DISCUSSION/ACTION 9.0 Office of the Superintendent of Schools MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville,

November 13, 2007

MEMORANDUM

To: Members of the Board of Education

From: Jerry D. Weast, Superintendent of Schools

Subject: Secondary Pilot Courses

Executive Summary

The purpose of this memorandum is to request approval to develop and pilot courses in support of the Middle School Magnet Consortium, the Middle School Reform Initiative, as well as signature, academy, magnet, and elective programs in our high schools, and to fully implement courses that have completed the pilot process successfully. Course proposals are submitted to the Board of Education as required by Board Policy IFA, Curriculum, approved February 13, 2001, and its accompanying regulation, IFA-RA, Curriculum. The policy requires that initial information regarding proposed curriculum development or significant revisions be presented to the Board for approval. The Office of Curriculum and Instructional Programs (OCIP) continues to implement the process for proposed pilot courses and is presenting four courses for full implementation countywide beginning fall 2008, as well as 37 new proposals: three middle school magnet courses; three middle school reform courses; eight Maryland State Department of Education (MSDE) approved career and technology education courses; 19 externally developed courses—Advanced Placement (AP), Cambridge, and Advancement Via Individual Determination (AVID); and four noncore high school courses. OCIP also requests approval for 11 online versions of existing AP courses.

Background

Over the past decade, several secondary schools in the Montgomery County Public Schools (MCPS) have developed unique program identities. In many cases, courses that support the individual program themes were designed by local school teachers. These courses reflect the creativity and dedication of teachers and principals to complement and enhance the academic focus of their school’s programs. In an era of increased accountability, and in a school system committed to the academic achievement of all students, any new courses offered in MCPS secondary schools must comply with Board policy and align with MCPS and state standards. MCPS curriculum is designed to prepare students for success on the Maryland School

Members of the Board of Education 2 November 13, 2007

Assessments (MSA), High School Assessments (HSA), the SAT, and rigorous examinations such as AP, International Baccalaureate (IB), and Cambridge.

Course proposals are initiated either by local school or central office staff. Some high school course proposals being presented for the Board’s consideration were initiated by school staff, with the approval of the principal, as authorized under MCPS Regulation IFA-RA, Curriculum, which specifies in Section 3b that “Development of noncore curriculum is initiated by a principal, community superintendent, or other MCPS administrator through OCIP. Teachers may initiate noncore curriculum with the approval of the principal. Final approval of noncore curriculum rests with the Board of Education.”

Other high school course proposals presented for the Board’s consideration were initiated by central office staff. Staff in the Division of Career and Technology Education submitted proposals for eight courses developed or planned for development as part of state programs and approved by MSDE. Proposals for additional courses in the AP, Cambridge, and AVID programs also are being forwarded in accordance with MCPS Regulation IFA-RA, Curriculum, which states in Section 3c.3 that “Nationally or internationally recognized curriculum…” may be used “…after review and approval using the process for noncore curriculum development.”

Middle school course proposals are initiated only by central office staff as part of the systemwide Middle School Reform initiative. Courses are developed after carefully considering student, staff, and community needs and interests, as well as current learning research. Courses are phased in according to the agreed upon timeline for Middle School Reform.

Development of Course Proposal Process

In 2003, OCIP developed a pilot course approval process initially designed to support the development of academy courses in the five Downcounty Consortium high schools. The process required schools to develop a course proposal with the guidance of OCIP content supervisors or coordinators. Proposals were reviewed by OCIP staff and, with the recommendation of the associate superintendent, were forwarded to the Board for approval to pilot.

During the 2005–2006 school year, OCIP took a number of steps in order to ensure countywide compliance with Board policy, beginning with a revision of the course proposal process. The process was clearly communicated to principals, resource teachers, the Councils on Teaching and Learning, executive leadership, and central office staff. In addition, a plan for monitoring and evaluating course pilots was established. Individual high school principals were notified of the pilot courses’ status in their schools and the requirements for continuing the courses. OCIP also established a central database of course proposals and designated points of contact for collecting course materials, including course evaluations. A revised course proposal timeline ensures that schools are notified of the status of their proposals well before student registration. This entire process represents a significant continuous improvement effort to ensure consistency in course proposal development systemwide.

Members of the Board of Education 3 November 13, 2007

During the 2006–2007 school year, OCIP staff refined processes and adjusted timelines based on feedback from stakeholders. Information was provided through memorandums to principals and informational meetings to clarify processes for proposing and reporting development of pilot courses. Model documents for reports and course materials were identified from among those created by school staff, and distributed as examples to guide development of materials.

Implementation of Course Proposal Process

Based on stakeholder input, OCIP developed, communicated, and disseminated processes for proposing, monitoring, and evaluating courses that ensure rigor and thorough preparation. In June 2007, high school and OCIP staff members met to review each course completing the second year of pilot status. OCIP staff also reviewed progress reports submitted by school staff for courses completing the first pilot year. During summer 2007, school personnel submitted proposals for new pilot courses. OCIP staff reviewed the proposals to determine the quality of the proposed curriculum, existence of similar or related courses, and alignment to standards and MCPS curriculum. After providing feedback and technical support to school staff, OCIP staff subsequently worked with school staff to revise course proposals.

Upon approval by the Board, new pilot courses will be offered in schools for two years, beginning in the 2008–2009 school year. School staff will develop and refine curriculum documents that include enduring understandings and essential questions, alignment to standards and indicators, methods of assessment, a course evaluation plan, as well as sample student lessons and supporting teacher materials. At the end of the first pilot year, school staff will submit a status report to OCIP. Feedback and suggestions for the second pilot year will be provided to school staff. At the end of the second pilot year, course materials and evaluation will be submitted to OCIP and recommended courses will be presented to the Board of Education. Upon Board approval, only successful pilot courses will be available for implementation in all MCPS high schools.

Status of Courses Ending Pilot Phase

Eight courses, previously approved by the Board for pilot implementation, have completed the two-year pilot phase and evaluation. Four of these courses are recommended for full implementation countywide beginning in 2008. For four other courses, OCIP recommends extending the pilot period one year for further development, with reevaluation in June 2008. Five other pilot courses will be discontinued in June 2007. In addition, 44 high school courses have been designated inactive during the 2007–2008 scheduling season.

