1 Moore County Schools High School Program of Studies (Updated 2/18/2016)
2 Dear Students, Statement from the Superintendent The High School Program of Studies contains information to aid you in planning a course of study. The courses and programs listed in this document provide an opportunity to try a variety of subjects. This is a time for students to take full advantage of the opportunities in high school and to prepare for life after graduation and the transition to the college or career of your choice. Please take the time to review the course listings carefully. It includes specifics about course selection options, academic levels, academic and post secondary career planning, the North Carolina High School Athletic Association and the National Collegiate Athletic Association sports eligibility guidelines, dual enrollment agreements, graduation requirements, grade level promotion information, diploma requirements, North Carolina End of Course and Final examinations, grade point averages, attendance and career clusters. Development of a comprehensive academic and career plan is best accomplished as collaboration between students, parents, school counselors, teacher and principals. I encourage you to talk to your parents, counselors and teachers about which courses will give you the best opportunity to reach your future goals. A well developed plan will ensure that graduation requirements are met and that academic and personal growth are supported as you prepare for post-secondary options such as college, vocational training, military service or employment. I am confident that, with proper preparation, you will find success in your education, and in life. Sincerely, Dr. Robert Bob Grimesey Superintendent
3 INTRODUCTION To the Student Many of your choices in the future depend upon your choices of high school courses today. This booklet has been assembled so that you will know which courses you are required to take in order to graduate from high school as well as which elective courses you may choose. Take the booklet home or access it online and discuss the courses with your parents or guardians. Give very serious consideration to your choices. Consider your own abilities, interests, and goals. Then, choose a program of study that will help you reach those goals. Please note that you will be required to take the associated North Carolina End of Course tests as well as the North Carolina Final Examinations in English, mathematics, science and social studies and select Career and Technical Education courses. To the Parent The North Carolina Department of Public Instruction (NCDPI) and the North Carolina State Board of Education (NCSBE) implemented rigorous instructional standards by refining and strengthening core skills and concepts and knowledge in English, mathematics, science, and social studies. All students will be tested in high school on their mastery of the standards. All courses reflect these standards. All students must meet the graduation requirements included in this catalog. Please note that all students in grades 9-12 must take the associated North Carolina End of Course (EOC) tests and North Carolina Final Examinations (NCFE) in English, mathematics, science and social studies and select Career and Technical Education courses. Registration During the winter and spring, counselors in each middle and high school will be meeting with students and/or parents/guardians to aid students in the selection of appropriate courses for future years. Certain courses are required, but many courses may be selected according to a student s interests. Alternates for elective courses should be chosen in case a scheduled conflict or low enrollment forces cancellation of a course. Generally, elective courses, as well as specialty courses must have an enrollment of 15 in order to be offered.
4 State and Local Course Requirements for High School Graduation Content Area Future Ready Core Occupational Course of Study (OCS) For Ninth Graders Entering in For Ninth Graders Entering in (Selected IEP students excluded from EOC Proficiency and Later 2009, 2010, or 2011 Level Requirements) English 4 Credits English I English II English III English IV 4 Credits OCS English I OCS English II* OCS English III OCS English IV Mathematics Science 4 Credits Algebra I, Algebra II, Geometry and Additional Math Course to be aligned with Students High School Plan and must be above the third level of mathematics OR * Math I, Math II, Math III and Additional Math Course to be aligned with students post high school plans** and must be above the third level of mathematics 3 Credits Earth/Environmental Science A Physical Science Biology 3 Credits OCS Introduction to Mathematics I OCS Mathematics II OCS Financial Management 2 Credits Applied Science Biology* Social Studies 4 Credits Civics and Economics World History and either : American History I: Founding Principles and American History II OR AP US History and An additional Social Studies course*** 3 Credits World History Civics and Economics US History 2 Credits OCS Social Studies I OCS Social Studies II World Languages Health / Physical Education Not required for high school graduation. A 2 credit minimum is required for admission to a university in the UNC System**** 1 Credit Health/Physical Education I Not required for OCS 1 Credit Health/Physical Education I Successful completion of CPR for ALL students graduating 2015 and beyond Electives or Other Requirements 6 Credits: 2 elective credits of any combination from either: Career and Technical Education (CTE) Arts Education World Languages 6 Additional Electives From any Content Area 4 elective credits strongly recommended: CTE- 4 credits within a NC Career Cluster with at least 1 credit at the second or completer level JROTC 4 credits Arts Education 4 credits (any combination) from any of the four Arts Ed. Disciplines with at least 1 credit at the second level World Languages: 4 credits within the same WL Advanced Placement and International Baccalaureate 4 credits of AP/IB courses Cross Disciplinary 4 credits from any combination of courses that relate to student s career or other interests, with at least 1 credit at the second or honors level Career and College Promise 4 credits in any of the 3 Career and College Promise Pathways 6 Credits Occupational Preparation: Occupational Prep I Occupational Prep II Occupational Prep III Occupational Prep IV*** Completion of IEP objectives Career Portfolio required 4 Credits Career/Technical Education electives 2 Credits Additional elective credits Arts Education DPI recommends at least one credit in an arts discipline, but is not required to meet graduation standards. DPI recommends at least one credit in an arts discipline, but is not required to meet graduation standards. Total Minimum Credits Required 28 Credits (MCS Seal) 22 Credits (minimum NC) 24 or 25 Credits (NC Academic Scholars Seal) 28 Credits (MCS schools) 22 credits + any additional local requirements Credits + NC Graduation Project * OCS courses aligned with Future-Ready Core courses in English II, Common Core Math I, and Biology (New Common Core State Standards and new NC Essential Standards implemented in the school year). ** For additional information on CTE courses that meet requirements for selected Courses of Study, refer to the CTE Clusters chart located at: org/docs/cte/standards/careerclusters2012.pdf. *** A student who takes AP US History instead of taking American History I: The Founding Principles and American History II must also take an additional social studies course in order to meet the four credit requirement. ****Students seeking to complete minimum application requirements for UNC universities must complete two credit in the same world language.
