Level 1: Principles of Biomedical Science
In this course, students explore concepts of biology and medicine as they take on roles of different medical professionals to solve real-world problems. Over the course of the year, students are challenged in various scenarios including investigating a crime scene to solve a mystery, diagnosing and proposing treatment to patients in a family medical practice, to tracking down and containing a medical outbreak at a local hospital, stabilizing a patient during an emergency, and collaborating with others to design solutions to local and global medical problems. 

Level 2: Human Body Systems
Students examine the interactions of human body systems as they explore identity, power, movement, protection, and homeostasis in the body. Exploring science in action, students build organs and tissues on a skeletal Maniken®; use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration; and take on the roles of biomedical professionals to solve real-world medical cases. 

Level 3: Medical Interventions
Students follow the life of a fictitious family as they investigate how to prevent, diagnose, and treat disease. Students explore how to detect and fight infection; screen and evaluate the code in human DNA; evaluate cancer treatment options; and prevail when the organs of the body begin to fail. Through real-world cases, students are exposed to a range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics. 

Level 4: Biomedical Innovations
In the final course of the PLTW Biomedical Science sequence, students build on the knowledge and skills gained from previous courses to design innovative solutions for the most pressing health challenges of the 21st century. Students address topics ranging from public health and biomedical engineering to clinical medicine and physiology. 

For more information about Project Lead the Way, please visit www.pltw.org. 

GCCISD Career Academies follow the National Career Academy Coalition's National Standards of Practice (NSOPs). Every 4 years, academies go through a rigorous review process to obtain or maintain certified, model or model with distinction status. 

NSOP 1: Mission and Goals
The career academy has a written mission, goals and benchmark. These are developed, reviewed, available, and known by the administrators, teachers, students, parents, advisory board, and others involved in the academy. These include at least the following elements: connect postsecondary education and career; raise and maintain student aspirations; increase student achievement; show a commitment to equity. 

NSOP 2: Academy Design
An academy has a well-defined structure within the high school, reflecting its status as a small learning community.

NSOP 3: Host Community and High School
Career academies exist in a variety of district and high school contexts, which are important determinants of an academy's success. 

NSOP 4: Faculty and Staff
Appropriate staff selection, leadership, credentialing , and cooperation are critical to an academy's success. 

NSOP 5: Professional Development and Continuous Learning
Since an academy places teachers and other adults into roles not normally included in their previous training, providing adequate professional development time, leadership, and support is critical. 

NSOP 6: Governance and Leadership
The academy has a governing structure that incorporates the views of all stakeholders and the leaders of the advisory board. 

NSOP 7: Teaching and Learning
The teaching and learning within an academy meet or exceed external standards and postsecondary entrance requirements while differing from a comprehensive high school by focusing learning around a career theme. 

NSOP 8: Employer, Post-secondary Education, and Community Involvement
A career academy links high school to its host community and involves members of the employer, postsecondary education, and civic community in certain aspects of its operation. 

NSOP 9: Student Assessment
Improvements in student performance are central to an academy's mission. It is important to gather data that reflect whether students are showing improvement and to report these accurately and fairly to maintain the academy's integrity. 

NSOP 10: Sustainability
No new academy functions perfectly. Even well established and highly functioning academies benefit from self-examination and refinement. Ensuring and improving the quality of a career academy requires engaging in a regular cycle of improvement. 

For additional information about NCAC, please visit www.ncacinc.com. 

Benchmark 1: School Design

Benchmark 2: Partnerships

Benchmark 3: Target Population

Benchmark 4: Academic Infrastructure

Benchmark 5: Student Supports

Benchmark 6: Work-Based Learning