HCPS Student Education Planning Guide

Specialized Programs

Specialized programs in Harford County Public Schools are defined as a high school program recognized under the Maryland State Department of Education approved Career and Technology Education (CTE) programs. In Harford County, these programs are offered at selected high schools and are available to students in that community attendance area.

Project Lead the Way (PLTW) Pre-Engineering

CMWHS PLTW logo

The Project Lead the Way (PLTW) Pre-Engineering Program is a Career and Technology Education (CTE) instructional program that incorporates the national standards of The National Council of Teachers of Mathematics, the National Science Standards and the International Technology Education Association. Students complete three foundation courses; at least one pathway course in aerospace engineering, biotechnical engineering, biological engineering, computer-integrated manufacturing, or civil engineering and architecture; and a capstone course which enables students to work in teams to design and build solutions to authentic engineering problems. Students who qualify can earn transcripted credit at PLTW-affiliated colleges and universities nationwide, including the University of Maryland-Baltimore County.





High Schools: Aberdeen (ABHS), C. Milton (CMHS), and Fallston (FAHS)
Required Courses:

Foundation Courses (All three of the following are required.)

Specialization Courses (One of the following is required. Student interest/enrollment will dictate which one(s) will be offered.) Capstone Course (The following is a required course.)

Introduction to Engineering Design (IED) - TE34
Grades: 09-10

This foundation course emphasizes the development of a design. Through hands-on projects, students apply engineering standards and document their work. Students use industry standard 3D modeling software to help them design solutions to solve proposed problems, document their work using an engineer’s notebook, and communicate solutions to peers and members of the professional community. (This course satisfies the technology education requirement normally met with Foundations of Technology.)

Prerequisite: None

Principles of Engineering (POE) - CT33W
Grades: 10-11

This foundation course provides an overview of engineering and engineering technology and exposes students to major concepts they'll encounter in a postsecondary engineering course of study. Topics include mechanisms, energy, statics, materials, and kinematics. They develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges, document their work and communicate solutions.

Prerequisite: IED, Trigonometry (Recommended to be taken prior to POE or concurrently with POE)

Digital Electronics (DE) - CT36W
Grades: 10-11

This foundation course introduces students to applied digital logic, a key element of careers in engineering and engineering technology. This course explores the smart circuits found in all modern electronic devices such as mobile phones, MP3 players, laptop computers, digital cameras and high-definition televisions. Students are introduced to the process of combinational and sequential logic design, engineering standards and technical documentation. This course is designed for 10th and 11th grade students.

Prerequisite: IED

Aerospace Engineering (AE) - CT39W
Grades: 11-12

This specialization course explores the evolution of flight, navigation and control, flight fundamentals, aerospace materials, propulsion, space travel, and orbital mechanics. In addition, this course presents alternative applications for aerospace engineering concepts. Students analyze, design, and build aerospace systems. They apply knowledge gained throughout the course in a final presentation about the future of the industry and their professional goals.

Prerequisite: IED, POE

Environmental Sustainability (ES) - CA01W
Grades: 11-12

An alternative to the final capstone project will be an online dual enrollment option through Harford Community College where the student will complete six credits in approved business courses between the Fall and Spring semesters. These courses will be taken at the student's high school and facilitated by a high school teacher.

Prerequisite: IED, POE

Civil Engineering and Architecture (CEA) - CT48W
Grades: 11-12

This specialization course explores the interrelationship and dependence of the fields of civil engineering and architecture on each other. Students apply their knowledge to the design and development of residential and commercial properties and structures. In addition, students use 3D design software to design and document solutions for major course projects. Students communicate and present solutions to their peers and member of a professional community of engineers and architects.

Prerequisite: IED, POE

Computer Integrated Manufacturing (CIM) - CA02W
Grades: 11-12

This specialization course explores the fundamentals of computerized manufacturing technology. Students use 3D computer software to solve design problems. They assess their solutions through mass propriety analysis (the relationship of design, function and materials), modify their designs, and use Computer Numerical Control (CNC) equipment to produce 3-D prototype models. In addition, students will work in teams to design manufacturing work cells and tabletop factories to solve complex problems that arise in integrating multiple pieces of computer-controlled equipment.

