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Career and Technical Education

Curriculum Handbook A Guide for Students, Parents, Teachers, Counselors, and Administrators

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Career & Technical Education

BOARD OF EDUCATION Linda P. Bryant, President

Julia C. Bernath, Vice President Gail Dean • Catherine Maddox • Katie Reeves

Linda Schultz • Ashley Widener

Cindy Loe, Ph.D., Superintendent

Dear Fulton County Students, Parents, and Educators, Today’s high-skill job market demands that all high school graduates have advanced skills and knowledge that can be adapted in this fast-changing world. The Fulton County School System offers numerous programs and courses through Career and Technical Education that are designed to meet these challenging demands. I am excited that you want to learn more about these offerings and all of the benefits of pursuing a quality Career and Technical Education career pathway. The Fulton County School System is committed to providing students with career development activities, workplace readiness skills and leadership training that will prepare them to secure and maintain employment. I encourage students to explore their full range of career options and graduate with a clear understanding of their options, including four-year college, two-year college, technical college, apprenticeship programs and skilled entry-level work positions. The majority of students learn better when they see purpose to their studies. Research shows that people learn best by doing, when they apply their academic lessons to real-world activities and situations. Career and Technical Education courses link rigorous academic and technical studies. These linkages help students improve their math and science performance and increase their motivation to be successful in high school. The information and resources in this booklet provide the necessary tools to assist students to be successful in college and career. Preparation for the future requires solid core knowledge, technical proficiency and workplace readiness skills. I am confident that this guide will help students, parents and educators gain knowledge about Career and Technical Education and provide the guidance necessary to prepare students for a successful future. Sincerely,

Cindy Loe, Ph.D. Superintendent Fulton County School System 786 Cleveland Avenue Atlanta, Georgia 30315 404-763-6890 (Phone) 404-763-6798 (Fax) www.fultonschools.org

786 Cleveland Ave., S.W., Atlanta, Georgia 30315-7299 • 404-768-3600 • www.fultonschools.org

http://www.fultonschools.org/�

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Dear Fulton County Student, Are you ready to take charge of your future? Do you want to feel like what you are learning in high school will matter later on in life? Are you looking for a way to ensure career success? If you answered “yes” to at least one of questions above, this booklet is for you. This publication, “Your Future is In Your Hands,” is designed to provide information about the numerous programs and opportunities offered through the Career and Technical Education. In addition, you will find useful career planning tools and resources that help you customize your personal learning experiences. As you plan your educational and career future, consider the numerous exciting programs, courses, and pathways that are available in Career and Technical Education. Start by looking over the program concentrations areas that are featured in this booklet, and choose a concentration area that fits your future plans. With the help of your guidance counselor, create your customized planning guide that incorporates rigorous core academic and career and technical education courses. Use the additional resources to help you navigate through high school and make the best decisions about postsecondary education options and career-related training opportunities. Today’s economy requires that all high school students graduate with advanced academic knowledge and technical skills and training that prepare you for a successful future. The Fulton County School System demonstrates its commitment to ensure that all students graduate prepared to be competitive in our global economy by offering cutting-edge career and technical education programs based on industry-recognized standards in state of the art facilities. Take advantage of all that we have to offer by reviewing the concentrations, pathways, and courses and make decision to take charge of your future by enrolling in Career and Technical Education courses now! Sincerely, Cheryl R. Clemons Cheryl R. Clemons Director of Career Preparation and Technical Education Fulton County School System Instructional Technology Center 2370 Union Road Atlanta, Georgia 30331 404-346-4376 (Phone) 404-346-4385 (Fax) www.fultonschools.org

786 Cleveland Ave., S.W., Atlanta, Georgia 30315-7299 • 404-768-3600 • www.fultonschools.org

BOARD OF EDUCATION Linda P. Bryant, President

Julia C. Bernath, Vice President Gail Dean • Catherine Maddox • Katie Reeves

Linda Schultz • Ashley Widener


http://www.fultonschools.org/�

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786 Cleveland Avenue, SW Atlanta, GA 30315

404-768-3600

Reasonable accommodations and modifications made for the disabled. 404-763-4585 TTY 1-800-255-0135

School Board Members Linda Bryant, President, District 4

Julia Bernath, Vice-President, District 7 Linda Schultz, District 1 Katie Reeves, District 2

Gail Dean, District 3 Ashley Widener, District 5

Catherine Maddox, District 6


Linda Anderson, Ph.D., Deputy Superintendent Curriculum and Instruction

Judith Gilliam, Ed.D., Assistant Superintendent

Curriculum

Cheryl R. Clemons, Director of Career Preparation and Technical Education Career & Technical Education, Fulton Institute of Technology and Smaller Learning Communities

Patrick Joyce, Career and Technical Education Analyst Tonya H. Eaton, Work-Based Learning Administrator

Larry Wallace, Project Manager Smaller Learning Communities Mary Tibbs, Administrative Assistant

April Holmes, Professional Assistant III SLC Harriet Graves, Professional Assistant II CTE

Equal opportunity employer and service provider

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Table of Contents

What Parents Should Know .............................................................................................................. 6-7 Career & Technical Information ............................................................................................................ 8 Career Concentrations/Pathways ....................................................................................................... 9 Agriculture and Environmental Sciences ................................................................................. 10-13 Architecture, Construction, Communication and Transportation .................................... 14-25 Business and Computer Science ............................................................................................... 26-35 Culinary Art ...................................................................................................................................... 36-38 Education ........................................................................................................................................... 39-42 Engineering and Technology ....................................................................................................... 43-46 Family and Consumer Sciences................................................................................................... 47-50 Government and Public Safety .................................................................................................... 51-58 Healthcare Science ......................................................................................................................... 59-69 Marketing, Sales and Service ...................................................................................................... 70-76 Personal Care Services ................................................................................................................. 77-78 Supplemental Courses................................................................................................................... 79-81 CTE Foundational Skills ................................................................................................................... 82 Career and Technical Intervention Specialist (CTI)........................................................... 83-84 Career and Related Education (CRE) ................................................................................... 85-87 Fulton Institute of Technology (FIT) ............................................................................................... 88 Smaller Learning Communities (SLC) .................................................................................... 89-90 Education Career Partnership (ECP) ............................................................................................ 91 Georgia Work Ready ............................................................................................................................. 92 Resources .................................................................................................................................................. 93 Career Planning Guide ................................................................................................................... 94-98

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What Every Parent Should Know About Career and Technical Education

What is Career and Technical Education? Career and Technical Education (CTE) offers a vast number of courses and programs that prepare students for the high demand skills needed for a wide range of careers. These careers may require varying levels of education—from high school and postsecondary certificates to two and four year college degrees. CTE is designed to prepare high school students to transition successfully to postsecondary education and to acquire the skills and knowledge needed to find gainful employment. Career and Technical Education is offered in middle and high schools. Why Should my student take CTE Courses? CTE courses will get your student on the fast track to their future. Whatever plans your student may have after high school, CTE courses and career pathways will give him/her a head start in many technical and professional careers. When you include these courses as part of their regular high school schedule. Your student will:

Attend project-based classes that give hands-on experience in their chosen field. Students will learn whether they like doing the work in that chosen field Students will discover any gaps needed to fill in course work to meet job skill or graduation requirements Students will be challenged and gain skills that can be used wherever life takes them Students can take what they’ve learned and apply it in the working world

As you work with your student to complete steps in working toward their goals, he/she will find that they are no longer wondering what to do after graduation. Your student will know what he/she wants to do and where they are going and have a plan that takes them there. What is a Career Pathway? A Career Pathway includes a coherent sequence of three (or 4) required courses with rigorous content aligned with industry related standards leading to college and work readiness in a focused area of student interest. What is Articulation? A process by which an articulation agreement has been established by institutions to aid in a seamless transition without repetition of coursework already mastered in high school. Secondary courses aligned with post-secondary courses where students may simultaneously earn secondary and post-secondary credit. Students will successfully pass the college exemption exam and be admitted to the college to receive credit. What is Dual Enrollment (HOPE)? A program through which high school students take courses from an eligible state public or private postsecondary institution while still enrolled as a high school student and receive credit both at the high school and at the postsecondary institution. Dual Enrollment can be administered in high school classrooms, on a college campus or through a distance learning provider. What is “Move on When Ready”? House Bill 149 (Move on When Ready) is a dual enrollment arrangement whereby an eligible student entering eleventh or twelfth grade who spent the prior school year in attendance at a public high school in Georgia may take all of his or her courses at or through an eligible postsecondary institution (college, university or public technical college) or a virtual course approved by the State Board of Education and receive secondary credit from his or her high school with the goal of completing graduation and high school diploma requirements. For more details on dual enrollment go to www.doe.k12.ga.us state rule 160-4-2-.34

http://www.doe.k12.ga.us/�

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What Every Parent Should Know… What is Joint Enrollment? A process through which high school students take courses at a state public or private postsecondary institution while still enrolled as a high school student. Students receive college credit only at the postsecondary institution. What is Accel? A lottery funded Dual Enrollment program administered by the Georgia Student Finance Commission. Provides the opportunity for eligible juniors and seniors to take certain courses from postsecondary institutions that count for high school graduation credit and postsecondary credit.

Seamless Education Opportunities for Studentsin Georgia’s Technical Colleges

Joint Enrollment-Course taught by postsecondary-

A high school student takingpostsecondary courses for

postsecondary credit ONLY

Alignment/Articulation

-Course taught by secondary-A high school student taking HS courses aligned with PS courses

that have been locallyapproved for advanced credit

upon completion of HSand entrance into PS

Dual Enrollment-Course taught by postsecondary-

A high school student takingpostsecondary courses for BOTHhigh school AND postsecondary

credit

Methods of Payment:

HOPE-Tuition paid by HOPE -must follow guidelines as outlined -www.dtae.org/dualenrollment

Other-Tuition paid by some source other than HOPE

Methods of Payment:

HOPE-Tuition paid by HOPE

Other-Tuition paid by some source other than HOPE

Dual EnrollmentDegree Programs

Dual EnrollmentCertificate and Diploma

Programs

Methods of Payment:

Accel –Accel Program is funded by GA Lottery for Education

Other-Tuition paid by some source other than Accel Program

For complete details go to: http://www.gsfc.org/Main/dsp_main.cfm.

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CTE Trains Students with Leadership Skills

s a part of the overall educational program, Career and Technical Education is designed to provide

students with competencies to make them aware of and prepared to pursue further education or successfully enter a related career field. Each of these areas of career concentration has corresponding pathways which lead to careers in dynamic, rapidly changing industries that have exciting futures. While the primary thrust of these programs is for those students who are preparing for employment in occupations requiring less than a baccalaureate degree, CTE has a long tradition of preparing students who continue their education at the post-secondary level. These programs concentrate on the development of essential technical skills that are vital to the success of people entering the workforce. Just as important as the technical skills are the skills developed in leadership through the comprehensive nature of the programs. Since their inceptions, CTE programs have trained youth in the skills necessary to assume leadership positions. Competition has increased as we have moved from a national to an international economy, and leadership training has taken on increasing importance among our youth. People will be needed who not only have an understanding of the technical aspects of the issues, but who also have an understanding of the ethical and philosophical issues.

Optimal Benefits for Students In the classroom, students learn concepts and theories dealing with a broad spectrum of topics related to the particular concentration area being studied. There, concepts and theories are carried through to their application. Students are taught “hands-on” skills that ensure that the skills are practical and usable.

In each pathway, classroom instruction is followed by application in the laboratory. Laboratory instruction may be put to use in the Work-based Learning component of the program in a students 11th and/or 12th grade year. Career and Technical Student Organizations, provides an avenue to learn teamwork and develop leadership skills. The optimal benefit of each program is received when a student is an active participant of all three parts of the program. A program that includes all three components has a “balanced approach” and is providing optimal opportunities for all students.

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Instruction and Lab

Activities

CTSO

Participation

Career Related

Education

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Career Concentrations/Pathways

Career Concentrations represent the current eleven broad grouping of occupations and industries organized around common elements aligned with the Federal 16 Career Clusters (www.careerclusters.org). These concentrations also provide a way for schools to organize instruction and student experiences around categories that encompass virtually all occupations from entry through professional levels. Georgia’s concentrations are directly linked to the Governor’s Strategic Industries: Aerospace, Agribusiness, Energy and Environment, Healthcare and Eldercare, Life Sciences, and Logistics and Transportation. The eleven categories coupled with rigorous pathway curriculum and assessment ensures all students, based on their career goals and interest, have the opportunities to learn knowledge, skills and attitudes needed in a selected career pathway. Georgia’s eleven career concentrations are: Agriculture

Architecture, Construction, Communications & Transportation

Arts & Humanities

Business & Computer Science

Culinary Arts

Education

Engineering & Technology

Family & Consumer Sciences

Healthcare

Government & Public Safety

Marketing, Sales & Services

What is a Career pathway?

A Career Pathway includes a coherent sequence of three (or 4) required courses with rigorous content aligned

with industry related standards leading to college and work readiness in a focused area of student interest.

Fulton County Schools offer pathways in all eleven career concentration areas.

http://www.careerclusters.org/�

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Agriculture and Environmental Sciences

areer, Technical and Agricultural Education’s Agriculture program combines agricultural technical skills with rigorous coursework,

leadership training, and an exploration of the ethical and philosophical issues related to genetic engineering and other current agricultural topics. The Agriculture program consists of three components: classroom/ laboratory experiences, the Supervised Agricultural Experience Program (SAEP) which will allow students to apply what they have learned in the classroom in real world practical jobs and experiences, and the Career Technical Student Organization, FFA, which provides co-curricular activities that build public speaking skills, personal growth, teamwork and leadership skills.

Agriculture nurtures leaders in every field imaginable. Students completing an agriculture career pathway will have solid skills in areas related to agriscience, biotechnology, turf management, landscaping, food science, forestry, environmental science, agricultural engineering, and agribusiness management. Georgia’s strong dependence on Agriculture will only continue to expand the Agriculture-related career opportunities for many years.

Future Farmers of America

\

Georgia FFA ranks in the top five for membership in the nation. Members develop their potential for premier leadership, personal growth, and career success through agriculture education. Today’s FFA encompasses more than 300 careers in everything from agriscience to biotechnology to turf grass management.

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Career Pathways available in Agriculture and Environmental Sciences: Agriscience Plant Science/Horticulture

Opportunities in Agriculture and Environmental Sciences

Average Occupation Specialties Education Salary

Postsecondary biological Doctoral Degree $78,043 Science teacher Environmental Engineer Bachelor’s Degree $65,749 Environmental Compliance Long Term On-the $51,667 Inspector job training Aquaculture Manager Bachelor’s Degree $56,285 Forest and Conservation Associate’s Degree $37,565 Technician Zoologist and Wildlife Bachelor’s Degree $49,858 Biologist Soil and Plant Scientist Bachelor’s Degree $56,077 Landscape Architect Bachelor’s Degree $73,195 Manager of landscaping/ Work Experience $36,483 Lawn service/grounds keeping

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Creekside High School Plant Science/Horticulture Program

Creekside 12


Agriscience Pathway Sequence and Course Descriptions

Course Sequence Course Title Course Number Course Abbreviation

Level 1 *Basic Agriculture Science and Technology

02.4710000 AG-BAS

Level 2 *Animal Science Technology/Biotechnology

02.4210000 AG-ASB

Level 3 *Plant Science and Biotechnology

02.4410000 AG-PSB

Capstone Work-Based Learning 02.7114000/02.7224000 WBL *Required for Pathway Completion Basic Agriculture Science and Technology This course is designed as an introductory or support course for the Agriscience Pathway Program of Study. The course introduces the major areas of scientific agricultural production and research; presents problem solving lessons and introductory skills and knowledge in agricultural science and agri-related technologies. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities. Animal Science Technology/Biotechnology (Future course offering) (4th Science Credit) As part of the Agriscience pathway program of study, this course is designed to introduce students to the scientific principles that underlie the breeding and husbandry of agricultural animals, and the production, processing, and distribution of agricultural animal products. Introduces scientific principles applied to the animal industry; covers reproduction, production technology, processing, and distribution of agricultural animal products. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities. Plant Science and Biotechnology (4th Science Credit) Plant Science and Biotechnology is a basic component of the Agriscience pathway. This course introduces students to the scientific theories, principles, and practices involved in the production and management of plants for food, feed, fiber, conservation and ornamental use. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities.

