2012-2014 medford vocational technical high school educational opportunities handbook

7/29/2019 2012-2014 Medford Vocational Technical High School Educational Opportunities Handbook

http://slidepdf.com/reader/full/2012-2014-medford-vocational-technical-high-school-educational-opportunities 1/34

medford

voc tech

EDUCATIONAL OPPORTUNITIES

HANDBOOK 2013-2014

“ a r r

i

v e

w i t h

a d r e a m

... l e

a v e wit h a f u t u r e

”



If an Interpreter to translate this information is necessary, please cal ELL ofce at: 781 393-2348

Se um intérprete para traduzir esta informação é necessária, contacte o representante ELL em:781 393-2348

Si un intérprete para traducir esta información es necesaria, por favor la ocina de ELL cal en:781 393-2348

Nếu một phiên dịch để dịch thông tin này là cần thiết, xin vui lòng văn phòng ELL cal tại: 781 393-2348

Rúguǒ fānyì fānyì zhège xìnxī shì bìyào de, qǐng CAL shēng bàngōngshì: 781 393-2348

Se un traduttore per tradurre queste informazioni è necessaria, si prega di ufcio cal ELL a: 781 393-2348

Má tá an aistritheora a aistriú t-eolas seo ag teastáil, le do thoil oig ell cal ag: 781 393-2348



Medford Vocational Technical High School

Arrive with a dream…Leave with a Future

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

John C. Falco, Jr., Vice Chairperson

Robert Emmett Skerry, Jr., Secretary

Ann Marie Cugno

Erin DiBenedetto

George A. Scarpelli

Paulette Van der Kloot

School Department AdministrationRoy E. Belson Superintendent of Schools

Beverly G. Nelson Deputy Superintendent for Curriculum and Instruction

Diane J. Caldwell Assistant Superintendent for Elementary Education

Ann Giombetti Director, Office of Finance and Operations

Vocational Technical High School Administration

William C. Mahoney Principal/Director

Jill E. Sawyer Assistant Principal/Director

Alice Beth Fitzpatrick Guidance Counselor

Jenna Tarabelsi Career Counselor

Doreen M. McNeill Special Education, ETL



1

Program of Studies

2013 - 2014

MEDFORD HIGH SCHOOL

MEDFORD VOCATIONAL-TECHNICAL HIGH SCHOOL

TABLE OF CONTENTS

MISSION STATEMENT ...................................................................................................................................................... 2 EXPECTATIONS FOR STUDENT LEARNING ................................................................................................................ 2

PROGRAM OF STUDIES ....................................................................................................................................... 3 PROGRAM SELECTION ..................................................................................................................................................... 3 PROGRAM and SCHEDULE CHANGES ........................................................................................................................... 3 CLASSIFICATIONS OF STUDENTS ................................................................................................................................. 4 REQUIREMENTS FOR GRADUATION ............................................................................................................................ 5 MVTHS - MCAS REMEDIATION PROGRAM ................................................................................................................. 5 ACADEMIC ELIGIBILITY FOR ATHLETICS .................................................................................................................. 6 RANK IN CLASS ................................................................................................................................................................. 6 QUALIFICATIONS FOR COLLEGE ADMISSION ........................................................................................................... 6 POLICY NOTIFICATION and ELIGIBILITY: ................................................................................................................... 7 ADMISSION POLICY .......................................................................................................................................................... 7

CURRICULAR OFFERINGS ................................................................................................................................. 8 TABLE of ORGANIZATION ............................................................................................................................................... 8 EXPLORATORY PROGRAM - Grade 9 ............................................................................................................................. 8 CO-OPERATIVE EDUCATION - All Departments ............................................................................................................ 8

COURSES AND CREDITS BY GRADE ............................................................................................................... 9 DUAL ENROLLMENT ...................................................................................................................................................... 10 ON-LINE COURSEWORK ................................................................................................................................................ 10

ACADEMIC DEPARTMENTS ............................................................................................................................ 11 ENGLISH DEPARTMENT ................................................................................................................................................ 11 MATHEMATICS DEPARTMENT .................................................................................................................................... 12 SCIENCE DEPARTMENT ................................................................................................................................................. 14 SOCIAL STUDIES DEPARTMENT ................................................................................................................................. 15 MCAS ENRICHMENT ....................................................................................................................................................... 16 WELLNESS PROGRAM .................................................................................................................................................... 16 ENGLISH LANGUAGE LEARNERS DEPARTMENT ................................................................................................... 17 SPECIAL NEEDS DEPARTMENT ................................................................................................................................... 18 CAREER AND TECHNICAL OFFERINGS ..................................................................................................................... 19



2

MEDFORD HIGH SCHOOL


MISSION STATEMENT

At Medford High School, caring educators serve as role models and encourage and assist all students

to reach their potential as learners.

To fulfill that mission, the school creates a climate in which parents, teachers, administrators and staff not only set high expectations for students, but also offer them considerable motivation and support.

Medford High School is a community of lifelong learners who respect diversity and are activelyinvolved in the life of the school, which offers physical safety and emotional security. As a result,

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

their nation, and a global society.

(Approved by Medford School Committee, May 2000)

EXPECTATIONS FOR STUDENT LEARNING

ACADEMIC

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

• Students will communicate effectively to a variety of audiences.• Students will create works using a variety of communication forms.

• Students will develop skills and knowledge to reach personal and career goals.

SOCIAL

• Students will work cooperatively to achieve objectives.

CIVIC

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

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



3

Program of Studies

2013 - 2014

PROGRAM SELECTION

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

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

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

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

briefly describes the courses offered. Please take time to become familiar with the information and the course

offerings, and please do not hesitate to see the Guidance staff at Medford Vocational Technical High School for

additional information.

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

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

the first choice. Because of space limitations in some departments, students will be given the opportunity toenroll in their second or third choice. Admission to MVTHS is subject to the terms and conditions outlined in

the Medford Vocational Technical High School Admission Policy. The Admission Policy is on file in the

Medford Public Schools and the Massachusetts Department of Education.

PROGRAM and SCHEDULE CHANGES

Once the school year begins, the process for changing schedules is much more complicated because it involves

evaluating arguments based on extenuating circumstances. Initially, students and parents need to solicit and

receive permission from the guidance counselor, Assistant Principal/Director, and the appropriate curriculum

director(s). Where extenuating circumstances (as stated below) apply in a specific case and thus justify a

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

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

Students and parents whose requests are denied will be entitled to a hearing with the Principal/Director. Where

practicable, the guidance counselor, Assistant Principal/Director, and appropriate curriculum director will be in

attendance at the hearing. In addition, transfers within career and technical education (CTE) majors or from a

non-vocational technical high school will not be considered after the 15th

of October.

Rationale

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

The call for higher standards at the national, state and local levels requires greater accountability. Time and

Learning requirements, high-stakes tests and community expectations impact on the course-selection process.

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

courses and in planning for their future.

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

students encounter new material and different teaching styles and policies, but they also need to make up days,

weeks or months of class work, tests and homework, in addition to fulfilling current assignments, thus becoming

academically at-risk. Related to continuity of instruction is that, with virtually every course change, the

receiving teacher is required to assign to new students equivalent class work, tests and homework and to assess

these assignments and to incorporate the grades from the sending teacher. As a result, the demands that



4

schedule changes place on teachers either usurp time and energy that they would ordinarily devote to the rest of

their students or become additional burdens for the teachers.