Prerequisite: IED, POE

Engineering Design and Development (EDD) - CT52W
Grades: 12

In this capstone course, students work in teams to design and develop an original solution to a valid open-ended technical problem by applying the engineering design process. Students perform research to choose, validate, and justify a technical problem. After carefully defining the problem, teams design, build, and test their solutions while working closely with industry professionals who provide mentoring opportunities. At the end of the course, student teams present and defend their original solution to an outside panel.

Prerequisite: IED, DE, POE and at least one specialization course

Biomedical Sciences

BAHS BioMedical logo

The Project Lead the Way (PLTW) Biomedical Sciences Program is a Career and Technology Education (CTE) instructional program that is based on the National Standards for Science, Mathematics, and English Language Arts, and the Accountability Criteria for National Health Care Cluster Foundation Standards. The program consists of a sequence of four courses: Principals of the Biomedical Sciences, Human Body Systems, Medical Interventions, and Biomedical Innovations. The goal of the program is to increase the number of students pursuing careers in the biomedical sciences, including healthcare. Students who qualify can earn transcripted credit at Stevenson University, Maryland's PLTW Biomedical Sciences Affiliate University.





High Schools: Bel Air (BAHS), Havre de Grace (HDHS)
Required Courses:

Principles of Biomedical Science - CT73W
Grades: 9

This course provides an introduction to the biomedical sciences through exciting "hands-on" projects and problems. Student work involves the study of human medicine, research processes and an introduction to bio-informatics. Students investigate the human body systems and various health conditions including heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. A theme through the course is to determine the factors that led to the death of a fictional person. After determining the factors responsible for the death, the students investigate lifestyle choices and medical treatments that might have prolonged the person's life. Key biological concepts including: homeostasis, metabolism, inheritance of traits, feedback systems, and defense against disease are embedded in the curriculum. Engineering principles including: the design process, feedback loops, fluid dynamics, and the relationship of structure to function are incorporated in the curriculum where appropriate. The course is designed to provide an overview of all the courses in the Biomedical Sciences program and to lay the scientific foundation necessary for student success in the subsequent courses.

Prerequisite: None

Human Body Systems - CT74W
Grades: 10

The human body is a complex system requiring care and maintenance. This course will engage students in the study of basic human physiology, especially in relationship to human health. Students will use a variety of monitors to examine body systems (respiratory, circulatory, and nervous) at rest and under stress, and observe the interactions between the various body systems. Students will use LabView® software to design and build systems to monitor body functions.

Prerequisite: Principles of Biomedical Science

Medical Interventions - CT75W
Grades: 11

Medical practice includes interventions to support humans in treating disease and maintaining health. Student projects will investigate various medical interventions that extend and improve quality of life, including gene therapy, pharmacology, surgery, prosthetics, rehabilitation, and supportive care. Students will study the design and development of various medical interventions including vascular stents, cochlear implants, and prosthetic limbs. They will review the history of organ transplants and gene therapy, and read current scientific literature to be aware of cutting edge developments. Using 3-D imaging software and current scientific research, students will design and build a model of a therapeutic protein.

Prerequisite: Human Body Systems

Biomedical Innovation - CT76W
Grades: 12

This capstone course gives student teams the opportunity to work with a mentor, identify a science research topic, conduct research, write a scientific paper, and defend team conclusions and recommendations to a panel of outside reviewers. Each team will have one or more mentors from the scientific and/or medical community guiding their scientific research.

Prerequisite: Medical Interventions

Interactive Media Production (IMP)

Interactive Media picture

The Interactive Media Production (IMP) program falls within the Arts, Media, and Communication Career Cluster. As such, it includes a strong foundation in arts and communication with particular emphasis on design, graphic and media communications, interactive technologies, and project development. Throughout the program, students produce an assortment of three-dimensional models, two-dimensional animations, layered images, streaming media and web pages. The program targets three areas: Graphic Design, Digital Media, and Interactive Media. This gives students the opportunity to gain a solid understanding in one of the three areas, yet they will also have opportunities to explore how and when the areas overlap or intertwine with each other. Students culminate their experience with a capstone course that focuses on the refinement of their portfolio, which will showcase students' best work from the program.





