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## [Fine Arts Courses & Pathways](https://docs.google.com/document/d/15zw_QUPkOtCzzAPohHLiGAF_ZaKWsKdIgDhlieOv9eg/edit)
*All students must take at least 1.0 credit of Music/Visual Arts in order to graduate.*

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### Dance
Dance as a fine art

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### Music
[www.mbhsmusic.com](https://www.mbhsmusic.com)


Piano 1, 2, 3, 4

Guitar 1, 2, 3, 4

World Drumming

Music Technology

Chorus (1, 2, 3, Show Choir*, Chamber Choir*)

Bands (Concert, Symphonic*, Wind Ensemble*)

Orchestras (Concert, Symphonic*, Philharmonic*)

Jazz Ensemble*

AP Music Theory*

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### Theater

Theatre 1, 2 

Advanced Acting 

Stage Design 

Play Directing  

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### Visual Art
[https://sites.google.com/mcpsmd.net/montgomery-blair-visual-art/home](https://sites.google.com/mcpsmd.net/montgomery-blair-visual-art/home)


Foundations of Art & Culture

Functional Fine Art & Craft 1, 2

Fashion Illustration

Ceramics 1, 2, 3, 4

Digital Art 1, 2, 3, 4

Advanced Animation

Photography 1, 2, 3, 4, AP

Studio Art 1, 2, 3, AP

AP 2D Studio Art*

AP 2D Photography*

AP Art History

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*\*Audition, portfolio, or instructor permission is required*

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## [A closer look at the courses](https://docs.google.com/presentation/d/1GnngR4rzvyAUNAcGKzETOgg_5pJp5Bi1jtq47gErcCU/view#slide=id.g1a2e4f5603e_0_0)

Fine Arts

Bellas artes

Armstead-Thomas, Mrs. Jacqueline A

Teacher Resource

Breeden, Mrs. Sarah L

Classroom Teacher High

Crowder, Mrs. Kelly E

Foraker, Mrs. Sara C

Frank, Ms. Jennifer L

Hernandez-Cata, Ms. Isabel

Lawrence, Ms. Lauren V

Lee, Mr. Donovan

Oldham, Mr. Raife E

Smolen, Ms. Katherine

Verock, Mr. Jonathon T

Watson, Mr. Jalon A

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Media Center

Biblioteca (Medioteca)

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## The Courses
Click here for an overview of the course pathways in Blair science.All students must take 3 credits of lab science, including one biology credit and one physical science credit. Courses that fulfill the biology and physical science requirement are noted in their descriptions, below.

### Anatomy and Physiology 
(1 credit; Prerequisites: Biology and either Chemistry [may be taken concurrently] or teacher recommendation) This course includes a study of structures, functions, and causes and cures of dysfunctions of the major systems of the human body. Career opportunities in medicine related fields are examined. The course is intended for advanced students who wish to study how the human body works in greater detail than offered in his/her biology course. The first semester covers cell specialization, the skeletal, muscular, integumentary, and nervous systems, the sense organs, and food chemistry. Semester two topics include the digestive, respiratory, circulatory, excretory, endocrine, and reproductive systems, and heredity. Dissection is required.

### Biology
(1 credit; fulfills the biology requirement; may also be taken at the honors level; Physical Science is highly recommended course to precede this course) This course emphasizes the study of living things through laboratory experiences and investigative techniques. Biology includes the topics of ecology, cytology, reproduction, genetics, scientific evolution, and taxonomy. Attention is given to pertinent social issues and career opportunities related to the biological sciences. Biology students are required to take the State High School Assessment at the end of their second semester of study.

### A.P. Biology
(2 credits; double-period course; Prerequisites: Biology and either Chemistry [may be taken concurrently] or teacher recommendation) A.P. Biology is an elective course for students with a special interest in and high motivation for an in-depth study of the biological sciences. For all topics, the emphasis is on laboratory investigation. The course builds on the concepts covered in the student's previous Biology course, with greater detail in content and with additional topics and laboratory investigations. A student may elect to take the Advanced Placement Biology Examination and may qualify for college placement. First semester topics include the unity of life, cellular energetics, and genetics. Second semester includes the diversity of life, scientific evolution, ecology, and behavior. An opportunity is provided for an independent research project.

### Chemistry
(1 credit; fulfills the physical science requirement; may also be taken at the honors level; Prerequisites: Algebra II [may be taken concurrently]; Physical Science is also highly recommended) Chemistry emphasizes a laboratory approach to problem solving as well as imparting a body of basic knowledge. First semester topics include classification and organization of matter; atomic theory and periodicity; mole concept; heat and molecular motion; and chemical bonds and the properties of matter. Second semester moves on to thermodynamics; reaction kinetics; equilibrium systems; solutions and solubility; and acids, bases, and salts. Optional topics include nuclear chemistry, organic chemistry, oxidation-reduction, and electrochemistry.

### A.P. Chemistry
(2 credits; double-period course; Prerequisite: Chemistry) A.P. Chemistry are designed for highly motivated students who wish to achieve additional skills to ensure greater success in first-year chemistry at the college level. Students may elect to take the Advanced Placement Chemistry Examination and may qualify for college placement in chemistry. The course emphasizes problem solving, laboratory and organizational skills, independent study habits, and self-discipline while engaged in chemical investigations. The first semester includes atomic theory, chemical bonding, phases of matter, and solutions. The second semester includes types of reactions, equilibrium, reaction kinetics, and thermodynamics. During both semesters, there is an emphasis on statistical treatment of data and laboratory methods.

### Environmental Chemistry
(1 credit; fulfills an elective science requirement; Prerequisites: Algebra II [may be taken concurrently]; Physical Science is also highly recommended) Chemistry in the Community is an application-based approach to chemistry.  It consists of eight 4 ½ week units in which diverse areas of chemistry are used to understand and solve real-life problems.  Units include contamination of our water systems, the production of alternative fuels, solutions for global warming, uses of nuclear power, and the development of plastics.  Content is investigated in a spiraling pattern in which concepts and skills are introduced as needed and deepened as the year continues.

### A.P. Environmental Science 
(1 credit) this course is designed to be the equivalent of a one-semester, introductory college course in environmental science. Unlike most other college introductory-level science courses, environmental science is offered from a wide variety of departments, including geology, biology, environmental studies, environmental science, chemistry, and geography. This is a rigorous science course that stresses scientific principles and analysis, and that includes a laboratory component.

