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​Introduction​

The staff at York County School of Technology is committed to helping every student be successful in their academic and career endeavors. The goal of our academic programs is to prepare all students for the next step in their lives after leaving York Tech.


This educational planning guide is a resource to be utilized by parents and students to enable all students to make informed decisions about their academic courses in preparation for post–secondary education. Efforts have been made to offer a wide range of courses to suit the needs of all of our students. Please review the graduation requirements in making your selections.
 

When planning your academic courses, you should consider the student’s:

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  • Educational goals and career interests

  • Past and present academic achievement

  • Ability and work ethic

  • Graduation requirements

  • Desired courses and level of difficulty of each course

  • Special programs (i.e. advanced placement, dual enrollment, college in the high school)

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Please look carefully at the course offerings as well as the various levels of courses available. We strongly encourage all students to choose the most rigorous academic program possible in order to ensure that when they graduate that they are career and college ready.

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Mission Statement

The York County School of Technology is dedicated to providing a dynamic program that integrates high quality cutting–edge technical training with a strong academic education emphasizing critical thinking, problem solving, decision making, and team–building skills that lead to the development of compassionate lifelong learners who understand and value the unique differences of other individuals and cultures.

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Core Values

In order to accomplish our mission, the York Tech Community has embraced the following values:

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  • Professionalism — Spartans are on time, prepared and engaged

  • Empathy — Spartans are kind, understanding and supportive

  • Innovation — Spartans are bold and creative problem solvers

  • Optimism — Spartans are positive, constructive and helpful

  • Integrity — Spartans are honest, trustworthy and responsible

  • Perseverance — Spartans are steadfast in the pursuit of success

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Definitions

In multiple areas of the Educational Planning Guide, courses may have one or two indicators next to the course name.

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  • [Keystone] — Students must meet all Keystone test requirements as designated by the Pennsylvania Department of Education. Keystone test courses marked will be marked with [Keystone].

  • [NCAA] — Students who want to compete in intercollegiate athletics at NCAA Division I and II colleges are required to meet certain initial eligibility requirements. York Tech high school courses, which have been approved as NCAA core courses, will have [NCAA] beside the course title.

School Counseling Services

The comprehensive counseling program is devoted to meeting the academic, career and personal/social needs of all students through collaboration with sending school districts, community employers, parents, students, and faculty/administration in order to prepare them for post–secondary and career success.


We believe that all students are unique and have dignity, value, and the right to be treated with respect. All students have the potential to succeed in the three major domains of student development: personal/social, academic and career.

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School Counselors

 

  • Samuel Shaw [Contact]​​

    • Information Technology​

      • Computer Programming & Interactive Media​

      • Computer Systems Technology

      • Network Systems & Cyber Security

    • Medical Professions

  • Nola Bassett [Contact]

    • Automotive Technology​

    • Collision Repair Technology

    • Diesel Technology

    • Licensed Cosmetology

    • Powersports & Engine Technology

  • Estrella Pizarro [Contact]

    • Dental Assisting​

  • Victoria Markle [Contact]

    • Culinary Arts​

  • Shante Morant [Contact]

    • Architecture & Construction Management​

    • Carpentry

    • Electrical Occupations

    • HVAC

    • Landscaping & Agriculture

    • Criminal Justice

    • Exercise & Sports Science

    • Construction Trades

  • Douglas Rudd [Contact]

    • Commercial & Advertising Art​

    • Communication Technology

    • Education Pathway

      • Early Childhood Education​​​

      • K-12 Teacher Development

    • Precision Machining Technology

    • Welding & Metal Fabrication

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Additional Contacts

 

  • Gerard Mentz [Contact]​​

    • Director of Student Services

  • Tonya Firman [Contact]

    • Administrative Assistant, Student Services​

  • Lisa Kasten [Contact]

    • Administrative Assistant, School Counseling​

  • Sarah Koveleski [Contact]

    • Academy Principal​

  • Andrew Loehwing [Contact]

    • Academy Principal​

  • Tiffany Henry [Contact]

    • Academy Principal​

  • John Stearns [Contact]

    • Director of Curriculum & Instruction​

  • Joseph Terch [Contact]

    • Director of Special Education​

  • Bailey Heim [Contact]

    • Administrative Assistant, Special Education​

Career Planning

Educational and career counseling is available for students desiring to continue their education or directly enter the workforce after they graduate from high school. Informational brochures from both two–year and four–year colleges, armed services, and career related resources are located in the Counseling Office. This information is available to students and parents. Career exploration tools are available through our computer program, "Career Cruising." This software offers students the chance to explore a variety of careers through interest inventories, action plans, and ability profilers. Computer access is also available to students interested in exploring career opportunities. Students have access to information concerning tests such as PSAT, SAT, ACT, and ASVAB, as well as information about scholarships, grants, and loans.

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Career Planning Timeline

 

Post-Graduation Planning

Throughout your high school career, you can learn real world skills which can help you prepare for your future. No matter what your plans are after high school, colleges, trade schools, apprenticeships, employers, and the military, etc. will look for several common qualities. Here are some recommendations for exploring your options, making decisions about your future, and making yourself an excellent candidate for whatever path you choose:

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  • Challenge yourself as much as possible by selecting courses with the appropriate amount of rigor. Keep up with your school assignments and plan ahead for deadlines. Do your best and successfully pass all courses.

  • Think about your spark and consider the types of careers that would be a potential match. Choose a career that fits your skills, personality, and interests. Utilize www.pacareerzone.org to research career choices and determine post–secondary requirements.

  • Consider taking elective classes now to help establish a direction for the future. Look at the courses offered and determine if any may help in your career decision–making. Taking a class can re–affirm your interest in a field and build on your skills.

  • Find ways to get involved in your school by participating in extracurricular activities that match your interests. York Tech has many clubs, sports, activities, and programs that provide students with the opportunity to enrich their lives outside of the school day.

  • Build your character and leadership by volunteering your time to help others in your community. Volunteer experience be a meaningful way to utilize your strengths to help others. It can also help you network with professionals and form connections that may benefit you in the future.

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Workforce Planning

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  • Be sure to do your best in all courses. How you perform in high school lets employers assess what type of employee you will make and how hard you will work for them. A good work ethic in school represents a good work ethic in life. Potential future employers may request to see your high school transcript and take a close look at your grades.

  • Earn industry certifications through your technical program.

    • Talk to your technical teacher to find out what industry certifications are available in your technical program.

    • Explore what careers are available with each certification and how earning it may benefit you in the future.

    • Work toward the certifications that will help you in your chosen career path.

  • Learn more about your careers of interest.

    • Arrange to complete an interview with a professional who has the career in which you are interested.

    • These opportunities can give you a small taste of what you may face in your day to day work if you pursue a career in that field.

    • Ask the employer questions regarding their daily responsibilities, likes, dislikes, what skills are needed for employment, etc., and think about how their answers align with your preferences.

  • Ask the employed adults that you know what they like and dislike about their jobs. Many factors go into job satisfaction – job location, daily stresses, colleagues, salary, etc. Think about what is a priority to you and the kind of lifestyle you want to live. The more informed you are, the more prepared you will be when you start your career.

  • Get some experience through an internship, part–time, or summer job.

    • These are great ways to get some real world experience in a field that interests you.

    • In addition, you will have the opportunity to meet professionals who do what you hope to do.

    • Experiences like this look terrific on an employment application and can help you obtain references.

  • Consider participating in York Tech’s Cooperative (Co-op) EducationProgram at the end of your 11th grade year or during your 12th grade year.

    • Co–op is a terrific way to gain experience working in your technical field while also earning high school credits and earning money.

    • Speak with your counselor, technical teacher, and the Co-op coordinator to help determine if you will be eligible for Co-op.

  • Develop a resume.

    • Employers will love to see a professional resume that describes your background.

    • Be sure to include your contact information, extracurricular activities, volunteer experiences, previous work experiences, technical skills learned at York Tech, and any awards or honors you have received.

    • Utilize your task list to enhance your resume and show evidence of your skills.

    • Make sure you proofread. Have at least one other person check your resume to make sure it is free from errors.

  • Practice your interviewing skills.

    • A job interview is one of the most important parts of the application process and will often determine if you are hired for a job. Being prepared is extremely important.

    • Research common interview questions and begin to think about how you might answer those questions.

    • Have a parent, guardian, or friend conduct a “mock interview” with you to give you a chance to practice your interviewing skills.

    • Things to consider before, during, and after a job interview:

      • Dress professionally and be sure your hygiene is appropriate.

      • Be sure you know where to go for the interview. Know how long it will take you to get there and arrive 5–10 minutes early.

      • Introduce yourself to the interviewer and shake his or her hand.

      • Bring a copy of your resume, your technical certifications, and your task list to show to the employer.

      • Be confident in yourself and your answers.

      • Be sure to have 1–2 questions to ask the interviewer about the job or the company.

      • Thank the interviewer for the opportunity to meet with them before you leave, and be sure to send a follow up thank you letter within 1–2 days.

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Military Planning (Grade 10)

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  • Begin exploring/researching all of the options the military has to offer:

    • What are the benefits of joining the military?

    • What are the qualifications to join?

    • What is the difference between each of the branches (Army, Air Force, Navy, Marines, National Guard, and Coast Guard)? Each branch has something different to offer.

    • Active Duty, National Guard, or the Reserves. 

    • Officer vs. Enlisted.

    • Regulation vs. Business Rules.

    • When doing your research, make a list of questions to ask a recruiter.

  • Explore www.march2success.com, a website that provides an online study program to help students prepare for standardized tests, improve school work, and review materials.

  • Consider visiting the recruiters when they do lunch visits during your lunch

  • When making course selections, consider what the military may be looking for. The military recommends students take as many classes as possible in math, English, and science.

  • Research requirements for enlistment (ASVAB minimum required scores, high school diploma, etc.). Passing the ASVAB is required for enlistment, and earning a high score can lead to more job opportunities within each branch.

  • Research physical fitness requirements for enlistment and begin a fitness program.

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Military Planning (Grade 11)

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  • Begin narrowing down your choices of military branches.

  • Meet with recruiters at your local recruiting office to further discuss the process and career opportunities.

  • Take the ASVAB (Armed Services Vocational Aptitude Battery) in the spring.

    • York Tech offers the test free of charge to any interested students in the Fall and in the Spring.

    • Speak with your school counselor for further information.

    • You must have a permission form signed by your parent prior to taking the exam.

  • Speak with your counselor to ensure that you are on track for graduation. A high school diploma is required for enlistment.

  • Begin or continue an exercise regimen.

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Military Planning (Grade 12)

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  • Meet with recruiters at your local recruiting office or at “Lunch with a Recruiter” to further discuss the process and career opportunities.

  • Take the ASVAB (Armed Services Vocational Aptitude Battery) in the fall.

    • York Tech offers the test free of charge to any interested students in the Fall and in the Spring.

    • Speak with your school counselor for further information.

    • You must have a permission form signed by your parent prior to taking the exam.

  • The military recommends that students patriciate in their after-school basic training preparation program. Reach out to your recruiter for more information. If unable to participate with the recruiter, it is recommended that you exercise and get in shape on your own.

  • Speak with your counselor to ensure that you are still on track for graduation, and be sure to pass all of your classes. A high school diploma is required to complete the enlistment process.

  • Complete your enlistment paperwork in the spring and finalize your basic training date with the recruiter.

  • Inform your high school counselor when you have finalized your enlistment and which branch you have chosen.

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College Planning (Grade 10)

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  • Explore the honors courses York Tech has available and consider enrolling. Colleges prefer to see that students are challenging themselves.

  • Begin researching potential post–secondary institutions online and visit the campuses, if possible.

  • Consider taking the PSAT in October. The scores will not count for National Merit Scholar consideration in your sophomore year, but it is valuable practice for when you take the PSAT again in your junior year, when the scores will count. You will receive your scores in December.

  • Continue with or consider taking a world language as an elective. Many post–secondary schools have a language requirement.

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College Planning (Grade 11)

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  • Fall

    • Continue with or consider taking a world language as an elective. Many post–secondary schools have a language requirement.

    • Take the PSAT/NMSQT in October.

      • York Tech provides the opportunity for all 11th grade students to take the test at no cost.

      • 11th grade students are eligible for the NMSQT scholarship program. Speak with your counselor or research online for more information on qualifying scores.

      • You will receive your scores in December.

    • Meet with college representatives who visit the York County School of Technology.

    • Ask for a preview of your academic record and profile, determine what gaps or weaknesses there are, and get suggestions on how to strengthen your candidacy for the schools in which you are interested.

    • Consider attending Financial Aid Night in the fall at York Tech. A representative from PHEAA speaks to students and parents/guardians about the financial aid process.

    • Attend any regional and local college fairs in the fall.

  • Spring

    • Students pursuing a bachelor’s degree or higher, register for the SAT (www.collegeboard.org) or ACT (www.act.org) and take the test during one of the spring offering dates.

      • If you qualify for free/reduced lunch at school, ask your counselor, or go to the school counseling office to receive information on a fee waiver for the test.

    • Visit colleges and begin narrowing down your options. Consider the following:

      • Does the school have the major I need to achieve my career goals?

      • Am I able to afford the school?

      • Do I see myself attending this school for the next 1–4 years?

    • Make appointments with post–secondary schools for summer visits and meetings with admissions office/financial aid office.

    • Research admission requirements for the college(s) you would like to attend, to include GPA and entrance exam requirements.​

 
College Planning (Grade 12)

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  • September

    • Check your transcripts to make sure you have all the credits you need to get into your college(s) of choice. Find out from the colleges to which you are applying whether or not they need official copies of your transcripts (transcripts sent directly from your high school) sent at the time of application. You will need to complete a Release of Information Form, allowing York Tech to send an official transcript to the college or post-secondary educational institution of your choice.

    • Register for October/November SAT Test, ACT tests.

    • Finalize your list of schools where you plan to apply. It is recommended that you apply to 3–5 post–secondary schools with at least one you feel confident that you meet all of the admissions requirements. Double–check the deadlines and apply.

