2014-15 MVTHS Program of Studies

Training tomorrows workforce...
today
Medford
Vocational
Technical
High School
Program of Studies
2014-2015
489 Winthrop St. Medford, MA 02155
www.medford.k12.ma.us
Roy E. Belson, Superintendent
Heidi T. Riccio, Principal/Director
Jill Sawyer, Assistant Principal
Medford Vocational Technical

High School
Arrive with a dreamLeave with a Future
Medford School Committee 2012-2014
Mayor Michael J. McGlynn, Chairperson
John C. Falco, Jr., Vice Chairperson
Robert Emmett Skerry, Jr., Secretary
Ann Marie Cugno
Erin DiBenedetto
George A. Scarpelli
Paulette Van der Kloot
School Department Administration

Roy E. Belson
Beverly G. Nelson
Diane J. Caldwell
Ann Giombetti
Superintendent of Schools
Deputy Superintendent for Curriculum and Instruction
Assistant Superintendent for Elementary Education
Director, Office of Finance and Operations
Vocational Technical High School Administration

Heidi T. Riccio
Jill E. Sawyer
Alice Beth FitzPatrick
Jenna Tarabelsi
Lisa Ainnello
Principal/Director
Assistant Principal/Director
Guidance Counselor
Career Counselor
Special Education, ETL
Program of Studies
2014 - 2015
MEDFORD VOCATIONAL TECHNICAL HIGH SCHOOL
TABLE OF CONTENTS
MISSION STATEMENT ........................................................................................................................................... 2
EXPECTATIONS FOR STUDENT LEARNING ..................................................................................................... 2
PROGRAM OF STUDIES ............................................................................................................................3

PROGRAM SELECTION .......................................................................................................................................... 3
PROGRAM CHANGES and TRANSFER STUDENTS ........................................................................................... 3
REQUIREMENTS FOR GRADUATION ................................................................................................................. 3
RANK IN CLASS ...................................................................................................................................................... 4
QUALIFICATIONS FOR COLLEGE ADMISSION ................................................................................................ 4
ACADEMIC ELIGIBILITY FOR ATHLETICS ....................................................................................................... 4
POLICY NOTIFICATION and ELIGIBILITY: ........................................................................................................ 5
ADMISSION POLICY ............................................................................................................................................... 5
CURRICULAR OFFERINGS .......................................................................................................................6
TABLE of ORGANIZATION .................................................................................................................................... 6
EXPLORATORY PROGRAM - Grade 9 .................................................................................................................. 6
CO-OPERATIVE EDUCATION - All Departments ................................................................................................. 6
COURSES AND CREDITS BY GRADE .....................................................................................................7
DUAL ENROLLMENT ............................................................................................................................................. 8
ON-LINE COURSEWORK ....................................................................................................................................... 8
ACADEMIC DEPARTMENTS ....................................................................................................................9
ENGLISH DEPARTMENT........................................................................................................................................ 9
MATHEMATICS DEPARTMENT ......................................................................................................................... 10
SCIENCE DEPARTMENT ...................................................................................................................................... 12
SOCIAL STUDIES DEPARTMENT ....................................................................................................................... 13
FINE ARTS AND MUSIC ....................................................................................................................................... 14
HEALTH AND PHYSICAL EDUCATION ............................................................................................................ 15
ENGLISH LANGUAGE LEARNERS DEPARTMENT ......................................................................................... 16
SPECIAL NEEDS DEPARTMENT ........................................................................................................................ 17
CAREER AND TECHNICAL OFFERINGS ........................................................................................................... 18
MEDFORD VOCATIONAL TECHNICAL

HIGH SCHOOL
MISSION STATEMENT
At Medford High School/Medford Vocational Technical High School, caring educators serve as
role models and encourage and assist all students to reach their potential as learners.
To fulfill that mission, the school creates a climate in which parents, teachers, administrators and
staff not only set high expectations for students, but also offer them considerable motivation and
support. Medford High School is a community of lifelong learners who respect diversity and are
actively involved in the life of the school, which offers physical safety and emotional security.
As a result, graduates of Medford High School become responsible citizens and contributors to
their community, their nation, and a global society.
(Approved by Medford School Committee, May 2000)
EXPECTATIONS FOR STUDENT LEARNING

ACADEMIC
Students will analyze, interpret, evaluate and think logically to solve problems using a
variety of resources and strategies.
Students will communicate effectively to a variety of audiences.
Students will create works using a variety of communication forms.
Students will develop skills and knowledge to reach personal and career goals.
SOCIAL
Students will work cooperatively to achieve objectives.
CIVIC
Students will demonstrate self-respect, understanding and appreciation for the diversity and
interdependence of all peoples.
Students will recognize and fulfill their duties and obligations as students and citizens.
Program of Studies
2014 - 2015
PROGRAM SELECTION
You are in the process of making career and educational decisions. These decisions should be carefully
made with guidance from parents/guardians, your school counselors, and teachers. Now is the time for
thoughtful planning. You are being asked to make decisions that pertain to your academic and
career/technical preparation and to your graduation from high school.
This Program of Studies has been compiled to assist with your career and educational decisions. It
outlines the MVTHS experience and briefly describes the programs and courses offered. Please take time
to become familiar with this information and the course offerings. Do not hesitate to see the Guidance
staff at Medford Vocational Technical High School (MVTHS) for additional information.
Parents are asked to complete and sign the Application for Admission prior to the student returning
his/her application to his/her guidance counselor by March 1. Every attempt will be made to place
students in the programs of their first choice. Because of space limitations in some departments, students
will be given the opportunity to enroll in their second or third choice. Admission to MVTHS is subject to
the terms and conditions outlined in the Admission Policy. The Admission Policy is on file in the
Medford Public Schools and the Massachusetts Department of Elementary and Secondary Education.
PROGRAM CHANGES and TRANSFER STUDENTS

Students who would like to change Career and Technical Education (CTE) Programs need to follow the
procedure as follows:
Complete a Program Selection Form with parent/guardian signature.
Student must meet with current (outgoing) CTE teacher or faculty to discuss the program change.
Meet with the CTE teacher or faculty in the program of interest.
Discuss transfer with the Career or Guidance Counselor in order to make the schedule change.
Transfer students from CTE schools may enroll at MVTHS into their selected programs based on the
MVTHS Admissions Policy.
Students transferring from non vocational technical high schools may apply for admission at MVTHS up
to grade 11.
* MVTHS reserves the right to make adjustments to schedules and program selections based on
extenuating circumstances.
REQUIREMENTS FOR GRADUATION

The total number of credits required for eligibility for a Medford High School/Medford Vocational
Technical High School Diploma is 112. Those 112 credits include, but are not limited to, the following
courses that they must take and pass:
CORE COURSES
Four years of English Language Arts
Four years of Mathematics
Three years of Science
Three years of Social Studies
Four years in an approved Career Technical Education (CTE) Program
ELECTIVE COURSES
Physical Education, Health, and Wellness
Foreign Language
Fine Arts and Music
CTE Common Courses
OTHER REQUIREMENTS
Four years of Community Service (60 hours required, 15 per year)
State requirements for all MCAS tests
Honors and Advanced Courses
All Medford Vocational Technical High School students are encouraged to challenge themselves
academically. If a student would like to take an honors course or challenge themselves with courses not
offered at MVTHS, they may speak with the guidance department regarding pursuing an honors or
advanced level course at Medford High School. Placement in honors level courses are recommended
based on each students classroom preparation, teacher-assigned grades, course prerequisites,
standardized test scores, and other data. Guidance counselors will honor the students request for the
course(s) at Medford High School, provided the request is made before the start of the school year and all
prerequisites and requirements are met.
Beginning with the class of 2018, students will be offered advanced classes, foreign language, and other
electives.
RANK IN CLASS
The standing of each pupil in his or her class is determined annually on the basis of a quality point unweighted system. Rank-In-Class is one of the criteria that schools and colleges request of high school
students seeking admission. The method of tabulating class rank at MVTHS is published in the Student
Handbook.
QUALIFICATIONS FOR COLLEGE ADMISSION

College admissions officers consider a variety of criteria in screening college applicants: a good
scholastic record, entrance examinations, academic rank-in-class, high school certification, and the
recommendations of guidance counselors, teachers and administrators. Most colleges require the
applicant to take the Scholastic Aptitude Test (SAT I Reasoning Test) given by the College Entrance
Examination Board; many colleges require three of the SAT II Subject Tests as well. Students should
consult college catalogues for specific information concerning admission requirements.
INFORMATION REGARDING COLLEGE PREPARATION
A basic curriculum is required of all students, with electives allowing for specialization. Since admission
to college is becoming increasingly competitive, students must do intensive work throughout their high
school preparation. Consequently, unless a student has a record of merit, he may experience difficulty in
gaining admission to the college of his or her choice.
ACADEMIC ELIGIBILITY FOR ATHLETICS

In choosing courses for the coming school year, students should consider the schools academic
requirements for athletic eligibility. To be eligible, students must have final passing grades from the prior
school year in the equivalent of four traditional, yearlong, major English courses. To be eligible for the
second marking period, students must satisfy the academic standard in the equivalent of four traditional,
year-long, major English courses during the first marking period. It is at this point in the year that the
academic eligibility is certified only on the previous marking period and not cumulatively. Only fall
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eligibility remains cumulative. In addition, to be academically eligible for athletics during a specific
marking period, students need to be enrolled at that time in the equivalent of four traditional, year-long,
major English courses.
POLICY NOTIFICATION and ELIGIBILITY:

