medford voke-tech educational opportunities handbook 2012-13

7/31/2019 Medford Voke-Tech Educational Opportunities Handbook 2012-13

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Medford Vocational Technical High School

Arrive with a dreamLeave with a Future

2012-2014 Medford School CommitteeMayor Michael J. McGlynn, Chairperson

John C. Falco, Jr., Vice Chairperson

Paulette Van der Kloot, Secretary

Ann Marie Cugno

Erin DiBenedetto

George A. Scarpelli

Robert Emmett Skerry, Jr.

School Department AdministrationRoy E. Belson Superintendent of SchoolsBeverly G. Nelson Deputy Superintendent for Curriculum and Instruction

Diane J. Caldwell Assistant Superintendent for Elementary EducationAnn Giombetti Director, Office of Finance and Operations

Vocational Technical High School Administration

William C. Mahoney Principal/DirectorCharles A. Durney, Jr. Assistant Principal/Director

Jill E. Sawyer Guidance CounselorAlice Beth FitzPatrick Career Counselor

Doreen M. McNeill Special Education, ETL


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Program of Studies2012 - 2013

MEDFORD HIGH SCHOOL

MEDFORD VOCATIONAL-TECHNICAL HIGH SCHOOL

TABLE OF CONTENTS

MISSION STATEMENT ..................................................................................................................................................... 3EXPECTATIONS FOR STUDENT LEARNING ............................................................................................................... 3

PROGRAM OF STUDIES ..................................................................................................................................... 4PROGRAM SELECTION ................................................................................................................................................... 4PROGRAM and SCHEDULE CHANGES .......................................................................................................................... 4CLASSIFICATIONS OF STUDENTS ................................................................................................................................ 5REQUIREMENTS FOR GRADUATION ........................................................................................................................... 6MVTHS - MCAS REMEDIATION PROGRAM ................................................................................................................ 6ACADEMIC ELIGIBILITY FOR ATHLETICS ................................................................................................................. 7RANK IN CLASS ................................................................................................................................................................ 7QUALIFICATIONS FOR COLLEGE ADMISSION .......................................................................................................... 7POLICY NOTIFICATION and ELIGIBILITY: .................................................................................................................. 8ADMISSION POLICY ........................................................................................................................................................ 8

CURRICULAR OFFERINGS ................................................................................................................................ 9TABLE of ORGANIZATION ............................................................................................................................................. 9EXPLORATORY PROGRAM - Grade 9 ............................................................................................................................ 9CO-OPERATIVE EDUCATION - All Departments ........................................................................................................... 9

COURSES AND CREDITS BY GRADE ............................................................................................................ 10DUAL ENROLLMENT ..................................................................................................................................................... 11ON-LINE COURSEWORK ............................................................................................................................................... 11

ACADEMIC DEPARTMENTS ........................................................................................................................... 12ENGLISH DEPARTMENT ............................................................................................................................................... 12MATHEMATICS DEPARTMENT ................................................................................................................................... 13SCIENCE DEPARTMENT................................................................................................................................................ 15SOCIAL STUDIES DEPARTMENT ................................................................................................................................ 16MCAS ENRICHMENT ..................................................................................................................................................... 16WELLNESS PROGRAM .................................................................................................................................................. 17ENGLISH LANGUAGE LEARNERS DEPARTMENT................................................................................................... 17SPECIAL NEEDS DEPARTMENT .................................................................................................................................. 18CAREER AND TECHNICAL OFFERINGS .................................................................................................................... 20


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MEDFORD HIGH SCHOOL


MISSION STATEMENT

At Medford High School, caring educators serve as role models and encourage and assist all studentsto reach their potential as learners.

To fulfill that mission, the school creates a climate in which parents, teachers, administrators and staffnot only set high expectations for students, but also offer them considerable motivation and support.

Medford High School is a community of lifelong learners who respect diversity and are actively

involved in the life of the school, which offers physical safety and emotional security. As a result,

graduates of Medford High School become responsible citizens and contributors to their community,

their nation, and a global society.

(Approved by Medford School Committee, May 2000)

EXPECTATIONS FOR STUDENT LEARNING

ACADEMIC

Students will analyze, interpret, evaluate and think logically to solve problems using a variety ofresources and strategies.

Students will communicate effectively to a variety of audiences. Students will create works using a variety of communication forms. Students will develop skills and knowledge to reach personal and career goals.SOCIAL

Students will work cooperatively to achieve objectives.CIVIC

Students will demonstrate self-respect, understanding and appreciation for the diversity andinterdependence of all peoples.

Students will recognize and fulfill their duties and obligations as students and citizens.


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Program of Studies

2012 - 2013

PROGRAM SELECTION

You are in the process of making career decisions. The importance of thoughtful planning cannot beoveremphasized. You are being asked to make decisions that will have far-reaching effects on your future

because they pertain to your academic and career/technical preparation and to your graduation. Therefore, these

decisions should be carefully made with guidance from parents, your school counselors, and teachers.

To assist with your career decisions, this Program of Studies has been compiled. It outlines the programs and

briefly describes the courses offered. Please take time to become familiar with the information and the courseofferings, and please do not hesitate to see the Guidance staff at Medford Vocational Technical High School for

additional information.

Parents are asked to complete the Application for Admission and sign the application before the student returns

the form to the guidance counselor on March 1. Every attempt will be made to place students in the programs of

the first choice. Because of space limitations in some departments, students will be given the opportunity toenroll in their second or third choice. Admission to MVTHS is subject to the terms and conditions outlined inthe Medford Vocational Technical High School Admission Policy. The Admission Policy is on file in theMedford Public Schools and the Massachusetts Department of Education.

PROGRAM and SCHEDULE CHANGES

Once the school year begins, the process for changing schedules is much more complicated because it involvesevaluating arguments based on extenuating circumstances. Initially, students and parents need to solicit and

receive permission from the guidance counselor, Assistant Principal/Director, and the appropriate curriculumdirector(s). Where extenuating circumstances (as stated below) apply in a specific case and thus justify a

schedule change, these individuals identify the allowable exception(s) and submit their decision to the

Principal/Director, who will act affirmatively on all properly determined recommendations.

Students and parents whose requests are denied will be entitled to a hearing with the Principal/Director. Wherepracticable, the guidance counselor, Assistant Principal/Director, and appropriate curriculum director will be in

attendance at the hearing. In addition, transfers within career and technical education (CTE) majors or from anon-vocational technical high school will not be considered after the 15

thof October.

RationaleThere are several reasons why requests for schedule changes should not be granted after the school year begins.

The call for higher standards at the national, state and local levels requires greater accountability. Time andLearning requirements, high-stakes tests and community expectations impact on the course-selection process.

Under Time and Learning regulations, every student must carry a full course load to fulfill state requirements.In addition, school officials encourage students to exhibit diligence, responsibility and forethought in selecting

courses and in planning for their future.

Changes of courses and/or teachers interrupt continuity of instruction. In changing schedules, not only do

students encounter new material and different teaching styles and policies, but they also need to make up days,weeks or months of class work, tests and homework, in addition to fulfilling current assignments, thus becoming

academically at-risk. Related to continuity of instruction is that, with virtually every course change, thereceiving teacher is required to assign to new students equivalent class work, tests and homework and to assessthese assignments and to incorporate the grades from the sending teacher. As a result, the demands that


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schedule changes place on teachers either usurp time and energy that they would ordinarily devote to the rest oftheir students or become additional burdens for the teachers.

Schedule changes contradict the integrity of the scheduling process. Each spring, after asking students and

parents to complete Course Selection Forms, the curriculum directors and headmaster make staffingrecommendations to the Superintendent. Those recommendations are based on the projected number of course-

sections needed to schedule the students who request each course. Allowing course changes creates imbalancesnot only in class and department sizes, but also in total student enrollments among teachers.

Exceptions to the RuleAlthough the rule is that no schedule changes will be allowed after the school year begins, there are exceptionsto the rule. The following are illustrations of allowable extenuating circumstances that are considered, under

most circumstances, to be exceptions to the rule:

The students schedule does not include courses that are requirements for graduation. The student has selected a course without fulfilling the course pre-requisite. The students schedule includes a course with a teacher who failed that student during a previous school

year.