    • Most early decision and early action applications are due between October 1 and November 1. Keep this in mind if you intend to take advantage of these options, and remember to request that your high school send your official transcripts to the college to which you are applying.

  • October

    • Submit the Free Application for Federal Student Aid (FAFSA) in the early Fall. Early dates for submission may change and can be found online. Contact the Financial Aid Office of the college/university you are interested in attending to see if you need to complete additional financial aid forms.

      • In order to be considered for financial aid, you will need to submit these forms even if you have not yet been notified of your acceptance to the college(s) to which you applied.

      • Go to FAFSA on the Web (www.fafsa.gov) to complete the form or complete a paper FAFSA. There is no cost to submit the FAFSA form.

      • If you completed the FAFSA, you should receive your Student Aid Report (SAR) within 2–3 weeks if you applied via paper. If you applied on–line, you can receive results much quicker than paper submission. If you need to make corrections, do so and return it to the FAFSA processor promptly.

    • Take the SAT and/or ACT tests. Have the official scores sent by the testing agency to the colleges/universities that have made your final list of schools.

    • Continue thinking about and beginning writing (if you have not already started) any essays to be included with your applications.

  • November

    • Submit your college admission applications.

  • December

    • Early decision replies usually arrive between December 1 and December31.

    • If you have not already done so, make sure you send your official test scores to the colleges to which you are applying.​

  • January

    • Request that your high school send your official transcripts to the colleges to which you are applying.

    • Contact the admissions office of the college(s) you have applied too to make sure that they have received your information, and that they have everything they need from you.​

  • February

    • Complete scholarship applications.

    • Contact the financial aid office of the college(s) to which you have applied to make sure that your information has been received, and that they have everything they need from you.​

  • March/April

    • If you have not received an acceptance letter/email from the college(s) to which you applied, contact the college admissions office.

    • Compare your acceptance letters, financial aid and scholarship offers.

    • When you choose a college that has accepted you, you may be required to pay a non–refundable deposit for freshman tuition (this should ensure your place in the entering freshman class).​

  • May

    • Take the Advanced Placement (AP) exams for any AP courses you completed in highschool.

    • You should make a decision by May 1 as to which college you will be attending and notify the school by mailing your commitment deposit check. Many schools require that your notification letter be postmarked by this date.

    • If you were placed on a waiting list for a particular college, and have decided to wait for an opening, contact that college and let them know you are still very interested.​

  • June

    • Have your school send your final transcripts to the college that you will be attending.

    • Contact your college to determine when fees for tuition, room and board are due.​

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The College Admission Decision

The most important factor that admissions staff at post–secondary schools will consider is the applicant’s academic record from high school. Many consider it to be the best indicator for success in college. The program of study, specific courses, and the grades the students earned are aspects of the record that will be appraised. Special attention will be given to the challenging courses the student has completed. The students overall grade point average will also be considered. A student’s class rank is an important means of showing the level of competition the student has encountered and how the student achieved relative to the competition. Most colleges will look for the applicant to rank in (at the very least) the top half of the class. Colleges that are more selective may expect the student to rank in the top 10–25% of the class.

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In order to apply for admission to the majority of colleges, students are required to take tests issued by the College Entrance Examination Board or the American College Testing Program. The PSAT/NMSQT is provided to all juniors at York Tech in October. The SAT/ACT can be taken in the spring and is an opportunity and available to all juniors in October. More information about the SAT and the ACT is available at www.collegeboard.org or www.actstudent.org.

Academic Programs

Advanced Placement Courses & Examinations

Sponsored by the College Board, the AP program is a cooperative educational endeavor between secondary schools and colleges/universities. This program provides motivated high school students with the opportunity to take college–level courses in a high school setting. Students who take AP courses not only gain college-level skills but with qualifying AP exam scores, they may also earn college credit, advanced placement, or both at participating colleges/universities.

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The Advanced Placement Examinations are administered each year in May. Students are required to pay a fee for each examination. AP exam scores are reported on a 5–point scale. Individual colleges, not the College Board or AP Program, grant course credit and placement. More information on the AP Examinations is available at www.collegeboard.org.

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Honors Classes

Students should challenge themselves by enrolling in honor classes. To enroll in an honors class, the student should earn a 80% or better in the class immediately preceding the honors class.

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Dual/Concurrent Enrollment Programs

This is an opportunity to complete college credits(either on campus or virtually) for juniors and seniors. Students may earn both high school and post-secondary/college credit at the same time. Students who plan to continue on to a post-secondary institution/college should consider this option if considering continuing education after high school. Parents/guardians/care givers and students should review the following information and expectations if considering Dual Enrollment while attending York Tech:

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  • DE offers juniors and seniors an opportunity to receive college credit and high school credit concurrently.

  • It allows students to accumulate college credits prior to entering college at a reduced cost.

  • Student must have successfully completed a minimum of 1 advanced course at York Tech (Honors, AP, IB) with a minimum final grade of 80% OR must have a cumulative GPA of at least 83-86% (3.0).

  • The cost of course(s) will vary based on the institution and the number of credits for the course(s).

  • The post-secondary institution /college will determine acceptance based on their enrollment requirements. Follow each post-secondary institution/college’s instructions regarding orientation, placement testing, and other requirements.

  • DE courses will be weighted at 1.2 with the following college to York Tech credit conversions:

    • 3 or 4 credit dual enrollment course = 1.0 York Tech credit

    • 2 credit dual enrollment course = 0.75 York Tech credit

    • 1 credit dual enrollment course = 0.5 York Tech credit​

  • Students may be provided the opportunity to have a dual enrollment support period on their York Tech schedule which will allow them one block per dual enrollment class to work in the Media Center.

  • A student will be permitted to take up to two college courses per semester. (Fall, Spring, Summer)

  • Summer DE courses must be approved by school counselor by the second week of April of sophomore or junior year(s).

  • When registering for courses use your personal email address not your York Tech email. This will assist you after graduation in accessing your accounts and requesting college transcripts if you need them sent to a separate institution.

  • The college will likely assign you an institutional email account to communicate information specifically about college expectations, coursework, grades, and professor communication.

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Dual Enrollment Process and Expectations

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  • Interested students should schedule an appointment with their school counselor to discuss how this will impact required high school graduation credits.

  • Visit website(s) of DE entities in partnership with York Tech to review enrollment eligibility, costs, and possible course(s).

  • Fill out the DE contract provided by your Tech counselor (one must be completed for each semester).

  • Apply to one of York Tech DE Agreement partner schools.

  • Enrollment in a course(s) at a post-secondary institution other than those listed as Tech partners need approval on a case-by-case situation with your counselor and/or administration.

  • Complete a transcript release form in the Counseling office which will allow for official transcripts to be sent to post-secondary institution(s).

  • Student’s counselor will submit York Tech transcript to the requested post-secondary institution/college.

  • The post-secondary institution /college will determine acceptance based on their enrollment requirements.

  • Follow the post-secondary institution/college’s instructions regarding orientation, placement testing, and other requirements.

  • DE students are responsible for submitting proof of registration before the semester begins and proof of course completion with official grades after the course ends. Failure to provide this documentation may prevent awarding high school credit for the completed DE course(s).

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International Baccalaureate Career Program (IBCP)

The York County School of Technology is an authorized International Baccalaureate Career-related Program (IBCP) school. The Career-related program is a comprehensive, 2–year program, beginning in the student’s 11th grade (junior) year.

 

The IBCP Program “is a framework of international education that incorporates the values of the International Baccalaureate into a unique program addressing the needs of students engaged in career– related education. The program leads to further/higher education, apprenticeships or employment. The IBCP was specifically developed for students who wish to engage in career–related learning while gaining transferable and lifelong skills in applied knowledge, critical thinking, communication, and cross–cultural engagement” (ib organization, n.d.).


Students who apply and are accepted into the IBCP Program will incorporate their technical program, four core components, and a minimum of two upper-level (IB) academic classes referred to as Diploma Program (DP) courses. Students who successfully complete the program may earn an IBCP certificate. Colleges and universities do offer college credit for diploma program courses; please consult the college admissions office for information on their advanced course credit policy. Listed below are the requirements and options for IBCP students.

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Requirement One: Career-Related Study (CRS)

Please reference Career and Technical Education course descriptions.

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Requirement Two: Core Personal Professional Skills Course (PPS)

This course aims to develop responsibility, practical problem–solving, good intellectual habits, ethical understanding, perseverance, resilience, an appreciation of identity and perspective and an understanding of the complexity of the modern world. Emphasis is placed on the development of skills needed to successfully navigate higher education, the workplace and society. Through PPS, students develop:

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  • Good intellectual habits.

  • Practical problem–solving skills.

  • Self–awareness and an appreciation of identity, individual strengths and individual limitations.

  • An appreciation of ethical issues relating to his or her personal, social and workexperience.

  • An awareness of his/her own perspectives as one of many perspectives, and one that has been shaped by contingent cultural factors.

  • Intercultural awareness.

  • The skill of communicating clearly and coherently.

  • Personal and interpersonal skills for the workplace and beyond.

  • The skills of reflection and critical thinking in personal, social and professional situations.

  • An understanding that many questions, issues or problems do not always have simple right or wrong answers.

  • Internally assessed.

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Language Development

Ensures that all CP students have access and exposure to a second language. The opportunity to learn a second language is a central tenet of an IB education and increases students’ understanding of the wider world. Students are encouraged to begin or extend the study of an additional language that suits their needs, backgrounds and contexts. It develops students’ oral, visual and written linguistic and communicative abilities. Language development is a crucial role of an IB education; therefore, all IBCP students are required to undertake language development in which they need t to improve their language proficiency in a target language other than their best/mother tongue language. A minimum of 50 hours is expected to be devoted to language development.

 

Students are required to complete a language development portfolio (due in March, senior year). The language portfolio enables students to reflect on their learning and chart their progress in developing language skills and intercultural experiences. The language portfolio is a private document for the student to reflect on
their learning.

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Reflective Project

This project is an extended piece of reflective work that can be submitted in a variety of formats. It emphasizes the ethical dilemma associated with a particular issue drawn from the student’s separately awarded/certified career–related studies. The reflective project will be submitted at the end of the 12th grade and will be an opportunity for the students to draw together the various strands of their studies. It can be submitted in any of the IB working languages (English, French or Spanish). Students should devote a minimum of 50 hours (in and out of class). Two options for student to complete the Reflective Project are:

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  • Option 1

    • A written essay (maximum 3,000 words) plus reflection (maximum 1,000 words) — Reflections on planning and progress form.

  • Option 2

    • A written essay (1,500–2,000 words) accompanied by an additional format (film, oral presentation, interview, play or display) plus reflections (maximum 1,000 words) — Reflections on planning and progress form.

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Service Learning

Service learning is the practical application of knowledge and skills toward meeting an identified community need. Through service, students develop and apply personal and social skills in real–life situations involving decision–making, problem–solving, initiative, responsibility and accountability for their actions.

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  • Students should devote a minimum of 50 hours (in and out of class).

  • Student must complete Service Learning Portfolio.

  • Internally assessed.

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Requirement Three: Two Diploma Program (DP) Courses

One DP must be taken over two years.

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IB Courses 

The IB courses offered at York Tech are listed below. Please note that SL denotes a standard-level course and HL denotes a higher-level course. Reference: Iborganization. (n.d.). Career-related Programme (CP). Retrieved from www.ibo.org/programmes/career-related-programme.

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IB Biology (SL) (401IB) [NCAA]

  • One-year course, 1.0 credit, Grade 11, Weight 1.2

  • The core principle of SL Biology is to develop a broad understanding of the concepts while enhancing the students' critical thinking skills. There are four basic biological themes that run throughout the course: structure and function, universality versus diversity, equilibrium within systems, and evolution. A variety of topics are covered: statistical analysis, cells, the chemistry of life, genetics, ecology and evolution, and human health and physiology. Along with the theoretical aspects of the topics, students also complete a practical component to further develop their application of the concepts. This component includes an interdisciplinary project with the other IB sciences. The International Baccalaureate aspect of the course culminates in May when the students take a two–day SL Biology external examination. Prerequisite: Teacher Recommendation. Students do not need to be enrolled in the IB CP Program to take the course.

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IB Design Technology I (SL) (409IB) [NCAA]

  • 1.0 credit, Grade 11-12, Weight 1.2

  • The course focuses on analysis, design development, synthesis and evaluation. The creative tension between theory and practice is what characterizes Design Technology within the DP sciences subject group. Inquiry and problem solving are at the heart of the subject. DP Design Technology requires the use of the DP design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. In Design Technology, a solution can be defined as a model, prototype, product or system that students have developed independently. DP Design Technology achieves a high level of design literacy by enabling students to develop critical thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework. Prerequisite: Teacher Recommendation. Students do not need to be enrolled in the IB CP Program to take the course.

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IB Design Technology II (SL) (410IB) [NCAA]

  • 1.0 credit, Grade 12, Weight 1.2

  • Year two of DP Design Technology builds off of the knowledge, skills, and techniques that students have developed during year one, with year two’s focus being on students putting those abilities into action in the development of their project for DP Design Technology’s Internal Assessment. The Internal Assessment requires that students develop a unique product and thoroughly document their process from idea to prototype. This project offers an opportunity for students to showcase their abilities and will be completed by early March. In addition to the Internal Assessment and growing skills developed in year one, students are required to participate in a cross–discipline (Group IV) project. This project requires collaboration with all other science students in the IB program. Students will be specifically assessed for personal skills and the ability to work within a team framework. All International Baccalaureate aspects of the course will culminate in May when the students take a two–day SL Design Technology external examination. Prerequisite: IB Design Technology I. Students do not need to be enrolled in the IB CP Program to take the course.

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IB Language and Literature I (HL) (102IB) [NCAA]

  • 1.0 credit per year, Grade 11, Weight 1.2

  • The Language and Literature High Level course is designed to have the depth and rigor of a college-level course. It aims to introduce the critical study and interpretation of written and spoken texts from both literary and non–literary works. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. The course is organized into the major concepts of Readers, Writers, and Texts; Time and Space; and Intertextuality. The concepts of identity, perspective, transformation, communication, culture, representation, and creativity are used to explore deeper meaning in texts ranging from novels to public service announcements. Together, the course allows the student to explore language through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy. The International Baccalaureate aspect of the course culminates in an oral presentation at the end of junior year, a higher-level essay throughout senior year, and two sit-down written exams in May of senior year. Prerequisite: Teacher Recommendation. Students do not need to be enrolled in the IB CP Program to take the course.