High Schools: Bel Air (BAHS), North Harford (NHHS), Patterson Mill (PMHS), Swan Creek School (SCS)
Interactive Media Productions (PMHS) courses:

Principles of Art, Media and Communication - CA05
Grades: 9-10

This course provides students an understanding of all aspects of the Arts, Media and Communication industry. Students will examine the opportunities and requirements of the major career pathways in this industry including Graphic Design, Digital Media, and Interactive Media.

Prerequisite: None

Interactive Media and Design I - CA06
Grades: 10-11

In this course, students' learning will focus on three pathway areas: Graphic Design, Digital Media, and Interactive Media. Emphasis will be placed on group project development, and individual portfolio development. Upon successful completion of this course, students will gain a foundational working knowledge of graphic design, digital media and Interactive Media.

Prerequisite: Principles of Art, Media and Communication

Interactive Media and Design II - CA07W
Grades: 11-12

In Interactive Media and Design II, students will continue their learning of the three pathway areas. Emphasis will be placed on group project development, project management, and individual portfolio development. Students will update their IMP Project Portfolio with exemplars of their best work. Students will advance their knowledge and skills in multimedia design and production through project planning and product development. Students will demonstrate the use of multiple tools and modalities in the production process.

Prerequisite: Interactive Media and Design I

Interactive Media Production (IMP) Portfolio Capstone/ Internship - CA08W
Grades: 12

This capstone course enables students to apply what they learned in their previous academic and IMP classes to complete a challenging, client-driven project. Students work in teams to design and create a solution to satisfy or fill a client’s need or want. Students are also expected to refine the products that comprise their portfolio to meet the specifications identified by the affiliate partner. Student teams make progress reports to their peers, meet regularly with their clients, and exchange constructive criticism and consultation. At the end of the course, teams present their projects to industry partners for feedback and professional review. This course equips students with the independent study skills that they will need in postsecondary education and careers in Interactive Media Production.

Prerequisite: Interactive Media and Design II

Academy of Finance

EDHS Academy of Finance logo

The National Academy Foundation (NAF) Academy of Finance Program is a Career and Technology Education (CTE) instructional program that prepares students for successful careers in financial services. NAF's structured curriculum provides students with a broad understanding of financial and economic concepts and provides work-based learning opportunities and career courses. The curriculum covers entrepreneurship, banking and credit, financial planning, international finance, securities, insurance, accounting, and economics.






High School: Edgewood (EDHS)
Required Courses:

Principles of Accounting/ Managerial Accounting - BE32

Principles of Accounting provide students with the knowledge that accounting is a process of providing data and information that serves internal and external stakeholders. The second half of this course introduces the fundamentals of management accounting, including manufacturing and cost accounting, budgeting, accounting for managerial decision-making, and fnancial statement analysis. Students learn how to use accounting information for internal decsion-making and planning and control. Students also examine career opportunities and the professional certifications and designations earned by individuals in the accounting profession.

Prerequisite: Teacher recommendations and application approval

Principles of Finance/ Financial Services - BE33

This is the course that gives students a thorough introduction to the concepts, tools, and institutions of the financial world and serves as a foundation for the core courses offered by the Academy of Finance. Students begin by learning the basics of financial literacy and the function of finance in society. The second half of this course provides students with an introduction to an overview of banks and other financial services. It introduces students to the origins of money and banking and examines the early history of banking in the United States. Students study the financial services industry and the types of companies it includes in depth. They learn about the services offered by such companies and analyze the ways these companies earn profits. Finally, students examine careers in financial services.

Prerequisite: Teacher recommendations and application approval

Business Economics/ Professional Economics - BE31W

This course provides students with an introduction to the key concepts of business economics includiing supply, demand, profit, costs and markets and differentiates microeconomics from macroeconomics. The course describes forms of business ownership and discusses the relationship of labor and business, then provides a broad overview of the global economy. Finally, because economics affects every business job, students get a chance to examine careers in business, both as an employee and as a business owner. The second half of the course focuses on the significance and importance of ethics to stakeholders; examine who bears responsibility for ensuring an ethical code is followed; and explore ethical situations common in organizations. The course examines ethics through the lens of various business disciplines, and considers the impact of organizational culture on ethical practices. The course also explores ethics as social responsibility, the evolution of ethics as business becomes more international, and how the free market and organizational ethics can co-exist.