### Forensics 
(1 credit; fulfills a physical science requirement; prerequisite Biology; corequisite of chemistry is strongly recommended.) This course is an integrated science involving the disciplines of biology, chemistry, earth science, archaeology, anthropology, law, medicine, and professional / technical writing. Focus will center on crime scene investigations, evaluation of physical evidence, glass and soil sampling and analysis techniques, organic analysis, microscopic evaluation of evidence, and analysis of hair, fiber, paint, and drugs. Inquiry based lab activities, case studies, field trips, guest speakers, and Internet research will give students opportunities to study and apply skills and concepts of forensic science. 

### Honors Geoscience Exploration
Students will have the opportunity to work collaberatively, enage in science and engineering practices, explore STE careers, use biotechnology methods, solve design challenges, and participate in local or national citizen science projects.

### Horticultural Science
(1 credit; fulfills the biology requirement) Horticultural Science is designed for those students interested in mastering fundamental techniques in the care and culture of plant life in the home, business, and community environments. Major attention is given to plant propagation, taxonomy, physiology, and experimentation appropriate to the facilities available. Students are encouraged to pursue individual areas of interest. Topics in the course can vary from year to year, but generally include plant anatomy and physiology, growth conditions, plant propagation, control of disease, weeds, and pests, greenhouse management, careers in horticulture, plant identification, soils and their preparation, crop plants, lawns, and landscaping. Students may take semester two of this course first, followed by semester one in the following school year.

### Physics (1 credit; fulfills the physical science requirement)
This NGSS aligned course investigates physical laws and theories, relationships of physical phenomena, and the interrelationships of physics to other fields of human endeavor. Topics include traditional physics subjects (Newtonian mechanics: dynamics, momentum, energy; electricity and magnetism; waves) along with related subjects in earth science (plate tectonics; earthquake activity) and astronomy (solar evolution).

### Honors Physics
(1 credit; fulfills the physical science requirement; Prerequisites: Algebra II [may be taken concurrently]) The Honors Physics course is for students who wish to investigate physical laws and theories, relationships of physical phenomena, and the interrelationships of physics to other fields of human endeavor. First semester includes discussion of vector mathematics, kinematics, dynamics, energy, and momentum. Second semester includes discussion of thermodynamics, electricity and magnetism, waves, and modern physics.

### A.P. Physics 
(2 credits; double-period course; Prerequisite: Physics and either Precalculus [may be taken concurrently] or teacher recommendation)  The A.P. Physics course is for students who have shown special aptitude and interest in the physical sciences. The content and activities are college level and prepare interested students for the Advanced Placement Physics Examination. During the first semester, students examine vectors, kinematics, particle dynamics, work, momentum, collisions, rigid body motion, gravitation and planetary motion, and oscillations. During the second semester, emphasis is placed on electricity and magnetism, including electric charge, Coulomb's Law, electric fields, Gauss's Law, electrical potential, capacitance and dielectrics, energy storage in capacitors, electric currents, magnetic fields, Ampere's Law, and electromagnetic induction.

### Magnet Science Courses
There are also several science courses offered by the Magnet Program that are available to _any_ 11th and 12th grade Blair student who has completed the appropriate prerequisites. Students who have completed Honors Physics and are taking/have completed A.P. Calculus may take **Quantum Physics** or **Thermodynamics**. Students who are taking/have completed just A.P. Calculus can take **Optics**. Those who have completed Honors Chemistry can take **Materials Science** or **Plate Tectonics and Oceanography**. Honors Chemistry and Honors Physics are the prerequisites for **Astronomy**. Students who have completed Honors Chemistry and Algebra II with Analysis can take **Analytical Chemistry**. Those completing Honors Chemistry, Honors Physics, and Precalculus with Analysis can take **Physical Chemistry**. Those who complete Honors Biology and Honors Chemistry may take **Genetics**, **Cell Physiology**, or **Marine Biology**. Students who have taken Honors Physics and are taking/have completed Magnet Analysis II (AKA Multivariable Calculus and Differential Equations) can take **Mathematical Physics**. Finally, there are no prerequisites for 11th and 12th graders who wish to take the very popular **Origins of Science**. Some of these courses may have additional prerequisites or other requirements; please see the [Magnet Program's webpages](/departments/magnet) and/or your guidance counselor for more information.

Science

Ciencias

Roark Thiero, Mrs. Summer S

Resource Teacher

Ambenge, Mr. Reuben O

Balla, Mrs. Desiree D

Coyle, Ms. Allie M

Demma, Mr. James (Charlie) C

Earle, Ms. Deanna K

Haigh III, Mr. John A

Science, Technology, Engineering, and Math Academy Lead Teac

Hart, Mrs. Megan K

Teacher, Special Programs

Jacobs, Mr. Matthew L

Jorgensen, Mrs. Arlynda W

Kovalchuk, Ms. Victoria V

Levien, Ms. Elizabeth R

Mason, Mrs. Courtney V

Mccrea, Ms. Amanda C

O'Donovan, Ms. Manana

Pilgrim, Mr. Benjamin A

Porch, Mr. Evan T

Prange, Mr. Eric R

Schafer, Mr. James R

Curry, Ms. Kira D

Paraeducator

Woodward, Mrs. Marta N

Zimmerman, Ms. Kathryn

Teacher

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Currently there are over 600 Emergent Multilingual Learners (EMLs) in Blair's English Language Development (ELD) Program which account for approximately 19% of the current student population. Another 23% of Blair's current enrollment are former ELD students who exited the program at Blair or one of its feeder schools.

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Students in the ESOL program are tested and placed as follows:

Level 1 - Entering Level
Level 2 - Beginning Level
Level 3 - Developing Level
Level 4 - Expanding Level

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Students are tested during the year and are moved from level to level as needed.

## Classes and Support Offered by the ELD Department

### Intensive English Classes
EMLs at Level 1 and 2 take a double-period ELD English class that combines grade-level ELA standards with English acquisition.  Upper-level EMLs take a single-period ELD English class or a Bridge English class that is co-taught by ELD and ELA teachers.  In all classes, teachers emphasize listening, speaking, reading, and writing skills.

### Sheltered Content Classes
ELD teachers offer sheltered content classes to selected students in developmental reading and foundational math.