Medford High School and MVTHS admits students and makes available to them its advantages,
privileges and courses of study without regard to race, color, sex religion, national origin, sexual
orientation or disability. Inquiries regarding the above may be made to the Headmaster or Vocational
Principal/Director at 489 Winthrop Street, Medford, Massachusetts 02155 (393-2301) or the Director of
the Office for Civil Rights, Department of Education, Washington, D.C.
ADMISSION POLICY
MVTHS will determine the number of openings for grades 9-12. Any eighth, ninth, tenth or eleventh
grade student who is a resident of the City of Medford who expects to be promoted to the grade they seek
to enter by the local district is eligible to apply for fall admission or admission during the school year
subject to the availability of openings at MVTHS.
MVTHS is a member of the Shore Educational Collaborative, an educational collaborative chartered
under Chapter 631 of the Massachusetts General Laws and approved by the Massachusetts Department of
Education under Chapter 40, Section 4e. Students from member districts of the Collaborative (includes
the school systems of Cambridge, Everett and Somerville) who do not reside within the Medford School
District may apply for admission subject to the availability of openings and the absence of established
waiting lists in particular vocational areas provided they expect to be promoted to the grade they seek by
their local district. Medford students may also apply to another district within the Collaborative.
Collaborative students will be evaluated and ranked using the criteria set forth in the Admission Policy.
Freshmen students from Collaborative Districts may elect to explore specific vocational areas that are not
offered within their District and participate in the freshmen vocational selection process at a Collaborative
school and MVTHS.
M.G. L. c. 74, section 7 states:
Residents of towns in the commonwealth not maintaining approved independent distributive occupations,
industrial, agricultural, vocational home economics and allied health occupations training schools offering
the type of education desired, or children placed in such a town by the commissioner of social services or
by the trustees of the Massachusetts training schools, may upon the approval of the commissioner under
the direction of the state board, be admitted to a school in another town. In making his decision, the
commissioner under the direction of the state board shall take into consideration the opportunities for free
vocational training where the applicant resides, the financial status of such place, the age, preparation,
aptitude and previous record of the applicant, and other relevant circumstances.
Students who wish to complete a Nonresident Application seeking admission to a Chapter 74-approved
program in his/her area of interest must submit the Chapter 74 Vocational Technical Nonresident Tuition
applications to the Superintendent of Schools in Medford by April 1. In the interest of complying with
the April 1 deadline, students completing the Chapter 74 Vocational Technical Nonresident Tuition
Application are required to submit the application to their guidance counselor by March 15.
All programs are subject to change with appropriate notification. All programs are subject to the
subject to the approval of the Medford School Committee and to budgetary considerations.
considerations.
MEDFORD VOCATIONAL-TECHNICAL HIGH SCHOOL

CURRICULAR OFFERINGS
The primary objectives of the program include the following:
To prepare students for post-secondary and/or apprenticeship training.
To aid students in establishing themselves in their chosen occupations.
To develop within students the attitudes, the knowledge and the character necessary for an active,
economic, social and civic life.
To influence students to continue their education, since this is a never-ending process.
Career areas are equipped with the standard machines and tools and specialized equipment found in the
various trades. The skills and processes necessary for skilled workers are acquired under conditions
comparable to those found in industry. Related theory courses include the planning and research
necessary to acquire the skills necessary to complete career area projects.
The students total time is allocated to the study of academic and related theory subjects. These include:
Applied Academics, English, Social Studies, Algebra, Geometry, Biology, Chemistry and Physics. The
vocational program operates under state and federal Vocational legislation.
TABLE of ORGANIZATION
Students in Grades 9 and 10 experience both academic classes and shop on a daily basis. This
programming enables the freshmen student to participate in the Exploratory Program and the sophomore
student to major in a career area and to participate in a traditional high school course of study. Students
in Grades 11 and 12 will spend alternate weeks in shop and the academic classroom.
EXPLORATORY PROGRAM - Grade 9

A ninth-grade exploratory program is offered for those students entering the vocational school. The
program consists of regular Grade 9 academic subjects and experience in at least eight career areas. Close
attention, direction, and guidance are given to each student during this period. At the end of this
exploratory period, the Grade 9 students will be more knowledgeable about and decisive in selecting a
career program for Grade 10.
COOPERATIVE EDUCATION - All Departments

Cooperative Education is a school-based and a work-based program. Cooperative Education students
continue to receive their academic education in the traditional classroom setting while spending their
career area week employed by area business in their technical field. Students perform work best suited to
their qualifications and educational needs while employers evaluate the student progress according to
their predetermined standards. Students will receive no less than minimum wage from the employer, with
the exception of those industries not covered by the minimum wage law.
Students must meet MVTHS prerequisites including a 10-hour OSHA card before entering the program.
Cooperative education gives a senior or fourth quarter junior practical work experience related to their
technical area. It also allows the student to refine his/her skills prior to entering the workforce or entering
post-secondary institutions. Cooperative education develops proficiency in a technical area, helping the
student to assure a smoother transition into the career of their choice.
Medford Vocational-Technical High School

