Table of Contents

Planning Your Education

Your school provides this course curriculum guide as a means of assisting students and parents in planning their high school course of study. Consideration should be given to planning the entire four year program with specific outcomes in mind. Is the student planning on attending a two or four-year college? Is the student planning to enter the military or the work force upon graduation? The successful student will plan based on goals that he and his parents establish upon completion of high school. Therefore, students are encouraged to carefully select courses during the registration process. Your school's guidance counselors and teachers stand ready to assist them. Parents are invited and encouraged to actively participate by assisting their student.

Classes are scheduled based upon student requests. However, due to schedule conflicts and changes in course offerings, the staff cannot guarantee that students will be scheduled for all courses they request. Therefore, it is very important that students list alternatives in case of class conflicts. In addition, be aware that the school builds a master schedule and employs teachers based on students' requests; therefore, schedule changes after the deadline will only be considered on a very limited basis. Students should see their guidance counselor for a list of the schedule change requests that will be honored and the deadline by which these requests must be submitted.

Online Registration

Online Registration was implemented in 2004. It allows parents and students to request related arts courses for the next school year from home via the Internet. Families who do not have access to the Internet will be given opportunities to use school computers to register online. Parents and students should understand that requesting a related arts course through online registration does not guarantee that the student is placed in the course the next school year. Final placement in a course is dependent upon enrollment, scheduling feasibility, and teacher allocation. Schools will post the courses that they will be offering the next school year in a course curriculum guide which will be located on the school's website. Parents without Internet access at home will receive a printed copy of the course curriculum guide by request. The window for students to select related arts courses online is posted by the school on the school's website and in parent newsletters. Schools will provide instructions on accessing the online registration tool.

State Diploma Requirements

Unit Requirements for Grade Advancement

IGPs, Career Clusters and Personal Pathways to Success

The South Carolina Education and Economic Development Act (EEDA) requires school districts to develop a curriculum organized around the career cluster system–16 career clusters, schools of study, and majors. In the organization of the district curriculum around the career cluster system, Greenville County Schools divided the 16 career clusters into five schools of study. These five schools of study include School of Arts, Media, & Communication; School of Business, Marketing & Information Systems; School of Engineering, Manufacturing & Environmental Sciences; School of Health Science; and School of Public and Human Services. Under each school of study a student will find related career clusters. The career clusters are then broken down into academic focus areas (majors) that students may choose based on interests and skills.

Personal Pathways to Success is the name given to this reorganization of the curriculum which is designed to help students take control of planning for their futures. Personal Pathways to Success provides the solid mix of academic and technical skills students need to compete in the global economy. It gives students a reason to achieve in school by connecting success in school with success in life. It maintains South Carolina's core academic requirements while opening up pathways to success for students no matter where they lead – to two-year colleges, four-year colleges or universities, the military, or directly into the workforce. Students, parents, and counselors work together to develop Individual Graduation Plans (IGP) that specify a student's cluster, academic focus (major), post-secondary goals, planned high school activities, and planned out-of-class activities. The Individual Graduation Plan (IGP) is a document that states the student's intentions related to courses that are taken during high school. The IGP is initiated in the 8th grade with the choice of a cluster area. When the IGP is updated in the 10th grade, the student will select an academic focus (major) within their cluster of choice. The courses that are taken are determined by the student's interests. It can be modified over time as interests and skills develop or change. The IGP is like a road map to the future: if the student stays on course, the student will reach the destination – graduation – with all the courses, skills and experience needed to take his education or career to the next level. Each year the student, parents/guardians, and counselors will review and update the plans for the coming year. Switching clusters or majors is okay -- as the high school years progress and the student learns more about his interests and skills there are bound to be changes in choice of coursework. It is just as important for a student to learn what he doesn't like as it is for him to learn what he does like. Just remember: This is a road map to the future.

The following link provides more information on Personal Pathways to Success: http://www.greenville.k12.sc.us/district/schools/eeda/index.asp

Uniform Grading Scale

The following conversion table will be used to determine GPR and rank in class.