Prerequisite: Teacher recommendations and application approval

Financial Planning/ Applied Finance - BE34W

This course introduces students to an overview of the job of a financial planner. Students learn to consider how all aspects of financial planning might affect a potential client, and learn about the importance of financial planning in helping people reach their life goals. This course includes lessons on saving, borrowing, credit, and all types of insurance, and covers various types of investments. Students also examine careers in financial planning. The second half of this course delves into the financial concepts introduced in Principles of Finance. Students learn to identify the legal forms of business organization. Students will gain a deeper understanding of the important aspects of finance; including such concepts as profit, sales, the risk-return tradeoff, and the time-value of money. In this course, students read common financial statements and are introduced to business plans. They learn the three most common methods by which businesses raise capital (stocks, bonds, and short-term financing).

Prerequisite: Teacher recommendations and application approval

Entrepreneurship/ Business in a Global Economy (Elective) - BE37

This course introduces students to the critical role entrepreneurs play in the national and global economy. Students learn the skills, attitudes, characteristics, and techniques necessary to become successful entrepreneurs. They explore starting a business and learn about the operational issues and financial risks that new businesses face. Students examine ethical issues and develop a framework for managing them. The second half of the course focuses on providing students with an understanding of how and why businesses choose to expand their operations into other countries. This course exposes students to the unique challenges facing firms doing business internationally, and to the potential opportunities available to those businesses. Building on concepts introduced in Principles of Finance, Business in a Global Economy broadens students' understanding of how businesses operate, grow, and thrive in our ever changing world.

Prerequisite: None

(Students not attending Edgewood High School must contact their School Counselor for application and waiver forms.)

Homeland Security and Emergency Preparedness

JOHS Homeland Security logo

The Homeland Security and Emergency Preparedness Program is a Career and Technology Education (CTE) instructional program which integrates government, academia, and private sector training/educational initiatives to help students understand how the United States and its interests worldwide are protected against threats to public safety, both natural and manmade, through effective communication, preparedness, detection, prevention, response and recovery. The program offers three career strands: Homeland Security Sciences, Criminal Justice/Law Enforcement, and Information/Communications Technology. These three strands align with the six mission areas of the United States Department of Homeland Security: Intelligence and Warning, Protection of Critical infrastructure and Key Assets, Border and Transportation Security, Domestic Counterterrorism, Defense against Catastrophic Threats, and Emergency Preparedness and Response.





High Schools: Joppatowne (JOHS)
Required Courses (Choose at least 4):
Foundations of Homeland Security and Emergency Preparedness
(1 Credit)
Homeland Security Sciences Pathway Criminal Justice/Law Enforcement Pathway Information/ Communications Technology Pathway
Homeland Security Science (1 credit) Administration of Justice I (1 credit) S.T.A.R.S. Course I and II (1 Credit)
  • Introduction to Geographic Information Systems and Remote Sensing
  • Skill-Based Training for Geographic Information Systems and Remote Sensing
Homeland Security Science Research Methods and Applications (1 credit) Administration of Justice II (1 credit) S.T.A.R.S. Course III and IV (1 Credit)
  • Advanced Skill-Based Training for Geographic Information Systems and Remote Sensing
  • Geospatial Application Project
Internship/Capstone Experience (1 credit)
Foundations of Homeland Security and Emergency Preparedness - CT71
Grades: 10

This course will introduce students to Homeland Security and Emergency Preparedness guidelines, concepts, and action plans. Emphasis will be placed on unique aspects of public safety and public health. The course will explore the various methodologies for intelligence gathering and dissemination and will introduce students to various local, state, and federal assets. Students will prepare an action plan that includes initial notification, emergency response (on and off scene), and recovery.

Prerequisite: None

Homeland Security Science - CT77
Grades: 11

This course will introduce students to Homeland Security and Emergency Preparedness threats to public safety and health, decontamination, protection, detection and identification, and planning concepts. Emphasis will be placed on the utilization of science to protect the public against chemical and biological threats. The course will explore the various methodologies, capabilities and limitations for individual and collective protection, handheld and fixed detection, and field sampling and laboratory identification. Students will prepare a chemical and biological incident response plan as an end of course assessment.

