Garrett Academy of Technology Program of Studies and Course Selection Guide

Transcription

1 Garrett Academy of Technology Program of Studies and Course Selection Guide Revised December 2013 Disclaimer: This document contains Charleston County School District information current as of December State and District policy and regulation updates after 12/20/2013 are available at the following websites: naia.cstv.com ed.sc.gov

2 Garrett Academy of Technology 2731 Gordon Street North Charleston, South Carolina Main Office (843) School Fax (843) Guidance Office (843) Attendance Office (843) garrett.ccsdschools.com ADMINISTRATION Charity Summers Principal Robert Carl Burch 9th & 11 th Grade Assistant Principal Keysha Tolliver 10 th & 12 th Grade Assistant Principal SCHOOL COUNSELING DEPARTMENT Celeste Bearden Naquita Page-Dawson Shanelle Fields Director School Counselor School Counselor MAIN/ATTENDANCE OFFICE Rinky Noisette Thaddette Davis Judy Thames School Secretary Bookkeeper Student Data Clerk/Attendance It is the policy of the Charleston County School District not to discriminate on the basis of race as required by Title VI of the Civil Rights Act of 1964, on the basis of sec as required by Title IX of the 1972 Education Amendments, or on the basis of handicap as required by Section 504 of the Rehabilitation Act of 1973; Individuals with Disabilities Education Act, PL ; and other Civil Rights Laws. 2

3 Table of Contents Introduction... 5 Using This Program of Studies... 5 Garrett Academy Mission and Vision... 5 Education and Economic Development Act... 5 Curriculum Framework... 6 Career and Technical Education Schools and Clusters of Study... 6 Electronic Individual Graduation Plan (eigp)... 7 Work-Based Learning Opportunities... 7 Course Offerings... 8 College Preparatory Program... 8 Honors Courses... 8 Advanced Placement and International Baccalaureate Courses... 8 College Credits While in High School... 8 Dual Credit... 9 Career and Technical Advanced Placement (CTAP)... 9 Virtual Courses... 9 Credit Recovery... 9 Report Cards and Transcripts... 9 Parent Portal South Carolina End-of-Course Exams Accelerated Graduation South Carolina High School Diploma Requirements South Carolina Four-Year College Requirements Participation in Commencement Exercises HSAP Remediation Grade Classification Course Load South Carolina Uniform Grading Policy South Carolina Uniform Grading Policy Conversion Table Honor Graduates and Class Rank Academic Honors Award CCSD Award State Scholarships Life Scholarships Palmetto Fellows Scholarships Hope Scholarships Grade Changes Attendance Requirements and Denial of Credit

4 Table of Contents (cont.) Incomplete Grades Course Audits Withdrawing from a Course Retaking a Course Summer School Transfer Students Transfer Credit Procedures NCAA Eligibility NAIA Eligibility Foreign Exchange Program Enrollment Foreign Exchange Students in CCSD Special Education Adult Education Course Descriptions English Math Science Social Studies Foreign Language Fine Arts Health Physical Education ROTC ESOL Career & Technology Education School of Arts and Humanities School of Business and Information Technology School of Engineering, Industrial, and Manufacturing Technology School of Health, Human, and Public Service Other Electives Special Education Trident Technical College and Dual Credit Freshman Academy Guidelines and Course Registration Information Pre-Registration Worksheet

5 INTRODUCTION The mission of the Charleston County School District (CCSD), a dynamic system of challenging choices, is to increase student achievement overall and to close the achievement gap between groups in order to prepare all students to compete in a global economy and make a positive contribution to our community and nation. The Charleston County School District s Program of Studies provides students and parents with a framework of information relevant to the secondary level. The design for the secondary curriculum provides flexibility to meet the unique needs of individual high schools. Detailed information concerning course offerings and content are available at each high school. Information about the high school programs and curriculum can be obtained from each school s guidance office or by viewing the Program of Studies posted on the school s website. USING THIS PROGRAM OF STUDIES Before choosing courses for next year, students should consider what they would like to do in the future. Having discussions with counselor, teachers, and parents can help define goals and assist the student in developing a solid course selection plan for high school and beyond. Parents should be actively involved in helping select the best possible school programs and courses. Teachers and school counselors can support this planning process by recommending appropriate courses based on expressed interests and abilities. Special attention should be given to the course descriptions, course levels, prerequisites, and the amount of credit given per course. The goal of this process is to encourage students to take courses that are challenging and interesting and that lead to the desired post-secondary options. GARRETT ACADEMY OF TECHNOLOGY MISSION AND VISION Garrett Academy, in partnership with parents, students, businesses and the community is committed to and responsible for ensuring excellence in academic achievement and career planning for all students and providing a safe and effective learning environment for all students. It is our vision that every student will graduate from Garrett Academy of Technology with the critical skills and knowledge necessary to succeed in college and in the 21st Century global workforce. EDUCATION AND ECONOMIC DEVELOPMENT ACT South Carolina high school students face many challenges including higher graduation standards, increasing college entrance requirements and growing workforce demands. For students to be successful, high schools must provide a curriculum that is challenging and relevant. They must also offer a sequence of courses to assist students in becoming passionate, lifelong learners. The South Carolina Education and Economic Development Act (EEDA) has led to the development of a curriculum that is aligned with state content standards and is organized around a career cluster system that provides students with both strong academics and real-world problem solving skills. Students must be provided individualized educational, academic, and career-oriented choices and greater exposure to career information and opportunities. Secondary schools have organized curriculum and developed a career cluster system that provides students with strong academics and real life experiences. The Secondary Curriculum Framework for Charleston County School District is designed around 16 national clusters. CCSD organized these 16 clusters into four schools of study. The district s curriculum currently provides the opportunity for students to complete a major in more than 40 career areas. The curriculum framework used by Charleston County School District includes a rigorous curriculum design and a requirement that each student develop a challenging Individual Graduation Plan (IGP). 5

6 CURRICULUM FRAMEWORK A school of study is a way to organize the curriculum into broad program areas encompassing various professions and academic areas of study. CCSD s four schools of study are: School of Arts & Humanities School of Business & Information Systems School of Engineering, Industrial & Environmental Technologies School of Health, Human and Public Services A cluster of study is a way to organize instruction and student experiences around occupations from entry level through professional levels. They are designed to provide a seamless transition from high school to postsecondary study and/or the workforce. A major consists of at least four required units of challenging courses within the student s area of interest. A major is designed to enable students to focus on an area of interest that motivates them to stay in school, to be better prepared for post-secondary choices and/or the workplace, and to make a smooth transition to postsecondary education and/or the workplace. SCHOOLS AND CLUSTERS OF STUDY School of Arts and Humanities School of Business and Information Systems School of Engineering, Industrial and Manufacturing Technologies School of Health, Human and Public Services Clusters Clusters Clusters Clusters Arts, AV and Communications Business Management and Administration Agriculture, Food and Natural Resources Hospitality and Tourism Finance Architecture and Construction Education and Training Information Technology Manufacturing Health Science Marketing, Sales and Services Science, Technology, Engineering and Mathematics Human Services Transportation, Distribution and Logistics Law, Public Safety and Security Government and Public Administration 6

7 ELECTRONIC INDIVIDUAL GRADUATION PLAN (eigp) An Electronic Individual Graduation Plan (eigp) is a document used to assist students and their parents in exploring educational and professional possibilities, and in making appropriate secondary and post-secondary decisions. It can be modified over time as the student s interests and skills develop or change. The eigp is based on the student s academic record, work and general life experiences, and the results of assessments, such as career interest inventories and achievement tests. On a yearly basis, the eigp should be modified to include courses required for graduation, courses required for a specific major, electives chosen related to a specific major, and extended learning opportunities related to the major. Students will develop their first eigp in the eighth grade in preparation for the transition to high school. Following eighth grade, students will review and update their plans at least once annually with their counselors, parents, guardians, or appointed representative. WORK-BASED LEARNING OPPORTUNITIES The following work-based learning opportunities support the purpose and goals of the EEDA Act: School-Based activities School-based activities provide students the chance to explore basic business practices and entrepreneurial enterprises. Work-Based Mentoring Work-based Mentoring allows students the opportunity to be paired with an employee in a particular career field in which the student is interested. Internships Internships give students an opportunity to learn about a particular industry or occupation through a structured, hands-on learning, work-based experience. Students may or may not receive pay or credit for this experience. Service-Learning Service-Learning gives students the chance to develop leadership and workplace skills through structured volunteer activities at a particular worksite or community agency. Job Shadowing Job Shadowing is a short-term experience that introduces students to a particular job by allowing them to follow or shadow an individual as he/she performs workplace tasks. This is a non-credit experience. Youth or Registered Apprenticeships Youth or Registered Apprenticeships combine classroom learning with on-the-job learning and work experience and results in the student earning a specific certificate or credential. Students participating in Internships and Service Learning may or may not receive credit and must complete all appropriate applications, requirements and guidelines. For further information on work-based learning opportunities, please contact your child s guidance counselor COURSE OFFERINGS Each school offers a comprehensive curriculum designed to best meet the needs of students attending their school. Information about the high school programs and curriculum can be obtained from your school s guidance office or by viewing the Program of Studies posted on their school s website. Any course taken for credit outside of the traditional school setting must be approved by the Principal prior to enrollment in the course. 7

8 College Preparatory Program College Preparatory (CP) is the traditional high school program for students planning to attend a two-year or four-year college/university following graduation from high school. Through the college preparatory program, students gain experience and knowledge that will help them become successful in college. Entrance requirements for South Carolina four-year Colleges/Universities require additional courses/credits beyond those needed for high school graduation. Parents and students should ensure they are familiar with requirements for all post-secondary options. This information is available through this program of studies, at each school's guidance office and during student's annual Individual Graduation Plan (IGP) meeting. Students who do not plan to attend a four-year college may meet the diploma requirements by taking a Career and Technology course and not a Foreign Language course. The High School Guidance staff will assist in course selection to ensure that all diploma requirements are met. Honors Courses Honors courses, which extend and deepen the opportunities provided by courses at the high school level, are designed for students exhibiting superior abilities in the particular content area. The honors curriculum places emphasis on critical and analytical thinking, rational decision making, and inductive and deductive reasoning. Independent projects are an integral part of the honors curriculum. Honors credit may be awarded at all levels of English, science, mathematics, and social studies but only for the 3rd or higher levels in a course sequence in other content areas, such as foreign languages and fine arts courses. Honors weighting may not be designated for Algebra 1 or for any physical education courses. One half of a quality point (.5) is added to the CP weighting for honors courses that meet the three criteria listed above. These criteria apply to all courses including those offered online and in other nontraditional settings and those recorded on a transcript from an out-of-state school that is accredited under the regulations of the board of education of that state or the appropriate regional accrediting agency. Honors credit may be earned only for courses that have published syllabi that establish higher standards. Advanced Placement and International Baccalaureate Courses The following criteria apply to the College Board s Advanced Placement (AP) courses and to International Baccalaureate (IB) courses including those offered online and in other nontraditional settings and those recorded on a transcript from an out-of-state school that is accredited under the regulations of the board of education of that state or the appropriate regional accrediting agency: IB Courses are offered at schools that have been authorized by the International Baccalaureate Organization. These advanced courses are designed to prepare students to participate in the global economy and place emphasis on global applications of knowledge and skills in the curriculum, foreign languages, and rigorous academic preparation. AP and IB courses are awarded a full quality point above the CP weighting. Seminar or support courses (science labs) for AP or IB are weighted as honors but not as AP or IB courses. A standard-level (SL) IB course can carry only one quality point. However, two quality points of IB credit can be granted for higher-level (HL) courses in the IB program that require a minimum of 240 hours of instruction. The award of the IB Diploma requires a minimum of 24 points and coursework and passing scores on examinations in six IB subjects; completion of 150 hours of Creativity, Action, and Service (CAS) activities; a 4,000 word Extended Essay; and the Theory of Knowledge course. Students wishing to participate in the International Baccalaureate Diploma Program should contact the IB Coordinator at James Island Charter High School. COLLEGE CREDITS WHILE IN HIGH SCHOOL Students may obtain college credit while in high school through Dual Credit and Career and Technical Advanced Placement (CTAP). Any course taken for credit outside of the traditional school setting must be approved by the Principal prior to enrollment in the course. 8

9 Dual Credit Courses (DC) Individual students, with the approval of the principal or designee, may receive dual credit for courses taken from a college. Only courses applicable to baccalaureate or associate degrees offered by accredited institutions in South Carolina may be accepted. College courses, which meet these criteria and are offered via distance learning or on the internet, also qualify as dual credit courses. Participating students receive high school Carnegie units toward high school graduation and also receive college credit from the cooperating college. A three-semester-hour college course shall transfer as one full Carnegie unit. Tuition, books and other college course fees shall be at the expense of the student or his/her parents or legal guardians. These courses receive an additional quality point weight of 1.0. Credit may be awarded for a correspondence course only upon the approval of the local superintendent or his or her designee prior to enrollment in the course. Students are responsible for verifying any college s acceptance of credits earned as dual credit and enrollment in a dual credit course does not guarantee college acceptance. Career and Technical Advanced Placement (CTAP) CTAP is a Trident Technical College (TTC) program that allows qualified high school students to earn exemption credit at TTC by demonstrating mastery of college course competencies. Students who successfully complete specific high school courses in Career and Technical Education (CTE) and who demonstrate mastery of college course competencies can be awarded exemption credit toward their programs at TTC VIRTUAL CLASSES The South Carolina Virtual High School (SCVS) Program and CCSD s virtual course option can be effective online learning opportunities for secondary students. Online courses provide an alternative for motivated students to meet graduation requirements. They can be used to resolve scheduling conflicts, as a homebound option and to recover credit. They also provide a flexible option for students who require an alternative setting. Enrollment in any virtual course must be approved by the Principal or designee PRIOR to enrollment. To begin the application process, the student should contact the school s guidance counselor for an information packet. Additional information, if enrolling in a virtual course via the South Carolina Virtual High School Program, can be obtained by visiting All virtual school courses not taken through an approved program at the home school must be taken through the SCVS Program. CREDIT RECOVERY Credit Recovery is an option for schools to implement in order to better assist students who are at risk of failing to graduate due to course failure. The purpose of the program is to offer an opportunity for motivated students to recover lost credit by using an alternative instructional model. Credit Recovery is for students who have met the seat time requirement (120 hours for 1 unit and 60 hours for.5 unit) and earned a final grade of Students who did not meet the seat time requirement, earned a WF or earned a final grade below 61 are not eligible for credit recovery. There are specific guidelines for participation in the Credit Recovery courses. Your high school guidance counselor can provide additional information. REPORT CARDS AND TRANSCRIPTS Report cards are distributed every nine weeks. Students are accountable for maintaining their own record of credits earned and credits needed to graduate. Students should review their transcripts and direct their questions to the guidance office. 9

10 PARENT PORTAL Parent Portal is a valuable tool that helps parents/guardians and students stay informed and current on important information related to student's current progress and academic records. Parent Portal is a highly secure, internet-based application that provides instant access to things such as district and building announcements, class assignments and grades, student schedules, attendance information, progress reports, course completion information, current course requests, Individual Graduation Plans, etc. Through this tool parents can also communicate with teachers through . Parents wishing to set up their Parent Portal account should send the following information via to [email protected] or call (843) : Student's First, Last and Middle Name Your First and Last Name Relationship to Student Last 4 digits of Student's ID Number Your Address Daytime Phone Number SOUTH CAROLINA END-OF-COURSE EXAMINATIONS End-of-Course Examination Program (EOCEP) is a statewide assessment. The Education Accountability Act of 1998 (EAA) requires the administration of the end-of-course examinations in gateway or benchmark courses. The examinations, which count for 20 percent of the student s final grade in each gateway or benchmark course, currently include Algebra 1/Algebra 1, Part 2 (Math for the Technologies 2), English 1, US History and the Constitution, and Biology1/Applied Biology 2. Beginning with the school year all students must have taken the Biology 1/Applied Biology 2 EOCEP test by the end of their second year after their initial enrollment in ninth grade. ACCELERATED GRADUATION In some cases an advanced student may, upon the approval of the principal and with the consent of the parents/legal guardians, accelerate his/her high school studies and graduate in three years. When such approval is granted, the student may take two units of mathematics simultaneously in the second year or third year and two units of English simultaneously during the third year in high school. Summer school courses will not be approved in the core academic areas for those students who are pursuing an accelerated program to complete diploma requirements in three years. No credit for any summer school course will be awarded without prior permission. 10