Grade point ratios will be figured uniformly in all schools using the followingformula. The formula will yield each student's GPR which can then be ranked fromhighest to lowest rank in class. Computations will not be rounded to a higher number.All diploma candidates are included in the ranking.

College Admission Requirements

Usually college admissions requirements are far beyond the minimum requirements for high school graduation. Students who plan to attend college should consult catalogs of colleges to assure that they are choosing the right courses. Colleges also look at the GPA and class rank as well as College Entrance Exam scores such as the SAT or ACT for admission.
Since the fall of 1988, public senior colleges and universities in South Carolina have required that applicants for freshmen admission (who graduated from high school in 1988 or subsequent years) must have completed certain high school courses before being admitted. The required courses include the following:

FOUR UNITS OF ENGLISH: At least two units must have strong grammar and composition components, at least one must be in English literature and at least one must be in American literature. Completion of College Preparatory English I, II, III, and IV will meet this criterion.

FOUR UNITS OF MATHEMATICS: These include Algebra I for which
Applied Mathematics I and II may count together as a substitute, if a student successfully completes Algebra II), Algebra II, and Geometry. A fourth higher-level mathematics course should be selected from among Algebra III/trigonometry, precalculus, calculus, statistics, discrete mathematics, or a capstone mathematics course and should be taken during the senior year.

THREE UNITS OF LABORATORY SCIENCE: Two units must be taken in two different fields of the physical or life sciences and selected from among biology, chemistry, or physics. The third unit may be from the same field as one of the first two units (biology, chemistry, or physics) or from any laboratory science for which biology and/or chemistry is a prerequisite. Courses in earth science, general physical science, or introductory or general environmental science for which biology and/or chemistry is not a prerequisite will not meet this requirement. It is strongly recommended that students take physical science (taught as a laboratory science) as a prerequisite to the three required units of laboratory science outlined in this section. It is also strongly recommended that students desiring to pursue careers in science, mathematics, engineering or technology take one course in all three fields.

TWO UNITS OF THE SAME FOREIGN LANGUAGE

THREE UNITS OF SOCIAL SCIENCE: One unit of U.S. History is required; a half unit of Economics and a half unit in Government are strongly recommended.

ONE UNIT OF FINE ARTS: One unit in Appreciation of, History of, or Performance in one of the fine arts.

ELECTIVE: One unit must be taken as an elective. A college preparatory course in Computer Science (i.e., one involving significant programming content, not simply keyboarding) is strongly recommended for this elective. Other acceptable electives include college preparatory courses in English; fine arts; foreign languages; social science; humanities; laboratory science (excluding earth science, general physical science, general environmental science, or other introductory science courses for which biology and/or chemistry is not a prerequisite); or mathematics above the level of Algebra II.

ONE UNIT OF PHYSICAL EDUCATION OR ROTC

Guidelines for Courses

State Dept. of Education regulations and Greenville County Schools Board of Trustee policies/rules that relate to high school course offerings offer the following guidance:

