High School Curriculum Handbook

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1 Fulton County Schools High School Curriculum Handbook Revised February 11, 2015 Page 1

2 Letter from the Assistant Superintendent for Learning and Teaching 3 Fulton County Schools Strategic Plan 4 Planning Ahead College and Career Ready 4 General Curriculum 4 Semester System 4 Grading 5 Grading Scale 6 Recovery 6 Graduation Requirements 7 Testing Programs 10 Special Programs 13 Advanced Placement (AP) 13 Advancement through Individual Determination (AVID) 14 Dual/Joint Enrollment in College Level Classes 14 English for Speakers of Other Languages (ESOL) 15 High School Remedial Education 17 International Baccalaureate (IB) 18 Magnet 18 Open Campus 19 Services for Students with Disabilities 19 Talented and Gifted 20 Title I 21 Content Areas 22 Humanities: English/Language Arts/Reading and Social Studies 22 STEM: Science and Math 27 Fine Arts: Art and Music 30 Health and Physical Education 33 Career, Technical, Agricultural Education 35 Leadership Education JROTC 36 elearning 37 Media Services 38 Online Textbooks 40 Online Learning Options 40 Revised February 11, 2015 Page 2

3 BOARD OF EDUCATION Linda McCain, President Linda Bryant, Vice President Julia C. Bernath Gail Dean Catherine Maddox Katie Reeves Linda Schultz Robert M. Avossa, Ed.D., Superintendent Dear Stakeholders: In this rapidly changing age we are preparing students for the challenges and opportunities that are certain to come. This preparation must focus on preparing students to live in a dynamic and highly technological society. If students are to succeed, they must be creative, articulate, literate, logical, and critical thinkers. We believe curriculum must be designed to educate students to be responsible, productive citizens who will be able to adapt to an everchanging, global society through continuous learning. Our efforts toward meeting this challenge are described in this handbook. The handbook is provided as a resource guide and description of the system s educational program for kindergarten through grade five. It identifies performance standards, content objectives, assessment procedures, and promotional policies. It further describes special programs implemented to ensure that the needs of all students are met. It is our hope that this guide will be useful to all who value the children in our care: parents, teachers, administrators, and community. Sincerely, Amy Barger Assistant Superintendent for Learning and Teaching Revised February 11, 2015 Page 3

4 Fulton County Schools Strategic Plan 2017 Fulton County Schools is serious about its charge to educate every student to be a responsible, productive citizen, and Strategic Plan 2017: Building Our Future is a visible way to hold the district accountable to its mission, the vision and the core beliefs. Strategic Plan 2017: Building Our Future is the roadmap for how Fulton County Schools aims to improve student achievement over the next five years. Three goals serve as the district s measure for long-term student success, which is that students will graduate on time and be ready for college or the workforce. By % of Fulton will students graduate on time 85% of Fulton s seniors will be eligible for admission to a University System of Georgia college or university 100% of Fulton s graduates will be work-ready certified The strategic plan will guide the system s direction and is the result of many conversations with the school board, teachers and school leaders as well as engagement with parents and the community. Planning Ahead - College and Career Ready The global economy and the skills needed for the 21 st century require a rigorous and well-rounded K-12 education. The old method of separating students into college bound and work bound is no longer sufficient in the world of education. Students need to know more and be better equipped to apply that knowledge in order to tackle increasingly complex issues and problems. Fulton schools are addressing this need through the increase of rigor and critical thinking skills for all students. Curriculum in Fulton County Schools Curriculum is defined as a plan for learning. It encompasses all the learning experiences a student encounters under the guidance of the school. The curriculum in Fulton County Schools focuses on the development and application of skills and knowledge as identified by the state of Georgia, national curriculum standards, and local system objectives. Interactive learning and hands-on-experience are central to the Board of Education s vision for the effective delivery of instruction and increased emphasis on higher academic achievement for all children. Semester System Fulton County high schools operate on a semester system. Two semesters make up the regular academic year. At the end of the semester, students receive a final grade and credit for each course successfully completed. Most courses carry one-half unit credit per semester and the normal load is six courses. Some courses are two-period blocks and receive one unit credit per semester. Some disciplines such as science, language arts and mathematics usually cover an entire year but are divided into year-long sequence or semester sequence. Students who take biology, for example, earn Revised February 11, 2015 Page 4