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

parents to complete Course Selection Forms, the curriculum directors and headmaster make staffing

recommendations to the Superintendent. Those recommendations are based on the projected number of course-

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

Exceptions to the Rule

Although the rule is that no schedule changes will be allowed after the school year begins, there are exceptions

to the rule. The following are illustrations of allowable extenuating circumstances that are considered, under

most circumstances, to be exceptions to the rule:

• The student’s schedule does not include courses that are requirements for graduation.

• The student has selected a course without fulfilling the course pre-requisite.

• The student’s schedule includes a course with a teacher who failed that student during a previous school

year.

• A course-section is added to or deleted from the master schedule.

• An obvious mistake has been made, and school personnel have a responsibility to take corrective action.

• The student has a documented medical or psychological condition that prevents him or her from continuing

with one or more courses.

• The student’s family is undergoing a documented crisis that prevents him or her from continuing with one or

more courses.

• Changes in a special needs student’s Individual Education Plan require changes in the student’s schedule.

• A schedule change is needed to accommodate a student with Limited English Proficiency.

• Safety considerations require that a student’s schedule be changed.

CLASSIFICATIONS OF STUDENTS

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

Students are to be scheduled for 25 periods of academics each week in grade nine, 20 periods of academics eachweek in grade ten, and 30 periods of academics, on alternate weeks in grades eleven and twelve. Each freshmen

student is scheduled for one (1) period of Exploratory (shop) per day. Sophomore students are scheduled for

two (2) periods of shop per day and junior and senior students are scheduled for thirty periods of shop on

alternate weeks.

Students in grades ten, eleven, and twelve homeroom assignment is determined by program classification.

Freshmen students are randomly group into divisions. To be promoted to the next class at Medford Vocational-

Technical High School, a student must have secured a minimum number of credits, including appropriate credits

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

Sophomore Status: Minimum of 26 credits;

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

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

pass the course during Summer School. Any student who does not have the minimum number of credits in

September of 2011 will not be promoted to the next grade.



5

REQUIREMENTS FOR GRADUATION

The total number of credits required for eligibility for a Medford High School Diploma is 112. Those 112

credits include, but are not limited to, the following:

A. Four years of English Language Arts Take and Pass

B.

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

D. Three years of Science to include Intro. To Physics, Biology and Chemistry Take and Pass

E. Three years of Social Studies to include World History I, World History II, U. S. History Take and Pass

F. Three years of Foreign Language for college prep students Take and Pass

G. Two courses in Health/Wellness Take and Pass

H. One course in Fine Arts (beginning with Class of 1999) Take and Pass

I. One course in Computer Literacy Take and Pass

J. Four years of Community Service (60 hours required, 15 per year)

K. Proficient or Advanced grade on the English Language Arts, and Mathematics MCAS tests

L. Passing Grade on the Science MCAS test

MVTHS – Additional requirements for students attending the Vocational SchoolA. Fourth year of Mathematics Take and Pass

B. Physical Education (no requirement)

C. Fine Arts (no requirement)

D. Foreign Language (no requirement)

E. Massachusetts Vocational Competency Exam – (when approved)

Honors and Advanced Courses

All Medford Vocational Technical High School students should realize their potential as learners and are

encouraged to challenge themselves academically. If a student would like to take an Honors course or challenge

themselves with courses not offered at MVTHS, school personnel; will advise the student they may pursue the

course at Medford High School. During the course-selection process, teachers, curriculum directors and

guidance counselors’ recommend certain courses for each student, considering his/her classroom preparation,

teacher-assigned grades, course-prerequisites, standardized test scores, and other data. Guidance counselors will

honor the student’s request for a course(s) at Medford High School, provided the request is made before the start

of the school year and all prerequisites and requirements are met.

MVTHS - MCAS REMEDIATION PROGRAM

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

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

student who was not successful on the MCAS test administered in April will be directed to an after school

remedial program. This program (7th

period) will take place four (4) days a week and will provide students with

remedial help in English Language Arts and Mathematics. Students will be afforded the opportunity to retakethe MCAS Test as directed by the Massachusetts Department of Education during their junior year. Cooperative

Education during the last quarter will continue to be an option for those junior students who have been

successful on the MCAS test.

Senior students who have successfully passed the MCAS test will continue in the traditional “week about”

academic/vocational course of study. All senior students who have not achieved success on the MCAS test will

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



6

program will mirror the course of study for sophomores. These students will be eligible to retake the MCAS test

as directed by the Massachusetts Department of Education during their senior year.

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

senior year. The Thirteenth Year program will allow students to complete their vocational competencies, meet

time requirements, and complete a practical factors test. Also, this program will afford the student the

opportunity to complete his/her vocational training. Any student who was not awarded a standard high schooldiploma, for failure to pass MCAS testing, will receive assistance in their pursuit of a General Education

Development (GED) certificate. Future Department of Education regulations may allow students additional

opportunities to pass the MCAS test.

ACADEMIC ELIGIBILITY FOR ATHLETICS

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

for athletic eligibility. To be eligible at the start of the 2013-2014 school year, students must have final passing

grades from the 2012-2013 school year in the equivalent of four traditional, yearlong, major English courses.

To be eligible for the second marking period, students must satisfy the academic standard in the equivalent of

four traditional, year-long, major English courses during the first marking period. It is at this point in the year

that the academic eligibility is certified only on the previous marking period and not cumulatively. Only falleligibility remains cumulative. In addition, to be academically eligible for athletics during a specific marking

period, students need to be enrolled at that time in the equivalent of four traditional, year-long, major English

courses.

At Medford High School, any five-credit course is considered to be the equivalent of a traditional, yearlong,

major English course. (For special needs students, the equivalent of four traditional, year-long, major English

courses is any combination of twenty credits in academic courses that are required by their Individual Education

Plans.)

RANK IN CLASS

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

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

the Student Handbook .

QUALIFICATIONS FOR COLLEGE ADMISSION

College admissions officers consider a variety of criteria in screening college applicants: a good scholastic

record, entrance examinations, academic rank-in-class, high school certification, and the recommendations of

guidance counselors, teachers and administrators. Most colleges require the applicant to take the Scholastic

Aptitude Test (SAT I Reasoning Test) given by the College Entrance Examination Board; many colleges require

three of the SAT II Subject Tests as well. Students should consult college catalogues for specific information

concerning admission requirements.

INFORMATION REGARDING COLLEGE PREPARATION

A basic curriculum is required of all students, with electives allowing for specialization. Since admission to

college is becoming increasingly competitive, students must do intensive work throughout their high school

preparation. Consequently, unless a student has a record of merit, he may experience difficulty in gaining

admission to the college of his or her choice.



7

POLICY NOTIFICATION and ELIGIBILITY:

Medford High School and the Vocational-Technical High School admits students and makes available to them

its advantages, privileges and courses of study without regard to race, color, sex religion, national origin, sexual

orientation or disability. Inquiries regarding the above may be made to the Headmaster or Vocational

Principal/Director at 489 Winthrop Street, Medford, Massachusetts 02155 (393-2301) or the Director of the

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

ADMISSION POLICY

Medford Vocational Technical High School will determine the number of openings for grades 9-12. Any

eighth, ninth, tenth or eleventh grade student who is a resident of the City of Medford who expects to be

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

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

Medford Vocational Technical High School is a member of the Shore Educational Collaborative, an educational

collaborative chartered under Chapter 631 of the Massachusetts General Laws and approved by the

Massachusetts Department of Education under Chapter 40, Section 4e. Students from member districts of the

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

Medford School District may apply for admission subject to the availability of openings and the absence of established waiting lists in particular vocational areas provided they expect to be promoted to the grade they

seek by their local district. Medford students may also apply to another district within the Collaborative.