• Students are not allowed to take the same course twice. The only exception is if the student has earned a D or an F in that course. If the student chooses to retake such a course, he must do so within a year. The student's transcript will reflect all courses taken and the grades earned.
• Students taking courses for a Carnegie unit prior to their ninth grade year may retake any course regardless of grade earned. In this case, only the retake grade will be used in figuring the student's GPA, and only the retake attempt will show on the transcript. This rule will apply whether the retaken grade earned is higher or lower.
• Courses that include students who are part of a team, club, or organization must be open to all other students who meet the prerequisites and who want to benefit from the content and skills taught.
• Carnegie units are not to be awarded for extracurricular activities or preparation for interscholastic competition such as band competition practice, football practice, cheerleading practice, dance team rehearsals, forensic tournament rehearsal or student council activity.
• Students are not allowed to earn a Carnegie unit for being a teacher's aide with the exception of the science lab assistant and the media center specialist's assistant.
• Study halls are not permitted in Greenville County Schools.
• Schools offering courses in Service Learning and/or other work-based, credit-bearing instructional experiences such as Internship or Cooperatives are to abide by all rules governing those experiences and courses. Students must attend class a minimum of one day per week if they are engaged in their work-based projects outside the school. Insurance forms, attendance logs, and performance evaluation documentation must be on file at the school. Teachers of these courses are required to make site visits and to keep appropriate documentation on each student.
• An honors course must have a published syllabus that verifies rigor that is sufficiently beyond the college prep requirements.
• Honors-level texts and other course materials must be differentiated and more rigorous than those used in the college prep courses.
• Honors-level courses may be offered in English, math, science, and social studies. Additionally, honors weighting may be designated in other content areas for the third and fourth level of the courses provided the standards above are met. Honors weighting may not be designated in any physical education or ROTC course.
• In elective areas, third and fourth level courses must contain the prerequisite of the first and second level of the course - by state recommendation.
• Teacher recommendation means that a teacher recommends a course as a future path for that student. The appropriate content-area teacher is designated in the prerequisite.
• Instructor approval means that the teacher who is actually teaching the course must approve of that student's placement in the course.
• Specific instances demanding an exception to the grade level requirement for a course must be addressed by the appropriate Teaching and Learning consultant.
• Students and parents who disagree with a recommendation made by a teacher may choose to complete a "Parent Override Request" and set up a conference with the teacher who made the placement. The form is available through the guidance office at the school.
• Curriculum Guide Key:
  • AP – Advanced Placement Level Course
  • IB – International Baccalaureate Course
  • CP – College Preparatory Course
  • H – Honors Level Course

Early Dismissal Guidelines

• Student classified as a senior;
• Student has passed all parts of the HSAP;
• Student is enrolled in the courses needed to complete the requirements of the SC High School Diploma;
• Student is scheduled for a minimum of
  • four class periods per day on a seven-period day schedule, or
  • two class periods per day on a 4 x 4 or A/B block schedule; and,
• Student's parent/guardian petitions the school in writing for the student's permanent early dismissal at a time to be determined by the school.

• Student classified as a junior;
• Student has passed all parts of the HSAP;
• Student is on track to complete the requirements of the SC High School Diploma;
• Student is scheduled for a minimum of
  • four class periods per day on a seven-period day schedule, or
  • two class periods per day on a 4 x 4 or A/B block schedule; and,
• Student has presented proof of registration for a college course through the appropriate application process; and,
• Student's parent/guardian petitions the school in writing for the student's permanent early dismissal at a time to be determined by the school.

Career Center Program

Registering for a Career Center Course

All students who wish to register for a Career Center program are to contact either their school’s counselor or a counselor at the Career Center to receive instructions on completing the application process.

Fine Arts Center Program

                                                                                      Mauldin High School
                                                                              Registration 
                                                                                2012-2013
                                                                  Registration Process Overview

This year student registration will take place in two phases.

Phase One: Pre-Registration

February 6 – March 1:

During this phase counselors will meet with students and provide an overview of the entire registration process.  Students will be given a Pre-Registration form to complete.  During this time, students will talk with core course teachers regarding recommendations for the 2012-2013 school year.  Students will also see teachers who need to make recommendations for elective courses they wish to take.  Students will receive a Course Grouping handout that will list teachers who they need to see for specific recommendations.

Sample of Pre-Registration Form:

Student’s Name: ____________________________

Registration Overview: All students will be taken into computer labs beginning March 5 to register for courses.  Students must complete the steps below in order to be ready to register at that time.  Registration involves two primary steps:

        A.  Teachers enter recommendations for students in Power School.

        B.   Students must access Power School and select the courses recommended by their teachers and may choose other courses

               they wish to take. (March 5 – 15).

Things to Do Before March 1:

1.  Review the Mauldin High School 2012 – 2013 Course Catalog available on the MHS homepage:

     http://www.greenville.k12.sc.us/mauldinh/.