5 one half unit per semester. Some courses, however, are individually designed and may or may not be part of a year-long sequence. Two alternatives to the year-long approach are the Block Schedule and Modified Block Schedule. On a Block Schedule, students take four 90-minute courses for 18 weeks, earning one unit for each course or a combination of courses. After completing the first term of 18 weeks, students begin a second term and take four additional courses. Under this schedule, students can earn up to eight units each year. Students earn a final grade and credit for each course taken at the end of each nine-week session. Currently, Tri- Cities High School is the only high school utilizing a block schedule. A Modified Block Schedule may be any combination of traditional course periods and Block Schedule class periods. The credits earned on alternative schedules may exceed the 23 units indicated in this handbook. Transitioning between block and traditional schedule schools may affect the credits a student can earn in that year, so careful investigation should be made before making such a move. Placement Procedure Recommendations concerning instructional placement and progress of students are the responsibility of the local teacher and other professional staff directly involved with the students. The final decision concerning placement, however, rests with the principal. Promotion and retention at the high school level follow the guidelines listed below: Students in high school progress toward graduation on a course-by-course basis. Students take courses based upon academic performance, academic needs, graduation requirements and previous credits earned. A student entering high school in Fulton County is assigned a graduation year. The graduation requirements in effect at the time of entrance apply for the student's entire high school career. Students stay with their entering class for all school activities, including those related to courses, for their freshman year only. The number of credits earned by the student determines assignments beyond the freshman year. A student remains a freshman until such time that he/she earns five credits to be a sophomore, 11 credits to be a junior, and 17 credits to be a senior. Students who do not complete high school within the traditional four years attend a conference including the student, parent(s)/guardian(s) and appropriate school staff, and are assigned to the open campus education program if this placement is deemed to be in the best interest of the student. At the end of the junior year, each high school provides notification by registered U.S. mail to the parent(s)/guardian(s) of any student who may not graduate the following year. Additional written notification is required at the end of the first semester of the student s senior year. Copies of the notification are kept in the counselor s office and sent to the student and parent(s)/guardian(s). Grading Teachers conduct ongoing evaluations of learning and use a variety of methods in assessing progress, both formal and informal. Methods chosen must accurately measure the level of attainment of standards and the learning objectives in the curriculum. Revised February 11, 2015 Page 5

6 Fulton County Schools operates on a semester system with two semesters making up the regular academic year. Teachers frequently report student progress using a variety of informal methods such as class progress reports and phone calls. Student progress is reported formally using Interim Reports and Report Cards. Interim reports provide a snap-shot in time at six and twelve weeks. Report cards are issued after the completion of 18 weeks, and report final grades and credits earned. Conferences are scheduled as needed to discuss progress with parents. Teachers also regularly communicate with parents, using such means as telephone calls, written notes, s, and/or examples of student work. The school must contact parents/guardians if a student is performing at U or F level or is experiencing a significant decline in achievement. This contact must be made early enough for a student to have a reasonable amount of time to improve the grade before the next grading period. No grade (NG) is required on a report card if the student has been enrolled fewer than 20 schools days in the grading period and if there have been no grades received from the previous school for that time period. Grading Scale As mandated by the state, students earn numeric grades. Passing grades are 70 and above. A cumulative numeric average will be computed at the end of every semester. For scholarship and college entrance requirements the scale shown below appears at the bottom of each student s transcript. Students enrolled in Advanced Placement, Honors, International Baccalaureate and joint enrollment/postsecondary options courses receive an additional seven points to be added to a passing final grade. Parents and students should note that the HOPE state scholarship program recalculates grade point averages (gpa) using a different weighting system. For more information about gpa calculation for HOPE, please visit Listed in the chart below are the academic symbols used for the Report Card and the Interim Progress Reports. Grades 9-12 Grades 9-12 Report Card A (90 and above) B (80 89) C (70 79) F (below 70) NG (no grade).5 credit for each semester of course passed Interim Progress Report A (90 and above) B (80 89) C (70 79) F (below 70) NG (no grade) No credit awarded Recovery Opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance. Students should contact the teacher concerning recovery opportunities. Teachers are expected to establish a reasonable time Revised February 11, 2015 Page 6