Courses and Credits by Grade
COURSE
English
Algebra 1*
Introductory Physics
World History I
Exploratory (CTE)
MCAS Enrichment
Community Service
GRADE 9
Periods
5
5
5
5
5
5
15 hours
Credits
5
5
5
5
6
5
Total Credits: 31
COURSE
English
Geometry
Biology
World History II
Related Theory
CTE
Community Service
GRADE 10
Periods
5
5
5
5
2
10
15 hours
Credits
5
5
5
5
2
8
Total Credits: 30
GRADE 11 (bi-weekly)
COURSE
Periods
English
8
Algebra 2
8
U.S. History
8
Health
3
Related Theory
3
CTE
30
Community Service
15 hours
Credits
5
5
5
2
3
12
Total Credits: 32
COURSE
English
Algebra 2B
Chemistry
Health
Related Theory
CTE/Cooperative
Education
Community Service
GRADE 12 (bi-weekly)
Periods
8
8
8
3
3
30
Credits
5
5
5
2
3
12
15 hours
Total Credits: 32
* Beginning with the class of 2015, the four year sequence of mathematics is Algebra 1, Geometry, Algebra 2 and Topics in
Discrete Mathematics or Pre-Calculus. Accommodations will be made to provide students with additional or accelerated
coursework as needed.
DUAL ENROLLMENT
Qualified juniors and seniors are encouraged to take advantage of the Massachusetts Dual Enrollment
Program.
When funding is available, this program allows students to take college courses free of charge at Bunker
Hill Community College. College and/or high school credits are received for all successfully completed
courses. Students may also take courses at Tufts University under an agreement between Tufts University
and the Medford Public Schools.
For further information on cooperative education, Dual Enrollment, and Tufts University, students should
consult their Guidance and/or Career Counselor Counselors.
ON-LINE COURSEWORK
Virtual High School (VHS) is a collaborative of schools offering online, content-rich, full-semester
courses to high school students. VHS includes core, elective, advanced placement (AP) and Pre-AP
courses. Students can enroll in VHS courses on an individual tuition basis. Additional information at:
http://www.govhs.org
Brigham Young University (BYU) Independent Study has helped students, ranging from
remedial to accelerated, who want to make up classes, graduate on time, or enhance their curriculum.
Students can enroll in BYU on an individual tuition basis. Additional information at: elearn.byu.edu
Students interested in participating in an on-line learning experience must consult with their Guidance
counselor and the MVTHS administration prior to making application.
Academic Departments
ENGLISH DEPARTMENT
The English Language Arts Department at MHS/MVTHS provides continuing opportunities for each
student to develop effective writing, reading, communication and grammar skills necessary for
postsecondary endeavors. Although the emphasis placed on specific skills varies for each grade and
level, the total program provides continuity in the students educational program over four years. The
English Language Arts curriculum follows specific guidelines that equip students with content knowledge
and skills. These include the understanding and development of knowledge and skills leading to students
ability to:
use informational texts and multimedia to foster strong content knowledge
write persuasive, narrative and descriptive essays
demonstrate inquisition and presentation skills through research projects
think and use language through interactive learning
analyze and synthesize material that fosters a deep understanding and appreciation for texts
comprehend textual understanding of literary heritage, literary movements and cultural
perspectives
understand the many uses of literature as seen through social commentary texts
recognize and use all genres of literature
comprehend and critique social media, the arts and text
read and comprehend a variety of complex literary and informational texts
respond both written and orally to the varying demands of audience, task, purpose, and discipline
including strategic use of digital media
develop and use speaking and listening skills to engage in collaborative and productive
discussions
Every student must take and pass English 9, 10, 11 and 12. A student cannot progress to another English
course without first fulfilling the prerequisites for that course; therefore, two regular English courses (e.g.,
English 10 and English 11) may not be taken simultaneously.
In addition, a summer reading requirement exists for all students entering Standard, Honors and
Advanced Placement courses in Grades 9 through 12. Titles are assigned by grade and students are
assessed in early September. Therefore, completion of required summer reading is critical.
English 9: Literary Exploration I
This course enhances the ninth grade students literary experience by building on their knowledge of
literary and informational reading; persuasive, narrative and descriptive writing; and speaking, listening,
and grammatical techniques. Throughout the year, students are provided with continued opportunities for
developing these skills. The study of literature focuses on analysis of the short story, novel, and poetry.
Required reading includes selections from Shakespeare.
Standard - 5 Credits 5 Periods per Cycle - Full Year
Honors 5 Credits 5 Periods per Cycle Full year
Prerequisite for Honors: Average grade of A- in English 8
English 10: Literary Exploration II
Building on the ninth grade literary exploration course, this course concentrates on themes that include
love, heroism, and rites of passage. Students study the roots of the English language as well as literature
from Anglo-Saxon epic poetry and Shakespeares Middle English to modern-day short fiction. Instruction
spans the reading of ancient myths and legends to the modern novel. Through class discussion, literary
and informational reading, oral presentations, informal essays, critical essays, and independent research,
students explore the major themes that the authors themselves explored. From this exposure, students
develop higher critical and analytical reading and thinking skills in order to evaluate data and respond
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appropriately. In addition, all other communication skills are included. Specific titles, including the works
of Shakespeare, are designated as required reading.
Honors 5 credits 5 Periods per Cycle Full Year
Prerequisite for Honors: Passing grade of B- in Honors English 9
English 11: American Literature
With American literature as the focus of study, this course enables students to develop a deeper
knowledge and greater respect for the American heritage including its history, its complexity and its
literary contributions. Thematic concepts such as the Puritan conscience, the American search for identity
and the American ideal are studied through representative writers including Jonathan Edwards, Ralph
Waldo Emerson, Mark Twain, and Ernest Hemingway. Persuasive, analytical and narrative writing in the
form of letters, essays and research comprise the principal amount of writing in English 11. Specific titles,
including the works of Shakespeare, are designated as required reading.
Honors 5 Credits 8 Periods per Cycle Full Year
Prerequisites for Honors: Average grade of b-in Honors English 10
English 12: World Literature
This course explores the roots of literary tradition from a world literature perspective. A survey of world
literature from the fourteenth through the twentieth centuries affords students the opportunity to challenge
the thinking of the great minds of Western Civilization. Discussions are based on textual analysis and
related material. The focus for the research paper originates from course readings. Specific titles,
including the works of Shakespeare, are designated as required reading.
Prerequisites for Honors: Average grade of B- in Honors English 11
MATHEMATICS DEPARTMENT
The Mathematics Department offers a core mathematics program that is rigorous in content, high in
expectations and accessible to all students. The curriculum is reflective of the standards articulated by the
Massachusetts Curriculum Framework for Mathematics, the Common Core State Standards for
mathematics education, the National Council of Teachers of Mathematics, and the Massachusetts
Comprehensive Assessment System. Students will achieve standards of practice, content and
mathematical literacy through problem solving, reasoning, communication, representation, and making
connections. MASSCORE recommends that all students take and pass four years of mathematics for
college and career readiness. All students will be required to take and pass four years of mathematics.
The recommended course sequence is Algebra 1/Geometry/Algebra 2 followed by a senior elective.
Opportunities for accelerated or honors level courses will be made based on recommendations of the
program and department directors.
Graphing calculators are essential tools for high school mathematics learning. While classroom sets of
graphing calculators are available for in class use, students are strongly encouraged to own graphing
calculators to enhance understanding, aid in homework, and for use during standardized testing such as
MCAS and SAT.
Algebra 1 (Grade 9)
This course in algebra provides a strong algebraic foundation for all subsequent mathematics courses.
Students will develop mature understanding of algebraic concepts and procedures through
communication, representation, reasoning, making connections, problem-solving, and technology
integration. Focus is on a deep understanding of linear and exponential relationships; interpretation,
comparison and contrast of functions to include linear, quadratic and exponential models; extension of the
laws of exponents to include square and cube roots; and application of regression techniques to analyze
linear models.
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Standard - 5 Credits 5 Periods per Cycle Full Year

Strongly Recommended: Graphing Calculator
Prerequisite: Passing grade 8 mathematics or grade 8 algebra
ESL Algebra 1 (Grades 9 and 10)
This course focuses on developing an understanding of the algebra skills listed in the above Algebra 1
course, while allowing for the development of English communication skills.
Strongly Recommend: TI-83+ or TI-84+ Graphing Calculator
Prerequisite: Recommendation by the Bi-Lingual and Mathematics Departments
Geometry (Grades 9-10)
This course extends the study of geometry by emphasizing precision and developing reasoning and proof.
Students will demonstrate understanding using geometric models, constructions, algebraic reasoning and
trigonometry. The students develop mathematical language as they investigate problems, make and test
conjectures, draw conclusions, and describe results. The course focuses on proving congruence and
demonstrating similarity through transformations and proportional reasoning; deriving and using
equations of conic sections in the coordinate plane; explaining and using volume formulas to solve
problems; as well as understanding and applying the rules of probability to make decisions.
Prerequisite: Passing grade in Algebra 1
Algebra 2 (Grade 10-11)
This course emphasizes the study of functions including linear, quadratic, exponential, logarithmic,
polynomial, rational, and radical functions, their properties, and graphs. The students will understand the
relationship between the arithmetic of rational numbers and that of rational expressions; extend their
understanding of trigonometric ratios as they graph periodic functions; and identify the appropriate
function to model a situation. Students will also use statistical models to interpret data, make inferences
and justify conclusions.
Prerequisite: A passing grade in Geometry
Advanced Algebra and Trigonometry (Grade 11-12)
This course is an alternative to pre-calculus. Students electing this course may not take pre-calculus as a
later course. This course revisits topics commonly found on the SAT as well as new content. It provides
students with a strong foundation for more advanced work in connection with algebraic functions, their
relationships, properties and graphs, and places an emphasis on the study of trigonometry, matrices, and
networks. Students will develop understanding of these algebraic concepts and procedures through
communication, representation, reasoning, making connections, problem solving, and technology
representation.
Strongly Recommended: TI-83+ or TI-84+ Graphing Calculator
Prerequisite: A passing grade in Algebra 2 and teacher recommendation
Pre-calculus (Grades 11 and 12)
Through problem solving, reasoning, communication, representation, and connections, this course
reviews linear, quadratic, exponential, polynomial, and logarithmic functions with a thorough treatment of
trigonometric 27 functions. Additional topics include complex numbers, mathematical induction,
sequences and series, data distributions, and probability topics. The concepts of vectors and conic sections
will be introduced.
Prerequisite: A grade of B- or better in Algebra 2 or C in Honors Algebra 2
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Strongly Recommended: TI-83+ or TI-84+ Graphing Calculator

Topics in Discrete Mathematics (Grade 12)
This course provides students the opportunity to study numerous disjoint topics in the field of Discrete
Mathematics. Students will use discrete models to interpret data, make inferences, and solve problems
that answer questions to real situations. They will determine reasonableness and evaluate mathematical
representations of real-world situations. Students will represent and model with vector quantities; use
matrices in applications and modeling to analyze situations and make decisions. Topics include graph
theory, combinatory, linear programming, arithmetic & geometric growth, statistical modeling, iteration
and recursion, voting theory, fair division, symmetry & tessellations, finance, and more.
Standard 5 Credits 8 Periods per Cycle Full Year
Prerequisite: Passing grade in Algebra 2.
Mathematical Decision Making (Grade 12)
This course provides students the opportunity to apply mathematics as they model a range of situations to
solve problems involving the use of algebra, geometry, and trigonometry in diverse areas such as statistics
and financial mathematics. The course is highly participatory in nature as students learn in a cooperative
environment where they engage in discussion and give presentations. Students will extend and learn new
content as they attain independent learning and research skills needed post high school.
Prerequisite: Passing grade in Algebra 2.
SCIENCE DEPARTMENT
A scientific education is designed to develop in the student an appreciation and intellectual awareness of
our biological, physical, technological, and chemical environment. Developing science literacy enables
the student to understand science concepts and process skills in making decisions related to scientific
issues that affect society. The science curriculum supports students interests in different career paths. The
expectation is that all students will complete a course in each of the three main domains of science as they
pursue their 3-course graduation requirement: physics, biology, and chemistry. This is also the
recommendation of national, state, and local science organizations and many colleges and universities.
Opportunities for accelerated or honors level courses will be made based on recommendations of the
program and department directors.
Introductory Physics (Grade 9)
The Introductory Physics course helps students recognize the nature and scope of physics and its
relationship to other sciences. Students will learn about basic topics such as motion, forces, energy,
momentum, heat and heat transfer, waves, electricity, and magnetism. Students will be engaged in
scientific inquiry, investigations, and labs so that they develop a conceptual understanding and basic
scientific skills. The mathematics prerequisite skills are based on middle school mathematics topics such
as data analysis, measurement, scientific notation, ratio and proportion, and algebraic expressions.
Prerequisite: Passing grade in all previous science courses
ESL Science (Grade 9)
This course is designed for students with limited English proficiency with an emphasis on English
language development and practice. Integrated ideas and concepts from all the science areas will be
studied, using earth and space science as the central theme. Concepts dealing with the land, air, oceans,
and space will be studied with an emphasis on laboratory skills, critical thinking and problem solving.
Prerequisite: Passing grade in all previous science course
Biology I (Grade 10)
This course emphasizes inquiry and lab-based experiences to explore the fundamental principles of living
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things. Students learn about the diversity of living organisms and their relationship to the environment.
They encounter standards in the areas of The Chemistry of Life, Cell Biology, Genetics, Anatomy and
Physiology, Evolution and Biodiversity, and Ecology. In classes where dissection is used as an
instructional activity, students will be presented with alternatives as described in the districts Dissection
Policy.
Prerequisite: Passing grade in Introductory Physics
Chemistry (Grade 12)
This course focuses on the interaction of matter through chemical reactions. Properties and states of
matter, atomic structures, chemical formulas, bonding, chemical reactions, energy, gas laws, survey of
materials, solutions, acids/bases, and organic, nuclear and equilibrium chemistry are some of the topics
covered. Laboratory experimentation is a feature of the course.
Prerequisite: Passing grades in Biology and Algebra 2 or concurrent enrollment in Algebra 2.
Recommended: Scientific or Graphing Calculator
SOCIAL STUDIES DEPARTMENT

