PROPOSED PILOT PROGRAMS AND NEW COURSES
For the 2015-2016 School Year BACKGROUND
Since curriculum development and program implementation are dynamic processes requiring continued refinement, new courses and pilot programs are proposed, implemented, and evaluated on a regular basis. Curriculum specialists and supervisors work closely with principals and classroom teachers to identify where new or replacement courses are needed to address changes in state-mandated graduation requirements, underserved subgroups of our diverse student population, and advances in the respective fields of study. Many new courses are initially approved by the Board of Education as pilot programs so Board members and staff can review and evaluate the results of limited implementation prior to approving courses as regular offerings in the middle or high school course offering guides. During the period of pilot status, new courses are listed separately in the guides and are only offered at a limited number of schools. Following completion of the pilot period, curriculum specialists and supervisors use the results of the implementation to determine whether or not the new course or program should be recommended for approval and expansion to all county schools. In some cases, new courses are initiated by a single school and only intended for use in that school to address a unique need, capability or particular interest. Following Board approval, such courses are referenced in the course offering guides as being available at specific schools.
New courses can also be recommended for implementation in all county schools without piloting, in response to state mandates, audit recommendations, or other Board approved initiatives. Advanced Placement, International Baccalaureate, and Dual Enrollment courses are generally not considered “Pilots” since the course objectives are prescribed by the institutions in preparation for students taking examination and/or receiving college credit. These courses are presented to the Board for informational purposes.
The intent of this report is to summarize the status of previously piloted courses, proposed new pilots and other courses to facilitate review and approval by the Board of Education in time for printing and distribution of each year’s middle and high school course offering guides. Copies of the complete evaluation documents, essential curricula, and proposals prepared by each respective curriculum specialist are attached as referenced in the body of the report.
Determinations about which approved or pilot courses will actually be taught in individual schools will continue to be a site-based decision, in order to reflect sufficiency of enrollment, adequacy of facilities, and availability of staffing.
COURSES RECOMMENDED FOR DISCONTINUATION
Staff examines enrollment trends each year to identify courses with a continued lack of student interest or insufficient enrollment.
Academy of Finance 1 Academy of Finance 2
PROPOSED NEW PILOT PROGRAMS
As referenced in the background section of this report, curriculum specialists and supervisors work closely with principals and classroom teachers to identify where new or replacement courses are needed. The following course is to continue in the pilot section of the course guide for 2015 -2016. Data will be collected at the end of the year from the pilot schools. This course was approved for the Pilot Program last year.
Pilot Program: Forensic Science, grades 10-12
Proposed by: Colleen Beall, Curriculum Specialist for Secondary Science PILOT COURSES RECOMMENDED AS REGULAR COURSE OFFERINGS
Following completion of the pilot period, each curriculum specialist and supervisor evaluate the limited implementation of each new course. Staff is recommending the previously-piloted course below for addition to the regular sections of the 2015-2016 High School Course Offering Guide.
New Course: Unified Physical Activity, grades 9-12
Proposed by: Brian Griffith, Curriculum Specialist for Secondary Health and Physical Education
This elective course allows students an opportunity to develop an acceptable level of fitness, an understanding of the components of fitness, and value activity as a life-long pursuit. They will also have the opportunity to gain knowledge and understanding of alternative, recreational, and non-traditional sport activities. Participation in the sequential program will be modified to meet the specific needs of students with and without disabilities. The course climate will foster inclusion by providing healthy competition and peer coaching experiences. Through a variety of teamwork experiences students will have the opportunity to gain an appreciation for individual skill levels and abilities.
Funding needed to implement recommendation:
No special funding will be required. Costs for teachers and materials of instruction will be included in the school budget and staffing, assuming individual schools can staff this elective.