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## Sheltered and Supported classes offered to EMLs

### Social Studies
U.S. History, NSL Government, and World History

### Science
Earth Systems and Sustainability; Astronomy with Physics; Biology

### Math
Algebra and Geometry

English Language Development (ELD)

Desarrollo del idioma inglés (ELD)

Hiller, Mrs. Theresa M

Teacher, ESOL Resource

Adler, Ms. Debra A

Teacher ESOL

Block, Ms. Hannah M

Gerasimowicz, Mr. Ryan S

Gil, Mrs. Joellyn (Jody) E

Guerrido, Ms. Natalia

Haas, Ms. Kallie J

Kelly, Ms. Diana J

Landau, Mr. Carlos A

Lau, Mr. Darrel

Levesque, Ms. Nicole J

Marcus, Ms. Leah R

Noyes, Mr. David S

Romero, Ms. Pilar

Sieverding, Mrs. Sara M

Spoon, Ms. Cindy A

Villars, Ms. Jillian P

Waltz, Ms. Natalie B

Zoll, Ms. Yoko H

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### Requirements

Many of these courses satisfy the MCPS graduation requirements for Technology Education, Advanced Technology Education, and the Career Development Program. For an explanation of these and other graduation requirements, please see [High School Graduation Requirements](https://www.montgomeryschoolsmd.org/info/graduation-requirements/index.aspx), on the MCPS website.

## Courses

### Accounting
(Grades 10-12; 1 credit) Basic accounting theory, the use of journals and ledgers, and the preparation of financial statements are included. Computerized accounting is introduced. The second semester provides a base for college-level study in the field of accounting and business administration. Students will integrate ethical considerations and basic values into their decision-making process.

### Honors Advanced Accounting
(Grades 11-12; 1 credit; Prerequisite: Accounting) Review of basic principles before continuing the study of the adaptation of accounting methods to the needs of specific business types. Spreadsheets and Peachtree accounting software are used to process data. The interpretation and managerial use of records is included.

### Child Development 1-3 / Child Development Internship
(All grade; 1 credit each; Completion of all 3 credits of Child Development and the Child Development Internship fulfills the Career Development Program graduation requirement) Students work with children in a variety of settings, supported by the study of child development from prenatal stages, through infancy and early childhood, to Grade 3. Knowledge of physical, intellectual, language, social, and emotional development is applied through planning lessons, teaching, observing, and studying three and four-year olds in the child development laboratory. Students develop competence in creative teaching techniques; developmentally appropriate practice; program management; child behavior and guidance; interpersonal relationships; health, nutrition, and safety standards; child abuse and neglect regulations; special needs of diverse populations; applications of technology; and workplace skills.

### AP Computer Science Principles
(Grades 10-12; 1 credit; fulfills the Technology Education requirement) Part of the MSDE-approved 4-credit Program of Studies in Computer Science. Provides an engaging introduction to computing concepts through a nationally-developed curriculum, offered through a unique partnership with Code.org. Focuses on the conceptual ideas of computing so that students understand why tools and languages are used to solve problems through a study of human computer interaction, problem solving, web design, programming, data analysis, and robotics.
### Cooperative Work Experience (CWE)
(Grades 11-12; 1 credit) The first semester of the CWE course provides orientation to the world of work including career planning, job search and interview techniques, employee-employer relationships, promotions, evaluations, and termination procedures. Second semester includes consumer information for the working person. Units include personal financial planning, money management, income tax preparation, investing, establishing credit, and purchasing of insurance and housing.

### Cooperative Work Experience with On-the-Job Training (CWE with OJT)
(Grades 11-12; credits vary according to class length; 1 credit of CWE combined with 3 credits of OJT fulfill the Career Development Program requirement) Combined with the standard CWE class, this class adds a real world job experience in which students are employed in the local business community in a career-related area. OJT is supervised by the CWE teacher/coordinator; students receive both pay and graduation credit for this experience. Seventy-five hours of concurrent work experience are required for each one-half credit of on-the-job training.

### Advanced Design Applications
(Grades 10-12; 1 credit; Prerequisite: Completion of Basic Tech Ed Credit) Standards-based, technological design course provides students the opportunity to build on their existing technological literacy through a deeper understanding of design principles and technologies. Students use design process to solve technological problems.

### Entrepreneurship
(Grades 10-12; 1 credit) Dsigned to help students interested in owning their own business develop the competencies necessary to be a successful entrepreneur while examining Entrepreneurship as a rewarding career opportunity. Students develop self-assessment, entrepreneurial; technological, financial, legal, marketing and managerial skills, while being introduced to local, national, and international trends and resources, Students will select an area of entrepreneurial career interest and explore the various aspects of creating, managing, and expanding a business enterprise. Potential venture capital for students are available through the Coleman Foundation Grant.

### Foundations of Technology
(All grades; 1 credit; fulfills the Technology Education requirement) Students will explore and develop a deep understanding of the characteristics and scope of technology and the influence on history, along with the relationships and connections between technology and other fields of study. Students will develop an understanding of the attributes of design and develop skills by using the design process to solve technological problems. Students will develop a positive attitude about safety and skills through research, problem solving, testing, and working collaboratively.

### Marketing
(Grades 11-12; 1 credit) Students learn the basics of the 4 P’s in marketing: product development, pricing strategies, promotional techniques, and place or distribution options. Students work with business computer simulations, actual case studies, and a variety of hands-on exercises to develop the skills it takes to successfully market a business. Supplemental text books help understand the nature of competition in a capitalistic and global market. Marketing research studies help to identify the best answers to business problems.

### Advanced Technological Applications
(Grades 10-12; 1 credit; Prerequisite: Completion of Basic Tech Ed Credit) Standards-based, technological design course provides students the opportunity to build on their existing technological literacy through a deeper understanding of Information and Communication Technologies, Medical Technologies, Agriculture and Related Biotechnologies, and Entertainment and Recreation Technologies. Students work individually and in groups to create ideas, develop innovations,design solutions, fabricate models, and engineer practical design results in a variety of technological problems.


Career and Technology Education

Educación de carreras y tecnología

Taylor-Boone, Ms. Karen D

Murley, Mr. Kevin J

Entrepreneurship Academy Lead Teacher

Parker, Mrs. Arizelle

Ashley, Mr. Michael A

Melmed, Mrs. Lisa M

Wharton, Mr. Donald E

Guzan, Mrs. Denae N

Holt, Mr. John T

## Courses

Courses are marked with the discipline with which they are associated (e.g. Mathematics, English, Science, etc.). Please see [the discipline's webpage](/departments) for further information, if desired.

