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BOARD OF EDUCATION Mr. Mark Dobbins
Mrs. Maria Eder
Mr. Joe Nejman
Mrs. Lyndie Schuckert
Mr. Gary Suchocki
ADMINISTRATION Mr. Tom Evans, Superintendent
Mr. Keith Kallay, Treasurer Dr. Theodore Caleris, Assistant Superintendent
Mr. Matt Young, Principal 6-12
Mr. George Burich, Assistant Principal/Co-Curricular Director, 6-12
Mrs. Sharon Prindle, Special Education Supervisor
Mrs. Beth Pavic
Mrs. Jane Pitman
Mr. James Rademaker
Mrs. Lindsay Russell
Mrs. Sharon Seitz
Mr. John Shafer
Mr. Jon Sokol
Mrs. Michelle Studier
Mr. Michael Tartara
Mrs. Nancy Wanyerka
Mrs. Linda Wilson
Ms. Emily Witschi
TECHNOLOGY DEPARTMENT Mr. David Wallis, Technology Coordinator
Mr. Jesse Ory, Network Technician
MIDDLE SCHOOL STAFF Ms. Lea Bacci, School Secretary
Mrs. Lindsey Andreski
Mrs. Karen Bergen
Mrs. Tricia Broski
Ms. Barb Cellura
Miss Rebecca DelRosa
Miss Kendra DiVito
Mr. Bradley Dipert
Ms. Kerry Dougherty
Ms. Brooke Dragon
Dr. Brian Friedt
Mr. Joel Kovitch
Ms. Maureen McGuire
Ms. Katelyn Nolan
STUDENT SERVICES STAFF Mrs. Audrey Labenz, School Counselor
Ms. Tara Buxton, School Psychologist
Mrs. Katie Prots, Speech Therapist
Mrs. Rachel Meffe, School Social Worker
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TABLE OF CONTENTS
Overview ................................................................................................................................. 4
College/Career Prep Coursework ............................................................................................ 5
Advanced College/Career Prep Coursework Opportunities .................................................... 5
Financial Literacy .................................................................................................................... 6
Traditional Grading Scale ........................................................................................................ 7
Course Descriptions
Art ............................................................................................................................................ 9
English/Language Arts ........................................................................................................... 9
Mathematics ............................................................................................................................ 10
Music ....................................................................................................................................... 11
Physical Education and Health ................................................................................................ 11
Reading .................................................................................................................................... 12
Science ..................................................................................................................................... 12-13
Social Studies .......................................................................................................................... 13
Technology Education ............................................................................................................. 13-14
World Language ...................................................................................................................... 14
Intervention and Enrichment ................................................................................................... 14
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Overview
Learning standards at Cuyahoga Heights Middle School are aligned with Ohio’s
Learning Standards. Through math learning standards, students will learn to apply
increasingly difficult math concepts to many different situations. Under the new
English language arts standards, students will learn better reading, writing and com-
munication skills. They will closely analyze what they are reading, write arguments
with claims and reasoning, and think critically to draw their own conclusions. Ohio
students also will build strong foundations in science and technology and learn to
apply them to real world experiences, often in their own communities. Through the
social studies standards, students learn content as well as critical thinking skills
needed by citizens. Ohio also has state learning standards in fine arts, world lan-
guages and physical education. While there are no state tests in these content areas,
instruction or credits are required for graduation. Students will study only the most important and useful concepts within each subject,
each year. They will drill much deeper into each area, learning to apply more
knowledge and skills in the subject than ever before. The standards will help stu-
dents see how different subjects like math, science, social studies and English lan-
guage arts overlap. It’s important that students, families and educators know what skills and knowledge
are expected to graduate from high school. Our students will not simply memorize
facts that are forgotten once they pass the test. A high school diploma will mean
more. Students will graduate with the abilities to compete for Ohio’s and the world’s
best jobs. They will make more informed and empowered citizens. They will lead
our community forward into a brighter future. Please visit the Ohio Department of Education’s website for more information at
www.education.ohio.gov.
