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Program of Studies
2012 - 2013
MEDFORD HIGH SCHOOL MEDFORD VOCATIONAL-TECHNICAL HIGH SCHOOL
TABLE OF CONTENTS
MISSION STATEMENT ..................................................................................................................................................... 3 EXPECTATIONS FOR STUDENT LEARNING ............................................................................................................... 3
MISSION STATEMENT At Medford High School, caring educators serve as role models and encourage and assist all students to reach their potential as learners. To fulfill that mission, the school creates a climate in which parents, teachers, administrators and staff not 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 of resources 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.
CIVIC Students will demonstrate self-respect, understanding and appreciation for the diversity and interdependence of all peoples. Students will recognize and fulfill their duties and obligations as students and citizens.
schedule changes place on teachers either usurp time and energy that they would ordinarily devote to the rest of their 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 staffing recommendations to the Superintendent. Those recommendations are based on the projected number of coursesections needed to schedule the students who request each course. Allowing course changes creates imbalances not only in class and department sizes, but also in total student enrollments among teachers. Exceptions to the Rule Although the rule is that no schedule changes will be allowed after the school year begins, there are exceptions to 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 or more 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 each week in grade ten, and 30 periods of academics, on alternate weeks in grades eleven and twelve. Each freshmen student is scheduled for one (1) period of Exploratory (shop) per day. Sophomore students are scheduled for two (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 VocationalTechnical 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: Junior Status: Senior Status: Minimum of 26 credits; Minimum of 54 credits; 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 in September of 2011 will not be promoted to the next grade.
MVTHS Additional requirements for students attending the Vocational School A. B. C. D. E. Fourth year of Mathematics Physical Education (no requirement starting with the class of 2003) Fine Arts (no requirement) Foreign Language (no requirement) Massachusetts Vocational Competency Exam (when approved) Take and Pass
Honors and Advanced Courses All Medford Vocational Technical High School students should realize their potential as learners and are encouraged 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 the course at Medford High School. During the course-selection process, teachers, curriculum directors and guidance 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 will honor the students request for a course(s) at Medford High School, provided the request is made before the start of the school year and all prerequisites and requirements are met.
program will mirror the course of study for sophomores. These students will be eligible to retake the MCAS test as 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, meet time 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 school diploma, for failure to pass MCAS testing, will receive assistance in their pursuit of a General Education Development (GED) certificate. Future Department of Education regulations may allow students additional opportunities to pass the MCAS test.
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 seeking admission. The method of tabulating class rank at Medford Vocational-Technical High School is published in the Student Handbook.
ADMISSION POLICY
Medford Vocational Technical High School will determine the number of openings for grades 9-12. Any eighth, 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 educational collaborative chartered under Chapter 631 of the Massachusetts General Laws and approved by the Massachusetts 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 of established waiting lists in particular vocational areas provided they expect to be promoted to the grade they seek 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 not offered 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 direction of 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 the applicant 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 must submit the Chapter 74 Vocational Technical Nonresident Tuition applications to the 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 to submit 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.
TABLE of ORGANIZATION
Students in Grades 9 and 10 experience both academic classes and shop on a daily basis. This programming enables the freshmen student to participate in the Exploratory Program and the sophomore student to major in a career 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.
COURSE English Geometry Biology World History II Applied Academics Shop Community Service
COURSE English Algebra 2 U.S. History Health Applied Academics Shop Community Service
COURSE English Algebra 2B Chemistry Health Applied Academics Co-op/Shop Community Service
* Beginning with the class of 2014, the four year sequence of mathematics is Algebra 1, Geometry, Algebra 2 and Topics in Discrete Mathematics. 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 Hill Community 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 should consult 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 to high school students. VHS includes core, elective, advanced placement (AP) and Pre-AP courses. Students can enroll 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 counselor and the MVTHS administration prior to making application.