11 SOUTH CAROLINA HIGH SCHOOL DIPLOMA REQUIREMENTS In order to receive a South Carolina State High School diploma, the student must attend the high school issuing the diploma for a least the semester immediately preceding graduation, except in the case of a bona fide change of residence to a location where the sending school will not grant the diploma. (State Regulation ) Subject English/Language Arts Mathematics Science United States History & Constitution Economics United States Government Social Studies Elective Computer* Physical Education or Jr. ROTC Foreign Language** or Career & Technical Education TOTAL UNITS Electives TOTAL UNITS Must successfully pass the SC Exit Exam (HSAP) Diploma Requirements 4 Units 4 Units 3 units 1 Unit.5 Unit.5 Unit 1 Unit 1 Unit 1 Unit 1 Unit 17 UNITS 7 Units 24 Units Pass HSAP ELA and Math * Keyboarding may count up to one-half unit of the computer science requirement. The student must demonstrate computer literacy as determined by local school district policy. ** The student in a College Prep program must earn one unit in a foreign language. (Most four year colleges/universities require at least two units of the same foreign language.) If a student does not plan to enter college, then one unit in career and technology education beyond the computer science unit must be earned. The student must complete a study of and pass an examination on the principles of the United States Constitution, the Declaration of Independence, the Federalist papers, and American institution and ideals. This instruction shall be given for a period of at least one year or its equivalent, either within the required U.S. History course and/or within another course using a suitable text recommended by the State Superintendent of Education and approved by the State Board of Education (SBE). 11

12 SOUTH CAROLINA FOUR YEAR COLLEGE REQUIREMENTS Students planning to attend four-year public colleges and universities in South Carolina must meet the following requirements. Students interested in attending other four-year colleges should contact that schools admissions office for specific admission requirements. Additional courses may be required. Subject English/Language Arts Mathematics Science United States History & Constitution Economics United States Government Social Studies Elective Physical Education or Jr. ROTC Foreign Language*** Computer Science Additional Electives Must Include EXIT EXAM HSAP Requirements 4 Units 4 Units* CP Algebra 1 OR Algebra 1 Pt 1 & Algebra1 Pt 2 Geometry Algebra 2 4th higher-level math class 4 units** Physical Science 2 from Biology, Chemistry or Physics The fourth course may be from the same field as the first 2 or from an Adv. Environmental Science with lab or Marine Biology with lab for which biology and/or chemistry is a prerequisite. 1 Unit.5 Unit.5 Unit 1 Unit 1 Unit 2 units of the same language Some four year universities may require 3 units 1 Unit 1 Unit in Fine Arts*** 1 Additional Unit **** Successful Completion of Both ELA and Math * A fourth higher-level mathematics course should be selected from among Algebra III/trigonometry, precalculus, calculus, statistics, discrete mathematics, or a capstone mathematics course and should be taken during the senior year. ** Two units must be taken in two different fields of the physical or life sciences and selected from among biology, chemistry, or physics. The third unit may be from the same field as one of the first two units (biology, chemistry, or physics) or from any laboratory science for which biology and/or chemistry is a prerequisite. Courses in earth science, general physical science, or introductory or general environmental science for which biology and/or chemistry is not a prerequisite will not meet this requirement. It is strongly recommended that students take physical science (taught as a laboratory science) as a prerequisite to the three required units of laboratory science outlined in this section. It is also strongly recommended that students desiring to pursue careers in science, mathematics, engineering or technology take one course in all three fields. *** One unit in Appreciation of, History of, or Performance in one of the fine arts. **** One unit must be taken as an elective. A college preparatory course in Computer Science (i.e., one involving significant programming content, not simply keyboarding) is strongly recommended for this elective. Other acceptable electives include college preparatory courses in English; fine arts; foreign languages; social science; humanities; laboratory science (excluding earth science, general physical science, general environmental science, or other introductory science courses for which biology and/or chemistry is not a prerequisite); or mathematics above the level of Algebra II. For additional information go to: 12

13 PARTICIPATION IN COMMENCEMENT EXERCISES (Policy IKF Graduation Requirements - Issued 6/23/13) Commencement Exercises: Diploma Path CCSD students who are pursuing a South Carolina diploma and wish to participate in commencement exercises, must earn twenty-four (24) Carnegie units in the appropriate courses, and pass both the English language arts and math portions of the High School Assessment Program (HSAP) test. Exceptional Children Students with special needs, who complete the program of studies set forth in their Individualized Education Program (IEP), will also be permitted to participate in commencement exercises. These students will receive either a CCSD-Certificate of Achievement or a CCSD Occupational Credential. HSAP REMEDIATION Remediation for the exit examination (HSAP) is provided by the schools. Students who have met the 24 unit requirement but have not passed the exit examination must choose from the following alternatives: in lieu of a South Carolina High School Diploma, accept a South Carolina High School Certificate; attend remediation in a CCSD approved summer program (payment is required), pass the exit examination and receive a diploma from the home high school; enroll in a high school as a full-time student (minimum course load of 5 units), including remediation, and retake the exit examination and receive a diploma from the high school; or Accept a certificate, officially withdraw from the home high school, enroll in an adult education center for remediation services, pass the exit examination and receive a South Carolina High School Diploma from the high school where the adult education center is based. To be permitted to retake any section of the exit examination, the student must have attended a minimum of 12 hours of remediation for each section, either through the high school, a CCSD approved summer program or the adult education program. GRADE CLASSIFICATION Grade 9 In order to be classified as a ninth grade student, the individual must have met the requirements and be promoted from the 8th grade. Grade 10 In order to be classified as a tenth grade student, the individual must have completed six (6) units to include: One unit in English 1 One unit in mathematics (For purposes of the administration of the HSAP S. C. Exit Exam, students will be tested in the spring of the second year after their initial enrollment in 9th grade, even if they are not classified as a 10th grader for other purposes.) 13

14 Grade 11 In order to be classified as an eleventh grade student, the individual must have completed twelve (12) units to include: One unit in English 1 One unit in English 2 Two units in mathematics One unit in science In addition, students who do not pass one or more subtests of the S.C. Exit Exam HSAP, administered in the second year of high school will be put on academic probation until all subtests are passed. Grade 12 In order to be classified as a twelfth grade student, the individual must have completed eighteen (18) Units to include*: One unit in English 1 One unit in English 2 One unit in English 3 Three units in mathematics Two units in science In addition, the student must be enrolled in all other units (required and elective) needed to complete graduation requirements. *When, based on the student s schedule, it is anticipated that a student will complete graduation requirements by the end of the school year, the student may be placed in a senior homeroom at the beginning of the first semester even if all of the units listed above are not completed. COURSE LOAD All students enrolled as regular students in Grades 9-12 in the Charleston County School District must be enrolled in a minimum number of courses or unit equivalents as follows: Grades 9-8 units Grade 10-8 units Grade 11-5 units Grade 12* - 5 units In cases of extreme hardship, a senior may request in writing to the principal, permission for a waiver of the five-unit requirement. *Extended Learning Opportunities (internship, co-op or apprenticeship) may count as the fifth unit in Grade

15 SOUTH CAROLINA UNIFORM GRADING POLICY As required by state law, the South Carolina Uniform Grading Scale is in effect for all students. All grades will be interpreted for all purposes using the Uniform Grading Scale below: Letter South Carolina Uniform Grading Scale A B C D F 69 or below Increased quality points for courses are as follows: Honors level courses add.5 quality points Advanced Placement (AP)/International Baccalaureate (IB)*/Dual Credit courses add 1.0 quality point GPA is calculated as an average of quality points. The GPA will be used to rank students from highest to lowest rank in their class. The GPA will be calculated to three decimal places. All diploma candidates will be included in the ranking. Students who tie for a rank will share that rank SOUTH CAROLINA UNIFORMA GRADING SCALE CONVERSIONS Numerical Average Letter Grade College Prep Honors AP/IB/ Dual Credit 100 A A A A A A A A B B B B B B B B C C C C C

16 South Carolina Uniform Grading Scale Conversions, cont. Numerical Average Letter Grade College Prep Honors AP/IB/ Dual Credit 79 C C C D D D D D D D F F F F F F F F F FA WF WP AU FA: failure due to absences; WF: withdrawal failing; WP: withdrawal passing; AU: audit HONOR GRADUATION AND CLASS RANK To be named first or second honor graduate (valedictorian or Salutatorian) a student must, at a minimum: Have been enrolled in the school for the entire junior and senior year; and Have the highest GPA in the senior class after third quarter grades are posted and after dual credit courses taken in the spring semester of the senior year are posted to the transcript and calculated into the GPA. In the event two or more student s tie, the students would share the honor. Only students who have received a diploma will be considered in the final class rank. ACADEMIC HONORS AWARD For a student to receive an Academic Achievement Honors Award, the student must meet one of the following criteria categories: 1. Complete twenty-four units of credit as prescribed; meet the standard on all subtests of the Exit Examination; receive a minimum grade of B for each semester course in grades 9-12 through the seventh semester; and achieved either a score of 710 on the SAT verbal or a score of 690 on the SAT math, or an ACT score of 30 on English or 33 on mathematics; OR 16

17 2. Complete twenty-four units of high school credit; be eligible for graduation with a state high school diploma; have a combined score of 1400 on the SAT verbal and math sections, or an ACT composite score of 31. Of the twenty-four units earned, eighteen units must be *college preparatory coursework, four units in additional electives, and two units in one or more of the following: English, science, social studies or mathematics. *College preparatory coursework includes: English [English I or above] (four units); Mathematics [Algebra I or above] (four units); laboratory science (three units); social studies [United States/ South Carolina studies, Economics/Government, and one unit of global studies/world history, global studies/world geography, or western civilization] (three units); computer science (one unit); physical education (one unit); and foreign language (two units). CCSD AWARD CCSD Board Scholar Certificate This certificate is awarded to graduating seniors based on GPA calculated at the end of third nine week grading period. A student must achieve a four-year GPA of 4.25 or better on the South Carolina Uniform Grading Scale with no rounding up or down. STATE SCHOLARSHIPS Information for Life, HOPE and Palmetto Fellows Scholarships is subject to change based on new legislation. For all state awards only those students who have earned a S. C. High School Diploma will be included in the calculation of class rank. Life Scholarship The purpose of the Life Scholarship is to increase access to higher education; improve employability of South Carolina students; provide incentives for students to be better prepared for college; and encourage students to graduate from college on time. The Life Scholarship Enhancement s purpose is to increase the number of students in the State majoring in mathematics and science. Life Scholarship Award Amount Award Amount: Eligible Institutions Four-year Public Four-year Independent Two-year Public and Independent Technical Institution LIFE Scholarship Enhancement (Four-year Institutions Only) Award Amount* Up to the cost-of-attendance, not to exceed $4,700, plus a $300 book allowance Up to $4,700 plus a $300 book allowance Up to the cost-of-tuition at USC Regional campuses plus a $300 book allowance, not to exceed $5,000 Up to the cost-of-tuition plus a $300 book allowance, not to exceed $5,000 Up to the cost of attendance, not to exceed $2,500 Life Scholarship General Requirements To qualify for a LIFE scholarship, students must meet all of the following requirements: Graduate from high school or complete a home school program as prescribed by law; Attend an eligible South Carolina public or private college or university; Be a South Carolina resident at the time of high school graduation and at the time of college enrollment; Be a U.S. citizen or a legal permanent resident (who meets the definition of a eligible non- citizen according to State Residency Statutes); 17

18 Be enrolled as a full-time degree-seeking student; Certify that he or she has never been convicted of any felonies and has not been convicted of any alcohol or other drug-related misdemeanor convictions within the past academic year; Verify that he or she is not in default and does not owe a refund or repayment on any Federal or State financial aid; Must not be a SC HOPE Scholarship, Palmetto Fellows Scholarship or Lottery Tuition Assistance recipient. For a LIFE Scholarship Enhancement, students must attend an eligible four-year South Carolina public or private college or university. Life Scholarship Initial Eligibility Requirements In order to qualify for the LIFE Scholarship, first-time entering freshman attending an eligible four-year institution must meet two of three of the following criteria: 1. Earn a cumulative 3.0 grade point average (GPA) based on the SC Uniform Grading Policy (UGP) upon high school graduation. The grade point average must be reported to two decimal places (minimum) and cannot be rounded. The final GPA reported on the official transcript will be used to determine eligibility. 2. Score an 1100 on the SAT or an equivalent 24 on the ACT. SAT/ACT scores will be accepted through the June national test administration of the high school graduation year. It is permissible to select the highest SAT Critical Reading score (formerly known as SAT Verbal) combined with the highest SAT Math score from different test administrations. Students cannot use the SAT Writing subsection score to meet the minimum 1100 SAT requirement. The ACT composite score must be from one test sitting. 3. Rank in the top 30% of the graduating class The ranking percentages must be reported in two decimal places (minimum) and cannot be rounded. The class rank must be based on the SC Uniform Grading Policy. The rank must be based on all students who received their diploma during the traditional graduation ceremony typically in May/June. The graduating class cannot include any students who graduated during the summer, received a certificate, or did not graduate with a high school diploma during a given year. First-time entering freshmen attending an eligible two-year or technical institution must earn a minimum cumulative 3.0 GPA based on the UGP as described in (1a) above. The standardized test score and class rank requirements are waived. Life Scholarship Enhancement Initial Eligibility Requirements A student must meet all of the eligibility requirements for a LIFE Scholarship and be a recipient of LIFE Scholarship funds. In addition, to receive a LIFE Scholarship Enhancement the student must be a declared math or science major by the beginning of the second academic year of college enrollment. Beginning with the 2007 freshman class and thereafter, all students must have successfully completed a total of at least fourteen credit hours of instruction in mathematics and life and physical science courses (including AP, IB and dual credit courses taken during high school) by the end of the student s first year of enrollment in college (based on initial date of college enrollment). Approved lists of eligible majors and eligible courses to meet the fourteen credit hour course requirement for the LIFE Scholarship Enhancement are provided on the Commission s website at 18

19 Palmetto Fellows Scholarship The purpose of the Palmetto Fellows Scholarship is to recognize the most academically talented high school seniors in S.C.; encourage academically talented students to attend college in the State; and retain talented minority students who might otherwise pursue studies outside the State. Palmetto Fellows Award Amount The annual award amount for the freshman year is up to $6,700. The award amount for the sophomore, junior and senior years is up to $7,500 per year. The annual award amount for students receiving both the Palmetto Fellows Scholarship and Scholarship Enhancement cannot exceed $10,000 (total amount of combined funds from $7,500 Palmetto Fellows Scholarship and $2,500 Enhancement) per year. Half of the Enhancement is awarded in the fall term and half in the spring. Palmetto Fellows Scholarship General Requirements To qualify for the Palmetto Fellows Scholarship program students must meet all of the same general requirements listed above for the Life Scholarship for first-time entering freshman attending an eligible fouryear institution except the last requirement should read: Cannot be a recipient of the LIFE Scholarship, SC HOPE Scholarship or Lottery Tuition Assistance in the same academic year. Palmetto Fellows Scholarship Initial Eligibility Requirements For early awards, high school seniors must submit applications to the Commission on Higher Education for the Palmetto Fellows Scholarship by December (Specific date TBD). Students may apply if they meet one of the following sets of academic requirements (students cannot use the early awards criteria to be eligible for the final awards): 1. Score at least 1200 on the SAT (27 on the ACT) by the November test administration, earn a minimum 3.50 cumulative GPA on the SC Uniform Grading Policy (UGP) at the end of the junior year, and rank in the top six percent of the class at the end of either the sophomore or the junior year; OR 2. Score at least 1400 on the SAT (32 on the ACT) by the November test administration and earn a minimum 4.00 cumulative GPA on the SC UGP at the end of the junior year. For final awards, students must submit applications to the Commission on Higher Education for the Palmetto Fellows Scholarship by June. Specific date TBD. High school seniors may apply if they meet one of the following sets of academic requirements: 1. Score at least 1200 on the SAT (27 on the ACT) by the June national test administration of the senior year; earn a minimum 3.50 cumulative GPA on the SC UGP at the end of the senior year; and, rank in the top six percent of the class at the end of the sophomore, junior or senior year; OR 2. Score at least 1400 on the SAT (32 on the ACT) by the June test administration and earn a minimum 4.00 cumulative GPA on the SC UGP at the end of the senior year. Palmetto Fellows Enhancement The Palmetto Fellows Scholarship Enhancement was established in 2007 to increase the number of students who major in mathematics and science in South Carolina. For Enhancement eligibility, Palmetto Fellows must declare a major in an approved math or science program. Palmetto Fellows must also successfully complete at least fourteen credit hours of instruction in mathematics or life and physical science or a combination of both by the end of the first academic year. Eligible students may receive up to $10,000 (combined funds from the Palmetto Fellows Scholarship and the Scholarship Enhancement) per year beginning with their second/sophomore year of college enrollment. Students may receive Enhancement funding for a maximum of six full-time terms of study toward their first bachelor's degree at an eligible four-year institution in South Carolina. Fellows may receive Enhancement funding for up to eight consecutive terms of full-time study toward the first approved five-year bachelor s degree or first program. The Enhancement must be applied directly toward the cost of attendance. 19

