MIDDLE SCHOOLREGISTRATION

Transcription

GUILFORD COUNTY SCHOOLS
2011/12
MIDDLE SCHOOL REGISTRATION
Table of Contents
Introduction ........................................... 3
General Information .............................. 3
Registration Toolbox ............................. 3
Middle School Magnet Programs .... 4-11
Grading Scale ..................................... 12
Promotion Standards .......................... 12
Attendance ......................................... 12
Testing ...........................................13-14
NAEP .................................................. 15
Distance Learning............................... 15
Academically Gifted Program ..........16-17
College Tech Prep .............................. 18
cfnc.org / Future 4 Kids ...................... 19
Course Information ........................20-27
Math Sequence Options Charts ....22-25
Science, Social Studies .................26-27
Athletic Requirements ........................ 27
Course Descriptions
Grade 6........................................28-30
Grade 7........................................31-33
Grade 8........................................34-37
Course Description for Electives
Arts Education .............................38-40
Sixth Grade Explorations .................. 41
Career and Technical Education...41-42
World Language .........................................43-47
Transitioning to High School ..........48-49
Graduation Requirements Chart....50-51
Graduation Requirements .................... 52
Grading System .................................. 53
Attendance Policy ..........................53-58
Withdrawal from an EOC Course ....... 59
Dear Students,
We are now in a 21st century world
where competition for jobs and academic
opportunities is at its highest, but at Guilford
County Schools, we are dedicated to help you
succeed in this highly competitive world. Our
varied middle school course offerings can help
expand your skill sets and provide you with
specialized abilities that can set you apart from
the crowd. However, it will also take your own
dedication to your education and future.
From science to mathematics, business to
technology and arts to world languages, I am
confident that you will find course offerings
that peak your interest and prepare you for
your future beyond GCS. Please talk to your
parents, counselors and teachers about your
courses to make sure you are on the best
educational track that works for you.
In this ever-changing world, I encourage you
to take advantage of the district’s unique
academic opportunities, and challenge
yourself to rigorous coursework. I am confident
that you will continue to have a successful
education in GCS.
Sincerely,
Maurice “Mo” Green
Superintendent
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The Guilford County Board of Education is committed to developing middle
schools that are of the highest quality. Our middle schools provide clear evidence
of how schools can be developmentally responsive to the needs of adolescents,
as well as provide a sound, rigorous program.
Outstanding middle schools typically exhibit the following characteristics or
components:
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Team organization
Teacher advisory
A focus on the core curriculum
A variety of electives
An emphasis upon career exploration
An emphasis upon technology
All of these components are evident in GCS middle schools.
The middle school years are crucial. Students are moving at varying rates through
intellectual, physical, social and emotional changes. Success requires attention to students’
individual and collective needs; middle schools in GCS address these needs.
The Guilford County Board of Education has approved for individual middle
schools to modify course offerings to best meet the needs of their students. This
means that not all courses will be offered at each GCS middle school. These
decisions will be made following the receipt of student registration information
by the Middle School Leadership Teams.
General Information
The middle school day includes core courses (communication skills, social studies,
science, mathematics, and health and physical education) and elective courses
(arts education, vocational education, and second languages). In addition, each
student is assigned to an advisor/advisee group (AA) that meets daily.
• Sixth-grade students register for all core courses plus one additional year-long
elective class.
• Seventh- and eighth- grade students register for all core courses plus four
semesters of electives.
The information provided in this book is current at the time of printing. It
is recommended that you work closely with your school counselor during the
registration period to be aware of any changes. For more information, please
refer to the Registration Toolbox located on the Guilford County Schools
website: http://www.gcsnc.com/information/reg_book.html
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Introduction • General Information
Introduction
Middle School Magnet Programs
GCS is a national leader in providing specialized schools and instructional programs
designed to meet the educational needs of a culturally diverse citizenship. The
district offers parents and guardians a wide variety of choices for their student’s
education—choices that build on or stimulate educational interests, foster academic
achievement and support cultural and ethnic diversity. Students who are visual or
performing artists, students who are interested in the sciences, and students who
enjoy small learning environments can all find a place designed just for them. The
next few pages of this book outline the different schools and programs available
to our students. For more information, speak with your school counselor or visit
www.gcsnc.com/magnet.
The Academy at Lincoln
Themes/Programs: Global Studies, Performing and Visual Arts
Global Studies: Students who enroll in the Global Studies Program at The Academy
at Lincoln build upon their elementary education at Brooks Global Studies ExtendedYear Magnet School; attendance at Brooks is not a prerequisite for admission to the
program. Comparable with curricula in other GCS middle schools, the Global Studies
Magnet curriculum is woven into interdisciplinary units of study, with specific classes
in international dance, international cuisine and Spanish. Both programs promote
creativity, problem-solving, cultural diversity, and international awareness. The Global
Studies Program at The Academy at Lincoln consists of the following classes:
Introduction to Spanish 6th Grade
Spanish I A 7th Grade
Spanish I B 8th Grade
Spanish I 8th Grade
Wheel – 6th Grade (Global Studies and Performing
Arts Courses – TBD)
Performing Arts: While The Academy at Lincoln maintains a rigorous academic
program, overwhelmingly we believe that every student deserves the opportunity
and freedom to excel in his/her own way. Inspired by past and current educational
research on the nature of learning, The Academy at Lincoln Performing Arts program
is designed to encourage, nurture and support students in using their personal
interests, natural learning abilities, and individual learning styles. Additionally, core
curriculum teachers weave the arts into their instruction to help students develop
and reach their fullest intellectual, personal, creative and social potential. These
methods challenge and engage students, helping them to build important study,
critical thinking and decision-making skills while building self-confidence and a
lifelong love of the arts. The Performing and Visual Arts Program at The Academy
at Lincoln consists of the following classes:
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Band 7th Grade
Band 8th Grade
Chorus 7th Grade
Chorus 8th Grade
Dance 7th Grade
Dance 8th Grade
Guitar 7th Grade
Guitar 8th Grade
Orchestra 6th Grade
Orchestra 7th Grade
Orchestra 8th Grade
Piano 6th Grade
Piano 7th Grade
Piano 8th Grade
Theater 6th Grade
Theater 7th Grade
Theater 8th Grade
Visual Arts 6th Grade
Wheel – 6th Grade (Global Studies and Performing Arts Courses – TBD)
Aycock Middle School
Themes/Programs: Science and Technology, Spanish Immersion
Science and Technology: Aycock provides a specialized science and technology
program including course topics such as geology, physics, forensic science,
biotechnology, spread sheet, Web design and digital photography. The curriculum
augments the North Carolina Standard Course of Study for Middle School with an
emphasis on physical, earth, environmental and life sciences. The strong connection
between technology and classroom practice further enhances the magnet theme.
Students are actively engaged in investigating, discovering and applying concepts
from all core areas to real-world issues through the lens of scientific thinking skills
and with the support of current technology.
Spanish Immersion: The Spanish Immersion program at Aycock provides
a partial language experience in a multicultural setting for pupils who want the
advantage of proficiency in a second language. In this program, students learn
science, social studies and reading (Spanish Literature) in Spanish. Students are
required to have attended the Spanish Immersion Program at Jones Elementary
prior to entering Aycock Middle or demonstrate proficiency in reading, writing
and speaking in Spanish. Benefits of bilingualism include increased language
and vocabulary development, expanded understanding of language differences
and enhanced opportunities in a growing bilingual workforce.
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Middle School Magnets / Options Program
Band 6th Grade
Chorus 6th Grade
Dance 6th Grade
Brown Summit Middle School
Theme/Program: Center for Advanced Academics
Brown Summit Middle School is a dedicated magnet school that has a capacity of
246 students (82 at each grade level). The advanced academics theme of the school
is infused throughout the students’ instructional day. The curriculum is rigorous
and intended to foster a student centered approach resulting in independence,
understanding and self evaluation. Every student receives Latin during all three
years of middle school which prepares them for PSAT/SAT success. Due to the
school’s rigorous curriculum, prospective students must earn End of Grade (EOG)
scores of 70 percent or higher in both reading and math and a final grade of “B” or
higher on the current and previous year’s report card to meet admission criteria.
Opportunities for after school extracurricular activities are limited; however,
opportunities for advanced learning clubs and experiences can extend beyond the
instructional day and are decided by faculty and student interest.
Ferndale Middle School
Theme/Program: International Baccalaureate Middle Years Programme
Ferndale Middle School is a MYP (Middle Years Program) IB World school. Ferndale
will continue to serve students from its attendance zone and will enroll 50 new magnet
students each year by lottery. Students at Ferndale celebrate diversity among cultures
by identifying the International Baccalaureate Learner Profile Characteristics in
themselves and others. They are involved in rigorous concept-based instruction as
they engage in eight content areas (Language A, Language B, Humanities, Sciences,
Math, Arts, Physical Education and Technology) that are intertwined through five
distinct areas of intervention. These areas include how students approach learning,
how human ingenuity factors into creativity, how participating in one’s community
and the world fosters positive change, how environment is linked to all content, and
how health and social education play an important role in today’s world. MYP will
help students grow intellectually, personally and socially to enable them to become
lifelong learners in a global society.
Teachers at Ferndale plan interdisciplinary units of study both horizontally and
vertically with the end result in mind. Opportunities for students to participate in
global studies include units on “What is a Leader?” and Cultural Awareness. The
staff at Ferndale Middle School is committed to providing a safe, purposeful learning
environment for all students. As a result, our students will become responsible,
contributing citizens within their home community as well as our diverse world.
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Theme/Program: International Baccalaureate Middle Years Programme (Candidate)
Otis L. Hairston, Sr. Middle School is a MYP (Middle Years Program) candidate
school. Hairston Middle will continue to serve students from its attendance zone
and will enroll 100 new magnet students each year by magnet application. Students
at Hairston celebrate diversity among cultures by identifying the International
Baccalaureate Learner Profile Characteristics in themselves and others. They are
involved in rigorous concept-based instruction as they engage in eight content
areas (Language A, Language B, Humanities, Sciences, Math, Arts, Physical
Education and Technology) that are intertwined through five distinct areas of
interaction. These areas include how students approach learning, how human
ingenuity factors into creativity, how participating in one’s community and the
world fosters positive change, how environments are linked to all content, and
how health and social education play an important role in today’s world. MYP
will help students grow intellectually, personally and socially to enable them to
become lifelong learners in a global society.
Teachers at Hairston plan interdisciplinary units of study both horizontally and
vertically with the end result in mind. Opportunities for students to participate
in global studies include units such as Cultural Awareness, the election process
and the eradication of poverty. The staff at Otis L. Hairston, Sr. Middle School
is committed to providing a safe, purposeful learning environment for all students.
As a result, our students will become responsible, contributing citizens within their
home community as well as our diverse world.