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IB Language and Literature II (HL) (103IB) [NCAA]

  • 1.0 credit per year, Grade 12, Weight 1.2

  • The Language and Literature High Level course is designed to have the depth and rigor of a college-level course. It aims to introduce the critical study and interpretation of written and spoken texts from both literary and non–literary works. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. The course is organized into the major concepts of Readers, Writers, and Texts; Time and Space; and Intertextuality. The concepts of identity, perspective, transformation, communication, culture, representation, and creativity are used to explore deeper meaning in texts ranging from novels to public service announcements. Together, the course allows the student to explore language through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the International Baccalaureate aspect of the course culminates in an oral presentation at the end of junior year, a higher-level essay throughout senior year, and two sit-down written exams in May of senior year. Prerequisite: IB Language and Literature I. Students do not need to be enrolled in the IB CP Program to take the course.

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IB Psychology (SL) (905IB) [NCAA]

  • One-year course, 1.0 credit, Grade 11-12, Weight 1.2

  • At the core of the IB psychology course is an introduction to three different approaches to understanding behavior: the biological, cognitive and sociocultural approaches. Students study and critically evaluate the knowledge, concepts, theories and research that have developed the understanding in these fields. IB psychology promotes an understanding of the various approaches to research and how they are used to critically reflect on the evidence as well as assist in the design, implementation, analysis and evaluation of the students’ own investigations. Surrounding the approaches and the options are the overarching themes of research and ethics. A consideration of both is paramount to the nature of the subject. This allows students to appreciate the diversity as well as the commonality between their own behavior and that of others. Prerequisite: Teacher Recommendation. Students do not need to be enrolled in the IB CP Program to take the course.

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IB Sports, Exercise, and Health Science (HL) (AH805IB and AH806IB)​ [NCAA]

  • Two-year course, 1.0 credit per year, Grade 11-12, Weight 1.2

  • Sports, exercise and health science (SEHS) is an experimental science that combines academic study with the acquisition of practical and investigative skills. It is an applied science course with aspects of biological and physical science being studied in the specific context of sports, exercise and health. Moreover, the subject matter goes beyond the traditional science subjects to offer a deeper understanding of the issues related to sports, exercise and health in the 21st century. Apart from being worthy of study in its own right, SEHS is a good preparation for courses in higher or further education related to sports fitness and health, and serves as useful preparation for employment in sports and leisure industries. *Note: due to scheduling, this course is only available to students in the Exercise & Sports Science program.

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IB Film (HL) (AV104IB)​ [NCAA]

  • Two-year course, 1.0 credit per year, Grade 11-12, Weight 1.2

  • The IB Film course aims to develop students as proficient interpreters and makers of film texts. Through the study and analysis of film texts, and through practical exercises in film production, the film course develops students’ critical abilities and their appreciation of artistic, cultural, historical and global perspectives in film. Students examine film concepts, theories, practices and ideas from multiple perspectives, challenging their own view points and biases in order to understand and value those of others. This course culminates in the submission of large projects and a portfolio. *Note: Due to scheduling, this course is only available to students in the Communication Technology program.

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IB Visual Arts (HL) (AV204IB) [NCAA]

  • Two-year course, 1.0 credit per year, Grade 11-12, Weight 1.2

  • The IB Visual Arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with, and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. This course culminates in the submission of large projects and a portfolio. *Note: Due to scheduling, this course is only available to students in the
    Commercial Arts Program.

School-to-Career Services

Cooperative Education

Qualified students experience on the job training during their technical time at a training site that corresponds with their career program and advances their skills. A training plan is developed for each student. The students receive wages for their work and often employment is offered upon graduation. Full co-op is open to seniors only with a possible opportunity for qualified juniors in their fourth marking period of their junior year. Cooperative Education (Co–Op) allows students to transfer learned skills from their technical program and apply them to “real world” experiences.

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  • Students must have a cumulative grade point average of at least 70% (80% for junior co-op Marking Period Four)

  • Students must have no discipline issues during the previous marking period

  • Students must have no outstanding obligations

  • Students must have reliable transportation

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Internships

Students in specific programs intern during their technical time at a business site that corresponds with their career program. This gives students the opportunity to experience the career they are preparing for as well as advance their skills. Students may or may not receive wages for their work.

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Mentoring

Students in specific programs are paired with a mentor from the business community based upon their career interests. These students are often highly motivated. This program is designed to give them additional knowledge and encourage them in their technical field. These students will often go on to further their education.

NCAA

DI and DII Student-Athlete Eligibility

Students who want to compete in intercollegiate athletics at National Collegiate Athletic Association (NCAA) Division I and Division II colleges are required to meet certain initial–eligibility requirements. All student athletics must register with NCAA Initial–Eligibility Clearinghouse (www.eligibilitycenter.org) and meet the standards as listed on their website.


If you are planning to participate in college sports, contact your counselor. When planning their course selection, student athletes should be mindful of the requirements of the NCAA. The NCAA has strict guidelines to "qualify" a student to receive athletic scholarships and/or participate in NCAA Division I or Division II athletics at the collegiate level. Student athletes should review these criteria carefully at www.eligibilitycenter.org.


Three of the main criteria for eligibility include: the number of "core" courses completed, the earned GPA in those "core" courses, and a sliding scale requirement regarding core course GPA and SAT or ACT scores. To help student athletes, York Tech high school courses, which have been approved as NCAA core courses, will have the [NCAA] text beside them in the Educational Planning Guide. Please see your counselor with any questions related to NCAA requirements and course selection.

Graduation Requirements

Overview

Students who are attending York County School of Technology must take a full range of academic and technical program courses to complete the school’s minimum credit requirements for a high school diploma. York Tech will follow all State mandates regarding assessment and graduation requirements. Students meet regularly with their School Counselors to develop their programs of study and schedule all classes needed for graduation. Below is a list of the credits required for each subject area:

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  • English — 4.0

  • Social Studies — 3.0

  • Mathematics — 4.0

  • Science — 3.0

  • Health and Physical Education — 1.0

  • Technical (must earn 3.0 credits in senior year) — 9.0

  • Electives — 3.0

  • TOTAL CREDITS — 27.0

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Any student who does NOT meet graduation requirements by the last day of school for seniors will not participate in the commencement ceremony. To receive a technical certificate, the student must graduate, complete their technical program, and take both portions of the NOCTI exam. Students must also meet all Keystone test requirements, as designated by the Pennsylvania Department of Education. The courses are indicated by [Keystone] next to the course title.

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Promotion Requirements

  • Grade 9 to 10 — 7 Credits

  • Grade 10 to 11 — 12 Credits

  • Grade 11 to 12 — Must be able to schedule all necessary courses required for graduation

 
Course Recovery

​Students who fail a course may recover the course by one of the following means: York Tech summer school, sending district summer school, or approved online credit recovery course. (These students must still pass the Keystone exams, if applicable.)

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Grading System

  • 90-100% — A

  • 80-89% — B

  • 70-79% — C

  • 60-69% — D

  • 59% and Below — F

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Class Ranking/GPA/Weighting of Classes

Class rank is the position of any one student in a graduating class to all other students in that class based on a weighted grade point average (GPA). Class rank is calculated at the end of each quarter and is cumulative for the student’s high school career. Class rank is one of the criteria the colleges use to determine acceptance. 

 

In order to compute a grade-point average, use the following calculation: Grade x Weight x Credit = Quality Points / Total Credits. Total quality points divided by credits = GPA. Course weights will be as follows:

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  • Regular Education Courses — 1.0 Weight

  • Honors or Advanced Courses — 1.1 Weight

  • Dual Enrollment — 1.2 Weight

  • AP Courses — 1.2 Weight

  • International Baccalaureate — 1.2 Weight

  • College in the High School — 1.2 Weight

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Honor Rolls

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Distinguished Honor Roll

A student who earns a GPA of 90 and above will be eligible for the distinguished honor roll. All subjects will be computed to figure the average. No grades below 70% will be permitted.

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Honor Roll

A student who earns a GPA of 80 to 89 will be eligible for the honor roll. All subjects will be computed to figure the average. No grades below 70% will be permitted.

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Testing

Below is the testing schedule for York Tech.

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  • Grade 9

    • Keystone Exams (Required)​

      • Algebra I​

      • Biology

  • Grade 10

    • Keystone Exams (Required)​

      • English 10, Literature​​​

      • Algebra I (Makeup As Needed)

      • Biology (Makeup As Needed)

    • ASVAB (Optional)

  • Grade 11

    • Keystone Exams (Required)​

      • English 10, Literature​

      • Algebra I (Makeup As Needed)

      • Biology (Makeup As Needed)

    • ASVAB (Optional)

    • ACT (Optional)

    • PSAT (Optional but Required for IB and Honors)

    • Pre-NOCTI

  • Grade 12

    • Keystone Exams (Required)​

      • English 10, Literature​

      • Algebra I (Makeup As Needed)

      • Biology (Makeup As Needed)

    • ASVAB (Optional)

    • SAT or ACT (Optional)

    • Pre-NOCTI

    • NOCTI

 
Keystone Testing

The Pennsylvania Department of Education requires that York Tech assess all students in Algebra, Literature, and Biology. PDE has established academic standards that define what students should know and do in a core set of subjects.
Four proficiency levels define the student’s achievement on these assessments. These proficiency levels are as follows:

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  • Advanced — Superior Academic Performance

  • Proficient — Satisfactory Academic Performance

  • Basic — Marginal Academic Performance

  • Below Basic — Inadequate academic performance

Course Selection Process

Overview

York County School of Technology reserves the right to cancel any course(s) for which there is insufficient enrollment. If more students than can be accommodated choose an elective, seniors will be given preference since underclassmen may reschedule the following year.


The school day is from 8:10 a.m. until 3 p.m. consisting of four (4) periods with five (5) minutes passing time between periods. There are four lunch periods per day.


The course selection process will begin following the completion of the second marking period. Students must schedule eight credits per year. Student should consider their graduation requirements, career goals, abilities, and interests in this process. York Tech encourages all students to challenge themselves to reach their full potential.


Once we begin the school year, students are expected to continue with their decisions and make a commitment to be successful in the courses they selected. Unless the teacher states that the student is academically misplaced, changes in the courses may not be possible.​

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Guidelines for Course Selection

  • Students must select the required courses for graduation.

  • Read the description of each course selected and be familiar with the correct sequences for the program of study.

  • Always check course recommendations in the curriculum guide before selecting a course.

  • Discuss your course selections with your parents, counselors, and teachers.

  • A student may earn credit for a course only one time. With the exception of vocal and instrumental music.

  • Please consider your educational and occupational goals and interests when selecting courses.

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Schedule Changes

Course changes are subject to the following provisions:

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  • No subject may be dropped unless a subject is added to replace it.

  • All schedule change requests must be approved by a school counselor or director of student services. The window of opportunity to make any schedule change requests is two weeks after the start of each course.

  • Change requests will be accommodated based on the master schedule and seating capacity. Schedule changes will not be made for teacher preferences or convenience purposes.

  • The administration reserves the right to rearrange a student’s schedule in an attempt to balance class size. Any scheduling concerns should be brought to the attention of the student’s counselor.

  • Withdrawal from courses after the deadline will be limited to medical reasons or the specific recommendation of the counselor with the approval of the director of student services and the director of special education.

  • Elective subjects will be scheduled when enrollment is large enough to warrant them.

English Courses

English 9 (100) [NCAA]

  • 1.0 credit, Grade 9, Weight 1.0

  • English 9 is designed to provide a solid foundation in which students will become familiar and proficient in both literature and grammar/composition. Heavy emphasis will be placed on recognizing literary elements while reading works of literature and drama, short written responses, and vocabulary and spelling. Further emphasis will be placed on writing in different modes, such as informative, narrative, expository, and persuasive writing through the development of a student portfolio. Communication skills will be enhanced through public speaking, group and individual presentations, and the writing process.

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English 10 (101) [NCAA] [Keystone]

  • 1.0 credit, Grade 10, Weight 1.0

  • English 10 is designed to develop and enhance student recognition of literary elements in literature. Students will be expected to complete multiple readings from a variety of different sources and to be able to discuss those readings in a classroom format. Emphasis will be placed on reading comprehension, critical and analytical thinking skills, vocabulary building, and oratory development. The course is also designed to improve and reinforce proficiency in composition. The focal point of this part of the course will stress the importance of the writing process; students will be expected to self–edit and peer–edit all of their work in order to increase their talents as writers.

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English 11 (102) [NCAA]

  • 1.0 credit, Grade 11, Weight 1.0

  • Building upon skills taught in 9th and 10th grade English, English 11 focuses on turning literacy skills into practical applications that students will take with them to English 12 and beyond. Through studying various forms of literary and non-literary sources, students will develop critical thinking skills and apply them to everyday conversations and situations. With an emphasis on reading comprehension, written expression, career skills, social-emotional skill development and speaking and listening skills, English 11 will allow students to create tangible artifacts that will prepare them for their future.

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English 12 (103) [NCAA]

  • 1.0 credit, Grade 12, Weight 1.0

  • Critical thinking skills developed in earlier levels of secondary English will be built upon during English 12 via critical language skills. As students prepare to transition into life outside of the classroom, they must be well-equipped to interact confidently with a variety of texts, a diverse population of people, and an evolving sense of self. Throughout the course students will work to cultivate growth mindsets and problem solve by developing their communication and thinking skills through reading, writing, speaking, and listening. Students will be asked to analyze their methods of thinking and evaluate their biases as a way to create a more capable framework for problem solving while also working to develop the necessary "soft" skills required for collaborating and cooperating with others. As a result, students will increase their ability to self-reflect on their own habits and habit formation while better understanding the perspectives of others in order to promote genuine communication in the workplace amidst the backdrop of the Spartan Values: Integrity, Professionalism, Empathy, Optimism, Perseverance, and Innovation.

