Greenville Technical Charter High School Handbook 2014-2015 Table of Contents GTCHS Graduation Unexcused Absences Cell Phones Pre-Arranged Social Media Absences Dress Code for Early Dismissal School Day and Other Advance Requests Events Early Dismissal Due Excused Absences to Illness Greenville County Student Dismissal Schools Board Policy Precautions on Attendance Regulation Tardy Policy Parent/Guardian- GTCHS Curriculum Teacher Conferences Assessment and Academic Assistance Evaluation Policy Extended Report Assessments Cards/Progress Make-up Work Reports/Parent Portal Smart Center Student-Led Graduation Conferences Requirements Semester and Final Awarding Graduation Exams Honors at GTCHS Qualifications for College Eligibility Each Classification College Class Ideas for Community Performance Guide Service Hours Eligibility for Ideas for In-School Participation in Extra- Service Hours Curricular Activity Keeping Track of Extra-Curricular Service Hours Activities Donated Supplies for Club Policy Student Service Hours GTCHS Discipline Rights Regarding Policy FERPA Parking/ Driving Fees 2014-2015 Information Student Technology GTCHS Student Network/Internet User Agreement GTCHS GRADUATION DATE Tuesday, May 26, 2015, 3 PM, McAlister Auditorium, Furman University. See here for additional graduation information. Cell Phones and Digital and Social Media May be used on campus only at the following times: Before 8AM, during Lunch, after 2:45, and for instructional purposes at teachers’ discretion only. Cell phones and iPods or other digital media may otherwise not be used during class and should be powered off. (Exception: Tablets or laptops for academic work may be used.) (added 10-4-14) NOTE: For the first offense of cell phone usage during non-permitted times, administrators will give the phone to a parent/guardian. If there is a second offense, administrators will keep the cell phone for the rest of the week, or over the weekend if on a Friday. If there are subsequent offenses, the cell phone will be kept for two weeks (3rd offense) and for the rest of the semester or year (4th offense). 10-4-2104. Social Media Anything malicious or slanderous put on any social media is subject to severe disciplinary action if the content in any way disrupts school regardless of the time of day it is posted. See statement and information on Bullying. DRESS CODE for School Day and Other Events The standard dress for all students attending Greenville Technical Charter High School is an outfit that presents an overall effect of a navy top and khaki bottom. The rationale for our dress code is primarily for safety since the colors identify GTCHS students from the older college students. Further, GTCHS believes that when students wear common school colors it fosters a school culture of community, solidarity and pride. It removes unnecessary and confusing distraction from our intended purpose and focus on scholarship and citizenship. Therefore, students are to arrive to school in dress code and remain compliant throughout the day as long as on campus for any high school or college course or school activity by wearing the following: IDs: GTCHS IDs will be worn when on campus, for high school and college classes. The GTCHS ID must be visible at all times. TOP: A well-fitted clean, non-faded, nonripped, and unstained solid navy golf-style polo shirt is to be worn daily. The shirt may not have any graphics displayed on any part of the material other than the school crest, with the following exception: a small manufacturer logo is permitted so long as it is no larger than a standard driver’s license. Shirts are required to remain fully tucked in at all times—no exceptions. Undershirts and accessories to include socks and scarves must be predominantly navy, royal blue, white, silver, or black. It is not permitted to wear a t-shirt or turtleneck (10-4-14) over the polo shirt. BOTTOM: All pants, skirts, and shorts should be khaki color and have belt loops (khaki = dull brownish-yellow color). No other colored bottoms may be worn. All bottoms must be neat, clean and without any rips, holes, or stains. Pants are to be appropriately cut and should not be sagging below the waist (added 10-4-2014) or baggy; they should fall on top of the shoe. Shorts and skirts of the appropriate khaki color must be worn within three inches of the knee (the long side of the student ID). No drawstrings or partial belts are permitted. Students are to wear clean and functional dress or casual, including sneakers. No solid neon shoes may be worn, although shoes may have minor neon designs. Sandals with a back strap are permitted; flip-flops and bedroom slippers are not. All socks and other accessories are to be predominantly dress code navy, royal blue, white, black, silver or khaki. Please Note: Appropriate dress code compliant full-length pants and closed-toe shoes are required in the science labs. FRIDAY SCHOOL SPIRIT DAY: With the college not in session on Friday, and in an effort to display school pride, students and staff are permitted and encouraged to wear a schoolsponsored top to school. These can include a polo shirt, t-shirt or sweatshirts associated with any GTCHS sports team, club or activity and can be of any color. Polo shirts are not required on School Spirit Days. (Please note that shirts are still to remain tucked in throughout the day and be worn with the school compliant khaki bottom (unless specified differently). SENIOR SPIRIT DRESS FRIDAYS: After the first progress report period, if the senior class as a whole has good grades and good discipline, seniors will be allowed to wear jeans or special pants/shorts/skirts (10-4-2014) on Fridays. This is a privilege to be earned, not a right to be expected. COATS & EXTERIOR WEAR: All exterior wear must be navy blue, royal blue, silver, white, or black, including windbreakers, parkas, and coats. No heavy coats or hooded sweatshirts may be worn in the building. They should be placed in lockers or book bags when students arrive at school. No dominant logos, stripes and patterns are allowed. Denim jackets are permitted. A sweatshirt, without a hood, or sweater may be worn over the school-compliant polo shirt. Any logo larger than a driver’s license must be GTCHS-associated. Exception: School-sponsored outerwear may be navy blue, royal blue, silver, white, or black, including varsity jackets. Warm-up jackets and windbreakers may be worn. Light exterior wear, including windbreakers, sweaters, and openfront (full zipper, e.g.) (10-4-2014) and sweatshirts without hoods may be worn in the building. Pullover hooded sweatshirts must be removed upon entering the building. Heavy overcoats and parkas must be placed in lockers or book bags for the school day. All outerwear should be dress code colors (royal blue, navy, black, silver/ grey, white, khaki). Amended 10-414 HAIR & HATS: Hair is to be clean and neatly worn, and should only be naturally human colored in appearance. Barrettes, hair combs, ribbons and ties in dress code colors of navy, royal blue, white, silver/gray, or black may be worn, but no open bandanas or hats of any kind. JEWELRY: Tasteful, non-distracting jewelry and scarves in the dress code colors of navy blue, royal blue, white, or black may be worn. GTCHS ID must be worn on the outside of all clothing and accessories at all times. Facial jewelry is permitted only on the ears. No heavy gauge chains or spiked jewelry is allowed Fall Dance Guidelines: Short skirts, bare or sheer midriffs, or revealing necklines are not appropriate for a GTCHS dance. Any dress that could possibly cause offense to other students or their families is inappropriate. If you have questions, please see your guidance counselor, the assistant principal, or the principal. Winter Ball Dress Guidelines: Short and/or tight skirts or dresses, bare or sheer midriffs, or revealing necklines are not appropriate for a high school dance. Semi-formal is appropriate dress. Prom Dress Guidelines: Girls may wear dresses 3” above the knee or longer. Slits in dresses may be 3” above the knee. Backs may go as low as the natural waistline. Revealing necklines and bare or sheer midriffs are not appropriate for this occasion. If any parent or student has questions about whether or not a dress meets expectations, he or she is free to check with the assistant principal or either of the guidance counselors. Formal dress is protocol for male and female. Guidelines apply to all students who attend the dance. Spirit Week: Students are encouraged to dress according to a pre-announced theme for each day of the week; however, skirts or shorts are still required to be 3” above the knee or longer. No revealing clothing. Junior Ring Ceremony and Senior Luncheon Dress Expectations: Girls wear dress clothing that would