T.C. WILLIAMS HIGH SCHOOL SCHOOL COUNSELOR S HANDBOOK FULFILL THE PROMISE.
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1 T.C. WILLIAMS HIGH SCHOOL SCHOOL COUNSELOR S HANDBOOK FULFILL THE PROMISE. T.C. Williams High School 3330 King Street Alexandria, VA (703)
2 Non-Discrimination Compliance The Alexandria City School Board does not discriminate on the basis of race, color, national origin, religion, sex, age, sexual orientation, marital status, status as a parent, or pregnancy in its programs and activities. Inquiries should be directed to Kevin North, Executive Director for Human Resources, Section 504 and Title IX and ADA Coordinator, 2000 North Beauregard St., Alexandria, GA 22311, ii T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
3 Guide Contents Section 1: Graduation Requirements 1 Standard Diploma 1 Advanced Diploma 1 Modified Standard Diploma 2 Special Diploma 2 Graduation Requirements 3 Section 2: Promotion and Retention 6 Section 3: Courses That Meet Graduation Requirements 6 Sequential Electives 18 T.C. Williams Mathematics Courses That Meet Graduation Requirements 20 T.C. Williams Science Courses That Meet Graduation Requirements 20 T.C. Williams Sample Mathematic Pathways 21 Section 4: Course Options 21 Honors Courses 21 AP Courses 21 Online Learning Program 22 Dual Enrollment 24 Summer Programs/Enrichment Courses 26 Section 5: Verified Credits Requirements for Standard, Advanced Studies, and Modified Standard Diploma 26 Locally Verified Credits 27 Appeal Process 27 SOL Accommodations 27 VDOE Approved Certifications and Competencies 31 Section 6: State Diploma Seals 43 Section 7: Grading and Reporting 44 Grading System 44 Computation of the Final Grade 44 Grade Point Calculation 45 Ranking 45 Valedictorian or Salutatorian 45 Incompletes 45 Pass/Fail 46 NG NOT Graded 46 Withdrawal from Courses 46 Grade Transfer 47 Attendance Procedures 47 Changes/Corrections to Student Scholastic Record 50 Schedule Change Procedures 50 Section 8: Credit Information 51 Full-Year Courses 51 One Semester Courses 51 Repeat Courses 51 Courses Taken in Middle School for High School Credit 51 Request for Course Removal 52 Section 9: Transfer Students 52 Evaluation of Transfer Student Records 52 Advanced Studies Diploma Verified Credit Requirements for Transfer Students 53 Standard Diploma Verified Credit Requirements for Transfer Students 54 Modified Diploma Verified Credit Requirements for Transfer Students 54 Waiver of Verified Credit 54 Steps for Evaluation of Student Records 55 Section 10: Early Graduation 56 Section 11: Reduction from A Full-Day Schedule 56 Section 12: Eighteen-Year-Old Rights 56 Section 13: Academic Distinction 57 Academic Distinction Awards 57 Honor Societies 57 National Merit Scholarship Program 57 National Achievement Scholarship Program 59 Governor s School 60 Foreign Language Academies 61 Section 14: College Entrance Tests and Test Preparation 62 College Entrance Tests 62 SAT and ACT Fee Waivers 62 TOEFL 63 PSAT/NMSQT 63 HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL iii
4 Guide Contents (cont.) Format 63 Selection Index 63 Additional Resources 64 ACT/SAT Concordance 64 Section 15: Student Registration 66 ELL Students 67 Placement of ELL Students 67 Section 16: Home Instruction 68 Section 17: Adult High School 69 Section 18: Homebound Instruction 70 Section 19: Section Section 20: Danger to Self and Others 72 Suspected Child Abuse 72 Suicide Prevention 72 Section 21: Legal Issues for School Counselors 73 Requests for Information 73 Subpoenas 74 Questions Frequently Asked By School Counselors about Responding to Subpoenas and Other Requests to Participate in Court Proceedings 74 Section 22: Virginia High School League (VHSL) Eligibility 76 Section 23: NCAA Eligibility 77 NCAA Approved Courses for T.C. Williams High School 81 Appendix 83 Advanced Placement: Is Advanced Placement right for me? 84 Adult HIgh School Student Referral 85 Athletic Participation/Parental Consent/Physical Examination Form 86 Child Protective Services (CPS) Report Form 87 College Board Accomodations Request Form 88 Counselor Visit Request 89 Course History Update High School 90 Course Removal Request Form 92 Danger of Not Graduating Notification 93 Diploma Seal Placement 94 ELL Exit Interview Form 95 Failing Grade Notification 96 Failure to Meet Graduation Requirements 97 Grade Change Form 98 Locally Verified Credit Appeal Application 99 Parent Permission Form for Group Counseling 100 Parental Consent Form 101 Profile of a Successful Online Student 102 Progress Report 104 Request for Waiver of the Verified Credit Requirements for a Standard or Advanced Studies Diploma 105 Record of Standard and Verified Credit for Classes through Record of Standard and Verified Credit for Classes 2015 and Beyond 108 Request for Homebound Instruction 109 Request for Pass-Fail Status 110 Schedule Change Request Form 111 Student Registration Form 112 Withdrawal Form 114 Resources 115 Suicide Prevention / Intervention Guidelines iv T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
5 Forward This handbook was designed as a guide for counselors in the policies and procedures for the School Counseling Department as well as serving as a tool in counseling students. Much of the information for this handbook was taken from the Virginia Department of Education s and the Alexandria City Public School s websites. Some of the information is specific to T.C. Williams High School procedures that may have been in place for some time but never put in writing. Other procedures have been modified with the input and approval of Administration and the Instructional Council to better meet the needs of students. The handbook itself is organized by subject area with procedural forms and sample letters in the appendix section. As with any handbook, it is intended to be a guide not a regulatory manual. One of the major focuses of the counseling department is to support student achievement. Counselors have the professional skills, desire and ability to help students realize their dreams. It is our hope that this handbook will greatly aid counselors in helping them do what they do best counsel students. HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL v
6 1. Graduation Requirements Students must meet the graduation requirements based on when they enter the ninth grade for the first time. For explanation and clarifications for specific disciplines and courses, refer to the Program of Studies. Standard Diploma 22 credits; 6 verified credits Credits: English - 4 Social Studies - 4 Mathematics - 3 Laboratory Science - 3 HPE - 2 Fine Arts, World Languages or CTE - 2 Fundamentals of Human Growth & Development - 1 (may opt out) Economics and Personal Finance - 1 Electives - 2 (to include at least two sequential electives) Students who enter ninth grade in the academic year and beyond must earn one full credit in an Economics and Personal Finance Course and in the place of one Fine Arts or CTE elective must earn two credits in World Language, Fine Arts or CTE. General elective requirements are thus reduced to two credits. AP Macro and/or Micro Economics do not meet the requirements for the one credit of Economics and Personal Finance. The course(s) meet the Economics component but not the Personal Finance. Students would also need a semester of personal finance to meet graduation requirements. Advanced Diploma 26 credits; 9 verified credits Credits: English - 4 Social Studies - 4 Mathematics - 4 Laboratory Science - 4 World Languages - 3 HPE - 2 Fine Arts or CTE - 1 Fundamentals of Human Growth & Development - 1 (may opt out) Economics and Personal Finance - 1 Electives - 2 For the advanced studies diploma, one credit must be earned in an Advanced Placement, collegelevel, or a Dual Enrollment course. Students who enter ninth grade in the academic year and beyond must earn one full credit in an Economics and Personal Finance Course and one additional general elective. HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 1
7 AP Macro and/or Micro Economics do not meet the requirement for the one credit of Economics and Personal Finance. The course(s) meet the Economics component but not the Personal Finance. Students would also need a semester of personal finance to meet graduation requirements. Modified Standard Diploma 20 (standard credits) This diploma is intended for students who have a disability and are unlikely to meet the credit requirements for a Standard Diploma. The student s Individualized Education Program (IEP) team and the student s parents determine eligibility and participation. Credits: English - 4 Mathematics - 3 Science - 2 History & Social Studies - 2 HPE - 2 Fine Arts or CTE - 1 Electives - 6 In addition to these credits, students must pass the 8th grade English Reading Standards of Learning (SOL) test OR Pass the 11th grade English Reading SOL test AND Pass the 8th grade mathematics SOL OR Earn a verified credit in high school mathematics Special Diploma This diploma is intended for certain students at the secondary level who have a disability and who will not meet credit requirements for another type of diploma. Eligibility and participation shall be determined by the student s IEP team and the student, when appropriate. 2 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
8 GRADUATION REQUIREMENTS graduation requirements for the state of Virginia and Alexandria City Public Schools Standard Diploma through Standard Diploma and beyond Standard Technical Diploma and beyond Discipline Area Current Standard Diploma* through New Standard Diploma* and beyond Standard Technical Diploma* and beyond English History and Social Studies Mathematics Laboratory Science Health and Physical Education Fine Arts or CTE 1 World Languages, Fine Arts, or CTE 2 World Languages or Fine Arts 1 CTE 4 Verified Credits Fundamentals of Human Growth and Development # 1 # 1 # 1 # Economics and Personal Finance 1 *** 1 *** Electives ** 4 ** 2 1 Student Selected Tests 1 Total * Requirements for a student to earn a diploma from a Virginia high school shall be those in effect when that student enters the ninth grade for the first time. ** Courses to satisfy the electives requirement shall include at least two sequential electives. *** Students who enter ninth grade in the academic year and beyond must earn one full credit in an Economics and Personal Finance Course. This requirement may be met through online or traditional course work. # To opt out of this requirement, follow the directions on pages 5 6. Explanations and Clarifications 1. Disciplines and Courses. English English 9, World Civilization, Part I, standard or honors English 10, World Civilization, Part II, standard or honors English 11, Survey of American Literature, standard or honors, or Advanced Placement (AP) English Language and Composition English 12, British and World Literature or Advanced Placement (AP) English Literature and Composition Mathematics At or above the level of algebra, credits shall include at least three course selections from among Algebra I, Geometry, Algebra Functions and Data Analysis, Algebra II, or above Algebra II. Laboratory Science Three credits must be earned from at least two different science disciplines: earth science, biology, chemistry, or physics, for the Standard Diploma and three different disciplines for the Standard Technical Diploma. Social Studies World Civilization, Part I, standard or honors World Civilization, Part II, standard or honors, or Advanced Placement World History Virginia and United States History, standard or AP Virginia and United States Government, standard or AP 2 Electives Academics, Fine Arts, and Career and Technical Education. (See Sequential Electives and the Standard Diploma on page 17.) 2. Diploma Seals Refer to Diploma Seals on page Verified Credits To earn verified credits, students must pass Virginia Standards of Learning (SOL) end-of-course tests in certain subjects, in addition to two end-of-program English tests administered in Grade 11. Students must pass the course and the corresponding SOL test(s) to be awarded verified credit. (Refer to Standards of Learning, End-of-Course Tests, and Verified Credits on page 17.) 4. Certificate of Program Completion Regular education students who successfully complete all academic coursework required for the Standard Diploma, but who have not earned/been awarded the necessary number of verified credits required by the state for the awarding of a diploma, will be awarded a Certificate of Program Completion. These students may continue to take the SOL tests needed to upgrade their Certificate of Program Completion to a diploma. 5. Note Each middle and high school student shall take ALL applicable SOL and CTE tests following course instruction. (continued on next page) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 3
9 GRADUATION REQUIREMENTS graduation requirements for the state of Virginia and Alexandria City Public Schools Program of Studies: Grades 9 12 Advanced Diploma through Advanced Diploma and beyond Advanced Technical Diploma and beyond Note: Requirements for a student to earn a diploma from a Virginia high school shall be those in effect when that student enters the 9th grade for the first time. Disciplines Current Advanced Diploma++ New Advanced Diploma* and beyond++ Advanced Technical Diploma* and beyond++ Verified Credits English History and Social Studies Mathematics Laboratory Science Health and Physical Education Fine Arts or CTE CTE 3 World Languages Fundamentals of Human Growth and Development # 1 # 1 # 1 # Economics and Personal Finance 1 *** 1 *** Electives ** 1 2 Student Selected Tests 1 Total Advanced Studies Diplomas- one credit must be earned in an Advanced Placement, college-level, or Dual Enrollment course. *** Students who enter ninth grade in the academic year and beyond must earn one full credit in an Economics and Personal Finance Course. This requirement may be met through online or traditional course work. # To opt out of this requirement, follow the directions on pages 5 6. Explanations and Clarifications 1. Disciplines and Courses. English English 9, World Civilization, Part I, standard or honors English 10, World Civilization, Part II, standard or honors English 11, Survey of American Literature, standard or AP, or Advanced Placement (AP) English Language and Composition English 12, British and World Literature, or AP English Literature and Composition Mathematics At or above the level of algebra, credits shall include at least three course selections from among Algebra I, Geometry, Algebra II, or above Algebra II. Laboratory Science Four credits must be earned from among three different science disciplines: earth science, biology, chemistry, or physics. Students who enroll in AP science courses must co-enroll in and complete the appropriate AP Science Lab Seminar. When planning course selections, students must count two full periods for each AP science course. The AP course earns science credit and the AP Science Lab Seminar earns elective credit. Social Studies World Civilization, Part I, standard or honors World Civilization, Part II, standard or honors, or Advanced Placement World History Virginia and United States History, standard or AP Virginia and United States Government, standard or AP World Languages Three years of one language or two years each of two languages Electives Academics, Fine Arts, and Career and Technical Education courses 2. Diploma Seals Refer to Diploma Seals on page Verified Credits To earn verified credits, students must pass Virginia Standards of Learning (SOL) end-of-course tests in certain subjects, in addition to two end-of-program English tests administered in Grade 11. Students must pass the course and the corresponding SOL test(s) to be awarded verified credit. (Refer to Standards of Learning, End-of-Course Tests, and Verified Credits on page 17.) 4. Certificate of Program Completion Regular education students who successfully complete all academic coursework required for the Advanced Studies Diploma, but who have not earned/been awarded the necessary number of verified credits required by the state for the awarding of a diploma, will be awarded a Certificate of Program Completion. These students may continue to take the SOL tests needed to upgrade their Certificate of Program Completion to a diploma. 5. Note Each middle and high school student shall take ALL applicable SOL and CTE tests following course instruction. (continued on next page) 3 4 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
10 GRADUATION REQUIREMENTS (CONTINUED) graduation requirements for the state of Virginia and Alexandria City Public Schools Modified Standard Diploma (20 standard credits) Note: Requirements for a student to earn a diploma from a Virginia high school shall be those in effect when that student enters the 9th grade for the first time. This diploma is intended for certain students at the secondary level who have a disability and are unlikely to meet the credit requirements for a Standard Diploma. The student s Individualized Education Program (IEP) team and the student s parents determine eligibility and participation at any point after the student s 8 th grade year. Standard Credits Disciplines Required English 4 Mathematics 3 Science 2 History and Social Studies 2 Health and Physical Education 2 Fine or Practical (Career and Technical) Arts 1 Electives 6 Total 20 In addition to these credits, students must pass the 8th grade English (Reading, Literature, and Research) Standards of Learning (SOL) test OR pass the 11th grade English (Reading, Literature, and Research) SOL test AND pass the 8th grade mathematics SOL test OR earn a verified credit in high school mathematics. Explanations and Clarifications 1. Disciplines and Courses. English English 9, World Civilization, Part I, standard or honors English 10, World Civilization, Part II, standard or honors English 11, Survey of American Literature, standard or AP English 12, British and World Literature, or AP English Literature and Composition Mathematics From among applications of algebra, geometry, personal finance, and statistics Science From at least two of the following: applications of earth science, biology, chemistry, or physics Social Studies (History and Social Studies) To include one unit of credit in Virginia and United States History and one unit of credit in Virginia and United States Government Fine or Practical Arts Includes Career and Technical Education courses Electives (Academics, Fine Arts, and Career and Technical Education) Including at least two sequential electives. 2. Note Students pursuing the Modified Standard Diploma and choosing to take SOL courses are required to take the corresponding SOL test(s). Special Diploma The Special Diploma Program is intended for certain students at the secondary level who have a disability and who will not meet credit requirements for another type of diploma. Eligibility and participation in the Special Diploma program shall be determined by the student s IEP team and the student, when appropriate. The school must secure informed written consent of the parent and the student, when appropriate, to change this diploma program. For more information, call the ACPS Office of Student Services at HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 5
11 2. Promotion and Retention Promotion for Grades 9, 10, 11 To be promoted to the next grade, students must meet the following grade-level criteria: Grade 9: Earn five course credits, including one in English Grade 10: Earn a total of 10 cumulative course credits, including two in English Grade 11: Earn a total of 15 cumulative course credits, including three in English and have a planned program providing for sufficient credits to enable the student to graduate the following June or August. 3. Courses that Meet Graduation Requirements COURSES THAT MEET GRADUATION REQUIREMENTS Board of Education Approved Courses to Satisfy Graduation Requirements for the Standard, Standard Technical, Advanced Studies, Advanced Technical, and Modified Standard Diplomas in Virginia Public Schools (Effective with Ninth-Grade Class of ) May 28, 2009 Background Information Section 8 VAC of Regulations Establishing Standards for Accrediting Public Schools in Virginia (8 VAC et. seq.) (Standards of Accreditation or SOA) sets forth the requirements for the Standard, Standard Technical, Advanced Studies, Advanced Technical, and Modified Standard Diplomas. Those requirements specify which level of courses and/or subject area disciplines students must complete to earn either a standard or verified unit of credit in the areas of mathematics, laboratory science, and history and social science, as well as the credit requirements in other content disciplines. The regulations also specify that the Board of Education shall approve courses (other than those specifically named in the standards) to satisfy the requirements in those areas. Courses Approved for the Standard, Standard Technical, Advanced Studies, and Advanced Technical Diplomas, Effective with Ninth-Grade Class of In February 1998, the Virginia Board of Education approved certain courses that would satisfy the mathematics, science, and history and social science course requirements for the Standard and Advanced Studies Diplomas. Subsequent to that time, some additional courses have been approved as additions to the original list and requirements for two new diplomas, the Standard Technical and Advanced Technical Diplomas, have been adopted by the Board. The following tables contain a list of the courses to satisfy graduation requirements for the Standard, Standard Technical, Advanced Studies, and Advanced Technical Diplomas. Courses from this list must be selected to satisfy the content level requirements prescribed in 8VAC (continued on next page) 6 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
12 COURSES THAT MEET GRADUATION REQUIREMENTS (CONTINUED) Courses in Mathematics Course Title Course Codes SOL Test(s) Required Courses at or above the level of Algebra I Algebra I* 3130 Algebra I Geometry* 3143 Geometry Algebra, Functions, and Data Analysis 3134 ** Computer Mathematics None Algebra I/Geometry/Algebra II, 3-yr. Sequence, Course I Algebra I/Geometry/Algebra II, 3-yr. Sequence, Course II Algebra I/Geometry/Algebra II, 3-yr. Sequence, Course III 3151 *** 3152 *** 3153 *** Courses at or above the level of Algebra II Algebra II 3135 Algebra II Algebra II and Trigonometry 3137 Algebra II Trigonometry (one-semester) 3150 None Advanced Placement Computer Science 3185 None Probability and Statistics**** 3190 None Advanced Placement Statistics 3192 None Discrete Mathematics**** 3154 None Advanced Mathematics 3160 None Mathematical Analysis/Pre-Calculus 3162 None Elementary Mathematics Functions 3163 None Advanced Placement Calculus 3177 None Analytic Geometry 3176 None Multivariate Calculus 3178 None 2 (continued on next page) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 7
13 COURSES THAT MEET GRADUATION REQUIREMENTS (CONTINUED) * Students who earn a mathematics unit of credit for Algebra I, Part I prior to entering the ninth grade in the academic year may complete the Algebra I graduation requirement by completing an Algebra I or an Algebra I, Part II course. Students who earn a mathematics unit of credit for Geometry, Part I prior to entering the ninth grade in the academic year may complete the Geometry graduation requirement by completing a Geometry or a Geometry, Part II course. Beginning with the ninth-grade class of , only one unit of credit each may be used to satisfy the mathematics graduation requirements by completing Algebra I or Geometry. **The Algebra, Functions, and Data Analysis SOL test development has been indefinitely delayed, pending available funding. ***Students will take the Algebra I, Geometry, and/or Algebra II SOL test(s) when they have completed the appropriate SOL content, as determined by the local school division. Students enrolled in Course II must take at least one SOL test. Students enrolled in Course III must take the Algebra II SOL test and the Geometry SOL test if not taken in Course II. + Computer Mathematics may be used in conjunction with Algebra I and Geometry to satisfy mathematics graduation requirements if the student also completes a career and technical concentration. **** May be a one-semester or two-semester course. Courses in Science Course Title Course Codes SOL Test(s) Required Courses at or above the level of Earth Science Earth Science I 4210 Earth Science Earth Science II Advanced Survey of Earth Science Topics* 4220 Earth Science Earth Science II Geology ** 4240 None Earth Science II Oceanography** 4250 None Earth Science II Astronomy** 4260 None Advanced Placement in Environmental Science* 4270 Earth Science Courses at or above the level of Biology Biology I 4310 Biology Biology II Advanced Survey of Biology Topics* 4320 Biology Biology II Anatomy/Physiology ** 4330 None Biology II Ecology ** 4340 None Biology II Genetics ** 4350 None Advanced Placement Biology * 4370 Biology 3 (continued on next page) 8 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
14 COURSES THAT MEET GRADUATION REQUIREMENTS (CONTINUED) Course Title Course Codes SOL Test(s) Required Courses at or above the level of Chemistry Chemistry *** 4410 Chemistry Chemistry II ** 4420 None Advanced Placement Chemistry * 4470 Chemistry Courses at or above the level of Physics Physics I None Physics II 4520 None Integrated Sciences Earth Sciences/Biology/Chemistry Integrated Science, 3-yr Sequence, Course **** Integrated Science, 3-yr Sequence, Course **** Integrated Science, 3-yr Sequence, Course **** Advanced Placement Physics 4570 None * Students who have not taken the first-level course in this discipline will take the SOL test listed. ** The prerequisite content for this course is the first-level SOL core course in this discipline. *** Students who earn a science unit of credit for Chemistry, Part I prior to entering the ninth grade in the academic year may complete the Chemistry graduation requirement by completing a Chemistry or a Chemistry, Part II course. Beginning with the ninth-grade class of , only one unit of credit each may be used to satisfy the science graduation requirements by completing a Chemistry course. **** Students will take the Earth Science, Biology, and Chemistry test(s) when they have completed the appropriate SOL content, as determined by the local school division. + The sequence of Principles of Technology I (9811) and Principles of Technology II (9812) will satisfy one (1) standard unit of credit in laboratory science for physics and one (1) elective credit. Students who enroll in Principles of Technology courses for a physics credit must have completed Algebra I and two (2) other laboratory science courses as specified by the Standards of Accreditation prior to enrolling in Principles of Technology. There is no SOL test associated with Principles of Technology I and II. 4 (continued on next page) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 9
15 COURSES THAT MEET GRADUATION REQUIREMENTS (CONTINUED) Courses in History and Social Science Course Title Current Course Codes SOL Test(s) Required World Geography 2210 World Geography World History and Geography Part I 2219 World History I World History and Geography Part II 2221 World History II World History Part I and World Geography (one semester each course) World History Part II and World Geography (one semester each course) 2222 World History I or World Geography 2223 World History II or World Geography World History 2340 * Virginia and United States History 2360 Virginia and United States History Virginia and United States Government 2440 None Additional courses that may satisfy the history and social science graduation requirements must include the relevant content prescribed in the History and Social Science Standards of Learning (SOL). World Studies (Typically a two-year program; Must include the SOL from either World History and Geography Part I or World History and Geography Part II and World Geography.) World Civilization (Typically a two-year program; Must include the SOL from two of the following: World History and Geography Part I, World History and Geography Part II, or World Geography.) American Civilization (Must include the SOL for Virginia and United States History) 2351 The appropriate World History test and World Geography 2375 * 2376 Virginia and United States History 8 VAC K - Students who complete advanced placement, college-level, or courses required for an International Baccalaureate Diploma shall be deemed to have completed the requirements for graduation under these standards provided they have earned the standard units of credit and earned verified units of credit in accordance with the requirements of subsections B and C of this section. The use of courses that meet the provisions of 8 VAC K but are not listed below is a school division decision. Advanced Placement U.S. History 2319 ** International Baccalaureate US History (Higher Level) IB2360 ** Advanced Placement World History 2380 ** 5 (continued on next page) 10 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
16 COURSES THAT MEET GRADUATION REQUIREMENTS (CONTINUED) Advanced Placement European History 2399 ** International Baccalaureate History of Europe IB2219 ** Advanced Placement Human Geography 2212 ** International Baccalaureate Geography IB2210 ** Advanced Placement Government and Politics: United States Advanced Placement Government and Politics: Comparative 2445 None 2450 None * This course must cover the prescribed SOL from two of the following courses: World History and Geography Part I, World History and Geography Part II, or World Geography in order for students to receive a verified credit beginning with the ninth-grade class of Students will take the corresponding end-of-course test when they have completed the SOL content, as determined by the school division. ** If students have not taken a lower level course and/or the associated test earlier, the approved end-of-course test or an approved substitute assessment test will be required at the completion of the Advanced Placement or International Baccalaureate course. 6 (continued on next page) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 11
17 COURSES THAT MEET GRADUATION REQUIREMENTS (CONTINUED) Courses Approved for the Modified Standard Diploma, Effective with Ninth-Grade Class of The Regulations Establishing Accrediting Standards for Public Schools in Virginia provide the option of a Modified Standard Diploma for " certain students at the secondary level who have a disability and are unlikely to meet the credit requirements for a Standard Diploma. Eligibility and participation in the Modified Standard Diploma program shall be determined by the student's Individual Education Program (IEP) team and the student, where appropriate, at any point after the student's eighth grade year." (8 VAC F.1). At its November 30, 2000, meeting, the Board of Education approved the list of mathematics, science, and history and social science courses to satisfy the standard units of credit that are required for the Modified Standard Diploma. The approved list and the provisions identified for certain courses on the following list apply only to the Modified Standard Diploma. This list of courses provides students with options for satisfying the content requirements specified for the Modified Standard Diploma. To encourage and facilitate students transition from a Modified Standard Diploma program to a Standard or Advanced Studies Diploma program, the list includes some of the courses approved by the Board of Education for the Standard, Standard Technical, Advanced Studies, and Advanced Technical Diplomas. While students are not required to pass Standards of Learning end-of-course tests to earn a Modified Standard Diploma, they must take the tests that are required for any courses in which they are enrolled. Instruction provided in these courses, as well as the Standards of Learning tests associated with them, would be subject to any accommodations required in a student s Individual Education Program (IEP). Mathematics Mathematics Course Title Course Code SOL Test Courses that will satisfy the mathematics requirement for the Modified Standard Diploma shall include content from among applications of algebra, geometry, personal finance, and probability and statistics. Any of the following courses can be used to satisfy the mathematics content requirement. Personal Living and Finance None Courses at or above the level of Algebra Algebra I, 2-yr. Sequence, Part I* 3131 None Algebra I, 2-yr. Sequence Part II 3132 ** Algebra I 3130 ** Geometry, 2-yr. Sequence, Part I* 3144 None 7 (continued on next page) 12 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
18 COURSES THAT MEET GRADUATION REQUIREMENTS (CONTINUED) Mathematics Course Title Course Code SOL Test Geometry, 2-yr. Sequence, Part II 3145 ** Geometry 3143 ** Algebra/Geometry, 3-yr. Sequence, Course I 3146 *** Algebra/Geometry, 3-yr. Sequence, Course II 3147 *** Algebra/Geometry, 3-yr. Sequence, Course III 3148 *** Algebra/Geometry/Algebra II, 3-yr. Sequence, Course I 3151 *** Algebra/Geometry/Algebra II, 3-yr. Sequence, Course II 3152 *** Algebra/Geometry/Algebra II, 3-yr. Sequence, Course III 3153 *** Algebra, Functions, and Data Analysis 3134 None Computer Mathematics 3184 None Courses at or above the level of Algebra II Algebra II 3135 ** Algebra II and Trigonometry 3137 ** Trigonometry (one semester) 3150 None Advanced Placement Computer Science 3185 None Probability and Statistics 3190 None Advanced Placement Statistics 3192 None Discrete Mathematics 3154 None Advanced Mathematics 3160 None Mathematical Analysis/Pre-Calculus 3162 None 8 (continued on next page) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 13