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Honors English 9 (100H) [NCAA]

  • 1.0 credit, Grade 9, Weight 1.1

  • Honors English 9 is designed to provide a solid foundation in which students will become proficient in both grammar and composition. Heavy emphasis will be placed on parts of speech, the marks of punctuation, rules of grammar and usage, and vocabulary. Further emphasis will be placed on writing in different modes, such as informative, narrative, expository, and persuasive writing through the development of a student portfolio; students will write a formal research paper. Students will also master and recognize literary elements while reading works of literature and drama. Communication skills will be enhanced through public speaking, group and individual presentations, and the writing process. Teacher recommendation required.

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Honors English 10 (101H) [NCAA] [Keystone]

  • 1.0 credit, Grade 10, Weight 1.1

  • The focus of this course is to expose students to authors from around the world with an emphasis on cultural values and social issues. The course examines how a nation’s culture and history are reflected in its literature including short stories, novels, and poetry. Students will analyze and discuss how literary elements work to reinforce and emphasize an author’s message. Expository texts will be used for students to gain background knowledge about the beliefs and politics of the different countries being studied. In addition, current essays addressing themes and ideas relevant to the readings will be used for class discussions and written assignments aimed at challenging students’ critical thinking skills. Through class discussions and presentations, students will develop speaking skills needed to succeed in both college and the workforce. The honors course emphasizes college level vocabulary development and writing. Teacher recommendation required.

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Honors English 11 (102H) [NCAA]

  • 1.0 credit, Grade 11, Weight 1.1

  • Honors English 11 is a continuous exploration of American literature, with a strong emphasis on the many different archetypes that appear throughout the short stories, essays, plays, poetry, and novels. Students will read literature, write and speak reflectively of the literature, study the English language, and work cooperatively within this framework. Teacher recommendation required.

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Honors English 12 (103H) [NCAA]

  • 1.0 credit, Grade 12, Weight 1.1

  • The focus of this course is the study of literature from a global perspective. The works in this course range from the ancient to the contemporary and demonstrate the concept of humanity on an international level. This course will explore the ideas, philosophies, and cultures from the past and present. The students will examine the literature of a variety of people, demonstrating a direct reflection on time and events in the historical period in which the text was written. Teacher recommendation required.

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IB Language and Literature I (HL) (102IB) [NCAA]

  • 1.0 credit, Grade 11, Weight 1.2

  • The Language and Literature High Level course is designed to have the depth and rigor of a college-level course. It aims to introduce the critical study and interpretation of written and spoken texts from both literary and non–literary works. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. The course is organized into the major concepts of Readers, Writers, and Texts; Time and Space; and Intertextuality. The concepts of identity, perspective, transformation, communication, culture, representation, and creativity are used to explore deeper meaning in texts ranging from novels to public service announcements. Together, the course allows the student to explore language through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy. The International Baccalaureate aspect of the course culminates in an oral presentation at the end of junior year, a higher-level essay throughout senior year, and two sit-down written exams May of senior year. Prerequisite: Teacher Recommendation. Students do not need to be enrolled in the IB CP Program to take the course.

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IB Language and Literature II (HL) (103IB) [NCAA]

  • 1.0 credit, Grade 12, Weight 1.2

  • The Language and Literature High Level course is designed to have the depth and rigor of a college-level course. It aims to introduce the critical study and interpretation of written and spoken texts from both literary and non–literary works. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. The course is organized into the major concepts of Readers, Writers, and Texts; Time and Space; and Intertextuality. The concepts of identity, perspective, transformation, communication, culture, representation, and creativity are used to explore deeper meaning in texts ranging from novels to public service announcements. Together, the course allows the student to explore language through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy. The International Baccalaureate aspect of the course culminates in an oral presentation at the end of junior year, a higher-level essay throughout senior year, and two sit-down written exams May of senior year. Prerequisite: IB Language and Literature I. Students do not need to be enrolled in the IB CP Program to take the course.

English Electives

Creative Writing (910)

  • 0.5 credit, Grade 10-12, Weight 1.0, Offered 2026-27

  • This class will serve as a writer’s workshop. Students share, edit, and analyze each other’s fictional writing in an effort to increase proficiency with the skills required of professional writing. The course will focus on developing an author’s toolbox that builds throughout the semester in the areas of character development, authentic dialog, world building, conflict, and plot development. The end goal is for students to leave with either a completed short work of fiction, or the first few chapters of a novel which they now have the skills to continue developing on their own. Information on the publishing industry and creating your online presence as an amateur author will also be covered.

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TV Film and Beyond (916)

  • 0.5 credit, Grade 10-12, Weight 1.0, Offered 2025-26

  • This course is an exploration of the entertainment media industry from the birth of television to the continuously evolving streaming industry. Students will explore how the evolution of the industry influenced, and is influenced by, society and social expectations. The goal is to increase awareness and understand the reciprocal relationship between society and the entertainment industry.

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Mystery & Mayhem (902)

  • 0.5 credit, Grade 10-12, Weight 1.0, Offered 2026-27

  • Students who enroll in Mystery & Mayhem can expect an exploration into the genre of mystery. Students will have a wide range of selections that are representative of the themes of Whodunit, Mysteries with a Message, and Thriller/Suspense. The students will explore a variety of literary styles, characters, and diverse use of literary elements while completing group work, hands on projects, and multi–media presentations.

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Myths & Legends (901)

  • 0.5 credit, Grade 10-12, Weight 1.0, Offered 2025-26

  • Through class instruction, reading, and both group and independent projects, students will be given an overview of mythology. Students will create original myths and complete a project examining specific cultures to determine the impact that culture has on mythology. At the conclusion of the course, students will understand the common threads of mythology and will realize what these stories can tell us about past civilizations, specific cultures, and the qualities that these worlds share with our present lives.

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Reading (801)

  • 1.0 credit, Grade 9, Weight 1.0, Offered Every Year

  • Language! Live is a research based intensive reading program designed to meet the needs of students whose reading achievement is below grade level. The program directly addressed individual needs through adaptive and instructional software, high interest literature, and direct instruction in reading and writing skills. Prerequisite: placement test as incoming student.

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Reading II (802)

  • 0.5 credit, Grade 10, Weight 1.0, Offered Every Year

  • This course is designed to be a continuation of the 9th grade Language! Live program. Students continue working with individualized computer software and reading materials at their personal instructional level. A particular emphasis is placed on preparation for the Keystone Literature exam for those students who have not yet taken the exam. Prerequisite: by Reading teacher recommendation only.

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Career Skills (706)

  • 0.5 credit, Grade 11-12, Weight 1.0, Offered Every Year

  • Students will conduct personal research, career research, and post–secondary education research. They will learn basic employability skills, work ethics, business networking skills, decision–making and planning skills, and customer service skills. They will also prepare cover letters, employment applications, resumes, and thank you letters. They will learn about appropriate dress, as well as interview techniques.

Math Courses

Algebra 1A/1B (300) [NCAA] [Keystone]

  • 2.0 credits, Grade 9, Weight 1.0

  • Students who successfully complete Algebra 1A/1B will meet the Algebra 1 requirement for graduation. Students will solve problems that involve real numbers, algebraic expressions, solving equations and inequalities, using formulas, reading problems, polynomials, graphing, and factoring. Students will continually develop critical thinking skills and number awareness through the course.

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Algebra 1 (302) [NCAA] [Keystone]

  • 1.0 credit, Grade 9, Weight 1.0

  • This course is designed for students with a strong math background and who are proficient in working with fractions and decimals. Students will solve problems that include mathematical definitions, solving equations, using formulas, reading problems, working with signed numbers working with polynomials, graphing, factoring, and roots.

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Geometry (304) [NCAA]

  • 1.0 credit, Grade 9-10, Weight 1.0

  • This course is designed to introduce students to the concepts of Geometry. Students will solve problems that include points, lines, planes, angles, triangles, parallel lines, quadrilaterals, polygons, congruence, similarity, circles, perimeter, area, surface area, and volume. Logical thinking and reasoning and the development of deductive geometric proofs will also be included. Emphasis will be placed on teaching Geometric concepts using Algebra skills. Prerequisite: Algebra 1A and Algebra 1B/Algebra 1 or teacher recommendation.

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Honors Geometry (304H) [NCAA]

  • 1.0 credit, Grade 9-10, Weight 1.1

  • This course is designed to introduce students to the concepts of Geometry. Students will solve problems that include points, lines, planes, angles, triangles, parallel lines, quadrilaterals, polygons, congruence, similarity, circles, perimeter, area, surface area, and volume. Logical thinking and reasoning and the development of deductive geometric proofs will also be included. Emphasis will be placed on teaching Geometric concepts using Algebra skills. Honors Geometry will provide expectations and opportunities for students to engage in more rigorous and complex content and processes, and to develop authentic products that reflect the students’ understanding of key concepts. The curriculum includes appropriate adaptations for enriched learning for pursuing in–depth students that require abstract and higher–order thinking skills. Prerequisite: Algebra 1 or teacher recommendation.

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Algebra 2 (306) [NCAA]

  • 1.0 credit, Grade 9-12, Weight 1.0

  • This course is designed to continue the study of Algebra. Students will solve problems that include factoring, graphing, solving complex equations, exponents, systems of linear equations, rational expressions, radicals, word problems, complex numbers, and more advanced topics. Prerequisite: Geometry or student may take concurrently with Geometry (only with teacher recommendation).

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Honors Algebra 2 (306H) [NCAA]

  • 1.0 credit, Grade 9-11, Weight 1.1

  • This course is designed to continue the study of Algebra. Students will solve problems that include factoring, graphing, solving complex equations, exponents, systems of linear equations, rational expressions, radicals, word problems, complex numbers, and more advanced topics. Honors Algebra 2 will provide expectations and opportunities for students to engage in more rigorous and complex content and processes, and to develop authentic products that reflect the students' understanding of key concepts. The curriculum includes appropriate adaptations for enriched learning for pursuing in–depth students that require abstract and higher–order thinking skills. Prerequisite: Geometry/Honors Geometry. Students may take concurrently with Geometry only with teacher recommendation.

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Pre–Calculus (308) [NCAA]

  • 1.0 credit, Grade 10-12, Weight 1.1

  • This course is an extension of Algebra II with the emphasis in Trigonometry and introductory Calculus topics. All major areas covered in Algebra II are reinforced at a greater depth with additional applications. The course is designed to encompass all those topics necessary to be successfully prepared for a calculus course. Prerequisite: Algebra 2/Honors Algebra 2 or teacher recommendation.

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Calculus (309) [NCAA]

  • 1.0 credit, Grade 11-12, Weight 1.1

  • This course is designed for seniors who have successfully completed Algebra, Geometry, and Advanced Algebra/Trigonometry and want to continue their study of mathematics. Topics covered include functions, introduction to calculus, limits and continuity, derivatives of algebraic and trigonometric functions, and integration of algebraic and trigonometric functions. Prerequisite: Pre-Calculus or teacher recommendation.

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AP Calculus AB (309AP) [NCAA]

  • 1.0 credit, Grade 12, Weight 1.2

  • This course is designed as a college level course for students who have successfully completed Calculus and want to continue their study of mathematics. Topics include functions, graphs, and limits; derivatives; and integrals. The course provides students with the opportunity to work with functions represented in a variety of ways – graphically, numerically, analytically, and verbally – and emphasizes the connection among these representations. The course teaches students how to communicate mathematics and explain solutions to problems both verbally and in written sentences. Prerequisite: Calculus or teacher recommendation.

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Applications of Algebra & Geometry (307)

  • 1.0 credit, Grade 11-12, Weight 1.0

  • This course is designed to cover the usage of algebra and geometry for post–high school life. Topics covered in this course are wages and banking, money management, graph theory, linear programming, basic probability and statistics, and trigonometry. The course develops a students’ ability to communicate and apply mathematical skills to real–life applications. Prerequisites: Geometry

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Probability & Statistics (314) [NCAA]

  • 1.0 credit, Grade 11-12, Weight 1.0

  • This course is designed to introduce students to the process of collecting and analyzing data. Students will also gain a deeper understanding into probability. Course topics include samplings, statistical studies, tests of significance, and making and interpreting distributions. Prerequisites: Algebra 1 and Geometry

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Intro to Computer Science with Technical Applications (315)

  • 1.0 credit, Grade 11-12, Weight 1.0

  • This course introduces students to problem solving and analysis, and their relationships to computational thinking. It covers basic programming concepts such as variables, values, mathematical and logical expression evaluation, decisions, loops, and functions, with an emphasis on problem solving strategies and techniques. Students will apply these concepts by writing programs in a high level language. One important aim of this course is to prepare students without prior programming experience to succeed in a more in-depth and rapid-paced introductory programming course that prepares them for an ever changing workforce.

Science Courses

Biology (401) [NCAA] [Keystone]

  • 1.0 credit, Grade 9, Weight 1.0

  • This course is designed to provide a holistic approach to the active study of living things and their interactions with the environment. Students will dynamically investigate the interrelationship of living and nonliving components through exploration of local and global biomes. Students will cultivate problem solving, critical thinking, communication, and self-management skills through a variety of real world, problem-based learning opportunities. This course is aligned to the Biology Keystone standards and will cover the topics of the nature of science, basic life chemistry, bioenergetics, cells, genetics, evolution, and ecology.​

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Honors Biology (401H) [NCAA] [Keystone]

  • 1.0 credit, Grade 9, Weight 1.1

  • This course is designed for students who have demonstrated a consistently strong aptitude for math, science, reading, writing, and critical thinking and aligns with the targets and goals of Biology. Students will dynamically investigate the interrelationship of living and nonliving components through exploration of local and global biomes. Students will cultivate problem solving, critical thinking, communication, and self-management skills through a variety of real world, problem-based learning opportunities. This course is aligned to the biology Keystone standards and will cover the topics of the nature of science, basic life chemistry, bioenergetics, cells, genetics, evolution, and ecology. Prerequisite: Teacher/ Counselor Recommendation.