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Otis L. Hairston, Sr. Middle School
The Doris Henderson Newcomers School
Theme/Program: English Language Learning
GCS is proud of its diversity. Across the district, GCS students speak more than
100 languages and dialects. Approximately 6,000 English language learners are
enrolled in GCS, and we expect those numbers to increase. When we strive to
provide an environment that meets the needs of English language learners, we give
these students a better opportunity for success.
The Doris Henderson Newcomers School is designed for students in grades 3
through 12 who have recently arrived in the United States and are considered
novices on the North Carolina language test. The goal of the school and its staff
is to accelerate literacy skills and prepare English language learners to bridge the
gap between a newcomer setting and the assigned school.
Students generally attend the school for one year, but may attend for a longer or
shorter time depending on individual achievement and progress. When students
arrive at the school, they are assessed to determine their academic and language skills
and are placed into classrooms that best meet their needs. The Doris Henderson
Newcomers School also provides adult English language instruction, K-12 tutoring,
babysitting and family outings on Saturdays. At least one member of each family
is encouraged to participate.
The school consists of highly qualified teachers and additional support staff.
Instruction includes English language, math, writing, science, social studies and
computer skills. Counselors and teachers work with students in order to ease the
transition to their new culture and environment. The staff assists with community
connections, health outreach programs and student counseling. Field trips are
essential to creating positive social experiences and building background knowledge
of the community. Students visit local sites, such as the University of North Carolina
Greensboro, North Carolina A&T State University, Guilford College, Bennett
College for Women, police stations, fire departments, banks, the North Carolina
Zoo, parks, libraries and museums, as well as local governmental departments.
Prior to completing the program at the Doris Henderson Newcomers School,
teachers and counselors develop a plan for transitioning students to their assigned
schools. Once the student enrolls in the assigned school, social workers conduct
follow-up sessions with families.
To enroll or obtain information, please call the Doris Henderson Newcomers
School at 316-5883.
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Themes/Programs: Global Studies, Extended Year
Johnson Street Global Studies Extended-Year K-8 Magnet School offers a
unique approach to address the needs of its students. The international focus
of the global studies program will prepare students to be active, knowledgeable
citizens of a global society. Through their international studies, they will learn
to understand how their actions as individuals impact the larger community of
their classroom, their school, our country and our world, just as the actions of a
single country impacts the entire globe. Students will also learn why it is important
to know and understand what is happening around the world by studying the
history of each country and focusing on current events. Most importantly, they
will learn to genuinely respect and accept the differences that make people and
their cultures unique. Learning these lessons is a clear advantage for all students
in today’s world.
This global focus of the school is integrated throughout the rigorous traditional
curriculum of reading, writing, mathematics, and science and is strongly emphasized
in computer sciences, art and music as well. Students receive instruction in the
Japanese language beginning at the kindergarten grade level where exposure to
languages is proven to enhance a child’s overall ability to learn and understand
all foreign languages. Numerous internationally themed programs and events,
such as Global Week and International Night, allow students to meet and talk
with people from foreign lands and experience the food, dance and culture of
many different countries. In addition, students benefit academically from small
class sizes and a 200-day calendar; the extended calendar allows for quarterly
field trips and provides four additional weeks of instruction per year over their
peers on a traditional calendar. Johnson Street Global Studies students are proud
of the education they receive and will be well-prepared to meet the challenges of
the future in a global economy.
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Johnson Street K-8 Magnet School
Penn-Griffin School for the Arts
Themes/Programs: Performing and Visual Arts
In addition to traditional core courses, Penn-Griffin School for the Arts offers elective
classes in eight different arts disciplines: orchestra, band, chorus, classical guitar,
piano, dance, theatre and visual arts. Unique to Penn-Griffin is the opportunity for
students to journey through the arts in one school from sixth through 12th grade.
The arts program is designed to allow students to explore multiple arts areas in
sixth grade and then choose an area as their arts concentration in seventh and
eighth grade. Upon entering the high school grades, students must audition in
their arts concentration. The high school students continue formal study in their
art in a supportive environment with other students who share their passion and
love for the arts.
Band 6th Grade
Band 7th Grade
Band 8th Grade
Chorus 6th Grade
Chorus 7th Grade
Chorus 8th Grade
Dance 6th Grade
Dance 7th Grade
Dance 8th Grade
Guitar 6th Grade
Guitar 7th Grade
Guitar 8th Grade
Orchestra 6th Grade
Orchestra 7th Grade
Orchestra 8th Grade
Piano 6th Grade
Piano 7th Grade
Piano 8th Grade
Theater 6th Grade
Theater 7th Grade
Theater 8th Grade
Wheel – Exploring Business Technologies, Exploring Life Skills and Exploring Technology
Systems.
Welborn Academy of Science and Technology
Themes/Programs: Science and Technology
GCS is establishing a duplicate science and technology program at Welborn Middle
with the support of a federal Magnet School Assistance Program Grant. The school
will continue to serve students from its attendance zone and will enroll 100 new
magnet students each year by lottery. Students will benefit from the integration of
science, technology and mathematics throughout the curriculum. The specialized
science and technology program will include the following course offerings:
• Sixth Grade Science and CTE Courses: Geology and Exploring Career Decisions
• Seventh Grade Science and CTE Courses: Physics and Exploring Technology
Systems
• Eighth Grade Science and CTE Courses: Forensic Science and Exploring
Business Technologies
Students will also participate in experiences both on and off campus that emphasize
science and technology. Other areas of integration will involve Web design and digital
photography. The curriculum will augment the North Carolina Standard Course
of Study for Middle School with an emphasis on physical, earth, environmental
and life sciences.
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High School Ahead Academy (HSAA) is a new and innovative program for overaged middle school students. Through immersion in core academic subject areas
of language arts, mathematics, social studies and science, we seek to accelerate
their readiness for transition into high school. In addition, these students have
the opportunity to take courses in technology and health/PE. The students who
attend HSAA are designated as eighth graders. The ultimate goal is to enable
these students to graduate from high school within a time frame that is in line
with other students of their age group. High School Ahead Academy has small
class sizes and students are able to benefit from individualized attention. For
information about student assignment/enrollment procedures, please contact the
administrative office at High School Ahead Academy at 336-294-7640.
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High School Ahead Academy
Grading Scale
Report cards are issued to students every nine weeks. Interim reports are issued to
all students at the mid-point of the nine-week periods.
GRADING SCALE
A = 93 – 100
D = 70 – 76
B = 85 – 92
F = 69 and below
C = 77 – 84
I = incomplete
Promotion Standards
To be promoted in grades six through eight, a student must pass a minimum of
five (5) subjects and may not fail more than one of the core subjects (language arts,
mathematics, science and social studies). If a student fails the same core subject
more than once during the middle school years, he/she must receive appropriate
supplemental assistance in order to be promoted to high school.
Attendance
Good school attendance is critical in middle school. In order to be successful in
school, students must be present. More information on the GCS attendance policy
may be found further in the book (refer to the Table of Contents).
Summary of Testing Procedures
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Grading Scale • Attendance • Testing
Students in grades six through eight take various tests to assess their academic
proficiency and progress. A brief description of some of the tests required by
the state or administered at local option is provided below.
End-Of-Grade Testing Program
End-of-grade (EOG) tests are administered during the last 22 days of the school
year. These tests provide general measures of student achievement. EOG tests are
given in reading and mathematics to students in grades six through eight. Eighthgraders will also take the EOG test of science. Students whose Individualized
Education Plan (IEP) indicates the NCEXTEND2 Alternate Assessment for
EOG Reading, Mathematics, and/or Science will test during the last 27 days of
the school year.
EOG tests are used to monitor each student’s performance and the implementation
of the Standard Course of Study. EOG tests in grades 6-8 provide information
about grade level proficiency. Promotion or retention decisions shall be made
according to local policy, but must take into account test scores and other
information which may indicate grade level proficiency.
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Writing Assessment
The NC Writing Assessment System engages students in “real world” writing
involving content-specific subject matter. This assessment is a yearlong assessment
system that consists of all students in grade seven completing both content-specific
and on-demand writing tasks/assignments. Middle grade students will be engaged in
a process or system that further prepares them for life and work in the 21st century.
The system reinforces the belief that student writing should occur throughout the
course of the school year, not just in preparation for a one time, isolated testing
event, yet still includes an accountability measure through the use of the benchmark
and summative components. This system is also based upon writing across the
curriculum in each content area and involves all teachers, not just English/language
arts. The content-specific tasks involve prior reading and research that culminates
in a written product. The on-demand writing tasks are similar to the traditional
writing tests in which students respond to prompts.
End-of-Course Testing Program
The end-of-course (EOC) tests are state tests provided by the Department of Public
Instruction which local systems are required to administer at the end of certain
courses. Middle school students who take Algebra I, Algebra II or any of the
other five EOC courses will be required to take the appropriate EOC test at the
end of the course. EOC tests, by state regulation, count 25 percent of the final
course grade. Students may drop an EOC course only during the first 20 days of
the school year.
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The National Assessment of Educational Progress (NAEP), also known as “the
Nation’s Report Card,” is the only nationally representative and continuing
assessment of what students know and can do in various subject areas. Since 1969,
assessments have been conducted periodically in reading, mathematics, science,
writing, U.S. history, civics, geography, and the arts. In addition, the State Board
of Education adopted policy to support the participation of North Carolina
schools in national and international assessments such as NAEP. Examples of
international assessments include the Trends in International Mathematics and
Science Study (TIMSS) and The Progress in International Reading Literacy
Study (PIRLS). When participating, a sample of GCS schools and students are
selected to represent the state on the NAEP and other international assessments.
For more information about these assessments, refer to the following web sites:
• NAEP: http://nces.ed.gov/nationsreportcard/
• TIMSS: http://nces.ed.gov/timss/
• PIRLS: http://nces.ed.gov/surveys/PIRLS/
These assessments typically occur during the second semester of the academic
year.
Distance Learning
North Carolina Virtual Public Schools (NCVPS) provides students with expanded
academic options by offering online courses and online services such as test
preparation, and career planning services at NO COST to your student. By
virtue of this online course delivery, students from all areas of the state have
access to courses taught by highly qualified teachers in subjects students may
not have available at their home school. Students will be taught by NC certified
teachers and the grades that they earn in their NCVPS course will transfer to
their school and become part of their academic record. NCVPS provides courses
that augment a student’s program of study as offered by the home school. For
more information on North Carolina Virtual Public Schools in Guilford County,
contact your high school’s counseling office to speak with their Distance Learning
Advisor (DLA).
GCS accepts credits from regionally accredited schools only. Any summer
coursework completed by distance learning (as defined by the Southern Association
of Colleges and Schools) must be completed prior to the opening of school each
fall. High school principals must approve any distance learning prior to the
student’s enrollment in the program.
