DORCHESTER COUNTY
PUBLIC SCHOOLS
HIGH SCHOOL
PROGRAM OF
STUDY
2013-2014 School Year
STUDENT MISSION PLEDGE: “All students will finish their
programs of study and become college and career ready.”
1
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
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 21613 410-228-4747 ~ 410-228-1847 Fax www.dcps.k12.md.us BOARD MEMBERS Lorraine T. Henry President Philip L. Bramble, Jr. Vice President Glenn L. Bramble Glen A. Payne Philip W. Rice2
DORCHESTER COUNTY SECONDARY SCHOOLS
Cambridge-South Dorchester
High School
2475 Cambridge Bypass
Cambridge, MD 21613
410-228-9224
David Bromwell, Principal
Teresa Berry, Assistant Principal
Kirk Howie, Assistant Principal
Michelle Ruark, Assistant Principal
North Dorchester High School
5875 Cloverdale Road
Hurlock, MD 21643
410-943-4511
Lynn Webber, Principal
Benjamin Hosch, Assistant Principal
Lou Jones, Dean of Students
Dorchester Career and
Technology Center
2465 Cambridge Bypass
Cambridge, MD 21613
410-901-6950
Kermit Hines, Principal
Andrew Buchanan, Assistant Principal
Mace’s Lane Middle School
1101 Mace's Lane
Cambridge, MD 21613
410-228-2111
Susie Price, Principal
Robin Mackert, Assistant Principal
Donnie Webb, Assistant Principal
Bryan Yates, Dean of Students
North Dorchester Middle School
5745 Cloverdale Road
Hurlock, MD 21643
410-943-3322
Vaughn Evans, Sr., Principal
Sheri Hubbard, Interim Assistant Principal
South Dorchester School
3485 Church Creek
Church Creek, MD 21622
410-397-3434
Frank Stout, Principal
New Directions Learning
Academy
2455 Cambridge Bypass
Cambridge, MD 21613
410-901-6944
3
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 410-228-4747, extension 1015.
4
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
Plans
Page 49
5
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 91 credit in English 10 1 credit in English 11 1 credit in English 12
Science
3
1 credit in Biology2 additional science credits
Social Studies
3
1 credit in U.S. Government1 credit in World History 1 credit in U.S. History
Mathematics
4
1 credit in Algebra I1 credit in Geometry or Geometric Concepts 2 additional mathematics credits
Physical Education
0.5
½ credit Physical EducationHealth
0.5
½ credit in Health EducationFoundations of
Technology
1
1 credit Foundations of TechnologyFine Arts
1
Art, Music and Theatre Arts coursesElectives
6
Electives chosen should be courses and credits that apply toward Program Completion OptionsProgram 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.
6
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 Credits
Additional Criteria
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.
11 11 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.
12 17 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 decision-making 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 6-10.
7
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 10 30 Hours
Grade 11 20 Hours
Grade 12 10 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, 410-228-4747, or your school counseling office for details on the following tests. Additional information about the results of these assessments can be found at: http://www.mdreportcard.org.
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 2013-2014 and beyond must include the Government HSA score to meet a combined score of 1602. Passing scores for the four HSA content areas are:
Algebra/Data Analysis: 412
Biology: 400
English: 396
Government: 394 (the entering 9th graders in the 2013-2014 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.
8
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 http://hsaexam.org. 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 410-228-4747.
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 (http://wida.us/assessment/ACCESS/). 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 410-228-4747.
9
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 stu-dents 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 11th 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 college-bound 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 410-228-4747. You can also visit College Board website at www.collegeboard.com/student/testing/ap/about.html.
____________________________________________________________________________________________
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:
10
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 21st 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 industry-mentored 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: Automotive Technology, Collision Repair and Refinishing Technician, Medium and Heavy Truck 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.
11
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
or Advanced Technology Credits
2
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 com-pleted 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.
©2010/DCPS Division of Instruction ©2010/DCPS Division of Instruction
12
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 recog-nized 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 examsDorchester 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
13
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.
14
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 learn-ing 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, 410-228-4747. [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.
15
[Type a quote from the document or the summary of an interesting point. You can
position the text box anywhere in the document. Use the Text Box Tools tab to change the formatting of the
pull quote text box.]
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 - $961.00
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.)
16
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 www.chesapeake.edu/admissions/pdf/decertschol.pdf 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 21679 Phone: 410-822-5400, 410-758-1537, or 410-228-4360 ext. 2240 or 2287
Email: [email protected] Web Address: www.chesapeake.edu
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
5.0
4.0
3.0
2.0
0.0
Honors
4.5
3.5
2.5
1.5
0.0
All other academic
courses
17
Courses
General Course Information & Designations
Honors Courses
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).
18
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: http://www.marylandpublicschools.org/MSDE/programs/stem/.
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.
19
Art
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.
10010 ART I (9-12) (1.0 credit)
Thisis 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.
10020 ART II (9-12) (1.0 credit)
Thiscourse is designed to increase the students’ ability to use media and techniques through previous and newly acquired knowledge and skills. Prerequisite: Art I.
10030 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.
10040 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.
10045 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.
10050 CRAFTS I (9-12) (1.0 credit)
Thisis 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.
10060 CRAFTS II (10-12) (1.0 credit)
Thiscourse 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.
____________________________________________________________________________________________
10071 INDEPENDENT STUDY Art (11-12)
(1.0 elective credit) See page 15 for course description.
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.
20
Career & Technology Education
Dorchester County Career and Technology Center
CTE Program Information for the 2013-2014 School Year
During the 2013-2014 school year students currently enrolled in a DCTC program (Tech Academy not included), whether a rising junior (11th) or senior (12th) would enroll in their current program for the Advanced
levels for three (3) periods at the Dorchester Career and Technology Center (DCTC).
Current 9th 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 11th grade year. This would be a 1 period course and would be followed by enrollment in the Advanced courses during their 12th grade year for 3 periods, or
Choose a direct entry program their 10th 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 11th grade year in the second course in the sequence for one period (except for Cosmetology)
and would be completed in their 12th 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 11th 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 12th grade year to complete the program during 3 periods. (This is only an option for
11th graders during the 2013-2014 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 2nd and 3rd 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.
21
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.
12000 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 10th grade schedule.
12010 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 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.
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
22
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.
12011 CORE – CARPENTRY (11) (Honors) (1 credit) (All year) 12012 CORE – ELECTRICITY (11) (Honors) (1 credit) (All year 12013 CORE – MASONRY (11) (Honors) (1 credit) (All year) 12014 CORE – WELDING (11) (Honors) (1 credit) (All year) 12018 CORE – HVAC (11) (Honors) (1 credit) (All year)
12015 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.
12016 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.
12017 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.
12020 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.
12030 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.