20 HOPE SCHOLARSHIP The Hope Scholarship is a one-year merit-based scholarship created for first-time entering freshmen attending a four-year institution who do not qualify for the LIFE or Palmetto Fellows Scholarships, but graduate from high school with at least a B average. Funding for the program is dependent upon the annual proceeds generated by the SC Education Lottery. Hope Scholarship Award Amount Students attending an eligible four-year public or private college or university will receive up to $2,800* (including a $300 book allowance) towards the cost-of-attendance during the first- year of attendance only. *Funding is awarded half in the fall term and half in the spring term. The HOPE Scholarship in combination with all other scholarships and grants shall not exceed the cost-of-attendance as defined in Title IV regulations for any academic year. Hope Scholarship General Requirements To qualify for the Hope Scholarship program students must meet all of the same general requirements listed above for the Life Scholarship except the last requirement should read: Must not be a recipient of a LIFE Scholarship, Palmetto Fellows Scholarship, or Lottery Tuition Assistance. Hope Scholarship Initial Eligibility Requirements In order to qualify for the SC HOPE Scholarship, first-time entering freshmen must meet the following criteria: Earn a cumulative 3.0 grade point ratio (GPR) based on the Uniform Grading Policy (UGP) upon high school graduation For additional information on state awarded scholarships, go to GRADE CHANGES Grades can only be changed on a grade card, transcript or permanent record if the CCSD Post-Marking Period Grade Change Form is completed. The completed form is filed in the student s permanent record. ATTENDANCE REQUIREMENTS AND DENIAL OF CREDIT Attendance is a requirement for promotion and/or credit. Students must attend at least 85 days of a 90-day course or 170 days of a 180-day course or 42 days of a 45-day course. Students who exceed the approved limits for unexcused absences may not receive credit in the course. Guidelines for Denial of Credit Due to Attendance The Principal will conduct an investigation to determine if credit should be denied on the basis of attendance. According to the South Carolina Student Attendance Code, denial of credit will be based on, but not limited to: lawful vs. unlawful circumstances affecting absences responsibility demonstrated by parent or guardian and student the educational record of the student court recommendation, if applicable Appeals Process for Denial of Credit Consistent with state regulations, parents/guardians have the right to appeal attendance violation decisions and/or question the school records regarding attendance. The appeal should be made in writing to the school principal. The decision of the principal may be appealed to the Associate Superintendent. The decision of the 20

21 Associate Superintendent may be appealed to the Constituent Board by written request for appeal within ten (10) days of receipt of the decision of the Associate Superintendent. The decision of the Constituent Board may be appealed to the CCSD Board of Trustees in writing within ten (10) days following the date of notification. INCOMPLETE GRADES A teacher may give a grade of incomplete during the course of the school year if, in the teacher s professional judgment, an extension of the time to complete course expectations is appropriate due to extenuating circumstances such as a documented long-term illness or a death in the immediate family. The teacher, student and parent will develop and sign a contract for completion of the course which will not extend beyond the end of the next semester or the conclusion of the school year. The principal must approve the contract and it is at the principal s discretion to approve any extension of the contract. The student s incomplete grade will be reported as an I. Once the work has been completed, the teacher will authorize the appropriate change in the grade by completing the CCSD Post Marking Period Grade Change Form. If the work is not completed within the agreed upon time, the incomplete grade will be valued as a 61 or the student s average without the completed work, whichever is lower, and this numerical grade will be included in the student s grade point ratio. All final grades are numerical. An I, incomplete, cannot be a final grade. COURSE AUDITS A grade of audit (AU) may be given if a student attends a class with no expectation of receiving credit. A student who transfers to a high school late in the semester or who wishes to review content of a course may choose to audit. The student and parent must sign a statement at the time of registration indicating that they understand that no credit will be awarded for the course. This option will be provided on a space available basis only. WITHDRAWING FROM A COURSE With the first day of the course as the baseline, students who withdraw from a course within three days in a 45-day course, five days in a 90-day course, or ten days in a 180-day course will do so without penalty. Students who withdraw from a course after the specified time of three days in a 45-day course, five days in a 90-day course, or ten days in a 180-day course shall be assigned a WF, and the WF (as a 61) will be calculated in the student s overall grade point average. The three, five, and ten-day limitations for withdrawing from a course without penalty do not apply to course or course-level changes approved by the administration of a school. Students who drop out of school or are expelled after the allowed period for withdrawal, but before the end of the grading period, will be assigned grades in accordance with the following polices: The student will receive a WP if he or she was passing the course. The grade of WP will carry no Carnegie units and no quality points to be factored into the student s GPA. The student will receive a WF if he or she was failing the course. The grade of WF will carry no Carnegie units but will be factored into the student s GPA as a 61. If a student fails a course due to excessive absences, an FA will be recorded on his or her transcript. The grade of FA will carry no Carnegie units but will be factored into the student s GPA as a 61. RETAKING A COURSE A student may retake a course in which a D or F has been earned within the same academic year or no later than the next academic year. All grades and unit attempts for the course will be included in the student s GPA with one exception: students may retake a middle school Carnegie unit in 9th grade and, no matter what grade was earned in middle school the 9th grade, and only the 9th grade attempt, will appear on the transcript whether it is higher or lower. GPAs already calculated will be recalculated on the basis of the revised policy s three-decimal- point scale. 21

22 SUMMER SCHOOL Summer school courses may be attended as an opportunity for recovering credit and enrichment. In specific cases described below summer school courses may also be taken for initial credit in the core areas English, Math, Science, and Social Studies. Principals will make the final decision regarding the approval or denial of a request to take a required subject in summer school. With the permission of the home school principal, a student shall be allowed to take a required course in an accredited approved summer school provided that the student: has previously failed the course; or received FA (failure due to absences); or has an approved accelerated education plan; or has an approved education plan into which the required subject cannot be scheduled during the regular school year; or is able to complete all graduation requirements in the summer session Credit earned in summer school will be denied if prior approval by the Principal is not obtained and it is not earned in an accredited program. A student shall be allowed to take English or mathematics as a new subject in summer school only if (a) he/she has an approved plan to achieve on-time graduation and (b) enrollment is sufficient for the course to be offered. A student who has completed eight semesters of high school shall be allowed to take one subject as a new course in order to complete graduation requirements provided enrollment is sufficient for the course to be offered. Students shall be allowed to take a course as a new subject for enrichment or as a required course when it cannot be scheduled routinely into his/her four-year education plan and enrollment is sufficient for the course to be offered (i.e., Physical Education, Driver s Education, Keyboarding, or Introduction to Computers). TRANSFER STUDENTS High school schedules and course offerings vary from high school to high school both within Charleston County School District and from district to district. Parents and students are cautioned that it may not be possible to transfer all credits for courses in progress from one school to another if the student transfers during the middle of a school year. The difficulty in transferring credits increases if the move occurs during the semester. Every effort will be made by the receiving high school to evaluate a student s transcript and move the student into the schedule with minimal disruption to the student s plan of study. Courses transferred from another S.C. public school will be transferred with the grade and weight awarded by the sending school. When transcripts are received from out of state or from private schools within South Carolina that do not use the South Carolina Uniform Grading Scale, the following process will be used to transfer the grades into the student s record: If numerical grades are provided, they will be transferred as recorded and interpreted using the South Carolina Uniform Grading Scale. If letter grades are provided, they will be translated to numerical grades as follows: C=80; D=73; F= A=96; B=88; Grades lower than 70 from another school which are indicated as passing grades will be converted to a 73 numerical grade. Transfer Students From Outside of CCSD Accredited School When a student transfers from a non-ccsd school, the guidance staff at the school evaluates the transcript. Most courses will be comparable to courses offered in CCSD. SASI course numbers must be used when entering the data on the transcript.

23 Transfer Students From Outside of CCSD- Non-Accredited School Any student who transfers from a non-accredited private, parochial or other type school may not receive credit for all courses taken. Transcripts will be evaluated by the receiving school s principal to determine if credits will be awarded. Transfer Students from Home School Students who transfer from non-approved home school associations will be required to provide curriculum information and/or take final exams of courses attempted in order to be considered for credit. HIGH SCHOOL TRANSFER CREDIT PROCEDURES Transfer Course Description Action 1. Course is from a S. C. public school (including innovative/pilot courses approved for that school) Transfer as documented using CCSD approved course number, including grade weight (e.g., honors, AP, IB). 2. Course is from an accredited private or out-ofstate public school, approximates a CCSD course description and is eligible for honors weight. 3. Course is from an accredited private or out-ofstate public school and approximates a CCSD course description but is NOT eligible for honors weight (e.g., French 1, Algebra 1). 4. Course is from an accredited private or out-ofstate public school but does NOT approximate a CCSD course number (e.g., religion, Texas history). 5. Course is from a non-accredited school or home schooled without the benefit of an accredited organization. Assign course number for approximate course; assign weight as documented on sending transcript. Assign course number for approximate course; do not award honors weight. Assign an elective course number with attached course title. Do not enter a new title for the course number. Do not award honors weight. At the school s discretion, you may review the syllabus, text and student work and/ or you may administer a test to determine whether or not credit will be awarded. Do not award honors weight. NCAA ELIGIBILITY Questions regarding NCAA eligibility should be directed to your school counselor or athletic director. Information pertaining to NCAA items can be obtained from the NCAA Students are responsible for ensuring NCAA eligibility and should go to the above website to obtain a copy of the NCAA guide for the college bound student athlete. NAIA ELIGIBILITY Questions regarding NAIA eligibility should be directed to your school counselor or athletic director. Information pertaining to NAIA items can be obtained from the NAIA at Students are responsible for ensuring NAIA eligibility and should go to the above website to obtain a copy of the NAIA guide for the college bound student athlete. 23

24 FOREIGN EXCHANGE PROGRAM ENROLLMENT Charleston County School District students who spend a year studying in a foreign country in an approved exchange program are to be afforded an opportunity to earn credits. The student must obtain prior approval in writing from the home school principal before going abroad. A course of study should be planned that would enable a student to earn credits similar to those earned at the home school. Math, science, some history, foreign languages, and computer courses should be closely associated with our own offerings. A student may be required to earn his/her English credit on his/her return to CCSD or to turn in work from a pre-approved independent study program equivalent to one unit of credit. United States history, American government, and Economics would have to be taken here. A certified transcript from the exchange school must be received prior to awarding credit. Attendance periods in foreign countries would have to reasonably approximate our own. All credits attempted must be reflected on the transcript. FOREIGN EXCHANGE STUDENTS IN CCSD In as much as the high schools of Charleston County School District receive requests to enroll foreign exchange students, the district encourages schools to participate in order for foreign students to be given an opportunity to learn about the United States and its people. It is recognized that in some cases schools may need to limit the enrollment of exchange students because of overcrowding or lack of availability of certain courses. The following are South Carolina Department of Education and district regulations and guidelines for foreign exchange students: In order for a student to earn course credits all requirements must be met. Principals must clearly indicate to the student(s) that CCSD is not obligated to award a South Carolina High School Diploma and will only do so if all state requirements are met including passing the Exit Exam. It is the responsibility of the student to obtain all information needed in order for a school to determine if credits earned from foreign school(s) meet state standards. If a student has already completed the equivalent of a diploma in his/her country, he/she is not eligible for a South Carolina High School Diploma and may be prohibited from enrolling in a CCSD high school. If a student is a senior at his/her home school, he/she may be recognized as an honorary member of the CCSD graduating class and can participate in commencement exercises as a non-diploma student. CCSD schools must furnish a certified transcript showing credits earned to the student s home school upon request. Foreign exchange students who are not sponsored by a student exchange program and are not living with their parent or legal guardian must provide specified documents and pay tuition to the district in order to obtain an I-20 form. An I-20 form is required in order for the student to acquire an F-1 Student Visa. Student Visas are acquired prior to the student entering the United States. Additionally, certain limitations and requirements are in effect for students on an F-1 visa. The F-1 visa is only issued to high school students. Students may only attend school in the United States for one year (12 months). The number of months cannot legally be extended beyond one year. No alien may be issued an F-1 visa in order to attend a publicly funded adult education program. 24

25 SPECIAL EDUCATION A goal of the Charleston County School District is to provide a free and appropriate public education for all students with disabilities. Students with disabilities who attain the same competencies required of non-disabled students receive a South Carolina State High School Diploma. When a student s disabling condition prohibits him/her from earning a South Carolina State High School Diploma, the IEP team determines the most appropriate graduation options based upon student needs and impact of the disability. All special education students are required to participate in state and district assessments except for those students who are recommended to take an alternate assessment. All tests are on grade level and are not based on IEP objectives. State High School Diploma Most students with disabilities follow the regular CCSD curriculum and work toward a State High School Diploma earning a total of 24 Carnegie units and passing the Exit Exam. Some students with disabilities may be provided with appropriate modifications or accommodations to assist with meeting the requirements, i.e., pacing, differentiated methods, supplemental materials, and alternate assessment procedures. Resource Inclusion Model Most students with disabilities follow the regular CCSD curriculum and work toward a State High School Diploma earning a total of 24 Carnegie units and passing the Exit Exam. Some students with disabilities may be provided with appropriate modifications or accommodations to assist with meeting the requirements, i.e., pacing, differentiated methods, supplemental materials, and alternate assessment procedures. Resource Pull Out Model Resource courses are designed to address the individual academic and social needs of students with disabilities as specified on the IEP as well as the identification of appropriate accommodations, modifications and instructional strategies to support academic and social success in the general education environment. Students may earn up to seven (7) elective Carnegie credits in resource. ADULT EDUCATION Charleston County School District s Office of Adult Education offers students who are officially withdrawn from the K-12 program the opportunity to complete their high school education. Students who are 17 years of age must have local school board (constituent) approval prior to enrolling. State Board Regulation : GRADUATION REQUIREMENTS: A student has two courses of study to earn their high school credential. Students can meet current requirements for graduation and receive a State of South Carolina High School Diploma or study to prepare for the State GED Test and receive a State of South Carolina High School Equivalency Diploma. Students must be 18 years of age and over or have approval from the local school board to attend the Adult Education Program. No student shall graduate from adult education prior to the time that he or she would have graduated from the K-12 program. Special Education students 22 and under, who received special education services while enrolled in K-12, must have an IEP meeting prior to enrolling in Adult Education. The IEP team will determine if Adult Education is an appropriate referral. Currently enrolled K-12 students and students who withdrew from K-12 in the past 2 years should contact their IEP case manager at the home school to begin the referral process. High School Diploma Program (R Section C) Adult Education Students may complete and earn their State of South Carolina High School Diploma by enrolling in the Adult Education High School Diploma Program. Students must earn 24 units and pass the HSAP exam. Units earned through an accredited high school will transfer to the Adult Education program and count towards the required number of units. The following units are required by the Adult Education Program to earn a State of South Carolina 25

26 High School Diploma: Subject English/Language Arts Mathematics United States History & Constitution* Economics United States Government Social Studies Science** Computer Science*** Electives TOTAL UNITS Diploma Requirements 4 Units 4 Units 1 Units.5 Unit.5 Unit 1 Unit 3 Units 1 Unit 9 Units 24 Units *Charleston Adult Education only offers U.S. History as credit recovery. **Must include equivalent of CP Biology I with EOCEP test. Charleston Adult Education does not offer Physical Science or Biology 1. Students can be considered for Life Scholarships. The college or university makes the determination if a student is eligible. Adult Education students are not given a class rank. Exit Exam Remediation (R43-234) Students who have met all the requirements for graduation but have not passed the HSAP Exam are advised of their alternatives by their K-12 guidance counselor. Students may: In lieu of a South Carolina High School Diploma, accept a certificate indicating the number of credits earned and the grades completed; Attend remediation in a CCSD approved summer school program (payment is required), pass the exit examination and receive a diploma from the home high school; Enroll in a high school as a full-time student (minimum course load of 5 units), including remediation; and retake the exit examination and receive a diploma from the high school; or Accept a certificate, officially withdraw from the home high school, enroll in an adult education center for remediation services, pass the exit examination and receive a South Carolina High School Diploma from the high school where the adult education center is based. High School Equivalency Diploma (R Section B) A student may study and prepare to take the General Educational Development (GED) Test. Upon successful completion of the GED Test a student will be issued a State of South Carolina High School Equivalency Diploma. The State Board of Education authorizes the administration of the GED Tests by the State Department of Education under policies established by the State Board of Education and the Commission on Educational Credit and Credentials (American Council on Education) and procedures established by the GED Testing Service, Washington, DC. This credential is recognized by the state s two and four year colleges. The Office of Adult Education offers the following options for study and preparation for the State GED Test. 26