A course-section is added to or deleted from the master schedule. An obvious mistake has been made, and school personnel have a responsibility to take corrective action. The student has a documented medical or psychological condition that prevents him or her from continuing

with one or more courses.

The students family is undergoing a documented crisis that prevents him or her from continuing with one ormore courses.

Changes in a special needs students Individual Education Plan require changes in the students schedule. A schedule change is needed to accommodate a student with Limited English Proficiency. Safety considerations require that a students schedule be changed.CLASSIFICATIONS OF STUDENTS

The system of course credits is based on the number of days the course meets during the five-day cycle.

Students are to be scheduled for 25 periods of academics each week in grade nine, 20 periods of academics eachweek in grade ten, and 30 periods of academics, on alternate weeks in grades eleven and twelve. Each freshmenstudent is scheduled for one (1) period of Exploratory (shop) per day. Sophomore students are scheduled fortwo (2) periods of shop per day and junior and senior students are scheduled for thirty periods of shop on

alternate weeks.

Students in grades ten, eleven, and twelve homeroom assignment is determined by program classification.Freshmen students are randomly group into divisions. To be promoted to the next class at Medford Vocational-Technical High School, a student must have secured a minimum number of credits, including appropriate credits

in five-credit courses that apply to specific graduation requirements:

Sophomore Status: Minimum of 26 credits;

Junior Status: Minimum of 54 credits;Senior Status: Minimum of 80 credits.

For example, if a sophomore does not pass English 10 during the 2010 -2011 school year, they must take and

pass the course during Summer School. Any student who does not have the minimum number of credits inSeptember of 2011 will not be promoted to the next grade.


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REQUIREMENTS FOR GRADUATION

The total number of credits required for eligibility for a Medford High School Diploma is 112. Those 112credits include, but are not limited to, the following:

A. Four years of English Language Arts Take and PassB.

Two courses in Physical Education Take and PassC. Three years of Mathematics to include Algebra and Geometry Take and Pass

D. Three years of Science to include Intro. To Physics, Biology and Chemistry Take and PassE. Three years of Social Studies to include World History I, World History II, U. S. History Take and PassF. Three years of Foreign Language for college prep students Take and PassG. Two courses in Health/Wellness Take and PassH. One course in Fine Arts (beginning with Class of 1999) Take and PassI. One course in Computer Literacy Take and PassJ. Four years of Community Service (60 hours required, 15 per year)K. Proficient or Advanced grade on the English Language Arts, and Mathematics MCAS testsL. Passing Grade on the Science MCAS testMVTHS Additional requirements for students attending the Vocational SchoolA. Fourth year of Mathematics Take and PassB. Physical Education (no requirement starting with the class of 2003)C. Fine Arts (no requirement)D. Foreign Language (no requirement)E. Massachusetts Vocational Competency Exam (when approved)Honors and Advanced Courses

All Medford Vocational Technical High School students should realize their potential as learners and areencouraged to challenge themselves academically. If a student would like to take an Honors course or challenge

themselves with courses not offered at MVTHS, school personnel; will advise the student they may pursue thecourse at Medford High School. During the course-selection process, teachers, curriculum directors andguidance counselors recommend certain courses for each student, considering his/her classroom preparation,

teacher-assigned grades, course-prerequisites, standardized test scores, and other data. Guidance counselors willhonor the students request for a course(s) at Medford High School, provided the request is made before the startof the school year and all prerequisites and requirements are met.

MVTHS - MCAS REMEDIATION PROGRAM

Freshmen and Sophomores participate in the academic and vocational courses of study.

Junior students will participate in the traditional week about academic/vocational course of study. Any junior

student who was not successful on the MCAS test administered in April will be directed to an after schoolremedial program. This program (7th period) will take place four (4) days a week and will provide students with

remedial help in English Language Arts and Mathematics. Students will be afforded the opportunity to retakethe MCAS Test as directed by the Massachusetts Department of Education during their junior year. CooperativeEducation during the last quarter will continue to be an option for those junior students who have been

successful on the MCAS test.

Senior students who have successfully passed the MCAS test will continue in the traditional week aboutacademic/vocational course of study. All senior students who have not achieved success on the MCAS test will

participate in their senior academic classes. The week they are scheduled for their vocational major (shop), theywill participate in remedial academic offerings in the morning and their vocational major in the afternoon. This


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program will mirror the course of study for sophomores. These students will be eligible to retake the MCAS testas directed by the Massachusetts Department of Education during their senior year.

A thirteenth year will be offered to any student who participated in the remedial academic program during their

senior year. The Thirteenth Year program will allow students to complete their vocational competencies, meettime requirements, and complete a practical factors test. Also, this program will afford the student the

opportunity to complete his/her vocational training. Any student who was not awarded a standard high schooldiploma, for failure to pass MCAS testing, will receive assistance in their pursuit of a General EducationDevelopment (GED) certificate. Future Department of Education regulations may allow students additional

opportunities to pass the MCAS test.

ACADEMIC ELIGIBILITY FOR ATHLETICS

In choosing courses for the coming school year, students should consider the schools academic requirements

for athletic eligibility. To be eligible at the start of the 2012-2013 school year, students must have final passinggrades from the 2011-2012 school year in the equivalent of four traditional, yearlong, major English courses.

To be eligible for the second marking period, students must satisfy the academic standard in the equivalent offour traditional, year-long, major English courses during the first marking period. It is at this point in the year

that the academic eligibility is certified only on the previous marking period and not cumulatively. Only falleligibility remains cumulative. In addition, to be academically eligible for athletics during a specific markingperiod, students need to be enrolled at that time in the equivalent of four traditional, year-long, major English

courses.

At Medford High School, any five-credit course is considered to be the equivalent of a traditional, yearlong,major English course. (For special needs students, the equivalent of four traditional, year-long, major Englishcourses is any combination of twenty credits in academic courses that are required by their Individual Education

Plans.)

RANK IN CLASS

The standing of each pupil in his or her class is determined annually on the basis of a quality-point-weighted

system. Rank-In-Class is one of the criteria that schools and colleges request of high school students seekingadmission. The method of tabulating class rank at Medford Vocational-Technical High School is published in

theStudent Handbook.

QUALIFICATIONS FOR COLLEGE ADMISSION

College admissions officers consider a variety of criteria in screening college applicants: a good scholasticrecord, entrance examinations, academic rank-in-class, high school certification, and the recommendations ofguidance counselors, teachers and administrators. Most colleges require the applicant to take the Scholastic

Aptitude Test (SAT I Reasoning Test) given by the College Entrance Examination Board; many colleges requirethree of the SAT II Subject Tests as well. Students should consult college catalogues for specific information

concerning admission requirements.

INFORMATION REGARDING COLLEGE PREPARATION

A basic curriculum is required of all students, with electives allowing for specialization. Since admission tocollege is becoming increasingly competitive, students must do intensive work throughout their high school

preparation. Consequently, unless a student has a record of merit, he may experience difficulty in gainingadmission to the college of his or her choice.


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POLICY NOTIFICATION and ELIGIBILITY:

Medford High School and the Vocational-Technical High School admits students and makes available to themits advantages, privileges and courses of study without regard to race, color, sex religion, national origin, sexualorientation or disability. Inquiries regarding the above may be made to the Headmaster or VocationalPrincipal/Director at 489 Winthrop Street, Medford, Massachusetts 02155 (393-2301) or the Director of the

Office for Civil Rights, Department of Education, Washington, D.C.

ADMISSION POLICY

Medford Vocational Technical High School will determine the number of openings for grades 9-12. Anyeighth, ninth, tenth or eleventh grade student who is a resident of the City of Medford who expects to be

promoted to the grade they seek to enter by the local district is eligible to apply for fall admission or admission

during the school year subject to the availability of openings at the Medford Vocational technical High School.