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College/Career Prep Coursework Cuyahoga Heights is dedicated to offering engaging courses that are grade
appropriate, aligned to state standards, matched to the readiness of the students,
challenge them beyond their achieved readiness level and prepare them for optimal
success on state assessments and future coursework. Students will have an
appropriate command of Ohio’s Learning Standards for tested subjects and will be
properly prepared for instruction in the next grade. Further, all courses at
Cuyahoga Heights Middle School challenge students to achieve college and career
readiness standards and expectations so that every child is afforded the opportunity
to pursue future goals and ambitions. When necessary, students may be exposed to
varying paces and workload based on their aptitude and ability to advance
successfully through the curriculum.
Advanced College/Career Prep Coursework Opportunities
Students who have been accelerated through the mathematics sequence have the
option to enroll in Honors Algebra I. Students who qualify for and enroll in Honors
Algebra I in Middle School must recognize the following:
The student must maintain an 82% or higher each quarter The course will count as 1 Credit towards graduation The grade will be factored into the student’s High School Grade Point Average
(GPA) Students will not re-take Algebra I in 9th grade The student will take the Algebra I State Assessment in which the student must
earn a score of 3 or higher (out of 5) to remain in the honors level mathematics
sequence The score on the Algebra I State Assessment will count towards the student’s
cumulative graduation points, of which 18 total points must be earned in seven
(7) high school courses
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1. Working and Earning;
a. Getting that first job
b. Skills vs. interests
c. Good work ethic
d. Knowing the difference between a
wage and a salary
i. Gross vs. net income
e. Workers and earners
f. Income vs. expense
2. Understanding the Difference Between Cash
and Credit
a. How does interest work?
b. How does credit work?
3. What are Goods and Services?
a. The role of a market
b. Producers and consumers
c. Buyers and sellers
4. Banking Basics
a. Spending vs. saving
b. How do savings accounts work?
i. How does interest grow my
savings?
ii. Savers and investors
c. How do checking accounts work?
i. Reconcile accounts
d. Other banking tools:
i. Debit cards, ATM Cards,
electronic banking
5. Economic Decision-Making
a. Opportunity costs
b. Weighing costs vs. benefits
6. Budgets
a. Fixed costs
b. Variable costs
c. Periodic costs
d. Discretionary income
7. Paying Bills
a. Installment loans
b. Electronic payments
c. Automatic payments
8. The Role of Taxes
a. Sales tax
b. Income tax
c. Property tax
d. Luxury/entertainment tax
e. Excise tax
Financial Literacy
As a result of Ohio’s House Bill 1, all public school districts are required to incorporate financial
literacy into the middle school curriculum. Financial literacy instruction shall equip all students
with the prerequisite skills needed for future economic success including the ability to read, ana-
lyze, manage and communicate about personal financial conditions that affect material well-being.
The development and usage of these skills in middle school will provide students with a foundation
for financial literacy coursework in high school as well as economic success in later years. The fol-
lowing financial literacy components are integrated into the mathematics, social studies and guid-
ance curricula:
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The semester grades are not an average of
the first and second quarter grades. They
are based on the total points earned in the
semester. If a student is taking a High
School class it will include the semester
exam grade, which is printed on the Re-
port Card. When calculating the semester
grade each quarter counts 40% toward the
semester grade while the exam counts for
20%.
The grade point average is determined by
the number of quality points earned divid-
ed by the number of credits attempted.
Please refer to the example below.
Traditional Grading Scale
Grade Quality
Points
A 4.00
A- 3.70
B+ 3.30
B 3.00
B- 2.70
C+ 2.30
C 2.00
C- 1.70
D+ 1.30
D 1.00
D- .70
F .00
Quarter 1 Quarter 2 Semester
English B+ 3.3
Science B- 2.7
History B 3.0
Reading A- 3.7
English C+ 2.3
B 3.0
C 2.0
A- 3.7
A- 3.7
C 2.0
B 3.0
C+ 2.3
B+ 3.3
A- 3.7
C 2.0
15.0 Quality Points
5 Credits attempted
GPA: 3.0
14.4 Quality Points
5 Credits attempted
GPA: 2.88
14.3 Quality Points
5 Credits attempted
GPA: 2.86
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COURSE
DESCRIPTIONS
2018 - 2019
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COURSE DESCRIPTIONS GRADES 6-8
Excellence in Education Since 1938
GRADE 6
COURSE: Ar t 6, Required
Quarter Course (9 weeks) GOAL: To equip the student
with basic art skills using the ele-
ments and principles of art.
CONTENT: Through multicul-
tural exposure and using a variety
of tools and media students will
use art for self-expression.
