Moore County Schools. High School Program of Studies

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1 Moore County Schools High School Program of Studies (Updated 1/13/2016)

2 Dear Students, Statement from the Superintendent The High School Program of Studies contains information to aid you in planning a course of study. The courses and programs listed in this document provide an opportunity to try a variety of subjects. This is a time for students to take full advantage of the opportunities in high school and to prepare for life after graduation and the transition to the college or career of your choice. Please take the time to review the course listings carefully. It includes specifics about course selection options, academic levels, academic and post secondary career planning, the North Carolina High School Athletic Association and the National Collegiate Athletic Association sports eligibility guidelines, dual enrollment agreements, graduation requirements, grade level promotion information, diploma requirements, North Carolina End of Course and Final examinations, grade point averages, attendance and career clusters. Development of a comprehensive academic and career plan is best accomplished as collaboration between students, parents, school counselors, teacher and principals, I encourage you to talk to your parents, counselors and teachers about which courses will give you the best opportunity to reach your future goals. A well developed plan will ensure that graduation requirements are met and that academic and personal growth is supported as you prepare for post-secondary options such as college, vocational training, military service or employment. I am confident that, with proper preparation, you will find success in your education, and in life. Sincerely, Dr. Robert Bob Grimesey Superintendent

3 INTRODUCTION To the Student Many of your choices in the future depend upon your choices of high school courses today. This booklet has been assembled so that you will know which courses you are required to take in order to graduate from high school as well as which elective courses you may choose. Take the booklet home or access it online and discuss the courses with your parents or guardians. Give very serious consideration to your choices. Consider your own abilities, interests, and goals. Then, choose a program of studies that will help you reach those goals. Please note that you will be required to take the associated North Carolina End of Course tests as well as the North Carolina Final Examinations in English, Mathematics, Science and History and select Career and Technical Education courses. To the Parent The North Carolina Department of Instruction (NCDPI) and the North Carolina State Board of Education (NCBOE) implemented rigorous instructional standards by refining and strengthening core skills and concepts and knowledge in English, Mathematics, Science, and History. All students will be tested in high school on their mastery of the standards. All courses reflect these standards. All students must meet the graduation requirements included in this catalog. Please note that all students in grades 9-12 must take the associated North Carolina End of Course tests and North Carolina Final Examinations tests in English, Mathematics, Science and History and select Career and Technical Education courses. Registration During the winter and spring, counselors in each middle and high school will be meeting with students and/or parents/guardians to aid students in the selection of appropriate courses for future years. Certain courses are required, but many courses may be selected according to a student s interests. Alternates for elective courses should be chosen in case a scheduled conflict or low enrollment forces cancellation of a course. Generally, elective courses, as well as specialty course must have an enrollment of 15 in order to be offered.

4 State and Local Course Requirements for High School Graduation Content Area Future Ready Core Occupational Course of Study (OCS) For Ninth Graders Entering in For Ninth Graders Entering in and Later 2009, 2010, or 2011 English 4 Credits English I English II English III English IV 4 Credits English I English II* English III English IV Mathematics Science 4 Credits Algebra I, Algebra II, Geometry and Additional Math Course to be aligned with Students High School Plan and must be above the third level of mathematics OR * Math I, Math II, Math III and Additional Math Course to be aligned with students High School Plan and must be above the third level of mathematics 3 Credits Earth/Environmental Science A Physical Science Biology 3 Credits Introduction to Mathematics Common Core Math I* Financial Management 2 Credits Applied Science Biology* Social Studies 4 Credits World History Civics and Economics American History I: Founding Principles American History II 3 Credits World History Civics and Economics US History 2 Credits American History I American History II World Languages Not required for graduation but 2 levels required for admission to the UNC System Not required for OCS Health and Physical Education 1 Credit Health/Physical Education I 1 Credit Health/Physical Education I Successful completion of CPR for students graduating 2015 and beyond CPR Successful completion of CPR for students graduating 2015 and beyond Electives or Other Requirements 6 Credits 2 elective credits of any combination from either: Career and Technical Education (CTE) Arts Education World Languages 4 elective credits strongly recommended (Four course concentration) from one of the following: Career &Technical Education (CTE**) JROTC Arts Education (i.e., music, theater arts, visual arts) Any other subject area (e.g. social studies, science, mathematics, English, World Languages) 6 Credits Occupational Preparation: Occupational Prep I Occupational Prep II Occupational Prep III Occupational Prep IV*** Completion of IEP objectives Career Portfolio required Career/ Technology 4 Credits Career/Technical Education electives Arts Education DPI recommends at least one credit in an arts discipline, but is not required to meet graduation standards. DPI recommends at least one credit in an arts discipline, but is not required to meet graduation standards. Total Minimum Credits Required 28 Credits (MCS Seal) 22 Credits (minimum NC) 24 or 25 Credits (NC Academic Scholars Seal) 28 Credits (MCS schools) 22 credits + any additional local requirements Credits + NC Graduation Project * OCS courses aligned with Future Ready Core courses in English II, Common Core Math I, and Biology (New Common Core State Standards and new NC Essential Standards implemented in the school year). ** For additional information on CTE courses that meet requirements for selected Courses of Study, refer to the CTE Clusters chart located at: org/docs/cte/standards/careerclusters2012.pdf. *** Completion of 300 hours of school-based training, 240 hours of community-based training, and 360 hours of paid employment.

5 General Information Welcome to the spring registration process for the school year Moore County Schools High School Program of Studies contains information needed to register and is designed to help you and your parents or guardians make the best choices for your high school education. You ll find many exciting options for you as a high school student in this book. Read through it carefully. It will be especially important for you to talk with your counselors, parents and teachers concerning your course selections. Choices that you make in high school affect your options for study and career after your time in high school has ended, so please give serious consideration to your course choices. In order to earn a high school diploma you must meet all course, credit and test requirements of at least one course of study. These courses of study are 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. You are encouraged to select the most challenging course of study in which you can be successful. REGISTRATION IS A COMMITMENT to take the courses you have selected. Remember, when you complete your registration sheet you are requesting a specific course, NOT a specific teacher, time or place. Every effort will be made to grant requests by linking you with schools which will offer special courses within guidelines established by the school board. You may choose the courses you would like to take in the next school year; however, your schedule may change pending final grades in the courses you are currently taking and your End-of-Grade (EOG) or End-of-Course (EOC) scores, and whether the course is offered. Use the High School Plan developed by you and your counselor to select the courses you want to take. Talk with your school counselors and teachers for help in determining the courses you need. School staff members will make recommendations to you by using several criteria such as your previous performance, test scores and the AP Potential results based on your PSAT information. Meet with your counselor to make your course selections on your registration form. Have your parent or guardian double check your selections to make sure you have registered for the courses you need. Return the registration sheet to the school after you and your parent or guardian has signed it. Be sure to return it by the deadline designated by your school. 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. Planning for High School Registration Selecting Requires Planning Your high school classes should be selected based on your career and educational aspirations. Careful fouryear planning will give you a challenging class schedule that meets all requirements and allows opportunity to explore your interests. The Future Ready Core Course of Study requires six total elective units for graduation. Thoughtfully deliberating your elective choices may help you discover the answer to the question What kind of work do I want to do as an adult? Consider classes either related to your planned college or community college studies or those that prepare you to enter the workforce. Course Requirements General Information Steps for Completing the Registration Process Study the General Information section of this registration book. Identify the requirements for graduation by reviewing the chart on page 5. Read the course descriptions of both required courses and electives in which you are interested, and make sure you meet the prerequisite requirements. IMPORTANT...Registration is the student s opportunity to request appropriate courses. All courses may not be available at the student s home school. Every effort will be made to grant requests by linking students with schools offering those courses. Alternates should be chosen very carefully and will be considered part of the student s final selection of courses.