Students need to successfully complete three years of History and Social Studies instruction in order to be
eligible for graduation. To comply with the 2003 Massachusetts History and Social Science Framework,
all students must take a two-year sequence in world history starting in their freshman year. As juniors,
all students are required to take United States History. Seniors have the choice of several courses but
must first ensure they have passed all of their requirements.
World History I (Grade 9)
Students in Grade 9 will study the history and geography of the civilizations and nations that occurred in
Europe, Africa, the Americas and Asia from the fall of the Roman Empire to the beginning of the modern
era (500 A. D. to 1815). Focus will be placed on the history and geography of great civilizations that
were developing concurrently throughout the world during medieval and early modern times. Students
will examine the growing economic interaction within and between civilizations, as well as the exchange
of ideas, beliefs, technologies, commodities and cultures.
Honors 5 Credits - 5 periods per Cycle Full Year
Prerequisite for Honors: Average grade of A-in United States History I (Grade 8)
Requirement for Honors: Summer Reading project due by the first day of school
World History II (Grade 10)
The course will begin with a study of the evolution and revolutions of European nation states and then
continue with a study of European nationalism and imperialism, the emergence of modern China and
Japan and the dawn of 20th century, the turmoil that led to WWI, the Russian Revolution, and the Great
Depression. Also included will be the rise of fascism, WWII, the Cold War, the Revolution of Rising
Expectations, and the changing scientific, economic, social, cultural, and political events that are shaping
the 21st century. Current events will also be looked at and incorporated into the course. Students will be
able to put historical events in proper perspective and apply concepts and themes from all of the Social
Sciences in order to make sense of the world in which they live. To help prepare students for the
upcoming United States History MCAS Test, the curriculum for World History II will integrate aspects of
United States History into the study of World History.
Prerequisite for Honors: Average grade of B in Honors World History I
Requirement for Honors: Summer reading project due by the first day of school
13
United States History (Grade 11)

This course is required for graduation and conforms to the outline provided by the Massachusetts History
and Social Science Framework. Students in Grade 11 will study the major turning points in American
History in the 20th century. After a brief review of the causes, events and results of the Civil War and
Reconstruction, this course will examine the rise of Industrial America and the labor movement,
Immigration and the shift in population to the cities, along with the changing ethnic composition of
America. Also included will be the position of the United States in a changing and hostile world of the
20th century, adjustments brought on by the Great Depression and the New Deal, the Civil Rights
struggle and achievements, the Vietnam War and the changing scientific, cultural, economic, and political
developments of the late 20th century. Students will have the opportunity to discuss major events and
elements of the Cold War. In addition to the treatment of all core knowledge topics, the course will begin
with a featured examination of the Constitution, our government system of checks and balances, assorted
case studies as well as the rights and responsibilities of citizenship.
Perquisite for Honors: Average grade of B- in Honors World History II
Requirement for Honors: Summer reading project due by the first day of School
FINE ARTS AND MUSIC

The Art Department offers a wide variety of full-year courses designed to meet the needs of high school
students. Instruction in all courses builds solid technical skills on a foundation of the principles of design.
All students must take and pass a Fine Arts course for graduation.
The Music Department offers courses designed to meet the needs of high school students. Students who
are planning careers in music or who are interested in acquiring the skills and benefits music study
provides will find educational opportunities available to them. All students must take and pass a Fine Arts
course for graduation.
Comprehensive Art I (Grades 9-12)
This course offers instruction in the foundation concepts of drawing and painting and the fundamentals of
two-dimensional design. Emphasis will be placed on the development of technical skills and learning new
techniques while improving observational skills, creativity, imagination and intuition.
Ceramics I (Grades 9-12)
Ceramics students will learn to create both functional and sculptural work out of clay. All traditional
techniques of hand building, as well as glaze and ceramic painting techniques will be studied in depth.
Projects will focus on design, and the interpretation of the students view of contemporary issues. Students will be expected to imagine, solve problems, and experiment in this three-dimensional art form.
Standard, 4 Credits, 4 Periods/cycle Full Year
Sculpture I (Grades 9-12)

Students will explore the world of three-dimensional art through a variety of media and techniques such
as wire, paper, plaster, and found objects. They will study issues of design as they work on projects
emphasizing expression, and symbolism in art. Sculptural genres such as figure sculpture, relief carving,
masks, and artists books will offer opportunities for personal interpretation. Students will gain a working
knowledge of materials that will allow them to explore, experiment, and create meaningful works of art.
Band (Grades 9-12)
This course is designed for students who play a band instrument. Some school-owned instruments are
available for student use. All students must attend one weekly nighttime rehearsal and must participate in
ALL Medford High School football games, parades, (Patriots Day, Memorial Day), graduation, concerts,
and band activities that occur after school hours.
14

Chorus (Grades 9-12)
This course is open to boys and girls who enjoy singing. The chorus will study and sing a variety of music
from past to present. Attendance at concerts, rehearsals, and musical activities that meet after hours is
required. In addition, all Chorus students must attend one weekly after-school rehearsal.
Jazz Band (Grades 9-12)
Students in this course will be taught to interpret a variety of jazz styles, including swing, Dixieland, and
blues. Instruction will focus on accurate style, phrasing, interpretation and execution. The ensemble will
perform during the school year at school and community events
Prerequisite: Current membership in the MHS Band or approval of the instructor
Orchestra (Grades 9-12)
This course is for those students who have had previous experiences and lessons in violin, viola, cello and
bass violin. No beginners are eligible without prior permission of the orchestra director. Wind and
percussion players are to be admitted only after taking and passing an audition. Attendance at rehearsal
programs, concerts, and musical activities after school hours is required. All Orchestra students must
attend one weekly nighttime rehearsal.
HEALTH AND PHYSICAL EDUCATION

Students are required to complete two complete years (four semesters) of health education in order to
meet graduation requirements. Students alternate health education with physical education during each of
their four years at MHS/MVTHS.
The comprehensive goals of the Physical Education Program are to emphasize the mental, emotional and
social aspects of living, as well as the physical development aspects necessary for a satisfying and active
life. The program emphasizes the relationship of physical activity to the physical, mental, social, and
emotional maturity of the students. Both present and future physical and recreational needs of students are
met through: (1) participation in a wide variety of physical activities that will lead to the development of
coordination, strength, skills, and endurance; (2) participation in a variety of physical activities that have
continuing lifetime values; and (3) experiences designed to develop knowledge, understanding, and
attitudes that result in desirable practices necessary to maintain physical, social, emotional and mental
health. In Physical Education, all classes are co-educational with the freshman and sophomore program
emphasizing the development of fundamental skills.
Students in Physical Education or Fitness classes are expected to change prior to each class and
participate to the best of their ability. Grades are determined through attendance, proper attire, and
participation.
Student athletes must participate in their scheduled Physical Education or Fitness class in order to
participate in an athletic practice, competition or game that day.
Health 9 and 10: Strengthening Relationships with Family and Friends (Grade 9 & 10)
In this course students will:
Develop a dynamic definition of health, including the personal, interpersonal, and environmental
aspects of health and develop an understanding of their interdependence;
Understand how behavior toward family members and friends reflects how we value our
relationships with them;
Learn and use communication skills to improve the quality of relationships;
15
Develop an understanding of existing supports and influences in our lives and learn to seek out
positive ones; and
Learn that relationships may present problems that must be resolved. Learn to accept that a
relation-ship may need to change or end and that there will be a transition period that follows.
Learn the health consequences of using tobacco, alcohol and other drugs.
Acquire the skills to abstain from drug use.
Practice decision-making skills to resist tobacco, alcohol and other drug use.
PHYSICAL EDUCATION (Grades 9-12)

