Montgomery County Public Schools Career- and Life-Readiness Programs

LIST OF APPENDICES

Appendix Title Begins on ©

Association for Career and Technical Educators Summary of Carl D.
A 1
Perkins Career and Technical Education Improvement Act of 2006
B Promising Practices in Career and Technical Education 3
List of Courses that Meet Maryland Technology Education Requirement,
C 12
FY09
List of Courses that Meet Maryland Advanced Technology Education
D 13
Requirement, FY08
Methodology for Categorizing Career Clusters by Work and College
E 14
Readiness Emphasis
F Number of Required and Available Courses in Career Pathway Programs 18
G List of Career Pathway Programs at each MCPS High School, 2008-2009 19
Application to Thomas Edison High School of Technology and a List of
H 20
Course Fees for the 2008-2009 School Year
Students Engaged in Pathways to Achievement Program (SEPA)
I Enrollment Process Map, Program Referral Sheet, and Program 24
Notification Sheet
Students Engaged in Pathways to Achievement Program (SEPA)
J 32
Instructional Program
MCPS School Counseling Student Survey Results, 2007-2008 School
K 47
Year
L Bibliography for OLO Report 2009-10 49
M MCPS Star Trajectory Goals 55

OLO Report 2009-10 April 28, 2009

 APPENDIX B
Promising Practices for Career and Technical Education

This appendix provides an overview of promising practices in career and technical

education along with a brief description of the Montgomery County Public Schools
requirements under the Carl D. Perkins Act for career and technical education programs.

The United States Department of Education s Office of Vocational and Adult Education
(OVAE) reports that most high school students take at least one career and technical
education (CTE) course, and one in four students take three or more courses in a single
program area. CTE is a significant part of the school experience and should be addressed
in any school reform effort. This chapter focuses on the promising practices of career
and technical education.

Career and technical education has undergone significant transformation over recent
years, moving from the traditional vocational education, or education for work has
been replaced with the academically richer education through work (Kazis 2005).
Because of this reformation, there is emerging research on the subject, but very few
conclusions can be drawn generally about career and technical education.

Career and Technical Education Research Background. The general consensus across
research today is that the traditional vocational education model does not work in
today s school and workplace. Both students who go to college and those who go
directly into a career need academic and technical skills, along with technological
proficiency. In DATE, the Aspen Institute1 compiled research on career and technical
education policies and practices. A few broad conclusions emerged from existing studies
on career-focused high school programs and schools (Kazis 2005):

CTE appears to help less-motivated and more at-risk students stay in high school
and graduate;

CTE programs do not necessarily academically prepared a student for college-

level work;

Employers would prefer to hire students with college credentials over those with
only high school; however, for those who do not continue to college, jobs found
with the help of career-focused programs in high school have a significant labor
market payoff, particularly for low-income students and those who are the most
at-risk;

Results are mixed on career and technical education s affect on academic goals;

1
The Aspen Institute mission is twofold: to foster values-based leadership, encouraging
individuals to reflect on the ideals and ideas that define a good society, and to provide a neutral
and balanced venue for discussing and acting on critical issues. The website is at
http://www.aspeninstitute.org/.
 The evidence is inconclusive on the affect of participation in work-based learning
programs, particularly internships and extended workplace experiences, on
academic performance;

It is possible to upgrade the academic content and rigor of CTE programs without
sacrificing the technical and occupation-related component of the curriculum;

There is a link between taking a concentration of CTE courses and higher wages
in the short to medium time frame;

Well-designed career-focused programs can improve employment, earnings, non-

academic skills, and career choices, particularly for at-risk and low-income youth.

Promising Practices in Career and Technical Education. Because career and technical
education is undergoing a transformation from traditional vocational education to a
more integrated academic and technical education, there is not a lot of research on best
practices. However, there is some research that suggest promising practices within career
and technical education. These practices are supported by evidence, but have not been
studied rigorously.

In addition, there are numerous barriers to CTE research. The following are some
specific issues that can be problematic to researching career and technical education
(Brand):

Identifying CTE students can be difficult because of the numerous ways

participation in CTE classes can be characterized and defined;
Making the connection between the technical classes and labor market
participation is very challenging;
Some CTE students take classes in several industry areas (such as pre-engineering
and business) which makes it hard to identify the career major and subsequent
links to college or career outcomes; and
Another challenge in tracking student outcomes is that the external agents that
provide industry certifications often do not report students performance on
industry tests to schools.

Most CTE researchers agree that the literature provides little evidence of performance
results that can be generalized across all of CTE (Kazis). For this report, OLO identified
numerous themes in career and technical education that researchers identify as promising
practices. The remainder of this chapter provides an overview of promising practice
themes in career and technical education and the alignment, if any, of the practice with
MCPS Career and Technical Education Programs. For individual information on
individual programs, please see the Association for Career and Technical Education s
website at http://www.acteonline.org/default.aspx, which provides detailed research on
promising practices and CTE state profiles.
Theme #1: Programs should integrate career and technical education with
academic rigor and relevance.

Career and technology education research has one overarching theme: the knowledge
and skills needed for students to succeed in college and careers are comparable.
Effective CTE programs must proactively increase academic standards and combine
technical and academic instruction into a comprehensive curriculum (Kazis).

An empirical study2 completed by ACT provides evidence that whether planning to enter
college or workforce training programs after graduation, high school students need to be
educated to a comparable level of readiness in reading and mathematics. The results are
also supported by common types of knowledge and skills students needed to be ready for
college and workforce training programs, even though the skills are taught and measured
in technical versus academic settings.

CTE programs are beginning to overhaul their curriculum to integrate academic content
to the technical and career settings. CTE supplements and expands the teaching of
academic content, provides the context for learning academic skills in technical
classrooms, and demonstrates how theoretical knowledge can be applied in real-world
work settings. For example, automotive-based classrooms not only teach the mechanics
of how a car runs but also the physics behind combustible power generation, wind
resistance and engine efficiency (Brand).

Theme #2: Students achieve more success in smaller learning communities.

The National Conference of State Legislatures has created a summary of research on

smaller learning communities (http://www.ncsl.org/programs/employ/slc.htm). In
general, research concludes that student achievement in small schools is at least equal,
and possibly higher, in small schools in relation to larger schools. There are two
collective research findings in most studies: about half of the studies show that students
do no worse in small schools than in larger ones while the other half states that students
in small schools do better on measures such as school grades, test scores, honor roll
membership, subject-area achievement, and higher-order thinking skills assessments. In
addition, research shows that:

Smaller schools help to close the achievement gap;

Student attitudes and behavior are more positive in smaller schools, in particular
with minority students;
Smaller schools result in high attendance and lower dropout rates; and
Students in small high schools do as well or better than students from larger
schools on college-related variables such as entrance examination scores,
acceptance rates, attendance, grade point average and completion.