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### Algebra 1 and Related Math
(Mathematics; 2 credits) This double period course is co-taught with a special educator and math teacher. These teachers follow the general education curriculum. It is double period so that students may have math daily with the block schedule.

### Biology
(Science; 1 credit; fulfills the biology requirement; may also be taken at the honors level; Physical Science is highly recommended course to precede this course) – This course emphasizes the study of living things through laboratory experiences and investigative techniques. Biology includes the topics of ecology, cytology, reproduction, genetics, scientific evolution, and taxonomy. Attention is given to pertinent social issues and career opportunities related to the biological sciences. This course is offered as an inclusion course using a dual-certified science/special education teacher.

### College & Career Research Development
(Career Education; 10th-12th grades; 1 credit) – Prepare for in school work through self awareness (interests, skills, aptitudes, and values) Infused are work ethics, team work, employee-employer relationships, banking skills, decision making and career planning. The second semester focuses on the process of getting a job including resource, writing a resume, preparing for an interview, filling out applications, answering ads by phone, letter and in person. Tips for how to keep a job and what to expect when employed are reviewed. Finally asking for a raise and what to do when fired and how to quit a job are covered.

### Developmental Reading
(English; all grades; 1/2 credit each semester) – This self-contained program was created for students reading below grade level with difficulties in decoding words. It uses a multi-sensory approach to improve reading and spelling, as well as emphasis on listening comprehension skills. Students acquire strategies for expanding their vocabulary and have opportunities to read for personal and academic enrichment. Research based reading interventions are employed as well as assistive technology explored. Taught by a special educator and a special education paraeducator.

### English 9
(English; 9th grade; 1 credit) – This course integrates all the language skills (reading, writing, listening, speaking, and viewing) and the processes (language and literature) in a thematic organization. Students experience texts of different genres and forms related to each theme and complete mandatory common tasks. Common tasks focus primarily on the writing process but also develop other language skills. Instruction in reading and writing strategies, grammar and vocabulary is integrated into every unit. All students begin the compilation of a high school "showcase" portfolio. This is an inclusion course.

### English 10
(English; 10th grade; 1 credit) –This course integrates all the language skills (reading, writing, listening, speaking, and viewing) and the processes (language and literature) in a thematic organization. Students experience texts of different genres and forms related to each theme and complete mandatory common tasks. Common tasks focus primarily on critical reading and writing and research but also address other language skills. Instruction in reading and writing strategies, grammar and vocabulary is integrated into every unit. All students continue and extend their high school "showcase" portfolios. This course is offered as an inclusion course.

### English 11
(English; 11th grade; 1 credit) – This course integrates all the language skills (reading, writing, listening, speaking, and viewing) and the processes (language and literature) in a thematic organization. Students experience texts of different genres and forms related to each theme and complete mandatory common tasks. Common tasks focus primarily on the writing process but also develop other language skills. Instruction in reading and writing strategies, grammar and vocabulary is integrated into every unit. All students continue and extend their high school "showcase" portfolios. This course is offered as an inclusion course.

### English 12
(English; 12th grade; 1 credit) –This course integrates all the language skills (reading, writing, listening, speaking, and viewing) and the processes (language and literature) in a thematic organization. Students experience texts of different genres and forms related to each theme and complete mandatory common tasks. Common tasks focus primarily on developing practical and persuasive forms of communication. Instruction in reading and writing strategies, grammar and vocabulary is integrated into every unit. All students reflect on and complete their high school "showcase" portfolios. This course is offered as an inclusion course.

### Geometry and Principles of Geometry
(Mathematics; 2 credits) This double period course is co-taught with a paraeducator and math teacher. These teachers follow the general education curriculum. It is double period so that students may have math daily with the block schedule.

### Physical Science
(Science; 1 credit; fulfills the physical science requirement; may also be taken at the honors level) – This is a laboratory-oriented, equipment-based physical science course that emphasizes chemistry and physics concepts and the development of observation, experimentation, and analysis skills applicable to succeeding laboratory courses in high school science. Students work with scientific instruments and materials in a problem-solving context. First semester includes an introductory unit on scientific skills and processes, waves and their properties, mechanics (forces and motion), and electricity and magnetism. Second semester includes physical properties, chemical properties, organic chemistry, and nuclear chemistry. This class is offered with the inclusion model using paraeducators.

### Modern World History
(11th/12th grade; 1 credit) – Semester one of this course surveys the history of Europe and Russia from 1500 to the present. Emphasis is given to the Age of Exploration, nationalism, imperialism, colonialism, and revolution. Semester two surveys the history of Africa, Asia, and Latin America from early beginnings to the present. Emphasis is given to the development of traditional culture, the impact of European contact, the rise of nationalism, and periods of revolution. The course helps students understand contemporary society in all regions studied. This class is offered with the inclusion model using a paraeducator.

### National, State, and Local (NSL) Government
(Social Studies; 10th grade; 1 credit) – In the first semester of this course, students learn the basic purposes of government; the structure, function, and workings of government; the rights and responsibilities of citizens,; and the change processes that keep American government workable. Emphasis is placed on the similarity of the structure and functions of governments at the national, state, and local levels. In the second semester, the course involves critical issues that have faced Americans since 1945. The units of study include human rights, the United States in world affairs, and economics. This class is offered with the inclusion model using a special educator or paraeducator.

### On the Job Training (OJT)
(Grades 11-12; credits vary according to class length) – In this one period class students become MCPS employees by obtaining a job with a department or teacher at Blair High School. Each student fills out the MCPS application, provides appropriate documentation and is involved in an interview at MCPS Personnel Office. The students develop work skills, work habits, participate in evaluations and obtain references for further employment. Out of school OJT is also offered. Students work in the community in paid and unpaid positions. They work from 15-20 hours each week. It offers them the opportunity to do job try-outs, gain experience, and transfer their job skills from the classroom to the work world.

### Periodic Pullout/Consult 
(No credit) This service is available for students who do not need specific content related support but need on-going direct and indirect support in managing their disability and accessing the general education curriculum.

### Resource
(Grades 9-12) This class is a self-contained class of mixed grade students who have similar special needs according to their IEPs. Additional support is offered to increase success, as well as strategy instruction to facilitate access to the general education curriculum.