For more information, please refer to the Registration Toolbox located on the
Guilford County Schools website: http://www.gcsnc.com/information/reg_book.
html
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Testing • NAEP • Distance Learning
NAEP
Students With Special Needs
Exceptional Children/Special Education Services
Students identified with a disability and found eligible for special education are
offered courses and educational services appropriate to their needs as specified in
their individual education plans.
GCS is committed to provide comprehensive programs for students with disabilities
between the ages of 3 and 21. This is in accordance with local, state and federal
requirements. The commitment has been reaffirmed both locally and statewide in
compliance with state and federal regulations.
Questions concerning courses for special education students should be addressed to
the student’s Special Education case manager or the school’s assigned exceptional
children services program administrator.
English as a Second Language
The goal of an ESL (English as a Second Language) teacher is to transition Limited
English Proficient (LEP) students from the ESL program within two to five years
depending on their English language and grade levels. The WAPT- Language
Proficiency Test is administered when a student initially enrolls to determine
the appropriate level of English proficiency of the student. The ACCESS is
administered during a window from February - March for all students identified
as LEP. ESL services are provided until they score superior in all domains on the
ACCESS. The student is then exited from the ESL program, and the parent is
notified. Exited students’ grades are monitored for a minimum of one year to
ensure academic success.
The Academically Gifted (AG) Program
AG students are described as students who demonstrate remarkably high levels of
accomplishment when compared with others of their age, experience, or environment.
The AG Program provides a continuum of services to address the academic needs
of these students. Whenever system-wide achievement test results are available,
all students’ scores are examined for evidence of need for AG services. Students
may also be referred by teachers or parents.
Eligibility for AG services is declared in a core subject when a student’s achievement
test scores and Gifted Rating Scale (GRS) scores meet the service eligibility
requirements. A portfolio may be used to take the place of one criterion if the
student’s scores are within an acceptable range.
In middle school, AG academic needs in English/Language Arts and Mathematics
are addressed through participation in advanced classes and through differentiated
curriculum and practices within classrooms. AG students are grouped with students
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Students who demonstrate a need for Very Strong AG services may be eligible to
participate in the Very Strong (VS) services program offered only at The Academy
at Lincoln. In the VS program, AG academic needs of VS eligible students are
addressed through participation in advanced classes in all four core subject areas:
English/Language Arts, Math, Science, and Social Studies.
Parents of all AG students in middle school receive annual plans describing the
extent of differentiation that will occur for AG students in each area of eligibility. A Differentiated Education Plan (DEP), outlining an individual student’s AG
services, is kept in each AG student’s cumulative file. The DEP is reviewed and
updated each year.
AG students are expected to maintain high achievement in the identified subject
areas, and their academic performance is reviewed regularly. When high achievement is not maintained, parents and the school collaborate to support the student
and to consider changes to a student’s AG service.
A brochure about the AG program is available at each school from the chairperson of the Team for Academically Gifted (TAG). More information about AG
identification procedures and services can be found in the AG Parent Handbook,
available digitally on the AG Web page through a link on the GCS Web site and
in paper form at GCS middle schools.
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Special Needs
of similar academic achievement in order to maximize the opportunity for
rigorous curriculum and instruction. Students attend heterogeneous classes for
Science and Social Studies.
College Tech Prep
Advanced technology has changed the workplace forever. Students need highly
technical skills to be competitive in careers of the 21st century. College Tech
Prep (CTP) provides students with the opportunity to prepare for post-secondary
education in these highly technical fields by following a rigorous academic and
technical course of study.
• CTP is a course concentration option which meets the requirements for Future
Ready Core and provides every student an opportunity for a focused course
of study related to his or her career goal.
• CTP completers are those students who earn four Career and Technical
Education (CTE) credits in a career cluster, including one at an advanced
level, while meeting the Future Ready Core requirements.
• CTP completers have multiple options of enrolling in a four-year college or
university or a community college or entering the world of work. In addition,
CTP completers have the opportunity to earn National Industry Certifications
while in high school and also are eligible to apply for a College Tech Prep
Scholarship.
• College Tech Prep is developed in partnership with business and industry
promoting required knowledge and skills necessary to meet specific career
goals.
For more information, visit our Web site at www.gcsnc.com/ctp
College Tech Prep Tuition Scholarship
Students in GCS who are CTP completers and plan to continue their education
at Guilford Technical Community College (GTCC) in the same CTP course of
study may be eligible for a two-year tuition scholarship through the GTCC CTP
Tuition Assistance Program. Students must have a minimum 2.0 grade point
average and a C or better in each of the CTE courses in their CTP Course of
Study to be eligible to apply for the scholarship.
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College Foundation of North Carolina (CFNC) is a comprehensive, free
information service provided by the state of North Carolina to help families
plan, apply and pay for college. The goal of CFNC is to help every student in
the state prepare successfully for education beyond high school and find the best
financial aid alternatives. Resources and information on careers, more than 100
NC colleges, college admission, scholarships, grants and other financial assistance
are available online at CFNC.org or by calling toll-free 866-866-CFNC. High
school students and their parents are encouraged to take advantage of this
service, and GCS counselors are trained to assist them. CFNC is made available
by College Foundation, Inc., the North Carolina State Education Assistance
Authority and Pathways, a partnership that includes the State Department of
Public Instruction, the North Carolina Community College System, the North
Carolina Independent Colleges and Universities and the University of North
Carolina System.
Futures 4 Kids
Futures for Kids, or F4K, is an online career exploration tool that uses technology
to connect students with people and employers across North Carolina to show them
the relevance of high school graduation to their future success. F4K utilizes a concise
interest assessment to give students a starting point for career exploration, providing
comprehensive information on over 500 careers including average salary, working
conditions and job outlook by state. Students can view companies who hire for a
particular career and connect with those companies plus more than 700 Career
Coaches via discussion board to ask questions and gain insight. Students and their
parents are encouraged to take advantage of this program. Guidance Counselors
and Career Development Coordinators are trained to assist students. Futures for
Kids • [email protected]
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College Tech Prep • cfnc.org • Futures 4 Kids
cfnc.org
Course Information
Health and Physical Education
The Healthful Living Education program promotes behaviors that contribute to a
healthful lifestyle and improved quality of life for all students. The Healthful Living
Education portions of the North Carolina Standard Course of Study support and
reinforce goals and objectives of its two major components, health education and
physical education. Fit, healthy students who are present and alert in school have
a head start on academic performance.
Language Arts
The English Language Arts Curriculum for grades six through eight is modeled on
a balanced literacy approach, which combines listening, speaking, writing, reading,
as well as technology and media, all of which are needed to communicate with
clarity and purpose.
Sixth-grade students use oral language, written language and media and technology
for expressive, informational, argumentative, critical and literary purposes. Students
also explore the structure of language and study grammatical rules in order to speak
and write effectively. Emphasis in sixth grade is placed on personal expression.
Students will:
•
•
•
•
Interpret and synthesize information,
Develop an understanding of the foundations of argument,
Critically analyze print and non-print communication,
Use effective sentence construction and edit for improvements in sentence
formation, usage, mechanics and spelling, and
• Interpret and evaluate a wide range of literature.
Seventh-grade students use oral language written language, and media and
technology for expressive, informational, argumentative, critical and literary
purposes. Students also explore the structure of language and study grammatical
rules in order to speak and write effectively. Emphasis in seventh grade is placed
on argument. Students will:
• Express individual perspectives in response to personal, social, cultural, and
historical issues,
• Interpret and synthesize information,
• Critically analyze print and non-print communication,
• Use effective sentence construction and edit for improvements in sentence
formation, usage, mechanics and spelling, and
20
•
•
•
•
Express individual perspectives through analysis and personal response,
Refine understanding and use of argument,
Critically analyze print and non-print communication,
Use effective sentence construction and edit for improvements in
sentence formation, usage, mechanics and spelling, and
Mathematics
The North Carolina Standard Course of Study for middle grades mathematics
is divided into five key areas:
•
•
•
•
•
Number and Operation
Measurement
Geometry
Data Analysis and Probability
Algebra
GCS mathematics curriculum explores and expands student’s understanding in
these areas, thus preparing all students to take the highest levels of mathematics
available in high school.
The State Board of Education approved the Common Core Standards for Math
K-12 in 2010. These standards are meant to be enduring, rigorous, and provide
the knowledge and skills our students need to be successful, contributing members
of a 21st century global economy.
The new Common Core Standards will be in effect in all North Carolina Public
Schools beginning in 2012-2013. This school year will be a transition year.
AIMM (Accelerated Integration of Middle Math)is a rigorous course for students to
develop concepts and skills outlined in the 7th and 8th grade 2003 North Carolina
Standard Course of Study. Students will be challenged to solve complex, relevant,
real world problems using appropriate technologies in an accelerated mathematics
learning environment. Since 2011-2012 is a transition year to implement the
Common Core Standards, additional concepts and skills will be added to prepare
students for Algebra I.