Medford Vocational Technical High School is a member of the Shore Educational Collaborative, an educationalcollaborative chartered under Chapter 631 of the Massachusetts General Laws and approved by theMassachusetts Department of Education under Chapter 40, Section 4e. Students from member districts of the

Collaborative (includes the school systems of Cambridge, Everett and Somerville) who do not reside within the

Medford School District may apply for admission subject to the availability of openings and the absence ofestablished waiting lists in particular vocational areas provided they expect to be promoted to the grade theyseek by their local district. Medford students may also apply to another district within the Collaborative.Collaborative students will be evaluated and ranked using the criteria set forth in the Admission Policy.

Freshmen students from Collaborative Districts may elect to explore specific vocational areas that are notoffered within their District and participate in the freshmen vocational selection process at a Collaborative

school and the Medford Vocational Technical High School.

M.G. L. c. 74, section 7 states:

Residents of towns in the commonwealth not maintaining approved independent distributive occupations,industrial, agricultural, vocational home economics and allied health occupations training schools offering the

type of education desired, or children placed in such a town by the commissioner of social services or by the

trustees of the Massachusetts training schools, may upon the approval of the commissioner under the directionof the state board, be admitted to a school in another town. In making his decision, the commissioner under the

direction of the state board shall take into consideration the opportunities for free vocational training where theapplicant resides, the financial status of such place, the age, preparation, aptitude and previous record of the

applicant, and other relevant circumstances.

Students who wish to complete a Nonresident Application seeking admission to a Chapter 74-approved program

in his/her area of interest mustsubmit the Chapter 74 Vocational Technical Nonresident Tuition applications tothe Superintendent of Schools in Medford by April 1. In the interest of complying with the April 1 deadline,

students completing the Chapter 74 Vocational Technical Nonresident Tuition Application are required tosubmit the application to their guidance counselor by March 15.

All programs are subject to change with appropriate notification. All programs are subject to the approval of

the Medford School Committee and to budgetary considerations.


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CURRICULAR OFFERINGS

The primary objectives of the program include the following:

To prepare students for post-secondary and/or apprenticeship training. To aid students in establishing themselves in their chosen occupations. To develop within students the attitudes, the knowledge and the character necessary for an active, economic,

social and civic life.

To influence students to continue their education, since this is a never-ending process.Shops are equipped with the standard machines and tools and specialized equipment found in the various trades.The skills and processes necessary for skilled workers are acquired in the shop jobs under conditionscomparable to those found in industry. The Applied Academic (related) program is the planning and research

necessary to complete the shop jobs and the preparation by each student of the shop jobs for the followingweeks.

The students total time is allocated to the study of academic and related theory subjects. These include:Applied Academics, English, Social Studies, Algebra, Geometry, Biology, Chemistry and Physics. The

Vocational Program operates under state and federal Vocational legislation.

TABLE of ORGANIZATION

Students in Grades 9 and 10 experience both academic classes and shop on a daily basis. This programmingenables the freshmen student to participate in the Exploratory Program and the sophomore student to major in acareer area and to participate in a traditional high school course of study. Students in Grades 11 and 12 will

spend alternate weeks in shop and the academic classroom.

EXPLORATORY PROGRAM - Grade 9

A ninth-grade exploratory program is offered for those students entering the Vocational Program. The programconsists of regular Grade 9 academic subjects and experience in at least eight shop and lab areas. Closeattention, direction, and guidance are given to each student during this period. At the end of this exploratory

period, the Grade 9 students should be more knowledgeable about and decisive in selecting a career program forGrade 10.

CO-OPERATIVE EDUCATION - All Departments

Cooperative Education is a school-based and a work-based program. Cooperative Education students continueto receive their academic education in the traditional classroom setting while spending their shop weekemployed by area business in their vocational field. Students perform work best suited to their qualificationsand educational needs while employers evaluate the student progress according to their predetermined standards.Students will receive no less than minimum wage from the employer, with the exception of those industries not

covered by the minimum wage law.

Students must meet Medford Vocational-Technical prerequisites including a 10-hour OSHA card beforeentering the program. Cooperative Education gives a senior or fourth quarter junior practical work experiencerelated to their vocational area. It also allows the student to refine his/her skills prior to entering the work force

on a full time basis. Cooperative Education develops proficiency in a trade area, helping the student to assure asmoother transition into the career of their choice.


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Medford Vocational-Technical High School

Courses and Credits by Grade

GRADE 9

COURSE Periods Credits

English 5 5

Algebra 1* 5 5

Introductory Physics 5 5

World History I 5 5

Exploratory (Shop) 5 6

MCAS Enrichment 5 5

Community Service 15 hours

Total Credits: 31

GRADE 10


English 5 5Geometry 5 5

Biology 5 5

World History II 5 5

Applied Academics 2 2

Shop 10 8Community Service 15 hours

Total Credits: 30

GRADE 11 (bi-weekly)


English 8 5

Algebra 2 8 5U.S. History 8 5

Health 3 2


Shop 30 12Community Service 15 hours

Total Credits: 32

GRADE 12 (bi-weekly)


English 8 5

Algebra 2B 8 5

Chemistry 8 5

Health 3 2


Co-op/Shop 30 12

Community Service 15 hours

Total Credits: 32

* Beginning with the class of 2014, the four year sequence of mathematics is Algebra 1, Geometry, Algebra 2 and Topics in DiscreteMathematics. Accommodations will be made to provide students with additional or accelerated coursework as needed.


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DUAL ENROLLMENT

Qualified juniors and seniors are encouraged to take advantage of the Massachusetts Dual Enrollment Program.When funding is available, this program allows students to take college courses free of charge at Bunker HillCommunity College. College and/or high school credits are received for all successfully completed courses.Students may also take courses at Tufts University under an agreement between Tufts University and the

Medford Public Schools.

For further information on Cooperative Education, Dual Enrollment, and Tufts University, students shouldconsult their Guidance and/or Career Counselor Counselors.

ON-LINE COURSEWORK

Virtual High School (VHS) is a collaborative of schools offering online, content-rich, full-semester courses tohigh school students. VHS includes core, elective, advanced placement (AP) and Pre-AP courses. Students canenroll in VHS courses on an individual tuition basis. Additional information at: http://www.govhs.org

Brigham Young University (BYU) Independent Study has helped students, ranging from remedial to

accelerated, who want to make up classes, graduate on time, or enhance their curriculum. Students can enroll in

BYU on an individual tuition basis. Additional information at: elearn.byu.edu

Students interested in participating in an on-line learning experience must consult with their Guidance counselorand the MVTHS administration prior to making application.


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Medford High and Vocational-Technical High School

Academic Departments

ENGLISH DEPARTMENT

The English Department of Medford High School provides continuing opportunities for each student to developthe following:1. The mental discipline and the academic skills necessary to understand and appreciate literature and the

humanities;2. The communication skills necessary for effective reading, writing, speaking, listening, thinking and

presenting; and

3. The motivation necessary to foster increasing curiosity and creativity, traits that contribute to thedevelopment of the personality and that will help the student in whatever field he/she enters after high

school.

Although the emphasis placed on specific skills varies for each grade and level, the total program provides

continuity in the students educational program over four years. The English Department is committed to the

presentation of materials and skills-acquisition through a broad range of study: the reading of quality literature;the development of writing skills that ensure an appropriate finished product; spelling and vocabularydevelopment; oral language; listening; grammar and usage, and reasoning. Since writing is a reflection ofthinking, students are expected to respond to literature, as well as to generate writing from their own ideas.

Every student must take and pass English 9, 10, 11 and 12. A student cannot progress to another Englishcourse without first fulfilling the prerequisites for the course; therefore, two regular English courses (e.g.English 10 and English 11) may not be taken simultaneously. In addition, a summer reading requirement exists

for all students entering Standard, Honors and Advanced Placement courses in Grades 9 through 12. Titles areassigned by grade; students are assessed in early September; many summer reading titles are part of anintroductory teaching unit in the fall. Therefore, completion of required summer reading is critical. Assessmentin September may assume various modes: e.g., a multiple-choice test, essay, project (often assigned in June),

oral report, etc.