### U.S. History
(9th grade; 1 credit) – The first semester of this course surveys our country's history from 1763 through the end of the Civil War. The American Revolution and the National Period are the first topics studied. The development of America during the the presidencies of Jefferson and Jackson is analyzed in terms of territorial expansion and the evolution of democratic practices. The course ends with sectionalism and those forces that culminated in the Civil War. The second semester begins with Reconstruction and ends with the end of World War II. Reconstruction and the growth of American industry are the first topics studied. Emphasis is placed on the progress and problems of industrialization. Students analyze American's growing involvement in international affairs from the Spanish-American War through World War II. The course ends with a comparative study of "boom and bust," America in the 1920's and 1930's. This is an inclusion course.

Special Education

Educación especial

Cornelius, Mrs. Lynn M

Teacher Special Education

Culig, Mr. Christopher

Teacher, Special Education

Dozier, Mrs. Pam P

Paraeducator Special Programs

Griffin, Ms. Jennifer L

Johnson, Mrs. Wanda E

Teacher, Sp Ed Transition

Kellner, Ms. Aneece H

Koroma, Ms. Patience F

Love, Ms. Evelyn

Olusanmokun, Ms. Virginia

Paraeducator Spec Ed

Parrish, Ms. Amy (Amy) J

Portela, Mrs. Maria D

Prentice, Ms. Larissa J

Rowe, Mr. Kirby J

Tana, Mr. Alexandre

Terry II, Mr. Melvin R

Thornton-Lewis, Dr. Barbara E

Wright, Mrs. Tracey D

Teacher, Sp Ed Resource Rm

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Estudios sociales

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## Courses

All of the courses taught by the Reading Department are designed with one goal in mind: **Students will meet grade-level expectations for reading.**

### Read 180 
Read 180 is an intervention that focuses on basic skills in reading.  The program, which is published by Scholastic, Inc., has four main components.  They are small and whole group instruction using a workbook called the ReaL Book, technology-based instruction using proprietary software, and independent reading.  This course is also offered for students in the ESOL program.

### Critical Reading
Critical Reading focuses on basic reading skills.  Students learn to use a variety of strategies to increase comprehension.  Among the strategies are: identifying Main Idea, identifying Facts and Details, Inferencing, recognizing Cause and Effect, tracking Sequence of events and identifying Author’s Purpose among others.

### Academic Reading
This course is designed to help students succeed in college as well as in higher level classes in high school.  The class focuses on application of reading strategies to specific types of texts.  For example, there are units on reading history texts, short stories, and news articles from various sources, among others.  Lessons are supplemented with technology-based instruction focusing on vocabulary and non-fiction texts.

### Literacy in the Digital Age
Literacy in the Digital Age uses Problem-Based Learning to help students improve their reading skills and increase their knowledge of topics of interest to them.  Students identify a problem and learn to research.  Using primarily on-line sources, students research the topic and develop solutions to the problems that they have identified. 

Reading

Lectura

Brown, Ms. Natalie D

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## Departmental Goals
The goal of the Montgomery Blair High School World Languages Program is to expose students to language and culture in order to make them knowledgeable and active members of a global society. Students will learn to use world languages for meaningful communication in both spoken and written form. The World Languages Program emphasizes language as it is used in various real-life situations that students are most likely to encounter. Through the study of world languages, students develop sensitivity to the cultural and linguistic heritage of other groups and their influence on our own, and are prepared to participate in a society characterized by linguistic and cultural diversity.

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Overarching Enduring Understandings:

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- As the world moves towards a global community, it is increasingly important to be able to communicate in languages other than English.
- It is important to understand the perspectives of a culture that generate its patterns of behavior, ways of life, world views, and contributions.
- Proficiency in a world language is a vehicle to gaining knowledge that can only be acquired through that language and its culture.
- The study of modern world languages enables students to develop insights into the nature of language and culture.
- Learning a world language enables an individual to participate in multilingual communities.

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The study of a language system involves learning vocabulary and structures in the context of the meaning one wishes to convey. It also involves nonverbal communication, knowledge of status and discourse style, and at times, the learning of a whole new alphabet. Communication strategies must be taught to enable students to use circumlocution, and to derive meaning from context. Direct instruction in language learning strategies is part of the experience. Through the study of language, students make comparisons and connections to other cultures and other disciplines.

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Frequent on-going assessment of students’ progress in the world language is essential. Teachers pre-assess knowledge of vocabulary, structures, and reading content before actual instruction begins. Formative assessments occur at regular intervals during the instructional stage to check for understanding and mastery of the material taught. Summative assessments evaluate all the goals in the standards and mirror the activities used to teach the topics.

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## [Maryland Seal of Biliteracy](https://www.montgomeryschoolsmd.org/curriculum/office/seal-of-biliteracy)
High school graduates who can function in two or more languages are equipped with the knowledge and skills to participate successfully in college, careers, and a diverse 21st century society. The Maryland Seal of Biliteracy is a diploma endorsement, authorized by Maryland law, that recognizes a student's high-level of proficiency in listening, speaking, reading, and writing in one or more languages other than English. To receive the Maryland Seal of Biliteracy, a student must pass the Maryland High School Assessment in English, and demonstrate Intermediate high proficiency in listening, speaking, reading, and writing in a language other than English, as measured by assessments that are aligned to ACTFL (The American Council on the Teaching of Foreign Languages) proficiency guidelines. 

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## Courses

## AMERICAN SIGN LANGUAGE (ASL)
### American Sign Language (ASL) 1, 2, 3, & 4
(1 credit) In Level 1, students use American Sign Language to communicate about daily life with basic vocabulary and simple grammatical structures. They explore the cultural and linguistic heritage of the Deaf community and its influence. The vocabulary that students learn is directly related to the purposes and situations identified with each topic. Teachers will also select vocabulary to reflect the students’ needs and interests in each thematic topic. Thematic units include: greetings and introductions, clothing, family, food, school, community, leisure time, and storytelling.

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## FRENCH
### French 1, 2, & 3
(1 credit each; Level 3 is an Honors level course) In Levels 1 – 3, the vocabulary that the students learn is directly related to the purposes and situations identified with each topic. Teachers will also select vocabulary to reflect the students’ needs and interests in each thematic topic. Vocabulary instruction is heavily emphasized over linguistic competence at these levels, although a greater emphasis on structural accuracy to enhance communication occurs in each year of successive language study.

