RICHMOND PUBLIC SCHOOLS GOVERNOR’S …web.richmond.k12.va.us/Portals/55/assets/docs/Academy Program... · 2 Richmond Public Schools Governor’s Career and Technical Education Academy

RICHMOND PUBLIC SCHOOLS

GOVERNOR’S CAREER AND TECHNICAL EDUCATION

ACADEMY FOR STEM IN RICHMOND

Principal N. Mauricee Holmes Academy Lead Teachers James Williams Engineering and Technology Roger James Therapeutic Services Richmond Technical Center

2020 Westwood Avenue

Richmond, Virginia 23230

804-780-6237(o)

804-780-6061(f)

2015-2016

Academic School Year

2

Richmond Public Schools

Governor’s Career and Technical Education

Academy for STEM in Richmond

TABLE OF CONTENTS

What is the Governor’s CTE Academy for STEM in Richmond...............3

Admission Requirements…………...4

Engineering and Technology Plan of Study…………...5

Course Descriptions…………...6

Student Organization…………...7

Therapeutic Services Plan of Study…………...8

Course Descriptions…………...9

Student Organization…………...10

Dual Enrollment………..11

Student Information Form…………...12

Admission Agreement…………...13

Teacher Recommendation Forms…………...14-21

Counselor Checklist…………...22

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WHAT IS THE GOVERNOR’S CTE ACADEMY FOR

STEM IN RICHMOND?

The RPS Governor's CTE Academy for STEM offers programs designed to expand options

for the general student population to acquire STEM (Science, Technology, Engineering

and Mathematics) literacy and other critical skills, knowledge, and credentials that will

prepare them for high-demand, high-wage, and high-skill careers in Virginia.

Pathways of Study

Engineering and Technology

Therapeutic Services

Student Requirements

Graduates of the Governor’s STEM Academy complete the program by meeting one or more of the following benchmarks:

Earning an industry certification or state occupational license

Demonstrate competency on an assessment recognized by postsecondary institutions

Earn at least 9 transferrable college credits

Earn an Associate degree

Program Goals

To maximize opportunities in preparing students for targeted careers, by breaking down barriers between traditional core academics and career and technical education (CTE).

To raise student aspirations and attract more students to postsecondary education in preparation for technical careers.

To provide well-trained workers to support the recruitment of new businesses and industries to the commonwealth and to meet the workforce needs of existing business and industry.




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GOVERNOR’S CTE ACADEMY FOR STEM

Admission Requirements

Student must be a rising 9th Grader and a Richmond City resident.

Minimum GPA of 2.0

400+ Math and Science SOL

Completion of career interest assessment

Successful completion of Algebra I and Earth Science recommended

Interview by selection panel

A completed application must include all of the following:

Completion of the teacher recommendation forms

Student Essay

Type a thoughtful essay of approximately 250-300 words that describes your

goals for participating in the Governor’s CTE Academy for STEM. The essay

should include your thoughts and reasons for which of the two career path-

ways you wish to pursue your studies: engineering and technology or thera-

peutic services. Essays should be original, creative and grammatically correct.

Middle Schools High Schools*

Binford Thomas Boushall

Lucille Brown Elkhardt Middle

Thomas Henderson Albert Hill

Martin Luther King, Jr. Thompson

Franklin Military Academy

Armstrong High Huguenot High

Thomas Jefferson High John Marshall High George Wythe High

Open High Richmond Community High Franklin Military Academy

Richmond Public Schools Eligible Schools

*Bus transportation provided to and from Richmond Technical Center

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ENGINEERING AND TECHNOLOGY

9th Grade 10th Grade 11th Grade 12th Grade

Digital Visualization Principles of

Engineering

(PLTW)

Digital Electronics

(PLTW)

Engineering Design

and Development

(PLTW)

Intro to Engineering

Design

(PLTW)

Architectural

Drawing and Design

Advance Drawing

and Design

Project Lead The Way (PLTW) is the nation’s leading provider of K-12 STEM programs.

Our world-class curriculum and high-quality teacher professional development model,

combined with an engaged network of educators and corporate and community

partners, help students develop the skills necessary to succeed in our global economy.

PLTW’s success in preparing students with the knowledge and skills they need to

succeed has been recognized by colleges and universities, Fortune 500 businesses, and

numerous national organizations

Plan of Study

Students attend zoned home school and are transported to Richmond Technical

Center for three hours every other day.

Transportation is provided from all RPS High Schools to and from Richmond

Technical Center.

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COURSE DESCRIPTIONS

Advanced Drawing and Design- Students use a graphic language for product design and technical illustration.