6 Graduation Requirements Future-Ready Core Beginning with the ninth grade class, all Students will be expected to meet the requirements outlined under the Future-Ready Core Course of Study. Under the six total elective units required for graduation, it is strongly recommended that four elective credits be taken from one of the following areas of focus: Career and Technical Education, JROTC, Arts Education, World Languages or any other subject area (e.g. mathematics, science, social studies, English). The remaining two electives must be any combination from Career and Technical Education, Arts Education or World Languages. By taking elective credits in a concentrated area, students can tailor their course concentrations to fit their interests and goals while building a strong academic foundation. For some students with disabilities, the Occupational Course of Study (OCS) will remain an option. The participation of a student with a disability in the Occupational Course of Study is determined by the student s Individualized Education Program (IEP) Team which includes the student and parent/guardian. Early Graduation Early Graduation is a serious decision that requires Principal approval. The choice to graduate early has significant impact on available post-high school education and employment options. It should not be a rushed decision but rather a well-planned and thoughtful action weighed carefully by students and parents over a period of time. It may be accomplished by completing summer online courses. Graduating early allows the student only enough time to complete the minimum graduation requirements and will limit the student s opportunities to enrich their course of study through accelerated courses such as Advanced Placement, higher level world language classes, and classes in Career-Technical Education. Conferences with your school counselor will assure a comprehensive analysis of post-secondary options available to early graduates. Students who have completed ALL graduation requirements including specific course and testing requirements, an appropriate course of study, and total number of graduation credits required, may request to graduate early, either at mid-year of their senior year or at the end of their junior year. The student s grade classification will be based on the MCS high school promotion standards. Diplomas are awarded only at the end of the school year. Graduation Project - Option This performance-based assessment provides students with a vehicle to demonstrate what they know and are able to do as they prepare to graduate from high school. It also provides students the opportunity to connect what they have learned throughout their school career, the skills they have acquired, and work habits to real-world situations and issues. Students have the opportunity to showcase the skills and knowledge that they have been building their entire school career. The Graduation Project is a component of the North Carolina Academic Scholar Endorsement. Graduation Project Components The Graduation Project consists of four components: A paper demonstrating research and writing skills A product created through the use of knowledge and skills to accomplish a goal A portfolio, a learning record of the student s process and progress through all the steps of the graduation project An oral presentation during which the student will present information on the chosen topic to a review panel. The Graduation Project grade may count as the final exam grade in English 12, AP English Literature and Composition or DE English 12. Check with your school counselor for an overview of the graduation project components at your high school. Diploma Endorsements Students enrolled in North Carolina high schools shall have the opportunity to earn Endorsements to their High School Diploma beginning with the graduating class of Endorsements are not required to graduate but are an additional recognition from the state. Students may earn a Career Endorsement, a College Endorsement; the Moore County School Distinguished Scholar or the North Carolina Academic Scholars Endorsement. It should be noted that students may earn multiple Endorsements. These Endorsements are earned by completing specific course work, maintaining a minimum grade point average, and earning additional industry certification (Career Endorsement only). Information for the NC Academic Scholars Endorsement is posted on the next page. For specific information on the requirements to earn the Career Endorsement or the College Endorsement, please visit the MCS webpage at and click on Departments, Career and Technical Education, Diploma Endorsements.

7 NC Academic Scholars Program Students must: Begin planning for the program before entering ninth grade to ensure they obtain the most flexibility in their courses. Complete all the requirements of this North Carolina Academic Scholars Program. Have an overall four-year run-weighted grade point average of Complete all requirements for a North Carolina High School diploma. Units / Program Area Future-Ready Core Course of Study Requirements for students entering 9 th grade for the first time in , , And and beyond* English 4 Units - English I, II, III, IV Mathematics 4 Units - Should include Algebra I, Algebra II, Geometry, and a higher level math course with Algebra II as prerequisite OR Common Core Math I, II, III, and a higher level mathematics course with Common Core Math III as prerequisite Science 3 Units - Physics or Chemistry course, Biology, and an Earth/Environmental Science course Social Studies 4 Units* - World History, Civics/ Economics, U.S. History I: Founding Principles and American History II or AP US History and an additional Social Studies Elective World Languages 2 Units - in a second language Health and Physical Education 1 Unit Electives - 7 Units - Four (4) elective credits constituting a concentration recommended from one of the following: Career and Technical Education (CTE), JROTC, Arts Education, World Languages, any other subject area and 3 Units Higher Level Courses taken during junior and/or senior years which carry 5 or 6 quality points such as: AP, Dual or college equivalent course, Advanced CTE/ CTE credentialing courses, On-line courses, other honors or above designated courses OR 2 Units above higher level courses AND completion of The North Carolina Graduation Project (NCGP) NC Academic Scholars Recognition Students who complete the requirements for an academically challenging high school program will be named North Carolina Academic Scholars and receive special recognition. The students who qualify for this special recognition: Will be designated by the State Board of Education as a North Carolina Academic Scholars. Will receive a seal of recognition attached to their diplomas. May receive special recognition at graduation exercises and other community events. May use this special recognition in applying to post - secondary institutions. Candidates can be identified by the end of grade 11 and their candidacy can be included in their applications. *Students entering 9 th grade for the first time in and beyond will need Four (4) Social Studies World History, Civics/Economics, American History I: the Founding Principles and American History II, resulting in 25 or 24 TOTAL Units + NCGP. Graduation Requirements Scholars Program 25 or 24 TOTAL Units + NCGP

8 Preparing for College in North Carolina The UNC System Admissions Requirements To enroll in any of the 16 universities listed below which make up the University of North Carolina, undergraduate students must meet the minimum requirements outlined in the following chart: Course Requirements English - 4 Units English I, English II, English III, English IV Mathematics - 4 Units Algebra I, Geometry, Algebra II and 1additional unit Beyond Algebra II OR Math I, Math II, Math III and one additional unit beyond Math III. (Recommended mathematics course unit taken in 12th grade) Science - 3 Units A physical science course A life or biological course At least one laboratory course Social Studies - 2 Units US History One additional course World Languages - 2 Units Recommended at least two course units in one world language Electives Additional electives must be included to meet local graduation requirements Minimum Admissions Requirements for High School GPA and SAT/ACT Scores YEAR MINIMUM MINIMUM MINIMUMACT GPA SAT COMPOSITE FALL and beyond The 16 Campuses 0f the University of North Carolina Appalachian State University Elizabeth City State University NC A&T State University NC School of the Arts UNC- Pembroke UNC- Chapel Hill UNC- Greensboro Western Carolina University East Carolina University Fayetteville State University NC Central University NC State University UNC- Asheville UNC- Charlotte UNC- Wilmington Winston-Salem State University NOTE: Each university may require other courses in addition to these requirements; therefore, prospective students should refer to the catalogs and contact the admissions offices of any universities to which they plan to apply. In determining the admissibility of each applicant, institutions also consider factors other than courses completed. Other factors may include high school grades, rank in class, scores on college entrance examinations and recommendations. Students applying for admission for fall 2006 or after, for which standardized test scores are required, must submit either the SAT I (which includes the writing component) or the ACT with the writing component.

9 Course Information Course Credits Specific courses required for high school graduation (e.g., Math) may be taken in middle school. Students enrolled in grades 6 through 8 who pass mathematics or world language courses that are described in the Common Core State Standards for Mathematics and the Essential Standards for World Languages for grades 9 through 12 and have met the state standards for proficiency, will receive high school credit. The student s high school grade point average (GPA) will be computed only with courses taken during the high school years (9 th - 12 th grades). Grades for middle school classes are not part of the high school GPA calculation. Credit by Demonstrated Mastery (CDM) Under the state s new Credit by Demonstrated Mastery (CDM) option, uniquely qualified students may demonstrate mastery of a course s content and earn pass/fail credit for the course. This is accomplished by taking an assessment and completing an artifact. The program provides opportunity for students to challenge themselves by demonstrating knowledge without instructional time in a subject. For further information about CDM, see your school counselor or go to and search for Credit by Demonstrated Mastery. The CDM option is available to all middle and high school students seeking credit for high school courses in North Carolina under State Board of Education policy SBE GCS- M-001, Section 13, MCS policy Course Loads Students are expected to attend school full time and take a full load of courses. Exceptions are made for students approved for work-based learning experiences taken in conjunction with Career Technical Education courses and for those taking dual enrollment courses in postsecondary schools 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 for honors, Advanced Placement, and International Baccalaureate courses. 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, schools and alternative schools may issue report cards that reflect unique program goals. Grading Scale/Grade Point Weighting Effective with the school year, high schools grades 9-12 shall use one grading scale. The conversion of grades to quality points is standardized. GRADING SCALE A= D = B = F = 59 and below C = I = incomplete GRADE POINT WEIGHTING Grade point average calculations are based upon standardization of academic course levels, weighting of course grades, and grading scales. Effective with the freshman class of , the weighting for Honors courses shall be one-half (.5) of a quality point. Effective with the freshman class of , the weight for Advanced Placement/International Baccalaureate (AP/IB) courses shall be one (1) quality point. QUALITYPOINTS LETTER GRADES STANDARD COURSES HONORS COURSES A B C D F AP/IB COURSES Preparing for College in NC Course Information Grading Scale MCS requires that all parents/guardians be informed at regular intervals on the academic progress of their children. 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. GRADE POINT WEIGHTING Effective for students entering 9 th grade PRIOR to QUALITYPOINTS LETTER GRADES STANDARD HONORS AP/IB COURSES COURSES COURSES A B C D F 0 0 0

10 Terminology Advanced Placement (AP) and Dual Enrollment (DE) Certain courses have been designated as Advanced Placement (AP) and Dual Enrollment (DE). These courses are externally moderated and exceed the expectations of grade-level objectives for a specific subject. These courses offer weighted credit. Credit Accommodations Alternatives for students with disabilities in earning the standard and verified credits required to graduate with a Standard Diploma. Dual Enrollment (DE) Course A course that carries both high school credit and college credit. Elective Course Additional courses beyond the required courses that are needed to meet the total minimum standard units of credit for graduation. North Carolina End of Course (EOC) and/or NC Final Examinations (NCFE) Examinations assessing the minimum expectations established by North Carolina Department of Public Instruction for what students should know and be able to do at the end of each grade or course in English, mathematics, science, history/social science, and career and technical education courses. Standard Unit of Credit A standard unit of credit is awarded for a course in which the student successfully completes the objectives of the course and the equivalent of 140 clock hours of instruction. Sequential Electives Any series of courses that are used to fulfill the elective requirement for a Standard Diploma in which the content increases or expands in scope and sequence as students move through the various levels of the courses. Weighted Credit Increased grade point values assigned to Honors courses, Advanced Placement (AP), and Dual Enrollment (DE) courses. Verified Unit of Credit A verified unit of credit is awarded for a course in which the student earns a standard unit of credit and achieves a passing score on a corresponding end-of-course (EOC), NC Final Exam (NCFE) test or a substitute assessment approved by the Board of Education. Virtual Courses Online courses offered through the North Carolina Department of Public Instruction (NCDPI) website. A complete list of courses can be found at Cancelation of Courses Course Options are included in the Moore County High School Program of Students. While course may be advertised, certain courses may be cancelled as a result of low enrollment. While all effort is taken to provide educational opportunities to meet the needs of all students, on occasion, courses must be cancelled. Generally, a minimum of ten students must be enrolled in an advanced placement or dual enrollment course in order for the course to be offered. However, the course may be dropped if a suitable alternative is available for students. Other elective courses will be offered with a minimum enrollment of fifteen, unless state regulations require an enrollment of fewer than fifteen students. Freshman and sophomore students may not be afforded the opportunity to enroll in a course if all seats in all sections of the course are taken and a junior or seniorlevel student must enroll in that course in order to complete graduation requirements. Those freshman and sophomore students who are dropped from an elective course will be given first rights in reserving a seat in the course the following school year. Additional sections may be opened in a school year if there is sufficient enrollment and teaching staff is available.