2. Complete the form below and have ready to take with you when your counselor will take you to the computer lab to register for classes. 

a. Talk with your core course teachers about their course recommendation for you next year. Record the recommendation on the

    form below.  If you know you will be overriding the course, stop by the guidance office and ask for instructions.

b. Review the Course Groupings handout and select other courses.  Some of the courses require a teacher recommendation.  Be

     sure to see the designated teacher (Who to See) so the teacher may enter the recommendation for you. Record the name of the

     courses below and the name of the teacher you need to see.

c. If you will be a senior and have passed HSAP, you may qualify for an early dismissal for up to 3 periods.  Pick-up an Early

    Dismissal Form in guidance, complete and submit to guidance and the early dismissal will be entered for you.

d. Review the Course Groupings handout and select 3 alternative courses. You may select courses that require a teacher

    recommendation that are not listed in this section on the registration screen. Pick-up an “Alternative Course that Requires a

   Teacher Recommendation” form in guidance.  Follow the instructions on the form and record the name of the courses below.

3.  When you go into the computer lab, your counselor will show you how to register for the classes listed on your completed Pre-

     Registration Form below.  You will need to bring the form below and your own Power School Portal login and password (or one will be

     provided for you).

Pre-Registration Form

Phase Two:  Online Registration

March 5 – 15:

Important Information Needed For Registration

Power School Student Portal (PSSP) Online Registration

• Students will register through the Power School Student Portal (PSSP) which is an online system that allows student access to grades and course registration for the upcoming year.
  • The PSSP is web-based and can be utilized online from any computer with internet access.
  • Teachers will work with students/parents and register students for courses February 6 – 10. Accordingly, teachers will make course entries in the Portal. Students will not have access to the PSSP at that time.
  • Students will meet with guidance counselors and receive registration information and PSSP instructions. Counselors will take students to computer labs beginning on March 5 – 9 for direct assistance. Students and teachers will be notified of meeting times.
  • The PSSP can only be accessed by students and parents for registration March 5 through March 15 after counselor meetings.  At this time students will be able to see all teacher entries.  (Entries should be no surprise as students/parents should have already discussed course placement with teachers prior to this time.)  Students are unable to change teacher entries.  If an error has been made, the student should contact the teacher.  If an override is desired, parents and students must follow the procedures outlined below.  Students must select the teacher recommendations.
  • Students without internet access at home may use the computers in the Media Center or your local library.  Counselors will take all students to computer labs for assistance, and afterwards students without internet access may receive help upon request.
  • Please note: The order that students register using the PSSP does not determine who gets in a course first. Students register so a count of the needed courses can be determined. After that time, a master schedule can be built and students can be scheduled for courses.
  • PSSP entries do not reflect the exact student schedule.  Entries only represent requests that will be used in building the master schedule.  Elective selections and permanent early dismissal times for seniors are not guaranteed.

Mauldin High School 2012 – 2013 Course Catalog

This guide provides information you need to know to help you select your courses for next year.  It includes a list of graduation requirements, college admission requirements and a description of all courses offered at Mauldin next year. Guidance counselors have discussed graduation and college planning needs with students in order to assist with registering for courses next year. The catalog is available on the MHS homepage:  http://www.greenville.k12.sc.us/mauldinh/.  If you do not have internet access, see your counselor and one will be printed for you.

Disclaimer:  The information below is accurate at the time of printing.  All procedures and dates are subject to change.  Students and parents will be kept informed throughout the process.

Course Groupings - Mauldin High School – 2012 - 2013 Handout

This handout instructs students who they must see in order to request certain courses. The handout is also available on the MHS website. Refer to the “Who to See” column.  If the “Who to See” column reads:

• Current Tch – this is a course that a teacher must recommend and enter into Power School.  You must select the course the teacher recommended even if you plan to complete a parent override. (Once the override form is received in guidance, a counselor will make the requested change.)
• A Specific Teacher’s Name – you must first see this teacher for approval. Most of our courses at Mauldin High require teacher approval.  The teacher will keep a master list of approved students.  If you are approved, you may select the course(s) in the PSSP under the designated Course Grouping online.  Students are responsible for seeing the designated teacher as soon as possible between February 6 and March 1.
• Blank - no teacher approval is required, students may register themselves for the classes.