They increase their understanding of drawing techniques learned in the prerequisite courses. They research

design-related fields while identifying the role of advanced drawing and design in manufacturing and

construction industry processes. They apply the design process, analyze design solutions, reverse engineer

products, create 3-D solid models using CADD, construct physical models, and create multimedia presentations

of finished designs. They complete a work portfolio based on a chosen graphic project. (3 college credits)

Architectural Drawing and Design- Students explore architectural design foundations and increase

understanding of working drawings, construction techniques, and codes regulating building design. They learn

the design process and apply the elements and principles of design to architectural projects. Through producing

models and illustrations of all aspects of a building, students create architectural design solutions using CADD

(computer aided drafting and design).

Digital Electronics- In this foundation course in Project Lead the Way (PLTW), students use computer

simulation to learn about the logic of electronics as they design, test, and construct circuits and devices. They

apply control-system programming and explore sequential logic and digital-circuitry fundamentals. Topics in

computer circuitry are also presented, including circuitry analysis and an exploration into diodes, transistors,

and operational amplifiers. (3 college credits)

Digital Visualization- Students gain experiences related to computer animation by using graphics and design

concepts. Students solve problems involving 3-D object manipulation, storyboarding, texturing/mapping,

lighting concepts, and environmental geometry. Students create a variety of animations that reflect real-world

applications and are introduced to interactive and 3-D animation software. Production of a portfolio showcasing

examples of original student work is included.

Engineering Design and Development- In this capstone course in Project Lead the Way (PLTW), teams of

students, guided by community mentors, work together to research, design, and construct solutions to

engineering problems. Students synthesize knowledge, skills, and abilities through an authentic engineering

experience. Students are expected to develop and formally present an independent-study project and a

team-oriented project that are critiqued by an evaluation committee. (6 college credits)

Introduction to Engineering Design- In this foundation course in Project Lead the Way (PLTW), students use 3

-D computer modeling software as they learn the engineering-design process and solve design problems for

which they develop, analyze, and create product models .

Principles of Engineering- In this foundation course in Project Lead the Way (PLTW), students explore the

engineering profession and the fundamental aspects of engineering problem solving. Students study the

historical and current impacts of engineering on society, including ethical implications. Mathematical and

scientific concepts will be applied to fundamental engineering topics, including mechanics and electrical-circuit

theory.

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STUDENT ORGANIZATION

The Technology Student Association (TSA) is the only student organization devoted exclusively to the needs of students interested in technology. Open to students enrolled in or who have complet-ed technology education courses, TSA’s member-ship includes over 150,000 middle and high school students in 2,000 schools spanning 48 states.

TSA is supported by educators, parents and business leaders who believe in the need for a technologically literate society. Members learn through exciting com-petitive events, leadership opportunities and much more. The diversity of activ-ities makes TSA a positive experience for every student. From engineers to business managers, our alumni credit TSA with a positive influence on their lives.

For more information visit www.virginiatsa.org

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THERAPEUTIC SERVICES

9th Grade 10th Grade 11th Grade 12th Grade

Intro to Health &

Medical Sciences

Sports Medicine

I & II

*Human Anatomy

and Physiology *Medical

Terminology

CTE Credentials

National Career Readiness Certificate (NCRC)

Cardio-Pulmonary Resuscitation and Automated External Defibrillator for Healthcare

Providers (CPR/AED)

EMS First Responder

Emergency Medical Technician (EMT)

Nationally Registered Emergency Medical Technician (NREMT) (18 and older)

Plan of Study

Students attend zoned home school and are transported to Richmond Technical

Center for three hours every other day.

Transportation is provided from all RPS High Schools to and from Richmond

Technical Center.

*Dual/Concurrent Enrollment Courses

JSRCC / VUU

*Emergency

Medical Technician

I & II

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COURSE DESCRIPTIONS

Emergency Medical Technician I- The tasks for this course represent the National Emergency Medical Services Educational

Standards. Students explore and apply the fundamentals of emergency medical services, anatomy, physiology, and medical

terminology while demonstrating skills in assessing and managing patient care, including assessing the scene and understanding

shock, resuscitation, and trauma. Supervised field experience outside of school hours is required. Successful completion of this

course and instructor endorsement qualifies students to enroll in EMT II to complete the program sequence. Successful completion

of the second course in the sequence will earn the student CTE completer status. Successful completion of all course requirements

and instructor endorsement may lead to eligibility to take the Virginia State Psychomotor Exam and the National Registry EMT

cognitive exam.