Online Courses

In spring 2005, MSDE approved 54 online courses as part of the Maryland Virtual Learning Opportunity. MCPS seeks the Board’s approval to offer online versions of existing AP courses that have been endorsed by the College Board. During 2007–2008, OCIP will continue to review online courses approved by MSDE. The purpose of the review is to ensure alignment

Members of the Board of Education 4 November 13, 2007

with MCPS curriculum and state or national assessments, especially the HSA. The review includes analysis of data that have been requested from MSDE to determine student performance on state tests after taking online courses.

Recommendations

A summary of proposed courses and schools requesting to join pilot courses in progress is contained in Attachment A. Additional attachments provide the recommendations of staff members in OCIP which are submitted for your approval.

• Proposed Secondary Magnet Specialized Courses (Attachment B)

• Proposed Noncore MSDE Courses for High School Students (Attachment C)

• Proposed Externally Developed Courses (Attachment D)

• Proposed Noncore High School Courses (Attachment E)

• Proposed Middle School Reform Pilot Courses (Attachment F)

• Proposed Online Versions of Existing AP Courses (Attachment G)

• Status of Courses Ending Pilot Phase (Attachment H)

Conclusion

The courses proposed in this round of the approval process reflect the dedication, professionalism, and responsiveness of committed teachers, administrators, and central office staff to satisfy a wide range of student needs and interests. In many cases, teachers collaborated with colleagues from other MCPS schools and central office staff. Writers demonstrated careful consideration of four-year pathways, course outcomes, rigor, and relevance.

The following resolution is included for your consideration.

WHEREAS, On February 13, 2001, the Montgomery County Board of Education adopted Policy IFA, Curriculum, governing all curriculum development and implementation; and

WHEREAS, the Montgomery County Public Schools established procedures under Regulation IFA-RA, Curriculum, to allow school staff to develop and pilot noncore curriculum courses through the Office of Curriculum and Instructional Programs; and

WHEREAS, the Montgomery County Public Schools established procedures under Regulation IFA-RA, Curriculum, to allow externally developed curriculum and instructional programs to be

Members of the Board of Education 5 November 13, 2007

used in place of Montgomery County Public Schools curriculum after review and approval, using the process for noncore curriculum development; and

WHEREAS, The proposed courses have met all of the requirements established in the procedures; and

WHEREAS, These proposed courses support and extend the Middle School Magnet Consortium; the Middle School Reform Initiative; and high school signature, academy, career and technology, and elective programs; now therefore be it

Resolved, That the Montgomery County Board of Education approve the following courses as pilot courses or fully implemented countywide courses or online versions of existing Advanced Placement courses, in accordance with the procedures established in Regulation IFA-RA, Curriculum.

At the table for today’s discussion are Mr. Erick J. Lang, associate superintendent, Office of Curriculum and Instructional Programs, and Ms. Betsy Brown, director, Department of Curriculum and Instruction.

JDW:EJL:kjm

Attachments

Attachment A

Summary of Proposed Courses and Schools Joining Pilot Courses in Progress

Proposed Secondary Magnet Specialized Courses Aerospace Design and Technology (Parkland MS) Research in Astronomy (Parkland MS) Applied Robotic Programming (Parkland MS) Proposed Courses for Middle School Reform Arts Investigation (Benjamin Banneker MS, Lights, Camera, Literacy (Col. E. Brooke Lee MS, Roberto Clemente MS, Col. E. Brooke Lee MS, Silver Spring International MS, and Earle B. Wood Montgomery Village MS, Silver Spring MS) International MS, Sligo MS, and Earle B. Wood MS) Information Communication Technologies (Benjamin Banneker MS, Roberto Clemente MS, Montgomery Village MS, Sligo MS, and Earle B. Wood MS) New Noncore Maryland State Department of Education (MSDE) Approved and Pending Courses for High School Students Electronic Audio Field Production A/B Fundamentals of Pharmacy A/B (Paint Branch HS (Northwood HS, Rockville HS, and Sherwood HS) and other school sites TBD) Radio Station Management/Operations A/B Human Body Systems A/B (Wheaton HS) (Northwood HS, Rockville HS, and Sherwood HS) Television Station Management/Operations A/B Aerospace Engineering A/B (Wheaton HS) (Montgomery Blair HS, James Hubert Blake HS, Damascus HS, Gaithersburg HS, Northwood HS, Paint Branch HS, Seneca Valley HS, and Sherwood HS) Foundations in Arts, Humanities, Media, and Principles of Fire Science and Emergency Medical Communications A/B (James Hubert Blake HS, Services 1 (Northwood HS and other school sites Winston Churchill HS, Walter Johnson HS, TBD) Northwood HS, and other school sites TBD) Proposed Externally Developed Courses AP Comparative Government and Politics B Cambridge English Language AS Level A/B (All high schools) (John F. Kennedy HS and Seneca Valley HS) Advancement Via Individual Determination Cambridge Environmental Management AS Level (AVID) 9 A/B (John F. Kennedy HS, Northwood A/B (John F. Kennedy HS and Seneca Valley HS) HS, and Rockville HS) Advancement Via Individual Determination Cambridge Geography AS Level A/B (AVID) 10 A/B (John F. Kennedy HS, Northwood (John F. Kennedy HS and Seneca Valley HS) HS, and Rockville HS) Advancement Via Individual Determination Cambridge Marine Science AS Level A/B (AVID) 11 A/B (John F. Kennedy HS, Northwood (John F. Kennedy HS and Seneca Valley HS) HS, and Rockville HS) Advancement Via Individual Determination Cambridge Psychology AS Level A/B (AVID) 12 A/B (John F. Kennedy HS, Northwood (John F. Kennedy HS and Seneca Valley HS) HS, and Rockville HS)

