Deering High School Course of Study Guide 2016-2017

Learning Without Borders

1 TABLE OF CONTENTS

TITLE PAGE Foreword 3 Statement of Purpose 4 Selecting Courses to Achieve Goals 4 Equal Opportunity 5 Graduation Requirements 5 University of Maine’s High School Recommendations 6 Profile of a Deering High School, ISSN Graduate 6 The Four Domains of Global Competence 8 Grading System 8 Class Rank/GPA 8 Change of Schedule 9 Withdrawal from Class 9 Independent Study Courses 9 Early College Program 10 Early Graduation 10 College Admissions Testing 11 Deering Coaching Program 11 WINN Program 11 STEM Endorsement 12 Course Descriptions: English Language Arts 13 Mathematics 16 Multimedia Technology 20 Visual and Performing Arts 21 Physical Education 24 Science 25 Social Studies 27 World Languages 28 Programs and Services: ELL Program 35 Alternative Education Program 38 Jobs for Maine's Graduates 38 Special Services 39 PATHS – Vocational Education 42

2 Dear Deering High School Student:

This Course Selection Guide has been prepared to assist you and your parents or guardians with the process of course selection for the 2016‐2017 school year.

The Guide contains information regarding goal setting, academic policies and procedures, and course descriptions. Deering High School’s block schedule makes a wide variety of course offerings available to our students.

These options necessitate choices and decisions. We encourage you to seek the experience and advice of your parents/guardians, your counselor and your teachers before finalizing your selections.

In addition to planning for the 2016‐2017 school year, we want to work closely with you to ensure that your choices will help you meet your goals for the future. This includes meeting graduation requirements as well as requirements for post‐secondary education options that you are pursuing.

We hope the information provided will encourage thought and discussion. If you or your parents/guardians have any questions, contact school personnel ‐ counselors, teachers, or administrators ‐ to arrange a conference.

Sincerely,

Ira Waltz Principal

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Statement of Purpose for Deering High School

“THE MISSION OF DEERING HIGH SCHOOL IS TO GRADUATE STUDENTS WHO ARE COLLEGE AND CAREER READY AND GLOBALLY COMPETENT.”

Selecting Courses to Achieve Your Goals

Thoughtful planning will help you achieve the goals you have for high school and your future. Take time to read through the information in this guide to make sure you are familiar with everything from minimum graduation requirements to the wide variety of elective courses available to you. Below are several suggestions to assist you in making these important decisions.

Challenge yourself. Use high school as an opportunity to discover how much you are capable of accomplishing.

Consider the grades you have earned in the past. Some courses build upon the knowledge or skills you have acquired in previous work (prerequisites), while other courses build upon knowledge in related subjects. For example, Physics requires math proficiency and Chemistry requires the prerequisites of Earth Science and Biology. Typically a combination of assessments such as NWEA scores and achievement in previous courses will be drawn upon to help you determine your course selections.

Consider the things that interest you and take courses that will help you increase your knowledge in your area of interest.

Discuss possible courses with your parents, teachers, counselor, Deering Coach and peers.

Be certain that you select courses to meet the DHS high school graduation requirements, as well as courses that support and develop your individual interests.

Remember, the more planning and thought you give to course selection, the more meaningful your high school experience will be.

Although Deering High School makes every effort to meet your course requests, certain course configurations are not always possible. The counselors in the Guidance Department are available to assist students with exploring course options. The counselors can work with students to map out four‐year plans and assist students in making decisions around selecting courses to meet particular goals. Students are welcome to drop in to the Guidance Office or make an appointment to meet with their counselor.

The high school counselors are: Ms. Katheryn Dunham Ms. Tracey Moore Ms. Libby Heselton Ms. Marisa Polk

4 Equal Opportunity

The Portland Public Schools ensure equal educational opportunities regardless of race, color, creed, national origin, handicap, religion, gender, or sexual orientation in accordance with state and federal guidelines.

Graduation Requirements

The Portland School Committee has established that each student must earn a total of forty‐one (41) credits and meet a computer proficiency standard to participate in graduation exercises and receive a high school diploma. The 41 credits are typically earned over a four year period, barring extenuating circumstances such as serious illness or academic failure. The computer proficiency standard is typically met by the end of middle school. All course credits and requirements must be completed in order for a student to participate in graduation exercises.

Students are expected to select their courses in consultation with their parents/guardians, teachers, and guidance counselors. Credits are awarded upon successful completion of a course. Typically, full‐term courses at Deering High School are worth two credits each; half‐term courses earn one credit each. Within this guide, each academic cluster has defined the courses recommended to meet the following graduation requirements:

4 courses of English 8 credits 3 courses of Mathematics 6 credits 3 courses of Science 6 credits 3 courses of Social Studies 6 credits 1 course of Fine Arts 2 credits 2 courses of Physical Education 2 credits 1 course of Health 1 credit Elective Courses 10 credits Total for graduation 41 credits

Note: It is highly recommended that students planning to attend college should complete at least two courses of world languages through Level II. Consult your guidance counselor.

Fine Arts Requirements Courses counting for fine arts credit are marked by the letters FA following the course title in this Course Selection Guide. The Fine Arts requirement can be met through Art and Music courses, as well as Drama and Speech.

Reminders for Course Selections ● Students are expected to take at least three (3) courses per term (12 credits for the year) minimum. ● Credit cannot be granted twice for the same course. Courses in the music program as well as Drama & Speech are exceptions to this rule. ● To select and remain enrolled in a course, students must meet prerequisites, which may include teacher recommendation. ● All students are encouraged to pursue rigorous courses. A number of tools are used to identify students for honors and AP courses including parent and teacher recommendations and students’ own requests. Students are identified for Advanced Placement courses according the their scores on the PSAT exam

5 given in the fall of the sophomore and junior year. Students are also identified through the Chapter 104 (Gifted and Talented) program. ● Students with disabilities should discuss and plan their course selections with their case‐manager who is responsible for implementing the student’s Individualized Education Plan (I.E.P).

University of Maine’s High School Recommendations

The University of Maine and most colleges offering Bachelor's degrees expect the following course program to be completed during high school in order for students to be college ready. In addition to these core courses, students also need to choose a variety of elective courses to develop interests and a broad knowledge base. The University of Maine requires the SAT or the ACT with Writing to be submitted in determining each student’s college readiness. The following core courses are recommended by the University of Maine system: ● 4 courses of English ● 4 courses of Math including Algebra I, Algebra II, Geometry and a senior yr math course ● 3 courses of Social Science ● 3 courses of Lab Science ● At least through level II in a language other than English

Profile of a Deering High School, International Studies Schools Network (ISSN) Graduate

The goal of Deering High School/ International Studies Schools Network (ISSN) is that every student who graduates from an ISSN school possesses the knowledge, skills, and habits of mind necessary to succeed and contribute in the 21st century global environment. It is a goal for each and every Deering student; our mission is excellence and equity in the global era. The following is a profile of the attributes we strive to develop in each Deering graduate.

Deering graduates are Ready for College. They: ❏ Earn a high school diploma by completing a college‐preparatory, globally focused course of study requiring the demonstration of college level work across the curriculum. ❏ Have the experience of achieving expertise by researching, understanding, and developing new knowledge about world culture or globally relevant issues. ❏ Learn how to manage their own learning by identifying options, evaluating opportunities, and organizing educational experiences that will enable them to work and live in a global society. ❏ Graduate with all options open for post‐secondary education, work and service.

Deering graduates have the Knowledge Required in the Global Era. They understand: ❏ Mathematics as a universal way to make sense of the world, solve complex, authentic problems, and communicate their understandings using the symbols, language, and conventions of mathematics. ❏ Critical scientific concepts, engage in scientific reasoning, and apply the processes of scientific inquiry to

6 ❏ understand the world and explore possible solutions to global problems. ❏ How the geography of natural and man‐made phenomena influences cultural development as well as historical and contemporary world events. ❏ The history of major world events and cultures and utilize this understanding to analyze and interpret ❏ contemporary world issues. ❏ Arts and literature and use them as lenses through which to view nature, society, and culture as well as to express ideas and emotions.

Deering graduates are Skilled for Success in a Global Environment. They: ❏ Are “literate for the 21st century” – proficient in reading, writing, viewing, listening, and speaking in English and in other world languages. ❏ Demonstrate creative and complex thinking and problem solving skills by analyzing and producing viable solutions to problems with no known or single right answer. ❏ Use digital media and technology to access and evaluate information from around the world and effectively communicate, synthesize, and create new knowledge. ❏ Make healthy decisions that enhance their physical, mental, and emotional well‐ being.

Deering graduates are Connected to the World. They: ❏ Effectively collaborate with individuals from different cultural backgrounds and seek out ❏ opportunities for intercultural teamwork. ❏ Analyze and evaluate global issues from multiple perspectives. ❏ Understand how the world’s people and institutions are interconnected and how critical international economic, political, technological, environmental, and social systems operate interdependently across nations and regions. ❏ Accept responsibilities of global citizenship and make ethical decisions and responsible choices that ❏ contribute to the development of a more just, peaceful, and sustainable world.

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The Four Domains of Global Competence

Grading System

Numeric Scale Academic Effort & Conduct Marks 93 ‐ 100 Superior 1 = excellent 85 ‐ 92 Above average 2 = satisfactory 78 ‐ 84 Average 3 = unsatisfactory 70 ‐ 77 Below average 0 ‐ 69 Failure

8 Class Rank/Standing It is the policy of Portland Public Schools to rank order all members of the senior class. Class rank/standing is used to determine the class valedictorian and salutatorian, and is also reported on final transcripts. At the end of the junior year, students are asked to review their grades for accuracy. Class rank or standing is determined by calculating the average of all courses taken by the student in grades nine through the first semester of senior year. A system of weighted grades is used in which grades in AP and honors courses receive more weight than other courses. Guidance counselors can provide students and parents/guardians with more detailed information about how class rank/standing is calculated.

Change of Schedule We support a student’s choice of courses. A student must also respect the disruption to a teacher’s class when students move in and out of classes. The following protocol honors both.

Prior to the start of each term, students will have their schedules to review. Students have two opportunities to make schedule changes. There will be a designated period in June and again in January in which students have an opportunity to make changes. Once a new semester begins, schedule changes may be requested during the first two days of the term. After day two, changes are strongly discouraged and require permission of the classroom teacher.

Withdrawal from Class A student may only withdraw from a class if their remaining schedule leaves them with at least 12 credits. In order to change or drop a course, a student must arrange a conference with his/her guidance counselor. Written parental approval is necessary. If a student withdraws from a class during the first two weeks of the term, there will be no record of this withdrawal on the student’s transcript.

If a student withdraws after the second week of the term and before the final four weeks of the course (final two weeks for quarter courses), the following procedure shall be followed: Fail Withdrawal (FW) – students who withdraw from a class they are failing during the above mentioned time frame will have FW placed on their transcript, signifying a failing grade at the time of withdrawal. Pass Withdrawal (PW) ‐ students who withdraw from a class they are passing, during the above mentioned time frame shall have PW placed on their transcript, signifying a passing grade (no credit) at the time of withdrawal.

