how human societies interact and influence each other. This course will involve the use of both factual knowledge and critical analysis of historical events and subject matter. In addition, AP World History will focus on the causes and consequences of historical events and the comparison of the different societies of the world. A fee is required to take the required AP exam. In addition to qualifying for the Certificate of Merit, college credit may be earned if a score of 3 or higher is earned on the AP exam PSYCHOLOGY (11-12) (1.0 elective credit) This course introduces students to the study of individual human behavior. The major areas of concentration are perception, the relation between the body and behavior, child development, social interaction, personality, mental illness, and research UNITED STATES HISTORY (11-12) Advanced Placement (1.0 credit) This is a college-freshman level course designed to provide students with the skills and knowledge necessary to deal critically with problems and concepts in American history. The demands of the program are equivalent to those of a full-year introductory college course. Students learn to assess historical materials and to weigh the evidence and interpretations presented in historical scholarship. Students should have the necessary skills to write persuasive essays of superior quality. A fee is required to take the required AP exam. In addition to qualifying for the Certificate of Merit, college credit may be earned if a score of 3 or higher is earned on the AP exam U.S. GOVERNMENT & POLITICS (10-12) Advanced Placement (1.0 credit) This course is presented at a college freshman instructional level and provides analytical perspective on government and politics in the United States. The course involves both the study of general concepts used to interpret U.S. politics and the analysis of specific cases. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. political reality. A fee is required to take the required AP exam. In addition to qualifying for the Certificate of Merit, college credit may be earned if a score of 3 or higher is earned on the AP exam. It is recommended that students take Government before this course EUROPEAN HISTORY (12) Advanced Placement (1.0 credit) This is a college level course of European history since the Renaissance that introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. Students will develop an understanding of some of the principal themes of modern European history; the ability to analyze historical evidence; and the ability to analyze and express historical understanding in writing. A fee is required to take the required AP exam. In addition to qualifying for the Certificate of Merit, college credit may be earned if a score of 3 or higher is earned on the AP exam CONTEMPORARY ISSUES SEMINAR (10-12)(1.0 elective credit) This course will enable students to examine selected contemporary historical, social political, economic, and/or moral issues facing the world. The course will focus on selected current issues that span throughout the 20th century to the present; and look at historical causes and/or possible solutions. Students will participate in seminars and conduct research related to contemporary issues SOCIAL STUDIES SEMINAR (12) Honors (1.0 credit) This course covers contemporary issues and selected historical topics. Students participate in seminars and conduct research related to social, political, economic and/or moral problems WORLD GEOGRAPHY (11-12) Honors (1.0 credit) In this one credit course, students explore the relationship between geography and national development. The course features the important links between cultures, technologies, and location in the development of societies and nations. Additional areas covered are tourism and comparative economies. This course qualifies for the Certificate of Merit AFRICAN AMERICAN HISTORY (11-12)(1.0 credit) 50

52 This course will examine the history, politics, economics, and culture of African Americans in the United States. An emphasis will be placed on their contributions and roles in American history INDEPENDENT STUDY- Social Studies (11-12) (1.0 elective credit) An independent study, conducted with a teacher as a mentor, enables a student to explore topics of interest within one of the fields of social studies. The course will provide students with an opportunity to expand their expertise in a particular specialization, to explore a topic of interest, or develop more advanced skills. Technology Education Graduation Requirements for Technology Education (1 credit) FOUNDATIONS OF TECHNOLOGY (9-12) (1.0 credit) (Graduation Requirement) This comprehensive, experience-based course develops students knowledge of technology, its evolution, systems, techniques, utilization in industry and other fields, and its social and cultural significance. This course meets the Technology Education credit requirement. This course is required of all students receiving a Maryland High School Diploma ADVANCED TECHNOLOGY EDUCATION I (1.0 credit) This course is designed for students who have an interest in engineering or other high technology careers. Students examine core technology systems in electronics and pneumatics, computer control and pneumatics and structures and mechanisms, and then integrate all three areas in context. Students use tools and materials, mathematics, science, and engineering methods to solve technological problems. They also examine a computerized design system that manufactures a product. Prerequisite: Foundations of Technology ADVANCED TECHNOLOGY EDUCATION II (1.0 credit) In this activity-based course, students form a company. They organize and manage the company; design, select, and engineer a product; raise the money necessary to produce the product; hire employees; design and engineer a production line; produce, advertise, and sell their product; and finally, distribute profits and dissolve their company. Students play roles in a variety of careers and solve real design, engineering, production, and economic problems. Each student has both a management and a non-management position within the company. Prerequisite: Advanced Technology Education I. 51