21
Course Information
Eighth-grade students use oral language, written language, and other media and
technology for expressive, informational, argumentative, critical and literary
purposes. They continue to refine their study of language and grammar in
order to speak and write effectively. Emphasis in eighth grade is placed on using
information for a specific task. Students will:
Guilford County Schools
MATH COURSES COMPLETED WITH
PROFICIENCY IN MIDDLE SCHOOL
Sixth Grade
Seventh Grade
Eighth Grade
Math 6
Math 7 or
Pre-Algebra
Math 8
Algebra I
Ninth Grade
Algebra I
Introductory Math
(concurrent with Algebra I)
Algebra I
Foundations of Algebra
(concurrent with Algebra II)
Algebra II
Honors Algebra II
Math 8
Accelerated Math 6
Math 7 or
Pre-Algebra
Algebra I
Algebra II
Algebra I
Honors Algebra II
AIMM
Algebra II
Algebra I
22
Honors Geometry
TRADITIONAL HIGH SCHOOL
MATH SEQUENCE OPTIONS
Tenth Grade
Eleventh Grade
Algebra II
Geometry
Foundations of Algebra
Foundations of Geometry
(concurrent with Algebra II) (concurrent with Geometry)
Algebra II
Geometry
Foundations of Geometry
(concurrent with Geometry)
AFM
Geometry
Honors Geometry
Honors Pre-Calculus
Honors Discrete Math
AP Statistics
Algebra II
Geometry
Geometry
AFM
Honors Pre-Calculus
Honors Geometry
Honors Pre-Calculus
Honors Discrete
Mathematics
AP Statistics
AFM
Honors Pre-Calculus
Discrete Math
AP Statistics
AP Calculus AB/BC
AP Statistics
AFM
AFM
Honors Pre-Calculus
AFM
Honors Pre-Calculus
Discrete Math
AP Statistics
AP Calculus AB/BC
AP Statistics
AFM
AP Statistics
AFM
Honors Pre-Calculus
AP Calculus AB/BC
AP Statistics
Honors Discrete
AP Calculus AB/BC
Honors Discrete
AP Statistics
AFM
Twelfth Grade
AP Statistics
Discrete Math
(Honors or Standard)
AP Statistics
AP Statistics
AFM
Honors Pre-Calculus
23
Discrete Math
AFM
AP Calculus AB/BC
Math Sequence Options Chart
Suggested Math Sequence Options
Guilford County Schools
MATH COURSES COMPLETED WITH
PROFICIENCY IN MIDDLE SCHOOL
Sixth Grade
Seventh Grade
Eighth Grade
Ninth Grade
Math 6
Math 7 or
Pre-Algebra
Math 8
Algebra I
Introductory Math (fall)
Algebra I
Algebra I (spring)
Foundations of Algebra (fall)
Algebra II (spring)
Honors Algebra II
Math 8
Accelerated Math 6
Math 7 or
Pre-Algebra
Algebra I
Algebra II
Algebra I
Honors Algebra II
AIMM
Algebra II
Algebra I
24
Honors Geometry
BLOCK HIGH SCHOOL
MATH SEQUENCE OPTIONS
Tenth Grade
Eleventh Grade
Algebra II
Foundations of Algebra (fall)
Geometry
Foundations of
Geometry (fall)
Geometry (spring)
Algebra II (spring)
Foundations of Geometry (fall)
Geometry (spring)
AFM
Honors Pre-Calculus
Honors Geometry
AP Statistics
Algebra II
Geometry
Geometry
AFM
Honors Pre-Calculus
Honors Geometry
AP Statistics
Honors Pre-Calculus
AFM
Honors Discrete
Mathematics
AP Statistics
Twelfth Grade
AFM
Honors Pre-Calculus
Discrete Math
Honors Calculus
AP Statistics
AP Calculus AB/BC
AP Statistics
AFM
AFM
Honors Pre-Calculus
AFM
Honors Pre-Calculus
Discrete Math
Honors Calculus
AP Calculus AB/BC
AP Statistics
AP Statistics
AFM
AFM
Honors Pre-Calculus
AP Statistics
(Calculus III)
AP Calculus AB/BC
Honors Calculus
AP Statistics
AP Statistics
Honors Calculus paired Honors Discrete paired
with AP Statistics
with AP Calculus AB
AP Statistics
Discrete Math
Discrete Math
AP Statistics
AFM
AFM
Honors Calculus
AP Calculus AB/BC
Honors Pre-Calculus
25
AP Calculus AB/BC
Math Sequence Options Chart
Suggested Math Sequence Options
Science
The GCS middle school science curricular offerings allow students to continue to
develop science literacy. Goals and objectives from life, physical, and earth sciences
are part of the instructional program each year. Four major strands are addressed
in the North Carolina Standard Course of Study within each content goal. The
strands are:
•
•
•
•
Nature of Science
Science as Inquiry
Science and Technology
Science in Social and Personal Perspectives
The goal is to create an atmosphere where more students will gain an interest and
the necessary knowledge and skills in science leading to success on the new inquirybased EOG test and increasing their interest in completing higher level science
courses at the high school level.
Social Studies
Social studies is the integrated study of the social sciences and humanities to promote
effective citizenry. The Social Studies Standard Course of Study provides students
with a consistent framework for studying and analyzing specific grade level content
based on the following strands:
•
•
•
•
•
•
•
•
Individual Identity and Development
Cultures and Diversity
Government and Active Citizenship
Historic Perspectives
Geographic Relationships
Economics and Development
Global Connections
Technological Influences and Society
Based on Public School Law G.S. 115C-81, social studies courses must encompass
the teaching of Americanism, the governments of North Carolina and the United
States, and the free enterprise system, including its history, theory, foundation and
the manner in which it is actually practiced. In addition, specific stipulations in
G.S. 115C-81 require: local boards of education to provide for teaching of “the
nation’s founding and related documents, which shall include at least the major
principles in the Declaration of Independence, the United States Constitution and
its amendments, and the most important of the Federalist Papers.” Moreover, as of
2001 this general statute: requires one yearlong course in middle schools regarding
North Carolina history; specifies the inclusion of various racial and ethnic groups’
contributions to the development and diversity of the state; and strongly encourages
the following components in the civic and citizenship education curriculum: tour
local government facilities; choose and analyze community problems and offer public
policy recommendations; and provide information for community involvement.
Students must also complete the end-of-course exams in Civics and Economics and
United States History, when taking these courses in high school.
26
SOCIAL STUDIES 6
(South America and Europe,
including Russia)
7th GRADE
8th GRADE
SOCIAL STUDIES 7
SOCIAL STUDIES 8
(Africa, Asia, Australia and (North Carolina Studies
Regions of the Pacific) immersed within United
States History)
Middle School Athletic Eligibility
Requirements
The following requirements must be met to participate in middle school
athletics in the seventh and eighth grade. No 6th graders are allowed to
participate.
Age: A student may not participate on a seventh- or eighth-grade team if his
or her 15th birthday comes on or before October 16th of the present school
year.
Medical Examination: A player must receive a medical examination once
every 365 days by a duly licensed physician, nurse practitioner or physician’s
assistant.
Attendance: A student must have been in daily attendance 85 percent
of the previous semester. Daily absences cannot be made up under any
circumstances, even if a student attends Saturday classes, extra help sessions
or any other means to make up academic work.
Academics: In grades seven and eight a student must pass three of their
four core courses each semester to be eligible for athletics.
Promotion: In grades seven and eight a student must meet state and local
promotion standards each semester. This includes the academic requirement
listed above.
Residence Requirement: a student is eligible to participate at the school
to which they are assigned by the Board of Education. Transfers within the
GCS are governed by Board of Education policy.
Four Semester Rule: From the time a student first enters the seventh grade,
they have 4 consecutive semesters to complete their middle school athletic
eligibility.
Check with the coaches at your middle school to learn what sports are offered.
27
Course Information • Athletic Eligibility Requirements
6th GRADE
Course Descriptions
Grade 6
Language Arts
Language Arts 6 (1010CY60)
Year
This class continues development of word analysis, vocabulary development,
reading comprehension, listening, speaking and study skills. Students will read
literary, informational and practical texts from a variety of genres, subjects, authors
and styles.
Students will learn the foundations of argument and how to recognize effective
arguments by summarizing the author’s purpose and stance; distinguishing
between fact and opinion and developing an awareness of audience. Students will
express main ideas and support them with details in expressive, informational and
argumentative writing. Students will edit their work for sentence formation, usage,
mechanics and spelling.
Students who are identified as eligible for AG services in English/Language Arts
should use course number (1010CY6A). This course addresses the grade level
objectives at a faster pace and extends the concepts through application to more
writing and rigorous response to text.
READ 180 (1001BY6R)
Year
This course is an intensive reading intervention program designed to meet the needs
of students who are reading below grade level. The program directly addresses
individual needs through adaptive instructional software, high-interest fiction and
nonfiction, and direct instruction in reading and writing skills.
28
Math 6 (2001CY60)
Year
Students will develop concepts and skills outlined in the 6th grade 2003 North
Carolina Standard Course of Study. Major concepts and skills include positive
and negative rational numbers, percent, transformations on the coordinate
plane, probability, equations and inequalities, and multiplication and division of
nonnegative rational numbers. Students will solve relevant, real world problems
using appropriate technology and apply these concepts as well as those developed
in earlier years. Since 2011-2012 is a transition year to implement the North
Carolina Common Core Standards, additional concepts and skills will be added
to prepare students for Math 7.
Accelerated Math 6 (2001CY6M)
Year
Students will develop concepts and skills outlined in the 6th and 7th grade 2003
North Carolina Standard Course of Study. Major concepts and skills include
positive and negative rational numbers, percent, transformations on the coordinate
plane, probability, equations and inequalities, and multiplication and division of
non-negative rational numbers. Students will solve relevant, real world problems
using appropriate technology and apply these concepts as well as those developed
in earlier years. Since 2011-2012 is a transition year to implement the North
Carolina Common Core Standards, additional concepts and skills will be added
to prepare students for Pre-Algebra.
AIMM (2001CY6V)
Year
AIMM (Accelerated Integration of Middle Math)is a rigorous course for students to
develop concepts and skills outlined in the 7th and 8th grade 2003 North Carolina
Standard Course of Study. Students will be challenged to solve complex, relevant,
real world problems using appropriate technologies in an accelerated mathematics
learning environment. Since 2011-2012 is a transition year to implement the
North Carolina Common Core Standards, additional concepts and skills will be
added to prepare students for Algebra I.
29
Grade 6 Course Descriptions
Mathematics
Science
Science 6 (3001CY60)
Year
Science 6 (3001CS60)
Semester
Sixth-grade science is a combination of life, physical and earth sciences. The
goals: Scientific Inquiry and Technological Design are merged with each of the
following topics: Lithosphere, Cycling of Matter, Solar System, Energy Transfer/
Transformation and Population Dynamics.
Social Studies
Social Studies 6 (4001CY60)
Year
Social Studies 6 (4001CS60)
Semester
The focus for sixth grade is South America and Europe, including Russia. While
concepts are drawn from history and the social sciences, the primary discipline
is geography, especially cultural geography. This focus provides students with a
framework for studying local, regional, national and global issues.
Health/Physical Education 6 (9001CY60)
Year
The health education component of this course provides students with information
and skills that will enable them to employ a variety of structured thinking processes
to solve problems and make decisions. The course also focuses on helping students
understand the important health risks for their age group and be able to appraise
their own health status, healthful behavior and potential for health risks.
The physical education component of this course provides a physical activity program
that stresses the skills necessary for participation in a variety of team, dual and
individual lifetime activities. Students will be able to access their fitness status.
30
Language Arts
Year
This class provides developmental instruction in reading, writing, speaking and
listening. Students will grow in their ability to read literary texts with complex
characters, settings and episodes. They will be taught to recognize authors’ uses
of language devices and persuasive techniques. They will continue to build on
the foundation of argument through a focus on the importance of the effective
use of language and by examining how an argument is affected by style and tone.
Students will write evaluative and problem-solutions essays that have coherent,
logical and organized structure that provide sufficient, elaborated reasons to
support a position. Students will edit their work for sentence formation, usage
and mechanics.
Students who are identified as eligible for AG services in English/Language Arts
should use course number (1010CY7A). This course addresses the grade level
objectives at a faster pace and extends the concepts through application to more
writing and rigorous response to text.