English 9: Literary Exploration I

In order to help Grade 9 students to adjust to the high school program, special attention is given to training inlibrary and study skills. By building on the basic tools of reading, writing, speaking, listening, and thinking(skills presented in both the elementary and middle school grades), the student is provided with continued

opportunities for developing these communication skills. The study of literature focuses on analysis of the shortstory, novel, and poetry. Required reading includes selections from Shakespeare.

Basic 5 Credits 5 Periods per Cycle Full YearStandard - 5 Credits 5 Periods per Cycle - Full Year

English 10: Literary Exploration II

This course expands on the ninth grade world literature course. By concentrating on themes that include love,heroism, and rites of passage, students continue to study the following: the roots of the English language, andliterature from Anglo-Saxon epic poetry and Shakespeares Middle English to modern-day short fiction.Instruction spans the reading of ancient myths and legends to the modern novel. Through class discussion,

reading, oral presentations, informal essays, critical essays, independent research, etc., students explore themajor themes that the authors themselves explored. From this exposure, students will develop highercritical/analytical reading and thinking skills in order to evaluate data and to respond appropriately. In addition,all other communication skills are included. Specific titles, including the works of Shakespeare, are designatedas required reading.


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Basic 5 Credits 5 Periods per Cycle Full YearStandard 5 credits 5 periods per Cycle Full Year

English 11: American Literature

With American literature as the focus for study, Grade 11 students develop a deeper knowledge and greaterrespect for the American heritage: its history, its complexity and its literary contributions. Thematic units (e. g.,

the Puritan conscience, the American search for identity, the American ideal, etc.) are studied throughrepresentative writers: e.g. Jonathan Edwards, Ralph Waldo Emerson, Mark Twain, Ernest Hemingway, andothers. The letter form, precise writing, critical analysis, and the essay comprise the principal amount of writing

in English 11. Specific titles, including the works of Shakespeare, are designated as required reading.Basic 5 Credits 8 Periods per Cycle Full YearStandard 5 Credits 8 Periods per Cycle Full Year

English 12: World Literature

Reading in mythology and epic lore explores the roots of literary tradition. A survey of world literature from thefourteenth through the twentieth century affords students the opportunity to challenge the thinking of the great

minds of Western Civilization. Discussions are based on textual analysis and related material. The focus for theresearch paper originates from course readings. Specific titles, including the works of Shakespeare, aredesignated as required reading.

Basic 5 Credits 8 Periods per Cycle Full YearStandard 5 Credits 8 Periods per Cycle Full Year

MATHEMATICS DEPARTMENT

The Mathematics Department offers a core mathematics program that is rigorous in content, high in expectationsand accessible to all students. The curriculum is reflective of the standards articulated by theMassachusetts

Curriculum Framework for Mathematics, the department of Elementary and Secondary Educations CommonCore State Standards for mathematics education, the National Council of Teachers of Mathematics, and the

Massachusetts Comprehensive Assessment System. Students will achieve standards of practice, content andmathematical literacy through problem-solving, reasoning, communication, representation and makingconnections.

Graphing calculators are essential tools for high school mathematics learning. While classroom sets of TI-83+

and TI-84+ graphing calculators are available for class use, students are strongly encouraged to own graphingcalculators to enhance understanding, aid in homework, and for use during standardized testing such as MCASand SAT.

All students are required to take three years of mathematics (four years are required at MVTHS), with four years

recommended for college-bound students. Algebra 1/ Geometry/Algebra 2 is the minimum recommendedcourse sequence. MASSCORE recommends that all students take and pass four years of mathematics forcollege and career readiness. In March 2011 the state Board of Higher Education approved a new four-year

mathematics requirement for all students seeking admission to state universities in Massachusetts. Theadmission requirement is likely to go into effect in 2016.

Algebra 1 (Grade 9)This course in Algebra provides a strong algebraic foundation for all subsequent mathematics courses. Students

will develop mature understanding of algebraic concepts and procedures through communication,representation, reasoning, making connections, problem solving, and technology integration. Focus is on a deepunderstanding of linear and exponential relationships; interpretation, comparison and contrast of functions to

include linear, quadratic and exponential models; extension of the laws of exponents to include square and cuberoots; and application of regression techniques to analyze linear models.


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Standard - 5 Credits 5 Periods per Cycle Full YearStrongly Recommended: TI-83+ or TI-84+ Graphing Calculator

Prerequisite: Passing grade 8 mathematics or grade 8 algebra, with teacher recommendation.

ESL Algebra 1 (Grades 9 and 10)

This course focuses on developing an understanding of the algebra skills listed in the above Algebra 1 course,

while allowing for the development of English communication skills.Standard - 5 Credits 5 Periods per Cycle Full YearStrongly Recommend: TI-83+ or TI-84+ Graphing Calculator

Prerequisite: Recommendation by the Bi-Lingual and Mathematics Departments

Geometry (Grade 10)

This course extends the study of Geometry by emphasizing precision and developing reasoning and proof.Students will demonstrate understanding using geometric models, constructions, algebraic reasoning and

trigonometry. The students develop mathematical language as they investigate problems, make and testconjectures, draw conclusions, and describe results. The course focuses on proving congruence and

demonstrating similarity through transformations and proportional reasoning; deriving and using equations ofconic sections in the coordinate plane; explaining and using volume formulas to solve problems; as well as

understanding and applying the rules of probability to make decisions.Standard - 5 Credits 5 Periods per Cycle Full YearStrongly Recommend: TI-83+ or TI-84 + Graphing Calculator

Prerequisite: A passing grade in Algebra 1

Algebra 2 (Grade 11)

This course emphasizes the study of functions including linear, quadratic, exponential, logarithmic, polynomial,rational, and radical functions, their properties, and graphs. The students will understand the relationship

between the arithmetic of rational numbers and that of rational expressions; extend their understanding oftrigonometric ratios as they graph periodic functions; and identify the appropriate function to model a situation.Students will also use statistical models to interpret data, make inferences and justify conclusions.

Standard - 5 Credits 8 Periods per Cycle Full Year

Strongly Recommend: TI-83+ or TI-84+ Graphing CalculatorsPrerequisite: A passing grade in Geometry

Algebra 2 B (Grade 12) This course will not be offered beyond the Class of 2013

This course is the second half of an Algebra 2 course. It will continue the study of various functions and theirinverse (e.g. exponential, polynomial, and rational) and will further explore topics in probability and data (e.g.

combinations, permutations, distributions).Standards - 5 Credits 8 Periods per Cycle Full YearStrongly Recommend: TI-83+ or TI-84+ Graphing CalculatorsPrerequisite: A passing grade in Algebra 2A

Topics in Discrete Mathematics (Grade 12) Starting with the Class of 2014

This course provides students the opportunity to study numerous disjoint topics in the field of DiscreteMathematics. Students will discrete models to interpret data, make inferences, and solve problems that answerquestions to real situations. They will determine reasonableness and evaluate mathematical representations ofreal-world situations. Students will represent and model with vector quantities; use matrices in applications and

modeling to analyze situations and make decisions. Topics include graph theory, combinatory, linearprogramming, arithmetic & geometric growth, statistical modeling, iteration and recursion, voting theory, fair

division, symmetry & tessellations, finance, and more.Standard 5 credits 8 Periods per Cycle Full YearPerquisite: Passing grade in Algebra 2


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SCIENCE DEPARTMENT

A scientific education is designed to develop in the student an appreciation of the joy, excitement andintellectual awareness of our biological, physical and chemical environment. Balanced with the study of the artsand humanities, students will be able to achieve a wider understanding of their complex world. A person literatein science will be able to understand science concepts and process skills in making decisions especially related

to science issues that affect society. In addition, the science curriculum offers a wide choice of courses forstudents interested in different career paths. Students will continue taking courses in a sequence that is governedby prerequisite requirements. In order to graduate, students must take and pass three years of high schoolscience: Introductory Physics, Biology and Chemistry; or Biology, Chemistry, and another five-credit sciencecourse.