Collaborative students will be evaluated and ranked using the criteria set forth in the Admission Policy.

Freshmen students from Collaborative Districts may elect to explore specific vocational areas that are not

offered within their District and participate in the freshmen vocational selection process at a Collaborative

school and the Medford Vocational Technical High School.

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

Residents of towns in the commonwealth not maintaining approved independent distributive occupations,

industrial, agricultural, vocational home economics and allied health occupations training schools offering the

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

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

direction of the state board shall take into consideration the opportunities for free vocational training where the

applicant resides, the financial status of such place, the age, preparation, aptitude and previous record of the

applicant, and other relevant circumstances.

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

in his/her area of interest must submit the Chapter 74 Vocational Technical Nonresident Tuition applications to

the Superintendent of Schools in Medford by April 1. In the interest of complying with the April 1 deadline,

students completing the Chapter 74 Vocational Technical Nonresident Tuition Application are required to

submit the application to their guidance counselor by March 15.

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

the Medford School Committee and to budgetary considerations.



8


CURRICULAR OFFERINGS

The primary objectives of the program include the following:

• To prepare students for post-secondary and/or apprenticeship training.

• To aid students in establishing themselves in their chosen occupations.

• To develop within students the attitudes, the knowledge and the character necessary for an active, economic,

social and civic life.

• To influence students to continue their education, since this is a never-ending process.

Shops are equipped with the standard machines and tools and specialized equipment found in the various trades.

The skills and processes necessary for skilled workers are acquired in the shop jobs under conditions

comparable to those found in industry. The Applied Academic (related) program is the planning and research

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

weeks.

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

Vocational Program operates under state and federal Vocational legislation.

TABLE of ORGANIZATION

Students in Grades 9 and 10 experience both academic classes and shop on a daily basis. This programming

enables the freshmen student to participate in the Exploratory Program and the sophomore student to major in a

career area and to participate in a traditional high school course of study. Students in Grades 11 and 12 will

spend alternate weeks in shop and the academic classroom.

EXPLORATORY PROGRAM - Grade 9

A ninth-grade exploratory program is offered for those students entering the Vocational Program. The programconsists of regular Grade 9 academic subjects and experience in at least eight shop and lab areas. Close

attention, direction, and guidance are given to each student during this period. At the end of this exploratory

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

Grade 10.

CO-OPERATIVE EDUCATION - All Departments

Cooperative Education is a school-based and a work-based program. Cooperative Education students continue

to receive their academic education in the traditional classroom setting while spending their shop week

employed by area business in their vocational field. Students perform work best suited to their qualifications

and educational needs while employers evaluate the student progress according to their predetermined standards.

Students will receive no less than minimum wage from the employer, with the exception of those industries not

covered by the minimum wage law.

Students must meet Medford Vocational-Technical prerequisites including a 10-hour OSHA card before

entering the program. Cooperative Education gives a senior or fourth quarter junior practical work experience

related to their vocational area. It also allows the student to refine his/her skills prior to entering the work force

on a full time basis. Cooperative Education develops proficiency in a trade area, helping the student to assure a

smoother transition into the career of their choice.



9

Medford Vocational-Technical High School

Courses and Credits by Grade

GRADE 9

COURSE Periods Credits

English 5 5

Algebra 1* 5 5

Introductory Physics 5 5

World History I 5 5

Exploratory (Shop) 5 6

MCAS Enrichment 5 5

Community Service 15 hours

Total Credits: 31

GRADE 10


English 5 5Geometry 5 5

Biology 5 5

World History II 5 5

Applied Academics 2 2

Shop 10 8


Total Credits: 30

GRADE 11 (bi-weekly)


English 8 5

Algebra 2 8 5U.S. History 8 5

Health 3 2


Shop 30 12


Total Credits: 32

GRADE 12 (bi-weekly)


English 8 5

Algebra 2B 8 5

Chemistry 8 5

Health 3 2


Co-op/Shop 30 12


Total Credits: 32

* Beginning with the class of 2014, the four year sequence of mathematics is Algebra 1, Geometry, Algebra 2 and Topics in Discrete

Mathematics. Accommodations will be made to provide students with additional or accelerated coursework as needed.



10

DUAL ENROLLMENT

Qualified juniors and seniors are encouraged to take advantage of the Massachusetts Dual Enrollment Program.

When funding is available, this program allows students to take college courses free of charge at Bunker Hill

Community College. College and/or high school credits are received for all successfully completed courses.

Students may also take courses at Tufts University under an agreement between Tufts University and the

Medford Public Schools.

For further information on Cooperative Education, Dual Enrollment, and Tufts University, students should

consult their Guidance and/or Career Counselor Counselors.

ON-LINE COURSEWORK

Virtual High School (VHS) is a collaborative of schools offering online, content-rich, full-semester courses to

high school students. VHS includes core, elective, advanced placement (AP) and Pre-AP courses. Students can

enroll in VHS courses on an individual tuition basis. Additional information at: http://www.govhs.org

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

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

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

Students interested in participating in an on-line learning experience must consult with their Guidance counselor

and the MVTHS administration prior to making application.



11

Medford High and Vocational-Technical High School

Academic Departments

ENGLISH DEPARTMENT

The English Language Arts Department at Medford High School provides continuing opportunities for eachstudent to develop effective writing, reading, communication and grammar skills necessary for postsecondary

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

provides continuity in the student’s educational program over four years. The English Language Arts

curriculum follows specific guidelines that equip students with content knowledge and skills. These include the

understanding and development of knowledge and skills leading to students’ ability to:

• use informational texts and multimedia to foster strong content knowledge

• write persuasive, narrative and descriptive essays

• demonstrate inquisition and presentation skills through research projects

• think and use language through interactive learning

• analyze and synthesize material that fosters a deep understanding and appreciation for texts

• comprehend textual understanding of literary heritage, literary movements and cultural perspectives

• understand the many uses of literature as seen through social commentary texts

• recognize and use all genres of literature

• comprehend and critique social media, the arts and text

• read and comprehend a variety of complex literary and informational texts

• respond both written and orally to the varying demands of audience, task, purpose, and discipline

including strategic use of digital media

• develop and use speaking and listening skills to engage in collaborative and productive discussions

Every student must take and pass English 9, 10, 11 and 12. A student cannot progress to another English course

without first fulfilling the prerequisites for that course; therefore, two regular English courses (e.g., English 10

and English 11) may not be taken simultaneously.

In addition, a summer reading requirement exists for all students entering Standard, Honors and AdvancedPlacement courses in Grades 9 through 12. Titles are assigned by grade and students are assessed in early

September. Therefore, completion of required summer reading is critical.

English 9: Literary Exploration I

This course enhances the ninth grade students’ literary experience by building on their knowledge of literary and

informational reading; persuasive, narrative and descriptive writing; and speaking, listening, and grammatical

techniques. Throughout the year, students are provided with continued opportunities for developing these skills.

The study of literature focuses on analysis of the short story, novel, and poetry. Required reading includes

selections from Shakespeare.

Standard - 5 Credits – 5 Periods per Cycle - Full Year

Honors – 5 Credits – 5 Periods per Cycle – Full year

Prerequisite for Honors: Average grade of “A-“ in English 8

English 10: Literary Exploration II

Building on the ninth grade literary exploration course, this course concentrates on themes that include love,

heroism, and rites of passage. Students study the roots of the English language as well as literature from Anglo-

Saxon epic poetry and Shakespeare’s Middle English to modern-day short fiction. Instruction spans the reading

of ancient myths and legends to the modern novel. Through class discussion, literary and informational reading,

oral presentations, informal essays, critical essays, and independent research, students explore the major themesthat the authors themselves explored. From this exposure, students develop higher critical and analytical

reading and thinking skills in order to evaluate data and respond appropriately. In addition, all other



12

communication skills are included. Specific titles, including the works of Shakespeare, are designated as

required reading.