27 1. Administration of the Official GED Practice Test: For a student to determine readiness to take the State GED test. Test battery will include Mathematics, Language Arts/Writing, Science, Social Studies, and Language Arts/ Reading. 2. GED Preparation: For students who need time to review academic skills in Mathematics, Language Arts/Writing, Science, Social Studies, and Language Arts/Reading. Classes are offered to help students prepare for the State GED Test. Students may study for all sections or brush-up on skills in only those areas that are needed. Enrollment in Adult Education The following information and procedures are necessary to assist with the enrollment of a student in the Adult Education program. Students 17 years of age must have the local school board (constituent) letter to enroll. High School Diploma Program Adult Education To enroll in the high school diploma program students must bring the following from their K-12 school: Official school withdrawal letter Unofficial Transcript Copy of Birth Certificate HSAP/PACT scores Local school board constituent letter if 17 years old Official transcripts and test scores will be requested by Adult Education Students must have earned 12 or more units in the K-12 program to enroll in the Adult Education High School Diploma Program. Required units are English I, English 2, the equivalent of Algebra 1, equivalent of CP Biology 1 with EOCEP test, Computer Science and seven other units. If less than 12 units, students can enroll in the GED program. There are no credit requirements for enrolling in the GED Preparation program. Adult Education offers the following courses: CP English III, CP English IV, Algebra II, Geometry, Probability & Statistics, Earth Science, Environmental Studies, American Government, Economics, Law Education, Psychology, Sociology, Global Studies I, Global Studies II and U.S. History is only offered as credit recovery. GED Preparation To enroll in GED Preparation classes students must be officially withdrawn from the K-12 program, provide an unofficial transcript, and have local school board (constituent) letter of approval if 17 years of age. The Office of Adult Education will make program recommendations, provide the State GED Applications, and facilitate the completion of the State Department of Education GED Testing Office Verification of School Withdrawal Form. Students can enroll in the GED Preparation Program with any number of credits. Brochures detailing days, times, locations, and fees will be available at all guidance offices, constituent board offices and Adult Education sites at the start of each semester. 27

28 English Language Arts Introduction In transitioning from the South Carolina Academic Standards for English Language Arts 2008 to the CCSS for ELA, three distinct shifts are noted, which will require changes in the ways teachers teach and students learn. Building knowledge through content-rich nonfiction Reading, writing, speaking, and listening grounded in evidence from both literary and informational text Regular practice with complex text and its academic language The College and Career Readiness (CCR) standards in reading, writing, speaking, listening, and language developed by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA) serve as the backbone for the grade specific standards which translate the broader aims of the CCR standards into age and attainment-appropriate terms. At the high school level, all components of the English language arts reading, writing, speaking, listening, and language must be reflected at each grade level and in every course s content. In many instances, instruction will require a shift from teaching a particular text, especially in the area of literature, to teaching the standards using a variety of text types. Often times, multiple standards in multiple areas can be taught through a single rich instructional task. To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students own thinking and writing. Along with the high-quality contemporary works, these texts should be chosen from among seminal United States documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction (a type of informational text) of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts. (CCSS - ELA, p.35) Essentials of English This course is designed for students who need extra support to develop their reading skills and master the standards necessary to pass English 1 and the English 1 End-of-Course Exam. This course is typically offered in the second semester of the student s first year in high school. Students taking this course will take English 1 in the first semester of their second year, followed by English 2 in the second semester CW CP 1 unit English I The English 1 course provides a foundational study of literary genres (novels, short stories, poetry, drama, and literary nonfiction) and informative/explanatory texts with a heavy emphasis on American works, specifically influential historical and literary works. Opportunities for rich discussions and conversations should be provided regularly. Through literary texts, students study the author s craft by making inferences, determining point of view, and analyzing theme and figurative language. By reading a variety of informational texts, students analyze an author s development and support of a thesis, create a variety of responses to texts, and examine the ways that bias is revealed in texts. In addition, students continue to develop and use in reading, writing, and oral communication, the knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms. 28

29 All high school courses should include a focus on argumentative, informational and explanatory writing to address the Common Core State Standards in Writing. Students will produce coherent and well-organized writing that includes a thesis and supporting evidence. In implementing the writing process, students will compose various types of texts and will proofread and edit for the correct use of the conventions of written Standard American English. They will self-monitor to improve the content, development, organization, and the quality of voice in their writing and apply the appropriate revision strategies. Academic vocabulary, as well as other opportunities to explore the conventions of language, should occur frequently. In carrying out the research process, students in English 1 will identify a topic, collect information from primary and secondary sources, and present their findings and conclusions in oral, written, and visual formats. Students will evaluate the validity of their sources, incorporate their own ideas into with the information they have chosen from those sources, and distinguish that information from their own ideas by providing accurate and complete documentation of the sources they have used. As required by the South Carolina End-of-Course Examination Program, students enrolled in English I are required to take an examination, which will count as 20 percent of the student s final grade, at the end of the semester in which the course is completed CW CP 1 unit HW H 1 unit English 2 Prerequisite: English 1 English 2 is an in-depth study of United States literature and literary nonfiction, especially foundational works and documents from the 17th century through the early 20th century. One play by an American dramatist should be included at a minimum. Opportunities for rich discussions and conversations should be provided regularly. English 2 students study the author s craft by making inferences about meaning and the use of language, the author s point of view, theme and figurative language in literary texts. By reading informational texts, students analyze the development of a thesis. They create a variety of responses to texts and critique how bias is revealed. Students understand, interpret, analyze, and evaluate aspects of literary and informational texts. In addition, students continue to develop and use in their reading, writing, and oral communication their knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms. Academic vocabulary, as well as other opportunities to explore the conventions of language, should occur frequently. All high school courses will continue to include a focus on argumentative, informational and explanatory writing to meet the expectations of the Common Core State Standards. Students produce essays that are coherent and well organized with a thesis and supporting evidence. In implementing the writing process, students compose various types of writing. They proofread and edit their own work to make corrections that follow conventions of Standard American English, and they use revision strategies to improve the content and development, the organization, and the quality of voice in their written works. In carrying out the research process, students identify a topic, collect information from primary and secondary sources, and present the information in oral, written, and visual formats. Students evaluate the validity of sources and incorporate their own ideas with the ideas of others. They also paraphrase and summarize information they have gathered from their research. They properly credit the work of others by using a standardized system of documentation CW CP 1 unit HW H 1 unit English 3 Prerequisite: English 2 English 3 introduces global perspectives focusing on literary and informational texts from diverse cultures. Influential United States documents should be included. As described above, all high school courses should include a focus on argumentative, informational and explanatory writing to meet Common Core Expectations. 29

30 Opportunities for rich discussions and conversations should be provided regularly. Academic vocabulary, as well as other opportunities to explore the conventions of language, should occur frequently. Through literary texts, students study the author s craft by making inferences, determining point of view, and analyzing theme and figurative language. By reading a variety of informational texts, students analyze an author s development and support of a thesis and create a variety of responses to texts. English 3 students analyze propaganda techniques and critique how bias is revealed in texts. In addition, students continue to develop and use in their reading, writing, and oral communication their knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms. In writing, students produce essays that are coherent and well organized with a thesis and supporting evidence. In implementing the writing process, students compose various types of written work. They proofread and edit their work for the correct use of the conventions of written Standard American English, and self-monitor to apply revision strategies such as voice, content and development, and organization that will improve their writing. In carrying out the research process, students identify a topic, collect information from primary and secondary sources, and present their findings and conclusions in oral, written, and visual formats. Students evaluate the validity of their sources. In addition, after incorporating their own ideas with information from other sources, students distinguish their own ideas from those of others by providing accurate and complete documentation CW CP 1 unit HW H 1 unit English 4 Prerequisite: English 3 English 4 completes the global perspective initiated in English 3. This global perspective should include one Shakespearean play, but should place a heavy emphasis on written and oral communication and presentation skills. Opportunities for rich discussions and conversations should be provided regularly. English 4 students refine and expand their skills in language through structured study and independent reading of literary and informational works. Through literary texts, students study the author s craft by making inferences, determining point of view, analyzing theme, and interpreting figurative language. In reading a variety of informational texts, students analyze an author s development of a thesis and examine the ways that bias is revealed in texts. In addition, English 4 students continue to create a variety of responses to what they read and develop and use their knowledge of vocabulary that includes roots, affixes, euphemisms, and idioms in their reading, writing, and oral communication. Academic vocabulary, as well as other opportunities to explore the conventions of language, should be provided. All high school courses should include a focus on argumentative, informational and explanatory writing to meet the Common Core State Standards. Students produce coherent and well-organized writing that includes a thesis and supporting evidence. In implementing the writing process, they create various types of written works. They proofread and edit their work for the correct use of the conventions of written Standard American English, and they use revision strategies to improve such elements as voice, content development, and organization. In carrying out the research process, students identify a topic, collect information from primary and secondary sources, and present their findings and conclusions in oral, written, and visual formats. Students evaluate the validity of their sources. In addition, after incorporating their own ideas into ideas from other sources, they distinguish their own ideas from those of others by providing accurate and complete documentation to support their claim. In this capstone English course, high school students assimilate and strengthen the reading, writing, communicating, and researching skills they have acquired in previous courses as solid preparation for entering college or the workplace CW CP 1 unit HW H 1 unit 30

31 Advanced Placement English Literature and Composition Prerequisite: English 3 and Teacher Recommendation Introduction: AP English Literature and Composition engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. Goals: The course includes intensive study of representative works from various genres and periods, concentrating on works of recognized literary merit such as those by the authors listed. The pieces chosen invite and reward rereading and do not, like ephemeral works in such popular genres as detective or romance fiction, yield all (or nearly all) of their pleasures of thought and feeling the first time through. The AP English Literature and Composition Development Committee agrees with Henry David Thoreau that it is wisest to read the best books first; the committee also believes that such reading should be accompanied by thoughtful discussion and writing about those books in the company of one s fellow students. Reading: Reading in an AP course is both wide and deep. This reading necessarily builds upon and complements the reading done in previous English courses so that by the time students complete their AP course, they will have read works from several genres and periods from the 16th to the 21st century. More importantly, they will have gotten to know a few works well. In the course, they read deliberately and thoroughly, taking time to understand a work s complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in literary form. In addition to considering a work s literary artistry, students reflect on the social and historical values it reflects and embodies. Careful attention to both textual detail and historical context provides a foundation for interpretation, whatever critical perspectives are brought to bear on the literary works studied. A generic method for the approach to such close reading involves the following elements: the experience of literature, the interpretation of literature and the evaluation of literature. By experience, we mean the subjective dimension of reading and responding to literary works, including pre-critical impressions and emotional responses. By interpretation, we mean the analysis of literary works through close reading to arrive at an understanding of their multiple meanings. By evaluation, we mean both an assessment of the quality and artistic achievement of literary works and a consideration of their social and cultural values. All three of these aspects of reading are important for an AP English Literature and Composition course. Both their writing and their reading should make students aware of the interactions among a writer s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. The goals of AP English Language and Composition are to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers. This course will help students place their emphasis on content, purpose, and audience and to allow this focus to guide the organization of their writing. This course should emphasize the process of composing, requiring students to write essays that proceed through several stages or drafts, with revision aided by teacher and peers. As well as engaging in varied writing tasks, students become acquainted with a wide variety of prose styles from many disciplines and historical periods, and gain understanding of the connections between writing and interpretive skill in reading. Concurrently, to reflect the increasing importance of graphics and visual images in texts published in print and electronic media, students are asked to analyze how such images both relate to written texts and serve as alternative forms of texts themselves. In addition, the informed use of research materials and the ability to synthesize varied sources (to evaluate, use, and cite sources) are integral parts of this course. Students move past assignments that allow for the uncritical citation of sources and, instead, take up projects that call on them to evaluate the legitimacy and purpose of sources used. Each student enrolled in Advanced Placement Language and Composition is required to take the AP Exam at the end of the course. Many colleges and universities grant college credit or placement through qualifying AP Exam scores. This course serves as English 4 for participating students. 31

32 AW AP 1 unit Advanced Placement English Prep Lab Prerequisite: Enrolled in AP English Literature AP English Prep Lab is designed as a complementary course to AP English Literature and Composition. This course is designed to provide AP students with concentrated instruction and practice in writing clear and effective prose. Instruction will be related to outstanding models of narrative, descriptive, expository, and persuasive literature. Emphasis will be placed on the revision stage of the writing process HW AP 1 unit Creative Writing This course is designed for students who are highly motivated to write creatively. Students will write in a variety of formats, including journal entries, recollections, poetry, drama, and fiction. Students will be expected to self-direct independent projects and to work in small groups to peer-edit and revise CH CP.5 unit CW CP 1 unit Speech This course is designed for students who exhibit at least an average level of verbal proficiency and who wish to improve their skills in speaking and in the related areas of listening, composing, and reasoning CH CP.5 unit cW CP 1 unit Journalism I Prerequisite: English 1 This course is designed for capable career- or college-bound students who wish to increase their competence in journalism CW CP 1 unit Yearbook Production This course is designed for students actively involved in the production of a school yearbook. Students should possess average or above average verbal and writing ability. Teacher recommendation may be required CW CP 1 unit 32

33 Mathematics Introduction A quality mathematics program is essential to help students develop ways of thinking, solving problems, communicating mathematically, and making decisions that enable them to become informed citizens and consumers, competent employees and employers, and productive members of society. In order to receive a South Carolina High School Diploma, students are required to earn at least 4 units in mathematics and pass the mathematics portion of HSAP. The South Carolina End-of-Course Examination Program (EOCEP) includes an end-of-course examination for mathematics. At the end of Algebra 1 or Algebra 1 Part Two, students are required to take the Algebra1/Mathematics for the Technologies 2 End-of-Course Exam. This examination counts 20% of the student s final grade in either Algebra 1 or Algebra 1 Part Two. Algebra I, Part One This course is the first in a two-course sequential program of mathematical studies which is designed to help students develop the ability to understand and apply mathematics to solve realistic problems. Students work with real numbers as they learn about linear functions, equations and inequalities, operations with polynomials and graphing. Skills in algebra are taught through an integrative approach CW CP 1 unit Algebra I, Part Two Prerequisite: Algebra 1 Part One or Algebra 1 This course is the second in a two-course sequential program of mathematical studies which is designed to help students develop the ability to understand and apply mathematics to solve realistic problems involving linear and non-linear functions. Students use linear functions, equations and inequalities, graphing, data analysis, basic statistics, radicals and quadratic functions to solve problems involving real numbers. Skills in algebra are taught through an integrative approach. Students will take the South Carolina EOC Algebra 1 exam as the final exam in this course. It will count 20% of the final grade CW CP 1 unit Algebra I Prerequisite: Rising 9th Pre-Alg. Grade of at least 80 and MAP of 235 or Teacher Recommendation This course is designed to provide students with a strong background in algebraic concepts and processes. It includes writing expressions, solving linear equations, operations with polynomials, factoring, linear functions and word problems. Students will also be introduced to non-linear functions such as exponentials and quadratics. Students will take the South Carolina EOC Algebra 1 exam as the final exam in this course. It will count 20% of the final grade. This course can be taken after Algebra 1 Part One CW CP 1 unit HW H 1 unit 33

34 Geometry Concepts Prerequisite: Algebra1 Part Two or Algebra 1 This course is designed to help students develop the ability to understand and apply mathematics to solve realistic problems. Students study and write geometric proofs, but writing formal proofs is not emphasized. The study of geometric methods of construction is also included. Skills in geometry are taught through an integrative approach CW CP 1 unit Geometry Prerequisite: Algebra 1 or Algebra 1 Part Two, Teacher Recommendation for Honors Level This course is designed to provide students with the study of visual patterns. Topics will include geometric structure, geometric patterns, geometry of location, geometry of size, and geometry of shape. Geometry may be taken concurrently with Algebra CW CP 1 unit HW H 1 unit Algebra II Prerequisite: Algebra 1 or Algebra 1 Part Two, Teacher Recommendation for Honors Level This course is designed to provide students with a strong background in algebraic concepts and processes. Topics include understanding algebraic and geometric representations of functions to include the following: quadratic, square root, absolute value, rational, exponential, and logarithmic. Polynomials, sequences, series and conic sections are also introduced. This course is recommended to be taken after Geometry or Geometry Concepts. Algebra 2 can be taken concurrently with Geometry CW CP 1 unit HW H 1 unit Algebra III Prerequisite: Algebra 2; Teacher Recommendation for Honors Level This course focuses on the study of functions and advanced mathematics concepts to solve problems. It will include a study of polynomial, rational, exponential, logarithmic, and trigonometric functions. This course is designed for students who have taken Algebra 2 but who do not have a strong enough background to go directly into Pre-calculus. It is a bridge between Algebra 2 and Pre-calculus, including some of the culminating topics of Algebra 2 and some of the introductory topics of Pre-calculus CW CP 1 unit Probability and Statistics Prerequisite: Algebra 2 This course encompasses design of a statistical study; collection, organization, display, and interpretation of data; basic statistical methods of analyzing data; and basic concepts of probability CW CP 1 unit 34