SCIENCE SEQUENCE CHART 2012-2013

Introductory Physics (Grade 9)

The Introductory Physics course helps students recognize the nature and scope of physics and its relationship to

other sciences. Students will learn about basic topics such as motion, forces, energy, momentum, heat and heattransfer, waves, electricity, and magnetism. Students will be engaged in scientific inquiry, investigations, andlabs so that they develop a conceptual understanding and basic scientific skills. The mathematics prerequisite

skills are based on middle school mathematics topics such as data analysis, measurement, scientific notation,ratio and proportion, and algebraic expressions.

Standard 5 Credits 5 Periods per Cycle Full YearPrerequisite: Passing grade in all previous science courses

ESL Science (Grade 9)

This course is designed for students with limited English proficiency with an emphasis on English language

development and practice. Integrated ideas and concepts from all the science areas will be studied, using earthand space science as the central theme. Concepts dealing with the land, air, oceans, and space will be studiedwith an emphasis on laboratory skills, critical thinking and problem solving.

Standard 5 Credits 5 Periods per Cycle Full YearPrerequisite: Passing grade in all previous science course

Biology I (Grade 10)

This course focuses on the fundamental principles of living things. Students learn about the diversity of livingorganisms and their relationship to the environment. Students are introduced to the study of classification,zoology, botany, genetics, ecology and cytology with an emphasis on laboratory investigations.

Standard 5 Credits 5 Periods per Cycle Full YearPrerequisite: Passing grade in Introductory Physics

Chemistry (Grade 12)

This course focuses on the interaction of matter through chemical reactions. Atomic structures, chemical

formulas, bonding, chemical reactions, energy, gas laws, survey of materials, organic, nuclear and equilibriumchemistry are some of the topics covered. Laboratory experimentation is an essential feature of the course.

Standard 5 Credits 8 Periods per cycle Full Year

Grade 8 Science

Introductory Physics

Biology I

Chemistry


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SOCIAL STUDIES DEPARTMENT

Students need to successfully complete three years of History and Social Studies instruction in order to beeligible for graduation. To comply with the 2003Massachusetts History and Social Science Framework, allstudents must take a two-year sequence in world history starting in their freshman year. As juniors, all studentsare required to take United States History from 1877 to the present. Seniors have the choice of several courses

but must first see that they have passed all of their requirements.

World History I (Grade 9)

Students in Grade 9 will study the history and geography of the civilizations and nations that occurred inEurope, Africa, the Americas and Asia from the fall of the Roman Empire to the beginning of the modern era

(500 A. D. to 1815). Focus will be placed on the history and geography of great civilizations that weredeveloping concurrently throughout the world during medieval and early modern times. Students will examinethe growing economic interaction within and between civilizations, as well as the exchange of ideas, beliefs,

technologies, commodities and cultures.Standard - 5 Credits 5 Periods per Cycle Full Year

World History II (Grade 10)

The course will begin with a study of the evolution and revolutions of European nation states and then continuewith a study of European nationalism and imperialism, the emergence of modern China and Japan and the dawnof 20th century, the turmoil that led to WWI, the Russian Revolution, and the Great Depression and its

worldwide consequences. Also included will be the rise of fascism, WWII, the Cold War, the Revolution ofRising Expectations, and the changing scientific, economic, social, cultural, and political events that are shaping

the 21st century. Current events will also be looked at and incorporated into the course. Students will be able toput historical events in proper perspective and apply concepts and themes from all of the Social Sciences inorder to make sense of the world in which they live. To help prepare students for the upcoming United States

History MCAS Test, the curriculum for World History II will integrate aspects of United States History into thestudy of World History.


United States History (Grade 11)This course is required for graduation and conforms to the outline provided by the Massachusetts History andSocial Science Framework. Students in Grade 11 will study the major turning points in American History in the

20th century. After a brief review of the causes, events and results of the Civil War and Reconstruction, thiscourse will examine the rise of Industrial America and the labor movement, Immigration and the shift in

population to the cities, along with the changing ethnic composition of America. Also included will be theposition of the United States in a changing and hostile world of the 20th century, adjustments brought on by theGreat Depression and the New Deal, the Civil Rights struggle and achievements, and the changing scientific,

cultural, economic, and political developments of the late 20th century. Underlying the treatment of all coreknowledge topics will be a featured examination of The Constitution, our governmental system of checks and

balances, assorted case studies, as well as the rights and responsibilities of citizenship.


MCAS ENRICHMENT

MCAS Enrichment and Career Education (Grade 9)

This course, required of all freshmen, focuses on the improvement of student skills and knowledge of content inthe areas of Mathematics, Science and English. Students will focus on test strategies, short answer and openresponse questions, and multiple choice testing. Teachers will choose topics of vocational interest to provideinstruction in computation, problem solving, and basic algebra and geometry. Students time will be divided

between MCAS enrichment and Career Education.


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The Careers Class introduces materials that will aid the student in planning toward a future career. Theseinclude goals and values, decision-making skills and understanding risk, and employability skills. Also, the

student will use Career Cruising to enhance their learning and commence their four-year career plan.Standard 5 Credits 5 Periods per Cycle Full Year

WELLNESS PROGRAM

The goal of the Wellness Education Program is to emphasize the mental, emotional and social aspects of living,as well as the physical development aspects necessary for a satisfying and active life. Students gain anunderstanding of personal fitness levels and personal fitness needs through discussion and practice of fitnesscomponents including the following:

Cardio-respiratory strength/endurance Muscular strength/endurance Flexibility Body composition (height, weight, body fat percentage, BMI etc.)

Activities include:

Basic anatomy and physiology information Weight/resistance training Cardiovascular Introduction of various exercise options such as yoga, Pilates, kettle bells Fitness testing

Students continue their development of the following 21st century skills and habits by:

Developing research skills (example: finding exercises/exercise programs to add to their personalprogram, researching sources for diet/nutrition and anatomy/physiology, becoming self-directed learners

(example: practicing skills/exercises with proper form to avoid injury).

Using problem solving and developing inquiry (example: which exercises/exercise programs work bestfor them, how to modify programs, why modification will be effective, when to introduce modification).

Improving technology use (example: reliable sources, heart rate monitors, pedometers, computer bodymanagement systems, BMI calculator system).

Effectively communicating and collaborating (example: informing instructor of anychallenges/difficulties in program and accepting/implementing suggestions).

Acting with integrity (example: following protocols, rules, respect for equipment). Becoming well-informed, global citizens, practicing leadership skills (example: practicing a healthy

lifestyle, being a positive role model).

ENGLISH LANGUAGE LEARNERS DEPARTMENT

The English Language Learners (ELL) Department provides full-or part-day instruction, counseling, andplacement of students who need to learn English to a level which allows them to participate fully in the

academic and social life of the school. The department offers a full range of English language courses, as well

as sheltered instruction in core academic areas.

ELL- LiteracyThis course is for students who have had limited educational experiences in their country of origin. Students

will learn basic literacy skills that apply to English, Social Studies and Science. Classes meet one period a day.Standard 5 Credits 6 periods per Cycle Full Year

ELL Beginners (Grades 9-12)This course is for students who are recently arrived to this country and who have had normal educational

experiences in their country of origin. Students will learn English to function in their new environment and


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acquire some understanding of the cultural differences in play. The class will focus on the social use of English,receptive language, oral communication, beginning reading and writing, and study skills. Classes meet two

periods a day.Standard 10 Credits - 12 Periods per Cycle Full Year

ELL Intermediate Low (Grades 9-12)

This course is for students who are progressing in their knowledge of English but still have difficulties inspeaking, understanding, reading and writing. Classes meet two periods a day.

Standard 10 Credits - 12 Periods per Cycle Full Year

ELL Intermediate High (Grades 9-12)

This course is for students who understand most conversations, explanations and lectures given at a native pace,

but need further work in grammar, idioms, and vocabulary acquisition. Classes meet two periods a day.Standard 10 Credits - 12 Periods per Cycle Full Year

ELL - Advanced (Grades 9-12)

This course is for students who are near exit level from the program. They may be taking Math, Science andSocial Studies courses in the regular curriculum, but will still benefit from added work in English to polish and

improve reading and writing skills. This is the final course in the ELL sequence. Classes meet one period aday.