5 Course Requirements General Information General Information Welcome to the spring registration process for the school year Moore County Schools High School Program of Studies contains information needed to register and is designed to help you and your parents or guardians make the best choices for your high school education. You ll find many exciting options for you as a high school student in this book. Read through it carefully. It will be especially important for you to talk with your counselors, parents and teachers concerning your course selections. Choices that you make in high school affect your options for study and career after your time in high school has ended, so please give serious consideration to your course choices. In order to earn a high school diploma you must meet all course, credit and test requirements of at least one course of study. These courses of study are designed by the state to prepare students for a multitude of post-high school opportunities from entry-level careers to highly technical studies at community colleges, colleges and universities. You are encouraged to select the most challenging course of study in which you can be successful. REGISTRATION IS A COMMITMENT to take the courses you have selected. Remember, when you complete your registration sheet you are requesting a specific course, NOT a specific teacher, time or place. Every effort will be made to honor your course requests within the guidelines established by your school, the safety requirements of a program and the Board of Education. You may choose the courses you would like to take in the next school year; however, your schedule may change pending final grades in the courses you are currently taking and your End-of-Grade (EOG) or End-of-Course (EOC) scores, and whether the course is offered. Use the High School Plan developed by you and your counselor to select the courses you want to take. Talk with your school counselors and teachers for help in determining the courses you need. School staff members will make recommendations to you by using several criteria such as your previous performance, test scores and the AP Potential results based on your PSAT information. Meet with your counselor to make your course selections on your registration form. Have your parent or guardian double check your selections to make sure you have registered for the courses you need. Return the registration sheet to the school after you and your parent or guardian has signed it. Be sure to return it by the deadline designated by your school. The information provided in this book is current at the time of printing. It is recommended that you work closely with your school counselor during the registration period to be aware of any changes. Planning for High School Registration Selecting Requires Planning Your high school classes should be selected based on your career and educational aspirations. Careful fouryear planning will give you a challenging class schedule that meets all requirements and allows opportunity to explore your interests. The Future-Ready Core Course of Study requires six total elective units for graduation. Thoughtfully deliberating your elective choices may help you discover the answer to the question What kind of work do I want to do as an adult? Consider classes either related to your planned college or community college studies or those that prepare you to enter the workforce. Steps for Completing the Registration Process Study the General Information section of this registration book. Identify the requirements for graduation by reviewing the chart on the previous page. Read the course descriptions of both required courses and electives in which you are interested, and make sure you meet the prerequisite requirements. IMPORTANT...Registration is the student s opportunity to request appropriate courses. All courses may not be available at the student s home school. Every effort will be made to grant requests by linking students with schools offering those courses. Alternates should be chosen very carefully and will be considered part of the student s final selection of courses.
6 Graduation Requirements Future-Ready Core Beginning with the ninth grade class, all students will be expected to meet the requirements outlined under the Future-Ready Core Course of Study. Under the six total elective units required for graduation, it is strongly recommended that four elective credits be taken from one of the following areas of focus: Career and Technical Education, JROTC, Arts Education, World Languages or any other subject area (e.g., mathematics, science, social studies, English). The remaining two electives must be any combination from Career and Technical Education, Arts Education or World Languages. By taking elective credits in a concentrated area, students can tailor their course concentrations to fit their interests and goals while building a strong academic foundation. For some students with disabilities, the Occupational Course of Study (OCS) will remain an option. The participation of a student with a disability in the Occupational Course of Study is determined by the student s Individualized Education Program (IEP) Team which includes the student and parent/guardian. Early Graduation Early Graduation is a serious decision that requires Principal approval. The choice to graduate early has significant impact on available post high school education and employment options. It should not be a rushed decision but rather a well-planned and thoughtful action weighed carefully by students and parents over a period of time. It may be accomplished by completing summer online courses. Graduating early allows the student only enough time to complete the minimum graduation requirements and will limit the student s opportunities to enrich their course of study through accelerated courses such as Advanced Placement, higher level World Language classes, and classes in Career and Technical Education. Conferences with your school counselor will assure a comprehensive analysis of post-secondary options available to early graduates. Students who have completed ALL graduation requirements including specific course and testing requirements, an appropriate course of study, and total number of graduation credits required, may request to graduate early, either at mid-year of their senior year or at the end of their junior year. The student s grade classification will be based on the MCS high school promotion standards. Diplomas are awarded only at the end of the school year. Graduation Project - Option This performance-based assessment provides students with a vehicle to demonstrate what they know and are able to do as they prepare to graduate from high school. It also provides students the opportunity to connect what they have learned throughout their school career, the skills they have acquired, and work habits to real-world situations and issues. Students have the opportunity to showcase the skills and knowledge that they have been building their entire school career. The Graduation Project is a component of the North Carolina Academic Scholar Endorsement. Graduation Project Components The Graduation Project consists of four components: a paper demonstrating research and writing skills; a product created through the use of knowledge and skills to accomplish a goal; a portfolio, a learning record of the student s process and progress through all the steps of the graduation project; and, an oral presentation during which the student will present information on the chosen topic to a review panel. The Graduation Project grade may count as a grade in English IV, English IV Honors, AP English Literature and Composition or DE English IV. Check with your school counselor for an overview of the graduation project components at your high school. Diploma Endorsements Students enrolled in North Carolina high schools shall have the opportunity to earn endorsements to their High School Diploma beginning with the graduating class of Endorsements are not required to graduate but are an additional recognition from the state. Students may earn a Career Endorsement, a College Endorsement, the Moore County School Distinguished Scholar or the North Carolina Academic Scholars Endorsement. It should be noted that students may earn multiple endorsements. These endorsements are earned by completing specific course work, maintaining a minimum grade point average, and earning additional industry certification (Career Endorsement only). Information for the NC Academic Scholars Endorsement is posted on the next page. For specific information on the requirements to earn the Career Endorsement or the College Endorsement, please visit the MCS webpage at and click on Departments, Career and Technical Education, Diploma Endorsements.