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Basic 5 Credits 5 Periods per Cycle Full Year Standard 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 greater respect 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 through representative writers: e.g. Jonathan Edwards, Ralph Waldo Emerson, Mark Twain, Ernest Hemingway, and others. 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 Year Standard 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 the fourteenth 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 the research paper originates from course readings. Specific titles, including the works of Shakespeare, are designated as required reading. Basic 5 Credits 8 Periods per Cycle Full Year Standard 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 expectations and accessible to all students. The curriculum is reflective of the standards articulated by the Massachusetts Curriculum Framework for Mathematics, the department of Elementary and Secondary Educations Common Core 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 and mathematical literacy through problem-solving, reasoning, communication, representation and making connections. 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 graphing calculators to enhance understanding, aid in homework, and for use during standardized testing such as MCAS and 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 recommended course sequence. MASSCORE recommends that all students take and pass four years of mathematics for college 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. The admission 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 deep understanding 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 cube roots; and application of regression techniques to analyze linear models.
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Standard - 5 Credits 5 Periods per Cycle Full Year Strongly 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 Year Strongly 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 test conjectures, draw conclusions, and describe results. The course focuses on proving congruence and demonstrating similarity through transformations and proportional reasoning; deriving and using equations of conic 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 Year Strongly 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 of trigonometric 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 Calculators Prerequisite: 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 their inverse (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 Year Strongly Recommend: TI-83+ or TI-84+ Graphing Calculators Prerequisite: 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 Discrete Mathematics. Students will discrete models to interpret data, make inferences, and solve problems that answer questions to real situations. They will determine reasonableness and evaluate mathematical representations of real-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, linear programming, 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 Year Perquisite: 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 and intellectual awareness of our biological, physical and chemical environment. Balanced with the study of the arts and humanities, students will be able to achieve a wider understanding of their complex world. A person literate in 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 for students interested in different career paths. Students will continue taking courses in a sequence that is governed by prerequisite requirements. In order to graduate, students must take and pass three years of high school science: Introductory Physics, Biology and Chemistry; or Biology, Chemistry, and another five-credit science course. SCIENCE SEQUENCE CHART 2012-2013
Grade 8 Science Introductory Physics Biology I Chemistry
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 heat transfer, waves, electricity, and magnetism. Students will be engaged in scientific inquiry, investigations, and labs 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 Year Prerequisite: 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 earth and space science as the central theme. Concepts dealing with the land, air, oceans, and space will be studied with an emphasis on laboratory skills, critical thinking and problem solving. Standard 5 Credits 5 Periods per Cycle Full Year Prerequisite: 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 living organisms 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 Year Prerequisite: 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 equilibrium chemistry are some of the topics covered. Laboratory experimentation is an essential feature of the course. Standard 5 Credits 8 Periods per cycle Full Year
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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 in the areas of Mathematics, Science and English. Students will focus on test strategies, short answer and open response questions, and multiple choice testing. Teachers will choose topics of vocational interest to provide instruction 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. These include 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 an understanding of personal fitness levels and personal fitness needs through discussion and practice of fitness components 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 personal program, 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 best for 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 body management systems, BMI calculator system). Effectively communicating and collaborating (example: informing instructor of any challenges/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).
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 in speaking, 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 and Social 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 a day. 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 language support 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-day cycle. Standard 5 Credits 6 Periods per Cycle Full Year
University and Northeastern University, as well as many ongoing and effective alternative strategies that address student, family and school priorities. HIGH SCHOOL LIFE SKILLS PROGRAM This program has expanded over the past ten years in order to address the needs of the more severe educationally 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 full time 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 the High School and Vocational School. Students also travel to various work sites within the community. There is also 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 to them. 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 well as 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 with the Life Skills Program. ADAPTIVE LEARNING PROGRAM This program offers the group of students assigned to it both support and academics. In addition, the Guidance Counselor provides counseling services as well as the Adjustment Counselors assigned by the Department for Special 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. Students earn the same graduation requirements as any other High School students. The ALP program is an effective intervention that offers the least restrictive setting for those students that require more intensified support within the 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 mainstream classes throughout Medford High School. The program offers students a safe, supportive classroom environment, 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 of expressive or receptive language. At the same time these students had expressed an interest in attending the Vocational School to experience the Grade 9 exploratory program of studies. The students attend a selfcontained 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 CLASSES SPED-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 Language Arts. 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 the expectations of industry in the 21st century. The current Career and Technical offerings are provided to our students because of the high employment levels that are prevalent in the greater Medford and Metro 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 any questions please consult with your guidance counselor or the Medford Vocational Technical High School Guidance Department.