A–1

Cambridge Computing AS Level A/B Cambridge Sociology AS Level A/B (John F. Kennedy HS and Seneca Valley HS) (John F. Kennedy HS and Seneca Valley HS) Cambridge Economics AS Level A/B Cambridge Computing A Level A/B (John F. Kennedy HS and Seneca Valley HS) (John F. Kennedy HS and Seneca Valley HS) Cambridge Economics A Level A/B Cambridge Psychology A Level A/B (John F. Kennedy HS and Seneca Valley HS) (John F. Kennedy HS and Seneca Valley HS) Cambridge Geography A Level A/B Cambridge Sociology A Level A/B (John F. Kennedy HS and Seneca Valley HS) (John F. Kennedy HS and Seneca Valley HS) Cambridge Marine Science A Level A/B (John F. Kennedy HS and Seneca Valley HS) Proposed Noncore High School Courses African American Literature (Gaithersburg HS) Digital Photography A/B (Damascus HS, Northwest HS, Poolesville HS, and Rockville HS) The Business of Music (Montgomery Blair HS) Digital Visualization (Thomas S. Wootton HS)

Schools Joining Pilot Courses in Progress Academic Language Class A/B (Northwood HS Health Science Technology I A/B (John F. Kennedy joining Albert Einstein HS, John F. Kennedy HS, HS joining Paint Branch HS) and Richard Montgomery HS) Academic Language Class A/B (Eastern MS, Health Science Technology II A/B (John F. Kennedy Ridgeview MS, and White Oak MS joining Argyle HS joining Paint Branch HS) MS, Forest Oak MS, A. Mario Loiederman MS, Neelsville MS, Parkland MS, Thomas W. Pyle MS, Silver Spring International MS, Sligo MS, Julius West MS, and Westland MS) Astronomy A/B (James Hubert Blake HS joining Law II (James Hubert Blake HS joining Winston Churchill HS, Albert Einstein HS, Walter Johnson HS) Walter Johnson HS, Paint Branch HS, and Quince Orchard HS) Chemistry in the Community A/B (Quince Orchard Radio Production A/B (Sherwood HS joining HS joining Montgomery Blair HS and Northwood Richard Montgomery HS, Northwood HS, and HS) Rockville HS) Global Issues in the 21st Century A/B (Wheaton HS joining Montgomery Blair HS, Winston Churchill HS, and Sherwood HS)

A–2 Attachment B

Proposed Secondary Magnet Specialized Courses

Middle School Magnet Consortium

Each of the three Middle School Magnet Consortium schools has a distinct instructional focus, including specialized courses. Below is a description of new courses proposed for Parkland Magnet Middle School for Aerospace Technology, Grades 7–8.

Research in Astronomy (1 semester) This one-semester course is designed to engage students in scientific inquiry in astronomy. Students will use the tools of the astronomer to conduct their own astronomical research. Students will be engaged in an authentic research project as they learn about the sun, the solar system, and the universe beyond. Course requirements include a scientific investigation, a research paper, and a presentation about the results of their research. The course also will focus on current events in the field of astronomy and students will work closely with mentor astronomers throughout the course.

Applied Robotic Engineering (1 semester) Applied Robotic Engineering is the second level semester course. Students may elect to take this course even if they have no prior experience with robotics. Applied Robotic Engineering builds on the physics concepts introduced in Applied Aerospace Investigations 6 and 7 and Science 6/7 and Science 7/8 to develop working solutions to technical challenges using LEGOs® and the MINDSTORMS® RCX robotics invention system software. A structured approach to problem solving is the underlying theme in this course and is the framework upon which foundations of programming are applied.

Aerospace Design & Technology (2 semesters) This course is designed as a corequisite course to Honors Physics and Matter & Energy at the middle school level. Students will interact with real-time data to apply the physics and chemistry concepts that are utilized in aerospace design. Specific content indicators from Honors Physics and Matter & Energy will be taught in focused mini-lessons that include direct instruction, hands-on laboratory experiences, and computer modeling. Working with aerospace industry partners, students also will conduct individual and team research in a culminating project.

B–1 Attachment C

Proposed Noncore Maryland State Department of Education Courses for High School Students Proposed by: Division of Career and Technology Education (CTE)

Each year, CTE submits several pathway program proposals to the Maryland State Department of Education (MSDE) as updates to current programs or as new programs that meet an industry demand. CTE pathway programs are comprised of specialized courses that students may complete as a graduation requirement instead of, or in addition to, completing foreign language coursework. The following courses are part of CTE pathway programs that have earned the approval of MSDE. CTE programs are eligible to receive federal funding only after receiving MSDE approval, a process that traditionally takes at least one year to complete.

MSDE requires that a local program advisory committee, including college and business partners, design a standards-based program with the following components:

• Rigor: dual enrollment, college credit, articulated college credit, advanced placement courses

• Relevance: work-based learning experiences; application of English, mathematics, science, and social studies knowledge and skills; completion of credentials such as industry certifications and licensing examinations

• Relationships: mentoring, small learning communities, career cluster advisory boards

All CTE pathway programs integrate career development components requested by industry such as teamwork, written and oral communication, and problem-solving skills. Below are descriptions of proposed courses for high school CTE programs that have received MSDE approval.

Arts, Humanities, Media, and Communications Broadcast Media Career Pathway Program – Radio Strand

Electronic Audio Field Production A/B School sites: Northwood, Rockville, and Sherwood high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 10–12 Instructional level: On level Purpose/Rationale: This course is the second in a four-credit sequence for the radio strand that is part of the Broadcast Media Pathway Program. By participating in a pathway program that focuses on the development of media literacy, including production, students develop an understanding of how various media influence youth today and expose them to possible college and career options. Students also learn to be socially responsible users and creators of media. Description: In this course, students develop skills in radio production while working on a live show. This course emphasizes the audio aspects of radio communication. Programs produced for the school and for transmission over the Internet are major outcomes of this course. In

C–1 addition, opportunities for engaging advanced writing and production techniques for presentations in news radio broadcasting and entertainment programming are provided.

Radio Station Management/Operations A/B School sites: Northwood, Rockville, and Sherwood high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 11–12 Instructional level: On level Purpose/Rationale: This course is the third in a four-credit sequence for the radio strand that is part of the Broadcast Media Career Pathway Program. By participating in a pathway program that focuses on the development of media literacy, including production, students develop an understanding of how media influence youth today and gain exposure to possible college and career options. Students also learn to be responsible users and creators of media. Description: Students enrolled in this course serve as staff members of the school’s radio station. In addition to producing a daily live show within the school, students are responsible for producing a half-hour program once per month for Web casting on the school’s Web site. This course is primarily studio-based, with deliverables from the Electronic Audio Field Production course used in the productions.