If a student withdraws during the final four weeks of the course (final two weeks for a quarter course) the procedure shall be as follows: A student who withdraws from a class he/she is failing will have the grade at the time of the withdrawal placed on the transcript. This grade will be counted in the student’s Grade Point Average (GPA). A student who withdraws from a class he/she is passing during the above time frame, shall have a PW placed on their transcript, signifying a passing grade (no credit) at the time of withdrawal.

Independent Study Courses

Deering students can take up to four credits of independent study to be counted as elective credit toward graduation. IMPORTANT: An Independent Study Plan must be approved in advance by the principal. The principal will not approve for credit any activity sponsored by a business or organization which is strictly for profit. When a student wishes to earn independent study credits, the following procedure must be followed:

9 1. The student initiates the request through his/her guidance counselor. The counselor ascertains that the student is within the total number of independent study credits allowed.

2. Together the certified teacher and the student will complete an Independent Study Plan, and submit that plan to the cluster coordinator for that subject. If the cluster coordinator approves the plan, s/he will submit it to the principal. The principal will return the plan to the guidance counselor who will forward a copy to the supervising teacher.

3. The counselor will assist the student throughout this process, to ensure that all procedural requirements are completed and to verify that the student's transcript is accurate. Upon completion of the Independent Study Plan, the supervising teacher will enter the student grade and sign and return the course approval form to the guidance counselor to verify completion of the independent study.

Early College Programs

Early college programs allow high school students to engage in college‐level academic work at a local college campus, gain valuable college‐preparatory experience, and earn college credit while still in high school. Generally, tuition costs are waived for one course per semester; students are expected to purchase required books and pay non‐tuition fees. Each program has different academic eligibility requirements. See your guidance counselor for more information. College course credit can be used to meet elective credit requirements toward graduation according to the following guidelines: ● College or university credits to be applied toward high school graduation must be planned with a high school guidance counselor and receive approval of the principal prior to the first meeting of the college course. ● Both 3‐ and 4‐credit college courses will be counted as one Carnegie unit or two Deering credits. ● Grades awarded by a college or university will not be calculated in a student's high school Grade Point Average (GPA). However, grades in all courses counted toward graduation will be recorded on the student's high school transcript. Students must provide their counselor with a copy of their final grade report. ● Students choosing this option must recognize that this option could lower their class standing. ○ EXAMPLE: Student A enrolls in a high school course and earns a very good grade which raises his/her GPA. Student B takes a college course for which the grade has no effect on the GPA. Student A could move ahead of Student B in class rank.

Early Graduation

If you desire to accelerate your high school program to graduate upon completion of less than four years at Deering High School, you must have the plan approved by your counselor and principal at the earliest feasible date. The number of credits approved from other institutions, summer school, and independent study are limited and require prior approval if you wish to count them toward graduation.

Your planning must include a conference for you and your parents with your counselor and the principal. Written approval from your parents endorsing the plan leading to early graduation is required. It is also required that students wishing to graduate early demonstrate their college readiness by passing the Accuplacer test.

10 If a student graduates a year or more before his/her class graduates, the student will receive a class rank based on his/her standing in the original class. The student will not have a rank in the class with which he/she graduates. Students graduating early are welcome to participate in the senior prom and all school sponsored graduation ceremonies.

College Admission Testing

Most colleges and universities, as well as some technical schools require potential students to take an entrance examination. Students are encouraged to take the SAT or ACT in the spring of their junior or fall of their senior year. For some colleges, SAT Subject tests may also be required. These tests require pre‐registration and fees will need to be paid by the student. Fee Waivers for these tests are available for families receiving Free and Reduced Lunch vouchers. Your counselor can help you determine the testing requirements of the school you to which you plan to apply.

Deering Coaching Program

The Deering Coaching (DC) Program supports a more individualized education for every student. DC consists of 12–16 students of the same grade, randomly grouped, with one teacher for their sophomore through senior years at Deering. In the freshmen year, the freshmen teachers serve as DC coaches to provide overlapping opportunities for students to be known and connect with their teachers and Deering. DC serves as a non‐academic companion to every student’s course‐work. DC groups meet once a week for one half‐hour; this group serves as both a homeroom and a goal‐setting base.

DC Yearly focus: Freshmen: High school transition, study skills, time management Sophomore: Identifying interests, career exploration and preparation Junior: Exploration of post‐secondary options including college and career Senior: Post‐secondary planning

WINN Program Students working closely with teachers and peers will be accountable for their learning and actively participate by engaging, identifying, and selecting learning needs and/or opportunities through WINN. WINN is structured time, which provides meaningful experiences and learning support along a continuum of expanded learning opportunities to concentrated learning support to ensure that students are college and career ready and globally competent citizens.

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WINN Overview What is it? What I Need Now (WINN) Allows us to meet students’ needs on all points of the learning continuum. When is it? Four times a week for 45 minutes Why? A chance to provide more processing time and/or more time to investigate and learn. Systematic response to those who need additional support and for those who would like enrichment.

WINN Schedule All teachers pre‐book students on Thursday, Friday, Monday, and Tuesday using Enriching Students. On Wednesday Deering Coaches meet with their students and conference on academic progress and goals in order to ticket the student’s remaining time for the rest of the upcoming week using the schedules generated by Enriching Students. Every student will be booked and have a schedule in place for WINN:Thursday, Friday, Monday, Tuesday. During WINN students will report to the location they are booked and remain there for the duration.

STEM Endorsement

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Course Descriptions

English Language Arts

Our dedicated department encourages students to think globally by investigating the world, recognizing perspectives, communicating ideas, and learning how, when, and where to take action. The Deering English curriculum is a continuum that satisfies our need for a sense of meaning and a sense of common human experience. Through the study of classic and contemporary works, we explore and honor those universal and shared truths that transcend time and culture as well as those specific, unique, and intriguing truths that provide insights into an unfamiliar world. In this search of others, we reflect on our cultural, spiritual, and ethical selves so we may be productive and moral citizens of the twenty‐first century. Through the study of the thinking‐speaking‐listening and writing process, we sharpen our critical thinking skills to clarify hazy thoughts, understand how language moves and manipulates us, and communicate effectively and responsibly. The result is a classroom dialogue of mutual understanding and trust. In order to graduate from Deering High School, all students are required to complete eight credits through the four core English offerings, one from each grade level. Students are urged to extend their language abilities by selecting from the English electives offerings. “Challenge by Choice,” our Workshop, College, Honors, AP, and elective courses offer challenging and stimulating curricula for all our students as they prepare for their 13 postsecondary educations and careers. Honors and AP students are expected to complete an additional summer reading assignment as outlined on the Deering Library Homepage and complete and submit an assignment on the first day back to school in September.

English Workshop: This course is designed to closely monitor and assist students who are reading and writing ​ below their current grade by two or more levels. This course is typically capped at fifteen students to provide more individualized and direct instruction. English Workshop supports the academic, social, and emotional needs of students as they fill their learning gaps and increasingly develop their independence and the skills needed. Some workshop students are encourage to move up to college prep English so that they work on deeper critical thinking, analysis, reading and writing skills that will better prepare them for college.

English College Prep: This course is designed to expand students' knowledge, understanding, and skills. ​ English College Prep is for students who are reading and writing just below, at, or just above grade level and who are prepared to focus on their studies. This course encourages and challenges students to become increasingly more self‐directed, confident, and proficient in reading, writing, thinking, and speaking.

English Honors: This course is designed for the independent learner who is highly proficient in reading, ​ writing, thinking, and speaking, and is academically, socially, and emotionally prepared to begin mastering his or her knowledge, understanding, and skills of the English language. English Honors expects students to continuously strive to become more Intellectually Curious and Engaged, Determined to Succeed, Passionate about Learning, Mindful of Self and Others, and Ethical. It is expected that these students have very strong habits of mind and often exceed expectations with their assigned work.

English ­­ Core Courses

Course Title: English 9 Honors Course Number: 1111 Prerequisite: Honors students are expected to have excellent reading and writing skills, well developed high order thinking skills, excellent work habits, a willingness to share and exchange ideas in class discussion, and a willingness to go beyond basic assignment requirements. Students are expected to complete the Honors Summer Reading assignment by the first day of school in September. Credit: 2 English credits Open to: Grade 9 Description: In this course students will have long reading and long‐term writing and project assignments, and they will study in‐depth the various literary genre (novel, play, short story, poetry, biography, essay) with an emphasis on analysis of form, structure and meaning. Students will be introduced to literary criticism and its analytical uses. Typical works include Romeo and Juliet, Lord of the Flies, a short story unit, and mythology. A sequential approach to narrative, expository, research and creative writing as well as grammar and mechanics leads to highly‐polished, multi‐paragraph pieces.

14 Course Title: English 9 College Prep Course Number: 1112 Prerequisite: Passing grade in grade 8 English Credit: 2 English credits Open to: Grade 9 Description: Designed for most grade 9 students, this course covers the various literary genre (novel, play, short story, poetry, biography, and essay) with an emphasis on plot, conflict, character and theme. Typical works include Romeo and Juliet, Fahrenheit 451, The Old Testament (as literature), and mythology. A sequential approach to narrative, expository, research and creative writing as well as grammar and mechanics leads to polished multi‐paragraph pieces.

Course Title: English 9 Workshop Course Number: 1113 Prerequisite: Teacher Recommendation, NWEA scores Credit: 2 English credits Open to: Grade 9 Description: This course uses an individualized approach, emphasizing critical thinking, comprehension, reading rate, vocabulary development, concept attainment, study skills, grammar, and increasingly complex modes of writing. To accomplish this, students will complete skill exercises, and read numerous fiction and nonfiction texts. Readings will include The Pearl by John Steinbeck, Heroes, Gods, and Monsters of Greek Myths by Bernard Evslin, Romeo and Juliet by William Shakespeare, selected short stories such as All Summer in a Day by Ray Bradbury, and poems. All students are required to choose books to read independently as well. All students will be explicitly instructed on how to take notes, answer reading questions with Highest Quality Responses (HQRs,) and write creative pieces, thesis papers, and a research paper.

English ­­ Elective Courses

Course Title: Reading Enrichment Course Number: 1117 Prerequisite: Teacher Recommendation, NWEA scores Credit: 2 Elective credits Open to: Grade 9 only Description: This course is intended to provide more individualized and direct instruction to students. Reading Enrichment is offered in the first semester and taken in addition to a required English course. It is designed to closely monitor and assist students who are reading below their current grade by two or more levels as measured by district standardized assessments. Reading Enrichment aims to improve vocabulary, comprehension, concept formation, basic writing skills, note‐taking and study skills to support content area learning. This class is intended for students who need more preparation in reading strategies in order to be successful in their spring semester English course.

Course Title: Creative Writing I Course Number: 1115 Prerequisite: None

15 Credit: 2 Elective credits Open to: Grades 9, 10 Description: Designed for students interested in improving their creative skills using the writing processes of drafting, offering and receiving feedback in reading‐writing groups, revising, sharing and publishing in school, local and national publications. Special attention is given to the importance of word choice and sentence variety. Units emphasized are memoirs, personal journals, reading contracts, short stories and narrative and lyric poetry.Preparation and presentation of a writing portfolio is the final exam.