READ 180 (1001BY7R)
Year
This course in an intensive reading intervention program designed to meet the
needs of students who are reading below grade level. The program directly
addresses individual needs through adaptive instructional software, high-interest
fiction and nonfiction, and direct instruction in reading and writing.
31
Grade 6 and 7 Course Descriptions
Grade 7
Mathematics
Math 7 (2001CY70)
Year
Students will develop concepts and skills outlined in the 7th grade 2003 North Carolina
Standard Course of Study. Major concepts and skills include: computation with
rational numbers, ratios and proportion, factors and multiples, volume and surface
area, measures of central tendency, box plots and histograms, and equations and
inequalities. Students will solve complex and real world problems using appropriate
technology and apply these concepts as well as those developed in earlier years.
Since 2011-2012 is a transition year to implement the North Carolina Common
Core Standards, additional concepts and skills will be added to prepare students
for Math 8.
Pre-Algebra (2001CY7P)
Year
Students will develop concepts and skills outlined in the 7th and 8th grade 2003
North Carolina Standard Course of Study. Major concepts and skills include:
computation with rational numbers, ratios and proportion, volume and surface
area, measures of central tendency, box plots and histograms, and equations and
inequalities. Students will be challenged to solve complex, relevant, real world
problems using appropriate technologies in a rigorous mathematics learning
environment. Since 2011-2012 is a transition year to implement the North Carolina
Common Core Standards, additional concepts and skills will be added to prepare
students for Algebra I.
Algebra I (20232ZY7)
Year
Algebra I is a required course for graduation. In this course, students extend their
understanding of equations, operating with polynomials, and using a graphing
calculator. Emphasis is given to the creation and application of linear functions and
relations to solve problems. The 2011-2012 school year is a transition/field test year
for the Common Core State Mathematics Standards for Algebra I. In addition to
the 2003 objectives taught in Algebra I, Common Core Standards objectives will
also be taught. Students who successfully complete this course, will receive high
school credit, however their GPA will only be computed with the courses taken
during the high school years.
32
Year
Semester
Seventh-grade science is a combination of life, physical and earth sciences. The goals:
Scientific Inquiry and Technological Design are merged with each of the following
topics: Atmosphere and Weather, Human Body Systems, Heredity and Genetics,
and Motion and Forces
Social Studies
Year
Semester
The focus for seventh grade is Africa, Asia, Australia and regions of the Pacific,
with students examining social, economic and political institutions along with
cultural geography. This focus provides students with a framework for studying
local, regional, national and global issues.
Year
and skills that will enable them to employ a variety of structured thinking processes
to solve problems and make decisions.
Additionally, this course focuses on helping students understand the important health
risks for their age group and be able to understand the potential for health risks.
The physical education component provides a continued physical education
program that stresses movement concepts and patterns as well as the skills
necessary for participation in a variety of team, dual, and individual lifetime
activities. Students will develop abilities to function in group activities. Lifetime
physical activity and fitness is emphasized.
33
Science
Language Arts
Grade 8
Year
This class continues to emphasize reading and writing as a complete process and
focuses on listening and speaking. Students will read literary texts with complex
characters and episodes and informational and practical materials with complex
vocabulary, concepts and formats. Students will evaluate argumentative works with
more sophistication through instruction that focuses on identifying the social context,
understanding counterargument and by judging the effectiveness of tone, style and
the use of language. They will write argumentative pieces that have a coherent,
logical and organized structure that provide sufficient elaborated reasons to support
a position and persuade an audience. Students will edit their work for sentence
formation, usage and mechanics.
Students who are identified as eligible for AG services in English/Language Arts should
use course number (1010CY8A). This course addresses the grade level objectives
at a faster pace and extends the concepts through application to more writing and
rigorous response to text.
READ 180 (1001BY8R)
Year
This course in an intensive reading intervention program designed to meet the needs
of students who are reading below grade level. The program directly addresses
individual needs through adaptive instructional software, high-interest fiction and
nonfiction, and direct instruction in reading and writing.
34
Math 8 (2001CY80)
Year
Students will develop concepts and skills outlined in the 8th grade 2003 North
Carolina Standard Course of Study. Major concepts and skills include: real
numbers, linear relationships, Pythagorean theorem, indirect measurement,
scatter plots, slope, equations, and inequalities. Students will solve relevant and
real world problems using appropriate technologies and apply these concepts as
well as those developed in earlier years. Since 2011-2012 is a transition year to
implement the North Carolina Common Core Standards, additional concepts
and skills will be added to prepare students for Algebra I
Algebra I (20232ZY8)
Year
Algebra I is a required course for graduation. In this course, students extend their
understanding of equations, operating with polynomials, and using a graphing
calculator. Emphasis is given to the creation and application of linear functions
and relations to solve problems. The 2011-2012 school year is a transition/field
test year for the Common Core State Mathematics Standards for Algebra I. In
addition to the 2003 objectives taught in Algebra I, Common Core Standards
objectives will also be taught. Students who successfully complete this course,
will receive high school credit, however their GPA will only be computed with
the courses taken during the high school years.
Algebra II (20242ZY8)
Year
Prerequisite: Algebra I
This course extends a student’s knowledge of algebraic topics. Students study
linear, quadratic and exponential functions along with their characteristics and
graphs. The relationship between these functions and their real world application
is explored through the use of the graphing calculator. Radical expressions,
complex numbers, polynomials, matrices, rational and logarithmic expression
are additional topics of study. The 2011-2012 school year is a transition/field
test year for the Common Core State Mathematics Standards for Algebra II. In
addition to the 2003 objectives taught in Algebra II, Common Core Standards
objectives also will be taught. Students who successfully complete this course,
will receive high school credit, however their GPA will only be computed with
the courses taken during the high school years.
35
Mathematics
Science
Year
Semester
Eighth-grade science is a combination of life, physical and earth sciences. The goals:
Scientific Inquiry and Technological Design are merged with each of the following
topics: Hydrosphere, Chemistry, Evolution, Cell Theory and Microbiology.
Social Studies
Year
Semester
The focus for eighth grade is the examination of the roles of people, events, and
issues in North Carolina history that have contributed to the unique character of
the state today. The contextual organization is primarily a chronological study
of US History, with emphasis on North Carolina’s place in the major events and
issues studied.
36
Year
and skills that will enable them to employ a variety of structured thinking processes to
solve problems and make decisions. Students will be taught the Heimlich maneuver
and CPR and made aware of important health risks for their age group. They
will be able to appraise their own health status, health behaviors and potential
for health risks.
The physical education component provides a continued program that stresses
a variety of body management skills necessary for participation in a variety
of team, dual and individual lifetime activities. Activity and fitness for lifelong
wellness is emphasized.
Distance Learning
North Carolina Virtual Public Schools (NCVPS) provides students with expanded
academic options by offering online courses and online services such as test
preparation, and career planning services at NO COST to your student. By virtue
of this online course delivery, students from all areas of the state have access to
courses taught by highly qualified teachers in subjects students may not have
available at their home school. Students will be taught by NC certified teachers and
the grades that they earn in their NCVPS course will transfer to their school and
become part of their academic record. NCVPS provides courses that augment a
student’s program of study as offered by the home school. For more information
on North Carolina Virtual Public Schools in Guilford County, contact your high
school’s counseling office to speak with their Distance Learning Advisor (DLA).
GCS accepts credits from regionally accredited schools only. Any summer
coursework completed by distance learning (as defined by the Southern Association
of Colleges and Schools) must be completed prior to the opening of school each
fall. High school principals must approve any distance learning prior to the student’s
enrollment in the program.
For more information please refer to the Registration Toolbox located on the Guilford
County Schools website: http://www.gcsnc.com/information/reg_book.html
37
Arts Education
Band 6 (5255CY60)
Year
This course is open to all sixth-grade students with strong interest. Students receive
instruction on fundamentals through group and individualized instruction. The
groups are involved with performances throughout the school year. Except for large
and/or expensive instruments, parents must secure instruments for their children.
Orchestra 6 (5240CY60)
Year
This course is open to all sixth-grade students with strong interest. Students
receive instruction on fundamentals of string production through individualized
and group instruction. The groups are involved in performances throughout the
school year. While limited instruments are available, parents are encouraged to
secure instruments for their children.
Sixth Grade Chorus (5230CY60)
Year
This is a course which is open to all interested sixth-graders. Students begin a more
in-depth study of vocal technique and choral literature. Students are encouraged
to participate in local, regional, and statewide festivals. Groups are involved in
performance-related activities throughout the school year.
38
Year
This is a course in which students continue to build on skills taught in the sixth
grade. Previous experience is preferred. The musical literature, techniques and
concepts studied reflect an intermediate level. Students are encouraged to participate
in local, regional and statewide festivals. Groups are involved in performancerelated activities throughout the school year. Except for large and/or expensive
instruments parents are encouraged to secure instruments for their children.
Chorus 7 (5230CY70)
Year
This is a course which is open to all interested seventh-graders. Students begin
a more in-depth study of vocal technique and choral literature. Students are
encouraged to participate in local, regional and statewide festivals. Groups are
involved in performance-related activities throughout the school year.
Art 7 (5410CS70)
Semester
This course is open to seventh-grade students who are interested in exploring basic
art techniques and media. Elements and principles of design are emphasized along
with opportunities for enhancing critical thinking and writing skills.
Art 7 (5410CY70)
Year
The yearlong course is designed for seventh-grade students who should have
a strong interest in art. These students will focus on elements and principles of
design. Students are encouraged to explore the variety of activities designed to
stimulate active participation in the creative process through verbal, written and
visual communication.
Theatre 7 (5310CS70)
Semester
Designed as a survey course in the fundamentals of theatre/drama: acting,
improvisations, termination, history and philosophy of theatre. There will be
some play production. This course is taught at The Academy at Lincoln and PennGriffin School for the Arts.*
39
Arts Education
Band 7 (5255CY70)
Year
This is a course in which students continue to build on skills taught in Band 6.
Previous experience is preferred. The musical literature, techniques and concepts
studied reflect an intermediate level. Students are encouraged to participate in
local, regional and statewide festivals. Groups are involved in performance-related
activities throughout the school year. Except for large and/or expensive instruments,
parents must secure instruments for their children.
Band 8 (5255CY80)
Year
This class is open to all eighth-grade students with previous band experience.
Students begin a more advanced study of music, concepts and literature. Students
are encouraged to participate in local, regional and statewide festivals. Groups
are involved in performance-related activities throughout the school year. Except
for large and/or expensive instruments, parents must secure instruments for their
children.
Year
This course is open to all eighth-grade students with previous string experience.
Students begin a more advanced study of music, concepts and literature. Students
are encouraged to participate in local, regional and statewide festivals. Groups
are involved in performance-related activities throughout the school year. Except
for large and/or expensive instruments, parents must secure instruments for their
children.