11 Course Withdrawal Penalty Students attending a block schedule school may drop A course only during the first 10 days of the semester; students attending a traditional calendar school may drop a course only during the first 20 days of the school year. Students withdrawing after that time will receive a grade of F for that course. Students have the first 20 days to withdraw from an AP class without grade penalty. Withdrawal from an EOC Course 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/hybrid schedule. The10/20 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 as follows: 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. Promotion Requirements Students will be required to meet current promotion requirements as determined by board policy: High Schools 9-12 Block Schedule for Incoming Freshmen: Grade 9 to 10 - A minimum of 6 units cumulative must be earned. Two of which must include: o English 1 o Math 1 or higher o A Core Science o A Core Social Studies Math 1 End of Course (EOC) test must be taken by end of 10 grade year to be eligible for promotion Grade 10 to 11 - A minimum of 13 units cumulative must be earned, which must include two additional from: o English 2 (EOC must be taken by end of 10 th grade) o Math 2 or higher o A Core Science o A core Social Studies Grade 11 to 12 - A minimum of 18 units cumulative must be earned, which must include two additional from: o English 3 o Math 3 or higher o Biology (EOC must be taken by end of 11 th grade) o A core Social Studies Graduation A minimum of 22 units and successful completion of any other state or local standards must be earned according to School Board Policy (MCS 5540). Students transferring into a Moore County school who have been promoted under their previous school s standards will retain their pre-transfer grade level. Transfer students must then meet local promotion standards for subsequent grade level promotion.

12 Transfer Credit Students transferring from another public school system, a charter school or a non-public school accredited by one of the six regional accrediting associations** into MCS will receive: 1. Credit for all courses approved by the sending school. 2. Weighted credit for a course designated by the sending school system as Honors or AP only if a comparable course is designated Honors or AP in the current MCS High School Program of Studies handbook. All requests should be submitted to the receiving MCS school for review and evaluation. The receiving school may request additional documentation, which may include, but is not limited to student work samples and artifacts. The school will inform the parent/guardian of the approval decision within 2 weeks of the submission. If the course is approved, the following applies: Grades will be recorded as Pass (P) or Fail (F) and will be identified on the transcript as non-mcs grades. Course Information The following guidelines must be met by any student who is transferring from a non-accredited, non-public school, or Home school and may be seeking graduation credits for those courses successfully completed while attending the non-public or Home school: 1. The parent/guardian must read and sign the transfer credit parent form and provide a copy to the receiving school prior to beginning the transfer credit process. 2. The parent/guardian must provide clear and concise attendance records for the student. If the incoming student was Home schooled prior to turning 16 years of age, proof of the Home school s approval by the North Carolina Division of Non-Public Education is required and must be submitted to the school in a timely manner. 1. Transfer students requesting credit from a nonac- credited program are required to have the institution provide the following documentation to the receiving MCS School: 2. Course title(s), materials used, total number of contact hours per course, attendance record(s), scores of any standardized tests associated with the specific course(s) and complete syllabus with topics and number of hours included. Please Note: Clear alignment to the appropriate North Carolina Standard Course of Study or the Essential State Standards must be evident in order to receive assignment of credit. The approved courses will not be included in calculation of GPA or class ranking at the school. Six Regional Accrediting Associations Middle States, New England, North Central, Northwest, Southern, and Western Associations of Colleges and Schools Credit Recovery Program High School students who have failed an academic core course can take a District adopted/approved online course that is self-paced and based on a mastery of individual units. Participation requires principal approval. The purpose of credit recovery is to provide an opportunity for each student who failed a course to accelerate and to complete courses based on individual needs, and to meet specific graduation requirements. Students must pass the online examination to earn credit, and will receive a pass/fail grade. (The grade of pass/fail will not be calculated into a student s GPA.) Please note: This course (credit recovery) does not meet the NCAA Eligibility Center Requirements. If you plan to participate in collegiate athletics, the eligibility center has not approved this class to count towards the NCAA eligibility standards. Transferring Between High Schools If students transfer between high schools that operate on different schedules (block, traditional or a hybrid), consideration will be given to ensure the least amount of impact to the student s on time graduation status. The following is an example of a formula that could be used to compute graduation requirements: (# of years at block x 8) + (# of years at traditional x 6) minus 3 = number of units required for graduation

13 Other Information Enrollment in Off Campus Courses All high school students are expected to attend school on a full-time basis. Students who have advanced beyond all of the course offerings of MCS in the areas of mathematics, science and/or world languages (courses above Level IV) may request principal permission to attend classes on college campuses. Written approval from the high school principal must be obtained during the spring semester high school registration period. No approval will be granted after the end of the registration period. Virtual Learning NC Virtual Public Schools (NCVPS) North Carolina Virtual Public Schools (NCVPS) and MCS 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 online course delivery, students have access to courses taught by highly qualified teachers. Students will be taught by NC certified teachers and the grades that they earn in their online course will transfer to their school and become part of their academic record. MCS and NCVPS provide courses that augment a student s program of study as offered by the home school. MCS 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 and the Virtual Learning office must approve any distance learning prior to the student s enrollment in the program. The following are examples of courses currently offered in NCVPS: English Language Arts English I Honors English I English II Honors English II English III Honors English III English IV Honors English IV Mathematics Advanced Functions and Modeling Algebra 2 Honors Algebra 2 Geometry Honors Geometry Social Studies Civics and Economics Honors Civics and Economics Psychology Honors Psychology World History Honors World History Science Honors Anatomy & Physiology Biology Honors Biology Chemistry Honors Chemistry Science (continued) Earth and Environmental Science Honors Earth and Environmental Science Forensic Science I Forensic Science II Physical Science World Languages French I, French II Latin I, Latin II, Honors Latin III Spanish I, Spanish II Honors Spanish III, Honors Spanish IV Career and Technical Education Entrepreneurship I Marketing Microsoft Word and PowerPoint, Publisher Microsoft Excel/Access Scientific Visualization I Electives Digital Photography I Digital Photography II Journalism Music Appreciation SAT Prep Other courses include test preparation, credit recovery, and Occupational Course of Study (OCS)

14 Career and College Promise The Career and College Promise program is designed to provide seamless dual enrollment educational opportunities for eligible North Carolina high school juniors and seniors in order to accelerate completion of college certificates, diplomas, and associate degrees that lead to college transfer or provide entry-level job skills. MCS students may take community college course work at Montgomery Community College and Sand hills Community College in one of following pathways: College Transfer Pathway Career and Technical Education Pathway College Transfer Pathway The College Transfer Pathways provide several hours of tuition free college credits as part of the Universal General Education Transfer Component (UGETC) courses, which are guaranteed to transfer for general education equivalency credit to each of the 16 UNC institutions. Juniors and seniors may take courses in one of four areas leading to a minimum of 30 hours of college transfer credit. Many courses can be used to provide dual credit to meet both high school and college requirements. Career and Technical Education Pathway Career and Technical Education Pathways are programs of study to provide expanded opportunities for eligible high school students to participate in career and technical education tuition free courses and to expose students to a variety of high-skill career options. Juniors and seniors may take courses in designated areas leading to a certificate or diploma aligned with one of sixteen Career Clusters. Courses may be used in partial or complete fulfillment of a four-unit high school career cluster. For more information about the Career and College Promise program, including courses offered and eligibility requirements, please visit the MCS Career and College Promise webpage at (click Departments, Career and Technical Education, Career and College Promise). Academic Opportunities Opportunities for academic challenge are offered to students through Advanced Placement (AP) options and the Honors program. The Honors curriculum and the AP curriculum (as established by the College Board) have a more demanding and rigorous curriculum than regular classes. Honors Courses The overall purpose of Honors courses is to provide a more rigorous curriculum in which instruction is expanded and special activities focus appropriately on both depth and breadth of content. Instructors place additional emphasis on the application of content within each course and across related disciplines. Honors courses require advanced reading lists, advanced writing assignments, and independent study/projects. Additional activities may include follow-up assignments on enrichment activities and a portfolio collection of work. You may enroll in an Honors course if you possess the appropriate prerequisite courses and choose to participate in this more rigorous course of study. Advanced Placement Courses The AP program offers able and ambitious students an opportunity to study college-level course curriculum. Students may study challenging subjects of interest in a variety of areas: arts, English, world language, mathematics, science, and social studies. and to prepare for a national AP exam, which is required of all students enrolled in an AP course. AP examinations are administered in the spring of each school year. Many colleges grant college credit or advanced placement or both based on AP exam scores. Honors and AP courses receive weighted credit in computing the student s grade point average (GPA). Each student is required to take the appropriate EOC assessment the first time the student takes the course even if the course is an honors or AP Course. Students enrolled in honors courses will be allowed to continue in those courses if they transfer from one high school to another within Moore County Schools. 5