2
Ready for College and Ready for Work: Same or Different? 2006
Researchers have identified some structures of smaller learning communities to have
promising results:

Career Academies are "schools-within-schools" organized around career themes.

They integrate academic and technical instruction, provide work-based learning
opportunities for students and prepare students for postsecondary education and
employment. Additionally, local employer partnerships provide program
planning guidance, mentors and work internships.
House plans divide students in a large school into groups of several hundred
within a house. Students take some or all courses with their house members and
from their house teachers.
Magnet Programs are programs opened to an entire school district that focus on a
particular subject or career. Programs can have competitive admission
requirements or can be open to any interested student. Students in a magnet
program stay together for their core classes and may take other courses with non-
magnet students.

Theme #3: The curricula of the programs should be aligned with industry,
government, and postsecondary standards.

Program standards serve as the basis for the curriculum structure and statewide
assessments of learning. CTE programs should create connections and partnerships with
are creating connections with and pathways to the local industry, postsecondary
education institutions, and government entities. The Carl Perkins Act states that one of
the ways the support the academic and career skills of students is to support partnerships
among secondary schools, postsecondary institutions, baccalaureate degree granting
institutions, area career and technical education schools, local workforce investment
boards, business and industry, and intermediaries.

Federal and State Standards. CTE standards should align with federal and state
guidelines and mandates, not only for career and technical education but for academic
content standards in such subjects as English and math. The largest source of funding,
the Perkins Act has specific accountability program standards required in order to receive
grants.

Industry Standards. Career and technical education should support a seamless transition
to college and career and the curriculum should reflect necessary knowledge and skills
students are expected to master to be successful in the career. These standards should
align with current industry requirements in order to make the coursework relevant. As
stated in the Perkins Act, one of the core performance indicators for Career and Technical
Education is the attainment of career and technical skill proficiencies, including student
achievement on technical assessments, that are aligned with industry-recognized
standards, if available and appropriate.
Postsecondary Standards. Many states use dual enrollment to provide high school
students, including CTE students, the opportunity to take college-level classes and
potentially ease the transition to college and careers. CTE should emphasize curriculum
alignment and articulation with local community and four-year colleges. This can allow
students to see the necessary and reciprocal relationship between their academic and career
goals, while earning college credit. Dual credit can improved coherence between high school
and college curricula, increase access to college, improve the quality of technical training for
workers, and reduced college expenses. However, there is limited research verifying the
impact of dual enrollment.

Theme #4: Programs should be aligned with industry growth and decline as well as
reflect emerging job opportunities.

The labor market constantly changes and career and technical education must focus on
those careers that are in demand. CTE programs must maintain traditional programs that
are still in demand but also provide programs in emerging and expanding fields such as
information technology, communications and marketing, and environmental management
(National Center for Education Statistics 2000).

School programs that are up-to-date create a higher demand and interest for CTE
students. Schools who want to foster career and technical education must create
coursework that is valued by teachers, students and the local business community. The
program must provide students with relevant skills and useful work experience. School
CTE programs must respond quickly and proactively to where the economy is headed,
which requires the elimination of obsolete and dated programs and encouraging programs
in growing technical fields that can lead to good careers and that interest high school
students (Kazis).

Theme #5: Programs should include links to the local business community and
provide for student work experiences.

Career and technical education should allow students to connect to the local business
community and the workplace.

Connection to Local Business. Program related employment can create personal ties to
employers that pay off in better jobs during and after school. It can also help less
academically successful and socially connected students have an advantage on
employment and entry to competitive postsecondary technical programs (Kazis).

Work Experience. Career and technical education programs offer students the
opportunity to see how theory is used and applied in very practical ways. Work-based
learning helps students to acquire occupational knowledge and skills, engage in career
planning and explore careers, learn all aspects of the industry, improve work-related personal
and social competence, and increase motivation and academic achievement.
There is general support for work-based learning in career and technical education. Students
engagement and interest increase, and surveys state that students believe that work-based
experiences were helpful to their college and career planning. However, results are mixed
on its impact on academic learning and achievement. There is some support that work-based
learning reinforced academic knowledge; yet poor placements have lead to dismal, mis-
educative experiences, while quality work-based learning can provide benefits above and
beyond what students get even in excellent classrooms (Lekes 2007).

Theme #6: Career and technical education teachers should have increased
standards to meet career, technical as well as academic needs to improve the quality
of CTE teaching.

Teachers are a vital part of the learning process. For potential CTE teachers, many
schools of education prepare graduates for general education instruction and do not focus
the preparation of CTE technical education programs. Therefore, new teachers have
limited knowledge about CTE, career clusters, career pathways, and real-world
application of technical skills. As a result of most colleges of education not having a
focus on CTE instruction, there is a shortage of qualified CTE teachers. Many schools
rely on industry experts to bring the needed technical knowledge and skills into the
classroom (Brand).

For an effective career and technology programs, career and technology teachers should
have industry credentials, along with the academic training and instructional support to
allow them to provide effective instruction. Teachers should be taught to use CTE
instruction and technical skills to supplement, enhance, and reinforce academic concepts.
In addition, teachers should be provided with professional development on topics such as
content knowledge; best practices; academic integration; and general teacher
management practices (Brand).

Theme #7: There should be consistent assessment and greater accountability for
career and technical programs.

In the effort to reform career and technical education, continuous improvement and
greater accountability require rigorous research including targeted evaluations, technical
skills assessments, and better tracking of employment and earnings outcomes.. According
to the National Assessment of Vocational Education (NAVE) of the USDE, there is
currently little consistency of CTE measurement across and within states. In addition,
NAVE reports that standardized assessments used in most states ignore the wider range
of knowledge and skills that are needed for success in college and careers (Brand).

Researchers believe that there is a need for more meaningful and consistent data for
career and technical education. In addition, under the Carl D. Perkins Career and
Technical Education Act of 2006 (Perkins IV), the federal government set out new
performance accountability requirements for states and local programs. Non-academic
outcomes, including college matriculation and completion rates, skills attainment,
completion of industry-recognized credentials, employment, and earnings, needs to be
collected and analyzed in a more consistent and transparent manner. There are, however,
potential issues with increased data collection and accountability of CTE programs:

There are very few assessments to measure technical skills and employability
skills (Brand);

Many CTE courses are assessed on academic standards, but the classes are not
designed to teach reading, mathematics, and science skills (Brand); and

The methods used to assess CTE are not reliable (Kazis). For example (1) most
states measure outcomes using a direct-mail survey, which can skew results and
(2) many states use tenth-grade assessments to measure CTE student progress on
their academics, even though most courses are taken after tenth grade (Kazis).