Parent Overrides

At times, parents may disagree with teacher recommended levels. If this occurs, parents may complete an override form in order to place the student in the desired course.

Parents and students are highly cautioned in the use of override forms.  It has been the vast experience at Mauldin High School that students who are enrolled in courses with an override, have difficulty passing.   Teachers can not be expected to provide additional assistance beyond what is available to all students in the class. If a parent overrides a teacher recommendation and the student begins to experience difficulty in the class once scheduled, the student will not be removed to the original teacher recommended level. Parent override forms are available in the guidance office and must be returned to guidance February 6 – March 15.

• Procedures for Completing Parent Override Forms:

-          The parent must come in to guidance to pick-up and sign the parent override form.  No override form will be given directly to the student.  The guidance office is open from 8:00 AM to 4:00 PM daily. 

-          Guidance personnel who give the override form to the parent will:

• Remind the parent that students will not be moved to a lower level if they begin to do poorly in the parent requested course
• Witness the parent signature and initial beside the parent signature.

-          The parent must contact the teacher (email, phone, or face to face conference). This contact is required according to school district guidelines.  This gives the teacher an opportunity to communicate the reasoning for the placement.  The parent may politely disagree and continue the override process.  The process should be non-threatening and the parent does not have to defend his or her decision.

-          After the parent comes in and signs the form, the parent gets the form to the teacher via the student.  The teacher must sign the form indicating that a conversation regarding placement recommendations has occurred. Teachers will not sign the override form unless a conversation with the parent has taken place. Once the teacher signs the form, the student is responsible for returning the form to guidance.  The teachers’ signature is only an indication that they have spoken with the parent regarding their rationale for the placement.  The signature is not an indication that the teacher agrees with the parents’ requests for another course.

-          Guidance will not accept a parent override form without a parent signature initialed by guidance personnel, or without a teacher signature.  Override forms are due to the Guidance Department by March 15.

Driver’s Education

Due to the high demand for Driver’s Education, a drawing is conducted randomly to determine who may enroll in the class. Students interested in taking Driver’s Education must complete a form available in the guidance office. To sign up, students must be 15 years old and the cost is $150 payable by the fifth day of the course or the student will be removed (if selected).  Forms will be available February 13 – 24.  Forms are due to the guidance office by 4:00 PM, February 24 (Absolute Deadline) for students to be considered in the drawing. 

Students will know if they were selected upon viewing the PSSP beginning March 5. Driver’s Ed will automatically be listed in your PSSP requests and paired with a health (1/2) unit course. If a student was not selected, Driver’s Ed will not appear in the PSSP. Students who were not selected will automatically be placed on a waiting list and will be selected randomly should space become available.

Teacher Cadets

Students must have applied with Ms. Turner and been accepted into the Teacher Cadet Program.  If you have been accepted by our school, you may apply for dual credit given through Anderson University.  Once you are sure you have been scheduled in the class at the beginning of the school year and you have no conflicts, you need to enroll in the class through Anderson University in order to receive the dual credit – a fee is required.  To enroll at Anderson: 1. Go to the Anderson University Webpage: www.andersonuniversity.edu. 2.  Click on Apply Online (left side of page). 3.  On the next page, scroll down to the heading “Teacher Cadet Program” and click. 4.  Complete the information and click save.  5.  Once you have entered all of the information and saved the document, click “Submit Application”.  6.  You will be billed after the first business day of each month.  For questions or assistance you may contact Ray Kimbrell at rkimbrell@andersonuniversity.edu.