Broadcast Media Career Pathway Program, Television Strand

Television Station Management/Operations A/B School sites: Montgomery Blair, James Hubert Blake, Damascus, Gaithersburg, Northwood, Paint Branch, Seneca Valley, and Sherwood high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 11–12 Instructional level: On level Purpose/Rationale: This course is the third of a four-credit sequence for the television strand that is part of the Broadcast Media Career Pathway Program. By participating in a pathway program that focuses on the development of media literacy, including production, students develop an understanding of how media influence youth today and gain exposure to possible college and career options. Students also learn to be responsible users and creators of media. Description: Students enrolled in this course serve as staff members for the school’s television station. In addition to producing a daily live show within the school, a half-hour program is developed and aired once per month outside of the school on cable television. The course is primarily studio-based, with products from the Electronic Video Field Production course utilized in the productions.

C–2 Interactive Media Career Pathway Program

Foundations in Arts, Humanities, Media, and Communications A/B School sites: James Hubert Blake, Winston Churchill, Walter Johnson, and Northwood high schools; others TBD Number of credits and course duration: 1 credit (2 semesters) Grade level: 9–10 Instructional level: On level Purpose/Rationale: This course is one of two foundational courses in the four-credit sequence for the Interactive Media Pathway Program. Description: This course provides an overview of career options and requirements related to this field. Students use storytelling and storyboard development, apply principles of design and use multimedia technology in project development, and collaborate and problem solve in the course of project development. Throughout the course, they develop portfolios that demonstrate corporate/business communications and technical writing, media literacy skills, and an understanding of ethics and security related to the field.

Biosciences, Health Science, and Medicine Academy of Health Professions and Biosciences Career Pathway Program

Fundamentals of Pharmacy A/B School sites: Paint Branch High School and others TBD Number of credits and course duration: 1 credit (double period 1 semester or single period for 2 semesters) Grade level: 11–12 Instructional level: Advanced Purpose/Rationale: This course is the third in a four-credit sequence for the Academy of Health Professions and Biosciences Career Pathway Program that focuses on exposing students to the many career options in pharmacy and pharmaceutical science. Students experience relevant activities that engage them in a rigorous curriculum integrating academic and technical standards. Description: This course introduces students to the field of pharmaceutical sciences, preparing them to perform successfully as pharmacy technicians in hospitals or retail locations. Students spend most of their class time in a lab-based setting for hands-on, relevant instruction using the PassAssured Pharmacy Technician Training program. This national program, based on standards outlined by the American Society of Health System Pharmacists, prepares students to take the Pharmacy Technician certification exam.

Biomedical Sciences, Project Lead the Way Pathway Program

Human Body Systems A/B School site: Wheaton High School Number of credits and course duration: 1 credit (double period 1 semester or single period for 2 semesters) Grade level: 10–12 Instructional level: Advanced

C–3 Purpose/Rationale: This course is the second of a four-credit Biomedical Sciences, Project Lead the Way (PLTW) Pathway Program that engages students in the study of basic human physiology, especially in relationship to human health. This pathway program is designed to provide students with a better understanding of the role of biomedical sciences in the modern world, as well as to expose and prepare students to enter the many professions available in the rapidly-growing field of biomedical sciences. Description: This course engages students in the study of basic human physiology, especially in relationship to human health. Students use a variety of monitors to examine body systems— respiratory, circulatory, and nervous, at rest and under stress, while observing interactions among the various body systems. Students use LabVIEW® software to design and build systems that monitor body functions.

Engineering, Scientific Research, and Manufacturing Technologies Cluster Advanced Engineering, Project Lead the Way Pathway Program

Aerospace Engineering A/B School site: Wheaton High School Number of credits and course duration: 1 credit (2 semesters) Grade level: 11–12 Instructional level: Advanced Purpose/Rationale: This course is an elective of the five-credit national Advanced Engineering, Project Lead the Way (PLTW) Pathway Program. This program links students’ high school academic and career preparation experiences to a postsecondary engineering program. The focus of instruction is to develop the ability and desire to enter engineering-related fields, providing leadership and creativity in the designing of solutions to problems, structures, and systems. Currently, a strong partnership is being developed among PLTW, mathematics, and science teachers for the purpose of preparing high school graduates who will meet the market demand for engineers. Description: The fields of aeronautics and aerospace engineering are the focus of this course that includes topics of study such as aerospace information systems, astronautics, rocketry, propulsion, the biology and physics of space science, principles of aeronautics, structures and materials, and systems engineering. Students continue using the national PLTW model to develop solutions to aerospace problems through the application of engineering, mathematics, and science-related knowledge and skills.

Law, Government, Public Safety, and Administration Fire Science and Emergency Medical Services Pathway Program

Principles of Fire Science and Emergency Medical Services (EMS) 1 School sites: Northwood High School and others TBD Number of credits and course duration: .5 credit (1 semester) Grade level: 10–12 Instructional level: On level Purpose/Rationale: This course is the first of a four-credit sequence for the Fire Science and Emergency Medical Services Pathway Program. Students use principles of engineering such as design process, science, and mathematical concepts to solve problems relating to fire behavior.

C–4 Instruction emphasizes application of fundamental core knowledge and skills and the development of effective communication and leadership skills. Students are expected to evaluate personal physical fitness and analyze factors that influence human behavior and wellness. In addition, students are expected to participate in community service outreach programs, a fitness and wellness program, and prepare for cardiopulmonary resuscitation (CPR) certification. Description: This course introduces students to careers associated with fire, rescue, and EMS through hands-on projects. Students apply critical thinking skills, leadership, teamwork, wellness, communication, and basic rescue techniques to solve relevant problems in the field of fire science. They also explore fire science topics such as the design process, mathematical concepts relating to fire behavior and building construction, legal and ethical issues, and evaluation of personal physical fitness.