Course Title: Modern Journalism Course Number: 1116 Prerequisite: None Credit: 2 Elective credits Open to: All Grades Description: Engaging and interactive, Modern Journalism is focused on learning how to write like a professional journalist, uncovering a story, telling a story with the inverted pyramid technique, and creating an aesthetically appealing article with pictures and style. With an emphasis on the use of technology to investigate the world and recognize perspectives, students will create and have the option to publish several articles relevant to their world and that of their peers through interactive iBooks. They will also use social media, such as Twitter, in an attempt through gather first‐hand information they may use in their articles. Additionally, students enrolled in Modern Journalism will embark on several field trips in their community. Guest speakers will provide real‐world advice and instruction on the craft of journalism. The culminating project (not exam) will involve exploring the student’s chosen area of journalism in more depth.

Course Title: Drama and Speech FA Course Number: 1125 Prerequisite: None Credit: 2 Fine Arts credits Open to: All Grades Description: The focus of this course is an introduction to drama skills. The course emphasizes that drama is a three‐area art form involving (1) acting and movement, (2) technical production and make‐up, (3) drama and literary form. Opportunity for improvement, application, and appreciation of these skills is given through practice in class or performance of a play. Stress is also given to the understanding of drama theory. In the speech component, the students will be exposed to various speech experiences and will be evaluated according to content, organization, and delivery of material. The course will also help the student to develop critical and analytical skills through experience in critiquing speeches of others.

Course Title: The Art of Writing Course Number: 1119 Prerequisite: None Credit: 2 Elective credits Open to: All Grades 16 Description: This course is designed for students of all grades who are struggling writers. It provides intensive instruction in the types of writing found across the curriculum: journaling, personal narrative, short responses, and thesis supported essays. The course seeks to familiarize students with “best practices” for approaching different sorts of writing, as well as with some concrete strategies for quality production. The course includes some review and strategies for pre‐writing, editing and revision. In addition, the course will bolster skills in the entire writing process, including time management and minimization of anxiety.

Mathematics Department

An understanding of mathematics is crucial for future success in college and job opportunities. Deering High School offers a wide range of mathematics courses at several levels. The Common Core State Standards, standards of the National Council of Teachers of Mathematics, and Maine’s Learning Results have been utilized to adapt our curriculum to the needs of all students.

Students are required to earn six math credits for graduation and demonstrate mastery of the Common Core State Standards, currently measured by the SAT. Since the study of mathematics is sequential, we encourage students to enroll in two math courses per year, and recommend four math classes total to meet most college admission requirements. Students may be required to take an entrance exam for some courses and complete summer work.

Standards for Honors Courses in Mathematics 1. Student shows evidence of outstanding math skills and ability which could include standardized test data. 2. Student shows evidence of self‐motivation, i.e., work is completed on time, work is consistently of high quality, is willing to go beyond the basic requirements of a course, and willingness to work with others. 3. Student shows evidence of well developed higher order thinking and problem‐solving capabilities.

Core Courses Available to Freshmen Freshman placement is dependent upon 8th grade student performance, NWEA scores, successful completion of prerequisite ALEKS courses and 8th grade teacher recommendation.

Algebra I Algebra I Honors Accelerated Algebra II ​ (AMP9) Two Semesters One Semester One Semester

Core Courses Available to 2nd Semester Freshman These courses are open to upperclassmen based upon successful completion of Algebra I or Accelerated Algebra II; courses are one semester.

Algebra II Geometry Accelerated Geometry ​ ​ (AMP10) College Preparatory (Semester) Honors Honors

17 Honors

Mathematics ­­ Core Courses

Course Title: Algebra I Honors Course Number: 1411 Prerequisite: Grade of A or B in 8th‐grade Algebra I, NWEA score range at or above 237, successful completion of ALEKS online course “MS Course3” and teacher recommendation. Students must demonstrate adequate acquisition of basic number sense and whole number skills. Credit: 2 Mathematics credits Open to: Grade 9 Description: This honors math course is a rigorous and fast‐paced course that emphasizes the conceptual understanding of algebra, problem solving and reasoning. Topics to be mastered are algebraic expressions, equations, rational numbers, polynomials, exponents, radicals, factoring, rational expressions, solving and graphing linear equations and inequalities, probability, and statistics. The TI‐83 Plus graphing calculator is used for instruction. A scientific calculator is needed.

Course Title: Algebra I ‐ Yearlong Course Number: 1412 Prerequisite: 8th Grade Math, recommend successful completion of ALEKS online course “RTI‐8” Credit: 2 Mathematics credits and 2 Elective credits Open to: Grade 9 Description: This college‐preparatory, year‐long math course is designed to develop basic algebraic skills. Topics introduced are algebraic expressions, equations, rational numbers, polynomials, exponents, radicals, factoring, rational expressions, solving and graphing linear equations and inequalities, probability, and statistics. A scientific calculator is required.

Course Title: Accelerated Algebra II Honors (AMP9) Course Number: 1410 Prerequisite: Students must have completed the high school Algebra 1 content standards as evidenced by a NWEA score at or above 250, successful completion of ALEKS online course “Algebra 1” and have 8th grade teacher recommendation. Credit: 2 Mathematics credits Open to: Grade 9 Description: This course is a continuation of the Accelerated Math Program begun in grades 7 & 8. It is also appropriate for the student who excels in 8th grade Algebra I and desires a rigorous and fast‐paced course. Content includes the topics of functions and relations, linear functions, systems of equations and inequalities, quadratic functions and complex numbers, exponential and logarithmic functions, rational functions, irrational algebraic functions, quadratic relations, higher degree functions, sequences and series, and

18 probability. The TI‐83 Plus graphing calculator is used for instruction. A graphing calculator is needed.

Course Title: Algebra II Honors Course Number: 1431 Prerequisite: Completion of Algebra I ‐ Honors program with a Grade of A or B and teacher recommendation. Credit: 2 Mathematics credits Open to: Grades 9 (2nd semester), 10‐12 Description: This course prepares students for Geometry Honors and Pre‐Calculus Honors, and offers a more advanced study of algebra. Topics include equations and inequalities in two and three variables, linear and quadratic functions, systems of two‐variable equations and inequalities, systems of three‐variable equations, rational exponents and functions, absolute value equations and inequalities, sequences and series, the arithmetic of irrational and complex numbers, conic sections, and quadratic systems. Students will have the opportunity to develop and apply a wide variety of complex thinking skills and problem‐solving strategies. Algebra II Honors should be taken before Geometry Honors. The TI‐83 Plus graphing calculator is used for instruction. A graphing calculator is required.

Course Title: Algebra II Semester Course Number: 1432 Prerequisite: Passing grade in Algebra I, Teacher Recommendation, NWEA Scores Credit: 2 Mathematics credits Open to: Grades 9 (2nd semester, with Algebra I Honors 1st semester), 10‐12 Description: This course prepares students for Advanced Mathematics Concepts or Statistics and Probability. This college preparatory course extends the basic concepts and skills introduced in Algebra I. Topics include equations and inequalities, linear and quadratic functions, systems of equations and inequalities, rational exponents, absolute value equations and inequalities, and the arithmetic of irrational and complex numbers. Students will have the opportunity to solve problems in many real‐world contexts using a variety of strategies. Algebra II may be taken concurrently with or before Geometry. The TI‐83 Plus graphing calculator is used for instruction. A scientific calculator is required.

Course Title: Accelerated Geometry Honors (AMP10) Course Number: 1420 Prerequisite: Grade of A or B in Accelerated Algebra II or teacher recommendation Credit: 2 Mathematics credits Open to: Grade 9 (2nd Semester, with AMP9 1st Semester) and Grade 10 Description: This course is a continuation of the Accelerated Math Program in grade 9. The content includes the topics of functions and relations, linear functions, systems of equations and inequalities, quadratic functions and complex numbers, exponential and logarithmic functions, rational functions, irrational algebraic functions, quadratic relations, higher degree functions, sequences and series, and probability. The TI‐83 Plus graphing calculator is used for instruction. A graphing calculator is needed.

Course Title: Geometry Honors Course Number: 1421 19 Prerequisite: Grade of A or B in Algebra I and II Honors, grade of A in Algebra I/II C.P. with teacher recommendation Credit: 2 Mathematics credits Open to: All Grades Description: This course offers an intensified and advanced study of Euclidean geometry. Concepts will include linear relationships, congruence, similarity, polygons, Pythagorean Theorem, right triangles and trigonometry, circles, area, volume, coordinate geometry, and an introduction to proof. Students will have the opportunity to develop and apply a wide variety of complex thinking skills and problem‐solving strategies. Emphasis is also placed on understanding how geometry concepts were developed and justified. A scientific calculator is required.

Upper­Level Math Courses Placement in these courses is dependent upon successful completion of Algebra I, II, and Geometry or AMP‐9 and AMP‐10.

Course Title: Personal Finance Course Number: 1400 Prerequisite: Completion of Algebra I, Algebra II, and Geometry Credit: 1 Elective credit Open to: All Grades Description: This is a one‐quarter course that offers an introduction to topics such as personal loans, credit cards, installment buying, mortgages, real estate transactions, leases, stocks, bonds, checking and savings accounts, insurance and taxes, with an emphasis on consumer credit wisdom.

​Multimedia Technology

The Multimedia Technology Department understands that today’s students are growing up immersed in a digital and Internet driven world. Through varied courses, students will ethically use technology to gather, organize, and communicate information to be better prepared to live in a diverse and ever‐changing world. Courses reinforce the academic expectations of reading and writing, creating and presenting, and utilizing math to answer questions and solve problems. Choose one or more courses to gain serious technological knowledge.

Course Title: Internet Technology Course Number: 1720 20 Prerequisite: None Credit: 2 Elective credits Open to: All Grades Description: This course will allow students to experience many of the varied resources that are available on the Internet. Students will also be exposed to, and experiment with, new and free applications, the vocabulary of today's technology, simulations, and games that are now available for learning. Students will look at the varied ways to better use the Internet so as to improve their learning, quality of life, and their ability to manage an endless supply of information. This exploration will include students' interaction with over a hundred different web sites, creating their own website, utilizing the latest search tools, understanding images, looking at security issues, understanding and managing “Cloud” computing, cell phone, computer, laptop, tablet, and entertainment options. Students will also examine piracy, social networking issues and options that include wikis, blogs, podcasts, as well as any other appropriate media technologies. Weekly discussions will center on advances in technology, new products, gaming, and how to be a smart consumer of new technology and future products.

Course Title: Google Applications Course Number: 1750 Prerequisite: None Credit: 1 Elective credit Open to: All Grades Description: Learn the uses and varied applications for the suite of over 40 services and products provided by Google. Students in this class will benefit from the results of Google’s Mission Statement, which simply states, “To organize the world’s information and make it universally accessible and useful.” To that end, students will be exposed to many of the tools that Google has made available to better their education, organization, and informational gathering capabilities. This would include, but not be limited to, Google Earth, Google Documents, Google Images, Gmail, Google Sites, etc.