35 Pre-Calculus Prerequisite: Algebra 2; Teacher Recommendation for Honors Level This course is designed to provide students with enhanced mathematical concepts and topics in the area of functions. It extensively covers polynomial, rational, logarithmic and trigonometric functions. Students must understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, etc.) and be very familiar with the Unit Circle and the values of trigonometric functions of numbers. Other topics include conic sections, sequences and series CW CP 1 unit Calculus Prerequisite: Pre-Calculus and Teacher Recommendation This course involves the continued study of functions, rates, and accumulation. Students will study limits, derivatives, integrals, and their applications. Calculus requires students to work with more intensity, at a deeper level, and produce a wider range of more complex and difficult material HW H 1 unit Natural Sciences Introduction High school science, through a number of separate courses, includes instruction in the content areas of the South Carolina Science Curriculum Standards: life science, earth science, and physical science. Since the major objective of science instruction is to promote scientific thinking, the inquiry standards are integrated into all the science content areas. All science courses in CCSD are laboratory based courses with at least 40 percent of the instructional time being devoted to student-centered laboratory experiences as per Strand I: Inquiry in the South Carolina Science Curriculum Standards, grades A sound grounding in science strengthens many of the skills that people need to use every day, such as solving problems creatively, thinking critically, working cooperatively in teams, using technology effectively, and valuing lifelong learning. Although only three science courses are required for graduation with a South Carolina State Diploma, the Department of Education recommends four courses because students need the foundational skills of physical science to be successful in all other science courses. Students must pass a high school credit course in science in which an end of course examination is administered. The required course is biology and is approved by the US Department of Education. Applied Biology 2 has been added to the required list of courses as an alternative for Biology 1. The Commission on Higher Education (CHE) has approved the following language regarding the prerequisites for college. College bound students are required to take three units of laboratory science. Two units must be taken in two different fields and selected from among biology, chemistry, or physics. The third unit may be from the same field as one of the first two units (biology, chemistry, or physics) or from Advanced Environmental Science with Laboratory or Marine Biology with Laboratory for which biology and/or chemistry is a prerequisite. Courses in earth science, general physical science, integrated science, or general environmental science for which biology and/or chemistry is not a prerequisite will not meet this requirement. It is strongly recommended that students take physical science (taught as a laboratory science) as a prerequisite to the three required units of laboratory science. The effective date for this modification was academic year

36 End of Course Exams will be administered to all students who enroll in Biology 1 or Applied Biology 2 effective academic year Students, who are advanced in science, may meet the physical science requirement by taking an alternate sequence one unit of high school chemistry and one unit of high school physics by the end of tenth grade. For students who are not prepared to pursue one of the recommended sequences listed above, there are two alternative sequences to develop a student s understanding of science concepts and inquiry skills for successful completion of the End-of-Course Exam. Physical Science Prerequisite: Algebra 1 for Honors Level and/or Teacher Recommendation Physical Science is designed to serve as a foundation course for other high school sciences. This course is a study of pre-chemistry principles (matter, atomic structure and periodic table, and chemical bonds and reactions with some nuclear chemistry) and pre-physics principles (forces and motion, energy and electricity, wave characteristics and behavior including electromagnetic/sound/light waves) as given in the SC Science Standards. Meaningful laboratory investigations are an integral part of this course so that the student may grasp an understanding of the experimental nature of science. Emphasis will be placed on problem solving, the development of critical thinking skills, and application of mathematical concepts. Skills for this course are correlated with skills taught in Applied Math or Algebra I. This course serves as a background for Biology 1, Applied Biology 1 and 2, Chemistry 1, and Physics 1 and explores careers in science and technology. A science fair project may be required CW CP 1 unit HW H 1 unit Environmental Studies Prerequisite: Biology 1 or Chemistry 1 This course deals with a study of the principles of ecology and the impact of humans on the environment. Students investigate environmental concerns, plan and conduct investigations, and use problem-based learning strategies, and apply life, earth, and physical science concepts from the South Carolina Science Standards to studies of the environment. A science fair project may be required CW CP 1 unit Biology 1 Prerequisite: Physical Science This introductory laboratory-based course is designed to give students a sound background in the major biological concepts. It builds on the chemical principles learned in physical science. Topics include: the cell; molecular basis of heredity; biological evolution; interdependence of organisms; matter, energy, and organization in living systems; and behavior and regulation. There are also opportunities for independent exploration of topics such as human biology, taxonomy, botany and zoology, depending on teacher and student interest. Laboratory activities provide numerous opportunities for students to develop science process skills, critical thinking, and an appreciation for the nature of science through investigative, hands-on lab activities. A science fair project may be required. Students who complete Biology 1 will take the SC End-of- Course Exam for Biology I CW CP 1 unit HW H 1 unit 36

37 Biology 2 Prerequisite: Physical Science and Biology I or Applied Biology 1 and 2 and Chemistry 1 or concurrent enrollment in Chemistry 1 This course is a sequel to Biology 1 for students who plan to major in biology or medical sciences in college. It includes a study of biochemistry, cell structure and function, genetics, growth and development, behavior, evolution, and the influence of biology on society. Laboratory study is an integral part of this class. A science fair project may be required CW CP 1 unit Chemistry 1 Prerequisite: Physical Science and Algebra 1 or Alg. 1, Part 1 and Part 2; Honors Level: Algebra 2, Pre-Calculus or concurrent enrollment in Pre-Calculus This course provides an introduction to major chemistry principles and builds on concepts introduced in Physical Science. Through well-designed laboratory experiences students will master concepts, use problemsolving skills, and apply them to real-world situations. Topics include: chemical safety, atomic theory, the periodic table, chemical reactions and stoichiometry, gas laws, solutions and solubility, calorimetry, acid/base chemistry, and organic chemistry. Investigative, hands-on lab activities that address the SC Inquiry Standards are an integral part of this course. A science fair project may be required. Honors Chemistry I prepares a student for Advanced Placement Chemistry through an in-depth study of the sequential development of major principles with emphasis on a quantitative approach to problem solving, library research and extensive laboratory experiences CW CP 1 unit HW H 1 unit Physics Prerequisite: Geometry and Algebra 2 or concurrent enrollment. This course presents a conceptual approach to physics and stresses the understanding of the application of physical phenomena such as mechanics, momentum, energy, heat, motion, optics, electricity, magnetism, waves, sound, and light. Problem solving is encouraged by the use of relevant physics materials and inquirybased laboratory activities. The honors level for this course emphasizes a mathematical approach with extensive laboratory experiences, research, and projects. A science fair project may be required CW CP 1 unit Social Studies Introduction National Council for the Social Studies, the largest professional association for social studies educators in the world, defines social studies as: " the integrated study of the social sciences and humanities to promote civic competence." Social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology. The primary purpose of social studies is to help young 37

38 people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.1 The aim of social studies instruction is the promotion of civic competence the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. Although civic competence is not the only responsibility of social studies, nor is it exclusive to the field, it is more central to social studies than to any other subject area in schools. By making civic competence a central aim, social studies educators have long recognized the importance of educating students who are committed to the ideas and values of democracy. Civic competence rests on this commitment to democratic values, and requires the abilities to use knowledge about one s community, nation, and world; apply inquiry processes; and employ skills of data collection and analysis, collaboration, decision-making, and problemsolving. Educating people who are knowledgeable, skillful, and committed to democracy is necessary to sustaining and improving our democratic way of life, and participating as members of a global community. In democratic classrooms and nations, deep understanding of civic issues such as immigration, economic problems, and foreign policy involves several disciplines. Social studies marshals the disciplines to this civic task in various forms. These important issues can be taught in one class, often designated social studies, which integrates two or more disciplines. On the other hand, issues can also be taught in separate disciplinebased classes (e.g., world history or world geography). The social studies standards are intended to be implemented regardless of organizational or instructional approach (for example, a problem-solving approach, an approach centered on controversial issues, a discipline-based approach, or some combination of approaches). To this end, the standards provide a framework for effective social studies instruction within various curricular perspectives. World History from 1300: The Making of the Modern World Prerequisite: Honors-English 1 Honors Concurrent Enrollment and/or Teacher Recommendation The course World History from 1300: The Making of the Modern World is designed to assist teachers and students in understanding how the people and the countries of the world have become increasingly interconnected. In the last 600 years, population growth, demand for resources, curiosity, and technology have converged to draw the distant corners of the earth closer together. The student should, by the end of this course, be able to give an account of how this world is interconnected and what that fact means for him- or herself. Critical thinking should be emphasized in this course, with an emphasis on why people, ideas, and technology have migrated across space and how they have made and continue to make an impact on different groups of people CW CP 1 unit HW H 1 unit World Geography 1 The focus of World Geography is the physical and cultural characteristics of Earth. The course is organized systematically around the topics of region, physical earth dynamics, population, culture, economic systems, urban systems, political systems, and the environment. The course standards are not meant to be taught in order or in isolation. Critical thinking should be emphasized in this course, with an emphasis on developing spatial thinking skills and competency related to places, regions, movement across space, and humanenvironment interaction. Conceptual in nature rather than place specific, the course may be taught from a systematic or regional perspective. For this reason, an example is included with each standard indicator, giving the teacher insight into the intent of the indicator. Map reading skills and the use of geographic models and geographic information systems should be an integral part of this course CW CP 1 unit 38

39 U. S. History and Constitution Prerequisite: Honors-Teacher Recommendation The focus of United States History and the Constitution is the story of the American people from the period of the colonial settlement to the present day the establishment of the British colonies and the transfer of English political traditions, the creation of the United States as a new nation, westward expansion, the American Civil War and Reconstruction, the response to industrialization and urbanization of the late nineteenth century, and the nation s developing role in world affairs in the twentieth and twenty-first centuries. United States History and the Constitution is generally taught in grade eleven CW CP 1 unit HW Honors 1 unit Advanced Placement U. S. History Prerequisite: Teacher Recommendation and Enrolled in AP Social Studies Prep Lab (1 Unit) The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. History. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials their relevance to a given interpretive problem, reliability, and importance and to weigh the evidence and interpretations presented in historical scholarship. An AP U.S. History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. This college-level course is a survey of the history of the United States from the age of discovery to the present. The content of the course must adhere to the requirements established by the College Board, therefore, students enrolled must be able to analyze primary sources including documentary materials, maps, statistical tables, graphs, and photographs, take notes from both printed materials and class discussions, write clearly, and express themselves precisely. Independent research and outside reading are course requirements. Each student must take the Advanced Placement Examination for possible college credit AW AP 1 unit AP Social Studies Prep Lab Prerequisite: Enrolled in AP US History (1 Unit) or AP American Gov. (.5 Unit) and Honors Econ. (.5 Unit) The AP Social Studies Prep Lab is designed to afford students the opportunity to enhance their reading and analyzing skills through the use of primary sources including documentary material, maps, statistical tables, pictorial and graphic evidence of historical and political events. Students will be trained to express themselves with clarity, cite sources, and credit the phrases and ideas of others in document based and free response essays. All students enrolled in Advanced Placement United States History and Advanced Placement American Government will take this skills course HW H.5 unit HH H.5 unit Advanced Placement U. S. Government Prerequisite: Honors or AP US History and Teacher Recommendation and Enrolled in AP Social Studies Prep Lab (.5 unit) and Economics Honors A well-designed AP course in United States Government and Politics will give students an analytical perspective on government and politics in the United States. This course includes both the study of general concepts used to interpret U.S. government and politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. government and politics. While there is no single approach that an AP United States Government and Politics course must follow, students should become acquainted with the variety of theoretical perspectives and explanations for various 39

40 behaviors and outcomes. Certain topics are usually covered in all college courses, such as, Constitutional Underpinnings of United States Government, Political Beliefs and Behaviors, Political Parties, Interest Groups, and Mass Media, Institutions of National Government, Public Policy, and Civil Rights and Civil Liberties. This course is designed to give students an in-depth understanding of government, its origins and functions, civic life, and politics. The course includes the foundations of American democracy and the American political system, the role of the U.S. Constitution in American democracy, the relationship of the United States to other nations and to world affairs, and an understanding of the role of the citizen in American democracy. Independent research and outside reading are course requirements. Each student must take the Advanced Placement Examination for possible college credit AW CP 1 unit United States Government Prerequisite: 10th Grade-Enrolled in Civics; 12th Grade-US History or currently enrolled in US History In United States Government, students will study the theory and practice of American government. The course is designed to provide a comprehensive introduction to fundamental political concepts that will provide students with the knowledge and skills to understand and participate in the American political system. United States Government will examine basic political theory and governmental systems, American political development and theory, the constitutional basis and structure of American government, and citizen involvement in the political system. 10 or CH CP.5 unit Economics Prerequisite: Honors Level requires enrollment in AP Gov. and Social Studies Prep Lab (.5 Unit) Economics is a social science. The science of economics uses data to analyze, interpret and predict the behavior of individuals and institutions based upon incentives. The goal of a study of economics is to teach a student how to evaluate choices. Scarcity forces all entities individuals, communities, and nations, to choose from available resources to meet their needs. Students will learn to use vocabulary specific to economics to explain, describe, and predict how the interaction of supply and demand sets prices for goods and services in product markets and wage prices in factor markets. Intervention in free markets decreases efficiency but is sometimes necessary in order to safeguard individuals and societies from undue exploitation. Markets allocate goods, services, and labor and government regulates markets and purchases goods and services for the common good. Current choices impact future outcomes that are theoretically predictable. The choices societies make affect the well-being of all citizens. The consequences of these choices are evaluated through the numerical measurements of gross domestic product (GDP) and consumer price index (CPI) as well as through the use of other quantitative measurements. A relationship between investment and growth exists and increased investment leads to more rapid growth which may be uneven and erratic. The role and abilities of the Federal Reserve in managing these economic cycles is evolutionary with real life results whose predictability is affected by volatile circumstances. Increased globalization has altered trade patterns and greatly expanded markets as has technological change. Citizens as consumers and producers are the fundamental actors in our mixed market economic system. The choices made by government, institutions, and individuals have predictable outcomes and the well-being of all groups is impacted by these choices CH CP.5 unit HH H.5 unit 40

41 Psychology This course is designed to introduce students to the major concepts and principles of psychology with an emphasis on human growth and development, cognitive processes, personality, mental health and behavioral disorders, and social psychology. Students will learn the basic skills of psychological research, develop research projects, and apply psychological concepts to their own lives. Students will also develop individual and group projects throughout the course and develop their writing skills CH CP.5 unit CW CP 1 unit Sociology This course is designed to introduce students to the major concepts and principles of sociology with an emphasis on sociological inquiry, socialization, social organization, deviance and social control, collective behavior, social stratification, the family, education, and social change. Students will study gender roles, adolescence, personal relationships, social movements, and culture. Students will also analyze sociological data, study trends, test hypotheses, develop research projects, and apply sociological concepts to their own lives CH CP.5 unit CW CP 1 unit Civics Prerequisite: Enrolled in US Government This course is an introductory course in the fundamental nature, structure, and role of government at the local, state, and national levels. Emphasis is placed upon the foundations of American citizenship, the U.S. Constitution, the rights and responsibilities of citizenship, legal rights and responsibilities, the free enterprise system, the relationship of the United States and the world, and service to school and community. Students will explore a variety of contemporary issues CH CP.5 Unit Law Education This course is an introduction to law and the legal system. It includes criminal law and juvenile justice, torts, consumer law, family law, housing law, as well as individual rights and liberties. Emphasis is placed upon major Constitutional issues, the guarantees of civil rights, and the responsibilities of citizenship. Students will explore contemporary legal issues using case studies, mock trials, role-plays, debates, and small group exercises. Students will also learn how to analyze, evaluate, and resolve legal disputes CH CP.5 unit CW CP 1 Unit Current Events This course acquaints students with contemporary local, state, regional, national, and world affairs. Students will analyze and evaluate political and economic events by accessing information from a variety of sources, discussing it in class, preparing presentations, holding debates, producing projects, and simulating news programs CW CP 1 unit 41

42 Modern and Classical Languages French 1 This course is the first part of the beginning level of language study. It is designed to develop language skills in French through practical activities that focus on meaningful personal communication. In the first year of a modern foreign language, students become familiar with the sounds of the language, its basic vocabulary, and the most common structures. They study the cultures, the countries, and the lifestyles of the people who speak the language. Students will also learn vocabulary to reflect the students needs and interests in each unit of study. Through standards-based instruction that focuses on language proficiency, French 1 students will be able to understand simple questions, orally express themselves in a comprehensible manner, read for comprehension, and write a comprehensible paragraph or brief letter, all within familiar contexts CW CP 1 unit French 2 This course builds on and reinforces language acquired in French 1. Language proficiency will expand and develop through performance based instruction and assessment. The vocabulary students learn is directly related to the purposes and situations of the context or established topics. Students continue to expand vocabulary to reflect the students needs and interests in each thematic topic. Students continue to study practical, day-to-day use of language in a broader context. Daily practice through performance-based instruction will facilitate the development of language as students gain insight into cultures of French speaking countries CW CP 1 unit French 3 This course builds on and reinforces language capacity acquired in French 1 and 2. The student progresses in the ability to communicate using new vocabulary and structures, and develops a deeper understanding of the cultures of French speaking countries. Greater emphasis is placed on linguistic competence and accuracy in this course and in each successive year of language study. Students read and discuss authentic materials, including poetry, stories, news reports, film, magazine articles and literature CW CP 1 unit Spanish 1 This course is the first part of the beginning level of language study. It is designed to develop language skills in Spanish through practical activities that focus on meaningful personal communication. In the first year of a modern foreign language, students become familiar with the sounds of the language, its basic vocabulary, and the most common structures. They study the cultures, the countries, and the lifestyles of the people who speak the language. Through standards-based instruction that focuses on language proficiency, Spanish 1 students will be able to understand simple questions, orally express themselves in a comprehensible manner, read for comprehension, and write a comprehensible paragraph or brief letter, all within familiar contexts. 42