Emergency Medical Technician II- The tasks for this course represent the National Emergency Medical Services Educational

Standards. Students build on their knowledge and skills for providing basic life support by focusing on the areas of emergency

medical services (EMS) operations, medical emergencies, and management of special patient populations. Supervised field

experience outside of school hours is required. Successful completion of this second course in the sequence will earn the student

CTE completer status. Successful completion of all course requirements and instructor endorsement may lead to eligibility to take

the Virginia State Psychomotor Exam and the National Registry EMT cognitive exam. (8 college credits)

Human Anatomy and Physiology– This college course gives an explanation of the chemical and physical phenomena underlying

the structure and function of systems of the human body. Identifies, explains functions of describes chemical networking of the

various body parts in relation to the total system. In addition, this course provides detailed explanations of the functions of the

human body not covered in biology and develops basic knowledge of physiology as represented by the latest advances. Scientific

research is required. HOSA membership, career experiences and seeking an approved VDOE CTE credential are required. The

course is taught by a Virginia Union University professor on VUU campus. (8 college credits)

Introduction to Health and Medical Sciences- This course introduces the student to a variety of healthcare careers and develops

basic skills required in all health and medical sciences. It is designed to help students understand the key elements of the U.S.

healthcare system and to learn basic healthcare terminology, anatomy and physiology for each body system, pathologies, diagnostic

and clinical procedures, therapeutic interventions, and the fundamentals of traumatic and medical emergency care. Throughout the

course, instruction emphasizes safety, cleanliness, asepsis, professionalism, accountability, and efficiency within the healthcare

environment. Students also begin gaining job-seeking skills for entry into the health and medical sciences field. In addition,

instruction may include the basics of medical laboratory procedures, pharmacology fundamentals, biotechnology concepts, and

communication skills essential for providing quality patient care.

Medical Terminology- Medical Terminology is designed to help students learn health care language. Topics are presented in logical

order, beginning with each body system's anatomy and physiology and progressing through pathology, diagnostic procedures,

therapeutic interventions, and finally pharmacology. Students learn concepts, terms, and abbreviations for each topic. (3 college

credits)

Sports Medicine I- This course of studies provides students with the basic concepts and skill set required for an entry-level position

as a sports medicine assistant. It introduces students to topics such as injury prevention, nutrition, first aid/CPR/AED, exercise

physiology, and biomechanics. Students study basic human anatomy and physiology, medical terminology, legal and ethical issues in

sports medicine, and career preparation. Course competencies have been constructed so as not to go beyond the professional scope

of aide/assistant level. Mastery of the material in this course would provide students with a strong background should they wish to

pursue certification in areas such as , athletic training , physical therapy, and other areas in rehabilitation and/or Sports Medicine.

Sports Medicine II- This course of studies provides students with the basic concepts and skill set required for an entry-level posi-

tion as a sports medicine assistant. It introduces students to topics such as injury prevention, nutrition, first aid/CPR/AED, exercise

physiology, and biomechanics. Students study basic human anatomy and physiology, medical terminology, legal and ethical issues in

sports medicine, and career preparation. Course competencies have been constructed so as not to go beyond the professional scope

of aide/assistant level. Mastery of the material in this course would provide students with a strong background should they wish to

pursue certification in areas such as athletic training, physical therapy, and other areas in rehabilitation and/or Sports Medicine.




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STUDENT ORGANIZATION

HOSA is a national student organization recog-nized by the U.S. Department of Education and the Health Science Education (HSE) Division of ACTE. HOSA's two-fold mission is to promote ca-reer opportunities in the health care industry and to enhance the delivery of quality health

care to all people. HOSA's goal is to encourage all health science instructors and students to join and be actively involved in the HSE-HOSA Partnership. HOSA provides a unique program of leadership development, motivation, and recognition exclusively for secondary, postsecondary, adult, and collegiate students enrolled in health science education and biomedical science programs or have in-terests in pursuing careers in health professions. HOSA is 100% health care!

HOSA is not a club to which a few students in school join. Rather, HOSA is a power-ful instructional tool that works best when it is integrated into the HSE and health science related curriculum and classroom. HSE instructors are committed to the development of the total person. Those who join the HSE-HOSA Partnership recog-nize the importance of providing students with training far beyond the basic tech-nical skills needed for entry into the health care field. The rapidly changing health care system needs dedicated workers who, in addition to their technical skills, are people-oriented and capable of playing a leadership or followership role as a mem-ber of a health care team.

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DUAL ENROLLMENT

Concurrent enrollment provides high school students the opportunity to take college-credit bearing courses taught by college-approved high school teachers and or current college/university professors. It is a low-cost, scalable model for bringing accelerated courses to students in urban, suburban, and rural high schools. Students gain exposure to the academic challenges of college while in their supportive high school environ-ment, earning transcripted college credit at the time they successfully pass the course.

Concurrent enrollment also facilitates close collaboration between high school teach-ers and college faculty that fosters alignment of secondary and postsecondary curricu-lum. (NACEP, 2014)

Sometimes called “dual credit,” “dual enrollment,” or “college in the high school,” con-

current enrollment partnerships differ from other models of dual enrollment because

high school instructors teach the college courses.

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Documents

RICHMOND PUBLIC SCHOOLS GOVERNOR’S …web.richmond.k12.va.us/Portals/55/assets/docs/Academy Program... · 2 Richmond Public Schools Governor’s Career and Technical Education Academy