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DOCUMENT RESUME ED 414 455 CE 075 374 TITLE Construction Technologies. INSTITUTION Columbus State Community Coll., OH. PUB DATE 1996-00-00 NOTE 238p.; Product of the Heart of Ohio Tech Prep Consortium. For related documents, see CE 074 822 and CE 075 373-377. PUB TYPE Classroom Guides Teacher (052) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Academic Education; Advisory Committees; *Articulation (Education); Competence; *Competency Based Education; Consortia; *Construction (Process); Curriculum Guides; Employment Opportunities; Employment Projections; Grade 11; Grade 12; High Schools; Labor Market; Models; Teaching Guides; *Tech Prep; Technical Institutes; Technical Occupations; *Trade and Industrial Education; Two Year Colleges IDENTIFIERS Curriculum Mapping; South Western City Schools OH ABSTRACT This document contains materials developed for and about the construction technologies tech prep program of the South-Western City Schools in Ohio. Part 1 begins with a map of the program, which begins with a construction technologies program in grades 11 and 12 that leads to entry-level employment or one of five 2-year programs at a community college (architecture technology, civil engineering technology, construction management technology, heating and air conditioning technology, and landscape design/build) that in turn leads to a technical career or transfer to a four-year college or university. Also included in part 1 are pathways and pathway narratives for two high schools and a community college. Part 2, which constitutes approximately 4096 of the document, lists the program's (unleveled) secondary technical and academic competencies. In part 3, the secondary competencies are leveled for a high school, and in part 4, the postsecondary competencies are leveled for a community college. Parts 5-7 contain the following: labor market data; list of advisory/review committee members; and program application (information on employment opportunities in the area, potential exit occupations for the program, and plans for the program's delivery). (MN) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** tr) HEART of OHIO TECH PREP CONSORTIUM 1,7? Construction Technologies Approved, Consortium Board of Directors, 1996 U.S. DEPARTMENT OF EDUCATION .. Office of Educational Research and Improvement UCATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE CENTER (ERIC) AND This document has been reproduced as DISSEMINATE THIS MATERIAL HAS received from the person or organization BEEN GRANTED BY originating it. Minor changes have been made to improve reproduction quality. Secondary & Postsecondary Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. Curriculum Pathways & Narratives INFORMATION CENTER (ERIC) 1 Secondary Academic Competencies - Unleveled Leveled per Secondary Competencies - School Postsecondary Competencies Labor Market Data Advisory/Review Committee Members Program Application r\ 1\(-) Heart of Ohio Tech Prep Consortium J Regional Office O Central Office c/o Ohio University- c/o Columbus State Lancaster Community College 1570 Granville Pike 550 E. Spring Street Lancaster, OH 43130 Columbus, OH 43215 614/654-6711, ext. 216 614/227-5319 2 BEST COPY AVAILABLE CONSTRUCTION TECHNOLOGIES Heart of Ohio Tech Prep Consortium Approved 1996, Consortium Board of Directors Table of Contents SECONDARY & POSTSECONDARY CURRICULUM PART I: PATHWAYS & NARRATIVES High School Curriculum Pathways & Pathway Narratives A. 1. Eastland/Gahanna High