NJROTC Program

NJROTC 1:  Students may register themselves for NJROTC 1.  If students choose this course, they must attend an orientation session and complete a letter of commitment.  The student may drop the NJROTC course after the orientation if desired and select another course.  However, once the student is scheduled in NJROTC, there will be no opportunity to change to another course.   Orientation Dates are to be determined and will be announced by the NJROTC department.  For questions, students may see Commander Shelton or Master Chief Bailey.

NJROTC 2, 3 and 4:  Students who are interested in NJROTC 2, 3 or 4 must have completed level 1, 2 or 3 respectively, and must see Master Chief Bailey or Commander Shelton if interested.  Master Chief Bailey or Commander Shelton will make the entry into the Portal if the student is approved.  The student must select the course which will be listed under the Physical Education and NJROTC Course Grouping.

Fine Arts Center

Students who wish to attend the FAC must have applied online. The publicized deadline for applications was January 27.

• Students who have applied to attend the Fine Arts Center or who are currently attending the Fine Arts Center and plan to return next year should go ahead and sign up for seven credits worth of courses as usual.  Students should complete a Fine Arts Center Intent Form available in the guidance office.  This form will allow students to notify the guidance department of the elective courses they wish to drop once Mauldin High School is notified of the student’s acceptance. Fine Arts Center Intent Forms are due to guidance no later than March 15.
• The Fine Arts Center will send names of accepted students to the guidance department.  The approved courses for these students will be entered into students’ course requests and electives listed on the Fine Arts Center Intent forms will be removed.

Golden Strip Career Center/Donaldson Career Center

• Students may register themselves in the PSSP for any Career Center Course.  Students must register for both part A and B of the selected course.  In addition, students must complete an online Career Center application.  There is a link on the MHS homepage and will be a link in the PSSP. Students without internet access may visit their guidance counselor for assistance.  Online applications must be completed by March 15. 
• Remember students must sign up for Part A and B of the same course as indicated on the Online Registration Course Groupings handout.
• English at the Career Center

• If students are behind in English they may wish to double up by taking semester block courses at the career center.  The combinations of English 3/4 are available.  English 1 and 2 are not offered at the career center.
• If a student wishes to double up in English the student should see his or her guidance counselor.  The counselor will enter the English requests along with Local Career Awareness and Law Education in which the student will take along with the English classes at the career center.

Signing Up for Alternatives

In the PSSP, students are required to sign-up for three credits worth of alternatives.  If the alternative requires a teacher recommendation, the student should pick-up an “Alternative Request Requiring a Teacher Recommendation” form available in guidance.  A teacher signature is required.  Once the form is returned to the appropriate counselor, the alternative recommendation will be entered into the student’s requests. Select alternatives wisely.  If your schedule results in a conflict where you are unable to get all of the electives you requested, then the computer automatically selects an alternative.  If you do not select an alternative, one will be selected for you with no chance to change.

Early Dismissals for Juniors

A junior will be granted a permanent early dismissal for up to three periods in the afternoon only for the purpose of attending a for-credit college class (Early College – Greenville Technical College).  See your guidance counselor for more information.

Early Dismissal for Seniors

A permanent early dismissal will be granted to seniors who meet the following criteria:

-          Student is classified as a senior

-          Student has passed all parts of HSAP

-          Student is enrolled in the courses needed to complete the requirements for the SC High School Diploma

-          Student is scheduled for a minimum of four classes

-          Student’s parent/guardian petitions the school in writing for the student’s permanent early dismissal by completing the Early Dismissal Request Form available in guidance.

PSSP and Senior Early Dismissals

Rising seniors who presently qualify must submit to guidance the Early Dismissal Request Form by March 15.  Seniors who submit the request form are required to sign up for a minimum of 4 classes in the PSSP and receive an early dismissal for 3 periods.  Seniors may sign up for 5 or 6 courses and receive an early dismissal for 2 or 1 period(s) respectively.  Please note that senior permanent early dismissals are not guaranteed for the times requested.  For example, if a student wishes to have an early dismissal for 5^th through 7^th period and requests a course that is only offered 5^th period, the student must stay through 5^th period and choose another class if they still desire to take the course that is only offered 5^th period.  Once the guidance department receives the completed Early Dismissal Form, the early dismissal requests will be entered for the student.