19 COURSES THAT MEET GRADUATION REQUIREMENTS (CONTINUED) Mathematics Course Title Course Code SOL Test Mathematics Course Title Course Code SOL Test Elementary Mathematics Functions Elementary Mathematics Functions None None Advanced Advanced Placement Placement Calculus Calculus None None Analytic Analytic Geometry Geometry None None Multivariate Calculus None None +A +A personal living living and and finance finance course course has has been been approved approved to meet to meet a mathematics a mathematics requirement requirement for the for Modified the Modified Standard Standard Diploma. The The personal living living and and finance finance course course may may not be not used be used to satisfy to satisfy the mathematics mathematics requirement requirement for the for Standard, the Standard, Standard Technical, Advanced Studies, Studies, or Advanced or Advanced Technical Technical Diplomas. Diplomas. For the For purpose the purpose of satisfying of satisfying this requirement this requirement for for the the Modified Standard Standard Diploma, Diploma, one one of the of the following following options options may may be used: be used: 1) a locally 1) a locally developed developed personal personal living and living finance and finance course course based based on on the the Objectives Objectives for for Personal Personal Living Living and and Finance Finance approved approved by the by Board the Board of Education of Education in April in 1999, April and 1999, and revised revised in in 2006; 2006; 2) 2) a course a course based based on the on the Economics Economics Education Education and Financial and Financial Literacy: Literacy: Objectives Objectives and Correlations and Correlations to to Mathematics Mathematics and and History History and and Social Social Science Science Standards Standards of Learning of Learning and Career and Career and Technical and Technical Education Education Competencies; Competencies; or or 3) 3) an an economics economics and and personal personal finance finance course course based based on the on Standards the Standards of Learning of Learning for Economics for Economics and Personal and Personal Finance Finance [under [under development] for a course to satisfy the requirements for the Standard, Standard Technical, Advanced Studies, and Advanced development] for a course to satisfy the requirements for the Standard, Standard Technical, Advanced Studies, and Advanced Technical Diplomas. Technical Diplomas. * Students may earn one mathematics credit for the Modified Standard Diploma by successfully completing this course. * Students may earn one mathematics credit for the Modified Standard Diploma by successfully completing this course. ** Students who are enrolled in a course that requires an end-of-course SOL test must take the test, but they do not have to pass ** Students the SOL test who to are satisfy enrolled the requirement in a course for that the requires Modified an Standard end-of-course Diploma. SOL test must take the test, but they do not have to pass the SOL test to satisfy the requirement for the Modified Standard Diploma. *** Students will take the Algebra I, Geometry, and/or Algebra II SOL test(s) when they have completed the appropriate SOL *** content, Students as will determined take the by Algebra the local I, school Geometry, division, and/or but Algebra they do not II SOL have test(s) to pass when the test(s) they have to satisfy completed the requirement the appropriate for the SOL Modified content, Standard as determined Diploma. by the local school division, but they do not have to pass the test(s) to satisfy the requirement for the Modified Standard Diploma. Science Science Science Course Title Course Code SOL Test Science Course Title Course Code SOL Test Courses that will satisfy the science requirement for the Modified Standard Courses Diploma that will shall satisfy include the science content requirement from at least for two the of the Modified following: applications of earth science, biology, chemistry, or Standard Diploma shall include content from at least two of the physics. following: applications of earth science, biology, chemistry, or physics. Courses at or above the level of Earth Science Courses at or above the level of Earth Science Earth Science I, 2-Year Sequence, Part I* 4200 None Earth Science I, 2-Year Sequence, Part I* Earth Science I, 2-Year Sequence, Part II ** None Earth Science I, 2-Year Sequence, Part II Earth Science I ** ** Earth Science I 4210 ** 9 9 (continued on next page) 14 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
20 COURSES THAT MEET GRADUATION REQUIREMENTS (CONTINUED) Science Course Title Course Code SOL Test Earth Science II Advanced Survey of Earth Science Topics 4220 *** Advanced Placement Environmental Science 4270 *** Earth Science II Geology 4240 None Earth Science II Oceanography 4250 None Earth Science II Astronomy 4260 None Courses at or above the level of Biology Biology I, 2-Year Sequence, Part I* 4300 None Biology I, 2-Year Sequence, Part II 4301 ** Biology I 4310 ** Biology II Advanced Survey of Biology Topics 4320 *** Advanced Placement Biology 4370 *** Biology II Anatomy/Physiology 4330 None Biology II Ecology 4340 None Biology II Genetics 4350 None Courses at or above the level of Chemistry Chemistry I, 2-Year Sequence, Part I* 4400 None Chemistry I, 2-Year Sequence, Part II 4401 ** Chemistry I 4410 ** Advanced Placement Chemistry 4470 *** Chemistry II 4420 None 10 (continued on next page) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 15
21 COURSES THAT MEET GRADUATION REQUIREMENTS (CONTINUED) Science Course Title Science Course Title Course Code Course Code SOL Test SOL Test Courses at or above the level of Physics Courses at or above the level of Physics Physics I Physics I None None Advanced Advanced Placement Placement Physics Physics None None Physics Physics II II None None Principles Principles of Technology of Technology I* I* None None Principles Principles of Technology of Technology II II None None Integrated Integrated Sciences Sciences - Earth - Earth Sciences/Biology/Chemistry Integrated Science, Science, 3-Year 3-Year Sequence, Sequence, Course Course Integrated Science, 3-Year 3-Year Sequence, Course Course Integrated Science, 3-Year 3-Year Sequence, Course Course * * Students may may earn earn one one science science credit credit towards towards the the Modified Standard Standard Diploma Diploma by by successfully completing completing this course. this course. ** ** Students who who are are enrolled enrolled in a in course a course that that requires requires an an end-of-course SOL SOL test test must must take take the test, the test, but they but they do not do have not have to to pass pass the the SOL SOL test test to satisfy to satisfy the the requirement for for the the Modified Modified Standard Standard Diploma. Diploma. *** *** Students Students who who have have not not already already taken taken a course a course in this in this discipline discipline where where a SOL a SOL test is test required is required will take will take the SOL the SOL test test associated with with this this discipline, discipline, but but they they do not do not have have to pass to pass the test the test to satisfy to satisfy the requirement the requirement for the for Modified the Modified Standard Standard Diploma. Diploma. + Students + Students will will take take the the Earth Earth Science, Science, Biology, Biology, and and Chemistry Chemistry test(s) test(s) when when they they have have completed completed the appropriate the appropriate SOL SOL content, content, as as determined determined by by the the local local school school division, division, but but they they do not do not have have to pass to pass the test the to test satisfy to satisfy the requirement the requirement for the for the Modified Modified Standard Standard Diploma. Diploma. History History and and Social Social Science Science History History and and Social Social Science Science Course Course Title Title Course Course Code Code SOL SOL Test Test Courses Courses that that will will satisfy satisfy the the history history and and social social science science requirement requirement for the Modified Standard Diploma shall include one unit of credit in for the Modified Standard Diploma shall include one unit of credit in U.S. and Virginia History and one unit of credit in U.S and Virginia U.S. and Virginia History and one unit of credit in U.S and Virginia Government. Government. Courses at or above the level of U.S. and Virginia History Courses at or above the level of U.S. and Virginia History (continued on next page) 16 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
22 COURSES THAT MEET GRADUATION REQUIREMENTS (CONTINUED) History and Social Science Course Title Course Code SOL Test U.S. and Virginia History, 2-Year Sequence, Part I* 2361 None U.S. and Virginia History, 2-Year Sequence, Part II 2362 ** U.S. and Virginia History 2360 ** American Civilization (must include the SOL for U.S. History) 2376 ** Advanced Placement U.S. History 2319 ** Courses at or above the level of U.S. and Virginia Government U.S. and Virginia Government 2440 None Advanced Placement Government and Politics: United States 2445 None * Students may earn one credit in U.S. and Virginia History for the Modified Standard Diploma by successfully completing this course. This course may be treated as a survey course of U.S. and Virginia History topics in the SOL. ** Students who are enrolled in a course that requires an end-of-course SOL test must take the test, but they do not have to pass the SOL test to satisfy the requirement for the Modified Standard Diploma. Electives Sequential Electives Effective with the graduating class of 2003, students who wish to receive a Standard or Modified Standard Diploma must successfully complete two sequential electives. On February 5, 2002, the Board of Education approved Guidelines for Sequential Electives for the Standard and Modified Standard Diploma. These guidelines are available at: Fine Arts, Career and Technical Education, and Foreign Language - The Standard, Standard Technical, Advanced Studies, Advanced Technical, and Modified Standard Diplomas each contain options or requirements in Fine Arts, Career and Technical Education, and/or Foreign Language. The Standards of Accreditation do not require that courses used to satisfy the requirements in these subject areas be approved by the Board. Therefore, local school officials should use their own judgment in determining which courses students take to satisfy the specific credit requirements in Fine Arts, Career and Technical Education, or Foreign Language for the Standard, Standard Technical, Advanced Studies, Advanced Technical, and Modified Standard Diplomas. Foreign Language - The Advanced Studies Diploma and the Advanced Technical Diploma contain a requirement for either three years of one foreign language or two years of two languages. In March 1998, the Board of Education approved the provision of three years of instruction in American Sign Language languages (ASL) will satisfy for foreign this requirement language credit as well. toward Details meeting of this graduation action are requirements; available in other Superintendent s foreign Memorandum, Interpretive, No. 1, June 12, 1998 ( 12 HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 17
23 Sequential Electives Students who wish to receive a Standard or Modified Standard Diploma must successfully complete two sequential electives. Listed below are the guidelines for approval of courses: Sequential electives may be in any discipline as long as the courses are not specifically required for graduation. Sequential electives may be semester or year-long courses as long as the content increases in scope and sequencing. Courses used to satisfy the one unit of credit in a fine arts or career and technical education course may be used to partially satisfy this requirement. An exploratory course followed by an introductory course may not be used to satisfy the requirement. An introductory course followed by another level of the same course of study may be used. Sequential electives do not have to be taken in consecutive years. Courses that Meet the Fine and Practical Arts Elective: Fine Arts Art I, II, III, IV, AP Music Theory 1 Creative Crafts Graphic Design Concert Band Symphonic Band Jazz Ensemble String Orchestra Debate Journalism I, II Speech I, II AP Music Theory Concert Choir Mixed Choir Advanced Choir Music Technology Creative Writing Drama I, II, III, IV Stagecraft Career and Technical Education (Practical Arts) Principles of Business and Marketing Keyboarding Applications Information Systems Information Systems (Co-op) Introduction to Technology Foundations Computer Information Systems Web Page Development Multimedia Office Administration Office Education (Co-op) Accounting Advanced Accounting Economics and Personal Finance Business Law Business Management Advanced Information Systems Virtual Basic Programming Introduction to Marketing Fashion Marketing 18 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
24 AOF Financial Strategies for Success AOF Financial Planning Intro. to Business and International Finance Introduction to Health Occupations Nurse Aide Practical Nursing Medical Assistant Early Childhood I, II Teachers for Tomorrow Auto Service Tech I, II, III Seniors Photography Digital Photography Documentary Studies Carpentry I II Facilities Maintenance Construction Technology Sports and Entertainment Marketing Marketing Leadership Development Marketing (Co-op) Advanced Marketing (Co-op) Fashion Marketing (Co-op) Sports/Entertainment Mktg (Co-op) Nutrition and Wellness International Foods/Hospitality Hospitality, Tourism & Rec. I & II Hospitality, Tourism & Rec. (Co-op) Graphic Communication I, II TV Production I, II, III Computer Maintenance I, II Computer Network Operations I, II Cosmetology I, II Culinary Arts I, II Electronics I, II Basic Technical Drawing Engineering Drawing Architectural Drawing Additional Sequential Electives AP Calculus AB AP Calculus BC AP Computer Science I AP Computer Science II JROTC I, II, III, IV Criminal Justice I, II Introduction to Engineering I Research and Development Engineering III French I, II, III, IV, AP French V Latin I, II, III, IV, AP Latin V Spanish I, II, III, IV, AP Spanish V & VI Spanish for Heritage Speakers I, II, III German I, II, III, IV, AP German V Chinese I, II, III, IV HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 19
25 T.C. Williams Mathematics Courses that Meet Graduation Requirements Course Title Satisfies 24-Credit Advanced Diploma Satisfies 22-Credit Standard Diploma Satisfies Modified Standard Diploma Personal Living and Finance No No Yes Algebra 1, Part 1* N/A* N/A* Yes Algebra 1 Yes Yes Yes Algebra 2 Yes Yes Yes Algebra 2 with Trigonometry Honors Yes Yes Yes Algebra Functions and Data Analysis Yes Yes Yes Geometry Yes Yes Yes Trigonometry (.5 Credits) Yes Yes Yes Pre-Calculus (.5 Credits) Yes Yes Yes Pre-Calculus 2 (.5 Credits) Yes Yes Yes Computer Math Yes Yes Yes Discrete Math (.5 Credits) Yes Yes Yes Probability (.5 Credits) Yes Yes Yes Statistics (.5 Credits) Yes Yes Yes AP Statistics Yes Yes Yes AP Calculus AB Yes Yes Yes AP Calculus BC Yes Yes Yes AP Computer Science Yes Yes Yes *Students who earn a mathematics unit of credit for Algebra I, Part I, prior to entering the ninth grade in the academic year may complete the Algebra I graduation requirement by completing an Algebra I or an Algebra I, Part II course. T.C. Williams Science Courses that Meet Graduation Requirements Course Title Satisfies 24-Credit Advanced Diploma Satisfies 22-Credit Standard Diploma Biology I Yes Yes Yes Biology I, Part I* No* No* Yes Biology I Honors Yes Yes Yes Earth Science, Part I* No* No* Yes Earth Science Yes Yes Yes Earth Science Honors Yes Yes Yes Chemistry I Yes Yes Yes Chemistry I Honors Yes Yes Yes AP Chemistry Yes Yes Yes Biology II Ecology Yes Yes Yes Biology II Anatomy and Physiology Yes Yes Yes AP Biology Yes Yes Yes AP Environmental Science Yes Yes Yes Astronomy/Oceanography Yes Yes Yes Physics I Yes Yes Yes Physics I Honors Yes Yes Yes AP Physics B Yes Yes Yes AP Physics C Yes Yes Yes *These class credits may be used toward elective credits. Satisfies Modified Standard Diploma 20 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
26 T.C. Williams Sample Mathematic Pathways Algebra I g Geometry g Algebra Functions g Algebra II Algebra I g Geometry g Algebra II w/ Trig g Pre-Calculus I (.5) g Calculus AB Pre-Calculus II (.5) OR Calculus BC Algebra I g Geometry g Algebra II g Trigonometry (.5) g Calculus AB Pre-Calculus 1 (.5) Pre-Calculus 2 (.5) Calculus BC Algebra I g Geometry g Algebra II g Trigonometry (.5) Probability (.5) or Statistics (.5) Algebra I g Geometry g Algebra II g Discrete Math (.5) g AP Statistics Trigonometry (.5) Algebra I g Geometry g Algebra II g Statistics (.5) g AP Statistics Probability (.5) Algebra I g Geometry g Algebra II g Discrete Math (.5) g Pre-Calculus 1 (.5) Trigonometry (.5) Pre-Calculus 2 (.5) 4. Course Options Honors Courses Honors courses are advanced courses structured to provide a challenging curriculum to motivated students with an interest in a particular subject area. The curriculum in an honors course is fast-paced, rigorous, and relevant and assumes a mastery of the basic skills related to the subject area. Students in an honors course are expected to learn and study independently. More in-depth concepts are addressed and they require students to provide more detailed information and apply a higher level of analysis than a standard course. Honors courses are also designed to prepare students for collegelevel study. T.C. Williams offers an open enrollment policy for all honors and AP courses. If a C or higher grade is earned in any honors course, an additional 0.5 grade point average quality point will be awarded. T.C. Williams Honor Courses English 9 Honors English 10 Honors English II Honors Honors World Civilization Part I Honors World Civilization Part II Algebra 2 with Trigonometry Honors Earth Science I Honors Biology I Honors Chemistry I Honors Physics I Honors AP Courses AP courses are college-level courses designed to prepare students to take the AP examination in the spring. Students who enroll in AP courses must take the end-of-course AP exam. The cost of the exams is paid by Alexandria City Public Schools. AP courses are designed to be more challenging than standard education courses and to academically prepare students for the academic challenges of college. Also, colleges look for students who take a challenging course of study in high school. More material and more in-depth concepts are explored and tests in AP courses require students to provide more detailed information and apply a higher level of analysis than a standard course. Students are expected to learn and study independently. Students also do more independent work outside of class. AP examinations are administered in the spring of each year. Exams are graded on a five-point scale of 1 to 5. Typically to receive college credit, a student must earn a minimum score of 3 or higher. Since the required scores to earn college credit may vary from school to school as well as within programs, students HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 21
27 are advised to refer to the web site of the college or university for information regarding the institution s AP policies. Scores are sent in July to the students, their designated colleges and their high school. T.C. Williams offers an open enrollment policy for AP courses. However, since AP courses are extremely rigorous and challenging, counselors may wish to engage in an open, honest discussion with their students regarding the challenges and demands of AP courses. In addition, an advanced placement contract should be completed by students enrolling in an AP courses. If a C or higher grade is earned in any Advanced Placement course, an additional 1.0 grade point average quality point will be awarded. Students working toward an Advanced Studies or Technical Advanced Studies Diploma are required to take and pass at least one AP, Dual Enrollment or other college-level course. T.C. Williams Advanced Placement Courses AP Art History AP Biology II AP Calculus II AB AP Calculus II BC AP Chemistry II AP Computer Science AP Economics, Macroeconomics AP Economics, Microeconomics AP English, Language and Composition AP English, Literature and Composition AP Environmental Science AP French V AP German V Online Learning Program (OLP) AP Latin V AP Music Theory AP Physics II (B) AP Physics II (C) AP Psychology AP Science Lab Seminar AP Spanish V AP Spanish VI, Literature AP Statistics AP Virginia and U.S. Government AP Virginia and U.S. History AP World History The ACPS Online Learning Program provides opportunities for students to take Advanced Placement courses, many varied electives, foundational first time credit and credit recovery courses. Each course takes place on a learning management system. (i.e., Blackboard. Most elective courses carry.5 credits while foundational and AP courses are one credit. In addition, most AP science courses carry a mandatory laboratory component that earns 1.0 elective credit. Counselors must first complete an online registration form before the student can be enrolled in the course. For more information including a list of courses, please refer to their website, Online Learning. Participation Policies and Guidelines. A. Course Selection and Enrollment Policy 1. Only online courses and online course providers approved through the ACPS-OLP are eligible for enrollment and academic credit. 2. Only students who are enrolled in the district are currently eligible to take a course with ACPS-OLP. 3. Students shall be eligible to enroll in online courses as long as the course request is academically appropriate for the student. 22 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
28 4. No minimum GPA is required to enroll in an online course. School leaders should refer to the Profile of a Successful Online Student guidelines (Appendix A) when processing a student s request to enroll in an online course. 5. Students requests to enroll in online courses shall be submitted to the ACPS-OLP contact by the school guidance counselor via the online form link. 6. It is recommended that students enroll in no more than two courses per term during the regular school year. Exceptions must be approved by the ACPS-OLP. 7. A student may not retake a course through the ACPS-OLP if a unit of credit for that particular course is already recorded on his/her official transcript. B. Attendance, Course Completion and Academic Records Policy 1. Students enrolled in online courses must maintain a steady pace of communication and submitting assignments as set forth by their online teacher. Failure to actively engage in the online course may result in the student being withdrawn from the course. 2. All course work and required assessments must be completed by the assigned course completion deadline unless an extension is recommended by the principal and approved by ACPS-OLP. 3. Official course grades (transcript/grade report) will be reported to the school facilitator/guidance counselor. Interim and quarter grades may not be reported. C. Drop Policy 1. Grace Period Students may withdraw from their online course within the first 10 day of activation for any reason without academic penalty. A school guidance counselor or mentor is responsible for notifying ACPS-OLP regarding withdraw requests. 2. Students who request to drop their online course (or are administratively withdrawn for nonperformance) will receive a grade of W/P (withdraw passing) if he or she was passing the course at the time of the drop or a W/F (withdraw failing) if he or she was failing the course at the time of the drop. The grade of W/P will carry no Carnegie units and no quality points will be factored into the student s grade. D. Acceptable Use Policy 1. As part of the course request and registration process, students and their legal guardian must sign and return the ACPS OLP Acceptable Use Policy to their school counselor. Funding Unless specified otherwise, online courses made available through ACPS-OLP during the regular calendar year are provided at no cost to the students. Technical Specifications ACPS-OLP will ensure that school-based computers and student-issued laptops meet the technical specifications that are needed for students to successfully participate in online courses. ACPS provides limited Internet access outside of school facilities through the Wireless Wiz application. HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 23
29 Students enrolled in online courses are provided unrestricted access to the student help desk for technical issues. While students may access their online course at a time and place outside of the regular school day, ACPS- OLP is not responsible for ensuring that non-district computers meet the minimum technical specifications. Dual Enrollment Dual Enrollment is a program that allows high school students to take college classes while still in high school. Students need permission from their parent/guardian, counselor, and principal or other school designee. Currently, most dual-enrolled classes are offered through Northern Virginia Community College (NOVA). There are two models being used that provide students dual enrollment credit. Contract Course. These are courses taught by credentialed high school teachers in high school. These courses are part of the students regular high school schedule and the students receive both high school and college credit for the same course. Students must apply to NOVA and take the college placement tests. For non-transfer courses, students only need to meet the minimum score on the college placement test, not place at the college level. For transfer courses, students need to place at the college level. The tuition for these courses is paid by the school district. The high school identifies a dual enrollment coordinator to facilitate the process. Placement testing is offered at the high school. T.C. Dual Enrollment Courses Academy of Finance. Introduction to Business and International Finance Academy of Finance. Financial Planning Teachers for Tomorrow Practical Nursing Entrepreneurship Advanced Leadership Development Computer Networking Operations I and II Engineering III On-Campus Course. These courses are taught on the college campus and the student may receive release time to attend classes. The courses may or may not be taken for high school credit. Students need to apply to the college, take the placement tests on campus and place at the college level. The student must meet with a NOVA counselor on campus before registering for classes. Students are responsible for tuition and for facilitating the process. Courses taken at NOVA to replace one credit courses at T.C. Williams require two semesters (Ex: ENG 101/102). Summer sessions at NOVA do not provide enough time for onecredit courses but may allow for elective opportunities. See appendix for dual enrollment form. Students who take the AP English test and earn a 3 or better on the exam and/or earn a 550 or better on the Reading Comprehension section of the SAT are exempted from taking the English Placement exam for dual enrolled classes. If the course is taken for high school credit and a C or higher grade is earned in the collegelevel course, an additional 1.0 grade point average quality point will be awarded. Students working toward an Advanced Studies or a Technical Advanced Studies Diploma are required to take and pass at least one AP, Dual Enrollment or other college-level course. 24 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
30 Nova Dual Enrollment Website: Q: Who can participate? A: Students must be 16, a rising high school junior or senior or the homeschooled equivalent. You must have the support of your parents, principal and high school counselor who verify that you are ready for college-level work. You must also obtain a qualifying score on the college English placement test or have a score of 550 or higher on the Critical Reading section of the SAT. There are two types of dual enrollment students: DUAL CREDIT STUDENTS are high school students enrolled in college credit classes who receive both college credit and credit toward their high school graduation requirements. Classes may be taken on a college campus or at their high school if the course is offered there. CONCURRENTLY ENROLLED STUDENTS are high school or home schooled students enrolled in college credit classes. However, these students only receive college credit for the classes and must take the classes on a NOVA campus. Q: Which classes can students take? A: NOVA offers a variety of courses. Many students take courses not offered at their school like advanced math, science or a foreign language. If you are interested in a career skill, you can choose courses in fields such as automotive technology, culinary arts, information technology or allied health. If you are using a dual enrollment course to meet a high school graduation requirement, you must take the course for dual credit and you must work with your high school to ensure that the courses are equivalent. A general rule is that six college credits equal one high school credit. Dual enrolled students must take credit bearing courses, no ESL classes, developmental math or English classes, or physical education classes. Q: What if I have an IEP at my high school? A: High school juniors and seniors with special needs or disabilities may participate if they earn qualifying scores on the placement tests, and are able to participate and achieve in class without modification of course work. For more information regarding students with disabilities, visit the Disability Services website. Q: Is financial aid available for dual enrollment students? A: No. College-based financial aid is not available for high school students. Q: Can I transfer my credits to a four-year college or university? A: As with other courses taken at NOVA, many credits earned through dual enrollment typically transfer to four-year colleges and universities. However, some courses are not designed to transfer. Colleges and universities have specific policies regarding acceptance of transfer credits. You should contact the college or university you are considering to discuss the transferability of dual enrollment courses, or talk to a counselor at NOVA for more information. HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 25
31 Q: Do you know about Virginia s Guarantee Transfer Program? A: NOVA graduates who earn an associate of science or associate of arts degree, and who meet criteria specified by each senior institution, are guaranteed admission to more than 20 Virginia colleges and universities including schools like George Mason University, Virginia Tech and the College of William and Mary. Summer Programs/Enrichment Courses Students interested in taking a non-acps summer course or enrichment program for credit should speak initially with their counselor. The counselor will then provide information about the course/program, such as length, accreditation and a description of the course/program to the Director of High School Counseling. Final approval will be given by the Director of High School Counseling. All requests must be submitted prior to the end of the school year. If the course is an SOL course, a verified credit cannot be earned until the student has passed the associated SOL test. 5. Verified Credits Requirements for Standard, Advanced Studies, and Modified Standard Diploma The Virginia State Board of Education has established a set of subject-area Standards of Learning with corresponding end-of-course SOL tests. All middle and high school students enrolled in applicable high school credit-bearing courses are REQUIRED to take corresponding end-of-course tests for substitute tests. STUDENTS WHO PASS THE COURSE AND ACHIEVE A PASSING SCORE ON THE SOL TEST ARE AWARDED A VERIFIED CREDIT IN THAT COURSE. SOL SCORES. Pass Advanced= ; Pass Proficient= ; Fail= 399 and below Standard Diploma Discipline Verified Credits English 2 History & Social Studies 1 Mathematics 1 Laboratory Science 1 Student Selected Test* 1 Total 6 Advanced Studies Diploma Discipline Verified Credits English 2 History & Social Studies 2 Mathematics 2 Laboratory Science 2 Student Selected Test* 1 Total 9 26 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
32 *Students who complete a career and technical program sequence and pass an examination or occupational competency assessment in a career and technical field that confers certification or an occupational competency credential from a recognized industry, or trade or professional association or acquires a professional license in a career and technical education field from the Commonwealth of Virginia may substitute the certification, competency credential or license for (i) the student selected verified credit AND (ii) either a science or history and social science verified credit when the certification, license or credential confers more than one verified credit. Modified Standard Diploma Grade Level Tests Cut Scores Minimum Score Literacy Requirement (Grade 8 Reading Test) 371 Numeracy Requirement (Grade 8 Mathematics Test) 344 or Passing score on 11th grade English Reading 400 Verified Credit in high school mathematics 400 Locally Verified Credits Students are able to earn up to four locally verified credits in science and history/social sciences. To be eligible to earn locally awarded verified credits, a student must pass the high school course and not pass the related Standards of Learning test take the Standards of Learning test at least twice score within a scale score range on any administration of the Standards of Learning test and demonstrate achievement in the academic content through the following appeal process Appeal Process A local review panel comprised of the T.C. Williams High School test coordinator, the appropriate department chairperson and the grade level administrator or high school principal will review information that provides evidence of the student s achievement of the Standard of Learning content. Information presented to the panel may include, but is not limited to, results of classroom assignments, division wide exams, course grades and additional academic assignments (e.g., papers, projects, essays or written questions). Based on the evidence it reviews, the local review panel may award the verified credit deny the verified credit require participation in a remedial program and retesting, or make additional academic assignments prior to determining whether to award the credit. SOL Accommodations ELL Student. Current or former ELL students may use their own bilingual dictionary or use a Standard English dictionary during the SOL test. The following tests may be used as substitute tests for verified credits. They are listed by subject with the corresponding score necessary to earn proficient and advanced scores. HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 27