7 Graduation Requirements Scholars Program NC Academic Scholars Program Students must: begin planning for the program before entering ninth grade to ensure they obtain the most flexibility in their courses; complete all the requirements of this North Carolina Academic Scholars Program; have an overall four-year run-weighted grade point average of 3.500; and, complete all requirements for a North Carolina High School diploma. Units / Program Area Future-Ready Core Course of Study Requirements for students entering 9 th grade for the first time in , and beyond* English 4 Units - English I, II, III, IV Mathematics 4 Units - Should include Algebra I, Algebra II, Geometry, and a higher level math course with Algebra II as prerequisite OR Math I, II, III, and a higher level mathematics course with Math III as prerequisite Science 3 Units - Physics or Chemistry course, Biology, and an Earth/Environmental Science course Social Studies 4 Units* - Civics/ Economics, World History, American History I: Founding Principles and American History II OR AP US History and an additional Social Studies Elective World Languages 2 Units - in a second language Health and Physical Education 1 Unit Electives - 7 Units - Four (4) elective credits constituting a concentration recommended from one of the following: Career and Technical Education (CTE), JROTC, Arts Education, World Languages, any other subject area and 3 Units Higher Level Courses taken during junior and/or senior years which carry 5 or 6 quality points such as: AP, dual enrolled or college equivalent course, Advanced CTE/ CTE credentialing courses, online courses, other honors or above designated courses OR 2 Units above higher level courses AND completion of The North Carolina Graduation Project (NCGP) NC Academic Scholars Recognition Students who complete the requirements for an academically challenging high school program will be named North Carolina Academic Scholars and receive special recognition. The students who qualify for this special recognition: will be designated by the State Board of Education as a North Carolina Academic Scholars; will receive a seal of recognition attached to their diplomas; may receive special recognition at graduation exercises and other community events; and, may use this special recognition in applying to post - secondary institutions. Candidates can be identified by the end of grade 11 and their candidacy can be included in their applications. *Students entering 9 th grade for the first time in and beyond will need four (4) Social Studies Civics/Economics, World History, American History I: the Founding Principles and American History II, OR AP US History and an additional social studies elective resulting in 25 or 24 TOTAL Units + NCGP. 25 or 24 TOTAL Units + NCGP
8 Preparing for College in North Carolina The UNC System Admissions Requirements To enroll in any of the 16 universities (identified on the list) which make up the University of North Carolina, undergraduate students must meet the minimum requirements outlined in the following chart: Course Requirements English - 4 Units English I, English II, English III, English IV Mathematics - 4 Units Algebra I, Geometry, Algebra II and 1additional unit beyond Algebra II OR Math I, Math II, Math III and one additional unit beyond Math III (Recommended a mathematics course unit be taken in 12th grade) Science - 3 Units A physical science course A life or biological course At least one laboratory course Social Studies - 2 Units US History One additional course World Languages - 2 Units Recommended at least two course units in one World Language Electives Additional electives must be included to meet local graduation requirements Minimum Admissions Requirements for High School GPA and SAT/ACT Scores YEAR MINIMUM MINIMUM MINIMUMACT GPA SAT** COMPOSITE FALL and beyond The 16 Campuses 0f the University of North Carolina Appalachian State University Elizabeth City State University NC A&T State University NC School of the Arts UNC- Pembroke UNC- Chapel Hill UNC- Greensboro Western Carolina University East Carolina University Fayetteville State University NC Central University NC State University UNC- Asheville UNC- Charlotte UNC- Wilmington Winston-Salem State University NOTE: Each university may require other courses in addition to these requirements; therefore, prospective students should refer to the catalogs and contact the admissions offices of any universities to which they plan to apply. In determining the admissibility of each applicant, institutions also consider factors other than courses completed. Other factors may include high school grades, rank in class, scores on college entrance examinations and recommendations. Students applying for admission for fall 2006 or after, for which standardized test scores are required, must submit either the SAT I (which includes the writing component) or the ACT with the writing component. ** (Combined Critical Reading and Math scores)
9 Preparing for College in NC Course Information Course Information Course Credits Specific courses required for high school graduation (e.g., Math I) may be taken in middle school. Students enrolled in grades 6 through 8 who pass mathematics or World Language courses that are described in the Common Core State Standards for Mathematics and the Essential Standards for World Languages for grades 9 through 12 and have met the state standards for proficiency, will receive high school credit. The student s high school grade point average (GPA) will be computed only with courses taken during the high school years (9 th - 12 th grades). Grades for middle school classes are not part of the high school GPA calculation. Credit by Demonstrated Mastery (CDM) Under the state s Credit by Demonstrated Mastery (CDM) option, uniquely qualified students may demonstrate mastery of a course s content and earn pass/fail credit for the course. This is accomplished by taking an assessment and completing an artifact. The program provides opportunity for students to challenge themselves by demonstrating knowledge without instructional time in a subject. For further information about CDM, see your school counselor or go to and search for Credit by Demonstrated Mastery. The CDM option is available to all middle and high school students seeking credit for high school courses in North Carolina under State Board of Education policy SBE GCS- M-001, Section 13, MCS policy Course Loads Students are expected to attend school full time and take a full load of courses. Exceptions are made for students approved for work-based learning experiences taken in conjunction with Career and Technical Education courses and for those taking dual enrollment courses in postsecondary schools Grading Scale MCS requires that all parents/guardians be informed at regular intervals on the academic progress of their children. In addition to the regular report cards, interim progress reports will be issued during the nine week grading period to inform parents/guardians and to invite cooperation when it appears students are making unsatisfactory progress or have been absent from school an excessive number of days. Grades shall reflect a student s progress in meeting the objectives of a specified curriculum or course. Teachers shall keep accurate records which reflect how they have determined each student s grades. Grades shall be weighted for Honors, Advanced Placement, and International Baccalaureate courses. The superintendent or his/her designee shall issue regulations to ensure that the grading system is uniform at all grade levels throughout the school system with the exception noted below. After a review by the Board of Education, schools and alternative schools may issue report cards that reflect unique program goals. Grading Scale/Grade Point Weighting Effective with the school year, high schools grades 9-12 shall use one grading scale. The conversion of grades to quality points is standardized. GRADING SCALE A= D = B = F = 59 and below C = I = incomplete GRADE POINT WEIGHTING Grade point average calculations are based upon standardization of academic course levels, weighting of course grades, and grading scales. Effective with the freshman class of , the weighting for Honors courses shall be one-half (.5) of a quality point and the weighting of Dual Enrollment, Advanced Placement, and International Baccalaureate (DE/AP/IB) courses shall be one (1) quality point. QUALITYPOINTS LETTER GRADES STANDARD COURSES HONORS COURSES A B C D F AP/IB/DE COURSES GRADE POINT WEIGHTING Effective for students entering 9 th grade PRIOR to QUALITYPOINTS LETTER GRADES STANDARD HONORS/DE AP/IB COURSES COURSE COURSES A B C D F 0 0 0