Honors – 5 credits – 5 Periods per Cycle – Full Year

Prerequisite for Honors: Passing grade of “B- “in Honors English 9

English 11: American LiteratureWith American literature as the focus of study, this course enables students to develop a deeper knowledge and

greater respect for the American heritage including its history, its complexity and its literary contributions.

Thematic concepts such as the Puritan conscience, the American search for identity and the American ideal are

studied through representative writers including Jonathan Edwards, Ralph Waldo Emerson, Mark Twain, and

Ernest Hemingway. Persuasive, analytical and narrative writing in the form of letters, essays and research

comprise the principal amount of writing in English 11. Specific titles, including the works of Shakespeare, are

designated as required reading.


Honors – 5 Credits – 8 Periods per Cycle – Full Year

Prerequisites for Honors: Average grade of “b-“in Honors English 10

English 12: World LiteratureThis course explores the roots of literary tradition from a world literature perspective. A survey of world

literature from the fourteenth through the twentieth centuries affords students the opportunity to challenge the

thinking of the great minds of Western Civilization. Discussions are based on textual analysis and related

material. The focus for the research paper originates from course readings. Specific titles, including the works of

Shakespeare, are designated as required reading.


Honors – 5 Credits – 8 Periods per Cycle – Full Year

Prerequisites for Honors: Average grade of “B-“ in Honors English 11

MATHEMATICS DEPARTMENT

The Mathematics Department offers a core mathematics program that is rigorous in content, high in expectations

and accessible to all students. The curriculum is reflective of the standards articulated by the Massachusetts

Curriculum Framework for Mathematics, the Common Core State Standards for mathematics education, the

National Council of Teachers of Mathematics, and the Massachusetts Comprehensive Assessment System.

Students will achieve standards of practice, content and mathematical literacy through problem solving,reasoning, communication, representation, and making connections. MASSCORE recommends that all students

take and pass four years of mathematics for college and career readiness. Beginning with the class of 2015 all

students will be required to take and pass four years of mathematics. The recommended course sequence is

Algebra 1/Geometry/Algebra 2 followed by a senior elective. Opportunities for accelerated or honors level

courses will be made based on recommendations of the program and department directors.

Graphing calculators are essential tools for high school mathematics learning. While classroom sets of graphing

calculators are available for in class use, students are strongly encouraged to own graphing calculators to

enhance understanding, aid in homework, and for use during standardized testing such as MCAS and SAT.

Algebra 1 (Grade 9)

This course in algebra provides a strong algebraic foundation for all subsequent mathematics courses. Students

will develop mature understanding of algebraic concepts and procedures through communication,

representation, reasoning, making connections, problem-solving, and technology integration. Focus is on a deep

understanding of linear and exponential relationships; interpretation, comparison and contrast of functions to

include linear, quadratic and exponential models; extension of the laws of exponents to include square and cube

roots; and application of regression techniques to analyze linear models.



13

Standard - 5 Credits – 5 Periods per Cycle – Full Year

Strongly Recommended: Graphing Calculator

Prerequisite: Passing grade 8 mathematics or grade 8 algebra

ESL Algebra 1 (Grades 9 and 10)

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

while allowing for the development of English communication skills.


Strongly Recommend: TI-83+ or TI-84+ Graphing Calculator

Prerequisite: Recommendation by the Bi-Lingual and Mathematics Departments

Geometry (Grade 10)

This course extends the study of geometry by emphasizing precision and developing reasoning and proof.

Students will demonstrate understanding using geometric models, constructions, algebraic reasoning and

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

demonstrating similarity through transformations and proportional reasoning; deriving and using equations of

conic sections in the coordinate plane; explaining and using volume formulas to solve problems; as well as

understanding and applying the rules of probability to make decisions.



Prerequisite: Passing grade in Algebra 1

Algebra 2 (Grade 11)

This course emphasizes the study of functions including linear, quadratic, exponential, logarithmic, polynomial,

rational, and radical functions, their properties, and graphs. The students will understand the relationship

between the arithmetic of rational numbers and that of rational expressions; extend their understanding of trigonometric ratios as they graph periodic functions; and identify the appropriate function to model a situation.

Students will also use statistical models to interpret data, make inferences and justify conclusions.



Prerequisite: A passing grade in Geometry

Topics in Discrete Mathematics (Grade 12)

This course provides students the opportunity to study numerous disjoint topics in the field of Discrete

Mathematics. Students will use discrete models to interpret data, make inferences, and solve problems that

answer questions to real situations. They will determine “reasonableness” and evaluate mathematical

representations of real-world situations. Students will represent and model with vector quantities; use matricesin applications and modeling to analyze situations and make decisions. Topics include graph theory,

combinatory, linear programming, arithmetic & geometric growth, statistical modeling, iteration and recursion,

voting theory, fair division, symmetry & tessellations, finance, and more.

Standard – 5 Credits – 8 Periods per Cycle – Full Year

Prerequisite: Passing grade in Algebra 2.



14

Mathematical Decision Making (Grade 12)

This course provides students the opportunity to apply mathematics as they model a range of situations to solve

problems involving the use of algebra, geometry, and trigonometry in diverse areas such as statistics and

financial mathematics. The course is highly participatory in nature as students learn in a cooperative

environment where they engage in discussion and give presentations. Students will extend and learn new

content as they attain independent learning and research skills needed post high school.

Standard – 5 Credits – 8 Periods per Cycle – Full Year Prerequisite: Passing grade in Algebra 2.


SCIENCE DEPARTMENT

A scientific education is designed to develop in the student an appreciation and intellectual awareness of our

biological, physical, technological, and chemical environment. Developing science literacy enables the student

to understand science concepts and process skills in making decisions related to scientific issues that affect

society. The science curriculum supports students’ interests in different career paths. The expectation is that all

students will complete a course in each of the three main domains of science as they pursue their 3-course

graduation requirement: physics, biology, and chemistry. This is also the recommendation of national, state, andlocal science organizations and many colleges and universities. Opportunities for accelerated or honors level

courses will be made based on recommendations of the program and department directors.

Introductory Physics (Grade 9)

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

other sciences. Students will learn about basic topics such as motion, forces, energy, momentum, heat and heat

transfer, waves, electricity, and magnetism. Students will be engaged in scientific inquiry, investigations, and

labs so that they develop a conceptual understanding and basic scientific skills. The mathematics prerequisite

skills are based on middle school mathematics topics such as data analysis, measurement, scientific notation,

ratio and proportion, and algebraic expressions.


Prerequisite: Passing grade in all previous science courses

ESL Science (Grade 9)

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

development and practice. Integrated ideas and concepts from all the science areas will be studied, using earth

and space science as the central theme. Concepts dealing with the land, air, oceans, and space will be studied

with an emphasis on laboratory skills, critical thinking and problem solving.


Prerequisite: Passing grade in all previous science course

Biology I (Grade 10)

This course emphasizes inquiry and lab-based experiences to explore the fundamental principles of living

things. Students learn about the diversity of living organisms and their relationship to the environment. They

encounter standards in the areas of The Chemistry of Life, Cell Biology, Genetics, Anatomy and Physiology,

Evolution and Biodiversity, and Ecology. In classes where dissection is used as an instructional activity, students

will be presented with alternatives as described in the district’s Dissection Policy.