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IB Biology (SL) (401IB) [NCAA]

  • 1.0 credit, Grade 11-12, Weight 1.2

  • The core principle of SL Biology is to develop a broad understanding of the concepts while enhancing the students' critical thinking skills. There are four basic biological themes that run throughout the course: structure and function, universality versus diversity, equilibrium within systems, and evolution. A variety of topics are covered: statistical analysis, cells, the chemistry of life, genetics, ecology and evolution, and human health and physiology. Along with the theoretical aspects of the topics, students also complete a practical component to further develop their application of the concepts. This component includes an interdisciplinary project with the other IB sciences. The International Baccalaureate aspect of the course culminates in May when the students take a two–day SL Biology external examination. Prerequisite: Biology, Chemistry, and a teacher recommendation. Students do not need to be enrolled in the IB CP Program to take the course.

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Chemistry (402) [NCAA]

  • 1.0 credit, Grade 10-12, Weight 1.0

  • This course is a study of the structure, composition and properties of matter along with the changes matter undergoes. Atomic and molecular structure, chemical nomenclature, and reactions as well as the behavior of gases and solutions are studied. Prerequisite: Biology

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Honors Chemistry (402H) [NCAA]

  • 1.0 credit, Grade 10-12, Weight 1.1

  • This course is a study of the structure, composition and properties of matter along with the changes matter undergoes. Atomic and molecular structure, chemical nomenclature, and reactions as well as the behavior of gases and solutions are studied. This course is designed for students who have demonstrated a high aptitude for math, science and, reading and writing skills. Prerequisite: Biology, Teacher Recommendation.

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Advanced Chemistry (402AD) [NCAA]

  • 1.0 credit, Grade 11-12, Weight 1.1

  • This course will allow students further investigation into the atomic nature of matter. Building on topics encountered in chemistry, students will develop deeper understanding of atomic structure and periodicity, the relationship between intermolecular forces and material properties, and the role of energy in chemical changes. Students will also explore new topics including electrochemistry, reaction rates, equilibrium reactions, and organic chemistry. Lab investigations will allow students to experience more advanced lab techniques while honing valuable real world skills in data analysis and technical writing. Prerequisite: Honors Chemistry, or Chemistry with Teacher Recommendation. It is recommended that students have taken Algebra II or are taking Algebra II concurrently with Advanced Chemistry.

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Science of Natural Disasters (405) [NCAA]

  • 1.0 credit, Grade 10-12, Weight 1.0

  • Through investigation of natural disasters, students will gain knowledge of the dynamic systems that make up the world we live on. Students will investigate human interactions with environmental systems, with special focus placed on understanding the causes and potential effects of various natural disasters from solar flares to hurricanes. Course themes will include disaster awareness and preparedness, as well as current and future energy sources to fuel a growing population. Prerequisite: Biology

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Forensic Science (408) [NCAA]

  • 1.0 credit, Grade 10-12, Weight 1.0

  • This course is designed for students with a curiosity as to how science helps the law. Forensic Science is a multidisciplinary class, pulling in the skills from Science, Technology, English, Art and Math, as well as Social Studies. Students will participate in hands–on activities, and will be involved in the process of solving crimes and mysteries with the use of science skills. The course requires that the students have a strong work ethic, patience to solve problems and puzzles, and a high motivation to learn. Prerequisites: Biology

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Environmental Science (411)

  • 1.0 credit, Grade 10-12, Weight 1.0

  • Sustainability will be a key focus as we delve exploring York’s natural beauty and the environmental difficulties being faced. Whether the issue is a global concern or a specific York County matter, students will determine how best they can interact with the environment now and in the future. Students should be prepared to spend a portion of each class outside and be ready to work with their hands. Each class will present one (or more) culminating environmental projects for administration approval and student implementation. Prerequisite: Biology

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Physics (403) [NCAA]

  • 1.0 credit, Grade 11-12, Weight 1.1

  • In this course, students are challenged to mathematically and conceptually examine the laws that govern the universe. We will study the following topics: motion, forces, momentum and impulse, mechanical advantage, and electricity and magnetism. Topics of current interest will be incorporated throughout the course as appropriate. To be successful, students must have mastered the following mathematical skills; solving a variety of algebraic equations (including sets of equations), basic aspects of geometry, definitions of basic trigonometric functions, identification of direct, inverse, and quadratic relationships, and the ability to recognize the relationships between graphs and the quantities being graphed. Prerequisite: Teacher Recommendation. It is recommended that students have taken Algebra II or are taking Algebra II concurrently with Physics.

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IB Design Technology I (SL) (409IB) [NCAA]

  • 1.0 credit, Grade 11-12, Weight 1.2

  • The course focuses on analysis, design development, synthesis and evaluation. Inquiry and problem solving are at the heart of the subject. IB Design Technology requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. In Design Technology, a solution can be defined as a model, prototype, product or system that students have developed independently. Design Technology achieves a high level of design literacy by enabling students to develop critical thinking and design skills, which they can apply in a practical context. Prerequisite: Teacher Recommendation. Students do not need to be enrolled in the IB CP Program to take the course.

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IB Design Technology II (SL) (410IB) [NCAA]

  • 1.0 credit, Grade 12, Weight 1.2

  • Year two of IB Design Technology builds off of the knowledge, skills, and techniques that students have developed during year one, with year two’s focus being on students putting those abilities into action in the development of their project for IB Design Technology’s Internal Assessment. The Internal Assessment requires that students develop a unique product and thoroughly document their process from idea to prototype. This project offers an opportunity for students to showcase their abilities. Students will be specifically assessed for personal skills and the ability to work within a team framework. All International Baccalaureate aspects of the course will culminate in May when the students take a two–day SL Design Technology external examination. Prerequisite: IB Design Technology I. Students do not need to be enrolled in the IB CP Program to take the course.

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Science of Innovation (412)

  • 1.0 credit, Grade 10-12, Weight 1.0, Offered 2026-27

  • The world around us is full of amazing events, complex problems, and tantalizing mysteries that demand further investigation. In this course, we will hone our engineering and scientific skills, so we are better prepared to investigate these phenomena in our lives. Hands-on application of concepts and practices central to science, technology, engineering, arts, and mathematics (S.T.E.A.M.) will be the focus of our developing skills. Students will be encouraged to apply their technical prowess while approaching and solving problems with a science mindset. Prerequisite: Biology

Social Studies Courses

Global Studies (202) [NCAA]

  • 1.0 credit, Grade 9, Weight 1.0

  • The Global Studies course provides students with a comprehensive and intensive study of major world events and themes throughout the history of the world. Students will analyze and evaluate change, continuity, and globalization of the modern era. By focusing on interactions between past and present, students will develop an understanding of the world today through an examination of the reactions, adaptations, and decisions people made in response to the conditions around them. The goal of global studies is to explore the geography, culture, history, and current events of the world in order to make important connections between past and present and to enhance our understanding of the world in which we live.​​

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Honors Global Studies (202H) [NCAA]

  • 1.0 credit, Grade 9, Weight 1.1

  • The Global Studies course provides students with a comprehensive and intensive study of major world events and themes throughout the history of the world. Students will analyze and evaluate change, continuity, and globalization of the modern era. By focusing on interactions between past and present, students will develop an understanding of the world today through an examination of the reactions, adaptations, and decisions people made in response to the conditions around them. The goal of global studies is to explore the geography, culture, history, and current events of the world in order to make important connections between past and present and to enhance our understanding of the world in which we live. This honors level course will include a more intense and in–depth study of global studies. Students will be expected to complete more independent and collaborative projects/work both in and out of class, to complete in and out of class readings (both fiction and non–fiction), to participate in discussion forums, and to perform at the honors level at all times. Prerequisite: Teacher Recommendation.

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U.S. History (200) [NCAA]

  • 1.0 credit, Grade 10, Weight 1.0

  • United States (U.S.) History is a study of our nation’s past starting in the mid–19th and continuing through the early 21st century. Major themes include Industrialization, Progressivism, World War, Poverty, Civil Rights victories, Politics, and Current Events. The study of U.S. History is an evolving process in which we connect the past to our present circumstances. Various teaching strategies combined with 21st century thinking and technological skills help students analyze our past to make predictions about our future.

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Honors U.S. History (200H) [NCAA]

  • 1.0 credit, Grade 10, Weight 1.1

  • United States (U.S.) History is a study of our nation’s past starting in the mid–19th and continuing through the early 21st century. Major themes include Industrialization, Progressivism, World War, Poverty, Civil Rights victories, Politics, and Current Events. The study of U.S. History is an evolving process in which we connect the past to our present circumstances. Various teaching strategies combined with 21st century thinking and technological skills help students analyze our past to make predictions about our future. This honors level course will include a more intense and in–depth study of our history. Students will be expected to complete more independent and collaborative projects/work both in and out of class, to complete in an out of class readings (both fiction and non–fiction), to participate in discussion forums, and to perform at the honors level at all times. Prerequisite: Teacher Recommendation.

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Civics & Citizenship (203) [NCAA]

  • 1.0 credit, Grade 11, Weight 1.0

  • Civics is, in part, the study of how people participate in governing society. Because government is a means for addressing common or public problems, the political system established by the U.S. Constitution is an important subject of study within civics. Civics requires other knowledge too; students should also learn about state and local governments; markets; courts and legal systems; civil society; other nations’ systems and practices; international institutions; and the techniques available to citizens for preserving and changing a society. Civics is not limited to the study of politics and society; it also encompasses participation in classrooms and schools, neighborhoods, groups, and organizations. Not all participation is beneficial. What defines civic virtue, which democratic principles apply in given situations, and when discussions are deliberative are not easy questions, but they are topics for inquiry and reflection. In civics, students learn to contribute appropriately to public processes and discussions of real issues. Their contributions to public discussions may take many forms, ranging from personal testimony to abstract arguments. They will also learn civic practices such as voting, volunteering, jury service, and joining with others to improve society. Civics enables students not only to study how others participate, but also to practice participating and taking informed action themselves.

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AP US Government & Politics (203AP) [NCAA]

  • 1.0 credit, Grade 11-12, Weight 1.2

  • AP Civics and Government presents the principles of the American representative form of government. The intent of instruction is to instill the acts and policies of the framers of the Declaration of Independence and of the Constitution that it is a citizen’s duty and responsibility to exercise their voting privilege and to understand the American form of government as in comparison to other forms of government. This course is a college level course. College credit may be obtained for a student’s freshman level Civics and/or Government course upon completion and passage of the AP Civics and Government Exam. This course is extremely independent in nature. It follows a college level text and the student must be prepared to work independently on content not covered in class, content covered in class and content created and studied outside of class. Prerequisite: Teacher Recommendation.

Social Studies Electives

Cultural Diversity (909)

  • 0.5 credit, Grade 10-12, Weight 1.0, Offered 2025-26

  • This course focuses on the issues, challenges, and opportunities presented by America’s growing diverse population. The goal of the class is to encourage students to think in more informed ways through increased understanding, appreciation, and discuss about kinds of difference – racial, ethnic, age, religious, social class, gender, physical ability, and sexual preference/orientation– and for students to become more sophisticated in examining the way race and culture are used as terms in everyday speech. Students will gain insight as to their own attitudes and develop a greater awareness and curiosity about the many cultural worlds in the U.S. Students will be required to participate in role–playing activities, research information, and be open–minded.​​​

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Future Teacher Prep (913)

  • 0.5 credit, Grade 11-12, Weight 1.0, Offered 2026-27

  • This course is designed for high school students who want to explore becoming a future educator. Students will examine the career field of K-12 education, general educational theory and practices, and develop practical skills to train and teach others.

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Holocaust & Genocide Studies (903)

  • 0.5 credit, Grade 10-12, Weight 1.0, Offered 2025-26

  • This course is designed to be an in–depth study of the complex factors contributing to the Holocaust, and the events of 1933–1945. The goal of this course is to explore, analyze and evaluate the impact of the genocide on post–war Europe and generations to come. We will look at the Holocaust both chronologically and thematically. Students will understand the nature of human prejudices, study the rise of Nazi Germany, analyze the complexity of choice and individual responsibility, and examine relevance to contemporary society. Major topics include anti–Semitism, Nazi ideology, ghettos, the “Final Solution”, and resistance.

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Psychology (905)

  • 0.5 credit, Grade 11-12, Weight 1.0, Offered Every Year

  • This Psychology course provides students with an approach to the study of human behavior and mental processes. The content will explore various aspects of human behavior including theories of personality, aspects of thought processes, states of consciousness, motivation and emotion, and basic areas of mental illnesses. This elective course will increase students’ awareness of how the science of psychology can be applied to better understand their own everyday environment.

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AP U.S. History (200AP) [NCAA]

  • 1.0 credit, Grade 10, Weight 1.2, Offered 2025-26

  • The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full–year introductory college courses. Students should learn to assess historical materials—their relevance to a given interpretive problem, reliability, and importance—and to weigh the evidence and interpretations presented in historical scholarship. This course will develop the skills necessary to arrive at conclusions based on an informed judgment and to present reasons and evidence clearly and persuasively in essay format. Prerequisite: Teacher Recommendation from Honors Global Studies

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IB Psychology (905IB) [NCAA]

  • 1.0 credit, Grade 11-12, Weight 1.2, Offered Every Year

  • At the core of the IB psychology course is an introduction to three different approaches to understanding behavior: the biological, cognitive and sociocultural approaches. Students study and critically evaluate the knowledge, concepts, theories and research that have developed the understanding in these fields. IB psychology promotes an understanding of the various approaches to research and how they are used to critically reflect on the evidence as well as assist in the design, implementation, analysis and evaluation of the students’ own investigations. Surrounding the approaches and the options are the overarching themes of research and ethics. A consideration of both is paramount to the nature of the subject. This allows students to appreciate the diversity as well as the commonality between their own behavior and that of others. Prerequisite: Teacher Recommendation. Students do not need to be enrolled in the IB CP Program to take the course.