Students will be required to complete two full years of Physical Education during their four years at
Medford High School.
Standard 2 Credits 2 Periods per Cycle
FOUNDATIONS OF FITNESS (Grades 9-12)
In this course, students will learn to develop, plan and conduct a personalized fitness program. They will
gain an understanding of personal fitness levels and needs through discussion and practice of fitness
components; cardio-respiratory strength/endurance; muscular strength/endurance, flexibility; and body
composition. Activities will include: basic anatomy and physiology; weight/resistance training; cardio
exercises; various forms of exercises (yoga, kettle-bells, Pilates, etc.); and fitness testing. Through this
course, students will continue their development of several 21st century skills and habits.
ENGLISH LANGUAGE LEARNERS DEPARTMENT

The English Language Learners (ELL) Department provides full-or part-day instruction, counseling, and
placement of students who need to learn English to a level which allows them to participate fully in the
academic and social life of the school. The department offers a full range of English language courses, as
well as sheltered instruction in core academic areas.
ELL- Literacy
This course is for students who have had limited educational experiences in their country of origin.
Students will learn basic literacy skills that apply to English, Social Studies and Science. Classes meet
one period a day.
Standard 5 Credits 6 periods per Cycle Full Year
ELL Beginners (Grades 9-12)
This course is for students who are recently arrived to this country and who have had normal educational
experiences in their country of origin. Students will learn English to function in their new environment
and acquire some understanding of the cultural differences in play. The class will focus on the social use
of English, receptive language, oral communication, beginning reading and writing, and study skills.
Classes meet two periods a day.
Standard 10 Credits - 12 Periods per Cycle Full Year
ELL Intermediate Low (Grades 9-12)
This course is for students who are progressing in their knowledge of English but still have difficulties in
speaking, understanding, reading and writing. Classes meet two periods a day.
ELL Intermediate High (Grades 9-12)
This course is for students who understand most conversations, explanations and lectures given at a native
pace, but need further work in grammar, idioms, and vocabulary acquisition. Classes meet two periods a
day.
16
ELL - Advanced (Grades 9-12)

This course is for students who are near exit level from the program. They may be taking Math, Science
and Social Studies courses in the regular curriculum, but will still benefit from added work in English to
polish and improve reading and writing skills. This is the final course in the ELL sequence. Classes meet
one period a day.
Sheltered English Immersion (SEI) (Grades 9-12)
The purpose of the program is to offer core academic classes in a manner that provides visual and
language support for new English learners. The following core academic SEI classes are offered: Algebra
I and II, Geometry, Pre-calculus, World History I and II, United States History, Science, MCAS English,
and MCAS Math. All classes meet one period each day except English and MCAS Math, which meet
twice in a six-day cycle.
SPECIAL EDUCATION DEPARTMENT

The Special education department is available to all students that may need assistance. The services
provided can include evaluations and/or delivery of direct services. Services can include mainstream
monitoring and/or support, modified sections in various departments and/or designated sections in
mainstream, adjustment counseling, Adaptive Learning Program, Life Skills program, resource room
assignments, combination of above services; or individual service delivery as recommended by base core
team.
All students regardless of learning challenges have access to the MHS/MVTHSs curriculum. Students
with diverse learning styles are evaluated and diagnosed by the Department of Special Needs. Each
students team recommends any and all accommodations or schedule adjustments. The purpose of these
recommendations is to maximize student success. Listed below are the current offerings for
MHS/MVTHS.
CURTIS TUFTS ALTERNATIVE HIGH SCHOOL
This 502.4i program was created in 1981. The program was created in response to a need to keep
vulnerable At Risk students in their community. This model program addresses the needs of students
that share a number of high risk and acting out characteristics. This comprehensive program is staffed by
eight full time SPED certified personnel. The program has the support, supervision and direct services of
three agencies, General Psychological Services and Tri-City Inter Agency. The program effectively
addresses the social, emotional, and educational needs of the forty students recommended by their
sending TEAM. This is done through creative programming, carefully planned activities, individual and
group counseling, behavior modification, parental support group, outreach, community involvement,
competitive inter-league sports, liaisons with Tufts University and Northeastern University, as well as
many ongoing and effective alternative strategies that address student, family and school priorities.
HIGH SCHOOL LIFE SKILLS PROGRAM
This program has expanded over the past ten years in order to address the needs of the more severe
educationally and physically challenged high school aged student. The Life Skills Program is primarily
dealing with the more cognitively and physically challenged youth. This program has one full time
teacher, three full time instructional aides, behavior specialist, adjustment counselor and career
counselor/job coach, OT/PT providing ongoing services. Students have the opportunity to experience a
multitude of activities throughout the day. This includes the multifaceted classroom facility as well as
various locations within high school and vocational high school. Students also travel to various work
sites within the community. There is also an extended day as well as a summer component built into the
program.
17
LEARNING GROUP PROGRAM

These programs offer sound and appropriate academics for the group of Learning Disabled students
assigned to them. The teachers and instructional aides to meet the IEP Goals and Objectives use various
accommodations and teaching strategies. These students are also exposed to various appropriate
mainstream opportunities as well as work sites both within the school environment and at various job
sites outside of school. The School Adjustment Counselor, Guidance Counselor and Behavior Specialist
address behaviors on an ongoing basis. Students in these programs are offered an opportunity to
participate in an extended day component along with the Life Skills Program.
ADAPTIVE LEARNING PROGRAM
This program offers the group of students assigned to it both support and academics. In addition, the
Guidance Counselor provides counseling services as well as the Adjustment Counselors assigned by the
Department for Special Education. Individual and group counseling is also incorporated into our
program. Students attend classes in the mainstream when appropriate or in the classes allocated to the
SPED staff within the program. Students earn the same graduation requirements as any other High
School students. The ALP program is an effective intervention that offers the least restrictive setting for
those students that require more intensified support within the confines of a large school setting.
LANGUAGE-BASED LD PROGRAM
This program offers a small group of LD students a chance to take contained classes or appropriate
mainstream classes throughout MHS/MVTHS. The program offers students a safe, supportive classroom
environment, along with LD instruction by its full time special education teacher.
VOCATIONAL SCHOOL LANGUAGE BASED CLASSROOM
This class was created in order to address the needs of students identified as learning disabled in the area
of expressive or receptive language. At the same time these students had expressed an interest in
attending the vocational school to experience the Grade 9 exploratory program of studies. The students
attend a self-contained classroom for their major academics and related vocational topics and travel into
various career areas in order to experience the vocational exploration part of the Grade 9 program.
Grades 10 through 12 can also be coordinated through this classroom.
ACADEMIC SUPPORT CLASSES
Certified special education teachers teach specific subjects to those students whom need a more restrictive
environment and more individualized instruction. Classes are offered in Mathematics, Social Studies,
Science and Language Arts. Reading is taught by our reading specialists and addresses both reading
mechanics and comprehension issues.
CAREER AND TECHNICAL OFFERINGS

The City of Medford through its School Committee has offered vocational education, now
referred to as Career and Technical Education, to its young people since 1930. Throughout this
time many changes in program offerings have been made and all programs have been enhanced
to meet the expectations of industry in the 21st century. The current Career and Technical
offerings are provided to our students because of the high employment levels that are prevalent
in the greater Medford and Metro North Region.
The program offerings outlined on the following pages are presented in a user-friendly format.
We hope they provide you with a better understanding of our curriculum majors. If you have
any questions please consult with your guidance counselor or the MVTHS Guidance
Department.
18
Automotive Collision
Repair & Refinishing
The Automotive Collision Repair course is a three-year program that conforms to the National Automotive
Technicians Education Foundation (NATEF) standards using I-Car curriculum. Adherence to the NATEF
curriculum and standards exposes and trains
students in the trade through a series of
tasks and competencies in the areas of:
Painting & Refinishing, Non-Structural
Analysis & Damage Repair, Plastics &
Adhesives, Structural Analysis & Damage
Repair, and Mechanical & Electrical
Components. In addition, students learn to
use the Audatex Estimating Systems. This
system is state of the art and complies
with NATEF standards. Students enrolled
in the program are involved in every aspect
of a working business. Students interact
directly with customers; write estimates,
schedule jobs, order parts and complete
repairs. The program is self-paced. The
program is recognized by the I-Car Training
Alliance
The Automotive Collision Repair program is Chapter 74 approved and is taught by ASE Certified and NATEF
approved instructor.
Upon graduation, students are employed as entry-level technicians, automotive refinishers, assistant managers,
detailers, glass installers, automotive appraisers, frame technicians, restyling technicians and sales people in the
automotive body supply industry.
Articulation Agreements with the
following colleges and institutions:
Companies or employers where program

graduates are working:
Bonnell Ford
Whites Auto Body
Grava Chrysler Plymouth
Citi Auto Body
Charles Street Auto Body
Mirak Chevrolet
Kwik Auto Body Supplies
Todays Auto Body
Hogan & Van
Joe Champia Auto Body
IRA Motors
Pasqualli Auto Body
A & M Auto Body
Sentry Lincoln-Mercury
Safety Insurance
Colonial Nissan
Arlington Auto Body
Boyles Body Works
Hanson & Tilton
LICENSES, CERTIFICATIONS, AND AFFILIATIONS

PPG Refinish Certification, Fusor Plastic Repair Certification, ASE Certification, and one year experience
towards the Massachusetts Auto Damage Appraisers License, S/P2 Pollution and Safety Certificate, Audatex
Computer Estimating Certificate, PPG On-Line Certification, OSHA 10 Hour General Safety Card, SkillsUSA
19
Automotive
Technology
The Automotive Technology course is a three-year program that conforms to the National Automotive
Technicians Education Foundation (NATEF) standards. Adherence to the NATEF curriculum and standards
exposes and trains students in the trade through a series of tasks and competencies in the areas of: Brakes,
Electrical/Electronic systems, Engine Performance, Suspension and Steering, Heating and Air Conditioning and
additional areas. The program provides the participants with a classroom segment and hands-on work. Students
work daily on customer vehicles that have been scheduled for repairs. Students interact directly with customers;
write service orders, schedule jobs, order parts and complete repairs. The program is self-paced.
The Automotive Technology program is a
Chapter 74 approved program taught by ASE
Certified and NATEF approved instructors.
Upon graduation, students are employed as
entry-level technicians, mechanics, brake
specialists, electronic technicians, as assistant
service managers and as sales people in the
automotive parts supply business.