C–5 Attachment D

Proposed Externally Developed Courses

Advanced Placement (AP)

AP Comparative Government and Politics B Proposed by: Department of Curriculum and Instruction Number of credits and course duration: .5 credit (1 semester) Grade level: 11–12 Instructional level: Advanced Purpose/Rationale: The AP Comparative Government and Politics B course is supported by the College Board and extends the AP learning experience for MCPS students. This course supports advanced students who wish to extend their understanding of government through a comparison of several modern nations. The course is designed to encourage students to pursue advanced political science study at high levels of achievement with the possibility of earning college credit and/or advanced standing. This course will be available in all MCPS high schools and is offered as part of the AP social studies program. Description: AP Comparative Government and Politics B deepens student understanding of political science by examining diverse political systems around the world. Students study the processes and outcomes of politics in China, Great Britain, Mexico, Nigeria, Iran, and Russia. Students learn fundamental concepts of political science and apply them to the realities of political life in these six case studies.

Advancement Via Individual Determination (AVID) High School Courses

AVID 9 A/B Proposed by: Department of Enriched and Innovative Programs; John F. Kennedy, Northwood, and Rockville high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 9 Instructional level: On level Purpose/Rationale: AVID is offered as an elective course that prepares students for entrance into four-year colleges. This course also serves as an academic support class for AVID students enrolled in rigorous (Honors, AP, Cambridge, and IB) high school courses. Description: Students participate in activities that incorporate strategies focused on writing, inquiry, and reading to support their growth academically. Students use Cornell Notes as an aid to comprehension and retention, develop critical reading skills, demonstrate and practice critical listening skills, analyze various types of tests and test questions, and set and maintain goals. Students prepare for preliminary and college entrance exams such as PSAT, SAT, and ACT.

AVID 10 A/B Proposed by: Department of Enriched and Innovative Programs; John F. Kennedy, Northwood, and Rockville high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 10 Instructional level: On level

D–1

Purpose/Rational: AVID is offered as an elective course that prepares students for entrance into four-year colleges. This course also serves as an academic support class for AVID students enrolled in rigorous (Honors, AP, Cambridge, and IB) high school courses. Description: Students continue to participate in activities that incorporate strategies focused on writing, inquiry, and reading to support their growth academically. Students develop comprehension skills, refine critical reading and thinking skills, refine narrative, expository, and technical writing skills, and develop test taking strategies for college entrance exams such as PSAT, SAT, and ACT. Students develop leadership skills and public speaking skills in both formal and informal settings.

AVID 11 A/B Proposed by: Department of Enriched and Innovative Programs; John F. Kennedy, Northwood, and Rockville high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 11 Instructional level: On level Purpose/Rationale: AVID is offered as an elective course that prepares students for entrance into four-year colleges. This course also serves as an academic support class for AVID students enrolled in rigorous (Honors, AP, Cambridge, and IB) high school courses. Description: Students continue to participate in activities that incorporate strategies focused on writing, inquiry, and reading to support their academic growth. Students continue to develop test-taking strategies for college entrance exams such as PSAT, SAT, and ACT. Students refine persuasive, personal, and business writing skills, and become competent editors of their own work and the work of peers. They continue to develop speaking skills by creating, analyzing, and evaluating persuasive presentations.

AVID 12 A/B Proposed by: Department of Enriched and Innovative Programs; John F. Kennedy, Northwood, and Rockville high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 12 Instructional level: On level Purpose/Rationale: AVID is offered as an elective course that prepares students for entrance into four-year colleges. This course also serves as an academic support class for AVID students enrolled in rigorous (Honors, AP, Cambridge & IB) high school courses. Description: AVID 12 students participate in a major research project surrounding the college application process. Students write correspondence for college and scholarship information, complete college and scholarship applications, refine public speaking skills, and participate in mock and actual interviews. Students become proficient in expository and technical writing, and demonstrate leadership abilities in academic and community settings.

Cambridge High School Courses

Cambridge Computing AS Level A/B Proposed by: John F. Kennedy and Seneca Valley high schools Number of credits and course duration: 1 credit (2 semesters)

D–2

Grade level: 11–12 Instructional level: Advanced Purpose/Rationale: This course includes the theoretical, practical, and ethical aspects of computers and computing. It provides a basis for the more in-depth study of problem solving using computers in the A Level course. The course offers students an opportunity to earn an upper level humanities credit toward the Advanced International Certificate from the University of Cambridge and possible college credit. Description: Students study computer systems, communications, and software. They learn the fundamentals of computing, data analysis, and the implications of computers in solving real-world problems. Data networking, information systems, and ethical implications of computing are all key components of the course. Students also complete a practical project in which they design, develop, test, and implement their own data analysis program.

Cambridge Economics AS Level A/B Proposed by: John F. Kennedy and Seneca Valley high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 11–12 Instructional level: Advanced Purpose/Rationale: This course builds on students’ knowledge of economic concepts first explained in previous social studies courses. Economics is an extremely important concept in light of the expansion of the global economy, and this course affords students the opportunity to apply their knowledge both conceptually and practically. The course offers students an opportunity to earn credit toward the Advanced International Certificate from the University of Cambridge and possible college credit. Description: This course expands on key concepts first introduced in National, State, and Local Government and introduces several new economic concepts as well. Students apply economic concepts to real-world situations through the analysis of case studies. Topics covered in this course include scarcity and choice; the three types of markets; factors in production, money, individual and corporate demand curves; government intervention in the price system; international trade; and the study of macroeconomics.

Cambridge English Language AS Level A/B Proposed by: John F. Kennedy and Seneca Valley high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 11 Instructional level: Advanced Purpose/Rationale: This course follows Cambridge English taken in Grade 10 and represents a continuation of advanced language processing on both the critical reading and analytical writing levels. This course also offers students the opportunity to earn credit toward the Advanced International Certificate from the University of Cambridge and possible college credit. Description: Students develop critical and informed responses to writing in a range of forms, styles, and contexts, becoming skilled writers who compose with understanding and appreciation for both audience and purpose. Effective written communication is emphasized through focus on developing skillful usage of standard conventions and resources of language. Analytical reading focuses on informative, argumentative, and narrative texts.