15 Advanced Placement (AP) Testing The College Board will coordinate the national administration of the Advanced Placement exams during May in the following areas: Art History, Biology, Calculus AB, Calculus BC, Chemistry, Chinese Language and Culture, Computer Science A, Economics-Macro and Micro, English Language and Composition, English Literature and Composition, Environmental Science, European History, French Language and Culture, German Language and Culture, Government & Politics - U.S. and Comparative, Human Geography, Japanese Language and Culture, Latin, Music Theory, Physics 1 and 2, Physics C, Psychology, Spanish Language, Spanish Literature, Statistics, Studio Art: Drawing and Design, 2-D, 3-D, US History, and World History. AP Course Credit Students enrolled in Advanced Placement courses are expected to take the AP national exam administered in May, which is provided at no cost to the student. Students earn AP quality points in all AP courses, regardless of their performance on the AP exam. Potential college creditor advanced placement opportunities are dependent solely upon AP exam results. Most AP science and art portfolio courses require a co-requisite lab in order to earn course credit. Students taking AP lab courses may opt to take the lab as Pass/ Fail, which does not affect the student s GPA, or for a non-weighted grade which is included in calculating the GPA. An AP Lab Waiver Form must be signed by the student and parent prior to enrolling in the lab course with the understanding that graded classes will be averaged into the student s grade point average (GPA) on a 4.0 weighted scale. Academic Recognition Students may pursue the MCS Distinguished Scholar Endorsement, which requires the student to complete all state and local content graduation requirements and a minimum of 28 credits. Criteria for the MCS Distinguished Scholar Endorsement can be found within the MCS Policy 5540, Graduation Requirements. In addition, the NC State Board of Education has approved the recognition of five high school diploma endorsements for students graduating from high school in 2015 and later. NC BOE Academic endorsements are: North Carolina Academic Scholar Endorsement North Carolina Career Endorsement North Carolina College Endorsement North Carolina College/UNC Endorsement North Carolina Global Language Endorsement Criteria for each of these State Board of Education endorsements can be located within the State Board of Education Policy GCS L-007. Recognition of Honor Graduates Honor candidates recognition may be included in the graduation program in the following format: Seniors with a weighted GPA of: * Cum Laude candidates, * Magna Cum Laude candidates; and, 4.5 * and higher Summa Cum Laude candidates. Each high school will also recognize a valedictorian and salutatorian. * GPA averages are not rounded up Non-Credit Driver Education Extended-day driver education classes will be available to students who are 14 ½ years old by the starting date for the Driver Education Class. During the traditional school year, classes begin 15 minutes after school ends and run three (3) hours. Times vary by school, so home schooled or private school students should contact Pinecrest, Union Pines or North Moore High Schools for times. Class schedules are subject to change. If changed, announcements will be made at the home school. Classes are not held on early dismissal days, workdays or if school activities are cancelled due to inclement weather or unforeseen situations. Summer driver education will be available for students who will reach their 14 1/2 birthday by the starting date of the Driver Education Class. Driver s Education information may be accessed on the MCS Webpage under Student and Parent Resources. Under Dropout Prevention/Drivers License legislation passed in 1998, students under the age of 18 who drop out of school or do not pass 70 percent of their courses are subject to having their permit/license suspended. Other Information 5

16 Home/Hospital Services A MCS student maybe eligible for Home/Hospital services if he/she is medically or physically unable to attend school for four weeks or longer as documented by a physician. Home/Hospital services are provided on a temporary basis, and the goal is to return the student to the regular school program as soon as feasible unless there is medical information which would require the service to be extended. Home/Hospital teachers provide instructional services so that a 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. Section 504 Students who do not qualify for exceptional children s Services under the Individuals with Disabilities Education Act (IDEA) maybe entitled to support under Section 504 of the Rehabilitation Act of A student maybe found disabled under Section 504 if he/she: has a physical or mental impairment which substantially limits one or more major life activity (i.e. learning, behavior, seeing, walking, and so forth), has a record of impairment or is regarded as having an impairment. Students eligible under Section 504 may be entitled to supports and services which are delivered through a 504 plan. For a list of frequently asked questions about Section 504, please visit The Section 504 District Contact for Moore County Schools can be reached by calling (910) Non-Discrimination Policy In compliance with federal laws, Moore 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, marital status, parental status, or gender, except where exemption is appropriate and allowed by law. Refer to the MCS Board of Education s Discrimination Free Environment Policy for a complete statement. Contact information Inquiries or complaints regarding Title IX should be directed to the Moore County Schools Compliance Officer, P.O. Box 1180, Carthage NC 28327, (910) Inquiries or complaints regarding Section 504 should be directed to the Director of Exceptional Children, 160 Pinckney Road, Carthage NC 28327; (910) CFNC.org 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 CFNC. High school students and their parents are encouraged to take advantage of this service and Moore County school 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. EOC Testing End-of-Course Testing Program Students enrolled in Math I, Biology, and English II are required to take the North Carolina READY End- of-course (EOC) test. The EOCs are used to sample a student s knowledge of subject-related concepts as specified in the NC Standard Course of Study and to provide a global estimate of the student s mastery of the material in a particular content area. All EOCs will be administered at the end of the semester (block schedule) or the end of the year (hybrid/block schedule). Schools shall use results from all EOC tests as twenty percent (20%) of the student s final grade for each respective course. Each student shall take the appropriate EOC assessment the first time the student takes the course even if the course is an honors or Advanced Placement course.

17 Students enrolled for credit must participate in the appropriate EOC regardless of course delivery (e.g., traditional classroom, NC Virtual Public School, etc.). Students who are identified as failing a course for which an EOC is required shall take the appropriate EOC assessment. Students shall take the appropriate EOC assessment at the end of the course regardless of the grade level in which the course is offered. Preliminary Scholastic Assessment (PSAT) Test/National Merit Scholarship Qualifying Test The Preliminary Scholastic Assessment Test/National Merit Scholarship Qualifying Test (PSAT/NMSQT) or more often simply called the PSAT is nationally administered by the College Entrance Examination Board (CEEB), and assesses students in three areas: Reading, Writing and Mathematics. The PSAT is used to help students practice for the Scholastic Assessment Test and to qualify for scholarships and recognition from such programs as: Math sections allow the use of a calculator and employ multiple choice questions and constructed responses to measure how well students understand and apply mathematics to new situations and non-routine problems. The section on Writing includes multiplechoice questions on grammar and usage and a studentwritten essay. The focus of the Redesigned SAT shifts to evidencebased reading and writing and application-based math questions. The reading section will no longer contain sentence completions and the vocabulary will be less esoteric. Passages will be pulled from significant historical or scientific documents and will focus on support for answers based on evidence in the passages. Math problems will deal with problem-solving and data analysis. The essay will be optional. The SAT is one of the admissions tests used by postsecondary institutions to assist in selecting students. The SAT is administered at selected sites nationally. Students must pay and register online or by mail several weeks prior to the test date. Registration information is available in the school counselors office at each high school and at National Merit Scholarships, National Achievement Scholarships for Outstanding African American Students, National Hispanic Scholar Recognition Program, Student Search Service, and Some statewide and national industry scholarship competitions. Registration information will be available in the school counselors office at each high school. SAT The SAT is an optional test nationally administered by the College Board. It assesses students in three areas: Reading, Writing and Mathematics. The SAT will undergo revisions during the school year. The Redesigned SAT will be administered for the first time in March of The PSAT 2015 will reflect the redesigned format in order to better prepare students for the new SAT. Currently, Critical Reading skills are assessed by multiple choice questions using: critical reading passages, paired passages, vocabulary in context and sentence completion. ACT The ACT college readiness assessment is a curriculum and standards-based educational and career planning tool that assesses students academic readiness for college. All students in grade 11 take the ACT Plus Writing which has five sub scores: four multiple-choice tests covering skill areas of English, mathematics, reading, and science; the Writing Test measuring skill in planning and writing a short essay. Students in grade 10 take the ACT PLAN test. This test is designed to help students prepare not only for high school coursework, but for college and career success. The ACT PLAN contains four curriculum-based assessments: English, mathematics, reading, and science. It also contains an Interest Inventory that will match a student s interests and skills with college and career goals. The ACT is also administered at selected sites nationally. For these administrations, students must pay and register by mail several weeks prior to the test date. Registration information is available in the school counselors office at each high school. In the U.S., the ACT is administered on six national test dates: in September, October, December, February, April, and June. There is no charge for the state administration of the ACT or PLAN. More information is available at Other Information