33 SOL SUBSTITUTE TESTS FOR VERIFIED CREDIT SOL Substitute Tests for Verified Credit SOL Substitute Tests for Verified Credit English Substitute Tests English Substitute Tests SOL Test Substitute Test Proficient Advanced SOL Test Substitute Test Proficient Advanced English: Writing AP English Language and Composition 2 3 English: Writing AP English Language and Composition 2 3 IB English (Higher Level) 2 3 IB English (Higher Level) 2 3 IB English (Standard Level) 2 3 IB English (Standard Level) 2 3 Test of English as a Foreign Language Test of English as a Foreign Language (TOEFL) Internet-based Test (ibt) (TOEFL) Internet-based Test (ibt)+ Test of English as a Foreign Language Test of English as a Foreign Language (TOEFL) Paper-based Testing (PBT) (TOEFL) Paper-based Testing (PBT)+ Advanced Placement International English Advanced Placement International English 2 3 Language (APIEL) 2 3 Language (APIEL) Cambridge International Examinations: Cambridge International Examinations: English Language (GCE-AS) English Language (GCE-AS) E E D D Cambridge International Examination: First Cambridge International Examination: First G D Language English (IGCSE) G D Language English (IGCSE) Cambridge International Examinations: Cambridge International Examinations: D C IGCSE English as a Second Language D C IGCSE English as a Second Language ACT: Writing Subtest ACT: Writing Subtest WorkKeys: Writing 3 4 WorkKeys: Writing 3 4 AP English Literature and Composition AP English Literature and Composition SAT I Writing SAT I Writing English: Reading AP English Literature and Composition English: Reading AP English Literature and Composition IB English (Higher Level) IB English (Higher Level) IB English (Standard Level) IB English (Standard Level) Test of English as a Foreign Language Test of English as a Foreign Language (TOEFL) Internet-based Test (ibt) (TOEFL) Internet-based Test (ibt)+ Test of English as a Foreign Language Test of English as a Foreign Language (TOEFL) Paper-based Testing (PBT) (TOEFL) Paper-based Testing (PBT)+ Cambridge International Examinations: Cambridge International Examinations: G D Literature in English (IGCSE) G D Literature in English (IGCSE) Cambridge International Examination: Cambridge International Examination: E D Literature in English (A Level) E D Literature in English (A Level) Cambridge International Examination: Cambridge International Examination: E D English Language(GCE-AS) E D English Language(GCE-AS) Cambridge International Examinations: Cambridge International Examinations: D C IGCSE English as a Second Language D C IGCSE English as a Second Language ACT: Reading Subtest ACT: Reading Subtest AP English Language and Composition AP English Language and Composition The Internet-based and the Paper-based Tests have replaced the Computer-based Test. +The Internet-based and the Paper-based Tests have replaced the Computer-based Test. ++The AP Literature and Composition test may be used as a substitute for both the English: Reading/Literature/Research and ++The AP Literature and Composition test may be used as a substitute for both the English: Reading/Literature/Research and the English: Writing tests. Students may use the AP Literature and Composition test to earn two English verified units of credit. the English: Writing tests. Students may use the AP Literature and Composition test to earn two English verified units of credit. +++The AP Language and Composition test may be used as a substitute for both the English: Writing and the English: +++The AP Language and Composition test may be used as a substitute for both the English: Writing and the English: Reading/Literature/ Research tests. The AP Language and Composition test may be used to earn two English verified units of Reading/Literature/ Research tests. The AP Language and Composition test may be used to earn two English verified units of credit. credit. Substitute Tests 2 Updated May (continued 12, 2011 on next page) Substitute Tests 2 Updated May 12, T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
34 SOL SUBSTITUTE TESTS FOR VERIFIED CREDIT (CONTINUED) Mathematics Substitute Tests SOL Test Substitute Test Proficient Advanced Algebra I CLEP College Algebra IB Math Studies (Standard Level) 2 3 IB Math Methods (Standard Level) 2 3 SAT II Math IC SAT II Math IIC AP Calculus Cambridge International Examinations: Further Mathematics (AICE) E D Cambridge International Examinations: Mathematics (AICE) E D Cambridge International Examinations: Further Mathematics (A Level) E D Cambridge International Examinations: Additional Mathematics (IGCSE) G D Cambridge International Examinations: Mathematics (IGCSE) G D ACT: Mathematics Subtest IB Mathematics (Higher Level) 2 3 ACT PLAN: Mathematics Subtest TABE Algebra/Geometry Advanced Test Level A Algebra II IB Math Studies (Standard Level) 2 3 IB Math Methods (Standard Level) 2 3 SAT II Math IC SAT II Math IIC AP Calculus Cambridge International Examinations: Further Mathematics (AICE) E D Cambridge International Examinations: Mathematics (AICE) E D Cambridge International Examinations: Further Mathematics (A Level) E D Cambridge International Examinations: Additional Mathematics (IGCSE) E D IB Mathematics (Higher Level) 2 3 Geometry Cambridge International Examinations: Mathematics (IGCSE) E C ACT: Mathematics Subtest IB Mathematics (Higher Level) 2 3 IB Math Studies (Standard Level) 2 3 IB Math Methods (Standard Level) 2 3 SAT II Math IC SAT II Math IIC AP Calculus The AP Calculus BC test may be used as a substitute to earn two mathematics verified units of credit. The AP Calculus AB test may be used to earn only one mathematics verified unit of credit. Substitute Tests 3 Updated May 12, 2011 (continued on next page) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 29
35 SOL SUBSTITUTE TESTS FOR VERIFIED CREDIT (CONTINUED) Science Substitute Tests SOL Test Substitute Test Proficient Advanced Earth Science Cambridge International Examinations: Environmental Science, GCE - AS Level E D AP Environmental Science 2 3 Biology AP Biology 2 3 SAT II Biology E & M CLEP General Biology IB Biology (Higher Level) 2 3 IB Biology (Standard Level) 2 3 Cambridge International Examinations: Biology, GCE -A Level E D Cambridge International Examinations: Biology, GCE- AS Level E D Chemistry AP Chemistry 2 3 SAT II Chemistry CLEP General Chemistry IB Chemistry (Higher Level) 2 3 IB Chemistry (Standard Level) 2 3 Cambridge International Examinations: Chemistry, GCE- A Level E D Cambridge International Examinations: Chemistry, GCE - AS Level E D History and Social Science Substitute Tests SOL Test Substitute Test Proficient Advanced US History AP US History 2 3 CLEP History of US I and II(total score for both tests) SAT II American History IB US History (Higher Level) 2 3 World History from 1000 AD SAT II World History AP World History 2 3 AP European History 2 3 IB History of Europe 2 3 World History to 1000 AD SAT II World History World Geography AP Human Geography 2 3 Cambridge International Examinations: IGCSE Geography G D Cambridge International Examinations: GCE -AS Level E C Cambridge International Examinations: GCE -A Level E D IB Geography Test 2 3 Substitute Tests 4 Updated May 12, T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
36 The following industry certifications, competency assessments, and licensures are approved by the Board of Education to meet the student selected verified credit. Those that meet the requirements for the Career and Technical Seal and/or the Advanced Mathematics and Technology Seal are indicated. VDOE APPROVED CERTIFICATIONS AND COMPETENCIES Board of Education Approved Industry Certifications, Occupational Competency Assessments, and Licensures November 29, 2006 (Approved) Recently approved credentials are highlighted. Meets Board of Education Criteria Name of Credential Issuing Organization Student Selected Verified Credit Career and Technical Education Seal Advanced Mathematics and Technology Seal Agricultural Education Agriculture Mechanics Assessment National Occupational Competency Testing Institute (NOCTI) Commercial Pesticide Applicator Certification Virginia Department of Agriculture and Consumer Services Floriculture-Greenhouse Assessment National Occupational Competency Testing Institute (NOCTI) Floriculture Assessment National Occupational Competency Testing Institute (NOCTI) Forestry Products & Processing Assessment National Occupational Competency Testing Institute (NOCTI) Greenhouse Operators Certification Program Southeast Greenhouse Growers Association Horticulture-Landscaping Assessment National Occupational Competency Testing Institute (NOCTI) Horticulture-Olericulture Assessment National Occupational Competency Testing Institute (NOCTI) Outdoor Power Equipment Certifications (Pass any one Equipment and Engine Training Outdoor Power Equipment exam) Council Production Agriculture Assessment National Occupational Competency Testing Institute (NOCTI) Small Engine Technology Assessment National Occupational Competency Testing Institute (NOCTI) Business and Information Technology Accounting-Basic Assessment National Occupational Competency Testing Institute (NOCTI) Accounting Complete Assessment National Occupational Competency Testing Institute (NOCTI) Administrative Assisting Assessment National Occupational Competency Testing Institute (NOCTI) Adobe Certified Expert (ACE) Adobe Systems Incorporated X Brainbench Network Administration Certifications Brainbench X (Pass any one test in this category) Brainbench Systems Administration Certifications (Pass any one test in this category) Brainbench X 1 (continued on next page) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 31
37 VDOE APPROVED CERTIFICATIONS AND COMPETENCIES (CONTINUED) Board of Education Approved Industry Certifications, Occupational Competency Assessments, and Licensures November 29, 2006 (Approved) Meets Board of Education Criteria Name of Credential Issuing Organization Student Selected Verified Credit Career and Technical Education Seal Advanced Mathematics and Technology Seal Business and Information Technology Brainbench Technical Support Certifications (Pass any one test in this category) Brainbench Software Development Certifications (Pass any one test in this category) Brainbench Web Design and Development Certifications (Pass any one test in this category) Brainbench Web Administration Certifications (Pass any one test in this category) Brainbench Desktop Publishing Certifications (Pass any one test in this category) Certification for Legal Professionals (ALS) Associate for Legal Professional (NALS) Brainbench X Brainbench X Brainbench X Brainbench X Brainbench X Certified Internet Webmaster Associate ProsoftTraining X Certified Internet Webmaster Associate: Internet ProsoftTraining X Business Foundations Examination Certified Internet Webmaster Associate: Site ProsoftTraining X Development Foundations Examination Certified Internet Webmaster Associate: Network ProsoftTraining X Technology Foundations Examination Certified Internet Webmaster Professional ProsoftTraining X Certified Novell Administrator (CNA) Novell X Customer Support Specialist Certification Help Desk Institute X Fundamentals of Wireless LANs Examination Cisco Systems X International Computer Driving License ICDL US X Fundamental Business Concepts ASK Institute (DECA/MarkED) IC3 Certification Certiport X inet+ Certification CompTIA X Java Programming Examination Cisco Systems X Linux+ Certification CompTIA X Macromedia Certified Professional Macromedia X Master CIW Administrator Certification ProsoftTraining X Master CIW Designer Certification ProsoftTraining X Master CIW Enterprise Developer Certification ProsoftTraining X Master CIW Web Site Manager Certification ProsoftTraining X 2 (continued on next page) 32 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
38 VDOE APPROVED CERTIFICATIONS AND COMPETENCIES (CONTINUED) Board of Education Approved Industry Certifications, Occupational Competency Assessments, and Licensures November 29, 2006 (Approved) Meets Board of Education Criteria Name of Credential Issuing Organization Student Selected Verified Credit Career and Technical Education Seal Advanced Mathematics and Technology Seal Business and Information Technology Microsoft Certified Applications Developer (MCAD) Microsoft X Microsoft Certified Professional (Pass any one Microsoft X Microsoft Professional certification exam) Microsoft Certified Systems Administrator (MCSA) Microsoft X Microsoft Certified Systems Engineer (MCSE) Microsoft X Microsoft Office Specialist (MOS) (Pass any one Microsoft X X unique MOS exam at the core level) Network+ Certification CompTIA X Oracle Certification Program Examinations (Pass any Oracle Corporation X one Oracle certification exam) Sun Certified Associate for Java 2 Platform Sun Microsystems X Supporting Users and Troubleshooting a Microsoft Microsoft X Windows XP Operating System (Microsoft Exam: ) Supporting Users and Troubleshooting Desktop Microsoft X Applications on a Microsoft Windows XP Operating System (Microsoft Exam: ) Unix Examination Cisco Systems X Web Design Examination Cisco Systems X WOW Certified Apprentice Webmaster (CAW) World Organization of Webmasters X WOW Certified Web Administrator Apprentice (CWAA) World Organization of Webmasters X WOW Certified Web Designer Apprentice (CWDSA) World Organization of Webmasters X WOW Certified Web Developer Apprentice (CWDVA) World Organization of Webmasters X 3 (continued on next page) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 33
39 VDOE APPROVED CERTIFICATIONS AND COMPETENCIES (CONTINUED) Board of Education Approved Industry Certifications, Occupational Competency Assessments, and Licensures November 29, 2006 (Approved) Meets Board of Education Criteria Name of Credential Issuing Organization Student Selected Verified Credit Career and Technical Education Seal Advanced Mathematics and Technology Seal Family and Consumer Sciences Commercial Foods Assessment National Occupational Competency Testing Institute (NOCTI) Early Childhood Care and Education Assessment National Occupational Competency Testing Institute (NOCTI) Food Production Management and Services Assessment National Occupational Competency Testing Institute (NOCTI) Hospitality Management -Food and Beverage Option National Occupational Competency Assessment Testing Institute (NOCTI) Hospitality Management Lodging Option Assessment National Occupational Competency Testing Institute (NOCTI) ProStart Program Certification (Levels I and/or 2) Education Foundation of the National Restaurant Association Retail Commercial Baking Assessment National Occupational Competency Testing Institute (NOCTI) START Certification (Hospitality Skills) American Hotel and Lodging Association (AH&LA) Health and Medical Sciences Certified Dental Assistant: Infection Control Dental Assisting National Board, Examination (ICE) Inc. Certified Dental Assistant: Radiation Health & Dental Assisting National Board, Safety Examination (RHS) Inc. Dental Assisting Assessment National Occupational Competency Testing Institute (NOCTI) Emergency Medical Technician Department of Health, Office of Emergency Medical Services Health Assisting Assessment National Occupational Competency Testing Institute (NOCTI) Home Health Aide Assessment National Occupational Competency Testing Institute (NOCTI) Medical Assisting Assessment National Occupational Competency Testing Institute (NOCTI) 4 (continued on next page) 34 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
40 VDOE APPROVED CERTIFICATIONS AND COMPETENCIES (CONTINUED) Board of Education Approved Industry Certifications, Occupational Competency Assessments, and Licensures November 29, 2006 (Approved) Name of Credential Issuing Organization Student Selected Verified Credit Meets Board of Education Criteria Career and Technical Education Seal Advanced Mathematics and Technology Seal Health and Medical Sciences National Health Care Foundation Skills Standards National Consortium on Health Assessment Science & Technical Education NRDA Certification (Dental Assisting) National Allied Health Registry/National Association for Health Professionals NRDA Certification (Medical Assisting) National Allied Health Registry/National Association for Health Professionals Nurse Aide Virginia Board of Nursing Nursing Assisting Assessment National Occupational Competency Testing Institute (NOCTI) Virginia Pharmacy Technician Examination Virginia Board of Pharmacy Marketing Education Fundamental Marketing Concepts ASK Institute (DECA/MarkED) Lodging Management Program Certification (Levels 1 American Hotel and Lodging and/or 2) Association (AH&LA) National Professional Certification in Customer Service National Retail Federation Foundation Retail Trades Assessment National Occupational Competency Testing Institute (NOCTI) Sales Certification National Retail Federation Foundation 5 (continued on next page) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 35
41 VDOE APPROVED CERTIFICATIONS AND COMPETENCIES (CONTINUED) -Board of Education Approved Industry Certifications, Occupational Competency Assessments, and Licensures November 29, 2006 (Approved) Name of Credential Issuing Organization Student Selected Verified Credit Meets Board of Education Criteria Career and Technical Education Seal Advanced Mathematics and Technology Seal Technology Education AutoCAD Certifications Brainbench Certified SolidWorks Professional SolidWorks Corporation Electronic Technology Assessment National Occupational Competency Testing Institute (NOCTI) Manufacturing Technology Assessment National Occupational Competency Testing Institute (NOCTI) Pre-Engineering Assessment National Occupational Competency Testing Institute (NOCTI) Pre-Skills Assessment for Mastercam Assessment Mastercam--Administered by National Occupational Competency Testing Institute (NOCTI) Trade and Industrial Education A+ Certification (2003 objectives) CompTIA X A+ Certification (pass any one exam from 2006 CompTIA X certification program) A+ Certification: Operating Systems Technologies CompTIA X Examination A+ Certification: Core Hardware Examination CompTIA X Access Certification American Culinary Federation, Inc. (ACF) Advertising and Design Assessment National Occupational Competency Testing Institute (NOCTI) Air Conditioning Certification HVAC Excellence Audio-Visual Communications Assessment National Occupational Competency Automotive Technician Examination (ASE) (Pass any one exam from Automobile Technician Test Series) Testing Institute (NOCTI) National Institute for Automotive Service Excellence 6 (continued on next page) 36 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
42 VDOE APPROVED CERTIFICATIONS AND COMPETENCIES (CONTINUED) Board of Education Approved Industry Certifications, Occupational Competency Assessments, and Licensures November 29, 2006 (Approved) Name of Credential Issuing Organization Student Selected Verified Credit Meets Board of Education Criteria Career and Technical Education Seal Architectural Drafting Assessment National Occupational Competency X X Testing Institute (NOCTI) Automotive Youth Educational Systems (AYES) Exit Automotive Youth Educational X X Examinations (Pass any two AYES exit exams) Systems Basic Principles of Construction: Residential Delmar Thomson Learning/Home X X Construction Academy Examination Builders Institute Basic Installer Exam, Mobile Electronics Certified Professional Consumer Electronics Association BICSI Registered Installer Certification, Level 1 BICSI (International Telecommunications Association) CAD Assessment National Occupational Competency Testing Institute (NOCTI) Cabinetmaking Assessment National Occupational Competency Testing Institute (NOCTI) Carpentry Assessment National Occupational Competency Testing Institute (NOCTI) Carpentry: Residential Construction Academy Delmar Thomson Learning/Home Examination Builders Institute Carpentry, National Construction Career Test National Center For Construction Education & Research (NCCER) Carpentry Level One, National Construction Career National Center for Construction Test Education & Research (NCCER) Certified Computer Service Technician Electronics Technicians Association, International (ETA) Certified Electronics Technician Associate (CET) Electronics Technicians Association, International (ETA) Certified Fiber Optics Installer (CFOI) The Association of Communications & Electronics Schools, International Advanced Mathematics and Technology Seal X Certified Satellite Dish Installer Electronics Technicians Association, International (ETA) CISCO CCNA Academy End-of-Course Examinations (Pass CISCO Systems X any two end-of-course exams, Levels 1-4) CISCO Certified Networking Associate (CCNA) CISCO Systems X CISCO CCNA Examination: Interconnecting CISCO CISCO Systems X Networking Devices Examination CISCO CCNA Examination: Introduction to CISCO Networking Technologies Examination CISCO Systems X 7 (continued on next page) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 37
43 VDOE APPROVED CERTIFICATIONS AND COMPETENCIES (CONTINUED) Board of Education Approved Industry Certifications, Occupational Competency Assessments, and Licensures November 29, 2006 (Approved) Meets Board of Education Criteria Name of Credential Issuing Organization Student Selected Verified Credit Career and Technical Education Seal Advanced Mathematics and Technology Seal Trade and Industrial Education Collision Repair Assessment National Occupational Competency Testing Institute (NOCTI) Collision Repair and Refinishing Technician (ASE)- National Institute for Automotive (Pass any one exam from Collision Repair & Refinish Service Excellence Test Series) Collision Repair/Refinishing Technology Assessment National Occupational Testing Institute (NOCTI) Competency Computer Networking Fundamentals Assessment National Occupational Competency Testing Institute (NOCTI) Computer Repair Technology Assessment National Occupational Competency Testing Institute (NOCTI) Commercial Air Conditioning Certification HVAC Excellence Commercial Refrigeration Certification HVAC Excellence Construction Electricity Assessment National Occupational Competency Testing Institute (NOCTI) Construction Masonry-Blocklaying Assessment National Occupational Competency Testing Institute (NOCTI) Construction Masonry-Bricklaying Assessment National Occupational Competency Testing Institute (NOCTI) Copper Based Cabling Certification RBT Systems, Inc. Core: Introductory Craft Skills, National National Center For Construction X X Construction Career Test Education & Research (NCCER) X X Cosmetology Assessment National Occupational Competency Testing Institute (NOCTI) Criminal Justice Assessment National Occupational Competency Testing Institute (NOCTI) Data Cabling Installer Certification (DCIC) Electronics Technicians Association, International (ETA) Diesel Engine Mechanics Assessment National Occupational Competency Testing Institute (NOCTI) Drafter Certification American Design Drafting Association Electric Heat Certification HVAC Excellence Electrical Certification HVAC Excellence 8 (continued on next page) 38 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
44 VDOE APPROVED CERTIFICATIONS AND COMPETENCIES (CONTINUED) Board of Education Approved Industry Certifications, Occupational Competency Assessments, and Licensures November 29, 2006 (Approved) Meets Board of Education Criteria Name of Credential Issuing Organization Student Selected Verified Credit Career and Technical Education Seal Advanced Mathematics and Technology Seal Trade and Industrial Education Electrical Construction Assessment National Occupational Competency Testing Institute (NOCTI) Electrical Occupations Assessment National Occupational Competency Testing Institute (NOCTI) Electrical Principles: Residential Construction Delmar Thomson Learning/Home X X Academy Examination Builders Institute Electrical, National Construction Career Test National Center For Construction X X Education & Research (NCCER) Electronics Assessment National Occupational Competency Testing Institute (NOCTI) EPA Technician Certification (Levels I, II, or III) Environmental Protection Agency (Authorized Entity) Fiber Optic Network Cabling Certification RBT Systems, Inc. Fiber Optics Installer Certification Electronics Technicians Association, International (ETA) Firefighter I Certification Virginia Department of Fire X X Programs Gas Heat Certification HVAC Excellence General Drafting and Design Assessment National Occupational Competency Testing Institute (NOCTI) Graphic Communication Technology Assessment National Occupational Competency Testing Institute (NOCTI) Graymark Cable Installation Certification Graymark International Heat Pump Certification HVAC Excellence Heating, Electrical, Air Conditioning Technology HVAC Excellence (HEAT) Examination House Wiring: Residential Construction Academy Delmar Thomson Learning/Home Examination Builders Institute HTI+ Systems Infrastructure and Integration CompTIA X Examination HTI+ Residential Systems Examination CompTIA X HVAC: Residential Construction Academy Examination Delmar Thomson Learning/Home Builders Institute 9 (continued on next page) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 39
45 VDOE APPROVED CERTIFICATIONS AND COMPETENCIES (CONTINUED) Board of Education Approved Industry Certifications, Occupational Competency Assessments, and Licensures November 29, 2006 (Approved) Meets Board of Education Criteria Name of Credential Issuing Organization Trade and Industrial Education Student Selected Verified Credit Career and Technical Education Seal Advanced Mathematics and Technology Seal HVAC, National Construction Career Test National Center For Construction Education & Research (NCCER) Industrial Maintenance Mechanic Assessment National Occupational Competency Testing Institute (NOCTI) Installer (or Service) Core Certification (HVAC) North American Technician X X Excellence, Inc. (NATE) IT Essentials 1 Examination (PC Hardware and Cisco Systems X Software) IT Essentials 2 Examination (Network Operating Cisco Systems X Systems) Light Commercial Heating & Air Conditioning Air Conditioning and X X Certification Refrigeration Institute Machining Skills--Level I (Pass any one Machining National Institute for X X (Level 1) examination with performance component) Metalworking Skills (NIMS) Masonry, National Construction Career Test National Center For Construction Education & Research (NCCER) X X Metalworking and Fabrication Assessment National Occupational Competency Testing Institute (NOCTI) National Automotive Technicians Education Foundation (NATEF) End of Program Test Series Examinations (Pass any two NATEF, End of Program National Automotive Technicians Education Foundation Test Series, exams) Oil Heat Certification HVAC Excellence Parts Specialist (ASE) (Pass any one exam from National Institute for Automotive X X Parts Specialist Test Series) Service Excellence Plumbing Assessment National Occupational Competency Testing Institute (NOCTI) Plumbing: Residential Construction Academy Delmar Thomson Learning/Home Examination Builders Institute Precision Machining Assessment National Occupational Competency Testing Institute (NOCTI) Protective Services Assessment National Occupational Competency Testing Institute (NOCTI) PrintED Certification Graphic Arts Education and Research Foundation Refinishing Technology Assessment National Occupational Competency Testing Institute (NOCTI) 10 (continued on next page) 40 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
46 VDOE APPROVED CERTIFICATIONS AND COMPETENCIES (CONTINUED) Board of Education Approved Industry Certifications, Occupational Competency Assessments, and Licensures November 29, 2006 (Approved) Meets Board of Education Criteria Name of Credential Issuing Organization Student Selected Verified Credit Career and Technical Education Seal Advanced Mathematics and Technology Seal Trade and Industrial Education Residential Air-Conditioning and Heating Air Conditioning and X X Certification Refrigeration Institute SENSE Training Program Certification (Level 1, American Welding Society (AWS) Entry-level Welder) Student Electronics Technician Certification (SET) Electronics Technicians Association, International (ETA) Telecommunications Electronics Technician Electronics Technicians Certification Association, International OETA) Television Broadcasting Assessment National Occupational Competency Testing Institute (NOCTI) Visual Communications Assessment National Occupational Competency Testing Institute (NOCTI) Voice and Data Cabling Examination Cisco Systems X Welding Assessment National Occupational Competency Testing Institute (NOCTI) Welding, National Construction Career Test National Center for Construction Education & Research (NCCER) License Barbers Board of Barbers and Cosmetology (Virginia Department of Professional and Occupational Regulation) Cosmetology Board of Barbers and Cosmetology (Virginia Department of Professional and Occupational Regulation) Nail Technician Board of Barbers and Cosmetology (Virginia Department of Professional and Occupational Regulation) Real Estate Salesperson Virginia Real Estate Board (Dept. of Professional & Occupational Regulation) 11 (continued on next page) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 41
47 VDOE APPROVED CERTIFICATIONS AND COMPETENCIES (CONTINUED) Board of Education Approved Industry Certifications, Occupational Competency Assessments, and Licensures November 29, 2006 (Approved) Meets Board of Education Criteria Name of Credential Issuing Organization Student Selected Verified Credit Career and Technical Education Seal Advanced Mathematics and Technology Seal Examination Advanced Placement Computer Science A The College Board Passing Score = 3 Advanced Placement Computer Science AB The College Board Passing Score = 3 College Level Examination Program (CLEP): The College Board Passing Information Systems and Computer Applications Score = 52 International Baccalaureate Computer Science The International Baccalaureate Passing (Standard Level) Organization Score = 3 International Baccalaureate Computer Science (Higher The International Baccalaureate Passing Level) Organization Score = 3 International Baccalaureate Information Technology The International Baccalaureate Passing in a Global Society (IB6613) (Standard Level) Organization Score = 3 Passing Score = 3 Passing Score = 3 Passing Score = 52 Passing Score = 3 Passing Score = 3 Passing Score = 3 Note: New industry certification credentials and occupational competency assessments are highlighted. 42 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
48 6. State Diploma Seals Board of Education Seal. Students complete the requirements for a Standard or Advanced Studies Diploma with an average grade of an A. Governor s Seal. Students complete the requirements for an Advanced Studies Diploma with an average grade of B or better and successfully complete at least three Advanced Placement or college-level courses for credit. Career and Technical Education Seal. Students earn a Standard or Advanced Studies Diploma and complete two sequential electives in business and information technology, marketing, trade and industrial, health and medical sciences and technology education. They must maintain a B or better average in those courses or 1. pass an examination in a career and technical education concentration that confers certification from a recognized industry, trade or professional association, or 2. acquire a professional license in that career and technical education field from the Commonwealth of Virginia. Advanced Mathematics and Technology Seal. Students earn either a Standard or Advanced Studies Diploma and satisfy all of the mathematics requirements for the Advanced Studies Diploma (4 units of credit, including Algebra 2; two verified unit. of credit) with a B average or better and either 1. pass an examination in a career and technical education field that confers certification from a recognized industry, or trade or professional association. 2. acquire a professional license in a career and technical education field from the Commonwealth of Virginia; or 3. pass an examination approved by the Board that confers college-level credit in a technology or computer science area. The Board of Education s Seal for Excellence in Civics Education will be awarded to students who earn either a Standard or Advanced Studies Diploma and: (i) complete Virginia and United States History and Virginia and United States Government courses with a grade of B or higher; and, (ii) have good attendance and no disciplinary infractions as determined by local school board policies and, (iii) complete 50 hours of voluntary participation in community service or extracurricular activities. Any student who enlists in the United States military prior to graduation will be deemed to have met this community service requirement. Early College Scholar. Program earned with a B average or better; pursuing an Advanced Studies Diploma; AND completing or have completed college-level course work (i.e., AP, IB, dual enrollment) that will earn at least 15 transferable college credits. HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 43