GRADE 7
COURSE: Ar t 7, Required
Quarter Course (9 weeks) GOAL: To continue the devel-
opment of basic art skills using the
elements and principles of design.
CONTENT: Using a var iety of
media, students will continue to
build design skills through contin-
ued exposure to the history of art
and the introduction of critique.
GRADE 8
COURSE: Ar t 8 Required
Quarter Course (9 weeks) GOAL: To prepare the student
for further art experience either on
the Art 1 level or as a useful tool
in other curricular areas.
CONTENT: This year builds a
foundation of art principles re-
volving around skills in the use of
color, composition, and design
elements. A wider variety of me-
dia techniques are explored.
of reading processes, language
mechanics, and written expression.
These courses provide an
integrated approach to the English
Language Arts Common Core
State Standards. The goals will be
attained through direct instruction
of the six language arts: listening,
speaking, reading, writing, visual
literacy, and visual representation.
Students will improve reading
performance by studying and
applying reading strategies and
skills through a variety of
literature, while leaving room for
freedom of choice throughout the
school year. Students will enhance writing
through exploring various forms
and purposes, while also studying
grammar, increasing vocabulary,
honing spelling skills, and
improving reading fluency. The
courses will develop skills that
students will use to create enduring
understandings and to become
lifelong learners and to improve
critical and higher level thinking/
analysis, which are in line with the
goals of both the Ohio Department
of Education and the local school
board. STATE ASSESSMENTS:
English Language Arts 7, English
Language Arts 8
ART ENGLISH GRADE 6
COURSES: Language Ar ts 6 GOAL: To develop
fundamental skills in language
mechanics and expression, as well
as in reading comprehension,
interpretation, and analysis.
CONTENT: This course will
focus on developing skills that
allow students to: 1. Write
arguments to support claims with
clear reasons and relevant
evidence; 2. Write informative/
explanatory essays that examine a
topic and convey ideas, concepts,
and information through the
selection, organization, and
analysis of relevant content; 3.
Write narratives to develop real or
imagined experiences or events
using effective techniques,
relevant descriptive details, and
well-structured event sequences;
and 4. Conduct short research
projects to answer a question
while drawing on several sources. STATE ASSESSMENT:
English Language Arts 6
GRADES 7 & 8
COURSES: Language Arts 7,
Language Arts 8 GOAL: To develop
fundamental skills in language
mechanics and expression, as well
as in reading comprehension,
interpretation, and analysis.
CONTENT: These courses are
designed for students to improve
their understanding and command
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GRADE 6
COURSES: Mathematics 6 GOAL: Students enhance computa-
tional and problem-solving skills
while learning topics in algebra, ge-
ometry, probability, and statistics. CONTENT: Content will focus on
four critical areas: (1) connecting
ratio and rate to whole number multi-
plication and division and using con-
cepts of ratio and rate to solve prob-
lems; (2) completing understanding of
division of fractions and extending
the notion of number to the system of
rational numbers, which includes neg-
ative numbers; (3) writing, interpret-
ing, and using expressions and equa-
tions; and (4) developing understand-
ing of statistical thinking. They will
investigate patterns involving addi-
tion, multiplication, and exponents,
and apply number theory and compu-
tation to mathematical puzzles. STATE ASSESSMENT: Mathe-
matics 6
mathematics
GRADES 7 & 8
COURSES: Math 7, Math 8 Pre-
Algebra GOAL: Students take a broader
look at computational and problem
solving skills while learning the lan-
guage of algebra. CONTENT: Content will focus on the
following critical areas: (1) developing
understanding of and applying propor-
tional relationships; (2) developing
understanding of operations with ra-
tional numbers and working with ex-
pressions and linear equations; (3)
solving problems involving scale
drawings and informal geometric con-
structions, and working with two- and
three-dimensional shapes to solve
problems involving area, surface area,
and volume; (4) drawing inferences
about populations based on samples;
(5) formulating and reasoning about
expressions and equations, including
modeling an association in bivariate
data with a linear equation, and solving
linear equations and systems of linear
equations; (6) grasping the concept of
a function and using functions to de-
scribe quantitative relationships; and
(7) analyzing two- and three-
dimensional space and figures using
distance, angle, similarity, and congru-
ence, and understanding and applying
the Pythagorean Theorem. They will
investigate patterns involving addition,
multiplication, and exponents, and
apply number theory and computation
to mathematical puzzles.