School 2. Pickerington High School Columbus State Curriculum Pathways & Narratives B. SECONDARY ACADEMIC COMPETENCIES -UNLEVELED PART II: Secondary Technical Competencies List (Unleveled) A. Secondary Academic Competencies List (Unleveled) B. SECONDARY COMPETENCIES - LEVELED PER SCHOOL PART III: 1111 Leveled Competencies Lists for: A. 1. Pickerington High School POSTSECONDARY COMPETENCIES PART IV: Columbus State Community College A. LABOR MARKET DATA PART V: ADVISORY/REVIEW COMMITTEE MEMBERS PART VI: PROGRAM APPLICATION PART VII: 3 AVAILABLE BEST COPY ) $ L o y r $ o t A t i $ r r s C a e e r R e g e f I s ) N y e E v 7 n - l i 9 H E 4 l n a 5 o / 2 u R r C c T 1 A E ( C m T a r g o r P p e r P Y G m h Y e e e c G e e D N u G t t t e t t i a a a L a a O I t T O N t t r t t t I S S S S S L o U L O G S s O s s B s s s O n E I u u N u u u N N T o / N b b N Y b b I b Y C I I O H G m m R D m m m H G G G I C p E u u N O u u T u C O I O e R l l l l E S E l o o C O o o r o L E L L P O C C T E C C N C U C T O O O D J h I - - E R - - - G N N - - N T - - A c R R T e ) ) E ) ) N H N ) M H H e e I e e T e S U A P e e E e e C E C e C N r r o T A r r r M & E g g E g g g i L E O C C h e e e e e T T E I G T O d d V C E d d d S G N I T r r r r r D N f C a a a a a A o I I e e N e e e H T O N y y y t y y A A r C - - - - - A I a 2 2 2 2 2 E L T R e ( M ( ( ( ( H H C A U R T S N O C t S N n e f E l O e o m v I I ) G e y P 2 T l o 1 - A C O y l - p r 1 M m U t L n 1 E E O R s e N T d 4 S H a r N g C ( O E C T HEART of OHIO TECH PREP CONSORTIUM 1996 Construction Technologies Model PART I.A: Secondary Curriculum Pathways and Narratives y 6 , g 9 o 9 - n e 0 d , l n 1 o c s 5 o e i n i p 1 M h n y t e - 0 a 0 0 i c 0 h l i h 4 p 4 4 s u c 0 c s i s e 1 J c e n l i d - e b T r t t s n r o i e s x a r e a i t n u p e t n t a o s o l , 2 i F y . h n s n c i m 1 c c g d r t o . b d i c h n b e u a i h e m a , n t u t e a d r o s s a L a a g l i o i p r a r a c c M p l o h e t n e r p g c i b i e s E t n G f t r r o e n i u r n - o P p m u d r d P E c I n e P r o m h e e R E e h i e p t h e m , C c h p i t c h d / m c 2 s g A r n D t o e c a e o k e 1 . 0 a T l e n o c T O l L e r 5 v T a n l i c o v o 1 P d o I d i p , e * C . w p A A h i s n e d e t e . n t c i a r a r V ; s o P a l , t , P , m s : , u h e : l . i t A p t h c i g h i c p i d u c n c e t n o e a e r e u Y r e A T t t T a y t a s g e P n r r s e e . f p a g n k i t o i d O 0 0 M n d m : c 0 e r 0 i a 5 s 4 n e n o n n 4 t 4 k C r 1 o n d e o w o g r c c i t u i a c o e t h T d t y e l r e p l s a t B o n r s l m . S 2 n o d P a - e 1 d : ; p t o : o t o r ; % , ' s a d m e e e e i ' c i d o 1 r t g e r r h t a n a p p 1 e P a ' i e w u p 3 p l , , a i , ; p e l r ' ' p ' h r " h d u l e r . g i e , o h o * p s e P b : h c r e c ` t ; ' : . e d p i C : t p p / n ' a e t a ' I . t r c ' l % 4 ' 1 . d ; h % a t ' I e a ' g e , T i l ' e % O o i : n r 1 e m n c r r r L r r n v a o h g P o g P % G e ' i s f a s r E , C i . n f c : . r o T f e 4 e % t p b , e n d ' ' e 1 ; c h i t h e s i 3 e 1 t . l s 2 e ; e e e t h d n t e n ' l p c t n c : t w c o r g g , e ' t o e t . a n : l o ' I e . e . P . i i ' , e n , 4 a 1 c E d e l d . c s r h . ' o . C e i T T A , . h . h e % l G . 1 t i ' a i m s l l d a u l r t i t l l r o l r o c i c n s , a . ' q G e , ' i , g . 