With greater accountability and performance measures, school systems should be able to
evaluate whether programs meet student and employer needs, provides valuable
instruction and shows improvement. As a result, the school system has the option to
eliminate the weakest programs, support the best, and encourage innovation and
excellence. One example of improved accountability is the state of Maryland, where
CTE schools are expected to regularly identify the weakest 20 percent of their programs
and to articulate a plan for their improvement or a decision about their future (Kazis).

Theme #8: Programs should connect and engage students.

The National Research Council of the National Academies3 states that the fundamental
challenge is to create a set of circumstances in which students take pleasure in learning
and come to believe that the information and skills they are being asked to learn are
important or meaningful for them and worth their efforts, and that they can reasonably
expect to be able to learn the material. Researchers generally agree that career and
technical education programs can engage students in the following ways:

Learning Style. Career and technical education provides a range of learning

opportunities that serve different learning styles. CTE programs supplement traditional
classroom experiences with more hands-on learning such as work experiences,
speakers/seminars, and internships and allow for students to have numerous types of
learning experiences (NAVE).

Relevance. For many students, CTE classes provide real world activities and technology
that CTE classes more interesting and motivating than standard academic classes. The
ability to see the practicality and relevance of what they are learning allows many
students to focus and learn by doing. This engagement may result in an increase in
academic achievement as the students becomes more interested in school overall
(Earning, Learning).

3
Engaging Schools: Fostering High School Students Motivation to Learn(2003)
Career Exploration. Career and technical education may assist students in exploring
career options, clarifying career goals, and understanding what is needed to achieve those
goals. A student may determine what their career goals are or, just as important, what
those goals may not be (NAVE). A determined career focus can also give a student a
sense of direction and motivation, which may lead to improved performance and a
smaller chance of dropping out. In a study completed by NAVE, high school seniors
describe CTE classes and related work experience as very helpful to them in clarifying
their career goals.
 SOURCE LIST

Association for Career and Technical Educators Homepage. http://www.acteonline.org/.

Accessed January 2009.

Brand, Betsy. Supporting High Quality Career and Technical Education Through
Federal and State Policy. American Youth Policy Forum. May 2008.

Carl D. Perkins Vocational and Technical Education Act, 1984. Reauthorized in 2006.

Earning, Learning and Choice. Career and Technical Education Works for Employers
and Students. National Assessment of Vocational Education Advisory Panel.
http://www.ed.gov/rschstat/eval/sectech/nave/naveiap.pdf. June 2004.

Engaging Schools: Fostering High School Students Motivation to Learn. National

Research Council Institute of Medicine. The National Academies Press. 2003.

Harris, Alexander. Retooling Career and Technical Education Issue Brief. National
Governors Association Center for Best Practices.
http://www.nga.org/Files/pdf/0706TECHED.PDF. June 11, 2007.

High School Redesign: Tools for Policy Makers. National Conference of State
Legislatures. http://www.ncsl.org/programs/educ/HSPrimer.htm. Accessed January
2009.

Kazis, Richard. Remaking Career and Technical Education for the 21st Century: What
Role for High School Programs? The Aspen Institute.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3
0/b1/d6.pdf. April 2005.

National Research Center for Career and Technical Education.

http://136.165.122.102/mambo/. Accessed January 2009.

Ready for College and Ready for Work: Same or Different? ACT, Inc.
http://www.act.org/research/policymakers/pdf/ReadinessBrief.pdf. 2006

United States Department of Education Office of Vocational and Adult Education

Website. http://www.ed.gov/about/offices/list/ovae/index.html. Accessed January 2009.

Vocational Education in the United States: Toward the Year 2000. National Center for
Education Statistics. Washington, DC. February 2000.
ARTS, HUMANITIES, MEDIA, AND COMMUNICATION

BUSINESS MANAGEMENT AND FINANCE

HUMAN AND CONSUMER SERVICES, HOSPITALITY, AND TOURISM

INFORMATION TECHNOLOGIES

ENGINEERING, SCIENTIFIC RESEARCH, AND MANUFACTURING TECHNOLOGIES

ARTS, HUMANITIES, MEDIA, AND COMMUNICATION

BUSINESS MANAGEMENT AND FINANCE

CONSTRUCTION AND DEVELOPMENT

INFORMATION TECHNOLOGIES

SCIENTIFIC RESEARCH, ENGINEERING, AND MANUFACTURING TECHNOLOGIES

TRANSPORTATION, DISTRIBUTION, AND LOGISTICS

 Appendix E
Methodology for Categorizing Career Clusters by Work and College Readiness Emphasis

The Maryland State Department of Education (MSDE) developed ten career clusters based on
the state s employment needs. Career clusters represent segments of the economy where
industries and occupations share similar skill sets. MCPS, in turn, offers career pathway
programs across 11 career clusters that align with MSDE s career cluster framework.

For this report OLO classified the MCPS Career Clusters1 as emphasizing either:

Work Readiness - by focusing on providing students technical skills that enable them
to gain employment immediately after leaving high school;
College Readiness by focusing on teaching student higher level technical and
academic skills that prepare students for higher education in four-year institutions; or
Both Work and College Readiness by providing students with skills and knowledge
needed to pursue both postsecondary education and/or immediate employment.

The classification of MCPS career clusters work and college readiness is based on a review and
analysis of the following sources:
1. Maryland Career Cluster Frameworks - CTE Pathway Programs (September 2006).
This document describes by career cluster and pathway the value-added and
certification components of a variety of CTE pathway programs. Programs whose sole
value added was college credit were classified as college readiness programs, those
that prepared students for certifications were typically classified as work readiness
programs, and those offering both college credits and certifications were listed as both.2
2. Maryland Career Clusters, Maryland State Department of Education (November 2007).
This document lists by cluster and pathway the types of positions available to students
with an associate s degree or less, a bachelor s degree, and a graduate degree.
Pathways that listed a number of job choices requiring an associates or less were
categorized as work readiness pathways; those requiring a bachelors or higher for most
positions were categorized as career readiness pathways.3
3. Maryland High School Career and Technical Education Programs of Study (September
2008). This document describes CTE programs by cluster and program descriptions.
Programs with explicit credentialing options are typically classified as work or work
and college readiness programs; those without available credentials are typically
categorized as emphasizing college readiness.4

1
OLO did not include Cooperative Work Experience Career Cluster in this classification.
2
This document is available on-line at http://www.marylandpublicschools.org/NR/rdonlyres/FBCED237-BC72-
4CAF-8905-5809B6E26E55/10824/MSDEPathwayProgramsfinalSeptemberPat1.doc
3
This document is available on-line at http://www.marylandpublicschools.org/NR/rdonlyres/F8A34712-B21E-
4DC2-A186-9144565375F2/16366/CareerClustersLOWRES.pdf
4
This document is available on-line at http://www.marylandpublicschools.org/NR/rdonlyres/E4BE30EF-C723-
4A04-9D6E-DFDBEF67DE7F/18555/CTEBook101509.pdf
 4. MCPS Data on Credentials by Clusters and Pathways. MCPS provided data that
describes the number of various certifications available for students within each CTE
program and career cluster. Clusters whose pathways offered more certification
opportunities were generally classified as emphasizing work readiness; those without
certification options were generally categorized as college readiness programs.