Creekside 13


Plant Science/Horticulture Pathway Sequence and Course Descriptions


Level 1 *Basic Agriculture Science and Technology

02.4710000 AG-BAS

Level 2 *General Horticulture and Plant Science

01.4610000 AG-GH/PS

Level 3 *Nursery and Landscape 01.4700000 AG-NL Capstone Work-Based Learning 01.7114000/01.7224000 WBL *Required for Pathway Completion Basic Agriculture Science and Technology This course is designed as an introductory or support course for the Agriscience Pathway Program of Study. The course introduces the major areas of scientific agricultural production and research; presents problem solving lessons and introductory skills and knowledge in agricultural science and agri-related technologies. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities. General Horticulture and Plant Science (4th Science Credit) This course is designed as an introduction for the Horticulture/Plant Science Pathway Program of Study. The course introduces the major concepts of plant and horticulture science. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities. Nursery and Landscape This course is designed to provide students with the basic skills and knowledge utilized by the green industry in nursery production and management and landscape design and management. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities. Supplemental Course: Floriculture Production and Management (see pg.79)

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Architecture, Construction, Communication and Transportation

rchitecture, Construction, Communications, and Transportation (ACCT) program area offers students many opportunities to be

prepared for their future career. Beginning with a challenging curriculum that includes relevant academic standards integration, hands-on projects for opportunities to master rigorous course standards, career related education availabilities, and certification options, students enrolling in one of the many Architecture, Construction, Communication and Transportation Career Pathways will graduate prepared for their future. The program’s classroom and laboratory experiences enable students to gain essential skills preparing them for careers in plumbing, carpentry, electrical, masonry, Heating, Ventilation, Air-Conditioning, Refrigeration (HVACR), aircraft support*, flight operations, architectural drawing and design*, metals, automotive service technologies*, graphic design*, broadcast/video production*, and graphic communications*. Architecture, Construction, Communication and Transportation students have the opportunity to participate in Georgia SkillsUSA, a co-curricular experience for students to further develop leadership skills, build relationships between academic and technical skills, and participate in state and national activities requiring higher order thinking and problem solving skills. *Fulton County Schools offering

SkillsUSA Georgia members participate in local, state, and national activities sponsored by Architecture, Construction, Communication, and Transportation, and Health Care Science courses and programs. Members develop leadership and workplace skills and earn recognition through activities, conferences, and competitions. More than 6,000 SkillsUSA Georgia members compete in some 70 contest offered at the regional and state level and culminating in the SkillsUSA championships. www.skillsusageorgia.org

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Career Pathways available in Architecture, Construction, Communication and Transportation: Aircraft Support Architectural Drawing and Design Broadcast/Video Production

Graphic Design (Visual and Communication Design Technology

Transportation Logistical Support (Automotive Service Technology)

Opportunities in Architecture, Construction, Communications and Transportation


Aircraft Mechanic Postsecondary $53,190 Vocational award Avionics Technician Postsecondary $46,322 Vocational award Aerospace Engineer Bachelor’s Degree $89,610 Architect Bachelor’s Degree $71,989 Construction Manager Bachelor’s Degree $75,171 Commercial Pilot Postsecondary $71,418 Vocational award Automotive Service Postsecondary $34,549 Technician Mechanic Vocational award Bus & Truck Mechanic Postsecondary $36,504 Diesel engine specialist Vocational award Electrician Long term OJT $39,458 Vocational teacher Bachelor’s Degree $44,637 Postsecondary School or higher + work exp.

http://www.skillsusageorgia.org/�

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Creekside High School Aviation Program

Students toured the Diamond Jet traveling mock-up. An old Radial Aircraft Engine

Students are attaching a wing assembly to a Cessna 172.

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Chattahoochee High School Automotive Program

Above: Automotive Chassis student cleaning brake system with non toxic chemical fountain Left: Automotive Chassis students lifting vehicle on two post lift

2nd year automotive students completing engine oil change

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Chattahoochee Students Show Creativity in Graphic Design Program

Alyson Carrol, student, created this artwork for the cover of The Career and Technical Education brochure at Chattahoochee High School

Courtney Heinlein, student—CTE brochure Mandy Collins, student. Career Tech brochure

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Broadcast and Video Production Program at Johns Creek HS

BVP 1 & 2 students are working with the field studio taping the Chorus concert as a live multi-camera production.

BVP 1 Student is working on the JCHS news show editing on the Apple computer.

BVP 1 student is practicing with the camcorder on her first hands-on composition project.

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Aircraft Support Pathway Sequence and Course Descriptions


Level 1 *Fundamentals of Aviation 47.4610000 ACT-FA Level 2 *Aviation Maintenance I 47.4620000 ACT-AMI Level 3 *Aviation Maintenance II 47.4630000 ACT-AMII Level 4 Aviation Maintenance III 47.4640000 ACT-AMIII Capstone Work-Based Learning 47.7114000/47.7224000 WBL *Required for Pathway Completion Fundamentals of Aviation This course is the foundation course for both the Aircraft Support and Flight Operations Pathways. Students will build a solid knowledge base in the history of aviation, the principles of flight and navigation, the aerospace community, and aviation meteorology. Classroom and laboratory activities assure a thorough understanding of the aviation environment. The course will help students make an informed pathway decision upon completion. Leadership development activities through the Civil Air Patrol (CAP), the Experimental Aircraft Association (EAA) and industry mentorship will prepare students with a competitive edge for the global marketplace. Aviation Maintenance I Aviation Maintenance I is the second course of a four-year term of study. Students will build a solid knowledge base in the basics of aircraft maintenance, performance, and design. Classroom and laboratory activities assure a thorough understanding of the aviation environment. Aviation Maintenance II Aviation Maintenance II is the third course of a four-year term of study. Students continue to build and expand their solid knowledge base in the basics of aircraft maintenance, performance, and design. Classroom and laboratory activities assure a thorough understanding of the aviation environment. Aviation Maintenance III Aviation Maintenance III is the fourth course of a four-year term of study. Students continue to build and expand their knowledge base in the basics of aircraft maintenance and focus on aircraft engines, overhaul, and inspection procedures.

Alpharetta, Chattahoochee, Johns Creek, Northview 20


Architectural Drawing and Design Pathway Sequence and Course Descriptions


Level 1 *Introduction to Engineering Drawing and Design

48.5410000 ACT-IED

Level 2 *Architectural Drawing and Design I

48.5450000 ACT-ADDI

Level 3 *Architectural Drawing and Design II

48.5460000 ACT-ADDII

Capstone Work-Based Learning 48.7114000/48.7224000 WBL *Required for Pathway Completion Introduction to Engineering Drawing and Design Introduction to Engineering Drawing and Design is a foundation course that serves as an introduction to the drafting and design field and is a prerequisite to all other courses in the Engineering Drawing and Design program. Emphasis is placed on safety, geometric construction, fundamentals of Computer-Aided Drafting, and multi-view drawings. Students learn drafting techniques through the study of geometric construction at which time they are introduced to computer-aided drafting and design. Architectural Drawing and Design I Architectural Drawing and Design I is a one-credit course that introduces students to the basic terminology, concepts, and principles of architectural design. Emphasis is placed on house designs, floor plans, roof designs, elevations (interior and exterior), schedules, and foundations. Architectural Drawing and Design II Architectural Drawing and Design II is a one-credit course that builds on the skills developed in Architectural Drawing and Design I. Emphasis is placed on schedules, plumbing, heating and air, graphic presentations, plot/site plans, specifications, and building estimations. While the term computer-aided design (CAD) does not appear in each competency, CAD tools and software should be used extensively throughout the course. Note--The standards are aligned with the drafting and design standards in Georgia’s technical colleges, thus helping students qualify for advanced placement should they continue their education at the postsecondary level. Further, the standards are aligned with the national standards of the American Design Drafting Association (ADDA). Students who successfully complete this and other drafting courses should be prepared to take the Drafter Certification Examination from the ADDA.

Alpharetta, Centennial, Johns Creek, McClarin, Northview, Riverwood, Tri-Cities, and Westlake 21


Broadcast and Video Production

Pathway Sequence and Course Descriptions Course Sequence Course Title Course Number Course Abbreviation Level 1 *Broadcast/Video Production I 10.5111000 ACCT-BVP1 Level 2 *Broadcast/Video Production II 10.5121000 ACCT-BVP2 Level 3 *Broadcast/Video Production

III 10.5131000 ACCT-BVP3

Capstone Work-Based Learning 10.7114000/10.7224000 WBL *Required for Pathway Completion Broadcast/Video Production I This one credit course is the first in a pathway that prepares the student for employment or entry into a postsecondary education program in the Broadcast/Video Production career field. Topics covered may include, but are not limited to: history of mass media, terminology, safety, basic equipment, script writing, production teams, production and programming, set production, lighting, recording and editing, studio production, and professional ethics. Skills USA, the Georgia Scholastic Press Association, Technology Student Association (TSA) and Student Television Network are examples of, but not limited to, appropriate organizations for providing leadership training and/or for reinforcing specific career and technical skills and may be considered an integral part of the instructional program. All material covered in BVP1 will be utilized in subsequent courses. Broadcast/Video Production II This one credit course is the second in a series to prepare for a career in Broadcast/Video production and/or to transfer to a postsecondary program for further study. Topics include: Planning, Writing, Directing and Editing a Production; Field Equipment Functions; Operational Set-Up and Maintenance; Advanced Editing Operations; Studio Productions; Performance; Audio/Video Control Systems; Production Graphics; Career Opportunities; and Professional Ethics. Skills USA, the Georgia Scholastic Press Association, Technology Student Association (TSA) and Student Television Network are examples of, but not limited to, appropriate organizations for providing leadership training and/or for reinforcing specific career and technical skills and may be considered an integral part of the instructional program. All material covered in BVP1 and BVP2 will be utilized in subsequent courses. Broadcast/Video Production III This one credit transition course is designed to facilitate student-led broadcasts/videos under the guidance of the instructor. Students work cooperatively and independently in all phases of broadcast/video production. Skills USA, the Georgia Scholastic Press Association, Technology Student Association (TSA), and Student Television Network are examples of, but not limited to, appropriate organizations for providing leadership training and/or for reinforcing specific career and technical skills and may be considered an integral part of the instructional program. All material covered in BVP1, BVP2 and BVP3 will be utilized in subsequent courses.

Tri-Cities 22


Graphic Communications

Pathway Sequence and Course Descriptions Course Sequence Course Title Course Number Course Abbreviation Level 1 *Introduction to Graphics and

Design 48.5610000 ACCT-IGD

Level 2 *Graphic Design and Production

48.5620000 ACCT-GDP

Level 3 *Graphic Output Processes 48.5690000 ACCT-AGD Capstone Work-Based Learning 48.7114000/48.7224000 WBL *Required for Pathway Completion Introduction to Graphics and Design The goal of this course is to provide all students with an introduction to the principles of graphic communications and design and its place in the world. In this course, high school students can acquire a fundamental understanding of the graphic communications and design world. They can learn the theories behind creating aesthetically pleasing designs and how to work with consumers. Exposure to career possibilities and discussion of ethical issues relating to graphic communications and design should also be important threads in this course. Graphic Communications is defined as the processes and industries that create, develop, produce, and disseminate products utilizing or incorporating words or pictorial images to convey information, ideas, and feelings. GC products facilitate learning, enjoyment, motivation, and commerce. Graphic Communications includes the family of market segments embracing the technologies of printing, publishing, packaging, electronic imaging, and their allied industries; they are often referred to as the graphic arts, print, or imaging industries. Graphic design is the process of communicating visually using typography and images to present information. Graphic design practice embraces a range of cognitive skills, aesthetics, and crafts, including typography, visual arts, and page layout. Like other forms of design, graphic design often refers to both the process (designing) by which the communication is created and the products (designs) which are generated. Graphic Design and Production This course focuses on the procedures commonly used in the graphic communication and design industries. Students will gain experience in creative problem solving and the practical implementation of those solutions across multiple areas of graphic communications. Graphic Output Processes In this course students gain experience in successfully completing the output processes of various projects in an increasingly independent manner from direct teacher control. Students also learn to manage the output and completion process as a whole including customer relations management, printing, finishing, and binding. Students accumulate work samples that will constitute their personal portfolio. Upon successful completion of the course, students are prepared to move into employment or a post-secondary education environment where self-motivation and a high level of skill are expected.

Chattahoochee, Langston Hughes, North Springs 23


Graphic Design

(Visual and Communication Design Technology) Pathway Sequence and Course Descriptions

Course Sequence Course Title Course Number Course Abbreviation Level 1 *Introduction to Graphics and

Design 48.5610000 ACCT-IGD

Level 2 *Graphic Design and Production

48.5620000 ACCT-GDP

Level 3 *Advanced Graphic Design 48.5280000 ACCT-AGD Capstone Work-Based Learning 48.7114000/48.7224000 WBL *Required for Pathway Completion Introduction to Graphics and Design The goal of this course is to provide all students with an introduction to the principles of graphic communications and design and its place in the world. In this course, high school students can acquire a fundamental understanding of the graphic communications and design world. They can learn the theories behind creating aesthetically pleasing designs and how to work with consumers. Exposure to career possibilities and discussion of ethical issues relating to graphic communications and design should also be important threads in this course. Graphic Communications is defined as the processes and industries that create, develop, produce, and disseminate products utilizing or incorporating words or pictorial images to convey information, ideas, and feelings. GC products facilitate learning, enjoyment, motivation, and commerce. Graphic Communications includes the family of market segments embracing the technologies of printing, publishing, packaging, electronic imaging, and their allied industries; they are often referred to as the graphic arts, print, or imaging industries. Graphic design is the process of communicating visually using typography and images to present information. Graphic design practice embraces a range of cognitive skills, aesthetics, and crafts, including typography, visual arts, and page layout. Like other forms of design, graphic design often refers to both the process (designing) by which the communication is created and the products (designs) which are generated. Graphic Design and Production This course focuses on the procedures commonly used in the graphic communication and design industries. Students will gain experience in creative problem solving and the practical implementation of those solutions across multiple areas of graphic communications. Advanced Graphic Design Students will continue to explore the principles of design and layout procedures as they relate to graphic design. Content will cover electronic systems and software programs used in graphic design, page composition, image conversion, and digital printing. Knowledge and skills in digital design and imaging will be enhanced through experiences that simulate the graphic design industry and school based and work-based learning opportunities. Portfolio: The student will explore and develop the graphic design portfolio and resume in electronic, print, and photographic form.

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Transportation Logistical Operations

(Automotive Service Technology) Pathway Sequence and Course Descriptions

Course Sequence Course Title Course Number Course Abbreviation Level 1 *Foundations of Transportation

and Logistics 47.5710000 ACT-FTL

Level 2 *Electrical-Electronic Systems and Design

47.5760000 ACT-ESD

Level 3 *Heating, Ventilation, Air Conditioning and Refrigeration (HVACR) Concepts

ACT-CSD

Level 4 Transportation Logistics Internship

47.5750000 ACT-TLI

Capstone Work-Based Learning 47.7114000/47.7224000 WBL *Required for Pathway Completion Foundations of Transportation & Logistics Foundations of Transportation & Logistics is the beginning course for the Transportation Logistical Pathways. It is also appropriate for students enrolled in any career pathway who plan to own and operate their own businesses. The course will help students build a strong knowledge base and develop skills related to logistics in the transportation sector. Electrical/ Electronic Systems and Design Electrical/ Electronic Systems and Design is the second course in the Transportation Logistical Pathways. The course will help students build a strong scientific knowledge base and develop skills related to electrical and electronics in the logistics and transportation sector. Heating, Ventilation, Air Conditioning and Refrigeration (HVACR) Concepts Heating, Ventilation, and Refrigeration (HVACR) Concepts is a course in the Transportation Logistical Operation Pathway. The course will help students build a strong scientific knowledge base and develop skills related to Heating, Ventilation, Air Conditioning, and Refrigeration in the diesel logistics sector. Transportation Logistics Internship The Transportation Logistics Internship is an elective course for both transportation logistical pathways. The course will help students build a strong knowledge base and develop management skills as they study forms of business ownership, functions of management, budgeting and finance, technology, communications, legislation, leadership and teamwork, marketing, and economics.

Chattahoochee and Langston Hughes 25


Transportation Logistical Support (Automotive Service Technology)

Pathway Sequence and Course Descriptions

Course Sequence Course Title Course Number Course Abbreviation Level 1 *Foundations of Transportation

and Logistics 47.5710000 ACT-FTL

Level 2 *Electrical-Electronic Systems and Design

47.5760000 ACT-ESD

Level 3 *Chassis System and Design 47.5770000 ACT-CSD Level 4 Transportation Logistics

Internship 47.5750000 ACT-TLI

Capstone Work-Based Learning 47.7114000/47.7224000 WBL *Required for Pathway Completion Foundations of Transportation & Logistics Foundations of Transportation & Logistics is the beginning course for the Transportation Logistical Pathways. It is also appropriate for students enrolled in any career pathway who plan to own and operate their own businesses. The course will help students build a strong knowledge base and develop skills related to logistics in the transportation sector. Electrical/ Electronic Systems and Design Electrical/ Electronic Systems and Design is the second course in the Transportation Logistical Pathways. The course will help students build a strong scientific knowledge base and develop skills related to electrical and electronics in the logistics and transportation sector. Chassis System and Design (Brake & Steering) Chassis System and Design (Brake & Steering) is a course for the Transportation Logistical Support Pathway. The course will help students build a strong scientific knowledge base and develop skills related to vehicle chassis systems in the logistics and transportation sector. Transportation Logistics Internship The Transportation Logistics Internship is an elective course for both transportation logistical pathways. The course will help students build a strong knowledge base and develop management skills as they study forms of business ownership, functions of management, budgeting and finance, technology, communications, legislation, leadership and teamwork, marketing, and economics. Supplemental Course: Engine Performance Concepts (see pg. 79)

26

Business and Computer Science

areer, Technical and Agricultural Education’s Business and Computer Science program offers students the chance to learn about finance, accounting, legal operations

of business, administrative support, information management, small business development, international business, and computing, which involves programming and technical support. Students learn first-hand how to implement successful business plans and manage people, budgets, and products. Students will work with the latest technological tools and innovative curriculum in hands-on learning projects that include web page production, managing databases, and writing programming code to name a few. Students will also master standards pertaining to ethical and privacy issues related to computers, business, finances, and the Internet. The Business and Computer Science program consists of three components: classroom/laboratory experiences, work-based learning opportunities that relate directly to classroom instruction, and the Career Technical Student Organization, Future Business Leaders of America, which provides co-curricular activities that build teamwork and leadership skills.

Future Business Leaders of America

FBLA is the student organization for Business and Computer Science. An organization for business students in middle and high school. FBLA gives students opportunities to develop leadership and career skills while preparing for careers in business and business-related fields. Through its various projects and competitive events program, FBLA provides leadership development training for its members to become successful leaders in schools, communities, and future careers. www.georgiafbla.org

C

Career Pathways available in Business and Computer Science: Cisco Networking Academy

Computing Computer Networking Computer Systems and Support Financial Management Accounting Financial Management Services Interactive Media Small Business Development

Opportunities in Business and Computer Science


Advertising and Promotion Manager B.S. $76,898 Chief Executive B.S.+ $155,168 Work experience Employment, Recruitment, and Placement Specialist B.S. $50,877 Accountant/Auditor B.S. $54, 330 Bookkeeping/Accounting/Auditing OJT $29,619 Clerk Financial Analyst B.S. $80,787 Computer and Information B.S.+ $101,400 Systems Manager Work experience Computer Programmer B.S. $73,674 Computer Software Engineer B.S. $77,022 Graphic Designer B.S. $44,034 Computer Specialist A.S. $55,640 Multimedia Artist/Animator B.S. $44,554

http://www.georgiafbla.org/�

27


Developing Tomorrow’s Business Leaders in Fulton……

Riverwood High School Sheri Smith, Advisor 2nd Place Business Plan (advancing to nationals) 3rd Place Entrepreneurship (advancing to

nationals in this category) Partnership with Business 4th Place American Enterprise

Northview High School Stephanie McCall, Advisor

Northview students placed in the following categories: 1st place Internet Application Programming Global Business 2nd Place Word Processing I, Desktop Application

Programming, Internet Application Programming

3rd Place Business Math, Desktop Application Programming, Internet Application Programming, Web Development

4th Place Introduction to Technology Concepts 5th Place Public Speaking 9th Place Introduction to Technology Concepts 10th Place Technology Concepts

Sandtown Middle School Alicia Coffie (Crabapple), Nicole Champion (Langston Hughes), and Deborah Mitchell, Advisors Sandtown’s FBLA chapter was the first middle school chapter to compete at the region or state level. Their chapter was recognized for having the largest membership in the region. Congratulations to Region 7 winners and their sponsors.