Monitoring process used to evaluate pilot:
John Perna, former adapted physical education teacher specialist, Lauren Regalia, adapted physical education teacher specialist, and Brian Griffith, secondary health and physical education specialist, monitored the progress of the course. All three conducted observations of the different programs. Brian Griffith implemented and analyzed a student survey while Lauren Regalia implemented and analyzed a teacher survey.
Post assessment data:
Enrolled students at the different locations: Frederick High School: 13 students
Governor Thomas Johnson High School: 32 students in 2 sections Middletown High School: 28 students
PROPOSED NEW COURSES
The following course is being recommended by staff for addition to the Middle School and High School Course Offering Guide for 2015-2016.
New Course: Targeted Reading Support, grades 6-12
Proposed by: Sue Ann Nogle, Curriculum Specialist for Secondary English/Language Arts
Targeted Reading Support is a reading intervention course for middle and high school students who have not responded to our more traditional way of teaching reading through our current intervention programs. Students included in this class would be those who have not qualified for or been successful in our Read Write Workshop (Read 180) or Corrective Reading classes. Targeted Reading Support is a non-phonics based approach to teaching reading. It is based on the following instructional strategies:
1. Repeated exposure to text 2. Predictable sentence structures
3. Story concepts that require minimal prior knowledge 4. Vocabulary development
The course incorporates direct instruction via scripted lessons, talking computer based software and print independent activities that enable students to practice and hone their reading skills.
The following course is being recommended by staff for addition to the High School Course Offering Guide for 2015-2016.
New Course: On Ramp to Algebra, grade 9
Proposed by: Peter Cincotta, Curriculum Specialist for Secondary Mathematics
On Ramp to Algebra is an intervention program designed exclusively to ensure that at-risk students are adequately prepared for Algebra 1. The program is ideally implemented the year prior, to build and solidify foundational skills and conceptual understanding necessary to be successful in Algebra 1. On Ramp to Algebra is a complete instructional system that utilizes both traditional paper/text and technology to deliver online homework support and in-class presentation screens for whole class participation.
Proposed Other Course Changes for 2015-2016
Curriculum specialists and supervisors work with principals and classroom teachers to identify where modifications are needed to address implementation issues and advances in the respective fields of study, or where completely new courses are required to meet state mandates or identified student needs.
Business Education Dual Enrollment program
This dual enrollment program will offer students the opportunity to complete one of three Business Education completer programs at Governor Thomas Johnson High School and earn college credit. Students will take the Frederick Community College (FCC) course that aligns to the current FCPS course. This will enable students to earn up to 12 FCC credits as well as a Letter of Completion from FCC in Business Management, Accounting and Finance or Business Administration.
Current FCPS Course Dual Enrollment FCC Course
Business Management Completer (12 credits)
Introduction to Business FCC BU103 Introduction to Business
Accounting 1 FCC ACCT 101 Principles of Accounting
Management and Entrepreneurship FCC EC201 Principles of Economics Business Management Dual Enrollment FCC EC202 Principles of Economics 2 Accounting and Finance (12 credits)
Introduction to Business FCC BU103 Introduction to Business
Accounting 1 FCC ACCT 101 Principles of Accounting
Accounting 2 FCC ACCT 102 Principles of Accounting 2
Management and Entrepreneurship FCC EC201 Principles of Economics 1 Business Administrative Services ( 9 credits)
Introduction to Business FCC BU103 Introduction to Business
Accounting 1 FCC ACCT 101 Principles of Accounting
Microsoft Certification Training I FCC CIS101 Computer Science
Advanced Placement Courses
APPENDIX 1 - Page 1 of 2 Unified Physical Activity
Content Standards Grades 9-12 Standard I:
Skillfulness --- Students will enhance their ability to perform a variety of skills and applications by developing fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and applying skills to a variety of recreational and daily life experiences.