Table 1: Number of Career Pathways by Cluster with Possible Industry Certifications

Number of Career
Career Clusters Pathways with
Certifications
Arts, Humanities, Media and Communication 0
Biosciences, Health Science, and Medicine 1
Business Management and Finance 4
Construction and Development 6
Education, Training and Child Studies 1
Engineering, Scientific Research and Manufacturing 0
Technologies Agricultural and Natural Resources
Environmental, 0
Human and Consumer Services, Hospitality and Tourism 4
Information Technologies 4
Law, Government, and Public Safety 1
Transportation and Logistics 3

Based on this review, OLO categorized MCPS career clusters by work and college readiness
emphasis as follows; Table 2 on the next page describes this classification by career pathway.

The Construction, Human and Consumer Services, and Transportation clusters

emphasize work readiness;
The Biosciences, Business, and Engineering clusters emphasize college readiness; and
The Arts, Education, Information Technology, and Law and Government clusters
emphasize both work and college readiness.

Of note, the above classification does not mean that a career cluster or pathway solely
emphasizes college or work readiness. In fact, with the Tech Prep program, all CTE programs
and pathways include courses that articulate into CTE post secondary programs at institutions of
higher education; many CTE programs also include courses that earn college credit.

Second, the classification above by cluster and Chapter III masks differences in work and college
readiness emphasis evident among pathways within a cluster. For example, as noted in Table 2,
the Architecture and Drafting Pathway emphasizes college readiness while the Construction and
Development cluster is classified as emphasizing work readiness. Thus, a career cluster
categorized as either having an emphasis on job readiness, college readiness, or both, does not
imply that all career pathway programs in that cluster have the same emphasis.
 Table 2: MCPS Career Clusters by College and Work Readiness Emphasis
College Work College &
Career Clusters and Pathways Readiness Readiness Work
Readiness

Arts, Humanities, Media and Communication

- Broadcast media
- Printing graphics and electronic media
Biosciences, Health Science, and Medicine
- Biosciences
- Academy of Health Professions and Biosciences
- Bio-medical sciences, Project Lead the Way
- Biotechnology
- Medical careers
Business Management and Finance
- Academy of Finance
- Accounting
- Business Administration and Management
- Marketing
Construction and Development
- Carpentry
- Construction Electricity
- Heating, Ventilation, and Air Conditioning
- Masonry
- Plumbing
- Principles of Architecture and CAD Technology
Education, Training and Child Studies
- Academy for Teacher Education
- Early Child Development
Engineering, Scientific Research and Manufacturing
Technologies
- Advanced Engineering (Project Lead the Way)
- Pre-engineering
Environmental, Agricultural and Natural Resources
- Environmental Horticulture
- Green Industry Management
- Landscape Design
Human and Consumer Services, Hospitality and
Tourism
- Academy of Hospitality and Tourism
- Hospitality Management
- Professional Restaurant Management
- Cosmetology
- Manicuring/Nail Technology
 Table 2: MCPS Career Clusters by College and Work Readiness Emphasis (Continued)

College Work College &

Career Clusters and Pathways Readiness Readiness Work
Readiness

Information Technologies
- Academy of Information Technology
- Cisco Networking Academy
- Network Operations (Foundations program)
- Oracle Academy
Law, Government, and Public Safety
- Fire and Rescue Services/Emergency Medical Technician
- Justice, Law, and Society
Transportation, Distribution and Logistics
- Automotive Body Technology/Dealership Training
- Automotive Technology/Dealership Training
- Foundations of Automotive Technology
 APPENDIX F
Number of Required and Available Courses in Career Pathway Programs

Credits Required for Total Number of Credits

Career Pathway Program
Program Completion Available in Pathway
Arts, Humanities, and Communication
Broadcast Media 4 7
Printing, Graphics, and Electronic Media 4 6.5
Biosciences, Health Sciences, and Medicine
Academy of Health Professions and Biosciences 4 6
Biomedical Sciences (Project Lead the Way)* 4 3
Biotechnology 4 5
Medical Careers 4 6.5
Business Management and Finance
Academy of Finance (AOF) 4 5.5
Accounting* 4 3.5
Business Administrative and Management 4 9.5
Marketing* 4 3.5
Construction and Development
Carpentry 4 10.5
Construction Electricity 4 6.5
Heating, Ventilation, and Air Conditioning 4 6.5
Masonry 4 6.5
Plumbing 4 6.5
Principles of Architecture and CAD Technology 4 6.5
Education, Training and Child Studies
Early Child Development 4 10
Academy for Teacher Education 4 7
Engineering Technology
Advanced Engineering (Project Lead the Way) 5 7
Pre-Engineering 4 4.5
Environmental Resources
Environmental Horticulture 4 7.5
Green Industry Management 4 6.5
Landscape Design* 4 2.5
Human and Consumer Sciences
Academy of Hospitality & Tourism 4 6
Cosmetology 9 9
Hospitality Management* 4 2.5
Manicuring/Nail Technology* 4 3.5
Professional Restaurant Management 4 6.5
Information Technology
Academy of Information Technology (AOIT) 4 10.5
Cisco Networking Academy 4 14.5
Network Operations (Foundations) 4 7
Oracle Academy 4 4.5
Law, Government, and Public Safety
Fire and Rescue Services/EMT 4 5
Justice, Law, & Society 4 7
Transportation
Foundations of Automotive Technology* 4 3
Automotive Body Technology/Dealership Training 4 12.5
Automotive Technology/Dealership Training 4 13.5
*Students may complete pathway programs through internships, college pathway courses, advanced level
coursework, or guided research.
Source: MCPS High School Bulletin, 2009-2010
 APPENDIX G
List of Career Pathway Programs at Each MCPS High School, 2008-2009
Source: MCPS Instructional Technology and Partnerships Unit

Bethesda-Chevy Chase
Edison HS Technology

Col. Zadok Magruder

Richard Montgomery
James Hubert Blake

Thomas S. Wootton
Montgomery Blair

Winston Churchill

John F. Kennedy

Quince Orchard
Walter Johnson
Albert Einstein

Walt Whitman
Seneca Valley

Watkins Mill
Gaithersburg

Paint Branch

Springbrook
Northwood
Clarksburg

Poolesville
Northwest
Damascus

Sherwood
Rockville

Wheaton
Arts, Humanities, Media, and Communications
Broadcast Media x x x x x x x x
Printing, Graphics, and Electronic Media x
Biosciences, Health Science, and Medicine
Academy of Health Professions and
Biosciences x x x x
Biomedical Sciences (PLTW) x
Biotechnology x x x x x
Medical Careers x x x x x
Business Management and Finance
Academy of Finance (AOF) x x x x x x
Accounting x x x x x x x x x x x x x x x x x
Business Administrative and Management x x x x x x x x x x x x x x x x x x x x x x x
Marketing x x x x x x x x x x x x x x x
Construction and Development (Foundations)
Carpentry x x
Construction Electricity x
Heating, Ventilation, and Air Conditioning x
Masonry x
Plumbing x
Principles of Architecture and CAD
Technology x
Education, Training and Child Studies
Academy for Teacher Education x x x x x x x x x x x
Early Child Development x x x x x x x x x x x x x x x x x x x x
Engineering, Scientific Research, and Manufacturing Technologies
Advanced Engineering (PLTW)* x x x x x x x
Pre-Engineering x x x x x x x x x x x x x x x
Environmental, Agricultural, and Natural Resources
Environmental Horticulture x x x x
Green Industry Management x x x x x
Landscape Design x x x x x
Human and Consumer Services, Hospitality, and Tourism
Academy of Hospitality & Tourism x x
Cosmetology x x
Hospitality Management x x x x x x x x x x x x x x x x x x
Manicuring/Nail Technology x x
Professional Restaurant Management x x x
Academy of Hospitality & Tourism x x
Information Technologies
Academy of Information Technology (AOIT) x x x x x x
Cisco Networking Academy x x x x x x x x x
Network Operations (Foundations) x x x
Oracle Academy x x
Law, Government, Public Safety, and Administration
Justice, Law, & Society x x x x
Transportation, Distribution and Logistics (Foundations)
Automotive Body Technology/Dealership
Training x x
Automotive Technology/Dealership Training x x x x
Foundations of Automotive Technology x
 Student Application
Thomas Edison High School of Technology
12501 Dalewood Drive, Silver Spring, MD 20906
For information contact the School Counseling Office: 301-929-2181 Fax: 301-929-2230
Website: http://www.montgomeryschoolsmd.org/schools/edison
Priority Application Deadline: February 13, 2009 for Fall 2009 Class Attendance
Student s First Name MI
Last Name

Student s Date of Birth Social Security Number

MCPS ID #

Co-enrolled Current Grade Counselor s Name

School

Student s Student s Cell Phone Student s E-Mail

Home Phone

Street Apt City ZIP

Address MD

Mother/ Father/
Guardian s Guardian s
Name Name
Mother s Father s
Home Phone Home Phone

Mother s Father s
Cell Phone Cell Phone

Mother s Father s
Work Phone Work Phone

Mother s Father s
E-Mail E-Mail

The following is a list of the current program offerings. Students selecting programs in italics may earn college credit through
Montgomery College. Most programs can lead to Career Development Program completion and students may earn Student Service
Learning (SSL) hours in most courses.
Hospitality and Tourism #
* Architecture & CAD Technology Interior Design (elective)
Automotive Body Repair Technology Masonry
* Automotive Technology Medical Careers - PM session only #
Biotechnology - PM session only (Advanced level course) (Additional MCPS application is required to
Carpentry enroll in Medical Careers.)
Cosmetology # Nail Technology
* Electricity (Construction) + Network Operations
Foundations of Automotive Technologies Plumbing
Foundations of Building & Construction * Printing, Graphics, & Electronic Media
Technologies Professional Restaurant Management
* Heating/Air Conditioning (HVAC)
#Note: Students applying for Cosmetology, Medical Careers, and/or Hospitality and Tourism must be willing to provide
documentation required by employers, government internship sites, and/or the Maryland Board of Cosmetology that may include a
social security number and/or proof of citizenship / green card. For more information, contact the School Counseling Office.
Some programs grant Advanced Technology credits. Those programs marked above with an asterisk( * ) grant Advanced
Technology in the second year of two-year programs, and those marked with a plus sign + grant Advanced Technology in the first year
of the program. See program descriptions for more detailed information.
Most Thomas Edison High School of Technology (TEHST) programs have specific criteria for acceptance, special clothing
requirements, and/or a lab materials fee. Priority is given to students who have demonstrated regular attendance, satisfactory
progress in high school and a strong interest in their chosen program.
Students who currently receive special education services or other accommodations under the Individuals with Disabilities Education
Act (IDEA) or Section 504 of the Americans with Disabilities Act must include a copy of their plan so accommodations can be in place
at the time of enrollment. Is this applicable? Yes No If applicable, a copy of the IEP or 504 Plan for the student must be
attached.

PROGRAM First Second

SELECTION: Choice Choice

Application continues on reverse side.

Please send (1) a COMPLETED, signed application, (2) a copy of your current report card, and (3) a current transcript directly to
Thomas Edison High School of Technology, School Counseling Office, 12501 Dalewood Drive, Silver Spring, MD 20906.
 Student Application
Thomas Edison High School of Technology
12501 Dalewood Drive, Silver Spring, MD 20906
For information contact the School Counseling Office: 301-929-2181 Fax: 301-929-2230
Website: http://www.montgomeryschoolsmd.org/schools/edison
Priority Application Deadline: February 13, 2009 for Fall 2009 Class Attendance
Please print a paragraph below, in your own handwriting, which explains why you ve chosen to apply for this specific
program and how it relates to your career plans. You may attach an additional sheet of paper if more space is needed.
________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

Student Parent/Guardian School Counselor

Signature Signature Signature:

2009-2010 TEHST Course Fees

Course Fees may apply and will be available at a future date.

This document is available in an alternate format, upon request, under the Americans with Disabilities Act, by contacting the
Public Information Office, 850 Hungerford Drive, Room 112, Rockville, MD 20850, 301-279-3391 or 1-800-735-2258 (Maryland Relay)

Individuals who need sign language interpretation or cued speech transliteration in communicating with the Montgomery County Public Schools (MCPS) may contact
Interpreting Services in Programs for Deaf and Hard of Hearing at 301-517-5539 or 5582 (Voice/TTY).