7 period for recovery work to be completed during the semester. All recovery work must be directly related to course objectives and must be completed ten school days prior to the end of the semester. Teachers will determine when and how students with extenuating circumstances may improve their grades. Graduation Requirements The Georgia Board of Education establishes graduation requirements for all students in public schools. The Fulton County School System bases its requirements on the state requirements. Local school systems must meet all state requirements; however, they may go beyond those requirements. Credit for High School Courses Taken in Middle School Students who take high school English/Language arts, math courses and/or two years of the same world language in middle school may receive unit credit toward their high school requirements. It takes two years of the same world language in middle school to equate to one unit of high school world language. Eligibility for Graduation A student shall become eligible for graduation upon meeting the following criteria: 23 units of appropriate credit have been completed State assessment requirements have been met Attendance requirements have been met Course Requirement Chart The following units are required under the new graduation rule for Class of 2012 and beyond: AREAS OF STUDY Semester 1 Semester 2 Units Required LANGUAGE ARTS (Required Courses and/or Core Courses) 9 th Grade Literature/Composition (1.0) 10 th Grade Literature/Composition (1.0) American Literature/Composition (1.0) World Literature /Composition (.5) 4 British Literature/Composition (.5) Multicultural Literature (.5) AP Literature/Composition (1.0) College English (1.0) MATHEMATICS Coordinate Algebra (1.0) OR Accelerated Coordinate Algebra Honors (1.0) Analytic Geometry (1.0) OR Accelerated Analytic Geometry Honors (1.0) CCGPS Advanced Algebra (1.0) OR CCGPS Accelerated Pre-Calculus Honors (1.0) Pre Calculus (1.0) 4 Mathematics of Finance (1.0) Advanced Mathematical Decision Making (1.0) AP Calculus AB/BC (1.0) AP Statistics (1.0) College Calculus II and III (via GA Tech) SCIENCE (The 4 th science unit may be used to meet both the science and elective requirement.) Biology (1.0) 4 Revised February 11, 2015 Page 7

8 Physical Science (1.0) Chemistry (1.0) Physics (1.0) Earth Science (1.0) Environmental Science (1.0) Human Anatomy and Physiology (1.0) AP Science Courses Selective (1.0) Identified CTE Science Courses Selective (1.0) SOCIAL STUDIES World History (1.0) American History (1.0) Economics (.5) American Government (.5) HEALTH & PHYSICAL EDUCATION Health (.5) Personal Fitness (.5) JROTC (3 units to meet the Personal Fitness requirement) Career Technology Agricultural Education World Language Fine Arts ELECTIVE UNITS TOTAL UNITS REQUIRED (MINIMUM) TO MEET GRADUATION REQUIREMENTS 23 Secondary School Credentials High School Diploma This document certifies that students have satisfied attendance, unit credits and state assessment requirements. High School Certificate This document is awarded to students who do not complete all of the criteria for a diploma but who meet all requirements for attendance and unit credits. Special Education Diploma This is awarded to students with disabilities assigned to a special education program who have not met the state assessment requirements or who have not completed all of the requirements for a high school diploma but who have completed the Individualized Education Program (IEP). Students with significant cognitive disabilities are those with significant intellectual disabilities or intellectual disabilities concurrent with motor, sensory or emotional/behavioral disabilities that require substantial adaptations and support to access the general curriculum and require additional instruction focused on relevant life skills and participate in the Georgia Alternate Assessment (GAA). Students with significant cognitive disabilities may graduate and receive a regular high school diploma when the student s IEP team determines that the student has: 1. Completed an integrated curriculum based on the GPS that includes instruction in Mathematics, English/Language Arts, Science and Social Studies as well as career preparation, selfdetermination, independent living and personal care to equal a minimum of 23 units of instruction. 2. Participated in the GAA during middle school and high school and earned a proficient score on the high school GAA test, and Revised February 11, 2015 Page 8

9 3. Reached the 22 nd birthday OR has transitioned to an employment/education/training setting in which the supports needed are provided by an entity other than the local school system. Waiver of Requirements The total number of required unit credits (23) cannot be waived. Graduation Exercises A student will be allowed to participate in graduation exercises after all requirements for a High School Diploma or a Special Education Diploma have been met. If a student has not passed any portion of the GHSGT after four attempts, and they meet the criteria for a state waiver or variance, they should immediately submit a request to the Area Superintendent s Office designated for the local school. Criteria for waivers and variances can be found at Qualified students should apply following the winter testing period of their senior year to assume their request is considered in time to participate in graduation exercises. High school counselors shall monitor student progress toward graduation requirements, and advise students who meet the criteria for a variance of this option in a timely manner. Both high school counselors and case managers shall monitor student progress toward graduation requirements, and advise students who meet the criteria for a waiver of this option in a timely manner. Georgia Board of Regents Admission Standards for Graduating Class of 2012 and Beyond The Board of Regents, in 2007, approved new required high school curriculum (RHSC) for students who will enter University System of Georgia (USG) institutions in 2012 or later. Students will be required to present a transcript that includes four units of language arts, four units of mathematics, four units of science, three units of social studies, and two units of the same world language. In addition to the 17 units of the required high school curriculum (RHSC), students seeking admission to research or comprehensive universities, will be considered for admission based on the Freshman Index (FI) a formula using the applicant s SAT or ACT test scores and high school grade point average will be used to help determine a student s readiness for college work. For more information visit HOPE Scholarship Eligibility Current information about HOPE scholarship eligibility can be found at Guidance and Counseling Professional School Counselors provide guidance throughout a student s high school career. Their work impacts student achievement though academic, social/personal, and career counseling services. Students receive the services via individual counseling, group counseling, classroom guidance, transition guidance, and consultation. Graduation Coaches primary responsibility is to identify at-risk students and to help them succeed in school by keeping them on track academically before they consider dropping out. The Graduation Coaches identify, recruit, and engage parents, concerned adults, organizations, and government agencies to serve in a variety of ancillary roles. Data is used to both evaluate and improve guidance and counseling Services. Testing Programs NATIONAL TESTING Fulton County Schools participates in national testing programs such as the Admissions Testing Program of the College Board (SAT), the American College Testing Program (ACT), and others administered primarily to high school juniors and seniors. Most colleges use these test scores as a criterion for admission. Students who expect to attend postsecondary institutions should prepare for these admissions tests and Revised February 11, 2015 Page 9