Fulton Institute of Technology at (South at Instructional Technology Center and North at Milton Center) 28


Cisco Networking Academy Pathway Sequence and Course Descriptions


Level 1 *Information Technology Essentials CISCO

11.4140009

Level 2 *Networking Systems CISCO

11.4220009

Level 3 *Industry Recognized Certifications

Capstone Work-Based Learning 11.7114000/11.7224000 WBL *Required for Pathway Completion CCNA1—Networking for Home and Small Businesses Upon Completion of CCBA students have an understanding of networking basics including: Setting up computer systems Planning and installing small networks Troubleshooting networks and Internet connectivity Sharing resources among multiple computers Configure common Internet applications Configure basic IP services CCNA2—Working at a Small-to-Medium Business or ISP Upon completion of CCNA2 students have an understanding of routers and routing including: Describe the structure of the Internet and how communication occurs Install, configure, and troubleshoot Cisco IOS devices for Internet connectivity Plan a wired infrastructure Implement basic WAN connectivity Demonstrate disaster recovery procedures Monitor network performance and isolate failures Troubleshoot problems using an organized, layered procedure Describe the OSI model and the process of Encapsulation Industry-Recognized Certifications: Cisco Certified Network Associate (CCNA) coursework prepares students for CCENT (Cisco Certified Entry Network Technician) and CCNA (Cisco Certified Network Associate) certifications. Students can take the CCENT. Students are encouraged to complete their certification, either through the Cisco Networking Academy at The Fulton Institute of Technology or through public and private colleges and technical schools. Academies are available throughout the United States and many other countries, and jobs are readily available to good workers who have achieved certification. Tests can be taken at any PearsonVUE testing center; see http://www.pearsonvue.com for more information on testing center locations. Information on certification exams are available from the Cisco Networking Academy website, http://www.cisco.com/en/US/learning/netacad/index.html.

Alpharetta, Centennial, Creekside, Johns Creek, Langston Hughes, North Springs, Riverwood, and Westlake

29


Computing Pathway Sequence and Course Descriptions


Level 1 *Computing in the Modern World

11.4130000 BCS--CMW

Level 2 *Beginning Programming 11.4180000 BCS--BP Level 3 *Intermediate Programming 11.4210000 BCS--IP Capstone Work-Based Learning 11.7114000/11.7224000 WBL *Required for Pathway Completion

Computing in the Modern World The goal of this course is to provide all students with an introduction to the principles of computer science and its place in the modern world. This course should also help students to use computers effectively in their lives, thus providing a foundation for successfully integrating their own interests and careers with the resources of a technological society. In this course, high school students can acquire a fundamental understanding of the operation of computers and computer networks and create useful programs implementing simple algorithms. By developing Web pages that include images, sound, and text, they can acquire a working understanding of the Internet, common formats for data transmission, and some insights into the design of the human-computer interface. Exposure to career possibilities and discussion of ethical issues relating to computers should also be important threads in this course. Beginning Programming The major goal of this course is for students to develop the computer science skills of algorithm development, problem solving, and programming. While the emphasis of the course will be on programming, students will also be introduced to other important topics, such as careers, the limits of computing and the difference between interpreters and compilers. Intermediate Programming The goal of this course is to deepen students understanding of computing. Students will learn key concepts of software engineering, graphical user interface, and user interface design. Students will gain a deeper understanding of basic data structures and use them to solve more complex problems in a collaborative manner. Supplemental Course: AP Computer Science A (see pg. 80)

Alpharetta, Centennial, Creekside, Johns Creek, Langston Hughes, North Springs, Riverwood, and Westlake

30


Computer Networking Pathway Sequence and Course Descriptions


Level 1 *Information Technology Essentials

11.4140000 BCS--ITE

Level 2 *Information Technology Support

11.4200000 BCS—ITS

Level 3 *Networking Systems 11.4220000 BCS—NTS Capstone Work-Based Learning 11.7114000/11.7224000 WBL *Required for Pathway Completion Information Technology Essentials This course provides students with the skills necessary to diagnose and correct problems that computer users encounter. Students will obtain the skills and knowledge necessary to install, build, upgrade, repair, configure, troubleshoot, and perform preventative maintenance on personal computer hardware and operating systems. Students will receive practical, hands-on experience in installing, maintaining, and troubleshooting computer hardware and software. Information Technology Support In this course, students learn the functionality of hardware components as well as best practices in maintenance and safety issues. Through hands-on activities and labs, students learn how to assemble and configure a computer and troubleshoot computer hardware problems. This course provides students with in-depth technical discussions of Information Technology objectives augmented through hands-on exercises. Emphasis is placed on communication skills and the professionalism needed to become a successful Computer Support Technician. Networking Systems This course is designed to provide students with the background necessary to understand the local area networking information on workstations and networking. It also is designed to prepare students to successfully complete Comp Tia Net+, Cisco's CCNT & CCNA, and Networking Essentials exams. The course serves as a general introduction for students who need a foundation in current networking technology for local area networks (LANs), wide area networks (WANs), and the Internet. It includes text-based study material, simulation lab exercises, and demonstrations so students can do networking tasks that reinforce the information in the text.

North Springs 31


Computer Systems and Support Pathway Sequence and Course Descriptions



11.4130000 BCS--CMW

Level 2 *Information Technology Essentials

11.4140000 BCS—ITE

Level 3 *Information Technology Support

11.4200000 BCS—ITS

Capstone Work-Based Learning 11.7114000/11.7224000 WBL *Required for Pathway Completion Computing in the Modern World The goal of this course is to provide all students with an introduction to the principles of computer science and its place in the modern world. This course should also help students to use computers effectively in their lives, thus providing a foundation for successfully integrating their own interests and careers with the resources of a technological society. In this course, high school students can acquire a fundamental understanding of the operation of computers and computer networks and create useful programs implementing simple algorithms. By developing Web pages that include images, sound, and text, they can acquire a working understanding of the Internet, common formats for data transmission, and some insights into the design of the human-computer interface. Exposure to career possibilities and discussion of ethical issues relating to computers should also be important threads in this course. Information Technology Essentials This course provides students with the skills necessary to diagnose and correct problems that computer users encounter. Students will obtain the skills and knowledge necessary to install, build, upgrade, repair, configure, troubleshoot, and perform preventative maintenance on personal computer hardware and operating systems. Students will receive practical, hands-on experience in installing, maintaining, and troubleshooting computer hardware and software. Information Technology Support In this course, students learn the functionality of hardware components as well as best practices in maintenance and safety issues. Through hands-on activities and labs, students learn how to assemble and configure a computer and troubleshoot computer hardware problems. This course provides students with in-depth technical discussions of Information Technology objectives augmented through hands-on exercises. Emphasis is placed on communication skills and the professionalism needed to become a successful Computer Support Technician. Personal Computer Components in this Pathway Students will identify the fundamental principles of using personal computers and the installation, configuration, optimization, and upgrade of personal computer components. Students will also identify the tools, diagnostic procedures, and troubleshooting techniques for repairing personal computer components, as well as performing preventive maintenance.

Alpharetta, Centennial, Chattahoochee, Creekside, Johns Creek, Langston Hughes, Milton, Northview, Tri-Cities

32


Financial Management—Accounting Pathway Sequence and Course Descriptions


Level 1 *Business Essentials 06.4160000 BCS--BE Level 2 *Principles of Accounting I 07.4110000 BCS—PAI Level 3 *Principles of Accounting II 07.4120000 BCS--PAII Capstone Work-Based Learning 07.7114000/07.7224000 WBL *Required for Pathway Completion Business Essentials is a foundations course for the Small Business Development Career Pathway. It is also appropriate for students enrolled in any Career Pathway who plan to own and operate their own businesses. The course will help students build a strong knowledge base and develop management skills as they study forms of business ownership, functions of management, budgeting and finance, technology, communications, legislation, leadership and teamwork, marketing, and economics. Mastery of these standards through project-based learning and leadership development activities of the Career and Technical Student Organizations will help prepare students with a competitive edge for the global marketplace. Principles of Accounting I Prerequisite: Business Essentials Students perform accounting activities for sole proprietorships and corporations following generally accepted accounting procedures. Students analyze business transactions and financial statements, perform payroll, examine the global perspective of accounting, and evaluate the effects of transactions on the economic health of a business. Competencies for the co-curricular student organization Future Business Leaders of America (FBLA) are integral components of the performance standards. FBLA activities should be incorporated throughout instructional strategies developed for the course. Principles of Accounting II Prerequisite: Principles of Accounting I Students build on the knowledge acquired in Principles of Accounting I as they further their studies in accounting. Students perform accounting activities for partnerships and corporations following generally accepted accounting procedures. Uncollectible accounts, plant assets, inventory, notes payable and receivable, prepared and accrued expenses, and unearned and accrued revenues are analyzed and related adjustments are calculated. Students apply accounting procedures to the formation, dissolution, and liquidation of business entities. In addition, students apply managerial accounting techniques. Competencies for the co-curricular student organization Future Business Leaders of America (FBLA) are integral components of the performance standards. FBLA activities should be incorporated throughout instructional strategies developed for the course.

Creekside, North Springs, Tri-Cities 33


Financial Management—Services Pathway Sequence and Course Descriptions


Level 1 *Business Essentials 06.4160000 BCS--BE Level 2 *Banking and Investing 07.4211000 BCS—BI Level 3 *Insurance and Risk

Management 07.4230000 BCS—IRM

Capstone Work-Based Learning 07.7114000/07.7224000 WBL *Required for Pathway Completion Business Essentials is a foundations course for the Small Business Development Career Pathway. It is also appropriate for students enrolled in any Career Pathway who plan to own and operate their own businesses. The course will help students build a strong knowledge base and develop management skills as they study forms of business ownership, functions of management, budgeting and finance, technology, communications, legislation, leadership and teamwork, marketing, and economics. Mastery of these standards through project-based learning and leadership development activities of the Career and Technical Student Organizations will help prepare students with a competitive edge for the global marketplace. Banking and Investing Prerequisite: Business Essentials Using project-based instruction, students are introduced to the basics of the banking system, bank operating procedures, negotiable instruments, and the deposit and credit functions of banks. Methods used for measuring the financial performance of banks are analyzed. Current issues and future trends in banking are examined. Students explore the major functions of bank employees by completing a flow-of-work simulation. Students formulate business and individual investment decisions by comparing and contrasting a variety of investment options. Students analyze annual reports, predict growth rates, and chart trend lines. Business partnerships with community banks, investment firms, stock market simulations, guest speakers, field trips, and work-based learning activities can be incorporated in this course. Insurance and Risk Management Prerequisite: Business Essentials Using project-based instruction, students analyze risk management techniques from the viewpoints of those employed in the industry as well as from business owners seeking to meet risk management needs. Insurance products are evaluated in relation to cost and effectiveness. The importance of ethical practices is emphasized. Business partnerships with risk management companies, guest speakers, field trips, and work-based learning activities can be incorporated in this course. Supplemental Course: Financial Literacy (see pg. 80)

Alpharetta, Banneker, Centennial, Chattahoochee, Independence Johns Creek, Langston Hughes, North Springs, Riverwood Milton, Tri-Cities, Westlake

34


Interactive Media Pathway Sequence and Course Descriptions



11.4130000 BCS—CMW

Level 2 *Fundamentals of Web Design

11.4310000 BCS—FWD

Level 3 *Advanced Web Design 11.4320000 BCS—AWD Capstone Work-Based Learning 11.7114000/11.7224000 WBL *Required for Pathway Completion Computing in the Modern World The goal of this course is to provide all students with an introduction to the principles of computer science and its place in the modern world. This course should also help students to use computers effectively in their lives, thus providing a foundation for successfully integrating their own interests and careers with the resources of a technological society. In this course, high school students can acquire a fundamental understanding of the operation of computers and computer networks and create useful programs implementing simple algorithms. By developing Web pages that include images, sound, and text, they can acquire a working understanding of the Internet, common formats for data transmission, and some insights into the design of the human-computer interface. Exposure to career possibilities and discussion of ethical issues relating to computers should also be important threads in this course. Fundamentals of Web Design Fundamentals of Web Design is the second course in the Interactive Media Career Pathway. This course will provide students with essential web page planning and development skills. Students will learn to write code manually and use graphical authoring tools. Students will also learn to work with web page layout and graphical elements, including images, hyperlinks, tables, forms, and frames. Advanced Web Design The goal of this course is to provide students with the study of advanced topics in web design. Computer in the Modern World and Beginning Web Design are both prerequisites for this course. Upon completion of this course, students should have a thorough knowledge of all areas of web page design. Topics include the web development process, advanced layout and design features, advanced study of scripting languages, site development with HTML editors, and web servers and databases. This course also prepares students to take the CIW Associate Design Specialist Certification. Supplemental Course: Introduction to Animation and 3D Design (see pg. 80)

Alpharetta, Banneker, Centennial, Creekside, Langston Hughes, McClarin, Milton, North Springs, Riverwood, Roswell, Tri-Cities, and Westlake

35


Small Business Development Pathway Sequence and Course Descriptions

Course Sequence Course Title Course Number Course Abbreviation Level 1 *Business Essentials 06.4160000 BCS--BE Level 2 *Legal Environment of

Business 06.4150000 BCS--LEB

Level 3 *Entrepreneurial Ventures 06.4170000 BCS--EV Capstone Work-Based Learning 06.7114000/06.7224000 WBL *Required for Pathway Completion Business Essentials is a foundations course for the Small Business Development Career Pathway. It is also appropriate for students enrolled in any Career Pathway who plan to own and operate their own businesses. The course will help students build a strong knowledge base and develop management skills as they study forms of business ownership, functions of management, budgeting and finance, technology, communications, legislation, leadership and teamwork, marketing, and economics. Mastery of these standards through project-based learning and leadership development activities of the Career and Technical Student Organizations will help prepare students with a competitive edge for the global marketplace. Legal Environment of Business is the second course in the Small Business Development Career Pathway. This course concentrates on the legal aspects of business ownership and management. Legal issues will include contracts, sales, consumer law, agency and employment law, personal and real property, risk management, environmental law, and government effects on business. The impact of ethics on business operations will be studied. International business principles are infused in the standards for Legal Environment of Business. Mastery of these standards through project-based learning and leadership development activities of Future Business Leaders of America (FBLA) will help prepare students with a competitive edge for the global marketplace. Entrepreneurial Ventures is the third course in the Small Business Development Career Pathway. This course concentrates on the management skills necessary for successful business operation. Students will study management strategies for developing and implementing business plans; structuring the organization; financing the organization; and managing information, operations, marketing and human resources. International business principles are infused in the standards for Entrepreneurial Ventures. An integral component of the Entrepreneurial Ventures course is a school-based or community-based entrepreneurial venture that will engage students in the creation and management of a business and the challenges of being a small business owner. Mastery of these standards through project-based learning and leadership development activities of Future Business Leaders of America (FBLA) will help prepare students with a competitive edge for the global marketplace.

36

Culinary Arts

he Culinary Arts curriculum prepares students for positions as chefs, cooks, and food preparation workers who prepare, season,

and cook a wide range of foods—from soups, snacks, and salads to entrees, side dishes, and desserts. They work in a variety of restaurants and other food services establishments. Students work with the latest tools and technologies in the curriculum. Occupational levels of education, salaries and demand vary across the concentration. Educational levels, salaries, and demand vary within the concentration. This program allows students the opportunities to experience classroom and laboratory components and instruction that meets industry validated standards, work-based learning in the form of internships, cooperative education, school-based enterprises and Youth Apprenticeship, and membership in the Family, Career & Community Leaders of America (FCCLA), is an organization which provides opportunities to build leadership and competitive skills necessary in the world of work and in the community.

Program Components:

The Culinary Arts Program enables students to build solid writing, comprehension, calculation, problem-solving, and technical skills. Students will take relevant math and science courses that include skills based on advanced algebra, chemistry, calculus, geometry, and trigonometry.

Course work includes food safety and food preparation techniques, nutrition, and presentation. Students will also learn proper food storage and transport techniques.

The courses you complete in your career pathway include three important training components:

Classroom and laboratory work Career Related Education experiences Membership in Family, Career and

Community Leaders of America (FCCLA)

In the classroom and lab, you will work on projects that meet industry-validated standards. Through FCCLA you will develop strong leadership and work skills that will help you to succeed no matter where life takes you.