Course Title: Sketchup Course Number: (TBD) Prerequisite: None Credit: 1 Elective credit Open to: All Grades Description: Students of this course will learn to use SketchUp,formerly Google Sketchup. Through this class, students will learn to apply the power of SketchUp to design, create, manipulate, and share in the world of computer design. Students need not have any previous computer experience to create their designs. SketchUp is a 3D modeling program for applications such as architectural, interior design, civil and mechanical engineering, film, and video game design. Students will use SketchUp to create structures and objects ranging from simple objects and pieces to more complex structures ranging from housing to factory / business based facilities. Students will be asked to look for design solutions for environmental issues that are impacting various parts of the world in the areas of housing, water, sustainable living space, and renewable energy. Students will also be asked to explore designs for living spaces that work in various environments found throughout the world. Students will be able to select parts of the world that are of interest to them culturally, environmentally, and or economically. From this research students will 21 be asked to examine if their are any design/ material alternatives that could be explored/utilized that would be an improvement over existing designs, structures, etc. Students of this course will realize the potential that design programs may make possible both as a skill and a potential job opportunity. Students of this course will also develop a greater understanding and appreciation of math, graphic design, client needs, and the melding of these into the medium of digital design.

Course Title: Adobe Photoshop Elements Course Number: 1790 Prerequisite: None Credit: 2 Elective credits Open to: All Grades Description: Learn the basics of the world’s most widely used digital editor. Through this class, students will learn to apply the power of Photoshop to explore, create, manipulate, and share in the world of digital arts. Students need not have any previous computer experience. Students will use Photoshop to adjust simple digital images, to manipulate basic images into abstract products, and combine various types of images into imagination generated products. Students of this course will realize the potential that Photoshop may make possible both as a skill and a potential job opportunity. Students will also develop a greater understanding and appreciation of photography, graphic design, and the melding of these into the medium of digital arts.

Visual & Performing Arts

The Deering art curriculum is designed to prepare students with the skills necessary for creating art through drawing, painting, sculpting, carving, casting, ceramics, collage, and graphic design. In addition to developing the technical skills specific to art, coursework will also strengthen students’ observational and problem solving skills. The Art Department fosters persistence, innovation, and problem solving by directing students to work on projects over sustained periods of time, to experiment, to take risks, and to use mental images to guide their actions. Students in art classes will create and share for aesthetic appreciation and personal expression. In the process they will develop mental habits that will payoff in their artwork and beyond.

Course Title: Art I Foundations FA Course Number: 1901 Prerequisites: None Credit: 2 Fine Arts credits Open to: All Grades Description: This course introduces students to the Elements of Art and Principles of Design while developing drawing skills and painting techniques. Studio experiences in the classroom will give students opportunities to experience a variety of media (pencil, pen, ink, charcoal, pastel, watercolor, and tempera and or acrylic paint) while developing student’s individual style and creative problem solving skills. Students will demonstrate their ability to respond, analyze and to interpret their own artwork and the work of others through discussions, critiques, and writings. The curriculum will incorporate the four components of global competence, investigating the world, recognizing perspectives, communicating ideas and taking action. Art serves as a universal language‐ as a means of understanding the history, culture and values of societies around the world.

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Music The Deering High School music program offers courses designed to meet the needs of all students, from the most advanced and gifted to the less experienced. We understand that music is an important and basic part of everyone’s education, and wish to encourage student involvement. All music courses are based on Portland Public Schools Learning Results and are designed to give students a better understanding of this art form and the arts in general.

Independent studies may be arranged with ensemble directors to fulfill a maximum of one term' enrollment requirement.

Students may combine Band with Physical Education to fill out a full week’s schedule. These courses will meet during first block and run the full year for 4 credits on alternating days. This selection is open to students in all grades.

Handbell Choir is a co‐curricular activity that students can participate in. Please listen to announcements at the beginning of the school year.

Course Title: Band FA Course Number: 1975 Prerequisite: Previous experience in concert band, or teacher recommendation. Credit: 2 Fine Arts credits Open to: All Grades Description: Band is for students interested in performing instrumental music literature in a variety of styles. Students will study technical and artistic requirements of a variety of music through performance. Assessments include performances at school and civic events. Band members are required to perform at the following after school events: ● Winter Concert (December) ● Portland Music Festival (March) ● Spring Concert (May) ● School Pep Rallies ● Graduation (June) Students who wish to start playing an instrument or who wish to continue after a break are welcome. They should see the band director to schedule lessons prior to signing up for Band.

Course Title: Chorus FA Course Number: 1978 (term one); 1979 (term two) Prerequisite: None Credit: 2 Fine Arts credits Open to: All Grades Description: For students who are interested in developing their voices and music reading skills. Through performance of all types of music, students will come to appreciate the joy of singing choral music from the classics to popular and show tunes. Students will perform in three major concerts. Class enrollment in good standing qualifies a student to audition

23 for the District II and All‐State Honors chorus. Students must actively participate in singing with an effort toward improving their singing ability.

Course Title: Intro to Music through Guitar and Piano FA Course Number: 1976 Prerequisite: None Credit: 2 Fine Arts credits Open to: All Grades Description: This is a beginning level music course, designed for students who wish to learn the fundamentals of music through playing the guitar and piano. Equal class time will be given to each instrument as students will learn the basics of playing and performing on both instruments. Basic music theory will be covered as it applies to both instruments, including notes, rhythms, key signatures, scales, intervals, harmony, and chord structure. Grading will be based on playing/performance on the instrument and written music theory tests.

Course Title Functional Jazz FA Course Number: 1981 Prerequisite: Recommendation of teacher Credit: 2 Fine Arts credits Open to: Grades 10, 11, 12 (grade 9 students need written permission of the teacher) Description: Students will receive an overview of all aspects of music relating to jazz, jazz theory and jazz improvisation including scales, chords, intervals, rhythms, key signatures and modes. Improvisational performance (spontaneous musical composition) will be practiced each class and is expected of all students. Vocalists, as well as instrumentalists, are invited to enroll. This is a full year class; do not sign up for this class for the second semester only. This class is not open to first year students (freshmen). First year band students will take their Physical Education requirement instead during this time.

Course Title: Orchestra FA Course Number: 1990 Prerequisite: Previous Orchestra experience or teacher approval Credit: 2 Fine Arts credits Open to: All Grades Description: The Deering High School Orchestra combines forces with the Portland High School Orchestra and qualified students from Casco Bay High School in a variety of performances and community events. At the Winter and Spring concerts, and at the March Portland Public Schools Music Festival, the Orchestra performs repertory spanning four centuries, and features students as composers, arrangers, conductors and soloists. The Orchestra is expanding its repertory and is inviting qualified woodwind, brass and percussion‐timpani students to perform such works as Schubert’s Symphony No. 7 in C (“The Great”), and Bach’s Orchestral Suite No. 1. The Orchestra has additional components: ● The Gig Orchestra performs at community functions such as Citizenship ceremonies at US Federal Court, events a t City Hall, National Honor Society Convocations, school Open Houses and graduations ● Musical Theatre involves qualified students as “pit” musicians for shows such as South Pacific 24 ● The Cello‐Bass Ensemble features our cello section and bass section in select repertory. Orchestra is a one‐year course. Class enrollment in good standing qualifies a student to audition for District II and All‐State Honors Orchestra. Membership in Orchestra may require after‐school rehearsals and performances. Students in good standing are eligible to participate in Honors level Orchestra, with additional coursework that may include program annotation, library work and other assignments.

Course Title: Orchestra Honors FA Course Number: 1990H Prerequisite: Teacher recommendation Credit: 2 Fine Arts credits Open to: All Grades Description: This course is for students in Orchestra who wish to excel in performance of orchestra literature. The honors section meets concurrently with Orchestra. Do not sign up for Orchestra if you are signing up for Orchestra Honors. In addition to the performance and practice requirements of Orchestra, members will be required to audition for the District II and All‐State honors ensembles.

Physical Education

The Physical Education curriculum is essential in helping Deering High School achieve its mission to develop the mind, body and character of its students. It offers a variety of activities that encourage students to develop lifelong involvement in sports and total fitness. Students are encouraged to use their knowledge of personal and community health to learn to accept responsibility for personal decisions and actions and to make informed decisions throughout high school and beyond.

Course Title: Physical Education Course Number: 1002, 1003 Prerequisite: None Credit: 1 Physical Education credit (1 quarter) Open to: Typically fulfilled in grade 9, open to grades 10, 11, and 12 Description: The physical education curriculum offers a variety of activities encouraging lifelong involvement in sports and total fitness. The program promotes the development of physical, social, and mental health. In each class, students engage in warm‐up, cardiovascular, flexibility, muscular strength, endurance, and cool down activities. An added dimension to the physical education program is the fitness center which is equipped with cardiovascular and strength equipment. Students must earn two credits of Physical Education in order to meet graduation requirements. Science Department

Science pervades our society and the rapid pace of scientific change requires all students to develop a higher level of science literacy than ever before. Consistent with the mission of Deering High School, the science curriculum has been designed to enable students to develop their reading, writing, listening and speaking skills as they utilize mathematical and scientific methods to answer questions and solve problems, evaluate data

25 critically for content, source and relevance, and employ technology to gather, organize and communicate information in order to investigate and solve problems. In science classes, students also work toward accepting responsibility for personal decisions and actions and display both local and global awareness of environmental issues.

Potential Options for Science Course Selections: 4‐Year College Bound: 4‐Year College Bound (Example) Science Focus (Example)

Fall Spring Fall Spring

9 ‐ Earth Science 9 Earth Science Introduction to Robotics, Engineering, & Design

10 Biology Anatomy & 10 Biology Physiology

11 Physics Chemistry 11 Physics Chemistry Marine Ecology

12 AP Biology AP Biology 12 Forensic Science Advanced AP Chemistry Physics

Portland Public Schools Graduation Requirements (Example) ​ Fall Spring

9 Earth Science

10 Biology

11 Physics or Chemistry

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Standards for Honors Courses in Science Students selecting honors science courses should exhibit outstanding performance in their previous science classes: an A in college preparatory science classes or a B or better in honors science classes. Students coming from middle school should have an A in 8th grade science. Students should also obtain the recommendation of their most recent science teacher. In addition to science skills, teachers will look for strong facility in mathematics, excellent reading and writing skills, well developed higher order thinking and problem‐solving capabilities, excellent work habits and a willingness to go beyond basic requirements.

Course Title: Honors Earth and Space Science Course Number: 1511 Prerequisite: Grade of A in 8th grade science and middle school teacher recommendation.

26 Credit: 2 Science credits Open to: Grade 9 Description: Honors Earth Science is an in‐depth study of the earth and its place in the universe. Through laboratory activities, students will build a foundation in physical geology, historical geology, environmental science, meteorology, oceanography and astronomy. They will also develop basic skills which provide the foundation for subsequent science courses.

Course Title: Earth and Space Science Course Number: 1512 Prerequisite: None Credit: 2 Science credits Open to: Grade 9 Description: Earth Science is a study of the earth and its place in the universe. Through laboratory activities the student will build a foundation in physical geology, historical geology, environmental science, meteorology, oceanography and astronomy. Students will also develop basic skills which provide the foundation for subsequent science courses.

Course Title: Honors Biology Course Number: 1521 Prerequisite: Grade of A or B in Honors Earth Science 1511 or A in Earth Science 1512, teacher recommendation. Credit: 2 Science credits Open to: All Grades Description: Honors Biology provides students with an in‐depth investigation of living things and their relationship to the environment. Topics include molecular and cellular biology, genetics, microbiology, ecology, classification and evolution.

Course Title: Biology Course Number: 1522 Prerequisite: Earth Science Credit: 2 Science credits Open to: All Grades Description: Biology 1522 enables students to investigate living things and their relationship to the environment. Topics include cellular biology, genetics, microbiology, ecology, classification and evolution.