Seniors Who Do Not Presently Qualify for an Early Dismissal

Reminders Concerning Specific Courses

In order to insure there are no misunderstandings regarding certain courses, please be advised of the following as you enroll in specific classes next year.

The following core courses are not acceptable for fulfilling college admissions requirements:

-          Applied Geometry (314306CW)

-          Applied Probability and Statistics (314408CW)

-          (Math Strategies (319965CW) does not count as a math unit toward graduation nor does it fulfill college admissions requirements. This is an elective course.)

-          Applied Biology 1 (322603CW)

-          Applied Biology 2 (322706CW)

The following courses are not considered as lab sciences for fulfilling college admissions requirements:

-          Physical Science CP (321106CW) – highly recommended prior to taking Chemistry

-          Physical Science Hon (321103HW) – highly recommended prior to taking Chemistry

-          Environmental Studies (326101CW)

-          Applied Biology 1 (322603CW)

-          Applied Biology 2 (322706CW)

-          Students who take two years of the same course at the career center (receiving at least 6 units) may have one science requirement for graduation waived.  The student must still complete 24 units.  Students do not receive a science unit or a lab science unit.

Advanced courses are available in the following foreign language courses, but only receive CP (college prep) quality point weighting in computing GPAs.  (These are not to be confused with Advanced Placement (AP) college level courses.) Students recommended for these courses are usually in honors English and are on track for honors foreign language when offered at the third level.

-          Spanish 2 Advanced (365274CW)

One unit of NJROTC fulfills the Physical Education requirement for graduation. Students cannot take NJROTC 1 and Physical Education 1.

The following courses will fulfill the one unit computer science requirement for graduation:

-          Keyboarding (510002CH) (1/2 unit) and Computer Apps (500802CH) (1/2 unit)

-          Digital Desktop Publishing (617601CW) (Prerequisite Keyboarding or KP)

-          Integrated (Comp)Business Applications (502001CW) (Prerequisite Keyboarding or KP)

-          Intro to Engineering (605101CW)

Important Registration Dates: School Year 2012 – 2013

• February 6 – March 1: Pre-Registration - Students see teachers who must approve/recommend courses using “Course Groupings” handout.

• February 6 – March 15:  Parents may complete and submit Parent Override Forms to the Guidance Office. Parents must come to the guidance office to complete the form. If a parent overrides a teacher recommendation and the student begins to experience difficulty in the class once scheduled, the student will not be removed to the initial teacher recommended level.

• February 6 – March 15:  Seniors may apply for permanent Early Dismissal – forms available in guidance.

• February 13–24: Students may apply for Driver’s Education drawing in the guidance office. Applications are due by 4:00 PM 2/24.

• March 1 – Students should have completed the “Pre-Registration Form” (reverse side) and save.

• March 5 - 15:  Registration Open for Students: Counselors will take all students to computer labs to help with registration using Pre-Registration forms. Once students meet in labs they may begin entering/selecting courses. Questions regarding special circumstances (Early Dismissals, Fine Arts Center, Career Center, Parent Overrides…) will be explained in detail.

• March 15:  Registration closes.  Fine Arts Center Intent Forms Due; Career Center Applications Submitted online and Entered in the PSSP; Parent Override Forms Due; Senior Early Dismissal Forms Due; Early Dismissal Summer Check Form Due

• Mid-April:  Students receive an official Course Request Form to verify selections or make corrections, parent signature required, and returned to 4^th period teachers.

Virtual School Courses

While students will not be registering for Virtual School Courses at this time, it should be noted that if a student registers for a virtual school course in the future, the NCAA Clearinghouse will not accept the courses.  This means that the NCAA will not accept virtual school courses to fulfill eligibility requirements.  Consequently, potential college athletes should not take virtual school courses in order to meet NCAA eligibility requirements.