FCCLA offers more than 19,000 Georgia members the opportunity to expand their leadership potential and develop skills for life (planning, goal setting, problem solving, decision making, and interpersonal communication) necessary in the home and workplace. FCCLA helps young men and women become leaders and addresses important personal, family, work, and societal issues through family and consumer science education. www.gafccla.com

T

Career Pathways available in Culinary Arts: Culinary Arts

Opportunities in Culinary Arts


Chef and Head Cook Work Experience $31,304 Food Service Manager Work Experience $43,384 General/operations Mgr. B.S. + Work Exp. $87,152 Manager of Food Prep. Work Experience $27,477 and serving workers

http://www.gafccla.com/�

37

Culinary Arts

Tri-Cities Culinary Arts Annual Superintendent’s Christmas Party

ties

Left: Students prepare omelets for staff

Left and Above: Smoothie station with fresh fruit

Alpharetta, Riverwood, and Tri-Cities 38

Culinary Arts

Culinary Arts Pathway Sequence and Course Description


Level 1 *Introduction to Culinary Arts

20.5310000 CA-ICA

Level 2 *Culinary Arts I 20.5321000 CA-CAI Level 3 *Culinary Arts II 20.5331000 CA-CAII Capstone Work-Based Learning 20.7114000/20.7224000 WBL *Required for Pathway Completion Introduction to Culinary Arts Introduction to Culinary Arts is a course designed to introduce students to fundamental food preparation terms, concepts, and methods in Culinary Arts where laboratory practice will parallel class work. Fundamental techniques, skills, and terminology are covered and mastered with an emphasis on basic kitchen and dining room safety, sanitation, equipment maintenance and operation procedures. Course also provides an overview of the professionalism in the culinary industry and career opportunities leading into a career pathway to Culinary Arts. Culinary Arts I Prerequisite: Introduction to Culinary Arts Culinary Arts I is designed to create a complete foundation and understanding of Culinary Arts leading to post secondary education or a foodservice career. Building from techniques and skills learned in Foundation of Culinary Arts, this fundamentals course begins to involve in-depth knowledge and hands on skill mastery of Culinary Arts. Culinary Arts II Prerequisites: Introduction to Culinary Arts, Culinary Arts I Culinary Arts II is an advanced and rigorous in-depth course designed for the student who has continued the Culinary Arts Pathway and wishes to continue their education at the post secondary level or enter the foodservice industry as a proficient and well rounded individual. Strong importance is given to refining hands on production of the classic fundamentals in the commercial kitchen.

39

Education

he Education program prepares students for occupations in teaching and early childhood education. The Education concentration is

further divided into pathways that are more specialized areas of study with an identified sequence of courses in that area. Educational levels, salaries, and demand vary within the concentration. This program allows students the opportunities to experience classroom and laboratory components combine hands-on projects with a rigorous curriculum to prepare students for the most challenging programs including articulated credit through a partnerships with some University System of Georgia institutions, work-based learning opportunities through the Youth Apprenticeship Program and other career- related activities, and, currently membership in the Family, Career & Community Leaders of America. FCCLA is an organization that provides opportunities to build leadership and competitive skills necessary in the world of work and in the community.

Program Components: The Education Program enables students to build solid writing, comprehension, calculation, problem-solving, and technical skills. Students will take relevant math and science courses that include skills based on advanced algebra, chemistry, calculus, geometry, trigonometry, and physics.

Some courses focus on early childhood

development and best practices for reading, teaching, and helping young children play and learn together. Other courses, which will prepare you for elementary to high school teaching, allow you to complete internships and learn best practices from professional teachers. You will learn about educational issues in today’s classrooms as well as how to construct a teaching plan, create an effective classroom, and motivate students.

Depending on the selected career pathway and certification requirements for your chosen career, you may be able to start working immediately after graduation. You may also choose to continue your education at the college level or combine work and study. The courses you complete in your career pathway include three important training components:

Classroom and laboratory Career Related Education opportunities Membership in Family, Career and

Community Leaders of America (FCCLA or Future Educators of America (FEA)

T

Career Pathways available in Education: Early Childhood Education Teaching as a Profession

Opportunities in Education


Elementary School Teacher B.S. $46,888 Kindergarten Teacher B.S. $45,969 Special Ed Teacher B.S. $46,358 Preschool, Kindergarten Elementary Postsecondary education B.S.+ $81,328 Administrator Wk Exp. Secondary School Teacher B.S. $49,956 Postsecondary Vocational B.S. + $45,386 Education Teacher Wk.Exp. Middle School Special B.S. $46,891 Education Teacher

40

Education

Teacher Teacher Apprenticeship Students

Banneker, Centennial, Creekside, Independence, McClarin, and North Springs 41

Education

Early Childhood Education Pathway Sequence and Course Descriptions

Course Sequence Course Title Course Number Course Abbreviation Level 1 *Introduction to Early

Childhood Care and Education

20.5251000 EDU-IECE

Level 2 *Human Growth and Development for Early Childhood

20.4232000 EDU-HGD

Level 3 *Health, Safety and Nutrition for the Young Child

20.5261000 EDU-HSN

Level 4 Early Childhood Education Internship

20.5271000 EDU-ECEI

*Required for Pathway Completion Introduction to Early Childhood Care and Education Introduction to Early Childhood Care and Education prepares the student for employment in early childhood education and services. The course also provides a foundation for advanced study leading to postsecondary education and careers in related fields. The course addresses early childhood care and education and development issues that include guiding the physical, cognitive, creative, social, emotional, and moral development of children. This course of study includes planning and guiding developmentally appropriate practices for working with young children including career paths, principles and theories of child development, the creation of a developmentally appropriate learning environment, collaborative relationships and guidance, lesson planning, and appropriate response to cultural diversity and students with special needs. Human Growth and Development for Early Childhood Human Growth and Development for Early Childhood addresses the knowledge, skills, attitudes, and behaviors associated with supporting and promoting optimal growth and development of infants and children. Topics that may be addressed include principles of physical, emotional, social, cognitive, and moral development; human needs across the ages and stages of childhood; impacts of family and societal crisis on the development of the child; and career decisions. Health, Safety and Nutrition for the Young Child Health, Safety and Nutrition for the Young Child introduces the theory, practices, and requirements for establishing and maintaining a safe, healthy learning environment. This course develops skills for employment in early childhood-related occupations, including professional issues and work ethics; developmentally appropriate practices; health, safety and nutrition education; certification in CPR/First Aid/Fire Safety; child abuse and neglect; symptoms and prevention of major childhood illnesses and diseases; and prevention and control of communicable illnesses. Practical applications through service learning, volunteer experiences, and internships will be included. The development of an educational portfolio for employment in early childhood education is required. Early Childhood Education Internship Prerequisites: Intro to ECE, Health, Safety & Sanitation, Human Growth The internship offers a candidate in the Early Childhood Education career pathway a field experience under the direct supervision of a certified early childhood educator (mentor). The internship stresses observing, analyzing, and classifying activities of the mentor and comparing personal traits with those of successful early childhood educators. The candidate intern will develop a portfolio of their skills, plan and teach a lesson or lessons, understand and practice confidentiality as it pertains to early childhood education, meet the needs of special education students, maintain the safety of the students, and practice professionalism and ethical behavior.

Centennial, Milton 42

Education

Teaching as a Profession Pathway Sequence and Course Descriptions


Level 1 *Examining the Teaching Profession

13.0110000 EDU-ETP

Level 2 *Contemporary Issues in Education

13.0120000 EDU-CIE

Level 3 *Teaching as a Profession Internship

13.5210000 EDU-TPI

Capstone Work-Based Learning 13.7114000/13.7224000 WBL *Required for Pathway Completion Examining the Teaching Profession Examining the Teaching Profession prepares candidates for future positions in the field of education. Teaching Profession candidates study, apply, and practice the use of current technologies, effective teaching and learning strategies, the creation of an effective learning environment, the creation of instructional opportunities for diverse learners and students with special needs, and plan instruction based on knowledge of subject matter, students, community, and curriculum performance standards. Candidates will be prepared to practice their skills and knowledge at a variety of elementary and secondary education sites. Contemporary Issues in Education This course engages the candidate in observations, interactions, and analyses of critical and contemporary educational issues. The candidate will investigate issues influencing the social and political contexts of educational settings in Georgia and the United States and actively examines the teaching profession from multiple vantage points both within and outside of the school. Against this backdrop, the candidate will reflect on and interpret the meaning of education and schooling in a diverse culture and examine the moral and ethical responsibilities of teaching in a democracy. (Mastery of standards through project based learning, technical skills practice, and leadership development activities of the career and technical student organization Future Educators of America (FEA) will provide students with a competitive edge for either entry into the education global marketplace and/or the post-secondary institution of their choice to continue their education and training.) Teaching as a Profession Internship Prerequisites: Examining The Teaching Profession, Contemporary Issues In Education The internship offers a candidate in the Teaching as a Profession career pathway a field experience under the direct supervision of a certified teacher (mentor teacher). The internship stresses observing, analyzing, and classifying activities of the mentor teacher and comparing personal traits with those of successful teachers. The candidate intern will develop a portfolio of their skills, plan and teach a lesson or lessons, understand and practice confidentiality as it pertains to the teaching profession, meet the needs of special education students, maintain the safety of the students and practice professionalism and ethical behavior.

43

Engineering and Technology

ngineering & Technology combines hands-on projects with a rigorous curriculum to prepare students for the most challenging

postsecondary engineering and technology programs. You will build solid writing, comprehension, calculation, problem-solving, and technical skills. You will be encouraged to take relevant math and science courses, such as advanced algebra, chemistry, calculus, geometry, trigonometry, physics, design, and engineering concepts. In addition to classroom and laboratory experiences, Engineering & Technology students participate in the Technology Student Association (TSA). Activities in Technology Student Association promote leadership skills, high standards of craft quality, scholarship, and safety. Through Technology Student Association, you’ll have the opportunity to explore your community’s industrial and technological resources, practice parliamentary procedures and democratic decision-making, and earn recognition for exemplary performance.

Engineering & Technology graduates typically pursue postsecondary education at two-year or four-year colleges to prepare for engineering, engineering technology, and engineering technician-oriented positions. Possible college majors include architectural, biomedical, chemical, civil, computer, computer science, electrical, environmental, industrial, manufacturing, materials, mechanical, and

nuclear engineering and engineering technology. Career opportunities in these fields generally involve planning, managing, and providing scientific research and professional and technical services. The demand for skilled engineers in the United States far outpaces the current supply, so the future looks bright for students who want to follow an engineering-related career.

Georgia Technology Student Association provides technology students with opportunities to excel and advance by encouraging them to become critical thinkers, problem solvers, and technologically literate leaders. Members participate in co-curricular activities with the Engineering and Technology program to develop communication, leadership, and competitive skills. www.gatsa.org

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Career Pathways available in Engineering and Technology: Engineering

Opportunities in Engineering and Technology


Electronics Engineer Bachelor’s Degree $73,778 Electrical and Electronics Postsecondary $52,021 Drafter Technical Training Electrical & Electronics Associate’s Degree $49,691 Engineering Technician Electrical Engineer Bachelor’s Degree $75,547 Civil Engineer Bachelor’s Degree $69,846 Civil Engineer Technician Associate’s Degree $37,586 Industrial Engineering Bachelor’s Degree $49,546 Technician Industrial Production Bachelor’s Degree $78,874 Manager

http://www.gatsa.org/�

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HoverCrafts Designed by CTE Students

B Banneker High School Westlake High School

Chattahoochee High School

All high schools except McClarin, Independence, North Springs and Creekside 46


Engineering Pathway Sequence and Course Descriptions


Level 1 *Foundations of Engineering and Technology

21.4250000 ENGR-FET

Level 2 *Engineering Concepts 21.4710000 ENGR-EC Level 3 *Engineering Applications 21.4720000 ENGR-EA Level 4 Engineering Internship 21.4680000 ENGR-EI Capstone Work-Based Learning 21.7114000/21.7224000 WBL *Required for Pathway Completion Foundations of Engineering and Technology Foundations of Engineering and Technology is the introductory course for all Georgia Engineering and Technology Education pathways. This course provides students with opportunities to develop fundamental technological literacy as they learn about the history, systems, and processes of invention and innovation. Engineering Concepts Engineering Concepts is the second course in the engineering pathway. This course introduces students to the fundamental principles of engineering. Students learn about areas of specialization within engineering and engineering design, and apply engineering tools and procedures as they complete hands-on instructional activities. Engineering Applications Engineering Applications is the third course in the engineering pathway. Students have opportunities to apply engineering design as they develop a solution for a technological problem. Students use applications of mathematics and science to predict the success of an engineered solution and complete hands-on activities with tools, materials, and processes as they develop a working drawings and prototypes. Engineering Internship This course is designed to allow students to experience the workplace through an internship opportunity. Throughout the internship, the student will gain interpersonal skills, demonstrate work ethics, and work with various industrial processes including design and fabrication related to the field of engineering.

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Family and Consumer Sciences

amily & Consumer Sciences (FCS) offers a unique focus on families, work, and their interrelationships, providing a solid foundation

of success for any student. Through relevant coursework, community projects, student organizations, and internship/mentoring opportunities, students develop the essential leadership, life, and communications skills they need to become responsible citizens and leaders in family, community, and work settings. As a Family and Consumer Sciences student, you’ll learn to manage resources to meet the essential needs of individuals and families; to promote optimal nutrition and wellness across the life span; and to accept responsibility for your actions and success in family and work life. The career and educational opportunities available in Family and Consumer Sciences are varied and virtually unlimited, as are the postsecondary educational opportunities.

Family and Consumer Sciences graduates can either enter the workforce after high school or continue their educations at technical or two- or four-year colleges. Many courses in the concentration are available with dual enrollment at a local postsecondary institution. The essential knowledge and skills developed through Family and Consumer Sciences prepare you for a successful future in any field, as well as in family

and community life. This program allows students the opportunities to experience classroom and

laboratory components and instruction that meets industry validated standards, work-based learning in the form of internships, cooperative education, school-based enterprises and Youth Apprenticeship, and membership in the Family, Career & Community Leaders of America (FCCLA), is an organization which provides opportunities to build leadership and competitive skills necessary in the world of work and in the community.

FCCLA offers more than 19,000 Georgia members the opportunity to expand their leadership potential and develop skills for life (planning, goal setting, problem solving, decision making, and interpersonal communication) necessary in the home and workplace. FCCLA helps young men and women become leaders and addresses important personal, family, work, and societal issues through family and consumer science education. www.gafccla.com

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Career Pathways available in Family and Consumer Sciences: Interior Design Nutrition & Food Science

Opportunities in Family and Consumer Sciences


Food Scientist and Bachelor’s Degree $55,689 Technologist Health Educator Master’s Degree $53,290 Dietician/Nutritionist Bachelor’s Degree $42,619 Food Service Manager Work Experience $43,384 Chef and Head Cook Work Experience $31,304

http://www.gafccla.com/�

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CTE Students interact with Early Childhood Education students

Creekside 49


Interior Design Pathway Sequence and Course Descriptions

Course Sequence Course Title Course Number Course Abbreviation Level 1 *Foundations of Interior

Design 20.4410000 FCS-FID

Level 2 *Interior Design Furnishings, Materials and Components

20.4420000 FCS-IFMC

Level 3 *Textile Science 20.4470000 FCS-TS Level 4 Interior Design Internship 20.4480000 FCS-IDI Capstone Work-Based Learning 20.7114000/20.7224000 WBL *Required for Pathway Completion Foundations of Interior Design This course introduces the student to the basic fundamentals of design and the interior design profession. The skills taught throughout the course will allow the student to investigate and explore the various careers within the aspects of interior design. Students will gain knowledge of the history of interior furnishings. Basic mathematics, English language arts and science skills will be incorporated throughout the curriculum. Individual work, teamwork and presentation skills will also be incorporated into the curriculum. Upon completion of the interior design curriculum, students will have acquired the basic skills that will allow them to make a well educated move to the post secondary level. Interior Design Furnishings, Materials and Components The materials and components course is related to interior design and construction and introduces the student to a wide array of building fixtures, furnishings, and equipment used in the industry. Students will learn to read scaled floor plans, estimate quantity, and understand specifications for residential and commercial products. Knowledge of current industry standards, correct product applications, and product resource development are important elements in this course. Students will research career options including educational requirements, salary expectations, and job demands. Projects will involve individual work, team work, verbal presentations, and application of computer technology. Textile Science (future course offering) The textile science course introduces students to the fascinating world of fabrics, fibers, dyes and fabric construction. Textiles for apparel, interior furnishings, and industrial applications are investigated. Testing methods, labeling laws, trends, applications, and color forecasting are all included. Various career paths will be researched to determine educational levels, salary expectations, and growing industry demand. Projects will involve individual work, team work, verbal presentations, fabric swatches, and computer applications. Interior Design Internship Prerequisites: Foundations of Interior Design, Interior Design Furnishings, Materials and Components, Textile Science. The internship offers a student in the Interior Design Career Pathway a field experience under the direct supervision of a mentor. The student will develop a portfolio of experiences they have gained in the work place during their internship.

Banneker, Centennial, Chattahoochee, Creekside, Langston Hughes, Milton, and North Springs 50


Nutrition and Food Science Pathway Sequence and Course Descriptions


Level 1 *Food, Nutrition and Wellness

20.4161000 FCS-FNW

Level 2 *Food and Nutrition through the Lifespan

20.4171000 FCS-FNL

Level 3 *Food Science 20.4181000 FCS-FS Capstone Work-Based Learning 20.7114000/20.7224000 WBL *Required for Pathway Completion Food, Nutrition and Wellness Food, Nutrition and Wellness is an essential course in understanding nutritional needs and food choices for optimal health of individuals across the lifespan. Interrelationships with wellness are explored. This course leads to the advanced nutrition pathway and develops a knowledge base and the skills necessary to select among alternatives in the marketplace, with an emphasis on nutrient content, the development of chronic diseases, and food safety. Food and Nutrition through the Lifespan (4th Science Credit) Food and Nutrition through the Lifespan is an advanced course in food and nutrition that addresses the variation in nutritional needs at specific stages of the human life cycle: lactation, infancy, childhood, adolescence, and adulthood including old age. The most common nutritional concerns, their relationship to food choices and health status and strategies to enhance well-being at each stage of the lifecycle are emphasized. This course provides knowledge for real life and offers students a pathway into dietetics, consumer foods, and nutrition science careers with additional education at the post-secondary level.

Food Science (4th Science Credit) Food science integrates many branches of science and relies on the application of the rapid advances in technology to expand and improve the food supply. Students will evaluate the effects of processing, preparation, and storage on the quality, safety, wholesomeness, and nutritive value of foods. Building on information learned in Nutrition and Wellness and Chemistry, this course illustrates scientific principles in an applied context, exposing students to the wonders of the scientific world. Careers will be explored.