18 CTE Post-Assessments Career Technical Education (CTE) post-assessments are end-of-course tests provided by the Department of Public Instruction and are required in most CTE courses. These assessments provide documentation of the individual student s attainment of technical competencies based on the goals and objectives of the CTE Essential Standards document. Scores are reported to the Department of Public Instruction (DPI) and are used to evaluate programs and the system-wide attainment of performance standards. Such assessment information is also a requirement of the Carl D. Perkins Career and Technical Education Act. The Perkins Act is a federal program that provides increased focus on the academic achievement of career and technical education students, strengthens the connections between secondary and postsecondary education, and improves state and local accountability. For CTE courses included in either the North Carolina Community College Articulation Agreement or the MCS/Sandhills Community College (SCC) and MCS/Montgomery Community College (MCC) Local Articulation Agreement, students who earn a score of 93 or better on the CTE post-assessment and make a B or better in the course may receive advanced placement credit. WorkKeys ACT WorkKeys is a job skills assessment system that helps employers select, hire, train, develop, and retain a high-performance workforce. ACT WorkKeys tests help students determine if they have the skill levels required for various careers. WorkKeys assessments will be administered to CTE Concentrators during their graduating year at no cost to the student. The ACT Work Keys includes three assessments: Reading for Information, Applied Mathematics, and Locating Information. Taking the WorkKeys assessments is an important first step to prepare for education, training, or a career. For more information on WorkKeys, see www. act.org/workkeys. NC Career Readiness Certificate (NCCRC) The North Carolina Career Readiness Certificate (NCCRC) ensures that an individual student has obtained certain foundational skills that are important across a range of occupations. The NCCRC offers students, parents, individuals, employers and educators an easily understood, conveniently attained and universally valued credential that will contribute to the state s workforce and economic development objectives. Recipients are awarded certificates of Platinum, Gold, Silver or Bronze depending on their skill levels in Applied Mathematics, Reading for Information and Locating Information. The certificate can complement diplomas, degrees and resumes. It also can potentially provide job seekers an advantage in the interview process. W.I.D.A. and ACCESS for ELLs 2.0 The North Carolina State Board of Education (SBE) approved the adoption of the WIDA Consortium English language development standards beginning with the school year. The administration of this assessment is a requirement for all students who identify a language other than English during the Home Language Survey process. The test functions as a screener used for both the initial assessment and the English as a Second Language (ESL) program placement of students identified as limited English proficient (LEP). The annual test, Assessing Comprehension and Communication in English State-to State for English Language Learners (ACCESS for ELLs 2.0 ), is North Carolina s required assessment that complies with Title III of the federal No Child Left Behind (NCLB) legislation. This annual assessment of all students identified as limited English proficient measures student English language proficiency, performance and progress in the areas of listening, speaking, reading, writing, and comprehending English [ref. Title I, SEC (a) (7)], including students who receive special education services. Because of this federal legislation, all students identified as LEP are tested annually, during an established testing window as designated by the NCDPI, on the ACCESS for ELLs 2.0 or the Alternate ACCESS for ELLs.

19 Student Attendance K-12 MCS believes that attendance in school is central to a student s educational achievement and a student s success in school. Furthermore, MCS considers attendance and participation in class an integral part of the teaching and learning process. Regular attendance develops patterns of behavior essential to success in life after high school, both personally and professionally. The State Board of Education requires that students be enrolled in the public schools for at least 5.5 hours of instruction daily or 27.5 hours weekly. Students will be assigned to a full instructional day, unless they receive appropriate approvals. A. Lawful Absences Excusable absences permitted by NC State Board of Education Attendance Rules: (a) Illness or injury (b) Quarantine/Isolation by State Board of Health (c) Death in Family (d) Medical/Dental Appointments (e) Court proceedings (f) Religious events or observances (g) Valid Educational opportunity (h) Military Deployment/return ( MCS Policy 6024) (i) Local School Board exception (j) Suspension (k) Expulsion 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. Homebound Placements Homebound placements are based on medical recommendations and students are credited as in attendance when pre-approved by the appropriate official in the Moore County Schools. 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 within the specified period as defined by the teacher. E. Absence Documentation Requirement Parents/guardians are requested to contact school officials immediately when unanticipated absences occur. 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. 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. Note: Juniors will be allotted one college day in the spring; prior approval note is required. Seniors are allotted one day in the fall. 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. 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). Students may, with the approval of school principal or designees attend an authorized school activity and are considered in attendance. Such activities include, but may not be limited to, job shadowing and other work based learning activities, field trips, athletic contests or other competitions, student conventions, music festivals, concerts, or similar activities approved by the school. Assignments missed for these reasons are eligible for make up by the student. The student is responsible for finding out what assignments are due and completing them within the specified time period. G. 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 less than sixteen years of age. North Carolina General Statute (G.S.115C-378) requires attendance until the age of sixteen (16).

20 High School Attendance Requirements Records are kept on each student s attendance for the duration of each course (period by period). Each student s attendance record is assessed during the length of the course. School attendance has been identified as a critical component to academic success. According to SACS (Southern Association of Colleges and Schools) accreditation standards, course credit is granted based on defined performance criteria and a minimum of 130 clock hours of instruction. However, Moore County Schools and NCSBE requires 135 Clock Hours of attendance. Excessive Lawful Absences The Moore County Schools Attendance Policy 6000 states, Students in grades 9-12 who are absent from a class more than eight (8) days during a semester course shall not receive credit for the semester or year where applicable. The maximum numerical grade recorded for such a student for the semester or for the year shall be sixty (60). Any student who misses more than eight (8) days in a semester or A/B class may not receive credit for that class, even if the student s grade is passing. Students are expected to make up work assigned during the lawful absence(s) within three school days of the student s return to school, or as scheduled with the teacher. The ultimate responsibility for makeup work lies with the student. Unlawful Absences 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. Notification Of Absences The following schedule will be used to notify parents/guardians of student unexcused absences: After 3 absences by principal or designee After 6 absences in writing After 10 absences as aligned with G.S. 115C 38) Methods of notification vary from school to school but can include personal telephone messages, computer- generated telephone messages, letters, conferences, and home visits. 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. Schools may also communicate attendance information to parents through the district s automated Student Information System. State Mandated Attendance Policy 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 less than sixteen years of age. North Carolina General Statute (G.S.115C-378) requires attendance until age sixteen. Students who are absent 13.5 days in a semester will not be eligible to play sports (NCHSAA) and may lose driving privileges. Reminder: Attendance is taken each period. For state attendance purposes, students must be in school for at least half a day to be counted present. Absences Procedure Attendance in class is essential to the mastery of subject matter; therefore, students are expected to be present in class every day. Any student absent from class or school must present a note from the proper authority within three (3) days. Failure to bring a note, and submit it to the designated/appropriate person or office as determined by the high school administration will result in the absence being coded unexcused. The written note, must be signed by the parent/guardian, and presented to the school within 36 hours (three days) of the absence. The note must include the date(s) of absence and state the reason for absence. Student must be present more than half of the period in order to be considered in attendance. Excessive Absences - Impact to Credit Students present less than 46 minutes in a class will be counted as absent. Any student who accumulates more than eight (8) absences will receive a failing grade of FF. A FF is issued to students who passed a course academically but have exceeded the allotted absences. All students have the right to appeal their absences. FFs revert to a grade of 60 at the end of the school year, if makeup time is not completed or an attendance waiver granted.

21 Attendance Recovery Programs Due to seat time requirements set by the state, a student who misses more than 8 days (excused or unexcused) must recover that time in a school based program such as a Saturday Attendance Academy, After School Recovery Period, or other school sponsored attendance recovery programs to recover their missed class time. All excused and unexcused absences between (9 and 20) must be recovered. Students who have less than 20 total absences have the right to appeal their absences to the Attendance Appeals Committee. The purpose of these attendance recovery programs is to provide the opportunity for students to make up excess absences that might otherwise cause the student to lose credit for a class. Students who do not recover their absences and have not been approved to waive the recovery generally will not be considered for appeal. Any student who receives over 20 absences cannot meet the 135 hours seat time to receive credit and may not appeal unless they have extenuating circumstances documented with doctor or court notes. Please note that a waiver of the requirement of recovering the missed days can be approved if there are circumstances that preclude the student from attending the recovery program. Any waiver must be pre-approved by the designated administrator within your school. Attendance waivers will be considered on a case by case basis. Request for Attendance Appeal Under extenuating circumstances, a student may appeal excessive absences. It is the student s responsibility to appeal absences. The Attendance Appeal Form is available for pick up at the student s school. The process for completion of the Attendance Appeal form includes the classroom teacher fills out the dates of absences and codes either excused or unexcused. The Attendance Appeal is returned to the student to take home for signature by parent or guardian. After the parent or guardian signs the Attendance Appeal, it is the student s responsibility to return the form to the appropriate designated office by the specified deadline. Attendance Appeals will not be approved for the following circumstances: Excessive absences without proper medical documentation Unexcused absences Repeat appeals Lack of proper documentation The deadline for submitting Attendance Appeals for the first semester will be two weeks prior to the end of the semester. The deadline for submitting Attendance Appeals for the second semester will be two weeks prior to the end of the semester. 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. Fieldtrips: Students are considered present in school when on fieldtrips 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 one-half of the class period is required for the student to be counted present. Suspensions: By state statute (G.S.115C-391), out-of-school suspensions are counted as lawful absences and provided an opportunity to makeup work. Make Up Work All incomplete work due to a student s absenteeism must be made up under the direction of the classroom teacher. If the work is not made up within the allotted time, a failing grade may be recorded for the incomplete work and averaged accordingly. It is strongly recommended that students who miss tests due to excused absences make up these tests before or after school. The specific time for making up these tests, however, must be prearranged with the class instructors.