The Montgomery County Public Schools prohibits illegal discrimination on the basis of race, color, national origin, religion, gender, age, marital status,
socioeconomic status, sexual orientation, physical characteristics, or disability.
Inquiries or complaints regarding discrimination or Title IX issues such as gender equity and sexual harassment should be directed to the
MCPS Human Relations Compliance Officer, Office of the Deputy Superintendent, 850 Hungerford Drive, Room 129, Rockville, MD 20850, at 301-517-8265.

Please send (1) a COMPLETED, signed application, (2) a copy of your current report card, and (3) a current transcript directly to
Thomas Edison High School of Technology, School Counseling Office, 12501 Dalewood Drive, Silver Spring, MD 20906.
 STUDENT FEES FY 2009

Note: Do not send any money until you receive an acceptance letter. Request for alternative
payment arrangements, including possible waiver of fees, may be made by completing an
Application for Alternative Fee Payment. Applications are available in the School Counseling
Office at TEHST. Please be advised that student fees are non-refundable except in the case of
an approved schedule change that occurs within 25 days of the start of class.
** Fee note: SkillsUSA is a national organization serving high school and college students enrolled in training programs in
technical, skilled, and service occupations, including health occupations.

CLASS ITEM AMOUNT

Architecture & CAD Technology Safety Glasses $2.50
Hard Hat $13
SkillsUSA (Year 1 & 2) $15

Foundations of Automotive Safety Glasses (Year 1) $2.50

Technologies Respirators (Year 1 & 2) $17
Coveralls (Year 1) $48
SkillsUSA (Year 1 & 2) $15

Automotive Body Repair Technology Safety Glasses (Year 1) $2.50

Respirators (Year 1 & 2) $17
Coveralls (Year 1) $48
SkillsUSA (Year 1 & 2) $15

Automotive Technology Safety Glasses (Year 1) $2.50

Coveralls (Year 1) $48
SkillsUSA (Year 1 & 2) $15

BioTechnology Badge, Uniform & Goggles (Year 1) $30

Uniform Fee (Year 2) $15
SkillsUSA (Year 1 & 2) $15

Construction Technology Safety Glasses (Year 1) $2.50

Hard Hats (Year 1) $13
NCCER-National Registry (Year 1 $25
& 2)
NEC Code Book (Electricity) (Year $70
1)
SkillsUSA (Year 1 & 2) $15

Cosmetology I Kit & Uniform $250

Cosmetology Workbooks (2) $60
Cosmetology Textbook $75
SkillsUSA $15

Cosmetology II & III Manikins (3 each) (II & III) $60

Textbook (if needed) $70
Practice Manicure Hand (II & III) $7
SkillsUSA (II & III) $15

Network Operations A+ Certification Workbook $124

&Materials Semester I (Year 1)
Network+ Certification Workbook $54
& Materials Semester II (Year 1)
SkillsUSA (Year 1 & 2) $15

Printing, Graphics & Electronic Workbook (Year 1) $13

Media Workbook (Year 2) $32
Lab Fee (Year 1 & 2) $30
SkillsUSA (Year 1 & 2) $15

Medical Careers Uniform Cleaning & Lab Fee $15

Text & Workbooks $90
SkillsUSA $15
Professional Restaurant Management Chef Uniform $42
Food Prep Fee (Sem I) (Year 1 & 2) $30
Food Prep Fee (Sem II) (Year 1 & 2) $30
Food Safety Certification (Year 1) $5.50
SkillsUSA (Year 1 & 2) $15

Academy of Hospitality & Tourism Uniform (Year 1 ) $60

ServSafe Certification (Year 1) $5.50
SkillsUSA (Year 1 & 2) $15

Nails Kit, Uniform & Workbook $285

SkillsUSA $15

Web Technology & Digital Media SkillsUSA (Year 1 & 2) $15

Fees09.MSWord
 APPENDIX K
School Counseling Services Student Survey Results
Source: MCPS School Counseling Services

Middle School School Counseling Services Survey - 2006-2007 Composite

Strongly agree Agree Disagree Strongly Disagree

Counseling Activity
# % # % # % # %
Access to my counselor
I talk with my school counselor (Freq - never) 308 7% 1201 26% 2284 50% 814 18%
When needed, I can meet with my counselor 1366 30% 2560 55% 485 10% 217 5%
If needed, I am willing to meet with my school
counselor 1380 30% 2369 52% 558 12% 285 6%
Scheduling, academic advising, four year plan

Y:N - I have met with my school counselor for

scheduling/academic advising/4-year plan revision 3323 (Yes) 72% 1297 (No) 28%
My counselor understood my concerns 1283 37% 1702 49% 358 10% 143 4%

My counselor helped me think about my concerns 1116 32% 1642 47% 497 14% 211 6%
My counselor helped me resolve my concerns 1040 30% 1627 47% 548 16% 242 7%
College/career counseling

Y:N My conselor has introdced me to this topic 3033 (Yes) 71% 1249 (No) 29%
Career Classroom Career
Day/Fair Lesson Speaker Other
How was this done? 907 19% 1790 38% 839 18% 1190 25%
 High School School Counseling Services Survey - 2006-2007 Composite

Strongly agree Agree Disagree Strongly Disagree

Counseling Activity
# % # % # % # %
Access to my counselor
I talk with my school counselor (Freq - never) 457 9% 1937 38% 1915 37% 826 16%
When needed, I can meet with my counselor 1793 35% 2721 53% 419 8% 161 3%
If needed, I am willing to meet with my school
counselor 1929 38% 2697 53% 358 7% 146% 3%
Scheduling, cademic advising, four year plan

Y:N I have met with my school counselor for

scheduling/academic advising/4-year plan revision 3799 (Yes) 74% 1325 (No) 26%
My counselor understood my concerns 1542 37% 2273 55% 249 6% 72 2%

My counselor helped me think about my concerns 1519 37% 2209 54% 325 8% 59 1%
My counselor helped me resolve my concerns 1355 33% 2280 55% 393 10% 85 2%
College/career counseling
Y:N I have met with my school counselor for
college/career counseling 2435 (Yes) 48% 2614 (No) 52%
My counselor understood my concerns 1045 36% 1623 55% 222 8% 47 2%

My counselor helped me think about my concerns 1036 36% 1573 54% 245 8% 50 2%
My counselor helped me resolve my concerns 931 32% 1594 55% 298 10% 67 2%
 Appendix L
Bibliography for OLO Report 2009-10