Universal Technical Institute

New England Institute of Technology
Ritchies Service
Grava Chrysler Plymouth
Sentry Lincoln Mercury
Saturn of Medford
Olson Cadillac
Mystic Auto Supply
Honda of Boston
Volsar Automotive

ASE Certification, Ford Auto Skills Troubleshooting contest, SkillsUSA
OSHA 10 Hour General Safety Card
20
NEW PROGRAM OFFERINGS

Biotechnology &
Environmental Sciences
BIOTECHNOLOGY
The Biotechnology Program will introduce students to the field of Biotechnology through career exploration as
well as course specific content and skills. The students will be instructed in aseptic technique and the proper use
of equipment used in biology, chemistry, physics, and engineering (e.g., micropipettes, and electrophoretic,
chromatographic and spectrophotometric tools). In addition, bio-manufacturing industry skills such as Standard
Operating Procedures, Good Manufacturing Practices, Instrumentation, and Statistical Process Controls are
reviewed. The Biotechnology program student is eligible for OSHA 10-Hour General Industry Safety
Certification and Massachusetts Bio-manufacturing Certification. A certificate in Bio-manufacturing prepares
students for entry level positions in many areas of
biopharmaceutical production with excellent
opportunities for advancement and career growth.
Students who plan on continuing their education at a
four-year institute should inquire with their guidance
counselor regarding appropriate course selection.
ENVIRONMENTAL SCIENCES
The program in Environmental Science & Technology
will allow participants with a unique opportunity to
participate in both laboratory and field studies. Students
will interact with environmental scientists and engineers,
community and state officials, and other environmental
organizations to investigate real-world environmental
issues. Graduates of the Environmental program are certified in First Aid and CPR, 10-hour OSHA general
industry safety certificate, and OSHA 40-hour Hazardous Waste Operations. Students are also trained in
wastewater and drinking water technologies, and are prepared to take the Massachusetts Class II Municipal
Wastewater Treatment Plant Operator and Massachusetts Grade I Drinking-Water Treatment Exams administered
by the State of Massachusetts. Eligible seniors may also complete internships with local environmental
consulting companies, contractors, or laboratories. Students who plan on continuing their education at a fouryear institute should inquire with their guidance counselor regarding appropriate course selection.


PENDING These are new programs to be offered starting school year 2014-2015.

OSHA 10 Hour General Safety Card, First Aid, CPR, SkillsUSA
21

Business Technology
& Marketing
The Business Technology & Marketing Program provides the skills, background, and certification necessary to
prepare students to become well-rounded employees, employers, or entrepreneurs. Students will be given an
introduction to marketing, accounting, and
Microsoft Office computer applications, such as
Microsoft Excel, Word, Access, and PowerPoint.
This program integrates computer applications and
business communication skills with a strong
foundation in business courses. Legal issues are also
introduced and students develop knowledge in
personal finance and practice time management,
organizational skills, and goal setting.
Students will develop business relations skills as
well as an understanding of business attitudes
essential to participate as productive workers and
consumers in the multinational marketplace.
Through hands-on experience students will develop
an ability to organize and manage the operations of
an active business with the school store. The store
offers face-to-face consumer experiences and builds customer service and interpersonal skills. Students are also
encouraged to further develop their business communication skills including writing, editing, and overall
computer operations. Integrated within this rigorous curriculum is a strong focus on leadership development and
public speaking skills. All learners are challenged to meet high standards and expectations while receiving the
necessary supports for success.
Possible career pathways for graduates from the Business Technology & Marketing Program include
Administrative Assistant, Office Manager, Salesperson, Payroll Clerk, Manager, Executive Assistant, Marketing,
Advertising, Public Relations, Banking, Accounting, and Retail Operations.
The Business Technology & Marketing Program prepares students for continuing their education in this field at
the 2-year and/or 4-year college degree level and assists students with the college selection process.


Microsoft Office Specialist Certification (MOS), Certified Meeting Professional (CMP)
Massachusetts Retail Association, SkillsUSA
22
Carpentry
Students in the Carpentry program receive instruction in both millwork and house building. Students are taught
design, layout, and dimensioning of projects. The students work with a variety of building and finishing
materials, and become familiar with modern methods and styles of
commercial and residential construction. Students employ the use of
a variety of hand and power tools throughout their training. Extended
activities range from shed construction to house remodeling
techniques, remodeling and construction within the school and offcampus. An integral component of the finish carpentry curriculum
involves the Cabinetmaking instructors guiding the students in the
craft of furniture making, cabinets, and various small projects from
solid lumber, plywood and high-pressure laminates. The
competency-based curriculum and hands on approach provides
students knowledge to compete in this field.
The Carpentry program is a Chapter 74 approved program.
Upon graduation, students are employable in the following areas:
house siding, framing carpenters, apprentice carpenter, lumber and
house salespeople, mill worker, house carpenter, carpenters helper,
finish carpenter, cabinet making, remodeling, rafter and stair layout as
well as self-employment.



Boston Carpenters Apprenticeship &
Training Fund
Mystic Builders
Mass Cabinets
Wes Designs
B & D Builders
Mitchell Construction
Sully & Perk
Eastern Massachusetts Carpenters Apprenticeship &

Training Committee

Power Activated Tool License, Construction Supervisor License, Home Improvement Contractor License,
CertainTeed Roofing Certificate
OSHA 10 hour Construction Safety and General Safety Cards, SkillsUSA
23
Construction Craft
Laborers
The construction industry is one of the most diverse and rewarding industries in the world. From a single-family
home to a railway tunnel under the English Channel, the potential for personal and financial growth is only
limited by your willingness to work and learn. A career in construction can provide a standard of living for you
and your family, as well as a sense of pride and accomplishment in the projects you help to build.
It is beyond the scope of this document to list all of the major types of construction. They have been identified
and grouped into the following three categories:
Building construction and reconstruction on residential and commercial buildings.
Heavy/highway, and utilities construction and
reconstruction on the following:
Major and minor highways
Subdivisions
Bridges, dams, tunnels, and airfields
Underground utilities (telephone and electric)
Piping systems (petroleum, water, sewer, natural gas,
and collection systems)
Environmental activities associated with the
following:
Asbestos abatement
Decontamination and demolition of nuclear facilities
Hazard waste removal
Leads abatement
Permit-required confined spaces.
Construction remains a major growth industry in North America and a source of jobs for new entrants into the
work force. The United States Bureau of Labor Statistics (BLS) predicts construction jobs will increase from 7
million to 7.8 million in the years 2008 - 2018.
Wentworth Institute
New England Laborers Training Academy
Bunker Hill Community College
Bristol Community College
University of Mass. Amherst, or Lowell
Barletta Construction
Bond Brothers Construction
Aggregate Concrete
Lee Kennedy Construction
The MBTA

Scaffold Builder User, OSHA 10 Hour General Safety Card, OSHA 30 hour Construction Outreach,
American Welding Society Vertical Fill-it, American Welding Society Horizontal Fill-it, American Welding
Society Overhead Fill-it, American Crane Institute Hoisting & Rigging Cert., Microbial Remediation, DOT
Flagging, Masonry Cont. Assoc. of America, Forklift Trainer Cert. Marr Elevator Work Platform Cert.,
SkillsUSA
24
Cosmetology
Although commonly referred to as a hairdresser, a Cosmetologist actually
provides a variety of beauty services, which are related to the care of hair,
scalp, the skin and nails. Course work includes shampooing, haircutting,
hairstyling, permanent waving, color analysis, facials, skin care pedicures,
waxing and manicures.
All cosmetology students receive the 1,000 hours of instruction required to
qualify for the State of Massachusetts licensing examination and
employment as a cosmetologist. Personal hygiene, grooming, bacteriology
and sanitation practices as well as good human relations are stressed.
Anatomy and physiology play an important part in the course. The students
are prepared to provide services such as manicure, facials, pedicure,
shampoo, scalp and hair treatments, blow styling, hair styling (roller set, pin
curl, finger wave), computerized hairstyling selections, hair extensions
(certified), permanent waving, hair coloring, chemical relaxing, massage,
facials, waxing, makeup and color analysis. They are also prepared in
computerized salon management.
The Cosmetology program is a Chapter 74 approved program.
Upon graduation, job opportunities include: hairstylist, manicurist, esthetician, wig maker, platform artist, shop
manager or owner, beauty school owner, demonstrator, beauty supply owner and distributor, desairologist, hair
colorist, manufacturers representative, research-testing of products, beauty editor, trichologist, hair color and
skin and scalp specialist school instructor.