49 7. Grading and Reporting Grading System Effective Until June 30, 2009 All graded courses are treated equally with the exception of AP Honors Courses, which are assigned a half (.5) differential in quality points. Grade Letter Numerical Grade Quality Points A B B C C D D F 63 & below 0 Adopted on July 1, 2009 All AP and Honors classes will receive added credit. No weighted credit is given for a grade below a C. Grade Letter Numerical AP Honors Standard A A B B B C C C D D F 59 & below Computation of the Final Grade The final grade in a course is calculated by adding together the quality values of the grades earned for first, second, third and fourth quarters as well as the final exam grade and then dividing the total value by five (assuming the final exam has equal weight to the quarter grades). The calculated value is then converted to a letter grade based on the quality point scale. Please refer to the grading scales in the Staff Handbook. 44 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
50 Grade Point Calculation Quality points are the numerical values assigned to grades for the purpose of determining a comprehensive grade point average (GPA). A student s GPA is determined by dividing the total number of quality points earned by the number of credits attempted. This includes grades for courses taken in 7th or 8th grade for high school credit that have not been omitted from the student s transcript. All grades earned during the school year and in summer school are included in calculating the GPA. Alpha Grade Action Low Number High Number Qpts Qpts Low Qpts High A A B B B C C C D D F I Ranking Students are ranked at the end of each school year based on the cumulative grade point average. For ranking purposes, the student(s) with the highest calculated grade point average will be considered number one. Valedictorian and Salutatorian Valedictorian and Salutatorian will be determined by the rank of the students at the end of the eighth semester. A student must be enrolled at T.C. Williams High School for their entire senior year to be eligible for honor graduate designation. Incompletes Assignments and assessments should be given a due date. Teachers encourage students to submit their best effort and then work with students to help them improve their performance. If the assignment/assessment has not been submitted the teacher may assign a grade of Incomplete (I) as a placeholder so that the student can work with the teacher to complete the assignment. As noted in the Curriculum Design and Assessment Policy (IFA, IFA-R) approved by the Alexandria School Board, students shall be expected and permitted to revisit work when, in the teacher s professional judgment, it is clear that additional study, effort and time will produce higher achievement. When a teacher has determined that a student has worked hard and still cannot demonstrate mastery, a grade of can be assigned. When the teacher has determined that the student has made no effort on the assignment and does not plan on completing the assignment, a numerical grade of 40 should be applied. An option of a Not Required (NR) grade can be applied when a particular assignment is not required of an individual student for such reasons as medical, IEP accommodation, senior experience, etc. Teachers HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 45
51 are encouraged to work with counselors to determine when the conditions for a Not Required indicator are appropriate. Additionally, if a student earns a final quarter grade of Incomplete (I), the student has 10 days to make the work up. Otherwise the quarter grade becomes an F. Pass/Fail Certain elective courses approved by the School Board may be classified as pass/fail, such as SOL Prep or eighth period music courses. In such cases, the student receives a P on the report card if the student meets the requirements of the course or an F if the student fails to meet those requirements. No credit is earned for a Pass/Fail course. NG NOT Graded A NG may be given when a student enrolls too late in a course to earn a credit. In addition, an NG may be given when a student exits a class in the middle of a quarter to enroll in a more appropriate placement. Withdrawal from Courses A student may drop a class up through the end of the first quarter without having a grade recorded. (For AP and honors classes, the deadline is December 10.) Unless the principal approves an exception, a student may not withdraw during the final quarter of a course. Full-Year Course One-Semester Course First Quarter Second Quarter Third Quarter Fourth Quarter No course or grade reported No course or grade reported WP or WF recorded for the year WP or WF recorded for the semester WP or WF recorded for the year X WP or WF recorded for the year X WP = withdrawal pass WF = withdrawal fail A withdrawal pass and a withdrawal fail do not have any grade implications though they are recorded on the transcript after the first quarter for a year-long course or after the third quarter if a semester class (does not affect cumulative GPA). They are used to indicate the progress in the course when the withdrawal occurred. A student who withdraws from an SOL course is ineligible to take the corresponding EOC exam. When a student moves from an AP or honors class prior to December 10, the course is dropped and is not reflected on the report card or transcript. The receiving teacher should assign an NG for the first quarter for that student. At the end of the second quarter, the receiving teacher will then record for the first quarter the same grade earned for second quarter. (Reminder to teachers: The grade should also be sent to the technical support assistant.) If a student moves to a standard level class after that date, the quarter grade(s) from the preceding class are entered and calculated into the final grade. A W/P or W/F for the class dropped is also entered. 46 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
52 If at all possible, schedule changes should not be made until after grades for the respective quarter have been entered. If a counselor needs to make a change prior to the end of a quarter, it is imperative that the counselor uses the schedule change form and receives a grade from the class dropped. The counselor is then responsible for giving that grade to the receiving teacher. (A copy of the completed schedule change form should be given to the receiving teacher and to the technical support assistant.) Grade Transfer AP or honors class to regular class = Receiving teacher calculates grade at end of second quarter and records same grade for first quarter. Regular class to an AP or honors class = Receiving teacher calculates grade at end of second quarter and records same grade for first quarter. Attendance Procedures Statement of Belief The staff of T.C. Williams High School firmly believes in the achievement of each and every Titan. To maximize student success, we must have engaging and meaningful teaching with exceptional supports for staff and students. In an ideal world, we would have a student body that comes to school every day, ready and willing to learn. The wonderful reality of our lives as educators in ACPS is that we face challenges and opportunities each day with our students, many of whom struggle each day just to make it to school. Our mantra posted in every classroom states, This is important. You can do it. We won t give up on you. These statements are not just words on a piece of paper. The staff genuinely believes in our student body and is dedicated to the welfare and academic success of every student. We know that there is a direct and positive link between student attendance and academic achievement. Quite simply, students cannot reach their maximum potential unless they attend school on a regular basis. Furthermore, the work world demands the same high level of attendance and commitment. It has often been said that 80% of life is showing up. We need students to show up every day, ready to embrace new opportunities for learning and advancement. The following procedures set high standards for student attendance, while allowing students to learn from their mistakes and improve their performance. Everyone plays a role in this process. Students are asked to accept responsibility for their education and attendance. Parents are asked to monitor their child s attendance and communicate with school personnel when there will or has been an absence. Teachers are asked to monitor student attendance, seek support when needed, and use their professional judgment to assist students in making good choices. Together, students, teachers, and parents can help provide the basis for a quality education regular attendance and commitment by all parties. HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 47
53 Procedures In accordance with ACPS Board Policy IFA, each teacher will provide a syllabus to students at the beginning of the school year. This syllabus will be tied to the ACPS curriculum, will include expectations of students, and will clearly explicate the support students can expect from teachers. As we update or create new IAPs for students, concerns about attendance and performance should be included as part of the counselor s work with students and as part of the formal IAP process. Attendance cannot be approached as an isolated set of events. The approach to standard attendance rules and clear expectations is part of our work during the next two years of our ongoing transformation to focus on classroom instruction. To that end, students with more than three unverified absences in a block class or more than five in an embedded class per quarter will face loss of credit procedures. Three unexcused tardies will equal one unverified absence. Regardless of the reason, students who are absent from class miss valuable instruction that is difficult to make up. Students who are in jeopardy of losing credit are expected to work with their teachers to develop a plan whereby they buy back instructional time. The buy-back plan allows the teacher and student to determine the manner in which instructional time is made up. Teachers will use professional judgment to determine the provisions of the plan. Fulfillment of the buy-back plan does not guarantee that a student will pass the class and earn credit. Good attendance contributes to academic success. Students are expected to attend school and all classes every day. Students must attend a minimum of 70 block class days or 140 non-block class days during the school year to repeat a class during the summer. Absences from school or class shall be for acceptable reasons only and a maximum number of acceptable absences shall be permitted. Any absence not approved by the school is truancy. Truancy from school or class shall not be an acceptable reason for absence. Students absent without an acceptable reason listed in the attendance regulations shall be disciplined according to the action set forth in the Student Guidelines. Students who leave the campus without checking out will be considered truant. Students are also expected to be in class on time each period. Tardiness to class without a valid written excuse will be dealt with as a discipline matter through the administration. 48 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
54 ROLES OF VESTED PARTIES Teachers Role Students Role Parents/Guardians Role Administrators Role Social Workers Role Maintain accurate records Take attendance every day by the end of each class period Contact parents of students no later than the third unverified absence. If a student has not been in their class for three days and they do not know why they are absent, they should contact the social worker for assistance. Alert the student s social worker after three days of absence, unless they know that the student has a legitimate reason to be absent on those days. Work with students facing loss of credit procedures to create and monitor any buy-back plan. Notify the counselor if persistent attendance issues should be more formally addressed through the IAP process. Substitute teachers will record names of absent students on the class attendance sheet. Before leaving the school building at the end of the day, they will place the absence list in the teacher s mailbox. Teachers must input the absences in STAR the day they return Attend every class in its entirety, every day, and on time. When absent from school, whether it is verified or unverified, they shall work with their teachers to make up all work. Students facing loss of credit procedures should work with their teachers to develop a buyback plan to make up missed instructional time. Take ownership of their attendance by ensuring that proper documentation is submitted to the attendance secretary in the main office the day of their return. This will allow for proper record keeping on the part of the school. Official doctor s notes are preferred and may be required by the attendance specialist when excessive absenteeism is an issue. Whenever students know that they will be absent, they should inform teachers in advance. Absences that are a result of a school-sponsored activity (field trip, athletics) do not count toward the loss of credit procedures. However, the student is still required to make up the missed instruction Parents/Guardians Role Help to ensure that students attend school every day. In the event of an unavoidable absence, such as personal illness, doctor s appointment, or court appearance, parents must provide documentation to the attendance clerk when the student returns to school. Provide documentation of the reason for the absence and student should submit this to the attendance clerk in the main office. These include: Personal illness (a doctor s note is preferred) Doctor s appointment (note required) Dental appointment (note required) Court appearance (verification required) Family emergency (must be verified and approved by the Dean) Religious observance Talk regularly with their child about the importance of regular attendance and academic achievement. Should the need arise to develop a buy-back plan, parents should discuss the details with their children. Please note: All absences, regardless of documentation or reason, result in the loss of instructional time. It is expected that students will make up all missed instructional time. Stress the importance of school attendance and monitor teacher attendance record keeping in STAR. Participate in attendance panels to develop interventions for students. Provide guidance and support for buyback plans. Meet regularly with parents and students. Follow-up with the learning community support teams to monitor attendance. Continue our commitment to transformation by enhancing student attendance. Work with members of the learning community weekly to monitor attendance. Participate in attendance panels at T.C. to help solve attendance issues. Refer students to court for truancy as necessary. Take appropriate actions when receiving attendance referrals from teachers. Communicate actions taken on referrals to teachers in a timely manner. Alert teachers of extended absences or changes in placement for students, as appropriate. Contact from teachers and/ or social workers regarding attendance concerns What Parents Can Expect from School Personnel Robo calls and automatic text messages when student is absent from one or more class periods during the day. Letters automatically generated when their student misses three days in a block class or five in an embedded class. HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 49
55 Changes/Corrections to Student Scholastic Record A. Marks Verification and Corrections 1. At the end of each grading period, teachers review and verify marks, submitting corrections to the data entry specialist. 2. In the event the teacher is unavailable, the principal or designee, together with a staff member as appropriate (department chair, lead teacher), reviews and verifies marks and submits corrections to the data entry specialist. B. Requests to Change Quarter/Final Grades 1. Parents or students who believe that an assigned grade is incorrect shall first contact the teacher and indicate the reasons for the requested change. 2. If the teacher agrees that a change is warranted, a Marks Change Form (see Appendix) is submitted to the data entry specialist and is signed by the teacher. 3. Once the teacher affirms the grade, an appeal of the teacher s decision requires a conference with an administrator. 4. If the teacher disagrees with an administrator s decision to change a grade, the teacher should meet with the principal and/or other administrators to discuss the reasons for the decision. 5. Any further appeal by a parent, guardian or independent student must be submitted in writing to the principal who is the final determiner. 6. Grade changes should be processed within 10 school days of a change authorization and should be confirmed with the parent and teacher by telephone or in writing. 7. No staff member who is related to a student may approve or make a change in the student s academic cumulative record and should defer his or her role to the principal. Schedule Change Procedures Planning a program of studies and the respective curriculum is time intensive and involves well-thoughtout decisions on the part of the student and parent(s). Counselors meet with students early in the year to advise them in their program choices. The completed course selection form is provided for parent s review and then the student s course requests are mailed home in the late spring. Students are afforded every opportunity to make any changes in their course requests prior to the beginning of school. Thus once school begins, schedule changes should be the exception rather than the norm. Only change requests for the following reasons should be honored: Student is scheduled for a course that he/she has already completed. Student requests a more challenging course. Student previously had teacher for which he or she is currently scheduled and does not wish to continue with that teacher. Student wishes a change to a course that is under enrolled or that has just been created (i.e., SAT Prep course, College Summit). Such changes should be made on the schedule correction form located in each counselor s office. 50 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
56 After the third week of September, the schedule request change form should be employed. (See appendix forms.) Note that the procedures must be completed in entirety including a conference with the teacher, parent and student before any change is implemented. The counselor then gives a copy of the completed schedule change request form to the sending and receiving teachers to verify that the process has been completed and to indicate the grade earned. Completed forms should be kept by the counselor and the technical support assistant should be notified of any withdrawals/additions. **Note: Students should not be permitted to drop an AP or honors class until after the first quarter. 8. Credit Information Full-Year Courses Students receive one standard unit of credit for each full-year course successfully completed. Students will not receive any partial credit for a full-year course. For example, a student who passes a year-long course for the first two quarters but fails for the year or who does not continue that subject beyond the first semester will not receive credit for the course; rather, the student must repeat the course to obtain credit. One-Semester Courses Students receive one-half unit of credit for each semester course successfully completed. Repeat Courses The repeating of a course for which a student has previously been awarded credit is generally not recommended. However, for those gateway courses such as Algebra 1 or the first level of a World Language, the student may wish to repeat the course for increased mastery of the subject before moving on to the next level. If the course is repeated, an additional credit is not awarded. However, both courses and final grades are recorded on the transcript and both grades are calculated into the cumulative grade point average. Students should confer with their counselor to discuss this option. Courses Taken in Middle School for High School Credit Certain high school courses such as Algebra 1 and above taken in 7th or 8th grade or World Languages confer high school credit and both the credit and grade will be reflected on the high school transcript and averaged into the cumulative GPA. There are different course taking patterns for World Languages in middle school. Successful completion of any of these options will earn high school credit. 1. Students who take the first half of the level 1 course for any World Language in 6th or 7th grade will earn 0.5 semester high school credit if they pass the course. 2. Students who complete the second half of the level 1 course for any World Language in 7th or 8th grade will earn another 0.5 semester high school credit if they pass the course. 3. Students who complete the full level 2 course for any World Language in 8th grade will earn 1.0 high school credit if they pass the course. 4. Students who complete the full level 1 Spanish course in 8th grade will earn 1.0 high school credit if they pass the course. HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 51
57 Request for Course Removal A credit-bearing high school course taken in middle school may be removed from the high school transcript if requested by the parent in writing. Parents will be sent a letter reminding them of this option. (See form in appendix.) In such cases, the student may elect to repeat the course the following year to obtain mastery or advance to the next level course. If the student elects to do the latter, the parent and student must plan carefully to ensure that the student will attain enough math credits by graduation to realize the desired diploma type. In addition, since the course, grade and credit are removed from the transcript, a verified credit cannot be earned for that course. 9 Transfer Students All measures should be taken to ensure that the transfer of a student to T.C. Williams High Schooll is as seamless as possible. Courses in which the student was enrolled at the previous school should be honored. However, in those situations where the schedule does not mirror T.C. Williams High School s, such as a 4 X 4, and the student has not been enrolled at the previous school in the course he wishes to take, consideration needs to be given relative to the number of hours expired in the desired course. Generally speaking, a student should not start a class after the first quarter of the class or after 35 hours of the class. For a semester course, a student should refrain from starting a class after approximately the first 20 hours. For those students not previously enrolled in school for that school year, a No Grade may be given for courses in which they enroll. Students are responsible for making up any work missed as the result of entering the class after the start date. For clarification or special circumstances, contact the Director of High School Counseling. Evaluation of Transfer Student Records It is the counselor s responsibility to evaluate the academic records to determine correct placement and credits earned. (Exception. Students transferring from a non-american school outside of the United States. Evaluation of the transcript is the responsibility of the ELL office). Since every school system is different, the counselor should contact the previous school for clarification of courses, credits earned, grades, etc. Classification of elective credits (ex: English elective credit, fine and practical arts elective, etc.) should be indicated on the transcript worksheet. In some cases, the counselor may need to merge partial credits for the student to receive the full credit. Example: Course 1st Trimester 2nd Trimester 3rd Trimester Final Grade English 11 C = 1/3 cr. B = 1/3 cr. B = 1/3 cr. B- = 1 cr. Students entering a Virginia public high school for the first time after the 10th grade shall earn as many credits as possible toward the graduation requirements. However, schools may substitute courses required in other states in the same content area if the student is unable to meet the specific content requirements without taking a heavier than normal course load in any semester, by taking summer school or by taking courses after the time when he or she otherwise would have graduated. *Students transferring above the 10th grade from schools or other education programs that do not require or give credit for health and physical education shall not be required to take these courses to meet graduation requirements. 52 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
58 Advanced Studies Diploma Verified Credit Requirements for Transfer Students Graduation requirements are those in effect when that student entered the ninth grade for the first time, regardless of the year the student graduates. First Time Transfers to a Virginia Public High School Advanced Studies Diploma Verified Credit Requirements (8 VAC G.1 and H) Students transferring into a Virginia public High School for the first time During 9th Grade+ Beginning of 10th Grade* During 10th Grade+ Beginning of 11th Grade* During 11th Grade+ Beginning of 12th Grade* During 12th Grade+ *Beginning = First 20 hours of instruction Must Earn 9 Verified Credits English Mathematics Science History and Social Science Student Selected 6 Verified Credits English Mathematics Science History and Social Science Student Selected 4 Verified Credits English +During = After the first 20 hours of instruction Student Selected Ninth Graders in and beyond Students should be given every opportunity to earn a diploma; if this is not possible, arrange to have the previous school award the diploma; or seek a waiver of verified credit requirement from the DOE. See: app.doc SOL Scores: Pass/Advanced = ; Pass/Proficient = ; Fail = 399 and below HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 53
59 Standard Diploma Verified Credit Requirements for Transfer Students Graduation requirements are those in effect when that student entered the ninth grade for the first time, regardless of the year the student graduates. First Time Transfers to a Virginia Public High School Standard Diploma Verified Credit Requirements (8 VAC G.1 and H) Students transferring into a Virginia public High School for the first time During 9th Grade+ During 10th Grade+ Beginning of 11th Grade* During 11th Grade+ Beginning of 12th Grade* During 12th Grade+ *Beginning = First 20 hours of instruction Must Earn 6 Verified Credits English Mathematics Science History and Social Science Student Selected 4 Verified Credits English Mathematics Science History and Social Science 2 Verified Credits English +During = After the first 20 hours of instruction Student Selected Ninth Graders in and beyond Students should be given every opportunity to earn a diploma; if this is not possible, arrange to have the previous school award the diploma; or seek a waiver of verified credit requirement from the DOE. See: app.doc SOL Scores: Pass/Advanced = ; Pass/Proficient = ; Fail = 399 and below Modified Diploma Verified Credit Requirements for Transfer Students First-time Transfers to a Virginia Public School Modified Standard Diploma Requirements Modified Standard Entering Grade Verified Credits for Graduation Special Populations 9th, 10th, 11th or 12th Requirements remain the same regardless of year of transfer. Waiver of Verified Credit Students entering a Virginia high school after 20 instructional hours per course of their senior year shall be given every opportunity to earn a Standard, Advanced Studies or Modified Standard Diploma. If it is not possible for the student to meet the requirements for a diploma, arrangements should be made for the student s previous school to award the diploma. If these arrangements cannot be made, a 54 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
60 waiver of the verified unit of credit requirements may be available to the student. Requests should be made to the Department of Education no more than 90 calendar days prior to the student s anticipated graduation date. (See waiver form in appendix.) The request should include documentation that the student transferred from outside the state within a time frame that would not allow the student to meet the reduced verified credit provisions. Steps for Evaluation of Student Records If at all possible the student s transcript should be official as indicated by the words official transcript and/ or the school s seal on the transcript. Report card(s) and/or progress report (s) are not acceptable student s replacements for a transcript as indicated by the words official transcript and/ or the school s seal on the transcript. Review the entire transcript first for a basic understanding. Note any questions regarding interpretation of courses, credits or grading and contact the previous school if necessary. Completed courses should be entered on the course history update form (in appendix). If the course is listed on the form, enter the final grade, credit attempted and completed, and the school year the course was taken in the appropriate column. If the course is not listed, then the course(s) is entered on the backside of the form in the correct content area. For example, German is not listed on the form; thus, it would be entered on the backside of the form under content area, World Languages. Honors courses are indicated by writing an H or Honors next to the course title. If a full-year course such as English or Algebra is divided into semesters for grading purposes, then the semester grades are averaged and the related credits totaled to arrive at the final grade and credit earned. For example, a student s transcript reflects a C for the first semester in English 9 with a.5 credit earned and an F the second semester with 0 credits earned. The C and the F are averaged together so the student earns a final grade of a D in English 9 for one credit. If a course for which a student has previously received credit is retaken, both attempts are entered on the course history update form. However, credit is only entered on the first attempt though the final grade is entered for both. Also, a check is placed in the repeat tag column for the second attempt. Helpful Hints: Please refer to courses that satisfy graduation requirements as well as information for transfer students on the VDOE website. Students transferring above the 10th grade from schools or other education programs that do not require or give credit for health and physical education shall not be required to take these courses to meet graduation requirements. Physical science is NOT approved by the VDOE as a high-school level science course. Thus, it must be entered as an elective credit on the course history update form. The final grade of an F on the transcript must be recorded as such on the update form even if the student repeats the course a second time with a passing grade. In addition, an E on a transcript is analogous to an F. Courses taken in 7th or 8th grade for which the school has awarded high school credit are included on the update form. For example, Arlington School System awards high school credit for World Geography, which is taken in 8th grade. HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 55
61 Integrated math is typically a combination of Algebra and Geometry. Two years of such a course usually signifies completion of Algebra and Geometry and should be entered as such. However, to receive the verified credits, the student will have to take the respective Algebra 1 and Geometry SOLs. If a student enters with only one year of Integrated Math, a math evaluation is first given to determine if the student has met the Algebra 1 objectives. If the student meets the objectives, then the student is given credit for Algebra 1; if not, the student is placed in Algebra 1 and an elective credit is given for Integrated Math 1. (Math evaluations forms are available in Learning Communities scored by the math department.) Remember: the counselor is the one who interprets the transcript and makes the final decision relative to the courses, grades and credits that the student is awarded. The importance of taking the time to gather complete and accurate information cannot be overstated. 10. Early Graduation The importance of a four-year high school education cannot be overstated. The academic preparation as well as the emotional and social development that a student garners from these four years is extremely valuable and can greatly influence postsecondary success. Thus, for a student to graduate early, there has to be a valid reason. A conference must occur between the student, parent, counselor and any other stakeholders regarding the rationale for early graduation and also for the student and parent to fully understand any possible repercussions. For example, if the student finishes the required courses during the school year, the diploma itself is still not issued until the day of or after the graduation date for that year s graduating class. 11. Reduction from a Full-Day Schedule All students are expected to take a full-day schedule of classes unless the student is enrolled in a cooperative work/apprenticeship program or there are extenuating circumstances that warrant a reduction. In the case of the latter, the principal s approval is required. 12. Eighteen-Year-Old Rights and Responsibilities Eighteen-year old students have many legal rights and responsibilities, such as the ability to sign for themselves legal documents. These documents include but are not limited to medical releases and IEP s. In addition eighteen-year old students may register for the military. However, 18-year old students must still follow the procedures in place for all students at T.C. Williams High School with respect to attendance, discipline, and early release. Students who request an early release must sign out through the respective learning community and the parent/guardian will be contacted. Also, the parent or guardian will be contacted regarding absences, grades, discipline, etc. The only exception to this policy is unaccompanied 18-year old students who are living independently of a parent/guardian. 56 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