be appropriate for business or a worship service. Short skirts and revealing necklines are not appropriate for this occasion. Guys wear dress clothing and shoes that would be appropriate for business or a worship service. A shirt and tie is appropriate. Graduation: Girls wear dresses that are no shorter than 3” above the knee. Revealing necklines and very tight dresses (10-4-14) are not appropriate. Dress shoes suitable for walking up steps and across the stage are recommended. Guys wear shirt and tie, dress pants, and dress shoes. Junior Marshals: Girls wear white dresses that are modest for this ceremony. No short or extremely tight dresses or revealing necklines. Guys wear white shirt and tie, dress pants and shoes. Awards Day: Girls follow the same dress guidelines as for graduation. Guys wear dress or casual shirt and pants. CONSEQUENCES FOR NONCOMPLIANCE Students deviating from the explicitly stated or intended dress code will be assigned lunch detention. Students who continually violate the dress code will be assigned to Saturday School or suspended from school, depending on the individual circumstance. Please note that the school’s administration will make the final judgment and interpretation regarding dress code issues. Excused Absences Illness with parent note, up to 5 absences in any yearlong course or 3 in any semester course *Medical/dental visits (written verification needed) *Field trips *College visits (2 for juniors; 3 for seniors written verification needed) *Absences related to the legal system Family emergencies *Bereavement/funerals *Religious observances *Pre-arranged absences (must be approved by administration and a form filed in attendance office) *Corporate shadowing Short-term suspensions resulting in absences *Does not count against student for seat time makeup After the 5th absence in any yearlong class or the 3rd absence in any semester class, students will be required to make up seat time. The student makes up 1.5 hours per class missed, at a rate of $10 per hour during Saturday School unless the absences are excused by a physician for illness or by administration (above). Greenville County Schools Board Policy on Attendance: http://www.boarddocs.com/sc/greenville/Board. nsf/Public# Search for “Policy JB Attendance”. Unexcused Absences *Any absence that does not meet criteria categorized as an excused absence on the previous page *Any absence for which there is no written excuse note signed by a parent/guardian/doctor within 24 hours upon the return of the student from an absence An unexcused absence may be defined as “truancy” if the student is absent without the parent’s or guardian’s knowledge. Failure to document absences will result in the loss of credit restoration privileges once the absence limit (3 in a semester class and 5 in a yearlong class) is exceeded. Ten (10) consecutive days of absences may result in a student being dropped from school. Pre-Arranged Absences Forms are available on the GTCHS website to request administrative approval to be absent for special events. In past years examples of approved pre-arranged absences were for a student who won a scholarship to a camp for an area of giftedness that conflicted with a couple days of school, or for an overseas trip to visit family for a monumental occasion like a wedding or a 90th birthday. Each request is considered individually. Early Dismissal Advance Requests Parents or guardians, please write a request for Early Dismissal by 8 AM or the student’s first class period on the day of the early dismissal. Please include: *Parent phone contact number *Name of the adult who is picking up the student. This adult’s name must be on the authorization list submitted by the parent. (See “Student Dismissal Precautions Regulation” at the bottom of this page.) Early Dismissal Due to Illness If students become ill at school, they are dismissed through the Attendance Office. Students report to Mrs. Cady before leaving campus, even if they have previously spoken with their parent or guardian. Students do not have permission to leave the school grounds without parental and school permission. In all circumstances, parents or guardians call the school office before coming to get their student(s). Failure to comply will result in serving Saturday School. (added 10-42014) Student Dismissal Precautions Regulation In order to ensure students’ safety, the Principal maintains a list of individuals who are authorized to obtain the release of students in attendance at the school. No student may be released into the custody of any individual who is not the parent or guardian of the student unless the individual’s name appears on the authorization list. A parent/guardian may submit a list of individuals authorized to obtain the release of their child from school at the time of the child’s enrollment. The signature of the parent/guardian must be notarized. A parent/guardian may amend a list submitted pursuant to this regulation at any time, in writing, with a properly notarized signature of the parent/guardian. Certified copies of any court orders of divorce decrees provided by the custodial parent/guardian, which restrict another parent’s/guardian’s ability to seek the release of the child, shall also be maintained in the Attendance Office. Tardy Policy GTCHS expects students to arrive at school on time in the mornings. The only acceptable excuse for tardiness to school is when there has been an unusual emergency and the parent or guardian has notified the school. Punctual transportation to and from school is a student’s responsibility. For excessive tardiness, students will make up time in Lunch Detention or Saturday School as follows: After 5th unexcused tardy: lunch detention After 7th unexcused tardy: Saturday School, 2 hours $10 fee Subsequent: Saturday School, 4 hours, $10 fee and/or suspension from school (10-4-2014) GTCHS expects students to be on time to individual classes throughout the day. Students have five (5) minutes to move from one class to the next. GTCHS Curriculum Each student’s program of study includes mathematics, science, English, social studies, foreign language, technology, and fine arts. GTCHS aligns its curriculum with appropriate and approved State or National standards. Homework: Teachers assign homework for students to practice new learning or to work on projects to demonstrate their learning. GTCHS expects students to do their assigned homework on time. Textbooks: Textbooks are loaned free of charge to students. GTCHS issues textbooks individually to students via an electronic system. The SDE barcode on the back of the book is assigned to a particular student. Only that student will receive credit for return of the book. Reimbursement for lost or damaged textbooks, library books, or other school property is charged to the student using current replacement costs. The year-end report card will be withheld until reimbursement is received for all unreturned textbooks. Cheating: GTCHS does not tolerate cheating in any form. Cheating is representing, in any manner, someone else’s work as your own. A student who cheats will be referred to the Assistant Principal, who will contact parent/guardians. The student may earn a grade of zero (0) for that assignment, and other consequences may result depending on the unique situation. Philosophy of Assessment and Evaluation at GTCHS The primary purpose of assessment1 and evaluation2 at GTCHS is to support and improve student learning. As all students have different learning styles, experiences and abilities, the 1 Assessment is the process of gathering information from a variety of sources to gauge student progress against curriculum expectations, to provide feedback to guide future instruction and learning. 2 Evaluation is the process of judging the quality of student work against explicitly identified criteria and assigning a value (a mark, or grade), to represent the level of achievement attained. assessment and evaluation of their learning must be fair to all students, be varied in nature and allow students to demonstrate the full range of their learning. Assessment, learning and teaching are intertwined and interdependent and should be focused on the habits of mind, critical thinking skills, 21st century skills, knowledge and attitudes that will provide for success in high school, in college, and beyond. In addition, learning and assessment at GTCHS is criterionreferenced3, aimed towards criteria that are explicitly stated by the school and integrated from a variety of sources: the Common Core standards, the school’s mission, each discipline and each teacher, rather than towards normed averages. When done correctly, all forms of assessment have educational and pedagogical value; we assess what we value and we value what we assess. 