Prerequisite: Passing grade in Introductory Physics



15

Chemistry (Grade 12)

This course focuses on the interaction of matter through chemical reactions. Properties and states of matter,

atomic structures, chemical formulas, bonding, chemical reactions, energy, gas laws, survey of materials,

solutions, acids/bases, and organic, nuclear and equilibrium chemistry are some of the topics covered.

Laboratory experimentation is a feature of the course.

Standard – 5 Credits – 8 Periods per Cycle – Full Yea

Prerequisite: Passing grades in Biology and Algebra 2 or concurrent enrollment in Algebra 2.

Recommended: Scientific or Graphing Calculator

SOCIAL STUDIES DEPARTMENT

Students need to successfully complete three years of History and Social Studies instruction in order to be

eligible for graduation. To comply with the 2003 Massachusetts History and Social Science Framework, all

students must take a two-year sequence in world history starting in their freshman year. As juniors, all studentsare required to take United States History. Seniors have the choice of several courses but must first ensure they

have passed all of their requirements.

World History I (Grade 9)

Students in Grade 9 will study the history and geography of the civilizations and nations that occurred in

Europe, Africa, the Americas and Asia from the fall of the Roman Empire to the beginning of the modern era

(500 A. D. to 1815). Focus will be placed on the history and geography of great civilizations that were

developing concurrently throughout the world during medieval and early modern times. Students will examine

the growing economic interaction within and between civilizations, as well as the exchange of ideas, beliefs,

technologies, commodities and cultures.


Honors – 5 Credits - 5 periods per Cycle – Full Year Prerequisite for Honors: Average grade of “A-“in United States History I (Grade 8)

Requirement for Honors: Summer Reading project due by the first day of school

World History II (Grade 10)

The course will begin with a study of the evolution and revolutions of European nation states and then continue

with a study of European nationalism and imperialism, the emergence of modern China and Japan and the dawn

of 20th century, the turmoil that led to WWI, the Russian Revolution, and the Great Depression. Also included

will be the rise of fascism, WWII, the Cold War, the Revolution of Rising Expectations, and the changing

scientific, economic, social, cultural, and political events that are shaping the 21st century. Current events will

also be looked at and incorporated into the course. Students will be able to put historical events in proper

perspective and apply concepts and themes from all of the Social Sciences in order to make sense of the world in

which they live. To help prepare students for the upcoming United States History MCAS Test, the curriculumfor World History II will integrate aspects of United States History into the study of World History.

Standard - 5 Credits – 5 Periods per Cycle – Full Year Honors – 5 Credits – 5 Periods per Cycle – Full Year

Prerequisite for Honors: Average grade of “B” in Honors World History I

Requirement for Honors: Summer reading project due by the first day of school

United States History (Grade 11)

This course is required for graduation and conforms to the outline provided by the Massachusetts History and

Social Science Framework. Students in Grade 11 will study the major turning points in American History in the

20th century. After a brief review of the causes, events and results of the Civil War and Reconstruction, this



16

course will examine the rise of Industrial America and the labor movement, Immigration and the shift in

population to the cities, along with the changing ethnic composition of America. Also included will be the

position of the United States in a changing and hostile world of the 20th century, adjustments brought on by the

Great Depression and the New Deal, the Civil Rights struggle and achievements, the VietnamWar and the

changing scientific, cultural, economic, and political developments of the late 20th century. Students will have

the opportunity to discuss major events and elements of the Cold War. In addition to the treatment of all core

knowledge topics, the course will begin with a featured examination of the Constitution, our government systemof checks and balances, assorted case studies as well as the rights and responsibilities of citizenship.

Standard - 5 Credits – 8 Periods per Cycle – Full Year Honors – 5 Credits – 8 Periods per Cycle – Full Year

Perquisite for Honors: Average grade of “B-“ in Honors World History II

Requirement for Honors: Summer reading project due by the first day of School

MCAS ENRICHMENT

MCAS Enrichment and Career Education (Grade 9)

This course, required of all freshmen, focuses on the improvement of student skills and knowledge of content in

the areas of Mathematics, Science and English. Students will focus on test strategies, short answer and open

response questions, and multiple choice testing. Teachers will choose topics of vocational interest to provide

instruction in computation, problem solving, and basic algebra and geometry. Student’s time will be divided

between MCAS enrichment and Career Education.

The Careers Class introduces materials that will aid the student in planning toward a future career. These

include goals and values, decision-making skills and understanding risk, and employability skills. Also, the

student will use Career Cruising to enhance their learning and commence their four-year career plan.

Standard 5 Credits – 5 Periods per Cycle – Full Year

WELLNESS PROGRAM

The goal of the Wellness Education Program is to emphasize the mental, emotional and social aspects of living,

as well as the physical development aspects necessary for a satisfying and active life. Students gain an

understanding of personal fitness levels and personal fitness needs through discussion and practice of fitness

components including the following:

• Cardio-respiratory strength/endurance

• Muscular strength/endurance

• Flexibility

• Body composition (height, weight, body fat percentage, BMI etc.)

Activities include:• Basic anatomy and physiology information

• Weight/resistance training

• Cardiovascular

• Introduction of various exercise options such as yoga, Pilates, kettle bells

• Fitness testing

Students continue their development of the following 21st

century skills and habits by:



17

• Developing research skills (example: finding exercises/exercise programs to add to their personal

program, researching sources for diet/nutrition and anatomy/physiology, becoming self-directed learners

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

• Using problem solving and developing inquiry (example: which exercises/exercise programs work best

for them, how to modify programs, why modification will be effective, when to introduce modification).

• Improving technology use (example: reliable sources, heart rate monitors, pedometers, computer body

management systems, BMI calculator system).

• Effectively communicating and collaborating (example: informing instructor of any

challenges/difficulties in program and accepting/implementing suggestions).

• Acting with integrity (example: following protocols, rules, respect for equipment).

• Becoming well-informed, global citizens, practicing leadership skills (example: practicing a healthy

lifestyle, being a positive role model).

ENGLISH LANGUAGE LEARNERS DEPARTMENT

The English Language Learners (ELL) Department provides full-or part-day instruction, counseling, and

placement of students who need to learn English to a level which allows them to participate fully in the

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

as sheltered instruction in core academic areas.

ELL- Literacy

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

will learn basic literacy skills that apply to English, Social Studies and Science. Classes meet one period a day.

Standard – 5 Credits – 6 periods per Cycle – Full Year

ELL – Beginners (Grades 9-12)

This course is for students who are recently arrived to this country and who have had normal educational

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

acquire some understanding of the cultural differences in play. The class will focus on the social use of English,

receptive language, oral communication, beginning reading and writing, and study skills. Classes meet two

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

ELL – Intermediate Low (Grades 9-12)

This course is for students who are progressing in their knowledge of English but still have difficulties in

speaking, understanding, reading and writing. Classes meet two periods a day.

Standard – 10 Credits - 12 Periods per Cycle – Full Year

ELL – Intermediate High (Grades 9-12)

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

but need further work in grammar, idioms, and vocabulary acquisition. Classes meet two periods a day.


ELL - Advanced (Grades 9-12)

This course is for students who are near exit level from the program. They may be taking Math, Science and

Social Studies courses in the regular curriculum, but will still benefit from added work in English to polish and

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

day.




18

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

The purpose of the program is to offer core academic classes in a manner that provides visual and language

support for new English learners. The following core academic SEI classes are offered: Algebra I and II,

Geometry, Pre-calculus, World History I and II, United States History, Science, MCAS English, and MCAS

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

cycle.