Prerequisite: Foundations of Homeland Security and Emergency Preparedness

Homeland Security Science Research Methods and Applications - CT78
Grades: 11-12

This course will focus on developing the student's scientific research, problem solving and writing skills. Emphasis will be placed on research and analysis, technical writing, team dynamics, and laboratory analysis and skills. The course will actively engage the student in market survey techniques, technical publication layout and design, team building skills and role play, and proper implementation of laboratory instrumentation and equipment.

Prerequisite: Homeland Security Science

Administration of Justice I - CT79
Grades: 11

This class will introduce students to multiple aspects of criminal justice and law enforcement. Students will explore the criminal process, various forces that impact law enforcement, and the rights of citizens. Students will understand the difference between juvenile and adult justice, and classifications of different crimes. This class will give students a general knowledge needed for students to enter various law enforcement careers at the federal, state, and local levels. Note: Students earning an "A" or "B" are eligible to receive credit through Harford Community College under the articulation agreement. See your teacher for further information.

Prerequisite: Foundations of Homeland Security and Emergency Preparedness

Administration of Justice II - CT80
Grades: 11-12

This class will continue the student's knowledge of criminal justice and law enforcement. In this course students will be introduced to evidence collection, analysis, and forensic examination. The role of law enforcement officials as a first responder will also be discussed as well as the duties of police officers. Students will also identify various careers in law enforcement. Note: Students earning an "A" or "B" are eligible to receive credit through Harford Community College under the articulation agreement. See your teacher for further information.

Prerequisite: Administration of Justice I

S.T.A.R.S. Course I and II - CT81W
S.T.A.R.S. Course I - Introduction to Geographic Information Systems and Remote Sensing
Grade 11

Course I will introduce students to Geographic Information System (GIS) and Remote Sensing (RS) technology through academic study and applied instruction. This course is the foundation of the STARS Entry-Level GIS Technician Certification. Teachers and students will use a locally customized Geographic Information System (GIS) to learn about their local community. They will use the same data, imagery and software that NASA uses to study their state, county and school campus.



S.T.A.R.S. Course II - Skill-Based Training for Geographic Information Systems and Remote Sensing
Grade 11

Course II will help the student learn the skills required to work on and/or build a Geographic Information Systems/Remote Sensing project. Students and teachers will follow a course of hands-on instruction to learn skills ranging from introductory digital mapping to image analysis. In this second course on the path to STARS Entry-Level GIS Technician Certification, students are introduced to each skill with a real world application and led in the problem solving process. Follow-up applied practice application will direct the student to apply acquired skills to cases in the local community using the supplied data. This repetition will set the stage for further student driven projects.

Prerequisite: Foundations of Homeland Security and Emergency Preparedness

S.T.A.R.S. Course III and IV - CT82W
S.T.A.R.S. Course III - Advanced Skill-Based Training for Geographic Information Systems and Remote Sensing
Grade 11-12

Course III will continue to help students learn the skills required to work on and/or build a Geographic Information Systems/Remote Sensing project. Students and teachers will follow a course of hands-on instruction to learn skills ranging from introductory digital mapping to image analysis. Through Course 1 and Course 2, students learned some of the basic skills necessary to GIS. In Course 3, students will learn to apply those skills. Students will learn and apply Spatial Analyst and 3D Analyst. The ArcGIS Spatial Analyst extension allows students to examine the spatial relationships within a specific area as well as study site suitability. The ArGIS 3D Analyst extension allows students to gain a different perspective on their environment by modeling surfaces three dimensionally. Students will also learn methods of integrating external hardware in order to incorporate real time data from GPS units in order to accurately survey their community. Combined with a trouble-shooting unit and general review of skills acquired in Course 2, Course 3 can become an invaluable tool.



S.T.A.R.S. Course IV - Geospatial Application Project

Course IV is the final course in the STARS Certification series. In the beginning of this course, students will use the Project Management Model to discuss and build a campus-wide base map. Once finished with the base map, each student selects one of the campus-based projects to complete. Each of the "final" projects are designed to let the students put their Geospatial skills to use. Each student will need to complete one project and achieve a 70% or higher on the written STARS exam to become STARS certified.