53 15050 SPANISH I (9-12) (1.0 credit) This course introduces students to the sound system, the basic vocabulary, and the grammatical structure of the Spanish language. Students use the four basic patterns of language learning in their natural sequence: listening, speaking, reading, and writing. Exploration of various aspects of the culture of the Hispanic world is an integral part of the course. This course will assist students who deal with the public and encounter foreign language speakers SPANISH II (9-12) (1.0 credit) This is the second course in the sequence, following Spanish I. Students extend conversational fluency and increase vocabulary and sentence complexity. Instruction emphasizes developmental reading and writing skills and cultural aspects of the Hispanic world. Prerequisite: Spanish I SPANISH III (10-12) Honors (1.0 credit) This is the third course in the sequence following Spanish II. It further develops students abilities to understand, speak, read, and write the language. Emphasis is placed on the development of fluency in spoken language and controlled Spanish composition. Students continue to examine additional cultural aspects of the Hispanic world and learn about its broad historical context. Prerequisites: Spanish I and Spanish II SPANISH IV (10-12) Honors (1.0 credit) This is the last course in the sequence. It continues development of oral and written communication in the Spanish language and emphasizes reading in the language. Prerequisites: Spanish I, Spanish II, and Spanish III GERMAN I (9-12) (1.0 credit) World Languages This course introduces students to the basic vocabulary, conversational, and grammatical skills leading to purposeful communication in the German language. Exploration of various aspects of the culture of German-speaking countries is an integral part of the course GERMAN II (10-12) (1.0 credit) This is the second course in the sequence, following German I. Students extend conversational fluency and increase vocabulary and sentence complexity. Instruction emphasizes developmental reading and writing skills and cultural aspects of the German world. Prerequisite: German I GERMAN III (10-12) Honors (1.0 credit) This is the third course in the sequence, following German I and German II. Students extend conversational fluency and increase vocabulary and sentence complexity. Instruction emphasizes developmental reading and writing skills and cultural aspects of the German world. Prerequisite: German I and II. INDEPENDENT STUDY- World Languages (11-12) (1.0 elective credit) See page 15 for course description. 52

54 Courses for Students with Individualized Education Programs (IEP) LEARNING LAB (9-12) The learning lab is a course designed for students with disabilities. The course provides specialized instruction based on student s individualized needs as documented on their IEP COMMUNITY AND SCHOOL TOGETHER (C.A.S.T.) LEVEL A (11-12) COMMUNITY AND SCHOOL TOGETHER (C.A.S.T.) LEVEL B (11-12) Community and School Together (C.A.S.T.) is a multifaceted program designed to prepare special education students to succeed in the world of work. Students learn to describe the qualities and traits of school that transfer to the workplace, which helps them see that the two are interwoven. Students learn how to make decisions, assess their abilities, and self-advocate. Through career awareness, exploration, and the development of social and work skills, students begin to discover their likes and dislikes, strengths and weaknesses. Students will enter the world of work with the skills necessary to meet with success in the workplace. This program of study is a completer program for students with disabilities who are seeking a high school diploma. MODIFIED CONTENT COURSES FOR STUDENTS WITH DISABILITIES A student with a disability may enroll in content courses that have been modified to meet his/her individual educational needs as documented on their Individualized Education Program (IEP). Course numbers that end with the letters MC indicate the student has taken a modified content, non-credit bearing course. Transcripts and report cards will also reflect that the student has participated in the course and received a grade based on modified content standards. Elective credits will be given for these Modified Content Courses.. PATHWAYS TO INDEPENDENCE This is a program designed for students who have participated in the Alt-MSA and have completed a four year high school program of study. Students learn to advocate for themselves, refine their social skills, learn the importance of personal and co-worker safety, and communicate appropriately with their peers, co-workers, and supervisors. Students in this program experience a variety of jobs and settings that enable them to make good decisions that best fit their interests, skills, and work preferences. Since flexibility on the job is of the utmost importance; students are taught how to handle situations that might suddenly arise such as: a change in their daily routine, job assignment, supervisor, or other unforeseen circumstances. Students learn the skills needed to apply for jobs including completion of authentic job applications, developing a resume, and interviewing skills. Students also learn how to advocate for the supports they need to meet with success on the job and in the adult world. DORCHESTER CAREER AND TECHNOLOGY CENTER (DCTC) COURSES For courses listed below, see pages for course descriptions Exploratory Cluster Exploratory Construction Design and Management Exploratory Construction I Exploratory Construction Design and Management Exploratory Construction II Exploratory IT Networking Academy I Exploratory Mechanics I Exploratory IT Networking Academy II Exploratory Mechanics II Exploratory Principles and Practice of Cosmetology Exploratory Culinary Arts I Exploratory Advanced Cosmetology: Theory and Application Exploratory Culinary Arts II Exploratory Mastery of Cosmetology Exploratory Culinary Arts III Exploratory Digital/Industrial/Electronics I Exploratory CASE/Agriscience I Exploratory Digital/Industrial Electronics II Exploratory CASE/Agriscience II Exploratory Interactive Media Production I Exploratory CASE/Agriscience III Exploratory Interactive Media Production II Exploratory Medical Services I Exploratory Medical Services II Exploratory Homeland Security and Emergency Preparedness/Criminal Justice I Exploratory Homeland Security and Emergency Preparedness/Criminal Justice II Exploratory Teacher Academy of Maryland I Exploratory Teacher Academy of Maryland II DORCHESTER COUNTY PUBLIC SCHOOLS Proposed Program of High School Study Worksheet 53

55 Name: Completion Option: Include course name and number Area Credit Freshman Sophomore Junior Senior Required ENGLISH I, II, III, IV 4 SOCIAL STUDIES 3 (Must include: Government, World History, U.S. History) MATHEMATICS 4 (Must include: Algebra, & Pre-Geometric Concepts or Geometry) SCIENCE 3 (Must include: Biology) PHYSICAL EDUCATION.5 HEALTH.5 FINE ARTS 1 (Select from: Art, Band, Crafts, Music, Theater) TECHNOLOGY 1 EDUCATION ELECTIVES 1-4 (Students must also complete ONE of the following Completion Options) FOREIGN LANGUAGE or ADVANCED TECHNOLOGY or CAREER TECHNOLOGY PROGRAM or COMMUNITY AND SCHOOL TOGETHER (CAST) PROGRAM SERVICE-LEARNING (75 hours) TOTAL CREDITS TO 23 GRADUATE Student s Signature Parent s Signature Counselor s Signature 54

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