43 CW CP 1 unit Spanish 2 This course builds on and reinforces language acquired in Spanish 1. Language proficiency will expand and develop through performance based instruction and assessment. The vocabulary students learn is directly related to the purposes and situations of the context or established topics. Students will also learn vocabulary to reflect the students needs and interests in each thematic topic. Students continue to study practical, dayto-day use of language in a broader context. Daily practice through performance-based instruction will facilitate the development of language as students gain insight into cultures of Spanish speaking countries CW CP 1 unit Spanish 3 This course builds on and reinforces language capacity acquired in Spanish 1 and 2. The student progresses in the ability to communicate using new vocabulary and structures, and develops a deeper understanding of the cultures of Spanish speaking countries. Greater emphasis is placed on linguistic competence and accuracy in this course and in each successive year of language study. Students are given the opportunity to read and discuss authentic materials CW CP 1 unit Fine Arts Introduction Quality arts education is an essential part of a complete education for all students and critical to their success in the 21st Century. The arts are central to the learning process. Children begin learning through scribbling, making up rhythmic sounds, moving and dancing, and playing creative games. An effective arts program builds on these early experiences and extends them through a curriculum that engages students in the comprehensive, sequential study of the arts. All courses are offered as electives. Band, choral, and orchestra students may receive acceptance into an honors level course through the audition process. The audition must demonstrate that the student can proficiently perform grade level five music. Furthermore, all honors courses must focus on performing music at the level five grade or higher. Art 1 This course is designed for students who have had limited or no prior preparation in art. The course content includes concentration in the major areas of critical analysis, creative expression and production, cultural heritage and aesthetic perception. Students will study principles and elements of two and three-dimensional design through drawing, printmaking, painting, ceramics, sculpture, commercial design and textile design. Major artists, periods and styles will be studied. Criteria for critically assessing a variety of products and making informed choices will be explored CW CP 1 unit 43

44 Art 2 Prerequisite: Art 1 or Demonstrated Ability This course is designed for students with greater competency in the individual areas described in Art I with areas of study expanded to develop a strong knowledge and skill in an area of concentration CW CP 1 unit Art 3 Prerequisite: Art 2 or Demonstrated Ability This course is designed for advanced students who may be planning art-oriented careers. The course contains highly specialized units of study and is developed to meet individual student needs. Areas of study may include architectural design, advertising and graphic design, fashion, interior or product design, stage design, landscape architecture, urban planning, metalwork and jewelry, textiles, sculpture and painting, art restoration and art history CW CP 1 unit Band Levels 1, 2, 3, and 4 Prerequisite: Participation in previous year s program or Director's Approval This course is designed for students who have participated in the band program offered in the middle school or a previous year in high school. Students continue a sequential development of skills necessary to become proficient on a musical instrument. The course is organized so that students learn concert and marching band repertoire each year and develop an under- standing of the concepts of music and the cultural heritage of the music studied. Emphasis is placed on the development of good tone, accurate pitch, growth in music reading, ability to perform more easily, ability to follow a conductor, and an understanding of a wide variety of music CW CP 1 unit CW CP 1 unit HW Honors 1 unit HW Honors 1 unit Music Appreciation This course is designed for students with an expressed desire to become more intelligent listeners of music and to become more familiar with music as an art form. The course is designed to develop students abilities to recognize various musical forms and genres, identify periods of music, know the cultural and historical background of a representative sampling of music, recognize a representative sample of compositions, composers and performers and critically analyze music and music performance with insight and understanding. Students seeking honors credit must be enrolled in music appreciation and participate in a performance and interview audition to be identified as gifted CW CP 1 unit Drama 1 This course is designed to expose students to the major theatrical periods and to the major dramatic literature and acting styles. Theater and production principles are studied CW CP 1 unit 44

45 Physical Education Health Family and Community Health This course is designed to help students understand the factors which influence family health and an individual s responsibility for protecting the health of the family and the community. It is designed to assist the class in assessing community and environmental health needs and the wise use of reliable resources. The course addresses the six priority areas (which includes human sexuality) established by the Centers for Disease Control and the seven National Health Education Standards CH CP.5 unit CW CP 1 unit Personal Health and Wellness This course is designed to develop decision-making skills which help students make intelligent choices to live healthy productive lives. The course content includes: communication, stress management, problem solving, environment awareness, personal fitness, nutrition, human sexuality including, family life, pregnancy prevention and sexually transmitted diseases, substance abuse, disease prevention, and career interests. The course will involve field trips, group workshops and projects, guest speakers, films and videos, lectures, tests, and physical fitness exercises CH CP.5 unit CW CP 1 unit Physical Education Physical Education 1 This co-educational course is designed from a variety of activities to provide students with choice and the skills to live a healthy lifestyle. Two semester courses must be passed. Physical Education I is designed from six activity strands: Fitness for Life; Net/Racket Activities; Team Activities; Outdoor Pursuits; Individual Activities; and Dance. Students are required to dress out each day as specified by the physical education instructor. The first semester course includes the Fitness for Lift curriculum, which is designed for students to achieve and maintain a health-enhancing level of physical fitness. The course also provides students with opportunities to develop optimal levels of fitness. The student must demonstrate competency in a least one- 45

46 movement form. The student will explore and seek opportunities to participate in physical activity outside the physical education class. The second semester course requires the student to independently assess his/her physical fitness level and design a nine-week program to maintain or improve personal fitness. The student will implement and document his/her program through participation in physical activity outside the physical education class. The student must-demonstrate competency in at least one movement form CW CP 1 unit Physical Education 2 Prerequisite: PE 1 or JROTC This co-educational course is designed as a continuation of Physical Education I and provides students with the skills to lead a healthy life style. Physical Education 2 is an elective designed to provide a comprehensive in-depth course of study in a few specific activity skills. The program will focus on at least two strands (e.g. Fitness, which involves weights and aerobics, Net/ Racket Activities, Target Activities, Team Activities, Outdoor Pursuits and Individual Activities). Students are required to dress out each day as specified by the physical education instructor CW CP 1 unit Physical Education 3 - Weights and Strength Training Prerequisite: PE 1 and 2 or (JROTC may be accepted for Physical Education I). Enrollment requires the recommendation of the AD. This course is designed for students who are interested in improving their overall fitness through weights/strength training. Activities include weight training, flexibility training, speed development and cardiovascular training. Areas discussed will include weight control, proper diet, nutrition and basic anatomy and physiology CW CP 1 unit Physical Education 4 - Weights and Strength Training Prerequisite: Physical Education I, 2, and 3 (JROTC may be accepted for Physical Education I). Enrollment requires the recommendation of the AD. This advanced weight-training course is for students who have completed Physical Education 3 Weights/Strength Training. Advanced methods of strength training and fitness will be taught in the course. Activities include weight training, flexibility training, speed development, and cardiovascular training CW CP 1 unit Junior ROTC Introduction Garrett Academy High School offers a four-year program in Air Force Junior ROTC. To enroll, students must be in grades 9 12 and be willing to meet physical, hygiene, and grooming standards according with JROTC 46

47 regulations. JROTC 1 substitutes for Physical Education 1 requirement for a South Carolina High School Diploma and does not substitute for any other academic unit. Army Junior ROTC Leadership Education Training 1 This first year course is designed to familiarize the student with the rights; responsibilities, privilege, and freedoms that underlie good citizenship. The student will study leadership and the ability to live and work cooperatively with others. Emphasis is placed on the ability to think logically and to communicate effectively. Students will also be taught the history, purpose, and structure of army JROTC. They will learn to demonstrate proficiency in basic military skills that are necessary for working effectively as a member of a team. Students will be expected to demonstrate the importance of physical fitness, good health, and appearance CW CP 1 unit Army Junior ROTC Leadership Education Training 2 Prerequisite: JROTC 1 or Instructor Approval This second year course is designed as a continuation of AJROTC and will provide the student with knowledge of the ethical values and principles that underlie good citizenship. The student display leadership potential, work cooperatively, think logically and communicate effectively in writing. Emphasis is placed on the importance of physical fitness, good health, and appearance. Students will study the history, purposes, and structure of the total Army as well as basic military skills in drill and ceremonies. Students will be expected to demonstrate the importance of physical fitness, good health and appearance CW CP 1 unit Army Junior ROTC Leadership Education Training 3 Prerequisite: JROTC 2 or Instructor Approval This third year course is designed to familiarize students with knowledge of the federal and military systems of justice. They will apply leadership assessment principles and display leadership potential by effectively solving problems and supervise subordinates. Students will be taught the history, missions and organization of the Department of Defense and of the military services of the U. S. Armed Forces. They will study basic military skills such as drill and ceremonies, first aid, and map reading. Students will reach the educational and social importance of technological advancements, as well as ethical problems associated with these advancements in such areas as energy, the environment, medicine and communication. Students will be expected to demonstrate the importance of physical fitness, good health, and appearance CW CP 1 unit Army Junior ROTC Leadership Education Training 4-6 Prerequisite: Previous JRTOC Level or Instructor Approval This fourth through sixth year courses are designed to enable students to display knowledge of ethical reasoning and decision making and to demonstrate the ability to effectively apply leadership and communication skills. Students will demonstrate leadership potential as a teacher, role model, coach, counselor, and assistant instructor. The importance of American military history from the Revolutionary War period to the Civil War as it relates to the development of the United States is part of this course. Students will learn to demonstrate the ability to market them- selves for a job and the importance of physical fitness, good health, and appearance CW CP 1 unit CW CP 1 unit CW CP 1 unit 47

48 English for Speakers of Other Languages Introduction Students must meet eligibility standards for the ESOL Program. Their primary, first or home language is not English; they score below the fluent level of the Language Assessment Scale (LAS); they have been determined by ESOL program personnel in consultation with main- stream teachers to need ESOL support to meet the standards of their program of study. ESOL/American Studies This course is intended for students who have been tested by a certified ESOL teacher and have been designated an English Language Learner and accepted in the ESOL program for services. These are students for whom English is not the primary language, but rather a subsequent language. ESOL/AS is limited to English language learners only. This elective course is based on social studies content in an American studies framework. Emphasis is on reading and writing to learn and using listening and speaking to meet multiple objectives, including laying a content knowledge base for success in other content area subjects through social studies topics. Appropriate assignments and modifications will be commensurate with English language fluency. This course does not replace ESOL/English Prep for beginning English speakers CH CP.5 unit ESOL/English Prep This course is intended for students who have been tested by a certified ESOL teacher and have been designated an English Language Learner and accepted in the ESOL program for services. All English language learners who have not scored a 4 or higher on the ELDA are eligible to take this course. These are students for whom English is not the primary language, but rather a subsequent. ESOL/English Prep is limited to English language learners only. The course is designed to build English language fluency, learning strategies, reading, and writing, listening and speaking. A variety of data-driven instructional strategies will lay a foundation for success in mainstream classes while allowing students to earn elective credits towards graduation CW CP 1 unit Career and Technology Education 48

49 Introduction The mission of the Career and Technology Education programs is to provide students with a sequence of secondary courses and post-secondary options in which academic and technical knowledge and skills are acquired to better prepare students for further education in current and emerging career fields. Studies have shown that students who complete a rigorous academic foundation of courses combined with a career pathway perform better in high school; are less likely to drop out of school; and are more likely to continue on to postsecondary education. The Career and Technology Education programs in Charleston County are grouped into sixteen career clusters under four broad Schools of Study (Arts and Humanities; Business and Information Systems, Engineering, Industrial and Manufacturing Technologies; and Health, Human and Public Service). Within these career clusters, students choose a career major and complete courses that potentially lead to an industry-recognized credential or certificate and that better prepare them for further study towards an associate and/or a baccalaureate degree. Each Career Cluster represents a distinct grouping of occupations based on the knowledge and skills they require. The 16 Career Clusters and related Career Pathways or technology majors provide an important organizing tool to offer students a more focused and effective program of studies that will better meet their particular college and career interests. Competency-Based Instruction Career and Technology Education is an integral component of secondary education in the Charleston County School District. All career and technology education courses are required to be taught in a competency-based format the mastery of specific competencies by individual students is not dependent on the amount of time spent in the class. Completer A Career and Technology Education (CTE) Completer is a student who has earned at least four units in a Career and Technology Education major related to a career goal. As a County-Wide Magnet School with a College and Career focus, all students at Garrett Academy of Technology are required to be completers in one of the offered technologies. CTAP/Articulation Credit Students who qualify may receive college credit for completion of high school courses by enrolling in specific programs at Trident Technical College through the articulation process. Articulation allows students to make a transition from high school to Trident Technical College without duplication of courses. Career and Technical Advanced Placement (CTAP) enables qualified students to earn Trident Technical College credits while still in high school. Therefore, students may complete certificates, diplomas or associate degrees in less time. Work-Based Learning Work-based Learning (WBL) provides structured experiences outside the classroom empowering students with primary knowledge in their chosen career pathway. Student WBL participation can begin in the 8th grade. Each WBL experience is aligned with the student s chosen career pathway, as confirmed during Individual Graduation Plan (IGP) meetings. Beginning in the 8th grade, annual IGP meetings are required each year until graduation. The IGP should include career goals, an understanding of the clusters of study, academic focus to include career oriented work-based learning opportunities. Work-based Learning Examples: Structured Field-trips 49

50 Job Shadowing (Off campus & Virtual) Internships/Cooperative Education (Co-Ops) Work-Based Learning Mentoring Youth Apprenticeships Service Learning School-based Enterprise SCHOOL OF ARTS AND HUMANITIES ARTS, AUDIO-VIDOE TECHNOLOGY AND COMMUNICATIONS CLUSTER Digital Art and Design 1 Digital Art and Design 1 provides instruction in basic theory of design, color, and typography. This course also moves on to build electronic design skills in establishing corporate identity, advertising, packaging as well as learning how to use equipment found in the trade CW CP 1 unit Digital Art and Design 2 Prerequisite: Digital Art and Design 1 Digital Art and Design 2 is a continuation of Digital Art and Design 1. This course provides a study of advanced concepts and design principles used in planning visualizations and layouts for graphic design CW CP 1 unit Digital Art and Design 3 Prerequisite: Digital Art and Design 2 Digital Art and Design 3 is a continuation of Digital Art and Design CD CP 2 units Work-Based Credit for Arts, Audio-Video Tech, and Communications Cluster Prerequisite: Majoring in the Technology; recommended at least 16 years of age. Cooperative Education experiences are designed for students who have completed at least two units of credit in a state recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed three units in a state recognized CTE major with mastery of standards to be eligible for participation. Students may be awarded credit for Work-Based Learning Experiences that meet acceptable criteria CW CP 1 unit SCHOOL OF BUSINESS AND INFORMATION SYSTEMS BUSINESS, MANAGEMENT, AND ADMINISTRATION CLUSTER 50

51 Entrepreneurship Entrepreneurship is designed to provide students with the knowledge and skills leading to development of a business plan for small business ownership. An important part of the course will be the incorporation of marketing, staffing and financial considerations CW CP 1 unit Integrated Business Applications 1 Integrated Business Applications I is designed to teach students computer concepts as related to processing data into useful information by using database, spreadsheet, word processing, and presentation software. Because the design of this course is to prepare students for Microsoft Office Specialist (MOS) Certification, the emphasis is on speed, accuracy, and production using proper keyboarding techniques. This course is the preparation course for Microsoft Office Specialist Certification Core Level. This course meets the State of SC Computer Science Graduation Requirement CW CP 1 unit MARKETING, SALES, AND SERVICES CLUSTER Marketing Marketing introduces marketing concepts; examines the economic, marketing and business, and human resource fundamentals; and provides an overview of the marketing functions of selling, promotion, distribution, risk management, pricing, purchasing, marketing information management, product/service planning, and financing. Students taking this course may receive college credit at Trident Technical College under the CTAP agreement. See your teacher or guidance counselor for more information CW CP 1 unit SCHOOL OF ENGINEERING, INDUSTRICAL, AND MANUFACTURING TECHNOLOGIES ARCHITECTURE AND CONSTRUCTION CLUSTER Architectural Design 1 Prerequisite: Algebra 1 (or concurrent enrollment) The architectural design course prepares students to perform entry-level tasks under the supervision and guidance of architects and/or architectural engineers in the development and preparation of plans for residential and/or commercial buildings. Instruction is given in design technology and techniques, computeraided design, zoning laws, building codes, cost planning, material requirements, styling, and client preferences. Upon successful completion of the architectural design course, students will be prepared for postsecondary education and entry-level architectural-related careers. This course meets the State of SC Computer Science Graduation Requirement CD CP 2 units 51