3 Criterion-referenced assessment occurs when candidates are measured against defined (and objective) criteria provided at the beginning of the learning period by and the teacher, as opposed to Norm-referenced assessment which is not measured against defined criteria and is relative to the student body undertaking the assessment. Normreferenced assessment is effectively a way of comparing students against each other. GTCHS attempts to implement best practices as they apply to assessment across the school as a whole and within each discipline. The key areas of focus are outlined below. Reasons for Assessment and Evaluation GTCHS assesses students for a variety of reasons: To provide feedback to students on their own learning To provide feedback to students about how they are performing against the criteria outlined by the school To provide feedback to teachers about knowledge, understanding and/or skill development To provide a grade4 for reporting understanding and progress to parents To determine future class placement To provide information for college admission and placement in college courses To provide motivation for learning 4 Grades are standardized measurements of knowledge, skills and understanding and are assigned to both formative and summative assessments. To provide a quality assurance mechanism (both for internal and external reasons) To prepare students mentally for assessments by colleges and other organizations Methods of Assessment GTCHS uses a wide variety of formative5 and summative6 methods of assessment. The type of assessments chosen are related to learning outcomes and governed by decisions about its purpose, validity and relevance. A range of types of assessment reduces the element of disadvantage suffered by any particular student. Types of assessment to choose from include, but are not limited to the following types: Class discussions and/or Socratic seminars Data and/or document based question Essays 5Formative assessment is the process of gathering information, by a variety of means, during the learning process, to identify the knowledge, skills and understanding that students have at that moment in time and that they should be developing. It provides constructive and specific feedback to teachers and students on the nature of students’ strengths and weaknesses aimed to improve learning. This evidence is not intended as a measure of each student’s achievement and should not be used for determining a grade except in circumstances when there is insufficient evidence from summative assessments. 6 Summative assessment occurs throughout a course and is designed to allow students to demonstrate achievement towards the course expectations. It forms the primary basis for establishing the report card levels of achievement. Summative assessment provides information about student achievement, an accountability mechanism to evaluate teachers and schools, and a driving force for reform of curriculum. Experimental investigations Fieldwork Group and individual oral presentations Group cooperation and team work Group critiques Historical investigations Individual oral commentaries Investigation workbooks Multimedia presentations Multiple-choice style quizzes and tests Portfolios Problem solving teams Projects Reflection logs Research papers Response journals Short and extended responses Sketchbooks Skits and performances Studio work Key Areas of Focus Assessment reflects learning and is a process involving diagnostic assessment7 at the beginning of each learning cycle, formative assessment throughout and summative assessment at the end. Learning expectations and criteria for assessment are based on Common Core standards, the school mission, each discipline and each teacher and are communicated to students in advance either in the course syllabus or in notes to students before each topic. Students are provided with examples/ models of each level of achievement against the criteria to assist them in understanding how to achieve excellence. Assessment promotes and evaluates deep understanding. Assessment supports the development of classroom learning cultures that are learning oriented rather than performance oriented. Assessment does not promote competition Diagnostic assessment is the process of gathering evidence of students’ knowledge, skills and understanding prior to instruction and is used to guide future teaching and tailoring programs to a particular student, or group of students. It is not used to evaluate student achievement. 7 or fear of failure, but encourages risk taking, mistake-making and self-evaluation. Assessment plays a vital role in the educational decision making loop; assessment is used to establish where students are in their learning and a descriptive and timely feedback is built in to make sure students are learning from practice. Students are involved in the assessment process by learning how to self-assess their own work, assess their peers and set goals for improvement, and then by completing self and peer assessments during formative assessment. The use of multiple intelligence assessments and student portfolios to demonstrate growth over time is encouraged if applicable. Teachers work with various materials and resources to collaboratively determine appropriate criteria, achievement levels and to establish examples and models of achievement. Professional development about assessment is provided and is sought. Assessment and evaluation practices are fair and equitable to all students, including ESL students, whose mastery of language should not necessarily affect the evaluation of, for example their ability to think critically. Determination of grades for formal reporting purposes primarily reflect student performance on summative tasks and reflect their most consistent level of achievement with an eye to their most recent levels of achievement at the time of reporting. Communication about assessment is regular and clear. Informal reporting of student achievement occurs throughout the academic year; formal reporting of student achievement occurs at regular intervals. Assessment Practices To gauge authentic learning, it is recommended that the number of formative and summative assessments for each quarter total no less than nine. Formative assessment Formative assessment represents the process of gathering, analyzing, interpreting and using evidence to improve student learning. It is integrated into the curriculum and woven into the daily learning process and is an integral part of instruction. It provides teachers and students with information about how learning is progressing. It helps the teacher to plan the next stage of learning. Formative assessments occur continuously and include structured and spur-of-the-moment observations that are recorded and filed; formal and informal interviews; collections of work samples; use of extended projects, performances, and exhibitions; performance exams; various forms of short-answer testing, etc. This evidence of learning can be kept in grade books, files or portfolios, which in turn can be used by students and teachers to reflect on, summarize, and evaluate student progress. Formative assessment promotes deep understanding of knowledge and skills by careful consideration of the types of assignment given. Students are involved in the formative assessment of their own learning and that of their peers through feedback forms and formal and informal conferences and discussions. Peer assessment requires a very safe and collaborative learning environment and should only be attempted sparingly and after a period of training and discussion with the class. Formative assessment involves providing students with descriptive feedback as they learn. Descriptive feedback provides students with an understanding of what they are doing well, links to classroom learning, and gives specific input on how to reach the next step in the learning progression. Teachers will provide students frequent and descriptive feedback on formative tasks that aims to improve performance. The feedback given should provide incentives for improvement and should be positive in tone, providing encouragement, positive feedback as well as constructive critique. Generally, this feedback will not include a grade, though occasionally a level or mark will be given as a diagnostic tool and as an incentive for improvement. Formative assessments usually do not support the determination of a grade level, though they may in situations when summative assessment data is lacking. It is far more important that formative assessment correctly identifies the knowledge, skills and understanding that students should develop, rather than accurately measuring the level of each student’s achievement. In criterion-referenced formative