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

 ***New Counselor Assignments for 2012 - 2013 School Year***

A-C            Ms. Brown (355-8621)

D-Ha        Ms. Caldwell (355-8622)

He-Mc           Mrs. Grant (355-2197)

Me-Sa        Mrs. Greene (355-8623)

Sc-Z                  Mr. Herr (355-8972)

Registration Guidelines for Students 2012 – 2013

Online Registration

What is Online Registration and how will students register for courses for next year?

Registration is web-based and can be utilized online from any computer with internet access by going to the Greenville County Schools Portal. Online registration is a system to select courses for the upcoming school year.

Please note: The order that students register online 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.

Online 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. Students must sign up for 3 alternative electives in case their first choice does not fit into their schedules. If students do not choose alternative electives and a conflict arises in the student’s schedule, an alternate will be selected for you with no opportunity to change.

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 Woodmont High School that students who are enrolled in courses with an override, have difficulty passing. Teachers cannot 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 Procedures

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 forms to the parent will:

a. Remind the parent that students will not be moved to a lower level if they begin to do poorly in the parent requested course

b. Witness the parent signature and initial beside the parent signature. Guidance will not accept a parent override form without a parent signature initialed by guidance personnel.

Override forms are due to the Guidance Department by June 1, 2012.

Fine Arts Center

Students who wish to attend the FAC must have applied online. The publicized deadline for applications was January 30.

Students who applied to attend the Fine Arts Center should go ahead and sign up for eight 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 Woodmont High School is notified of the student’s acceptance. Fine Arts Center Intent Forms are due to guidance no later than March 19. Students who currently attend the Fine Arts Center and wish to attend again next year should sign up for four courses in SRS. The student must also complete a Fine Arts Center Intent Form. This form will allow students to notify the guidance department which courses they intend to take. The guidance department will enter the course request in SRS for the student. Fine Arts Center Intent Forms are due to guidance no later than March 19.

Donaldson Career Center

Students may register themselves in SRS for any Donaldson Course. Students must register for both part A and B of the selected course. In addition, students must complete an online Career Center application. The application is available at http://www.greenville.k12.sc.us/donaldsn/. Students without internet access may visit their guidance counselor for assistance. Online applications must be completed by March 19. Remember students must sign up for Part A and B of the same course.

High Schools That Work Key Educational Practices

Woodmont 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 an 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.