Standard 5 Credits - 6 Periods per Cycle Full Year

Sheltered English Immersion (SEI) (Grades 9-12)

The purpose of the program is to offer core academic classes in a manner that provides visual and languagesupport for new English learners. The following core academic SEI classes are offered: Algebra I and II,Geometry, Pre-calculus, World History I and II, United States History, Science, MCAS English, and MCAS

Math. All classes meet one period each day except English and MCAS Math, which meet twice in a six-daycycle.

Standard 5 Credits 6 Periods per Cycle Full Year

SPECIAL NEEDS DEPARTMENT

The Special Needs Department is available to all students that may need assistance. The services provided can

include evaluations and/or delivery of direct services. Services can include mainstream monitoring and/orsupport, modified sections in various departments and/or designated sections in mainstream, adjustmentcounseling, Adaptive Learning Program, Life Skills program, resource room assignments, combination of aboveservices; or individual service delivery as recommended by base core team.

All students regardless of learning challenges have access to the Medford High Schools curriculum. Studentswith diverse learning styles are evaluated and diagnosed by the Department of Special Needs. Each studentsteam recommends any and all accommodations or schedule adjustments. The purpose of theserecommendations is to maximize student success. Listed below are the current offerings for Medford HighSchool.

CURTIS TUFTS ALTERNATIVE HIGH SCHOOL

This 502.4i program was created in 1981. The program was created in response to a need to keep vulnerableAt Risk students in their community. This model program addresses the needs of students that share a numberof high risk and acting out characteristics. This comprehensive program is staffed by eight full time SPED

certified personnel. The program has the support, supervision and direct services of three agencies, GeneralPsychological Services and Tri-City Inter Agency. The program effectively addresses the social, emotional,and educational needs of the forty students recommended by their sending TEAM. This is done throughcreative programming, carefully planned activities, individual and group counseling, behavior modification,

parental support group, outreach, community involvement, competitive inter-league sports, liaisons with Tufts


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University and Northeastern University, as well as many ongoing and effective alternative strategies that addressstudent, family and school priorities.

HIGH SCHOOL LIFE SKILLS PROGRAMThis program has expanded over the past ten years in order to address the needs of the more severeeducationally and physically challenged high school aged student. The Life Skills Program is primarily dealing

with the more cognitively and physically challenged youth. This program has one full time teacher, three fulltime instructional aides, behavior specialist, adjustment counselor and career counselor/job coach, OT/PT

providing ongoing services. Students have the opportunity to experience a multitude of activities throughout the

day. This includes the multifaceted classroom facility as well as various locations within the confines of theHigh School and Vocational School. Students also travel to various work sites within the community. There isalso an extended day as well as a summer component built into the program.

HIGH SCHOOL AND VOCATIONAL SCHOOL LEARNING GROUP PROGRAM

These programs offer sound and appropriate academics for the group of Learning Disabled students assigned tothem. The teachers and instructional aides to meet the IEP Goals and Objectives use various accommodations

and teaching strategies. These students are also exposed to various appropriate mainstream opportunities as wellas work sites both within the school environment and at various job sites outside of school. The School

Adjustment Counselor, Guidance Counselor and Behavior Specialist address behaviors on an ongoing basis.Students in these programs are offered an opportunity to participate in an extended day component along withthe Life Skills Program.

ADAPTIVE LEARNING PROGRAM

This program offers the group of students assigned to it both support and academics. In addition, the GuidanceCounselor provides counseling services as well as the Adjustment Counselors assigned by the Department forSpecial Needs. Individual and group counseling is also incorporated into our program. Students attend classes

in the mainstream when appropriate or in the classes allocated to the SPED staff within the program. Studentsearn the same graduation requirements as any other High School students. The ALP program is an effectiveintervention that offers the least restrictive setting for those students that require more intensified support withinthe confines of a large school setting.

LANGUAGE-BASED LD PROGRAM

This program offers a small group of LD students a chance to take contained classes or appropriate mainstreamclasses throughout Medford High School. The program offers students a safe, supportive classroomenvironment, along with LD instruction by its full time Special Needs teacher.

VOCATIONAL SCHOOL LANGUAGE BASED CLASSROOM

This class was created in order to address the needs of students identified as learning disabled in the area ofexpressive or receptive language. At the same time these students had expressed an interest in attending theVocational School to experience the Grade 9 exploratory program of studies. The students attend a self-contained classroom for their major academics and related Vocational topics and travel into various shops in

order to experience the Vocational exploration part of the Grade 9 program. Grades 10 through 12 can also be

coordinated through this classroom.

RESOURCE CLASSESSPED-certified teachers teach specific subjects to those students whom need a more restrictive environment and

more individualized instruction. Classes are offered in Mathematics, Social Studies, Science and LanguageArts. Reading is taught by our reading specialists and addresses both reading mechanics and comprehension

issues.


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CAREER AND TECHNICAL OFFERINGS

The City of Medford through its School Committee has offered vocational education, now referred to

as Career and Technical Education, to its young people since 1930. Throughout this time many

changes in program offerings have been made and all programs have been enhanced to meet theexpectations of industry in the 21

stcentury. The current Career and Technical offerings are provided

to our students because of the high employment levels that are prevalent in the greater Medford andMetro North Region.

The program offerings outlined on the following pages are presented in a user-friendly format. We

hope they provide you with a better understanding of our curriculum majors. If you have anyquestions please consult with your guidance counselor or the Medford Vocational Technical High

School Guidance Department.

Arrive with a DreamLeave with a Career


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Automotive Collision Repair & Refinishing

The Automotive Collision Repair course is a three-year program that conforms to the NationalAutomotive Technicians Education Foundation (NATEF) standards using I-Car curriculum. Adherenceto the NATEF curriculum and standards exposes and trains students in the trade through a series of tasksand competencies in the areas of: Painting & Refinishing, Non-Structural Analysis & Damage Repair,Plastics & Adhesives, Structural Analysis & Damage Repair, and Mechanical & Electrical Components.

In addition, students learn to use the Audatex Estimating Systems. This system is state of the art andcomplies with NATEF standards. Students enrolled in the program are involved in every aspect of aworking business. Students interact directly with customers; write estimates, schedule jobs, order partsand complete repairs. The program is self-paced. The program is recognized by the I-Car Training

Alliance

The Automotive Collision Repair program is Chapter 74 approved and is taught by ASE Certified andNATEF approved instructors.

Upon graduation, students are employed as entry-level technicians, automotive refinishers, assistantmanagers, detailers, glass installers, automotive appraisers, frame technicians, restyling technicians andsales people in the automotive body supply industry.

Medford Vocational Technical High

Schools Automotive Collision RepairProgram includes Articulation Agreements

with the following colleges and institutions:

Companies or employers where Medford

Automotive Collision Repair Program graduatesare working:

Universal Technical InstituteWyoTech

Bonnell FordWhites Auto BodyGrava Chrysler PlymouthCiti Auto Body

Charles Street Auto BodyMirak Chevrolet

Kwik Auto Body SuppliesTodays Auto BodyHogan & Van

Joe Champia Auto Body

IRA MotorsPasqualli Auto Body

A & M Auto BodySentry Lincoln-Mercury

Safety InsuranceColonial Nissan

Arlington Auto BodyBoyles Body WorksHanson & Tilton

LICENSES, CERTIFICATIONS, AND AFFILIATIONS

PPG Refinish Certification, Fusor Plastic Repair Certification, ASE Certification, and one year experience

towards the Massachusetts Auto Damage Appraisers License, S/P2 Pollution and Safety Certificate,Audatex Computer Estimating Certificate, PPG On-Line Certification, OSHA 10 Hour General SafetyCard


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Automotive Technology

The Automotive Technology course is a three-year program that conforms to the National Automotive

Technicians Education Foundation (NATEF) standards. Adherence to the NATEF curriculum andstandards exposes and trains students in the trade through a series of tasks and competencies in the areasof: Brakes, Electrical/Electronic systems, Engine Performance, Suspension and Steering, Heating and AirConditioning and additional areas. The program provides the participants with a classroom segment andhands-on work. Students work daily on customer vehicles that have been scheduled for repairs. Studentsinteract directly with customers; write service orders, schedule jobs, order parts and complete repairs. The

program is self-paced.