### French 4, 5, & 6
(1 credit each; Honors level) The instruction is based on a broad array of interdisciplinary context and themes with increasing emphasis on refining language use appropriate to various sociocultural contexts. At each level of instruction, students learn to communicate using themes areas or content. Students at this level, work with an increasing number of authentic listening materials selected by the teacher. Students continue to expand and refine their ability to communicate in both oral and written form, to understand as well as produce language, and to do it in ways that reflect an understanding and appreciation of the target culture. Increasingly, literature may serve as a vehicle of attaining course objectives.

### A.P. French Language and Culture
(1 credit each; Honors level)  The goal of the upper level French program is to make students more knowledgeable and active members of a global society. These courses place high emphasis on the mastery of linguistic competencies at a very high level of proficiency. Students use French for meaningful communication with increasing accuracy in both spoken and written forms. The upper level French language program transitions the students from the use of language as it is used in everyday real-life situations to using the language more in depth in order to expand their knowledge of the francophone cultures in the many French-speaking communities and countries. A.P. French prepares students for the Advanced Placement French Language and Culture examination.
Students enrolled in these courses are eager to challenge themselves with a rigorous curriculum. The courses are conducted entirely in French and provide opportunities for students to develop their proficiency in interpersonal, interpretive, and presentational communication from the Intermediate to Pre-Advanced range of competency.

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## [JAPANESE](https://learn-japanese-at-blair.netlify.app/)
### Japanese 1, 2, 3, & 4
(1 credit each; Levels 3, 4 are Honors courses)    Japanese Levels 1 through 4 are organized into four overarching themes in each level with a variety of related topics within each theme. Within a given theme area, the performance indicators of the communication goal are the primary focus and the performance indicators in the goal areas of culture, comparisons, connections, and communities provide broader connections in which to learn the language. The vocabulary that the students learn is directly related to the purposes and situations identified with each topic. Teachers will also select vocabulary to reflect the students’ needs and interests in each thematic topic. Vocabulary acquisition is heavily emphasized over linguistic competence at these levels, although a greater emphasis on structural accuracy to enhance communication occurs in each year of successive language study. When communicating in the foreign language, both in writing and in conversation, the quality of communication of purpose and message are stressed over grammatical accuracy. Grammar skills are important as they aid in effective communication. Standards for grammatical accuracy increase as the students’ language study progresses.

### A.P. Japanese Language and Culture
The Advanced Placement (A.P.) course places high emphasis on the mastery of linguistic competencies at a very high level of proficiency. The goal of the AP Japanese course is to make students more knowledgeable and active members of a global society. Students use Japanese for meaningful communication with increasing accuracy in both spoken and written forms. The program transitions the students from the use of language as it is used in everyday real-life situations to using the language more in depth in order to expand their knowledge of Japanese communities.

The course prepares students for the A.P. Japanese Language and Culture examination. The exam is approximately three hours in length. It assesses interpretive, interpersonal, and presentational communication skills in Japanese along with knowledge of Japanese culture. The exam is computer-based. Each student works at an individual computer, which processes everything read, heard, written, or spoken by the student. That is, the student reads on the screen, listens through headphones, types using the keyboard, and speaks into a microphone. There is no paper component; although the student may use paper to take notes during the exam, the proctor will collect the notes at the end of the exam, and they will not be scored.

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## SPANISH
### Spanish 1, 2, & 3
(1 credit each; level 3 is an Honors level course) In Levels 1 – 3, the vocabulary that the students learn is directly related to the purposes and situations identified with each topic. Teachers will also select vocabulary to reflect the students’ needs and interests in each thematic topic. Vocabulary instruction is heavily emphasized over linguistic competence at these levels, although a greater emphasis on structural accuracy to enhance communication occurs in each year of successive language study.

### Spanish 4 & 5
(1 credit each; Honors level) The instruction is based on a broad array of interdisciplinary context and themes with increasing emphasis on refining language use appropriate to various sociocultural contexts. At each level of instruction, students learn to communicate using themes areas or content. Students at this level, work with an increasing number of authentic listening materials selected by the teacher. Students continue to expand and refine their ability to communicate in both oral and written form, to understand as well as produce language, and to do it in ways that reflect an understanding and appreciation of the target culture. Increasingly, literature may serve as a vehicle of attaining course objectives.

### Spanish for Spanish Speakers 1, 2, & 3
(1 credit each; level 3 is an Honors level course) Spanish for Spanish speakers provides continuing language instruction for students who have a developed proficiency in Spanish. This course utilizes a language arts approach comparable to that of English courses offered to English-speaking students. Student must be directed to take the [placement test](https://forms.gle/qQi55rb2emzQMvJs9) by their WL teacher, WL RT or counselor.

### A.P. Spanish Language and Culture & A.P. Spanish Literature
(1 credit each; Honors level) The Advanced Placement (A.P.) courses place high emphasis on the mastery of linguistic competencies at a very high level of proficiency. The goal of the A.P. Spanish courses is to make students more knowledgeable and active members of a global society. Students use Spanish for meaningful communication with increasing accuracy in both spoken and written forms. The program transitions the students from the use of language as it is used in everyday real-life situations to using the language more in depth in order to expand their knowledge of the many Spanish-speaking communities and countries of the world. The courses prepare students for the A.P. Spanish Language and Culture / A.P. Spanish Literature examinations.

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# Useful Links
# General
- [https://www.montgomeryschoolsmd.org/curriculum/office/seal-of-biliteracy](https://www.montgomeryschoolsmd.org/curriculum/office/seal-of-biliteracy)

# French

## TV/Radio/Communication
- [http://www.lemonde.fr/](http://www.lemonde.fr/)
- [http://www.liberation.com/](http://www.liberation.com/)
- [http://www.lefigaro.fr/](http://www.lefigaro.fr/)
- [http://www.parismatch.com/](http://www.parismatch.com/)


# Japanese
- [https://learn-japanese-at-blair.netlify.app](https://learn-japanese-at-blair.netlify.app)

# Spanish

### Dictionaries
- [http://www.rae.es](http://www.rae.es)
- [http://www.diccionarios.com](http://www.diccionarios.com)

### TV/Radio/Communication
- [http://www.elpais.es](http://www.elpais.es)
- [http://www.abc.es](http://www.abc.es)
- [http://www.telemundo.com](http://www.telemundo.com)
- [http://www.univision.co](http://www.univision.co)

World Languages

Lenguas del mundo

Santiago-Gonzalez, Mrs. Dora N

Araujo, Mrs. Karen L

Coombs, Ms. Dianette

Cuadrado Corrales, Mrs. Maria A

Davison, Mrs. Sonnia L

Galloway, Ms. Kerri L

Kalin Martinez, Ms. Sabrina A

Mather, Mr. William (Steve) S

Leyder, Mrs. Davina C

Guevara, Mrs. Melissa A

Holmes, Ms. Monica A

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### Follow the Math Department on [Twitter](https://twitter.com/blairmathrocks) and [Instagram](https://www.instagram.com/blairmathrocks/)!