D–3

Cambridge Environmental Management AS Level A/B Proposed by: John F. Kennedy and Seneca Valley high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 11–12 Instructional level: Advanced Purpose/Rationale: This course follows the study of Grades 9 and 10 science classes building upon the understanding and application of concepts and principles that lead to an understanding of environmental issues and their management. This course also offers students the opportunity to earn credit toward the Advanced International Certificate from the University of Cambridge and possible college credit. Description: Students develop an understanding of environmental issues and their management, especially the human aspect, as related to the lithosphere, atmosphere, hydrosphere, and biosphere. Through their studies, students learn about environmental resources and their human exploitation, and about the goal of sustainable environmental management. Students also consider a range of case study material which can feature local, regional, or global examples.

Cambridge Geography AS Level A/B Proposed by: John F. Kennedy and Seneca Valley high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 11–12 Instructional level: Advanced Purpose/Rationale: The geography syllabus builds upon skills gained in Grades 9 and 10. Students widen their knowledge and understanding of geography while developing their investigative abilities and their evaluation and decision-making skills. The course offers students the opportunity to earn an upper level humanities credit toward the Advanced International Certificate from the University of Cambridge and possible college credit. Description: Geography occupies a pivotal position in the understanding and interpretation of social, economic, political, and environmental conditions and change. In this course, students study the physical components of geography, such as hydrology and water, and how human interaction impacts them. Students also study the concepts of population change and settlement dynamics through case studies.

Cambridge Marine Science AS Level A/B Proposed by: John F. Kennedy and Seneca Valley high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 11–12 Instructional level: Advanced Purpose/Rationale: This course follows the study of Grades 9 and 10 science classes, building upon the understanding and application of concepts and principles that lead to an understanding and use of the scientific method to investigate the sea and its ecosystems. This course also offers students the opportunity to earn credit toward the Advanced International Certificate from the University of Cambridge and possible college credit. Description: Students develop an understanding of the sea and its ecosystems using the scientific method. The emphasis is on the understanding of concepts and the application of ideas to new contexts as well as on the acquisition of knowledge. The course fosters creative thinking and problem-solving skills.

D–4

Cambridge Psychology AS Level A/B Proposed by: John F. Kennedy and Seneca Valley high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 11–12 Instructional level: Advanced Purpose/Rationale: In this course students examine the core concepts in psychology. Students develop their appreciation of the subject by exploring the ways in which psychological study is conducted including review of research. This course also offers students the opportunity to earn credit toward the Advanced International Certificate from the University of Cambridge and possible college credit. Description: Students review important research, thereby gaining an insight into the ways in which psychology has been applied. This leads to a better understanding of key themes and issues, in particular the five core areas of psychology and related concepts in education, health, organizations, the environment, and abnormality.

Cambridge Sociology AS Level A/B Proposed by: John F. Kennedy and Seneca Valley high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 11–12 Instructional level: Advanced Purpose/Rationale: This course stimulates awareness of contemporary social, cultural, and political issues and focuses on the importance of examining these issues in a rigorous, reasoned, and analytical way. This course also offers students the opportunity to earn credit toward the Advanced International Certificate from the University of Cambridge and possible college credit. Description: Students explore the processes that are shaping current trends in sociology and develop an understanding of the complexity and diversity of human societies and their continuities with the past. The units studied are sociological perspective, sociological methods, and social differentiation and stratification.

Cambridge Computing A Level A/B Proposed by: John F. Kennedy and Seneca Valley high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 12 Instructional level: Advanced Purpose/Rationale: This course extends learning from AS Level A/B Cambridge Computing and builds upon all the concepts taught in that course. Students learn practical applications of more advanced computing systems such as databases, operating systems, and translators. The course offers students an opportunity to earn an upper level credit toward the Advanced International Certificate from the University of Cambridge and possible college credit. Description: Students use key concepts from AS Level A/B Cambridge Computing to further their study of computers and computing. Students study the function of operating systems and the modern personal operating system. Students extend the study of data analysis to include practical commercial data and data storage as they relate to communication and electronic commerce. Students complete an extensive practical assignment involving the application of their accumulated knowledge to a self-selected, user-driven problem.

D–5

Cambridge Economics A Level A/B Proposed by: John F. Kennedy and Seneca Valley high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 12 Instructional level: Advanced Purpose/Rationale: This course follows the AS Level A/B Cambridge Economics course. It will review key concepts from the AS level, but the main focus will be the introduction of additional concepts. The course offers students an opportunity to earn an upper level humanities credit toward the Advanced International Certificate from the University of Cambridge and possible college credit. Description: Students apply economic concepts to real-world situations through the analysis of case studies. Topics covered in this course include economic efficiency, supply and demand of labor, wage determination, the price system and theory of the firm, sources of market failure, government microeconomic policy, theory and measurement in the macroeconomy, monetary supply and cyclical movement of money, economic growth and development, unemployment, and types of economic policy.

Cambridge Geography A Level A/B Proposed by: John F. Kennedy and Seneca Valley high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 12 Instructional level: Advanced Purpose/Rationale: This course follows the AS Level A/B Cambridge Geography course and builds on the basic concepts of physical and human geography. The course offers students an opportunity to earn an upper level humanities credit towards the Advanced International Certificate from the University of Cambridge and possible college credit. Description: Geography occupies a pivotal position in the understanding and interpretation of social, economic, political, and environmental conditions and change. Students study the climates, ecosystems, landforms, and management of tropical and coastal environments. Students analyze hazardous environments, and through case study, evaluate management options. Other topics include production, location and change, environmental management, global interdependence, and economic transition.

Cambridge Marine Science A Level A/B Proposed by: John F. Kennedy and Seneca Valley high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 12 Instructional level: Advanced Purpose/Rationale: This course is the culmination of the upper-level marine science course sequence. Students gain a greater understanding of the sea and its ecosystems while studying human activities that depend on and impact the sea. This course also offers students the opportunity to earn credit toward the Advanced International Certificate from the University of Cambridge and possible college credit. Description: Students continue to develop an understanding of the sea and its ecosystems. Additionally, students synthesize relationships between coastal and marine environments, explore implications of biotechnology, and examine the impact of marine conservation and

D–6

ecotourism. The emphasis is on the understanding of concepts and the application of ideas to new contexts as well as on the acquisition of knowledge. The course fosters creative thinking and problem-solving skills.