assessment, good communication of the assessment expectations (i.e. the knowledge, understanding and skills required of the students) is key. Assessment and evaluation practices and expectations are discussed with students at the beginning of instruction and are included either in the course syllabus at the beginning of the year or in documents distributed to students well in advance of any assessment or evaluation. In addition, rubrics and exemplars are made available and discussed to illustrate different levels of achievement against stated criteria in advance of submission dates. If appropriate, students are involved in the development and wording of criteria, checklists, rubrics and scoring guides. Summative Assessment Summative assessment occurs at the end of a teaching and learning cycle when students are given the opportunity to demonstrate what they have learned by applying their knowledge in new and authentic contexts. Summative assessments are a means to gauge, at a particular point in time, student learning relative to the pre-defined criteria communicated to students prior to and during formative assessment. Although the information gleaned from this type of assessment is important, it can only help in evaluating certain aspects of the learning process. Summative Assessments are given periodically to determine at a particular point in time what students know and do not know. Summative assessment is generally used as part of the grading process. Examples of summative assessments include, but are not limited to, chapter tests, semester exams, projects, final draft lab reports, and research papers. Summative assessment tasks occur at the end if a period of teaching and learning and after much formative assessment. The timing, type, scope and format of each summative task should be clearly communicated to the students ahead of time, and rubrics, examples and practice assessments should be distributed and discussed. Self-assessment of summative tasks is often more difficult to implement due to the timing of the assessments but should be included if possible and applicable. Portfolios can sometimes be used as a summative assessment to demonstrate learning against particular criteria, for example improvement in the ability to analyze data could be demonstrated with a series of lab conclusions and data-based questions rather than in one final lab report. Homework Homework is given to either support learning or demonstrate learning in each class and can consist of reading, studying material, watching documentaries, as well as formative and summative assessments. Only the MINIMUM amount of homework necessary to achieve the goals of the class will be given. Homework load increases at each grade level, and the younger grades have homework in smaller pieces that is more structured and checked more often than the upper grade levels. The amount of time spent on homework will vary significantly depending on ability, focus and language fluency. Homework grades will comprise no more than 15% of each quarter grade. Exams The purpose of an exam is to assess understanding of the material covered during the grading period, to give the students experience in preparing for and taking a large summative and/or formal assessments, and help teachers calculate an accurate semester grade. All classes give an exam that is comprehensive in scope, covering all knowledge and skills learned over the grading period. The exam period is two hours long. All students, without existing modifications, should be able to finish within 2 hours and it should take the average student at least an hour to finish. Visual and performing arts classes, for example, may choose to give a final assessment other than an exam and this assessment should be completed before exam week commences. All other work must be turned in by the Friday before exam week students should have no other homework from that Friday onwards other than to prepare for their exams. Exams comprise 10% of each semester grade except in the classes where an End of Course exam (English 1, Algebra 1, Biology, and US History) is given. The EOC exam comprises 20% of the semester two grade. Evaluation Evaluation of student learning is based almost entirely on summative assessment and is complex. It is essential for teachers to define "excellence" in a lucid way and to let students and parents know what variations on such quality look like. Clear scoring guides and examples of student work of varying kinds and degrees of quality are very important as is continual discussion on the subject within departments and within the school. Assessment and grading procedures should ensure parity of treatment for all students within a course. All grading and assessment judgments should be based on evidence and should not be subject to any form of bias. Equity requires meeting the needs of all students, including those who have demonstrated learning challenges (dysgraphia, dyslexia, etc.) and those learning English. Teachers must be able to assess their students in ways that allow them to demonstrate their learning and that provide the information teachers need to guide their future learning. In practice, this often means evaluating content knowledge and communication ability separately or providing a different type of assignment. Numerical, Achievement Grades Numerical grades are assigned based on criterion-referenced standards specific to the subject, rather than by comparing students against each other and are based on a student’s most consistent performance related to those expectations, with an eye to his most recent performance. Student learning is evaluated at the end of the marking period (quarter) based on the whole course rather than a few aspects of the course. The numerical, achievement grades are based on the four criteria: Knowledge and understanding of subject Application of knowledge and skills Communication - both oral and written Critical thinking skills/ Creative expression Each of these criteria should be defined in each class, and for each assessment Faculty use their best professional judgment in determining levels of performance, taking into account the evidence gathered in the student’s file, grade book or portfolio, and valuing the most accurate demonstration of student performance, rather than just averaging attainment grades over a marking period. In addition to the overall numerical, achievement grade the following evaluations are determined to help communicate strengths and areas for growth: Teamwork Personal organization Ability to meet deadlines Work habits Effort These are graded on the following 1 through 4 scale: 1 – Not yet approaching expectations 2 – Approaching expectations 3 – Meeting Expectations 4 – Exceeding expectations Reporting progress Progress, including grades, is formally communicated to students and parents eight times a year, at the mid-point and end of each quarter. This progress report or report card includes the overall numerical, achievement grade for each class broken down into the categories outlined above, the grades, 1-4, for effort, organization, etc., as outlined above, and brief written comments from each teacher based on demonstrated Strengths, Areas needing improvement and suggestions for Next steps. The end of quarter grades go on the student’s transcript whereas the mid-point grades are rough estimates of progress and are grades in progress. Timelines and deadlines Just as in the real world, students will be given deadlines for all formative and summative tasks, and, just as in the real world, some of these deadlines are more flexible than others, and the consequences of missing the deadlines vary. Extensions for submission of assignments are based on individual circumstances and should be worked out with the teacher. Students are required to submit both formative and summative tasks on or before the due date. Other than affecting a student’s numerical, achievement grade, lateness, plagiarism and non-submission of assessments will have other consequences, as mentioned below. If a student fails to submit formative assessment work or minor summative tasks by the due date, there will be escalating consequences depending on the assessment: no feedback may be given, which ultimately may affect learning and performance on summative assessments; the grade for organization and ability to meet deadlines will be affected; the student may be assigned to attend Saturday School or lunch detention; the student may be withdrawn from co-curricular commitments or have to make up the work during free time until the assignment is complete. Major summative assessments must be submitted by the due date unless an extension is arranged. These dates are considered non- negotiable 'firm' dates. Students who miss a firm