52 Architectural Design 2 Prerequisite: Architectural Design 1 This course is a continuation of Architectural Design CD CP 2 units Civil Engineering & Architecture Prerequisite: Principles of Engineering (for Stem Cluster) or Architectural Design 2 (for Arch Cluster) The Civil Engineering and Architecture course provides an overview of the fields of Civil Engineering and Architecture, while emphasizing the interrelationship and dependence of both fields on each other. Students use state of the art software to solve real world problems and communicate solutions to hands-on projects and activities. This course covers topics such as: the roles of civil engineers and architects, project planning, site planning, building design, and project documentation and presentation. This course meets the State of SC Computer Science Graduation Requirement CW CP 1 unit HVAC Technology 1 Air Conditioning and Refrigeration Technology 1 is designed to prepare students to perform entry-level airconditioning and heating, and cooling and refrigeration tasks under the super- vision of an experienced mechanic. Students receive training in mathematics, science, testing procedures, and electricity CD CP 2 units HVAC Technology 2 Prerequisite: HVAC Technology 1 This course is a continuation of HVAC Technology CD CP 2 units Carpentry 1 Carpentry prepares individuals to use hand and power tools, to layout, fabricate, erect, install, and repair wooden structures and fixtures. This course includes instruction in framing, construction materials, estimating, and blueprint reading. This course includes both classroom instruction with an emphasis on applied mathematics and comprehensive practical hands-on experiences CD CP 2 units Carpentry 2 Prerequisite: Carpentry 1 This course is a continuation of Carpentry CD CP 2 units 52

53 Carpentry 3 Prerequisite: Carpentry 2 This course is a continuation of Carpentry CD CP 2 units Masonry 1 Masonry prepares students to lay bricks and/or blocks. This course includes instruction in laying out and/or spacing bonds; determining vertical and horizontal alignment of courses using gauges, plumb-bobs, and levels; and cutting, notching, and shaping blocks and bricks to construct or repair walls, partitions, arches, and fireplaces. Applied basic mathematics and blueprint reading are essential components of this program of study CD CP 2 units Masonry 2 Prerequisite: Masonry 1 This course is a continuation of Masonry CD CP 2 units Masonry 3 Prerequisite: Masonry 2 This course is a continuation of Masonry CD CP 2 units Work-Based Credit for Architecture and Construction Cluster Prerequisite: Majoring in the Technology; recommended at least 16 years of age. Cooperative Education experiences are designed for students who have completed at least two units of credit in a state recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed three units in a state recognized CTE major with mastery of standards to be eligible for participation. Students may be awarded credit for Work-Based Learning Experiences that meet acceptable criteria CW CP 1 unit MANUFACTURING CLUSTER Welding Technology 1 Welding Technology 1 prepares students to use welding processes according to diagrams, blueprints, or written specifications. The training program is designed to prepare students to be skilled welders. Skilled 53

54 welders know the characteristics and properties of metals, such as melting points of steel, aluminum, and other commonly used metals CD CP 2 units Welding Technology 2 Prerequisite: Welding Technology 1 This course is a continuation of Welding Technology CD CP 2 units Welding Technology 3 Prerequisite: Welding Technology 2 This course is a continuation of Welding Technology CD CP 2 units Work-Based Credit for Manufacturing Cluster Prerequisite: Majoring in the Technology; recommended at least 16 years of age. Cooperative Education experiences are designed for students who have completed at least two units of credit in a state recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed three units in a state recognized CTE major with mastery of standards to be eligible for participation. Students may be awarded credit for Work-Based Learning Experiences that meet acceptable criteria CW CP 1 unit PRE-ENGINEERING/PROJECT LEAD THE WAY - STEM CLUSTER Introduction to Engineering Design, Level 1 Prerequisite: Algebra 1 (or concurrently enrolled) Introduction to Engineering Design is an introductory course that develops student problem solving skills with emphasis placed on the development of three-dimensional computer models. Students will learn a problem solving design process and how it is used in industry to manufacture a product. A Computer-Aided Design System (CAD) will also be used to analyze and evaluate the product design. The techniques learned and equipment used is state of the art and are currently being used by engineers throughout the industry. This course meets the State of SC Computer Science Graduation Requirement HW H 1 unit Principles of Engineering, Level 2 Prerequisite: Intro to Engineering Design and Physical Science Principles of Engineering is a course that helps students understand the field of engineering/ engineering technology. Exploring various technology systems and manufacturing processes help students learn how engineers and technicians use math, science, and technology in an engineering problem solving process to benefit people. The course also includes concern about social and political consequences of technological change. This course meets the State of SC Computer Science Graduation Requirement HW H 1 unit 54

55 Digital Electronics Prerequisite: Principles of Engineering Digital Electronics part of the course is applied logic that encompasses the application of electronic circuits and devices. Computer simulation software is used to design and test digital circuitry prior to the actual construction of circuits and devices. This course meets the State of SC Computer Science Graduation Requirement HW H 1 unit Engineering Design & Development Prerequisite: Principles of Engineering Engineering Design and Development is an engineering research course in which students work in teams to research, design and construct a solution to an open-ended engineering problem. Students apply principles developed in the three preceding levels and are guided by a community mentor. They must present progress reports, submit a final written report and defend their solutions to a panel of outside reviewers at the end of the school year HW H 1 unit Civil Engineering & Architecture Prerequisite: Principles of Engineering (for Stem Cluster) or Architectural Design 2 (for Arch Cluster) The Civil Engineering and Architecture course provides an overview of the fields of Civil Engineering and Architecture, while emphasizing the interrelationship and dependence of both fields on each other. Students use state of the art software to solve real world problems and communicate solutions to hands-on projects and activities. This course covers topics such as: the roles of civil engineers and architects, project planning, site planning, building design, and project documentation and presentation. This course meets the State of SC Computer Science Graduation Requirement CW CP 1 unit Work-Based Credit for STEM Cluster Prerequisite: Majoring in the Technology; recommended at least 16 years of age. Cooperative Education experiences are designed for students who have completed at least two units of credit in a state recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed three units in a state recognized CTE major with mastery of standards to be eligible for participation. Students may be awarded credit for Work-Based Learning Experiences that meet acceptable criteria CW CP 1 unit TRANSPORATION, DISTRIBUTION AND LOGISTICS CLUSTER Automotive Collision Repair Technology 1 Principles of Engineering is a course that helps students understand the field of engineering/ engineering technology. Exploring various technology systems and manufacturing processes help students learn how engineers and technicians use math, science, and technology in an engineering problem solving process to 55

56 benefit people. The course also includes concern about social and political consequences of technological change CD CP 2 units Automotive Collision Repair Technology 2 Prerequisite: Automotive Collision Repair Technology 1 This course is a continuation of Automotive Collision Repair Technology CD CP 2 units Automotive Collision Repair Technology 3 Prerequisite: Automotive Collision Repair Technology 2 This course is a continuation of Automotive Collision Repair Technology CD CP 2 units Automotive Technology 1 Automotive Technology 1 is designed to prepare students to perform routine maintenance and service on all types of automobiles under the supervision of an experienced automotive mechanic. Automotive technology student receives instruction in safety, troubleshooting, and repair of engines and electrical systems as foundation. Special emphasis is given to the established competencies based on the ASE/NATEF task list CD CP 2 units Automotive Technology 2 Prerequisite: Automotive Technology 1 This course is a continuation of Automotive Technology CD CP 2 units Power Equipment Technology 1 The Small Engine Technology program is designed to prepare students to perform entry-level small engine maintenance and repair tasks under the supervision of an experienced mechanic. Small engine repair students receive training on small internal combustion engines used on portable equipment such as lawn mowers, chain saws, rotary tillers, motorcycles, pumps, compressors, and small boats. The training includes locating and solving problems, using specialized test equipment, overhauling the basic engine, and repairing or replacing engine systems CW CP 1 unit Work-Based Credit for Transportation, Distribution, and Logistics Prerequisite: Majoring in the Technology; recommended at least 16 years of age. Cooperative Education experiences are designed for students who have completed at least two units of credit in a state recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed three units in a state recognized CTE major with mastery of standards to be eligible 56

57 for participation. Students may be awarded credit for work-based learning experiences that meet acceptable criteria CW CP 1 unit SCHOOL OF HEALTH, HUMAN AND PUBLIC SERVICES FAMILY AND CONSUMER SCIENCES CLUSTER Sports Nutrition 1 Sports Nutrition 1 is designed for all students. This course examines the relationship between nutrition, physical performance, and overall wellness. Students will learn how to choose nutritious foods for healthy lifestyles and peak performance. Health and disease prevention through nutrition, physical activity, and wellness practices are essential components of the course CW CP 1 unit HOSPITALITY AND TOURISM CLUSTER Culinary Arts 1 Culinary Arts 1 is designed to provide students with the basic knowledge and skills needed in a professional kitchen. These skills include kitchen safety and sanitation following ServSafe guidelines, food handling and storage techniques, and equipment operation and care. Basic knowledge taught will explore the role of nutrition in our diet; identify customer service duties and the concept of work ethics. The National Restaurant Association s Level 1 ProStart curriculum may also be covered this year CD CP 2 units Culinary Arts 2 Prerequisite: Culinary Arts 1 Culinary Arts 2 is a continuation of Level 1. ProStart Level 2 may be completed as well as refining cooking techniques. More advanced culinary preparations, management skills, and menu planning including the costing out of recipes and calculating food cost percentages are also covered CD CP 2 units BAKING AND PASTRY 1 Prerequisite: Culinary Arts 2 57

58 Baking and Pastry students will develop advanced skills in safety and sanitation in addition to management and professionalism. Specialized content includes units on formulas and techniques, basic baking principles, specialized dietary baking, breads, desserts and pastries, and advanced techniques for specialty cakes, confections, piping, plate presentation, and flavor pairing. Concepts are aligned with competencies from the American Culinary Federation Education foundation assessment, ACF Retail Commercial Baking Certification. Integration of the Family and Consumer Sciences student organization, Family Career and Community Leaders of America (FCCLA), provides leadership and entrepreneurship enhancement. Participation in the career & technology organization SkillsUSA provides the students with the opportunity to compete and display professional baking techniques CD CP 2 units Hospitality Management and Operations 1 Hospitality Management and Operations 1 is designed to provide foundation information and experiences with an emphasis on hotels, resorts, convention centers, RV parks, travel agents and/or cruise lines. The units in this course consist of career exploration, improving communication, human relations, interpersonal skills, safety, chemical and security management, rooms division, and hospitality partners CD CP 2 units Hospitality Management and Operations 2 Prerequisite: Hospitality and Tourism 1 Hospitality Management and Operations 2 is designed for students who have decided to pursue a career in the hospitality industry. After completion of this course students will possess the knowledge and skills to advance rapidly in a career or in an institution of higher learning. This course includes career exploration, safety, management, marketing and sales, and food and beverage CD CP 2 units Work-Based Credit for Hospitality and Tourism Cluster Prerequisite: Majoring in the Technology; recommended at least 16 years of age. Cooperative Education experiences are designed for students who have completed at least two units of credit in a state recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed three units in a state recognized CTE major with mastery of standards to be eligible for participation. Students may be awarded credit for Work-Based Learning Experiences that meet acceptable criteria CW CP 1 unit EDUCATION AND TRAINING CLUSTER Child Development 1 Child Development 1 focuses on the physical, social, emotional, and cognitive growth and development of children. Emphasis is placed on helping students acquire knowledge and skills essential to the care and 58

59 guidance of children. Students learn to create environments that promote optimal development. Factors influencing a child s development from conception through childhood are explored CW CP 1 unit Early Childhood Education 1 Early Childhood Education 1 is designed to provide students with hands-on opportunities to actively explore and observe the world of children and prepare them for educational and administrative careers in the field. This course provides an in-depth study of career paths, developmentally appropriate practices, curriculum development, safe and healthy learning environments, and collaborative relationships CD CP 2 units Early Childhood Education 2 Prerequisite: Early Childhood Education 1 Early Childhood Education 2 is an advanced course focusing on the competencies needed to plan, guide, and care for young children in a safe, healthy, and developmentally appropriate environment CD CP 2 units Work-Based Credit for Education and Training Cluster Cooperative Education experiences are designed for students who have completed at least two units of credit in a state recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed three units in a state recognized CTE major with mastery of standards to be eligible for participation. Students may be awarded credit for Work-Based Learning Experiences that meet acceptable criteria CW CP 1 unit HEALTH SCIENCE CLUSTER Medical Terminology Medical terminology is designed to develop a working knowledge of the language of health professions. Students acquire word-building skills by learning prefixes, suffixes, roots, combining forms, and abbreviations. Utilizing a body systems approach, students will define, interpret, and pronounce medical terms relating to structure and function, pathology, diagnosis, clinical procedures, and pharmacology CW CP 1 unit Health Science 1 Prerequisite: Biology 1 (or concurrent enrollment) Health Science 1 focuses on therapeutic, diagnostic, health informatics, support services, and biotechnology research and development pathways of a health science cluster career. The course is designed to develop healthcare specific knowledge and skills, both academic and technical, necessary for transition to clinical or work-based experiences in healthcare. The foundational standards incorporate anatomy and physiology, 59

60 medical terminology, communication, healthcare systems and teams, health science career research, legal and ethical practice, safety, health and wellness, cardiopulmonary resuscitation, and first aid CD CP 2 units Health Science 2 Prerequisite: Health Science 1, Biology, and Chemistry (or concurrent enrollment) Health Science 2 focuses on therapeutic, diagnostic, health informatics, support services, and biotechnology research and development pathways of the health science career cluster. The course is designed to provide for the development of knowledge and skills common to a wide variety of healthcare professionals. The foundation standards incorporate anatomy and physiology, communications, healthcare delivery systems, employability skills, legal responsibilities, ethics, safety practices, teamwork, health maintenance practices, technical skills, and information technology applications CD CP 2 units Work-Based Credit for Health Science Cluster Prerequisite: Majoring in the Technology; recommended at least 16 years of age. Cooperative Education experiences are designed for students who have completed at least two units of credit in a state recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed three units in a state recognized CTE major with mastery of standards to be eligible for participation. Students may be awarded credit for Work-Based Learning Experiences that meet acceptable criteria CW CP 1 unit HUMAN SERVICES CLUSTER Cosmetology 1 Prerequisite: Completed Purchase of Cosmetology Kit Cosmetology 1 is designed to prepare students to qualify for licensing examinations. Cosmetology students receive training in the art and science of the care and beautification of hair, skin, and nails. The course of study includes scalp treatments, hair shaping, hair styling, setting, waving, hair coloring, and shampoos and rinses. Care of skin and nails includes manicuring and pedicuring, massage, facials, makeup application, and hair removal. Instruction in chemistry, bacteriology, and anatomy and physiology of the face, head, arms, and hands is incorporated by means of both theory and practical application on both mannequins and live models. Also included in the course of study is salon planning and management. Students must purchase cosmetology kit CD CP 2 units Cosmetology 2 Prerequisite: Cosmetology 1 This course is a continuation of Cosmetology 1. Instruction qualifies students for licensing examinations. Taking the State Board Cosmetology Examination is a course requirement; passing this examination is a requirement for a license to practice cosmetology CD CP 2 units Cosmetology 3 60

61 Prerequisite: Cosmetology 2 This course is a continuation of Cosmetology CD CP 2 units Work-Based Credit for Human Services Cluster Prerequisite: Majoring in the Technology; recommended at least 16 years of age. Cooperative Education experiences are designed for students who have completed at least two units of credit in a state recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed three units in a state recognized CTE major with mastery of standards to be eligible for participation. Students may be awarded credit for Work-Based Learning Experiences that meet acceptable criteria CW CP 1 unit OTHER ELECTIVES LEADERSHIP 21 PREREQUISITE: NONE Leadership 21 is designed to provide the foundation for 9th grade students to become 21st century global leaders and citizens through a comprehensive study of leadership, presentation skills, and health, wellness, and fitness education. Life and learning skills such as time and project management, use of technology, and financial literacy, and media/cyber literacy are integrated within the context of these major areas CH CP.5 unit 10TH GRADE STUDY SKILLS (HSAP Development) PREREQUISITE: NONE This course is designed for students who must take the High School Assessment Program (HSAP). Students will develop skills to prepare them for the HSAP. Students must enroll in a study skills course each semester. Students will received one-half credit each semester for a total of one high school credit for the year CH CP.5 unit NEXT STEPS PREREQUISITE: NONE This course is designed for students in the 11th grade. Students will become familiar with the college admissions process, financial aid requirements, and learn about post-secondary opportunities. Career options based on student s interest will be explored. Students must enroll in a study skills course each semester. Students will receive one-half credit each semester for a total of one high school credit for the year CH CP.5 unit 12th GRADE STUDY SKILLS (Postsecondary Planning) PREREQUISITE: NONE 61