62 13. Academic Distinction Academic Distinction Awards Academic Letter An academic letter is awarded to a student who has earned a cumulative GPA of a 3.25 or higher, based on the previous year s work. Once the student has earned a letter, a pin(s) is awarded in lieu of the letter. Honor and Merit Rolls Honor and merit rolls are calculated on a quarterly basis. Honor: 3.5 GPA with no grade less than a B Merit: 3.0 GPA with no grade less than a C Distinguished Honors: All As Honor Societies National Honor Society Juniors and seniors with a cumulative GPA of 3.5 or higher are able to apply for admission to the Society. Accepted applicants must display leadership abilities and a documented history of service to the community. Once admitted, students must maintain academic excellence and participate in a variety of student-led projects. Math Honor Society To qualify for the Math Honor Society, a student must have completed Algebra 2, have a GPA of a 3.2 or above in all mathematics courses and be currently enrolled in a higher level mathematics course. In addition, the student is expected to participate in all math-related honor society activities, including but not limited to senior math league contests, math honor society meetings and tutoring at the Math Center. Foreign Language Honor Societies German, French and Spanish honor societies all require three years of a language with a minimum of a 3.75 average in the respective language as well as an overall GPA of a 3.5 or higher. Academic Achievement Awards Athletics Athletes are recognized for academic excellence at the conclusion of each school year. Student athletes who earn a 3.0 or better are eligible for a VHSL Certificate of Academic Achievement. Student athletes who earn a 3.5 or higher are eligible for a Northern Virginia Region certificate. The GPA must be earned for the quarter of participation in the sport. Fall sports first quarter GPA Winter sports third quarter GPA Spring sports fourth quarter GPA National Merit Scholarship Program The National Merit Scholarship Program (NMSP) is an academic competition for recognition and scholarships. Students enter the National Merit Program by taking the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT). This test serves as an initial screen of approximately 1.5 million entrants each year. HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 57
63 Entry Requirements Take the PSAT in the junior year of high school; Be enrolled as a high school student progressing toward graduation and planning to enroll full time in college no later than the fall following completion of high school; Be a citizen of the United States, or be a U.S. lawful permanent resident. Of the original 1.5 million students, approximately 50,000 with the highest PSAT Selection Index scores (critical reading + mathematics + writing scores) qualify for recognition in the National Merit Scholarship Program. The following September, these students are notified through their schools that they have qualified as either a Commended Student or Semifinalist. Commended Students In late September, more than two-thirds of the original 50,000 high scorers on the PSAT receive Letters of Commendation in recognition of their outstanding academic promise. Commended students are named on the basis of the Selection Index score that may vary from year to year and is below the level required for participants to be named Semifinalists in their state. Semifinalists In early September, approximately one-third of the 50,000 high scorers are notified that they have qualified as Semifinalists. Semifinalists are designated on a state representational basis; they are the highest scorers in each state. Scholarship application materials are provided to Semifinalists through their high schools. To be considered for a National Merit Scholarship, Semifinalists must advance to Finalist standing in the competition. Finalists In February of the senior year, some 15,000 Semifinalists are notified by mail that they have advanced to Finalist standing. A certificate for presentation is also mailed to the school. Winner Selection All winners of Merit Scholarship awards are chosen from the Finalist group based on their academic record, the high school official s written recommendation, test scores, information about the student s activities and leadership; and the Finalist s essay. Types of Merit Scholarship Awards National Merit $2,500 Scholarships. These single payment scholarships are awarded on a state representational basis without regard to financial need or college choice. Corporate-sponsored Merit Scholarship awards. These awards are designated for children of their employees, for residents of the community in which the company is housed or for Finalists with career plans the sponsor wishes to encourage. These may be either one-time awards or renewable for four years. College-sponsored Merit Scholarship awards. Officials of each sponsor college select winners of their awards from Finalists who have been accepted for admission and who have notified NMSC that the sponsor college or university is their first choice. These awards are renewable for up to four years. 58 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
64 National Achievement Scholarship Program The National Achievement Scholarship Program is an academic competition providing recognition for outstanding Black American high school students. Students may enter both the National Achievement Program and the National Merit Program by taking the PSAT/NMSQT. The two programs are conducted concurrently but are operated and funded separately. Black American students can be honored as Scholars in both programs, but can receive only one monetary award from NMSC. Entry Requirements The entry requirements for the National Achievement Scholarship Program are the same as those of the National Merit Program. However, in addition, the student must identify him/herself on the PSAT as a Black American who wishes to be considered in the competition as well as in the National Merit Scholarship Program. Program Recognition Of the more than 160,000 students who enter the National Achievement Program each year, approximately 4,700 are recognized. About 3,100 Outstanding Participants are referred to colleges for academic potential. Approximately 1,600 are named Semifinalists; these students have an opportunity to advance in the competition for National Achievement Scholarships. Semifinalists The 1,600 Semifinalists are named on a regional representation basis. These students are the highestscoring participants in the states of each region. Application materials are sent to Semifinalists through their high schools. A Semifinalist must advance to Finalist standing in order to be considered for a National Achievement Scholarship. Finalists must meet high academic standards. Finalists In late January, 1,300 Semifinalists are notified by mail that they qualify as finalists. High school principals are also notified and provided with a certificate(s) to present. Achievement Scholar Designees In late February, the National Achievement Program notifies about 800 finalists. Winners are selected based on abilities, skills and accomplishments. Two types of awards are offered: National Achievement $2500 Scholarships. These scholarships are awarded on a regional representation basis. A total of 700 National Achievement $2,500 Scholarships are awarded. Corporate-sponsored Achievement Scholarship awards. Corporate sponsors provide awards for Finalists who plan to pursue particular college majors or careers, are children of their employees or residents of an area served by the sponsor. These scholarships may be either one-time awards or renewable for four years. Approximately 100 corporate-sponsored awards are offered each year. HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 59
65 Governor s School Summer Residential Governor s Schools offer gifted high school sophomore and juniors intensive educational experiences in visual and performing arts, mathematics, science and technology, humanities, and life science and medicine, as well as through mentorships in marine science or engineering. Each Residential School focuses on one special area of interest. Students live for five weeks on a college or university campus. During this time, students are involved in classroom and laboratory work, field studies, research, individual and group projects, and seminars with noted scholars, visiting artists and other professionals. A director and a student-life staff provide supervision of students throughout the program. Radford, Virginia Tech, Christopher Newport, Lynchburg and Virginia Commonwealth are a few of the colleges or universities that have hosted these educational experiences. Tuition costs for the nominated students are covered by local and state funds. School Selection Process Nominations for the Summer Residential Governor s Schools may be made by teachers, school counselors, peers or by the students themselves. Each Virginia school division is permitted a certain number of nominees based on school enrollment. Competition is particularly keen as sophomores and juniors from across the state vie for limited spaces in each program. T.C. Williams High School may nominate two students for each program. A committee is convened to consider applicants from the school. The committee is comprised of educators knowledgeable in each of the academic program disciplines, such as department chairs, secondary school counselors, the Director of High School Counseling, and the school division s gifted education coordinator. If more than two students apply in an area, a selection committee for that subject area will meet to hold auditions (performing arts only), review applications and select the nominees. Once nominated, students then go through a selection process at the state level. Each nominee is sent a letter regarding his or her application status by mid- April. Students are listed as invited, alternate or declined. Criteria for Nomination to the Academic and Visual Performing Arts Program include Participation in or eligible to participate in the gifted program at T.C. Williams High School. Genuine interest in attending Governor s School and the maturity, stability, and self-discipline to live away from home for an extended period. Recommendation by a teacher or other professional who is knowledgeable of the student s academic strength in the selected area. Application to only one Governor s summer residential program or foreign language academy per year. Attendance to only one Governor s school residential program during their high school career. Eligibility for a free, public education in Virginia. For more information: residential/index.shtml. 60 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
66 Foreign Language Academies The Governor s Summer Residential Foreign Language Academies offer motivated and talented foreign language students full-immersion, three-week summer residential academies in French, German and Spanish; a partial-immersion Japanese Academy; and a Latin Academy. A Global Village concept allows each of the academies its own individuality as well as offering joint activities to expand multicultural understanding, global awareness and international education. T.C. Williams High School may nominate two students for each of the French, German, Latin and Spanish Academies and one student for the other language academies. Criteria for nomination to the Foreign Language Academies: Sophomore or Junior. Eligibility for a free, public education in the Commonwealth of Virginia. Application to only one Governor s summer residential program or foreign language academy per year. Attendance at only one Governor s summer residential program or foreign language program during their high school career. Indication of a genuine interest in attending the Foreign Language Academies and demonstration of the emotional maturity, stability and self-discipline to live away from home for an extended period. Additional Criteria for the French, German and Spanish Academies: Completion of at least three levels of the language prior to the beginning of the academy. Proficiency in using the language. Willingness to use the target language for all social and academic interactions. An additional criterion for students applying to the Latin Academy: Completion of at least level two of the language prior to the beginning of the academy. An additional criterion for students applying to the Japanese Academy: Completion of at least level two of ANY language prior to the beginning of the academy, but are not required to have previously studied the language. For more information: HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 61
67 14. College Entrance Tests and Test Preparation College Entrance Tests T.C. Williams High School is a test center for both the SAT and ACT testing programs. (School reporting number is ) Check on their respective websites or the T.C. Williams High School College and Career Center website for test dates and registration deadlines. T.C. Williams High School does not send test scores to colleges; students should request from the testing organization that their scores be sent directly to the colleges. SAT I Scholastic Aptitude Test tests learned ability Consists of three sections (Verbal, Math, Writing) Fee waiver available for students who qualify for free/reduced lunch Scores range from 200 to 800 on each section Register online at SAT II Scholastic Aptitude Test tests knowledge in specific subjects Each test is one hour in length may take up to three tests on one day Required or recommended by many competitive colleges (typically used for placement) Administered same date and time as SAT 1 ACT American College Test tests general educational achievement Consists of four tests Math, Science, Reading, English Composition, and An optional writing test Scores range from 1 to 36, scores are then averaged to determine a Composite score Fee waivers also available for ACT Register online at Colleges will accept either the SAT or ACT scores; thus, it is recommended that students take both tests. Since the tests measure different domains, some students may do better on one test than the other. SAT and ACT Fee Waivers Student must have been approved for free-or-reduced price meals Student must be in 11th or 12th grade Fee waiver cards are not accepted for late or standby registrations Students are eligible for two SAT waivers and two ACT waivers and four college application waivers 62 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
68 Test of English of English as a Foreign Language (TOEFL) The Test of English of English as a Foreign Language (TOEFL) evaluates the ability of an individual to use and understand academic English. Sometimes the TOEFL is required for college admissions for non-native English speakers. A TOEFL score is valid for only two years since a candidate s language proficiency could have dramatically changed since the date of the test. The Internet-based test (ibt) is the most frequently used format for the test. TOEFL ibt measures reading, listening, speaking and writing skills and takes approximately 4 ½ hours to complete. This test is given at various test centers throughout the world 30 to 40 times a year. For more information on local test sites, go to ELL students who score or higher on the Critical Reading portion of the SAT may not need to take the TOEFL. Contact the college to confirm that the student does actually need to take the TOEFL. Test Preparation T.C. Williams High School SAT/ACT Prep Workshops (Math and English Instructors) The Saturday morning workshops are held at T.C. Williams High School, typically four consecutive Saturdays prior to an SAT exam date. The cost is $40 and students sign up at the first class. T.C. Williams High School SAT/ACT Preparation Courses Both of these elective courses are an option for students who wish to take the preparation courses as part of their schedule. Each course is offered for a semester and carries.5 elective credits. Courses may be taken consecutively or individually. SAT Test Preparation Course The T.C. Williams High School SAT Test Preparation course is currently designed for TCW juniors to help them reach their maximum potential score on the SAT. The course meets for minute sessions after school. PSAT/NMSQT The Preliminary SAT/National Merit Scholarship Qualifying Test is a standardized test administered by the College Board and National Merit Scholarship Corporation in the United States. This practice test for the SAT is administered typically during the second week of October to all sophomore and juniors at T.C. Williams High School free of charge. The scores from juniors who took the PSAT/NMSQT are used to determine eligibility and qualification for the National Merit Scholarship Program. In addition, results of the PSAT are used to identify students likely to succeed in AP courses through AP Potential tool. Format The test is composed of three sections: Math, Critical Reading and Writing Skills, and takes two hours and ten minutes to complete. Each of the three sections is scored on a scale of 20 to 80 points, which add up to a maximum composite score of 240 points. This parallels the SAT, which is graded on a scale of 200 to 800. Unlike the SAT, the PSAT does not include higher level mathematics (e.g., concepts from Algebra 2) or an essay in its writing section. The test is mostly multiple-choice, but there are 10 openresponse math questions that require the test takers to enter their responses on a grid. Selection Index The sum of the three scores is known as the Selection Index and is used along with other criteria for eligibility, such as U.S. citizenship, for both preliminary and primary selection in the National Merit HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 63
69 Scholarship Program. The minimum Selection Index for recognition as a Semifinalist is set by the NMSC in each state at scores about the 99th percentile. Thus, minimum qualifying scores vary from state to state and year to year. This is used instead of a national minimum to ensure an even geographical distribution of Semifinalists. Students not recognized as Semifinalists but whose score yields the 96th percentile (nationally) are recognized as Commended Students and receive Letters of Commendation. Additional Resources The Hunt Course This SAT prep company offer classes year-round at St. Stephen s & St. Agnes Episcopal School. Ph: www/huntprograms.com Kaplan SAT Test Preparation Another well-known test preparation company holds classes at various sites throughout the area. Ph: Free Resources SAT Prep website: satonlinecourse.collegeboard.com/sr/satprepcenter.do ACT Prep website: Number 2: I Need A Pencil: Princeton Review: There are a number of test preparation organizations and private tutoring resources available in the Alexandria area. Though counselors are free to provide names of such organizations, they should not recommend a specific resource or organization. ACT SAT Concordance The ACT and SAT are different tests that measure similar but distinct constructs. The ACT measures achievement related to high school curricula, while the SAT measures general verbal and quantitative reasoning. ACT and the College Board have completed a concordance study that is designed to examine the relationship between two scores on the ACT and SAT. These concordance tables do not equate scores, but rather provide a tool for finding comparable scores. Table 1 Concordance between ACT Composite Score and Sum of SAT Critical Reading and Mathematics Scores SAT CR+M (Score Range) ACT Composite Score SAT CR+M (Single Score) T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
70 Table 2 Concordance between ACT Combined English/Writing Score and SAT Writing Score SAT Writing (Score Range) ACT English/Writing Score SAT Writing (Single Score) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 65
71 15. Student Registration All students wishing to enroll at T.C. Williams High School, must go through the Registrar s Office unless they are coming from a school outside the country, in which case they should be directed to the ELL office at 4703 Seminary Road. Registrations are by appointment only. Requirements: A parent or court-appointed guardian must accompany any student under 18 years of age. A Birth Certificate or Passport is required. Non-citizens, person born outside of the United States, must register at the ELL Center 703/ Complete immunization records to include the following: (3) DPT (Diphtheria, Pertussis, Tetanus) (3) Polio (2) MMR, (Measles, Mumps, Rubella) (3) Hepatitis B (3) Polio Vaccine (1) Varicella (Chickenpox) (1) Tuberculin (TB) test results within a year or chest x-ray dated within 1 year, or TB Risk Assessment. A free physical may be obtained at the Teen Wellness Center from 10:00 a.m - 5:00 p.m. Monday through Friday. Two proofs of residency. Parent(s) or guardian must provide at least two of the following documents: A. A current utility bill containing parent or guardian names and the address/residence being used for registration. B. A copy of a lease or current rent receipt for the address being used for registration, which includes the name(s) of the parent or guardian. C. A current Personal Property Tax receipt that includes the names of the parent or guardian. D. A current mortgage receipt containing the names of the parent or guardian. Driver s licenses and car registrations are not acceptable as proof of residence. A copy of current IEP if student is receiving special education services. Additional Registration Requirements The student s transcript from the previous school is required so that the counselor may properly place the incoming student. If the guardian registering the student is not the legal parent(s), a petition must be filed through the Alexandria Courts for custody of the student he/she wishes to enroll. However, this petition cannot be filed for educational purposes solely. In addition, the guardian needs to provide proof of residency within the City of Alexandria. Records of students 18 years or older (with the exception of students receiving Special Education Services or English Language Learners) will be reviewed by an administrator prior to the creation of a class schedule. If the student is enrolling him or herself, he/she needs to provide valid documents of residency in Alexandria. 66 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
72 New families in a disabled status (homeless) within Alexandria City will be provided by the registrar with contact information to assist these families with the registration process. Students who withdrew from T.C. Williams High School to attend another school and have since returned to Alexandria need to complete the registration and meet all requirements. Students returning from the Northern Virginia Juvenile Detention Home School must first meet with Dr. Lawrence Jointer. ( ) Students who have been expelled from any school in Virginia or out of state must first go through the Office of Pupil Services before enrolling in school. English Language Learners Students entering the school division from outside the country are directed to the English Language Learners office at 4703 Seminary Road. The ELL office confirms residency, completes the registration papers, checks to make certain the student has the required immunizations, tests the student for level of English and math proficiency and evaluates the transcript for courses completed, credits earned, etc. When the student meets with the high school counselor, the student should bring a packet from the ELL office. This packet will usually include a preliminary transcript evaluation as well as a screening and placement information form, indicating the English Language Proficiency Level and the literacy score of the student. It will also typically include the recommended mathematics and language arts classes. Students may be provided English Language Learner services if they entered school in Virginia for the first time after reaching their 12th birthday and have not reached age 22 on or before August 1 of the school year. ELL students who have reached age 22 after August 1 are not eligible to continue in the regular high school setting but are welcome in the adult education programs. Placement of ELL Students ELP Level 1 ELL Language Arts Enrichment Level 1* ELL Language Arts 1 ELL Social Studies Level 1 ELL Biology Part 1 Mathematics (ELL Math or Algebra 1 Part 1 or Algebra 1 or more advanced math depending on previous credits earned) Elective(s) HPE (if not already taken) (If student has previously taken and passed the Level 1 strand of courses then they should be placed in Language Arts Level 2 and the appropriate ELL sheltered content courses.) Levels 2 ELL Language Arts Level 2* World Civilization (sheltered) Biology or Biology 1 Part 1 (sheltered) Mathematics (Ell Math or Algebra 1 Part 1, or Algebra 1) Electives HPE (if not already taken) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 67
73 Levels 3 & 4 Standard core content classes but in sheltered classes with ELL support Level 5 Placement in co-taught English class Standard core content classes *ELL students receive one high school English credit for either ELL Level 1 or ELL LA Level 2. After completing ELL Language Arts classes, the student should take English 9, English 10 and English 11. Although at this point English 12 is not required for graduation, it is HIGHLY recommended that all ELL students successfully complete English 12 to ensure college readiness. 16. Home Instruction Any parent of any child who will have reached their fifth birthday on or before September 30 of any school year and who has not passed their 18th birthday may elect to provide home instruction in lieu of school attendance if he or she: 1. holds a baccalaureate degree in any subject from an accredited institution; or 2. is a teacher with qualifications prescribed by the Board of Education; or 3. enrolls a child in a correspondence course approved by the Superintendent of Instruction; or 4. provides a program of study or curriculum that, in the judgment of the Superintendent, includes the SOL objectives adopted by the Board of Education for language arts and mathematics and provides evidence that the parent is able to provide an adequate education for the child. Parents interested in home instruction should contact the Office of Pupil Services for an application and additional information. On receipt of notification of intention to instruct at home, the school division shall ensure that the parents have submitted evidence of having met one of the four criteria indicated above, as well as a description of the curriculum to be followed for the coming year. Instruction in certain courses is required for a regular high school diploma should a student who has previously received home instruction return to Alexandria City Public Schools. Thus, parents who anticipate that their home-instructed child will return to Alexandria City Public Schools and proceed to graduate should include such subject areas in their home-schooling curriculum and should confer annually with the Chief Academic Officer to ensure compliance with the most current course requirements. The equivalent of 180 days of instruction shall be provided each school year. Home-instructed students may not be concurrently enrolled at T.C. Williams High School nor are they eligible to participate in any extracurricular activities. However, the student may register for the PSAT and/or the ACT or SAT. If a previously home-instructed student decides to transfer into T.C. Williams High School, an evaluation of the academic records must be performed to assess credits earned and diploma status. The grades 68 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
74 and credits earned through an approved correspondence school may be honored for standard course credits. If there is any question about the integrity of the program, a final exam in the subject area may be given to the student to determine mastery. However, to receive the verified credit, the student must pass the corresponding Virginia Standards of Learning test or an alternate test. 17. Adult High School Anyone 18 years of age or older who is no longer attending school may enroll in Adult High School. If a student is under the age of 18 and not enrolled in day school, then an official written authorization from the local school division is required prior to enrolling. Students enrolled in day high school may take adult high school classes if they Are at least 17 years of age Will graduate within the current school year Have written approval from their day school counselor Required Documents Completion of student referral form with accompanying transcript Photo ID Proof of residency Payment for tuition Courses Offered (enrollment based) English 9 English 10 English 11 English 12 World History US/VA History US/VA Government Geometry General Mathematics* Algebra 1 & 2 Consumer Mathematics* Computer Math* Biology Biology 2 (Environmental, Anatomy) Earth Science Work Study Electives: Spanish 1 & 2, Career Connections, Developmental Reading, Creative Writing *Note: These courses do not qualify for the standard, advanced or technical diplomas. HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 69
75 Additional Information Cost Two sessions per year. Fall semester begins late August; spring semester begins late January or the first week in February Three meeting times: Tuesday/Wednesday/Thursday 3:30-5:30 p.m. Monday/Wednesday 6:15-9:15 p.m. Tuesday/Thursday 6:15-9:15 p.m. Student can take up to three classes per semester; however, this is not recommended. Accumulation of four unexcused absences from class will result in student dismissal from the course unless a recovery contract is completed. Alexandria City residents $60 for first course; $30 for each additional course. Non-residents $235 for first course; $118 for each additional course. Contact T.C. Williams High School Room A123 Phone: Fax: [email protected] 18. Homebound Instruction Students who are unable to attend school because of an extended illness, or other health-related problems for which medical services are required, may receive homebound instruction provided such request is recommended by a physician, nurse practitioner or clinical psychologist. Procedure: Counselor receives request from student s parent or guardian for homebound services. Counselor completes Request for Instructional Services form. Counselor attaches to the request form the note from the physician justifying the need for homebound instruction. Counselor sends form and attachments to the Student Alternatives Hearings Office, Arnecia Moody. Application for homebound instruction is evaluated. Once the application is approved, a homebound teacher is assigned and then makes contact with student. Medical forms are kept on file in the Student Alternatives Hearings Office. *Note: Homebound instruction is available only in core subjects. 70 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
76 Responsibilities of Homebound Teacher Contact the school prior to first meeting with student to obtain the student s textbooks and any other learning materials. Submit quarterly grades to school counselor at the student s school a week prior to the end of the quarter. A copy of the grades is also given to Student Alternatives Hearings Office. Maintain close contact with the student s teachers and counselor to develop and implement appropriate educational program. The homebound teacher is responsible for assigning grades only for the work covered during the period of homebound instruction. These grades are to be averaged with the other earned grades by the student during the regular school program. Responsibilities of Parent/Guardian Provide an environment conducive to learning Ensure that a responsible adult is present in the home when the homebound teacher is working with the student Keep appointments with homebound teacher Ensure that student makes every effort to keep up with school assignments Advise the homebound teacher of any change in medical status that would necessitate modification or termination of homebound services. 19. Section 504 Section 504 of the Rehabilitation Act is a civil rights act prohibiting discrimination based on a disability. It basically ensures that an eligible student with an impairment receives reasonable accommodations necessary for the student to access school-related programs and activities. A student may be considered disabled under Section 504 if the student has, or has a record of, an impairment, physical or mental, which substantially limits one or more major life activities. Counselors serve as case managers for students within their case load who have Section 504 plans. At least once a year, prior to the anniversary date, the counselor will coordinate the meeting of the Section 504 Committee for the purpose of reviewing student information, which may include current grades, attendance data, student records and any information the parents provide. If needed, the plan will be revised and a reevaluation date confirmed. The counselor will provide copies of the Plan to all staff members directly involved with the student. The counselor also serves as the Section 504 Committee Chairperson when a new referral is initiated. This process begins when a teacher, student s parent/guardian or other individual suspects that a student may have an impairment and may be eligible for services under Section 504. The counselor, on receiving the referral (verbal, written or electronic request), establishes a date for the Records Review Meeting and requests attendance by the student and his/her parent/guardian. The Section 504 committee will determine if the student meets the requirements of an eligible individual under Section 504 by discussing if a mental or physical impairment exists, if the impairment substantially limits any of the student s major life activities, how the impairment affects the student educationally and if HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 71