SPECIAL NEEDS DEPARTMENT

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

include evaluations and/or delivery of direct services. Services can include mainstream monitoring and/or

support, modified sections in various departments and/or designated sections in mainstream, adjustment

counseling, Adaptive Learning Program, Life Skills program, resource room assignments, combination of above

services; or individual service delivery as recommended by base core team.

All students regardless of learning challenges have access to the Medford High School’s curriculum. Students

with diverse learning styles are evaluated and diagnosed by the Department of Special Needs. Each student’s

team recommends any and all accommodations or schedule adjustments. The purpose of theserecommendations is to maximize student success. Listed below are the current offerings for Medford High

School.

CURTIS TUFTS ALTERNATIVE HIGH SCHOOL

This 502.4i program was created in 1981. The program was created in response to a need to keep vulnerable

“At Risk” students in their community. This model program addresses the needs of students that share a number

of high risk and acting out characteristics. This comprehensive program is staffed by eight full time SPED

certified personnel. The program has the support, supervision and direct services of three agencies, General

Psychological Services and Tri-City Inter Agency. The program effectively addresses the social, emotional,

and educational needs of the forty students recommended by their sending TEAM. This is done through

creative programming, carefully planned activities, individual and group counseling, behavior modification,

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

University and Northeastern University, as well as many ongoing and effective alternative strategies that address

student, family and school priorities.

HIGH SCHOOL LIFE SKILLS PROGRAM This program has expanded over the past ten years in order to address the needs of the more severe

educationally and physically challenged high school aged student. The Life Skills Program is primarily dealing

with the more cognitively and physically challenged youth. This program has one full time teacher, three full

time instructional aides, behavior specialist, adjustment counselor and career counselor/job coach, OT/PT

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

day. This includes the multifaceted classroom facility as well as various locations within the confines of the

High School and Vocational School. Students also travel to various work sites within the community. There is

also an extended day as well as a summer component built into the program.

HIGH SCHOOL AND VOCATIONAL SCHOOL LEARNING GROUP PROGRAM

These programs offer sound and appropriate academics for the group of Learning Disabled students assigned to

them. The teachers and instructional aides to meet the IEP Goals and Objectives use various accommodations

and teaching strategies. These students are also exposed to various appropriate mainstream opportunities as well

as work sites both within the school environment and at various job sites outside of school. The School

Adjustment Counselor, Guidance Counselor and Behavior Specialist address behaviors on an ongoing basis.

Students in these programs are offered an opportunity to participate in an extended day component along with

the Life Skills Program.



19

ADAPTIVE LEARNING PROGRAM

This program offers the group of students assigned to it both support and academics. In addition, the Guidance

Counselor provides counseling services as well as the Adjustment Counselors assigned by the Department for

Special Needs. Individual and group counseling is also incorporated into our program. Students attend classes

in the mainstream when appropriate or in the classes allocated to the SPED staff within the program. Students

earn the same graduation requirements as any other High School students. The ALP program is an effectiveintervention that offers the least restrictive setting for those students that require more intensified support within

the confines of a large school setting.

LANGUAGE-BASED LD PROGRAM

This program offers a small group of LD students a chance to take contained classes or appropriate mainstream

classes throughout Medford High School. The program offers students a safe, supportive classroom

environment, along with LD instruction by its full time Special Needs teacher.

VOCATIONAL SCHOOL LANGUAGE BASED CLASSROOM

This class was created in order to address the needs of students identified as learning disabled in the area of

expressive or receptive language. At the same time these students had expressed an interest in attending the

Vocational School to experience the Grade 9 exploratory program of studies. The students attend a self-contained classroom for their major academics and related Vocational topics and travel into various shops in

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

coordinated through this classroom.

RESOURCE CLASSES

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

more individualized instruction. Classes are offered in Mathematics, Social Studies, Science and Language

Arts. Reading is taught by our reading specialists and addresses both reading mechanics and comprehension

issues.

CAREER AND TECHNICAL OFFERINGS

The City of Medford through its School Committee has offered vocational education, now referred toas Career and Technical Education, to its young people since 1930. Throughout this time many

changes in program offerings have been made and all programs have been enhanced to meet theexpectations of industry in the 21st century. The current Career and Technical offerings are provided

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

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

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

School Guidance Department.

“Arrive with a Dream…Leave with a Career”



20


Automotive Collision Repair & Refinishing

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

Automotive Technicians Education Foundation (NATEF) standards using I-Car curriculum. Adherence

to the NATEF curriculum and standards exposes and trains students in the trade through a series of tasks

and competencies in the areas of: Painting & Refinishing using current technology and waterborne paints,

Non-Structural Analysis & Damage Repair, Plastics & Adhesives, Structural Analysis & Damage Repair,

and Mechanical & Electrical Components. In addition, students learn to use the Audatex Estimating

Systems. This system is “state of the art” and complies with NATEF standards. Students enrolled in the

program are involved in every aspect of a working business. Students interact directly with customers;

write estimates, schedule jobs, order parts and complete repairs. The program is self-paced. The program

is recognized by the I-Car Training Alliance

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

NATEF approved instructors.

Upon graduation, students are employed as entry-level technicians, automotive refinishers, assistant

managers, detailers, glass installers, automotive appraisers, frame technicians, restyling technicians and

sales people in the automotive body supply industry.

Medford Vocational Technical High

School’s Automotive Collision RepairProgram includes Articulation Agreements

with the following colleges and institutions:

Companies or employers where Medford

Automotive Collision Repair Program graduatesare working:

Universal Technical Institute

WyoTech

Bonnell Ford

Whites Auto Body

Grava Chrysler Plymouth

Citi Auto Body

Charles Street Auto Body

Mirak Chevrolet

Kwik Auto Body Supplies

Today’s Auto Body

Hogan & Van

Joe Champia Auto Body

IRA Motors

Pasqualli Auto Body

A & M Auto Body

Sentry Lincoln-Mercury

Safety Insurance

Colonial Nissan

Arlington Auto Body

Boyles Body Works

Hanson & Tilton

LICENSES, CERTIFICATIONS, AND AFFILIATIONS

PPG Refinish Certification, 3M Certification, Fusor Plastic Repair Certification, ASE Certification, and

one year experience towards the Massachusetts Auto Damage Appraiser’s License, S/P2 Pollution and

Safety Certificate, Audatex Computer Estimating Certificate, PPG On-Line Certification, OSHA 10 Hour

General Safety Card



21


Automotive Technology

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

Technicians Education Foundation (NATEF) standards. Adherence to the NATEF curriculum and

standards exposes and trains students in the trade through a series of tasks and competencies in the areas

of: Brakes, Electrical/Electronic systems, Engine Performance, Suspension and Steering, Heating and Air

Conditioning and additional areas. The program provides the participants with a classroom segment and

hands-on work. Students work daily on customer vehicles that have been scheduled for repairs. Students

interact directly with customers; write service orders, schedule jobs, order parts and complete repairs. The

program is self-paced.

The Automotive Technology program is a Chapter 74 approved program taught by ASE Certified and

NATEF approved instructors.

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

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

business.

Medford Vocational Technical HighSchool’s Automotive Technology Program

includes Articulation Agreements with the

following colleges and institutions:

Companies or employers where MedfordAutomotive Technology Program graduates are

working:

Universal Technical Institute

New England Institute of Technology

Ritchie’s Service

Grava Chrysler Plymouth

MINI of Peabody

Sentry Lincoln Mercury

Olson Cadillac

Honda of Boston

Volsar Automotive


ASE Certification, Ford Auto Skills Troubleshooting contest, VICA

OSHA 10 Hour General Safety Card



22


Carpentry

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

taught design, layout, and dimensioning of projects. The students work with a variety of building and

finishing materials, and become familiar with modern methods and styles of commercial and residential

construction. Students employ the use of a variety of hand and power tools throughout their training.