22 NC Athletic Association Membership Athletic Participation: The North Carolina High School Athletic Association (NCHSAA) has its own attendance requirements for student participation. All of the Moore County high schools are members of NCHSAA and their players/participants must meet those requirements. Students are responsible for having knowledge of and meeting those requirements; coaches and school athletic directors can provide complete information regarding NCHSAA regulations. All absences whether they have been made up or not, count towards North Carolina High School Athletic Association (NCHSAA) attendance eligibility. Requirements for Athletic Participation Academics In order to participate n any sport, a student in a 4x4 block schedule must pass three out of four courses for the semester immediately prior to the semester of participation, meet LEA promotion requirements and meet any additional individual school requirements. Students on a traditional schedule must pass five courses the previous semester to be eligible. Lab courses that a student is taking for credit but which are listed as an audit class do not carry a grade and do not count toward passing the minimum number of courses passed per semester. Minimum Grade Point Average (G.P.A) In addition to academic requirements established by the North Carolina High School Athletic Association, high school students must also earn a minimum GPA for the previous semester. Students in grades must earn a minimum 2.0 weighted GPA for the previous semester. First-year freshmen have no GPA requirement for their first semester upon entering the ninth grade, but must earn a 1.5 weighted GPA for the first semester in order to be eligible for the second semester. Attendance To be eligible for athletic participation, students must also 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, summer school and/or any other means to makeup academic work. Note: In determining attendance, ALL absences count towards the total. In addition to the aforementioned academic and attendance requirements, there are several other requirements established by the North Carolina High School Athletic Association that govern athletic eligibility in North Carolina. These NCHSAA eligibility requirements include: Age and Birth Date: A student may not participate in any sport if his or her 19 th birth date comes on or before August 31st of the present school year. Eight Semester Rule: A student may not participate at the high school level for a period lasting longer than eight consecutive semesters, beginning with the student s first enrollment in the ninth grade. Medical Examination: a player must receive a medical examination once every 365 days by a duly licensed physician, nurse practitioner or physician s assistant. Student-athletes and their parents must complete the concussion awareness form annually, prior to participation. Promotion Standards: All students must meet local promotion standards set by the MCS. A set number of total units earned must be met in order to be promoted to the next grade level (see page 8 of this book). Residence Requirement: a student is eligible to participate at the school to which he or she is assigned by the Board of Education. Transfers within the MCS administrative district are governed by local Board of Education Policy. The athletic director and coaches at each high school can tell you what sports are offered at your school. Athletic Participation Form and Proof of Residency Once each school year, high school student athletes and their parents will be required to complete an Athletic Participation Form. The form must be completed and on file with the school prior to participation in a contest. Along with the Athletic Participation Form, parents must submit two documents as proof of residence.

23 College Bound Student Athlete To play sports as a freshman in NCAA Division I and Division II, you must meet specific standards. You must graduate from high school and make at least the minimum required grade-point average in 16 core academic classes for Division I and 16 core academic classes for Division II. NCAA Division I Core Academic Course Requirements 4 years English 3 years math (Algebra I or higher) 2 years social science 2 years natural or physical science (including one lab course, if offered by the high school) 1 year of an additional course in English, math or natural/physical science 4 additional years of academic courses in any of the above areas, or in world language, philosophy or comparative religion Beginning with those who enroll in NCAA Division I colleges in 2008 or later, students must meet al l of the requirements above with three years of math (Algebra I or higher level) and four additional years of academic courses. NCAA Division II Core Academic Course Requirements 3 years English 2 years math (Algebra I or higher) 2 years natural or physical science(including one lab if offered by high school) 2 years social science 3 years of additional English, math or natural/physical science. 4 years of additional courses (from any area above, world language, or comparative religion/ philosophy. The grade-point average requirements are for the 16 core courses, in Division I and the 16 core courses in Division II, not the overall GPA. Be sure to look at your high school s list of NCAAapproved core courses on the Eligibility Center s website to make certain that the courses being taken have been approved as core courses. Only courses that appear on your schools approved List of NCAA Courses will be used in the calculation of the core GPA. Use the list as a guide. The Eligibility Center s website is Division I Core GPA required to receive athletics aid and practice on or after August 1, 2016, is Division I Core GPA required to be eligible for competition on or after August 1, 2016, is The Division II core GPA requirement is a minimum Students should work with their high school counselor and coach to make certain their class schedule is on track to meet the NCAA guidelines. NCAA Eligibility Center Certification If the student intends to participate in Division I or II athletics as a freshman, then he/she must register and be certified by the NCAA Eligibility Center. Fee Waivers High school counselors may waive the application fee if the student has previously qualified for and received a waiver of the ACT or SAT fee. Test-Score Requirements (SAT, ACT) In Division I and II, the student must achieve the minimum required SAT score or ACT score before his/her first full-time college enrollment in order to qualify. Additional Information Athletic information included is provided as a resource. Specific questions or clarifications of athletic information and/or eligibility should be addressed to the school s athletic director. For more information regarding the rules, please go to Click on Academics and Athletes then Eligibility and Recruiting Or visit the NCAA Eligibility Center Website at Please call the NCAA Eligibility Center if you have questions: Toll-free number: (877) Other Information Extracurricular

24 Career and Technical Education Why Should You Take Career and Technical Education (CTE) Courses? U.S. Department of Education data indicates that students who focus on Career and Technical Education in high school are overall more likely to graduate. CTE leads to: High skill, high wage, and high demand occupations A head start on a college degree by earning college credits while in high school Skills that provide an earning advantage both during and after high school through nationally recognized certifications Hands-on work-based learning with the business community through activities such as apprenticeships, internships, cooperative learning and job shadowing. In Moore County Schools: CTE Concentrators have a 94% graduation rate for school year. Follow-up studies conducted with the CTE concentrator from the class of 2015 show 92% went onto further education, advanced training, military service, or employment after high school s graduation. CTE students have the opportunity to earn college credit (over 200 courses) while in high school. 34.1% of graduates in 2015 completed a focused sequence of four or more credits in CTE pathway. CTE students earned 716 industry standard certifications and/or credentials during CTE students also have the opportunity to take work-based learning courses, such as Apprenticeships, Internships and Co-Operative. CTE students can also earn articulation credit with over 50 CTE courses. To qualify for the articulation credit, students must score 93 or better on the exam as well as a B in the course. Whether planning to enter the workforce before or after college, all students benefit from both a strong academic foundation and the specialized technical skills to be successful in today s world. Career and Technical Education (CTE) course sequences may be combined with required academic courses to assist students as they prepare for two and four-year degree programs in technical fields. CTE course sequences are developed in collaboration with business and industry partners and aspire to reflect the trends in current and emerging careers and the need for life-long learning. Students who elect to pursue a CTE concentration must earn at least four CTE credits in a specific career cluster. At least one of these credits must be from an advanced level capstone course. Career clusters contain courses within a focused technical area that provide students with the knowledge needed to make educated choices about career goals and the post- secondary education needed to reach those goals. A list of CTE courses in each career cluster can be found in the CTE section of this book. Career clusters are applicable to students who entered ninth grade for the first time in or later. Students should work with their parents, counselors and teachers to identify their interests, abilities and talents. Students will develop an individualized high school plan that will prepare them for career goals and the post secondary education needed to help them reach their goals. Careers are as diverse as student interests; therefore MCS offers more than 100 CTE courses in 12 Career Clusters. The selection of a CTE Career Cluster concentration is not a permanent commitment and can be changed if student interests change; however, students should work closely with their school counselor and Career Development Coordinator to determine the effect that changes may have on meeting CTE Career Cluster requirements. Earning College Credit While In High School MCS along in conjunction with Montgomery Community College and the Sand hills Community College have adopted the North Carolina High School to Community College Statewide Articulation Agreement which awards college credit at North Carolina community colleges to students completing select CTE courses. Under the current state articulation agreements, MCS high school students have the opportunity to earn college credit prior to graduation by earning a score of 93 or higher on the CTE EOC post-assessment and earning a grade of B or better in their high school CTE course. See your school counselor or Career Development Coordinator for additional information and an advanced standing agreement application. High School Options Career and Technical Education For more information about CTE visit the MCS Web site at: and click Departments, Career and Technical Education