Course Title: Introduction to Robotics, Engineering, & Design Course Number: 1595 Prerequisite: None Credit: 1 Science credit Open to: All Grades Description: Students will study design processes and will use them to guide their actions. This will be a lab‐based course that uses a hands‐on approach to introduce the basic concepts of mechanics involving simple and complex mechanical machines and programmable robotics. Students will work in groups to build and test increasingly more complex projects, culminating in an end‐of‐course design and build competition.

27 Social Studies Department The social studies curriculum is designed to develop students who are globally competent. Our goal is to help student investigate the world, recognize different perspectives, effectively communicate their own ideas, and have a sense of how to be actively involved in the world in which they live. Through a study of the important ideas, institutions, and individuals that have shaped us as a people and the political, social, and economic forces that affect us today, students will gain the knowledge and skills necessary to lead informed and productive lives.

In social studies courses, students will read actively; write to explain, analyze, persuade, and engage; and evaluate data critically for content, source, and relevance. Students will also work towards understanding and participating in the democratic process; acting with respect for the varied cultures and viewpoints of our community; and displaying awareness of local and global civic issues.

Students will fulfill the graduation requirements in Social Studies by completing the following three core courses: World Civilizations, Early United States History, and The United States and the Modern World.

Social Studies ­­ Core Courses

Course Title: World Civilizations Course Number: 1212 Prerequisite: None Credit: 2 Social Studies credits Open to: Grade 9 Description: This is the first course in the core sequence of social studies courses. Students will explore major civilizations of the world including the ancient Middle East, ancient Greece and Rome, Medieval Europe, ancient China, Africa, and the Americas. Students will examine the geography, history, culture, politics, and economy of each world region. The emphasis is on identifying historical turning points, examining the legacy of earlier civilizations, evaluating the role of the individual in shaping history, and analyzing interactions among cultures. Students will work independently, collaboratively, and with the support of the teacher on a range of reading, writing, research, and presentation projects designed to train them to read with the ability to learn, be informed, explore, and be enriched. Content will be designed to prepare students with skills and knowledge necessary to display global awareness of political, economic, and cultural issues and to act with respect for the varied cultures and viewpoints in our global society.

Course Title: World Civilizations Honors Course Number: 1211 Prerequisite: None, although previous teacher recommendation is encouraged Credit: 2 Social Studies credits Open to: Grade 9 Description: This is the first course in the core sequence of social studies courses. Students will explore major civilizations of the world including the ancient Middle East, ancient Greece and Rome, Medieval Europe, ancient China, Africa, and the Americas. Students will examine the geography, history, culture, politics, and economy of each world region. The emphasis is on identifying historical turning points, examining the legacy of earlier civilizations, evaluating the role of the individual in shaping history, and analyzing interactions among

28 cultures. Students will work independently, collaboratively, and with the support of the teacher on a range of reading, writing, research, and presentation projects designed to train them to read with the ability to learn, be informed, explore, and be enriched. Content will be designed to prepare students with skills and knowledge necessary to display global awareness of political, economic, and cultural issues and to act with respect for the varied cultures and viewpoints in our global society. As an honor level course. Students are expected to do more independent reading, engage in more challenging text materials and write with greater detail.

Course Title: Advanced Placement Human Geography **New offering for 2016­2017! Course Number: (TBD) Prerequisite: Students should be able to read college level textbooks and write grammatically correct, complete sentences, while applying the conventions of standard written English in their writing. Students need strong a academic commitment to the required level of work. Credit: 2 Social Studies credits Open to: All Grades Description: The AP Human Geography introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to examine socioeconomic organization and its environmental consequences. They also learn about the methods and tools geographers use in their research and applications.

World Languages Department

Knowledge of other languages and cultures is central to self‐expression and human understanding in an increasingly diverse and ever‐changing world. It is through language that we communicate and it is through culture that we express our most important thoughts and ideas.

One of the best indicators for success in college is studying four or more years of a world language, any world language, in high school. So come and join the world's community of multilingual people and in the process, be more marketable to colleges and employers and be better prepared for the SAT exam. Let us bring the music, food, art and customs of the world to your doorstep.

Recommended Sequence of Courses of Study in World Languages

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Course Title: Arabic Course Number: 1307 Prerequisite: This course is designed for students who have already taken a World Language at Deering High School Credit: 2 Elective credits Open to: All Grades Description: This introductory course is for beginning students of Arabic with no prior knowledge of the language. There will be an emphasis on three modes of communication (interpersonal, interpretive, and presentational) embedded in culture, in addition to the comparisons, connections and community standards central to all world language courses. Students will gain a new perspective on global competence as they investigate the Arab world, recognize various perspectives (within and throughout the Arab world), communicate ideas and take action in their community.

Course Title: Arabic II Course Number: 1308 Prerequisite: Arabic I Credit: 2 Elective credits

30 Open to: All Grades Description: This course is a continuation of Arabic I; it continues to focus on the development of interpersonal skills in the realms of speaking and writing. The ongoing development of global competency skills continues through the study of Arabic culture and perspectives.

Course Title: Arabic for Heritage Speakers Course Number: TBA Prerequisite: Teacher recommendation Credit: 2 Elective credits Open to: All Grades Description: This course is designed to develop and strengthen written and oral proficiency in Arabic for students who speak Arabic or have been exposed previously to the study of Arabic. Emphasis is on the development of interpretive skills such as reading and writing resulting in increased literacy in Arabic.

Course Title: Mandarin Chinese I Course Number: 1309 Prerequisite: None Credit: 2 Elective credits Open to: All Grades Description: This introductory course to Mandarin Chinese is for beginning students with no prior knowledge of the language. A focus on communication will include emphasis on Chinese cultural elements in addition to language. This course is provided through a partnership with the Confucius Institute at USM and will feature a native language college professor as well as an opportunity to study abroad during the summer in China.

Course Title: Mandarin Chinese II Course Number: 1309B Prerequisite: Mandarin Chinese I Credit: 2 Elective credits Open to: All Grades Description: This Level II course is open to heritage speakers of Mandarin Chinese as well as students who have successfully completed the Level I course at Deering High School. The course will focus on literacy skills as students work toward greater proficiency in Chinese. Students will broaden their exposure to and understanding of cultural elements of Chinese society as they develop greater communication skills. This course is provided through a partnership with the Confucius Institute at USM and will feature a native language college professor as well as an opportunity to study abroad during the summer in China.

Course Title: French I Course Number: 1301A Prerequisite: This course is designed for students who are beginning their study of French at the high school level. Credit: 2 Elective credits Open to: All Grades Description: Would you like to travel to Paris and be able to communicate with the Parisians in THEIR language? Would you like to learn more about the heritage of many people in Maine? 31 Sign up for French I and study both language and culture. In this course there is an emphasis on cross‐cultural connections as well as the promotion of communication skills in real‐life situations. In addition to basic grammar and vocabulary, students will be introduced to many of the differences and similarities between the French and American cultures.

Course Title: French Intermediate Course Number: 1301B Prerequisite: Students who have successfully completed two years of French study at the middle school or Deering students who have completed French I. Credit: 2 Elective credits Open to: All Grades Description: Would you like to continue your studies in French? Enroll in Intermediate French where you will be able to continue developing your conversation, reading, and writing skills in French. It is at this time that students will learn how to express themselves in the past tense. There is greater emphasis on reading and writing in the target language. Come learn to appreciate another culture and learn to converse in another language!

Course Title: French II Course Number: 1302 Prerequisite: Middle School students who have mastered the present and past tenses or DHS students who have completed Intermediate French. Credit: 2 Elective credits Open to: All Grades Description: Would you like to continue working on your fluency in French and learn more about the cultures of the French speaking world? Come and learn how to take the Paris metro and find out what is different about French high school students. This class will give you a chance to talk about yourself and present your family.Expand all of your language skills as you study the past tense in more detail and learn much more vocabulary.

Course Title: French III Course Number: 1303 Prerequisite: French II and teacher recommendation Credit: 2 Elective credits Open to: All Grades Description: Would you like to know more about French speaking Africa? This course will introduce you to the countries of northern and western Africa their rich culture. There is an increased emphasis on reading and writing at this level. As your knowledge of the past, future, conditional and subjunctive increases, you will be able to read short stories and express your thoughts and opinions more clearly when speaking and writing.

Course Title: French IV Honors Course Number: 1304 Prerequisite: French III and teacher recommendation Credit: 2 Elective credits Open to: All Grades Description: This honors level course is a favorite for many colleges and universities as they like to see students study through the fourth year of the same language. Would you like to read 32 excerpts from French novels such as Les Misérables or read French poetry by Jacques Prévert? Do you have an interest in learning more about the regions of France and and exploring the city of Paris? Then this is the class for you! All that you have studied will finally all come together and culminate in a valuable learning experience. So be certain that you continue with your language study!

Course Title: French V Honors Course Number: 1305 Prerequisite: French IV and teacher recommendation Credit: 2 Elective credits Open to: All Grades Description: This course will give you a chance to learn about French Impressionist artists, read and watch La Belle et la Bête, and compare the culture of French and American high schools and universities. Reading, debating, grammar and writing are all components of this course as you advance in your study of French.We will watch excerpts from movies and listen to French songs as we discuss cultural differences.

Course Title: French Advanced Seminar Honors Course Number: 1306 Prerequisite: French V and teacher recommendation Credit: 2 Elective credits Open to: All Grades Description: Would you like to be prepared for a 300 level class in college or take the SATII Subject Test in French? This course will prepare you for both as you read a short story by Maupassant and discover the theater of the absurd as you read Rhinocéros by Ionesco, both in their original, unabridged version. You will follow Antoine Doinel’s tribulations in François Truffaut’s classic and award winning movie Les Quatre Cent Coups. This course also includes a unit on French songs from Edith Piaf to French rap. The class size allows for abundant speaking in French in a relaxed and fun atmosphere.

Course Title: Spanish I Course Number: 1311A Prerequisite: This course is designed for students who have had little or no instruction in Spanish Credit: 2 Elective credits Open to: All Grades Description: Did you know that the United States has one of the world's largest Spanish‐speaking communities? Do you want to prepare yourself for the future and start getting ready for college? Then sign up for Spanish 1! Come and use technology, art, music, games, theater and field trips to compare and contrast your culture with that of teenagers in Spain, Puerto Rico, Costa Rica, Chile and parts of the Spanish‐speaking United States. Students will develop the speaking and writing skills necessary to communicate in basic Spanish.

Course Title: Spanish Intermediate Course Number: 1311B Prerequisite: Students who have successfully completed two years of Spanish at the middle school or have completed Spanish I at DHS Credit: 2 Elective credits Open to: All Grades 33 Description: Have you already studied Spanish? Do you want to continue to develop your language skills? Intermediate Spanish is a continuation of Spanish 1 with an emphasis on the culture of Mexico, Argentina, the Dominican Republic and Perú as well as the Spanish‐speaking community in Florida. You will expand your oral and written skills while learning the past tense and new vocabulary.