10 Terminology Advanced Placement (AP) and Dual Enrollment (DE) Certain courses have been designated as Advanced Placement (AP) and Dual Enrollment (DE). These courses are externally moderated and exceed the expectations of grade level objectives for a specific subject. These courses offer weighted credit. Credit Accommodations Alternatives for students with disabilities in earning the standard and verified credits required to graduate with a Standard Diploma. Dual Enrollment (DE) Course A course that carries both high school credit and college credit. Elective Course Additional courses beyond the required courses that are needed to meet the total minimum standard units of credit for graduation. North Carolina End of Course (EOC) and/or NC Final Examinations (NCFE) Examinations assessing the minimum expectations established by North Carolina Department of Public Instruction for what students should know and be able to do at the end of each grade or course in English, mathematics, science, history/social science, and Career and Technical Education courses. Standard Unit of Credit A standard unit of credit is awarded for a course in which the student successfully completes the objectives of the course and the equivalent of 140 clock hours of instruction. Sequential Electives Any series of courses that is used to fulfill the elective requirement for a Standard Diploma in which the content increases or expands in scope and sequence as students move through the various levels of the courses. Weighted Credit Increased grade point values assigned to Honors courses, Advanced Placement (AP), and Dual Enrollment (DE) courses. Verified Unit of Credit A verified unit of credit is awarded for a course in which the student earns a standard unit of credit and achieves a passing score on a corresponding End of Course (EOC), NC Final Exam (NCFE) test or a substitute assessment approved by the Board of Education. North Carolina Virtual Public School Virtual Courses In order to provide students with additional course opportunities, online courses are offered through the North Carolina Virtual Public School (NCVPS) website. A complete list of courses can be found at Enrollment is coordinated with the school guidance counselor, with principal approval. Cancellation of Courses Course options are included in the Moore County High School Program of Studies. While courses may be advertised, certain courses may be cancelled as a result of low enrollment. While all effort is taken to provide educational opportunities to meet the needs of all students, on occasion, courses must be cancelled. Generally, a minimum of ten students must be enrolled in an advanced placement or dual enrollment course in order for the course to be offered. However, the course may be dropped if a suitable alternative is available for students. Other elective courses will be offered with a minimum enrollment of fifteen, unless state regulations require an enrollment of fewer than fifteen students. Freshman and sophomore students may not be afforded the opportunity to enroll in a course if all seats in all sections of the course are taken and a junior or seniorlevel student must enroll in that course in order to complete graduation requirements. Those freshman and sophomore students who are dropped from an elective course will be given first rights in reserving a seat in the course the following school year. Additional sections may be opened in a school year if there is sufficient enrollment and teaching staff is available.
11 Course Withdrawal Penalty Students attending a semester block schedule school may drop a course only during the first 10 days of the semester; students attending a traditional year long calendar school may drop a course only during the first 20 days of the school year. These same timelines (10/20 day) also apply to students withdrawing from an AP course without grade penalty. Students withdrawing after that time will receive a grade of F for that course. Withdrawal from an EOC Course The 10/20 Day Rule was established by the State Board of Education upon the recommendation of the Compliance Commission for Accountability. The rule (GCS-C-003) states that students may drop a course with an End of Course (EOC) test within the first 10 days of a block schedule or within the first 20 days of a traditional/hybrid schedule. The 10/20 Day Rule was established to prohibit the removal of students from EOC courses later during the instructional year to avoid the impression that a school might have deliberately circumvented the requirement to test all students enrolled in EOC courses. The rule is not intended to preclude doing the right thing for students in individual extenuating circumstances. Consequently, exceptions are allowable in individual cases where circumstances are extenuating and it is clearly in the interest of the student to remove them from an EOC course. Each case should be weighed individually and consideration should be given to assure that the accountability of the school is not compromised. Some examples of acceptable individual withdrawals after the 10th or 20th day are as follows: 1. A student transferred into the school without sufficient records to inform a proper placement. Records do not arrive until after the 10th or 20th day respectively. In such cases, the school has the latitude to withdraw a student if the student has been inappropriately placed in an EOC course. 2. A student is withdrawn to enroll in a higher level EOC course. The student will take the appropriate test for that course. In such a case the student may be better served and the school is still held accountable through the test given in the higher level course. 3. There is a valid medical reason for removing a student from a course. In very rare cases, an individual student may be involved in a major medical emergency such as an accident that incapacitates the student for an extended period of time. In such instances, it may be in the student s best interest to be withdrawn from a course. Promotion Requirements Students will be required to meet current promotion requirements as determined by board policy: High Schools 9-12 Block Schedule for Incoming Freshmen: Grade 9 to 10 - A minimum of 6 units cumulative must be earned. Two of which must include: o English I o Math I or higher o A Core Science o A Core Social Studies Math 1 End of Course (EOC) test must be taken by end of 10 th grade year to be eligible for promotion Grade 10 to 11 - A minimum of 13 units cumulative must be earned, which must include two additional from: o English II (EOC must be taken by end of 10 th grade) o Math II or higher o A core Science o A core Social Studies Grade 11 to 12 - A minimum of 18 units cumulative must be earned, which must include two additional from: o English III and English IV o Math III or higher o Biology (EOC must be taken by end of 11 th grade) o A core Social Studies Graduation A minimum of 22 units and successful completion of any other state or local standards must be earned according to School Board Policy (MCS 5540). Students transferring into a Moore County school who have been promoted under their previous school s standards will retain their pre-transfer grade level. Transfer students must then meet local promotion standards for subsequent grade level promotion.