due date for a major summative task will be required to immediately meet with the teacher, and/or Guidance Counselor and/or Principal and a contract of completion will be drawn up including a timeline and plan to get the assignment completed. The student may have to work under the supervision of a teacher or administrator. The strict supervision of the student may entail his missing sports, clubs, dances, free time and weekends to complete the work. If work is still not submitted by these contracted due dates, the consequences continue to escalate. The student could be considered to be breaking the major school rule of mutual respect and may go to the administration. The report card may indicate, “unable to assess, work not submitted" to reflect the fact that insufficient assessment data exists to make a fair evaluation of student performance of major expectations. In this case, no credit may be granted and students may fail a course based on insufficient assessment evidence. Work submitted that does not meet the standards for academic honesty will not be assessed. Formative assessments may simply have to be re-submitted and a talk to the teacher may be a learning experience. However, intentionally dishonest behavior during formative or summative assessment is far more serious, and students will be referred to the administration. If the assessment task is close to the end of the quarter, and there is no time to re-submit the work then no credit may be given for that class. Implementation, Evaluation and Review of the Assessment Policy Substantial professional development for teachers and a restructuring of school practices are needed if this kind of assessment is to flourish. This professional development will take place in faculty meetings, department meetings, TAP Cluster groups, and Critical Friends Groups and will be a focus of the 201415 school year. It is the responsibility of the Academic Coordinator to implement this assessment policy and organize professional development. The main questions for faculty discussion, on a continuous basis, within the whole faculty, and within each department should be: How do we define ‘excellent’ student work? How do our grades compare to grades in the same subject area, within the state, nation, and the world? How do we define teamwork, ability to meet deadlines, etc.? How do we keep assessment fair and equitable for all? For example, how do we allow for the differences between teachers, second language learners vs. native English speakers, subject areas? Teacher collaboration will be crucial to: Discuss samples of student work Discuss the application of criteria and levels of achievement to ensure fairness and common understandings Evaluate student work and seek confirmation from colleagues Seek feedback from students using feedback surveys, etc. Devise equitable, diagnostic summative tasks Make sure the policy becomes a working document The assessment policy will be evaluated by the Academic Assessment Committee in May of each year and proposals for changes discussed at the end of year faculty meetings. Proposals for change will be based on current research on assessment methods. Process and Purpose To provide consistency in teaching and learning at Greenville Tech Charter High School and to align assessment practices with the Common Core standards, this document was produced in a collaborative effort in the spring of 2014. Assessment proposals emanating from the Academic Assessment Committee of the Administrative Leadership Team will be presented to the faculty and staff for further review, feedback, and revisions, culminating in the support of the proposals by all stakeholders of GTCHS and in the inclusion of the policy in the faculty and student handbooks. Bibliography Chappuis, Stephen, Richard J. Stiggins, Judith Arter, and Jan Chappuis. Assessment FOR Learning An Action Guide for School Leaders, 2nd Edition. Educational Testing Service, 2005. “Effective Grading Practices K-12.” <http://www.epiculv.org/papres/policypaper-14.pdf>. Gray, Cheryl, and Rusha Sams. “Before and After the Walkthrough; What to do to Improve Instructional Rigor.” EDVANTIA. <http://sites.edvantia.org/pdta/pdf/RigorWal kthroughhandouts_TNLEAD9.10.pdf>. Hanover Research. “Effective Grading Practices in the Middle and High School Environments.” <http://www.apsva.us/cms/lib2/VA0100058 6/Centricity/Domain/63/Hanover_Research_ _Effective_Grading_Practices_in_the_Middl e_School_and_High_School_Environments. pdf>. Moore, Barbara. “Effective Grading Practices; 12 Fixes for Broken Grades.” SREB. <http://www.tcdss.net>. O’Connor, Ken. “Grade Fixes.” <https://powersource.pearsonschoolsystems. com/s/powerteacher>. Stiggins, Richard J., Judith A. Arter, Jan Chappuis, and Stephen Chappuis. Classroom Assessment for Student Learning, Doing it Right--Using it Well. Educational Testing Service, 2006. Verde Valley School. “Assessment Policy” <http://www.vvsaz.org/UserFiles/File/Verde Valley School’s Assessment Policy.pdf>. Report Cards/Progress Reports/Parent Portal Students must satisfy the content area course requirements as well as the attendance policy of the state of South Carolina in order to receive credit for a class. Grades earned by the student are numerical. 93-100 = Mastery 85-92 = Proficient 80-84 = Basic 0-79 = Below Basic (An average of 85-100 is needed to qualify for the Life Scholarship.) Each major grading period is nine weeks in duration. GTCHS issues progress reports midway through each 9-week period. Parents may access student attendance records, grade progress, and disciplinary actions on the Parent Portal. Parents may receive the username and passcode for each of their students through the office. Students may access their information on the parent portal with their username and password. Student-Led Conferences These conferences count as an attendance day and are mandatory. Students meet with a parent/guardian and their advisor to review progress in classes and service hour accumulation. The conferences may last between 20 and 30 minutes as scheduled by advisors. Advisors may every effort to accommodate parent schedules; however, please plan in advance to attend on the designated day. (added 10-4-2014) Semester and Final Exams Exams must be taken at the appropriate time on the assigned day unless an exception for extreme cases is granted by administration. Extreme cases are defined as illness, bereavement, and similar situations. Vacations, student job schedules, and convenience of transportation will not be considered for exam time changes. (Added 10-4-14) Grades earned by the student are numerical. 93-10 = Mastery 85-92 = Proficient 80-84 = Basic 0-79 = Below Basic (An average of 85-100 is needed to qualify for the Life Scholarship.) Each major grading period is nine weeks in duration. GTCHS issues progress reports midway through each 9-week period. Parents may access student attendance records, grade progress, and disciplinary actions on the Parent Portal. Parents may receive the username and passcode for each of their students through the office. Students may access their information on the parent portal with their username and password. Qualifications for Each Classification Sophomore 5 credits (1 English, 1 math) Junior Senior 11 credits (2 English, 1 math, 1 science) 18 credits (3 English, 3 math, 2 science) Parent/Guardian-Teacher Conferences Please contact the teacher with whom you would like to have a conference before involving guidance or administration. Call the Guidance Office to make an appointment with an entire teacher team or if a matter has not been resolved after first meeting with the teacher. Freshmen and sophomores: Contact Chameka Duncan, 250-8928 Juniors and seniors: Contact Kim Lambert, 2508926 Academic Assistance Academic assistance consists of weekly sessions to master content. Students will e-mail parents each Monday during advisory indicating any grade below an 80. The email is copied to the student’s advisor. Each teacher has published his or her academic assistance sessions in the syllabus for the course and is posted on the teacher’s website. The administrative office has a master schedule of academic assistance times for teachers. (10-4-14) Extended Assessments Students will be given opportunities to improve their results on certain major assessments such as tests and papers. These extended assessments will be assigned by the teacher and may take the form of self-correction, retesting, or revision. These opportunities are designed to help students who have made an honest effort but require extra assistance to perform to their full potential. Teachers will provide details on the time, place, and requirements for extended assessments. Make-up Work If you are absent from class, you have five (5) school days (not class meetings) after your return to school to make up missed work. No make-up work will be accepted after this time. GTCHS expects students to turn in their work on time unless they have been absent from school. Smart Center The Smart Center provides tutoring for students who want extra help Monday-Thursday, 2:455:30 in the Multi-Purpose Room. The cost of attending Smart Center for a year is $150.00, or $75 for each semester. Contact Mr. Gillespie (Room 205, [email protected]) for more information. Twenty-four (24) units of credit are required for a South Carolina High School Diploma. In order to participate in the graduation ceremony, the Principal must certify that the student has met the following requirements: 4 units of English 3 units of science, 2 of which must be lab sciences 3 units of social studies 4 units of mathematics 2 units of foreign language 1 unit of physical education 1 unit of computer technology 1 unit of fine arts 5 units of electives In addition to completing the required core courses, in order to march at graduation, students must: Complete a minimum of 200 hours of community and/or school service (50 hours per year) Successfully complete a Senior Project/Internship (A year-long individual study) Fulfill all obligations (fees, textbooks, library fines, parking tickets, seat time) added 10-42014 Attend two (2) mandatory graduation practices: Friday, May 22nd, 1 PM, Bob Bayne Auditorium and Tuesday, May 26th, 12 noon, McAlister Auditorium, Furman University. Awarding Cum Laude, Magna Cum Laude, and Summa Cum Laude For Greenville Tech Charter HS Students Scoring: GPA 3.0-3.25 3.26-3.5 3.51-3.75 3.76-4.0 = 1 point = 2 points = 3 points = 4 points College Credit Hours 24-40 hours = 2 points 41-55 hours = 4 points 56-70 hours = 6 71 and above = 8 points points Each student receives a score depending on the number of college credit hours and their GPA. To be eligible for cum laude distinction: The student must have attended GTCHS for their junior and senior years; The student must have a 3.0 or higher; and The student must have received 24 hours or more of college credit hours. The summa cum laude group is the top 4% of the cum laude group. The magna cum laude group is the next 6% of the cum laude group. The top two from the summa cum laude group will be chosen to speak at graduation. The highest GPA will determine any ties. College Eligibility Students may demonstrate eligibility for college classes in any of the following ways: Pass at least one part of the COMPASS test; Pass the ASSET test; or Appropriate SAT or ACT scores Additionally, students must: Be proficient (80 or above) in all high school classes and maintain a 3.0 GPA; Demonstrate responsibility, initiative, perseverance, commitment, and self-discipline in academics and citizenship. College Class Performance Guide The rules of GTCHS and Greenville Tech College apply to high school students anywhere on campus. This includes wearing the uniform and school ID for GTCHS to all college classes and at all times on the campus. If a GTCHS student earns a “D” in a Greenville Tech College course, he/she will be required to retake the same course, but must wait one semester before being able to retake that course or any other GTC course. The student must pay for the course ($40/credit hour) prior to enrolling in another GTC course. Both attempts will remain on the student’s college transcript, but the original grade will be replaced by the grade earned on the second attempt if it is higher. If a GTCHS student earns an “F” in a Greenville Tech College course, he/she will be required to retake the same course, but must wait two semesters before being able to retake that course or any other GTC course. The student must pay for the course ($40/credit hour) prior to enrolling in another GTC course. Both attempts will remain on the student’s college transcript, but the original grade will be replaced by the grade earned on the second attempt if it is higher. High school students who withdraw from a college class after the drop/add period will receive a “W” on their college transcript and a “W/F” on their high school transcript. No high school student is permitted to drop a college course without the permission of the high school guidance office and administration office. Students who qualify for college courses must exercise discipline to pass their course(s) by attending all college courses, studying effectively, by visiting professors during their office hours, peer tutoring, and/or asking for assistance in college seminar. (added 10/4/14) GTCHS monitors attendance of high school students in their college classes. All students must sign out and in at the front office. Eligibility Requirements for Participation in Sports or any Extra-Curricular Activity for GTCHS Students Students must: Meet the academic requirements set forth by the school and (if applicable) the state organization governing the sport, activity or program. Maintain a record of acceptable and appropriate citizenship, character, and personal conduct, both inside and outside the school. Have accrued 50 service hours from the year prior (9th graders are exempt their freshman year.) SCHSL Athlete Eligibility GTCHS must follow rules set forth in the South Carolina High School League Handbook Article VII – Section 3, Student Eligibility. There is a copy of this handbook in the Athletics Office, or it is available online at www.schsl.org. In addition to the SCHSL requirements, GTCHS holds its athletes to additional standards. Student athletes at GTCHS must maintain a minimum of an 80% grade in all classes throughout the athletic season. Probation I: Any student-athlete who has one class grade fall below an 80% will be placed on Probation I for two weeks. During this time they will be required to attend Academic Assistance for that class. If, at the end of the probationary period, the student-athlete does not show significant improvement in that class, the student-athlete will meet with the subject teacher and athletic director to discuss their situation. At that time, they will decide to allow the student to continue with the team or be pulled from the team until the minimum standard is met. Probation II: Any student-athlete who has two class grades fall below 80% will be placed on Probation II for two weeks. During this time they will be required to attend Academic Assistance for those classes and will not be permitted to participate in any athletic practices or games. If, at the end of the probationary period, the student-athlete does not show significant improvement in those classes, he or she will meet with the subject teachers and athletic director to discuss the situation. At that time, the faculty team will decide whether to allow the student to continue with the team or to be pulled from the team until the minimum standard is met. If the minimum standards are met in one class, then they will be put on Probation I and those guidelines will be followed until the minimum standard is met. Athletics Privilege: GTCHS has the authority to revoke athletics privileges when student athletes do not meet the required standards of conduct in school and in extra-curricular activities. All athletes should be prepared to follow all rules and regulations as determined by faculty and school administration. Athletic Attendance: Students must be in class all day to be eligible to participate on game day. Exceptions to this policy may include absences authorized by the athletic director and administration. Athletic Insurance: All students in any athletic program are required to purchase insurance. Information on secondary health insurance at a nominal cost and arranged by GTCHS is distributed at the beginning of the school year. Students who wish to play a sport at their homeassigned school must fill out the Greenville County School District form for charter students. Access the form here. Extra-Curricular Activities Dances: Attending GTCHS-sponsored dances is a privilege that can be revoked either for the remainder of the event or for all future events. Students must abide by rules of appropriate conduct and behavior during these social events. All disciplinary procedures normally followed at GTCHS are in effect at these events. Field Trips: Any student wishing to participate in a field trip or similar activity must comply with the dress code, behavioral standards, and parent/guardian permission requirements as outlined by the supervising faculty member. All transportation for field trips and related activities must be in school-approved vehicles. No student is allowed to drive a vehicle on field trips unless the parent/guardian AND the administration approve in special circumstances, e.g. the student has a college class to attend and must return