Prerequisite: S.T.A.R.S. Course I and II

Internship/Capstone Experience - CT83W
Grade 12

The Internship/Capstone Experience is the culminating course for the Homeland Security and Emergency Preparedness Program. This course is designed to provide students with the opportunity to extend and apply their classroom learning in one of the career areas of Homeland Security Sciences, Criminal Justice/Law Enforcement, or Information/Communications Technology. Students will have the option of completing an industry-mentored project, internship, or enrolling in a post-secondary course. They will play an integral part in determining which type of experience will be most beneficial and supportive of their individual goals. At the end of the course, students will compile a working portfolio which documents their academic and technical skill attainment and present it for critique. Subject to administrative approval, students will enroll in approved post-secondary courses in lieu of completing a project or internship. Links between secondary and post-secondary institutions will be established to allow students to dual enroll in criminal justice or environmental technology-related courses, receiving both high school and college credit.

Prerequisite: S.T.A.R.S. Course III and IV or Administration of Justice II or Homeland Security Science Research Methods and Applications

Agriculture/Horticulture

Agriculture picture

The Natural Resources and Agricultural Sciences (NRAS) Program at North Harford High School is designed to provide students with essential knowledge, unique experiences, and STEM based opportunities for the purpose of pursuing academic, vocational, and recreational futures in the areas of natural resources and agricultural sciences.

The NRAS is composed of three strands of academic study: Large Animal Science, Plant Science and Natural Resources. Each strand has a four course sequence designed in conjunction with the University of Maryland in an effort to provide the core knowledge needed for students to become future leaders, business owners, and advocates, to support the growth of Maryland industries related to natural resources and agriculture.





High Schools: North Harford (NHHS)
Program Title: Agriculture/Animal Science Required Courses (Choose at least 4):
Agriculture I: Introduction to Current AG Issues - CT04
Grades: 9-12

This is a basic course in contemporary agricultural science topics, an overview of the applications of current and emerging technologies in animal, plant, food, fiber mechanical and environmental sciences, as well as natural resources management. Timely industry issues will be examined with local, regional, national and global perspectives. Biotechnology, agro terrorism, biofuels, land use, legislation, and alternative agricultural enterprise opportunities are examples of topics to be examined, as well as more traditional agricultural production in the form of individual and group activities. Career exploration, FFA and business management fundamentals will prepare students for continued agriscience studies.

Prerequisite: None

Agriculture II: AG Mechanics - CT05
Grades: 11-12

Students will be introduced to basic farm and shop tools and equipment. Skills, safe operation, maintenance and repairs are stressed. Topics include basic electricity, small engines, plumbing, masonry, construction and welding. Instruction includes limited hands-on opportunities in the laboratory and on the school farm. Individual and group work is common.

Prerequisite: Foundations of Technology

Agriculture III: Agribusiness Management - CT06
Grades: 11-12

Students will cover fundamentals of agribusiness practices including basic accounting principles, business management skills and market research. Students will develop business plans and build entrepreneurial skills through various group and individual projects. School based entrepreneurial projects are available.

Prerequisite: one of the following: Agriculture II, Animal Science II or III

Animal Science I - CT15
Grades: 10-12

Students enrolled in this introductory course will study basic principles of animal science and related agribusinesses. Topics include exploration of careers and current events, and the production, reproduction, nutrition and health management of animal species with focus on dairy and beef cattle, swine, sheep, goats and equine. Students will receive opportunities for various hands-on activities with a number of large animal species on the small-scale school farm as both individual and group opportunities.

Prerequisite: None

Animal Science II - CT16W
Grades: 11-12

Students will continue the study of principles of animal science concentrating on companion animals and the veterinary health field. Small animal care, assistance and management will be continuing topic areas. Students will be given many hands-on opportunities to handle companion animals during class labs. Veterinary topics include anatomy and physiology, pharmacology, clinical assistance in patient history, vital signs, vaccinations, bandaging, surgery, veterinary office practices and medical terminology. Students successful in this course should be prepared to seek entry level employment at a companion animal care facility.