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Government and Public Safety

overnment provides unique services and activities that help all Georgians on a daily basis. If you choose a career in government

and public safety, you will have the satisfaction of helping others in a field where skilled professionals are always in demand. Career opportunities in this field are plentiful. You may find a career in writing legislation, working on disaster preparedness, working on city planning, or providing state and national security. Many of the occupations in these fields are highly challenging, and some involve an element of risk. Your course work will include an emphasis on safety. You can enter this field from high school, through a technical college, or through military service. In the classroom and laboratory, students build solid math, science, reading, writing, and communication skills. Special emphasis is placed on developing the problem- solving and decision-making skills required. In the Government and Public Safety program, you will study basic concepts of law and learn how federal, state, and local law enforcement, prosecution, and adjudication agencies function. Course work includes classifications and elements of crime, the major criminal and traffic laws of Georgia, crime prevention and detection strategies, and investigative and criminological theory.

Put your classroom knowledge and skills into practice through the Youth Apprenticeship Program (YAP). By working in a variety of

government settings, including local and state government or public safety agencies, you will get the chance to explore the wide range of careers available. Additional activities are offered through the Career and Technical Student Organization (CTSO), SkillsUSAGeorgia. SkillsUSAGeorgia promotes leadership and provides competitive event opportunities at the local, state, and national levels. SkillsUSAGeorgia has more than 70 competitive events that include everything from Crime Scene Investigation to Public Speaking. Graduates can transition into high-demand entry level public safety careers and/or continue their education at the postsecondary institution of their choice.

SkillsUSA Georgia members participate in local, state, and national activities sponsored by Architecture, Construction, Communication, and Transportation, and Health Care Science courses and programs. Members develop leadership and workplace skills and earn recognition through activities, conferences, and competitions. More than 6,000 SkillsUSA Georgia members compete in some 70 contest offered at the regional and state level and culminating in the SkillsUSA championships. www.skillsusageorgia.org

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Career Pathways available in Government and Public Safety: Law and Justice Army Junior ROTC Leadership

Opportunities in Government and Public Safety


Emergency Management Work Exp in. $41,621 Specialist Related Occupation Immigration & Customs Work Exp. in $48,755 Inspectors Related Occupation Health Educator Master’s Degree $53.290 Police & Sheriff’s Patrol Long-term on the $35,402 Job training

http://www.skillsusageorgia.org/�

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Law and Justice Program at Centennial High School

Fingerprinting Lab

Policing Exercise

CERT(Community Emergency Response Team) Training

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Law and Justice Program at Centennial High School

Microscope Lab

Mock Trials

State & National Skills USA Competitions

Centennial, Creekside, and Milton 54


Law and Justice Pathway Sequence and Course Descriptions


Level 1 *Introduction to Law and Justice

43.4300000 PS-ILJ

Level 2 *Law, Community Response and Policing

43.4350000 PS-LCRP

Level 3 *Criminal Investigation and Forensics

43.4330000 PS-CIF

Level 4 Law and Justice Internship 43.4340000 PS-LJI Capstone Work-Based Learning 43.7114000/43.7224000 WBL *Required for Pathway Completion Introduction to Law & Justice Students wishing to pursue a career in Law and Justice will examine the basic concepts of law related to citizens’ rights and officers’ responsibilities to maintain a safe society. This course begins with a study of various careers in public safety. The course will explore the history and development of law enforcement in the United States. Students will then examine the components of the criminal justice system, including the roles and responsibilities of the police, courts, and corrections. Additionally, students will learn the classification and elements of crimes. Students will receive instruction in critical skill areas including communicating with diverse groups, conflict resolution, the use of force continuum, report writing, operation of police and emergency equipment, and courtroom testimony. Career planning and employability skills will be emphasized Law, Community Response, and Policing Prerequisite: Introduction to Law and Justice This course emphasizes the structure of the American legal system while examining constitutional legal issues. Students will explore the difference between common and statutory law in the context of how legal precedent is established. The course will explore the rights of citizens guaranteed by the United States and Georgia constitutions. Students will also evaluate the powers granted to the police and the restrictions placed upon them by the respective constitutions and their amendments. Specific topics of discussion will include search and seizure, arrests, interviews, interrogations, and confessions in the context of criminal prosecution. Major emphasis will be placed on the role and decisions of the United States Supreme Court. Students will utilize reading, writing, and critical thinking in the analysis of cases in a mock trial. In addition to legal issues, students will be exposed to advanced law and justice skills. Activities include tactics, methods, and skills utilized in the law enforcement field. Students will attain skills for dealing with disasters and emergency situations. The course culminates with students demonstrating their skills through participation in a simulated disaster scenario. The students are required to meet both national and intrastate professional guidelines as designated by applicable regulatory agencies such as Federal Emergency Management Agency (FEMA) and Georgia Emergency Management Agency (GEMA). Upon completion of the course requirements and the final disaster simulation, students may be eligible to obtain certifications in Community Emergency Response Team (CERT), American Heart Association (AHA) Basic Life Support, and/or American Red Cross (ARC) First Aid and CPR.

Centennial, Creekside, and Milton 55


Law and Justice (con’t) Criminal Investigation and Forensics Prerequisites: Introduction to Law and Justice Law, Community Response and Policing This course will provide students with an opportunity to explore the basic processes and principles of forensic science as it relates to criminal investigation. Students will learn the importance of the identification, collection, and processing of evidence and of its contribution to the criminal investigation. Students will learn of the legal responsibilities and challenges which the forensic investigator may encounter. Students will also learn of the role of the criminal investigator. Included in this course will be the importance of preserving and documenting the crime scene and enabling the investigator to analyze evidence and its relationship to the crime. The student will also study interviews and interrogations and how those statements are used as evidence in court. Students will express understanding of their knowledge by composing clear, concise, and thorough investigative reports, indicating a successful conclusion to an investigation. Forensics:: An Introduction And Analysis Students will develop a basic understanding of requirements for one to work as a forensic scientist. Student will learn that the success of a forensic scientist depends upon his or her ability to work with law enforcement officers and prosecutors in order to reach a successful completion to an investigation. Finally, students will study the CSI Effect and understand the implications it has on the successful prosecution of a crime. Law and Justice Internship Prerequisites: Introduction to Law and Justice Law, Community Response, and Policing and Criminal Investigation and Forensics This internship focuses on the development of law and justice related skills and qualifications for employment within the specific internship. Internships help students build a strong knowledge base as they study in a variety of job environments related to careers in law and justice. Mastery of these standards through project-based learning and leadership development activities will help prepare students with a competitive edge for post-secondary opportunities. The recommended course length is 150 contact hours with content focus areas indicated in the internship performance standards. Competencies for the student organization, SkillsUSA, are integral components of both the core employability skills standards and the technical skills standards. Note: The Law and Justice Pathway is designed to provide students with career-focused educational opportunities in various public safety fields. Each course has elements which cover tactics, methods, and skills utilized by law enforcement and other public safety fields that should be taken into consideration when assessing implementation options. School boards should evaluate criteria for student enrollment that account for successful completion of future background investigations required for entry into such careers.

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areer, Technical and Agricultural Education’s Leadership Education (Army Junior ROTC) program teaches students strategies to

maximize their potential for success through learning and self management. Basic leadership skills to include leadership principles, values, attributes and communications skills are integrated throughout the course of study. As self directed learners, students explore the fundamental rights and responsibilities of citizenship. Leadership strategies, managing conflict, leading others, planning and organizational skills are developed through experiential and project based learning. Students use the latest technological tools and student centered learning strategies. Students build their leadership, management, decision making and negotiating skills by serving in a variety of organizational leadership and staff positions. The Army Junior ROTC Leadership Education program includes classroom/laboratory experiences, participation in service learning projects and extracurricular and co-curricular activities that enhance leadership traits, team building and project management skills. A selected number of students may participate in summer leadership development programs and internship programs. Junior ROTC sponsors several competitive teams to include Academic, Leadership, Raider, Drill, Orienteering and Color Guard Teams.

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Career Pathways available in Army Junior ROTC Leadership:

The Army Junior ROTC Leadership Education program is sequential in nature. Students who complete three or more years of JROTC may receive college credit, exemptions, and/or promotions at colleges/universities offering Senior ROTC. Students completing 2 or more years of JROTC may receive training credit and/or promotion in the military if they voluntarily

join.

Opportunities in Leadership Education Army Junior ROTC


Chief Executive B.S. $155,168 Work Exp. General and Operations B.S. $87,152 Managers Administrative Services B.S. $74,560 Managers Employment, Recruitment, B.S. $52,800 and Placement Specialist . Management Analyst B.S. $89, 650 Human Resources Managers B.S. $101, 900 Law Enforcement A.A. $53,477

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Developing 21st Century Learners and Leaders in Fulton County Roswell High School National JROTC Academic Bowl George Mason University Advisor Major Dave Weis

Junior ROTC Cadet Leadership Challenge Summer Program Fort Know, Kentucky Banneker, Centennial, Creekside, North Springs, Northview, Roswell, Tri-Cities and Westlake High Schools

Northview High School National JROTC Leadership Symposium Washington DC Advisors LTC Travis Heard and 1SG John Adams

North Springs High School Service Learning Ear Force Program With Spalding Drive Charter School Advisors CW3 Ken Flournoy SGM Danny Carter

Banneker, Centennial, Creekside, North Springs, Northview, Roswell, Tri-Cities, and Westlake 58


Leadership Education - Army Junior ROTC Pathway Sequence and Course Descriptions

Course Sequence Course Title Course Number Level 1 JROTC Army Leadership Education 1 28.0310000 Level 2 JROTC Army Leadership Education 2 28.0320000 Level 3 JROTC Army Leadership Education 3 28.0330000 Level 4 JROTC Army Leadership Education 4 28.0340000 Level 5 JROTC Army Leadership Education 5 28.0350000 Level 6 JROTC Army Leadership Education 6 28.0360000 Level 7 JROTC Army Leadership Education 7 28.0370000 Level 8 JROTC Army Leadership Education 8 28.0380000 The Junior Reserve Officers’ Training Corps is a leadership education program. This program will help students build a strong knowledge base of self discovery and leadership skills applicable to many leadership and managerial situations. Mastery of the Junior ROTC standards through project-based learning, service learning and leadership development activities will prepare students for 21st Century leadership responsibilities. The curriculum focus is reflected in its mission statement, “To motivate young people to be better citizens.” Satisfactory completion of the leadership program of study can lead to advanced placement credit in the Senior ROTC (College/University) program at an accredited institution or advanced rank in the armed forces. The JROTC curriculum is enhanced through physical fitness activities, extracurricular and co-curricular activities that support the core employability skills standards and McRel academic standards. Desired Learning Outcomes: This program intends to teach students to:

• Maximize potential for success through learning, self-management and development of employability “soft skills”

• Develop leadership skills • Incorporate principles of mental and physical wellness into behaviors and decisions with health and wellness

awareness • Build effective relationships with peers, co-workers, and the community with information and

communications skill development • Apply physical and political geography to building global awareness • Understand the importance that financial, economic, business, and entrepreneurial literacy have in the work

force • Correlate the rights and responsibilities of citizenship to the purposes of the U.S. government through civic

literacy • Relate events in U.S. history to choices and responsibilities Americans have today • Characterize the role of the military and other national service organizations in building a democracy and

maintaining peace in a democratic society

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Healthcare Science

hether you plan to continue your education through medical school or want to graduate from high school into a career, Healthcare

Science provides the challenging academic courses, relevant on-the-job experience, and specialized technical skills you need. In the classroom and laboratory, students build solid math, science, reading, writing, and communication skills. Special emphasis is placed on developing the problem- solving and decision-making skills required in the fast-paced healthcare industry. And, through the Introduction to Healthcare Science course, students learn basic concepts of health, wellness, and preventative care; medical terminology; microbiology; life-support skills; and the ethical and legal responsibilities of today’s healthcare provider.

Put your classroom knowledge and skills into practice through clinical experiences that range from Healthcare Science internships to paid positions through the Youth Apprenticeship Program (YAP). By working in a variety of healthcare settings, including hospitals, daycare centers, nursing homes, elementary school clinics, physician offices, and rehabilitation centers, you will get the chance to explore the wide range of careers available. Additional activities are offered through the Healthcare Science CTSO, Health Occupations Students of America (HOSA). Health Occupation Students of America promotes leadership and provides

competitive event opportunities at the local, state, and national levels. Health Occupations Students of America has more than 40 competitive events that include everything from Medical Photography to Sports Medicine. Graduates can transition into high-demand entry level healthcare careers and/or continue their education at the postsecondary institution of their choice.

HOSA’s mission is to enhance the delivery of compassionate, quality health care by providing opportunities for knowledge, skill, and leadership development of all Health Care Science students. Members attend leadership conferences featuring competition in nearly 50 healthcare-related skills.

www.georgiahosa.org

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Career Pathways available in Healthcare Science: Dental Science Technology Pharmacy Technology Therapeutic Services—Emergency Services Therapeutic Services—Medical Services Therapeutic Services--Nursing

Opportunities in Healthcare Science


Medical Transcriptionist Postsecondary $30,514 Technical Training Medical & Health Services Bachelor’s Degree $73,486 Manager + work experience EMT/Paramedic Postsecondary $29,328 Technical Training Registered Nurse Associate’s Degree $54,787 Pediatrician First Professional $139,298 Degree Dental Hygienist Associate’s Degree $55, 390 Physical Therapist Master’s Degree $65,042 Medical and Clinical Associate’s Degree $30,846 Laboratory Technician

http://www.georgiahosa.org/�

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Healthcare Science

Westlake Healthcare Science Program

Annual “Condiment Day”—Infection Control HOSA State Competition

Dental Science Lab Patient immobilization and extrication

Westlake 61

Healthcare Science

Dental Science Technology Pathway Sequence and Course Descriptions

Course Sequence Course Title Course Number Course Abbreviation Level 1 *Introduction to Dental

Science Technology 25.4800000 QCC

Level 2 *Dental Science Technology I

25.4820000 QCC

Level 3 *Dental Science Technology II

25.4830000 QCC

Level 4 Dental Science Technology Internship

25.4840000 QCC

*Required for Pathway Completion Introduction to Dental Science Technology The Introduction to Dental Science Technology Course is designed to provide an overall framework of basic skills utilized in the dental health occupations. Course content includes in-depth study and practical applications of: career planning, legal and ethical responsibilities, microbiology, infection control, first aid, cardiopulmonary resuscitation, vital signs, and dental instruments and materials. Academics and other related sciences are integrated throughout the course. The students are required to meet both national and intrastate professional guidelines as designated by applicable regulatory agencies such as the Occupational Safety and Health Administration (OSHA), Center for Disease Control (CDC) and Georgia Board of Dentistry. Dental Science Technology I Prerequisite: Introduction to Dental Science Technology Dental Science Technology I introduces the student to technical skills in dental assisting. The course content includes in-depth study and practical applications of: office procedures, patient management, dental charting, chair side assisting, dental terminology, anatomy and physiology, and pathology. Academics and other related sciences are integrated throughout the course. Dental Science Technology II Prerequisite: Dental Science Technology I Dental Science Technology II introduces the student to technical skills in the area of laboratory procedures and radiology. The course content includes in-depth study and practical applications of: oral health and nutrition, pharmacology and anesthia, radiology, laboratory procedures, and other specialty areas in dentistry. Academics and other related sciences are integrated throughout the course. Dental Science Technology Internship Prerequisite: Dental Science Technology II Students wishing to pursue a career in the area of Dental Science Technology will receive practical experiences in the area of dental health occupations. The internship may be taken upon the student’s completion of course Dental Science Technology I and/or after completion of the Dental Science Technology II. The recommended course length is 150 contact hours. The student must work with a professional healthcare provider in the area of a dental health occupation for a minimum of 50 hours.

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Healthcare Science

Pharmacy Technology Pathway Sequence and Course Descriptions


Level 1 *Introduction to Healthcare Science

25.5210000 QCC

Level 2 *Pharmacy Operations Fundamentals

25.5710000 QCC

Level 3 *Medical Calculations and Drug Administration

25.5720000 QCC

Level 4 Pre-Pharmacy Technology Internship

25.5730000 QCC

*Required for Pathway Completion Introduction to Healthcare Science Introduction to Healthcare Science is a foundations course for the Therapeutic Services Career Pathway. It is appropriate for students wishing to pursue a career in the Healthcare Industry. The course will enable students to receive initial exposure to Healthcare Science skills and attitudes applicable to the healthcare industry. The concepts of health, wellness, and preventative care are evaluated, as well as, ethical and legal responsibilities of today’s healthcare provider. Fundamental healthcares skills development is initiated including medical terminology, microbiology, and basic life support. Students are required to meet both national and intrastate professional guidelines as designated by applicable regulatory agencies such as the Occupational Health and Safety Administration (OSHA) and Center for Disease Control (CDC). Mastery of these standards through project based learning, technical skills practice, and leadership development activities of the career and technical student organization -Health Occupations Students of America (HOSA) will provide students with a competitive edge for either entry into the healthcare global marketplace and/or the post-secondary institution of their choice to continue their education and training. This course is considered broad-based with high impact and is a prerequisite for all Healthcare Science Education courses. Pharmacy Operations Fundamentals Introduction to pharmacy technology professions, employment opportunities, and basic pre-pharmacy technician skills which may be utilized in either clinical or community settings such as retail, home health care, and ambulatory care pharmacies. Intensive pharmacy specific safety and security training are provided including potential drug addiction and abuse issues relative to pharmaceutical care such as robberies and identification of forgeries. Students are required to adhere to Federal Regulatory Agencies and Acts guidelines including Food, Drug, and Cosmetic Act, Controlled Substances Act (CSA), Joint Commission on Accreditation of Healthcare Organizations (JCAHO), Drug Enforcement Administration (DEA) in addition to the pharmacy regulatory agencies within the state of Georgia. The use of pharmacology nomenclature and the ability to access pharmacy reference sources such as National Drug Code (NDC) are demonstrated along with pharmacy technical skills including inventory control, prescription processing, packaging, labeling, and dispensing. Pharmaceutical health and wellness are emphasized with discussions of nutritional supplement awareness and other current trends in pharmaceutical care including the impact of technology’s bar coding and automation are analyzed.