Cambridge Psychology A Level A/B Proposed by: John F. Kennedy and Seneca Valley high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 12 Instructional level: Advanced Purpose/Rationale: This course builds upon the core concepts studied in the AS Level A/B Cambridge Psychology course. This course also offers students the opportunity to earn credit toward the Advanced International Certificate from the University of Cambridge and possible college credit. Description: Students explore the core content through a detailed study of the background, content, and where appropriate, methodology of these investigations. Students choose two core areas to study. Students study psychological research and illustrate and evaluate issues.

Cambridge Sociology A Level A/B Proposed by: John F. Kennedy and Seneca Valley high schools Number of credits and course duration: 1 credit (2 semesters) Grade level: 12 Instructional level: Advanced Purpose/Rationale: This course builds upon the core concepts studied in the AS Level A/B Cambridge Sociology course. This course offers students the opportunity to earn credit toward the Advanced International Certificate from the University of Cambridge and possible college credit. Description: Students continue to examine key concepts and theories through the study of families and households, education, religion, crime and deviance, work and leisure, and mass media. Students study sociological research and illustrate and evaluate issues.

D–7 Attachment E

Proposed Noncore High School Courses

African American Literature Proposed by: Gaithersburg High School Number of credits and course duration: .5 credit (1 semester) Grade level: 11 Instructional level: On level Purpose/Rationale: This course elucidates and expands students’ understanding of the cultural importance of African Americans. Its goal is to stimulate the thinking of students through exposure to African American culture and history. Through reading and studying biographies, novels, and other works of fiction, students gain historical and cultural information that helps them develop a greater awareness of the vast and important contributions of African American writers to the collective American culture. Students benefit greatly from this curriculum because it demystifies cultural stereotypes by addressing how communities, educators, and students interpret racial differences, particularly as related to popular culture. Students understand how popular culture shapes categories of racial meaning, expanding their understanding of African American culture and its positive influence on American culture over time and in the present. The literary study of African American writers also enlightens students about the role, importance, and achievement of these writers. Description: In this course, students will learn to critically analyze texts from the African American literary tradition written during the later part of the 18th century to the present. These texts will be approached as manifestations of the struggle of African Americans to define their identity and to articulate their concerns for justice and equality. Closely examining the “literary” character of these texts places these works within the context of the sociocultural milieu that generated them.

The Business of Music Proposed by: Montgomery Blair High School Number of credits and course duration: .5 credit (1 semester) Grade level: 10–12 Instructional level: On level Purpose/Rationale: The music business is one of the fastest growing and most profitable industries in the today. Some form of music is prevalent in our daily lives and students of all academic abilities have dreams of producing their own CD or music video. The music industry is an ever-changing field and there is a need for musicians, producers, marketers, and recording professionals to continually identify the changes and have the necessary skills to meet the demands of these changes. Producing music in the 21st century is truly an interdisciplinary process incorporating skills and knowledge from the areas of music, entrepreneurship, language arts, law, business, and technology. This course creates an opportunity for high school students to learn about the many facets of the music industry that go on “behind the scenes” and identify what is necessary to work successfully in the industry. Description: Students study the creation, production, and business of music. They learn basic copyright law as it pertains to music, explore opportunities for creating entrepreneurial ventures in music, and identify and investigate careers that support the music industry. The impact of the digital age on the music business is analyzed. Students demonstrate understanding of content,

E–1

skills, and processes involved in the music business through music creation, hands-on projects, research, and class discussions.

Digital Photography A/B Proposed by: Damascus, Northwest, Poolesville, and Rockville high schools Number of credits and course duration: 1credit (2 semesters) Grade level: 10–12 Instructional level: On level Purpose/Rationale: Digital Photography plays an important role in the advancement of photography as an art form utilizing contemporary tools. The course objective is to ensure that students with interests in photography have the skills necessary to compete for employment within this field. Secondly, as the trend shifts away from traditional photography, materials and chemicals have become increasingly costly and more difficult to obtain. The course is designed to develop the fundamental skills needed to prepare students for AP art classes. Description: Digital Photography is a course for students with a special interest in photography. It focuses on the visual and conceptual skills associated with traditional photography, but utilizes the digital camera and the computer rather than the 35mm camera and wet process darkroom. Since advancements in digital photography have given photographers the ability to capture and then produce images almost immediately, the primary focus of this course is developing multiple series of conceptual images and, secondarily, the possible manipulations of and printing of the final image which should look and feel like a photograph, not a graphic illustration. Freeing the photographer from tedious darkroom work provides the photographer with additional time to shoot and expand on his/her thematic ideas. This course merges the photographic and digital/computer worlds, keeping students current with the industry trends in our society.

Digital Visualization Proposed by: Thomas S. Wootton High School Number of credits and course duration: .5 credit (1 semester) Grade level: 9–10 Instructional level: On level Purpose/Rationale: The use of data visualization is an increasingly important tool in the development and delivery of information. Spreadsheet programs are used in industry to inform, educate, train, and persuade. This course provides students with an interdisciplinary connection between technologies and mathematics and reinforces Algebra 1 concepts. It prepares students for courses that require spreadsheet analysis in both technology and mathematics, such as statistics, financial management, engineering, scientific research, and calculus. This course will be team taught by a math teacher and a computer science teacher. This course is designed for second semester Algebra 1 students who are preparing for the HSA and need reinforcement of algebraic concepts and skills. Also, students who have not been successful in passing the Algebra High School Assessment (HSA) take this course first semester to reinforce algebraic concepts and skills and prepare them for retaking the Algebra HSA. Description: The goal of this course is to infuse Algebra HSA TI83 technology, such as the computer-based laboratory, with Microsoft Excel spreadsheet applications, and Microsoft Word equation editor. The course provides a hands-on approach to learning algebra through technology applications. Students are introduced to a graphical interface that encourages pattern recognition of linear, quadratic, and cubic functions. Along with these functions, students produce tables and graphs that allow them to reinforce their skill in writing linear and quadratic algebraic

E–2

expressions. Students discover a mathematical relationship through the use of technology, then create and clearly present their discovery using PowerPoint presentation software.