Dermal Institute of Technology

Elizabeth Grady Aesthetics
Catherine Hynes - Aesthetics
Bella Capelli
Central Style
Dellaria Salon
Fabiano Ltd. Salon
Hair Cuttery
Hairs Karen
Lumar-J Salon
Naz Kupelian Salon
Mario Russo
Philip Ciampi
Kenzo
Leon & Company

Nicholas Call Salon & Spa
Park West
Supercuts
Shear Madness
Tradewinds Beauty Salon
Vincenzos Hair Design
Avante Salon
Horizon Salon
Serenity in the City
Liquid Salon

Mass. Board of Registration of Cosmetology, OSHA 10 Hour General Industry Card, SkillsUSA
25
Culinary Arts
Culinary Arts students learn the principles and techniques of food
preparation, handling, food service and restaurant management.
The study of nutrition, sanitary codes, and inventory control are
included in the competency-based curriculum. Caf Electra, a
student-operated public restaurant, provides the students with the
opportunity to gain firsthand experience in the areas of safety,
food handling, food preparation, institutional cooking, short order
cooking, computer skills, and customer service. In addition,
culinary arts skills are reinforced through related studies in the
classroom.
The Culinary Arts program is a Chapter 74 approved program.
Upon graduation, job opportunities include: line cook, prep cook,
short cook, chef, butcher, baker, host/hostess, pastry chef, caterer,
dining room manager, and restaurant manager.
Prospective places of employment include: airlines, bakeries,
hospitals, hotels, schools and colleges, food store chains,
restaurants, hotels, health care facilities, national chains and
resorts.


99 Restaurants
Lawrence Memorial
Hospital
Winchester Hospital
Tufts University
Pastalenas Restaurant
Pizzeria Regina of Medford
Harvard Dining Services
Tremonte Restaurante
Riverside Wraps & Grille

ServSafe Certification, Pro-Start Certification and
OSHA 10 Hour General Safety Card, SkillsUSA
26

Design & Visual
Communications
Design and Visual Communications introduces students to graphic design as a form of visual communication.
Through analysis and application of type, image, form and color, students explore the power of visual messages
in our world. This program provides an understanding of design elements, design principles, color theory,
typography, drawing, video editing, web design, animation, and digital photography. Students use their
understanding to plan, design and
execute print and digital media for a
specific purpose and audience.
Lectures, demonstrations and handson
projects provide students with the
opportunity to acquire skills and
knowledge to use the computer as a
design tool. Students are introduced to
industry standard computer software
programs, such as Adobe, InDesign,
Illustrator, Photoshop, Dreamweaver,
and Flash. A variety of projects incorporates the principals and elements of design including, but not limited to:
advertising, websites, animation, digital photography, magazines, posters, vinyl signage, t-shirt transfers, media
production and video editing. These projects are completed and delivered to clients within our school and the
community.
Engaging classroom sessions help students develop their communication, interpersonal, and presentation skills
and strengthen their reading and writing ability. A rigorous applied academic program covers employability,
management, and entrepreneurship, as well as problem solving. Students will be ready for prospective employers
and college recruiters by compiling all their work into a professional student portfolio.
Possible career pathways for graduates of the Design and Visual Communications Program include Digital Media
Artist, Illustrator, Animation Artist, Graphic Designer, Webpage Designer, Photographer, Advertising Artist, and
Fashion/Interior Designer
The Design and Visual Communications Program prepares students for continuing their education in this field at
the 2-year and/or 4-year college degree level and assists students with the college selection process.


Adobe Certified Associate (ACA)
SkillsUSA
27
Early Childhood
Education
Students enrolled in the Early Childhood program participate in the Make Way for Kids preschool and other
day care programs. The children serviced are 3 to 5 years of age. Through hands on experience in the preschool,
students learn, develop and perform the skills as an assistance teacher under the guidance of the teacher. Students
have the opportunity to create and implement age-appropriate, theme-based curriculum to the children. All
students rotate through the age levels in order to experience a variety of ages and stages as well as different
teaching styles. The competencybased curriculum includes Child
Growth and Development studies
and practical experiences Working
with Young Children. Upon
graduation the students will receive
a personal certificate of proficiency
with documentation of child
contact hours. The certificate can
be used to apply for a preschool
teaching certificate from the Early
Education and Care (EEC). This
application is the responsibility of
the student and is not guaranteed.
A graduate from the program may
obtain an entry-level position in a childcare center, a nanny position or a preschool teacher in an Early Childhood
program approved by the Early Education and Care office of Massachusetts. Other venues are home daycare
provider, school-age care provider, kindergarten aide, day camp counselor or continue to a post-secondary
education
Early Childhood Education is a Chapter 74 approved program.


Roxbury Community College
Kinder Care
Government Center Day Care
Knowledge Beginnings
Kids Corner
Creative Corner
Graceworks After school care
Play Academy

EEC Teaching Certificate Preschool (May qualify for Infant-Toddlers also)
OSHA 10 Hour General Safety Card, SkillsUSA
28
Electrical
Through a competency-based curriculum the Electrical program prepares students with the basic skills needed for
an advanced-level position in the electrical field. The students gain a thorough knowledge of materials,
terminology, and safety skills that are necessary in becoming a licensed electrician, a licensed systems technician,
or a telecommunications technician. Students
will become proficient in a variety of electrical
projects in compliance with the National
Electric Code, Massachusetts Electrical Code,
and NFPA (National Fire Protection
Association) Safety Code, and all other codes
relegated to the electrical industry.
The related classroom curriculum stresses
mathematics, science and blueprint reading
related to the electrical field. Emphasis is
placed on the mastery of fundamentals, concepts
and principles as well as the ability to solve
practical problems.
The Electrical course is a Chapter 74 approved
program.
Upon graduation students will receive a high school diploma and a vocational certificate. In addition, he or she
may be awarded up to 2080 working hours and 225 classroom hours to apply towards the requirements of the
State of Massachusetts Electrical Board for the Electrical License Examination.
Graduation provides the following career opportunities: electrical apprentice, journeyman electrician, residential
electrician, commercial electrician, industrial electrician, Master electrician, electrical contractor,
telecommunications technician, systems technician (burglar and fire) or electrical material sales.
Gould Construction Institute
Facilco
D&D Electric
Interstate Electric Company
Nardone Electric
All State Electric Company
American Alarm
Assured Fire Alarm

Company
Reliance Electric
All-Tech Electric
Jupiter Electric

State of Massachusetts Electrical License (350 hours)
OSHA 10 Hour Construction Safety and General Safety Cards, SkillsUSA
29
Graphic
Communications
Graphic Communications prepares students
for careers working in digital technology,
printing, publishing and new media
ventures. Classroom experiences and
laboratory time provide students with the
knowledge and experience to gain an entrylevel position working on the technical side
of a printing press or media development
center. Digital design and production
involves primarily the Adobe Creative
Suite applications. Classes are focused on
using the software to design graphics and
layouts, create graphics and images, and
manipulate and enhance images. Projects
are prepared from concept to production.
Students take prepress and production
coursework, in which they learn to prepare
projects for an offset lithographic press
using digital prepress techniques, develop Internet sites, devise electronic page layout and work with digital
media sources. Basic business management and entrepreneurial skills for the graphic industry are also taught.
Graphic Communications is a Chapter 74 approved program.
Graduates learn the technical skills behind publishing newspapers, magazines, newsletters and other forms of
mass graphic communications. Though job skills and responsibilities will depend on the place of employment,
graduates of this graphic communications program may find a job as a: digital prepress operator, digital media
developer, press operator, finisher, page layout technician, output technician, typesetter, proofreader, copy center
technician, and a print/media salesperson. Graduates work in advertising agencies, newspapers, magazines,
printing companies, in-house corporations, the music industry and multimedia production.
Universal Wilde, Inc.

Piro Printing Company
Charles River Publishing
Digital Publishing Solution
Staples Print Centers
Federal Envelope
Mystic Parker Printing
Printing Industries of America, National Association of Photoshop Professionals, Printing Industries of New
England, Ad Club of Boston, OSHA 10 Hour General Safety Card, SkillsUSA
30
Health Assisting
Combining medical technology and the human touch,
the healthcare industry diagnoses, treats and
administers care around the clock, responding to the
needs of millions of people from newborns to the
terminally ill.
As one of the largest U.S. industries in 2011,
healthcare provides 14.3 million jobs for wage and
salary workers. 47% of these workers in the nursing
and residential care facilities have a high school
diploma or less, as do 20% of workers in hospitals.
Medford Voc. Tech High School students receive
training and learn essential skills in a variety of health
related occupations: Certified Nursing Assistant
Training, Introduction to Phlebotomy, Introduction to
EKG, Basic Alzheimers care and Introduction to basic EMT training are at the core of the curriculum their three
years in the Health Assisting program.
Students considering careers in healthcare should have a strong desire to help others and a willingness to learn
how to relate to various multicultural diverse situations. Many healthcare jobs are regulated by state licensure
and require higher post-secondary educational programs.
Our students currently affiliate at the Courtyard Nursing and Rehabilitation Center, the Bear Hill Nursing Care
Facility, Lawrence Memorial Hospital and the Massachusetts Eye and Ear Infirmary.
Upon graduation, students are prepared for post-secondary education and employment as nursing assistants in
acute and long term care facilities, as well as home care agencies.