Westlake 63

Healthcare Science

Pharmacy Technology (con’t) Medical Calculations and Drug Administration This course is recommended for students planning on pursuing careers in the healthcare industry, which may require basic pharmaceutical knowledge, common healthcare mathematical applications, and/or technical proficiency in the administration medications. An overview of prescription and nonprescription medications, classifications, actions, and interactions is provided while critical thinking skills are developed throughout the course from initial calculations/conversions of drug dosage forms to the simulation of regulating IV infusion rates. Technical skills in the preparation and administration of medications are practiced in simulated clinical labs. Students must demonstrate the utilization of all professional and safety guidelines as designated by applicable Federal and State regulatory agencies and acts such as the Drug Enforcement Administration (DEA) and the Controlled Substance Act while performing simulations. The impact of pharmaceuticals on the provision of healthcare and the importance of client education are integrated throughout the course. Pre-Pharmacy Technology Internship This internship focuses on the development of Pre-Pharmacy Technology Skills. The recommended course length is 150 contact hours with content focus areas as delineated in the internship performance standards. Students are expected to be under the direct supervision of a Registered Pharmacist at all times during clinical rotations. Competencies for the co-curricular student organization Health Occupations Students of America (HOSA) are integral components of both the core employability skills standards and the technical skills standards, and HOSA activities should be incorporated throughout instructional strategies developed for the course.

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Healthcare Science

Therapeutic Services—Emergency Services Pathway Sequence and Course Descriptions



25.5210000 HS-HIS

Level 2 *Emergency and Disaster Preparedness

25.5640000 HS-EDP

Level 3 *Concepts of Emergency Medicine

25.5620000 HS-CEM

Level 4 Emergency Medicine Internship

25.5270000 HS-EMI

*Required for Pathway Completion Introduction to Healthcare Science Introduction to Healthcare Science is a foundations course for the Therapeutic Services Career Pathway. It is appropriate for students wishing to pursue a career in the Healthcare Industry. The course will enable students to receive initial exposure to Healthcare Science skills and attitudes applicable to the healthcare industry. The concepts of health, wellness, and preventative care are evaluated, as well as, ethical and legal responsibilities of today’s healthcare provider. Fundamental healthcares skills development is initiated including medical terminology, microbiology, and basic life support. Students are required to meet both national and intrastate professional guidelines as designated by applicable regulatory agencies such as the Occupational Health and Safety Administration (OSHA) and Center for Disease Control (CDC). Mastery of these standards through project based learning, technical skills practice, and leadership development activities of the career and technical student organization -Health Occupations Students of America (HOSA) will provide students with a competitive edge for either entry into the healthcare global marketplace and/or the post-secondary institution of their choice to continue their education and training. This course is considered broad-based with high impact and is a prerequisite for all Healthcare Science Education courses. Emergency and Disaster Preparedness Prerequisite: Introduction to Healthcare Science Emergency and Disaster Preparedness is a preparatory course for the Peach State Pathway’s Emergency Services career path which permits students the opportunity to explore the world of pre-hospital emergency care while attaining skills for dealing with disasters and emergency situations, including but not limited to: Disaster Psychology, Medical Assistance, Search/Rescue Techniques, and Fire Chemistry. The course culminates with students demonstrating their skills through participation in a simulated disaster scenario. The students are required to meet both national and intrastate professional guidelines as designated by applicable regulatory agencies such as Federal Emergency Management Agency (FEMA) and Georgia Emergency Management Agency (GEMA). Upon completion of the course requirements and the final disaster simulation, students are eligible to obtain certifications in School Emergency Response Team (TEENSERT), American Heart Associations (AHA) Basic Life Support, and/or American Red Cross (ARC) First Aid and CPR.

Westlake 65

Healthcare Science

Therapeutic Services—Emergency Services (con’t.) Concepts of Emergency Medicine Prerequisites: Introduction to Healthcare Science, Emergency and Disaster Preparedness Concepts of Emergency Medicine is an intermediate course for the Emergency Services Peach State Pathway and is designed to offer the student a comprehensive view of the science of pre-hospital/emergency care. Students are involved in Emergency Medical Services operations mock scenarios involving triage/mass casualty, extrication of victims in complex access situations, and additional basic skills most commonly associated with the entry level career title of First Responder. The students are required to meet both national and intrastate professional guidelines as designated by applicable regulatory agencies such as the Occupational Health and Safety Administration (OSHA), National Registry of Emergency Medical Technicians (NREMT), and the Health Insurance Portability and Accountability Act of 1996 (HIPAA). Competencies for the student organization Health Occupations Students of America (HOSA) are integral components of both the core employability skills standards and the technical skills standards. HOSA activities should be incorporated throughout instructional strategies developed for the course. Students may receive recognition and career portfolio enhancement for participation in local, state, and national competitive events and leadership development opportunities provided through Health Occupations Students of America (HOSA). This course meets the curriculum content as specified by the United States Department of Transportation National Highway Traffic Safety Administration’s First Responder’s National Standard Curriculum Guide. Students meeting all academic, attendance, and age requirements may elect to sit for the National Registry’s Final Practical Skills Examination upon successful completion of the course. Students who meet all National Registry examination requirements have their names and pertinent demographic data entered into the First Responder National Registry. Emergency Medicine Internship Prerequisites: Introduction to Healthcare Science, Emergency and Disaster Preparedness, Concepts of Emergency Medicine This internship focuses on the development of emergency medicine skills. The recommended course length is 150 contact hours with content focus areas indicated in the internship performance standards. Competencies for the student organization Health Occupations Students of America (HOSA) are integral components of both the core employability skills standards and the technical skills standards.

Centennial, Chattahoochee, Milton, and North Springs 66

Healthcare Science

Therapeutic Services—Medical Services Pathway Sequence and Course Descriptions



25.5210000 HS-IHS

Level 2 *Application of Therapeutic Services

25.5220000 HS-ATS

Level 3 *General Medicine 25.5250000 HS-TGM Level 4 Medical Services

Internship 25.5260000 HS-TSMI

*Required for Pathway Completion Introduction to Healthcare Science Introduction to Healthcare Science is a foundations course for the Therapeutic Services Career Pathway. It is appropriate for students wishing to pursue a career in the Healthcare Industry. The course will enable students to receive initial exposure to Healthcare Science skills and attitudes applicable to the healthcare industry. The concepts of health, wellness, and preventative care are evaluated, as well as, ethical and legal responsibilities of today’s healthcare provider. Fundamental healthcares skills development is initiated including medical terminology, microbiology, and basic life support. Students are required to meet both national and intrastate professional guidelines as designated by applicable regulatory agencies such as the Occupational Health and Safety Administration (OSHA) and Center for Disease Control (CDC). Mastery of these standards through project based learning, technical skills practice, and leadership development activities of the career and technical student organization -Health Occupations Students of America (HOSA) will provide students with a competitive edge for either entry into the healthcare global marketplace and/or the post-secondary institution of their choice to continue their education and training. This course is considered broad-based with high impact and is a prerequisite for all Healthcare Science Education courses. Applications of Therapeutic Services Prerequisite: Introduction to Healthcare Science Applications of Therapeutic Services is an intermediate course for the Therapeutic Services Career Pathway and is designed to provide an overall framework of basic skills utilized in the provision of direct client care. Monitoring and evaluating client status includes assessment techniques such as vital signs, as well as, the application of mathematical concepts appropriate to clinical expectations and/or work-based learning. The function and fundamental pathophysiology of each body system is evaluated prior to community first aid and basic life support techniques which are expanded to include rescue skills for infants and children. Students continue with the development of individual career portfolios utilizing postsecondary program research, employability skills, and /or work based learning and may receive recognition for their accomplishments through a variety of venues locally, regionally, and nationally such as the American Red Cross, American Heart Association, Health Occupations Students of America (HOSA), and the National Consortium on Health Science and Technology Education (NCHSTE). Upon completion of this course and pre-requisites students who successfully master these standards will be eligible to sit for a National Certificate of Proficiency or Mastery, issued in partnership between NCHSTE and National Occupational Competency Testing Institute (NOCTI).

Centennial, Chattahoochee, Milton, and North Springs 67

Healthcare Science

Therapeutic Services—Medical Services (con’t.) General Medicine Prerequisites: Introduction to Healthcare Science, Applications of Therapeutic Services The course is designed to offer students (preferably upper classmen -juniors or seniors) the opportunity to become effective and efficient multi-skilled healthcare providers as they develop a working knowledge of each of the major departments of the average acute care setting/hospital, including but not limited to: Orthopedics, Cardiology, Diagnostic Imaging, MedSurg, Gastroenterology, Urology, and Customer Care Services. Students focusing on a career path in medicine (Pre-Med) or on a career in one of the ancillary departments noted above will apply classroom/lab knowledge and skills in the clinical setting as they participate in direct client care. The work-based learning strategy appropriate for this course is a minimum 40-hour clinical practicum. When taken as the fourth course in the Therapeutic Services -Nursing career pathway, students successfully completing may be eligible to sit for Patient Care Technician Certification. Medical Services Internship Prerequisites: Introduction to Healthcare Science, Applications of Therapeutic Services, General Medicine This internship focuses on the applications of medical services skills and technology. Recommended course length is 150 hours with content focus as delineated in the internship performance standards. A minimum of 90 clinical application hours is required. The additional 60 internship hours may be utilized in the class, lab, or clinic settings.

Banneker 68

Healthcare Science

Therapeutic Services—Nursing Pathway Sequence and Course Descriptions



25.5210000 HS-HIS

Level 2 *Application of Therapeutic Services

25.5220000 HS-ATS

Level 3 *Nursing Essentials 25.5610000 HS-NE Level 4 Therapeutic Services

Nursing Internship 25.5630000 HS-TSNI

*Required for Pathway Completion Introduction to Healthcare Science Introduction to Healthcare Science is a foundations course for the Therapeutic Services Career Pathway. It is appropriate for students wishing to pursue a career in the Healthcare Industry. The course will enable students to receive initial exposure to Healthcare Science skills and attitudes applicable to the healthcare industry. The concepts of health, wellness, and preventative care are evaluated, as well as, ethical and legal responsibilities of today’s healthcare provider. Fundamental healthcares skills development is initiated including medical terminology, microbiology, and basic life support. Students are required to meet both national and intrastate professional guidelines as designated by applicable regulatory agencies such as the Occupational Health and Safety Administration (OSHA) and Center for Disease Control (CDC). Mastery of these standards through project based learning, technical skills practice, and leadership development activities of the career and technical student organization -Health Occupations Students of America (HOSA) will provide students with a competitive edge for either entry into the healthcare global marketplace and/or the post-secondary institution of their choice to continue their education and training. This course is considered broad-based with high impact and is a prerequisite for all Healthcare Science Education courses. Applications of Therapeutic Services Prerequisite: Introduction to Healthcare Science Applications of Therapeutic Services is an intermediate course for the Therapeutic Services Career Pathway and is designed to provide an overall framework of basic skills utilized in the provision of direct client care. Monitoring and evaluating client status includes assessment techniques such as vital signs, as well as, the application of mathematical concepts appropriate to clinical expectations and/or work-based learning. The function and fundamental pathophysiology of each body system is evaluated prior to community first aid and basic life support techniques which are expanded to include rescue skills for infants and children. Students continue with the development of individual career portfolios utilizing postsecondary program research, employability skills, and /or work based learning and may receive recognition for their accomplishments through a variety of venues locally, regionally, and nationally such as the American Red Cross, American Heart Association, Health Occupations Students of America (HOSA), and the National Consortium on Health Science and Technology Education (NCHSTE). Upon completion of this course and pre-requisites students who successfully master these standards will be eligible to sit for a National Certificate of Proficiency or Mastery, issued in partnership between NCHSTE and National Occupational Competency Testing Institute (NOCTI).

Banneker 69

Healthcare Science

Therapeutic Services—Nursing (con’t.) Nursing Essentials Prerequisites: Introduction to Healthcare Science & Applications of Therapeutic Services This course is designed to provide students interested in the Therapeutic Services Pathway’s Career Specialty Nursing with entry level skills most commonly associated with the entry level career title Nursing Assistant. The students are required to meet both national and intrastate professional guidelines as designated by applicable regulatory agencies such as the Occupational Health and Safety Administration (OSHA), Center for Disease Control (CDC), the department of Health and Human Services (HHS) with a specific focus on the Omnibus Budget Reconciliation Act 1987 (OBRA), and the Health Insurance Portability and Accountability Act of 1996 (HIPAA). This course with prerequisites meets the Certified Nurse Assistant curriculum content as specified by the Georgia Medical Care Foundation. Students meeting all academic, attendance, and age requirement may elect to sit for the Georgia Registry’s Examination. Successful completion of the Georgia Registry Examination allows students to seek employment in the state of Georgia as a Certified Nursing Assistant. Therapeutic Services Nursing Internship Prerequisites: Introduction to Healthcare Science, Applications of Therapeutic Services, Nursing Essentials This internship focuses on the applications of Nursing Essentials skills and technology. Recommended course length is 150 hours with content focus as delineated in the internship performance standards. A minimum of 90 clinical application hours is required. The additional 60 internship hours may be utilized in the class, lab, or clinic settings.

70

Marketing Sales & Service

tudents in this Concentration develop knowledge and skills in the foundational areas of marketing (economics, human

relations, and business basics) and the functional areas of marketing (product and service planning, marketing-information management, purchasing and pricing, selling and promotion, risk management, financing, and distribution/logistics). To help prepare you for leadership positions in our global economy, the program covers international marketing, management, and entrepreneurship. Retailers, manufacturers, the entertainment and hospitality industries, government agencies, hospitals, law and medical offices, real estate and insurance companies, schools, and churches are just a sampling of the employers who need your skills and experience. You will be challenged to apply your knowledge and skills to solve real-world business problems through project-based instruction in the classroom. In addition, you’ll have the opportunity to work with local businesses to produce strategic marketing plans and promotional materials. You can participate in oral and written events offered by DECA (a national association of marketing students), and you will have work-based learning opportunities. Graduates in Marketing, Sales & Services can enter the workforce after high school or go to a technical or two- or four-year college.

DECA is an international association of high school and college marketing students who study marketing, management, and entrepreneurship in business, finance, hospitality, and Marketing, Sales, and Services. Members participate in competitive events to hone their marketing and business skills and earn recognition with the opportunity to compete locally, regionally, statewide, and internationally. www.deca.org

S

Career Pathways available in Marketing Sales & Service: Fashion Marketing Marketing & Management Marketing communications & Promotion Sports & Entertainment Marketing Travel Marketing & Lodging Management

Opportunities in Marketing, Sales, and Services


Interior Designer Associate’s Degree $47,320 Wholesale & Retail Work Experience $61,568 Buyer Purchasing Manager Bachelor’s Degree $80,642 + Work Experience Marketing Manager Bachelor’s Degree $94,307 + Work Experience Public Relations Specialist Bachelor’s Degree $48,672 Advertising and Promotions Bachelor’s Degree $76,898 Manager + Work Experience Marketing Research Bachelor’s Degree $61,464 Analyst Marketing Manager Bachelor’s Degree $94,307 + Work Experience Personal Financial Advisor Bachelor’s Degree $75,754

http://www.deca.org/�

71


DECA Fall Leadership Conference

Creekside High School DECA Students anxiously anticipate the opening session for the Fall Leadership Conference.

Creekside Marketing students work collaboratively on a project.

Chattahoochee, Milton 72


Fashion Marketing Pathway Sequence and Course Descriptions


Level 1 *Marketing Principles 08.4740000 MKT-MP Level 2 *Introduction to Fashion

Marketing 08.4130000 MKT-FM

Level 3 *Advanced Fashion Marketing

08.4140000 MKT-AFM

Capstone Work-Based Learning 08.7114000/08.7224000 WBL *Required for Pathway Completion

Marketing Principles Marketing Principles is the foundational course for all pathways in Marketing Education. Marketing Principles addresses all the ways in which marketing satisfies consumer and business needs and wants for products and services. Students develop an understanding of the functions of marketing and how these functional areas affect all businesses. They learn basic marketing concepts and the role of marketing in our economy. Students also develop skills in applying economic concepts to marketing, distribution and logistics, marketing information management, finance in marketing, product/service planning, pricing mixes, promotional strategies, and personal selling. Introduction to Fashion Marketing This course will introduce the student to the fashion industry including the fundamentals of fashion marketing, types of businesses involved in the industry, and the array of career opportunities available in fashion marketing. Students will develop skills in such areas as fashion economics, marketing segmentation and target marketing, product selection and buying, and inventory systems. Advanced Fashion Marketing This course will focus on the application of knowledge and the performance of key skills required in a retail environment. Students will develop skills in pricing, visual merchandising, advertising, special promotions, professional sales, and customer service. Note: In order to increase the number of application experiences, students should participate in work-based learning activities and the student organization, DECA, An Association of Marketing Students. It is also highly advantageous for students to participate in a school-based enterprise.