STATE ASSESSMENTs: Mathe-
matics 7, Mathematics 8
GRADE 8
COURSE: Honors Algebra I
(Transcripted High School Credit
and Grade Point Average) PREREQUISITE: Pre-Algebra
Advanced 7 GOALS: To prepare students
for the rigorous study of honors
mathematics at the advanced lev-
el; to understand the structure of
the number system; to develop the
ability to perform computations
with algebraic expressions; to
develop the ability to use an ana-
lytical approach to mathematics
problems; to appreciate the im-
portance of a knowledge of math-
ematics for intelligent and useful
citizenship; to prepare students
for the mathematics state assess-
ments; and to develop the ability
to apply learned concepts to chal-
lenging application and critical
thinking questions. CONTENT: Mathematical sym-
bols; signed numbers; operations
and polynomials; first order equa-
tions and inequalities and their
applications; products and factors;
functions, relations, and graphs;
system of open sentences in two
variables; powers and roots; and
quadratic equations. STATE ASSESSMENT: Alge-
bra I (This is a “Graduation
Point” test.)
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GRADES 6, 7 & 8
COURSE: Choir , Year Course GOAL: To provide a basic music
education for all pupils and to as-
sist them in their vocal develop-
ment. CONTENT: Singing, music
reading, listening, composing and
performance. Performances are
required.
COURSE: Junior Orchestra,
Year course GOAL: To develop instrumental
ensemble skills and provide a posi-
tive playing experience for stu-
dents; to promote an understanding
and appreciation of a variety of
music styles. CONTENT: Music lessons from
lesson books, technique methods,
literature from popular, modern
and classical sources. NOTE: Open to all students with
the usual training, which includes
studying a string instrument in 4th
and 5th grade. Students with no
prior experience may join with
permission of the orchestra direc-
tor.
COURSE: Junior Band, Year
course GOAL: To develop instrumental
ensemble skills and provide a posi-
tive playing experience for stu-
dents; to promote an understanding
of music styles and heritage.
GRADE 6
COURSE: Physical Education 6,
Required Quarter Course (9 weeks) GOAL: To fulfill the physical, men-
tal, social, health, and emotional needs
of students; to help students develop a
total body fitness. CONTENT: Program of activities in
the gymnasium, swimming pool,
classroom, and on the athletic fields.
GRADES 7 & 8 COURSES: Physical Education 7,
Physical Education 8, Required Quar-
ter Courses (9 weeks) GOAL: Teaching of basic skills;
limited team and individual competi-
tion; knowledge and application of
rules; group coordinated activities and
mass games. CONTENT: Program of activities in
the gymnasium, swimming pool,
classroom, and on the athletic fields.
PHYSICAL EDUCATION
Health
GRADE 6
COURSE: Healthy Living,
Required Quarter Course (9 weeks)
GOAL: To teach and develop
knowledge and skills necessary for
success in career and life as students
begin their journey towards becom-
ing independent and productive citi-
zens.
CONTENT: The course is de-
signed to achieve the following con-
tent:
1. To demonstrate nutrition, wellness
and food preparation that enhances
individual and family.
2. To demonstrate skills needed for
food preparation and serving foods.
3. To provide a positive understand-
ing of guidance and care-giving of
children and others.
4. To become aware of the necessary
skills for oneself and safety of oth-
ers.
5. To develop an understanding and
application to maintain Healthy
Living habits.
6. To educate and apply personal liv-
ing skills for independent living.
GRADE 8
COURSE: Health, Requir ed Se-
mester Course (18 weeks)
GOAL: To provide a personal fit-
ness course by presenting a wide
array of topics related to health,
physical fitness, and a high quality
lifestyle.