Chorus 8 (5230CY80)
Year
This course is open to all eighth-grade students with strong interest. Students
begin a more advanced study of music, vocal concepts and literature. Students
are encouraged to participate in local, regional and statewide festivals. Groups are
involved in performance-related activities throughout the school year.
Art 8 (5410CS80)
Semester
This course is open to all interested eighth-grade students. The major focus will
be on individual exploratory involvement. Elements and principles of design are
emphasized along with opportunities for enhancing critical thinking and writing
skills.
Art 8 (5410CY80)
Year
This course is open to eighth grade students who have a strong interest in art. It is
recommended but not required that they successfully complete seventh grade art.
These students will develop a more extensive understanding of the elements and
principles of design. As a means of assessment, writing explorations stressing art
history, skill development, aesthetics and procedures will be implemented.
Theatre 8 (5310CS80)
Semester
Provides an opportunity to extend and refine theatre fundamentals. Students will
be involved with play production and other performances. This course is taught
at The Academy at Lincoln and Penn-Griffin School for the Arts.
*Students at Penn-Griffin School for the Arts and The Academy at Lincoln also take Sixth Grade
Theatre as part of the Explorations 6 wheel (6158CY60).
40
Explorations
Explorations 6 (6158CY60)
Year
This course offers sixth-grade students an opportunity to explore their interests in
a variety of curricular areas. Students will rotate to each of the following classes
throughout the school year:
•
•
•
•
Introductory Foreign Language in French, Spanish, Latin or Chinese
Art
General Choral Music
Exploring Career Decisions
- Business Technologies
- Life Skills
- Technology Systems
Career and Technical Education
Exploring Career Decisions provides an orientation to career and selfawareness and the world of work. Experiences introduce the student to the
technical nature of today’s world and their role in it. Activities enable the student
to explore self-awareness, decision-making, occupational inquiry and to begin to
develop a career development plan. This curriculum is part of the Explorations
Wheel for Sixth Grade.
Exploring Business Technologies
Grade Level: 7 (6208CS70)
Semester
Just as technology continues to change the way the world conducts business, it
is also changing the way students learn about business. Using computers and
Business Center 21 software, students learn through multimedia presentations
and hands-on projects. Students answer questions in electronic journals as they
acquire new information. Using the Microsoft Office Suite, students complete
projects in Word, Excel, and Power Point. Seventh-graders focus on marketing,
accounting and international business while eighth-graders study economics &
personal finance, entrepreneurship, management and business law. Throughout
the course, students gain awareness of career opportunities, and they practice
completing business tasks.
41
Career and Technical Education
Sixth Grade Explorations
Exploring Life Skills
Semester
Life skills continue to be an important part of everyone’s education and maturity.
Students focus on developing a foundation for the application of life management
skills which include problem solving, decision making, interpersonal relationships
and communication. Interactive programs and hands-on activities assist students
in the exploration of nutrition and wellness, food production, apparel and design,
hospitality, tourism and recreation, child care, resource management and consumer
education as well as the variety of careers in each of these areas.
Exploring Technology Systems
Semester
Technology is constantly changing the way we live and work. In this course, students
explore the vast range of technology and how it is used. Students use multimedia
presentations, an electronic journal, design challenges, technology timelines, and
simulations to explore a wide range of design and problem solving strategies.
Students complete hands-on activities related to a variety of technology areas
including wind tunnel effects, aerospace, engineering, automation, graphics design,
video production, energy, transportation and design.
42
World Language
World Language Second Language
As indicated in Explorations 6, students in the sixth grade may choose to take an
introduction to second languages through a six-week-exploratory class. Students
may opt to take Introduction to French, Latin, Spanish or Chinese (depending
upon school site).
The state’s second language program at grades seven through 12 is proficiency
based. Beginning in the 2007-2008 school year, students who pass mathematics
or foreign language courses during grades 6-8 that are described in the North
Carolina Standard Course of Study for grades 9-12 must achieve level III or
IV on an EOC, if available, to meet the high school graduation requirement.
While these courses will receive high school credit and count towards graduation
requirements, they will not count in the students’ GPA at the high school level.
Middle school students who wish to be eligible for Level II second language
courses in grade nine must either:
• Option A: Successfully complete two full years of one second language: a full
year at grade seven (Level 1A) and a full year at grade eight (Level 1B). By the
end of the Level 1B course, students must demonstrate sufficient proficiency
to be eligible for Level II second language courses in grade nine.
• Option B: Successfully complete one full year of Level I in grade eight and
demonstrate sufficient proficiency to be eligible for Level II second language
courses in the ninth grade.
Option A (two full years of one second language) is the preferred
option.
43
Introduction to Latin (1280CY6I)
Year
(1280CX6I)
A/B Day
Grade Level: 6
This 6th grade course is designed to introduce students to basic Latin vocabulary
and structures. They will develop an awareness of Latin language patterns and
English derivations. In addition, students will gain a familiarity with the customs
and beliefs of the Greco-Roman culture and civilization. (Offered at Brown
Summit Middle only)
Latin 1A (10802KY7)
Grade Level: 7
Year
The first of a two-year course in Latin I. Students will learn the Latin language
through study of reading, writing, vocabulary building/English derivation, Roman
culture, history and mythology.
Latin 1B (10802LY8)
(Students must successfully complete this course and demonstrate sufficient proficiency to be eligible
for Latin II in the ninth grade.)
Grade Level: 8
Year
This course completes the sequence begun in Latin 1A. Students will continue
acquisition of language skills and further understanding of Roman culture, history
and mythology.
Latin I (10802ZY8)
for Latin II in the ninth grade.)
Grade Level: 8
Year
This course is a fast paced study of the fundamentals of the Latin language through reading,
writing, vocabulary/English derivation, Roman culture, history and mythology.
Introduction to Spanish (1250CY6I)
Year
(1250CX6I)
A/B Day
Grade Level: 6
This 6th grade course is designed to introduce students to basic Spanish vocabulary
and structures. They will develop an awareness of the Spanish language patterns
and sounds. In addition, students will gain familiarity with the geography, customs
and traditions of the Spanish speaking world as well as the Hispanic influence in
American culture. Offered at IB (International Baccalaureate) MYP schools
and Global Studies schools only.
44
Spanish 1B (10512LY8)
for Spanish II in the ninth grade.)
Grade Level: 8
Year
This class completes the course sequence begun in Spanish 1A. Students will
continue acquisition of language skills and further understanding of Spanishspeaking culture and civilization. Prerequisite: Spanish 1A.
Spanish I (10512ZY8)
for Spanish II in the ninth grade.)
Grade Level: 8
Year
A fast paced study of the fundamentals in grammar and an exploration of Spanishspeaking culture and civilization. Continues the Spanish language program, with
increasing emphasis on reading, vocabulary development, and oral expression.
French 1A (10412KY7)
Grade Level: 7
Year
This is the first of a two-year course in French I. This course introduces and
reinforces the beginning elements of grammar, vocabulary and pronunciation,
with an emphasis on listening, speaking, reading and writing. An introduction to
the history and culture of French-speaking countries is presented.
French 1B (10412LY8)
Grade Level: 8
Year
for French II in the ninth grade.)
This class completes the course sequence begun in French 1A. Students will
continue acquisition of language skills and further understanding of French
culture and civilization.
45
World Language
Spanish 1A (10512KY7)
Grade Level: 7
Year
This is the first of a two-year course in Spanish I. This course introduces and
reinforces the beginning elements of grammar, vocabulary and pronunciation,
with an emphasis on listening, speaking, reading and writing. An introduction to
the history and culture of Spanish-speaking countries is presented.
French I (10412ZY8)
for French II in the ninth grade.)
Grade Level: 8
Year
A fast paced study of the fundamentals in grammar and an exploration of French
culture and civilization. Continues the French language program, with increasing
emphasis on reading, vocabulary development and oral expression.
Introduction to Chinese (1245CY6I)
Year
(1245CX6I)
A/B Day
Grade Level: 6
This 6th grade course is designed to introduce students to basic Chinese vocabulary
and structures. They will develop an awareness of the Chinese language patterns
and sounds. In addition, students will gain familiarity with the geography, customs
and traditions of the Chinese culture. Offered at Ferndale IB (International
Baccalaureate) MYP only.
Chinese 1A (10462KY7)
Grade Level: 7
Year
Students will study language that can be used in everyday conversation. Instruction
begins with listening comprehension and speaking. The phonetic system of Mandarin
Chinese pronunciation will be taught and students will be able to communicate in
simple spoken language. Students will take part in various activities and projects to
enhance language learning and understanding of Chinese culture.
Chinese 1B (10462LY8)
Grade Level: 8
Year
for Chinese II in the ninth grade)
Students will continue to improve skills in speaking and listening. Simplified Chinese
character writing will be emphasized and traditional character writing will be
introduced. Students will begin to develop reading and writing skills. Students
will expand their understanding of culture through study of festivals, philosophy,
geography, arts and comparisons between Chinese and American cultures.
Chinese I (10462ZY8)
Grade Level: 8
Year
for Chinese II in the ninth grade)
Students will develop skills in listening, speaking, reading and writing. Beginning
text materials employ pinyin (the phonetic system indicating Chinese pronunciation
in the English alphabet) and simplified characters. Traditional forms of characters
are also taught. Students will take part in various activities and projects to enhance
their language learning. They will expand their understanding of culture through
study of festivals, philosophy, geography and arts.
46
Japanese 1A (10662KY7)
Grade Level: 7
Year
Students learn the basic vocabulary and grammar needed for daily communication.
Students will explore Japanese culture through a variety of activities. Students
will experience reading and writing of Kana. Kana begins with the very first
lesson, and continues throughout the course as the students develop fluency. Kana
includes Katakana and Hiragana. Level IA will end with a Basic Introduction
to Kanji Characters.
Japanese 1B (10662LY8)
(Students must successfully complete this course and demonstrate sufficient proficiency to be
eligible for Japanese II in the 9th grade)
Grade Level: 8
Year
Students will build upon and expand upon the foreign language skills and
content learned in Japanese 1A. This includes new vocabulary, more intricate
grammar structures, complex Kanji characters and additional aspects of Japanese
culture.
47
World Language
Introduction to Japanese
Grade Level: 6 (1265CY6I)
Year
Students will be introduced to the basic skills of listening, speaking, reading and
writing in Japanese. Listening and speaking are emphasized. The students will
learn the most basic Japanese structures, vocabulary and expressions that serve
as the foundation for more advanced language study. In addition, students will
gain a familiarity with the customs and beliefs of Japanese culture. (offered at
Johnson St. Global Studies only)
Transitioning to High School
Once students complete middle school
and move to high school, they may
choose to participate in JROTC. For
students who wish to participate in
JROTC but their assigned school does
not have a JROTC program, parents
may request reassignment through the
Student Assignment Office under the
provisions of Board of Education policy
JBCC. Under this provision, the parent
will be responsible for transportation
to and from school. Transfers will only
be considered if the attendance zone
school does not have a JROTC program
of any kind.