10 for their postsecondary work by taking a strong academic program in high school. The high school counselor should be contacted regarding the specific dates for the following tests: PSAT (Preliminary SAT/National Merit Scholarship Qualifying Test) - administered in October to all students in 9 th, 10 th and 11 th grades. Students who expect to take the SAT gain valuable experience through taking the PSAT. Funding is provided for all 9 th, 10 th, and 11 th grade students. Scores of 11 th grade students determine eligibility for National Merit Scholarships. SAT (Scholastic Assessment Test) - usually administered several times each year at sites designated by the testing company. Juniors are encouraged to take the SAT in the spring of their junior year and again in the fall of their senior year. Students should determine if colleges to which they are applying require the SAT. ACT - usually administered five times each year at sites designated by the testing company. Collegebound students should determine if colleges to which they are applying require the ACT. If so, they are encouraged to take this test in the spring of their junior year. Advanced Placement Exam - administered in May for college placement. Students who take and pass AP courses are required to take the AP exam. Funding is provided. STATE TESTING GHSGT (Georgia High School Graduation Tests) Students who entered ninth grade after July 2008 must demonstrate their proficiency in the four Georgia High School Graduation Test (GHSGT) content areas by either passing each of the GHSGTs or by passing one of the two equivalent End of Course Tests in each corresponding content area. These students are also required to take and pass the Georgia High School Writing Test (GHSWT) to be eligible for a diploma. Students who enter grade nine in fall 2011 and beyond will not take, and are not required to pass, the GHSGT. They are required to take and pass the EOCTs and the Georgia High School Writing Test. Georgia Milestones Beginning with the spring of 2015, Georgia will implement a new state assessment called Georgia Milestones. For grades 3 through 8, these assessments will provide a valid measure of end of grade (EOG) student achievement of the rigorous state content standards and will replace the former CRCT tests. For high schools students, Georgia Milestones will include End of Course (EOC) assessments. The EOC assessments will: provide a valid measure of student achievement of the state content standards across the full achievement continuum; serve as the final exam for the course, contributing 20% to the student s final course grade; provide a clear signal of the student s preparedness for the next course and ultimately postsecondary endeavors (college and careers); allow for detection of the progress made by each student over the course of the academic year; support and inform educator effectiveness measures; and inform state and federal accountability at the school, district, and state levels. Revised February 11, 2015 Page 10

11 The new Georgia Milestones EOC will include constructed-response items in ELA and mathematics, in addition to selected-response (multiple choice) items. All ELA End of Course assessments will include a writing component in response to text. Students enrolled in the following courses are required to take the corresponding EOC: 9th Grade Literature & Composition, American Literature & Composition, Coordinate Algebra, Analytic Geometry, Physical Science, Biology, US History, and Economics. For students who entered grade nine prior to July 2011, the EOCT counts as 15% of the final grade and is the final examination for the indicated courses. For students who enter grade nine in the fall of 2011 and beyond, the EOCT counts 20% of the final grade and is the final examination for the indicated courses. If a student fails to take the EOCT, he/she will receive an I (Incomplete) for the course and will have one academic year to make it up. If the EOCT is not taken during this timeframe, the student will receive an F and must repeat the course. Guidance regarding students who may take the EOCT courses by alternative means is below: Students who are dually-enrolled in an EOCT course to earn both high school and college credit MUST take the corresponding EOCT; Students who are taking online courses through Fulton Virtual or Georgia Virtual and wish to receive credit MUST take the corresponding EOCT; Students who are taking additional or credit recovery courses at another accredited institution and wish to transfer the credit DO NOT take the EOCT (these are not the dually-enrolled students)*; Students who are taking additional or credit recovery courses at a non-accredited institution and wish to transfer the credit MUST take AND pass the EOCT. Constructed response is a general term for assessment items that require the student to generate a response as opposed to selecting a response from given choices. Extended-response items require more elaborate answers and explanations of reasoning. They allow for multiple correct answers and/or varying methods of arriving at the correct answer. Writing prompts and performance tasks are examples of extendedresponse items. You can find a list of accredited institutions at *These students must be advised before they attempt to take these courses and transfer them in without an EOCT that they will not be eligible for a variance on the GHSGT if they need one in the future. Student Learning Objectives (SLO) Assessments Teachers providing instruction in courses not subject to annual state assessments will receive growth measures derived from Fulton County Schools developed Georgia Department of Education approved Student Learning Objectives (SLOs). Revised February 11, 2015 Page 11