Demonstrate competence in the individual skills fundamental to the playing of a specific game Analyze individual performance and skill as they relate to movement
Execute beginning and intermediate skills essential to the successful participation in the activity Demonstrate improvement in individual skills incrementally
Successfully apply individual skills in a game or activity situation
Analyze personal or peer performance by means such as video tape, rubric scores, or computer software Demonstrate knowledge of skills essential in applying the rules and strategies of specific games
Develop offensive and defensive strategies specific to the activity
Apply specific game strategies to situations that effect game performance positively Analyze strengths and weakness of various game strategies
Standard II:
Exercise Physiology—Students will demonstrate an ability to use scientific principles to design and participate in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and physical performance on a variety of academic, recreational and life tasks.
Develop an acceptable level of fitness
Demonstrate an understanding of each of the health-related fitness components Demonstrate improved levels of health related fitness through fitness regimens
Demonstrate improvement in the skill-related (reaction time, balance, coordination, power, agility, speed) fitness components
Effectively participate in vigorous team and individual activities
Recognize the benefits of lifelong physical activity as they relate to personal fitness Analyze the components necessary to improve fitness.
300.40.03.a Perform activities that improve cardio respiratory endurance, muscular strength, muscular endurance, and flexibility such as standardized fitness tests
Evaluate personal fitness performance Evaluate activities in terms of fitness benefits Standard III:
Physical Activity—Students will participate in a regular, personalized purposeful program of physical activity to gain health and cognitive/academic benefits. They will learn and utilize principles of exercise physiology, social psychology, and biomechanics to design a safe and effective program consistent with their health, performance, and fitness goals.
Recognize the benefits of life-long fitness activities through participation in a variety of activities Develop a long-range personal fitness/activity goal consistent with personal interest
Identify community activities that contribute to personal fitness goals and maintenance of wellness Participate in activities in a safe manner following rules and procedures
Adjust behaviors to reflect safety and consistency with rules Demonstrate proper care and use of equipment
300.50.01 Analyze individual cardio respiratory fitness.
APPENDIX 1 – Page 2 of 2 Standard IV:
Social Psychological Principles—The student will demonstrate skills essential for developing self-efficacy, fostering a sense of community, and working effectively with others in physical activity settings.
Demonstrate an appreciation of individual differences and the positive relationships that can be established and enhanced through physical activity experiences
Involves teammates during game play
Practice ways to encourage others during physical activity
Value participation in activities with individuals of varying skill levels, cultural backgrounds, race or gender
Adjust performance relative to differences among individuals in characteristics such as to strength, speed, size and skill level
Demonstrate socially acceptable behaviors and good sportsmanship including: respect, cooperation, responsibility, honesty and a positive competitive spirit
Value peer assistance by using classmates’ comments constructively in an effort to enhance performance
Support peer leadership activities
Encourage others to display good sportsmanship as leaders, participants and spectators Demonstrate a competitive spirit that strives to win fairly and accept defeat rationally
APPENDIX 2 – Page 1 of 2 On Ramp to Algebra
Content Standards Grade 9
Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number
Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions
Know and apply the properties of integer exponents to generate equivalent numerical expressions. Use square root and cube root symbols to represent solutions to equations of the form = p and = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational
Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other
Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology
Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways
Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b
Solve linear equations in one variable
Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, a = b results (where a and b are different numbers)
Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms
Analyze and solve pairs of simultaneous linear equations
Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing
the equations. Solve simple cases by inspection
Solve real-world and mathematical problems leading to two linear equations in two variables
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions)
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x,y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values
APPENDIX 2 – Page 2 of 2 Verify experimentally the properties of rotations, reflections, and translations:
Lines are taken to lines, and line segments to line segments of the same length Angles are taken to angles of the same measure
Parallel lines are taken to parallel lines
Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them
Describe the effect of dilations, translations, rotations and reflections on two-dimensional figures using coordinates
Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them
Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles
Explain a proof of the Pythagorean Theorem and its converse
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system Know the formulas for the volume of cones, cylinders, and spheres and use them to solve real-world
and mathematical problems
Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association
Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line
Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept