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e q l i c n o s r c l d r e e a c o e n i P i e g r n l u i d a f p t n n a h i o s q i o c e n a a s n c c s n e i i t e a h g e o t n i c r r M n r t T r e c i h i e e a t e n e e r e g : b a c m l y s d h a b d m y c e m n l n r t r c r i u T r o e i e : s i e l o l o e e l e m s t p l e g h g a n C T i M s s t i e p t a t u n n a t w r i a i a a n A r u v n Q e t s i r r n p e n o M w r t a N m i a e f i s , s a b u u e o M f t M n r t r i e t m n h e m c e q i l c n l g e f r d a A e 1 e g c i g v e C e i e e d n a e i s l h m O a s u s c r e r u t d g l d e a r I e n t e o e e e E e o w p o d n a o m u D a R t r p F r o r i n o r t u i h p M u t o u S x a t i / a S d n d o e e r t s e s q s G H E M l c o n n a r p p n l i e u E s i G s a i i I a a o o e u n c f e c t c y c s . c c y i i C i s i C m i i g i . e o i e r t q c t t s s n r n a g e s a i t e l i A t A o d d i e l h r a o n a d a e y r g s l g i b n n b p e t c l V h t V c r i e d i h r o o s r a a g n e v r g e s a W p e A a E p B r H H L L C g T E F o o u I r o r l n r a r f S N A P P p o c I h g e g t n p e i e n l l d i o a c d m n n e a i r a h t e b t h d o t a o f e o t r b g y n d n i d a h a s r i o s w f e s t s r i t d u n e . o e e r c d v c u o e y t s b S c e a n h . l d e T e e i v c i . e f i n f i l o t o n l i r o t e p r o d o h t i p p c s m s s n l o h e l i i g t k t t i a a s h p y d u e a e h c m c c t n o t a a t n e v d h e d e d t a r u d e e t r f h S a f o t w n e o . i r t t s a s e e e s t t s a e r y u i u c c d o n n a c e e r i t g c e e i p s e f o m g o h e r : o p t l s c l t e o a n e c c e t h s n s e t e e h e u h r t r q p c e f i e e : o h f p r r f w s n e m i l D a r l s u i c P e k l s s u s e r h e c s u t s c i i r o - x r e u r r c e u u T o e e e c C e s h f o d - t o t h e . u p g m h t 3 n n e c t u 4 i n r o a c l . P e - u t n i c t s t c a a l e r h i e h r r o e u c p r n h P u f e e e t t c r s T y f s s e o e b l a h h l f e s i t m o t a f k n f a e u o S n i - r l t a d u o y u d e c n e i d t i t e a - e s r a t c r i d l r n l u e o n a m c s a f h a e l e s t s v s p i h r d e e d u x t e h h A o o r E T T c c t CENTRAL OHIO TECH PREP CONSORTIUM CURRICULUM PATHWAY NARRATIVE Pickerington High School - VEPD Eastland Directions: Please complete this document to accompany the curriculum pathways. In the space below, describe system change at the secondary level and what new options are now available for Tech Prep high school students (occupational, employability, and academic). The students at Pickerington High School will benefit from an applied, integrated and team approach to make the Civil Engineering Technology curriculum relevant while delivering occupational competency to give the student employability and direction. The primary focus of the Civil Engineering Technology program is to prepare students for continued study in two-year or four-year colleges after high school graduation. While meeting this goal, the program also prepares the student for an entry-level position in several civil engineering fields. Approximately one-half of the day is spent in academic classes. Instructors in algebra and College English 11 will work closely with the program instructor to relate college-preparatory academic course work to the civil engineering career field. The math curriculum will apply math to the lab exercises while the English area will teach the student technical writing and communication skills. The students are expected to be involved in additional electives of their choice and interest. The other half day involves textbook and hands-on learning connected to various aspects of civil engineering technology. The occupational competencies will be delivered in the 150 minute construction and CAD lab. The science area of the Tech Lab will cover the analytical testing of construction materials, soil and water. The scheduling provides the flexibility for teachers to develop interdisciplinary units, team teach, and adjust periods allowing for more Instructional time for specific topics. The technical competencies will be delivered In the construction materials lab and Drafting/CAD lab to assure students will be proficient to enter the work force. In addition to daily contact with the Civil Engineering instructor, students will receive input and instruction from other professionals in the field. During the senior year of the program occupational competencies are developed through participation in school-based learning; worksite-based internships, mentorships, and/or enrollment in post-secondary options. Qualified seniors will spend the final six weeks Involved in independent study and/or on-the-job training in an area of their chosen civil engineering technology profession. Employability skills will be integrated with the 11th and 12th grade tech lab and communications class.

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DOCUMENT RESUME ED 414 455 CE 075 374 TITLE Construction Technologies. INSTITUTION Columbus State Community Coll., OH. PUB DATE 1996-00-00 NOTE 238p.; Product of the Heart of Ohio Tech Prep Consortium. For related documents, see CE 074 822 and CE 075 373-377. PUB TYPE Classroom Guides Teacher (052) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Academic Education; Advisory Committees; *Articulation (Education); Competence; *Competency Based Education; Consortia; *Construction (Process); Curriculum Guides; Employment Opportunities; Employment Projections; Grade 11; Grade 12; High Schools; Labor Market; Models; Teaching Guides; *Tech Prep; Technical Institutes; Technical Occupations; *Trade and Industrial Education; Two Year Colleges IDENTIFIERS Curriculum Mapping; South Western City Schools OH ABSTRACT This document contains materials developed for and about the construction technologies tech prep program of the South-Western City Schools in Ohio. Part 1 begins with a map of the program, which begins with a construction technologies program in grades 11 and 12 that leads to entry-level employment or one of five 2-year programs at a community college (architecture technology, civil engineering technology, construction management technology, heating and air conditioning technology, and landscape design/build) that in turn leads to a technical career or transfer to a four-year college or university. Also included in part 1 are pathways and pathway narratives for two high schools and a community college. Part 2, which constitutes approximately 4096 of the document, lists the program's (unleveled) secondary technical and academic competencies. In part 3, the secondary competencies are leveled for a high school, and in part 4, the postsecondary competencies are leveled for a community college. Parts 5-7 contain the following: labor market data; list of advisory/review committee members; and program application (information on employment opportunities in the area, potential exit occupations for the program, and plans for the program's delivery). (MN) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** tr) HEART of OHIO TECH PREP CONSORTIUM 1,7? Construction Technologies Approved, Consortium Board of Directors, 1996 U.S. DEPARTMENT OF EDUCATION .. Office of Educational Research and Improvement UCATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE CENTER (ERIC) AND This document has been reproduced as DISSEMINATE THIS MATERIAL HAS received from the person or organization BEEN GRANTED BY originating it. Minor changes have been made to improve reproduction quality. Secondary & Postsecondary Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. Curriculum Pathways & Narratives INFORMATION CENTER (ERIC) 1 Secondary Academic Competencies - Unleveled Leveled per Secondary Competencies - School Postsecondary Competencies Labor Market Data Advisory/Review Committee Members Program Application r\ 1\(-) Heart of Ohio Tech Prep Consortium J Regional Office O Central Office c/o Ohio University- c/o Columbus State Lancaster Community College 1570 Granville Pike 550 E. Spring Street Lancaster, OH 43130 Columbus, OH 43215 614/654-6711, ext. 216 614/227-5319 2 BEST COPY AVAILABLE CONSTRUCTION TECHNOLOGIES Heart of Ohio Tech Prep Consortium Approved 1996, Consortium Board of Directors Table of Contents SECONDARY & POSTSECONDARY CURRICULUM PART I: PATHWAYS & NARRATIVES High School Curriculum Pathways & Pathway Narratives A. 1. Eastland/Gahanna High School 2. Pickerington High School Columbus State Curriculum Pathways & Narratives B. SECONDARY ACADEMIC COMPETENCIES -UNLEVELED PART II: Secondary Technical Competencies List (Unleveled) A. Secondary Academic Competencies List (Unleveled) B. SECONDARY COMPETENCIES - LEVELED PER SCHOOL PART III: 1111 Leveled Competencies Lists for: A. 1. Pickerington High School POSTSECONDARY COMPETENCIES PART IV: Columbus State Community College A. LABOR MARKET DATA PART V: ADVISORY/REVIEW COMMITTEE MEMBERS PART VI: PROGRAM APPLICATION PART VII: 3 AVAILABLE BEST COPY ) $ L o y r $ o t A t i $ r r s C a e e r R e g e f I s ) N y e E v 7 n - l i 9 H E 4 l n a 5 o / 2 u R r C c T 1 A E ( C m T a r g o r P p e r P Y G m h Y e e e c G e e D N u G t t t e t t i a a a L a a O I t T O N t t r t t t I S S S S S L o U L O G S s O s s B s s s O n E I u u N u u u N N T o / N b b N Y b b I b Y C I I O H G m m R D m m m H G G G I C p E u u N O u u T u C O I O e R l l l l E S E l o o C O o o r o L E L L P O C C T E C C N C U C T O O O D J h I - - E R - - - G N N - - N T - - A c R R T e ) ) E ) ) N H N ) M H H e e I e e T e S U A P e e E e e C E C e C N r r o T A r r r M & E g g E g g g i L E O C C h e e e e e T T E I G T O d d V C E d d d S G N I T r r r r r D N f C a a a a a A o I I e e N e e e H T O N y y y t y y A A r C - - - - - A I a 2 2 2 2 2 E L T R e ( M ( ( ( ( H H C A U R T S N O C t S N n e f E l O e o m v I I ) G e y P 2 T l o 1 - A C O y l - p r 1 M m U t L n 1 E E O R s e N T d 4 S H a r N g C ( O E C T HEART of OHIO TECH PREP CONSORTIUM 1996 Construction Technologies Model PART I.A: Secondary Curriculum Pathways and Narratives y 6 , g 9 o 9 - n e 0 d , l n 1 o c s 5 o e i n i p 1 M h n y t e - 0 a 0 0 i c 0 h l i h 4 p 4 4 s u c 0 c s i s e 1 J c e n l i d - e b T r t t s n r o i e s x a r e a i t n u p e t n t a o s o l , 2 i F y . h n s n c i m 1 c c g d r t o . b d i c h n b e u a i h e m a , n t u t e a d r o s s a L a a g l i o i p r a r a c c M p l o h e t n e r p g c i b i e s E t n G f t r r o e n i u r n - o P p m u d r d P E c I n e P r o m h e e R E e h i e p t h e m , C c h p i t c h d / m c 2 s g A r n D t o e c a e o k e 1 . 