Prerequisite: Animal Science I

Animal Science III - CT17W
Grades: 11-12

Students will continue their animal science studies focusing on the intricacies of equine science and management. Topics include more in-depth studies of equine breeds, anatomy and physiology, selection, uses, reproduction, nutrition and health. Specifically associated agribusinesses and the economic importance of the equine industries on the local, state, regional, national and global levels will be covered in individual and group activities. Hands-on activities will be available on the small-scale school farm.

Prerequisite: Animal Science II

Apprenticeship Maryland

Agriculture picture

Apprenticeship Maryland is a youth apprenticeship program for students, ages 16 and up, that is designed to lead to sustainable employment and further education based on career pathways in manufacturing and Science, Technology, Engineering, and Mathematics (STEM) occupations or other occupations within CTE Programs of study. Participating students start the program in the summer or fall of their junior or senior year in the program and will complete at least 450 hours of work-based training under the supervision of an eligible employer and at least one year of related instruction.

https://www.marylandpublicschools.org

High Schools: All


Program Title: Workforce Investment Programs
Apprenticeship Related Instruction - CT9608

Students are required to complete one year of related classroom instruction. The classroom instruction can be offered prior to or simultaneously with the work-based learning experience. The school systems Youth Apprenticeship Coordinator and designees are responsible for ensuring that this is reflected on the student's schedule and that credit is are earned towards high school graduation. In addition, the related classroom instruction must assist the student in meeting the goals outlined in the student training plan. The Youth Apprenticeship Coordinator and/or designees must collaborate with the classroom instructors and the Eligible Employer to coordinate the design of a realistic training plan that meets the needs of the Eligible Employer and the capacity of the classroom instructor and school district.

Apprenticeship Work-Based Learning Experience 1 - CT9708

The first part of a work-based learning experience which takes place at a work-site and must be a paid experience (at least minimum wage). All three parts of WBL experience must cumulate to a minimum of 450 hours. This experience is directed by the WBL agreement provided by the school system and a student work plan developed among the student, WBL coordinator, and eligible employer. The student work plan identifies the appropriate competencies, duties, tasks and outcomes in academic, technical, and workplace readiness areas that apply directly to the student's goals for a specific work-related placement.

Apprenticeship Work-Based Learning Experience 2 - CT9808

The second part of a work-based learning experience which takes place at a work-site and must be a paid experience (at least minimum wage). All three parts of WBL experience must cumulate to a minimum of 450 hours. This experience is directed by the WBL agreement provided by the school system and a student work plan developed among the student, WBL coordinator, and eligible employer. The student work plan identifies the appropriate competencies, duties, tasks and outcomes in academic, technical, and workplace readiness areas that apply directly to the student's goals for a specific work-related placement.

Apprenticeship Work-Based Learning Experience 3 - CT9808

The third part of a work-based learning experience which takes place at a work-site and must be a paid experience (at least minimum wage). All three parts of WBL experience must cumulate to a minimum of 450 hours. This experience is directed by the WBL agreement provided by the school system and a student work plan developed among the student, WBL coordinator, and eligible employer. The student work plan identifies the appropriate competencies, duties, tasks and outcomes in academic, technical, and workplace readiness areas that apply directly to the student's goals for a specific work-related placement.

Specialized Apprenticeship opportunities are available in selected CTE programs of study.

Specialized Apprenticeship opportunities are available in selected CTE programs of study.

Harford Youth Workforce Investment Program

Agriculture picture

The Harford Youth Workforce Investment program is a partnership between Harford Community College and Harford County Public Schools, in which free workforce training opportunities are offered to our students. Students participate in Harford Community College noncredit, career-ready training programs which prepare them to earn industry recognized certifications. Job readiness, interview skills, and resume writing are additional components of each Workforce Investment program. These programs are designed to make students attractive candidates for employment following high school graduation and can also provide a steppingstone into credit and noncredit degree programs at Harford Community College. Students must be able to have a part-time schedule to participate in this program.