Extended activities range from shed construction to house remodeling techniques, remodeling and

construction within the school and off-campus. An integral component of the finish carpentry curriculum

involves the Cabinetmaking instructors guiding the students in the craft of furniture making, cabinets, and

various small projects from solid lumber, plywood and high-pressure laminates. The competency-based

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

The Carpentry program is a Chapter 74 approved program.

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

apprentice carpenter, lumber and house salespeople, mill worker, house carpenter, carpenter’s helper,

finish carpenter, cabinet making, remodeling, rafter and stair layout as well as self-employment.

Medford Vocational Technical HighSchool’s Carpentry Program includes

Articulation Agreements with the following

colleges and institutions:

Companies or employers where MedfordCarpentry Program graduates are working:


Boston Carpenters Apprenticeship &

Training Fund

Eastern Massachusetts Carpenters

Apprenticeship & Training Committee

Mystic Builders

Mass Cabinets

B & D Builders

Mitchell Construction

Sully & Perk


Power Activated Tool License, Construction Supervisor License, Home Improvement Contractor License,

CertainTeed Roofing Certificate

OSHA 10 hour Construction Safety and General Safety Cards



23


Construction Craft Laborers

The construction industry is one of the most diverse and rewarding industries in the world. From a single-

family home to a railway tunnel under the English Channel, the potential for personal and financial

growth is only limited by your willingness to work and learn. A career in construction can provide a

standard of living for you and your family, as well as a sense of pride and accomplishment in the projects

you help to build.

It is beyond the scope of this document to list all of the major types of construction. They have been

identified and grouped into the following three categories:

Building – construction and reconstruction on residential and commercial buildings.

Heavy/highway, and utilities – construction and reconstruction on the following:

Major and minor highways

SubdivisionsBridges, dams, tunnels, and airfields

Underground utilities (telephone and electric)

Piping systems (petroleum, water, sewer, natural gas, and collection systems)

Environmental – activities associated with the following:

Asbestos abatement

Decontamination and demolition of nuclear facilities

Hazard waste removal

Leads abatement

Permit-required confined spaces.

Construction remains a major growth industry in North America and a source of jobs for new entrants intothe work force. The United States Bureau of Labor Statistics (BLS) predicts construction jobs will

increase from 7 million to 7.8 million in the years 2008 - 2018.


School’s Construction Craft Laborers

Program includes Articulation Agreements



Construction Craft Laborers Program graduates

are working:

Wentworth Institute

New England Laborers Training Academy

Bunker Hill Community College

Bristol Community College

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

Barletta Construction

Bond Brothers Construction

Aggregate Concrete

Lee Kennedy ConstructionThe MBTA


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

American Welding Society – Vertical Fill-it, American Welding Society – Horizontal Fill-it, American

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

Remediation, DOT – Flagging, Masonry Cont. Assoc. of America, Forklift Trainer Cert. Marr Elevator

Work Platform Cert.



24


Cosmetology

Although commonly referred to as a hairdresser, a Cosmetologist actually provides a variety of beauty

services, which are related to the care of hair, scalp, the skin and nails. Course work includes

shampooing, haircutting, hairstyling, permanent waving, color analysis, facials, skin care pedicures,

waxing and manicures.

All cosmetology students receive the 1,000 hours of instruction required to qualify for the State of

Massachusetts licensing examination and employment as a cosmetologist. Personal hygiene, grooming,

bacteriology and sanitation practices as well as good human relations are stressed. Anatomy and

physiology play an important part in the course. The students are prepared to provide services such as

manicure, facials, pedicure, shampoo, scalp and hair treatments, blow styling, hair styling (roller set, pin

curl, finger wave) Computerized hairstyling selections, permanent waving, hair coloring, chemical

relaxing, massage, facials, waxing, makeup and color analysis. They are also prepared in computerized

salon management.

The Cosmetology program is a Chapter 74 approved program.

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

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

colorist, manufacturer’s representative, research-testing of products, beauty editor, trichologist, hair color and skin

and scalp specialist school instructor.


School’s Cosmetology Program includes




Cosmetology Program graduates are working:

Dermal Institute of Technology

Elizabeth Grady – AestheticsCatherine Hynes - Aesthetics

Bella Capelli

Central Style

Dellaria Salon

Fabiano Ltd. Salon

Hair Cuttery

Hair’s Karen

Leon & Company

Nicholas Call Salon & Spa

Park West Supercuts

Shear Madness

Tradewinds Beauty SalonVincenzo’s Hair Design


Mass. Board of Registration of Cosmetology




25


Culinary Arts

Culinary Arts students learn the principles and techniques of food preparation, handling, food service and

restaurant management. The study of nutrition, sanitary codes, and inventory control are included in the

competency-based curriculum. Café Electra, a student-operated public restaurant, provides the students

with the opportunity to gain firsthand experience in the areas of safety, food handling, food preparation,

institutional cooking, short order cooking, computer skills, and customer service. In addition, culinary

arts skills are reinforced through related studies in the classroom.

The Culinary Arts program is a Chapter 74 approved program.

Upon graduation, job opportunities include: line cook, prep cook, short cook, chef, butcher, baker,

host/hostess, pastry chef, caterer, dining room manager, and restaurant manager.

Prospective places of employment include: airlines, bakeries, hospitals, hotels, schools and colleges, food

store chains, restaurants, hotels, health care facilities, national chains and resorts.

Medford Vocational Technical HighSchool’s Culinary Arts Program includes



Companies or employers where MedfordCulinary Arts Program graduates are working:

Bunker Hill Community College 99 Restaurants

Lawrence Memorial Hospital

Winchester Hospital

Tufts University

Pastalenas Restaurant

Pizzeria Regina of Medford

Harvard Dining Services

Tremonte RestauranteRiverside Wraps & Grille


ServSafe Certification, Pro-Start Certification and Bar-Code Certification,




26


Early Childhood Education and Teaching

Students enrolled in the Early Childhood program participate in the “Make Way for Kids” preschool and

other day care programs. The children serviced are 2.9 months to 5 years of age. Through hands on

experience in the preschool, students learn, develop and perform the skills as an assistance teacher under

the guidance of the teacher. Students have the opportunity to create and implement age-appropriate,

theme-based curriculum to the children. All students rotate through the age levels in order to experience a

variety of ages and stages as well as different teaching styles. The competency-based curriculum includes

Child Growth and Development studies and practical experiences Working with Young Children. Upon

graduation the students will receive a personal certificate of proficiency with documentation of child

contact hours. The certificate can be used to apply for a preschool teaching certificate from the Early

Education and Care (EEC). This application is the responsibility of the student and is not guaranteed.

A graduate from the program may obtain an entry-level position in a childcare center, a nanny position or

a preschool teacher in an Early Childhood program approved by the Early Education and Care office of

Massachusetts. Other venues are home daycare provider, school-age care provider, kindergarten aide, day

camp counselor or continue to a post-secondary education

Early Childhood Education is a Chapter 74 approved program.