The Automotive Technology program is a Chapter 74 approved program taught by ASE Certified andNATEF approved instructors.

Upon graduation, students are employed as entry-level technicians, mechanics, brake specialists,

electronic technicians, as assistant service managers and as sales people in the automotive parts supplybusiness.

Medford Vocational Technical HighSchools Automotive Technology Program

includes Articulation Agreements with the

following colleges and institutions:

Companies or employers where MedfordAutomotive Technology Program graduates are

working:

Universal Technical InstituteNew England Institute of Technology

Ritchies ServiceGrava Chrysler Plymouth

Sentry Lincoln MercurySaturn of MedfordOlson Cadillac

Mystic Auto SupplyHonda of Boston

Volsar Automotive


ASE Certification, Ford Auto Skills Troubleshooting contest, VICAOSHA 10 Hour General Safety Card


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Carpentry

Students in the Carpentry program receive instruction in both millwork and house building. Students are

taught design, layout, and dimensioning of projects. The students work with a variety of building andfinishing materials, and become familiar with modern methods and styles of commercial and residentialconstruction. Students employ the use of a variety of hand and power tools throughout their training.Extended activities range from shed construction to house remodeling techniques, remodeling andconstruction within the school and off-campus. An integral component of the finish carpentry curriculuminvolves the Cabinetmaking instructors guiding the students in the craft of furniture making, cabinets, andvarious small projects from solid lumber, plywood and high-pressure laminates. The competency-based

curriculum and hands on approach provides students knowledge to compete in this field.

The Carpentry program is a Chapter 74 approved program.

Upon graduation, students are employable in the following areas: house siding, framing carpenters,

apprentice carpenter, lumber and house salespeople, mill worker, house carpenter, carpenters helper,finish carpenter, cabinet making, remodeling, rafter and stair layout as well as self-employment.

Medford Vocational Technical HighSchools Carpentry Program includes

Articulation Agreements with the following

colleges and institutions:

Companies or employers where MedfordCarpentry Program graduates are working:

New England Institute of TechnologyBoston Carpenters Apprenticeship &

Training FundEastern Massachusetts CarpentersApprenticeship & Training Committee

Mystic BuildersMass Cabinets

Wes DesignsB & D BuildersMitchell Construction

Sully & Perk


Power Activated Tool License, Construction Supervisor License, Home Improvement Contractor License,CertainTeed Roofing Certificate

OSHA 10 hour Construction Safety and General Safety Cards


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Construction Craft Laborers

The construction industry is one of the most diverse and rewarding industries in the world. From a single-family home to a railway tunnel under the English Channel, the potential for personal and financial

growth is only limited by your willingness to work and learn. A career in construction can provide astandard of living for you and your family, as well as a sense of pride and accomplishment in the projectsyou help to build.

It is beyond the scope of this document to list all of the major types of construction. They have beenidentified and grouped into the following three categories:Building construction and reconstruction on residential and commercial buildings.

Heavy/highway, and utilities construction and reconstruction on the following:Major and minor highways

SubdivisionsBridges, dams, tunnels, and airfieldsUnderground utilities (telephone and electric)Piping systems (petroleum, water, sewer, natural gas, and collection systems)

Environmental activities associated with the following:

Asbestos abatementDecontamination and demolition of nuclear facilitiesHazard waste removal

Leads abatementPermit-required confined spaces.

Construction remains a major growth industry in North America and a source of jobs for new entrants intothe work force. The United States Bureau of Labor Statistics (BLS) predicts construction jobs willincrease from 7 million to 7.8 million in the years 2008 - 2018.


Schools Construction Craft Laborers

Program includes Articulation Agreements



Construction Craft Laborers Program graduates

are working:

Wentworth Institute

New England Laborers Training AcademyBunker Hill Community CollegeBristol Community College

New England Institute of TechnologyUniversity of Mass. Amherst, or Lowell

Barletta Construction

Bond Brothers ConstructionAggregate ConcreteLee Kennedy ConstructionThe MBTA


Scaffold Builder User, OSHA 10 Hour General Safety Card, OSHA 30 hour Construction Outreach,

American Welding Society Vertical Fill-it, American Welding Society Horizontal Fill-it, AmericanWelding Society Overhead Fill-it, American Crane Institute Hoisting & Rigging Cert., Microbial

Remediation, DOT Flagging, Masonry Cont. Assoc. of America, Forklift Trainer Cert. Marr ElevatorWork Platform Cert.


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Cosmetology

Although commonly referred to as a hairdresser, a Cosmetologist actually provides a variety of beautyservices, which are related to the care of hair, scalp, the skin and nails. Course work includesshampooing, haircutting, hairstyling, permanent waving, color analysis, facials, skin care pedicures,

waxing and manicures.

All cosmetology students receive the 1,000 hours of instruction required to qualify for the State ofMassachusetts licensing examination and employment as a cosmetologist. Personal hygiene, grooming,

bacteriology and sanitation practices as well as good human relations are stressed. Anatomy andphysiology play an important part in the course. The students are prepared to provide services such asmanicure, facials, pedicure, shampoo, scalp and hair treatments, blow styling, hair styling (roller set, pin

curl, finger wave) Computerized hairstyling selections, permanent waving, hair coloring, chemicalrelaxing, massage, facials, waxing, makeup and color analysis. They are also prepared in computerizedsalon management.

The Cosmetology program is a Chapter 74 approved program.

Upon graduation, job opportunities include: hairstylist, manicurist, aesthetician, wig maker, platform artist, shop

manager or owner, beauty school owner, demonstrator, beauty supply owner and distributor, desairologist, hair

colorist, manufacturers representative, research-testing of products, beauty editor, trichologist, hair color and skin

and scalp specialist school instructor.


Schools Cosmetology Program includes




Cosmetology Program graduates are working:

Dermal Institute of TechnologyElizabeth Grady AestheticsCatherine Hynes - Aesthetics

Bella CapelliCentral Style

Dellaria SalonFabiano Ltd. SalonHair Cuttery

Hairs Karen

Leon & CompanyNicholas Call Salon & Spa

Park West SupercutsShear MadnessTradewinds Beauty SalonVincenzos Hair Design


Mass. Board of Registration of Cosmetology

OSHA 10 Hour General Safety Card


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Culinary Arts

Culinary Arts students learn the principles and techniques of food preparation, handling, food service andrestaurant management. The study of nutrition, sanitary codes, and inventory control are included in the

competency-based curriculum. Caf Electra, a student-operated public restaurant, provides the studentswith the opportunity to gain firsthand experience in the areas of safety, food handling, food preparation,institutional cooking, short order cooking, computer skills, and customer service. In addition, culinary

arts skills are reinforced through related studies in the classroom.

The Culinary Arts program is a Chapter 74 approved program.

Upon graduation, job opportunities include: line cook, prep cook, short cook, chef, butcher, baker,host/hostess, pastry chef, caterer, dining room manager, and restaurant manager.

Prospective places of employment include: airlines, bakeries, hospitals, hotels, schools and colleges, foodstore chains, restaurants, hotels, health care facilities, national chains and resorts.