## Summer Math Packets
All non-Magnet math courses have summer work assignments via Delta Math; please use the following document to learn how to log in: [English](https://minio.mbhs.edu/strapi/Blair_Math_Summer_Delta_Math_4bfba8b193.pdf) | [Español](https://minio.mbhs.edu/strapi/Blair_Math_Summer_Delta_Math_Spanish_version_9bc928d7ec.pdf)

**PLEASE NOTE!** Magnet math courses have their own summer work; please see the [Magnet webpage](/departments/magnet) for more info. Otherwise, your summer math assignment is below:

Find the summer math assignments [here](https://drive.google.com/file/d/1hGO5u_TPVuksvt8hg2am0WKlsBXGmB2N/view).

## The Courses
All students must take 4 credits of mathematics, including 1 credit in algebra and 1 credit in geometry. An overview of the MCPS Math curriculum and resources is [available here](https://www2.montgomeryschoolsmd.org/curriculum/math/).

Many of the courses require the use of a TI-83+ Graphing Calculator.

### Algebra 1
(9th-11th grade; 1 credit) This course studies the basic structure of real numbers, algebraic expressions, and functions. The topics studied are statistical organization and analysis, linear equations, inequalities, functions and systems, quadratic equations and functions, polynomial and radical expressions, and the elementary properties of functions. Mathematical modeling of real-life problems, problem solving, and the construction of appropriate linear models to fit data sets are the major themes of the course. The course requires a TI-83+ Graphing Calculator.

### Double Period Algebra 1 or ESOL Algebra 1
(9th-10th grade; 1 credit) This is a double-period course which adds the curriculum of Related Math to the Algebra 1 curriculum. Related math adds essential mathematical concepts and skills necessary to function in authentic problem-solving situations. Support of the attainment of algebraic objectives (see Algebra I above) is provided. Use of technology in the problem-solving process is an integral component of the course. The course requires a TI-83+ Graphing Calculator.

### Geometry 
(9th-12th grade; 1 credit; may also be taken at the honors level) Geometry is studied through the deductive development of relationships in the plane and space developed intuitively in previous years. Indicators include the geometry in art and nature, geometry as a mathematical system, congruent segments and angles, circle chords, secants and tangent segments, parallel and perpendicular lines, angle measure in triangles, direct and indirect triangle congruence proofs, solids in revolution, logic, similar triangles, the Pythagorean Theorem, geometric constructions, and surface area and volume of solids. The course requires purchase of a compass and a protractor.  Students are encouraged to get a TI-83+ Graphing Calculator for the second semester.

### Double Period Geometry 
(9th-12th grade; 1 credit; may also be taken at the honors level) This is a double-period course which adds the curriculum of Related Math to the Geometry curriculum. Related math adds essential mathematical concepts and skills necessary to function in authentic problem-solving situations. Geometry is studied through the deductive development of relationships in the plane and space developed intuitively in previous years. Indicators include the geometry in art and nature, geometry as a mathematical system, congruent segments and angles, circle chords, secants and tangent segments, parallel and perpendicular lines, angle measure in triangles, direct and indirect triangle congruence proofs, solids in revolution, logic, similar triangles, the Pythagorean Theorem, geometric constructions, and surface area and volume of solids. The course requires purchase of a compass and a protractor.  Students are encouraged to get a TI-83+ Graphing Calculator for the second semester.

### Algebra 2 
(10th-12th grade; 1 credit; Prerequisite: Algebra) Algebra 2 is the study of the complex number system, symbolic manipulation, and functions. Advanced algebraic and data analysis techniques incorporating the use of technology enable students to discuss, represent, and solve increasingly sophisticated real-world problems. Topics studied include the properties of functions, the algebra of functions, matrices, and systems of equations. Linear, quadratic, exponential, logarithmic, polynomial and rational functions are studied with an emphasis on making connections to other disciplines and as preparation for a multitude of careers. A principal goal is to apply advanced data analysis techniques to find the best fit model from all the important function models, justify the model,and us it to make predictions. Communication of the problem solving skills used and the conclusion reached is another major emphasis. The course requires a TI-83+ Graphing Calculator.

### Honors Algebra 2
(9th-10th grade; 1 credit; Prerequisite: Geometry) This is an intensive, accelerated course intended for the student with the motivation to prepare for advanced mathematics courses. Algebra 2 with Analysis focuses on the use of technology and data analysis to develop students' thinking, problem-solving and communication skills. Topics include the properties, applications, algebra, and parametric representation of functions, matrix algorithms, linear, quadratic, radical, exponential, logarithmic, polynomial, and rational functions. Data analysis techniques include the use of re-expression and residuals to find and verify best-fit rules. The final unit includes applications as well as the properties relevant to advanced mathematics. The course requires a TI-83+ Graphing Calculator.

### Two-year Algebra 2 
Algebra II formalizes and extends students’ algebra experiences from Algebra 1. Building on their work with linear, quadratic, and exponential functions, students extend their repertoire of functions to include polynomial, rational, radical, and trigonometric functions. Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. Students extend their knowledge of statistics and explore probability in a two year sequence. Students will learn the first semester of Algebra II in the first year of the course, then learn the second semester of Algebra II in the second year of the course. Students will receive a full credit for each year of Two Year Algebra 2.

### Pre-calculus 
(11th-12th grade; 1 credit; Prerequisite: Algebra 2) This course completes the formal study of the elementary functions begun in Algebra 1 and 2. Students use the mathematical and modeling skills previously developed to study and apply the trigonometric functions. The use of technology and problem solving are emphasized in units covering data analysis, circular functions, and trigonometric inverses and identities. Students will conduct research and write extensively as they prepare for higher levels of mathematics. The concepts of trigonometry are extended to the study of polar coordinates and complex numbers. conics and quadratic relations are introduced through a locus definition using polar representations. Discrete topics include the principals of mathematical induction, the Binomial Theorem, and sequences and series, where sequences are represented both explicitly and recursively. An oral and written modeling presentation by students provides culminating synthesis to the concept of function. The course requires a TI-83+ Graphing Calculator.