Montgomery County Public Schools Resources:

Account Tracking Summaries for Student Services, Career and Technical Education and
Transition Services, FY 2010, FY 2009, and FY 2008 Department of Management, Budget,
and Planning, Montgomery County Public Schools, Rockville, MD

Addison-Scott, Kecia and Steven Fink Evaluation of the Implementation of the Latino
Education Coalition Recommendations: 2007-2008 (September 2008), Office of Shared
Accountability, Montgomery County Public Schools, Rockville, MD

Annual Report on Our Call to Action, Montgomery County Public Schools, Rockville, MD
www.montgomeryschoolsmd.org/about/strategicplan/annualreport

Answers to Frequently Asked Questions about Transition Services and Graduation, Montgomery
County Public Schools, Rockville, MD
http://www.montgomeryschoolsmd.org/departments/transitionsvcs/gr/AnswerFAQ.pdf

Board of Education of Montgomery County - Policy IGK Career and Technology Education,
Rockville, MD

Board of Education of Montgomery County - Policy IJK School Counseling Programs and
Services, Rockville, MD

Board of Education of Montgomery County Policy IOB Education of Students with

Disabilities, Rockville, MD

Board of Education of Montgomery County Policy IOD Education of English Language

Learners, Rockville, MD

Career and Technology Education Executive Summary, 2007-2008, Division of Career and
Technology Education, Montgomery County Public Schools, Rockville, MD

Elementary, Middle, and High School Counseling Programs Standards and Components.
Provided by MCPS School Counseling Services Unit.

Foundations Office. Binder of information prepared by Montgomery County Public Schools

Foundations Office in January 2009 for Career and Life Readiness Project of the Office of
Legislative Oversight.

FY 2009 Courses Receiving Advanced Technology Education Credit, Career and Technology
Education, Montgomery County Public Schools, Rockville, MD
www.montgomeryschoolsmd.org/departments/cte/credits/atcFy09.html
FY 2009 Courses Receiving Technology Education Credit, Career and Technology Education,
Montgomery County Public Schools, Rockville, MD
www.montgomeryschoolsmd.org/departments/cte/credits/tcFy09.html

FY 2009 Maryland Career and Technology Education Reserve Fund Grant, Priority 2B and 2C
Seneca Valley High School Connect to the Future Program, Montgomery County Public
Schools, Rockville, MD

FY 2009 Perkins Local Plan Application Secondary, Instructional Technology and Partnerships
Unit, Montgomery County Public Schools, Rockville, MD

Getting Set, Getting Started, and Getting Ready Planning Guides for MCPS Students.
Provided by MCPS School Counseling Services Unit.
http://www.montgomeryschoolsmd.org/info/planningguides/.

Graduation Requirements at a Glance, Career Pathway Programs, and Technology Education

Requirements, Montgomery County Public Schools, Rockville, MD
http://coldfusion.montgomeryschoolsmd.org/coursebulletin/intro/diploma.html
High School Course Bulletin, 2009-2010, Montgomery County Public Schools, Rockville, MD
www.mcpscourses.org

High School Courses Meeting the Basic Technology Education Graduation Requirement for the
Class of 2012 and Beyond, Instructional Technology and Partnership Unit, Montgomery County
Public Schools, Rockville, MD

Initiatives Aligned with Strategic Plan: Goals 1 & 2, Montgomery County Public Schools,
Rockville, MD
www.montgomeryschoolsmd.org/community/forums/initiatives/goal1.shtm
www.montgomeryschoolsmd.org/community/forums/initiatives/goal2.shtm

Maryland Technology Education Graduation Requirement Frequently Asked Questions,

Montgomery County Public Schools, Rockville, MD

MCPS College and Career Center Homepage.

http://www.montgomeryschoolsmd.org/curriculum/careercenter/Accessed January April 2009.

MCPS Division of Career and Technology Education Homepage.

http://www.montgomeryschoolsmd.org/departments/cte/. Accessed January April 2009.

MCPS Latino Education Coalition Steering Committee Report to the Deputy Superintendent of
Schools (November 22, 2006), Montgomery County Public Schools, Rockville, MD

MCPS Guiding Tenets, Montgomery County Public Schools, Rockville, MD

www.montgomeryschoolsmd.org/about/mission
MCPS School Counseling Services Unit Homepage.
http://www.montgomeryschoolsmd.org/departments/studentservices/counseling/. Accessed
January April 2009.

MCPS Transition Services Homepage.

http://www.montgomeryschoolsmd.org/departments/transitionsvcs/. Accessed January April
2009.

Montgomery County Public Schools High School Course Bulletin 2009-2010. December 2008.
www.mcpscourses.org.

Montgomery County Public Schools Guide to Middle School Program. Excerpts provided by
MCPS Instructional Technology and Partnerships Unit.

Partnership with Business, Montgomery County Public Schools, Rockville, MD

http://www.montgomeryschoolsmd.org/departments/transitionsvcs/gr/Partner.pdf

Priority 2B Pre-SAT Intervention Strategy to Improve Student Achievement, FY 2009

Maryland Career and Technology Education Reserve Fund Grant, Montgomery County Public
Schools, Rockville, MD

Priority 4, Advanced Engineering Project Lead the Way, FY 2009 Maryland Career and
Technology Education Reserve Fund Grant, Montgomery County Public Schools, Rockville,
MD

Priority 4, Biomedical Sciences Project Lead the Way, FY 2009 Maryland Career and
Technology Education Reserve Fund Grant, Montgomery County Public Schools, Rockville,
MD

Post-secondary Employment and College Enrollment among Montgomery County Public

Schools (MCPS) Graduates: The Role of Career-Focused Programs, prepared by Applied
Research Unit, Office of Shared Accountability and Division of Career and Technology
Education, Montgomery County Public Schools, January 12, 2001, Rockville, MD

Program Budget FY 2006 - 2009, Adopted by the Board of Education, Montgomery County
Public Schools, Rockville, MD

Recommended Program Budget FY 2010, Recommended to the Board of Education December

2008, Montgomery County Public Schools, Rockville, MD

Regulation ISB-RA High School Graduation Requirements; Regulation IGK-RA, Enrollment

in Career Development Programs Not Offered in a Student s Home School, Montgomery County
Public Schools, Rockville, MD
Schools at a Glance, 2003-2008, Montgomery County Public Schools, Rockville, MD
School Counseling Survey Middle and High School, 2006 2007 Composite School
Counseling Services Unit, Montgomery County Public Schools, Rockville, MD

School-to-Adult Living Transition Services, Montgomery County Public Schools, Rockville,

MD http://www.montgomeryschoolsmd.org/departments/transitionsvcs/gr/SchooltoAdult.pdf

SEPA: Students Engaged in Pathways to Achievement. Binder of information prepared by

Montgomery County Public Schools Division of ESOL/Bilingual Programs in January 2009 for
Career and Life Readiness Project of the Office of Legislative Oversight.