77 the student is eligible for an accommodation plan. This committee is comprised of the 504 Chairperson, administrator/designee, one or more of the student s teachers, the parent/guardian, the student (if appropriate), and other knowledgeable and appropriate staff (school nurse or school psychologist, social worker, etc.) If the committee finds the student eligible for services, then the Section 504 committee will write a Section 504 plan for the student. This will include accommodations, along with any modifications or services the student may need. Testing accommodations, educational services and extracurricular activities are all considered during this decision-making process. *See appendix for ACPS Administrative Guidelines Section 504, March 2009 to be updated August Danger to Self and Others Suspected Child Abuse Suspected child abuse must be reported to Child Protective Services (CPS) immediately. However, the counselor should make sure that the social worker, dean and Director of School Counseling is notified and/or consulted. When a referral is made to CPS, it is advisable to have the student s emergency care information and cumulative record available for supplying information. If there are visible signs of abuse (bruises, cuts, etc), the concern is particularly crucial to take an immediate response as CPS workers may visit the student the same day the concern is reported. Monitor the student s needs after the report is made. Ensure that proper services are provided and serve as an advocate for the student. Make additional reports if the abuse appears to continue. Although any teacher or other person employed in a public or private school may report suspected child abuse directly to CPS, teachers may wish to go through the counselor. If not, then the counselor should be notified of the report. Remember: Any person who makes a report of suspected abuse to CPS is immune from any civil or criminal liability in connection with such report unless it is proven that such person acted in bad faith or with malicious intent. Child Protective Services, Alexandria: Suicide Prevention Addition to Chapter 425 of the Code of Virginia Section The Virginia Senate passed Bill SB 1250, which requires licensed administrative or instructional personnel who have reason to believe, as a result of direct communication from a student, that the student is at imminent risk of suicide to contact at least one of the student s parents as soon as practicable. The social worker, dean and Director of School Counseling should also be notified. 72 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
78 A new clause has been added to Section If the person talking with the student believes that the suicidal behavior is the result of neglect or abuse by the parents, then the parents are NOT to be contacted. School personnel should call CPS instead. In this situation, the State Department of Social Services suggest that the appropriate Community Mental Health Center be notified at the same time that CPS is called. For additional information, please refer to ACPS Suicide Prevention/Intervention Guidelines handbook. 21. Legal Issues for School Counselors Requests for Information Schools receive requests throughout the year from parents, members of the public, media, governmental entities and litigants for information or records, which may include requests for student records, disciplinary records and statistics, student demographics, education program information and school board decisions. Most requests that counselors encounter fall under the FERPA, Family and Educational Privacy Act. Basically, FERPA is a federal law that protects the privacy of student records and establishes the rights of students/parents to inspect their student records as well as correct inaccurate information in a student s educational record. All employees of a school who have access to educational student records are responsible for guarding the confidentiality of the records. Implications for Counselors Except under limited circumstances, no personally identifiable information from a student s educational record may be disclosed without first obtaining written consent from the parent or the student if 18 years of age or older. Examples of educational records: academic records, disciplinary records, special education and Section 504 records, health records and s. Those individuals who have access to a student s educational records without parental consent include the student, student s parent/guardian (including divorced or separated parents unless stated otherwise from a court order), school employees who have a legitimate educational interest (such as psychologists, teachers, administrators, etc.), and Guardian ad Litem or CASA caseworker (court appointed special advocate who represents the student s interests). Those individuals who do not have access without a parental consent include step-parents (unless they have adopted the child); other relatives such as aunts, uncles, grandparents, etc.; attorneys other than school division attorneys; and school staff who do have a legitimate educational interest in the records. Exceptions to Consent Requirements Schools to which the student is transferring Subpoenas or judicial orders Health and safety emergencies Investigations by government agencies of complaints HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 73
79 Directory information such as name, phone number, dates of attendance, address, date of birth, grade level, honors or awards received, photograph and address. Parents may opt out of the disclosure of his/her student s directory information. Subpoenas A subpoena is a court process, initiated by a party in litigation, to obtain witness testimony or documents of a third party. Subpoenas can be in the form of a witness deposition, a request for production of documents, records, photographs, etc., or a combination of both. Compliance with a subpoena is mandatory. On receipt of a subpoena, inform your dean and the Director of Secondary School Counseling. They in turn will contact our legal advisors to determine whether there may be a basis to object to the subpoena or otherwise eliminate the need for witnesses to appear or produce documents. Sometimes before a judge issues a subpoena, an attorney may try to contact a school employee to discuss what the person knows about a certain matter or to get a sense of what the person may say at the trial. Remember, you cannot disclose confidential information about a student without the parent s advance written consent. Inform the attorney that he/she must first provide you with the required written consent before you can discuss a particular student. Questions Frequently Asked By School Counselors about Responding to Subpoenas and Other Requests to Participate in Court Proceedings School division employees frequently receive requests from parents and others for the employees to provide testimony, records or information in connection with legal proceedings in which neither the witness nor the school division are directly involved (for example, custody cases, juvenile proceedings, immigration cases or other kinds of litigation). Sometimes these requests are informal; sometimes these requests are in the form of a subpoena. These frequently asked questions are intended to provide information about the nature of such requests and to help employees respond to such requests. This guidance is limited to cases where ACPS is not a party to the dispute. In any matter that involves a dispute between the parent and the school division, if you are contacted by the parent or their attorney regarding participation in the proceeding or provision of information or documents (either informally or by subpoena), contact your dean immediately before responding in any way. 1. How should I respond to a parent or guardian s request to talk with their lawyer? (You are not required to talk with a parent s lawyer based on the parent s request.) Whether you receive a request from a parent or directly from the parent s attorney, ACPS neither requires nor authorizes it employees to participate voluntarily in court proceedings to which ACPS is not a party. Be aware that your voluntary communication with the attorney for one parent may be seen as taking sides in the family s dispute and may cause unintended tension and disruption to the Student s education. If you choose to comply voluntarily with requests to do things not specified by a subpoena or court order, you must do so as a private citizen, not as an ACPS employee. That means that you must do this on your own personal time without the use of ACPS resources and that you are responsible for the legal or other consequences of the assistance you provide. 74 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
80 If you do speak with a parent s attorney regarding any matter make sure to obtain a signed release from the parent to allow you to discuss the student with the attorney. Information regarding the student which is maintained by ACPS is protected by the Family Education Rights Privacy Act ( FERPA ), which is a federal law that protects the privacy of student records and grants access to parents and other individuals specifically authorized by the parent to view and/or receive copies of the student s education record. Therefore, since the attorney is not a parent, you must have signed authorization from a parent to discuss personally identifiable information regarding the student with the attorney. The same guidance applies if the parent requests you to prepare a document regarding the student to be used in a court proceeding. While ACPS is required to provide parents with copies of the student s education record in accordance with FERPA, you are not required to create new documents for use in court proceedings. 2. What should I do if I receive a subpoena to appear in court to testify? Unlike informal requests to talk to a parent s attorney or otherwise provide information, Subpoenas to appear in court are legally enforceable court orders for you to appear in court and/or produce requested documents. You can be held in contempt of court for failing to appear. Note that the document you receive may say subpoena, subpoena duces tecum (which is for documents) or summons. Any time you receive a subpoena, IMMEDIATELY notify your dean and the Director of Secondary School Counseling and provide them with a copy of the subpoena. The Director of Secondary School Counseling will IMMEDIATELY provide a copy of the subpoena to the Deputy Superintendent for Student Support and Institutional Advancement. As the recipient of the subpoena you should inform the dean and Director of the specific date and time you received the subpoena and the manner in which it was received (i.e., by mail, fax, or hand-delivery). Subpoenae are time sensitive documents so it is imperative that you do this immediately. Your dean will contact the Deputy Superintendent for Student Support and Institutional Advancement who will consult Division Counsel, as appropriate. Subpoenas may require you to testify and/or to produce documents. Review the subpoena carefully to determine what is being requested. If documents are being requested, make sure your dean is aware of this fact and that the necessary FERPA notice is sent to the student s family before any student education records are produced. FERPA requires that parents are notified when you receive a court order to produce their child s education records so that they can have an opportunity to file an objection with the court before any documents are produced. There are only a few limited circumstances where ACPS can file an objection to the subpoena with the court (formally known as a motion to quash) due to improper service or undue burden. The court will not excuse you from attendance simply because it is inconvenient or undesirable for you to testify. If you have a concern regarding the timing or contents of the subpoena discuss your concerns with your dean who may contact Division Counsel to assist you. It may also be possible to contact the attorney who has issued the subpoena to reach some agreement to limit your appearance; however, this will be done by Division Counsel when appropriate. Keep your dean and Director of Secondary School Counseling informed if you appear in court. Remember that even if you have received a subpoena to appear in court, you are not required to meet with or discuss the case with the attorney who issued the subpoena prior to going to court. As explained above, unless you have a release from a student s parent to discuss the student with the attorney you may not share any personally identifiable information regarding a student with the attorney except when actually testifying in court in response to a subpoena. If the subpoena does not request the production of documents, do not bring notes or records. HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 75
81 When questioned, take your time to think about the question being asked and answer only that question. Avoid judgments or interpretations. 3. Can my notes of counseling sessions be subpoenaed? Yes, personal notes of counseling session can be subpoenaed. Counselor case notes should be accurate and objective, without judgment or other information the counselor would not want to see entered into public record. If notes contain information that would be detrimental to the student if released to the student or parent it may be possible to petition the court for permission to provide the notes only for review by the judge or to otherwise arrange for a protective order to limit the distribution of the notes once produced. If you have any concerns regarding production of documents, contact your dean, who will consult the Deputy Superintendent and/or Division Counsel, as appropriate. 22. Virginia High School League (VHSL) Eligibility To be eligible to participate in interscholastic athletics at T.C. Williams High School, students must meet the following requirements: 1 Maintain a minimum of a 2.0 grade point average (GPA). 2. Live in Alexandria City and be enrolled in school at T.C. Williams High School. 3. Have enrolled no later than the 15th day of the current semester. 4. Be currently enrolled for the first semester in no fewer than five subjects offered for credit and have passed five subjects offered for credit the immediate preceding year. May not repeat courses for eligibility purposes for which credit been previously awarded. 5. Be currently enrolled for the second semester in no fewer than five subjects offered for credit and have passed five subjects the immediately preceding semester. 6. Must not have reached their 19th birthday on or before the first day of August of the current school year. 7. Must not, after entering ninth grade for the first time, have been enrolled in or been eligible for enrollment in high school more than eight consecutive semesters. (Only four-year consecutive eligibility from year eligibility is established.) Students must complete an Athletic Participation/Parental Consent/Physical Examination form available from the Athletic Office located at the King Street Campus of T.C. Williams High School. For interpretation or clarification of any particular situations, contact the Athletic Office at T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
82 23. NCAA Eligibility NCAA FRESHMAN-ELIGIBILITY STANDARDS REFERENCE SHEET (continued on next page) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 77
83 NCAA FRESHMAN-ELIGIBILITY STANDARDS REFERENCE SHEET (CONTINUED) 78 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
84 NCAA ELIGIBILITY HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 79
85 NCAA ELIGIBILITY 80 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
86 NCAA Approved Courses for T.C. Williams High School Weighted Grade Honors (H) Advanced Placement (AP) Quality Points: A = 4.5 A = 5 B = 3.5 B = 4 C = 2.5 C = 3 D = 1 D= 1 English AP English/Language and Composition AP English/Literature and Composition Creative Writing Drama 1 English 10 English 10/H English 11 English 11/H English 12 English 9 English 9/H Journalism 1 Speech 1 Speech 2 Social Science African-American Studies AP Economics Economics Peace Studies Psychology Psychology/AP Sociology US/VA Government US/VA Government ELL US/VA Government AP US/VA History US/VA History ELL US/VA History/AP World Civ 1 ELL World Civ 2 ELL World Civ Pts. 1-2 World Civ Pts. 1-2/H World Civ to 1600 II World History/AP Mathematics Algebra Functions/Data Analysis Algebra 1 Algebra 1 Pt. 1 (.5 units max) Algebra 1 Pt. 2 (.5 units max) Algebra 2 Algebra 2 w/trig/h AP Calculus AB AP Calculus BC Discrete Math Geometry Pre-Calculus 1 Pre-Calculus 2 Probability & Statistics Statistics/AP Trigonometry Natural/Physical Science Biology 1 Biology 1/H Biology 2 Anatomy and Physiology Biology 2/AP Biology 2: Ecology-Environmental Science Chemistry 1 Chemistry/AP Earth Science Earth Science 1/H Earth Science 2/ Oceanography Earth Science 2 /Astronomy Earth Science ELL Environmental Science/AP Physics 2 B/AP Physics 2 C/AP Physics 1 Physics 1/H Additional Core Courses Chinese 1 Chinese 2 Chinese 3 French 1 French 2 French 3 French 4 French 5/AP German 1 German 2 German 3 German 4 German 5/AP Latin 1 Latin 2 Latin 3 Latin 4 Latin 5/AP Spanish 1 Spanish 2 Spanish 3 Spanish 4 Spanish 5/AP Spanish 6/AP HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 81
87 Appendix HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 83
88 ADVANCED PLACEMENT Note: In order to earn an Advanced Studies Diploma or an Advanced Technical Diploma, students must successfully complete one AP or college level dual enrollment course. 84 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
89 ADULT HIGH SCHOOL STUDENT REFERRAL HIGH SCHOOL COUNSELOR HANDBOOK APPENDIX 85
90 ATHLETIC PARTICIPATION/PARENTAL CONSENT/PHYSICAL EXAMINATION FORM 86 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
91 CHILD PROTECTIVE SERVICES (CPS) REPORT FORM HIGH SCHOOL COUNSELOR HANDBOOK APPENDIX 87
92 COLLEGE BOARD ACCOMMODATIONS REQUEST FORM College Board Accommodations Request Form Please be sure to fill in ALL information as completely as possible. Student Name: Phone Number: Mailing Address: Next college board test: Date of Birth: Address: Expected HS graduation date: Is there a student/parent signature form on file? Yes Select Disability Learning disability Hearing Visual Speech/Language Psychiatric No AD/HD Autism Spectrum Disorders Physical/Medical Mental Retardation Other Time period disability first occurred: Less than 4 months ago More than 4 months ago Does this student have: IEP 504 plan Date IEP/504 initially went into effect: Select accommodation being requested: Extended Time (Reading) Extended Time (Math) Extended time (Writing) Extended time (Listening ) Reading/Seeing Text Extended time (Speaking) Recording Answers Extra/Extended breaks Modified setting Other Has the student been receiving this accommodation for at least 4 months? Yes No Was a cognitive ability test conducted? Yes No If yes, please choose the test that was administered: Is there documentation at the school? Yes No Was a test of academic achievement conducted? Yes No If yes, please choose the test that was administered: Is there documentation at the school? Yes No 88 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
93 COUNSELOR VISIT REQUEST FORM T.C. WILLIAMS HIGH SCHOOL SCHOOL COUNSELING DEPARTMENT SCHEDULE CORRECTION FORM NAME: GRADE: DATE: COUNSELOR: First block teachers: Students should complete the form and deliver to their Learning Community at the end of first block. If students do not have a schedule at all, please send them to the College & Career Center. Learning Community 10- Room B328 Learning Community 11- Room B221 Learning Community 12- Room A322 Pathways to Graduation- Room B129 International Academy- RoomC302 Counselors will call students according to their current schedule, so they must follow their current schedule until they have met with their counselor and have been issued a corrected schedule. Please circle the reason why the change is necessary: 1). Student has already successfully completed course and needs to be moved to the next course level. 2). Incomplete schedule (missing classes in blocks). 3). Two classes scheduled at the same time. Please explain in more detail: CONCERNS WILL BE ADDRESSED IN ORDER OF URGENCY! ALL STUDENTS WILL BE SEEN BY THEIR COUNSELOR AS SOON AS POSSIBLE HIGH SCHOOL COUNSELOR HANDBOOK APPENDIX 89
94 COURSE HISTORY UPDATE 90 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
95 HIGH SCHOOL COUNSELOR HANDBOOK APPENDIX 91
96 October 2011 COURSE REMOVAL REQUEST FORM Dear student name: Listed below are the course titles and grades for the high school level courses your child took during the school year in middle school. You have the option of including or omitting these grades and credits from your child s high school transcript. When high school courses are omitted from the student s transcript, students must still fulfill high school graduation requirements. In some cases, this may mean additional course work must be taken in this subject area. For example, omitting Algebra I would require the student to take three or more high school mathematics courses to meet graduation requirements. Your child also must meet state requirements for verified credits. Verified credits are earned only for courses that appear on the high school transcript and can be tested with an SOL test. For an advanced diploma, students must earn two verified credits in mathematics out of three possible SOL-tested courses: Algebra I, Geometry, and Algebra II. Therefore, you must plan carefully when requesting a course be dropped from your child s high school transcript. If the course and grade are removed from the transcript verified credit cannot be earned for that course. If you do not want your child to receive credit for any of the courses listed below, please return this form to my office by February 15, If you have any questions about this information, please call your child s counselor. Sincerely, signature Margaret May Walsh, Ed.D. Executive Director, Student Support Services and Policy Development Name of Student: student name Name of Parent/Guardian: parent/guardian name I do not want my child to receive high school credit for the following course(s): o C in Spanish 1B Parent/Guardian Signature Date If you do not want your child to receive credit for any of the courses listed above, please return this form to my office by November 18, T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
97 DANGER OF NOT GRADUATING NOTIFICATION May 2011 Dear Parent/Guardian: A review of s record and third quarter grades indicates that he/she is in serious danger of not graduating because of currently not passing the following course(s): and / or needs to pass the following SOL exam(s): Failure to meet the state graduation requirements will result in your child not being able to participate in the June graduation activities. Should your son/daughter not pass the above course(s) or required SOL(s), consideration should be given to his/her attending summer school in order to possibly graduate in August. Students are reminded to continue attending all classes for the remainder of the school year, as regular attendance is required in order for a student to repeat the course in summer school. SUMMER SCHOOL Dates: July 5 - July 29, 2011 Hours: First Session: 7:25 a.m. 11:00 a.m. Second Session: 11:15 a.m. - 2:50 p.m. Location: T.C. Williams High School Registration Dates: June 1 29, 2011 Fees: One repeat course: $175 ($115 + $60 non-refundable fee) Two repeat courses: $290 ($230 + $60 non-refundable fee) One new course: (7 hrs) $290 ($230 + $60 non-refundable fee) Students receiving free and reduced lunch: $60 non-refundable fee SOL prep sessions are provided free of charge. Information on summer school courses as well as registration materials are also available online. We encourage your teen to take advantage of the many academic support systems in place at TC Williams HS, such as the math and writing center and after-school teacher assistance. We also recommend reviewing the IAP for suggested strategies. Please contact your teen s counselor at for further information about the various tutorial options and/or to register for summer school. Sincerely, Greg Forbes Director of High School Counseling Counselor HIGH SCHOOL COUNSELOR HANDBOOK 3330 King APPENDIX Street * Alexandria * Virginia
98 DIPLOMA SEAL PLACEMENT 94 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
99 ELL EXIT INTERVIEW FORM Physical location: ELL Office Ellen Coolidge Burke Library 4701 Seminary Road Alexandria, VA Mailing address: ELL Office 2000 N. Beauregard St. Alexandria, VA Phone: Fax: TCW-ELL Exit Interview Instructions: Please ask ELL students leaving school all of the questions below and record as much information as possible. Please give a copy to Susannah Courand in C302. Student s Name: Student ID # Date of Birth: Country of Birth: Home Telephone: Parent/Guardian Name: 1. How long have you been a student at TCW? 2. Why are you leaving TCW? 3. Where are you going? 4. Will you enroll in a new school? If so which one? Name of School Address: Phone: 5. Is it your choice to leave or is it your family s decision? Please provide the names of your parents/ guardians and contact numbers. Parent/Guardian 1 Cell or Home Phone Parent/Guardian 2 Cell or Home Phone Other Comments/ Important Information: Signature of interviewer: Date HIGH SCHOOL COUNSELOR HANDBOOK APPENDIX 95
100 FAILING GRADE NOTIFICATION T.C. WILLIAMS HIGH SCHOOL 3330 KING STREET, ALEXANDRIA VA May 2011 Dear Parent/Guardian: A review of s record and third quarter grades indicates that he/she is danger of failing the following course(s): ACPS promotion policy requires that students must meet the following grade-level criteria in order to be promoted to the next grade: Grade 9: Earn five course credits, including one in English. Grade 10: Earn a total of 10 cumulative course credits, including two in English. Grade 11: Earn a total of 15 cumulative course credits, including three in English and have a planned program providing for enough credits to enable the student to graduate in June or August. It is highly recommended that your teen attend summer school if he/she does not pass the required course(s). Students are reminded to continue attending all classes for the remainder of the year, as regular attendance is required in order for a student to repeat the class in summer school. SUMMER SCHOOL INFORMATION Dates: July 5 July 29, 2011 Times: First Session: 7:25 a.m. 11:00 a.m. Second Session: 11:15 a.m. - 2:50 p.m. Location: T.C. Williams High School Registration Dates: June 1 29, 2011 Fees: One repeat course: $175 ($115 + $60 non-refundable fee) Two repeat courses: $290 ($230 + $60 non-refundable fee) One new course (7 hrs): $290 ($230 + $60 non-refundable fee) Students eligible for free and reduced meals: $60 non-refundable fee SOL prep sessions: provided free of charge. Information on summer school courses as well as registration materials are also available online. We encourage your teen to take advantage of the many academic support systems in place at T.C. Williams HS, such as the math and writing center and after-school teacher assistance. We also recommend reviewing the IAP for suggested strategies. Please contact your student s counselor at for further information about the various tutorial options and/or to register for summer school. Sincerely, Greg Forbes, Director of High School Counseling Counselor 96 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
101 FAILURE TO MEET GRADUATION REQUIREMENTS NOTIFICATION June 15, 2011 Dear Parent/Guardian: We regret to inform you that has not met the requirements for graduation and therefore will not be able to participate in the graduation ceremony this Saturday, June 18, 2011, because of failure to pass the following course(s): and/or needs to pass the following SOL exam(s): We strongly suggest that your student attend summer school in order to possibly graduate on July 29, SUMMER SCHOOL Dates: July 5 July 29, 2011 Hours: First Session: 7:25 a.m. - 11:00 a.m. Second Session: 11:15 a.m. 2:50 p.m. Location: T.C. Williams High School Registration Dates: June 1 29, 2011 Fees: One repeat course: $175 ($115 + $60 non-refundable fee) Two repeat courses: $290 ($230 + $60 non-refundable fee) One new course: (7 hrs) $290 ($230 + $60 non-refundable fee) Students receiving fee and reduced lunch: $60 non-refundable fee SOL prep sessions are provided free of charge. Information on summer school courses as well as registration materials are also available online. Please contact your student s counselor beginning Monday, June 20, at for further information. Sincerely, Counselor HIGH SCHOOL COUNSELOR HANDBOOK 3330 APPENDIX King Street * Alexandria * Virginia
102 GRADE CHANGE FORM 98 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
103 LOCALLY VERIFIED CREDIT APPEAL APPLICATION HIGH SCHOOL COUNSELOR HANDBOOK APPENDIX 99
104 PARENT PERMISSION FORM FOR GROUP COUNSELING 100 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
105 PARENT CONSENT FORM HIGH SCHOOL COUNSELOR HANDBOOK APPENDIX 101
106 PROFILE OF A SUCCESSFUL ONLINE STUDENT Students who choose to participate in online courses need to examine their personal skills and aptitudes for taking a class online. The following attributes will greatly contribute to a student s success: Self-Motivation - Students can direct their own learning environment and methods to fulfill course requirements and achieve individual academic success. Independent learner - The online environment enables students to learn at their own pace, relieving the stress of feeling rushed or pressured and providing enjoyment in the learning process. Technology literate Although it is not necessary to have advanced computer skills, students should possess a working knowledge of electronic , the Internet, as well as basic keyboarding skills. Time management Students must be able to organize and plan their own best time to learn. There is no one best time for everyone, but the key to learning is to make the time to learn. Effective written communication skills Students must use electronic and discussion forums to communicate with their peers as well as the instructors. The ability to write clearly to communicate ideas and assignments is essential. This method provides the learner with rapid feedback as well as a means to inform instructors of any concern or problems that they may be experiencing. Personal commitment Because there are no bells that begin and end classes, students must have a strong desire to learn and achieve knowledge and skills via online courses. Making a commitment to learn in this manner is a very personal decision and requires a strong commitment to perform in order to achieve academic success. Last but not least, successful online students are students who decide for themselves that online learning is a choice that they want to make. SPECIAL NOTE: Students may actually learn and hone the above skills by taking an online course. Be careful not to deny a student s request and interest in online learning simply because they have not mastered all of the above skills. These are merely considerations. 102 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
107 When May It Be in the Best Interest of a Student to Enroll in an Online Course? To resolve a scheduling conflict. To allow the student flexibility in use of time to meet other school/family/work commitments To take courses not available at the student s home school To make up a credit To provide the opportunity for a student to complete course(s) at an accelerated pace To provide extended time to complete coursework for a student who needs additional time To meet the needs of a transferring student To meet the needs of a student who has medical conditions that may not allow them to be present for a full day To offer the experience of taking a distance education To offer what may be a better-suited learning environment When May It Not Be in the Best Interest of a Student to Enroll in an Online Course? Student does not meet the profile of a successful online student. Student requires a remedial program not an entire course Student does not desire to take an online class but significant adults are choosing the online course for him. HIGH SCHOOL COUNSELOR HANDBOOK APPENDIX 103