12 Course Information Transfer Credit Students transferring from another public school system, a charter school or a non-public school accredited by one of the six regional accrediting associations** into MCS will receive: 1. Credit for all courses approved by the sending school. 2. Weighted credit for a course designated by the sending school system as Honors or AP only if a comparable course is designated Honors or AP in the current MCS High School Program of Studies. The following guidelines must be met by any student who is transferring from a non-accredited, non-public school, or Home School and may be seeking graduation credits for those courses successfully completed while attending the non-public or Home School: 1. The parent/guardian must read and sign the transfer credit parent form and provide a copy to the receiving school prior to beginning the transfer credit process. 2. The parent/guardian must provide clear and concise attendance records for the student. If the incoming student was homeschooled prior to turning 16 years of age, proof of the Home school s approval by the North Carolina Division of Non-Public Education is required and must be submitted to the school in a timely manner. Transfer students requesting credit from a nonaccredited program are required to have the institution provide the following documentation to the receiving MCS School: Course title(s), materials used, total number of contact hours per course, attendance record(s), scores of any standardized tests associated with the specific course(s) and complete syllabus with topics and number of hours included. Please Note: Clear alignment to the appropriate North Carolina Standard Course of Study or the Essential State Standards must be evident in order to receive assignment of credit. All requests should be submitted to the receiving MCS school for review and evaluation. The receiving school may request additional documentation, which may include, but is not limited to student work samples and artifacts. The school will inform the parent/guardian of the approval decision within 2 weeks of the submission. If the course is approved, the following applies: Grades will be recorded as Pass (P) or Fail (F) and will be identified on the transcript as non-mcs grades. The approved courses will not be included in calculation of GPA or class ranking at the school. Six Regional Accrediting Associations Middle States, New England, North Central, Northwest, Southern, and Western Associations of Colleges and Schools Transferring Between High Schools If students transfer between high schools that operate on different schedules (block, traditional or a hybrid), consideration will be given to ensure the least amount of impact to the student s on time graduation status. The following is an example of a formula that could be used to compute graduation requirements: (# of years at block x 8) + (# of years at traditional x 6) minus 3 = number of units required for graduation Credit Recovery Program High School students who have failed an academic core course can take a District adopted/approved online course that is self-paced and based on a mastery of individual units. Participation requires principal approval. The purpose of credit recovery is to provide an opportunity for each student who failed a course to accelerate and to complete courses based on individual needs, and to meet specific graduation requirements. Students must pass the online examination to earn credit, and will receive a pass/fail grade. (The grade of pass/fail will not be calculated into a student s GPA.) Please note: This course (credit recovery) does not meet the NCAA Eligibility Center Requirements. If you plan to participate in collegiate athletics, the eligibility center has not approved this class to count towards the NCAA eligibility standards.
13 Other Information Enrollment in Off Campus Courses All high school students are expected to attend school on a full-time basis. Students who have advanced beyond all of the course offerings of MCS in the areas of English, mathematics, science, social studies and/or world languages (courses above Level IV) may request principal permission to attend classes on college campuses. Written approval from the high school principal must be obtained during the spring semester high school registration period. No approval will be granted after the end of the registration period. Virtual Learning NC Virtual Public Schools (NCVPS) North Carolina Virtual Public Schools (NCVPS) and MCS provides students with expanded academic options by offering online courses and online services such as test preparation and career planning services at NO COST to your student. By virtue of online course delivery, students have access to courses taught by highly qualified teachers. Students will be taught by NC certified teachers and the grades that they earn in their online course will transfer to their school and become part of their academic record. MCS and NCVPS provide courses that augment a student s program of study as offered by the home school. MCS accepts credits from regionally accredited schools only. Any summer coursework completed by distance learning (as defined by the Southern Association of Colleges and Schools) must be completed prior to the opening of school each fall. High school principals and guidance counselors must approve any distance learning prior to the student s enrollment in the program. The examples of the course offerings listed below are not inclusive of all offering through NCVPS. The following are examples of courses currently offered in NCVPS: English Language Arts English I, Honors English I English II, Honors English II English III, Honors English III English IV, Honors English IV Mathematics Advanced Functions and Modeling Math I Math II, Honors Math II Math III, Honors Math III Social Studies American History: Founding Principles, Civics and Economics Honors American History: Founding Principles Civics and Economics Psychology, Honors Psychology World History, Honors World History Science Honors Anatomy & Physiology Biology, Honors Biology Chemistry, Honors Chemistry Earth and Environmental Science Honors Earth and Environmental Science Science (continued) Forensic Science I, Forensic Science II Physical Science World Languages French I, French II Latin I, Latin II, Honors Latin III Spanish I, Spanish II Honors Spanish III, Honors Spanish IV Career and Technical Education Entrepreneurship I Marketing Microsoft Word and PowerPoint, Publisher Microsoft Excel/Access Scientific Visualization I Electives Digital Photography I Digital Photography II Journalism Music Appreciation SAT Prep Other courses include test preparation, courses for credit recovery, and Occupational Course of Study (OCS)
14 Career and College Promise The Career and College Promise program is designed to provide seamless dual enrollment educational opportunities for eligible North Carolina high school juniors and seniors in order to accelerate completion of college certificates, diplomas, and associate degrees that lead to college transfer or provide entry-level job skills. MCS students may take community college course work at Montgomery Community College and/or at Sandhills Community College in one of the following pathways: College Transfer Pathway Career and Technical Education Pathway College Transfer Pathway The College Transfer Pathways provide several hours of tuition free college credits as part of the Universal General Education Transfer Component (UGETC) courses, which are guaranteed to transfer for general education equivalency credit to each of the 16 UNC institutions. Juniors and seniors may take courses in one of four areas leading to a minimum of 30 hours of college transfer credit. Many courses can be used to provide dual credit to meet both high school and college requirements. Career and Technical Education Pathway Career and Technical Education Pathways are programs of study to provide expanded opportunities for eligible high school students to participate in Career and Technical Education tuition free courses and to expose students to a variety of high-skill career options. Juniors and seniors may take courses in designated areas leading to a certificate or diploma aligned with one of sixteen Career Clusters. Courses may be used in partial or complete fulfillment of a four-unit high school Career Cluster. For more information about the Career and College Promise program, including courses offered and eligibility requirements, please visit the MCS Career and College Promise webpage at (click Departments, Career and Technical Education, Career and College Promise). Academic Opportunities Opportunities for academic challenge are offered to students through Advanced Placement (AP) options and the Honors program. The Honors curriculum and the AP curriculum (as established by the College Board) have a more demanding and rigorous instructional approach than regular classes. Honors Courses The overall purpose of Honors courses is to provide students opportunities in which the instruction is expanded and special activities focus appropriately on both depth and breadth of content. Instructors place additional emphasis on the application of content within each course and across related disciplines. Honors courses require advanced reading lists, advanced writing assignments, and independent study/projects. Additional activities may include follow-up assignments on enrichment activities and a portfolio collection of work. Students may enroll in an Honors course if they possess the appropriate prerequisite courses and choose to participate in this more rigorous course of study. Advanced Placement (AP) Courses The AP program offers able and ambitious students an opportunity to study college-level course curriculum. Students may study challenging subjects of interest in a variety of areas: arts, English, world language, mathematics, science, and social studies and to prepare for a national AP exam, which is an expectation of all students enrolled in an AP course. AP examinations are administered in the spring of each school year. Many colleges grant college credit or advanced placement or both based on AP exam scores. Honors and AP courses receive weighted credit in computing the student s grade point average (GPA). Each student is required to take the appropriate EOC assessment the first time the student takes the course even if the course is an Honors or AP Course. Students enrolled in Honors courses will be allowed to continue in those courses if they transfer from one high school to another within Moore County Schools.