25 Career and Technical Education OPTIONS CTE PREPARES STUDENTS FOR CAREER AND COLLEGE CTE courses combined with the required math, science, English, and career/technical course sequences will provide every student with the opportunity for a focused course of study related to his/her career goal. CTE concentrators can meet college course requirements and have the multiple options of enrolling in a four-year college or university, a community college, or entering adult apprenticeship programs. This course of study prepares students to enter technical careers after completing two or four years of college studies. A complete listing of CTE courses and the CTE clusters can be found in the CTE section of this registration book. Multiple Options Course of Study Course of Study English 4 Credits Science 3 Credits English Math - 4 credits Credits Science - 3 credits Social Studies 3 credits Math - 4 credits Or 4 credits for ninth graders Social Studies - 3 credits Entering in or later or World 4 credits Language for ninth graders 2 credits in the entering same language in are or later. required for the UNC System World Language - 2 credits in the same Health/PE language are -1 credit required for the UNC System Career and Technical 4 credits In a Health/PE Career and - 1 Credit Technical Education Career Cluster Career including and Technical a second - 4 credits level In a Career advanced and Technical course. Education Career Cluster including a second level advanced course. See your See your school counselor for school counselor for specific math specific math course course requirements for the UNC requirements for the UNC System. System Adult Apprenticeship Adult Apprenticeship Bachelor s Bachelor s Degree Degree Associate s Associate s Degree Degree Certificate Certificate or or Diploma from from a a Community Community College College Career Career Ready Ready

26 Career and Technical Education Career Clusters Career Clusters are broad groupings of occupations/ career specialties, organized by common knowledge and skills required for career success. Career Clusters identify courses that help students transition from high school to two-and four-year colleges and the workplace. By carefully choosing course sequences in a cluster, students can link what they learn in school to their future career plans. All CTE courses align to the Career Clusters. Each course is placed in a Career Cluster based on a set of knowledge and skills common to careers in the Career Cluster. Current industry standards identify what the student should know and be able to do. The courses prepare students for success in a broad range of occupations/career specialties. Some CTE courses cross over multiple Career Clusters. Moore County Schools offers CTE courses that lead to a concentration in the 14 Career Clusters listed below. Agriculture, Food & Natural Resources Architecture & Construction Arts, A/V Technology & Communications Business Management &Administration Finance Health Science Hospitality &Tourism Human Services Information Technology Law, Public Safety, Corrections & Security Manufacturing Marketing Science, Technology, Engineering & Mathematics Transportation, Distribution & Logistics Not every Career Cluster is offered at each school, but every Moore County Schools student has the opportunity to complete any Career Cluster by combining courses at their home school with courses at the Sand hills Community College or Montgomery Community College. The courses that will count toward CTE concentrator status within a cluster vary depending on the year that the student enters the ninth grade. See the following pages for a list of CTE course combinations that lead to CTE concentrator status current as of press time. Please check (click Departments, Career and Technical Education, Career Clusters) for up-dates. If you have questions regarding CTE courses or the Career Clusters, please contact the Career Development Coordinator or counseling office at your school. CTE completion offers rigorous academics with strong technical skills multiple options after graduation industry certifications articulation agreements allowing students to earn college credits while in high school seamless transition from high school to postsecondary education Make the best decision for YOUR future success, BE a CTE Concentrator!! To be a CTE Concentrator, you must choose a minimum of four credits within a cluster. At least three of the credits must be Foundational. The fourth credit may be either Foundational or Enhancement. Remember to include a Level II course indicated by an asterisk (*) to fulfill the requirements for the CTE Concentrator Course of Study. Please refer to the Career and Technical Education Cluster Work sheet found in the back of the registration book to help plan your course selection. CTE Options Career and Technical Education Career Clusters 33

27 CAREER AND TECHNICAL EDUCATION CAREER CLUSTERS Students entering high school in: Agriculture and Natural Resources Foundation Enhancement SAMPLE CAREERS MCS COURSE OPTIONS CTE COURSE OPTIONS Agricultural Salesperson Calculus Agriculture Applications X Biologist Ecology Horticulture 1 X Farmer Environmental Science (AP) Horticulture 2 X Food Technologist Statistics Horticulture 2 Landscape X Forest & Conservationist Biology Horticulture 2 Turf Grass X Hazardous Material Handler Chemistry Animal Science 1 X Mining Machine Operator Math 1, 2, & 3 Animal Science 2 X Park Ranger Journalism Animal Science X Soil & Water Specialist Health & PE Vet Assisting X Veterinarian Personal Finance Advanced Studies X Water Treatment Plant Food 1 & 2 Career Management X Operator Horticulture Personal Finance X Wildlife Manager or Horticulture Landscape Foods 1 X Technician Horticulture - Turf Grass Foods 2 Enterprise X Foods 2 Technology X Microsoft Word X Microsoft Excel X Marketing X Entrepreneurship 1 X Principles of Business X 46CTE Career Clusters

28 CAREER AND TECHNICAL EDUCATION CAREER CLUSTERS Students entering high school in: Architecture and Construction SAMPLE CAREERS MCS COURSE OPTIONS CTE COURSE OPTIONS Architect Studio Art Career Management X Brick Mason Visual Arts Core & Sustainable X Building Inspector Math 1, 2 & 3 Construction Carpenter Advanced Functions & Modeling Carpentry 1, 2 & 3 X Civil Engineer Discrete mathematics Masonry 1, 2 & 3 X Cost Estimator Statistics Drafting 1, 2 & 3 X Computer - Aided Drafter Calculus Personal Finance X Construction Equipment Operator Electrical/Welding Principles of Business X Intro to Architectural Tech Multimedia & Webpage X Construction Manager Construction Materials Microsoft Word X Electrician Residential Architectural Tech Microsoft Excel X General Contractor Architectural CAD Marketing X Heating, AC and Refrigeration Technician Fashion Merchandising Apparel & Textile 1 X Iron/Metalworker Entrepreneurship 1 X Maintenance Planner Plumber Pipefitter Painter Sheet Metal Worker Foundation Enhancement X CTE Career Clusters 47

29 CAREER AND TECHNICAL EDUCATION CAREER CLUSTERS Students entering high school in: Arts, A/V and Communications SAMPLE CAREERS MCS COURSE OPTIONS CTE COURSE OPTIONS Actors Music Theory Career Management X Audio-Visual Systems Vocal Music Microsoft Excel X Technician Music Specialization Microsoft Word X Camera Operator Theatre Arts Digital Media X Camera Editor AP Studio Art Advanced Digital Media X 3D Animator Visual Arts Principles of Business X Desktop Publishing Debate Personal Finance X Specialist Journalism Multimedia & Webpage X Lighting Designer Speech Marketing X Musician American History Fashion Merchandising X News Analyst World History Apparel & Textile 1 X Reporter Calculus Apparel & Textile 2 X Photographer Math 1, 2 & 3 Entrepreneurship 1 X Printing Press Operator Foreign Language Advanced Studies X Producer Public Speaking Adobe Visual Design X Director Digital Animation 1 Adobe Digital Design X Talent Agent Adobe Video Design X Telecommunications Scientific & Tech. Vis. 1 X Specialist Game Art Design X Writer and Author Advanced Game Art X Foundation Enhancement CTE Career Clusters 48

30 CAREER AND TECHNICAL EDUCATION CAREER CLUSTERS Students entering high school in: Business Management and Administration SAMPLE CAREERS MCS COURSE OPTIONS CTE COURSE OPTIONS Administrative Assistant Year Book - Annual Production Career Management X Bookkeeping Clerk Journalism Microsoft Excel X Budget Analysts Speech Microsoft Word X General Manager Financial Management Principles of Business X Health Services Manager Civics and Governance I Accounting 1 X Human Resources Manager American History Business Law X Meeting and Convention X Math 1, 2 & 3 Entrepreneurship 1 Planner Advanced Functions & Modeling Entrepreneurship 2 X Public Relations Specialist Statistics Advanced Studies X Training Manager Calculus Multimedia & Webpage X Wholesale Buyer Microeconomics Marketing X Retail Buyer Macroeconomics Strategic Marketing X Intro to Accounting Personal Finance X Business Law Business Math Principles of Management Principles of Macroeconomics Principles of Microeconomics Foundation Enhancement CTE Career Clusters 49

31 CAREER AND TECHNICAL EDUCATION CAREER CLUSTERS Students entering high school in: Finance SAMPLE CAREERS MCS COURSE OPTIONS CTE COURSE OPTIONS Accountant Math 1, 2 & 3 Career Management X Actuary Advanced Functions & Modeling Microsoft Excel X Insurance Agent Discrete Mathematics Microsoft Word X Claims Agent Statistics Principles of Business X Credit Analyst Calculus Personal Finance X Financial Counselor Macroeconomics Accounting 1 X Financial Planner Microeconomics Accounting 2 X Loan Interviewer US Government & Politics Entrepreneurship 1 X Loan Officer Business Law Business Law X Securities Sales Agent Business Math Advanced Studies X Tax Preparer Criminal Law Marketing X Title Researcher Trigonometry Strategic Marketing X Title Examiner Criminology Juvenile Justice Foundation Enhancement CTE Career Clusters 50