12 The primary purpose of SLOs is to improve student performance at the classroom level. An equally important purpose of SLOs is to provide evidence of each teacher s instructional impact on student learning. The SLO process requires teachers to use assessments to measure student growth using two data points (a pre- to a post-assessment). SLOs are course specific, grade level learning objectives that are measureable, focused on growth in student learning, and aligned to curriculum standards. Expected growth is the amount students are expected to grow over the course of the instructional period. Expectations must be rigorous, yet attainable. Georgia High School Writing Test (GHSWT) It is important to note, the Georgia High School Writing Test (GHSWT) will continue to be administered in the 11 th grade and remains a diploma requirement. Aug. 11 Sept. 12, 2014 Sept. 2, 2014 March 20, 2015 High School Testing Windows Student Learning Objectives (SLOs) Pre- Assessments for 9 week, 18 week, & 36 week courses Georgia Alternate Assessment (GAA) ongoing portfolio collection Grades 9-12 Grade 11 Georgia HS Graduation Retest (GHSGT) Sept. 8, 2014 Sci/ELA *Select students only Georgia HS Graduation Retest (GHSGT) Sept. 9, 2014 SS/Math *Select students only Sept. 24, 2014 Georgia High School Writing Test (GHSWT) Grade 11 Sept Oct. 10, 2014 Student Learning Objectives (SLOs) Post- Assessments for Quarter 1-9 week courses Grades 9-12 Oct. 15, 2014 PSAT Grades 9-11 Oct Oct. 24, 2014 Student Learning Objectives (SLOs) Pre- Assessments for Quarter 2-9 week courses Grades 9-12 Nov. 10, 2014 Georgia HS Graduation Retest (GHSGT) Sci/ELA *Select students only Nov. 11, 2014 Georgia HS Graduation Retest (GHSGT) SS/Math *Select students only Dec. 1-19, 2014 Student Learning Objectives (SLOs) Post- Assessments for Quarter 2-9 week courses Grades 9-12 and Semester 1-18 week courses Dec , 2014 Georgia Milestones End of Course Grades 9-12 Jan. 6-23, 2015 Student Learning Objectives (SLOs) Pre- Assessments for Quarter 3-9 week courses Grades 9-12 and Semester 2-18 week courses Jan. 20 March 3, 2015 ACCESS for ELL s Grades 9-12 Feb. 3 April 30, 2015 ACT WorkKeys Grade 11 Revised February 11, 2015 Page 12

13 Feb March 7, 2015 Student Learning Objectives (SLOs) Post- Assessments for Quarter 3-9 week courses Feb. 25, 2015 Georgia High School Writing Retest (GHSWT) Grades 11 and 12 March 16-28, 2015 Student Learning Objectives (SLOs) Pre- Assessments for Quarter 4-9 week courses Grades 9 12 March 16, 2015 Georgia HS Graduation Retest (GHSGT) Sci/ELA *Select students only March17, 2015 Georgia HS Graduation Retest (GHSGT) Sci/ELA *Select students only March 23 27, 2015 State Required Remedial Testing Grades 9 and 10 April 13-24, 2015 End of Pathway Assessment* Grades 6-8 April 20 May 20, 2015 Student Learning Objectives (SLOs) Post- Assessments for Quarter 4-9 week courses, Semester 2-18 week courses, and year-long Grades 9-12 courses April 27 May Georgia Milestones End of Course Grades 9 12 May 4-15, 2015 Advanced Placement (AP) Exams AP Students Questions regarding this assessment should be directed to (404) For more information on assessments in Fulton County Schools, visit the Assessment website at Special Programs Advanced Placement (AP) Advanced Placement is a program of college-level courses which gives high school students the opportunity to receive advanced placement and/or credit in college through successful completion of an exit examination. All students taking and passing AP courses are required to take the exit examination. The purposes for taking an AP course are to learn a subject in greater depth, to develop analytical reasoning skills and to develop disciplined study habits appropriate for continued success at the college level. Compared with regular high school courses, the AP courses are more demanding, often requiring more time and more work, but students find them rewarding in preparation for college-level work. AP Biology and AP Spanish Literature and Culture were revised in The curriculum in AP Biology now has a greater emphasis on conceptual understanding and less on memorized facts. The curriculum in AP Spanish Literature and Culture course introduces students to the formal study of a representative body of texts from Peninsular Spanish, Latin American, and U.S. Hispanic literature. The course also provides students with the opportunity to demonstrate proficiency in Spanish across the three modes of communication (interpersonal, interpretive, and presentational) and the five goal areas (communication, cultures, connections, comparisons, communities). Advanced Placement courses and examinations are available in the following areas: Art Art History Science Biology World Language French Revised February 11, 2015 Page 13