High Schools: All


Program Title: Workforce Investment Programs
Construction: NCCER Core Curriculum- Course # CA40W21

NCCER's Core curriculum is an introduction to the construction industry and provides instruction in basic safety, construction math, tools, construction drawings, material handling, employability skills and more. This course is set up to provide entry-level knowledge and skills for individuals wanting to enter the construction industry. Students will receive NCCER badges for each module completed, and completers of the entire program will receive their NCCER Core badge.
Certification: NCCER Core badge

Certified Logistics Associate and Certified Logistics Technician- Course # CA40W31

This program examines the role of supply chain logistics in the economy and explains the importance of warehousing. Understanding how logistics works and how it can be an asset in the implementation of supply is the focus of this training. Through Manufacturing Skill Standards Council (MSSC) certifications, students will demonstrate mastery of the core competencies of material handling at the front-line (entry-level to front-line supervisor) through successful completion of the logistics certification assessments. Students aged 18+ may complete a one-day training that includes both classroom and hands-on training for first-time forklift drivers.
Certifications: CLA Certificate (Certified Logistics Associate), CLT Certificate (Certified Logistics Technician)

Microsoft Office Certification- Course # CA43W21

This program is designed to prepare students for entry level positions in the administrative and clerical fields. Jobs in this field span every industry and offer an entry point into many fields of interest. Microsoft Office Suite proficiency is the most requested technical skill in this job category. Participation in this program will help students become competitive in this job market by providing an in-depth exploration of four of these applications: Word, Excel, PowerPoint and Access. Students will take certification exams in Word, Excel and PowerPoint. Participants that pass all three exams will be awarded the cumulative certification as a Microsoft Office Specialist.
Certifications: Microsoft Word Office Associate (MO-100), Microsoft PowerPoint Associate (MO-300), Microsoft Excel Office Associate (MO-200), Microsoft Office Specialist

Communications- Course # CA43W31

This program is designed to provide students with the opportunity to gain skills as a social media marketer. This program's primary goal is to prepare job seekers for entry-level or internship roles as marketers. This program will provide preparatory instruction for the Microsoft Outlook exam, MO-400. In addition, students will learn to harness the power of Outlook to track and schedule marketing campaigns using Outlook's content calendar feature. Students who complete this program will have a basic understanding of the broad spectrum of Social Media Marketing principles and some baseline tools to begin a marketing campaign.
Certifications: Microsoft Outlook Office Associate

Windows Computer Support Technician- Course # CA41W41

This curriculum will prepare students to take two certification exams: Windows Client (MD-100) and Windows Modern Desktop Administrator (MD-101). Upon achieving these two certifications, a cumulative certification the Microsoft 365 Certified: Modern Desktop Administrator Associate is also awarded. This certification validates mastery in managing and deploying devices and client applications in an enterprise environment. With successful certification, participants may apply for positions in IT such as Computer Support Technician, Help Desk, Desktop Support, and System Administrator roles.
Certifications: Computer Support Technician I/Microsoft Client, Computer Support Technician II/Managing Modern Desktops

Help Desk (Security+)- Course # CA41W31

The Help Desk Program is a gateway position into many careers in the IT field. A Security+ certification validates proficiency in: security knowledge of threats, attacks, and vulnerabilities; technologies and tools; architecture and design; identity and access management; risk management; and cryptography and PKI. Students will take four classes within the Help Desk course: Basic Networking Concepts, Security+ certification Prep, Exam Prep & Review, and IT Job Readiness.
Certifications: CompTIA Security+

Certified Nursing Assistant- Course # CA59W01
Grade: 12

This Maryland Board of Nursing (MBON) approved course prepares students to safely perform delegated nurse functions with clients of any age and various levels of physical, sensory, motor, and emotional ability. Preparation for certification with the MBON and the National Nurse Aide Assessment Program (GNA) examination included. The clinical class provides instruction in the College CNA lab and allows students to provide direct patient care in a long-term care facility. Students will be under the direction of the Nursing Assistant instructor at all times while at clinical. **This program will require time beyond the traditional school day. The program is limited to 8 students.
Certifications: Certified Nursing Assistant

Insurance Help Desk Professional- Course # CA41W21

The purpose of the Insurance Help Desk Professional I technical certificate is to provide the academic and occupational skills training necessary to prepare students for high-growth careers and entrepreneurial opportunities in the insurance and financial services industry. Students will take part in theory and practical experiences that emphasize competency in the following content areas: consultancy, customer service, front-line underwriting, quotations, claims, and agency management systems. Students must be 17.5 years of age to begin the course.
Certifications: Property and Casualty Insurance Professional

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