32 CAREER AND TECHNICAL EDUCATION CAREER CLUSTERS Students entering high school in: Health Science SAMPLE CAREERS MCS COURSE OPTIONS CTE COURSE OPTIONS Athletic Trainer Health & PE Career Management X Dental Hygienist Physical Education Microsoft Word X Dietician Math 1, 2 & 3 Microsoft Excel X EMT Advanced Function & Modeling Health Team Relations X Health Information Tech Discrete Mathematics Biomedical Technology 1 X Home Health Aide Statistics Biomedical Technology 2 X Medical Assistant Calculus Marketing X Medical Lab Tech Anatomy & Physiology Foods 1 X Nurse Biology Entrepreneurship 1 X Occupation Therapist Chemistry Health Science 1 X Optician Physical Science Health Science 2 X Pharmacist Physics Nursing Fundamentals X Phlebotomist Psychology Pharmacy Technician X Physical Therapist Latin Principles of Business X Physician First Aid & CPR Personal Finance X Radiation Therapist Advanced Studies X Respiratory Therapist Surgeon Ultrasound Tech Foundation Enhancement CTE Career Clusters 51

33 CAREER AND TECHNICAL EDUCATION CAREER CLUSTERS Students entering high school in: Hospitality and Tourism SAMPLE CAREERS MCS COURSE OPTIONS CTE COURSE OPTIONS Caterer Visual Arts Career Management X Chef Journalism Microsoft Word X Cook Speech Microsoft Excel X Exhibit Developer Math 1, 2 & 3 Multimedia & Webpage X Event Planner Statistics Foods 1 X Food & Beverage Manager Calculus Foods 2 X Front Desk Supervisor American History Principles of Business X Promoter World History Marketing X Recreation Worker Macroeconomics Hospitality & Tourism X Fitness Worker Microeconomics Entrepreneurship 1 X Resort Manager Foreign Languages Entrepreneurship 2 X Ticket Agent Art History Advanced Studies X Tour Guide Business Math Personal Finance X Foundation Enhancement CTE Career Clusters Tourism Marketing Specialist Travel Agent Wait Staff Principles of Management Front Office Procedures Legal Issues Hospitality Human Resource Mgt Hosp 52

34 CAREER AND TECHNICAL EDUCATION CAREER CLUSTERS Students entering high school in: Information Technology SAMPLE CAREERS MCS COURSE OPTIONS CTE COURSE OPTIONS 3D Animator Math 1, 2 & 3 Career Management X Computer Programmer Advanced Functions & Modeling Personal Finance X Computer Support Specialist Discrete Mathematics Statistics Entrepreneurship 1 Principles of Business X Computer Technician Calculus Microsoft Excel X Cyber Security Analyst Business Law Microsoft Word X Database Administrator Business Math Multimedia & Webpage X Network Administrator Intro to Computers ecommerce 1 X Software Developer Intro to Programming ecommerce 2 X Systems Administrator Intro to Multimedia Adobe Visual Design X Web Designer Digital Animation 1 Adobe Digital Design X Technology & Society Adobe Video Design X Trigonometry Quantitative Literacy Foundation Enhancement X 53

35 CAREER AND TECHNICAL EDUCATION CAREER CLUSTERS Students entering high school in: Manufacturing SAMPLE CAREERS MCS COURSE OPTIONS CTE COURSE OPTIONS Aircraft Assembler Advanced Functions & Modeling Career Management X Computer Control Discrete Mathematics Multimedia & Webpage X Programmer Statistics Microsoft Word X Electronics Assembler Calculus Microsoft Excel X Engine Assembler Math 1, 2 & 3 Cabinetmaking 1 X Machine assembler Intro to Computers Cabinetmaking 2 X Industrial Engineer Intro to Programming Cabinetmaking 3 X Machinist Intro to Multimedia Advanced Studies X Millwright Electrical Marketing X Power Plant Operator Welding Fashion Merchandising X Production Planner Apparel & Textile 1 X Production Supervisor Apparel & Textile 2 X Purchasing Agent Principles of Business X Quality Engineer Entrepreneurship 1 X Safety Coordinator Shipbuilder Tool and Die Maker Welder Foundation Enhancement 54

36 CAREER AND TECHNICAL EDUCATION CAREER CLUSTERS Students entering high school in: Marketing SAMPLE CAREERS MCS COURSE OPTIONS CTE COURSE OPTIONS Advanced Functions & Modeling Advertising Manger Career Management Customer Service Rep Discrete Mathematics Multimedia & Webpage X E-Commerce Director Statistics Microsoft Word X Marketing Manager Calculus Microsoft Excel X Sales Manager Math 1, 2 & 3 Principles of Business X Model Journalism Marketing X Procurement Clerk Debate Fashion Merchandising X Product Planner Speech Marketing Management X Real Estate Agent Principles of Management Entrepreneurship 1 X Retail Sales Supervisor Front Office Procedures Entrepreneurship 2 X Sales Representative Legal Issues Hospitality Strategic Marketing X Human Resource Mgt Hospitality Small Business Owner Advanced Studies Store Manager Business Math Business Law X Technical Sales Specialist Macroeconomics Personal Finance X Telemarketer Microeconomics Hospitality & Tourism X Retail Buyer Foundation X Enhancement X 55

37 CAREER AND TECHNICAL EDUCATION CAREER CLUSTERS Students entering high school in: Science, Technology, Engineering and Mathematics Foundation Enhancement SAMPLE CAREERS MCS COURSE OPTIONS CTE COURSE OPTIONS Aerospace Engineer Calculus Career Management X Biologist Ecology Multimedia & Webpage X Biological Technician Environmental Science (AP) Microsoft Word X Biomedical Engineer Statistics Microsoft Excel X Chemist Biology Drafting 1 X Chemical Technician Chemistry Technology Engineering X Civil Engineer Math 1, 2, & 3 & Design Computer Engineer Discrete Math Scientific & Technical X Drafter Anatomy & Physiology Visualization 1 Electrical Engineer Biology Scientific & Technical X Engineering Manager Latin Visualization 2 Engineering Technician Physical Science Principles of Tech 1 X Environmental Engineer Physics Principles of Tech 2 X Industrial Engineer Intro to Computers Advanced Studies X Mining Engineer Intro to Programming Horticulture 1 X Nuclear Engineer Intro to Multimedia Entrepreneurship 1 X Quality Control Scientist Technology & Society Principles of Business X Research Technician Personal Finance X 56

38 CAREER AND TECHNICAL EDUCATION CAREER CLUSTERS Students entering high school in: Transportation, Distribution and Logistics SAMPLE CAREERS MCS COURSE OPTIONS CTE COURSE OPTIONS Air Traffic Controller Calculus Career Management X Aircraft Pilot Chemistry Microsoft Word X Flight Engineer Math 1, 2, & 3 Microsoft Excel X Aircraft Service Technician Statistics Intro to Automotive Ser. X Automotive Technician Physics Automotive Service 1 X Auto Body Technician Painting & Refinishing Automotive Service 2 X Avionics Technician Non-Structural Damage Automotive Service 3 X Bus Driver Safety & Emissions Advanced Studies X Diesel Engine Specialist Engine Repair Marketing X Flight Attendant Brake Systems Marketing Management X Freight Supervisor Business Law Entrepreneurship 1 X Logistics Manager Business Math Strategic Marketing X Marine Technician Principles of Business X Safety Analyst Personal Finance X Shipping & Receiving Clerk Transportation Supervisor Mechanic Small Business Owner Automotive Repair Tech Foundation Enhancement 57

39 Planning for College? Grades: Aim for high grades throughout high school. If you find that you need additional help in a class, talk with your teacher or counselor. SAT or ACT scores: Taking classes that challenge you and reading everyday will help you score higher on the SAT or ACT. Talk with your school counselor about test preparation programs available at your high school and on CFNC.org. The SAT and the ACT are both college admissions tests but have different formats. Consider taking both to maximize your scores. All high school juniors will be administered the ACT in March by your high school at no cost to the student or the family. Class rank: Your class rank will be determined by your grade point average in relation to others in your high school class. Remember that class rank begins with the first grades you receive as a freshman. Start strong to finish strong! Community activities: Extra-curricular activities, hobbies, and community involvement through volunteerism and work will be considered during the college admission process. Most colleges prefer activities that show long-term interest and commitment rather than a flurry of things that you do in your junior or senior year. Become involved in clubs, sports, and the arts early in high school. College admissions officers also look for evidence of leadership and well-rounded interests. Planning for College If you are planning to continue your education after high school, following the graduation requirements for the Future Ready Core course of study will prepare you for community college or four-year college/university admission. To be the very best prepared high school graduate, keep these goals in mind: Courses: Take the most challenging classes possible that will prepare you for your after-high school education. Take sequential courses that will deepen your knowledge and understanding in that subject. Select courses in Career and Technical Education Clusters to explore and prepare you for the workplace. These classes will be excellent preparation for both university and community college. Remember that you may be able to earn college credit, save college costs, and possibly graduate college early by taking Advanced Placement or Career and Technical Education courses listed on the Community College Articulation Agreement list. Recommendations: You ll want college recommendations from adults in your life with whom you have created strong, positive relationships. Essays and interviews: Work on improving your writing and speaking abilities by reading material that you would not usually select. Take a variety of elective courses to widen your interests. Ask your English teachers and school counselor to provide mock interview sessions to strengthen your communication skills. It is never too early to plan for the future! Use the guidance below from the National Association for College Admission Counseling to help you in your successful preparation for college over the next four years. Visit com for more information. 12

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