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Military History (923)

  • 0.5 credit, Grade 10-12, Weight 1.0, Offered 2026-27

  • Students will become better critical thinkers, problem solvers, decision–makers, and team players by analyzing the motivations for and the impact of warfare on society. The course will cover the history of war starting with the first documented conflict (Peloponnesian War and then shift focus to U.S. Military encounters. Students will be expected to use 21st Century skills to complete the largely student–centered curriculum that was created to give learners from all backgrounds an opportunity for interest and engagement. Class members will have the ability to choose a “lens” through which to look at each time period we cover in class. The lenses include but are not limited to Patriotism/Nationalism, Inhumanity, Power, Justice, Morality, Identity, Place/Homeland, and Gender. They will use these “lenses” to study the following aspects of war: Politics, Leaders, Weaponry/Technology, Resources, Art/Poetry, Geography, Strategy/Tactics, and Culture. The course is designed to engage students and develop skills necessary to find success in our modern world.

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Modern U.S. (904)

  • 0.5 credit, Grade 10-12, Weight 1.0, Offered 2025-26

  • Contemporary U.S. History and Popular Culture provides students with the opportunity to analyze modern 20th and 21st century history and the diversity of American culture. Within this course, students will explore how popular culture has influenced Americans economically, politically, socially and historically. The goal of the class is to gain an appreciation for American culture and history by examining the values and experiences of Americans in the 1980’s through early 2000’s. To accomplish this goal, students will evaluate the cultural and social significance of popular culture elements that influenced attitudes and behaviors of American society as a whole.

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Black History (924)

  • 0.5 credit, Grade 10-12, Weight 1.0, Offered 2026-27

  • This course provides a broad historical survey of the African-American experience in the United States, designed to introduce students to the major themes, issues, and debates in African American history from its African origins until today. Some of the specific topics covered include African antecedents, colonial and antebellum slavery, the abolition movement, the free black experience, the Civil War, emancipation, Jim Crow segregation, racial violence, black culture, the modern freedom struggle, popular culture, political movements, and the contemporary experience. Ultimately, students should gain an understanding of how enslaved and free African Americans have and continue to live, work, socialize, and define themselves in American society.

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York County History and You! (915)

  • 0.5 credit, Grade 10-12, Weight 1.0, Offered 2025-26

  • This elective course will provide students with the opportunity to explore the extensive and diverse history of York County. We will learn about York County’s geography and history from pre-colonial times until the present day. Key moments covered include the Articles of Confederation and founding of the United States, the Gettysburg Campaign and Civil War, the York Plan and World War II, and the Civil Rights era. We will gain skills and insights through a series of real-world learning experiences including field trips, projects, presentations on key figures, and exploration of our own connections to York County’s History.

Special Education Courses

English [Keystone], Science [Keystone], and Social Studies

  • Weight 1.0

  • All classes are adapted and modified from the regular education curriculum to meet the needs of IEP students. Keystone exam for literature will be given after completion of English 2 and Biology exam after completion of biology.

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Algebra A (300AL) [NCAA]

  • 1.0 credit, Grade 9, Weight 1.0

  • Algebra A is the first of two full year algebra courses offered to students who have an IEP. Students will solve problems that involve real numbers, algebraic expressions, solving equations and inequalities, using formulas, reading problems, polynomials, graphing, and factoring. Students will develop critical thinking skills and number awareness throughout the course.

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Algebra B (300BL) [NCAA]

  • 1.0 credit, Grade 10, Weight 1.0

  • Algebra B is the second full year math course offered to students with an IEP. Students must successfully complete Algebra A prior to completing Algebra B. Students who complete both courses will meet the Algebra 1 requirement for graduation. Students will solve problems that involve real numbers, algebraic expressions, solving equations and inequalities, using formulas, reading problems, polynomials, graphing, and factoring. Students will develop critical thinking skills and number awareness throughout the course. Prerequisite: Algebra A and B.

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Algebra/Geometry Concepts (304L)

  • 1.0 credit, Grade 11, Weight 1.0

  • Algebra and Geometry Concepts is a full year course offered to students with an IEP. Students must complete Algebra A and B prior to entering this course. This course will prepare students to take the Keystone Algebra Exam in the first half of the year. Content includes: algebraic expressions, solving equations and inequalities, graphing, functions, factoring and polynomials. The second portion of the year students will explore various concepts of Geometry including: points, lines, angles, triangles, parallel lines, quadrilaterals, polygons, circles, perimeter, area, and volume. Logical thinking, reasoning, and constructions will also be included. Prerequisite: Algebra A and B.

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Application Based Math (307L)

  • 1.0 credit, Grade 12, Weight 1.0

  • Application Based Math focuses on mathematical reasoning and problem solving for students with an IEP. This course is designed to guide students with examples and activities that they may encounter in their daily lives. Mathematical topics consist of basic algebra, geometry, banking, and money management. Prerequisites: Algebra A and B.

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Skills for Success (950)

  • 1.0 credit, Grade 9-12, Weight 1.0

  • Skills for Success is determined by IEP placement. It is designed for students who are in need of a support period to assist with social–emotional skills not taught in a traditional academic setting. The primary goal of this course is to increase the students’ basic social and behavioral skills that are necessary for them to function in a mainstream setting and in the community. The class will focus on transitioning from middle school to high school to the world of work or college. This will include personal responsibility, organizational skills, coping skills, team building skills, and time management. In order to be enrolled in this course, it must be written into the student’s IEP.

Health Education Courses

Health (500)

  • 0.5 Credit, Grade 9-12, Weight 1.0

  • Health education will provide an opportunity for students to understand how to manage situations and make informed decisions for healthy lifestyles. The attainment of these goals will favorably impact their lives and the lives of those around them. By becoming and/or remaining physically, mentally, socially and emotionally healthy, students will increase their chances of achieving their highest potential.​

Physical Education Courses

Team Sports (503)

  • 0.5 Credit, Grade 9-12, Weight 1.0

  • The team sports course is to help our students apply the principles of physical fitness and activity for a healthy lifestyle physically, mentally, and socially. Students will perform and accomplish proper motor skills in specific activities and sports while engaging in activities to improve their cardiovascular and muscle development. Students will learn the rules and history of the sports along with participating in playing the team sports. Students can only enroll in one physical education course each year.​

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Personal Fitness (504)

  • 0.5 Credit, Grade 9-12, Weight 1.0

  • This course is designed to focus on total body training to improve muscular strength and cardiovascular endurance. Students will receive instruction on how to develop and implement an individualized fitness program which will also be designed specifically to meet their personal fitness goals. The students’ program will consist of using free weights, resistance and cardio machines, as well as cross-fit training methods to help the student achieve their personal goals. A personalized workout book will be used to document and monitor the student’s fitness growth throughout the semester. This course will be used in collaboration with the Exercise & Sports Science program. Students can only enroll in one physical education course each year.

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Strength Training (505)

  • 0.5 Credit, Grade 9-12, Weight 1.0

  • This course is designed to focus on total body conditioning with emphasis on high intensity strength training. This course consists of 70% weight training with 30% cardiovascular training. High intensity strength training is meant for both genders and different ability levels. Students will be encouraged to work diligently to become more physically fit on a daily basis. Students will be utilizing the Weight Room with a focus on free–weights. Students will follow a teacher–designed workout plan, which will demonstrate to the students the different types of strength training principles.

Business Education Courses

Personal Finance I (704)

  • 0.5 Credit, Grade 10-12, Weight 1.0

  • Course designed to guide students with examples and activities through the various financial avenues that they may encounter in their daily lives. It will prepare them for the more complex financial decisions they will make in the future. Students will develop a budget and will devise a regular savings plan. Students will compare and contrast savings with interest, compound interest, and investments. Students will demonstrate using credit wisely after researching the options available. Students will compare and contrast various loan options for major purchases, such as cars, computers, or furnishings.​​

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Personal Finance II (705)

  • 0.5 Credit, Grade 10-12, Weight 1.0

  • This course is designed to take the personal finance 1 course to the next level. The course will expand on previously learned material like investing and taxes and introduce new topics like consumer awareness and the role of insurance. If you like money and want to know how it works, this is the class for you. Prerequisite: Personal Finance I

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Small Business Ownership (707)

  • 0.5 Credit, Grade 11-12, Weight 1.0

  • This course introduces students to the basics of business ownership. Students will learn about the traits of entrepreneurs and leaders, examples of entrepreneurs as well as economic concepts including economic systems and other financial topics. This course will cover marketing, branding, social media and selling. Students will also learn how to write a business plan, how to write strong goals and what to consider related to business growth, things to consider related to hiring staff, how to use technology in business, and the importance of generosity. They will have the opportunity to participate in a hands on project to prepare and practice for the launch of their own business.

Music Education Courses

Intro to Music (823)

  • 0.5 Credit, Grade 9-12, Weight 1.0

  • The York Tech Intro to Music class is a one-semester elective course. This is a prerequisite course students must take before joining the Instrumental class, but may also be taken as a stand-alone course for students looking for a Related Studies elective. Areas of study will include, but are not limited to, music literacy, basic music theory, music history, rhythm and ear training, and world music. This is not a performance-based course, but is one that will allow students to build the knowledge and tools they will need to perform in an instrumental or choral ensemble in the future.

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Instrumental Music (820)

  • 0.5 Credit, Grade 9-12, Weight 1.0

  • The York Tech Instrumental Class is designed to allow students to continue previous instrumental music instruction, or to begin learning to play an instrument from scratch. Through individual and group instruction, students will learn and strengthen the theory and technique needed to perform on a chosen brass, woodwind, string, percussion, or keyboard instrument. Areas of technical study will include, but are not limited to, tone quality, reading skills, rhythmic accuracy, intonation, and expression. Students will also have the opportunity to perform a variety of repertoire both individually and within an ensemble. Prerequisite: Intro to Music

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Vocal Music (821)

  • 0.5 Credit, Grade 9-12, Weight 1.0

  • The York Tech Vocal Class will give students the opportunity to strengthen their musical skills through song. In a group choral setting, students will learn and strengthen the theory and technique needed to perform high quality vocal and choral music selections. Students will be assigned to a section of singers based on their comfortable vocal range. Repertoire selections will include a culturally diverse range of composers, genres, and styles so that students may experience well-rounded vocal and choral training.

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Music & Technology (822)

  • 0.5 Credit, Grade 10-12, Weight 1.0

  • The York Tech Music & Technology Class is a one-semester elective course. During the semester, students will work individually and in groups to master the basic elements of utilizing technology to notate music, to record and edit audio, and to operate hardware and software for use in live performance. Students will complete lessons and projects with hands-on software experience as well as with theory-based written work.

World Languages Courses

Spanish 1 (810) [NCAA]

  • 1.0 Credit, Grade 9-12, Weight 1.0

  • This beginner level course provides ambitious students with opportunities to demonstrate and increase knowledge of various structures within the vast worlds of Spanish language. The growing language skills of listening, speaking, reading, and writing are integrated with this teaching of Spanish language and culture. In this course, students will be able to express themselves in conversations on very familiar topics using a variety of words, phrases, simple sentences, and questions that have been highly practiced. The course will supplement student’s knowledge of Latin culture, history, geographical facts, and their relationship to one’s own culture.

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Spanish 2 (811) [NCAA]

  • 1.0 Credit, Grade 10-12, Weight 1.0

  • This course is intended for students who have completed Spanish I. This intermediate level course provides ambitious students with opportunities to demonstrate and increase knowledge of various structures within the vast worlds of Spanish language. The growing language skills of listening, speaking, reading, and writing are integrated with this teaching of Spanish language and culture. In this course, students will be able to express themselves and participate in conversations on a variety of topics using sentences; handle short social interactions in everyday situations by asking and answering a variety of questions, and communicate about self, others, and everyday life. The course will supplement student’s knowledge of Latino culture, history, and their relationship to one’s own culture.

Miscellaneous Courses

Community Service

  • 0.5 Credit (60 Hours) or 1.0 Credit (120 Hours), Grade 9-12, Weight 1.0

  • This course is an independent course designed for students to recover or replace an elective credit. Students will be required to perform community service outside of school hours with a non–profit organization approved by their school counselor in order to receive credit for the course. They will also be required to write a report summarizing the nature of their community service work, their reaction to the community activity and personal insights gained about oneself and the community through the service activity.

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SAT Prep (958)

  • 0.5 Credit, Grade 10-12, Weight 1.0

  • SAT Prep will be delivered through online format that will allow students to work independently. The course will allow students to review the basic verbal and mathematical skills assessed on the SAT test. Students will review test–taking strategies specific to the exam. Students will spend time working on both the verbal/writing and mathematics component of the SAT. After completing the course, students will be better prepared to take the SAT.

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Yearbook (920)

  • 1.0 Credit, Grade 11-12, Weight 1.0

  • This course is for students who wish to participate in the design and publication of the school yearbook, The EPIC. Student must apply for the course and be selected by the yearbook advisor.

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Senior Release (SR100)

  • No Credit, Grade 12

  • The privilege of early release is extended to seniors who meet and maintain eligibility requirements and receive parent/guardian permission. Senior Release permits seniors to leave the campus early if they have been scheduled for all their required courses for graduation. Guidelines for this program:

    • Student must be a senior.

    • Student must provide copy of valid driver’s license and/or TECH parking permit (available for purchase online by parent/guardian using the Skyward Portal) or a bus pass/ticket.

    • Student must have scheduled all courses required for graduation, including their technical program when appropriate.

    • Student will have no more than two blocks of senior release time per semester.

    • Students will not be permitted to drop required core courses in order to participate in senior release. Only elective courses not needed for graduation will be dropped.

    • Removed elective courses may not be between two required blocks.

    • Student must be passing all subjects required for graduation.

    • Student/parent/guardian must complete a liability release form.

    • Changes will be made at the start of school or at the semester break.

    • Students turning in documentation after the first two weeks of a semester will be considered on a case-by-case basis according to their passing grades and unexcused absences.

    • Students must sign in/out in the Attendance Office. Students must enter and exit by that door.

    • Senior release is not a study hall.

    • Students may not be on school property during senior release blocks.

    • Any student who is identified on campus when scheduled for senior release three or more times will then be scheduled into a current elective course available at that time or with the least amount of interference to their current schedule.

    • Any student who fails, or is failing a course needed for graduation, will be removed from senior release and placed in a course for the second semester.