Course Title: Spanish II Course Number: 1312 Prerequisite: Middle School students who have mastered the present and past tenses or DHS students who have completed Intermediate Spanish Credit: 2 Elective credits Open to: All Grades Description: Have you been studying Spanish for a while? Do you want to develop your fluency and learn about the culture of the great cities of the Spanish speaking world? Spanish II builds upon Intermediate Spanish to help you become a strong communicator in your writing and your speaking. Learn about what Latino and Latin American teenagers do with family and friends in their neighborhoods and towns. Expand all of your language skills as you study the past tense in more detail and learn the future tense and much more vocabulary.

Course Title: Spanish III Course Number: 1313 Prerequisite: Spanish II and teacher recommendation Credit: 2 Elective credits Open to: All Grades Description: The great city of Segovia in Spain was the City of Kings. Learn about how these kings founded a tropical paradise in the Caribbean and conquered the snow‐peaked Andes. Learn about how the cultural heritage of the Southwest of the United States was influenced by these kings and continues to evolve today, as a result of the integration of Mexican and American cultures in El Paso, Texas. As your knowledge of the past, future, conditional and subjunctive increases, you will be able to read short stories and express your thoughts and opinions more clearly when speaking and writing.

Course Title: Spanish Seminar for Native Speakers Course Number: 1313A Prerequisite: Teacher recommendation Credit: 2 Elective credits Open to: All Grades Description: The Seminar is designed to meet the unique needs of Spanish‐speaking students in order to learn more about their language and cultural heritage. The course expands the students' Spanish language skills through investigations of the Latino experience, literature, art, music and history. An emphasis will be placed on development of literacy skills as well as addressing common writing and grammatical deficiencies. Students will enhance their career opportunities and begin to satisfy foreign language requirements for university placement. Upon the successful completion of this course and its related assessments, students will be appropriately placed in an advanced level Spanish course. "¡Recuerden, el que es bilingue, vale por dos!"

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Course Title: Spanish IV Honors Course Number: 1314 Prerequisite: Successful completion of Spanish III or teacher recommendation Credit: 2 Elective credits Open to: All Grades Description: This honors level course is a favorite for many colleges and universities as they like to see students study through the fourth year of the same language. In Spanish IV we will use Spanish to learn about the rich culture of various Spanish‐speaking populations. We will explore film and music, as well as a variety of authentic fiction and nonfiction texts and other multimedia sources to learn about these diverse cultures. Grammatical emphasis is placed on building fluency with previously learned structures while deepening understanding of the perfect tenses and subjunctive mood. This course seeks to develop greater interpersonal, interpretive, and presentational competencies to prepare students for the Advanced Placement (AP) exam.

Course Title: Spanish V Honors Course Number: 1315 Prerequisite: Successful completion of Spanish IV or teacher recommendation Credit: 2 Elective credits Open to: All Grades Description: In this Honors level course, students will continue building fluency in Spanish through the ongoing integration of interpersonal, interpretive and presentational communicative skills. Cultural connections will include studies of Latino immigration to the United States and an in‐depth study of the history of social conflict in Latin America. Through the use of authentic resources including online newspapers, podcasts, video sources and journals, students will fine tune their grammatical skills while developing greater proficiency in the use of the Spanish language. As preparation for the Advanced Placement exam, this course will incorporate units which include the AP themes of beauty and aesthetics, global challenges, science and technology, families and communities,personal and public identities and contemporary life.

Course Title: AP Spanish Language Course Number: 1317 Prerequisite: Spanish V and teacher recommendation Credit: 2 Elective credits Open to: All Grades Description: The goal of this course is to prepare students for the College Board's Advanced Placement Spanish Language Exam, the equivalent of a fifth semester university level language course. Students will continue to develop their presentational, interpersonal and interpretive language skills through the use of interactive and authentic materials and instruction. Instruction will be conducted via authentic Spanish literature, print, digital and visual media to help students arrive at a deeper and more complex cultural understanding of the multiple and various “Spanish‐speaking” cultures of the world. A “Summer Spanish Selección” will be required for students to maintain their language levels between upper level courses. Students are required to take the national Advanced Placement exam in May. The cost of the exam is $91.00. For information about fee reductions, go to Collegeboard.com and Visit Fee Reductions for AP Exams for 35 information about eligibility criteria and the procedure for claiming College Board fee reductions for AP Exams. Go to Federal and State Exam Fee Assistance for information about additional federal and state fee reductions that may be available for students.

Programs and Services

English Language Development Program Students in any grade may be placed in appropriate ELL courses as recommended through the Multilingual Evaluation Team and placement testing. Courses are designed according to levels of English proficiency in the domains of reading, writing, listening, and speaking.

English Learner Program

Course Title: English I for ELs, A & B Course Number: 1151A, 1151B Prerequisites: Placement testing Credit: 2 Elective credits per semester Open to: All Grades Description: This is a beginner‐level English course. Students will develop reading, writing, listening, and speaking skills through guided reading practice and direct instruction. They will acquire the strategies necessary for communication and understanding in both social and academic settings.

Course Title: English II for ELs, A & B Course Number: 1152A, 1152B Prerequisite: Placement Testing Credit: 2 English credits per semester Open To: All Grades Description: This is an intermediate‐level English course. Students will develop skills and strategies needed for both social and academic language acquisition. Students will understand the 36 meaning, use and form of common grammatical structures needed for academic writing and oral communication. They will learn to read and write with fluency and comprehension using a variety of texts and applications.

Course Title: English III for ELs, A & B Course Number: 1153A, 1153B Prerequisites: Placement Testing Credit: 2 English credits per semester Open to: All Grades Description: This is an advanced‐level English course. Students will build essential speaking, listening, reading, and writing skills needed for success in mainstream classes. Intensive vocabulary development, exploration of advanced grammatical structures, reading for meaning, and writing to inform will support students' progress. A research paper is required.

Course Title: Language Acquisition for Social Studies for ELs Course Number: 1203 Prerequisites: Placement testing, MET recommendation Credit: 2 Elective credits Open to: All Grades Description: Through the integration and development of listening, speaking, reading, and writing skills, students will understand and learn to communicate information, ideas, and concepts necessary for academic success in the content area of social studies. The topics of study will include geography and world history.

Course Title: Global Issues for ELs Course Number: 1205 Prerequisites: Placement testing, MET recommendation Credit: 2 Social Studies credits Open to: All Grades Description: The Global Issues class is designed to build academic vocabulary and critical thinking skills through real‐world investigations of current global issues. Students will develop global competence skills through vocabulary development, listening and speaking opportunities and reading and writing activities. Students will analyze significant issues facing them as citizens of an interdependent world. Students will examine the challenges of creating a sustainable and equitable future through the study of environmental issues, consumption, population growth and quality of life issues such as poverty and hunger. Students will also learn about the United Nations and its Millennium Development Goals as well as participate in a mock United Nations activity. The four domains of ISSN will be embedded in the curriculum: investigate the world, recognize perspectives, communicate ideas and take action.

Course Title: Language Acquisition for Math for ELs Course Number: 1404 Prerequisites: Placement testing, MET recommendation Credit: 2 Elective credits Open to: All Grades Description: This course focuses on English language development within the Common Core State Standards for Mathematics, Kindergarten through 3. Students will become fluent in the 37 four fundamental operations of arithmetic (addition, subtraction, multiplication and division) with numbers 0‐100. Students will work with whole numbers, fractions, and decimals; identify & draw basic geometric shapes; measure with a ruler; tell time; and solve money problems, all while developing their math vocabulary. Whole group and individualized instruction will support students’ progress.

Course Title: Foundations of Math for ELs Course Number: 1403A Prerequisites: Placement testing, MET recommendation Credit: 2 Mathematics credits per semester Open to: All Grades Description: This course focuses on English language development within the Common Core State Standards for Mathematics, Grades 3 through 6. Basic skills in the four fundamental operations of arithmetic (addition, subtraction, multiplication and division) are reviewed. Students will work with whole numbers, fractions, and decimals; learn basic Geometry and Measurement; and solve basic equations, all while developing their math vocabulary. Group and individualized instruction will support students’ progress.

Course Title: Language Acquisition for Science for ELs Course Number: 1506 Prerequisites: Placement testing, MET recommendation Credit: 2 Elective credits Open to: All Grades Description: Through the integration and development of listening, speaking, reading and writing skills, students will comprehend and communicate information, ideas, and concepts necessary for academic success in the content area of science.

Course Title: Foundations of Science for ELs Course Number: 1505 Prerequisites: Placement testing, MET recommendation Credit: 2 Science credits Open to: All Grades Description: Students will develop listening, speaking, reading, and writing skills necessary to understand and communicate information, ideas, and concepts. They will learn how to write a lab report and conduct an experiment while building content vocabulary. Topics of study will include Earth science and biology.

Course Title: Language Enrichment Course Number: 1170 Credit: 2 Elective credits per semester Prerequisites: MET recommendation Description: This course builds upon reading, writing, listening, and speaking skills to prepare and support students’ progress for academic success in mainstream classes. Students learn to interpret a range of texts, produce a variety of forms of writing, and further develop their oral presentation skills. Study skills and academic vocabulary development are emphasized.

Course Title: Freshman Seminar 38 Course Number: 1150 Prerequisite: Teacher recommendation Credit: 2 Elective credits Open to: Grade 9 Description: Freshman Seminar is a one semester, elective course that offers ninth graders important keys to high school success. This two credit course will offer students instruction in study skills, organization strategies, goal setting and time management techniques. It will introduce freshmen to the culture of their specific high school focusing on the traditions, activities, and services available. Students will work on high school planning, and explore post secondary career options. Throughout the course, students will implement the four domains of ISSN: investigating the world, recognizing perspectives, communicating ideas and taking action.

Alternative Education Program (AEP)

The Alternative Education Program is designed for students in grade 9 through 12 who might be behind in school credits and who need credits to “catch up” in order to graduate with their class. AEP uses a strength‐based approach in which English and other courses are integrated for enhanced understanding of how the world is connected. Individualized, independent study courses are also offered in a variety of other required courses where credit is based on demonstrated competency which allows students to set the pace of their own learning. Students interested in the program are encouraged to see their guidance counselor, social worker or assistant principal for a referral to the program. Entry into AEP involves a referral from a social worker, guidance counselor and/or Assistant Principal along with signing a contract which explains the program to each student. The program is scheduled to meet during Blocks 2 ‐ 4.

Jobs for Maine Graduates

Course Title: Jobs for Maine Graduates Program Course Number: 6601 or 6602 Prerequisite: Application and Interview with JMG Specialist Credit: 2 Elective credits Open to: Grades 9, 10, 11 Description: The JMG Program helps sophomores and juniors reach their full potential. Goal setting, decision making, leadership and personal life skills are key components of the JMG program. Students receive academic support through peer tutoring, individual tutoring with the JMG instructor and consultation from the JMG instructor with classroom teachers. In addition, all students, by virtue of being in the program, are members of the student‐run Jobs For Maine's Graduates Career Association/Deering Chapter. This club enables students to develop hands‐on organization skills while contributing to and experiencing different opportunities available to them in the world outside of school. This exposure, as well as their skills development, gives the students an opportunity to develop a career path suitable to their own needs and interests. The JMG program will enable the students to participate in leadership conferences and field trips. It will enhance the student’s ability to reach his/her goals of improved academic performance, job attainment and community involvement.