E–3 Attachment F

Proposed Middle School Reform Pilot Courses

As a part of the Middle School Reform Initiative, these new elective courses ensure engaging and rigorous curriculum, offer in-depth exploration of high interest, and focus on relevant topics. High interest courses allow for easy differentiation of instruction and address visual, auditory, and kinesthetic learners.

Arts Investigation (1 semester) School sites: Benjamin Banneker, Roberto Clemente, Col. E. Brooke Lee, Montgomery Village, Silver Spring International, Sligo, and Earle B. Wood middle schools Grade level: 6 Purpose/Rationale: Arts Investigation is a modified version of Perspectives in the Fine Arts, which is offered at A. Mario Loiederman Magnet Middle School for the Creative and Performing Arts. By experiencing the arts, students learn that the arts are used not only for entertainment and enjoyment, but also for expression and communication. The arts have the capability of helping students communicate the ideas and emotions of the human spirit. Connecting the arts to history, traditions, and celebrations enables students to make interdisciplinary connections and appreciate the beauty and power of the cultures represented by our diverse student populations. Description: Students engage in and analyze visual arts, dance, music, and theatre. Using the Maryland State outcomes for fine arts education, students learn the elements of each art form and how artists manipulate those elements for communication and expression. In addition, students examine the role visual art, dance, music, and theatre have played in different cultures, providing interdisciplinary connections to the MCPS English and social studies curricula.

Information Communication Technologies (1 semester) School sites: Benjamin Banneker, Roberto Clemente, Montgomery Village, Sligo, and Earle B. Wood middle schools Grade level: 6 Purpose/Rationale: As a part of the Middle School Reform Initiative, middle schools will offer a new technology course that contributes toward preparing students for a global, technological society by making technology an integral part of instruction. Students use technology to learn content and skills, think critically, solve problems, use information, communicate, innovate, and collaborate. This elective course ensures that middle school students, especially those who are underrepresented in advanced-level technology courses, receive rigorous and relevant technology instruction. Description: Students use technology in a rigorous, inquiry-based learning environment that promotes relevance and engagement. Students acquire skill sets involving the use of productivity, Web-based, and multimedia tools as well as the application of programming concepts to the development of games, simulations, and software.

Lights, Camera, Literacy (1–2 semesters) School sites: Col. E. Brooke Lee, Silver Spring International, and Earle B. Wood middle schools Grade level: 6 Purpose/Rationale: Lights, Camera, Literacy is designed to increase literacy in both written and visual text, improve collaboration skills, build confidence and motivation, and provide

F–1

opportunities for high level thinking via specific strategies. Students transfer their skills as viewers of film to the written page, learning how to read visual text and create effective visual communications. Description: This course focuses on all three areas of the MCPS Moving Image Education draft standards: integrating, deconstructing, and creating the moving image. Students transfer reading skills such as inference from screen to script page to book. They use critical thinking skills and explore new vocabulary in the areas of lexicography, chess, and film. Students deconstruct information at the literary, dramatic, and cinematic levels. Throughout the course, students reflect on their learning through student-to-student discourse and journal writing. They work collaboratively to apply the various skills and use technology to produce an authentic product, a short film.

F–2

Attachment G

Proposed Online Versions of Existing Advanced Placement Courses

The Maryland Virtual Learning Opportunities (MVLO) program, provided by the Maryland State Department of Education (MSDE), includes online courses that were developed within the state as well as courses that are leased from online course vendors. MSDE reports these courses are aligned with the Voluntary State Curriculum or have been endorsed by the College Board for a variety of content areas. Students may choose to take these MVLO courses outside of the school day for high school credit.

AP American History (The MCPS course title is: History, United States, Advanced Placement A/B)

AP Biology (The MCPS course title is: Biology, Advanced Placement A/B)

AP Calculus BC (The MCPS course title is: Calculus BC, Advanced Placement A/B)

AP Chemistry (The MCPS course title is: Chemistry, Advanced Placement A/B)

AP Computer Science AB (The MCPS course title is: Computer Programming 3, Advanced Placement A/B)

AP English Language and Composition (The MCPS course title is: English 11, Language and Composition, Advanced Placement A/B)

AP Environmental Science (The MCPS course title is: Environmental Science, Advanced Placement A/B)

AP French Language (The MCPS course title is: French Language, Advanced Placement A/B)

AP Human Geography (The MCPS course title is: Human Geography, Advanced Placement A/B)

AP Physics C (The MCPS course title is: Physics C, Advanced Placement A/B)

AP Spanish Language (The MCPS course title is: Spanish Language, Advanced Placement A/B)

G–1

Attachment H

Status of Courses Ending Pilot Phase

Courses Recommended for Full Countywide Implementation

ESOL Multimedia Arts Literacy A/B Initiated and piloted by: Albert Einstein High School

Forensic Science A/B Initiated and piloted by: Bethesda-Chevy Chase, Montgomery Blair, Clarksburg, Damascus, Albert Einstein, Gaithersburg, Walter Johnson, Col. Zadok Magruder, Northwest, Northwood, Paint Branch, Poolesville, Quince Orchard, Seneca Valley, Springbrook, and Thomas S. Wootton high schools; and Mark Twain School

Introduction to Media Literacy Initiated and piloted by: Montgomery Blair, Poolesville, and Seneca Valley high schools

Media in Society Initiated and piloted by: Montgomery Blair, Northwood, and Thomas S. Wootton high schools

Courses for One-Year Extension and Reevaluation

Connections B Initiated by: Downcounty Consortium, piloted by Montgomery Blair, John F. Kennedy, and Northwood high schools

Global Issues in the 21st Century A/B Initiated and piloted by: Montgomery Blair, Winston Churchill, and Sherwood high schools

Law II Initiated and piloted by: Walter Johnson High School

Musical Theatre A/B Initiated and piloted by: Albert Einstein High School

Discontinued Pilot Courses

Asian Studies A/B GIS Environmental Studies A/B Nutrition, Fitness, and Consumer Health Physics in Technology A/B Research in Comparative Government

H–1