One of your most important tasks in
middle school is to think about and plan
for your future. Do you want to go to
medical school? Do you want to own
your own business? Do you want to
teach young children? Thinking about
your life ahead and what you want to do
with it is part of the process of making
your dreams a reality.
While you are in middle school be sure
to take the opportunities offered to
explore. Take some classes in career
and technical education or in world
languages. Work with your counselor
on taking interest inventories to help
you define your direction.
T h e fo l l ow i n g p a g e s c o n t a i n
infor mation about high school
graduation requirements. In order to
earn a high school diploma, students
must meet all course and credit
requirements for the Future Ready Core
course of study. The Future Ready Core
course of study is designed by the state
to prepare students for a multitude of
post-high school opportunities from
entry-level careers to highly technical
studies at community colleges, colleges
and universities.
During spring of your eighth-grade year,
you will begin registering for courses to
take in high school. All eighth graders
will complete a High School Plan.
This plan will be sent home for parent’s
signature, returned to the middle school
counselor and forwarded to student’s
assigned high school. Middle school will
prepare you for successful study in high
school, and your counselor will work
with you to develop a high school plan
with career pathway options. Choices
that you make in high school affect your
options for study and career after your
time in high school has ended, so take
care in your planning.
Beginning in the year 2007-2008 school
year, students who pass mathematics or
foreign language courses during grades
6-8 that are described in the North
Carolina Standard Course of Study for
48
Planning for High School
Students who complete all graduation
requirements receive a diploma
at graduation. Those who attend
Grimsley, Northern, Northwest,
Page and Western High Schools
must have earned 22 course credits
to graduate; students at all other high
schools must have earned 28 course
credits. Special needs students who
successfully complete the local and
state course credits required and all
IEP requirements receive a Graduation
Certificate at graduation.
grades 9-12 must achieve level III or IV
on an EOC, if available, to meet the
high school graduation requirement.
While these courses will receive high
school credit and count towards
graduation requirements, they will not
count in the students’ GPA at the high
school level. In preparation for college
admissions and success in college level
courses, it is highly recommended by
college admission officers that students
continue taking higher level math
courses beyond Algebra II throughout
the high school years, especially in the
senior year.
49
Guilford County Schools Course Requirements
Future Ready Core
Content Area
English
4 Credits Required
• English I
• English II
• English III
• English IV
Mathematics
4 Credits Required*
• Algebra I
• Algebra II
• Geometry
• Additional Math Course to be aligned with the student’s high school plan
Science
3 Credits Required
• Earth/Environmental Science
• A Physical Science
• Biology
Social Studies
3 Credits Required
• World History
• Civics and Economics
• US History
World Languages
Not required for graduation but required for admission to the UNC System
1 Credit Required
Health and
Physical Education
Career/Technical
Occupational
*
6 Credits Required
• 2 elective credits of any combination from either:
Career and Technical Education (CTE), Arts
Education or World Languages
• 4 electives credits (strongly recommended)
from one of the following: CTE, JROTC, Arts
Education or any other subject area
Electives
Electives
• 1 Elective Credit Required at Grimsley, Northern, Northwest, Page and Western
• 7 Elective Credits Required at all other high schools
Other
Requirements
•
Total
28 Credits (block schools)
22 Credits (traditional calendar schools)
Pass EOC tests in English 9, Algebra I, Biology,
US History and Civics and Economics
All Future Ready Core Course of Study students planning to apply to any university in the UNC system
must choose the additional math course from one of the following specific Courses: Advanced Functions
and Modeling, Pre-Calculus, Discrete Mathematics, IB Mathematics Level II, AP Statistics, AP Calculus AB
or AP Calculus BC
50
for High School Graduation - 2013 and Beyond
Occupational Course of
Study (OCS)
UNC System Requirements
4 Credits Required
• English I
• English II
• English III
• English IV
4 Credits Required
• OCS English I
• OCS English II
• OCS English III
• OCS English IV
4 Credits Required*
• Algebra I
• Algebra II
• Geometry
• Additional Math Course to be aligned with the
student’s high school plan
3 Credits Required
• OCS Intro to Math I
• OCS Algebra I
• OCS Financial Management
3 Credits Required
• Earth/Environmental Science
• A Physical Science
• Biology
2 Credits Required
• OCS Applied Science
• OCS Biology
3 Credits Required
• World History
• Civics and Economics
• US History
2 Credits Required
• Social Studies
(Government/US History)
• Social Studies II
(Self-Advocacy/Problem-Solving
2 credits in the same second language required
Not required for OCS
1 Credit Required
1 Credit Required
Electives in Career and Technical Education courses
are recommended
4 Credits Required
Occupational Preparation
6 Credits
• Occupational Preparation I
• Occupational Preparation II A and B
• Occupational Prepparation III A and B
• Occupational Preparation IV
Electives
• 5 Elective Credits Required at Grimsley, Northern,
Northwest, Page and Western
• 11 Elective Credits Required at all other
high schools
•
Pass EOC tests in English 9, Algebra I, Biology,
US History and Civics and Economics
•
•
•
•
•
•
Computer proficiency as specified in the IEP
Completion of IEP objectives
Career Portfolio required
300 In-school work hours
240 Community-based work hours
360 Competitive paid work hours
*
Electives
• 1 Elective Credit Required at Grimsley,
Northern, Northwest, Page and Western
• 7 Elective Credits Required at all other
high schools
Beginning in the year 2007-2008 school year, students who pass mathematics or world language courses
during grades 6-8 that are described in the North Carolina Standard Course of Study for grades 9-12 must
achieve level III or IV on an EOC, if available, to meet the high school graduation requirement. The courses
will count toward graduation requirements but the students’ GPA will be computed with courses taken during
the high school years.
51
Graduation Requirements
(Policy IHF)
In order for students to be eligible for graduation, GCS requires the completion
of all state and local course requirements. All students must complete 22 units of
study if they have attended a traditionally scheduled high school for four years.
Students who have attended a 4 x 4 block high school for four years are required
to have 28 units of study.
Students who have completed at least five years of high school or who attend Saturn,
SCALE, Twilight High or one of the middle college high schools may graduate
after meeting state course requirements and completing the Future Ready Core
Course of Study.
Graduation diploma/certificate will be awarded after satisfactory completion of
the course requirements in the following categories:
Diploma Recipients: students who have satisfactorily completed all state and
local course requirements.
Graduation Certificate recipients: Special needs students who successfully
complete the local and state course credits required and all IEP requirements.
The Occupational Course of Study is available for certain students with disabilities
who have an Individual Education Plan (IEP). Students should see their school
counselor to determine if this course of study is appropriate for them. Students may
transfer, with prior approval from the home school’s principal, credits for courses
offered from other accredited institutions providing that the academic rigor and
time commitment is consistent with the courses in GCS.
52
GCS requires that all parents/guardians be informed at regular intervals on the
academic progress of their children. A progress report will be sent to the parents
of each student at the end of each nine-week reporting period. Completing the
progress report shall be the responsibility of the classroom teacher.
In addition to the regular report cards, interim progress reports will be issued
during the nine-week grading period to inform parents/ guardians and to invite
cooperation when it appears students are making unsatisfactory progress or have
been absent from school an excessive number of days. Grades shall reflect a
student’s progress in meeting the objectives of a specified curriculum or course.
Teachers shall keep accurate records which reflect how they have determined
each student’s grades. Grades shall be weighted only for advanced placement
and designated honor courses.
The grade scale for grades 3-12 students in GCS shall be:
A = 93 - 100
C = 77 - 84
F = 69 AND BELOW
B = 85 - 92
D = 70 - 76
I = INCOMPLETE
The superintendent or his/her designee shall issue regulations to ensure that the
grading system is uniform at all grade levels throughout the school system with
the exception noted below:
After a review by the board, magnet schools, Gateway/McIver and alternative
schools may issue report cards that reflect unique program goals.
Grades shall be weighted for advanced placement, IB (International Baccalaureate)
and designated honor courses.
Attendance Policy, K-12
(JBD)
A. Lawful Absences
1. Excusable absences permitted by NC State Board of Education Attendance Rules:
(a) Illness or Injury
(b) Quarantine
(c) Death in family
(d) Medical/Dental appts.
(e) Court proceedings
(f) Religious observances
(g) Educational opportunity
(h) Suspension
(i) Expulsion
53
Graduation Requirements • Grading System • Attendance Policy
Grading System
B. Unlawful Absences
Unlawful (unexcused) absences are defined as the student’s willful absences from school
without the knowledge of the parents/ guardians, or the student’s absences from school
without justifiable causes with the knowledge of parents/guardians.
C. Home/Hospital
A GCS student may be eligible for home/hospital services if he/she is medically
orphysically unable to attend school for four weeks or longer as documented by
a physician. Home/hospital placement is temporary with a goal of returning the
student to a less restrictive environment within the school year unless there is medical
information which would require the service to be extended. Home/hospital provides
instructional services so that the student can return to school with the knowledge
and skills sufficient to maintain his/her previous level of academic performance.
For more information, please contact your school counselor.
D. Make-up Work
Students are responsible for all work missed when absent from school. Immediately
upon returning to school students must make arrangements with their teacher(s) to
make up all work (assignments, tests, projects, etc.) missed while absent.
E. Absence Documentation Requirement
All absences require a written note from the parent/guardian explaining the absence(s).
The student should deliver the note to school authorities (teacher, attendance office
official, etc.) as soon as possible upon his/her return to school. Failure to submit
such notes within 3 school days after returning to school will result in an unlawful
absence being recorded. Parents/guardians are requested to contact school officials
immediately when unanticipated absences occur. All anticipated periods of absence
should be reported to school officials prior to the period of absence. Such absences
should receive prior approval by school officials. Prior approval is required for any
student departing from campus once he/she has arrived; this approval is required
throughout the school day. Students must follow a sign-out procedure as established
by the school.
F. Attendance Awards
A student qualifies for an Attendance Award by being in attendance each day that
school is in session during an entire school year. In addition, high schools have the
option of allowing students with at least 97 percent attendance to waive one final
exam at the end of each semester. (Note: Course exams required by the state are
not eligible to be waived.)
G. Definition of being “in attendance”
To be considered “in attendance”, a student must be present in the school for at least
one-half of the school day (or one-half of the class for class attendance in secondary
schools) or at a place other than the school with the approval of school officials to
attend an authorized school activity. Such activities include, but may not be limited
54
H. Unlawful Absence Disciplinary Actions
Unlawful absence will result in conferences with parents/ guardians. Unlawful
absence and/or truancy may lead to disciplinary action to include court proceedings
involving parents and/or students if the student is under 16 years of age. North
Carolina General Statute (G.S. 115C-378) requires attendance until age 16.