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Medford Vocational Technical High Schools Automotive Collision Repair Program includes Articulation Agreements with the following colleges and institutions: Universal Technical Institute WyoTech
Companies or employers where Medford Automotive Collision Repair Program graduates are working: Bonnell Ford Whites Auto Body Grava Chrysler Plymouth Citi Auto Body Charles Street Auto Body Mirak Chevrolet Kwik Auto Body Supplies Todays Auto Body Hogan & Van Joe Champia Auto Body IRA Motors Pasqualli Auto Body A & M Auto Body Sentry Lincoln-Mercury Safety Insurance Colonial Nissan Arlington Auto Body Boyles Body Works Hanson & 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 Safety Card
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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 and standards exposes and trains students in the trade through a series of tasks and competencies in the areas of: Brakes, Electrical/Electronic systems, Engine Performance, Suspension and Steering, Heating and Air Conditioning and additional areas. The program provides the participants with a classroom segment and hands-on work. Students work daily on customer vehicles that have been scheduled for repairs. Students interact 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 and NATEF 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 supply business.
Medford Vocational Technical High Schools Automotive Technology Program includes Articulation Agreements with the following colleges and institutions: Universal Technical Institute New England Institute of Technology
Companies or employers where Medford Automotive Technology Program graduates are working: Ritchies Service Grava Chrysler Plymouth Sentry Lincoln Mercury Saturn of Medford Olson Cadillac Mystic Auto Supply Honda of Boston Volsar Automotive
LICENSES, CERTIFICATIONS, AND AFFILIATIONS ASE Certification, Ford Auto Skills Troubleshooting contest, VICA OSHA 10 Hour General Safety Card
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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 and finishing materials, and become familiar with modern methods and styles of commercial and residential construction. 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 and construction within the school and off-campus. An integral component of the finish carpentry curriculum involves the Cabinetmaking instructors guiding the students in the craft of furniture making, cabinets, and various 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 High Schools Carpentry Program includes Articulation Agreements with the following colleges and institutions: New England Institute of Technology Boston Carpenters Apprenticeship & Training Fund Eastern Massachusetts Carpenters Apprenticeship & Training Committee
Mystic Builders Mass Cabinets Wes Designs B & D Builders Mitchell Construction Sully & Perk
LICENSES, CERTIFICATIONS, AND AFFILIATIONS 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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Companies or employers where Medford Construction Craft Laborers Program graduates are working: Barletta Construction Bond Brothers Construction Aggregate Concrete Lee Kennedy Construction
The MBTA
LICENSES, CERTIFICATIONS, AND AFFILIATIONS 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, American Welding Society Overhead Fill-it, American Crane Institute Hoisting & Rigging Cert., Microbial Remediation, DOT Flagging, Masonry Cont. Assoc. of America, Forklift Trainer Cert. Marr Elevator Work Platform Cert.
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Medford Vocational Technical High Schools Cosmetology Program includes Articulation Agreements with the following colleges and institutions: Dermal Institute of Technology Elizabeth Grady Aesthetics
Catherine Hynes - Aesthetics
Bella Capelli Central Style Dellaria Salon Fabiano Ltd. Salon Hair Cuttery Hairs Karen
Leon & Company Nicholas Call Salon & Spa Park West Supercuts Shear Madness Tradewinds Beauty Salon
Vincenzos Hair Design
LICENSES, CERTIFICATIONS, AND AFFILIATIONS Mass. Board of Registration of Cosmetology OSHA 10 Hour General Safety Card
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Culinary Arts students learn the principles and techniques of food preparation, handling, food service and restaurant 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 students with 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, food store chains, restaurants, hotels, health care facilities, national chains and resorts.