14 Studio: Drawing Portfolio Studio: 2D Design Studio: 3D Design Computer Science Computer Science A Computer Science AB Mathematics Calculus (AB/BC) Statistics Chemistry Environmental Science Physics 1 Physics 2 Physics C Electricity and Magnetism Physics C Mechanics Social Studies Economics (Macro/Micro) European History US Government and Politics Comparative Government and Politics Human Geography Psychology US History World History Music Music Theory Latin Spanish Chinese Language Arts Language and Composition Literature and Composition All AP exams (except Studio Art and Music Theory) contain both multiple choice and free response questions that require essay writing, problem-solving and other skills. In Studio Art, students submit portfolios of their work instead of taking an examination. In Music Theory, a competency examination in music theory is given. Advancement through Individual Determination (AVID) AVID is a College Readiness System that transforms leadership, instruction, and culture o focus on the academic and social skills needed in higher education and beyond. Beginning in the Fall of 2014, in select middle and high schools, FCS will implement the AVID system in ten schools. Participating schools will offer the AVID elective for selected students, and begin sharing AVID instructional strategies schoolwide. Dual/Joint Enrollment/Postsecondary Options High school juniors and seniors above the age of 16 may be eligible to attend Georgia public colleges, universities and technical schools tuition free. If a student elects joint enrollment/post-secondary options, he/she receives college credit only. Most private colleges and universities in this area also have dual enrollment agreements with Fulton County Schools; however, the student and his/her parents are responsible for all costs incurred. Under dual enrollment, high school students with outstanding academic records may combine high school with college or technical school and receive simultaneous credit for each. This allows students to earn college or technical school credit while completing their high school diplomas. Students who want to enter a joint enrollment/dual enrollment program should discuss their plans with a counselor spring semester of their sophomore or junior year. Revised February 11, 2015 Page 14

15 GAcollege411 is a web site where students can take interest inventories, discover career paths, plan high school courses, store academic grades, prepare for the SAT and ACT, research colleges, apply online for college admission, learn about and apply for financial aid, scholarships and more. English for Speakers of Other Languages (ESOL) ESOL is a standards-based instructional program designed to address the unique challenges faced by students whose first language is not English. The ESOL Program integrates the WIDA Consortium English language proficiency standards with the Common Core Georgia Performance Standards (CCGPS). Students in ESOL develop proficiency in the English language skills of listening, speaking, writing, reading and comprehension while acquiring the academic content of the CCGPS. All instruction in the ESOL program is provided in English, thereby maximizing students opportunity to master social and academic English language skills. Georgia/Federal law mandates that students be screened for the ESOL program if their native language, home language, or first language is other than English. Students who are identified by these criteria are tested in accordance with state procedures to determine whether they qualify for ESOL services. All students who qualify for ESOL are tested annually with an English language proficiency measure in accordance with Federal laws. This measure is used to determine language progress and is one of the criteria used for exit from the ESOL program. Goals The WIDA English Language Proficiency Standards are: English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies. Students in the ESOL program possess well-developed language skills in one or more languages other than English, and are working to develop proficiency in the English language. When these students attain proficiency in social and academic English appropriate to their age and grade level and no longer need the intensive language support provided by the ESOL program they exit. Exited students are monitored for two years to ensure a smooth transition to mainstream classes. Levels of Language Proficiency Level 1 Entering English learners at the Entering level will process, understand, produce or use: pictorial or graphic representation of the language of the content areas words, phrases or chunks of language when presented with one-step commands, directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct questions, or simple statements with sensory, graphic or interactive support Level 2 - Emerging English learners at the Emerging level will process, understand, produce or use: Revised February 11, 2015 Page 15