0 a T l e n o c T O l L e r 5 v T a n l i c o v o 1 P d o I d i p , e * C . w p A A h i s n e d e t e . n t c i a r a r V ; s o P a l , t , P , m s : , u h e : l . i t A p t h c i g h i c p i d u c n c e t n o e a e r e u Y r e A T t t T a y t a s g e P n r r s e e . f p a g n k i t o i d O 0 0 M n d m : c 0 e r 0 i a 5 s 4 n e n o n n 4 t 4 k C r 1 o n d e o w o g r c c i t u i a c o e t h T d t y e l r e p l s a t B o n r s l m . S 2 n o d P a - e 1 d : ; p t o : o t o r ; % , ' s a d m e e e e i ' c i d o 1 r t g e r r h t a n a p p 1 e P a ' i e w u p 3 p l , , a i , ; p e l r ' ' p ' h r " h d u l e r . g i e , o h o * p s e P b : h c r e c ` t ; ' : . e d p i C : t p p / n ' a e t a ' I . t r c ' l % 4 ' 1 . d ; h % a t ' I e a ' g e , T i l ' e % O o i : n r 1 e m n c r r r L r r n v a o h g P o g P % G e ' i s f a s r E , C i . n f c : . r o T f e 4 e % t p b , e n d ' ' e 1 ; c h i t h e s i 3 e 1 t . l s 2 e ; e e e t h d n t e n ' l p c t n c : t w c o r g g , e ' t o e t . a n : l o ' I e . e . P . i i ' , e n , 4 a 1 c E d e l d . c s r h . ' o . C e i T T A , . h . h e % l G . 1 t i ' a i m s l l d a u l r t i t l l r o l r o c i c n s , a . ' q G e , ' i , g . ' l o W h C 7 % ' p 1 ' ; S 4 w a l t e f i . k n g t t o i l l , r e h n 2 r p i n p r e g r : o t , e 1 n x r ' i r 1 , u $ p : n w m l , , P E P E , 1 ' u d * R , a , i , , h c n e i - r M T a a o e f n m o i s e d i n s i e h c a o l n i l O . k . , . . t ' : o 1 . , : e , : ' I c , . P . r ; - . t . ' . i $ r i . o u . s ' c . n " . , : 1 ' w r l P . i ; e ' s f , a , e n , . ' g e ' r ; d ; o - k , , s , 1 ' . 1 n , t , r 4 , e - C . ' " - r ' Z ' 4 c n i i " ' u d C ' e . i s , : z o f m . e a b - , : ' o : . s ' c . r ) : c . - C 1 " e 4 y i G ` n ' s Z y < e ; s d , b g a ' " ` : , r . : a ; : " . - e i h ; K o . . - r s , . , c , 4 s . r , ; - . . t s t o a . , t ; . - e A A a T . ' 0 A a , A k . ' y - , s D i i n 4 r A s r i t 1 s ' % ( i o , . / - i t a s L I , s . , . : ; f . s ' 4 n 1 A e , ) p & 1 , , . I , : z % . : 0 . 4 i t : ; . , e i r , s ' h - p Y s A ; 1 ; r t g ' ) D ( e t : n p . 0 i n & . , r . e w P 1 e i P m t 4 g 9 f . E & h m a e e c s r l n V v u l D e e 9 l o i . e o l T d I M - u c i s o g a r h a e c 1 e r r n h r c d i G o 1 b r t i a c a r n f r e ( e e r u S d g l e G . d e y ' " c a . . c . : e l , : , C n a ' , g . i A h : ( ; . ' z . ' y t s r i o n g i s G g e s r d r l & e e o v n i e o . e r . g H t . r i t E . d n o a e t a o a 0 c d h p a r x u r f 1 & T e n a c n a A r g s e l . p e o d . . a : G C s E . e n t . N y T e n t a . . t t - : a s g . . i g r r d a . , L s d , p l h t o , y , n e a i s : , 9 , , l n u t 4 t n b n i e i o s . 9 r q r s a o g g e t n d e e e s l m i e g h d r e u e k t l g e c s r r a e l d c . r o u o e . u a r D n P i T g S F c ' s E P I 0 l e e v p e a L c - s y d r n t a n L E s s e e , Y k Y r e l C r i n A g o n i d i t n c n u o a r i t t g s i d n n n o i t o C a s C s s s s e e e e e e , H n Y Y Y Y Y a i c i n h Y c t n G e n o T e O i m t s c L l e u a O g r i t r a N s e n n H t a a o M C M C s s s s s s s s s e E e e e e e e e e Y l Y Y Y Y Y Y Y Y T e v e L - y g r t n n i E r l e i v , e n i n C o i g s r n e E s s s s s s p s e e e e e e e - Y Y Y Y Y Y d Y o n R a i c w i n e e r h C r c u e t y T c e e v y t i r t h u i l c S a r u A , Q r s s e e e r Y Y r o i A b a r L o d : o n t s n n d o n a n e n i n a d o t g I : o c i n n s i c u i n C e t i t i n r r t c o a n t e A t e n u o i h s t t p k t i f c H r k n l c r i i a r t u o e r s r e o t e s a r e o j o r a l p n T c C D M o e t e w P u t o n p r c n v s / e S P , / C o t n i i u e r O t n c r c g l r n C e g L n e / a i n n o u o c n n e t v i l a i o o - t D