15 Other Information Advanced Placement (AP) Testing The College Board will coordinate the national administration of the Advanced Placement exams during May in the following areas: Art History, Biology, Calculus AB, Calculus BC, Chemistry, Chinese Language and Culture, Computer Science A, Economics-Macro and Micro, English Language and Composition, English Literature and Composition, Environmental Science, European History, French Language and Culture, German Language and Culture, Government & Politics - U.S. and Comparative, Human Geography, Japanese Language and Culture, Latin, Music Theory, Physics 1 and 2, Physics C, Psychology, Spanish Language, Spanish Literature, Statistics, Studio Art: Drawing and Design, 2-D, 3-D, US History, and World History. AP Course Credit Students enrolled in Advanced Placement courses are expected to take the AP national exam administered in May, which is provided at no cost to the student. Students earn AP quality points in all AP courses, regardless of their performance on the AP exam. Potential college creditor advanced placement opportunities are dependent solely upon AP exam results. Most AP science and art portfolio courses require a co-requisite lab in order to earn course credit. Students taking AP lab courses may opt to take the lab as Pass/ Fail, which does not affect the student s GPA, or for a non-weighted grade which is included in calculating the GPA. An AP Lab Waiver Form must be signed by the student and parent prior to enrolling in the lab course with the understanding that graded classes will be averaged into the student s grade point average (GPA) on a 4.0 weighted scale. Academic Recognition Students may pursue the MCS Distinguished Scholar Endorsement, which requires the student to complete all state and local content graduation requirements and a minimum of 28 credits. Criteria for the MCS Distinguished Scholar Endorsement can be found within the MCS Policy 5540, Graduation Requirements. In addition, the NC State Board of Education has approved the recognition of five high school diploma endorsements for students graduating from high school in 2015 and later. NC SBE Academic endorsements are: North Carolina Academic Scholar Endorsement North Carolina Career Endorsement North Carolina College Endorsement North Carolina College/UNC Endorsement North Carolina Global Language Endorsement Criteria for each of these State Board of Education endorsements can be located within the State Board of Education Policy GCS L-007. Recognition of Honor Graduates Honor candidates recognition may be included in the graduation program in the following format: Seniors with a weighted GPA of: * Cum Laude candidates, * Magna Cum Laude candidates; and, 4.5 * and higher Summa Cum Laude candidates. Each high school will also recognize a valedictorian and salutatorian. * GPA averages are not rounded up Non-Credit Driver Education Extended-day driver education classes will be available to students who are 14 ½ years old by the starting date for the Driver Education Class. During the traditional school year, classes begin 15 minutes after school ends and run three (3) hours. Times vary by school, so home schooled or private school students should contact Pinecrest, Union Pines or North Moore High Schools for times. Class schedules are subject to change. If changed, announcements will be made at the home school. Classes are not held on early dismissal days, workdays or if school activities are cancelled due to inclement weather or unforeseen situations. Summer driver education will be available for students who will reach their 14 1/2 birthday by the starting date of the Driver Education Class. Driver s Education information may be accessed on the MCS Webpage under Student and Parent Resources. Under Dropout Prevention/Drivers License legislation passed in 1998, students under the age of 18 who drop out of school or do not pass 70 percent of their courses are subject to having their permit/license suspended.
16 Home/Hospital Services A MCS student may be eligible for Home/Hospital services if he/she is medically or physically unable to attend school for four weeks or longer as documented by a physician. Home/Hospital services are provided on a temporary basis, and the goal is to return the student to the regular school program as soon as feasible unless there is medical information which would require the service to be extended. Home/Hospital teachers provide instructional services so that a student can return to school with the knowledge and skills sufficient to maintain his/her previous level of academic performance. For more information, please contact your school counselor. Section 504 Students who do not qualify for Exceptional Children s Services under the Individuals with Disabilities Education Act (IDEA) may be entitled to support under Section 504 of the Rehabilitation Act of A student may be found disabled under Section 504 if he/she: has a physical or mental impairment which substantially limits one or more major life activity (i.e., learning, behavior, seeing, walking, and so forth); has a record of impairment; or is regarded as having an impairment. Students eligible under Section 504 may be entitled to supports and services which are delivered through a 504 plan. For a list of frequently asked questions about Section 504, please visit The Section 504 District Contact for Moore County Schools can be reached by calling (910) Non-Discrimination Policy In compliance with federal laws, Moore County Schools administers all educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, marital status, parental status, or gender, except where exemption is appropriate and allowed by law. Refer to the MCS Board of Education s Discrimination Free Environment Policy for a complete statement. Contact information Inquiries or complaints regarding Title IX should be directed to the Moore County Schools Compliance Officer, P.O. Box 1180, Carthage, NC (910) Inquiries or complaints regarding Section 504 should be directed to the Director of Exceptional Children, 160 Pinckney Road, Carthage, NC (910) CFNC.org College Foundation of North Carolina (CFNC) is a comprehensive, free information service provided by the state of North Carolina to help families plan, apply and pay for college. The goal of CFNC is to help every student in the state prepare successfully for education beyond high school and find the best financial aid alternatives. Resources and information on careers, more than 100 NC colleges, college admission, scholarships, grants and other financial assistance are available online at CFNC.org or by calling toll-free CFNC. High school students and their parents are encouraged to take advantage of this service and Moore County school counselors are trained to assist them. CFNC is made available by College Foundation, Inc., the North Carolina State Education Assistance Authority and Pathways, a partnership that includes the State Department of Public Instruction, the North Carolina Community College System, the North Carolina Independent Colleges and Universities and the University of North Carolina System. End of Course (EOC) Testing Students enrolled in Math I, Biology, and English II are required to take the North Carolina READY End of Course (EOC) test. The EOCs are used to sample a student s knowledge of subject-related concepts as specified in the NC Standard Course of Study and to provide a global estimate of the student s mastery of the material in a particular content area. All EOCs will be administered at the end of the semester (block schedule) or the end of the year (hybrid/traditional block schedule). Schools shall use results from all EOC tests as twenty percent (25%) of the student s final grade for each respective course. Each student shall take the appropriate EOC assessment the first time the student takes the course even if the course is an honors or Advanced Placement course.