16 general language related to the content areas phrases or short sentences oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one- to multiple-step commands, directions, questions, or a series of statements with sensory, graphic or interactive support Level 3 Developing English learners at the Developing level will process, understand, produce or use: general and some specific language of the content areas expanded sentences in oral interaction or written paragraphs oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support Level 4 Expanding English learners at the Expanding level will process, understand, produce or use: specific and some technical language of the content areas a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs oral or written language with minimal phonological, syntactic or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic or interactive support Level 5 Bridging English learners at the Bridging level will process, understand, produce or use: specialized or technical language of the content areas a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or reports oral or written language approaching comparability to that of English-proficient peers when presented with grade level material ESOL Program Courses All courses carrying ELA credit follow CCGPS and WIDA Standards Communication Skills I Communication II Oral Communication in the Content Areas Reading & Listening in the Content Areas Writing in the Content Areas Study Skills (Sheltered) 9 th Composition/Literature (Sheltered) ESOL 9 Support 10 th Composition/Literature (Sheltered) ESOL 10 Support American Literature (Sheltered) Multicultural Literature (Sheltered) World Literature (Sheltered) Revised February 11, 2015 Page 16

17 High School Remedial Education Purpose Remedial education is intended for students in grades 6-12, who have identified deficiencies in reading, writing, and/or in mathematics. This program provides individualized basic skills instruction as mandated by Georgia Law in the areas of reading, writing, and mathematics. I. Program Structure The program design is developed in coordination with regular instruction and other educational programs. Development and evaluation of the program involves teachers, administrators, and parents at the school level. Remedial education includes four components: Staff Delivery Models Class Size Instructional Segments of Service Staff Remedial is staffed by certified teachers with experience and expertise in teaching students with diverse needs and abilities. Remedial funds provide additional staff beyond that provided through regular funds. Delivery Models Each participating school selects the delivery model(s) to be used. Any combination of state approved models may be used within a school depending on the unique needs and characteristics of the students and school. Class Size A class for Remedial must follow Class Size Rules in the state guidelines. Instructional Segments of Service A segment for grades 6-12 is defined as minutes of daily instruction. In order that students receive appropriate instruction, teachers match teaching strategies with a student s learning style. In addition, remedial teachers use a process of teaching the basic skills that lends itself to an integrated approach across the total curriculum content. Teacher training in best practices is provided by Language Arts/Literacy and Mathematics Departments as well as by Instructional Coaches. Eligibility Eligibility determination is made at the school level by identifying the students functioning below the normal expectation for the respective grade as determined by criteria established by the Georgia Department of Education and the Fulton County School System. Assessment and Accountability Schools maintain individual student assessment data and report achievement of the student served. This documentation is used to measure student achievement and program success. Summer School Summer school provides an opportunity for students who need to make up work for courses not passed or to take selected courses for the first time. Students may attend one or both semesters during the summer. Since the summer program is not state-funded, students attending summer school must pay tuition based on the number of courses taken. Revised February 11, 2015 Page 17

18 International Baccalaureate Program (IB) Riverwood High School offers the International Baccalaureate Diploma program and individual IB courses for certificates to students in the International Studies Magnet. The IB program is a two-year program for 11 th and 12 th graders who want an academic challenge and a diploma recognized by universities throughout the world. Magnet Programs Fulton County offers students a choice of four magnet programs: International Studies at Riverwood High School, Mathematics and Science at Westlake High School, Arts and Sciences at North Springs High School, and Visual and Performing Arts at Tri-Cities High School. As in other high school programs, magnet program students must complete core curriculum courses and may also qualify for and take Advanced Placement and honors classes. Unlike other high school programs, magnet programs require students to take at least one unit per year in their major area of interest. Arts and Sciences Magnet Program North Springs offers enrichment and acceleration opportunities in mathematics, science, art, dance, drama, band, orchestra and chorus. The science component provides exploration in the following areas: design of experiments, environmental science, number theory, computer programming, engineering and medical ethics. The arts component provides expanded offerings in art, dance, drama, instrumental music and choral music, to include music theory, history of the arts, composition, conducting and choreography. Qualified students may participate in either or both components of the magnet program. International Studies Magnet Program Students accepted into the international studies program at Riverwood study world issues and the role of the United States in the global arena. Computer links give the students opportunities to communicate with students in other countries. Educational outreach programs abroad give students a close-up view of the global community. Guests from other countries and in-depth discussions of international issues are features of the program. In addition to studying international business and social studies, international studies magnet students have an opportunity to gain proficiency in at least one world language Chinese, Hebrew, Latin, Japanese, French or Spanish. In the junior year of the program, students specialize their course of study by selecting unique courses in social studies or by taking a second world language. Mathematics and Science Magnet Program Students who choose the Mathematics and Science magnet program at Westlake conduct research projects, perform experiments and solve problems. Westlake offers opportunities for students who want a career in the sciences. In this magnet program students plan to continue their education in mathematics and/or science fields after graduation from high school whether in technical school or college. This magnet program requires students to take at least one additional unit per year in their major area of interest. Visual and Performing Arts Magnet Program Students who are serious about art, music, theater or dance find an outlet for their creativity in the Visual and Performing Arts Magnet Program at Tri-Cities high school. Students accepted into this program are continually presenting their latest creative work to audiences throughout the metro Revised February 11, 2015 Page 18