f i s n u c E c y a m t r a i y a t e i i c e a e d i i a t m O / t t r r c D i p x t i d S c c i p e p D t l n n c i n i u u i a l S h n u E u i t e h e C d u E r r t n s c h D c m q i c t t l i e E Q S A h F s s c c o e x E l , d A n n p c e r O r T o V n n n i E o n o o e t T i C & A n u o o o o T t o H C C n t n a o q i i i g i i o h l e t t r t s m a x t E C s e n c c t t d c e r i c l g i n n l c E v t u u e a i u t e c a u i a y C a a u t C g t e i S e r r i r i i r u l s r t t t t e f n r p t L a l t A l A s s e s s E o s i s e a s v h n m l t i i n n e t - h n y t n t r V s s r V o a c a y a l s o o C e o u a s s o o a g M e M n M r H C C C C H A A L C S S C C A T t I i n H H E o e a e . t h e s g e t l r e e r a o l u v l t c o s e n e . i ) o C l p i f d p i a l r e c l x 8 c e i t e s t k p e 4 n p d 2 s e 1 e e s n c 1 n d a H x e l o u l L h e i T s s s s s s s s i l w T e e e t c e e e e e m A a Y Y Y Y Y Y Y Y n c t . a M i n s i r c n d e g i d u l o s o r u u m y i t r o A g n t P h s m h n i p d i s e e e n o p n h l c s o a c a a t a e i c c t l v l d g i i p e s d n i n n v d t n d h a c i e n t o l c e a l a s u C s s s e l e c L t e e e e o t a H i Y Y Y h t h r g d a o s w n n m t i a d n d t e e a y e l h Y i i d g l e u t t n p G a n u o n b o p m e t l i O i s o m a m n t . c L n o s , e l r e u e h l O o i e n g l r l t c o t i b t i a a N e k s m e h n p i n d s T H s c a u r o s n M l s C e c o C g l s s o t i c h E p n e e e w i O g Y Y i T d t s n a i g a h c o o . s n i i t y e n f t i s i o l t c u d s e t r m e s s t n o g i e t o o n n f m t y l C i u c f r t c o l o n e i n a s c r v e e a i n e i n e A m r C i o i o e v c g i e c i a d t n s f c u n h n o E c a s l e a i r e o d l t u p Y p a s g l q u m e r n e e o r o i g s e / t h d d e h a : s s n l e n t p l l a a l H t a e o e i n m r k c s ( n r e u s i P o d s t n s l - c e e y i d u i e t v r h l e t a e t u a s e i c l c t h t n u l a n e c e c a c r p h u a r e T i i v t A r r t h c r s t o d , s g i a e t f t t a Y n i c r o e e h a e e e p s p m v h n u n y t a i t o o . e e c w g l r t i a . e n i n t i d u o i b a r i t ; e q l i c n o s r c l d r e e a c o e n i P i e g r n l u i d a f p t n n a h i o s q i o c e n a a s n c c s n e i i t e a h g e o t n i c r r M n r t T r e c i h i e e a t e n e e r e g : b a c m l y s d h a b d m y c e m n l n r t r c r i u T r o e i e : s i e l o l o e e l e m s t p l e g h g a n C T i M s s t i e p t a t u n n a t w r i a i a a n A r u v n Q e t s i r r n p e n o M w r t a N m i a e f i s , s a b u u e o M f t M n r t r i e t m n h e m c e q i l c n l g e f r d a A e 1 e g c i g v e C e i e e d n a e i s l h m O a s u s c r e r u t d g l d e a r I e n t e o e e e E e o w p o d n a o m u D a R t r p F r o r i n o r t u i h p M u t o u S x a t i / a S d n d o e e r t s e s q s G H E M l c o n n a r p p n l i e u E s i G s a i i I a a o o e u n c f e c t c y c s . c c y i i C i s i C m i i g i . e o i e r t q c t t s s n r n a g e s a i t e l i A t A o d d i e l h r a o n a d a e y r g s l g i b n n b p e t c l V h t V c r i e d i h r o o s r a a g n e v r g e s a W p e A a E p B r H H L L C g T E F o o u I r o r l n r a r f S N A P P p o c I h g e g t n p e i e n l l d i o a c d m n n e a i r a h t e b t h d o t a o f e o t r b g y n d n i d a h a s r i o s w f e s t s r i t d u n e . o e e r c d v c u o e y t s b S c e a n h . l d e T e e i v c i . e f i n f i l o t o n l i r o t e p r o d o h t i p p c s m s s n l o h e l i i g t k t t i a a s h