    • During intervention days, seniors with any senior release periods on that day should report on time to their regularly scheduled block(s), and not the intervention.​

Career & Technical Programs

NOCTI (Skills) Certificate

The Pennsylvania Skills Certificate was created by the Pennsylvania Department of Education to recognize career and technical education students who have achieved high skills in their chosen technical area. To be eligible for the Skills Certificate, a student must demonstrate that he/she has mastered the knowledge and skills required for an occupation. Students are defined as program completers and required to take the NOCTI test if they have completed three years in a technical program.


To earn the Skills Certificate, a student must achieve an advanced score on the National Occupational Competency Testing Institute (NOCTI) or meet the requirements on the NIMS test given in the spring of their senior year. Students are tested in two areas. The on–line (written) test covers factual knowledge, technical information, and the understanding of principles and problem solving related to the chosen vocational–technical program. The performance test allows students to demonstrate that they have the skills required to do the job. The test is given to seniors in the spring of each year at York Tech, and local business and industry representatives evaluate the students’ performance. The Pennsylvania Skills Advanced Certificate is signed by the current Governor of Pennsylvania.

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Non-Traditional Students

Many students in York County are choosing careers that are right for them, regardless of gender. Such choices could provide greater personal and professional satisfaction, higher salaries, incentive for advanced training and education, employment potential and advancement possibilities. The goal of the YCST is to assure that ALL students have full and equal access to occupational training by providing career exploration activities and on–going support services for those students.

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SOAR (Students Occupationally and Academically Ready)

York Tech is a member of the SOAR program. The mission of SOAR is to prepare students for college and careers in a diverse, high performing workforce. A SOAR program is a PDE approved, Career & Technical Education program that credits skills and tasks learned in high school to a post–secondary program. Not all technical areas will have SOAR credits available. Check for current SOAR credits, as they are updated on a revolving calendar.

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The SOAR website, PA Transfer and Articulation Center SOAR Agreements Online will provide information on:

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  • What is SOAR

  • How to qualify for SOAR credits

  • How to find a college that offers articulated credit with SOAR programs

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Technical Programs at York Tech

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Architecture & Construction Management (CIP 15.1303)

  • The Architecture and Construction Management program prepares individuals to apply technical knowledge and skills to the basic aspects of planning, preparing and interpreting architectural, structural, electrical, topographical and other drawings and sketches used in various Architectural and Construction fields. Instruction is designed to provide experiences in AutoCAD and Revit design software for production of Architectural drawings. Instruction will be provided in software for estimating and scheduling (project management). In addition to digital modeling, we will also be creating physical models to understand special relationships. Students will have the opportunity to be dual enrolled their Junior and Senior year where they will obtain 18 credits with H.A.C.C. towards their Architecture or Construction Management degrees.

  • Certifications

    • AutoDesk AutoCAD Certification

    • PA Skills Certificate (NOCTI)​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits​

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Automotive Technology (CIP 47.0604)

  • Automotive Technology offers a wide variety of opportunities for the students. They can learn a valuable trade through a combination of classroom instruction and hands–on training. Curriculum is revised to keep current with the latest technological developments in the automotive industry. Some key areas of instruction are automotive maintenance and light repair, engine repair, automatic transmission/transaxle, manual drive train and axle, suspension and steering, brakes, electrical/electronic systems, heating and air conditioning, and engine performance.

  • Certifications

    • Pennsylvania State Inspection–Cat 1

    • Pennsylvania Emission Inspection

    • ASE Refrigerant, Reclamation & Recovery

    • Snap On MeterSnap On Shop Key

    • Snap On Versus

    • Valvoline Oil 101

    • OSHA 10

    • SP2 Safety

    • PA Skills Certificate (NOCTI)​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits​

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Carpentry (CIP 46.0201)

  • The Carpentry program covers the major aspects of residential and light commercial construction as well as a variety of remodeling functions. Students will work with a variety of building and finishing materials in order to become familiar with proper methods. Training is given using hand tools, power tools, and other portable equipment. Onsite and offsite construction projects are incorporated into classroom instruction.

  • Certifications

    • OSHA

    • PA Skills Certificate (NOCTI)

    • International Residential Construction​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits​

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Constructions Trades (CIP 46.999)

  • The Construction Trades Program has been designed provide students a broad overview of carpentry, masonry, electrical, plumbing, energy efficiency, project management, estimating, blueprints, site layout, and heavy equipment operation. This course is designed to stress employability skills. It focuses on what behavior, workforce culture & attitude is required by future employers. This approach makes the student become more professional. Since most of the students will be entering the workforce after graduation. The course will include measures used by employers in the real world. Training is given using hand tools, power tools, and other portable equipment. Onsite and offsite construction projects are incorporated into classroom instruction.

  • Certifications

    • Pre-Apprenticeship HBI (Home Builders Institute) Online Certifications

    • OSHA 30

    • PA Skills Certificate (NOCTI)

    • Bobcat Mini Excavation

    • Forklift Operator

    • JCB Telehandler

    • JLG Manlift Certification

    • Caterpillar 420 Backhoe​

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Collision Repair Technology (CIP 47.0603)

  • This high-tech area is designed to provide training for persons interested in learning how to repair damaged vehicles. Students will learn how to repair wrecked vehicles using the latest techniques and equipment available. This technical area features a Chief E–Z Liner frame machine, Hunter alignment rack, PPG water based paint system, the latest spray guns available, and an Accudraft spray booth. Hands–on activities are mixed with the correct blend of theory, thanks to the immersive I-CAR Academy, to allow the students to master the techniques of frame repair, MIG Welding, painting and custom designs, dent removal, suspension systems, brakes, and electrical systems.

  • Certifications

    • Mobile Air Condition (MACS)

    • SP2 Safety and Pollution

    • I–Car Certifications (24 possible)

    • PA Skills Certification (NOCTI)​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Commercial & Advertising Art (CIP 50.0402)

  • Students will learn the skills of visual communication and will prepare a portfolio throughout the program to promote their work and talent when they graduate. The major emphasis is on the basic principles of design and elements of art through skill development and exploring different media. The course places an emphasis on traditional and digital illustration and graphic design, allowing for students to progress into additional disciples, such as UI/UX Design, Basic Animation, and 3D Modelling. Students will prepare projects from the conceptual stage through to the web/pre-press. The students will be using industry software throughout this course learning the basic skills to advance.

  • Certifications

    • PA Skills Certificate (NOCTI)

    • Adobe InDesign

    • Adobe Illustrator

    • Adobe Photoshop​

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Communication Technology (CIP 10.9999)

  • Communication Technology is a multimedia course preparing students for careers and post-secondary education in digital and print fields. In this shop students will explore graphic design, photography, and audio/video production using our state-of-the-art equipment and studio spaces. Additionally, students will explore web media and computer operations. Students will learn how to use industry standard equipment and applications through a variety of exercises and projects.

  • Certifications

    • Adobe Certified Professional (ACP)

    • PA Skills Certificate (NOCTI)​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Criminal Justice (43.0107)

  • Do you have what it takes? Personal responsibility, integrity, and self–discipline are needed to be successful in the field of public safety. Improve your physical training, take fingerprints, and perform first aid. Make quick decisions while using the Fire Arms Training Simulator, and evidence processing equipment. This program prepares students for entry–level positions in the Criminal Justice arena, specifically, the field of Law Enforcement and Emergency Medical Services. Personal responsibility, integrity, and self–discipline will be expected. Intensive physical training, rigorous academics, and adherence to strict standards of personal appearance are required.

  • Criteria for Admission

    • Receive a certification from a physician that the student can engage in a rigorous physical training regimen.​

  • Certifications

    • First Aid/CPR

    • FEMA 100.c,700.b, 906,800,200.c,907, 20.22

    • AED Essentials

    • OSHA 10 HOUR General Industry safety

    • Infant/Child

    • NARCAN Certification

    • PA Skills Certificate (NOCTI)

    • NIMS Certificates​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Culinary Arts (12.0508)

  • Chop, fillet and create exciting cuisine every day as you experience the fast–paced culinary industry. From cooking for the student run Spartan Inn, to providing food for large groups, students gain valuable restaurant experience. Students will bake breads, cakes, pies, and experiment with confections and chocolate.

  • Certifications

    • PA Skills Certificate (NOCTI)

    • ServSafe Food Handlers Certification

    • National Restaurant Association Pro-Start Certification​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Dental Assisting (51.0601)

  • Dental Assistants perform a variety of patient care duties as they work chairside with the dentist. They learn to prepare patients and assist the dentist with procedures such as fillings, crowns and extractions by preparing and passing dental instruments and by keeping the mouth clear and dry. Other tasks are to mix and prepare dental materials, sterilize instruments, disinfect treatment rooms, take impressions and x-rays. Dental Assistants also perform basic lab duties such as and making models of teeth and whitening trays.

  • Certifications

    • Dental Assisting National Board Radiation Health & Safety Certification

    • Healthcare Provider CPR Certification​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Diesel Technology (47.0613)

  • Diesel Technology is a broad–based program covering basic diesel engine fundamentals and engine overhaul procedures, full truck alignment, electrical/electronic engines, the use of precision measuring tools, air brake systems, drive train components, and PA State inspection procedures. Diesel Technology also offers state of the art curriculum including Mack, Volvo, and Paccar training, an asset when entering the industry.

  • Certifications

    • Snap-On/NC3 DVOM Training Certification

    • SP2 safety Certification

    • State Inspection Certification

    • CON/MET Hub Certification

    • Bendix Airbrake Certification

    • Hendrickson Suspension Systems Certification

    • Mobile Air Conditioning (MACS)​

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Early Childhood Education (19.0708)

  • Are you creative, energetic, and enjoy working with children? Learn how to develop and present lesson plans to young children, spend time working at a local elementary school, at our on–site Early Learning Center, or at other community childcare programs. Earn hours towards the 480 hours of training required to apply for your Child Development Associate Credential.

  • Criteria for Admission

    • Criminal clearance, child abuse clearance, FBI fingerprints, National Sex Offender Registry verification, physical, mantoux TB test, two letters of reference.​

  • Certifications

    • Child Development Associate Credential

    • Pediatric First Aid

    • PA Skills Certificate (NOCTI)​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Electrical Occupations (46.0399)

  • Safely install electrical systems in residential, commercial and industrial buildings. Read and understand blueprints and schematics. Wire a variety of lighting and receptacle circuits and finish wire electrical panels. Install many different conduit and raceway systems. Study the theory of electricity and learn how to design and terminate electro–mechanical control systems. Students will also participate a PA registered pre-apprenticeship program offered by the York Electrical Institute. Students who complete the pre-apprenticeship within accepted guidelines will be offered a guaranteed interview and may qualify for advanced standing to second year of the five-year apprenticeship program.

  • Certifications

    • CPR

    • AED Essentials

    • OSHA –30​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Engineering & Advanced Manufacturing (15.9999)

  • Students in Engineering/Advanced Manufacturing and Precision Metal Machine Technology will experience a Cross Training Rotation during their first year. Both fields rely heavily on each other and experience in both has proven valuable for graduates in both of these in-demand technical areas. Students will spend equal amounts of time in both technical areas, and have the opportunity to select one program in which to finish their technical training. This technical program prepares students to apply knowledge and skills in the engineering field. Basic instruction is provided in a variety of areas associated with engineering such as civil engineering, electrical and electronic engineering, electromechanical instrumentation, industrial production and mechanical engineering.
    Instruction includes but is not limited to electrical circuitry, electronic digital and microprocessor applications, high and low voltage applications, instrumentation calibration, prototype development, testing, inspecting, systems analysis and maintenance, applications to specific engineering systems, CAD/CAM, fluid power, heating and cooling, manufacturing systems, principles of mechanics, properties of materials, and report writing.

  • Project Lead the Way courses taught in this program:

    • Introduction to Engineering Design

    • Computer Integrated Manufacturing

    • Principles of Engineering

    • Engineering Design & Development (Capstone)​

  • Certifications

    • PA Skills Certificate (NOCTI)

    • OSHA 30 – General Industry

    • Siemens Level One​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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K-12 Teacher Development (13.0101)

  • Are you creative, energetic, and enjoy working with children? Learn how to develop and present lesson plans, explore the social foundations of education and child development, and spend time working a t a local elementary schools and other community educational programs. Earn hours toward your Child Development Associate Credential and your Paraprofessional Training Certificate.

  • Criteria for Admission

    • Criminal clearance, child abuse clearance, FBI fingerprints, National Sex Offender Registry verification, physical, mantoux TB test, two letters of reference.​

  • Certifications

    • Paraprofessional Training Certificate

    • AED / CPR / First Aid Training

    • PA Skills Certificate (NOCTI)​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Heating, Ventilation, & Air Conditioning/Plumbing (CIP 47.0201)

  • The HVAC/Plumbing program trains students for the always changing, always in demand HVAC industry. Students will learn to identify and safely use power and hand tools to complete hands–on projects. They advance to learning the materials and equipment of the field while completing more challenging installation jobs. Students receive instruction on electricity and electrical components and controls, and the technical aspects of HVAC which includes proper installation, setup, service, and troubleshooting of residential and commercial heating and cooling systems.

  • Certifications

    • ESCO Student Outcome Assessment (HVAC Excellence)

    • EPA Section 608 (Refrigerant)

    • Osha 30

    • CPR

    • TracPipe Certification (Gas Piping)

    • PA Skills Certificate (NOCTI)

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Information Technology

  • This program is designed to introduce students to the world of information technology–computer hardware, software, and networking systems. Students will rotate through the four programs in the pathway during Level 1 & Level 2, and then select an area of concentration for their final two years. The Information Technology Systems Program includes several foundation courses to help students succeed in this high-paced, challenging career.

  • During the first year, students will take the following foundational courses Related to the IT Fundamentals + Certification:

    • Intro to Hardware 1

    • Intro to Software 1

    • Intro to Programming

    • Intro to Cyber Security

  • During the second year, students will take the following foundational skills courses:

    • Computer Hardware diagnostics

    • Linux OS Basics

    • Python Programming

    • Cyber Security Principles

  • After completion of the eight foundation courses, students will have the opportunity to select an area of the field to gain specialty experience in during their 11th & 12th grade years.