ahead of the other students. (10-42014) Clubs: GTCHS clubs are closed forum. This means the only clubs approved are those that directly relate to the academic arena. GTCHS Discipline Policy The administration of GTCHS works in conjunction with parents/guardians to guide students in owning and solving problems they make in a way that does not make a problem for anyone else. The person who owns the problem is best suited to solve the problem, with adult guidance. Issues that are of a criminal or extreme nature will require contact with authorities and/or expulsion. The administration’s foremost responsibility is to ensure a safe campus for the faculty, staff, and students. All teachers, regular and substitute teachers, have been given the authority and responsibility to insure compliance with properly adopted rules and regulations anywhere on campus. The administration reserves the right to determine the appropriateness of behavior and dress. Authority to suspend students is prescribed by South Carolina Law. Expulsion: Expulsion is the permanent exclusion from Greenville Technical Charter High School for the school year. Under the laws of the state of South Carolina, once a student is expelled from the Charter School, the student may not apply for admission to another South Carolina public or private high school. Suspension: When a student is suspended, he or she is prohibited from the high school campus and all extra-curricular activities during the suspension time. Students who are suspended may make up work they missed. Bullying: GTCHS enforces no bullying as defined here. The administration encourages staff and student body to work together to insure bullying is reported and dealt with swiftly. Harassment: Acts of harassment, hostility, or defamation (whether verbal, written, or physical) will not be tolerated and will constitute grounds for disciplinary action that includes suspension and/or expulsion from school. Legal agencies may be contacted. Sexual harassment includes all unwanted, uninvited and nonreciprocal sexual attention as well as the creation of an intimidating, hostile or offensive school or work environment. For counseling and assistance in resolving matters of this nature, contact the administration. Search and Seizure: Pursuant to state and federal law any person—student or adult— entering a school campus voluntarily suspends certain rights and may be subjected to search and/or seizure by the appropriate authorities. Vehicles and persons in parking areas are included. Student Property: GTCHS assumes no responsibility for loss of the personal property of students. Potentially dangerous items or items that distract from the learning environment taken from a student may be returned to a parent/guardian. Items that are considered to be harmful or dangerous are given to school security officials, i.e. GTC Campus Police 10-414. Use of Tobacco or Nicotine Products: GTC is a non-smoking campus. High School students who use tobacco products in any form or use ecigarettes anywhere on campus or at school activities will be suspended from school. Off Limits Areas During School Hours: 1. Parking Lot •Students are only allowed to enter the parking lot during the school day with permission from the office; the administration advises students to bring in their money, lunches, books, and projects. Students are not to use their cars as lockers, and students who habitually ask to go to the parking lot will be denied. Students may not take other students with them to the parking lot. 10-4-14 •Students are not allowed to leave campus in a vehicle during the school day unless an administrator and a parent/legal guardian grant permission in special circumstances. •Illegal drugs, unauthorized medications, alcohol, and weapons, whether in sight, discovered, or confiscated as the result of a search by school or law enforcement officials, will result in immediate recommendation for expulsion of the student. All items in automobiles driven onto the Greenville Tech campus are the responsibility of the student. 2. Second Floor of Allied Health Building Students who take college classes on the second floor of the AH Building are only allowed on that floor for their classes. Otherwise, the 2nd floor is off limits to GTCHS students. 10-42014 3. Greenville Tech College Campus Students are only permitted to be in other campus buildings when scheduled to attend a class or to meet with an instructor during designated office hours. High School students are required to sign out and back in at the front office when leaving and returning from college classes. 4. GTC Student Center Juniors and seniors in good standing (no discipline issues) may eat in the Student Center. Parking Information for Greenville Technical Charter High School Students, 2014-2015 Parking decals must be updated each school year. What is required to get a parking decal: State-issued driver’s license Vehicle information, including make, model, owner, tag number Paid student activity fee Where to get parking decals: Students will get parking permits in the main office, Room 105, from Mrs. Loftis. Where to place the decal: Decals must be placed on the outside lower left corner of the back window. Do not use tape on the decal. (10-4-2014) What to do if you get a new car: Register the new car with Mrs. Loftis as outlined above; there is no charge for additional decal. Greenville Technical College Parking and Driving Regulations ALL vehicles parked on campus must either have a temporary parking permit, obtained from the Attendance Office or the Administrative Office, or an official GTCHS parking decal. 104-2014 If you receive a ticket for offenses of GTC Regulations below, you must *pay it unless there is evidence the ticket was written in error. In such cases, you may appeal to GTCHS administration within 5 days of receiving the ticket. After 5 days, the right to appeal is waived. The on-campus speed limit is 15 mph. Students must park between white lines only. GTCHS students are only allowed to park in Lot D. Vehicles must be forward facing in the parking space so the parking decal is visible to campus patrols. Parking decals must be properly placed and visible at all times. They must be placed on the outside bottom left of the rear window, using the adhesive on the sticker. No tape. *Pay at the Business Office at McAlister Square. Temporary Parking Permits - see Mrs. Loftis or Mrs. Cady if you need a temporary parking permit because you are driving a different car in an emergency situation. Ideas for Community Service Hours Volunteer: At a local soup Local churches kitchen, activities, Community garden, Local nursing home activities, A local road race, triathlons, walks, Help a neighbor with any chore, etc. Local elementary after-school functions, Ideas for In-School Service Hours Volunteer to help: Any teacher with loading, decorating, bulletin boards, etc. Your “family” with a school improvement project The assistant principal with textbooks Any club with club chores Keeping Track of Service Hours Students fill out a service hours sheet they receive from their advisor. Each advisor keeps track of service hours for the family. Students who have not fulfilled their obligations OR have not recorded their obligations and turned in to their advisor will not be able to participate in extra-curricular activities, receive report cards, or march at graduation. Donated Supplies for Student Service Hours Must be approved by the administration in advance. Rights Regarding FERPA ANNUAL NOTIFICATION OF RIGHTS UNDER THE FAMILY EDUCATIONAL RIGHT AND PRIVACY ACT (FERPA) Dear Parent/Guardian or Eligible Student: This is to advise you that pursuant to the Federal Family Educational Rights and Privacy Act of 1974″ (FERPA), and its implementing regulations, as well as Charter School policy and regulation, parent(s)/guardian(s) of students under 18 years of age and students over 18 years of age (“eligible students”) are entitled to certain rights with respect to a students’ education records. These rights are set forth below. • Parent(s)/Guardian(s) and eligible students have a right to inspect and review the student’s education records defined by law to include those records, files, documents, and other materials which contain information directly related to the student and are maintained by the Charter School or by a person acting for the Charter School. A parent/guardian or an eligible student shall make a request for access to those student’s education records, in writing to the Building Principal of the school at which the student is, or was last, in attendance. Upon receipt of such request, arrangements shall be made to provide access to such records within a reasonable period of time, but in any case, not more than thirty (30) days