19 Atlanta area. A wide range of classes and activities abound--ballet, jazz band, sculpture, acting, tour show, play production, piano, voice, ceramics, set design, commercial design, graphic arts and printing. Additional information about the magnet programs can be obtained from the high school administration/ counselors or by calling the Fulton County Schools Advanced Studies department at (404) Open Campus Fulton County operates two open campus high schools, Independence in North County and McClarin in South County. The open campus program offers an alternative environment designed to meet student needs that have not been met in traditional schools. Students work either in a structured or an independent study setting to complete course requirements for high school graduation. Open Campus Teen Parent Programs The teen parent programs at Independence and McClarin high schools provide systematic parenting skills and social services for adolescents who have become pregnant or who are already parents. These schools also provide school-based day care service for infants and toddlers, ages 0-3, to enable their parents to complete their high school education. In addition, the teen parent programs provide participants with family planning and health education services. The goal of the programs is to help teen parents learn effective parenting skills and to cope with the stress of parenting, while enabling them to become self-sufficient young adults. Students may enroll from any high school in Fulton County. Additional information can be obtained from a high school counselor or by contacting Independence at (770) or McClarin at (404) Services for Students With Disabilities Programs for students with disabilities are provided through the Services for Exceptional Children Department. Programs are offered for students meeting eligibility criteria in the areas of autism, learning disabled, behavior disordered, speech impaired, hearing impaired, visually impaired, physically disabled and intellectually disabled. Students with Disabilities access the Georgia Performance Standards curriculum through use of classroom accommodations, modifications or other supports based on individual learning needs as documented in the student s Individual Education Program (IEP). Questions regarding these and other related services can be directed to the Services for Exceptional Children Department at , Extension 147. Talented and Gifted (TAG) The Talented and Gifted (TAG) Program identifies gifted students based upon State Board of Education Rule All Fulton County students are screened for the gifted program twice a year. If a student is referred for the gifted program, the school must gather information in the areas of multiple criteria: Revised February 11, 2015 Page 19

20 mental ability, achievement, creativity, and motivation. Students must qualify in three of the four areas of multiple criteria in order to be eligible for gifted services. Philosophy Intellectually gifted students require specialized educational experiences that promote the development and expression of their potential. If gifted individuals as children, youths and adults are to experience fulfilling lives and if society is to derive optimal benefits from gifted individuals uncommon potentials, an educational program must be structured to develop more fully their exceptional and varied abilities, interests and talents. The Fulton County gifted program is a response to the need to address the unique learning characteristics, interests, personal needs and capabilities of gifted children. The program emphasizes the gifted students need for interaction with intellectual peers. Emphasis on the individual highlights the fact that there are differences among gifted students and a need for specialized educational experiences to meet these differences. Basic to the philosophy of this program is the idea that no one teacher, resource, or instructional method can meet the needs of gifted students. Education for the gifted is viewed as a cooperative endeavor characterized, facilitated, and realized by the efforts of numerous individuals in the schools and community. These goals are accomplished in Fulton County schools by providing the basic curriculum to identified gifted students in the regular classroom, adjusting the rate and depth of their learning and using a variety of appropriate teaching methods. Further differentiation beyond that in the regular classroom is accomplished through seminars, individual projects, advanced placement courses, directed studies, internships and joint enrollment. These are designed to intensify and extend their particular interests and aptitudes. Educational experiences for gifted students provide the additional variety and flexibility necessary to adjust and extend the Fulton County curriculum to meet these individuals needs. Goals In accordance with this philosophy, the following program goals have been adopted in order to identify and serve the gifted students of Fulton County: 1. To help teachers, administrators, and parents identify gifted students and understand their unique abilities, needs, and preferences. 2. To design and implement differentiated instructional experiences in the school and the community. 3. To develop in gifted students an accurate and increasing awareness of themselves, their abilities, and their value to society. We believe that by meeting the program goals and objectives, we will be able to promote and achieve the following learner goals to develop: 1. Advanced research methods and independent study skills, 2. Creative thinking and creative problem-solving skills in order to be generators of ideas and products which are original to the learners, 3. Higher order and critical thinking skills, 4. Advanced communication skills that incorporate new techniques, materials, and formats in the development of products and ideas that will be shared with real audiences. TAG Courses Gifted Directed Study Gifted Career Internship Revised February 11, 2015 Page 20

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