CONTENT: Learn how to assess
personal health and fitness levels,
based on assessment, and design a
personal fitness program. This
course also aims toward the emotion-
al, mental and social aspects, as well
as proper nutrition.
music
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READING
SCIENCE
READING SCIENCE GRADE 6
COURSES: Reading 6 GOAL: To develop all aspects of
reading as they relate to vocabulary
and comprehension. CONTENT: This course is de-
signed to develop the following
skills through explorations of clas-
sic and modern Literature and Infor-
mational texts: 1. Reading closely
to make logical inferences; 2. Cite
specific textual evidence to support
conclusions; 3. Determine and sum-
marize central ideas or themes; and
4. Analyze how and why individu-
als, events, and ideas develop and
interact. STATE ASSESSMENT: English
Language Arts 6
GRADEs 7 & 8
COURSES: Reading 7, Reading 8 GOAL: To develop all aspects of
reading as they relate to vocabulary
and comprehension. CONTENT: Reading is integral to
one’s success in life. A thematic
approach to the Reading Common
Core State Standards will be at-
tained through direct reading in-
struction where students must per-
form and substantiate their thinking
of the reading pro-
cess. Recreational, textual and
functional reading will be highlight-
ed, as well as independent read-
ing just above the individual stu-
dent’s Lexile levels. Emphasis will
be placed on how to approach the
reading task at hand, as the courses
move to foster a love of reading.
GRADE 6
COURSES: Science 6
GOAL: To provide each student an
opportunity to explore the world of
science in a way which provides a
spark of enthusiasm creating a life-
long, scientific learner.
CONTENT: Sixth grade science at
CHMS is a dynamic and challenging
program. Through inquiry-based
learning, which includes hands-on
lab activities and experiences, stu-
dents will ask and answer meaningful
and thought- provoking questions,
share new and important knowledge
with others, and practice scientific
processes. Through these methods
students will develop an understand-
ing of, and appreciation for, the basic
concepts of science. The Science Curriculum to be taught
includes: Science Processing Skills
(Scientific Methods, Models,
and Safety) - This theme is intro-
and Safety) - This theme is intro-
duced at the beginning of the
school year but is carried out
through all of 6th grade. Stu-
dents use scientific inquiry to
discover patterns, trends, and
relationships that may be de-
scribed by simple principles and
related to the interactions within
and between systems. Life Science (Cells, Heredity,
and Classification) - Students
will learn the study of the basics
of Modern Cell Theory and clas-
sifying of organisms. Physical Science (Chemistry and
Physics) - Students will learn
how physical and chemical
changes of matter occur and
explore the concepts of linear
motion, kinetic and potential
energy. Earth Science (Geology and
Ecology) - Students will learn to
classify rocks and minerals and
understand the processes in-
volved in the rock cycle.
STATE ASSESSMENT: NONE
GRADE 7 COURSES: Science 7 GOAL: Students explore the wor ld
through a comprehensive approach to
science including earth, physical and
life sciences. CONTENT: Content will focus on
three critical areas: (1) earth and
space sciences - this topic focuses on
Earth’s hydrologic cycle, patterns
that exist in atmospheric and oceanic
currents, the relationship between
thermal energy and the currents, and
the relative position and movement
of the Earth, sun and moon; (2) phys-
ical science - this topic focuses on
the empirical evidence for the
The longer each student is engaged
in a developmental reading program
infused with direct reading instruc-
tion in the Core Content Standards,
as well as substantiation of his/her
thinking, the more the student will
demonstrate growth. The courses
will develop skills that students will
use to become lifelong learners,
which is in line with the thinking of
the State Department of Education
and with our local School Board’s
philosophy and goals for developing
a nation of readers. STATE ASSESSMENTS: English
Language Arts 7, English Language
Arts 8
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Science
GRADE 6 COURSE: Social Studies 6 GOAL: In sixth grade Social Stud-
ies, students course of study focuses
on the Eastern Hemisphere (Africa,
Asia, Australia and Europe), its geo-
graphic features, early history, cul-
tural development and economic
change. CONTENT: Students learn about
the development of river civilizations
in Africa and Asia, including their
governments, cultures and economic
systems. The geographic focus in-
cludes the study of contemporary
regional characteristics, the move-
ment of people, products and ideas,
and cultural diversity. Students de-
velop their understanding of the role
of consumers and the interaction of
markets, resources and competition. STATE ASSESSMENT: None
GRADE 7
COURSE: Social Studies 7
GOAL: Student will be able to
take notes on related material and
understand tendencies from World
History. Formative and Summative
Testing will be used to ensure stu-
dent understanding over the course
of the school year.
CONTENT: The seventh-grade
year is an integrated study of world
history, beginning with ancient
Greece and continuing through glob-
al exploration. All four social studies
strands are used to illustrate how
historic events are shaped by geo-
graphic, social, cultural, economic
and political factors. Students devel-
op their understanding of how ideas
and events from the past have shaped
the world today. A review of text
materials from 6th grade will start
our content review. STATE ASSESSMENT: None
GRADE 8
COURSE: Social Studies 8
GOAL: The objective of this
course is to understand how the
US Constitution shaped how our
country has been run from its be-
ginnings through 1877 (and to
present day when the opportunity
presents itself).