17 Other Information Students enrolled for credit must participate in the appropriate EOC regardless of course delivery (e.g., traditional classroom, NC Virtual Public School, etc.). Students who are identified as failing a course for which an EOC is required shall take the appropriate EOC assessment. Students shall take the appropriate EOC assessment at the end of the course regardless of the grade level in which the course is offered. Preliminary Scholastic Assessment (PSAT )Test: National Merit Scholarship Qualifying Test The Preliminary Scholastic Assessment Test/National Merit Scholarship Qualifying Test (PSAT/NMSQT) or more often simply called the PSAT is nationally administered by the College Entrance Examination Board (CEEB), and assesses students in three areas: Reading, Writing and Mathematics. The PSAT is used to help students practice for the Scholastic Assessment Test and to qualify for scholarships and recognition from such programs as: National Merit Scholarships, National Achievement Scholarships for Outstanding African American Students, National Hispanic Scholar Recognition Program, Student Search Service, and Some statewide and national industry scholarship competitions. Registration information will be available in the school counselors office at each high school. SAT The SAT is an optional test nationally administered by the College Board. It assesses students in three areas: Reading, Writing and Mathematics. The SAT will undergo revisions during the school year. The Redesigned SAT will be administered for the first time in March of The PSAT 2015 will reflect the redesigned format in order to better prepare students for the new SAT. Currently, Critical Reading skills are assessed by multiple choice questions using: critical reading passages, paired passages, vocabulary in context and sentence completion. Math sections allow the use of a calculator and employ multiple choice questions and constructed responses to measure how well students understand and apply mathematics to new situations and non-routine problems. The section on Writing includes multiplechoice questions on grammar and usage and a studentwritten essay. The focus of the Redesigned SAT shifts to evidencebased reading and writing and application-based math questions. The reading section will no longer contain sentence completions and the vocabulary will be less esoteric. Passages will be pulled from significant historical or scientific documents and will focus on support for answers based on evidence in the passages. Math problems will deal with problem-solving and data analysis. The essay will be optional. The SAT is one of the admissions tests used by postsecondary institutions to assist in selecting students. The SAT is administered at selected sites nationally. Students must pay and register online or by mail several weeks prior to the test date. Registration information is available in the school counselors office at each high school and at ACT The ACT college readiness assessment is a curriculum and standards-based educational and career planning tool that assesses students academic readiness for college. All students in grade 11 take the ACT Plus Writing which has five sub scores: four multiple-choice tests covering skill areas of English, mathematics, reading, and science; the Writing Test measuring skill in planning and writing a short essay. Students in grade 10 take the ACT PLAN test. This test is designed to help students prepare not only for high school coursework, but for college and career success. The ACT PLAN contains four curriculum-based assessments: English, mathematics, reading, and science. It also contains an Interest Inventory that will match a student s interests and skills with college and career goals. The ACT is also administered at selected sites nationally. For these administrations, students must pay and register by mail several weeks prior to the test date. Registration information is available in the school counselors office at each high school. In the U.S., the ACT is administered on six national test dates: in September, October, December, February, April, and June. There is no charge for the state administration of the ACT or PLAN. More information is available at
18 CTE Post-Assessments Career and Technical Education (CTE) postassessments are end-of-course tests provided by the Department of Public Instruction and are required in most CTE courses. These assessments provide documentation of the individual student s attainment of technical competencies based on the goals and objectives of the CTE Essential Standards document. Scores are reported to the Department of Public Instruction (DPI) and are used to evaluate programs and the system-wide attainment of performance standards. Such assessment information is also a requirement of the Carl D. Perkins Career and Technical Education Act. The Perkins Act is a federal program that provides increased focus on the academic achievement of Career and Technical Education students, strengthens the connections between secondary and postsecondary education, and improves state and local accountability. For CTE courses included in either the North Carolina Community College Articulation Agreement or the MCS/Sandhills Community College (SCC) and MCS/Montgomery Community College (MCC) Local Articulation Agreement, students who earn a score of 93 or better on the CTE post-assessment and make a B or better in the course may receive articulation credit. WorkKeys ACT WorkKeys is a job skills assessment system that helps employers select, hire, train, develop, and retain a high-performance workforce. ACT WorkKeys tests help students determine if they have the skill levels required for various careers. WorkKeys assessments will be administered to CTE Concentrators during their graduating year at no cost to the student. The ACT WorkKeys includes three assessments: Reading for Information, Applied Mathematics, and Locating Information. Taking the WorkKeys assessments is an important first step to prepare for education, training or a career. For more information on WorkKeys, see www. act.org/workkeys. NC Career Readiness Certificate (NCCRC) The North Carolina Career Readiness Certificate (NCCRC) ensures that an individual student has obtained certain foundational skills that are important across a range of occupations. The NCCRC offers students, parents, individuals, employers and educators an easily understood, conveniently attained and universally valued credential that will contribute to the state s workforce and economic development objectives. Recipients are awarded certificates of Platinum, Gold, Silver or Bronze depending on their skill levels in Applied Mathematics, Reading for Information and Locating Information. The certificate can complement diplomas, degrees and resumes. It also can potentially provide job seekers an advantage in the interview process. W.I.D.A. and ACCESS for ELLs 2.0 The North Carolina State Board of Education (SBE) approved the adoption of the WIDA Consortium English Language Development Standards beginning with the school year. The administration of this assessment is a requirement for all students who identify a language other than English during the Home Language Survey process. The test functions as a screener used for both the initial assessment and the English as a Second Language (ESL) program placement of students identified as limited English Proficient (LEP). The annual test, Assessing Comprehension and Communication in English State-to State for English Language Learners (ACCESS for ELLs 2.0 ), is North Carolina s required assessment that complies with Title III of the federal No Child Left Behind (NCLB) legislation. This annual assessment of all students identified as Limited English Proficient measures student English language proficiency, performance and progress in the areas of listening, speaking, reading, writing, and comprehending English [ref. Title I, SEC (a) (7)], including students who receive special education services. Because of this federal legislation, all students identified as LEP are tested annually, during an established testing window as designated by the NCDPI, on the ACCESS for ELLs 2.0 or the Alternate ACCESS for ELLs.
