MIDDLE SCHOOLREGISTRATION
Transcription
MIDDLE SCHOOLREGISTRATION
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 2 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: • • • • • • 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 3 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: 4 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 Visual Arts 7th Grade Visual Arts 8th 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. 5 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. 6 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. 7 Middle School Magnets / Options Program 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. 8 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. 9 Middle School Magnets / Options Program 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 Visual Arts 6th Grade Visual Arts 7th Grade Visual Arts 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. 10 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. 11 Middle School Magnets / Options Program 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 12 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. 13 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. 14 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 15 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 16 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. 17 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. 18 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] 19 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 • Interpret and evaluate a wide range of literature. 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 • Interpret and evaluate a wide range of literature. 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 Discrete Math Honors Pre-Calculus Honors Discrete Mathematics AP Statistics AFM Honors Pre-Calculus Discrete Math Honors Discrete Math AP Statistics AP Calculus AB/BC AP Statistics AFM AFM Honors Pre-Calculus AFM Honors Pre-Calculus Discrete Math Honors 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 Honors Discrete Math AP Statistics Discrete Math (Honors or Standard) AP Statistics AP Statistics AFM Honors Pre-Calculus 23 Discrete Math (Honors or Standard) 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 Honors Discrete Math AP Statistics Algebra II Geometry Geometry AFM Honors Pre-Calculus Honors Geometry Honors Discrete Math AP Statistics Honors Pre-Calculus AFM Honors Discrete Mathematics AP Statistics Twelfth Grade AFM Honors Pre-Calculus Discrete Math Honors Calculus Honors Discrete Math 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 Honors Discrete Math AP Statistics AP Statistics AFM AFM Honors Pre-Calculus AP Statistics (Calculus III) AP Calculus AB/BC Honors Calculus AP Statistics AP Statistics Honors Discrete Math Honors Calculus paired Honors Discrete paired with AP Statistics with AP Calculus AB AP Statistics Discrete Math (Honors or Standard) Discrete Math AP Statistics (Honors or Standard) 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 and Physical Education 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 Language Arts 7 (1010CY70) 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 Science 7 (3001CY70) Year Science 7 (3001CS70) 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 Social Studies 7 (4001CY70) Year Social Studies 7 (4001CS70) 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. Health and Physical Education Health/Physical Education 7 (9001CY70) 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. 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 Grade 7 Course Descriptions Science Language Arts Grade 8 Language Arts 8 (1010CY80) 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 Grade 8 Course Descriptions Mathematics Science Science 8 (3001CY80) Year Science 8 (3001CS80) 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 Social Studies 8 (4001CY80) Year Social Studies 8 (4001CS80) 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 Health/Physical Education 8 (9001CY80) 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. 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 Grade 8 Course Descriptions Health and Physical Education 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 Orchestra 7 (5240CY70) 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. Orchestra 8 (5240CY80) 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) Grade Level: 8 (6208CS80) 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 Grade Level: 7 (7018CS70) Grade Level: 8 (7018CS80) 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 Grade Level: 7 (8108CS70) Grade Level: 8 (8108CS80) 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) (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 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) (Students must successfully complete this course and demonstrate sufficient proficiency to be eligible 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) (Students must successfully complete this course and demonstrate sufficient proficiency to be eligible 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 (Students must successfully complete this course and demonstrate sufficient proficiency to be eligible 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) (Students must successfully complete this course and demonstrate sufficient proficiency to be eligible 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 (Students must successfully complete this course and demonstrate sufficient proficiency to be eligible 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 (Students must successfully complete this course and demonstrate sufficient proficiency to be eligible 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 29 Credits (block schools) 23 Credits (traditional calendar schools) 28 Credits (block schools) 22 Credits (traditional calendar schools) * 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 • After 6 absences • After 8 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. Greensboro, NC 27403 294-7350 Northwest Middle 5300 Northwest School Road Greensboro, NC 27409 605-3333 Aycock Middle 811 Cypress St. Greensboro, NC 27405 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. High Point, NC 27262 819-2900 Pruette SCALE Academy 900 English Road High Point, NC 27262 878-5380 Doris Henderson Newcomers School 411 Friendway Road Greensboro, NC 27410 316-5883 Kernodle Middle 3600 Drawbridge Parkway Greensboro, NC 27410 545-3717 Eastern Middle 435 Peeden Drive Gibsonville, NC 27249 449-1264 Kiser Middle 716 Benjamin Parkway Greensboro, NC 27408 370-8240 Ferndale Middle 701 Ferndale Blvd. High Point, NC 27262 819-2855 The Academy at Lincoln 1016 Lincoln St. Greensboro, NC 27401 370-3471 Guilford Middle 401 College Road Greensboro, NC 27410 316-5833 Mendenhall Middle 205 Willoughby Blvd. Greensboro, NC 27408 545-2000 Hairston Middle 3911 Naco Road Greensboro, NC 27401 378-8280 Northeast Middle 6720 McLeansville Road McLeansville, NC 27301 375-2525 High School Ahead Academy 329 College Road Greensboro, NC 27410 294-7640 Northern Middle 616 Simpson-Calhoun Road Greensboro, NC 27455 605-3342 SCALE – Greensboro 116 Pisgah Church Road Greensboro, NC 27405 545-2031 Southeast Middle 4825 Woody Mill Road Greensboro, NC 27406 674-4280 Southern Middle 5747 Drake Road Greensboro, NC 27406 674-4266 Southwest Middle 4368 Barrow Road High Point, NC 27265 819-2985 Welborn Academy of Science and Technology 1710 McGuinn Drive High Point, NC 27265 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.