108 BLUE DAY RED DAY PROGRESS REPORT PROGRESS REPORT T. C. Williams High School Student s Name: Date: 1 Attended class today Had completed homework Arrived to class on time Focused on classwork Participated in class Yes No Yes No Yes No Yes No Yes No Additional Comments: Teacher Initialing 3 Attended class today Had completed homework Arrived to class on time Focused on classwork Participated in class Yes No Yes No Yes No Yes No Yes No Additional Comments: Teacher Initialing 5 Attended class today Had completed homework Arrived to class on time Focused on classwork Participated in class Yes No Yes No Yes No Yes No Yes No Additional Comments: Teacher Initialing 7 Attended class today Had completed homework Arrived to class on time Focused on classwork Participated in class Yes No Yes No Yes No Yes No Yes No Additional Comments: Teacher Initialing Tutoring: Start Time: End Time: Teacher Initials 2 Attended class today Had completed homework Arrived to class on time Focused on classwork Participated in class Yes No Yes No Yes No Yes No Yes No Additional Comments: Teacher Initialing 3 Attended class today Had completed homework Arrived to class on time Focused on classwork Participated in class Yes No Yes No Yes No Yes No Yes No Additional Comments: Teacher Initialing 4 Attended class today Had completed homework Arrived to class on time Focused on classwork Participated in class Yes No Yes No Yes No Yes No Yes No Additional Comments: Teacher Initialing 6 Attended class today Had completed homework Arrived to class on time Focused on classwork Participated in class Yes No Yes No Yes No Yes No Yes No Additional Comments: Teacher Initialing Tutoring: Start Time: End Time: Teacher Initials 104 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
109 REQUEST FOR WAIVER OF THE VERIFIED CREDIT REQUIREMENTS FOR A STANDARD OR ADVANCED STUDIES DIPLOMA (continued on next page) HIGH SCHOOL COUNSELOR HANDBOOK APPENDIX 105
110 REQUEST FOR WAIVER OF THE VERIFIED CREDIT REQUIREMENTS FOR A STANDARD OR ADVANCED STUDIES DIPLOMA (CONTINUED) 106 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
111 RECORD OF STANDARD AND VERIFIED CREDIT FOR CLASSES THROUGH 2014 T.C. WILLIAMS HIGH SCHOOL Record of Standard and Verified Credit for Classes through 2014 Name: Last Entry Date of VA School: Grad Year: Content Area Credits for Standard Diploma Credits for Advanced Diploma Courses Credits Earned SOL, CTE, AP or Substitute Test Verified Credits Earned English 4 credits, 2 must be a verified credit Mathematics 3 credits, 1 must be a verified credit 4 credits, 2 must be a verified credit 4 credits, 2 must be a verified credit English 9 or English 9 Honors English 10 or English 10 Honors English 11 or AP English Language English 12 or AP English Literature Science 3 credits, 1 must be a verified credit, and from at least 2 disciplines 4 credits, 2 must be a verified credit, and from at least 3 disciplines History & Social Science Health & PE 4 credits, 1 must be a verified credit 2 credits 4 credits, 2 must be a verified credits 2 credits World Civ I or Honors World Civ II or Honors or AP VA/US History or AP VA/US Government or AP Health and PE 9 Health and PE 10 1 credit 1 credit Human Growth & Development Human Growth & Development World Language 3 credits of one language or 2 credits each of 2 languages Fine Arts or CTE Elective 1 Credit 1 credit General Electives 4 Credits, 2 of wich must be sequential Student Selected test Total Credits Earned Minimum Credits Required 1 credit 1 verified credit from any discipline 22 24* 22 or 24 6 or 9 *Students must earn one college level credit through either AP or dual enrollment in or to earn the Advanced Diploma. HIGH SCHOOL COUNSELOR HANDBOOK APPENDIX 107
112 RECORD OF STANDARD AND VERIFIED CREDIT FOR CLASSES 2015 AND BEYOND T.C. WILLIAMS HIGH SCHOOL Record of Standard and Verified Credit for Classes 2015 and Beyond Name: Last Entry Date of VA School: Grad Year: Content Area Credits for Standard Diploma English 4 credits, 2 must be a verified credit Mathematics 3 credits, 1 must be a verified credit Credits for Advanced Diploma 4 credits, 2 must be a verified credit 4 credits, 2 must be a verified credit Courses Credits Earned SOL, CTE, AP or Substitute Test English 9 or English 9 Honors English 10 or English 10 Honors English 11 or AP English Language English 12 or AP English Literature Verified Credits Earned Science 3 credits, 1 must be a verified credit, and from at least 2 disciplines 4 credits, 2 must be a verified credit, and from at least 3 disciplines History & Social Science World Civ I or Honors World Civ II or Honors or AP VA/US History or AP VA/US Government or AP Econ & Personal Finance Health & PE 1 credit 2 credits 1 credit 2 standard Economics & Personal Finance or Macro/Micro Economics & Personal Finance Health and PE 9 Health and PE 10 1 credit 1 credit Human Growth & Development Human Growth & Development 4 credits, 1 must be a verified credit 4 credits, 2 must be a verified credits World Language 3 credits of one language or 2 credits each of 2 languages World Language, Fine Arts or CTE Elective 2 sequential electives in one concentration area 1 credit Fine Arts or CTE General Electives 2 credits 2 credits Student Selected test Total Credits Earned Minimum Credits Required 22 1 verified credit from any discipline 26* 22 or 26 6 or 9 *Students mus earn one college level credit through either AP or dual enrollment in or to earn the Advanced Diploma. 108 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
113 REQUEST FOR HOMEBOUND INSTRUCTION Alexandria City Public Schools 2000 North Beauregard Street, Suite 204 Alexandria, Virginia REQUEST FOR INSTRUCTIONAL SERVICES HOMEBOUND (Medical) OR HOME-BASED (Behavioral) Homebound instruction means academic instruction provided to students who are confined at home or in a health care facility for Home-based instruction means services that are delivered in the home setting (or other agreed upon periods that would prevent normal school attendance based upon setting) in accordance with the child s certification of need by a licensed physician or licensed clinical individualized education program. psychologist. For a student with a disability, the IEP must determine the services and hours. (To be completed by School Counselor) Name of Student: DOB: Sex: Grade: Parent/Guardian Name: Address: Zip: Telephone (include area code): (H) (W) (C) Name of School: Telephone: Reason for Request: Disability (if any): Related Service (if any): Name of Physician (if absence is due to medical reason): Telephone: (Please Print) Completed By: Signature: Telephone: CORE AREAS Subject (s) Grade Level Instructional Level (s) Classroom Teacher(s) Recent Grade (s) ATTACH COPIES: 1) IEP that justifies the requirement for instructional services. 2) Physician information for Homebound Instruction. School Administrator s Signature: Date: (To be completed by Pupil Services) Homebound instruction is Approved Denied Home-based instruction is Approved Denied The classroom teacher(s), in collaboration with homebound or home-based instructors, will develop an out of school educational plan (EP). This plan will include learning objectives for a student on homebound or home-based instruction with a transition plan to make re-entry as smooth as possible. Director of Pupil Services Director of Student Services Date: Date: HOMEBOUND/HOME-BASED INSTRUCTOR ASSIGNMENT Teacher Assigned: Start Date: Termination Date: Revised 9/22/2008 HIGH SCHOOL COUNSELOR HANDBOOK APPENDIX 109
114 REQUEST FOR PASS/FAIL STATUS REQUEST FOR PASS-FAIL STATUS Student ID Name Grade Last First I request that the pass/fail system of marking be used to evaluate my work in the following course: Course Title Course Number Section I understand that I will receive: P for an A, A-, B+, B, B-, C+, C, C-, D+ or D. I will not receive credit for the course. F for an F. I understand that after 10 days membership in the class, I cannot change this decision. Signature of Parent or Guardian Date Signature of Student Date Section 11 TO BE SENT FOR STUDENT MARK UPDATE Student ID Name Grade Last First Course Title Course Number Section Change Code to Pass-Fail Section 111 TO BE SENT TO SUBJECT TEACHER To: Teacher The student whose signature appears below has elected to take on a pass-fail basis. Signature of Student Date Signature of Counselor Date 110 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
115 SCHEDULE CHANGE REQUEST FORM T.C. WILLIAMS HIGH SCHOOL SCHEDULE CHANGE REQUEST FORM Student s Name: Grade: Date: / / No schedule change will be honored if the change results in the overloading of other classes. Please note that this is only a request and does not guarantee that a schedule will be changed. Students should continue to follow their assigned schedule until the change request has been approved. Lack of attendance does not serve as basis for a schedule change. Elective changes will not be honored. Specific period and/or teacher requests will not be honored. Students shall remain in Advanced Placement and Honors courses until the end of the first quarter before a change will be considered. Step 1: Notify your current teacher of your desire to drop his or her class. Their signature is required below. Class to be dropped: Teacher: Period: Reason for requested change: Suggested class to add: TEACHERS: A conference is required for all class changes. The following participants must be present at the conference: teacher (of class being dropped), student, parent, and counselor. Grade Earned: WP, WF or Transfer Grade: Teacher s Signature of class being dropped Textbook Returned: / / Date Step 2: As parent/guardian I verify that the conference was completed by telephone, , or in person, on / / and we would like to proceed with the requested schedule change. Reason: / / Student s Signature Parent s Signature Date **Upon completion of Steps 1, 2, and 3 return the form to your School Counselor** Step 3: Student will obtain signature from Learning Community Dean for final approval. Deans s Signature / / Date Step 4: Student will return form to counselor. Change request submitted to counselor / / Class to be added: Teacher: Period: Current enrollment of class being added: Counselor s Signature / / Date **COUNSELOR will give a final copy of this form to the new teacher** HIGH SCHOOL COUNSELOR HANDBOOK APPENDIX 111
116 STUDENT REGISTRATION FORM 112 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
117 HIGH SCHOOL COUNSELOR HANDBOOK APPENDIX 113
118 WITHDRAWAL FORM 114 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
119 Resources Alexandria City Public Schools Program of Studies: Grades Alexandria City Public Schools Homebound Instruction Program Alexandria City Public Schools Home Schooling Alexandria City Public Schools Important Facts Concerning How the Promotion and Retention Policy Affect Your High School Student Alexandria City Public Schools T.C. Williams High School Staff Handbook Alexandria City Public Schools Section 504 Administrative Guidelines March 2009 Alexandria Community Education Adult High School Diploma Program American College Testing Program College Board National Merit Scholarship Program NCAA Northern Virginia Community College Dual Enrollment Virginia Department of Education Residential Governor s Schools 2011 A Guide for Public and Private School Administrators Virginia Department of Education Governor s Foreign Language Academies Virginia Department of Education Regulations for Establishing Standards for Accrediting Public Schools in Virginia 8 VAC Virginia Department of Education Code of Virginia Standards of Quality Virginia High School League HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 115
120 SUICIDE PREVENTION / INTERVENTION GUIDELINES These guidelines contain best practices for administrators and qualified school professionals to follow when concerned that a student may be at risk for suicide. Prepared by the Office of Special Education & Student Services, Alexandria City Public Schools April 2009 Updated December 2010 HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 1
121 TABLE OF CONTENTS Duties of the Educational Professional In Response to a Suicide Threat... 3 In Response to an Imminent Suicide Attempt... 4 Duties of the Administrators in Response to a Completed Suicide... 5 Conducting a Suicide Risk Assessment... 6 Contacting Parent/Guardian Parent/Guardian Conference Prior to Student Leaving the School Reentry into School Plan of Action Appendices Appendix A: Crisis Intervention Checklist Appendix B: Suicide Risk Assessment - Student Interview Appendix C: Consent for Release of Information Appendix D: Abuse/Neglect Referral Form for Students at Risk of Suicide Appendix E: Notification Letter to Parent/Guardian of CPS Report Appendix F: Letter to Parent/Guardian Appendix G: Plan of Action Appendix H: Emergency Contacts Appendix I: Glossary Appendix J: Suicide Prevention Resources Appendix K: References The Alexandria City School Board does not discriminate in admission or access to its educational programs or activities or in treatment or in recruitment, examination, appointment, training, promotion, retention, discipline, and any other aspect of personnel administration because of race, color, religion, age, sex, sexual orientation, disability, national origin, or marital status. Call for more information. 2 2 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
122 DUTIES OF EDUCATIONAL PROFESSIONALS IN RESPONSE TO A SUICIDE THREAT The Alexandria City Public Schools Suicide Prevention/Intervention Guidelines contain general guidance on suicide prevention and intervention. These guidelines include information on the duties of qualified school professionals (QSP) in responding to suicide threats and attempts, and procedures for conducting suicide risk assessment. They also include protocols for contacting parents/guardians of at risk students, an outline for developing a plan of action for student reentry into school, and additional resources related to suicide prevention and intervention. In accordance with Code of Virginia, all licensed educational professionals who believe a student may be at risk for attempting suicide hold the responsibility of reporting these students to a qualified school professional, while ensuring the safety of the student. All educational professionals who discover that a student has thought or fantasized about taking one s own life, even without the presence of any action to carry out these thoughts, will immediately notify a QSP (school counselor, school nurse, social worker or psychologist). Qualified School Professional (QSP) A qualified school professional includes professional school counselors, school nurses, school psychologists, and school social workers. The QSP is trained to conduct interviews with students in order to informally assess the level of suicide risk. Duties of the Qualified School Professional The QSP will immediately interview the student to determine the suicide risk. Use the Crisis Intervention Checklist (see Appendix A). Consultation with other qualified school professionals when assessing risk is both reassuring and prudent. Notify school principals, professional school counselors, and other administrators of the circumstances as soon as possible in order for them to appropriately respond to potential phone calls or other contact from parents/guardians. Under such conditions as a suicide threat, commitment to student confidentiality is superseded by the need to initiate life-saving interventions. The QSP will always contact the parents to inform them of the suicide risk, with the exception of suspected abuse or neglect. (Guidelines for such circumstances are found below.) When the suicide risk is deemed to be significant, the QSP will refer the student and parent/guardian to mental health services for further assessment at the expense of the family. If the student is receiving ongoing therapy from a community or faith-based mental health professional, the therapist shall be notified by the QSP as soon as the parent/guardian provides consent for release of information. The QSP shall indicate the present signs of suicide or observed behaviors of concern. The school will accept documentation that the therapist is aware of the suicidal concern and that a current treatment plan is in place to address the suicide risk. The QSP will document that parents were contacted including date and time of the contact, the response of the parent/guardian, and whether follow up with the family, a community agency, etc. is necessary (see Crisis Intervention Checklist-Appendix A). The QSP will maintain the safety of the student until the parent/guardian physically accepts responsibility for the student s security. It is always best to inform the student of what is taking place during every step of the process. Solicit the student s assistance when appropriate. When a student is at risk for suicide, under no circumstances shall the student be allowed to leave the school alone or be left in any room or office alone (including the restroom). Instances of Abuse and Neglect If a student is found to be at risk for suicide and the student suggests that a reason for this risk may be associated with parental/guardian abuse or neglect, the qualified school professional will NOT contact the parent/guardian. The QSP will contact Alexandria Child Protective Services (CPS). The need for an immediate response in order to protect the student from danger must be emphasized. The qualified school professional will maintain the safety of the student until the CPS worker or authorized person physically accepts responsibility for the student s security. If the QSP does not get a timely response from CPS, the administrator shall be contacted to help facilitate an immediate response to the referral. Under no circumstances shall the student be left alone. Likewise, if a parent/guardian is contacted and the QSP discovers that although the adult acknowledges the suicidal risk, yet does 3 not appear determined to take immediate action for the safety of the student, this could also be considered abuse or neglect. CPS shall be contacted and appropriate steps taken. The QSP will document the referral to CPS. (See Abuse/Neglect Referral Form for Students at Risk for Suicide-Appendix D). DUTIES OF EDUCATIONAL PROFESSIONALS IN RESPONSE TO AN IMMINENT SUICIDE ATTEMPT In accordance with Alexandria City Public Schools Crisis Intervention Plan, all educational professionals who HIGH discover SCHOOL that COUNSELOR a student has HANDBOOK attempted T.C. suicide WILLIAMS or may HIGH imminently SCHOOL attempt suicide while in the jurisdiction of 3 the school will immediately notify emergency personnel and parent/guardian according to the following guidelines (these guidelines apply whether the educational professional obtains information about the imminent suicide
123 parent/guardian is contacted and the QSP discovers that although the adult acknowledges the suicidal risk, yet does not appear determined to take immediate action for the safety of the student, this could also be considered abuse or neglect. CPS shall be contacted and appropriate steps taken. The QSP will document the referral to CPS. (See Abuse/Neglect Referral Form for Students at Risk for Suicide-Appendix D). DUTIES OF EDUCATIONAL PROFESSIONALS IN RESPONSE TO AN IMMINENT SUICIDE ATTEMPT In accordance with Alexandria City Public Schools Crisis Intervention Plan, all educational professionals who discover that a student has attempted suicide or may imminently attempt suicide while in the jurisdiction of the school will immediately notify emergency personnel and parent/guardian according to the following guidelines (these guidelines apply whether the educational professional obtains information about the imminent suicide directly from the student or from a secondary source): Non-Administrative Educational Professionals Any non-administrative professionals who discover that a student, while in the jurisdiction of the school, has attempted or may attempt suicide will: 1. Immediately notify the administrator(s) of the school; 2. Remain with the student until support personnel have arrived including, but not limited to, qualified school professionals; 3. Evacuate any other students from the area, if appropriate; and 4. Attempt to calm the student and engage the student in conversation until help has arrived. Administrators All administrators who are notified that a student, while in the jurisdiction of the school, has attempted suicide or may attempt suicide imminently will: 1. Immediately Call 911 and request police and ambulance response; 2. Ensure that a qualified school professional reports immediately to the scene where the student is located; 3. Notify the parents and request their presence at the school immediately; 4. Notify the Office of the Superintendent ( ); 5. If suicide is not prevented, secure the area and debrief staff using the outlined procedures in the ACPS Crisis Management Plan; 6. Ensure that counseling is provided and available for students and staff; and 7. Review the ACPS Crisis Intervention Manual. 4 4 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
124 DUTIES OF ADMINISTRATORS IN RESPONSE TO A COMPLETED SUICIDE The guidelines below are to assist administrators in implementing appropriate responses to a completed suicide. All administrators who are notified that a student has completed a suicide will immediately: 1. Notify the Office of the Superintendent ( ). The Superintendent s office will notify the appropriate School Board members and City Supervisors. 2. Involve QSPs in the post crisis planning. 3. Refer all media to Executive Director for Information and Outreach in the Office of the Superintendent ( ). School staff shall ask reporters and media representative to leave school property. 4. In collaboration with the Executive Director for Information and Outreach ( ) and the Liaison to School Counselors ( ) administrators will prepare an announcement. It is not necessary to mention the suicide/accident or to give details. Information at the early stages is often inaccurate. A straightforward sympathetic announcement of a loss with a simple statement of condolence is recommended. If indicated, also a statement that more information will be forthcoming when it is verified can be reassuring to the students. 5. Hold a faculty meeting at the end of the school day. Call the Crisis Intervention Team to coordinate and provide staff support services. Consider outside resources when appropriate to assist with faculty meeting. This may include the Alexandria Community Services Board ( ). 6. The administrator and members of the QSP will arrange grief counseling for individuals impacted by the suicide. 5 HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 5
125 CONDUCTING A SUICIDE RISK ASSESSMENT In accordance with Code of Virginia, when a student appears to be at risk for attempting suicide, qualified school professionals are responsible for assessing a student s level of imminent risk. The following section provides guidelines for conducting a suicide risk assessment. (See Suicide Risk Assessment- Appendix B) Responding to a student in crisis who has expressed suicidal intentions requires prompt attention and the need to implement some key principles. According to research, a thought of suicide is a sensitive predictor of a suicide attempt (Deykin & Buka, 1994). Therefore, intervening at the stage of a student s contemplation of suicide is essential as it can very likely avoid an attempt, or worse, a completion. First, trust your instinct. If you have the slightest suspicion about a drawing, a statement in a writing assignment, or a change in disposition, it is important for you to address your concerns directly with the student rather than adopting a wait-and-see approach. As the qualified school professional (QSP), you will be the person to address the student concerns on the initial intake. While a privately based professional can do an indepth suicidal risk assessment and perhaps a contract agreement, you may ask some preliminary questions, delineate behaviors of concern, and share your findings with the parent/guardian and outside mental health professionals. Your questions will show that you care and that you are interested in the feelings the student is experiencing. Your questions will not fuel suicidal thoughts but instead help to uncover the line of thinking and display your care and concern for the student s safety. Generally speaking, the line of questioning shall cover three general categories: 1) What is the nature of the suicidal thoughts? 2) How long has the student been having such thoughts? 3) What precisely would the student do to carry out his/her intentions for self harm? Nature of the thoughts: If the nature of the thoughts entail realistic efforts for self harm and there are reasonable means to carry out the threat, immediate follow-up with a mental health professional is warranted because this risk for harm would be considered moderate to high. Length of time: If the student reports having thoughts for three months or more, this suggests a high level of hopelessness which warrants follow-through. Listen empathetically. It is not the goal at this point to try to instill hopefulness. The fact that the student is being heard is beneficial and feelings shall be validated. The plan to carry out intentions: A young person with thoughts of suicide might articulate his/her intention to do a variety of different things to carry out his/her own self demise. If the student can articulate any kind of coherent plan, this means his/her thoughts have materialized to the level of outlining steps he/she might take to stop his/her pain. Suicide is a permanent solution to temporary discomfort and sometimes fleeting emotional pain. It is your role to intervene, and listening is the first step in this process. One example of a suicidal plan might include taking a large dose of pills. This is a threat that should be taken seriously. Another example would be a threat to use something electric and take it into the shower. This is accessible means (e.g., blow dryers) and self- harm could be immediate. 6 6 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
126 CONDUCTING A SUICIDE RISK ASSESSMENT (continued) Communicate your concerns Suicide thoughts are often nurtured or encouraged when behavioral changes are ignored by others. The loneliness and perceived isolation associated with feelings that nobody cares tend to energize suicidal thoughts. A concerned adult s open line of communication helps to decrease thoughts of hopelessness and feelings that no one cares. AVOID the tendency to dismiss the person s feelings or the tendency to withdraw from the person because of mood changes. Avoid saying, Oh, don t think that way or You have every reason to feel that way. Such statements sound dismissive and deny the reality of the feelings the person is experiencing. When talking to a distressed student: Remain calm and be understanding. Communicate your concerns for the well being of the student. Ask open ended questions and ask for clarification to allow the student to elaborate (e.g., explain what you mean ). Ask the student to provide examples. Risk factors associated with suicidal behavior Suicidal behavior is defined as suicidal ideation expressed in the form of threats to do self-harm. There are numerous risk factors associated with suicidal behavior that can range from stressors such as physical abuse, substance abuse, or temporary home displacement. Risk factors or presenting problems shall be regarded as exacerbating feelings of hopelessness. As a trained professional, use clinical judgment and knowledge of the student to apply guidelines and draw conclusions. Best practice entails erring on the side of caution when assessing imminent danger. Consultation with other QSPs is both reassuring and prudent to ensure the safety of the student. Some risk factors associated with suicidal behavior include: Previous suicide attempts (* Number one predictor of suicide) Access to weapons Previous suicide by a family member or friend Threats of suicide or statements about the wish to die Anhedonia (inability to gain pleasure from activities that would generally elicit excitement) Depression (feelings of worthlessness, hopelessness, or guilt) Withdrawal from usual social or family activities Sudden changes in behavior or personality Recent losses or stressors (divorce, loss of loved one, breakup) Changes in eating or sleeping patterns and personal hygiene Fatigue or loss of energy (heightened energy in younger children) Giving away prized possessions or making final arrangements Alcohol or drug abuse Accident proneness/risk-taking behavior (driving recklessly, jumping from high places) Acting-out behaviors (fighting, breaking and entering, running away, promiscuity) Self-injurious behaviors (e.g. cutting) Sudden changes in peer relationships or friendship circles (risk factors continued on next page) 7 HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 7
127 CONDUCTING A SUICIDE RISK ASSESSMENT (continued) School Indicators: o Sudden drop in grades; lack of homework/class work completion o Withdrawal from school activities; social isolation o Short-term absences due to somatic complaints o Depressive themes or suicidal ideation in writing or art work o Telling a friend A history of prior suicide attempts is the number one risk factor associated with a heightened tendency to exhibit the behavior again. Ask the student whether he or she has ever attempted suicide before and determine what kind of previous attempt was made. Most people who have attempted in the past are likely to increase the lethality of their methods if another attempt is made. Be aware of this fact, and take the necessary precautions to ensure the student s safety. Do not leave the student alone or isolated. Ensure that adult supervision is available. This includes supervising the student while he/she is in the office of a qualified school professional or administrator. Simply because the student is in someone s office, does not mean that he/she is safe. Direct adult supervision is required. Specific criteria to consider: Communication of intent to inflict self-harm can be expressed through such comments as I wish I were dead, gone, or not here anymore, You d be better off without me, or No one would care if I just disappeared. Such comments shall be taken seriously and interventions shall be immediate. Some youth tend to verbalize suicide ideation indirectly as a reasonable solution to end a state of turmoil, unhappiness, or pain. All educational professionals shall pay attention to students writings, artwork, or other work products that reflect themes of death and darkness. Such themes shall be addressed by QSPs. Gender: Adolescent females are more likely to self-report suicidal ideation. Adolescent males are three to four times more likely to attempt suicide, and tend to make more lethal attempts (e.g., firearms) than females (e.g., pills). Suicidal behavior is more common in boys under the age of 12. There is no difference in the degree of severity or lethality of the attempt among younger children. A student at a high risk is one with a clear plan. The QSP shall listen for a workable plan because this puts the student at a higher risk than a vague unlikely notion of how to commit suicide. Access to lethal means, particularly firearms, combined with a history of a prior attempt reflects high risk and the need for immediate intervention. Adolescents who have access to drugs, alcohol, and motor vehicles are also at a greater risk. A gun in the house increases an adolescent s risk of suicide whether it is locked up or not. While younger children may not have access to self-destructive means, they may have reasonably developed planning skills. 8 8 T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
128 CONDUCTING A SUICIDE RISK ASSESSMENT (continued) Unsupervised time can contribute to the likelihood of the young person engaging in high risk behaviors such as: Jumping from heights (common for 6-12 year olds) Using firearms (if accessible) Ingesting poisonous substances Stabbing Drowning Running into traffic Playing with fire or burning Limited or lack of access to a perceived support system and coherent plan for self-harm can increase the risk of imminent danger. A student is at high risk for follow through when no friend, family member, or other trusted adult can be identified to offer support or if he/she refuses the support of such an identified person. Young children can experience serious emotional distress when there is a disruption in family structure, particularly if it has not been sufficiently explained. A recent loss can trigger hopelessness, unbearable pain, and increase the potential for self-harm. The school professional must consider the student s developmental stage within the context of the perceived or real loss of the student. Perceived or real losses that may spark grief, depression, or suicide ideation include loss in social position, a love or friendship, or even self-esteem. Other situational factors that may increase suicidal risk include unstable life conditions, an awareness of family economic conditions, or rejection by peers. 9 HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 9