    • Computer Programming & Interactive Media Specialist

      • Programming and Website Design, including Android and iOS app development, and Unity Video Game Design. CIW Web Design Associate Certification and AP Computer Science training are both included as part of this course.

    • Computer Systems & IT Repair Support Specialist

      • Students receive instruction in basic computer design and architecture, problems of specific computer application, component and system maintenance and inspection procedures, hardware and software problem diagnosis, and repair and report preparation.

    • IT Systems Management Specialist

      • Students will focus on system virtualization, server configurations, Apple products management, and technical support training and modeling.

    • Network Systems & Cyber Security Specialist

      • This pathway is broken down in to two years, during the junior year, students will focus on networking infrastructure and network operations, content conforms to the CompTIA Network+ Certification, and the CCNA Certification. The Senior year is dedicated to cyber security principles and development of practical defensive and offensive cyber security skills. The content from this year conforms to the CompTIA Security + Certification test and related skills.​

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Computer Programming & Interactive Media (CIP 52.1201)

  • This program is designed to prepare students for a career in Software Development. The first two years, students will “rotate” through the four IT Academy shops, developing overlapping skills that are used as fundamentals for all programs. Students will also be able to sample the different programs to select one to complete in their 11th and 12th grade years. The four programs are:

    • Computer Programming & Interactive Media

    • Computer Networking & Cyber Security

    • Information Systems Management

    • Electronics & IT Support​

  • Computer Programming & Interactive Media Developer

    • Web Design in HTML, CSS and JavaScript, application programming in Python, and advanced web applications with NodeJS and SQL. Students will be able to design and code complete solutions for all types of digital problems. Students can ear certification in CIW JavaScript Specialist and obtain college credits for Software Development career tracks. In addition, students are also taught a variety of soft skills used heavily in this industry and many others. These include team collaboration, project planning, documentation, professional communication and networking, and personal development.

  • Certifications

    • PA Skills Certificate (NOCTI)

    • IT Fundamentals

    • CIW JavaScript Specialist​

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Computer Systems and IT Repair (CIP 15.0202)

  • Students in this program will acquire the knowledge and hands-on skills to become an IT technician. Students will perform maintenance and repairs to various IT devices, while learning more about electronics. Students will master competencies which include Personal & Environmental Safety, Computing Fundamentals, Computer Software, Demonstrate Internet Applications, Digital Electronics, Computer Hardware, Operating Systems, Logic Circuits, Basic Networking, Security, Troubleshooting, and Customer Service. Support for personal computers and mobile devices has evolved into one of the largest service industries in the world. This program is designed to prepare students to help maintain, support, and upgrade PC’s and mobile devices. In order to be a marketable computer support technician, you need to learn how the components of a computer work with the operating system software so you can apply that knowledge in troubleshooting a faulty computer system. During the students’ 11th & 12th grade year, they will be working to earn their NOCTI certificate and other industry certifications needed in the workplace. The certifications offered include Comp TIA IT Fundamentals, A+, and Network +.

  • Certifications

    • Comp TIA IT-Fundamentals

    • A+ certifications

    • Network+​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Network/Virtualization Specialist (CIP 11.0901)

  • This program of study focuses on the implementation and maintenance of both desktop and server operating systems. The Goal of this program is to train students to act as systems and network administrators. To accomplish this students begin with Introduction to software 1 and 2 which covers the installation and administration of the windows OS and other tasks aligned with IT fundamentals certification exam. The junior year of IT Systems will cover server operating systems and Linux desktop and server operations. Network topics aligned with the Network + certification are covered providing students with a well-rounded knowledge of how datacenters function. Senior students continue onto Cyber Security in their senior year.

  • Certifications

    • COMPTIA Network +

    • PA Skills Certificate (NOCTI)

    • COMPTIA Linux +

    • COMPTIA Server +​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Network Systems & Cyber Security (CIP 11.0901)

  • Focus on Computer Networking and Cybersecurity. Freshmen and sophomores rotate through Introduction to Networking I & II. Juniors and seniors concentrate on advanced computer networking concepts and application, cybersecurity, and ethical hacking through Cisco Systems Network Academy. All students are eligible for college credits from HACC, Harrisburg University, and Pittsburg Technical College.

  • Certifications

    • Cisco CCNA

    • Cisco Security Fundamentals

    • Cisco Cybersecurity Operations

    • CompTIA IT Fundamentals

    • CompTIA A+

    • CompTIA Network+

    • CompTIA Security +

    • Pennsylvania Skills Certificate (NOCTI)​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Landscaping & Agriculture (CIP 01.0601)

  • The Landscaping & Agriculture program covers training in equipment usage such as skid loader and Bobcat utility vehicle, greenhouse management, agriculture, turf maintenance, plant identification, tree maintenance, nursery production and landscape design, management, and construction including pond and patio installation. Practical experience is gained through school landscape plantings, plan and maintenance of a vegetable garden and maintenance of a nursery area.

  • Certifications

    • Pennsylvania Skills Certificate (NOCTI)

    • Landscape Safety Training (Greenius)

    • HOSTA NSTMOP Tractor Safety

    • Pennsylvania Certified Horticulturalist (PCH)

    • S/PS Construction Safety

    • OSHA 10 - Agriculture certification should be added

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Licensed Cosmetology (CIP 12.0401)

  • Students in the Licensed Cosmetology program study topics such as: history, careers, professionalism, safety, infection control, anatomy & physiology, chemistry, electricity, salon business, PA State Cosmetology law, and rules and regulations. In addition, students are training in hair care skills such as shampooing, hair cutting, styling, braiding, extensions, up–dos, perming, relaxing, coloring, balayage, and foiling. Instruction also includes the care of hands and nails, feet and toes, skin, hair removal, and makeup artistry. Students practice these techniques on mannequins, practice hands, or people. During their junior and senior year, students participate in clinical experience by demonstrating services on customers at the cosmetology clinic, the Spartan Spa. Upon completion of 1250 hours, a transcript of 75% or higher in the course, and an Official Criminal Record History check, students are able to take the PA State Board Examination, which is required for licensing.

  • Certifications

    • Pennsylvania Cosmetology License

    • Pennsylvania Skills Certificate (NOCTI)

    • S/P2 Cosmetology

    • Barbicide Certification​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Medical Professions (CIP 51.9999)

  • Students are required to complete the foundation courses during the first two years at York Tech. The intent of this program is to provide a foundation for these students and to aid students and teachers in choosing appropriate pathway placements that will lead to informed career decisions. The Medical Professions Program includes several foundation courses to help students succeed in this high–paced, challenging career. During the first two years, students will cover the following topics:

    • Orientation & Safety

    • Nutrition & Hydration

    • Medical Terminology/Human Body

    • Rehabilitation & Restoration

    • Diseases and Disorders

    • Basic Clinical Skills

    • Mathematics in Allied Health

    • Legal & Ethical Issues

    • Basic First Aid​

  • After completion of the foundation courses, students will have the opportunity to select areas of the field to gain specialty experience in during their 11th & 12th grade years. They can select from the following courses:

    • Advanced Medical Simulation (Year Course)

      • Open to seniors only. Students will take honors Anatomy & Physiology in preparation for college level coursework as part of the class. Students will be exposed to actual real-life medical scenarios in a simulation lab. Intensive theory will be taught in preparation for the simulation experience. Career shadowing is required to expose students to various medical settings according to the student’s post-secondary and career goals.

    • Emergency Medical Technician (EMT) (Year Course)

      • Open to seniors only and held offsite. Coordinated through HACC. This course utilizes the National EMS Education Standards. These standards include anatomy and physiology, assessment of injuries and illnesses, EPR and AED, pediatric and geriatric emergencies, lifting, moving and transport of patients, assisting patients with medications, and roles and responsibilities of the EMT. Upon successful completion of the EMT program students are eligible for their EMT certification exam. In addition to the EMT course, students will also be required to complete the Medical Terminology course through HACC.

    • Patient Care Technician Certification Prep Course (Year Course)

      • Students taking this course will have the opportunity for hands-on learning to provide quality patient care in a healthcare setting. Skills sets include vital signs assessments, bedside personal care, obtaining EKGs, and practicing phlebotomy techniques, as well as providing emotional support for patients and family members during illness and recovery. Senior students have the opportunity to sit for a national certification exam through National Healthcareers Association upon completion of the course.

    • Medical Technologies Associate (MTA) Certification Prep Course

      • Students will learn about administrative and clinical duties of several allied health professions. A combination of common curriculum and independent self-study prepares the students in the area of his/her choice: Medical Administrative Assisting (CMAA), Clinical Medical Assisting (CCMA), and EKG Technician (CET). Common units of study include, but not limited to: anatomy, physiology, pathophysiology and medical terminology; HIPAA Rules and OSHA Standards within the workplace; emergency preparedness, First Aid and Standard CPR/AED; maintaining patient records, including filing, proper documentation procedures; basic computer skills, basic bookkeeping procedures, basic insurance terminology; basic clinical skills, and effective communication skills. Students who qualify will have opportunity to earn certifications through National Healthcareers Association (NHA).

    • Nursing Career Preparation (Year Course)

      • Students who take this course will be exposed to a variety of pharmacological skills such as medication administration, injections, topical/ophthalmic/otic products, and IV infusions and advanced nursing skills such as tracheostomy care, urinary catherterization care, gastrostomy care, and colostomy care. Advanced theory about medications and their correlation to the human body and disease will be incorporated into this course, as well as clinical math calculations such as conversions, dose calculations, and pediatric dosing. Various technical skills that involve using a hospital pyxis machine and a nursing home punch card, medication cart, crash cart procedures. Students will be required to complete a minimum of ten hours of career shadowing in a health care setting or volunteer experience related to the health care field.

  • Certifications Offered Through the Pathways

    • CMAA – Certified Medial Administrative Assistant

    • CET – Certified EKG Technician

    • Basic Life Support CPR/AED

    • CPCT/A – Certified Patient Care Technician

    • CCMA (Certified Clinical Medical Assistant)

    • Advanced First Aid

    • Pennsylvania Skills Certificate (NOCTI)

    • Stop the Bleed

    • HIPAA

    • OHSA 10​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Powersports & Engine Technology (CIP 47.0699)

  • Students will have the opportunity to earn several industry recognized certifications as they learn the basics of diagnosing and repairing motorcycles and ATVs, outdoor power equipment, marine engines, Waverunners, and trailers. Students will learn how to maintain, diagnose, and repair engines, electrical and mechanical systems, and fuel delivery systems. Students will have the opportunity to work on real world customer repair jobs to practice their skills as they work through the 3-year rotating curriculum. Graduating this program you will be able to enter the workforce at a dealer entry level position in service, parts, or sales. This could include Motorcycles and ATV dealers, outdoor power equipment dealers, heavy equipment dealers or maintenance centers, marine dealers or marinas. There are also post-secondary opportunities if more training is needed or desired in any of the above areas.

  • Certifications

    • State Inspection (motorcycle)

    • SP2 Ethics, Safety, and pollution prevention certifications

    • S/P2 Pollution

    • NC3 Meter

    • Briggs & Stratton Master Service Technician or MST

    • Engine Equipment Training Council Certifications

    • Lift Truck

    • Stihl Bronze and Set up certifications

    • Snap-On NC3 Meter

    • Honda EN1 Engine Apprentice

    • Yamaha Introduction to outboard Systems

    • Yamaha Introduction to Jet Propulsion

    • Yamaha Portable Maintenance Certification

    • Yamaha Bronze​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Precision Machining Technology (CIP 48.0501)

  • This program builds a firm foundation in the following areas: manual lathe, manual vertical mill, surface grinder, drill press, bench work, precision measurement, print reading, and understanding geometric tolerances. Students cover advanced machining techniques on Computer Numerical Control Turning Centers and Computer Numerical Control Milling centers.

  • Cross Training/Rotation, New Students, Level 1

    • Engineering/Advanced Manufacturing students, Precision Metal Machine Technology students, there is such a great need in manufacturing (engineering and machining) that York County School of Technology is offering a Cross Training Program. This Cross Training Program will allow students to explore the world of Engineering and Precision Metal Machining Technologies. This experience will enable students to make an informed decision about their future. The Cross Training/Rotation Program will be for one semester (half a school year, two marking periods). Upon completion of the semester students will switch educational programs upon the completion of the second marking period.

  • Certifications

    • NIMS Level 1

    • OSHA 10

    • Forklift Operator

    • Career Safe Start Safe, Safety Certification

    • HASS CNC Turning and CNC Mill Operator Certification​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

​

Exercise & Sports Science (CIP 51.2604)

  • Do you enjoy physical activity and helping others? Can you see yourself being a personal trainer, athletic trainer or physical therapist? Learn the basic skills associated with athletic health care, basic anatomy and physiology. Tape, wrap and brace athletic injuries. Understand the proper ways to use heat and ice. Chart vital signs such as blood pressure, pulse, temperature, and pain.

  • Certifications

    • Pennsylvania Skills Certificate (NOCTI)

    • HeartSaver AED

    • HeartSaver CPR

    • HeartSaver First Aid​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

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Welding / Metal Fabrication (CIP 48.0508)

  • Welding and Metal Fabrication is a competitive industrial program that will teach you the most common and in demand welding processes (SMAW, FCAW, GMAW, GTAW), cutting processes (OFC, PAC), and methods to forming and finishing metal. Welders will learn how to build projects based off of blueprint reading concepts comparable to industry driven tolerances. taught within the classroom. Tools that will be utilized in the shop range from basic or standard items (tape measures, c-clamps, grinders...) to programming and running high precision CNC operated equipment.

  • Certifications

    • Entry Level Welder

    • OSHA General Industry (10 Hour)

    • Pennsylvania Skills Certificate (NOCTI)

    • Weld D1.1 SMAW

    • Weld D1.1 FCAW

    • Forklift Operator​

  • SOAR Credits

    • Refer to the SOAR website for current SOAR credits

Nondiscrimination​

York Tech's Nondiscrimination Statement can be found at ytech.edu/nondiscrimination-statement.

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