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Special Services

Special Services at Deering High School are designed to address student needs as defined in their Individualized Education Plan (IEP). The intent of the IEP under IDEA is to identify specific services, instructional strategies, resources, and learning goals for each identified student so that s/he may participate in the general curriculum, or develop the skills/competencies needed for participation in the general curriculum.

Special Education teachers work as case managers to help students to become self‐directed learners who are knowledgeable and accepting of their strengths and weaknesses, confident advocates for their educational goals and who use feedback to adjust their actions.

Transition Planning Every special needs student has a transition plan beginning at age 14. This student centered plan identifies post high school goals and establishes yearly activities leading toward those goals. Links are made with community support services, vocational planning resources, independent living resources and post high school educational opportunities. This plan is the cornerstone of each IEP meeting and a focused reminder to students that there is a meaningful link between accomplishment in school and achieving life goals after high school.

Transition Outcomes Program for Students (TOPS) STRIVE’s TOPS program is designed especially for students who are in their 13th and 14th year of public school education and are looking to take the skills that they have learned combined with new skills that they will acquire and apply them in the community. The program is offered with part‐time and full‐time options for students that will provide opportunities and experiences including access to the greater Portland community, interactions with peers from other districts, and provide for a more seamless transition into adult services once students have completed high school.

PSL/Science The PSL Science course provides a focus on the essential skills needed to transition into adult living. This course uses an individualized approach, emphasizing basic scientific concepts which enable students to communicate, compare and contrast, generalize, identify variables, make inferences, gather and organize information, manipulate materials, make decisions, measure, observe and predict. Students will receive instruction using functional activities including cooking, identifying the practical effects of weather and temperature, as well as examining the effects of heat and cold in their lives and living environment. As part of their inquiry, they will investigate the environments encompassing the greater Portland area.

PSL/Health The PSL/Health focuses upon the promotion of personal health and safety. This course uses an individualized approach, emphasizing personal fitness, nutrition, personal hygiene and activities of daily living that promote lifelong wellness

PSL/Social Studies

40 The PSL/Social Studies focuses on the essential skills needed to transition to adult living. This course uses an individualized approach to enable students to understand their world, the cultures of home and community and the social connections that tie people together. Students receive instruction in current events and functional activities that promote relationships and appropriate boundaries, following rules and using safety signs and signals, making friends and getting along, as well as working cooperatively with others to accomplish goals.

Learning Lab The Learning Lab program at Deering High School provides a variety of services to students with identified needs who are learning in mainstream settings.

Academic Coaching Case managers provide academic coaching. Their goal is to help students to develop and strengthen executive functioning skills and become proficient in using effective learning strategies. These skills include organizing, planning, initiating tasks, persevering with tasks over time, developing personal rubrics for quality work, accurately assessing progress and adjusting to feedback. The case manager helps identified students understand their strengths and weaknesses as learners and supports students becoming confident self‐advocates.

Study Support Case managers and educational technicians help students with identified needs to complete specific assignments, to work on long term projects, to improve organizational approaches to class work, to study for quizzes and tests and, as needed, to get clarification about new learning. If students have an IEP recommended accommodation for alternative assessments in a mainstream class, assessments are often administered by a case manager or ed tech in the resource classroom.

Consultation Case managers consult with mainstream teachers regarding the special learning needs identified in a student’s IEP. The case manager, as defined in an IEP, may aid mainstream teachers in modifying curriculum, creating alternative assessments, individualizing lessons, and demonstrating classroom management strategies.

Modified Instruction Case managers assist mainstream teachers to modify curriculum for students who cannot make adequate progress in mainstreamed classes due to their identified disability.

Behavioral Coaching Students who have either a behavior plan or behavior goals receive behavior coaching. Behavioral coaching begins with a student‐centered design of a post high school transition plan. Planning with the student works backward to the immediate social/interpersonal skills necessary to be an efficient learner and citizen. This coaching is directly linked to goals developed with the student. Behavior coaching most often focuses on social problem‐solving.

Functional Life Skills The Functional Life Skills program teaches functional skills and activities to students from ages 13 to 20 with moderate to severe special needs. To be functional, skills/activities must be appropriate for the learner’s chronological age, be taught and used at the appropriate time and place, and contribute to the present and

41 future independence of the learner. This definition necessitates providing instruction in school and non‐school settings (such as neighborhood parks, stores, and the student’s own home), in order to teach the skills a person needs to be independent in those settings. Areas of programming include vocational, community, domestic, leisure, educational, activities of daily living, communication, and social skills. As students approach graduation, links are made with community based adult services to insure continuing support after high school.

Functional Academics The Functional Academics program includes basic classes in reading and writing, math, social studies, and science, as well as “survival skills” classes in home arts and vocational training. These classes are offered for students with specific developmental, physical, academic and/or behavioral learning needs. Emphasis, even in academic classes, is on practical skills and learning for life in the real world. A variety of teaching methods and learning assessments is used, including books on tape, basic workbooks, educational games and hands‐on activities, community experiences, paper and performance tests and academic quizzes. Students are also encouraged to participate in as many academic and/or elective classes in the general curriculum as possible. Student support and teacher consultation are geared to individual needs. The PATHS program, Portland Schools Work Program, and a variety of community services and agencies are often components in the total learning experience for students in the Functional Academics program.Related Services

Social Work Services Social workers provide a connection between school and home, network with community support services and consult with staff to clarify students’ needs. Social workers provide individual and small group counseling in addition to providing risk and substance abuse assessments. Social Workers also provide prevention efforts in the areas of suicide prevention, substance use and mental health issues. The Social Workers are very knowledgeable about community resources and crisis services in the community.

Psychological Services District psychologists administer diagnostic evaluations, serve as behavior management consultants and lead social skills training groups.

Speech and Language Services The speech therapist evaluated and provides therapy services to students with speech and language needs. Students receive help for problems with articulation, receptive and expressive language, social language skills, fluency, hearing impairment, and augmentative communications. Speech services, goals and objectives are outlined in the student’s IEP.

Occupational Therapy Services Occupational therapists administer and interpret the tests and observations used to evaluate fine and gross motor control, sensory‐motor integration levels, perceptual motor performance, neurodevelopmental status, and skills of daily living. Evaluation data are used to identify and remediate specific physical, behavioral, and developmental needs that adversely impact an identified student’s ability to make adequate progress in school. Occupational therapy services, goals and objectives are outlined in the student’s IEP and are integrated into educational and daily living activities whenever possible.

Physical Therapy Services

42 The physical therapist provides evaluation, consultation, and direct services to students who have physical handicaps, which interfere with functioning in the educational setting. Areas of student need may include dependence in mobility, need for alternate or adapted positioning, or need for adaptive or prosthetic equipment. Physical therapy services, goals and objectives are outlined in the student’s IEP.

Portland Arts and Technology High School (PATHS)

Portland Arts & Technology High School (PATHS) is open to all students in grades 9‐12. PATHS courses are designed for all students who are serious about gaining new skills and knowledge through applied “minds‐on/hands‐on learning”.

These classes are designed for career bound and college (post‐secondary) bound students and are an extension of their high school schedule. PATHS classes count toward graduation as elective credit. Classroom theory and instruction, extensive labs, shop projects and community‐based internships combine to give students real life experience in career directions. Although all PATHS classes are two years in length, some PATHS classes offer introductory “Semester Classes” or one year opportunities.

PATHS follows the Portland Public Schools calendar and offers two sessions a day: Session 1 (8:00 ‐ 10:25 AM) and Session 2 (11:00 AM – 1:30 PM). Students are bussed to and from PATHS by their sending school.

Students who complete a yearlong PATHS program earn six (6) Elective credits toward graduation. Students who successfully complete a two‐year sequence of an approved program may be eligible for Integrated Studies credit. Sending schools can award an Integrated Credit (Math, Science, Fine Arts) as part of the Elective credit ‐ not as additional credit. Students interested in receiving integrated credits should talk with their PATHS teacher and their school Guidance Counselor.

NOTE: All PATHS programs follow national curricula standards and have been aligned with the Maine Learning Results (MLR).

VISITOR & APPLICATION PROCESS Students who are interested in taking a course at PATHS must visit the specific program. Your Guidance Counselor will arrange a visit for any student interested in PATHS. It’s as simple as that !

Parents, Guidance Counselors, and Teachers are always welcome to visit PATHS. Call 874‐8165 to schedule a visit.

PATHS Course Descriptions

Auto Collision Technology ‐ Michael Edgbert: [email protected] ​ From damaged to dynamic! Learn the skills necessary to bring that automobile back to showroom condition. Students will learn the skills necessary to use a frame machine, spray guns, and some of the state‐of‐the‐art techniques like adhesive panel replacement, paint blending and specialty paintwork like striping and flaming. Basics in welding, wiring, front end alignment and basic mechanics will also be covered. Through their affiliations with national paint companies and curriculum developers students will have the opportunity attend

43 seminars and workshops. Career Opportunities: Auto Collision Technician, Frames Specialist, Refinish technician, Refinish Prep Specialist, Insurance Estimating, and Paint Mixing Specialist.

Automotive Technology – John Carmichael: [email protected] and Paul Fearon: ​ ​ [email protected] The Automotive course provides students with skills to develop a thorough understanding of the design, construction, and operation of automotive systems. During their two‐year involvement with this program, students are taught how to troubleshoot, service, and repair modern automobiles. Using the most up‐to‐date technology available these students are prepared to face the challenges of today’s auto industry needs. National affiliations with the Ford Skills Competition, AYES and ongoing placement opportunities with local dealerships provide practical skill development. Preparation of students for employment and postsecondary education are major goals. Dual Enrollment with SMCC & CMCC enables students to earn college credit while at PATHS. Career Opportunities: Mechanic, Diesel Mechanic, Brake Specialist, Service Writer, Parts Specialist (Dual enrollment with CMCC).

Carpentry ‐ Frank Kehoe: [email protected] ​ Is the construction industry calling you? Start this exciting career at PATHS. Students are introduced to the many opportunities in the field of carpentry: you will learn how to build a house from the foundation through framing and into finish work.. Proper and safe use of hand and power tools is taught. Students will use the latest tools, materials and techniques when building individual or group projects. Students can receive certification (license) to operate a forklift truck as part of the Carpentry program. Preparation of students for employment and postsecondary education are major goals. Articulation Agreement with CMCC. Career Opportunities: Rough or Finish Carpenter, Carpenter’s Helper, Roofing, Siding & Insulation Contractor, Drywall Installer, Lumberyard worker or building material sales.

Commercial Art ‐ Diane Manzi: [email protected] ​ This course is for art students who want to make income from their art and create a strong portfolio for college or work. Students learn to prepare and set up their art work, create business cards, artists’ statements and career applications. Career Opportunities: Designer, Illustration, art shows, and graphic artist.