CONTENT: The histor ical fo-
cus continues in the eighth grade
with the study of European explo-
ration and the early years of the
United States. This study incorpo-
rates all four social studies strands
into a chronological view of the
development of the United States.
Students examine how historic
events are shaped by geographic,
social, cultural, economic and
political factors. STATE ASSESSMENT: None
SOCIAL STUDIES SOCIAL STUDIES
arrangements of atoms on the Periodic
Table of Elements, conservation of
mass and energy, transformation and
transfer of energy; and (3) life science
- this topic focuses on the impact of
matter and energy transfer within the
biotic component of ecosystems. STATE ASSESSMENT: None
GRADE 8 COURSES: Science 8 GOAL: This course is the founda-
tion for high school science courses.
Students explore the world through a
comprehensive approach to science
including earth, physical and life sci-
ences. CONTENT: Content will focus on
three critical areas: (1) earth and space
sciences - this topic focuses on the
physical features of Earth and how
they formed. This includes the interior
of Earth, the rock record, plate tecton-
ics and landforms; (2) physical sci-
ence - this topic focuses on forces and
motion within, on and around the
Earth and within the universe; and (3)
life science - this topic focuses on
continuation of the species. STATE ASSESSMENT: Science 8
14
CONTENT: This course uses solid
modeling software AutoDesk Inven-
tor (a sophisticated mathematical
technique for representing solid ob-
jects) as part of the design process.
Utilizing this design approach, stu-
dents understand how design influ-
ences their lives. Students also learn
sketching techniques and use descrip-
tive geometry as a component of de-
sign, measurement and computer
modeling. Students brainstorm, re-
search, develop ideas, create models,
test and evaluate design ideas and
communicate solutions.
GRADE 8
COURSE: Automation and Robot-
ics, Semester course (18 weeks) PREREQUISITE: GTT Design
and Modeling, Application, Meet
Defined Criteria
COREQUISITE: Algebra I enroll-
ment GOAL: This course is designed for
students to trace the history, develop-
ment, and influence of automation
and robotics. CONTENT: Student will learn
about mechanical systems, energy
transfer, machine automation and
computer control systems. Students
will learn how to program using RO-
BOTC. Students will acquire
knowledge and skills in problem
solving, teamwork collaboration and
innovation.
GRADES 6, 7 & 8
Based on the concepts of interven-
tion and enrichment, students may
be enrolled in an Advisory period.
Advisory time should be viewed as
a time for enrichment and remedia-
tion of key concepts for all students.
Students will receive extra help
with class assignments and topics in
an effort to reinforce classroom
content. In addition, student may be
introduced to social skill curricu-
lum, organizational techniques,
study skills and techniques geared
to enhance technological skills. Stu-
dents will be permitted to work in
various enrichment areas as recom-
mended by the teaching staff.
NOTE: This is a required period for
all students. I/E is a non-graded,
non-credit bearing period.
Technology education
Technology education
Intervention & Enrichment
GRADE 6
COURSE: Introduction to Com-
puter Technology, Required Quar-
ter Course (9 weeks) GOAL: This middle school
course is composed of instructional
modules designed to allow students
to learn basic computer skills and
applications. The students will be
completing a specified sequence of
skills, exercises and “real world”
projects that will drive them to use
higher level thinking and creativity. CONTENT: The student will
learn about and explore various
types of computer applications,
such as keyboarding, word pro-
cessing, spreadsheets, publishing,
database and/or desktop publishing
using applications that vary from
Microsoft Office Suite, Adobe
Master Collection and Google.
GRADE 7 Project Lead The Way (PLTW) -
Gateway To Technology (GTT)
is an activities-oriented program
designed to challenge and engage
the natural curiosity and imagina-
tion of middle school students.
Taught in conjunction with a rigor-
ous academic curriculum, the pro-
gram is divided into two semester
units: COURSE: Design and Modeling,
Required Semester Course (18
weeks) GOAL: This cour se is designed
for students to apply the design
process to solve problems and un-
derstand the influence of creativity
and innovation in their lives.