19 Student Attendance K-12 MCS believes that attendance in school is central to a student s educational achievement and a student s success in school. Furthermore, MCS considers attendance and participation in class an integral part of the teaching and learning process. Regular attendance develops patterns of behavior essential to success in life after high school, both personally and professionally. The State Board of Education requires that students be enrolled in the public schools for at least 5.5 hours of instruction daily or 27.5 hours weekly. Students will be assigned to a full instructional day, unless they receive appropriate approvals. A. Lawful Absences Excusable absences permitted by NC State Board of Education Attendance Rules: (a) Illness or injury (b) Quarantine/Isolation by State Board of Health (c) Death in Family (d) Medical/Dental Appointments (e) Court proceedings (f) Religious events or observances (g) Valid Educational opportunity (h) Military Deployment/return (MCS Policy 6024) (i) Local School Board exception (j) Suspension (k) Expulsion B. Unlawful Absences Unlawful (unexcused) absences are defined as the student s willful absences from school without the knowledge of the parents/guardians, or the student s absences from school without justifiable causes with the knowledge of parents/guardians. C. Homebound Placements Homebound placements are based on medical recommendations and students are credited as in attendance when pre-approved by the appropriate official in the Moore County Schools. D. Make-up Work Students are responsible for all work missed when absent from school. Immediately upon returning to school, students must make arrangements with their teacher(s) to make up all work (assignments, tests, projects, etc.) missed while absent within the specified period as defined by the teacher. E. Absence Documentation Requirement Parents/guardians are requested to contact school officials immediately when unanticipated absences occur. All absences require a written note from the parent/guardian explaining the absence(s). The student should deliver the note to school authorities (teacher, attendance office official, etc.) as soon as possible upon his/her return to school. Failure to submit such notes within 3 school days after returning to school will result in an unlawful absence being recorded. All anticipated periods of absence should be reported to school officials prior to the period of absence. Such absences should receive prior approval by school officials. Note: Juniors will be allotted one college day in the spring; prior approval note is required. Seniors are allotted one day in the fall. Prior approval is required for any student departing from campus once he/she has arrived; this approval is required throughout the school day. Students must follow a sign-out procedure as established by the school. F. Definition of being In Attendance To be considered in attendance a student must be present in the school for at least one-half of the school day (or one-half of the class for class attendance in secondary schools). Students may, with the approval of the school principal or designees attend an authorized school activity and are considered in attendance. Such activities include, but may not be limited to, job shadowing and other work based learning activities, field trips, athletic contests or other competitions, student conventions, music festivals, concerts, or similar activities approved by the school. Assignments missed for these reasons are eligible for make up by the student. The student is responsible for finding out what assignments are due and completing them within the specified time period. G. Unlawful Absence Disciplinary Actions Unlawful absence will result in conferences with parents/guardians. Unlawful absence and/or truancy may lead to disciplinary action to include court proceedings involving parents and/or students if the student is less than sixteen years of age. North Carolina General Statute (G.S.115C-378) requires attendance until the age of sixteen (16).
20 High School Attendance Requirements Records are kept on each student s attendance for the duration of each course (period by period). Each student s attendance record is assessed during the length of the course. School attendance has been identified as a critical component to academic success. According to SACS (Southern Association of Colleges and Schools) accreditation standards, course credit is granted based on defined performance criteria and a minimum of 130 clock hours of instruction. However, Moore County Schools and NCSBE require 135 Clock Hours of attendance. Excessive Lawful Absences The Moore County Schools Attendance Policy 6000 states, Students in grades 9-12 who are absent from a class more than eight (8) days during a semester course shall not receive credit for the semester or year where applicable. The maximum numerical grade recorded for such a student for the semester or for the year shall be fifty (50). Any student who misses more than eight (8) days in a semester or A/B class may not receive credit for that class, even if the student s grade is passing. Students are expected to make up work assigned during the lawful absence(s) within three school days of the student s return to school, or as scheduled with the teacher. The ultimate responsibility for makeup work lies with the student. Unlawful Absences Unlawful (unexcused) absences: the student s willful absences from school without the knowledge of the parents/guardians, or the student s absences from school without justifiable causes with the knowledge of parents/ guardians. Notification Of Absences The following schedule will be used to notify parents/guardians of student unexcused absences: After 3 absences by principal or designee After 6 absences in writing After 10 absences as aligned with G.S. 115C 38) Methods of notification vary from school to school but can include personal telephone messages, computer- generated telephone messages, letters, conferences, and home visits. Parents should monitor their student s attendance closely; notifications sent by the school can follow the actual absence by a number of days due to time needed for processing, mailing, etc. Schools may also communicate attendance information to parents through the district s automated Student Information System. State Mandated Attendance Policy Students under the age of 16 years will receive notification under North Carolina General Statute (G.S.115C-378). The law states that Unlawful absences will result in conferences with parents/guardians. Unlawful absences and/or truancy may lead to disciplinary action to include court proceedings involving parents and/ or students if a student is less than sixteen years of age. North Carolina General Statute (G.S.115C-378) requires attendance until age sixteen. Students who are absent 13.5 days in a semester will not be eligible to play sports (NCHSAA) and may lose driving privileges. Reminder: Attendance is taken each period. For state attendance purposes, students must be in school for at least half a day to be counted present. Absences Procedure Attendance in class is essential to the mastery of subject matter; therefore, students are expected to be present in class every day. Any student absent from class or school must present a note from the proper authority within three (3) days. Failure to bring a note and submit it to the designated/appropriate person or office as determined by the high school administration will result in the absence being coded unexcused. The written note must be signed by the parent/guardian, and presented to the school within 36 hours (three days) of the absence. The note must include the date(s) of absence and state the reason for the absence. A student must be present more than half of the period in order to be considered in attendance. Excessive Absences - Impact to Credit Students present less than 46 minutes in a class will be counted as absent. Any student who accumulates more than eight (8) absences will receive a failing grade of FF. A FF is issued to students who passed a course academically but have exceeded the allotted absences. All students have the right to appeal their absences. FFs revert to a grade of 50 at the end of the school year, if makeup time is not completed or an attendance waiver granted.
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