after the request has been received. • Parent(s)/Guardian(s) and eligible students are also entitled to challenge the contents of such records, to ensure that they are not inaccurate, misleading, or otherwise in violation of the privacy or other rights of the student, and to ask for the correction or deletion of any such inaccurate misleading, or otherwise inappropriate data contained therein. Parent(s)/Guardian(s) and eligible students are also entitled to notice of any decision by the Charter School not to amend a student’s education records as requested by the parent/guardian or eligible student, and of their right to a hearing regarding the Charter School’s denial of a request for such an amendment. Any questions concerning the procedure to be followed in making a challenge and/or requesting a hearing should be directed to the Principal. Parent(s)/Guardian(s) and eligible students have a right that student education records, and any material contained therein which is personally identifiable, are confidential and may not be released or made available to persons other than parent(s)/ guardian(s) or eligible students without the prior written consent of such parent(s)/ guardians or eligible student(s) except: a. As directory information unless the parent(s)/guardian(s) or eligible student objects by September 1st of each school year. Charter School student directory information includes name, address, telephone listing, date and place of birth, major field of study, participation in officially recognized activities and sports, weight and height (if members of athletic teams), degrees and awards received, and the name of the educational agency or institution previously attended by the student. Parent(s)/Guardian(s) and eligible students may refuse to let the Charter School designate any or all of the above information about the student as directory information, b. To another school district in which a student seeks to enroll or intends to enroll, upon request by such district, c. To individuals employed by the Charter School either as an administrator, supervisor, instructor, or support staff member including health or medical staff and law enforcement unit personnel, school board members when acting as a corporate entity in the discharge of statutory duties and responsibilities; and individuals with whom the Charter School has contracted to perform a special task. (i.e., the school attorney; auditor, medical consultant or therapist) who have a legitimate educational need for access to such records. A legitimate educational for any of these individuals to access a student’s records without prior written consent of a parent. guardian or eligible student will be deemed to exist only when it can be shown that such access and disclosure is necessary for any such individual to fulfill his/her professional responsibilities; or d. As otherwise expressly permitted by law. e. Parent(s)/Guardian(s) and eligible students have a right to obtain a copy of the Charter School’s policy and accompanying regulation pertaining to the confidentiality of student education records. A copy of said policy and regulation may be obtained from the Principal. If you feel that your rights under the “Family Educational Rights and Privacy Act of 1974″ have been abridged as a result of alleged failures by the Charter School to comply with the requirements of FERPA you may file a complaint with the U.S. Department of Education, Family Policy Compliance Office, 600 Independence Avenue, S.W., Washington, D.C. 20202 4605. PHOTOGRAPHY OF STUDENTS: Any parent or guardian who does NOT give permission for their student to be photographed for public purposes, please opt out in writing. Provide student’s given name, request to opt out of any photography for public use, sign and date, and return to Ms. Teresa Loftis in the main office. Fees 2014-2015 GTCHS charges an annual operating expense fee of $40 per student. Eligible students may have a reduced fee or no fee, based on free/reduced lunch status as determined by federal guidelines. 10-4-2014 Additional Fees Athletics $50 per semester Smart Center $75 each semester; $150 for year Make checks payable to GTCHS Obligations Policy: Students are responsible to care for and return their textbooks and any other school equipment in good condition or pay for them. Students are responsible to accrue fifty service hours per school year. Possible obligations include: Sports uniforms Dance or cheerleading uniforms Textbooks (high school and college) GTC Library books Seat-time makeup due to excessive absences or tardiness Service hours (50 per year) Students who do not return or pay for their items will be excluded from all extra-curricular activities until the obligations are met. Service hours must be earned and recorded with student advisors yearly. Transcripts and other school records will only be released upon clearing of all obligations, including service hours. Student Technology Computer technology can be used an as aid to the educational process and classroom instruction. GTCHS provides and utilizes desktops, laptops, iPads, and applicable software to deliver instruction and enhance learning. Students learn basic computer skills, conduct research, practice effective communication, develop an electronic portfolio, and complete classroom assignments using technology. Purpose: Computer access is a privilege, not a right. Students may lose their access rights if it is determined that they are not using hardware or software responsibly. The technology provided is intended for education, not entertainment. Access to all programs, files, data, and systems is at the discretion of the staff and faculty and may be changed at any time. Internet: Internet usage is often encouraged as an aid to other learning methods. The Internet offers a wealth of information as well as an opportunity for abuse and exposure to risky/inappropriate material. GTCHS provides category-based Internet filtering software that runs on all its computers. However, no Internet filtering software is foolproof and students must abide by the appropriate standards set forth by the faculty and staff of GTCHS. Privacy: Users of technology should not expect that files stored and/or used with technology resources will be private. Electronic communication, files/folders, media, and any other data are subject to review and examination by the school personnel without prior notification. Network administrators may monitor usage during the course of normal system maintenance to enforce compliance and ensure system integrity. Unacceptable material will be confiscated and subject to disciplinary action. Email: Each student is provided a school email account for communication with school faculty, staff, and other students. Students are responsible to use the email in a respectful and appropriate manner. They are responsible to check email for announcements and other communication from faculty, staff, or administration. GTCHS Student Network/Internet User Agreement I agree to: Treat computer equipment with care and respect. Willful destruction of any computer equipment or software will be considered vandalism and may warrant the involvement of local law officials; Only create, download, display or exchange written text, graphics, or executable files intended for education-related purposes; Follow copyright laws at all times. If you have questions about the legality of using software, text, graphics or music you find online, ask your teacher for guidance. Keep personal passwords secret. Sharing passwords is not permitted. You are responsible for all activity on your account. Notify a staff member immediately when any problem with technology equipment occurs. If failure to do so results in any damage to equipment, it will be assumed a result of your use. I agree NOT to: Send or display offensive messages or pictures (as determined by school administrators); Use obscene language; Harass, insult, or attack others; Damage computers, computer systems, or computer networks (includes modifying operating system or software); Attempt to bypass the internet safeguards or content-filtering system provided by the school; Plant viruses, hack any computer or attempt to gain unauthorized access to any computer; Use another’s account and password; Trespass in another’s folders, work, or files; Intentionally waste limited resources including paper, toner, or network bandwidth; or Employ the network or computer systems for commercial purposes. For any and all matters that this handbook does not specifically address, policies and procedures that have been adopted and approved by the School’s sponsor, Greenville County Schools, may be followed as determined by administration.
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