### Honors Pre-calculus
(10th-11th grade; 1 credit; Prerequisite: Algebra 2 with Analysis) The formal study of elementary functions is extended with the introduction of the trigonometric functions. Students apply technology, modeling, and problem solving skills to the study of these functions in units on circular functions, trigonometric identities and inverses, and applications of trigonometric functions. Vectors in two and three applications of trigonometric functions. Vectors in two and three dimensions are studied and applied. Problem simulations are explored in multiple representations: algebraic, graphical, and numeric. The trigonometric functions are applied to the study of polar coordinates and complex numbers. Conic sections and quadratic relations are introduced in polar representations. The concept of limit is applied to rational functions and to discrete functions such as indefinite sequences and series. The formal definition of limit is applied to proofs of the continuity of functions and provides a bridge to calculus. A culminating project provides synthesis of the concepts studied. The course requires a TI-83+ Graphing Calculator.

### Calculus with Applications 
(12th grade; 1 credit; Prerequisite: Precalculus) The introductory topics of this course include limits and continuity of functions, derivatives of functions, and their applications to problems. Students find derivatives numerically, represent derivatives graphically, and interpret the meaning of a derivative in real-world applications. Models of previously studied functions will be analyzed using calculus concepts. The topics developed include the relationship between the derivative and the definite integral. The understanding, properties, and applications of the definite integral are included as students learn to explain solutions to problems. Students will model real-world situations involving rates of change using difference or differential equations. The course requires a TI-83+ Graphing Calculator.

### AP Calculus (AB and BC Calculus)
(12th grade; 1 credit; Prerequisite: Precalculus with Analysis) The topics studied in A.P. Calculus are those traditional offered in the first year of calculus in college, and design specifically for students who wish to obtain advanced placement in mathematics in college. Concepts are communicated graphically, numerically, analytically and verbally. The basic topics studied include limits and continuity of functions, derivatives and integrals of algebraic and transcendental functions and their applications in problems. The advanced topics developed are applied include integration techniques, convergence tests for series, Taylor or Maclaurin series, elementary deferential equations, and hyperbolic functions. The course requires a TI-83+ Graphing Calculator.

### ESOL Related Mathematics 
(9th-11th grade; 1 credit) Designed for ESOL Level 2 and 3 students. This course reinforces essential pre-algebra concepts necessary for Algebra I. Topics of study include skill and concept development of algebraic formulas, percent, and ratio and proportion in algebraic problem-solving situations.

### Quantitative Literacy
This course is designed to enhance students' abilities in mathematical decision-making and financial literacy. Topics in mathematical decision-making include issues in health and social sciences, fair division, apportionment, and the mathematics of chance. Financial literacy topics include individual budgeting, investing, credit, and loans. Also including are business topics including starting and maintaining a business. Emphasis is on the mathematical aspects of the topics.

### Statistics and Mathematical Modeling 
(11th-12th grade; 1 credit; Prerequisite: Algebra 2) This course requires a knowledge and use of the TI-83+/ TI-84 Graphing Calculator. Statistics students engage in the exploratory analysis of data, using graphical and numerical techniques. Data sets are collected using statistical design methods, such as stem and leaf plots, histograms, box plots, standard deviations, normal distributions and binormal distributions, confidence intervals, and hypothesis tests. Students produce appropriate models using probability, simulation, and statistical inference. Models are used to draw conclusions from data and analyzed by inferential methods to determine whether the data support or discredit the model. This course is equivalent to a non-calculus-based introductory college statistics course.

### Magnet Math Courses
There are also several mathematics courses offered by the Magnet Program that are available to _any_ Blair students who have completed the appropriate prerequisites. Students completing A.P. Calculus may take **Multivariable Calculus and Differential Equations** (also known as **Magnet Analysis 2**) or **Linear Algebra**. Those completing Precalculus or higher may take **Applied Statistics**. **Discrete Mathematics** is offered for those who have completed Precalculus with Analysis and A.P. Computer Science. Finally, if a student manages to finish Multivariable Calculus and Differential Equations before graduation, he/she may move onto **Complex Analysis**. Some of these courses may have additional prerequisites or other requirements; please see [the Magnet Program's webpages](/departments/magnet) and/or your guidance counselor for more information.

Mathematics

Matemáticas

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Counseling

Orientación

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Communication Arts Program (CAP)

Programa de artes de la comunicación (CAP)

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## Courses

### Required

All students must take the 1 full year of **Comprehensive Health Education A&B**. All students must also complete 1 credit (2 semesters) of Physical Education in order to graduate.

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### Honors Health education A (HPE2042A)
provides students with the instruction on knowledge and skills necessary to help them make healthful decisions-both now and in the future. Through the implementation of an effective, standards-based health education instructional program, students develop and practice life skills to enhance academic success, and positive behaviors that will equip them to meet the challenges and demands of their lives. The Health promotion and disease prevention concepts presented in this course: Mental and Emotional Health; Substance Abuse Prevention; Safety and Violence Prevention; Family Life and Human Sexuality; Disease Prevention and Control; and Healthy Eating. Health Education aligns with Be Well 365 by emphasizing lifelong positive health-related attitudes and behaviors that promote self-reliance and self-regulation for all students.

### Honors Health education B (HPE2042B)
builds on the prerequisite course Honors Health Education A. In this course, students engage further with health promotion concepts. The goal of this course is to engage more through health literacy skill development to promote and support health-enhancing behaviors. The health literacy skills include analyzing influences of family, peers, culture, media, technology, and other factors on health behaviors; accessing valid information; using interpersonal communication skills; demonstrating ability to use decision-making and goal setting skills; practicing health-enhancing behaviors and avoid or reduce health risks; and advocating for personal, family, and community health. Health Education aligns with Be Well 365 by emphasizing lifelong positive health-related attitudes and behaviors that promote self-reliance and self-regulation for all students.

### Physical Education
Courses currently offered in P.E. include Foundations of Sport and Fitness, Specialty Basketball, Weight Training, Advanced Weight Training, Soccer, Dance, Latin Dance, Net Games, Yoga, Lifetime Sports, and Group Fitness. For more information on Blair's Physical Education policies, goals, and program information, please click here (en español).

Departments