Medford Vocational Technical High Schools Culinary Arts Program includes Articulation Agreements with the following colleges and institutions: Bunker Hill Community College
Companies or employers where Medford Culinary Arts Program graduates are working:
99 Restaurants Lawrence Memorial Hospital Winchester Hospital Tufts University Pastalenas Restaurant Pizzeria Regina of Medford Harvard Dining Services Tremonte Restaurante Riverside Wraps & Grille
LICENSES, CERTIFICATIONS, AND AFFILIATIONS ServSafe Certification, Pro-Start Certification and Bar-Code Certification, OSHA 10 Hour General Safety Card
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Students enrolled in the Early Childhood program participate in the Make Way for Kids preschool and other 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 under the 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 a variety of ages and stages as well as different teaching styles. The competency-based curriculum includes Child Growth and Development studies and practical experiences Working with Young Children. Upon graduation 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 Early Education 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 or a preschool teacher in an Early Childhood program approved by the Early Education and Care office of Massachusetts. 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 High Schools Early Childhood Education Program includes Articulation Agreements with the following colleges and institutions: Bunker Hill Community College Roxbury Community College
Companies or employers where Medford Early Childhood Education Program graduates are working: Kinder Care Government Center Day Care Knowledge Beginnings Kids Corner Creative Corner Graceworks After school care Play Academy
LICENSES, CERTIFICATIONS, AND AFFILIATIONS EEC Teaching Certificate Preschool (May qualify for Infant-Toddlers also) OSHA 10 Hour General Safety Card
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Facilco D&D Electric Interstate Electric Company Nardone Electric All State Electric Company American Alarm Assured Fire Alarm Company Reliance Electric All-Tech Electric Jupiter Electric
LICENSES, CERTIFICATIONS, AND AFFILIATIONS State of Massachusetts Electrical License OSHA 10 Hour Construction Safety and General Safety Cards
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Medford Vocational Technical High Schools Graphic Communications Program includes Articulation Agreements with the following colleges and institutions: Bunker Hill Community College
Companies or employers where Medford Graphic Communications Program graduates are working: Acme Printing Company Piro Printing Company Sir Speedy Charles River Publishing Digital Publishing Solution
Staples Print Centers
LICENSES, CERTIFICATIONS, AND AFFILIATIONS Printing Industries of America, National Association of Photoshop Professionals, Printing Industries of New England, Ad Club of Boston, OSHA 10 Hour General Safety Card
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Medford Vocational Technical High Schools Health Assisting Program includes Articulation Agreements with the following colleges and institutions: Bunker Hill Community College
Companies or employers where Medford Health Assisting Program graduates are working:
Lawrence Memorial Hospital Courtyard Nursing Care Center Brighton at Medford Greater Medford VNA ABC Home Care Agency Massachusetts Eye & Ear Infirmary Bear Hill Nursing Facility
LICENSES, CERTIFICATIONS, AND AFFILIATIONS 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 Heart Association, and OSHA 10 Hour General Safety Card. Students also have the option of studying towards their 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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Medford Vocational Technical High Schools Metal Fabrication and HVAC-R Program includes Articulation Agreements with the following colleges and institutions: Massasoit Community College
Companies or employers where Medford Metal Fabrication and HVAC-R Program graduates are working: Lake Industries Santini Brothers Iron Works Hanlon Sheet Metal and Ventilation Breen & Sullivan Mechanical
Water Air Corporation
LICENSES, CERTIFICATIONS, AND AFFILIATIONS C.F.C. certification is offered to senior students OSHA 10 Hour Construction Safety and General Safety Cards
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