129 CONTACTING THE PARENT/GUARDIAN If a qualified school professional (QSP) determines that a student is at risk for suicide, or is expressing suicidal thoughts, the parent/guardian shall immediately be contacted. Do not contact the parent/guardian if the risk for suicide is related to parent/guardian abuse or neglect. (See Instances of Abuse and Neglect pg. 3.) When contacting the parent/guardian to notify him/her that a student is at risk for suicide, the following guidelines shall be applied: The QSP will: 1. Identify him/herself and his/her position within the school. 2. Explain the purpose of the call, expressing the concern regarding the student s mental health status. Inform the parent/guardian of the legal requirement for the phone call, citing of the Code of Virginia. The best practice would be to notify parent/guardian even if the student is 18 or older. 3. Inform the parent/guardian that he/she believes the student is at risk of suicide and indicate the warning signs or observed behavior that supports the concern. The QSP will request the presence of the parent/guardian at the school immediately if the student is at imminent risk. He/she will inform the parent/guardian that the safety of the student will be maintained until the parent/guardian arrives. 4. Discuss whether the parent/guardian is aware of the student s mental health status and inquire whether the student has received counseling in the past and/or present. Discuss whether the parent/guardian intends to obtain an immediate evaluation/counseling for the student. 5. If the child is receiving ongoing therapy from a community-based mental health professional or faith-based counselor who is aware of the suicidal risk, the school will accept documentation identifying that a current issues-based treatment plan is in place. The parent/guardian shall provide such documentation to the school. The QSP shall also request a consent for release of information (see Appendix C) for the school to directly communicate to the therapist the present signs of suicide and/or observed behaviors related to suicide. The QSP shall indicate to the parent that communication with the therapist would be helpful to ensure school success. 6. Inform the parent/guardian of the legal requirement to call CPS and report abuse or neglect if the student is considered to be at risk for attempting suicide and the parent/guardian refuses to provide care necessary for the student s health. 7. Emphasize the importance of reducing potential risks within the student s environment. It is recommended that both the home and school be secured and all guns, poisons, medications and sharp objects shall be removed or made inaccessible. 8. Provide referral information for counseling/evaluation resources emphasizing that all services would be at the parent/guardian s own expense T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
130 CONTACTING THE PARENT/GUARDIAN (continued) 9. Document the details of the phone call to the parent/guardian, including the date/time, the response from the parent/guardian, and any information pertaining to follow-up on the Crisis Intervention Checklist. Place a copy of all documentation in the student s Cumulative Health Record in the orange Mental Health folder located in the Health Office files. (See Crisis Intervention Checklist-Appendix A.) 10. Contact CPS if the QSP is unable to make successful contact with at least one parent/guardian of the student by the end of the school day. 11. Send a follow-up letter home to parent/guardian reviewing the concern, school procedures, intended follow up meetings at school, and parental resources. Place a copy of the letter in the student s Cumulative Health Record in the orange Mental Health folder located in the Health Office files. (See Sample Letter to Parent/Guardian-Appendix F.) 12. Send a letter to the parent/guardian citing of the Code of Virginia to notify them that a report to CPS was made, if the parent/guardian refused to provide the necessary care to ensure the student s health. Place a copy of the letter in the student s Cumulative Health Record in the orange Mental Health folder located in the Health Office files. (See Notification Letter to Parent/Guardian of CPS Report-Appendix E.) 11 HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 11
131 PARENT/GUARDIAN CONFERENCE PRIOR TO STUDENT LEAVING THE SCHOOL When a student is at risk for suicide, the parent/guardian must come to the school to pick up the student. It is best practice for the parent/guardian to meet with an administrator and the qualified school professional (QSP) who conducted the risk assessment. The subsequent guidelines shall be communicated to the parent/guardian at the meeting: Inform the parent/guardian that the student is at risk for suicide and needs an immediate mental health evaluation at the parent/guardian s expense. If the student is currently receiving therapy for suicidal concerns, parent/guardian shall provide a copy of the documented current treatment plan. Provide the parent/guardian with information about local mental health centers at which the student may be evaluated. When possible, have the parent/guardian call to make an appointment during the conference or before leaving the school. Parent shall contact their medical insurance provider for a list of approved mental health providers if necessary. Other community mental health resources include: a. Alexandria Community Services Board ( ) b. Dominion Hospital ( ) Inform the parent/guardian that before their child returns to school, a letter or the documented treatment plan from a mental health facility or licensed mental health provider stating that the student is not at imminent risk for harming him/herself or others shall be provided to the school. The licensed mental health provider may not be an employee of Alexandria City Public Schools. For general education students, home bound educational services may be requested through the Office of Pupil Services for prolonged absences from instruction. For special education students, the principal/designee shall conduct an IEP meeting to address excessive absences and the changing placement of services. Provide the parent/guardian with the name of the primary contact at the school (School Counselor) who can be reached the following day and subsequent days if necessary. Inform the parent/guardian that a reentry meeting will be held prior to the student s return to school. Obtain consent for release of information from the parent/guardian in order to facilitate planning for the student s reentry into school. The release shall specify that the mental health provider may communicate with appropriate school personnel (see Appendix C) T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
132 REENTRY INTO SCHOOL Before a student returns to school following an evaluation due to elevated risk of suicide or suicidal ideation, a letter or a copy of the documented current treatment plan from a mental health facility or licensed mental health provider stating that the student is no longer at imminent risk for harming him/herself or others shall be provided to the school. The licensed mental health provider shall not be an employee of Alexandria City Public Schools. The subsequent procedures are recommended best practices to integrate the student back into the school setting. 1. A reentry meeting shall be held at the school to include an administrator and at least one qualified school professional (QSP). The QSP shall be one of the two Primary Contacts identified in the Plan of Action (See Plan of Action-Appendix G). Parent/guardian and the student shall be present at the meeting. The student shall not return to the classroom until the reentry meeting has been held. Non-school mental health professionals working with the student may be present at this meeting to offer recommendations. 2. All of the student s records shall be made available at this meeting and a release of information shall be completed in order for the school to communicate with other service providers. (See Consent for Release of Information-Appendix C.) 3. The school shall obtain a copy of a letter or a copy of the documented current treatment plan stating that the student is no longer at risk for suicide. 4. A Plan of Action shall be created and agreed upon by the student and parent in order to help the student reintegrate back into the school. (See Plan of Action-Appendix G.) 5. If the student is returning after inpatient hospitalization: a. It is recommended that the parent/guardian provide a copy of the discharge summary from the hospital before the student reenters the school setting. The discharge summary may include but is not limited to, the student s diagnosis, behavior and progress during treatment, therapeutic recommendations such as individual, family, and/or group therapy, and recommendations for schoolbased staff. The discharge summary shall also indicate the nature and reason for the student s discharge, whether he/she has stabilized and achieved treatment goals, was discharged without authorization and against recommendations from the psychiatric staff, or whether the discharge was related to insurance coverage. b. A letter from the mental health facility stating that the student is no longer at risk for harming him/herself shall be provided if such information is not formally indicated in the discharge summary. 6. A follow-up meeting may be scheduled to assess student progress and amend the Plan of Action if necessary. Any outside mental health providers currently assisting the student shall be included in such meetings. 13 HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 13
133 PLAN OF ACTION A Plan of Action shall be developed to provide a support system at school and help minimize stressors for the returning student. The Plan of Action represents the school s efforts to identify and mobilize resources available within the school setting to assist the student. The Plan of Action shall be simple to implement, practical, and individualized for the student. Ensure that all suggestions are realistic and capable of being implemented. Maintain records that indicate the presence of a suicidal risk, specific measures being taken to minimize the student s risk at school, and parent/guardian contacts and responses as a legal precaution. Consult with other professionals to provide a continuum of support services throughout the school day. Use Plan of Action form in Appendix G. Considerations for Development 1. Identify a qualified school professional (QSP) within the school to meet with the student as a Primary Contact. In the event that the Primary Contact is not available, assign an alternate contact person. The Primary Contact is responsible for monitoring the Plan of Action and maintaining communication with the parent/guardian. 2. Identify possible changes in the student s school routine that may need to be altered (i.e. class schedule, shortened school day). 3. Identify additional staff within the school who already have rapport with the student and can serve as supplementary support. 4. Identify what information will be shared with the student s current teachers. The student, parents and administrators shall be involved in this process to help maintain the student s right to confidentiality. 5. Identify potential counseling groups available in the school to support skill development. 6. Consider referral to the school s Child Study Team to provide additional resources related to educational and social/emotional impact. 7. Identify potential school and community groups (i.e. sports groups, school clubs, youth groups) appropriate for the student s needs and interests. 8. Distribute the Plan of Action to all relevant participants within the school. Place a copy of all documentation in the student s Cumulative Health Record in the orange Mental Health folder located in the Health Office files. (See Crisis Intervention Checklist-Appendix A.) 9. Follow-up on the Plan of Action as a support team (including parents and student) periodically and amend the Plan of Action as needed T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
134 Appendix A: Crisis Intervention Checklist Alexandria City Public Schools Crisis Intervention Checklist CONFIDENTIAL INFORMATION Student: School: Date: Grade: Interview Conducted by (Name/Title): Student Referred by (Name/Title): Date of Referral: Time of Referral: Reason for Referral: 1. Inform student that it is required by law to report harm to self or others 2. Interview student Date & time of interview: (Refer to Suicide Risk Assessment- Student Interview-Appendix B) 3. Assess the suicide risk. Document signs and behaviors of concern (e.g. attempts, gestures, threats, ideation, plan, etc.): (Refer to Conducting a Suicide Risk Assessment- Page 6 and Suicide Risk Assessment-Appendix B) 4. Notify school principal, members of QSP, and other administrators ASAP, as appropriate. Document administrators contacted: Administrator Name/Title Date Notified Time Notified Administrator Name/Title Date Notified Time Notified Administrator Name/Title Date Notified Time Notified 15 HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 15
135 5. If abuse or neglect is suspected, contact Child Protective Services (CPS) at immediately. DO NOT CALL PARENT/GUARDIAN Abuse/Neglect Suspected (Skip #6) (Complete Abuse/Neglect Referral Form for Students at Risk for Suicide- Appendix D) Name of CPS Worker Contacted Date Contacted Time Contacted Abuse/Neglect NOT Suspected (Proceed to #6) 6. If student is at risk for suicide contact parent/guardian immediately (Refer to Contacting the Parent/Guardian- Page 10) Name of Parent/Guardian Contacted Date Contacted Time Contacted Parent/guardian response: Name of mental health facility to which the parent/guardian will be taking the student: 7. Conduct parent/guardian conference prior to student leaving the school (Refer to Parent/Guardian Conference- Page 12) 8. Members of the QSP will meet prior to student returning to school to determine which member will facilitate on-going mental health support within the school setting, as well as be the primary contact on the Plan of Action Location of Meeting Meeting Date Meeting Time QSP Members Present: QSP Member Name QSP Member Name QSP Member Name Title Title Title T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
136 Name/Title of QSP who will facilitate follow-up and serve as primary contact on the Plan of Action: 9. Mail a follow-up letter to parent/guardian Date Letter Mailed: (Refer to Sample Letter to Parent/Guardian- Appendix F) Place copy of letter in student s Mental Heath folder 10. If parent/guardian does not seek appropriate mental health services for their child, contact Child Protective Services (CPS) at Parent/guardian did seek mental health services for their child and documentation has been provided and placed in the students Mental Health folder Parent/Guardian did NOT seek mental health services for their child (contact CPS) Name of CPS Worker Contacted Date Contacted Time Contacted Mail the Notification Letter of CPS report Date Letter Mailed: (Refer to Notification Letter to Parent/Guardian- Appendix E) Place copy of letter in student s Mental Heath folder 11. Conduct a Reentry Meeting with an administrator, QSP member who will serve as primary contact, parent/guardian, student, and other staff, as appropriate (Refer to Reentry into School- Page 13) Location of Meeting Meeting Date Meeting Time Reentry Meeting Members Present: Name/Title Name/Title Name/Title Name/Title Develop a Plan of Action (Plan of Action- Appendix G) (Refer to Plan of Action- Page 14) 12. Schedule a follow up meeting to discuss progress of student and amend the Plan of Action as necessary Location of Meeting Meeting Date Meeting Time 13. Submit a copy of Crisis Intervention Checklist and CPS Referral Form (if CPS was contacted) to Liaison to School Counselors, Office of Student Services 17 * All documentation (Crisis Intervention Checklist, letters, release form, CPS referral, Plan of Action, etc.) are to be kept in the students Cumulative Health Record in the orange Mental Health folder located in the Health Office files) HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 17
137 Appendix B: Suicide Risk Assessment - Student Interview SUICIDE RISK ASSESSMENT STUDENT INTERVIEW The following questions are provided as a guideline to uncover the level of risk. The line of questioning is designed to determine whether there has been a history of suicidal behavior, whether there is a current workable plan in place, whether the student has experienced a recent loss, whether the student has any perceived social supports in place, and whether the student has engaged or is currently engaging in risky behaviors such as substance abuse or impulsive high risk behaviors. Be sure to discuss the limits of confidentiality with the student. Let the student know that if he/she is at risk, his/her parent/guardian must be contacted. Offer to make contact in his/her presence so he/she will be clear as to what information you are sharing with the parent/guardian. Guiding questions: History: How long have you been having these thoughts? Have you ever had thoughts like this before? Have you ever tried to harm yourself? How? How many times have you tried? Who do you know that has attempted or committed suicide? Expressed plan: If you were to try to take your own life, have you thought about how you would do it? Do you have access to such a method? Where would you do it? If the student is able to articulate a specific plan that suggests targeted times when no one is around, or a method for preventing access by others to stop an attempt (e.g. barricading), this is a clear indication that the risk for self-harm is very high. Support Systems: Why do you feel it would be better to die than to keep living the way things are? Are there people or activities that can make you feel better? Have you told anyone else about these thoughts that you have had? Is there a time that things seem to go well for you? Who do you feel closest to? Do you have a friend or someone in your life that you can share these feelings with? Can you think of someone who would be devastated by your decision and how does that make you feel? Are there any future events that you are looking forward to? Other important information: Are you currently taking any medication or using any drugs or alcohol? Are there guns in your house? Can you access the weapons? T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
138 Appendix C: Consent for Release of Information CITY OF ALEXANDRIA UNIFORM AUTHORIZATION TO USE AND EXCHANGE INFORMATION I understand that different agencies provide different services and benefits. Each agency must have specific information to provide services and benefits. By signing this form, I allow agencies to use and exchange certain information about me, including information in an electronic database, so it will be easier for them to work together efficiently to provide or coordinate these services or benefits. I,, am signing this form for (FULL PRINTED NAME OF AUTHORIZING PERSON OR PERSONS) (FULL PRINTED NAME OF INDIVIDUAL) (INDIVIDUAL S ADDRESS) (INDIVIDUAL S BIRTH DATE) (INDIVIDUAL S SSN OPTIONAL) My relationship to the individual is: Self Parent Power of Attorney Guardian Other Legally Authorized Representative I want the following confidential information about the individual to be exchanged: Yes No Yes No Yes No Assessment Information Medical Diagnosis Educational Records Financial Information Mental Health Diagnosis Psychiatric Records Benefits/Services Needed, Medical Records Criminal Justice Records Planned, and/or Received Psychological Records Employment Records Substance Abuse Records All of the Above Other Information (write in): I want (NAME AND ADDRESS OF REFERRING AGENCY AND STAFF CONTACT PERSON) and the following entities to be able to use and exchange this information among themselves: Yes No Identify By Name Alexandria City Public Schools Alexandria Court Service Unit Alexandria Dept.of Community & Human Services Alexandria Health Department Alexandria Police Department Family Assessment & Planning Team Hospices Hospitals Local Health Departments Nursing Facilities Physicians Other I want this information to be exchanged ONLY for the following purpose(s): Service Coordination and Treatment Planning Eligibility Determination Other: I want this information to be shared by the following means: (check all that apply) Written Information In Meetings or By Phone Computerized Data Fax I want to share additional information received after this authorization is signed: Yes No This authorization is effective: (DATE) This authorization is good until: My service case is closed. Other: For No Wrong Door this authorization is valid for one year from date of signature, unless the individual or his authorized representative specify an expiration date, event or condition that will occur prior to one year from the date of signature. I can withdraw this authorization at any time by telling the referring agency. The listed agencies must stop sharing information after they know my authorization has been withdrawn. I have the right to know what information about me has been shared, and why, when, and with whom it was shared. If I ask, each agency will show me this information. I want all agencies to accept a copy of this form as valid authorization to share information. If I do not sign this form, information will not be shared and I will have to contact each agency individually to give information about me that is needed. However, I understand that treatment and services cannot be conditioned upon whether I sign this authorization. There is a potential for information disclosed pursuant to this authorization to be re-disclosed by the recipient and not be subject to the HIPAA Privacy Rule. Signature(s): Date: (AUTHORIZING PERSON OR PERSONS) Person Explaining Form: (Name) (Address) (Phone Number) Witness (If Required): (Signature) (Address) (Phone Number) Approved by the Attorney General s Office 3/10/08 20 HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 19
139 CIUDAD DE ALEXANDRIA AUTORIZACIÓN UNIFORME PARA EL USO E INTERCAMBIO DE INFORMACIÓN Comprendo que las diferentes agencias brindan servicios y beneficios diferentes. Cada agencia debe tener información específica para brindar servicios y beneficios. Al firmar este formulario, autorizo a las agencias a utilizar e intercambiar cierta información acerca de mi, incluida información en una base de datos electrónica, para que les sea más sencillo trabajar en conjunto y de modo efectivo para brindar o coordinar estos servicios o beneficios. Yo,, firmo el presente formulario (NOMBRE COMPLETO EN LETRA DE IMPRENTA DE LA/S PERSONA/S QUE DA/N SU CONSENTIMIENTO) (NOMBRE COMPLETO DEL CLIENTE EN LETRA DE IMPRENTA) (DIRECCIÓN DEL CLIENTE) (FECHA DE NACIMIENTO DEL CLIENTE) (NÚM. DE SEG. SOC. DEL CLIENTE OPCIONAL) Mi relación con el cliente es: Yo mismo Padre Apoderado Guarda/Encargado Otro representante autorizado legalmente Deseo que se comparta la siguiente información confidencial del cliente (excepto información sobre tratamientos o diagnósticos de abuso de alcohol o drogas): Sí No Sí No Sí No Información de evaluación Diagnóstico médico Registros educativos Información financiera Diagnóstico de salud mental Registros psiquiátricos Beneficios/Servicios necesarios Registros médicos Registros de antecedentes penales planificados o recibidos Registros psicológicos Registros de empleo Registros de abuso de sustancias Todos los anteriores Otra información: Deseo (NOMBRE Y DIRECCIÓN DE LA AGENCIA QUE LO REFIERE Y PERSONA DE CONTACTO DEL PERSONAL) y que las siguientes entidades puedan utilizar e intercambiar esta información entre sí: Sí No Identificar por nombre Colegios Publicos de la Ciudad de Alexandria Servicios de Corte de la Ciudad de Alexandria Depto. De Servicios Humanos y la Comunidad de la Ciudad De Alexandria Departamento de Salud de la Ciudad de Alexandria Departamento de Policia de la Ciudad de Alexandria Equipo de Evaluacion y Planificación Familiar Hospicios Hospitales Departamentos Locales de Salud Instalaciones de Enfermeria Doctores Otros: Deseo que esta información se intercambie SÓLO para los siguientes fines: Coordinación de servicios y planificación de tratamiento Otro: Determinación de idoneidad para recibir servicios o tratamientos Deseo que esta información se comparta de las siguientes maneras: (marque todas las que correspondan) Información escrita En reuniones o por teléfono Datos computarizados Fax Deseo compartir información adicional que reciba después de haber firmado esta autorización: Sí No Esta autorización entrará en vigencia: (FECHA) Esta autorización tendrá valor hasta que: Mi caso de servicio se cierre. Otro: Puedo retirar esta autorización en cualquier momento si se lo comunico a la agencia que me refiere. Las agencias mencionadas deben dejar de compartir la información luego de que sea de su conocimiento que se ha retirado la autorización. Tengo derecho a saber qué información acerca de mi se ha compartido y por qué, cuándo y con quien se compartió. Si lo solicito, cada agencia me mostrará esta información. Deseo que todas las agencias acepten una copia de este formulario como consentimiento válido para compartir información. Si no firmo este formulario, no se compartirá información y tendré que comunicarme con cada agencia de manera individual para brindarles la información necesaria. Sin embargo, comprendo que los servicios y tratamientos no pueden estar condicionados a si yo firmo o no esta autorización. Existe la posibilidad de que quien reciba información divulgada de acuerdo con esta autorización vuelva a divulgarla y que no esté sujeto al Reglamento de privacidad de la HIPAA. Firma(s): Fecha: (PERSONA/S QUE AUTORIZAN) Persona que explica el formulario: (Nombre) (Dirección) (Número de teléfono) Testigo (si es necesario): (Firma) (Dirección) (Número de teléfono) T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
140 Appendix D: Abuse/Neglect Referral Form for Students at Risk of Suicide Abuse/Neglect Referral Form for Students at Risk for Suicide In accordance with Code of Virginia, licensed educational professionals will report to the Virginia Department of Social Services (DSS) or Child Protective Services (CPS) any suspected incidences of children at risk for suicide related to abuse and/or neglect by a parent/guardian. The following information provides documentation of such circumstances and the subsequent report to DSS or CPS. Date: Time of Report: Referring School: Referral Made By: Position: Referral Received By: Accepted as Complaint: Yes No Student Suspected of Being Abused/Neglected: DOB: Race/Ethnicity: Age: Gender: Male Female Grade: Other Children in Home: Name Abused/Non-Abused Gender DOB Ethnicity School/Grade Parent/Guardian Information: Name: Relationship to Student: Gender: Male Female DOB: Race/Ethnicity: Address: Phone: Home Work Cell Nature of Complaint (Describe suspected abuse/neglect by whom, include when/where most recent incident occurred, recent noted changes in school attendance, performance or behavior, etc.) Referral Outcome: Send copy of this referral form to Liaison to School Counselors, Office of Student Services. 23 HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 21
141 NOTIFICATION LETTER TO PARENT/GUARDIAN Appendix E: Notification Letter OF CPS to REPORT Parent/Guardian of CPS Report DATE: Dear M/M, On, your child was found to be at risk for suicide and therefore needed an immediate mental health evaluation to ensure his/her health and safety. You were notified on that if you did not secure these services to ensure the safety of your child, according to Code of Virginia, we, as mandated reporters, are required to report this neglect to Child Protective Services. It has been made known to us that you did not provide the care necessary for your child s health and this letter serves to notify you that a report has been made to Child Protective Services. Sincerely, Name Title cc: Principal Liaison to School Counselors, Office of Student Services Cumulative Health Record, Orange Folder T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
142 Appendix F: Letter to Parent/Guardian LETTER TO PARENT/GUARDIAN Dear (name of parent), I am writing this letter to you as a follow up to the suicide assessment completed on (name of student) on (date). As we discussed in our conference, I consider (name of student) to be at risk for suicide and believe (name of student) is in urgent need of a mental health evaluation by a qualified mental health professional. These services are strongly recommended and must be secured at your expense. (Name of Student) shall have a written statement by a mental health professional that he/she is is not at imminent risk for harming him/herself or others provided to the school before returning. A reentry conference with you, the parent/guardian, (name of student), school administrator, and necessary support personnel will be held prior to (name of student s) return to school. At that conference, we will create a plan of action for (name of student) in order to provide the mental health support necessary for academic success and safety in the school environment. I will continue to maintain contact with you throughout this process. Please provide the school with updated information on (name of student s) progress. If you have not already signed a consent for release of information for us to communicate with (name of student s) mental health supporters, please consider doing so in order to help provide the most integrated support network for (name of student). If you have any questions or need assistance in securing community resources, please contact me at. Sincerely, (professional title) cc: Principal Cumulative Health Record, Orange Folder 25 HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 23
143 Appendix G: Plan of Action PLAN OF ACTION Student: Date of Initiation: School: Grade: Primary School Contact: This shall be a qualified school professional, who will meet regularly with the student and monitor the Plan of Action. Secondary School Contact: This qualified school professional will be available to the student when the primary contact is not available. (Complete relevant sections of this form.) Changes to Student Routine and Schedule: Support Staff to be used as resources for the student: School-Based Counseling Group(s): School and Community Groups: Additional Recommendations: Date of Distribution: Date of Follow Up (Child Study Meeting): Distributed to: OUTCOME Progress: Amendments Needed: Date of Follow Up to Review Amended Plan of Action: T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
144 Appendix H: Emergency Contacts EMERGENCY CONTACTS EMERGENCY NUMBERS EMS 911 Alexandria City Child Protection Services Alexandria Hospital Emergency Room 911 (Ambulance); ER Community Services Board Emergency Services Dominion Hospital COMMUNITY RESOURCES Crisis Link TALK SUICIDE Community Services Board Appointment Intake HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 25
145 Appendix I: Glossary GLOSSARY SUICIDE- The deliberate termination of one s own life- completed suicide. SUICIDE ATTEMPT- A failed, premeditated or spontaneous attempt to terminate one s own life. The attempt was incomplete due to a miscalculation by the individual, or by intervention of a second party, or by the individual changing his/her mind part-way through the attempt. SUICIDAL GESTURE- An action by an individual to hurt themselves but without the direct desire to terminate their life. Such a gesture may involve an overdose or some other type of self-destructive behavior, but not of a serious enough nature to cause death. SUICIDE THREAT- Threatening orally or in written form to take one s own life without the presence of any action to carry out this threat. SUICIDAL IDEATION- Thinking or fantasizing to take one s own life without the presence of any action to carry out these thoughts T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
146 Appendix J: Suicide Prevention Resources SUICIDE PREVENTION RESOURCES Call (800) SUICIDE for more national resources, The NASP National Emergency Assistant Team (NEAT) members are very knowledgeable about youth suicide and have provided consultation to many schools. School personnel are encouraged to call the NASP office at for additional information about the team as well as contact information for NEAT members. American Association of Suicidology at or American Psychological Association at National Institute of Mental Health at National Association of School Psychologists at National Suicide Prevention Lifeline, TALK (8255) Suicide Prevention Awareness Network at Virginia Department of Education, Crisis Management and Emergency Response in Virginia Schools, November 2007, Virginia Department of Health at Yellow Ribbon Suicide Prevention Foundation at (Founded by parents who lost a child to suicide, this organization provides support for survivors and prevention information for schools. 29 HIGH SCHOOL COUNSELOR HANDBOOK T.C. WILLIAMS HIGH SCHOOL 27
147 Appendix K: References REFERENCES Deykin, E.Y. & Buka, S.L. (1994). Suicide ideation and attempts among chemically dependent adolescents. American Journal of Public Health, 84(4), Department of Risk Management & Security Services (2006). Crisis Management Plan. Virginia: Prince William County Public Schools. Falls Church City Public Schools School Board. (2008). Article V Health and Welfare Suicide Prevention. Policy Lieberman, R. & Davis, J. (2002) Suicide Prevention. In S.E. Brock, P.J. Lazarus, & S.R. Jimerson, S.E. (Eds.), Best Practices in School Crisis Prevention and Intervention. Bethesda: MD: National Association of School Psychologists. Poland, S. & Lieberman, R.A. (2002) Suicide Intervention. In Thomas, A. & Grimes, J. (Eds.). Best Practices in School Psychology IV. Bethesda: MD: National Association of School Psychologists. Prince William County Public Schools, (2008), Suicide Prevention/Intervention Handbook. Sanchez, R., Black Teen Suicide Increased Dramatically, Washington Post, March 20, 1998, (front page A1). Soloman, A., Anatomy of Melancholy, The New Yorker, January 12, 1998 Sun, L. H., As Gay Students Come Out, Abuse Comes In: Changing Attitudes, New Laws Push Ambivalent Schools to Confront Harassment, Washington Post, July 20, 1998 (front page A1). Suicide Prevention Guidelines, Code of Virginia, , , (as revised 2003). Virginia Department of Education, Crisis Management and Emergency Response in Virginia Schools, November 2007, Prepared by the Division of Student Services, Alexandria City Public Schools Primary Source: Prince William County Public Schools, Suicide Prevention/Intervention Handbook April 2009 Updated December T.C. WILLIAMS HIGH SCHOOL HIGH SCHOOL COUNSELOR HANDBOOK
148 REMEMBER THE TITANS. IMAGINE THE TITANS. FULFILL THE PROMISE. T.C. Williams High School 3330 King Street Alexandria, VA (703)
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