Middle School Attendance Requirements
Students are limited to six (6) absences per semester or twelve (12) absences per
school year. Any absences beyond six (6) and twelve (12) would require make-up
time. When an absence qualifies for make-up time, it must be made up immediately
following that absence. If the absence occurs at the end of the first, second or third
marking periods, the absence must be made up within ten (10) days. During the
last marking period, all absences must be made up within that marking period.
Four hours of make-up time will constitute one day of absence. Students will
have two days per each day’s absence to make up assignments, with exceptions
considered by each school’s principal.
Each school will design its own Extra Help Program for making up time; programs
may include opportunities for making up time before school, after school, on
weekends or teacher workdays.
Parents will receive notification of all absences at three (3), six (6) and ten (10)
days. Excessive absences will be a factor in consideration for retention.
Two Categories of Student Absences
Lawful Absences:
Examples of lawful absences: Death in the immediate family*, religious observances*
medical/dental appointments, military obligations, family trips, college visits,
educational opportunities, short-term illness with a doctor’s note, chronic illness
with a doctor’s note*, illness with a parent’s note, other extenuating circumstances
at the principal’s discretion.
*Absences due to death in the immediate family, religious observances, and chronic illness with a doctor’s
note are exempt from make-up time. Students are required to complete all missed assignments. These absences
are not included in excessive absence counts.
Unlawful Absences:
Examples of unlawful (unexcused) absences: the student’s willful absences
from school without the knowledge of the parents/ guardians, or the student’s
absences from school without justifiable causes with the knowledge of parents/
guardians.
55
Attendance Policy
to, field trips, athletic contests or other competitions, student conventions, music
festivals, concerts or similar activities approved by the school.
Lawful Absences Procedure
First Three (3) Lawful Absences Within A Semester
The initial three (3) lawful absences are handled between student and teacher(s).
Students are expected to make up work assigned during the lawful absence(s) within
three school days of the student’s return to school. The actual grade earned will
be recorded. The ultimate responsibility for make-up work lies with the student.
(See “Suspensions” for information regarding absences resulting from suspension
from school.)
Excessive/Unlawful Absences
Students who have excessive absences from a class during the following time periods will
be placed on NO CREDIT STATUS until attendance obligations have been met:
• Four (4) absences during a marking period from a 180-day class
• Four (4) absences during a marking period from a 90-day block class
• Four (4) absences during a marking period from a 90-day A Day/B Day block
class
Parents will be notified by the school of the no credit status and will be asked to
participate in developing an extra help plan for their child to remove the no credit
status from his/her report card. no credit status will be recorded on the report card in
lieu of a letter grade for all courses each marking period, regardless of that student’s
present grade average. Students can meet course attendance obligations, thereby
eliminating no credit status, through the school’s Extra Help Program. Each school
has designed its own Extra Help Program for making up time and assignments;
programs may include opportunities for making up time and assignments before
school, after school, on weekends or teacher workdays. Students will be required to
complete make-up assignments while in the Extra Help sessions at their school.
Removal of no credit status is earned at the rate of one Extra Help session of fortyfive (45) minutes per academic course absence in all 90-minute block courses and
thirty (30) minutes in all hourlong courses. The attendance obligation begins at the
fourth day of absence from school and applies to each subsequent absence.
When an absence qualifies for make-up time and assignments, it must be made up
immediately following that absence. If the absence occurs at the end of a grading
period, the absence must be made up within ten (10) days. In the last grading period
of the year, all absences must be made up within that grading period.
A student who has not completed the make-up time to earn credit will receive
his/her earned grade (zeroes will be given for assignments not turned in).
56
For students enrolled in a 90-day block class:
• More than four (4) absences during a marking period of the class will
automatically result in no credit status for that marking period. Parents will
receive notification of no credit status as the marking period grade.
• If no waiver is granted by the principal (See “Appeal Process”), the marking
period grade will be recorded as a 65/F and will be averaged with the other
marking period grade for a final grade.
For students enrolled in a 90-day A Day/B Day block class:
• More than four (4) absences during a marking period of the class will
automatically result in no credit status for that marking period. Parents will
receive notification of no credit status as the marking period grade.
• If no waiver is granted by the principal (See “Appeal Process”), the marking
period will be recorded as a 65/F and will be averaged with the other marking
period grade for a semester grade.
Appeal Process
Students and parents may appeal to the principal for a waiver (e.g., medical and/or
other unusual circumstances) to remove no credit status or to extend make-up
time. This request for an appeal must be made in writing to the principal within
ten (10) school days of notification of no credit status. Additionally, a request
for an exemption from no credit status due to a chronic medical condition
needs to be made in writing to the principal and include appropriate medical
documentation.
Unlawful Absences Procedure
Unlawful Absences: One of the following applicable Student Code of Conduct
consequences will be taken:
• In-School Disciplinary Action
• In-School Suspension
• Out-of-School Suspension
57
Attendance Policy
More Than Eight Absences
For students enrolled in a 180-day class:
• More than eight (8) absences in a semester will automatically result in no credit
status for that semester. Parents will receive notification of no credit status as
the semester grade.
• If no waiver is granted by the principal (See “Appeal Process”), the semester
grade will be recorded as a 65/F and will be averaged with the other semester
grade for a final grade.
Notification of Absences
The following schedule will be used to notify parents/guardians of student
absences:
• After 3 absences
Notification will be given when an unlawful absence occurs. Methods of notification
vary from school to school, but can include personal telephone messages, computergenerated telephone messages, letters and home visits. CAUTION: Parents should
monitor their student’s attendance closely; notifications sent by the school can
follow the actual absence by a number of days due to time needed for processing,
mailing, etc.
Students under the age of 16 years will receive notification under North Carolina
General Statute (G.S. 115C-378). The law states that: “Unlawful absences will result
in conferences with parents/guardians.
Unlawful absences and/or truancy may lead to disciplinary action to include court
proceedings involving parents and/or students if a student is under 16 years of
age. North Carolina General Statute (G.S. 115C-378) requires attendance until
age 16.”
More Important Attendance Information
Attendance Notes: A note from a parent or guardian is required when students are
absent. All notes are due within three school days after a student’s return. Failure
to present a note will result in that absence being categorized as unlawful.
Tardies: Each school will design its own program for discouraging students from
being late to school or class.
Field trips: Students are considered “present” in school when on field trips and
other school-sponsored activities. Ask your attendance staff or school administrator
when clarification is needed; refer to each individual school’s procedure.
Time required in class: Attendance in class for at least onehalf of the class
period is required for the student to be counted “present”.
Suspensions: By state statute, out-of-school suspensions are counted as lawful
absences. (See Unlawful Absences Procedure above.)
58
The 10/20 Day Rule was established by the State Board of Education, upon the
recommendation of the Compliance Commission for Accountability. The rule
(GCS-C-003) states that students may drop a course with an end-of-course (EOC)
test within the first 10 days of a block schedule or within the first 20 days of a
traditional schedule. The 10/20 Day Rule was established to prohibit the removal
of students from EOC courses later during the instructional year to avoid the
impression that a school might have deliberately circumvented the requirement
to test all students enrolled in EOC courses.
The rule is not intended to preclude doing the right thing for students in individual
extenuating circumstances. Consequently, exceptions are allowable in individual
cases where circumstances are extenuating and it is clearly in the interest of the
student to remove them from an EOC course. Each case should be weighed
individually and consideration should be given to assure that the accountability
of the school is not compromised. Some examples of acceptable individual
withdrawals after the 10th or 20th day are:
1. A student transferred into the school without sufficient records to inform a proper
placement. Records do not arrive until after the 10th or 20th day respectively.
In such cases, the school has the latitude to withdraw a student if the student
has been inappropriately placed in an EOC course.
2. A student is withdrawn to enroll in a higher level EOC course. The student
will take the appropriate test for that course. In such a case the student may
be better served and the school is still held accountable through the test given
in the higher level course.
3. There is a valid medical reason for removing a student from a course. In very
rare cases, an individual student may be involved in a major medical emergency
such as an accident that incapacitates the student for an extended period of
time. In such instances, it may be in the student’s best interest to be withdrawn
from a course. ▲
59
Attendance Policy • Withdrawal From An EOC Course
Withdrawal From An EOC Course
GCS
MIDDLE SCHOOLS
Allen Middle
1108 Glendale Drive
Greensboro, NC 27406
294-7325
Jackson Middle
2200 Ontario St.
294-7350
Northwest Middle
5300 Northwest School Road
605-3333
Aycock Middle
811 Cypress St.
370-8110
Jamestown Middle
4401 Vickrey Chapel Road
Jamestown, NC 27282
819-2100
Penn-Griffin School for the Arts
825 E. Washington Drive
High Point, NC 27260
819-2870
Brown Summit Middle
4720 N.C. Highway 150 E.
Brown Summit, NC 27214
656-0432
Johnson Street Global Studies K-8
Magnet
1601 Johnson St.
819-2900
Pruette SCALE Academy
900 English Road
878-5380
Doris Henderson Newcomers
School
411 Friendway Road
316-5883
Kernodle Middle
3600 Drawbridge Parkway
545-3717
Eastern Middle
435 Peeden Drive
Gibsonville, NC 27249
449-1264
Kiser Middle
716 Benjamin Parkway
370-8240
Ferndale Middle
701 Ferndale Blvd.
819-2855
The Academy at Lincoln
1016 Lincoln St.
370-3471
Guilford Middle
401 College Road
316-5833
Mendenhall Middle
205 Willoughby Blvd.
545-2000
Hairston Middle
3911 Naco Road
378-8280
Northeast Middle
6720 McLeansville Road
McLeansville, NC 27301
375-2525
High School Ahead Academy
329 College Road
294-7640
Northern Middle
616 Simpson-Calhoun Road
605-3342
SCALE – Greensboro
116 Pisgah Church Road
545-2031
Southeast Middle
4825 Woody Mill Road
674-4280
Southern Middle
5747 Drake Road
674-4266
Southwest Middle
4368 Barrow Road
819-2985
Welborn Academy of Science and
Technology
1710 McGuinn Drive
819-2880
In compliance with federal laws, Guilford County Schools administers all educational programs, employment activities and admissions without discrimination because of
race, religion, national or ethnic origin, color, age, military service, disability or gender, except where exemption is appropriate and allowed by law. Refer to the Board of
Education’s Discrimination Free Environment Policy AC for a complete statement. Inquiries or complaints should be directed to the Guilford County Schools Compliance
Officer, 120 Franklin Blvd., Greensboro, NC 27401; 336-370-2323.

MIDDLE SCHOOLREGISTRATION

Transcription

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