62 This course is designed for students in the 12th grade who are on track to graduate by the end of the school year. Students will develop skills to prepare them for post-secondary placement. Students must enroll in a study skills course each semester. Students will receive one-half credit each semester for a total of one high school credit for the year CH CP.5 unit Special Education Introduction Special education is a service students receive to support access to the general curriculum and to promote integration with age appropriate peers. It does not constitute a specific setting or instructional environment. In a tiered approach, IEP teams would consider the level and type of support a student needs, where the support can be provided and determine the amount of instruction needed outside of the general education classroom. Graduation Options For the purposes of this technical assistance manual, a graduation option is a planned program of study (courses, IEP goals, objectives, and benchmarks) designed to address the needs of individual students. The IEP team plays a key role in the IEP graduation process. The IEP team should consist of the student, parent, special educator, regular educator, and vocational educator, building administrator or designee, transition specialist, and related service provider, a qualified individual to interpret any necessary evaluations, and others per family request. The initial transition and graduation planning process begins at the 8th grade IEP meeting. The IEP team assists the student to define his or her course of study and develop the completion of a high school plan. The IEP team determines the most appropriate graduation options based upon the student s needs and impact of the disability. The IEP team must document the rationale for the selected program of study in the IEP, and a review and update of goals and objectives is done at least annually. The IEP team also has the responsibility of verifying that the student achieved all program goals and objectives leading to completion of the appropriate graduation option. Special Education students working for a state high school diploma are allowed to earn up to seven (7) elective Carnegie credits for course work in areas selected because of the individual student s disabling condition. All courses listed in this section are considered elective credits. General Resource 1-4 Students with disabilities, who have deficits in one or more areas, e.g., language arts, math, social-emotional, etc., may enroll in General Resource. Instruction is based on IEP goals and objectives. Grade Level Course Number Level OR OR

63 OR OR Language Arts Resource 1-4 Students who have an identified disability in the area of oral expression, listening comprehension, written expression, basic reading or reading comprehension may enroll in Language Arts Resource. Instruction is based on IEP goals and objectives. Grade Level Course Number Level OR OR OR OR Math Resource 1-4 Students who have an identified disability in the areas of math calculation or math reasoning may enroll in Math Resource. Instruction is based on IEP goals and objectives. Grade Level Course Number Level OR OR OR OR Pro-Social Resource 1-4 Students who have an identified disability affecting behavior, interpersonal skills, emotional stability or study and organizational skills may enroll in Pro-Social Resource. Instruction based on IEP goals and objectives. Grade Level Course Number Level OR OR OR OR Helpful suggestions to encourage families to become proactive and informed about postsecondary options for students with disabilities: Seek clear information about high school program options and graduation requirements no later than middle school. Start with the IEP Team in middle school at age 13 to address your child s transition plan (see attached diagram). Transitioning plan should continue throughout high school. Request regular updates on your child s progress towards a standard high school diploma or alternate exit credential. Inquire about career and technical program options and their alignment with professional and industry standards. Regularly meet with your child s IEP team to ensure that a student s course of study is consistent with their post- secondary goals and that the student plays a meaningful role in the IEP process. Supportyourchildbymakingsureheorsheattendsschooleverydayandcompletesallassignedhomework. Discuss your child s strengths and interests with him or her, and together explore possible career and education goals for after high school. Ensure your child is taking the courses needed for entry into the postsecondary education program or career path of his or her choice. 63

64 Accompany your child on postsecondary campus and program visits. Emphasize that education is key to achieving dreams and future economic security. Discuss the consequences of important educational decisions, such as graduation and diploma options. Reinforce development of a positive work ethic by helping your child set goals, complete assignments, manage time, meet high expectations, and persist through challenges. **By planning ahead, youth, families, and IEP teams can help to ensure that the youth is on the path to a bright productive future. (*adapted from Our Children, December 2010-January 2011 edition/national PTA Magazine) 64

65 TRANSITION SERVICES FLOW CHART Age-Appropriate Transition Assessments Interests Preference Needs Aptitudes Relate Assessments to Measurable Postsecondary Goals Education Training Employment Independent Living Course of Study/Coordinated Set of Activities General Education Career Technical Education Special Education Community Based Experiences Identify Agency Linkages Write the IEP: Annual Goals Write the Summary of Performance Created by: Dr. Cinda Johnson, Ed.D. Center for Change in Transition Services Seattle University 65

66 TRIDENT TECHNICAL COLLEGE SMART START/EARLY ADMIT PROGRAMS Dual Credit Classes Courses taken through dual enrollment will be included in the student s GPA/rank and weighted as Dual Credit/Advanced Placement (AP) in accordance with the South Carolina Uniform Grading Scale. A three-hour credit college course transfers as one (1) high school unit of credit. Tuition, books, and any other college course fees shall be at the expense of the student or his/her parents or legal guardians. Students who qualify for free or reduced lunch will qualify for financial assistance. Students who do not qualify for free or reduced lunch are responsible for the full cost of tuition for each course. However, the state may cover a portion of the cost under the educational lottery program, depending on availability of funding. The exact cost to students will be calculated and applied at the end of each semester (students should ensure the business office knows they are a dual credit student so that a notice can be placed on their account to allow for late payment of tuition pending determination of state funding). Students who wish to enroll in a Trident Technical College course must: Complete an application packet and return it to the Guidance Office before they will be registered for the course. These application packets will be available during student registration. At the completion of the course, sign a Trident Technical College Transcript Request form and mail it to Trident Technical College in order for grades to be sent to any colleges to which you apply. Trident Technical College Transcript Request Forms are available in Guidance. The following courses will be offered for Garrett Academy students at Trident Technical College. Additional courses may be added, depending on the number of requests submitted to Guidance: ENG 101: English Composition I This course is a study of composition in conjunction with appropriate literary selections, with frequent theme assignments to reinforce effective writing. It also reviews standard usage and presents basic research techniques. Successful completion of English 101 fulfills the English 4 requirement. Prerequisite: SAT: Verbal 480; ACT: English 19; COMPASS: Reading 86 and Writing 75 or ASSET: Reading 45 and Writing 45 Credit: College 3 hours; High School 1 unit ENG 102: English Composition II This course includes the development of writing skills through local organization, effective style, literary analysis, research and an introduction to literary genres. Prerequisite: ENG 101 with a grade of C or above. Credit: College 3 hours; High School 1 unit MAT 110: College Algebra This course includes polynomial, rational, logarithmic and exponential functions; inequalities; systems of equations and inequalities; matrices, determinants and simple linear programming; solutions of higher degree polynomials; combinatorial algebra including the binomial theorem; and introduction to probability. Prerequisite: SAT: Verbal 480; ACT: English 19; COMPASS: Reading 86 and Writing 75 or ASSET: Reading 45 and Writing 45 Credit: College 3 hours; High School 1 unit MAT 112: Pre-Calculus This course includes algebraic, exponential, logarithmic and trigonometric functions and their graphs; analytic trigonometry; analytic geometry; and applications of trigonometry. Prerequisite: MAT 102 with a grade of B or higher or appropriate test scores. Credit: College 3 hours; High School 1 unit 66

67 MAT 120: Probability and Statistics This course includes introductory probability and statistics including organization of data, sample space concepts, random variables, counting problems, binomial and normal distributions, central limit theorem, confidence intervals and test of hypothesis for large and small samples, type I and type II errors, linear regression, and correlation. Prerequisite: MAT 101 or MAT 152 or appropriate test scores Credit: College 3 hours; High School 1 unit PSY 201: General Psychology This course includes the basic theories and concepts in the science of behavior, scientific method, biological basis for behavior, perception, motivation, learning, memory, development, personality and abnormal behavior. Prerequisite: SAT: Verbal 480; ACT: English 19; COMPASS: Reading 86; or ASSET: Reading 45 Credit: College 3 hours; High School 1 unit SPC 205: Public Speaking This course introduces the principles of public speaking with the application of speaking skills in varied communication situations. Emphasis is placed on content and organization in the development and delivery of oral messages. Prerequisite: SAT: Verbal 480; ACT: English 19; COMPASS: Reading 86 and Writing 75; or ASSET: Reading 45 and Writing 45 Credit: College 3 hours; High School 1 unit BIO 210: Anatomy and Physiology 1 The first part of a two-semester sequence, this comprehensive transfer course is a lecture and laboratory study with model and specimen dissections of the integrated structure and function of the human body. Basic cellular chemistry and the integumentary, skeletal, muscular, nervous and endocrine systems are presented. Cytology and histology are emphasized. Prerequisite: SAT: Verbal 480; ACT: English 19; COMPASS: Reading 86 and Writing 75; or ASSET: Reading 45 and Writing 45 Credit: College 3 hours; High School 1 unit AHS 106: Cardiopulmonary Resuscitation This course introduces students to cardiopulmonary resuscitation in the adult, child and infant. Prerequisite: SAT: Verbal 480; ACT: English 19; COMPASS: Reading 86 and Writing 75; or ASSET: Reading 45 and Writing 45 Credit: College 3 hours; High School 1 unit HOS 103: Nutrition This course is a study of general nutritional needs of the life cycle, including carbohydrates, proteins, fats, vitamins and minerals. Practical applications for the food service professional are emphasized. Prerequisite: SAT: Verbal 480; ACT: English 19; COMPASS: Reading 86 and Writing 75; or ASSET: Reading 45 and Writing 45 Credit: College 3 hours; High School 1 unit HOS 154: Safety and Sanitation This course is a study of local, state and national regulations governing safe and sanitary food handling. This class meets the minimum ACF standards for contact hours. Prerequisite: SAT: Verbal 480; ACT: English 19; COMPASS: Reading 86 and Writing 75; or ASSET: Reading 45 and Writing 45 Credit: College 2 hours; High School.5 unit RTV 101: Audio Techniques This course is an introduction to the tools and processes involved in audio production, including basic training in the operation of sound recording and playback systems. Prerequisite: SAT: Verbal 480; ACT: English 19; COMPASS: Reading 86 and Writing 75; or ASSET: Reading 45 and Writing 45 Credit: College 3 hours; High School 1 unit 67

68 RTV 102: Lighting Fundamentals This course covers the equipment, safety requirements, protocol and aesthetic techniques used in lighting digital and film productions. Prerequisite: SAT: Verbal 480; ACT: English 19; COMPASS: Reading 86 and Writing 75; or ASSET: Reading 45 and Writing 45 Credit: College 3 hours; High School 1 unit FLM 148: Basic Editing This course covers the fundamentals of film editing. Students will produce several short film projects that will require the mastery of various cutting techniques. Prerequisite: SAT: Verbal 480; ACT: English 19; COMPASS: Reading 86 and Writing 75; or ASSET: Reading 45 and Writing 45 Credit: College 3 hours; High School 1 unit ARC 106: Basic Electricity for HVAC/R This course includes a basic study of electricity including Ohm s Law and series and parallel circuits as they relate to heating, ventilating, air conditioning, and refrigeration systems. Prerequisite: COMPASS: 61 Credit: College 3 hours; High School 1 unit ARC 108: Refrigeration Fundamentals This course is an introduction to the principles of refrigeration. Prerequisite: COMPASS: 61 Credit: College 3 hours; High School 1 unit AUTO 111: Brakes This course is an advanced study of manual transmissions and transaxles, including proper overhaul procedures for axles and manual transmissions and transaxles. Prerequisite: COMPASS: 61 Credit: College 3 hours; High School 1 unit AUTO 101: Engine Fundamentals This course is a study of automotive engine fundamentals and principles of engine operations, including horsepower calculations, cubic inch displacement calculations, efficiency combustion theory, etc. Types of engines, cylinders, valve arrangements, lubrications, fuel, exhaust and cooling systems also are included. Prerequisite: COMPASS: 61 Credit: College 3 hours; High School 1 unit AUT 133: Electrical Fundamentals This course is a study of the theories of electricity including magnetism, series and parallel circuits, Ohm s law, and an introduction to the use of various types of electrical test equipment. Prerequisite: COMPASS: 61 Credit: College 3 hours; High School 1 unit WLD 110: Welding Safety and Health This course introduces safety and health hazards associated with welding and related processes. Prerequisite: COMPASS: 61 Credit: College 3 hours; High School 1 unit WLD 111: Arc Welding 1 This course covers the safety, equipment and skills used in the shielded metal arc welding process. Fillet welds are made to visual criteria in several positions. Prerequisite: COMPASS: 61 Credit: College 3 hours; High School 1 unit 68

69 FRESHMAN ACADEMY The Freshman Academy program at Garrett Academy has designed to prepare students for a successful transition to high school by maintaining a culture of high expectations, providing a solid academic foundation, nurturing family partnerships, and building character and pride which reflect the vision of Garrett and the Charleston County School District. We believe - Students will reach their highest potential with appropriate support and instruction in a challenging environment. -A strong academic foundation includes a core curriculum grounded in lifelong strategies and is accessible to all students through active engagement, cooperative structures, appropriate rigor, differentiated instruction, and relevant (real world) connections. -Nurturing families enhances our ability to nurture the whole student. -Students need real-life opportunities to demonstrate leadership and giving to others. They must experience individual and collective success. Freshman Curriculum Every Ninth Grade Academy student will take a rigorous curriculum including: English 1/English 1 H Algebra 1 Part 1/Algebra 1/Geometry Physical Science/Physical Science H World History/World History H Physical Education or ROTC Leadership 21 Electives (May depend on technology major) GUIDELINES FOR COURSE REGISTRATION All Garrett Academy students must register for a full 8 units of high school credits and must select at least two alternate courses. Students and parents should exercise good judgment in selecting alternates, for these will replace other courses where a schedule conflict or other scheduling issues exists. These elective courses will be scheduled without further consultation with students or parents. Placement in classes will be determined by grades, test scores, and teacher recommendations. Students should not register for courses for which they are not prepared. It is very important to understand that each course begins at an expected level of student ability and performance. Availability of Classes Decisions on whether courses can be offered are dependent on student enrollment and teacher staffing. Garrett Academy High School reserves the right to cancel or eliminate courses for any given school year. If the administration decides to cancel a course due to low student enrollment or unavailability of teachers, the student s alternate choice will be used. If that course is also not available, the student will be consulted to make a new selection. If the student cannot be reached, an administrator or counselor will make the choice for the student. 69

70 Registration contacts If you have questions and need assistance, please contact the Garrett Academy High School Guidance Department at : Registration Checklist Celeste Bearden, Guidance Director Naquita Page-Dawson, Counselor Shanelle Fields, Counselor I have all the necessary teachers recommendations. I have discussed my course selections with my parents. I have read all course descriptions for courses I have selected, and teachers or counselors have answered all my questions. I have listed alternate courses to be used if my first selections are unavailable. I have considered graduation requirements in my course selection, not only high school graduation but also for college/university entrance or career major. My parents and I have signed the pre-registration form. Preregistration/Schedule Change Procedures During 2 nd Semester, current and rising CCSD freshman will register for courses. The process begins with the distribution of this Program of Studies. Registration for rising 9 th graders takes place at their middle school with the assistance of their teachers and counselor. Course selection will be based on recommendations, MAP test scores and grade level requirements. Current students will register during IGP meetings. Students need to the Program of Studies to their meeting and be prepared to select courses... To ensure proper course selections, please follow the following steps: 1. Review the Program of Studies with your parent/guardian, adviser, and teachers. 2. Know your academic record. Review graduation credits (page 11 of this booklet) and four-year college entrance requirements (page 12). 3. Choose courses carefully. Graduation requirements, college, career, and interests should guide your choices. It is ultimately the responsibility of parents and students to select the appropriate courses. 4. Fill in the Pre-Registration Worksheet (next page) with the assistance of your parents, teachers and counselor. Make sure you have met grade-level and prerequisite requirements. If you are changing a course level (going from College Prep to Honors or to an AP level) you must obtain the signature of your previous teacher for that subject level or of the current Honors or AP teacher for that specific course. 5. Students in 10 th through 12 th grade will be required to select 2 alternate courses in the event a primary selection is unavailable. All students will have until the last school day in May to make a change in their course request selections for the next school year. After that time schedule change requests may only be made for the following reasons: 1. When requested class/credit is needed for graduation; 2. When a credit has been earned previously; 3. When a student has not passed the prerequisite for a course; 4. When a student has previously failed with a teacher and space is available in another section; 5. When an administrator determines a level change is necessary based on the recommendations of the teacher and approval of the parent; 6. If Garrett Academy has made an error in processing the schedule; 7. If the student has an approved Early Out/Late In form on file. Students course requests will be amended to include remediation as needed. At this time, adjustments will also be made for end of the year failures. 70

71 Garrett Academy of Technology Pre-Registration Worksheet Main Office (843) School Fax (843) Guidance Office (843) Attendance Office (843) Student Name Date Grade Advisor/Homeroom Teacher Career Choice/Technology Major 1. English: Name of Course Teacher Recommendation Needed only if changing Level to Honors or AP Special Comments 2. Math: 3. Science: 4. Social Studies: Alternate Electives (2) 2. You must select courses totaling eight (8) credits to include your core English, math, science, Social Studies and other courses required for graduation. A minimum of two (2 Alternative Electives must be chosen to complete your credit selections. Student s Signature Date Parent s Signature Date Counselor s Signature Date 71

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