Seven Keys to College Readiness, Montgomery County Public Schools, Rockville, MD

http://www.montgomeryschoolsmd.org/info/keys/

Special Education at a Glance, 2006-2008, Montgomery County Public Schools, Rockville, MD

The Transition Connection, Montgomery County Public Schools, Rockville, MD

http://www.montgomeryschoolsmd.org/departments/transitionsvcs/gr/connection.pdf

The Superintendent s Recommended Operating Budget and Personnel Complement FY 2006

FY 2010, Montgomery County Public Schools, Rockville, MD

Thomas Edison High School of Technology Homepage.

http://www.montgomeryschoolsmd.org/schools/edison/. Accessed January- April 2009.

Weast, Jerry Report on Middle School Reform, memorandum to Members of the Board of
Education, January 9, 2007, Montgomery County Public Schools, Rockville, MD

Weast, Jerry Memorandum to Members of the Board of Education regarding Update on High
School Plus Implementation, April 8, 2008, Montgomery County Public Schools, Rockville, MD

Weast, Jerry Update on Career and Technology Education Program, memorandum to Members
of the Board of Education, May 13, 2008, Montgomery County Public Schools, Rockville, MD

Weast, Jerry - Memorandum to Members of the Board of Education regarding Secondary Pilot
Courses, November 11, 2008, Montgomery County Public Schools, Rockville, MD.

Wimberly, George and David Berstein Senior Exit Survey: Class of 2004, Department of
Shared Accountability, Montgomery County Public Schools, May 2005, Rockville, MD
 Maryland State Department of Education Resources:

2008 Maryland Report Card http://www.mdreportcard.org/

Career and Technology Education Fact Sheets (2007 and 2008), Division of Career Technology
and Adult Learning, Maryland State Department of Education, Baltimore, MD

Class of 2006 Career and Technology Education Performance Report Maryland State Report
(2007), Maryland State Department of Education, Baltimore, MD

Health-Baglin, Carol Ann - December 15, 2008 correspondence to Jerry Dean Weast,
Montgomery County Public Schools, regarding Monitoring for Continuous Improvement and
Results, Maryland State Department of Education, Baltimore, MD

Maryland Career Development Framework, Grades Pre-K Post Secondary (PS)/Adult,

Maryland State Department of Education, Baltimore, MD

Maryland Special Education and Early Intervention Services Census Data and Tables (2004-
2008), Maryland State Department of Education, Baltimore, MD
2008 data: http://www.marylandpublicschools.org/NR/rdonlyres/805A7BDE-C5E7-
4106-81D9-D1F4008CCFC8/19506/sped08.pdf
2007 data: http://www.marylandpublicschools.org/NR/rdonlyres/95CF37D5-9CD5-4351-
8264-DD3C91FA8A6D/16963/sped07_rev.pdf
2006 data: http://www.marylandpublicschools.org/NR/rdonlyres/BF1EED33-A890-
434D-BFDD-07EA226A6F93/16086/sped06_revised_200803.pdf
2005 data: http://www.marylandpublicschools.org/NR/rdonlyres/85E7723B-CB82-46B0-
AD4B-EAD45A69B4F2/9627/sped07.pdf
2004 data: http://www.marylandpublicschools.org/NR/rdonlyres/A4F036D6-551E-496A-
951B-99B5476A463A/16082/sped04_revised_200803.pdf

Public Website for State Performance Plan Results, Maryland State Department of Education,
Baltimore, MD www.mdideareport.org

Part B State Performance Plan (SPP), Maryland State Department of Education, Baltimore, MD
http://www.mdideareport.org/SupportingDocuments/Part_B_2005-2010_SPP_revised.pdf

Policies and Procedures for the Development and Continuous Improvement of Career and
Technology Education Programs of Study, Division of Career Technology and Adult Learning
(Revised and Effective July 1, 2008), Maryland State Department of Education, Baltimore, MD

Program Quality Index: Montgomery County (2006 and 2007 data), Division of Career
Technology and Adult Learning, Maryland State Department of Education, Baltimore, MD

Transition Planning and Anticipated Services in the Individualized Education Program (August
1999), Maryland State Department of Education, Baltimore, MD
http://www.montgomeryschoolsmd.org/departments/transitionsvcs/gr/TransGuide9_English.pdf
 Other Documents and Websites:

ACT, Ready for College and Ready for Work: Same or Different, 2006, ACT, Inc.

Berstein, David; Julie Wade and Cynthia Loeb High School Senior Exit Survey: Class of 2003:
Postsecondary Plans of High School Seniors and Perceptions of Their Education, Office of
Shared Accountability, Montgomery County Public Schools, February 2004, Rockville, MD

Education Commission of the States, High School Graduation Requirements: Technology,

Career/Tech, Oral Communication, Life Management Skills, Community Service and Others,
(March 23, 2007) Denver, CO

Kazis, Richard Remaking Career and Technical Education for the 21st Century: What Role for
High School Programs, Jobs for the Future and The Aspen Institute, April 2005

Montgomery County Automotive Trades Foundation - http://www.autocareers.org/

Montgomery County Construction Trades Foundation - http://www.ctfcareers.org/

Montgomery County Information Technology Foundation - http://www.itfcareers.org/

National Research Center for Career and Technical Education Major Research Findings 2000-
2007: Engagement, Achievement, and Transition, University of Louisville, Louisville, KY

Sheets, Robert, et al. Improving Performance on Perkins III Core Indicators: Summary of
Research on Causes and Improvement Strategies, National Dissemination Center for Career and
Technical Education, The Ohio State University, March 2003, Columbus, OH

Steinberg, Adria and Cheryl Almeida The Dropout Crisis: Promising Approaches in Prevention
and Recovery, Jobs for the Future, June 2004, Boston, MA

Transition Youth Services webpage (downloaded January 29, 2009), Disability Services,
Montgomery County Department of Health and Human Services, Rockville, MD
http://www.montgomerycountymd.gov/hhstmpl.asp?url=/content/hhs/ads/CSN/transyouth.asp

Yao, Vivian and Essie McGuire - October 4, 2007 Memorandum to Education Committee for
Briefing on Career and Technology Education, Montgomery County Council, Rockville, MD

United States Department of Education Perkins IV Accountability Requirements, Office of

Vocational and Adult Education, Washington, DC