Creekside, Independence, Milton, and Tri-cities 73


Marketing and Management Pathway Sequence and Course Descriptions


Level 1 *Marketing Principles 08.4740000 MKT-MP Level 2 *Entrepreneurship:

Building a Business 08.4360000 MKT-EN

Level 3 *Advanced Marketing 08.4750000 MKT-AM Capstone Work-Based Learning 08.7114000/08.7224000 WBL *Required for Pathway Completion Marketing Principles Marketing Principles is the foundational course for all pathways in Marketing Education. Marketing Principles addresses all the ways in which marketing satisfies consumer and business needs and wants for products and services. Students develop an understanding of the functions of marketing and how these functional areas affect all businesses. They learn basic marketing concepts and the role of marketing in our economy. Students also develop skills in applying economic concepts to marketing, distribution and logistics, marketing information management, finance in marketing, product/service planning, pricing mixes, promotional strategies, and personal selling. Entrepreneurship: Building a Business Prerequisite: Marketing Principles Entrepreneurship: Building a Business, an imperative component of a strong economy, is based on individuals who are creative thinkers and risk takers. Therefore, students in this entrepreneurship course focus on recognizing a business opportunity, starting a business based on the recognized opportunity, and operating and maintaining that business. This course begins by moving students from the typical “what is” educational focus to the “what can be” focus. Preparation of a business plan allows students to apply the functional areas of accounting, finance, marketing, and management to the planned business, as well as to the legal and economic environments in which a new venture operates. This course may be taken as a part of a student’s Marketing Pathway or may serve as a stand alone course for students in other disciplines wishing to explore business ownership. Advanced Marketing Prerequisite: Marketing Principles Advanced Marketing builds on the principles and concepts taught in Marketing Principles. Students assume a managerial perspective in applying economic principles in marketing, analyzing operations needs, examining distribution and financial alternatives, managing marketing information, pricing products and services, developing product/service planning strategies, promoting products and services, purchasing, and professional sales. This course also deals with global marketing in that students analyze marketing strategies employed in the U.S. versus those employed in other countries. Note: In order to increase the number of application experiences, students should participate in work-based learning activities and the student organization, DECA, An Association of Marketing Students. It is highly advantageous for students to participate in a school–based enterprise where available.

Creekside 74


Marketing Communications & Promotion Pathway Sequence and Course Descriptions


Level 1 *Marketing Principles 08.4740000 MKT-MP Level 2 *Professional Sales and

Promotion 08.4720000 MKT-PSP

Level 3 *E-Marketing 08.4790000 MKT-EM Capstone Work-Based Learning 08.7114000/08.7224000 WBL *Required for Pathway Completion Marketing Principles Marketing Principles is the foundational course for all pathways in Marketing Education. Marketing Principles addresses all the ways in which marketing satisfies consumer and business needs and wants for products and services. Students develop an understanding of the functions of marketing and how these functional areas affect all businesses. They learn basic marketing concepts and the role of marketing in our economy. Students also develop skills in applying economic concepts to marketing, distribution and logistics, marketing information management, finance in marketing, product/service planning, pricing mixes, promotional strategies, and personal selling. Professional Sales and Promotion This course focuses on the performance of key responsibilities required in a retail environment. Students develop skills in pricing, visual merchandising, advertising, special promotions, professional sales, and customer service. E-Marketing E-Marketing covers all functions of marketing from the standpoint of conducting business on the Internet. Students develop skills in using the Internet as a marketing tool, conducting a marketing analysis via the Internet, planning marketing support activities, managing an Internet marketing campaign, managing/owning a business via the Internet, and analyzing the impact of the Internet on global marketing. Note: In order to increase the number of application experiences, students should participate in work-based learning activities and the student organization, DECA, An Association of Marketing Students. It is also highly advantageous for students to participate in a school-based enterprise.

Johns Creek 75


Sports and Entertainment Marketing Pathway Sequence and Course Descriptions


Level 1 *Marketing Principles 08.4740000 MKT-MP Level 2 *Introduction to Sports &

Entertainment Marketing 08.4780000 MKT-SEM

Level 3 *Advanced Sports & Entertainment Marketing

08.4850000 MKT-ASEM

Capstone Work-Based Learning 08.7114000/08.7224000 WBL *Required for Pathway Completion Marketing Principles Marketing Principles is the foundational course for all pathways in Marketing Education. Marketing Principles addresses all the ways in which marketing satisfies consumer and business needs and wants for products and services. Students develop an understanding of the functions of marketing and how these functional areas affect all businesses. They learn basic marketing concepts and the role of marketing in our economy. Students also develop skills in applying economic concepts to marketing, distribution and logistics, marketing information management, finance in marketing, product/service planning, pricing mixes, promotional strategies, and personal selling. Introduction to Sports & Entertainment Marketing This course introduces the student to the major segments of the Sports and Entertainment Industry and the social and economic impact it has on the local, state, national, and global economies. The products and services offered to consumers and the impact of marketing on these products and services are examined. Units include: Business Fundamentals, Product Mix, Product Knowledge, Product/Service Management, Business Regulations, Interpersonal Skills, Selling, Marketing-Information Management, Economics, Distribution, Pricing, Advertising, Publicity/Public Relations, Sales Promotion, Business Risks, and Organization. Advanced Sports & Entertainment Marketing This course provides students opportunities to develop managerial and analytical skills and deepen their knowledge in sports/entertainment marketing. Topical units include: Marketing-Information Management, Selling, Publicity/Public Relations, Sales Promotion, Management of Promotion, Product Mix, Pricing, Positioning, and Marketing Planning. Project-based instruction, together with a variety of work-based learning activities, should be incorporated in this course to provide real-world application. Competitive event standards for the co-curricular student organization (DECA, An Association of Marketing Education Students) are integral components of the curriculum’s core employability and technical skills’ standards. Therefore, DECA competitive events should be incorporated with other instructional strategies developed for the course. Note: In order to increase the number of application experiences, students should participate in work-based learning activities and the student organization, DECA, An Association of Marketing Students. It is also highly advantageous for students to participate in a school-based enterprise.

Langston Hughes 76


Travel Marketing and Lodging Management Pathway Sequence and Course Descriptions


Level 1 *Marketing Principles 08.4740000 MKT-MP Level 2 *Discovering Hospitality

and Tourism Marketing 08.4300000 MKT-IT

Level 3 *Hospitality & Tourism Management

08.4370000 MKT-HTM

Capstone Work-Based Learning 08.7114000/08.7224000 WBL *Required for Pathway Completion Marketing Principles Marketing Principles is the foundational course for all pathways in Marketing Education. Marketing Principles addresses all the ways in which marketing satisfies consumer and business needs and wants for products and services. Students develop an understanding of the functions of marketing and how these functional areas affect all businesses. They learn basic marketing concepts and the role of marketing in our economy. Students also develop skills in applying economic concepts to marketing, distribution and logistics, marketing information management, finance in marketing, product/service planning, pricing mixes, promotional strategies, and personal selling. Discovering Hospitality and Tourism Marketing This course introduces the student to the major segments of the travel industry. The course will investigate the economic impact the three components have on the local, state, national, and global economies. The products, services, and packages offered to business and leisure travelers by different types of businesses within the industry are examined. Utilizing current technology, the Internet, and software packages, the student will develop a tour package and marketing plan for a selected niche market that incorporates appropriate promotional and pricing strategies, thus ensuring business profitability. Hospitality & Tourism Management This course will focus on the leadership and supervision of employees in the travel, tourism, and hospitality industries as well as the management of operations in this industry. The course emphasizes the application of management level decision-making skills in hotel/lodging, human resources, food and beverage, and travel/tourism operations. The course will allow students to investigate trends, technology, and customs in the hospitality industry while focusing on the development of customer service skills. This course is intended to be a second-level course in the Travel Marketing & Lodging Management Pathway. (Special Note: For the readers’ benefit, travel includes travel agents and modes of transportation, hospitality includes lodging and food and beverage, and tourism is a broad term relating to the overall industry.)

Roswell, Tri-Cities 77

Personal Care Services

Cosmetology

Pathway Sequence and Course Descriptions

Course Sequence Course Title Course Number Course Abbreviation Level 1 *Salon Services Core I 12.5450000 1 CU Level 2 *Salon Services Core II 12.5460000 1 CU Level 3 *Advanced Styling

Principles 12.5470000 .5 CU

Level 4 Haircutting 12.5480000 .5 CU Level 5 Chemical Hair Processing 12.5490000 .5 CU Level 6 Salon Management 12.5540000 .5 CU Level 7 Advanced Skin and Nail

Care 12.5550000 .5 CU

Level 8 Cosmetology Practicum I 12.5510000 .5 CU

Salon Services Core I This course is designed to provide the student with an opportunity to become familiar with the cosmetology profession, Georgia State Board of Cosmetology requirements, laws, rules and regulations, and introduces the fundamental theory and practices of the cosmetology profession. Emphasis is placed on professional practices and safety. Salon Services Core II Prerequisite: Salon Service I This course is designed to provide instruction in classroom/laboratory safety rules and procedures. It also provides an opportunity to learn introductory competencies in the fundamental theory and skills required for hair cutting, permanent waving & relaxing, basic hair and scalp treatments, and the theory related to diseases and disorders of skin and hair. After successful completion of Salon Services Core I and Salon Services Core II, the student will have acquired the 250 hours required by the Georgia State Board of Cosmetology to work on cliental in the salon. Advanced Styling Principles Prerequisite: Salon Services Core II This course provides the student the opportunity to enhance the basics from previous courses in the fundamental theory and skills required for hairstyling design, including: hair shaping, pin curls, finger waves, roller placement, blow-drying techniques, thermal cutting, braiding and hair extensions. It also provides instruction in the theoretical study of anatomy & physiology, as it relates to the study of cosmetology. Haircutting Prerequisite: Salon Services Core II This course is designed to provide an opportunity to further enhance competencies in haircutting techniques. Safety will be stressed, along with instruction in the selection of proper hair cutting implements and proper style selection. Also, instruction will be provided on the theory of electricity and the use of electrical appliances in the salon.


Personal Care Services

Cosmetology (Con’t.)

Chemical Hair Processing Prerequisite: Salon Services Core II This course provides more in-depth competencies in the use of chemical procedures on the hair, specifically in permanent waving, chemical relaxing and hair coloring techniques. Salon Management This course is designed to provide the student an opportunity to develop the competencies needed to own and/or manage a salon. Also, completion of this course allows the student to fulfill the hours required by the Georgia State Board of Cosmetology for the licensure examination. Key competency areas include: State & Local Laws, Human Resources, Planning, Management, Retailing, Marketing, Receptionist Duties, and Client Retention. Advanced Skin and Nail Care Prerequisite: Salon Services Core II The course is designed to provide instruction in the area of advanced skin care. Specifically, the student will have the opportunity to learn competencies in hair removal, corrective make-up applications, lash & brow tinting, cosmetic surgery, facials, manicures, and artificial nails. Safety and sanitation procedures will be stressed throughout the course in all procedures. Sufficient practice is included in order for the student to acquire the required number of procedures by the Georgia State Board of Cosmetology. Cosmetology Practicum I Prerequisite: Salon Services Core II This 75 hour in-school laboratory practicum provides the student opportunities to practice and enhance cosmetology skills learned in previous courses, while earning the 1500 credit hours required by the Georgia State Board of Cosmetology for licensure examination. Key areas include: Shampooing, Hair & Scalp Treatments, Styling, Hair Cutting, Permanent Waving and Relaxing, Hair Coloring, Facials and Nails, and Salon Management. It is recommended that Practicum I be taken simultaneously with one of the following courses: Styling Principles, Haircutting or Chemical Hair Processing.


Supplemental Courses

CAREER PATHWAY & COURSE TITLES Career Pathway: Plant Science/Horticulture Course Title: Floriculture Production and Management Course Number: 01.46200 Course Abbreviation: (AG—FL) This course is designed to introduce students to the principles and practices of floriculture production. Students will develop floriculture skills and the basic understanding necessary to be successful in entry-level positions in the floriculture industry. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities. Career Pathway: Transportation Logistical Support Course Title: Engine Performance Concepts Course Number: 47.57900 Course Abbreviation: (ACT—EPC) Engine Performance Concepts is a course for the Transportation Logistical Support Pathway. The course will help students build a strong scientific knowledge base and develop skills related to vehicle engine performance in the logistics and transportation sector. Mastery of these standards through project-based learning and leadership development activities of the Career and Technical Student Organizations will help prepare students with a competitive edge for the transportation logistics marketplace. Career Concentration: Business and Computer Science Course Title: Business Procedures Course Number: 07.46210 Course Abbreviation: (BCS—BP) The goal of this course is to provide students with a project-based approach to prepare them for careers in administrative information technology. The course will cover general office skills and procedures, attitudes and work habits, professional dress, career acquisition skills, and information processing. Competencies will be developed in finance and accounting as well as communication. Personal leadership and management skills will be developed and practiced throughout the course. Competencies for the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the core employability skills standards and technical skill standards. This course may be used with a work-based learning program. Career Pathway: Administrative Information/Support (not offered in Fulton) Course Title: Computer Applications I Course Abbreviation: (BCS—CA1) The goal of this course is to provide an understanding and application of social, ethical, and human issues related to technology. The course will also provide an introduction to computer technology, decision-making, productivity, communications, and problem-solving skills. Areas of instruction include computer applications and integration of word processing, desktop publishing, spreadsheet, database, and presentation software as well as use of emerging technologies. In this course, high school students can acquire skills required to create, edit, and publish industry appropriate documents. Areas of study will also include oral and written communications and information research for reporting purposes. Competencies for the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the core employability skills standards and technical skill standards.



CAREER PATHWAY & COURSE TITLES (con’t.) Career Pathway: Computing Course Title: AP Computer Science A Course Number: The AP Computer Science A course is an introductory course in computer science. Because the design and implementation of computer programs to solve problems involve skills that are fundamental to the study of computer science, a large part of the course is built around the development of computer programs that correctly solve a given problem. These programs should be understandable, adaptable, and, when appropriate, reusable. At the same time, the design and implementation of computer programs is used as a context for introducing other important aspects of computer science, including the development and analysis of algorithms, the development and use of fundamental data structures, the study of standard algorithms and typical applications, and the use of logic and formal methods. In addition, the responsible use of these systems is an integral part of the course. The topic outline on pages 8–10 summarizes the content typically taught in the AP Computer Science A course. Career Pathway: Financial Management - Services Course Title: Financial Literacy Course Number: 07.42600 Course Abbreviation: (BCS—FL) Students need to be informed about their financial responsibilities today and to prepare for the real choices ahead. In this course they will learn about career decisions, money management, financial security, credit management, resource management, risk management, and consumer rights and responsibilities. Business partnerships with financial companies, guest speakers, field trips, and work-based learning activities can be incorporated in this course. Mastery of these standards through project-based learning and leadership development activities of Future Business Leaders of America (FBLA) will help prepare students with a competitive edge for the global marketplace. Career Pathway: Interactive Media Course Title: Introduction to Animation and 3d Design Course Number: 11.42800 Course Abbreviation: (BCS—IAD) Introduction to Animation and 3d Design is a foundations course that serves as an introduction to the animation and 3d design industry. Emphasis is placed on career awareness, fundamentals of modeling, storyboard creation, cameras and lighting. Students will learn how 3d technology is used for film, broadcast and games and how it is rapidly becoming the medium of choice for industrial design, military simulations, and medical visualization. The standards are aligned with the interactive media standards in Georgia’s technical colleges, thus helping to qualify students for advanced placement should they continue their education at the postsecondary level. Competencies for the co-curricular student organization, SkillsUSA, are integral components of both the core employability skills standards and the technical skills standards, and SkillsUSA activities should be incorporated throughout instructional strategies developed for the course.



CAREER PATHWAY & COURSE TITLES (con’t.) Career Concentration: Engineering & Technology Course Title: Research, Design, and Project Management Course Number: 21.46100 Course Abbreviation: (ENGR—RDPM) Research, Design, and Project Management is the fourth course in the engineering pathway. This course provides students with opportunities to work with students from other pathways as a member of a design team. Research strategies, prototype testing and evaluation, and communication skills are emphasized. Career Concentration: Marketing Sales & Service Course Title: International Business & Marketing Course Number: 06.41430 Course Abbreviation: (MKT—IBM) International business and marketing will focus on raising awareness of the interrelatedness of one country’s political policies and economic practices to another; learning to improve international business relations through appropriate communication strategies; understanding the global business environment and the interconnectedness of cultural, political, legal, economic, and ethical systems; identifying forms of business ownership and international business opportunities; exploring basic concepts underlying international finance, management, and trade relations; and developing an understanding of marketing functions in an international setting. Career Concentration: Marketing Sales & Service Course Title: Marketing Research Course Number: 08.48000 Course Abbreviation: (MKT—MR) In this course, high school students will gain an understanding of marketing research and the role it plays in the field of marketing. By using primary and secondary research, the students will learn the value of knowing the customer and be able to identify a viable target market. Through the exploration of survey techniques, students will be aware of different methods of discovering information that is beneficial to the successful implementation of a marketing plan. By planning and implementing a data collection experiment, students will learn to examine research design and collection methods, treatments, control groups, experimental units, random assignment and replication, and the identification of possible sources of bias and placebo effects. Exposure to career possibilities and ethical issues are also important aspects to this course.


CTE Foundation Skills

Foundation Skills in Georgia Performance Standard (GPS) Courses The Foundation Skills for Career, Technical and Agricultural Education (CTAE) are critical competencies that students pursuing any career pathway should exhibit to be successful. As core standards for all career pathways in all program concentrations, these skills link career, technical and agricultural education to the state’s academic performance standards. The CTAE Foundation Skills are aligned to the foundation of the U. S. Department of Education’s 16 Career Clusters. Endorsed by the National Career Technical Education Foundation (NCTEF) and the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), the foundation skills were developed from an analysis of all pathways in the sixteen occupational areas. These standards were identified and validated by a national advisory group of employers, secondary and postsecondary educators, labor associations, and other stakeholders. The Knowledge and Skills provide learners a broad foundation for managing lifelong learning and career transitions in a rapidly changing economy. CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration. CTAE-FS-2 Academic Foundations: Learners achieve state academic standards at or above grade level. CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting information. CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use problem-solving and improvement methods and tools. CTAE-FS-5 Information Technology Applications: Learners use multiple information technology devices to access, organize, process, transmit, and communicate information. CTAE-FS-6 Systems: Learners understand a variety of organizational structures and functions. CTAE-FS-7 Safety, Health and Environment: Learners employ safety, health and environmental management systems in corporations and comprehend their importance to organizational performance and regulatory compliance. CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives. CTAE-FS-9 Ethics and Legal Responsibilities: Learners commit to work ethics, behavior, and legal responsibilities in the workplace. CTAE-FS-10 Career Development: Learners plan and manage academic-career plans and employment relations. CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and behaviors associated with successful entrepreneurial performance. S K


Career and Technical Intervention Specialist (CTI)

Overview of CTI Support Services

Career Technical Instruction support services are designed to provide secondary students with disabilities the

support necessary to complete high school and attain employment skills in broad or specific career pathways.