p y d u e a e h c m c c t n o t a a t n e v d h e d e d t a r u d e e t r f h S a f o t w n e o . i r t t s a s e e e s t t s a e r y u i u c c d o n n a c e e r i t g c e e i p s e f o m g o h e r : o p t l s c l t e o a n e c c e t h s n s e t e e h e u h r t r q p c e f i e e : o h f p r r f w s n e m i l D a r l s u i c P e k l s s u s e r h e c s u t s c i i r o - x r e u r r c e u u T o e e e c C e s h f o d - t o t h e . u p g m h t 3 n n e c t u 4 i n r o a c l . P e - u t n i c t s t c a a l e r h i e h r r o e u c p r n h P u f e e e t t c r s T y f s s e o e b l a h h l f e s i t m o t a f k n f a e u o S n i - r l t a d u o y u d e c n e i d t i t e a - e s r a t c r i d l r n l u e o n a m c s a f h a e l e s t s v s p i h r d e e d u x t e h h A o o r E T T c c t CENTRAL OHIO TECH PREP CONSORTIUM CURRICULUM PATHWAY NARRATIVE Pickerington High School - VEPD Eastland Directions: Please complete this document to accompany the curriculum pathways. In the space below, describe system change at the secondary level and what new options are now available for Tech Prep high school students (occupational, employability, and academic). The students at Pickerington High School will benefit from an applied, integrated and team approach to make the Civil Engineering Technology curriculum relevant while delivering occupational competency to give the student employability and direction. The primary focus of the Civil Engineering Technology program is to prepare students for continued study in two-year or four-year colleges after high school graduation. While meeting this goal, the program also prepares the student for an entry-level position in several civil engineering fields. Approximately one-half of the day is spent in academic classes. Instructors in algebra and College English 11 will work closely with the program instructor to relate college-preparatory academic course work to the civil engineering career field. The math curriculum will apply math to the lab exercises while the English area will teach the student technical writing and communication skills. The students are expected to be involved in additional electives of their choice and interest. The other half day involves textbook and hands-on learning connected to various aspects of civil engineering technology. The occupational competencies will be delivered in the 150 minute construction and CAD lab. The science area of the Tech Lab will cover the analytical testing of construction materials, soil and water. The scheduling provides the flexibility for teachers to develop interdisciplinary units, team teach, and adjust periods allowing for more Instructional time for specific topics. The technical competencies will be delivered In the construction materials lab and Drafting/CAD lab to assure students will be proficient to enter the work force. In addition to daily contact with the Civil Engineering instructor, students will receive input and instruction from other professionals in the field. During the senior year of the program occupational competencies are developed through participation in school-based learning; worksite-based internships, mentorships, and/or enrollment in post-secondary options. Qualified seniors will spend the final six weeks Involved in independent study and/or on-the-job training in an area of their chosen civil engineering technology profession. Employability skills will be integrated with the 11th and 12th grade tech lab and communications class.

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