Culinary Concepts ‐ Chef Armstrong: [email protected] ​ This course is designed to educate students for a career in commercial food service. From production to management to live work experience, you’ll do it all! There will be an emphasis on catering. This includes sanitation equipment, menu planning, purchasing, selection & storage of food, inventory, preparation, serving, and fundamentals of restaurant management. Students are introduced to career specialties within the food service industry such as short order cooking, general cooking, specialized preparation in meats, vegetables, seafood, baking and management. Career Opportunities: Cook, baker, chef, pastry chef, restaurant manager, food buyer, food sales, butcher. (Articulation Agreement with CMCC)

Dance (Session 2 Only) ‐ Lisa Hicks: [email protected] ​ The Arts Academy Dance program is a modern dance based program. Students study modern dance technique which includes choreography, improvisation, and dance composition. Students are exposed to a wide range of professional guest artists and other styles of dance including African dance, hip hop, ballet, ballroom dance as well as weekly classes in yoga, Pilates, and conditioning for dancers. Students perform at the end of each semester and at the PATHS Spring Fashion Show. Students in the program attend a number of concerts and workshops with professional touring companies through a partnership with Portland Ovations. Dancers of all 44 levels may apply to the program. After an initial first visit, potential students must participate in an audition/class. The audition class is scheduled in May or dancers may audition individually by setting up a date with the instructor.

Early Childhood Occupations ‐ Eva Rodd: [email protected] ​ This course is designed for students who are preparing for careers in teaching and caring for young children, birth through age eight. The course provides a foundation in child development, family systems, child care management, or teaching at the early elementary level. Students plan and manage a campus child development lab program, and intern in community‐based programs and area elementary schools. Students are given opportunities to study education and care systems in this country and abroad through linkages with other schools. The course has been designed with multiple entry and exit points so that students may enroll for one to four semesters, choosing work that matches their needs and future teaching plans. Two semesters offer dual enrollment plans with Southern Maine Community College, and students can earn up to six college credits while taking classes on the PATHS Campus. Students must be aged sixteen to enroll in semesters that include internships in area schools, and students need minimum PSAT/SAT scores and a guidance counselor recommendation for dual enrollment college courses. Career Opportunities: Teacher, Child Development Center or Headstart, Nanny, Nursery School Teacher, Therapeutic Aide. Career Paths: Education, Social Work, Family Care.

Fashion Marketing ‐ Jane Krasnow: [email protected] ​ Fashion Marketing offers an introduction to the “business” of Fashion. Learn the components of customer service, designing fashion displays, composing effective advertising, the basics in fashion design and garment construction. Students will present seasonal sales promotions and will manage a new school store. Students also present a fashion show each year. Students are encouraged to be involved in a national marketing organization called DECA. Students may participate in a hands‐on internship and will have the opportunity to intern in a local business, to gain experience and knowledge about the field of fashion merchandising and marketing. Career Opportunities: Advertising, Visual Merchandising, Store Management, Fashion Buying, Retail Merchandising and Fashion Designer.

Food Services ‐ Phil Divinsky: [email protected] ​ The Fast Food Service Program prepares students for entry‐level employment in the food service industry. This supported program offers real life experiences through the operation of a student run café. Students receive a varied hands‐on education in food preparation, equipment usage, sanitation, personal hygiene, customer relations, teamwork, attitude, initiative and independence. Career Opportunities: Prep Cook, Wait Person, Dishwasher, Cashier, Clerk, Sandwich Prep, Fast Foods Worker

Health Science Careers ‐ Amber Richard: [email protected] ​ The first year introduces the students to careers in health sciences. Students study anatomy, physiology, nutrition, diet therapy, and complete a medical research project through field trips, demonstrations, and classroom instruction. The second year prepares the student in basic health science skills, body mechanics, aseptic techniques, and medical terminology. Students are placed in clinical experiences of their choice during the second semester. The Health Science Careers Program also serves as a foundation for further education in a technical school or college. Health Occupations Students of America (HOSA) is an integral part of the program. Articulation Agreement with SMCC. Career Opportunities: Personal Support Specialist (P.S.S.), Certified Nursing Assistant (C.N.A.), Dental Aide, Veterinary Aide, Physical Therapy Aide, Rehabilitation Aide, and many other health science careers. This class meets the State Requirement for certification as a Nurse Assistant.

45 Landscape Management ‐ Kathy Tarpo: [email protected] ​ This exciting supported program provides students the opportunity to work in PATHS largest classroom – 40 acres. You get to experience retail and wholesale marketing techniques through the management of our 3,000 sq. ft. greenhouse. Students will work in our display beds, the arboretum, our community perennial garden and the extensive grounds of our campus. Landscape design, equipment use, turf management and greenhouse management are emphasized. Floral Students learn to identify, grow, and care for trees, shrubs, and flowering plants. Career opportunities: Greenhouse or Nursery Worker, Garden Work, Golf Course, Landscaping Design, Parks Department.

Manufacturing Technology ‐ Tim Lippert: [email protected] ​ This course offers knowledge, skills, and experience in the production of precision metal products. Students learn how to manufacture and measure a variety of metals used to produce metal products. By making specified products, students learn how to read blueprints, do shop math, layout their work, select, set‐up, and safely operate lathes, milling machines, drill presses, and grinding machines. Advanced students learn how to program, set‐up, and operate CNC lathes and milling machines. Computer Aided drafting (Auto Cad) is also covered. Robotics will include the designing, AutoCAD drawing, programming, manufacturing, and testing of robots. Several local and regional robotic competitions should make this an exciting class. If time permits, solar systems, pneumatics (air), and composites will be integrated. This class will offer a variety of disciplines that will help prepare students for college and many different careers in Robotics, Engineering, Mechanical or Electrical currently offered at colleges throughout the United States. Students can join an after school Robotics Team which takes part in area robotic competitions. Articulation Agreements with SMCC and CMCC. Career Opportunities: Machine & CNC Operators, Inspectors, Layout and Set‐up Technicians.

Masonry ‐ Matt Wentworth: [email protected] ​ Fireplaces, Barbecue pits, steps, planters and columns for lighting applications are only a few of the projects you’ll undertake in this exciting program. Design and layout of projects using brick, block, dry stone (wall construction), decorative pre‐cast concrete and repair of existing masonry structures are all part of the skills you’ll acquire. Students are instructed in shop and job safety practices and procedures. Students receive related instruction in blueprint reading, layout work, measurement, sketching and estimating. Career Opportunities: Mason, Mason tender, Bricklayer, Contractor, Tile Setter.

Music ‐ Victoria Stubbs: [email protected] ​ The music program is designed to offer student musicians a diverse experience in the music industry. There are 3 main components of the music program at PATHS. Students study the Theory and Ear/Rhythm training of music, they practice their solo and ensemble performing skills in our ‘classroom theater’, and they learn Audio recording, editing and mixing in our Recording Studio. Some other examples of work we do here are: Song writing, the Business of Music, and Music History. This program requires a student audition, essay, and teacher recommendation prior to enrolling. Career Opportunities: Performer, Music Educator, Composer, Song Writer, Music Producer, Audio Engineer, Recording Engineer, Sound Mixer, Digital Workstation Editor, Post Production Engineer, Mastering Engineer, MIDI Engineer, Music Scoring (Studio Manager, Music Video Production, Special Event Lighting/Sound Presentation, Digital Video, Sound Design).

New Media – Mr. David Beane: [email protected] ​ Our world is moving faster every day and media production for the Web or TV is a powerful force within it. From PHP & Flash to Panasonic & Sony, the New Media Program at PATHS introduces students to the basics that all new media producers need. Students are prepared for career or college with an individualized curriculum. 46 Every student will master the basics of graphic design, project design and management, shooting and editing video, and PhotoShop. Then each student, working with teacher David Beane, will create a customized program for more advanced study. Whether a student is planning on a college career, an apprenticeship, immediate entry into the workforce, or a combination of those, the New Media Program will prepare that student to be successful. Topics in New Media include PhotoShop, Concepts in Graphic Design, Project Design and Management, Introduction to Video Creation and Editing, Broadcast Programming, Script Writing, and Animation. For a detailed listing of curriculum options, please see our website at http://blogs.portlandschools.org/newmedia.

Plumbing and Heating Technology ‐ Ed Huggins: [email protected] ​ Plumbing & Heating is a two year program providing instruction in all phases of repair, maintenance and installation of plumbing and heating equipment. The first year of the program is spent in the plumbing lab learning to work with all types of pipes, joints, traps, fixtures, tanks and pumps. In the second year, students study three types of oil heating systems: warm air, steam and hot water. Students will be involved in the practice of installation, maintenance, and adjustment of equipment, as well as the wiring of the electrical components of oil burners, including trouble shooting, testing and adjusting. Both years use a nationally recognized curriculum with national registry for qualified students. Graduates have basic entry level skills to enter the workforce or attend technical schools in HVAC, Plumbing and Heating. Career Opportunities plumbing and heating contractors, maintenance workers, plumbing and heating warehouse workers and salespersons. Additional training and licenses may provide opportunities as supervisors or operators of related businesses.

Recreation/Marine Repair ‐ Mike Smith: [email protected] ​ If you like the thrill of hearing a finely tuned marine engine run or troubleshooting why a 4‐wheeler is skipping, than this program is for you. Students will learn all about small engines and how they operate. You will diagnose and repair small engines for all marine and recreational equipment including motorcycles, inboard/outboard boat motors, snowmobiles, lawnmowers, snow blowers, ATV’s and more. Students will also do fiberglass repair projects on boats, as well as preparing all small engines for winter storage. Career Opportunities: Small engine mechanic in motorcycle, snowmobile, ATV or boat businesses; general work in boat yard; fiberglass boat repair.

Welding Technology/Blacksmithing Basics ‐ Bill Presby: [email protected] ​ This course includes instruction in the safe operation of oxygen/acetylene gas welding, brazing and cutting. The first year students will be taught Shielded Metal Arc Welding (S.M.A.W.), Flux Core Arc Welding (F.C.A.W.), and Gas Metal Arc Welding (G.M.A.W.). Second year students will be involved in projects that will include but will not be limited to: utility trailers, snowmobile trailers, landscape trailers, various metal craft projects by your own design, and outside projects for individuals or schools. First and second year students will have the opportunity to attempt the structural plate test limited to ¾ inch thickness after they have proven their basic proficiency in the S.M.A.W. process. Pipefitting and pipe welding techniques will be taught, which will include Gas Tungsten Arc Welding (T.I.G.), 5P root and 7018 to cover. Carbon Arc Cutting, Plasma Arc Cutting and Aluminum Welding will also be introduced. Basic math computations including addition and subtraction of fractions, converting decimals to fractions and basic Geometry will be taught. Blueprint reading and sketching will be practiced regularly. Articulation Agreements and dual enrollments with SMCC and EMCC. Career Opportunities: Certified Welder, Welder’s Helper, Pipefitter, Fabrication Shop Specialist operating automated cutting and welding equipment, owner/ operator of welding/metal fabrication shop, Quality Control Weld Inspector. The opportunities in the steel trades are endless.

Woodworking ‐ Jill Irving: [email protected] ​ 47 Make a Shaker‐style table, CD holder, speaker boxes and a host of other interesting projects produced in this program. Woodworking is a supported program where students will learn about tools, joinery, turning, fasteners, abrasives, finishes, and computerized CNC routing. Students make individual, group, and class projects from a variety of woods. Part of this program is called Basic Woodworking which is designed for a wider range of students. All students will be exposed to community service, artistic techniques, manufacturing, and custom craftsmanship through field trips and shop projects. Math is covered through the use of the PLATO lab and individual classroom instruction. Career Opportunities: Entry level jobs in Carpentry, Cabinetry, Woodworking, mill work, building supplies stores, and post secondary schools (2 and 4‐year).

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