Support Services Career Technical Instruction (CTI) services in Georgia are designed to support students with disabilities who are

enrolled in career, technical, and agricultural education. The goal of the secondary (grades 9 – 12) level support

services are to provide these students with employment opportunities at the completion of the career, technical, and

agricultural experience. The role of the CTI Specialists is to provide resource assistance to students with disabilities

served under the Individuals with Disabilities Act (IDEA) in CTAE classes. Students are served by special education

teachers to ensure delivery of appropriate accommodations in their classes and assist in coordination of the services

needed to acquire future employment.

CTI Objectives

Provide support services to students with disabilities enrolled in career and technical programs to ensure successful program completion.

Enable students to acquire skills through a technical and career educational plan.

Coordinate student’s course of study with post-secondary outcomes through an IEP.

Participate in the development of the transition section of an IEP.

Provide work-based learning experiences.

Counsel parents, teachers, students, and faculty to assure correct CTAE placement and scheduling.

Promote a positive self-image.

Provide secondary students with disabilities the opportunity to successfully participate in CTAE

classes.

Maintain and document progress from school to career, which may include plans for post-secondary training.

Coordinate technical and career assessment of interests and abilities.


Career and Technical Intervention Specialist (CTI) Function of CTI Services

Effective implementation of CTI support services at the local level is designed to meet specific needs of

students with disabilities in CTAE programs according to guidelines set forth by the interfacing concept of CTAE

and Special Education at the GADOE. It necessitates a thorough understanding of CTI support service goals and the

full spectrum of resources available to facilitate the achievement of those goals. It requires the CTI Specialists to

utilize specialized competencies and skills necessary to successfully implement CTI support services. The function

of the CTI support services is to provide assistance to students with disabilities within CTAE classes and laboratories

and to coordinate transitional services needed for students to attain the post secondary outcome goals specifically

related to their education, training and employment goals.

A clarification of the Carl D. Perkins Vocational Education Act states that a student may not be identified and/or claimed as both disabled and disadvantaged. If a student meets both sets of criteria, the priority for identification should be as a student with a disability.

The planning and implementation of CTI support services in CTAE classrooms and laboratories must be

consistent with the IEP goals of the students by involving appropriate faculty, administration, and community

agencies. Likewise, all federal, state, and local requirements must be met.

The Career and Technical Instruction (CTI) program is designed to support students with disabilities who are

enrolled in Career, Technical, and Agricultural Education (CTAE) courses. The program offers a leadership

conference and a recognition program for students who show the greatest improvement in career and work

adjustment skills. www.georgiacti.org

http://www.georgiacti.org/�


Career Related Education (CRE)

Work-Based Learning

Career Related Education (CRE) is structured age appropriate experiences which prepare students for the

school-to-career transition. The range of CRE experiences begin with Career Awareness and Exploration in middle

school and culminate with work-based learning during the eleventh and twelfth grade. Work-Based learning

provides students the opportunity to be enrolled in an internship, cooperative education or youth apprenticeship.

Work-based Learning (WBL) is designed to provide relevant experiences in all career areas that will assist

students in making decisions concerning their future. WBL Coordinators are the key to ensuring that placements and

experiences are valuable and meaningful for students. In order for our Career Academies to be effective, the WBL

coordinator must make regular visits to student work-sites and confer with on-the-job supervisors at regular intervals

to check and evaluate students for grading purposes.

Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To

qualify for a WBL placement, a student must be in grades 11 or 12 and at least 16 years old. Students must also have

a defined Career Pathway in order to participate in the Work-Based component of Career-Related Education. This is

especially important for successful completion of a student’s pathway in that their job placement is directly related to

the curriculum of the Career Technical and Agricultural Education classes they have completed or in which they are

concurrently enrolled. There are several opportunities for students to participate in a work-based learning. These

opportunities include Cooperative Education, Internship, Youth Apprenticeship, and Clinical Experiences.



Work-Based Learning

Placement Criteria Checklist

Youth Apprenticeship Student has been promoted to the 11th or 12th grade Student has received as least one unit of CTE credit (minimum hours of instruction-144 hours

or 135 hours in a block schedule) prior to placement. Student has a detailed training plan signed that establishes a realistic goal of accumulating 2000

hours of on-the-job training Student has Training and Safety Agreement on file signed by all parties (student,

parent/guardian, employer, school WBL Coordinator) Student receives compensation according to a progressive wage scale established by the

employer Student has a mentor assigned by the business and is evaluated on-site Student has an Individual Career Plan (ICP) that includes completion of a component of post-

secondary training. Job is classified as highly skilled in business and industry

Cooperative Education

Student has been promoted to the 11th or 12th grade Job placement is high skill, high wage, high demand as required by Perkins Legislation Detailed Training Plan on file and signed that accounts for time spent on the job the is equal or

greater than the number of seat-hours required for the credit given Student has Training and Safety Agreement on file and signed by all parties (student,

parent/guardian, employer, school WBL Coordinator) Job responsibilities reflect what is being learned in a class concurrently enrolled Student receives compensation in compliance with state and federal labor laws Student has a mentor assigned by the business and is evaluated on-site Student has an Individual Career Plan (ICP)



Work-Based Learning

Placement Criteria Checklist

Clinical Experiences Student has been promoted to the 11th or 12th grade A Clinical placement is an extension of the curricula in upper level courses to apply what has

already been learned in the Healthcare Science concentration. A detailed Training Plan is on file and signed Student has Training and Safety Agreement on file and signed by all parties (student,

parent/guardian, employer, school WBL Coordinator) The credit associated with a Clinical placement is limited to that which is already being awarded

for the course from which the Clinical is arranged. It represents a part of the work-load for that course.

A Clinical is an unpaid placement. The student has a mentor assigned by the business and is evaluated on site by the Clinical

Instructor. The WBL Coordinator does not supervise a student on a Clinical placement. The student has an Individual Career Plan (ICP).

Internship Experiences

Student has been promoted to the 11th or 12th grade. A short-term Internship does not result in the awarding of credit separate from that of the class

through which the internship is sponsored. The training plan for students in long-term Internships for which students earn course credit, address competencies specified in the Georgia Performance Standards.

Student has Training and Safety Agreement on file and signed by all parties (student, parent/guardian, employer, school WBL Coordinator)

The student must have earned a minimum of one unit of credit in a CTE pathway related to the placement. If no directly related CTAE course is offered in the school, the WBL-Coordinator can, at his or her discretion, qualify a closely-related academic course to meet this requirement.

The student may receive compensation in compliance with state and federal labor laws, or this may be an unpaid placement.

The student has a mentor assigned by the business and is evaluated on site The student has an Individual Career Plan (ICP).


Fulton Institute of Technology (FIT)

Fulton County Schools is launching the Fulton Institute of Technology (FIT), a multi-year initiative integrating

science, technology, engineering and mathematics in state-of-the-art learning facilities. FIT offers career pathways

that fuse practical and virtual learning in a technology-rich environment. Students take courses in specific pathways

and receive hands-on-experience through the applied curriculum, job shadowing and internships.

The initial pathway being offered through FIT is the Cisco Networking Academy, which is designed to help students

learn information and communication technology skills. The coursework prepares students for technical colleges,

entry-level networking jobs, and Cisco certifications. Future career pathways offered through FIT may include

manufacturing technology, energy systems, biotechnology, transportation technology, radiology, food science and

restaurant management, flight operations, digital design, etc.

Value to Students FIT will be another option for high school students. Motivated students who want to earn college credit while still in

high school can take advantage of dual-enrollment opportunities. Students who want to be more competitive for

high tech jobs can earn industry-recognized credentials. Students at risk of dropping out of high school can turn to

FIT to help keep them on track through hands-on learning in engaging career pathways.

Value to Businesses Local businesses need qualified employees to fill high tech, high demand positions. FIT will partner with local

businesses and technical colleges to identify the 21st century skills in demand and offer engaging curricula in a

project-based format to develop these skills. Having a local pool of qualified candidates will reduce the recruitment

and training costs for businesses.

The global demand for highly skilled technology workers continues to grow. Fulton County Schools is committed to

ensuring that all students prosper in a 21st century economy. The district recognizes the need for strong workforce

development programming with pathways to success in high tech and high wage jobs. The Fulton Institute of

Technology will be the cornerstone of the district’s career and technical education offerings.


Smaller Learning Communities (SLC)

Project LIFT(Learning in Fulton Together) is the result of a $5.2M Smaller Learning Communities Grant

awarded by the U.S. Department of Education to Banneker, Creekside, Tri-Cities, and Westlake. The grant requires

schools to increase student proficiency on the GHSGT and EOCT, increase the graduation rate, and to increase the

number of students who enroll in post-secondary education the year following graduation.

To help all students meet their goals, each school will use grant funds to offer a variety of services and

supports, including tutoring, credit recovery, Summer Bridge, and “zero” periods. Additionally, teachers will be

trained on a variety of best practices that will help them to better assess student ability, analyze data and customize

student instruction. The schools will conduct extensive outreach to parents and students to encourage enrollment in

Advanced Placement and dual credit courses. Other programs include “Parents as Leaders,” a series of quarterly

workshops for students and parents on academic requirements, scholarships and financial aid, the college application

process, selecting a college, time-management, and study skills.

In an effort to ease the ninth grade transition, Banneker, Creekside, Tri-Cities, and Westlake High Schools

will host a Summer Bridge Program for rising ninth graders. Summer Bridge is an extended learning program

designed to address academic deficits, particularly in language arts, reading and mathematics; assist students in

acquiring the coping, study, relationship and time management skills necessary for success in high school; and

introduce them to the important role of high school in achieving their goals. Each school will establish freshman

academies for all ninth graders and establish at least two career-themed academies for students in the upper grades.

Students will complete Individual Graduation Plans with a teacher-advisor during the first semester of the ninth

grade to help them set coursework goals that will make them college-ready after graduation.

Students in all four schools will participate in the Georgia Work Ready Certification program sponsored by

the State of Georgia. Each student will have access to the WorkKeys assessment, KeyTrain training and Career

Ready 101 curriculum to better prepare them for their future, whether they look for immediate employment or

further education.


Smaller Learning Communities (SLC)

Project LIFT will use the Southern Regional Education Board (SREB)/High Schools That Work (HSTW)

model of school reform to assist Banneker High School, Creekside High School, Tri-Cities High School and

Westlake High School restructure to Smaller Learning Communities (SLC). SREB/HSTW has committed to work

with the schools to raise student achievement by changing school and classroom practices by using the key practices

of HSTW. High Schools That Work (HSTW) is an effort-based school improvement initiative founded on the

conviction that most students can master rigorous academic and career/technical studies if school leaders and

teachers create an environment that motivates students to make the effort to succeed. The HSTW school

improvement design provides a framework of Goals, Key Practices and Key Conditions for accelerating learning and

setting higher standards. It recommends research-based practices for schools to improve academic and

career/technical instruction and student achievement.


Education Career Partnership (ECP)

Vision—To provide students with information, guidance and resources to make informed career choices that will

lead them through their best career pathway.

Mission—To strengthen the link between secondary and postsecondary education and to maximize the

successful seamless transition of students from one educational level to another, with the goal of ensuring increased

student academic, career and technical achievement. To ensure that every student will be prepared to advance to a

successful career and understand the benefits of lifelong learning.

Dual Enrollment—An educational opportunity that allows secondary students to earn dual credit from both

GADOE schools and the TCSG technical colleges while the student is still in high school. The students must be at

least 16 years old and be classified as a junior or senior. Dual enrollment courses may be taught at the student’s

home high school, at the sponsoring technical college or at a career center or similar location. The instructor can be

an employee of the technical college or the secondary school. The HOPE Grant will help pay the technical college

expenses for all students who qualify.

Joint Enrollment—Allows high school students to earn postsecondary credits only. The course is taught by

a postsecondary instructor on the college campus. The HOPE Grant will help pay for coursework for students who

qualify.

Articulation—Allows students to receive credit at the postsecondary institution rather than duplicating

coursework. With more than 80 percent of all occupations requiring advanced skill training beyond high school, but

less than a four-year degree, ECP initiatives align agreed upon high school and college courses that have a high

percentage of identical/similar standards. Ultimately the goal is to see students pursue up to four years of

postsecondary instruction in programs of study that lead to advanced levels of employment in high-demand career

fields.


Georgia Work Ready

Georgia Work Ready was launched in August 2006 by Governor Sonny Perdue and the Georgia Chamber of

Commerce to improve the job training and marketability of Georgia’s workforce and drive future economic growth

for the state. It is the only initiative of its kind to be conducted through a partnership between a state government

and state Chamber of Commerce, ensuring that companies can more reliably match the right people with the right

jobs.

This workforce Training initiative assesses the skills of Georgia’s workers, determines valuable job training

opportunities and assures companies that the state can provide a long-term, qualified labor supply. Through a

voluntary workforce assessment system called Work Ready, the program measures the “real world” skills that

employers believe are critical for job success today and for mastering the innovative technologies tomorrow’s jobs

will require.

Work Ready utilizes the nationally accredited WorkKeys assessment system developed by American College

Testing (ACT) to measure individual worker’s skills in the areas of applied mathematics, reading for information

and locating information. Participating individuals then receive a Work Ready Certificate that indicates their level of

work readiness based on their performance.

Building upon the Certified Work Ready Communities, Work Ready Regions are initiatives to transform the state of

Georgia. Regions have been formed based on common resources aligned to regional strategic industries.

Coordinated through the Governor’s Office of Workforce Development, the Georgia Work Ready Region initiative

will be the catalyst to definitively link together education, workforce and economic development and will ensure our

state has the talent to fill the jobs of the 21st century economy.


Resources

Career Planning Resources

Georgia Department of Education www.doe.k12.ga.us Career Cruising www.careercruising.com Career Explorer www.careerxplorer.com Career Voyages www.careervoyages.org Dictionary of Occupational Titles www.occupationalinfo.org GA College 411 www.gacollege411.org Georgia Career Information Center www.gcic.peachnet.edu Georgia Labor Market Explorer http://explorer.dol.state.ga.us Georgia Standards www.georgiastandards.org Georgia Work Ready www.gaworkready.org Occupational Outlook Handbook www.bls.gov./oco Occupational Supply Demand System http://occsupplydemand.net States Career Clusters www.careerclusters.org Streaming Futures www.kidzonline.org/streamingfutures/ Southern Regional Education Board www.sreb.org What Interests You http://stats.bls.gov/k12/html/edu_over.htm

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http://www.gacollege411.org/�

http://www.gcic.peachnet.edu/�

http://explorer.dol.state.ga.us/�

http://www.georgiastandards.org/�

http://www.gaworkready.org/�

http://www.bls.gov./oco�

http://occsupplydemand.net/�

http://www.careerclusters.org/�

http://www.kidzonline.org/streamingfutures/�

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Career Planning Guide

Complete by Action Steps Done

Read this handbook with your parents, review the career concentration area that interest you, and write down questions. Call the CTE office at 404-346-4376 to get questions answered or call your school’s counseling office.

Step One: Make Some Lists Identify the members of your future planning team.

Parents/guardians: Name: ____________________________ Telephone:_________________ Name: ____________________________ Telephone:_________________ Counselor: ____________________________________________________ Telephone: ________________ Email: ______________________________ Teacher/Advisor: ______________________________________________ Telephone: ________________ Email:______________________________

Create your list of dream jobs. 1. _______________________________________ 2. _______________________________________ 3. _______________________________________

Step One: Make Some Lists

Dream Your Potential

Step Two: Play the Match

Game

Choose Your Concentration

Step Three: Choose Your Career

Pathway Achieve Your High-Skilled

Dream



Complete by

Step One: Make Some Lists (con’t.) Done

Write down the results of any Career Assessments you have taken. Career Assessment Results 1. ex. GACollege411 Pilot 2. 3. 4.

Write down the courses in which you get the best grades. 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________

Write down the courses you most enjoy. 1. _____________________________________________________________ 2. _____________________________________________________________ 3. _____________________________________________________________

Action Steps Play the Match Game to see what careers match your interests and skills. Step Two: Play the Match Game With the help of your school counselor or teacher/advisor, set up a planning meeting to

choose your career pathway. School counselor, teacher/advisor should bring: You and your parents /guardians should bring: Your career assessment results The results of your Match Game Your state test result Materials to take notes Your grade reports (academic and Any questions you might have as a

elective classes) result of reading this handbook or from any research you’ve done.

Note: 1 unit of Health and Physical Education required for all students The 4th science unit may be used to meet both science and elective requirements

A total of 3 units required from: Career and Technical Ed. and/or Foreign Language and/or Fine Arts for all students (students planning to enter or transfer into a University System of Georgia institution or other post secondary institution must take two units of the same foreign language).



Complete by

Action Steps Done

Now that you have met with your future planning team get involved in Career and Technical Education and focus on your future.

Step Three: Choose Your Career Pathway Which Career Pathway did you choose to complete in high school?

Caeer Pathway ______________________________________________________

Choose a Career and Technical Student Organization (CTSO) that matches your Career Pathway. ___________________________________________________________________

Begin exploring Post Secondary Schools which offer curriculum that match your Career Pathway. Do Research during your high school years. 1._________________________________________________________________ 2. _________________________________________________________________ 3. _________________________________________________________________ 4. _________________________________________________________________ 5. _________________________________________________________________

Ongoing

Begin researching scholarship information during your high school years. Ongoing Set up a schedule to revisit your plans and revise them if necessary:

Date: _____________________________________________________________ Date: _____________________________________________________________

Your Turn: Add any other items to this list that you think will help you in your education and career Planning. For example, you could make a note of career fairs or career days you plan to attend. You might list internet sites of career areas in which you are interested, or list colleges you want to visit or learn more about.



Last Name First Middle School Current Grade Level

9th Grade 10th Grade Course No. Unit(s) Course

No. Unit(s)

Alternates Alternates



11th Grade 12th Grade

Course No. Unit(s) Course

No. Unit(s)

Alternates Alternates

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