Special Education Curriculum:  COURSE DESCRIPTIONS

The Greenville County Occupational Diploma framework is composed of instructional strands and content standards incorporated in the core curriculum areas listed below.

Occupational English      

Occupational Math

Career Preparation (Social Studies)    

Occupational Science

The instructional strands are broad descriptors that delineate areas of study in each discipline.  Content standards are the narrower, more specific competency statements from which a teacher will develop instructional objectives and select appropriate instructional activities to assist students to acquire essential competencies.  The content standards are intended to include competencies that are essential for students to master throughout their school program in order to prepare for transition to community living when they exit the public school system.

Occupational English delineates life centered academic content standards necessary for achieving reading, writing, and language competency in the workplace and in community life.  Reading focuses on decoding and comprehending essential information for successful community inclusion; writing emphasizes comprehending and using written information to communicate with others effectively; and language competencies focus on receptive and expressive communication modes, and the mechanics, grammar, and usage conventions of standard English.  The student is expected to acquire and master the skills in whatever mode of communication is appropriate.

Occupational Math engages the student in acquisition of functional math concepts designed to equip the individual with math skills needed for successful employment and independent living.  Content standards include basic math skills such as numerical operations, decimals and fractions, basic geometric concepts, and basic calculator and computer skills.  Student may use a calculator for the more complex mathematical operations.  Essential workplace competencies and applications are emphasized as well as independent living needs such as budgeting, personal finance, and banking skills.

Occupational Science prepares students with disabilities for independent living by providing awareness and acquisition of health care knowledge, personal self-care skills, and basic scientific concepts relevant to productive independent living and employment.  This curriculum area targets the skills required surmounting personal social barriers related to disabilities.  Although these barriers frequently present employment difficulties, they will be addressed and minimized through concentrated intentional teaching of appropriate behaviors and skill development through Life Skills science.

Career Preparation (Social Studies) includes community-based instruction, which will enable students with disabilities to practice previously learned concepts in an authentic setting.  Skills to be developed and applied include community orientation skills, mobility skills, basic geographical concepts, governmental concepts, and the individual’s role as a citizen in a democratic republic.  Instruction in consumer responsibilities enables the student to demonstrate basic principles of prudent personal management, including paying taxes and saving for a planned, secure future.

High Schools That Work

Key Educational Practices

Mauldin High School is a part of the national High Schools that Work program.  The key educational practices of South Carolina schools involved in this initiative include the following:

Higher Expectations – Setting higher expectations and getting students to meet them.

Revising Vocational Studies – Increasing access to challenging vocational studies, with major emphasis on using high-level mathematics, science, English, history/social sciences, and problem solving competencies in the context of modern business and technical studies.

Revising Academic Standards – Increasing access to academic studies that teach the essential concepts from the college preparatory curriculum through functional and applied strategies enabling students to see the relationship between course content and future roles they may envision for themselves.

Challenging Program of Study – Having students complete a challenging and related program of study, with a technical or academic major; including four years of college preparatory English, courses in history/social sciences that meet state course requirements, and mathematics and science, with at least two credits in each course equivalent in content to courses offered in the college preparatory program.

Teachers Working Together – Having an organizational structure and schedule that enable academic and vocational teachers to have the time to plan and deliver and integrated curriculum aimed at teaching high-status academic and technical content.

Changing the Instructional Process – Having each student actively engaged in the learning process.

Guidance and Advisement – Involving each student and his parent in an individualized advisement system aimed at ensuring that each student completes an accelerated and coherent program of academic study with a vocational or academic major.

Extra Help and Extra Time – Providing a structured system of extra help to enable students to successfully complete an accelerated program of study that includes high-level academic content and a major.

Work-Based Learning – Providing students access to a structured system of work-based learning that is planned in collaboration with high-status, school-based learning – high school and postsecondary – and that results in and industry-recognized credential and employment in a career pathway.

Assessment and Evaluation – Using student assessment and program evaluation information to continuously improve curriculum, instruction, school climate, organization, and management.