Lawrence Memorial Hospital

Courtyard Nursing Care Center
Brighton at Medford
Greater Medford VNA
ABC Home Care Agency
Massachusetts Eye & Ear Infirmary
Bear Hill Nursing Facility

Commonwealth of Massachusetts Certified Nursing Assistant (CNA) Licensure
Certifications in First Aid, Blood Borne Pathogens, CPR Healthcare Provider C - American Heart Association
OSHA 10 Hour General Safety Card.
Option of studying toward introductory certificates in Phlebotomy, EKG, Basic Alzheimers Care and Basic
EMT Training.
Health Occupations Students of America Organization, sponsored by the UMass Medical School, SkillsUSA
31

Hospitality Management
Students in the Hospitality Management program will learn
all aspects of the Hospitality & Tourism industry. Through
courses such as Introduction to Hospitality to operating a full
service restaurant, students will gain key skills to take them
into a growing career or college readiness. Courses for this
program include front office operations, banquet
management, guest services, reservations, meeting planning,
and hospitality management.
The Hospitality and Tourism industry provides numerous
opportunities for growth. Successful graduates may receive
employment in hotels, function facilities, convention center,
and event planning or they may opt to continue their
education through post-secondary options. Regardless,
students will graduate with the skills necessary to be
employed in the Hospitality & Tourism industry.
This is a new program for SY2014-2105. It is anticipated that work study opportunities will become available
with local hotels and other related businesses.

This is a new program for School Year 20142015. MVTHS will seek articulation
agreements with community colleges and four
year institutions.
Companies or employers where program graduates are

working:
This is a new program for School Year 2014-2015. The first
graduating class eligible for Cooperative Education will be 2018.

OSHA 10 hour Construction Safety and General Safety Cards
ServSafe Certification, Educational Institute Hospitality & Tourism Management Program Certificate,
SkillsUSA
32
Metal Fabrication and

HVAC-R
The metal fabricator makes parts from a variety of metals making use of the exacting specifications of blueprints.
The sheet metal worker must be a highly skilled technician in order to meet the demands of modern construction.
Using computers and a variety of power and hand tools, students learn the skills needed to fabricate and install
the latest air handling equipment installed in todays construction. Students learn the latest TIG, MIG, Flux-Core,
Oxy-Acetylene, and Arc welding methods. Also, shearing, fabricating and installing skills needed in residential
and commercial building projects are stressed.
The Heating Ventilating, Air Conditioning and Refrigeration program is
incorporated with Metal Fabrication. Beginning with an introduction to basic
safety, students study basic refrigeration, the laws of thermodynamics,
Manual J calculations, and soft and silver soldering techniques. The
competency-based curriculum allows the students to learn about compressor
installation, and repair, evaporator identification and installation, condenser
operation and design, and metering device applications. Forced warm air
heating and hydronic heating by both gas and oil are included. Sheet Metal
is now a licensed trade in Massachusetts. It is a professional license that
requires 750 classroom hours to attain a journey mans license. Medford
Voc Tech is one of the only schools in Massachusetts currently authorized to
offer students classroom hours that will count towards their license while
they are in school.
The Metal Fabrication and Heating, Ventilation, Air Conditioning and
Refrigeration program is Chapter 74 approved.
As students refine their skills and upon graduation, they may explore opportunities in
the following areas: service technician, installation, technician, maintenance technician, HVAC apprentice, 5 year
Journeyman, Master HVAC technician, HVAC salesperson, and HVAC engineer, oil burner technician, licensed gas fitter
and licensed sheet metal worker.


Massasoit Community College
Lake Industries
Santini Brothers Iron Works
Hanlon Sheet Metal and
Ventilation
Breen & Sullivan
Mechanical
Water Air Corporation

C.F.C. certification is offered to senior students, 150 hours toward sheet metal license, Board of Licensure
OSHA 10 Hour Construction Safety and General Safety Cards, SkillsUSA
33

Robotics, Automation,
and Engineering
The Robotics, Automation, and Engineering program is for the student who has an interest in figuring out how
things work. Robotics and Automation is a rapidly growing field which combines elements of electrical
engineering, mechanical engineering and programming. It
includes the design, implementation, configuration, operation,
programming, maintenance and repair of intelligent machines.
Robotic systems are utilized for many applications in
manufacturing and assembly, defense, space and underwater
exploration, disaster relief as well as many newly emerging
service applications.
This program applies math and science skills to the real world,
giving students a clearer understanding of what their education is
all about. The Robotics, Automation, and Engineering Program
teaches the theory of engineering concepts and provides students with hands on experience using modern state of
the art equipment including programmable logic controllers, industrial assembly robots and Vex Mobile robots
as well as use of industry standard software tools like Multisim, SolidWorks, and the AutoDesk Suite of
Programs. Students also have the opportunity to compete in numerous SkillsUSA national competitions while in
the program.
Possible career pathways for graduates of the Robotics, Automation, and Engineering include Automation
Engineer, Automation Technician, Electrical or Electronic Engineering Technician, Electrical Engineer,
Manufacturing Engineer or Technician, Mechanical Engineer, Process Control Engineer or Technician, Robotics
Engineer or Technician.
The Robotics, Automation, and Engineering Program prepares students for continuing their education in this field
at the 2-year and/or 4-year college degree level and assists students with the college selection process.


OSHA 10 Hour General Safety Card, AutoCad, SkillsUSA
34
Medford Vocational Technical High School

At Your Service:
Cafe Electra: 781-393-2260
Mystic Wave Salon: 781-393-2139
Graphic Communication: 781-396-1334
Automotive Technology: 781-396-9060
Auto Collision: 781-393-2254
Medford School Committee

Mayor Michael McGlynn , Chairman
Vice Chair: John Falco,
Secretary: Robert E. Skerry, Jr.
Ann Marie Cugno
Erin DiBenedetto
George Scarpelli
Paulette Van der Kloot
Medford

2014-15 MVTHS Program of Studies

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2014-15 MVTHS Program of Studies

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Training tomorrows workforce...

Medford Vocational Technical

School Department Administration

Vocational Technical High School Administration

PROGRAM OF STUDIES ............................................................................................................................3

MEDFORD VOCATIONAL TECHNICAL

EXPECTATIONS FOR STUDENT LEARNING

Students will work cooperatively to achieve objectives.

PROGRAM CHANGES and TRANSFER STUDENTS

REQUIREMENTS FOR GRADUATION

QUALIFICATIONS FOR COLLEGE ADMISSION

ACADEMIC ELIGIBILITY FOR ATHLETICS

POLICY NOTIFICATION and ELIGIBILITY:

MEDFORD VOCATIONAL-TECHNICAL HIGH SCHOOL

EXPLORATORY PROGRAM - Grade 9

COOPERATIVE EDUCATION - All Departments

Medford Vocational-Technical High School

Standard - 5 Credits 5 Periods per Cycle Full Year

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

SOCIAL STUDIES DEPARTMENT

United States History (Grade 11)

FINE ARTS AND MUSIC

Sculpture I (Grades 9-12)

Standard - 4 Credits 4 Periods per Cycle Full Year

HEALTH AND PHYSICAL EDUCATION

PHYSICAL EDUCATION (Grades 9-12)

ENGLISH LANGUAGE LEARNERS DEPARTMENT

ELL - Advanced (Grades 9-12)

SPECIAL EDUCATION DEPARTMENT

LEARNING GROUP PROGRAM

CAREER AND TECHNICAL OFFERINGS

Companies or employers where program

LICENSES, CERTIFICATIONS, AND AFFILIATIONS

Articulation Agreements with the

Companies or employers where program

Universal Technical Institute

LICENSES, CERTIFICATIONS, AND AFFILIATIONS

NEW PROGRAM OFFERINGS

Articulation Agreements with the

Companies or employers where program

LICENSES, CERTIFICATIONS, AND AFFILIATIONS

NEW PROGRAM OFFERINGS

Companies or employers where program

LICENSES, CERTIFICATIONS, AND AFFILIATIONS

Articulation Agreements with the

Companies or employers where program

New England Institute of Technology

Eastern Massachusetts Carpenters Apprenticeship &

LICENSES, CERTIFICATIONS, AND AFFILIATIONS

LICENSES, CERTIFICATIONS, AND AFFILIATIONS

Articulation Agreements with the

Companies or employers where program

Dermal Institute of Technology

Leon & Company

LICENSES, CERTIFICATIONS, AND AFFILIATIONS

Articulation Agreements with the

Companies or employers where program

Bunker Hill Community College

LICENSES, CERTIFICATIONS, AND AFFILIATIONS

NEW PROGRAM OFFERINGS

Companies or employers where program

LICENSES, CERTIFICATIONS, AND AFFILIATIONS

Companies or employers where program

Bunker Hill Community College