Medford Vocational Technical HighSchools Culinary Arts Program includes



Companies or employers where MedfordCulinary Arts Program graduates are working:

Bunker Hill Community College 99 RestaurantsLawrence Memorial Hospital

Winchester HospitalTufts UniversityPastalenas Restaurant

Pizzeria Regina of MedfordHarvard Dining Services

Tremonte RestauranteRiverside Wraps & Grille


ServSafe Certification, Pro-Start Certification and Bar-Code Certification,OSHA 10 Hour General Safety Card


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Early Childhood Education and Teaching

Students enrolled in the Early Childhood program participate in the Make Way for Kids preschool andother day care programs. The children serviced are 2.9 months to 5 years of age. Through hands on

experience in the preschool, students learn, develop and perform the skills as an assistance teacher underthe guidance of the teacher. Students have the opportunity to create and implement age-appropriate,theme-based curriculum to the children. All students rotate through the age levels in order to experience avariety of ages and stages as well as different teaching styles. The competency-based curriculum includesChild Growth and Development studies and practical experiences Working with Young Children. Upongraduation the students will receive a personal certificate of proficiency with documentation of child

contact hours. The certificate can be used to apply for a preschool teaching certificate from the EarlyEducation and Care (EEC). This application is the responsibility of the student and is not guaranteed.

A graduate from the program may obtain an entry-level position in a childcare center, a nanny position ora preschool teacher in an Early Childhood program approved by the Early Education and Care office ofMassachusetts. Other venues are home daycare provider, school-age care provider, kindergarten aide, day

camp counselor or continue to a post-secondary education

Early Childhood Education is a Chapter 74 approved program.

Medford Vocational Technical HighSchools Early Childhood Education



Companies or employers where Medford EarlyChildhood Education Program graduates are

working:

Bunker Hill Community CollegeRoxbury Community College

Kinder CareGovernment Center Day Care

Knowledge BeginningsKids CornerCreative Corner

Graceworks After school carePlay Academy


EEC Teaching Certificate Preschool (May qualify for Infant-Toddlers also)OSHA 10 Hour General Safety Card


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Electrical

Through a competency-based curriculum the Electrical program prepares students with the basic skillsneeded for an advanced-level position in the electrical field. The students gain a thorough knowledge of

materials, terminology, and safety skills that are necessary in becoming a licensed electrician, a licensedsystems technician, or a telecommunications technician. Students will become proficient in a variety ofelectrical projects in compliance with the National Electric Code, Massachusetts Electrical Code, and

NFPA (National Fire Protection Association) Safety Code, and all other codes relegated to the electricalindustry.

The related classroom curriculum stresses mathematics, science and blueprint reading related to theelectrical field. Emphasis is placed on the mastery of fundamentals, concepts and principles as well as theability to solve practical problems.

The Electrical course is a Chapter 74 approved program.

Upon graduation students will receive a high school diploma and a vocational certificate. In addition, heor she may be awarded up to 2080 working hours and 225 classroom hours to apply towards therequirements of the State of Massachusetts Electrical Board for the Electrical License Examination.

Graduation provides the following career opportunities: electrical apprentice, journeyman electrician,residential electrician, commercial electrician, industrial electrician, Master electrician, electricalcontractor, telecommunications technician, systems technician (burglar and fire) or electrical materialsales.


Schools Electrical Program includes




Electrical Program graduates are working:

New England Institute of TechnologyGould Construction Institute

FacilcoD&D Electric

Interstate Electric CompanyNardone ElectricAll State Electric Company

American AlarmAssured Fire Alarm CompanyReliance Electric

All-Tech ElectricJupiter Electric


State of Massachusetts Electrical License

OSHA 10 Hour Construction Safety and General Safety Cards


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Graphic Communications

Graphic Communications prepares students for careers working in digital technology, printing, publishing

and new media ventures. Classroom experiences and laboratory time provide students with theknowledge and experience to gain an entry-level position working on the technical side of a printing pressor media development center. Digital design and production involves primarily the Adobe Creative Suiteapplications. Classes are focused on using the software to design graphics and layouts, create graphicsand images, and manipulate and enhance images. Projects are prepared from concept to production.Students take prepress and production coursework, in which they learn to prepare projects for an offsetlithographic press using digital prepress techniques, develop Internet sites, devise electronic page layout

and work with digital media sources. Basic business management and entrepreneurial skills for the

graphic industry are also taught.

Graphic Communications is a Chapter 74 approved program.

Graduates learn the technical skills behind publishing newspapers, magazines, newsletters and other forms of mass

graphic communications. Though job skills and responsibilities will depend on the place of employment, graduates

of this graphic communications program may find a job as a: digital prepress operator, digital media developer,

press operator, finisher, page layout technician, output technician, typesetter, proofreader, copy center technician,

and a print/media salesperson. Graduates work in advertising agencies, newspapers, magazines, printing companies,

in-house corporations, the music industry and multimedia production.

Medford Vocational Technical HighSchools Graphic Communications



Companies or employers where Medford GraphicCommunications Program graduates are

working:

Bunker Hill Community College Acme Printing CompanyPiro Printing Company

Sir SpeedyCharles River PublishingDigital Publishing SolutionStaples Print Centers


Printing Industries of America, National Association of Photoshop Professionals, Printing Industries ofNew England, Ad Club of Boston, OSHA 10 Hour General Safety Card


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Health Assisting

Combining medical technology and the human touch, the healthcare industry diagnoses, treats andadministers care around the clock, responding to the needs of millions of people from newborns to theterminally ill.

As one of the largest U.S. industries in 2011, healthcare provides 14.3 million jobs for wage and salaryworkers. 47% of these workers in the nursing and residential care facilities have a high school diploma or

less, as do 20% of workers in hospitals. Medford Voc. Tech High School students receive training andlearn essential skills in a variety of health related occupations: Certified Nursing Assistant Training,Introduction to Phlebotomy, Introduction to EKG, Basic Alzheimers care and Introduction to basic EMT

training are at the core of the curriculum their three years in the Health Assisting program.

Students considering careers in healthcare should have a strong desire to help others and a willingness tolearn how to relate to various multicultural diverse situations. Many healthcare jobs are regulated by statelicensure and require higher post-secondary educational programs.

Our students currently affiliate at the Courtyard Nursing and Rehabilitation Center, the Bear Hill Nursing

Care Facility, Lawrence Memorial Hospital and the Massachusetts Eye and Ear Infirmary.

Upon graduation, students are prepared for post-secondary education and employment as nursingassistants in acute and long term care facilities, as well as home care agencies.

Medford Vocational Technical HighSchools Health Assisting Program includes



Companies or employers where Medford HealthAssisting Program graduates are working:

Bunker Hill Community College Lawrence Memorial HospitalCourtyard Nursing Care Center

Brighton at MedfordGreater Medford VNA

ABC Home Care AgencyMassachusetts Eye & Ear Infirmary

Bear Hill Nursing Facility


Students become eligible to sit for their Commonwealth of Massachusetts Certified Nursing Assistant(CNA) Licensure at the end of the junior year. Other certifications earned include: First Aid Certification,

Blood Borne Pathogens Certification, CPR Healthcare Provider C - through the American HeartAssociation, and OSHA 10 Hour General Safety Card. Students also have the option of studying towardstheir introductory certificates in Phlebotomy, EKG, Basic Alzheimers Care and Basic EMT Training.Students belong to and participate in the Health Occupations Students of America Organization,sponsored by the University of Massachusetts Medical School.


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Metal Fabrication and

Heating Ventilation, Air Conditioning & Refrigeration

The metal fabricator makes parts from a variety of metals making use of the exacting specifications ofblueprints. The sheet metal worker must be a highly skilled technician in order to meet the demands ofmodern construction. Using computers and a variety of power and hand tools, students learn the skills

needed to fabricate and install the latest air handling equipment installed in todays construction. Studentslearn the latest TIG, MIG, Flux-Core, Oxy-Acetylene, and Arc welding methods. Also, shearing,fabricating and installing skills needed in residential and commercial building projects are stressed.

The Heating Ventilating, Air Conditioning and Refrigeration program is incorporated with MetalFabrication. Beginning with an introduction to basic safety, students study basic refrigeration, the laws of

thermodynamics, Manual J calculations, and soft and silver soldering techniques. The competency-based curriculum allows the students to learn about compressor installation, and repair, evaporatoridentification and installation, condenser operation and design, and metering device applications. Forcedwarm air heating and hydronic heating by both gas and oil are included. Sheet Me

medford voke-tech educational opportunities handbook 2012-13

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