Medford Vocational Technical HighSchool’s Early Childhood Education



Companies or employers where Medford EarlyChildhood Education Program graduates are

working:


Roxbury Community College

Kinder Care

Government Center Day Care

Knowledge Beginnings

Kid’s Corner

Creative Corner

Graceworks – After school care

Play Academy


EEC Teaching Certificate – Preschool (May qualify for Infant-Toddlers also)




27


Electrical

Through a competency-based curriculum the Electrical program prepares students with the basic skills

needed for an advanced-level position in the electrical field. The students gain a thorough knowledge of

materials, terminology, and safety skills that are necessary in becoming a licensed electrician, a licensed

systems technician, or a telecommunications technician. In addition, students will be introduced to

alternative energy sources such as solar power in our new solar power demonstration area. Students will

become proficient in a variety of electrical projects in compliance with the National Electric Code,

Massachusetts Electrical Code, and NFPA (National Fire Protection Association) Safety Code, and all

other codes relegated to the electrical industry.

The related classroom curriculum stresses mathematics, science and blueprint reading related to the

electrical field. Emphasis is placed on the mastery of fundamentals, concepts and principles as well as the

ability to solve practical problems.

The Electrical course is a Chapter 74 approved program.

Upon graduation students will receive a high school diploma and a vocational certificate. In addition, he

or she may be awarded up to 2080 working hours and 225 classroom hours to apply towards the

requirements of the State of Massachusetts Electrical Board for the Electrical License Examination.

Graduation provides the following career opportunities: electrical apprentice, journeyman electrician,

residential electrician, commercial electrician, industrial electrician, Master electrician, electrical

contractor, telecommunications technician, systems technician (burglar and fire) or electrical material

sales.


School’s Electrical Program includes




Electrical Program graduates are working:


Gould Construction Institute

Facilco

IBEW Local 103

Interstate Electric Company

Nardone Electric

All State Electric Company

American Alarm

Assured Fire Alarm CompanyReliance Electric

All-Tech ElectricJupiter Electric


State of Massachusetts Electrical License

OSHA 10 Hour Construction Safety and General Safety Cards



28


Graphic Communications

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

media. Classroom experiences and laboratory time provide students with the knowledge and experience to gain an

entry-level position working on the technical side of a printing press or media development center. Digital design

and production involves Adobe Creative Suite and video editing applications. Classes are focused on using the

software to design graphics layouts, create graphics and images, and manipulate and enhance images. Projects are

prepared from concept to production. Students take prepress and production coursework, in which they learn to

prepare projects for an offset printing using digital prepress techniques, develop Internet sites, devise electronic page

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

industry are also taught.

Digital Publishing Solution – As part of the Graphic Communications Technology course, students will learn how to

produce television programs for television and the web as part of the curriculum called the Digital Video Unit. This

is a project-based activity in which students create video media projects using Macintosh computers and digital

editing software. Students will design and produce video projects including instructional videos for students invarious career-tech programs, public service announcements for vocational school programs, and

videotaping/production for events for MHS-TV Channel 15.

Graphic Communications is a Chapter 74 approved program.

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

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

of this graphic communications program may find a job as a: digital prepress operator, digital media developer, press operator, finisher, page layout technician, output technician, typesetter, proofreader, copy center technician,

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

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


School’s Graphic Communications



Companies or employers where Medford Graphic

Communications Program graduates are

working:


Boston University Center for Digital Imaging

Arts

Universal Wilde

Piro Printing Company

Sir Speedy

Charles River Publishing

Digital Publishing Solution

Staples Print Centers


Printing Industries of America, National Association of Photoshop Professionals, Printing Industries of

New England, Ad Club of Boston, OSHA 10 Hour General Safety Card



29


Health Assisting

Combining medical technology and the human touch, the healthcare industry diagnoses, treats and

administers care around the clock, responding to the needs of millions of people – from newborns to the

elderly. Medford Vocational Technical High School students receive training and learn essential skills for

a variety of health related occupations. Students learn about infection control, nutrition, anatomy and

physiology. There is also a strong emphasis on communications skills. To further their education and

learning experiences, students go on field trips to the Public Health Museum in Tewksbury, the Museum

of Science, and Boston Children’s Hospital.

Healthcare will generate 3.2 million new wage and salary jobs between 2008 and 2018 as estimated by the

Bureau of Labor Statistics. This is more than any other industry. Students considering careers in

healthcare should have a strong desire to help others and a strong work ethic.

Many healthcare jobs are regulated by state licensure and require higher post-secondary educational

programs. Upon graduation, students are prepared for employment as certified nursing assistants in acute

and long term care facilities, as well as home care agencies. Students may decide to continue their

education in the field of nursing, radiology, respiratory therapy, physical therapy, or other allied health

fields.

Medford Vocational Technical HighSchool’s Health Assisting Program includes



Companies or employers where Medford HealthAssisting Program graduates are working:

Bunker Hill Community College Lawrence Memorial Hospital

Courtyard Nursing Care Center

Brighton at Medford

Greater Medford VNA

ABC Home Care Agency

Massachusetts Eye & Ear Infirmary

Bear Hill Nursing Facility


Students become eligible to sit for their Commonwealth of Massachusetts Certified Nursing Assistant

(CNA) Licensure at the end of the junior year. Other certifications earned include: First Aid Certification,

Blood Borne Pathogens Certification, CPR – Healthcare Provider C - through the American Heart

Association, and OSHA 10 Hour General Safety Card. Students also have the option of studying towards

their introductory certificates in Phlebotomy, EKG, Basic Alzheimer’s Care and Basic EMT Training.

Students belong to and participate in the Health Occupations Students of America Organization,

sponsored by the University of Massachusetts Medical School.



30


Metal Fabrication and

Heating Ventilation, Air Conditioning & Refrigeration

The metal fabricator makes parts from a variety of metals making use of the exacting specifications of

blueprints. The sheet metal worker must be a highly skilled technician in order to meet the demands of

modern construction. Using computers and a variety of power and hand tools, students learn the skills

needed to fabricate and install the latest air handling equipment installed in today’s construction. Students

learn the latest TIG, MIG, Flux-Core, Oxy-Acetylene, and Arc welding methods. Also, shearing,

fabricating and installing skills needed in residential and commercial building projects are stressed.

The Heating Ventilating, Air Conditioning and Refrigeration program is incorporated with Metal

Fabrication. Beginning with an introduction to basic safety, students study basic refrigeration, the laws of

thermodynamics, Manual – J calculations, and soft and silver soldering techniques. The competency- based curriculum allows the students to learn about compressor installation, and repair, evaporator

identification and installation, condenser operation and design, and metering device applications. Forced

warm air heating and hydronic heating by both gas and oil are included. Sheet Metal is now a licensed

trade in Massachusetts. It is a professional license that requires 750 classroom hours to attain a journey

man’s license. Medford Voc Tech is one of the only schools in Massachusetts currently authorized to

offer students classroom hours that will count towards their license while they are in school.

The Metal Fabrication and Heating, Ventilation, Air Conditioning and Refrigeration program is Chapter

74 approved.

As students refine their skills and upon graduation, they may explore opportunities in the following areas: service

technician, installation, technician, maintenance technician, HVAC apprentice, 5 year Journeyman, Master HVAC

technician, HVAC salesperson, and HVAC engineer, oil burner technician, licensed gas fitter and licensed sheet

metal worker.


School’s Metal Fabrication and HVAC-R



Companies or employers where Medford Metal

Fabrication and HVAC-R Program graduates are

working:

Massasoit Community College Lake Industries

Santini Brothers Iron Works

Hanlon Sheet Metal and Ventilation

Breen & Sullivan MechanicalWater Air Corporation


C.F.C. certification is offered to senior students

OSHA 10 Hour Construction Safety and General Safety Cards



Medf ord

Medford Vocational Technical High School489 Winthrop Street, Medford, MA 02155781.393.2207www.medfordpublicschools.org/schools/medford-vocational-technical-high-school/

2012-2014 medford vocational technical high school educational opportunities handbook

Documents